Hamilton Youth Engagement Initiative : Year in Review 2011-2012

HAMILTON YOUTH ENGAGEMENT INITIATIVE

2011 - 2012

YEAR IN REVIEW AND POLICY RECOMMENDATIONS

TableofContents

1Acknowledgements

3MissionStatement

3StrategicThemes

Engage.Connect.Change

YouthwithYouthEngagement

Simplicity

Autonomy

5Methodology

SocialInteraction

InformalActivities

6YouthParticipation

Post‐SecondaryStudents

SecondarySchoolStudents

ParticipatingSchools

7PhasesofEngagementProcess

9PolicyRecommendations

9BartonSecondary

10GlendaleSecondary

12ParksideSecondary

14ParkviewSecondary

15SirAllanMacNabSecondary

17SirJohnAMacDonaldSecondary

19AdditionalRecommendations

21Successes

22FutureDevelopments

23Figures‐SpatialAnalysis

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HSCI - OPIRG MCMASTER THE HAMILTON YOUTH ENGAGEMENT INITIATIVE | 2011/2012

| Acknowledgements |

HSCI would like to give a special thank you to the partners who helped make the Hamilton Youth Engagement Initiative possible:

HARRRP Hamilton Association for Residential & Recreational Redevelopment Programs

HCCI Hamilton Centre for Civic Inclusion

Volunteer Hamilton

HWDSB Hamilton Wentworth District School Board

OPIRG McMaster Ontario Public Interest Research Group (McMaster Branch)

City of Hamilton Municipal Government Brian McHattie, City Councillor - Ward 1

_______________________________________________________________________

In particular, we would like to acknowledge the following individuals for their contributions to this initiative:

City Councillor Brian McHattie (City of Hamilton, Ward 1)

For your unconditional support of and belief in providing a channel for Hamilton youth to have a voice in public policy and political decision making processes.

Rev. Sue Ann Ward (HARRRP), Milé Komlen (HCCI), Lorenzo Somma (YWCA) Melanie Winterle (Volunteer Hamilton), Mike Des Jardins (HWDSB).

For your morale and unwavering support in this initiative since its’ beginning stages.

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Pat Rocco (Superintendent of Student Success – HWDSB)

For your belief in this initiative contributing to the success of students and your helpful collaboration.

Kim Dunlop (Volunteer Hamilton)

For your enthusiastic support and collaboration.

Judy Travis & Cyndi Ingle (Workforce Planning Hamilton)

For your support and collaboration with the WPH Youth Retention Strategy.

Sandro Giordano (MSU Underground Media+Design)

For your support and collaboration.

And to all of the Hamilton students who participated in this initiative.

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| MISSION STATEMENT |

The Hamilton Youth Engagement Initiative (HYEI) 2011-2012 is an inaugural project focusing on youth civic engagement.

Rooted in principles of inclusive and collective participation, this process of youth civic engagement works towards establishing methods of effective, cohesive, creative and sustainable solutions to community development.

Collaborative in nature, the HYEI is a process that not only focuses on revitalizing youth civic engagement, but also acts as a means to garner and strengthen collaborative partnerships in the arena of community and social development.

The ultimate goal of this inaugural project is to lay the foundation for a revitalization of civic engagement for youth both across the City of Hamilton, as well as the country, in becoming active and contributing members of their surrounding community.

| STRATEGIC THEMES |

Within the values and principles of the Hamilton Youth Engagement Initiative, there are a number of themes that work as organizational pillars and ethical parameters in the conduct of our youth engagement strategy. These themes also reinforce the philosophy of the HYEI.

Engage. Connect. Change.

Engage

HYEI engages youth by sparking an environment of active, participatory and inclusive involvement in communities.

Connect

HYEI connects visions by fostering environments of collectivity and cooperation.

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Change

HYEI encourages direct participation in community-oriented initiatives for positive changes to communities and surrounding environments.

Youth with Youth Engagement

Establishing a peer mentorship process between secondary school students and post-secondary students (adolescent youth with matured youth). This relationship focuses on the creation of a comforting environment for youth to identify issues/interests pertaining to their surrounding communities with individuals they can each relate and look up to, through basic social interaction and dialogue.

Simplicity

As a fundamental principle of this engagement strategy, keeping this process basic and simple has demonstrated itself to generate clear, concise and tangible recommendations from the participating students. A concept that always reinforced this process - K.I.S.S. (Keep It Simple, Stupid).

Autonomy

An integral component to this youth engagement strategy is adhering to the autonomy of participating youth in enabling them to identify, prioritize and provide suggested solutions according to their unique creative expressions. Through the process of collective dialogue, participating adolescent youth developed the corresponding recommendations with complete self-autonomy, unaccompanied by any form of coercion or manipulation of their interests. The guidance and mentorship of HSCI mentors worked within a strict parameter of facilitation (not representation) to ensure the autonomy of participating youth in their recommendations.

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| METHODOLOGY |

The methodology utilized for the HYEI is comprised of a youth with youth engagement strategy, generating empirical, qualitative information in a simplistic and sustainable model.

Social Interaction:

Informal, qualitative activities

Inclusive, participatory dialogue – youth led

Decentralized focus groups

Informal Activities Academic literature on informal activities is characterized as a necessary attribute when dealing with dynamic approaches to educative processes. According to Dori and Tal, an effective method for environmental education is created through practical and theoretical interdisciplinary projects that encourage students to share their different perspectives1. Drawing on this concept, the HYEI provided an opportunity for both secondary and post-secondary students to identify, discuss, and debate on community issues. Such informal activity encourages students to collectively share their concerns, learn from each other’s different perspectives, and take the steps necessary to participate in local decision-making. The use of decentralized focus groups proved to not only generate engaging discussions led by the adolescent youth, but also resulted in an enhanced educational experience for the post-secondary students, making this youth with youth engagement strategy truly unique in its ability to foster genuine learning experiences for all youth participants involved.

1 Dori, Y., Tal, R. (1998) Formal and Informal Collaborative Projects: Engaging in Industry with Environmental Awareness. Science Education, 84.

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Youth Participation

Post-Secondary Students

HSCI members comprised of McMaster undergraduate students voluntarily participating as mentors for the HYEI. In accordance to agreements made with partners regarding ethical codes of conduct, mentors were required to provide a police reference check prior to engaging with secondary school students.

HSCI mentors were assigned to school locations and responsible for contacting and arranging meetings with school administrators, along with organizing the recruitment of students to participate in the HYEI.

Secondary School Students

Recruitment of students varied in the different locations, ranging from HSCI mentors recruiting students during lunch periods at school cafeterias, to students being selected by teachers and administrators.

Participating Schools

Hamilton Wentworth District School Board (HWDSB)

•Barton

•Glendale

•Parkside

•Parkview

•Sir Allan MacNab

•Sir John A. Macdonald

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PHASES OF ENGAGEMENT PROCESS

The HYEI process was broken down into the following phases:

Phase one: Consultation Process

Phase two: Revision of Preliminary Draft of Recommendations

Phase three: Collective Ratification of Recommendations

(Refer to detailed elaboration of each phase below)

This basic process generated qualitative, empirical information while establishing a mutually complimentary relationship of guidance, facilitation, respect and peer mentorship amongst the participating youth through simplistic dialogue-stimulating exercises.

Phase One - Consultation Process

With the HSCI mentors providing guidance throughout this process, participating youth conducted focus groups at their respective schools.

There were three [3] rounds of focus groups, focusing on the following: [1] What are issues, concerns and/or interests of youth in:

i. Their corresponding communities. ii. The city at large.

[2] Collectively prioritizing identified information. [3] What youth collectively recommend as solutions to issues,

concerns or interests identified.

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Phase Two – Preliminary Revisions of Recommendations

After completing the consultation process and confirming a prioritized list of issues/interests, students took the necessary time to revise their recommendations as a group. This provided students the opportunity to incorporate any additional research conducted or information obtained that would enhance the recommendations that were submitted.

Phase Three – Youth Summit / Ratification of Policy Recommendations

Once the revision process for the preliminary draft of policy recommendations was complete in each location, it required a ratification vote from all the participating youth of the HYEI. A Youth Summit was held on March 31st, 2012 at Hamilton City Hall, Council Chambers. Each location presented their most prioritized issue, while ratifying the recommended policy resolutions submitted by each location. Once resolutions were ratified, they would be written in a finalized Policy Recommendation Report and submitted to the Hamilton municipal government.

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| Policy Recommendations |

Barton Secondary School

Increase in Adolescent Youth-Specific Recreation Centres & Recreational Opportunities

The importance of recognizing and acknowledging the interests of adolescent youth has been identified as a major priority from the Barton Secondary School location.

The health and safety of adolescent youth throughout Hamilton is becoming increasingly vulnerable as resources allocated to protective mechanisms are limited and scarce. The amenities and recreational opportunities offered by existing organizations tend to gear towards children and seniors, and do not adequately provide the necessary acknowledgement and opportunities for adolescent youth.

Students feel this lack of attention paid to adolescent youth can result in unhealthy life styles and an increase in participation in illicit activities. Although students do acknowledge that support mechanisms exist, said mechanisms are minimal and inadequate for the attention required for adolescent youth.

[RECOMMENDATION]

Investment in Adolescent Youth-Specific Recreation Centres

That the City of Hamilton prioritize the public health and safety of adolescent youth by investing in adolescent youth-specific recreation centres.

Investing in these recreation centres will provide social work and mentorship for underprivileged youth throughout sectors of the city, while also providing a safe and welcoming environment for youth to interact with peers and build a sense of community. Ultimately, such an environment should help decrease the allure of participating in illicit activities.

In addition, youth-specific centres will provide the ability for youth-led, youth-initiated programs to offer learning experiences and opportunities for younger populations to increase their preparation for the workforce/labour market.

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Glendale Secondary School

Domesticated Animal Awareness and Welfare

Historically, pets have always been commonplace members of households, with domesticated cats and dogs, especially, becoming integral and valued members of families. Regrettably, because of this cohabitation of animal and human, cities tend to become home to populations of strays. In particular, Hamilton finds itself with an overabundance of stray cats. The Hamilton Animal Control Centre (HACC) gives cats 72 hours after arrival to be adopted; if they are not adopted, they are euthanized. Tragically, the HACC can conduct upwards of 29 euthanizations a week – easily 3000 euthanizations per annum of potentially adoptable animals. As students, the Glendale focus group strongly believes that it is their duty to bring this issue to the attention of the public.

[RECOMMENDATION]

a. Implement Stricter Laws for the Owning and Managing of Animals

Stricter laws and regulations for domesticated animals would help decrease the number of strays, in turn decreasing the load on the HACC. It should be made mandatory for all cats and dogs to be licensed, so as to improve owner accountability and ensure the likelihood that the pet may be returned to the owner if ever lost. Enforced no-roaming laws for cats are highly suggested: although it is in the nature of a cat to be allowed to roam freely, a house- or leash-bound cat is considered preferable to a euthanized one. b. Implement Focused Spay and Neuter Strategies

A complicating factor in the management of stray animals is the likelihood for strays to be fertile, leading to uncontrolled population growth and increased loads on the HACC. No-roaming laws, in part, would help with this issue. By opening a public, non-profit shelter, revenue from adoption of animals could be used to fund low-cost spay-and-neuter clinics, as well as a large scale trap-and-neuter release program for feral cats. The execution of such measures would be expected to drastically decrease unplanned-for litters of puppies and kittens.

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c. Raise Awareness of Pet Adoption Programs and Improve Adoption System

There is not enough awareness of the adoption programs available, nor sufficient access to HACC’s shelter, to allow for ideal adoption rates. The HACC and other non-governmental organizations that deal with animals should better advertise animal adoption services through media outlets, with emphasis on social network medias like Facebook © so as to broadcast to Hamilton’s youth. Moreover, school student groups should be established or mandated with the simple task of providing information about adoption services to student bodies. Finally, it would seem that the HACC does not allow for individuals to access its shelter in order to adopt animals; instead, adoption occurs through a third-party, non-governmental organization such as the Hamilton / Burlington Society for the Prevention of Cruelty to Animals (SPCA). If the HACC shelter were to be opened to the public, adoption rates may increase.

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Parkside Secondary School

Public Health & Environment

1. Water Quality

The water quality at Parkside Secondary can have a damaging impact on the well-being of the surrounding community’s public health. Students at Parkside Secondary are forced to bring water bottles from home, since students are not encouraged to drink the water provided at the school’s public fountains. Not only is this an issue with Parkside Secondary, but with the water from public fountains across Hamilton. The water has an impure taste; one can taste the hint of iron and metal when drinking it. We have raised this issue in our school to the parent and teacher committee, but they denied the proposal to provide a proper filtration system. We feel that a solution to this issue is plausible and necessary for the public health of Hamilton communities.

[RECOMMENDATION]

Collaborative Investment into School Water Filtration Systems

The city of Hamilton should introduce water filtration systems into the public school system. This could potentially be a cheaper alternative for the city to treat its water at the point of usage (i.e. water fountains), rather than at its source (i.e. water treatment plants). Acknowledging that retrofitting infrastructure such as water treatment plants is a costly investment that will take time, steps need to be taken immediately to ensure the public safety of students and the Hamilton community. If we do not implement steps to this end, students will ultimately be forced to continuously buy plastic water bottles, which will subsequently increase the amount of unnecessary waste.

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2. Waste Management

The lack of garbage bins in the city causes an excessive accumulation of litter. Weather conditions such as strong winds make matters worse by causing litter to travel across city streets and parks. We understand that garbage removal is also the responsibility of citizens, and we do our best to remove waste in the community by picking up waste and recycling during recess or after school hours. However, we feel that the city can do a better job by removing garbage more frequently, providing proper resources (i.e. more recycling bins) and environmental education programs to ensure more efficient waste management.

[RECOMMENDATION]

a. Increase Environmental Education Programs

The City should advocate and promote more efficient waste management practices by sponsoring environmental education programs. These programs can be delivered at community centres and neighbourhood association meetings in order to ensure that Hamilton citizens are informed on efficient and effective waste management practices. The HWDSB can also propose a mandatory curriculum on waste management practices in both elementary and secondary school levels. This will ensure that younger populations are actively learning how to make their environment and surrounding community clean and safe.

b. Enhancing Waste Management Services

The City’s waste management services can begin enhancing services by providing more frequent removal of garbage from city garbage bins. In addition to enhancing this service, providing more recycling bins at no cost can work as an incentive for citizens to actively engage in proper waste management practices. Finally, the integration of compost bags would make an excellent addition to the city’s existing disposal/recycling system, since biodegradable waste is currently being placed with regular garbage disposal.

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Parkview Secondary School

Greater Priority to Youth Specific Needs in Education The closure of Parkview Secondary is the primary concern identified by Parkview students. The high school provides a specialized learning environment that accommodates the varying social and academic needs of the 300 students, including a Native Program and extensive Special Educations programs. The small knit community of the school and the one-on-one attention provided by teachers is integral to the prevention of crime, drug abuse, violence, and drop-out rates in the community. If students are to be transferred or amalgamated with other schools, there exists the explicit fear of bullying and sheer discomfort.

[RECOMMENDATION] a. Funding For a Youth-Specific Community Centre in the Parkview Secondary Area

That the City of Hamilton provide funding for the creation of a safe space for youth in the community. There are strong pressures for youth to participate in illicit activities such as gangs, violence and drugs. A youth-specific community centre would provide students with the resources and opportunities to get off the streets and into a positive, comfortable, and safe environment.

b. Conversion of Old Buildings into Temporary Shelters Due to the large amount of empty space in the area caused by closers of businesses and factories, the City of Hamilton should inquire into converting abandoned locations into a temporary shelter for youth in the area. Students identify the alarming levels of youth homelessness in the community, and due to lack of proper resources, first-time homeless youth often turn to more dangerous alternatives to assist in their day-to-day survival.

c. City-Wide Anti-Bullying Campaign

That the City of Hamilton in collaboration with the School Board increase funding towards a city-wide anti-bullying campaign targeting all high schools in the HWDSB. Bullying continues to be the greatest concern of students both in the Parkview community, and the greater city of Hamilton. Students at Parkview discussed the great levels of depression and suicide in their communities; an inherent result of extreme bullying. An effective campaign will bring to light the effects of bullying and attempt to limit and ultimately prevent future cases.

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Sir Allan MacNab Secondary School

1. Economic Revitalization of Downtown

Unfortunately, downtown Hamilton carries a negative stigma. As a result, people do not want to visit the area, and are largely unaware about what it has to offer. Since the removal of Centre Mall, businesses have been relocating to the rapidly developing Mountain areas. This has caused an economic slump in the downtown core, which has subsequently raised unemployment and crime. More and more people are choosing to stay on the escarpment. This has created a disillusioned and paranoid populace; one that rarely chooses to visit the heart of the city. Furthermore, those left living downtown struggle and feel abandoned. A plausible step forward is to make the downtown a prime location for investment.

[RECOMMENDATION]

a. Increased Collaboration Between the City and the Business Improvement Area (BIA)

The City should focus on dynamic approaches to enhance collaboration with the BIA.

b. Improve Accessibility of HSR Bus Service on the Mountain

Adolescent youth in Hamilton are heavily dependent on the HSR as their primary means of transportation. In certain areas of the mountain, HSR bus services do not extend into the weekend – severely limiting the accessibility of adolescent youth to the downtown area during their only days of the week off from school. An example is the 43 Stone Church Bus. Service stops at 7pm on Saturday, and does not run on Sunday. Given this route is in a developed area of the city, bus service should be extended, especially with many young people living in this particular area. Improving bus services on the mountain can increase the traffic of younger populations from the mountain to visit the downtown area, which would increase the volume of customers stimulating the downtown economy and local businesses.

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2. Nutrition Policies - HWDSB

The Hamilton-Wentworth District School Board nutrition policy offers a solid ground for students and teachers alike to make positive food choices and build nutritional habits for the future. To make sure the efforts of the HWDSB are beneficial, schools must be able to keep their students eating healthy by putting an effort towards making sure they eat cafeteria food instead of fast-food. The Hamilton-Wentworth District School Board’s current nutrition policy aims to foster healthy nutrition and “implement food practices to support the wellness of students and staff.” In order for students and staff to be positively influenced by the Board’s policy, they must purchase the foods offered in school-run cafeterias and canteens. A lack in quality and variety in cafeteria food will effectively cause students to look towards other food options. In short, if a student cannot find what they want in their school cafeteria they will quickly choose to buy food from off-school fast-food restaurants. By not addressing the quality of cafeteria food, the entire HWDSB Nutrition Policy will be ineffective because it does not apply to food being bought off of school property.

[RECOMMENDATION] Collective Implementation Strategy of Nutrition Policy To surmount the identified nutrition deficiencies in the student population, the HWDSB must implement small, practical steps to maintain a level of student interest in their food. Schools can start by allowing students to provide their personal feedback on cafeteria food. Also, feedback from parents and guardians of students can provide insight into changes that can be made at school locations. Lastly, the school food preps and cafeteria employees can also provide feedback of available resources, necessary preparation and practical menu suggestions. In addition, to foster the idea of using locally grown and produced foods, school cafeterias can work in conjunction with school gardens or horticultural projects. With all members of the school community having a direct input in their well-being and health, HWDSB schools can continue to improve the nutrition in schools through a dynamic, collective implementation strategy.

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Sir John A MacDonald Secondary School

Immigration Settlement, Social Inclusion and Integration Services Sir John A MacDonald is a distinguished school in Hamilton for its unique demographic, being represented by over 70 different ethnicities. Sir John A MacDonald students observe that although they all come from different parts of the world, they can all relate and understand one another for their experiences of immigrating to Canadian society; a difficult transition for many of them. The diversity amongst students is a reflection of the diverse culture that comprises the social fabric of Hamilton’s downtown core. Support mechanisms are integral to the settlement and integration into Canadian culture and society of the many newcomer immigrants and refugees moving to the Hamilton area. While celebrating this diversity of cultures, many newcomers feel a sense of isolation when they discover that the Canadian community knows little about their respective countries of origin and historical context. In many cases, this lack of understanding has led to racist backlash towards newcomers and refugees.

[RECOMMENDATION]

a. Initiate Cultural Awareness Events for the Canadian Community Hamilton’s social fabric is comprised of diverse cultures that ought to be celebrated. Cultural traditions and values can offer a wide variety of lived experiences that can help strengthen and enhance the development of the Hamilton community and collective well being of its citizenry. The City should enhance working relationships between the various cultural associations in Hamilton by establishing cultural events and education programs pertaining to the history of the countries that are represented in the Hamilton community. By celebrating the culture and history of Hamilton’s diverse communities, this will establish a greater sense of understanding and empathy for the Canadian population with its immigrant and refugee communities.

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b. Educational Opportunities for Newcomer Adults Although existing programs exist for newcomer adults, the closure of SISO in 2011 severely limited the existing support mechanisms available to newcomer families. Without sufficient educational opportunities provided to newcomer adults, many families become increasingly reliant on the adolescent members of their family to act in supporting roles. This subsequently places greater burdens on adolescent youth of newcomer families, clashing with their academic and personal aspirations.

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ADDITIONAL RECOMMENDATIONS

Employment Opportunities / Enhance Communication of Volunteer Opportunities

As shown on Figure 1.2 (Refer to Spatial Analysis section) Sir John A MacDonald and Glendale Secondary acknowledge employment opportunities as a high level priority. Absent from this spatial analysis is Barton Secondary, who also indicated employment opportunities for youth as a high level priority.

Under the Ontario Employment Standards Act, the minimum age required for legal employment varies according to industries and employment sectors, ranging between the ages of 14-16.

Adolescent youth often enter the workforce with minimal to no work experience, making it increasingly difficult to find employers who are willing to hire and train a youth who is entering the workforce for the first time.

Additionally, service sector employment; fast-food industry, restaurants, retail, etc., are the predominant areas of employment available for adolescent youth. Youth are often not aware of other opportunities available to them. This is due to a lack of effective communication on behalf of the guidance counselor department at school locations. This is not placing the responsibility on the individual guidance counselors themselves. Yet, students require greater mentorship and guidance when exploring employment and volunteer opportunities. In some cases, the ratio of guidance counselors to students in certain schools is as high as 1 : 500.

[RECOMMENDATION]

Revitalized Communication/Engagement Strategy with Employment & Volunteer Opportunities

Students require a revitalized strategy towards communicating employment and volunteer opportunities. Increased personal mentorship and guidance would significantly help students discover existing opportunities and inquire into potential future career options and goal setting based on lived experiences of mentors.

The HWDSB can also work closely with guidance counselor departments to strengthen collaboration with organizations in Hamilton that offer volunteer opportunities for youth over a wide variety of creative activities. (i.e. Volunteer Hamilton)

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Lastly, explore the possibility of revamping the Careers curriculum of the Grade 10 Civics & Careers course to integrate experiential opportunities to its criteria. Incorporating a volunteer placement during the duration of the course can offer an outlet for students to explore potential passions that could flourish into future career options and employment opportunities.

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SUCCESSES

The HYEI Selected to Present at the MBA Symposium Conference, November 2011

More and Better Approach to working with youth (For Programmers and Mangers of Youth Development Programs)

Kempenfelt Conference Centre, Barrie Ontario. November 16-17, 2011. This Symposium was designed to help increase the diversity and quality of services communities can provide for youth (ages 13 to 19 years). Organized by Parks and Recreation Ontario, Youth Friendly Community & Play Works.

The HYEI Selected to Present a TEDx Talk at the McMaster TEDx Conference, March 2012 McMaster TEDx Conference 2012 – ‘Barriers & Bridges’ The TEDx McMaster ‘Barriers & Bridges’ conference focused on barriers and bridges to education and creative learning. The HYEI was selected to deliver a talk on its ‘Youth with Youth’ engagement strategy, and how it works to enhance the educational experience of post secondary students, while creating bridges between community development and academic institutions.

The HYEI Receives Approval To Create and Establish a Youth Advisory Council, March 2012 At the Hamilton Youth Summit, March 31st, 2012, Councillor Brian McHattie (Ward 1) delivered a keynote address acknowledging the accomplishments of the HYEI in its inaugurating year, and offers the HYEI to establish a Youth Advisory Council for his Ward riding.

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Future Developments

Integrate the HYEI process with the Civics & Careers Curriculum in Secondary School Locations

As part of the expansion of the HYEI process for 2012-2013, suggestions from a secondary school teacher along with a collective discussion at the Hamilton Youth Summit (March 31st) found that integrating this youth engagement strategy with the civics component of the Civics and Careers curriculum would work as an excellent revitalization to the curriculum’s pedagogy.

Some students at the summit noted their reservations that this would be predominantly exclusive to students in grade 10 as opposed to new and upper year secondary students – since the Civics and Careers course is offered in grade 10. However, the consensus made was to trial this approach with the civics curriculum as the expansion for the 2012-2013 academic year.

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FIGURES – SPATIAL ANALYSIS

*Please note that graphs indicate spatial analysis of Glendale, Parkside, Parkview and Sir John A MacDonald, and do not include Barton or Sir Allan MacNab.

Figure 1.1 - Map of Schools (Glendale, Parkside, Parkview, Sir John A MacDonald)

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Figure 1.2 - YOUTH EMPLOYMENT OPPORTUNITIES

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Figure 1.3 - ENVIRONMENT

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Figure 1.4 - PUBLIC SAFETY