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- ItemOpen AccessA Learning Journey at UCalgary(PEER Beyond Research Conference 2023 University of Calgary, 2023-02-12) Fatima, KulsumThis presentation presents the evaluative study to access UCalgary initiatives for water sustainability, which intends to identify “knowledge gaps” regarding perceptions of sustainable water use, water sustainability applications in physical & digital spaces and understanding of water resource related issues.
- ItemOpen AccessAdvancing Water Literacy and UN SDG6 Through Experiential Learnings(2023-04-28) Kulsum FatimaWater sustainable behaviors among the campus community are promoted and prioritized through this digital poster, which explores the experiential learning thread. This thread support research study REB20-0815, which examine how sustainability practices can be improved through knowledge dissipation. In addition, experiential learning influences user choice towards water sustainable behavior as we move through our physical & digital spaces on campus.
- ItemOpen AccessAssessing impacts of mediated communication technologies in advancing UNSDG6 at UCalgary campus, Alberta, Canada(Dresden Nexus Conference 2022, 2022-05-23) Fatima, KulsumThe study aspires to utilize institutional conditions to foster responsible engagement for environmental protection, and demonstrate an all-inclusive perspective to water sustainability. This perspective aims to highlight existing water sustainable initiatives on UCalgary campus by identifying and implementing user-oriented mediated communication strategies that will enhance user observation & perception around water features, as we move through our campus.
- ItemOpen AccessBridging the Gap: Policy Instruments to Encourage Private Sector Provision of A! ordable Rental Housing in Alberta(Canadian Journal of Urban Research, 2011) Tsenkova, Sasha; Witwer, Melissa
- ItemOpen AccessDesign Studio Matrix: Supporting the Decision-Making Process as Part of a Reflective Practice(2021-04) Abegglen, Sandra; Dall'Ara, Enrica; Livesey, Graham; Neuhaus, Fabian; Taylor, Mary-EllenDesign is described as a process of making decisions based on reflection in and on action (Schön, 1983). This report outlines the findings of the Design Studio Matrix: Supporting the Decision-Making Process as Part of a Reflective Practice research project, and provides recommendations for both future research and teaching. The Design Studio Matrix was funded by the grants program of the Taylor Institute for Teaching and Learning at the University of Calgary. The principal grant holder was Dr. Fabian Neuhaus, Associate Professor at the School of Architecture, Planning and Landscape, University of Calgary. The project was carried out at the School of Architecture, Planning and Landscape, University of Calgary, with a focus on three Masters design studio courses: the EVDS 620 Urban Design Studio/EVDA 782.01 Senior Architecture Design Studio course in fall 2019, the EVDP 644 B02 Advanced Professional Planning Studio course in winter 2020 and the EVDP 616 Planning course in fall 2020. The project ran for two years, from spring 2019 to Spring 2021. Its aim was to analyze design studio pedagogy and to further develop the Design Studio Matrix (DSM), a teaching and learning tool that was developed by Dr. Graham Livesey, Dr. Enrica Dall’Ara and Dr. Fabian Neuhaus. The hypothesis was that the DSM would help shift the focus of design education away from the product towards the process and the reflection thereof. The research was led by Sandra Abegglen and adopted a mixed or multi method approach consisting of focus group discussions, semi-structured interviews, in-class observations and questionnaires. In addition, material created by the students such as diagrams and survey data were analyzed. Ethical approval for the research was sought and granted by the University of Calgary Conjoint Faculties Ethics Board in August 2019. A total of 100 students have worked with the DSM to date. Of those, 53 students were registered for one of the courses included in this study, with 38 students fully participating in the research and 3 students partially participating. Participation in the research project was voluntary, with students being able to opt in or out of all, or particular research elements.
- ItemOpen AccessEnergy Intensive Water Management to Achieve Zero Carbon Footprint: A Case Study in Semi-Arid Region, India(2016-02) Fatima, KulsumThe study looks into areas around NCT region that have deep soil conditions along Yamuna River and are known for having ground water resource potential. The site selected has a complex mix Landuse including residential, administrative & industrial setup along with a warehouse & other supporting facility. As assessment of onsite water demand is made on the basis of liter par day demand for various functions within the site and an estimation of water availability on site with respect to surface & ground water resource potential as well. The potential for rainwater harvesting potential and recycled water potential is also assessed. The study also makes suggestions regarding reversing and improving the declining trends of the ground water table conditions which are burdened because of overexploitation/over extraction. Corresponding to the actual demand & reduced demand of water, an estimation of carbon footprint for water-based energies is estimated. This is further supported by solar exposure analysis for assessing the entire site potential for harnessing solar energy. This helped in proposing on site renewable energy generation possibilities along with ground water improvement. This leads to the innovative idea of energy intensive site with zero carbon footprints for water pumping systems.
- ItemOpen AccessGoing Coastal: Shared Evolutionary History between Coastal British Columbia and Southeast Alaska Wolves (Canis lupus)(Public Library of Science, 2011) Weckworth, Byron V.; Dawson, Natalie G.; Talbot, Sandra L.; Flamme, Melanie J.; Cook, Joseph A.
- ItemOpen AccessHousing Reforms: Implementation Challenges and Opportunities in Housing Policy and Practice(2011) Tsenkova, Sasha
- ItemOpen AccessHuman Activity Differentially Redistributes Large Mammals in the Canadian Rockies National Parks(Resilliance Alliance, 2011) Rogala, James Kimo; Hebblewhite, Mark; Whittington, Jesse; White, Cliff A.; Coleshill, Jenny; Musiani, Marco
- ItemOpen AccessHumans Strengthen Bottom-Up Effects and Weaken Trophic Cascades in a Terrestrial Food Web(PLoS ONE, 2013-05-08) Muhly, Tyler B.; Hebblewhite, Mark; Paton, Dale; Pitt, Justin A.; Boyce, Mark S.; Musiani, Marco
- ItemOpen AccessInformal settlements in post-communist cities: Diversity factors and patterns(Urban Planning Institute of the Republic of Slovenia, 2010-02-21) Tsenkova, Sasha
- ItemOpen AccessLinking habitat selection and predation risk to spatial variation in survival(John Wiley & Sons, Inc., 2013-09-02) DeCesare, Nicholas J.; Hebblewhite, Mark; Bradley, Mark; Hervieux, David; Neufeld, Lalenia; Musiani, Marco
- ItemOpen AccessLived Experiences with Water(International Development Week Storytelling the SDGs Event, 2023-02-08) Fatima, KulsumThis presentation shares lived experiences with water portrayed through art and storytelling, creating a safe and open space to explore discussions and share stories in connection to UNSDG6.
- ItemOpen AccessPlanning sustainable communities: diversities of approaches and implementation challenges(University of Calgary, Faculty of Environmental Design, 2009)
- ItemOpen AccessRethinking Women Talk Back The View at 2018(2018-06) Hanington, CatherineThis Master’s thesis is in two parts: The main body of the thesis was completed in 1998 and the second part – a new Introduction and Epilogue – was completed 20 years later in 2018. My original research question was to explore the role of women’s educational experiences in schools of industrial design as a factor in explaining the low numbers of women practising industrial design. To explore this hypothesis, I embarked on a mixed-methods research project that involved qualitative interviews with women in three Canadian schools of Industrial Design: Carleton University in Ottawa, ON; Emily Carr University of Art and Design in Vancouver, BC; and the University of Calgary in Calgary, AB. The result of the 1998 empirical investigation provided evidence that many women in these three schools of industrial design encountered a chilly climate in their studies that suggested that this was a contributing factor in their decision not to pursue active careers as practitioners in the field of industrial design. In the intervening twenty years, the percentage of women students in schools of industrial design has dramatically increased to represent 50% of the student body or higher, and yet the paucity of women practitioners remains much as it was in 1998. Recent statistics put the number of practising female industrial designers in North America still at between 5% and 25%. In 2016, I was re-admitted to the Faculty of Environmental Design at the University of Calgary to revisit and update my original thesis from the 1990s. In a new Epilogue, I assessed both what has and has not changed in the relationship between industrial design education and industrial design professional practice in the last twenty years. In the profession itself, much has changed in terms of the application of new technologies and processes. As well, the profession has entered a period of introspection as to its purpose, practice and future and many have proposed a more socially responsible approach to design. Turning to schools of industrial design, while the curriculum has become more multi-disciplinary and technologically-focussed, feminist pedagogy and critique has made virtually no in-roads. In 2018, I must sadly report that the chilly climate for women in schools of industrial design remains much as it was in 1998. My general conclusion: Feminist scholars need to “rebuild” a body of feminist critique of industrial design as they did in the 1980s and 1990s – to undertake new empirical research of women’s experiences in industrial design education, to once again let women’s voices be heard.
- ItemOpen AccessSignaling Mechanisms to Physiological Function: Electrical and Second Messenger Communication in Resistance Arteries(2012-06-11T18:35:38Z) Tran, Cam Ha T.The goal of this thesis was to develop a deeper understanding of electrical and second messenger communication in small resistance arteries, and how these key biological processes influence vascular contractility and blood flow control. To achieve this goal, we pursued three defined objectives. First, we determined why electrical responses initiated in smooth muscle fail to spread to neighboring cells like their endothelial counterparts. A functional assessment complemented by computational modeling revealed that the structural and connectivity properties of vascular cells play a key role in determining how charge moves asymmetrically among vascular cells. As such, certain cell-specific responses will conduct robustly from cell-to-cell while others will not. Second, we examined the nature of electrical communication in arterial networks and how this key biological process impacts on blood flow control. Once again, using a combination of functional experimentation and computational modeling, we observed that vessel length and branching play a role in determining how electrical phenomenon conduct within a network and influence blood flow control. Further, this work re-emphasizes the essential role of the endothelium in electrical communication and how a modest change in this layer’s coupling, due to disease, can compromise network perfusion. Lastly, using an integrated experimental approach, we explored whether second messengers could cross myoendothelial gap junctions and elicit a feedback response that limits constriction. This pathway begins with agonists inducing smooth muscle cell depolarization and a rise in second messenger concentration. Next, IP3 fluxes across myoendothelial gap junctions and elicits inducible Ca2+ wavelets, an event that in turn activates endothelial IK channels. The resulting hyperpolarization then moderates iv the initial depolarization of smooth muscle. Overall, the findings arising from the three objectives shed new light onto the basis of vasomotor and blood flow control in the resistance vasculature.
- ItemOpen AccessSmartphone-GPS Literature Review Complete Database(2020-04-14) Rout, AngelaWe conducted a two-stage search process to build a database of papers relevant to smartphone-GPS data and human behaviour studies: a key-term sweep of two academic search engines to identify focal papers, and a review of titles of other studies cited in the focal set to gather a second set of related papers. The first search was intended to represent the breadth of the literature, and the second was to dig deeper into a subset of the results to identify work that was pertinent to the research theme. To identify search terms for the first stage we conducted an iterative search for key words using the Web of ScienceTM (Science Citation Index Expanded) and ScopusTM. We developed a keyword search using relevant terms which we grouped into four categories: 1) terms for mobile phone; 2) terms for sensing and tracking; 3) terms for human behaviour; and, 4) terms to identify studies. Search terms were:"GPS" AND ("cellphone" OR "mobile phone" OR "smartphone" OR "smart phone") AND ("sensing" OR "tracking" OR "recording" OR "participat*") AND ("urban" OR "City" OR "behavior" OR "behaviour" OR "human") AND ("data" OR "study"). Search conducted early 2018
- ItemOpen AccessSupporting Student Writing and Other Modes of Learning and Assessment. A Staff Guide(2021-05) Abegglen, Sandra; Burns, Tom; Sinfield, SandraThis Guide promotes writing-to-learn. Academic writing is a contested area that is tricky to navigate and master especially for newcomers. However, this does not need to be the case. We show that if instructors ‘teach’ writing differently, it can foster students’ learning. Academic writing is a process: we write to become academic. It is an initiation into and participation in wider professional and academic discourses. This Guide is an invitation to move beyond the ‘mechanics’ of writing - to make it meaningful, engaging, interactive and fun. If writing is appreciated as developmental - and appropriately supported - it automatically spurs students on to write their ‘best’.
- ItemOpen AccessTrends and Progress in Housing Reforms in South Eastern Europe(Council of Europe Development Bank, 2005) Tsenkova, Sasha