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Appendix 9 List of Intervention Letters of Support.Pdf
Appendix 9 List of Enclosed Letters of Support Interventions for CICB-FM (2015) Ken Jones, Chair Official Board, United Protestant Church of Sydney River Paul C MacDonald, MSW, RSW, Sydney Cape Breton Geoff MacLellan, MLA Glace Bay, Min. of Transportation & Infrastructure Renewal Doug Beane, Principal Munro Christian Academy School, Sydney Cecil P. Clarke, Office of the Mayor, Cape Breton Regional Municipality Sheila Prendergast RN, BSc N, Facility Manager Taigh Na Mara, Nova Scotia, Health Authority Mary Jane MacNeil, Member of Sydney Community Mrs. Martha MacDonald, Sydney Mary Youden, Member of Sydney Community David W Macleod, Gwennel Holdings Mary MacEachern, Member of Sydney community Jane Trotter, Member of Catalone Gut Community Kurt MacLennan, Resident Counsellor Sydney Addiction centre Wilma MacLennan-Blois, Glace Bay, Retired Nurse & Chaplain Irene Ellefsen, Member of Glace Bay Community Ruth MacKinnon, Member of Glace Bay Community Andrew Butler , Member of Glace Bay Community Rev. Ian & Pat Dixon, Directors, Open Arms, Uganda Ken and Carol MacLennan, Members of Glace Bay Community Terry MacKenzie, President of Glace Bay, Kinsmen Club Ursula Yates, Member of Sydney Community Jocelyn Odgen, Member of Dominion Community Jo Ann White, Recreation coordinator at Victoria Haven Nursing Home Rev. Thomas Whent, Chaplain - The Cove Retirement Home Sheldon W. Chant , SW Chant &Son Funeral Home Ltd Kollin Weatherbee, Manager, Sydney Memorial Chapel Lloyd Johnstone, Director Island Business Ministries Lloyd and Maxine MacCormack, Howie -
East Bay Hills Wind Project Mi'kmaq Ecological Knowledge Study
East Bay Hills Wind Project Mi’kmaq Ecological Knowledge Study Prepared for: Cape Breton Hydro Inc. December 2012 – Version 1 M.E.K.S. Project Team Jason Googoo, Project Manager Dave Moore, Author and Research Craig Hodder, Author and GIS Technician Mary Ellen Googoo, MEKS Interviewer John Sylliboy, MEKS Traditionalist Prepared by: Reviewed by: ___________________ ____________________ Craig Hodder, Author Jason Googoo, Manager Executive Summary This Mi’kmaq Ecological Knowledge Study, also commonly referred to as an MEKS or a Traditional Ecological Knowledge Study (TEKS), was developed by Membertou Geomatics Solutions (MGS) on behalf of Cape Breton Hydro Inc. (CBHI) for the proposed East Bay Hills Wind Power Project. This MEKS mandate is to consider land and water areas which the proposed project will utilize, and to identify what Mi’kmaq traditional use activities have occurred, or are currently occurring within, and what Mi’kmaq ecological knowledge presently exists in regards to the area. In order to ensure accountability and ethic responsibility of this MEKS, the MEKS development has adhered to the “Mi’kmaq Ecological Knowledge Protocol”. This protocol is a document that has been established by the Assembly of Nova Scotia Mi’kmaq Chiefs, which speaks to the process, procedures and results that are expected of a MEKS. The Mi’kmaq Ecological Knowledge Study consisted of two major components: • Mi’kmaq Traditional Land and Resource Use Activities , both past and present, • A Mi’kmaq Significance Species Analysis , considering the resources that are important to Mi’kmaq use. The Mi’kmaq Traditional Land and Resource Use Activities component utilized interviews as the key source of information regarding Mi’kmaq use in the Project Site and Study Area. -
Kekina'muek: Learning About the Mi'kmaq of Nova Scotia
Kekina’muek (learning) Timelog Learning about the Mi’kmaq of Nova Scotia transfer from QXD to INDD 3 hours to date-- -ha ha ha....like 50 min per chapter (total..8-10 hours) Edits from hard copy: 2 hour ro date Compile list of missing bits 2 hours Entry of missing stuff pick up disk at EWP .5 hr Table of Contents Entry from Disk (key dates) March 26 Acknowledgements................................................. ii mtg with Tim for assigning tasks .5 hr March 28 Introduction ......................................................iii research (e-mail for missing bits), and replies 45 min How to use this Manual .............................................iv MARCH 29 Text edits & Prep for Draft #1 4.5 hours Chapter 1 — The Story Begins ........................................1 March 30 Finish edits (9am-1pm) 2.0 Chapter 2 — Meet the Mi’kmaq of Yesterday and Today .................... 11 Print DRAFT #1 (at EWP) 1.0 Chapter 3 — From Legends to Modern Media............................ 19 research from Misel and Gerald (visit) 1.0 April 2-4 Chapter 4 — The Evolution of Mi’kmaw Education......................... 27 Biblio page compile and check 2.5 Chapter 5 — The Challenge of Identity ................................. 41 Calls to Lewis, Mise’l etc 1.0 April 5 Chapter 6 — Mi’kmaw Spirituality & Organized Religion . 49 Writing Weir info & send to Roger Lewis 1.5 Chapter 7 — Entertainment and Recreation.............................. 57 April 7 Education page (open 4 files fom Misel) 45 min Chapter 8 — A Oneness with Nature ..................................65 Apr 8 Chapter 9 — Governing a Nation.....................................73 General Round #2 edits, e-mails (pp i to 36 12 noon to 5 pm) 5 hours Chapter 10 — Freedom, Dependence & Nation Building ................... -
Guide to Relationship Building Toolkit
Unit 2 Guide to Relationship Building Unit 2: Table of contents 1. A guide to relationship building: Meeting and working with your neighbour ...................... 13 1.1 Working with First Nations: A guide for municipalities .......................................... 13 1.1.1 Tips for working effectively toward strong relationships .............................. 16 1.2 Working with municipal governments: A guide for First Nations ............................ 17 1.3 Tips for working effectively toward strong relationships: A guide for First Nations and municipalities ........................................................ 19 1.4 Community engagement ..................................................................................... 20 1.5 Cross-cultural awareness .................................................................................... 20 1.5.1 Benefits of cross-cultural awareness ......................................................... 21 1.5.2 Possible areas for discussion in a cross-cultural workshop .......................... 21 1.5.3 Applying this knowledge in your working relationship ................................. 22 1.6 Checklist for positive relationship building ........................................................... 22 1.7 Tools: Templates for relationship building ............................................................ 24 1.7.1 Letter of intent template ........................................................................... 24 1.7.2 Communications protocol template .......................................................... -
Phase 1 - Bay of Fundy, Nova Scotia Including the Fundy Tidal Energy Demonstration Project Site Mi’Kmaq Ecological Knowledge Study
Phase 1 - Bay of Fundy, Nova Scotia including the Fundy Tidal Energy Demonstration Project Site Mi’kmaq Ecological Knowledge Study Membertou Geomatics Consultants August, 2009 M.E.K.S. Project Team Jason Googoo, Project Manager Rosalie Francis, Project Advisor Dave Moore, Author and Research Craig Hodder, Author and GIS Technician Andrea Moore, Research and Database Assistant Katy McEwan, MEKS Interviewer Mary Ellen Googoo, MEKS Interviewer Lawrence Wells Sr., MEKS traditionalist Prepared by: Reviewed by: ___________________ ____________________ Dave Moore, Author Jason Googoo, Manager i Executive Summary This Mi’kmaq Ecological Knowledge Study, also commonly referred to as MEKS or a TEKS, was developed by Membertou Geomatics Consultants for the Nova Scotia Department of Energy and Minas Basin Pulp and Power Co Ltd on behalf of the Fundy Ocean Research Centre for Energy (FORCE). In January 2008, the Province of Nova Scotia announced that Minas Basin Pulp and Power Co Ltd. had been awarded the opportunity to construct a tidal energy testing and research facility in the Minas Basin, known as the Fundy Tidal Energy Demonstration Facility. This Facility will be managed by a non-profit corporation called FORCE. The objectives of this study are twofold; - to undertake a broad MEKS study for the Bay of Fundy Phase I Area as it may relate to future renewable energy projects i.e. wind, tidal and wave, specifically in Phase 1 area of the Bay of Fundy ( as identified in MGC Proposal - Minas Channel and Minas Basin), and - to undertake a more focused MEKS review specific to the Fundy Tidal Energy Demonstration Project area which would consider the land and water area potentially affected by the project, identify what is the Mi’kmaq traditional use activity that has or is currently taking place within the Project Site and Study Area and what Mi’kmaq ecological knowledge presently exists in regards to the Project Site and Study Area. -
Institute for Integrative Science & Health (Iish)
INSTITUTE FOR INTEGRATIVE SCIENCE & HEALTH (IISH) www.integrativescience.ca Articles and Presentations (last updated: 11 September 2012) 1) IISH … various people: 2001 - 2012 • does not include educational outreach posters, videos, booklets, or cards … see multimedia • does not include complete listing of presentations for public school classes or workshop fora 2) C.M. Bartlett … parasitology and biodiversity: 1980 - 2000 NOTE: to access a downloadable pdf (at www.integrativescience.ca) for a particular article or presentation (when available), click on the relevant year on the menu on the right hand side of the ‘articles and presentations’ web page … then find the item of interest within that year’s listings and click ‘download file’. 2012 Bartlett, C. 2012. The gift of multiple perspectives in scholarship / Integrative science. "In my opinion" in University Affairs, Vol 53(3): 41. On-line at: http://www.universityaffairs.ca/the-gift-of- multiple-perspectives-in-scholarship.aspx OPINION PIECE Bartlett, C. 2012. Elder Murdena Marshall - Honoured. Mi'kmaq-Maliseet Nations News, February, pages 5-6. ARTICLE Bartlett, C., Marshall, M., and Marshall, A. 2012. Two-Eyed Seeing and other Lessons Learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing. Journal of Environmental Studies and Sciences, DOI 10.1007/s13412-012-0086-8 ARTICLE Bartlett, C., Marshall, M., and Marshall, A. 2012. Co-Learning and Two-Eyed Seeing for Aboriginal Health Research. Presentation within research team meeting "Our Ancestors Are In Our Water, Land, and Air: a Two-Eyed Seeing Approach to Researching Environmental Health Concerns with Pictou Landing First Nation" (CIHR-funded research project of Dr. -
Appendix T Mi'kmaq of Nova Scotia Ecological Knowledge Study
Appendix T Mi'kmaq of Nova Scotia Ecological Knowledge Study GHD | Environmental Impact Statement | 11148275 (20) Boat Harbour Remediation MEKS June 2018 Version 1d M.E.K.S. Project Team Jason Googoo, Project Manager Dave Moore, Author and Research Craig Hodder, Author and GIS Technician Aaron Googoo, GIS Technician Josh LaPorte, GIS Technician Kim Strickland, MEKS Interviewer Tanya Francis, MEKS Interviewer Kerry Prosper, MEKS Traditionalist Ralph Francis, MEKS Traditionalist MGS would like to acknowledge the assistance received from Michelle Francis-Denny, Boat Harbour Remediation Community Liaison, PLFN, throughout the entire project. Prepared by: Reviewed by: ___________________ ____________________ Craig Hodder, Author Jason Googoo, Manager Boat Harbour Remediation MEKS Executive Summary This Mi’kmaq Ecological Knowledge Study, also commonly referred to as a MEKS or a Traditional Ecological Knowledge Study (TEKS), was developed by Membertou Geomatics Solutions (MGS) for GHD Limited with regards to the proposed Boat Harbour Remediation located adjacent to Pictou Landing First Nation (PLFN), Nova Scotia. This MEKS mandate is to consider land and water areas in which the proposed properties contained within the proposed project are located and to identify what Mi’kmaq traditional use activities have occurred, or are currently occurring within, and what Mi’kmaq ecological knowledge presently exists in regards to the area. In order to ensure accountability and ethic responsibility of this MEKS, the MEKS development has adhered to the “Mi’kmaq Ecological Knowledge Protocol, 2nd Edition”. This protocol is a document that has been established by the Assembly of Nova Scotia Mi’kmaq Chiefs, which speaks to the process, procedures and results that are expected of a MEKS. -
FOSTERING INDIGENOUS ENTREPRENEURSHIP: a CASE STUDY of the MEMBERTOU FIRST NATION, NOVA SCOTIA, CANADA Bob Kayseas, Kevin Hindle
FOSTERING INDIGENOUS ENTREPRENEURSHIP: A CASE STUDY OF THE MEMBERTOU FIRST NATION, NOVA SCOTIA, CANADA Bob Kayseas, Kevin Hindle, and Robert B. Anderson First Nations University of Canada School of Business and Public Administration Swinburne University of Technology, Australian Graduate School of Entrepreneurship University of Regina, Faculty of Business Introduction What are the important factors that foster an environment for investment and entrepreneurship in Indigenous1 communities? Can these fostering factors, and those that hinder investment and entrepreneurship, be identified and generalized across communities and diverse cultures? If so, can the conditions that have been created within successful Canadian Indigenous communities, communities that foster the development and growth of entrepreneurial ventures, be recreated by other Indigenous nations? These questions form a small part of a research project being undertaken by the authors to explore Indigenous entrepreneurship in search of insight into the questions—what is Indigenous entrepreneurship, why do certain communities succeed at it, and what can be generalized from the success of certain successful Canadian Indigenous communities. The Membertou First Nation (Membertou) is a Mi’kmaq community of approximately 1,000 persons situated within the city boundaries of Sydney, Nova Scotia, on the eastern seaboard of Canada. In the early 1990’s the community was not unlike the majority of Canadian Indigenous communities; it suffered from high deficits, high unemployment, a reliance -
FOSTERING INDIGENOUS ENTREPRENEURSHIP: a CASE STUDY of the MEMBERTOU FIRST NATION, NOVA SCOTIA, CANADA Bob Kayseas, Kevin Hindl
FOSTERING INDIGENOUS ENTREPRENEURSHIP: A CASE STUDY OF THE MEMBERTOU FIRST NATION, NOVA SCOTIA, CANADA Bob Kayseas, Kevin Hindle, and Robert B. Anderson First Nations University of Canada School of Business and Public Administration Swinburne University of Technology, Australian Graduate School of Entrepreneurship University of Regina, Faculty of Business Introduction What are the important factors that foster an environment for investment and entrepreneurship in Indigenous 1 communities? Can these fostering factors, and those that hinder investment and entrepreneurship, be identified and generalized across communities and diverse cultures? If so, can the conditions that have been created within successful Canadian Indigenous communities, communities that foster the development and growth of entrepreneurial ventures, be recreated by other Indigenous nations? These questions form a small part of a research project being undertaken by the authors to explore Indigenous entrepreneurship in search of insight into the questions—what is Indigenous entrepreneurship, why do certain communities succeed at it, and what can be generalized from the success of certain successful Canadian Indigenous communities. The Membertou First Nation (Membertou) is a Mi’kmaq community of approximately 1,000 persons situated within the city boundaries of Sydney, Nova Scotia, on the eastern seaboard of Canada. In the early 1990’s the community was not unlike the majority of Canadian Indigenous communities; it suffered from high deficits, high unemployment, a reliance -
Transportation Social Innovation Lab Public Final Report
SUBMITTED ON OCTOBER 19, 2018 BY: Transportation Social Innovation Lab Public Final Report 37 Nepean Street ∙ Sydney, Nova Scotia ∙ B1P 1J2 ∙ COMMONGOODSOLUTIONS.CA Transportation Social Innovation Lab - Final Report - 19 October 2018 Table of Contents Executive Summary .……………………………………………………………………………………………………………………... 2 1. Background 1.1 Community Context … ………………………………………………………………………………………………... 7 1.2 Project Purpose … …………………………………………………………………………….………………………... 8 2. Social Innovation Lab Approach 2.1 Project Activity Timeline … …………………………………………………………….…………………………... 9 2.2 Project Activity Breakdown … ………………………………………………………………….………………... 10 3. Prototype for Testing 3.1 What is the Prototype? … …………………………………………………………………………………….…... 15 3.2 Proposal for Testing Period … ……………………………………………………………………..……………. 17 4. Social Impact 4.1 Community Engagement … ……………………………………………………………………….……………... 25 4.2 Impact on First Voice Participants … ……………………………………………………..…………………. 26 4.3 Spin-Offs … ……………………………………………………………………….…………………..…………………. 27 4.4 Rationale for Testing Period … ……………………………………………………..…………….………….... 28 4.5 Risks and Mitigation During Testing Period … ……………………………………...………..………... 30 5. Transportation Social Innovation Lab Key Learnings 5.1 Advantages … …………………………………………………………………………..…………..………….……... 34 5.2 Challenges … …………………………………………………………….…………………………..……………….... 35 5.3 Key Principles Learned … ……………………………………………………………………...……………..….. 35 Appendices … ……………………………………………………………………...……………..……………………………………….... 37 -
Native Student Handbook 2013.Indd
WWW.DAL.CA/NATIVE Aboriginal Student Success Guide 1 Success Guide Aboriginal Student dal.ca/native Scan to locate a building and 2 find your way around campus! WWW.DAL.CA CONTENTS Welcome 5 Native Education Counselling Unit 6 /NATIVE Native Post-Secondary Liaison.............................................................................................7 Student Support Coaches......................................................................................................8 Dalhousie Aboriginal Student Association (DASA)......................................................9 Aboriginal Programs at Dalhousie.....................................................................................10 Resources on Campus 11 Faculty of Agriculture.............................................................................................................17 Campus Map..............................................................................................................................18 Scholarships & Bursaries 19 Scholarships Outside Dalhousie........................................................................................23 Letter of Intent Tips..............................................................................................................25 Student Success Tips 27 Common Transitional Issues...............................................................................................28 Being Successful in School...................................................................................................29 -
Proponents' Guide
Proponents’ Guide: THE ROLE OF PROPONENTS IN CROWN CONSULTATION WITH THE MI’KMAQ OF NOVA SCOTIA NOVEMBER 2012 Health PLEASE NOTE: This document is intended to provide practical guidance to proponents, however, on any specific provincial government decision or process, specific advice and guidance from the responsible provincial department, or in some cases, the Office of Aboriginal Affairs, should be sought. This document does not contain and is not intended to provide legal advice. Originally released: May 2009 First Revision: November 2011 Second Revision: November 2012 Contact Information: Office of Aboriginal Affairs Duke Tower, 5th floor 5251 Duke Street, Halifax, NS, B3J 1V7 Tel: (902) 424-7409 Fax: (902) 424-4225 Email: [email protected] Website: www.gov.ns.ca/abor Table of Contents INTRODUCTION ________________________________________________________________ 1 BACKGROUND_________________________________________________________________ 1 PRINCIPLES OF ENGAGEMENT ____________________________________________________ 2 STEPS FOR PROPONENTS TO FOLLOW WHEN ENGAGING THE MI’KMAQ __________________ 3 Step 1 - Notify Mi’kmaq Early in the Development Process 3 Step 2 – Provide as Much Information as Possible 3 Step 3 – Meet with the Mi’kmaq Community(s) 3 Step 4 – Complete a Mi’kmaq Ecological Knowledge Study (MEKS) 3 Step 5 – Address Potential Project-Specific Impacts 4 Step 6 – Document the Engagement Process 4 BEST PRACTICE : BENEFIT AGREEMENTS ___________________________________________ 5 OTHER ROLES AND RESPONSIBILITIES _____________________________________________