The Ontario Municipal Freedom of Information and Protection of Individual Privacy Act: an analysis of its application to school boards

In Canada freedom of information must be viewed in the context of governing -- how do you deal with an abundance of information while balancing a diversity of competing interests? How can you ensure people are informed enough to participate in crucial decision-making, yet willing enough to let some administrative matters be dealt with in camera without their involvement in every detail. In an age when taxpayers' coalition groups are on the rise, and the government is encouraging the establishment of Parent Council groups for schools, the issues and challenges presented by access to information and protection of privacy legislation are real ones. The province of Ontario's decision to extend freedom of information legislation to local governments does not ensure, or equate to, full public disclosure of all facts or necessarily guarantee complete public comprehension of an issue. The mere fact that local governments, like school boards, decide to collect, assemble or record some information and not to collect other information implies that a prior decision was made by "someone" on what was important to record or keep. That in itself means that not all the facts are going to be disclosed, regardless of the presence of legislation. The resulting lack of information can lead to public mistrust and lack of confidence in those who govern. This is completely contrary to the spirit of the legislation which was to provide interested members of the community with facts so that values like political accountability and trust could be ensured and meaningful criticism and input obtained on matters affecting the whole community. This thesis first reviews the historical reasons for adopting freedom of information legislation, reasons which are rooted in our parliamentary system of government. However, the same reasoning for enacting such legislation cannot be applied carte blanche to the municipal level of government in Ontario, or - ii - more specifially to the programs, policies or operations of a school board. The purpose of this thesis is to examine whether the Municipal Freedom of Information and Protection of Privacy Act, 1989 (MFIPPA) was a neccessary step to ensure greater openness from school boards. Based on a review of the Orders made by the Office of the Information and Privacy Commissioner/Ontario, it also assesses how successfully freedom of information legislation has been implemented at the municipal level of government. The Orders provide an opportunity to review what problems school boards have encountered, and what guidance the Commissioner has offered. Reference is made to a value framework as an administrative tool in critically analyzing the suitability of MFIPPA to school boards. The conclusion is drawn that MFIPPA appears to have inhibited rather than facilitated openness in local government. This may be attributed to several factors inclusive of the general uncertainty, confusion and discretion in interpreting various provisions and exemptions in the Act. Some of the uncertainty is due to the fact that an insufficient number of school board staff are familiar with the Act. The complexity of the Act and its legalistic procedures have over-formalized the processes of exchanging information. In addition there appears to be a concern among municipal officials that granting any access to information may be violating personal privacy rights of others. These concerns translate into indecision and extreme caution in responding to inquiries. The result is delay in responding to information requests and lack of uniformity in the responses given. However, the mandatory review of the legislation does afford an opportunity to address some of these problems and to make this complex Act more suitable for application to school boards. In order for the Act to function more efficiently and effectively legislative changes must be made to MFIPPA. It is important that the recommendations for improving the Act be adopted before the government extends this legislation to any other public entities.

The Credibility and Authoritativeness of Documentary Information in Determining Refugee Status: The Canadian Experience

This article reviews the origins of the Documentation, Information and Research Branch (the 'Documentation Center') of Canada's Immigration and Refugee Board (IRB), established in 1988 as a part of a major revision of the procedure for determination of refugee status. The Documentation Center conducts research to produce documents describing conditions in refugee-producing countries, and also disseminates information from outside. The information is available to decision-makers, IRB staff, counsel and claimants. Given the importance of decisions on refugee status, the article looks at the credibility and the authoritativeness of the information, by analyzing the structure of information used. It recalls the different types of information 'package' produced, such as a country profiles and the Question and Answer Series, the Weekly Madia Review, the 'Perspectives' series, Responses to Information Requests and Country files, and considers the trend towards standardization across the country. The research process is reviewed, as are the hiring criteria for researchers, the composition of the 'collection', how acquisitions are made, and the development of databases, particularly on country of origin (human rights material) and legal information, which are accessible on-line. The author examines how documentary information can be used by decision-makers to draw conclusions as to whether the claim has a credible basis or the claimant has a well-founded fear of persecution. Relevant caselaw is available to assess and weigh the claim. The experience of Amnesty International in similar work is cited for comparative purposes. A number of 'safeguards' are mentioned, which contribute to the goal of impartiality in research, or which otherwise enhance the credibility of the information, and the author suggests that guidelines might be drafted to explain and assist in the realization of these aims. Greater resources might also enable the Center to undertake the task of 'certifying' the authoritativeness of sources. The author concludes that, as a new institution in Canadian administrative law, the Documentation Center opens interesting avenues for the future. Beacause it ensures an acceptable degree of impartiality of its research and the documents it produces, it may be a useful model for others tribunals adjudicating in fields where evidence is either difficult to gather, or is otherwise complex.

Validation of the couples' cancer communication scale

Un diagnostic de cancer du sein met la relation d’un couple à l'épreuve. La communication à propos du cancer peut aider les conjoints à s’appuyer mutuellement afin de mieux s’adapter à la maladie. Cependant, dans la documentation existante, peu d’échelles mesurent explicitement cette forme de communication. Ce projet avait pour but de valider l’échelle de communication des couples aux prises avec le cancer (CCC). Les patientes (N = 120) et leurs conjoints (N = 109) ont été interrogés au sujet de leur expérience avec le cancer du sein. Une analyse factorielle performé sur l’ensemble des données a permis de retenir deux facteurs pour l’échelle CCC, l’évitement et l’ouverture à la communication. L’échelle a démontré une bonne validité convergente avec le Primary Communication Inventory (r = .54, p <.01 patientes; r = .55, p <.01 partenaires). Finalement, l’échelle CCC prédit la dépression (Δr² = 0.029) et l’ajustement marital (Δr² = 0.032) au-delà de la communication générale. Avec plus ample développement, l'échelle actuelle pourrait servir à des fins de recherche ainsi que dans des contextes cliniques où une évaluation après un diagnostic de cancer permettrait, au besoin, la mise en oeuvre précoce d’interventions sur la communication conjugale au propos de la maladie.

The Minimum core for information and communication technology : knowledge, understanding and personal skills.

Guía práctica sobre tecnologías de la información y la comunicación para profesores en formación (nivel bachillerato). Les permite identificar y desarrollar sus propias habilidades tecnológicas aplicadas a la enseñanza y al mismo tiempo apoyar la evolución de los alumnos. Contiene todas las áreas claves de conocimiento, compresión y habilidades personales, además de analizar en un contexto amplio cómo las habilidades tecnológicas en información y comunicación se adquieren y se desarrollan a nivel personal, social y cultural. El contenido está adaptado para la obtención de los certificados QTLS (Qualified Teacher, Learning and Skills) y ATLS (Associate Teacher, Learning and Skills).

Information and communication technology for ISEB certificate of achievement (ages 8-13).

Libro de texto para alumnos de Tecnologías de la Información y la Comunicación de enseñanza primaria y primer ciclo de enseñanza secundaria, orientado a la consecución del certificado de ISEB (Information Systems Examinations Board). Está estructurado en seis módulos: presentación de la información (procesadores de texto y software de presentación de contenidos), tratamiento de datos, gráficos, programación y sistemas de control, uso de ordenadores, Internet y correo electrónico (búsqueda de información, diseño de páginas web y e-mail). Incluye un cd-rom con material de apoyo para el desarrollo de los contenidos del libro.

AQA Information and Communication Technology: The Essential Guide.

Este libro ha sido editado y actualizado para satisfacer las necesidades del AQA examen de secundaria de la asignatura Información y Tecnología de la Comunicación proporcionando grandes oportunidades para el trabajo práctico. Los temas del libro son: los sistemas de ordenador, el sistema operativo, redes de comunicación y entretenimiento, el ciclo de vida de los sistemas, procesador de textos Word, presentación del software, diseño de la Web, software para audio y DVD, transfiriendo datos entre aplicaciones, hojas de cálculo, bases de datos, redes sociales y foros, cuestiones legales relacionadas con el uso de las nuevas tecnologías, un comportamiento responsable online.

Information and communication technologies for development : examples from India and Uganda. 'Tecnologías de la información y la comunicación para el desarrollo : ejemplos en India y Uganda'.

Monográfico con el título: 'La Alfabetización Tecnológica y el desarrollo regional'. Resumen basado en el de la publicación