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Aim: This study aims to present a general bibliometric overview of the development status of global nursing research from 2000 to 2019. Design: A longitudinal bibliometric analysis of nursing research was conducted. Methods: Nursing research publications (N = 88,665) were obtained from Web of Science. Bibliometric method was used to map the output and citation impact trends of countries/regions, institutions, disciplines, and journals and analyse the research collaboration among countries/regions and institutions. Results: The global paper output in nursing research increased steadily over the past two decades and it varied in different countries/regions with the USA being far ahead of the others. The paper output and cross‐border collaboration are mainly distributed in several developed countries like the USA, the UK, Australia, and Canada. The University of Pennsylvania, Harvard University, University of Toronto, and University of North Carolina at Chapel Hill have high academic influence in the field of nursing. Increasing attention from academic fields has been paid to research on nursing. Journal of Advanced Nursing is the most prolific and most cited journal in nursing field. Conclusion: Nursing research has developed steadily over the last two decades. Both the scientific output and research collaboration are disproportionally distributed between high‐income countries/regions and low‐ and middle‐income countries/regions. Most research and collaboration have taken place in a few developed countries across North America, Europe, and Oceania. Impact: The study highlighted the need for policy makers and funding agencies, especially those from low‐ and middle‐income countries/regions, to allocate research funding that supports the nursing higher education and international cooperation so as to promote the development of high‐quality nursing research in those countries/regions. At the same time, researchers from non‐English‐speaking countries/regions should attach more importance to publishing papers in English, strengthening the academic exchanges with international nursing colleagues and better integrating into the international academic community. [ABSTRACT FROM AUTHOR]

With the growing number of initiatives on campus that support student well-being, an overview of some of the systemic, sector-wide issues on campuses will help to further understanding of post-secondary student mental health needs and support improved outcomes for mental health on campus. This paper will examine systemic issues in the post-secondary mental health sector, including the challenges of maintaining best practices; review how the Mental Health Innovation Fund projects and project outcomes worked toward addressing those challenges; and highlight standards in post-secondary mental health program evaluation. [ABSTRACT FROM AUTHOR]

This paper examines literacy under-achievement and the limitations of gender-based literacy reforms grounded in essentialist notions of masculinity. It draws on qualitative case-study research conducted in one Ontario secondary school in a working-class community. It focuses on two grade 9 students and their teacher who participated in a larger study which examines how the norms and values associated with school-based literacy practices contribute to under-achievement. The cases highlighted in this paper are employed to raise critical questions about the way in which literacy under-achievement continues to be articulated as a ‘boy problem’. This paper also illustrates how the complex and situated nature of the students’ gendered and classed identities, interwoven with contextual and pedagogical factors, contribute to literacy under-achievement for some boys and some girls. In addition, it argues that the disjuncture between in- and out-of-school literacy practices warrants further study. [ABSTRACT FROM PUBLISHER]

This paper examines the strengths and limitations of the Ontarians with Disabilities Act (ODA) accessibility plan prepared by one post-secondary education institution in Ontario, Canada, during the 2004/05 academic year. The paper focuses on ways the intersectionality between disability and gender is not voiced in the plan and its implications for female students with disabilities in post-secondary educational institutions. It is argued that future accessibility plans need to pay attention to these intersections and, therefore, frame their initiatives in a manner that would address systemic sexism and inequitable power relations that serve to marginalize persons with disabilities, particularly women, hence rendering them marginal in post-secondary educational contexts. [ABSTRACT FROM AUTHOR]

Purpose - The ecological footprint represents a simple way to assess the amount of materials consumed and waste produced by a given entity. The approach has been applied to countries, towns, households, and more recently university campuses. One of the challenges of using the ecological footprint at a university is the difficulty of determining how large the footprint should be. The authors have developed a calculator specific to the needs of a university campus, and applied it to the University of Toronto at Mississauga (UTM). Rather than focus on the overall size, the purpose of this paper is to instead create several scenarios to help communicate the relative impacts of alternative actions. Design/methodology/approach - An ecological footprint calculator appropriate to the campus was developed and applied to UTM. Three scenarios were then created: on-campus electricity generation versus electricity purchased from the grid, current commuting patterns versus those expected if a student bus pass is adopted, and use of virgin office paper versus recycled office paper. Findings - The results of the calculator suggest that energy consumption represents the largest component of UTM's footprint, followed by commuting to campus. Practical implications - The relative benefits of on-campus electricity generation, increasing public transit use, and the adoption of recycled paper are all highlighted through the scenario calculations. Originality/value - This paper presents a way to avoid the difficulty of determining how large a university's footprint should be through the use of an alternative scenario method, which provides an easy way to communicate the impacts of consumption decisions to a campus' community. [ABSTRACT FROM AUTHOR]

This paper demonstrates how the choice of instrument facilitates acceptance of a new accountability requirement in the Ontario university sector as it helps balance the government’s need for control with the universities’ need for independence. The instrument, conceptualized as an agreement, embodies the negotiated character of the relationship between government and universities, and conveys the idea to different actors that their needs are met. Despite the promises of the instrument, when objectives are ambiguous, uncertainty is pervasive, and negotiation is limited, the increase in government control is minimized and the changes in university autonomy are negligible, thus suggesting that symbolic and rhetorical compliance may be the sustainable equilibrium between governments and governed. Nonetheless, some level of transformation is observed in the sector as the new tool contributes to strengthening priority alignment, highlighting the value of sharing stories, and increasing acceptance of reporting requirements. [ABSTRACT FROM AUTHOR]

This paper presents a case study that explored and reflected on the relationship between the beliefs and classroom practices of four English as a Second Language (ESL) teachers in a university language school in Canada related to teacher questions. Data gathered consisted of interviews and classroom observations of all four teachers. The findings revealed that although for the most part the teachers implemented their classroom questioning practices in convergence with their stated beliefs, there were some instances of divergence observed for all teachers. Potential factors contributing to the patterns of convergence and divergence are further explored. In addition, this study found that through the reflective process whereby the teachers articulated and reflected on their beliefs about their use of questions, they became more aware of the meaning and impact of these beliefs on their classroom practices. [ABSTRACT FROM PUBLISHER]

L'accès aux universités prestigieuses, les mieux classées et dotées de ressources, quoique peu étudié, représente une dimension additionnelle des inégalités en éducation au Canada. La théorie de l'inégalité maintenue efficacement (IME) soutient que les groupes favorisés vont dominer l'accès aux institutions les mieux classées peu importe le palier scolaire. Cet article teste cette hypothèse en utilisant les données uniques de milliers d'élèves du Conseil Scolaire Public de Toronto (TDSB) qui ont été suivis à partir de la neuvième année jusqu'à leur entrée dans un établissement postsecondaire. Ces données ont ensuite été associées aux données de classement des universités, de leur revenu, de leurs dépenses et de leurs fonds de dotation. Une série de modèles statistiques à niveaux multiples indique que l'entrée dans la hiérarchie universitaire ontarienne tend à refléter les inégalités dans l'accès général aux universités. Les femmes, les étudiants d'origine asiatique, et les étudiants issus des quartiers ayant des statuts socio-économiques élevés sont plus susceptibles d'entrer dans les universités les mieux classées et dotées de ressources; tandis que les étudiants qui s'identifient comme Noirs et hommes, sont moins susceptibles d'entrer dans ces institutions. Les avantages du statut socio-économique élevé et de l'origine asiatique sont seulement partiellement expliqués par les variables académiques comme variables médiatrices. Ceci suggère que le statut culturel joue un rôle dans l'élaboration du choix universitaire, alors que le sexe ainsi que les autres inégalités raciales sont dus en grande partie aux processus du parcours académique. Access to highly ranked, prestigious, and well-resourced universities represents an additional yet understudied dimension of educational inequality in Canada. The theory of effectively maintained inequality contends that advantaged groups will dominate access to the best-positioned institutions within any credential tier. This paper tests this hypothesis using unique data on thousands of Toronto District School Board students that were tracked from Grade 9 to their entry in Ontario postsecondary institutions, and then linked to data on university rankings, incomes, expenditures, and endowments. A series of multilevel models shows that entry into Ontario's university hierarchy tends to mirror inequalities in general access to universities. Female, Asian-origin, and students from higher socioeconomic neighborhoods are more likely to enter higher ranked and better resourced institutions, while students who self-identify as black and male are less likely to enter such institutions. High socioeconomic status and Asian-origin advantages are mediated only partly by academic variables, suggesting that status cultures play a role in shaping their university choices, while gender and other racial inequalities emerge largely through academic processes. [ABSTRACT FROM AUTHOR]

This paper juxtaposes an examination of recently published composition instruction books, focused on multimodal learning, with an analysis of how multimodality is manifest in one area of the art and design curriculum in an art and design postsecondary institution. 'Thesis' is a multimodal genre of composition that is required from most students in their final years of study at the Ontario College of Art & Design (OCAD). With respect to this juxtaposition, my aim is to discover whether the textbook samples provide a pedagogy that is resonant with the 'semiotic landscape' of OCAD, thereby elucidating important qualities of this landscape. [ABSTRACT FROM AUTHOR]

In response to the competitive examination culture that pervaded medical education in the 1940s and 1950s the founders of McMaster University's new MD Programme created an assessment system based on group functioning within the tutorial. While the tutorial has served the educational process well, 30 years of experience has highlighted its deficiencies as an assessment tool. This paper describes the accumulation of evidence that led to the awareness of the weakness of tutorial assessment and the attempts to provide reliable assessment by the reintroduction of examinations, but in novel formats which would not alter the goals of the curriculum. [ABSTRACT FROM AUTHOR]

This paper seeks to contribute to an understanding of networks of governance beyond the state through an examination of the programs of one of the institutions of security within the University of Toronto, Ontario, the Personal Safety Awareness Office (PSAO). The analysis is aimed at exploring the ways in which three themes that have been identified in the literature as crucial features of contemporary governance--a focus on community, local responsibility, and a risk mentality--operate outside of established state structures. The analysis is based on two sources of data. The first source of data is comprised of lengthy discussions with the person who established and was responsible for running the PSAO for the six years of its existence. Secondly, the authors conducted an examination of PSAO files. As both of these data sources provide limited and filtered access to what really happened, the accounts provided both in the interviews and through the case files were analyzed for evidence of the nature of the programs for governing security the PSAO sought to realize. The authors use these programs to illustrate the sort of strategies for governing security that are emerging outside of police organizations.

Five experiential models were developed by Ontario colleges and universities for harassment and discrimination prevention education. Using basic principles of antiracist theory and pedagogy, these models address issues related to a variety of forms of oppression. Although they were designed to educate senior decision makers in institutions of higher education in the prevention of harassment and discrimination on their campuses, they have been used effectively with students, staff and members of the general community as well. In this paper, the models are discussed within the context of traditional educational equity approaches. [ABSTRACT FROM AUTHOR]

Highlights the Third International Symposium in Medical Geography held August 7 to 11, 1988, hosted by the Department of Geography, Queen's University, Kingston, Ontario. History of the symposium; Number of papers presented at Kingston; Overview of a typical day's agenda at Kingston.

The article offers information about the Brock University Philosophy Department, its courses and its other developments in Ontario. It announces the annual course offerings of the department that include courses on Asian and Eastern Philosophy. It points out its active researchers who present their papers at publishing peer reviewed works and academic conferences.