Nation. 6/15/2020, Vol. 310 Issue 16, p30-33. 4p. 2 Color Photographs, 1 Black and White Photograph.
NATIVE American women, FIRST Nations of Canada, GRANDPARENTS, DAKOTA (North American people), and SIBLINGS
Features AN INDIAN NAMED COWBOY ONCE TOLD A LECTURE hall full of Frenchmen that us Natives are a postapocalyptic people. So when this latest apocalypse, the coronavirus, hit, I picked up my notebook and recorder and contacted a few wise friends and sources across Indian Country to check Cowboy's hypothesis. On the Yankton Reservation in South Dakota, Faith Spotted Eagle, a Dakota activist and kunsi (grandmother, pronounced "koo-she"), has some ideas about what it might look like for Native people to lead such a fight. ONE NIGHT, AFTER SPEAKING WITH HAALAND, Sharp, and Spotted Eagle, I thought back to a plan that Cowboy hatched to buy Castle Calgary in Scotland and rename it mohkínstsis, which means "elbow" in his language. [Extracted from the article]
Vital Speeches of the Day. Jun2020, Vol. 86 Issue 6, p150-153. 4p.
COVID-19 pandemic, CLIENTS, and BANKING industry
The article presents an speech by Dave McKay, President of RBC Royal Bank, delivered at a virtual 2019 Annual General Meeting, April 8, 2020. Topics discussed include importance of understanding the clients' situation, amid cCovid-19 pandemic, looking after their best interests, f finding new and better ways of serving clients; role of collective actions in reducing the strains placed on health care system; and changes in operations as clients are facing significant financial challenges.
British Columbia Council on Admissions and Transfer (BCCAT) (Canada)
British Columbia Council on Admissions and Transfer. 106 pp.
Foreign Countries, College Transfer Students, Student Characteristics, College Credits, College Admission, Foreign Students, Canada Natives, Age, Sex, Grade Point Average, Graduation Rate, Time to Degree, Intellectual Disciplines, Colleges, Geographic Regions, Credentials, Academic Achievement, and Canada
This report examines transfer student pathways and performance from British Columbia (BC) Transfer System institutions into BC's public research-intensive universities: Royal Roads University (RRU), Simon Fraser University (SFU), Thompson Rivers University (TRU), University of British Columbia (UBC), University of Northern British Columbia (UNBC), and University of Victoria (UVIC). The analysis uses data from the 2013/14 academic year through to the 2017/18 academic year. The British Columbia Council on Admissions and Transfer (BCCAT) has commissioned similar reports for nearly 30 years, with the latest editions completed in 2010 and 2015. These reports have found utility among several audiences. Sending institutions may use the information in their curriculum and student success planning, as well as in student recruiting, while receiving institutions may use the information to evaluate transfer student success or to refine admission requirements. This report highlights both the continued overall success of transfer students following their transfer to research universities, and the ongoing change in how students transfer within BC's post-secondary system, as institutions change and new pathway options become available. The report begins with a description of the background of the research project and a description of the research methodology. The results of the data analysis are then presented in three parts: a profile of transfer student demographics and activity, a comparison of the academic performance of direct entry students and transfer students, and a comparison of transfer student and direct entry students in specific courses. [This report was prepared by Plaid Consulting. For "BC Transfer Students: Profile and Performance Report (2008/09-2012/13)," see ED573313.]
Canada -- Politics & government and Canada -- Economic conditions
A country report for Canada is presented from publisher Information Handling Services (IHS) Markit Ltd, with topics including political structure, economic structure, and foreign relations of the country.
Gross domestic product, Canada -- Economic conditions, and Political stability
A country report for Canada is presented from publisher IHS Markit with topics including information on maintaining political stability; forecasts of gross domestic product (GDP); and impact of COVID-19 on economy of the country.
Munro, Sarah, Guilbert, Edith, Wagner, Marie-Soleil, Wilcox, Elizabeth S., Devane, Courtney, Dunn, Sheila, Brooks, Melissa, Soon, Judith A., Mills, Megan, Leduc-Robert, Genevieve, Wahl, Kate, Zannier, Erik, and Norman, Wendy V.
Annals of Family Medicine. Sep/Oct2020, Vol. 18 Issue 5, p413-421. 9p.
ABORTIFACIENTS, MEDICAL personnel, MIFEPRISTONE, MEDICAL quality control, PHYSICIANS, and ABORTION statistics
Purpose: Access to family planning health services in Canada has been historically inadequate and inequitable. A potential solution appeared when Health Canada approved mifepristone, the gold standard for medical abortion, in July 2015. We sought to investigate the factors that influence successful initiation and ongoing provision of medical abortion services among Canadian health professionals and how these factors relate to abortion policies, systems, and service access throughout Canada.Methods: We conducted 1-on-1 semistructured interviews with a national sample of abortion-providing and nonproviding physicians and health system stakeholders in Canadian health care settings. Our data collection, thematic analysis, and interpretation were guided by Diffusion of Innovation theory.Results: We conducted interviews with 90 participants including rural practitioners and those with no previous abortion experience. In the course of our study, Health Canada removed mifepristone restrictions. Our results suggest that Health Canada's initial restrictions discouraged physicians from providing mifepristone and were inconsistent with provincial licensing standards, thereby limiting patient access. Once deregulated, remaining factors were primarily related to local and regional implementation processes. Participants held strong perceptions that mifepristone was the new standard of care for medical abortion in Canada and within the scope of primary care practice.Conclusion: Health Canada's removal of mifepristone restrictions facilitated the implementation of abortion care in the primary care setting. Our results are unique because Canada is the first country to facilitate provision of medical abortion in primary care via evidence-based deregulation of mifepristone. [ABSTRACT FROM AUTHOR]
In this paper we explain how teachers can subvert settler colonial epistemology in their classrooms and become 'imperfect accomplices.' Drawing on a larger project, we focus on the ways non-Indigenous teachers understood their role in teaching Indigenous content and epistemologies through their lenses of 'fear,' which we re-theorize as 'anxiety.' These anxieties were enacted by the educators in two ways: stopping the teaching of Indigenous content and epistemologies, or using productive pausing for self-reflection. We explain how stopping the teaching outside of settler colonial epistemology is based on structures that impose fear to go outside of that epistemology. We then examine how some teachers pause within these structures of 'fear' and explain three strategies to become 'imperfect accomplices.'
Snow, Kathy, Doucette, Noelle, and Francis, Noline
LEARNing Landscapes, v13 n1 p219-235 Spr 2020. 17 pp.
Foreign Countries, Elementary School Students, Canada Natives, Indigenous Knowledge, Story Telling, Older Adults, Video Technology, Literacy Education, Program Implementation, Student Attitudes, Cooperative Learning, and Canada
This paper describes our implementation of digital storytelling within a First Nations community elementary school in eastern Canada. Our aim with this project was to support community engagement in the school, while promoting literacy development, by inviting Elders to share their stories, both traditional and modern lived experiences, with children in a grade 4/5 split class. Positioned as a participatory action research project, anchored in Indigenous methodologies, the project was developed through meetings with community members to build on the strengths of the community. Reflections from students illustrate that working with Elders gave deeper meaning to the stories they heard and performed, and fostered greater engagement in literacy development.
Elders have been educators and experts in the Arctic for as long as people have inhabited the region. The involvement of Elders in schools and school systems has a relatively shorter history, but is more significant than has been documented to date. Elder instruction, to teach language and/or to facilitate cultural content or "culture class" began as early as the 1970s in some Nunavut communities. By the year 2000 four Inuit Elder Advisors were working full-time for the Nunavut Department of Education (NDE) developing educational philosophy and other materials for schools, in collaboration with a pan-territorial Elders Advisory Committee (EAC), classroom teachers and curriculum staff. We argue that the active role of Elders at the territorial level of school system oversight was critical to achieving Nunavut's aspirations for educational policy change in the years between 2000 and 2013. The article describes how this work was conducted in Nunavut, analyzes some of the outcomes and materials developed, and highlights the opportunities and complexities of working with Elders and Elder knowledge within contemporary institutions, such as school systems.
BU Journal of Graduate Studies in Education, v12 n1 p26-32 2020. 7 pp.
Foreign Countries, Indigenous Populations, Canada Natives, Dropouts, Barriers, Student Diversity, Curriculum, Teaching Methods, Culturally Relevant Education, Expertise, Textbooks, Instructional Materials, Indigenous Knowledge, At Risk Students, Program Development, Teacher Responsibility, Minority Group Teachers, and Canada
Canada has legions of strong Indigenous voices, yet our educational system fails many of our Indigenous students. A comparison of Metis, First Nations and Inuit high school graduation rates to non-Indigenous students in Manitoba shows significant disparity. Reasons for leaving school are complex, and disengagement with education can generate adults vulnerable to low income realities. Broadly recurring challenges include diversity of Indigenous communities, communicating and understanding new curriculum, transitioning existing classroom practice, authenticity of presenters, necessity of expert knowledge, problematic textbooks, meaningfully incorporated material, assigning value to Indigenous programming, and navigating a multicultural framework. Evolving education to include Indigenous perspective better serves all students and our larger society.
Brown, Barbara, Friesen, Sharon, Beck, Jaime, and Roberts, Verena
Education Sciences, v10 Article 207 2020. 14 pp.
Beginning Teachers, Beginning Teacher Induction, Instructional Design, Professional Development, Teacher Competencies, Communities of Practice, Foreign Countries, Canada Natives, Inclusion, College School Cooperation, Teacher Collaboration, Program Effectiveness, and Canada
The aim of this study was to examine a professional learning intervention designed to support new teachers with implementing professional practice competencies. Partners from a school authority joined researcher-practitioners from a university to engage in designing a professional learning series for new teachers. A design-based research approach using quantitative (pre- and post-surveys) and qualitative data (artifacts of learning, field notes, classroom observations) were analyzed over one year. There were over 450 participants involved in the professional learning series. The findings indicated the professional learning intervention positioned new teachers as designers of learning engaging in continuous cycles of design-enactment-reflection and strengthened their pedagogical capacity to interconnect professional practice competencies with support from a community of learners. The findings from this study have implications for supporting new teachers during a period of induction and demonstrate one way to provide new teachers with the foundation for continual growth throughout their career.