CBERN-NNK Knowledge Needs Research Summary:Report to the CBERN/Naskapi Steering Committee and the Naskapi Community

This report has been prepared for the Naskapi Steering Committee and the Naskapi community by Peter Siebenmorgen Research Assistantand Dr. Wesley Cragg, Project Director. The Canadian Business Ethics Research Network (CBERN) has been working in collaboration with the Naskapi Nation of Kawawachikamach (NNK) since early 2007. This relationship was initiated by former NNK Chief Phil Einish. The goal has been to ensure that the Naskapi people benefitted from mining on their traditional territories and avoided the negative impacts caused by previous mining activity by the Iron Ore Company of Canada. Working with Naskapi leadership, Dr. Cragg and Dr. Bradshaw developed a plan to identify community concerns and hopes for mining development on their traditional territory and provide access to the information and knowledge the community needed to address those concerns and hopes. The goal is to provide the community with the information it requires to benefit from development now taking place.The first step in the plan has now been completed. This report to the Naskapi community describes what the research team found.The second part of the plan is to improve access to information that will help the community address its concerns and realize its hopes for building a better and stronger future

EU financial regulatory reform: a status report

In this paper, Nicolas Véron argues that the EU regulatory response to the crisis has been generally slower in the EU than in the United States, for four main reasons: swifter financial crisis management and resolution in the US; structural differences in legislative processes; the EUÂ?s front-loading of institutional reform, most notably the creation of European Supervisory Authorities; and the timetable of renewal of the European Commission in 2009-10. The EU has nevertheless initiated or completed significant regulatory initiatives in terms of banking, market structures, private equity and hedge funds, rating agencies and accounting. However, major further challenges loom.

The Institute for Fiscal Studies Report: English Council Funding: What’s Happened and What’s Next?

The article reviews the recent Institute for Fiscal Studies (IfFS) report, English Council Funding: What’s Happened and What’s Next. The article provides an overview of the main themesand findings of the report which examines the consequences of a sustained period of austerity for English local government and the impact of austerity on certain key council services.The article explores what the report has to say about the way councils have responded to reductions in government funding and the strategies they have developed to protect certain frontline services. The article reviews the suggestions made in the IfFS report for changing English local government funding and finds that they reflect a form of centralist thinking which lacks a radical edge when it comes to reform

New Reports on Labor Conditions in Sugar Industry in Central America

This document is part of a digital collection provided by the Martin P. Catherwood Library, ILR School, Cornell University, pertaining to the effects of globalization on the workplace worldwide. Special emphasis is placed on labor rights, working conditions, labor market changes, and union organizing.ILRF_New_Reports_on_Labor_Conditions_in_Sugar_Industry_in_Central_America.pdf: 88 downloads, before Oct. 1, 2020

Educational Technology Topic Guide

This guide aims to contribute to what we know about the relationship between educational technology (edtech) and educational outcomes by addressing the following overarching question: What is the evidence that the use of edtech, by teachers or students, impacts teaching and learning practices, or learning outcomes? It also offers recommendations to support advisors to strengthen the design, implementation and evaluation of programmes that use edtech. We define edtech as the use of digital or electronic technologies and materials to support teaching and learning. Recognising that technology alone does not enhance learning, evaluations must also consider how programmes are designed and implemented, how teachers are supported, how communities are developed and how outcomes are measured (see http://tel.ac.uk/about-3/, 2014). Effective edtech programmes are characterised by: a clear and specific curriculum focus the use of relevant curriculum materials a focus on teacher development and pedagogy evaluation mechanisms that go beyond outputs. These findings come from a wide range of technology use including: interactive radio instruction (IRI) classroom audio or video resources accessed via teachers’ mobile phones student tablets and eReaders computer-assisted learning (CAL) to supplement classroom teaching. However, there are also examples of large-scale investment in edtech – particularly computers for student use – that produce limited educational outcomes. We need to know more about: how to support teachers to develop appropriate, relevant practices using edtech how such practices are enacted in schools, and what factors contribute to or mitigate against successful outcomes. Recommendations: 1. Edtech programmes should focus on enabling educational change, not delivering technology. In doing so, programmes should provide adequate support for teachers and aim to capture changes in teaching practice and learning outcomes in evaluation. 2. Advisors should support proposals that further develop successful practices or that address gaps in evidence and understanding. 3. Advisors should discourage proposals that have an emphasis on technology over education, weak programmatic support or poor evaluation. 4. In design and evaluation, value-for-money metrics and cost-effectiveness analyses should be carried out

ENGLISH TEACHING AND LEARNING ACTIVITIES FOR SECOND GRADE STUDENTS IN SD NEGERI 2 JOHO, SUKOHARJO

This final project report is written based on the writer’s experience as an English teacher in SDN 2 Joho, Sukoharjo. The purposes are to know and to understand the English teaching and learning activities for second grade students in SDN 2 Joho, Sukoharjo, including the supporting factors, problems faced in teaching and learning activities, and the solutions for those problems. The class activities consist of warming up to get students’ attention and preparing their readiness to follow the lesson; presenting the materials to the students; and evaluating the result of teaching and learning activity. The material consists of reading, writing, speaking, listening, new vocabularies and simple grammar. The writer finds the supporting factors and problems faced in teaching and learning activities in SDN 2 Joho, Sukoharjo. The supporting factors are English lesson’s schedule, students’ curiosity, and time for English lesson. Meanwhile, the problems are writing English, uncooperative students, inactive students and big class. Based on the discussion, the writer tries to present the solutions to solve the problems in teaching and learning activities and suggestions to improve the quality of the English class in SDN 2 Joho, Sukoharjo

English Language Proficiency and Earnings in a Developing Country: The Case of South Africa

In this paper we explore the relationship between English language proficiency and earnings in South Africa, using new data from the first wave of the National Income Dynamics panel survey of 2008. Much of the literature on this topic has studied the impact on earnings of host country language acquisition among minority groups of immigrants to developed countries. In our study we analyse the returns to language skills in a developing country context where the dominant language of business, government and education is that of the former colony, although not more than one percent of the African majority population group speaks English as their home language. Our findings suggest large returns among Africans to reading and writing English very well, and particularly among those who have a tertiary education. We also briefly consider the implications of these results for language and education policy in South Africa in the post-apartheid period.language proficiency, earnings, South Africa, language policy