Tucson, Arizona is beloved by snowbirds, but best avoided late spring to early fall: It’s just too hot. Located in the Sonoran desert (though it rains a bit too much here—an average of about 12 inches—for it to fit the official international definition—10 or less inches a year—of a desert), Tucson has always had warm summers. With Tucson between 2500 (most of the city) and 3700 (the densest part of the foothills that surround the city core) feet of altitude, however, and with frequent “monsoons” (thunderstorms), summers once were largely tolerable. With warming global temperatures from Climate Change, however, that is no longer true. Tucson summers have gotten noticeably hotter in the last two decades or so, and have become “sizzling”.
By Rebecca Lawton, Fulbright Visiting Research Chair at the University of Alberta, 2014-2015, and recipient of a Fulbright RBC Eco-Leadership Program Grant 2017.
In Victoria, B.C., red-and-white Maple Leaf flags snap in the February wind. I’m happy to return to the place where I conducted my Fulbright research two years ago, when I first visited the Royal B.C. Museum (RBCM) and B.C. Archives. I’m back to join Chris O’Connor and Kim Gough, Learning Program Developers at RBCM, for a climate communication and eco-writing workshop for two Victoria schools, Reynolds Secondary and Pacific School for Innovation and Inquiry.
By Caitlin Salvino, 2016-2017 Killam Fellow from Carleton University to American University
Canada is America’s greatest ally and trading partner. This is something I have had the honour to witness and participate in through my experience as a Killam Fellow and interning at the Canadian Embassy. Being named Carleton’s Killam Fellow for 2016-2017 provided me with a once in a lifetime opportunity to gain cross-cultural experience studying at American University in Washington D.C. In the past two and a half months on my exchange I have been able to grow as an individual, academic and professional through my involvement on campus and in the D.C. community.
By Stephen Blank, 2015-2016 Fulbright Specialist Project on Energy Literacy, and 2012-2013 Fulbright Research Chair in Governance and Public Administration to the University of Ottawa
This past December I went to uOttawa, as a Fulbright Specialist, with the goal of creating greater energy literacy among uOttawa students. The project was hosted by the University’s ‘Collaboratory’ on Energy Research and Policy, operating within the Institute for Science, Society and Policy (ISSP). Dr Monica Gattinger, Founding Director of the ‘Collaboratory’ and now Director of the ISSP, played a central role in organizing and supporting the project.
By Bruce Dupeyron, 2015 Community Leadership Project, 2013-2014 Fulbright Visiting Research Chair in Policy Studies, University of Texas at Austin
By focusing on Francophone minority communities, the main goal of this project has been to support educational institutions, in facilitating the integration of francophone newcomers. Although this project has involved several categories of actors, management and teaching staff, children, parents and community members, we have quickly recognized that allowing children to be key players was a central aspect to this project. In this context, children have been the main actors of this initiative, which has supported their discovery and practice of various ‘francophonies’, thanks to teachers who also reflect this diversity from Canada, Africa, and Europe.
These young children are registered in the daycare Gard’Amis, in Regina, Saskatchewan, in groups of children aged 1 to 5, and in the only francophone summer camp in Regina, Camp Troubadou, for children aged 6 to 12. The needs of children in the daycare vary substantially with age, but similarities between the groups exist, namely storytelling, music listening, dancing, directed and free play, indoor and outdoor activities allow children to learn and speak French in different contexts. The project has supported those activities by fostering learning with a more diverse repertoire of francophone educational material. After two rounds of consultation with the teaching staff of the daycare, we have been able to identify a range of complementary material that can be used mostly indoors, for example books, audio books, and toys that reflect the cultural diversity in the daycare, so that children can be more fluent in French and socialize with their friends. For instance, music discs featuring francophone songs for memorizing vocabulary and dancing, or lullabies from different francophone countries before going to nap, have been worthwhile. Anecdotally, one of the teachers has brought our attention to the fact that, during naptime, one or two children might wake up earlier than the others, and need to have a quiet activity: it has been suggested that having a book light might help in reading a story to them, which has complemented nicely the books that have been selected. In addition, since books written by Robert Munsch are a favorite of older children in this age group, some of them have been chosen for reading times, which often lead to questions, further exchanges and games.
By Dr. Eileen Angelini, Professor of French at Canisus College, Fulbright Canada Specialist 2016
I had the incredible honor to accept the award for a Fulbright Specialist project in Canada at the University of Manitoba from January 3-16, 2016. I worked with faculty and graduate students in the Department of French, Spanish, and Italian in the Faculty of Arts, and education students and faculty in the Faculty of Education from the University of Manitoba and the Université de St. Boniface, on the project “Francophone Culture: Literature, Pedagogy, and Additional Language Acquisition.” I also gave public lectures and participated in community outreach at l’École St. Avilia, a French-immersion school. Moreover, I was able to meet with faculty in the Department of History, the Department of English, Film and Theatre, and the National Centre for Truth and Reconciliation.