347 research outputs found
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No Return Ticket: CBSA Deportation in Canada
No full textViewed through the theoretical lens of securitization theory & moral regulation, this thesis examines deportation and detainment in Canada across CBSA jurisdictional regions. Furthermore, this thesis attempted to explain how deportation and detainment trends changed since 2005, and what may be possible causes. Being a descriptive analysis study, this thesis utilizes a documentary research methodology to gather data, while using current literature to explain border security and deportation in Canada—bolstering results from the analysis on deportation and detainment statistics. The findings from the results ultimately provide new insight for CBSA, as well as for future research into the efficacy of operations of CBSA and the status quo on border security.
Findings from this thesis show deportation rates, across the majority of CBSA jurisdictional regions, have been steadily declining since 2005. Furthermore, it was found as deportation rates decline, average days detained and detention rates have increased nationally since 2005. Although this thesis was able to answer its research question in part, it was not able to answer any causes of change because of a lack of literature on the topic—which is a gap of knowledge future researchers can address
The Notion Of Criminal Intent: The Evolution Of Mens Rea In Criminal Law
No full textAn Honours Project submitted in partial fulfilment of The Degree requirement for the degree of Bachelor of Arts - Criminal Justice (Honours)
A Research Paper on The Meaning of Mens Rea in Criminal LawThis thesis evaluates the legal concept of mens rea to better understand its meaning and significance in criminal law. Included in this thesis is the examination of the evolution of criminal law from Roman law to today's Canadian criminal law, through the lens of the foundational principle of mens rea, through its application in numerous Supreme Court of Canada cases, has either reinforced the interpretation of laws or set out a new framework on how the law should be interpreted. The purpose of this paper is to illustrate how mens rea guided criminal law by emphasizing the purpose of the justice system, the purpose and significance of the mental element within an offence; how the law is interpreted using the concept of mens rea, the degree of culpability within an offence; and a higher standard of burden of proof. Mens rea has many functions such as to guard against the wrongful conviction of morally innocent individuals and to protect our society from those who caused harm. Mens rea also helps distinguish between the degrees of moral blameworthiness within each crime and to understand the concept of burden of proof. Lastly, mens rea is critical in a court's determining of appropriate punishment. Finally, this thesis links the concept of mens rea to legal defences in criminal law
A Historical Analysis of the Substantive Principles of Fundamental Justice under Section 7 of the Canadian Charter of Rights and Freedoms
No full textThe Principles of Fundamental Justice ascribed under section 7 of the Charter of Rights and Freedoms are a commonly misunderstood and an ambiguous area of Canadian law. Within the Canadian context, the Supreme Court’s interpretations of these principles give them incredible weight and significance, while giving little definition or explanation. Drawing on case law from the Supreme Court of Canada, this thesis examines the Supreme Court’s interpretation of substantive principles of fundamental justice for the purpose of evaluating their importance and use within Canadian law. The Court is reluctant to provide precise definitions of these principles for the purpose of increased interpretive power in the future. Due to the Charter’s relatively young age and the emergence of significant topics under section 7, the Court denies furthering what the principals of fundamental justice are in order to better protect the right to life, liberty and security of person in the future
Open enough? Eight factors to consider when transitioning from closed to open resources and courses: A conceptual framework
No full textTransitioning from closed courses and educational resources to open educational resources (OER) and open courseware (OCW) requires considerations of many factors beyond simply the use of an open licence. This paper examines the pedagogical choices and trade-offs involved in creating OER and OCW. Eight factors are identified that influence openness (open licensing, accessibility and usability standards, language, cultural considerations, support costs, digital distribution, and file formats). These factors are examined under closed, mixed and most open scenarios to relatively compare the amount of effort, willingness, skill and knowledge required. The paper concludes by suggesting that maximizing openness is not practical and argues that open educators should strive for ‘open enough’ rather than maximal openness
Foreword to Building Teaching and Learning Communities: Creating Shared Meaning and Purpose
No full textC. Gibson & S. Mader (Eds.), Building teaching and learning communities: Creating shared meaning and purpose. Association of College & Research Libraries: Atlanta.The abstract introduces this collection of essays bridging the gap between librarians and the professional development (POD) community
A Reading-Writing Assignment Based on Popular Literature To Enhance Learning about Microbiology
No full textIn order to stimulate engagement in microbiology, a reading-writing assignment based on a narrative popular science book was created for a one-semester introductory microbiology course. In order to encourage critical thinking, students were required to formulate a question related to the book to research and report on. Active learning was supported by guidance and feedback at each stage of the assignment. The assignment components were graded according to a rubric based on the learning outcomes: reading comprehension, question formulation, literature research, synthesis, and written communication. Median scores for the assignment components indicated that students successfully demonstrated the learning outcomes. A question was included on the final examination, asking students to summarize their most important learning from the assignment. Qualitative analysis of the exam answers revealed a wide variety of lessons learned about the practical applications of microbiology. On average, students scored better on the assignment and the assignment-related exam question than on the final exam. There was no significant correlation between a student’s performance on the final exam and their performance on either of the assignment-related assessments, suggesting that the assignment benefited students regardless of their exam-taking capability. According to surveys administered at the end of the introductory microbiology course and again when students were enrolled in a senior microbiology course, a strong majority of students found the reading-writing assignment to be engaging and informative. This assignment may be modified in various ways in order to suit the needs of other courses
Open Enough? Eight Factors to Consider when Transitioning from Closed to Open Resources and Courses: A Conceptual Framework
No full textThis presentation was given at the 2018 Open Education Global Conference in Delft, Netherlands.There is both a feeling of excitement and hesitation when mentioning open educational resources (OERs) to university educators. The idea of being an “open educator” and using only openly licensed teaching materials sounds noble. Such an approach has the potential to benefit students on multiple fronts. However, making the transition from closed to open resources requires a significant time investment from the instructor and requires specialized knowledge. These skills include an understanding of open licensing/copyright, accessibility standards, language and cultural considerations, anticipated support costs for the resource, digital distribution, file formats, and potential pedagogical implications. Furthermore, there are conflated definitions of “openness” in teaching - some of which do not necessarily rely on OER (Pomerantz, 2016; Pierce, 2016; Hegarty, 2015). The literature on OER is somewhat lacking as it relies heavily on institutional case studies and does not provide much guidance to educators who want to adopt or create OER. This presentation is intended primarily for university educators, although many aspects will resonate with instructional designers and librarians. We will review the literature on OER and openness in education to identify the major challenges educators face when adopting an open approach to teaching. We will also explore the various approaches to openness in education (Nasccimbeni, Fabio and Burgos, & Daniel, 2016; White & Manton, 2011). Second, drawing on the challenges and considerations identified in the literature, we will propose an eight-factor conceptual scale (Authors, 2017) for measuring openness, which will help educators understand what openness looks like for each of the OER factors. We will explore what the implications of “absolute openness” are and how some approaches to openness can negatively impact student learning. Participants will leave this presentation with practical knowledge that will prepare them when transitioning to OER for their teaching
Transforming the sage on the stage into a guide on the side
Get PDFEducation column in the Canadian Chemistry New
Transdisciplinary or Pedagogically Distinct? Disciplinary Considerations for Teaching Certificates in Higher Education
Get PDFThis research provides an analysis of disciplines and disciplinary differences regarding the pedagogical value and content of post-graduate teaching certificates in higher education. Findings and recommendations are based upon a survey (N = 450) of department heads and doctoral students at Canadian research-focused universities. Participants were surveyed regarding their perceptions of the value of a credentialed teaching certificate for new academics seeking employment, as well as whether they believe the pedagogical knowledge and skills that typically comprise teaching certificates are valuable. Examining whether a strongly held disciplinary identity in more senior academics contributes to these differences, the survey results demonstrate significant differences between disciplines for the overall value and, in some areas, the content of teaching certificates, especially in department head responses. Relatedly, the open-ended survey comments show a deeply ingrained disciplinary identity, particularly for those holding the department head roles, which in turn reflected several participants’ perceptions of disciplinary teaching and learning knowledge and skills as holding superior value to generic, transdisciplinary programs. Recommendations include a renewed focus in educational development initiatives on linking transdisciplinary approaches to specific disciplinary contexts, further connecting overarching pedagogical theories to pedagogical content knowledge as it is translated in practice