TORONTO, Oct. 13, 2021 – Osgoode Professional Development (OsgoodePD) is introducing two entrance awards — the OsgoodePD International Entrance Award of Excellence and the OsgoodePD International Entrance Award of Merit — to support internationally trained lawyers in their pursuit of legal education in Canada by joining Osgoode Hall Law School at 91��ɫ.

“A diverse student body is an integral part of professional graduate programs. Since class discussion is a central feature of our interactive, seminar-style classes, a diversity of student experience creates a basis for rich discussions of knowledge about the law from around the world,” says Meghan Thomas, Director International and Professional Graduate Programs. “These awards have been established to encourage more international applicants to consider Canada and OsgoodePD as an option for graduate legal study.”

“We aim to build an inclusive, welcoming community for international students — one that offers a wide range of courses, as well as individualized support to help students achieve their goals. OsgoodePD has an unwavering commitment to community, academic excellence, and student services.”

As part of one of the largest law schools in Canada, OsgoodePD offers more than 100 courses across 17 specializations taught by some of the country’s top legal practitioners, academics, and internationally recognized subject experts. are designed to bridge theory and practice for legal professionals.

“Through one-on-one advising and skills-based workshops, students have access to subject matter experts who are passionate about supporting students’ goals and helping them identify new opportunities,” Thomas says.

Applications for Fall 2022 are open now, and the deadline for awards application is Jan. 15, 2022 – winners for the inaugural award will be announced in April 2022.

About Osgoode Hall Law School

Osgoode Hall Law School of 91��ɫ has a proud history of 130 years of leadership and innovation in legal education and legal scholarship. A total of about 900 students are enrolled in Osgoode’s three-year Juris Doctor (JD) Program as well as joint and combined programs. The school's Graduate Program in Law is also the largest in the country and one of the most highly regarded in North America. In addition, Osgoode Professional Development, which operates out of Osgoode’s facility in downtown Toronto, offers both degree and non-degree programming for Canadian and international lawyers, non-law professionals, firms and organizations. Osgoode has an internationally renowned faculty of 60 full-time professors, and more than 100 adjunct professors. Our respected community of more than 18,000 alumni are leaders in the legal profession and in many other fields in Canada and across the globe.

About 91��ɫ

91��ɫ��is a modern, multi-campus, urban university located in Toronto, Ontario. Backed by a diverse group of students, faculty, staff, alumni and partners, we bring a uniquely global perspective to help solve societal challenges, drive positive change and prepare our students for success. 91��ɫ's fully bilingual Glendon Campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education. 91��ɫ’s campuses in Costa Rica and India offer students exceptional transnational learning opportunities and innovative programs. Together, we can make things right for our communities, our planet, and our future.

Media Contact:
Gloria Suhasini, 91��ɫ Media Relations, 647-463-4354,��suhasini@yorku.ca

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TORONTO, May 17, 2021 – Osgoode Professional Development will celebrate internationally trained lawyers among Canada’s legal community at its seventh annual Osgoode’s Internationally Trained Lawyers Day (OITLD) on May 27. This year’s event will be held online.

OITLD provides a unique opportunity for lawyers and law graduates from around the world, the accreditation and licensing bodies, and legal associations devoted to internationally trained lawyers to connect with internationally trained talent in Canada. A highlight of the day will be the keynote address delivered by , Partner, Gowling WLG (Canada) LLP.

"Osgoode’s Internationally Trained Lawyers Day is one of the only events of this type and purpose in Canada," said Meghan Thomas,��Director, Professional Graduate and International Programs for Osgoode Professional Development. "And this year, participants can join from around the world, from the safety of their home or office. It’s an exceptional networking opportunity for internationally trained talent looking to stand out within Canada’s competitive legal landscape."

OITLD sessions enable professionals and students to learn about the National Committee on Accreditation (NCA) process to become a licensed lawyer, and the supports available.

Two afternoon sessions have been designed for legal employers and recruiters and are eligible for Continuing Professional Development (CPD) hours.

The day-long event will start at 9:30 a.m. and will provide attendees the chance to network virtually during the lunch break. Full details on the sessions, speakers and registration can be found on the website for .

About Osgoode Professional Development

Osgoode Professional��Development (OsgoodePD)��is a world leader in law school lifelong learning.��Part of Osgoode Hall Law School, one of the oldest and best law schools in Canada, we offer credit and non-credit programs for Canadian and international trained lawyers, paralegals, professionals, and firms and organizations. We offer the broadest range of programs for internationally trained legal professionals in Canada and online – from LLM degrees, non-credit and preparatory programs to help them achieve their academic and professional goals. A total of 600 students are enrolled in OsgoodePD’s Professional LLM degrees, and more than 375 students are enrolled in the non-credit and preparatory programs.

About Osgoode Hall Law School

Osgoode Hall Law School of 91��ɫ has a proud history of 130 years of leadership and innovation in legal education and legal scholarship. A total of about 900 students are enrolled in Osgoode’s three-year Juris Doctor (JD) Program as well as joint and combined programs. The school's Graduate Program in Law is also the largest in the country and one of the most highly regarded in North America. In addition, Osgoode Professional Development, which operates out of Osgoode’s facility in downtown Toronto, offers both degree and non-degree programming for Canadian and international lawyers, non-law professionals, firms and organizations. Osgoode has an internationally renowned faculty of 60 full-time professors, and more than 100 adjunct professors. Our respected community of more than 18,000 alumni are leaders in the legal profession and in many other fields in Canada and across the globe.

��About 91��ɫ

91��ɫ champions new ways of thinking that drive teaching and research excellence. Our students receive the education they need to create big ideas that make an impact on the world. Meaningful and sometimes unexpected careers result from cross-disciplinary programming, innovative course design and diverse experiential learning opportunities. 91��ɫ students and graduates push limits, achieve goals and find solutions to the world’s most pressing social challenges, empowered by a strong community that opens minds. 91��ɫ U is an internationally recognized research university – our 11 faculties and 25 research centres have partnerships with 200+ leading universities worldwide. Located in Toronto, 91��ɫ is the third largest university in Canada, with a strong community of 53,000 students, 7,000 faculty and administrative staff, and more than 300,000 alumni. 91��ɫ U's fully bilingual Glendon Campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education.

Media Contacts:

Stewart Laszlo, Director, Marketing & Enrolment Management, Osgoode Professional Development, 416-597-9729, slaszlo@osgoode.yorku.ca

Gloria Suhasini, 91��ɫ Media Relations, 416-736-2100 ext. 22094, suhasini@yorku.ca

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EVENT CANCELLED

TORONTO, March 11, 2020 – The demands on policing in Canada have never been greater. Gender and race issues, the globalization of money and money laundering, corruption and cybercrime are all pressing matters. They beg questions about democratic governance, accountability and control of police.

Law and Disorder – a symposium on Saturday, March 14 to be presented by Osgoode Hall Law School’s Nathanson Centre on Transnational Human Rights, Crime and Security in honour of its founding director, the late Professor Margaret Beare – will discuss the challenges of policing and governance in a globalizing world.

Among the more than a dozen speakers will be Associate Professor Stephen Wilks, Mercy School of Law, Detroit; Anna Willats, Member of the Toronto Police Accountability Commission; Peter German, President, International Centre for Criminal Law Reform, Vancouver; Nathalie Des Rosiers, Principal, Massey College, Toronto; and Philip Stenning, Griffith Criminology Institute, Brisbane, Australia.

Late Professor Margaret Beare

Beare, an esteemed criminologist who joined the faculty of 91��ɫ in 1995 in the Department of Sociology with a cross appointment to Osgoode, died in August of cancer at the age of 72.

Educated at Guelph University (BA ’68, MA ’71), University of Cambridge in England (Diploma in Criminology, ’74) and Columbia University in New 91��ɫ (PhD ’87), her career in transnational police policy and the study of organized crime began with her role as senior research officer in the Office of the Solicitor General in Ottawa where she worked from 1982 to 1993.

“Margaret was a research powerhouse at Osgoode, blending sociology, criminology, and law like no one else,” said Professor François Tanguay-Renaud, co-director of the Nathanson Centre. “As the founding director of the Nathanson Centre, she put it on the map from day one – producing countless reports that are cited to this day and hosting numerous workshops and conferences on cutting-edge issues. Her deep connections in the worlds of policing and crime-related policymaking, most centrally organized crime policy, made her the go-to person whenever a socio-legal analysis of these domains was needed. The Canadian legal academe has lost a giant in Margaret Beare.”

The author, co-author or editor of numerous books and articles on money laundering, international policing policy, gang violence and social justice, Beare was the founding director of Osgoode’s Nathanson Centre for the Study of Organized Crime & Corruption – now called the Jack & Mae Nathanson Centre on Transnational Human Rights, Crime and Security – and remained a faculty member at 91��ɫ until her death.

WHAT:�� Law and Disorder: A symposium and tribute to Margaret Evelyn Beare
For program details, visit .

WHEN: Saturday, March 14, 2020 from 9:30 a.m. to 3:30 p.m.

WHERE: Osgoode Professional Development, Room 2602, 26^th floor, 1 Dundas St. W. (at Yonge St.), Toronto

About Osgoode Hall Law School

of 91��ɫ has a proud history of 131 years of leadership and innovation in legal education and legal scholarship. A total of about 900 students are enrolled in Osgoode’s three-year Juris Doctor (JD) Program as well as joint and combined programs. The school's Graduate Program in Law is also the largest in the country and one of the most highly regarded in North America. In addition, Osgoode Professional Development, which operates out of Osgoode’s facility in downtown Toronto, offers both degree and non-degree programming for Canadian and international lawyers, non-law professionals, firms and organizations. Osgoode has an internationally renowned faculty of 60 full-time professors, and more than 100 adjunct professors. Our respected community of more than 18,000 alumni are leaders in the legal profession and in many other fields in Canada and across the globe.

About 91��ɫ

is known for championing new ways of thinking that drive teaching and research excellence. Our students receive the education they need to create big ideas that make an impact on the world. Meaningful and sometimes unexpected careers result from cross-discipline programming, innovative course design and diverse experiential learning opportunities. 91��ɫ students and graduates push limits, achieve goals and find solutions to the world’s most pressing social challenges, empowered by a strong community that opens minds. 91��ɫ U is an internationally recognized research university – our 11 faculties and 26 research centres have partnerships with 200+ leading universities worldwide. Located in Toronto, 91��ɫ is the third largest university in Canada, with a strong community of 53,000 students, 7,000 faculty and administrative staff, and more than 300,000 alumni.

91��ɫ U's fully bilingual Glendon campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education.

Media Contacts:

Virginia Corner, Communications Manager, Osgoode Hall Law School of 91��ɫ, 416-736-5820, vcorner@osgoode.yorku.ca

Gloria Suhasini, 91��ɫ Media Relations, 416-736-2100 ext. 22094, suhasini@yorku.ca

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TD Bank Group commits $1 million in funding to support a renewed focus on building mid-career bridging programs, training and re-skilling initiatives

TORONTO, June 10, 2019 - Today, 91��ɫ announced a new donation from TD to support the at 91��ɫgate Mall in the Black Creek Community. The TD Centre is a satellite office of 91��ɫ that strives for academic innovation through community building and experiential learning along with postsecondary attainment for the Black Creek Community.

Since its inception, the centre has served nearly 70,000 people from the local community with dozens of programs and has become a catalyst for breaking down barriers, fostering mutually-beneficial partnerships and positive change for the local community.

Talisha Ramsaroop was a high school student in Black Creek. Although talented and eager to make a difference, she did not envision herself pursuing a postsecondary education. She soon realized that the stigma imposed on the community had affected her perception of herself and her goals. After connecting with 91��ɫ’s she enrolled at 91��ɫ and vowed to help find pathways for local youth to pursue postsecondary education. Today, Talisha is an employee of the TD Centre and speaks to local high school students about empowering themselves to pursue their dreams.

When Abena Offeh-Gyimah dreamed up her small business, the first place she turned for support was the TD Community Engagement Centre. Offeh-Gyimah’s small business offers the Black Creek Community native foods from Africa while building ethical relationships with farmers, cooperatives and collectives that enhance food sovereignty. And for her, the support she received from the TD Centre was the key to her success.

“91��ɫ has transformed from community participant, to leader, to a fully-engaged institution in the Black Creek community,” said 91��ɫ President and Vice-Chancellor Rhonda L. Lenton. “As part of our commitment to access and connection, we have brought together community, university and civic partners in a spirit of inclusion and empowerment. We couldn’t have done it without TD Bank Group and look forward to the next 10 years of breaking down barriers through university-community-private sector partnerships.”

Norie Campbell, Group Head, Customer and Colleague Experience and a 91��ɫ alumna, expressed TD’s commitment to making a difference in the community. "The skills needed for jobs today is vastly different than just a few years ago. It is critical that there are resources and places where individuals can seek assistance to learn and upskill in order to thrive. I am delighted that TD Community Engagement Centre's leadership and programs are helping people in the community feel more confident about their future in the changing economy."

Celebrating over a decade of impact, TD initially supported the creation of the 91��ɫ TD Community Engagement Centre in 2007. The renewed commitment not only recognizes the accomplishments in the Black Creek Community, it will support a new approach focusing on mid-career bridging programs through training and re-skilling programs.

The donation has been made through TD's corporate citizenship platform, , which leverages the collective power of its philanthropy, its business and its human capital to help people feel more confident and achieve their personal goals in a changing world.

About The Ready Commitment

TD has a long-standing commitment to enriching the lives of its customers, colleagues and communities. As part of its corporate citizenship platform, The Ready Commitment, TD is targeting CDN $1 billion (US $775 million) in total by 2030 towards community giving in four areas critical to opening doors for a more inclusive and sustainable tomorrow – Financial Security, Vibrant Planet, Connected Communities and Better Health. Through The Ready Commitment TD aspires to link its business, philanthropy and human capital to help people feel more confident - not just about their finances, but also in their ability to achieve their personal goals in a changing world. For further information, visit td.com/thereadycommitment

About 91��ɫ

91��ɫ champions new ways of thinking that drive teaching and research excellence. Our students receive the education they need to create big ideas that make an impact on the world. Meaningful and sometimes unexpected careers result from cross-disciplinary programming, innovative course design and diverse experiential learning opportunities. 91��ɫ students and graduates push limits, achieve goals and find solutions to the world’s most pressing social challenges, empowered by a strong community that opens minds. 91��ɫ U is an internationally recognized research university – our 11 faculties and 25 research centres have partnerships with 200+ leading universities worldwide. Located in Toronto, 91��ɫ is the third largest university in Canada, with a strong community of 53,000 students, 7,000 faculty and administrative staff, and more than 300,000 alumni. 91��ɫ U's fully bilingual Glendon Campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education.

MEDIA CONTACTS

Yanni Dagonas, 91��ɫ Media Relations, 647-468-7850��yannidag@yorku.ca

Heather Reinsborough, Manager, Corporate and Public Affairs TD Bank Group, 647-405-2660 heather.reinsborough@td.com

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TORONTO, March 19, 2019 – 91��ɫ President & Vice-Chancellor Rhonda Lenton applauds the Government of Canada's 2019 Budget for its significant investment in work-integrated learning, an international education strategy, graduate research scholarships and life-long learning. These investments will ensure Canada remains competitive and a leader in the global economy.

With two-thirds of all emerging jobs requiring higher education, it is important that Canada continues to encourage greater participation in university education and invests in the development of globally skilled talent. The 2019 Federal Budget outlines investment in several important areas.

“Today’s budget sends a strong message that the Canadian government recognizes the importance of investing in work-integrated learning. These opportunities are crucial to helping students bridge their academic studies with practical experience increasing their competitiveness as graduates in the global labour market. We are pleased that the government has set a target of creating 84,000 new student work placements across all disciplines by 2024,” said .

91��ɫ is also pleased that the 2019 contains an investment to implement the international education strategy including an outbound student mobility pilot program and the promotion of Canadian post-secondary education abroad to build our talent network. Supporting international student mobility helps to strengthen and diversify our trade links abroad and increases our opportunities for international collaboration in impactful research areas.

91��ɫ commends the government for following through on the recommendations from the Fundamental Science Review, by investing in an enhanced provision of scholarships for graduate students at both the master’s and doctoral levels in the 2019 Budget. With this increased funding, universities are better positioned to attract the necessary talent to help Canada fully realize its world-leading research potential.

The budget also makes a commitment to invest in life-long learning and upskilling with the creation of the new Canada Training Benefit. This will ensure that more Canadians have access to a university education that will help prepare them for future labour market needs.

Media contact: Yanni Dagonas - 91��ɫ Media Relations

647-468-7850 | yannidag@yorku.ca

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91��ɫ U research sheds light on how racial prejudice develops

TORONTO, Monday, November 27, 2017 – Do children show implicit racial preferences from an early age? According to new research from 91��ɫ’s Faculty of Health, they do. In three separate studies with over 350 five to twelve-year-old White children, 91��ɫ researchers found that children show an implicit pro-White bias when exposed to images of both White and Black children. But the type of bias depended on what children were asked to do.

The research was conducted by Professor Jennifer Steele in the Faculty of Health and her former PhD student, Amanda Williams now at the School of Education, University of Bristol. Steele says the goal of the research was to gain a better understanding of children’s automatic racial attitudes.

In the research published in the journal , a total of 359 White 5- to 12-year-olds completed child-friendly category-based (Implicit Association Test) and exemplar (Affective Priming Task; Affect Misattribution Procedure) implicit measures of racial attitudes.

When children were asked to sort faces by race on the category-based Implicit Association Test, both younger (5- to 8-year-olds) and older (9- to 12-year-olds) showed greater automatic positivity toward White as opposed to Black children.

“When we ask children to categorize by race, both younger and older White children show a pro-White bias. They are faster to match pictures of children who are White with positive images and pictures of children who are Black with negative images, relative to the reverse pairing,” said Steele.

However, when they were not categorizing these faces by race, a different pattern of implicit preferences was found. On these exemplar measures, children were asked across many trials to quickly decide whether neutral images were pleasant or unpleasant. Just before seeing each neutral image, children briefly saw a picture of a Black or White child. On these implicit measures, children showed no evidence of automatic negativity toward images of Black children, despite demonstrating consistent pro-White versus Black bias on the category-based measure.

“On these measures, only younger White children show racial preferences. This was specifically a positive attitude towards other White children, and not a negative attitude towards Black children.”

The researchers also found that older children, aged 9 to 12, weren't automatically positive toward other White children, which Steele says is consistent with other findings suggesting that individual characteristics, such as shared interests, become more important as children get older. Together, the results suggest that positive and negative racial attitudes can follow distinct developmental trajectories.

The findings can have important implications for programs designed to prevent or decrease prejudice in childhood. Specifically, Steele believes that interventions designed to decrease negativity towards other races might not be the best approach for younger children. Instead, interventions should encourage children to see members of other groups positively as well, although she believes that more research examining interventions is needed.

“In early childhood what we know is that children tend to be egocentric and socio-centric. They think that they’re great and that other people who are like them are great too. That’s why we recommend using interventions that don’t challenge these beliefs, but instead promote the fact that people from different backgrounds or who look different than them often have a lot in common and they can be great too."

She adds that this can be very important in the classroom.

“It is important that classroom teachers promote the benefits of diversity and expose children to positive role models from all different backgrounds. We live in an increasingly multicultural society and exposure to this diversity – even through books or media – can make children more comfortable with this diversity. Children have some awareness of race from an early age, so research suggests that taking a colour-blind approach – or pretending that race doesn’t exist – is not the best approach.”

Steele adds that classroom teachers should both create and seize opportunities to celebrate diversity and promote multiculturalism for their students.

is known for championing new ways of thinking that drive teaching and research excellence. Our students receive the education they need to create big ideas that make an impact on the world. Meaningful and sometimes unexpected careers result from cross-discipline programming, innovative course design and diverse experiential learning opportunities. 91��ɫ students and graduates push limits, achieve goals and find solutions to the world’s most pressing social challenges, empowered by a strong community that opens minds. 91��ɫ U is an internationally recognized research university – our 11 faculties and 26 research centres have partnerships with 200+ leading universities worldwide. Located in Toronto, 91��ɫ is the third largest university in Canada, with a strong community of 53,000 students, 7,000 faculty and administrative staff, and more than 295,000 alumni. 91��ɫ U's fully bilingual Glendon campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education.

Media Contact: Anjum Nayyar, 91��ɫ Media Relations, 416 736 2100 ext. 44543 anayyar@yorku.ca

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TORONTO, November 17, 2017 ─ An international project led by 91��ɫ Professor Linda Peake has been awarded $2.5 million in funding from the Social Sciences and Humanities Research Council to research how rapid urbanization is affecting the lives of women living in poverty and to inform public debate about sustainable and democratic urban change.

The Hon. Kirsty Duncan, Minister of Science, the funding as part of a package of Social Sciences and Humanities Research Council investment in ��research projects across Canada. Peake, a professor in 91��ɫ’s Faculty of Liberal Arts & Professional Studies, will lead a team of international researchers and partners on the six-year project, .

They will work with non-governmental organizations, universities and policy bodies and conduct research in seven cities: Cairo, Cochabamba, Georgetown (Guyana), Ibadan, Mumbai, Ramallah and Shanghai. In addition to research, the project includes public education, advancing policy, and developing practices that will reduce economic and social insecurities as well as other challenges faced by women, who represent a disproportionate percentage of the urban poor.

“The Partnership Grant of $2.5 million, awarded to 91��ɫ’s Professor Linda Peake, in the Faculty of Liberal Arts and Professional Studies, will allow her to undertake a very important project on urbanization and gender,” says Robert Haché, 91��ɫ’s Vice-President Research & Innovation. “91��ɫ is delighted with the success of our researchers across SSHRC’s programs. I want to congratulate all recipients.”

Professor Linda Peake, Faculty of Liberal Arts and Professional Studies

More than 160 91��ɫ professors and graduate students received SSHRC grants and scholarships including: 24 for research on topics ranging from private refugee resettlement to Canadian Paralympian athlete development; 13 for projects ranging from Ontario teachers’ views on enacting sex education updates to research on student mentoring and coaching; and a large number of graduate scholarships.

��is known for championing new ways of thinking that drive teaching and research excellence. Our students receive the education they need to create big ideas that make an impact on the world. Meaningful and sometimes unexpected careers result from cross-discipline programming, innovative course design and diverse experiential learning opportunities. 91��ɫ students and graduates push limits, achieve goals and find solutions to the world’s most pressing social challenges, empowered by a strong community that opens minds. 91��ɫ U is an internationally recognized research university – our 11 faculties and 26 research centres have partnerships with 200+ leading universities worldwide. Located in Toronto, 91��ɫ is the third largest university in Canada, with a strong community of 53,000 students, 7,000 faculty and administrative staff, and more than 295,000 alumni. 91��ɫ U's fully bilingual Glendon campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education.

Media Contact:
Janice Walls, Media Relations, 91��ɫ, 416 736 5543, wallsj@yorku.ca

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TORONTO, Wednesday, November 15, 2017 – In a study that looked at data over a 10-year period, 91��ɫ researchers, in collaboration with Children's Hospital of Eastern Ontario (CHEO) and the Institute for Clinical Evaluative Sciences (ICES), found that more than two-thirds of youth and children with an acute concussion do not seek medical follow-up or clearance as recommended by current international concussion guidelines.

In one of the first studies in Canada to look at pediatric concussion and follow-up,�� Professor and former 91��ɫ Ph.D. student Liraz Fridman, conducted research that included data from over 120,000 children aged 5-19 years of age. The goal of the study was to determine whether children and youth with concussion receive follow-up visits in accordance with the recommended guidelines.

The team looked at population-based administrative data housed at ICES from all concussion-related visits to emergency department and physician offices in Ontario from 2003-2013.

Researchers analyzed the percentage of children and youth seen for follow-up. Over the decade of study, the data showed that there was an increase in the number of children who sought follow-up care after being evaluated for a concussion by 2013 but over two-thirds still did not receive follow-up care in accordance with international recommended guidelines.

"That two-thirds of children were still not being seen for follow-up was surprising considering that international recommendations have been in place since 2001," says Fridman, lead author of the study and former 91��ɫ Ph.D. student.

In Ontario, concussion-related emergency department and office visits rates per 100,000 children have quadrupled from 2003 to 2013, with similar increases noted in the United States.�� Concussions can have long-term effects on memory and cognition, and may increase the vulnerability of psychological implications, such as depression and anxiety.

In 2003, 11 per cent of children and youth were seen for a follow-up after sustaining a concussion and by 2013 that number jumped to 30 per cent.

"A lack of sufficient follow up care puts children and youth at risk for another concussion or more serious consequences," says Macpherson, co-author and professor in the Faculty of Health, School of Kinesiology & Health Science at 91��ɫ.

Researchers say it is unclear why those who have concussions do not receive adequate follow-up and treatment. However the study highlights the need for better education programs for health care professionals, parents, coaches, children and youth which may improve follow-up rates.

“Despite improvement over the past several years, the rate of follow-up visits after a pediatric concussion diagnosis remain unacceptably low.” says Dr. Roger Zemek, Director of Clinical Research at the Children’s Hospital of Eastern Ontario and a senior author. “This reinforces the ongoing need to ensure that the latest concussion guidelines are implemented broadly in order to standardize the approach to concussion diagnosis and management.”

Currently the is looking at concussion legislation in Ontario which will likely increase the number of children and youth who receive follow-up care. The study is published in the .

��is known for championing new ways of thinking that drive teaching and research excellence. Our students receive the education they need to create big ideas that make an impact on the world. Meaningful and sometimes unexpected careers result from cross-discipline programming, innovative course design and diverse experiential learning opportunities. 91��ɫ students and graduates push limits, achieve goals and find solutions to the world’s most pressing social challenges, empowered by a strong community that opens minds. 91��ɫ U is an internationally recognized research university – our 11 faculties and 26 research centres have partnerships with 200+ leading universities worldwide. Located in Toronto, 91��ɫ is the third largest university in Canada, with a strong community of 53,000 students, 7,000 faculty and administrative staff, and more than 295,000 alumni. 91��ɫ U's fully bilingual Glendon campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education.

is an independent, non-profit organization that uses population-based health information to produce knowledge on a broad range of health care issues. Our unbiased evidence provides measures of health system performance, a clearer understanding of the shifting health care needs of Ontarians, and a stimulus for discussion of practical solutions to optimize scarce resources. ICES knowledge is highly regarded in Canada and abroad, and is widely used by government, hospitals, planners, and practitioners to make decisions about care delivery and to develop policy.

coordinates the research activities of the Children’s Hospital of Eastern Ontario (CHEO) and is affiliated with the University of Ottawa. Its three programs of research include molecular biomedicine, health information technology, and evidence to practice research. Key themes include cancer, diabetes, obesity, mental health, emergency medicine, musculoskeletal health, electronic health information and privacy, and genetics of rare disease. The CHEO Research Institute makes discoveries today for healthier kids tomorrow.

Media Contacts:

Anjum Nayyar, 91��ɫ Media Relations, 416 736 2100 ext. 44543, cell 416-301-7045��anayyar@yorku.ca

Deborah Creatura, Media Advisor, ICES, 416-480-4780 cell 647-406-5996 Deborah.Creatura@ices.on.ca

Aynsley Morris, Director of Communications, CHEO Research Institute, 613 737-7600 x 4144 cell 613 914-3059 amorris@cheo.on.ca

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New longitudinal research from the largest cohort in the world examining parent-child interactions during vaccinations lays out the best strategies for keeping children’s pain and distress low after painful needles.

TORONTO, Tuesday, November 14, 2017 While vaccinations protect children against various illnesses, the pain can sometimes be too much to bear. It's no wonder most children and parents dread their vaccination appointments. Now new research from at the Faculty of Health found that the amount of distress and pain felt by a preschooler during a vaccination is strongly related to how their parents help them cope before and during an appointment.

Professor Rebecca Pillai Riddell in the Faculty of Health, 91��ɫ Research Chair in Pain and Mental Health and senior author of the paper, has been following the OUCH Cohort children for over a decade. In the study, researchers used the data from 548 children who had been followed during infant and/or preschool vaccinations. Infants were included in the study if the infant had no suspected developmental delays or impairments, had no chronic illnesses, had never been admitted to a neonatal intensive care unit, and was born no more than three weeks preterm.

The research, led by graduate student Lauren Campbell, examined children who were expressing the most pain during preschool vaccinations. The goal of the study was to find out what would best predict the children who had the highest pain and did the poorest coping during the preschool vaccination by watching both the child and the parent over repeated vaccinations over childhood. Researchers evaluated various pain behaviours such as facial activity (grimacing), leg activity (crunching of legs), crying and consolability to measure the level of pain in children. They also looked at what the child and parent said that related to coping with the pain.

The results suggested that a preschooler’s ability to cope is a powerful tool to reduce pain-related distress but they need parents to support their coping throughout a vaccination appointment to have an impact in reducing pain-related distress.

“When children were distressed prior to the needle, that made them feel more pain after the needle,” says Pillai Riddell.

The data confirmed that engaging in coping-promoting behaviours like encouraging a child to take deep breaths was important. Using distractions such as pulling out an iPhone or distracting children with plans about what they will do after the appointment also improved children’s coping.

However, Pillai Riddell says it may be even more important to avoid negative or distress-promoting behaviours.

“Telling kids that ‘it’s ok, it’s going to be fine’ over and over again actually makes children feel anxious. Parents only say things are ‘okay’ when things are not ok. Ensuring you don’t criticize a child, such as saying: ‘strong girls don’t cry’, ‘big boys don’t do that’ is important. Also, don’t apologize to a child by saying things like: ‘I’m sorry this is happening to you,’ is also key, says Pillai Riddell. “These are all distress-promoting behaviours and increase pain and distress.”

The study, published in , found that not only is a parent’s behaviour during vaccinations critical to a child’s pain coping responses, but that the behaviour may also impact their reactions in the future. Moreover, the research may better inform medical care and may predict suffering by children during vaccinations into adulthood.

“People who have negative reactions with doctors when they are young, may avoid preventative care in the future. If you didn’t like a needle when you were five, that can stick with you.”

is known for championing new ways of thinking that drive teaching and research excellence. Our students receive the education they need to create big ideas that make an impact on the world. Meaningful and sometimes unexpected careers result from cross-discipline programming, innovative course design and diverse experiential learning opportunities. 91��ɫ students and graduates push limits, achieve goals and find solutions to the world’s most pressing social challenges, empowered by a strong community that opens minds. 91��ɫ U is an internationally recognized research university –our 11 faculties and 26 research centres have partnerships with 200+ leading universities worldwide. Located in Toronto, 91��ɫ is the third largest university in Canada, with a strong community of 53,000 students, 7,000 faculty and administrative staff, and more than 295,000 alumni. 91��ɫ U's fully bilingual Glendon campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education.

��Media Contact: Anjum Nayyar, 91��ɫ Media Relations, 416 736 2100 ext. 44543 anayyar@yorku.ca

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TORONTO, Nov. 9, 2017 ─ 91��ɫ welcomes the appointment of three new Canada Research Chairs in the Faculty of Science and renewal of a CRC in the Faculty of Liberal Arts & Professional Studies.

The Government of Canada recently announced the at post-secondary institutions across Canada, who will receive $145.6 million in funding from the program, along with $12.2 million in research infrastructure funding from the Canada Foundation for Innovation (CFI). Among the recipients in this round are 91��ɫ professors Thomas Baumgartner, Leah Vosko, Raymond Kwong, and Christopher Caputo. Tier 1 CRCs receive $1.4 million over 7 years and Tier 2 CRCs receive $500,000 over 5 years.

“91��ɫ is delighted to welcome three new Canada Research Chairs and one successful renewal. Congratulations to Professors Baumgartner, Caputo, Kwong and Vosko,” said Robert Haché.�� “The CRC program, which helps to support some of the world’s best researchers in building their innovative research programs, continues to make a strong contribution to the development of research at 91��ɫ,” he added.

Thomas Baumgartner, Professor in the Department of Chemistry, Faculty of Science, is Canada Research Chair in��Sustainable Organomain Group Materials (Tier 1).
Baumgartner’s research, focused on the design of novel materials that can be used to lower the anthropogenic carbon footprint, will provide knowledge crucial to the development of essential next-generation technologies for a sustainable future.
His program targets several energy-focused topics by��addressing the efficient and sustainable use, conversion, and/or storage of energy��via advanced synthesis in a bottom-up approach. The research also looks at the design of strongly luminescent species and their application as biomarkers and sensors for a variety of cellular processes. In addition to the CRC funding, his research will receive $275,000 in CFI funding.

Leah Vosko, Professor in the Department of Political Science, Faculty of Liberal Arts & Professional Studies and a Fellow of the Royal Society of Canada, has been renewed as Canada Research Chair in the Political Economy of Gender and Work (Tier 1). ��The CRC renewal will allow Vosko to examine impediments to the realization of labour market membership for workers facing multiple dimensions of precariousness in employment across several jurisdictions and fields of employment policy. It will allow her to scale-up to the pan-Canadian level her ongoing research on the effectiveness of workplace regulation in Ontario. Her research also includes: development of an Employment Standards Database, offering a platform for comparative research on employment standards; the creation of the Canada Labour Code Data Analysis Infrastructure, transforming a large-scale administrative database that the Government of Canada's Labour Program maintains into a research tool yielding new insights into labour standards compliance across the country; and an investigation identifying avenues for realizing labour market membership among workers labouring transnationally.

Raymond Kwong, Assistant Professor in the Department of Biology, Faculty of Science, is Canada Research Chair in Environmental Toxicology (Tier 2). His research examines the molecular and physiological effects of environmental stressors (e.g., anthropogenic and natural stressors), and the fundamental mechanisms regulating homeostatic processes in fish. The research, integrating environmental toxicology, molecular physiology, and functional genetics, will advance understanding of the mechanisms of toxic action, animal function, and physiological responses to contaminants. This information is critical for improving environmental risk assessment and monitoring, and for identifying sensitive biomarkers in the evaluation of aquatic health in contaminated waters. In addition to the CRC funding, the research will be supported with $125,000 in CFI funding.

Christopher Caputo,��Assistant Professor in the Department of Chemistry, Faculty of Science, is Canada Research Chair in Metal-Free Materials for Catalysis (Tier 2). Many chemical reactions to generate desirable products or energy are not favourable under ambient conditions. To overcome this, catalysts are routinely used to lower the activation barrier of these reactions. However, many catalysts are derived from precious and expensive transition metals. Caputo’s research targets new, low cost materials derived from readily available main-group elements to develop next-generation Lewis acidic materials to replace traditional catalysts. In addition to CRC funding, his research will receive $125,000 in CFI funding.

��is known for championing new ways of thinking that drive teaching and research excellence. Our students receive the education they need to create big ideas that make an impact on the world. Meaningful and sometimes unexpected careers result from cross-discipline programming, innovative course design and diverse experiential learning opportunities. 91��ɫ students and graduates push limits, achieve goals and find solutions to the world’s most pressing social challenges, empowered by a strong community that opens minds. 91��ɫ U is an internationally recognized research university – our 11 faculties and 26 research centres have partnerships with 200+ leading universities worldwide. Located in Toronto, 91��ɫ is the third largest university in Canada, with a strong community of 53,000 students, 7,000 faculty and administrative staff, and more than 295,000 alumni. 91��ɫ U's fully bilingual Glendon campus is home to Southern Ontario's Centre of Excellence for French Language and Bilingual Postsecondary Education.

Media Contact:
Janice Walls, 91��ɫ Media Relations, 416 736 5543, wallsj@yorku.ca

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