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The COVID-19 pandemic has profoundly changed the practice of school leadership, requiring greater flexibility, creativity, and innovation. Guided by institutional theory, this paper suggests that leadership adaptations are influenced by environmental pressures such as coercive (e.g., from governmental or regulatory agencies), mimetic (e.g., attempts to emulate best practices from other schools), and normative pressures (e.g., professional standards endorsed by professional societies or unions). By using a qualitative co-constructed autoethnographic approach (See Kempster & Iszatt-White, 2012), the paper presents the Covid-19 timeline in Manitoba, identifying stakeholders and associated environmental pressures. It also features the personal leadership adaptations experienced by a school principal (Susan). The findings suggest that coercive pressures are mostly associated with creativity and inventive leadership practices. Mimetic pressures may lead to copying behaviours, and normative pressures are associated with enhanced foundational knowledges, all depending on contextual factors. The findings also highlight the significant emotional and physical toll the pandemic has taken on school principals.

Climate change is a pressing concern. Higher education can address the challenge, but systematic analyses of climate change in education policy are sparse. This paper addresses this gap in the literature by reporting on how Canadian postsecondary educational institutions have engaged with climate change through policy actions. We used descriptive quantitative methods to analyze climate change-specific policies from a representative sample of 50 institutions across Canada and found that nearly half had some form of climate policy. Existing policies were then qualitatively analyzed. We found that the most common form of response focused on the built campus environment, with underdeveloped secondary responses focused on research, curriculum, community outreach, and governance policies. We consider the motivations for such institutional action and end with implications for policy makers and future research.

This paper is based on a phenomenologically oriented exploratory case study. It focuses on Bea, one of the many fascinating individuals the author met at a unique educational site who had an invaluable impact not only on the refinement of the initial guiding question of inquiry, but also on the author as an educator and educational researcher. Through the notion of transitional space in particular, as well as the interpretation and analysis of Bea's short film and the interview, the author invites the interested readers to contemplate on our own assumptions about youth as well as those we teach, what constitutes a "finished" product, and what we consider to be the site and practices of education.

Place-based environmental education is a pedagogy that infuses environmental education across disciplines in a way that is relevant and meaningful to students. One collaborative approach to place-based environmental education--community mapping--explores and represents local knowledge, visions held by community members, and relationships between spatial, physical, personal, and cultural elements of place. This paper shares a community mapping project done by a British Columbian Grade 4 class and, drawing from Knapp's (2005) 10 ways of knowing nature, discusses how students came to know nature through observing, situated knowing, identifying, restoring, and transforming. Its findings encourage the inclusion of community mapping in place-based environmental education curriculum and instruction, and illuminate the value of the products and process of community mapping.

In this article, the author offers his responses to the commentaries made by Arlie Woodrum (2009), Susan Faircloth (2009), David Greenwood (2009), and Ursula Kelly (2009) on his book "Learning to Leave," as well as his article, "Rural Schooling in Mobile Modernity: Returning to the Places I've Been." Each of the commentators speaks to questions of educational equity. While the large conversation around equity has been in motion for some decades now, the author asserts that there is considerable evidence that schools continue to reinforce and contribute to multiple forms of social inequity much as they always have. The author concludes by suggesting that one might take heed of Ulrich Beck and Arjun Appadurai's sense of the cosmopolitan in rural education. By cosmopolitanism means that while one lives physically in some place, it is still possible to achieve many forms of connection to other places and spaces in addition to (rather than instead of) more strictly local connections.

In this commentary, the author focuses on the central point of Michael Corbett's book "Learning to Leave". Education, and in particular what is called "rural" education, is premised on loss. This loss is often not fully articulated, but it is deep and abiding. It is registered in efforts to stop the flow of people and resources, to resist consolidation and closure of schools, and to attract and retain educators. Here, the author argues however that such loss can also be productive in that it unsettles. And within such unsettling lie opportunities to generate new knowledge.

Reflecting on one's teaching practice is often an implicit goal for faculty development programs. Yet very little has been documented on how programs for diverse groups of university teachers actually engage faculty in such reflection. This paper examines how theoretical constructs of reflective practice were applied in the context of an 8-month "UBC Faculty Certificate Program on Teaching and Learning in Higher Education" (FCP). The "Teaching Perspectives Inventory" (TPI) was particularly useful for providing faculty cohort members with a means of looking more deeply at the underlying values and assumptions that constituted their philosophical orientations to teaching. Furthermore, a change in faculty members' TPI scores indicate that participants reflected more comprehensively on their teaching at the end of the program, than they did at the beginning of the program. Barriers to facilitating reflection included inadequate time allocation, unclear expectations and goals for reflection activities, and varying cultural norms for reflective teaching practices within academe. (Contains 5 tables and 1 figure.)

Examines special library education and continuing education within the accredited library school programs in Canada. Changes in the profession and in the marketplace are discussed, including expectations of employers; areas of competencies are described, including information-related skills, management skills, and professional characteristics and attitudes; and future possibilities are considered. (Contains 11 references.) (LRW)

The purpose of this paper is twofold: first, to describe a large research project, which has integrated curricula and is currently emerging as a publicly funded K-7 place-based, imaginative, and ecological learning centre in Maple Ridge, British Columbia; second, to spend some time exploring more deeply the theoretical implications of the project and why integrated curricula are necessary. The challenges for the project have consistently been multi-faceted and multi-layered. For example, there is an onus upon the project to have theory and practice align and yet, given the complexity of the project and the incompleteness of both theory and practice, this is a noticeably organic and messy process. What is an ecological worldview? What, then, would be the practices that best map onto that view? It is in response to these questions that the author thinks integrated curricula begin to make sense. (Contains 3 notes.)

This paper examines the change in air pollutant concentrations between 2005 and 2010 occurring in the City of Hamilton, Ontario, Canada. After analysis of stationary air pollutant concentration data, we analyze mobile air pollutant concentration data. Air pollutants included in the analysis are CO, PM[subscript 2.5], SO[subscript 2], NO, NO[subscript 2], and NO[subscript X]. Stationary monitoring indicates a continuous reduction in air pollutant concentrations. Stationary monitors only cover a small spatial extent of Hamilton. Mobile monitoring of air pollutant concentrations, averaged over census tract boundaries, indicates both improvement and decline in air quality. These improvements and declines in air quality are spatially clustered throughout Hamilton. Mobile data indicated significant decline in median pollutant concentration for CO, SO[subscript 2], PM[subscript 2.5], and NO[subscript 2]; but significant increase for NO and NO[subscript X]. Air quality change in Hamilton is spatially heterogeneous, and is not captured based on the current stationary monitoring network. Coupling of mobile and stationary air pollutant concentration monitoring provides a more accurate spatial assessment of local air quality.

Copyright of Canadian Geographer is the property of Wiley-Blackwell 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.)

Sleep duration has figured into claims of two trends promoted recently as dysfunctional in the mass media. One is the observation that the population at large is sleeping less than before. The second is that the annual change from Standard Time to Daylight Savings (or summer) Time causes adverse effects, largely through the loss of an hour's sleep. This paper relies on recent Canadian and U.S. time-use data to empirically test both of these value-laden allegations. Analysis of Statistics Canada's general social surveys containing time-use information in 1986, 1992, 1998, and 2005 shows that the mean duration of sleep was unchanged between 1986 and 1998 and actually declined by about 15 min a night in 2005, reflecting an earlier bedtime and unchanged arising time. Sleep duration is not constant in the population, though, and the media view might reflect the habits of population sectors such as the intelligence with great access to the media. The American Time Use Study sample of 20,720 respondents in 2003 enabled the analysis of time-use before, on, and after the dates of semi-annual time changes that year. These data showed that any sleep time 'lost' in the spring-forward time change was insignificant and short-lived due to the fact that it occurred on the night between Saturday and Sunday, when people typically sleep much longer than on weekdays. While there are other time trade-offs observed after time changes, their explanation lies in other directions. [ABSTRACT FROM AUTHOR]

This paper examines accounting change decisions in Canada. Evidence gathered from financial statements suggests that there is a relation between bond covenants and the decision to make an accounting policy change. Except for the effect of regulation, the political visibility hypothesis did not hold. [ABSTRACT FROM AUTHOR]

Background: Processes of the patient and public involvement (PPI) in health research shifted quickly during 2020. Faced with large‐scale issues, such as the COVID‐19 pandemic, the need to adapt processes of PPI to uphold commitments to nurturing the practice of 'nothing about us without us' in research has been urgent and profound. We describe how processes of PPI in research on patient‐oriented methods of knowledge translation and implementation science were adapted by four teams in a Canadian setting. Methods: As part of an ongoing quality improvement self‐study to enhance PPI within these teams, team members shared their experiences of PPI in the context of this pivotal year during interviews and facilitated discussions. Drawing on these experiences, we outline challenges and reflections for adapting processes of PPI in health research on methods in times of urgency, conflict and fast‐moving change. Discussion: Our reflections offer insight into common issues encountered across teams that may be amplified during times of rapid change, including handling change and uncertainty, sustaining relationship‐building and hearing differing perspectives in processes of PPI. Conclusion: These learnings present an opportunity to help others active in or planning patient‐oriented methods research to reflect on the changing nature of PPI and how to adapt PPI processes in response to turbulent situations in the future. Patient and Public Contributions: The key reflections presented draw heavily from perspectives shared by eight patient and public partners in interviews and facilitated discussions (the conduct and analysis of data in the quality improvement self‐study). [ABSTRACT FROM AUTHOR]

This paper examines the difference between the evolution of the protest movement against globalisation in Quebec and in Canada, especially since the end of the eighties. We argue that this difference can be best understood by taking into account the distinctive relationship which prevailed in these two social entities between the national project pursued by social and political actors and the reactions of these actors to the globalisation process. [ABSTRACT FROM AUTHOR]

Background: Being diagnosed with cancer has major impacts on a patient's life. This study was conducted to explore how specific daily activities of patients change as a result of cancer diagnosis or its treatment and how these patients feel about such changes. Methods: This was a cross-sectional descriptive study. Cancer patients referred to our clinics and by completing a questionnaire, they reported their daily activities and how they changed after diagnosis. A total of 201 patients in Canada and 167 patients in Iran completed the questionnaire. The research setting was the outpatient cancer clinics of the Jewish General Hospital in Montreal, Canada (February to April 2008) and Imam Reza Hospital and Ghaem Hospital in Mashhad, Iran (March to August 2008). Results: More than 40 percent of the patients reported changes after the diagnosis in at least 8 out of 22 daily activities listed in the questionnaire. While a negative perception towards the changes was more common, some patients also perceived some changes as positive. More than half of the participants (56.9%) who were employed at the time of diagnosis experienced changes in the amount or type of their paid work after being diagnosed with cancer. Conclusion: The impact of a cancer diagnosis and treatment on a patient's daily activities is drastic. There is a need to provide support and interventions to help patients maintain daily activities they need and/or like. Further studies are needed to better understand the nature of such interventions. [ABSTRACT FROM AUTHOR]

This study tracked the occurrence of death, widowhood, institutionalization, and coresidence with others between 1994 and 2002 for a nationally representative sample of 1,580 Canadian respondents who, at initial interview, were aged 55 and older and living in a couple-only household. Although the majority of seniors remained in a couple-only household throughout the duration of the survey, nearly one in four who experienced a first transition underwent one or more subsequent transitions. Age, economic resources, and health were significant predictors of a specific first transition and multiple transitions. More work is needed to understand the dynamics of the aging process. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Program Evaluation is the property of University of Toronto Press 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.)