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This paper is the last in a series of three manuscripts published in the TQR journal over the past few years. This work is part of a larger program of research that has been carried out by a team of researchers detailing various aspects of a three year action research project carried out from 2005 and 2008. This particular paper addresses issues of quality in action research by critiquing our research against five interdependent principles and criteria raised in the literature specifically by Davison, Martinson and Kock which was published in 2004. Our action research project aimed to facilitate interprofessional education for health care learners in the Faculty of Health Sciences at a Canadian University. (Contains 1 table and 1 footnote.)

The Canadian government supports the transformation of education for health care providers based on the recognized need for an inter-professional collaborative approach to care. This first paper in a series of papers demonstrates the credibility of an action research approach for the promotion and understanding of inter-professional education (IPE). Located in the critical paradigm, this action research project is concerned with creating an educational environment that enhances the ability of learners and educators to provide patient-centred care through inter-professional collaboration. The QUIPPED project has invited various stakeholders (faculty and learners from various disciplines, consumers of health care, university administration and clinicians) to participate in the collaborative transformation of the educational culture and the co-creation of a shared knowledge for IPE. (Contains 3 figures.)

Some may argue that gifted children have many education options, but these options do not always help gifted students learn science. Unfortunately, gifted students often do not reach their full academic potential--they are frequently less motivated to succeed because they are not being academically challenged in regular classrooms (McCoach and Siegle 2003). To counter these problems, a strong option for educating gifted students is acceleration. This article describes the challenges that more and more gifted students face when accelerating, particularly when skipping an entire academic year. Strategies to lessen their intensity and duration and, ultimately, help gifted students to succeed are also included.

Action research in the critical paradigm involves a process of continual refection in and on action including the research process itself. In the second in a series of several papers we report on the day-to-day management of the QUIPPED project. The aim was to facilitate patient centred care through inter-professional collaboration with health care learners at a Canadian university. Reflections of the continuum from early conceptualization of the project in 2004 through to lessons learned in 2008 are described. Key components include the importance of team development, overall coordination, and attention to logistical and structural issues are explored. The importance of learner driven initiatives as well as the need to prepare faculty for inter-professional teaching cannot be emphasized enough. (Contains 2 figures.)

Analysis of cooperative education policy documents from nine Ontario school districts indicated that statements about evaluation, remediation, equity, and teacher qualifications were inconsistent. Although the Ministry of Education and Training prescribes co-op for delivery of academic subjects. districts focus exclusively on career preparation and student development. (Contains 43 references.) (SK)

Objectives. This article describes dimensions of complementary therapy use among rural older adults, employs these dimensions to delineate sets of complementary therapy use, and describes the personal characteristics related to each set of complementary therapy use. Methods. Data are from in-depth interviews conducted with 62 African American and White rural older adults. Results. Three dimensions of complementary therapy use are delineated: types of therapies used, mindfulness in therapy use, and sharing information with conventional health care providers. The intersection of these dimensions indicates 5 patterned sets of complementary therapy use among rural older adults: (a) mindful use of only home remedies; (b) mindful use of home remedies and contemporary supplements; (c) mindful use of home remedies, contemporary supplements, and complementary practices; (d) nonmindful use of home remedies and contemporary supplements; and (e) use of conventional care only. Involvement in the 5 sets of therapy use is related to sex, ethnicity, educational attainment, and migration. Discussion. Understanding how older adults include sets of complementary therapies in their health self-management is important for improving their health care resources, expectations, awareness, and priorities. Key Words: Complementary and alternative medicine--Health disparities--Health self-management--Minority aging--Rural aging.