Smith's career-high 205 yards rushing carries San Diego past Morehead State 37-14
Grant Sergent threw for 184 yards and two touchdowns for San Diego (8-3, 6-2 Pioneer Football League) which ended the season with a four-game win streak and winners of six of seven. The Toreros finished in sole possession of second place in the PFL behind Drake (7-1), which clinched the league outright with a 49-10 win over Stetson on Saturday. Drake beat San Diego 30-28 on a walk-off field goal on Sept. 28 in Des Moines, Iowa. Bryce Patterson threw for 133 yards and a touchdown and James Louis ran for a touchdown for the Eagles (7-5, 5-3). ___ Get poll alerts and updates on the AP Top 25 throughout the season. Sign up here . AP collegebasketball: https://apnews.com/hub/ap-top-25-college-basketball-poll and https://apnews.com/hub/college-basketballJDF soldier arrested in $47-m phishing scam
UN Resolution 1701 is at the heart of the Israel-Hezbollah ceasefire deal. What is it?
OTTAWA — The federal government has apologized for its role in the killing of sled dogs in Nunavik between the mid-1950s and the late 1960s. In Kangiqsujuaq, a Nunavik village in Northern Quebec, Crown-Indigenous Relations Minister Gary Anandasangaree also announced $45 million in compensation for Inuit in the region. "The dog slaughter occurred across Nunavik, spreading grief and devastation from the brutality. For this, words are not enough to express the sorrow and regret we feel," Anandasangaree said at a ceremony Saturday afternoon. "The federal government takes responsibility for its role in the dog slaughter. Throughout the 1950s and 1960s, federal officials knew that the dog slaughter was occurring and allowed it to continue, aware that Inuit way of life, health, and wellbeing depended on the dogs. "On behalf of the government of Canada and of all the Canadians, I am sorry. Please forgive us." The apology comes more than 14 years after former Quebec Superior Court Justice Jean-Jacques Croteau issued a report finding Quebec provincial police officers killed more than 1,000 dogs in Nunavik "without any consideration for their importance to Inuit families." Croteau found the federal government failed to intervene or condemn the actions and said the implementation of mandatory schooling and residential school was fundamental in the lead-up to the dog killings. In delivering the apology, Anandasangaree acknowledged the killings in the 1950s were done under federal authority. He also recognized the additional harm "caused by federal responses that did not fully acknowledge the role of the federal government, including the 2006 RCMP report that has been particularly painful for your communities." Receiving a federal apology has been a top priority for Makivvik, the organization which represents Inuit in Nunavik. It's something president Pita Aatami has pressed repeatedly through mechanism of the Inuit-Crown partnership committee -- a bilateral meeting which sees leaders from across Inuit Nunangat get face time with federal ministers three times a year. The Prime Minister attends one of those meetings annually. "I'm hoping for some of them that it will bring closure," Aatami told The Canadian Press ahead of the apology. "When I hear some of the interviews of the elders that had their dog slaughtered, the pain that they went through it was so much. Their livelihood was taken away from them. "They had no more means of going out on the land, to go hunt, to fish, or go get ice, or go to the tree line. All the things they did with their dogs, that was taken away." Aatami said the $45 million will go toward revitalizing the culture of dog team ownership in the region, and "all the things people need to raise dog teams." That includes training, food and fencing. "Historically, Inuit didn’t tie their dogs. That was one way of keeping them healthy. And it's only when the non-natives came, that they started having to tie their dogs. And that's when the dogs became more vicious, lazier. Not as good as before, kind of a thing." Aatami said some of the money will also go toward direct compensation, but how it will be disbursed has not yet been determined. "For me it's just a start because we also want funds for mental healing and so-forth," Aatami said, adding Makivvik had requested $75 million. The 2010 report from Croteau found Canada's liability for the deaths of the dogs arose, in part, because of the establishment of mandatory schooling and residential schools in Nunavik villages, and the failure to intervene sooner when the killing of sled dogs began in four initial villages. "The authorities chose confrontation over negotiation by using the services of the provincial police. As a result, any untied dog was killed without prior warning, while the statute relied upon allowed anyone to kill a stray dog without incurring liability," Croteau wrote. Croteau found Canada knew of the issue involving the killing of sled dogs as early as 1958, but still established more schools in other villages. Because attendance was mandatory, and because Inuit then never allowed themselves to be separated from their children, "Inuit families were in a hurry to settle in villages, bringing their dogs with them in order to ensure their livelihood and transportation," Croteau wrote. In Kangiqsujuaq specifically, where Canada's apology is being delivered, Croteau's report recalls how the federal government opened a school in 1960, then a nursing station a year later. By 1962, small prefabricated houses were built and Inuit settled in the village. Croteau determined that over a three-day period sometime between 1965 and 1967, more than 200 dogs were killed in Kangiqsujuaq alone, amounting to more than half of the canine population. Inuit there also reported some of their dogs died after being inoculated. The vaccines were requested by a federal administrator of the community, Croteau's report found, but nobody had warned Inuit of the risks. Croteau determined the federal government ought to have known that the influx of a large number of non-Inuit to the North would significantly disturb Inuit culture and their way of life. "Moreover, Canada, in its capacity as a fiduciary, should have asked its civil servants to solve the problem in the above-mentioned villages through negotiation instead of confrontation," Croteau wrote. In 2011, then-Quebec Premier Jean Charest formally apologized to Inuit in Nunavik for the province's role in the killings across the region, and settled with Makivvik for $3 million toward promoting and protecting Inuit language and culture. In 2019, the federal government apologized to Inuit in Nunavut for the RCMP's role in killing of sled dogs there. This report by The Canadian Press was first published Nov. 23, 2024. Nick Murray, The Canadian Press
Johnson City Schools recently named three educators to represent the district in the state’s search for the 2025-26 Teacher of the Year. Towne Acres fifth-grade teacher Karen Bunch, Indian Trail Career Explorations teacher Brandie Wishon-Sanchez and Science Hill history teacher Ben Davenport have been named the district-wide Teachers of the Year. The three will now compete to be named Regional Teachers of the Year, and will have the opportunity to advance to grand division and statewide competitions if they win locally. Before the competition heats up, the three took the time to answer five questions about their careers and the importance of education. Five Questions with Karen Bunch Towne Acres fifth-grade teacher Karen Bunch was named one of the District-Level Teachers of the Year. A Knoxville native, Bunch has a bachelor’s degree in education and a master’s degree in curriculum and instruction from the University of Tennessee. Bunch has been a teacher for 32 years, with 31 of them spent at Towne Acres. Bunch currently resides in Kingsport with her husband, Michael, and their five cats. When outside of school, she spends her time reading, cooking, traveling and watching UT games with her friends and family. What led you to pursue a career in education? I have wanted to be a teacher for as long as I can remember. I loved ‘playing school’ with my stuffed animals and even had my own chalkboard! Several of my teachers inspired me to pursue leadership roles, which sparked the teaching bug! What is your favorite part of your job? My favorite part of being a teacher is seeing the lightbulb moment firsthand when a student ‘gets it’. That is such a rewarding experience for me! What is your favorite lesson or unit to teach in your classroom? This is my first year teaching fifth grade math, but I love seeing how my students have progressed from basic multiplication facts to more complex skills like multiplying decimals and fractions. It’s been fun learning with them! From my past years in third grade, I loved teaching physical science with exploration and hands-on activities. What is one piece of advice you share with students? Everyone makes mistakes. It’s how you recover that matters. What is one common misconception about being a teacher? One common misconception about being a teacher is work hours. Although our work hours are 8:00 a.m. to 3:30 p.m. with weekends, holidays and summers off, most teachers willingly go way beyond the contracted hours to provide for their students. Five Questions with Brandie Wishon-Sanchez Indian Trail Career Explorations teacher Brandie Wishon-Sanchez was named one of the District-Level Teachers of the Year. Originally from San Diego, California, Wishon-Sanchez spent most of her early childhood in Guam until moving to Charleston, South Carolina at the age of seven. Wishon-Sanchez moved to Tennessee when she was 16 after her father retired from the Navy. Wishon-Sanchez has a bachelor’s degree in social work and child psychology and a master’s degree in art and teaching. Wishon-Sanchez has been teaching for 24 years. When she’s not in the classroom, she enjoys dancing and spending time with family. What led you to pursue a career in education? As a child, I excelled academically but struggled behaviorally in school. I was the kid who talked too much, had too much attitude and was often sent out of class. Growing up at a time when ADHD wasn’t well understood, I never had a teacher who took the time to sit down, listen and truly understand what was going on with me. That experience shaped my decision to become an educator. I chose this profession to be the teacher I never had—the one who holds students accountable, but also provides the support and understanding they need. My goal is to be there for students, especially those who feel unseen, and to be part of the solution rather than giving up on those who need someone in their corner. What is your favorite part of your job? My favorite part of teaching is the opportunity to connect with students and watch them discover what they want to do in the future. As a career exploration teacher, I love guiding students as they create projects like commercials, video blogs and new business products. I also cherish my role in Hawk's Academy, where I work closely with students who need more behavioral support. Building relationships with these students, who often don’t get the chance to connect deeply with others, is incredibly rewarding and reminds me why I chose this profession. What is your favorite lesson or unit to teach in your classroom? One of my favorite lessons to teach is preparing eighth-grade students for the professional world. In this unit, they learn how to fill out applications, create resumes and navigate the do’s and don’ts of interviewing. The highlight is when community partners come in to conduct real interviews with the students, grading them on key skills like handshakes, confident answers and managing nerves. What is one piece of advice you share with students? One piece of advice I always share with each of my students is to never take life for granted. I encourage them to choose joy and gratitude daily, even during tough times. I always stress that every day if they can find the smallest thing to be thankful for it can lead to a more rewarding and fulfilling life. What is one common misconception about being a teacher? A common misconception about teaching is that it’s like babysitting and easy since we have ‘summers off,’ but nothing could be further from the truth. Having had a few careers and jobs in the past, I can say with all my heart that teaching is the most challenging, exhausting and frustrating job—and yet it’s also the most rewarding, endearing, loving and exciting career I have ever had. Every day, we get the privilege to wear so many hats for our kids. We become their parents, therapists, coaches, advocates, and so much more, we pour everything we have into helping students succeed and grow. Five Questions with Ben Davenport Science Hill history teacher Ben Davenport was named one of the District-Level Teachers of the Year. A Johnson City native, Davenport attended Science Hill High School and graduated in 2001 before going on to receive a bachelor’s degree in history from UT, a master’s degree in teaching from ETSU and an educational specialist degree from Union Commonwealth University. When outside the classroom, Davenport enjoys watching sports, traveling to new places and spending time with family. What led you to pursue a career in education? I visited a high school classroom as a college student and appreciated the interactions and learning that was happening. I have always had a desire to know and learn more. I think that I had positive role models in my life from my family and teachers, and as I got older I realized that those people had a direct effect on my future. I wanted to help others as they helped me, so it was a natural fit. What is your favorite part of your job? Each day is unique, and I love the challenge of teaching. I love the times when the lightbulb goes off in a student's head and they learn something new. I love when they can connect past events to the current day. I love seeing their critical thinking and analytical skills grow. This is the only profession that has an impact on all professions. What is your favorite lesson or unit to teach in your classroom? I love teaching about World War II. My grandfather was a WWII vet and his generation experienced the hardships of the Great Depression and were asked to sacrifice for the greater good to fight totalitarian regimes. Teaching students about the war at home and abroad helps students know about resiliency, sacrifice, empathy and what America can achieve when united for a cause. It shows how great this nation can be when we work together, not against one another. What is one piece of advice you share with students? Teaching history gives me all kinds of avenues to help students learn from the past. The best advice I can give them is to make a positive impact where they are and to have confidence in themselves. What is one common misconception about being a teacher? There are two misconceptions that come to mind immediately. First, students and teenagers are not as respectful or well behaved as they used to be. I find that kids by and large are good people. They want to help others, they are respectful of adults and they will work hard. They are motivated (and distracted) in many different ways, but I see great kids every single day at Science Hill. The second misconception is that teachers, especially experienced ones, can just ‘show up and teach’. Teachers have to constantly adapt and evolve how they teach and even what they teach. You have to be ready for different learning styles, different technology, different content and even different types of classrooms. Answers have been edited for length and AP style. Stay Informed: Subscribe to Our Newsletter TodayUN Resolution 1701 is at the heart of the Israel-Hezbollah ceasefire deal. What is it?