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Inuit principals and the changing context of bilingual education in Nunavut Although positive policies and laws promote the Inuit language and Inuit qaujimajatuqangit (IQ) in all sectors of Nunavut society, including at all levels of Inuit schooling, many Nunavut schools are still struggling to overturn colonizing practices and mindsets that have hindered effective education of Inuit youth. In this article, we document perceptions of students, teachers, principals, parents, and community members related to school transformation under the leadership of an Inuk principal and Inuk co-principal in two Nunavut high schools. These oral accounts show that having an Inuit principal enhanced students' opportunities to learn and practise the Inuit language and IQ through enhanced, localized programming and increased exposure to Inuit ways of speaking and being. Parents were mobilized and equipped to support and advocate for their children, including joining local District Education Authorities, when they were able to communicate easily and effectively with the principal, and saw their knowledge, culture, and language valued and practised in the school system. We argue that the strong, community-anchored leadership modelled in these two schools transformed the context for effective intercultural, bilingual education. Results point to the importance of leadership by school principals in actualizing the goals set out in Nunavut's Education Act (2008), governmental mandates, and language laws. ; The project was funded by ArcticNet, and conducted in partnership with the Nunavut Department of Education and the Coalition of Nunavut District Education Authorities (CNDE). ; https://www.erudit.org/fr/revues/etudinuit/2016-v40-n1-etudinuit03089/1040151ar/

The purpose of the study was to determine the staff personnel administrative practices adopted by Principals for promoting teacher job performance. The study was carried out in Secondary Schools in Awka Education Zone of Anambra State. Descriptive survey research design was adopted for the study. The study was guided by two research questions. Two null hypotheses were tested at 0.05 level of significance. The population consisted of 57 Principals and 1639 teachers totally 1696. The entire 57 Principals and 500 teachers drawn through stratified random sampling technique making a total of 557 subjects participated in the study. Stratification was based on the already existing local government areas. Data collection was done using structured questionnaire of 20 items which was validated by experts. A total reliability index of 0.81 was obtained using Crombach alpha co-efficient. Out of 557 copies of the instrument distributed 555 representing 99 return rate were dully filled and retrieved. Data analysis was done using mean and standard deviation while the hypotheses were tested using z-test at 0.05 level of significance. The findings revealed among others that the Principals adopted most of the staff professional development and motivational practices. However they failed to sponsor teachers for ICT proficiency in this technological driven world and furnishing of teachers offices for a healthy working environment. Consequently it was recommended among others that Principals should explore possible ways of raising funds especially through internally generation of funds IGR to furnish teachers offices so as to promote a healthy environment for teachers to put in their best for qualitative teaching.

: Introduction / David F. Bateman -- Disability studies / Elizabeth A. Harkins Monaco -- Ethics / Chelsea VanHorn Stinnett and Rebecca Smith-Hill -- Intersectionality / Elizabeth A. Harkins Monaco -- Students with high and low incidence and physical disabilities / Anne Papalia and Willa Papalia-Beatty -- Physical and cognitive effects of puberty on people with disabilities / Jacquelyn Chovanes and Thomas Gibbon -- The team / Jacquelyn Chovanes and Thomas Gibbon -- Individualized education program and sexuality education / David F. Bateman -- Comprehensive sexuality and relationship education curriculum / Elizabeth A. Harkins Monaco -- Transitional considerations / Anne Papalia and Thomas Gibbon -- Sexuality education policy / David F. Bateman -- Family interactions and culture / Christine Scholma, Sara Baillie, and Elizabeth A. Harkins Monaco -- Entertainment and social media / Mary Ann Shaw and Elizabeth A. Harkins Monaco -- Summary call to action / Thomas Gibbon and Anne Papalia.

Objective: The main objectives of this breakout session are for the Data Management Training (DMT) Clearinghouse team to: 1) introduce the Clearinghouse and its current design and implementation, 2) solicit submissions to its learning resource inventory, and 3) collect feedback upon its web interface and future development. Features of the Clearinghouse that will be demonstrated include how to search and browse its inventory as well as submit a learning resource to the Clearinghouse using the LRMI (Learning Resource Metadata Initiative) metadata format. The team will also share the roadmap for the Clearinghouse's upcoming features. In order to provide feedback regarding the Clearinghouse's usability, the team will invite the session attendees to test the Clearinghouse's services and will encourage comments to guide its future development. Setting/Participants/Resources: Since the DMT Clearinghouse is entirely accessible via the web, in order to demonstrate the Clearinghouse successfully, a reliable (and preferably free of charge) internet connection, and an overhead projecting capability will need to be available to the presenter. It would also be very useful for the attendees of the session to have access to the same internet connection, so that if they desire, the attendees can follow along with the steps of the demonstration, and contribute to the Clearinghouse inventory. The main presenter will plan to bring her own laptop with built-in standard HDMI and USB ports. As a result, it will be helpful if a HDMI or USB cable could also be provided for the presenter to connect her laptop to the projecting equipment. Method: Many research organizations, government agencies, and academic institutions have been developing excellent learning resources in order to support and meet the needs for data management training. However, these learning resources are often hosted on various websites and spread across various scientific domains. Consequently, these resources can be difficult to locate, especially by those who are not already familiar with the creators/authors. This is a barrier to the use and reuse of these resources, and can have significant impact on the promotion and propagation of best practices for data management. To address this need within the Earth sciences, the U.S. Geological Survey's (USGS) Community for Data Integration (CDI), the Federation of Earth Science Information Partners (ESIP), and the Data Observation Network for Earth (DataONE) have collaborated to create a web-based Clearinghouse1 for collecting data management learning resources that are focused on the Earth sciences. The initial seed funding for the effort was provided by a grant received from the USGS CDI earlier in 2016, and ESIP's Drupal site provided the hosting infrastructure for the Clearinghouse. Members from the USGS, DataONE, ESIP's Data Stewardship Committee and its Data Management Training Working Group, Knowledge Motifs LLC, as well as Blue Dot Lab met regularly between April and October, 2016 in order to discuss, create, and implement the content structure and infrastructure components necessary to build the current revision of the Clearinghouse. 1. http://dmtclearinghouse.esipfed.org Results: As a registry of information about the educational resources on topics related to research data management (initially focused on Earth sciences), the Clearinghouse serves as a centralized location for searching or browsing an inventory of these learning resources. Currently, the Clearinghouse offers search and browse functionality that is open to all, and submission of information about educational resources by login with a free ESIP account. To assist with discoverability, the learning resources are described using Learning Resource Metadata Initiative (LRMI) schema. Additionally, the resources may be associated with the steps of data and research life cycles, such as the USGS CDI's Science Support Framework2 and DataONE's Data Life Cycle3. Leveraging the team's collective experience in creating, presenting and distributing data management learning resources, the Clearinghouse included the learning resources from USGS, ESIP, and DataONE as its initial inventory, but is expanding to resources from NASA and others. Crowdsourcing is currently the main mechanism for sustaining the Clearinghouse. Going forward, in addition to the built-in workflow to allow anyone from the public to submit descriptive information about the data management learning resources that s/he wishes to share, future capabilities will be added to enable contributions to review, edit, and rank the submissions, as desired. 2. https://my.usgs.gov/confluence/display/cdi/CDI+Science+Support+Framework3. https://www.dataone.org/data-life-cycle Discussion/Conclusion: The DMT Clearinghouse team was successful in completing the initial development phase as scheduled for the first six months of its funding, including some informal usability testing of the interface. The team aims to continue to develop and enhance the Clearinghouse's capabilities, including the evaluation of its usability, through collaboration with additional communities, and if feasible, adding the capability for bulk-loading of learning resources. Being able to present the Clearinghouse at the eScience Symposium would not only allow those who are involved with or would like to learn about data management to leverage the Clearinghouse's resources, but also connect those who would like to contribute to the project with the Clearinghouse team. Ultimately, the Clearinghouse is designed so that the resources from its inventory could be used in a variety of data management training and education environments. By exposing the Clearinghouse to diverse users and communities, the Clearinghouse team can better assess how the Clearinghouse can be updated and what technological enhancements to pursue in the future in order to improve our support of research data management training needs.

The article analyzes the scientific approaches that define the directions of innovativedevelopment of education in Ukraine