This final report of the Commission presents its findings and recommendationsrelated to manpower policy in Newfoundland. It includes socio-economicconsiderations of employment and unemployment trends.

This selection of essays focuses on schools - their tasks, processes and context by examining the aims of schooling as a primary educational institution, the means, particularly teaching-learning processes in the classrooms, and the environment, classroom, school and societal affecting schooling.

The Dictionary of Newfoundland English, first published in 1982 to regional, national, and international acclaim, is a historical dictionary that gives the pronunciations and definitions for words that the editors have called "Newfoundland English." The varieties of English spoken in Newfoundland date back four centuries, mainly to the early seventeenth-century migratory English fishermen of Cornwall, Devon, Dorset, and Somerset, and to the seventeenth- to the nineteenth-century immigrants chiefly from southeastern Ireland. Culled from a vast reading of books, newspapers, and magazines, this book is the most sustained reading ever undertaken of the written words of this province. The dictionary gives not only the meaning of words, but also presents each word with its variant spellings. Moreover, each definition is succeeded by an all-important quotation of usage which illustrates the typical context in which word is used. This well-researched, impressive work of scholarship illustrates how words and phrases have evolved and are used in everyday speech and writing in a specific geographical area. The Dictionary of Newfoundland English is one of the most important, comprehensive, and thorough works dealing with Newfoundland. Its publication, a great addition to Newfoundlandia, Canadiana, and lexicography, provides more than a regional lexicon. In fact, this entertaining and delightful book presents a panoramic view of the social, cultural, and natural history, as well as the geography and economics, of the quintessential lifestyle of one of Canada's oldest European-settled areas. This second edition contains a supplement offering approximately 1500 new or expanded entries, an increase of more than 30 per cent over the first edition. Besides new words, the supplement includes modified and additional senses of old words and fresh derivations and usages.

Many homes in Newfoundland still have well-stocked pantries of bottled moose or rabbit, freezers of corned capelin, and eider ducks at the ready, waiting for a special meal. Food, Culture, Place celebrates the land these foods come from and encourages everyone to put more traditional foods back on their plates. Lori McCarthy and Marsha Tulk have been collecting and cooking their way through the wild foods of Newfoundland for decades. This book showcases their experiences and shares the stories they have captured through their work and the people they have met. Through it all runs a deep love of everything that it takes to harvest, hunt, and prepare these foods to be enjoyed. Fish are caught, game hunted, berries and plants foraged. Food is prepared, preserved, and stored. Throughout are recipes for traditional dishes, regional delicacies, and modern preparations for today's home cook.

"In these two volumes, which replace the Reader's Guide to Canadian History, experts provide a select and critical guide to historical writing about pre- and post-Confederation Canada, with an emphasis on the most recent scholarship" -- Cover.

This book is endorsed by Dr. Clar Doyle in his preface to this book. Dr. Doyle is very well known locally. This book is about the contemporary life of grandparents in Newfoundland and Labrador – a geographically isolated and culturally unique rural region of Canada. The book can be used for courses in the areas of critical social work, family studies, gerontology, nursing, rural development, critical pedagogy, and diaspora studies. Clar Doyle, Professor of Education, Memorial University of Newfoundland, and member of the Founding Scholars Advisory Board, The Paulo and Nita Freire International Project for Critical Pedagogy. “This book offers a platform not only to look in on the lives of vital grandparents but paints, in broad strokes, a mural of coming, changing, as well as challenging cultural and social settings.... In what the astute editors ....call “small nuanced studies” we find telling narratives of generational connections in the face of changing and challenging odds....This book does a great service to the concept of diaspora, as well as to the changing nature of that concept... This book elevates the status of grandparents by positioning them as vital members of a complex and challenging society where their skills, gifts, and sheer presence are most formative.... As is strongly advocated in this book, it is essential that educators, curriculum developers, and teachers appreciate the place of grandparents in their students’ lives.”

Accountability and Culture of School Teachers and Principals studies the degree to which teachers and principals in eight countries view themselves as taking responsibility, working by clear standards, reporting transparently, and accepting feedback at work. The book focuses on cultural values that explain variation in accountability levels of school educators, drawing on data from Canada, China, Hungary, Israel, the Netherlands, Spain, South Africa, and Zimbabwe. It addresses the question of whether cultural values, specifically collectivism and individualism, are related to teachers’ and principals’ external and internal accountability dispositions. It also explores the intriguing role of organizational support and key school personnel in school reforms across the world, providing a new way to understand school accountability. The book will be of great interest for academics, post-graduate students, and scholars in the field of education policy and international and comparative studies in education.

Arising from the legacies of the twentieth century - unprecedented worldwide migration, unrelenting global conflict and warring, unchecked materialist consumption, and unconscionable environmental degradation - are important questions about the toll of loss such changes exact, individually and collectively. As large-scale and ubiquitous as these changes are, their deep specificity re-inscribes the importance of place as a critical construct. Attending to such specificity emphasizes the interconnections between contexts and broader movements and remains a prudent route to articulating critical interconnections among places and peoples in complex times. This book of essays turns to such specificity as a means to examine the inflections of migration on identity- displacement, disorientation, loss, and difference- as sites of both regression and possibility. Fusing autobiography and cultural analysis, it provides a framework for a critical education attuned to such concerns.