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Aboriginal Traditional Knowledge
Volume 5B: Aboriginal Traditional Knowledge ENBRIDGE NORTHERN GATEWAY PROJECT Sec. 52 Application May 2010 Sec. 52 Application Volume 5B: Aboriginal Traditional Knowledge Table of Contents Table of Contents 1 Introduction .................................................................................................................... 1-1 1.1 Regulatory Context ......................................................................................................... 1-1 1.2 ATK Program Overview ................................................................................................. 1-2 1.3 ATK Program Objectives ................................................................................................ 1-3 1.4 Sharing and Use of ATK in the ESA .............................................................................. 1-3 1.5 Status of the ATK Program ............................................................................................. 1-4 2 Project Description ........................................................................................................ 2-1 3 Cultural and Historical Context ................................................................................... 3-1 4 Methods ........................................................................................................................... 4-1 4.1 ATK Research Principles ................................................................................................ 4-1 4.2 Approach ........................................................................................................................ -
Understanding Our Lives Middle Years Development Instrumentfor 2019–2020 Survey of Grade 4 Students
ONLY USE UNDERSTANDING OUR LIVES MIDDLE YEARS DEVELOPMENT INSTRUMENTFOR 2019–2020 SURVEY OF GRADE 4 STUDENTS You can preview the survey online at BRITISH COLUMBIA www.mdi.ubc.ca. INSTRUCTIONALSAMPLE SURVEY 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. -
The Struggle for Indigenous Representation in Canadian National Parks: the Case of the Haida Totem Poles in Jasper
Journal of Indigenous Research Full Circle: Returning Native Research to the People Volume 8 Issue 2020 March 2020 Article 1 March 2020 The Struggle for Indigenous Representation in Canadian National Parks: The Case of the Haida Totem Poles in Jasper Jason W. Johnston Thompson Rivers University, [email protected] Courtney Mason Thompson Rivers University, [email protected] Follow this and additional works at: https://digitalcommons.usu.edu/kicjir Recommended Citation Johnston, Jason W. and Mason, Courtney (2020) "The Struggle for Indigenous Representation in Canadian National Parks: The Case of the Haida Totem Poles in Jasper," Journal of Indigenous Research: Vol. 8 : Iss. 2020 , Article 1. DOI: https://doi.org/10.26077/7t6x-ds86 Available at: https://digitalcommons.usu.edu/kicjir/vol8/iss2020/1 This Article is brought to you for free and open access by the Journals at DigitalCommons@USU. It has been accepted for inclusion in Journal of Indigenous Research by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. The Struggle for Indigenous Representation in Canadian National Parks: The Case of the Haida Totem Poles in Jasper Cover Page Footnote To the Indigenous participants and the participants from Jasper National Park, thank you. Without your knowledge, passion and time, this project would not have been possible. While this is only the beginning, your contributions to this work will lead to a deeper understanding and appreciation for the complexities of the issues surrounding Indigenous representation in national parks. This article is available in Journal of Indigenous Research: https://digitalcommons.usu.edu/kicjir/vol8/iss2020/1 Johnston and Mason: The Struggle for Indigenous Representation in Canadian National Parks The Struggle for Indigenous Representation in Canadian National Parks: The Case of the Haida Totem Poles in Jasper National parks hold an important place in the identities of many North Americans. -
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. -
Indian Band Revenue Moneys Order Décret Sur Les Revenus Des Bandes D’Indiens
CANADA CONSOLIDATION CODIFICATION Indian Band Revenue Moneys Décret sur les revenus des Order bandes d’Indiens SOR/90-297 DORS/90-297 Current to October 11, 2016 À jour au 11 octobre 2016 Last amended on December 14, 2012 Dernière modification le 14 décembre 2012 Published by the Minister of Justice at the following address: Publié par le ministre de la Justice à l’adresse suivante : http://laws-lois.justice.gc.ca http://lois-laws.justice.gc.ca OFFICIAL STATUS CARACTÈRE OFFICIEL OF CONSOLIDATIONS DES CODIFICATIONS Subsections 31(1) and (3) of the Legislation Revision and Les paragraphes 31(1) et (3) de la Loi sur la révision et la Consolidation Act, in force on June 1, 2009, provide as codification des textes législatifs, en vigueur le 1er juin follows: 2009, prévoient ce qui suit : Published consolidation is evidence Codifications comme élément de preuve 31 (1) Every copy of a consolidated statute or consolidated 31 (1) Tout exemplaire d'une loi codifiée ou d'un règlement regulation published by the Minister under this Act in either codifié, publié par le ministre en vertu de la présente loi sur print or electronic form is evidence of that statute or regula- support papier ou sur support électronique, fait foi de cette tion and of its contents and every copy purporting to be pub- loi ou de ce règlement et de son contenu. Tout exemplaire lished by the Minister is deemed to be so published, unless donné comme publié par le ministre est réputé avoir été ainsi the contrary is shown. publié, sauf preuve contraire. -
The Wealth of First Nations
The Wealth of First Nations Tom Flanagan Fraser Institute 2019 Copyright ©2019 by the Fraser Institute. All rights reserved. No part of this book may be reproduced in any manner whatsoever without written permission except in the case of brief passages quoted in critical articles and reviews. The author of this book has worked independently and opinions expressed by him are, there- fore, his own and and do not necessarily reflect those of the Institute, its Board of Directors, its donors and supporters, or its staff. This publication in no way implies that the Fraser Institute, its directors, or staff are in favour of, or oppose the passage of, any bill; or that they support or oppose any particular political party or candidate. Printed and bound in Canada National Library of Canada Cataloguing in Publication Data The Wealth of First Nations / by Tom Flanagan Includes bibliographical references. ISBN 978-0-88975-533-8. Fraser Institute ◆ fraserinstitute.org Contents Preface / v introduction —Making and Taking / 3 Part ONE—making chapter one —The Community Well-Being Index / 9 chapter two —Governance / 19 chapter three —Property / 29 chapter four —Economics / 37 chapter five —Wrapping It Up / 45 chapter six —A Case Study—The Fort McKay First Nation / 57 Part two—taking chapter seven —Government Spending / 75 chapter eight —Specific Claims—Money / 93 chapter nine —Treaty Land Entitlement / 107 chapter ten —The Duty to Consult / 117 chapter eleven —Resource Revenue Sharing / 131 conclusion —Transfers and Off Ramps / 139 References / 143 about the author / 161 acknowledgments / 162 Publishing information / 163 Purpose, funding, & independence / 164 About the Fraser Institute / 165 Peer review / 166 Editorial Advisory Board / 167 fraserinstitute.org ◆ Fraser Institute Preface The Liberal government of Justin Trudeau elected in 2015 is attempting massive policy innovations in Indigenous affairs. -
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 -
Appendix 22-A
Appendix 22-A Simpcw First Nation Traditional Land Use and Ecological Knowledge Study HARPER CREEK PROJECT Application for an Environmental Assessment Certificate / Environmental Impact Statement SIMPCW FIRST NATION FINAL REPORT PUBLIC VERSION Traditional Land Use & Ecological Knowledge STUDY REGARDINGin THE PROPOSED YELLOWHEAD MINING INC. HARPER CREEK MINE Prepared by SFN Sustainable resources Department August 30, 2012 ACKNOWLEDGEMENTS The Research Team would like to thank the Simpcw First Nation (SFN), its elders, members, and leadership For the trust you’ve placed in us. We recognize all community members who contributed their knowledge oF their history, culture and territory to this work. 2 EXECUTIVE SUMMARY The report has been the product oF a collaborative eFFort by members oF the research team and as such is presented in more than one voice. The Simpcw First Nation Traditional Land Use and Ecological Knowledge Study presents evidence oF Simpcw First Nation (SFN) current and past uses oF an area subject to the development oF the Harper Creek Mine by Yellowhead Mining, Inc. The report asserts that the Simpcw hold aboriginal title and rights in their traditional territory, including the land on which the Harper Creek Mine is proposed. This is supported by the identiFication oF one hundred and Four (104) traditional use locations in the regional study area (Simpcwul’ecw; Simpcw territory) and twenty (20) sites in the local study area. The traditional use sites identiFied, described, and mapped during this study conFirm Simpcw connections to the area where the Harper Creek Mine is proposed. These sites include Food harvesting locations like hunting places, Fishing spots, and plant gathering locations. -
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. -
Lheidli T'enneh Perspectives on Resource Development
THE PARADOX OF DEVELOPMENT: LHEIDLI T'ENNEH PERSPECTIVES ON RESOURCE DEVELOPMENT by Geoffrey E.D. Hughes B.A., Northern Studies, University of Northern British Columbia, 2002 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN FIRST NATIONS STUDIES UNIVERSITY OF NORTHERN BRITISH COLUMBIA November 2011 © Geoffrey Hughes, 2011 Library and Archives Bibliotheque et Canada Archives Canada Published Heritage Direction du 1+1 Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-87547-6 Our file Notre reference ISBN: 978-0-494-87547-6 NOTICE: AVIS: The author has granted a non L'auteur a accorde une licence non exclusive exclusive license allowing Library and permettant a la Bibliotheque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'lnternet, preter, telecommunication or on the Internet, distribuer et vendre des theses partout dans le loan, distrbute and sell theses monde, a des fins commerciales ou autres, sur worldwide, for commercial or non support microforme, papier, electronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in this et des droits moraux qui protege cette these. Ni thesis. Neither the thesis nor la these ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent etre imprimes ou autrement printed or otherwise reproduced reproduits sans son autorisation.