Métis students accomplishments recognized
School re-opens solely in Algonquin language
The Aboriginal Enriched Support Program at Carleton University
Math Corner: Attention Grade 4 & 5 math students!
Computer-assisted reading and math intervention
An update with nursing student Christina Niziol
Transform your passion into a profession
Culinary camp services program to create lasting employment legacy for First Nations close to home
NNAPF Workforce Development Forum 2008
By Lois Tobin & Michelle Eady
An outstanding distance education program, Good Learning Anywhere, developed by the Sioux Hudson Literacy Council to deliver literacy and basic skills training to Northern Ontario learners, has recently been expanded to students across Ontario. The literacy and basic skills training is delivered via e-Channel, Contact North/Contact Nord’s e-learning computer software platform which provides students access to Internet-based learning within a classroom setting. Each e-Channel classroom session joins students and an instructor together in a classroom setting at scheduled times and dates.
Aretta Meekis, Deer Lake
Contact North/Contact Nord, Canada’s largest distance education network, works closely with literacy agencies and provincial organizations to deliver real-time e-Channel learning and training opportunities to students, employees and volunteers across Ontario. Using the e-Channel platform via the Internet, participants can speak with each other, work jointly on a whiteboard, share software applications and use webcam technology during online classes or meetings.
Jeannie Chapman, Sachigo Lake
Over the past four years Sioux Hudson Literacy Council, based in Sioux Lookout, Ontario, has been offering creative solutions for the First Nations literacy learner at a distance. The Council’s distinctive website www.siouxhudsonliteracy.com features direct links to the Contact North/Contact Nord synchronous online (e-Channel/Centra) classroom and offers an online solution to the growing number of First Nations learners. This e-Channel program, designed to reach adult First Nations literacy learners in remote, isolated communities of Ontario’s North, is the first of its kind.
Mary McKay, Bearskin Lake
Many of the learners have made comments about how “cool” the classroom environment is. Often, students don’t want to end class and instructors have provided some additional time for personal discussions and reflections to catch up with the happenings of the students participating in the online learning community. Sioux Hudson Literacy Council has used the e-Channel/Centra technology to provide opportunities for group work, presentations, class discussion, lectures, group web searches and application sharing. Classes can also be recorded and revisited if a learner should want to go back to listen to the class again or listen to a playback of the class if they have missed a session.
Late last winter Contact North/Contact Nord, Sioux Hudson Literacy Council and MaryAnn Aganash Memorial School in Kingfisher Lake First Nation collaborated with Australia's School of the Air to explore using the Contact North/Contact Nord e-learning platform to exchange lessons focussed on each other's environments and cultures. Kingfisher Lake students used their webcam, whiteboard and microphones to show and share the fun of winter and snow, and provide a window into their First Nations community. The following week the Australian students provided an online tour of their Australian Outback homesteads using the same classroom technology. Everyone learned, shared and had a most memorable first-hand experience even though the students and teachers were thousands of miles apart.
Additional Sioux Hudson Literacy Council online programs for First Nations learners include: Distance Essential Skills Training (DEST), a program providing learners the opportunity to explore potential employment goals and preparation steps for essential skills needed to be successful in obtaining a job or accessing a formal training program. This course is designed to help the learner, who hasn’t attended school for a number of years, to gain the confidence needed to succeed and eventually gain employment in the area of their interest; a Pre General Educational Development (Pre-GED) program; and an English Primer Class to improve English language skills are also available.
More innovative solutions developed through the collaborative efforts of Contact North/Contact Nord and the Sioux Hudson Literacy Council are anticipated and will continue the expansion of e-learning opportunities for residents of First Nation communities in remote areas.
Métis students accomplishments recognized
It was a very exciting evening at the Marriott Edmonton River Cree Resort on September 29, as the founders of Belcourt Brosseau Métis Awards arrived to greet the recipients, special guests and dignitaries for the 2nd gathering to celebrate the accomplishments of these Métis students.
The Belcourt Brosseau Métis Awards were established through Canative Housing in 2001. The award founders Georges Brosseau QC, Dr. Herb Belcourt and Orval Belcourt set up the endowed fund at the Edmonton Community Foundation to provide financial support for the educational dreams of Métis Youth and mature students across Alberta.
Shaun Emes (left) ; Lisa Squire (right)
“We wanted it to be used for post-secondary or apprenticeships in the trades, and we didn’t want it to be based on good marks alone, but rather on involvement in Métis community, such as volunteerism,” said Brosseau. “We have a 95% completion rate of students we’ve helped. In turn, the students have improved the lives of their families and communities with their success. Students are from all age groups, fields of study, and home communities.”
Shaun Emes, a current recipient studying law in his second year at the University of Alberta, shared his story. He told of his struggle, both financial and emotional, when it came to getting a post-secondary education as a Métis person. “I was extremely grateful to receive this financial award because my resources were drying up. The amount of tuition and book fees that I’d encountered to date was beginning to amount to a significant sum,” said Emes.
As with most law students, he had earned a four-year arts degree before beginning his law studies. Shaun says receiving this award is more than the monetary assistance, but it is also about the pat on the back, the recognition.
Like many other Métis students, Emes says he was undergoing a transition, coming from a traditional commercial fishing family; the life his parents and grand parents had was not going to be available to him. “I need to learn a new way of life. The desire to become a lawyer has been a seed growing for a long time. It’s a hard journey and it’s also and expensive one.”
The support he receives from his mother and family has been the key. “Especially when I’m going down paths unpaved, as the first lawyer in my family, I need to be encouraged,” he said.
Emes was joined by fellow recipient Lisa Squire who also spoke to the audience at the celebration, sharing her experiences after graduating from the University of Alberta with a degree in commerce. “During my final year at university I was asked to be a role model on a Belcourt Brosseau Métis Awards poster. I was delighted to be able to give something back to those who helped me to complete my education.”
Squire was a student at the University of Alberta in the cooperative education program. She said, “I got to try many different possible careers on for size before finding something I really wanted to take off with. I have a marketing and operations management background in school but I’ve worked in many different roles; such as with the Edmonton International Fringe, and Aboriginal Banking Corporation. Some of these job placements I got through the co-op program, others I found on my own. However, through the combination of resources these experiences I was able to see what was out there, and apply the classroom knowledge I’d received.”
Squire was recruited by APTN to work as the Manager of Research. “It seemed almost too perfect that the Manager of Research position in the marketing department combined two of my best skill sets – marketing and statistics. Before I knew it I was interviewing with the director of marketing. He met me in the airport and offered me the position, which literally changed my life.”
The celebration theme for the event was “Creating Possibilities” and in recognition of educational success Elder Marge Friedel presented Métis Sashes; 85 past and present students were on that stage at the end of the ceremony. It was like being swarmed by the paparazzi as recipients’ family members rushed to the front of the room to get a picture with pride in their eyes.
Emes realizes his educational achievements can influence other youth to reach for similar goals. “I don’t put myself out there as a role model because we’re taught to be humble. But I realize others might just be inspired. Métis people throughout Alberta can look up and see it is possible to go from any back ground, such as myself who comes from a long lineage of fishermen, and not allow it to limit ourselves. All of us have to respect the past but realize we live in a new society and we have to move on,” Emes said. “As an award recipient we have a responsibility to eventually pass encouragement and lend assistance to others, and remember we are an example. The knowledge that’s been made possible with the help of these awards will go back to the community.”
To date, the Belcourt Brosseau Métis Awards have provided over $2 million to more than 350 students in more than 100 programs of study at educational institutions across Alberta and beyond.
The deadline to apply for these awards has been changed to March 31 each year and for the trades applications are accepted year round.
If you are aware of any Métis in your community seeking trades training or post-secondary educational support please have them call our Communications Coordinator, Theresa Majeran, at 780-977-5515 (email: bbmetis.awards@telus.net) or call Craig Stumpf-Allen, Associate Director Scholarships, at 1-866-626-0015.
School re-opens solely in Algonquin language
On November 21st, 2007, on requests from parents with enrolled students, closed the Rapid Lake Elementary School, because they were dissatisfied with the unilateral manner that the federal Department of Indian Affairs appointed "Third Party Manager" was running the community, especially the school.
On December 12th, 2007, their leadership met with representatives of the Assembly of First Nations and Minister Strahl’s office to discuss outstanding issues between the First Nation and the federal government, including the reasons for the closure of the Rapid Lake School. From this meeting there was a tentative agreement that the AFN and Department of Indian Affairs Ministerial staff would visit the community on January 14th, 2008, to view local conditions and discuss continuing with a Dispute Resolution Process to address outstanding issues.
On December 24th, 2007, Acting Chief Benjamin Nottaway wrote to the Minister of Indian Affairs, Chuck Strahl, indicating, if the Department of Indian Affairs would be willing to involve the parents in decision-making for managing the school, the parents of the enrolled children would likely be prepared to re-open the school. Minister Strahl has not directly answered this letter.
On January 7th, the parents representing 63 children enrolled in the Rapid Lake School appointed a six person Mitchikanibikok Inik Education Authority (MIEA), and they presented a written request to re-open the Rapid Lake School under the authority of the MIEA, and that “all classes will be taught only in the Algonquin Anishinabe language, until the federal Department of Indian Affairs cooperates with our Customary Council by putting in place a co-management arrangement with our MIEA, to develop and implement the institutions, operations, policies and procedures of the Rapid Lake Elementary School in accordance with our customs as set out in our” Barriere Lake Customary Governance Code.
The Rapid Lake School opened January 9th with a traditional ceremony confirming the survival and continuation of the Algonquin language, culture and identity, and ensuring the Algonquin Anishinabe language and culture as a top priority. The MIEA is having ongoing meetings with the parents of the children to develop lesson plans in the Algonquin language, including field trips.
Created in 1961 for the Algonquins of Barriere Lake, the Rapid Lake Indian Reserve is located 134 kilometers North of Maniwaki, QC.
The Aboriginal Enriched Support Program at Carleton University
The Aboriginal Enriched Support Program (AESP) at Carleton University provides a supported first year of general arts and social sciences studies for Aboriginal students who either require an alternative admission process, or who would like to have intensive academic support in their first year. It is a small first-year program, now in its sixth year, that is part of the Centre for Initiatives in Education’s Enriched Support Program.
The Centre is an outreach unit that provides both credit and non credit programming aimed at providing equitable access to university studies. Our specific goals for the AESP include providing Aboriginal students with the opportunity to have a successful first year, the chance to experience a range of credit courses before committing to a major, and also providing a grounding in Native Studies to reduce the assimilative tendencies of western education. The AESP program personnel work closely with the Carleton Centre for Aboriginal Culture and Education to integrate students into the Carleton Aboriginal community.
Each year one or two students who have successfully completed their AESP year are hired by the program to work as peer mentors for the incoming students, and their task is to introduce the first year group to the Aboriginal Student Council, Lounge, and Service Centre services. AESP students often go on to leadership roles in campus Aboriginal political and social activities.
AESP students take up to three credit courses (9 hours), selecting from a wide range of arts, social sciences and humanities courses supported by the program. One of these is a First Year Seminar in Aboriginal studies, and two are lecture courses. Attached to each lecture courses is a three-hour workshop where facilitators trained by our Centre help the students to develop the specific skills and strategies needed to succeed in that particular course. Students who take the full three courses have 15 hours of class and are considered to be full-time students. At the end of their AESP year, students who achieve a C+ grade point average across three courses are eligible for acceptance into full-time study in most Arts and Social Sciences degree programs at Carleton. The credits of the AESP year are applied to their chosen degree program, and are transferrable to most Canadian universities and colleges. Since its creation approximately 70 students from across Canada have used the AESP to begin degree studies, continuing on at Carleton or transferring to other universities or colleges.
Math Corner: Attention Grade 4 & 5 math students!
Dear students and teachers:
Set 5 of the Math Corner questions are presented below. I would like to remind you that in May 2008 the First Nations University of Canada will organize a Mathematics Contest for Grade 4 and 5 students of First Nations community schools. The questions of the contests will be similar to the questions we present in the Math Corner. The participants, winners, and their teachers will receive valuable awards from our sponsors.
Yours, Elder Wiseman
Set 5
Question 1:
2008 – 2004 = 6 – ?
(A) 2004 (B) 4 (C) 2 (D) 8
Question 2:
The product of three threes is
(A) 333 (B) 9 (C) 27 (D) 6
Question 3:
Which of the following divisions has the greatest remainder?
(A) 301 ÷ 3 (B) 602 ÷ 3
(C) 600 ÷ 3 (D) 901 ÷ 3
Question 4:
Mr. Stonechild counted 20 legs of dogs harnessed to his sled. How many dogs are carrying the sled?
(A) 5 (B) 4 (C) 10 (D) 2
Question 5:
Monday Mike skated 2 kilometres. Each day he skates one kilometre longer. How many kilometres did he skate on Friday?
(A) 5 (B) 6 (C) 10 (D) 8
Answers for Set 4
1. D 2. A 3. B 4. D 5. C
(Questions and answers for previously published Math Corners
can be viewed at www.nativejournal.ca)
View Education Sections from September 2007 and forward.
Please mail, fax or email your solutions and comments to Dr. Arzu Sardarli, Phone: (306) 790 - 5950 ext. 3338; Fax: (306) 790 - 5993
Email: asardarli@firstnationsuniversity.ca
Mail: First Nations University of Canada
1 First Nations Way, Regina, Saskatchewan, S4S 7K2, Canada
Computer-assisted reading and math intervention
By Eric MacInnis, B.Ed. M.Ed.
In Nov. ’07 I received a letter from Rhonda Day, a teacher at Jasper Place High School (designated as the Top Overall High School in Canada in ’05 by MacLeans Magazine) in Edmonton that began as follows:
“In the world of education, there are few methods of remediation which we can call a guaranteed “fix”. Yet, in my experience with the AutoSkill Academy of Reading program, I would have to say that this program is as close as we can come to a magical cure for the majority of reading problems. In the six years in which I have worked with Academy of Reading within a comprehensive reading remediation program, I have seen staggering results.”
AutoSkill software is designed specifically to assist students of all ages who are behind in reading and math in acquiring core skills toward grade level. Reading and math content is curriculum based, from the most introductory concepts to academic high school entrance content.
AutoSkill International Inc. is a multi award-winning Canadian software company offering both Academy of Reading and Academy of Math software products.
With installations in over 2,000 educational facilities in Canada and 4,000 in the United States, including schools, industrial and mine sites, adult education centres and correctional facilities, AutoSkill offers well established and proven computer-based resources.
These software resources may be used with one student, small groups, or whole classes and students normally enjoy logging into these ‘virtual’ schools to work three to five 20-60 minute training sessions per week. There’s no, “What do we do today, teacher?” as each student’s learning program is individualized and they pick up where they left off every time.
Academy of Reading is designed to fit within a balanced reading program and will address a wide range of reading sub-skills, from pre-reading “Phonemic Awareness” skills, all the way to high school level sight vocabulary and comprehension exercises. Educators will appreciate that high school comprehension content is life skills-based to make it more appropriate for older students across reading abilities.
The October ‘06 eSchool News survey of Reading software products placed Academy of Reading as:
“Best Software for Teaching Phonics and Phonemic Awareness, Best Software for Building Vocabulary, Best Software for Teaching English as a Second Language (ESL), Best Software for Building Reading Comprehension Skills and Best Software for Building Reading Fluency.”
Student training in Academy of Math includes numeration, addition, subtraction, multiplication, division, fractions, equations, measurement, geometry and graphing. Each training session begins with a tutorial outline of lesson content, followed by practice with terms, operations and word problems. This training sequence helps students to ‘think’ math as well as ‘do’ math.
The August ’06 eSchool News survey placed Academy of Math as: “Best Software for Teaching Basic Math Literacy”.
Both Academy of Reading and Academy of Math automatically assign pre-tests to determine students’ current skill levels and then auto-assign individualized training programs (ITPs) based upon these test results. This software will monitor student progress, make dynamic changes to student training, intervene when appropriate and provide comprehensive reports by school, by class and by student… right down to the specific errors made by each student.
Each of these software resources have an array of built-in motivational features including a selection of animated guides to congratulate students and provide helpful feedback, enjoyable puzzles integrated into their training, printable award certificates for each skill successfully completed, virtual trophies for each completed skill and even a virtual card collection for each skill completed.
Implementing AutoSkill software is a straight forward process with educators using the software requiring only a single online training session before they are ready to get started. Also, AutoSkill is currently offering 50% second product discounts on combined Academy of Reading/Math license purchases.
Should you be planning to attend one of these upcoming educational events, we would be pleased to provide you with an opportunity to demo this software:
• Celebrating Innovation in First Nations’ Education: Feb. 7/8, Saskatoon Travel Lodge
• Greater Edmonton Teachers’ Convention: Feb. 28/29, Edmonton Shaw Centre
• Crosscurrent Special Education Conference: Mar. 13/14, Vancouver Bayshore
• First Nations’ School Association Conference: Apr. 25/26: Vancouver Airport Delta
You can also visit AutoSkill online at www.autoskill.com.
An update with nursing student Christina Niziol
By Dene Skylar
The last time Native Journal checked in with Dene nursing student Christina Niziol, who is originally from Wrigley, Northwest Territories, she was in the Nursing Program at Aurora College in Yellowknife. That was a few years ago. Christina has successfully advanced through the Aurora College portion of the program and is now attending her 4th year of a Bachelor of Nursing Program (BSN) at the University of Victoria in British Columbia.
Chrisina Niziol
The School of Nursing offers a program for registered nurses and for students continuing in the Collaboration for Academic Education in Nursing (CAEN). The School of Nursing has three campuses: Victoria campus, located at the University of Victoria, Victoria, BC; Castlegar campus, located at Selkirk College, Castlegar, BC; and, Yellowknife campus, located at Aurora College, Yellowknife, NT.
All three campuses offer CAEN continuing students the opportunity to complete the BSN through full-time, on-campus study. The Victoria campus is also the administrative centre for the Post-Diploma Distance Program through which post-diploma students residing in Canada or the USA may complete the BSN degree program by distance education.
The purpose of these programs is to educate nurses to work with families, groups, individuals or communities from a health promotion perspective and an ethic of caring.
Native Journal caught up to Christina Niziol during her busy studies at the University of Victoria to ask here the following questions:
NJ: How long do you have to go before you become a Registered Nurse?
CN: I’m done school in April and I write the RN exam on June 4th, 2008.
NJ: What is a day in the life of a nursing student like in University?
CN: You are really busy. It is a demanding program but also very fun. My most recent clinical placement was at a non-profit organization called the Crystal Meth Society. I provide street outreach to the homeless and drug addicted population and went to high school to teach about drug addiction. The university provides us with a diverse learning environment.
NJ: Have you received any support to assist in completing your education?
CN: Yes, I am funded by my Band. They pay for my tuition, books, and additional school fees and give me a living allowance of $700.00 a month. I also received the Health and Social Services Bursary and a bursary from the National Aboriginal Achievement Foundation.
NJ: What should a person interested in taking a nursing career do to prepare for taking on a university program in nursing?
CN: Take their non-nursing electives prior to entering the program it will decreases their workload in 2nd and 3rd year. You need 3 electives such as psychology, sociology, etc. You also need a University level English course.
NJ: Do you plan on working in the north when you complete your degree?
CN: Yes, I hope to become a Community Health Nurse and eventually return to school in two years to get my Masters in Advance Nursing Practice (Nurse Practitioner)
NJ: Currently there are opportunities all over the world for RNs. Is it tempting for you to take a job in another country or the south?
CN: Yes I love the warm BC weather; however, I am committed to returning home where I am needed. I strongly believe that if we are to improve the health of Aboriginal communities we must deliver health-care services that are culturally appropriate. Aboriginal nurses have much knowledge of the Aboriginal culture putting them in a better position to influence much needed change in the First Nations communities.
NJ: What kind of advice would you give to a person considering taking a nursing career?
CN: There is a lot of support available for First Nations nursing students, from your band, the universities, the government and Aboriginal organizations. There are many scholarships available which can help you focus solely on your education. Nursing is so rewarding and diverse. Being an Aboriginal nurse you are respected not only by the Aboriginal community but also the other health care professionals.
NJ: Any other things you would like to say about your education experience?
CN: The education I received in the North allowed me to obtain the clinical skills I felt I needed to be confident in my nursing practice. My educational experience down south has opened my eyes to the opportunities available to me once I graduate. I recently got a job as an Undergrad Nurse at the Saanich First Nations Adult Care Society. I worked with the Homecare Nurse and provided care to four First Nations communities outside of Victoria. I feel that the experience I’ve gain in both places has provided me with a solid foundation from which I can begin to build my nursing career.
Nursing is a very rewarding health care career. Native Journal wishes Christina and all students in health care professional studies all the best in success.
Transform your passion into a profession
The National Theatre School of Canada (NTS) stands out as one of the few conservatory-type arts training establishments (institutions) in the world that unites all the theatre disciplines under one roof. Established in 1960 and located in Montreal, the School offers training in acting, playwriting, directing, set and costume design, and technical production, in both English and French.
The NTS is a private, non-profit institution with a permit from the Quebec ministry of education. It is funded mainly through government grants, but also counts on a portion of the revenue generated by its own activities, including its fundraising campaigns. Under the patronage of a volunteer board of approximately 50 governors representing every province in Canada, the School determines its own training programs and management strategies.
Training for Today’s Theatre
Theatre is anchored by traditions that are centuries old, but it is also constantly evolving. Training at the National Theatre School reflects this paradox. NTS students’ mastery of classical techniques and traditions is complemented by their exposure to contemporary and experimental work.
Some 160 persons make up the School’s student body receiving in large part individualized training from artists and creators who are shaping today’s theatre. In its selection of teachers and students, the NTS seeks out artists who demonstrate exceptional creativity, autonomy, talent, dedication, discipline, curiosity, sensitivity, generosity, integrity and vision. While all students share these qualities, the School does not aim to put a recognisable stamp on its graduates. Rather, its goal is to give them the tools and environment that will let them realise their full potential as unique, individual artists.
NTS teachers are working professionals, leaders in their disciplines who bring freshness and relevancy to their classes. This connection to the theatre community is part of the reason why NTS graduates enter their fields so successfully upon graduation. Diploma in hand, the insertion rate is just under the 100% mark in each graduates chosen field.
Renowned NTS Alumni
The National Theatre School has trained close to 1,500 performing arts professionals. A number of graduates have gone on to make their mark, establishing enviable reputations in theatre, cinema, television, opera, or the other performing arts, both in Canada and abroad. Alumni can be found at Canadian Stage, Cirque du Soleil, Citadel Theatre, Ex Machina (Robert Lepage), Les Grands Ballets Canadiens de Montreal, Manitoba Theatre Company, National Film Board, National Arts Centre, Saskatchewan Native Arts Company, Shaw and Stratford festivals, just to name a few. Graduates have made a name for themselves both behind the scenes and centre stage. Their names speak volumes: Chris Abraham, Raoul Bhaneja, Louise Campeau, Dominic Champagne, Henry Czerny, Claudia Dey, Roy Dupuis, Ted Dykstra, Colm Feore, Carole Fréchette, Luba Goy, Martha Henry, Eda Holmes, Alanis King, Diana Leblanc, Ann-Marie MacDonald, Kari Matchette, Kristina Nicol, Peggy Mahon, Sandra Oh, Adam Pettle, Michael Riley, August Schellenberg, David Storch, Ker Wells, Kenneth Welsh, and Gina Wilkinson, just to name a few.
Visit www.ent-nts.qc.ca for more information.
Culinary camp services program to create lasting employment legacy for First Nations close to home
Plutonic Power Corporation (Plutonic) (TSX:PCC) is celebrating a groundbreaking partnership two years in the making to provide turn-key camp services for a 250-man construction camp that is to be built to support Kiewit's activities in the Toba Valley as they build Plutonic's flagship 196 MW East Toba River/Montrose Creek run-of-river project. The innovative joint-venture between the Klahoose First Nation, on whose traditional territory the project is sited, Peter Kiewit Sons Co. and Powell River School District 47, will enable First Nations to gain trades and technical training overseen by education staff and on-the-job experience with Peter Kiewit Sons Co. that will create both long-term employment and source of revenue for the Klahoose Nation and that provides a unique funding source for the delivery of technical trades training for the School Board.
“When we first started engaging the Klahoose and the School District on ideas of how to create lasting legacies, all sides embraced the concept of innovation,” said Plutonic Vice-Chairman and CEO Donald McInnes. "That creative thinking has led us to a one-of-a-kind joint-venture that has benefits for each partner and raises the bar for other developers to embrace opportunities that are not cookie-cutter and empowers First Nations to be more self-sufficient."
In addition to students from Klahoose, Powell River School District will also utilize the camp site as a training facility for their own students, and Malaspina University-College's culinary arts program students in a work and learn program. All students will receive on the job training, a salary and classroom theory and eventually will receive their “red seal” in trades training.
Plutonic Power's vision is to create a lasting legacy in providing renewable, reliable, made-in-BC clean energy. Through its proposed 34 development projects, including the flagship $660 million, 196 MW East Toba River/Montrose Creek run-of-river project currently under construction, Plutonic Power has the potential to generate enough energy to meet the annual needs of about 550,00 homes and create 4,500 person years of employment. Plutonic is committed to working in partnership with First Nations, stakeholder groups and local communities in the development of all its run-of-river projects. The development of its suite of projects will help British Columbia realize its goal of becoming electricity self-sufficient by 2016, meet demand utilizing 90% clean domestic generation sources and will play a significant role in the fight against climate change.
NNAPF Workforce Development Forum 2008
NNAPF’s exciting and comprehensive National Aboriginal Workforce Development Forum which intends to Bridge the Gap between Decision-Makers, Researchers, and the Front-Line Wellness/Addictions Workforce. This forum is entitled Health, Addictions and Mental Health/Wellness - Joining Forces for Tomorrow: February 24-28, 2008 at the Ottawa Marriott Hotel.
The Forum will bring together NNAPF’s Regional Working Groups, national leaders, decision-makers, program, policy and front-line workers. It will provide information sharing and showcase research, best practices and promising approaches. Furthermore the Forum will offer information that will better inform supervisors, managers, executive directors, community leaders and policy makers on work force development issues that will contribute to the advancement of the Aboriginal wellness/addictions workforce nationwide, through the inclusion and introduction of the following themes:
- Structural Supports for Public Policy targeting WFD Strategies
- Workforce Recruitment, Retention and the Job Environment
- Education, Training and Certification—Gains and Gaps
- Information Supports—New Developments in the WFD Field
- Research and Outcome Measures—Where’s the Evidence?