Climate Risk Assessment and Adaptation Considerations for Municipal Governance

Within the last 10 years, four of the 10 most extreme and extremely expensive weather- related disasters in Canada have occurred in Alberta, and climate modelling for Western Canada projects increasing changes and weather extremes. Changing and extreme conditions will continue to affect many aspects of municipal operations over the next 10 to 30 years. The major risks and impacts of changing climate conditions directly affecting municipalities involve infrastructure performance, increasing water stress, land use change and asset management. Long-term seasonal temperature and precipitation changes punctuated by extreme weather conditions are a costly combination affecting local governments and communities. Alberta has a diverse range of climate risks, and risk assessment, adaptation and disaster response needs to reflect this diversity. Surveys done in 2019 and 2021 identified common barriers affecting municipal effectiveness in managing and adapting to climate risk which include: available staff time; access to climate risk and adaptation expertise; access to financial resources; and access to locally relevant and credible climate informationand data. Municipalities in Alberta with populations less than 10,000 are more likely to experience these barriers than larger and urban municipalities better positioned to have access to the specialized resources necessary. All Alberta local authorities are required to have an emergency management plan to respond to extreme weather events of relatively short duration. However, longer term, extreme shifts in seasonal temperatures and precipitation are projected over the next 20to 30 years that will continue to impact municipal land use planning, water availability and infrastructure costs. Climate risk and adaptation need to be integrated into municipal plans, infrastructure maintenance, capital budgets and asset management to strengthen local resilience. Municipalities in Alberta have a provincial statutory framework that can address climate risk assessment and adaptation. Eight opportunities are identified that can be used within Alberta’s municipal government model to increase municipal effectiveness including: greater use of Intermunicipal Collaboration Frameworks (ICFs) and development of a Climate Adaptation Research and Decision Support (CARDS) network to provide multi- disciplinary decision support to local government decision-makers in different geographic areas of Alberta

The expansion of heterocyclic rings

Of the reactions in which pyrroles and indoles are reported to undergo ring expansion, the example investigated initially - the conversion of 2-carbamyl-2-cyano-dihydroindole to 3-carbamyl-2-hydroxyquinoline - proved to be incorrect. The supposed dihydroindole compound (a reduction product of alpha-cyano-o-nitrocinnamamide) was actually 2-amino-3-carbamylquinoline (Section A). The general reaction whereby pyrroles and indoles are converted by trihalomethanes/base to 2-pyrrole and 3-indole aldehydes, and 3-halopyridines and quinolines was next examined (Section B). Three instances of the isolation of a dichloromethyl pyrrolenine or indolenine and its subsequent conversion to a pyridine or quinoline are recorded in the literature. The dichloromethyl derivative had therefore been suggested to be an intermediate for both aldehyde formation and the ring expansion. From paper chromatographic experiments the ring expansion of 3-dichloromethyl-2:3-dimethylindolenine to 3-chloro-2:4-dimethylquinoline does not appear to occur.But a product whose picrate corresponds, by analysis, to that of 3-ethoxy-2:4-dimethylquinoline (and not to 2:3-dimethylindolenine-3-aldehyde or its diethyl acetal derivative) has been obtained from the action of sodiumethoxide on 3-dichloromethyl-2:3-dimethylindolenine. This suggests that the ring expansion does occur here, possibly by means of a labile intermediary, produced during solvolysis of the dichloromethyl group. A mechanism: has been suggested, and also one for the 'direct' conversion of pyrroles and indoles to pyridines and quinolines.A preliminary kinetic investigation of the reactionof sodium ethoxide on the dichloromethyl derivative was begun.Several 2-aminoquinolines and their N-oxides, and some 3-substituted2:4-dimethylquinolines were availablefrom the work recorded in Sections A and B. The spectra ofthe N-oxides in ethanol, and aqueous hydrochloric acid andsodium hydroxide, were measured (Section C). Spectra ofthe other derivatives were measured in the first twosolvents. As previously observed, the N-oxides show abathochromic effect in ethanol and alkali, but have thesame absorption as the corresponding quinolines in acid. The general characteristics of the 2:4-dimethylquinoline series conform with published results.<p

Developmental Biology Courseware that Integrates Multimedia Technology into the Laboratory and Classroom Experience

Biological Sciences (61) It is paramount to the learning of science that students participate in science as active learners and researchers. The use of multimedia technology to facilitate this goal offers an inexpensive way of making materials available to a large number of students and encourages students to be independent learners. This project is developing multimedia courseware that makes a wealth of resources available to undergraduate college students who are exploring the field of developmental biology. This field has gained tremendous importance recently because of its relevance to our daily lives through techniques such as cloning, genetic engineering, assisted reproductive techniques, and our realization of environmental impacts on development. It is important that college students gain an understanding of this field and that educational materials be available that make it both exciting and accessible. The multimedia courseware this project is developing consists of an interactive CD-ROM that interfaces with an interactive Web site. This CD-ROM/Web hybrid instructs students on techniques and the biology of organisms used in this field. The courseware is called Vade Mecum, Latin for go with me, which was a term used in the past to designate a manual or handbook, and is used here to refer to the portability of this courseware, aiding its usefulness as the student uses it to explore developmental biology. One of the strengths of Vade Mecum is that it is fully integrated with a laboratory manual and coordinated with a major textbook in the field. This creates a unified package that facilitates both teaching and learning. Vade Mecum uses QuickTime movies, QuickTime Virtual Reality modules, an extensive gallery of labeled photographs, interactive learning sequences, puzzles, questions, and Web links to communicate to students how to create their own investigative tools, how to work with various model organisms, and how to understand the complex life cycles and development of these organisms. Web modules allow and encourage students to post their own work and discussions in the Virtual Poster Session and Virtual Round Table sections. By showing students the methods for low-cost experiments, how to construct their own tools out of common, inexpensive materials, how to adapt an inexpensive microscope to have it perform as an expensive instrument, and by keeping the cost of the Vade Mecum CD to a minimum and making the Vade Mecum Web Site available to all, this course material will be useful to learning at all institutions regardless of their financial status

A study of the Cuban community in Richmond

For Cubans there has been a long, historic exile path to the United States. The Spanish historian Justo Zaragoza noted that 100,000 persons fled the island in 1869,2 following the start of the Ten Years\u27 War agitating for independence from Spain. Again in 1895 when the War for Independence broke out, Cuban colonies were founded in Southern Florida, Tampa, and other U.S. cities. Political activity was very much a part of the exile groups from the time that the great Cuban hero, Jose Marti plotted his revolution in a house in Tampa.3 Revolutionary activity was carried on among exiles in the U.S. during the dictatorships of Gerardo Machado and Fulgencio Batista. Castro himself was among the Miami plotters of the Batista era. He left his Mexican exile in 1956 and spent ten days in Miami conferring with other exile leaders and raising funds.

Play it Forward: Cooperative Learning & Structured Play During Recess

Cooperative learning and structured play (CLASP) are two things that have gone unappreciated in the modern educational setting. This is an important issue for many local low-income schools as the dropout rate is so high. CLASP ideals come with a wide array of positive outcomes that look to brighten the futures of affected youth. CLASP provides an incredible number of scholarly benefits: increased school involvement, higher GPA, improved interpersonal relationships, increased ability to work as a team, etc. This capstone identifies these critical benefits and addresses the best way to properly utilize CLASP within the school setting. The three primary stakeholders chosen are the Principal/Vice Principal, teachers, and students. All three of which stand to benefit from CLASP pedagogy. This Capstone implemented a prototype program in a local elementary school. Based on the results from the program, it has been made clear that the best way to utilize CLASP in the school setting is through the incorporation of service learning activity leaders during lunch recess. Furthermore, implementation of CLASP programs is minimal while the outcomes can be monumental

Play it Forward: Cooperative Learning and Structured Play

Cooperative learning and structured play (CLASP) are two things that have gone unappreciated in the modern educational setting. This is an important issue for many local low-income schools as the dropout rate is so high. CLASP ideals come with a wide array of positive outcomes that look to brighten the futures of affected youth. CLASP provides an incredible number of scholarly benefits: increased school involvement, higher grade point average,, improved interpersonal relationships, increased ability to work as a team, etc. This Capstone identifies these critical benefits and addresses the best way to properly utilize CLASP within the school setting. The three primary stakeholders chosen are the Principal/Vice Principal, teachers, and students. All three of which stand to benefit from CLASP pedagogy. This Capstone implemented a prototype program in a local elementary school. Based on the results from the program, it has been made clear that the best way to utilize CLASP in the school setting is through the incorporation of service learning activity leaders during lunch recess. Furthermore, implementation of CLASP programs is minimal while the outcomes can be monumental

Gender Liberation and Mutual Aid: Blog Post

During the Spring 2023 semester, the WGSS 374: Queer Theories and Politics course studied the mutual aid and LGBTQ+ community organizing. Trans studies scholar Dean Spade defines “mutual aid is the radical act of caring for each other while working to change the world” (2020). Amidst national attacks on trans youth via anti-trans bills, our course imagined how collective care and mutual aid provide vehicles of gender-affirming safety in Winona