June 2006 Edition

During the summer of 2006 youth from across the Sahtu Settlement Region in the Northwest Territories gathered together in Tulita for a regional youth conference called, “Taking Action & Leadership”. Dana Bird of Tulita coordinated this successful conference with facilitation conducted by Ihuman Youth Society.

Dana Bird, (third from left) Youth Coordinator for Tulita, NT, surrounded by youth who participated at the Sahtu Youth Conference.

The conference was jam packed with workshops, guest speakers, events and delicious meals and excellent entertainment. Some of the workshops included: Youth Leadership/Self-Esteem; Impor-tance of Our Culture; Suicide Preven-tion; Alcohol & Drugs Presentation among others. Presentations from industry and government added an emphasis on economic opportunities. Donna Shear made a presentation on the Mackenzie Gas Project; Gwich’in President, Fred Carmichael made a presentation on the Aboriginal Pipeline Group; Grand Chief Herb Norwegian boated up the Mackenzie River to Tulita to provide a presentation on Environmental Impacts. These were just a few of the informative presentations.

Dana Bird credited the facilitators with adding to the success when she states, “Ihuman Society opened my eyes a bit. Knowing they are so young. They all quit drinking and doing drugs and they are really good role models.” She continues, “The reason behind this conference is to get the youth more aware of economic opportunities as well as making them aware of the problems associated with social problems. We had a drug awareness presentation because when large scale development like oil and gas occurs there is the potential for a lot of drugs and stuff and our community can be negatively impacted by that.” Awareness and prevention were key themes in the conference.

The vast entertainment added excitement to the conference. Ihuman Society provided Hip Hop Dancing and Break Dancing Music; a welcome Drum Dance and Feeding the Fire Ceremony brought out traditional focus; a Karaoke Night with bon-fire and hotdogs, a youth talent show, all summed up with a Youth Dance put on by none other than Much Music rounded out the Conference. “It was a success. I like seeing all the youth smiling and happy and giving them the chance to be aware of opportunities and behaviors that lead to success and a happy life,” states Dana Bird.

Tulita Dene Band Manger, Carl Yakeleya confirmed the success of the conference by saying, “It was a huge undertaking, but through a dedicated Youth Coordinator working with others, she made it all possible. We at the Tulita Dene Band want to say Mahsi Cho to Dana and all the coordinators and participants… it was work of great value to the youth of the Sahtu.”

A quality education just a click away

Yorkville University is bringing the Master of Arts in Counselling Psychology program to hundreds of homes around the globe. Yorkville’s accessible online program gives working professionals and residents of geographically isolated areas the chance to earn a graduate degree without disrupting daily routine or having to relocate.

The program consists of four 15-week trimesters, a work practicum and final thesis that are done over a 20 month period. Courses require a 25-30 hour weekly commitment that students can fit into their schedules in a way that works for them.

Andrea Bishop, Director of Student Services, Yorkville University.

Andrea Bishop, Yorkville University’s Director of Student Services is an avid supporter of online education and urges students of all technical levels to join the program and reap the many benefits of online education.

“Our programs are user friendly, easy to navigate and designed to meet the needs of students.” Ms. Bishop explains in reference to Yorkville University’s Learning Management System. “Over 90% of our students have never even taken an online course before and are pleasantly surprised with the easy navigation.” Ms. Bishop highlights that students regularly comment on how effective learning and communicating online is, and how in many ways it is better than in a classroom.

Yorkville University strives to optimize and improve its student’s learning and social environment starting with class sizes of no larger than 20. Other initiatives include student lounge forum sites where students can discuss topics of their choice, a welcoming forum for introductions and biographies and an interactive option of communicating to classmates or professors through skype – an online telephone system.

Yorkville University student Helene Boitel, a native of Zumikon, Switzerland, is one of Yorkville University’s farthest reaching students. “I faced the challenge of participating in the program while living in Switzerland and it was absolutely feasible!”

Ms. Boitel exclaims in gratitude of Yorkville University. “It is ideal for me to follow this program from home and to get a Masters degree that will mean a lot for me and my future.”

Cardinal home from her Simithsonian adventure

By Joe McWilliams

Fish scales. More than anything else, visitors to Margaret Cardinal's display at the Smithsonian Institution's Folklife Festival were fascinated by her fish scale art.

“It was a big hit,” says Cardinal, who spent a couple of weeks in late June and early July at the cultural festival in Washington D.C.

“I had birch bark baskets filled with fish scales. I got people to touch them and feel them. They couldn't believe it.”

The scales were dyed, according to a process invented by Mary Periard at Northern Lakes College in Grouard, and developed further by Cardinal, in her role as instructor of the college's Aboriginal Art and Design program. As one of 120 Albertans invited to the Smithsonian's festival, Cardinal had a free hand to show off the arts and crafts she has been teaching for many years at the college.

She had also been asked – and was prepared – to answer questions about her work, her life and her culture as a Cree Albertan. She heard plenty.

“People asked what tribe I'm from, whether I still spoke my language (she does). The weather. Do you still live on reserves?”

They asked lots as well about the fish scale art, surprised that the dye Margaret uses is commonly available in stores, rather than obtained from traditional sources.

“I'll do traditional dyes on commission,” say Cardinal. “But you have to take as long picking blueberries as you do dying scales.”

Plus, the store-bought dyes produce brighter colours. Combining traditional arts and modern methods is an aspect of contemporary Cree culture, and part of Cardinal's aim at the festival was to convey that fact.

“I had IKEA furniture in my tipi,” she says, by way of example.

Also among the questions Cardinal fielded from curious festival visitors were ones about the work she does as an instructor at Northern Lakes College.

“They wanted to know where Grouard was, what type of college, the range it covers, what type of programs.”

Cardinal answered questions too, about the Native Cultural Arts Museum, which is located on the college campus in Grouard. She has a close relationship with the museum – many of its artifacts were made by either her or her students. She had some of them along with her at the Smithsonian festival.

“I had borrowed displays from the Grouard museum,” she says.

Home now from her adventure in Washington D.C., Cardinal is ready to go back to teaching courses in Aboriginal Arts & Design wherever the college requires it. She's scheduled to provide cultural content to some of the college’s university transfer courses. Also, she expects to continue presenting short courses in communities wherever the demand arises. One place that might be – interestingly enough – is in Washington State, directly as a result of contacts made in Washington D.C. Also at the festival were traditional basket weavers from all over the United States. Cardinal became acquainted with many of them.

There's another working trip to the States in her plans. While in Washington, Cardinal and some other people were allowed to view a collection of American Indian artifacts from a donated private collection. Particularly interested in the dolls, she noticed that some had been mis-identified as work by Cree artists.

“They were Chipewyan,” she says. “They took note and said, 'This is exactly what we want.”

The upshot was that the Smithsonian people invited Cardinal and some other people to spend a week identifying and labeling the artifacts, and making recommendations. She's not sure when she'll get the chance, but she definitely wants to do it.

Meanwhile, at that other museum in Grouard, the college is considering what its future might be. College President Rick Neidig says the college board is in the process of clarifying the vision for the museum and its associated historical village.

“I want to establish that end vision with the stakeholders,” he says.

The museum has been a part of the college since 1976. More recently, the college began collecting old buildings to form part of the historical village. Together with tents and tipis (in season) this forms the 'village' that is the basis for a series of hands-on historical programs that are popular with schools in the area.

Aboriginal students win Millennium Awards for Excellence

Aboriginal high school students from across the country are among the winners of the 2006 Canada Millennium Scholarship Foundation’s excellence awards. The award recognizes outstanding students for their leadership skills, community involvement, academic achievement and interest in innovation.

“The Canada Millennium Scholarship Foundation is very proud to salute the entrance award recipients and looks forward to celebrating their continued achievements”, said Gérard Veilleux, chair of the Foundation’s Board of Directors.

There are three levels of excellence awards: national ($ 5,000, renewable for up to 3 years, for a possible total of $ 20,000), provincial/territorial ($ 4,000, renewable for up to 3 years for a possible $ 16,000) and local (one-time award of $ 4,000). The awards will be used toward the cost of studies at any Canadian university or college this fall.

“These students come from vastly different backgrounds, cultural influences and interests, but what they all have in common is the significant contribution they have already made to their communities and the potential to become some of Canada’s premier community leaders”, said Norman Riddell, the Foundation’s executive director and chief executive officer.

The Canada Millennium Scholarship Foundation is a private, independent organization created by an act of Parliament in 1998. It encourages Canadian students to strive for excellence and pursue their postsecondary studies. The Foundation distributes

$340 million in the form of bursaries and scholarships each year., Since its inception, it has awarded 670,000 bursaries and scholarships with a total value of $2 billion, to Canadian post-secondary students.

The Aboriginal recipients are:

Sinéad Charbonneau

Sinéad is a Métis student, living in Medicine Hat, AB. She is one of 100 students to receive a National Excellence Award from the Canada Millennium Scholarship Foundation. She will receive a cash award of $5,000, renewable for up to three additional years (to a maximum of $20,000).

Terrilyn Dallyn

Terrilyn is a Métis student, living in Meadow Lake, SK. She is one of 100 students to receive a National Excellence Award from the Canada Millennium Scholarship Foundation. She will receive a cash award of $5,000, renewable for up to three additional years (to a maximum of $20,000).

Kelly Graves

Kelly is an Interior Salish First Nations/Métis student, living in Port Moody, BC. She is one of 31 laureates in British Columbia to receive an Excellence Award from the Canada Millennium Scholarship Foundation.

David Lussier

David is a Métis student, living in Winnipeg, MB. He is one of 27 students in Manitoba to receive an Excellence Award from the Canada Millennium Scholarship Foundation. He will receive a cash award of $4,000, towards the cost of studies at any Canadian university or college this fall.

Nicholas O’Bumsawin

Nicholas is an Abenaki from Odanak, PQ, living in Sudbury, ON. He is one of 8 students in Sudbury to receive an Excellence Award from the Canada Millennium Scholarship Foundation. He will receive a cash award of $4,000, towards the cost of studies at any Canadian university or college this fall.

Chelsie Scragg

Chelsie is a Métis student, living in Saskatoon, Saskatchewan. She is one of 23 students in Saskatchewan to receive an Excellence Award from the Canada Millennium Scholarship Foundation. She will receive a cash award of $4,000, towards the cost of studies at any Canadian university or college this fall.

Christopher Sowden

Chris is a Métis student, living in Port Alberni, British Columbia. He is the only student from Port Alberni to receive an Excellence Award from the Canada Millennium Scholarship Foundation. He will receive a cash award of $4,000, towards the cost of studies at any Canadian university or college this fall.

Helping teachers teach

By Jo-Anne Gross

It’s interesting to look at all the educational fads we’ve encountered as far as literacy (something I like to call reading and spelling) since 1980. We’ve had the phase which lasted much, much too long to the detriment of two generations of children, called Whole Language. Most recently we have the phase referred to as Balanced Literacy. This is basically still right hemisphere teaching, i.e. the memorization of words. Yes, balanced literacy does talk about the addition of phonics and phonological awareness in its philosophy or approach but it lacks the explicitness and logic that helps kids learn to read and spell. We talk a great deal in our day and age of how the boys are not doing as well as the girls and we stress “give them high interest readers.” I stress at Remediation Plus, “Excuse me, could we please teach them how to read and spell before we give them high interest readers?”

Remediation Plus training held June 27-30, 2006 in Toronto, ON.
(Front Row L-R) Jo-Anne Gross,Remediation Plus Trainer; Shirley Keeper, Eenchokay Birchstick School at Pikangikum First Nation (EBS); Judy Staruck, EBS; Lindsay Young; Susie Grey, Waninitawingaang Memorial School at Lac Seul (Lac Seul); Ronda Potts, EBS; Lucie Strang, EBS.
(Back Row L-R) Mick Staruck, EBS Principal; Guy Strang, EBS; Dean Peters, EBS Director of Education; Fabian Strang, EBS; Fay Zoccole, Lac Seul; Macdonald Turtle, EBS; Enos King, EBS.

It appears through brain research so greatly enhanced in this decade with neuro-imaging and a half billion dollar research project from the National Institute of Child Health and Development (NICHD) that compiled the data and findings of several prestigious U.S. universities, that girls use both hemispheres of their brain when they learn to read while boys really process language in the left hemisphere of the brain. They really desperately need to learn to read and spell with a research based reading and spelling system that is explicit, systematic and synthetic and begins with phonological awareness, then phonics, then blending, then segmenting, then reading. Comprehension is easy once they read the words because they can read. We simply explain the meaning of words to them through observation (pictures) and explanations that are contextual. Vocabulary? Well, you’d be amazed how much vocabulary students learn annually as their reading skills enhance exponentially.

I developed the Remediation Plus System in a reading clinic in Toronto from 1999 to 2003. I was at the time obsessed with creating a pragmatic research application tool for the language learning disabled population. I was also tremendously committed to creating a system that taught their teachers. Teachers always were and always will be the heart, soul and now key to helping students develop their full potential. I was told time and time again how Special Education courses at university teach the teachers conflicting instructional paradigms and leave out the specifics. Dr. Jean Chall at Harvard was quoted several times in her Masters in Reading specialist programme stating that the teachers came to her not knowing the difference between a long vowel and a short vowel and consonant digraphs and vowel digraphs. That is unfortunate for both the teachers and the children they want to help.

Remediation Plus Systems can change everything for your school by training your teachers on the Remediation Plus curriculum. As stated earlier I was once obsessed with language processing problems. I remain committed to helping these children but I have come to understand that the literacy crises of our recent times could be averted by preventing as many problems as possible with research based teaching starting at age 5 (S.K. in Canada). Pikangikum community of teachers has all been trained as well as Lac Seul. Last year Big Grassy trained in Remediation Plus and started their literacy revolution!

For more information, www.remediationplus.com

College focuses on First Nations learning opportunities

First Nations learners are an important part of the student population at Northwest Community College (NWCC), located in northwestern British Columbia, and the College is responding to their individual needs. “Our First Nations students make up 40% of our student body. That presents us with a great opportunity to create customized programs to meet their needs,” says College President Stephanie Forsyth.

NWCC offers programs that give students an opportunity to learn skills that can be utilized within their own communities, while also exploring their traditions and cultures. Equally important, it offers the support systems that help ensure student success. Students can work with First Nations Access Coordinators to transition into college-life and get advice and encouragement with their studies whenever they need it. “First Nations Access Coordinators can assist students with everything from accessing funding to selecting the best program of study for their needs,” says Forsyth.

Many of NWCC’s recently created programs have come about as a direct result the First Nations Council’s input. The Council, the College and many local bands work collaboratively to establish culturally relevant programs and give a voice to First Nations in the northwest.

Freda Diesing School of Art and Design

Launched earlier this year, the Freda Diesing School of Art and Design is a tribute to the life and work of internationally renowned Haida artist and teacher, Freda Diesing. By passing on the knowledge and practice of First Nations art and culture the School continues the legacy of Freda who is credited with helping revive First Nations art. The School’s offerings will include programs at the certificate, diploma and degree level and will initially feature, carving, weaving, jewellery and print-making.

NWCC and Emily Carr Institute of Art and Design are working on a collaborative Degree in Fine Arts which will be part of the School's program offerings. This program will be distinct from other degrees offered in the province due to its unique focus on First Nations art of northwestern BC.

This fall 18 students of First Nations descent will be given the opportunity to learn the art and craft of traditional woodcarving. Stan Bevan and Ken McNeil, two distinguished carvers, will serve as teachers and mentors to the students in the School’s First Nations Artist in Residence (FNAR) program. Students share the instructors’ knowledge and experience while working alongside them and other respected, visiting artists. World-renowned artist Dempsey Bob will lend his knowledge, experience and creative talents as the Senior Advisor to the FNAR program.

First Nations Public Administration

The First Nations Public Administration Certificate program is an innovative part-time, 30-credit program offered in workshop format throughout the college region. This certificate program offers students working in the administration of First Nations the opportunity to improve their professional skills by providing them with training in management, computer applications, Aboriginal and business law, strategic management and leadership and communications. It combines general business courses with curriculum designed specifically for and with First Nations administrators to provide the theoretical framework on which to base job practice.

First Nations Land Stewardship

In cooperation with northwestern First Nations communities, NWCC has developed a new program in First Nations Land Stewardship. The program incorporates traditional and contemporary approaches to land use planning and resource management for First Nations. Elders, community leaders and instructors combine their knowledge and experience to provide students with an understanding of public service, a sense of pride in community, and practical skills including environmental knowledge, land title management and habitat identification. The program is offered through NWCC’s Hazelton Campus.

Culinary Arts

NWCC offers the only 2-year Culinary Arts program in British Columbia, with the second year focusing on traditional First Nations cuisine. Students will learn how to create culinary dishes that are representative of the Indigenous cultures of BC. These valuable skills will help continue the knowledge and traditions of Native cooking, and expose the population at large to First Nations cuisine.

These programs are a sampling of those designed specifically for First Nations learners. The College is continually looking for new and flexible ways to deliver education and training to meet student needs. “Whether it’s special partnerships, or flexible delivery models for existing courses, we are committed to creating ways we can support our First Nations learners,” says Forsyth.

New readers bookstore
A RESOURCE FOR ANY STAGE OF LEARNING

As a new adult reader, taking that first step in asking for help is often difficult. In doing so, you are taking control of your future and opening yourself up for countless opportunities. It is important to establish a network of support. Know that you are not alone! According to the Learning Policy Directorate, HRSDC, approximately 4 out of 10 people have difficulty reading and writing and face similar challenges.

As a tutor, trainer, educator, friend or family member, you know that helping someone learn to read can be very challenging and rewarding. Your patience, encouragement and understanding are keys to supporting new readers in their success.

Whether you are just learning to read, wanting to increase your reading and writing skills or are helping someone learn, the New Readers Bookstore is a great resource for you.

As a division of Laubach Literacy of Canada, the New Readers Bookstore carries a large variety of books to help individuals strengthen their ability to read and write but also specializes in resources for trainers, tutors and adult learners. Whatever your level of reading – from basic to advanced - with over 500 titles, the New Readers Bookstore meets the need for a variety of books to assist with learning in regard to:

Reading and writing skills
English as a Second Language
Volunteer resources
Math
Workplace literacy
Health skills
Family literacy
Fiction and non-fiction
Teacher’s resources
Development and training.

The New Readers Bookstore carries a diverse selection of Canadian content books. Some that highlight the First Nations community are:

Through the Eyes of Our Elders (learn about Ojibwe cooking, quilting and quill basket making),
10 Legends Workbook: Ojibwe and Iroquois Legends,
Voices 3 – Canadians who have made a difference (including stories about Chief Dan George and the Inuit artist Kenojuak).

Teaching resources available in the New Readers Bookstore include:

Empowering the Spirit
Empowering the Learner (Native Literacy Workbook)
Native Learning Styles (an assessment tool)
Listen to the Loon (teacher’s book, learner’s workbook, audio cassettes)

Learning to read or helping someone learn to read is an incredible experience. Laubach Literacy of Canada (LLC) is a national charitable organization that works to improve basic literacy skills to meet changing Canadian needs. LLC has over 100 local literacy councils operating across Canada.

The “Laubach Method” is widely acknowledged as one of the best ways for adults to learn to read and write. The uniqueness of the Laubach Method is exemplified in the organization’s moto “Each One, Teach One” which focuses on one-on-one tutoring so that students can learn at their own pace and convenience. For many who use this Method, the flexibility it offers is key. Many LLC students work shift work or are single parents struggling to get by. Being able to learn at a time that is convenient to their schedules is very appealing.

Through the Laubach Method, individuals seeking to upgrade their literacy skills are matched with a trained volunteer tutor. Together, the student and tutor work with the known (the spoken word) and move to the unknown (the written word) through a series of skill books. As a result of the one-on-one nature of the program, each student/tutor match works through the program based on the needs and abilities of the student.
Laubach Literacy of Canada is devoted to helping adults learn the basic literacy skills needed to become fully participant in their community. LLC provides the tools for volunteer literacy tutors to deliver one-on-one assistance to those who wish to improve their circumstances by adding literacy to their lives.

LLC, through the New Readers Bookstore, offers the best resources to encourage the success of individuals as they continue on their journey to enhancing their lives through reading.

For more information on the New Readers Bookstore or to browse our catalogue please visit www.laubach.ca.

Celebrating talented young Aboriginal authors
THE CANADIAN ABORIGINAL WRITING CHALLENGE

The Dominion Institute and Enbridge Inc. are pleased to announce the winners of the 2006 Aboriginal Writing Challenge. Alicia Elliott, age 18, and Sable Sweetgrass, age 29, are the winners of this year’s contest with their engaging stories about important moments in Aboriginal history.

With her story Across the Barricade, Alicia Elliott examined the Caledonia land dispute in Ontario from multiple perspectives and placed the modern day conflict in its historical context.

Alicia Elliot

Sable Sweetgrass

Sable Sweetgrass’ story dealt with the very current issue of the repatriation of First Nations peoples’ material culture interwoven with a tale of five generations of women.

Sposnored by Enbridge Inc. and organized by the Dominion Institute, The Aboriginal Writing Challenge is a national initiative geared to Aboriginal youth (ages 14-18 and 19-29). Participants were invited to write a short story about a defining moment or event in Aboriginal history. The stories were reviewed by an Advisory Committee of Aboriginal leaders and authors including Tantoo Cardinal and Tomson Highway.

The Aboriginal Writing Challenge provides an opportunity for Aboriginal youth of First Nations, Métis or Inuit decent from across the country to have their voices heard. We hope to uncover the budding creativity and talent of our youth and educate Canadians about the moments that have shaped our country and its people.

The first place winners receive cash prizes and a trip to Ottawa. Alicia and Sable’s stories will also be published in The Beaver: Canada’s History Magazine. Participants in both age groups with a story in the top ten receive a $200 prize. All winning essays are published online and all participants receive a certificate of recognition for their participation.Aboriginal leaders and authors will gather Thursday, September 28th at the National Gallery of Canada to celebrate the 2006 Aboriginal Writing Challenge. Alicia and Sable will receive their awards and there will be a special preview screening of the Canadian Learning Television documentary on the Writing Challenge, set to air in the fall.

The deadline for the upcoming 2007 Writing Challenge is May 6, 2007. Students and Educators interested in learning more about the contest guidelines should visit www.our-story.ca.

The Dominion Institute is a national charitable organization dedicated to promoting Canadian history and civic culture (www.dominion.ca).

Designed for the working professional, the MBA program will prepare you to be a business leader

TThe University of Saskatchewan’s MBA specializing in Indigenous Management is the only one of its kind in Canada. Our program will prepare you to become a leader in business and community economic development.

As the demand for individuals with specialized knowledge and skills related to Aboriginal business and community development increases, the Aboriginal business case is clear. Organizations are actively recruiting qualified candidates, especially those with an understanding of Aboriginal business, politics, culture, history and economies.

The U of S MBA is a 12-month program designed for the working professional. You begin your year with four months of full-time study, learning the foundations of management from faculty experts in several different disciplines. The approach helps you clearly understand concepts and integrate what you learn into a solid knowledge base.

For the Indigenous Management specialization, you will work in an innovative and stimulating environment that includes lectures, group work simulations, seminars, sharing circles, guest lecturers and case studies. Working as part of a team you will learn the technical skills you need to find solutions to challenges specific to Aboriginal business.

You will explore management of contemporary Aboriginal organizations, business advancement and economic development issues unique to this economic sector. You will learn about treaty, self-government and land claim issues and their implications for decision-making. All of the courses honor the Indigenous voice and Indigenous knowledge.

Three years of work experience and an undergraduate degree are required for admission to the U of S MBA.

Further information is available at www.uofsmba.ca or by calling 306-966-8678.

Exciting educational and career opportunities at UVic

By Andre Kushniruk, Director, School of Health Information Science, University of Victoria

Today a lot of people look for health information on the web to learn more about health, illness and disease. Increasingly, doctors and nurses in hospitals, homecare agencies and rural outposts need to have better access to information to help patients get better. The School of Health Information Science at the University of Victoria is one of the most unique and exciting educational programs in Canada that addresses these needs. The program offers a range of degree and study options in the emerging field of health informatics, which is the study of information processing and communication in a range of healthcare settings. This can include designing information used by doctors and nurses in hospitals (which often involves designing and setting up computer and communication technology to support their work) as well as developing content for websites that allow patients to get answers to questions about their health and health problems. There is a high demand for individuals educated in health informatics to take on challenging positions in federal, provincial, and community governments; hospitals; and private industries across Canada and other countries. Health Information Science graduates work as systems and project analysts, system consultants, research assistants, planning analysts, system support staff, trainers and managers of the healthcare system. The School has over 500 graduates, 75% of whom are working in BC. Forty percent of graduates work in management consulting firms, software houses, or computer firms. Another 40% work in government departments and community health agencies, while about 20% work in hospitals and extended care facilities.

The program of study includes a range of interesting courses that deal with the design of healthcare information systems, the effective management of information and information support systems, telehealth and the study of human aspects of the use of healthcare information and technology. Individuals can graduate with a Bachelor of Science (BSc) or Master of Science (MSc) degree, and are prepared to make a positive contribution to Canada’s 92 billion-dollar health care industry. Our graduates are highly paid and sought after by employers across BC, Canada and internationally (with starting salaries in the range of $45,000 - $50,000 per year). The School of Health Information Science attracts not only recent high school graduates but also individuals of all ages who are seeking career enhancements in order to obtain more challenging or more gainful employment. The students range in age from 18 to 50 years and come into the program with a wide range of educational and work interests and experience.

This coming year the School will be hosting its 25th Anniversary celebrations to commemorate its founding. The School has been offering exciting and world renowned programs in this field since 1982 and continues to expand its offerings to include new programs such as a combined program with computer science and a distance Masters program, which allows students to continue working while completing a Masters degree over the Internet. In addition, the School continues to offer its students an invaluable learning experience through its undergraduate co-operative education program which means that paid work experience in the field is integrated with on campus academic studies on an alternating semester model. During their work experience, students can earn between $2,300 and $2,800 per month. If you would like more information about the School of Health Information Science and the exciting career opportunities in this emerging area please visit our web site at: http://hinf.uvic.ca

The Hospitality Skills Development Program for Aboriginal Youth a success story

By Patricia Bertrand

Charlene is accustomed to roadblocks. A few years ago she attempted to attend college in Edmonton. She was forced to withdraw from school when she learned that she had to continuously occupy her home, or she would lose it to another family. Lack of adequate housing, transportation, affordable child care as well as disabilities are common barriers that people like Charlene face every day in their effort to find employment. Charlene has also dealt with racism, an abusive husband, and alcoholism within her family. With all the issues in her life, living on social assistance had become the norm for Charlene and her young son.

After completing the program at EmployAbilities, Charlene found work in the tourism industry providing information about the history and culture of First Nations people to tourists.

When she learned about a new program being offered on her reserve by EmployAbilities with funding from AHR&E and Service Canada, she signed up as soon as she could. The program was a Hospitality Skills Program for Aboriginal youth. The students of the program learned that they can have a career in the hospitality field, with supervisory and management positions available to them in the future. Charlene received training and certificates in WHMIS, First Aid, Alberta Server Intervention, Service Best, Food Safe, Basic Computer Skills and a week long Hotel Skills course provided by the Northern Alberta Institute of Technology (N.A.I.T). She also learned the soft skills identified by the Conference Board of Canada and local businesses that are needed to maintain employment after finding a job. Some of the skills taught were reliability, stress management, budgeting, self esteem, communication, problem solving, giving and receiving feedback, goal setting, professionalism, and several other skills that are needed to be successful in the workplace. With the program being offered in her community, Charlene was able to learn a new skill and keep her house.

The highlight of the five month long program was a motivational conference planned and organized by the students. Charlene was very involved from the start. She wrote invitations to guest speakers, helped decorate the band hall on her reserve, and took registrations during the event. By working diligently to help the event be a success, Charlene was able to practice many of the skills she had learned during the training program.

Charlene was so motivated to work that, even though the program was offering work experience placements that would lead to jobs, Charlene found her own employer. She has been hired to work full time in the tourism industry providing information about the history and culture of the First Nations people to tourists.

“It’s been great for me,” Charlene said, “ I now have a full time job in a field I like and I can walk to work. My son is happy too, because his mom isn’t stressed all the time.

“More importantly, I am contributing to my community and that makes me feel better about myself.”

Mineral Engineering student and Aber Scholarship recipient explores Australia

Chelsea Hamilton began 2006 on an exciting note. In January the third-year University of Toronto Mineral Engineering student and Aber Scholarship Recipient headed to Australia on a one-term exchange at the University of Queensland. From the Yukon, Chelsea, who is the first person ever from the Lassonde Mineral Engineering Program to participate in such an exchange, chose Australia for its great mining potential.

Chelsea Hamilton

“Australia’s landscape is very intriguing for a mineral engineer, or any sort of geologist, for that matter,” she says. “It is such a vast landscape, and we have little knowledge of what’s really there. What has been found is promising: all kinds of metals, gold and diamonds, and it’s the opal capital of the world.”

But while noting the richness of the country, she also stresses its tremendous beauty and the need to balance extraction processes with environmental preservation: “Mineral engineering has garnered a reputation for being almost all manual labour, dangerous and environmentally damaging. But mining has changed in recent years. There has been a lot more research dedicated to safer, more economical and environmentally friendly techniques for mining.” Hamilton cites high-tech equipment, robotic mining, telemining, satellite geophysics, remote sensing, digital modeling of ore reserves, extensive use of computer programs and rock mechanics software—all making it possible to find value in the tailings of previously mined sites.

Chelsea was chosen for the exchange after a long and comprehensive application process. It’s not surprising that she would choose a less traditional path of study and experience. In the summer of 2004, she returned to her native Yukon, where she headed an environmental team that built and maintained educational hiking trails. In summer 2005 she worked as an assistant bridge inspector with the Yukon government. The position allowed her to gain valuable work experience, both in the field inspecting half the bridges and culverts in the Yukon, as well as in an engineering office. Mineral engineering is also a lucrative field for young women and men to consider, she adds. Newer high-tech methods are contributing to an economic and employment boom in mining.

This boom, however, is due to more than just technological innovation. “There is great demand for natural resources in the world right now, and in particular in Asia,” says Professor Paul Young, Chair of the Department of Civil Engineering, home of the Mineral Engineering Program. “The minerals industry has been on a high, and we don’t foresee this demand diminishing. In fact, the minerals industry accounted for 4% of the GDP this past year.”

“There are many opportunities for my generation,” says Hamilton. “Most of the mining operations will be run by the younger-generation geologists and engineers….We have a 30-year gap to fill.” The Aber Scholarship has allowed Chelsea to pursue many of her interests while working towards her engineering degree, and she encourages other students in Canada’s territories to explore the wonderful world of minerals at the University of Toronto and benefit from Aber’s generous sponsorship.

Ben Calf Robe Society celebrates 25 years

The Ben Calf Robe Society, an Aboriginal not-for-profit social services agency, marks its 25th year of providing services for Aboriginal children and families. Over the years, Ben Calf Robe Society has responded to the needs of the Aboriginal community, providing a wide range of programs as diverse as Cultural Awareness Training and the Breakfast Lunch Program. The Ben Calf Robe Society covers almost every aspect of support and resources for Aboriginal children and their families.

This year has been filled with special events celebrating twenty-five years of service, culminating in a special Annual General Meeting, (AGM) highlighted by the release of a new Aboriginal Children’s CD; “Mossbag Lullaby” by Juno nominated musician Laura Vinson and her band Free Spirit. Anyone interested in pre-ordering the CD can do so by phoning the Society at (780)477-6648.

Some highlights in this year’s celebrations included The Ben Calf Robe’s Annual Traditional Pow Wow which was held May 13th at the U of A Butterdome, the event was a huge success.

“Pow Wow for us is like Christmas,” explains Co-Executive Director Laura Vinson, “so we find it very important to keep it an annual celebration.” With stunning musical and dance performances and an incredible selection of traditional Aboriginal crafts the Annual Traditional Pow Wow is something the entire family can always attend.

“Our Pow Wow is one of the few events that reach the urban inner city population and our people need to participate in an event that gives them a positive connection to their culture and pride in their identity.

Another highlight was June 1st which was the official day of inception for the Ben Calf Robe Society. An all-day event started with a free pancake breakfast that was open to the entire Edmonton Community. Crafts, entertainment and information on the services the Society provides were all part of the special day that culminated in the unveiling of the Ben Calf Robe monument reflecting the 25 years of service. The event wound down with a free Aboriginal lunch and even more entertainment from Aboriginal dancers and drummers. July 20th marked our first time participating in the Capital Ex Parade in which we won The Ethnic Heritage Award, “The Entry that Best Depicts A Part of Any Ethnic Heritage” Grand Prize. “Needless to say, for our first time entering, we were all extremely proud” beamed Co-Executive Director Christine Lamontagne. “But I know how many creative staff we have so I wasn’t too shocked.”

“The Society was created as a way to ensure that the Aboriginal youth would be informed about the cultural gifts of their own people,” explains Leith Campbell, member of the Ben Calf Robe Board of Directors since it’s inception in 1981. “It was said the reason why so many of the youth were into drugs and alcohol was because they had lost their culture. We, (Edmonton Catholic School Board and the Nechi Institute), felt that (cultural training) would be a really helpful way to keep them in school and to instill in them personal pride in being Aboriginal.”

“Since our meager beginnings with only six staff we have grown big time, (over 100 staff), and it’s a tougher world,” says Campbell. “Many things are happening to the community and they need the continued partnership support of the Provincial and Federal governments and the school districts. Without them partnerships don’t work.”

Returning to school pays off for Lily-Tina Norwegian

By Dene Skylar

Lily-Tina Norwegian is a soft spoken Dene woman of Gwich’in and Slavey ancestry. Her path towards education has been based on real life experience where she came to realize the value of getting a formal education.

Lily-Tina Norwegian

Lily-Tina was born in Inuvik and raised in Inuvik and Tsiigehtchic, Northwest Territories. She was born into her traditional territory at a time when rapid social and cultural change was occurring. “My mom came off the land when she was 15. Our parents were primarily traditional people who lived off the land and water before they moved to town.”

Many northern Aboriginal peoples moved into government created communities such as Inuvik which was created in 1958 to be the “model northern town.” But the newly created Town of Inuvik also held significant change issues as Lily-Tina notes when asked by Native Journal – What was it like growing up in Inuvik? “It was tough. The Beaufort-Delta was very economically active with oil and gas exploration. A lot of drinking was going on. As a young woman it wasn’t that great. Too much was happening to fast. There seemed to be nothing to do for youth. I was a good student but everything else seemed to be socially dislocated.” For many Aboriginal people the move off the land from independent living to government facilitated dependence was aggravating but things were changing from the hunting and harvesting culture to a wage employment culture.

Lily-Tina left school and moved south to explore new opportunities which would ultimately lead back to education. She states, “I lived in the south and my experience was that there was a lot of discrimination against aboriginal people. After 20 years of struggle, I turned to education and focused on career advancement because I found the government system to be very counter productive…I was a single parent and my experience was that the system was co-dependent on dependency. The main reason I made it was because there was a lot of women that stepped forward to help me and my daughter.”

Lily-Tina credits much of her determination to succeed in life and education to the support of other women, agencies and friends. She worked as Executive & Program Assistant Intern for the Status of Women Council of the NWT and states, “It was an opportunity that the Council gave me. It has opened my eyes to the women of the north and their issues and concerns. I have been invited to communities to participate in workshops and conferences on everything from Socio-Economic Issues to Elders Abuse. It has opened information doors and made me even more determined to complete my degree in Self-Government.”

Across Canada many students are settling in for another year of studies to work towards completing their educational goals. Lily-Tina has gained the wisdom of experience and demonstrates this by saying, “If your dream is to go back to school, I encourage people to be focused. It is a self-awakening discovery. But with anything good, you always have to sacrifice things. For me I have had to put my personal life on hold so I can stay focused on my education goals and academic life.”

Despite a learning disability, Tina-Lily is determined to succeed. She returned to the University of Winnipeg, Manitoba to complete her Degree in Self-Government. If you are returning to school as a mature student, Tina-Lily’s words may interest you, “My goal has been to complete this Degree within 6 years because I had to be realistic about the upgrading involved, work required to live and the responsibility of raising my child. It looked like it was impossible but when I planned it out one day at a time, one step at a time – it worked. This is my final year. It’s going to be hard but I am determined to do it.”

Native Journal says Mahsi Cho to Lily-Tina for sharing part of her story and as many other students return to the learning halls, we wish you all the very best in discipline, dedication and through it, success.

Media students win prestigious journalism jobs

Three third-year students in First Nations Technical Institute’s Aboriginal Media Program are working this summer at CTV Ottawa, CBC Radio in Sudbury and Wawatay in Sioux Lookout and Thunder Bay.

Christina George (left), Brent Wesley (right)

“I realize how lucky I am to be part of such a prestigious team,” says Christina George of Oneida Nation of the Thames, assistant to the assignment editor at CTV Ottawa for a 12-week internship. “I’m working with people I studied and admired while watching CJOH-TV at school in Tyendinaga.” In the afternoons, as a researcher/writer with the producer of the Good Morning Canada show, George searches CTV’s data-base for suitable stories for the program from all over Canada, times and logs them, and rewrites scripts for the anchor’s stand-ups.

Jennifer Ashawasegai

“A lot of people work to make the show and it’s an amazing process to see it all come together. Everyone is really cool and we all try to accommodate each other,” says George. A single mother of five, she thanks her mother and her extended family for taking care of her children back home while she’s in Ottawa. “I am very lucky that I have a family that supports each other.”

FNTI’s media program’s unique emphasis on placement also supports its students. “Extensive placement or internship, about 60 weeks over three years, is especially suited to Aboriginal learning styles,” says program manager Brant Bardy. And FNTI’s relationship with SABAR, the Strategic Alliance of Broadcasters for Aboriginal Reflection, a national group, has led to more high profile internship opportunities for learners.

Jennifer Ashawasegai, from Henvey Inlet First Nation, is working as a reporter for 10 weeks this summer at CBC-Radio in Sudbury. Ashawasegai, who has worked for Haliburton Broadcasting in Parry Sound, Ont., at KNZA Radio in Kansas, and freelanced from Nova Scotia for Mi’kmaq Maliseet News and other publications, says she loves the opportunity at CBC.

“CBC has a lot more content and does more than just scratch the surface of a story. A more complex and controversial issue may need time, and will also be used for a current affairs show, or some other programming. Private radio is more about quick hits,” says Ashawasegai, the mother of two teenagers.

Ashawasegai, who worked in forestry and as a court worker for Aboriginal Legal Services of Toronto before starting in radio, says interning in a new media outlet is always challenging. “It takes a minute to get into the groove of new equipment, different writing styles and different personalities. And I’ve been to vastly different geographical regions, and the issues are different as well. I’ve been fortunate to have very rich experiences and to run into great people.”

She gives credit to the Aboriginal Media Program. “The program is very supportive for students, and has been my comfort zone when I go to new places. I have been taught to write balanced stories, and also to keep an eye out for the news, so I am prepared wherever I go.”

A classmate of the two women, Brent Wesley, of Constance Lake First Nation in Northern Ontario, starts a full-time job this summer with Wawatay’s newspaper division. (Wawatay will give him time off to finish his third-year studies.) Wawatay, edited by Adrienne Fox-Keesic, has won many awards including a recent Ontario Community Newspapers Association Best Tabloid Front Page for a page dominated by a photo and story freelanced by Wesley.

Wesley, who worked last year as a youth policy analyst with the Chiefs of Ontario while attending school, says he’s glad to be based in the north again. "Over the last two years of school, I have learned many things that will help and guide me in my position with Wawatay News. I'm anxious for this opportunity to begin doing the work I want to do and to cover the stories that matter most to Aboriginal people." He leaves soon to cover a Chiefs of Ontario conference in Big Trout Lake.

Classroom time in the Aboriginal Media Program includes 18 weeks in first year, alternating with 16 weeks of placement. In second and third years, internship time increases and in-class time gradually diminishes. “As they move through a variety of internships while still in school, learners take on increasing responsibility and more complex assignments,” says Bardy.

“The demanding, high quality jobs these three are doing, even before their graduating year, prove that our combination of classes and industry experience works,” he adds.

Christina George agrees, citing her experience so far with CTV in Ottawa. “I feel comfortable around my colleagues and I am confident I can do the job I was hired to do. I feel the sense of responsibility to professionalism at the highest standards…I came here prepared because of the education and experience that I received at FNTI.”

According to Bardy, the Aboriginal Media Program has had more than 20 graduates since it began in 1997 as Canada’s only diploma program in journalism for Aboriginal people. The program, in partnership with Humber Institute of Technology and Advanced Learning, leads to a three-year journalism diploma from each institution.

FNTI, on Tyendinaga Mohawk Territory east of Belleville, Ont., is one of the oldest and largest Aboriginal post-secondary institutions in Canada with more than 2,000 graduates since 1985. Innovations such as culturally based curriculum and prior learning assessment have been developed at FNTI to meet the needs of Aboriginal students.

For more information: Brant Bardy, Manager, Aboriginal Media Program, First Nations Technical Institute brantb@fnti.net. 1-800-267-0637.