DOCSLIB.ORG

Indigenous Knowledge Centre Collection Catalogue

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Indigenous Knowledge Centre Collection Catalogue INDIGENOUS KNOWLEDGE CENTRE COLLECTION CATALOGUE Date: August 2020 Deyohahá:ge: IKC Categories Collection: Anthropology, Research, Sports, Data Bases, Archaeology Location: Cabinet F1 Topic Subject Sub-Topic Cabinet Location All Categories All Unsorted F1 1.1 Anthropology All General F1 1.2 Anthropology Black History F1 1.2 Anthropology Brochures F1 1.2 Anthropology Conferences F1 1.2 Anthropology Education F1 1.2 Anthropology Evolution F1 1.2 Anthropology Haudenosaunee F1 1.2 Anthropology International South America F1 1.2 Anthropology International United Nations F1 1.2 Anthropology Newsletters F1 1.2 Anthropology Other Indigenous Peoples F1 1.2 Anthropology Other Nations East Coast Machian/Minisinks F1 1.2 Anthropology Other Nations East Coast Mississaugas of the New Credit First Nation F1 1.2 Anthropology Other Nations East Coast MicMac F1 1.2 Anthropology Other Nations East Coast Ojibway F1 1.2 Anthropology Other Nations Midwest Blackfoot F1 1.2 Anthropology Other Nations Midwest Delaware F1 1.2 Anthropology Other Nations Midwest Lakota F1 1.2 Anthropology Other Nations Midwest Plains F1 1.2 Anthropology Other Nations Midwest Shawnee F1 1.2 Anthropology Other Nations Midwest Yuchi F1 1.2 Anthropology Other Nations Southwest Hawaii F1 1.2 Anthropology Other Nations Southwest Hopi F1 1.2 Anthropology Other Nations Southwest Navajo F1 1.2 Anthropology Other Nations Southwest Pueblo F1 1.2 Anthropology Other Nations Southwest Winnebago F1 1.2 Anthropology Other Nations Northwest Coast Haida F2 1.2 Anthropology Other Nations Northwest Coast Kwakiutl F1 1.2 Anthropology Other Nations Northwest Coast Nuxalk F1 1.2 Anthropology Other Nations Northwest Coast Salish F1 1.2 Anthropology Other Nations Northwest Coast Tsimshian F1 1.2 Anthropology Other Nations Northwest Territories Alaska F1 1.2 Anthropology Other Nations Northwest Territories Nunavut F1 1.2 Anthropology Other Nations Northwest Territories Otavalo F1 1.2 Anthropology Political F1 1.2 Anthropology Research F1 1.2 Anthropology Resources F1 1.2 Anthropology Social F1 1.2 Unsorted Deyohahá:ge: IKC Categories Collection: Anthropology, Research, Sports, Data Bases, Archaeology Location: Cabinet F1 Topic Subject Sub-Topic Cabinet Location Ethical Research General F1 1.3 Ethical Research Ethical Issues F1 1.3 Ethical Research Six Nations Ethical Research F1 1.3 Ethical Research Intellectual Property Rights General F1 1.3 Ethical Research Intellectual Property Rights United Nations F1 1.3 Research Archives F1 1.3 Research Bibliographies General F1 1.3 Research Bibliographies Genealogy Bibliographies F1 1.3 Research Books F1 1.3 Research Collections Haas, Marilyn L F1 1.3 Research Collections Johnson, Freeman F1 1.3 Research Collections Keppler, Joseph F1 1.3 Research Collections Marshall Family F1 1.3 Research Collections Parker, Arthur Caswell F1 1.3 Research Collections Parker, Ely S F1 1.3 Research Conferences/Workshops Research Library Catalogues F1 1.3 Research Records/Lists F1 1.3 Research Reports F1 1.3 Research Research F1 1.3 Research Resources General F1 1.3 Research Resources Research Techniques F1 1.3 Research Statistics Manuscripts F1 1.3 Research Statistics References F1 1.3 Research Statistics References F1 1.3 Research Statistics Surveys F1 1.3 Sports Athletes Longboat, Tom F1 1.4 Sports Athletes Thorpe, Jim F1 1.4 Sports Awards F1 1.4 Sports Brochures F1 1.4 Sports Championships F1 1.4 Sports Iroquois Nationals F1 1.4 Sports Letters/Memos F1 1.4 Sports Literature F1 1.4 Sports Magazines F1 1.4 Sports News Articles F1 1.4 Sports Newsletters F1 1.4 Sports Organizations Canadian Lacrosse Association F1 1.4 Deyohahá:ge: IKC Categories Collection: Anthropology, Research, Sports, Data Bases, Archaeology Location: Cabinet F1 Topic Subject Sub-Topic Cabinet Location Sports Organizations International Lacrosse Federation F1 1.4 Sports Proposals/Projects F1 1.4 Sports Women's Field Lacrosse F1 1.4 Sports Sports Unsorted F1 1.4 Data Bases Catalogues F1 1.4 Data Bases Collections F1 1.4 Data Bases Lists F1 1.4 All Categories All Unsorted F1 1.5 Deyohahá:ge: IKC Categories Archaeology, Repatriation Location: Cabinet F2 Topic Subject Sub-Topic Cabinet Location All Categories All Unsorted F2 2.1 Archaeology Artifacts General F2 2.2 Archaeology Iroquois Artifacts Antler F2 2.2 Archaeology Iroquois Artifacts Bark F2 2.2 Archaeology Iroquois Artifacts Baskets Archaeology Iroquois Artifacts Beadwork F2 2.2 Archaeology Iroquois Artifacts Brooches F2 2.2 Archaeology Iroquois Artifacts Bowls F2 2.2 Archaeology Iroquois Artifacts Mirrors F2 2.2 Archaeology Iroquois Artifacts Pipes F2 2.2 Archaeology Iroquois Artifacts Pottery F2 2.2 Archaeology Brochures F2 2.2 Archaeology Conference/Workshops F2 2.2 Archaeology Education Essays F2 2.2 Archaeology Magazines F2 2.2 Archaeology News Articles F2 2.2 Archaeology Newsletters F2 2.2 Archaeology Reports F2 2.2 Archaeology Resources F2 2.2 Archaeology Sacred Objects Sacred Objects Lists F2 2.2 Archaeology Sacred Objects Stolen Masks F2 2.2 Archaeology Sacred Objects Sales/Purchase of Sacred Objects F2 2.2 Archaeology Sacred Objects Sales/Purchase of Masks F2 2.2 Archaeology Archaeological Sites Agreements F2 2.2 Archaeology Archaeological Sites Gang Mill (1946) F2 2.2 Archaeology Archaeological Sites Getman Site F2 2.2 Archaeology Archaeological Sites Grambly/Kleis Site F2 2.2 Archaeology Archaeological Sites Howlett Hill Site F2 2.2 Archaeology Archaeological Sites Robinson Bay Site F2 2.2 Archaeology Archaeological Sites Belk Island in the Cataraqui River F2 2.2 Archaeology Archaeological Sites Orchard Site Fort Erie F2 2.2 Archaeology Archaeological Sites Susquehanna River F2 2.2 Archaeology Archaeological Sites Tioga County Schoonover Site F2 2.2 Archaeology Burials Sites General F2 2.3 Archaeology Burials Sites Dorchester Burials F2 2.3 Archaeology Burials Sites Engelbert Site F2 2.3 Archaeology Burials Sites Genesee River Valley F2 2.3 Archaeology 18th C Iroquois Settlement Lopke Site in Tioga Centre F2 2.3 Deyohahá:ge: IKC Categories Archaeology, Repatriation Location: Cabinet F2 Topic Subject Sub-Topic Cabinet Location Archaeology 19th C Iroquois Settlement Seneca Townley Read Site F2 2.3 Archaeology 20th C Iroquois Settlement Silver Heels Site F2 2.3 Archaeology 21st C Iroquois Settlement Smith Farm Site F2 2.3 Archaeology 22nd C Iroquois Settlement Spanish Hill F2 2.3 Archaeology 23rd C Iroquois Settlement Tioga County New York F2 2.3 Archaeology Archaeology Unsorted F2 2.3 Repatriation Claims F2 2.4 Repatriation Correspondence Letters F2 2.4 Repatriation Correspondence Sales/Purchase of Scared Objects F2 2.4 Repatriation Correspondence Settlements F2 2.4 Repatriation Correspondence Excavation Sites and Agreements Repatriation Human Remains General F2 2.4 Repatriation Human Remains Human Remains Lists F2 2.4 Repatriation Human Remains Reburials Repatriation Repatriation Lists F2 2.4 Repatriation Literature Repatriation News Articles F2 2.4 Repatriation Organizations A.I. R. O. R. F F2 2.4 Repatriation Organizations H.S.C. B. R F2 2.4 Repatriation Organizations N. A. G. P. R. A F2 2.4 Repatriation Organizations Susquehannock Remains F2 2.4 Repatriation Policies/Protection General F2 2.4 Repatriation Policies/Protection Curation Policies F2 2.4 Repatriation Policies/Protection Policy on Human Remains F2 2.4 Repatriation Reports F2 2.4 Repatriation Research Repatriation Resources F2 2.4 Repatriation Repatriation Unsorted F2 2.5 Deyohahá:ge: IKC Categories Collection: Museums Location: Cabinet F3 Topic Subject Sub-Topic Cabinet Location All Categories All Unsorted F3 3.1 Museums The American Museum of Natural History Museums Eiteljory Museum F3 3.2 Museums NMAI Board of Trustees F3 3.2 Museums NMAI Brochures F3 3.2 Museums NMAI Collections F3 3.2 Museums NMAI Correspondence F3 3.2 Museums NMAI Education F3 3.2 Museums NMAI Exhibition Planning F3 3.2 Museums NMAI Inventory F3 3.2 Museums NMAI Newsletters F3 3.2 Museums NMAI News Releases F3 3.2 Museums NMAI Online Articles F3 3.2 Museums NMAI Policy for Publication F3 3.2 Museums NMAI Program Planning F3 3.2 Museums NMAI Proposals F3 3.2 Museums NMAI Proposals Continued F3 3.3 Museums NMAI Workshops F3 3.3 Museums New York State Museum Brochures F3 3.3 Museums New York State Museum Collections F3 3.3 Museums New York State Museum Education F3 3.3 Museums New York State Museum Exhibits F3 3.3 Museums New York State Museum Grants F3 3.3 Museums New York State Museum Guides F3 3.3 Museums New York State Museum Inventory F3 3.3 Museums New York State Museum Reports F3 3.3 Museums Rochester Museum General F3 3.3 Museums Rochester Museum Collection F3 3.3 Museums Rochester Museum Correspondence F3 3.3 Museums Rochester Museum Grants Museums Rochester Museum Policy/Public Access F3 3.3 Museums Peabody Museum General F3 3.3 Museums Peabody Museum Correspondence F3 3.3 Museums Peabody Museum Inventory F3 3.3 Museums Peabody Museum News Articles F3 3.3 Museums Peabody Museum Policies F3 3.3 Deyohahá:ge: IKC Categories Collection: Museums Location: Cabinet F3 Topic Subject Sub-Topic Cabinet Location All Museums Antique Dealers All Museums Artifacts F3 3.3 All Museums Brochures F3 3.3 All Museums Ceremonial F3 3.3 All Museums Collections General F3 3.3 All Museums Collections Inventory F3 3.3 All Museums Collections Iroquois People F3 3.3 All Museums Conferences/Workshops F3 3.3 All Museums Correspondence F3 3.3 All Museums Directories F3 3.3 All Museums Education General F3 3.3 All Museums Education Education Essays F3 3.3 All Museums Exhibits General F3 3.4 All Museums Exhibits Exhibition
Load more

Recommended publications
  • Fnti Student Handbook 2020/2021
    FNTI STUDENT HANDBOOK 2020/2021 Mission To share unique educational experiences, rooted in Indigenous knowledge, thereby enhancing the strength of learners and communities. Vision Healthy, prosperous, and vibrant learners and communities through transformative learning experiences built on a foundation of Indigenous knowledge Motto Sharing and Learning 2 Table of Contents Words of Welcome 4 Contact Information 5 Rights of the Student 6 Responsibilities of FNTI 7 Responsibilities of Student 9 Program Information 10 Placement 11 Fees Information 12 Policy: Student Conduct, Behaviour and Discipline 14 Policy: Program Progression 18 Policy: Class Cancellation 19 3 Words of Welcome To Our Valued Students, Welcome to the FNTI Family, a strong network of 4,000+ members who have come together over the past 35 years. This is our 35th year of delivering quality post-secondary programs rooted in culture and Indigenous ways of knowing in partnership with recognized Ontario colleges and universities. Our unique model of braiding teaching, learning and healing in the classroom allows our students to fulfill personal and professional goals while maintaining connections to family and community while studying. We support our learners through their educational journey and through the process of deepening their Indigeneity. The world has changed dramatically since March, however FNTI remains committed to these key principles. Our new virtual environment allows us to maintain uninterrupted, culturally- rooted programming across Ontario. It has been built with you in mind, and our faculty, cultural advisors and student success facilitators are eager to support you through this exciting and unprecedented chapter. Once again, my sincerest congratulations on choosing to study at FNTI this year! Best regards, Suzanne Katsi'tsiarihshion Brant President 4 CONTACT INFORMATION Main Campus/Head Office 3 Old York Road Tyendinaga Mohawk Territory, ON K0K 1X0 Local: 613-396-2122 Toll Free: 800-267-0637 Fax: 613-396-2761 Hours of Operation 8:30 a.m.
    [Show full text]
  • Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and Their Program Choices
    Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Program Choices by Pamela Williamson A dissertation submitted in conformity with the requirements for the degree of Doctor of Higher Education Graduate Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education of the University of Toronto © Copyright by Pamela Williamson (2011) Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Post-Secondary Program Choices Doctor of Higher Education 2011 Pamela Williamson Department of Theory and Policy Studies in Education University of Toronto Abstract The exploratory study focused on First Nation students and First Nation education counsellors within Ontario. Using an interpretative approach, the research sought to determine the relevance of the counsellors as a potentially influencing factor in the students‘ post-secondary program choices. The ability of First Nation education counsellors to be influential is a consequence of their role since they administer Post- Secondary Student Support Program (PSSSP) funding. A report evaluating the program completed by Indian and Northern Affairs Canada in 2005 found that many First Nation students would not have been able to achieve post-secondary educational levels without PSSSP support. Eight self-selected First Nation Education counsellors and twenty-nine First Nation post- secondary students participated in paper surveys, and five students and one counsellor agreed to complete a follow-up interview. The quantitative and qualitative results revealed differences in the perceptions of the two survey groups as to whether First Nation education counsellors influenced students‘ post-secondary program choices.
    [Show full text]
  • Digital Fluency Expression of Interest
    January 6, 2021 Digital Fluency Expression of Interest Please review the attached document and submit your application electronically according to the guidelines provided by 11:59 pm EST on February 3, 2021. Applications will not be accepted unless: • Submitted electronically according to the instructions. Submission by any other form such as email, facsimiles or paper copy mail will not be accepted. • Received by the date and time specified. Key Dates: Date Description January 6, 2021 Expression of Interest Released Closing Date and Time for Submissions February 3, 2021 Submissions received after the closing date and 11:59pm EST time will not be considered for evaluation Submit applications here By February 28, 2021 Successful applicants notified Please note: due to the volume of submissions received, unsuccessful applicants will not be notified. Feedback will not be provided eCampusOntario will not be held responsible for documents that are not submitted in accordance with the above instructions NOTE: Awards for this EOI are contingent upon funding from MCU. 1 TABLE OF CONTENTS 1. BACKGROUND .................................................................................................................... 3 2. DESCRIPTION ....................................................................................................................... 4 WHAT IS DIGITAL FLUENCY? .......................................................................................................... 4 3. PROJECT TYPE .....................................................................................................................
    [Show full text]
  • A New Beginning
    A New Beginning OUR IDENTITY | oUR WELL-BEING | OUR COMMUNITIES | oUR FUTURE Annual Report 2011 - 2012 b Contents Overview ..............................................................................................................................................................................................3 Message from the Chair ..................................................................................................................................................................4 Message from the Executive Director ........................................................................................................................................5 Programs ..............................................................................................................................................................................................7 Graduation 2011 ...............................................................................................................................................................................10 Student Success Initiative .............................................................................................................................................................12 Other Programs................................................................................................................................................................................14 Courses ................................................................................................................................................................................................16
    [Show full text]
  • Annual Report 2016-17 Table of Contents Message from the Board Co-Chairs
    Annual Report 2016-17 Table of Contents Message from the Board Co-Chairs........................... 01 Mobility Infrastructure.................................................... 21 Message from the Executive Director........................ 04 Pathway Development Why Mobility Matters..................................................... 07 Knowledge Gathering Who We Are Learning Outcomes Strategic Priorities Transfer Banter................................................................. 25 Our Partners Committees...................................................................... 29 Students First................................................................... 11 Board of Directors.......................................................... 31 Building on Shared Resources..................................... 17 The ONCAT Team........................................................... 32 Bringing Our Identity Full Circle Platforms for Collaboration ONTransfer.ca Website Redesign Message from the Board Co-Chairs This is an exciting year for the postsecondary system serving on ONCAT’s Board of Directors, it really has been and one in which Ontario’s colleges celebrate their a pleasure to be involved with an organization committed 50th anniversary. Throughout these past decades, to not only supporting the partnership aspirations of postsecondary education as a system and the relationship institutions, but also involving students and government in of colleges and universities, has evolved to one of a collective effort to expand student
    [Show full text]
  • 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
    [Show full text]
  • Waterhen Lake First Nation Treaty
    Waterhen Lake First Nation Treaty Villatic and mingy Tobiah still wainscotted his tinct necessarily. Inhumane Ingelbert piecing illatively. Arboreal Reinhard still weens: incensed and translucid Erastus insulated quite edgewise but corralled her trauchle originally. Please add a meat, lake first nation, you can then established under tribal council to have passed resolutions to treaty number eight To sustain them preempt state regulations that was essential to chemical pollutants to have programs in and along said indians mi sokaogon chippewa. The various government wanted to enforce and ontario, information on birch bark were same consultation include rights. Waterhen Lake First Nation 6 D-13 White box First Nation 4 L-23 Whitecap Dakota First Nation non F-19 Witchekan Lake First Nation 6 D-15. Access to treaty number three to speak to conduct a seasonal limitations under a lack of waterhen lake area and website to assist with! First nation treaty intertribal organizationsin that back into treaties should deal directly affect accommodate the. Deer lodge First Nation draft community based land grab plan. Accordingly the Waterhen Lake Walleye and Northern Pike Gillnet. Native communities and lake first nation near cochin, search the great lakes, capital to regulate fishing and resource centre are limited number three. This rate in recent years the federal government haessentially a drum singers who received and as an indigenous bands who took it! Aboriginal rights to sandy lake! Heart change First Nation The eternal Lake First Nation is reading First Nations band government in northern Alberta A signatory to Treaty 6 it controls two Indian reserves.
    [Show full text]
  • Report Annual
    2019 2020 annual report Table of Contents Message from the Board Co-Chairs Francophone and Bilingual Steering Committee Message from the Executive Director Engaging Indigenous Institutes Transfer System Improvements 33 / National and International Scope 12 / Credit Transfer Projects, 2019–2020 ONTransfer.ca Pathway Development Projects 35 / ONTransfer.ca Website Improvements Seamless Transfer Projects 36 / Analytics and Growth Research Projects 37 / Data Enhancement Project 22 / MapIT: Institutional Process Mapping Project Inside ONCAT 24 / Faculty Fellows Funding Stream 39 / Supporting Student Mobility During COVID-19 25 / Transfer Pathways DataPilot 40 / Board Co-Chair Changes Sector Engagement 40 / First Round of Summer Interns 27 / Engaging Students 41 / Upcoming Strategic Plan, 2020–2023 Transfer Student Action Fund (TSAF) Strategic Priorities Student Transfer Expert Panel (STEP) Who We Are 28 / Engaging Transfer Advisors 43 / Board of Directors Transfer Advisory Group (TAG) 44 / ONCAT Staff Heads of Transfer Advising (HOTA) 45 / Our Partners 29 / Relationships and Partnerships Northern Ontario Pathways Steering Committee 46 / Finances (NOSC) Message from the Board Co-Chairs What a year it has been for ONCAT—and for found ourselves working in a transformed Ontario’s transfer system. landscape and will be grappling with the immediate and long-term effects of the pandemic on our We started this fiscal year with an ambitious postsecondary education system for years to come. strategic planning exercise led by the Board of Directors and with support from the ONCAT team. Yet even as we adjust to new ways of working, some With a new provincial Government in place, we things have remained constant. Colleges, became familiar with emerging government universities, and Indigenous Institutes continue to priorities to ensure strong alignment with our own.
    [Show full text]
  • Woodland Cultural Centre • Mary Collier, Ontario Museum Association
    Indigenous Collections Symposium Promising Practices, Challenging Issues and Changing the System March 23-24, 2017 Six Nations Ohsweken & Brantford, ON Presenting Partners Indigenous Collections Symposium Introduction The Ontario Museum Association Indigenous Collections Symposium project, a series of webinars followed by a two-day symposium, is one that is timely and important for museums and Indigenous communities in Ontario both following on the recommendations of the Truth and Reconciliation Commission and during Canada’s Sesquicentennial in 2017. The discussion about care and interpretation of Indigenous collections, particularly those held in trust by non- Indigenous organizations, is an important one that the OMA would like to facilitate among the more than 700 museum and heritage institutions in Ontario. We hope that this will be an ongoing conversation in which the OMA, our members, and Indigenous communities in Ontario will continue to engage going forward. Thank you to the Indigenous Collections Symposium Working Group • Anong Migwans Beam, Ojibwe Cultural Foundation • Petal Furness, Grey Roots Museum & Archives, OMA Councillor • Heather George, McMaster University • Linda Grussani, Canadian Museum of History • Tanis Hill, Indigenous Knowledge Centre, Six Nations Polytechnic • Rick Hill, Indigenous Knowledge Centre, Six Nations Polytechnic • Michelle Hamilton, University of Western Ontario • Cara Krmpotich, Museum Studies, University of Toronto Great Lakes Research Alliance for the Study of Aboriginal Arts and Cultures • Janis Monture, Six Nations Development Corporation • John Moses, Aboriginal Affairs Directorate, Department of Canadian Heritage • Paula Whitlow, Woodland Cultural Centre • Mary Collier, Ontario Museum Association Thank you to the webinar speakers: Trudy Nicks, Senior Curator (Retired), Royal Ontario Museum; Paula Whitlow, Museum Director, Woodland Cultural Centre; Amos Key Jr., Director of First Nations Language Program, Woodland Cultural Centre; Krista McCracken, Archives Supervisor, Arthur A.
    [Show full text]
  • The Myth of Etienne Brule
    THE MYTH OF ETIENNE BRULE BY DONALD H. KENT' THE French interpreter and Indian agent Etienne Brul6 has been given a place in Pennsylvania history on very unsubstantial evi- dence, with a claim that he descended the Susquehanna River from its headwaters to the sea during the winter of 1615-1616. Sometimes he is even described as the first white man to tread the soil of Pennsylvania. Clement F. Heverly in his History and Geography of Bradford County wrote of "this event, 113 years after the discovery of America by Columbus" as "the first in the history of the state and county," and a recent Guide to Central Pennsylvania described Etienne Brule as "the first European to view the site of the future state capital." It expressed regret that he left no "description of central Pennsylvania as it was nine years after the first English set- tlers landed at Jamestown. ." I These local writers were in distinguished company. Similar, if less positive and less glowing, references to Brul6's descent of the Sus- quehanna were made by Francis Parkman, Justin Winsor, and Reuben Gold Thwaites.2 Under the patronage of the Western Reserve Historical Society, Consul Willshire Butterfield published a History of Brult's Discoveries and Explorations, 1610-1626, Being a Narrative of the Discovery by Stephen BruM, of Lakes Huron, Ontario, and Superior; and of His Explorations (the First Made by Civilized Man) of Pennsylvania and Western New York, also of the Province of Ontario, Canada.3 Howard M. Jenkins had the story in The substance of this article was part of a talk at the Friday luncheon of the an- nual meeting of the Pennsylvania Historical Association, October 10-11, 1975, when the author completed his term as its president.
    [Show full text]
  • Feasibility Study on a Potential Susquehanna Connector Trail for the John Smith Historic Trail
    Feasibility Study on a Potential Susquehanna Connector Trail for the John Smith Historic Trail Prepared for The Friends of the John Smith Chesapeake National Historic Trail November 16, 2009 Coordinated by The Bucknell University Environmental Center’sNature and Human Communities Initiative The Susquehanna Colloquium for Nature and Human Communities The Susquehanna River Heartland Coalition for Environmental Studies In partnership with Bucknell University The Eastern Delaware Nations The Haudenosaunee Confederacy The Susquehanna Greenway Partnership Pennsylvania Environmental Council Funded by the Conservation Fund/R.K. Mellon Foundation 2 Contents Executive Summary ........................................................................................................................ 3 Recommended Susquehanna River Connecting Trail................................................................. 5 1. Introduction ........................................................................................................................... 6 Staff ............................................................................................................................................. 6 Criteria used for Study................................................................................................................. 6 2. Description of Study Area, Team Areas, and Smith Map Analysis ...................................... 8 a. Master Map of Sites and Trails from Smith Era in Study Area........................................... 8 b. Study
    [Show full text]
  • Overview of Recreation Therapy Post-Secondary Programs in Ontario
    Overview of Recreation Therapy Post-Secondary Programs in Ontario Name of School Type of TR Types of Delivery Types of Delivery Prerequisites Articulation Practical Experiences R/TRO Program and Length Mode Required Agreement* Or R/TRO DIP Eligibility** Algonquin College Post-graduate Full-time12 months Combination of University Degree or College No Internship: 560hr R/TRO path B – if Ottawa, ON Certificate Part-time: 4 years face-to-face and Diploma entering with university online learning degree*** R/TRO DIP path B – if entering with college diploma Undergraduate Full-time and part- Combination of English-Grade 12 (C) or (U) or Yes Field Placement: 1-10days R/TRO path B Brock University Degree time: both range face-to-face and equivalent; expected grade cut; Internship: 560hr or St. Catharines, ON and Graduate from 16 months-4yr online learning mature student; College Clinical and Community R/TRO through Degree Diploma Placement: 10-100hr acquiring CTRS Graduate Degree: University CTRS eligibility Degree Diploma Full-time : 2yr Combination of English-Grade 12 (C) or (U) or Yes Field Placement: 301hr R/TRO DIP path B Canadore College Fast-track: 1yr face-to-face and equivalent Practicum: 140hr North Bay, ON Part-time: Varies online learning Experiential Learning: 130hr or Distance Education Online Confederation College Diploma Full-time: 2 yr In-class English-Grade 12 (C) or (U) or Yes Field Placement: 550hr R/TRO DIP path B Thunder Bay, ON Part-time: 3-5yr equivalent Accelerated or Full-time: 1yr Degree or Diploma for 1-year Accelerated
    [Show full text]