Unaccompanied minors in Canada: How social and legal services affect their lives in Ontario

This qualitative research examines how service provisions affect lives of unaccompanied minors in Canada. In this study I utilized a semi-structured individual interview method. Among thirteen participants in my study, five came to Canada as unaccompanied minors and eight are professionals involved with service providing organizations in the Niagara region. The unaccompanied children that I interviewed had mixed experiences. Social and legal supports were made available to some of them while one was deported. This paper employs Bhabha’s postcolonial perspective and Foucault’s governmentality to illustrate unaccompanied minors’ post-arrival situation in Canada. This paper also attempts to look at children’s rights from Hanson and Nieuwenhuys’s (2013) perspective of living rights, social justice and translations. This paper explores how the change in recent immigration law affects the lives of unaccompanied minors. Findings of this study suggest that it is important to have a consensus on the definition of an unaccompanied minor; improved data collection and record-keeping on the number of unaccompanied minors; and, having a government-approved follow up mechanism. The study recommends policy makers, service providers and scholars pay increased attention to the experiences of unaccompanied minors to ensure that adequate social and legal services are offered to an unaccompanied minor in Canada.

Recreation at Crystal Beach - Postcards

Board with six postcards of Crystal Beach. First postcard, Steamer "Americana" leaving foot of Main St. Second postcard, Divers at Crystal Beach, Canada. Third postcard, Cyclone Coaster, Crystal Beach, Ontario. Fourth postcard, Scenic Railway, Crystal Beach, Ont. Fifth postcard, Scene in the Park, Crystal Beach, Ont. Sixth postcard, Scene on the Midway, Crystal Beach, Canada.

Can Ontario Be the Next Finland? Assessing Whether the Finnish Model Can Meet the Educational Needs of Ontario, Canada

This study examines the adaptability of the Finland model to meet the educational disparities currently observed in the education system in Ontario, Canada. A literature review and a database highlight key characteristics of the Finland model. From this information, Finland and Ontario’s systems are found to be similar in the areas of systemic structure and educational philosophies, and international testing and performance standards. The systems are found to be different in the areas of geography and demographics, social perceptions and attitudes towards education, school system structure, teaching philosophies, teacher education and professional status, and standardized and high-stakes testing. Discussion regarding use of Finnish philosophies to meet Ontario’s needs in the following areas takes place: social perceptions and attitudes towards education, our teaching philosophies, our teacher education and professional status, and our use of high-stakes and standardized testing. Opportunities for future research are also discussed and the major research paper includes a workshop and survey.

Creating and Enabling a Sustainable Livelihood for Persons with Intellectual Disabilities: A Comparative Case Study of Ghana and Canada.

Abstract Despite the plethora of published studies on rights, including employment rights, for persons with intellectual disabilities (Hatton, 2002; Tarulli, et al., 2004; Ward & Stewart, 2008), relatively few have discussed their applicability to individuals with intellectual disabilities to facilitate their full involvement in socio-economic development. This study explored the mechanisms facilitating and inhibiting the full participation of persons with intellectual disabilities in the area of employment through a comparative case analysis of policies and practices in Ontario, Canada (a developed country) and in Ghana (a developing country) both of which are signatories to the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). The study employed targeted recruitment based on the nature of the research which is a combination of policy and practice investigation.

The Conceptualization and Exploration of Place Allegiance: Towards a Unified Model of Person-Place Relationships within Outdoor Recreation

The academic study of place has been generally defined by two distinct and highly refined discourses within outdoor recreation research: place attachment and sense of place. Place attachment generally describes the intensity of the place relationship, whereas sense of place approaches place from a more holistic and intimate orientation. This study bridges these two methodological and theoretical separate areas of place research together by re-conceptualizing the way in which place relationships are viewed within outdoor recreation research. The Psychological Continuum Model is used to extend the language of place attachment to incorporate more of the philosophy of sense of place while attending to the empirical strength and utility of place attachment. This extension results in the term place allegiance being coined to depict the strong and profound relationships outdoor recreationists build with their places of outdoor recreation. Using a concurrent mixed methods research design, this study explored place allegiance via an online survey (n = 437) and thirteen in-depth qualitative interviews with outdoor recreationists. Results indicate that place allegiance can be measured through a multi-dimensional model of place allegiance that incorporates behaviours, importance, resistance, knowledge and symbolic value. In addition, place allegiance was found to be related to an individual's influence on life course and his/her willingness to exhibit preservation and protection tendencies. Place allegiance plays an important role in acknowledging the importance of authentic place relationships in an effort to confront placelessness. Wilderness recreation is an important avenue for outdoor recreationists to build strong place relationships.

Drop-In Clinics for Environmental Studies Students

The delivery of library instruction to students in those areas of the sciences and the social sciences dealing with biology and the environment has a long history (Bowden & Di Benedetto 2001; Kutner 2000; Kutner & Danks 2007; Sapp 2006; Sinn 1998). Often these instruction sessions take the form of a one hour lecture or workshop at the start of a semester before the students have begun their projects or papers. This "one-shot" approach, though popular, has its limitations. It may not be offered at a time when the students will actually start making use of library resources, it may not be tied very specifically to a particular assignment, or it may be too general in nature to be of much use to students later on when they need to look at particular topics in much more depth than can be addressed in one such session. The following article describes another approach: the strategic use of drop-in clinics as a method of instruction in which the students themselves determine how the instruction proceeds.