Prevalence of Educational Malpractice among University Students as Perceived by Lecturers of Delta State University, Abraka

The study examined the prevalence of educational malpractice among University students as perceived by lecturers of Delta State University, Abraka. Three research questions were raised to guide the study. The study is a descriptive survey research. The purposive random sampling technique was used to select a sample of 92 lecturers for the study. The instrument for this study is the questionnaire. The instrument has face and content validity through expert judgement and instrumentation. The Cronbach alpha procedure was used to assess the internal consistency of the items. The value obtained was .73. The results revealed that there is a high prevalence of educational malpractice among undergraduates of Delta State University, Abraka. The findings also revealed that there is no significant difference between lecturers in their perception of the prevalence of educational malpractice among students. Lastly, the result showed that the status of lecturers has no impact on their perception of the prevalence of educational malpractice among students. Implications for counselling practice and education were discussed.

The Fundamentals of Resident Dismissal

Residents have the rights and responsibilities of both students and employees. Dismissal of a resident from a training program is traumatic and has lasting repercussions for the program director, the faculty, the dismissed resident, and the residency. A review of English language literature was performed using PUBMED and OVID databases, using the search terms, resident dismissal, resident termination, student dismissal, student and resident evaluation, legal aspects of education, and remediation. The references of each publication were also reviewed to identify additional appropriate citations. If the Just Cause threshold has been met, educators have the absolute discretion to evaluate academic and clinical performance. Legal opinion has stated that it is not necessary to wait until a patient is harmed to dismiss a resident. Evaluations should be standard and robust. Negative evaluations are not defamatory as the resident gave consent to be evaluated. Provided departmental and institutional polices have been followed, a resident can be dismissed without a formal hearing. Residencies are entitled to modify academic requirements and dismissal is not considered a breach of contract. Although there is anxiety regarding resident dismissal, the courts have uniformly supported faculty having this role. When indicated, failure to dismiss a resident also places the program director and the faculty at risk for educational malpractice.

Educational Malpractice? Human Rights, Censorship, and the LGBTQ+ Community in Ontario’s Health and Physical Education Curriculum

The announcement of a new Health and Physical Education curriculum in 2010 by the Liberal McGuinty government resulted in considerable controversy in Ontario. Key religious groups, as well as socially and politically conservative groups, opposed the inclusion of queer-positive content in public education. This opposition ultimately led to the shelving of the proposed curriculum. However, under the Liberal Wynne government, a version similar to the original 2010 curriculum has been taught in schools since September 2015. This paper examines the struggle since the 1960s for curricular inclusiveness of the LGBTQ+ community in the Health and Physical Education curriculum document, and the arguments that have been used to censor the LGBTQ+ community. Ultimately, it was the Charter of Rights and Freedoms and the Ontario Human Rights Code that prevented censorship in education. Human rights legislation was used to uphold civil rights in both the Catholic and public school systems and rose above the political decision-making that had censored the LGBTQ+ community. RÉSUMÉ L’annonce d’un nouveau programme d’études en santé et en éducation physique, en 2010, par le gouvernement libéral McGuinty provoqua une énorme controverse en Ontario. Des groupes religieux fondamentalistes ainsi que des organismes sociopolitiques conservateurs se sont opposés à l’inclusion de contenu sur l’homosexualité dans les programmes d’enseigne- ment public. Cette opposition conduisit à une mise au rancart du programme. Cependant, sous le gouvernement libéral Wynn, une version similaire au programme original est enseignée dans les écoles depuis septembre 2015. Cette étude s’intéresse à la lutte—en marche depuis les années 1960—pour l’inclusion des membres de la communauté des LGBTQ+ dans les programmes d’études en santé et en éducation physique, ainsi qu’aux arguments utilisés pour censurer cette collectivité. Finalement, ce fut la Charte des droits et libertés et le Code des droits de la personne de l’Ontario qui empêchèrent la censure en éducation. On eut recours à la législation sur les droits de la personne pour soutenir les droits civils autant dans le système des écoles catholiques que dans celui des écoles publiques et supplanter les objections politiques qui censuraient les LGBTQ+.