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The Coast Salish: Connecting Art, Environment and Traditions
THE COAST SALISH: CONNECTING ART, ENVIRONMENT AND TRADITIONS Welcome to 21st Century Learning – Links to Our Collection. This online module and supplemental education guide was developed to allow access to hundreds of digitized images and lesson plans from Glenbow Museum’s collections. Our hope is to extend our vision of ‘More people, interacting with art, culture and ideas more often.’ Please visit and enjoy 21st Century Learning – The Coast Salish: Connecting Art, Environment and Traditions. 1 This educator’s package presents the traditional way of life of the Coast Salish people. The information encourages students to examine artifacts from the Glenbow Museum’s collection and connects them to other cultures, communities and environments from within Canada. Included in this guide are: Information on the Coast Salish people including high-resolution photographs artifacts, archival photographs and essays. Lesson plans including discussions for looking at primary sources, curriculum connections and lesson plans for a variety of ages and abilities. Detailed listing of vocabulary and concepts. Suggested sources for further research and other information. 2 HISTORY OF GLENBOW MUSEUM Glenbow Museum began with the remarkable vision of petroleum entrepreneur and lawyer Eric Lafferty Harvie. Mr. Harvie came into his fortune when oil was discovered in 1949 on land near Leduc and Redwater, for which he held the mineral rights. With this prosperity, he decided to pursue his favourite passion — collecting — and simultaneously return some of his good fortune back to the region that had been so generous to him. Mr. Harvie's goal was to collect the objects representing the history and culture of Western Canada as well as from around the world. -
GVHA-Indigenous-Business-Directory
1 Company Name Business Type Contact Details Website Alexander Traffic Traffic Control Dore Lafortune Alexander Traffic Control is a local company providing traffic N/A Control Ltd. Company control services. Aligned Design Commercial & Lana Pagaduan Aligned Design works in flooring installations and commer- www.aligneddesignfp.co Residential Painting and cial & residential painting. They are 100% Indigenous m (under construction) Flooring Installations owned and operated. AlliedOne Consulting IT Strategy Gina Pala AlliedOne Consulting is a management consulting service www.alliedoneconsulting. specializing in IT Strategy and leadership, as well as Cyber com Security. Animikii Web Design Company Jeff Ward Animikii is a web-services company building custom soft- www.animikii.com (Animikii ware, web-applications and websites. They work with lead- Gwewinzenhs) ing Indigenous groups across North America to leverage technology for social, economic and cultural initiatives. As a 100% Indigenous-owned technology company, Animikii works with their clients to implement solutions that amplify these efforts and achieve better outcomes for Indigenous people in these areas. Atrue Cleaning Commercial & Trudee Paul Atrue Cleaning is a local Indigenous owned cleaning compa- https:// Residential Cleaner ny specializing in commercial & residential cleaning, includ- www.facebook.com/ ing Airbnb rentals. trudeescleaning/ Brandigenous Corporate Branding Jarid Taylor Brandigenous is a custom branded merchandise supplier, www.facebook.com/ crafting authentic marketing merch with an emphasis of brandigenous/ quality over quantity. 2 Company Name Business Type Contact Details Website Brianna Marie Dick Artist- Songhees Nation Brianna Dick Brianna Dick is from the Songhees/Lekwungen Nation in N/A Tealiye Victoria through her father's side with roots to the Namgis Kwakwaka'wakw people in Alert Bay through her mother's side. -
July Newsletter
SONGHEES COMMUNITY NEWSLETTER J U L Y 2 0 2 1 NEWSLETTER CommunIn this Issue ity General Meeting In this Issue Election Results - Page 2 DATE: JULY 13, 2021 Food Security - Page 3 RETRO GAMES FOR TIMETHE: 6:00 WEEKEND PM - 3 Clean & Green Yard Contest Winners - Page 4 WHERE: SONGHEES WELLNESS CENTRE Education - Pages 5-7 Health - Pages 8-10 AGENDA Lands - Page 11 6:00 PM - WELCOME FROM CHIEF SAM Job Postings - Pages 12-18 6:15 PM TO 7:30 PM - DEPARTMENT TABLES/INFORMATION Explore Songhees - Page 19 SHARING FNHA Cultural Supports - Page 20 6:15 PM TO 7:00 PM - LIGHT BBQ DINNER AVAILABLE (HOT DOGS, HAMBURGERS, CHIPS, WATERMELON, WATER) SONGHEES ELECTION RESULTS 2 FOOD SECURITY The Superstore Food Cards have been extended for July, August and September Cards will continue to have a value of 250.00 An expression of need will now be required from each household on a monthly basis. Please click on the link to complete this short survey to submit your expression of need. https://www.surveymonkey.com/r/WKH3GQ7 If you have a smartphone, you can hover over the QR Code with your camera to access the survey, please make sure you hold the camera still and give it a couple seconds to read the code WE HAVE A NEW PROCESS IN PLACE There will be 2 options for receiving the food card moving forward: E-Link (gift card sent to you by email) on July 28 In-person pick-up from the SWC on July 28 from 10:00 am to 4:00 pm only There will be no on-reserve deliveries Congratulations to the Winners We are cheering for you as you reach for your dreams! Dream Job Winners -
“Viewpoints” on Reconciliation: Indigenous Perspectives for Post-Secondary Education in the Southern Interior of Bc
“VIEWPOINTS” ON RECONCILIATION: INDIGENOUS PERSPECTIVES FOR POST-SECONDARY EDUCATION IN THE SOUTHERN INTERIOR OF BC 2020 Project Synopsis By Christopher Horsethief, PhD, Dallas Good Water, MA, Harron Hall, BA, Jessica Morin, MA, Michele Morin, BSW, Roy Pogorzelski, MA September 1, 2020 Research Funded by the Social Sciences and Humanities Research Council of Canada. Executive Summary This research project synopsis presents diverse Indigenous community perspectives regarding the efforts needed to enable systemic change toward reconciliation within a public post-secondary educational institution in the Southern Interior of British Columbia. The main research question for this project was “How does a community college respectfully engage in reconciliation through education with the First Nations and Métis communities in the traditional territories in which it operates?” This research was realized by a team of six Indigenous researchers, representing distinct Indigenous groups within the region. It offers Indigenous perspectives, insights, and recommendations that can help guide post-secondary education toward systemic change. This research project was Indigenous led within an Indigenous research paradigm and done in collaboration with multiple communities throughout the Southern Interior region of British Columbia. Keywords: Indigenous-led research, Indigenous research methodologies, truth and reconciliation, Indigenous education, decolonization, systemic change, public post- secondary education in BC, Southern Interior of BC ii Acknowledgements This research was made possible through funding from the Social Sciences and Humanities Research Council (SSHRC) of Canada. The important contributions from the Sinixt, Ktunaxa, Syilx, and Métis Elders, Knowledge Keepers, youth, men, and women within this project are essential to restoring important aspects of education that have been largely omitted from the public education system. -
Indigenous History in Burnaby Resource Guide
Tsleil-Waututh community members paddling Burrard Inlet, June 18, 2014. Copyright Tsleil-Waututh Nation, Photograph by Blake Evans, 2014. Indigenous History in Burnaby Resource Guide 6501 Deer Lake Ave, Burnaby, BC V5G 3T6 | 604-297-4565 | burnabyvillagemuseum.ca 2019-06-03 The Burnaby School District is thankful to work, play and learn on the traditional territories of the hən̓q̓əmin̓əm̓ and Sḵwxwú7mesẖ speaking people. As we inquire into learning more about the history of these lands, we are grateful to Burnaby Village Museum for working with our host First Nation communities. The knowledge being shared in this resource guide through our local communities supports the teaching and learning happening in our classrooms. It deepens our understanding of the history of our community and will increase our collective knowledge of our host First Nations communities’ history in Burnaby. In our schools, this guide will assist in creating place-based learning opportunities that will build pride for our Indigenous learners through the sharing of this local knowledge, but also increase understanding for our non-Indigenous learners. Through this guide, we can move closer to the Truth and Reconciliation’s Call to Action 63 (i and iii): 63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Indigenous education issues, including: i. Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Indigenous peoples in Canadian history, and the history and legacy of residential schools. iii. Building student capacity for intercultural understanding, empathy, and mutual respect. We would like extend thanks to Burnaby Village Museum staff for their time and efforts in creating this resource guide. -
Inspiring Life-Changing Learning
INSPIRING LIFE-CHANGING LEARNING INSTITUTIONAL ACCOUNTABILITY PLAN AND REPORT 2019/20 REPORTING CYCLE July 1, 2020 The Honourable Melanie Mark Minister of Advanced Education, Skills and Training Government of British Columbia Dear Minister, On behalf of the Camosun College community, we are pleased to submit our annual Institutional Accountability Plan and Report (2019/20) and to accept responsibility for its contents. This reporting cycle (April 1, 2019 to March 31, 2020) features many great stories of success and accomplishment by our students, faculty and staff, of which we are very proud. The latter portion covered, specifically in March 2020, represents a significant time of uncertainty when Camosun, and the public post-secondary sector, transitioned as the COVID-19 pandemic required from us all creative thinking, new ways of teaching and providing student services and swift action to ensure our continuing ability to provide educational excellence. We are pleased to report that our community of students and employees rose to this challenge with strong completions and the challenges of meeting licensing requirements met. While this report largely focusses on the pre-COVID era, it is important to acknowledge and recognise everyone who worked hard and successfully in March during a period of transition. In particular, we want to express our gratitude to our generous and hardworking faculty and staff who quickly switched to online learning and teaching models, and student support services, and our students, who with patience and understanding, embraced the new educational and service models and were able to complete their courses and terms. The success of this transition was dependent on everyone playing their part. -
KI LAW of INDIGENOUS PEOPLES KI Law Of
KI LAW OF INDIGENOUS PEOPLES KI Law of indigenous peoples Class here works on the law of indigenous peoples in general For law of indigenous peoples in the Arctic and sub-Arctic, see KIA20.2-KIA8900.2 For law of ancient peoples or societies, see KL701-KL2215 For law of indigenous peoples of India (Indic peoples), see KNS350-KNS439 For law of indigenous peoples of Africa, see KQ2010-KQ9000 For law of Aboriginal Australians, see KU350-KU399 For law of indigenous peoples of New Zealand, see KUQ350- KUQ369 For law of indigenous peoples in the Americas, see KIA-KIX Bibliography 1 General bibliography 2.A-Z Guides to law collections. Indigenous law gateways (Portals). Web directories. By name, A-Z 2.I53 Indigenous Law Portal. Law Library of Congress 2.N38 NativeWeb: Indigenous Peoples' Law and Legal Issues 3 Encyclopedias. Law dictionaries For encyclopedias and law dictionaries relating to a particular indigenous group, see the group Official gazettes and other media for official information For departmental/administrative gazettes, see the issuing department or administrative unit of the appropriate jurisdiction 6.A-Z Inter-governmental congresses and conferences. By name, A- Z Including intergovernmental congresses and conferences between indigenous governments or those between indigenous governments and federal, provincial, or state governments 8 International intergovernmental organizations (IGOs) 10-12 Non-governmental organizations (NGOs) Inter-regional indigenous organizations Class here organizations identifying, defining, and representing the legal rights and interests of indigenous peoples 15 General. Collective Individual. By name 18 International Indian Treaty Council 20.A-Z Inter-regional councils. By name, A-Z Indigenous laws and treaties 24 Collections. -
Bell Bella Community School
Table of Contents Introduction......................................................................................................................... 2 Aatse Davie School............................................................................................................. 5 Bella Bella Community School .......................................................................................... 6 Bonaparte Indian Band ....................................................................................................... 7 Boothroyd Band..................................................................................................................8 Boston Bar First Nation ...................................................................................................... 9 Cape Mudge Band............................................................................................................. 10 Chemainus First Nation .................................................................................................... 11 Campbell River Indian Band ............................................................................................ 12 Canim Lake Indian Band .................................................................................................. 13 Cayoose Creek Band......................................................................................................... 14 Chief Atahm School.......................................................................................................... 15 Doig River -
Agent Profile Company Name
International Education 100 West 49th Avenue Vancouver, B.C. CANADA V5Y 2Z6 Agent Profile Company Name Address City State/Prov/Pref Country Postal Code Telephone Fax Company Web Site Signing Officer’s Name Signing Officer’s Title Contact Person’s Name Contact Person’s Title Contact Person’s E-mail Agent Questions 1. What is the purpose of your company? 2. How long have you been an agent for overseas educational institutions? Langara College 3. What other recruiting agencies, companies or partners do you work with? 4. Which schools do you currently have contracts with? Alexander College Centennial College B.C.I.T. Conestoga College Camosun College Durham College Capilano University Fanshawe College College of the Rockies George Brown College Columbia College Georgian College Coquitlam College Humber College Douglas College Mohawk College Fraser International College (FIC) Seneca College Kwantlen Polytechnic University Sheridan College North Island College Mount Saint Vincent University Okanagan College Mount Alison University Simon Fraser University (SFU) Queens University Thompson Rivers University (TRU) York University Trinity Western University (TWU) University of Alberta University of the Fraser Valley (UFV) University of Calgary University of Northern British Columbia University of Manitoba (UNBC) University of New Brunswick University of Victoria (UVic) University of Saskatchewan Vancouver Community College (VCC) University of Western Ontario Vancouver Island University (VIU) University of Windsor British Columbia School Districts: -
Inspiring Life-Changing Learning
INSPIRING LIFE-CHANGING LEARNING INSTITUTIONAL ACCOUNTABILITY PLAN AND REPORT 2019/20 REPORTING CYCLE July 1, 2020 The Honourable Melanie Mark Minister of Advanced Education, Skills and Training Government of British Columbia Dear Minister, On behalf of the Camosun College community, we are pleased to submit our annual Institutional Accountability Plan and Report (2019/20) and to accept responsibility for its contents. This reporting cycle (April 1, 2019 to March 31, 2020) features many great stories of success and accomplishment by our students, faculty and staff, of which we are very proud. The latter portion covered, specifically in March 2020, represents a significant time of uncertainty when Camosun, and the public post-secondary sector, transitioned as the COVID-19 pandemic required from us all creative thinking, new ways of teaching and providing student services and swift action to ensure our continuing ability to provide educational excellence. We are pleased to report that our community of students and employees rose to this challenge with strong completions and the challenges of meeting licensing requirements met. While this report largely focusses on the pre-COVID era, it is important to acknowledge and recognise everyone who worked hard and successfully in March during a period of transition. In particular, we want to express our gratitude to our generous and hardworking faculty and staff who quickly switched to online learning and teaching models, and student support services, and our students, who with patience and understanding, embraced the new educational and service models and were able to complete their courses and terms. The success of this transition was dependent on everyone playing their part. -
Squamish Community: Our People and Places Teacher’S Package
North Vancouver MUSEUM & ARCHIVES SCHOOL PROGRAMS 2018/19 Squamish Community: Our People and Places Teacher’s Package Grade 3 - 5 [SQUAMISH COMMUNITY: OUR PEOPLE AND PLACES KIT] Introduction SQUAMISH COMMUNITY: OUR PEOPLE AND PLACES KIT features 12 archival photographs selected from the Skwxwú7mesh Úxwumixw: The Squamish Community: Our People and Places exhibit presented at the North Vancouver Museum & Archives in 2010. This exhibit was a collaborative project undertaken by the North Vancouver Museum & Archives and the Squamish Nation. These archival images were selected by the Squamish Elders and Language Authority to represent local landscapes, the community and the individual people within the Squamish Nation. The Squamish Elders and Language Authority also contributed to the exhibit labels which are included on the reverse of each picture. This Kit has been designed to complement BC’s Social Studies curriculum for grades 3 - 5, giving students the opportunity to explore themes related to First Nations cultures in the past and cultural First Nations activities today. Included within this Kit is a detailed teacher’s package that provides instructors with lesson plan activities that guide students in the analysis of archival photographs. The recommended activities encourage skills such as critical thinking and cooperative learning. Altogether, the lesson plan activities are estimated to take 1 hour and 45 minutes and can easily be stretched across several instructional days. Through photo analysis worksheets and activities, students will be introduced to the Squamish Nation and historical photographs. Teachers are encouraged to read through the program and adapt it to meet the learning abilities and individual needs of their students. -
FNFC Workforce Intake Form
INDIGENOUS FORESTRY WORKFORCE INTAKE FORM This intake form is intended to understand the needs of community members in order to improve upon our future services, programs, and offerings. All personal information will be used only for the purposes of BC First Nations Forestry Council and will not be shared or distributed with third parties. NAME: First Name Last Name E-MAIL ADDRESS PHONE NUMBER ADDRESS: PLEASE CHECK ONE: First Nation Status First Nation Non-status Metis Registered Metis Non-registered Canadian (Not First Nation or Metis) Other:__________________________ 1 | P a g e FNFC WORKFORCE STRATEGY PLEASE CHECK ONE: Female Male Other INDIGENOUS COMMUNITY: Live in First Nation Community (On-reserve) Live away from First Nation Community (Off-reserve) AGE: 15 – 18 years of age 19 – 25 years of age 26 – 34 years of age 35 – 42 years of age 43+ years of age EMPLOYMENT STATUS: Employed Full-time Part-time (Work less than 20 hours per week) Unemployed Student EI (Employment Insurance) Retired EDUCATION LEVEL : Need High School Upgrading High School Graduate Certificate/Diploma Recipient 2 | Page FNFC WORKFORCE STRATEGY College/University Graduate Forestry Program:________________________ Trades Program:____________________________ Other __________________________ DRIVER’S LICENSE: Do you have a Valid B.C Driver’s License? Yes No If yes please describe (L, N or Class 5 or 1):______________________________________ DO YOU FACE BARRIERS TO EMPLOYMENT: Lack of Work Experience No Resume or Cover Letter Lack