Immigrants form a significant and growing proportion of the Canadian population. In 2006, there were more than 6 million immigrants living in Canada, making up almost 20% of the population. Each year, Canada accepts about 200,000 new immigrants, a number which represents 0.7% of its total population. 1 Recent immigrants to Canada tend to be in better health than the nativeborn population. 2 This phenomenon, known as the 'healthy immigrant effect', is a result of immigrants having better health habits in their countries of origin; a positive self-selection effect where healthier people are more likely to apply for immigration; and the selection policies of Citizenship and Immigration Canada whereby immigrants with serious health problems are rejected. 2,3 Many studies have suggested, however, that immigrants' health tends to decline following arrival in Canada. [2][3][4][5][6][7][8] The majority of studies on immigrant health used cross-sectional data, comparing the health status of successive waves of immigrants at one point in time. This design is vulnerable to cohort effects. Ng and colleagues' 4 longitudinal analysis of self-reported health indicated that non-European recent immigrants experienced a greater decline in health status than did individuals born in Canada. However, sample size restrictions prohibited detailed analysis of which factors were associated with health decline among immigrants. The current study used the Longitudinal Survey of Immigrants to Canada (LSIC), a large, prospective nationallyrepresentative population survey of new immigrants, to investigate baseline factors predicting health decline among immigrants four years after arriving in Canada. In addition to demographic predictors, we also assess the experience of discrimination and the effects of social networks on health decline. Perceived discrimination has been associated with lower self-reported health. 9 The role of social networks in the settlement and adaptation of immigrants has been well documented. [10][11][12][13] METHODSThe Longitudinal Survey of Immigrants to Canada (LSIC) was jointly conducted by Statistics Canada and Citizenship and Immigration Canada (CIC) to learn more about how new immigrants adapt to life in Canada. 14 The target population was immigrants aged 15 or older who arrived in Canada from abroad between October 2000 and September 2001. Survey respondents were selected from CIC's

This paper examines the results of the repeated administration of the Colorado Learning Attitudes about Science Survey (CLASS) in a large introductory physics course at a midsize, metropolitan Canadian university. We compare the results to those obtained previously in comparable courses at the University of British Columbia (Canada) and the University of Colorado (U.S.). Atypically, students in this study exhibited a positive shift in their attitudes about science over the semester. The change in students’ attitudes across the term appears to be moderated by their educational background—specifically, whether they had taken grade 12 physics or not. The correlation between students’ attitudes and their conceptual knowledge also appears to be influenced by students’ educational background. The results have pedagogical implications for instructors of introductory college and university physics and potentially for other science courses

This article critically assesses the compliance model of employment standards enforcement through a study of monetary employment standards violations in Ontario, Canada. The findings suggest that, in contexts where changes to the organisation of work deepen insecurity for employees, models of enforcement that emphasise compliance over deterrence are unlikely to effectively prevent or remedy employment standards violations.

At Ryerson University every year, hundreds of science and engineering students enroll into required introductory physics courses. The diverse educational histories and demographic characteristics of these students reflect the diversity of Toronto as an urban metropolis and Canada more generally. In this study, we investigate how students’ demographic and educational diversity affects their conceptual learning in introductory university physics. As expected, we found that the completion of a senior high school physics course is positively related to students’ initial conceptual understanding of physics. The unexpected result was that gender remained a predictor of the students’ initial conceptual understanding, even when the completion of high school physics was accounted for. Other demographic characteristics, such as students’ mother tongue and country of birth, seem not to matter. Students’ initial conceptual understanding was the strongest predictor of students’ course learning outcomes, which makes understanding students’ initial differences particularly important. Since learning outcomes in introductory science courses often impact students’ later success in undergraduate science degree programs, these results suggest that the impact of completing high school physics may extend far beyond the first year. The persistence of initial gender differences in students’ learning outcomes remains an ongoing concern.