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This research studies a justice-based program that was originally developed from an initiation by a community agency seeking a collaboration with a postsecondary program. For this article, service-learning is defined as an experience in which students are provided an opportunity to participate in an organized activity in the community that serves both the needs of the group or agency involved and the educational goals of the program organizers. The guiding questions for this study included: (1) How might preservice teachers' experiences in justice-based service-learning placements inform their own critical understandings of the role of the teacher and schools in supporting children and youth from immigrant backgrounds?; and (2) How can an organized justice-based service-learning opportunity mutually benefit preservice teachers, immigrant youth participants, the community agencies, and the university's professional program? The authors concluded that highlighting a critical social justice approach in the course and focusing on linking theory with their community experiences allowed the preservice teacher-students to find much value and insight into the concepts and issues they explored in their diversity course. The service-learning placement and its community mentors became the co-educators for the semester, as the preservice teachers established positive professional relationships with the diverse children in their care.

Background: The current interest in models-based practice (MBP) as an innovation and framework has necessitated deeper understanding of both what MBP is and how teacher educators teach pre-service teachers about innovative approaches such as MBP. Despite several studies of individual teacher educators enacting MBP, there are few examples of how several teacher educators might go about implementing MBP in physical education teacher education (PETE) programmes. Purpose: The purpose of this study was to develop an understanding of how a collaborative approach to teaching pre-service teachers MBP can support coherence in PETE modules. The study was guided by the question: How do teacher educators teaching in one PETE module negotiate their experience of teaching about teaching as they implement MBP? Method: This collaborative self-study of teacher education practices was conducted in a Norwegian PETE department and involved five teacher educators. The particular setting for the study was one module (what might be described elsewhere as a course or unit of study) that Lasse, Berit, Anders, and Mats were to teach to first year pre-service teachers in one PETE programme (13 females and 37 males). In addition to teaching the module, the four teacher educators acted as critical friends to one another, while Tim (who was based in Canada) offered a second layer of critical friendship to group members both individually and collectively. Data generation included two primary sources: audio records of our meetings in different configurations (21 meetings and approximately 35 hours audio) and our reflective diaries (total of 10 entries and 20 pages). Data analysis involved a five-step dialogic process of 'thinking with' Loughran's (2006. "Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning About Teaching." London: Routledge) concept of developing a pedagogy of teacher education (Jackson, A. Y., and L. A. Mazzei. 2012. "Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives." London: Routledge). Results: This study provides insights into the affordances of taking a collaborative approach to teaching about teaching MBP and how such a collaborative approach facilitated implementation individually and collectively. Furthermore, the study highlights the ways the several collaborative processes and structures produced the development of a shared language and vision for teaching about teaching MBP. This shared vision led to coherence in how we talked and taught about MBP with each other and with pre-service teachers. These visions helped make our individual and collective practices and their articulation coherent to ourselves and to one another, and also to the pre-service teachers whom we taught. Conclusion: Our understanding is that the development of coherent PETE programmes and the modules within those programmes requires at least: (i) a professional group of teacher educators who are willing to share their understanding, challenges, and uncertainties with one another and with pre-service teachers, (ii) an inquiry-oriented stance towards researching group and departmental beliefs and practices, and (iii) a desire to better understand and share the development of new understandings with colleagues at departmental, national, and/or international levels.

Questionnaire design is routinely guided by classic experiments on question form, wording, and context conducted decades ago. This article explores whether two question order effects (one due to the norm of evenhandedness and the other due to subtraction or perceptual contrast) appear in surveys of probability samples in the United States and 11 other countries (Canada, Denmark, Germany, Iceland, Japan, the Netherlands, Norway, Portugal, Sweden, Taiwan, and the United Kingdom; N = 25,640). Advancing theory of question order effects, we propose necessary conditions for each effect to occur, and found that the effects occurred in the nations where these necessary conditions were met. Surprisingly, the abortion question order effect even appeared in some countries in which the necessary condition was not met, suggesting that the question order effect there (and perhaps elsewhere) was not due to subtraction or perceptual contrast. The question order effects were not moderated by education. The strength of the effect due to the norm of evenhandedness was correlated with various cultural characteristics of the nations. Strong support was observed for the form-resistant correlation hypothesis.

This article documents a community-initiated service-learning project within a teacher education program. A social justice model guided the initiative to raise critical awareness on power and privilege while countering deficit-model thinking. Partnering with community agencies serving immigrant children and youth, the faculty researcher worked with an office for community-engaged learning. Data included pre- and post-experience interviews with pre-service candidates. Findings showed benefits from this justice-based approach in improving self-awareness, appreciating the strengths of immigrant children and youth, and an increased sense of cultural humility in pre-service teachers.

This research attempts to explore the implications of Bill C-45: The Cannabis Act and how this could influence educational policy in schools. The researchers sought the perspectives of multiple stakeholders involved in education, specifically their views on mitigating the transition, and other topics such as attitudes towards policy change, drug testing, and the impacts on students and teachers. This research includes components of qualitative research, statistical analysis, and review of academic literature and policy. The qualitative research portion was undertaken through in-person interviews with three teachers, four principals, and a board of education trustee in a large city in Western Canada. The statistical analysis portion of the investigation was conducted through a survey distributed to a sample of 384 people of the general public over the age of 18. This article focuses on three of the five predominate themes found in the research: (i) sustainable approaches to educating stakeholders about cannabis following legalization, (ii) comparison of views for and against drug testing between educators and the general public, and (iii) the nature of consumption does matter. There will inevitably be countless implications to follow based upon this political shift in Canada that will directly and indirectly affect stakeholders in education. Findings addressing these perceived impacts and considerations can help educational professionals mitigate the possible negative consequences of Bill C-45.

Through a project supported by Canada's Social Development Partnerships Program, a team of leading National Disability Organizations, universities, and industry partners are piloting a prototype Hosted Transcription Service that uses speech recognition to automatically create multimedia transcripts that can be used by students for study purposes. This paper focuses on the accessibility and educational impacts of receiving complete and accurate lecture transcripts for students with disabilities.

Questioned Ontario college students and administrators regarding their opinions on standards of practice for postsecondary special needs programs. Respondents indicated strong support for most suggested practices. Fewer administrators, however, supported practices that required enhanced funding, staffing, and resources, and fewer students supported practices that could reduce individualized programming and increase time constraints. (SM)

This article talks about a collaborative "Great White North" project which began through a chance meeting of the authors at the annual meeting of the "National Association for Multicultural Education" (NAME) in Atlanta in November of 2005. The authors are two White males from Canada of about the same age (late 40s) who have both been involved in anti-racism education for over two decades each. They believe that being White includes a responsibility to better understand the complex ways Whiteness works to oppress others, and their goal with the project has been to challenge oppression through an analysis of racialized privileges. Part of their purpose with this Whiteness project was to trouble the perceived quiet complacency within Canada to expose the many underlying inequities people typically refuse to acknowledge. The resulting text builds on a desire to examine Whiteness directly while avoiding reifying its centrality in multicultural education. Prior to the publication of the authors' edited collection (Carr & Lund, 2007), they were surprised at the strong negative reaction of some people to their studying Whiteness as a way of challenging racism in Canada. To balance the negative backlash to the project, the authors note that it has received some positive recognition. They hope that the plurality of views put forward through their project will fuel an important conversation and stimulate further activism in eradicating racism and other forms of oppression. (Contains 3 footnotes.)

Objective and Participants: A sample of 231 students attending a private liberal arts university in central Alberta, Canada, completed a 5-day time diary and a 71-item questionnaire assessing the influence of personal, cognitive, and attitudinal factors on success. Methods: The authors used 3 success measures: cumulative grade point average (GPA), Personal Success (each participant's rating of congruence between stated goals and progress toward those goals) and Total Success (a measure that weighted GPA and Personal Success equally.) Results: The greatest predictors of GPA were time-management skills, intelligence, time spent studying, computer ownership, less time spent in passive leisure, and a healthy diet. Predictors of Personal Success scores were clearly defined goals, overall health, personal spirituality, and time-management skills. Predictors of Total Success scores were clearly defined goals, time-management skills, less time spent in passive leisure, healthy diet, waking up early, computer ownership, and less time spent sleeping. Conclusions: Results suggest alternatives to traditional predictors of academic success. (Contains 3 tables.)

The present study seeks insights from current school activists on the tendency of educators and others to engage in denial and avoidance when discussing issues surrounding racism, and how that affects the daily work on social justice projects in schools. The author outlines contemporary and historical aspects of the denial of racism in Canada, and a problematic lack of engagement of school-based activists, especially young people, in the academic literature, particularly related to their role as active participants in social justice movements. This research repositions student and teacher activist roles in schools and in educational research itself. Excerpts from in-depth interviews with 11 student and teacher participants include the understandings of those who choose to engage in social justice work in actual school settings, and offer new insights into theoretical and practical considerations regarding the denial and avoidance of racism in schools. (Contains 3 notes.)

This article addresses Alberta's conservative political and social milieu with attention to teachers engaged with their students in school activism on social justice issues. Its purpose is to shed light on the experiences of teachers who address extremism through school-based activism with young people. A brief historical overview of Canada's racist past includes a focus on Alberta's specific regional political scene and on hate-group activities over the past several decades. The effect is traced of this past on contemporary discourses about diversity. Examples of responses to diversity backlash and extremism are offered with reference to a particular student social justice program and current research that studies diversity activism in Canadian schools. Excerpts from interviews with teacher activists address how their work is affected by this context as they implement social justice initiatives in schools.

Describes a Canadian group formed by high school students, Students and Teachers Opposing Prejudice (STOP), focusing on how it counters: the lack of attention to student activism, teacher conservatism, hate in the community, Canadian denial of a racist past and present, and extremism. Discusses the benefits of engaging students and teachers in collaborative educational research. (SM)

Three vocational English courses conducted in 1976 are described and evaluated. Elements included are program participant characteristics, trainee concerns and attitudes, language background, reaction to the course, placement tests, course material, costs, funding, supervisors' comments, and a follow-up study conducted the same year. (MSE)

In Alberta, reductions in educational funding and a "back to basics" mentality have resulted in reduced support for outdoor and environmental education. Elementary/secondary programs have responded by taking the programs directly to the schools to avoid transportation costs, and by cutting the more adventurous programs. Postsecondary programs continue to offer some level of outdoor education, often by combining courses. (TD)

The article discusses the Supreme Court of Canada's decisions in cases such as '407 ETR Concession Co. v. Canada (Superintendent of Bankruptcy)' and 'Alberta (Attorney General) v. Moloney' related to meaning of rehabilitation in the Canadian personal bankruptcy system.

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Examines whether the angling tournaments caused physiological changes in largemouth bass in Ontario. Metabolic status of bass after the tournaments; Reduction in the muscle energy reserves of bass; Level of creatine phosphokinase activity measured in the plasma of bass.

Background Within Quebec and elsewhere in Canada, patients requiring removable prostheses consult either dentists or denturologists. In this article, we describe the socioeconomic characteristics of 410 edentulous individuals seeking replacement of their dentures, and compare the levels of satisfaction experienced by the patient groups provided with conventional dentures by dentists and by denturologists. Methods All subjects responded to announcements seeking participants in a clinical trial. The announcements indicated that all participants would receive new prostheses. Data were collected via telephone interviews. Sociodemographic variables included sex, age, education level and family income. Subjects were asked to evaluate their present maxillary and mandibular prostheses for general satisfaction, stability, comfort ability to chew, ability to clean and appearance. Age, cost and the provider (dentist or denturologist) of the original prostheses were also recorded, and responses were then compared between the groups of subjects treated by dentists (N=91) and denturologists (N=319). Results There were no significant differences in the sociodemographic characteristics of the two groups, except for a small difference in mean age (two years). Both groups had paid approximately the same amount for their complete prostheses. As expected, most individuals were satisfied with their maxillary prostheses, but dissatisfied with their mandibular prostheses. Significantly more subjects in the denturologist treatment group than the dentist treatment group gave their mandibular prostheses a poor rating for general satisfaction (p=0.003), comfort (p=0.04) and stability (p=0.016). Conclusions These results suggest that the edentulous patients treated by dentists and denturologists share similar sociodemographic characteristics, and pay a similar cost for treatment. However, those treated by denturologists seem to be more dissatisfied with their mandibular prostheses than those treated by dentists. [ABSTRACT FROM AUTHOR]

The article presents a case study of a Labrador retriever with Streptococcus suis isolated from its urine in Canada. The physical examination of the dog reveals that it was mildly febrile and lethargic. It notes that it has no history of pig exposure or a farm environment. It points out that its clinical signs were resolved within 48 hour antibiotic therapy.

Oculocutaneous albinism (OCA) is genetically transmitted. In this paper we advocate for this disease to be included in the NTD list of the WHO. OCA type 2 is the most common form of albinism in sub-Saharan Africa, with a prevalence of 1 in 7900 among the Bamileke of Cameroon, 1 in 3900 in South Africa and 1 in 1100 among the Ibos of Nigeria, as compared to a prevalence of 1 in 10,000 among African Americans and 1 in 36,000 among White Americans and Europeans. The medical problems related to ophthalmological aspects (poor visual acuity, ametropia, nystagmus, photophobia) and dermatological aspects of albinism (sensitivity to UV rays from the sun and development of skin cancers) are well known. However, their management is often challenging for persons with albinism in sub-Saharan Africa because of their financial burden and the difficulty of accessing medical specialists. In many African countries, persons with albinism are also very often the subject of social, cultural, medical, moral and economic discrimination, which can limit their access to education, employment and community life. They are considered 'white Africans', intermediary and incomplete, with innate powers for good and evil. This particularity has made persons with albinism the targets of mutilations and/or ritual attacks for the purposes of using their body parts in the preparation of charms to bring good luck, health or prosperity. On 13 June 2013, as a result of lobbying by the Canadian NGO Under the Same Sun and African albinism associations, United Nations bodies including UNESCO and the WHO (World Health Organization) responded and a Resolution addressing the discrimination and attacks was voted in. The date has since become International Albinism Awareness Day and is celebrated on a different theme each year with great energy and impact, especially by French, English and Portuguese speaking albinism associations across sub-Saharan Africa. In 2015 the Human Rights Council created the position of Independent Expert on Albinism to better collect and analyse data on the rights of persons with albinism around the world, and especially in countries where ritual attacks occur. The data collected by albinism associations and the authorities thus go directly to the UN Human Rights Directorate. Despite this international attention to the attacks on persons with albinism, one of the biggest threats is skin cancer, which very often leads to early death. In 2022, the WHO launched a strategic framework for the control and management of neglected skin-related neglected tropical diseases - an additional reason to include oculocutaneous albinism as an NTD. Although the focus is currently limited to dermatoses of an infectious nature, we argue here for the integration of oculocutaneous albinism among NTDs because the deadliness of these carcinomas in sub-Saharan Africa is well-known and has been examined in a number of medical publications. Here, we propose that oculocutaneous albinism in sub-Saharan Africa be classified as an NTD to help people with albinism have access to health, economic, social and cultural rights., (Copyright © 2023 SFMTSI.)