Impacts of the Early Childhood Education Program on the Social, Economic, and Educational Factors of Inuit Women and Girls in Nunavut, Canada
Bibliographic record
Abstract
Many female Inuit students leave secondary school because they see no benefits to the school curriculum. They feel that the education they are receiving is not practical or culturally relevant to them. While a high drop-out rate for secondary school students is a prominent problem in Nunavut communities, there has been very little research done to address the underlying causes. Social issues such as trauma, unemployment, drugs and alcohol abuse and, worst of all, suicidal attempts and suicide contribute to the insignificance of education. Through the 2016 Early Childhood Education vocational training program, which enabled a group of eight local Inuit women to become qualified early childhood educators in Pond Inlet, Nunavut, these women graduated from secondary school and furthered their education. My research will address this gap in the scholarly literature and will contribute to more funding for Early Childhood Education vocational training programs. My hope is to use this research to inspire the larger Inuit community of women and girls to overcome their own traumatic struggles.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.013 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".