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												The Ch'u'itnu Traditional Cultural Landscape
The Ch’u’itnu Traditional Cultural Landscape: A District Eligible for the National Register of Historic Places Submitted by The Native American Rights Fund On behalf of The Native Village of Tyonek By Alan S. Boraas, Ronald T. Stanek, Douglas R. Reger, and Thomas F. King April 3, 2015 Acknowledgments Many people have helped with the preparation of this report, and we are indebted to all of them. In particular, we would like to thank Shina DuVall, Archaeologist in the Alaska State Historic Preservation Office, for her guidance and feedback; Doug Tosa, GIS Analyst with the Alaska Center for the Environment, for his mapping and technical assistance; and NARF staff Shay Elbaum and Jill Rush, for their editorial contributions. 1 Executive Summary The intent of this document is to explain why the Ch’u’itnu (Chuitt River) drainage1 of Cook Inlet, Alaska constitutes a Traditional Cultural Landscape (TCL) associated with the indigenous Tyonek Dena’ina, or Tubughna,2 people. The Ch’u’itnu TCL as described in this paper should be recognized as eligible for the National Register of Historic Places (NRHP or “National Register”), for purposes of assessing and resolving adverse effects on it under Section 106 of the National Historic Preservation Act (NHPA) and its implementing regulations in 36 C.F.R. Part 800. The Tubughna people have used and occupied the Ch’u’itnu drainage as an essential part of their traditional territory since time immemorial. The landscape along the river, including the river mouth, has been and continues to be a place where the Tubughna carry out subsistence resource harvests, settlement, celebrations of life, and travel to accomplish these purposes. - 
												
												Cumulative Index North Dakota Historical Quarterly Volumes 1-11 1926 - 1944
CUMULATIVE INDEX NORTH DAKOTA HISTORICAL QUARTERLY VOLUMES 1-11 1926 - 1944 A Aiton, Arthur S., review by, 6:245 Alaska, purchase of, 6:6, 7, 15 A’Rafting on the Mississipp’ (Russell), rev. of, 3:220- 222 Albanel, Father Charles, 5:200 A-wach-ha-wa village, of the Hidatsas, 2:5, 6 Albert Lea, Minn., 1.3:25 Abandonment of the military posts, question of, Albrecht, Fred, 2:143 5:248, 249 Alderman, John, 1.1:72 Abbey Lake, 1.3:38 Aldrich, Bess Streeter, rev. of, 3:152-153; Richard, Abbott, Johnston, rev. of, 3:218-219; Lawrence, speaker, 1.1:52 speaker, 1.1:50 Aldrich, Vernice M., articles by, 1.1:49-54, 1.4:41- Abe Collins Ranch, 8:298 45; 2:30-52, 217-219; reviews by, 1.1:69-70, Abell, E. R, 2:109, 111, 113; 3:176; 9:74 1.1:70-71, 1.2:76-77, 1.2:77, 1.3:78, 1.3:78-79, Abercrombie, N.Dak., 1.3: 34, 39; 1.4:6, 7, 71; 2:54, 1.3:79, 1.3:80, 1.4:77, 1.4:77-78; 2:230, 230- 106, 251, 255; 3:173 231, 231, 231-232, 232-233, 274; 3:77, 150, Abercrombie State Park, 4:57 150-151, 151-152, 152, 152-153, 220-222, 223, Aberdeen, D.T., 1.3:57, 4:94, 96 223-224; 4:66, 66-67, 67, 148, 200, 200, 201, Abraham Lincoln, the Prairie Years (Sandburg), rev. of, 201, 202, 202, 274, 275, 275-276, 276, 277-278; 1.2:77 8:220-221; 10:208; 11:221, 221-222 Abstracts in History from Dissertations for the Degree of Alexander, Dr. - 
												
												Web-Book Catalog 2021-05-10
Lehigh Gap Nature Center Library Book Catalog Title Year Author(s) Publisher Keywords Keywords Catalog No. National Geographic, Washington, 100 best pictures. 2001 National Geogrpahic. Photographs. 779 DC Miller, Jeffrey C., and Daniel H. 100 butterflies and moths : portraits from Belknap Press of Harvard University Butterflies - Costa 2007 Janzen, and Winifred Moths - Costa Rica 595.789097286 th tropical forests of Costa Rica Press, Cambridge, MA rica Hallwachs. Miller, Jeffery C., and Daniel H. 100 caterpillars : portraits from the Belknap Press of Harvard University Caterpillars - Costa 2006 Janzen, and Winifred 595.781 tropical forests of Costa Rica Press, Cambridge, MA Rica Hallwachs 100 plants to feed the bees : provide a 2016 Lee-Mader, Eric, et al. Storey Publishing, North Adams, MA Bees. Pollination 635.9676 healthy habitat to help pollinators thrive Klots, Alexander B., and Elsie 1001 answers to questions about insects 1961 Grosset & Dunlap, New York, NY Insects 595.7 B. Klots Cruickshank, Allan D., and Dodd, Mead, and Company, New 1001 questions answered about birds 1958 Birds 598 Helen Cruickshank York, NY Currie, Philip J. and Eva B. 101 Questions About Dinosaurs 1996 Dover Publications, Inc., Mineola, NY Reptiles Dinosaurs 567.91 Koppelhus Dover Publications, Inc., Mineola, N. 101 Questions About the Seashore 1997 Barlowe, Sy Seashore 577.51 Y. Gardening to attract 101 ways to help birds 2006 Erickson, Laura. Stackpole Books, Mechanicsburg, PA Birds - Conservation. 639.978 birds. Sharpe, Grant, and Wenonah University of Wisconsin Press, 101 wildflowers of Arcadia National Park 1963 581.769909741 Sharpe Madison, WI 1300 real and fanciful animals : from Animals, Mythical in 1998 Merian, Matthaus Dover Publications, Mineola, NY Animals in art 769.432 seventeenth-century engravings. - 
												
												A Lawyer Says That “If You See Any of Those Baggy Pants It Was Huge Mr
1. In a scene from this work entitled “Trial One,”a lawyer says that “if you see any of those baggy pants it was huge Mr. Moscone.” This work is divided into smaller sections called “knee plays,” one of which features its protagonist announcing the death of Harvey Milk, and Act 3 of this opera contains the section “I Feel the Earth Move,” a reference to the protagonist’s home of (*) San Francisco. While the protagonist of this musical is not as committed to nonviolence as the man its composer originally wanted to put at its center, Mahatma Gandhi, she authored a 1994 Federal Assault Weapons Ban and has since worked to promote gun control legislation in the Senate. For 10 points, name this minimalist opera about the senior female senator from California, by Philip Glass. ANSWER: Dianne Feinstein on the Beach 2. This book criticizes Mill and de Tocqueville for “devaluing the consequences of a process they favored for the sake of principle,” and its preface quotes Samuel Johnson that “he who makes a beast of himself gets rid of the pain of being a man.” The narrator discusses the rise of cultural consumption while he travels in a 650 Lightning in L.L. Bean shorts and a Butte sheepherder’s jacket, and this work argues that the center of debate and discourse has moved to (*) coffee shops, where people meet to consume drugs like LSD and mescaline. It was inspired by the author’s attempts to interview the activist Oscar Acosta for Rolling Stone, and it was originally published with illustrations from his previous partner on “The Kentucky Derby Is Decadent and Depraved.” For 10 points, name this work of “gonzo journalism” by Jurgen Habermas. - 
												
												A Social and Cultural History of the New Zealand Horse
Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. A SOCIAL AND CULTURAL HISTORY OF THE NEW ZEALAND HORSE CAROLYN JEAN MINCHAM 2008 E.J. Brock, ‘Traducer’ from New Zealand Country Journal.4:1 (1880). A Social and Cultural History of the New Zealand Horse A Thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy In History Massey University, Albany, New Zealand Carolyn Jean Mincham 2008 i Abstract Both in the present and the past, horses have a strong presence in New Zealand society and culture. The country’s temperate climate and colonial environment allowed horses to flourish and accordingly became accessible to a wide range of people. Horses acted as an agent of colonisation for their role in shaping the landscape and fostering relationships between coloniser and colonised. Imported horses and the traditions associated with them, served to maintain a cultural link between Great Britain and her colony, a characteristic that continued well into the twentieth century. Not all of these transplanted readily to the colonial frontier and so they were modified to suit the land and its people. There are a number of horses that have meaning to this country. The journey horse, sport horse, work horse, warhorse, wild horse, pony and Māori horse have all contributed to the creation of ideas about community and nationhood. How these horses are represented in history, literature and imagery reveal much of the attitudes, values, aspirations and anxieties of the times. - 
												
												The Holy Sacrifice of the Mass Part VIII How Christ Said the First Mass Fr
The Holy Sacrifice Of The Mass Part VIII How Christ Said The First Mass Fr. James L. Meagher, D.D. 1906 Meaning Of The Bitter Herbs The stately Liturgy and service of the Temple of Christ’s day were but an extension of the patriarchs’ Passover. The patriarchal Passover with the roasted lamb foretelling the crucifixion, and the unleaven bread of the Last Supper and the Mass, had come down from prehistoric times to the Hebrews living in Egyptian bondage. But the night of their delivery God ordered bitter herbs to be added to the rite to remind them of the bitter slavery the race had suffered in the Nile-land. Later God revealed to them His laws, established the tabernacle ceremonial built on the simpler ceremonial of their fathers, the patriarchs. But as ages passed over the world, inspired prophets added new rites, new objects, and a wealth of details to the Passover and the Temple worship, each filled with types, figures and emblems of the crucifixion and the Mass. The unleaven bread developed into the feast of unleaven bread celebrated for a week. But to show that the crucifixion and the Mass are one and the same sacrifice, this series of festivals was interwoven into the Passover held the first night. Thus Passover and feast of unleaven bread, often called by the same name, were never separated, always intermingled one with another.1 Now let us see the other foods eaten at Passover and their mystic meaning, remarking that history is silent regarding the epoch when they were introduced. - 
												
												Where We Found a Whale"
______ __.,,,,--- ....... l-:~-- ~ ·--~-- - "Where We Found a Whale" A -~lSTORY OF LAKE CLARK NATlONAL PARK AND PRESERVE Brian Fagan “Where We Found a Whale” A HISTORY OF LAKE CLARK NATIONAL PARK AND PRESERVE Brian Fagan s the nation’s principal conservation agency, the Department of the Interior has resposibility for most of our nationally owned public lands and natural and cultural resources. This includes fostering the wisest use of our land and water resources, protect- ing our fish and wildlife, preserving the environmental and cultural values of our national parks and historical places, and providing for enjoyment of life Athrough outdoor recreation. The Cultural Resource Programs of the National Park Service have respon- sibilities that include stewardship of historic buildings, museum collections, archaeological sites, cultural landscapes, oral and written histories, and ethno- graphic resources. Our mission is to identify, evaluate, and preserve the cultural resources of the park areas and to bring an understanding of these resources to the public. Congress has mandated that we preserve these resources because they are important components of our national and personal identity. Published by the United States Department of the Interior National Park Service Lake Clark National Park and Preserve ISBN 978-0-9796432-4-8 NPS Research/Resources Management Report NPR/AP/CRR/2008-69 For Jeanne Schaaf with Grateful Thanks “Then she said: “Now look where you come from—the sunrise side.” He turned and saw that they were at a land above the human land, which was below them to the east. And all kinds of people were coming up from the lower country, and they didn’t have any clothes on. - 
												
												FY07 Operating and Capital Budget Requests
Fiscal Year 2007 Operating & Capital Budget Request Executive Summary Prepared by Statewide Planning & Budget Development (907) 450-8191 Actual Expenditures and Revenues FY96, FY99-FY05 and Budgets FY05-FY07 by Fund Source (000's) % Change FY99-FY05 FY07 Budget FY96 FY99 FY00 FY04 FY05 Actuals FY05 Budget FY06 Budget Request Expenditures Personal Services 216,718.3 222,284.8 234,693.4 327,151.8 347,063.2 47.2% 358,641.0 388,310.2 436,382.2 Other 153,882.1 176,899.2 182,493.0 239,713.3 250,560.8 35.5% 307,279.4 325,992.1 353,641.2 Total Expenditures 370,600.4 399,184.0 417,186.4 566,865.1 597,624.0 42.0% 665,920.4 714,302.3 790,023.4 Revenues State Appropriations GF 165,699.4 163,354.8 169,366.0 209,736.9 225,287.9 28.4% 225,287.9 242,388.1 283,980.6 GF Match 2,779.8 2,777.3 2,777.3 2,777.3 2,777.3 0.0% 2,777.3 2,777.3 4,777.3 GF MHTRUST 200.8 200.8 200.8 200.8 200.8 0.0% 200.8 200.8 200.8 ACPE Funds Workforce Development Funds 2,868.9 2,868.9 N/A 2,868.9 2,822.6 2,822.6 Science/Technology Funds 2,900.0 2,630.0 2,630.0 -100.0% State Appropriations Subtotal 171,580.0 168,962.9 174,974.1 215,583.9 231,134.9 27.6% 231,134.9 248,188.8 291,781.3 Receipt Authority Student Tuition/Fees* 48,965.1 48,685.0 48,577.3 61,494.6 69,484.1 *See Note 75,897.9 85,764.6 96,056.4 Indirect Cost Recovery 13,401.7 14,646.7 16,096.7 29,724.0 31,217.0 102.9% 33,832.0 37,385.8 40,675.8 Other University Receipts 58,815.1 85,703.4 87,242.9 89,669.0 95,928.9 4.6% 124,560.1 128,171.6 134,422.7 University Receipts Subtotal 121,181.9 149,035.1 151,916.9 180,887.6 196,630.0 - 
												
												Kenai Peninsula College
CAMPUS PROFILE AY14 KENAI PENINSULA COLLEGE Kenai Peninsula College (KPC) offers associate of arts and associate of applied enai Peninsula College is comprised science degree programs, and a number of career and technical credentials to meet work- Kof four sites: Kenai River Campus in force needs. Programs unique to KPC include certificates in corrections and in oil industry Soldotna; Kachemak Bay Campus in Homer; technology fields. In fall 2013 the college opened its first on-campus residence facility at the Resurrection Bay Extension Site in Seward; Kenai River Campus. KPC’s Kachemak Bay Campus is well-known for its annual Kachemak and the Anchorage Extension Site at the Bay Writers’ Conference. University Center. This report provides an overview of key indicators for Kenai Peninsula College. How Many Students Enroll at Kenai Peninsula College? ANNUAL HEADCOUNT, 5-YEAR TREND 33% 6,000 • Annual headcount at 4,618 Kenai Peninsula College 5,000 4,280 4,289 increased by 1,061 students 3,801 since 2010, far outpacing the 4,000 3,228 growth rate for the service 3,000 area. 2,000 1,000 2010 2011 2012 2013 2014 Kenai Peninsula College How Many Student Credit Hours Are Produced each Year? Credit Students Fall 06 Fall 10 Fall 14 ANNUAL STUDENT CREDIT HOUR 21% Headcount 1,666 2,194 2,716 ENROLLMENT, 5-YEAR TREND • Annual student credit hours (SCH) grew 21% Certificate/ 28% 31% 27% 40,000 Degree-Seeking 34,159 33,348 32,589 from AY10. 35,000 Traditional Age 33% 39% 42% 29,462 • KPC showed a 2.3% (18-24) 26,978 30,000 decrease from AY13 to Female 60% 61% 62% 25,000 AY14, a year in which all but one UAA campus Full-Time 20% 17% 14% 20,000 experienced declines. - 
												
												Kpc.Alaska.Edu Commencement KENAI PENINSULA COLLEGE KENAI PENINSULA COLLEGE
KENAI PENINSULA COLLEGE. YOUR PLACE. ALASKA’S FUTURE. KPC has been the leader in post-secondary education on the Kenai Peninsula for 56 years.find As part of the University your of Alaska Anchorage system, place. the Kenai River and Kachemak Bay campuses and the Resurrection Bay extension site strive to meet the educational needs of communities across the Peninsula. Kenai Peninsula College sincerely thanks Peninsula communities and all students who CLASS OF have attended over the years for helping make KPC a college of first choice. Degrees are issued three times per year, at the end of each semester, with the commencement ceremony scheduled once a year (spring) as directed by the UA Board congratulations of Regents. All degrees and certificates are granted by the authority of the University of Alaska Board of Regents. COLLEGE COUNCIL Martin Fallon Wayne Ogle Sonja Redmond 20 Kris Holderied Walter Partridge Trena Richardson James Hornaday Dick Peck Hal Smalley, chair 20 Jim McHale Stephanie Queen, vice-chair Linda Swarner 20 CONNECT WITH KPC Kenai River Campus Kachemak Bay Campus Resurrection Bay Extension Site 156 College Road 533 E Pioneer Avenue P.O. Box 1049 Soldotna, AK 99669 Homer, AK 99603 Seward, AK 99664 20 877.262.0330community.907.235.7743 907.224.2285 kpc.alaska.edu Commencement KENAI PENINSULA COLLEGE KENAI PENINSULA COLLEGE Associate of Arts Dakota K. Tuttle Process Technology Petroleum Technology Brenner A. Musgrave**‡ Welding Jacob D. Ansel ‡ Blake D. Elde Genevieve R. Tymrak Alex T. Adams Josep C. Pons-Vives* General Program Alan J. Hull* Libbia M. Thurman*‡ Raleigh A. - 
												
												Strategies of Language Revitalization in Alignment with Native Pedagogical Forms: Examples from Ahtna Alaska
Strategies of Language Revitalization in Alignment with Native Pedagogical Forms: Examples from Ahtna Alaska Greg Holt Swarthmore College 2004 Language and the sacred are indivisible. The earth and all its appearances and expressions exist in names and stories and prayers and spells. -N. Scott Momaday (1995) "Sacred Places" in Aboriginal Voices 2 (1):29 0.0 Introduction Michael Krauss, director ofthe Alaska Native Languages Center (ANLC) for thirty years, has compiled data to predict that 90% of the world's 6,000- 7,000 languages will be moribund or dead in next 100 years (Krauss, 1992; 7).* This erosion of global cultural diversity is occurring through the spread of closed or restricted political, economic, and religious institutions which reward homogenization and subtractive cultural assimilation. l This model of integration does not allow for the full participation of multiple cultures in one society but rather requires the complete eradication of non- majority cultures. Using language shift as a measure, it is clear that current rates of cultural assimilation far outstrip any seen before in human history. In Alaska, groups and individuals are working against this trend, but until recently programs have been few. In the bilingual education programs that do exist, English speaking Native Alaskan children often learn kinship terms, color names, and seasonal • First I would like to thank all the people in Alaska who welcomed me and helped me develop these ideas, especially Siri Tuttle. Also, I thank my professors and readers at Swarthmore College for all they've taught me, David Harrison and Ted Fernald. Finally, for all their support, encouragement, and years of debating such topics, Timothy Colman, Steve Holt, Elena Cuffari, Milena Velis, Wolfgang Rougle, and Elizabeth Koerber for the computer during desperate times. - 
												
												An Introduction to Dena'ina Grammar
AN INTRODUCTION TO DENA’INA GRAMMAR: THE KENAI (OUTER INLET) DIALECT by Alan Boraas, Ph.D. Professor of Anthropology Kenai Peninsula College Based on reference material by: Peter Kalifornsky James Kari, Ph.D. and Joan Tenenbaum, Ph.D. June 30, 2009 revisions May 22, 2010 Page ii Dedication This grammar guide is dedicated to the 20th century children who had their mouth’s washed out with soap or were beaten in the Kenai Territorial School for speaking Dena’ina. And to Peter Kalifornsky, one of those children, who gave his time, knowledge, and friendship so others might learn. Acknowledgement The information in this introductory grammar is based on the sources cited in the “References” section but particularly on James Kari’s draft of Dena’ina Verb Dictionary and Joan Tenenbaum’s 1978 Morphology and Semantics of the Tanaina Verb. Many of the examples are taken directly from these documents but modified to fit the Kenai or Outer Inlet dialect. All of the stem set and verb theme information is from James Kari’s electronic Dena’ina verb dictionary draft. Students should consult the originals for more in-depth descriptions or to resolve difficult constructions. In addition much of the material in this document was initially developed in various language learning documents developed by me, many in collaboration with Peter Kalifornsky or Donita Peter for classes taught at Kenai Peninsula College or the Kenaitze Indian Tribe between 1988 and 2006, and this document represents a recent installment of a progressively more complete grammar. Anyone interested in Dena’ina language and culture owes a huge debt of gratitude to Dr.