The Remote Location On First Nations Communities - 1177 Words

Another negative impact of the remote location on First Nations communities is difficulties in accessing good education. Indigenous youth often leave their communities in their pursuit of academic opportunities. Even in urban centers the graduation rate of Indigenous youth is significantly lower compared to non-Indigenous youth. Curriculum may not be shaped to serve the needs of most FN s communities. Some do not have adequate school facilities. These difficulties tie up with the economic obstacles in these communities and further contribute to the lack of skills, community capacity, planning. Good education is essential to improving the well-being, quality of life and future prospects of Indigenous children, youth and communities.†¦show more content†¦The Department currently is planning to support programs that develop culturally-relevant curricula and evidence-based activities that work for Indigenous students and is committed to improving education infrastructure in First Nations communities. While elementary and secondary education are a provincial or territorial responsibility, the Department funds elementary and secondary education for Indigenous students residing on reserve. There is funding support for post-secondary education for eligible students. The role of the Department in this area is to work with willing partners to advance the work on education for Indigenous students and help improve educational outcomes. It also aims to build the capacity of First Nations to provide educational services and improve education service delivery. In British Columbia funding for First Nations schools is done through the Tripartite Education Framework Agreement signed in 2012 by the Government of Canada, the Province of British Columbia and the FNESC. It follows the model used by the Province to fund similar sized provincial schools and allows Indigenous students to transfer between First Nations and provincial schools without penalty. This agreement set a strong precedent in education partnerships in 2012. Since then there have been a number of changes to First Nations

Accountability Makes No Sense When It Undermines The...

Accountability makes no sense when it undermines the larger goals of education.† - Diane Ravitch Accountability is the key factor in current educational reforms. Current educational reforms have uprooted public schools across the country and has citizens wondering what will happen next. In order for citizens to know what is to come they must know what has already occurred. Many of the changes made today started with the first educational reform to establish measurable accountability, No Child Left Behind Act. Before the establishment of The United States of America, the colonist held education as an important entity to the life of the colonist children. In 1642 Massachusetts General Court created the first education law to â€Å"make certain†¦show more content†¦For instance, the Clinton Administration reauthorized ESEA with the Improving America’s Schools Act of 1994 (IASA) Manna, 2011, p.6). IASA focused on educational reform and provisions through creating a Title 1 program, providing extra help to disadvantaged students and holding schools accountable, charter schools, safe and drug free schools, increased funding for bilingual and immigrant education and education technology (wiki). As a result of IASA, states began to pay more attention to local school districts. For example, in 1998 the New Jersey Supreme Court determined the state was not meeting the needs of underprivileged school districts to help them meet the national standard (Walker, 2004, p.338). To make an effort to improve the school systems, New Jersey identified 30 of the poorest school districts, known as Abbott, to focus on allocating more money to assist the students in achieving better test scores (Walker, 2004, p.339). Nevertheless, the Bush administration reviewed the educational reform policies and set to make changes quickly. Therefore, in 2001 the administration passed the No Child Left Behind Act of 2001 (NCLB). NCLB

An Ecosystems Disturbance by a Pollutant Essay Example For Students

An Ecosystems Disturbance by a Pollutant Essay Paul CordovaL. LehrDecember 11, 1995Freedman defines a pollutant as the occurrence of toxic substances or energy ina larger quality then the ecological communities or particular species cantolerate without suffering measurable detriment (Freeman, 562). Although theeffects of a pollutant on an organism vary depending on the dose and duration(how long administered). The impact can be one of sublethality to lethality, alldependent upon the factors involved. These factors need to be looked at whendetermining an ecosystems disturbance by a pollutant. Some of the most frequent pollutants in our ecosystem include: gases such assulphur dioxide, elements such as mercury and arsenic, and even pollution bynutrients which is referred to as eutrophication. Each of these pollutants posea different effect on the ecosystem at different doses. This varied effect iswhat is referred to as dose and duration. The amount of the pollutantadministered over what period of time greatly affects the impact that thepollutant will have on an ecosystem and population. Pollutants can affect both a population and an ecosystem. A pollutant on apopulation level can be either non-target or target. Target effects are thosethat can kill off the entire population. Non-target effects are those thateffects a significant number of individuals and spreads over to otherindividuals, such is the case when crop dusters spread herbicides, insecticides. Next we look at population damage by a pollutant, which in turn has adetrimental effect on the ecosystem in several ways. First, by the killing of anentire population by a pollutant, it offsets the food chain and potentiallykills off other species that depended on that organism for food. Such is thecase when a keystone species is killed. If predators were the dominant specieshigh on the food chain, the organisms that the predator keep to a minimum couldmassively over produce creating a disturbance in the delicate balance ofcarrying capacity in the ecosystem. Along with this imbalance another potentialproblem in an ecosystem is the possibility of the pollutant accumulating in the(lipophilic) fat cells. As the pollutant makes it way through the food chain itincreases with the increasing body mass of the organism. These potentialproblems are referred to as bioconcentration and biomagnificaiton, respectively. Both of these problems being a great concern of humans because of their locationon the food chain. These are only a few of the impacts that a pollutant can haveon a population and ecosystem. Another factor to consider is the carrying capacity when evaluating the effectsof a pollutant on an ecosystem. A carrying capacity curve describes the numberof individuals that a specific ecosystem can sustain. Factors involved includeavailable resources (food, water, etc.), other members of the species ofreproductive age and abiotic factors such as climate, terrain are alldeterminants of carrying capacity. This curve is drawn below:# of individualsYearsIf a pollutant is introduced into an ecosystem , it can affect the carryingcapacity curve of several organisms (Chiras, 127). This effect on the curve iscaused by the killing off of the intolerant and allowing more room for both theresistant strain and new organisms. In some cases the pollutant will createunsuitable habitats causing migration. Another important part of the idea of a carrying capacity is the Verholst(logistic) equation: The actual growth rate is equal to the potential growthrate multiplied by the carrying capacity level. Three major characteristicsexist for this equation. First, that the rate of growth is density dependent,the larger the population, the slower it will grow. Secondly, the populationgrowth is not limited and will reach a stable maximum. Lastly, the speed atwhich a population approaches its maximum value is solely determined by the rateof increase (r). In a population with a stable age structure this would be thebirth rate minus the death rate, but this is almost impossible. If any of thevariables in this equation are affected by a pollutant then the growth rate ofan organism can be seriously affected which can in turn affect the entireecosystem (Freeman, 122). .u13c3a358f24119e2f87f5ff043f54a13 , .u13c3a358f24119e2f87f5ff043f54a13 .postImageUrl , .u13c3a358f24119e2f87f5ff043f54a13 .centered-text-area { min-height: 80px; position: relative; } .u13c3a358f24119e2f87f5ff043f54a13 , .u13c3a358f24119e2f87f5ff043f54a13:hover , .u13c3a358f24119e2f87f5ff043f54a13:visited , .u13c3a358f24119e2f87f5ff043f54a13:active { border:0!important; } .u13c3a358f24119e2f87f5ff043f54a13 .clearfix:after { content: ""; display: table; clear: both; } .u13c3a358f24119e2f87f5ff043f54a13 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u13c3a358f24119e2f87f5ff043f54a13:active , .u13c3a358f24119e2f87f5ff043f54a13:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u13c3a358f24119e2f87f5ff043f54a13 .centered-text-area { width: 100%; position: relative ; } .u13c3a358f24119e2f87f5ff043f54a13 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u13c3a358f24119e2f87f5ff043f54a13 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u13c3a358f24119e2f87f5ff043f54a13 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u13c3a358f24119e2f87f5ff043f54a13:hover .ctaButton { background-color: #34495E!important; } .u13c3a358f24119e2f87f5ff043f54a13 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u13c3a358f24119e2f87f5ff043f54a13 .u13c3a358f24119e2f87f5ff043f54a13-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u13c3a358f24119e2f87f5ff043f54a13:after { content: ""; display: block; clear: both; } READ: Epidemiology in Nutrition EssayNow using the approach of classical toxicology we study the poisoning effects ofchemicals on individual animals resulting in lethal or sublethal effects. Effects on individuals may range from rapid death (lethal) through sublethaleffects to no effects at all. The most obvious effect of exposure to a pollutantis rapid death and it is common practice to assess this type of toxicity by theLD50 (the lethal dose for 50%

Story of an Hour Characte Analysis free essay sample

The Story of an Hour,† is a nineteenth century housewife who responds dramatically to a series of life changing events that happen to her and her husband. Chopin’s â€Å"The Story of an Hour† follows Louise Mallard over the course of an hour, at the beginning of which she faces the realization that her husband is a victim of a railroad disaster. Throughout the course of the story, Mrs. Mallard spends the majority of the time focusing on how this affects her own life, discovering her new found freedoms and lack of strong emotion for the death of her husband. In the end though, a crushing blow is delivered when it turns out her husband had not, in fact, boarded the train before it departed and the accident took place. It is through these events, that Mrs. Mallard’s emotions and personal thoughts are able to be examined thoroughly. By focusing on her reaction to the news of Mr. We will write a custom essay sample on Story of an Hour Characte Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Mallard’s death, her emotions and thoughts as she sits alone in her room, and her final reaction when she discovers her husband is alive, it is evident that Mrs. Mallard is a selfish, conceited, and egotistical wife who cares nothing other than how she benefits from the death of her late husband. When Mrs. Mallard hears the news of her husband’s death, she does not react as most women would. She weeps at once and suddenly, until â€Å"the storm of grief had spent itself† (Chopin 197). The fact that it describes her despair as a â€Å"storm† signifies that it was fierce, however it was brief. It does not seem like she spent much time in sorrow over her husband’s death. Immediately after her brief outburst, Mrs. Mallard went to her room alone, and â€Å"would have no one follow her† (Chopin 197). That she wanted to be alone and would not allow anyone to come with her shows her concern only for herself, she doesn’t care about the other people’s emotion or that they are there for her, she only wants to take advantage of the situation to think to herself. Wasting no time, â€Å"alone and unencumbered in her room, Louise Spontaneously opens herself to the sublimity and grandeur of the physical world around her† (Jamil 217). As she becomes more and more aware of a rising happiness and sense of freedom, Louise does â€Å"not stop to ask if it [is] not a monstrous joy that held her† (Chopin 198); instead, Louise â€Å"[dismisses] the suggestion as trivial† (Chopin 198), realizing that the bitter sadness she should feel for her husband’s death is nothing in comparison to the years of freedom she would experience. By this act, Mrs. Mallard shows her true character, placing her life much higher in importance to anyone else; including the person in her life she is supposed to care about the most. While locked away hiding in her room, Mrs. Mallard spends the entire time raising herself upon a pedestal of self-importance. She focuses on how â€Å"she would live for herself† (Chopin 198), not letting anyone influence her in any way. She reflects on her love for her past husband, stating that most often she did not love him, and that it didn’t matter if she did anyways; her freedom was much more important than love. During the time she is in her room, contemplating her freedom, Louise spares no thought for the other members of the family that care for her. It takes her sister Josephine begging her to open the door before Louise pays any attention, only to reprimand her sister exclaiming that she â€Å"is not making [herself] ill† (Chopin 199), and realizes that she is actually â€Å"drinking in the very elixir of life† (Chopin 199). The lack of concern and understanding for her families worries, coupled with her extreme focus on how she benefits from her husband’s death further show her sole self-preserving interests even in light of her husband’s death. On top of the time spent alone, and how much she focuses on how she benefits from her husband’s death, the most pressing example of Mrs. Mallards lack of good nature and pressing self-interest is how she views her life, and how she reacts to her husband’s reemergence. Before her husband’s death, Mrs. Mallard â€Å"thought with a shudder that life might be long† (Chopin 199), showing a complete lack of care for her husband and family and friends she would leave behind after her death. Her sole driving force is to remover herself from the control of her husband, without any thought of the effect it will have on those important in her life. This desire and lack of selflessness is brought to an ultimatum in the closing seen of the story, when Mrs. Mallard’s husband walks through the door she isn’t able to live. Mrs. Mallard dies â€Å"of a heart disease – of joy that kills† (Chopin) essentially choosing death over living her life any longer, sacrificing her husband to deal with the grief of his loss. The final selfish act of choosing her own death in spite of her husband seals the deal on what kind of a character Mrs. Mallard is. Through her own actions and thoughts Mrs. Mallard repeatedly shows that she only has her self-interests at heart; foregoing the feelings of all others, especially her husband’s, Mrs.Mallard proves to be a shallow and egotistical character, who makes a poor wife.