DOCSLIB.ORG

Doconent Bems

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Doconent Bems , . DOCONENT BEMS ED 6163 659 95 EA 011 147 AUTHOR Chismore, W. Dare; Hill, Quentin B.- 7 TITLE A Classification of Educational'Subject Batter. State Aducational-RecOrds and-tReportl_Series:_Handbook.. INSTITUTION National Center for Education Statistics OHM), - Washington, D.C. IMPORT NO '. ACES-78,112 'PUB DATE 78 , NOTE 223p.-, AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock No. 017-0p0-01876-4; $4.00) '1EDRS PRICE BF-$0.83 HC-$11.37 Plus Postage. DESCRIPTORS *dlassification; Codification; Education; Taxonomy ABSTRACT 4 This claisificition of educationarsubject/cpatter encompasses subjecmatter in preelementarf through poitdoctotal levels. As opposed to instructional programs, which represent the / form and style by which knowledge is transmitted (such as nursing, 4.. college preparatory, or journalism programs), educational; subject matter deals with the knowledge itself (such as English, psychology, or physical education). This classification of subjectsmatter is intended td provide a single standardized scheme for, reporting, As. recording, and exchanging data about subject matter..It will be pf use ineproviding common data about subject.litatter over longitudinal studies, between instructional levels, and In local,state,and federal data ;eporting. The classification contains 22 first-order subject-matter areas from agriculture to social sciences. Within each 'area, subject matter .is divided into second-order, third-order, and if necessary, fourth-order entries. A digit coding structure is also used to classify all .entries:Dekinitions.of.eachorder and suborder of subject matter are provided. A lengthy appendix lists other means of classifying subject matter, including difficulty, by level of instruction, by organization providing instruction, and by type of instructional grogram, An alphabetical index of all orders and suborders is also included. (Author/JA) 1 *****************************************************,***************** *'' Reproductions supplied by EDRS are the -best that can be made 44 l . from the original document. ' * ******************************************************************* a, SCOPE OF INTEREST itbrici The SW Faohtu ha* mimed , this &motet foe procosssio. to to otr iuddlenent, this document I q ono ue monist to itot ds3nlla boosts noted to the mitt, Index- goo should Willa thee Wolof points of Wove. .aosio 0(PANTAUJ NT or Niovro. aoueoTioN WiLPARIE NATIONAL INSTITUTE OF SOUCATION THIS DOCUMENT sal SEEN SEPSIS. GUCCl/ EXACTLY AS RECENEO FROM THE Punt*GAORGANIZATION ortiGow- hvom if PONaS OF v tEIN OR OPINIONS STATED CO NOT TmeassoolLr *tow SENT emotem,. NoTioNot. 5NSTITYTE of MICA HONam. 1,101O DR MAT . v 1 4 I A -CLASSIFICATION OF EDUCATIONAL SUBJeCT MATTER monmomEll 01.01 AGRICULTURAL ECONOMICS 01 0505 Turf Grass 010101 Agricultural Apprarsal 06 09 Other Ornamental Horticulture (Specify I 01 01 02 Agricultural Credit and Finance 01 0103 Agricultural Market PLANT SCIENCES Ag;icultura1 Organir 01 01 04 01 Plant Anatomy and Physiology 0101'06 Agricultural Supollet 02 Plant Genetics and Reproduction 01 01 06 Economic Developr 03 Plant.Insects and Control Trade 14 Plant Management and Production 01'01 07 Farm anti Ranch Ma 01 01 08 Public Policy and Ag 01 Protructucm of fuvud Crops 02 Prou)wctuon or Fwd. Other Agricultural Ec 01 01 99 3 Pcoducton of SPeC4lIv C'Ats )4 Production 01 Vegetables 0102 2 AGRICULTURAL. E Plant Nutrition Engineering and Eng Plant Pathogens and Prevention Plant or Plant Products Selection and Evalua 01 03 AGRICULTURAL T non Other Plant Sciences (Specify) 0103 Q1 Agricultural De gn tenance 01 03 02 AgoculturElect, SOIL SCIE/CES 01 03 03 Agricultural Mater Soil Chemistry 01.03 04 f Agoccolfigal Mecha Soil Classification 01 03 06 Agricultural Proces Soil Conservation and Land the ...0103 06 Agricuttural Stora Soil Fertility .191 03 07 Agricultural Transpo Saul PhySICS 01.03 08 Agricuityral Waste C4 01 Sod Texture I0103 99 Other Agricultural T n 01 Other Sod Sciences ISpecIfy) 0104 ANIMAL SCIENCES 01 FISHERIES - 01 04 01 Animal Anatomy anc 0108( Fisheries Biology 01 04 02 Animal or Animal and 0108 ( Fisheries Management Evaluation 01 08 C 1 Commercial Fushrroet 01 04'03 Animal Diseases. Pa 01 08 ( 2 Nona:M.1e Water Life 0104 04 Anima/ Genetics an (hitt 01 08 3 sport Fineries 0104 05 Animal Health and 0108 Other FitheneS ISpecifyl 104 06 Animal Management and Production. 1 04 07 Animal Nutrition It0109 FORESTRY 01 04 9.9 clther Animal Sciences (SPecdy/ 01 0901 Forest Management and Adnimistration 01 09 01,01 Forest fronolruct a bY W. Dale Chismore. ; and Quentin M.'Hill National Center for Education Statistics V a) C., it gs.. DEPARTMENT OFIlEA, LTH, EDUCATION, AND WELtAgg Joseph A. Calitanc;;:fr.,Secietary. ,. education Divipioit . , Mary F. Berg,AssistantSecre*, hr'Educatfoit . - :Ilona' Center for ducationStitist . Marie Q. Aldridge,Administrator., - . .T - .., ''''.9 / a a a , 0 / a NATIONAL LATER Hitt EDUCATION STATISTICS A:1 ...-----. , ' "The purpose'of the C ter shall by to,collect and disseirlinate statistics and other data related to.edisation in the United States and ir).ther natiot4. The Center shall... collect, collate,and,ft?nitime tt. time, reportfug,and . I complete statisticsontheonditi9ds of education in the United St4tes, conduct and publish reportsonspecialized. analyses of the mialfitiiand sigfiificance of suchstatistics,..andieview andreporton education Activities in foreign countries.;'--Section 406(b) of the General Edlication Provisions Act, as amended (20 U.S.C, I221e-1). .f. 1 6 Z ,. , l s-0 ., / *if I. 4 ., . i Tips project vas conceived add most of th: work was done in the, National Center' for Educatio Statistio;',former Division of tergovernmental Statistics and its EdticationalData Standards Itranch, headpd y Absalom Simms . .: . and Allan Lich& nberger,tespec lively, .., . % . ; , , '4 The m uscript for thehandbookwas developed byEducational ManagementServices, I' c, under contract No.. 3760008 with the National Center for Education Statistics. James p. Sherman, Ph.. served asProject . , . , c5tor and Principal Investigator.Investigat - , ,,, . .. e ,/ ; t to 1 I l U.S. GOVERNMENT PRINTINGPFFICEi I WASHINGTON: 1978 For sale by the Superintendent of Documents, li.S. Goiernment Britain& Of Washington, DC. 20402/ ' Stock Number 017-080-01876-4 i } '. ',0, 1 e ;II ' 1 s ' I O On July 24, 1976, tpitNationalCenter for Education Statistics (NCES) awarded a 2year contract to Eaucational ManagementServices, Inc. (EMS) of Minneapolis, Minne sou, to develop a classification of kludational subject matter. This document represents the culmination of that ?year -effort to ,produce &single comprehensive recording and reporting scheme 'that (NM serve' needs of educational' agencies and institutions , throughout the United- States.This'cliargliby NCES was folmidable. It was met through the cumulative efforts of many peOple. A 20-member National Planning Council advised.NCES and EMS on the, project ap procch, the content and forget of the document, the numerical coding and classification struabice, and the :subject-matter elements and additional dimensions. EMS requested nominations for tie CouRcil front e.variety of educational,asipciations whose trirmbere .. ,represented various levels of education, types of educational institutions, educational agencies, Consortia. and coordinating bodies. A list of candidate's was then prepared that featured a beGad!geOgraphic distribution and equal representation of major educational ,affiliations. NCES selected the 20 Council members from this list in December, 1975. Tiientlohe Ad Hoc Subject-Matter Cbmnitteet were also layoff/13d in the develop: met( vrOcess. They advised NCES and EMS on the content and structure of the docu menu, and on the definition of tubject-matter elements.-...Nominations for membership 4,the Ad. Floc Pommittewere sought from educational associations whose members .,:wereaf Miatid with gpecific sject-rnatter areas, EMS listed the nominees under one of the 22 initial&subject-matter areas in accordance with their area ofOpertise, geographic . distribution, artd repreteatafidn'py leve0a,nO type of educational agency and institution. The committee recommendationAyere then sent to NCES for selection. NCES established an eigbtmember committee in- Washington of people from the Edu cation Division and from qther_Federal agencies involved in educational Ana collec don and reporting. Tney met with EMS staff after each Planning Council meeting to discuss zhq states of the project and, the structure and form*. the Classification. Three.outside consultants weresenlisted by NCES and'EMS to lend their expertise and to provide overall advice andIssiitance through the project. Over...150 individuals, representing a varietypf organizations, agencies, and institu tions asked for and received one or more drafts Of the -Classification* Their reviews and critical comments proved to'be extremely valuable. 5 The document was produced in three successive drafts prior to submission in final t .....k,. form to NCES. The firV draft was Produced in November, 1975 followinitan eltensive i ' -- review of the'literattire and existing classification systems. Federal. State clififficat 4 I 4_ ' don 'documents and reportingforms were perused, as were those otthe United Nations (UNESCO). regional accrediting bodies, private agencies, and professional societies. * The lirst:draft wausent. to all,membersof the National Planningtouncil and the Ad Hoc Subject-Matter Comihitteit,
Load more

Recommended publications
  • Winter Camping and Backpacking Tips
    Winter Camping and Backpacking Tips Camping or backpacking in the snow appeals to anyone who enjoys the beauty and peacefulness of a pristine winter wonderland. There are no bugs or crowds, and who doesn't enjoy playing in the snow? With a little preparation, you also might be surprised at how comfortable it can be. Here's a look at how to get started. Pre-trip Planning Winter outings offer different challenges than summer camping. You must be prepared for more severe weather and shorter daylight hours by having extra gear and additional skills. Before you leave home, have a plan. Don't go alone. Share your adventure with a few friends who have expertise in different winter skills (snow shelters, route finding, snow travel, etc.). Study maps and research the area. How long will it take to get there and set up camp? If something goes wrong, what emergency services (i.e., medical, search & rescue) are closest? Talk to people who have been there and can give you pointers. Check the weather forecast. Are conditions favorable? The NOAA-NWS Web site offers detailed backcountry forecasts. Check the local road and trail conditions. Recognize and avoid avalanche areas. Check the local avalanche forecast and don't go if avalanche danger is high. Keep in mind that avalanche forecasts may be general and not accurate for specific areas. If you are on or near any slope greater than 20°, your group should have formal avalanche training. Leave a trip plan. Let others know where you'll be, when you'll be there, when you'll return, vehicle information and names and contact number for participants in your group.
    [Show full text]
  • Building a Tipi
    Building a Tipi Overview: This lesson uses photographs, objects, and a small tipi to introduce students to the tipi as one type of housing used long ago by Indians living on the Kansas plains. Sentence strips and corresponding pictures reinforce ten facts about the tipi. This lesson is designed to be taught in two parts. Recommendation: It is recommended that the lesson “Indians in Kansas Today” be taught first and that the tipi lesson be taught in conjunction with those on the grass house and earth lodge. Objectives: Content The student identifies facts about the tipi. The student identifies that natural resources were used to make tools and tipis. The student identifies where tipis were used in Kansas. Skills The student matches pictures to expository text. The student reads expository text to gain knowledge. The student reads to practice fluency. Essential Questions: Who lived in tipis in Kansas? Why did Indians choose to make their house out of bison hide and wood? Trunk Materials Needed: “Setting Up a Tipi” sequence cards Miniature tipi o Tipi cover (fabric) o Tipi footprint marked for pole placement (fabric) o 4 Lacing Pins o Tipi Instruction Sheet Kansas floor map (fabric) Tipi scale model 10 pink tipi sentence strips and corresponding picture clue cardss Pocket chart Reproduction Objects Pole sample Scraper (stone attached to elk antler) Tanned hide without fur Sinew Awl Flesher Images #13-20 #13 – Dry Kansas Environment Indian Homes in Kansas - A Traveling Resource Trunk Kansas State Historical Society ©2006 40 #14 – Tipi Village #15 – Bison #16 – Travois #17 – Setting Up a Tipi #18 – Scraping a Bison Hide #19 – Three Tipis #20 –Girls with a Toy Tipi Materials You Need to Supply: 11 poles for tipi (These should be 36” long and approximately 5/16” in diameter.
    [Show full text]
  • Syllabus/Schedule
    UNIVERSITY OF OREGON • PE & REC • Outdoor Pursuits Program PEO 371 - Snowcamping Course Syllabus Course Description This two-credit course includes several classroom sessions and a three-day snowcamping outing in the Oregon Cascades. Classroom topics include cold weather clothing and equipment requirements, a review of thermoregulation and cold injuries, snow shelter construction techniques, Leave No Trace travel and camping ethics, and winter navigation and survival techniques. The outing provides an opportunity to learn and practice safe and responsible winter camping and travel techniques, snow shelter construction and backcountry routefinding techniques. Prerequisites / Corequisites PEO 285 Wilderness Survival (no exceptions) AND PEO 351 Backpacking (or equivalent experience at the discretion of the course instructor) Learning Outcomes The Outdoor Pursuits Program emphasizes safe and responsible participation in outdoor activities. In addition to meeting the learning outcomes of prerequisite courses, upon completion of this course participants should be able to: 1. List the clothing and equipment necessary for a safe multi-day snow camping trip. 2. Plan, organize, equip and safely implement a multi-day winter camping trip. 3. Describe the potential risks and hazards inherent to snow camping in the Oregon Cascades. 4. Explain the mechanisms of heat loss and techniques for keeping warm in winter. 5. Explain the signs and symptoms of hypothermia and frostbite and techniques for preventing and/or treating each of these cold injuries. 6. Demonstrate how to read a topographic map and utilize a map and compass while routefinding in a winter environment. 7. Implement Leave No Trace travel and camping ethics specific to the winter environment. 8.
    [Show full text]
  • How to Build an Igloo Get the App! What's
    Launch Your Website You'll need: A divisive ingredient and an email newsle!er. Launch it with Open Squarespace. Squarespace ADVERTISEMENT GAMES JOKES OUTDOORS & GEAR HOBBIES & PROJECTS SCOUTS CONTESTS SUBSCRIBE Recent Comments Sqeegee wrote: "Talk to the hand." posted to Write a Funny Caption For This Photo. Type here to search ??? wrote: ""Are you real? What are you doing?"" posted to Write a Funny Caption For This Photo. Home » Hobbies & ProjectsNovaWolf » How wrote: To Do "Well It » doneHow tomy Build friend an" Iglooposted to Write a Funny Caption For This Photo. lets keep secret wrote: "Chameleon: Hey..!! Why are you not wearing a mask? I am COVID- positive, let me cover your mouth so you won't get infected." posted to Write a Funny Caption For This Photo. Get the App! How to Build an Igloo We've opened up free access to a whole year kman7911 wrote: "use the force luke!" posted to Write a Funny Caption For This Photo. of Scout Life on our app. Download it today! By Michael Rutland mr.minecraft wrote: "what happens when you don't want people to get too close" posted to Write a Funny Caption Illustrations by Robert Prince For This Photo. SAFETYDuckDog FIRST: wrote: Ask "i havean adult a funny to help meme with to toolssubmit you to boyslifehaven't forused meme before. king" posted to Write a Funny Caption For This Photo. FortSalamander wrote: "Shhhhhh! There’s bug right over there!" posted to Write a Funny Caption For This Photo. ADVERTISEMENT Tadhgboy10 wrote: "The lizards version of the lion king" posted to Write a Funny Caption For This Photo.
    [Show full text]
  • A House of Snow and Ice and Snow of House A
    8 7 Inuit builder cuts these blocks using a sharp knife. The knife might be made of of made be might knife The knife. sharp a using blocks these cuts builder Inuit Congress). Congress). So how does one build an igloo? Start with blocks of well-packed snow. The The snow. well-packed of blocks with Start igloo? an build one does how So Frank and Frances Carpenter Collection (Library of of (Library Collection Carpenter Frances and Frank Photo courtesy of Canadian Geological Survey via via Survey Geological Canadian of courtesy Photo collapse. An Inuit builder stacks the snow blocks into a ring. ring. a into blocks snow the stacks builder Inuit An igloo is strong. A grown man can stand on top of the igloo without causing it to to it causing without igloo the of top on stand can man grown A strong. is igloo from snow, which can be weak, to ice, which is much stronger. A well-built well-built A stronger. much is which ice, to weak, be can which snow, from the second ring. second the ice cause the water to refreeze. In this way the walls of the igloo start to change change to start igloo the of walls the way this In refreeze. to water the cause ice ring is complete, the builder starts on on starts builder the complete, is ring with the snow and ice closer to the outside of the igloo. This colder snow and and snow colder This igloo. the of outside the to closer ice and snow the with level patch of icy ground.
    [Show full text]
  • Sugar Cube Igloo
    High Touch High Tech® Science Experiences That Come To You Sugar Cube Igloo Supplies: • Cardboard or Heavy cardstock paper • Aluminum foil • Sugar cubes – 1 box • White glue Optional Supplies: • Circular plastic lid/ plate (at least 5-inch circumference) • Pen • Plastic cup • Pictures polar bears • White frosting • Glitter Instructions: In this activity, you will make a model igloo from sugar cubes. Just like the Inuit people, your igloo will be a circular dome. 1. Wrap your cardboard / cardstock with aluminum foil. 2. Trace the plastic lid on your cardboard / cardstock. 3. Build the first circular ring of sugar cubes. This will be the foundation. • Using white glue, carefully glue the sugar cubes onto the cardboard. Follow the traced ring. 4. Build the second ring of sugar cubes on top of the foundation. • These cubes need to be slightly moved inward. This ring will be slightly smaller than the foundation ring. 5. Let the foundation dry overnight. • The glue needs to dry completely overnight. This will make a stronger igloo structure. 6. Build the third ring of sugar cubes. • This ring will be smaller. Notice that the igloo walls are beginning to curve inward. 7. Build the fourth ring of sugar cubes. 8. Let the igloo dry overnight. 9. Depending on the size of your igloo, continue to build layers. 10. Once the walls have formed a dome, leave an open space at the very top. www.ScienceMadeFun.net • 800.444.4968 High Touch High Tech® Science Experiences That Come To You 11. Now that your igloo is built, you can add Arctic animals and glitter.
    [Show full text]
  • Iñiqpagmiut Iñupiat Quliaqtuanit
    Running head: Iñiqpaġmiut Iñupiat Quliaqtuaŋit Iñiqpaġmiut Iñupiat Quliaqtuaŋit Iñupiat Urban Legends: An Analysis of Contemporary Iñupiat Living in an Urban Environment A Project Presented to the Faculty of the University of Alaska Fairbanks In Partial Fulfillment of the Requirements for the Degree of Master of Arts in Cross Cultural Studies By Charles Sean Topkok, B.A. Asiqłuq Fairbanks, Alaska June 2010 Iñiqpa ġmiut Iñupiat Quliaqtua ŋit 1 Abstract The urban Iñupiat have a story to share with other Iñupiat. It is not blood quantum that defines the Alaska Native. All contemporary Iñupiat have adapted to contemporary times, whether they live in a rural community or in an urban setting. Western influence has affected all of our lives. The analysis of contemporary Iñupiat living in an urban environment will contribute to the understanding of all Iñupiat today. The adaptations are relevant wherever the Iñupiat live. This is a fairly new research concept, since the situation of urban Iñupiat occupation is occurring more frequently nowadays. This may directly relate to other Alaska Native groups living in an urban environment. Each Alaska Native group has their own set of Native values. The Native values help define their Native cultural heritage. How the Alaska Native people define who they are is interconnected with the Alaska Native values that the Elders have established to pass on to the future cultural bearers. Acknowledgements I want to thank Ronald Brower, Sr. for helping me with the proper translation for my research title. I also want to thank the Pavva Iñupiaq Dancers and the urban Iñupiat for their continued support of my research.
    [Show full text]
  • Help Yourself to a Healthy Home: Protect Your Childrens Health
    ttttttttttttttt ttttttttttttttt HELP YOURSELF TO A Healthy HOME 0ROTECT9OUR#HILDRENgS(EALTH INSIDE: )NDOOR!IR1UALITYs$RINKING7ATERs(OME3AFETY !STHMA!LLERGIESs-OLD-OISTUREs#ARBON-ONOXIDE ,EADs(AZARDOUS(OUSEHOLD0RODUCTSs0ESTICIDES ttttttttttttttt ttttttttttttttt ttttttttttttttt tttttttttttttttttttttttttttttt 5 6 1 4 2 7 TRADITIONAL HOME TYPES 8 3 9 1. Northeast Longhouse 4. Great Plains Tipi 7. Southwest Hogan 2. Mid-Atlantic Wattle and 5. Arctic/Alaska Iglu 8. Southwest Pueblo Daub House 6. Northwest Plank House 9. Anasazi Cliff Dwellings 3. Southeast Chickee Traditional Home Types In Native American culture, the dwelling was When Europeans first ventured onto the far more than a physical shelter. For many continent, hundreds of individual nations or Native Americans, the house was a physical tribal groups lived throughout North America and spiritual representation of the universe. —each using local building materials and Native Americans saw themselves as one adapting their housing and way of life to the component of nature, sharing a living spirit local climate. Within the United States, at least that pervaded everything—animate (living) ten geographic and cultural regions evolved, and inanimate (nonliving) objects alike. For each of which corresponded with a geographic example, peoples of the Great Plains felt it was and climatic zone. In each region, one or at a privilege to live in dwellings covered with most two distinctive house types tended to the skin of the buffalo and thus to partake prevail. These traditional dwellings, unique to of the spirit of the animal that provided a region, evolved over thousands of years in nearly all their food. Before peoples of the response to a way of life, to readily available Pacific Northwest built a house, they asked building materials, and to local climates.
    [Show full text]
  • Outside with Nature
    Outside With Nature Tired of being cooped up indoors? Do you need some fresh air and sunlight? Have an adventure outdoors and calm the winter doldrums with some free activities that you can do alone or with your family. Scientific studies have shown that connecting with nature improves problem- solving skills, increases self-esteem, compassion and understanding for others, as well as our planet. Exploring the outdoors can take place anytime of day, allowing you to learn about yourself and the world around you. So bundle up and get going! Sunrise Spectacular Task: Find out the next day's sunrise time. Set your alarm clock and get outside while it is still dark. You may want to make a thermos full of hot cocoa to enjoy as you are watching the sun come up. Bonus Challenge: Find a spot where you can sit quietly so that the birds can forget you are there. Count how many birds you hear. Once inside, write a nature haiku about your sunrise experience - think about the colors, animals, birds, sounds, what did you feel for your poem. Haiku are poems that contain three lines. The first line contains five syllables, the second line contains seven syllables, and the final line contains five syllables. Use your imagination; it's harder than you think. A Haiku is a traditional form of Japanese poetry that usually has a focus on nature. Early Morning Sun 1, 2 3,4 5 Bright pink and orange, freezing 1 2 3 4 ,5 6,7 Drinking hot cocoa 1, 2 3 4,5 Buried Treasure Supplies: small "treasure" box such as a shoebox or tin mint candy box paper pencil or marker compass - optional What's more fun or adventurous than finding buried treasure? Many animals in the wild bury "treasure" as a means of survival.
    [Show full text]
  • Download Date 03/10/2021 22:40:53
    When Uŋalaqłiq danced: stories of strength, suppression & hope Item Type Other Authors Qassataq, Ayyu Download date 03/10/2021 22:40:53 Link to Item http://hdl.handle.net/11122/11181 WHEN U^ALAQtlQ DANCED: STORIES OF STRENGTH, SUPPRESSION & HOPE By Ayyu Qassataq A Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts Rural Development University of Alaska Fairbanks on the Traditional Lands of the Dena People of the Lower Tanana River May 2020 APPROVED: Dr. Khaih Zhuu Charlene B. Stern, Committee Chair Dr. Ch'andeelir Jessica C. Black, Committee Member Department of Alaska Native Studies and Rural Development, UAF Dr. Panigkaq Agatha John-Shields, Committee Member School of Education, UAA Patricia S. Sekaquaptewa, JD, Co-Chair Department of Alaska Native Studies & Rural Development (DANSRD) Abstract In the late 1800’s, the Evangelical Covenant Church established a mission in Ugalaqliq (Unalakleet), a predominantly Inupiaq community along the Norton Sound in Western Alaska. Missionaries were integral in establishing a localized education system under the direction of the General Agent of Education, Sheldon Jackson, in the early 1900’s. By 1915, the community was no longer engaging in ancestral practices such as deliberating, teaching and hosting ceremonies within the qargi. Nor were they uplifting shared history and relationships between villages or expressing gratitude for the bounty of the lands through traditional songs, dances, or celebrations such as theKivgiq Messenger Feast. In my research, I focus on events that occurred in Ugalaqliq around the turn of the 20th century and analyze how those events influenced the formation of the education system and its ongoing impacts on Native peoples and communities today.
    [Show full text]
  • EAST VILLAGE - WINTER 2020/21 1St November 2020 – 30Th April 2021
    EAST VILLAGE - WINTER 2020/21 1st November 2020 – 30th April 2021. All accommodation prices include local taxes, buffet breakfast and 3-course dinner. SMALL CABIN 1 double bed for 2 guests and 1 bunk bed for 2 guests, max. capacity of 4 guests Daily Price in Daily Price in Shoulder Season High Season 01.11.20 - 27.11.20 28.11.20 - 31.03.21 01.04.21 - 30.04.21 Single Occupancy € 313 € 380 Double Occupancy € 414 € 497 - Extra Adult € 169 € 196 Children under 12 € 138 € 163 LARGE CABIN FOR 2 GUESTS OR TRADITIONAL HOUSE Large Cabin for 2 guests has a double bed for 2 guests, max. capacity of 2 guests Traditional House has a double bed for 2 guests & a small bed, can cater max. 2 adults and a small child Single Occupancy € 351 € 426 Double Occupancy € 462 € 552 Children under 12 € 153 € 180 LARGE CABIN FOR 5 GUESTS 2 bedrooms with 1 double bed for 2 guests, 1 bunk bed for 2 guests, 1 sofa bed for 1 guest in the living room, 2 separate bathrooms, max. capacity of 5 guests Single Occupancy € 352 € 426 Double Occupancy € 462 € 552 - Extra Adult € 185 € 220 Children under 12 € 153 € 180 QUEEN SUITE Deluxe suite with VIP service included (private Ivalo airport transfers, luggage service, welcome basket, daily fireplace service, daily cleaning). A double bed, deluxe bathroom, indoor and outdoor bath tub and max. capacity of 2 guests and a small child. Single Occupancy € 755 € 864 Double Occupancy € 953 € 1 080 Children under 12 € 312 € 355 WEDDING CHAMBER Special earth lodge with turf roof, 1 double bed, deluxe bathroom, included daily cleaning, max.
    [Show full text]
  • Locally Owned Grocery Store Opens in Brevig Bering Sea Climate
    Bering Sea Climate Resilience Area Established By Danielle Slingsby, Outreach ple of the Arctic. and knowledge of the Alaska Na- sult with Alaska Native tribal gov- N December 9, 2016 Presi- The EO formally mandates the tive tribes; the delicate and unique ernments and provide guidance dent Obama issued an Ex- federal government to include the ecosystem; the protection of ma- regarding policies and activities to O ecutive Order (EO) to safe- Alaska Native people in our region rine mammals, fish, seabirds and be conducted in the Bering Sea guard the Bering Sea and establish in deliberations that impact the other wildlife; and with appropri- Climate Resilience Area (see Map). the Northern Bering Sea Climate marine environment, citing “All ate coordination with the state of Kawerak looks forward to facilitat- Resilience Area. The Order is agencies charged with regulating, Alaska.” ing involvement of the people monumental to the Bering Strait overseeing, or conducting activi- To ensure input from the resi- most affected by decision in the and the Arctic, as the protection of ties in the Northern Bering Sea dents of the region, the EO re- arctic—the people who actually the Bering Sea and its resources is Climate Resilience Area shall do so quires the establishment of a Ber- live here—to guide management essential to the survival of the peo- with attention to the rights, needs ing Intergovernmental Tribal Advi- of the important ocean resources sory Council by June 2017, to con- in our region. ...continued on page 9 Kawerak and Sikuliiq Tackle Ivory Ban By Danielle Slingsby, Outreach the people of the Bering Strait, alifornia, Hawaii, New York Kawerak programs such as the Es- and Washington are four kimo Walrus Commission, Natural C states that already passed Resources Division, Subsistence laws to ban the sale, use or pos- Resources and Community Plan- session of ivory.
    [Show full text]