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Machine generated contents note:1.The Beginnings --2.Canada's First Large Influx of Refugees --3.British Immigration Transforms the Colonies --4.Immigration in the Macdonald Era --5.The Sifton Years --6.Forging a New Immigration Policy --7.Immigration Doldrums --8.Immigration's Post-War Boom (1947-1957) --9.Major New Initiatives --10.A New Era in Immigration --11.The Turbulent 1980s and Beyond --12.Immigration Grabs Attention, 1996-2006 --13.Developments 2006-2015: Pruning the Queue --14.Issues in the Twenty-First Century.

Cairine Wilson, Canada's first female senator, was one of nine children raised in an atmosphere of rugged Scots liberalism and strict presbyterianism by affluent Montreal parents in the late nineteenth century. She displayed an interest in politics early in life and through her father's position in the Senate, was befriended by many notable politicians of the period, including Sir Wilfrid Laurier, an experience that left a permanent mark on her. Her appointment to the Senate in 1930 was a historic and controversial event, and launched a political career rife with passion, commitment, and refo

Cairine Wilson, Canada's first female senator, was one of nine children raised in an atmosphere of rugged Scots liberalism and strict presbyterianism by affluent Montreal parents in the late nineteenth century. She displayed an interest in politics early in life and through her father's position in the Senate, was befriended by many notable politicians of the period, including Sir Wilfrid Laurier, an experience that left a permanent mark on her. Her appointment to the Senate in 1930 was a historic and controversial event, and launched a political career rife with passion, commitment, and refor.

A wide range of behavioral prevention interventions have been demonstrated through longitudinal, randomized controlled trials to reduce sexual risk behaviors. Many of these interventions have been made available at little cost for implementation on a public health scale. However, efforts to utilize such programs typically have been met with a range of problems to be addressed, leading to the recognition that new processes must be identified and integrated into the emerging field of implementation science. A randomized, controlled trial conducted among Bahamian grade six students attending fifteen elementary schools found the sexual risk-reduction intervention "Focus on Youth in the Caribbean (FOYC) and Caribbean Informed Parents and Children Together (CImPACT)" to be effective through three years of follow-up. Based on these results, the Bahamian Ministry of Education decided to implement FOYC-CImPACT throughout all government grade six classes in The Bahamas. This manuscript describes the considerations, approaches, and actions taken regarding national implementation of this evidence-based intervention. The implementation process included active data-gathering, observation and feedback components to inform subsequent intervention phases. This manuscript reviewed the success and challenges to date within this framework and described changes made to enable next stages of the national implementation effort.

The Bahamian Ministry of Education has elected to implement at a national level in all Bahamian government grade six classes an evidence-based HIV prevention intervention [Focus on Youth in the Caribbean (FOYC)]. This study explores fidelity of implementation of the intervention, factors that may influence implementation fidelity, and the impact of variations in implementation fidelity on student outcomes. Data were collected in the first wave of national implementation in 2011, involving 35 government primary schools and 110 teachers and 2811 students. Structural equation modeling was performed to examine the relationships among factors which facilitated or impeded teachers' implementation of FOYC. Results indicate that teachers taught 16.3 out of 30 core activities, 24.9 out of 46 total activities and 4.4 out of 8 sessions on average. The strongest predictor of implementation fidelity was teacher comfort level with the FOYC curriculum. Teachers who did not perceive the FOYC intervention to be important for their students or who had attended only part of a FOYC training workshop were more likely to change the curriculum. Increased duration of experience as a teacher (>10 years) was negatively associated with fidelity of implementation. Teacher's perception of the importance of the FOYC intervention and implementation fidelity had direct positive effects on students' HIV/AIDS knowledge, reproductive health skills, protective intentions and self-efficacy. Youth did not appear to benefit from FOYC if two or fewer sessions were delivered. We concluded that an evidence-based HIV prevention intervention can be implemented at a national level. Prior training of teachers in the intervention curriculum, teacher perception of the importance of the intervention, and fewer years as a teacher are associated with implementation fidelity. Implementation fidelity is associated with improved student outcomes.

This bundle of titles in the Quest Biography series entertainingly presents a variety of influential Canadian lives that have shaped the future of a nation and often of the world. In this volume we find politicians, an explorer, a frontiersman, a famous novelist, a revolutionary, a movie star, landscape painters, and a captain of industry

Using data from the preparatory phase prior to national implementation of an effective HIV prevention program [Focus on Youth in the Caribbean (FOYC)] in all Bahamian government sixth-grade classes, we describe: 1) actual FOYC implementation; 2) factors which influenced implementation; and 3) the relationship of implementation with intervention outcome. Six elementary schools (with 17 grade six classrooms) were selected to participate in the preparatory phase. The 17 teachers were invited to: attend a training workshop; coordinate administration of questionnaires to the students; teach the 10 sessions of FOYC; and complete self-assessment checklists. 395 students submitted baseline and 311 students submitted year-end questionnaires. Thirteen teachers initiated FOYC; five completed all 10 sessions. Implementation of FOYC was not related to teacher FOYC workshop experience but did cluster by school. There were significant positive correlations between improved student knowledge of HIV/AIDS, protective health skills, perceived parental monitoring and reduced risk behaviors with the number of FOYC sessions delivered. Implementation was impeded by logistic impediments, structural issues with the measures, and comfort-level issues, most of which can be addressed for national implementation. Degree of FOYC implementation is correlated with positive student outcomes.