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The negative effects of concussion on cognitive and physical performance can linger beyond return to sport and may result in reduced sport performance. The effect of concussion history, including time since concussion and number of concussions, on sport performance is not well understood. The purposes of this study were to examine the effects of concussion history on softball batting measures, such as pitch recognition, swing timing, and swing decision making, and to compare a computerized reaction time (RT) test to a sport-specific RT test. A cross-sectional study design was used to evaluate softball batting and RT measures among collegiate softball players. Eighteen female collegiate softball players were recruited to participate. Participants were divided into two groups: those with previous concussion (n = 7; mean age, 20.7 years; mean number of concussions, 1.3; mean time since last concussion, 3.9 years) and those without (n = 11; mean age, 20.4 years). Pitch recognition, swing timing, and swing decision making were based on participants' responses to pre-recorded pitching videos. Computerized RT included simple, choice, and go/no-go tests. Pitch recognition, swing timing, and swing decision making were similar between groups. There was not a significant correlation between computerized RT and swing RT. The preliminary findings suggest that collegiate softball players with concussion history can perform similarly on sport-specific tasks to those without concussion history, and sport-specific RT tests may provide unique information beyond computerized tests about an athlete's ability to perform in their sport.

This article explores the student success literature published within the "Canadian Journal of Higher Education" ("CJHE") over the last fifty years. Sixty articles were thematically organized into seven component measures of student success to present consistent themes that have persisted within the CJHE from inception in 1971 to 2020. Analysis demonstrates that there has been a disproportionate interest in some aspects of student success such as post-college performance, while other areas such as educational attainment and student engagement have lagged considerably behind in focus. Scholars have presented ongoing concerns supported by a wide range of data regarding the underemployment of graduates from Arts and Humanities, the sparse professorial landscape and the underutilization of Canadian PhD graduates in the workforce, debate on student competence and skill measurement, and the lack of large data sets on student persistence. Results suggest that a continuous effort is required to understand and support student success in a variety of formats--both within the academy and out in the workforce. Thus, this article concludes with a discussion and recommendations for future research avenues in the field of academic success and various subfields that may be of interest to higher education scholars and those who support student success.

This study utilized the Simple View of Reading (SVR) model cognitive subtypes to determine the impact of text-to-speech (TTS) software on the reading comprehension of 94 grade 8 students with reading difficulties. Method: paired samples t tests for all four SVR groups were conducted to examine reading comprehension scores under TTS and no-TTS conditions. Results: only those participants with a dyslexic profile (listening comprehension greater than decoding skills), demonstrated significant gains in reading comprehension in the TTS compared to the no-TTS condition; a large effect size (1.58 grade level increase) was found. Furthermore, this group's literal comprehension improved much more than their inferential comprehension when utilizing TTS. Implications: a one-size fits all approach for the selection of TTS for struggling readers is not recommended. SVR subtyping incorporated into psychoeducational assessments can inform appropriate assignment of TTS to struggling readers.

Memory aids are now frequently provided to elementary and secondary school students to increase their success in achieving provincial curriculum standards. While such an accommodation may meet the immediate goal of improved academic performance it may not be warranted based on an actual long-term memory retrieval impairment and may therefore be inequitable, providing an unfair academic advantage relative to non-disabled students. Furthermore, providing memory aid accommodations inappropriately may rob students of the opportunity to learn effective study and retrieval strategies, leading instead to dependence on an accommodation that may not be continued once they enter post-secondary education. An appropriate accommodation at the post-secondary level of education removes a disability-related barrier (functional impairment) and assists only those facing such barriers; under human rights legislation, accommodations are not implemented to guarantee success, reduce anxiety, or provide unequal access to material. Memory aids improve the retrieval of information from long-term storage for everyone. As such, the current widespread provision of this accommodation prior to post-secondary studies must be evaluated critically, with such supports offered only when justified. A six-step process for determining when memory aids are an appropriate accommodation within the post-secondary setting is provided and discussed.

Historically, students with disabilities in Canada provided comprehensive and objective documentation of their diagnosis and related functional impairments to access appropriate accommodations at the postsecondary level. Recently, some Canadian provinces have adopted an approach whereby students with mental health disabilities need not reveal their diagnosis; a healthcare professional may simply verify that a disability exists, enumerate the functional impairments, and detail the accommodations to be provided. Without transparent documentation, Disability Services Offices frequently rely upon physicians for this information. We completed a census of all medical training programs in Ontario to evaluate the extent to which medical professionals receive training in determining functional impairments in postsecondary students with mental health conditions. Our findings demonstrated that the vast majority of medical residents receive no such training. Two programs report offering limited training in subjective methods such as self-report or the wishes of the client. Implications and recommended best practice are discussed.

From 2014-2016, Scholarship of Teaching and Learning (SoTL) Research Fellows at a mid-sized Canadian research-intensive, medical-doctoral university undertook to study their own formation as scholars of teaching and learning, as well as benefits and challenges of their cross-appointment to our central teaching and learning institute from their home academic departments. Findings from surveys and focus groups identified themes such as identity, community, access, transfer, and structural elements (each with benefits and challenges to practice). Our autoethnographic work confirms assertions in the literature about the uneasy relation between SoTL and traditional scholarship, while also bearing out the need for departmental support, and for key interventions along the path from novice to practitioner identity. Some discussion of the ambassador or translator role that can flow from such arrangements is included.

Research activities are a relatively new undertaking for Ontario colleges. The Government of Ontario enabled Ontario colleges to grant baccalaureate degrees in applied areas of study with the passing of the 2000 Postsecondary Education Choice and Excellence Act, and conduct applied research with the passing of the 2002 Colleges of Applied Arts and Technology Act. Fifteen years later, applied research has now become an essential part of college programming. This article provides history and context for the emergence of Ontario colleges as institutions engaging in applied research activities, examines the barriers and limitations that researchers at Ontario colleges face, and identifies some implications for research practice at Ontario colleges in the future.

The purpose of this study was to extend an understanding of success experienced by leaders in teaching development units. Using a framework comprised of narratives of constraint, this qualitative study interviewed 38 academics in leadership roles from Finland, Australia, Sweden, Norway, the United States, Canada, Scotland, and England. Findings revealed three groups of leaders as follows. (1) Unit leaders with narratives of constraint experience tensions with senior academic administration, low expectations and influence, an immovable structure, and low perceived institutional value for teaching. They also experience a subjugated culture, striving towards being respected within their institutions. (2) Unit leaders with narratives of constrained growth work with the willing and are eager to work with those who support teaching initiatives. They describe their experiences of securing their units through teaching quality rhetoric and committee work. (3) Unit leaders with narratives of growth experience a supportive culture, describing themselves as proactive in their unit's successes with positive professional relationships. These unit leaders also experience a sense of agency, passion about their roles, persistence in achieving their vision, and focused on persuading colleagues that teaching is important. Teaching development unit leaders that experience success have a strong sense of agency and positive relationships.

Background: In the last decade, the evolution of support workers' attitudes towards the affective and sexual lives of people with intellectual disabilities has been described as increasingly positive. However, restrictive attitudes targeting affective and sexual life are still documented. Material and methods: This study aimed to explore the ethical implications of support workers' experiences concerning sexuality in the context of intellectual disabilities in everyday practice. This inquiry was guided by the following research questions: (a) In the context of intellectual disabilities, what meanings do service users' sexuality have for support workers? (b) How are those meanings translated into practice? Inspired by critical phenomenology, in-depth individual interviews with support workers were conducted and analysed. Results: One superordinate theme (Negotiating Interventions) and three themes were identified--"Crossing Organizational Borders," "A Duty to Act Despite Uncertainty" and "Navigating Competing and Contradictory Discourses." Conclusion: Support workers' experiences related to sexuality in the context of intellectual disabilities are influenced by how they define their role in a clinical context. This role is influenced by how affective and sexual life is included in practices, local policies and interdisciplinary work. Despite positive attitudinal changes, sexuality is still regarded as a sensitive topic capable of endangering both service users and support workers.

Doug Campbell commenced his life and career in Canada. He joined the Australian telecommunications sector in mid-career and made extended contributions in many different senior management positions in Telecom Australia and Telstra, particularly in modernising the Telstra network, in establishing and managing Telstra Country Wide, and, then, in the early phase of the national broadband network, in NBN Co. Doug died on 2 December 2023, and is sadly missed by his family, friends and former colleagues. This tribute, to which many have contributed, seeks to set Doug's life and career in the context of the times. He was at the table, often as the key decision-maker, during many of the significant changes in the telecommunications industry during the last decade of the 20th century and the beginning of the 21st. [ABSTRACT FROM AUTHOR]

In a multidisciplinary Faculty Learning Community focussed on exploring threshold concepts and bottlenecks in learning, care emerged as an unanticipated dimension to our work, transforming the ways we view teaching, learning, our disciplines, and educational development. In this piece, we reflect on the types of care that emerged and consider implications for educational development.

Worldwide, policymakers, health system managers, practitioners and researchers struggle to use evidence to improve policy and practice. There is growing recognition that this challenge relates to the complex systems in which we work. The corresponding increase in complexity-related discourse remains primarily at a theoretical level. This paper moves the discussion to a practical level, proposing actions that can be taken to implement evidence successfully in complex systems. Key to success is working with, rather than trying to simplify or control, complexity. The integrated actions relate to co-producing knowledge, establishing shared goals and measures, enabling leadership, ensuring adequate resourcing, contributing to the science of knowledge-to-action, and communicating strategically.

Developing critical thinking skills is a common goal of an undergraduate physics curriculum. How do students make sense of evidence and what do they do with it? In this study, we evaluated students' critical thinking behaviors through their written notebooks in an introductory physics laboratory course. We compared student behaviors in the Structured Quantitative Inquiry Labs (SQILabs) curriculum to a control group and evaluated the fragility of these behaviors through procedural cueing. We found that the SQILabs were generally effective at improving the quality of students' reasoning about data and making decisions from data. These improvements in reasoning and sensemaking were thwarted, however, by a procedural cue.We describe these changes in behavior through the lens of epistemological frames and task orientation, invoked by the instructional moves.

Key Points: Question: Does aspirin at 300 mg/d improve invasive disease–free survival among survivors of nonmetastatic breast cancer? Findings: This randomized, placebo-controlled clinical trial included 3020 patients with high-risk nonmetastatic breast cancer. The trial was terminated early because of lack of benefit from aspirin (hazard ratio for invasive disease–free survival for aspirin vs placebo, 1.27 [not statistically significant]). Meaning: There was no benefit of aspirin at 300 mg/d on breast cancer recurrence and survival. Importance: Observational studies of survivors of breast cancer and prospective trials of aspirin for cardiovascular disease suggest improved breast cancer survival among aspirin users, but prospective studies of aspirin to prevent breast cancer recurrence are lacking. Objective: To determine whether aspirin decreases the risk of invasive cancer events among survivors of breast cancer. Design, Setting, and Participants: A011502, a phase 3, randomized, placebo-controlled, double-blind trial conducted in the United States and Canada with 3020 participants who had high-risk nonmetastatic breast cancer, enrolled participants from 534 sites from January 6, 2017, through December 4, 2020, with follow-up to March 4, 2023. Interventions: Participants were randomized (stratified for hormone receptor status [positive vs negative], body mass index [≤30 vs >30], stage II vs III, and time since diagnosis [<18 vs ≥18 months]) to receive 300 mg of aspirin (n = 1510) or placebo once daily (n = 1510) for 5 years. Main Outcomes and Measures: The primary outcome was invasive disease–free survival. Overall survival was a key secondary outcome. Results: A total of 3020 participants were randomized when the data and safety monitoring committee recommended suspending the study at the first interim analysis because the hazard ratio had crossed the prespecified futility bound. By median follow-up of 33.8 months (range, 0.1-72.6 months), 253 invasive disease–free survival events were observed (141 in the aspirin group and 112 in the placebo group), yielding a hazard ratio of 1.27 (95% CI, 0.99-1.63; P =.06). All invasive disease–free survival events, including death, invasive progression (both distant and locoregional), and new primary events, were numerically higher in the aspirin group, although the differences were not statistically significant. There was no difference in overall survival (hazard ratio, 1.19; 95% CI, 0.82-1.72). Rates of grades 3 and 4 adverse events were similar in both groups. Conclusion and Relevance: Among participants with high-risk nonmetastatic breast cancer, daily aspirin therapy did not improve risk of breast cancer recurrence or survival in early follow-up. Despite its promise and wide availability, aspirin should not be recommended as an adjuvant breast cancer treatment. Trial Registration: ClinicalTrials.gov Identifier: NCT02927249 This study examines the potential benefits of aspirin as adjuvant therapy for survivors of early breast cancer. [ABSTRACT FROM AUTHOR]

The Objective Structured Clinical Exam (OSCE) is a widely used method of assessment in medical education. Rater cognition has become an important area of inquiry in the medical education assessment literature generally, and in the OSCE literature specifically, because of concerns about potential compromises of validity. In this study, a novel approach to mixed methods that combined Ordinal Logistic Hierarchical Linear Modeling and cognitive interviews was used to gain insights about what examiners were thinking during an OSCE. This study is based on data from the 2010 to 2014 administrations of the Clinician Assessment for Practice Program OSCE for International Medical Graduates (IMGs) in Nova Scotia. An IMG is a physician trained outside of Canada who was a licensed practitioner in a different country. The quantitative data were examined alongside four follow-up cognitive interviews of examiners conducted after the 2014 administration. The quantitative results show that competencies of (1) Investigation and Management and (2) Counseling were highly predictive of the Overall Global score. These competencies were also described in the cognitive interviews as the most salient parts of OSCE. Examiners also found Communication Skills and Professional Behavior to be relevant but the quantitative results revealed these to be less predictive of the Overall Global score. The interviews also reveal that there is a tacit sequence by which IMGs are expected to proceed in an OSCE, starting with more basic competencies such as History Taking and building up to Investigation Management and Counseling. The combined results confirm that a hidden pattern exists with respect to how examiners rate candidates. This study has potential implications for research into rater cognition, and the design and scoring of practice-ready OSCEs.

Staff at campus-based counselling and disability centres in 15 of Ontario's 24 community colleges completed 3,536 surveys on 1,964 individual students querying the presence of mental illness and academic challenges as reported by students accessing these services. Survey data were analyzed to determine prevalence rates of mental disorders and investigate for the presence of a relationship between specific mental illnesses and any associated academic impacts. More than half of these students had diagnoses with mood and anxiety disorders being the most common individual and comorbid diagnoses. The academic challenges reported by students with mental illnesses occurred in particular patterns relative to specific diagnoses; alertness/attention challenges were associated with mood disorders, whereas memory/executive function problems were linked to anxiety disorders. Implications for training and service practices of counselling and disability staff are reviewed as are future research directions for accommodating the academic needs of students with mental illnesses.

It is established that male students outperform female students on almost all commonly used physics concept inventories. However, there is significant variation in the factors that contribute to the gap, as well as the direction in which they influence it. It is presently unknown if such a gender gap exists on the relatively new Concise Data Processing Assessment (CDPA) and, therefore, whether gendered actions in the teaching lab might influence--or be influenced by--the gender gap. To begin to get an estimates of the gap, its predictors, and its correlates, we have measured performance on the CDPA at the pretest and post-test level. We have also made observations of how students in mixed-gender partnerships divide their time in the lab. We find a gender gap on the CDPA that persists from pre- to post-test and that is as big as, if not bigger than, similar reported gaps. We also observe compelling differences in how students divide their time in the lab. In mixed-gender pairs, male students tend to monopolize the computer, female and male students tend to share the equipment equally, and female students tend to spend more time on other activities that are not the equipment or computer, such as writing or speaking to peers. We also find no correlation between computer use, when students are presumably working with their data, and performance on the CDPA post-test. In parallel to our analysis, we scrutinize some of the more commonly used approaches to similar data. We argue in favor of more explicitly checking the assumptions associated with the statistical methods that are used and improved reporting and contextualization of effect sizes. Ultimately, we claim no evidence that female students are less capable of learning than their male peers, and we suggest caution when using gain measures to draw conclusions about differences in science classroom performance across gender. [This paper is part of the Focused Collection on Gender in Physics.]

Miller et al. have challenged the findings of our two previous studies, based largely on the assumption that our findings are biased due to the clinical sample used. However, they fail to address the primary tenet of our studies, namely, that clinicians will obtain different scores on the Wechsler Adult Intelligence Scale-IV (WAIS-IV) depending on whether Canadian or American norms are used. This reply seeks to provide empirical evidence supporting the existence of such score differences even when nonclinical samples are used, and identifies some of the clinical decisions that are potentially affected by choice of normative data.

Building on a recent work of Harrison, Armstrong, Harrison, Iverson and Lange which suggested that Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) scores might systematically overestimate the severity of intellectual impairments if Canadian norms are used, the present study examined differences between Canadian and American derived WAIS-IV scores from 861 postsecondary students attending school across the province of Ontario, Canada. This broader data set confirmed a trend whereby individuals' raw scores systematically produced lower standardized scores through the use of Canadian as opposed to American norms. The differences do not appear to be due to cultural, educational, or population differences, as participants acted as their own controls. The ramifications of utilizing the different norms were examined with regard to psychoeducational assessments and educational placement decisions particularly with respect to the diagnoses of Learning Disability and Intellectual Disability.

Sexually transmitted infection (STI) testing health services, sexual behaviours, and substance use are all key parts of maintaining sexual health for undergraduate students. The author compares results on these factors from the 2012 Maritime Undergraduate Student Sexual Health Services Survey with those from a 2021 survey at one of the universities that was included in the original survey. Noteworthy changes in context between 2012 and 2021 include the onset of the COVID-19 pandemic and the 2018 legalization of cannabis. Findings indicate that while rates of binge drinking, peer perceptions of sexual activity while using substances, and condom use during sexual activity remained stable, rates of STI testing and cannabis use increased. Recommendations include increasing comprehensive, peer-led sexual education initiatives to continue to reduce stigma while educating students on sexually transmitted infections and substance use during sexual activity. [ABSTRACT FROM AUTHOR]

The involvement of people living with mental illness in the judicial process, whether in civil or criminal justice system, is a growing phenomenon that can be defined as judiciarization. Such over-representation of people with mental illness in the justice system is related to several issues, including stigma, experienced coercion, loss of autonomy and social isolation. To explore this understudied phenomenon in nursing research, we conducted a study to better understand how judiciarization affects people living with mental illness. The specific objectives were: 1) to understand how insertion into a judicial process affects people living with mental illness; 2) to explore the perception of these people and their lived experience within the judicial trajectory. For the methodology, grounded theory was used as a research model. The theoretical framework of the total institution, proposed by Erwin Goffman, was used conceptually. Participants were recruited from a university-affiliated hospital. Hospitalized persons who had been involved in the justice system were interviewed (n = 10). Three conceptualizing categories were identified through the analyzed data: 1) Diversity of Judicial Trajectories; 2) Involuntary Psychiatric Admission Process; 3) Judiciarization Lived as a Complex Experience. The results of this research can be used to better inform nurses, clinicians, and policy makers about the impacts of the judiciarization of mental illness, and how clinical practices can be better adapted to populations with very complex health needs. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Water Resources Journal / Revue Canadienne des Ressources Hydriques 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.)

Disability Service Staff at colleges and universities in Ontario, Canada were surveyed regarding the number of students arriving at their offices with the label of mild intellectual disability. Information was obtained regarding criteria used in association with this label, documentation required to support the classification, and accommodations provided, as well as the types of programs in which these students enroll and their success in those programs. Results demonstrate little consistency across institutions regarding the criteria employed when making this identification, and the accommodations and supports provided. Even with sup-ports and accommodations, respondents estimated that fewer than 25% of such students are able to succeed at the postsecondary level, although a larger percentage appear to benefit from specialized college programs. Best practice guidelines are needed with respect to assessment and diagnosis of this condition, and specialized programs may be required to address success and retention at the postsecondary level.

Since soil plays a crucial role in all aspects of global environmental change, it is essential that post-secondary institutions provide students with a strong foundation in soil science concepts including soil classification. The onset of information technology (IT) and web-based multimedia have opened new avenues to better incorporate traditional, static educational resources such as soil monoliths into post-secondary teaching and learning. The objective of this study was to develop an open access, web-based educational tool entitled "Virtual Soil Monoliths" (VSM) (http://soilweb.landfood.ubc.ca/monoliths/), based on a soil monolith collection at the University of British Columbia (UBC), Vancouver, Canada. With 197 monoliths, the UBC collection is the second largest of its nature in Canada, but due to poor storage and displays it has been underutilized in teaching. The VSM tool was developed by a team of scientists, instructional designers, IT specialists, and students and integrated into the Introduction to Soil Science course at UBC to support lectures and laboratory sections on parent material identification and soil classification. Student feedback indicated the VSM tool was helpful in facilitating student achievement of learning objectives related to basic soil classification and soil identification skills. Students used the VSM tool to complete assignments in the Introduction to Soil Science course, and students pointed out that the high-resolution monolith photographs were the most useful feature of the tool. This study provides a framework for incorporating inventory-type learning resources into an interactive teaching tool and a "living" educational resource that helps students grasp connections across disciplines. (Contains 3 tables, 2 figures and 1 footnote.)

A Canadian context for the diagnosis of students with specific learning disabilities (LD) was investigated in the present literature review. A systematic review of the literature was undertaken to determine the current and best practices in this field. Overall, no agreed upon definition of LD was identified, although core similarities in definitions were noted. Furthermore, recent research shows that many psychological assessments fail to adhere to any one definition when making this diagnosis, and as a result the diagnosis may or may not reflect the presence of a permanent disability that impairs academic functioning at the postsecondary level. There is, therefore, a need to adopt a consistent, evidence-based approach to diagnosis of LD in Canada. Recommendations regarding best practices and appropriate criteria for diagnosis of LD are discussed. (Contains 1 note and 2 tables.)

An increasing number of students with Learning Disabilities (LD) are enrolling in postsecondary education (PSE). Assistive technology (AT) is often provided to these students to circumvent academic deficits. This article will focus on research at the PSE level and students with LD to (a) identify AT service delivery practices, (b) describe the most frequently used ATs, (c) review research on the efficacy of AT to circumvent academic deficits, and (d) provide suggestions for future research on AT efficacy and for formulation of recommendations within psychoeducational reports. The use of AT by PSE students with LD appears to have moved ahead of research, proving or even testing the effectiveness of ATs in supporting the learning needs of this population. (Contains 1 table.)

This article presents a humanistic dialogue between the authors that focuses on mapping place and identity in academic development. The authors chose this format in order to capture some of the important work that conversation among intellectual peers can do--work that forms the basis of much learning at conferences and in the corridors and lounges of their workplaces, but that only rarely makes an appearance in the pages of journals. (Contains 1 note.)

Dissociation of classification and recognition in amnesia is widely taken to imply 2 functional systems: an implicit procedural-learning system that is spared in amnesia and an explicit episodic-learning system that is compromised. We argue that both tasks reflect the global similarity of probes to memory. In classification, subjects sort unstudied grammatical exemplars from lures, whereas in recognition, they sort studied grammatical exemplars from lures. Hence, global similarity is necessarily greater in recognition than in classification. Moreover, a grammatical exemplar's similarity to studied exemplars is a nonlinear function of the integrity of the data in memory. Assuming that data integrity is better for control subjects than for subjects with amnesia, the nonlinear relation combined with the advantage for recognition over classification predicts the dissociation of recognition and classification. To illustrate the dissociation of recognition and classification in healthy undergraduates, we manipulated study time to vary the integrity of the data in memory and brought the dissociation under experimental control. We argue that the dissociation reflects a general cost in memory rather than a selective impairment of separate procedural and episodic systems. (Contains 3 figures and 3 footnotes.)

Purpose: The purpose of this paper is to investigate the association between employees' perceptions of diversity training (DT) existence and effectiveness with organizational commitment (OC), and career satisfaction (CS). Design/methodology/approach: The analyses in this paper utilize survey data collected between 2006 and 2007 from over 11,000 managers, professionals, and executives working in nine large organizations in corporate Canada. The survey included questions about employees' perceptions of their work experiences and outcomes and their organizations' diversity practices. Comparisons of means as well as multivariate regression analyses were undertaken. Findings: The paper shows that employees who perceived DT to be effective were significantly more committed to their organizations and more satisfied with their careers than employees who perceived DT to be ineffective or non-existent. Research limitations/implications: The paper examines the linkages between DT, OS, and CS based on survey responses from managers, professionals, and executives. Findings may therefore not be applicable to entry level employees. Practical implications: DT, and in particular when viewed by employees to be effective, increases employees' OC and CS, which are associated with loyalty, lower turnover and higher employee engagement. Originality/value: The paper found that employees' OC and CS are highest when they perceived DT to be effective. Factors associated with OC and CS are explored based on employees' perceptions of the availability and effectiveness of DT. (Contains 4 tables.)

Positive father involvement and investment in the early years is of importance for children's later emotional, cognitive and social well-being. This article critically examines the multiple motivations and barriers experienced by the growing number of father primary carers. The small-scale research study presented suggests that for a "positive culture shift" towards fathers in the UK to occur, early childhood services need to question the extent to which they are "father friendly". Research suggests that policy initiatives such as a "Daddy month" (found in Canada and most Nordic countries) may encourage much needed attitudinal shifts towards fathers by legitimizing their caring activities. Other initiatives that encourage father primary carers in their role may include the recruitment of professional male early childhood workers. (Contains 4 notes.)

This article gives an update on school choice in Canada. Currently, school choice in Canada is stable. Provincialism, in both senses of the word, is a major factor in Canadian political life. There is no contradiction between Ontario's recent electoral rejection of the extension of funding to non-Catholic religious schools, and the strong support for extensive school choice in urban Alberta. The liberal and politically correct political culture of urban Ontario differs from the more individualized and market-driven culture represented by Edmonton and Calgary. Quebec is both more autonomous than any American state, and more culturally distinct, even as its desire for legal separation (with its attendant loss of Alberta's equalization subsidy) dissipates. The movement to Catholic public schools and to independent schools (in three provinces) appears to have reached a plateau. The apparent academic and cultural advantage of Catholic schools may be offset by Canada's rapid secularization. There are financial limits (in families) to the growth of independent schools, accentuated by the growth of single-parent households. Equally important, parental desire for better education for their children, as distinct from higher grades, may be reduced in the majority of provinces, including Ontario, where there is no external testing for university admission, which is therefore determined by arbitrary school assessments. (Contains 14 notes.)

Background: We investigated the play behaviours of children with autism. Cognitive and social levels of play engaged in by 4- to 8-year-old children with autism spectrum disorders were examined in naturalistic classroom settings. In addition, play at home was compared with play at school via mother and educator questionnaires. Method: Seventeen school-aged children, their educators, and their mothers participated in the study. Each participant was observed for one free play session on 5 separate days. Results: The most frequently observed play behaviours included parallel-functional play, adult interactions, and solitary-functional play. Mothers and educators did not differ significantly in their perspectives of the participants' play behaviours. In general, educators' and mothers' reports were positively related to researcher observations of participants' play behaviours. Conclusions: This study provides baseline data for future research on the play behaviours of children with autism spectrum disorders. Methodological considerations and practical implications of the findings are discussed.

Introduction: In response to ongoing new HIV diagnoses among gay, bisexual, and other men who have sex with men (gbMSM) and limited access points for HIV pre-exposure prophylaxis (PrEP) care, we established Canada's first nurse-led HIV prevention service in Ottawa, Canada—PrEP-RN. As part of this service, registered nurses became the primary provider in PrEP delivery and monitoring. Objectives: To (1) gather patients' sentiments and experiences related to nurse-led PrEP and (2) identify the implications for nurses working in sexual healthcare. Methodology: Qualitative interviews were conducted with 14 gbMSM participants who had received, or were presently enrolled in, HIV prevention care from nurses in the PrEP-RN clinic. Interview transcripts were reviewed and analyzed using thematic analysis. Results: Our analysis revealed two major themes of: The Sexual Health Nurse as the Expert and Patients Reliance on Nurses. The first theme discussed patients' positive attitudes toward nurses, in terms of the knowledge nurses possessed and the kind and efficient services they. The accommodating nature of nurses, however, led patients to become dependent on their care, which was the focus of the second theme. This reliance on nurses created challenges when patients transitioned from PrEP-RN to alternate providers for ongoing care. Conclusion: These findings were examined to understand the effect of patients' perceptions of nurses on nursing practice. Despite patients' confidence in nurses' ability to provide PrEP care, the expectations they placed onto nurses to address the totality of their needs created competing demands for nurses to be both a leader in HIV prevention care—and fulfill the image of the caring, healthcare 'hero', which created feelings of moral distress among nurses. As increasing initiatives focus on task-shifting of healthcare roles to nurses, understanding the patients' perspective is essential in maintaining effective nurse-patient relationships. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications 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.)

Sexualized drug use is a form of sexual practice that resists risk-based discourses (otherwise referred to as "radical sex practices") and is reportedly common among gay, bisexual and other men who have sex with men (GBMSM). With the growth of online technologies, the use of hookup apps has also increased. We refer to men's use of drugs, apps, and sex form as "wired sex" that forms what post-structuralist theorists Deleuze and Guattari described as an assemblage. Perspectives of the health and social service providers who work directly with GBMSM has not been explored. This research project involved a critical discourse analysis of 13 semi-structured interviews with service providers in Canada to understand their perspectives and interactions with wired sex assemblages. We identified several themes reflecting the social and political effects of wired sex assemblages and discuss the implications of these effects on services provision with GBMSM. [ABSTRACT FROM AUTHOR]

A pooled cross-section time series model is used to evaluate the effect of the 1977 Canadian firearms legislation on the provincial homicide rate between 1969 and 1989. Results agree with most studies that indicate no significant effect of this legislation on homicide rates. (SLD)

In this analysis of 1,815 arbitration cases in British Columbia in 1982-85, bias is identified in the bivariate estimates of the probability of management wins by industry and issue. Bivariate estimate errors in these cases can result from failure of estimates to adjust for the effects of omitted variables. (TJH)

Alterations in tissue microstructure in normal-appearing white matter (NAWM), specifically measured by diffusion tensor imaging (DTI) fractional anisotropy (FA), have been associated with cognitive outcomes following stroke. The purpose of this study was to comprehensively compare conventional DTI measures of tissue microstructure in NAWM to diverse vascular brain lesions in people with cerebrovascular disease (CVD) and to examine associations between FA in NAWM and cerebrovascular risk factors. DTI metrics including fractional anisotropy (FA), mean diffusivity (MD), axial diffusivity (AD), and radial diffusivity (RD) were measured in cerebral tissues and cerebrovascular anomalies from 152 people with CVD participating in the Ontario Neurodegenerative Disease Research Initiative (ONDRI). Ten cerebral tissue types were segmented including NAWM, and vascular lesions including stroke, periventricular and deep white matter hyperintensities, periventricular and deep lacunar infarcts, and perivascular spaces (PVS) using T1-weighted, proton density-weighted, T2-weighted, and fluid attenuated inversion recovery MRI scans. Mean DTI metrics were measured in each tissue region using a previously developed DTI processing pipeline and compared between tissues using multivariate analysis of covariance. Associations between FA in NAWM and several CVD risk factors were also examined. DTI metrics in vascular lesions differed significantly from healthy tissue. Specifically, all tissue types had significantly different MD values, while FA was also found to be different in most tissue types. FA in NAWM was inversely related to hypertension and modified Rankin scale (mRS). This study demonstrated the differences between conventional DTI metrics, FA, MD, AD, and RD, in cerebral vascular lesions and healthy tissue types. Therefore, incorporating DTI to characterize the integrity of the tissue microstructure could help to define the extent and severity of various brain vascular anomalies. The association between FA within NAWM and clinical evaluation of hypertension and disability provides further evidence that white matter microstructural integrity is impacted by cerebrovascular function. [ABSTRACT FROM AUTHOR]

Objectives: In Canada, HIV diagnoses continue unabated, with many of these cases being identified at a late stage of infection. While current public health surveillance data does not capture timing of diagnoses, locally, we identified a number of patients concurrently diagnosed with AIDS and HIV. Design: To understand the key characteristics, presenting symptoms, and risk factors associated with an AIDS diagnosis, we undertook a prospective chart review of HIV and AIDS diagnoses in Ottawa, Canada. Sample: Sixty seven charts of persons diagnosed with HIV and AIDS between 2015 and 2021 were reviewed. Measurements: Data were analyzed using descriptive statistics. Results: Results show some inconsistencies regarding HIV risk factors identified in published literature compared to those for persons diagnosed with AIDS in this study. Namely, patients in this review were more likely to be male, Black (from HIV-endemic regions), and heterosexual, and were diagnosed at critical stage in infection (total average CD4+ count of 92.9 cells/mm³) with 44.8% of patients concurrently diagnosed with one or more AIDS-related opportunistic infections. Conclusions: The findings can be applied to strengthen HIV screening efforts in primary care settings, particularly among patients who present with persistent symptoms or illnesses related to chronic HIV infection. Additional considerations should be made for public health nurses to provide counseling and linkage to HIV testing/prevention services for patients at the time of an STI or Tuberculosis diagnosis and to increase AIDS-specific data collection. [ABSTRACT FROM AUTHOR]

The horned dinosaur genus Torosaurus has a challenging history, relating both to its geographic distribution and taxonomy. Whereas Torosaurus has been reported from Upper Maastrichtian deposits in Canada, which would mark the northernmost range of the genus, recent work has questioned the generic identity of the implicated material, which primarily consists of a pair of cranial frills. Perhaps more problematically, the validity of the genus itself has been a subject of recent debate, with some arguing that Torosaurus is simply a skeletally mature growth form of the contemporaneous Triceratops. In this study, we describe and illustrate the relevant frill material from Canada, and determine that it is most plausibly attributable to the Torosaurus morph. Moreover, we apply for the first time osteohistological sampling to some postcranial material associated with one of the frills, and find that the animal was still growing at the time of death. This finding, in addition to other considerations presented here, leads us to conclude that Torosaurus is a valid genus, and is not simply a mature growth form of Triceratops. [ABSTRACT FROM AUTHOR]

We explored men's subjective experiences of hypersexuality, including the underlying factors they believed contributed to their sexuality. Methods: We interviewed 32 Canadian men with self-reported concerns related to hypersexuality. Interviews were analyzed using Interpretative Phenomenological Analysis and narrative analysis. Participants' (hyper)sexual experiences revealed complex histories of desire, life disruptions, and hopes to re-story their sexual lives. Similar (sexual and non-sexual) desires were often attributed to different expressions of hypersexuality. Assessment and treatment protocols for hypersexuality should account for the social and cultural factors that shape sexuality, and the broader field of desire extending beyond just sexual forms. [ABSTRACT FROM AUTHOR]