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This study explored Canadian employers' perspectives around the hiring of students who come from international pathways (SFIP) using Q Methodology. The research question was: "What are employer perceptions and practices regarding the hiring of students who come to Canadian (B.C.) post-secondary institutions via international educational pathways?" Four distinct worldviews emerged regarding employers' perspectives around the hiring SFIP: (1) candidates' qualifications are key and diversity is a real asset; (2) international pathway students are difficult and just not a good workplace fit; (3) candidates are hired based on who is deemed most likely to succeed in our organization; and (4) while philosophically committed to diversity, our hiring commitment remains with Canadians. All employers noted that English language and cultural competencies were critical requirements influencing their hiring decisions. This raises important implications for practitioners and institutions where SFIPs study and suggests that additional English language and intercultural supports are needed. [Note: The page range (323-344) shown on the PDF is incorrect. The correct page range for this article is p332-344.]

Building on the work completed in BC that resulted in the development of a WIL Matrix for comparing and contrasting various forms of WIL with the Canadian co-op model, this paper proposes a Global Work-Integrated Learning Framework that allows for the comparison of a variety of models of work-integrated learning found in the international post-secondary education system. The Global Framework enables researchers, practitioners, and other WIL stakeholders including students and employers to better understand the key goals and outcomes of each model as well as explore the commonalities and differences between the various models based upon identified attributes of quality experiential education programs. This Framework also provides a means for situating or developing new models of WIL intentionally designed for specific experiential learner outcomes and program impacts. At the institutional level, the Framework provides a mechanism for rationalizing the many, and often independently designed and delivered, WIL offerings by connecting them through their shared attributes and providing a way to differentiate them through their unique processes and outcomes. The proposed Framework is based upon high impact practices for experiential learning as identified in the literature and allows users to map WIL programs directly to the academic agenda through learning outcomes. [Paper presented at the World Association for Cooperative and Work-Integrated Education, International Research Symposium on Cooperative and Work-Integrated Education, (2nd, Victoria, British Columbia, Canada, 2016).]

Introduction Commercial disinfectant products are known to contain toxic volatile organic compounds (VOCs) that may pose risks to people's health if not used according to recommended guidelines. (1) Exposure to [...]

We have undertaken an integrated and collaborative approach to developing foundational skills of students in a first year, Introductory Biology course. The course is a large lecture and laboratory course with enrollments ranging from 800-1000 per year. Teaching and Learning experts were brought into the course as weekly "Foundation Skills for Scientists" sessions were created. The initial challenges were to have effective knowledge exchange between collaborators and create an integrated course syllabus. Once effective sessions were created, the next challenge was to improve student valuation of them. High value was only achieved when the skill sessions were tightly linked to course assignments and activities and was delivered "just in time". Even then, the challenge has been to motivate students to realize that the sessions are directly relevant to them. Overall, student performance has improved since the program was initiated as measured by rate of retention in the course, overall course marks and quality of writing.

The relationship between the variability (relative standard deviation, σ) in mixing ratio of a gas and its global mean lifetime (τ) has been used to estimate the τ of atmospheric gases. This can prove quite useful if it is a unique relationship. Here a three-dimensional chemical transport model is used to investigate the variability-lifetime relationship of tropospheric gases with two types of sources and three types of losses. The effects of sampling time and location are also explored. The relationship is best described in the form σ = ατ−β, where α and β are variable depending on the sources, sinks, and time and location of averaging. When spatially averaging over the troposphere and temporally averaging over 1 year, the model results give a β of 0.77–0.79 for τ between 0.9 and 7.0 years. The variability of a CH3Br-like gas is also analyzed using different weightings of chemical sinks. Photochemical (OH), ocean mixed layer, and soil losses are scaled separately to maintain τ ≈ 1 year. These different scalings result in a ±17% spread in σ, which translates into a ±20% spread in τ inferred from the variability-lifetime relationship found in the model. In addition, the model is used to simulate conditions of Pacific Exploratory Mission (PEM) Tropics A and B field campaigns. The variability-lifetime relationships derived from the model do not compare to the field observations, except that both demonstrate a seasonal dependence of variability. This study identifies some factors controlling the variability of trace gases in the troposphere, estimates the error in using variability-lifetime analysis to determine an unknown τ, and shows that the variability-lifetime relation is not universal among trace gases.

Nonmethane hydrocarbons (NMHCs) and selected halocarbons were measured in whole air samples collected over the remote Pacific Ocean during NASA's Global Tropospheric Experiment (GTE) Pacific Exploratory Mission-Tropics B (PEM-Tropics B) in March and early April 1999. The large-scale spatial distributions of NMHCs and C2Cl4 reveal a much more pronounced north-south interhemispheric gradient, with higher concentrations in the north and lower levels in the south, than for the late August to early October 1996 PEM-Tropics A experiment. Strong continental outflow and winter-long accumulation of pollutants led to seasonally high Northern Hemisphere trace gas levels during PEM-Tropics B. Observations of enhanced levels of Halon 1211 (from developing Asian nations such as the PRC) and CH3Cl (from SE Asian biomass burning) support a significant southern Asian influence at altitudes above 1 km and north of 10° N. By contrast, at low altitude over the North Pacific the dominance of urban/industrial tracers, combined with low levels of Halon 1211 and CH3Cl, indicate a greater influence from developed nations such as Japan, Europe, and North America. Penetration of air exhibiting aged northern hemisphere characteristics was frequently observed at low altitudes over the equatorial central and western Pacific south to ∼5° S. The relative lack of southern hemisphere biomass burning sources and the westerly position of the South Pacific convergence zone contributed to significantly lower PEM-Tropics B mixing ratios of the NMHCs and CH3Cl south of 10° S compared to PEM-Tropics A. Therefore the trace gas composition of the South Pacific troposphere was considerably more representative of minimally polluted tropospheric conditions during PEM-Tropics B. Copyright 2001 by the American Geophysical Union.

Reflective writing may be undervalued as purely expressive rather than a critical or an academic tool in undergraduate public health biology courses. When grounded in course concepts and academic learning, a reflective essay can be a learning tool for students that helps them use discipline knowledge and apply it to real-world issues. Studies on teaching reflection have identified its value for training students in critical thinking and improving self-regulated learning. Considering Gibbs' Reflective Cycle framework, in this article, we detail the design, implementation, and evaluation of a reflective writing assignment integrated into a lower-year undergraduate public health biology course. Through the design and implementation of the reflective writing assignment, four key lessons are drawn. First, reflective writing assignments facilitate learning and course enjoyment. Second, writing workshops improve the quality of reflective writing assignments. Third, a detailed grading rubric clarifies expectations for students and creates consistency in grading. Fourth, reflective writing assignments can help teachers effectively evaluate how students apply the knowledge gained from the course to promote personal and community health. By implementing the reflective assignment, we have created a narrative on how reflective writing could maximize learning in public health pedagogy and provided recommendations and lessons for course designers and instructors to consider in light of Gibbs' Reflective Cycle framework. [ABSTRACT FROM AUTHOR]

This study addresses the gap in the literature on the experiences of young widows and contributes to the fields of bereavement counseling and identity development. A narrative perspective of bereavement grounded the phenomenological approach of this study, which offered a context for young widows to share the descriptions of their experiences in their own words. Counselors will benefit from understanding the unique situation young widows experience as they navigate the trauma of their loss--specifically, what facilitated their process of understanding and consequently reconstructing their identity and how they engaged the task of meaning reconstruction.

Describes roles of teachers and school psychologists and presents overview of current and prospective methods of providing services to special needs children. Suggests that changes are needed in provision of special education services. Views consultative relationship between teachers and school psychologists as key to successful classroom intervention for special needs children. (Author/NB)

ABSTRACT If nursing, along with other health professions, is to be able to critique national and international health policy and be equipped to address the global and planetary dimensions of [...]