To see the other types of publications on this topic, follow the link: Ontario Career Action Program.
Journal articles on the topic 'Ontario Career Action Program'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Ontario Career Action Program.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Morsink, W. A. G., R. M. U. Ubbens, J. R. Pickering, R. G. Perkins, and P. A. Lewis-Watts. "An Urban Forestry Strategy For Ontario." Forestry Chronicle 65, no. 2 (April 1, 1989): 97–101. http://dx.doi.org/10.5558/tfc65097-2.
Full textAbstract:
An urban forestry strategy is presented for Ontario, in response to a growing need to manage for viable and healthy urban vegetation. Urban forestry is about planning and managing existing and/or new treed vegetation of all types and associated wildlife, to establish attractive urban habitats, using systematic forestry-like approaches and environmental principles, in combination with arboricultural and modified silvicultural techniques. Urban forestry managers, having various educational backgrounds, are increasingly becoming involved in managing our urban forest, our habitat.Currently, there is no educational institution that totally prepares students for a career in urban forestry. As a result, people entering this field do so on an ad hoc basis, having various educational backgrounds, which do not cover all aspects of urban forestry management. A second problem is the limited awareness of various levels of government that systematic urban forestry management for densely populated areas is a growing need.Factors contributing to the need for urban forestry management, as well as obstacles to establishing such programs, are discussed. The urban forest, its managers, the content of programs and experience in the USA are outlined. Proposed actions include:1 development of a provincial policy, through the enlargement of the private land forestry program to initiate and support urban forestry programs;2 evaluation of the feasibility of having conservation authorities include urban forestry in their mandate;3 establishment of an umbrella-type diploma course administered by an educational institution; and4 establishment of an urban forestry chair at a university with cross appointments in forestry, planning and/or landscape architecture. Key Words : Urban forestry programs, options and alternatives for Ontario communities.
2
Gordon, Michelle, Martha Ireland, and Mina Wong. "A dynamic community of discovery: Planning, learning, and change." International Review of Research in Open and Distributed Learning 12, no. 1 (January 31, 2011): 124. http://dx.doi.org/10.19173/irrodl.v12i1.887.
Full textAbstract:
Ryerson University’s Prior Learning and Competency Evaluation and Documentation (PLACED) program is funded by the Government of Ontario to engage internationally educated professionals (IEPs), employers, and regulatory/occupational bodies in the use of competency-based practices. In 2008, the authors created a self-assessment tool for IEPs that would build a portfolio reflecting an individual’s knowledge and skills while introducing him or her to aspects of the Canadian workplace and labour market. The authors felt that this tool would be useful to assist IEPs in considering their career options and wanted to create an online workshop that would provide flexibility to users whose priorities were most likely work and family obligations. This short project description will capture a) why the self-assessment tool was developed; (b) how we fostered participants’ self-efficacy; c) how we used Blackboard; (d) what the participants gained from the workshop; and (e) how the workshop has evolved based on facilitators’ observations, participants’ feedback, and an external organization’s request for customizing the workshop. In working together to design the online workshop, <em>IEPs’ Self-Assessment and Planning,</em> we focused on two main concepts: self-assessment and career planning. With that in mind, we set out in the workshop to bolster self-discovery, self-efficacy, individualized research skills, action planning, and ongoing professional development. The learning platform was Blackboard, which is used across Ryerson University in both classroom and online learning.
3
Cornect-Benoit, Ashley, Karen Pitawanakwat, Jennifer Walker, Darrel Manitowabi, and Kristen Jacklin. "Nurturing Meaningful Intergenerational Social Engagements to Support Healthy Brain Aging for Anishinaabe Older Adults." Canadian Journal on Aging / La Revue canadienne du vieillissement 39, no. 2 (April 14, 2020): 263–83. http://dx.doi.org/10.1017/s0714980819000527.
Full textAbstract:
ABSTRACTThe emergence of Alzheimer’s disease and related dementias (ADRD) in Indigenous populations across Canada is of rising concern, as prevalence rates continue to exceed those of non-Indigenous populations. The Intergenerativity Model, guided by Indigenous Ways of Knowing, nurtures a psychosocial approach to promoting healthy brain aging and quality of life. Community-based participatory action methods led by interviews, focus groups, and program observations aid in identifying the barriers to and facilitators of success for intergenerational social engagements in the Anishinaabe community of Wiikwemkoong in northwestern Ontario. A qualitative thematic analysis guides future recommendations for programming opportunities that foster traditional roles of older First Nation adults and support intergenerational relationships. The results of this project elicit culturally appropriate recommendations for community-driven supports that address healthy brain aging. These outcomes are relevant to other Indigenous communities as the framework for determining that culturally appropriate health supports can be adapted to the unique context of many communities.
4
Damme, Laird Van, and Kenneth M. Brown. "The Ontario Advanced Forestry Program." Forestry Chronicle 68, no. 5 (October 1, 1992): 607–11. http://dx.doi.org/10.5558/tfc68607-5.
Full textAbstract:
Foresters use continuing professional education to keep abreast of new developments and adapt to changing job responsibilities. The demand for continuing professional education has grown recently in response to a public demand for forest management plans based on sound scientific principles and, as the level of involvement by diverse stakeholder groups has grown, foresters feel the need to increase their interpersonal effectiveness in complex, multi-perspective situations. In 1988, the Ontario Ministry of Natural Resources invited the School of Forestry at Lakehead University and the Faculty of Forestry at the University of Toronto to collaborate to design and implement a program of two-week intensive courses for mid-career foresters and other resource managers. The program has been successful during its first three years at reaching its target client base and there are positive indications that the program's educational objectives are being fulfilled. This article details the design and early track record of the Ontario Advanced Forestry Program (OAFP) that resulted from that collaboration.
5
Noble, Celeste, Elizabeth Silk, Akash Jairaj, Jodi Morrison, Xiao Shen, Pauline Zhang, Amanda Jowett, and Claire Segeren. "Research highlights from the Ontario Veterinary College’s Career Opportunities and Research Experience (CORE) Program." SURG Journal 9, no. 1 (April 9, 2017): 57–59. http://dx.doi.org/10.21083/surg.v9i1.3924.
Full textAbstract:
This Special Series features research highlights from the Ontario Veterinary College’s Career Opportunities and Research Experience (CORE) Program (previously the Summer Leadership and Research Program), which ran from May 5th to August 12th, 2016. The CORE program was designed to provide B.Sc and D.V.M. students with additional exposure to the professional world of veterinary medicine and research. Alongside their work with researchers and faculty members, student participants attended a Round Table series, several conferences, field trips to research facilities, and professional development workshops. CORE participants also delivered oral and poster presentations, sharing the results of their research with peers and with the University of Guelph’s larger research community. Selected abstracts from these presentations are included here.
6
Zack, Rachel, Edward F. Vacha, and Nancy L. Staub. "Science in Action! Outreach Program Promotes Confidence in Teaching Science." American Biology Teacher 79, no. 9 (November 1, 2017): 711–19. http://dx.doi.org/10.1525/abt.2017.79.9.711.
Full textAbstract:
Leading scientists recognize the need to be proactive about educational reform. To address some of the challenges of teaching K-6 science, our outreach program, Science in Action! (SIA!), pairs undergraduates with K-6 classrooms to do hands-on, inquiry-based science. Our goal is to increase science literacy in our community through developing the science understanding and teaching skills of pre-service teachers, recruit more STEM majors into teaching careers, and promote enthusiasm and curiosity in the science K-6 classroom. We describe Science in Action! and describe the effect participation in the program has on undergraduates. In particular, we asked how participation effects pre-service elementary school teachers, who generally have a limited science background, and science majors, who are in the process of deciding a future career path. Pre-service teachers reported that their participation in SIA! deepened both their understanding of the scientific method and science content, as well as increased their confidence in being able to teach science. The number of science majors seriously considering a teaching career increased significantly after participating in Science in Action!
7
Webber, Michelle, and Jonah Butovsky. "Faculty Associations Confront Accountability Governance in Ontario Universities." Articles 48, no. 3 (March 12, 2019): 165–81. http://dx.doi.org/10.7202/1057134ar.
Full textAbstract:
Much literature focusing on the academy is concerned with the spread of neo-liberalism into the university sector. We argue that universities in Canada are operating in an era of “accountability governance,” with ideologies, discourses, and practices centred on quality, accountability, and efficiency. We explore the interplay between accountability governance as a regime of power and the work of faculty associations, especially as they strive to preserve faculty members’ professional autonomy and control over their academic work. Using in-depth qualitative interviews with executive members of several Ontario university faculty associations, we explore themes of neo-liberalization and corporatization of the university, shrinking faculty budgets, program reviews, and strategic mandates. While opportunities for action and resistance for faculty unions arise, particularly at the level of senate, more militancy and radicalism are not favoured by many members, as political action is often seen as “unprofessional.”
8
Webber, Michelle, and Jonah Butovsky. "Faculty Associations Confront Accountability Governance in Ontario Universities." Canadian Journal of Higher Education 48, no. 3 (December 31, 2018): 165–81. http://dx.doi.org/10.47678/cjhe.v48i3.188107.
Full textAbstract:
Much literature focusing on the academy is concerned with the spread of neo-liberalism into the university sector. We argue that universities in Canada are operating in an era of “accountability governance,” with ideologies, discourses, and practices centred on quality, accountability, and efficiency. We explore the interplay between accountability governance as a regime of power and the work of faculty associations, especially as they strive to preserve faculty members’ professional autonomy and control over their academic work. Using in-depth qualitative interviews with executive members of several Ontario university faculty associations, we explore themes of neo-liberalization and corporatization of the university, shrinking faculty budgets, program reviews, and strategic mandates. While opportunities for action and resistance for faculty unions arise, particularly at the level of senate, more militancy and radicalism are not favoured by many members, as political action is often seen as “unprofessional.”
9
Kerich, Mary. "A Call to Action: Nurse Leader Succession Plan in Acute Care." Journal of Management Research 10, no. 4 (October 14, 2018): 92. http://dx.doi.org/10.5296/jmr.v10i4.11812.
Full textAbstract:
Nurse leader succession plan in acute care is a business strategy that has a financial impact. Quality care and patient safety is reliant on effective clinical leadership. Efficiency and effectiveness in care delivery processes and outcomes translate into corporate financial sustainability. The premise of nurse leader succession plan is to build leadership capacity for clinicians, and enlarge nursing portfolio. Potential candidates acquire skills and knowledge pertinent to professional growth and leadership roles. Structured mentorship program focus on inter-professional collaboration that enhance clinical and leadership competencies. Individualized professional development plans align competencies with personal career goals. Emerging nurse leaders are inspired to demonstrate commitment and ownership of healthcare processes and outcomes. Regular performance appraisal and feedback provide objectivity in training and development programs. Additionally, communication and relationship management lead to efficiency and mentorship program integration. Succession plan and leadership development advances nursing discipline, autonomy, career development and job satisfaction. Therefore, a nurse leader succession plan provides a reflection on the voice of a nurse in hospital environment.
10
Mann, Linda L., and Ilya Blum. "Entrepreneurship of Dietetic Program Graduates." Canadian Journal of Dietetic Practice and Research 65, no. 4 (December 2004): 166–73. http://dx.doi.org/10.3148/65.4.2004.166.
Full textAbstract:
Successful dietetic program graduates must have an entrepreneurial mindset and skills to respond to environmental changes and consumer trends. The purpose of this study was to determine current or intended entrepreneurship by graduates of a Dietitians of Canada accredited university program, as influenced by self-efficacy stemming from entrepreneurial experiences in education or early career, as well as by internal and external factors. This study employed an exploratory descriptive methodology with a questionnaire mailed to a discrete sample. Ninety graduates completed and returned the questionnaire for a response rate of 55%. Data analysis included descriptive statistics, two-way table analysis, the chi-square test for independence, and Fisher's exact test. Significant relationships were found between self-efficacy scores and entrepreneurial action, specific entrepreneurial experiences and entrepreneurial intent and action, dietetic internship and intent, and belief in the importance of business skills and intent. Those with entrepreneurial intent and/or action identified creativity, dietetic education/internship, persistence, business skills, and family/friend support as helping factors. These results suggest that undergraduate, internship, and continuing education programs for dietitians should incorporate activities that develop entrepreneurial skills and contribute toward an entrepreneurial mindset.
11
Luther, Vera, Wendy Armstrong, Erin Bonura, Michael Melia, David J. Riedel, and Brian Schwartz. "134. idweek Clinician Educator Mentoring Program for Junior Faculty." Open Forum Infectious Diseases 7, Supplement_1 (October 1, 2020): S197. http://dx.doi.org/10.1093/ofid/ofaa439.444.
Full textAbstract:
Abstract Background Effective career mentorship enhances well-being, productivity, and advancement in academic medicine. The pathway to success for clinician educators (CE) is often ill-defined. Career development resources and support for this pathway vary across institutions. To address this need, we created a mentoring program pairing junior faculty pursuing careers as CEs with more experienced CEs from other institutions during IDWeek 2018 and 2019. Methods Prior to IDWeek 2018 and 2019, a survey was sent through the IDSA listserv to identify members pursuing CE careers interested in extra-institutional career mentorship. These faculty were paired with mentors who were established career CEs identified via the IDSA Medical Education Workgroup. Mentees completed a brief individual development plan (IDP) and identified 3 discussion topics. Mentors received the mentee’s IDP and CV prior to IDWeek and were given brief guidance on successful mentoring. One hour advising sessions were held during IDWeek and ended with the creation of a mentee action plan and a scheduled follow-up call. Post-participation surveys were sent to mentees and mentors. Results 31 different mentees and 15 mentors participated in the program over two years. 26 (84%) mentees completed the post-session survey. 25 (96%) mentees and 14 (93%) mentors reported being very satisfied with their meetings at IDWeek. All mentees created an action plan with their mentor. 16 (62%) strongly agreed and 10 (38%) somewhat agreed that they planned to make changes based on the meeting. 21 (81%) mentees strongly agreed they received advice they were unable to get at their own institution. After the session, 18 (69%) strongly agreed they felt connected to a supportive CE community at IDSA; none strongly agreed in the pre-survey. All mentors and mentees agreed that this program was a resource that IDSA should consider expanding. Qualitative response themes from mentees emphasized the usefulness of an external perspective. Conclusion A mentoring program for junior faculty during IDWeek was feasible and effective for CEs. Through these interactions, mentees planned changes to enhance their careers and felt newly supported by the IDSA community. This model could be used for other ID career paths at future meetings. Disclosures All Authors: No reported disclosures
12
Robinson, Andrew, Catherine See, Emma Lea, Marguerite Bramble, Sharon Andrews, Annette Marlow, Jan Radford, et al. "Wicking teaching aged care facilities program: Innovative Practice." Dementia 16, no. 5 (September 8, 2015): 673–81. http://dx.doi.org/10.1177/1471301215603846.
Full textAbstract:
This paper reports on the design of a program that aims to prototype teaching aged care facilities in Australia. Beginning in two Tasmanian residential aged care facilities, the intent of the program is to support large-scale inter-professional student clinical placements, positively influence students’ attitudes toward working in aged care and drive development of a high-performance culture capable of supporting evidence-based aged care practice. This is important in the context of aged care being perceived as an unattractive career choice for health professionals, reinforced by negative clinical placement experiences. The Teaching Aged Care Facilities Program features six stages configured around an action research/action learning method, with dementia being a key clinical focus.
13
John Barker, E., and W. Andy Kenney. "Urban forest management in small Ontario municipalities." Forestry Chronicle 88, no. 02 (April 2012): 118–23. http://dx.doi.org/10.5558/tfc2012-027.
Full textAbstract:
Urban forestry has emerged as an important and timely discipline in an urbanizing world. The practice of urban forestry has focused mainly on large urban centres but urban forests in small municipalities provide the same benefits to the residents within and around them. Small municipalities face many challenges similar to those in urban centres but a lack of resources may worsen the negative effects on small municipalities. Urban forestry in Ontario is undertaken by municipalities with little involvement from upper-level governments. Thus, the effectiveness of urban forestry in Ontario is inconsistent and sporadic, with many small municipalities unable to manage urban forests optimally. Ontario's legislative framework governing urban forestry is critiqued and compared to the system employed in the United States. Recommendations are provided for action toward a centralized urban forestry program in Ontario.
14
Barton, Kristen I., Xiya Ma, Mustafa Ege Babadagli, Ellen Zhou, Nicholas Tonial, Christopher Newell, Abdullah Ishaque, et al. "Scientific overview on CSCI-CITAC Annual General Meeting and 2017 Young Investigators’ Forum." Clinical and Investigative Medicine 41, no. 3 (October 5, 2018): E156—E164. http://dx.doi.org/10.25011/cim.v41i3.31020.
Full textAbstract:
The 2017 Annual General Meeting of the Canadian Society of Clinician Investigators (CSCI) and Clinician Investigator Trainee Association of Canada/Association des Cliniciens-Chercheurs en Formation du Canada (CITAC/ACCFC) was a national Annual General Meeting (AGM) held in Toronto, Ontario November 20–22, 2017, in conjunction with the University of Toronto Clinician Investigator Program Research Day. The theme for this year’s meeting was “Roll up your sleeves—How to manage your physician scientist career”, emphasizing lectures and workshops that were designed to provide tools for being proactive and successful in career planning. The keynote speakers were Dr. Rod McInnes (McGill University and Canadian Institutes of Health Research Acting President), who was the Distinguished Scientist Award recipient, Dr. David Goltzman (McGill University), who was the 2017 Henry Friesen Award recipient, Dr. Gillian Hawker (University of Toronto), Dr. Mike Sapieha (Université de Montréal), who was the 2017 Joe Doupe Award recipient, and Dr. Alex MacKenzie (Children’s Hospital of Eastern Ontario Research Institute, University of Ottawa). The workshops, focusing on career development for clinician scientists, were hosted by Dr. Lisa Robinson, Dr. Nicola Jones, Kevin Vuong, Fran Brunelle, Dr. Jason Berman and Dr. Alan Underhill. Further to this, the Young Investigators’ Forum encompasses presentations from scientist-clinician trainees from across the country. All scientific abstracts are summarized in this review. There were over 100 abstracts showcased at this year’s meeting during the highlighted poster sessions, with six outstanding abstracts selected for oral presentations during the President’s Forum.
15
Morris, Dave M., Rob L. Fleming, and Paul W. Hazlett. "Ontario, Canada’s LTSP Experience: Forging Lasting Research Partnerships and the Adaptive Management Cycle in Action." Journal of Forestry 118, no. 3 (February 12, 2020): 337–51. http://dx.doi.org/10.1093/jofore/fvaa002.
Full textAbstract:
Abstract In this paper, we summarize Ontario’s Long-term Soil Productivity (LTSP) experience focusing on our efforts to forge lasting research partnerships, highlight the approaches we feel were effective in getting emerging science into forest policy within an adaptive management (AM) framework, and describe the future direction of Ontario’s LTSP program as new policy issues are emerging as part of the continuous AM cycle. Fourteen installations were established on nutrient-poor, conifer-dominated sites, considered to be the most sensitive to increased biomass removals. From 1993 to 1995, all sites were clearcut-harvested, with replicated (three reps per site) biomass removal treatments that included: stem only, full-tree, and full-tree + forest floor removal. Routine (every 5 years) measurements have been carried out to track changes in soil carbon and nutrient levels, as well as stand- and individual-tree growth and development metrics and foliar nutrition. The published results from Ontario’s LTSP program, in combination with the North American-wide LTSP synthesis outputs, have suggested that these nutrient-poor, conifer-dominated sites are less sensitive to biomass (nutrient) removals than previously thought. The evidence provided through peer-reviewed publications, conference and workshop presentations, and field tours was substantive and led to a review and revision of the full-tree logging direction within Ontario’s guidelines. We conclude with a set of recommendations (lessons learned) for the successful delivery of any new long-term, interdisciplinary research projects examining the sustainability of forest-management practices.
16
Yune, Sojung, and Junga Lee. "Development and Effect of Career Development Program for Undergraduate Students with Academic Probation Using Action Learning." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 19 (October 15, 2019): 367–84. http://dx.doi.org/10.22251/jlcci.2019.19.19.367.
Full text
17
Copper, Paul, and Jisuo Jin. "W.G.E. Caldwell, B.Sc., Ph.D. (Glasgow), D.Sc. (Sask.), F.R.S.C. A Career Résumé." Canadian Journal of Earth Sciences 38, no. 2 (February 1, 2001): 121–23. http://dx.doi.org/10.1139/e00-096.
Full textAbstract:
This issue of the Canadian Journal of Earth Sciences is dedicated to Professor Glen Caldwell in honour of his extensive contributions to the field of paleontology and scientific publishing. After receiving his Ph.D. degree from the University of Glasgow in 1957, Dr. Caldwell joined the Department of Geological Sciences at the University of Saskatchewan, where he stayed for more than 30 years. During his tenure, he led the way in launching a new integrated curriculum, including paleobiology, geochemistry, and geophysics, and in organizing and equipping a vigorous research program. Dr. Caldwell also organized two international symposia on Cretaceous rocks of the Western Interior Basin of North America. Over the years he served on and made distinctive contributions to a wide variety of national and international professional organizations, including the American Commission on Stratigraphic Nomenclature, GAC, NSERC, and the International Union of Geological Sciences. Dr. Caldwell served as Vice-President (Research) of The University of Western Ontario from 1988 to his retirement in 1996. He continues to teach and serve various scientific organizations, and he remains a strong advocate for basic research grants.
18
Dence Bacaling, Maurice, Pilarica T. Dizon, and Laarni T. Orpilla. "Senior high school track and strand preference using the SOAR Intervention Program." Sapienza: International Journal of Interdisciplinary Studies 2, no. 2 (July 9, 2021): 39–45. http://dx.doi.org/10.51798/sijis.v2i2.96.
Full textAbstract:
The purpose of this study was to examine the students’ track and strand preferences after the SOAR (Student Orientation, Awareness, and Redirection) Intervention Program. This action research employed the descriptive quantitative research design using a researcher-made survey questionnaire that were administered to Grade 10 students from Santa Cruz National High School – Junior High School (n=319) and Manuel Francisco C. Ramos Sr. National High School (n=64). Frequency, percentage and ranking were utilized as statistical tool for this study. Results revealed that the majority of respondents opted to enroll at Sta. Cruz National High School – Senior High School. The Humanities and Social Science strand under the Academic Track had the largest number of students who favoured it over the other strands. Furthermore, it was clear that the majority of them chose the Technical Vocational Track over the Academic Track. The findings can be used to improve Career Guidance in the school, especially parents' engagement in their children's career decisions. Similarly, it is suggested that a standardized enrolment process be developed in which students undergo career assessments in order to help direct them in deciding which strand to pursue.
19
Cox, Michael. "The E‐MBA action learning: lessons for hospitality leaders." International Journal of Contemporary Hospitality Management 15, no. 6 (November 1, 2003): 352–54. http://dx.doi.org/10.1108/09596110310488249.
Full textAbstract:
E‐MBAs are becoming an attractive option for career professionals and organizations in the hospitality and tourism industry to build competitive advantage. As core faculty in the distance MBA program in The School of Hospitality and Tourism Management at the University of Guelph, the development of the E‐MBA has provided valuable lessons for leaders to understand how e‐learning builds leadership competency and capability in hospitality and tourism organizations. The research behind the action learning leadership framework is founded on the extensive work of the author at the University of Guelph. The author has pioneered distance MBA and leadership programs using the Internet to link people, knowledge and strategy with IT to build leadership competencies and online learning communities for managing in the knowledge‐based era. Evidence of this can be seen in a “virtual tour” of the distance MBA program at the following Website: www.emba.uoguelph.ca
20
Lougheed, M. Diane, Dilshad Moosa, Shelagh Finlayson, Wilma M. Hopman, Mallory Quinn, Kim Szpiro, and Joseph Reisman. "Impact of a Provincial Asthma Guidelines Continuing Medical Education Project: The Ontario Asthma Plan of Action’s Provider Education in Asthma Care Project." Canadian Respiratory Journal 14, no. 2 (2007): 111–17. http://dx.doi.org/10.1155/2007/768203.
Full textAbstract:
BACKGROUND: The Ontario Ministry of Health and Long-Term Care funded the Ontario Lung Association to develop and implement a continuing medical education program to promote implementation of the Canadian asthma guidelines in primary care.OBJECTIVES: To determine baseline knowledge, preferred learning format, satisfaction with the program and reported impact on practice patterns.METHODS: A 3 h workshop was developed that combined didactic presentations and small group case discussions. Outcome measures included a workshop evaluation, baseline assessment of asthma management knowledge and three-month postreflective evaluations.RESULTS: One hundred thirty-seven workshops were delivered to 2783 primary care providers (1313 physicians, 1470 allied health) between September 2002 and March 2005. Of the 2133 participants, 1007 physicians and 1126 allied health professionals submitted workshop evaluations. Most (98%) of the attendees indicated they would recommend the workshop to a colleague. The majority preferred the combination of didactic lecture plus interactive case discussions. A subset of physicians provided consent to use these data for research (n=298 pediatric and 288 adult needs assessments; n=349 postreflective evaluations). Important needs identified included appropriate medication for chronic asthma and development of written action plans. On the postreflective evaluations, 88.7% remained very satisfied, 95.5% reported increased confidence, 91.9% reported an influence on practice and 67.2% reported using a written action plan.CONCLUSIONS: This continuing medical education program addresses identified needs of primary care providers. Participants reported improvements in asthma care, including prescribing practices, use of spirometry and written action plans. Similar programs should be considered as part of multifaceted asthma guidelines dissemination and implementation initiatives in other provinces and nationally.
21
Kok, Sandra, J. Shaw, P. Seto, and D. Weatherbe. "The Urban Drainage Program of Canada’s Great Lakes 2000 Cleanup Fund." Water Quality Research Journal 35, no. 3 (August 1, 2000): 315–30. http://dx.doi.org/10.2166/wqrj.2000.022.
Full textAbstract:
Abstract Since 1990, Canada’s Great Lakes 2000 Cleanup Fund, which is administered by Environment Canada, has been supporting the development and implementation of cleanup technologies to control municipal pollution sources, to clean up contaminated sediments, and to rehabilitate fish and wildlife habitats. These efforts are focused on Canada’s 16 Great Lakes Areas of Concern (AOCs) identified by the International Joint Commission for priority cleanup action and restoration of beneficial uses. Remedial Action Plans (RAPs) developed by federal/provincial teams and the public provide the strategy for restoring the beneficial uses of the AOCs. Impairments in beneficial uses in the AOCs have been, in part, caused by discharges from combined sewer overflows (CSOs), Stormwater and sewage treatment plants (STPs). To assist municipalities in addressing the problems posed by urban drainage (CSOs and Stormwater), the Cleanup Fund’s Urban Drainage Program has been supporting the development and demonstration of innovative, cost-effective technologies and approaches. These projects include high-rate treatment of CSOs, real-time control of CSOs, performance assessment of Stormwater treatment technologies, pollution prevention and control plans, and development of Stormwater management planning tools for urban areas. These projects are carried out in collaboration with the Ontario Ministry of the Environment, municipalities, professional groups, universities and conservation authorities and other Environment Canada’s facilities (National Water Research Institute and Wastewater Technology Centre). The Urban Drainage Program has been instrumental in advancing the state of the art in CSO and Stormwater management in Ontario. Projects supported under the program have quantified pollutant loadings from municipal wastewater sources in several Ontario Areas of Concern, provided hard data on the performance of best management practices for Stormwater treatment, identified and evaluated new cost-effective technologies for CSO reduction and Stormwater treatment, and developed strategies and decision-making tools for Stormwater management The work done through the Urban Drainage Program is making it possible for Great Lakes communities to achieve important environmental objectives at significantly lower cost As a result, the communities should be able to achieve many of these objectives much earlier than they would have if their choices had been limited to more conventional and capital-intensive solutions. Although the program has focused on the needs of Areas of Concern in the Great Lakes basin, the lessons learned there can easily be applied to communities in other parts of the country and around the world.
22
Rao, A. Srinivasa, Waheed Kareem Abdul, and Nelson D’souza. "Perceived outcomes of action learning: study from a large public sector organization in UAE." Measuring Business Excellence 21, no. 4 (November 20, 2017): 291–308. http://dx.doi.org/10.1108/mbe-03-2017-0010.
Full textAbstract:
Purpose The purpose of this study was to examine the impact of action learning programs on individual performance improvement and career progression in a large banking sector organization in the UAE. Design/methodology/approach A conceptual model was proposed and measured the outcomes of the action learning program variables in a public sector bank in the UAE. A total of 106 employees of the organization who had participated in a certified management program (CMP) have responded to the survey. Findings The outcomes of action learning program variables, such as self-efficacy, teamwork and performance management, were found to have an influence significantly on individual performance improvement. Research limitations/implications As the current study was focused on banking sector only, similar studies from other industries/sectors (e.g. trading, services, etc.) can be taken up for further research by including antecedents and consequences of participants of action learning programs. Practical implications This study could offer specific guidance to managers as to how and what type of education and learning programs to be provided to their team members for competency development and career progression. Social implications As the UAE economy is growing and population staying in the region is becoming multicultural, there is an ample need for managers to foster learning and education environment in various organizations to change culture and managerial practices toward achieving organizational objectives. Originality/value The study is original and provides value and direction for managers and senior management on talent development processes.
23
Lyesmaya, Dyah, Fanny Sumirat, Deden Sumiarsa, Iis Nurasi’ah, Rohmat Widiyanto, Din Azwar Uswatun, Arif Yudiyanto, and Zaenudin Aang. "Pelatihan Program Pengembangan Keprofesian Berkelanjutan (PKB) Untuk Guru Sekolah Dasar di Lingkungan Dinas Pendidikan dan Kebudayaan Kota Sukabumi." Jurnal Pengabdian Pada Masyarakat 2, no. 1 (June 12, 2017): 41–50. http://dx.doi.org/10.30653/002.201721.15.
Full textAbstract:
Becoming a teachers means always encourage yourself for longlife education. This is one of the benefit in Teacher career. We used to be learn anything and everything to update our professionalism. As a Teacher, we should be aware of teachers world, knowledge, technology, and student needs changing. Indonesian Government facilitate it through PKB (Continuity Profesionalism Development) program. PKB goals is to increasing teachers career competence continualy. Although Government publish this program since 2009, Education and Culture Departement of Sukabumi City started it in 2015 October. This lateness becoming our concern to organize a PKB Workshop specialy for elemetary school teachers. This workshop attendence by fifty teachers from seven distrik in Sukabumi city. The Workshop goals is to diseminate PKB and how to running it in teachers career. Beside that, the workshop also trained teacher how to entablish class action reasearch. This workshop held in three days from 2nd to 4th November 2016. From the workshop we know that PKB is very important to increase teachers competence and to maintain teachers career.
24
Yiu, S., M. Yeung, L. Fischer, and J. Frank. "MP22: Guiding practice transition with a faculty mentorship program." CJEM 21, S1 (May 2019): S50. http://dx.doi.org/10.1017/cem.2019.157.
Full textAbstract:
Innovation Concept: Transition to independent practice is challenging and early career physicians are more prone to burnout and error. Despite recommendations for formal mentorship to support physicians, only 43.6% of US academic Emergency Medicine departments have such programs. We describe an innovative mentorship program designed to support these early career physicians and enhance quality of care, career longevity, and wellness. We operationalized mentorship in which experienced, highly regarded, empathic mentors guide mentees in their personal and professional development. Methods: In this program two Emergency Physician mentors were teamed with each newly hired Emergency Physician. Mentees could request their own mentors, and teams were matched on the basis of shared personal and academic interests. Mentors received academic funding and training on good mentorship practice, roles and responsibilities, and feedback. Teams had to meet formally at least twice a year, with additional contact as needed. While mentees set the meeting agenda, teams were also encouraged to address four main areas. These areas were identified from a targeted needs assessment and literature review. They include: 1) clinical process and care, 2) departmental structure and culture, 3) teaching and scholarship, and 4) physician wellness. After meetings, mentees summarized and submitted the topics discussed and reflected on action plans. An oversight committee supported the program. Curriculum, Tool or Material: All nine (9) newly hired physicians joined the program in Fall 2018. As of December 2018, six (6) teams have had formal meetings. They discussed the following areas: clinical processes and care (50%), departmental structure and culture (100%), teaching and scholarship (67%), and physician wellness (100%). Other areas discussed include: academic career, financial planning, and networking. Teams spent 20-60% of the time formulating steps to achieve mentee career goals. They spent 40-60% of the time discussing skills and resources needed. End of year program evaluation will include outcomes such as satisfaction, value, effectiveness, projects, promotions, and awards. The results will shape future program design. Conclusion: We implemented a mentorship program for newly hired Emergency Physicians. As mentorship is integral to successful transition to independent practice, this program model could be highly beneficial to other academic Emergency Medicine departments.
25
Muise, Jennifer L., and Paul R. Mackey. "Projects “Journey” and “Sunset” build connections for positive community impact." Journal of Community Safety and Well-Being 2, no. 1 (March 17, 2017): 29. http://dx.doi.org/10.35502/jcswb.37.
Full textAbstract:
In 2011, the Office of the Chief Coroner for Ontario released the Death Review of the Youth Suicides at Pikangikum First Nation, 2006-2008 following an alarmingly high number of youth suicides that occurred in that community. Persistent social, health, infrastructure, economic, capacity, and governance deficits that exist contribute to vulnerability and atrisk behaviours among youth including crime, substance abuse, and suicide. The Ontario Provincial Police (OPP) sought ways and means to work to address these challenges in collaboration with communities. After securing funding support through Public Safety Canada, the OPP implemented an experiential youth development program called Project Journey, modelled after Project Venture, a program from the United States specifically designed for at-risk Indigenous youth. So promising are the results from Project Journey that a sister program, Project Sunset, came into being to help expand the proactive work with community partners. These OPP-led programs help address the root causes of youth crime, social disorder, and crisis. At the same time, they support relationship-building and community engagement, and empower individuals and community partners to take positive action for sustainable change.
26
Edirmanasinghe, Natalie, and Karla Blaginin. "Demystifying the Research Process: A Career Intervention With Latinas." Professional School Counseling 22, no. 1b (January 2019): 2156759X1983443. http://dx.doi.org/10.1177/2156759x19834433.
Full textAbstract:
Youth participatory action research (YPAR) is a methodology in which youth and researchers collaborate to engage in research within a shared community. This article describes a career intervention conducted with Latina middle school students using YPAR in the school’s Latino community outreach program. Participating students were members of the Latina science club #CHICAS, which was founded by the school counselor. A Latina school parent and researcher collaborated to structure the YPAR exercise. This project allowed Latina students to undertake aspects of the research process within the framework of their communities’ interests, while educating the school counselor about the specific needs of the Latino community. The YPAR exercise also developed skills students could transfer to future career options, such as being able to listen to conversational Spanish while simultaneously translating and transcribing written responses in English. The program highlighted students’ ability to coordinate multiple perspectives as they were informing their school’s administrators while transparently communicating the needs of their ethnic communities. This article highlights YPAR as an effective, mutually beneficial tool for school counselors to engage their ethnically diverse student populations.
27
Gathright, Molly M., Jennifer Hankins, Mohammad Zia Siddiqui, Carol R. Thrush, and Tim Atkinson. "A Transitional Year Residency Program Provides Innovative Solutions for Unmatched Medical Students." Journal of Graduate Medical Education 13, no. 4 (August 1, 2021): 561–68. http://dx.doi.org/10.4300/jgme-d-20-01231.1.
Full textAbstract:
ABSTRACT Background The transition to residency is competitive with more medical students applying for residency positions than slots available, and some will face challenges securing a position in their desired specialty. Our institution created a transitional year (TY) residency program in 2016 to help meet the needs of our medical students who did not initially secure a position in the main residency Match. Objective This report provides a brief overview of the TY program and analysis of the program's value from the inaugural 3 years (2017–2020). Methods The TY program is based at a midsized, urban, academic health center and features a tailorable curriculum emphasizing preparation for residents' specialty career plans. We used participatory action research and appreciative inquiry strategies as part of the annual program evaluation to examine TY residents' perceptions of the program's value. Stakeholder perceptions were also elicited from a purposive selection of 4 program directors and 2 key medical school education leaders. Results Internal evaluations revealed a high rate of resident satisfaction with the TY program and self-reported benefits such as increased confidence, clinical proficiency, and professional enculturation. Stakeholders valued the program as a potential pipeline for increasing physicians in the state and providing valuable direction to students' career trajectories. Conclusions Creating a TY residency program to meet the needs of unmatched medical students was feasible to implement, acceptable to residents in meeting their academic and career needs, and provided a sustainable institutional solution with benefits to multiple stakeholders.
28
Botros, Sandra. "The legacy of Dr Earl Russell." University of Western Ontario Medical Journal 87, no. 1 (April 24, 2018): 14–15. http://dx.doi.org/10.5206/uwomj.v87i1.1787.
Full textAbstract:
Dr Earl Russell (1920-2008) was a Canadian anesthetist and pain specialist who spent the majority of his career as a Western University faculty member and a pain physician in Southwestern Ontario. Dr Russell obtained his medical degree at Western, graduating in the class of 1950, and went on to serve in the Korean War as a medical officer. It was in Korea that he began developing a keen interest in pain medicine, using self-taught anesthesia skills to help soldiers suffering from frostbite. He returned to Canada and focused the rest of his career on the practice and advancement of pain medicine, and endowed the Earl Russell Chair in Pain Management in order to fund future research and education in the field. This article highlights the importance of his contributions to the field, in particular through his creation of the Earl Russell Chair, and how this led to the first Pain Medicine residency program in Canada at Western University.
29
Sardiwalla, Yaeesh, and Steven F. Morris. "Shaping Plastic Surgery in British Columbia—The Courtemanche Legacy." Plastic Surgery 27, no. 2 (March 21, 2019): 162–66. http://dx.doi.org/10.1177/2292550319826091.
Full textAbstract:
Dr Albert Douglas Courtemanche was born in Gravenhurst, Ontario on November 16, 1929. In 1949, he was accepted to the University of Toronto Medical School, graduating in 1955. After completing his internship at the Toronto General Hospital and at the Hospital for Sick Children, he completed his surgical training in Vancouver and in the United Kingdom. When Dr Courtemanche returned from his training in 1962, he joined Dr Cowan on the surgical staff at the Vancouver General Hospital. He was responsible for establishing a new plastic surgery ward, a dedicated operating room (OR), an integrated burn unit and also starting the UBC plastic surgery training program. Dr Courtemanche became involved in working with the Royal College, first as an examiner and then as the Chairman of the Plastic Surgery Exam Board in 1981. He eventually became the first and only plastic surgeon to ever hold the position as President of the Royal College. Dr Courtemanche emphasized throughout his career the importance of teaching and role modeling. A very proud moment in Dr Courtemanche’s career was when his son Douglas became a pediatric plastic surgeon. After retiring Dr Courtemanche became a volunteer at the VanDusen Botanical Garden and completed their Master Gardeners Program.
30
Delaney, Deborah, Heather Stewart, Robyn Cameron, Elizabeth Cardell, Samantha Carruthers, Anita Love, Andrew Pearson, and Pauline Calleja. "Supporting the development of program leaders in higher education: An action research case study." Australian Journal of Career Development 29, no. 3 (September 30, 2020): 205–17. http://dx.doi.org/10.1177/1038416220927796.
Full textAbstract:
The higher education (HE) landscape continues to grow in complexity; thus, there is a need to improve the understanding of leadership in this context. This action research (AR) study was undertaken in a multi-disciplinary context of an Australian university to develop and evaluate an action learning (AL) project promoting leadership practice. An overview of AL is provided to situate the case study methodology and to demonstrate how it is used to develop leadership capabilities and benefit ‘team learning’. The findings support the development of AR programs for leaders in the ever-changing environment of HE. The need for an understanding of what leadership is, the development of a learning community and the articulation of the learning processes are seen as essential to support leaders in their development. Leaders not only need to be reflective but also require a safe and trusting environment to support their quest for career progression, grants and awards.
31
Morrison, Wendy, Gwen Page, Mary Sehl, and Heather Smith. "Single Mothers in Canada: An Analysis." Canadian Journal of Community Mental Health 5, no. 2 (September 1, 1986): 37–47. http://dx.doi.org/10.7870/cjcmh-1986-0014.
Full textAbstract:
This paper explores the social context of single mothers in Canada. Areas of concern in the literature include role strain (both at home and at work), poverty, employment, and the inaccessibility of child care. Past interventions for single mothers at the governmental, organizational, and individual levels are discussed. These include strategies to reduce the numbers of single-parent families living below the poverty line, to ensure greater flexibility for single mothers in the workforce, and to improve the overall self-image of women through further education, assertiveness training, and confidence building. Finally, the authors make recommendations for policy changes and future interventions, proposing a strategy which combines elements of the Employment Resource Program, an innovative model used in a mid-size Ontario city, and the former Vancouver Opportunities program. The model employs self-help techniques, career counselling and job training, child care and financial assistance.
32
Khairunnisa, Shintya, and Rahmat Kurniawan. "FAKTIR-FAKTOR YANG MEMPENGARUHI MINAT MAHASISWA AKUNTANSI UNTUK BERKARIR DI BIDANG PERPAJAKAN." Jurnal Akuntansi Trisakti 7, no. 2 (September 30, 2020): 175. http://dx.doi.org/10.25105/jat.v7i2.7622.
Full textAbstract:
<p><em>The purpose of this study is to examine the factors that influence students of accounting study program to choose a career in taxation. The Theory of Reasoned Action and Theory of Planned Behavior model is integrated with the four factors that used in this study, perceptions toward taxation profession, social guidance, self efficacy, and expectations toward the career in taxation. Data were collected by quistionnaire,obtainning 120 sample. Using multiple linear regression method, this study finds that social guidance factor and expectations toward the career in taxation are significantly influence the student’s intention to choose the career in taxation field. Findings of this study convey the practical implication to the accounting departement to explain more, and give a good impression about the proffession in taxation field</em></p>
33
Gifford, Wendy, Barbara Davies, Jenny Ploeg, Sue Eldred, and Irmajean Bajnok. "Moving Knowledge to Action: A Qualitative Study of the Registered Nurses' Association of Ontario Advanced Clinical Practice Fellowship Program." Nursing Leadership 26, no. 1 (March 29, 2013): 32–57. http://dx.doi.org/10.12927/cjnl.2013.23302.
Full text
34
Kosurko, An, Rachel V. Herron, Mark W. Skinner, Rachel J. Bar, Pia Kontos, Alisa Grigorovich, and Verena Menec. "Opportunities and Challenges of Digital Delivery of Sharing Dance Seniors for Social Inclusion." Romanian Journal of Communication and Public Relations 22, no. 2 (July 1, 2020): 23. http://dx.doi.org/10.21018/rjcpr.2020.2.298.
Full textAbstract:
Older people, especially those living with dementia, experience significant barriers to meaningful participation in their communities. Focusing on the expansion of an arts-based program to address social inclusion for older people via information communication technology (ICT), this paper identifies the challenges and opportunities of the digital delivery of the Baycrest NBS Sharing Dance Seniors program, a weekly dance class professionally instructed via online-streamed video and facilitated in-person in community and institutional care settings. Findings are drawn from older people and career experiences in community-based, multi-method pilot studies in the Peterborough Region, Ontario, and the Westman Region, Manitoba (2017-19) Canada. Through observations, diaries, focus groups, and interviews featuring the experiences of program instructors, participants, carers, administrators, facilitators, and volunteers, the challenges and opportunities presented by the digital delivery of the Sharing Dance program are analyzed as they relate to understanding social connectivity and relational and multi-dimensional influences on social inclusion. Findings point to the key role of facilitators and in-person support, with implications for the development of social resources and facilitator training in community and institutional settings.
35
Peng, Huiling, Yahui Shih, and LungFu Chang. "The Impact of a Career Group Counseling Mix Model on Satisfaction of Low-achieving College Students──Specialty-Oriented Career Exploration Group Counseling." International Journal of Psychological Studies 12, no. 2 (April 9, 2020): 1. http://dx.doi.org/10.5539/ijps.v12n2p1.
Full textAbstract:
The unique feature of the group counseling program in this study is the integration of group counseling, individual counseling and peer tutoring. This study aims to determine the satisfaction level of low-achieving college students, who participated in the "Specialty-oriented Career Exploration" group counseling mix model. This study is an action research that lasts one semester. The research samples are 12 low-achieving freshmen students in the Finance Department of a business university (these students, as recommended by the class mentor, achieved average performance in the last fifth tier in their first semester), who participated in all three phases of career group counseling mix model. The unique feature of the group counseling program instituted in this study is the integration of group counseling, individual counseling and peer tutoring: (1) Phase 1: Group counseling before the mid-term exams, which included the design of structured career group counseling activities that were held eight times in eight weeks; (2) Phase 2: Individual counseling performed after mid-term exams; (3) Peer tutoring added to the process. According to the statistical analysis results of the satisfaction questionnaire, the results of the questionnaire show that they are very satisfied with the appropriateness of the overall planning (M=4.8; S=0.16); and that Specialty-oriented Career Counseling mix model is very helpfulimportant for individuals thinking about future careers (M=4.6; S=0.24). The preventive measures adopted by the career counseling program received positive responses from students who participated in this career counseling group mix model, that they then became familiar with the counseling center. Group members who had serious emotional and interpersonal problems were willing to seek out counselors in the collage counseling center and continue with individual counseling. This study recommended that individual counseling or peer tutoring can be arranged after specialty-oriented career exploration group counseling, in order to meet the career counseling needs for various low-achieving college students. Lastly, this study offers specific suggestions, based on the research results, for "specialty-oriented career group counseling" in higher education to enhance the diversified contents of college career counseling.
36
Ionico, Daniel A. "Taking on Looting: Pursuing Sustainable Site Protection Policies in Southern Ontario." Canadian Journal of Archaeology 45, no. 1 (2021): 20–52. http://dx.doi.org/10.51270/45.1.20.
Full textAbstract:
Centuries of looting has repeatedly unearthed the archaeological remains of First Nations middens, villages, and cemeteries. This paper presents a case for new measures to curtail these illicit practices in Ontario. Over the last decade, many archaeologists have espoused a program of sustainable archaeology. I suggest protections of in situ contexts against looting will further the objectives of sustainable archaeology and contribute to this broader trajectory of practice in the province. Using the history of looting and archaeological conditions at Neutral Iroquoian (Attawandaron) sites, along with information from modern collectors, the paper reveals the persistent threat of looting and the necessity for action. I suggest the province, municipalities, and archaeological stakeholders deploy policies aimed at preserving these resources into the future. I advocate for a stewardship of personal and collective responsibility among property owners and hobbyists through educational initiatives, legal easement agreements, and existing legislative mandates to serve as a pragmatic step towards the long-term sustainable protection of these sites.
37
Bonnett, Tina, and Krista Ly. "LEADing the way in Early Childhood Education and Care Through a Mentor/Protégé Program." Journal of Childhood Studies 42, no. 1 (May 30, 2017): 23. http://dx.doi.org/10.18357/jcs.v42i1.16884.
Full textAbstract:
<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Mentoring is an approach utilized by many professions because it has been deemed to be advantageous, most notably for entry-level practitioners, those in search of career advancement, and students engaged in service learning. </span><span>Research exploring elements that inform meaningful mentor/ </span><span>protégé relationships in the Canadian childcare sector is, however, lacking. This qualitative research study seeks to </span><span>unearth attributes that influence a formal mentor/protégé experience. Fourteen professionals participated in a one-year </span><span>program in Ontario. Applied thematic analysis was employed </span><span>to explore journals, focus group discussion transcripts, and researcher field notes. Predominant themes uncovered include </span><span>structures that support the pairing, reciprocity, outcomes, goals and motivators, and recommendations for delivery of future mentor/protégé programs. </span></p></div></div></div></div>
38
McNay, Margaret. "Towards Reform in Subject-Matter Preparation of Science Teachers: Collaboration Between a Faculty of Science and a Faculty of Education." Canadian Journal of Higher Education 23, no. 3 (December 31, 1993): 80–92. http://dx.doi.org/10.47678/cjhe.v23i3.183173.
Full textAbstract:
Recent research in the subject-matter preparation of science teachers reveals serious shortcomings in undergraduate programs, particularly their failure to provide students with adequate conceptual understandings, their perpetuation of myths and stereotypes about science and scientists, and their tendency to turn students (particularly women) away from science. In an attempt to alleviate these problems, and to stem declining enrollment in science programs at both secondary and post-secondary levels, the Faculty of Education and the Faculty of Science at the University of Western Ontario are collaborating in the development of a new Honours B.Sc. program. The proposal is for an interdisciplinary program permitting a broader selection of courses and a more comprehensive introduction to science than is offered in current Honours B.Sc. programs. The new program is not intended exclusively or even primarily for prospective teachers but for all students. A proposal for action research and program evaluation is also described.
39
Fergusson, Lee, Timothy A Allred, and Troy Dux. "Work-Based Learning and Research for Mid-Career Professionals: Professional Studies in Australia." Interdisciplinary Journal of e-Skills and Lifelong Learning 14 (2018): 001–17. http://dx.doi.org/10.28945/3930.
Full textAbstract:
Aim/Purpose: Work-based learning has been identified in the literature, and is established in academia and in the global worlds of work; however, an examination of work-based research, particularly at the doctoral level, has been less well articulated. Moreover, a paucity of published literature on either work-based research or Professional Studies means little is known about the dynamics and drivers of these domains. This study aims to begin addressing the shortfall in literature on work-based research and Professional Studies programs, using the program at University of Southern Queensland as an example Background: This paper examines work-based research in the context of the Professional Studies program at University of Southern Queensland in Australia, with which the authors are affiliated. Methodology: Analysis of work-based research includes discussion of ‘messy’ research environments and the changing nature of workplaces, along with the opportunities and challenges such environments pose for action researchers. Contribution: In addition to addressing a shortfall in the published literature on work-based research, the paper also contributes insight into the mechanisms used to promote reflective practice and the generation of professional artefacts. Findings: Often driven by altruism, work-based research as implemented in the Professional Studies program results in a so-called ‘triple dividend’, designed to benefit the individual researcher, work environment, and community of practice. Recommendations for Practitioners: To be successful contributors to work-based research, practitioners need to reflect carefully and deeply on experience, planning and outcomes, using what in this paper we call ‘micro-reflective’ (personal) and ‘macro-reflective’ (program) cycles of reflection. Recommendation for Researchers: In addition to generating new knowledge and expanding the frontiers of workplaces, work-based research is often motivated by complicated and wide-reaching imperatives; work-based researchers therefore need to consider the goals, objectives, priorities and vision of their work environments, as well as understand issues related to bias, ethical practice and the nature of insider research. Impact on Society: Work-based learning and research address the complexities, challenges and future demands of Australian workplaces along with the work, mobility and personal development needs of mid- to senior-career professionals. Future Research: In addition to the multitude of action research programs possible in work-places in Australia, more research is needed to understand higher education work-based learning and its relation to, and impact on, work-based research, particularly when applying mixed methods research to work environments.
40
Abrahams, C., S. Verma, R. Glazier, L. Jaakkimainen, and S. Shultz. "16. Postgraduate training and its effect on practice location, career choice and practice profile: Tracking 10 years of output from the University of Toronto." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 36. http://dx.doi.org/10.25011/cim.v30i4.2776.
Full textAbstract:
The purpose of this study is to investigate the relationship between location and specialty of training and practice characteristics such as type of practice (i.e. community versus academic), socio-demographic profile of patients and their complexity, hospital/health facility affiliations and workload/productivity.
The analysis required an extraction of registrant data from the University of Toronto Postgraduate Web Evaluation and Registration (POWER) system for a cohort of exiting residents and fellows from 1993 to 2003. The data extract was linked to several administrative databases held by ICES, including physician practice and billing information from the Ontario Health Insurance Plan (OHIP) and anonymized patient demographic data from the Registered Persons Database (RPDB).
Results of this study will inform workforce policy issues such as the overall contribution made by Toronto graduates to Ontario, other Canadian provinces and international practice pool of physicians, trends regarding medical career choice, similarities and differences between career choices of International Medical Graduates versus Canadian Medical Graduates, impact of location/program of training, impact of length of training and profile/geography of patients served by graduates of Toronto. The study will aim to create a methodology/template for analysis that can be applied to other medical schools and catchment areas in human health resource planning.
Chan B, Willett J. Factors Influencing Participation in Obstetrics by Obstetrician-Gynecologists. 2004; 103(3):493-498.
Noble J, Baerlocher MO. Future Practice Profiles of Canadian Medical Trainees. Clinical and Investigative Medicine 2006; 29(4):288-289.
Watson DE, Katz A, Reid RJ, Bogdanovic B, Roos N. Family Physician Workloads and Access to Care in Winnipeg: 1991 to 2001. Canadian Family Physician 2004; 171(4):339-342.
41
Hillier, Morgan, Shelley McLeod, Danny Mendelsohn, Bradley Moffat, Audra Smallfield, Akram Arab, Ashley Brown, and Robert Sedran. "Emergency medicine training in Canada: a survey of medical students' knowledge, attitudes, and preferences." CJEM 13, no. 04 (July 2011): 251–58. http://dx.doi.org/10.2310/8000.2011.110333.
Full textAbstract:
ABSTRACTObjectives:The objective of this study was to assess medical students' knowledge of and attitudes toward the two Canadian emergency medicine (EM) residency programs (Fellow of the Royal College of Physicians of Canada [FRCPC] and Certificant of the College of Family Physicians-Emergency Medicine [CCFP-EM]). Additionally, medical students interested in EM were asked to select factors affecting their preferred choice of residency training program and their intended future practice.Methods:Medical students enrolled at The University of Western Ontario for the 2008–2009 academic year were invited to complete an online 47-item questionnaire pertaining to their knowledge, opinions, and attitudes toward EM residency training.Results:Of the 563 students invited to participate, 406 (72.1%) completed the survey. Of the respondents, 178 (43.8%) expressed an interest in applying to an EM residency training program, with 85 (47.8%) most interested in applying to the CCFP-EM program.The majority of respondents (54.1%) interested in EM believed that there should be two streams to EM certification, whereas 18.0% disagreed. Family life and control over work schedule appeared to be common priorities seen as benefits of any career in EM. Other high-ranking factors influencing career choice differed between the groups interested in CCFP-EM and FRCPC. The majority of students interested in the CCFP-EM residency program (78%) reported that they intend to blend their EM with their family medicine practice. Only 2% of students planned to practice only EM with no family medicine.Conclusions:This is the first survey of Canadian medical students to describe disparities in factors influencing choice of EM residency stream, perceptions of postgraduate work life, and anticipated practice environment.
42
Kaushiva, Pavni, and Chetan Joshi. "Women’s re-entry after a career break: Efficacy of support programs." Equality, Diversity and Inclusion: An International Journal 39, no. 8 (May 23, 2020): 849–64. http://dx.doi.org/10.1108/edi-09-2019-0240.
Full textAbstract:
PurposeThere is a recent organizational focus on increasing and managing gender diversity with stress on supportive policies for working mothers. The purpose of this paper is to examine the effect of one such supportive policy (i.e. completion of company-initiated internship programs) designed to help women return to the workforce post a career break.Design/methodology/approachThe study uses an experimental design to compare the evaluation of a woman applicant who has a career break with the evaluation of a woman applicant who has completed a support program after a career break. Variance in the evaluation of the applicant on the parameters – educational qualification, professional qualification, fit with job description and invite for an interview is tested. The study also examines the effect of individuals’ neosexist attitude on their evaluation of the applicant. Data were collected from 109 participants having an average age of thirty-two years (SD = 5.97), and average work experience of 9 years (SD = 5.20).FindingsResults show that completion of a support program, as well as neosexism, have a main effect on the evaluation of job fit.Practical implicationsResults have implications for employee-training programs, as well as development programs for women re-entering the workforce post a career break.Originality/valueThis paper is the first to study the efficacy of internship programs for re-entry of women, started by various multi-national companies in India. It extends the application of neosexism to such initiatives, which are not affirmative action, highlighting the changing nature of sexism.
43
Yanay, Hadas, and Juan Battle. "Refugee Higher Education & Participatory Action Research Methods: Lessons Learned From the Field." Radical Teacher 120 (August 18, 2021): 50–60. http://dx.doi.org/10.5195/rt.2021.883.
Full textAbstract:
Refugee access to higher education is devastatingly low. Recognizing the complex barriers facing refugee learners, global educational initiatives are innovating flexible learning models which promote blended online and in-person learning modalities. This article describes the implementation of a five month, online-based internship pilot offered to 21 refugee participants in qualitative and quantitative research methods, through a participatory action research (PAR) framework in five different countries -- Malawi, Kenya, South Africa, Rwanda, and Lebanon. The internship is part of the Global Education Movement (GEM), which brings refugees accredited online college degree and career development opportunities. Through direct engagement, observation of the internship and feedback from staff and participants, we highlight the ways in which the PAR model can serve as a dynamic learning approach to engage refugees in research practice and an evaluative tool of the GEM program. While the use of online learning presented several clear advantages, such as engaging multiple GEM sites simultaneously or insulating students from delayed studies due to the Coronavirus pandemic, it also revealed variations in student competencies across program sites. In this article, we review the GEM PAR internship, its lessons learned and propose recommendations for future programming.
44
Trott, Carlie D., and Andrea E. Weinberg. "Science Education for Sustainability: Strengthening Children’s Science Engagement through Climate Change Learning and Action." Sustainability 12, no. 16 (August 9, 2020): 6400. http://dx.doi.org/10.3390/su12166400.
Full textAbstract:
Scientists and sustainability scholars continue to make urgent calls for rapid societal transformation to sustainability. Science education is a key venue for this transformation. In this manuscript, we argue that by positioning children as critical actors for sustainability in science education contexts, they may begin to reimagine what science means to them and to society. This multi-site, mixed-methods study examined how children’s climate change learning and action influenced their science engagement along cognitive, affective, and behavioral dimensions. For fifteen weeks, ten- to twelve-year-olds participated in an after-school program that combined on-site interactive educational activities (e.g., greenhouse gas tag) with off-site digital photography (i.e., photovoice process), and culminated in youth-led climate action in family and community settings. Participants were 55 children (M = 11.1 years), the majority from groups underrepresented in science (52.7% girls; 43.6% youth of color; 61.8% low-income). Combined survey and focus group analyses showed that, after the program, science became more relevant to children’s lives, and their attitudes towards science (i.e., in school, careers, and in society) improved significantly. Children explained that understanding the scientific and social dimensions of climate change expanded their views of science: Who does it, how, and why—that it is more than scientists inside laboratories. Perhaps most notably, the urgency of climate change solutions made science more interesting and important to children, and many reported greater confidence, participation, and achievement in school science. The vast majority of the children (88.5%) reported that the program helped them to like science more, and following the program, more than half (52.7%) aspired to a STEM career. Lastly, more than a third (37%) reported improved grades in school science, which many attributed to their program participation. Towards strengthening children’s science engagement, the importance of climate change learning and action—particularly place-based, participatory, and action-focused pedagogies—are discussed.
45
Burns, Heather, and Megan Schneider. "Insights from Alumni: A Grounded Theory Study of a Graduate Program in Sustainability Leadership." Sustainability 11, no. 19 (September 24, 2019): 5223. http://dx.doi.org/10.3390/su11195223.
Full textAbstract:
This grounded theory action research study examines the impact of a graduate sustainability leadership program through the lens of its alumni. The study reveals elements of the leadership program that had the most impact on the lives and careers of its alumni, as well as suggestions for how the program could better prepare students in the future. This study finds that impactful sustainability leadership programs might incorporate opportunities for: paradigm and perspective shifts; a culture of support and care; holistic personal growth and development; experiential community-based learning opportunities; and leadership tools and skills that students can practice and use. This study also indicates that future students of sustainability leadership in higher education could benefit from more career preparation and job transition support, and from more emphasis on critical theory, social justice, and diversity/inclusion in all coursework. Implications for program design and implementation are discussed, including suggestions for future practice.
46
Hartono, Hartono, and Ana Musdalifah. "Layanan Klasikal Bimbingan Karier dengan Media PPT Berbasis Object Superiority Effect untuk meningkatkan Pemahaman Diri dan Pemahaman Karier Siswa SMA." Jurnal Bimbingan dan Konseling Terapan 3, no. 1 (June 30, 2019): 1. http://dx.doi.org/10.30598/jbkt.v3i1.891.
Full textAbstract:
Self- knowledge and career knowledge of high school students are important aspects that need to be improved. This study aims to determine the significance of improvement in aspects of self-knowledge and career knowledge aspects of high school students through the classical service of career guidance using PowerPoint media based on object superiority effects, which was designed using the one-cycle classroom action research method in the students population of class XII of ITP high school at Surabaya city with a sample of 78 students taken by random class techniques. The research data was collected using the scale of students' self-knowledge and the scale of students' career knowledge. The research data were analyzed using parametric statistical t test techniques with the help of the SPSS for Windows version 23.0 program. The results of the data analysis of students’ self-knowledge obtained a value of t = -.399 at a significant level of .691 which means not significant, while the results of data analysis of students' career knowledge obtained a value of t = -1.758 at a significant level of .081, which also means insignificant. The results of this study indicate that the classic service actions of career guidance using PowerPoint media based on object superiority effects significantly cannot improve self-knowledge and career knowledge of high school students. Based on the results of this study, it is recommended that further research be conducted by using integrated guidance and counseling services in an effort to improve self- knowledge and career knowledge of high school students.
47
Gorecki, Laryssa, and Carol Doyle-Jones. "Centering Voices: Weaving Indigenous Perspectives in Teacher Education." Canadian Journal of Action Research 21, no. 3 (July 23, 2021): 115–41. http://dx.doi.org/10.33524/cjar.v21i3.536.
Full textAbstract:
The value of weaving Indigenous perspectives into the mainstream curricula of Ontario teacher education programs is gaining prominence (Bell & Brant, 2015; Nardozi, Restoule, Broad, Steele, & James, 2014; Tanaka, 2016). Since the Truth and Reconciliation Commission of Canada’s Calls to Action (2015), efforts are being made across Ontario to “educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms” (TRC #62, p. 7). Despite growing efforts within teacher preparation programs, many settler teacher candidates are still anxious (Kanu, 2011; Morcom & Freeman, 2019); they fear practicing inadvertent cultural appropriation, and/or offending or misinforming their students and colleagues. To address these concerns, we posed the research question: What impact would Indigenous guest speakers and workshop leaders have on helping Settler teacher candidates navigate Indigenous content in a culturally appropriate and respectful manner? Using an action research framework, we explored how Indigenous ways of knowing impacted the attitudes of teacher candidates in a Bachelor of Education program. The data we collected suggests that by listening to and learning from Indigenous teachings, teacher candidates can attain a deeper understanding of relationality (Wilson, 2008) as it applies to Indigenous ways ofknowing. While certain questions remained, pre-service teachers had an increased knowledge of Indigenous content, and felt more comfortable integrating Indigenous perspectives into their classroom practice.
48
Perry, J. Adam. "Play-making with migrant farm workers in Ontario, Canada: a kinesthetic and embodied approach to qualitative research." Qualitative Research 18, no. 6 (January 1, 2018): 689–705. http://dx.doi.org/10.1177/1468794117743463.
Full textAbstract:
This article is a reflection on the use of theatre creation in qualitative research with migrant farm workers in Ontario, Canada. In this article I examine how the fundamentally embodied and kinesthetic dimensions of seasonal agricultural workers’ lives in Canada highlight the need to seek out and develop corresponding embodied approaches that are able to access and accurately represent the fraught and dynamic nature of workers’ experiences. I bring together ideas from both arts-informed research and participatory action research, and I examine how engaging research participants directly in collective theatre creation can effectively disrupt accepted ways of being and offer an important intervention on worker habitus. I reflect on how through incorporating an element of play-creation in the qualitative research process, I was able to a) access forms of knowledge that may otherwise have remained tacit and b) offer a disruption of the norms of isolation and antagonism endemic to daily life in Canada’s Seasonal Agricultural Worker Program. This article contributes to debates concerning the role of the arts in qualitative and action research, as well as to those researchers who are seeking innovative ways of designing and implementing qualitative research in the areas of precarious work and citizenship.
49
Murray, Christine E., Amber L. Pope, and P. Clay Rowell. "Promoting Counseling Students’ Advocacy Competencies through Service-Learning." Journal for Social Action in Counseling & Psychology 2, no. 2 (October 1, 2010): 29–47. http://dx.doi.org/10.33043/jsacp.2.2.29-47.
Full textAbstract:
This article describes an action research evaluation of a service-learning advocacy project implemented in doctoral-level and masters-level classes in a CACREP-accredited counseling program. The project involved students working together (a) to develop public policy guides related to the 2008 Presidential election and (b) to plan and implement an event designed to inform the public about policies relevant to sexuality, career issues, and mental health. The qualitative action research evaluation of the project focused on students’ perceptions of the project throughout its implementation. The results indicate that the project holds value for student learning and service to the community, although students may vary in their perceptions of the project. The authors conclude with future directions for research and counselor education.
50
Prabowo, Sakti. "PERSEPSI CALON PELAMAR KERJA TERHADAP TEMPAT KERJA IDEAL STUDI KASUS MAHASISWA TINGKAT AKHIR UNIVERSITAS DI INDONESIA." JURNAL MANAJEMEN KEUANGAN PUBLIK 1, no. 2 (November 11, 2017): 107–14. http://dx.doi.org/10.31092/jmkp.v1i2.141.
Full textAbstract:
Perception Research of Talent to Ideal Workplace Case Study of Final-Year University in Indonesia aims to describe the dominant factors behind the career choice of students and to know the level of student interest for a career in the Ministry of Finance. Respondent surveys are final-year university students, consist of 20 best universities in Indonesia and 5 (five) Universities that manifest affirmative action program as representative from outside East Java / Indonesia. Based on the results, the perception of talent on the selection of the ideal place of work according to the respondent is a company / organization that provides high income, good career opportunities and a comfortable working environment. 80,7% of respondents stated their approval that the Ministry of Finance has a positive image as an ideal workplace according to respondents' choice. Meanwhile, in the competition of the national job market, the Ministry of Finance is ranked second place where the worker is considered ideal and desired by the respondents, under PT Pertamina which is ranked number one.