Reports

While there is no evidence of a looming skills crisis, the authors of this report argue that Canada can do much better to improve the efficiency of its labour market.

This report is part of a labour market information study initiated by the Canadian Trucking Human Resources Council (CTHRC) to help address current and future human resource requirements.

In 2005, Dietitians of Canada (DC), the national association of registered dietitians, launched an online decision-support service for dietetic practitioners called Practice-based Evidence in Nutrition (PEN).

This study investigated perceptions within the Iranian community of the Greater Vancouver Area about the Government of British Columbia’s health information program, and explored a model for introducing the program to other ethnic communities in the province.

This study evaluates the effectiveness of “Talk to Your Doc” workshops presented by University of British Columbia medical students in Vancouver high schools as a volunteer outreach program since 1998.

This document describes a study undertaken to evaluate the impact of using simulation to educate police officers about mental illness and about how to respond effectively to common critical incidents involving mentally ill persons. The study involved focus groups, surveys, and a scale that measures opinions about mental illness.

The term Health Promoting School (HPS) refers to the idea that a school can promote both the health and the learning needs of its students. The goal of this study was to establish indicators of student health and wellbeing associated with school policies and practices, and to further the understanding of the HPS through quantitative and qualitative analysis.

This paper highlights some of the contemporary challenges facing postsecondary education in Canada and focuses on the need for a system that is more democratic, open, and accessible.

This document describes a project undertaken to develop guidelines for teaching sexual health education to children and youth with physical disabilities.

This paper describes the experiences of a university researcher and five teachers from a school district in Newfoundland and Labrador as they planned and implemented a Problem-Based Learning (PBL) science curriculum. In PBL, the teacher acts as a facilitator as students, working individually or in small groups, find workable solutions to problems.