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This study examines the learning experience of Chinese international undergraduate students taking a large core first-year anthropological science course (ANT101) by distance learning during the Winter of 2021 at the University of Toronto Mississauga (UTM). We review the general learning experiences of Chinese international students (n=30) compared to domestic students and other international students through analysis of qualitative and quantitative data collected from self-report pre- and post-course surveys distributed in the course. Our study challenges some prevailing notions about Chinese international student experiences of studying in Western universities. Our data suggests that while many Chinese international students may feel a lack of English language proficiency is a barrier to their learning, it does not significantly impact their performance when compared with domestic students. The results presented here suggest that educational research and policy makers should move beyond an emphasis on language proficiency and further examine the role of other factors when developing strategies to facilitate supportive learning environments for English Language learners (ELL) and international students in a university setting.

Research regarding autistic children's sibling relationship quality is mixed, although some literature suggests poorer quality compared to children with other disabilities or who are neurotypical. Little is known about how the clinical characteristics of autistic children relate to parent perceptions of sibling relationship quality. We drew data from a subsample of 119 children on the autism spectrum, ages 10-11 years, from an ongoing longitudinal study. Hierarchical multiple regressions tested the extent to which children's autism symptoms, behavioral difficulties, and communication abilities related to four domains of parent-rated sibling relationship quality. We also examined communication ability as a moderator of the effect of behavioral difficulties on parent-rated sibling relationship quality. More severe autism symptoms were associated with lower levels of conflict and rivalry, whereas higher communication ability was related to more relative status/power, but also conflict. Communication ability moderated the effect of behavioral difficulties such that behavioral difficulties were more closely associated with less warmth/closeness when children had weaker communication skills; behavioral difficulties were not significantly associated with other domains of sibling relationship quality. Findings underscore the importance of considering clinical characteristics and multiple domains of relationship quality to better understand how parents view the relationships between autistic children and their siblings.

Mental health problems are prevalent in autistic youth, but the underpinning mechanisms are not well explored. In neurotypical youth, stressful life events are an established risk factor for mental health problems. This study tested longitudinal bidirectional associations between family-level stressful life events and mental health problems and whether these were moderated by cognitive flexibility, in a cohort of autistic children (N = 247). Family-stressful life events, assessed using the parent-reported Family Inventory of Life Events and Changes, and mental health problems, assessed using the teacher-reported Child Behavior Checklist Internalizing and Externalizing Symptoms subscales, were measured at multiple points between 7 and 11 years. Analyses showed no significant pathways from internalizing or externalizing symptoms to family-stressful life events or from family-stressful life events to internalizing or externalizing symptoms. There was some evidence of moderation by cognitive flexibility; the family-stressful life events to internalizing symptoms pathway was non-significant in the group with typical shifting ability but significant in the group with clinically significant shifting problems. Information about family-level stressful life event exposure and cognitive flexibility may be helpful in identifying autistic youth who may be at higher risk of developing mental health problems. Established risk factors for mental health problems in neurotypical populations are relevant for understanding mental health in autistic youth. [This article was written with the Pathways in ASD Study Team.]

The response-to-intervention (RtI) model is widely used to support students with special educational needs and their teachers. However, little is known about how educational and health care professionals support the implementation of this model in specific contexts. The purpose of this study was to examine the perceptions of educational and health care professionals (n = 101) regarding their involvement in RtI practices in Quebec, Canada. A cross-sectional online survey was sent to school-board directors responsible for overviewing support services (n = 35), and to professionals implementing those services (n = 66). Descriptive and content analyses were performed and perspectives of the two groups were compared. Regarding perspectives of RtI implementation, discrepancies were revealed between directors' perceptions of the involvement of their professionals versus the professionals' reported implementation of the RtI model in practice. Directors reported greater knowledge about RtI (84%) than professionals (72%). Professionals consistently reported lower involvement in supporting RtI implementation than did directors. Coaching was the most frequent activity reported and was mentioned by both directors and professionals as a service provided at all RtI tiers. Results reveal inconsistencies about tiered practices among administrators and school health care professionals, with individuals defining tiers differently and varying in practices implemented at specific tiers. Participants also provided useful suggestions to further implement RtI. [This article was co-authored by the GOLDS Research Team.]

Purpose: For a university to be a prime mover for sustainability transformation, all units of the university should contribute. However, organizational change in educational institutions is often studied by examining specific domains such as research or operation in isolation. This results in a less-than-complete picture of the potential for university-wide change. In contrast, this paper aims to examine the network of social relations that determine the diffusion and sustainability of change efforts across a university. The authors use McGill University (Canada) as a model system to study the network of actors concerned with sustainability to learn how this network influences the penetration of sustainability throughout the university. Design/methodology/approach: To explore the existing social structure, the authors use an innovative approach to illuminate the influence of social structure on organizational change efforts. Using a mixed methods approach combining social network analysis with qualitative interview data, the authors examine the influence of the social structure on sustainability transformation at McGill University. The authors conducted 52 interviews between January and April 2019 with representatives of different sustainability groups at the university across six domains (research, education, administration, operations, connectivity and students). Findings: The authors find that McGill University has a centralized system with a low density. The network is centralized around the Office of Sustainability. The limited cross-domain interaction appears to be a result of differences in motivation and priorities. This leads to a network that has many actors but only a limited number of connections between them. The quality of the relationships is often utilitarian, with only a few relationships aiming for support and mutual growth. Originality/value: This study brings together social network analysis, sustainability transformation and higher education in a new way. It also illustrates the complexity of guiding a large organization, such as a university, toward a sustainability transformation. Furthermore, it reveals the importance of considering each part of the university as part of an interconnected network rather than as isolated components.

Pre-service teachers (n = 1572) from five faculties of education in Ontario, Canada were surveyed at the beginning of their programme about their attitudes and self-efficacy beliefs regarding inclusive practices. These responses were compared to responses from Ontario in-service teachers (n = 739) prior to their district-wide shift from a model of segregation to inclusive classrooms. Results demonstrate that elementary and female pre-service teachers held the most clearly defined inclusive growth mindset and indicated a greater level of confidence in communicating with and supporting families of students with disabilities as compared to secondary and male pre-service teachers. Male pre-service teachers had higher self-efficacy than females for managing behaviour in the classroom. Pre-service teachers, as compared to in-service teachers, favoured a student-centered classroom that promotes student choice and differentiated instruction and they indicated greater confidence in their ability to engage students with accommodations. Pre-service teachers held distinct attitudes toward the role of the students in their own learning and their responsibility to teach to all. It is important to note that both sets of participants were at the beginning of their inclusive practice, therefore, the role of lived professional (or lack thereof) experience may be impacting their attitudes and self-efficacy beliefs about inclusion.

Instructors in organized physical activity classes can be a source of social support through their relationships with participants, influence on participants' interactions with each other, and design of activities. Grounded in interpretive description, the objective of this study was to examine older adults' experiences of and their perspectives on group physical activity instructors' supportive behaviors. Observations of 16 group physical activity classes (N = 295) and focus groups or interviews with N = 38 class participants aged ≥ 55 (n = 29 women) were conducted at four municipal recreation facilities in a Canadian city. Five themes shed light on how instructors provided social support: (a) supporting autonomous engagement, (b) developing caring connections, (c) fostering trust through expert instruction, (d) managing conflict directly and effectively, and (e) creating a climate where people want to go. Instructor training should consider older adults' social support needs and help instructors embody behaviors that support continued physical activity participation, thereby contributing to healthy aging. [ABSTRACT FROM AUTHOR]

The current work employs the use of multiple lenses to illuminate the integral role of the Educational Assistant (EA) in a Canadian school district's transition from a segregated to inclusive service delivery model for students with special needs. Often compatible, but also distinctive viewpoints and understandings shape the role of EA in this journey towards inclusive practice in the context of a district that deployed Inclusion Coaches to support educators over the course of five years. Through deductive analysis, qualitative data (interviews, focus groups, blog-style reflections) were analysed from EAs (n = 6), elementary and secondary school teachers (n = 31), and Inclusion Coaches (n = 13). Findings indicated that the voices of EAs, teachers, and Inclusion Coaches all align on three main themes: necessity of collaboration among educators, coordinated and dedicated time for programming and redefining relationships within the inclusive model. During the transition from segregated classrooms to full inclusion, it is imperative that the role of the Educational Assistant (EA) is understood by administrators, teachers and the EAs themselves. With a more clearly delineated and mutually understood role, EAs and educators can develop collaborative relationships, working towards incorporating differentiation and supporting all students in a diverse learning and social community.

Objective Structured Clinical Examinations (OSCEs) have become ubiquitous as a form of assessment in medical education but involve substantial resource demands and considerable local variation. A detailed understanding of the processes by which OSCEs are designed and administered could improve feasibility and sustainability. This exploration of OSCE design is informed by Practice Theory, which suggests assessment design processes are dynamic, social and situated activities. The overall purpose is to provide insights that inform on-the-ground OSCE administration. Fifteen interviews were conducted with OSCE academics and administrators from three medical schools in Australia, the United Kingdom and Canada. Drawing from post-qualitative inquiry, Schatzki's Practice Theory was used both as a sensibility and as an analytic framework. OSCE design was characterised by planning activities, administration activities, negotiation activities and bureaucratic activities; it involves significant and resource-intensive effort in negotiation and coordination. There was considerable local variation but at the same time activities were remarkably consonant across national boundaries. There was a tension between general understandings such as reliability and validity that underpin the OSCE and the improvisational practices associated with design and administration. Our findings highlighted the role of blueprints as a key coordinating artefact but with too many rules and procedures prompting cycles of bureaucracy and complexity. Emphasising coordination rather than standardisation might ease workloads, support adaptation to local environments and prevent an overly reductive approach to this assessment format.

The prevalence of Fetal Alcohol Spectrum Disorder (FASD) may be underestimated as it can be difficult to diagnose in early childhood possibly reflecting unique developmental trajectories relative to other Neurodevelopmental Disabilities (NDDs). Using data collected via the Early Development Instrument (EDI) between 2010 and 2015, we examined the prevalence of kindergarten children with FASD and their concurrent developmental outcomes. We found that the prevalence of FASD ranged from 0.01 to 0.31%. A greater percentage of children with FASD had teacher-reported home problems that interfered with their classroom functioning. Overall children with FASD had higher mean scores on the developmental domains compared to children with NDDs. Results of the current study can inform strategies and policies for early identification and intervention.

Temperament is a construct that is relatively stable over time but varies between individuals. Research suggests that children with autism spectrum disorder have a 'reactive' temperament profile when compared to peers with or without disabilities. However, our understanding of how temperament varies within children with autism and how it relates to child symptoms and outcomes is limited. This study aimed to: (1) explore the variation of individual temperament traits within a sample of school-aged children with autism to determine whether subgroups of children with similar trait profiles emerge; and (2) examine whether temperament influences the relationship between autism symptoms and adaptive functioning outcomes. Results revealed that children with autism can be classified empirically into two distinct profiles -- 'Even' and 'Reactive' temperaments. Correlational and hierarchical regression analyses indicated that both temperament profiles and baseline symptom severity predicted adaptive functioning outcomes 1 year later. There was a significant interaction between temperament and symptom severity, suggesting temperament can influence the impact of increasing symptom severity on adaptive functioning skills in children with autism. Study findings highlight the importance of considering temperament in understanding the individual differences that influence the development of daily functioning and developmental outcomes in children with autism.

BACKGROUND: Environmental contamination by fluorinated chemicals, in particular chemicals from the per- and polyfluoroalkyl substances (PFAS) class, has raised concerns around the globe because of documented adverse impacts on human health, wildlife, and ecosystem quality. Recent studies have indicated that pesticide products may contain a variety of chemicals that meet the PFAS definition, including the active pesticide ingredients themselves. Given that pesticides are some of the most widely distributed pollutants across the world, the legacy impacts of PFAS addition into pesticide products could be widespread and have wide-ranging implications on agriculture and food and water contamination, as well as the presence of PFAS in rural environments. OBJECTIVES: The purpose of this commentary is to explore different ways that PFAS can be introduced into pesticide products, the extent of PFAS contamination of pesticide products, and the implications this could have for human and environmental health. METHODS: We submitted multiple public records requests to state and federal agencies in the United States and Canada and extracted relevant data from those records. We also compiled data from publicly accessible databases for our analyses. DISCUSSION: We found that the biggest contributor to PFAS in pesticide products was active ingredients and their degradates. Nearly a quarter of all US conventional pesticide active ingredients were organofluorines and 14% were PFAS, and for active ingredients approved in the last 10 y, this had increased to 61% organofluorines and 30% PFAS. Another major contributing source was through PFAS leaching from fluorinated containers into pesticide products. Fluorination of adjuvant products and "inert" ingredients appeared to be limited, although this represents a major knowledge gap. We explored aspects of immunotoxicity, persistence, water contamination, and total fluorine load in the environment and conclude that the recent trend of using fluorinated active ingredients in pesticides may be having effects on chemical toxicity and persistence that are not given adequate oversight in the United States. We recommend a more stringent risk assessment approach for fluorinated pesticides, transparent disclosure of "inert" ingredients on pesticide labels, a complete phase-out of post-mold fluorination of plastic containers, and greater monitoring in the United States. [ABSTRACT FROM AUTHOR]

Many post-secondary institutions in Canada over the past decade have made the transition from college to university status. The researchers on this team were hired in the midst of such a transition at one western Canadian institution. As new faculty we were navigating the normal tides of adjusting to a new faculty position, but our induction occurred in a shifting institutional context. Our research question, "What is the new faculty experience in a transitional institution?" guided a five-year focused ethnography, beginning as a self-study of the research team and expanding into 60 interviews with 31 participants over several years. The results demonstrate that a more complex theory is required to reflect the experience of new faculty than has appeared previously in the literature. We propose a framework of competing discourses.

Children with autism spectrum disorder have deficits in adaptive functioning. This study examines the adaptive behavior, its association with cognitive ability, gender, age, and symptom severity in children with autism spectrum disorder. Using data from Autism Treatment Network registry, the adaptive behavior profiles were examined in 2538 school-aged children (between 5 and 17 years, mean: 8.8 years, standard deviation: 3.0) who had an overall intelligence quotient and Vineland Adaptive Behavior Scale scores available. The children were grouped according to their intelligence quotient (low intelligence quotient < 70; borderline intelligence quotient = 70-85; average intelligence quotient > 85), age (5-10 and 11-17 years), and gender for the analyses. Significantly lower Vineland Adaptive Behavior Scale scores were found in borderline and average intelligence quotient groups when compared to mean intelligence quotient, while an opposite pattern was seen in the low intelligence quotient group, with better adaptive behavior scores than mean intelligence quotient. Vineland Adaptive Behavior Scale standard scores were positively correlated with intelligence quotient and poorly associated with autism spectrum disorder severity. Younger children had significantly higher Vineland Adaptive Behavior Scale scores. Adjusted comparisons by gender were not significant. Adaptive behavior profiles in the intelligence quotient categories are discussed. This study confirms a positive relationship between adaptive behavior and intellectual function in autism and indicates that children with higher intelligence quotient and older age are specifically impaired, with lower adaptive behavior, highlighting the need for assessment and targeted intervention in these groups. Future directions for research are discussed.

University standards for attaining tenure-track positions, tenure, advancement of rank, and successful periodic evaluation in universities in the Global North primarily center on attainment of research grants and publications. This article considers the ethical implications of these values when action research projects are carried out with impoverished communities in the Global South. Simultaneously, when impoverished communities in the Global South work with Global North universities, they often do so with the experiences of universities and other foreign organizations (religious charities, non-government-organizations, not-for-profits, etc.) having timeframes and funding allocations set to standards of the usual two to five years, along with the knowledge that the "foreign-researcher" will, more than likely, be transient in their lives. Understandably, this relationship of competing needs and dedication will shift moralities of the impoverished community and "local-researcher" given the growing understanding that the foreign-researcher's commitment is often tied to institutionally required outputs that give them little benefit. This article uses reflexivity to expose the often-challenging experiences of three Action Researchers in different situations as they work on a liberation, emancipation and social-justice based project focusing on Education, Health and Development in a rural region of central Malawi.

Do the narratives of employability constructed by higher education institutions for marketing purposes differ from the conceptualisation and/or the realisation of employability within those institutions? The study reported here drew on interviews with 16 senior academic and student support staff who were tasked with developing student employability at one of nine institutions in Australia, Canada and the UK. We employed Holmes' conceptions of employability as possessional, positional or processual to analyse how the interviewees conceptualised employability and the presentation of employability on the institutional websites. We found that most institutions' employability marketing narratives were inconsistent with the institutional practice reported by staff. We explain this tension in the context of two competing characterisations of higher education: a university-student transaction view; and a learning view. We emphasise the need for internal and external narratives to align and advocate the need for engagement in a constructive and critical dialogue involving all stakeholders.

INTRODUCTION: Despite a negative magnetic resonance imaging (MRI), some patients may still harbor clinically significant prostate cancer (csPCa, Gleason grade group =2). Highresolution micro-ultrasound (microUS) is a novel imaging technology that could visualize csPCa that is missed by MRI. METHODS: This retrospective review included 1011 consecutive patients biopsied between September 2021 and July 2023 in Alberta, Canada. Among them were 103 biopsy-naive patients with negative MRI (Prostate Imaging Reporting & Data System [PI-RADS] =2) undergoing microUS-informed prostate biopsy (n=56) scored using Prostate Risk Identification Using Micro-ultrasound (PRI-MUS) or standard transrectal ultrasound prostate biopsy (n=47). The primary outcome was detection rate of csPCa stratified by biopsy technique and PRIMUS score. RESULTS: MicroUS biopsy identified csPCa in 14/56 (25%) compared to standard biopsy in 8/47 (17%) (p=0.33). Patients with lesions PRI-MUS =3 had csPCa detected at a higher rate compared to patients with PRI-MUS =2 (42% vs. 16%, p=0.03). The csPCa detection rate was significantly different comparing patients with prostate-specific antigen (PSA) density <0.15 and PRI-MUS =2 compared to patients with PSA density =0.15 and PRI-MUS =3 (14% vs. 60%, p=0.02). CONCLUSIONS: MicroUS may aid in the detection of csPCa for patients with negative MRI. [ABSTRACT FROM AUTHOR]

Regulated waterways, interconnected by navigation barriers (locks and dams), are uniquely difficult to manage, given interest in enabling native species connectivity while minimizing invasions. Canada's historic Rideau Canal Waterway, a 202 km navigable route located in eastern Ontario and connected by 24 lockstations, embodies this challenge. The lock(s) and water-control dam that compose each lockstation may respectively offer a connectivity pathway, though to what extent is unclear. We used acoustic telemetry (native largemouth bass (Micropterus nigricans) and northern pike (Esox lucius), and invasive common carp (Cyprinus carpio); n = 224) to evaluate fish connectivity relative to lock operations and environmental data over three years (2019–2021). Thirty-five passages by 23 native fishes were recorded, with 49% of passages through locks. No common carp passages were detected; movements indicate that they favour higher flow areas downstream of dams, regions with no pathway upstream. Most passages were downstream and, of concern to obligate upstream migrators, we found that multi-flight and higher-lift locks appear impassable to upstream movements. Our results suggest that these lockstations limit, but not entirely restrict, connectivity. [ABSTRACT FROM AUTHOR]

Data collected from seven urban high schools in Ontario capture multiple voices in relation to inclusive practices in secondary schools and transitions into the workplace. Twenty-one students with intellectual disabilities (ID), 91 teachers, 67 educational assistants, 7 job coaches, 22 parents, 43 peers and 19 community employers completed surveys examining their beliefs about inclusion of students with ID in school/workplace, confidence/comfort in teaching/work, the impact of inclusion on individuals without disabilities, and the socialization and friendships of students with ID. Results indicate that participants hold similar values related to inclusion and the rights of students to appropriate educational program delivery. Overall, job coaches and parents embrace the most positive attitudes and beliefs about inclusion with parents particularly affirmative about inclusion experiences in both the classroom and workplace. Employers believe that students with intellectual disabilities are supported and interacting with others in the workplace. Teachers most often agree that students without disabilities experience positive effects as a function of inclusion. Cases in which there are discrepancies are also discussed.

This article offers considerations for principals and other educators as they seek to provide students with intellectual disabilities (ID) with authentic work placement experiences. Survey and interview data gathered from 20 employers, 7 paraprofessionals (job coaches), a principal, and 21 students with intellectual disabilities provide a triangulated perspective from which to view supported and successful work placements. These perspectives offer recommendations for coordinated, collaborative and belief-driven action on the part of high school principals that will enhance the opportunities for successful community engagement beyond high school for students with intellectual disabilities.

Certainly in the past and even in the present day, the term "research" for Indigenous people has been fraught with strong, negative, emotional associations; however, despite the many remaining challenges there is a shifting within the landscape of academia to recognize that research on Indigenous issues must cultivate respectful and reciprocal relationships with those communities. In this study, we demonstrate that to conduct research collaboratively based on elements of respect, relationship, relevance, and reciprocity, all collaborators must walk in two worlds to balance the needs of communities with the systemic realities of academia. To illustrate our point, we focus our story on one project that is currently underway between the Six Nations of the Grand River Territory and Brock University. In our narrative we illustrate how the relationships that were fostered call into question commonly accepted university practices as well as engage community partners in understanding some of the limitations and possibilities in some of those practices. This article focuses on some tough issues; however, the collaborators in this project are in the process of forging something new that may serve as one example of how such partnerships can be authentically created. (Contains 5 footnotes.)

Within Canada, the needs of students with exceptionalities are addressed through a variety of policies and procedures that allow those students to receive effective and meaningful education. However, in most provinces and territories these policies are serving more as barriers than supports in addressing the needs of students with acquired brain injuries (ABI). Within Canada, only two provinces acknowledge ABI as an exceptionality in any significant way. For the most part, ABI is under-recognized and often poorly responded to in Canada's educational systems. The issues associated with the problematic delivery of services to students with ABI include: the lack of federal guidelines as to the definition of "exceptionality", the lack of awareness of ABI as an exceptionality requiring accommodation, the connection between the categorization of exceptionalities and funding, and the lack of training and support for educators. The ramifications of these issues and the changes in educational policy needed to adequately address these issues are discussed with reference to children's right to education. (Contains 2 tables.)

Background: In Canada, only 15% of patients requiring palliative care receive such services in the year before death. We describe health care utilization patterns among home care users in their last 6 months of life to inform care planning for older people with varying mortality risks and evolving care needs as they decline. Methods: Using population health administrative data from Ontario, we performed a retrospective cohort study involving home care clients aged 50 years and older who received at least 1 interRAI (Resident Assessment Instrument) Home Care assessment between April 2018 and September 2019. We report the proportion of clients who used acute care, long-term care, and palliative home care services within 6 months of their assessment, stratified by their predicted 6-month mortality risk using a prognostic tool called the Risk Evaluation for Support: Predictions for Elder-life in their Communities Tool (RESPECT) and vital status. Results: The cohort included 247 377 adults, 11.9% of whom died within 6 months of an assessment. Among decedents, 50.6% of those with a RESPECT-estimated median survival of fewer than 3 months received at least 1 nonphysician palliative home care visit before death. This proportion declined to 38.7% and 29.5% among decedents with an estimated median survival between 3 and 6 months and between 6 and 12 months, respectively. Interpretation: Many older adults in Ontario do not receive any palliative home care before death. Prognostic tools such as RESPECT may improve recognition of reduced life expectancies and palliative care needs of individuals in their final years of life. [ABSTRACT FROM AUTHOR]

Selecting individuals who are the right "fit" for correctional work is not an easy task for prison administrators because of the dangerous nature of correctional work and the centrality of prison employees in the prisoner's rehabilitation process. We analyze fitness for correctional work from the employee's perspective, complementing the scholarship focused on the employer's view. We measure occupational fitness in terms of co-worker expectations, analyzing 104 semi-structured interviews conducted with Federal Canadian Correctional Officer recruits in 2018/2019. Recruits in our sample expected a correctional officer to be accountable, reliable, and confident. Understanding the mind-set of new hires provides insights into the correctional officer role and allows employers to align employer-employee expectations, as well as review training and recruitment, which can improve the employee well-being and reduce turnover rates. [ABSTRACT FROM AUTHOR]

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With limited phosphorus (P) supplies, increasing P demand, and issues with P runoff and pollution, developing an ability to reuse the large amounts of residual P stored in agricultural soils is increasingly important. In this study, we investigated the potential for residual soil P to maintain crop yields while reducing P applications and losses in Canada. Using a P cycling model coupled with a soil P dynamics model, we analyzed soil P dynamics over 110 years across Canada's provinces. We found that using soil residual P may reduce mineral P demand as large as 132 Gg P year−1 (29%) in Canada, with the highest potential for reducing P applications in the Atlantic provinces, Quebec, Ontario, and British Columbia. Using residual soil P would result in a 21% increase in Canada's cropland P use efficiency. We expected that the Atlantic provinces and Quebec would have the greatest runoff P loss reduction with use of residual soil P, with the average P loss rate decreasing from 4.24 and 1.69 kg ha−1 to 3.45 and 1.38 kg ha−1, respectively. Ontario, Manitoba, and British Columbia would experience relatively lower reductions in P loss through use of residual soil P, with the average runoff P loss rate decreasing from 0.44, 0.36, and 4.33 kg ha−1 to 0.19, 0.26, and 4.14 kg ha−1, respectively. Our study highlights the importance of considering residual soil P as a valuable resource and its potential for reducing P pollution. [ABSTRACT FROM AUTHOR]

Employability development is a strategic priority for universities across advanced western economies. Despite this, there is no systematic study of employability development approaches internationally. In this study, we considered how universities portray employability on the public pages of their websites. We undertook website content analysis of 107 research-intensive universities in Australia, Canada, the United Kingdom and the United States. Following Farenga and Quinlan, we classified these strategies as "Portfolio," "Hands-off," "Award" and "Non-embedded." Portfolio or Award strategies were the most common across all four locations; Hands-off and Non-embedded strategies were more common to US universities; and Award was more common in the United Kingdom. Universities focused on either "possessional" or "positional" approaches to employability. We advocate for a pedagogical shift towards processual approaches in which responsibility for employability development is shared.

The Learning and Engagement Questionnaire (LEQ) measures instructional and environmental variables associated with learner engagement. The present study sought to determine the suitability of the LEQ to measure learner engagement with a sample of Canadian teachers and to further investigate the factorial structure in comparison with the Australian context. Canadian teachers (N = 739) from Kindergarten to Grade 12 responded to the LEQ in ways that are explained by two factors identified as "Instructional Cycle" and "Student-Directed Learning." The previously reported factor structure of the LEQ identified five factors in the Australian study: "Goal Directed Learning," "Task Selection," "Intensive Teaching," "Teacher Responsiveness," and "Planning and Learning Environment." There is a discussion of the cross- cultural differences between the Australian and Canadian participant groups and their dominant pedagogical approaches. The LEQ has the potential to raise teachers' awareness of the strategies they can use to facilitate inclusive practice through differentiated student engagement.

In this article, we explain how recent research on multilingualism, multilingual education, and multimodality informs our thinking about the use of "ScribJab," a multilingual iPad application and website ("ScribJab.com"), which enables users to compose, illustrate, and narrate stories in two languages. Drawing on excerpts from ethnographic observations in two schools, we recount how students and teachers took up "ScribJab" and illustrate how the tool's design was linked with and contradicted teachers' and schools' stated and enacted language policies, ideas about assessment, and understandings of multimodality. We conclude by arguing that the ecology of the classrooms was materially altered by "ScribJab" and further changes are required to make multilingual pedagogies, multimodal composition, and their assessment more commonplace in schools. We propose that future work on multilingual and multimodal education may need to consider more than the human aspects of classroom life.

We examined older men's body image, with a focus on the role of interpersonal relationships in shaping their psychological adaptation to age-related body changes to appearance, function, and health. Qualitative narrative constructionist study. We conducted semi-structured interviews with 29 men aged 65–83. Data were analysed using thematic narrative analysis; we identified and interpreted patterns in and across the men's stories about their aging bodies. Narratives of purpose through meaningful engagement and belonging through connection permeated the men's accounts. Participants mitigated body-related changes and challenges through pleasurable physical, leisure, and community activities. They derived purpose from these activities as they kept them physically, cognitively, and socially engaged and thus relevant with advancing age, particularly post retirement. The men derived a sense of belonging through social connections. Relationships with family, friends, and community members shaped their capacity for meaningful engagement and associated psychological adjustment to age-related body changes. The findings point to the imperative need to consider how men negotiate their constantly changing, aging bodies within the context of interpersonal relationships, and highlight the role that later life belonging and purpose play in shaping how men experience their bodies as they grow older. [ABSTRACT FROM AUTHOR]

Despite anxiety being a prevalent mental health problem in children, little data exist on the pervasiveness and levels of anxiety symptoms in kindergarteners. Data from the Early Development Instrument, a teacher-completed, population-level measure of child development, were collected across Canada from 2004 to 2015. The final analytic sample consisted of 974,319 children of whom 2.6% were classified as "highly anxious". Compared to children who exhibited "few to none" anxious behaviors, highly anxious children were more likely to be male, have English/French as a second language, and have a special needs designation. Furthermore, compared with their less anxious peers, highly anxious children had between 3.5 and 6.1 higher odds of scoring below the 10th percentile cut-off in physical, social, language/cognitive and communication domains. Our findings suggest that anxious behaviors are related to children's overall health and illustrate the consistency and extensiveness of anxiety at a very young age among Canadian children. [ABSTRACT FROM AUTHOR]

In an effort to increase our understanding of what mathematics young children are capable of when provided with playful yet purposeful opportunities to learn, Canadian researchers initiated lesson study over 4 years with teams of teachers of young children (ages 4-7). The lesson study process followed a lesson study cycle of goal setting, planning, implementation and reflection, with one major variation: a focus on the design and implementation of exploratory tasks. Exploratory tasks are brief, collaboratively planned activities that focus on precise mathematics content with engaging contexts. The lesson study team featured in this paper presented students with challenging exploratory tasks to investigate length, perimeter and area measurement concepts as they progressed toward the public research lesson. Through the process, lesson study teachers increased their abilities to look and listen for student mathematics thinking that affected their subsequent planning to tasks. Notably, teacher estimations of what young children can do were expanded and raised. Students also made significant gains on pre-post interviews, suggesting that exploratory tasks are a powerful variation of lesson study that increases teacher and student learning due to increases in frequency, emphasis and implementation of quality tasks.

This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed.

When school systems and administrations provide educators with opportunities to engage in transformative learning through reflective practice and provide opportunities to challenge their beliefs, educator pedagogy for inclusive education can be enhanced (Evans, 1997; Pyha¨lto¨ et al., 2012; Richardson, 1998). Our research examined the experiences of 11 inclusion coaches while they provided support and built capacity for 38 educators during a change in special education service delivery, seeking insight into the effectiveness of this coaching model. Coaches' experiences were shared during semi-focused group discussions and via an online blog. Qualitative analysis revealed coaches' roles in this context were influenced by their personal expectations, personal growth, support for one another, and support for respective educators. The findings from this research are pivotal for pedagogy and teaching philosophy in inclusion.

This study aimed to determine whether higher intakes of Na, added sugars and saturated fat are prospectively associated with all-cause mortality and CVD incidence and mortality in a diverse population. The nationally representative Canadian Community Health Survey-Nutrition 2004 was linked with the Canadian Vital Statistics – Death Database and the Discharge Abstract Database (2004–2011). Outcomes were all-cause mortality and CVD incidence and mortality. There were 1722 mortality cases within 115 566 person-years of follow-up (median (interquartile range) of 7·48 (7·22–7·70) years). There was no statistically significant association between Na density or energy from saturated fat and all-cause mortality or CVD events for all models investigated. The association of usual percentage of energy from added sugars and all-cause mortality was significant in the base model with participants consuming 11·47 % of energy from added sugars having 1·34 (95 % CI 1·01, 1·77) times higher risk of all-cause mortality compared with those consuming 4·17 % of energy from added sugars. Overall, our results did not find statistically significant associations between the three nutrients and risk of all-cause mortality or CVD events at the population level in Canada. Large-scale linked national nutrition datasets may not have the discrimination to identify prospective impacts of nutrients on health measures. [ABSTRACT FROM AUTHOR]

Background: Direct comparisons of paediatric hospitalizations for acute coronavirus disease 2019 (COVID-19) and multisystem inflammatory syndrome in children (MIS-C) can inform health system planning. We describe the absolute and relative hospital burden of acute paediatric COVID-19 and MIS-C in Canada. Methods: This national prospective study was conducted via the Canadian Paediatric Surveillance Program from March 2020-May 2021. Children younger than 18 years old and hospitalized for acute COVID-19 or MIS-C were included in the analysis. Outcomes included supplemental oxygen (low-flow oxygen or high-flow nasal cannula), ventilation (non-invasive or conventional mechanical), vasopressors, paediatric intensive care unit (PICU) admission, or death. Adjusted risk differences (aRD) and 95% confidence intervals (CI) were calculated to identify factors associated with each diagnosis. Results: Overall, we identified 330 children hospitalized for acute COVID-19 (including five deaths) and 208 hospitalized for MIS-C (including zero deaths); PICU admission was required for 49.5% of MIS-C hospitalizations versus 18.2% of acute COVID-19 hospitalizations (aRD 20.3; 95% CI, 9.9-30.8). Resource use differed by age, with children younger than one year hospitalized more often for acute COVID-19 (aRD 43.4% versus MIS-C; 95% CI, 37.7-49.1) and more children 5-11 years hospitalized for MIS-C (aRD 38.9% vs. acute COVID-19; 95% CI, 31.0-46.9). Conclusion: While there were more hospitalizations and deaths from acute paediatric COVID-19, MIS-C cases were more severe, requiring more intensive care and vasopressor support. Our findings suggest that both acute COVID-19 and MIS-C should be considered when assessing the overall burden of severe acute respiratory syndrome coronavirus 2 in hospitalized children. [ABSTRACT FROM AUTHOR]

Objective: We sought to determine the incidence, clinical features, and demographic profile of head injury secondary to suspected child maltreatment (abuse or neglect) in Canada to help inform the development and evaluation of prevention programs for abusive head injuries. Methods: From March 1, 2005 to February 28, 2008, an average of 2,545 paediatricians and paediatric subspecialists were surveyed monthly through the established network of the Canadian Paediatric Surveillance Program. We calculated incidence rates using the number of confirmed cases over the product of the duration of the study (3 years) and population estimates by age group. Results: There were 220 confirmed cases of head injury from suspected child maltreatment. The annual incidence rate was 14.1 per 100,000 for children less than 1 year of age and 1.4 per 100,000 for those less than 15 years. Seventy three percent (141) of cases involved infants less than 12 months of age and 52% (100) of cases involved infants less than 6 months of age. Seventy-five percent (165) of cases presented to the emergency room. With regard to outcome, 12% (27) of cases resulted in death and 45% (75) of survivors had neurological sequelae at discharge. Thirty percent (67) of all cases, as well as 30% (8) of deaths were previously known to child welfare authorities. Conclusion: This study provides an estimate of the rate of head injury secondary to suspected child maltreatment in Canada. The young age and poor medical outcomes of those involved highlights the need for prevention efforts that are implemented early in life. Given that a significant percentage of injured infants and children were already known to child welfare authorities, the study also highlights the need to establish and evaluate additional preventive efforts for parents and caregivers already in the child welfare system. (Contains 5 tables.)

Based on challenges with the traditional model of school psychology, response to intervention (RTI) has been advanced as a model of special education eligibility decision making and service delivery that may address the drawbacks of the traditional models of assessment and result in improved outcomes for students. In this article, the RTI model is described, and the research base describing its rationale and outcomes is reviewed. Finally, a description of how RTI has been and can continue to be adopted and researched in Canada is provided. (Contains 4 figures.)

This article discusses School-wide Positive Behaviour Support (SWPBS), an evidence-based approach to teaching social competencies and enhancing the school social environment. The focus of this article is on the value of evaluation and evaluation plans at a district level for maintaining and increasing the effectiveness of SWPBS in a district. We review the key components of evaluation plans and describe a framework for creating evaluation plans created for British Columbia. We also provide an example of the evaluation efforts using this framework in a medium sized school district in British Columbia. Results showed decreased levels of problem behaviour, decreased numbers of students at risk for significant behaviour challenges, and increased academic achievement and student perceptions of school safety for schools implementing SWPBS, in comparison to low implementing schools and district and provincial averages. (Contains 6 figures.)

Students' perceptions of school safety and experiences with bullying were examined in a large Canadian cohort of 5,493 girls and 5,659 boys in Grades 4 to 12. Results indicate notable differences in when and where students felt safe based on their own perceptions of safety and their own experiences with bullying, particularly across elementary and secondary schools. For elementary students, especially those involved in bullying, the playground/school yard and outside recess/break time were particularly hazardous, whereas for secondary students involved in bullying, the hallways, school lunchroom/cafeteria, and outside recess/break were considered especially dangerous. The commonality across student-identified unsafe areas is that they tend to not be well supervised by school personnel. Accordingly, the present results underscore the need to increase adult supervision in areas in which an overwhelming majority of students report feeling unsafe. (Contains 2 tables and 2 notes.)

Background: Standard case criteria are proposed for combined use of the Autism Diagnostic Interview-Revised and Autism Diagnostic Observation Schedule to diagnose autism and to define the broader category of autism spectrum disorders. Method: Single and combined Autism Diagnostic Interview-Revised and Autism Diagnostic Observation Schedule algorithms were compared to best estimate diagnoses in four samples: U.S. (n = 960) and Canadian (n = 232) participants 3 years and older, U.S. participants younger than 36 months (n = 270), and U.S. participants older than 36 months with profound mental retardation (n = 67). Results: Sensitivities and specificities of 80% and higher were obtained when strict criteria for an autism diagnosis using both instruments were applied in the U.S. samples, and 75% or greater in the Canadian sample. Single-instrument criteria resulted in significant loss of specificity. Specificity was poor in the sample with profound mental retardation. Lower sensitivity and specificity were also obtained when proposed criteria for broader spectrum disorders were applied. Conclusions: The Autism Diagnostic Interview-Revised and Autism Diagnostic Observation Schedule make independent, additive contributions to the judgment of clinicians that result in a more consistent and rigorous application of diagnostic criteria. (Contains 3 tables.)

Using 5 diet quality indexes, we estimated the mortality and life expectancy lost, at the national level, attributable to poor dietary patterns, which had previously been largely unknown. We used the Canadian Community Health Survey 2004, linked to vital statistics (n  = 16,212 adults; representing n  = 22,898,880). After a median follow-up of 7.5 years, 1,722 deaths were recorded. Population attributable fractions were calculated to estimate the mortality burden of poor dietary patterns (Dietary Guidelines for Americans Adherence Index 2015, Dietary Approaches to Stop Hypertension, Healthy Eating Index, Alternative Healthy Eating Index, and Mediterranean Style Dietary Pattern Score). Better diet quality was associated with a 32%–51% and 21%–43% reduction in all-cause mortality among adults aged 45–80 years and ≥20 years, respectively. Projected life expectancy at 45 years was longer for Canadians adhering to a healthy dietary pattern (average of 5.2–8.0 years (men) and 1.6–4.1 (women)). At the population level, 26.5%–38.9% (men) and 8.9%–22.9% (women) of deaths were attributable to poor dietary patterns. Survival benefit was greater for individuals with higher scores on all diet indexes, even with relatively small intake differences. The large attributable burden was likely from assessing overall dietary patterns instead of a limited range of foods and nutrients. [ABSTRACT FROM AUTHOR]