Journal articles on the topic 'Educational assistance, Canadian – Ghana'

Using data from the sixth round of the Ghana Household Living Standards Survey, this paper examines issues relating to household educational expenditure with a view to deriving implications for policy direction. The key findings from the estimated Tobit model in this paper are as follows: First, household income has significant positive influence on household expenditure on education. Thus, increase in household income is associated with an increase in educational expenditure. Second, there was a negative significant relationship between household poverty and demand for education. Third, female headed household is a positive significant determinant of expenditure on education. Finally, contextual factors such as locality are very crucial in determining household educational expenditures. The paper recommends for equality of educational opportunity so that children from economically handicapped families and less endowed communities have the same playing field as their well-to-do counterparts. Further, policy strategies to improve income generating activities of households should be pursued and the design of schemes specifically to offer assistance for those who are economically vulnerable.

Development assistance achieved remarkable success in different periods. For example, Botswana and South Korea reached the great development in the 60s after very bad situation, Indonesia in the 70s, Bolivia and Ghana at the end of the 80s, Uganda and Vietnam in the 90s. In these countries development assistance played important role in economic transformation in formulation of the development of politics. The development assistance contributed educational programs and financially supported the development of public sector. The “Green Revolution” – by means of innovations in agriculture, investments and political changes – improved the live conditions of millions people thanks to the collaboration of many bilateral and multilateral donors. But there are some failures with the foreign aide. While the formed dictator of Zaire Mobutu Sese Seko became one of the richest people in the world (and invested his property in abroad), the development assistance did not stop for many years, Zaire (now the Democratic Republic of Congo) is only one example of the situation, where the permanent flows of assistance ignore or support the corruption and in suitable politics of governments. Tanzania received two milliards dollars for building the roads destiny the twenty years. But the roads were destroyed sooner, than the works could be finished because of insufficient maintenance.  The study of World Bank brings the conclusions of the new conception of the development assistance: financial assistance works only in suitable political world; the lowering of poverty is possible only with working institutions – political and economic; effective assistance complete the private investments; receiving country is obliged to have public sector in function; the function of public sector is developing on the activity of civil society; patience and good ideas, not only money, can help to reforms in very unfavorable conditions. 

ABSTRACTObjectives:To systematically evaluate the accuracy of text descriptions and labeling of radiologic images published in theCanadian Journal of Emergency Medicine (CJEM). Error detection by radiologists and emergency physicians and the clinical significance and educational value of these errors were assessed. Errors were also correlated with radiologist involvement in publication and imaging modality.Methods:Thirty-three issues of CJEM were examined from January 2003 to May 2008. Electronic copies of all radiologic images published were obtained with their caption and description from the text. Identifying information was removed to present images in an anonymous fashion. Images were presented to two radiologists who, working in consensus, critically appraised each image and accompanying text. Images were then presented to two emergency department physicians who, working in consensus, critically appraised each image and accompanying text. All images with errors detected by either radiology or emergency physicians were then discussed to determine if errors would have affected clinical management or educational value. The emergency physicians also identified “underlabeled” images where it was felt that further labeling would enhance their educational value.Results:Forty-five articles with 82 images were obtained. At least one error was observed in 18 (40%) articles and 20 (24%) images. Two errors were present in three images, resulting in 23 errors. Of the 23 errors, 17 were image description errors and 6 were labeling errors. Five errors were detected by both radiology and emergency physicians, whereas 15 were detected only by radiologists and 3 were detected only by emergency physicians. Of these errors, 12 (52%) were rated as potentially affecting both clinical management and educational value, 5 (22%) as only affecting educational value, and 6 (26%) as nonsignificant. Radiologists were involved in six articles, including 12 images that contained no errors. There was no official radiologist involvement in 39 articles, including 70 images, 18 (26%) of which contained errors. In addition, 26 images were identified by emergency physicians as potentially benefiting from enhanced labeling to improve educational value.Conclusions:Radiologic images published in the CJEM are generally of high quality; however, 23 errors were found in 82 images, 18 (78%) of which were rated as potentially affecting clinical management, educational value, or both. Radiologist involvement in the publication process may be of assistance as no errors were seen in articles that included radiologists as authors.

Purpose Being able to predict the likelihood of a project to overrun its cost before the contract signing phase is crucial in developing the required mitigating measures to avert it. Known parameters that permit the timely prediction of cost overrun provide the basis for such predictions. Therefore, the purpose of this paper is to develop a model for forecasting cost overruns. Design/methodology/approach Ten predictive variables known before the contract signing phase of a project are identified. Based on a survey approach, information on 321 educational projects completed are compiled. A multiple linear regression analysis is adopted for the model development. Findings Five variables – initial contract sum, gross floor area, number of storeys, source of funds and contractors’ financial classification are observed to influence cost overruns. The model, however, yields a fairly weak coefficient of determination with a mean absolute percentage error of 30.22 and 138 per cent, respectively. Research limitations/implications The model developed focussed on data only educational projects sampled from three out of the ten administration regions in Ghana based on a purposive sampling approach. Practical implications Policy makers and construction managers working on public projects stand to gain tremendous assistance in formulating and strengthening their own in-house cost forecasting at the precontract phase based on “what if” analysis to generate various alternative predictions of cost overruns. Originality/value Considering the innate nature of cost overruns within the Ghanaian construction industry often resulting to project abandonment, this research presents a unique dimension for tackling cost overruns based on a predictive approach.

In this paper, a study of how adult vocational educators develop authenticity in their teaching within a Canadian community college context is presented. Six participants from different disciplines, five of whom were relatively new teachers, and one of whom had considerable experience, were interviewed three times over two years. With the assistance of the participants, narratives were constructed for each educator. Three categories of issues—personal issues (such as confidence), college system issues (policies and procedures), and educational system issues (government mandated curriculum)—were identified as influencing the development of authenticity. Implications for teacher preparation and professional development within the college environment are discussed.

ABSTRACTObjective:We describe the epidemiology of emergency department (ED) visits for acetaminophen overdose in a large Canadian health region, with a focus on sociodemographic risk factors and temporal trends.Methods:Patients presenting to an ED in the Calgary Health Region (population ~ 1.1 million) for acetaminophen overdose between 1997 and 2002 were identified using regional administrative data.Results:A total of 2699 patients made 3015 ED visits for acetaminophen overdose between 1997 and 2002, corresponding to an age- and sex-adjusted incidence of 45.7 per 100 000 population. Alcohol-related disorders were common (19%) and overdose rates were higher in females, younger patients, Aboriginals and social assistance recipients. The incidence decreased from 52.6 per 100 000 in 1997 to 35.1 per 100 000 in 2002 (34% relative reduction;p< 0.0005). When classified according to suicidal intent, the rates of intentional and unintentional overdose (69% and 25% of all overdoses, respectively) showed similar temporal trends. A marked seasonality was observed, with a peak in spring and early summer.Conclusions:ED visit rates for acetaminophen overdose fell between 1997 and 2002. High-risk groups, including young females and marginalized populations, may benefit from preventive and educational initiatives.

The article narrates about the Ukrainian community in Canada, one of the most organised diasporas in the world, which from the times of its founders to the current generation has preserved its national identity, cultural traditions, and is duly represented in power structures of the country of the red maple leaf. Throughout its 129-year history, the Ukrainian community has consistently defended, to the best of its abilities, the national interests of Ukraine at different times. The author glorifies the cohort of prominent Canadian Ukrainians, who have soared to greater heights in their environment, reached the pinnacle of power on the state level, and hold prestigious posts in the legislative and executive branches at the federal and provincial levels. In Canada, there has developed an extensive scientific and educational base of Ukrainian studies, a Ukrainian-language degree system of education, including pre-school and extracurricular institutions, bilingual schools, and university courses in Ukrainian studies. The language, literature, history, geography, and folklore of Ukraine are taught in ten universities around the country. Canadian Ukrainians have a substantial cultural heritage of their own. The author stresses that support to Ukraine in different realms of life is provided by personal resources of Canadian Ukrainians and in cooperation with the Government, local non-governmental organisations and commercial corporations, the Canada-Ukraine Foundation. There is an atmosphere of sympathy in the Ukrainian environment and throughout Canada to the Ukrainian people combined with the willingness to help them. Following the Russian aggression against our state, Canadian Ukrainians intensified assistance to the land of their ancestors. Sacrifice, patronage, and participation in the volunteer movement have become a way of life for many in the community. All of these noble features are especially evident in the most challenging periods of the history of Ukraine. Keywords: Canada, Ukrainian community, national interests, Canadian Ukrainians

International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 8, Number 2 Abdullah A. Smadi, Yarmouk University, Jordan Afsin Sahin, Gazi University, Turkey Carla J. Thompson, University of West Florida, USA Chin-Shang Li, School of Nursing, USA Gabriel A. Okyere, Kwame Nkrumah University of Science and Technology, Ghana Hui Zhang, St. Jude Children’s Research Hospital, USA Nahid Sanjari Farsipour, Alzahra University, Iran Philip Westgate, University of Kentucky, USA Sajid Ali, Quaid-i-Azam University, Pakistan Shatrunjai Pratap Singh, John Hancock Financial Services, USA Wei Zhang, The George Washington University, USA Weizhong Tian, Eastern New Mexico University, USA Wojciech Gamrot, University of Economics, Poland Zaixing Li, China University of Mining and Technology (Beijing), China   Wendy Smith On behalf of, The Editorial Board of International Journal of Statistics and Probability Canadian Center of Science and Education

International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 9, Number 1   Chin-Shang Li, School of Nursing, USA Faisal Khamis, Al Ain University of Science and Technology, Canada Felix Almendra-Arao, UPIITA del Instituto Politécnico Nacional, México Gabriel A. Okyere, Kwame Nkrumah University of Science and Technology, Ghana Gerardo Febres, Universidad Simón Bolívar, Venezuela Mohieddine Rahmouni, University of Tunis, Tunisia Noha Youssef, American University in Cairo, Egypt Philip Westgate, University of Kentucky, USA Qingyang Zhang, University of Arkansas, USA Shatrunjai Pratap Singh, John Hancock Financial Services, USA Weizhong Tian, Eastern New Mexico University, USA Zaixing Li, China University of Mining and Technology (Beijing), China   Wendy Smith On behalf of, The Editorial Board of International Journal of Statistics and Probability Canadian Center of Science and Education

International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 8, Number 6   Carla J. Thompson, University of West Florida, USA Felix Almendra-Arao, UPIITA del Instituto Politécnico Nacional , México Gabriel A. Okyere, Kwame Nkrumah University of Science and Technology, Ghana Kassim S. Mwitondi, Sheffield Hallam University, UK Krishna K. Saha, Central Connecticut State University, USA Mohieddine Rahmouni, University of Tunis, Tunisia Nahid Sanjari Farsipour, Alzahra University, Iran Olusegun Michael Otunuga, Marshall University, USA Philip Westgate, University of Kentucky, USA Sajid Ali, Quaid-i-Azam University, Pakistan Shatrunjai Pratap Singh, John Hancock Financial Services, USA Tomás R. Cotos-Yáñez, University of Vigo, Spain Vyacheslav Abramov, Swinburne University of Technology, Australia Wei Zhang, The George Washington University, USA Weizhong Tian, Eastern New Mexico University, USA Wojciech Gamrot, University of Economics, Poland   Wendy Smith On behalf of, The Editorial Board of International Journal of Statistics and Probability Canadian Center of Science and Education

ObjectivesOver the last 10 years, appropriate workforce utilisation has been an important discussion among healthcare practitioners and policy-makers. The role of healthcare aides (HCAs) has also expanded to improve their utilisation. This evolving role of HCAs in Canada has prompted calls for standardised training, education and scope of practice for HCAs. The purpose of this research was to examine the differences in HCAs training and utilisation in continuing care facilities.DesignFrom June 2014 to July 2015, we conducted a mixed-method study on HCA utilisation in continuing care. This paper presents findings gathered solely from the prospective cross-sectional survey of continuing care facilities (long-term care (LTC) and supportive living (SL)) on HCA utilisation.Setting and participantsWe conducted this study in a Western Canadian province. The managers of the continuing care facilities (SL and LTC) were eligible to participate in the survey.Primary outcome measuresThe pattern of HCAs involvement in medication assistance and other care activities in SL and LTC facilities.ResultsWe received 130 completed surveys (LTC=64 and SL=52). Our findings showed that approximately 81% of HCAs were fully certified. We found variations in how HCAs were used in SL and LTC facilities. Overall, HCAs in SL were more likely to be involved in medication management such as assisting with inhaled medication and oral medication delivery. A significantly larger proportion of survey respondents from SL facilities reported that medication assistance training was mandatory for their HCAs (86%) compared with the LTC facilities (50%) (p value <0.01).ConclusionThe utilisation of HCAs varies widely between SL and LTC facilities. HCAs in SL facilities may be considered better used according to their required educational training and competencies. Expanding the role of HCAs in LTC facilities may lead to a cost-effective and more efficient utilisation of workforce in continuing care facilities.

International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 8, Number 5 Abdullah A. Smadi, Yarmouk University, Jordan Carla J. Thompson, University of West Florida, USA Chin-Shang Li, School of Nursing, USA Encarnaci&oacute;n Alvarez-Verdejo, University of Granada, Spain Felix Almendra-Arao, UPIITA del Instituto Polit&eacute;cnico Nacional , M&eacute;xico Gabriel A. Okyere, Kwame Nkrumah University of Science and Technology, Ghana Gane Samb Lo, University Gaston Berger, SENEGAL Gennaro Punzo, University of Naples Parthenope, Italy Gerardo Febres, Universidad Sim&oacute;n Bol&iacute;var, Venezuela Ivair R. Silva, Federal University of Ouro Preto &ndash; UFOP, Brazil Mingao Yuan, North Dakota State University, USA Philip Westgate, University of Kentucky, USA Qingyang Zhang, University of Arkansas, USA Sajid Ali, Quaid-i-Azam University, Pakistan Sohair F. Higazi, University of Tanta, Egypt Subhradev Sen, Alliance University, India Vyacheslav Abramov, Swinburne University of Technology, Australia Wei Zhang, The George Washington University, USA Yuvraj Sunecher, University of Technology Mauritius, Mauritius Zaixing Li, China University of Mining and Technology (Beijing), China &nbsp; Wendy Smith On behalf of, The Editorial Board of International Journal of Statistics and Probability Canadian Center of Science and Education

International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 8, Number 5 Abdullah A. Smadi, Yarmouk University, Jordan Carla J. Thompson, University of West Florida, USA Chin-Shang Li, School of Nursing, USA Encarnaci&oacute;n Alvarez-Verdejo, University of Granada, Spain Felix Almendra-Arao, UPIITA del Instituto Polit&eacute;cnico Nacional , M&eacute;xico Gabriel A. Okyere, Kwame Nkrumah University of Science and Technology, Ghana Gane Samb Lo, University Gaston Berger, SENEGAL Gennaro Punzo, University of Naples Parthenope, Italy Gerardo Febres, Universidad Sim&oacute;n Bol&iacute;var, Venezuela Ivair R. Silva, Federal University of Ouro Preto &ndash; UFOP, Brazil Mingao Yuan, North Dakota State University, USA Philip Westgate, University of Kentucky, USA Qingyang Zhang, University of Arkansas, USA Sajid Ali, Quaid-i-Azam University, Pakistan Sohair F. Higazi, University of Tanta, Egypt Subhradev Sen, Alliance University, India Vyacheslav Abramov, Swinburne University of Technology, Australia Wei Zhang, The George Washington University, USA Yuvraj Sunecher, University of Technology Mauritius, Mauritius Zaixing Li, China University of Mining and Technology (Beijing), China &nbsp; Wendy Smith On behalf of, The Editorial Board of International Journal of Statistics and Probability Canadian Center of Science and Education

Telehealth coordinators practising in Canada were invited to respond to an online survey and participate in a telephone interview. For the present study, the definition of 'telehealth' was limited to the use of videoconferencing. The coordinators were recruited with the assistance of the Ontario Telemedicine Network (OTN) and the Canadian Telehealth Forum (CTF). The response rate to the online survey from the OTN cohort was 4% ( n = 13) and from the CTF cohort was 36% ( n = 34). Of the 47 people who completed the survey, 16 also participated in a telephone interview. Most respondents were female; their mean age was 40 years. Most telehealth coordinators had some form of post-secondary education. Most, 66% ( n = 31) coordinated both clinical and educational videoconferences. About half of the telehealth coordinators (55%, n = 26) indicated that their job was dedicated solely to telehealth, although 32% ( n = 15) reported that their jobs involved responsibilities outside telehealth. About half of the respondents worked full-time (51%, n = 24). Most respondents either strongly agreed or agreed with the statement that ‘If a telehealth coordinator's role involves patient care then that individual should be a member of a regulated health profession’. The need for organizations to more clearly define the role, better recognize and support telehealth coordinators and develop mechanisms for continuing professional education and certification were recurrent themes in the interviews.

The aim of the work. Cooperation between MacEwan University and I. Horbachevsky Ternopil National Medical University in the realization of the educational programme of Public Health. Materials and Methods. 23 students of the MacEwan University Nursing Faculty (including Canada, Ghana, Nigeria, and India) spent one week at I. Horbachevsky Ternopil National Medical University (TNMU). The work of students and teachers was focused on interactive learning of questions of global/planetary health issues and included flipped classroom format, seminars, team-based learning and field clinics coordinated by MacEwan faculty members in partnership with the TNMU members. Results and Discussion. Cooperation between TNMU and MacEwan University corresponds to the strategy of the MacEwan University Nursing Faculty: Nurses making a difference in the health of global communities and mission: transformative learning in nursing education and professional practice. The educational course was organized to the students to align with three essential components of planetary health: relationality, sustainability, and ways of knowing. Through interactive learning in an international setting, students developed a shared understanding of how people relate to each other and to their environments, compared Canadian and Ukrainian approaches to the Sustainable Development Goals, and created space for understanding different ways of knowing and how these enhance health and wellbeing. Students visited a variety of health care facilities, including pediatric clinics, mental health hospital, HIV clinic, perinatal centre, orphanages, and rehabilitation centres. Conclusions. Co-creation of the program, and involving Ukrainian students offers opportunities to examine and change nursing education and professional practice. The face-to-face format of the trip is invaluable in enhancing emotional and informal learning as well as developing capacity as global citizens. The course provides an excellent foundation for students who wish to pursue graduate studies in global health either in Nursing or in Public Health.

The Volta River Authority Resettlement Trust Fund’ (VRA RTF) was established by the Ghanaian Government, with some threshold of assistance the VRA outfit. More than thirty years after the dam’s construction project got its finality, a scheme was subsequently introduce to ensure that earnings emanating from the dam’s activities would be of immense relevance to the deranged folks by providing socio-economic amenities like water and sanitation, infrastructural developmental projects among others. However, financing deficiencies appear to be an indispensable and integral setback as far as the pursuance of the Trust’s mission is concerned. The study set out to analyze the relevance of VRA RTF as a benefit sharing mechanism in Ghana, specifically, using the employees of VRA RTF in conjunction the resettlers belonging to Senchi Ferry Township (VRATFCs). Among other objectives, the study determined the distinctive relevance of RTFs to affected individuals, identified the key monetary and non-monetary benefit sharing mechanisms (BSMs) adopted by project developers for displaced individuals, in addition to the critical challenges confronting the smooth functioning of RTFs in Ghana. Both qualitative and quantitative methods of research was adopted for the study. Convenience sampling using questionnaire instrumentation was used to collect data from the staff of VRA RTF and chosen Senchi Ferry Township resettlers. A 5-Point Likert scale which was later fine-tuned into the Relative Importance Index (RII), SPSS Version 22.0 and Microsoft Excel were used for the data analysis. The results indicated the 6 distinctive relevance of RTFs at VRATFCs as water and sanitation, educational enhancement, health improvement, improvement of agricultural projects, community development via socio-cultural activities. To add to this, the 5 key monetary and non-monetary benefit sharing mechanisms as revealed by the participants’ were as follows: revenue sharing, development funds, property taxes, equity sharing as well as livelihood and restoration enhancement. More so, with reference to the critical challenges confronting the smooth functioning of RTFs at VRATFCs, 6 bottlenecks realized were as follows: improper costing of relocation packages (ineffective budgeting), inadequate compensation of displaced individuals, inactive involvement of the displaced individuals in the decision making process, insufficient grant allocation to the fund, clarity of rules and policies relating to fund disbursement, vis-à-vis questionable timing of the resettlement processes. It is recommended that the management of VRA RTF, well-informed resettlers and policy-makers at VRATFCs in Ghana and beyond strictly adheres to the establishment of project specific development funds, accountability and transparency regimes, active involvement of resettlers in the decision making process, increment of grant to the RTF, adequate compensation of displaced individuals, effective costing of relocation packages. This strategic initiatives will inadvertently go a long way to manage the issues identified during the study.

Journal of Mathematics Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether Journal of Mathematics Research publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 11, Number 4 &nbsp; Abimbola Abolarinwa, Landmark University, Nigeria Ahmed Saad Rashed, Zagazig University, Egypt Cibele Cristina Trinca Watanabe, Federal University of Tocantins (UFT), Brazil Cinzia Bisi, Ferrara University, Italy Denis Khleborodov, Lomonosov Moscow State University, Russia Gener Santiago Subia, NUeva Ecija University of Science and Technology, Philippines Hayat REZGUI, Ecole normale Sup&eacute;rieure de Kouba, Algeria Jalal Hatem, Baghdad University, Iraq Liwei Shi, China University of Political Science and Law, China Maria Alessandra Ragusa, University of Catania, Italy Martin Anokye, University of Cape Coast, Ghana Mashadi Ali, Riau University, Indonesia Mohammad A. AlQudah, German Jordanian University, Jordan N. V. Ramana Murty, Andhra Loyola College, India &Ouml;zg&uuml;r Ege, Ege University, Turkey Philip Yordanoff Philipoff, Bulgarian Academy of Sciences, Bulgaria Rami Ahmad El-Nabulsi, Athens Institute for Education and Research, Greece Rovshan Bandaliyev, National Academy of Sciences of Azerbaijan, Azerbaijan Sanjib Kumar Datta, University of Kalyani, India Sergiy Koshkin, University of Houston Downtown, USA Shenghua Ni, Vanderbilt University Medical Center, USA Vishnu Narayan Mishra, Indira Gandhi National Tribal University, India Xingbo WANG, Foshan University, China Xinyun Zhu, University of Texas of the Permian Basin, USA Zoubir Dahmani, University of Mostaganem, Algeria &nbsp; Sophia Wang On behalf of, The Editorial Board of Journal of Mathematics Research Canadian Center of Science and Education

Journal of Mathematics Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether Journal of Mathematics Research publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 11, Number 6 &nbsp; Abimbola Abolarinwa, Landmark University, Nigeria Cibele Cristina Trinca Watanabe, Federal University of Tocantins (UFT), Brazil Denis Khleborodov, Lomonosov Moscow State University, Russia Francisco Bulnes, Research Department in Mathematics and Engineering, TESCHA, Mexico Gabriela Ciuperca, University Lyon 1, France Gane Sam Lo, Universite Gaston Berger de Saint-Louis, Senegal Gener Santiago Subia, Wesleyan University, Philippines Jalal Hatem, Baghdad University, Iraq Maria Alessandra Ragusa, University of Catania, Italy Martin Anokye, University of Cape Coast, Ghana Mashadi Ali, Riau University, Indonesia Meltem Erden Ege, Manisa Celal Bayar University, Turkey Mohammad A. AlQudah, German Jordanian University, Jordan Mohammad Sajid, Qassim University, Saudi Arabia Mustapha El Moudden, Moulay Ismail University, Morocco Omur Deveci, Kafkas University, Turkey &Ouml;zen &Ouml;ZER, Kirklareli University, Turkey Philip Yordanoff Philipoff, Bulgarian Academy of Sciences, Bulgaria Rami Ahmad El-Nabulsi, Athens Institute for Education and Research, Greece Rosalio G. Artes, Jr., Mindanao State University, Philippines Sanjib Kumar Datta, University of Kalyani, India Sergiy Koshkin, University of Houston Downtown, USA Vishnu Narayan Mishra, Indira Gandhi National Tribal University, India Xinyun Zhu, University of Texas of the Permian Basin, USA &nbsp; Sophia Wang On behalf of, The Editorial Board of Journal of Mathematics Research Canadian Center of Science and Education

The Canadian Medical Protective Association (CMPA) is a not for profit mutual defence organization with a mandate to provide medico-legal assistance to physician members and to educate health professionals on managing risk and enhancing patient safety. To expand the outreach to its 72,000 member physicians, the CMPA built an online learning curriculum of risk management and patient safety materials in 2006. These activities are mapped to the real needs of members ensuring the activities are relevant. Eight major categories were developed containing both online courses and articles. Each course and article is mapped to the RCPSC's CanMEDS roles and the CFPC's Four Principles. This poster shares the CMPA’s experience in designing an online patient safety curriculum within the context of medico-legal risk management and provides an inventory of materials linked to the CanMEDS roles. Our formula for creation of an online curriculum included basing the educational content on real needs of member physicians; using case studies to teach concepts; and, monitoring and evaluating process and outcomes. The objectives are to explain the benefits of curricular approach for course planning across the continuum in medical education; outline the utility of the CanMEDS roles in organizing the risk management and patient safety medical education curriculum; describe the progress of CMPA's online learning system; and, outline the potential for moving the curriculum of online learning materials and resources into medical schools.

ABSTRACT Emergency medical services (EMS) personnel care for patients in challenging and dynamic environments that may contribute to an increased risk for adverse events. However, little is known about the risks to patient safety in the EMS setting. To address this knowledge gap, we conducted a systematic review of the literature, including nonrandomized, noncontrolled studies, conducted qualitative interviews of key informants, and, with the assistance of a pan-Canadian advisory board, hosted a 1-day summit of 52 experts in the field of EMS patient safety. The intent of the summit was to review available research, discuss the issues affecting prehospital patient safety, and discuss interventions that might improve the safety of the EMS industry. The primary objective was to define the strategic goals for improving patient safety in EMS. Participants represented all geographic regions of Canada and included administrators, educators, physicians, researchers, and patient safety experts. Data were collected through electronic voting and qualitative analysis of the discussions. The group reached consensus on nine recommendations to increase awareness, reduce adverse events, and suggest research and educational directions in EMS patient safety: increasing awareness of patient safety principles, improving adverse event reporting through creating nonpunitive reporting systems, supporting paramedic clinical decision making through improved research and education, policy changes, using flexible algorithms, adopting patient safety strategies from other disciplines, increasing funding for research in patient safety, salary support for paramedic researchers, and access to graduate training in prehospital research.

International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 8, Number 1 Abdullah A. Smadi, Yarmouk University, Jordan Afsin Sahin, Gazi University, Turkey Ali Reza Fotouhi, University of the Fraser Valley, Canada Anna Grana, University of Palermo, Italy Carla J. Thompson, University of West Florida, USA Felix Almendra-Arao, UPIITA del Instituto Polit&eacute;cnico Nacional , M&eacute;xico Gabriel A. Okyere, Kwame Nkrumah University of Science and Technology, Ghana Gerardo Febres, Universidad Sim&oacute;n Bol&iacute;var, Venezuela Hui Zhang, St. Jude Children&rsquo;s Research Hospital, USA Ivair R. Silva, Federal University of Ouro Preto &ndash; UFOP, Brazil Krishna K. Saha, Central Connecticut State University, USA Man Fung LO, Hong Kong Polytechnic University, Hong Kong Olusegun Michael Otunuga, Marshall University, USA Philip Westgate, University of Kentucky, USA Qingyang Zhang, University of Arkansas, USA Sajid Ali, Quaid-i-Azam University, Pakistan Samir Khaled Safi, The Islamic University of Gaza, Palestine Shatrunjai Pratap Singh, John Hancock Financial Services, USA Sohair F. Higazi, University of Tanta, Egypt Subhradev Sen, Alliance University, India Vilda Purutcuoglu, Middle East Technical University (METU), Turkey Vyacheslav Abramov, Swinburne University of Technology, Australia Wei Zhang, The George Washington University, USA Weizhong Tian, Eastern New Mexico University, USA Zaixing Li, China University of Mining and Technology (Beijing), China Wendy Smith On behalf of, The Editorial Board of International Journal of Statistics and Probability Canadian Center of Science and Education

The trends of development of native language education of Ukrainians living in Ukraine,the USA and Canada have been analyzed. They are stipulated by globalization as well asintegration processes on a global scale in the end of the 20th and at the beginning of the 21stcenturies. Their dependence on state language and language education policies in Ukraine havebeen grounded together with national consciousness of the Ukrainians whereas the westerndiaspora dependence on external (language policy in the country of residence, assimilation,assistance from Ukrainian part) and internal factors (national consciousness of Ukrainians in thediaspora, their integration into different society, functioning of native language education, publicorganizations) have also been reasoned.The functioning of institutions in the USA and Canada have been studied (parents/family –kindergartens – Ukrainian Studies Schools and Courses at Universities). Where the subjects inUkrainian Language and Systems of State Educational Institutions for young generations of theAmerican and Canadian Ukrainians are being taught.The following key trends of native language education have been distinguished: bilingualism(Russian-Ukrainian languages in Ukraine which, in general, has a negative impact on the status ofnational language. English-Ukrainian languages in the USA and Canada which is an essential partof the integration of national minorities representatives into the societies of these countries);reduction of Ukrainian language speakers in the USA and Canada as well as in Ukraine; stateassistance in language teaching for ethnic communities/minorities in Ukraine and separateCanadian provinces; seeking for efficient means and methods of teaching native language inpolytechnic / multilingual environments such as mountainous regions of the USA, Canada andUkraine.The conclusion is that despite of assimilation and migration processes in the diaspora andUkraine, the need of Ukrainian language learning is growing. This is particularly connected withthe fourth emigration wave of Ukrainians who are willing to study their own language and obtainappropriate education.

This article analyzes the impact of the Ukrainian diaspora on Ukraine using an extensive survey of more than sixty opinion leaders, scholars, representatives of Ukrainian organizations in the diaspora, as well as data shared by these organizations and relevant scientific literature. The article attempts to identify the main types of influences by areas and nature of the activity of the diaspora. One type of influence of the diaspora is informational or propaganda influence. Through the Ukrainian media, literature, art, scientific works, petitions, actions, and protests, the Ukrainian diaspora promotes information about Ukraine, contributing to the creation of a positive international image for the country. During the massacres and imprisonment of Ukrainian dissidents worldwide, student and human rights organizations set up committees to defend political prisoners under the leadership of Ukrainian diaspora representatives. The struggle for the release of Ukrainian political prisoners was also waged by the Ukrainian media that published self-published works (samvydav), research, memoirs, and documents of many Ukrainian political prisoners, documents and bulletins of the Ukrainian Helsinki Group, as well as many other materials about Soviet arbitrariness in Ukraine. Today, all Ukrainian diaspora organizations, to a greater or lesser extent, are fighting against Russian propaganda. Another type of influence of the diaspora is political influence, i.e., the ability of the diaspora to facilitate the adoption of political decisions beneficial to Ukraine by their host countries. Ukrainian diasporas are actively lobbying for Ukraine’s interests, which resulted in the proclamation of Captive Nations Week in the USA, recognition of the Holodomor as genocide of the Ukrainian people in 17 countries, the introduction of the Defending American Security from Kremlin Aggression Act and other bills to the US Senate Committee on Foreign Relations, establishment of support groups for Ukraine in the US and Canadian Parliaments, adoption of numerous laws and political documents worldwide that condemn Russia’s invasion of Ukraine, impose sanctions on the Russian Federation, and create a legal basis for providing financial, humanitarian, and military assistance to Ukraine. The economic or financial influence of the Ukrainian diaspora on the homeland is represented by remittances sent by representatives of the diaspora to their relatives who still live in Ukraine and by financial aid provided to Ukraine by diaspora organizations and patrons to achieve specific goals. Thanks to the diaspora efforts, millions of dollars in assistance were provided to Ukraine during the years of its independence. Significant results have been achieved in the field of cultural and educational impact. The most notable examples of educational and cultural influence are the return of Ukrainian folklore and traditions to Ukraine taken away by the Soviet oppression; the establishment or restoration of organizations such as Plast, the Shevchenko Scientific Society, the Ukrainian Youth Association; organization of internship programs for Ukrainian students and young specialists; creation of advisory programs for the Government of Ukraine with the participation of highly-qualified Western specialists; transfer of know-how; and creation of training programs for Ukrainian police and army. Specific examples given in the article can demonstrate the extraordinary efforts made by the diaspora to support and assist Ukraine.

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

Purpose Public education is an important institution in any democracy, and the significant resources invested form a critical pillar in its provision. The evidence used to manage said resources is, therefore, an important issue for education leaders and a matter public interest. The purpose of this paper is to consider the role education finance leaders in Ontario, Canada, and what types of evidence they are using, how they are being employed and how much priority is given to each. Design/methodology/approach The paper employs a review of Ontario’s K-12 education funding policies/reports, and interviews with five K-12 funding model experts/leaders – four business superintendents from school boards of varying sizes (based on enrollment) and one system leader (to introduce perspective from the two levels of governance in resource management) to understand how these experts use evidence to inform resource decision making. This sampling strategy was also grounded in a key assumption: School boards with larger enrollment – and consequently larger budgets – will have greater capacity to use all forms of evidence when managing resources, as the majority of board revenue comes from grants that are mostly based on enrollment. Findings The findings bring important definition and prioritization of evidence that inform leaders’ resource decision making in education. The results point to two tacit, normative, unacknowledged and, yet, competing evidence frameworks driving resource management. The government is the most influential, prioritizing strategic policy, performance data, fiscal context and professional judgment; values embedded in policy and research were mentioned only in passing, while local anecdotal types of evidence were given less priority. Compounding this challenge is that all sides in debates on school resource needs face issues of access to, transparency in the use of and the prioritization given to various evidence types. Research limitations/implications Governments, with the assistance of academics, should formally articulate and make public the evidence framework they use to drive resource decision making. All sides of the resource management debate need to value a wider range of evidence, notably evidence that speak to local concerns, to reduce information gaps and, potentially, improve on the effective delivery of local educational programming. Education finance researchers could help to address access gaps by distilling research on the effective use of resources in a manner that is timely, tailored to the fiscal climate and to system- or district-level readiness for the implementation of a particular initiative. Practical implications Resource management driven solely by “facts” can support student achievement outcomes and effective system operation, but alone will not satisfy local-level aspirations for education or inspire public confidence; a key ingredient for the sustainability of this public institution. The results could be used to improve the balance of “decent information” used to inform resource deliberations and establish a shared understanding across stakeholder groups to facilitate compromise. The current state of affairs has all sides in advancing claims for resource needs based on what they understand to be evidence all while portraying competing claims as uninformed, undermining public confidence in education. Originality/value The paper draws from interviews with business superintendents and a system-level funding model expert, both lesser studied leaders on this topic in the Canadian context; offers a clear articulation of the evidence frameworks at play and the priority given to each type and how they are being used; presents definition and prioritization of evidence from the perspective of leaders in the Canadian context (most of literature is from the USA) – experts acknowledge that resource knowledge is contextually contingent and insight generated from other contexts will help to advance the field.

Reviewer Acknowledgements Journal of Mathematics Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether Journal of Mathematics Research publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 11, Number 2 &nbsp; Ahmed Saad Rashed, Zagazig University, Egypt Alan Jalal Abdulqader, Al-Mustansiriyah University, Iraq Amjad Salari, Razi University, Iran Arman Aghili, University of Guilan, Iran Denis Khleborodov, Lomonosov Moscow State University, Russia Gane Sam Lo, Universite Gaston Berger de Saint-Louis, Senegal Gener Santiago Subia, NUeva Ecija University of Science and Technology, Philippines Ivan Drazic, University of Rijeka, Croatia Maria Alessandra Ragusa, University of Catania, Italy Maria Cec&iacute;lia Santos Rosa, Instituto Politecnico da Guarda, Portugal Martin Anokye, University of Cape Coast, Ghana Mohammad A. AlQudah, German Jordanian University, Jordan N. V. Ramana Murty, Andhra Loyola College, India Neha Hooda, New Jersey City University, United States Paul J. Udoh, University of Uyo., Nigeria Rovshan Bandaliyev, National Academy of Sciences of Azerbaijan, Azerbaijan Sanjib Kumar Datta, University of Kalyani, India Sergiy Koshkin, University of Houston Downtown, USA Suzana Blesic, Italy Vishnu Narayan Mishra, Indira Gandhi National Tribal University, India Zhongming Wang, Florida International University, USA &nbsp; Sophia Wang On behalf of, The Editorial Board of Journal of Mathematics Research Canadian Center of Science and Education &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;

A Review of: Julien, Heidi and Cameron Hoffman. “Information Literacy Training in Canada’s Public Libraries.” Library Quarterly 78.1 (2008): 19-41. Objective – To examine the role of Canada’s public libraries in information literacy skills training, and to ascertain the perspectives of public library Internet users with regard to their experiences of information literacy. Design – Qualitative research using semi-structured interviews and observations. Setting – Five public libraries in Canada. Subjects – Twenty-eight public library staff members and twenty-five customers. Methods – This study constituted the second phase of a detailed examination of information literacy (IL) training in Canadian public libraries. Five public libraries located throughout Canada were selected for participation. These comprised a large central branch of a public library located in a town with a population of approximately two million, a main branch of a public library in an urban city of about one million people, a public library in a town with a population of about 75,000, a library in a town of 900 people and a public library located in the community center of a Canadian First Nations reserve that housed a population of less than 100 persons. After notifying customers via signage posted in the vicinity of computers and Internet access areas, the researchers observed each patron as they accessed the Internet via library computers. Observations focused on the general physical environment of the Internet access stations, customer activities and use of the Internet, as well as the nature and degree of customer interactions with each other and with staff. Photographs were also taken and observations were recorded via field notes. The former were analyzed via qualitative content analysis while quantitative analysis was applied to the observations. Additionally, each observed participant was interviewed immediately following Internet use. Interview questions focused on a range of issues including the reasons why customers used the Internet in public libraries, customers’ perceptions about their level of information literacy and their feelings with regard to being information literate, the nature of their exposure to IL training, the benefits they derived from such training, and their desire for further training. Public service librarians and other staff were also interviewed in a similar manner. These questions sought to ascertain staff views on the role of the public library with regard to IL training; perceptions of the need for and expected outcomes of such training; as well as the current situation pertinent to the provision of IL skills training in their respective libraries in terms of staff competencies, resource allocation, and the forms of training and evaluation. Interviews were recorded and transcribed. Data were interpreted via qualitative content analysis through the use of NVivo software. Main Results – Men were more frequent users of public library computers than women, outnumbering them by a ratio ranging from 2:1 to 3.4:1. Customers appeared to be mostly under the age of 30 and of diverse ethnicities. The average income of interviewed customers was less than the Canadian average. The site observations revealed that customers were seen using the Internet mainly for the purposes of communication (e.g., e-mail, instant messaging, online dating services). Such use was observed 78 times in four of the libraries. Entertainment accounted for 43 observations in all five sites and comprised activities such as online games, music videos, and movie listings. Twenty-eight observations involved business/financial uses (e.g., online shopping, exploration of investment sites, online banking). The use of search engines (25 observations), news information (23), foreign language and forum websites (21), and word processing were less frequently observed. Notably, there were only 20 observed library-specific uses (e.g., searching online catalogues, online database and library websites). Customers reported that they used the Internet mainly for general web searching and for e-mail. It was also observed that in general the physical environment was not conducive to computer use due to uncomfortable or absent seating and a lack of privacy. Additionally, only two sites had areas specifically designated for IL instruction. Of the 25 respondents, 19 reported at least five years experience with the Internet, 9 of whom cited experience of 10 years or more. Self-reported confidence with the Internet was high: 16 individuals claimed to be very confident, 7 somewhat confident, and only 2 lacking in confidence. There was a weak positive correlation between years of use and individuals’ reported levels of confidence. Customers reported interest in improving computer literacy (e.g., keyboarding ability) and IL skills (ability to use more sources of information). Some expressed a desire “to improve certain personal attitudes” (30), such as patience when conducting Internet searches. When presented with the Association of College and Research Libraries’ definition of IL, 13 (52%) of those interviewed claimed to be information literate, 8 were ambivalent, and 4 admitted to being information illiterate. Those who professed to be information literate had no particular feeling about this state of being, however 10 interviewees admitted feeling positive about being able to use the Internet to retrieve information. Most of those interviewed (15) disagreed that a paucity of IL skills is a deterrent to “accessing online information efficiently and effectively” (30). Eleven reported development of information skills through self teaching, while 8 cited secondary schools or tertiary educational institutions. However, such training was more in terms of computer technology education than IL. Eleven of the participants expressed a desire for additional IL training, 5 of whom indicated a preference for the public library to supply such training. Customers identified face-to-face, rather than online, as the ideal training format. Four interviewees identified time as the main barrier to Internet use and online access. As regards library staff, 22 (78.6%) of those interviewed posited IL training as an important role for public libraries. Many stated that customers had been asking for formal IL sessions with interest in training related to use of the catalogue, databases, and productivity software, as well as searching the web. Two roles were identified in the context of the public librarian as a provider of IL: “library staff as teachers/agents of empowerment and library staff as ‘public parents’” (32). The former was defined as supporting independent, lifelong learning through the provision of IL skills, and the latter encompassing assistance, guidance, problem solving, and filtering of unsuitable content. Staff identified challenges to IL training as societal challenges (e.g., need for customers to be able to evaluate information provided by the media, the public library’s role in reducing the digital divide), institutional (e.g., marketing of IL programs, staff constraints, lack of budget for IL training), infrastructural (e.g., limited space, poor Internet access in library buildings) and pedagogical challenges, such as differing views pertinent to the philosophy of IL, as well as the low levels of IL training to which Canadian students at all levels had been previously exposed. Despite these challenges library staff acknowledged positive outcomes resulting from IL training in terms of customers achieving a higher level of computer literacy, becoming more skillful at searching, and being able to use a variety of information sources. Affective benefits were also apparent such as increased independence and willingness to learn. Library staff also identified life expanding outcomes, such as the use of IL skills to procure employment. In contrast to customer self-perception, library staff expressed that customers’ IL skills were low, and that this resulted in their avoidance of “higher-level online research” and the inability to “determine appropriate information sources” (36). Several librarians highlighted customers’ incapacity to perform simple activities such as opening an email account. Library staff also alluded to customer’s reluctance to ask them for help. Libraries in the study offered a wide range of training. All provided informal, personalized training as needed. Formal IL sessions on searching the catalogue, online searching, and basic computer skills were conducted by the three bigger libraries. A mix of librarians and paraprofessional staff provided the training in these libraries. However, due to a lack of professional staff, the two smaller libraries offered periodic workshops facilitated by regional librarians. All the libraries lacked a defined training budget. Nonetheless, the largest urban library was well-positioned to offer IL training as it had a training coordinator, a training of trainers program, as well as technologically-equipped training spaces. The other libraries in this study provided no training of trainers programs and varied in terms of the adequacy of spaces allocated for the purpose of training. The libraries also varied in terms of the importance placed on the evaluation of IL training. At the largest library evaluation forms were used to improve training initiatives, while at the small town library “evaluations were done anecdotally” (38). Conclusion – While Internet access is available and utilized by a wide cross section of the population, IL skills are being developed informally and not through formal training offered by public libraries. Canadian public libraries need to work to improve information literacy skills by offering and promoting formal IL training programs.

Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample. Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media References An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. 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Background Medical assistance in Dying (MAiD) is offered across diverse settings, including hospices. There is little research exploring the experiences of hospice care providers who support patients who undergo MAiD at an off-site location. Purpose To describe hospice care provider perceptions of MAiD in an in-patient hospice facility that does not provide MAiD. Methods Participants included hospice administrators, nurses, staff and volunteers who provide care at an in-patient hospice facility in a geographically isolated medium sized city (population <100,000) in a western Canadian province. Using a qualitative descriptive approach, eight in-depth semi-structured interviews were undertaken. Data were digitally recorded, transcribed, analyzed inductively, and organized thematically. Results Introduction of MAiD challenged and disrupted care practices. Themes included: Situating MAiD within hospice and palliative care, caring for patients undergoing MAiD within a non-provider facility, and balancing interpersonal dynamics in an interdisciplinary team environment. Themes were underpinned by participants’ attempts to reconcile MAiD within personal beliefs and work environment. Conclusion Caring for patients who chose MAiD changed the dynamic of care. Participants focused on providing patient-centred care while attempting to normalize the MAiD process. Educational resources to support patient-centred care for patients who undergo MAiD off-site, address care provider self-care, and to facilitate safe and effective interdisciplinary communication are needed.

Purpose In Ghana, the practice of landlords demanding that renters pay rent advance (RA) of between six months and five years is well noted. Surprisingly, renters appear divided into the benefits and drawbacks of the rent advance payment. Ahead of the 2020 general elections, the two leading political parties in Ghana promised to establish a rent assistance scheme to help renters working in the formal and informal sectors and earning regular incomes to pay their RA. This paper aims to scrutinize the differences in the demographic, employment and housing characteristics between the critics and non-critics of the RA payment in Ghana and the factors that predict the likelihood of being a critic of the RA system. Design/methodology/approach The study is exploratory and draws empirical data from surveys administered to 327 graduate renters from 13 regions in Ghana. It uses non-parametric and parametric tests, namely, Chi-square goodness-of-fit and T-test to explore these differences between both critics and non-critics of the RA. Findings There are statistically significant differences between critics and non-critics in terms of the association between their educational attainment on the one hand and their marital status, employment status and employment sector on the other hand. The research also reveals that monthly expenditures, number of bedrooms and RA period significantly predict the likelihood of being a critic of the RA payment or otherwise. Practical implications The study provides evidence which policymakers can draw upon to inform housing policy. Originality/value The study is the first to study the housing characteristics of graduate renters and to quantitatively distinguish between critics and non-critics of RA payment in Ghana.

Purpose The purpose of this paper is to identify knowledge sharing practices used among parents with children diagnosed with autism spectrum disorder (ASD). Design/methodology/approach The study was based on qualitative philosophical foundations, where phenomenological case study design was used to make an in-depth understanding of how parents whose children are diagnosed with ASD shared knowledge among themselves. The population for this research consists of parents whose children have been diagnosed with ASD in Ghana. The study sampled for the study was 12 parents and was selected from 4 autism awareness centres in Ghana to obtain data through the use of focus group discussion and analysed with the aid of thematic analysis. Findings The study showed that the dimensions of knowledge sharing practices used by parents with autistic children were after-action review/lesson learnt, brainstorming, mentoring, coaching system, discussion forum, face-to-face meeting, documentation, peer assistance and storytelling. Finally, the study also revealed that knowledge sharing practices used by parents with autistic children help them in their daily engagement. Social implications An aspect of the training of social workers should focus on how to assist parents, family and neighbours of children with ASD. The government through the needed ministries and agencies should create a social support system to assist parents and families with children with ASD. Counsellors should avail their services to parents with children with ASD as early as possible to avoid or ameliorate some of the emotional and psychological challenges of these parents. Originality/value The paper offers a comprehensive overview on how knowledge sharing transforms the individual to learn and accept autistic condition in Ghana.

Online learning (e-learning) is well established as one of the best pedagogical approaches in recent years. Despite numerous pieces of literature addressing the significance and limitations of this type of approach, little has been done on the challenges involved in the transition from the face-to-face method of teaching without a blended approach to a complete online in an emergency situation. The present study examined the challenges faced by tutors at colleges of education in Ghana to transition from face-to-face (conventional) to a complete online in the COVID-19 era. A mixed methods design was employed to gather data using questionnaires and semi-structured interviews. The data were analysed separately, and the results showed how network, pedagogies, Learning Management Systems and students' factors hinder tutors to successfully deliver online. The study further reported the blended approach as an effective method to assist the tutors for a more effective and less painful transition. Based on the findings, it is relevant for all educational institutions that use a conventional method to adopt a blended approach to help transition to a complete online in case of emergencies. However, it was revealed that online teaching and learning development is expensive, therefore, it requires assistance from stakeholders for a successful implementation.

Background of the Study: Studies have shown that three-quarters of all maternal deaths happen during childbirth and the immediate postpartum periods. Most of these deaths occur due to a lack of support from a health care provider. Globally, in 2016, one out of five childbirths took place without the assistance of a skilled birth attendant (SBA). The coverage among women in deprived areas is even lower. Women’s choice of a birthing place is often influenced by a complex mixture of factors ranging from individual, household, accessibility, health facility and provider-related factors, socioeconomic status, etc. Despite many interventions put in place in Ghana to encourage the use of health facilities for deliveries, utilization remains inadequate and the reasons have not been explored in detail. This study examines the factors affecting utilization of health facilities for delivery by pregnant women in the West Mamprusi Municipality (WMM) of Northern Ghana by adopting the three delays model. Materials and Methods: A crosssectional household survey of 381 women within the age group, 15-49 years, was conducted from January to March 2019 in the WMM. Data was collected using a structured questionnaire consisting of open and closed-ended questions. Data entry was done using IBM-SPSS version 25 statistical software, and it was exported to Stata version 15 statistical software for the analysis. Descriptive statistics and Chi-square tests were done. Bivariate and multivariate logistic regression analysis was conducted to identify the variables associated with facility delivery. All statistical tests were set at a 5% level of significance and a 95% confidence interval. Results: This study revealed that 75.3% of the respondents delivered their last child in a health facility while 24.7% delivered at home. The ANC coverage was high (98.2%). However, this does not translate into the proportion of facility deliveries. Factors leading to the choice of the delivery place include; poor health care provider’s attitudes, low knowledge about the signs of labor, poor quality of health services, sociocultural beliefs, low socioeconomic status of women, low educational level of mothers, and inaccessibility to health services. It was observed that respondents with a higher educational level were almost four times [AOR=3.66; 95% CI:1.19-68.9] more likely to deliver their children in a health facility. Women who made more ANC contacts with health care providers have a higher chance [AOR=1.17; 95% CI:1.04-36.7] of delivering in a health facility than those who made less or no contact. Conclusion: Though the findings show a high proportion of facility delivery in the study area, much can be achieved by intensifying health education on early initiation of ANC, signs of labor and delivery, as well as the importance of health facility delivery.

Traditionally, Canadian Inuit have lived in the circumpolar regions of Canada and those who still live in these regions, have their own cultures, which they tend to celebrate in their educational curricula. Inuit culture reflects their traditional lifestyle, when they were nomadic, and hunted and fished to survive in incredibly difficult conditions. These cultural differences present many challenges and issues to some mathematical concepts; for instance, for Nunavik Inuit, the concept of probability has no formal definition and it does not take the same meaning as in conventional mathematics. This misalignment could cause negative effects on students’ learning. Looking to bridge the gap between those two different cultural meanings, the principal investigator, Annie Savard, with the assistance of Inuit educators designed learning situations based on the traditional Inuit culture. We used an ethnomathematical model (Savard, 2008b) to frame the learning situations created. In this article, we present the learning situations created that aimed to bridge Nunavik Inuit culture and the development of probabilistic reasoning and we discuss how these learning situations supported students’ mathematical understanding and cultural identity.Keywords: Nunavik Inuit traditional culture; probability; learning situationethnomathematical model

This article confirms the difficulties of economic and social integration for immigrants, offering qualitative data to add to the existing body of quantitative research. New Canadians need official government assistance to compensate for their lack of social capital, and educational policies and practices must also take into account the need for newcomers to develop social capital. Data from semi-structured ethnographic interviews with eight adult education students in three ESL classes in Montreal indicate that these newcomers are using ethnic group contacts to negotiate access to settlement services in schools and communities. Newcomers who face social exclusion and are unable to meet their needs through official channels could benefit from government programs that create bridging social capital between immigrants and Canadian-born citizens. Education, both for new immigrants and the Canadian-born, has an important role to play in the process of making Canadian education systems and society at large more inclusive of newcomers. Cet article confirme les difficultés rencontrées par les immigrants dans leur intégration économique et sociale. Il ajoute des données qualitatives à l'ensemble des recherches quantitatives. Les nouveaux Canadiens ont besoin de l'assistance officielle du gouvernement pour compenser leur manque de capital social, et les politiques d'éducation aussi que les pratiques doivent aussi prendre en considération le besoin de développement du capital social des nouveaux venus. Des données obtenues au cours des entrevues ethnographiques semi-structurées de huit adultes suivant trois cours d'anglais langue seconde (ESL) à Montréal indiquent que ces nouveaux venus doivent se servir des contacts dans leurs groupes ethniques pour négocier l'accès aux services d'adaptation dans les écoles ou dans les communautés. Les nouveaux venus qui sont menacés par l'exclusion sociale et qui ne sont pas capables de satisfaire leurs besoins par les voies officielles, peuvent bénéficier des programmes du gouvernement pour assortir le capital social entre immigrés et citoyens nés au Canada. L'éducation, pour les immigrants et pour les ressortissants canadiens, joue un rôle très important dans le processus pour rendre les systèmes d'éducation et la société en général plus ouverts aux immigrants.

Objective: The attitudes of mental health professionals towards consumers’ recovery are far more pessimistic than what is needed for the recovery-orientation to truly permeate systems of care. It has become pressing to depict determinants for these attitudes and how they evolve during professionalization. This, in the hopes to adjust not only medical education, but also ongoing training of professionals. Methods: A systematic search of PubMed and PsycINFO databases was conducted, yielding a net 15 303 records. Twenty-two publications from specific educational journals and reference lists were added. Finally, thirty-four full texts were read, from which twenty-two articles were included. Results: From the reviewed studies emerged five main determinants: profession, education, age, clinical experience, and nature of the contact with consumers. Traditional clinical placements during residency, negative experiences with acute patients, younger age and the professional attitudes of psychiatrists seem to all be determining factors for professionals’ pessimistic attitudes towards recovery. Conclusions: This review found specific determinants for attitudes in recovery and four out of five can be acted upon. For a recovery-orientation to be implemented across our mental health system, we formulate recommendations within the Canadian context for revision of curriculum, recovery-specific training, and operationalisation through state/provincial technical assistance centers.

Introduction: According to statistics, the number of students with disability at Lviv Polytechnic National University is 374 people; the number of veteran-students is 6; the number of students-children of veterans is 811. Moreover, there is a Ukraine-Norway Project conducted on the basis of Lviv Polytechnic providing retraining courses for veterans and their family members. In the five years of the project implementation, 428 people have been trained at Lviv Polytechnic. To meet the educational needs of those categories of students the Accessibility Services for students with disability and Veteran Services for combatants, their family members and IDPs have been established at Lviv Polytechnic. The activities of those services are aimed at providing support to students with disability, veteran students, students-family members of veterans, internally displaced persons; ensuring the provision of necessary information and assistance in higher education settings. For the successful functioning of these and similar services, it is important to study the post-traumatic stress disorder (PTSD) and the trauma-informed approach (TIA). Furthermore, the realities of Ukrainian society give impetus to the experience of traumatic events not only to the above-mentioned categories of students, but also to others who do not belong to them. Therefore, it is advisable to comprehensively study and implement the trauma-informed approach in the educational process to ensure inclusive education environment for each category of students with special educational needs. Purpose: The purpose of the article is to highlight the importance of the development of trauma-informed approach to meet the needs of students experiencing trauma, students with disabilities and veteran-students particularly. Methods: Theoretical research methods were used to determine the needs of students experiencing trauma to be met in educational process using the trauma-informed approach at higher schools of Ukraine on the example of Accessibility and Veteran Services at Lviv Polytechnic. Results: Inclusive education has been considered as a part of social inclusion. Key issues of the development of inclusive education environment are addressed based on applying trauma-informed approach. The purpose to implement a trauma-informed approach in academic environment is identified based on scientific research data and needs assessment. The two basic concepts of trauma-informed approach realization have been developed. For the first time in the national scientific opinion the possibilities of implementing an inclusive educational environment in the higher education institutions of Ukraine, taking into account the needs and problems of students experiencing trauma were described. During the educational process, the trauma-informed approach is important to be used when detecting the following symptoms: limited ability to focus, anxious or obsessive thoughts, inability to consistently do research and attend classes, panic attacks with difficulty of breathing, rapid heartbeat, sweating, and deep agitation of short and / or long-term memory, fatigue, decreased concentration and attention, lack of initiative and motivation, irritability and increased sensitivity to stress, inappropriate behavior and poor social skills, slow response rates, difficulty in solving problems, difficulties in planning and sequencing, depression, anxiety and low self-esteem, impulsiveness, loss of taste and smell, dizziness and difficulty with balance, epilepsy and convulsions, headaches, decrease or change in vision, chronic pain, paralysis, difficulty in reading and summarizing (processing information). Some of these characteristics are very individual, others are the opposite, and are noticeable at once. That is why it is important to disseminate information among the academic community. At the same time, the above-mentioned attributes not only to students who are experiencing/have experienced trauma, but also may concern students with mental health disorders, which in turn make it possible to create an inclusive educational environment tailored to these categories of students as well. It is important to understand that a student with special educational needs has the same responsibilities as all other students. It is to attend classes and fulfill the basic requirements of the course. The role of the instructor is to help the student in finding solutions to fulfill these responsibilities, not to lower expectations because of the student's special educational needs, abide by the principles of confidentiality regarding the personal information of the student with special educational needs. To address the above need, we plan to carry out further research in this field in relation to the practical work of the “No Limits” Accessibility Services and the Veteran Services at Lviv Polytechnic, taking into account the international experience, with a focus on the American and Canadian approaches. Conclusion: To achieve the research goal and objectives in creating the environment friendly to people in difficult life circumstances the trauma-informed approach to providing educational services is suggested to be implemented. In the practice of trauma-informed approach realization, the two foci are distinguished, i.e., achieving personal development and wellness of the students experiencing trauma via special services provided for them (by Students Accessibility Services and Veteran Services at Lviv Polytechnic) and transforming the environment through educational work with the University academic community

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Debate has occurred over many years regarding the ideal procedural skill set for a graduate of a General Internal Medicine (GIM) training program. A mixed methods study was used to establish a list of mandatory and selective procedural skills for all graduates of a 2-year PGY4/5 GIM subspecialty training program. This list was informed by previous literature, a survey of Canadian Society of Internal Medicine (CSIM) members, and a roundtable discussion at the October 2015 CSIM meeting in Prince Edward Island. The study illustrates the remarkable diversity of practice profiles and procedural skills performed by general internists in Canada.RésuméDepuis nombre d’années, l’ensemble idéal d’habiletés qu’un diplômé d’un programme de médecine interne générale (MIG) doit maîtriser fait l’objet de débats. Une étude à méthodologie mixte a été utilisée pour dresser une liste d’habiletés particulières et obligatoires que doivent maîtriser tous les diplômés de 4e et de 5e année d’un programme comportant deux ans de surspécialité en médecine interne générale. Cette liste a été établie à partir de documentation existante, d’un sondage auprès des membres de la Société canadienne de médecine interne (SCMI) et d’une table ronde tenue lors du Congrès de la Société en octobre 2015 à l’Île-du-Prince-Édouard. L’étude montre la remarquable diversité des profils de pratique et des habiletés déployées par les internistes généraux au Canada.Canadian General Internists have had longstanding passionate debates regarding which procedures should be performed competently by graduates of General Internal Medicine (GIM) programs.1–4 Previous studies have shown a diversity of procedures performed in practice, with insufficient consensus as to which procedures should be routinely learned by GIM graduates.3,4 Concurrently literature suggests that Canadian GIM Graduates are not sufficiently prepared to perform procedural skills in practice.3GIM training is now defined as a 2-year PGY 4/5 program which builds on the “core” internal medicine training programs.5 Current (2016) objectives of training for Internal Medicine (IM)5 indicate that all IM residents must be competent in the procedures in Table 1. Additionally, the GIM (PGY 4/5)5 programs mandate competence in further procedures. (Table 1). As of 2016, these would be considered mandatory procedural skills for ALL GIM graduates and therefore each GIM program must be able to provide training for proficiency in the skills in Table 1.Table 1. Procedural Skills in Internal Medicine and General Internal Medicine Objectives of Training as of January 2016The GIM documents were deliberately written to allow flexibility in training, ensuring that GIM trainees have the opportunity to train in additional procedures tailored to their future practice setting. Operationally this has been difficult to implement for 2 major reasons: (1) many residents do not know their future practice location in sufficient time to plan procedural training and (2) programs have had difficulty developing multiple elective training opportunities which may or may not be used.The Royal College of Physicians and Surgeons of Canada (RCPSC) has launched the Competence by Design project with competency based medical education being anticipated to be initiated in GIM programs as of 2018.6 Competence by Design will focus training on outcomes ensuring that graduates are prepared to meet the needs of their future patients and communities.6 As part of this process, the GIM Specialty Committee is obtaining as much data as possible to inform desired educational outcomes for GIM graduates. A mixed method study was developed to provide the RCPSC GIM Specialty Committee with data on which to base decisions regarding which procedural skills should be taught in GIM PGY 4/5 residencies as of 2018. The primary objective was to develop a list of procedural skills for GIM training programs that is separated into the following categories:Mandatory skills – all graduates of all GIM programs must be competent in these procedures.Selective skills – community need requires a sufficient number of GIM graduates to be proficient in these skills, such that all GIM programs must offer the training.Elective skills – a few graduates require these skills to fill community need, but not all GIM programs must offer the training. These procedural skills would not be written into RCPSC documents, but program directors and residents would need to be aware they may be required.The study results were triangulated with previous literature on procedural training for Canadian General Internists3,4 to allow the GIM Specialty Committee (national standard-setting body) to come to a final determination of procedural training standards for Canadian General Internists.MethodsThis was a mixed methods study triangulating data from multiple sources. The study was considered exempt by the University of Saskatchewan research ethics board. The overall intent of the project was to seek the opinions of practicing general internists, GIM program directors and the GIM RCPSC Specialty Committee (the national body which develops standards) regarding which procedures should be learned.Previous Canadian studies3,4 were reviewed in terms of scope of practice and prevalence of procedural skills performed by Canadian General Internists. The initial cohort of Practice Eligibility route applicants for GIM certification was reviewed as to which procedural skills were self- reported to be performed by Canadian General Internists. An electronic survey of Canadian Society of Internal Medicine (CSIM) Members was performed in fall 2015. The data from the preliminary survey was collated and presented at a plenary session at the October 2015 CSIM meeting to validate and gain further information from an additional cohort. Data were compared across previous studies, electronic survey, consensus conference and written comments collated after the conference (Table 2).Table 2. Summary Table of Sources Reviewed to Come to Final ConsensusProcedures were then divided into those for which a clear consensus indicated they should be mandatory, selective or elective; and those for which there was divergence of opinion. The final lists and the data behind the areas with lack of consensus were presented to the RCPSC GIM Specialty Committee (national standards setting committee) in February 2016. A modified Delphi technique was employed to determine the final category for each procedure.For those areas without consensus after that meeting there was further online voting. Table 2 summarizes the data obtained from each component.ResultsThe CSIM online survey (fall 2015) had 150 respondents (presumed 127 full members), an 11% response rate for full members. 48% of respondents had all subspecialists available in their context; 16% had none. Respondents came from a diversity of settings: rural, remote, urban, and ambulatory and hospital based. Approximately 28% were remote or rural, with 72% urban.Information was triangulated from multiple data sources to assign procedures as mandatory (Table 3) or selective (Table 4). All of the current procedures listed in the internal medicine and GIM objectives (Table 1) were confirmed to be mandatory.Table 3. Mandatory GIM Graduate Procedural Skills Procedures for which there is a consensus across multiple data areas that the skill should be mandatory.*Table 4. Selective GIM Graduates Procedural Skills Procedures for which there is a consensus across multiple data areas they should be selective skills. That is available through each GIM program for someone with a defined need for the skill but not needed by each graduate. Those skills for which further clarification as to scope of practice is needed are listed in Table 6.Table 5 illustrates the great diversity of procedures done by general internists in Canada with every procedure surveyed being done by at least one General Internist throughout Canada.Table 5. Diversity of GIM Procedural Skills Skills representing the diversity of skills that may be required by General Internists in different Canadian settings. Procedural skills that are used by at least one General Internist throughout Canada in their practice.Comments from the CSIM online survey illustrated several main themes applicable to GIM training. There is a need to ensure that graduates who need procedural training for their future practice setting receive adequate training to be competent on graduation. At the same time there is a need to avoid dilution of learning opportunities by ensuring that graduates who will actually perform the procedures that they learn through specialized training opportunities have the ability to learn the procedure.Ultrasound-guided bedside procedures (in particular central venous access, paracentesis, and thoracentesis) were repeatedly noted to merit increased prominence in GIM training. Another theme emerging from the survey was that procedures should not take precedence over ensuring good generalist skills – seeing the “whole” patient, diagnostic skills, outpatient skills. Some respondents commented that general internists should be engaged more heavily in training future graduates in procedures as opposed to leaving this to other subspecialists who may be unwilling/unable to train GIM graduates. Individuals also commented that practice-long maintenance of competence was important; such as learning skills “just in case” was not a good strategy.Ultrasound-guided bedside procedures figured prominently in the online CSIM responses. At least 75 respondents took the time to write in various ultrasound-guided bedside procedures as important. The perception was that ultrasound-guided thoracentesis, paracentesis, central line insertion should be learned by GIM graduates.The validation process by the expert stakeholder group was able to elucidate several areas where further clarification was needed prior to final assignment of a procedure to a category (Table 6). For example, participants did not have a shared mental model as to the definition or level of competency that would need to be obtained for several of the procedures (Table 6) including echocardiography, bronchoscopy, and pacemaker interrogation/reprogramming. This is leading to ongoing discussion and information gathering to define not only which procedures should be learned by GIM graduates, but also the appropriate scope of practice.Table 6. Procedures for which Clarification of Level of Expertise is Needed Prior to Assigning to a Final CategoryMany individuals self- identified with both a rural/remote practice and an urban practice; due to small numbers, it was difficult to correlate practice type with procedural practice. However; of note for those currently performing transvenous pacemaker insertion, over 50% reported practicing at least part time in an urban centre.Discussion and ConclusionsGeneral Internists practice in a wide variety of contexts and practice settings. The final list of procedural skills needed by GIM graduates will vary for each graduate; however, this study managed to solidify a list of mandatory skills for all graduates. A wide array of procedural skills are practiced by general internists across Canada. GIM program directors and GIM graduates need to be aware of this diversity and plan the flexible portion of training accordingly.Several of the areas had a divergence of opinion because of an identified lack of common understanding regarding the level of competence to which the procedure should be performed by all or some graduates for example echocardiography. (Table 6) The GIM RCPSC Specialty Committee will be exploring these further to develop explicit recommendations for the level of competence for a GIM graduate in any one of these procedures if they become a Selective. As well some of the “procedural skills” on the CSIM survey such as insulin pump downloads have been reintegrated with other medical expert content due to their integral function in the care of patients with diabetes.As Competence by Design becomes a reality for GIM, there is an ideal opportunity to utilize the transition to practice portion of training to solidify the individualized procedural training skills for each Canadian GIM graduate.As far as we are aware this is the first effort to triangulate data on Canadian General Internists from the literature, a national specialty society, and the Royal College standard-setting committee. The information gained from both the online survey of members and the large group discussion at CSIM was instrumental in improving training standards for GIM. The linkage between practicing physicians and the educational community brought key insights into training GIM graduates for the future. We are grateful for the participation of the members of the practicing GIM community for participating so readily in this endeavour!AcknowledgementsWe are grateful to the Canadian Society of Internal Medicine (CSIM) for support in conducting the survey of members and the production of the Round Table in October 2015.Canadian Society of Medicine (CSIM) is gratefully acknowledged for support of this project. Thanks to Ms. Zoë Stevens-Lavigne, administrative coordinator (CSIM) for survey assistance. All survey participants and the participants of the CSIM Roundtable (2015) are gratefully acknowledged their participation.

In this article I discuss a story told by the South Australian Ngarrindjeri Aboriginal elder, Aunty Hilda Wilson (nee Varcoe), about the time when, at not quite sixteen, she was sent from the Point Pearce Aboriginal Station to work in the Adelaide Hills, some 500 kilometres away, as a housekeeper for “one of Adelaide’s leading doctors”. Her secondment was part of a widespread practice in early and mid-twentieth century Australia of placing young Aboriginal women “of marriageable age” from missions and government reserves into domestic service. Consciously deploying Indigenous storytelling practices as pedagogy, Hilda Wilson recounted this episode in a number of distinct ways during the late 1990s and early 2000s. Across these iterations, each building on the other, she exhibited a personal resilience in her subjectivity, embedded in Indigenous knowledge systems of relationality, kin and work, which informed her agency and determination in a challenging situation in which she was both caring for a white socially-privileged family of five, while simultaneously grappling with the injustices of a state system of segregated indentured labour. Kirmayer and colleagues propose that “notions of resilience emerging from developmental psychology and psychiatry in recent years address the distinctive cultures, geographic and social settings, and histories of adversity of indigenous peoples”. Resilience is understood here as an ability to actively engage with traumatic change, involving the capacity to absorb stress and to transform in order to cope with it (Luthar et al.). Further to this, in an Indigenous context, Marion Kickett has found the capacity for resilience to be supported by three key factors: family connections, culture and belonging as well as notions of identity and history. In exploring the layers of this autobiographical story, I employ this extended psychological notion of resilience in both a domestic ambit as well as the broader social context for Indigenous people surviving a system of external domination. Additionally I consider the resilience Aunty Hilda demonstrates at a pivotal interlude between girlhood and womanhood within the trajectory of her overall long and productive life, and within an intergenerational history of resistance and accommodation. What is especially important about her storytelling is its refusal to be contained by the imaginary of the settler nation and its generic Aboriginal-female subject. She refuses victimhood while at the same time illuminating the mechanisms of injustice, hinting also at possibilities for alternative and more equitable relationships of family and work across cultural divides. Considered through this prism, resilience is, I suggest, also a quality firmly connected to ideas of Aboriginal cultural-sovereignty and standpoint and to, what Victoria Grieves has identified as, the Aboriginal knowledge value of sharing (25, 28, 45). Storytelling as Pedagogy The story I discuss was verbally recounted in a manner that Westphalen describes as “a continuation of Dreaming Stories”, functioning to educate and connect people and country (13-14). As MacGill et al. note, “the critical and transformative aspects of decolonising pedagogies emerge from storytelling and involve the gift of narrative and the enactment of reciprocity that occurs between the listener and the storyteller.” Hilda told me that as a child she was taught not to ask questions when listening to the stories of an Elder, and her own children were raised in this manner. Hilda's oldest daughter described this as a process involving patience, intrigue and surprise (Elva Wanganeen). Narratives unfold through nuance and repetition in a complexity of layers that can generate multiple levels of meaning over time. Circularity and recursivity underlie this pedagogy through which mnemonic devices are built so that stories become re-membered and inscribed on the body of the listener. When a perceived level of knowledge-transference has occurred, a narrator may elect to elaborate further, adding another detail that will often transform the story’s social, cultural, moral or political context. Such carefully chosen additional detail, however, might re-contextualise all that has gone before. As well as being embodied, stories are also emplaced, and thus most appropriately told in the Country where events occurred. (Here I use the Aboriginal English term “Country” which encompasses home, clan estate, and the powerful complex of spiritual, animate and inanimate forces that bind people and place.) Hilda Wilson’s following account of her first job as a housekeeper for “one of Adelaide’s leading doctors”, Dr Frank Swann, provides an illustration of how she expertly uses traditional narrative forms of incrementally structured knowledge transmission within a cross-cultural setting to tell a story that expresses practices of resilience as resistance and transformation at its core. A “White Doctor” Story: The First Layer Aunty Hilda first told me this story when we were winding along the South Eastern Freeway through the Adelaide hills between Murray Bridge and Mount Barker, in 1997, on our way home to Adelaide from a trip to Camp Coorong, the Ngarrindjeri cultural education centre co-founded by her granddaughter. She was then 86 years old. Ahead of us, the profile of Mt Lofty rose out of the plains and into view. The highest peak in the Mount Lofty ranges, Yurrebilla, as it is known to Kaurna Aboriginal people, or Mt Lofty, has been an affluent enclave of white settlement for Adelaide’s moneyed elite since early colonial times. Being in place, or in view of place, provided the appropriate opportunity for her to tell me the story. It belongs to a group of stories that during our initial period of working together changed little over time until one day two years later she an added contextual detail which turned it inside out. Hilda described the doctor’s spacious hill-top residence, and her responsibilities of caring for Dr Swann’s invalid wife (“an hysteric who couldn't do anything for herself”), their twin teenage boys (who attended private college in the city) along with another son and younger daughter living at home (pers. com. Hilda Wilson). Recalling the exhilaration of looking down over the sparkling lights of Adelaide at night from this position of apparent “privilege” on the summit, she related this undeniably as a success story, justifiably taking great pride in her achievements as a teenager, capable of stepping into the place of the non-Indigenous doctor's wife in running the large and demanding household. Successfully undertaking a wide range of duties employed in the care of a family, including the disabled mother, she is an active participant crucial to the lives of all in the household, including to the work of the doctor and the twin boys in private education. Hilda recalled that Mrs Swann was unable to eat without her assistance. As the oldest daughter of a large family Hilda had previously assisted in caring for her younger siblings. Told in this way, her account collapses social distinctions, delineating a shared social and physical space, drawing its analytic frame from an Indigenous ethos of subjectivity, relationality, reciprocity and care. Moreover Hilda’s narrative of domestic service demonstrates an assertion of agency that resists colonial and patriarchal hegemony and inverts the master/mistress-servant relationship, one she firmly eschews in favour of the self-affirming role of the lady of the house. (It stands in contrast to the abuse found in other accounts for example Read, Tucker, Kartinyeri. Often the key difference was a continuity of family connections and ongoing family support.) Indeed the home transformed into a largely feminised and cross-culturalised space in which she had considerable agency and responsibility when the doctor was absent. Hilda told me this story several times in much the same way during our frequent encounters over the next two years. Each telling revealed further details that fleshed a perspective gained from what Patricia Hill Collins terms an “epistemic privilege” via her “outsider-within status” of working within a white household, lending an understanding of its social mechanisms (12-15). She also stressed the extent of her duty of care in upholding the family’s well-being, despite the work at times being too burdensome. The Second Version: Coming to Terms with Intersecting Oppressions Later, as our relationship developed and deepened, when I began to record her life-narrative as part of my doctoral work, she added an unexpected detail that altered its context completely: It was all right except I slept outside in a tin shed and it was very cold at night. Mount Lofty, by far the coldest part of Adelaide, frequently experiences winter maximum temperatures of two or three degrees and often light snowfalls. This skilful reframing draws on Indigenous storytelling pedagogy and is expressly used to invite reflexivity, opening questions that move the listener from the personal to the public realm in which domestic service and the hegemony of the home are pivotal in coming to terms with the overlapping historical oppressions of class, gender, race and nation. Suddenly we witness her subjectivity starkly shift from one self-defined and allied with an equal power relationship – or even of dependency reversal cast as “de-facto doctor's wife” – to one diminished by inequity and power imbalance in the outsider-defined role of “mistreated servant”. The latter was signalled by the dramatic addition of a single signifying detail as a decoding device to a deeper layer of meaning. In this parallel stratum of the story, Hilda purposefully brings into relief the politics in which “the private domain of women's housework intersected with the public domain of governmental social engineering policies” (Haskins 4). As Aileen Moreton-Robinson points out, what for White Australia was cheap labour and a civilising mission, for Indigenous women constituted stolen children and slavery. Protection and then assimilation were government policies under which Indigenous women grew up. (96) Hilda was sent away from her family to work in 1927 by the universally-feared Sister Pearl McKenzie, a nurse who too-zealously (Katinyeri, Ngarrindjeri Calling, 23) oversaw the Chief Protector’s policies of “training” Aboriginal children from the South Australian missions in white homes once they reached fourteen (Haebich, 316—20). Indeed many prominent Adelaide hills’ families benefited from Aboriginal labour under this arrangement. Hilda explained her struggle with the immense cultural dislocation that removal into domestic service entailed, a removal her grandfather William Rankine had travelled from Raukkan to Government House to protest against less than a decade earlier (The Register December 21, 1923). This additional layer of story also illuminates Hilda’s capacity for resilience and persistence in finding a way forward through the challenge of her circumstances (Luthar et al.), drawing on her family networks and sense of personhood (Kickett). Hilda related that her father visited her at Mount Lofty twice, though briefly, on his way to shearing jobs in the south-east of the state. “He said it was no good me living like this,” she stated. Through his active intervention, reinforcement was requested and another teenager from Point Pearce, Hilda’s future husband’s cousin, Annie Sansbury, soon arrived to share the workload. But, Hilda explained, the onerous expectations coupled with the cultural segregation of retiring to the tin shed quickly became too much for Annie, who stayed only three months, leaving Hilda coping again alone, until her father applied additional pressure for a more suitable placement to be found for his daughter. In her next position, working for the family of a racehorse trainer, Hilda contentedly shared the bedroom with the small boy for whom she cared, and not long after returned to Point Pearce where she married Robert Wilson and began a family of her own. Gendered Resilience across Cultural Divides Hilda explicitly speaks into these spaces to educate me, because all but a few white women involved have remained silent about their complicity with state sanctioned practices which exploited Indigenous labour and removed children from their families through the policies of protection and assimilation. For Indigenous women, speaking out was often fraught with the danger of a deeper removal from family and Country, even of disappearance. Victoria Haskins writes extensively of two cases in New South Wales where young Aboriginal women whose protests concerning their brutal treatment at the hands of white employers, resulted in their wrongful and prolonged committal to mental health and other institutions (147-52, 228-39). In the indentured service of Indigenous women it is possible to see oppression operating through Eurocentric ideologies of race, class and gender, in which Indigenous women were assumed to take on, through displacement, the more oppressed role of white women in pre-second world war non-Aboriginal Australian society. The troubling silent shadow-figure of the “doctor’s wife” indeed provides a haunting symbol of - and also a forceful rebellion against – the docile upper middle-class white femininity of the inter-war era. Susan Bordo has argued that that “the hysteric” is archetypal of a discourse of ‘pathology as embodied protest’ in which the body may […] be viewed as a surface on which conventional constructions of femininity are exposed starkly to view in extreme or hyperliteral form. (20) Mrs Swann’s vulnerability contrasts markedly with the strength Hilda expresses in coping with a large family, emanating from a history of equitable gender relations characteristic of Ngarrindjeri society (Bell). The intersection of race and gender, as Marcia Langton contends “continues to require deconstruction to allow us to decolonise our consciousness” (54). From Hilda’s brief description one grasps a relationship resonant with that between the protagonists in Tracy Moffat's Night Cries, (a response to the overt maternalism in the film Jedda) in which the white mother finds herself utterly reliant on her “adopted” Aboriginal daughter at the end of her life (46-7). Resilience and Survival The different versions of story Hilda deploys, provide a pedagogical basis to understanding the broader socio-political framework of her overall life narrative in which an ability to draw on the cultural continuity of the past to transform the future forms an underlying dynamic. This demonstrated capacity to meet the challenging conditions thrown up by the settler-colonial state has its foundations in the connectivity and cultural strength sustained generationally in her family. Resilience moves from being individually to socially determined, as in Kickett’s model. During the onslaught of dispossession, following South Australia’s 1836 colonial invasion, Ngarrindjeri were left near-starving and decimated from introduced diseases. Pullume (c1808-1888), the rupuli (elected leader of the Ngarrindjeri Tendi, or parliament), Hilda’s third generation great-grandfather, decisively steered his people through the traumatic changes, eventually negotiating a middle-path after the Point McLeay Mission was established on Ngarrindjeri country in 1859 (Jenkin, 59). Pullume’s granddaughter, the accomplished, independent-thinking Ellen Sumner (1842—1925), played an influential educative role during Hilda’s youth. Like other Ngarrindjeri women in her lineage, Ellen Sumner was skilled in putari practice (female doctor) and midwifery culture that extended to a duty of care concerning women and children (teaching her “what to do and what not to do”), which I suggest is something Hilda herself drew from when working with the Swann family. Hilda’s mother and aunties continued aspects of the putari tradition, attending births and giving instruction to women in the community (Bell, 171, Hughes Grandmother, 52-4). As mentioned earlier, when the South Australian government moved to introduce The Training of Children Act (SA) Hilda’s maternal grandfather William Rankine campaigned vigorously against this, taking a petition to the SA Governor in December 1923 (Haebich, 315-19). As with Aunty Hilda, William Rankine used storytelling as a method to draw public attention to the inequities of his times in an interview with The Register which drew on his life-narrative (Hughes, My Grandmother, 61). Hilda’s father Wilfred Varcoe, a Barngarrla-Wirrungu man, almost a thousand kilometres away from his Poonindie birthplace, resisted assimilation by actively pursuing traditional knowledge networks using his mobility as a highly sought after shearer to link up with related Elders in the shearing camps, (and as we saw to inspect the conditions his daughter was working under at Mt Lofty). The period Hilda spent as a servant to white families to be trained in white ways was in fact only a brief interlude in a long life in which family connections, culture and belonging (Kickett) served as the backbone of her resilience and resistance. On returning to the Point Pearce Mission, Hilda successfully raised a large family and activated a range of community initiatives that fostered well-being. In the 1960s she moved to Adelaide, initially as the sole provider of her family (her husband later followed), to give her younger children better educational opportunities. Working with Aunty Gladys Elphick OBE through the Council of Aboriginal Women, she played a foundational role in assisting other Aboriginal women establish their families in the city (Mattingly et al., 154, Fisher). In Adelaide, Aunty Hilda became an influential, much loved Elder, living in good health to the age of ninety-six years. The ability to survive changing circumstances, to extend care over and over to her children and Elders along with qualities of leadership, determination, agency and resilience have passed down through her family, several of whom have become successful in public life. These include her great-grandson and former AFL football player, Michael O’Loughlin, her great-nephew Adam Goodes and her-grand-daughter, the cultural weaver Aunty Ellen Trevorrow. Arguably, resilience contributes to physical as well as cultural longevity, through caring for the self and others. Conclusion This story demonstrates how sociocultural dimensions of resilience are contextualised in practices of everyday lives. We see this in the way that Aunty Hilda Wilson’s self-narrated story resolutely defies attempts to know, subjugate and categorise, operating instead in accord with distinctively Aboriginal expressions of gender and kinship relations that constitute an Aboriginal sovereignty. Her storytelling activates a revision of collective history in ways that valorise Indigenous identity (Kirmayer et al.). Her narrative of agency and personal achievement, one that has sustained her through life, interacts with the larger narrative of state-endorsed exploitation, diffusing its power and exposing it to wider moral scrutiny. Resilience in this context is inextricably entwined with practices of cultural survival and resistance developed in response to the introduction of government policies and the encroachment of settlers and their world. We see resilience too operating across Hilda Wilson’s family history, and throughout her long life. The agency and strategies displayed suggest alternative realities and imagine other, usually more equitable, possible worlds. References Bell, Diane. Ngarrindjeri Wurruwarrin: A World That Is, Was and Will Be. Melbourne: Spinifex, 1998. 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