Superimposed Nations: The Jay Treaty and Aboriginal Rights

Using the Blood reserve in Southern Alberta and the Blackfeet reserve in northern Montana as a case study, the Canadian legal system should recognize an inherent aboriginal right to cross the Canada-US border. This is not to suggest that such a right exists only upon recognition by the courts; rather, it is an acknowledgment that First Nations must assert control over their rights, either by court challenge, or by negotiations with the Canadian government. The latter course may be more flexible with respect to remedy. Questions of who is to be considered aboriginal for the purposes of the right, who may determine who is eligible, and who may determine the scope of the right could be determined by consultation with aboriginal groups. If a court challenge were successful, however, it might provide a catalyst for negotiations. The paper canvasses the legal situation governing cross-border movement by aboriginal groups as of 1995, the historical context, and the relevance of American and Canadian immigration, customs, and constitutional law

Superimposed Nations: The Jay Treaty and Aboriginal Rights

Using the Blood reserve in Southern Alberta and the Blackfeet reserve in northern Montana as a case study, the Canadian legal system should recognize an inherent aboriginal right to cross the Canada-US border. This is not to suggest that such a right exists only upon recognition by the courts; rather, it is an acknowledgment that First Nations must assert control over their rights, either by court challenge, or by negotiations with the Canadian government. The latter course may be more flexible with respect to remedy. Questions of who is to be considered aboriginal for the purposes of the right, who may determine who is eligible, and who may determine the scope of the right could be determined by consultation with aboriginal groups. If a court challenge were successful, however, it might provide a catalyst for negotiations. The paper canvasses the legal situation governing cross-border movement by aboriginal groups as of 1995, the historical context, and the relevance of American and Canadian immigration, customs, and constitutional law

General Education Teachers\u27 Perceptions About Teaching Students with Autism in Urban Schools

Many children with autism spectrum disorder (ASD) are included or mainstreamed in general education classrooms, yet general education teachers receive little, if any, formal training for working with children with ASD. The conceptual framework for this study was differentiated instruction, which is a best practice intended to improve educational experiences for children diagnosed with ASD. The purpose of this research study was to explore general education teachers\u27 perceptions of providing differentiated instruction to these students. The research questions examined teachers\u27 perceptions of barriers that can affect their ability to differentiate instruction in their classrooms and strategies teachers use to facilitate the process of providing differentiated instruction in their classrooms for their students diagnosed with ASD. Eight elementary and middle school teachers participated in this phenomenological study. Content analysis of interview data provided information regarding the barriers of outdated resources and the need for additional training of general education teachers to work with students diagnosed with ASD. In addition, the participants identified 2 models used as strategies to adapt instructional practices to promote students\u27 social and academic outcomes. Professional development could assure that teachers and administrators are aware of the latest best practices needed to teach children with ASD in the general education classrooms. By providing teachers with effective strategies needed to work with students diagnosed with autism, social change can be realized, and students with ASD can receive educational services possibly leading to a better quality of life

Impementing Self-Study Review Feedback

Department Chairs who are writing a self-study or program review will benefit from this session on implementing self-study review feedback and learn how to leverage feedback to argue for new hires, additional resources for projects, and support for worthwhile initiatives

Wicked wellbeing: examining the disconnect between the rhetoric and reality of wellbeing interventions in schools

Wellbeing is an emerging priority that poses a “wicked” problem. Current directives from policy makers are that schools address student wellbeing. However, the lack of a clear definition, simple solution or process for ensuring wellbeing creates a difficult task for schools. This article seeks to add to the current understanding of wellbeing in schools by drawing on the findings of a systematic literature review to investigate the characteristics and outcomes of school-based wellbeing interventions. Four databases were searched to identify relevant peer-reviewed articles published in English. The background discussion is set in the Australian context; however, the geographic scope of the literature review is international. Findings of the study align with previous research that views definitions of wellbeing as problematic. The broad range of wellbeing interventions found in the literature highlights a lack of consensus around best practice for wellbeing in schools. Despite evidence showing the benefits of a whole school approach, the majority of articles describe programmes and strategies targeted at small groups of students. The outcomes of the interventions are difficult to compare because they do not necessarily relate directly to wellbeing. This article raises questions about the evidence base to support the validity and trustworthiness of the interventions. Further research is necessary to consolidate understandings of wellbeing and to provide solid research evidence to inform further development of school wellbeing practices

Online Predators: Myth versus Reality

Media stories about “online predators” who use the Internet to gain access to young victims often give inaccurate impressions of Internet-initiated sex crimes. Most such crimes involve adult men who use the Internet to meet and seduce adolescents into sexual encounters. Most offenders are open about their ages and sexual motivations. Most are charged with statutory rape (i.e., nonforcible sexual activity with victims who are too young to consent). Internet-initiated sex crimes account for a salient but small proportion of all statutory rape offenses and a relatively low number of the sexual offenses committed against minors overall. Victims are often at-risk youths who have previously been abused or have problems in school or at home. Prevention strategies should be developmentally appropriate, target youths directly, acknowledge normal adolescent interests in romance and sex, and provide adolescents with awareness and avoidance skills

From Writer to Teacher: The Gradual Release of Responsibility in an Early Childhood Education Writing Course for Pre-Service Teachers

Teaching students to become confident, capable writers is imperative in today’s world. Growing attention has been paid to the amount and kinds of writing students are experiencing in schools with an urgent plea for more time and attention given to writing instruction (Nagin, 2003; National Commission on Writing, 2003). Yet, few teachers feel well prepared to teach writing. In this special issue on writing methods courses, we discuss the evolution of our writing methods course for early childhood preservice teachers (PK-5). Specifically, we examine the current pedagogical practices within the course to support preservice teachers’ experiential learning. This piece examines how a gradual release of responsibility model with multiple units of study supports preservice teachers as writers and as future teachers of writers

Improving Rabies Aftercare by Educating Emergency Department Providers of Care

According to an evaluation completed by the local health department in the state where the project was conducted, patients were not returning to the emergency department (ED) for post-exposure prophylaxis (PEP) rabies vaccine as recommended. Educating the ED providers on care, who are usually the first point of contact after an animal bite with possible rabies virus transmission, is critical to improving patients\u27 outcomes secondary to rabies postexposure. The focused for this project is educating ED personnel about rabies PEP administration after rabies virus exposure which will their increase knowledge regarding rabies follow-up care. Lewin\u27s change theory provided the theoretical support for the project, which consisted of an educational PowerPoint or summary handout to ED staff members concerning the treatment recommendations for rabies postexposure. A pretest and posttest were used to measure knowledge of the 50 participants before and after the education. More than 75% of personnel (physicians, nurse practitioners, the physician assistant, emergency room nurses) were unable to answer Question 1 correctly, 50% of the ED personnel were unable to answer Question 2 correctly, and answers by all personnel were incorrect on Questions 3-10. After the education, all personnel answered all questions correctly. Thus, the education addressed the gap in ED personnel\u27s knowledge that may have contributed to the lack of patients\u27 adherence to rabies PEP treatment. Better rabies follow-up treatment education can impact social change by improving provider knowledge to facilitate accurate health care teaching by ED personnel and encourage subsequent compliance of patients with evidence-based recommendations for rabies PEP to prevent unnecessary deaths

Moderate carbohydrate, moderate protein weight loss diet reduces cardiovascular disease risk compared to high carbohydrate, low protein diet in obese adults: A randomized clinical trial

<p>Abstract</p> <p>Background</p> <p>To evaluate the metabolic effects of two weight loss diets differing in macronutrient composition on features of dyslipidemia and post-prandial insulin (INS) response to a meal challenge in overweight/obese individuals.</p> <p>Methods</p> <p>This study was a parallel-arm randomized 4 mo weight loss trial. Adults (n = 50, 47 ± 7 y) matched on BMI (33.6 ± 0.6 kg/m², <it>P </it>= 0.79) consumed energy restricted diets (deficit ~500 kcal/d): PRO (1.6 g.kg^-1.d^-1protein and < 170 g/d carbohydrate) or CHO (0.8 g.kg^-1.d^-1protein and > 220 g/d carbohydrate) for 4 mos. Meal challenges of respective diets were utilized for determination of blood lipids and post-prandial INS and glucose response at the beginning and end of the study.</p> <p>Results</p> <p>There was a trend for PRO to lose more weight (-9.1% vs. -7.3%, <it>P </it>= 0.07) with a significant reduction in percent fat mass compared to CHO (-8.7% vs. -5.7%; <it>P </it>= 0.03). PRO also favored reductions in triacylglycerol (-34% vs. -14%; <it>P </it>< 0.05) and increases in HDL-C (+5% vs. -3%; <it>P </it>= 0.05); however, CHO favored reduction in LDL-C (-7% vs. +2.5%; <it>P </it>< 0.05). INS responses to the meal challenge were improved in PRO compared to CHO (<it>P </it>< 0.05) at both 1 hr (-34.3% vs. -1.0%) and 2 hr (-9.2% vs. +46.2%), an effect that remained significant after controlling for weight or fat loss (both <it>P </it>< 0.05).</p> <p>Conclusion</p> <p>A weight loss diet with moderate carbohydrate, moderate protein results in more favorable changes in body composition, dyslipidemia, and post-prandial INS response compared to a high carbohydrate, low protein diet suggesting an additional benefit beyond weight management to include augmented risk reduction for metabolic disease.</p