Science topic

Ontario - Science topic

A province of Canada lying between the provinces of Manitoba and Quebec. Its capital is Toronto. It takes its name from Lake Ontario which is said to represent the Iroquois oniatariio, beautiful lake. (From Webster's New Geographical Dictionary, 1988, p892 & Room, Brewer's Dictionary of Names, 1992, p391)
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Hello _ I am doing an administrative (not clinical) service review of the London based Adult Eating Disorder service in London, Ontario. I have found good evidence based literature coming from the UK and Ireland but not from Canada at this point. I am very interested in your thoughts regarding the above question. I am also working on a tight time line so would appreciate your response by March 26th if possible _ thank you in advance for your kind attention to this request.
Deborah J. Corring, PhD
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The essentials are:
-Congnitive Behavioral Treatment to combat altered / delirious perception of one's own body scheme and self-image
-Intervention "ad hoc", including with Systematic Desensitization and Reciprocal Inhibition for Dysmorphophobia.
-Implementation of Self-esteem and Self-concept.
-If necessary, a system -in an institutionalized intervention- of absolute elimination of positive reinforcements and of any "reward" or, even, attention to be achieved through programmed weight gain.
-Absolute prohibition of mirrors.
-Premack techniques to acquire desirable behaviors.
Training in Social Skills and Assertiveness.
-Individualized psychotherapy
-Control and advice from expert Nutritionists ... In any case, without any desire for prominence, you can see contributions in this regard here in "RG" of my Research Team and mine.
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I am writing a proposal on Managing TESL Innovations in Colleges/Higher Education in Ontario. I need some research that can provide me introductory information on changes/reforms/innovations in ESL curriculum, teaching approaches, resources, assessment etc. I need to look into how innovations in ESL are adopted, implemented and institutionalized in Ontario higher education or colleges.
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Comparing traditional and technological methods for studying English as a second language (ESL)
Abstract
While there are many options available for studying English as a second language (ESL), students and instructors may not be aware of which learning strategy would be most effective. To help them make informed choices about their education, this study compared traditional classroom methods with online technological methods for studying ESL at accredited universities in the United States, using a survey conducted with 332 international students. The quantitative data, collected through either a paper or online questionnaire, included demographic information, an exam of English language fluency, experience with the chosen ESL education method, comfort level with the English language, and motivation for studying ESL. The results of this study indicated that the most effective strategy for learning ESL was influenced by the individual participant’s number of languages spoken, age, gender, and highest level of education.
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For anyone attempting to find a job as a petroleum engineer (whether it be a reservoir engineer, drilling engineer, etc.) in Ontario, Canada... is it recommended that they acquire a P.Eng designation?
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Not sure there is such title as P.Eng in Ontario but definitely a PE status is recommended regardless of your engineering discipline. Canada is highly regulated environment for engineering practise whether in a corporate employment or as an independent consultant. All provinces have their own licensing authorities with different requirements. Without a license, an engineer must work under the supervision of a PE who must certify or sign-off his work, reports or design. To be licensed, an engineer will have to go through series of engineering and professional certification exams (depending on level of experience some can be waived but not all) to be licensed to practise professionally in Ontario. Visit Professional Engineers Ontario (https://www.peo.on.ca/) for details.
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In Ontario, language teachers from all grades should prepare students for global citizenship. However, research has shown that for reasons such as lack of training, resources, leadership, etc., global citizenship education is not happening in the French as a Second Language classroom. How can we help teachers realize they should promote the “ethos of global citizenship [built over] a set of moral principles and codes of conduct that are global in scope” (Pike, 2008, p. 38), in order to prepare learners to live and work in the 21st century?
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Zouheir Maalej thank you for your answer. Ontario French teachers, from grade 1 to 12, are not resisting to implement the curriculum, but they haven't received training to teach global citizenship. Since teachers' identities influence their teaching approach and content selection, only if they already believe in global citizenship, they will be able to introduce it to the students, otherwise, how will they learn?
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Jane, I am the Program Coordinator for Big Data Analytics Post Graduate Certificate at Georgian College in Barrie, Ontario. This project would be of interest to our students.
Would you be open to chat about how we can help you?
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Hello sir,
let me know which kind of tools are you using for your development/Applications..
Thank you..
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Hello,
I am looking for Standards discharges of treated wastewater into the receiving environment in the Ontario Region, Canada.
I tried several websites, but without success.
 Standars discharges for (TSS, COD, BOD, TN, TP).
Thank you for your help.
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This is Ontario weblink:
F-5-1 Determination Of Treatment Requirements For Municipal And Private Sewage Treatment Works. Requirements for treatment of municipal and private sewage discharge in surface waters.
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I am a student who is taking courses in the Bachelor of Education program in Ontario, Canada.
I have been hearing that Ph.D. really has no relation to teaching itself because there are usually two kinds of people: people who has obtained Ph.D. still not great at teaching vs people who do not have Ph.D. but exvels in teaching.
OK, that is fine.
Aside from this, I have also been reviewing the political status of positions in the field of Education.
From the teachers to the Vice-Principal and to the Principal. My research on learning about this continued to the Ministry of Education.
....so here is my question:
If I obtain Ph.D. in the field of Education and apply to get a teaching job, am I capable of securing a higher position compared to other colleague teachers who were accepted without the Ph.D.?
How do you get to work in the Ministry of Education instead of actually end-up teaching in the public schools?
If you end up working in the Ministry, do you not get the retirement benefits that the teachers get from the public schools?
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I think it increases your confidence in respecting yourself and respecting others
Better than the physical side
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What are possible theoretical frameworks to be used in the evaluation of poverty reduction strategies in Ontario (Niagara)
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Dear Philip
I used a modified version of Amartya Sen's entitlement framework. Poverty is a failure of ownership entitlements, production possibilities, exchange entitlements and consumption entitlements.
Ownership entitlements include legal/customary rights to land, livestock, forests, common property resources, own labour (not being bonded), membership in family/community/state/global society
Production possibilities include access to productive skills, production possibilities, climate change adaptation knowledge etc
Exchange options include what ones membership in family, community, state entitles one to, wages and prices in labour and commodity markets, risk cover etc
Consumption options cover intra household distribution of food, clothing, rest heath care, education etc
There are gender, race, ability, religion etc specific aspects to each which one may like to look!
I am attaching one reading for your reference
Best
Ranjani
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We are trying to reverse transcribe large RNAs that have substantial secondary and tertiary structure. We don't get much product with standard reverse transcriptases. The thermostable reverse transcriptases don't appear to perform any better, possibly because the higher temperatures promote chemical or RNase-mediated RNA hydrolysis. So heat does not appear to be an option to reduce secondary structure. Have any ResearchGate members had success reverse transcribing large RNAs with significant secondary/tertiary structure? Can you supplement buffers with nucleic acid denaturing agents and retain high fidelity reverse transcription? Is there a method for preparing reverse transcriptase buffers free of contaminating nucleases? Any help/insight you can provide to answers these questions would be greatly appreciated.
Amadeo Parissenti
Professor, Laurentian University and the Northern Ontario School of Medicine
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It would be great to hear about your success. Good luck.
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Is this original work...or building from existing tools and processes?
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This is a toolset developed under contract to the US Agency for Healthcare Research and Quality and the Centers for Medicare and Medicaid Services. It is publicly available.
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Over the last two decades, the Ontario Geological Survey has drilled >300 continuously-cored boreholes through the entire Quaternary sediment succession and into underlying bedrock in southern Ontario. Recently, we have started to encounter multiple intervals that show an abundance of trace fossils.
I have very limited experience with ichnofacies analysis, and a scan of literature on (glacio)lacustrine trace fossils revealed very few results. There is only one report outlining some southern Ontario trace fossils and all of these examples are from postglacial lakes (<15 ka). The recent drilling investigations have encountered traces in postglacial, early-mid Wisconsin, and Illinoian glaciolacustrine and lacustrine sediments. I've attached a few photos as examples. I'm looking for help, or these could potentially form the basis for a nice little project for someone
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Jacob, thanks for the additional papers! Happy to go through some material from a little closer to home - I've still got a lot to learn to get up to speed with this side of the sediment story, but I'm looking forward to diving in to things once I can get a few other jobs off my plate and I'll be thankful for any help I can get along the way!
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We have been trying to extend soybean in northern Bangladesh in Kharif II (Avg. Temp 30-35°C) and Rabi (Avg. Temp 18-25°C) seasons for several years. We are getting fluctuating yields often due to variations in environmental and climatic factors. We need to choose a suitable variety of soybean. We have come to know that crop heat unit (CHU) indexing system is used in temperate countries like Canada to select suitable crop varieties for a region. We are trying to find out whether such a system can be used in the subcontinent.
We would like to know:
· Can this system be appropriately adapted for tropical and subtropical countries?
· Is such a system in use India or any other country of Southeast Asia?
· Can this system be used to select crop varieties to avoid heat damage of excessively hot periods of summer?
· In case this system is used in this region, what are crop heat unit (CHU) values for different soybean varieties?
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Crop Heat Units (CHU) provides an indexing system to assist farmers to select the most suitable hybrids and varieties for their area. This indexing system was originally developed for field corn and has been discovered in Ontario and is useful in many other countries for more than 30 years. The crop heat unit ratings are based on the total accumulated crop heat units (CHU) for the frost-free growing season in each area of the province. It describes how much CHU are available in different regions and how hybrids and varieties of some warm-season crops are rated.
The rate of development of crops from planting to maturity is dependent mainly upon temperature. Cool temperatures slow down the progress to maturity and warm temperatures hasten maturity. Other environmental factors – such as photoperiod (daily period from sunrise to sunset), soil fertility and available water in the soil – can also influence the rate of crop development.Air temperatures are usually expressed in terms of the daily minimum (min) and maximum (max).
Daily crop heat units are calculated from these min and max temperatures. There are separate calculations for day and night. The daytime relationship uses 10 °C as the base temperature and 30 °C as the optimum because warm-season crops do not develop when daytime temperatures fall below 10 °C and they develop fastest at about 30 °C. The nighttime relationship uses 4.4 °C as the base temperature and does not specify an optimum temperature because nighttime minimum temperatures very seldom exceed 25 °C.
he most common calculation for accumulated heat for corn in Canada is the ‘Ontario Crop Heat Unit’ (CHU). This calculation is based on the maximum (Tmax) and minimum (Tmin) daily temperature in degrees Celsius. This index reflects that growth rate of corn:
1. increases proportionately to minimum daily temperature (usually night-time temperature), at all temperatures above 4.4°C (40°F)
2. increases at increasing rates with maximum daily temperature (usually daytime temperature) from 10 to 30°C (50 to 86°F), then at decreasing rates to 50°C (122°F).
Agricultural Meteorology
Volume 26, Issue 3, May 1982, Pages 201-213📷
Research paperHeat units in relation to corn maturity in the Atlantic region of Canada,https://doi.org/10.1016/0002-1571(82)90031-0Get rights and content
Abstract: Field trials were conducted at five locations in the Atlantic region of Canada over seven years to determine relationships between climate and corn (Zea mays L.) maturity. Ear moisture at harvest was correlated with Corn Heat Units (CHU), growing degree-days above 10°C and soil temperature (r2 = 0.32 to 0.49, P ⪯ 0.01). Day/night temperature range and a latitude factor were also significant in regressions, although not likely due to ‘cause and effect’ relationships. Locally recommended hybrids required 2300–2500 CHU's to reach 30 to 35% whole plant dry matter, and 2500–2700 CHU's to achieve 35% kernel moisture. Corn grown at one location required an additional 150 CHU's to achieve maturity in comparison with the other test sites possibly due to coastal influences on climate.
Long-term weather records were used to calculate available CHU's and to construct a CHU zonation map for the region. Average CHU's available for silage corn production ranged from over 2500 in large inland valleys in New Brunswick and Nova Scotia, to less than 1900 in northern New Brunswick, the south shore of Nova Scotia, and Cape Breton Island. Production of silage is presently limited to regions with 2100 CHU's or more before frost, and grain corn to regions with 2400 CHU's or more before frost Coastal regions require an additional 150 CHU's for both silage and grain corn production.
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I am working on the changing distributions of several crayfish species, and I need to be able to generate both local maps (of the Greater Toronto Area and Southern Ontario, for example) as well as more general maps (of all of Ontario, Canada, and North America). The local maps should include detailed features such as river systems, and I should be able to input data and plot include various locations where the species are found, of course, as distribution dots on the maps. I am interested in your suggestions about which types of map-generating software would be best overall (in terms of quality of results, ease of use, affordability, availability, and so on). Thank you.
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Thank you very much for the information. I will definitely explore these options.
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I am taking an Environmental Law course and I am wondering if there are any current events that may lead to litigation or hearings in Ontario Canada?
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If you want something interesting to look into you can look at the push to legalize cannabis and how that is affecting First Nation people and their land. There is both a push for, and push away from, allowing potential cannabis corporations to produce on aboriginal land. Due to the history of corporations aggressive use of their land in the past, many leaders are reluctant to share a portion of the land for the proceeds of producing cannabis. However, there are some tribes that are eager to join because for the first time they are being compensated in a reciprocated manner. It would be interesting to look at their clauses, limitations and exactly how it will affect the aboriginal people from both an environmental and economic standpoint. I believe they also have their own judicial process to a certain degree which would also make for an excellent, stand out paper for your course.
If you want to have a brief read about it I remember first reading an article on it in the Toronto Star. Give it a read and then decide if there is enough for you to examine critically.
Good luck!
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I am the CEO of a non-profit organization, Lifting Up the Name of Jesus, L.U.N.J., located at 630 S. Mountain Avenue, PMB 324, Ontario, CA 91762
Also, on FACEBOOK 
and I am looking for ways to improve and serve the community more.
As a student of Ph.D. in Education - Learning, Inst & Innovation, I hope to incorporate some of the knowledge gained into the non-profit.
Therefore, I am researching the following question: How does a non-profit charitable organization reach out to the community and partner with other non-profits to bring about assistance in natural disasters, aide hungry children, provide mental help and assistance, assist the disabled, and other ways of helping to contribute to the welfare of others?
Best regards,
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I would suggest that you reach out to Kim Burgo at Catholic Charities, USA who is expert in this area. She leads their disaster case management and disaster response program. She should be able to be contacted through their headquarters office.  My second recommendation is to reach out the National Organizations Active in Disaster. It is the professional group to which most NGOs and faith-based organizations coordinate.