bluuebunny/crossref_metadata_2025 huggingface dataset:
The Roles of Canadian Universities in Heterogeneous Third-Age Learning: A Call for Transformation
Authors: Ratsoy Ginny R.
Published: December 2020

This article makes the case that Canadian universities—both within and beyond their campuses—must broaden their visions of third-age learners. Canadian third-age learners—defined for the purposes of this article as persons seeking formalized education who are in the stage of life beginning at retirement—are more numerous, active, financially stable, and diverse as well as healthier and better educated than at any other time in our history. It follows that Canadian universities have much to offer and gain by both deepening and broadening their involvement with these learners. I argue that universities must consider multi-pronged forms of collaboration and must be motivated, at all times, not by short-sighted financial concerns but by their core obligation to serve the public good by fostering community engagement.
Postsecondary Student Mobility from College to University: Academic Performance of Students
Authors: Gerhardt Kris , Masakure Oliver
Published: December 2020

This paper considers the impact of transfer credits on the GPA of college–university transfer students. The data come from the academic records of students enrolled at 2 different campuses at an undergraduate university in Ontario across a 4-year period. The results from multivariate regression analyses show that the number of transfer credits is significantly associated with a higher GPA, controlling for student status (part time/full time), campus of study, cohort, semester of study, and previous college background. Further analysis suggests that the credit–GPA relationship is nonlinear, peaking at 6 transfer credits. These findings can be used to help inform individuals and institutions about the past performance of students as further refinements to transfer policies between institutions are undertaken.
Supporting Success: Aboriginal Students in Higher Education
Authors: Gallop Cynthia Justine , Bastien Nicole
Published: December 2020

For most Aboriginal students in Canada, the term “success” in postsecondary education is more complicated than the mainstream notions of higher socioeconomic status and career advancement. Historically, “success” for Aboriginal peoples in postsecondary education was linked to issues of assimilation, since to be “successful” meant Aboriginal students had to completely adapt to the mainstream values and behaviours of the mainstream postsecondary institutions. Today, higher education is recognized as an important tool for capacity building and assisting Aboriginal communities to achieve their goals of self-determination and self-government. This paper presents some of the findings of a qualitative study conducted in a midsized Canadian postsecondary institution. Findings from the study suggest that if Canadian postsecondary institutions are committed to retaining Aboriginal students, these institutions need to better understand how to create positive and supportive relationships between Aboriginal students and their peers and instructors. The development of these positive relationships then needs to be formalized and incorporated into both institutional planning and faculty instructional support.
Reframing Internationalization
Authors: Garson Kyra
Published: December 2020

Canadian higher education has long been involved in international education, partnerships, and research and development projects; however, recent framing of international education as an industry generating revenues to prop up underfunded institutions is troubling. This approach is endorsed by provincial government strategies and bolstered by the federal government’s recent International Education Strategy, which promotes doubling the recruitment of international students by 2022 (Canada, 2014). While it is true that international students bring economic benefits to the institutions and communities that host them, we should also consider the challenges that this numbers game potentially presents for education. Many institutions now strive to internationalize; although this can encompass a broad range of activities, for many, the focus has been on increasing international student enrolment. This paper argues that there is a need to reframe internationalization in Canada in a way that would acknowledge the economic rationales, yet balance them with the social and academic outcomes necessary for all students to develop the knowledge, attitudes, and skills necessary for effective participation as professionals and citizens in increasingly multicultural and global contexts. For internationalization to fully reach its potential, a reframing of internationalization at home, informed by critical global citizenship education, may offer a way to realize the social and academic outcomes that would support an ethical, inclusive, and equitable approach moving forward.
From Community College to University: Institutionalization and Neoliberalism in British Columbia and Alberta
Authors: Levin John S. , Aliyeva Aida , Walker Laurencia
Published: December 2020

This qualitative investigation of higher education institutional development addresses new universities that were former community colleges in the provinces of British Columbia and Alberta. Stemming from an original study conducted nearly two decades earlier, this investigation’s data were collected from the same institutions and from similar sources: institutional documents, government policies, and interviews from faculty and administrators; thus, qualifying as a longitudinal qualitative investigation. This investigation explains institutional instability and identity change as a result of new government policies and institutional norms during the period of 2000-2013. Future research can monitor the influence of neoliberal practices on the development of these new model higher education institutions in the Canadian context.
Performing Internationalization of Higher Education in Canadian National Policy
Authors: Viczko Melody , Tascón Clara I
Published: December 2020

Internationalization processes are at the fore of university strategic plans on a global scale. However, the work of internationalization is being performed through the connections between many actors at different policy levels. Our purpose here is to ask, what is happening with internationalization of higher education at the Canadian national policy level? To do so, we suggest that we must look at policies at the national level not as individual entities but rather as these policies exist in relation to each other. We examine three recent policy statements from different organizations at the national level in Canada: a federal governmental agency, a pan-Canadian provincial organization and a national educational association. Our approach involved mapping the actors, knowledges and spaces that are discursively produced through these texts and engaging a relational approach to policy analysis that questions what comes to be assembled as these policies co-exist in the national landscape.
Five Case Studies of Governance in Tertiary Education
Authors: Lang Daniel Wallace
Published: December 2020

Most studies of governance in tertiary education take as their points of reference colleges and universities, with few examining governance in organizations that deliver various other forms of tertiary education. These organizations often have governing boards, but the boards are not necessarily downsized versions of their college and university counterparts. Although some studies classify governing boards into different types, few offer a clear definition of such boards or explain how they actually function in institutional contexts other than colleges and universities. This study examines governance in five small, public, not-for-profit tertiary institutions, each with a board, to determine what the boards look like, how they perform, what is expected of them, and how they are similar to or different from other types of boards in colleges and universities.
Introduction to the Special Issue on Governance in Higher Education
Authors: Charles Anne Caroline
Published: December 2020

There is no abstract as this is the introduction.
Who Stays and for How Long: Examining Attrition in Canadian Graduate Programs
Authors: DeClou Lindsay
Published: December 2020

Attrition from Canadian graduate programs is a point of concern on a societal, institutional, and individual level. To improve retention in graduate school, a better understanding of what leads to withdrawal needs to be reached. This paper uses logistic regression and discrete-time survival analysis with time-varying covariates to analyze data from the Youth in Transition Survey. The pre-entry attributes identified in Tinto’s (1993) model of attrition are examined to help uncover who is most likely to withdraw from graduate school. A good academic background is shown to be the strongest predictor of entering graduate school. Upon entry, demographic and background characteristics, such as being married and having children, are associated with a reduced likelihood of completing. Policy recommendations at the department and institution level are provided as well as directions for future research.
Addressing Common Concerns about Online Student Ratings of Instruction: A Research-Informed Approach
Authors: Winer Laura R. , Di Genova Lina , Costopoulos Andre , Cardoso Kristen
Published: December 2020

Concerns over the usefulness and validity of student ratings of instruction (SRI) have continued to grow with online processes. This paper presents seven common and persistent concerns identified and tested during the development and implementation of a revised SRI policy at a Canadian research-intensive university. These concerns include bias due to insufficient sample size, student academic performance, polarized student responses, disciplinary differences, class size, punishment of rigorous instructor standards, and timing of final exams. We analyzed SRI responses from two mandatory Likert scale questions related to the course and instructor, both of which were consistent over time and across all academic units at our institution. The results show that overall participation in online SRIs is representative of the student body, with academically stronger students responding at a higher rate, and the SRIs, themselves, providing evidence that may moderate worries about the concerns.
A Faculty-Based Mentorship Circle: Positioning New Faculty for Success
Authors: Waddell Janice , Martin Jennifer , Schwind Jasna , Lapum Jennifer
Published: December 2020

Multiple and competing priorities within a dynamic and changing academic environment can pose significant challenges for new faculty. Mentorship has been identified as an important strategy to help socialize new faculty to their roles and the expectations of the academic environment. It also helps them learn new skills that will position them to be successful in their academic career. In this article, the authors report on the implementation and evaluation of a mentorship circle initiative aimed at supporting new faculty in the first two years of their academic appointment. Participants reported that the mentorship circle provided them with a culture of support, a sense of belonging, and a safe space to discuss concerns and learn strategies from both mentors and fellow mentees as they adjusted to their new position. The interdisciplinary nature of the mentorship circle further facilitated faculty members’ capacity to navigate their role as new faculty and foster colleagueship.
An Intersubjective Analysis of Engineering Leadership Across Organizational Locations: Implications for Higher Education
Authors: Rottmann Cindy , Reeve Douglas W. , Sacks Robin , Klassen Mike
Published: December 2020

Engineering leadership education has become increasingly popular over the past decade in response to national calls for educational change. Despite the growing popularity of the movement, however, reform efforts continue to be piecemeal in their delivery, driven largely by the priorities of program leaders who established them (Graham, 2012). If we as engineering educators wish to more systematically develop leadership skills in our students, we should begin by empirically examining and defining our phenomenon of interest: engineering leadership. Our article takes up this challenge by investigating how 82 engineers in five organizationally distinct roles define leadership and how their respective insights are shaped by their diverse organizational locations. After weaving together the perspectives of engineers in industry, human resource professionals, entrepreneurs, politicians and interns, we propose a poly-vocal definition of engineering leadership and identify practical implications for engineering leadership educators.
Incentive Funding Meets Incentive-Based Budgeting: Can They Coexist?
Authors: Lang Daniel
Published: December 2020

Two major developments in the financial management of higher education have occurred more or less contemporaneously: incentive or performance funding on the part of government and incentive-based budgeting on the part of institutions. Both are based on fiscal incentives. Despite their several inherent and interconnected similarities, incentive funding and incentive-based budgeting have been viewed and appraised on parallel tracks. This study investigates their convergence. In doing so, it sharpens the definitions of both, identifies their respective track records, and discusses problems that are chronic to both. The study concludes that although incentive funding and incentive-based budgeting are sometimes at cross-purposes, they are functionally interconnected. The study uses Canada as an example because it is the jurisdiction that so far has seen the most extensive mutual deployment of performance funding and incentive-based budgeting.
Sustainable Implementation of Interprofessional Education Using an Adoption Model Framework
Authors: Grymonpre Ruby , Ateah Christine , Dean Heather , Heinonen Tuula , Holmqvist Maxine , MacDonald Laura , Ready Elizabeth , Wener Pam
Published: December 2020

Interprofessional education (IPE) is a growing focus for educators in health professional academic programs. Recommendations to successfully implement IPE are emerging in the literature, but there remains a dearth of evidence informing the bigger challenges of sustainability and scalability. Transformation to interprofessional education for collaborative person-centred practice (IECPCP) is complex and requires “harmonization of motivations” within and between academia, governments, healthcare delivery sectors, and consumers. The main lesson learned at the University of Manitoba was the value of using a formal implementation framework to guide its work. This framework identifies key factors that must be addressed at the micro, meso, and macro levels and emphasizes that interventions occurring only at any single level will likely not lead to sustainable change. This paper describes lessons learned when using the framework and offers recommendations to support other institutions in their efforts to enable the roll out and integration of IECPCP.
Visioning as an Integral Element to Understanding Indigenous Learners’ Transition to University
Authors: Parent Amy
Published: December 2020

This article focuses on high school to university transitions for Indigenous youth at universities in British Columbia, Canada. The study is premised on an Indigenous research design, which utilizes the concept of visioning and a storywork methodology (Archibald, 2008). The results challenge existing institutional and psychological approaches to transitions in revealing that they are deeply impacted by a variety of lived experiences and that a visioning process is vital to Indigenous youths’ participation in university. The paper concludes with implications for practitioners working in educational and Aboriginal community-based settings.
Do Postsecondary Internships Address the Four Learning Modes of Experiential Learning Theory? An Exploration through Document Analysis
Authors: Stirling Ashley , Kerr Gretchen , MacPherson Ellen , Banwell Jenessa , Bandealy Ahad , Battaglia Anthony
Published: December 2020

The educational benefits of embedding hands-on experience in higher education curriculum are widely recognized (Beard & Wilson, 2013). However, to optimize the learning from these opportunities, they need to be grounded in empirical learning theory. The purpose of this study was to examine the characteristics of internships in Ontario colleges and universities, and to assess the congruence between the components of these internships and Kolb’s (1984) experiential learning framework. Information from 44 Ontario universities and colleges, including 369 internship program webpages and 77 internship course outlines, was analyzed. The findings indicated that internship programs overemphasize the practical aspect of the experience at the expense of linking theory and practice. To optimize experiential education opportunities, recommendations include establishing explicit learning activities consistent with each experiential learning mode, including practice, reflection, connecting coursework and practical experience, and implementing creative ideas in practice.
The Representation of Library Value in Extra-Institutional Evaluations of University Quality
Authors: Jackson Brian
Published: December 2020

The ways in which university quality assessments are developed reveal a great deal about value constructs surrounding higher education. Measures developed and consumed by external stakeholders, in particular, indicate which elements of academia are broadly perceived to be most reflective of quality. This paper examines the historical context of library quality assessment and reviews the literature related to how library value is framed in three forms of external evaluation: accreditation, university rankings, and student surveys. The review finds that the library’s contribution to university quality, when it is considered at all, continues to be measured in terms of collections, spaces, and expenditures, despite significant expansion of library services into non-traditional arenas, including teaching and research, scholarly communications, and data management and visualization. These findings are contrasted with the frequently invoked notion of the library as the heart of the university.
Teaching Sustainability in Higher Education: Pedagogical Styles that Make a Difference
Authors: Scarff Seatter Carol , Ceulemans Kim
Published: December 2020

The challenge of teaching sustainable development in higher education can mean that students—as future citizens—are left without insight, commitment, or a sense of their position regarding meaningful beliefs and actions related to sustainability. A paradox arises when educators approach a sustainability curriculum that has the potential to transform students’ thinking and actions, with a reductive and non-substantive pedagogy. This paper uses an epistemological and pedagogical analysis of relevant literature to redefine, clarify, and provide a more systematic and holistic understanding of a transformative pedagogy required for learning. The central thesis juxtaposes three sustainability curricular positions with three pedagogical models that vary decidedly in their emphasis on the prerogative of the learner’s prior knowledge and beliefs, the engagement of the learner, and the potential for critical thinking and transformative learning. It is found that a transformative pedagogy overcomes and eliminates the paradox, helping societies become more sustainable.
Postgraduate Wage Premiums and the Gender Wage Gap in Canada
Authors: Waite Sean
Published: December 2020

Since the 1990s, enrolment in postgraduate programs has increased significantly in Canada. In more recent years, this has led to concerns regarding overproduction and the labour market outcomes of those with postgraduate education. Women have played an important role in this growth, but questions remain as to whether women’s progress into the highest levels of education has helped ameliorate their wage disadvantage relative to men. Using the 2011 National Household Survey, this study finds large wage premiums for completing master’s and doctoral degrees for both men and women, especially in younger cohorts; however, there are important differences by field of study. The gender wage gap is smaller for women with master’s degrees than for those with bachelor or doctoral degrees. Occupational differences account for more of the gender wage gap than field of study, suggesting that after degree completion, university-educated women sort into occupations that are lower paid than their male counterparts’.
Sexual Violence on Religious Campuses
Authors: Vanderwoerd James R. , Cheng Albert
Published: December 2020

Religious colleges and universities make up a substantial segment of the higher education landscape in North America, but the incidence of sexual violence on these campuses remains understudied. This study estimates the incidence of sexual violence on independent Christian campuses using a sample of part-time and full-time undergraduate students (N = 668) from eight private Christian colleges in Ontario, Canada. Using two widely used measures of sexual violence enabled comparisons with studies of self-reported incidents at secular and public colleges and universities. The findings show that 18% of women at religious colleges reported experiencing unwanted sexual contact within the past year, compared to studies of self-reported rates on secular campuses ranging from 21.4% to 31.4%. Exploratory investigation of factors related to victimization suggests that religious colleges may provide a “moral community” that could reduce the risk of sexual violence.
Counsellor-in-Residence: Evaluation of a Residence-Based Initiative to Promote Student Mental Health
Authors: Beks Tiffany Anne , Cairns Sharon L , Smygwaty Serena , Miranda Osorio Olga A.L. , Hill Sheldon J
Published: December 2020

Many universities have implemented campus-based initiatives addressing students’ mental health with the goal of promoting well-being. One such initiative is the newly developed Counsellor-in-Residence (CIR) program at the University of Calgary, which targets students’ mental health by providing residence-based counselling services and mental health programming. In this process evaluation, students completed three waves of data collection conducted over the academic year. Each wave measured students’ mental health literacy, using the Mental Health Literacy Scale (O’Connor & Casey, 2015), and resiliency, using the Connor-Davidson Resilience Scale-25 (Connor & Davidson, 2003). Males reported lower mental health literacy than females (p < .001), and international students reported lower mental health literacy than domestic students (p < .001). No differences in resilience levels were found between groups. These findings suggest that male and international students experience additional barriers to accessing campus-based mental health services. Implications for residence-based mental health programming that target male and international students are discussed.
Humanities PhD Graduates: Desperately Seeking Careers?
Authors: McAlpine Lynn , Austin Nichole
Published: December 2020

National and international statistics show that across disciplines there are many more PhD graduates than academic positions. In fact, more than half of graduates find their careers outside the academy—though the kinds of positions they accept, their work satisfaction, and the relevance of their PhDs is much less clear. As regards scholarly studies on post-PhD careers, most have examined social scientists and scientists with little attention to humanities doctoral graduates. This study addresses this gap by exploring the career experiences of Canadian PhD humanities graduates through descriptive statistics and narrative analysis. Specifically, it highlights the PhD experiences and post-graduation career trajectories of 212 Canadian humanists from 24 universities who graduated between 2004 and 2014. The study offers insight into humanities career challenges, including during the PhD, the range of non-academic careers that humanists find, as well as their work satisfaction and the perceived relevance of the PhD.
Measuring School–Family Conflict and Enrichment in University Student Parents: A Measurement Validation Study
Authors: Van Rhijn Tricia Marie , Acai Anita , Lero Donna S.
Published: December 2020

The purpose of this study was to extend work–family research to the school–family context by adapting Carlson and colleagues’ Work–Family Conflict and Enrichment scales. Using two samples of student parents primarily from Canadian universities, the adapted scales were assessed for reliability, construct validity, and factor structure. The measures had three factors for school–family conflict (school-to-family conflict, behaviour-based conflict, and family-to-school conflict) and five for school–family enrichment (school-to-family growth and affect; and family-to-school development, affect, and efficiency). The two adapted scales were confirmed to be reliable and valid for use with university student parents. Data from the confirmatory factor analysis provided strong support for the factor structure of the School–Family Enrichment Scale, but suggested that additional testing and development of the School–Family Conflict Scale may be required.
The Relationship Between Experiential Learning and Career Outcomes for Alumni of International Development Studies Programs in Canada
Authors: Tiessen Rebecca , Grantham Kate , Cameron John
Published: December 2020

In this paper, we explore the relationship between experiential learning and career outcomes for international development studies (IDS) graduates from the perspective of program alumni, by presenting the results of a national survey completed by 1,901 IDS alumni across Canada. Employing study data, we answer the following research questions: (1) What do IDS alumni consider important experiential learning opportunities? and (2) What is the perceived relationship between experiential learning and career outcomes? We argue that documenting IDS graduate perspectives on the relationship between experiential learning and career paths can inform current program opportunities and highlight the relationship between work-integrated learning and career success in this field.
Gender and the Faculty Care Gap: “The Obvious Go-To Person” for Canadian University Students’ Personal Problems
Authors: Dengate Jennifer , Peter Tracey , Farenhorst Annemieke
Published: December 2020

A mixed methods analysis of Canadian natural sciences and engineering faculty’s workplace experiences revealed a gendered care gap with women reporting greater responsibility for students’ personal and mental health problems, including suicidal thoughts and behaviour, and sexual assault. Statistical results demonstrated that women were approached by a significantly greater number of students to discuss serious non-academic issues and experienced more stress as a result. A comparative qualitative analysis found faculty’s responses to students’ problems were informed by gendered cultural care expectations thatrequire women to be more supportive than men. However, female and male faculty’s care burden may also be exacerbated by institutional factors, including senior administrative positions, undergraduate class loads, and teaching courses with mental health-related content. As such, the care gap is relevant to understanding the extent to which gender inequality is embedded within the structure of universities.
L’incidence du milieu d’études sur les possibilités de choix de femmes autochtones : typologie de parcours scolaires
Authors: Joncas Jo-Anni , Pilote Annie
Published: December 2020

Cet article documente l’incidence du milieu d’études sur les possibilités de femmes autochtones de réaliser le parcours scolaire choisi. Par entretiens individuels, 19 récits de parcours ont été collectés dans deux universités québécoises choisies en fonction de l’importance contrastée des services offerts aux étudiants autochtones. Grâce à une analyse typologique, quatre types de parcours sont définis selon l’effet du milieu d’études : les parcours 1) aux possibilités préexistantes; 2) aux possibilités propulsées par le milieu d’études; 3) aux possibilités de rebond et 4) aux possibilités projetées par des impulsions externes. Inspirés par l’approche par les capabilités, les résultats relèvent l’importance de se préoccuper non seulement desservices qui sont accessibles à ces étudiantes, mais également de leur capacité à y recourir et à en bénéficier afin de mener le parcours scolaire désiré. Cela demande de prendre en considération les facteurs leur permettant de faire réellement usage des ressources éducatives dans la visée qu’elles choisissent.
Policy Analysis of Equity, Diversity and Inclusion Strategies in Canadian Universities – How Far Have We Come?
Authors: Tamtik Merli , Guenter Melissa
Published: December 2020

Institutional efforts to address equity, diversity and inclusion in educational settings have been often met with overwhelmingly critical accounts pointing towards well-intentioned attempts that have reinforced exclusion and inequity. A new wave of recent developments among Canadian research-intensive universities (U15) is providing a slightly different account of universities’ involvement in addressing the needs of equity-seeking students. This paper presents data collected through policy analysis of 50 strategic documents from 15 Canadian universities from 2011-2018. The findings suggest that equity, diversity and inclusion activities have become a policy priority attached to a variety of institutional action plans and performance reports. As a result, there has been an increase in institutional strategic activities including institutional political commitment (e.g. new equity offices, new senior administration positions, mandatory training), student and faculty recruitment with programmatic and research supports (e.g. diversity admission policies, scholarships, access programs, curriculum changes), accompanied by broader efforts to create supportive institutional climates (e.g. student advisors, awards, celebrations). Inconsistencies emerged amongst how equity is defined in policy documents, resulting in either redistributive or inclusive practices in equity, diversity, and inclusion initiatives.
What’s the protocol? Canadian university research ethics boards and variations in implementing Tri-Council policy
Authors: Karram Stephenson Grace , Jones Glen A. , Fick Emmanuelle , Begin-Caouette Olivier , Taiyeb Aamir , Metcalfe Amy
Published: December 2020

This article is concerned with the differences in REB policy and application processes across Canada as they impact multi-jurisdictional, higher education research projects that collect data at universities themselves. Despite the guiding principles of the Tri-Council Policy Statement 2 (TCPS2) there is significant variation among the practices of Research Ethics Boards (REBs) at Canada’s universities, particularly when they respond to requests from researchers outside their own institution. The data for this paper were gathered through a review of research ethics applications at 69 universities across Canada. The findings suggest REBs use a range of different application systems and require different revisions and types of oversight for researchers who are not employed at their institution. This paper recommends further harmonization between REBs across the country and national-level dialogue on TCPS2 interpretations.
The Impact of Program Structure and Goal Setting on Mentors’ Perceptions of Peer Mentorship in Academia
Authors: Haqqee Zeeshan , Goff Lori , Knorr Kris , Gill Michael B.
Published: December 2020

Many peer mentorship programs in academia train senior students to guide groups of incoming students through the rigors of postsecondary education. The mentorship program’s structure can influence how mentors develop from this experience. Here, we compare how two different peer mentorship programs have shaped mentors’ experiences and development. The curricular peer mentorship program was offered to mentors and mentees as credited academic courses. The non-curricular program was offered as a voluntary student union service to students and peer mentors. Both groups of peer mentors shared similar benefits, with curricular peer mentors (CMs) greatly valuing student interaction, and non-curricular peer mentors (NCMs) greatly valuing leadership development. Lack of autonomy and lack of mentee commitment were cited as the biggest concerns for CMs and NCMs, respectively. Both groups valued goal setting in shaping their mentorship development, but CMs raised concerns about its overemphasis. Implications for optimal structuring of academic mentorship programs are discussed.
Correlates of Food Insecurity Among Undergraduate Students
Authors: Bottorff Joan L. , Hamilton Casey , Huisken Anne , Taylor Darlene
Published: December 2020

Food insecurity has been identified as an issue among postsecondary students. We conducted this study to describe the level of food insecurity in a sample of university students with a particular interest in the effect of marginalization. A cross-sectional survey was conducted using a volunteer sample of 3,636 undergraduate students (44% participation rate) at one BC university campus between February and May 2017. Forty-two percent (n=1479) of respondents were classified as experiencing food insecurity. Among those who were food insecure 58% (n=891) were female. Logistic regression analysis indicated that females, students living on campus, those with a diverseability (developmental, physical, or other diversability), individuals self-reporting as belonging to a visible minority and international students were more likely to experience food insecurity. When adjusted for sex, years on campus, and living situation, students who reported experiencing two or more forms of marginalization were 2.52 times more likely to be food insecure compared to students who do not report any form of marginalization. This study further supports concerns about high levels of food insecurity among university students in Canada. In particular, the findings highlight the risk for food insecurity among students who are already vulnerable to socio-economic inequity due to belonging to marginalized groups. Efforts to promote student wellbeing on university campuses need to address food insecurity by addressing system-level factors to equalize the field for all students at risk for food insecurity.
Mental Health Status and Help-Seeking Strategies of Canadian International Students
Authors: De Moissac Danielle , Graham Jan Marie , Prada Kevin , Gueye Ndeye Rokhaya , Rocque Rhéa
Published: December 2020

International students are at heightened risk of developing psychological distress, yet little research has been conducted on  their mental health or support needs. This quantitative study focused on undergraduate students at two mid-sized universities in Manitoba, Canada. Online and paper surveys were completed by 932 participants, of whom 21% identified as international students. This paper, descriptive in nature, outlines the sociodemographic profiles, current mental health status, psychological characteristics, and coping strategies of international students compared to domestic students in each institution. Data show that international students are more likely to report excellent mental health, score higher on the mental health scale, and report higher life satisfaction, higher self-esteem, and more positive body image than domestic respondents. However, they are less likely to talk about their hardships. Providing culturally-adapted supports that take into consideration ethnolinguistic differences, religious practice, and mental health literacy will better meet the needs of international students on campus.
Planejamento estratégico e gestão da informação: Estudos das dificuldades a partir da Teoria da Ação
Authors: Silva Júnior Antonio De Souza , Salcedo Diego Andres , Silva Maria Claudiane da , Ferreira Ingrid Naara Carlos
Published: December 2020

O gerenciamento de informações requer uma cultura voltada à informação, através de uma gestão participativa. Todavia, os colaboradores quando necessitam enfrentar questões difíceis fazem uso de mecanismos de defesa em vez de focar em informações válidas. Foi desenvolvido um estudo com os colaboradores de uma instituição pública de ensino em Bezerros-PE, a fim de estudar o impacto do comportamento dos envolvidos na captação e uso da informação no processo de desenvolvimento do planejamento estratégico. Esta pesquisa é de abordagem qualitativa. A coleta de informações ocorreu através de entrevista semiestruturada, e sua análise através da pragmática da linguagem. Como resultados, observou-se que não há compartilhamento de informações entre os setores, as informações captadas são limitadas e o desenvolvimento do planejamento estratégico não possui um cronograma de atividades bem definido. O sentimento de não pertencimento ao processo faz com que os colaboradores demonstrem comportamentos defensivos e não se comprometam com a aplicação das ações decididas.
A perspectiva do valor de informação: aplicação teórica no Laboratório de Tecnologias Intelectuais
Authors: Freire Isa Maria
Published: December 2020

Compartilha os primeiros resultados da pesquisa “O Laboratório de Tecnologias Intelectuais como valor de informação”, em desenvolvimento no Departamento de Ciência da Informação, em cooperação com o Programa de Pós-Graduação em Ciência da Informação da Universidade Federal da Paraíba. Apresenta o modelo teórico do Regime de Informação, o modelo operativo da Rede de projetos e as ações de informação em curso no espaço social constituído pela comunidade acadêmica, em níveis de graduação e pós-graduação. Discute as relações entre ações formativas, de mediação e relacionais, considerando as abordagens de González de Gómez e Collins e Kush e a proposição de uma “teoria da ação” de Wersig e Windell, no âmbito do regime de informação do campo da pesquisa. Nesse contexto considera que é possível entender que as ações de informação na rede de projetos do regime de informação do Laboratório de Tecnologias Intelectuais se caracterizam como um  valor de informação em si, produzido e direcionado para uma forma de vida constituída pela comunidade acadêmica que atua no campo da Ciência da Informação. Espera-se que a continuidade da pesquisa ofereça novos e reveladores insights e reafirme a perspectiva do Laboratório de Tecnologias Intelectuais como valor de informação, ou informação em si, ao mesmo tempo em que se revele como espaço social para uma experiência de intervenção no regime de informação de uma forma de vida acadêmica, no Brasil.
Extremal decomposition problems for p-harmonic Robin radius
Authors:   Far Eastern Federal University, Vladivostok, Afanaseva-Grigoreva A.S. , Prilepkina E.G. ,   Institute for Applied Mathematics, Far Eastern Branch, Russian Academy of Sciences, Vladivostok, Russia
Published: December 2020

The theorems on the extremal decomposition of plane domains concerning to the products of Robin's radii are extended to the case of domains in Euclidean space. In some cases, the classical non-overlapping condition is weakened. The proofs are based on the moduli technique for families of curves and dissymmetrization.
Jackson network in a random environment: strong approximation
Authors:   Lomonosov Moscow State University, Russia, Bashtova Elena , Lenena Elena ,   Lomonosov Moscow State University, Russia
Published: December 2020

We consider a Jackson network with regenerative input flows in which every server is subject to a random environment influence generating breakdowns and repairs. They occur in accordance with two independent sequences of i.i.d. random variables. We establish a theorem on the strong approximation of the vector of queue lengths by a reflected Brownian motion in positive orthant.
Calculation of random pairs of primes whose product lies in a given short interval
Authors:   Institute for Applied Mathematics, Far Eastern Branch, Russian Academy of Sciences, Vladivostok, Russia, Bykovskii V.A.
Published: December 2020

The paper proposes heuristic algorithms for constructing pairs of random primes, the product of which lies in a given interval $ \left (\Delta, \, \Delta + \delta \right). $ One algorithm refers to the case $ \delta = \sqrt {\Delta }, $ and the second to $ \delta = 30 \Delta^{1/3}. $ They allow in the well-known RSA cryptosystem to choose shorter public keys (twice for the first algorithm and three times for the second).
A strengthening the one of a theorem of Bourgain-Kontorovich
Authors:   Moscow Aviation Institute (National Research University), Russia, Kan I.D.
Published: December 2020

The following result is proved in this work. Consider a set of $\mathfrak D_N $ not surpassing the N of the denominators of those ultimate chain fractions, all incomplete private which belong to the alphabet 1, 2, 3, 5. Then inequality is fulfilled $|\mathfrak{D}_N|\gg N^{0.99}$. The calculation, made on a similar Burgeyin theorem -- Of Kontorovich 2011, gives the answer $\mathfrak D_N \gg N^{0.80}$.
The problem of separation of variables
Authors:   Pacific National University, Khabarovsk, Russia, Prudnikov V.J.
Published: December 2020

The paper presents a criterion for the admissibility of the separation of variables for a holomorphic function of two variables.
On the maximum degrees of the coefficients of the Somos sequences
Authors:   Institute for Applied Mathematics, Far Eastern Branch, Russian Academy of Sciences, Vladivostok, Russia, Romanov M.A.
Published: December 2020

Elements of the Somos-4, 5, 6, 7 sequences are polynomials in the coefficients. In the paper, we calculate the degrees of these polynomials.
HUBUNGAN PERILAKU PUBERTAS TERHADAP PRESTASI BELAJAR SISWA KELAS VI SDS DI KABUPATEN TANGERANG
Authors: Cahyani Rahmanika , Unaenah Een , Fitriani Hamdah Siti Hamsanah
Published: December 2020

This research is motivated by the change in behavior of students entering puberty. This study was conducted to determine (1) the behavior of puberty, (2) learning achievement, (3) the relationship of puberty behavior to learning achievement in class VI SDS Tunas Harapan Tangerang Regency. This study uses a type of quantitative research with survey methods, while the techniques used are observation, interviews, documentation and questionnaires. The total population is 92 students in class VI in one private elementary school in Tangerang Regency with sampling techniques using purposive sampling for research as many as 30 students consisting of 10 students in class VI A, 10 students in class VI B, and 10 students in class VI C on the school. The research instrument used was questionnaires that had previously been tested for validity. Hypothesis testing is done using the Product Moment correlation formula, which begins with a normality test of the data obtained. Based on the results of the study, there is a significant positive relationship between the behavior of puberty (X) on learning achievement (Y). This is evidenced by the implementation of the Product Moment correlation test which yielded 0.479 in the interval 0.40 - 0.59 which means that it has a sufficient / moderate correlation. And for the hypothesis obtained data for the value of t count = 2.886 while t table 0.05 = 2.048. This shows that the value of t count> t table means the research hypothesis (H1) is accepted. From the results of this study, it can be concluded that there is an influence between the behavior of puberty on the learning achievement of SDS students in Tangerang Regency.
Meningkatkan Minat Belajar Bahasa Indonesia dengan Membandingkan Model Pembelajaran RADEC dan Model Pembelajaran Konvensional
Authors: Maryani Neneng , Nurseptiani Karin
Published: December 2020

This research is based on field findings, namely low interest in learning Indonesian, lack of teacher initiative to use varied learning models that cause students to become bored in following the learning process in Indonesian subjects. The purpose of this study is to find out the increased interest in learning Indonesian by comparing the RADEC (Read, Answer, Discuss, Explain, and Create) learning models and conventional learning. The research method used was Nonequivalent Control Group Design with a population of 173 students, and two sample classes namely class V as an experimental class totaling 28 students and class VI as a control class totaling 37 students. From the results by statistical data using SPSS version 24.0 for windows after the data are declared normally distributed and come from homogeneous samples through normality and homogeneity tests, it is known that the results of hypothesis testing using the Compare Means test with Independent Samples Test obtained sig = 0,000. Because the significance <0.05, it can be concluded that Ho is rejected, which means "There is a difference in the increase in interest in learning Indonesian by using the RADEC learning model compared to using the conventional model in SD Negeri Sukamaju, Pagerageung District, Tasikmalaya District". The score is in the interval 66.4 -70.1. Based on this, it can be concluded that the implementation of the RADEC learning model is quite successful in increasing interest in learning Indonesian compared to using conventional models. Suggestions that can be recommended based on the findings of this study include expected to be able to develop RADEC learning models that are collaborated with other learning techniques as an innovation to increase learning interest.
A EFEKTIVITAS MODEL PEMBELAJARAN BERBASIS MULTILITERASI UNTUK MENINGKATKAN KETERAMPILAN MENULIS KREATIF SISWA SEKOLAH DASAR
Authors: Puspita Ari Metalin ika
Published: December 2020

Tujuan Penelitian untuk mengetahui efektivitas penggunaaan model pembelajaran berbasis literasi untiuk meningkatkan keterampilan menulis kreatif siswa. Metode penelitian yang digunakan adalah jenis penelitian kuantatif dengan model quasi eksperimen. Pengambilan sampel dilakukan dengan teknik sampel jenuh, dimana semua anggota populasi dipilih sebagai anggota sampel. Teknik pengumpalan data pada penelitian ini menggunakan wawancara, observasi, dan tes. Analisis data menggunakan uji komparasi.  Berdasarkan hasil uji komparasi menunjukkan bahwa ada perbedaan keterampilan menulis kreatif antara siswa yang menggunakan model pembelajaran berbasis literasi dan siswa yang tidak menggunkaan model pembelajaran berbasis literasi,
Analisis Kemampuan Bertanya Siswa Pada Mata Pelajaran Tematik di SDN 60 Kota Bengkulu
Authors: Supriatna Irfan
Published: December 2020

Questioning is a primary part of student learning activities. Questioning activity is asking factual or hypothesis question that begin with guidance from teacher until the student understand themselves and become habitual activity.This research aims to describe Student Questioning Ability in Environment is Our Friend Theme of Environmental Conservation Movement Sub Theme of Thematic Subject and describe the obstacle experienced by the student of 5th Grade 60 Bengkulu City Elementary School year 2019/2020. The method used in this study is qualitative descriptive approach, that is why this research emphasize the processes rather than results. Subjects in this research are 18 students of 5th Grade 60 Bengkulu City using observation and interview sheet instruments. Data collection techniques used were observation, interviews and documentation.The result of this research is there are 7 students who have fulfill all questioning ability indicator requirements, on the other hand there is one student who only achieve one point from the requirements, two requirements of questioning ability indicators fulfill by 6 students, there are two students who can’t fulfill any requirement of questioning ability indicators. Obstacles experienced by students have not been able to use Indonesian language correctly, lack focus in asking, lack of confidence, afraid of being wrong, embarrassed when laughed by their friend and unable to raising the voice so the question can reach the entire class. Conclusion of the research is every student student of 5th Grade 60 Bengkulu City have different questioning ability.