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Colonial development has severely altered landscapes throughout Canada, including in Tsleil-Waututh Nation���s (TWN) territory, centred on present-day Burrard Inlet, BC, where urban and industrial expansion has modified the inlet���s shoreline for well over a century. These shoreline changes have degraded the ecosystem and affect TWN in innumerable ways, but non-Indigenous communities have not considered the impacts of total shoreline change in detail, and generally accept shoreline changes that have occurred since European contact as the ���baseline��� condition of Burrard Inlet. In this study, we therefore used multiple lines of evidence to reconstruct the shoreline of Burrard Inlet as it existed prior to European contact in 1792 and quantified the spatial extent of intertidal and subtidal area change in the inlet from 1792 to 2020. The results demonstrate that, across Burrard Inlet, a total of 1,214 ha of intertidal and subtidal areas have been lost to development and change, including 55% (945 ha) of the inlet���s intertidal areas. The most severe shoreline alteration occurred in False Creek and the Inner Harbour, including loss and elimination of ecologically productive and culturally important intertidal habitats at False Creek Flats (>99% intertidal area lost), the Capilano River Estuary (80% intertidal area lost), and the Seymour-Lynn Estuary (56% intertidal area lost). This shoreline loss has fundamental consequences to Burrard Inlet���s ecosystem and TWN���s ability to exercise constitutionally-protected rights. Further, this work demonstrates that any potential future shoreline loss must consider historical shoreline change and cumulative effects in Burrard Inlet.

Education is acknowledged as paramount for achieving sustainable development of any nation. Through education, relevant skills, knowledge and values are acquired by members of the society to enable them to maximize their potentials in the ever changing world. Education and adult learning are necessary to guarantee an informed government and citizens with foresights, actions and decisions that are crucial for national goals and development. This paper examines women and access to education in Nigeria. It identifies the history, meaning, forms and purpose of women’s education. Engaging relevant archival resources, data and theories, the militating factors including cultural, economic and religious barriers affecting women’s access to education and the changes in contemporary societies are critically examined. The study concludes that education of women is a major avenue for harnessing requisite human potential for optimal development of the Nigerian state., Edulearn Conference Proceeding, 2018, Spain