An Overview of Canadian Privacy Law for Pharmaceutical and Device Manufacturers Operating in Canada

On April 13, 2000, the Canadian Parliament enacted by Royal Assent the Personal Information Protection and Electronic Documents Act (PIPEDA). The Act requires private organizations to comply with a code of “fair information practice,” which mandates individual consent for the collection, use, and disclosure of personal information. PIPEDA complements the Federal Privacy Act, which places similar obligations on government institutions. On January 1, 2002, the Act began to apply to personal information (including personal health information) collected, used, or disclosed by a federal work, undertaking, or business, and personal information (including personal health information) disclosed by any organization for consideration outside the province in which it was collected. This article describes PIPEDA and explains how it will apply to pharmaceutical companies and device manufacturers operating in Canada. Section I provides an overview of privacy legislation in Canada. Section II discusses the new Act\u27s scope, the obligations it imposes, and the rights it creates. Section III discusses enforcement of the Act. Section IV considers the relationship between PIPEDA and other privacy laws in Canada, the European Union (EU), and the United States. Finally, Section V describes the transition periods before the Act is fully effective. It is not entirely clear how PIPEDA will affect pharmaceutical and device manufacturers in Canada. PIPEDA is based on a privacy code drafted by private industry. The healthcare sector was not a significant participant in the drafting of that code, and the statute, therefore, is not tailored to address the specific concerns of pharmaceutical and device manufacturers. Also, the new Privacy Commissioner, who lacks a medical or scientific background, has said little about how he intends to apply the legislation to the healthcare sector. This article offers some speculation. Guidance and decisions issued in the next year may resolve some of the uncertainties

Representing addition and subtraction : learning the formal conventions

The study was designed to test the effects of a structured intervention in teaching children to represent addition and subtraction. In a post-test only control group design, 90 five-year-olds experienced the intervention entitled Bi-directional Translation whilst 90 control subjects experienced typical teaching. Post-intervention testing showed some significant differences between the two groups both in terms of being able to effect the addition and subtraction operations and in being able to determine which operation was appropriate. The results suggest that, contrary to historical practices, children's exploration of real world situations should precede practice in arithmetical symbol manipulation

Galaxy Properties at the Faint End of the H I Mass Function

The Survey of H I in Extremely Low-mass Dwarfs (SHIELD) includes a volumetrically complete sample of 82 gas-rich dwarfs with ${M}_{{\rm{H}}\,{\rm\small{I}}}\lesssim {10}^{7.2}$ ${M}_{\odot }$ selected from the ALFALFA survey. We are obtaining extensive follow-up observations of the SHIELD galaxies to study their gas, stellar, and chemical content, and to better understand galaxy evolution at the faint end of the H I mass function. Here, we investigate the properties of 30 SHIELD galaxies using Hubble Space Telescope imaging of their resolved stars and Westerbork Synthesis Radio Telescope observations of their neutral hydrogen. We measure tip of the red giant branch (TRGB) distances, star formation activity, and gas properties. The TRGB distances are up to 4× greater than estimates from flow models, highlighting the importance of velocity-independent distance indicators in the nearby universe. The SHIELD galaxies are in underdense regions, with 23% located in voids; one galaxy appears paired with a more massive dwarf. We quantify galaxy properties at low masses including stellar and H I masses, star formation rate (SFRs), specific SFRs, star formation efficiencies, birth-rate parameters, and gas fractions. The lowest-mass systems lie below the mass thresholds where stellar mass assembly is predicted to be impacted by reionization. Even so, we find the star formation properties follow the same trends as higher-mass gas-rich systems, albeit with a different normalization. The H I disks are small ( $\langle r \rangle 0.7\,{\rm{kpc}}$ ), making it difficult to measure the H I rotation using standard techniques; we develop a new methodology and report the velocity extent, and its associated spatial extent, with robust uncertainties

Kindergarten Children Solving Additive Problems: Which Strategies?

Os estudos desenvolvidos em diferentes contextos ressaltam a capacidade que as crianças têm de resolver corretamente problemas de adição e subtração, antes ainda destas operações lhes serem formalmente ensinadas. O estudo aqui descrito procura perceber como as crianças dos 4 aos 6 anos (N=90) entendem os problemas de estrutura aditiva. Para tal, tenta responder às seguintes questões: 1) Que desempenhos apresentam as crianças quando resolvem problemas de estrutura aditiva? 2) Que estratégias usam para resolver os problemas de estrutura aditiva? Adotou-se uma metodologia quantitativa que analisa os desempenhos e as estratégias das crianças quando resolvem 28 problemas de estrutura aditiva, apresentados a partir de entrevistas estruturadas individuais. Os resultados sugerem que as crianças resolvem com facilidade os problemas propostos e utilizam estratégias adequadas para responderem corretamente, chegando mesmo a recorrer a estratégias abstratas como a contagem e os fatos numéricos.Several studies report young children's ability to solve addition and subtraction problems before receiving any formal instruction. This study focuses on how 4-6-year-old children (N=90) understand additive structure problems. It addresses two questions: 1) How do children perform when solving additive structure problems? 2) What strategies do children use when solving additive structure problems? Quantitative methods were used to analyse children's performance and strategies when solving 28 additive structure problems presented to them using individual interviews. Results suggest that children easily solved the given problems using adequate strategies, some could even count and rely on numerical factsApoio financeiro do CIEC (Centro de Investigação em Estudos da Criança, IE, UMinho; UI 317 da FCT, Portugal) através do Projeto Estratégico UID/CED/00317/2013, financiado através dos Fundos Nacionais da FCT (Fundação para a Ciência e a Tecnologia), cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) com a referência POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

Whole number thinking, learning and development: neuro-cognitive, cognitive and developmental approaches

The participants of working group 2 presented a broad range of studies, 11 papers in total, related to whole number learning representing research groups from 11 countries as follows. Two large cross-sectional studies focused on developmental aspects of young children’s number learning provide a lens for re-examining ‘traditional’ features of number acquisition. van den Heuvel-Panhuizen (the Netherlands) presented a co-authored paper with Elia (Cyprus; Elia and van den Heuvel-Panhuizen 2015) on a cross-cultural study of kindergartners’ number competence focused on counting, additive and multiplicative thinking. Second, Milinković (2015) examined the development of young Serbian children’s initial understanding of representations of whole numbers and counting strategies in a large study of 3- to 7-year-olds. Children’s invented (formal) representations such as set representation and the number line were found to be limited in their recordings. In a South African study focused on early counting and addition, Roberts (2015) directs attention to the role of teachers by providing a framework to support teachers’ interpretation of young disadvantaged learners’ representations of number when engaging with whole number additive tasks. Some papers reflected the increasing role of neuroscientific concepts and methodologies utilised in research on WNA learning and development. Sinclair and Coles (2015) drew upon neuroscientific research to highlight the significant role of symbol-to-symbol connections and the use of fingers and touch counting exempli- fied by the TouchCounts iPad app. Gould (2015) reported aspects of a large Australian large study of children in the first years of schooling aimed at improving numeracy and literacy in disadvantaged communities. A case study exemplified how numerals were identified by relying on a mental number line by using location to retrieve number names. This raised the question addressed in the neuroscientific work of Dehaene and other papers focused on individual differences in how the brain processes numbers. The Italian PerContare1 project (Baccaglini-Frank 2015) built upon the collaboration between cognitive psychologists and mathematics educators, aimed at developing teaching strategies for preventing and addressing early low achievement in arithmetic. It takes an innovative approach to the development of number sense that is grounded upon a kinaesthetic and visual-spatial approach to part-whole relationships. Mulligan and Woolcott (2015) provided a discussion paper on the underlying nature of number. They presented a broader view of mathematics learning (including WNA) as linked to spatial interaction with the environment; the concept of connectivity across concepts and the development of underlying pattern and structural relationships are central to their approach

Environmental and Genetic Preconditioning for Long-Term Anoxia Responses Requires AMPK in Caenorhabditis elegans

Article on environmental and genetic preconditioning for long-term anoxia responses requires AMPK in Caenorhabditis elegans