First Nations,Métis and Inuit presence in the Newfoundland and Labrador curriculum

This article responds to the Truth and Reconciliation Commission Canada’s 2015 call for the education of Canadians about ‘residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada.’ It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of the 13 provinces and territories of Canada. The analysis is based on academic research and consultations with First Nations, Métis and Inuit peoples (FNMI) educators, educational administrators and knowledge holders. Although there is evidence of reform, as a whole the curriculum suffers from silences and lack of context, problematic placement and associations, the intrusion of settler perspectives, contradiction over judgement about issues related to FNMI peoples and inconsistency that undermine efforts at reform. This article provides guidance to curriculum designers, textbook writers, teachers and administrators participating in the decolonization of education in Canada.     

Explaining Cross-Country Differences in Attitudes Towards Immigration in the EU-15

In this paper, we use data from the first two rounds of the European Social Survey to analyze the extent to which differences in average attitudes towards immigration across the EU-15 countries may be explained by differences in socioeconomic characteristics and individually perceived consequences of immigration, using an extension of a decomposition technique developed by Fairlie (2005). We find that despite the significant effects of socioeconomic characteristics on attitudes, differences in the distributions of these characteristics can only explain a modest share of the cross-country variation in average attitudes. A larger part can be explained by differences in perceived consequences of immigration, but the main part is still left unexplained. Apart from providing useful input for policy makers working in the area of immigration policy, this raises a number of questions for further research for which the ESS data can be successfully applied.

Health-Promoting Influences of the Family on Late Adolescent Functioning

This study examined whether potentially modifiable health-promoting family factors during mid-adolescence (age 15) predicted adaptive functioning in late adolescence (age 18) among members of a working-class community cohort. Family factors included feeling valued in the family, cohesion, and social support. Late adolescent outcomes covered developmentally salient areas: academic functioning; mental health; suicidal behavior; and social, psychological, and behavioral functioning. Our findings demonstrate that a positive adolescent family milieu is related to both adaptive outcomes and a reduced likelihood of serious difficulties, including mental and behavior problems. Although each hypothesized health-promoting factor was significantly associated with multiple areas of age 18 functioning, the patterns of association differed by type of family factor. Taken together, results suggest that the family remains an important social context during mid-adolescence and that to be most effective programs designed by practitioners aimed at strengthening families should target multiple features of the family environment.     

Creating safe learning environments: Developing and maintaining class cohesion

This paper reports on an Australian study that was conducted in two distinct phases. Phase One examined the belief systems of 28 experienced language teachers, while Phase Two used the theoretical framework generated by the teachers to document the social evolution of eight intensive English language classes containing adult learners from diverse cultural and linguistic backgrounds. Phase One revealed that language teachers place high value on class cohesion, believing that classes that operate as cohesive groups provide safe environments for language learning. Phase Two described a range of individual and collective classroom behaviours and identified a variety of strategies used by teachers in their attempts to develop and maintain class cohesion. The study has implications for pedagogy because it foregrounds the importance of class cohesion and identifies the kinds of classroom behaviours that can enhance the development of cohesiveness in language classes. It also raises the question of the degree to which students do actually feel safe in "safe" learning environments.     

A Case Study Evaluating the Risk of Infection from Middle Eastern Respiratory Syndrome Coronavirus (MERS‐CoV) in a Hospital Setting Through Bioaerosols

Middle Eastern respiratory syndrome, an emerging viral infection with a global case fatality rate of 35.5%, caused major outbreaks first in 2012 and 2015, though new cases are continuously reported around the world. Transmission is believed to mainly occur in healthcare settings through aerosolized particles. This study uses Quantitative Microbial Risk Assessment to develop a generalizable model that can assist with interpreting reported outbreak data or predict risk of infection with or without the recommended strategies. The exposure scenario includes a single index patient emitting virus‐containing aerosols into the air by coughing, leading to short‐ and long‐range airborne exposures for other patients in the same room, nurses, healthcare workers, and family visitors. Aerosol transport modeling was coupled with Monte Carlo simulation to evaluate the risk of MERS illness for the exposed population. Results from a typical scenario show the daily mean risk of infection to be the highest for the nurses and healthcare workers (8.49 × 10^?4 and 7.91 × 10^?4, respectively), and the lowest for family visitors and patients staying in the same room (3.12 × 10^?4 and 1.29 × 10^?4, respectively). Sensitivity analysis indicates that more than 90% of the uncertainty in the risk characterization is due to the viral concentration in saliva. Assessment of risk interventions showed that respiratory masks were found to have a greater effect in reducing the risks for all the groups evaluated (>90% risk reduction), while increasing the air exchange was effective for the other patients in the same room only (up to 58% risk reduction).