2021 Annual Report
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Booth University College Position Profile
Booth University College Position Profile Booth University College, a growing university college rooted in The Salvation Army’s Wesleyan theological tradition, seeks a new president for appointment with effect on 1 July 2016. DESCRIPTION OF BOOTH UNIVERSITY COLLEGE Booth University College’s mission emphasizes teaching, research and public service all in support of realizing its motto, “Education for a better world.” The president is expected to embrace this existing mission, while facilitating its further refinement to produce greater cohesion and interaction among existing programs and all new ones that are developed. As it implements its current strategic plan, Vision 2020, Booth University College will need to be proactive to achieve student growth targets and to prepare its students to participate in an increasingly inter-connected and challenging world. Booth University College is a Christian liberal arts institution with an on-campus and distance learning enrolment of 500 (approximately 250 FTEs). The Booth UC campus is located in downtown Winnipeg, Manitoba, Canada. Winnipeg is a culturally vibrant city of over 700,000 including large Indigenous, Asian, African, European and Latin American communities. Learn more about Winnipeg at www.winnipeg.ca. On-campus programs include bachelor degrees in Behavioural Sciences, Business Administration, English and Film Studies, General Studies, Psychology, Religion, and Social Work, as well as certificate programs in Christian Studies and Liberal Arts. In addition to its on-campus programs, -
2018-2019 Academic Calendar
Academic Calendar 2018-2019 Copyright © 2018 The Salvation Army William and Catherine Booth University College. All rights reserved. PREFACE The Booth University College Academic Calendar 2018-2019 provides general information on the University College and its academic programs. This Calendar is effective for the academic year commencing 1 July 2018 and ending 30 June 2019. This publication is correct and current at the time of printing. In the event of errors in the Calendar or the subsequent revision to the University College’s educational programs and fees, the actual courses, curricula, policies, procedures, regulations, requirements and financial information in effect will prevail over the provisions printed in this Calendar. Every attempt has been made to ensure that the information contained in this publication is valid. Booth University College reserves the right to make additions, changes, or corrections at any time and without notice. www.BoothUC.ca Academic Schedule 2018 – 2019 Application Deadlines Summer 2018 Admission Online and Hybrid courses applicants 30 June 2018 Fall 2018 Admission International applicants 30 April 2018 Canada and US applicants 31 July 2018 Scholarship and Early Application Deadline 31 March 2018 Winter 2019 Admission International applicants 15 September 2018 Canada and US applicants 15 November 2018 Spring 2019 Admission Online and Hybrid courses applicants 1 March 2019 Needs-based Awards Summer 2018 15 May 2018 Fall 2018 31 July 2018 Winter 2019 15 November 2018 Spring 2019 31 March 2019 Summer 2019 -
Participating Universities and Colleges: Acadia University Algoma University Algonquin College Ambrose University Assiniboine C
Participating universities and colleges: Acadia University Cégep de Thetford Algoma University Cégep de Trois-Rivières Algonquin College Cégep de Victoriaville Ambrose University Cégep du Vieux Montréal Assiniboine Community College Cégep régional de Lanaudière à Joliette Bishop’s University Centennial College Booth University College Centre d'études collégiales de Montmagny Brandon University Champlain College Saint-Lambert Brescia University College Collège Ahuntsic Brock University Collège d’Alma Cambrian College Collège André-Grasset Camosun College Collège Bart Canadian Mennonite University Collège de Bois-de-Boulogne Canadore College Collège Boréal Cape Breton University Collège Ellis Capilano University Collège Jean-de-Brébeuf Carleton University Collège Laflèche Carlton Trail College Collège LaSalle Cégep de l’Abitibi-Témiscamingue Collège de Maisonneuve Cégep de Baie-Comeau Collège Montmorency Cégep de Chicoutimi College of the North Atlantic Cégep de Drummondville Collège O’Sullivan de Montréal Cégep Édouard-Montpetit Collège O’Sullivan de Québec Cégep de la Gaspésie et des Îles College of the Rockies Cégep Gérald-Godin Collège TAV Cégep de Granby Collège Universel Gatineau Cégep Heritage College Collégial du Séminaire de Sherbrooke Cégep de Jonquière Columbia Bible College Cégep de Lévis Concordia University Cégep Marie-Victorin Concordia University of Edmonton Cégep de Matane Conestoga College Cégep de l’Outaouais Confederation College Cégep La Pocatière Crandall University Cégep de Rivière-du-Loup Cumberland College Cégep Saint-Jean-sur-Richelieu Dalhousie University Cégep de Saint-Jérôme Dalhousie University Agricultural Campus Cégep de Sainte-Foy Douglas College Cégep de St-Félicien Dumont Technical Institute Cégep de Sept-Îles Durham College Cégep de Shawinigan École nationale d’administration publique Cégep de Sorel-Tracy (ENAP) Cégep St-Hyacinthe École de technologie supérieure (ÉTS) Cégep St-Laurent Fanshawe College of Applied Arts and Cégep St. -
2004-2009 UCN Strategic Plan Appendices.Pdf
TABLE OF CONTENTS Appendix A: UCN Implementation Team Terms of Reference Appendix B: UCN Elders’ Consultations Summary Report Appendix C: UCN Symposium Report Appendix D: University College of the North Act Appendix E: Governance Models of Selected Non-Aboriginal and Aboriginal Post-Secondary Education Institutions Appendix F: Facilities Development Summary Appendix G: Academic Plan: Degree Program Development Appendix H: First Year Program at UCN Appendix I: International Program Considerations for UCN Appendix J: UCN Research Strategy Appendix K: Centre for Aboriginal Studies and Research Development Report Appendix L: Centre for Aboriginal Languages Development Report Appendix M: An Outline for the Establishment of an Aboriginal Justice Institute within the University College of the North Appendix N: UCN Library Plan Appendix A University College of the North Implementation Team Terms of Reference UCN Implementation Team TERMS OF REFERENCE Mandate To provide guidance and leadership in the planning and development of University College of the North (UCN). Implementation Team An Implementation Team will be appointed by the Minister of Advanced Education and Training, composed of a chair, 4-5 professional staff and one support staff, the majority of whom will be respected Aboriginal educational leaders. The Team will report and be accountable to the Minister of Advanced Education and Training. In order to enhance the Implementation Team’s work, the following support will be provided: a) Steering Committee – appointed by the Minister of Advanced Education and Training to provide advice to the Implementation Team. This committee will be composed of individuals mainly from the north, the majority of whom represent the north’s diverse Aboriginal population. -
Student Guidebook: Now That You've Arrived
Student Guidebook: Now that you’ve arrived Welcome to Winnipeg! We’re so happy you’re here. Winnipeg is a small Canadian city that has been described as "cultural cradle of Canada" – meaning we have a lot of people from many countries living here! We are very proud of our diversity and many cultures here. We hope you’ll find this information useful for your time in our lovely prairie city. For more information about Winnipeg, see http://blogs.rrc.ca/international/study-at-rrc/winnipeg/ , and for information on Manitoba, see http://www.gov.mb.ca/ie/study/ . 1 AJ Batac at http://flickr.com/photos/89309115@N00/7362168462 A. Getting Around: How to Move Around Winnipeg Bus: You will be provided with a bus pass. Your bus pass will allow you to take the public buses without charge to you. You will take the bus from your homestay to and from your classes each day. Busses run regularly through the day. We will also use your bus pass for many of the activities we attend. It is very important that you keep your bus pass in a safe place and do not lose it. We will be asking you for $5 as a deposit on your Peggo bus pass. When you return your bus pass, we will return your $5. However, if you lose your Peggo bus pass, you will be charged the $5 for replacing the card. Planning your Bus Trip 1. Navigo Website - http://winnipegtransit.com/en/navigo This online tool is very easy to use. -
Provincial Survey of New Manitoba Nursing Graduates
Provincial Survey of New Manitoba Nursing Graduates Report Prepared by the Manitoba Centre for Nursing and Health Research Faculty of Nursing University of Manitoba May, 2013 Diana Clarke, RN, PhD Associate Dean, Research Faculty of Nursing, University of Manitoba Director—Manitoba Centre for Nursing and Health Research (MCNHR) James Plohman, MSc Research Technician, MCNHR Diane Cepanec, MA Associate Director, MCNHR © 2013 1 Table of Contents Executive Summary…………...….……..…………………………………………………Page 1. Introduction………………...………………………………………………………………Page 2. Purpose…….………...……...………………………………………………………………Page 2. Study Procedure…………....………………………………………………………………Page 2. Data Collection…...………...………………………………………………………………Page 3. Characteristics of New Nursing Graduates…...…………….……………………………Page 4. Employed New Nursing Graduates Current Employment Characteristics……………...………………...…………Page 7.. Initial Employment Search……….………………...…………………………..Page 9. The 6 Months Since Graduation…....………..…………………………………Page 11 Employment Satisfaction…….………………………………………………...Page 13 Employed Outside of Manitoba…..…………………....………………………Page 15 Unemployed New Nursing Graduates ..…………..…..…………………………………Page 16 New Nursing Graduates Seeking Employment Outside Manitoba..….…..…………...Page 19 Acknowledgements This project was funded by the Nurses Retention and Recruitment Fund of Manitoba. Assistance in gathering con- tact information for the graduates was provided by Suzanne Wowchuk and staff from the College of Registered Nurses of Manitoba, Susan Barbeau (University College of the North), -
2019-20 Employee E-Handbook 2019-20 Employee E-Handbook
Red River College’s 2019-20 Employee E-Handbook 2019-20 Employee E-Handbook 1 Red River College’s 2019-20 Employee E-Handbook TABLE OF CONTENTS Welcome from the President .................................... 4 Our Guiding Framework ............................................. 5 Our Vision and Mission Our Values RRC Strategic Plan 2016-21 RRC Academic and Research Plan 2016-21 Manitoba Collaborative Indigenous Education Blueprint for Universities, Colleges and Public School Boards ................................................. 6 Overview ....................................................................... 6 College Organization .................................................. 6 Our Academic Areas .................................................. 7 Red River College Glossary ...................................... 7 Our Administrative Areas ......................................... 8 RRC HUB ...................................................................... 8 Social Media ................................................................. 9 Human Resource Services ........................................ 9 Information Technology Solutions........................... 9 Manitoba Government and General Employees Union (MGEU) .............................................................. 9 Healthy Minds Healthy College Initiative ............... 9 Accessibility Plan ........................................................ 10 Campuses and Maps ................................................... 10 Campus Services and Information ......................... -
Analysis of Aboriginal Health Careers Education and Training Opportunities
ANALYSIS OF ABORIGINAL HEALTH CAREERS EDUCATION AND TRAINING OPPORTUNITIES January 2003 TABLE OF CONTENTS GLOSSARY OF TERMS AND ACRONYMS 4 EXECUTIVE SUMMARY 6 SECTION 1 INTRODUCTION: THE WHY AND HOW OF THE SCAN 7 Scope and Purpose 8 Methodology 9 SECTION 2 ISSUES SURROUNDING ABORIGINAL HEALTH CAREERS The Aboriginal Population and the Labour Force 10 SECTION 3 EXPLAINING LOW EDUCATIONAL ATTAINMENT 12 Aboriginal students’ schooling experience 13 Aboriginal children and the public school system 16 Aboriginal schools 20 SECTION 4 IMPROVING THE EDUCATION OF ABORIGINAL CHILDREN AND ADULTS Indian and Northern Affairs Canada and the education of Aboriginal Children 23 The Aboriginal Education Enhancements Program 24 The Emergence and Growth of Aboriginal Education Institutes 26 SECTION 5 ABORIGINAL HEALTH STATUS 32 SECTION 6 ABORIGINAL PEOPLE AND THE HEALTH PROFESSIONS Personnel shortages in Aboriginal communities 37 Concurrent use of Indigenous medicine 38 Cultural clash 39 Communications difficulties 39 SECTION 7 FINANCIAL CHALLENGES 41 1 SECTION 8 ABORIGINAL RECRUITMENT STRATEGIES IN POST-SECONDARY INSTITUTIONS 45 Designated seats 46 Aboriginal student centers and liaison officers 47 Introductory programs for Aboriginal high school students 50 Supportive environments 51 Access programs 52 Partnership programs 55 SECTION 9 THE NEED FOR OCCUPATIONAL STANDARDS AND ACCREDITATION IN THE PARA-PROFESSIONS 57 SECTION 10 IDENTIFICATION OF PROGRAMMING GAPS 59 Potential next steps for NAHO’s Object 4 Working Group 61 BIBLIOGRAPHY 62 ENDNOTES 70 2 TO THE READER – A NOTE CONCERNING TERMINOLOGY Terms used in the entries for programs and schools are those used by the institutions in question, whether the terms are accurate or outdated. A sincere attempt was made to determine if each institution’s programs and services were inclusive of all Aboriginal Peoples (Inuit, Métis and First Nations) or designed to meet the specific needs of a specific community or nation. -
CANADIAN MENNONITE UNIVERSITY E
e BCONNECTING ALUMNI AND FRIENDS OF CMU, FALL 2012 CANADIAN MENNONITE UNIVERSITY e BCONNECTING ALUMNI AND FRIENDS OF CMU Editor’s Note n this issue of The Blazer, we are delighted to in- Itroduce our readers to CMU’s Connect campaign. But let me first share a few notes about some of the everyday ways we connect with our constituencies. Fall has been an exciting and dynamic time at CMU. We were pleased to welcome and connect with 618 new and returning students to our undergradu- ate and graduate students on CMU’s Shaftesbury campus, including 73 Outtatown students who were heading out on the road in Canada and to their site Table of Contents destinations, later this year, in South Africa, Burkina Faso, and Guatemala. 1 President’s Message At CMU’s Menno Simons College in downtown Winnipeg, faculty and staff are connecting with 957 2 CONNECT: Building For Learning and Service students taking Conflict Resolution or International 8 New Builder’s Circle Development Studies. Menno Simons College opened the doors this fall by welcoming students and friends 9 New Opportunities at Redekop School of Business to its beautifully refurbished campus space, providing 11 CMU Opens Graduate School of Theology important new teaching and gathering places. and Ministry Fall is a time of connection for our alumni, many of whom were able to visit and meet with old and 12 Next Steps for CMU: Outtatown Prepares Students new friends during Fall Festival 2012. Also joining 13 MSC Campus Newly Expanded and Refurbished us were representatives of supporting churches who were able to join in and enjoy the rich array of activi- 14 The Courses We Teach: International ties and re-connect with their university at CMU’s Development Studies annual opening program. -
Directory – Indigenous Organizations in Manitoba
Indigenous Organizations in Manitoba A directory of groups and programs organized by or for First Nations, Inuit and Metis people Community Development Corporation Manual I 1 INDIGENOUS ORGANIZATIONS IN MANITOBA A Directory of Groups and Programs Organized by or for First Nations, Inuit and Metis People Compiled, edited and printed by Indigenous Inclusion Directorate Manitoba Education and Training and Indigenous Relations Manitoba Indigenous and Municipal Relations ________________________________________________________________ INTRODUCTION The directory of Indigenous organizations is designed as a useful reference and resource book to help people locate appropriate organizations and services. The directory also serves as a means of improving communications among people. The idea for the directory arose from the desire to make information about Indigenous organizations more available to the public. This directory was first published in 1975 and has grown from 16 pages in the first edition to more than 100 pages in the current edition. The directory reflects the vitality and diversity of Indigenous cultural traditions, organizations, and enterprises. The editorial committee has made every effort to present accurate and up-to-date listings, with fax numbers, email addresses and websites included whenever possible. If you see any errors or omissions, or if you have updated information on any of the programs and services included in this directory, please call, fax or write to the Indigenous Relations, using the contact information on the -
Creative Communications, Red River College, Winnipeg, Manitoba 1978
CV Carmen Hathaway www.carmenhathaway.com email: [email protected] EDUCATION Diploma, Applied Arts (journalism, multimedia), Creative Communications, Red River College, Winnipeg, Manitoba 1978 EXHIBITIONS SOLO 2018 From Smoke To Cyber Signals, digital prints, video & 3D laser printed sculpture, Canadian Language Museum, Glendon Gallery, York University, Toronto, Ontario 2017 From Smoke To Cyber Signals, digital prints, video & 3D laser printed sculpture, Ashukan Cultural Space, Montréal, Quebec, in conjunction with The Montreal First Peoples Festival 2011 Self-Similarity, Portage Arts Centre, Portage la Prairie, Manitoba Carte Blanche, (multimedia retrospective) Musée des Abénakis/Abenaki Museum, Abenaki First Nation, Odanak, Québec GROUP 2018 Indigenous Art Showcase, 2018 G7 Summit, International Media Centre, Quebec City, QC 2017 Portage Arts Centre Members’ Show, Portage la Prairie, Manitoba 2017 Shorts: PLATFORM centre screening of members’ video works and short films, Winnipeg, Manitoba 2017 Feminist Futures, MAWA Members’ Showcase, Winnipeg, Manitoba 2015 Alsig8ntegkw*, Abenaki artists, new media animation and digital prints, Domaine Trent Museum, Drummondville, Quebec (symbol ‘8’ = Abenaki vowel)* 2015 Ashukan Cultural Space, Place Jacques Cartier, Montreal, Quebec 2014 Peace Hills Trust Native Art Exhibition, Vancouver Island Conference Center, British Columbia 2014 Power of 30, MAWA, Winnipeg, Manitoba 2014 Shorts, Video works & short films, Winnipeg Cinematheque, Winnipeg, Manitoba 2013 Peace Hills Trust Native Art Exhibition, Fort Garry Hotel, Winnipeg, Manitoba Ceci n’est pas une photo, Platform centre for photographic + digital arts, Winnipeg, Manitoba 2011 11 Nations/Onze Nations, Marché Bonsecours, Montreal, Québec MAMU Ensemble, Musée Shaputuan à Uashat, Sept-Iles, Québec 2010 Aboriginal Arts Program, 2010 Olympic and Paralympic Winter Games, Vancouver, British Columbia Arcana, online interactive video, with essay by Curator J.J. -
Harvey Rosen
Wednesday, March 23, 2011, THE JEWISH POST & NEWS 15 Harvey Rosen Four friends turn love for hockey into successful radio show THE SPORTING TOUCH In 2010, radio station CFRW (1290 AM) adopted an all-sports format. Four Jewish boys from Winnipeg have been involved in produc- By ing a very popular weekly show focusing on nothing but hockey. When I reached exuberant spokesperson Ezra Ginsburg, a former student of Kelvin High School who holds an Arts degree from the HARVEY ROSEN University of Winnipeg and a Creative Communications diploma from Red River col- lege, it occurred to me that the articulate 28-year-old was either high, or high on life, or simply young and in love. Actually, the latter, except no dream girl was involved; rather his amour was an exciting new venture along with his three close buddies who now are into big-time all-sports radio, at 1290 on your AM dial. The station, CFRW, on the air since 1963, was best known for its popular morning and afternoon shows featuring Don Percy and Raccoon Carney, with a music format featuring primarily songs from yesteryear, dating back to the 50’s and 60’s. With a changing demographic, the target audience was no longer to be those who might appreciate the songs of Paul Anka, Roy Orbison, From left to right: MICHAEL REMIS, EZRA GINSBURG, RICHARD Kay Starr or The Four Aces. Young people today get giddy on sports of POLLOCK, DREW MINDELL. all variety at the pro level: baseball, basketball, soccer, football, and hockey, plus the US and Canadian collegiate scene.