Search

'Literacy in the Science Classroom Project" was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted in different classrooms. We also wanted to identify the challenges and enablers to implementing these literacy strategies and practices at the classroom, school, and district levels. Data collection involved both qualitative and quantitative methodologies: student questionnaires; interviews with teachers, principals, and mentor; and focus groups with students. The findings suggest that the program had an impact on beliefs and practices commensurate with the workshop participation of individual teachers. These language-enhanced teacher practices also had a positive impact on the use of talking, reading and writing by students in the science classroom. Finally, continuing PD support may be needed in certain jurisdictions for strengthening minority-language programs given the high teacher mobility in content-area classrooms evident in this study.

The socioeconomic impact of mining in Canada has positive and negative aspects. Effective evaluation of its impact suffers from the inadequacy of the criteria and indicators chosen to measure its sustainability and the limitations of the current means used to minimize the subjectivity of expert judgments. Constraints associated with legislation and standards governing mining activities must also be considered. In this study, a theoretical model is proposed for evaluating the socioeconomic impact of mining in Canada. This model combines the multi-criteria analysis methods known as the analytic hierarchy process and fuzzy integrated judgment. Based on a simulation, the model is able to take into account the subjectivity of expert judgments. In addition to reducing this subjectivity and allowing measurement of sensitivity, the model provided an overview of the progress achieved by a mine during its transition towards sustainable development. [ABSTRACT FROM AUTHOR]

In spite of its economic outputs, the Canadian mining sector has suffered from several setbacks that have compromised its reputation. This has led many of its stakeholders to adopt a shift towards a new paradigm focused on sustainable development. In this review of the literature, we identify the impact that mining activities have had on various social, economic and environmental issues in Canadian society. We also survey the criteria and indicators included in various models that may be used to evaluate the adequacy of the transition of mines towards sustainable development. Finally, the strengths and weaknesses of eight tools that have been applied to the socioeconomic impact of mines are analysed. A clear vision of prospects for promoting sustainable development in Canadian mining emerges from this survey. Our analysis reveals important factors not given adequate consideration in the models used currently to evaluate and suggests opportunities to improve these evaluation tools through identification of more relevant criteria and indicators. The research undertaken should incite stakeholders to develop social and economic impact evaluation tools that are better adapted to the Canadian context. [ABSTRACT FROM AUTHOR]

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

Natural disturbances, such as fire and insect outbreaks, play important roles in natural forest dynamics, which are characterized over long time scales by changes in stand composition and structure. Individual-based forest simulators could help explain and predict the response of forest ecosystems to different disturbances, silvicultural treatments, or environmental stressors. This study evaluated the ability of the SORTIE-ND simulator to reproduce post-disturbance dynamics of the boreal mixedwoods of eastern Canada. In 1991 and 2009, we sampled all trees (including seedlings and saplings) in 431 (256 m2) plots located in the Lake Duparquet Research and Teaching Forest (western Quebec). These plots were distributed in stands originating from seven wildfires that occurred between 1760 and 1944, and which represented a chronosequence of post-disturbance stand development. We used the 1991 inventory data to parameterize the model, and simulated short- to long-term natural dynamics of post-fire stands in both the absence and presence of a spruce budworm outbreak. We compared short-term simulated stand composition and structure with those observed in 2009 using a chronosequence approach. The model successfully generated the composition and structure of empirical observations. In long-term simulations, species dominance of old-growth forests was not accurately estimated, due to possible differences in stand compositions following wildfires and to differences in stand disturbance histories. Mid- to long-term simulations showed that the secondary disturbance incurred by spruce budworm did not cause substantial changes in early successional stages while setting back the successional dynamics of middle-aged stands and accelerating the dominance of white cedar in late-successional post-fire stands. We conclude that constructing a model with appropriate information regarding stand composition and disturbance history considerably increases the strength and accuracy of the model to reproduce the natural dynamics of post-disturbance boreal mixedwoods. [ABSTRACT FROM AUTHOR]

Since 2011, an increasing incidence of sexually transmitted infections and risky sexual practices has been reported among young adults in Canada. However, research on sexual risk behaviours of international students in North America is limited, despite an increasing number of students from abroad attending higher education institutions on this continent. This article shares research findings comparing the sexual practices of international and domestic students in five postsecondary institutions in three Canadian provinces (Manitoba, Ontario, Quebec). Two hundred forty-two international students and 1220 domestic students took part in the bilingual online and paper-based survey. Female international students were less likely to be sexually active than international male, domestic male, and domestic female students. International students were significantly less likely to partake in many risky sexual behaviours, such as inconsistent condom use and unplanned sex after consuming alcohol or drugs. However, male international students were more likely to report having multiple sexual partners than male domestic students. These findings are relevant to those who counsel and advise postsecondary students on Canadian campuses and for healthcare practitioners to better understand postsecondary students' sexual practices. Strategies to enhance sexual health and knowledge include targeted promotion of safe sexual practices and sexual education in postsecondary institutions. [ABSTRACT FROM AUTHOR]