National Inuit Strategy on Research
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
8791 NAC Ann Rep Eng:9916 NAC Ann Rep Inuk Eng
ANNUAL REPORT MOVE FORWARD WITH US 2005-2006 Grise Fiord Resolute Nanisivik Pond Inlet Arctic Bay Clyde River Qikiqtarjuaq Cambridge Bay Igloolik Taloyoak Hall Beach Pangnirtung Gjoa Haven Kugluktuk Kugaaruk Iqaluit Repulse Bay Cape Dorset Kimmirut Baker Lake Coral Harbour Chesterfield Inlet Rankin Inlet Whale Cove Arviat Sanikiluaq Head Office Campus Locations Community Learning Centre Nunavut Research Institute Research Centres On the Cover: Stephanie Taptuna, Office Administration Certificate Program. Letter of Transmittal am pleased to forward the Annual Report for Nunavut Arctic College (NAC) for The Board understands the vital role Nunavut Arctic College plays in the Ithe period July 1st 2005 – June 30th, 2006. This report includes copies of the development of Nunavut and is committed to providing the leadership needed College’s financial statements, as well as highlights of activities and to ensure the College provides quality post-secondary training in a fiscally accomplishments during the year. responsible manner. This year’s report shows that Nunavut Arctic College is in a much stronger The Board of Governors of Nunavut Arctic College looks forward to financial position than in previous years and, as a result, the deficit accumulated continuing to work with you as we prepare the College for the future. Thank you from previous years has been eliminated. Increased demand for programs by for the support you have provided Nunavut Arctic College over the past year. government and industry kept staff at the Regional Campuses and Learning Centers throughout Nunavut busy during the 2005-2006 academic year. Sincerely, Partnerships with the Regional Inuit Organizations made it possible to offer employment related programs in communities in every region. -
Inuit Students' Experiences of Postsecondary Education
Qallunaaliaqtut: Inuit Students’ Experiences of Postsecondary Education QALLUNAALIAQTUT: INUIT STUDENTS’ EXPERIENCES OF POSTSECONDARY EDUCATION IN THE SOUTH THIERRY RODON Université Laval FRANCIS LÉVESQUE Université du Québec en Abitibi-Témiscamingue SHEENA KENNEDY DALSEG Carleton University ABSTRACT. The purpose of this study was to learn from the experiences of post- secondary Inuit students from Canada. Through surveys, interviews, and focus groups, we realized that despite the challenges associated with pursuing post- secondary education in the South, most respondents perceived their experience to be positive. Lack of access to sufficient and equitable funding was perceived by respondents to be a significant barrier, as was the lack of readily available information for prospective students from Inuit Nunangat. We conclude with a brief discussion of possible actions for improving access to university education in Inuit Nunangat, notably that governments should not only focus on training and should develop programs that reflect Inuit students’ needs and aspirations. QALLUNAALIAQTUT: L’EXPÉRIENCE DES ÉTUDIANTS INUITS DANS LES ÉTABLISSEMENTS POSTSECONDAIRES DU SUD RÉSUMÉ. L’objectif de cette étude est de mieux comprendre l’expérience des étu- diants inuits du Canada. Au moyen d’enquêtes, d’entrevues et de groupe focus, on constate qu’en dépit des défis importants rencontrés par ces étudiants, leur expérience est globalement positive. Les participants ont toutefois noté que le manque de financement et le manque d’information sur les études postsecon- daires étaient les obstacles les plus importants. En conclusion, on explore les actions qui permettraient d’améliorer l’accès aux études postsecondaires dans l’Inuit Nunangat, en insistant notamment sur le fait que l’on ne doit pas se concentrer uniquement sur les programmes professionnels, mais que l’on doit aussi répondre aux besoins et aspirations des étudiants inuits. -
Redalyc. the Digital Divide: Canada?S Access As a 97 Neo
Revista Mexicana de Estudios Canadienses (nueva época) Asociación Mexicana de Estudios sobre Canadá, A.C. [email protected] ISSN (Versión impresa): 1405-8251 MÉXICO 2008 Martin R. Dowding THE DIGITAL DIVIDE: CANADA’S ACCESS AS A 97 NEO-LIBERAL COMMODITY Revista Mexicana de Estudios Canadienses (nueva época), primavera-verano, número 015 Asociación Mexicana de Estudios sobre Canadá, A.C. Culiacán, México pp. 97-110 Red de Revistas Científicas de América Latina y el Caribe, España y Portugal Universidad Autónoma del Estado de México http://redalyc.uaemex.mx THE DIGITAL DIVIDE: CANADA’S A CCESS AS A NEO-LIBERAL COMMODITY MARTIN R. DOWDING Abstract The term “Digital Divide” has had and continues to have many different definitions, depending on who is observing the problem, where they are observing the problem, and who is provid- ing the definition. Neo-liberal economic analysts prefer to limit the problem to ICTS as a market- value commodity driven by technological determinism, seeing profitable manufacture, highly concentrated sales, and high adoption rates as a way to overcome the “divide.” Educators and literacy specialists, on the other hand, prefer a broader interpretation, which includes the universal use-value of ICTS in the creation of a better-educated society in which citizens can contribute more than their taxes. This paper defines several “divides” and recognizes existing 97 and long-standing alternatives which might overcome the divides. Key words: Digital divide, connectivity, Canada, universal access. THE FIRST WAVE AND COMMODITY-VALUE espite promises of universal access, the Digital Divide is a persistent Dphenomenon in the increasing dominance of Information and Communica- tion Technology (ICT). -
Analysis of Aboriginal Health Careers Education and Training Opportunities
ANALYSIS OF ABORIGINAL HEALTH CAREERS EDUCATION AND TRAINING OPPORTUNITIES January 2003 TABLE OF CONTENTS GLOSSARY OF TERMS AND ACRONYMS 4 EXECUTIVE SUMMARY 6 SECTION 1 INTRODUCTION: THE WHY AND HOW OF THE SCAN 7 Scope and Purpose 8 Methodology 9 SECTION 2 ISSUES SURROUNDING ABORIGINAL HEALTH CAREERS The Aboriginal Population and the Labour Force 10 SECTION 3 EXPLAINING LOW EDUCATIONAL ATTAINMENT 12 Aboriginal students’ schooling experience 13 Aboriginal children and the public school system 16 Aboriginal schools 20 SECTION 4 IMPROVING THE EDUCATION OF ABORIGINAL CHILDREN AND ADULTS Indian and Northern Affairs Canada and the education of Aboriginal Children 23 The Aboriginal Education Enhancements Program 24 The Emergence and Growth of Aboriginal Education Institutes 26 SECTION 5 ABORIGINAL HEALTH STATUS 32 SECTION 6 ABORIGINAL PEOPLE AND THE HEALTH PROFESSIONS Personnel shortages in Aboriginal communities 37 Concurrent use of Indigenous medicine 38 Cultural clash 39 Communications difficulties 39 SECTION 7 FINANCIAL CHALLENGES 41 1 SECTION 8 ABORIGINAL RECRUITMENT STRATEGIES IN POST-SECONDARY INSTITUTIONS 45 Designated seats 46 Aboriginal student centers and liaison officers 47 Introductory programs for Aboriginal high school students 50 Supportive environments 51 Access programs 52 Partnership programs 55 SECTION 9 THE NEED FOR OCCUPATIONAL STANDARDS AND ACCREDITATION IN THE PARA-PROFESSIONS 57 SECTION 10 IDENTIFICATION OF PROGRAMMING GAPS 59 Potential next steps for NAHO’s Object 4 Working Group 61 BIBLIOGRAPHY 62 ENDNOTES 70 2 TO THE READER – A NOTE CONCERNING TERMINOLOGY Terms used in the entries for programs and schools are those used by the institutions in question, whether the terms are accurate or outdated. A sincere attempt was made to determine if each institution’s programs and services were inclusive of all Aboriginal Peoples (Inuit, Métis and First Nations) or designed to meet the specific needs of a specific community or nation. -
1. Executive Summary
1. Executive Summary Introduction This report provides results from a study undertaken by Aarluk Consulting Inc. to evaluate the campus-based and community-based Nunavut Teacher Education Program (NTEP/CTEP). This evaluation was conducted for Nunavut Arctic College (NAC). Evaluation Profile The evaluation research was overseen by a Steering Committee consisting of representatives of the Nunavut Department of Education, Nunavut Arctic College and Nunavut Tunngavik Inc. This study was primarily qualitative in nature with research activities that included a literature and file review; interviews in English and Inuktitut with thirty one key respondents including Government of Nunavut (GN) officials, NTEP and NAC staff, students, union officials and Inuit organizations involved in the program; surveys of school principals (13 of 42 responded) and five focus group with DEA chairs (24 respondents), and regional school operations staff (5 respondents). Focus groups with a panel of experts chosen by the Steering Committee and students had been planned, but did not happen due to conflicting schedules. However, 5 of the 6 members of the panel of experts were interviewed individually. Limitations on the research included the fact that the number of students surveyed was statistically too small to make generalizations about student perspectives in general, 3 Nunavut respondents were unavailable during the scheduled interviewing period and that there was little historical data on the results and impacts of the program making it difficult to provide trend analysis of NTEP performance indicators. The Nunavut Teacher Education Program The Nunavut Teacher Education Program began in 1979 as the Eastern Arctic Teacher Education Program (EATEP). An affiliation was established with McGill University soon after (in 1981). -
View Environmental Scan (PDF)
DIGITAL REACH Environmental Scan February 2020 Prepared for Prepared by Digital Partner Organizations Nordicity and Lord Cultural Resources Copyright 2017 © NGL Nordicity Group Ltd. All Rights Reserved. Table of Contents 1. Project Overview 2. The Digital Landscape 3. Content Big Review 4. Content Small Review 5. Immersive Experiences 6. Conclusion 2 Copyright 2017 © NGL Nordicity Group Ltd. All Rights Reserved. Purpose of this Document ▪ Digital Reach aims to explore ways that arts organizations can use their content to connect with existing and new audiences. ▪ This document summarizes the research conducted by Nordicity and Lord Cultural Resources for Phase One of the project. ▪ This research aims to provide Digital Reach partners with an overview of: ▪ Network broadcasters and production companies with experience in bringing live performance and exhibitions to the screen ▪ Emerging OTT platforms for streaming arts content ▪ Arts organizations that have used their content for audience engagement in interesting and successful ways ▪ Digital usage trends and audience engagement with the arts online ▪ This research has been funded by Fund, with additional support for the City of Toronto. 3 Copyright 2017 © NGL Nordicity Group Ltd. All Rights Reserved. Project Overview Project Overview | Project Partners Consulting Partners Steering Committee Lead Organization Participating Organizations Funders 5 Copyright 2017 © NGL Nordicity Group Ltd. All Rights Reserved. Project Overview | Project By Phase Phase One: Phase Two: Pilot Phase Three: Exploration Projects Implementation and Sharing One-on-one OCADU facilitated Evaluation of pilot meetings with review and projects organizations** selection session Longer term Environmental Identification, implementation Scan** selection and planning Infrastructure refinement of pilot Formalized sharing whitepaper* projects of learnings Informational Launch pilot sessions and projects workshops* * in-progress ** completed 6 Copyright 2017 © NGL Nordicity Group Ltd. -
Digital Divides in Canada's Northern Indigenous Communities
Running Head: DIGITAL DIVIDES IN CANADA’S NORTHERN COMMUNITIES 1 Digital Divides in Canada’s Northern Indigenous Communities: Supports and Barriers to Digital Adoption Trish Fontaine University of Alberta Submitted to the Faculty of Extension University of Alberta In partial fulfillment of the requirements for the degree of Master of Arts in Communications and Technology September 16, 2017 DIGITAL DIVIDES IN CANADA’S NORTHERN COMMUNITIES 2 Abstract My research explores digital divides and digital adoption in Canada’s Northern communities. I highlight the implications that settler colonialism, government policies and industry hold for digital adoption initiatives underway in communities in the Northwest Territories (NWT) of Canada. I look at themes around digital adoption that surfaced from semi- structured interviews done with six Participants – key informants involved in Northern technology development – in this research. To interpret interview data, I use a holistic framework, the “whole community” approach to digital adoption (O’Donnell et al. 2016). The importance of self-determination, empowerment, community involvement, youth, training and the First Mile approach to digital technology adoption are some of the themes found in the data analysis. I use the three levels of the Whole Community framework to organize this discussion, separating it into: Community Members, Community Organizations, and Infrastructure. Based on my research, I propose adding a fourth level to the model, Policy and Funding, and include it my data analysis. Keywords: digital adoption, digital divide, Northern broadband, whole community, Indigenous digital technology, self-determination, Ownership Control Access and Possession (OCAP®)1. 1 The First Nations Information and Governance Centre received registered trademark status for the OCAP® principles in 2015. -
Tab 6 Estimating the Abundance Of
SUBMISSION TO THE NUNAVUT WILDLIFE MANAGEMENT BOARD FOR Information: X Decision: Issue: South Baffin Island Caribou Abundance Survey, 2012 and Proposed Management Recommendations Background: Caribou are a critical component of the boreal and arctic ecosystems. They are culturally significant to local communities and provide an important source of food. In some areas, there is still uncertainty on population trends because of the lack of scientific information due to difficult logistics and remoteness. This is particularly true for Baffin Island, where three sub-populations of Barrenground caribou (Rangifer tarandus groenlandicus) are hypothesized, though little is known about their abundance and trends over time (Ferguson and Gauthier 1992). In the past 60 years, only discrete portions of their range have been surveyed and no robust quantitative estimates at the sub-population level were ever derived. For over a decade Inuit from communities on northern Baffin Island, and more recently from across the entire island, have reported declines in caribou numbers, although no quantitative estimates are available. In total 10 communities, representing half of all Nunavummiut, traditionally or currently harvest Baffin Island caribou. At the same time, climate change, including increased arctic temperatures and precipitation, and anthropogenic activities connected to mineral exploration and mining are potentially negatively impacting caribou and their range. Due to the risk of these cumulative negative effects, and the importance of these caribou to communities, the Department of Environment undertook, in 2012, a quantitative caribou abundance aerial survey of South Baffin Island with the support of the NWMB and co- management partners. This area represents the most abundant area of caribou on Baffin Island. -
Mapping Toronto's Digital Divide
Mapping Toronto’s Digital Divide January 2021 Sam Andrey | M.J. Masoodi Nisa Malli | Selasi Dorkenoo REPORT CONTRIBUTORS PROJECT COLLABORATORS Sam Andrey, Director of Policy & Research, Leslie Chan, Knowledge Equity Lab, University Ryerson Leadership Lab of Toronto Karim Bardeesy, Executive Director, Ryerson Dr. Natalie Coulter, Institute for Digital Leadership Lab Literacies, York University Zaynab Choudhry, Design Lead Dr. Wendy Cukier, Ted Rogers School of Information Technology Management, Ryerson Selasi Dorkenoo, Spatial Analyst University Sarah Doyle, Director of Policy + Research, BII+E Dr. Mohamed Elmi, Ted Rogers School of Information Technology Management, Ryerson Braelyn Guppy, Marketing and Communications University Lead, Ryerson Leadership Lab Hamish Goodwin, Technology Services Division, Nisa Malli, Workstream Manager, Innovative + City of Toronto Inclusive Economy, BII+E Caroline Grammer, Faculty of Community Mohammed (Joe) Masoodi, Policy Analyst, Services, Seneca College Ryerson Leadership Lab Dr. Paolo Granata, Media Ethics Lab, University of Toronto Kevin Hudes, Ted Rogers School of Information Technology Management, Ryerson University Nivedita Lane, Community Outreach and Workforce Development, Humber College Dr. Catherine Middleton, Ted Rogers School of Information Technology Management, Ryerson This project was made possible in part by funding University from the City of Toronto. In June 2020, the Mayor’s Economic Support and Recovery Task Force identified Marco Narduzzo, Technology Services Division, opportunities to collaboratively undertake research to City of Toronto address urgent COVID-19 needs with Toronto’s eight Alice Xu, Technology Services Division, City of universities and colleges through the CivicLabTO Toronto program. We also wish to thank and acknowledge the cooperation, insights and data sharing from collaborators at ACORN Canada, Computers for Success Canada, Maytree Foundation, People for Education, the Toronto Catholic District School Board, the Toronto District School Board and the Toronto Public Library. -
Real Estate Tax Commitment Book
Brooksville Real Estate Tax Commitment Book - 6.700 06/23/2021 8:54 AM 2021 Commitment Page 1 Account Name & Address Land Building Exemption Assessment Tax 60 VERSANT POWER 2,550,500 0 0 2,550,500 17,088.35 P.O. BOX 932 BANGOR ME 04402-0932 000-000 73 RUSS, JOEL B 213,500 58,000 0 271,500 1,819.05 RUSS, CAROLYN Acres 0.34 P.O. BOX 137 WALPOLE ME 04573 147 UNDERCLIFF RD 001-001 B6118P42 09/19/2013 B2504P242 751 MAINE COAST HERITAGE 14,200 0 0 14,200 95.14 TRUST, ONE BOWDOIN MILL ISLAND Acres 1.50 SUITE 201 TOPSHAM ME 04086 UNDERCLIFF RD 001-002 B1468P422 919 ROBINSON, RUTH L 24,000 0 0 24,000 160.80 110 UNDERCLIFF ROAD Acres 50.00 UNDERCLIFF FARM BROOKSVILLE ME 04642 UNDERCLIFF RD 001-003 B5569P162 01/25/2011 B4968P217 03/11/2008 B1277P449 578 HUNT-KASARJIAN REBECCA 36,900 1,000 0 37,900 253.93 44 RAY AVE Acres 8.00 BELLINGHAM MA 02019 33 MCGEES HILL RD 001-004 B1207P516 633 KOMINSKY, ANDREW LEWIS 216,100 129,200 0 345,300 2,313.51 KOMINSKY, JULIA REVA Acres 1.30 168 W BROADWAY BANGOR ME 04401 115 WEIR COVE RD 001-005 B6262P345 08/05/2014 B4671P73 12/29/2006 B1537P381 Land Building Exempt Total Tax Page Totals: 3,055,200 188,200 0 3,243,400 21,730.78 Subtotals: 3,055,200 188,200 0 3,243,400 21,730.78 Brooksville Real Estate Tax Commitment Book - 6.700 06/23/2021 8:54 AM 2021 Commitment Page 2 Account Name & Address Land Building Exemption Assessment Tax 634 KOMINSKY, ANDREW LEWIS 22,800 0 0 22,800 152.76 KOMINSKY, JULIA REVA Acres 0.30 168 W BROADWAY BANGOR ME 04401 113 WEIR COVE RD 001-006 B1537P381 918 ROBINSON, RUTH 5,900 0 0 5,900 39.53 110 UNDERCLIFF ROAD Acres 0.22 HARBORSIDE ME 04642 ISLAND IN WEIR COVE 001-007 B2779P558 251 CLIFFORD, PD (HEIRS) 34,700 22,400 0 57,100 382.57 C/O DARON CLIFFORD Acres 0.25 6 BUITLER ACRES LN BLUE HILL ME 04614 120 WEIR COVE RD 001-008 776 MERRICK, TONI RUSSELL 185,200 35,700 0 220,900 1,480.03 P.O. -
Mapping Toronto's Digital Divide
Mapping Toronto’s Digital Divide January 2021 Sam Andrey | M.J. Masoodi Nisa Malli | Selasi Dorkenoo REPORT CONTRIBUTORS PROJECT COLLABORATORS Sam Andrey, Director of Policy & Research, Leslie Chan, Knowledge Equity Lab, University Ryerson Leadership Lab of Toronto Karim Bardeesy, Executive Director, Ryerson Dr. Natalie Coulter, Institute for Digital Leadership Lab Literacies, York University Zaynab Choudhry, Design Lead Dr. Wendy Cukier, Ted Rogers School of Information Technology Management, Ryerson Selasi Dorkenoo, Spatial Analyst University Sarah Doyle, Director of Policy + Research, BII+E Dr. Mohamed Elmi, Ted Rogers School of Information Technology Management, Ryerson Braelyn Guppy, Marketing and Communications University Lead, Ryerson Leadership Lab Hamish Goodwin, Technology Services Division, Nisa Malli, Workstream Manager, Innovative + City of Toronto Inclusive Economy, BII+E Caroline Grammar, Faculty of Community Mohammed (Joe) Masoodi, Policy Analyst, Services, Seneca College Ryerson Leadership Lab Dr. Paolo Granata, Media Ethics Lab, University of Toronto Kevin Hudes, Ted Rogers School of Information Technology Management, Ryerson University Nivedita Lane, Community Outreach and Workforce Development, Humber College Dr. Catherine Middleton, Ted Rogers School of Information Technology Management, Ryerson This project was made possible in part by funding University from the City of Toronto. In June 2020, the Mayor’s Economic Support and Recovery Task Force identified Marco Narduzzo, Technology Services Division, opportunities to collaboratively undertake research to City of Toronto address urgent COVID-19 needs with Toronto’s eight Alice Xu, Technology Services Division, City of universities and colleges through the CivicLabTO Toronto program. We also wish to thank and acknowledge the cooperation, insights and data sharing from collaborators at ACORN Canada, Computers for Success Canada, Maytree Foundation, People for Education, the Toronto Catholic District School Board, the Toronto District School Board and the Toronto Public Library. -
Negotiating Research Relationships with Inuit Communities
NEGOTIATING RESEARCH RELATIONSHIPS WITH INUIT COMMUNITIES A GUIDE FOR RESEARCHERS T ABLE OF C ONTENTS ❖ Why we wrote this guide 1 Community Perceptions of Research 1 Advantages of community involvement in research 5 Key Issues to Address 7 Elements of a negotiated research relationship 7 Determining the level of community involvement 10 Initiating community contact 13 Research licensing 16 Communication strategy 18 Negotiating a Research Relationship 21 Useful Links 22 Appendix A 23 Appendix B 25 Why we wrote this guide Northern researchers are ever-aware of the growing expectations on them to ensure that northern communities are involved in, and benefit from, research. But what are researchers really being asked to do? How can community members participate in research? What level of community involvement is appropriate in a given project? What are the best ways to communicate with local people? How can researchers initiate and maintain a meaningful relationship with community members? This guide is an attempt to address these questions, and provide practical advice to assist researchers who plan to work with, or in the vicinity of, Canadian Inuit communities in the regions of Nunatsiavut (Labrador), Nunavik (northern Québec), Nunavut, and the Inuvialuit Settlement Region of the Northwest Territories (NWT) (Map 1). This guide presents some core “universal” themes in communication and relationship-building that apply to natural, physical, biological, and social scientists working in the Canadian North. A range of information is provided in order for researchers to tailor ideas to their specific project objectives, whether they are just beginning or they wish to improve ongoing community-researcher relationships.