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There is a pressing need to develop a coherent and appropriate conceptualization of ‘resilience’ in the context of agricultural production as well as a tool for its practical assessment. Here I do both. I use a systematic and integrative approach to review and assess recent conceptualizations of ‘resilience’ and analytical frameworks. Following this review, I develop six conditions enabling resilience in agroecosystems, which inform the development of a conceptual framework and the selection of variables and indicators. Applying the conceptual framework to the Canadian agroecosystem in a general manner serves to identify opportunities for farmers and policy-makers to assess, discuss, and manage agroecosystem resilience. The high-level assessment demonstrates that important changes underway in the Canadian agroecosystem support resilience through re-organization, adaptation, and learning. However, the current focus on maximizing productivity and efficiency often leads to reduced diversity; increased connectivity; protection against disturbances; reliance on anthropogenic inputs; and missed opportunities for shared learning and experimentation. This focus on productivity may not support the long-term resilience of agroecosystem. Therefore, ensuring that agroecosystems can adjust to big and small disturbances in the future requires that we shift our thinking to recognize and support the complex adaptive nature of agroecosystems and adopt adaptive management approaches.

Beware, towing in effect -- Whitehorse exchange students at Malaspina -- Lovick to head heart campaign -- Videodiscs, yesterday, today, and tomorrow -- There is still time to register -- Three free events scheduled -- Weigh your salads and fries -- Scholarships and bursaries deadline -- Early childhood education film series -- Office changes -- Dance club resumes classes -- Universal gym and fitness training demonstrations -- Know television job training program -- Tennis, anyone -- For your diary https://viuspace.viu.ca/bitstream/handle/10613/744/MainlyMalJan25-83.pdf?sequence=3

https://viurrspace.ca/bitstream/handle/10613/26628/Feb05-1932.pdf?sequence=2&isAllowed=y

https://viurrspace.ca/bitstream/handle/10613/22959/Dec17-1887.pdf?sequence=2

https://viurrspace.ca/bitstream/handle/10613/21983/Mar08-1879.pdf?sequence=2

https://viurrspace.ca/bitstream/handle/10613/14952/Mar20-1917.pdf?sequence=2&isAllowed=y

https://viurrspace.ca/bitstream/handle/10613/17628/Jun06-1899.pdf?sequence=2

New funds for college announced -- Streamlined institutional evaluation comes to Malaspina -- Board elects new chairman, vice chairman -- Board approves tuition changes -- College people -- Canadian daughter's league scholarship -- Environmental consciousness through the arts in China -- Medical services plan premium increased -- Annual ceramics seminar set for April 5 -- Last chance for Expo passes group rate -- Please pick up your Expo passes -- A South African woman speaks -- On with the show -- For your diary https://viuspace.viu.ca/bitstream/handle/10613/838/MainlyMalMar8-86.pdf?sequence=3

Canadian post-secondary institutions cumulatively deliver over 300 programs online or at distance as alternatives to on-campus teaching, and student enrollments in online programs are expected to increase (Canadian Virtual University (CVU), 2013). However, little is known about online degrees as credentials for employment. Focusing on bachelor's degrees awarded by Canadian universities for online and distance education, this mixed methods study investigated the views of a convenient sample of 87 employers using hypothetical hiring and job promotion scenarios. A total of 84 surveys and 4 interviews were conducted with management and human resources personnel at Canadian organizations in the public, private, and social sectors. The findings indicated that 75% of participants considered online degrees equivalent to campus-based face-to-face degrees in the hiring scenario, and over 90% had no preference between campus-based and online degrees in the employment promotion scenario. Four themes emerged related to credibility of online degrees, educational quality of online degrees, affordances and constraints of online education, and gaps in awareness. The findings are relevant to graduates and students of online education as well as educational institutions offering online degrees.

https://viurrspace.ca/bitstream/handle/10613/18927/Sep13-1876.pdf?sequence=2