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GVHA-Indigenous-Business-Directory
1 Company Name Business Type Contact Details Website Alexander Traffic Traffic Control Dore Lafortune Alexander Traffic Control is a local company providing traffic N/A Control Ltd. Company control services. Aligned Design Commercial & Lana Pagaduan Aligned Design works in flooring installations and commer- www.aligneddesignfp.co Residential Painting and cial & residential painting. They are 100% Indigenous m (under construction) Flooring Installations owned and operated. AlliedOne Consulting IT Strategy Gina Pala AlliedOne Consulting is a management consulting service www.alliedoneconsulting. specializing in IT Strategy and leadership, as well as Cyber com Security. Animikii Web Design Company Jeff Ward Animikii is a web-services company building custom soft- www.animikii.com (Animikii ware, web-applications and websites. They work with lead- Gwewinzenhs) ing Indigenous groups across North America to leverage technology for social, economic and cultural initiatives. As a 100% Indigenous-owned technology company, Animikii works with their clients to implement solutions that amplify these efforts and achieve better outcomes for Indigenous people in these areas. Atrue Cleaning Commercial & Trudee Paul Atrue Cleaning is a local Indigenous owned cleaning compa- https:// Residential Cleaner ny specializing in commercial & residential cleaning, includ- www.facebook.com/ ing Airbnb rentals. trudeescleaning/ Brandigenous Corporate Branding Jarid Taylor Brandigenous is a custom branded merchandise supplier, www.facebook.com/ crafting authentic marketing merch with an emphasis of brandigenous/ quality over quantity. 2 Company Name Business Type Contact Details Website Brianna Marie Dick Artist- Songhees Nation Brianna Dick Brianna Dick is from the Songhees/Lekwungen Nation in N/A Tealiye Victoria through her father's side with roots to the Namgis Kwakwaka'wakw people in Alert Bay through her mother's side. -
KI LAW of INDIGENOUS PEOPLES KI Law Of
KI LAW OF INDIGENOUS PEOPLES KI Law of indigenous peoples Class here works on the law of indigenous peoples in general For law of indigenous peoples in the Arctic and sub-Arctic, see KIA20.2-KIA8900.2 For law of ancient peoples or societies, see KL701-KL2215 For law of indigenous peoples of India (Indic peoples), see KNS350-KNS439 For law of indigenous peoples of Africa, see KQ2010-KQ9000 For law of Aboriginal Australians, see KU350-KU399 For law of indigenous peoples of New Zealand, see KUQ350- KUQ369 For law of indigenous peoples in the Americas, see KIA-KIX Bibliography 1 General bibliography 2.A-Z Guides to law collections. Indigenous law gateways (Portals). Web directories. By name, A-Z 2.I53 Indigenous Law Portal. Law Library of Congress 2.N38 NativeWeb: Indigenous Peoples' Law and Legal Issues 3 Encyclopedias. Law dictionaries For encyclopedias and law dictionaries relating to a particular indigenous group, see the group Official gazettes and other media for official information For departmental/administrative gazettes, see the issuing department or administrative unit of the appropriate jurisdiction 6.A-Z Inter-governmental congresses and conferences. By name, A- Z Including intergovernmental congresses and conferences between indigenous governments or those between indigenous governments and federal, provincial, or state governments 8 International intergovernmental organizations (IGOs) 10-12 Non-governmental organizations (NGOs) Inter-regional indigenous organizations Class here organizations identifying, defining, and representing the legal rights and interests of indigenous peoples 15 General. Collective Individual. By name 18 International Indian Treaty Council 20.A-Z Inter-regional councils. By name, A-Z Indigenous laws and treaties 24 Collections. -
Bell Bella Community School
Table of Contents Introduction......................................................................................................................... 2 Aatse Davie School............................................................................................................. 5 Bella Bella Community School .......................................................................................... 6 Bonaparte Indian Band ....................................................................................................... 7 Boothroyd Band..................................................................................................................8 Boston Bar First Nation ...................................................................................................... 9 Cape Mudge Band............................................................................................................. 10 Chemainus First Nation .................................................................................................... 11 Campbell River Indian Band ............................................................................................ 12 Canim Lake Indian Band .................................................................................................. 13 Cayoose Creek Band......................................................................................................... 14 Chief Atahm School.......................................................................................................... 15 Doig River -
FNFC Workforce Intake Form
INDIGENOUS FORESTRY WORKFORCE INTAKE FORM This intake form is intended to understand the needs of community members in order to improve upon our future services, programs, and offerings. All personal information will be used only for the purposes of BC First Nations Forestry Council and will not be shared or distributed with third parties. NAME: First Name Last Name E-MAIL ADDRESS PHONE NUMBER ADDRESS: PLEASE CHECK ONE: First Nation Status First Nation Non-status Metis Registered Metis Non-registered Canadian (Not First Nation or Metis) Other:__________________________ 1 | P a g e FNFC WORKFORCE STRATEGY PLEASE CHECK ONE: Female Male Other INDIGENOUS COMMUNITY: Live in First Nation Community (On-reserve) Live away from First Nation Community (Off-reserve) AGE: 15 – 18 years of age 19 – 25 years of age 26 – 34 years of age 35 – 42 years of age 43+ years of age EMPLOYMENT STATUS: Employed Full-time Part-time (Work less than 20 hours per week) Unemployed Student EI (Employment Insurance) Retired EDUCATION LEVEL : Need High School Upgrading High School Graduate Certificate/Diploma Recipient 2 | Page FNFC WORKFORCE STRATEGY College/University Graduate Forestry Program:________________________ Trades Program:____________________________ Other __________________________ DRIVER’S LICENSE: Do you have a Valid B.C Driver’s License? Yes No If yes please describe (L, N or Class 5 or 1):______________________________________ DO YOU FACE BARRIERS TO EMPLOYMENT: Lack of Work Experience No Resume or Cover Letter Lack -
Pandemic Response & Emergency Planning
Pandemic Response & Emergency Planning Responses to the COVID-19 Pandemic by First Nation Communities in the Vancouver Island Region “If we don’t learn from the lessons of the past, the history and devastation of past pandemics will only repeat themselves.” -Marilyn Slett and Dr Judith Sayers, The Georgia Straight A map showing the First Nation Communities on and around Vancouver Island Tlatlasikwala First Nation Kwakiutl Indian Band Gwa'sala-'nakwaxda'xw Nation Wuikinuxv First Nation (Oweekeno) Kwikwasut'inuxw Haxwa'mis First Nation Quatsino First Nation ‘Namgis First Nation Dzawada enuxw First Nation Gwawaenuk Tribe Da'naxda'xw/Awaetlala First Nation ʼ Winter Harbour Port Hardy Port McNeill Klahoose First Nation Campbell River Ka:'yu:'k't'h'/Che:k:tles7et'h' First Nations (Kyoquot) Wei Wai Kum First Nation (Campbell River Indian Band) Courtenay We Wai Kai Nation (Cape Mudge Indian Band) Tlowitsis Nation Ehattesaht First Nation (Chinehkint) Qualicum Beach Tla'amin Nation Homalco (Xwemalhkwu) First Nation Nuchatlaht First Nation Nanaimo Mamalilikulla First Nation Ladysmith Mowachaht/Muchalaht First Nation Kwiakah First Nation K'ómoks First Nation Duncan Victoria Tseshaht First Nation Port Renfrew Hesquiaht First Nation Qualicum First Nation Hupačasath First Nation Snaw-naw-as (Nanoose) First Nation Port Alberni Ahousaht First Nation Tofino Snuneymuxw First Nation Tla-o-qui-aht First Nations (Clayoquol) Ts'uubaa-asatx (Lake Cowichan) First Nation Lyackson First Nation Yuułuʔiłʔatḥ First Nation (Ucluelet) Penelakut Tribe Stz'uminus First Nation (Chemainus) Toquaht Nation Halalt First Nation Uchucklesaht Tribe Cowichan Tribes Tseycum First Nation Huu-ay-aht First Nations Pauquachin First Nation Malahat Nation Ditidaht First Nation Kwakwaka'wakw Tsawout First Nation Tsartlip First Nation N Esquimalt First Nation Coast Salish Songhees Nation Pacheedaht First Nation T'Sou-ke Nation (Sooke) Scia'new First Nation (Beecher Bay) Nuu-chah-nulth S Note: This map is not to scale and community locations are approximate. -
49.0 ENVIRONMENTAL NET BENEFITS 49.1 Finn Creek
Trans Mountain Pipeline (ULC) Section 49.0 Trans Mountain Expansion Project Environmental Net Benefits Reply Evidence OH-001-2014 49.0 ENVIRONMENTAL NET BENEFITS 1 As indicated in the PCA written evidence, Trans Mountain is committed to reviewing net benefit 2 ideas presented by the PCA as a result of the potential impacts of the proposed reactivation 3 activities in Jasper National Park. Activities that cannot be fully mitigated or areas restored in 4 accordance with the agreed to Management Objectives and Desired End Results will be 5 reviewed in the context of net benefit opportunities. One of the net benefits arising from 6 construction of the TMX Anchor Loop Project in Jasper National Park from 2006 to 2008 was 7 the automation of specific main line block valves on the legacy pipeline, which will occur as part 8 of the reactivation activities for the Trans Mountain Expansion Project. At the time, this was 9 considered to be a key benefit to PCA and would be realized should the TMEP proceed. 10 Furthermore, in Trans Mountain’s response to NEB IR No. 2.042 (Filing ID A3Z4T9), one of the 11 goals of the Project is to mitigate the loss of native biodiversity and integrity of ecosystems in 12 the regions of the four British Columbia provincial parks and one recreation area through which 13 the pipeline corridor would pass. The Project shall strive to produce a net benefit to native 14 biodiversity and ecological integrity in those regions. Trans Mountain proposes to identify and 15 undertake an offset project, or a suite of projects, in order to produce a measurable ecological 16 benefit of a comparable nature and extent, so as to result in no net loss of native biodiversity 17 and ecological integrity on a regional basis. -
Letter Transport Canada Re Anchorages
200 - 1627 Fort St., Victoria, BC V8R 1H8 Telephone (250) 405-5151 Fax (250) 405-5155 Toll Free via Enquiry BC in Vancouver 604.660.2421. Elsewhere in BC 1.800.663.7867 Email [email protected] Web www.islandstrust.bc.ca July 26, 2018 File Number: 5450-30 via e-mail:[email protected]; [email protected] The Honourable Marc Garneau, MP Minister of Transport Transport Canada 330 Sparks Street Ottawa ON K1A 0N5 Dear Minister Garneau: Re: Extension to Interim Anchorage Protocol I am writing to request that the Interim Anchorages Protocol, which expires on August 8, 2018, be extended by three months to ensure there is sufficient reliable data upon which to base future anchorage management recommendations. We are appreciative of the data collection that has been happening but feel that there is a need for more information, especially in light of the fact that that the first period of the protocol coincided with an unprecedented number of delays in the arrival of commodities by train to the Port of Vancouver, resulting in very high congestion at anchorages in the port and along the south coast. We understand that the National Anchorages Initiative under the Ocean Protection Plans continues to examine long-term solutions. As information becomes available, we would appreciate more information about the plan for anchorages after the expiry of the Interim Anchorages Protocol. There are many First Nations who have asserted Aboriginal interests in the Salish Sea region and many who have established harvesting rights; although we have copied First Nations on this letter, we have not directly heard their positions on the interim protocol. -
Comprendre Nos Vies Instrument De Mesure Du Développement Des Années Intermédiaires
COMPRENDRE NOS VIES INSTRUMENT DE MESURE DU DÉVELOPPEMENT DES ANNÉES INTERMÉDIAIRES 2019–2020 SONDAGE DES ÉLÈVES DE 4ÈME ANNÉE SONDAGE ÉDUCATIF DE LA Vous pouvez pré visionner le COLOMBIE-BRITANNIQUE sondage à www.mdi.ubc.ca Ceci est une traduction de la version originale anglaise de Middle Years Development Instrument et est protégée par les droits d’auteur. Copyright © UBC, Vancouver, Canada. Il est interdit d’utiliser ou de reproduire ce questionnaire sans entente écrite avec l’UBC. Communiquez avec Dre Kimberly Schonert-Reichl au [email protected] pour de plus amples renseignements. RAPPELS IMPORTANTS! 1. Avant de commencer le sondage, veuillez lire le consentement des élèves à la page suivante à voix haute ! Les élèves doivent avoir l’opportunité de se désister et de ne pas compléter le sondage. Les élèves peuvent se retirer en tout temps en cliquant l’onglet au bas de chacune des pages. 2. Chaque élève a son propre identifiant et mot de passe lui étant assigné. Les élèves ont besoin de savoir que leurs réponses sont confidentielles, de manière à ce qu’ils se sentent plus confortable à répondre aux questions honnêtement. Il est essentiel qu’ils sachent que ce n’est pas un test et qu’il n’y a pas de bonnes ou mauvaises réponses. 3. La section “Dites-nous à propos de vous” au début du sondage peut être difficile à répondre pour certains élèves. Veuillez lire cette section à voix haute afin de vous assurer que tout le monde comprend. Vous connaissez vos élèves mieux que quiconque et si vous hésitez à propos de leur niveau de lecture, nous vous suggérons de lire toutes les questions du sondage à voix haute à vos élèves. -
Language List 2019
First Nations Languages in British Columbia – Revised June 2019 Family1 Language Name2 Other Names3 Dialects4 #5 Communities Where Spoken6 Anishnaabemowin Saulteau 7 1 Saulteau First Nations ALGONQUIAN 1. Anishinaabemowin Ojibway ~ Ojibwe Saulteau Plains Ojibway Blueberry River First Nations Fort Nelson First Nation 2. Nēhiyawēwin ᓀᐦᐃᔭᐍᐏᐣ Saulteau First Nations ALGONQUIAN Cree Nēhiyawēwin (Plains Cree) 1 West Moberly First Nations Plains Cree Many urban areas, especially Vancouver Cheslatta Carrier Nation Nak’albun-Dzinghubun/ Lheidli-T’enneh First Nation Stuart-Trembleur Lake Lhoosk’uz Dene Nation Lhtako Dene Nation (Tl’azt’en, Yekooche, Nadleh Whut’en First Nation Nak’azdli) Nak’azdli Whut’en ATHABASKAN- ᑕᗸᒡ NaZko First Nation Saik’uz First Nation Carrier 12 EYAK-TLINGIT or 3. Dakelh Fraser-Nechakoh Stellat’en First Nation 8 Taculli ~ Takulie NA-DENE (Cheslatta, Sdelakoh, Nadleh, Takla Lake First Nation Saik’uZ, Lheidli) Tl’azt’en Nation Ts’il KaZ Koh First Nation Ulkatcho First Nation Blackwater (Lhk’acho, Yekooche First Nation Lhoosk’uz, Ndazko, Lhtakoh) Urban areas, especially Prince George and Quesnel 1 Please see the appendix for definitions of family, language and dialect. 2 The “Language Names” are those used on First Peoples' Language Map of British Columbia (http://fp-maps.ca) and were compiled in consultation with First Nations communities. 3 The “Other Names” are names by which the language is known, today or in the past. Some of these names may no longer be in use and may not be considered acceptable by communities but it is useful to include them in order to assist with the location of language resources which may have used these alternate names. -
Joint Federal/Provincial Consultation and Accommodation Report for the Trans Mountain Expension Project
Joint Federal/Provincial Consultation and Accommodation Report for the Trans Mountain Expansion Project November 2016 Joint Federal/Provincial Consultation and Accommodation Report for the TRANS MOUNTAIN EXPANSION PROJECT TABLE OF CONTENTS Acronyms, Abbreviations and Definitions Used in This Report ...................... xi 1. INTRODUCTION .......................................................................... 1 1.1 Purpose of the Report ..............................................................................1 1.2 Project Description .................................................................................2 1.3 Regulatory Review Including the Environmental Assessment Process .....................7 1.3.1 NEB REGULATORY REVIEW AND ENVIRONMENTAL ASSESSMENT PROCESS ....................7 1.3.2 BRITISH COLUMBIA’S ENVIRONMENTAL ASSESSMENT PROCESS ...............................8 1.4 NEB Recommendation Report.....................................................................9 2. APPROACH TO CONSULTING ABORIGINAL GROUPS ........................... 12 2.1 Identification of Aboriginal Groups ............................................................. 12 2.2 Information Sources .............................................................................. 19 2.3 Consultation With Aboriginal Groups ........................................................... 20 2.3.1 PRINCIPLES INVOLVED IN ESTABLISHING THE DEPTH OF DUTY TO CONSULT AND IDENTIFYING THE EXTENT OF ACCOMMODATION ........................................ 24 2.3.2 PRELIMINARY -
A GUIDE to Aboriginal Organizations and Services in British Columbia (December 2013)
A GUIDE TO Aboriginal Organizations and Services in British Columbia (December 2013) A GUIDE TO Aboriginal Organizations and Services in British Columbia (December 2013) INTRODUCTORY NOTE A Guide to Aboriginal Organizations and Services in British Columbia is a provincial listing of First Nation, Métis and Aboriginal organizations, communities and community services. The Guide is dependent upon voluntary inclusion and is not a comprehensive listing of all Aboriginal organizations in B.C., nor is it able to offer links to all the services that an organization may offer or that may be of interest to Aboriginal people. Publication of the Guide is coordinated by the Intergovernmental and Community Relations Branch of the Ministry of Aboriginal Relations and Reconciliation (MARR), to support streamlined access to information about Aboriginal programs and services and to support relationship-building with Aboriginal people and their communities. Information in the Guide is based upon data available at the time of publication. The Guide data is also in an Excel format and can be found by searching the DataBC catalogue at: http://www.data.gov.bc.ca. NOTE: While every reasonable effort is made to ensure the accuracy and validity of the information, we have been experiencing some technical challenges while updating the current database. Please contact us if you notice an error in your organization’s listing. We would like to thank you in advance for your patience and understanding as we work towards resolving these challenges. If there have been any changes to your organization’s contact information please send the details to: Intergovernmental and Community Relations Branch Ministry of Aboriginal Relations and Reconciliation PO Box 9100 Stn Prov. -
Understanding Our Lives Middle Years Development Instrumentfor 2019–2020 Survey of Grade 7 Students
ONLY USE UNDERSTANDING OUR LIVES MIDDLE YEARS DEVELOPMENT INSTRUMENTFOR 2019–2020 SURVEY OF GRADE 7 STUDENTS BRITISH COLUMBIA You can preview the survey online at INSTRUCTIONALSAMPLE SURVEY www.mdi.ubc.ca. NOT © Copyright of UBC and contributors. Copying, distributing, modifying or translating this work is expressly forbidden by the copyright holders. Contact Human Early Learning Partnership at [email protected] to obtain copyright permissions. Version: Sep 13, 2019 H18-00507 IMPORTANT REMINDERS! 1. Prior to starting the survey, please read the Student Assent on the next page aloud to your students! Students must be given the opportunity to decline and not complete the survey. Students can withdraw anytime by clicking the button at the bottom of every page. 2. Each student has their own login ID and password assigned to them. Students need to know that their answers are confidential, so that they will feel more comfortable answering the questions honestly. It is critical that they know this is not a test, and that there are no right or wrong answers. 3. The “Tell us About Yourself” section at the beginning of the survey can be challenging for some students. Please read this section aloud to make sure everybody understands. You know your students best and if you are concerned about their reading level, we suggest you read all of the survey questions aloud to your students. 4. The MDI takes about one to two classroom periods to complete.ONLY The “Activities” section is a natural place to break. USE Thank you! What’s new on the MDI? 1. We have updated questions 5-7 on First Nations, Métis and Inuit identity, and First Nations languages learned and spoken at home.