Social Sciences And Humanities Research Council Of Canada Research Articles

Impacts to address sexual violence in Canada and internationally

Impacts to address sexual violence in Canada and internationally Shaheen Shariff, Ph.D. is James McGill Professor and Project Director of iMPACTS, which focuses on addressing sexual violence in Canada and internationally. Led by Professor Shaheen Shariff, Ph.D., iMPACTS is a multi-year, multi-million dollar Partnership Grant funded by the Social Sciences and Humanities Research Council of Canada (SSHRC). The overarching goal of iMPACTS is to unearth, dismantle, and prevent sexual violence within universities and, ultimately, in society, through evidence- based research that informs sustainable curriculum and policy change. Professor Shariff is James McGill Professor in the Department of Integrated Studies in Education at the Faculty of Education at McGill University, and she is the Project Director of this SSHRC Partnership Grant. Professor Shariff grounds her work in the intersection of law and education, focusing on human rights and constitutional issues, diversity, legal pluralism, and civil society.

Congruence between teachers’ and parents’ role construction and expectations about their involvement in homework

This study explores individual, family and student factors in relation to parents’ and teachers’ role construction and mutual expectations regarding homework. Survey data were collected in spring 2005 from parents and teachers at both the elementary and the secondary levels. Parents’ positive attitudes toward homework are associated with more perceived responsibilities on their part. Contrary to parents at the secondary level, parents of elementary students with learning difficulties, as compared to parents of students who succeed well, do not believe as much that “checking homework and making sure that it is done” is part of their parental role. There is no difference among teachers regarding the understanding of their role in homework, regardless of attitude and work experience. At both the primary and secondary levels, teachers have higher expectations of the parents’ role in homework than parents do. Obviously, more work needs to be done related to the activities parents think that they are responsible for with respect to homework. Relative incongruence between parents’ role construction in homework and teachers’ expectations about their role should not be overlooked if we are to promote more positive family-school relationships.This research was supported by a grant from the Social Sciences and Humanities Research Council of Canada (SSHRC). The two authors are regular researchers at the Centre de Recherche et d’Intervention sur la Réussite Scolaire (CRIRES).

Nominal linkers in Iranian languages: An introduction

In some languages, a noun is linked to some of its modifiers and complements via a linking element. The cross-linguistic variation that is observed with respect to the properties and functions of nominal linkers has made their study an excellent area of research contributing to both the theory and the typology of linkers, and more broadly, to the study of nominals. Despite the importance of nominal linkers, however, a collection that solely focuses on this phenomenon has been noticeably absent in the literature. The use of nominal linkers is a prevalent feature in many Iranian languages. In this volume, we provide a description of a wide range of patterns of nominal linkers in eleven Iranian languages, delving into the intriguing behaviour of such elements and their interaction with other morphosyntactic markers. The papers in this volume are the result of research conducted under the “The Syntax of Nominal Linkers” project at the University of Toronto, funded by a Social Sciences and Humanities Research Council of Canada (SSHRC) Insight Grant (#435-2018-0527). To our knowledge, this volume is the first of its kind dedicated entirely to a single phenomenon in Iranian linguistics. We hope that this volume serves as a valuable resource for a wide range of readers, including researchers interested in nominal modification, nominal linkers, and nominal structures in general, as well as researchers and language instructors interested in Iranian languages.

Visions and practices of education as transformative tools

The six articles in this dossier were prepared for a cancelled symposium that was to take place in Salvador, Bahia, in July 2022. The planned symposium was part of a Social Sciences and Humanities Research Council of Canada (SSHRC) Connection Grant , and was to gather members of the Theory and History of Education International Research Group (THEIRG), housed at the Faculty of Education, Queen’s University (https://educ.queensu.ca/their), along with members of the History of Education Research Group (NIEPHE) (https://sites.usp.br/niephe/) and the Thematic Project Education in Borders (https://sites.usp.br/educacaoemfronteiras/) of the University of São Paulo. The papers have in common the analysis of visions of education and educational aims in relation to social conceptions of change, along with a theological, philosophical, or socio-political ethical foundation. The authors do not neglect the agency of the individual as either an individual or a collective self – neither the contextual nuances nor the unexpected implications of the educational process.

Thinking about platforming with more traditional mediatization: Lessons from audiovisual analysis

Since the mid-1990s, film and television industries are more and more confronted with the appearance of new intermediation services which have created platforms. In a project funded by the Social Sciences and Humanities Research Council of Canada (SSHRC), we try to analyze the place and role that these new services are taking in the audiovisual sector. Our corpus is composed of the platforms of four companies that have developed activities on a vast international scale, Netflix (with its service of the same name), Amazon (Prime Video service), Disney (Disney+) and Apple (Apple TV+). Based on our corpus, it seems to us that some changes have been the result of firms’ activities, but that it is not as linear as it may appear at first sight. Transformations are at work but there is also some “Old Media Persistence.” Thus, we find a certain “contamination” of old practices originating from the organization of industrial channels and forms in the mutations currently presented by these new intermediation services.

Do Differences in Analyst Quality Matter for Investors Relying on Consensus Information?

This study investigates whether investors can reap economic benefits from analyzing differences in analyst quality. Although high-quality analysts’ average forecast is more accurate than the consensus forecast for firms with a large analyst following, the benefits of using high-quality analysts’ average forecasts are not economically significant. In contrast, the value of analyst quality differentiation exists in the second moment of forecasts. High-quality analysts’ forecast dispersion gives investors an advantage in dealing with uncertainty by predicting return volatility and providing opportunities for economically significant returns using option straddle and post-earnings announcement drift investment strategies. This paper was accepted by Suraj Srinivassan, accounting. Funding: A. Rubin and A. Vedrashko thank the financial support of the Social Sciences and Humanities Research Council of Canada (SSHRC). Supplemental Material: The data are available at https://doi.org/10.1287/mnsc.2023.4699 .

Experiential Learning in a Canadian Physical Education Class: A Comparative Perspective from Pre-service PE Teachers in Canada and China

This article focuses on a comparative analysis of traditional Physical Education games and experiential learning on the part of teacher candidates enrolled in an Ontario Faculty of Education and one in Southwest China. Funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) partnership grant for research on Reciprocal Learning between Canada and China, the researchers conducted a qualitative study interviewing ten teacher candidates from the reciprocal Faculties of Education. Emergent themes included risk-taking and resilience, willingness to implement foreign practices, division of sport-related skills, and daily physical activity (DPA). Findings suggest that DPA is overlooked in Canadian classrooms; Chinese teachers are more likely to implement foreign practices, and skills development in traditional PE games is disparate between Canada and China.

Art History, Boundary Crossing, Making Worlds

Art History, Boundary Crossing, Making Worlds

From an uncomfortable conversation to a productive strategic dialogue

From an uncomfortable conversation to a productive strategic dialogue

The policyscape of transgender equality and gender diversity in the Western Australian education system: a case study

ABSTRACTIn this paper, our purpose is to investigate policy informing texts and discourses referencing transgender equality and gender diversity in the Western Australian education system. Drawing on scholarship from transgender, queer and policy studies, we highlight the interplay of progressive and conservative forces affecting the Western Australian education system’s commitment to supporting transgender and gender non-binary students. Based on a Social Sciences and Humanities Research Council of Canada (SSHRC) project, the paper constructs a Western Australian case study, which threads together the critical examination of policy informing texts, qualitative interview data and media discourses surrounding public narratives, such as the Safe School Coalition Australia’s attempt to implement a school program, which builds awareness about gender and sexual diversity. Emerging through the material, discursive and spatial elements of locales and networks, our case study has the potential to deepen knowledge regarding the heuristic capacity of employing policyscape as an analytic category. In this vein, we draw attention to the possibilities and challenges for re-conceptualizing gender and providing trans-affirmative school spaces that promote equality.

A Narrative Inquiry into Chinese Teacher Induction in West China through Cross-Cultural Teacher Development.

This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development, which has been developed and contextualized in the Teacher Education Reciprocal Learning Program between the University of Windsor (UW), Canada and Southwest University (SWU), China. This program is part of Social Sciences and Humanities Research Council of Canada (SSHRC) Partnership Grant Project, Reciprocal Learning in Teacher Education and School Education between Canada and China. The partnership builds on the Teacher Education Reciprocal Learning Program, and the Shanghai-Toronto-Beijing Sister School Network. In this article, the authors conducted narrative inquiry with two of the SWU participants in the Teacher Education Reciprocal Learning Program to explore their experience from their cross-cultural learning in Canada to beginning teachers in West China. The findings of the research suggest the need to develop a global and cross-cultural dimension in teacher education and development in West China. It is evident that the cross-cultural experiences in Canada have influenced beginning teachers’ curriculum views, relationship to students, and beliefs about teaching. Their “lived stories” (Connelly & Clandinin, 1990, p. 6) also indicate that the personal, pedagogical, and social influences of cross-cultural experiences play important roles in beginning teachers’ teaching careers.

The Impact of Soci‐economic and Cultural Factors on Refugee Households' Food Insecurity: a Snapshot of the Food security Status of Afghan Refugees in Switzerland

Background and ObjectivesDespite the efforts of international institutions and host countries, refugees struggle to meet their basic needs throughout their displacement. Among all needs, food is one of the basics of livelihood. The objectives of this research are to evaluate the prevalence of household food insecurity of the Afghan asylum‐seekers, and identify the barriers and facilitators toward their food security.Methodology25 residents of a refugee camp, and 4 key informants participated in the study. We used a mixed methods design to allow triangulation for more reliability and credibility. Within the quantitative section of the study, a standard tool from the Canadian Community Health Survey (CCHS) and United States Department of Agriculture (USDA) food security questionnaire are used. To address the second objective we conducted a series of in‐depth interviews with semi‐structured questions.ResultsWe found severe food insecurity exists among families due to economic and cultural barriers. More than 74% of the adults, and 72% of the children are food insecure. Cultural differences, unemployment, lack of social interaction, language barriers, were indicated as the main post migration challenges. Financial struggle, lack of access to culturally accepted food, and lack of knowledge in food utilization came up as the main themes in food security related interview questions. Emerging common themes from both the family in‐depth, and key informant interviews showed lack of information and resources associated with health services and food literacy, cross cultural training, and food utilization skills.ConclusionAs a result identifying the responsible organization in the area, and further assistant and support in providing orientation, nutritional workshops, assimilation to life in Switzerland, and cross cultural training may help to improve the food security status of the asylum‐seekers. Our findings warrant further investigation in a representative sample of asylum‐seekers in Switzerland to determine the magnitude of food insecurity and associated factors, and to clarify the role of stakeholders who are involved in providing services, as well as the level of coordination and collaboration among them.Support or Funding InformationFunding for this project is provided by Social Sciences and Humanities Research Council of Canada (SSHRC) under the initiative of Culture, Migration, and Food Security (CMF) international research group.

Development of a spatiotemporal composite measure of climate change-related human health effects in urban environments: a Metro Vancouver study

BackgroundRapid population growth along with an increase in the frequency and intensity of climate change-related effects in coastal urban environments emphasise the need for the development of new instruments to help disaster planners and policy makers to select and prioritise mitigation and adaptation measures. The concept of the resilience of a community, which is a measure of how rapidly the community can recover to its previous level of functionality following a disruptive event is still a relatively new concept for many engineers, planners, and policy makers, but is becoming recognised as an increasingly important, and, some would argue, essential component for the development and subsequent assessment of adaptation plans being considered for communities at risk of climate change-related events. The holistic approach, which is the cornerstone of resilience, is designed to integrate physical, economic, health, social, and organisational effects of climate change in urban environments. MethodsThis research presents a method for the development of a quantitative spatial and temporal composite measure to assess climate change-related health effects in urban environments. This approach uses inputs such as total population density and densities of various demographics, burden of diseases conditions, flood inundation mapping, and land use change for both historical and current conditions. The research has shown that the methodology presented generates sufficiently accurate information to be useful for planning adaptive strategies. To assemble all inputs into a single measure of health impacts, a weighting system was assigned to apply various priorities to the spatiotemporal data sources. Weights could be varied to assess how they impact the final results. Finally, using spatiotemporal extrapolation methods the future behaviour of the same key spatial variables can be projected. Although this method was developed for application to any coastal mega-city, this thesis demonstrates the results obtained for Metro Vancouver, British Columbia, Canada. FindingsThe data was collected for the years 1981, 1986, 1991, 1996, 2001, 2006, and 2011, because information was readily available for these years. Fine resolution spatial data for these years was used to give a dynamic simulation of possible health impacts for future projections. Linear and auto-regressive spatiotemporal extrapolations were used for projecting a 2050's Metro Vancouver health impact map (HIM). InterpretationThe approach would be useful in the development of more targeted adaptation and risk reduction strategies at a local level. In addition, this methodology can be used to generate inputs for further resilience simulations. The overall value of this approach is that it allows for a more integrated assessment of the city vulnerability and could lead to more effective adaptive strategies. FundingInternational Development Research Center (IDRC), Canadian Institutes of Health Research (CIHR), Natural Sciences and Engineering Research Council of Canada (NSERC), and Social Sciences and Humanities Research Council of Canada (SSHRC).

Radio+ and Open Source Software for Mobilizing Knowledge for Sustainable Agriculture in Sri Lanka

Information and Communications Technologies (ICTs) considered an important platform towards sustainable agriculture, specifically when mobile and Free and Open Source (FOSS) applications are used to broadcast radio referred to here as Radio+.
 Radio+ plays an important role in educating and entertaining farmers and give beneficial farming information. Radio+ can encourage younger farmers to increase their participation in the agricultural sector and motivate them to use new ideas and techniques for agriculture. In order to boost sustainable agricultural systems, Free and Open Source (FOSS) applications recognized for low cost and user-friendly platform used on mobile devices such as Smart Phones.
 In Sri Lanka, partners including the Department of Export Agriculture, Wayamba University and LIRNEasia collaborating with researchers at the University of Alberta and University of Guelph have created a community of practice for farmer media convergence. A partnership development grant from the Social Sciences and Humanities Research Council of Canada (SSHRC) in 2012 enabled the partners to establish a community-university research partnership in order to explore the potential for low cost ICTs to enhance knowledge mobilization practices within agricultural communities of practice in Sri Lanka. This paper outlines the experiences of the initiative and its use of Open Source (FOSS) and radio+ for sustainable agriculture in Sri Lanka.

Knowledge Mobilization in Canadian Educational Research: Identifying Current Developments and Future Directions

In this special issue of Brock Education: Journal for Educational Research and Practice, we build on the knowledge mobilization (KMb) discourses initiated by the Ontario Ministry of Education (MOE), Social Sciences and Humanities Research Council of Canada (SSHRC), Knowledge Network for Applied Education Research (KNAER), Canadian Society for the Study of Education (CSSE), and School District-University Research Exchange (SURE) network. We feature five journal articles and a book review addressing the three main KMb questions: How to assess KMb efforts across educational systems? To what extent do educators use research to inform their praxis? How to make KMb work?

Discretion in Bank Loan Loss Allowance, Risk Taking, and Earnings Management

32 p. ; Includes bibliographical references (pp. 23-25). ; "November 10, 2015." ; Jin thanks the DeGroote School of Business for its financial support. Jin, Kanagaretnam and Lobo thank the Social Sciences and Humanities Research Council of Canada (SSHRC) for its financial support.

A Narrative Inquiry into Chinese Teacher Induction in West China through Cross-Cultural Teacher Development

This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development, which has been developed and contextualized in the Teacher Education Reciprocal Learning Program between the University of Windsor (UW), Canada and Southwest University (SWU), China. This program is part of Social Sciences and Humanities Research Council of Canada (SSHRC) Partnership Grant Project, Reciprocal Learning in Teacher Education and School Education between Canada and China. The partnership builds on the Teacher Education Reciprocal Learning Program, and the Shanghai-Toronto-Beijing Sister School Network. In this article, the authors conducted narrative inquiry with two of the SWU participants in the Teacher Education Reciprocal Learning Program to explore their experience from their cross-cultural learning in Canada to beginning teachers in West China. The findings of the research suggest the need to develop a global and cross-cultural dimension in teacher education and development in West China. It is evident that the cross-cultural experiences in Canada have influenced beginning teachers’ curriculum views, relationship to students, and beliefs about teaching. Their “lived stories” (Connelly & Clandinin, 1990, p. 6) also indicate that the personal, pedagogical, and social influences of cross-cultural experiences play important roles in beginning teachers’ teaching careers.

Advancing interdisciplinary research in singing through the AIRS Test Battery of Singing Skills

The four articles in this issue are all products of a major collaborative research initiative called Advancing Interdisciplinary Research in Singing (AIRS).1 The AIRS project, directed by Annabel Cohen, received funding for seven years from the Social Sciences and Humanities Research Council of Canada (SSHRC), starting in 2009, encouraging singing research across disciplines and cultures. There are three primary research themes focusing respectively on singing and development, singing and education, and singing and wellbeing, each of which has three subthemes. In aiming to achieve the goals of each of these sub-themes, AIRS has brought together international scholars in research on singing and funded students in a wide range of projects. As in the case of the papers in this issue, the fruits of the AIRS collaboration have resulted in publications as well as theses, dissertations, and presentations. The pivot point for all of the articles in this issue is the AIRS Test Battery of Singing Skills (ATBSS), concerning only one out of the total of nine sub-themes of the AIRS project and falling under the primary heading of Development of Singing. The test battery is described thoroughly in the first paper, and there the rationale and purpose of the test battery are explained. The ATBSS contains 11 test items. There are seven distinct test items involving musical vocal production (singing), with the remainder testing verbal ability, singing range or making up a story. Six of these singing items are the subjects of the following papers. In the first paper by Annabel Cohen, the focus is on the singing of the familiar song “Brother John”. Pitch accuracy is analyzed for an extremely wide range of age groups (pre-school to octogenarian), and the sensitivity to the musical hierarchical structure is also commented on. The second paper by Beatriz Ilari and Assal Habibi analyzes the singing of a “favorite song” by young children in a cross-cultural study involving Brazilian and US-Latino children as well as the melodic element component which assesses the ability to sing back short sequences of notes (scalar passages or a triad) from 5 to 8 notes in length. In the third study by Marju Raju, Laura Valja, and Jaan Ross, improvised endings of songs by young Estonian children are analyzed, and the fourth study by Cohen, Bing-Yi Pan, Alexis McIver, and Leah Stevenson examines the effect of native language when learning a new song. This study compares Englishand Chinesespeaking university students. The findings of these papers are encouraging for further research 598735 MSX0010.1177/1029864915598735Musicae ScientiaeEditorial research-article2015

Law and Beyond: A National Study of Canadian Law Graduates

The Law and Beyond {LAB} study is the first national study of Canadian law graduates, and provides an in depth look at early careers through a study of Canadian lawyers admitted to the bar in 2010. This project is funded by funded by the Social Sciences and Humanities Research Council of Canada (SSHRC). With responses from over 1000 law graduates across the country, this study is providing a first ever glimpse of law graduates' first jobs, insight into what they do, their income and debt, and the sources of professional satisfaction and dissatisfaction. The report also provides insights on the legal careers of women and members of racial and ethnic minority groups.

Introduction

This special issue is based on contributions to a Social Sciences and Humanities Research Council of Canada (SSHRC) funded workshop entitled Ethnographies of Neoliberal Governmentalities held at the University of Victoria, Canada in November 2012. This workshop drew together academics from a diverse range of disciplines who were using ethnographic or quasi ethnographic methodologies to analyse neoliberalism from a governmentality perspective in order to foster dialogue and debate around studies of neoliberal governmentalities. The aim of this special issue is to bring the work of some of these scholars together in order to demonstrate the theoretical, conceptual, methodological, and empirical contributions they are making to studies of neoliberal governmentality...