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Poplar Hill First Nation Boozhoo
WELCOME TO Poplar Hill First Nation boozhoo 1 Poplar Hill Nation First Dear Teachers, Poplar Hill welcomes you to our community! We are located near the Manitoba border on the beautiful Beren’s River in a region that you will soon get the chance to discover and fall in love with. We are happy to be welcoming you to our brand new school. You will have the chance to teach in a beautiful, state of the art building. You will learn a lot this year. Some days will be challenging, others will be incredibly fulfilling; some will be both. Community members and colleagues will be there to support and encourage you when things get difficult and equally there to share in your joys and successes. Remember that everyone here is working towards the same goal: the success and happiness of the kids. By organising clubs and extracurricular activities, you can contribute even more to the ways that students can discover their strengths and interests. The people of Poplar Hill are Ojibwe. Our community shares and maintains strong ties with Pikangikum and Little Grand Rapids. Take the time to discover the history, language, and culture during your time in Poplar Hill. It will help you understand the way of life here and allow you to have a much richer experience. One of the best ways to learn is to participate in community activities and events. You don’t need to receive an invitation to attend, just come out, have fun, and lend a hand. We look forward to meeting and working with you! Sincerely, Rocky Landon Principal Ahgwahbuush Memorial School 2 Community 1953 Mennonites establish mission outposts in the Red Lake area, including in Poplar Hill. -
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. -
Draft Environmental Study Report for the Phase 2 Connecting 17 Remote
WATAYNIKANEYAP POWER L.P. Final Environmental Study Report for the Phase 2 Connecting 17 Remote First Nation Communities Project Comparative Analysis of Revised 115 kV Transmission Line Corridors within the Whitefeather Forest and near Sachigo Lake First Nation Report Number: 20138626 April 2021 PHASE 2: CONNECTING 17 REMOTE FIRST NATION COMMUNITIES COMPARATIVE ANALYSIS OF REVISIONS TO 115kV SECTIONS Table of Contents 1.0 INTRODUCTION .............................................................................................................................................. 1 1.1 Description of Project Design Refinements .................................................................................................... 3 2.0 METHOD FOR THE ANALYSIS OF PROJECT REFINEMENTS ................................................................... 3 3.0 PROJECT REFINEMENT COMPARATIVE ANALYSIS RESULTS ................................................................ 4 3.1 Red Lake Subsystem ..................................................................................................................................... 4 3.1.1 Alignment near Critchell Lake and Alignment near McInnes Lake .............................................................. 4 3.2 Pickle Lake Subsystem ................................................................................................................................ 14 3.2.1 Alignment along the connection to Sachigo Lake First Nation .................................................................. 14 4.0 -
Formal Customary Care a Practice Guide to Principles, Processes and Best Practices
Formal Customary Care A Practice Guide to Principles, Processes and Best Practices In accordance with the Ontario Permanency Funding Policy Guidelines (2006) and the Child and Family Services Act Formal Customary Care* A Practice Guide to Principles, Processes and Best Practices *In accordance with the Ontario Permanency Funding Policy Guidelines (2006) and the Child and Family Services Act 2 Table of Contents Formal Customary Care Practice Guide Project Team ................................................................ 6 Disclaimers ................................................................................................................................... 6 Artwork ........................................................................................................................................ 6 Acknowledgments .............................................................................................................. 7 Preamble ............................................................................................................................. 9 Success Indicator .......................................................................................................................... 9 Scope of the Guide ....................................................................................................................... 9 Clarification of Terms Used in this Practice Guide ................................................................... 10 Acronyms Used in this Practice Guide ..................................................................................... -
Treasury Metals Inc
MANAGEMENT DISCUSSION AND ANALYSIS FOR THE YEARS ENDED DECEMBER 31, 2019 AND 2018 INTRODUCTION Treasury Metals Inc. (TSX: TML) (“Treasury Metals” or “Treasury” or the “Company”) is a Canadian gold exploration and development company focused on its 100% owned Goliath Gold Project. The Project has access to first-rate infrastructure at its location near Dryden in the Kenora Mining Division in northwestern Ontario. Treasury Metals is advancing Goliath through the Canadian permitting process to begin mining production for an open-pit gold mine and subsequent underground operations to be developed in the latter years of mine life. The Company was granted Federal Government Environmental Assessment (EA) approval for the Goliath Gold Project. Key programs during 2019 and 2018 include diamond drilling and field exploration, updated engineering studies, and continuation of the permitting process towards the Company’s stated goals of completing a feasibility study and mine permits on the Goliath Gold Project. Treasury Metals operates corporate headquarters in Toronto, Ontario, and a Project Office at the Goliath Gold Project. Treasury Metals is listed on the Toronto Stock Exchange under the trading symbol “TML”, and on the OTCQX® Best Market under the symbol “TSRMF”. Additional corporate information can be found on Treasury Metals Inc.’s website at www.treasurymetals.com. This Management Discussion and Analysis (“MD&A”) of the financial condition and results of operations of Treasury Metals should be read in conjunction with the Company’s consolidated financial statements for the years ended December 31, 2019 and 2018, including the related notes thereto. These consolidated financial statements have been prepared in accordance with International Financial Reporting Standards (“IFRS”). -
Webequie Supply Road DETAILED PROJECT DESCRIPTION
Webequie Supply Road DETAILED PROJECT DESCRIPTION Webequie First Nation The Picture is a Placeholder Only Prepared by: Prepared for: Submitted to: SNC-Lavalin Inc. Webequie First Nation Impact Assessment Agency of Canada 195 The West Mall Toronto, Ontario, M9C 5K1 www.snclavalin.com November 2019 661910 Webequie Supply Road Detailed Project Description PREFACE This Detailed Project Description for the Webequie Supply Road Project (“the Project”) has been prepared in accordance with subsection 15(1) of the Impact Assessment Act (“IAA”) and Schedule 2 of the Act’s Information and Management of Time Limits Regulations (“the Regulations”) of the Impact Assessment Act - Information Required in Detailed Description of Designated Project. In addition, the Detailed Project Description reflects the Webequie Supply Road Project Team’s recognition of issues identified in the Summary of Issues prepared by the Impact Assessment Agency of Canada (the Agency) as a result of the Agency’s invitation to Indigenous groups, federal and provincial authorities, the public and other participants to provide their perspective on any issues that they consider relevant in relation to the Project. Information provided by the Agency (posted on the Canadian Impact Assessment Registry) for this purpose included the Initial Project Description. The document that was accepted by the Agency to serve as the Initial Project Description was prepared to comply with the requirements of the Canadian Environmental Assessment Act, 2012 and was initially released for public review under the CEAA, 2012 process in July 2019, during the period when the Government of Canada was preparing to bring into force and transition to the new Impact Assessment Act. -
Community Profiles for the Oneca Education And
FIRST NATION COMMUNITY PROFILES 2010 Political/Territorial Facts About This Community Phone Number First Nation and Address Nation and Region Organization or and Fax Number Affiliation (if any) • Census data from 2006 states Aamjiwnaang First that there are 706 residents. Nation • This is a Chippewa (Ojibwe) community located on the (Sarnia) (519) 336‐8410 Anishinabek Nation shores of the St. Clair River near SFNS Sarnia, Ontario. 978 Tashmoo Avenue (Fax) 336‐0382 • There are 253 private dwellings in this community. SARNIA, Ontario (Southwest Region) • The land base is 12.57 square kilometres. N7T 7H5 • Census data from 2006 states that there are 506 residents. Alderville First Nation • This community is located in South‐Central Ontario. It is 11696 Second Line (905) 352‐2011 Anishinabek Nation intersected by County Road 45, and is located on the south side P.O. Box 46 (Fax) 352‐3242 Ogemawahj of Rice Lake and is 30km north of Cobourg. ROSENEATH, Ontario (Southeast Region) • There are 237 private dwellings in this community. K0K 2X0 • The land base is 12.52 square kilometres. COPYRIGHT OF THE ONECA EDUCATION PARTNERSHIPS PROGRAM 1 FIRST NATION COMMUNITY PROFILES 2010 • Census data from 2006 states that there are 406 residents. • This Algonquin community Algonquins of called Pikwàkanagàn is situated Pikwakanagan First on the beautiful shores of the Nation (613) 625‐2800 Bonnechere River and Golden Anishinabek Nation Lake. It is located off of Highway P.O. Box 100 (Fax) 625‐1149 N/A 60 and is 1 1/2 hours west of Ottawa and 1 1/2 hours south of GOLDEN LAKE, Ontario Algonquin Park. -
2009 Report Vision Safe Communities
ARCHIVED - Archiving Content ARCHIVÉE - Contenu archivé Archived Content Contenu archivé Information identified as archived is provided for L’information dont il est indiqué qu’elle est archivée reference, research or recordkeeping purposes. It est fournie à des fins de référence, de recherche is not subject to the Government of Canada Web ou de tenue de documents. Elle n’est pas Standards and has not been altered or updated assujettie aux normes Web du gouvernement du since it was archived. Please contact us to request Canada et elle n’a pas été modifiée ou mise à jour a format other than those available. depuis son archivage. Pour obtenir cette information dans un autre format, veuillez communiquer avec nous. This document is archival in nature and is intended Le présent document a une valeur archivistique et for those who wish to consult archival documents fait partie des documents d’archives rendus made available from the collection of Public Safety disponibles par Sécurité publique Canada à ceux Canada. qui souhaitent consulter ces documents issus de sa collection. Some of these documents are available in only one official language. Translation, to be provided Certains de ces documents ne sont disponibles by Public Safety Canada, is available upon que dans une langue officielle. Sécurité publique request. Canada fournira une traduction sur demande. Safe Communities... A Secure Ontario. ONTARIO PROVINCIAL POLICE 777 Memorial Avenue ONTARIO PROVINCIAL POLICE Orillia, Ontario L3V 7V3 Annual Tel: 1-888-310-1122 or contact your local OPP Detachment www.opp.ca 2009 Report Vision Safe Communities... A Secure Ontario Mission Policing Excellence through our People, our Work, and our Relationships Values Professionalism Accountability Diversity Respect Excellence The Promise As an organization, the OPP commits to working continually to earn the confidence of the citizens of and visitors to Ontario - a confidence that will not be taken for granted. -
THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies
2019 REVISED The Ontario Curriculum Grades 9 to 12 First Nations, Métis, and Inuit Studies The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). CONTENTS PREFACE 3 Secondary Schools for the Twenty-first Century � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 Supporting Students’ Well-being and Ability to Learn � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 INTRODUCTION 6 Vision and Goals of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � �6 The Importance of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � � �7 Citizenship Education in the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � �10 Roles and Responsibilities in the First Nations, Métis, and Inuit Studies Program � � � � � � �12 THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES 16 Overview of the Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �16 Curriculum Expectations � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � -
Draft Terms of Reference Sections 10-11
DRAFT Marten Falls First Nation Draft Terms of Reference Marten Falls Community Access Road – Environmental Assessment Prepared by: AECOM Canada Ltd. 105 Commerce Valley Drive West, 7th Floor Markham, ON L3T 7W3 Canada SECTIONS: 10 AND 11 T: 905.886.7022 F: 905.886.9494 www.aecom.com Date: November, 2019 Project #: 60593122 AECOM Marten Falls First Nation Draft Terms of Reference Marten Falls Community Access Road – Environmental Assessment 10. Consultation During the ToR The following describes the results of the public and Indigenous community consultation program that has been undertaken up to October 11, 2019. The ToR consultation activities are continuing through fall 2019 to spring 2020, including the release of this Draft ToR. The results of these ongoing consultation activities will be documented in the Final or “Proposed” ToR that will be submitted to MECP for an approval decision. These ongoing ToR consultation activities and inputs will also feed into the development of the EA Consultation program that is outlined in draft in Section 11. 10.1 Principles of Consultation A primary objective of the EA process, including the ToR development, is to effectively communicate information about the proposed CAR, and to consult with those who may be potentially affected by or have an interest in it. MFFN is committed to creating and sustaining constructive dialogue and relationships with interested persons including MFFN community membership, neighbouring Indigenous communities, government agencies, the public, industry, non-government organizations, and local and regional stakeholders, to support the environmental, social and economic sustainability of the proposed CAR. To honour the traditional lands that the CAR is proposed to be developed on and to respect MFFN traditional teachings5, the Guiding Principles presented in Figure 10-1 will be followed throughout all Project-related consultation activities and the full EA process; from preparation of the ToR to preparation of the EA and implementation of the CAR. -
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. -
Deer Lake First Nation Wacheyah
2017 - 2018 WELCOME TO Deer Lake First Nation wacheyah 1 Deer Lake Nation First Welcome new teachers! The management team welcomes you all to Deer Lake First Nation School’s team. We hope that Teach For Canada’s enrichment sessions will be very beneficial in preparing you for your imminent arrival in Deer Lake. Whether this will be your first year as a teacher or not, you will have new challenges! Just like in other schools, you will have to adapt your teaching to enable young people to achieve success. Of course, we have to respect the standards of the Ontario Ministry of Education but beyond these standards, always remember that you and your work are connected to another people’s worldview, values and beliefs. The human aspect must be at the heart of your teaching to create connections with your students and develop collaboration with parents. We hope you will engage with our community and above all, come to consult us if you have any questions or needs. We are here too to support you as you go through this new experience, even if you are the teachers! Welcome to Deer Lake! Stephan Doyon, Principal Oscar Meekis, Director of Education Deer Lake First Nation School and Deer Lake Education Authority 2 Community Traditionally, people from the Deer Lake area were semi-nomadic and organized by doodem (clan). Small groups established seasonal camps based on family and clan, moving wherever hunting and fishing was best. 19th century Overtrapping and fur trade economics depleted fur-bearing animals, thereby negatively affecting the communities.