The High Stakes of Protecting Indigenous Homelands : Coastal First Nations' Turning Point Initiative and Environmental Groups on theB.C. West Coast

In 2000, eight First Nations and the Council of the Haida Nation formed analliance to protect their traditional territories from powerful economic, politicaland ideological interests that were moving to determine the future of coastalBritish Columbia. Their organization, Coastal First Nations (formerly, the TurningPoint Initiative), has become a significant player with governments, industry andenvironmental groups in defining the parameters for transforming coastal B.C. intoa conservation-based economy, following ecosystem-based management principles.Because environmentalists initiated their Great Bear Rainforest Campaign in thehomelands of Coastal First Nations members beginning in 1995, Coastal First Nationsprovides a window into understanding the complex unfolding of relationships betweenFirst Nations and major environmental groups. Based on an analysis of interviewswith First Nations and environmental group leaders, it is proposed that theirrelationship has evolved through four phases (confrontation, relationship building,becoming allies, and shifting terrains). By speaking with one voice while respectingthe autonomy of its members, Coastal First Nations has provided a strategic vehiclefor increasing Indigenous self-determination and self-sufficiency in First Nationshomelands in the face of ongoing colonization and global forces.En l’an 2000, huit Premières Nations et le Council of the Haida Nationont formé une alliance en vue de protéger leurs territoires traditionnels contre desintérêts puissants sur les plans économique, politique et idéologique quis’apprêtaient à décider de l’avenir de la région côtière de laColombie-Britannique. Leur organisation, Coastal First Nations (précédemment,Turning Point Initiative), est un acteur important auprès des pouvoirs publics, del’industrie et des groupes environnementaux dans la définition des paramètresvisant à transformer la région côtière de la Colombie-Britannique en une économiefondée sur la sauvegarde des ressources naturelles, en s’inspirant desprincipes de la gestion écologique. En raison du fait que des environnementalistesont lancé leur campagne Great Bear Rainforest dans les réserves des membres deCoastal First Nations en 1995, cette dernière permet de mieux comprendre lesrelations complexes déplus en plus apparentes entre les Premières Nations et lesgroupes environnementaux importants. À partir d’une analyse des entretiensavec des dirigeants de Premières Nations et de groupes environnementaux, on constateque leur relation a connu quatre phases (la confrontation, la création de liens,l’établissement d’alliances et la compréhension des points de vueréciproques). Étant l’unique porte-parole de ses membres tout en respectantleur autonomie, Coastal First Nations offre un moyen stratégique d’accroîtrel’autodétermination et l'autosuffisance des peuples indigènes dans lesréserves des Premières Nations devant les forces constantes de la colonisation àl’échelle mondiale

Review of \u3ci\u3eBraiding Histories: Learning from Aboriginal Peoples\u27 Experiences and Perspectives\u3c/i\u3e by Susan Dion

In its final report in 1996, the Royal Commission on Aboriginal Peoples observed that Canadians have little knowledge of Aboriginal people, the issues of importance to them, and the history that underlies Aboriginal-non-Aboriginal relationships today. How can this be changed? In Braiding Histories, Susan Dion takes up the complexities of transforming the consciousness of non-Aboriginal people through education. The book is organized around three focal points. First, the author and her brother Michael Dion {re)write and {re}tell the life stories of several Aboriginal people, including Beothuk survivor Shanawdithit, the Plains Cree leader Mistahimaskwa, and the writers\u27 mother, Audrey Dion, who grew up on the Moravian of the Thames Reserve in Ontario. The stories are rigorously constructed to challenge common stereotypes and to create possibilities of discovery for the reader. The particular concerns of the storytellers are to reveal the humanity and agency of Aboriginal people and to encourage non-Aboriginal readers to recognize their own connection as Canadians to the historical and continuing oppression of Aboriginal people. Second, Dion outlines in detail her Braiding Histories Project. In this study, she analyzes the teaching of two of the stories by three intermediate grade non-Aboriginal teachers. Third, Dion shares her own efforts to teach a graduate course called Teaching and Learning from Indigenous Ways of Knowing to teachers

Review of \u3ci\u3eBraiding Histories: Learning from Aboriginal Peoples\u27 Experiences and Perspectives\u3c/i\u3e by Susan Dion

In its final report in 1996, the Royal Commission on Aboriginal Peoples observed that Canadians have little knowledge of Aboriginal people, the issues of importance to them, and the history that underlies Aboriginal-non-Aboriginal relationships today. How can this be changed? In Braiding Histories, Susan Dion takes up the complexities of transforming the consciousness of non-Aboriginal people through education. The book is organized around three focal points. First, the author and her brother Michael Dion {re)write and {re}tell the life stories of several Aboriginal people, including Beothuk survivor Shanawdithit, the Plains Cree leader Mistahimaskwa, and the writers\u27 mother, Audrey Dion, who grew up on the Moravian of the Thames Reserve in Ontario. The stories are rigorously constructed to challenge common stereotypes and to create possibilities of discovery for the reader. The particular concerns of the storytellers are to reveal the humanity and agency of Aboriginal people and to encourage non-Aboriginal readers to recognize their own connection as Canadians to the historical and continuing oppression of Aboriginal people. Second, Dion outlines in detail her Braiding Histories Project. In this study, she analyzes the teaching of two of the stories by three intermediate grade non-Aboriginal teachers. Third, Dion shares her own efforts to teach a graduate course called Teaching and Learning from Indigenous Ways of Knowing to teachers

Aboriginal-Social Justice Alliances: Understanding the Landscape of Relationships through the Coalition for a Public Inquiry into Ipperwash

Despite their growing popularity, alliances and coalitions between Indigenous peoples and other actors fighting for social and environmental justice have been little documented or analyzed. Alliances form often in the context of land and resource disputes, struggles against discrimination and racism, and other areas of life where there are grounds for strategic co-operation. Using grounded theory and resource mobilization theory, this study examines relationships between social justice and Indigenous activists who formed the "Coalition for a Public Inquiry into Ipperwash", a social justice struggle in Ontario, Canada. The authors analyze participants' narratives noting their understandings of their relationships, strengths and tensions, and lessons learned. It is apparent that Indigenous and social movement alliances represent an exceptional site of encounter and transformation, always in the shadow of ongoing colonization and the movement to Indigenous self-determination. The Coalition provides a window into complex relationships that are forming across Canada and globally.Malgré leur popularité croissante, les alliances et les coalitions entre les peuples autochtones et les autres intervenants qui luttent pour la justice sociale et environnementale ont fait l’objet de peu d’études ou d’analyses. Les alliances se créent souvent dans le cadre de différends concernant les terres et les ressources, de luttes contre la discrimination et le racisme et d’autres domaines de la vie où il y a des raisons d’établir une coopération stratégique. Fondée sur une théorie à base empirique et une théorie de la mobilisation des ressources, cette étude porte sur les relations entre la justice sociale et les activistes autochtones qui ont créé la « Coalition pour une enquête publique sur les événements d’Ipperwash », une lutte pour la justice sociale en Ontario (Canada). Les auteurs analysent les textes des participants en relevant leur connaissance de leurs rapports, les points forts et les tensions ainsi que les leçons retenues. Il est évident que les alliances entre les Autochtones et les mouvements sociaux constituent un lieu exceptionnel de rencontre et de transformation, toujours à l’ombre de la colonisation permanente et de la marche des Autochtones vers l’autodétermination. La Coalition ouvre une fenêtre sur les relations complexes qui s’établissent au Canada et à l’échelle internationale

Electron microscopic visualization of tRNA genes with ferritin-avidin: biotin labels

A method is described for indirect electron microscopic visualization and mapping of tRNA and other short transcripts hybridized to DNA. This method depends upon the attachment of the electron-dense protein ferritin to the RNA, the binding being mediated by the remarkably strong association of the egg white protein avidin with biotin. Biotin is covalently attached to the 3' end of tRNA using an NH2 (CH2) 5NH2 bridge. The tRNA-biotin adduct is hybridized to complementcrry DNA sequences present in a single stranded nonhomology loop of a DNA:DNA heteroduplex. Avidin, covalently crosslinked to ferritin is mixed with the heteroduplex and becomes bound to the hybridized tRNA-biotin. Observation of the DNA:RNA-biotin:avidin-ferritin complex by electron microsdopy specifically and accurately reveals the position of the tRNA gene, with a frequency of labeling of approximately 50%

A Grounded Theory of Sport Injury-Related Growth

Although previous research has shown that experiencing an injury can act as a catalyst for self-development, research that has examined the concept of sport injury-related growth (SIRG) remains largely descriptive. This study aimed to address this by developing a substantive theory to explain the processes through which injured athletes experienced SIRG. Using Strauss and Corbin’s (1998) variant of grounded theory, 37 injured athletes competing in a range of sports and competitive levels participated in qualitative interviews. Interviews (N=70) and data analysis were conducted over a period of 24 months. Transcripts were analyzed using open, axial, and selective coding. Quality criteria used were fit, relevance, workability, and modifiability. The grounded theory produced (i.e., Theory of Sport Injury-Related Growth) suggests a number of internal (i.e., personality, coping styles, knowledge and prior experience, and perceived social support) and external factors (i.e., cultural scripts, physical resources, time, and received social support) enable injured athletes to transform their injury into an opportunity for growth and development. The mechanisms through which this occurs are meta-cognitions, positive reappraisal, positive emotions, and facilitative responses. This theory offers a number of exciting avenues for future research, and provides medical personnel and practicing sport psychologists with a detailed explanation of how sport injury can lead to growth experiences

A Qualitative Study of the Relationship between Parents and Administrators at an Elementary School in Virginia

This study examined the relationship between administrators and parents at a high-performing elementary school in Virginia over the course of an academic year. The school has a population of parents who expect and require a high level of communication. The reviewed literature considered the importance of parental support in schools, but also the zeitgeist of “overparenting” and its influence on parents’ perceptions of their rights. Pilot interviews with mothers revealed parents expected and often demanded to be consistently informed. Interviews with administrators revealed that parents’ persistence could obstruct decisions made by administrators. Survey analysis revealed that academics, school safety, and “best interest of students” were concerns for parents. During a final meeting with administration, survey results were discussed, and the principal and assistant principal identified a possible action plan for each theme illustrated by the survey. The hope is that by identifying and then addressing these issues that trust and communication between parents and administrators will grow and there will be a stronger relationship between stakeholders

An In-Depth Case Study of a Prospective Black Male Teacher Candidate with an Undisclosed Disability at a Historically Black College and University

As scholarship of Black male collegians is growing, there is limited research attentive to Black males with disabilities and in teacher education programs. The research focused on pre-service Black male teachers with disabilities attending HBCUs and the federal laws impacting their education and supports is absent. This research study fills the void by examining the individual experiences of a Black male pre-service teacher with a disability attending an HBCU. The research team used Black males with disability theory and single-subject case study methodology to describe Christopher “CJ” Jackson’s journey navigating his program of study as an English education major. Four main themes emerged in the study of CJ that capture his collegiate and teacher education experiences: a) influences to become an English teacher, b) field experience issues, c) inconsistent academic performance, and d) postsecondary academic adjustments. The research team offers recommendations for supporting pre-service Black male teachers in college and in teacher education programs

Occupational Therapy in Primary Care: Determining Receptiveness of Occupational Therapists and Primary Care Providers

Background: Primary care (PC) is an emerging practice setting for occupational therapy; however, few occupational therapists currently practice in this setting due to barriers, including uncertainty about reimbursement and the role of occupational therapists. This pilot study aimed to determine if PC providers and occupational therapists are receptive to occupational therapists as integrated interprofessional PC team members if barriers to inclusion are addressed. Method: After a brief educational paragraph explaining potential occupational therapy contributions to PC teams, the participants accessed a link to survey questions regarding their personal level of receptiveness to occupational therapy in PC. The questions comprised Likert scale and open-ended answers. Results: Of the Likert scale responses, 94%-99% provided by occupational therapists and 82%-97% provided by PC providers indicated possibly or yes to the inclusion of occupational therapists on the PC team. The descriptive responses were primarily supportive. Discussion: The majority of the occupational therapists and PC providers surveyed indicated support for including occupational therapists in primary care. This indicates that when barriers are addressed, occupational therapists and PC providers are receptive to the inclusion of occupational therapists as members of the interprofessional PC team