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Copyright of Revista Ciencias de la Salud is the property of Colegio Mayor de Nuestra Senora del Rosario 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.)

Abstract: In this paper, a comparative review of the community forest models prevailing in two countries is made: the province of British Columbia in Canada and Cameroon in Central Africa. A series of assessment criteria emanating from community forest attributes in both jurisdictions were identified and employed as a basis for assessing and comparing the performance of both models. Results of this study revealed that fundamental similarities and differences exist in the two models and none of the models is superior to the other. However, it is argued that when both models are evaluated against specific criteria, one model often exhibits some sort of dominance vis-à-vis the other. To conclude, the paper prescribes a series of recommendations for improving the efficiency and quality of the community forest model in both jurisdictions. [Copyright &y& Elsevier]

Integrating data and models is an important and still challenging goal in science. Computational modeling has been taught for decades and regularly revised, for example in the 2000s where it became more inclusive of data mining. As we are now in the ‘data science’ era, we have the occasion (and often the incentive) to teach in an integrative manner computational modeling and data science. In this paper, we reviewed the content of courses and programs on computational modeling and/or data science. From this review and our teaching experience, we formed a set of design principles for an integrative course. We independently implemented these principles in two public research universities, in Canada and the US, for a course targeting graduate students and upper-division undergraduates. We discuss and contrast these implementations, and suggest ways in which the teaching of computational science can continue to be revised going forward. [ABSTRACT FROM AUTHOR]

Copyright of Atmosphere -- Ocean (Taylor & Francis Ltd) is the property of Taylor & Francis Ltd 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.)

An increased awareness of barriers facing visible minority populations in Canada has prompted the growth of "cultural competence" research to inform service provision with these groups (Este, 2007; Thomas Bernard & Moriah, 2007). Overwhelmingly, this literature is rooted in the perspectives of practitioners and/or academics who view cultural competence as the process of acquiring knowledge and skills to work with "others." In this paper, we summarize findings from an empirical study aimed at understanding the complex meanings and practices of working across cultures, from service user and practitioner perspectives. We conclude that drawing upon a "cultural responsive" approach to pedagogy (Gay, 2000; Villegas & Lucas, 2002) can enrich the way we work across difference with diverse families. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Community Mental Health is the property of Canadian Periodical for Community Studies Inc. 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 Canadian multistakeholder NOx/VOC science program wasinitiated in 1992 explicitly to respond to the needs of the policy community for defensible, high-quality scientific guidance upon which to design and implement emissions reduction strategies to manage the ground-level ozone problem in Canada. The primary product of the science program to date is the eight volume Canadian NOx/VOC Science Assessment, the first comprehensive review of the science of ground-level ozone completed for Canada. The science reports in the assessment series cover ambient air monitoring and analysis of the datacollected from the monitoring networks; health and vegetation effects of ozone; mathematical modeling for emission control scenarios in the three regions most impacted by ground-level ozone in Canada; and, emissions inventories for ozone precursors. In addition to the science reports, the Summary for Policy Makers synthesizes the key scientific findings and presents a set of recommendations to the policy community, recognizing there are limitations to their use in policy decision-making. This paper describes the management process used to deliver the assessment, the key findings of the science and how the science-based recommendations are being used for ground-level ozone policy development. [ABSTRACT FROM AUTHOR]