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Copyright of Journal of Advanced Nursing (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, 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.)

Copyright of Comparative & International Education is the property of Canadian & International Education 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.)

Purpose - The purpose of this paper is to examine Graduate Certificates in colleges in Ontario, Canada, and their distinctive ability to generate intrinsic student engagement in specialized skills development, and a culture of progression and scholarship. Design/methodology/approach - This is a review of selected literature on student engagement. While extrinsic motivation, such as employment, has most often been discussed this paper purposefully considers intrinsic motivation and factors that build deeper engagement in students. This paper compares and contrasts the literature, and its link with the features of the Ontario College Graduate Certificate in Canada. More specifically, it examines the background and development of the credential in the context of the movement towards competency-based education. Findings - This paper postulates that colleges can uniquely provide applied and intrinsically engaging programming through credentials like the Graduate Certificate. The Graduate Certificate helps heighten graduate skills engagement, a culture of progression and scholarship, and ultimately competitiveness in today's workplace. Practical implications - The findings of this paper have implications for colleges to distinguish themselves amongst post-secondary institutions as providers of specialized skills development in higher education, especially as competency-based education grows in importance. It also puts in to question how this type of engaging design can be further built in to post-secondary graduate curriculum. Originality/value - This paper illuminates innovative practice at the post-graduate level, as an example of a skills-based scholarly activity. It helps position colleges as providers of effective, competency and outcomes-based higher education. This paper can add value to practitioners looking to build similar programming, by combining this Graduate Certificate design with evidence-based factors that build student engagement, particularly intrinsic motivation. [ABSTRACT FROM AUTHOR]

The article presents developments related to the field of psychology. The library of Karolinska Institutet in Sweden has an extensive collection of material in the history of medicine. The University of Buenos Aires Faculty of Psychology has begun a new program in the history of Psychology Studies in Argentina. The Graduate Program in Psychology at York University, Ontario, Canada, offers an option in which students may write M.A. and Ph.D theses on topics in the history and theory of psychology.

Business ethics has been described as a prime academic growth industry. This paper reports the findings of a survey aimed at establishing the status of ethics in the curricula of Canadian Schools of Management and Administrative Studies. It was found that twenty-three of the forty-two responding schools offer courses in business ethics and that they offer a total of twenty-five ethics courses, twenty of which arc offered as electives. Forty-two percent of the schools not offering a course in business ethics plan to offer such a course by 1989. This means that by 1989 seventy-four percent of the responding schools should have a business ethics component in their curricula. [ABSTRACT FROM AUTHOR]

This paper presents a case study that explored and reflected on the relationship between the beliefs and classroom practices of four English as a Second Language (ESL) teachers in a university language school in Canada related to teacher questions. Data gathered consisted of interviews and classroom observations of all four teachers. The findings revealed that although for the most part the teachers implemented their classroom questioning practices in convergence with their stated beliefs, there were some instances of divergence observed for all teachers. Potential factors contributing to the patterns of convergence and divergence are further explored. In addition, this study found that through the reflective process whereby the teachers articulated and reflected on their beliefs about their use of questions, they became more aware of the meaning and impact of these beliefs on their classroom practices. [ABSTRACT FROM PUBLISHER]

L'accès aux universités prestigieuses, les mieux classées et dotées de ressources, quoique peu étudié, représente une dimension additionnelle des inégalités en éducation au Canada. La théorie de l'inégalité maintenue efficacement (IME) soutient que les groupes favorisés vont dominer l'accès aux institutions les mieux classées peu importe le palier scolaire. Cet article teste cette hypothèse en utilisant les données uniques de milliers d'élèves du Conseil Scolaire Public de Toronto (TDSB) qui ont été suivis à partir de la neuvième année jusqu'à leur entrée dans un établissement postsecondaire. Ces données ont ensuite été associées aux données de classement des universités, de leur revenu, de leurs dépenses et de leurs fonds de dotation. Une série de modèles statistiques à niveaux multiples indique que l'entrée dans la hiérarchie universitaire ontarienne tend à refléter les inégalités dans l'accès général aux universités. Les femmes, les étudiants d'origine asiatique, et les étudiants issus des quartiers ayant des statuts socio-économiques élevés sont plus susceptibles d'entrer dans les universités les mieux classées et dotées de ressources; tandis que les étudiants qui s'identifient comme Noirs et hommes, sont moins susceptibles d'entrer dans ces institutions. Les avantages du statut socio-économique élevé et de l'origine asiatique sont seulement partiellement expliqués par les variables académiques comme variables médiatrices. Ceci suggère que le statut culturel joue un rôle dans l'élaboration du choix universitaire, alors que le sexe ainsi que les autres inégalités raciales sont dus en grande partie aux processus du parcours académique. Access to highly ranked, prestigious, and well-resourced universities represents an additional yet understudied dimension of educational inequality in Canada. The theory of effectively maintained inequality contends that advantaged groups will dominate access to the best-positioned institutions within any credential tier. This paper tests this hypothesis using unique data on thousands of Toronto District School Board students that were tracked from Grade 9 to their entry in Ontario postsecondary institutions, and then linked to data on university rankings, incomes, expenditures, and endowments. A series of multilevel models shows that entry into Ontario's university hierarchy tends to mirror inequalities in general access to universities. Female, Asian-origin, and students from higher socioeconomic neighborhoods are more likely to enter higher ranked and better resourced institutions, while students who self-identify as black and male are less likely to enter such institutions. High socioeconomic status and Asian-origin advantages are mediated only partly by academic variables, suggesting that status cultures play a role in shaping their university choices, while gender and other racial inequalities emerge largely through academic processes. [ABSTRACT FROM AUTHOR]

This paper reports the findings of a study conducted on stakeholders' perception of who influences the decision-making processes in Ontario's public postsecondary education institutions. The study identified and interviewed representatives of those stakeholder groups that are frequently written about as the main forces behind decision making in colleges and universities. This is a qualitative research study in which four institutions were selected for case studies. The findings suggest that administrations are the most influential, and faculty unions/associations are the least influential in Ontario's (Canada's second largest and most populated province) public colleges and universities. It is concluded that those in central positions with access to information from all levels, and who are in close proximity to the gatekeepers of the institutions, will dominate the decision-making processes in postsecondary education institutions. They will be the generators and harvesters of ideas and implementers of decisions. [ABSTRACT FROM AUTHOR]

In response to the competitive examination culture that pervaded medical education in the 1940s and 1950s the founders of McMaster University's new MD Programme created an assessment system based on group functioning within the tutorial. While the tutorial has served the educational process well, 30 years of experience has highlighted its deficiencies as an assessment tool. This paper describes the accumulation of evidence that led to the awareness of the weakness of tutorial assessment and the attempts to provide reliable assessment by the reintroduction of examinations, but in novel formats which would not alter the goals of the curriculum. [ABSTRACT FROM AUTHOR]

This paper seeks to contribute to an understanding of networks of governance beyond the state through an examination of the programs of one of the institutions of security within the University of Toronto, Ontario, the Personal Safety Awareness Office (PSAO). The analysis is aimed at exploring the ways in which three themes that have been identified in the literature as crucial features of contemporary governance--a focus on community, local responsibility, and a risk mentality--operate outside of established state structures. The analysis is based on two sources of data. The first source of data is comprised of lengthy discussions with the person who established and was responsible for running the PSAO for the six years of its existence. Secondly, the authors conducted an examination of PSAO files. As both of these data sources provide limited and filtered access to what really happened, the accounts provided both in the interviews and through the case files were analyzed for evidence of the nature of the programs for governing security the PSAO sought to realize. The authors use these programs to illustrate the sort of strategies for governing security that are emerging outside of police organizations.

Copyright of Canadian Journal of Sociology is the property of Canadian Journal of Sociology 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.)

Existing research on marketing within PSE tends to focus on homogeneous groups of high-status organisations. This study ameliorates this gap in the literature, conducting a comparative analysis of promotional materials produced by public universities and community colleges in Ontario, Canada. We find that these two groups draw on unique strategies to communicate their quality to external constituents. Public universities emphasise faculty and institutional-level accomplishments, such as research grants and rankings. Meanwhile, community colleges, lacking access to these symbolic resources, employ corporate-like strategies, such as taglines and non-traditional logos. [ABSTRACT FROM PUBLISHER]

Background: As novice practice developers who have attended several enhancing practice conferences and a practice development school, we have been experimenting with the core concepts of personcentred nursing practice and practice development within our masters of nursing programme at Ryerson University, Toronto. Through the process of revising course syllabi, seminar outlines and activities to align with these concepts, we have collated our reflections on the connections between person-centred nursing practice, practice development and advanced nursing practice competencies. A brief description of the Canadian context is provided, along with key elements of course activities, to help situate our conceptualisations. Aim: To share our emerging ideas about connectedness and its usefulness as a metaphor that captures the critical interconnection between person-centred care, practice development and postgraduate nursing education. Conclusions: Connectedness is a relevant and important metaphor to articulate our theoretical understanding of how person-centred care, practice development and the development of advanced nursing competencies are intimately connected. We propose that explicit connections are necessary and essential if postgraduate nursing students are to embrace and sustain person-centred practices as advanced nursing practitioners who are required to transform cultures of practice within varied and complex healthcare settings. Implications for practice: • Critical companionship is an important role for faculty within postgraduate nursing education • Connectedness is an important metaphor for describing the integral nature of person-centred care and practice development within academic settings [ABSTRACT FROM AUTHOR]

The first half of the twentieth century was formative for the Canadian social work profession. White settler Canada was at an intersection between the social forces of capitalism, socialism, feminism, nationalism, imperialism and social reform (Cohen, 1996; Gaudet, 2001). A discourse of British imperial ideas was in wide circulation, although there was contestation and diverging ideas. Through the osmotic transmission process of cultural imperialism, many of these imperial ideas became part of the fabric of social work. Using a comparative historical archival approach, I examine two politically different social work organisations--the Imperial Order of the Daughters of the Empire and Toronto University Settlement--in order to show that this discourse crossed the political spectrum. I consider the influence of imperial discourses on the formation of Canadian social work and the legacy this has left us with. [ABSTRACT FROM AUTHOR]

Highlights the Third International Symposium in Medical Geography held August 7 to 11, 1988, hosted by the Department of Geography, Queen's University, Kingston, Ontario. History of the symposium; Number of papers presented at Kingston; Overview of a typical day's agenda at Kingston.

In mainstream media, policy circles and academic scholarship, economic discourses have highlighted the importance of knowledge, creativity and innovation for generating economic growth. This has been translated into an urban planning and policy agenda which favours the establishment of research parks, innovation clusters, and especially universities along with amenities to attract creative-class workers. In much of this literature universities are invested with an almost magical power to spur economic growth, and the benign language of 'transition' is used suggesting a rather seamless progression from one urban economic engine to another. Through analysis of policy documents and key informant interviews related to the establishment of a new university in Oshawa, Ontario, this case study seeks to challenge the straightforward relationship that is assumed to exist between universities and local economic development. Like other lagging regions across the OECD attempting to repair their economies through creative and knowledge urbanism, Oshawa's recent achievements are tempered by growing concerns about poverty, homelessness and inequality. Planners and policymakers that mistake the complexities of economic restructuring for a smooth 'urban transition' put their cities and citizens at risk of creating new problems out of efforts to improve local conditions. [ABSTRACT FROM AUTHOR]

The article discusses the secularism and pluralism in religious clubs at Queen's University in Kingston, Ontario. In one article, it concludes that an ethnographic examination of the state of religious practice on four American colleges and universities, that post-secondary institutions in the U.S. have become more pluralistic and optional, rather than more secular. Significantly, at Queen's University, a non-religious organization with Christian origins, both pluralism and secularism modify the religious landscape. It says that the nature of campus religious clubs has important role for any study of religiosity in the post-secondary aspect. Among the nine religious clubs at Queen's University include Campus for Christ, the Thaqalayn Muslim Association, and the Queen's Catholics.

The article offers insights on ethics education, then describes the course on ethical analysis, which the author designed and implemented in the MBA program of the Faculty Management at University of Toronto in Ontario. The author also explains the relationship among values, ground rules and ethics. The main objective of University of Toronto's ethical analysis course is not only to allow students to learn the language of ethics but also to provide them with a framework for ethical analysis in organization, which consists of three major elements: values, type of problems and dilemmas as well as analytical tools.