827 10 13654 https://writingresources.lakeheadu.ca/files/original/2b9d7649bfbf8a486cc5c1a897e6f76c.pdf 735771c7cbf00d3e12641e1258996ee6 PDF Text Text Native Language Instructors.' F;rogram • Yearbook 1999 �Coordi,iator's Message... Aanii/Boozhoo: Well, we finished another great and busy summer. Students were involved in pot luck suppers, baseball games and craft sales. Our Graduation supper was held at the Outpost with many students attending. It was a huge success! For the students who will be returning for the secong and third years of the Native Language Teacher Certification Program please be certain to have your practice teaching fonns filled in and signed by the appropriate school official and send the fonn into the NLIP office. Your teaching contact days are an important part of gaining professional experience and are part of the requirements for being awarded a Certificate of Qualification (limited/restricted) by the Ontario College of Teachers. Please apply to the Ontario College of Teachers for your registration as soon as possible. Please call toll free at 1-888-534-2222. We encourage all students who have been awarded the Certificate of Qualification (restricted) to come back for the fourth year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete the assignments for the Education 1599 winter practicum as soon as possib]e and send them into the NLIP office. In order ti receive the Native As A Second Language Diploma at the Spring 2000 Convocation, you need to get the assignments into the office and marked. I'd like to say good-bye to Sonya , who has been the NLIP secretary for the past 8 years. Her devotion and commitment to the Program was always appreciated. Good luck to her on her new position at the Registrar's office. I extend special thanks to Diane, my secretary for putting this yearbook togethter. I look forward to seeing you again next summer. Wanda White, Coordinator Native Language Instrutors' Program �\� •�::- £=,.,. • -...-... ..:_-. ,I -"·--..-. -!l"f .._.. .. _,, ··•··· �-- • r x�G .I - . ,__ .- - ,\. ........ ... i'C�� _·)·. . ·., .,. i 1 . �- \ ' - NLIP Faculty and Staff ---- -- -- =----=-... ----- � " =r===r.: ....:.·, [j ,7-�=-�: =-----, . "...... Florrie Sutherland & Wanda White ◄.. �NLIP Year One (Western) • �i��� ��;:m'll��Jt�,�� •• .. NLIP Year One (Central/Eastern) �NLIP Year One (Cree) NLIP Year Two (Central/Eastern) �NLIP Year Three (Western) NLIP Year Three (Central/Eastern) �NLIP Year Four Graduates Institute Program �• It's that time again July is gone, and so are you. The sky will be going gray and winter will be here soon. When I am at home alone I thought of you. When I am cold I wish you were near me. Like I was with you In the Summer of July Submitted by: Sarah Sutherland Sweet Grass Cree I am a Sweet Grass Cree Woman. With my head up high I am so proud to be a Sweet Grass Cree. Ahnee, Boozoo, Wacheya Anishnabe. I am a Sweet Grass Cree Woman. Put on your moccasins and bring your Sweet Grass. Submitted by: Sarah Sutherland Did you know? Congratulations to "98-99" NLIP graduating class! There were about 23 in the final year, 12 completed. 8 at graduation, and 5 received first class honors. Congratulations to Jean Akiwenzie on receiving her Bachelor of Education, in May from Nipissing University. The graduation dinner was held at ..The Outpost". Susan Bebonang and Helen Debassige were the two after dinner speakers. Monica Majaki was one of the winners during the dance that followed. Native Teachers Education Program, just started at Brock University. Monday night potlucks were very popular! They took place at the "turn around" area of phase three. Methodology I1 provided a "Supper Surprise" program. Thanks to Freda McDonald and Ron Morriseau for conducting the Sunrise Ceremony @ 6 a.m. Monday mornings. Anisha was the host drum for the annual NLIP pow wow. The feast was tremendous. The giveaway great. Thanks to John and crew for the arbor, and to Sonya and gang for a memorable day. Congratulations to Dorothy Mishibinijima for winning the raffle on the Wolf Quilt. The quilt was made by Mabel Thomas for NLIP Student Council fundraising. �[!Wm a�ij�RILW.MMffl a Jj\@J[� I)ijIO� '. , I • ----8 S'1 �Reasons why we should speak our Native Languages The Creator gave us our Language and it is our responsibility to tnke care of it. • • speak it and 2. There are no "swear" words. 3. It is the most complex language in the world with over 6000 verbs. ( 1994 Guiness World Book of Records). 4. One Ojibwe word can mean a whole sentence in English. 5. It is called a ••Niagara Falls" language by the Native speakers. It is so smooth and flowing. 6. 90% of our Language deals with our environment. Our Language our world view and philosophy. 7. Our Language is and was always an oral tradition. 8• Speaking our Language also enhances our Listening Skills. 9. "You can•t get to heaven..." - unknown contributor I 0. Effortless Language - you can speak a whole long sentence without taking a breath. 11. It is good for the health to speak Ojibwe often for it opens up all the sinuses to function properly. also expresses Submitted by Reta Sands and Violet Shawanda On the Pow-Wow Trail Story True Story We. my friends and I were at this pow-wow out west and there are tipis all over the grounds. At one of these gatherings while people were passing by the tipis they are over hearing a couple talking. They heard a woman speaking and said "Get offff' people that were passing sort of stopped. Then off they would go. Then they would hear the woman say again "Get offff' in a tone that got people curious. What is going on in there? They heard her say again "Get offff' and people were snickering when they heard this, this is happening during the daylight and the woman is really loud, people were starting to say ..Does she need any help?". Then out came this man, ..gee that woman" he says, she needs that ..off repellent:. People that were listening outside just burst out laughing, thinking, you know hanky panky is going on. • Submitted by Florrie Sutherland �• Here is Stewart Roy looking confused after he locked himself out of his truck ! ! ! ! ! I Help n ! ! �John Dixon Susan Bebonang �For Florrie Sutherland: It's that time of the month again!!!! �NLIP POW WOW SUMMER 1999 ��PARTNERSHIP_S IN SUCCESS presents DREAMS· OF TODAY, VlSlONS FOR TOMORROW The dream of a child , is the thread that weaves the canvas for tomorroV(. A . " . ·@ � YOU ASKED FOR IT!!! ,.,,,......,..o111o. Ntw Cttd•I f,,u NI- , -..1110 N°""t"'All>itl Woodllnd C-.i Ccntn In direct response to your requests received during "Partt1erships in Success" 1999 the followingTopics will be presented to the Educational Community in February 200D at the 3rd Annual First Nacion Educational Conference. GOVERNANCE GUIDANCE VISION Development & Implementation • Mission • Planning • Policy • Code of Professional Behavior Provindol Education Authority and Liabilities Dream Building Developing a Think Tank Transition Challenges for our Students from Elementary through Post Secondary Years Positive Communication Teaching Strotegies Team Building Future Trends ln Culture ond Education DEVELOPING A THINK TANK SHERATON HOTEL HAMILTON FEBRUARY 22-25 2000 Explore the poulblllder• � an Association or Information Cvwtr . • Sharing Information, stnteglet and �ources • • Oari(y luuu • Netwo<lcwllh �v,ho baW'e simi1a.rnm'U'IS • CantributAI to che direction of eduadon for future genentlcns • Shani y0<.1r opillions. suwst10ns and 1'111.terials COME PREPARED! • Note: Number of Pard<ipana �ti be mtrimd Contact person: Therese Oden or Oiff OaSilva Tel: 1-519-7S0-0195 1-877-949-6999 Fµ: 1-519-750-019◄ luxmar@execulink.com Luxmar Marketing Inc. 184 Mohawk Rd. P.O. Box 22040 Brantford East Postal Outlet Brantford, ON, NlS 7VI. QUICK RESPONSE Fax Back For Conference Package & Details Name:--------------------------------'-- Address: -----------------------------,· Phone:------------- Fax:----------------- �<<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< MIDEWIWIN LANGUAGE CAMP of The Three Fires Socie ty Introducing the Midewiwin Lan2uage Camp Book. Volume 1 The Ojibwe language camp course book and two audio tapes were prepared to assist the students who attended the language camp hosted by Wausauksing First Nation at Parry Island, Ontario on August 14 - 18, 1995. For others who want to learn Ojibwe, these resources will facilitate learn• ing of Ojibwe. The topics and activities contained in this curriculum are what were taught dur­ ing the sessions. Also included are instructional expressions and other related vocabulary. Teachlng Master: Edward Benton Banai Co-Teachers: Charlie Nelson Edna Manitowabi Willie Trudeau Lena Odjig White Lily Bourgeois The Midewiwin Language Camp Book was compiled and edited by Lena Odjig White. The accompanying audio tapes were also produced by Lena. Published by: Gene and Gerri Boubard of Eagle Bear Ventures, Winnipeg, Mani­ toba. Language Package consists of: 40-page book (including full colour cover) two 60-minute audio tapes, and a "see through" envelope ORDER FORM Tide: Midewiwin Language Camp, Vol. 1 Ship to:.___________________________ (Name) (Address) Cost per book: $30.00 Canadian $20.00 U.S. MAIL ORDERS: Add $4.00 per copy - shipping and handling (Canadian) Add $3.00 per copy - shipping and handling (U.S.} Please make cheque or money order payable to Lena White. Order from: Lena White Box 242 Letellier, Manitoba ROG lCO OR: Phone 204-427-2800 Fax 204-427-2655 <<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< �The 21• Annual American Indian Language Development • Institute "Traditions and Innovations In Indigenous Language Teaching" The University of Arizona " Tucson, Arizona June 5 - 30, 2000 The University of Arizona, Departments of Language, Reading and Culture end American lndli!n Studies. wfll host the 21st Annual American lndlan language Development Institute (AILDI}, This year's AILDI will focus on specific teaching methodS for malntelnlng and revltaJIZJng Indigenous languages In both the community and the school AILDI participants enroll In six graduate or undergraduate credit hours, working with linguists, tribal elders, blllngual/ESL spedelbts, teachers, aides and school administrators In an Integrated, holistic leamlng experience. All courses lead toward regular degree programs 1Jnd toward bilingual and ESL endorsements. Cou� topics Include; • Foundations otBlllngual Education • �atlve Writing for Native American Communities • llngulstlcs for Native American Communities 1 • Media, Reading and Language Arts for Native American Communities • Bilingual Methods and Materials • Bilingual Education Practicum 1 • Hopi Language and CUiture • linguistics Wortc.shop • Native American Language Immersion • Language and Culture In Indigenous Education The University ofArtz.ona An Equal Employment Opportunity/ Afflnnatlve Action Employer for addJtlonal lnfonnatlon, contect Karen francls-Begayt AMoclate Director (520) 621-1068 EMAIL: kfbegay@u.artzona.edu Approximate Costs and Housing Accommodations: • Tuition = mo for six credit hou� • Books end Supplies = SISO • Meals = on your own • Housing = varies from S400-S700. campus residence halls and apartments with cooking racllltles can be arranged. Financial Assistance Is ovaflable, but limited. Eany registration Is encouraged. Toreceivea registration .tnd nnanclal aid application, please complete and return the form below. Materials will be malled February 2000. RfUIRNEQRM BELQW TQ: AILDI , The University ofArizona ... ••• ,---, ......., -..:-, ..·---....-:·:.,- __..,,., ........ .......... "'-·· ·'�-••-r-•• �....... ..,. _ = CUT ON DOTTED LINE ... .... ... -.... .. .......... Coli�e of Education, Room 5 t 7 P.0. Box 210069 Tucson, AZ 85721-0069 FAX: (520)621-8174 --•- ••••••••••••••••••••••••••••• •••••••••••••••••••••••• •••••••••••••••••••••••• Name_______________________Daytlme Phone,....__.________________ • Malling Address (P.O. Box/ROute/Street, etc.} -·----------------------------Clty_______________tate___ ________Countiy______ _JIP________ Your place ofemployment and position,_____ ---------------------------Oectronlc Malling Address (E-Mail), Ifappllcable__ ___________________________ 2,. Annual American lndllln L,Jnguage Development Institute <AIWI) • June 5-30, 2000 The University ofArizona �Date : 99-09-04 Heure : 01 :43:02 Page 1 de 1 TRADITIONAL NATIVE INCENSE .. Native Americans bum smudge to purify places, people and events. Traditionally smudge was burned in a shell, abalone being the favorite amongst most Nations. Sage is the most masculine of these incenses. It is a powerful purifier. Sweet Grass is the most feminine. It is used to attract good and beneficial energies. Juniper is used for remembering dreams and purifying the sleeping space. Cedar, also known to Native Americans as the great tree of peace, has a perfect balance of masculine .ind feminine polarities. It is used to both purify and call in the beneficial spirits. THE SMUDGING BUNDLE Contains: one abalone shell from Mexico, white sage from the desert of California (40gr), cedar from Canada (50gr). juniper from New Mc.'tico (SOgr) and sw�t grass from Canada (approx.imatly 30 gr) Proud of our Traditions Native owned and operated To order a smuging bundle (44.95$ + 5.00$ for postage) You can also order items separately For informations or to order call : 1-418-848-6868 lnfonnation for retailers is also avalable 5% of all proceeds donated to Native charities Tel.: 41 8-848-6868 Fax : 4l8-84S-6869 �O Maurice-Bastien, Wendake, Qc. GOA 4VO � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructors' Program - Yearbook 1999 Description An account of the resource Yearbook for the 1999 Native Language Instructors' Program. Includes names, photographs, poetry. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1999 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Anishinaabemowin Type The nature or genre of the resource Text https://writingresources.lakeheadu.ca/files/original/d37ae0d827d1689fff3ee9151e19c196.pdf 5dcb7760768506ed529a23bcb76ab4ef PDF Text Text �Boozhoo, Aanii, Wachay! Gchi-miigwech gdi-nim maanda go na gchi-ntaa kinomaageyig, m.iinwaa ezhi mno­ naabm.ichgeyeg, miinwaa gchi-nendjgeyig epiichi k.inomaageyig. Gch.i-miigwech kendmiig maanda Anishnaabemowin miinwaa weweni miigweyig gdoo­ kendaaswini waa. Gch.i-miigwech "gwiiji-bmaadiz" zh.i gnoowaabmaadwa gonda e-kinomojik. Gchl-miigwech mno-daapnodwaa gonda e-kinomojik, gchi-nendjigeyin geyii m.iinwaa bshigendrnan enookiiyin maampii NLIP. Mii go nanda k.ina ezhi miingowewziiyik e-gchi piitendaagok miinwaa e-dawendaagok ji ni-naadmaagot maaba e-skoonwit ninda miinwaa ninda pane ji ni maamnonen<lang, miinwaa mii manda nikeyiing ezhi maamninendmegoyig pane. Aapji go mno-skoonawewag, nmo-kendaaswag miinwaa mno-maajiishkawag gegoo kendmoowat gonda e-k.inomaagaazjik giishpin e-kinomaaget weweni giigdot, miinwaa mnaadenjget miinwaa mno shiwebzid. Ezhi-miingowewziiyik pane ezhi mshigenjgeyig miinwaa ezhi gchi nendjeyeg rnii maanda pane ge ni naadmaagwad gonda e-skoonwijik maampii. Miigwech, Helen Wassegijig, Coordinator Native Language Instructors' Program �Farewell to all my faculty and staff and especially my 1st, 2nd, 3rd, and 4th year students. I've enjoyed working with all of you during my four years at the University. Early retirement has come my way and I'm enjoying every minute of it. So bye for now. Giga waabinmigoom miinawaa. Wanda A farewell dinner was held for Wanda at the Mona Lisa on July 26. All the best to Wanda on her retirement!!! �CONTACT PERSON & NUMBER FOR THE ONTARIO COLLEGE OF TEACHERS LYNNE BETTRIDGE ACTING MEMBERSHIP RECORDS OFFICER lbettridge@oct.on.ca ONTARIO COLLEGE OF TEACHERS 121 BLOOR STREET EAST, 6TH FLOOR TORONTO, ONTARIO M4W3M5 1-888-534-8822 EXT.362 (416) 961-8800 EXT. 362 ANY ADDITIONAL QUESTIONS CALL THE NLIP OFFICE AND SPEAK WITH HELEN OR DIANE �\ ✓�. \� � / �� ,-·) \ �{ I �/;, ftj, '\} (� \ '). - I / \ . \ hi I\ J °'- k._o It � \ s k f)', +a · f" eR. s s 1:1. CI �0 \.:) \ u e._.d O Ir .... MUS J. " c::l w c\ a- S C J '2. D ? , r1 'i -f'\I ed- . +( .eeOI 1Vl tA O I (>•\ � I (I � !; I(�. �Promotion of Native Language Chi-miigwech to Gilbert Smith of Northwest Bay Reserve near Fort Frances. Ontario for visiting first-year. His encouragement was most timely and appreciated as Practicum classes also began (in class teaching). The summer camp kids at "Odomaanowin Camp" receives a 20 minute instruction in the Ojibwe, Cree and Oji-Cree. Mr. Smith related that our Anishnaabemowin is the treasure from our ancestors. and it is the precious gift, we can pass on to our children. Again, chi-miigwech for the teachings that you gave. RB 3026 ED1351AB R. Sands �NLIP Year One (Western) NLIP Year One (Central/Eastern) �NLIP Year One (Cree) NLIP Year Two (Combined) �Poirie· r · Communications From: Tel: Fax: Subject: Brenda LeBq.uthillier . Client Serivices :coordinator 613-74.1-3200 613-741-8225 APTN Media Releas� Please Post I Circ-ulate �Com:. · -From: ... ' ,, .... . , !.thilli"er , 'S "Cci6'rdin;:itor Tel: Fax: . .-Rele�se. : Circulate . . Subjec_t: · . •' This facsimile message was : is available through the followin. Bell Ontario, Bell Quebec, Island Maritime Tel & Tel, Newfoundland · Cette telecopie fut transmise uti' lequel est disponible chez les co TELUS, BC TEL, Bell Ontario, Bel: System, Maritime Tel & Tel, Ne·-•fc a Fax Management Service which .�ner Companies: TELUS, BC TEL, �anitoba Telephone System, ,i 3rvice de gestion de telecopie, -�rietaires de Stentor suivantes: .�nd Tel, PEI, Manitoba Telephone .:;:-,hone. * * * * * * * * * * * * * * * * � 0l/3J/: To - A: Nati··, 807: ·:- · · ,- From - De: POIR: E:· 3001··r;: * * :ONS Date/Time * Date/Heure: * * * * * * * * * * * * You should receive 2 Vous devriez recevoir 2 p,. Document ID - Numero de fiche: Transmission problems - Preble·�- � * * ' • * * * * * * * * * * * * * * Program * * * * * * * * * i!ing this ! ·1 n t cette * cover sheet. page couverture. * * * --�---------------------------­ ·-----------------------------14442947461779669 ;r.ion: N �Mii Miinwaa Nookmiswiiyan Aanii, Boozhoo! Jeannette McQuabbie ndizhnikaaz. Minwedaamook ndo-nishnaabc noozwin. Waabsheshii ndoodem. Aapiji go nongo megwa ngichinendam! Ngi ganoonaa nongo naakshig ndaansenh, miidash gii-wiindaamoowid miinwa nookmiswiiyan. Gwiiwscnhs gii-bidigwaashin gii-maaniigiizhigag eshkwa naakweg. Miin Giizis, midaaswi shi-niiwin gii-zhigiizhigad. Zhaangswi dibaabiishkoojigan, shi-midaaswi nswi gii-piitnoogzi � gegaa go midaaswi dibaabiishkoojigan! Tevon Carter Alexander zhinkaaza. Mii maaba nooshens aapiji gaa­ zhagaajibiiyag wii daadzid. Aapiji dash goona nwcwiibendam wii-giiweyaan wii-taakoonag maaba nooshens. Giizha go ejijiibaagsemgag paabwin ngii-giishnadoon oode enji­ aankedaanding gegoo. Nengaaj go gaa-jijiibaagsemi maaba nooshens! Mii'wc niizhwaa<l nooshensag. Bezhik kwezenhs nswi biboongizi. Carissa Courtney gewiin zhinkaaza. Aapiji go nzagaag maamig nooshensag. Baatiinad go aanwi geyaabi waa-noonkiiyan manda kinoomaagwiziiyan wiibwa wewiibendaama aapiji. Wewiib goona aanwi maanda niizh namegiizig daniyaawan! Miigwetch! OJIBWE CULTURAL FOUNDATION (i) P.O. Box 278 M'Chigeeng. ON POP lGO Tel: (705) 377-4902 Fax: (705) 377-5460 Website: ojibwe.on.ca JEANNETTE MCQUA88IE J\nishinaabcmowin Program Director e-mail: jcmmcttc.mcquabbic@.onlink.net �ANISHINAABEMOWIN TEG INC. Anishinaabemowin Teg Inc. is pleased to announce the continuum of the six (6) Language Scholarship awards. This year all students studying the Language are encouraged to apply. This is extending an invitation for elementary, secondary and post secondary students to submit an application. SCHOLARSHIP AWARDS ARE IN MEMORYOF THE LATE: ERNESTINE BUSWA DOMINIC ESHKAKOGAN JEAN SHAWANA DOROTHYTOULOUSE OLIVE MCGREGOR MARYLOU FOX ALL WERE OUTSTANDING ADVOCATES, SUPPORTERS AND TEACHERS OF THE ANISHINAABE LANGUAGE. DEADLINE DATE: MARCH 02, 2001 Please submit completed application to your language teacher so they can ensure it is sent to Anishinaabemowin Teg Inc. \ �Six prizes will be awarded to elementary, secondary and Post Secondary Aboriginal students. Criteria: + + + + + + Must be presently enrolled in a language course; Must be enrolled as a full time student; 75% overall average; Good attendance; Involvement in community and/or extra curricular activities; Recommended by learning institution presently attending, a First Nation community or Education Counsellor and; • Dedication to maintain the continuum of the Anishinaabe Language. Application Procedure: Application forms for post secondary students are available from the Language Instructors of each institution offering the language program. Elementary and secondary students can receive an application from their First Nation Education Counsellor. Application forms must be accompanied by: 1. 2. 3. 4. 5. Recorded cassette tape containing a 3-5 minute speech on why you feel the Anishinaabe Language is important and ways of learning the language effectively. Speech must be in the Anishinaabe Language; Post Secondary applicants must submit their Fall 2000 semester grades which should include a Language course completed or in progress; Elementary and Secondary applicants must submit their first term grades which should include a language course completed or in progress; Letter of recommendation from the learning institute attending, a First Nation leader or Education Counsellor and; Copies of awards, certificates, diplomas or other supporting documents which highlight your achievements. �ANISHINAABE LANGUAGE SCHOLARSHIP A \VA.RD APPLICATION NAIVIE AND ADDRESS: TELEPHONE: DATE: FIRST NATION COMMUNITY: FOR POST SECONDARY STUDENTS AT WHICH INSTITUTION ARE YOU STUDYING THE ANISHINAABE LANGUAGE: AVERAGE GRADE IN CLASS FOR ELEMENTARY AND SECONDARY STUDENTS Name of School: Address: Grade: Name of Teacher: --------------- AVERAGE GRADE IN CLASS �Mail completed application to: Anishinaabemowin Teg Inc. c/o Jeannette McQuabbie 771 Kingsway Sudbury, Ontario P3B 2E4 DEADLINE DATE: March 02, 2001 Late applications will not be considered Selection Procedure: All applications will be screened and reviewed by the Scholarship Review Committee. Presentation of Awards: The recipients of all six scholarships will be notified by March 16, 2001. Each scholarship winner will be invited to attend the Anishinaabe Language Conference Banquet to accept their award. Tentative date scheduled is March 30, 2001 in Sault Ste. Marie, Ontario. Formal invitation will indicate exact date, time and location. For further information, please contact one of the following: Cambrian College Martina Osawamick (705) 566-8101 Ext.#7767 Georgian College Isadore Toulouse (905) 722-3281 Ext.#134 Sault College Doris Boissoneau Sam Senecal (705) 759-2554 Ext.#761 Same as above Algoma University Howard Webkamagad (705) 949-2301 Ext.#215 Laurentian University Mary Ann Corbiere (705) 673-5661 Ext.#225 Sagamok Anishnawbek Karen Trudeau Mary Ann Trudeau (705) 865-2421 (705) 865-2387 �Students will be awarded a Scholarship to one of the named memorials based on information receiYed. However, if you wish to apply for a certain Scholarship, which one would you choose: Ernestine Buswa Dominic Eshkakogan Jean Shawana Dorothy Toulouse Olive McGregor Mary Lou Fox Scholarship Review Committee can decide CAREER PLANS What are your future plans and how does the Anishinaabe Language play a role in this decision: Please remember to submit a recorded tape along with this application (Why you feel the Anishinaabe Language is important and ways of learning the language effectively). DATE: SIGNATURE: Application must be postmarked and received by March 02, 2001. �Gitchitwaa Iviaanii Ziibi Aaniin, Boozhoo! fv1ewinzha shkwaa n-1ashkwawadin aki. tvfii pii Gitchitwaa Tvfaanii ziibi gii bimitigweyaa. Mii dash gii zaagidawaan1agad gchi gamiing, Superior, Huron, miinawaa Michigan. "'Baak1ing" gii zhinkaade n1ii maa ziibi gaketigweyaan1agad Mii dash Ojibwe Anishinaabeg gii kabeshiwaad ziibiing. Apiichi go gii apiitendagwad Gitchitv..raa Maanii ziibi, Gii baatayiinog adikameg, mii maa izhi aamiwag. Anishinaabeg gii 1nno-aabjitoonaawaa ziibi. Gii babaan1aadiziwag, gii meshkwadoonamaagewaad aaweysiiyag wayaanan, miinawaa giigoonh. Enso niibing gii maawanji'idwag ji kendarnaawaad wiiji anishinaabeg ezhi bimaadiziwaad. Noongom, Gitchitwaa Maanii ziibi gchi apiitendaagwad, anishinaabeg giiwedin jiigebiig geyaabi kabeshhvaad rniinawaa giigoonhkewag. Gchi jii1naanan ipidegan, zhaagnaashag ge)'\\riinwaa meshkwadoona1naagewag. Niigan giizhigak, giinwin Anishinaabeg gii 1niingosmin maanda akt nibi, noodin, miinaw-aa shkode. Manaadjitoodaa, akina gegoo Gzhe-manidoo gaa 1niizhyaang. Manaadjitoodaa Gitchitwaa Maanii Ziibi nibi. Mii maa akina gegoo mno­ bimaadiziwin izhi - maadjtaa1ngad. Angela Neveau Anishinaal�\vibii 'an. �-·---•----- -· . :;... · �=� . City . ------:-'...<�• ...� .... . . .--=-- - -;:,-w s-;:;w!: .. :!'.•�--- 57.\, SAULT MP Carmen Pro·, ·�nzan o and Ted Chudleigh. parliamentary assistant to the Ontari•.' minister of natural res ources. unveiled a plaque at Roberta B<'''dar Pavillion on the oanks of the St. Mary·s River in downt·'wn Sault Ste. �larie Fnday. The plac;ue marks the designati on 'the river as a Canadia-; Heritage River. ·.. - ·-. -;·-·. �"" . . ----� I ·• ,·1_. .T:·• · - '.�. y ·:. . ,.,. I ' .. .. , 1 , �{ \, �•.- •.,. -- r :-:-J.:"" "'I.•: � . , - · -• -�- •·�... -· ... - ..,,,,- �- �!�• �. .. '":- �.�• _. • , . .. . . .. . ·. ·- ·}t&,iS·::::�. .-:. -: . • �, · ..���).,. ; ... � f· . \�:_::<: .\\.:: ..:•.i:� ... .- · :•-..i�(\,:r'i:'•, • �,£':-.,�.'.,/�,!/;,... I enrrnc, -- ·,.,,;A�-':'�1-:;.;.-<t1 , • �.x·�:-i.;·, ·�· ,•·,:��-1�-i�-GJ:. ·r'T�Af� ·:i � l .. I ,. :, �:• , ,, •: • •:•�•j��:-:\/:\,�:/,f\:���•�'.�; ;J , · ·-���•.,<lte �•-· -:: . ·. . . � > \ · . .• ,, . I • ... 1t� ..f;�r"'; !": • � �•�, ·• ,:• •• /9f�:J·""·,� •-i . • L ��, .!fl" '. �:• .� . r ' . :• - J:• � .�,� • . • • j • •• , • • • ,., 1'...��"'.,) . ·�·I I-� ,l:,j'�-��'!-l.\.' . ����"' • ,s•f,. • •I. ii; • :-,. ► . . ·, •"'•�, �]l.� 1 ''.! _,., • 1 .,. A ''t), .,_ , .. , ;. t , . , ") . , . L:, ::? ..... ·� .... ':., • . 1 •:.· .;:·.��-r����'�;t::·� . � ·. ; F.RIPAY;•oc1:oeER'13. 2000· ::-,i� ���t,.·, :- �-, ·. . . . :·· ·· : _., ..: , �-: -'t :>S,-:: �.tt..-�1 · • �•�, •:•�:�� \-�,- • # , • : · • -= .. �::: 1�,���':.- ;• .� ♦ 4 � :�� , , • . • ·• , ••' • • '. ) �'f: :• -, � ..t."" �c-� '". J1t�C��,,; h �;�i"��: � i. . � ��• :t • ' , ., , • · '. f', -·�-'• '1 • ,; •. , . • . I Y • • 1P ' ) �--.ol � ' . ., •I , I , J .t• • ��t'•,1.: , -� • t , • ,-.: -�1' �.• �t_,.., f .• : , . r,•• -t, ' (or�• 1! , , , ,.. ,, . , * • �1 ��-.� · '.:..,•' , }••.-4;)t'I , • ,• 1,,;.("•• .,..,4,' •"' t"I • 1... t ·:, , · -:•·.. �.·,.•....n... ' • ' ,_ • · · </ ... ,> �••• '• •�: ;'., •"1 !,.., . ! I f ,, " •, ;-:.: 1 • • ; l 'If ,��� � f �;: . •• }� ••>:Y,:.,�>,•.. ;_,t� ,,• · ,.> " •· '. .•S ' U'l•o.1•lt'T'Ut'W.JIK'l'U.I · • .,�. , , , . "'' . ...- ,;. l,.. l' I..I.II J'\JI"\• .1\,11'11111161,'w;. IJlU'\f"r�-. � ' •� Ir ' ,_, ' • . • . �. ·""''�, ' .....r-, ;, · ' •" ' ·,•' I ' � , !,_',,''• • • PK>i"E:� EX'J'. 271 ! ) � : ' • .' f ; · ;'° , ... , •. v.,� � ,.�"t "'°'"'{,,\._.'f ,. : ,. , h '··,.• ,,,, .• ,.,.• h • • •}w,1. . W', ' ,. ., ;. ,.., -, I ":. • .,.. . •. I . • • l � " ti!.'." I'.ft7°' :- � � ° · · ' . , 1 � • , / 1�';, J �--•.!i� iA't:!ci;)\:..�'( ·'. · •·• �� ,' I;? . :�•�� ��;� : . · ,t�>:o:_�;)+i..i;;•;� 1 .;_ • _ f - , �w�;,.....S:..;. . :-\.:t" �• t '! "►• !•_ · • . •••,.,•, .... ., �1 ...�rn�r-:, , ...._.,,.'\ I � • , t. •i •• "' ' ..._°' , ' .•.!•rf"_ �(- · . .' ·'•o•. t ,.\ . I'4{; l•. •,' �' . ,,; . . ,.. , _..,·• • · . • ... ..,.... . • ••• , ... .�_ , .. ,\·, , · � . . . . · · : ' • i � ... � � . ...,aU1t Scar . 4 •� - .. ..-�r�t"! �:;j ?·,:: ... t : - ' -ited 'sf, • /M�: '�:·d esigl), ·:�, ;;i-.r� ;� , •,,;• , llt�lil�g,�ir ,�f�; • "• i�: O��J�l�f ,I .• • t • -., ·r I • , • · Saul Stac &d _1 . ·• , • • ,J 1 y 1 ' "') . • , . ,. '. . p J.]ij..,, ·f • •� fi"I · - .•• J� •-•,r1"' �{t�� , �� -i .., ·..,..+;f''·..�• • _t>t� • • .;-�t�ffJ _ (· • • !,.)•r f and•tb� Optarlo Ministry of Na_tbfal l(e;· :.i• tention'for' �berjt.a,g{�o[�< ;� ·;• , . �..,h, .... •,.•.. .. • .- . ' ,h '"'--!'��-.... ... i'�-�· .. .. ., ·.• ·· •� •·••-! � (.h,•l,1 , • ,, ., 'i- i + · . � . - .· . .. ,, 1 • ._T, . � .•, q 1 1, 1 r 1 ·, . �.. . soµ·c�";" ' ·; · .'· f.:y -�.-=:��r��t�:-::-:-,.�1.·. Bue trgmfcat ddii,1h.1�Jpj�{��t(on:.were . .. .otI'.�� .· t$lgnifi�: -1 -��fl't .:. that ft was'�:sJ�':of.� · The St. �ary's River has � designated a . �''.'Jlb�-herjt�e status ·desi'g�aflo'p�o . . . . . .. ·. · ' · Cana� f{�tagt · , . · ��the roro� of law but <:<>wd ·g�n�� �r. •�e· '� �ce for'.ceb.��:;:,;-:.. ···� X��' . � ��� · . _ :r�e. �e�ignttfon. �•ll b� comme�or�ted � of-!ourlsin being assooated .w.i���pro � - ·· .. a� �r�Pf�;-�d·:���• ,��ain .w�ter, ·· _ With _a p},aque unveiling ceremony on Fnday � �{lter{ront t0unsm develo_pm��i.�: •.: . ; route dialopened':up� , · · �,:-J{�· , � . ��v.· . . .c:li'ea. ;�rifCtos,: · ·�Ji.to.�·qqallfy · · .as a Hep(age Waterway;itfifriver ;�; ·-i.-Tbe.st:-Mir,f, at the Roberta Bond.ar ac . t,• .2o �t.- l:30,o;U\, . � . . . . :· . ' , ' Pavilio ,:i: t�i i� "· .; ·· · � 'a'uni ue natio ·a1.si. iµt!�& in'h1 C'a" at thE!°·mouth: _ o1r� '·:�-&.-:-(lat)Q:;:,:th[Sault·and1��una1�� ... �d::.s� \ : · tht-�ig�()_f, ®nou . need by the Minis;, o�q_fthiee'areis: • natloiial �Jtage '. .. 1 . pps, and �;8Ild wildJife), human heritl�,.(Justoi:is:'¼'• tAbo�t,�8:�a9.�tan:· �' . . tefof ,pipadi!n �eritage Sheila Co . ' t ilt°''�, � O.ntar{o'-s Min�t�r. of Natural Resources an�·qµtµral) or recreational �e.1t�f:.'�,;.d .. ,·qwred ·t�fiji_stlnc#'��� . .' <?· .� . . � � � � � : � � q an-ma a e a concrols marks th� d ,Jotin S o l,c n , , such s the : ei:.-,:��L �· .,���·� : · n ·.1 s �-Waf _end of a ue�t . � ary' J �unched ·tn -19 9,7 by ihe Sault Ste. Mane Region Conservation Author.ity, the city, -. • cp com�nsating dam have altered th� � M s . River and'F ruxer;s natural �ourse. taJcing lt);>\trt>f.:cpp�·. ', • .,.'.,; ,Y<· t,;1/li� �t• •� :· . ' • � .�t_��tl!-►("L �1 �;Jjr, • 1· . Rivet;i.�1llwiiliei�and :Plecd'cein)��veb•'i�;:':��lfi��\�·-,J«f � r'J•' -; '"i �••\.,•. : � /• :.� ,( , �Noos gii-yaawaan naabesan aapchi giimino-doodiwaan. My dad had a favourite rooster and gave him special treatment. Maaba naabese dinwenmaasiin go weya besho noos wii-bi-zhaanid wiin gwa etgwa. This rooster wouldn't allow anyone else to get close to him except my dad. Naangodnong eta bgidnigaaza wii-baayaad wii-nwa-shike. At times, he would be allowed to roam free all by himself. Maapiitaa shkwaa-naakweg noos giinmadibi naami-gchi-mtig aazhiwiyiing endaad, wii-kachigaakweshing dekaagmig zhigaagwaaboo gii-mnikwed. At the end of the day, my dad would sit under the big tree behind the house to shade himself and have a cold beer. Mii dash maaba naabese gii-waabmaad zhiwe nmadibinid aapji gwa chi-getin gii­ patoo noosan gii-waabmaad. When the rooster saw him sitting there, he would run as fast as he could to my dad. Dad would tap the top of the table and the Noos gii-daataadige doopwining, mii dash naabese gii-bziked ishpiming gii-kendang rooster would fly up knowing that his own 1 dish was there. zhiwe tenig doonaagnim. Noos gii-ziignamwaan aanind mnikwewin miisko naabese gii-mnikwe. Gii-waabmag noos miinwaa naabesen, maa niibwiyaanhjiibaakwegamgong waasechganing, ngii-wiindmowaa ngashi ngii-naa wii-bi-zhaad wii-binaabid. 1 Dad would pour him a drink and the rooster drank his share of beer. When I saw my dad and the rooster from the kitchen window, I asked mom to come and look. Mii dash gaa-kidod, "Geget sa naa gbe-dbik She said, "Oh no, now he will be yelling all night and he won't crow in the morning, he ji-naanoondaagzid, gaa dash da­ noondaagzisii kizheb, gbe-giizhig da-nibaa. will sleep all day." �Noos Miinwaa Naabeseman Gloria Oshkabewisens-McGregor Noos gii-yaawaan naabesan aapchi gii-mino-doodiwaan. Maaba naabese dinwenmaasiin go weya besho noos wii-bi-zhaanid wiin gwa etgwa. Naangodnong eta bgidnigaaza wii-baayaad wii-nwa-shike. Maapiitaa shkwaa-naakweg noos gii-nmadibi naami-gchi-mtig aazhiwiyiing endaad, wii-kachigaakweshing dekaagmig zhigaagwaaboo gii-mnikwed. Mii dash maaba naabese gii-waabmaad zhiwe nmadibinid aapji gwa chi-getin gii-patoo noosan gii-waabmaad. Noos gii-daataadige doopwining, mii dash naabese gii­ bziked ishpiming gii-kendang zhiwe tenig doonaagnim. Noos gii-ziignamwaan aanind mnikwewin miisko naabese gii-mnikwe. Gii-waabmag noos miinwaa naabesen, maa niibwiyaanh jiibaakwegamgong waasechganing, ngii-wiindmowaa ngashi ngii-naa wii-bi­ zhaad wii-binaabid. Mii dash gaa-kidod, "Geget sa naa gbe-dbikji-naanoondaagzid, gaa dash da-noondaagzisii kizheb, gbe-giizhig da-nibaa. �.;-. �• l; T 111' � • ... ·"'" ·,: �1, ""', ..., -·· � ;,.;;- J :,_,. ,..� \- ...� • I f, .. .,. , �-:+yraditional Ways There is a contmon belief among the Ofibyvay that a child is a gift or a loan frvm the Great Spirit and that yoit weregiven the responsibility to raise and carefor that child. · Since a child is a giftftvm the Great Spiri� the child is ((sacred->J and m1,1,st be treated with respect... •:Vati,mal Inquiry uuo Fini .'iarwrtt Childcare �07/25/2000 14: 08 i 70585'32'380 WIKY HERITAGE ORG PAGE 03 "M.aawnjidiwii 2000" Language Conference February 24-2�, 2000 Order Form: �ease Check your Choices Or □Tape #1: I OTape #2: OTape #3: 0Tape #4: O Tape #S: 0 Tape #6: O Tape #7: OTape #S: O Tape #8C3 O Tape #9Al I 0 Tape #9A2 O Tape #9B2f O Tape #l 0A f O Tape #l0B B Tape #ll : Tape #12: 0 Tape #l3: I Please I allrw D Order All Tapes Opening Ceremonies Seven Sacred Gifts - Willie Trudeau Origin Story of the Seven Sacred Gifts - Wilfred Trudeau Histozy ofWtlcwemikong - Albert (Hardy) Peltier Kabaapm.i Kaminwendaagozimi, Kaminoyaami - Barbara Nolan Leaming Our Original Language - Elders, Lillian Wcbkamigad, Sarah Peltier, & Georgina Enosse Loss of Culture - Marion Peltier & Jeannette Eshkawkogan Traditional Food OUr Medicine & Bingo: Rosella Kinoshameg Helping Learners Get the Hang of Word Changes - Mary Ann Corbiere Gaazhebak Zbaazhe - Pius & Evelyn Roy Ezhi-Gchi-Apiitendaagwak Anishnaabemowin - Barbara Nolan Labor of Love, the Development of 0jibway Language Text - Shirley Williams Anishnaabemowin CD ROM Software - Henry Pitawanakwat Reading the Anishnaabe Language - Patrick 0sawanimiki Name of Places with their Meanings/Storytelling - Archie McGregor Ojibwe Odawa Flash Cards, Ojibwe Artists, & Development of CD ROM - Shirley Williams Language in the Arts - Randy Trudeau Camera Angle #1 - Storytelling - Elders Fashion Show Story Telling Contest Camera Angle #2 - Storytelling - Elders Story Telling Contest Plants our Medicine - Rosella Kinoshameg Difference Between Spiritual Language & Physical Language - Wilfred Trudeau Ojibway Medicine Wheel Words: Shirley Williams Social Consequences of Language Loss - Stanley Peltier Year 2000 When the Last Speaker Goes - Doris Boissoneau Aambe Anisbnaabemdaa - Cecil King Closing Ceremonies • Doris Boissoneau, Rosella Kinoshameg, & Rose Peltier 2 weeks before receiving your Video order. All Orders Aie Final. Chi-Miigwetch. �a 07/25/2000 14: 08 � I Ofl:i'� � w� 7058592980 WIKY HERITAGE ORG PAGE 02 P.O. Box J 12. Wikwemikong Ontario, POP 210 TeJ:(705) 8S9-2385 Fax:(705) 859-2980 email: wikyher@kansenru.ca On Sale Now ! ! ! Anisbnaabedowin CD ROM Software $3 k .. 00 each I ,_...�� & Manual + Shipping & Handling (G.S.T. & P.S.T. may apply) Includes a array of stacks from action, animals, �Ian system and much more. Proc ds towards Language Initiatives ,. J,-j --- .......... Cl) .. .. . . ... .. ... ....... .. . -... ..... .......... =� ........ .......... - -­ .......... . b ua --,.,:a -- ,...,_ ......._., _,..,.._ ..____ .,._...,... - ..,._..,......_.. ..----. _..,.......,, UNEDITE�"Maawnjidiwin 2000,P Language Conference $ 0. 00 each tape + Shipping & Handtins 0 0 or $200.00 for all 14 tapes (G.S.T. & P.S.T. may apply) presents o�,u...ng ceremonies, workshops, gala etc_ All i prmation on the back of this sheet 1 Proceeds towards Language Initiatives Year 2000 Calendars $�.00 each + Sbipping & Handling I (G.S.T & P.S.T may apply) These caleqdars feature historical and cultural facts of the: {\nisbinabe people of Wikwemikong and run fror February 2000to February 800 1 . � � �: .•••• e �or �: -:1.o� � ����1-P���� • • • • • • • • . • • • • • • • • • • • • • • • • • • • • • • • Order Form . . (Name): !--------------------I -gannatJon !dress: Street: I i I P.Q. Box Province: City: 1 tone: ( )' � 10.00 = ___ tlendars: __ 11 Video's __ . 200.00 "" ___ ;,oo shipping & ban4ling = Balance: $____ I i I Code/Zip: Each Video:.__ X 20.00 i= ___ CD ROM __ X 36.00 = ___ + O.S.T. & P.S.T ifapplicable. = ___ $ TOTAL BALANCE ____ Please issue chcqu,e· in amount of :to the \Vikwemikong Heritage Organization. NO PERSONAL CHEQ"OES. Mail to the above address �OIISHPIN WII M'JIDWeYIN M-OOSHKINEBIIYAN MAANDA MZINIOAN - (ORDER FORM) Aniisb mnik (Quantity) Weginesb waa mj idweyin (Description) Enigiadek Bezbik (Price) Sbkapjigan enigindek kiin kadbaan (Shippina and Handling) Maamwe Kina Eni&indek (Total Price) $12.00 Kina maamwe enigindek {Grand Total) Noozwin: (name) Enj ibaayin: (address) ____________________ Giigdobiiwaabkoons Gindaaswin; (Tel. #) Mzinaakzige Gindaaswin Biiwaabkoons: (fax#) Mzinaakzigan Wasseaatesjigaan Maaj iibiigan: ( Email) (bJ�---------""":"'."":'��==--::-:-�:=:-= Ensagnagzit: (Date) __________ 64-3 Beach Rd .• Wikwernikong Ontario. POP 2JO Tel:(705) 859-2385 Fax:(705) 859-2980 email: wikyher@amtclec• 086Z6S8S0L �· - • sh-o.aabe111 0 �1,\.°f RESOURCE MATERIAL \\7-J.(} Anishnaabemowin CD ROM Sofnvare $36.00 Gindaaswinak, Enaandek, miinwa Epiichaak. $30.00 Anishnaabemowin - Introductory $20.00 Anishnaabemowin - Intem1ediate $20.00 Anishnaabemowin Buttons $ 2.00 VIDEO TAPES "Aambe Biinchigedaa" - 1 8: 1 7 minutes (Cleaning Kitchen & Living Room) $20.00 "Aambe Jiibaak.wedaa" - 18:26 minutes (Cooking Stuffed fish) $20.00 - 1 4:40 nlinutes "Aambe Wiisnidaa" (Eating Dinner while having a conversation) $20.00 "Megwaa N'do Nakiime" - 12:33 minutes (Working in an office recognizing new technical words) $20.00 TO ORDER ALL FOUR TAPES WHEN ORDERING A 50% DEPOSIT IS REQUIRED $70.00 G aw� � w� � 64.3 Beach Rd., Wikwemikong Ontario. POP 2JO 10 39'o'd Te):(705) 859-2385 Fax:(705) 859-2980 email: wikyhcr@amtelccom. 086l658S0L zs : s0 t00Z/0l/L0 �-- -.. . - ., . ..� �"-�'.-t,.-•�..: , I[! • . _..__ -� .� " ':"- .: * .;r/' > J., �The Colonization of Our Language and Teachings in Translation Note: The following is an excerpt from an essay I wrote in March of this year in Indigenous Leaming 5301, entitled: The Importance ofNative Narratives. Myths. and Legends in Today's Native Society. I have taken the liberty to do some editing of this excerpt. Anyone wishing to read the whole essay can leave a messag� in the Native Language Instructors' (NLIP) office for me and I wi]] make it available. The colonization of our language and teachings happens in translation. To explain this let us look at "man" and "woman". In English a "man" is basica11y an adult male human being and a "woman" is a female adult human being. In Ojibway we say "nini" for man and "kwe" for "woman". In creation everyone has their natural gifts that means; the finned ones, the winged ones, the four legged ones, the two ]egged ones, etc, so too, the male and female of that particular "one". The gift of "kwe" is to bring forth life, to nurture that life. When we say broke off or break off, for instance, we say "bkweskaa"; something has broken off or broken in two. When a woman gives birth, she becomes two, therefore, she is "kwe". The gift of "nini" is to provide for her. When we say "hand over" or "pass it over" we would say "bi-ninan". When a "nini" provides for his family he hands or passes over food or safety it to his wife. Nini is like the sun and provides for kwe, and kwe is like mother earth because she reproduces what the sun gives her because without light and water she would die. That is why males are fire keepers and females bear the water at ceremonies and sacred fires that is also why Native language is indicative of the Native world-view. When Native literature is printed in English a11 of that holistic world view is lost and so is identity. Native literature has the potential to decolonize and, paradoxically, to colonize that fragile connection with creation, as is mentioned above, the focus is not on creation or animism but on what man has created or can exploit. The exploitation of creation and recreating can propagate individualism which is in contrast to the Native world view which is collectivist in nature. Native literature (narratives, myths, or legends) can facilitate the acquisition of First Nations languages and restore the Native literature itself to its original holistic integrity. However the narratives, myths, or legends must be translated from English, which is the form that most people get them today and, unfortunately, how many First Nation (F.N.) students get them on and off reserve, this is a result of the publishing industry. The publishing process and the appropriation of voice are major factors which impede the decolonization of First Nations literature; Ponting elaborates on these: To raise issues of the appropriation ofvoice is also to question the existing power structure... that in tum, raises the question as to who is being denied the opportunity, not only to publish, but even to amass a "track record" in the field? Of related concern is the question as to whose standards are the ones that a publisher orjournal editor uses in choosing who will be asked to review a manuscript for publication consideration? Then what standards will those reviewers apply? 1 The colonizers have power over what gets printed. They favour a particular style of writing concerning Native literature, this particular style has to sound "Indian". This is generally known as ghettoisation; a work by a Native writer has difficulty in getting published if the work NLIP 2000 Orien Corbiere 0006795 �does not sound "Indian" enough, this facilitates colonization ofthe teachings, creation myths (myth is a western concept), ceremonies etc. The colonizers favour a methodology, which is rooted in western philosophy, for the legitimatization of information - in order to be taken seriously one must be an authority on a given subject; one must hold a doctorate, for example, for a work to be of any consequence. Ponting has this to say about the appropriation of voice in relation to scientific methodology as a means of being an authority: The issue of appropriation of voice is a multi-faceted one. At one level it is about epistemology, the method or grounds of knowledge. As a means of knowing, sociologists value empirical research that can be replicated. The scientific method is sometimes held up as an ideal in this regard ... Academics of any stripe, not just sociologists, also value book knowledge.2 Who is an authority on Native Literature? Native literature is not recognized by the academic community as a legitimate form of literature and yet Native literature is exploited by non-Native writers and publishers. Non-Native writers and publishers publish books that are supposedly authoritative on Native literature and, whether it is unintentional or intentional, they inject a cultural bias in the translation; that is, they present Native literature that reflects a western/Christian consciousness. Jarold Ramsey writes a discussion on this is subject,: ... traditional literatures of the American Indian is compromised by a longstanding reliance on corrupted and unauthentic texts, this unhappy state of affairs is especially true for creation and origin myths. Every form of textual debasement known can be illustrated, I think, in the fate of these stories at the hands of Anglo writers and editors over the years... There has always been a pronounced tendency, for example, to render Native cosmogonies as versions of Judeo-Christian Genesis, leaving out much that is distinctively "Indian"... In particular, editors and redactors have been guilty of cultural bias in silently eliminating the erotic, bawdy, and playful elements of the Indian creation stories... 3 In closing, Native literature has been colonized to a considerable extent but F.N. still have fluent speakers in F.N. country and language is threatened but F.N. people are taking control of their dilemma and every year, new groups ofF.N. language speakers emerge. Many First Nations periodicals are distributed throughout this country and some are written in their F.N. language, many if not all, include F.N. literature written in various orthographies to represent the F.N. languages. Many F.N. communities have their own community channel on cable and aboriginal programming appears in other forms, such as, nationally broadcast programs like the recently developed Aboriginal Peoples Television Network (APTN); there are others such as this. Being pro-active in the decolonization of Native literature (narratives, myths, or legends) and other unfinished business is a vast undertaking which requires the cooperation of the whole oflndian country. First Nations people still have their literature and language, and if they are to heal the wounds of the past, it will require F.N. people to be as the classic Anishinaabe/F.N. people have been before them; to be of a collectivist mentality, looking after one another as the Great Mystery has arranged it. Further on the subject of First Nations literature, there are many contemporary Native writers who are writing books that range from the political to Native life to poetry to healing and many of these are being published and distributed by First Nations NLIP 2000 Orien Corbiere 0006795 �organizations; so it seems that First Nations people are reclaiming their literature and reconstituting their identity. Finally, Native language programs and classes need to be administered in a manner that is unlike the standard provincial system, there is a Native pedagogy and it involves holistic teaching but more on that later. Miigwech. NLIP 2000 Orien Corbiere 0006795 �1 . Rick J. Ponting. First Nations in Canada: Perspectives on Opportunity Empowerment and Self-determination Toronto: McGraw-Hill Ryerson Ltd. 1 997. pp. 1 4- 1 5 2. Ibid. Rick J. Ponting. First Nations in Canada: p. 1 4 3. Ramsey Jarold. Reading The Fire: The Traditional Indian Literatures of America.-Revised and Expanded. Seattle: University Of Washington Press, 1 999. P. 4 NLIP 2000 Orien Corbiere 0006795 ��FAREWELL FROM YEAR 4'S The graduating class of 2000 wish to thank Wanda White and all the staff of the NLIP program for all the help we received during the past four summers. We made a lot of friendships that will endure for a long time. We thank all the teachers for their help and for putting up with all our complaints. (Let's just chalk it up as part of the learning process). As we venture out into our own communities, we will remember our peers and instructors and what we learned during our summers here. We will remember the great support we received when it was needed. Thank you from the bottom of our hearts. Class of 2000 �tZdk"-- l [c;Jc� C . ;:Joru1 Q u_11,.1{c1J.1 s h �+��·�-�·�-�·��·�+X. � V -& EAGLE STAFF The staff is made up ofEagle feathers that are usually strung on a line and tied to a long pole. It is then decorated or what our people would refer to as "dressing the staff' . l,Ve treat the Eagle Staffas our Grandfather and dress it in the finest material that is available. In some cases the carrier of the staff dreams or has a vision of how the staff wants to be dressed. The Eagle Staff is the first to enter the dance area and will oversee everything that takes place. We believe that the Eagle Staff has a spirit and helps bring our prayers and feelings to the Great Spirit. The Eagle Staff is often carried by a veteran of one of the conflicts our people have served or engaged in. It is one of the responsibilities of which our veterans are honoured. The Feathers are considered warriors. This is one of the reasons that a veteran has the responsibility of watching over them and the Staff. ' �-- �· . +�·��·��·��·�+ � ·�y �� , � � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructors' Program - Yearbook 2000/2001 Description An account of the resource Yearbook for the 2000/2001Native Language Instructors' Program. Includes names, photographs, poetry. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 2000 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Anishinaabemowin Type The nature or genre of the resource Text https://writingresources.lakeheadu.ca/files/original/a15d80c5ac19eab7c279f66b2a4cfe2d.pdf 9463d8ad568642526d0ca6f5bb5cb78b PDF Text Text <lcrJ o.. VJ· ll. a. PP ...0 11 <lLq.1::,.0.. a. NATIVE LANGUAGE TEACHER CERTIFICATION (NLTC) - A three summer program; training in teaching Native as a second language to students whose first language is English. -- --..;:__ ~-= •""'""'~---~ Lakehead UNIVERSITY - ..-- �THE PROGRAM The Certification Program is designed for individuals who want to teach a Native Language as a second language in a primary or secondary school. It focuses on developing skills required for second language teaching. The curriculum is designed for students who enter the program with an Algonquian language background. ADMISSION Applicants must: *speak an Algonquian language; *meet Lakehead University entrance requirements. A Certificate of Qualification (restricted) in NLTC is issued by the Ontario College of Teachers upon successful completion of each year. NLTC student graduates wishing to enter the fourth year of the NASL diploma program may do so providing that they complete all the NLIP requirements. COMPONENTS In order to qualify for the Certificate of Qualification (restricted), a student will be required to complete successfully all three half-courses in each of the following: 1. Algonquian - Introduction to literacy in Native Language, practice in reading and writing, curriculum materials and understanding of language structures. 2. Methodology - Methods of second language teaching, planning, use of curriculum guidelines, classroom activities, evaluation, and materials production. 3. Pedagogy - A survey of teacher ethics, classroom management skills, record keeping and planning. An examination of characteristics of children. Identification and solutions to common problems facing Native language teachers. An examination of bilingual education, strengths, weaknesses, problems, and opportunities. 4. Practicum - Students become familiar with Ministry of Education documents, plan for instruction, classroom observation and teaching experiences in Native language classes with children aged five to sixteen. Participate in workshops that provide activities and resources for the classroom. COURSE DESCRIPTIONS 3. GENERAL EDUCATION - PEDAGOGY 1. ALGONQUIAN COURSES ED 1571 - Introduction to Teaching A survey of teacher ethics, classroom management skills, record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will form part of the course. AL 1212 - Oral Algonqulan Part I Prerequisite: Fluency in an Algonquian Language. An introduction to the analysis of spoken Algonquian Languages and orthographic principles, through the study of examples from the various Algonquian Languages represented by other class members. AL 1232 - Oral Algonquian Part II Prerequisite: Algonquian 1212 Structural study of the Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. AL 2213 - Oral Algonquian Part Ill Prerequisite: Algonquian 1212 & 1232 Continuation study of Algonquian Language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. 2. SECOND LANGUAGE METHODS ED 1351 - NASL Methods Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. ED 1352 - NASL Methods Part II A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originally within the bounds of second language teaching criteria, in the preparation of teaching units. ED 1353 - NASL Methods Part Ill Consolidation and extension of the principles and techniques presented in Parts I and II with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. ED 1572 - The Development of the Chlld An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications of language teacher interactions. The practicum will entail production of language teaching material suitable to each age group. ED 1573 - Current Issues In (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. 4. STUDENT TEACHING - PRACTICUM ED 0190, 0290, 0390 - Practicum Students participate in an on-campus student teaching experience; develop lesson, unit, and long range plans; attend presentations pertaining to the professional life of a teacher; and attend two workshops. �NLIP RESIDENCE Townhouses are set aside each summer for the use of Native Language students. The residence provides an atmosphere conducive to serious study and encourages the use of the Native Language to the greatest extent. Parents are responsible for children in the residence community and on campus. Children under the age of sixteen years must be supervised at all times. CHILDREN'S PROGRAMS Classes in Native as a second language are available to children five to sixteen years of age. A Cultural Program is available at a small cost to parents. STUDENT SUPPORT WORKERS Student Support Workers are available to students during the day and evening. The support workers provide academic, social, personal, and cultural support. GENERAL INFORMATION For more information on the Native Language Teacher Certification Program contact: Native Language Instructors' Program Department of Aboriginal Education Faculty of Education Lakehead University 9 55 Oliver Road Thunder Bay, ON Canada P7B 5El Phone: 807-343-8003 or 807-343-8542 Fax: 807-346-7746 E-Mail: dmaybee@lakeheadu.ca Applications for admission for the summer program are available from the Native Language Instructors' Program. ELDERS Elders are available to students anytime of the day and evening. They provide story telling sessions, spiritual direction and guidance. CULTURAL ACTIVITIES Activities such as Sweetgrass Ceremony, Welcome Feast, Pow-Wow, Sunrise Ceremony, Potluck, Cultural Jamboree, and Arts and Crafts night are planned. Dates: Summer courses - July Applications for summer programs must be received by May 155T. Applications are reviewed. Successful candidates will be notified by June 1ST_ This program is offered in cooperation with and funded by the Department of Indian Affairs and the Ministry of Education. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Teacher Certification (NLTC) Subject The topic of the resource Universities Description An account of the resource Brochure about the Native Language Teacher Certification program. Circa 2007. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2007 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://writingresources.lakeheadu.ca/files/original/ed421452b6679c44cc0217f06c9071af.pdf 4701612b5cf20e9721e1593a5a9d484d PDF Text Text NATIVE LANGUAGES AT LAKEHEAD UNIVERSllY THE NATIVE LANGUAGE MINOR 1990-1991 Lakehead University Native Language Programs School of Education Bora Laskin Portable 1032 Telephone: 807-343-8198 �THE NATIVE LANGUAGE MINOR AT LAKEHEAD UNIVERSllY Lakehead University, located in the heartland of Ojibwe country, offers a series of Native language courses and programs through the Department of Languages and the School of Education. These courses and programs are intended to help maintain the vitality of Native languages in Ontario, to improve understanding of Native languages through teaching and research, and to introduce Native languages to those who wish to learn them through introductory and more advanced courses. Students at Lakehead University may obtain a Minor in Native Languages by taking an appropriate series of courses. A list of the courses being offered this year appears below. There are 1WO paths for obtaining the Native Language Minor. The first is intended for fluent speakers of a native language (usually Ojibwe or Cree). The second is intended for individuals who wish to learn a native language, or to improve their fluency in a native language. �PROGRAM REQUIREMENTS FOR FLUENT SPEAKERS 1. The equivalent of ONE full first year "AL" course. This requirement may be satisfied by taking Al 1210 and 1230, OR by taking AL 1212 and 1232 (Note: AL 1212 and 1232 are normally only offered during the summer session). Native Language Programs, special combinations of courses may be designed. B, "OJ,, Courses OJ 1010 FA Tuesday/fhursday 2:304:00 in Bora Laskin Portable Rm. 1033. ********* COURSES OFFERED DURING 19891990 TIMES, AND LOCATIONS OJ 1012 WA Tuesday/fhursday 2:304:00 in Bora Laskin Portable Rm. 1033. C, "NL" Courses ~: 2. An overall average of 60% in the equivalent of THREE full courses beyond the first year level. This may be met by talcing a combination of "AL" courses AND/OR "NL" courses. In consultation with the Coordinator, Native Language Programs, special combinations of courses may be designed. 1. All courses are one semester. 2. Courses prefixed "AL" are intended for fluent speakers of a native language. 3. Courses prefixed "OJ" are intended for nonspeakers or non-fluent speakers ofOjibwe. 1. The equivalent of ONE full first year "OJ" course. This requirement is satisfied by taking OJ 1010 and OJ 1012. 2. An overall average of 60% in the equivalent of THREE full first year courses beyond the first level. This requirement may be met by taking a combination of "OJ" courses AND/OR appropriate "NL" courses. In consultation with the Coordinator, Wednesday 11:30-1:00 in Bora Laskin 1036. *************************** FOR FURTHER INFORMATION ********* A, "AL" Courses PROGRAM REQUIREMENTS FOR SECOND LANGUAGE LEARNERS AND NONFLUENT SPEAKERS NL 3531 FA Monday 1:00-2:30/ Al 1210 FA Monday 10:00-11:30 AM/ Wednesday 8:30-10:00 in Bora Laskin Portable Rm. 1033. Al 1230 WA Monday 10:00-11 :30 AM/Wednesday 8:30-10:00 in Bora Laskin Portable Rm. 1033. Al 2211 FA Tuesday 10:00-11:30 AM/ Thursday 8:30-10:00 in Bora Laskin Rm. 1036. Al 2231 FA Tuesday 10:00-11:30 AM/ Thursday 8:30-10:00 in Bora Laskin Rm. 1036. John O'Meara, Linguist, Native Language Programs. Bora Laskin Portable 1032C. Telephone: 807-3438054 Barbara Toye-Welsh, Coordinator, Native Language Programs. Bora Laskin Portable 1032E. Telephone: 807-343-8542. Students who wish to register for a Native Language Minor, for individual courses, or who would like further information may contact Barbara ToyeWelsh or John O'Meara at the numbers above. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Languages at Lakehead University : The Native Language Minor : 1990-1991 Subject The topic of the resource Universities Description An account of the resource Brochure with information about Native Language programs, in particular the Native Language Minor, offered at Lakehead University, 1990-1991. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1990 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://writingresources.lakeheadu.ca/files/original/5/2774/img20200610_11473503_[2].jpg 6d78227d65c5403b679efd6bc66df019 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource General Archives Description An account of the resource Archival records that don't belong to another listed collection. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native men and women dance in the street Subject The topic of the resource Mining People Description An account of the resource Sepia-toned photograph of Native men and women dancing in the street, Dawson, Yukon Territory. Captions on image: "Indian Dance in A.C.Co. yard", "Photo by Goetzman". Creator An entity primarily responsible for making the resource H.J. Goetzman Studio Date A point or period of time associated with an event in the lifecycle of the resource May 24, 1901 Contributor An entity responsible for making contributions to the resource Donated by Mrs. Cochran Rights Information about rights held in and over the resource Public domain Format The file format, physical medium, or dimensions of the resource Photograph Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context A0014#136,Z/13 scan#080908-004 1901 A.C. Co. Alaska Commercial Company celebrations Dancing May 24 Victoria Day https://writingresources.lakeheadu.ca/files/original/9a5e32dccff5d1ad96fe234d71249870.pdf dd1458f40313eaaec771837157c3c63e PDF Text Text -· · NATIVE NURSES ENTRY PROGRAM <1cr,-1crcr ~poq.x N·nq.aa. t>c..rq.aa. 0 A Commitment To Sharing Native Nurses Entry Program Lakehead University Thunder Bay, Ontario �Lakehead University Native Nurses Entry Program Small, modern, and set in a rugged area of Ontario, Lakehead University offers a wide range of personal educational opportunities. Relatively small class sizes encourage communication between students and faculty, allow greater opportunity for "hands-on" experience in labs and easier accessibility to a wide range of facilities as diverse as computers and squash courts. A variety of campus clubs bring students together on the basis of shared interests and goals. Many clubs are involved with local and national endeavours in addition to serving the immediate needs of their members. The Student Union offers each student the opportunity to become involved in academic, political and social affairs both on and off-campus. Classic and modern movies are screened on a weekly basis; local dramatic groups present their work in the campus theatre. Dances and concerts, showcasing national and regional talent, are held regularly. A library housing 500,000 volumes, modern laboratories, extensive research facilities, and lecture rooms of all sizes support the academic activities of the University. In deference to our northernly location, many of the buildings are connected by ground tunnel for comfortable walking during inclement weather. The Native Nurses Entry Program is a nine month preparation program designed to provide the necessary skills and academic preparation required for successful completion of the four (4) year nursing degree program. The program is based on two (2) semesters of twelve ( 12) weeks each, as well as a two (2) week field experience. The student may choose field experiences in their own community or other Native health setting. The program offers four academic preparation courses and three special-purpose courses taken over the University academic year. 1st Term Preparation Vear English 1805 Chemistry 1060 Nursing 1190 Mathemat ics 1030 Biology 1191 Communications 1090 Leet. 3 Profl!s~1011dl Orienta11011 1091 Lab 0 2nd Term Leet. Ldb 3 0 2 2 2 2 3 3 0 l 0 0 3 0 2 0 3 0 0 2 0 0 3 0 0 0 Upon successful completion of the above courses the student will enter the Honours Bachelor of Science in Nursing degree program at Lakehead University. 3. Communication for Native Nursing Students - 1090 A practice-oriented course that examines selected aspects of communication theory related to professional nursing and cross-cultural communication. Students will be engaged in a variety of learning experiences including small group discussions, observation, role playing and simulation. 4. Professional Orientation for Native Nursing Students -Nl091 An introduction to the nursing profession including: history of nursing; history of Native nursing; Native health services and impact on health; roles and different levels of nurses. Guest speakers, including Native Elders and health professionals will present topics on: culture, values and cultural change; traditional approaches to health care; child rearing practices; and social and health problems arising from family disorientation. 5. Introduction to Human Biology for Native Nursing Students - Nl191 Specific Courses: 1. Mathematics for Nursing - 1030 Our residence, composed of ten "houses" named for towns in Northwestern Ontario, is built along the banks of the McIntyre River. This mixture of trees, lawn and rushing water creates a serene yet invigorating atmosphere. Each floor has a common lounge and kitchenette and each house, a Resident Assistant who is responsible for the well-being and conduct of the house members. Six hundred and forty students can be accommodated in the ten houses. The University infirmary, located in the residence complex, is managed by a full time nurse. Doctors from a local clinic are available on a regular basis. A course in the basic mathematics necessary to further study of quantitative methods. Topics include: algebra; multiplication; division; squaring; powers and exponents; simple formulas; factoring; equations; graphs; word problems. Mathematics for nursing students - weights and measures (metric); computing dosages; calculation of IV flow rate; preparing solutions. Our University is situated on approximately 150 hectares of scenic, wooded land overlooking the city of Thunder Bay. Excellent shopping, dining, cultural, sports and recreational facilities are available in the city, many of them within walking distance of the University. A thorough study of the effective elements of communication, including style; letter and essay writing; research, planning and organizational techniques; formal and informal report writing; oral communication techniques; reader adaptation and communication situations. Native literature and health related articles will be utilized . 2. English - 1805 An introductory course that will examine the structure, function, and role of major body systems. The student will become familiar with biology terminology; apply scientific method for recording, observation, and reporting data; apply biological principles in relation to health disease processes; and, be able to draw relationships between biology and the other health sciences. 6. Chemistry - 1060 A course in the basic principles of physical, inorganic, and organic chemistry for students without Advanced (Grade 13) Chemistry or equivalent. Topics include: the states of matter; chemical bonding; oxidation and reduction; organic c~>mpounds. �7. Study Skills/Logical Reasoning - N 1190 Formal instruction will cover such topics as time management; effective listening and note taking; how to research and write a term paper; memory/learning; reading efficiently and summarizing textbooks; exam writing; giving seminars. Students will also complete a self-directed program on logical reasoning and reading comprehension that will improve problem-solving techniques. FOR FURTHER INFORMATION CONTACT: Admissions Office Lakehead University Thunder Bay, Ontario P7B SEI Call (807) 343-8500 Toil Free 1-800-465-3959 or School of Nursing Native Nurses Entry Program (807) 343-8446 Facilities • olympic length pool with 1 and 3 metre diving boards • squash courts • weight training and exercise rooms • indoor track and outdoor jogging and walking trails • gymnasium - badminton, basketball, soccer, volleyball • fenced tennis courts • the Thunder Bay Country Club, directly adjacent offers an 18 hole golf course • regular City transit service • cafeteria and variety store on campus • the University bookstore stocks a wide range of stationery, gifts and textbooks • "The Study" (on campus pub) LAKEHEAD UNIVERSITY � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Nurses Entry Program brochure Subject The topic of the resource Universities Description An account of the resource Brochure for the Native Nurses Entry Program, circa 1991. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay 1991 academic access programs brochure Indigenous Lakehead Native Nurses Entry Program NNEP Nursing programs https://writingresources.lakeheadu.ca/files/original/71fdc1898a62bb6502e07fe3b20116f7.pdf f7f40e36d4b16ff0d32bb35f406bcc18 PDF Text Text NATIVE NURSES ENTRY PROGRAM NEWSLETTER February, 1992 �Christmas Party a success! CHRISTMAS PARTY A SUCCESS!!! ~~ -~ - . The N.N.E.P. annual Christmas Party was held on December 4, 1991. Those attending were present and former N.N.E.P. students along with the N.N.E.P. and School of Nursing faculty, N.N.E.P. Advisory Committee members, along with Winston Wuttunee. The party was held at the . Multicultural Association. It was catered by Kashadaying, who · did a great job in transferring the food as well as preparing a delicious meal. A presentation of certificates was made to N. N. E. P. students who had successfully completed the program. As well, a gift was presented to Karen (Spinney) Helmer, Biology instructor for N .N. E. P., who will no longer be with the program. And of course, no Christmas party would be complete without a visit from Santa. After dinner, Santa came and delivered his gifts then joined in on singing Christmas carols. Overall, the party was a great success. I ; la . I . �Do We Have Your Address and Phone Number? New staff Don't miss out on any special events because we don't have your phone number! Don't be shy, drop in or call Sandra at the N.N.E.P. office (343-8446) and tell her your name, current address, and correct telephone number. We would be happy to send you our newsletters as well as any information that would be of benefit to you. Sandra Dunbar was hired as the new N.N.E.P. Administrative Assistant in November of 1991. She recently graduated from Confederation College with a diploma in Office Administration - Executive as well as graduated in 1990 with a diploma in Business Administration. Although Sandra has only been with the program for a short time, she feels that she has gained some very useful knowledge and skills from her experiences. She also believes that · she has a lot to contribute to the program and looks forward to the new challenges she will be faced with. Since she started, she has met many of the former N.N.E.P. students and is looking forward to meeting the others so feel free to drop in and introduce yourself. 1991 R.L.O.E.A. Scholar We want To Bear From YOU! we need your help in assisting us to make this newsletter interesting, informing, and appealing to all. Please get involved. If you have any suggestions, announcements, messages, ideas, comments, opinions, or favourite poems, cartoons, or illustrations, drop them off at the N.N.E.P. office or give us a call at 343-8446. We would be happy to use your ideas. On Saturday September 21, 1991, the Rainy Lake Ojibway Education Authority hosted its first annual graduation dinner. Daisy sugarhead, third year nursing student, was one of ten scholarship recipients that was honoured at the event. There were also twenty four graduates from Confederation College and Lakehead University. One hundred and eight people turned out to celebrate the success of the honoured grads and scholars. In attendance from Lakehead University were Dr. Robert Rosehart; President of Lakehead University, and Patricia McGuire; Coordinator of Native Nurses Entry Program. Once again, Daisy! -~tP. A ~_,_?~, HES Guin ~ niRiMia~ I :.. Reminder to all NNEP Students Re: Medical Forms 11 human beings hav.e the capacity to grow and A change. All of our hidden gifts Please keep in mind that the following requirements must be taken care of before you can participate in your Clinicals. can be developed when we have a vision of what is possible, and when we use our volition (will) to change our actions and our way of thinking. Little by little we can grow to our vision of a happy, healthy human being. congratulations FoR~ET THE TRtAL, . On December 3 and 4, an N.N.E.P. Advisory Committee meeting was held. ~ome of the topics discussed were: suggestions that more promotion of the program be done in the future; the new math curriculum that better prepares students for first year nursing, will be implemented this month by Lita Boudreau; it was decided that the Biology course be extended to a full year course starting in September; Diane Common was presented a pair of moccasins and an N.N.E.P. sweatshirt for all her contributions to the program; Meladina Hardy and Gordon Bruyere appeared as guest speakers to discuss the programs which they coordinate. Growth and Change Entertainment on the morning of December 4, 1991 Mr. Winston Wuttunee, a Nati~e Entertainer, came to Lakehead University to speak to I the present and former N. N. E. P. students, the N.N.E.P. and School of Nursing Faculty, and N.N.E.P. Advisory .committee members. Through the use of song and words, Mr. Wuttunee gave a formative discussion on traditional healing methods and other interesting topics. Immediately following Mr. Wuttunee' s entertainment, was a complimentary lunch offered to all those who attended. Program News ~ I ' b) a record of rubella (german measles) titre c) the result of a T.B. skin test or chest x-ray/each year . . ;: I a) a record of up-to-date immunization, ie. tetanus, polio and diphtheria ! i .i . ; .. • - In addition, you must have a physical examination and submit the completed Lakehead University Health Seivice form signed by your physician. *Only students who have the necessary card from Student Health Services showing that they have met the above health requirements will be permitted to enter the clinical areas for nursing practice. �ST, VALENTINE'S DAY FEBRUARY14 Is HE AN £ nr:lartge.red spe.ch..sr r ! HuJtn about the male crab who arrive.d home late one night and confronted by his angry mate? ..I know you're drunk," she complained. .. You walked straight up to the front door.•· was - -Obscna"" in Fur.atrcial Tuna. Loadon READER'S DIGEST -~~ Dec. 19 3 4 r-C...:-r,... ~ ... . Numbers Came. Think of a number between one and ten. Then multiply that number by two, add ten and divide the result by two. Finally, subtract the number thought of. The result will be five. It works every time. A .., .i_f= - Antonio •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• TRUE LOVE True love is a wonder, a beautiful feeling, And love is real, it is not an art, True love makes one's head spin and go a-reeling, For the love we share, you and I not being apart. True love has a beginning, but has no end, Just like a circle that is perfectly round, You gave to me a heart to defend, Now there is no other, my search is over, so I've found. Although love is seen and yet unseeing, We tend to forget to say I love you, There is a day, when we express with meaning, The joy of a love, and what it can do. We look at our true love, and feel weak, For this is Valentine's Day, it comes once a year, Love has no boundaries, darting to the strong and meek, It seems to sing louder, for the one I hold dear. Naomi Abotossaway 2nd Year Nursing Student •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• NOTE: Credit for Illustrations to Indigenous Students Committee University of Saskatchewan S7N OWO 105C Vitorino Santos WE SHARE a common c!oth«:Sline pole with our neighbour behind us. My line broke and mv husband. Dale. chose to fh it on a d~v that niv nei!!hbour had c!ochl:!S han!?i~!? on he,;. Dali! h:ii tr~uble S?l!ttin2 rhe ends of the line to m~!. so while I pulld on th~ line. he went inro he:- y:ird to push on rhe pole. My neighbour saw we were having troubk and,· wanting to hdp. leaned ouc her door and -.·dkd. ·•\\.:ould you like me to t:ike my c·!orhl:!S off?•· - Sh;iron Wil\on READER'S DIGEST April 1990 Risque Business. In attempting to announce that his· wife and a visiting friend would play a violin duct, the spcakcr•s introduction camJ! our this way: ..My friend John will now come up to the platform and fiddle with my wife.•• - L s. cf- MY WIFE shared a hospital elevator with an employee who was dressed in the traditional •whites· and whose charge was a complex-looking piece of e.quipment. It was all chrome with a myriad of bandies, bars, valves, gauges, dials and inverted bottles. •Gee,• my wife said, •1 would hate to be hooked up to that machine.• •So would I,• the attendant replied. •This is a rug shampooer.• - Reader's Digest 1984 q.. �12 GIFTS FROM OUR CREATOR 1. THE GIFT OF LEARNING T h.a.t. .tn.-4 p~e.-6 o (Lit. . t . ~ g %. THE GIFT OF HONOUR T h.a.t. a.-6.t.U.-6 2,.,6 3. j u.d.9 e.me.n..t. THE GIFT OF INSPIRATION Th.a.t. gu...i.du 4. OU.Jt. OUJt. de,.c..ULoM THE GIFT OF PERCEPTION Th.a.t. a.wa.h.~ oi.vt. de.4VE.1ZA 5. THE GIFT OF IMPRESSION T h.a.t. ~-le!.-6 6. owi. THE GIFT OF COMMUNICATION T h.a.t. e.x. p.Jt.e.-6-6 C!.-6 A ~on from the Geese 7. Have you ever wondered why migrating geese fly in V formation? As with most animal behaviour, we can learn a valuable principle of mutual aid. When a goose falls out of formation, it suddenly feels the resistance, and quickly gets back into formation to take advantage of that "lifting power" of the bird immediately in front. When the lead goose gets tired, it rotates back into formation and another goose flies at the point position. The geese in formation honk from behind to encourage those up front to keep up their speed. When a goose gets sick, wounded, or shot down, two others drop out of formation and follow to help and protect. They stay until he is either able to fly again or dies. The~ they launch out on their own, with another goup, or to catch up with the flock. P.lt.O c..ta..irn-4 OWL m O ~ ! / Tha.-t. .i..n..t.VLp.1t.rz;t.6 9. 10. 11. OWL .:tA,u.,6.;t. THE GIFT OF WILL Tha.-t. a.c.Uva..t.2.-6 OU,.Jt. 9.1t.ow.th. THE GIFT OF CREATIVITY .1t.~e.a.-6 C!.-6 o tvt. am b,U,.,lo n. THE GIFT OF ENERGY Tha.-t. 12. -Lma.g e. THE GIFT OF INTUITION T h.a.t. As each bird flaps its wings, it creates an "uplift" for the bird following. By flying in their V group formation, the whole flock adds more flying range than if each bird flew alone. OWL THE GIFT OF UNOERSTANOING T ha..t. &. ..U...U.CUL-i.n.9 CZ.X.CZA.c.L6C!.-6 OWL .&ht.e.n.g.t.h. THE GIFT OF GRATITUDE Th.a.-t vv.,Jvun.u OWL w-L.6dom NOTE: Credit to R.L.O.E.A. 200-204 South Syndicate Thunder Bay, ON P7E 1C9 THE NORTHERN OUTREACH PROGRAM IN NURSING The Northern Outreach Program in Nursing was originally established in 1982 through the University of Western Ontario in London. In September 1991, the program moved to Lakehead University in Thunder Bay, Ontario. The goal of the program is the retention of nurses at all Adapted from Monthly Review, New Jersey Development Disabilities Council levels of practice. The main strategy utilized to promote retention is continuing education, primarily through workshops. The Nursing Coordinator acts as a liaison between the available resources and educational needs. These educational sessions are designed to compliment and support existing programs of other universities, community colleges, institutions and professional associations. They are provided at a nominal fee. A quarterly newsletter of northern nurses has been developed as a communication tool for nurses working throughout Northwestern Ontario. The newsletter includes information on upcoming educational events in the area, job vacancies and general news regarding health care delivery. It is provided free of charge. Clinical consultations are also provided through the Northern Outreach Program in Nursing. Nurses practising at all levels in the northwestern region are invited to call with any problems or questions which they might have in any area of nursing. There is no charge for clinical consultations. For more contact: Heather L. information Gray, B.A., please R.N., BSC.N. Nursing Coordinator Northern Outreach Program Health Sciences Resource Centre Lakehead University 955 Oliver Road Thunder Bay, ON Telephone: 343-2141 Fax: 343-31043 Promotion Occurring During the 1991/92 Year In March of 1991, a promotional trip was taken to Toronto to present the program at the Educational Equity Conference. University Access Programs were discussed. During April 1991, Patricia took a promotional trip to Montreal Quebec to present the program to teaching staff at John Abbott College. A presentation was also given on the Medicine Wheel teachings and how it relates to the N.N.E.P. Patricia went to Ottawa in May to present the program at the Educational Equity Conference. Also, during the month of May, Patricia set up a promotional booth at Nishnawbe-Aski Chiefs Conference in Toronto. The Chiefs update report was delivered to Chiefs in attendance. Patricia did some promotional work at the Chiefs of Ontario meeting at Six Nations Oshweken in June. During that month, Patricia also went to Winnipeg, Manitoba to set up a booth at the Assembly of First Nations Conference. A Chiefs report was delivered at that Conference. In July of 19 9 2 , an N. N. E. P. booth was set up at the Union of Ontario Indians Chiefs Conference in Goldon Lake. In September, Patricia did a presentation about N.N.E.P. for the new Health sciences Building. As well, Patricia presented the use of the Medicine Wheel and how the �teaching of the Medicine Wheel is used in curriculum. In the month of October, Patricia McGuire and Helen Cromarty took a promotional trip to Indian and Innuit Nurses of Canada's Annual Conference held in Fredericton, New Brunswick. Patricia McGuire and Sandra Dunbar attended a Native Career Day on Novembf?r 19, 1991, to promote the program. The Career Day was held at Saint Pat I s High School in Thundei: Bay. On Friday, November 22, 1991, Sandra Dunbar set up a display booth about N. N. E. P. at the Fort Frances High School in Fort Frances. During Native Students Day, a promotional booth was set up in the Agora at the University. The N.N. E.P. was one of many Native booths set up that day. Such booths included: The Rainy Lake Ojibway Education Authority, Kinna-Aweya Legal Clinic, Weendahmagen Alcohol and Drug Abuse Treatment Centre, and Wequedong Lodge of Thunder Bay. The day included speakers such as Elders Tony and Emma Sand from the Saskatchewan Indian Federated College and Dr. Peter S. Schmalz, author of The Ojibwa of Southern Ontario. Natives Students Day was concluded with a Traditional Feast and then a · Pow Wow. During the past few months the co-ordinator has been working on new promotional material. The N.N.E.P. Pamphlets have just been completed and the Folders should be out shortly! Helping and Wholeness: a Spiritual Dimension Helping professionals, especially those wishing to deal wholistically with their clients, need to be comfortable with themselves emotionally, physically, mentally, and spiritually. As professionals, we sometimes feel least comfortable with the spiritual area and if we are uncomfortable with it ourselves, we are less likely to be able to acknowledge the spiritual needs of our clients. When we think of spirituality, many of us think in abstract and other-oriented dimensions. This can be true whether we follow the spiritual traditions of our Native people by honouring the grandparents and the circle of life, or if we follow other traditions and honour the great prophets of world religions. But there is another dimension, equally spiritual, and that is the vertical dimension. Even then, when it comes to spirituality, most people are inclined to look upward and outward. Upon reflection, I think we should also look downward and inward. That is the way of descent, rather than ascent, into ourselves, into personal limits and pain-which is the door to feeling and wholeness. Spirituality is within everybody's grasp. It is, at its heart, establishing and reestablishing our relationship to ourselves, to others, to our world, and, for many of us, to the God of our understanding. To find and value these relationships requires some understanding of ourselves. It is this dimension downward and inward to our own self which grounds our spiritual relationships. Spirituality is within. It is our spiritual or non-physical capacity that gives us the ability to define our own persona·! truth: to think, to value and assign meaning and purpose to our lives. If we cannot appreciate ourselves as worthy, as gifted, as capable of love, we are left with emptiness. If you have seen the movie Never-ending story, Part II, you will have seen a simple but profound parable of the conflict between good and evil. The young boy is drawn into the battle to conquer the nothingness eating away at the heart of Fantasia. He spends almost all of his wishes attempting to compete with this evil force of emptiness which is reducing everything to ashes. In the end, it is his wisdom that helps him discover that emptiness cannot be conquered; it can only be filled with love. So, he wishes a heart to the evil witch and, with heart, life returns. In this simple story is captured the real truth that emptiness or evil is the absence of good. We def eat emptiness by filling it with love. It is by recognizing our emptiness that helping and wholeness become possible. It requires acknowledging our emptiness and choosing positive meaning and value for ourselves and our relationships. But, like birth, this involves struggle and pain. Inevitably, there is some pain and some wounding in this process of defining limits to our personal worth and identity. It is like a loss of innocence. It involves going down, getting in touch with reality, with hurt, the wounds, the lower (not just the higher) side of ourselves. The 12 steps of Alcoholics Anonymous is one way to take us down to persona 1 truth: not denial, not conquest or defeat, but acceptance and love. out of this descent is reborn the resilient helper. This is the II inner warrior" or helper whose purpose is not hostility or aggression, but a mission to understand and to give positive value and meaning to what one loves. Inner warriors are the "wounded healers" who touch and heal the pain that is also endured by others. It is as wounded healers that helpers are called upon to deal with personal wounds or emptiness. Professionals who struggle to bring healing and health to dysfunctional people and disordered worlds need a good grounding in their own pain and healing. You can only give life by being fully alive, by being whole. And that means being at home with yourself emotionally, physically, mentally, and spiritually. *Note: Reprinted from Developments Spirituality AADAC by: Brian Kearns Executive Director Program Services �Health and Women's Spirituality In my experience, women in search of wholeness and good health are on a spiritual quest for freedom from the bondage of suffering as well as a quest for physical well-being. When asked to describe the whole, life-giving moments, they speak of beauty, of flowers, of mountains in the sunrise, of birdsong, of the smell and sound of the ocean, of whales singing off Vancouver Island, or the silence before dawn. As women find wholeness, they create beauty through such arts as food preparation or songmaking or showing k1ndness to others. There is also truth. Chronic illness in women is often related to lies and secrets, and to the refusal of significant others to acknowledge their experiences and feelings as real. Wholeness invariably includes opening secrets , uncovering the lies and giving them up in favour of truth. As we learn to expect truth, be true to ourselves and honest with others, we move towards wellness. While a holy moment may be a moment of beauty or a shattering and reshaping flash of truth, it must be translated into relationships in order to bring health. The woman who holds · her newborn child may also know the fierce tenderness that would kill or die to protect that life, thus experiencing what the Creator feels for creation. Healthgiving relationships are funded on truth and beauty: friendship, love, respect and caring. All these essentials of relationship are essential to women's health. A necessary component of relationship is justice. A friend is not a person who gives or gets pity, power or material benefit, but a person with whom one shares justice. We know instinctively what justice is about: justice means making wholeness possible. It is balance and fairness. We have been misled into thinking justice is retribution, getting even. At best, that is grim and ugly. Distributive justice is about making sure that everyone has the basic necessities for full life. Both great wealth and poverty are obscene. Justice must also be substantive. , reflected in society's laws and systems. Women on the way to health need justice instead of painkillers. Finally, there is ritual. In ritual, all the aspect of health-making are drawn together. The Chinese tea ritual has meaning because it expresses beauty, a form of timeless truth, the relationship of celebrant and recipient, the justice of enactment of infinity in the midst of the chaos of everyday living. Women on the path to health need rituals with others for strength to hold to that path. This is why healing circles work for women's health. Health-giving rituals are shared expressions of the spirit, embodiments of health and truth, relational love and justice. Reprinted From Developments Spirituality AADAC by: Dr. Frances Hare University of Alberta � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Nurses Entry Program Newsletter, February 1992 Subject The topic of the resource Universities Description An account of the resource Newsletter of the Native Nurses Entry Program. February, 1992. Date A point or period of time associated with an event in the lifecycle of the resource 1992-02 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Still image https://writingresources.lakeheadu.ca/files/original/12ae7e47e7b87744dbd9912e390d776c.pdf a99825b8b74b286663ebf2d657f3fe08 PDF Text Text 1991/92 .-,•. •, ��NATIVE NURSES ENTRY PROGRAM - SUMMARY REPORT INTAKE PROCESS: i) FIRST INTAKE In January 1987, Lakehead University admitted twelve Native students into the Native Nurses Entry Program. These students represented the following communities: ** ** ** Bearskin Lake Fort Hope Fort William Gull Bay Kasabonika Lake Lac La Croix ** Long Lac #58 Long Lac #77 Maniwaki, Quebec Shoal Lake Spanish River Walpole Island Of the first intake, ten of twelve students completed the program and were admitted into Year One of the Honours Bachelor of Science in Nursing Program in September 1987. ii) SECOND INTAKE In September 1987, Lakehead University admitted twelve Native Students into the Native Nurses Entry Program to begin the Second intake. These students represented the following communities: ** ** ** Attawapiskat Bearskin Lake Fort Severn Gull Bay Lac Seul Lake Helen Lake Helen Mississauga Nanisivik, N.W.T. Pangnirtung, N. W. T. Sucker Creek Thunder Bay Of the Second Intake, ten of twelve students completed the program and were promoted to the nursing degree program for September 1988. In addition, one student from the First Intake completed program requirements and entered Year One of the nursing degree program in September 1988. �iii) THIRD INTAKE In September 1988, Lakehead University admitted twelve students into the Native Nurses Entry Program. These students represented the following communities: ** ** ** ** ** Spanish River - 2 Bearskin Lake NAN COMMUNITY/BAND Couchiching Lac La Croix Sandy Lake Long Lac #58 North Spirit Lake Shubenacadie, Nova Scotia Schefferville, Quebec Summer Beaver Mobert ** Six of these students were promoted to the H.B.Sc.W. program for the 1989/90 year. Two students failed NNEP course requirements; one was transferred to Lakehead University B.A. program. Two had failed averages and will repeat NNEP. One withdrew for personal reasons. iv) FOURTH INTAKE In June 1989 twelve students were admitted into NNEP to begin the fourth intake. These students represented the following communities: ** ** ** Sachigo Lake Allanwater Aroland Fort Hope Walpole Island ** Whitefish Bay Red Lake Macdianmid Constance Lake Spanish River Six of these students were promoted to the H.B.Sc.N program for the 1990/91 year. One student will repeat two NNEP courses & nursing electives; two are continuing in Bachelor of Arts courses; two did not return to L. U.; one withdrew for personal reasons. �v) In June 1990, Lakehead University admitted thirteen students into NNEP to begin the Fifth intake. These students represent the following communities: ** Fort Frances Sachigo Lake Blind River ** Hudson Thunder Bay ** Big Trout Lake Whitehorse, Yukon Sioux Lookout Manitoulin Kingfisher Lake The Pas, Manitoba The Fifth intake students began NNEP in September 1990, this intake is currently under evaluation, although unofficially it appears that ten (10) will be eligible to continue into the nursing degree program. Two (2) of these students withdrew for personal reason, and one ( 1) will be returning in the fall of 1991 /92. ********************************************* NATIVE NURSES ENTRY PROGRAM (NNEP): The Native Nurses Entry Program (NNEP) at Lakehead University is a nine-month preparatory program. It is designed for the Native adult students who do not have the prerequisites for direct entry into the university baccalaureate nursing program. The goal of NNEP is to provide First Nation adult students with the necessary academic skills and orientation to enter the nursing program. In addition, it also takes into consideration the Native traditional holistic approach to health. Successful completion of NNEP would enable the students to gain entry into the four-year baccalaureate nursing program at Lakehead University. NNEP is funded on a three-year developmental basis by the Ontario Region Indian and Inuit Health Careers Program (IIHCP) of Medical Services Branch (MSB). The program was originally funded for three academic years from 1987 to 1989. There were two student intakes in 1987. The funding has now been extended to April 1993. It is co-funded by Medical Services Branch and Ministry of Health. �Back&round of the Proeram: First Nations and the Canadian government are cognisant of the need to improve the delivery of health care services to First Nation communities. Well qualified and trained nurses are an integral and indispensable part of these services. Native nurses have an inherent cultural sensitivity to the socioeconomic realities in First Nation communities. Presently there are 326 Native nurses in Canada. Approximately 20 % of these nurses have nursing degrees. First Nations recognize that they need more Native nurses with degrees to work in their communities. Lakehead University has a tradition of working with First Nations in helping their people access university education. In 1983, the Nishnawbe Aski Nation (NAN) which represents 43 First Nation northern communities, approached the School of Nursing at Lakehead University. NAN requested that Lakehead University explored the feasibility of providing a preparatory program for entry into nursing for First Nation students. This was prompted by the fact that without a preparatory program many First Nation students, especially adults would not have the pre-requisites to apply for entry into the baccalaureate nursing program. A consultation workshop was held at Lakehead University in May 1985. Participants at this workshop included Native leaders, health professionals, educators, Lakehead University staff and the staff of Medical Services Branch. A small working group was formed at the end of this workshop. Members of this group included Native nurses, educators and Lakehead University staff. The group's mandate was to work on the design and development of the Native Nurses Entry Program (NNEP). This group later became the NNEP Advisory Committee. NNEP started as a seven-month program in January 1987, and has been changed to a nine-month program since September 1987. The change was recommended by the NNEP students as it was easier for them and their families to relocate and attend school from September to May. Since January 1987 there have been four intakes of students into NNEP. Twelve students were admitted in each intake. At the time of this report, a total of forty-eight students had been admitted to NNEP. Of these forty-eight students, twelve have just started the program in September 1989 and thirty-six students have gone through NNEP. �Major Findines of The Evaluation: The following is a summary of the major findings of this evaluation: 1. Of the students who complete NNEP, the majority continued into the intended nursing program at Lakehead University. However, some students have moved into other Lakehead University programs, and some are attending other university and college programs. The breakdown of the above mentioned students are as follows: (a) Of the thirty-six students from the first three NNEP intakes, twenty-nine students successfully completed the course. This represents an overall successful completion rate of 80.6% of the NNEP population from January 1987 to May 1989. (b) Twenty-seven of the twenty-nine students entered the Honours Bachelor of Science Nursing (H.B.Sc.N.) program at Lakehead University. This represents 93 % of those who completed NNEP. (c) Of the above mentioned twenty-seven students, nineteen (69%) are still in the H.B.Sc.N. program. In addition, one student is taking a combination of NNEP courses and a first year elective. The status of the above mentioned twenty NNEP students in the nursing program at Lakeh~d University are as follows: - Two students are in third year nursing; - Three students are in second year nursing; - Fourteen students are in first year nursing; (Of the latter fourteen students, six are in first year nursing for the first time, six are repeating first year courses, and two are taking electives as they have passed first year nursing). One student is taking a combination of NNEP course and first year nursing elective. (d) Nine students left the H.B.Sc.N. program at Lakehead. Two of these students are continuing their education at the university level (Social Work; Bachelor of Arts). Two of the students are now taking college courses one in nursing and one in Arts and Science. One student is working in the Baffin Health Board NWT. Three students are at home with small children, and one student is deferring entry into second year nursing at Lakehead University for personal reasons. �(e) Therefore the number of NNEP students who are still in various university studies including nursing is twenty-two out of twenty-nine students or 76%. In addition to these twenty-two university students, two other NNEP students are attending college. Thus, the number of NNEP students who are attending universities and colleges is twenty-four out of twenty-nine or 83 %. (t) Seven students did not complete NNEP. Four withdrew for personal reasons, one for medical reasons and two failed the program. Of the two students who failed the program, the first student was from Quebec and had difficulty with written English, the other was not able to handle the sciences. The student from Quebec is now taking nursing in French at the University of Ottawa and the other is in the General Bachelor of Arts program at Lakehead University. The above analysis took into consideration the students who have successfully completed NNEP and their progression into the nursing and other post secondary programs. An alternative approach of evaluating the students' progress globally is to consider the total NNEP student population who started the program and trace their progress in post secondary education. This would then include students who did not complete NNEP but advanced on their own to the nursing program and the Bachelor of Arts program in other universities. (Therefore, of the thirty nursing program and the Bachelor of Arts program in other universities.) Therefore, of the thirty six students who attended NNEP, twenty eight (78 %) continued into nursing. At the time of this report, twenty one out of the thirty six students are still in nursing. One second year nursing student is taking a year off for family reasons. Therefore the percentage of students who are in nursing at the university level is 61 % (22 out of 36 students). Regardless of which approach is used in analyzing the NNEP students educational progress, the end result is that the majority of the NNEP students are continuing their education in the nursing program while some are in other post secondary programs. 2. NNEP is presently providing the students with the opportunity of accessing nursing at the university level. The overall success of NNEP in providing for graduate nurses to work in First Nation communities or with First Nation people in health institutions can only be fully evaluated in the next two to three years. It is anticipated that the two third year nursing students will graduate by 1992/93. In conclusion the evaluation found that NNEP has effectively met its goals and objectives to the extent that it has provided the students with the opportunity to access the Honours Bachelor of Science Nursing program at Lakehead University and other post secondary programs. A more �.. • comprehensive assessment of how effectively NNEP has met all its goals in providing the opportunity for the students to graduate from the nursing program and work with First Nation communities can be only be evaluated when the students graduate from the nursing program in the next two to three years. These goals and objectives are consistent with the wishes for First Nations, Medical Services Branch hiring policy and the policy of transfer of control of health care services in First Nation communities to First Nations. The reality however is that until Indian education focuses more on the sciences and there are more secondary school graduates at the advanced level, preparatory programs like the NNEP are essential. Without such programs, many Native people would not have the opportunity to access university education. NNEP has demonstrated that such a preparatory program can work for Native people. Therefore it is imperative that long-term funding be secured for the continuation of this program. Taken directly from Kin Wan External Evaluation, Native Nurses Entry Program, released Spring 1990. This evaluation includes the first three intakes, thirty-six students. There are presently sixty students who have gone through NNEP. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Nurses Entry Program, Chief's Report Subject The topic of the resource Universities Description An account of the resource A report on the success to date (1991) of the Native Nurses Entry Program at Lakehead. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://writingresources.lakeheadu.ca/files/original/4deb4bb7cea2b85c6374f8f2ed4e8e36.jpg de09d8d3b69ced2f2bbd57b69ac73648 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native selections of poplar, birch and alder under propagation. Subject The topic of the resource Forest Products Industry Description An account of the resource Native selections of poplar, birch and alder under propagation. Kemptville Nursery Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1980-06 Format The file format, physical medium, or dimensions of the resource Jpeg Type The nature or genre of the resource Photograph Identifier An unambiguous reference to the resource within a given context Armson-Silviculture-1653 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada-Ontario-Kemptville https://writingresources.lakeheadu.ca/files/original/8c91de4a16d72b77e90c4897db84ecd2.pdf 62577c6049cbcf00ce0567963ea10475 PDF Text Text Proposal NATIVE STUDENTS ACCESS PROGRAM Lakehead University May 1989 �I I I I I I I I I I I I I I I I I I I Proposal NATIVE STUDENTS ACCESS PROGRAM Lakehead University May 1989 �I I I I I I I I I I I I I I I I I I INDEX INTRODUCTION ................................................ . RATIONAL FOR THE PROGRAM .................................. . 3 The Role of Lakehead University ............................. . 3 CURRENT ACTIVITIES IN NATIVE PROGRAMS .................... . 4 Native Native Native Native Teacher Education Program ............................ Language Instructors' Program .......................... Language Minor ...................................... Nurses Entry Program ................................. . . . . 4 5 UNIVERSITY ACCESS PROGRAMS ................................ . 7 University of Calgary ....................................... Dalhousie University ........................................ University of Manitoba ...................................... Factors Contributing to Minority Student Success ................ 5 5 . . . . 8 9 PROPOSED NATIVE STUDENT ACCESS PROGRAM .................. . 10 Heal th Science Access ....................................... . Career Options and Linkages with Other Universities ............ . Arts, Science and Professional Studies Access ................... . 12 12 13 ADDITIONAL COMPONENTS OF THE PROGRAM ................... . 14 Program Promotion ......................................... Admission ................................................. Curriculum ................................................ Counselling and Tutorial Services ............................. Additional Resources Required for Program .................... . . . . . 7 8 14 15 16 16 18 FUNDING 19 SUMMARY 20 APPENDIX A - Job Descriptions 22 APPENDIX B - Terms of Reference - Advisory Committee .............. . 25 �I I I I I I I I I I I I I INTRODUCTION In 1985 Lakehead University reviewed its Academic Plan which had originally been passed by Senate in 1977. The result of this review was a revised Academic Plan published in 1987. The revised plan noted that the evolving needs of society and the region require a constant process of program adaptation and change. Subsequently, a Study Group comprised of faculty, staff and students, both Native and non-Native, was formed to look at Native Studies programs at the University. One task of the Study Group was to review the current programming in place for Native students and look at ways of improving or enhancing these programs and of increasing the participation rate of Native students. The Study Group found that Lakehead University has a history of providing successful special programming for Native students. Building on these strengths is a natural extension of the University's role as a regional university. The Native Studies Study Group is recommending that a new Access Program modeled on existing programs be implemented to increase the participation rate of Native students at Lakehead University and to provide a framework for successful integration and completion of academic programs. This proposal outlines the rationale for a wider Access Program at Lakehead University and discusses the necessary resources for implementation. �Lakehead University A Northern Vision ....··············--...••••.. •••• ••• ••• •• •• • •• • •• •• •• •• •• •• •• •I I I I I I •• .• ---t---- • Other Ontario Universiti x Off-Campus Centres 0 300 km. Scale �I I I I I I I I I I I I I I I I I 3 RATIONALE FOR THE PROGRAM The Role of Lakehead University Lakehead University has continually emphasized its role as a regional institution. In its submission to the Bovey Commission in 1984, Lakehead stressed its dual role as a university in the north, striving to bring knowledge and an understanding of a broad range of the basic disciplines to Northwestern Ontario as well as for the north, gathering knowledge about the region for use in social and economic development. It was also stated that Lakehead University should be viewed as a developing institution striving to meet effectively its regional role. The submission went on to say that: "Lakehead University certainly would like to continue to explore with the Native population of this region the type of programs that are needed and which could be delivered. We do not think the problem here ...... .is primarily technological and related to the mechanisms of distance education. We think it is linguistic, cultural and related to the prior educational training of the Native population. It would seem certain that specially designed interfacing programs would be needed for which special funding would be a prerequisite." In a review of the University's Academic Plan undertaken in 1985 and published in the Lakehead University Academic Plan 1987, the Senate Academic Committee noted the following: "Northwestern Ontario has a significant Native population which is an increasing proportion of the regional total. Lakehead University should, therefore, increase its activities related to Native peoples in all respects as part of its regional mandate." �4 Clearly, Lakehead University sees as a major component of its mandate the education of the region's Native population. Approximately 20% of the population of Northwestern Ontario is Native. With the influence of Bill C-31 and the higher Native birthrate, the proportion of Native people is ever increasing. Yet Natives are a minority group in higher education. To be successful, any strategy to improve Native participation in post-secondary education must address the particular difficulties encountered with minority access. CURRENT ACTIVITIES IN NATIVE PROGRAMS Lakehead University has a history of encouraging Native students' accessibility by providing special programs. Two such programs are the Native Teacher Education Program and the Native Language Instructors' Program. It is known that early intervention in the public schools to strengthen preparation and improve students' education planning is an important factor cited in minority success in higher education. Both programs increase the number of trained Native teachers in the classroom who serve as valuable role models for young Native students. Native Teacher Education Program In 1974, the Native Teacher Education Program (NTEP) was introduced. The first NTEP graduated Native students with a diploma and certificate for primary/junior teaching in Ontario elementary schools. The program was revised in 1987 to a four year BA/BEd program. The purpose of the program is to increase the number of fully qualified Native teachers. The program begins with a special summer orientation program and in addition to regular Arts, Science and Education courses, places a special emphasis on Native social, cultural, and language issues. • �I I I I I I I I I I I I I I I I I I ~ 5 Native Language Instructors' Program The Native Language Instructors' Program is offered every summer on campus and normally requires four summers of study to complete. Depending on the courses taken, the program leads to a limited teacher certification granted by the Ministry of Education or a University diploma in teaching Native Languages as a first or second language. This program is mainly subscribed to by mature Native students who spend the month of July living in residence while taking the program. Students do related practical work during the Fall and Winter in their home communities. Native Language Minor Native Languages in Cree and Ojibway are offered as a minor program that can be taken in conjunction with another program. Students, both Native and non-Native, enrolled in programs such as Social Work, Nursing, and Education as well as other Arts, Science or Professional programs, take this minor. Native Nurses Entry Program A third special program at Lakehead University, the Native Nurses Entry Program, began in January 1987 in response to a well documented need for improved health care deli very in Native communities. In 1983, the Nishnawbe-Aski Nation, a Native organization representing 25,000 Ojibway /Cree in 43 northern communities, approached Lakehead University's School of Nursing to explore the feasibility of establishing a program to prepare Native people for the nursing profession. The need for improved health care in Native communities is noted in the First Nation's SelfGovernment Health Report (I 983) which lists some startling health statistics in Canada: �6 In Canada's Native population life expectancy among Indians is ten years less than for other Canadians; up to the age of sixty-five years, mortality rates are two to four times the national average; diseases of the respiratory system are five times the Canadian average; the suicide rate is three times higher than the Canadian average; alcoholism may be as much as five times more prevalent among Natives than among other Canadians. There is widespread agreement on the need for new approaches in health care that will fully involve Native communities. However, before Native people can achieve full involvement, there is a need to educate more Native health professionals. In May 1985, Lakehead University headed a consultation workshop with Native leaders. There were 40 Native leaders representing Native communities at this meeting. In making its recommendation that a preparatory program be implemented that enabled Natives to proceed to a degree Nursing program, this committee considered the importance of the role of a nurse in northern communities. The hiring criteria for the Medical Services Branch of Health and Welfare Canada is a baccalaureate degree in nursing. Hence the need for university educated nurses. The program at Lakehead University is the beginning of an educational process for Native communities to acquire Native nurses who will take a leadership role in health care delivery. I �7 UNIVERSITY ACCESS PROGRAMS In investigating possible models for the access program, the Native Studies Study Group examined several successful programs at other Canadian universities. Programs at the University of Calgary, Dalhousie University, and the University of Manitoba are briefly described below. All of these programs have features that were considered to be imperative to the success of access programming. These features include specialized recruitment and admission procedures, program orientation and personal counselling, a curriculum that addressed deficiencies in preparation, a tutoring program for academic courses, specialized assistance in the areas of financial assistance, and social and cultural support systems. I I University of Calgary The program is designed to provide a University entry year to students at least 21 years of age who have completed Grade XI but who are not fully matriculated. The program is structured I in such a way as to help the student make a successful transition to university life. Additional academic programming is provided with social, cultural and financial aid counselling. Students register as "unclassified" students and take a total of three degree credit courses (Anthropology, Political Studies, English). In addition, students take Basic Mathematics I and II, and Learning Strategies which covers problem-solving, organization, writing, reading, and I I I study skills. Mandatory tutorials are taught in conjunction with the academic courses. Special events are also scheduled, such as film or speakers series to complement the academic program. Financial assistance for students is provided through the Department of Indian Affairs. Social and cultural activities are planned at the Native Centre. I �8 Dalhousie University The Dalhousie program provides a transition year to students who do not meet the normal admission requirements. The program is directed to Native and Black students. Admission requirements are flexible with maturity and motivation assessed individually. Students take a program that includes a course in basic English language skills, a basic Mathematics course, a Black and Native studies course to increase self awareness and confidence and a student skills course. In addition a regular first year course is taken for credit or audit. Additional programs in orientation to campus life, personal and academic counselling, guest lectures, and cultural events are offered to assist with the transition to campus life. Tutoring is also available, as are financial support and counselling. University of Manitoba The University of Manitoba offers two programs designed to provide university training for people who have not had the opportunity for such experience because of social, economic or cultural reasons, or because of a lack of academic preparation. The Access Program is not directed exclusively to any one group of people, but priority is given to low-income men and women, Native people and residents of Northern Manitoba. Students register in regular academic programs with a reduced course load of three courses rather than the normal five. Approximately half the students are enrolled in Arts programs and half in a variety of other programs such as Science, Nursing, Social Work, Engineering, Education, and Law. �9 The Special Pre-Medical Studies Program is designed to allow residents of Manitoba of Native ancestry to train as professionals in the health field. The special program allows students to take four years to complete what is normally a three year program. Students complete the program with a pre-med degree in science. The program requires 90 credit hours (the equivalent of three academic years). Special transition courses for the Native students are in place in Chemistry (three courses) and Physics (one course). The program also has in place a non-credit Physiology and Introduction to Medicine (an orientation course) for the Native students. Students take the rest of their program with regular students. required courses in Biology and English (a literature course) and electives. These include Electives are carefully chosen with a counsellor to meet the specific prerequisites for different programs in Medicine, Pharmacy and Dentistry. Tutorial help is provided to students in order to help them keep up with course work. Financial assistance is provided to meet living costs as well as medical insurance, moving costs, tuition and books. I I I I I I I I Assistance with the social and cultural adjustment to campus life is provided through various programs at the Native Student Centre. Factors Contributing to Minority Student Success Studies have shown that certain factors significantly influence the success of minorities in higher education (Richardson, The Chronicle of Higher Education, January 11, 1989). These include: Career guidance to translate nonspecific educational goals into programs of study where course work and desired outcomes are clearly linked. �10 Summer or special bridging programs to accustom minority students to university-level course work and the campus atmosphere. Special orientation programs and help with choice of courses and registration. Strong academic assessment programs coupled with courses designed to offset gaps in preparation. Adequate tutoring services, learning laboratories, and organized "mentoring" programs. Intrusive academic advising to guide selection of courses and to intervene before small problems become major. Other studies have shown that personal support to students is also a key factor in success. This would include: Counselling and personal support services. An environment (place) where students feel confortable to express their native culture and beliefs, this is, a Native Student Centre. PROPOSED NATIVE STUDENTS ACCESS PROGRAM Lakehead University has a history of successful programs with a goal of assisting Native students to complete successfully a university education. Table I illustrates the number of graduates from the Native Teacher Education Program in the past 10 years as well as the I I I I �I I I I I I I I I I I I I I I I I I I 11 number of graduates from the Native Language Instructors Program since its inception rn 1981. Additionally, in May 1988, I 6 Native students graduated in programs such as Social Work, Political Studies, Anthropology, Natural Science and Outdoor Recreation. The Native Nurses Entry Program has enrolled 33 Native nursing students. The first graduates from this program are expected in 1991. TABLE 1 - NUMBER OF GRADUATES Native Teacher Education Program and Native Language Instructors Program Year 79 Nat. Teacher Ed. 9 Nat. Lang. Instr. 80 81 82 83 4 8 8 6 7 3 84 5 85 86 87 88 8 7 8 7 6 4 4 Building on this expertise in Native programming, the Native Studies Study Group has recommended that the current programming for Native students be extended to incorporate a new Native Student Access Program, the purpose of which would be to encourage Native students to enrol in any Lakehead University program, provide academic support while in the programs, and to provide the supportive social and cultural environment so important for success. Specifically, the program would include a number of core courses that all students would take and additional courses, either required or elective, depending on the proposed career objectives. These are outlined in Table 2, page 18. Initially, there would be two parallel streams: (1) Health Sciences Access, and (2) Arts, Science, and Professional Studies Access. �12 Health Sciences Access The Health Sciences Access Program at Lakehead University is designed to increase the number of Native health professionals in the province of Ontario, specifically in the northern regions. Many Native people who have a strong desire to enter health professions encounter barriers in pursuit of their educational goals. These barriers relate to the lack of secondary school opportunities due to geographical isolation, as well as a weak academic background in the sciences. The Health Sciences Access Program is designed to provide academic and psychosocial preparation so that students can successfully complete university degree programs that lead to health careers, specifically nursing, medicine, dentistry, pharmacy, occupational or physical therapy and rehabilitative medicine. The Health Sciences Access Program has the specific endorsement of the Regional Chiefs of Ontario and their Planning and Priorities Committee which is mandated to assist universities in their negotiations to obtain new program funding. In May 1988, the Chiefs passed a formal resolution in support of Health Sciences Access Programs that would provide university academic preparation for health-related professions, including nursing, medicine, dentistry, pharmacy, and physiotherapy. The academic program as illustrated in Table 2, page 17, would include four core courses plus additional courses depending on the program stream. Career Options and Linkages with Other Universities Lakehead University is part of an inter-University Health Science Access Program with Laurentian University, Trent University and the University of Toronto. The aim of this cooperative effort is to coordinate programs to improve Native access to health science �I I I I I I I I I I I I I I I I I I I 13 professions. Students wishing to pursue professions in medicine, dentistry, and speech pathology, for example, can be linked to other Ontario universities through prearranged entry application or seat designation. Figure 1 illustrates the concept envisaged in these discussions. Students from northern communities would enter Lakehead University and, after completion of university programs at Lakehead or other universities, return as accredited health professionals to their communities. FIGURE 1 - HEALTH CAREER OPTIONS NORTHERN COMMUNITY Lakehead University Access .. U of T /McMaster I Nursing, Pre-Med, OT /PT Medicine, Den tis try, Pharmacy Arts, Science and Professional Studies Access Until the University has made all of its programs accessible to Native students, it will not have fulfilled its regional mandate to provide educational opportunities to Northwestern Ontario residents. �14 The Native Access for Arts, Science and Professional Studies would be a continuing preparation and support program with several discrete elements consisting of an appropriate recruitment and admission process, special Year I skill based courses, directed Year I and II academic programming at a reduced rate of progress initially, and culturally sensitive counselling, tutoring, and social environment. The academic program would include two core level courses to provide students with the knowledge and skills necessary for success in university courses. These courses would include basic English communication, basic mathematics, and undergraduate study and research skills. Students in the first year of the program would take up to three additional courses designed to meet specific career goals. These courses would be selected for their appropriateness for students in the Native Student Access Program and could off er some choice depending on a student's intent to pursue Arts, Science, or Professional Studies programs. This course distribution in the first year should improve the student's opportunity for success by providing special skills building courses concurrently with academic programming. ADDITIONAL COMPONENTS OF THE PROGRAM Program Promotion There is considerable interest among Native people to pursue higher education. Contacts made through the Native Nurses Entry Program indicate many community members are interested in careers other than nursing, but lack opportunity to enter programs at Ontario's universities. Community promotion must be done to create an awareness of post-secondary opportunities for Native people at Lakehead University. This promotion will include community visits, career fairs, audio-visual materials, and media support. Interaction with Band education counsellors will be a priority. �15 I I I I I I I I I I I I I I I I I Admission It is anticipated that 30 to 45 students will be admitted to the program with distribution being equal in the Nursing stream, Pre-Medical stream and the Arts, Science, and Professional Studies stream. The target g,roup for this program is northern students who have not had the opportunity to complete secondary school education. Typically admission to the Access Program would be made through the Adult or Extraordinary admission standards of the University. However, fully matriculated students who feel they may need additional support to succeed in their academic program may also be admitted. The selection process which includes personal interviews with the potential student and spouse has contributed to the high success rate of the Native Nurses Entry Program. Through these interviews the candidate's motivation, commitment to a four-to-five-year education program, and intellectual capacity for university level education is assessed. Interviews both on and off-campus will continue to be a part of the selection process for the Access Program. The selection process will include: a) interviews with students and if possible, spouses; in programs where it is necessary, the hosting of a three day interview session with the potential students and their families to explain the program; b) assistance completing application forms; and c) screening of paper applications. Through an extensive interview procedure and specific activities, such as applicants will be given an opportunity to demonstrate their skills, their motivation and their suitability to enter the program. �16 Curriculum The overall goal of the curriculum is to provide academic skills and special preparation in order for students to successfully undertake degree courses and improve their success rate in university programs. The curriculum framework will include a number of "core courses" that students enterin·g the program will take and will include courses such as English, Chemistry, Basic Mathematics, Study Skills/Logical Reasoning, and Human Biology. Students will also take courses specific to their career goals. The curriculum is graphically presented in Table 2, page 17. The core courses are designed to improve the success rate of the students in the Year I degree courses as well as in their continuing studies. In Year I these core courses are taken concurrently. Counselling, Tutorial Services and Support Activities For Lakehead's 200+ Native students, there are a variety of support services already in place. A full-time Co-ordinator of Native Support Services provides academic, social, financial and career counselling. For students needing academic assistance, there is tutoring available in all subject areas and programs to develop important study skills. The Native Student Drop-In Centre provides a gathering place for formal and informal activities, films, speakers, ceremonies, feasts, etc. Lakehead University Nishinabek Students Association (LUNSA) offers students an opportunity to have input into programs and policies through their involment in student government and as well organizes cultural, social and recreational activities for students. �I I I I I I I I I I I I I I I I I I Table 2 - Native Students Access Program Year I Proposed Curriculum Core Courses 30 - 45 Students English l 8XX 1.0 FCE Study Skill/Logical Reasoning 0.5 FCE Ma the ma tics 0.5 FCE Total 2.0 FCE Course Equivalents Arts, Science, Professional Studies 15 - 20 Students Health Sciences Core l 5 - 25 Students Three courses chosen in consultation with a counsellor designed for specific career goals. Chemistry l 060 Human Biology Up to 3 Full Course Equivalents Total 1.5 Full Course Equivalents 1.0 FCE 0.5 FCE Nursing Stream IO - 15 Students Pre-Medical Program 10 Students Professional Orientation 0.5 FCE Communication for Nurses 0.5 FCE Nursing Theory Develop. 0.5 FCE + Nursing Practicum 1.5 courses chosen in consultation with a counsellor designed for specific career goals. Total 1.5 Full Course Equivalents Total 1.5 Full Course Equivalents �18 Additional Resources Required for the Access Program If the University is to put in place a Native Student Access Program, the structure needed to administer and support such a program must be in place. Additional staff as noted below would be needed. Job descriptions for the Co-ordinator and Counsellor are included in Appendix A. Native Access Program Co-ordinator - A program co-ordinator responsible for administration of the Access Program will be required. the In addition to co-ordinating and administering the activities associated with the Access Program, the Co-ordinator will work closely with the Advisory Committee and develop programs to liaise with Native organizations and communities. The Co-ordinator will interact with academic departments and faculty who are teaching Native students to provide support and encouragement for culturally sensitive teaching and to identify students at risk in their academic program. Promotion/Recruitment Counsellor -The promotion/recruitment counsellor will be responsible for program promotion, student recruitment, and promotion materials preparation and distribution as well as academic counselling. Extensive travel will be required in order to establish and maintain liaison with Band educational personnel and to establish a University presence in the Native communities. Community Advisory Committee - The Community Advisory Committee will have a major role in the development of the Program and interaction with the Native communities and will provide · the essential link if the University is to truly respond to Native education needs. Appendix B describes in more detail the terms of reference of the Advisory Committee. This committee will include members of the Native community, government representatives, health �19 professionals, and Native education authorities. Their role would be to support and provide guidance to program activities. Instructors -The departments of Lakehead University are supportive of this proposal. Support for additional sections in order to provide for small class sizes where appropriate, is needed as well as for special skills building courses outside the regular academic program. Payment for sessional appointments, when necessary, are included in the attached budget. FUNDING The proposal for funding the Native Students Access Program is quite different from the usual university proposal for new programs. The funding required for the programs is the funding necessary to support the extraordinary costs of the program beyond those normally associated with an academic program. These include the following: Staffing Access Program Co-ordinator, Promotion/Recruitment Counsellor, Secretary. Salaries plus benefits are based on comparable salaries at Lakehead. Program Costs Honoraria for Guest Speakers and Evaluation Consultant. Payment to Sessional Lecturers for special courses, support courses and additional special sections in order to allow for very small classes. Travel Expense Travel expenses are high because of visits to remote Northern Ontario locations and the need for regular travel to the Native communities. �20 Supplies/Equipment Special program costs including promotion and recruitment materials. Telephone, postage, office supplies and equipment. The total budget for Year I is outlined on Table 3, page 21. The proposal is for a five-year period. The budgets in Year II to Year V have been incremented by a 5.0 percent per annum inflation increase, and are summarized as follows: 1990/1991 $ 265,560.00 1991/1992 278,800.00 1992/1993 292,700.00 1993/1994 307,350.00 1994/1995 322,700.00 SUMMARY Lakehead University has developed a strategy for a Native Student Access Program to improve the participation and success rate of Native students in the University's undergraduate programs. The program targets Native students, particularly those from Northern regions of the province, who have not had the opportunity for access to a university education because of lack of preparation. Funding the Native Students Access Program would allow Lakehead University to provide a combination of courses that would provide academic skills and special preparation offered concurrently with regular university degree courses. In addition, programs that meet the special needs of Native students for training in health sciences and nursing are addressed. �TABLE 3 - NATIVE STUDENTS ACCESS PROGRAM BUDGET SUMMARY 1990/91 Salaries Access Program Co-ordinator Promo/Recruitment Counsellor Secretary Benefits 10% $ 50,400 38,400 22,800 111,600 11, I 60 $ 122,760 Program Costs Honorarium Guest Speakers E valuation Consultant Course Payments 2,400 9,600 62,400 74,400 Travel Program Co-ordinator Promo/Recruitment Selection Interviews Community Advisory Committee Guest Speakers 6,000 6,000 12,000 12,000 6,000 42,000 Supplies & Equipment Promo/Recruitment Materials & Supplies Office Equipment & Supplies Telephone Postage 12,000 6,000 6,000 2,400 26,400 TOTAL BUDGET $ 265,560 �22 Appendix A JOB DESCRIPTIONS CO-ORDINATOR Responsible to the Vice-President (Academic), the Co-ordinator develops and co-ordinates the Native Students Access Program. Specifically, this involves administration, program promotion, and public relations responsibilities as follows: I) Co-ordinate and administer the operations of the Native Students Access Program. 2) Design and co-ordinate the recruitment and selection process for Native student access to take in approximately 45 new students annually. 3) Develop promotional material for the programs. 4) Maintain liaison with Native organizations and communities. 5) Conduct explanatory sessions and counselling to appropriate groups and communities. 6) Chair meetings of the Advisory Committee and liaise closely with the Committee to inform members of the progress of the projects and seek input for future development. 7) Liaise with Student Services and appropriate Native counsellors. 8) Liaise with faculty members and associated departments teaching Native students to provide encouragement and support for culturally sensitive teaching, and to provide early identification of students at risk in their academic program. 9) Arrange for development and co-ordination of field placements where applicable. • �23 The Co-ordinator should hold a Bachelor's degree and have a knowledge and understanding of Native culture, with particular emphasis on the needs of Native students. This person should be self-directed and innovative, and should possess good interpersonal and communication skills with both Native and non-Native groups. Ability to speak a Native language is pref erred but not essential. PROMOTION/RECRUITMENT COUNSELLOR Responsible to the Co-ordinator of the Native Students Access Program, the Promotion/Recruitment Counsellor will promote the goals and objectives of the Native Access Program and recruit Native students from the community level to enter the program. Specifically this person's responsibilities will be to: 1) Co-ordinate and implement a promotion and recruitment campaign for students. 2) Promote opportunities for higher education at Lakehead University to Native communities, groups and students. 3) Arrange for community visits to elementary, secondary, and postsecondary institutions. 4) Assist potential students with application procedures. 5) Attend meetings of the Advisory Committee to inform members of community concerns and progress in recruiting candidates. 6) Attend meetings/workshops on behalf of the Co-ordinator. 7) Maintain accurate reporting of promotion activities. 8) Provide academic counselling to students with particular emphasis on early identification of students at risk. �24 The Promotion/Recruitment Counsellor should hold a Bachelor's degree and have a knowledge and understanding of Native culture with particular emphasis on the needs of Native students. This person should be self-directed and innovative, and should possess good interpersonal skills with both Native and non-Native groups. Ability to speak a Native language is preferred but not essential. Extensive travel is required. I I_ �25 APPENDIX B TERMS OF REFERENCE - ADVISORY COMMITTEE I. Provide advice to the Co-ordinator of the Native Access Program and participate in evaluating the program on an annual basis. 2. Review planned changes for curriculum, recruitment, candidate selection, application procedures, program promotion, and evaluation as brought forward by the Co-ordinator. 3. Make recommendation for planned changes to senior administrators of Lakehead University. 4. Review concerns of the Native community (e.g. of political, adminsitrative, or education nature) and make recommendations to address these concerns. I 5. Act as resource and support persons to Co-ordinator and staff. 6. Represent the Native Access Program in Native political settings, and advocate for program support by the Native and non-Native community at large. 7. Act as resource persons to other educational groups, health agencies, and community functions as required. 8. Meet a minimum of twice a year, or as necessary. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Students Access Program Proposal Subject The topic of the resource Universities Description An account of the resource Proposal to develop an Access Program for Indigenous students at Lakehead. May, 1989. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1989-05 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text