Search

Ethnographic researchers have long relied upon observation as a powerful means to learn about social relations. This paper discusses research observation that was conducted as a part of an institutional ethnography (IE) investigating how people use the language and ideas of neurodiversity across different settings. While our research protocol initially called for ethnographic observation to take place at in-person events in Southern Ontario, our approach needed to be re-formulated with the switch to online events during the COVID-19 pandemic. After the shift to online-only spaces, a total of 52 sessions at 7 online events related to neurodiversity or autism were observed by a team of 5 researchers: these events were no longer geographically restricted but were officially "hosted" by institutions in Canada, the US, and the UK. This paper reflects upon the challenges and opportunities we encountered as we conducted observations in digital spaces, including our experiences of navigating the "chat" feature. We discuss the need to analyze the format as well as the content of online events, and present findings on how neurodiversity appeared in these social spaces. Finally, we consider the implications of this research for people who are conducting ethnographic observation in an increasingly online world. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Law & Society/Revue Canadienne Droit et Societe (Cambridge University Press) is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents findings from a qualitative study conducted in Ontario, Canada, exploring healthcare professionals' perceptions of barriers and solutions for implementing Web-Based Reminiscence Therapy (WBRT) in an institutionalized settings for dementia care during the COVID-19 pandemic. The study identified five major barriers, including the lack of on-boarding/educational training, need for technology availability and technical support, limited attention span of persons with dementia (PWD), availability of multi-sensory features, and time constraints due to staff workload. Seven major themes emerged related to proposed solutions/suggestions: (1) involving younger generations, (2) focusing on technology training, (3) integrating with other digital platforms, (4) adding narratives/descriptions to recollect memories, (5) ensuring accessibility, (6) adding QR codes for retrieving information, and (7) combining digital/traditional reminiscence methods. These findings provide valuable insights for implementing WBRT to facilitate dementia care and for the future refinement of its application. [ABSTRACT FROM AUTHOR]

This paper reports on a multimethod cross-sectional study of the Ontario electronic consultation (eConsult) service. Utilization and closeout survey data from July 2018 through June 2020 were analyzed using the Reach Effectiveness Adoption Implementation Maintenance (RE-AIM) framework. Requesting clinicians submitted 60,474 eConsults, and monthly cases increased from 1,487 in July 2018 to 4,179 in June 2020. The median specialist response time was 1 day. An originally contemplated referral was avoided in 51% of cases. Ontario eConsult showed successful uptake across Ontario, demonstrating continued spread and scale, and offering a template for trailblazers looking to implement digital health innovations in their own jurisdictions. [ABSTRACT FROM AUTHOR]

The advancement of industrial, innovation-related economic policies such as Industry 4.0 and the advanced digitalization of production play an increasingly important role in fulfilling economic objectives in both Canada and the United States. There are a variety of ways in which such industrial-related policy approaches can be developed and implemented. Varying aspects of industrial and economic innovation often occur within a regional context, which can change policy is developed and implemented, dramatically and with little warning. This paper applies a case-based approach to examine enabling and constraining factors of regional innovation policy in two cases - Ontario, Canada and Massachusetts, US. Moving beyond a linear conception of regional innovation, this research explores how policies and modalities for collaboration can facilitate Industry 4.0 and related innovation ecosystems. Our analysis suggests that regional innovation impact is influenced through four principal factors: industrial clusters; context; collaborative synergies; and network intermediaries. Additional research could focus on an expanded case examination of the relationship between top-down policy approaches and the operation of regional innovation ecosystems coupled with bottom-up market- and stakeholderdriven analytic approaches. [ABSTRACT FROM AUTHOR]

Technology is transforming service delivery and practice in many regulated professions, altering required skills, scopes of practice, and the organization of professional work. Professional regulators face considerable pressure to facilitate technology-enabled work while adapting to digital changes in their practices and procedures. However, our understanding of how regulators are responding to technology-driven risks and the impact of technology on regulatory policy is limited. To examine the impact of technology and digitalization on regulation, we conducted an exploratory case study of the regulatory bodies for nursing, law, and social work in Ontario, Canada. Data were collected over two phases. First, we collected documents from the regulators' websites and regulatory consortiums. Second, we conducted key informant interviews with two representatives from each regulator. Data were thematically analyzed to explore the impact of technological change on regulatory activities and policies and to compare how regulatory structure and field shape this impact. Five themes were identified in our analysis: balancing efficiency potential with risks of certain technological advances; the potential for improving regulation through data analytics; considering how to regulate a technologically competent workforce; recalibrating pandemic emergency measures involving technology; and contemplating the future of technology on regulatory policy and practice. Regulators face ongoing challenges with providing equity-based approaches to regulating virtual practice, ensuring practitioners are technologically competent, and leveraging regulatory data to inform decision-making. Policymakers and regulators across Canada and internationally should prioritize risk-balanced policies, guidelines, and practice standards to support professional practice in the digital era. [ABSTRACT FROM AUTHOR]

The Scholars Portal Book Platform was launched in January 2010 to allow university libraries in Ontario to locally host their e-book collections in one location rather than relying on numerous publishers for content delivery. The goal of the platform was twofold: first to provide participating institutions with a means for archiving their digital monographs, and second to create a platform that, by bringing together e-book collections, would make it easier for users to access and adopt e-books as a vital resource in their research. This paper will discuss what the project team has achieved so far, as well as the challenges associated with developing a platform that meets users expectations, publishing DRM requirements and legislated accessibility guidelines. It will also address the challenges associated with accommodating a variety of e-book formats, models for sustainability, the current state of digital scholarly publishing and a glimpse into the future as seen through the lens of the Scholars Portal library. [ABSTRACT FROM AUTHOR]

Introduction: As they deliver food, packages, and people across cities, digital platform drivers (gig workers) are in a key position to become infected with COVID‐19 and transmit it to many others. The aim of this study is to identify perceived COVID‐19 exposure and job risks faced by workers and document the measures in place to protect their health, and how workers responded to these measures. Methods: In 2020–2021, in‐depth interviews were conducted in Ontario, Canada, with 33 digital platform drivers and managers across nine platforms that delivered food, packages, or people. Interviews focused on perceived COVID‐19 risks and mitigation strategies. Audio recordings were transcribed verbatim and uploaded to NVivo software for coding by varied dual pairs of researchers. A Stakeholder Advisory Committee played an instrumental role in the study. Results: As self‐employed workers were without the protection of employment and occupational health standards, platform workers absorbed most of the occupational risks related to COVID‐19. Despite safety measures (e.g., contactless delivery) and financial support for COVID‐19 illnesses introduced by platform companies, perceived COVID‐19 risks remained high because of platform‐related work pressures, including rating systems. We identify five key COVID‐19 related risks faced by the digital platform drivers. Conclusion: We situate platform drivers within the broad context of precarious employment and recommend organizational‐ and government‐level interventions to prevent digital platform worker COVID‐19 risks and to assist workers ill with COVID‐19. Measures to protect the health of platform workers would benefit public health aims by reducing transmission by drivers to families, customers, and consequently, the greater population. [ABSTRACT FROM AUTHOR]

Though summer learning loss has been widely documented across both the United States and Canada, there is little knowledge on how parents and teachers view the use of technology in the context of summer vacation, and what the role of digital tools are in potentially alleviating achievement gaps due to summer learning loss. Drawing on 71 parent and 37 teacher interviews from a large-scale Canadian study examining summer learning loss in Ontario through summer literacy and numeracy programs for students (grades 1–3), this study highlights the complexities associated with using digital tool in both home and school life in the summer. Through extensions of Bourdieu's theory of cultural capital, we suggest that digital tools are becoming a new type of valued skillset that parents and educators are acknowledging. In specific, our main findings center around three interrelated themes: i) comfort with technology; ii) home-school connections; and iii) perception of children as digital natives. Results may be fruitful for parents, educators, and policymakers to understand the larger role that digital technology plays amongst Canadian families and teachers during the summer months and school year. Capturing these discussions can maximize both school and home use of digital tools. [ABSTRACT FROM AUTHOR]

This article reports on a two-year, funded, qualitative inquiry into the challenges and possibilities of integrating video production into pre-service teacher education as a critical digital literacy practice. This includes the skills, knowledge, and dispositions that lead to ability to critique and create digital texts that interrogate the self, the other, and the world (Ávila & Zacher Pandya, 2013). Video making holds out enormous potential given our increasingly diverse classrooms and the growing need to have students connect and collaborate within their own communities and globally (Dwyer, 2016; Ontario Ministry of Education, 2015, 2016; Spires, Paul, Himes, & Yuan, 2018; Watt, 2017, 2018; Watt, Abdulqadir, Siyad, & Hujaleh, 2019). Video is especially significant in light of the fact that it is replacing print text as a dominant mode of communication (Manjou, 2018). Multimodal composing such as video production is, in fact, considered by some to be the essential 21st century literacy (Miller & McVee, 2012), but much remains to be done to bring digital technologies as literacy into the elementary classroom. Qualitative data includes a focus group, questionnaires, observations, and content analysis of teacher candidate videos and instructional plans. This study considers how video production can be integrated into teacher education programs to engage cross-curricular expectations and critical digital literacy perspectives. It responds to the pressing question of how to do teacher education differently in the digital age. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Plant Science is the property of Canadian Science Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)