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The agribusiness co-operative sector in Canada has been affected by ongoing changes in economic, political, and social policies. Increased competition from local investor-owned firms and multinational companies, deregulation and globalization of trade and increased concentration of suppliers and purchasers have put tremendous competitive pressure on agribusiness marketing co-operatives. The enhanced level of competitive rivalry may force co-operatives into lowering costs and prices. Improvement in cost or operating efficiency of agribusiness marketing co-operatives may be crucial as changes in regulation, technology, and other market developments bring into question the long-term viability of co-operative businesses. Therefore, information as to the efficiency with which agribusiness co-operative firms operate would be useful.

Research is starting to suggest the value of professional learning networks (PLN) in terms of supporting educators in their practice. But further research is needed into how teachers’ on-going learning and practice development can be supported by features unique to a PLN. To fill that gap, the research described in this chapter examined the ways in which opportunities and supports for educators embedded within a unique multi-layered PLN enhanced and strengthened their knowledge and practice. Across one-year of a longitudinal project, we gathered multiple forms of evidence to trace 18 teachers’ experiences. Findings reported in this chapter identified conditions in the PLN overall that were combining to support teachers’ inquiry-oriented learning and practice. In addition, the authors conducted an in-depth analysis of one teacher’s experiences. The detailed analyses of this embedded case further uncovered how supports at different “grain sizes” (i.e., across the year; out-of-class activities; reflections in/on practice) were combining to foster shifts in her practice and transformative learning over time. The authors conclude with implications for conceptualizing how a multi-layered PLN can be structured to support teachers’ professional learning and practice development.

The correlations between mechanical behaviour, tensile strength, and rock parameters of metasedimentary rock samples in Karak, Pahang’s New Austrian Tunnelling Method (NATM) were statistically evaluated from the rock mechanic laboratory works at the selected sections around 2,000 m of the tunnel (named as NATM-1). According to a statistical analysis, lithotypes, geological structures, and region geology have a significant impact on the mechanical behaviour of the metasedimentary rock. In the Brazilian test, the fracture behaviour of the disc specimens was highly related to the reliability and precision of the experimental data by validations of methods. In this work, the impact of different loading methods and rock lithotypes on the failure mechanism of Brazilian discs was examined utilising five different metasedimentary rock types and three different loading methods. During the loading operation, the strain and displacement fields of the specimens were recorded and evaluated using a computerised strain gauge system. The rock types, according to experimental data, have a significant impact on the peak load and deformation properties of Brazilian discs. With the method below, tensile strength point of a disc specimen is clearly regulated by the material stiffness and tensile–compression ratio. Seismic occurrences have had a substantial impact on changing the rock and exerting forces that may affect its mechanical characteristics as well as its vulnerability to weathering effects or discontinuities. As a result, the goal of this study is to look into the connection between rock mechanics and metasedimentary rock stress analysis in NATM-1, Karak, Pahang.

Trading soft commodities has become increasingly challenging with less liquidity in the market, making it very risky and even more costly. Ongoing geopolitical instability, climate change, complex supply chain and fluctuation in demand and supply resulted in a continued price volatility and market uncertainty. Soft commodity trading businesses are under an increasing pressure to adapt to political, economic and social changes. Therefore, this study explores the relationship between brokers and their buyers in the Algerian soft commodities market, with a particular focus on cereals (wheat) products. This study is based on the analysis of secondary data collected from various sources and anecdotal evidences from brokers of soft commodities in Algeria. The overall strategy of Algeria is to limit its reliance on imports. However, political dysfunction coupled with economic instability appears to discourage domestic and foreign investment and inhibit the development of this soft commodities sector. The brokerage firms of soft commodities (wheat, oils, milk powder, rice, coffee, etc.) are operating in a niche market within an environment of intense competition and highly demanding buyers. The striking success of the brokerage function depends on a close relationship formed between the actors (broker, seller and buyer).

As educators seek ways to enhance student motivation and improve achievement, promising advances are being made in adaptive approaches to instruction. Learning technologies are emerging that promote a high level of personalization of the learning experience. One type of personalization is context personalization, in which instruction is presented in the context of learners’ individual interests in areas like sports, music, and video games. Personalized contexts may elicit situational interest, which can in turn spur motivational and metacognitive states like positive affect and focused attention. Personalized contexts may also allow for concepts to become grounded in prior knowledge by fostering connections to everyday activity. In this Chapter, we discuss the theoretical, design, and implementation issues to consider when creating interventions that utilize context personalization to enhance motivation.

First, we provide an overview of context personalization as an instructional principle and outline the emerging evidence that personalization can enhance motivation and improve achievement. We then discuss the theory hypothesized to account for the effectiveness of context personalization and discuss the approaches to personalization interventions. We close by discussing some of the practical issues to consider when bridging the design and implementation of personalization interventions. Throughout the paper, we anchor our discussion to our own research which focuses on the use of context personalization in middle and high school mathematics.

The theoretical mechanisms through which context personalization enhances learning may include (1) eliciting positive affective reactions to the instruction, (2) fostering feelings of value for the instructional content through connections to valued personal interests, or (3) drawing upon prior funds of knowledge of the topic. We provide hypotheses for the relatedness of context personalization to triggering and maintaining situational interest, and explore potential drawbacks of personalization, considering research on seductive details, desirable difficulties, and authenticity of connections to prior knowledge. We further examine four approaches to personalized learning – “fill-in-the-blank” personalization, matching instruction to individual topic interests, group-level personalization, and utility-value interventions. These approaches vary in terms of the depth of the personalization – whether simple, shallow connections are made to interest topics, or deep, meaningful connections are made to learners’ actual experiences. The consideration of depth also interacts with grain size – whether content is personalized based on the broader interests of a group, or the individual experiences of a particular learner. And finally, personalization interventions can have different levels of ownership – an instructor can generate the personalized connections, the connections can be made by the curriculum designers, or learners can take an active role in personalizing their own learning. Finally, we discuss the practical implementation issues when bringing context personalization interventions into K-12 classrooms. Personalization can be logistically difficult to implement, given that learners hold a diverse array of interests, and may experience each of those interests differently. In addition, particular types of instructional content may show greater sensitivity when personalization is implemented, and personalization may be most helpful for learners with certain background characteristics.

Realizing the promise of personalized learning is an unsolved problem in education whose solution becomes ever more critical as we confront a new digital age. Context personalization has the potential to bring together several well-established strands of research on improving student learning – research on the development of interest, funds of knowledge, and utility value – into one powerful intervention.

This study explores the price linkage between the Chinese commodity futures market and other dominant futures markets, and examines the forces behind the price linkages. The contribution by the trading hour innovations in the United States (or United Kingdom) market to the overnight price changes in the Chinese market is larger in scale than the contribution by the daytime information from the Chinese market to the overnight returns of the corresponding US (or UK) market. Several futures have significant interactions of the domestic and foreign factors in the price linkages while the Chinese domestic factors explain better the global market price linkage in some futures (aluminum, gold, and corn), demonstrating the leading role of the Chinese futures markets in these world markets.

An on-line professional development environment, Knowledge Networks On the Web (KNOW), is described as an example of how on-line video can be employed in support of teacher learning in systemic reform contexts. The design of KNOW is founded on the notion that teacher learning is most effective when it can be linked directly to the classroom enactment of curriculum, and when it can leverage the knowledge of a community of teachers. A conceptual model of teacher learning and a model for conducting research based on that model are described to explain how teacher learning from the use of KNOW can be linked to student learning to improve overall system design.

The railway track system is the platform by which loads from moving trains are transferred to the underlying soil or supporting infrastructure such as bridges. The most common type of railway track system is ballasted track, which has been in use for over a century. Ballasted track has proved versatile. It can be constructed using locally available materials and with modifications to the rails and sleepers, crossings transferring trains from one route to another can be created. The structure of a ballasted track system consists of two main parts. The upper portion, termed the superstructure, comprises the rails, fastenings and sleepers. It is formed of components whose shape, stiffness and strength are designed and closely controlled. Below the superstructure is the substructure, which comprises the ballast and sub-ballast. Although the materials used in the substructure may have been specified, their engineering properties and geometric placement are less well controlled. In this chapter, we will explore how a typical ballasted track system transfers load to the ground and the ways in which the track form deteriorates, requiring maintenance and eventually renewal.