Meeting the Challenges of an Aging Population with Success

With 117,099 people over the age of 65, Franklin County has the second-highest number of seniors among all Ohio counties. Projection data from the Ohio Department of Development indicates that Franklin County's 65-and-over population will grow to 224,340 by the year 2040. Key findings from this report indicate that improved coordination between the complex web of federal, state, county, and municipal resources would have significant impact on seniors' health and quality of life. The report also includes an analysis of the most vulnerable seniors in Franklin County identified at the neighborhood level

Indigenous Knowledges and Sustainability in Post-Secondary Education

The overall purpose of this study is to begin identifying relationships between sustainability and Indigenous knowledges in post-secondary education. Sustainability discourse indicates a need to reconsider our approaches to social, economic, and environmental issues because without deep transformation, global human survival is in jeopardy. At the same time, post-secondary education institutions in Canada are Indigenizing their settings but lack discussion on sustainability and Indigenization as related concepts. For this study, interviews and surveys were conducted with faculty and administrators working in Indigenous PSE programs in ten post-secondary education institutions across Canada to gain insight into: Indigenous philosophical principles concerning the environment and sustainability; how sustainability is linked to curriculum, research, facility operations, institutional governance, and community outreach; how sustainability is practiced, and what policies drive those practices. The five key findings that emerged from the study are: 1) Indigenous worldviews are based in a belief of the sacred, which orients Indigenous knowledges and responsibilities for sustaining life on Earth; 2) Sustainability is expressed as a function of tradition linking Indigenous identity with culture, language, and environmental health; 3) Entrenching Indigenous knowledges throughout institutions is to sustain cultural identity; 4) National and international standards supporting Indigenous self-determination are primary drivers for the inclusion of Indigenous knowledges and advance the underlying principle of sustainability; and 5) Indigenous holistic learning includes social, economic, and environmental aspects of sustainability. These findings indicate that supporting Indigenous cultural identity through integration of Indigenous knowledges can expand the basis of sustainability practices and programs in post-secondary education, but there is a need to increase dialogue about the interconnectedness of sustainability and Indigenous knowledges based on a rights-based approach to Indigenous education consistent with national and international standards

A Qualitative Review of a Culturally Responsive Education Program for Native American Youth

This research uses a qualitative case study approach and a culturally based framework to examine an educational program’s community for Native American youth. The purpose is to develop an in-depth understanding of an effective educational intervention’s community that increases graduation rates of Native American youth and how they incorporate culture. I use Tribal Critical Race Theory to describe the continuation of colonization and assimilation efforts Native youth face in education systems and to portray the indigenized efforts the Konaway program implements in educating from an Indigenous lens. The framework was constructed from the nine tenets of Tribal Critical Race Theory and the Native American medicine wheel. Results are interpreted through Tribal Critical Race Theory and the medicine wheel as an Indigenous conceptual framework and an integrative approach to incorporating culture in education of Native American youth

Examining the Under-Representation of Aboriginal Scholars in the Ontario Professoriate: Policy Implications for Faculty Recruitment and Retention

This case study was designed to investigate the under-representation of Aboriginal scholars in the Ontario professoriate, examining: 1) the current lack of Aboriginal scholars in the Ontario professoriate, and 2) the retention of these scholars within the system. To advocate social justice for this community, these issues were examined through an Aboriginal epistemic lens to develop principles with which to inform recruitment and retention policy and practice in the academy. Specifically, this study focused on the following areas: 1) the context of the participants\u27 educational experience as Aboriginal students; 2) participants\u27 perspectives about why Aboriginal scholars stay, or conversely why they leave, the Ontario professoriate; and 3) social justice and equity - implications for recruitment and retention policies in the academy. A transformative policy process is proposed which resulted from the grounded theory flowing from the data collected, and the extant literature. As an organizational tool for transforming the process of policy development and implementation in the academy, the policy process proposed utilizes a circle archetype relevant to many Aboriginal worldviews. The policy circle process is comprised of four integrative stages: the \u27Beginning\u27 stage; the \u27Consultation with Expert Knowledge\u27 stage; the \u27Taking Action\u27 stage; and, the \u27Reflection\u27 stage. Based on the findings of the study, equity principles which inculcate the tenets of respect, honour, truth and wisdom are proposed as guidelines for Aboriginal recruitment and retention policies in the academy. The rationale for proposing this change as a means of promoting social justice and equity, as well as to address the under-representation of Aboriginal scholars in the academy, is based on the perceived necessity of universities to assume their leadership role as socially responsible \u27agents of change.\u27 Finally, the study suggests that there is a continued need to develop and implement strategic educational policy reform in Canada to: support the success of Aboriginal students, to promote and facilitate the participation of Aboriginal educators and Elders in developing curricula and pedagogy which respect and honour Aboriginal epistemologies, and to spur provincial and federal governments\u27 provision of support in terms of investment of time and funding for the development of Aboriginal postsecondary programs

National Culture Influences in Cross-Cultural Software Development Teams: an analysis of social networks

Team dynamics and ingroup behaviour are critical factors in software development projects. In Western organisations, software development cultures promote rational values to be pursued at industry, development, and team levels of analysis. While Western values dominate the culture of software teams, increased globalisation has led to more IS being developed by teams with a cross-cultural make-up. In this paper, propositions regarding the interactions of software teams comprising members from Western and Chinese cultures are developed. These propositions highlight potential conflicts that may arise within cross- cultural development teams. A social network analysis of a small software development team is presented in order to investigate these propositions

Archaeology, education and First Nations : two case studies from central Saskatchewan

While archaeology has the power to invoke powerful images of the past, those individuals interpreting the past for the public assume significant responsibility with regard to how they present those interpretations. In as much as archaeologists are as much a product of their own social, economic, political and intellectual environments as the "public" to whom they convey these messages, they face the challenge of providing meaningful and accurate interpretations about past cultures and lifeways. Public archaeologists must consider an entirely different set of goals and objectives than individuals doing strictly research based projects. They are required to learn about the public they are educating, and in turn, develop comprehensive, meaningful and enjoyable experiences for the them. Too often members of the public assume that Indiana Jones represents a realistic image of the archaeologist. While it is unfortunate that this image prevails, it is also important to acknowledge that this image is what piques the public's curiosity about archaeological research in the first place. In developing archaeology-based education programs for two archaeology sites in central Saskatchewan, the "public" being educated at one of the sites was primarily Aboriginal. Hence, the involvement of First Nations Elders, as well as participating students became an important part of the component. Similarly, when asked to develop an educational program for a stone circle site, a First Nations Elder requested that research remain non-invasive. In both cases, working closely with these Elders promotes effective dialogue and mutual respect

Images of Native American in Film: The Cases of Broken Arrow, Dances with Wolves, and Black Robe

This study demonstrates how the medium of film continues to depict Native Americans in stereotypical images. A critical analysis of three films: Broken Arrow (1950), Dances wilh-Wolves (1990), and Black Rohe (1992) supports the assumption and argument. Critical review of these films were made for images of how Native Americans are portrayed. The images include negative portrayals of culture, customs, language, and wardrobe. A compare and contrast tool demonstrates perpetuated stereotypical images of Hollywood negative portrayals of Native Americans. A brief history of motion pictures discusses and presents the development of stereotypical images mvolving Native Americans. The critical analysis of the films provides a detailed discussion of how each film relates to the other two in depicting stereotypical images which Hollywood created. The conclusion describes present efforts of contemporary Native Americans in film and television

Improving the Lives of LGBT Older Adults

Although largely invisible until recently, LGBT older adults make up a significant (and growing) part of both the overall LGBT population and the larger 65+ population. While confronted with the same challenges that face all people as they age, LGBT elders also face an array of unique barriers and inequalities that can stand in the way of a healthy and rewarding later life. This report examines these additional challenges and how they make it harder for LGBT elders to achieve three key elements of successful aging: financial security, good health and health care, and social support and community engagement. The report also offers detailed recommendations for improving the lives, and life chances, of LGBT older Americans

Canada's Residential Schools: Reconciliation

The Final Report of the Truth and Reconciliation Comission of Canada Volume