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Copyright of International Journal of E-Learning & Distance Education is the property of Canadian Network for Innovation in Education 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.)

Summary Background Presentations to emergency departments (EDs) and patient acuity continue to increase. Whilst strategies to deliver safe patient care in the ED are evolving, emergency nurses need to be well educated through specialist qualifications to enable delivery of advanced patient care. This paper presents a comparative analysis of available international practice and competency standards for nurses graduating from emergency nursing courses in Australia, Canada, New Zealand, the United Kingdom, and the United States. Methods CINAHL, Scopus, Ovid MEDLINE, and Embase were searched for papers, published in English, using the terms: ‘emergency’, ‘accident and emergency’, ‘nursing’, ‘competency’, ‘practice standards’, ‘scope of practice’, ‘regulation’, and ‘specialist standards’. Secondary sources from relevant reference lists and professional websites were also searched. Results The standards from the five countries were common across five domains: clinical expertise, communication, teamwork, resources and environment, and legal. None of the standards were specific to the emergency nursing graduate, and there was variability in the level of expertise required for which the standards apply. Conclusions The available practice standards demonstrated some commonality. Consideration of the utility of a universal framework for informing the development of emergency nursing practice standards and emergency nursing curriculum for nurses wishing to specialise is needed. [ABSTRACT FROM AUTHOR]

In the Canadian parliamentary context, there are numerous contemporary and historical examples of dynastic politicians, but there has been curiously little academic study of this phenomenon. Many questions pertaining to kinship in parliaments remain unanswered. What is the rate of kinship in the Canadian parliament? What has been the rate of change in political kinship over time and can this change be explained? What advantages may dynastic politicians possess and what constraints do they face? This article measures the prevalence of kinship within the lower house in Canada's federal parliament and presents data on kinship since Canada's first parliament. After looking at economic and electoral data, it argues that change to make the electoral system more open and socially inclusive offers an explanation for the observable drop in rates of kinship over time. Finally, the paper will conclude with suggested courses for future research. [ABSTRACT FROM AUTHOR]

The anatomical sciences form one of the major building blocks of the basic medical sciences in the professional training of dentists. This paper defines the courses and classifies the formats of teaching for each course within the anatomical sciences curriculum. Information was gathered from the Internet, specifically the American Dental Education Association (ADEA) website links to U.S. and Canadian dental schools and their online catalogues or bulletins as well as online course syllabi. The results demonstrate the distribution of schools in the United States and Canada teaching anatomical sciences in the following categories: stand-alone, sequential, and multifaceted courses for gross anatomy; stand-alone and integrated courses for histology; stand-alone, integrated, incorporated, and no course for neuroanatomy; and stand-alone, incorporated, and no course in embryology. This paper concludes with the proposition that a survey of the usage of anatomical knowledge in use in a typical dental general practice needs to be conducted. The results of such a survey need to be evaluated with the intention of determining what should be taught in a dental clinical anatomical sciences curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal for the Study of Adult Education is the property of Canadian Journal for the Study of Adult Education 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.)

Despite having multiculturalism as a core value, the province of Quebec has significant issues affecting the inclusion of visible minorities, such as positive discrimination, reasonable accommodation, and the fact of cultural divide. The presence of these minority groups brings out the tension between respecting differences and protecting 'unity' in Quebec society. The social studies curriculum in Quebec schools offers a traditional multicultural education one effect of which is to reinforce a vague and neutral notion of citizenship. This helps to foster homogenization and oppresses visible minorities by pre-supposing a dominant culture. The paper makes recommendations for a social studies curriculum less content driven and more centered on participatory and critical learning processes to reduce social injustices, to reinforce a more culturally tolerant society and to help visible minorities to emancipate themselves from their oppressive status. [ABSTRACT FROM AUTHOR]

Mental health issues continue to present barriers for Canadian children, in terms of both psychological and academic outcomes. Growing numbers of students are placed "at risk" as a result. A mental health promotion approach suggests that students can develop a number of skills and competencies, namely those related to social-emotional learning (SEL), which can reduce their chance of developing mental health difficulties. In Canada, a wide range of curricula, frameworks, initiatives, and programs have been put in place that address elements of SEL. In this paper, a sampling of these drawn from across the country is described. The emphasis on SEL apparent in many provinces and territories is evidence of the shared understanding of its importance with respect to improving student outcomes. However, a lack of evidence to support these approaches, inconsistencies in terms of terminology and practices, the lack of alignment between SEL and academics, and the piecemeal approach adopted within some provinces leave SEL and mental health promotion approaches vulnerable to being labelled "add-ons" and becoming transient initiatives. [ABSTRACT FROM AUTHOR]

Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research 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.)

Copyright of Canadian Journal of Environmental Education is the property of Canadian Journal of Environmental Education 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.)

Technological transparency - the idea of understanding how systems, processes, and related mechanisms within society work - can help individuals progress beyond the mere use of technologies towards developing critical perspectives. In this paper, we highlight and advocate the importance of technological transparency in Canadian curricula by providing examples from a spectrum of technologies that we describe using the terms "open" and "closed." Further, through examples of technologies as well as a scenario from a graduate classroom where education for technological transparency was employed, we discuss how "openness" relates to knowledge production processes. To conclude, we call attention to the importance of criticality in education and discuss potential roadblocks promoting technological transparency and educational change. [ABSTRACT FROM AUTHOR]

Geomatics educational programs in the United States and Canada are similar in many ways. Differences, however, exist in the relative success of each of them. Healthier Canadian geomatics education is demonstrated through a number of metrics including: the number and diversity of geomatics faculty as well as the enrollment of undergraduate and graduate students. By contrast, geomatics educational programs in the U.S. have struggled; several have closed (e.g., University of Wisconsin) or been restructured (e.g., University of Maine and University of Florida). Getting ample numbers of students into the classroom has posed another challenge for American programs. The evolution and current status of geomatics education in the two countries are explored. Highlights of the gap in geomatics education between the two nations are presented. Lessons learned from this research are outlined in the form of recommendations at the end of the paper for decision and policy makers to take into account. [ABSTRACT FROM AUTHOR]

The mainstream curriculum is extremely efficient in furthering a neoliberal multicultural discourse, what is described as the dance, dress, and dining, or heroes and holidays, or Taco Tuesday approaches to diversity. Given this, doing anything else is an ongoing challenge. This paper shares details of a government-university-school collaboration in which the authors were participants in a national project to digitize ethnic group archives and create lesson plans based from those archives. The authors share insights and challenges about what worked for resisting the "zoo" approach. [ABSTRACT FROM AUTHOR]

The objective of this paper is to present the overall results of a study focusing on the engagement and persistence of undergraduate students in two PBL engineering curricula (Electrical Engineering and Computer Engineering) at the Université de Sherbrooke in Canada. We will also discuss the results in terms of applications for engineering education. There were 192 undergraduate engineering students who volunteered to participate in this study. First, they completed a questionnaire to measure the best predictors of students' engagement and persistence in their respective programs. Second, we met with 15 students who volunteered to participate in interviews. Results from the questionnaire show that the best predictor in both programs regarding students' engagement trod persistence is the provided 'support,' which reduces stress. Results from the interviews reveal that the support most effective for students proves to be the stable learning environment (PBL tutoring sessions) as well as the scaffolding measures for managing time and organizing learning practices. Taking into consideration the results from both the questionnaire and the interviews, it appears essential to limit these risks by taking measures that will reduce stress factors and increase strong support. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Learning & Technology is the property of Canadian Network for Innovation in Education 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.)

The aim of this paper is to review trends in the teaching of posterior composites in the United States, Canada, Ireland, and the United Kingdom over the last fifteen years. The authors compared the results of surveys of the teaching of posterior composites performed in 1989, 1997, and 2004-05. Historical and contemporary international trends were investigated. The amount of clinical and didactic teaching of posterior composites has increased over the past fifteen years. From a time over fifteen years ago, when very few dental students placed posterior composites in dental school, approximately one-third of posterior plastic restorations placed by U.S., Irish, and UK dental students are now composite, with the corresponding finding for Canadian dental schools being approximately 50 percent. Some variations were noted between dental schools in terms of the teaching of contraindications to placement as well as lining and basing techniques. There was some inappropriate teaching of techniques, in particular, in relation to the use of transparent matrix bands and light transmitting wedges. There was also evidence of limited student exposure to newer forms of technology, notably LED curing light units. There have been clear increases in the teaching of posterior composites in the United States, Canada, the United Kingdom, and Ireland in recent years; however, the proportion of posterior composite restorations placed by dental students relative to dental amalgams does not yet match the typical situation in contemporary clinical practice. Dental schools have a responsibility to ensure that their curricula are evidence-based to best prepare their students to meet the needs and expectations of their future patients. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Native Studies is the property of Brandon University, CJNS, Faculty of Arts 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.)

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education 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.)

A major trend at all levels of education in recent years has been the advent of distance learning and, more specifically, the use of computers and communications capabilities to provide online learning. The purpose of this study was to determine the extent to which distance learning and online technologies are being employed by dental schools in the United States and Canada. Two groups were surveyed: academic deans and faculty members of U.S. and Canadian dental schools. Thirty-eight academic deans responded to a paper-based survey, and more than 400 faculty members responded to a web-based survey. The results of these surveys indicate that online delivery of content and information has a bright future in the delivery of the dental school curriculum. At the same time, formidable obstacles must be addressed for this approach to be successful. [ABSTRACT FROM AUTHOR]

Copyright of Atmosphere - Ocean (Canadian Meteorological & Oceanographic Society) is the property of Canadian Meteorological & Oceanographic Society 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 project report describes how five children (an infant, three toddlers, and a preschooler) enrolled at a private day care home engaged in their first journey into project work through a study of Canada geese living on a nearby body of water. Prior to the experience described in this paper, the author had used the Project Approach only with children over age 3. The author has been caring for children for 20 years, the last several years using the Project Approach as defined by Lilian Katz, Sylvia Chard, and Judy Harris Helm. The author's curriculum is also inspired by the approach to early childhood education and care in the preprimary schools of Reggio Emilia, Italy, which she has studied extensively. Through her reflective journal, videos, and samples of the children's work, the author describes how the children responded to a number of provocations to think more deeply about and make representations of the things they observed during their project. [ABSTRACT FROM AUTHOR]

Wilber's (2000a--b; 2006) All Quadrant, All Level (AQAL) Integral approach provides an expansive theoretical platform from which instructors may develop innovative pedagogical and curricular elements within undergraduate sport management internship courses. Jowdy et al.'s (2004) recommendations, reflective of the AQAL model, guided the curriculum for such a course for a class of approximately 60 (Canadian) sport management internship students. The purposes of this paper are to discuss the curricular elements and learning activities of this experientially and developmentally focused internship course and to share the processes by which these learning activities were applied. It is hoped that the use of the AQAL model will encourage a review of current pedagogical practices and student learning within sport management internship courses. [ABSTRACT FROM AUTHOR]