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Copyright of Journal of Advanced Nursing (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, 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.)

We report a chickenpox outbreak among international students in Ontario, Canada. This paper highlights the complex challenges of clinical and public health response to outbreak situations. While the incidence of varicella infection has decreased due to widespread vaccination programs in Canada, specific groups, such as international students from areas with lower vaccination rates, remain at risk. The outbreak involved primarily unvaccinated international students residing in a college residence building. Coordinated and prompt contact tracing and administration of post-exposure vaccination were core strategies to control the outbreak. The incident highlighted several challenges that can arise in varicella outbreak management, from determining when and how to order and interpret serological tests, to adjusting isolation measures based on the community's low vaccination rate. Ethical considerations surrounding vaccination policies, particularly for international students came to the forefront. The disparity in access to preventive care highlights broader public health implications and prompts a discussion on equitable vaccination strategies. [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.)

Objective: To establish the reliability, validity, and sensitivity to change of the Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC) among Chinese subjects with osteoarthritis (OA) of the knee, living in mainland China.Methods: A multicenter, randomized, double-blind, placebo-controlled, parallel-group study was conducted for validation of the electronic personal digital assistant version of the WOMAC Numerical Rating Scale (NRS) 3.1 Index in China. A total of 287 subjects with OA of the knee were randomized to receive either meloxicam (15 mg) or placebo. Psychometric properties of the WOMAC were evaluated by estimating the reliability, validity, and sensitivity to change. Equivalence of the electronic version was also compared with the paper version.Results: Intraclass correlation coefficients for the WOMAC pain, stiffness, and physical function subscales were 0.81, 0.76, and 0.85, respectively, indicating good test-retest reliability. Similarly, internal consistency was strong (Cronbach's alpha for the 3 WOMAC subscales was 0.84, 0.86, and 0.96, respectively). Pearson's correlation coefficients for WOMAC pain and Short Form 36 health survey (SF-36) bodily pain, as well as WOMAC physical function and SF-36 physical functioning domains were >0.4, indicating convergent validity, whereas the coefficients for all 3 WOMAC domains with SF-36 mental health and mental health component scores were <0.4, indicating divergent validity. There was strong discriminant validity between healthy volunteers and OA patients. The effect sizes of change from baseline to week 12 in WOMAC subscale scores were large, demonstrating sensitivity to change. Equivalence between paper and electronic versions was very high.Conclusion: The culturally and linguistically validated Chinese version of the WOMAC NRS 3.1 for mainland China is psychometrically robust in its validity, reliability, and sensitivity to change for patients with OA of the knee. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to examine Graduate Certificates in colleges in Ontario, Canada, and their distinctive ability to generate intrinsic student engagement in specialized skills development, and a culture of progression and scholarship. Design/methodology/approach - This is a review of selected literature on student engagement. While extrinsic motivation, such as employment, has most often been discussed this paper purposefully considers intrinsic motivation and factors that build deeper engagement in students. This paper compares and contrasts the literature, and its link with the features of the Ontario College Graduate Certificate in Canada. More specifically, it examines the background and development of the credential in the context of the movement towards competency-based education. Findings - This paper postulates that colleges can uniquely provide applied and intrinsically engaging programming through credentials like the Graduate Certificate. The Graduate Certificate helps heighten graduate skills engagement, a culture of progression and scholarship, and ultimately competitiveness in today's workplace. Practical implications - The findings of this paper have implications for colleges to distinguish themselves amongst post-secondary institutions as providers of specialized skills development in higher education, especially as competency-based education grows in importance. It also puts in to question how this type of engaging design can be further built in to post-secondary graduate curriculum. Originality/value - This paper illuminates innovative practice at the post-graduate level, as an example of a skills-based scholarly activity. It helps position colleges as providers of effective, competency and outcomes-based higher education. This paper can add value to practitioners looking to build similar programming, by combining this Graduate Certificate design with evidence-based factors that build student engagement, particularly intrinsic motivation. [ABSTRACT FROM AUTHOR]

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

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

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

Objective: Technology is essential in the facilitation of many operations in higher educational institutions. The use of web-based platforms to deliver academic content, including practice-based training, has gained popularity. However, their use in practicum process administration is not well studied. In the 2020/2021 academic year, a graduate program in the Faculty of Health Science within a public university in Ontario incorporated the InPlace platform to streamline the administration of the practicum process, including goal setting. This study aimed to understand the user experience of the platform in facilitating competency-based learning. Methods: Twelve students participated in two focus group sessions that lasted approximately 1.5 hr each. Two staff members participated in one-on-one semi-structured interviews. The System Usability Scale (SUS) was used as a measure of the platform's usability. Other outcomes included staff and students' user experience. Result: Overall, the students and staff believe the platform is good for facilitating competency-based learning. The SUS score was 61.8 (95% confidence interval, [56.7, 66.9]). Eight students (66.7%) indicated that the platform was useful in helping them navigate their learning goals. Staff expressed appreciation of the program with respect to communication, practicum process, and overall program administration. Some suggestions for improving the platform were made. Conclusion: The practicum placement platform has shown some initial benefits in communication and practicum process administration. In a future configuration of similar platforms, the implementation of the suggestions provided in this study may be necessary to improve usability and enhance the facilitation of competence-based learning. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Review of Art Education: Research & Issues is the property of Canadian Society for Education Through Art (CSEA) 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 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.)

The purpose of this study was to explore how students' knowledge of campus recreation opportunities and their general physical activity (PA) motivations were associated with participation or non-participation in intramural sports, drop-in sports, and the fitness center. Data were collected using a questionnaire from undergraduate students (N = 348) at a large university in Ontario, Canada. Data were analyzed using logistic regression. Knowledge of opportunities was positively associated with participation in all three campus recreation activities. A desire to enhance the university experience was positively associated with intramurals and drop-in sports. Additionally, a desire to be fit through PA was negatively associated with drop-in sports. In addition to increasing students' knowledge of opportunities, recreation professionals are encouraged to identify and promote the unique aspects of the campus recreation experience, such as its ability to enhance the university experience, in order to stimulate participation through differentiation from off-campus recreation experiences. [ABSTRACT FROM AUTHOR]

Business ethics has been described as a prime academic growth industry. This paper reports the findings of a survey aimed at establishing the status of ethics in the curricula of Canadian Schools of Management and Administrative Studies. It was found that twenty-three of the forty-two responding schools offer courses in business ethics and that they offer a total of twenty-five ethics courses, twenty of which arc offered as electives. Forty-two percent of the schools not offering a course in business ethics plan to offer such a course by 1989. This means that by 1989 seventy-four percent of the responding schools should have a business ethics component in their curricula. [ABSTRACT FROM AUTHOR]

The article presents developments related to the field of psychology. The library of Karolinska Institutet in Sweden has an extensive collection of material in the history of medicine. The University of Buenos Aires Faculty of Psychology has begun a new program in the history of Psychology Studies in Argentina. The Graduate Program in Psychology at York University, Ontario, Canada, offers an option in which students may write M.A. and Ph.D theses on topics in the history and theory of psychology.

Copyright of INFOR is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

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

Measures of accessibility typically focus on the physical environment and aspects relating to getting into and out of spaces. The transient sound environment is less well characterized in typical accessibility measures. Hearing accessibility measures can be based upon physical indices or functional assessment. The physical measures are indices that use signal-to-noise ratios to evaluate audibility while the functional assessment tool adopts universal design for hearing (UDH) principles derived from principles of universal design. The UDH principles include (1) Optimization of the hearing environment for all; (2) Optimization of interactions between persons and objects to promote better hearing in an environment; (3) Optimization of opportunities for people to have multiple choices of interactions with one another; (4) Optimization of opportunities for people to perform different activities in and across environments; (5) Optimization of opportunities for people to have safe, private, and secure use of the environment while minimizing distraction, interference, or cognitive loading; and (6) Optimization of opportunities for people to use the environment without extra steps for hearing access during preparatory, use and/or after use phases. This paper compares the two approaches using case examples from post-secondary classrooms in order to describe the potential advantages and limitations of each. [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 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.)

This paper reports the findings of a study conducted on stakeholders' perception of who influences the decision-making processes in Ontario's public postsecondary education institutions. The study identified and interviewed representatives of those stakeholder groups that are frequently written about as the main forces behind decision making in colleges and universities. This is a qualitative research study in which four institutions were selected for case studies. The findings suggest that administrations are the most influential, and faculty unions/associations are the least influential in Ontario's (Canada's second largest and most populated province) public colleges and universities. It is concluded that those in central positions with access to information from all levels, and who are in close proximity to the gatekeepers of the institutions, will dominate the decision-making processes in postsecondary education institutions. They will be the generators and harvesters of ideas and implementers of decisions. [ABSTRACT FROM AUTHOR]

In this paper we examine relationships between university engineering programmes at the Universities of Waterloo and Windsor and the automobile industry in Southern Ontario which reflect TNC strategies and state innovation policies which place greater emphasis on universities developing networks with automotive manufacturers. We argue firstly that there are tensions within the academy as university based researcher becomes more applied and as issues of intellectual property (IP) rights ownership arise. Secondly knowledge flows are principally directed towards OEM global pipelines and to a much less extent to the regional clusters of small and medium sized (SME) producers. We conclude by considering the implications of intensifying networks between universities and OEMs in Southern Ontario on innovation and cluster policy. [ABSTRACT FROM PUBLISHER]

Bramwell A., Nelles J. and Wolfe D. A. Knowledge, innovation and institutions: global and local dimensions of the ICT cluster in Waterloo, Canada, Regional Studies. This paper presents research findings on the information and communication technology (ICT) cluster in Waterloo, Ontario. Cluster dynamics in Canada do not conform to some of the key assumptions in the literature on clusters that emphasize the importance of local intra-cluster dynamics based on inter-firm linkages at the local level. The results of this case study indicate that many inter-firm linkages in the Waterloo ICT cluster are non-local, and that extra-firm institutional supports, such as the local university and industry association, are critical in sustaining and strengthening the cluster. Knowledge-based cluster theories that emphasize the role of local and global knowledge flows and learning processes, and the interaction effect of civic capital and local institutions in supporting the development of a local 'learning economy', provide more compelling explanations for the resilience of the ICT cluster in Waterloo, Ontario... [ABSTRACT FROM AUTHOR]

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

Copyright of Canadian Bulletin of Medical History 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.)

Purpose - To explore the barriers and motivations to the construction of green buildings at the University of Waterloo (UW) by documenting and analysing the UW building process. Design/methodology/approach - The authors conducted 13 semi-structured in-depth interviews with key UW individuals as well as analyzing numerous internal reports in order to document UW''s building process. Based on the literature, a set of key ingredients for successful green building projects is developed as a basis from which to evaluate UW''s current practices. Findings - Based on the four key ingredients needs for successful green building projects at Institutions of Higher Education (IHE), UW was found to have weaknesses in all four areas including: a lack internal leadership amongst stakeholders with decision-making power, a lack of quantifiable sustainability targets, an operational structure that does not reward building designs with lower energy costs, and lack of communication between professional designers, facilities management and faculty. While UW has implemented many green initiatives on campus, the current financial and organizational structure of the University''s current system does lend itself to the creation and implementation of green buildings on campus. Originality/value - Most research at IHE document existing green building initiatives and the lessons learned from their design and construction. There has been limited research into the processes by which decisions to proceed with the construction of green buildings are made, particularly within large institutions. As a consequence, the research documents many of the pitfalls, traps, and solutions that are experienced during the construction of green buildings, but have limited knowledge of the reasons why some proposed green buildings never get developed. This research identifies barriers to the construction of green buildings within institutional decision-making processes and makes specific recommendations for realizing green building construction based on the UW case study. [ABSTRACT FROM AUTHOR]

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

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

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

Individuals have multiple, competing identities that vary in importance to the self. Professional identity is a way in which individuals attribute meaning to their contribution to society and is influenced by complex factors. Globally, the roles and responsibilities of massage therapists (MTs) vary, making it challenging to articulate a cohesive professional identity. This article describes the investigation into the variables which influenced response regarding MTs' professional identity in Ontario, Canada. An online questionnaire was distributed to active MTs with available email addresses in the public register of the College of Massage Therapists of Ontario. Chi-square tests of independence were used to compare dependent variables with independent variables. Significance was adjusted post hoc, using Bonferroni's correction, to reduce the chance of a type I error occurring. The threshold for significance was adjusted from p≤0.05 to p≤0.01 as multiple analyses were conducted with a high response rate. The results provided insight into the variables associated with differences in responses. Variation was seen based on gender, primary practice setting, length in practice, additional education, additional roles within the profession, additional designation as a healthcare provider, and membership in the RMTAO (Registered Massage Therapists' Association of Ontario). While previous studies sought to describe the common and unifying features of MTs' identity, these findings provide insight into variables that determine differences in responses. These findings are valuable for the development of future studies. They provide a priori assumptions regarding the inclusion of these demographic items that can inform decisions regarding enrollment of the sample and data analysis. [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.)

The article presents abstracts on various types of schools which include the strategic plans of community colleges in Ontario by M. Cooke and D. Lang, degree and diploma mills by A. Contreras and G. Gollin and economic impact of metropolitan universities.

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.)

The purpose of this study was to assess the accuracy and representativeness of common census-sampled campus climate surveys given the potential for misestimating sexual violence (SV) rates on campuses due to low response rates and self-selection bias in research (mixed findings in previous research). We compared SV rates obtained from a census-sampled campus climate survey with a lottery draw (a common method for collecting campus SV data) with those obtained from a gender-stratified random sample survey with individual incentives. We found no evidence that census-sampled campus climate surveys misestimate SV: our low response rate census-sampled survey produced very similar rates to our high response rate random sample survey. Our research suggests that less costly and labor-intensive census-sampled surveys, when well-designed, produce sufficiently accurate and representative SV estimates on campuses despite their lower response rates. [ABSTRACT FROM AUTHOR]

Dual-process theory characterizes clinical reasoning (CR) as Type 1 (intuitive) and Type 2 (analytical) thinking. This study examined CR on a summative clinical clerkship structured clinical oral examination (SCOE). 511 clinical clerks at the University of Toronto underwent SCOEs. Type 1, Type 2, and Global CR performance were compared to other internal medicine clerkship assessments using descriptive statistics and Spearman correlations. Clinical clerks achieved mean marks >75% on the three clinical reasoning stations, on Type 1 and 2 CR tasks, and the overall SCOE. Performance on the SCOE CR stations correlated with each of the other clerkship assessments: written examination, inpatient, and ambulatory clinic assessments. The correlation of performance between Type 1 and Type 2 clinical reasoning tasks was statistically significant but weak (rs = 0.28). This suggests that defined measures of Type 1 and Type 2 reasoning were indeed assessing distinct constructs. Clinical clerks used both Type 1 and Type 2 reasoning with success. This study's characterization of Type 1 and Type 2 CR as separate domains, distinct from existing measures on the SCOE as well as the other clerkship assessments, can suggest a further addition to multimodal clerkship assessment. [ABSTRACT FROM AUTHOR]

Racialized migrant women English instructors in higher education have been an underrepresented minority group of teaching professionals in Ontario, Canada. This study investigates highly experienced racialized migrant women English instructors' workplace learning and support experiences. It aims to reveal how transformative their professional learning experiences are and how transformative their workplaces are in including them as newcomer community members. This article provides the literature review to demonstrate why this study was necessary and preliminary findings answering two research questions to display how equitable and inclusive Ontario higher education workplaces are to these understudied teaching professionals in Ontario. The study findings suggest that online professional communities can create a learning and development space for them by serving their unfulfilled needs in the workplace. [ABSTRACT FROM AUTHOR]

As universities face unprecedented pressure to respond to sexual violence, this article critically analyses how they engage with intersectionality in their responses. Based on research in the Canadian province of Ontario, I demonstrate that universities' commitments to intersectionality often fail to translate into practice. This failure results in anti-violence measures that do not address how systems of oppression shape vulnerability and access to support, or how the university is implicated in and constituted through these systems. When commitments to intersectionality are accepted at face value, they enable the university to brand their anti-violence measures as progressive and inclusive without necessarily addressing how sexual violence is produced and sustained through existing institutional power arrangements. As such, rather than celebrating universities for merely referencing intersectionality, I conclude that these commitments must be used to hold them accountable to the transformative work required to eradicate sexual violence on campus. [ABSTRACT FROM AUTHOR]

The article presents several abstracts related to psychology, including one on interracial couples’ dominant and subordinate discourses in response to racism and partner differences, one on assessing transracial applicants from an anti-oppressive framework and one on identity and multi-ethnic sexual minority youth.

Copyright of Canadian Issues / Thèmes Canadiens is the property of Association for Canadian Studies 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 2008-09, the Elementary Teachers' Federation of Ontario (ETFO) sponsored a professional learning initiative entitled, Teachers Learning Together: The Math Journey. The context for teachers was one of team-based, collaborative action research (CAR) dealing with a mathematics topic of their own choosing. University researcher teams in provincial regions were also enlisted to facilitate the CAR activities and to conduct case study research and reporting. Each teacher team designated a Lead Teacher (LT) for the duration of the project. This paper highlights the case study research findings pertaining to perceptions of role and responsibility of the LTs, and focuses on four emergent roles, namely that of manager, motivator, model, and mediator. Lead Teachers are shown to be essential to the collaborative action research process. Notwithstanding, recommendations regarding the actual LT designation, and a clearer communication of LT role and responsibility are also made. [ABSTRACT FROM AUTHOR]

This paper reports a project conducted in twelve Grade 11 Physics classrooms in Edmonton, Canada, that used close analysis of video recordings of teacher explanations to explore the ways in which physics teachers explain concepts. The focus here is on discussion of the research methods and associated technological and methodological issues rather than on the specifi c issue of teacher explanations. Details of particular approaches to video analysis, including the qualitative video analysis software packages vPrism and Transana are given, and the costs and advantages of using video data discussed. [ABSTRACT FROM AUTHOR]

The article discusses research concerning the effect of screening tool Linguistic Acoustic ThreaT Effect (LATTE) for semantic threat in speech processing following a brain injury. Information about the assessment of emotion-identification difficulties in speech (EID) as rehabilitation in injured patients, is provided. Also mentioned is the process of phoneme detection based on sensory input and lexical-semantic code method.

The article presents a case study which examines the role of University of Toronto in the establishment of Regional Centre of Expertise (RCE) on Education for Sustainable Development in Toronto, Ontario. Study provides a historical review of the development of Toronto RCE. Findings reveal the support of the University of Toronto to specific RCE projects. The article discusses how universities can engage with community partners for the advancement of environmental awareness.

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.)

This paper explores general issues relating to globalization and higher education; the internationalization of higher education, and particularly the recruitment of international students. This subject is examined through a range of topics around the global development of the market approach to the recruitment of international students and a focus on the current situation regarding the recruitment of international students in the Colleges of Applied Arts and Technology in Ontario (CAATs). As the number of international students seeking educational opportunities grows to 7 million over the next 20 years, the ability of the CAATs, the Canadian educational system, and the governments of Ontario and Canada to market the welcoming and safe multicultural Canadian experience, and the excellence of the educational offerings and opportunities in CAATs to potential international students will, in great measure, determine their success and their survival in an increasingly globalized world. [ABSTRACT FROM AUTHOR]