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Copyright of Forestry Chronicle is the property of Canadian Institute of Forestry 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 Forest Research 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.)

The notion of internationalization in higher education is understood as the recruitment of international students, marketing of academic programs and courses, and teaching English as a Second Language to student cohorts from Asia, Africa, and Latin America. Various models of internationalization (Knight, 2004, 2006; Leask, 2009; Pimpa, 2009; Welikala, 2011) have been explored and promoted in Canada, the United Kingdom, Australia, and New Zealand. Often, as noted in the literature, these models emphasize the acculturation of international students into the host country culture rather than a respectful exchange of academic and cultural knowledge and ideas. The central thesis of this critical reflective discussion paper is that "glocalization" in higher education is an appropriate alternative to internationalization. Glocalization advocates a positive learning experience and encourages the enhancement of learners' "glocal" experience through a critical academic and cultural exchange of global and local socio-economic and political issues. Instructional strategies supporting glocalized learning curricula are recommended. The glocalization pedagogical framework for higher education, introduced in this paper, embraces the principles of social responsibility and justice with a firm commitment to sustainable futures for local and global societies.

Ontario's Colleges of Applied Arts and Technology (CAATs) have established productive links with employers and the result is practical training that leads to rewarding work for graduates. This practical success is not being adequately recognized in a crucial debate that focuses on strategies for economic development. It is important for the CAATs to promote a greater awareness of the links between their programs and broader goals such as economic prosperity. In this paper, the authors discuss the current orientation of government economic strategies and its potential for supporting the CAATs. They argue that there are three measures of economic performance that are central to the role that CAATs play: (1) return on investment in education; (2) productivity; and (3) skill shortages. Using these measures, the CAATs can make a strong case for their role in the economic strategies. The authors also discuss the context of decision-making, measurement issues and opportunities for the colleges as they raise their profile.

Over the last two decades, education privatization has become a widespread phenomenon, affecting most education systems and giving place to a consistent increase in private school enrolment globally. However, far from being a monolithic phenomenon, privatization advances through a variety of context-sensitive policy processes that translate into multiple policy outcomes. This paper aims at understanding why and how education privatization unfolds in a broad variety of settings and, to this purpose, examines the different manifestations of education privatization on the light of Cultural Political Economy (CPE). The conceptual and analytical tools provided by CPE prove to be particularly well suited to explore such a multi-faceted and multi-scalar phenomenon. CPE has helped us to capture the intersect and tension between different drivers (global and local, material and ideational) of education privatization through the evolutionary mechanisms of variation, selection and retention. On the basis of a systematic literature review methodology, encompassing 227 research papers, the article identifies and systematizes six different paths towards education privatization--understood as groups of frequently associated circumstances, mechanisms and courses of action leading to privatization. Conceived as ideal types, these different paths ultimately allow for a richer understanding of education privatization and show that the international diffusion of education privatization norms and discourses is far from producing policy convergence at a global scale.

This paper explores student perceptions of the effects of pairing discipline-specific language instruction with the traditional method of course delivery in economics. Our research involved teaching content-based English as an additional language (EAL) tutorials to a small group of ten international students taking first-year introductory economics courses. These voluntary participants completed pre- and post-treatment assessments with exit interviews at the end of the project. Assessment results and interviews suggest that students perceive that discipline-specific language instruction such as our EAL tutorials assists in the development of increased content and language proficiency. They also believe that vocabulary development is one of the most critical activities to support these goals; reading skills are also important but require more time and commitment than students can afford to give. Despite the students' interest in the project, their heavy class schedules prevented many from participating; our group was limited to ten students which precludes any assurance of statistical significance. In spite of the limitations, we believe that the project can still contribute valuable qualitative lessons to the literature of content-based language instruction in which the discipline of economics has not been well represented.

Copyright of Forestry Chronicle is the property of Canadian Institute of Forestry 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 begins from a position of critique of the dominant neo-liberal, human capital framing of education policy today. However, unlike most critiques of this kind, the paper argues that schooling's role in the preparation of workers and consumers is nonetheless important. Education does, of necessity, have economic purposes. To this end, the paper challenges the hegemony of neo-liberalism and lays bare some of its flawed basic assumptions. Instead, the paper argues for a Gandhian account of economics, which priortises need over greed as a way to think about a progressive grounding of education in economic purposes.

Our current globalized economic regimes of financialized capital have systematically altered relations of learning and labour through the dynamics of precarity, debt, and the political economy of new wars. The risks of these regimes are absorbed unevenly across transnational landscapes, creating cartographies of violence and dispossession, particularly among youth, indigenous, working class, and racialized women. Presently there is surprisingly little discussion on the relevance of financialization for adult educators. Transnational resistances organizing against neoliberal restructuring, austerity policies, and debt crises are emerging at the same time that massive investments are being made into homeland security and the carceral state. This paper opens up discussion on the implications of financialized times for educators, and develops an analytic framework for examining how these global realities are best addressed at local sites of adult and higher education.

The report entitled, "OECD Economic Surveys: Canada 2012," offers an exceptionally rigorous, in-depth, well-informed and well-documented review of policy and performance of Canada's economy and postsecondary system. The report is divided into three parts. The first part contains an overview of the Canadian economy, a summary of the rest of the report and recommendations. The second part (Chapter 1) deals with innovation, and the third part (Chapter 2) is about higher education in Canada. For Canadian higher education practitioners, policy-makers, and researchers, this document shows them how others with a more detached, international perspective view higher education in Canada. People who are interested in Canadian higher education will benefit from studying and discussing the observations, conclusions and recommendations in this report. In this article, the author mentions without elaboration two complex issues that he thought were handled extremely well in the report; then he identifies a huge question that is left after reading the report. He concludes with comments on a feature of Canadian higher education that seems to stand out in international comparisons and gives rise to questions about both data and policy.

The concept of "practice makes perfect" was examined in this work in the context of effective learning. Specifically, we wanted to know how much practice was needed for students to demonstrate mastery of learning outcomes. Student learning patterns in two different university courses that use a similar education approach involving problem based learning, outcomes based assessment, and problem sequencing based on elaboration theory were examined. Learning outcomes for each course were explicitly defined and students were repeatedly assessed through sequential assignments. The cumulative proportion of criteria successfully demonstrated for each problem-solving attempt was determined using data retrospectively obtained from instructor grading records. Learning followed a typical growth pattern--it increased rapidly at first and more slowly with succeeding attempts. The precise shape of the learning curve differed between the two courses and is thought to be the result of problem difficulty and problem sequencing. Depending on these two factors, at least one more attempt than the number of times criteria need to be demonstrated is required and often more are needed to demonstrate mastery. This paper presents class-level data and future work should investigate individual performance and particularly why some students learn more quickly than others. Two additional issues for future consideration are the effect of the number of attempts on long-term retention and on the transferability of the learning to other problems. (Contains 4 tables and 2 figures.)

In the early 1980s, it was not sub-prime mortgages and toxic assets, bank failures and factory closures that crowded the pages of the business section of the daily newspapers. It was something called "stagflation," a noxious combination of inflationary pressures on currency and stagnating levels of production. Still, the effects were roughly similar, and the growth of unemployment was almost identical. Politicians called upon both academic economists and the leaders of business and industry to come up with a plan to solve the crisis, just as leaders are doing today. In the midst of the emergency, however, something else happened. The bishops of the Roman Catholic Church in Canada came out with a bold document. Excise the references to God, Jesus and the Gospels and one would find a rather radical economic manifesto. Keep them, and one will read a test of faith, hope and charity. The Bishops proposed that the interests of labour be put ahead of the interests of capital, that the dignity of work supersede the quest for technology, that economic justice be recognized as the overarching social goal and that the "preferential option" be for "the poor, the afflicted and the oppressed" be exercised in all actions. In short, these high-ranking members of the largest religious denomination in Canada spoke eloquently about making the economy about morality and not money. In time, prosperity of a sort returned. Whether the recovery was a predictable consequence of the business cycle or won on the backs of the poor, the working and the middle classes through draconian cut-backs in social services and other efficiencies is a matter of debate. What is clear, however, is that the counsel of the clergy was totally ignored. The author does not reclaim this document and disseminate it as a cure-all. In some ways, he thinks its diagnosis and recommended therapies are utterly naive. He also does not endorse its religious premises. However, he thinks that the Bishops were on to something important, and he thinks teachers would do themselves and their students no permanent harm if they were to consider the ethical context for whatever they teach since, in one way or another, the various global tensions--ecological, ideological and economic--cannot forever be ignored and, as teachers, they surely have some responsibility to raise the truly important questions. In this article, the author presents the document and his views.

Background: Current evidence suggests that chlamydia screening programmes can be cost-effective, conditional on assumptions within mathematical models. We explored differences in cost estimates used in published economic evaluations of chlamydia screening from seven countries (four papers each from UK and the Netherlands, two each from Sweden and Australia, and one each from Ireland, Canada and Denmark).Methods: From these studies, we extracted management cost estimates for seven major chlamydia sequelae. In order to compare the influence of different sequelae considered in each paper and their corresponding management costs on the total cost per case of untreated chlamydia, we applied reported unit sequelae management costs considered in each paper to a set of untreated infection to sequela progression probabilities. All costs were adjusted to 2013/2014 Great British Pound (GBP) values.Results: Sequelae management costs ranged from £171 to £3635 (pelvic inflammatory disease); £953 to £3615 (ectopic pregnancy); £546 to £6752 (tubal factor infertility); £159 to £3341 (chronic pelvic pain); £22 to £1008 (epididymitis); £11 to £1459 (neonatal conjunctivitis) and £433 to £3992 (neonatal pneumonia). Total cost of sequelae per case of untreated chlamydia ranged from £37 to £412.Conclusions: There was substantial variation in cost per case of chlamydia sequelae used in published chlamydia screening economic evaluations, which likely arose from different assumptions about disease management pathways and the country perspectives taken. In light of this, when interpreting these studies, the reader should be satisfied that the cost estimates used sufficiently reflect the perspective taken and current disease management for their respective context. [ABSTRACT FROM AUTHOR]

This paper examines news media coverage of hydraulic fracturing in Canada over a five-year period in five newspapers. Hydraulic fracturing, or 'fracking,' has reenergized the North American oil and gas market. This technology has increased economic growth, but it also comes with unknown and uncertain environmental and public health risks. Regulation of the fracking industry varies globally. In Canada there are three provinces that engage in large volume fracking and four provinces that have placed a moratorium on fracking. This paper demonstrates that the Canadian fracking story is about five frames: water pollution, economic benefits, uncertain risks, moratoriums, and energy independence. There is a difference between coverage in the two national newspapers as well as a difference in national and provincial coverage. In Nova Scotia, where fracking is banned, the media focuses primarily on environmental issues and benefits to the local economy. In Saskatchewan, where fracking for oil is an essential part of the economy, the media focuses on economic benefits and downplays other frames. Overall, across the five papers, the media coverage is highly selective and focuses on particular stories about the economy or the environment, but not both. Quelle est la chronique de la fracturation hydraulique au Canada? Cet article fait état de la couverture médiatique liée à la fracturation hydraulique au Canada par cinq journaux sur une période de cinq ans. La fracturation hydraulique a revitalisé le marché nord-américain des hydrocarbures. Cette technologie favorise la croissance économique, mais comporte également des risques écologiques et sanitaires inconnus et incertains. La réglementation régissant l'industrie de la fracturation varie selon les pays. À l'échelle canadienne, trois provinces ont réalisé d'importantes opérations de fracturation et quatre provinces ont imposé un moratoire à la fracturation hydraulique. Cet article montre que le cadrage médiatique de la fracturation hydraulique repose sur cinq thématiques : la pollution hydrique, les retombées économiques, l'incertitude liée aux risques, les moratoires et la souveraineté énergétique. Le cadrage médiatique varie entre les deux journaux nationaux ainsi qu'entre les médias nationaux et provinciaux. En Nouvelle-Écosse, où la fracturation est interdite, les médias mettent l'accent sur les questions environnementales et les retombées pour l'économie locale. En Saskatchewan, où la fracturation pour extraire du pétrole joue un rôle économique primordial, les médias se concentrent sur les retombées économiques et minorent l'importance des autres thématiques. Dans l'ensemble, les cinq journaux appliquent un filtre sélectif dans le traitement du sujet et publient des reportages spécifiques portant sur l'économie ou sur l'environnement, mais pas les deux. [ABSTRACT FROM AUTHOR]

Over the past three decades, educators have faced an increasing variety of reform proposals that can best be contextualized as efforts to commodify and privatize public education. While supporters of market-based reforms attempt to place these proposals within education theory, they are in reality firmly entrenched in neoliberal economic theory. This paper traces the evolution of neoliberal economic thought from its birth in the 1940s to its rise to prevalence in the 1970s. It looks at the continuing impact of neoliberal theory on public and political thought as well as education reform proposals. If supporters of public education are to respond adequately to these reform proposals, they will need to reframe their approach on economic, rather than educational, grounds. (Contains 1 note and 1 table.)

In this paper, we examine the factors that influence the reputation or prestige of universities. We first develop a model of university behaviour which indicates how the decisions made by university officials would be chosen in order to maximize their respective reputations. In doing so, we assume that reputation is enhanced by the quality of students produced, the caliber of research and the service provided to the community in terms of the provision of publicly funded education services. We argue that the relative weights placed on these intermediate outputs may vary by university type as well as the means of producing them. Using the results of the reputational survey--a ranking of the institution in terms of reputation--conducted as part of the Canadian magazine "Maclean's" overall ranking exercise, we then estimate an Error Correction-Ordered Probit Model of the rankings of Canadian universities to determine the factors that influence the change in reputation or "prestige" of the university as viewed by the external community. We find evidence that the change in reputation of a university is based on what might be considered the appropriate "signals" that one might use in estimating the respective quality of the institution given the respective differences in mission. (Contains 5 tables.)

A broader view of literacy has emerged as part of the larger debate about educational reform across the globe. Many now argue that availing children with additional skills in technological and media literacy will foster creativity, motivate youth, and improve their economic opportunities while increasing the core of high skilled labourers available to meet the needs of the "knowledge" economy. From Canada and England to Australia and New Zealand, media literacy has become part of the core curriculum. Within the U.S., implementation of reform in this vein has been slow and a number of informal education institutions have stepped in to meet the perceived need, augmenting the core curriculum with media literacy and production opportunities. Yet there are serious questions about what skills the children are actually learning and whether the literacy discourse is yet another attempt at ignoring persistent educational inequalities along the lines of gender, race, and class. In this paper, we consider the viability of combining critical media literacy with standpoint theory to strengthen the multiliteracies movement, offering a more critical and empowering pedagogy. To this end, we analyze an exemplary site of this approach in Los Angeles. (Contains 4 notes.)

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.)

The author argues economic analysis needs to be explicitly included in an overall theory of law and technology. Differing approaches to the economics of information are considered, and the copyright policy environment of the 1990s is taken as an example of how the lack of substantive economic analysis resulted in poor policy-making.