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Why Read the First Nations Resource Magazine? Our magazines and website are the medias we use for our Creating Hope for the Future Awareness Campaigns. The purpose of our awareness campaigns is to empower and inspire First People to create a bright, self-sustainable future by highlighting and promoting useful and relevant programs and opportunities. We also publish and post examples of people and organizations who have gone forward and succeeded in different areas, as an example for others to follow. The programs we highlight and share are Health, Wellness, Prevention, Recreation, Arts & Cultural programs and we promote Higher Learning, Job, Career, Training, Business and Economic Development opportunities. The magazine is meant to inspire youth through stories of others accomplishments and successes to do more with their lives, and provide positive influences to others.
Who Are We? Our aim is to help build and strengthen Canadian communities. We do this by publishing articles that promote community awareness and alternative solutions to creating safer communities. We believe that information is the strongest resource to building a strong foundation for our future. This is why we take pride in the relationships we hold with various law enforcement and government agencies, community and youth groups, associations, and facilitators throughout the country. It is with their help that we are able to provide your community with relevant and quality information. We are one of Canada’s leading advocates for respectful, mutual beneficial partnership among industries, corporate Canada, governments, and First People since 2000. We try and assist organizations by spreading their message through our print and online media. By reading the First Nations Resource Magazine, you’ll be up to-date on the current events. To keep up to date on what is going on in the community visit hopeforthefuture.ca
Sharing The Inspiration Share the magazine with your friends, family and communities. If an article inspires you...share it. Use the website to stay connected through Twitter and by sharing us on Facebook or through your favorite social media. hopeforthefuture.ca
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Contents
#FNRMAGAZINE
From his humble beginnings in Curve Lake to a life as a successful author and playwright, Drew Hayden Taylor uses what some might consider a negative and turns it around into part of his brand.
44 DREW HAYDEN TAYLOR
“The best revenge is living a good life”.
8 ACTUA
36 MACCORMICK
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40 ONTARIO POWER GENERATION
74 UNIVERSITY OF SASKATCHEWAN
Soccer turns gangs into soccer teams.
Building Relationships with First Nations and Métis Communities in Ontario.
76 ONTARIO CENTRES OF EXCELLENCE
NEW MILLENNIUM IRON
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PROVIDENCE UNIVERSITY
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Innovation. It is about generating ground-breaking ideas.
AGENCY CHIEFS CHILD & FAMILY SERVICES
Training for success: A win-win situation.
20 NORTHERN COLLEGE
Flexible Learning. Supportive Environment. Personalized Attention.
24 UQAT
A unique and customized training for entrepreneurs.
28 KGHM INTERNATIONAL
Committed to Kamloops.
32 LETHBRIDGE COLLEGE
The Quantification of Social Performance.
Who Better to Teach About Community Development Than Indigenous People?
54 NORTHERN LIGHTS COLLEGE
B.C.’s Energy College.
60 THE ACADEMY OF LEARNING
New beginnings start at AOLC.
BEE CLEAN
Building Maintenance 100% Canadian
Inspiring legal success.
Helping shed right light on ‘growing’ problem in the north.
82 OCCCI
Skilled Labour Shortages: Careers that construct your future
84 GOLD CORP.
Partnership to power a brighter future
63 CAPE BRETON UNIVERSITY
Excellence in Aboriginal education
66 CENTRE FOR SUICIDE PREVENTION
Aboriginal youth and cyber-bullying
Natallia Yaumenenka | © iStockphoto.com | © ThinkStock.com
Melissa Whitegrass. Her work is not finished. hopeforthefuture.ca
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EDITOR & PUBLISHER Jacques Beauchamp Former Regional Police Office EXECUTIVE ASSISTANT Christine Panasuk CREATIVE DIRECTOR Jonathan Beauchamp GRAPHICS & ART www.DESIGNit.CA PRINTED IN ONTARIO, CANADA Dollco, a division of The Lowe-Martin Group CONTRIBUTORS Elizabeth Gray-Smith
Bonnie Lyn de Bartok
Élisabeth Benoît
Suzanne McLeod
Laurie Chabot
Jacklyn Guay
ACCOUNT EXECUTIVES Don Holt
Daniel Cole
Thomas Easton First Nations Resource Magazine is published by Vantage Publishing Group Corp. and distributed free, all rights reserved. Contents and photographs may not be reprinted without written permission. The statements, opinions and points of view expressed in articles published in this magazine are those of the authors and publication shall not be deemed to mean they are necessarily those of Vantage Publishing Group Corp. or other affiliated organizations. The publisher accepts no responsibility for unsolicited manuscripts, photographs, transparencies or other materials. Publications Mail Agreement No. 41927547 ISSN 1927-3126 First Nations Resource Magazine (Print) ISSN 1927-3134 First Nations Resource Magazine (Online) Return undeliverable Canadian addresses to: 40 Colonnade Road Nor th Ottawa, Ontario K2E 7J6 Telephone: 1-888-724-9907 info@vantagepublishing.ca www.vantagepublishing.ca
SHARE YOUR THOUGHTS WITH US! Send your feedback, ideas, stories, and suggestions to: share@hopeforthefuture.ca or follow us on twitter: @creatinghopefor
- est 1990 -
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nnovation. It is about generating ground-breaking ideas, leveraging technological advances, building social entrepreneurship, improving processes, and making change - positive change. It is a crucial ingredient to strong communities and a strong economy. It is critical to achieving a higher standard of living, both social and financial. With it, we can compete in a global market. Without it, we risk being pushed to the sidelines on the international stage. If so much of our country’s future prosperity relies on how we embrace and foster a culture of innovation, then we should be asking some hard questions on what we are doing to generate these ground-breaking ideas. We also need to be asking what we are doing to invest in the talent behind those ideas. Actua, a national organization with a twenty-year track record of engaging youth across the country in life-changing science, technology, engineering and math experiences, is bolstering Canada’s talent by inspiring the next generation of innovators. Last year alone, they reached 225, 000 youth. Within that number, 30,000 were Aboriginal youth.
In response, Actua formalized their National Aboriginal Outreach Program (NAOP) in 2000. The program was designed to connect Aboriginal youth with the science that exists in their everyday lives. “We do what we do every day to get STEM into the hands of youth who are typically underserved or underrepresented in these fields” says Jennifer Flanagan, President and CEO of Actua. “Aboriginal youth are the fastest growing population in the country and have incredible potential to drive innovation in Canada.” Actua’s mission is to provide life-changing experiences in STEM so that all youth can be inspired to achieve their potential and fulfill their critical role in the world. They deliver barrier-breaking programming in every province and territory to ensure youth across the country – regardless of location, socio-economic situation, gender or ability – gain access to science literacy. Over the course of twenty years of program delivery in Aboriginal communities, Actua listened to the Aboriginal organizations, community leaders, local Elders and parents of Aboriginal youth they reached across the country. They heard the call to address challenges in areas of education and the need for an educational approach that was rooted in local culture and steeped in traditional knowledge. They also heard the overwhelming demand to engage Aboriginal youth in STEM. hopeforthefuture.ca
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In response, Actua formalized their National Aboriginal Outreach Program (NAOP) in 2000. The program was designed to connect Aboriginal youth with the science that exists in their everyday lives. Through Actua camps, workshops, and community outreach initiatives, Aboriginal youth not only learn about science, they experience STEM. Through hands-on experiments and discovery, coupled with role-playing opportunities, they address local community challenges and opportunities. All of these activities involve local mentors, Elders, and community volunteers who would provide direct linkages to local traditional knowledge. In the thirteen years since its inception, the program has grown exponentially. Actua now partners with over 200 Aboriginal organizations (approximately 75 of which are north of 55°) across Canada. Many of the elements of the programming remain the same. Actua ensures that Elders, Friendship Centres, parents, teachers, and volunteers all play a role in developing the curriculum and bringing in highly-trained young instructors, local role models, and mentors to delivery that curriculum. The community-based approach allows for the development of locally and culturally-relevant curriculum, further ensuring that the programming is customized to each community that welcomes the Actua team. Doug Dokis, Actua’s newly appointed Senior Advisor for their National Aboriginal Outreach Program, adds, “In order for young people to understand their role as future leaders, innovators and entrepreneurs, we need them to understand that science is inherently within them… it has always been rooted in their culture and has always been in their communities.” Doug is Anishinabe and a member of the Dokis First Nation in Northern Ontario. He is a well-respected Aboriginal educator, with over twenty years of experience working with Aboriginal communities and organizations and post-secondary institutions.
“We’re in the business of driving innovation,” says Flanagan. “A thriving economy, one that is rooted in innovation, will rely on a workforce that is robust, skilled and diverse, a workforce that includes all Canadians. Actua inspires young people by providing experiences and developing content that incorporates mentorship, career awareness, and youth’s prior knowledge. For example, in Actua’s “Mining in My Community” activity, youth at camp role-play through the development of a simulated mine in their community. Under the guidance of university student instructors, youth evaluate their proposed mine and are challenged to think deeper to evaluate its environmental impacts, sustainable land-use practices, community engagement strategies, and cost-benefit analyses. Campers plot where the mining activity should take place, and they work with local volunteer professionals to obtain feedback on their ideas. Campers seem to engage well with the concept. “If we put the mine close to our school then the miners would have to teach us about the jobs that
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we could have in the future,” said one child. Another countered with, “Yes, but what about the Caribou? Where will they go?” It does not take long for the youth to begin seeing themselves as researchers or geologists, or the engineer behind the innovative methods used to build the roads or design the equipment used in the industry. Young instructors guide them to think about the educational path needed to reach that career. Even with NAOP curriculum taking shape differently in each community, the outcomes are consistent from camp to camp and from year to year. Young participants learn to lead, problem-solve, and think critically and creatively. The results of just one day of inspiring hands-on activities can boost confidence and generate a real enthusiasm for science studies and careers. With each day at an NAOP camp, youth are getting that much closer to understanding innovation and what it means to be an innovator. What ties all the activities together is an understanding of regional economic development opportunities. The young NAOP participants are exposed to local scientific endeavors – as seen and experienced through the eyes of real scientists. They begin to understand how, for example, the mine down the road is linked to their community. Energetic volunteer experts in a variety of careers tell their own stories of the minerals discovered and the technology used to search and extract. By having real-life role models and volunteer experts – who love their job – on site, youth begin to see a future for themselves in STEM. The impact on the 30,000 youth participating in NAOP goes beyond a day or a week of camp. Extensive independent and evidence-based research demonstrates that Actua’s STEM programming changes
the young participants’ attitudes and behaviours towards science, increasing the likelihood that they will continue on in science-based studies and careers. What sets Actua apart from other youth-engagement organizations is their vast geographic footprint and their ability to break through barriers that normally stand in the way of young Canadians accessing STEM education. “The truth is barriers remain between Aboriginal youth and experiences in STEM,” says Flanagan. “We invest heavily in ensuring these transformational experiences break through these barriers and land in the hands of youth in every province and territory.” The organization employs two methods of delivering STEM programs to young Canadians. The first is a network of member organizations based out of university and college campuses across the country. These member organizations invite youth participants to their campuses and engage them in experiences once reserved strictly for post-secondary students. As a result, young participants gain the opportunity to handle innovative tools and instruments in an environment that fosters positive educational choices. The second delivery method caters to those youth who are unable, for whatever reason, to attend a campus camp. The Actua Outreach Team is a group of instructors that travels across Canada, bringing STEM education experiences to rural and remote regions not yet served by member organizations. By providing these experiences to youth
who have limited access to STEM programming, the Team is an integral part of Actua’s vision to ensure all youth see, experience, and understand their potential in the world. An organization that engages youth in STEM camps and workshops may, at first thought, seem like an unlikely player on the bigger innovation stage. But, they share the same drive – as government, as academic institutions, as major industry leaders – to see Canada succeed and to see the country’s youth succeed. “We’re in the business of driving innovation,” says Flanagan. “A thriving economy, one that is rooted in innovation, will rely on a workforce that is robust, skilled and diverse, a workforce that includes all Canadians. That is why it is imperative that we not just reach youth with STEM, we need to be sure we are reaching ALL youth with STEM.” For more information about Actua visit www.actua.ca
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Helder Almeida | Š iStockphoto.com | Š ThinkStock.com
IF YOU ASKED ANYONE OUT THERE WHO’S EVER PLAYED OR COACHED THE SPORT OF SOCCER THEY WILL TELL YOU, IT’S A FUN SPORT, THE LOVE OF THE GAME IS STRONG AND IT’S GOOD TO BE PART OF A TEAM…
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he Big River First Nation has partnered with the Saskatchewan Soccer Association and Agency Chiefs Child & Family Services to promote soccer to community youth.
Big River First Nation Youth Soccer Program is well known by the province of Saskatchewan and continues to participate in annual events such as Federation of Saskatchewan Indian Nation soccer championships, First Nation Summer Games, Prince Albert Youth Outdoor Soccer League, Memorial Soccer Tournaments and North American Indigenous Games. Our coaches reported that local elders like what they see happening and shared positive comments on the soccer program offered to our community youth: 4 Despite the issues we face daily, over the years we’ve learned to adapt with the living conditions and poverty (low income families); we must continue to look for positive programs that are not only for fun but activities that will help progress mental/physical development for our youth. 4 Soccer is not an expensive sport compared to some of the sports today 4 Peer pressure: today we see so many negative things out there it is so easy for our kids to take the wrong and harmful path. Soccer is a good program that helps conquer negative behaviours; 4 We are thankful to our leadership for listening to parents by promoting organized sports programs for our youth. To help alleviate the cost of transportation 3 charter busses were purchased to support youth activities in Big River First Nation; 4 The Leadership of Big River First Nation partners with ACCFS to continue delivering the soccer program for its membership youth. 4 Soccer keeps our kids strong & healthy; 4 It is good to see Saskatchewan Soccer Association coming out to our communities to do school presentations and to be part of selecting athletes in North American Indigenous Games. 4 “It is good to see our youth being part of the Prince Albert Youth Soccer Outdoor Association rather than being incarcerated in Saskatchewan correctional system”. 4 Each program that is introduced in this community requires good leadership for good success; therefore the soccer program has a policy to have qualified coach staff. 4 For the safety of our children, a successful RCMP criminal records check is mandatory. 4 If it wasn’t for the soccer program, suicide, bullying, teen pregnancy, drug & alcohol use would be more of a problem in our community. hopeforthefuture.ca
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Challenges
The majority of the youth involved in soccer come from low income families; therefore most parents are not able to attend their child’s practices or games. Lack of parental involvement and volunteer coaches continues to be an issue.
Gang Awareness A few years ago Big River First Nation started to participate in an organized soccer league in Prince Albert Saskatchewan playing against city schools and other communities. To date over 150 youth participate in the soccer program annually. The Big River First Nation Se Se Wa Hum High School has participated in the provincial high school soccer league for a number of years. We found out that kids playing in organized sport activities improve in many ways: Growth, Development, Explore, Sharing, Positive self esteem, Making new friends and Problem solving (i.e.: to determine a win in overtime shoot outs, athletes decide as a group who the 5 shooters are going to be for their team).
Discipline in participating is obtained
4 On & off the field, have Good listening skills with bus driver(s), team mates & coach staff 4 Respect is a form of discipline that is observed in our Cree Culture 4 Focus on bringing fun back to the sport, Win or lose everyone has fun and that’s what it’s all about
Team work
4 to develop Teamwork with the youth, Chief Morin & Councillors of Big River First Nation promote & support the sport of soccer. 4 Team work plays a big role on and off the field.
Fundamentals
To introduce the fun of playing soccer, Big River First Nation and Agency Chiefs Child & Family Services recently implemented a mini soccer Sunday program geared towards parents and children as young as 4 to 6 years old. The idea of this mini program is to have parents participate with their child on the field which includes lots of skill developmental games. Parents have fun with their child at each session and that’s what it’s all about.
Incentive program
Soccer is one of the best incentives offered to Big River First Nation youth, both at home and at school. Parents have seen improvements with their kid’s behaviour. Big River First Nation’s teaching staff works closely with the soccer coaches to monitor athletes participating in soccer program. Athletes/students must have good attendance, good behaviour, a positive attitude, and assignments must be completed.
Rewards
Participating in the soccer program is a reward for all the kids and families involved. Athletes aging out of the youth soccer league move on to play in senior men & women’s division. These senior athletes also help new coaches in training sessions for the kids and become coaches as well.
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Youth attend gang awareness workshops in the classrooms and interagency assemblies. Soccer turns gangs into soccer teams.
Practice pays off
Any free time the kids have, they are seen kicking the ball. The Federation of Saskatchewan First Nation (FSIN) hosted 2012 Youth Soccer Championship Tournament in North Battleford, Saskatchewan. Big River First Nation entered 8 soccer teams; all teams placed in medal rounds with 5 teams gold medals and 2 silver medals. Extra effort is made by soccer coaches and they are as follows: 4 Kids fall asleep in bus and coach carries them into their home after their games 4 Feed athletes sometimes from their own pocket 4 Act as a mentor/parent 4 First responder 4 To accommodate unforeseen circumstances and coaches purchase soccer socks and warm attire In closing, prior to this youth program substance abuse was a big issue. Many elders have seen what the soccer program has brought to the community with pride, discipline, overall a good prevention and incentive program. Today we see the youth take pride of who they are and it shapes them to make healthy choices. For all the youth out there, We want to take this opportunity to thank Vantage Publishing Magazine for sharing our stories in Big River First Nation. Big River First Nation and Agency Chiefs Child & Family Services www.agencychiefs.com
danchooalex | © iStockphoto.com | © ThinkStock.com
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AUTHOR: Élisabeth Benoît, Environmental and Social Affairs, New Millennium Iron Corp. REVIEWED BY: Paul F. Wilkinson, Senior Vice-President, Environmental and Social Affairs, New Millennium Iron Corp. Coco Calderhead, Manager, Community Affairs, Tata Steel Minerals Canada; Maxime Hémond, Atmacinta; Robert Prévost, Atmacinta.
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New Millennium Iron Corp. (“NML”) is a publicly-traded (TSX-NML) Canadian iron ore exploration and mining company founded in 2003. Its mission is to add shareholder value through the responsible and expeditious development of the Millennium Iron Range and other iron ore deposits in the Schefferville-Menihek vicinity of Québec and Newfoundland and Labrador as a new, large source of raw materials for the world’s iron and steel industries.
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ML currently has two main projects: the Direct-Shipping Ore Project (“DSOP”) and the Taconite Project (“TP”).
Tata Steel of India (“TS”), one of the largest steel companies in the world, has been NML’s strategic partner since October 2008. The two companies have created a joint venture to build and operate the DSOP: Tata Steel Minerals Canada Ltd. (“TSMC”), owned 80% by TS and 20% by NML. In August 2012, TSMC started the initial mining of saleable iron ore from the DSOP. The expected life of the DSOP is approximately 15 years. At its full capacity, it will produce roughly six million tonnes of iron ore per year. The product will be transported by rail to the Port of Sept-Îles, Québec, for subsequent shipment to steel mills. TSMC made its inaugural shipment to Tata Steel Europe in September 2013. The operations phase of the DSOP will create a yearly average of 300 direct and indirect jobs. In March 2011, TS and NML signed a binding heads of agreement under which they are jointly undertaking a feasibility study (“FS”), including an environmental assessment, for the TP. The TP covers two deposits: the LabMag deposit, located in the Province of Newfoundland and Labrador (“PNL”), owned 20% by the Naskapi Nation of Kawawachikamach (“NNK”) and 80% by NML; and the KéMag deposit, located in the Province of Québec, owned entirely by NML. The FS is approaching completion and will enter the subsequent phases of environmental assessment and, possibly, construction and operation, subject to the raising of sufficient funds to develop one or both of the deposits. The iron (Fe) content of taconite (magnetite) is approximately 29%. It thereafter needs to be enriched
for utilization in the steel-making process. The TP is designed to mine approximately 86 million tonnes of ore per year, which will produce roughly 22 million tonnes of concentrate containing 69% Fe per year at the mine site. The concentrate will be transported as a slurry in a 600-650 km-long buried ferroduct (pipeline) to a pellet plant at Pointe-Noire, Sept-Îles, Québec. At the pellet plant, part of the concentrate will be converted into pellets (~17 million tonnes of pellets annually). The remaining concentrate (~6 million tonnes per year) and the pellets will thereafter be shipped to steel-making facilities globally. The expected life of the mine is approximately 70 years for the LabMag deposit and approximately 40 years for the KéMag déposit (based on reserves and resources). The TP will employ ~4,500 persons per year on average during construction. During operation, it will employ approximately 1,210 persons: ~440 in Sept-Îles and ~770 in the Schefferville-Menihek area. The long-term survival of the First Nations in the Schefferville-Menihek area depends heavily on a renaissance of the mining industry: the young members of their populations are increasingly numerous; their expectations for careers and standards of living correspond to their enhanced educational achievements; if they cannot find satisfying employment in the Schefferville-Menihek area, they will have no choice but to leave it, and the ancient cultures and languages of which they are the custodians will, in a couple of generations, disappear forever after 4,000 - 5,000 years in their traditional lands. As of today, mining is the only industry capable of creating the large number of long-term jobs that they require. Initiatives, such as tourism, forestry, hydroelectricity and agriculture are unprofitable or impracticable in the area. hopeforthefuture.ca
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The NNK and the Nation Innu Matimekush-Lac John (“NIMLJ”) are the two established communities in the Schefferville-Menihek area. They are signatories of impacts and benefits agreements (“IBA”) for the DSOP, along with the Innu Nation of Labrador and Innu Takuaikan Uashat mak Mani-Utenam. TSMC has also recently signed a cooperation agreement with NunatuKavut Community Council.
during their course to monitor their progress and help them to attain the required level of essential skills. The TOWES is internationally accredited and is administered by the NNK with the collaboration of the CÉGEP de Sept-Îles for the Québec North Shore area. The NIMLJ has developed a similar adult education essential skills programme in Matimekush-Lac John. It provides courses in French, English and mathematics and allows the participants to obtain credits towards a high-school diploma. The programme began in May 2013.
One of the ways in which NML and TSMC strive to create a harmonious relationship with the communities and to contribute positively to the development of the region is by supporting training programmes for the members of the First Nations that have signed IBAs. The role of Hand-in-hand with the WESP is the DWSMISR. This programme NML and TSMC is not to assume the responsibilities of the provincial oversees various courses, which are often paired with the WESP. The or federal governments or of the courses that have been offered as of First Nations; rather, they see their today are the: Heavy Equipment role as tailoring programmes to Operator Training Programme; NML/TSMC strive to maximize the meet the needs of their projects and Truck Driver Territorial Class benefits and opportunities arising from their upgrading and accelerating them, 1 and Class 3 License Training projects for the local communities of the where necessary and desirable. Programme; Start a Business Training Programme; Health and Schefferville-Menihek region. Since 2011, NML and TSMC Safety Officer Training Programme have collaborated in designing and for the trained employees of delivering training programmes Naskapi Heavy Machinery Inc.; in disciplines that will be in demand for the implementation of their Crusher Operator Training Programme; Waste Management Specialist current and future projects. Training Programme; Welding Training Programme; Computer Skills Training Programme; the Telecommunication Training Programme; Two of the main projects in question are the Development of Work Skills a Preparation for Carpentry Training Programme; and a Carpentry for the Mining Industry in the Schefferville Region (“DWSMISR”) and Training Programme. the Workplace Essential Skills Programme (“WESP”), which are led by the NNK and to which Human Resources and Skills Development The Heavy Equipment Operator Training Programme and the Truck Canada and the Central Québec School Board also contribute. Driver Regular Class 1 and Class 3 License Training Programme were also offered in French for the members of the NIMLJ. The NIMLJ was responsible for organizing and delivering the courses, with the support of TSMC. TSMC is currently discussing with the NNK the possibility of integrating the WESP into various on-the-job training initiatives related to the DSOP. It has also agreed to recognize the TOWES results and to consider them in the selection of candidates for the various job positions that it offers. By doing so, TSMC hopes that it will encourage Naskapis to participate actively in the Upgrading Programme.
The WESP is delivered by two essential skills teachers at the James Chescappio Memorial Learning Centre (“JCMLC”) located in Kawawachikamach, Québec, the home of the Naskapis since 1983. The WESP began in Fall 2011. As of September 2013, 102 Naskapis had participated in it. Its objective is to increase the essential skills of the participants in document use, literacy and numeracy. In order to recruit more participants and to increase its visibility, multiple radio announcements are made, and open-house events are organized at the JCMLC. So as to optimize the efficiency of the WESP, the NNK decided to use the Test of Workplace Essential Skills (“TOWES”), designed by Bow Valley College in Alberta. The TOWES evaluates the essential skills of all participants prior to the beginning of the programme and periodically
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A working group was formed with the NNK, their Essential Skills teachers, TSMC and SkillPlan (a not-for-profit organization providing workplace education consulting services and Essential Skills resources to the construction industry and other sectors) to develop a curriculum to train approximately 12 Naskapis in Kawawachikamach to work in TSMC’s future iron ore processing plant, which is to be commissioned in Summer 2014. The eight-week programme is being designed to train assistant operators and helpers. It is open to all Naskapis who have basic literacy and numeracy skills and who are willing to learn and interested in working at the processing plant. The development of the Iron Ore Processing Plant Operator Training Programme is underway, and the training will begin in the coming months. TSMC is also in discussions with the NIMLJ to incorporate aspects of the above-mentioned training into their Adult Education course in Matimekush. Components of the training potentially include: Workplace Hazardous Material Information System (WHMIS); Powerline Hazards (working around high voltage); Lockout/Tagout
For its DSO Project, TSMC prepared a Women’s Employment Plan (“WEP”), as recommended by the Women’s Policy Office of Newfoundland and Labrador. The WEP is designed to prevent, reduce or eliminate employment inequities potentially or actually experienced by women. It also includes targets for the training of women. Currently, several women are employed in non-traditional occupations for the DSOP: truck, bulldozer and roller drivers; machinery assemblers; security officers; surveyors and engineers. NML/TSMC believe, however, that the number of women employees can be increased. As part of the feasibility study of the TP, NML has begun to meet with groups and organizations active in the field of employment equity and gender issues to assist in preparing an integrated policy on gender equity. of Energized Equipment; Statutory Training; Fall Protection; Confined Space Entry; Processing Plant Overview (using the Plant Flow Diagram to show product flow, water systems and the equipment that makes the plant work). Plant visits during construction will also be given to students to familiarize them with plant equipment. Once community members have been hired for work in the processing plant, on-the-job training courses will be delivered, including: Organizational Training; Orientation & Fire Safety; Cultural Awareness; Gender Sensitivity; Conveyor Operations; Centrifugal Pump Operations; Gravity Separation (Spirals, Jigs, Classifiers); Wet Magnetic Separation; Product Sampling and Quality Assurance (making process adjustments to bring the product specifications in line with customer requirements).
In pursuing these goals, NML/TSMC wish to contribute to the equitable and sustainable development of all the communities affected by their projects. They are committed to continue to develop and implement innovative training initiatives and programmes that will reinforce local capacity and the long-term prosperity of both men and women in the region. NML wishes to thank Messrs Robert Prévost and Maxime Hémond from Atmacinta, General Advisor of the NNK, and Ms Coco Calderhead from TSMC for their contribution to this article. Élisabeth Benoît, Environmental and Social Affairs, NML www.nmliron.com
On-the-job training has been provided over the past two years by NML, TSMC and its contractors including: Health and Safety; Security; Heavy Equipment Operations; Food Preparation; Housekeeping; Mining Exploration and Sampling. NML/TSMC strive to maximize the benefits and opportunities arising from their projects for the local communities of the ScheffervilleMenihek region. It is a priority for them to offer training in the communities, so as to reduce the stress of separation and, thereby, increase the motivation, facilitate the participation and minimize the drop-out rates of trainees. NML/TSMC hope to become leaders in the local training of their employees by developing, jointly with the local First Nations, innovative, flexible and well-adapted programmes. They also consider that it is in their best interest to help develop the local workforce, as it avoids additional costs related to transporting and accommodation. In order to ensure that the benefits and opportunities generated by their projects are equally available to all concerned Quebecers and Newfoundlanders and Labradorians, NML/TSMC believe that the implementation of effective measures regarding gender equity is essential. They strive to make sure that women, including Aboriginal women, have fair and equal access to those opportunities. Women continue to be underrepresented in the trades and in technology-, science- and engineering-related occupations. For this reason, NML/TSMC commit to developing, implementing and supporting throughout the life of their projects long-term initiatives aimed at increasing the number of women employed in non-traditional occupations. hopeforthefuture.ca
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Flexible Learning. Supportive Environment. Personalized Attention. Northern College is focused on you – a unique individual with distinct goals, hopes and dreams. We believe that a strong education opens the door to a world of opportunity and we are committed to supporting you along your journey towards personal and professional growth.
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e’ll work with you to help you reach your full potential while ensuring that you enjoy everything the Northern experience has to offer. There are many services in place to make sure you have what you need to excel at Northern College. At Northern, you’ll have access to free academic upgrading, peer tutors, student advisors, accessibility and firstyear experience services, health services, fitness facilities, student success centres and our Elders on campus.
Our small class sizes mean that you’ll have easy access to faculty, computers, labs and equipment. Your peers and professors will know you by name and treat you like family. Our diverse program offerings and partnerships with other colleges and universities in Canada and abroad ensure that our graduates have opportunities for future academic and career growth. One thing is for sure – if you start your journey at Northern College, you’ll have plenty of places to go.
Inspiring cultural spaces and student services are available to help you succeed. When you study with Northern you will have access to:
All Northern College students are encouraged to engage with Elders through our Elders on Campus program. Elders are present at each campus to share their experiences and wisdom. Our Elders value education, support students and inspire an enriched environment of cultural understanding and diversity. We recognize the significant role Elders play in the passing of traditional knowledge and teachings to future generations.
• Preparatory programs with financial support for childcare and travel • Traditional and cultural events, Elders, guest speakers, seminars, talking and healing circles • Student lounges, learning resource centres, and quiet study areas • Summer orientation • OSAP, bursaries and emergency loans
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Northern College acknowledges the traditional keepers of the land. We pay our respects to Elders, past and present. We acknowledge the drum and other sacred items. We are guided by the fundamental values of strength, honesty, sharing and kindness.
We’d love to get to know you. If you’re thinking about applying to Northern College, get in touch with us to sit in on a class, book a personal campus tour, attend an information session or arrange a one-on-one meeting. Begin the journey of self-discovery at aboriginalportal-northernc.ca or contact our helpful admissions team and they’ll get you the answers you need to feel comfortable and confident about your program choice. Give us a shout or drop us a line at 1.866.736.5877 or admissions@northern.on.ca.
Our Aboriginal Council on Education, Elders and community leaders guide us, and ensure that our programs, services and activities are connected to culture and tradition. Healing and sharing circles, workshops, Aboriginal student assemblies, Aboriginal Student Advisors and traditional events and activities are all a part of the Northern experience. With campuses in Haileybury, Kirkland Lake, Moosonee and Timmins, Northern College serves over 80 communities, including 18 First Nations in the Cochrane and Timiskaming Districts of northeastern Ontario. We offer over 75 full and part-time programs at the certificate, diploma, degree, pre-apprenticeship and apprenticeship level, and many are offered through distance education. A number of our programs come with co-op, job placement or field work components which will give you handson, practical experience and the opportunity to work alongside industry professionals. Our Timmins Campus is home to a permanent 700-square foot tipi, which is accessible to Northern College students and all those with an interest in learning more about the cultural values and traditions of Aboriginal peoples. It is a place where people can come together and learn from one another to build a more culturally vibrant northeastern Ontario. You will also find traditional tipis at each of our campuses. Engage your spirit, heart, mind and body by complementing your world view and traditional practices with the skills a Northern College education can offer. We can help you develop a career path that allows you walk forward with balance to achieve your goals and give back to your community. Here, you can build upon your relationships with family, community and the land while expanding your knowledge and practical skills. hopeforthefuture.ca
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Claude Boivin, the founder of Aventure Plume Blanche
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photo credit: Quebec Aboriginal Tourism (QTA)
For the last ten years or so, Aboriginal tourism in Quebec made significant progress: the number of businesses increased by 50% and their sales practically doubled. Dave Laveau, Executive Director of Quebec Aboriginal Tourism (QAT), explains the reasons for this successful development: “The increase is due to clients’ genuine interest for Aboriginal tourism, to the point where demand exceeds supply. Many people would like to know more about First Nations’ culture and are seeking an authentic experience.” 1
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owever, these same businesses are faced with many challenges such as a lack of training and stability of the entrepreneurs, managers and employees. Many Aboriginal communities have a significant tourism potential and would like to build upon this industry to ensure a sustainable economic development. One of the major issues is to train the entrepreneurs and assist them in starting or developing a business that meets quality and authenticity standards of Aboriginal experiences and respects history and the environment. Through the development of its new Short program in Aboriginal Tourism Management, which is unique in Quebec, the Université du
Québec en Abitibi-Témiscamingue (UQAT) wishes to contribute to the deployment of these entrepreneurs’ full potential. Claude Boivin, an Ilnu businessman from Mashteuiatsh, knows that training can make a difference. After having worked across the country as a tourist guide, he decided to start his own business - Aventure Plume Blanche - which combines accommodation and Aboriginal tradition. According to Boivin, it is important to develop the best tools to be successful: “This training is interesting as it allows Aboriginal entrepreneurs like me to acquire the basics for the development of quality eco-friendly tourist products while respecting our distinct culture and meeting the expectations of our clients, the industry and the market.”
1 Journal Les Affaires, June 22, 2013
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order to meet the priority needs of the Aboriginal tourism industry while taking into account the different realities of the urban, rural and remote areas. These organisations recommended several subjects for the curriculum, including, among others, norms, codes of ethics, quality standards, authenticity, social acceptance by the communities, the industry’s customary languages, ecotourism, multimedia tools and Web 2.0, funding sources, human resources management and many more.
Nancy Picard, Operations and Marketing Manager for the Onhoüa Chetek8e Huron traditional site photo credit : Quebec Aboriginal Tourism (QTA)
Quebec Aboriginal Tourism, a key partner in the project, speaks enthusiastically about this new training program: “Partnering with UQAT has a highly stimulating and structuring effect on the growth of Aboriginal tourism in Quebec. As a reminder, Aboriginal people in Quebec share their culture with over 800,000 visitors each year and create close to 3,500 jobs while generating some $169M in economic spinoff,” Dave Laveau said.
Courses Based on Aboriginal Realities The Short Program’s training plan includes four mandatory courses: • Tourism industry and its environment; • Marketing of Aboriginal tourism; • Starting a tourism business in Aboriginal context; • Development of Aboriginal tourism packages: culture, nature and adventure.
To complete their training, students must choose one optional course from the following: • E-Business; • History of Aboriginal peoples; • Introduction to accounting. The curriculum was not randomly designed; it was developed in partnership with the Aboriginal milieu. Organisations such as the Cree Outfitting and Tourism Association (COTA), Aboriginal Tourism Quebec (QTA), Tourisme Québec (TQ) and HD Marketing – Tourism and Regional Development, closely collaborated with UQAT. Discussions between these organisations allowed identifying the training issues, challenges and needs in the field of tourism. Indeed, it was clearly stated that this program should allow for the development of essential skills and competencies in
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Another significant factor for the industry’s success is promotion and marketing. It is important to develop a marketing strategy that allows for an efficient promotion of tourism products to potential clients seeking a different and authentic cultural experience. Nancy Picard from the Huron-Wendat Nation in Wendake, who is the Operations and Marketing Manager for the Onhoüa Chetek8e Huron traditional site, believes that it is important to update the approaches: “This training program will respond to the specialized training needs of the tourism industry workers and will ensure an active role for Aboriginal managers within our enterprises. Our businesses’ success and growth is conditional upon qualified and dedicated labour.”
Classroom or Distance Training The training program, intended for any person working in this activity sector, Aboriginal and non Aboriginal, will be offered in a classroom setting, by videoconference and on the Web. Distance training is interesting as it allows entrepreneurs to balance work, family life and study. Videoconferencing and the Web make it possible to reach almost all Aboriginal communities and regions in Quebec. The five course Short Program will be delivered on a part-time basis and a first cohort will be starting in fall 2014. The training will be offered in both French and English. Finally, as mentioned by Mr. Steeve Gros-Louis, President of Quebec Aboriginal Tourism, in the 2013-2014 issue of Origin(e) magazine:
itself in Eastern Canada by the important role it plays in Inuit and First Nations communities. By offering programs respectful of Aboriginal perspectives and educating a First Peoples workforce that also includes professionals, UQAT contributes to the improvement of living conditions for Aboriginal people. Today, UQAT is proud to include more than 250 Aboriginal people among its graduates, some of whom particularly stand out. The First Peoples Pavilion stands proudly in the heart of Vald’Or, welcoming most of UQAT’s Aboriginal students. If its architecture pays tribute to Aboriginal cultures, the A landscape (fishing camp) that is used to promote the program in tourism management. Val-d’Or campus is first and foremost photo credit: AVENTURE PLEIN-AIR AWASHISH a place where cultural differences are respected and valued. More than just a building, the First Peoples Pavilion is a concrete expression of UQAT’s “Whether it be for accommodation, restaurants, fine cuisine, hunting desire to offer services tailored to the needs of its students. and fishing expeditions, cultural institutes, arts and crafts, cruises or other attractions, Aboriginal Quebec guarantees a stay that will build lasting memories. It offers visitors a unique opportunity to acquaint For information on the themselves with culturally rich and diversified communities, and Aboriginal Tourism Management Program visit: discover authenticity!”
UQAT and First Peoples
uqat.ca/fps or call toll free : 1 866-891-8728 ext. 6296
Open to the world’s diversity and mindful of cultural differences, the Université du Québec en Abitibi-Témiscamingue distinguishes
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Of all the metals we mine from the earth, none are “greener” than copper.
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he metal is a critical component in renewable energy technology, including wind turbines, solar panels and electric cars. It is one of the most recyclable of all metals, with more than 85 per cent of copper reclaimed and reused. Copper is a metal for tomorrow, just as the Ajax Project is being built as a mine of the future. The Ajax Project, a proposed open-pit copper-gold project located southwest of Kamloops, is being designed using best environmental practices. Mine operations will be developed from Day One with closure and reclamation in mind.
Like the “green” equipment that copper powers, the Ajax Project is being built with the future in mind. If approved, the project plans to mine 109 million pounds of copper and 99,000 ounces of gold each year. Copper and gold concentrate will be sent to offshore smelters for further refining. The project has a projected life of 23 years, and will provide more than 500 workers with high-paying employment. The mine’s annual payroll is expected to be more than $60 million a year. The City of Kamloops, as well as area First Nations, will also benefit through the transfer of royalties and taxes. Mining is in the Kamloops region’s DNA. The first miners were prospectors who combed local hills and valleys in search of gold. Later, bigger operations targeted copper at Ironmask Hill near Kamloops not far from the site of the proposed Ajax Project. The Afton copper deposit (the ore body KGHM International intends to mine) was found by Chester F. Millar in the mid-1960s. Teck Resources mined the site from 1987 until 1997. Two large open pits remain at the site today. Ajax East pit looking South hopeforthefuture.ca
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percent of the countries). High-tech equipment will monitor every blast, as well as record other natural seismic events. Chiappetta said there is more chance of disturbance from powerful thunderstorms than from pit operations. Other studies will examine the potential impacts of mine operation on water and air quality (including dust), using a combination of historic data, measured data and computer modelling. Many of the studies use baseline data covering more than a year to ensure all the local climatic variations and conditions are properly assessed. There are some in the community who continue to have concerns, however, about the project and its proximity to Kamloops. In August, Kamloops 2010 the company announced it was reviewing the original plans proposed by Abacus and exploring the possibility of moving some of the mine’s operations farther from In May of 2010 KGHM Polska Mied´z S.A. formed a joint venture residential neighbourhoods. That work continues, with plans being with Vancouver-based Abacus Mining and Exploration Corp. redeveloped to take into account community apprehensions. Abacus completed a feasibility study in January of 2012 and, in April of that same year, KGHM increased its ownership stake in the The science and planning behind the Ajax Project rely on the most project to 80 percent. KGHM International, a subsidiary of KGHM modern environmental and regulatory standards available. Like the Polska Miedz S.A., became the project’s operator in September of “green” equipment that copper powers, the Ajax Project is being 2012. KGHM International operates six mines, three open-pit and built with the future in mind. KGHM International is committed three underground, in North and South America and is developing to building long lasting partnerships in the community. It has the Victoria Project in Sudbury, Ontario and the Sierra Gorda undertaken numerous community outreach programs including Project in Chile. open houses and site tours, and contributes to the community in various ways, including sponsorships and donations and employee The Ajax Project is in the early stages of B.C.’s environmental participation in community events. assessment process. Company experts and consultants are completing more than 40 studies related to the environment, KGHM International is committed to hiring local employees health, heritage and socio-economic factors. Those studies will take wherever possible including members of First Nations, in and more than a year to complete. around Kamloops. The company has worked to identify partnership opportunities for education and training with Thompson Rivers KGHM International experts have already confirmed, however, University, BC Aboriginal Mine Training Association, and other local that some aspects of operations — blasting in the pit, for example organizations to ensure the workforce it needs is available once the — would pose no issue for Kamloops residents. Blasting Analysis project goes into construction. International expert Frank Chiappetta told attendees at a KGHM International open house in September there is no possibility that To learn more about the Ajax Project blasts could cause damage to homes. visit www.ajaxmine.ca
The pit is more than two kilometres from the nearest homes, he noted. Based on that distance, it is physically impossible for the amount of explosive that will be used to cause structural damage to even drywall, which is the weakest structural component in a home. Chiappetta said the science around blasting has evolved to the point experts frequently blast within 200 metres from structures. The key is in the use of series of small successive blasts instead of single big blasts. All blasting at the Ajax Project will be done to comply with U.S. Bureau of Mining standards for noise and vibration (the standards adopted by 95
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n a room filled with uniforms and familiar faces, the eyes of Melissa Whitegrass, mother to toddler Dawni-Rae, Lethbridge College student and 12-year veteran of the Canadian Armed Forces, filled with tears.
Mike Bruised Head, her uncle and a Blood Tribe Councilor who was speaking on behalf of Chief Charles Weasel Head, had just praised Master Corporal Whitegrass’s bravery, courage and commitment to community. “There are no words to express how much respect she demands from us,” said Bruised Head. “She has achieved in modern times our old stories of a warrior going off on a war path. The deeds and bravery she experienced and expressed make us all proud. We will tell our children about her, and [her] daughter will tell a good story about her mother.” That story starts with a girl who grew up near Cardston on the Blood Reserve with three brothers and five sisters. As Whitegrass was completing her studies at Kainai High School in 2001, she decided to enlist in in the Bold Eagle program, which is sponsored by the Department of National Defence and provides Aboriginal youth with summer employment that offers a combination of military training and First Nations cultural awareness. 32
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After finishing the Bold Eagle program as the top candidate in the summer of 2001, she briefly enrolled in university but then decided to pursue the Army as a career. For eight years, the Army was her life and she enjoyed the work tremendously. In November 2009, she was sent to Afghanistan. Five months after her arrival, one month before she was supposed to come home, a suicide bomber in a van packed full with 1,650 pounds of explosives detonated right in front of the vehicle she was driving. “It killed six of my soldiers and a dozen Afghan civilians,” she recalls. “The engine from the vehicle was flying at us and I managed to avoid it. It would have killed all three of us in my vehicle.” Later, Whitegrass would learn she had broken her back and several of her ribs. But in the moment, she said her adrenaline helped her evacuate others who had been injured and killed. Among the honours she has received for her actions that day are a Chief of Defence Staff Commendation in 2012 and the Queen Elizabeth II Diamond Jubilee medal in February 2013 – the ceremony where her uncle’s words brought tears to her eyes. Earlier in the same ceremony, John K. McDonald, president of the Aboriginal Veterans Society of Alberta, noted that “after manoeuvring her vehicle to avoid the flying engine block of the bomber’s vehicle, she maintained composure despite her injuries and remained in place to provide security and assist with the evacuation of casualties. Master Corporal Whitegrass’ courageous, decisive and controlled actions, performed before receiving treatment, brought great credit to the Canadian Forces.”
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After the bombing, Whitegrass was hospitalized for a time in Kandahar, and then sent to Germany and later to Calgary, returning home on June 30, 2010. Medical appointments, rehabilitation and pregnancy filled much of her time upon her return. Her daughter was born one month early, a year to the day after the bombing in Afghanistan. “In our culture, everything happens for a reason,” Whitegrass said. “I wasn’t supposed to make it – but I made it. The attack was on the 18th of May 2010, and my daughter Dawni-Rae was born one month early, on the 18th of May 2011. It just shows how much the Creator is in our lives.” Among the adjustments Whitegrass made after returning from Afghanistan was filling a new role in her First Nations community. Whitegrass is a member of the Kainai, or Blood Tribe, a part of the Blackfoot Confederacy, which also includes the Siksika, the Peigan and the South Peigan. In some ceremonies, a warrior who has seen battle is needed to fill certain roles. Whitegrass was called upon to fill such a role in the summer of 2011, when Prime Minister Stephen Harper was made an honorary chief of the Blood Tribe, the third sitting Prime Minister to be bestowed the honour, behind Lester Pearson and John Diefenbaker. One of the main events on the ceremony is the “capturing” of the chief-to-be, and only warriors can fill that role. The warrior Whitegrass “captured” Harper – the first women in the history of the Blackfoot Confederacy to do so, according to Blood elders. The warrior then cites four deeds done in war or battle. Whitegrass said
she talked about going overseas, about working in Afghanistan, about the day of the bombing, and about giving birth to her daughter. “I told him ‘That’s why the creator brought me home,’” she recalled. Then she wished all the people of the Blood Tribe the same luck, the same Creator’s grace, and said “I wish the best for you, Mr. Harper.” She then took the Prime Minister to the medicine man, who painted Harper’s face and presented him with a headdress. She said she is proud to have played that ground-breaking role in her community, especially as Harper was recognized for the government’s long-awaited apology for the residential schools. “I am happy that times have changed and women can fill these roles,” she said. “I’m proud my community supports that, and proud that as a woman I can take part in these ceremonies.” In addition to her new position in her community, Whitegrass is also adjusting to life as a student at Lethbridge College. She returned to her studies in January 2012, and is studying business and accounting. It has been a slow adjustment back to civilian life – one that she wishes she did not have to make. But at the end of the ceremony where Whitegrass received the Diamond Jubilee medal, she also announced that her 12-year career in the Canadian Armed Forces would come to an end in September 2013 as she has received a medical release from her service. “Believe me, I’d love to keep serving my country,” she said with new tears in her eyes. “I was planning on doing this until I was 65.” She added that she didn’t join the army for recognition – although she appreciated the honours she has received. Instead, she said, she was simply following the path of the Bold Eagle program. After completing the program in the summer of 2001 and enlisting in the Army, she went on to mentor other young people in the program. She says this experience – “becoming a role model and mentor to all troops from all walks of life” – is her greatest achievement and is something she will miss terribly. “But my work is not finished,” she said. “I want to start contributing to my community and not just my country.” www.lethbridgecollege.ca hopeforthefuture.ca
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Kaszojad | Š iStockphoto.com | Š ThinkStock.com
MacCormick a Toronto-based management consultancy dedicated to Corporate Social Responsibility (CSR) in the mining industry recently launched Canada’s first-ever index of socially responsible junior mining companies in late August 2013.
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he report analyzes the correlation between financial outperformance and best practice implementation of CSR; it was developed to demonstrate the business case for companies communicating and substantiating their ability to meet their social commitments. MacCormick has set out to quantify the social performance of junior mining companies and set a standard for the industry. The index analyzed the top 100 junior miners based on market capitalization, according to PricewaterhouseCoopers’ annual Junior Mine report and showcases 20 of Toronto’s Venture Exchange junior mining companies that are excelling in CSR. Through financial analysis of 11 different data points, the MacCormick index shows how these companies are financially outperforming their peers as a result of their CSR efforts.
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A key message from the report is that junior mining companies with strong social performance were better able to retain their market cap than their peers, and increase shareholder equity. This suggests that there is a link between social performance and access to capital, as well as resilience during tough market times. The report evaluates the top 20 companies by stage of operation, by headquarters, by region of operation and by principal commodity. It was found that 50 per cent of the companies that placed were exploration stage companies, 55 per cent headquartered in Vancouver, 40 per cent of with operations in Latin America, and 40 per cent were gold companies.
Companies that provided evidence of their CSR commitments in these categories were highlighted in the index to provide examples of junior companies that were successfully able to implement corporate social responsibility at the early stages of the mining life cycle. To evaluate CSR governance, our review looked at all 100 companies to see if any had senior level management (vice president or higher) responsible for overseeing the company’s CSR program. Some did have a senior person responsible for one or more aspects of CSR, but only a few, such as Esperanza Resources, had an overall vice president for this area.
Our review also ranked companies for their local employment policies. We looked to single out companies that disclosed their Mark Cutifani, CEO of Anglo American’s voice of experience local hiring policies, outlined the number of local employees to be contribution to the report remarks that, “It doesn’t matter whether hired, their process for assessing peoples’ proficiency and availability, you are a major or a junior — if you cannot engage with your local and whether or not they had an action plan to meet targets and a community you do not have a sustainable operation. If it’s done performance record so far. right the benefits far outweigh the costs. “In most cases it’s not about The review singled out Anfield Nickel Corporation for their efforts money; it is about understanding what is important and being part in local employment in Guatemala. Anfield has formalized its of long term community solutions,” Cutifani says. community relations policies and commitments and made them publicly available online. The Reputation for good CSR can be an company is transparent in disclosing Noront earned first place on the index indicator for both local regulators the number of jobs it has generated because of its proactive, ongoing and for investors. In fact, success in Guatemala through direct and in managing CSR has become a indirect employment. consultation with First Nations and marker for identifying companies other project-affected communities with superior management teams MacCormick’s local sourcing and, not surprisingly, delivering standard seeks to recognize superior returns. companies that disclose a policy outline their intent and commitment to local suppliers and contractors, as well as an action A good social license is a sort of insurance policy — the outperforming plan. While many companies surveyed said that local sourcing was companies with good CSR have been able to achieve their results a priority, only one, Copper Fox Metals (a development company with less risk. in northwest British Columbia) indicated that they have a formal policy. Copper Fox has several agreements with the Tahltan Nation Junior mining companies were evaluated based on publiclyand its development corporation, recognizing the First Nations’ available information about their corporate social responsibility development corporation as a preferred supplier. initiatives in 10 categories: community investment, community consultation, local hiring, local sourcing, capacity building, health The MacCormick survey also reviewed company websites to and safety, monitoring and evaluation of CSR efforts, adherence determine if they had established CSR policies and procedures to third-party standards, the existence of an executive position that show commitment or adherence to internationally dedicated to CSR and the inclusion of social responsibility in the recognized performance standards. The survey compared company’s code of conduct. websites with standards such as the IFC Performance Standards, Toward Sustainable Mining (MAC), e3 Plus (PDAC), Voluntary
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Principles on Security and Human Rights, the United Nations Guiding Principles on Business and Human Rights and the Global Reporting Initiative. One junior company, Regulus Resources, received MacCormick’s highest ranking for its adherence to multiple standards. MacCormick reviewed all company websites to see how companies disclosed their health and safety policies. Surprisingly, only 16 of the 100 companies made their health and safety policies available online. Only one, Eurasian Minerals Inc., stood out for its comprehensive disclosure and reporting. The number one company overall on the MacCormick index was Noront Resources, which is focused on developing two projects in Northern Ontario’s Ring of Fire: Eagle’s Nest and Blackbird. Noront earned first place on the index because of its proactive, ongoing consultation with First Nations and other project-affected communities, its commitment to the capacity development of local peoples, disclosure of the impacts of community investment and strong policies on health and safety and codes of conduct.
responsible mining. Gaining a social license, and maintaining it, is not just good policy — it’s the key to mining’s future. Since launch of the index in late August, MacCormick has received overwhelmingly positive feedback about the report, with many saying that they are astounded that no one had thought of this before. Numerous individuals have also approached MacCormick with constructive feedback, including suggestions to weigh the different social performance categories and to define more precisely what is meant by junior companies. There has also been interest expressed in bringing the report to the main TSX exchange, as well as foreign exchanges. Both the launch event in Toronto and the presentation of the report at Mine Africa’s Risk Mitigation Series in Vancouver attracted nearly 100 guests to each event from junior and major mining companies, law firms, financial institutions, NGOs, chambers of commerce, industry associations, and government officials.
“We are focused on educating, integrating and preparing today’s youth to play an active role in future mining opportunities,” says Kaitlyn Ferris, Noront’s Manager, Corporate Social Responsibility.
The report was initiated as a private independent study executed by MacCormick at its own expense. The firm’s goal is to make the report an annual publication and to seek third-party sponsorship and participation for future reports. It is anticipated that the 2013 report will be released in March 2014, in time for the PDAC Convention in Toronto.
In Canada, First Nations have the fastest growing youth population that does not include new immigrants — a huge potential workforce that stands to contribute to and benefit from socially
www.maccormickimc.com Bonnie Lyn de Bartok is Founder and CEO of MacCormick International Mining Consultancy.
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OPG Board and Moose Cree First Nation visit Lower Mattagami hydroelectric project site at Little Long.
Ontario Power Generation is committed to building and growing long-term, mutually beneficial working relationships with First Nations and MĂŠtis communities near our current and future operations in Ontario. 40
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ur First Nations and Métis Relations division helps guide the building of these relationships in keeping with the organization’s First Nation and Métis Relations Policy (www.opg.com/community/ firstnationsandmetis/policy.asp), which was first developed in 2007. This policy sets out our objectives for respecting rights and interests, and developing
and maintaining mutually beneficial relationships and partnerships with First Nations and Métis communities. The policy also includes a requirement to engage in community relations and outreach, and to provide capacity-building support, including employment and business contracting opportunities.
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Former chief of Lower Mattagami First Nation with OPG President and CEO Tom Mitchell.
Relationships are developed on a foundation of respect for the languages, customs, cultural institutions and rights of First Nations and Métis communities in Ontario. It is our goal to build and preserve openness, transparency and trust. We are proud of the partnerships we have established, which vary in scope and objectives. Two examples of large development partnerships which both parties share in revenue and risk are: Lac Seul First Nation on the Lac Seul / Obishikokaang Waasiganikewigamig Generating Station in Ear Falls in Northwestern Ontario. The station started generating 12 MW of electricity in 2009. Moose Cree First Nation on the Lower Mattagami River Hydroelectric Project in the Moose River Basin in northeastern Ontario. This $2.6 billion dollar project will deliver 438 MW of clean, renewable power when complete in 2015.
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A smaller partnership with the Mohawk Council of Akwesasne, Raisin River Conservation Authority and St. Lawrence River Institute supported research into the declining population of the American eel. OPG has also partnered with the Métis Nation of Ontario’s Regional Consultation Committee resulting in the completion of a number of oral history interviews with community members. These interviews served to increase understanding of traditional culture and land use practices. You can learn more about OPG’s policy and work with First Nations and Metis at opg.com/community/firstnationsandmetis/
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I
n many ways, Drew Hayden Taylor’s writing seems to embody the dualism of the Nanabush character he writes of in his first and bestselling adult fiction novel, Motorcycles and Sweetgrass; being self-admittedly “ambidextrous,� his works both reflects a tricksterlike playfulness while also possessing profound social commentary just beneath the comedic surface. However, it is not only through his writing that he balances a certain multi-faceted effect, but also within his interdisciplinary career, nomadic lifestyle and personal identity.
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“I have used what some might consider a negative, a flaw, a problem, and I have turned it around and marketed it and made it part of my brand’... the best revenge is living a good life.�
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Drew’s ability to skillfully and entertainingly layer satire in his works--along with his mastery of versatility in everyday life--has enabled him to acquire impressive feats within a prolific career. To date, Drew Hayden Taylor has had over 24 works published, 70 plays produced, and contributed to over 17 documentaries, as well as numerous publications. Working as a playwright, journalist/columnist, short-story writer, novelist, essayist, and television scriptwriter, his works have reached high critical acclaim and been recognized on a national and international stage (several have been translated into Spanish, Slovenian, etc.). Drew has also managed to collect many coveted awards (Chalmers Award for Best Play for Young Audiences, Canadian Authors Association Literary Award, Native Playwrights Award, etc.) and has been nominated for the prestigious Governor General Awards, as well as the Gemini Awards.
After stepping into that open door, or rather behind that red curtain, Drew feels he found his true calling, declaring: “Theatre made me who I am, it’s my home.” But before these many successes, Drew came from humble beginnings in Curve Lake, an Ontario reserve of approximately 800-900 First Nations. After travelling the world (to over fifteen countries) and twenty years of living in Toronto, Drew has opted to return to his hometown while also embracing an “ambidextrous” lifestyle; he balances both the conveniences of the city and the joys of country life by commuting between Toronto and Curve Lake in alternating weeks of succession. “I’m of the mind where I enjoy both styles. I like to think I have the best of both worlds,” he muses. For Drew, much of both his career and personal life has consisted of such flexible diversity--constantly shifting so as to adapt to and capitalize on the various challenges and experiences that come along with a life of both worlds. Being of mixed OjibwayCaucasian race (what he wittily refers to as being “an Occasion, or rather, a Special Occasion”), as well as living within both native and non-native societal contexts, has allowed Drew to develop a distinct vantage point: “Because I grew up looking the way I do, in many Native communities--and of course being a Native in a non-Native world--I have this outsider perspective which provides me with a unique position on storytelling.” However, growing up as a “Blue-Eyed Ojibway” in his own FirstNations community, Drew was never made to feel like an outsider.
Instead, it was here that he was a member of both “a big and small family”: though he was an only child, raised by his singlemother, he also had about 20-25 first-cousins on the reserve. It too was this environment that nurtured Drew’s love for storytelling: “The many stories I heard sunk into my sub-consciousness so that I learned what makes a good story and more importantly what makes a funny story,” he explains. Yet, knowing that it would be difficult to establish a stable income through artistic pursuits, Drew admits to feeling temporarily discouraged from seeking a profession involving sharing his own stories. Ultimately, he resolved to attend college for Radio and Television Broadcasting in Toronto and stay within the realm of his interests, while also ensuring he prioritized practicality and education. “The way I look at it is” regardless of your career choice “you have to fight for it.” Eventually, it would be such decisions, efforts, and persistence that would position Drew to break into the field of Canadian Arts, and secure a lasting position. At the age of 25, after several contracts (for CBC radio, the Canadian Aboriginal Arts Foundation, etc.), Drew was presented with an invaluable chance: he was invited to submit a script for one of the most popular Canadian television shows of the time, The Beachcombers. This milestone then led to further contributions to Street Legal, North of 60, etc. “I always had to work for it,” notes Drew, “In this industry nobody hands you anything on a platter, but I was extremely lucky that phenomenal opportunities were provided to me and I was sure to take advantage of them.”
humour can be the most effective tactic at getting to the heart of a problem: “if you’re standing on a soapbox and screaming at the top of your lungs, people will close their ears, but if you deliver the same message through humour, people are more likely to listen.” Indeed, when Drew was later approached to be the Writer-inResidence for Native Earth Performing Arts, a promising prospect revealed itself once more--this time leading into the world of theatre. “It was a very coincidental and advantageous time and I decided that when opportunity knocks you have to open the door and welcome them in,” Drew reflects. After stepping into that open door, or rather behind that red curtain, Drew feels he found his true calling, declaring: “Theatre made me who I am, it’s my home.” Unfortunately, the world of the arts had not always been so welcoming to Drew. After leaving the comforts of his close-knit Curve Lake community, he soon realized the challenges he would face. “Oftentimes I’d be sent out for auditions for the role of a
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Melinda Fawver | © iStockphoto.com | © ThinkStock.com
seventeenth-century Mohawk warrior, and I’d show up looking like this and have to deal with preconceived ideas of what I should look like and how I should act,” he divulges. And yet, Drew used the very existence of these barriers to fuel his ambitions, motivate, and empower him. Though he admits “there are so many obstacles in not just being a writer, but growing up,” he encourages: “never give up in the journey of finding your place in this ever-changing society and navigating those obstacles.” In Drew’s novel Motorcycles and Sweetgrass, a Governor General Award Finalist, one of the main characters reflects that “There are no dead ends. Only people who find dead ends”-- a sentiment mirroring Drew’s promotion of keeping a positive outlook and disposition despite negative circumstance. “If you expect--or are taught--to find the stopsigns in life then you will be blocked. But, if you just see them as speed bumps you have a better chance at succeeding in your journey. Look beyond the stop-signs.,” he urges.
This is a message that Drew, himself, has consistently put into practise. Though Drew considers his mixed-race as one of the greatest challenges he’s met while pursuing his goals, he chose to perceive it as merely an obstacle to be overcome, or better yet: an
opportunity. He recalls advising a Cree Poetess who had approached him regarding her very fair-skinned, blonde-haired grandson who was being teased in school for not appearing “Cree-enough”: “I said ‘Tell your grandson that I have made a fortune off of the way I look. I have used what some might consider a negative, a flaw, a problem, and I have turned it around and marketed it and made it part of my brand’... the best revenge is living a good life,” he wisely relays. Indeed, Drew has openly acknowledged his own frustrations with how others have addressed his appearance by using humour in his essay collections, including Pretty Like a White Boy and the Funny You Don’t Look Like One? series. Though, it was only when researching the nature of Native humour for his exploratory book, Me Funny, that he revealed his own self-deprecating comedic tendency was very much prevalent within and distinct to Native humour at large. In fact, Drew has been to over 130 Native communities in Canada and the United States and after spending about a year collecting Native jokes, found that of the approximately 70 retrieved, 60-65 poked fun at Native people. “We love to make fun of ourselves as an individual, as a nation, or all nations,” he says.
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Whether tackling his own challenges or those of an entire nation, Drew has always used humour with tact. Many of his works expose taboo or sensitive National issues--such as Native stereotypes and the lasting damage of residential schools--with a decidedly unexpected, though refreshing, comedic angle. “Every Native community I’ve been to I’ve been greeted with a laugh, a smile, a joke. And I wasn’t seeing this in a lot of our literature,” Drew explains. Instead, he found that “almost all the plays coming out had Native characters who were either oppressed, depressed, or suppressed” and began to worry that “too many people-both Native and non-Native--might be starting to believe that everything we had to write dealt with the dysfunctional.” Rather, Drew felt that by using humour he could both celebrate the positive aspects of Native culture, while also addressing important topics in his stories. “You can approach just as many serious topics and deconstruct them just as intimately and as deeply with humour as you can with non-humour,” he argues.
“I was a little kid on a reserve in the middle of nowhere and would read these stories from all over the world.” Inspired to turn the scenario ‘180 degrees,’ Drew decided to alternatively write his own stories about Curve Lake, and send them all over the world. “Now I’m riding that train.” He even feels that humour can be the most effective tactic at getting to the heart of a problem: “if you’re standing on a soapbox and screaming at the top of your lungs, people will close their ears, but if you deliver the same message through humour, people are more likely to listen.” With all the attention his stories are receiving, people are undoubtedly listening to Mr. Taylor, as well as responding positively to his comedic methods; “in fact,” he says, “I’ve sort of gotten sighs of relief about it.” Drew strongly believes that this is because humor can help to foster development and promote the healing of the psyche in Native communities everywhere. He recalls being inspired by the words of an Albertan reserve’s elder, who suggested “humour was the WD40 of healing,” particularly if applied to the wounds of Native tragedies.
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However, Drew maintains that he doesn’t write with the intention of unearthing the important socio-political issues that lie at the core--or are swept under the rug--of Canadian life. Instead, Drew approaches his projects with the following philosophy: “Everything I do boils down to three rules: create interesting characters, that have an interesting story, that will take the audience on an interesting journey. That is what I try to do with every work.” In addition to taking readers on an interesting journey, he also reveals to them the commonalities, not differences, between characters; with this, Drew Hayden Taylor’s works strike a balance between being both culturally specific and widely relevant--making
them highly accessible to a variety of readers. Indeed, his stories convey his yearnings to create a “universal metaphor that everyone can appreciate.” He proposes that all religions, cultural traditions, legends, and teachings intersect at the crux of narrative metaphor. “I firmly believe that all life, all philosophy, all perspectives on where one fits in this world, is accepting the metaphor that works for you best. Some people don’t want metaphors, or anything, and to them what is just is. But to me, that’s a world without magic,” he states. For Drew, magic comes in the form of imagination and as such, derives largely from literature. He describes his gratitude for his mother having encouraged his reading, despite only having attained a sixth-grade education, herself. Similar to the young male protagonist of Motorcycles and Sweetgrass, who would stare at passing trains and wonder where the passengers were going, books served Drew as a glimpse into another life. “I was a little kid on a reserve in the middle of nowhere and would read these stories from all over the world.” Inspired to turn the scenario “180
degrees,” Drew decided to alternatively write his own stories about Curve Lake, and send them all over the world. “And now,” Drew Hayden Taylor adds with a smile, “now I’m riding that train.” Drew’s Native Gothic Novel for young readers, The Night Wanderer, has been newly-released as a graphic novel and his 25th book, a decidedly darker play entitled The God and the Indian, will be published in March. Being a man of many trades, he too is producing a musical for the Charlottetown Festival and has written a play for Ryerson University opening in February, among many other projects underway... www.drewhaydentaylor.com
Kostyantin Pankin | © iStockphoto.com | © ThinkStock.com
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‘‘
We have unrealized
‘‘
capabilities as a people. This training will build on our
capacity by providing practical skills in the context of sound
community development theory.
Providence student
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n partnership with the North American Institute for Indigenous Theological Studies (NAIITS), Providence University College is developing a new Community Development Studies program, designed and delivered by Indigenous faculty. Included within this program will be a significant amount of in-community internship. The start date for this new and unique program has not yet been announced, but is anticipated for fall 2014. Wendy Beauchemin Peterson, adjunct faculty at Providence University College and editor of the NAIITS Journal, expressed her delight as two streams of her academic life merge. “I have long
believed that Providence has unique contributions to make towards Aboriginal post-secondary education – in an environment not merely welcoming to Aboriginal students, but seeking to reflect Aboriginal values and acknowledge Aboriginal contributions to the academy.” Over the years, NAIITS’ faculty have observed that Indigenous people in North America are resilient; this is evident in their perseverance in the face of historical social disparities including inadequate access to post-secondary education. This program will build upon the skills that have made Native North American people survivors and leaders in the Indigenous world globally. hopeforthefuture.ca
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Terry LeBlanc
“We have unrealized capabilities as a people. This training will build on our capacity by providing practical skills in the context of sound community development theory,” said Mi’kmaq scholar Terry LeBlanc, Executive Director of NAIITS. David Johnson, President of Providence University College, and Cameron McKenzie, Academic Dean at Providence, note that this partnership will create an opportunity for Providence to embrace the insight, skill, and experience of First Nations scholars and communities in a mutually creative relationship.
“Who better to teach about community development than Indigenous people?” asked Ray Aldred, Chairperson of NAIITS. “We have been slowly rebuilding our communities. After more than a century and a half of assimilation attempts, we have survived and now we are beginning to flourish.” Founded in 2000, NAIITS is already a worldwide leader in Indigenous faith-based education. Currently working in four countries, NAIITS partners with Universities and Seminaries to offer advanced degrees. The ProvidenceNAIITS agreement marks the beginning of another degree partnership inspired by
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NAIITS’ commitment to deliver culture specific programs for Indigenous people. Established in 1925, Providence University College provides a premier Christian university education to students from around the world. Providence offers a Bachelor of Arts degree with a choice of over 20 majors, in the divisions of Bible & Practical Theology, Arts & Sciences, and Professional Studies. As an interdenominational school, the Providence student body represents over 15 church denominations and 22 countries. The mission of Providence University College is to educate people at a university level to think, live, and serve as Christians in society and the church. For more information about NAIITS or the Community Development program, contact Terry LeBlanc at terry@naiits.com or visit ProvidenceUC.ca Naiits Agreement Signing - Providence President
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Jamen Percy | © iStockphoto.com | © ThinkStock.com
Northern Lights College (NLC) is ‘B.C.’s Energy College’, serving students in the northern third of British Columbia (an area covering more than 320,000 square kilometres) and beyond. NLC offers a wide variety of programming designed to meet the hiring and employment needs of residents, business and industry in northern British Columbia, as well as throughout the province. For information on NLC or any of its programs, check the website at nlc.bc.ca, call toll-free 1-866-463-6652 (1-866-INFO-NLC), or contact any campus.
PROGRAMS NLC offers a variety of academic and professional programming
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t NLC, students have a number of options, depending on their chosen career paths. Students can earn a one-year certificate, a two-year diploma or associate degree, or complete upgrading courses to get their high school diploma or bridging programs in Criminology and Social Work. Associate degrees can be used to transfer to the third year of degree programs at provincial universities. Students should check the transferability of courses when making their educational plans. The admissions process for most programs at NLC begins by contacting the Campus Services department at any NLC campus or an Admissions Officer. NLC’s friendly Campus Services staff will examine admissions documents to determine if an applicant meets admission prerequisites for a program; if necessary, applicants will be referred for appropriate upgrading or assessments, or be directed to one of the College’s Admissions Officers located at the Dawson Creek and Fort St. John campuses and are available by phone from any campus location. For students who are unsure what program they are interested in, the Student Recruitment department is available to help determine which program best suits the individual. Recruiters are located on the Dawson Creek and Fort St. John campuses and are available by phone or Skype from any of the college’s five campus locations. NLC has a wide range of programs and courses available for students of all ages. Certain programs and courses are offered through face-to-face delivery at specific campuses, while others are available via alternative delivery methods, including videoconference, online and mobile training facilities. NLC also works in partnership with various post-secondary institutions in British Columbia and Alberta to offer program credentials, and credit-transfer agreements.
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Programming at NLC is categorized into three divisions: • Academic and Professional, including Teacher Training (AHCOTE), Applied Business Technology, Business Management, Career and College Preparation, Health Care, Information and Communication Technology, Practical Nursing, University Arts and Sciences, and Visual Arts courses and programs. • Continuing Education, including Personal Development, General Interest, Online (ed2go), Contract, Industry and Workforce Training courses and programs. • Trades and Apprenticeship: Foundation Trades training and Apprenticeship training courses and programs, in conjunction with the Industry Training Authority; and specialty training such as Esthetics and Nail Care Technology, Hair Styling and Cosmetology, Oil and Gas Field Operator, Power Engineering, and Wind Turbine Maintenance Technician. For more information on NLC program and course offerings go to the NLC website at nlc.bc.ca for a complete program guide and course listing.
education, including advocacy, support, and promotion of their personal and professional success by each campuses’Aboriginal Student Advisor. NLC has Aboriginal Gathering Spaces available on each of the Chetwynd, Dawson Creek, Fort Nelson and Fort St. John campuses.
NLC offers aboriginal students advocacy and suppport
ABORIGINAL EDUCATIONAL RESOURCES
Aboriginal Gathering Space at the Fort St. John Campus
ABORIGINAL GATHERING SPACES Henriette Landry, Aboriginal Student Advisor at the Chetwynd Campus
“Gathering spaces are an important part of the quality of life for Aboriginal students, and I believe these spaces help enrich the college experience not just for Aboriginal learners, but for all learners at Northern Lights College. There are opportunities for ceremonial and cultural events, sharing of oral traditions, art and material displays, and language revitalization and Circle teachings.” The Aboriginal Gathering Spaces at Northern Lights College are friendly and inviting aboriginal centres that are designed to enhance support services for the growing number of Aboriginal students attending NLC. The Gathering Spaces include study and relaxation areas, kitchen facilities, and Aboriginal artwork and cultural artifacts from local Aboriginal bands.The rooms use colours and textures that evoke the four elements – fire, water, earth and wind. With the creation of these spaces, Aboriginal students at NLC have access to more resources designed to support their success in post-secondary
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Aboriginal Gathering Space at the Fort Nelson Campus
ABORIGINAL SERVICES
David Christie, Aboriginal Student Advisor at the Fort St. John Campus “We have a wide-range of supports in place for Aboriginal students, from the Gathering Space, which is an inclusive space for students where they can study or get a warm lunch or just hang-out, to the presence on campus of the advisors, who can act as confidantes and/ or advocate for anything that the students might need to be successful in their time at NLC.” Aboriginal Student Advisors are based at the Chetwynd, Dawson Creek, Fort Nelson and Fort St. John campuses, with offices adjacent to new Aboriginal Gathering Spaces at each campus.
Aboriginal Student Advisors provide advocacy and support to Aboriginal students, including promoting personal and professional success in the pursuit of post-secondary education. Services to Aboriginal students include: advice about NLC admissions, programs and services; support for program preparation and successful completion; financial aid assistance; liaison with Aboriginal communities, local organizations, and government agencies; advocacy for Aboriginal student issues; referrals to community agencies for personal support; and specialized services to Treaty, Status, Inuit, Métis, and non-Status students.
ABORIGINAL SERVICES TEAM David Christie – Aboriginal Student Advisor Fort St. John Campus Phone: 250-785-6981 ext. 2003 Email: dchristie@nlc.bc.ca David belongs to the Inuvialuit People. He has a Bachelor of Arts (BA) in Philosophy and a Bachelor of Education (B.Ed) from Nipissing University. Prior to joining NLC, David worked as an elementary school teacher in Mayo, Yukon, and he also has experience with the Alberta Native Friendship Centre Association.
His experience as an Aboriginal student has given him an appreciation of the challenges that students face when embarking on postsecondary studies and the importance that a positive community feeling can have on their educational experiences.
Note to students: “I have spent the better part of my career trying to assist First Nations, Inuit and Metis people be the best that we can be. I see my transition to being a Student Advisor as being another step in that journey. I love helping the students at NLC in whatever manner possible, from being someone to listen if that is what you need to helping find tutors or financial aid, I enjoy it all.” Theresa Gladue Aboriginal Student Advisor Dawson Creek Campus Phone: 250-784-7544 (direct line) Email: tgladue@nlc.bc.ca Theresa is from the Sturgeon Lake Cree Nation, near Valleyview, Alberta, and is an NLC graduate in the Social Services Worker Diploma program. She has been working as a Student Advisor at the Dawson Creek Campus for the last five years.
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Jaclyn Hodgson – Coordinator of Aboriginal Relations and Services Dawson Creek Campus Phone: 250-782-5251 ext. 1361 Email: jhodgson@nlc.bc.ca
She regulary gives tours of the college campus to new students and members of the community. She also hosts her own radio show, called “Theresa’s Bannock Hour” at a local radio station every Sunday.
Note to students: “As a student advisor, I provide both personal and academic support to NLC’s Aboriginal students. My role is to reduce the challenging aspects that attending a post-secondary institution may present for you and help maximize the rewards you get once you complete your studies. At NLC, we work as a team to help you reach your full potential.” Henriette Landry Aboriginal Student Advisor Chetwynd Campus (also serving Tumbler Ridge) Phone: 250-788-2248 ext. 4313 Email: hlandry@nlc.bc.ca Henriette is from the Saulteau First Nation, part of the Treaty 8 Tribal Association located near Chetwynd. She has been working as a Student Advisor for the Chetwynd and Tumbler Ridge Campuses for the last 10 years. Before joining the NLC Aboriginal Services team, she worked as a hairdresser for 30 years. After, she became a consultant with the Tansi Friendship Centre in Chetwynd doing consulting work for many of the local bands, including NENAS, Saulteau and Treaty 8.
Note to students: “As a Student Advisor, I help ensure that your education is a success at NLC. I help you explore your potential and make sure what you want to do is actually right for you. I help you fulfill that potential by assisting with funding applications, advocating to external agencies, communicating with faculty and other networks, and making referrals to appropriate departments based on your needs. My goal is for you to succeed.” Gerri MacDonald Aboriginal Student Advisor Fort Nelson Campus Phone: 250-774-2741 ext. 4627 Email: gmacdonald@nlc.bc.ca Gerri is from the Tsilhqot’in Nation and is a member of the Anaham Reserve First Nation located near Williams Lake. She has a Diploma in Chemical Dependency Counselling from NLC. She has been working as a Student Advisor at the Fort Nelson Campus for the last seven years. Before joining the NLC Aboriginal Services team, she worked as a family support worker for Northern Rockies Aboriginal Women’s Society in Fort Nelson.
Note to students: “As a Student Advisor, I help make Aboriginal students feel welcomed at NLC. I make sure that you have positive experiences with your educational journey by keeping connected throughout your time at the college.”
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Jaclyn comes to NLC with a strong background in education and a commitment to ensuring cultural awareness in the post secondary arena. She has a Master in Education and has taught all ages of students and in a variety of programs. She completed a variety of courses in Aboriginal education while working on her Master’s and has gained experience in working with Aboriginal peoples and communities during her time as an instructor at Nunavut Arctic College, where 100 per cent of her students were of Inuit descent.
Note to students: “My role involves advising NLC staff on Aboriginal protocols, reaching out to the Aboriginal communities to make sure their needs are being met, and working within the College to ensure Aboriginal culture is reflected in our campuses. Previously I worked at Nunavut Arctic College, where I found meeting both the academic and cultural needs of my students was both challenging and very rewarding. Working with the Aboriginal community in northern British Columbia has been very different to my experiences in Nunavut, but have not been any less rewarding.”
Aboriginal Art Display
STUDENT SERVICES AND SUPPORT Access Services At NLC, Access Services for persons with disabilities may include: arranging academic accommodations (interpreters, note takers, tutors, alternate text or exam formats, exam time extensions); support to obtain appropriate documentation; support to access assistive technologies; referral to external support agencies and funding sources; referral to support services at other colleges and universities; orientation and registration assistance; and transitional assistance from secondary school to college. Persons with disabilities should contact the Access Services Coordinator well in advance of starting classes to make arrangements for any necessary services and accommodations.
Bookstore Each campus has a bookstore operation that is responsible for the sale of books and supplies to staff and students. Textbooks, school supplies and NLC promotional clothing and giftware are available at campus bookstores at reasonable and competative prices. Hours vary according to campus location. The bookstores at the Dawson Creek and Fort St. John campuses can be accessed on the NLC website. Book lists for these programs at these two campuses are updated regularly at the following link: nlc.bc.ca/Services/Bookstores.aspx.
Computer Facilities Free Wi-Fi available available at each campus. Assistance is available with on-campus software and hardware problems and with course access for distance and online students. The Information Commons sections of NLC libraries offer access to computer workstations with direct access to the Internet. Aboriginal Gathering Spaces also have computer and Internet access.
Library The library provides resource collections and services for students registered in courses delivered by NLC. On site library facilities are available at the Dawson Creek, Fort St. John, and Fort Nelson campuses, in addition to online access at nlc.bc.ca/Services/Library. aspx. Students in Tumbler Ridge and Chetwynd can contact the Dawson Creek Campus Library, while online and distance education students can contact the Fort St. John Campus Library.
Student Financial Aid College Financial Aid Officers can advise about loans, bursaries, scholarships and sponsorship options, and help secure funds to finance part or all of a student’s fees. Most campuses have a location where information about scholarships, bursaries, and other pertinent financial aid information is posted. Students are responsible for arranging financial support with the sponsoring agency and ensuring payment to the College. Students should apply for financial assistance early as sponsorship or student loans can take time to arrange.
Student Residence Affordable Student Residences are available in Dawson Creek (capacity 180 students) and Fort St. John (capacity 100 students). Accommodation availability ranges from one to four-bedroom units, and each residence includes wheelchair accessible suites. Management and security are located on site. For information or an application, contact Residence managers or Student Services at the appropriate campus, 1-866-463-6652. Toll Free: 1-866-463-6652 • Website: nlc.bc.ca Follow NLC on Facebook, Twitter and YouTube
Daycare Daycare services are available at the Chetwynd, Dawson Creek and Fort St. John campuses for 3-5 year olds. The centers operate Monday through Friday. Northern Lights College full-time students are given first priority but there are a number of spaces available to the general public. Registration information is available by contacting Student Services.
Food Services Food Services at the Dawson Creek Campus operates in the North Star Grill, based in the cafeteria located in the Campus Centre building. Food Services is operated in conjunction with the Professional Cook program that is offered by the Trades and Apprenticeship Division. Food Services at the Fort St. John Campus operates in the Northern Bites Café, based in the cafeteria located in the Main Campus building. Food services are also available at the Fort Nelson Campus, in the kitchen area adjacent to the Aboriginal Gathering Space.
Learning Support Specialist The Learning Support Specialist at NLC is responsible for working with current students to assist in learning and retention in the following areas: advising students on how to balance school, personal life and work; assisting students in accessing tutoring; and refering students to NLC services such as Financial Aid, Aboriginal Advisors, and Access Services, as needed. hopeforthefuture.ca
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roudly Canadian-owned and operated, Academy of Learning College (AOLC) has more campuses than any other Career College in Canada. With over 50 Campuses across Canada serving 45 communities including Barrie (ON), Saskatoon (SK), Winnipeg (MB), and Nanaimo (BC), our students receive intensive, hands-on-training in a professional atmosphere. We offer a wide variety of both part-time and full-time study options, including accounting and web design courses. AOLC also offers more in-depth career programs in the areas of Business, Healthcare, and I.T. For over 25 years, we have helped our students reach their goals quickly and successfully in a setting that builds confidence while building skills. Our students choose AOLC because we offer: 4 Flexible class hours 4 Convenient locations 4 An effective approach to career training 4 Career specific programs 4 An environment conducive to learning 4 Job search assistance 4 A consistently high standard of curriculum 4 Qualified facilitators and instructors 4 Practical, hands-on-training
Breaking Barriers Deboura Lagrelle finds the spark she was looking for at the High River Campus. Going back to school can be nerve wracking and a daunting experience for anyone and especially for a mature student. When Deboura Lagrelle made the decision to return to school after moving to High River, she was nervous because it had been years since she was in a classroom. “I was at a dead end job and not getting ahead financially. I needed a change, a ‘new beginning’, so I moved to High River looking for an opportunity.” Deboura and her brother were raised by their father, a single parent, on the Elizabeth Métis Settlement. The decisions Deboura made as a teenager led her onto a rough and rocky road. “I started drinking at the age of 14 and experimenting with other substances.” As a result, she didn’t finish high school, which she regrets. After becoming pregnant at the age of 18, providing for her daughter became Deboura’s priority. She finished grade 10 in 3 months and completed some grade 11 and 12 courses that same year. Because she couldn’t afford a babysitter, Deboura took her daughter with her to all of her classes. In order to provide for her daughter, she began working at camps throughout Alberta as a dishwasher and worked her way up to first cook.
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After experiencing several years of Deboura struggling, she lost her father. Around the same time her father passed away, Deboura was diagnosed with Lupus Vasculitis. “I was also clinically depressed and alone. Then I met a loving and kind man who stood by my side and supported me.” Through the encouragement of her partner, she embraced her roots and returned to doing beadwork and making dream catchers for family and friends. For as long as she can remember, Deboura has been fascinated with the medical field, so she was attracted to AOLC’s Healthcare programs; specifically the Medical Office Assistant with Health Unit Coordinator Specialty Diploma program. She knew the moment she walked through the doors of the High River Campus that she was in the right place. “AOLC gave me the spark I was looking for and the Facilitators welcomed me with open arms!” The personal support she received in a comfortable learning environment and the hands-on-training helped Deborah achieve her goal of getting an education so she can get further in life. “I thank my
Instructors for giving me the chance to prove to myself I can do it!” Once she graduates, Deborah’s goal is to work with Alberta Health Services, and be a good influence and role model for her daughter. “I hope that she will stick to her dreams and believe anything is possible just as I did.”
Skills for Today’s Workplace Alex LaFrance can hit the ground running after graduating from the Cornwall Campus. Due to the recession, the company that Alex LaFrance worked for went through the process of downsizing and he was laid off. Armed with an accounting degree and 17 years of work experience, Alex, a member and resident of the First Nations reserve of Akwesasne, quickly realized during his job search that his skills were outdated for the demands of today’s business world. When he earned his degree in accounting, the current technology that was instructed at that time was Lotus 123, WordStar and printing using dot-matrix. “I came to realize that I needed to keep up with the times and get formal training.
In my job searches, I found that employers wanted people who can ‘hit the ground running,’ and they have little time to train anyone.” Being a father of six, Alex needed classes that would start right away at a school that could accommodate his needs. The continuous enrolment, practical hands-on-training, and self-paced learning were just a few of the many reasons he enroled in the Accounting and Payroll Administration Diploma program at the Cornwall Campus. “My family really enjoyed the time I was able to spend with them because of the flexible hours. Also, when family commitments and emergencies came up I was able to attend them and not fall behind in my courses because of the self-paced learning.” The variety of topics covered in his program including customer service, letter writing, and office computer software kept Alex engaged and excited about updating his accounting skills and learning payroll. “What I particularly liked about my program is that it completely prepared me for everything I will need to have a successful career.” As part of the Job Search and Résumé Writing course Alex was required to take, he had to submit a résumé to an organization as practice. He was pleasantly surprised that the organization complimented him on the design and format of his résumé as he had not received that type of feedback before. Alex excelled in every course in his program and he graduated with honours in October of 2013. “My children and family are proud that I went back to College. They encouraged me throughout my education because they knew that it was worth it and we would all benefit.” In his spare time, Alex enjoys camping, reading, and often volunteers to help those in need with their tax filings and questions. He is a strong believer in contributing to his community, and his goal is to work in a payroll department in his community. “I feel that what I have learned will give me the extra advantage needed in today’s competitive job market and allow greater promotion opportunities. I truly believe that I can now ‘hit the ground running’ thanks to Academy of Learning College!” For a complete list of the programs and to find a Campus near you, visit www.academyoflearning.com. An AOLC Admissions Representative is ready to help you unleash your potential!
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he Purdy Crawford Chair in Aboriginal Business Studies at Cape Breton University (CBU) has had an ambitious and results based action and research agenda since its inception in 2010. Led by Dr. Keith G. Brown, the Chair and its research team have received national recognition for their unparalleled work in the very important area of Aboriginal post-secondary education. The innovative work of the Chair is built on the strong relationships that Cape Breton University holds with Aboriginal community leaders. For more than 35 years, CBU has been working with Elders and community leaders to create a successful model of education that has seen more than 500 Aboriginal people acquire CBU degrees. Cape Breton University’s Unama’ki College is the hub of Aboriginal programming and services and works to weave Indigenous knowledge into the academic fabric of CBU. hopeforthefuture.ca
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roots and continues to extend our community reach across the country. This funding supports an unprecedented effort at national capacity building in business studies, encouragement in entrepreneurship, and dissemination of best practices in proven economic models,” says Dr. Keith Brown. The work of the Chair is broad yet focused in that it connects with Aboriginal youth, community leaders and professionals across Canada as well as academics focused on Indigenous studies. Increasingly, the Chair is called upon internationally by universities, organizations, government entities and community leaders to discuss Indigenous research and education.
Dr. Keith G. Brown speaking at the Business Network for Aboriginal Youth Inaugural Conference
Specifically, the Purdy Crawford Chair in Aboriginal Business is focused on promoting interest among Canada’s Aboriginal people in the study of business at the post-secondary level, while undertaking pure and applied research specific to Aboriginal communities. In June 2013, the Honourable Jim Flaherty, Minister of Finance, Government of Canada, was at CBU to announce $5 million in support of the Chair. “Having Federal Finance Minister Jim Flaherty at CBU to demonstrate support for the Crawford Chair shows there is great confidence in the work undertaken by CBU in Aboriginal economic development and business education for Aboriginal people at the post-secondary level. Unama’ki College has deep
COUNCIL OF THE CREE NATION OF MISTISSINI CONSEIL DE LA NATION CRIE DE MISTISSINI 187 Main, Mistissini Lake, Québec, G0W 1C0
Tel.: (418) 923-3461 Fax: (418) 923-3115
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The Chair has a number of initiatives underway, with plans for growth and additional developments. The highly successful Business Network for Aboriginal Youth has completed its second year and is on track to become a national program. The Nova Scotia Pilot, with participation from First Nation, Metis, and Inuit, has created the platform for a National Aboriginal Youth Business Mentorship Program with an expectation for growth to reach 270 student participants nationally per year. As well, the Chair has held three national roundtable discussions across Canada with Aboriginal business students and one round table with community leaders from five thriving Aboriginal communities. These sessions provided valuable insight into the barriers impacting the study of business for Aboriginal people. Information gathered has furthered the research program of the Chair and will help shape the first Aboriginal Business textbook that is currently being worked on by the Crawford Research Team. For more information visit www.cbu.ca/crawford.
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“Bullying is a problem for all kids, but it may be an even bigger problem in the Native American [Aboriginal] community” – Tanya Lee, Indian Country Today, May 30, 2011
patrisyu | © iStockphoto.com | © ThinkStock.com Jack Hollingsworth | © Photodisc | © ThinkStock.com
By Suzanne McLeod, BA, MA, Curriculum Developer
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ocial media sites, such as Facebook, mySpace, Twitter, YouTube, Flickr, Tumblr, Messenger and cell phone texting, have become a large part of the way in which Aboriginal youth today “talk” and socialize with each other (Brown, Cassidy, Jackson, 2006). From this, cyber - bullying has become an increasing reality among youth.
“Dissing” Dissing someone online; sending or posting gossip or rumours about a person to damage their reputation or friendships. This includes creating websites to make fun of another person (ie. a classmate or teacher) or using websites to “rate” people as prettiest, ugliest, etc.
Research shows that youth who have been bullied are at a higher risk for suicide ideation and thoughts, attempts and completed suicides. Bullying contributes to depression, decreased self-worth, hopelessness and loneliness (Hinduja, Patchin, n.d.).
Impersonation Pretending to be someone else online and sending or posting material to get that person in trouble or danger, or to damage that person’s reputation or friendships
Cyber-bullying is “the use of the internet, cell phones, texting and other technologies to send cruel, untrue, or hurtful messages about someone or to someone that causes harm” (Brown, Cassidy, Jackson, 2009). “Cyber-bullies” use emails, webcams, text messages, chat rooms, camera phones, blogs, websites, etc to spread derogatory, insulting, excluding or threatening messages and/or images. Most bullying occurs between the ages 13 and 14 then usually decreases around ages 15 to 16. This includes both perpetrators and victims (Brown, Cassidy, Jackson, 2009). “Cyber-bullies” feel that they are anonymous, giving them a sense of power and control that allows them to do and say things they would not normally say in the “real world.” In cyberspace, literally hundreds of perpetrators can get involved in the abuse (Hinduja, Patchin, n.d.). Aboriginal youth who are the victims of bullying experience the same feelings of powerlessness and hopelessness as if they were being bullied face-to-face! Because of the all-encompassing nature of the internet and cell phones, it is harder than ever for victims to escape their tormentors. It can happen anywhere—at home, at school, at anytime of the day or night (Brown, Cassidy, Jackson, 2006). In extreme cases, victims have been known to become aggressive and fight back, or to become depressed and attempt suicide. Aboriginal youth who have experienced cyber-bullying were almost TWICE as likely to attempt suicide compared to those who had not (Hinduja, Patchin, n.d.).
CYBER-BULLYING CAN TAKE ON DIFFERENT FORMS: (From Cyber Bullying http://www.mesaaz.gov/ police/TeenConnection/CyberBullying.aspx) Flaming Online fights using electronic messages with angry and vulgar language Harassment Repeatedly sending nasty, mean and insulting messages via email, instant messages or text messages
Outing Sharing someone’s secrets or embarrassing information or images online or sending it to others Trickery Talking someone into revealing secrets or embarrassing information, then sharing it online or sending it to others Exclusion Intentionally and cruelly excluding—shutting out—someone from an online group Cyber Stalking Repeated, intense harassment and dissing that includes threats or creates significant fear Adults or parents don‘t always recognize how devastating cyber-bullying can be for youth. One study shows that only 10% of parents believe their children have been bullied online, while 40% of kids reported they had been victims (Brown, Cassidy, Jackson, 2009). Consider that research shows that 99% of teens use the internet on a regular basis, and 74% of girls aged 12-18 spend more time on chat rooms or sending text messages than doing homework (Shariff, 2005). Because people can be “anonymous” on the internet, Aboriginal kids don’t always know who their tormentors are. At an age when peer acceptance is crucial, the internet becomes the perfect medium for adolescent anxieties to play themselves out, sometimes resulting in suicide attempts or loss of a child (Secret Life of Kids Online, n.d.; Shariff, 2005).
THE ONLINE WORLD (From Calgary Police Service, Safe Surf from Youthlink Calgary) The online world can be exciting and addictive! You can keep in touch in with friends and family at any time, and make friends with people anywhere in the world. But be aware and be safe!
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Social Networking Facebook, MySpace, Live Journal...all social networking sites that allows users to make their own personal profiles and web pages dedicated to their lives and then share that information through emails, by posting photos and videos, and by expressing personal views.
angelo gilardelli | © iStockphoto.com | © ThinkStock.com
Chat Rooms There’s a chat room for almost any interest! A chat room is like a giant online coffee shop where users from all over can go to “talk” and meet new people online. Conversations are instant (just like instant messaging) but everyone in the “room” can see it. Instant Messaging Instant messaging allows you to text messages to family and friends in “real time” so it’s like you’re talking face-to-face. Online Gaming Online gaming is like playing a regular video game but instead you’re playing online. Gamers can play games from all over the world, play alone or become part of a “team” to defeat enemies or “talk” in realtime with text and voice capabilities. Email Instead of mailing letters or notes to family and friends, you can write them electronically, hit “send” and have them received almost instantly. File Sharing File sharing (a.k.a peer-to-peer or P2P technology) allows users to search for and copy files from another computer. Most people use P2P to share or swap music (MP3s) such as Frostwire or the old Limewire, from other computers.
3 Rules for staying safe!
Remember, not everyone on the internet is there to have a good time. Some people lie about who they are or are there to bully others. Kno w how to stay safe!
1. Never give out your full nam e, or real name, or personal information like your home address or phone number . 2. Stop, block or tell a truste d adult if someone or something makes you feel uncomfortable or threatened. 3. Treat other users online the way you want to be treated. Don’t use nasty messages, jokes, videos or photos.
OR ADULTS, TEACHERS AND USERSSUGGESTIONS FOR SOLUTIONS TO CYBERBULLYING
The following suggestions are provided in regards to cyberbullying, in schools and at home: (Brown, Cassidy, Jackson, 2009; Stop Cyberbullying, n.d.) • • • • •
Set up anonymous phone line so students can report cyber-bullying. Have a zero tolerance policy towards cyber-bullying. Educate students and parents about cyberbullying. Create self-esteem in students through extra-curricular activities. Implement age-appropriate suicide awareness into any antibullying program. • Don’t respond to mean messages; show it to an adult. • Before hitting “send” ask yourself how you would feel if you received the message. • Monitor online and offline behaviours of youth.
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• Tell your child you won’t blame them if they are cyber-bullied. Emphasize that you won’t take away their computer privileges (this is the main reason why kids don’t tell adults when they are cyber-bullied).
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Remember to KEEP IT LEGAL! Youth do not always recognize the legal consequences of cyber-bullying. Between 4650% of youth mistakenly believe they have the right to say anything online because of freedom of expression, leading some to exceed legal behaviour under the Canadian Criminal Code and/or Human Rights Act. (Brown, Cassidy, Jackson, 2009)
In Canada, cyber-bullying can be addressed under civil law or criminal law. Under civil law, a person can be charged with defamation (slander or libel); under criminal law, a person can face harassment charges or defamatory libel. Under the Canadian Charter of Rights and Freedoms, freedom of expression is guaranteed “subject only to such reasonable limits prescribed by law as can be demonstrably justified in a free and democratic society” (Cyberbullying and the Law, n.d.) The U.S. Department of Justice says that crimes related to bullying in Indian country include assaults, extortion, sexual offenses, shootings, murders, stabbings, threats, thefts and vandalism.... “[it is] a gateway behaviour. Bullies go on to commit more serious crimes...consequences for victims are also dire: they include low school achievement, low self-esteem, depression, drug and alcohol use, self-hurting behaviours and suicide.” (American Indian Programs Target Bullying)
” “BEING VIRTUALLY BULLIED
sidered Response (Windspeaker AMMSA “Kind and Con ) to Grown Up Experiences,” August 2011
Dear Auntie: , but recently I thought I had good friends a few people on Facebook there have been bad rumours. ng talking about me and spreadi ily to believe fam and I don’t want my friends ut me, but abo ing say what these people are ebook the Fac on s our if I answer the rum get worse. I t jus me ut abo comments and lies of control and I feel like things are getting out at should I do? am powerless to stop it. Wh I’m very upset about this. Signed, Virtually Bullied Auntie’s Answer:
ge or living in the urban Whether you are in a small villa our community....being rez there is a wounded part of community, single or different, new or returning to the y reasons to be a target... educated can be among the man out of harm’s way and rumours are not cultural. Stay friends that show you and surround yourself with family haps as for support .per ect.. unconditional love and resp organize workshops on to s ider prov from people or service how to handle cyber bullying.
Service and Watersmeet Township to reduce the violent and bullying behaviours of Native students. The program has expanded to include K-12 schools serving the Chippewa, Oneida, Stockbridge-Munsee, and Potawatomi nations (refer to “American Indian Programs Target Bullying” in bibliography). ONLINE SOURCES Be WebAware - Cyberbullying - www.bewebaware.ca/english/cyberbullying.html Bullying Canada - www.bullyingcanada.ca Bully Free Alberta - www.bullyfreealberta.ca/cyber_bullying.htm Be Free - www.b-free.ca Cyberbullying - www.cyberbullying.org Team Heroes - www.teamheroes.ca Honouring Life Network - www.honouringlife.ca
BIBLIOGRAPHY American Indian Programs Target Bullying. Retrieved November 24, 2011 from http:// indiancountrytodaymedianetwork.com/2011/05/30/programs-by-indians-target-bullying-35000 Brown, K., Cassidy, W., and Jackson, M. (2006). Cyberbullying: Developing policy to direct responses that are equitable and effective in addressing this special form of bullying. Canadian Journal of Educational Administration and Policy, 57. Retrieved September 20, 2011 from http://umanitoba.ca/publications/cjeap/ articles/brown_jackson_cassidy.html Brown, K., Cassidy, W., and Jackson, M. (2009). You were born ugly and youl die ugly too: Cyber-bullying as relational aggression. Education Journal: Special Issue on Technology and Social Media, Part I, 15(2). Retrieved September 20, 2011 from http://ineducation.ca/article/you-were-born-ugly-and-youl-die-uglytoocyber-bullying-relational-aggression Calgary Police Service. Safe Surf from Youthlink Calgary. Retrieved December 8, 2011 from http://www. youthlinkcalgary.com/safesurf/layout/set-print/What-s-Online Cyberbullying and the Law Fact Sheet. (n.d.) Retrieved September 27, 2011 from http://www.mediaawareness.ca/english/resources/educational/teaching_backgrounders/cyberbullying/cyberbullying_law2_ h4.cfm Hinduja, S., and Patchin, J. (n.d.). Cyberbullying Research Summary: Cyberbullying and Suicide. Cyberbullying Research Center. Retrieved September 20, 2011 from http://www.cyberbullying.us/ cyberbullying_and_suicide_research_fact_sheet.pdf Indian Health Service. IHS Public Service Announcement—Native American Youth Narrates Suicide Prevention. Retrieved November 29, 2011 from http://www.ihs.gov/PublicAffairs/DirCorner/index. cfm?module=blog311p1 Mesa Police Teen Connection—Texting to Sexting. Cyber Bullying. (n.d.) Retrieved November 24, 2011 from http://www.mesaaz.gov/police/TeenConnection/CyberBullying.aspx
RESOURCES FOR ABORIGINAL YOUTH, PARENTS AND CAREGIVERS
Secret Life of Kids Online: What You Need to Know (2011). Retrieved September 20, 2011 from http:// www.parenting.com/article/kids-social-networking
“How the Moon Regained Her Shape” by Janet Ruth Heller – This is a teaching story about how to overcome bullying. The once-brilliant moon is bullied by the meanspirited sun and becomes sullen, unable to dance across the sky. A comet, a positive warrior figure, embraces the moon and takes her to a healing woman who teaches her how to overcome the sun’s harsh words with the help of caring friends and inner strength.
Stop Cyberbullying: Project Safe Childhood (n.d.). U.S. Attorney’s Office, U.S. Department of Justice. Retrieved September 27, 2011 from http://www.justice.gov/usao/ma/childexploitation/psc/Stop%20 Cyberbullying.pdf
“Fatty Legs, A True Story” by Margaret Pokiak - Fenton and Christy Jordan - Fenton – This is a true story about a young Inuvialuit girl named Olemaun, later named Margaret Pokiak. Olemaun grew up in Banks Island in the Northwest Territories where her family lived by hunting and trapping the land. From age 8 to age 12, Olemaun was sent to a residential school in Aklavik. She was targeted by a nun who would bully her and embarrass her in front of everyone. Olemaun’s story is about empowerment, courage, endurance and overcoming oppression at such a young age.
Shariff, S. (2005). Cyber-Dilemmas in the New Millennium: School Obligations to Provide Student Safety in a Virtual School Environment. McGill Journal of Education, 40(3), 457-477.
Windspeaker AMMSA. Kind and Considered Response to Grown Up Experiences [Column]. Vol. 29, Issue 2, 2011 Retrieved November 24, 2011 from http://www.ammsa.com/publications/windspeaker/kind-andconsidered-response-grown-experiences-column
Centre for Suicide Prevention #320, 105 12 Avenue SE Calgary, AB T2G 1A1 Phone: (403) 245-3900 Fax: (403) 245-0299 Email: csp@suicideinfo.ca • Website: suicideinfo.ca © Copyright Centre for Suicide Prevention, 2011
“Native American Youth Narrates Suicide Prevention” – Indian Health Service: http://www.ihs.gov/newsroom/ “Creating Caring Communities Bully-Proofing Your School” – This is a 3-year school-based pilot program created by the Indian Health hopeforthefuture.ca
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Over the last 46 years Bee-Clean has been built by the outstanding efforts of our people who dedicate themselves to the customers they serve. The best in our industry have joined our team and stayed to strengthen our reputation as an employer of choice for those who take personal pride from customer satisfaction.
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n the Edmonton market, Bee-Clean has excelled because of these attributes where we have distinguished ourselves from our competition through achieving: • Industry leadership in cleaning services to commercial and retail space • Proven corporate stability and responsibility in all operations • Recognized audit standards and performance metrics • Meaningful service excellence recognition and awards • Innovative work order management and scheduling systems inclusive of: • Electronic inspections posted online by trained Quality Assurance staff • Customized reports and analysis of our service program • 24hr live operator call response and dispatch
serve has been the cornerstone to our growth and to the long-term relationships that we have fostered. Our Head Office in Edmonton has positioned us at the apex of Canada’s leading economic City.
CORPORATE SOCIAL RESPONSIBILITY As a part of our continued commitment to being an active participant within our community we are proud contributors to a variety of meaningful organizations across Canada. We believe our commitment to corporate social responsibility is part of our commitment to providing positive corporate stewardship on behalf of our company and our clients.
ABOUT US
Established in 1967, Bee-Clean is a national company which currently provides custodial services for approximately 330 million square feet of retail, commercial and institutional buildings on a daily basis. With 27 branches across Canada, Bee-Clean has grown to employ over 12,500 people serving almost every industry in the country in urban, rural and remote areas. Investing in our infrastructure in the communities that we
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We are very proud of our recent partnership with Blue Quills College at St. Paul, Alberta to launch a training program that supports First Nations students as they move through the Camp and Catering program and into the workforce in Northeastern Alberta.
in 2009 and recertified in 2012. CIMS certification is awarded by the International Sanitary Supply Association and is awarded to companies that represent the professional cleaning industry as companies of operational excellence while depicting a commitment to sustainability and providing added value to their customers.
Below is a list of organizations that we support in our local communities:
We have been recognized for developing and implementing a management structure that promotes and advances operational excellence. CIMS applies to the management, operations, and performance systems of cleaning organizations. Compliance with the Standard demonstrates that a cleaning operation is structured to deliver consistent, quality services designed to meet customers’ needs and expectations.
Missing Children’s Society of Canada Safe Haven Foundation Brown Bagging for Calgary’s Kids MS Society of Canada Canadian National Institute for the Blind Canadian Brest Cancer Foundation Make a Wish Foundation Adopt A Family Mustard Seed Food Bank Kids Help Phone Canada United Way Alberta United Way Capital Region CIBC Run for the Cure Ride to Conquer Cancer Weekend to End Women’s Cancer Big Brothers & Sisters
AWARD WINNING 2010 and 2011 Consumers’ Choice Award for Business Excellence 2010 CIMS Green Building Certified (ISSA) 2009 National Pinnacle Award (BOMA) Service Above & Beyond 2006 National Pinnacle Award (BOMA) Service Above & Beyond 2004 Best Safety Performer Award (Government of Alberta) 2002 Preferred Service Provider (BOMA) 1998 National Pinnacle Award (BOMA) Service Above & Beyond
ENVIRONMENTAL RESPONSIBILITY As an award winning service provider, we are the only company in Canada to have undergone independent assessments and officially become CIMS Green Buildling certified with honours
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SAFETY
SERVICES
Since 1997, Bee-Clean has committed to maintaining the Alberta Government Certificate of Recognition (COR) which involves regular third party auditing of our Health & Safety program. It also requires that we train in-house auditors who perform annual self-audits.
JANITORIAL CLEANING Custodial Services Disinfection Cleaning Floor restoration Matting Program Recycling
In 2008 as part of our operational standards for operating with safety excellence, Bee-Clean undertook to commit to the CanQual Standard (CQS) evaluation which verifies that we maintain a health, safety and environmental management system in compliance with national legislated requirements and industry best practices. Further, we’ve undertaken the process to be further certified by PICS Safety Auditing, IsNetworld, and ComplyWorks.
SPECIALIZED CARE Porter & Matron Services Flag Persons Minor Site Repairs Emergency Restoration Fire Light Safety Checks (Extinguishers / Exit Lights)
STABILITY & EXPERTISE In business for over 46 years we have realized a net growth rate in excess of 11% for each of the last five years. With service locations located across Canada, we currently employ over 12,500 people who are providing cleaning services to 330 million SqFt of Commercial, Industrial, Institutional and Retail space.
MAINTENANCE Construction Cleaning Pressure Washing Window Cleaning Snow Removal (building perimeters) Re – Lamping Undercarriage wash www.bee-clean.com
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Many years ago, a young Leighanne Gardipy sat in her elementary school classroom on the Beardy’s and Okemasis reserve in Saskatchewan, gazing at the new border her teacher had put up around the classroom walls. She paused on the letter L, where alongside a picture of a woman with a briefcase was the word lawyer. “I thought to myself, that’s what I am going to become, even though I didn’t know at the time what a lawyer did.” Leighanne is now in her final year of law school and has a much better idea of the various jobs that lawyers perform.
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hile the decision to pursue a law career may not start so young for most lawyers, there are key moments in life that most lawyers or law students experience that set them on the path to law. For Jessica Buffalo, who is from Samson Cree Nation and beginning her first year of law school at the University of British Columbia, it was the realization that there is a “disproportionate amount of Native people being held under negative stereotypes. ... As a lawyer, I would like to change that.”
Leighanne, who is influenced by her hard-working parents, is driven by a similar sense of giving back. The story of her mother reversing a sense of hopelessness has remained an important anchor for Leighanne. As an adult, her mother “completed her upgrading of grades 5–12 and then went on to earn an Indian Social Work degree. My mother did this all while raising three children on the reserve. Today my mother is successful; she is a leader not only within our family but our community as well with her role as Chief. My parents overcame tough obstacles in their lives and hearing about Sharon Mason, a practicing lawyer working in the area of their triumph gives me inspiration to keep moving forward Aboriginal law, was 22 when she left her community of myself.” For Leighanne, becoming a lawyer means not only Wasagamack First Nation with giving back to the community, but her husband and two young also working as hard as her parents For Jessica, Leighanne, and Sharon, three First Nations people children, first to finish high school did and setting a good example for at various stages of their legal and later to go to university. She her five-year-old son. careers, their experiences in was inspired by her father, a band law school and legal practice councillor who “worked tirelessly Propelled by their goals and have been marked by hard work, for the community. I knew that inspirations, Sharon, Leighanne, determination, and passion, whatever I chose to study, I and Jessica, along with over 1,000 resulting in inspiring reflections on would do it with the intention other Aboriginal law students what it takes to succeed. of working for the people.” With since 1973, started their law her community in mind, she chose to study law. “I knew school careers with the Program of Legal Studies for Native that I could find a way to serve my people with a law degree. People (PLSNP). I didn’t have a clear plan but as soon as I told people what I was thinking of doing, there was no turning back because The PLSNP is a summer Property Law course that teaches people (my family, community members, friends) began students crucial legal reading, legal writing, and legal analysis watching, waiting, and encouraging me not to stop until I skills before they start law school. Students from all over had accomplished my goal.” Canada come to the University of Saskatchewan’s campus for eight weeks to learn skills while studying Personal Property,
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Real Property, Aboriginal Property, and Customary Law. At the end of the eight weeks, students who successfully complete the PLSNP earn a Property Law credit for their first year of law at their respective law school and start law school with new friends who will become peers in the legal community across Canada. The PLSNP is the only program of its kind in Canada, and it aims to increase Aboriginal students’ access to legal education. Many students must complete the PLSNP in order to be accepted into law school. Leighanne took the PLSNP before she was admitted to the University of Saskatchewan. “I applied to law school with a very low LSAT score and handed in my application on the day of the deadline. ... I cried when I got a conditional acceptance letter that said I could enter law school if I successfully completed the PLSNP. The PLSNP gives students like me a chance to learn the tools to be successful. We get a chance to prove to the law schools and to ourselves that we are capable.”
many careers (graduates of the PLSNP and of law schools across Canada have become lawyers and judges, but have also worked in fields of research, education, community leadership, policy development, non-governmental organizations, and non-profits). For Jessica, Leighanne, and Sharon, three First Nations people at various stages of their legal careers, their experiences in law school and legal practice have been marked by hard work, determination, and passion, resulting in inspiring reflections on what it takes to succeed. The PLSNP is an early source of support for Aboriginal students entering law school, and as the three women note, it is the foundation to success in law school. For more information on the PLSNP program please visit: www.usask.ca/plsnp
While for Leighanne the PLSNP opened the door to law school, for Jessica it confirmed that she wanted to embark on the journey: “It made me realize that this is definitely what I want. The hours were long, the work was hard, but it was all extremely rewarding.” That hard work, says Sharon, “was excellent prep for the reality of law school. Once you got to law school, it was like you were months ahead in the learning curve.” In addition to acquiring the important skills, PLSNP students gain valuable confidence in themselves and friendships with peers. “Without the guidance of the PLSNP,” says Leighanne, “I don’t know if I would have made it through first year. The program taught me so many useful skills: how to read cases, how to study, what legal writing entails, the importance of keeping up. ... You also make life-long meaningful friendships during the program.” For Sharon, these friendships meant she gained a “priceless network.” She added, “I encourage anyone who is going to law school to attend the PLSNP. It challenges you, prepares you, and helps you to develop the skills and confidence you need to get through law school.”
Murat Ufuk GULER | © iStockphoto.com | © ThinkStock.com
As these experiences demonstrate, success in the legal profession, both as a law student and as a lawyer, depends on hard work, grit, and commitment to achieving long-term goals. Becoming a lawyer is no easy feat. To be admitted to law school, most students first earn an undergraduate degree. Then they write the law school admission test (LSAT). Law school takes three years to complete, and then students who want to practice law must article for a year (work at a law firm and learn how to practice), and write the bar exam before they can work as full-fledged lawyers. Law school and legal practice is a challenging path, but many First Nations people who aspire to be lawyers recognize the value of legal studies for their communities. A law degree is a gateway to hopeforthefuture.ca
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Dušan Kostic | © iStockphoto.com | © ThinkStock.com
“The benefits associated with the project are multifaceted. This will go a long way toward improving the diet of northern communities and, in turn, addressing some prevalent medical conditions such as diabetes.”
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Anyone who lives or has lived in Canada’s north knows that a fresh cucumber or tomato is a rarity and that all vegetables – no matter how long off the vine – are shockingly expensive.
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ike Dixon, a researcher at Guelph University, wants to change that. He is the Principal Investigator on a project that is looking into how to create special LED greenhouse conditions for growing vegetables all year round in some of Canada’s harshest climates. It’s an approach that he characterizes as “unconventional, controlled, high density modular farming.” With a number of funding partners including Ontario Centres of Excellence (OCE) and the Natural Sciences and Engineering Research Council (NSERC), Dr. Dixon and his team are working to develop the correct light spectrum for optimum growing conditions. “We want to know the specific components of solar energy we need to exploit in these LED systems, which give you the power to isolate various small portions of the solar system for photosynthesis,” he says. “We don’t yet know exactly which colours and how much of them are the best recipe for each type of food.” “All plants are different. A tomato, cucumber, pepper and lettuce all react a bit differently.” The research project is focused on six “food commodities,” or vegetables that are the most costly and that are imported to the north all year round from Mexico or California. “We are not looking to compete with local agricultural activities,” says Dr. Dixon. “We are not going to be growing potatoes or any other commodity that would undermine the work of local growers.” hopeforthefuture.ca
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OCE’s investment has enabled the researchers to expand the scope of the technology under consideration. “We can now look at some unconventional approaches to lighting including what are known as inner canopy lights where light is distributed under the plant as well as on top of it,” says Dr. Dixon. “This allows you to have a much higher density production and enhances production as well. “ Most of the research now being brought to bear on the greenhouse project was originally aimed at growing food much further afield. “We started trying to grow food on the moon and found the technology led us back to earth in areas of extreme and difficult climates,” says Worsfold. Another major technology issue that needs to be addressed for the project is designing an effective cooling system.
Former University of Guelph PhD student Cara Wehkamp helping in the lab.
The project is also seen as a means of creating jobs, including those requiring the technical expertise associated with running computer-automated greenhouses. “And we will need entrepreneurs,” adds Dr. Dixon.
“Dealing with the heat is a big challenge,” says Dr. Dixon. This is where Com Dev Ltd, another key partner in the project comes in. The largest Canadian-based designer and manufacturer of space hardware subsystems, Com Dev is applying its expertise to solving the engineering problems associated with the growing system. This includes designing the engineering requirements to cool the lights and ensure even distribution of environment control in a particular system.
“Essentially we are proposing that the money that is currently spent on a strawberry in the north will now be spent on a strawberry grown by resident entrepreneurs.” The ultimate goal is to enhance the agricultural industry of Canada’s north with year-round produce, offsetting the requirement for large-scale importing. Dr. Dixon’s lab is where much of the necessary design criteria and testing protocol for both the LED systems and the plant physiology is being developed. “We are studying the responses that result in various plants from different LED array systems,” he says. The potential to commercialize the new technologies that are being developed is of high interest to OCE, which is investing close to $200,000 in the project. “The prospect of establishing LED greenhouses in areas of the north, including northern Ontario, and all the economic and societal benefits that would flow from that makes this a sound investment for OCE,” says Richard Worsfold, the Business Development Director at OCE who is working on the project.
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Dr. Mike Dixon, a Professor and Director of the Controlled Environment Systems Research Facility (CESRF) at the University of Guelph, in his research facility.
Award-winning companies supported by Ontario Centres of Excellence This past year alone OCE celebrated more than 60 award-winning companies that we have worked with and supported. Here are just a few: The LED multispectral array that is part of the plant research.
Another partner, the Canadian Space Agency, is focused on sensor technology that is being developed concurrently with the lighting. “When you start manipulating the energy sources for photosynthesis, you have to also pay attention to the nutrition you are feeding to the plant roots. Through enhanced sensor technology, we can better understand what is happening in the hydroponic nutrition system,” says Dr. Dixon. Canadian Northern Economic Development Agency has also invested $270,000 in related research which is being led by Aurora Research Institute. “The benefits associated with the project are multifaceted,” says Richard Worsfold. “This will go a long way toward improving the diet of northern communities and, in turn, addressing some prevalent medical conditions such as diabetes. Also, the growth facilities can be located in remote communities and will create local jobs in areas such as gardening, plumbing and electrical work. This can also create the industries needed to build and install the growth chambers.”
CLEARPATH ROBOTICS specializes in the design and manufacture of unmanned vehicle solutions for academic, industrial and military R&D applications. The company’s robot platforms are built for rapid prototyping to let innovators push research further and faster. This year, the company announced an exciting new partnership with Kinova Robotics that will bring Clearpath Robotics into the advanced mobile manipulation realm. BIONYM has devised a system that uses a person’s unique electrocardiogram or ECG signature to replace passwords and PINS, offering the highest level of data protection. Users wear a special wristband which continuously communicates via Bluetooth to devices like smartphones and tablets, authenticating the user in a more secure and convenient way.
KOMODO OPENLAB develops inclusive open source technologies aimed at improving the daily lives of people with disabilities. This includes a set of tools that provides access to mobile devices such as smartphones and tablets for those who are unable to manipulate them due to disease or disability.
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KINETICA DYNAMICS addresses the problem of sway in buildings with its Coupling Damper. It enables high rise buildings to be built even taller while keeping them safe and eliminating sway. The tool’s ability to absorb vibrations means it can also reduce damage from earthquakes.
LASER DEPTH DYNAMICS, with its Inline Coherent Imaging
At a time when the Ontario government is increasingly focusing special attention on youth, we will be allocating a growing proportion of resources toward youth entrepreneurship. We look forward to working with the provincial government on the new campus- linked accelerators and on-campus entrepreneurship activities.
(ICI) technology, addresses a major problem for manufacturing by enabling precise, real-time quality control measurements of industrial laser processes such as welding and cutting, opening up new possibilities for laser use.
This year we added another dimension to our work in the area of young entrepreneurs with the province’s new Make Your Pitch contest for high school students. The enthusiastic response from across the province has ensured that this contest will live on and continue to serve as an outlet for the spirit, creativity and drive of a whole new generation of budding entrepreneurs.
Driving innovation in Ontario and supporting the next generation of entrepreneurs
OCE now also serves as a gateway for accessing research and expertise at Ontario’s colleges, investing in a wide range of new industryled applied research projects at colleges. This, too, is an excellent opportunity for students to become engaged in innovative applied research programs.
For nearly 30 years, Ontario Centres of Excellence (OCE) has been playing a key role in helping Ontario transform its economy to one that is knowledge based, global and fuelled by innovation. This means helping identifying the industry-academic collaborations that can lead to innovative business solutions; helping entrepreneurs build successful companies; and providing mentoring and support to student entrepreneurs with a promising business idea. “To put it simply, it’s our job to tap into and channel the exceptional entrepreneurial talent across our province,” says OCE President and CEO Dr. Tom Corr. Last year, OCE helped establish 413 start-up companies, many of which were created by student entrepreneurs, and helped create or sustain more than 2,500 jobs in Ontario. “We have forged exciting new industry and government partnerships that are significantly enriching the innovation landscape, and we are strongly focused on supporting the talent and aspirations of young entrepreneurs across the province,” says Dr. Corr. This past year, OCE leveraged nearly $70 million in investment – about 75 per cent of that from industry. This means that every dollar of taxpayer money invested by OCE resulted in an overall investment of $2.70. This past year has brought many exciting new opportunities to OCE. This includes Ontario’s new Collaboration Voucher Program, which OCE is managing on behalf of the province. Under the program, eligible Ontario companies receive a voucher, which is a credit that they can redeem for expertise and resources from the province’s academic institutions, to advance productivity and commercialization. OCE’s work with young entrepreneurs continues to be a strong focus for the organization. With our new Entrepreneurship Fellowships, we will be supporting Ontario students and recent graduates in creating innovative start-ups within key economic sectors in Ontario. These include new initiatives with the Canadian Youth Business Foundation and the Social Sciences and Humanities Research Council.
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www.oce-ontario.org
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In the news and in the media there is constant dialog about shortages in the skilled trades and the construction industry. According to Buildforce:
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cross the 2013–2021 scenario, the national labour force increases by 42,000 and 210,000 workers are expected to leave the workforce due to retirements. These replacement requirements may be partially met by an estimated 152,000 new entrants. But this leaves an estimated gap of 100,000 workers who will need to be recruited from outside the construction industry to meet labour requirements and maintain balanced markets. The construction industry will have to look at various solutions to filling the skilled labour shortages. One way of dealing with the shortage is to promote the careers available to the general public and youth. Research has revealed that Aboriginal communities have been identified as the fastest-growing future workforce in Ontario. The federal government is suggesting to go to aboriginal communities to fill this gap. The focus is to tap into this underutilized source of talent to fill skill shortages and address current and future projected labour shortages.
Digital Vision | © Photodisc | © ThinkStock.com
According to Jason Kenney, Minister of Employment, Social Development and Multiculturalism “Aboriginal Canadians are the fastest-growing part of our population, but their workforce participation rate is significantly lower than the national average. There is this tremendous opportunity to close the skills gap and improve economic opportunities for Aboriginal people, particularly because some of the strongest growth in our economy are in the northern and western regions of the country with large Aboriginal populations.”
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According to the Globe and Mail over the next decade, aboriginal youth will make up a significant percent of new entrants in the labour market. Aboriginal youth face many challenges such as finishing high school and continuing on to post secondary education. The skilled trades and construction industry offer careers with all levels first nations resource magazine
of knowledge. Youth can achieve their GED and enter into a paid career in the skilled trades and construction industry. With over 200 different skilled trades that are available, youth can learn the skills they require while receiving a paycheck. This allows youth to become fully trained without student loans or debt. The government provides youth with grants to encourage them to finish their apprenticeship and become fully trained. The skills that are learned through an apprenticeship are hands on and would provide someone the ability to help others in their community. The possibilities are endless..whether you want to work for an employer, complete projects on the side for extra income, fix things around your home or community or start your own business..the trades allow you to do it all! The Civil Construction industry is often overlooked but does provide career opportunities in both the skilled trades and other post secondary pathways. Whether you want to start working after high school and enter the workforce, complete an apprenticeship in a skilled trade or attend college or university, Civil Construction has a career for you. With opportunities ranging from truck driver, pipelayer, asphalt/concrete crew worker or materials production to testing technicians and heavy equipment operators, the civil construction industry requires hard work and dedication, but offers higher than average pay, an exciting and challenging work environment and unlimited potential to progress and succeed in the industry. On the side of professions civil engineers and technicians/technologists will find opportunities in the private and public sectors ranging from infrastructure design, project management and quality control to contract administration and environmental management. The possibilities are endless!
Civil Construction is the construction of all roads, bridges, sewer systems and water delivery systems. Every time you go anywhere by road, rail, plane or ship, you use infrastructure built by the Civil Construction Industry. Every time you drink a glass of water, turn on a light or use pipeline gas, you depend on projects constructed by the Civil Construction Industry. Every time it rains, whenever you use the bathroom or whenever it floods, there are storm water drainage infrastructure and sewerage systems to ensure that our streets, parklands and public areas are kept healthy and clean.
Research has revealed that Aboriginal communities have been identified as the fastest-growing future workforce in Ontario.
The Ontario Civil Construction Careers Institute (OCCCI) is a non-profit organization established to promote career opportunities in construction to youth across the province to help reduce and/or eliminate the labour shortage, by reaching out directly to high school students and underrepresented groups such as women and aboriginals. The OCCCI has created a website (www.occci.ca) which provides resources on financial support for individuals who are training for a career; information on all the careers available; list of employers and job opportunities as well as the skill set required for each occupation. OCCCI was created by civil contractors and supporting organizations in response to projections indicating shortages in skilled trades and civil engineering/technology professionals over the next decade. Its vision is to “support the sustainability of the civil construction industry in Ontario by promoting and supporting the entry of young people into civil construction careers”. “The money is what is most important to most of the students,” Steffler said. “For others who are hands-on learners it’s the fact that they do not want to sit in a classroom but prefer to actually learn by doing.” www.occci.ca
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Iakov Kalinin | © Hemera | © ThinkStock.com
Goldcorp strives to leave a lasting positive legacy in the communities in which we operate. In remote First Nation communities in Northwestern Ontario, access to power is a significant challenge.
The Wataynikaneyap Power project has huge potential economic benefits such as cost savings, jobs, and small business development. The new transmission line will save the federal government and Ontario ratepayers an estimated $30 million/ year in avoided diesel generation for 10 remote communities.
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urrently, these communities rely entirely on diesel power which is unreliable due to supply restrictions, blackouts and unexpected outages. Earlier this year, 18 First Nation communities, in partnership with Goldcorp, founded an Aboriginal-run company called Wataynikaneyap Power to develop a new transmission line that will connect the region to the provincial grid for safe, reliable and clean electricity. The Central Corridor Energy Group (CCEG) represents the 18 First Nations communities. As a 50/50 partner with the CCEG, Goldcorp’s role is to facilitate project development, provide financial support to Wataynikaneyap Power until a long-term transmitter provider is secured, and collaborate closely to ensure that this project has sustainable results. Goldcorp is involved because the company seeks to identify areas of intersection between Goldcorp’s core competencies and the sustainable development needs of local communities. In the case of Wataynikaneyap Power, Goldcorp saw an intersection between the power needs of the Musselwhite Mine and the power needs of the remote First Nation communities in the region. Wataynikaneyap Power is an example of how the interests of First Nation communities, industry and the government can be aligned to maximize the benefits for all stakeholders. hopeforthefuture.ca
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The project is made up of two phases. Phase 1 involves the development of a new transmission line to Pickle Lake. Phase 2 involves the extension north to connect remote First Nation communities. The existing transmission line to Pickle Lake is over 70 years old and has been maxed out for power delivery. This means that the existing transmission line does not have the capacity to serve as a connection point to the grid for remote First Nation communities. Goldcorp recognizes that the sustainability of community investments is greatly improved when the project is aligned with government plans and priorities. This approach maximizes resources and helps to ensure that all stakeholders are working towards a common vision. The need for this project was identified in Ontario’s Long-Term Energy Plan as one of five priority projects. Ontario’s Long Term Energy Plan states: “Maintaining a clean, modern and reliable electricity system for all Ontarians is this government’s number one energy priority. Ontario families, businesses and the economy rely on the efficiency, dependability and environmental sustainability of electric power.” An analysis of the potential benefits of the project was conducted by Lumos Energy with technical assistance from The Delphi Group. An overview of the Wataynikaneyap Power Goldcorp strives to be Project’s potential social, responsible, respected and environmental and economic welcomed everywhere we do benefits are highlighted business. To advance this below. It is important to goal, Goldcorp aims to build note that these are potential trusting and communicative benefits that will require the continued commitment of all relationships with all parties to come to fruition. stakeholders. The Wataynikaneyap Project stands to have positive social impacts leading to improved quality of life in remote First Nation communities. Currently, remote First Nation communities rely entirely on diesel power. Supply restrictions, blackouts and unexpected outages are the norm. This situation seriously impacts the ability of communities to function as schools, businesses, health care facilities and homes are all affected. The use of diesel fuel also carries health risks. For example, the use of diesel fuel often leads to poor indoor air quality which can contribute to respiratory problems and other health issues. The Wataynikaneyap Power project has huge potential economic benefits such as cost savings, jobs, and small business development. The new transmission line will save the federal government and Ontario ratepayers an estimated $30 million/year in avoided diesel generation for 10 remote communities. Employment projections show that approximately 1,200 construction-related jobs and 60 long-term positions will be created. Additionally, the project will stimulate growth of small businesses due to the project’s procurement needs as well as businesses’ improved capacity to operate with a reliable power source. Margaret Kenequanash,
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representative of the First Nations partners provided a powerful summary: “Connecting communities to the transmission grid will enhance community development; improve quality of life and open doors for more economic and business opportunities within the communities.” In terms of environmental benefits, the move from diesel to grid power will translate into fewer fuel spills, a reduction in greenhouse gas emissions and a decreased dependency on the ice roads. Diesel fuel is stored in above ground tanks in the communities. Accidental spills can occur while filling the tanks as well as from leaks in the tanks, both of which have a negative impact on water systems and habitat. The switch to grid-based electricity is projected to result in the avoidance of 4 million tons of greenhouse gas emissions. Additionally, transporting diesel fuel is dependent on good ice road conditions. Winter road seasons are getting shorter and shorter in the region which only exacerbates the challenges around transporting diesel fuel. When the ice roads can’t be used, diesel fuel is flown in and this is costly from both an environmental and financial perspective. Goldcorp strives to be responsible, respected and welcomed everywhere we do business. To advance this goal, Goldcorp aims to build trusting and communicative relationships with all stakeholders. Gil Lawson, Manager of Musselwhite Mine, sums up the company commitment this way: “Wataynikaneyap Power is another example of how industry and First Nations can work together on projects that are good for the economy and the environment while benefitting communities in the region for years to come.” In the local dialect, Wataynikaneyap means “line that brings light”. Goldcorp is proud to be part of this exciting project that will bring light and many other benefits to the region for generations to come. For more information, please visit: http://wataypower.ca/home Feedback and questions are welcome and can be submitted here: http://wataypower.ca/contact.
First Nation communities and co-owners of Wataynikaneyap Power represent: Bearskin Lake • Muskrat Dam • Cat Lake North Caribou Lake • Kasabonika Lake • Sachigo LakeKingfisher Lake • Slate Falls • McDowell Lake Kitchenuhmaykoosib Inninuwug • Wapekeka • Lac Seul Wawakapewin • Wunnumin Lake • Deer Lake Keewaywin • North Spirit Lake • Popular Hill