bluuebunny/crossref_metadata_2025 huggingface dataset:
Book review of "World yearbook of education, 1994. The gender gap in higher education"
Authors: Mays Annabelle
Published: April 2021

No abstract
Creating an Academic Culture: Issues in Residence Administration at Institutions of Higher Education
Authors: Carson Auleen , Duplessis Dorothy , Mighty E. Joy
Published: April 2021

This article explains the degree to which academic goals are integrated into the residential systems of institutions of higher education in Canada. This investigation utilizes survey and in-depth interview research methods to examine residence administration, academic programming in residences and academic faculty involvement in residences. The study found that there is little integration of academic goals into residence administration; academic programming exists in most residences but it tends to be fragmented and short- term; and there is little academic faculty involvement in residences. Implications for administrators are explored.
Students' Personal and Academic Attributions of University Withdrawal
Authors: Johnson Genevieve M. , Buck George H.
Published: April 2021

A Commission of Inquiry on Canadian University Education recently reported that approximately 42% of full-time undergraduate students who entered Canadian universities in 1985 failed to obtain a degree within five years. While this statistic is startling, perhaps, of greater concern is the apparent lack of interest shown by most Canadian universities in the subject of undergraduate student attrition. As an initial step toward addressing the issue of Canadian university attrition, a conceptual model of undergraduate student withdrawal is proposed. The model is based on the assumption that students are characterized by a wide range of personal and academic variables. Such characteristics interact or co-exist with institutional variables such as campus integration. This interaction results in the quality of student academic performance and the nature of student psychological condition. Poor quality of student academic performance results in institution-initiated undergraduate withdrawal; a variety of psychological variables (e.g., satisfaction, stress) result in student-initiated undergraduate withdrawal. The bases of this model were findings obtained from questioning 498 undergraduate students who had withdrawn from a large Western Canadian university. Personal student characteristics, institutional factors and societal variables frequently emerged as students' attributions of university withdrawal. Student academic performance was validated as the causal factor for institutional-based undergraduate withdrawal and student psychological state appeared critically related to student-based undergraduate withdrawal. From these findings, preadmission counseling, academic and personal student support and an increased commitment to accommodating students are recommended.
Does Race Matter? - Outcomes of the First Year Experience in a Canadian University
Authors: Grayson J. Paul
Published: April 2021

Canadian cities are experiencing increasing ethnic and racial diversity. As a result there is a growing concern with the degree to which Canadian institutions meet the needs of a heterogeneous population. Despite this concern, as yet, there have been no systematic studies of race relations on Canadian campuses and the degree to which outcomes of the university experience are affected by race. Data for the current study were collected at York University through a survey of 1,093 students at the time of entry in September and a survey of 1,129 students conducted in February/March of the first year. Data analysis focuses on the background characteristics of students of various races, their social and academic involvement and classroom experiences, outcomes of the first year in university, and the degree to which race affects both experiences and outcomes. It is found that in general students of non-European origins come from families with different socio-economic characteristics than those of European descent. In addition, the nature of the university experience varies by minority status and/or race. Comparisons, however, do not always favour students of European origin. Finally, although some outcomes of the first year experience - self-assessed intellectual development and knowledge, grade point averages, and intentions to return to the university - vary by racial group; race per se explains little, if any, of the total variance. In essence, there is a considerable degree of equality in outcomes so far as race is concerned. Explanations for differences in outcomes are to be found in classroom experiences, contacts with faculty etc., and academic involvement.
Rankings of Canadian Universities, 1995: More Problems in Interpretation
Authors: Page Stewart
Published: April 2021

A critical perspective is presented in regard to rankings of Canadian universities by Maclean's magazine, November 20, 1995. Present comments are based, in part, on a previous analysis (Page, 1995) of the Maclean's rankings from 1993 and 1994. Several pitfalls in the ranking procedures, and results of some analyses of the 1995 ranking data, are briefly outlined.
Student Beliefs About the Learning Task in Physics
Authors: Dickie Leslie O. , Kato Carolyn K.
Published: April 2021

In an investigation of students' perceptions and experiences of learning physics open-ended interviews were undertaken with nine students in a university honors mechanics course. A thematic analysis of the interview transcripts showed that the students saw themselves learning primarily outside of the classroom as they solved the problems that made up the assignments. Students reported that they had been introduced to Newton's laws in high school and few new concepts were now being introduced. They saw themselves as having moved beyond the memorization of content to the use of this content in solving more realistic problems and in relating the solutions to their prior experience. Students' approaches to the learning task were also influenced by their interactions with classmates and friends and by their perceptions of the actions of the professor in the classroom. However the perceptions of the students were at times at odds with the intentions of the professor who saw the nature of physics as a major influence on his approaches and actions. Unless both teacher and student are prepared to come to a shared understanding of the learning task, misconceptions about both physics and the learning of physics will continue to impede learning.
Place of Residence, Student Involvement, and First Year Marks
Authors: Grayson J. Paul
Published: April 2021

Research conducted in the United States has shown that students living in residence have greater gains in areas such as intellectual development, and are more likely to stay in university and complete their degrees, than students who live off-campus. The enhanced student involvement of those in residence is often cited in explanation for positive outcomes such as these. While there are some dissenting voices, research has also demonstrated that place of residence has little, if any, impact on marks. In a study of York University, a large commuter university, it is shown that place of residence does affect student involvement and first year marks; however, after controlling for OAC marks and faculty of enrollment, the first year marks of students who live at home with parents are higher than those of students in residence. Part of the explanation for this phenomenon can be found in the fact that despite their place of residence off-campus and low involvement in some activities, students living with their parents have higher rates of classroom involvement than students living in residence. In essence, living off-campus with parents does not represent a disadvantage in terms of first year marks.
Qualité de l'insertion socioprofessionnelle de nouveaux travailleurs et travailleuses diplômés: Examen d'un schéma exploratoire*
Authors: Fournier Geneviève , Jeanrie Chantale , Croteau Line
Published: April 2021

Si les enjeux lies a l'insertion socioprofessionnelle s'etendent bien au-dela des donnees factuelles et sont aussi influences par des donnees inscrites dans la realite subjective de l'individu, il est important d'identifier ces donnees qui permettent justement de predire la qualite de l'insertion de nouveaux travailleurs et des nouvelles travailleuses. L'objectif de l'article est de presenter un schema exploratoire regroupant trois categories de variables definissant la qualite de I' insertion socioprofessionnelle et trois autres categories de variables susceptibles de predire la qualite de cette insertion. Ce schema a ete mis a I' epreuve aupres d'un sous-echantillon de 97 nouveaux travailleurs et des nouvelles travailleuses diplomes de programmes d'etudes post-secondaires. Les resultats des analyses de regression mettent en lumiere la force relative de certains criteres objectifs et subjectifs indiquent que toutes les variables independantes du schema, sauf I' age, permettent de saisir les facettes de la qualite de I' insertion des jeunes diplomes. Trois constatations principales se degagent des analyses: le peu de valeur pronostique des variables  sociodemographiques, la preponderance marquee de la variable "role des caracteristiques du marche du travail dans I' atteinte des obectifs" pour predire la qualite de l'insertion et, finalement, l'importance predictive du lien de l'emploi avec la formation.
Mostly True Confessions: Joint Meaning-Making about the Thesis Journey
Authors: McAlpine Lynn , Weiss Joel
Published: April 2021

The thesis supervisory role is perhaps the most prominent, yet least understood, of a faculty member's teaching responsibilities. We retrospectively explore the doctoral supervisory experiences of a doctoral student and her thesis supervisor through the process of co-constructing a personal narrative of the journey. Our story addresses several assumptions of the thesis process: the dissertation is an original piece of research by the student; the supervisors in an arms-length relationship because the thesis is the intellectual property of the student; the supervisor and committee are experts while the student is a novice being introduced into the culture; the thesis process is the same regardless of the program and the goals of student and supervisor. We invite others to join our conversation by sharing stories of their experiences. By accumulating knowledge in an under-researched area, it is possible that higher education can improve its record of successfully completed doctoral dissertations.
A Discussion of Autonomy in the Relationship Between the Law Society of Upper Canada and the University-Based Law Schools
Authors: Shanahan Theresa
Published: April 2021

This paper explores the relationship between the university-based common law schools and the Law Society of Upper Canada in legal education in Ontario today. A central objective of this paper is to distinguish between institutional autonomy and professional autonomy and to identify the competing interests and obligations of these two organizations involved in educating lawyers. In attempting to understand the differences between the autonomous bodies that govern legal education, a cross-disciplinary approach is taken to these issues combining a sociological framework on the professions with a legal perspective. The nature of professional identity and socialization, and the premise upon which professional responsibility and expertise are based is considered within the evolution of legal education in Ontario. This paper argues that the changes in organizational autonomy within the Law Society of Upper Canada and the law schools have shaped the relationship between these two bodies and increased the law school's control over legal education. In so doing this shift has powerfully influenced the future of legal education in Ontario.
Overcoming Obstacles to Education: The Experience of Women University Students Diagnosed with Attention-Deficit / Hyperactivity Disorder
Authors: Dwyer Sonya Corbin
Published: April 2021

Much of the research on Attention-Deficit / Hyperactivity Disorder (AD/HD) has been conducted with male children, resulting in limited knowledge of the disorder in females and adults. Even though increasing numbers of students with the disorder are entering postsecondary institutions, AD/HD in this population is an understudied area. A hermeneutic phenomenological methodology was chosen to explore the experience of eight women university students diagnosed with AD/HD. Two themes describing obstacles to their education, Robbed of Time and Thoughts Like a Rubber Ball, were identified. Strategies and treatment issues, implications for educators and mental health professionals, and directions for future research are considered.
Part-time and Limited-term Faculty in Alberta's Colleges
Authors: Barnetson Bob
Published: April 2021

This paper argues that the number of part-time and limited-term faculty in Alberta's (Canada) public colleges and technical institutes and their substantially different employment conditions indicate the existence of a dual labour market at five institutions. Further analysis demonstrates that women disproportionately receive part-time and limited-term appointments.
Les effets directs des variables d’influence de la participation verbale en classe des étudiants universitaires
Authors: Kozanitis Anastassis , Chouinard Roch
Published: April 2021

The article reports the results of a study that aims to identify the factors that influence university classroom verbal participation and investigates the relations between these factors. The data were collected by means of a questionnaire administered to 538 students (64% female and 36% male) in a French-speaking university of Canada. Analyses of variance were used to identify the possible direct and interaction effects between factors. The results show that male students and nontraditional age students indicate that they are engaged in more verbal participation than female students and traditional age students. Furthermore, students with higher intrinsic goals report that they participate more than students with weaker intrinsic goals. However, some contrasting results were observed with the instructor related variables. Finally, moderating effects were identified, notably for some motivational variables.
Health Sciences Graduate Students’ Perceptions of the Quality of their Supervision: A Measurement Scale
Authors: Bravo Gina , Saint-Mleux Julie , Dubois Marie-France
Published: April 2021

We developed and evaluated the G3S-SP, a scale measuring health sciences graduate students’ perceptions of the quality of their supervision. The scale was developed from a literature review and existing questionnaires. Feedback from health sciences graduate students and supervisors led to a revised version of the scale that was mailed to 215 students enrolled in eight programs of the Faculty of Medicine and Health Sciences at the University of Sherbrooke. Analyses show that mean satisfaction scores differ signifi cantly across programs (p=0.036), which supports the scale’s discriminant validity. Factor analysis revealed a two-factor structure accounting for 84% of the variance. The first factor (α=0.88) assesses the supervisors’ involvement in the design and conduct of the student’s research project, while the second (α=0.76) refers to student-supervisor relationships. We conclude that the G3S-SP is a valuable tool to monitor health sciences graduate students’ perception of the quality of their supervision and to identify areas that need improvement.

Nous avons développé puis évalué l’échelle G3S-SP, laquelle mesure la qualité de l’encadrement aux études supérieures telle qu’elle est perçue par les étudiantes et étudiants en sciences de la santé. L’échelle a été construite à partir de la littérature et de questionnaires existants, puis révisée suite aux commentaires d’étudiants et de directeurs de recherche en sciences de la santé. La version fi nale a été postée à 215 personnes étudiant à l’un des huit programmes de la Faculté de médecine et des sciences de la santé de l’Université de Sherbrooke. L’analyse démontre que les scores moyens de satisfaction diffèrent signifi cativement selon les programmes (p=0,036), un résultat qui témoigne de la validité discriminante de l’échelle. L’analyse factorielle révèle une structure à deux facteurs expliquant 84 % de la variance. Le premier facteur (α=0,88) évalue l’implication du directeur dans la conception et la réalisation du projet de recherche étudiant, tandis que le second (α=0,76) réfère aux relations étudiant-directeur. Nous concluons que l’échelle G3S-SP est utile pour décrire la perception qu’ont les étudiantes et étudiants en sciences de la santé de la qualité de leur encadrement et identifi er les améliorations qui s’imposent.
Does the Statue of Liberty Still Face Out? The Diversion of Foreign Students from the United States to Canada in the Post 9/11 Period
Authors: Mueller Richard E.
Published: April 2021

The terrorist attacks of September 11, 2001, have resulted in the increased scrutiny of both immigrants and non-immigrants entering the United States. The latter group includes students who enter the country on temporary visas to complete programs of higher education. Depending on the source, the number of foreign students in the United States has remained constant or fallen since 2001, and there has been a large decline among students from predominantly Muslim countries. Canada, by contrast, has relaxed its entry requirements for some foreign students and there has been a concerted effort among Canadian universities to increase foreign student enrolment. We find that the number of foreign students in Canada did increase following 9/11, especially those from predominantly Muslim countries. We discuss some of the implications of this increase in foreign students for Canadian universities and the Canadian labour market. Although these results support the hypothesis that changes in U.S. immigration policy are responsible, causality cannot be inferred from our data. This underlines the need for better data to adequately address the post-secondary education choices of international students.
From Policy to Pedagogy: The Implications of Sustainability Policy for Sustainability Pedagogy in Higher Education
Authors: Timmerman Nora , Metcalfe Amy Scott
Published: April 2021

In response to the growing number of sustainability policies being enacted at higher education institutions, this article examines the relationship between policy and pedagogy, asking how policy texts can both enable and impede the implementation of sustainability pedagogy in higher education. To explore this question, we have undertaken a case study at the University of British Columbia, analyzing two campus-wide visionary policies that call for sustainability education: Trek 2010: A Global Journey and Inspirations and Aspirations: The Sustainability Strategy. We analyze these documents to show how the goals and strategies within them have the potential to affect the teaching and learning of sustainability across the university, directly and indirectly. Our analysis is coupled with a series of suggestions on how the policy process might be better executed in the future for more pedagogically effective sustainability policy.
A Systematic Approach to Evaluating Teaching and Learning Initiatives in Post-secondary Education
Authors: Ives Cindy , McAlpine Lynn , Gandell Terry
Published: April 2021

This article describes a research-driven heuristic for the scholarly evaluation of teaching and learning interventions, which is systematic, collaborative, and discipline focused. We offer this guide to educational developers and other instructional support staff who are tracking the impact of interventions in teaching and learning with academic colleagues who lack backgrounds in educational evaluation or social-science research. Grounded in our experience in three different faculties, the framework may be modified to meet the needs of other contexts and disciplines. To aid such modification, we explicitly describe the thinking underlying the key decision-making points. We offer practical advice that may assist academics and academic developers with evaluation processes, thus addressing the scarcity in the literature of comprehensive, programmatic, scholarly, and systematic assessments of innovations in teaching and learning at the university level.
Librarians and Libraries Supporting Open Access Publishing
Authors: Richard Jennifer , Koufogiannakis Denise , Ryan Pam
Published: April 2021

As new models of scholarly communication emerge, librarians and libraries have responded by developing and supporting new methods of storing and providing access to information and by creating new publishing support services. This article will examine the roles of libraries and librarians in developing and supporting open access publishing initiatives and services in higher education. Canadian university libraries have been key players in the development of these services and have been bolstered by support from librarians working through and within their professional associations on advocacy and advancement initiatives, and by significant funding from the Canadian Foundation for Innovation for the Synergies initiative – a  project designed to allow Canadian social science and humanities journals to publish online.

The article also reflects on the experiences of three librarians involved in the open access movement at their libraries, within Canadian library associations, and as creators, managers, and editors in two new open access journals in the field of library and information studies: Evidence-based Library and Information Practice published out of the University of Alberta; and Partnership: the Canadian Journal of Library and Information Practice and Research hosted by the University of Guelph. As active participants in the creation of open access content within their own field, the authors are able to lend their experience to faculty in other disciplines and provide meaningful and responsive library service development.
Dividing Time Between Work and Study: Are Tuition Fees a Factor?
Authors: Peng Amy , Yang Ling
Published: April 2021

This article examines whether rising tuition fees for post-secondary education are a contributing factor in students’ labour market decisions. When labour market decisions for total number of working hours and for participation were measured, the results suggested that concerns about increased tuition fees leading to more work and compromising academic studies were unwarranted. The tuition fee effect was highly seasonal in nature. When tuition fees increased, students devoted more hours and participated more in labour market activities, but they did so only during the summer period, a time when most students are typically not involved in study activities.
Teaching across Cultures: Canada and Qatar
Authors: Prowse Jacqueline , Goddard J. Tim
Published: April 2021

Findings from a comparative case study conducted in Canada and Qatar are presented in this article. The study examined the cultural context of a transnational post-secondary program offered by the Faculty of Business at a Canadian college, with campuses located in both St. John’s and Doha. The instructors’ perceptions of their students’ cultures are examined, and the resulting teaching strategies that appear to represent successful pedagogical adaptations to cultural context are discussed. The data are examined through the lens of a cultural dimensions framework developed for this case study. Drawing primarily on Hofstede (1980, 2001), the framework was modified with additions from Hall (2003) and Dimmock and Walker (2005). The analysis is built on six cultural dimensions: monochronic/polychronic time orientation; power distance; individualism/collectivism; uncertainty avoidance; generative/replicative; and aggression/consideration. Possible factors contributing to the reported cultural traits within each dimension are discussed; in addition, the overall effectiveness of the framework is reviewed and recommendations for future practice and research are offered.
Campus Suicide Prevention and Intervention: Putting Best Practice Policy into Action
Authors: Washburn Cheryl A. , Mandrusiak Michael
Published: April 2021

Findings from biannual American College Health Association-National College Health Assessment surveys have highlighted the prevalence of depression, suicidal ideation, and attempted suicides on Canadian university campuses and the need for comprehensive suicide prevention programs. This article explores how one large western Canadian university has attempted to implement the comprehensive framework for suicide prevention developed by the Jed Foundation. Based on recommendations included in this framework, a multi-faceted suicide prevention strategy was developed, focusing on seven broad intervention areas: 1) enhanced student connectedness and engagement; 2) increased community suicide awareness; 3) gatekeeper training; 4) collaborative identification and treatment of depression; 5) specialized training in assessment and treatment of suicide; 6) increased accessibility to counselling services for at-risk students; and 7) enhanced crisis management policy and procedures. This article reviews relevant empirical support for these seven intervention domains, provides examples of initiatives in each domain, and identifies implications for best practice post-secondary policy.
Les étudiants de première génération dans les universités : l’accès et la persévérance aux études au Canada
Authors: Kamanzi Pierre Canisius , Doray Pierre , Bonin Sylvie , Groleau Amélie , Murdoch Jake
Published: April 2021

Research in the United States shows that American first generation students (FGS) are less likely to attend university than students whose parents are college graduates (NFGS). Furthermore, those among American FGS who undertake a bachelor degree would have to overcome, throughout their college experience, obstacles related to their family’s background. Are the Canadian FGS experiencing the same educational disadvantages than their American counterparts? Using longitudinal data from Youth in Transition Survey (YITS), conducted from 2000 to 2005, this paper shows that, as seen in the American studies, Canadian FGS are less likely to attend university than NFGS. However, there is no difference in regards to academic persistence. FGS and NFGS have the same probability of obtaining a bachelor degree.
Missing the Boat on Invasive Alien Species: A Review of Post-Secondary Curricula in Canada
Authors: Smith Andrea L. , Bazely Dawn R. , Yan Norman D.
Published: April 2021

Invasive alien species (IAS) cause major environmental and economic damage worldwide, and also threaten human food security and health. The impacts of IAS are expected to rise with continued globalization, land use modification, and climate change. Developing effective strategies to deal with IAS requires a collaborative, interdisciplinary approach, in which scientists work co-operatively with social scientists and policy-makers. Higher education can contribute to this process by training professionals to balance the ecological, economic, and social dimensions of the IAS problem. We examined the extent of such training in Canada by reviewing undergraduate and graduate university curricula at all 94 member institutions of the Association of Universities and Colleges of Canada for IAS content. We found that degree and diploma programs focusing on IAS issues are lacking at Canadian post-secondary institutions. Furthermore, few courses are devoted solely to IAS, and those that are typically adopt an ecological perspective. We argue that the absence of interdisciplinary university curricula on IAS in Canada negatively affects our ability to respond to this growing global challenge. We present several international educational programs on IAS as case studies on how to better integrate training on invasive species into university curricula in Canada.
Manitoba’s Post-Secondary System Since 1967: Stability, Change and Consistency
Authors: Smith Dan
Published: April 2021

This study examines the transformation of Manitoba’s post-secondary education system between 1967 and 2009 using legislative change to gauge structural change. The paper establishes the beginning of the contemporary post-secondary system with the 1967 decision of the Manitoba government to abandon the “one university” system model, a move akin to a “big bang,” redefining system norms and expectations, and setting direction which continues to be relevant today. The study revealed extensive structural change in Manitoba’s post-secondary system after 1997, the nature of which reflected the trends associated with globalization, but also reflecting the important influence that local forces have had in shaping the province’s post-secondary system.
When Women are Equal: The Canada Research Chair Experience
Authors: Grant Karen R. , Drakich Janice
Published: April 2021

This paper focuses on the gendered nature of elite academic careers. Of interest is how similar or diff erent the experiences are of women and men who have been appointed to Canada Research Chairs (CRCs). In particular, we examine the impacts of holding a CRC position and consider the factors that shape that experience for women and men. Based on interviews with 60 CRCs, we find that when women and men are given similar opportunities, their experiences are more alike than different. Where differences arise, these are often related to the experience of status/prestige associated with the CRC, and to family care responsibilities. Using expectation states theory, we demonstrate that when women are equal to men, the significance of gender as a determinant of the academic experience is diminished.
Caring or collusion? Academic dishonesty in a school of nursing
Authors: Wideman Maureen
Published: April 2021

Academic dishonesty is an issue that post-secondary institutions are having difficulty resolving. More than 100 studies have been conducted over the past 30 years, yet these studies have not provided data necessary to effectively address this problem. Indeed, research indicates that academic dishonesty is increasing. The purpose of this study was to determine the meaning of academic dishonesty as described and understood by nursing students at an Ontario university. Eleven students were interviewed to determine their perceptions regarding academic dishonesty. The data provided details of cheating behaviours and situations. Also significant were the students’ descriptions of their life worlds, in which academic dishonesty plays a role. As a result, this study demonstrated that situational factors, such as a caring curriculum, heavy workload, faculty attitudes, and technology, had an impact on both why and how these nursing students were collaborating with each other and cheating.
Characteristics of Effective Teaching in Canadian Universities- An Analysis based on the Testimony of a Thousand Graduates
Authors: Sheffield Edward F.
Published: April 2021

A thousand graduates of nineteen Canadian universities, in a variety of disciplines, re- sponded to an invitation to name the professors they remembered as excellent teachers and to say why. Analyses of their comments reveal what they considered to be characteristics of effective university teaching. Comparisons of various sub-groups suggest that there are some differences in the patterns of good teaching between anglophone and francophone faculties and between fields of study—humanities, social sciences, biological sciences and physical sciences—but the patterns are basically similar in most university settings.
La planification sectorielle L'Opération sciences fondamentales
Authors: LaPointe Serge
Published: April 2021

L'auteur commence par décrire brièvement, en la situant dans son contexte, cette opération de planification qui portait sur un secteur de l'enseignement supérieur, celui des sciences fondamentales lequel comprenait comme sous-secteurs: la biochimie, la chimie, les mathé- matiques, la physique, les sciences biologiques et les sciences de la terre. Il prend le recul nécessaire pour dégager ce qui paraît être en ce moment certains points forts et certains points faibles de l'entreprise de planification qu'est l'Opération sciences fondamentales. Enfin, il esquisse certaines interrogations ou certaines attentes qu 'on peut nourrir à l'égard de la planification sectorielle de l'enseignement supérieur.
The University in Public Service: Some Reflections
Authors: Campbell Duncan D.
Published: April 2021

University public service, which takes a variety of forms, criticism and extension among them, is the least well rewarded of the institution's principal functions. Yet, of all organ- izations in society, the university has a special responsibility to identify social problems and to help resolve them. It is proposed that Canadian universities ought now to take the initiative, in consultation with leaders in both government and the-community, towards determining through what mechanisms publicly-provided university resources can most effectively be deployed in a public service thrust towards the improvement of the quality of Canadian life.
Le Financement de la recherche universitaire
Authors: Thür Livia M.
Published: April 2021

Il faut, de`s maintenant, mieux planifier a` long terme l'ensemble des programmes de fin- ancement pour la recherche universitaire. De 1962 a` 1974, avec la croissance rapide de l'e´conomie canadienne, on vit mettre sur pied un bon nombre de programmes de finance- ment dans le domaine de la recherche universitaire comme dans d'autres domaines. Cette politique expansionniste plafonna au de´but des anne´es 70. L'effritement de la croissance e´conomique exige actuellement une re´vision de ces pratiques ge´ne´reuses. Il ne s'agit ni de la coupure de ces programmes importants, ni d'un arre^t de tout nouveau programme, mais pluto^t de savoir les coordonner plus efficacement.
Equity in Student Petitions
Authors: Lee John Alan
Published: April 2021

Despite an ideological framework of rationality and fairness, decisions of a college committee on student petitions are found to favour certain categories of petitioners, and certain types of argument. The patterns of decision-making are analysed within a theoretical framework. The greatest difficulties in making decisions occur when compromise must be achieved between conflicting values about education. The present study suggests that different notions of equity are involved. Tendencies to regularize equity in the name of rationality and fairness may actually reduce responsiveness of the petition process both to the student needs for which it was established, and the changing flux of political com- promise between different educational values in the college.
Authority Conflict in Relation to the Job Satisfaction of Ontario CAAT's Instructors
Authors: Desroches Jocelyn
Published: April 2021

The paper discusses the more interesting findings of a study on "The Concept and the Determinants of Job Satisfaction". The study's sample population was the full-time Community College Instructors in Ontario. The paper focuses on the relative contribution of individual and organizational factors to instructors' job satisfaction, with special emphasis on the apparent presence in the colleges of an "authority conflict syndrome". Policy recommendations to improve the prevailing situation are suggested.
The Re-alignment of Post-Secondary Education Systems in Canada
Authors: Gregor Alexander
Published: April 2021

This paper is concerned with the attempts that have been made in Canada during the 1960's and 1970's to define and develop systems of post-secondary education to include the various forms of institutions at that level (i.e., the universities, community colleges, technical institutes, etc.). Particular emphasis is placed on the attempts to define the appropriate relationships between the universities and the relatively new community college sector. Attention is given to the quite different nature of that latter sector in the various provincial jurisdictions, and to the more general issues that must be addressed in any attempt to co-ordinate institutions based on quite different goals and natures. The paper concludes that there are very clear limits that must be observed in any efforts to produce efficient and coordinated systems of higher education, if violence is not to be done to the basic nature and purposes of the constituent institutions.
The Role of the Department Head or Chairman: Discipline, Sex and Nationality as Factors Influencing Faculty Opinion
Authors: Watson Roy E.L.
Published: April 2021

The influence of academic discipline, sex and nationality upon one's definiton of the role of the head or chairman of a university department was studied by means of a question- naire administered to members of the Faculty of Arts and Science of the University of Victoria. Discipline was found to be of overriding importance. Social scientists, unlike either Natural Scientists or Humanists, rejected leadership while favouring the roles of coordinator and, to a lesser degree, of representative. Women in the Humanities and Natural Sciences were more likely to expect leadership than were their male colleagues. The nationality of the respondents, however, did not appear to influence their expectations of the department head or chairman.
The Community College in Comparative and Historical Perspective: The Development of the College Concept in British Columbia
Authors: Dennison John D.
Published: April 2021

The paper is concerned with an examination of one alternative model for post-compulsory education, the community college, as it has developed in British Columbia. Attention is given to the social and historical context in which the college idea developed, the forces which lead to its establishment and the particular form of institution which emerged. Data, produced from research studies, are presented to indicate the extent to which the college has attained some of its objectives. The paper concludes with a discussion of the major problems and issues which the community colleges must face in the future. Wherever appropriate, comparisons are made with traditional systems of post compulsory education.
Rol de las cooperativas agrarias en la formulación de políticas públicas agroambientales en Perú
Authors: Mendoza Vela Ana Luisa
Published: April 2021

La FAO (2019) considera a las cooperativas agrarias como los socios estratégicos para el esfuerzo de la eliminación del hambre y la pobreza, por lo que es importante posicionar su labor y fomentar el desarrollo de sus capacidades para el apoyo en las políticas públicas. Esta investigación tuvo por objetivo, determinar el rol de las cooperativas agrarias en la formulación de las políticas agroambientales en Perú. Un estudio cuantitativo descriptivo, se aplicó una encuesta a 80 cooperativas agrarias, el instrumento fue un cuestionario aplicado a la persona que ejerce un cargo dirigencial o gerencial en la cooperativa agraria. Entre los resultados se destaca que el 55% de las cooperativas agrarias no conoce las políticas agroambientales; el 77% no participa en la formulación de las políticas agroambientales y un 74% no participa en la incidencia de la formulación de políticas agroambientales. Se concluyó que las cooperativas agrarias deben posicionar su rol para obtener políticas públicas agroambientales que les permita cumplir con su esfuerzo de contribuir con la eliminación del hambre y la pobreza, mediante la promoción de una agricultura sostenible; haciendo incidencia ante el gobierno central y local demostrando que la gobernanza ambiental engloba normativas, políticas públicas y otros elementos concertados.
EFFECT OF GIBBERELLIC ACID PRE-TREATMENTS ON GROWTH PARAMETERS OF WALNUT (Juglans regia L.)
Authors: Rana Shivansh Pratap , Singh Suneeta , Saxena Anil Kumar
Published: April 2021

Present investigation was carried out during the winter season at Horticulture Research block, Department of Horticulture, Shri Guru Ram Rai University, Dehradun, Uttarakhand. To investigate the effect of GA3 treatment on growth attributes and days taken for germination initiation of walnut. The experiment was laid out in randomized block design with three replications and twelve treatments. The treatments comprised following levels of GA3 concentrations viz. 500ppm, 1000ppm, 15000ppm and control in three different replications of Horticultural Research Block. Various observations regarding growth parameters such as leaf length, leaf width, shoot length, shoot width and numbers of days taken for germination initiation of walnut were recorded. The result revealed that treatment of GA3 1500ppm of nursery polybag application found to be beneficial for vegetative characters viz, found to be the most effective treatment for increasing leaf length, shoot length and shoot diameter. In another point of view, 1500ppm GA3 treatment in polyhouse was found to be profitable as compared to rest of treatments in terms of number of days taken for germination. Apart from this leaf width of 1000ppm in nursery polybag was found best.
Analisa Rumah Sederhana Sehat Terhadap Kenyamanan Ruang (Studi Kasus: Rumah Tipe 18/24, 22/60, 36/72 di DKI Jakarta)
Authors: Dwiyan Delyuzir Randy
Published: April 2021

Penelitian ini bertujuan untuk menganalisa standard rumah sehat dan kenyamanan ruang pada 3 tipe rumahtangga di DKI Jakarta. Sampel pengukuran yaitu 3 tipe rumah tangga di DKI Jakarta (18/24, 22/36 & 36/72),berdasarkan data dari BPS DKI Jakarta, sebanyak 58.09% rumah tangga di DKI Jakarta dengan luasan <19-49m². Metode yang digunakan adalah kualitatif melalui observasi dan studi literatur. Pada tipe 18/21 dan 22/36belum memiliki sarana pembuangan asap pada area dapur, tipe 36/72 area dapur sudah memiliki saranapembuangan asap pada belakang rumah. Luas sirkulasi pada tipe 18/21 sebesar 9 m² atau 50% dari luas lantaidan luas perabot 3.7 m² atau 20.5% dari luas lantai. Luas sirkulasi tipe 22/36 sebesar 12.5 m² atau 56.8% dariluas lantai dan luas perabot 4.3 m² atau 19.7%. Luas sirkulasi tipe 36/72 sebesar 21.5 m² atau 59.7% dari luaslantai dan luas perabot 10.2 m² atau 28.3% dari luas lantai.
Are patients appropriately referred to the acute orthopaedic ward?
Authors: Leong Kim
Published: April 2021

Yes
Efeitos de um ciclo de modelagem no contexto do ensino de Física
Authors: Souza Ednilson Sergio Ramalho de
Published: April 2021

O objetivo deste artigo é compreender efeitos profícuos e percalços da modelagem matemática na visão de professores de física. Para isso, com fundamento em Hestenes (1987; 2010), Heidemann (2015), Souza (2018) foi desenvolvido um ciclo de modelagem sobre o tema Poluição Sonora organizado didaticamente em oito ações. A pesquisa de campo envolveu a metodologia mista com foco em interpretações quantitativas e qualitativas. Os colaboradores da pesquisa foram treze (n=13) professores de física em formação de um curso de licenciatura integrada em matemática e física de uma universidade pública no município de Almeirim, Pará, Brasil. Os resultados sugerem que os professores conceberam a modelagem como importante no contexto do ensino de física, especialmente para alcançar determinados conteúdos conforme a grade curricular da disciplina, para o uso de processos científicos durante a construção de modelos matemáticos e para a promoção de discussões e de debates em sala de aula. Por outro lado, eles relataram dificuldades para definir objetivos de pesquisa a partir de temas da realidade e para construir modelos matemáticos constituídos por múltiplas ferramentas de representação.
Identificando os determinantes da inadimplência contratual no Programa Agroamigo Crescer
Authors: Nunes Emanoel Márcio , Rodrigues Fábio Lúcio , Escobar Camila
Published: April 2021

O objetivo do trabalho é identificar determinantes da inadimplência dos tomadores de financiamento do Programa Agroamigo Crescer Pecuária, no período de 2005 a 2017, atribuindo probabilidades a cada fator relacionado. Como metodologia, dentre as diversas variações dos modelos de atribuição de probabilidades, este trabalho utiliza o modelo LOGIT de resposta binária. Os resultados obtidos para o modelo de inadimplência estimado apontam para o sentido correto das relações empíricas percebidas. Temos que o aumento do valor do contrato aumenta a chance do tomador se tornar inadimplente e que o aumento do prazo reduzirá essa possibilidade. Enquanto que a finalidade direcionada a investimentos, essa a maior proporção dos contratos, aumentara o risco da inadimplência.
Deveres internacionais e obrigações socioambientais para empresas multi e transnacionais
Authors: Gonçalves Luísa Cortat Simonetti , Pedra Adriano Sant'Ana
Published: April 2021

A lacuna de governança relativamente a empresas multi e transnacionais no contexto internacional é um ponto constante de preocupações quando o assunto é proteção aos direitos humanos e ao meio ambiente. Isso ocorre principalmente devido à dificuldade de impor obrigações por meio do direito internacional, no qual a autoridade é compartilhada entre as nações – portanto, onde nenhuma delas exerce soberania – e no qual as empresas não são sujeitos de direito. Tal dificuldade vem sendo superada por meio de diferentes estratégias, embora ainda escassas e sem enquadramento específico na teoria do direito internacional. O presente artigo analisa três dessas estratégias, relacionando-as à possibilidade de imposição de deveres humanos internacionais às empresas, posto que pode significar caminho para o robustecimento das obrigações socioambientais corporativas. Questiona-se, portanto: é possível estabelecer obrigações de proteção socioambiental para empresas multi e transnacionais a partir do Direito Internacional Público e da teoria dos deveres fundamentais? Para se responder à pergunta de pesquisa, aplica-se o método dialético, passando pela análise de três casos específicos: (i) potencial aplicabilidade da teoria da horizontalidade aos deveres humanos; (ii) possíveis consequências hard para soft law; (iii) a Convenção da Basileia como exemplo de previsão de obrigações a empresas em um instrumento hard law.
Radical surgical treatment of neuroendocrine tumors
of the appendix in children – a Polish multicenter study
Authors: Panek Małgorzata , Szymczak Marek , Stepaniuk Maria , Górecki Wojciech , Gawłowska-Marciniak Aleksandra , Wolak Przemysław , Zbyrad Dariusz , Rybkiewicz Marek , Chrobak Kamila , Noparlik Ryszard , Niedzielski Jerzy , Janik Przemysław , Nowak Jan , Miaśkiewicz Witold , Kamiński Andrzej , Fischer Wojciech , Dembowska-Bagińska Bożena , Kaliciński Piotr
Published: April 2021

Introduction

The aim of the study was to examine management of pediatric
appendiceal neuroendocrine tumors (ANETs) in Poland.

Material and methods

Records of 27 patients with ANET diagnosed incidentally after
appendectomy in the last decade.

Results

Well-differentiated NET G1/G2 was diagnosed in 25 and well-differentiated neuroendocrine carcinoma G3 in 2 patients. Extended surgery was
performed primarily in one instance and secondarily in 10 patients (right
hemicolectomy in 9, ileocecal resection in 1) without adjuvant chemotherapy. Follow-up range was 1–121 months. Recurrence after secondary surgery
was observed in 1 (3.7%) patient.

Conclusions

Applying ENETS guidelines resulted in 100% overall survival of
patients with NET.