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New procedures are developed in this article for estimating parameters of the Pearsonian Type I curve which are particularly adaptive to factors influencing the pattern of age-specific fertility rates. It is shown that with this model the number of parameters required for the graduation and simulation of these rates can be reduced to only three--total fertility rate, mean and modal ages of fertility. The reduction in the number of fertility parameters offers considerable operational and analytical advantages, and makes the Pearsonian Type I curve particularly appropriate for the construction of a parametric model for fertility projections. In light of the results of empirical tests based on fertility data for Canada, the model's potential for birth projections appears quite promising. [ABSTRACT FROM AUTHOR]

Robitaille and O'Shea used the Rasch model in developing a set of 40-item mathematics achievement tests. The Rasch model is inappropriate for such a purpose; their article presents the model in a too favorable light and continued application of the model encourages less desirable educational practice and misdirects scarce resources. (BRR)

Dans cet article, nous démontrons l'utilité d'une approche micro-fondamentale dans la compréhension de phénomènes sociaux de plus grande ampleur. Grâce à l'analyse des questions de recours collectifs, qui se sont posées aux différents acteurs, au Canada et en Angleterre, nous établissons un lien informel entre la macrovariable de « structure de l'industrie » et les formes divergentes de réglementation corporatiste instaurées dans les années 1930 Après avoir expliqué les caractéristiques centrales de l'approche microfondamentale et souligné les aspects importants de la théorie des jeux et du concept de choix rationnel, nous examinons les témoignages élaborés, présentés dans le cadre de commissions et de comités du gouvernement Ces données comparatives et historiques fournissent les bases qui permettent de comprendre la manière dont les différentes structures de l'industrie ont causé des problèmes de réglementation uniques pour les gouvernements canadien et britannique [ABSTRACT FROM AUTHOR]

Reports developments related to science, mathematics and technology education in Canada as of April 2004. Topics discussed in the newsletter "Science Class"; Collection of classic films from Prelinger Films; Information on copyright issues for teachers featured on the Internet site of the University of Alberta.

Responds to comments made to the author's paper the local uses of international tests in Canada. Version of modern mathematics; Transparency in educational data that describes teaching and learning; Curriculum change.

The article features the conference "Renaissance Banff: Mathematics, Music, Art, Culture" that was held on July 30 to August 3, 2005. The conference was the first interdisciplinary conference on mathematics and the arts to be held at the famed Banff Centre and brought a diverse group of about 200 participants from the United States, Canada, and abroad. Several activities are detailed.

Grade 6 teachers ( N = 106) in one school district were randomly assigned to early or late professional development (PD) groups. The program focused on reform communication and incorporated principles of effective PD recommended by researchers, although the duration of the treatment was modest (one full day and four after school sessions over a ten-week period). At the post-test, there were no statistically significant differences in student achievement. Although it could be argued that the result demonstrates that PD resources should be redirected to more intensive PD delivered over longer periods, we claimed that the PD was assessed prematurely. After the completion of the study, the external assessments administered by the province showed a significant increase in student achievement from one year to the next involving both the early and late treatment groups, an increase that was not found for the same students in other subjects. The study had high ecological validity: it was delivered by district curriculum staff to all grade 6 teachers, volunteers and conscripts alike. The cost to the district, less than CAN$14 [9 euros] per student, was comparable to the modest expenditures typically available for professional development in Canadian school districts. [ABSTRACT FROM AUTHOR]

There is not just one mathematics taught at university level, nor is there one group of students. Mathematics is taught differently depending on the discipline and the perceived background of the student. There is engineering mathematics for the students heading towards engineering degrees, life science mathematics for those heading towards biology degrees and so on. This paper considers the phases of transitions that students experience as they embark on a course of study and then go on to professional life. We make inferences about the ways the curriculum should be designed to alleviate the difficulties of these phases as well as to take account of the capabilities that graduates will require in the workplace. It is not only where students are coming from that affects their learning but where they are heading to, in combination with their perceptions of that destination. (Contains 1 table and 1 figure.)

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.)

Computerized adaptive testing (CAT) is a mode of testing which enables more efficient and accurate recovery of one or more latent traits. Traditionally, CAT is built upon Item Response Theory (IRT) models that assume unidimensionality. However, the problem of how to build CAT upon latent class models (LCM) has not been investigated until recently, when Tatsuoka ("J. R. Stat. Soc., Ser. C, Appl. Stat." 51:337-350, 2002) and Tatsuoka and Ferguson ("J. R. Stat., Ser. B" 65:143-157, 2003) established a general theorem on the asymptotically optimal sequential selection of experiments to classify finite, partially ordered sets. Xu, Chang, and Douglas (Paper presented at the annual meeting of National Council on Measurement in Education, Montreal, Canada, 2003) then tested two heuristics in a simulation study based on Tatsuoka's theoretical work in the context of computerized adaptive testing. One of the heuristics was developed based on Kullback-Leibler information, and the other based on Shannon entropy. In this paper, we showcase the application of the optimal sequential selection methodology in item selection of CAT that is built upon cognitive diagnostic models. Two new heuristics are proposed, and are compared against the randomized item selection method and the two heuristics investigated in Xu et al. (Paper presented at the annual meeting of National Council on Measurement in Education, Montreal, Canada, 2003). Finally, we show the connection between the Kullback-Leibler-information-based approaches and the Shannon-entropy-based approach, as well as the connection between algorithms built upon LCM and those built upon IRT models.

Copyright of Canadian Modern Language Review is the property of University of Toronto Press 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: Chronic disease prevalence amongst Canadian Arctic populations is increasing, but the literature amongst Inuvialuit is limited. The present study aimed to provide baseline data that could be used to monitor changes in chronic disease risk factors and long-term health in the Arctic by determining prevalence and risk factors of self-reported chronic disease amongst adult Inuvialuit in remote communities. Methods: Self-reported demographics and history of chronic disease (hypertension, heart disease, diabetes and cancer) were collected in three communities between July 2007 and July 2008 in the Northwest Territories. Food frequency questionnaires recorded dietary intake, International Physical Activity Questionnaires recorded physical activity and anthropometric measures of height and weight were obtained. Results: Response rates ranged from 65–85%. More than 20% of the 228 participants aged 19–84 years reported having a chronic disease. Age-adjusted prevalence was 28, 9, 9 and 6 per 100 for hypertension, heart disease, diabetes and cancer, respectively. Compared with non-cases, participants reporting hypertension were more likely to have a higher body mass index and a lower level of education. Hypertension was more common amongst participants reporting heart disease and diabetes than Inuvialuit not reporting these morbidities. Conclusions: Inuvialuit participants in this study were most affected by hypertension and diabetes compared with heart disease or any cancer. Female participants had a higher prevalence of heart disease compared with the Canadian average. Primary preventive strategies are necessary to mitigate the increasing rates of chronic disease risk factors in this population. Further studies with a larger sample size and measured chronic disease are necessary to confirm the findings obtained in the present study. [ABSTRACT FROM AUTHOR]

Background: Validation of a quantitative food frequency questionnaire (QFFQ) developed specifically for Inuit is necessary to determine its usefulness in assessing dietary intake and adequacy and in identifying dietary risk factors for chronic disease in this population. Methods: Seventy-five randomly selected Inuit adults in Nunavut, Canada, were recruited. Mean daily intake of nutrients from one to three 24-h recalls was used as the reference to measure QFFQ validity. Crude and energy-adjusted Spearman rank correlations (ρ), cross classification and weighted kappa were computed as measures of concordance. Bland–Altman plotting was used for additional assessment. Results: Excluding four participants with daily energy intake of >25.1 MJ, 71 participants were included in the analysis. For all nutrients, mean daily intake from the QFFQ was higher than the recall. ρ’s for macronutrients were in the range 0.71 for carbohydrate to 0.25 for protein. The best ρ amongst micronutrients was observed for vitamin C (0.66). Overall correlation between the two dietary tools improved after correction for within-person variance (from 0.46 to 0.49), although adjusting for energy did not improve the overall coefficient. When nutrient intakes were categorised into quartiles, the QFFQ and 24-h recalls indicated relative agreement proportion (same or adjacent quartiles) of 83% for energy, 94% for total sugar, 83% for macronutrients and 77% for micronutrients. Bland–Altman plots showed a tendency for increased scatter of the differences in nutrients at higher intakes. Conclusions: The QFFQ developed is valid and can be used to assess usual dietary intake and dietary adequacy, determine the contribution of foods to specific nutrient intakes, and identify dietary risk factors for chronic disease amongst this population. [ABSTRACT FROM AUTHOR]

Background: The estimation of dietary intake in population-based studies is often assessed by a food frequency questionnaire (FFQ). This present study aimed to establish the validity of a 142-item quantitative FFQ (QFFQ) developed to assess dietary intake in a population living in the Northwest Territories, Canada, and undergoing rapid nutrition transition. Methods: Sixty-four randomly selected Inuvialuit adults were recruited. The mean of one to three 24-h recalls was used as the reference to measure the validity of the QFFQ. Spearman rank correlations (ρ), cross-classification and weighted kappa were computed as measures of concordance, adjusting for the daily dietary intake variations in the recalls. Bland – Altman plots were used for additional assessment. Results: Four participants with daily energy intake of >25.1 MJ were not included in the analysis. For all nutrients, mean daily intake estimations were higher from the QFFQ than from the recalls. De-attenuated ρ’s for macronutrients ranged from 0.33 (protein) to 0.45 (carbohydrate). The best de-attenuated ρ amongst micronutrients was observed for vitamin C (0.53). Overall correlation between the two dietary tools improved after correction for within-person variance (from 0.32 to 0.35). When nutrient intakes were categorised into quartiles, the QFFQ and 24-h recalls indicated relative agreement (same or adjacent quartiles) for 77% for energy and macronutrients, 86% for total sugar and 72% for micronutrients. Bland–Altman plots showed a tendency for increased scatter of the differences at higher intakes. Conclusions: The QFFQ developed is valid and can be used to assess usual dietary intake and dietary adequacy, determine the contribution of foods to specific nutrient intakes, and identify dietary risk factors for chronic disease amongst Inuvialuit. [ABSTRACT FROM AUTHOR]

As part of a larger project focused on transforming mathematics education for Aboriginal students in Atlantic Canada, this paper reports on the role of the Mi'kmaw language in mathematics teaching. Examining how mathematical concepts are described in Mi'kmaq gives insight into ways of thinking. Shifting classroom discussions to reflect Mi'kmaw verb-based grammar structures, referred to as "verbification", is described through the example of a grade 3 lesson on prisms and pyramids. "Verbification" shows tremendous promise as a way to support Mi'kmaw learners as they negotiate their space between school-based mathematics and their own cultural ways of knowing and doing mathematics.

Many factors influence a student's performance in word (or textbook) problem solving in class. Among them is the comprehension process the pupils construct during their attempt to solve the problem. The comprehension process may include some less formal representations, based on pupils' real-world knowledge, which support the construction of a 'situation model'. In this study, we examine some factors related to the pupil or to the word problem itself, which may influence the comprehension process, and we assess the effects of the situation model on pupils' problem solving performance. The sample is composed of 750 pupils of grade 6 elementary school. They were selected from 35 classes in 17 Francophone schools located in the province of Quebec, Canada. For this study, 3 arithmetic problems were developed. Each problem was written in 4 different versions, to allow the manipulation of the type of information included in the problem statement. Each pupil was asked to solve 3 problems of the same version and to complete a task that allowed us to evaluate the construction of a situation model. Our results show that pupils with weaker arithmetic skills construct different representations, based on the information presented in the problem. Also, pupils who give greater importance to situational information in a problem have greater success in solving the problem. The situation model influences pupils' problem solving performance, but this influence depends on the type of information included in the problem statement, as well as on the arithmetic skills of each individual pupil. [ABSTRACT FROM AUTHOR]

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.)

This paper presents some ongoing findings from a larger project exploring the growth of mathematical understanding in a variety of construction trades training programs. In this paper we specifically focus on the notion of collective mathematical understanding in an ironworking apprenticeship classroom. We identify the particular ways in which a group of three apprentices work collaboratively together to solve a workplace problem with a substantial mathematical element. Through drawing on the notion of "improvisational coactions" (Martin & Towers, 2009) we detail the ways that individual ideas, understandings and contributions mesh together and are collectively built on by the group to allow a shared understanding to emerge. From this analysis we suggest that improvisational coactions can be a powerful means through which apprentices in the workplace-training classroom might effectively learn to tackle workplace problems that involve thinking and working mathematically. Although our conclusions are specific to this case, we would suggest that there are implications that may be relevant to other areas of workplace training.

Results from a controlled evaluation of remedial reading interventions are reported: 279 young disabled readers were randomly assigned to a program according to a 2 × 2 × 2 factorial design (IQ, socioeconomic status [SES], and race). The effectiveness of two multiple-component intervention programs for children with reading disabilities (PHAB + RAVE-O; PHAB + WIST) was evaluated against alternate (CSS, MATH) and phonological control programs. Interventions were taught an hour daily for 70 days on a 1:4 ratio at three different sites. Multiple-component programs showed significant improvements relative to control programs on all basic reading skills after 70 hours and at 1-year follow-up. Equivalent gains were observed for different racial, SES, and IQ groups. These factors did not systematically interact with program. Differential outcomes for word identification, fluency, comprehension, and vocabulary were found between the multidimensional programs, although equivalent long-term outcomes and equal continued growth confirmed that different pathways exist to effective reading remediation. [ABSTRACT FROM PUBLISHER]

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in 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.)

Objective: Reported associations between socioeconomic status (SES) and obesity are inconsistent depending on gender and geographic location. Globally, these inconsistent observations may hide a variation in the contextual effect on individuals' risk of obesity for subgroups of the population. This study explored the regional variability in the association between SES and BMI in the USA and in Canada, and describes the geographical variance patterns by SES category. Methods: The 2009–2010 samples of the Behavioral Risk Factor Surveillance System (BRFSS) and the Canadian Community Health Survey (CCHS) were used for this comparison study. Three-level random intercept and differential variance multilevel models were built separately for women and men to assess region-specific BMI by SES category and their variance bounds. Results: Associations between individual SES and BMI differed importantly by gender and countries. At the regional-level, the mean BMI variation was significantly different between SES categories in the USA, but not in Canada. In the USA, whereas the county-specific mean BMI of higher SES individuals remained close to the mean, its variation grown as SES decreased. At the county level, variation of mean BMI around the regional mean was 5 kg/m2 in the high SES group, and reached 8.8 kg/m2 in the low SES group. Conclusions: This study underlines how BMI varies by country, region, gender and SES. Lower socioeconomic groups within some regions show a much higher variation in BMI than in other regions. Above the BMI regional mean, important variation patterns of BMI by SES and place of residence were found in the USA. No such pattern was found in Canada. This study suggests that a change in the mean does not necessarily reflect the change in the variance. Analyzing the variance by SES may be a good way to detect subtle influences of social forces underlying social inequalities. [ABSTRACT FROM AUTHOR]

This study examined the relationships between academic motivation—intrinsic motivation, extrinsic motivation, amotivation—and mathematics achievement among 363 Indian adolescents in India and 355 Indian immigrant adolescents in Canada. Results of hierarchical multiple regression analyses showed that intrinsic motivation, extrinsic motivation, and amotivation were not statistically significantly related to mathematics achievement among Indian adolescents in India. In contrast, both intrinsic motivation and extrinsic motivation were statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. While intrinsic motivation was a statistically significant positive predictor of mathematics achievement among Indian immigrant adolescents in Canada, extrinsic motivation was a statistically significant negative predictor of mathematics achievement among Indian immigrant adolescents in Canada. Amotivation was not statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. Implications of the findings for pedagogy and practice are discussed. [ABSTRACT FROM AUTHOR]

This study investigated the relationship among working memory, processing speed, math performance, and reactivity to stress in 83 Grade 1 children. Specifically, 39 children with math disability (MD) were compared to 44 children who are typically achieving (TA) in mathematics. It is the first study to use a physiological index of stress (salivary cortisol levels) to measure children’s reactivity while completing tasks that assess the core components of MD: working memory for numbers, working memory for words, digits backward, letter number sequence, digit span forward, processing speed for numbers and words, block rotation, and math tasks. Grade 1 children with MD obtained significantly lower scores on the letter number sequence and quantitative concepts tasks. Higher levels of reactivity significantly predicted poorer performance on the working memory for numbers, working memory for words, and quantitative concepts tasks for Grade 1 children, regardless of math ability. Grade 1 children with MD and higher reactivity had significantly lower scores on the letter number sequence task than the children with MD and low reactivity. The findings suggest that high reactivity impairs performance in working memory and math tasks in Grade 1 children, and young children with high reactivity may benefit from interventions aimed at lowering anxiety in stressful situations, which may improve learning. [ABSTRACT FROM AUTHOR]

Objective: The adoption of pro-environmental behaviours reduces anthropogenic environmental impacts and subsequent human health effects. This study developed composite indices measuring adoption of pro-environmental behaviours at the household level in Canada. Methods: The 2007 Households and the Environment Survey conducted by Statistics Canada collected data on Canadian environmental behaviours at households' level. A subset of 55 retained questions from this survey was analyzed by Multiple Correspondence Analysis (MCA) to develop the index. Weights attributed by MCA were used to compute scores for each Canadian province as well as for socio-demographic strata. Scores were classified into four categories reflecting different levels of adoption of pro-environmental behaviours. Results: Two indices were finally created: one based on 23 questions related to behaviours done inside the dwelling and a second based on 16 questions measuring behaviours done outside of the dwelling. British Columbia, Quebec, Prince-Edward-Island and Nova-Scotia appeared in one of the two top categories of adoption of pro-environmental behaviours for both indices. Alberta, Saskatchewan, Manitoba and Newfoundland-and-Labrador were classified in one of the two last categories of pro-environmental behaviours adoption for both indices. Households with a higher income, educational attainment, or greater number of persons adopted more indoor pro-environmental behaviours, while on the outdoor index, they adopted fewer such behaviours. Households with low-income fared better on the adoption of outdoors pro-environmental behaviours. Conclusion: MCA was successfully applied in creating Indoor and Outdoor composite Indices of pro-environmental behaviours. The Indices cover a good range of environmental themes and the analysis could be applied to similar surveys worldwide (as baseline weights) enabling temporal trend comparison for recurring themes. Much more than voluntary measures, the study shows that existing regulations, dwelling type, households composition and income as well as climate are the major factors determining pro-environmental behaviours. [ABSTRACT FROM AUTHOR]

Background: The financial accessibility of antimicrobial drugs to the outpatient community in Canada is governed at the provincial level through formularies. Each province may choose to list particular drugs or impose restriction criteria on products in order to guide prescribing and/or curtail costs. Although changes to formularies have been shown to change patterns in the use of individual products and alter costs, no comparison has been made among the provincial antimicrobial formularies with regards to flexibility/stringency, or an assessment of how these formularies impact overall antimicrobial use in the provinces. Objectives: To summarize provincial antimicrobial formularies and assess whether their relative flexibility/stringency had a statistical impact upon provincial prescription volume during a one year period. Methods: Provincial drug plan formularies were accessed and summarized for all prescribed antimicrobials in Canada during 2010. The number of general and restricted benefits for each plan was compiled by antimicrobial classification. Population-adjusted prescription rates for all individual antimicrobials and by antimicrobial class were obtained from the Canadian Integrated Program for Antimicrobial Resistance Surveillance. Correlations between the number of general benefits, restricted benefits, and total benefits with the prescription rate in the provinces were assessed by Spearman rank correlation coefficients. Results: Formularies varied considerably among the Canadian provinces. Quebec had the most flexible formulary, offering the greatest number of general benefits and fewest restrictions. In contrast, Saskatchewan's formulary displayed the lowest number of general benefits and most restrictions. Correlation analyses detected a single significant result; macrolide prescription rates decreased as the number of general macrolide benefits increased. All other rates of provincial antimicrobial prescribing and measures of flexibility/stringency revealed no significant correlations. Conclusions: Although antimicrobial formulary listings are used to guide prescribing rates within a province, our analysis of one year's data of the impact of the antimicrobial formulary structure did not correlate with antimicrobial prescribing rates, and other factors are likely to be at play. [ABSTRACT FROM AUTHOR]

Gay and bisexual men experience numerous health disparities relative to heterosexual men, including high rates of HIV and suicidal behavior. Systematic community health assessments could provide direct comparisons of the burden of mortality across diseases and thus facilitate the prioritization of public health activities; however, such assessments have been precluded by the absence of sexual orientation information in vital statistics records. In this context, we used population attributable fraction to derive and compareindirectestimates of mortality for both HIV and suicide. Assuming that 2% of Canadian men are gay or bisexual, and that these men are 42 times more likely to die from HIV and 4 times more likely to die from suicide, we estimated that in 2011, suicide resulted in 46 deaths per 100,000 gay and bisexual men, while HIV resulted in 30 deaths per 100,000. Based on these estimates, suicide surpassed HIV as a leading cause of premature mortality for gay and bisexual men in 2007. Despite the large burden of suicide among gay and bisexual men, research attending to the issue in biomedical, psychology, and social science literatures is sparse, with at least 10 times fewer citations than for HIV between 2003 and 2012. We urge researchers, practitioners, and community leaders to broaden the scope of gay and bisexual men’s public health priorities to include suicide and other high burden health inequities. [ABSTRACT FROM PUBLISHER]

This paper describes a case study of two pure mathematicians who flipped their lecture to teach matrix determinants in two large mathematics service courses (one at Stage I and the other at Stage II). The purpose of the study was to transform the passive lecture into an active learning opportunity and to introduce valuable mathematical skills, such as debate, argument and disagreement. The students were told in advance to use the online material to prepare, which had a short handout on matrix determinants posted, as the lesson would be interactive and would rely on them having studied this. At the beginning of the lesson, the two mathematicians worked together to model the skill of professional disagreement, one arguing for the cofactor expansion method and the other for the row reduction method. After voting for their preferred method, the students worked in small groups on examples to defend their choice. Each group elected a spokesperson and a political style debate followed as the students argued the pros and cons of each technique. Although one lecture does not establish whether the flipped lecture model is preferable for student instruction, the paper presents a case study for pursuing this approach and for further research on incorporating this style of teaching in Science, Technology, Engineering and Mathematics subjects.

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The NCTM Research Committee identifies key influences on mathematics education that are largely outside the domain of the academic world in which most mathematics education researchers live. The groups that are identified--including the media, companies and foundations, and other academic domains--affect the public's perception of mathematics and mathematics education. They argue that mathematics education researchers can intervene to shift these storylines and positionings and have greater impact on policy, practice, and public perception in the future.