HANDBOOK of AMERICAN INDIAN LANGUAGES 153 to Have with the Last of the Chemakum "Chiefs", Q'naxem, Has an Excellent Command of the Enghsh Language
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Friction Between Phonetics and Phonology the Status of Affricates
Friction between Phonetics and Phonology The status of affricates Published by LOT phone: +31 30 253 5775 Trans 10 3512 JK Utrecht e-mail: [email protected] The Netherlands http://www.lotschool.nl ISBN: 978-94-6093-122-2 NUR 616 Copyright © 2013 by Janine Berns. All rights reserved. Friction between Phonetics and Phonology The status of affricates Proefschrift ter verkrijging van de graad van doctor aan de Radboud Universiteit Nijmegen op gezag van de rector magnificus prof. mr. S.C.J.J. Kortmann, volgens besluit van het college van decanen in het openbaar te verdedigen op vrijdag 8 november 2013 om 10.30 uur precies door Janine Katharina Maria Berns geboren op 18 juni 1985 te Kerkrade Promotoren: Prof. dr. Haike Jacobs Prof. dr. Bernard Laks (Université Paris Ouest Nanterre la Défense) Manuscriptcommissie: Prof. dr. Anneke Neijt Prof. dr. Barbara Bullock (University of Texas) Prof. dr. Marie-Hélène Côté (University of Ottawa) Prof. dr. Frans Hinskens (Vrije Universiteit Amsterdam) Prof. dr. Jeroen van de Weijer (Shanghai International Studies University) “As a rule,” said Holmes, “the more bizarre a thing is the less mysterious it proves to be”. Sir Arthur Conan Doyle. The Adventures of Sherlock Holmes, The Red-headed League. (1891) Acknowledgements I would like to dedicate the very first lines of this thesis to my two supervisors, Haike Jacobs and Bernard Laks. Haike, thank you for giving me the freedom to develop my own interests and insights, but also for being there with your enlightening comments when I felt lost or when I was complicating things too much. -
PDF Hosted at the Radboud Repository of the Radboud University Nijmegen
PDF hosted at the Radboud Repository of the Radboud University Nijmegen The following full text is a publisher's version. For additional information about this publication click this link. http://hdl.handle.net/2066/119022 Please be advised that this information was generated on 2021-10-05 and may be subject to change. Friction between Phonetics and Phonology The status of affricates Published by LOT phone: +31 30 253 5775 Trans 10 3512 JK Utrecht e-mail: [email protected] The Netherlands http://www.lotschool.nl ISBN: 978-94-6093-122-2 NUR 616 Copyright © 2013 by Janine Berns. All rights reserved. Friction between Phonetics and Phonology The status of affricates Proefschrift ter verkrijging van de graad van doctor aan de Radboud Universiteit Nijmegen op gezag van de rector magnificus prof. mr. S.C.J.J. Kortmann, volgens besluit van het college van decanen in het openbaar te verdedigen op vrijdag 8 november 2013 om 10.30 uur precies door Janine Katharina Maria Berns geboren te Kerkrade Promotoren: Prof. dr. Haike Jacobs Prof. dr. Bernard Laks (Université Paris Ouest Nanterre la Défense) Manuscriptcommissie: Prof. dr. Anneke Neijt Prof. dr. Barbara Bullock (University of Texas) Prof. dr. Marie-Hélène Côté (University of Ottawa) Prof. dr. Frans Hinskens (Vrije Universiteit Amsterdam) Prof. dr. Jeroen van de Weijer (Shanghai International Studies University) “As a rule,” said Holmes, “the more bizarre a thing is the less mysterious it proves to be”. Sir Arthur Conan Doyle. The Adventures of Sherlock Holmes, The Red-headed League. (1891) Acknowledgements I would like to dedicate the very first lines of this thesis to my two supervisors, Haike Jacobs and Bernard Laks. -
Case 2:70-Cv-09213-RSM Document 21063 Filed 07/09/15 Page 1 of 83
Case 2:70-cv-09213-RSM Document 21063 Filed 07/09/15 Page 1 of 83 1 2 3 4 5 6 7 UNITED STATES DISTRICT COURT 8 WESTERN DISTRICT OF WASHINGTON AT SEATTLE 9 UNITED STATES OF AMERICA, et al, No. C70-9213 10 Plaintiffs, Subproceeding No. 09-01 11 v. 12 FINDINGS OF FACT AND CONCLUSIONS OF LAW STATE OF WASHINGTON, et al., AND MEMORANDUM ORDER 13 Defendants. 14 15 I. INTRODUCTION 16 This subproceeding is before the Court pursuant to the request of the Makah Indian Tribe (the 17 “Makah”) to determine the usual and accustomed fishing grounds (“U&A”) of the Quileute Indian 18 Tribe (the “Quileute”) and the Quinault Indian Nation (the “Quinault”), to the extent not specifically 19 determined by Judge Hugo Boldt in Final Decision # 1 of this case. The Court is specifically asked to 20 determine the western boundaries of the U&As of the Quileute and Quinault in the Pacific Ocean, as 21 22 well as the northern boundary of the Quileute’s U&A. A 23-day bench trial was held to adjudicate 23 these boundaries, after which the Court received extensive supplemental briefing by the Makah, 24 Quileute, Quinault, and numerous Interested Parties and took the matter under advisement. The Court 25 has considered the vast evidence presented at trial, the exhibits admitted into evidence, trial, post-trial, 26 FINDINGS OF FACT AND CONCLUSIONS OF LAW - 1 Case 2:70-cv-09213-RSM Document 21063 Filed 07/09/15 Page 2 of 83 1 and supplemental briefs, proposed Findings of Fact and Conclusions of Law, and the arguments of 2 counsel at trial and attendant hearings. -
Warraparna Kaurna! Reclaiming an Australian Language
Welcome to the electronic edition of Warraparna Kaurna! Reclaiming an Australian language. The book opens with the bookmark panel and you will see the contents page. Click on this anytime to return to the contents. You can also add your own bookmarks. Each chapter heading in the contents table is clickable and will take you direct to the chapter. Return using the contents link in the bookmarks. Please use the ‘Rotate View’ feature of your PDF reader when needed. Colour coding has been added to the eBook version: - blue font indicates historical spelling - red font indicates revised spelling. The revised spelling system was adopted in 2010. The whole document is fully searchable. Enjoy. Warraparna Kaurna! Reclaiming an Australian language The high-quality paperback edition of this book is available for purchase online: https://shop.adelaide.edu.au/ Published in Adelaide by University of Adelaide Press The University of Adelaide Level 14, 115 Grenfell Street South Australia 5005 [email protected] www.adelaide.edu.au/press The University of Adelaide Press publishes externally refereed scholarly books by staff of the University of Adelaide. It aims to maximise access to the University’s best research by publishing works through the internet as free downloads and for sale as high quality printed volumes. © 2016 Rob Amery This work is licenced under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. To view a copy of this licence, visit http://creativecommons. org/licenses/by-nc-nd/4.0 or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. -
Quileute Tribal School District P.O
Quileute Tribal School District P.O. Box 39 La Push, WA 98350 360-374-5648, FAX 360-374-9608 The mission of the Quileute Tribal School is for all students to gain and retain the knowledge and skills necessary to make them responsible, productive citizens. They will develop problem solving skills, communication skills, and self- sufficiency skills that will allow them to interact at all 1evels of society. They will protect, preserve and enhance the Quileute language and culture for future generations. POSITION DESCRIPTION JOB TITLE AND FILE NAME: K-12 Special Education Teacher EXEMPT: No SALARY LEVEL: $44,836 to $78,066 for 180 days of service SHIFT: 8-hours per day – Full school year LOCATION: Quileute Tribal School EMPLOYEE: Certificated REPORTS TO: Student Services Director REVIEWED BY: Mark Jacobson and Anita Baisley APPROVED BY: Superintendent Mark Jacobson DATE: 07-11-2018 Responsibility: The Special Education (SPED) Teacher will provide direct instruction to special needs students. As a Special Education teacher, he/she will be responsible for planning implementing and evaluating instructional activities under stated guidelines. The SPED Teacher is responsible for providing instruction to students using specified instructional methods and techniques as per the student’s IEP. This will include but not be limited to self-contained classroom teaching positions as well as specialized positions in one or more subject areas. The SPED Teacher may also be assigned to other duties i.e. tutoring or working with Highly Capable students. Supervised by: Director of Student Services QUALIFICATIONS: Valid K-12 Washington State Special Education Teacher Certificate, with proper endorsement(s) in assigned area(s) 2-year minimum years of experience preferred Bachelor’s degree Fingerprint Clearance Must be able to pass a drug screening, driving and background check REQUIREMENTS: Current Knowledge of federal Special Education guidelines/regulations, Special Education Law, school policies and procedures as they pertain to special needs populations. -
Administration for Native Americans: 2014 Native Language Project Compendium
2014 NATIVE LANGUAGE PROJECT COMPENDIUM LETTER FROM THE COMMISSIONER June 2014 Greetings Mitayuke Oyasin, I am happy to provide this update on our shared work on Native Language Preservation and Maintenance. The information in this compendium highlights what our communities have been able to achieve with assistance from the Administration for Native Americans. Since the last Native Language meeting hosted by the Administration for Native Americans (ANA) in 2011, we have signed a Memorandum of Agreement (MOA) with the Department of Education and the Department of Interior as a way to work together across the federal family to support Native Language work. Through this Native Languages MOA, the Departments have agreed to the following goals: 1. Identify statutory or regulatory barriers that impede collaboration and result in duplication of efforts and/or minimize the impact of efforts on the part of Federal, state, or tribal governments, or schools or other entities to effectively implement Native language activities; 2. Identify research that explores educational attainment and Native language retention and/or revitalization; 3. Explore ways to gather data about effective and/or exemplary Native language instruction both in terms of the administration of funds and programs, as well as program impact on educational achievement; disseminate information on best practices across Federal Agencies regarding program and instructional design, and institutional support for Native language instruction for AI/AN populations; 4. Review Federal funding mechanisms, explore means for coordinating funding opportunities to remove barriers, and simplify the process for potential grantees seeking to integrate Native language instruction and activities in educational settings; 5. -
Waging War with Words: Native Americans' Continuing Struggle Against the Suppression of Their Languages
Waging War with Words: Native Americans' Continuing Struggle Against the Suppression of Their Languages ALLISON M. DussIAs* This Article explores how U.S. law has adversely affected Native American languages, and how Native Americans have resisted explicit and implicit pressureaimed at eradicatingtheir languages.Professor Dussias also examines parallels between arguments made by federal government policy makers to support the suppression of Native American languages and arguments made by contemporary "English-only"proponentswho seek to make English the official language of the US. government. [A] part of the educationalprocess [for Indians] ought to be such an acquisition ofthe English language as will make it a naturaland easy medium of communication among themselves and between them and their white fellow- citizens. That means the immediate disuse ofthe Indian languagesand theirfinal oblivion. -Rev. JA.Lippincott, 18971 It is the policy ofthe United States to ...preserve, protect, and promote the rights andfreedom of Native Americans to use, practice, and develop Native American languages. -Native American LanguagesAct of 19902 We must have English as the official language. We are a great country.... [W]e are one Nation under God. We need to have English spread throughout the land. -Rep. John T Doolittle 19963 *Professor of Law, New England School of Law. J.D., University of Michigan, 1987; A.B., Georgetown University, 1984. 1 am grateful to the Board of Trustees and the Dean of New England School of Law for the summer research stipend that made this Article possible. I Rev. J.A. Lippincott, The Education of Indian Children into Citizenship-the Most Effective School, in Proceedings of the Board of Indian Commissioners at the Fifteenth Lake Mohonk Indian Conference, 5th Sess., Oct. -
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1 2 3 4 5 6 7 UNITED STATES DISTRICT COURT 8 WESTERN DISTRICT OF WASHINGTON AT SEATTLE 9 UNITED STATES OF AMERICA, et al, No. C70-9213 10 Plaintiffs, Subproceeding No. 09-01 11 v. 12 FINDINGS OF FACT AND CONCLUSIONS OF LAW STATE OF WASHINGTON, et al., AND MEMORANDUM ORDER 13 Defendants. 14 15 I. INTRODUCTION 16 This subproceeding is before the Court pursuant to the request of the Makah Indian Tribe (the 17 “Makah”) to determine the usual and accustomed fishing grounds (“U&A”) of the Quileute Indian 18 Tribe (the “Quileute”) and the Quinault Indian Nation (the “Quinault”), to the extent not specifically 19 determined by Judge Hugo Boldt in Final Decision # 1 of this case. The Court is specifically asked to 20 determine the western boundaries of the U&As of the Quileute and Quinault in the Pacific Ocean, as 21 22 well as the northern boundary of the Quileute’s U&A. A 23-day bench trial was held to adjudicate 23 these boundaries, after which the Court received extensive supplemental briefing by the Makah, 24 Quileute, Quinault, and numerous Interested Parties and took the matter under adv isement. The Court 25 has considered the vast evidence presented at trial, the exhibits admitted into evidence, trial, post-trial, 26 FINDINGS OF FACT AND CONCLUSIONS OF LAW - 1 1 and supplemental briefs, proposed Findings of Fact and Conclusions of Law, and the arguments of 2 counsel at trial and attendant hearings. The Court, being fully advised, now makes the following 3 Findings of Fact and Conclusions of Law. -
Pots?Ó•Ḳ W Power Paddle to Puyallup
September 2018 Vol. 13, Issue 9 w Pots?ó•ḳ power paddle to Puyallup Quileute waiting their turn to ask permission to land at Puyallup Inside This Canoe journey photos by Cheryl Barth Issue: • From Council Chambers • Election Board Notice • Department Briefs • Coast Guard and Tribe Rescue 2 Swimmers • Cherish Our Children • Jay Squawks • Start or Grow Your Wildcraft Business • QTS Financial Aid/ Scholarship Night • YOP • TBTN • Biotoxin Notice The canoe journey, make the various concoc- • QTS Welcomes an annual Native American tions. Quileute also made New Staff gathering that embraces tea and harvested local • October Birthdays history and traditions, led plants and herbs on the coastal tribes to Puyallup journey, sharing their • Surf Camp in July and August 2018. knowledge with other ca- This year’s journey was noe families. referred to as the Power During the paddle, Paddle to Puyallup with the recovery meetings were A Note About the theme “Honoring Our Med- held for those who needed Headline icine.” Quileute sent three support in their healing In the Quileute language, canoes: Seawolf, Wellbeing, journey. The largest at- pots/95m2 translates to and Kitla. tended was in Neah Bay, Indians (people, persons) In keeping with the with approximately 200 at theme, Quileute began pre- the wellbriety meeting. paring a year ago. As part Part of the Quileute of the tradition of attend- Ocean Going Canoe Socie- ing the canoe journey, ty’s requirement is that tribes bring gifts to their participants must pass a hosts. The Quileute Ocean THE DEADLINE urinalysis. The goal is to FOR ALL Going Society made hun- have a safe, drug and alco- SUBMISSIONS TO dreds of salves, moisturiz- hol-free atmosphere and BE CONSIDERED ers, rubs, chapsticks, and promote wellness within FOR PRINT IN THE sprays that alleviated dry the families. -
Behind the Scenes the Real Story of the Quileute Wolves
SEATTLE ART MUSEUM EDUCATOR RESOURCE GUIDE School bus, La Push, WA, 2010, Photo: Sky Penn, high school student and member of Quileute tribe Behind the Scenes The Real Story of the Quileute Wolves AUGUST 14, 2010 – AUGUST 14, 2011 If I could change one thing about the portrayal of the Quileute people in the Twilight movies. “I would show them doing the stuff we really do, like surfing and cultural stuff like carving and music.” –Kenneth, high school student and member of Quileute Tribe1 ‚There is no such person as Jacob Black.” –James, middle school student and member of Quileute Tribe 1 All student quotes from interviews taken at the Tribal School in La Push, Washington on June 16, 2010. Contact Information Seattle Art Museum 1300 First Avenue Seattle, WA 98101 206.654.3100 seattleartmuseum.org © 2010 Seattle Art Museum Please direct questions about this resource guide to: Wyckoff Teacher Resource Center, Seattle Art Museum, 206.654.3186 [email protected] Exhibition itinerary Seattle Art Museum, August 11, 2010–August 11, 2011 Author Regan Doody, Museum Educator for School + Educator Programs, Seattle Art Museum Editing Anna Elam, Wyckoff Teacher Resource Center Librarian/Educator, Seattle Art Museum Sandra Jackson-Dumont, Kayla Skinner Deputy Director for Education & Public Programs/Adjunct Curator, Department of Modern + Contemporary Art, Seattle Art Museum Jennifer Willson, Manager of School + Educator Programs, Seattle Art Museum Advisory Committee Dr. Barbara Brotherton, Curator of Native American Art, Seattle Art Museum Frank Hanson, School Superintendent, La Push, Washington This exhibition is organized by the Quileute Nation and the Seattle Art Museum. -
A Critical Bibliography on North American Indians, for K-12. INSTITUTION National Museum of Natural History, Washington, DC
DOCUMENT RESUME ED 432 424 RC 022 016 AUTHOR Kaupp, P. Ann, Comp.; Burnett, Fiona, Comp.; Malloy, Maureen, Comp.; Wilson, Cheryl, Comp. TITLE A Critical Bibliography on North American Indians, for K-12. INSTITUTION National Museum of Natural History, Washington, DC. PUB DATE 1996-00-00 NOTE 215p. AVAILABLE FROM Web site: http://nmnhwww.si.edu/anthro/outreach/Indbibl/bibliogr.html (full text). PUB TYPE Guides Non-Classroom (055) Reference Materials - Bibliographies (131) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Adolescent Literature; Alaska Natives; American Indian Culture; *American Indian History; American Indian Literature; American Indian Studies; *American Indians; Annotated Bibliographies; Books; Canada Natives; *Childrens Literature; Criticism; Cultural Awareness; Educational Resources; Elementary Secondary Education; Ethnic Bias; Evaluation Criteria; Foreign Countries; *Reading Material Selection; Stereotypes; Tribes IDENTIFIERS *Cultural Sensitivity ABSTRACT This annotated bibliography is a response to teachers' concerns about choosing culturally sensitive and historically accurate books about American Indians and Alaska Natives. It contains critical annotations and evaluations of approximately 1,000 books, most published 1960-93, and points out controversial titles and disagreements about specific books. The focus is primarily on materials for elementary and secondary students but also includes publications of interest to the general public. Sections are organized by culture area--General, Southwest, Northwest Coast, California, Plateau, Arctic, Plains, Great Basin, Subarctic, Northeast, and Southeast--and each area is further organized by tribe and then divided into nonfiction, fiction, biographies, and traditional stories. Within each section, entries are listed alphabetically by author and include publisher, publishing date, and number of pages. Broad reading-level categories are indicated as lower elementary, upper elementary, secondary, or adult. -
Quileute Questionnaire 1
Quileute Questionnaire 1. Description 1.1 Name of society, language, and language family: Society: 2 Quileute Language: 1 Quileute as their first language, English as their second language (91) 2 Chimakuan but shifting to English 5 Quileute language contains clicks, epiglottal stops, long strings of consonant, no nasal sounds Language Family: Quileute: 5 “…one of the few languages not known to be related to any other tongue”. 8 Chimakuan English: Indo-European 1.2 ISO code (3 letter code from ethnologue.com): 2 qui 1.3 Location (latitude/longitude): 2 Washington, Pacific side of Olympic Peninsula, Quileute and Lower Hoh River reservations 3 La Push 8 47°55'N, 124°15'W 1.4 Brief history: 4 The Quileute society remained uncontacted by white men until May 1792. Over the next several decades, the Quileute were approached by many settlers and eventually agreed to a treaty that relinquished 800,000 acres to the white man, which they maintained fishing and hunting rights to. The treaty changed daily life of Quileute because it provided schooling, health, and vocational training which a white man by the name of A.W. Smith taught the Quileute people. The Quileute were hesitant of change and the Christian teacher did not receive a warm welcome when he changed each students name to a Christian version of their Quileute name. 1 Even though the schooling and vocational training was Christian based, the Quileute practiced a combination of Christianity, Protestantism, and Supernaturalism called Shakerism (95). The main difference discussed in multiple sources is marriage practices changing from strictly arranged with a high divorce rate to spousal choice with a lower divorce rate.