DOCSLIB.ORG

A Teacher's Guide to Marine Environmental Education in Saint Lucia

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Teacher's Guide to Marine Environmental Education in Saint Lucia A TEACHER’S GUIDE TO MARINE ENVIRONMENTAL EDUCATION IN SAINT LUCIA Prepared by: Lavina Alexander Sarita Williams-Peter Publication prepared for the United Nations Environment Programme - Caribbean Environment Programme (UNEP- CEP) with support from the Directorate General for Development Cooperation of the Italian Ministry of Foreign Affairs A Teacher’s Guide to Marine Environmental Education in Saint Lucia Prepared by: Lavina Alexander Consultant Castries, Saint Lucia Sarita Williams-Peter Fisheries Biologist Department of Fisheries Castries, Saint Lucia ii Note: This document was prepared by Ms. Lavina Alexander, Consultant and Mrs. Sarita Williams-Peter of the Department of Fisheries in Saint Lucia, in their capacity as consultants to the Saint Lucia National Trust (SLNT) for the "Training teachers to increase student awareness and understanding of the importance of marine protected areas" Project being supported by the United Nations Environment Programme (UNEP) Regional Coordinating Unit (CAR/RCU) of the Caribbean Environment Programme (CEP) with funding from the Directorate General for Development Cooperation of the Italian Ministry of Foreign Affairs through the project entitled: "Regional support for the Caribbean Challenge initiative: Networking, consolidation and regional coordination of MPA management". The designations employed and the presentation of the materials in this document do not imply the expression of any opinion whatsoever on the part of UNEP, SLNT or contributory organisations concerning the legal status of any country, territory, city or area or its authorities, or concerning the delimitation of its frontiers or boundaries. The document contains the views expressed by the authors acting in their individual capacity and may not necessarily reflect the views or policies of UNEP, SLNT or contributory organisations. ©2012 UNEP Caribbean Environment Programme 14-20 Port Royal Street Kingston, JAMAICA Tel: (876) 922-9267-9 Fax: (876) 922-9292 Email: [email protected] This publication may be reproduced in whole or in part and in any form for educational and non-profit purposes without special permission from the copyright holder, provided acknowledgement of the source is made. UNEP and SLNT would appreciate receiving copies of any publication that uses this material as a source. No use of this publication may be made for resale or for any other commercial purposes whatsoever without prior permission in writing of UNEP and SLNT. For bibliographic purposes the printed version of this document may be cited as: Alexander, L. and Williams-Peter, S. (2012). A Teacher’s Guide to Marine Environmental Education in Saint Lucia. (Bishnu Tulsie, ed.), Saint Lucia National Trust and United Nation Environment Programme- Caribbean Environment Programme (Kingston, Jamaica), 200 pp. Printed by: Star Publishing Co. Ltd. iii CONTENTS Introduction MODULE 1: The Marine Environment – An Introduction Theme 1.1: What’s seawater made of? The Physical and Chemical Characteristics of Seawater Theme 1.2: Movement of the Ocean and Seas Ocean Currents Circulation Patterns Theme 1.3: Treasures of the Sea Fisheries Resources in Saint Lucia MODULE 2: Ecology of Marine Ecosystems Theme 2.1: Dynamic Ecosystems The Ecology of Mangrove Forests and Beaches Theme 2.2: Under the Sea The Ecology of Seagrass Beds and Coral Reefs Theme 2.3: The Circle of Life Connections between Marine Ecosystems MODULE 3: Benefits of and Threats to Marine Ecosystems Theme 3.1: Value Added Ecosystem and Socio-economic Services Theme 3.2: A Scary Situation Natural and Anthropogenic Threats Theme 3.3: National Interventions Minimizing the Threats, Maximizing the Services iv MODULE 4: Marine Resource Management Theme 4.1: Managing People Community Based Co-Management Theme 4.2: From Ridge to Reef Watershed and Coastal Zone Management Theme 4.3: Extra Protection Marine Protected Areas MODULE 5: Sample School Based Assessments by Motielall Singh, Curriculum Officer, Ministry of Education, Human Resource Development and Labour, Saint Lucia Theme 5.1: Importance of School Based Assessment (SBA) Theme 5.2: School Based Assessment as a Form of Evaluation Theme 5.3: School Based Assessment Activities Bibliography Appendices v Introduction As a small island developing state, the coastal resources of Saint Lucia serve many diverse interests, supporting environmental, economic, social and cultural development, and aesthetic functions. It is therefore necessary to protect and conserve the natural resource base within the coastal zone, to ensure that the benefits being derived are maintained. Increasingly, Marine Protected Areas (MPAs) are proving to be successful tools for the protection of natural resources, while providing numerous opportunities for the people who depend on the exploitation of these resources, to benefit through the provision of sustainable livelihoods. In order to effect change in the mindset of Saint Lucians on the significance of marine protected areas and coastal resources in general, it is important to target the education sector. This will ensure the sustainability of the message by educating the youth, who may respond with a positive change in attitude towards marine resources. With more knowledge, these stakeholders may become motivated to support policies and make more informed decisions. Successful implementation and sustainability of awareness activities targeting the youth will be based on the training of teachers in order that they educate their students on the marine environment. This Guide to Marine Environmental Education is aimed at providing some direction to teachers in communicating the importance of marine resources management in the classroom. The Guide is designed to offer flexibility in lesson planning, and highlights a number of resources available to enhance lessons and learning. Linkages between content and the situation in the Caribbean Region, and more specifically in Saint Lucia, help to provide avenues for more active involvement in resource conservation through practical examples and exercises. It is envisioned that this Guide will be used in creating and implementing an annual teacher training course on marine resources. Workshops will be held to equip teachers with tools which can be used to educate students and other teachers on the environmental value of coastal resources, and to stimulate their active involvement in resource conservation. The programme will be a joint initiative of the Saint Lucia National Trust and the Department of Fisheries. vi MODULE 1: The Marine Environment – An Introduction INTRODUCTION The ocean is comprised of water and other dissolved elements, which support marine life and influences the movement of the ocean water. The ocean water is in constant motion connecting the oceans. These movements influence weather and climate, as well as living conditions for marine organisms in the oceans. Understanding the ocean water movements sheds light on the distribution of marine life, and as such assists marine managers in management of the marine environment. OVERALL OBJECTIVES 1. To know the general characteristics of the marine environment and the coastal ecosystems in the wider Caribbean and how it influences ocean currents. 2. To understand how ocean water and currents influence marine life and how this is important to their management. THEMES This module is divided into three themes: Theme 1.1: What’s seawater made of? The Physical and Chemical Characteristics of Seawater Theme 1.2: Movement of the Ocean and Seas Ocean Currents Circulation Patterns Theme 1.3: Treasures of the Sea Fisheries Resources in Saint Lucia DELIVERY TIME Expected time to deliver the module: Five (5) hours THEME 1.1: What’s Seawater made of? Chemical Properties of Seawater To know the main chemical attributes of seawater and how it influences the environmental and habitat conditions of the Caribbean. Objectives Overhead Projector Flipchart paper Markers Materials/ equipment Activity 1.1a and 1.1b: Climate change and our Oceans Students carry out two experiments to investigate ocean acidification. Strategies 1 ½ hours Time Delivery Delivery 1.1 1 What’s Seawater made of? The Physical and Chemical Properties of Seawater BACKGROUND INFORMATION COMPOSITION OF SEA WATER The most important components of seawater that influence life forms are salinity, dissolved gases (mostly oxygen and carbon dioxide), nutrients, pH, and temperature. a. Salinity Seawater is a complex mixture of dissolved inorganic material and dissolved gases (ignoring the many inorganic and organic materials and organisms that are merely in suspension). The amount of dissolved inorganic materials is what gives seawater its salinity. Most parts of the ocean have a salinity of typically 3.5% or 35ppt. However, factors such as low or high rainfall regimes, high or low evaporation, melting of glaciers, high surface drainage from landmasses, etc., influence salinity levels in localized situations. The major dissolved constituents of seawater occur in constant relative ratios in seawater. The diagram below illustrates abundance of salt in seawater: Chlorine (55%) Water (96.5%) Sulphate Ca Mg Sodium (30%) K M Chlo g rineS Minor constituents Salt (3.5%) (55o di %) SEA SALTS SEAWATER u m (3 0 % 1.1 2 ) The two most abundant constituents in seawater are sodium and chloride (the components of table salt). Variations occur in ocean salinity due to several factors. The most common factor is the relative amount of evaporation and precipitation in an area. If there is more
Load more

Recommended publications
  • Convention on the Rights of the Child (Herein Referred Thereafter As the Convention)
    UNITED CRC NATIONS Convention on the Distr. Rights of the Child GENERAL CRC/C/28/Add.23 13 October 2004 Original: ENGLISH COMMITTEE ON THE RIGHTS OF THE CHILD CONSIDERATION OF REPORTS SUBMITTED BY STATES PARTIES UNDER ARTICLE 44 OF THE CONVENTION Initial reports of States parties due in 1995 SAINT LUCIA* [2 June 2004] * In accordance with the information transmitted to States parties regarding the processing of their reports, the present document was not formally edited before being sent to the United Nations translation services. GE.04-43927 (E) 101204 CRC/C/28/Add.23 page 2 CONTENTS Paragraphs Page List of tables ..................................................................................................................... 6 Introduction .............................................................................................. 1 - 5 7 I. GENERAL MEASURES OF IMPLEMENTATION ............... 6 - 19 8 A. Measures taken to implement the provisions of the Convention (Article 4) ...................................................... 6 - 12 8 B. Measures taken to promote public awareness of the principles and provisions of the Convention (Article 42) ....................................................................... 13 - 14 10 C. Measures taken or to be taken to circulate the report (Articles 44-46) ................................................................ 15 - 16 10 D. Summary ........................................................................... 17 - 19 11 II. DEFINITION OF THE CHILD (Article 1) .............................
    [Show full text]
  • An Overview of Residential Long Term Care in New Brunswick, Nova Scotia, and Prince Edward Island
    An Overview of Residential Long Term Care in New Brunswick, Nova Scotia, and Prince Edward Island June 2017 Janice Keefe, Lauren MacEachern, Pamela Fancey Nova Scotia Centre on Aging Mount Saint Vincent University Halifax, Nova Scotia B3M 2J6 Contact: [email protected] 1 Introduction This document provides an overview of residential long term care in the provinces of Nova Scotia, New Brunswick and Prince Edward Island. It was prepared as part of the Advice Seeking Networks in Long Term Care project (2014-2017), Atlantic Canada site, to assist with the analysis and interpretation of findings from the surveys and interviews with seniors leaders in the long term care sectors in these respective provinces. Information on the long term care systems reflects the situation as of 2014-15, the time of the study’s data collection. Background The formal structure of Canada’s long term care sector is complex and varies across provinces and territories. This is largely attributed to the lack of federal jurisdiction for this care setting, unlike care provided in a hospital or other acute care setting. This document speaks to the landscape of residential long-term care in Canada’s Maritime provinces and factors that may contribute to the organization and advice-seeking behavior within the respective provincial long- term care systems. Located on the eastern coast of Canada, the Maritimes consist of three provinces: New Brunswick, Nova Scotia, and Prince Edward Island. While the Maritime provinces are often considered as a collective entity, the organization and delivery of long-care term services falls under provincial jurisdiction, leading to differences across each system.
    [Show full text]
  • THE DEVELOPMENT of NURSING EDUCATION in the ENGLISH-SPEAKING CARIBBEAN ISLANDS by PEARL I
    THE DEVELOPMENT OF NURSING EDUCATION IN THE ENGLISH-SPEAKING CARIBBEAN ISLANDS by PEARL I. GARDNER, B.S.N., M.S.N., M.Ed. A DISSERTATION IN HIGHER EDUCATION Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION Approved Accepted Dean of the Graduate School August, 1993 ft 6 l^yrr^7^7 801 J ,... /;. -^o ACKNOWLEDGEMENTS C?^ /c-j/^/ C^ ;^o.^^ I would like to thank Dr. Clyde Kelsey, Jr., for his C'lp '^ ^unflagging support, his advice and his constant vigil and encouragement in the writing of this dissertation. I would also like to thank Dr. Patricia Yoder-Wise who acted as co-chairperson of my committee. Her advice was invaluable. Drs. Mezack, Willingham, and Ewalt deserve much praise for the many times they critically read the manuscript and gave their input. I would also like to thank Ms. Janey Parris, Senior Program Officer of Health, Guyana, the government officials of the Caribbean Embassies, representatives from the Caribbean Nursing Organizations, educators from the various nursing schools and librarians from the archival institutions and libraries in Trinidad and Tobago and Jamaica. These individuals agreed to face-to-face interviews, answered telephone questions and mailed or faxed information on a regular basis. Much thanks goes to Victor Williams for his computer assistance and to Hannelore Nave for her patience in typing the many versions of this manuscript. On a personal level I would like to thank my niece Eloise Walters for researching information in the nursing libraries in London, England and my husband Clifford for his belief that I could accomplish this task.
    [Show full text]
  • Budget Analysis for Investments in Children in Saint Lucia
    Budget Analysis for Investments in Children in Saint Lucia BUDGET ANALYSIS FOR INVESTMENTS IN CHILDREN IN SAINT LUCIA Published by UNICEF Office for the Eastern Caribbean Area First Floor, UN House Marine Gardens, Hastings Christ Church Barbados Tel: (246) 467 6000 Fax: (246) 426 3812 Email: [email protected] Website: www.unicef.org/easterncaribbean This Study was commissioned by the UNICEF Office for the Eastern Caribbean Area and UN Women Multi-Country Office - Caribbean The contents do not necessarily reflect the policies or views of the organizations. Authors: Zina Nimeh, Arthur Van de Meerendonk, Franziska Gassmann, Jouke Wortelboer, Eli Stoykova and Daphne Francoise Nimeh, Z., Van de Meerendonk, A., Gassmann, F., Wortelboer, J. and Stoykova, E., Francoise, D. (2015). Budget Analysis for Investments in Children in Saint Lucia, UNICEF Office for the Eastern Caribbean Area. All rights reserved. 2015 Budget Analysis for Investments in Children in Saint Lucia CONTENTS Acknowledgments x Executive summary 2 1 Introduction 12 1.1 Structure of the report 13 1.2 Government actors 13 1.3 Data and methodology 13 1.4 Limitations 14 1.5 Process 14 2 Economic and Social Context 16 2.1 Economic and fiscal environment 16 2.2 Fiscal operations and management and the social budget 19 2.3 Demographic trends 21 2.4 Labour market 23 2.5 Poverty and child well-being 25 2.6 Conclusion 30 3 Education 32 3.1 Short overview of the education system in Saint. Lucia 32 3.2 Policies and planning 33 3.2.1 Laws and other basic regulations concerning education
    [Show full text]
  • 1 Atlantic Immigration Pilot Designated Employer List: The
    Atlantic Immigration Pilot Designated Employer List: The following is a list of employers designated in New Brunswick through the Atlantic Immigration Pilot. This list does not indicate that these employers are hiring. To find current job vacancies got to www.nbjobs.ca. Liste des employeurs désignés Voici la liste des employeurs désignés sous le Projet pilote en matière d’immigration au Canada atlantique. Cette liste ne signifie pas que ces employeurs recrutent présentement.ss Pour les offres d’emploi, visitez le www.emploisnb.ca. Employer Name 3D Property Management 670807 NB Inc (Dépaneur Needs Caraquet & Shippagan) 693666 NB Inc. A & J Hanna Construction Ltd (Fredericton) A&W Miramichi (630883 NB Inc) A.C. Sharkey's Pub & Grill (Florenceville-Bristol) A.N.D. Communications A.R.Rietzel Landscaping Ltd Acadia Pizza Donair / Korean Restaurant (Dieppe) Acadia Veterinary Hospital Accor Hotels Global Reservation Centre Acorn Restaurant / Mads Truckstop (Lake George) Admiral's Quay B&B (Yang Developments Ltd.) Adorable Chocolat Inc Adrice Cormier Ltd Agence Résidentielle Restigouche Airport General Store (649459 NB Ltd) Airport Inn AirVM Albert's Draperies Alexandru & Camelia Trucking All Needs Special Care Inc. Allen, Paquet & Arseneau Allen's Petro Canada & Grocery (Allen's Enterprise Inc.) AL-Pack Amsterdam Inn & Suites Sussex (deWinter Brothers Ltd.) Andrei Chartovich 1 Employer Name Andrei Master Tailors Ltd Apex Industries Inc Appcast Armour Transport Inc Arom Chinese Cuisine Fredericton (655749 N.B. Ltd.) Asian Garden Indian Restaurant Moncton (Bhatia Brothers Ltd) Aspen University Association Multiculturelle du Restigouche Assurion Canada Inc Asurion Atelier Gérard Beaulieu Atlantic Ballet of Canada Atlantic Controls (Division of Laurentide Controls) Atlantic Home Improvement (656637 NB Inc) Atlantic Lottery Corporation Atlantic Pacific Transport Ltd.
    [Show full text]
  • Strengthening New Brunswick's Democracy
    Strengthening New Brunswick’s Democracy Select Committee Discussion Paper on Electoral Reform July 2016 Strengthening New Brunswick’s Democracy Discussion Paper July 2016 Published by: Government of New Brunswick PO Box 6000 Fredericton, New Brunswick E3B 5H1 Canada Printed in New Brunswick ISBN 978-1- 4605-1033-9 (Print Bilingual) ISBN 978-1- 4605-1034-6 (PDF English) ISBN 978-1- 4605-1035-3 (PDF French) 10744 Table of Contents Select Committee on Electoral Reform 1 Message from the Government House Leader 2 How to use this discussion paper 3 Part 1: Introduction 4 Part 2: Making a more effective Legislature 8 Chapter 1: Eliminating barriers to entering politics for underrepresented groups 8 Chapter 2: Investigating means to improve participation in democracy 12 Internet voting 18 Part 3: Other electoral reform matters 20 Chapter 1: Election dates 20 Chapter 2: Election financing 21 Part 4: Conclusion 24 Part 5 : Appendices 25 Appendix A - Families of electoral systems 25 Appendix B - Voting systems 26 Appendix C - First-Past-the-Post 31 Appendix D - Preferential ballot voting: How does it work? 32 Appendix E- Election dates in New Brunswick 34 Appendix F - Fixed election dates: jurisdictional scan 36 Appendix G- Limits and expenses: Adjustments for inflation 37 Appendix H - Contributions: Limits and allowable sources jurisdictional scan 38 Appendix I - Mandate of the Parliamentary Special Committee on Electoral Reform 41 Appendix J - Glossary 42 Appendix K - Additional reading 45 Select Committee on Electoral Reform The Legislature’s Select Committee on Electoral Reform The committee is to table its final report at the Legislative is being established to examine democratic reform in the Assembly in January 2017.
    [Show full text]
  • Atlantic Provinces Form Travel Bubble
    Atlantic Provinces Form Travel Bubble FOR IMMEDIATE RELEASE June 24, 2020 – Newfoundland and Labrador Premier Dwight Ball, chair of the Council of Atlantic Premiers, was joined by New Brunswick Premier Blaine Higgs, Prince Edward Island Premier Dennis King, and Nova Scotia Premier Stephen McNeil today in committing to ease travel restrictions in Atlantic Canada as COVID-19 case numbers remain low in each province. Interprovincial travel without the requirement to self-isolate will be permitted in Newfoundland and Labrador, New Brunswick, Prince Edward Island and Nova Scotia, for residents of Atlantic Canada as of July 3, 2020. Visitors from other Canadian provinces and territories must adhere to the local entry requirements in place in each of the four jurisdictions. Other Canadian visitors to the Maritime provinces that have self-isolated for 14 days may travel within the Maritime region. Premiers noted that the decision to ease travel restrictions in the region was guided by the Chief Medical Officers of Health in each province and will continue to be closely monitored. All public health directives present in each province must be adhered to, including not traveling if you have any symptoms of COVID-19 and practicing physical distancing and good hand hygiene. Each province will choose their own processes to track and monitor travelers. Premiers remain committed to working together to support economic and social recovery while ensuring the health and safety of all residents. - 30 - For further information, please contact: Erin Sulley, Office of the Premier, Newfoundland and Labrador, 709-729-3960 Nicolle Carlin, Office of the Premier, New Brunswick, 506-453-7494 Kristina Shannon, Office of the Premier, Nova Scotia, 902-221-3719 Amanda Hamel, Office of the Premier, Prince Edward Island, 902-368-4400 .
    [Show full text]
  • Myths and Realities About Official Languages in New Brunswick
    Myths and Realities about Official Languages in New Brunswick When it comes to official languages, myths abound. One example: All government jobs require bilingualism. False. Why should we be concerned about these myths? Because they distort the purpose of the Official Languages Act. Because they compromise mutual understanding between our two communities. Because they call into question what is at the heart of New Brunswick’s identity: the equality of our two official languages and the equality of our two linguistic communities. That is why it is important to set the record straight. Here are some of the myths about official languages, along with the facts. Myth 1 Myth 3 The primary objective of the Official Languages Act is The bilingual requirement for some positions that all citizens be bilingual. discriminates against unilingual people. Reality Reality Official bilingualism means that public bodies must Consider the following scenario: A hospital is recruiting provide their services to the public in both English and a specialized nurse. The job offer specifies that French. This obligation applies to public bodies, not to applicants must have a Master’s degree. A person with individual citizens. Therefore, official bilingualism allows only a Bachelor of Nursing degree decides to apply, citizens to remain unilingual and receive public services but the application is turned down. Is the hospital in the official language of their choice. discriminating by rejecting this application? No. This candidate simply does not have the educational requirement for the job. Myth 2 Official bilingualism prevents unilingual Anglophones To respect citizens’ rights to receive services in from obtaining government jobs.
    [Show full text]
  • 547 No. 41 ] Education Act [1999
    547 No. 41 ] Education Act [1999 SAINT LUCIA ———— No. 41 of 1999 ARRANGEMENT OF SECTIONS PRELIMINARY 1. Short title and commencement. 2. Interpretation. PART 1 ADMINISTRATION OF THE E DUCATION S YSTEM Division 1 Goals, Objectives and Powers of the Minister 3. Goals and objectives. 4. Responsibilities of the Minister. 5. Powers of Minister. 6. Annual Report. Division 2 Responsibilities of the Chief Education Officer 7. Duties of Chief Education Officer. 8. Delegation of authority by Minister. Division 3 Establishment and Functions of the Education Advisory Board 9. Establishment of Education Advisory Board. 10. Functions of Advisory Board. 11. Powers of the Board to hold public hearing. 12. Minister not bound by advice of Board. 13. Special Committees. PART 2 RGHTS AND RESPONSIBILITIES OF STUDENTS AND PARENTS Division 1 Students Rights and Responsibilities 14. Right to education. 15. Responsibility to students. 16. Free tuition. 17. Student responsibilities. 18. Students accountable to teacher, principal, and Ministry. 19. Exercise of rights. 548 No. 41 ] Education Act [1999 Division 2 Parents' Rights and Responsibilities 20. Rights and responsibilities of parents. 21. Choice of education. 22. Student records and reports. 23. Damage to school property. 24. Parent Teacher Association. 25. School Committees. 26. Wishes of parents to be considered in education of students. Division 3 Admission and Attendance of Students 27. Compulsory school attendance. 28. Mode of admission. 29. Prohibition of discrimination. 30. Age limit for secondary schools. 31. Student Register. 32. Transfer of students. 33. Effect of contagious diseases. 34. Readmission of student on production of medical certificate. 35. Temporary or permanent closing of schools.
    [Show full text]
  • Family Law Matters for Immigrants in New Brunswick
    Family Law Matters For Immigrants in New Brunswick www.familylawnb.ca separation | divorce | marital property | custody | access | support | family violence | immigration status Public Legal Education and Information Service of New Brunswick (PLEIS-NB) is a non-profit charitable organization. Our mission is to provide plain language law information to people in New Brunswick. PLEIS-NB receives funding and in-kind support from Department of Justice Canada, the New Brunswick Law Foundation and the New Brunswick Office of the Attorney General. Project funding for the development of this booklet was provided by the Supporting Families Fund, Justice Canada. We wish to thank the many organizations and individuals who contributed to the development of this booklet. We appreciate the suggestions for content that were shared by members of the Law Society of New Brunswick and the New Brunswick Legal Aid Services Commission. We also thank the community agencies who work with newcomers and immigrants who helped us to identify some unique issues that immigrants may face when dealing with family law matters. Published by: This booklet does not contain Public Legal Education a complete statement of the and Information Service of New Brunswick law and changes in the law may occur from time to time. P.O. Box 6000, Anyone needing specific advice Fredericton, NB E3B 5H1 on his or her own legal position Telephone: 506-453-5369 should consult a lawyer. Email: [email protected] Toll-free family law line: 1-888-236-2444 www.legal-info-legale.nb.ca www.familylawnb.ca www.youthjusticenb.ca Also available in French, Korean, Mandarin and Arabic.
    [Show full text]
  • New Brunswick Population Snapshot
    New Brunswick Population Snapshot 1 Project Info Project Title POPULATION DYNAMICS FOR SMALL AREAS AND RURAL COMMUNITIES Principle Investigator Paul Peters, Departments of Sociology and Economics, University of New Brunswick Research Team This project was completed with the assistance of analysts at the NB-IRDT. Partners Funding for this project was provided by the Government of New Brunswick, Post-Secondary Education, Training, and Labour (PETL) through contract #141192. Approval Approval for this project was obtained by the NB-IRDT, via P0007: Population Dynamics for Small Areas and Rural Communities. How to cite this report Peters, Paul A. (2017). New Brunswick Population Snapshot (Report No. 2017-01). Fredericton, NB: New Brunswick Institute for Research, Data and Training (NB-IRDT). 2 Table of Contents TABLE OF CONTENTS .............................................................................................................................................. 3 TABLE OF FIGURES ................................................................................................................................................. 4 TABLE OF MAPS ..................................................................................................................................................... 5 1 EXECUTIVE SUMMARY ................................................................................................................................... 6 2 POPULATION SNAPSHOT OF NEW BRUNSWICK ............................................................................................
    [Show full text]
  • A Study of the Hungarian Community in New Brunswick
    ~' l. !':'T !..E HUUGARyll St udy of t Hungarian Commun1ty In "JeH Bruns\'T1ok a.nd of Ita RolatlonBhlp to the Larg6r Community . Dy I'..!'BOLD J CY:r, llA"1TnS '49 Special Collections and University Archives, Rutgers University Libraries 169 College Avenue New Brunswick, N. J. 08901 (Manuscripts Division, FF144.N532H) , '.', ' - 1 - Introduc1jioli The goeat European exodus that followed the revolutions or 1848 save I."., Br"UllSwick' its first Hungari an reSidents. These po- 11t10al refus ees "ere quickly absorbed into t.he !(ew Brunswick lifeatream . disappeari ng aa a national en t1ty; ~t was not until , . , y, • 8" fci"tf - 1", ~ve year·s l.ater. i n 1 93 ! that the foundati on f or the pre- sent ...." Brt.!nswick Hungarian cO!llr.lunlty waa la1d . <, Tha.Jobnson' and J ohnson ' Corporation is g1ven cradit for be- , ' s i nning t~e t i de of Hunsarian 1mm igoation t hay from 1893 to the e!U"ly 1920".; when quotas on 1mm1goation t o thls country {{ere first lmposad. swell ed Hew Brunswick ' s r anks . In an ..r a of nl- 1I'0st \!DP<Ir.all eled Amerioan industr ial expansi on the, need. for cheap ' ,l ?obor\ whI oh at th8.t time meant i mported labor, waa great . s o the Hungari ana !lll).de t he1r appearanae on the local acene . a. workers in j ; < the h uge JohnsOn and J ohnaon pl ant, These new' Amer10ans same from' varying backgrounds. Kos t wore :;>oaEant s ' and unskilled lab orers~ but a not inconsidel'able proportion of t hem were skilled workers ( c1gar"""akers .
    [Show full text]