International Association for Development of the Information Society (IADIS) and Holowka, Peter
Abstract
COVID-19 presented a challenge to the traditional methods of teaching programming and robotics in a secondary school environment. When campuses were closed around the world in the spring of 2020, it was not possible for students to access the computer labs nor the robotics equipment that was traditionally used to facilitate the instruction of robotics programming units. This paper presents a design research project in which two secondary institutions in Canada and Turkey collaborated to teach computer science and robotics programming, specifically reinforcement learning, through the use of an online simulation environment. The two student cohorts in the study both were successful in developing reinforcement learning models for autonomous vehicles, despite not having any prior experience in machine learning nor artificial intelligence. The implications of this work are that physical robotics kits and dedicated robotics spaces are not essential to the teaching of programming and robotics. This is especially relevant to marginalized communities that do not have the resources to support robotics instruction, further exacerbating the digital divide.
Lavigne, Eric, Coppens, Lindsay, Sweeney, Juliette, Moodie, Gavin, Childs, Ruth A., and Wheelahan, Leesa
Abstract
This article reports on a study investigating the link between education and work. Instead of looking at the labour outcomes of graduates, the study examined the qualifications held by workers in technician- and professional-level jobs from three types of occupational fields: regulated, applied, and general. The approach shifts the focus away from the supply of qualifications to the way qualifications are used in the workplace. The findings show evidence of disparities between qualifications and work levels and of the presence of obstacles preventing workers with additional qualifications from securing access to better jobs. Overall, the findings show that the structure of the labour market shapes how workers and employers make use of qualifications. They highlight some of the limitations of human capital theory in explaining the links between education and the labour market and call for a reframing of the purpose of postsecondary qualifications.
Statistics Canada, Wall, Katherine, Zhao, John, Ferguson, Sarah-Jane, and Rodriguez, Carlos
Abstract
More and more Canadians are pursuing graduate studies, often to increase their chances of getting a better-paying job. Using data from the 2016 Census, this study examines the extent to which median earnings of workers with a master's degree or doctorate differ from their counterparts with a bachelor's degree, focusing on differences across fields of study. The target population includes paid employees aged 30 to 59 who worked full year and full time during the year preceding the census, and whose highest educational qualification was obtained in Canada. Findings include: (1) Among Canadians working full year and full time who had a master's degree, business and related studies was the most common field of study, accounting for one-quarter (25%) of master's degrees. The next most common fields were education and teaching (13%), and social and behavioural sciences (11%); (2) In contrast, more than one-half (58%) of earned doctorates were in science, technology, engineering and mathematics (STEM) fields. More than one-third were in the science and science technology STEM fields; (3) In non-STEM (BHASE) fields, men and women with a master's degree earned 17% and 14% more, respectively, than their counterparts with a bachelor's degree. In most cases, these higher earnings were associated with their having a different occupational profile than those with a bachelor's degree; (4) For both men and women, the earnings of those with a master's degree in STEM differed little from their counterparts with a bachelor's degree, largely because of fewer differences in their occupational profiles; and (5) Within specific fields of study, the largest differences in earnings were seen in business and related studies. In this field, men and women with a master's degree earned 27% and 28% more, respectively, than those with a bachelor's degree.
Welch, Vivian, Mathew, Christine, Marins, Luciana M., Ghogomu, Elizabeth T., Dowling, Sierra, Abdisalam, Salman, Madani, Mohamad T., Murphy, Emma, Kebedom, Kisanet, Ogborogu, Jennifer, and Gallagher-Mackay, Kelly
Abstract
The Organization for Economic Co-operation and Development (OECD) estimated that approximately 9% of current jobs within OECD member states are threatened with automation and digitalization--all significant successes and advances in artificial intelligence, robotics, and computer science. With such global changes and forecasts, in the labor market, there are ever-evolving demands on employees and employers to gain or update new and/or different skill sets and competencies. Further to the threat of automation and digitalization, international organizations are monitoring and estimating labor market trends considering COVID-19 and its impact on the various economies worldwide. A key challenge will be to reduce unemployment by skills development and training, whether through upskilling to remain acquainted with and ensure skills match present labor market needs, or reskilling. An evidence and gap map (EGM) is a decision making and research prioritization tool used to identify areas of evidence as well as gaps in research to inform social policy, program, and research priorities. This EGM is aligned with the priorities of the Future Skills Centre (FSC), a pan-Canadian initiative, and who will be the map's primary user. FSC's mandate is to connect ideas and innovations generated across Canada so that employees and employers may thrive in the labor market, and to ensure that economies at the local, regional, and national levels flourish. FSC will use this rapid and evidence gap map to direct their future research agenda, which is time-sensitive due to the social and economic consequences of COVID-19. The objective of this EGM is to identify primary studies and systematic reviews on the effects of adult skills development and training on outcomes for the jobseeker/employee, employer and labor market systems in high income countries.
While advances in game-based learning are already transforming educative practices globally, with tech giants like Microsoft, Apple and Google taking notice and investing in educational game initiatives, there is a concurrent and critically important development that focuses on "game construction" pedagogy as a vehicle for enhancing computational literacy in middle and high school students. Essentially, game construction-based curriculum takes the central question "do children learn from playing games" to the next stage by asking "(what) can children learn from constructing games?" Founded on Seymour Papert's constructionist learning model, and developed over nearly two decades, there is compelling evidence that game construction can increase student confidence and build their capacity towards ongoing computing science involvement and other STEM subjects. Our study adds to the growing body of literature on school-based game construction through comprehensive empirical methodology and evidence-based guidelines for curriculum design. There is still debate as to the utility of different software tools for game construction, models of scaffolding knowledge, and evaluation of learning outcomes and knowledge transfer. In this paper, we present a study we conducted in a classroom environment with three groups of grade 6 students (60+ students) using Game Maker to construct their own games. Based on a quantitative analysis and a qualitative discussion we organize results around several core themes that speak to the field of inquiry: levels of computational literacy based on pre- and post-tests; gender-based attitudes to computing science and programming based on a pre- and post-survey; and the relationship between existing media literacy and performance in programming as part of the game construction curriculum. Significant results include some gender differences in attitudes towards computers and programming with boys demonstrating slightly higher confidence and performance. We discuss the complex reasons potentially contributing to that, particularly against a diverse ecology of overall media use, gameplay experience, and access to technology at home. Finally, we theorize game construction as an educational tool that directly engages foundational literacy and numeracy, and connects to wider STEM-oriented learning objectives in ways that can benefit both boys and girls in the classroom.
The purpose of this study was to assess the efficacy of the design of a first year introduction to digital fluency course primarily for a library and information technology cohort at a Canadian university using an educational action research method and apply the findings to the second "question-plan-observe-evaluate" cycle of the action research process in order to improve the next iteration of the course. Results include 1) recommendations to adopt a more suitable textbook, 2) use strategies recommended for cohort learning and, 3) reconceptualization of 'digital fluency' from a computer science principles perspective to a plurality of digital literacies as conceptualized in contemporary literature.
Previous research revealed a reduced number of female students registered in computer science studies. In addition, the female students feel isolated, have reduced confidence, and underperform. This article explores differences between female and male students in undergraduate computer science programs in a mid-size university in Ontario. Based on Kelly's (2008) three levels of digital divide (resources, instruction, and culture specific knowledge), we explored gender specific challenges for each level. The research shows that, while the first level of digital divide is difficult to detect and the second layer is easily detectable, the third layer of digital divide is particularly pervasive and has a disconcerting outcome.
This paper explores the relationship between electronic social networks, teaching, and learning. Previous studies have shown a strong positive correlation between student engagement and learning. By extending this work to engage instructors and add an electronic component, our study shows possible teaching improvement as well. In particular, enthusiastic teachers and learners have a more positive attitude toward their work and studies.
The recent publication of "Knowledge Matters: Skills and Learning for Canadians" highlights the importance of human capital as a means of improving the economic well-being of Canadians. This monitoring report looks at a subset of the issues in the document with a focus on the participation in training while unemployed. The report looks at: (1) The range of training undertaken by the unemployed, including types of training and time spent in training; (2) The characteristics of the unemployed who take training (e.g., gender, age, region and factors relevant to job search); and (3) The opinions of the unemployed concerning the perceived value of the training taken. The report uses data from the Canadian Out-of-Employment Panel (COEP) survey of individuals with a job separation between the fourth quarter of 2000 and the third quarter of 2001. A primary finding of this monitoring report is that a significant portion of the unemployed, 12.2 percent, participate in some form of training while unemployed. The courses taken by the unemployed vary widely in time commitment and type. Although the median number of hours spent on a course per week was 16, and the course lasted 6 weeks, half of the unemployed who took training were in courses that required between 7 and 30 hours a week. Similarly, half of the unemployed who took training were on courses that lasted between 2 and 12 weeks. Of the eight course types, three types made up 80 percent of the participation: trade vocational courses (32.3 percent), courses provided by post-secondary institutions (16.4 percent) and the "other" category (31.9 percent). Other types of courses included job search techniques (10.8 percent) and computer training (11.3 percent). All the major categories of unemployed participate in training to some degree, although there is considerable variation among some groups: (1) By demographic categories, females and youths are slightly more likely to take training than average. Among the HRDC equity groups (i.e., females, aboriginals, visible minorities and persons with disabilities), all but persons with disabilities have slightly more than average likelihood of taking training while unemployed; (2) Education appears to be a key factor, as university graduates are much more likely to take training than those who did not complete high school; (3) Location is also a factor. Those in rural areas are three percentage points less likely to take training. The unemployed in British Columbia are seven percentage points more likely to take training than those in Atlantic Canada; and (4) Those who receive EI or have been unemployed for a longer time are more likely to take training. Training is perceived as being useful in improving job prospects in 76 percent of the cases. However, there is a significant variation in the responses among types of training: (1) Virtually none of the unemployed who took courses to improve their reading and writing or numerical ability found the courses helpful in improving job prospects; (2) A substantial portion found the job search and computer courses useful; and (3) Highly specialized courses that were placed in the "other" category were found to be the most useful followed by trade vocational courses and post-secondary courses. The COEP Data Set is appended. (Contains 9 tables.)
When the public school system of Ontario, Canada, began offering an all-female computer science course for girls in grade 11, female enrollment in computer science increased to approximately 40%. This increased enrollment level has been maintained for 3 years. The new course's effects on girls' attitudes were examined in a survey of 184 grade 11 students enrolled in the Ontario computer science course. The sample included 45 girls enrolled in all-female sections of the course and 114 boys and 25 girls enrolled in mixed-gender sections of the course. Girls from the all-female classes and boys reported similar levels of perceived teacher support and similar levels of confidence and intrinsic value, whereas girls from the mixed-gender classes reported less perceived support, lacked the confidence of their peers, and did not enjoy working with computers as much as boys or the girls from the all-female sections of the course did. A successful summer camp program to increase elementary students' understanding of and skills in science and engineering was described along with efforts to promote high technology for girls. The strategy included building a consensus with a local high-technology firm to develop a proactive enrollment strategy and positive learning environment and talking with female students to diminish sex stereotypes. (Contains 5 figures and 8 references.) (MN)
Osmani, Mohamad, Weerakkody, Vishanth, Hindi, Nitham M., Al-Esmail, Rajab, Eldabi, Tillal, Kapoor, Kawaljeet, and Irani, Zahir
Abstract
Graduate employability has become an issue since there are broad mismatches between the acquired graduate skills from university and the required skills by employers. While previous researches have outlined the salient skills that need to be embedded in graduate education, to date no studies have attempted to methodically identify and synthesize the literature on graduate attributes. In this paper a total of 39 relevant studies on graduate skills and attributes in the subject areas of business and management, accounting, and computer science were extracted from Scopus® (database). This revealed a total of 53 graduate attributes, with some being highly used, such as communication, teamwork, problem solving, technological skills, creativity, interpersonal skills, leadership skills, self-management and flexibility/adaptability. The majority of studies used a quantitative survey method to collect and rank graduate attributes, and Australia emerged as the most active country in researching the domain.
Spence, Michelle, Mawhinney, Tara, and Barsky, Eugene
Abstract
Science and engineering libraries have an important role to play in preserving the intellectual content in research areas of the departments they serve. This study employs bibliographic data from the Web of Science database to examine how much research material is required to cover 90% of faculty citations in civil engineering and computer science. Bearing in mind the importance of access to current as well as past research, as well as the issue of space in libraries, the study evaluates citations from one year's worth of research output from faculty in three prominent Canadian universities with departments in civil engineering and computer science: University of Toronto, University of British Columbia and McGill University for the purpose of best aligning collection development activities with science and engineering research needs. The findings for all three institutions combined show that 25 years of computer science literature is needed to cover 90% of researchers' citations, whereas 30 years of materials are needed for civil engineering. We also found that the citation data is not only discipline specific, but also location specific, and a one-size-fits-all approach is not appropriate when making collections and retention decisions.
Braille-reading mathematicians, scientists, and computer scientists were asked to examine the usability of the Unified English Braille Code (UEB) for technical materials. They had little knowledge of the code prior to the study. The research included two reading tasks, a short tutorial about UEB, and a focus group. The results indicated that the participants believed that UEB could be effectively used by people who are employed in technical fields. (Contains 1 table.)
This study shows that the enrolment rate for the Canadian university system, at 56%, is one of the highest among the member states of the Organization for Economic Cooperation and Development (OECD). This good quantitative performance, however, is not accompanied by a similar qualitative performance in science graduation: only 25% of all university graduates are science graduates--a proportion below that observed in traditional areas (the humanities and social sciences). For computer science graduates, the share is still only 4% in all OECD countries--a paradoxically low proportion in these highly computerized countries. For the Canadian continuing training system, the weakness observable in the quantitative performance (participation rate) is accompanied by a qualitative weakness--the annual average training hours per employee is half the OECD average (31 hours against 64). To reduce the performance gaps between the higher education and training systems, measures are presented which would improve the integration of the two systems. These interventions are considered from the perspective of universities, companies and government. (Contains 2 tables.)
A national survey examined the extent of offerings of courses on the uses of computers in instruction by education faculties. Results showed extensive offerings in both undergraduate and graduate programs, but considerable diversity in content and sequence and no consistency in requirements for computer-related experience before certification. (Author/MSE)
A study was made of the aims governments have with respect to computers and what methods they have at their disposal for achieving these aims. The Canadian experience provided an example. In general, throughout the world, governmental objectives with regard to computers come under three headings: (1) to use computers effectively in governmental operations, (2) to promote an indigenous computer industry, and (3) to direct and regulate computer growth. The methods available for promoting these objectives involve passing legislation and allocating money. In Canada, a redefinition of the powers and a desire to establish a distinctive "Canadian" approach has resulted in a conscious and intense study of information processing and related technologies. However, although it is not difficult to agree on general principles and goals, it is enormously difficult to translate these principles into programs which further national goals. In Canada, the federal government has adopted a decentralized approach of computer services, while at the provincial level, the trend is toward centralization. The general position in Canada is that computer services and software industries are to remain largely unregulated; the problem of whether to participate in a computer network remains unresolved. (WCM)
Canadian Mathematics Education Study Group. and Verhille, Charles
Abstract
The papers in this document follow the order of the meeting and consist of two guest lecturers and reports from four working groups; two topic group presentations are noted but not included. One lecture, delivered by Peter Hilton, discusses the nature of mathematics today and implications for mathematics teaching, while, in the other paper, Stephen I. Brown explores the nature of problem generation in the mathematics curriculum. Working group reports concern statistical thinking, training in diagnosis and remediation for teachers, mathematics and language, and the influence of computer science on the undergraduate mathematics curriculum. Topic groups heard presentations by Daniel Kahneman on intuitions and fallacies in reasoning about probability and by Tom Kieren on mathematics curriculum development in Canada. A list of participants is given. (MNS)
Resarch about office computerization and its relationships to gender and level in the organization is fairly new. Despite increased use of computers in offices and the belief that employee attitudes toward the technology may be crucial when trying to achieve technological effectiveness, few studies have examined these issues. A study was conducted to investigate how an individual's perception of career success might be related to his/her attitude toward a computer-based technology. Twenty-eight Canadian employers from large firms, medium-sized firms, educational institutions, and government agencies selected three to six successful managers and an equal number of support personnel from various departments. Employees (N=196) who used computers at work were selected and administered an anonymous questionnaire to assess their present positions in terms of success and their perception of the technology available to them. The results confirmed the hypothesis that computer attitudes would explain employee perceptions of job and life success. The results also demonstrated that employees assessed computers differently depending on whether they used intelligent workstations or main-frame terminals. Respondents felt that the effect of intelligent workstations upon communication was positive. Other data showed that the perceived effect of computers upon control differed strongly according to gender. Women reported feeling less in control when working with a main-frame terminal than did men, while the perceptions of control when working with an intelligent workstation were about equal for men and women. These findings suggest implications for both researchers and practitioners. (NB)
Although the internationalization of business makes cross-cultural research on workers' attitudes toward computer-based technology valuable to management, cross-cultural studies are rare. A study was conducted to determine whether employees in the United States differ from Canadian employees in their evaluation of computer-based technology due to the type of equipment used, hierarchical level in the organization, and the employee's sex. Twenty-eight Canadian and 15 United States employers from large firms, medium-sized firms, educational institutions, and government agencies selected equal numbers (3-6) of successful managers and support personnel from various departments. A total of 196 Canadian computer users and 95 U.S. computer users selected in this manner completed an anonymous questionnaire assessing their attitudes toward computer-based technology, how it supports individuals at work, whether they liked using their computers, and if such use made them more effective. Preliminary analyses provide some support for the hypothesis that employees working with intelligent workstations may perceive their computers differenly from peers working with main-frame terminals. In addition, the study investigated if men and women would differ in how they perceived computers at their workplace. Women in both countries differed from men in their attitudes toward computers. Moreover, the results obtained showed that women in the United States had different concerns relating to computer-mediated work than did their Canadian peers. A five-page list of references concludes the document. (NB)
Calgary Univ. (Alberta). and American Society for Information Science. Western Canada Chapter.
Abstract
The proceedings contain papers given by the members of the chapter who come from both the University and Business environments. Some operational indexing, bibliographic, SDI and Retrospective Search Systems which include CAN/SDI, Compendex, TEXT-PAC, SIS II & III, KWOC and FAMULUS are discussed. Also included are papers on two projects conducted by the Computing Science department of the University of Alberta; the one project is an on-line thesaurus and the second an Information Retrieval Laboratory. Other papers are about the computerized circulation system at the University of Calgary's library, the Marc project at the University of Saskatchewan and the problems of design and coding questionnaires. (Author)
National Research Council of Canada, Ottawa (Ontario).
Abstract
A Symposium was held in May of 1972 to assist in the resolution of the varied problems effecting the advance of educational technology. Most of the papers presented at the symposium dealt with the current situation of various aspects of computer assisted instruction (CAI) throughout Canada. Other papers covered CAI centralization, minicomputers, co-operative research projects, educational games, educational management simulations, logic instruction, program design, language standards, group use of CAI, teacher-authored instruction, and "do-it-yourself programing." The concluding speaker noted that a very small amount of hard data was presented in the papers and emphasized that the fate of CAI will be determined by cost-benefit analysis. (MC)
Manitoba Dept. of Youth and Education, Winnipeg., Hemphill, H. David, and Yakimishyn, M. P.
Abstract
This report presents the results of a survey to ascertain the extent of computer use in Canadian education. Of 307 administrative units responding to the questionnaire, 83 indicated they used electronic data processing services. Business management services accounted for most of the computer use, while administrative and instructional services made from moderate to little use. Plans for future use of computer services indicate that business and administrative management will comprise an increased output. Provincial departments of education also plan increased use of electronic data processing in business management. (RA)
Manitoba Dept. of Education, Winnipeg. Computer Services Branch., O'Neil, Carole, Pytlik, Mark, O'Neil, Carole, Pytlik, Mark, and Manitoba Dept. of Education, Winnipeg. Computer Services Branch.
Abstract
The Canadian Department of Education developed this manual to provide teachers and administrators with information about the potential use of computers. Part I describes at length the five components of the computer input, output, storage, control, and arithmetic/logic functions) and gives a discussion of computer languages, programing, batch processing, time sharing, and minicomputers. Part II covers a variety of administrative uses for computers. Part III lists the educational uses of computers, including computer-assisted instruction (CAI). A list of references, a 67-item bibliography, and a glossary of computer terms are included. (DS)
Public libraries have vital role to play in introducing computer technology through provision of equipment, programs, and elementary instruction to users of all ages. Creative and resourceful approaches to budgeting and establishing policies and procedures will be required. Canadian public libraries (Oakville, Etobicoke, Aurora, Toronto) provide examples of established programs. (EJS)
The use of computers in bilingual vocabulary processing and the task of compiling a Canadian bilingual legal dictionary are discussed. A model for automating lexicography and an analysis of the variables of bilingual communication are presented. It is emphasized that both human decision-making and computer manipulation are involved in this type of activity. The focus of this work is legal vocabulary which is written, formal, and of standard use in Canada since 1867. (SW)
This interim curriculum guide is designed to provide a framework upon which teachers in Manitoba may base their secondary school data processing program for 1982-1983. Covered first are course rationales, time allotments, and goals and objectives for Data Processing 202 and Data Processing 302. The bulk of the guide consists of lists of goals and objectives, teacher's notes and suggested activities, and reference and support materials for use in implementing each of the two courses. Discussed in the section on Data Processing 202 are the following topics: historical developments and orientation, computer technology in business, communication of information, processing data on a computer system, problem solving and flowcharting, programming, and introduction to computer business applications. The section devoted to Data Processing 302 includes additional materials on programming and business applications. Also provided are eight transparency masters. (MN)
Examines the definitions of information science, the general development of information science education, and its present status in graduate library education in Canada, including specific lists of courses offered and a list of information science topics. (CWM)
Discusses the impact of microprocessor technology on employment. Examines the changing nature of work and questions whether full employment is natural or necessary. Outlines physical, psychological, social, and material aspects of work. Notes implications for teachers, counselors, and students. (RC)
Describes types of computer science and data processing courses, programs, and curricula currently being offered in the United States and Canada. Indicates that the structure chosen by colleges for implementation depends on such factors as type of industry need, student clientele, faculty expertise, industry/college cooperation, and others. (JN)
Canadian Association for Health, Physical Education, and Recreation, Ottawa (Ontario)., American Alliance for Health, Physical Education, and Recreation, Washington, DC., Boorman, Joyce, and Harris, Dorothy
Abstract
The Binational Dance Conference was organized into three focal themes--verities, values, and visions in dance--to emphasize the known and accepted worth and value of dance, and to stimulate through knowledge and idea exchange, imaginative directions for dance in the future of both the United States and Canada. This thematic structure is also the basis of organization for this publication. The "Verities" section includes reports on recent research, electromyography, use of imagined action in teaching, neurophysiological development of dancers, and the scope of dance. "Values" discusses an experimental dance study for children with learning disabilities, the use of reinforcement procedures in dance therapy, and systematized dance instruction. "Visions" addresses computer technology and dance, strategies for aesthetic education, and a report on the dance activities of IMPACT, a two-year project funded by the U.S. Office of Education. The thematic sections are preceded by an introductory article considering dance as the universal language. The appendices include profiles of the authors, a list of films and film resources, the conference program, and a listing of conference delegates and guests. (MM)
This conference provided an opportunity for those interested in the delivery of computer services to universities to gain a better perspective of computer technology in education, in a context of financial crisis and structural change. The focus was upon five broad areas. The first of these dealt with the role of the computer in a changing university threatened by fiscal problems. A second area of concern centered around the general intellectual and socio-cultural impact of the computer. Another series of papers treated the contributions computers make to specific curricular areas and a fourth dealt with the technical aspects and cost considerations of computers. The final topic covered the need for cooperative ventures in computing, both between disciplines and between universities. (PB)
This presentation attempts to discuss some of the factors that enable a computer-based instructional system to function as part of a practical and effective learning system, operating within the academic mainstream of a university environment. (Author)
The National Research Council of Canada has under way a research project aimed at the development of facilities required to permit the computer to be used effectively in computer-aided learning applications. (Authors)
Developed by the Canada Employment and Immigration Commission for use in Canada Employment Centres and also ultimately used in schools, CHOICES is a unique employment counseling tool involving computers to match individual interests and abilities with suitable occupations. (MF)
We introduce a new class of balanced allocation processes which are primarily characterized by "filling" underloaded bins. A prototypical example is the Packing process: At each round we only take one bin sample, and if the load is below the average load, then we place as many balls until the average load is reached; otherwise, we place only one ball. We prove that for any process in this class the gap between the maximum and average load is \scrO (log n) w.h.p. for any number of balls m 1. For the Packing process, we also provide a matching lower bound. Additionally, we prove that the Packing process is sample efficient in the sense that the expected number of balls allocated per sample is strictly greater than one. Finally, we also demonstrate that the upper bound of \scrO (log n) on the gap can be extended to the Memory process studied by Mitzenmacher, Prabhakar, and Shah [43rd Annual IEEE Symposium on Foundations of Computer Science, Vancouver, BC, Canada, 2002, pp. 799--808]. [ABSTRACT FROM AUTHOR]
Amer, Adan, Sidhu, Gaganpreet, Alvarez, Maria Isabel Ramirez, Ramos, Juan Antonio Lopez, and Srinivasan, Seshasai
Subjects
COMPUTER engineers, COMPUTER science, MINORITIES, ACADEMIA, SUSTAINABLE development
Abstract
This article delves into the issues of equity, diversity, and inclusiveness (EDI) in the engineering disciplines in Canada and Spain and presents the challenges faced by underrepresented individuals and ways to promote an inclusive and diverse environment. Two strategic lines are identified: (a) facilitating university education access to underrepresented and minority groups and (b) guiding such students during university training to set them up for successful future careers. Accordingly, this article shows how the strategies mentioned above are implemented in some selected Canadian and Spanish universities, clearly distinguishing the approach taken in the two countries. In Canada, there is a more decentralized approach to addressing EDI issues, wherein the universities devise their agendas independently. In Spain, on the other hand, there is a stronger and more direct involvement of the government to ensure a comprehensive, system-wide approach to tackling EDI issues in academia. This article helps education policymakers to devise and implement pragmatic strategies for achieving EDI and the relevant UN-defined sustainable development goals. [ABSTRACT FROM AUTHOR]
St. UNIVERSITY RANKINGS Methodology CHOOSING A UNIVERSITY is one of the most important decisions students make in their post-secondary careers. The program reputation column and the research reputation column show how each university placed on those two questions among all the schools surveyed. [Extracted from the article]
MacQueen, Glenda M., Hassel, Stefanie, Arnott, Stephen R., Addington, Jean, Bowie, Christopher R., Bray, Signe L., Davis, Andrew D., Downar, Jonathan, Foster, Jane A., Frey, Benicio N., Goldstein, Benjamin I., Hall, Geoffrey B., Harkness, Kate L., Harris, Jacqueline, Lam, Raymond W., Lebel, Catherine, Milev, Roumen, Müller, Daniel J., Parikh, Sagar V., and Rizvi, Sakina
Studies of clinical populations that combine MRI data generated at multiple sites are increasingly common. The Canadian Biomarker Integration Network in Depression (CAN-BIND; www.canbind.ca) is a national depression research program that includes multimodal neuroimaging collected at several sites across Canada. The purpose of the current paper is to provide detailed information on the imaging protocols used in a number of CAN-BIND studies. The CAN-BIND program implemented a series of platform-specific MRI protocols, including a suite of prescribed structural and functional MRI sequences supported by real-time monitoring for adherence and quality control. The imaging data are retained in an established informatics and databasing platform. Approximately 1300 participants are being recruited, including almost 1000 with depression. These include participants treated with antidepressant medications, transcranial magnetic stimulation, cognitive behavioural therapy and cognitive remediation therapy. Our ability to analyze the large number of imaging variables available may be limited by the sample size of the substudies. The CAN-BIND program includes a multimodal imaging database supported by extensive clinical, demographic, neuropsychological and biological data from people with major depression. It is a resource for Canadian investigators who are interested in understanding whether aspects of neuroimaging — alone or in combination with other variables — can predict the outcomes of various treatment modalities. [ABSTRACT FROM AUTHOR]
The article discusses the trend of falling enrollment in computer science (CS) courses in Canada's higher education system, examining what university educators can do to invigorate, rejuvenate, and renew the CS discipline in the country. Anticipated retirement rates between 2013 through 2018 in the industry cause some to be concerned that Canada will be able to maintain the competitive nature of its information and communication technology sector (ICT). Also discussed is the renewal of the ICT work force in Canada and interviews with university CS department chairs and senior university officials.
RIGHT of privacy, MEDICAL ethics laws, MEDICAL ethics, PRIVACY, COMPUTER science, CONCEPTUAL structures, INFORMATION science, MASS media, PUBLIC health, RESPONSIBILITY, RISK management in business, ADULT education workshops, KNOWLEDGE management, ELECTRONIC health records
Abstract
Purpose Expanding networks of data portals and repositories linked to electronic patient record systems, along with advances in information technology, have created both new opportunities in improving public health and new challenges in protecting patient privacy. The purpose of this paper is to review stakeholder perspectives and provide a framework for promoting implementation of current privacy protection improvement recommendations.Design/methodology/approach This paper summarizes a workshop session discussion stemming from the 2017 Information Technology and Communication in Health (ITCH) biennial international conference in Victoria, British Columbia, Canada. The perspectives within health service research, journalism, informatics and privacy protection were represented.Findings Problems underlying gaps in privacy protection in the USA and Canada, along with then-current changes recommended by public health leaders as well as Information and Privacy Commissioners, were identified in a session of the 2015 ITCH conference. During the 2017 conference, a workshop outlined the current situation, identifying ongoing challenges and a lack of significant progress. This paper summarizes that 2017 discussion identifying political climate as the major impediment to progress on this issue. It concludes with a framework to guide the path forward.Originality/value This paper provides an international perspective to problems, resources and solution pathways with links useful to readers in all countries. [ABSTRACT FROM AUTHOR]
Presents a study which examines the profile of computer science Ph.D. and masteral students in the U.S. and Canada. Program types; Entrance requirements; Degree requirements; State of affairs of the computer science master's degree; Prevalence of the thesis, project and comprehensive examination; Programs addressing the problem of students with weak computer science backgrounds.
This article presents information about various conferences related to computer science. The NYU Symposium on Database Design will be held in Washington Square, New York during May 18-19, 1978. The Conference on Pattern Recognition and Image Processing will be held in Chicago, Illinois from May 30, 1978 to June 2, 1978. The 8th IFORS International Conference on Operational Research will be held in Toronto, Ontario during June 19-23, 1978. The Workshop on Alternatives for the Control, Certification, Support, and Environment for the DOD Common High Order Language will be held at the University of California in Irvine, California during June 20-22, 1978.
*JOB applications, *EMPLOYEE recruitment, *TEACHERS, *COMPUTER science, *COMPUTER training
Abstract
This article describes demographics related to the recruitment and selection of candidates for computer science faculty positions. Not counting applications that were inquiries only and never got to the full curriculum vitae stage, there were 438 applications that arrived from October 1993 to April 1994. A large majority of these arrived between December 15, 1993, and February 15, 1994. The names of references but not the references themselves with applications were enquired. Then emailed for references for 80 of the applicants. Of these, 20 were good enough to make "invitable" list of those who might be invited for a visit. Nine candidates were invited, of whom one declined the invitation. Of the 30 whose degrees were obtained before 1985, 12 were from universities in parts of the former Soviet Union or Eastern Europe and two were from universities in former Yugoslavia. The applicants' Ph.D.'s were from 151 different universities, 94 in the U.S., 11 in Canada, and 1 from countries in the European Union. The university from which the greatest number of applicants received their degrees was the University of Illinois, with the University of Maryland and the University of Massachusetts.
Methodology Canada's Best Programs Maclean's ranks university programs in five popular areas according to their reputations for research and overall quality CHOOSING A UNIVERSITY is one of the most important decisions students make in their post-secondary careers. The program reputation column and the research reputation column show how each university placed on those two questions among all the schools surveyed. In our eighth annual program rankings, we evaluate how Canadian universities measure up in the programs they offer in five popular fields in the sciences and social sciences, based on the programs' reputations for quality and research strength. [Extracted from the article]
TEACHING experience, DATA science, DATA mining, RESEARCH universities & colleges, MATHEMATICAL models, COMPUTER science
Abstract
Integrating data and models is an important and still challenging goal in science. Computational modeling has been taught for decades and regularly revised, for example in the 2000s where it became more inclusive of data mining. As we are now in the ‘data science’ era, we have the occasion (and often the incentive) to teach in an integrative manner computational modeling and data science. In this paper, we reviewed the content of courses and programs on computational modeling and/or data science. From this review and our teaching experience, we formed a set of design principles for an integrative course. We independently implemented these principles in two public research universities, in Canada and the US, for a course targeting graduate students and upper-division undergraduates. We discuss and contrast these implementations, and suggest ways in which the teaching of computational science can continue to be revised going forward. [ABSTRACT FROM AUTHOR]