Pure water in the city covering the reservoirs on Mount Royal

La question du pourquoi et du comment l’eau a disparue du paysage urbain est explorée dans cette étude des réservoirs à ciel ouvert du système d’approvisionnement en eau potable de la ville de Montréal. Une étude de cas de trois réservoirs, le McTavish (à ciel ouvert de 1856 à 1948), Côte-des-Neiges (de 1893 à 1938) et Vincent d’Indy (de 1915 à 1964), considère comment la forme et la fonction des réservoirs ont changé, alors qu’évoluaient les rapports entre facteurs environnementaux, moyens technologiques et préoccupations sociales dans la ville en croissance. Répondant aux avantages et défis de la topographie urbaine, ces réservoirs ont été construits sur les flancs du mont Royal. Le potentiel offert par ces réservoirs d’élargir le noyau de conservation de la montagne est exploré dans une reconsidération de leur situation dans la ceinture de sites institutionnels qui circonscrivent le coeur de ce principal paysage naturel et culturel de la ville. Un virage dans les développements de l’aqueduc, passant des questions quantitatives à des questions qualitatives, relié à la montée des perspectives de la santé publique et de l’environnement, était à l’origine du mouvement de couvrir les réservoirs. Toutefois, le coût élevé de la reconstruction des basins en boîtes de béton armé recouvert de pelouse et l’absence de règlements exigeant des toits sur les réservoirs, ont mené à des délais de plusieurs décennies. Par ailleurs, dans la ville en pleine expansion, l’augmentation de la capacité de stockage d’eau demeurait au moins aussi importante que la garantie de la qualité de l’eau. L’éthique d’efficacité qui en résulta est traduite dans les paysages des réservoirs transformés, pour lesquels les fonds et l’aménagement furent négligeables. Des conséquences imprévues mais cruciales de cette transformation sont examinées : la dissociation de l’approvisionnement d’eau de l’écosystème urbain; la perte de visibilité de l’aqueduc; la reconnaissance réduite de sa valeur collective; la responsabilité ambiguë de ces espaces ouverts et, comme conséquence, un manque d’entretien; la dissimulation de l’aqueduc et d’autres fonctions techniques dans le paysage de la montagne et le manque d’intégration des réservoirs dans les plans de conservation de la montagne.The questions of how and why water has disappeared in the urban landscape are explored in this study of the uncovered reservoirs of the Montreal water supply system that were destined to be covered. A case study of three reservoirs, the McTavish (open from 1856 to 1948), the Côte-des-Neiges (from 1893 to 1938), and the Vincent d’Indy (from 1915 to 1964), considers how the form and function of these reservoirs changed, as the relationship between environmental factors, technological means and social concerns evolved in the developing city. In response to advantages and challenges of the city’s topography, the reservoirs were built on the flanks of Mount Royal. The potential the reservoirs offer to expand the mountain’s conservation core is explored in a reconsideration of their situation within a belt of institutional properties that delimit the heart of this principal natural and cultural landscape of the city. A shift in the focus of water supply development from quantitative to qualitative concerns, related to the rise of both public health and environmental perspectives, was a principal incentive to covering water supply reservoirs. Nevertheless, the expense of rebuilding the basins as reinforced concrete boxes covered in earth and sod, and the lack of regulations requiring covers on all reservoirs, lead to the process being delayed for decades. Furthermore, the city was in full expansion throughout this period, so that the pressure to increase the capacity of water storage rivalled that of guaranteeing water quality. The resulting focus on efficiency is embodied in the landscapes of the transformed reservoirs, in which little funds or planning resources were invested. Certain unplanned but critical consequences of this transformation are examined: the disassociation of water supply from the urban ecosystem; the loss of visibility of the waterworks; the decreased recognition of their collective value; the confusion about responsibility for these open spaces and a related lack of upkeep; the concealment of water supply and other technological functions in the mountain landscape; and the lack of integration of the reservoir sites in plans for the mountain’s conservation

Recommendations for biomechanics in the physical education teacher education curriculum

The purpose of this study was to determine the critical biomechanics competencies physical educators need to learn, and delineate learning environments and instructional methods for delivering core biomechanics competencies within the physical education teacher education curriculum. An initial list of theoretical and applied biomechanics competencies was constructed using the knowledge and skills recommended by the Guidelines and Standards for Undergraduate Biomechanics and three textbook sources. A two-round, modified Delphi procedure involved the repeated circulation of a survey to a small panel of content experts. The study sample included biomechanics specialists, physical education teacher educators, and K-12 physical education teachers. The Delphi panel members rated each survey item in terms of theoretical importance and pedagogical relevance using a five-point Likert scale. The data collected during the second round of questioning provided a final measure of consensus regarding the critical strength of each biomechanics competency. An item had to receive a mean rating of at least four or higher in the areas of importance and relevance by at least 75% of all individual ratings in order to be considered essential in the preparation of prospective physical educators. An open response question was incorporated into the second Delphi round asking panel members to recommend three learning environments and instructional methods for delivering core biomechanical knowledge into the physical education teacher education curriculum. The results of the study provided a conceptual framework upon which physical education teacher educators can make future curricular decisions in the area of biomechanics

Writing and the Productive Agricultural Scientist

At a Northeastern land-grant university, 87% of Experiment Station scientists thought that writing was part of their responsibility as scientists

Defining Research Productivity: It Depends Upon Who You Are

Definitions of research productivity vary, depending upon a person\u27s position with in a university

A matter of conscience? The democratic significance of \u27conscience votes\u27 in legislating bioethics in Australia

In Australia, members of a political party are expected to vote as a block on the instructions of their party. Occasionally a ‘conscience vote’ (or ‘free vote’) is allowed, which releases parliamentarians from the obligation to maintain party discipline and permits them to vote according to their ‘conscience.’ In recent years Australia has had a number of conscience votes in federal Parliament, many of which have focused on bioethical issues (e.g., euthanasia, abortion, RU486, and embryonic/stem cell research and cloning). This paper examines the use of conscience votes in six key case studies in these contested areas of policy-making, with particular attention to their implications for promoting democratic values and the significance of women’s Parliamentary participation

Managing risk and consistency in the raw material supply chain for single use systems

As the bioprocessing industry moves increasingly towards single use systems (SUS), security of supply at the raw material level becomes imperative to quality. Long term supply of consistent, high quality materials desired for single use film is directly attributed to the stability, continuity and quality of raw material supply from the film manufacturer. This presentation will focus on the strategic selection of raw materials for a single use platform film in the bioprocessing industry to minimize risk associated with change notifications. Utilizing a quality by design approach, a single use film was formulated with no added Irgafos 168, enhanced abuse resistance and a low extractables and leachables profile. There are several factors that are critically important to understanding quality and risk of supply in raw material sourcing. This presentation will outline the raw material selection process established to ensure supply continuity and high quality desired for use in bioprocessing films. A comprehensive study was conducted on raw materials prior to film validation and quality controls were established to ensure consistency prior to processing into single use films

Changes in vitamin biomarkers during a 2-year intervention trial involving increased fruit and vegetable consumption by free-living volunteers

Peer reviewedPublisher PD

Reducing Sexual Risk among Racial/ethnic-minority Ninth Grade Students: Using Intervention Mapping to Modify an Evidenced-based Curriculum

Background: Racial/ethnic-minority 9th graders are at increased risk for teen pregnancy, HIV, and STIs compared to their White peers. Yet, few effective sexual health education programs exist for this population. Purpose: To apply IM Adapt—a systematic theory- and evidence-based approach to program adaptation—to modify an effective middle school sexual health education curriculum, It’s Your Game…Keep It Real! (IYG), for racial/ethnic-minority 9th graders. Methods: Following the six steps of IM Adapt, we conducted a needs assessment to describe the health problems and risk behaviors of the new population; reviewed existing evidence-based programs; assessed the fit of IYG for the new population regarding behavioral outcomes, determinants, change methods, delivery, and implementation; modified materials and activities; planned for implementation and evaluation. Results: Needs assessment findings indicated that IYG targeted relevant health and risk behaviors for racial/ethnic-minority 9th graders but required additional focus on contraceptive use, dating violence prevention, active consent, and access to healthcare services. Behavioral outcomes and matrices of change objectives for IYG were modified accordingly. Theoretical methods and practical applications were identified to address these behavioral outcomes, and new activities developed. Youth provided input on activity modifications. School personnel guided modifications to IYG’s scope and sequence, and delivery. The adapted program, Your Game, Your Life, comprised fifteen 30-minute lessons targeting determinants of sexual behavior and healthy dating relationships. Pilot-test data from 9th graders in two urban high schools indicate promising results. Conclusion: IM Adapt provides a systematic theory- and evidence-based approach for adapting existing evidence-based sexual health education curricula for a new population whilst retaining essential elements that made the original program effective. Youth and school personnel input ensured that the adapted program was age-appropriate, culturally sensitive, and responsive to the needs of the new population. IM Adapt contributes to the limited literature on systematic approaches to program adaptation

Who Benefits from KIPP?

The nation's largest charter management organization is the Knowledge is Power Program (KIPP). KIPP schools are emblematic of the No Excuses approach to public education, a highly standardized and widely replicated charter model that features a long school day, an extended school year, selective teacher hiring, strict behavior norms, and emphasizes traditional reading and math skills. No Excuses charter schools are sometimes said to target relatively motivated high achievers at the expense of students who are more difficult to teach, including limited English proficiency (LEP) and special education (SPED) students, as well as students with low baseline achievement levels. We use applicant lotteries to evaluate the impact of KIPP Academy Lynn, a KIPP school in Lynn, Massachusetts that typifies the KIPP approach. Our analysis focuses on special needs students that may be underserved. The results show average achievement gains of 0.36 standard deviations in math and 0.12 standard deviations in reading for each year spent at KIPP Lynn, with the largest gains coming from the LEP, SPED, and low-achievement groups. Average reading gains are driven almost entirely by SPED and LEP students, whose reading scores rise by roughly 0.35 standard deviations for each year spent at KIPP Lynn