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The increasing speed of societal, environmental, technological, and workplace changes brings into sharper focus the question of how people shape and learn from transitions, such as so-called 'skilled migration'. Taking a doing transitions and doing migration perspective, I assert that transitions and migration do not simply exist but are constituted relationally through social practices and accompanied by learning processes. This paper reports findings from qualitative research into the question of how people learn and transform their understandings of (life)time when moving to a new country and seeking entry into the labour market. The study used the documentary method to analyse data from 20 biographical-narrative interviews with people who moved to Canada as adults. Findings indicate different modes of dealing with shifts in temporal contexts during migration as decompressing lifetime, losing time, and going with the flow. These modes are associated with positive transformative learning, negative transformative learning, and learning through participation in practices. This study has implications for theorising learning during life course transitions as a socially embedded process. It also points to the need for differentiated support as individuals seek to enter new labour markets or make career changes in the context of migration.

This paper investigates a trajectory of forty years of evolving practices in grassroots community development in southwestern Ontario. We present it as a case study that yields fresh perspectives in socially transformative ways of knowing and discovering. In doing so, we aim to elucidate traditions in adult education and social transformation that have 'flown under the radar.' Our analysis is based on hermeneutic analysis of written sources. Taking a practice theory perspective, we explore the "practice architectures," i.e. the cultural-discursive arrangements, material-economic arrangements, as well as social-political arrangements that enable or constrain the learning of and participation in particular practices that contribute to social innovation. Our findings suggest that the application of a practice theory framework to the complex and often unarticulated work of community development aids in bringing to light the creative ways in which the associated practices emerge, get shaped and acquired. We will conclude by discussing implications for adult learning and community development.

Among the well-documented challenges faced by newcomers to Canada is the possession of Canadian experience (CE) as a prerequisite for successful entry into the labour market. Building on discussions that highlight the exclusionary functions of the CE discourse, this paper employs Dewey's concept of active and passive experience and applies a doing migration framework in order to study how individuals interact with this discourse. Empirically, this paper draws on narrative interviews conducted with individuals with tertiary education who moved to Canada in adulthood. Using the documentary method, I identified three modes of engagement with CE discourse as replay and readjust, reset and move forward, and research and pro-act. Results illuminate the various forms of engagement, highlighting active, passive, and relational dimensions of doing migration. Concluding, I argue that such relational perspective has implications for adult education and the approaches taken to support individuals as they settle into life in Canada, as well as for theoretical perspectives on learning.

The Math Exam/Education Resources (MER) is an open online learning resource hosted at The University of British Columbia (UBC), aimed at providing mathematics education resources for students and instructors at UBC. In this paper, there will be a discussion of the motivation for creating this resource on the MediaWiki platform, key features of the implementation that support student learning (including the evolution of the MER wiki from an exam database to a more-general learning resource), data on student use and response, potential for future development, and a brief description of how the project was implemented. Preliminary correlation data between wiki usage and exam performance are shared along with some preliminary data from an ongoing impact study.

Copyright of Canadian Journal for the Study of Adult Education is the property of Canadian Journal for the Study of Adult 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.)

Transparency and comparability of higher education institutions especially in terms of their academic programmes and research activities are important issues for today's working environment. This paper is an overview of a recently completed PhD thesis which outlines examples of selected Organization for Economic Co-operation and Development countries (Austria, Germany, Finland, the UK, the USA and Canada) with their different approaches to implementing a quality assurance system. These case studies are compared through peer-reviewed country reports and interviews with national and international experts. Based on this comparative study, useful recommendations are provided to create a functioning quality assurance system within an international higher education area. (Contains 1 figure and 4 tables.)

There is considerable evidence that overlearned symbols, especially arrows, can orient attention to peripheral locations. In 2003, Pratt and Hommel showed that when 1 arrow is selected from a set of arrows, based on an attentional control setting for a specific target color, the selected arrow determines the orientation of attention. Recently, Leblanc and Jolicoeur (2010) reexamined this finding, and concluded that spatial proximity of the arrow to the target, not the symbolic value of the arrow, determines the orienting of attention. Here, we manipulated both the symbolic value of the cue (direction arrows or directionless circles) and the proximity of the cue to the peripheral target location (near or far), and found that although proximity does play a role in the orienting of attention (larger cuing effects were found with far cues than near cues), the symbolic content of the cue also plays an important role (larger cuing effects were found with arrows than circles). Thus, both the symbolic value and the spatial proximity of cues affect the orienting of attention. (Contains 2 figures.)

This article reports on a qualitative case study involving pedagogical innovations grounded in culturally and linguistically inclusive approaches to curriculum. In this project, kindergarten children were supported in collaboratively authoring Dual Language Identity Texts. Our findings suggest that as family and teacher conceptions of literacy were extended beyond traditional monolingual print-based literacy, home literacies associated with complex transnational and transgenerational communities of practice were legitimated through their inclusion within the school curriculum. This process invited family members to take up roles as expert partners in children's biliteracy development. Further, conditions were fostered for parents to consider and articulate their beliefs and values vis-a-vis their children's multiliterate practice and participation within these multiple, transnational communities. (Contains 1 figure and 13 notes.)

Thirty-eight Latin American mothers with young children tell of their perceptions of school discipline and comportment issues and talk of their children's encounters with "zero tolerance" legislation, and related rules for conduct, implemented by the local school boards. The purpose of this exploratory study is to understand: (a) parents' views of and concern about disciplinary practices at school; (b) parents' ideas about the connection between home and school discipline; and (c) parents' understanding of the officially prescribed consequences of behaviour identified as non-tolerable. Implications of the findings are discussed with regard to professional practice. (Contains 1 table.)

Extensive interviews examined how school processes influenced home language practices of 45 Latino families in Canada. Parents felt that Spanish maintenance fostered family unity, Latino identity, and professional advancement, but assimilative pressures sometimes caused doubts about openly speaking Spanish at home. Strategies parents used to counter home language loss are described. (Contains 61 references.) (Author/TD)

Examined the ways Canadian provincial and territorial policies address the inclusion of infants in multi-age early childhood education settings and the ways practitioners and licensing personnel interpret these policies. Noted policy patterns that affect the inclusion of infants and older children. Derived recommendations for policymakers and practitioners on multi-age groupings. (JPB)

Interviews with Canadian day care workers and minority parents showed that the two groups disagreed about why parents are not involved enough; were unaware of their basic differences in ECE goals; and disagreed substantially over what constitutes proper child-rearing methods. Discriminatory incidents were not uncommon at centers, although teachers were sometimes unaware of them. (EV)

Investigated Canadian university and community college faculty's responses to increased diversity of clients of child-care centers and graduates' perceived level of preparation. Found that faculty believed that the majority of their students were not well prepared to work with diverse populations. Graduates working at child-care centers did not feel well prepared to work with diverse populations. (Author/KB)

Examines how 81 early childhood education students responded to the presentation of a cultural-contextual approach during a human development course. Notes evidence for only a small degree of success in conveying the approach in terms of students actually mentioning course-related issues. Describes course setting and objectives, and evaluation of course through reaction papers. Considers implications for teaching. (JPB)

Respiratory syncytial virus (RSV) infection is a leading cause of hospitalisation in early childhood and palivizumab is the only licensed intervention for prevention. Palivizumab guidelines should reflect the latest evidence, in addition to cost-effectiveness and healthcare budgetary considerations. RSV experts from Europe, Canada and Israel undertook a systematic review of the evidence over the last 5 years and developed recommendations regarding prophylaxis in industrialised countries. Almost 400 publications were reviewed. This group recommended palivizumab for: preterm infants (<29 and ≤31 weeks gestational age [wGA] and ≤9 and ≤6 months of age, respectively; high-risk 32-35wGA), former preterm children ≤24 months with chronic lung disease/bronchopulmonary dysplasia, children ≤24 months with significant congenital heart disease; and other high-risk populations, such as children ≤24 months with Down syndrome, pulmonary/neuromuscular disorders, immunocompromised, and cystic fibrosis. Up to 5 monthly doses should be administered over the RSV season. It is our impression that the adoption of these guidelines would help reduce the burden of RSV. [ABSTRACT FROM AUTHOR]

Abstract: Geochemical and isotopic monitoring allows determination of CO2 presence in the subsurface through the sampling of produced fluids and gases at production and/or monitoring wells. This is demonstrated by data from 22 months of monitoring at the Pembina Cardium CO2 Monitoring Pilot in central Alberta, Canada. Eight wells centered around two CO2 injectors were sampled monthly between February 2005 and February 2007. Stable isotope analyses of the samples revealed that changes in the δ13CCO2 values in produced gas as well as changes in the δ18O values of the produced fluids indicate CO2 presence and identify trapping mechanisms at select production wells. Using equilibrium isotope exchange relationships and CO2 solubility calculations, fluid and gas saturations in the pore space in excess of that occupied by oil were calculated. We demonstrate that stable isotope measurements on produced fluids and gases at the Pembina Cardium CO2 storage site can be used to determine both qualitatively and quantitatively the presence of CO2 around the observation well, given that the injected CO2 is isotopically distinct. [Copyright &y& Elsevier]

Increasing HIV testing rates among high-risk groups should lead to increased numbers of cases being detected. Coupled with effective treatment and behavioural change among individuals with detected infection, increased testing should also reduce onward incidence of HIV in the population. However, it can be difficult to predict the strengths of these effects and thus the overall impact of testing. We construct a mathematical model of an ongoing HIV epidemic in a population of gay, bisexual and other men who have sex with men. The model incorporates different levels of infection risk, testing habits and awareness of HIV status among members of the population. We introduce a novel Bayesian analysis that is able to incorporate potentially unreliable sexual health survey data along with firm clinical diagnosis data. We parameterize the model using survey and diagnostic data drawn from a population of men in Vancouver, Canada. We predict that increasing testing frequency will yield a small-scale but long-term impact on the epidemic in terms of new infections averted, as well as a large short-term impact on numbers of detected cases. These effects are predicted to occur even when a testing intervention is short-lived. We show that a short-lived but intensive testing campaign can potentially produce many of the same benefits as a campaign that is less intensive but of longer duration., (© 2018 The Author(s).)