Erin L. Mazerolle CURRICULUM VITAE
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Annual R Eport 2 009-2
The Science Media Centre of Canada | Annual Report 2009-2010 CONTENTS Introduction 1 SMCC Overview 2 The Year Ahead 3 Letter from the Founding Chair 4 Letter from the Executive Director 6 Key Achievements 8 Financials 12 Special Acknowledgements 16 THE SCIENCE MEDIA CENTRE OF CANADA 1867 St.Laurent Blvd PO Box 9724, Station T MAIN NUMBERS: Ottawa, ON (613) 249-8209 K1G 5A3 (438) 288-3909 (403) 456-2109 EMAIL: [email protected] (604) 248-4209 FAX: 613-990-3654 (902) 442-6909 www.sciencemedia.ca (647) 729-1909 Science has never been more pervasive in everyday life, yet seldom have so many people felt so unconnected to it. Fewer and fewer specialized medi- cal and science journalists exist in the mass media. The burden has fallen instead on general assignment report- ers, who mostly lack the expertise to present science in an engaging fashion. In 2008, a small group of con- cerned journalists, researchers and public supporters of science decided the way to tackle this problem was primarily by providing help to general assignment reporters in the form of THE SCIENCE MEDIA CENTRE OF Canada. Inform public debate with evidence-based accurate science. Improve the quality and quantity of reporting in all fields of science. Increase public engagement with science issues through media coverage of science that is accurate, incisive, and evidence-based. Public debate and policy decisions will benefit. SMCC OVERVIEW The Science Media Centre of Canada (SMCC) The SMCC will give priority to helping will help journalists cover stories in which journalists who don’t have the luxury of science plays an important part. -
2016/17 Annual Report
2 Who We Are Actua is Canada’s leading science, technology, engineering and mathematics (STEM) education outreach organization. Our 35 network members located at universities and colleges across Canada, coupled with our Outreach Team, annually engage 250,000 youth in 500 communities nationwide. Our for-youth-by-youth program delivery model equips youth with the skills they need to be the future drivers of innovation. It inspires them to fulfil their critical role solving real-world problems and contributing to Canada’s social and economic prosperity. ACTUA 2016/2017 ANNUAL REPORT ANNUAL 2016/2017 ACTUA Actua is a national leader in breaking down Canada will not achieve its full innovation the barriers that prevent many of Canada’s potential without the full participation of youth from accessing transformational STEM these groups. experiences and participating in STEM studies Working together, with our network members, and careers. Our national inclusivity programs our corporate partners, government agencies are customized to engage girls and young and other like-minded groups, we are moving women, Indigenous youth, new Canadians, the dial on Canada’s future economic and economically disadvantaged youth, and youth social competitiveness and prosperity. living in remote communities. 3 Message from the Chair This year, Canada’s 150th anniversary, is the perfect time for us to reflect as an organization on Actua’s many contributions to Canada’s innovation ecosystem while we collectively chart how to continue in the path of inclusivity and reconciliation. Actua has been advancing diversity and inclusiveness in STEM for two decades, knowing that this is essential for the economic and social prosperity of the country and will continue to be a necessary priority for all of us. -
STEM Skills and Canada's Economic Productivity
SOME AssEMBLY REQUIRED: STEM SKILLS AND CANADA’S ECONOMIC PRODUctIVITY The Expert Panel on STEM Skills for the Future Science Advice in the Public Interest SOME ASSEMBLY REQUIRED: STEM SKILLS AND CANADA’S ECONOMIC PRODUCTIVITY The Expert Panel on STEM Skills for the Future ii Some Assembly Required: STEM Skills and Canada’s Economic Productivity THE COUNCIL OF CANADIAN ACADEMIES 180 Elgin Street, Suite 1401, Ottawa, ON, Canada K2P 2K3 Notice: The project that is the subject of this report was undertaken with the approval of the Board of Governors of the Council of Canadian Academies. Board members are drawn from the Royal Society of Canada (RSC), the Canadian Academy of Engineering (CAE), and the Canadian Academy of Health Sciences (CAHS), as well as from the general public. The members of the expert panel responsible for the report were selected by the Council for their special competencies and with regard for appropriate balance. This report was prepared for the Government of Canada in response to a request from the Minister of Employment and Social Development Canada. Any opinions, findings, or conclusions expressed in this publication are those of the authors, the Expert Panel on STEM Skills for the Future, and do not necessarily represent the views of their organizations of affiliation or employment. Library and Archives Canada Cataloguing in Publication Some assembly required : STEM skills and Canada’s economic productivity / the Expert Panel on STEM Skills for the Future. Includes bibliographical references. Electronic monograph in PDF format. ISBN 978-1-926522-09-8 (pdf) 1. Economic development – Effect of education on – Canada. -
Suncor Energy Foundation – Finaical Statements 2017
Suncor Energy Foundation Financial Statements December 31, 2017 ~Suncor Energy Foundation Statement of Financial Position December 31, December 31, 2017 2016 $ $ Assets Cash 5,914,149 6,416,573 Receivable from Suncor Energy Inc. 1,343 776 GST and other receivable 5,123 7,285 Total assets 5,920,615 6,424,634 Liabilities Payable to Sunc:or Energy Services Inc. (Note 6) 226,955 44,164 Accounts payable and accrued liabilities 58,765 350 Total liabilities 285,720 44,514 Net Assets Unrestricted net assets 2,234,895 2,980,120 Internally restric11ed - reserve fund (Note 4) 3,400,000 3,400,000 5,634,895 6,380,120 Total liabilities and net assets 5,920,615 6,424,634 see accompanying notes Approved by the Members of the Board of Directors t Member L ('_ , Member I t 1 ±luL-- I Suncor Energy Foundation Statements of Operations and Changes in Net Assets December 31, December 31, 2017 2016 $ $ Revenues Contributions (Note 6) 16,600,000 10,164,489 Interest income 49,296 69,224 Total revenues 16,649,296 10,233,713 Donations Inspiring Innovation 3,607,200 2,953,025 Building Skills & Knowledge 4,256,279 3,397,500 Collaborating for Our Energy Future 1,064,000 Engaging Citizens 3,068,012 3,201 ,822 Cultivating Community Leaders 3,932,570 2,220,684 Local Relationship Investment 1,536,500 2,044,049 Total donations 16,400,561 14,881,080 Administration expenses (Note 6) Salaries and benefits 646,280 747,944 Professional services 86,148 60,580 Travel 19,340 13,975 Event projects 179,220 67,255 Communications 1,400 Rentals - office space and furniture 57,419 54,157 -
Conference Program July 26-29, 2021 | Pacific Daylight Time 2021 Asee Virtual Conference President’S Welcome
CONFERENCE PROGRAM JULY 26-29, 2021 | PACIFIC DAYLIGHT TIME 2021 ASEE VIRTUAL CONFERENCE PRESIDENT’S WELCOME SMALL SCREEN, SAME BOLD IDEAS It is my honor, as ASEE President, to welcome you to the 128th ASEE Annual Conference. This will be our second and, almost certainly, final virtual conference. While we know there are limits to a virtual platform, by now we’ve learned to navigate online events to make the most of our experience. Last year’s ASEE Annual Conference was a success by almost any measure, and all of us—ASEE staff, leaders, volunteers, and you, our attendees—contributed to a great meeting. We are confident that this year’s event will be even better. Whether attending in person or on a computer, one thing remains the same, and that’s the tremendous amount of great content that ASEE’s Annual Conference unfailingly delivers. From our fantastic plenary speakers, paper presentations, and technical sessions to our inspiring lineup of Distinguished Lectures and panel discussions, you will have many learning opportunities and take-aways. I hope you enjoy this week’s events and please feel free to “find” me and reach out with any questions or comments! Sincerely, SHERYL SORBY ASEE President 2020-2021 2 Schedule subject to change. Please go to https://2021asee.pathable.co/ for up-to-date information. 2021 ASEE VIRTUAL CONFERENCE TABLE OF CONTENTS 2021 ASEE VIRTUAL CONFERENCE AND EXPOSITION PROGRAM ASEE BOARD OF DIRECTORS ................................................................................4 CONFERENCE-AT-A-GLANCE ................................................................................6 -
Annual Report 2010–2011
The Science Media Centre of Canada | Annual Report 2010–2011 CONTENTS Introduction 1 Message from the Chair 2 Message from the Executive Director 4 The SMCC by the numbers 6 Highlights 6 Key achievements 8 Objectives 9 Benefits 9 Champions 10 Editorial Advisory Committee 11 Board of Directors 11 Research Advisory Panel 12 Charter Members 13 Supporters 14 Staff 14 Financials 15 THE SCIENCE MEDIA CENTRE OF CANADA 1867 St.Laurent Blvd MAIN NUMBERS: PO Box 9724, Station T Ottawa, ON OTTAWA (613) 249-8209 K1G 5A3 CALGARY (403) 456-2109 HALIFAX (902) 442-6909 EMAIL: [email protected] MONTRÉAL (438) 288-3909 FAX: 613-990-3654 VANCOUVER (604) 248-4209 www.sciencemedia.ca GTA (647) 729-1909 INCLUSIVENESS RESPONSIVENESS COLLABORATION CREDIBILITY PERSPECTIVE EFFICIENCY PROACTIVE RELATIONSHIPS OBJECTIVITY RAPID RESPONSE NEUTRALITY CONNECTIONS ACCESSIBILITY ACCURACY TRANSPARENCY DEPTH QUALITY EVIDENCE-BASED VALUE-ADDED Annual Report 2010–2011 1 Inform public debate with evidence-based accurate science. Improve the quality and quantity of reporting in all fields of science. Increased public engagement with science issues through media coverage of science that is accurate, incisive and evidence-based. Public debate and policy decisions will benefit. The vision of the Science Message FROM Media Centre of Canada is to “inform public debate THE CHAIR Of with evidence-based accu- rate science”. Knowing that THE Board science is in everything we are, experience, and will become, the SMCC fills a unique role in terms of bringing science and the media closer together to the benefit of Canadians and public policy decision makers. The Science Media Centre of Canada Media Centre The Science 2 organizational values With the right vision and values, This is where I believe the SMCC Let me take this opportunity to thank our execution of strategy has been can continue to play an important role those organizations and individuals impressive as we close on our first full when it comes to Canada building in who have financially supported the year of operation. -
Assembly of First Nations – Engineers Canada Colleges and Universities
Assembly of First Nations – Engineers Canada Engineers Canada supports participation in programs designed to encourage Indigenous youth to enter science, technology, engineering, and mathematic (STEM) fields. The following Canadian programs are focused on increasing the number of Indigenous youth in post-secondary education. This is not an exhaustive list. Colleges and Universities University of British Columbia UBC is a comprehensive research university with a wide range of programs and concentrations specifically addressing Aboriginal topics and many courses with significant Aboriginal or Indigenous content. (http://aboriginal.ubc.ca/programs) Applied Science: UBC - Applied Science - the School of Community and Regional Planning (SCARP) http://scarp.ubc.ca/indigenous-community-planning Aboriginal Mineral Resource Centre http://mining.ubc.ca/amrc Other: 1. Faculty of Education: Native Indian Teacher Education Program (NITEP) Elementary and Secondary Options. www.calendar.ubc.ca/vancouver/index.cfm?tree=12,202,320,945 2. First Nations House of Learning: The First Nations House of Learning (FNHL) was established in 1987 to make UBC and its resources more accessible to BC's First People, and to improve the University's ability to meet the needs of Aboriginal students, staff, faculty and communities. www.calendar.ubc.ca/vancouver/index.cfm?tree=6,232,699,0 3. Centre for Excellence in Indigenous Health, Faculty of Medicine http://health.aboriginal.ubc.ca Royal Military College RMC in Kingston, Ontario, offers the Aboriginal Leadership Opportunities Year (ALOY) which gives students/candidates a one-year educational and leadership experience. www.rmc.ca/ji-ir/alo-pil/index-eng.php 1 | P age Queens University Aboriginal Access to Engineering at Queen’s University is committed to increasing the number of Aboriginal engineers in Canada. -
Canadian Charities Giving to Indigenous Charities and Qualified Donees - 2018
CanadianCharitylaw.ca/ RedskyFundraising.com/ Canadian charities giving to Indigenous Charities and Qualified Donees - 2018 By Sharon Redsky, Wanda Brascoupe, Mark Blumberg and Jessie Lang (May 31, 2021) We recently reviewed the T3010 Registered Charity Information Return database for 2018 to see how many gifts and the value of those gifts were made from Canadian registered charities to “Indigenous Charities” and certain Qualified Donees such as First Nation Governments or ‘Bands’ (listed as “municipal or public body performing a function of government in Canada”). Together we refer to them as “Indigenous Groups”. To identify Indigenous Groups, we reviewed the list with all grants over $30,000 and we also used terms and phrases such as: Indigenous, First Nation, Metis, Inuit, Indian, Indian Band, Nation, Tribal council, National Indian Brotherhood, etc.. We also used a list from the Indigenous Peoples Solidarity Fund by CanadaHelps developed by Wanda Brascoupe. We cut off the review at $30,000 because these larger grants are over 28,000 grants and also encompass about 90% of the value of grants made by Canadian charities to qualified donees. If an individual or corporation donates to an Indigenous Group, this would not be reflected in this article as we only have visibility as to registered charities making gifts to other qualified donees. We encourage others to either do a more comprehensive review or use different methodology. 1 CanadianCharitylaw.ca/ RedskyFundraising.com/ We believe that Indigenous led charities are vital in providing culturally appropriate services. There are numerous charities in Canada that are either Indigenous led or primarily serving Indigenous communities, but it is not always easily determinable who they are and how many there are. -
Curriculum Vitae
Date of Revision July 1, 2013. Curriculum Vitae A. Biographical Information 1. Personal Name: Prof. William Trischuk Address: 23 Mayfield Ave. Department of Physics Toronto, ON 60 St. George St. M6S 1K2 Toronto, ON Canada M5S 1A7 Canada ☎ (416) 978-8095 (416) 978-8221 (fax) Married with two daughters (ages 18 and 11) 2. Degrees Doctor of Philosophy 1990 Harvard University. "A Measurement of the W Boson Mass in 1.8 TeV Proton- Antiproton Collisions", supervisor Roy F. Schwitters. Bachelor of Science 1986 McGill University. 3. Employment University of Toronto Department of Physics Professor 2003 – present, Department of Physics Associate Professor 2000, Department of Physics Assistant Professor 1996. CERN ATLAS Experiment Guest Professor 2013 - 2014. Institute of Particle Physics Director 2004 – 2013. 1 3. Employment (continued) TRIUMF Physics Division Visiting Scientist 2008 - 2009. KEK, Japanese High Energy Physics Laboratory Physics Division Mombusho Fellow 2002. Princeton University Department of Physics Visiting Research Scientist 2001 - 2002. Princeton University Department of Physics Visiting Research Scientist 2001 - 2002. CERN Particle Physics Experiments Staff Member 1992. Particle Physics Experiments Scientific Associate 1990. Harvard University High Energy Physics group Research Associate 1987. Department of Physics Teaching Assistant 1987. McGill University Particle Physics group Research Associate 1986. 4. Honours Fellow of the American Physical Society 2010. NSERC 1967 Graduate Scholarship 1986-1990. McGill Newton Medal - Top student in Math/Sciences 1986. 5. Professional Affiliations and Activities European Physical Society 1990 - 1996. American Physical Society 1986 - 1992. 2010 - . Canadian Association of Physicists 1984 - 1987. 1996 - . Institute of Particle Physics 1996 - . 2 B. Academic History 6.A. Research Endeavours In the fall of 2004 I accepted the position of Director of the Canadian Institute of Particle Physics (IPP). -
ARCTIC FUTURE the Circumpolar International Internship Newsletter
ARCTIC FUTURE The Circumpolar International Internship Newsletter Issue 3, January 2005 Happy New Year! In This Issue Exploring Northern Cultures ■ Exploring Northern Cultures In November 2004, two students and three staff from Iqaluit’s ■ Six Dynamic Young Canadian Inuksuk High School travelled to Karasjok, Norway, for a prelimi- Leaders Selected to Participate nary meeting with staff and students from Samisk Videregående in the Circumpolar Young Leaders Program Skole, to identify common themes for a longer-term project. The project will be designed to enhance the identity of circumpolar ■ Fourth Arctic Council youth. Shirley Wolff Serafini, Canada's Ambassador to Norway, Ministerial Meeting was also in attendance. ■ “Healeying” the World While there, the students were involved in meetings with other stu- ■ “You Become Canadian When dents from around the world based around a UN theme—celebrat- You Leave Canada”: Interview ing the decade of indigenous peoples—and thus were able to meet with Letia Cousins with young people from New Zealand, Tanzania and Morocco through the UN organizers. “The best part however was, without Arctic Resource question, the time spent with our hosts from Karasjok,” said David Links Lloyd, Assistant Principal, Inuksuk High School. Arctic Human Development “It is our hope that this project will create bonds between our insti- Report tutions and between pupils/staff at a personal level; and facilitate http://www.svs.is/AHDR/ sharing elements from each other’s cultures to develop new cultural Reykjavik Declaration expressions,” said David Lloyd. http://www.uarctic.org/documents/ Reykjavik_Declaration.pdf The overall aim of the project is to promote a circumpolar identity for young people in Iqaluit and Karasjok by studying traditional Arctic Council http://www.arctic-council.org Arctic Climate Impact Assessment (ACIA) http://www.uarctic.org/documents/ ACIA_Policy_Doc.pdf Participants in November meeting in Karasjok, Norway. -
Final Report
FINAL REPORT NSERC CHAIR FOR WOMEN IN SCIENCE AND ENGINEERING BC AND YUKON REGION | 2010‐2015 September 26, 2015 Chairholder Information: Dr. Elizabeth Croft, Ph.D., P.Eng., FEC, FASME NSERC Chair for Women in Science and Engineering (BC & Yukon Region) Associate Dean, Education and Professional Development UBC Faculty of Applied Science 5000 – 2332 Main Mall Vancouver, BC Canada V6T 1Z4 EXECUTIVE SUMMARY WWEST has created change. Operating as Westcoast Women in Engineering, Science & Technology (WWEST), the 2010‐2015 NSERC Chair for Women in Science and Engineering for the BC and Yukon Region, held by Dr. Elizabeth Croft at the University of British Columbia, changed the way people talk, act on, and measure gender diversity in science, technology, engineering and mathematics (STEM). By changing the way we talk about STEM, we open the doors and invite women to pursue this change. Our story is one of a creative, engaging, and rewarding profession where people solve problems, design solutions, help local and global communities, and love what they do. With this story, UBC Engineering went from an annual intake of 19% women to 30% women. By changing the way we talk about diversity in STEM, we motivate people to create change. We designed easy‐to‐read business cases for change, and backed them with facts and citations. Companies asked for copies, and referenced them. Non‐profits entered co‐branding distribution agreements. We changed the discourse from a women in STEM issue to a people in STEM issue. WWEST transformed the way organizations act on encouraging diversity in STEM. We provided expertise, a hub, and a conduit for activity. -
Decolonizing Actions That Speak Louder Than Words: Science Education Through Multiple Lenses in Nunavut
Decolonizing actions that speak louder than words: Science education through multiple lenses in Nunavut by Marc Higgins A Thesis submitted in partial fulfillment of the requirements for the degree of Master of Education FACULTY OF EDUCATION LAKEHEAD UNIVERSITY THUNDER BAY, ONTARIO © Marc Higgins April 2010 ii Library and Archives Bibliothèque et ?F? Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l'édition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre référence ISBN: 978-0-494-71773-8 Our file Notre référence ISBN: 978-0-494-71773-8 NOTICE: AVIS: The author has granted a non- L'auteur a accordé une licence non exclusive exclusive license allowing Library and permettant à la Bibliothèque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par télécommunication ou par l'Internet, prêter, telecommunication or on the Internet, distribuer et vendre des thèses partout dans le loan, distribute and sell theses monde, à des fins commerciales ou autres, sur worldwide, for commercial or non- support microforme, papier, électronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriété du droit d'auteur ownership and moral rights in this et des droits moraux qui protège cette thèse. Ni thesis. Neither the thesis nor la thèse ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent être imprimés ou autrement printed or otherwise reproduced reproduits sans son autorisation.