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This is a composite article which brings together the international perspectives of the editorial board of the Journal of Adventure Education and Outdoor Learning to explore the impacts of artificial intelligence (AI) on the field of adventure education and outdoor learning (AE/OL). Building on the AE/OL profession's response to the impacts of COVID-19 on outdoor and environmental education in 2020, this article includes authors from 10 countries including Australia, Brazil, Canada, England, Japan, Kenya, the Netherlands, New Zealand, Norway, and Wales. The statements discuss the impacts and opportunities of AI for the AE/OL professions, researchers, the nature of being in and with the outdoors, and Indigenous knowledges. The intention of this article is not to present a definitive summary of the state of the profession, but to provide examples of the ways in which diverse people are responding to the challenges and opportunities of AI. By sharing these views, and identifying some commonalities, we hope that AE/OL educators, practitioners, researchers and managers can creatively and cautiously seize the opportunities of this technological revolution.

The Ontario Consortium of Undergraduate Biology Educators (oCUBE) brings together over 50 biology educators from 18 Ontario universities with the common goal to improve the biology undergraduate experience for both students and educators. This goal is achieved through an innovative mix of highly interactive face-to-face meetings, online conferencing platforms (wiki and video conferencing), monthly online newsletters, and other activities. The beauty of the oCUBE model is that it meshes with the active learning methods that its members use in their own teaching. It also creates a community of practice with intra- and inter-institutional collaborations that assist in resolving educational issues of both common and immediate importance to oCUBE members. oCUBE members report that oCUBE activities and resources are very effective in helping them learn new teaching strategies and in developing professionally.

The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) is an administrative fact for many counsellors. This psychiatric approach to formulating client concerns runs counter to those used by counsellors of many approaches (e.g., systemic, feminist). Using an online survey of counsellors (N = 116), invited contributions to a website blog, and in-depth interviews of 10 counsellors, we sought to better understand how the DSM-IV-TR influenced counsellors' practice, and their responses to its expected use. From our situational analyses, we relate our findings to tensions experienced by counsellors when practicing from non-psychiatric approaches to practice.

Background: A sample of 1448 students in grades 7 and 9 was drawn from public schools in Atlantic Canada to explore students' knowledge of science and mathematics requirements for science, technology, engineering, and mathematics (STEM) careers. Also explored were their mathematics self-efficacy (MSE), their future career interests, their preferences for particular career activities, and their likelihood to pursue a STEM career. Results: Analysis revealed that while older students had more knowledge about mathematics/science requirements for STEM careers, this knowledge was lacking overall. Also, students with higher MSE were more knowledgeable about STEM career requirements. Furthermore, students with higher MSE and STEM career knowledge were more likely to choose a STEM career. Students with greater interest in technical and scientific skills were also more likely to consider a STEM career than those who preferred career activities that involved practical, productive, and concrete activities. Conclusions: The results of this study show that students in middle school have a limited STEM career knowledge with respect to subject requirements and with respect to what sort of activities these careers involve. Furthermore, students with low MSE have a declining interest in STEM careers. Our data thus support the need to improve access to knowledge to facilitate students' understanding of STEM careers and the nature of STEM work. Exposure of students to STEM careers can enhance their interest in pursuing careers involving science, technology, engineering, and mathematics.

The present study evaluated the effects of explicit instruction on advanced French second language (L2) learners' (n = 18) contextually appropriate use of two stylistic variables (/l/ deletion vs. retention and "ne" deletion vs. retention) using two different task types. A planned and unplanned oral task was used to assess students' productive stylistic knowledge before and after the instructional treatment. Performance on both tasks was then compared to a corpus of native French (L1) speakers (n = 12) recorded under the same conditions. As hypothesised, the findings revealed that explicit instruction triggered changes in students' productive use of the target features; however, their ability to align to L1 stylistic norms was mediated by two factors: task types and linguistic complexity of the stylistic variants. Additionally, although instruction prompted change in the use of these variables, some learners reported being unwilling to use informal features, suggesting that personal speech-style preferences may also moderate the use of specific stylistic variants and should, therefore, be further considered in research examining the development of L2 sociolinguistic competence.

To enhance understanding of factors that might improve STEM career participation, we assessed students' self-perceptions of competency and interest in science/math, engagement in STEM activities outside of school, and knowledge of STEM career requirements. We show that the primary positive influencer directing students to a STEM career is high engagement in STEM activities. Our data also indicate that Grade 7 students do not grasp the importance of science/math requirements for future STEM careers. Further research is required to more fully explore the correlations between education and community influencers on the likelihood of choosing a STEM career identified in this study.

This research utilized a blend of quantitative and qualitative research designs to explore the perceptions held by early interventionists regarding family-centred care, cultural diversity, and cultural sensitivity. The Executive Directors (N = 11) of early intervention programs in Nova Scotia completed the Cultural Diversity in Early Intervention Survey. Early intervention professionals (N = 10) employed in two urban programs were interviewed. Participants were asked to discuss their interpretations of family-centred care and cultural sensitivity, and to highlight any associated areas of challenge. Results demonstrated that for the most part, participants had excellent conceptual understandings of early intervention and family-centred care. Their descriptions of cultural sensitivity were less well defined. This is likely due to the fact that no participants had received training specific to cultural sensitivity and were unsupported by necessary resources, such as translators. (Contains 1 table.)

Quartets of Chinese (n = 125) and Canadian (n = 133) 7-year-old children were observed as they played with a single attractive toy. Chinese children exhibited more assertive and general rule bids, engaged in more spontaneous giving, and reacted more positively to assertions of others whereas Canadian children more frequently referred to norms of sharing. Evidence of cultural scripts for dealing with potential conflict, that is, sharing for Canadian children and hierarchical organization for Chinese children, emerged. Passive and reticent behaviors in Chinese children and assertion and object control by Canadian children were associated with group acceptance, results suggesting the meaning of these patterns of social behavior may differ in these two countries.

Introduction: Videoconferencing (VC) is becoming a common method for the delivery of continuing education (CE) to clinicians in remote locations. The purpose of this study was to compare the effectiveness, acceptability, and costs of a full-day training workshop (TW) delivered through two different formats: face-to-face (FTF) and VC. The TW was designed to teach administration and scoring guidelines for the Chedoke-McMaster Stroke Assessment, an outcome measure used by rehabilitation professionals. Methods: The TW was delivered simultaneously in FTF and VC formats to a total of five remote communities on two separate occasions. Participants completed a test of scoring competency at the beginning (pretest) and end (posttest) of the TW as well as a feedback questionnaire. A cost comparison was also undertaken. Results: Forty-four physical and occupational therapists participated. No significant between-group differences were found in posttest scoring competency related to delivery format (FTF or VC): (F[subscript 1,38] = 0.6, MSE = 3.6, p greater than 0.4), or for the two workshops: (F[subscript 1,38] = 1.4, MSE = 3.6, p greater than 0.2). Despite technical difficulties, participant experience was rated as "good" to "excellent." The VC method offered considerable cost savings to participants and their organizations, at a minimum of $7,437 (Canadian). Conclusion: Clinicians participating in the TW via VC performed as well as those in the FTF group on the competency test. Videoconferencing improves access to CE, is well received by participants, and provides a cost-effective method of course delivery. Further evaluation of other CE events delivered through VC is indicated. (Contains 1 figure and 4 tables.)

School psychologists working in Nova Scotia (NS) were surveyed to determine their current practices and preferred future roles. The goals of the study were to: (a) provide insight into the practice of school psychology in NS, (b) compile a valuable resource for potential students entering into the field, (c) provide information for educational programs preparing school psychology students, and (d) encourage interprovincial communication across the Canadian provinces. Results of the surveys indicate that there have been dramatic changes in the practice of school psychology in NS over the past two decades. Along with increasing numbers of positions and more specific training, there has been an increase in time spent in psychoeducational assessment as well as further diversification of roles (intervention, prevention, consultation). There is a strong desire to decrease time spent in the psychoeducational role and increase time in the area of preventative services. Implications for practicing and upcoming school psychologists are discussed. (Contains 3 tables.)

The purpose of this study was to investigate weight-loss interventions offered by Canadian doctors of chiropractic to their adult patients. This paper reports a secondary analysis of data from the Ontario Chiropractic Observation and Analysis STudy (N c = 42 chiropractors, N p = 2162 patient encounters). Multilevel logistic regression was performed to assess the odds of chiropractors initiating or continuing weight management interventions with patients. Two chiropractor variables and 8 patient-level variables were investigated for influence on chiropractor-directed weight management. In addition, the interaction between the effects of patient weight and comorbidity on weight management interventions by chiropractors was assessed. Around two-thirds (61.3%) of patients who sought chiropractic care were either overweight or had obesity. Very few patients had weight loss managed by their chiropractor. Among patients with body mass index equal to or greater than 18.5 kg/m2, guideline recommended weight management was initiated or continued by Ontario chiropractors in only 5.4% of encounters. Chiropractors did not offer weight management interventions at different rates among patients who were of normal weight, overweight, or obese (P value = 0.23). Chiropractors who graduated after 2005 who may have been exposed to reforms in chiropractic education to include public health were significantly more likely to offer weight management than chiropractors who graduated between 1995 and 2005 (odds ratio 0.02; 95% CI [0.00-0.13]) or before 1995 (odds ratio 0.08; 95% CI [0.01-0.42]). The prevalence of weight management interventions offered to patients by Canadian chiropractors in Ontario was low. Health care policy and continued chiropractic educational reforms may provide further direction to improve weight-loss interventions offered by doctors of chiropractic to their patients. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. 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 Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. 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 Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. 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.)

Aim: Standards for health care quality, access and evaluation of early intervention in psychosis services are required to assess implementation, provide accountability to service users and funders and support quality assurance. The aim of this article is to review the application of standards in Europe and North America., Methods: Descriptive methods will be used to illustrate the organizational context in which standards are being applied and used, specific measures being applied and results so far., Results: Both fidelity scales and quality indicators of health care are being used. Fidelity scales are being applied in Australia, Canada, Denmark, Italy and United States. In England, quality indicators derived from the National Institute for Health and Care Excellence guidance are being used., Conclusion: In the last 4 years, significant progress has been made in the development and application of measures that assess quality and access to evidence-based practices for early intervention in psychosis services. This represents an important step towards providing accountability, improving outcomes and service user experience. The methods used allow for comparison between the services that are assessed with the same methods, but there is a need to compare the different methods. Further research is also required to explore links between quality of care and outcomes for community mental health services that deliver early intervention in psychotic disorders., (© 2020 John Wiley & Sons Australia, Ltd.)