The Diversification and the Privatization of the Sources of Retirement Income in Canada

Recent labour market developments in the context of population ageing have generated many changes concerning sources of retirement income. More precisely, this paper, which is based on two Statistics Canada surveys (Survey of Consumer Finances and Survey of Labour and Income Dynamics,) will look at the processes of diversification and privatisation of income sources of Canada’s retirees during the period 1980-2002. This study has used the concept of individualized income based on the economic family in order to consider economies of scale and revenue sharing. An appropriate assessment of the composition of retirement income sources has been realized, while discerning five distinct categories: net government transfer payments, CPP/QPP benefits, private pensions, investment income and employment income. The situation of older women living alone and of older immigrants has been more carefully analyzed in order to detect some particularities among those two vulnerable groups. The results of this study demonstrate that retirees’ income composition has undergone many changes. In addition, sources of retirement income have become substantially more diversified and privatized during the period under study. These adjustments are becoming essential in western societies in order to overcome the obstacles caused by population ageing that could disrupt pension systems.Retirement, pensions, financial security, Canada

Using Active Learning and the Wright State Model for Engineering Mathematics Education to Cultivate Academic Success among First-Year Engineering Students

A mid-sized private university in the Southeast has created an experimental first-year engineering course based on the Wright State Model for Engineering Mathematics Education. The course aims to increase student retention, motivation, and success in engineering through an application-oriented, hands-on introduction to engineering mathematics. Therefore, active learning techniques were used throughout the course. Students provided preliminary qualitative data via end-of-course evaluations. Preliminary quantitative data included student course grades, cumulative GPAs (CGPAs), and retention rates. Thus far, students taking the experimental firstyear engineering course believe they gain confidence and skills such as problem-solving, time management, study habits, computer programming, as well as real-world applications of math and physics. Thus far, over 80% of students have earned a grade of C or better in the experimental first-year engineering course along with their pre-calculus or calculus class. More than 80% of students have also maintained a CGPA above a 2.0

Investigating First-Year Engineering Students\u27 Educational Technology Use and Academic Achievement: Development and Validation of an Assessment Tool

Increasing the number of Americans who graduate with a degree in science, technology, engineering and mathematics (STEM) is of compelling national interest as the world is becoming more technologically-dependent. As society changes there is a continual need for new devices, tools, and services. Therefore, what is represented as “technology” constantly changes. The underlying meaning of technology is fairly stable, but the term is employed differently across context and application. In society, a variety of technologies are used to provide people with things like food, healthcare, shelter, transportation, and entertainment. In educational settings, computers and other information technologies help individuals learn, teach, and communicate. Since technology is ever-changing and context-specific, this paper describes the development and validation of a particular assessment tool – one focused on the specific types of and ways that educational technology is used by first-year engineering students (FYES). More specifically, the assessment tool was used in an investigation of the relationship between first-year engineering students’ perceived (a) knowledge, (b) usefulness, as well as (c) frequency and nature of use of technology and their academic achievement (i.e., grades). Differences were analyzed by race/ethnicity and gender. After distributing the assessment tool and collecting data from nearly 500 students, results revealed there are significant racial/ethnic differences in FYES’ perceived usefulness as well as frequency and nature of use of technology. There are also significant gender differences in FYES’ perceived knowledge and usefulness of technology. Furthermore, FYES’ background characteristics significantly predict their final course grades in the second of two introductory engineering courses

Examining Student Success: The Transition from H.S. to College of First-Year Engineering Students

To improve retention and graduation rates, institutions of higher education have become increasingly interested in the experiences of first-year students. This is of even greater importance in STEM (science, technology, engineering and mathematics) fields such as engineering which are crucial for U.S. global competitiveness and homeland security. Interviews were conducted with six (6) first-year engineering students at a large, predominantly White land-grant institution located in the Midwestern region of the country to study their decisions and experiences during the transition from high school to college. More specifically, the investigation focused on under-represented students within undergraduate engineering. Interviews focused on three aspects of college transitions: (a) academic, (b) social, and (c) financial, using Schlossberg’s (1995) transition theory and Golrick-Rab’s (2007) research as a guide.1,2 Findings show that prior to college, students enjoyed hobbies such as video games/sports, participated in STEM camps/internships/clubs, and took preparatory STEM courses. Participants tended to choose engineering as an academic major due to parental/family encouragement, interest in previous STEM subjects, and the financial security that engineering jobs provide. Students faced several challenges during their transition to college such as completing application materials, worrying about finances, taking more difficult/time-consuming courses, and feeling overwhelmed

How Undergraduates\u27 Involvement Affects Sense of Belonging in Courses that Use Technology

In order to increase the number of American degree recipients in science, technology, engineering and mathematics (STEM), academics must continually develop ways to improve students’ interest, retention, and success in fields like engineering. Prior researchers have studied the use of educational technology as a way to improve student outcomes and skills. Previous scholars have also investigated students’ perceptions of the usefulness of technology. However, it is unclear if a statistically significant relationship exists between students’ involvement in courses that use technology and their sense of belonging to others on campus. The present study addressed this gap by examining the relationship between technology, students’ class involvement, and their feelings of connectedness to others. This investigation sought to answer the following research questions: (a) Are there differences in undergraduates’ involvement in courses that use technology by college major, race/ethnicity, or gender? (b) Are there differences in undergraduates’ feelings of connectedness to others on campus due to technology by college major, race/ethnicity, or gender? (c) What is the relationship between students’ involvement in technology-based courses and perceptions of technology’s impact on their feelings of connectedness to others on campus? Data was analyzed for close to 500 students using a 2013 national administration of the EDUCAUSE Center for Analysis and Research (ECAR) Study of Undergraduate Students and Information Technology Survey Questionnaire. Findings from this analysis suggest that (a) students who get more involved in courses that use technology are significantly more likely to believe that technology makes them feel connected to others on campus – indicating a sense of belonging, and (b) students who identify as female, part-time or non-engineering majors are more likely to believe that technology makes them feel more connected to others on campus

On the fly multi-modal observation of ligand synthesis and complexation of Cu complexes in flow with ‘benchtop’ NMR and mass spectrometry

Exploring complex chemical systems requires reproducible and controllable ways to access non-equilibrium conditions. Herein we present a programmable flow system that can do both ligand synthesis and complexation on the fly, and the conditions of the reaction can be monitored using two simultaneous techniques, namely NMR and mass spectrometry. By using this approach we monitored the formation of unknown complexes, followed by crystallization that resulted in the characterisation of their structures giving 5 new compounds (4 isolated and fully characterised) which can be formulated as: Cu2(L1)4(μ-CO3)](BF4)2 (2); [Cu3(L1)6(μ-CO3)](PF6)2(OH)2 (3) [Cu2(L2)2](BF4)2 (4) and [Cu(L2)2](BF4)2·CH3CN (5)

Infographic: Celebrities Endorsing STEM

This infographic displays quotes from a diverse group of celebrities promoting careers in science, technology, engineering and math (STEM). These male and female celebrities of different racial and ethnic groups include professional athletes, actors, authors, musicians, and models. This infographic was inspired by Verizon\u27s #weneedmore campaign, which featured LeBron James, Drew Brees, Adriana Lima, and Zendaya. Many youth aspire to become celebrities and are aware of careers related to athletics, acting, and music. However, far less youth aspire to become STEM professionals and are aware of the countless career opportunities in STEM fields. This infographic is not meant to discourage youth from aspiring to become athletes, actors, musicians or any other celebrities, but to showcase the growing need for more STEM professionals

Infographic: D1 STEM Student-Athletes

In this infographic, Division I student-athletes studying degrees in science, technology, engineering, and math (STEM) are displayed. The infographic focuses on women and racial/ethnic minoritized students who pursue STEM degrees and play a National Collegiate Athletic Association (NCAA) Division I sport. For a variety of sports, the achievements, awards, and degrees of collegiate athletes are displayed. Whether they studied mathematics, psychology, or aerospace engineering, these diverse individuals from different gender/racial backgrounds rose to the challenge of being a STEM student-athlete and achieved greatness

Infographic : Engineers and Athletes: Comparison of Professions and Genders

In this infographic, the career earnings for engineers and athletes are compared. Two separate comparisons are performed: profession and gender. In the first comparison, inventors, athletes, and superheros with the highest net worth are shown. Based on the results, inventors are making billions more than the highest paid athletes and superheroes. Even the wealthiest superheroes, Black Panther and Iron Man, earn their wealth from engineering-related technology and knowledge. In the second comparison, the salary of men and women in both athletics and engineering are displayed. Based on the results, women make significantly less than men in athletics. However, women are making the same or more than men in some engineering fields

Infographic: Division 1 - Power 5 Football Stars in STEM

In this infographic, football stars studying degrees in science, technology, engineering, and math (STEM) are showcased. The infographic focuses on racial/ethnic minoritized students who pursue STEM degrees and play football at a university in a National Collegiate Athletic Association (NCAA) Division 1 - Power 5 conference. For each football star, their name, university and major are included. While pursuing majors such as biology, engineering and psychology, these diverse individuals provide counterexamples of who can pursue rigorous majors and high-demand sports