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Nanjemoy and Mattawoman Creek Watersheds
Defining the Indigenous Cultural Landscape for The Nanjemoy and Mattawoman Creek Watersheds Prepared By: Scott M. Strickland Virginia R. Busby Julia A. King With Contributions From: Francis Gray • Diana Harley • Mervin Savoy • Piscataway Conoy Tribe of Maryland Mark Tayac • Piscataway Indian Nation Joan Watson • Piscataway Conoy Confederacy and Subtribes Rico Newman • Barry Wilson • Choptico Band of Piscataway Indians Hope Butler • Cedarville Band of Piscataway Indians Prepared For: The National Park Service Chesapeake Bay Annapolis, Maryland St. Mary’s College of Maryland St. Mary’s City, Maryland November 2015 ii EXECUTIVE SUMMARY The purpose of this project was to identify and represent the Indigenous Cultural Landscape for the Nanjemoy and Mattawoman creek watersheds on the north shore of the Potomac River in Charles and Prince George’s counties, Maryland. The project was undertaken as an initiative of the National Park Service Chesapeake Bay office, which supports and manages the Captain John Smith Chesapeake National Historic Trail. One of the goals of the Captain John Smith Trail is to interpret Native life in the Middle Atlantic in the early years of colonization by Europeans. The Indigenous Cultural Landscape (ICL) concept, developed as an important tool for identifying Native landscapes, has been incorporated into the Smith Trail’s Comprehensive Management Plan in an effort to identify Native communities along the trail as they existed in the early17th century and as they exist today. Identifying ICLs along the Smith Trail serves land and cultural conservation, education, historic preservation, and economic development goals. Identifying ICLs empowers descendant indigenous communities to participate fully in achieving these goals. -
Atradition of Giants
A TRADITION OF GIANTS The Elite Social Hierarchy of American Prehistory Narrative and Commentary Ross Hamilton 1 1 Page Copyright © 2007 by Ross Hamilton: All rights reserved. No portion of this book, except for brief review, may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without written permission of the publisher. For information contact Ross Hamilton, 4202 Sibley Avenue, Silverton, Ohio—45236 Cover art courtesy of the Library of Congress; book design by Ross Hamilton. Title of work: A Tradition of Giants Alternative title: The Elite Social Hierarchy of American Prehistory Library of Congress registration number: TXu 1-608-346 Effective date of registration: November 19, 2007 Amendments and additions added 9-16-2012 2 2 Page The Great Peacemaker, Passaconeway Believed by some as perhaps the greatest Sachem who ever lived, Passaconeway was the last of the great kingly chiefs of old. He was a giant among men, physically and spiritually, believed to have stood at least seven feet in height. A powerful medicine man and chieftain of the Penacook tribe, Passaconeway was elected bashaba (emperor) of a confederation of tribes united to stem an aggressive Mohawk nation. In his twilight years this great man traveled in the Maine-New Hampshire-Massachusetts region where he was revered as the mouthpiece of the Great Spirit by both Native and European folk alike. Tradition stays that Passaconeway was a genius, gifted with magical or divine powers employed in his peacemaking efforts. His true power, however, lay in his ability to kindle the fire of peace and brotherly love in the hearts of all irrespective of race or tribal restrictions. -
Stadacona Circle / Park
Stadacona Circle / Park The question could be asked: Do we know why Fred B. and Ella Grinnell gave Stadacona Circle (on 11 th Avenue East between Ivory and Arthur) to the city of Spokane? Many people remember the park, but very few remember the name. “Some of Spokane’s first ‘suburban’ neighborhoods were those planned and developed in East Central Spokane, beginning as early as 1900….East Central Spokane is a term applied to a large residential and commercial area which is roughly bounded by Sprague Avenue to the north, Fourteenth Avenue to the south, Division Street to the west, and Havana Street to the east (the city limit). Numerous multiple-block subdivisions were platted within the large East Central area and were called ‘additions,’ such as Stadacona Park Addition indicated how public greenspace was used and it is now a part of Grant Park.” 1 In 1901 Stadacona Circle was given to the city of Spokane by Citizens National Bank and Fred B. and Ella Grinnell. Later it was known as Stadacona Park. In 1901 there were no homes yet built in this area. “In the ‘Report of the Board of Park Commissioners, 1891-1913,’ it was noted that Stadacona Circle was a nice little spot nicely planted with trees and shrubbery, making a small breathing spot for the neighborhood.…If the Park Commission in accepting this little park agreed to build and maintain the surrounding street, about 25 or 30 feet wide, it made, in our opinion, a bad bargain for the city. If there was no such agreement, what should be done would be best determined by conditions as to which we are not posted. -
Bladensburg Prehistoric Background
Environmental Background and Native American Context for Bladensburg and the Anacostia River Carol A. Ebright (April 2011) Environmental Setting Bladensburg lies along the east bank of the Anacostia River at the confluence of the Northeast Branch and Northwest Branch of this stream. Formerly known as the East Branch of the Potomac River, the Anacostia River is the northernmost tidal tributary of the Potomac River. The Anacostia River has incised a pronounced valley into the Glen Burnie Rolling Uplands, within the embayed section of the Western Shore Coastal Plain physiographic province (Reger and Cleaves 2008). Quaternary and Tertiary stream terraces, and adjoining uplands provided well drained living surfaces for humans during prehistoric and historic times. The uplands rise as much as 300 feet above the water. The Anacostia River drainage system flows southwestward, roughly parallel to the Fall Line, entering the Potomac River on the east side of Washington, within the District of Columbia boundaries (Figure 1). Thin Coastal Plain strata meet the Piedmont bedrock at the Fall Line, approximately at Rock Creek in the District of Columbia, but thicken to more than 1,000 feet on the east side of the Anacostia River (Froelich and Hack 1975). Terraces of Quaternary age are well-developed in the Bladensburg vicinity (Glaser 2003), occurring under Kenilworth Avenue and Baltimore Avenue. The main stem of the Anacostia River lies in the Coastal Plain, but its Northwest Branch headwaters penetrate the inter-fingered boundary of the Piedmont province, and provided ready access to the lithic resources of the heavily metamorphosed interior foothills to the west. -
Program-UPDATED-2019-06-18.Pdf
1 Victoria University - Wellington Māori and Indigenous Analysis Ltd Te Pouhere Kōrero Tū Tama Wahine o Taranaki 2 PROGRAMME INFORMATION DURING THE CONFERENCE Abbreviations Transport to the conference venue GAPA: Gallagher Academy of Performing Arts Complimentary buses will circulate between Hamilton LHC: Local Host Committee City and the University of Waikato throughout the day, Thursday to Saturday. City stops will be Victoria Street, near the Ibis and Novotel hotels, with a Concurrent Session Types morning pick-up at Distinction Hotel, Te Rapa. Film: Film screening and discussion. Hamilton Taxis is offering a special conference Individual Paper Session: Individual papers organized rate for delegates, just mention NAISA when booking. into sessions by NAISA Council with the chair of the Free call 0800 477 477. Local Host Committee. Panel: A chaired panel of scholars who present Karakia | Prayer developed papers on a defined topic. Some panels Every morning, 8:15 am, S Block G.01. have commentators who will discuss the papers. Roundtable: A group discussion of a defined topic that Kaumātua (Elder) Space opens up to the audience. Somewhere for elders to gather and take time out: A Block tearoom. Presentation Room Technology All presentation rooms have: Tā Moko and Healing Space • a PC connected to an audio system and Tā moko and healing services will be available daily in projector; A Block. For appointments, please contact the artists • a DVD player; and and practitioners directly via the conference website. • speakers with an external audio jack. All PCs have a USB port for you to access, and HDMI Registration and VGA input to connect devices such as laptops, Find the registration desk on Thursday in L Block, and including Macs. -
Wendat Ethnophilology: How a Canadian Indigenous Nation Is Reviving Its Language Philology JOHANNES STOBBE Written Aesthetic Experience
Contents Volume 2 / 2016 Vol. Articles 2 FRANCESCO BENOZZO Origins of Human Language: 2016 Deductive Evidence for Speaking Australopithecus LOUIS-JACQUES DORAIS Wendat Ethnophilology: How a Canadian Indigenous Nation is Reviving its Language Philology JOHANNES STOBBE Written Aesthetic Experience. Philology as Recognition An International Journal MAHMOUD SALEM ELSHEIKH on the Evolution of Languages, Cultures and Texts The Arabic Sources of Rāzī’s Al-Manṣūrī fī ’ṭ-ṭibb MAURIZIO ASCARI Philology of Conceptualization: Geometry and the Secularization of the Early Modern Imagination KALEIGH JOY BANGOR Philological Investigations: Hannah Arendt’s Berichte on Eichmann in Jerusalem MIGUEL CASAS GÓMEZ From Philology to Linguistics: The Influence of Saussure in the Development of Semantics CARMEN VARO VARO Beyond the Opposites: Philological and Cognitive Aspects of Linguistic Polarization LORENZO MANTOVANI Philology and Toponymy. Commons, Place Names and Collective Memories in the Rural Landscape of Emilia Discussions ROMAIN JALABERT – FEDERICO TARRAGONI Philology Philologie et révolution Crossings SUMAN GUPTA Philology of the Contemporary World: On Storying the Financial Crisis Review Article EPHRAIM NISSAN Lexical Remarks Prompted by A Smyrneika Lexicon, a Trove for Contact Linguistics Reviews SUMAN GUPTA Philology and Global English Studies: Retracings (Maurizio Ascari) ALBERT DEROLEZ The Making and Meaning of the Liber Floridus: A Study of the Original Manuscript (Ephraim Nissan) MARC MICHAEL EPSTEIN (ED.) Skies of Parchment, Seas of Ink: Jewish Illuminated Manuscripts (Ephraim Nissan) Peter Lang Vol. 2/2016 CONSTANCE CLASSEN The Deepest Sense: A Cultural History of Touch (Ephraim Nissan) Contents Volume 2 / 2016 Vol. Articles 2 FRANCESCO BENOZZO Origins of Human Language: 2016 Deductive Evidence for Speaking Australopithecus LOUIS-JACQUES DORAIS Wendat Ethnophilology: How a Canadian Indigenous Nation is Reviving its Language Philology JOHANNES STOBBE Written Aesthetic Experience. -
Indigenous People of Western New York
FACT SHEET / FEBRUARY 2018 Indigenous People of Western New York Kristin Szczepaniec Territorial Acknowledgement In keeping with regional protocol, I would like to start by acknowledging the traditional territory of the Haudenosaunee and by honoring the sovereignty of the Six Nations–the Mohawk, Cayuga, Onondaga, Oneida, Seneca and Tuscarora–and their land where we are situated and where the majority of this work took place. In this acknowledgement, we hope to demonstrate respect for the treaties that were made on these territories and remorse for the harms and mistakes of the far and recent past; and we pledge to work toward partnership with a spirit of reconciliation and collaboration. Introduction This fact sheet summarizes some of the available history of Indigenous people of North America date their history on the land as “since Indigenous people in what is time immemorial”; some archeologists say that a 12,000 year-old history on now known as Western New this continent is a close estimate.1 Today, the U.S. federal government York and provides information recognizes over 567 American Indian and Alaskan Native tribes and villages on the contemporary state of with 6.7 million people who identify as American Indian or Alaskan, alone Haudenosaunee communities. or combined.2 Intended to shed light on an often overlooked history, it The land that is now known as New York State has a rich history of First includes demographic, Nations people, many of whom continue to influence and play key roles in economic, and health data on shaping the region. This fact sheet offers information about Native people in Indigenous people in Western Western New York from the far and recent past through 2018. -
Horatio Hale M.A
HORATIO HALE M.A. (Harvard), F.R.S.C. (1817-1896) BY WILLIAM N. FENTON "The Nestor of American Philologists" (MÜLLER) IT HAS BEEN THE good fortune of Iroquois studies that the field has attracted gifted minds. The pioneer work of Lewis H. Morgan of Rochester, N.Y., in ethnology was paralleled in linguistics by that of Horatio Hale of Clinton, Ontario. Both men were lawyers, both were attracted to Iroquois political organization, and each brought unique gifts to the recording of Indian life which reinforced the other's con- tribution: Morgan's work on kinship and on the structure of the confederacy was enhanced by Hale's gift with languages and his sense of poetry which he fulfilled so beautifully in The Iroquois Book of Rites. Some of the quality of the original Iroquois comes through in his Eng- lish rendering of the lament to the founders of the League (page 123): Hail, my grandsires! Now hearken while your grandchildren cry mournfully to you, —because the Great League which you established has grown old. Hail, my grandsires! You have said that Sad will be the fate of those who come in the latter times. Though not the founder of American linguistics, Hale was, after Gallatin, none the less, its most distinguished practi- tioner, and he came by these qualities naturally. viii WILLIAM N. FENTON Son of a distinguished New England literary family, Horatio Emmons Hale was born at Newport, N.H., on May 3, 1817. His father, David Hale, a lawyer of that town, died within five years, but his mother, Sarah Josepha Hale, who is credited with having authored "Mary Had a Little Lamb," was for nearly half a century editor of the Lady's Magazine (Boston), and afterward of Godey's Lady's Book (Philadelphia); she was a pioneer advocate of higher education for women, she was very active in the missionary movement, and her commitment to patriotic causes ex- tended from successfully raising funds for completion of the Bunker Hill Monument to petitioning presidents and governors to make Thanksgiving Day a national festival. -
Indigenous Languages and Reconciliation Langues Autochtones Et Réconcilation Joint CAAL/CLA/SSHRC Session Séance Conjointe De L’ACLA/L’ACL/CRSH
Indigenous Languages and Reconciliation Langues autochtones et réconcilation Joint CAAL/CLA/SSHRC session Séance conjointe de l’ACLA/l’ACL/CRSH Monday, May 30, 2016 6:15 - 9:00 p.m. University of Calgary, Room ST 127. Page 1 of 20 Indigenous Languages and Reconciliation / Langues autochtones et réconcilation Joint CAAL/CLA/SSHRC session / Séance conjointe de l’ACLA/l’ACL/CRSH Monday, May 30, 2016 6:15 - 9:00 p.m. University of Calgary, Room ST 127. CLA website (http://cla-acl.ca/congres-de-2016-meeting/); CAAL website (http://congress2016.ca/program/events/256-caal); Congress 2016 website (http://congress2016.ca/program/events/indigenous-languages-and- reconciliation-trc-calls-action-16-and-65) Subject: Call to Action 16 and 65 of the Truth and Reconciliation Commission (creating degree programs in Aboriginal languages and a national SSHRC research program on reconciliation). Sujet : Appels à l’action 16 et 65 de la Commission de vérité et réconciliation, (création des programmes en langues autochtones et un programme national de recherche SSHRC pour mieux faire comprendre les facteurs associés à la réconciliation). Format Opening: Bruce Starlight, Elder, dedicated language activist, and instructor for the Tsuu T’ina language. 1. SSHRC presentation / présentation CRSH (20 minutes) Truth and Reconciliation Commission’s Call to Action #65, and SSHRC Knowledge Synthesis Grants. 2. Position statements / Énoncés de position (15 minutes apiece): Creating Programs is Only Part of the Action Needed. Arok Wolvengrey and Olga Lovick Language Loss: A deformity in education. Belinda Daniels Indigenous Languages, Truth, and Reconciliation. Amos Key, Jr. and Carrie Dyck How can University – First Nations Partnerships support the development of advanced fluency in First Nations languages with very few speakers? Marianne Ignace, Khelsilem Dustin Rivers, Lucy Bell, and Julienne Ignace An Aboriginal Languages Research program to address the language-related Calls to Action of the TRC. -
Jacques Cartier Did Find a Passage and Gathered a Great Deal of Information About the Resources, Land and People of North America
SOCIAL 7 CHAPTER 2 Name________________________ THE FRENCH IN NORTH AMERCIA Read pages 30-35 and answer the following questions 1. Colony is a ___________________________________________ that is controlled by another country. The earliest colonists in Canada came from _______________________. (2) 2. Empires are _______________________ of ________________________ controlled by a single country, sometimes called the Home Country. (2) 3. Define Imperialism (1) _________________________________________________________________________________________________ ____________________________________________________________________ Please copy the diagram of Imperialism from pg. 31. (9) 4. Why did the imperial countries of Europe want to expand their empires to North America? Please explain each reason. (8) 1._______________________________________________________________________________________________ _________________________________________________________________________________________________ 2._______________________________________________________________________________________________ _________________________________________________________________________________________________ 3._______________________________________________________________________________________________ _________________________________________________________________________________________________ 4._______________________________________________________________________________________________ _________________________________________________________________________________________________ -
Student Transitions Project WebBased Resources
Ontario Native Education Counselling Association Student Transitions Project WebBased Resources Index Section Content Page 1 Schools and Education Institutions for First Nations, Inuit and Métis 3 ‐ Alternative Schools ‐ First Nations Schools ‐ Post‐Secondary Institutions in Ontario 2 Community Education Services 5 3 Aboriginal Student Centres, Colleges 6 4 Aboriginal Services, Universities 8 5 Organizations Supporting First Nations, Inuit and Métis 11 6 Language and Culture 12 7 Academic Support 15 8 For Counsellors and Educators 19 9 Career Support 23 10 Health and Wellness 27 11 Financial Assistance 30 12 Employment Assistance for Students and Graduates 32 13 Applying for Post‐Secondary 33 14 Child Care 34 15 Safety 35 16 Youth Voices 36 17 Youth Employment 38 18 Advocacy in Education 40 19 Social Media 41 20 Other Resources 42 This document has been prepared by the Ontario Native Education Counselling Association March 2011 ONECA Student Transitions Project Web‐Based Resources, March 2011 Page 2 Section 1 – Schools and Education Institutions for First Nations, Métis and Inuit 1.1 Alternative schools, Ontario Contact the local Friendship Centre for an alternative high school near you Amos Key Jr. E‐Learning Institute – high school course on line http://www.amoskeyjr.com/ Kawenni:io/Gaweni:yo Elementary/High School Six Nations Keewaytinook Internet High School (KiHS) for Aboriginal youth in small communities – on line high school courses, university prep courses, student awards http://kihs.knet.ca/drupal/ Matawa Learning Centre Odawa -
[.35 **Natural Language Processing Class Here Computational Linguistics See Manual at 006.35 Vs
006 006 006 DeweyiDecimaliClassification006 006 [.35 **Natural language processing Class here computational linguistics See Manual at 006.35 vs. 410.285 *Use notation 019 from Table 1 as modified at 004.019 400 DeweyiDecimaliClassification 400 400 DeweyiDecimali400Classification Language 400 [400 [400 *‡Language Class here interdisciplinary works on language and literature For literature, see 800; for rhetoric, see 808. For the language of a specific discipline or subject, see the discipline or subject, plus notation 014 from Table 1, e.g., language of science 501.4 (Option A: To give local emphasis or a shorter number to a specific language, class in 410, where full instructions appear (Option B: To give local emphasis or a shorter number to a specific language, place before 420 through use of a letter or other symbol. Full instructions appear under 420–490) 400 DeweyiDecimali400Classification Language 400 SUMMARY [401–409 Standard subdivisions and bilingualism [410 Linguistics [420 English and Old English (Anglo-Saxon) [430 German and related languages [440 French and related Romance languages [450 Italian, Dalmatian, Romanian, Rhaetian, Sardinian, Corsican [460 Spanish, Portuguese, Galician [470 Latin and related Italic languages [480 Classical Greek and related Hellenic languages [490 Other languages 401 DeweyiDecimali401Classification Language 401 [401 *‡Philosophy and theory See Manual at 401 vs. 121.68, 149.94, 410.1 401 DeweyiDecimali401Classification Language 401 [.3 *‡International languages Class here universal languages; general