Search

This paper examines the mediating role that education plays between religion and democratic community. The paper is situated in the Canadian context and examines this mediation through two questions: First, what is the relationship between religion and education and what is the contribution of this relationship to and within a pluralist society? And, second, do schools have a responsibility in developing a unified model of who the citizen is as a person? Both questions are founded upon the premise that citizens are more than citizens; they are also persons.

In a country as diverse as Canada, spread over an incomprehensibly large land mass, the connections between citizens may require more imagination. One way that these connections have been traditionally imagined in Canada is through national myths, including the myth of the wilderness. This myth draws the Canadian identity out of an "untouched" wilderness landscape. As much as there are problems with the wilderness myth of Canada, the land provides a valuable connection between all disparate members of Canadian society. And so, the author proposes a much more inclusive re-imagining of this myth, in which people draw national identity from the land in all the variety of its meanings and uses. In this way, Canadians can work to develop attachments to their specific pieces of land, while acknowledging the interconnections of the national landscape. In this article, the author discusses how to build national identity through place-based outdoor education. She argues that educators need to introduce their students to the places in which they live, and encourage them to find the connections between their selves and their places in addition to fostering an understanding of their connections to others and other people's places.

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.)

Founding Editor of the journal "Exceptionality Education Canada," Judy Lupart's research, publication, and teaching interests have included an important focus on inclusive education and school transformation. Two of her papers relevant to this work were published in "Exceptionality Education Canada" a decade apart: "Toward a unified system of education: Where do we go from here?" (1992) and "Canadian schools in transition: Moving from dual education systems to inclusive schools" (2002). Ten years later, and on the occasion of her retirement as Co-editor at "Exceptionality Education International," the author would like to pay tribute to Judy Lupart and make comment on these two papers in light of inclusive education today.

This special issue focuses on the geographical and spatialized mobilities related to youth transitions to post-secondary education and employment. The "mobility turn" in social sciences in the last decade recognizes that life is increasingly organized and shaped by mobilities (and immobilities) across varying spatial and temporal scales. Yet these mobilities have only recently been examined and theorized as central to understanding the complexity and diversity of young people's experiences. The collection of articles in this special issue presents a multiplicity of young people's relationships to mobilities, particularly as they pursue post-secondary education and employment. The papers are concerned with: (a) the motivations for and expectations of imagined mobility (the innumerable reasons why youth choose, or are compelled, to move or stay), whether focused on the outmigration or inmigration of mobile youth; (b) the lived experiences that youth have in their mobility practices (focusing on multistranded relationships between places of origin and destination, or recognizing the temporality of that mobility); and (c) the value that these youth mobility studies have for policy issues and policy recommendations. The papers in this issue are case studies concerned with youth mobility prior to the COVID-19 pandemic. They use qualitative and quantitative methods, representing inter- and cross-disciplinary approaches from anthropology, sociology, education, communication, and rural development studies. They derive from a collaboration through the On the Move Partnership, an 8-year interdisciplinary research initiative with a key focus on young people's employment- and education-related geographical mobilities in Canada. [ABSTRACT FROM AUTHOR]

The paper focuses on expanding the horizons of research on accounting education. Particular attention is given to concerns about accounting education in Canada, such as the relevance of these programs, the quality and characteristics of students and teachers, and the institutional and educational context within which accounting programs are managed. The author's purpose is to highlight the limits to the structure of the education project of the Canadian Academic Accounting Association. The author seeks to have a more informed debate about better accounting education.

This paper explores the perception of inaccessibility as it reflects the cultural education of the sensorium. Following Gilroy, sensorium is taken here to mean the dense weave of historical experience that organizes the relations among the senses and perception itself. With this concept, I examine texts related to accessibility management at a large Canadian University. These texts include a 2017-18 email exchange regarding accessibility between a subway station and a university building, as well as the first policy statement on 'The University and Accessibility for Disabled Persons' from 1981. Through these texts, I show how people, now as then, are taught to sense disability as excludable. The paper demonstrates how the sensorium is educated to exclude a concern for the history, responsibility, as well as the touch of the actual physical environment. In pursuit of a re-education of the sensorium, this paper reveals how disabled people are sensed as potentially includable in the future while excludable in the present. [ABSTRACT FROM AUTHOR]

First Nations in Canada have developed tripartite arrangements with federal and provincial governments in a range of service areas. Some scholars classify the arrangements as "mere" devolution; others debate whether they mark an emerging, more collaborative Crown/ Indigenous relationship. There is also the pressing question of impact. Do tripartite service arrangements promote positive changes for affected First Nations and their members? This paper examines the character of these arrangements, as well as their impact on both services and relationships among the signatories. Analysing regional tripartite arrangements concluded over the past decade in First Nations policing, child welfare, and primary/secondary education, it then draws on evaluations, and scholarly and other "grey" literature to identify common challenges and successes. Throughout, the paper seeks to discern potential lessons from the past decade for negotiating and implementing tripartite service arrangements in the future. [ABSTRACT FROM AUTHOR]

Background: Point-of-care ultrasound (POCUS) is a growing part of internal medicine training programs. Dedicated POCUS rotations are emerging as a particularly effective tool in POCUS training, allowing for longitudinal learning and emphasizing both psychomotor skills and the nuances of clinical integration. In this descriptive paper, we set out to review the state of POCUS rotations in Canadian Internal Medicine training programs. Results: We identify five programs currently offering a POCUS rotation. These rotations are offered over two to thirteen blocks each year, run over one to four weeks and support one to four learners. Across all programs, these rotations are set up as a consultative service that offers POCUS consultation to general internal medicine inpatients, with some extension of scope to the hospitalist service or surgical subspecialties. The funding model for the preceptors of these rotations is predominantly fee-for-service using consultation codes, in addition to concomitant clinical work to supplement income. All but one program has access to hospital-based archiving of POCUS exams. Preceptors dedicate ten to fifty hours to the rotation each week and ensure that all trainee exams are reviewed and documented in the patient's medical records in the form of a consultation note. Two of the five programs also support a POCUS fellowship. Only two out of five programs have established learner policies. All programs rely on In-Training Evaluation Reports to provide trainee feedback on their performance during the rotation. Conclusions: We describe the different elements of the POCUS rotations currently offered in Canadian Internal Medicine training programs. We share some lessons learned around the elements necessary for a sustainable rotation that meets high educational standards. We also identify areas for future growth, which include the expansion of learner policies, as well as the evolution of trainee assessment in the era of competency-based medical education. Our results will help educators that are endeavoring setting up POCUS rotations achieve success. [ABSTRACT FROM AUTHOR]

Copyright of Revue Quebecoise de Droit International is the property of Revue quebecoise de droit international 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.)

In this paper we examine the productivity of Canadian academic accountants through analyses of articles published in 10 refereed journals between 1976 and 1989, inclusive. We report the numbers of articles by Canadian institutional affiliation cross-tabulated by subject area, whether theoretical or empirical, and by the journal in which articles appeared. Summary statistics are computed to identify the gross and per capita productivity of the institutions represented and to identify the 10 most productive researchers in this period as well as in the subperiods 1976-82 and 1983-89. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Geographer is the property of Wiley-Blackwell 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.)

In this reflective paper, I interweave autoethnographic personal narrative and critical self-reflection with theoretical literature in order to engage and wrestle with decolonizing and Indigenizing my teaching and curricular practices in Canadian higher education. Acknowledging that walking this path is challenging, I seek multiple trailheads in an effort to access my hidden curriculum, my complicit knowledge, and unsettling moments that have the potential to transform me. My objective is to critically interrogate myself to prepare for respectfully and appropriately moving toward reconciliation in my relationships with Indigenous colleagues, students, and communities, and in my work as a curriculum maker. [ABSTRACT FROM AUTHOR]

In this paper we present the current state of cultural diversity education for undergraduate medical students in three English-speaking countries: the United Kingdom (U.K.), United States (U.S.) and Canada. We review key documents that have shaped cultural diversity education in each country and compare and contrast current issues. It is beyond the scope of this paper to discuss the varied terminology that is immediately evident. Suffice it to say that there are many terms (e.g. cultural awareness, competence, sensitivity, sensibility, diversity and critical cultural diversity) used in different contexts with different meanings. The major issues that all three countries face include a lack of conceptual clarity, and fragmented and variable programs to teach cultural diversity. Faculty and staff support and development, and ambivalence from both staff and students continue to be a challenge. We suggest that greater international collaboration may help provide some solutions. [ABSTRACT FROM AUTHOR]

This paper intervenes in debates on education and social reproduction, developing the link between ‘parental choice’, class status and spatial mobility. Drawing on research in Canada and Hong Kong with migrant students and ‘returnee’ graduates, it demonstrates the relationship between ‘choice’, social class and international mobility, arguing that geographies of middle-class decisionmaking in education have been recently transformed with the growth of a multi-billion dollar international education market. The paper unpacks the meanings and consequences of international education in Hong Kong, revealing how migration to Canada has enabled middle-class families to accumulate a more valuable form of cultural capital in a ‘Western’ university degree. It argues for a geographically sensitive account of the relative value of international education and its close links with both class reproduction and place-based transnational social networks. [ABSTRACT FROM AUTHOR]

The Green Chemistry Initiative (GCI) is a student-led group founded in 2012 with the primary mission of promoting green chemistry education at the University of Toronto. In order to achieve this, the GCI's activities have included undergraduate curriculum development, arrangement of an external speaker seminar series, and organization of an annual three-day symposium along with biweekly trivia challenges. To broaden education beyond the Department of Chemistry, a successful YouTube video campaign articulating the Twelve Principles of Green Chemistry in an accessible manner has also been undertaken (acquiring over 40,000 views), in addition to monthly blog posts and conference/outreach presentations. Descriptions of these activities are discussed in this paper, along with the resulting impact they have had. Through such efforts, undergraduate and graduate students are showing a growing understanding of the relevance of green chemistry in today's world, with the GCI serving as a platform for similar groups to build upon across Canada. [ABSTRACT FROM AUTHOR]

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.)

Copyright of Developmental Medicine & Child Neurology is the property of Wiley-Blackwell 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 McGill Journal of Education is the property of McGill Journal of 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.)

Copyright of McGill Journal of Education is the property of McGill Journal of 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.)

Copyright of Canadian Journal of Sociology is the property of Canadian Journal of Sociology 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.)

Recent historical studies on the topic of the Council of Ministers of Education, Canada looked mostly at the era of the 1960s and the 1970s. Some work has also been completed on the institution's role in international education and its responsibilities during the economic crises of these decades. This paper proposes to take this research one step further and now look more specifically at the decade of the 1980s. This paper will argue that in this era the CMEC found its raison d'être in several fields. These included official languages, and oversight of the testing programs run by the Organization for Economic Cooperation and Development (OECD). It also found its niche, to a lesser extent, through refining its connections to international education organizations. Finally, the decade saw the CMEC experimenting with a national agenda for education in conjunction with the provincial premiers and ministries of education. [ABSTRACT FROM AUTHOR]

The article presents commentary and meta-analysis of the Canadian Academic Accounting Association (CAAA) education project. The authors' research studies college students enrolled in university accounting courses in Canada with the objective being to extract information that may be used to improve accounting education. Discussed are two factors of how intermediate accounting students were not the same as other university students. Attention is given to the college students' interest in accounting and psychological profiles. [ABSTRACT FROM AUTHOR]

Informal mentoring relationships develop out of mutual identification and the fulfillment of career needs. As new faculty, we struggled to balance and decipher all the various facets inherent in the research, service, and teaching responsibilities in our new roles. This paper chronicles an informal comentorship collaboration we struck up to support our efforts as secondcareer academics in the field of education, seeking to navigate our way through institutional resocialization at a mid-sized Canadian university. Using a collaborative autoethnographic approach, we collected data comprising handwritten notes, tape-recorded conversations, e-mail reflections, and metareflections crafted after scheduled meetings over the course of a single academic school year. We sought to link theory with practice while using our own stories, narratives, and lived experiences as a basis for understanding our respective journeys toward social health and well-being in the academy, as well as our proficiency and competence as new scholars. From our analysis, we were able to interpret more clearly our roles, responsibilities, and needs, as well as institutional and departmental culture and norms. We offer practical implications and five lessons we have learned regarding the use of informal comentorships as an approach to managing the institutional resocialization of second-career academics. [ABSTRACT FROM AUTHOR]

Accounting and Finance ( A& F ) has experienced a surge in published research in the last decade. The analysis here reveals a marked increase in the number of published articles in A&F since 2003, a distinct trend for published papers to have a larger number of authors, a significant and stable contribution by the top 5 Australian accounting/finance departments, as well as a notable increase in contribution from non- US foreign universities, particularly those located in the UK, Canada, Hong Kong, Singapore and Spain. An analysis of citations indicates the increasing impact of A&F in recent years. [ABSTRACT FROM AUTHOR]

The paper addresses the intersections between research findings and Canadian educational policies focusing on four major areas: (a) core and immersion programs for the teaching of French to Anglophone students, (b) policies concerning the learning of English and French by students from immigrant backgrounds, (c) heritage language teaching, and (d) the education of Deaf and hard-of hearing students. With respect to the teaching of French, policy-makers have largely ignored the fact that most core French programs produce meager results for the vast majority of students. Only a small proportion of students (<10%) attend more effective alternatives (e.g., French immersion and Intensive French programs). With respect to immigrant-background students, a large majority of teachers and administrators have not had opportunities to access the knowledge base regarding effective instruction for these students nor have they had opportunities for preservice or in-service professional development regarding effective instructional practices. Educational policies in most jurisdictions have also treated the linguistic resources that children bring to school with, at best, benign neglect. In some cases (e.g., Ontario) school systems have been explicitly prohibited from instituting enrichment bilingual programs that would promote students? bilingualism and biliteracy. Finally, with respect to Deaf students, policy-makers have ignored overwhelming research on the positive relationship between academic success and the development of proficiency in natural sign languages, preferring instead to leave uncorrected the proposition that acquisition of languages such as American Sign Language by young children (with or without cochlear implants) will impede children?s language and academic development. The paper reviews the kinds of policies, programs, and practices that could be implemented (at no additional cost) if policy-makers and educators pursued evidence-based educational policies. [ABSTRACT FROM AUTHOR]

At a time of substantial change, globalization, and ubiquitous access to information, educators struggle to change even the most basic aspects of their classrooms. This is especially true for those in challenging contexts where many perpetuate the "mind numbing" practice of rote instruction. This paper describes a collaborative partnership among academics in Canada and East Africa as they develop Innovative Learning Centres (ILC) in their respective institutions to leapfrog pedagogy in imaginative ways, drawing on experiential learning and the Maker Movement in a studio based learning environment. [ABSTRACT FROM AUTHOR]

This paper considers the evolution of Carleton University's Department of Law and Legal Studies and its approach to the study of law and the legal within the context of the continuing growth of legal studies programs across the country. It starts by outlining the historical development of the Department and the evolution of its perspective of its role and purpose. Part II examines a number of aspects of the architecture of fourteen undergraduate legal studies programs across the country and the ways in which the roles of these programs are described. Part III provides a brief outline of the current structure of the undergraduate programs offered by the Department and considers how it fi ts within the broader landscape of academic units offering undergraduate legal studies programs in Canada. The paper concludes by identifying some of the challenges faced by the Department as it prepares for the next 50 years. [ABSTRACT FROM AUTHOR]

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.)

Background: The Good Life with osteoArthritis: Denmark (GLA:D™), an evidence-based education and exercise program designed for conservative management of knee and hip osteoarthritis (OA), has been shown to benefit participants by reducing pain, improving function, and quality of life. Standardized reporting in the GLA:D databases enabled the measurement of self-reported and performance-based outcomes. There is a paucity of qualitative research on the participants' perceptions of this program, and it is important to understand whether participants' perceptions of the benefits of the program align with reported quantitative findings. Methods: We conducted semi-structured telephone interviews with individuals who participated in the GLA:D program from January 2017 to December 2018 in Alberta, Canada. Data were analyzed using an interpretive description approach and thematic analysis to identify emergent themes and sub-themes associated with participants perceived benefits of the GLA:D program. We analyzed the data using NVivo Pro software. Member checking and bracketing were used to ensure the rigour of the analysis. Results: 30 participants were interviewed (70% female, 57% rural, 73% knee OA). Most participants felt the program positively benefited them. Two themes emerged from the analysis: wellness and self-efficacy. Participants felt the program benefited their wellness, particularly with regard to pain relief, and improvements in mobility, strength, and overall well-being. Participants felt the program benefited them by promoting a sense of self-efficacy through improving the confidence to perform exercise and routine activities, as well as awareness, and motivation to manage their OA symptoms. Twenty percent of participants felt no benefits from the program due to experiencing increased pain and feeling their OA was too severe to participate. Discussion: The GLA:D program was viewed as beneficial to most participants, this study also identified factors (e.g., severe OA, extreme pain) as to why some participants did not experience meaningful improvements. Early intervention with the GLA:D program prior to individuals experiencing severe OA could help increase the number of participants who experience benefits from their participation. Conclusion: As the GLA:D program expands across jurisdictions, providers of the program may consider recruitment earlier in disease progression and targeting those with mild and moderate OA. [ABSTRACT FROM AUTHOR]

The Geriatric Psychiatry Fellowship Subspecialty survey aimed to identify key motivating factors associated with choosing geriatric psychiatry as a career, and to assess training satisfaction among geriatric psychiatry fellows/residents in Canada and the United States. American and Canadian geriatric psychiatry program directors were asked to distribute an online survey to their fellows. Descriptive statistics for quantitative items and Mann-Whitney U tests were performed to assess for differences by country of training. Thirty-one geriatric psychiatry fellows completed the survey. The most important motivating factors for pursuing a career in geriatric psychiatry were found to be "working with patients and families", "working in an interdisciplinary environment", and "intellectual stimulation". Fellows' overall training satisfaction was high, with American fellows more satisfied than Canadian residents (p = .047) on average, especially with regard to biomedical aspects of training (p = .01). [ABSTRACT FROM AUTHOR]

Research on associations between student performance in pharmacy programs and entry-to-practice milestones has been limited in Canada and in programs using a co-operative (co-op) education model. Co-op exposes students to a variety of opportunities both within direct patient care roles and in non-traditional roles for pharmacists, such as policy, advocacy, insurance, research, and the pharmaceutical industry. The purpose of this research is to analyze associations between student grades and evaluations achieved in the University of Waterloo (UW) Doctor of Pharmacy (PharmD) co-op program and success rates on entry-to-practice milestones, including the Pharmacy Examining Board of Canada (PEBC) Pharmacist Qualifying Examination and performance on final-year clinical rotations. Grades and evaluations from courses, co-op work terms, clinical rotations, and PEBC exam data from three graduating cohorts were obtained. A multiple regression analysis was performed to explore associations between student evaluations and PEBC Pharmacist Qualifying Examination and clinical rotation performance. Holding all other variables constant, grades in anatomy/physiology were negatively correlated with scores on the PEBC Pharmacist Qualifying Examination, while grades in one of the professional practice courses showed a positive relationship with the same examination. Students with higher grades in a problem-based learning capstone therapeutics course, in their first co-op work term, and in the direct patient care co-op work term tended to score higher on clinical rotations. Co-op performance was not significant in predicting PEBC performance. However, complimentary descriptive analysis underscored that students with a co-op rating of good or below were more likely to fail courses, midpoint evaluations, Objective Structured Clinical Examinations (OSCEs), and PEBC measures. Multiple predictors of performance on final-year clinical rotations and the PEBC Pharmacist Qualifying Examination were identified. This predictive model may be utilized to identify students at risk of underperforming and to facilitate early intervention and remediation programs, while also informing curricular revision. [ABSTRACT FROM AUTHOR]

Fetal Alcohol Spectrum Disorder (FASD) is considered a lifelong disability that has been framed with neurobiological descriptions focused on the brain. These are important features but fail to tell the story of living with FASD. By surveying those with FASD, this work expanded upon prior survey work which illustrated a multitude of early-onset physiological issues occurring at rates much higher than is typical of the general population. The current project, again using an anonymous survey methodology, sought to open up other direct experiences to better understand the complexity of living with FASD. An anonymous online survey was used to gather data on adversity in childhood, schooling, employment, housing and finances, and involvement with the criminal justice system, as well as relationships and parenting. Results indicate high levels of adversity throughout the life span; vulnerability to manipulation, which is connected to involvement in the criminal justice system; struggles with housing; economic instability; and struggles maintaining employment, as well as difficulties with social and familial relationships. Systemic stigma was also identified. Suggestions are offered to inform others on how support can be enhanced and targeted with a goal of improving quality of life, as well as dealing with self-imposed stigma. The survey was developed by adults living with FASD who have served as a long-standing advocacy and educational group influencing policy and practice in the field. [ABSTRACT FROM AUTHOR]

Education policy should be informed by research that distinguishes school-based learning from learning that occurs during non-school time. American studies find that socio-economic disparities in learning tend to widen over the summer months, the longest continuous stretch of non-school time. This paper analyzes the first large-scale Canadian study of summer learning. We collected data on literacy growth for a non-random sample of 1,376 Ontario children in Grades 1-3 during the summers of 2010 and 2011. Summer learning was widely dispersed with a mean of zero, and equal proportions of children had substantial learning gains and losses. There were strong disparities by family socio-economic status (SES), as affluent children gained literacy while those from poorer families lost literacy. We attributed 25 percent of the gap between the top and bottom SES quartiles at the start of the school year to the previous summer. We discuss implications for Canadian education policy and future research. [ABSTRACT FROM AUTHOR]

Educational institutions pay careful attention to the design of program curricula, which represent a framework to meet institutional goals and missions. Of course, the success of any institution depends highly on the quality of its program curriculum. The development of such a curriculum and, more importantly, the evaluation of its quality are complex and time-consuming processes. This traditional approach requires many cumbersome manual iterations, making it a long and error-prone process. To overcome these problems, this paper proposes a new curriculum support engine as an alternative approach. The proposed curriculum support engine is a Web-based application that helps in designing any program curriculum in real time. The engine incorporates several important features, allowing the verification of the proposed curriculum coherence and the generation of statistics necessary for academic and accreditation purposes. Useful viewing and editing tools are also provided. The proposed curriculum support engine is flexible and allows additional criteria that the curriculum designer can specify to be incorporated. In particular, the engine covers the Accreditation of Canadian Engineering Programs (CEAB), the Accreditation Board for Engineering and Technology (ABET), and the Commission of Academic Accreditation of the Ministry of Higher Education and Scientific Research of UAE (CAA-UAE). [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Economics is the property of Wiley-Blackwell 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 reports the results of a survey of auditing and assurance courses in the U.S. and several other countries conducted during 2000-2001. The survey, commissioned by the Auditing Section of the American Accounting Association, yielded data on a total of 285 auditing and assurance courses taught at 188 colleges and universities in the United States, Canada, and several other countries. The syllabi data were analyzed on a number of dimensions and the results compared to two prior surveys of auditing courses (Frakes 1987; Groomer and Heintz 1994). Our findings document substantial changes in content (e.g., new or expanded coverage of fraud, information technology, and assurance services) and pedagogy (e.g., increased use of team projects, student presentations, cases, and the Internet) in both introductory and advanced auditing courses over the past several years. These changes are discussed in the context of events that significantly impacted auditing education and practice from the late 1980s through the end of the 1990s. [ABSTRACT FROM AUTHOR]

Copyright of Comparative & International Education is the property of Canadian & International 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.)

General internal medicine (GIM), like other generalist specialties, has struggled to maintain its identity in the face of mounting sub-specialization over the past few decades. In Canada, the path to licensure for general internists has been through the completion of an extra year of training after three core years of internal medicine. Until very recently, the Royal College of Physicians and Surgeons of Canada (RCPSC) did not recognize GIM as a distinct entity. In response to a societal need to train generalist practitioners who could care for complex patients in an increasingly complex health care setting, the majority of universities across Canada voluntarily developed structured GIM training programs independent of RCPSC recognition. However, interest amongst trainees in GIM was declining, and the GIM workforce in Canada, like that in many other countries, was in danger of serious shortfalls. After much deliberation and consultation, in 2010, the RCPSC recognized GIM as a distinct subspecialty of internal medicine. Since this time, despite the challenges in the educational implementation of GIM as a distinct discipline, there has been a resurgence of interest in this field of medicine. This paper outlines the journey of the Canadian GIM to educational implementation as a distinct discipline, the impact on the discipline, and the implications for the international GIM community. [ABSTRACT FROM AUTHOR]

THE PAPER EXAMINES THE EXPERIENCE of C.B. Wade (1906-1982), a chartered accountant and university instructor who was recruited to work for organized labour during the period of transition from wartime mobilization to postwar reconstruction at the end of the Second World War. In hiring Wade in 1944, District 26 of the United Mine Workers of America became one of the first Canadian unions to employ a research director to help address the challenges of the new age of industrial legality and advance their social democratic agenda. The paper discusses Wade's background, including his involvement in the Workers' Educational Association, and documents his contributions to the work of the coal miners' union, including the efforts to promote public ownership of the industry. In addition, the paper discusses Wade's unpublished history of the union, a manuscript that has had a long life as an underground classic. While the negotiation of the postwar compromises between labour, capital and the state gave union staff such as Wade an increasingly central role in labour relations, this was not a stable context, and the paper also considers the deepening Cold War conditions that led to the end of his employment in 1950. In the context of labour and working-class history, Wade can be associated with a relatively small cohort of politically engaged intellectuals who made lasting contributions to the research capacity of unions and to the field of labour studies. [ABSTRACT FROM AUTHOR]

This paper examines levers or drivers that have influenced the direction of educational development in Canada over the last 40 years and also tries to predict what will be the impact of some current levers on changing the work of developers in the next 20 years. Reflecting on those years, it is apparent our work in the 1980s was very focused on the individual and gradually shifted to become more organizational and sector focussed, particularly as the work of developers moved from the periphery to the center of our institutions. The challenge of the next 20 years will be responding to the breadth of areas we are being drawn into in the academy yet, the diversity of our work is one of the strengths of our profession. [ABSTRACT FROM AUTHOR]

This paper is the story of the paths we have taken to the shared realization that the strategies and epistemological underpinnings of Aboriginal education need to move out of the margins and into the centre of education in Canada, not only for Aboriginal students, but for all students. Between August, 2010 and April of 2012, we were seconded for two years from our Vancouver classrooms to work as Faculty Associates in the teacher preparation program at Simon Fraser University. There we came face to face with the British Columbia Teacher Regulation Branch's mandate that Aboriginal education courses must be taught to pre-service teachers. Part of our purpose was to cultivate strategies using Aboriginal pedagogy to inform pre-service teachers about how to develop practice and ways of communicating with their students. Here we describe how, after returning to our school district, we changed our teaching practices through actualizing Aboriginal pedagogy. [ABSTRACT FROM AUTHOR]

Background: In Canada, there is a growing need to develop community-based, culturally appropriate palliative care for Indigenous people living in First Nations communities. The public health approach to palliative care, which emphasizes community-based initiatives, is especially relevant in First Nations communities because care is grounded in their distinct social and cultural context. Central to the public health approach are educational strategies that strengthen communities' capacity to care for their vulnerable members as they die. This paper presents community-based research conducted with First Nations communities in Canada that aimed to assess and address local palliative care educational needs to improve community capacity in palliative care.Methods: Participatory action research (PAR) was conducted with four First Nations communities in Canada over a six-year period (2010-2016). The research occurred in three phases. Phase 1: focus groups, interviews and surveys were employed to assess community specific needs and resources. Phase 2: recommendations were developed to guide the PAR process. Phase 3: educational resources were created to address the identified educational needs. These resources were implemented incrementally over 4 years. Ongoing process evaluation was employed, and revisions were made as required.Results: Educational needs were identified for patients, families, community members and internal and external health care providers. A wide and comprehensive range of educational resources were created to address those needs. Those culturally appropriate educational resources are available in a very accessible and useable workbook format and are available for use by other Indigenous people and communities.Conclusions: This research provides an example of the public health approach and offers implementation strategies around palliative care education. This paper contributes to the international literature on the public health approach to palliative care by presenting a case study from Canada that includes: conducting a culturally appropriate assessment of educational needs, creating recommendations, facilitating development and implementation of educational resources in the community to improve community capacity in palliative care. [ABSTRACT FROM AUTHOR]

Many Canadian communities, especially rural communities, are concerned about youth outmigration as a cause of population decline, which is associated with fewer services and amenities. Proponents of keeping underattended schools open argue that removing a school from the community means that fewer families will want to live there, and that more families will consider leaving. Others view school closures as a rational response to population decline. Still other perspectives complicate the correlation between schools and population, noting phenomena such as children "learning to leave" and "place attachment" that modulate the temptation to move away. This paper offers an empirical test of discursive connections between school closures and mobilities by studying the population change of school-age children in Canadian census subdivisions indexed by distance to the nearest school. Based on this method, we conclude that there is a positive correlation between the school-age population in a community and proximity to a school in that community. Although our data do not answer the question of whether school closures cause population decline, or such a decline causes school closures, or both, we provide a quantitative foundation on which to ask it. [ABSTRACT FROM AUTHOR]

Objective: To explore the impact of a 2-day, in-person interprofessional palliative care course for staff working in long-term care (LTC) homes. Methods: A qualitative descriptive study design was employed. LTC staff who had participated in Pallium Canada's Learning Essential Approaches to Palliative Care LTC Course in Ontario, Canada between 2017 and 2019 were approached. Semi-structured interviews were conducted, using an online videoconferencing platform in mid-2021 in Ontario, Canada. These were done online, recorded, and transcribed. Data were coded inductively. Results: Ten persons were interviewed: four registered practical nurses, three registered nurses, one nurse practitioner, and two physicians. Some held leadership roles. Participants described ongoing impact on themselves and their ability to provide end-of-life (EOL) care (micro-level), their services and institutions (meso-level), and their healthcare systems (macro-level). At a micro-level, participants described increased knowledge and confidence to support residents and families, and increased work fulfillment. At the meso-level, their teams gained increased collective knowledge and greater interprofessional collaboration to provide palliative care. At the macro level, some participants connected with other LTC homes and external stakeholders to improve palliative care across the sector. Training provided much-needed preparedness to respond to the impact of the COVID-19 pandemic, including undertaking advance care planning and EOL conversations. The pandemic caused staff burnout and shortages, creating challenges to applying course learnings. Significance of results: The impact of palliative care training had ripple effects several years after completing the training, and equipped staff with key skills to provide care during the COVID-19 pandemic. Palliative care education of staff remains a critical element of an overall strategy to improve the integration of palliative care in LTC. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Rural Medicine (Joule Inc.) is the property of CMA Impact 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.)