Fifty years after the Equal Pay Act of 1963, women still face gender discrimination. Even though the "glass ceiling" has finally been broken for many women, stories of discrimination are still plentiful. Only 6 percent of those filing employment discrimination lawsuits in federal court ever go to trial and of those that do go to trial, a mere one in three has any chance of winning. That is what makes Lisa Shipley's story amazing: Lisa took a stand, fought back-and won. Lisa Shipley was her organization's top performer, an industry star, and well respected by colleagues. She had always been treated fairly and equitably, and loved her work. All of that took a turn when her organization's new CEO proceeded to belittle Lisa in front of her peers, deliberately exclude her from meetings and events that were crucial to her job performance, and denied her compensation she had earned. Pushed to her limits, Lisa sued her employer for gender discrimination. A jury of her peers found the company and its CEO guilty on all 10 charges in the lawsuit. Lisa's story is an authentic account of what happened when David took on Goliath, complete with the unexpected twists and turns you would only expect to find in a legal thriller-except that this really happened.
Our Vision is limitless! The Visions Series tells the story of how humanity must ultimately venture outward from our tiny home and explore the Universe. Visions VII: Universe, the final volume, opens the doors to incredible possibilities for the race called Human. We venture into realms where the impossible becomes fact.
This study examines the transfer of Canadian expertise and the sale of education commodities to countries in the developing world through projects funded by international financial institutions (IFIs). It is based on a survey of Canadian organizations engaged in education and training activities abroad. The export of education and training has great importance to Canada, from strategic and humanitarian standpoints. Yet relatively little is known about the performance of Canadian firms in this field. The Policy Research Initiative funded a small-scale survey aimed at filling one piece of the puzzle: contracts awarded to Canadians by IFIs to provide education and training to countries in the developing world. The Department of Foreign Affairs and International Trade (DFAIT) and Industry Canada led the project; Statistics Canada conducted the survey. The Survey of Activity with International Financial Institutions: Canadian Knowledge-based Services and Products Abroad examined the transfer of Canadian expertise and the sale of education commodities through projects funded by the World Bank, the African Development Bank, the Asian Development Bank, the Caribbean Development Bank and the Inter-American Development Bank. As a member state, Canada contributes to the financial resources of these banks, which are used to finance projects in the developing world. In return, Canadian organizations can bid on certain contracts funded by the banks. Conducted in April 2001, the survey collected information from organizations that engaged in education and training activities abroad and won contracts in 1998 or 1999 through the IFI international competitive bidding process. Information was gathered for up to four contracts per organization. The survey also gathered information on strategies adopted by Canadian firms to secure contracts offered by foreign countries, methods used to maintain a presence abroad, programs or services used to obtain information or prepare bids for IFI-funded contracts, and obstacles they faced when participating in IFI-funded contracts.
Le secteur de l'éducation et de la formation des adultes est aussi complexe que dynamique. Afin d'en cerner toutes les facettes, Statistique Canada conduit plusieurs enquêtes auprès de clientèles très variées. Étant donné la diversité des sources de données et leurs différences conceptuelles et méthodologiques, il est parfois très difficile pour les chercheurs ou les décideurs publics de trouver les informations ou données désirées. Ce guide est un outil qui devrait permettre de faciliter ce travail. Il décrit sommairement toutes les enquêtes de Statistique Canada qui touchent l'éducation ou la formation des adultes. Il permet, à partir d'une variable sélectionnée, d'identifier les enquêtes susceptibles de fournir des informations. Il indique également les publications pertinentes et comment obtenir des informations additionnelles.
This report is organized around the central themes of the 2002 Survey of Approaches to Educational Planning. The first section explores parental perceptions toward education in general and post-secondary education specifically, and includes information on parental beliefs about the importance of good grades, schooling beyond high school, and hopes & aspirations for children's educational future. The second section looks at children's grades in light of meeting post-secondary admission requirements. It also includes information on children's attitudes toward school and overall general performance in school. Section three examines the many factors that may play a role in whether savings are being put aside for children's post-secondary education. The analysis examines parents' current, future, or non-saving status by parental perceptions of post-secondary education, parental educational aspirations for children, and children's academic abilities & attitudes to school. Other factors that form part of the analysis include children's age, household income, and parents' own level of educational attainment. Section four examines the anticipated use of other sources of funding for post-secondary education that are considered by parents. The final section looks at the amounts saved to date and contributions made to savings in 2001, as well as the amounts parents expect to have saved by the time their child becomes eligible for post-secondary enrollment.
PISA is a collaborative effort among member countries of the Organisation for Economic Co-operation and Development (OECD) and is designed to provide policy-oriented indicators of the skills and knowledge of 15-year-old students. PISA data shed light on a range of factors that contribute to successful students, schools and education systems. This report summarises the results from PISA 2009 for students in the minority-language school systems in Canada within the 7 provinces that reported data for both their English and French language school systems (Nova Scotia, New Brunswick, Quebec, Ontario, Manitoba, Alberta and British Columbia). The purpose of the following analyses was to develop a profile of minority-language students in Canada (French outside of Quebec, English in Quebec) and the schools they attend.
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