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As the nature of philanthropy in Canada has changed, the purpose of gifts to higher education is evolving away from infrastructure and towards the development of knowledge and the training of young minds. In this viewpoint, reflecting on my 20 years of experience working closely with funders, including business leaders with private foundations, and corporate foundations themselves, I revisit the relationship between corporate philanthropy and higher education in Canada and conclude that there has been a continuing trend away "from bricks to brain cells".

Spaced education is a learning strategy to improve knowledge acquisition and retention. To date, no robust evidence exists to support the utility of spaced education in the Family Medicine residency. We aimed to test whether alerts to encourage spaced education can improve clinical knowledge as measured by scores on the Canadian Family Medicine certification examination. Method: We conducted a cluster randomized controlled trial to empirically and pragmatically test spaced education using two versions of the Family Medicine Study Guide mobile app. 12 residency training programs in Canada agreed to participate. At six intervention sites, we consented 335 of the 654 (51%) eligible residents. Residents in the intervention group were sent alerts through the app to encourage the answering of questions linked to clinical cases. At six control sites, 299 of 586 (51%) residents consented. Residents in the control group received the same app but with no alerts. Incidence rates of case completion between trial arms were compared using repeated measures analysis. We linked residents in both trial arms to their knowledge scores on the certification examination of the College of Family Physicians of Canada. Results: Over 67 weeks, there was no statistically significant difference in the completion of clinical cases by participants. The difference in mean exam scores and the associated confidence interval did not exceed the pre-defined limit of 4 percentage points. Conclusion: Further research is recommended before deploying spaced educational interventions in the Family Medicine residency to improve knowledge.

This article examined the psychometric properties and validity of a new self-report instrument for assessing the social norms that coordinate social relations and define self-worth within three normative systems. A survey that assesses endorsement of honor, face, and dignity norms was evaluated in ethnically diverse adolescent samples in the U.S. (Study 1a) and Canada (Study 2). The internal structure of the survey was consistent with the conceptual framework, but only the honor and face scales were reliable. Honor endorsement was linked to self-reported retaliation, less conciliatory behavior, and high perceived threat. Face endorsement was related to anger suppression, more conciliatory behavior, and, in the U.S., low perceived threat. Study 1b examined identity-relevant emotions and appraisals experienced after retaliation and after calming a victimized peer. Honor norm endorsement predicted pride following revenge, while face endorsement predicted high shame. Adolescents who endorsed honor norms thought that only avenging their peer had been helpful and consistent with the role of good friend, while those who endorsed face norms thought only calming a victimized peer was helpful and indicative of a good friend. Implications for adolescent welfare are discussed.

Strategic planning in universities is frequently positioned as vital for clarifying future directions, providing a coherent basis for decision-making, establishing priorities, and improving organizational performance. Models for successful strategic planning abound and often present the process as linear and straightforward. In this essay, we examine our own experiences of strategic planning for a new educational development centre situated in a Faculty of a research intensive university. Drawing from the literature, we provide a brief history of strategic planning in university contexts and consider criticisms and benefits. We investigate complicated issues related to our own process and, throughout, we argue that in spite of established formulas for creating a strategic plan, the process is non-linear and messy. We end this paper with recommendations for educational developer colleagues.

Universities around the world increasingly recognize the importance of offering high quality, high-engagement student learning experiences in their undergraduate and graduate programs. While the SoTL movement and literature has gained considerable recognition and momentum over the past two decades, much less inquiry has focused on institutional and program-level educational reforms. This paper calls for a more expansive view and strategic use of SoTL inquiry in order to make substantive contributions to curriculum renewal, educational leadership practices, and, most importantly, the quality of undergraduate and graduate degree programs. Theoretical underpinnings, emerging trends, challenges, and strategic supports to enhance the effectiveness and efficiency of curricula within and across diverse disciplinary contexts are discussed.

The convenience and flexibility of online learning clearly make it an attractive option for learners in professional development contexts. There is less clarity, however, about how it fares as a vehicle for enabling the applied, practice-oriented outcomes typically associated with professional development learning. This paper presents a case study describing how transfer-of-learning strategies were employed in a continuing professional education (CPE) course developed for practicing pharmacists, called ADAPT (ADapting pharmacists' skills and Approaches to maximize Patients' drug Therapy effectiveness). To gain insight into the extent to which learning was transferred to practice as a result of participation in the course, qualitative data were collected over a 12-month period from participants of the 2010 pilot offering of ADAPT. Participants reported making changes to their practice as a result of participating in the course, and they identified three course features as being particularly useful in facilitating practice transfer: providing learners with (i) a "vision" of targeted outcomes and skills, (ii) "support" to enable them to attain targeted outcomes and skills, and (iii) explicit "preparation for action."

When yes/no or multiple-choice answers do not suffice--when a qualitative understanding of a topic rather than a quantitative head count is needed--it is time to consider focus groups. They work well when learning why, how, and what for is more important than measuring how many. Focus groups are primarily an open-ended form of inquiry, enabling one to probe below the surface to get more than just top-of-mind responses. And it can be powerful to hear up close and in person what alumni or other constituents have to say, in their own words. The data that can be gathered from focus groups is well worth the effort. And while focus groups aren't rocket science, they do require careful planning. In this article, the authors discuss some issues to keep in mind.

This article presents the author's Florence Bird lecture, which was delivered at Carleton University in Ottawa, Canada on International Women's Day, March 8, 2012. In the lecture, the author focuses on the interrelated rights of women and children over the life cycle. The author explores this linkage and offers a caveat. The author shares a message that stronger women make stronger children and stronger children make stronger women and that this is an iterative process that continues over the life cycle.

Skin cancer is an increasing problem in Europe, America and Australasia, although largely preventable by avoiding excessive ultraviolet (UV) exposure. This paper presents the findings of a systematic review of qualitative research about the prevention of skin cancer attributable to UV exposure. The aim is to understand elements that may contribute to the successful or unsuccessful conveyance of skin cancer prevention messages and their uptake by the public. A systematic review was undertaken using evidence identified through searching electronic bibliographic databases and Web sites and reference list checks. Predefined inclusion and exclusion criteria were used. Sixteen study reports (relating to 15 separate studies) were included from the United Kingdom, United States, Australia, Canada and New Zealand. Each included study was quality appraised, and the findings were extracted into an evidence table. A coding scheme, framed by the Health Belief Model, was developed by the reviewers and informed analysis and synthesis. This showed that most people perceived their susceptibility to skin cancer, and its severity, as low. While benefits of adopting changed behaviour were acknowledged, there were substantial barriers to this, including positive perceptions of a tan as healthy and attractive and the hassle of covering up or using sunscreen. Peers, parents and media may offer "cues to action" that encourage adoption of preventative behaviour and finally self-efficacy or the perceived ability to make such changes. Effective health education messages will need to address the barriers to adopting protective behaviours identified through this review.

Ten years ago, only 10% of the aboriginal students attending the public school of Prince Rupert took down their diploma of secondary studies. Across British Columbia, only 47 percent of the Aboriginal students who entered Grade 8 in 2003 have since completed high school, compared to 79 percent for all students in the province, an inequity that has been recognized and deplored for years. Governments and non-government organizations, schools, and education organizations have poured money and ideas into projects aimed at closing the graduation gap and improving the quality of education for Aboriginal students. Many of the projects have established touch points with Aboriginal culture but haven't built a culturally inclusive, pedagogically sound curriculum to engage Aboriginal students throughout an entire year and from one year to the next. This article describes how Prince Rupert, British Columbia, is addressing that shortcoming with LUCID (Learning for Understanding through Culturally inclusive Imaginative Development), in partnership with the Faculty of Education at Simon Fraser University (SFU) and the Prince Rupert Aboriginal Education Council. LUCID expands teachers' repertoire, by incorporating "a diversity of cultural and personal histories and knowledge" and by engaging students' imaginations. Teachers in Prince Rupert, B.C., are now using imagination as a foundation for engaging the hearts and minds of their students, nearly 60 percent of whom are Aboriginal.

Interviews with 11 key stakeholders uncovered strategies used to prepare rural Canadian nurses for transition from acute care to community health centers. Strategies included broadening the focus of care, involving community and staff, implementing a phased transition, offering continuing education, and ensuring systemic organizational support. (Contains 40 references.) (SK)

A survey of cooperative education coordinators in Canada (96 of 130) found that more than half had positive attitudes, philosophically and practically, toward volunteer/unpaid positions for co-op students, especially among coordinators of mandatory programs. They had extremely positive attitudes toward entrepreneurial positions. (SK)

Responses from 141 of 218 cooperative education programs in Canadian universities indicated that only a small number of student placements were in unpaid or entrepreneurial positions; mandatory programs were more likely to allow unpaid and entrepreneurial co-ops; and most programs had policies and controls regarding entrepreneurship. (SK)

Seven Oaks Met School, the only high school in Canada that is part of the U.S.-based Big Picture Learning network of innovative schools, graduated its first class this spring. Internships with businesses and institutions in the community are a core element of the Met School experience. Students report on their internship experience, as well as on individual projects and their academic progress, through quarterly "exhibitions," hour-long stand-up presentations for classmates in their advisory group, parents, staff, internship mentors and anyone else the student chooses to invite. The teacher-advisor for class or "advisory" remains with the same group of students throughout their four years of high school.

At the opening of Olds High School, Principal Tom Christensen held his breath as he watched students inspect the new facilities designed with a new approach to learning in mind. The Alberta school is divided into four so-called "quads," each housing one-quarter of the school's 800 students, with flexible learning spaces to accommodate small or large groups, self-directed study, project-based learning and other forms of inquiry and collaboration. It is located on the campus of Olds College, which partnered with Chinook's Edge School Division to create a shared, multi-facility complex known as the Community Learning Campus (CLC). The high school occupies about 20 percent of the CLC's Ralph Klein Centre, which also houses the CLC's Health and Wellness Centre, the Central Alberta Child and Family Services Authority, Alberta Employment and Immigration, Integrated Career Centre, as well as counseling and health services. As a measure of the physical integration of education facilities, high school students make use of career, technical and shop facilities, renovated as part of the CLC project and located on the college campus. In addition to saving money, the shared facilities enable smooth pathways from college to post-secondary education or training. Former Chinook's Edge Superintendent Jim Gibbons says students can "do a transition from, say, a level of skill at Grade 9 or 10 and then easily transition to the trades as well." The layout of the high school is designed to get students thinking about their interests and possible career pathways.

The refusal by a group of parents in Olds, Alberta, in 2003 to accept a provincial grant to renovate their high school set in motion a remarkable collaboration that spawned an innovative learning campus for an entire community and beyond. The new Olds High School, which opened in 2010, is part of a new Community Learning Campus (CLC), a joint venture formed between the Chinook's Edge School Division and Olds College. Situated on the college campus, the CLC sprang from the conviction of the leaders of the institutions that they could accomplish a great deal more by joining forces than by living in largely separate silos.

The Flipped Classroom isn't for everyone, but it's been well received by Math and Biology students and their parents at Okanagan Mission Secondary School (OKM) in Kelowna, B.C., and was strongly supported by the OKM principal, Scott Mclean. As teacher Graham Johnson noted in his personal account of his first year using the Flipped Classroom approach to learning, the feedback he has received from students and parents has been "overwhelmingly positive." Carolyn Durley, OKM Biology teacher, says she has had no negative feedback from parents. Both teachers experienced student pushback in the early days of introducing the Flipped Classroom approach, which puts students largely in command of their day-to-day learning. Principal Mclean said he views the Flipped Classroom as "a potential game-changer" because learning takes place before the student enters the classroom, allowing the teacher "to broaden and deepen" the learning. He added that it's the way learning should be for kids because they take control of their learning and they can work at their own pace.

Carolyn Durley is a veteran Biology teacher who adopted the Flipped Classroom in the 2011-2012 school year, the same year as Graham Johnson adopted it for Math. They both teach in Okanagan Mission Secondary School in Kelowna , B.C. This paper offers Durley's observations regarding her adoption of Flipped Classroom. She narrates her teaching background and what caused her to change her style of teaching. She also explains how the Flipped Classroom has changed how she organized and conducted her class as well as the academic progress brought about by this new method.

Education Canada asked Tom Thompson, president of Olds College and a prime mover behind the Community Learning Campus (CLC): What were the lessons learned from this unusually ambitious education project? Thompson mentions six lessons he learned from this complex project which include: (1) Dream big, build small, act now; (2) Keep a low profile at the design stage; (3) Take a business approach; (4) Get 75 percent of the facts and get going; (5) Attain momentum and don't take your foot off the gas; and (6) Preserve at least some of your intellectual capital to get you through a lull. Thompson explains that building small means trying to get this complex project down to an explainable, simple message to the point where anybody could explain it any time. He adds that keeping a low profile means not involving many people at the design stage. He also emphasizes the importance of taking a business approach, taking advantage, and commitment.

Analyzes the case of Jim Keegstra, a teacher who was dismissed for his unorthodox teaching and his willful promotion of hatred against Jews, in terms of the relations between teaching and rationality. Argues that Keegstra failed to promote rational thinking among his students, showing how this contributed ironically to his success. (AYC)

Explored differences in sex-role socialization, personality orientation, and work attitudes and values of two groups of women clerical workers (N=91) who made their initial career choices in different historical time frames (the 1950s and 1970s). Results suggest that women clerical workers with differing sex-role socialization experiences may have similar work-related attitudes and values. (ABL)

Employers want employees who can communicate effectively, work as part of a team, and think on their feet. To help students acquire these qualities, the faculty of health sciences and counseling at Vancouver Community College integrated a sociocultural training model into their human relations programs. Evaluations indicate that students' interpersonal and communication skills have increased. (TD)

The only justification for state actors to delegate the legislative and judicial functions inherent in the self-regulation of a profession is the public interest. But this paper argues that Canada s self-regulating legal profession was born out of professional self-interest. For much of its history, the profession was not called upon to justify its privilege to selfgovern. When external pressure forced the profession to more clearly define the public interest it sen>ed, the profession argued its interest and the public interest coalesce around a core value -- an independent bar. For the bar to be independent, the profession insisted, it must be regulated through law societies comprised of lawyers elected by other lawyers. A central question this paper asks is whether self-regulation is essential to the existence of an independent bar. After briefly examining the curious birth of a self-regulating legal profession in Upper Canada, the paper will consider both mythical and principled reasons advanced by the legal profession to justify selfregulation. It will argue that the profession frequently conflates selfregulation with the right of the individual to retain independent legal representation. Only recently have law societies and bar associations embraced a more expansive definition of the public interest. The profession itself, however, is averse to change and frequently expresses disagreement with the direction in which its leaders seek to take it. The paper argues that while there is now general recognition on the part of the profession that it must govern itself in the public interest, professional self-interest continues to stand in the way of necessary reforms. A profession truly dedicated to the public interest would make greater efforts to address significant problems relating to access to justice, client centred sendee, and public confidence in the discipline process for lawyers. As a result of the profession's apathy, the public perceives lawyerly self-government as conflicted, self-serving and opaque. After briefly reviewing how governments in other countries responded after concluding that their legal professions had adopted reactionary attitudes to reform, the paper will conclude by considering the future of lawyerly self-regulation in Canada. Le seul motif légitime pour les agents de l'État de déléguer à une profession les fonctions législatives et judiciaires de sa réglementation est l'intérêt public. Le présent article soutient cependant que l'autoréglementation de la profession juridique au Canada est pourtant née de l'intérêt professionnel. Pour une bonne partie de son histoire, la profession n 'a jamais eu à justifier son privilège d'autoréglementation. Puis, lorsque des pressions extérieures l'ont contrainte de définir plus clairement l'intérêt qu 'elle servait, la profession a soutenu que son intérêt et celui du public convergeaient vers une valeur fondamentale : l'indépendance des juristes. Et pour que les juristes soient indépendants, a insisté la profession, ils doivent être régis par des associations, les barreaux, composées de juristes élus par d'autres juristes. Une question centrale posée par cet article est de savoir si l'autoréglementation est bel et bien essentielle à l'indépendance des juristes. Après avoir examiné brièvement la curieuse naissance d'uneprofession juridique autoréglementée dans le Haut-Canada, cet article se penchera sur les arguments, à Ici fois mythiques et de principe, avancés par la profession pour justifier son autoréglementation. Il fera valoir que la profession confond souvent l'autoréglementation avec le droit des individus à être représentés par des juristes indépendants. Ce n 'est que récemment que les barreaux et les associations d'avocats ont adopté une définition plus large de l'intérêt public. Les avocats eux-mêmes répugnent cependant au changement et expriment souvent leur désaccord avec l'orientation que leurs dirigeants cherchent à donner à leur profession. Cet article fait également valoir que si la profession reconnaît aujourd'hui, de manière générale, que c'est dans l'intérêt public qu'elle doive s'autorégir, l'intérêt personnel des professionnels constitue un frein aux réfoimes pourtant nécessaires. Une profession véritablement dédiée à l'intérêt public ferait de meilleurs efforts pour s'attaquer aux questions importantes que sont l'accès à la justice, la conception des services en fonction des clients et la confiance du public dans la procédure disciplinaire des avocats. En raison de l'apathie de la profession, le public perçoit l'autonomie réglementaire des juristes comme contradictoire, intéressée et obscure. Après un bref examen de la façon dont les gouvernements des autres pays ont réagi après avoir conclu que leur profession juridique adoptait une attitude exagérément conservatrice vis-à-vis de leurs projets de réforme, cet article conclut en discutant de l'avenir de l'autoréglementation des juristes au Canada. [ABSTRACT FROM AUTHOR]

The Abitibi subprovince is widely regarded as a classic example of Neoarchean continental crust formed in an ensimatic setting. However, sialic crust as old as 2.93 Ga occurs in the adjacent Wawa subprovince, and the two subprovinces are thought to have formed a contiguous block since the initiation of Abitibi magmatic activity at 2.75 Ga. A detailed geochemical, U-Pb geochronological, and Nd-Hf isotope study of plutonic and volcanic rocks from the southwestern Abitibi provides evidence for the involvement of older crust during magma genesis near the Abitibi-Wawa boundary (Kapuskasing structural zone). Inherited zircons dated at ca. 2.85 Ga occur both in 2747 Ma tonalite and 2700 Ma granodiorite of the Rice Lake batholith, part of the larger Kenogamissi plutonic complex. Igneous zircons from this batholith display large intrasample variations in 176Hf/177Hf, which we attribute to mixing of magmas derived from mantle ± juvenile crust and older crustal sources. Nd isotope data for felsic volcanic and plutonic rocks in this region indicate a dominantly juvenile source; however, two older felsic volcanic units (2739 and 2729 Ma) show Nd isotope evidence of significant crustal contamination. Post-tectonic plutonic units that were emplaced at 2676 and 2662 Ma also contain inherited zircons, but none are older than 2.76 Ga. In contrast, tonalitic units dated at 2744 and 2715 Ma from the Round Lake plutonic complex, located 150 km east of the Kapuskasing structural zone, lack zircon inheritance and display less intrasample Hf isotope variability in zircons. Our data suggest that the influence of older sialic crust during Abitibi volcanic and plutonic activity is restricted both in space and time. Similar evidence for an older crustal influence occurs elsewhere in the southwestern Abitibi near the Kapuskasing structural zone. The data collectively suggest that an approximately 75-km-wide belt of Abitibi crust adjacent to this structure was underlain by older Wawa crust from 2.75 Ga onward. This crustal geometry is consistent with development of the Abitibi subprovince at the edge of a Wawa protocraton, perhaps as the result of rifting of this older continental block. [ABSTRACT FROM AUTHOR]

Examines a book for children written by Farley Mowat, one of Canada's most popular and respected adult authors and a supporter of animal's and native's rights. (NKA)

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

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

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

The article examines the occupational profiles of immigrant groups in Canada, Australia and New Zealand. It explores several patterns of segmentation that are reflected in the contrasting positions of various immigrants in the labor markets of these countries. It analyzes changes in the immigration policies as well as the differences in the occupational classifications used in each nation. It is noted that the complex pattern of distribution within the labor market can be determined in terms of each group's educational and vocational background, the category which they have migrated and the structural conditions prevailing at the time of migration.

On October 6, 2010 a Private Member's motion by Michael Chong to reform Question Period was adopted by the House of Commons and sent to the Standing Committee on Procedure and House Affairs. (For details of the proposed reform see the Autumn issue of the Canadian Parliamentary Review). In this article one member of Parliament explains why he supports reform of Question Period. [ABSTRACT FROM AUTHOR]

Purpose: To compare the efficacy and safety of early versus later ab interno gelatin microstent placement with mitomycin C., Design: Canada-wide, multicenter, retrospective propensity score-matched cohort study., Participants: Two hundred seventy eyes (135 early cases and 135 later cases) with no prior incisional surgery., Methods: Surgeons' first 20 patients (early cases group), from 6 glaucoma surgeons across 4 Canadian sites, were matched 1:1 to patients with the closest propensity score from the later (21+) patients (later cases group)., Main Outcome Measures: Primary outcome was hazard ratio (HR) of failure of the early versus later cases groups, with failure defined as IOP of less than 6 mmHg with more than 2 lines of vision loss or more than 17 mmHg with no medications (complete success) on 2 consecutive visits despite in-clinic maneuvers (including needling) more than 1 month after surgery. Secondary outcomes were HRs for failure, defined as IOP outside the range of 6 to 14 mmHg and 6 to 21 mmHg with and without allowing for medications (qualified success), interventions, complications, and reoperations., Results: Hazard ratio of failure for early versus later cases groups was 1.38 (95% confidence interval [CI], 0.97-1.96) for the IOP range of 6 to 17 mmHg, 1.29 (95% CI, 0.90-1.84) for 6 to 14 mmHg, and 1.48 (95% CI, 1.03-2.13) for 6 to 21 mmHg without medication and 0.95 (95% CI, 0.55-1.64), 0.95 (95% CI, 0.61-1.48), and 0.95 (95% CI, 0.52-1.75) for the same IOP ranges allowing for medications. Needling rates were 43.0% (early cases group) and 41.5% (later cases group). Complication rates after 1 month occurred in 9.6% (early cases group) and 11.1% (later cases group; P = 0.69). Reoperation rates were 14.8% (early cases group) and 8.1% (later cases group; P = 0.08)., Conclusions: There is some evidence for improved success in the later cases group. Similar needling rates, similar complication rates, and a slightly higher reoperation rate were found for the early cases group. The results suggest that this procedure can be adopted by existing surgeons with current training regimens, although they may see an improvement in their success outcomes over time., (Crown Copyright © 2021. Published by Elsevier Inc. All rights reserved.)

Spaced education is a learning strategy to improve knowledge acquisition and retention. To date, no robust evidence exists to support the utility of spaced education in the Family Medicine residency. We aimed to test whether alerts to encourage spaced education can improve clinical knowledge as measured by scores on the Canadian Family Medicine certification examination., Method: We conducted a cluster randomized controlled trial to empirically and pragmatically test spaced education using two versions of the Family Medicine Study Guide mobile app. 12 residency training programs in Canada agreed to participate. At six intervention sites, we consented 335 of the 654 (51%) eligible residents. Residents in the intervention group were sent alerts through the app to encourage the answering of questions linked to clinical cases. At six control sites, 299 of 586 (51%) residents consented. Residents in the control group received the same app but with no alerts. Incidence rates of case completion between trial arms were compared using repeated measures analysis. We linked residents in both trial arms to their knowledge scores on the certification examination of the College of Family Physicians of Canada., Results: Over 67 weeks, there was no statistically significant difference in the completion of clinical cases by participants. The difference in mean exam scores and the associated confidence interval did not exceed the pre-defined limit of 4 percentage points., Conclusion: Further research is recommended before deploying spaced educational interventions in the Family Medicine residency to improve knowledge., (© 2021. The Author(s).)