770 10 13247 https://digitalcollections.lakeheadu.ca/files/original/d1bc7eb1b70f123e16b92746a4428c4e.jpg 2e785b96fa84c8f2c2aaa9c72c1ba044 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Erosion in Transplant Lines Subject The topic of the resource Forest Products Industry Description An account of the resource Erosion in transplant lines. White spruce, 2+1, transplants. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1961-08-20 Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context Armson-Nurseries-059 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Moonbeam https://digitalcollections.lakeheadu.ca/files/original/dc142cddd5f2cce74bf6d16e1e6a640b.jpg 5a61c7bcb3286bb782f9f19970bba8ff Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Six-Row Transplanting Machine Subject The topic of the resource Forest Products Industry Description An account of the resource Six-row transplanting machine. White spruce, 2+0, transplanting. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1961-05-15 Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context Armson-Nurseries-060 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - St. Williams https://digitalcollections.lakeheadu.ca/files/original/1b9a772fc4af4305b8822aa5b385564f.jpg 8615151bedd01d39b01163b72b27d601 https://digitalcollections.lakeheadu.ca/files/original/6b493ef8de3d9489109eef32402e2a42.jpg a63e0885d8ae7713b26f6ff6e39f4901 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lumber camp Subject The topic of the resource Business and Industry Forest Products Industry People Description An account of the resource Lumber camp, Kaministiquia, Ontario. People in photo: (left to right) -- Seppanen, Hilma Niemi, Hilkka Lehto, Anna Lehto. Donor: Anna Lehto. 2 copies. Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context MG8_D13Ci98-4 MG8_D13Ci98-4a Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Kaministiquia https://digitalcollections.lakeheadu.ca/files/original/363a454ecd7418805882ba155c6959cc.jpg 344ffe09395246dc732383213f1b7ddc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lumber camp cooking staff Subject The topic of the resource Business and Industry Forest Products Industry People Description An account of the resource Lumber camp cooking staff. Donor: Arlene Everette. Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context MG8_D13Ci98-5 https://digitalcollections.lakeheadu.ca/files/original/a98b095f96a2a377e1006798de7f6f1c.jpg ec91e9ca0b1dbad05b497f2e003b06c0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cook with horse team Subject The topic of the resource Business and Industry Forest Products Industry People Description An account of the resource Cook with horse team. Donor: S. Anttila. Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context MG8_D13Ci98-6 https://digitalcollections.lakeheadu.ca/files/original/66c06f32e2bb3f9d48d85e9d392f0d9c.jpg 13f5b78060ee521d85beaa2ceac7607e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lumber camp crew dining Subject The topic of the resource Business and Industry Forest Products Industry People Description An account of the resource Lumber camp crew at a meal. Donor: Langila. Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context MG8_D13Ci99 https://digitalcollections.lakeheadu.ca/files/original/c5d49b2f463aea34434dcbb8577d18f9.jpg 2458585501d86e3198a72e00ce3fc838 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lumber camp cooking staff Subject The topic of the resource Business and Industry Forest Products Industry People Description An account of the resource Lumber camp cooking staff. Donor: Langila. Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context MG8_D13Ci100 https://digitalcollections.lakeheadu.ca/files/original/7a6dbf09145399af945e926f967937f0.pdf a351fb96b8752d2a0a9e7517099d0fe1 PDF Text Text NATIVE ACCESS PROGRAM FOR ENGINEERING as Developed by The Aboriginal Peoples and The School of Engineering at Lakehead University •FOLLOW - UP CONFERENCE• Valhalla Inn Thunder Bay Friday, February 21, 1992 AGENDA 9:00 a.m. Opening - Dr. R. Lyons and W. Linklater 9:30 a.m. Introductory Remarks - Dr. R. G. Rosehart, P.Eng. 9:45 a.m. Conference Facilitators - Dennis Macknack and Don Robertson 10:00 a.m. Program and Development Committee Report - Dr. J. Gary Locker, P.Eng. • Discussion 10:45 a.m. Break 11:00 a.m. Finance Committee Report - John Nabigon • Discussion 11:30 am. Selection and Recruitment Committee Report- Mark Sault • Discussion 12:00 p.m. Complimentary Lunch Luncheon Speaker -- Chief Elijah Harper, MLA for Rupertsland, Manitoba 2:00 p.m. Recruitment and Selection Committee Discussion with Participants. • Detailed discussion of proposed literature, posters, etc. • Your ideas on recruitment and selection. • How do we link with your students? • How do we maintain contact? 3:30 p.m. Closure - W. Linklater. Canadian Federation ELIJAH HARPER appears through the CANADIAN PROGRAMMING SERVICE. Federation ~ o f Students canadienne des etudiant(e)s FCE � https://digitalcollections.lakeheadu.ca/files/original/e0e1beb432e8ed089eea7720709c8e5c.pdf d641e5bf13e7a0b76ddf14c6afda34dc PDF Text Text Lakehead University_____sc_hoo_lo_ifE_ngi_·nee_rin_gThunder Bay, Ontario, Canada Telephone 343 8321 Postal Code P7B 5£1 Area Code 807 January 30, 1992. Dr. A. E. Epp, Department of History, Lakehead University, Thunder Bay, Ontario, P7B 5E1. Dear Dr. Epp: At the September 1991 Workshop on the proposed Native Access Program for Engineering there was: • unanimous support for program development provided that there was involvement of the native community; • a request for a follow-up conference to report progress. I have included a copy of the proceedings for your information. The purpose of this letter is to invite you or your delegate to the proposed •Follow-Up Conference• which will be held on Friday, February 21, 1992 at the Valhalla Inn in Thunder bay. A draft agenda is attached for your information. Since the workshop in September three different committees have been struck: • a Program Development Committee which has nearly completed their task; • a Finance Committee which is working to obtain supplemental support and awards for students; • a Recruitment and Selection Committee which has begun its work to develop the ways and means to locate and select quality students for the program. The membership of these committees is attached for your information. In addition to bringing you up-to-date and obtaining your input, it is most important that we discuss the recruitment and selection process because we still expect to have students in this program by mid-July 1992. We plan to put the program before Lakehead University's Native Advisory Council, and various University academic groups including the Senate within the next couple of months. During that period, the funding should also be secured. We are on schedule so your input and support are important. If you are personally unable to attend, please try to send a colleague who is involved in education counselling. You will appreciate our need for your early response to this invitation so we can confirm our arrangements with the hotel. I am enclosing a response form; please fax your reply (807) 3438928, however, a stamped return envelope is also enclosed for your convenience. If you wish to arrange for accommodation now, please contact the Valhalla Inn (1-800-268-2500 toll free or for Northwestern Ontario, 1-800-465-5037 toll free; or fax 807-475-4723) where a block of room has been reserved under the group confirmation number G2797. .. ....... /2 - -- - - - - - -- A AhrthPrn T7ic,i,n _ _ _ _ _ _ _ _ __ �,AKEHEAD UNIVERSITY February Conference, Page 2. We do expect representatives to take care of their own expenses for travel, accommodations and some meals, as our funds are quite limited. However, we will be able to consider some funding assistance to a very limited number of invited representatives if we hear from them soon. Whether you are able to attend or not, we intend to provide you with a written account of the conference and invite your input and reactions. I sincerely hope that you or your representatives will be able to attend; we continue to need your help to make this program successful and to provide students with the opportunity for an engineering education. Yours sincerely, JGL:sc J. G. LOCKER, Ph.D., P.Eng., Director, School of Engineering. �NATIVE ACCESS PROGRAM FOR ENGINEERING LAKEHEAD UNIVERSllY School of Engineering COMMITTEES Program Development Committee 1. 2. 3. 4. 5. 6. 7. 8. 9. 1o. 11. Ron Dokis, P.Eng., Canadian Pacific Forest Products. Murray Cohen, Program Development Officer, Lakehead University. Jo-Anne Fisher-Wade, Lakehead University Native Advisory Council. Laurie Garred, P.Eng., Chairman, Dept. of Chemical Engineering, Lakehead University. Derek Hill, P.Eng., Supervisor, Technical Services, Mushkegowuk Council. Gary Locker, P.Eng., Director, School of Engineering, Lakehead University. Buddy Loyie, Chief's Advisory Services, Fort Frances. Richard Lyons, Elder. Rebecca Maki, Consultant. Myrna Goodwin, Engineering Student, Lakehead University. Floyd William, Engineering Student, Lakehead University. Finance Committee 1. 2. 3. 4. 5. Alfred Eli, Dept. of Indian & Northern Affairs. John Nabigon, Ojibway 1850 Treaty Council. Brad Thompson, Ontario Metis and Aboriginal Association. Gary Locker, Director, School of Engineering, Lakehead University. Daniel Anderson, Shibogama Tribal Council. Recruitment and Selection Committee 1. 2. 2. 3. 4. 5. Murray Cohen, Program Development Officer, Lakehead University. John Dudley, Northern Nishawbe Education Council. Gary Locker, Director, School· of Engineering. Patty McGuire, ·Native Nurses Entry Program, Lakehead University. Mark Sault, Rainy Lake Ojibway Education Authority. Ron Thomas, Indian and Northern Affairs Canada. � https://digitalcollections.lakeheadu.ca/files/original/f91fc4b4f9a12ad527ceb55af24b6fb2.pdf 81370795b6694fe412fac99024a9457d PDF Text Text �Native Access Program for Engineering WORKSHOP PROCEEDINGS Native Communities I, and I I School of Engineering I I I Lakehead University Valhalla Inn Thunder Bay, Ontario I September 24, 25, 1991 �I I I I I I I I I I I I WORKSHOP PROCEEDINGS Preamble In the Spring of 1991 the School of Engineering at L.akehead University began an investigation into the need for native engineers and the potential for the establishment of a Native Engineering Access Program at Lakehead University. This investigation consisted of a series of personal visits by the Director of the School to a number of educational authorities and other native organizations in the region that is served by Lakehead University. As a result of the positive and encouraging responses to this idea amongst officials of the Native community, the plan for a larger, workshop format seminar took shape. The workshop was planned for September 24 and 25 in Thunder Bay. Representation from over two dozen different native organizations, community groups, tribal authorities and provincial organizations was invited. Elders from the local community were approached in the traditional manner to gain the benefit of their guiding presence and participation at the workshops. The major purpose of the workshop was: To determine an impression of the need for engineering education for Ontario First Nations People. The Conference The agenda (attached) was constructed to provide participants with an initial introduction to background information concerning engineering as a profession, general issues in the current supply of graduate engineers, the market demand for Native . graduates, the value of native graduates to the future economic and physical well being of Ontario First Nations communities, the nature of successful Access Models of university education for native people and the unique structure and benefits of the Lakehead University Engineering program. Day One of the Conference Elders, Richard Lyons and Walter Linklater, opened the proceedings in the traditional manner, asking for guidance and reminding participants of the seriousness and importance of the task ahead of them and of the need for them to approach these tasks in a spirit of openness, camaraderie and good humour. Dr. Rosehart, President of Lakehead University, welcomed participants and confirmed Lakehead University's commitment to supporting the needs of native �I I I I I I I 3 learners in Northern Ontario. George Hickes, a Manitoba native MLA, spoke about the benefits of the University of Manitoba programs to that province's Northern development. Doug Stone, a practising engineer with many years of diversified experience, gave a comprehensive overview of the types of work engineers do and the nature of their professional training. Derek Hill, a professional native engineer from the Muskegowuk Tribal area and one of the few native engineering graduates from Lakehead University, spoke about his own background and educational experience and the need for more native engineers. Gary Locker, Director of the School of Engineering at Lakehead University, related the difficulties that the School has had in responding in to native students and the commitment of the School to change that situation. He also gave an overview of Lakehead University engineering programs and a description of the variety of students which these programs now serve. The remainder of the first day was spent in small group working sessions dealing with issues relating to the supply and training of Native Engineers and the specific challenges of designing an access program in engineering at Lakehead University. Workshop recorders for all sessions were Rebecca Maki, George Boyd, George Hickes and Murray Cohen. The first series of workshops on the afternoon of the first day dealt with four related topics: Supply and demand of Native Engineers; Why more native students don't choose engineering; How the field of Engineering can be explained to the communities and potential students. Several related themes emerged within each of the workshops. • It was generally agreed that the further development of self government will create a great demand for trained native engineers who understand the native community and its needs. • At present, the lack of role models make it difficult to recruit and to explain engineering as a profession; this is especially true amongst young women. Since engineering is not as visible as some other professional occupations in the communities, there is little understanding about the role and value of engineering. I • There appears to be a lack of quality secondary education programs in some communities and a lack of awareness on the part of school counsellors both of the need for engineers and the importance of the mathematics and sciences to the students. They and the community need to be better informed about how engineers can improve life in their communities. • A series of actions are required to educate the communities and the youth about �I I I I I I I I I I I I I ~ I I I 4 the role and importance of engineering. Students must be made aware of the requirements and the hard work that choosing an engineering career brings with it. At the end of the first day all four of the groups shared their findings in a plenary session. As a result of that session a number of additional topics were identified for inclusion in the second day workshops. The day was brought to a close by traditional ceremonies and everyone retired to an evening banquet and good fellowship. Day Two of the Conference After morning opening and prayers, Elder Walter Linklater took some time to provide a traditional perspective on the educational and political history of First Nations in Canada and the role of elders. Workshops in day two dealt with a broad range of detailed topics and developed a number of specific recommendations concerning elements of the access program itself, including recruitment, selection, orientation, counselling, contact with communities, support systems and academic support. These are too numerous to summarize and are presented below in point form: Recruitment Methods 1. 2. 3. 4. 5. 6. 7. Advertisements in newspapers, television, radio, video tapes. Use Native organization networks. Develop posters for placement in stores, post offices and band offices. Inform school counsellors and get their support. Use every opportunity to couple career counselling with academic counselling. Attend career days and high schools with professionals and other role models. Develop brochures. Selection 1. 2. 3. 4. 5. Review the selection processes in place for similar programs. Evaluate educational background. Obtain recommendations from the communities. Evaluate the personal commitment and interest in the program. Use orientation period to help in selection. Financing and Resources for Students 1. 2. 3. Assistance available through DIA Post Secondary Assistance Program. Single and mature students should be given equal eligibility for financial assistance. Financial assistance should be flexible based on need. Traditional ways of funding students has resulted in wasted dollars. The link to First Nation Communities is very important to ensure on-going sponsorship of engineering students and to ensure no undue hardships are �I I I I I I I 5 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. created, i.e. late cheques, rent payments, etc. Financial assistance requires that students be in place by April at the latest to ensure availability of funding for September. OSAP funding is available to students who do not qualify for funding through DIA. Current scholarships available through the Post Secondary Program be maintained and ensure that engineering students have access to this scholarship fund. Explore other scholarships that are available to Native students, locally, provincially and nationally. Approach First Nation Communities and political organizations for scholarship bursaries. Special scholarship fund be created for status and non-status engineering students. Approach various corporations or industries, Hydro, mining companies, etc. Assist students in finding summer employment. A break in studies is very important. Students should return to communities to work in the summer months. Length of sponsorship should be flexible keeping in mind the students' commitment and the demands of the engineering program. Create an engineering education fund to ensure financial stability of the program. Obtain funds from the private sector, political organizations, universities, colleges, DIA, foundations, First Nations/Tribal councils. Look at supporting Engineering students as an investment for the future rather than spending dollars on consultants. To ensure on-going financial support for the program, First Nation Communities must have on-going involvement in the program. Continuous feedback and linkage is crucial if this program is to be successful. Support Systems and Communications 1. 2. 3. 4. 5. 6. . 7. 8. 9. Full-time program coordinator and staff should be hired to work for the program. Entry and post-graduate scholarships should be available through the communities/Native organizations and Lakehead University. Role models should be available to encourage students. Develop linkages with communities and Elders. Provide assistance to find both summer employment and permanent employment upon graduation. Involve students in extra-curricular university life through a peer support program . Provide assistance in finding suitable housing, day-care, schools for children, if necessary. Have an on-going evaluation of program: internal and external. Establish a comprehensive list of tutors. At lunchtime, workshop findings were presented in a plenary session. At this point the workshop facilitators explained that they now felt that the group had had enough information and had spent considerable time and hard work investigating the idea of an Native Engineering access program and it was time to make a decision to proceed �I I I I I I I I I I I I I I I I I I 6 or to drop the idea. Each person was asked to write their personal decision on a piece of paper and that the results would be announced after lunch. After lunch a number of the anonymous written responses were read and the final tally announced; a unanimous decision to proceed with the program development. Since, included in many of the responses were suggestions for how to proceed and offers of help, it was decided to remain in the larger group and begin discussions of the tasks that needed to follow this meeting. Four points were emphasized by the group: 1. A program development committee should be struck, with strong representation from members of this group and others to take the recommendations presented here and begin the detailed development of the program. 2. A finance committee should also be struck to begin identifying the necessary funding for the students it will serve. 3. It will be necessary to keep this group and others informed of continuing developments as they occur and to call upon members of this group and others to assist in the work of the committees and the further development of some of the strategies recommended as time goes by. 4. It will be necessary to move very quickly in order to target the beginning of the program for July 1992. Elders concluded the sessions with traditional ceremonies, congratulating the participants and wishing them safe travels. �------------------AGENDA SeQtember 24 -_Scandia 1 9:00 a.m. - 9:45 a.m. 9:45 a.m. - 10:00 a.m. 1o:oo a.m. - 10:30 a.m. Dr. R. Lyons and W. Linklater Welcome Dr. R. G. Rosehart, P.Eng. and Chief B. Cheechoo Conference Agenda and Tasks Conference Facilitators: Dennis Macknak and Don Robertson Value of Career Oriented Training to Natives and their Communities George Hickes, MLA, Point Douglas 3:30 p.m. - 3:50 p.m. Break - Scandia 2 4:00 p.m. - 5:00 p.m. Identification of Workshop Topics For Day Two Participants are to identify topics such as student needs/problems for Day Two workshops 5:00 p.m. Closure - W. Linklater 6:00 p.m. Complimentary Dinner - Ballroom 3 Opening - September 25 - Viking Room 9:00 a.m. - 9:15 a.m. 10:30 a.m. - 11 :00 a.m. Break - Scandia 2 11 :00 a.m. - 11 :20 a.m. Engineering and its Role in Society -Doug Stone, P.Eng. My View as a Native Engineer Derek Hill, P.Eng. 9:15 a.m. - 10:30 am. 11 :30 a.m. - 11 :50 a.m. 12:00 p.m. - 1:oo p.m. G_omplimentary Lunch - Scandia 2 1 :00 p.m. - 1:20 p.m. LU's Engineering Program: What We have to Offer -- Dr. J.G. Locker, P.Eng. What is an Access Program? Murray Cohen Work Shops and Reports-Scandia 1 & 3 Engineering in the Native Community: Discussions on such topics as 1) The supply and demand for engineers 2) Why more native students don't choose engineering? 3) How can the field of engineering be explained to the communities and potential students? 1 :30 p.m. - 1 :50 p.m. 2:00 p.m. - 3:30 p.m. Opening - W. Linklater Workshops - Viking & Icelandic Rooms Recruiting/Admission Criteria Workshop and Reporting Discussions on topics such as 1) Mature students; new high school graduates 2) Geographic distribution 3) How to identify highly motivated students 4) The Who, When, Where of recruiting 10:30 a.m. - 10:50 a.m. Break 11 :00 a.m. - 12:30 p.m. Workshop II and Reports 12:30 p.m. - 1:30 p.m. Complimentary Lunch - Ballroom 3 1:30 p.m. - 3:00 p.m. Workshop Ill and Reports 3:00 p.m. - 3:20 p.m. Break 3:30 p.m. - 4:30 p.m. Summary Discussion 4:30 p.m. Closure - W. Linklater � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Access Program for Engineering: Follow Up Workshop Subject The topic of the resource Universities Description An account of the resource Materials for the Follow-Up Workshop for the Native Access Program for Engineering, February 21, 1992, School of Engineering. Note: participant lists including addresses are not included in this digital copy. Creator An entity primarily responsible for making the resource Lakehead University School of Engineering Date A point or period of time associated with an event in the lifecycle of the resource 1992-02 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/71fdc1898a62bb6502e07fe3b20116f7.pdf f7f40e36d4b16ff0d32bb35f406bcc18 PDF Text Text NATIVE NURSES ENTRY PROGRAM NEWSLETTER February, 1992 �Christmas Party a success! CHRISTMAS PARTY A SUCCESS!!! ~~ -~ - . The N.N.E.P. annual Christmas Party was held on December 4, 1991. Those attending were present and former N.N.E.P. students along with the N.N.E.P. and School of Nursing faculty, N.N.E.P. Advisory Committee members, along with Winston Wuttunee. The party was held at the . Multicultural Association. It was catered by Kashadaying, who · did a great job in transferring the food as well as preparing a delicious meal. A presentation of certificates was made to N. N. E. P. students who had successfully completed the program. As well, a gift was presented to Karen (Spinney) Helmer, Biology instructor for N .N. E. P., who will no longer be with the program. And of course, no Christmas party would be complete without a visit from Santa. After dinner, Santa came and delivered his gifts then joined in on singing Christmas carols. Overall, the party was a great success. I ; la . I . �Do We Have Your Address and Phone Number? New staff Don't miss out on any special events because we don't have your phone number! Don't be shy, drop in or call Sandra at the N.N.E.P. office (343-8446) and tell her your name, current address, and correct telephone number. We would be happy to send you our newsletters as well as any information that would be of benefit to you. Sandra Dunbar was hired as the new N.N.E.P. Administrative Assistant in November of 1991. She recently graduated from Confederation College with a diploma in Office Administration - Executive as well as graduated in 1990 with a diploma in Business Administration. Although Sandra has only been with the program for a short time, she feels that she has gained some very useful knowledge and skills from her experiences. She also believes that · she has a lot to contribute to the program and looks forward to the new challenges she will be faced with. Since she started, she has met many of the former N.N.E.P. students and is looking forward to meeting the others so feel free to drop in and introduce yourself. 1991 R.L.O.E.A. Scholar We want To Bear From YOU! we need your help in assisting us to make this newsletter interesting, informing, and appealing to all. Please get involved. If you have any suggestions, announcements, messages, ideas, comments, opinions, or favourite poems, cartoons, or illustrations, drop them off at the N.N.E.P. office or give us a call at 343-8446. We would be happy to use your ideas. On Saturday September 21, 1991, the Rainy Lake Ojibway Education Authority hosted its first annual graduation dinner. Daisy sugarhead, third year nursing student, was one of ten scholarship recipients that was honoured at the event. There were also twenty four graduates from Confederation College and Lakehead University. One hundred and eight people turned out to celebrate the success of the honoured grads and scholars. In attendance from Lakehead University were Dr. Robert Rosehart; President of Lakehead University, and Patricia McGuire; Coordinator of Native Nurses Entry Program. Once again, Daisy! -~tP. A ~_,_?~, HES Guin ~ niRiMia~ I :.. Reminder to all NNEP Students Re: Medical Forms 11 human beings hav.e the capacity to grow and A change. All of our hidden gifts Please keep in mind that the following requirements must be taken care of before you can participate in your Clinicals. can be developed when we have a vision of what is possible, and when we use our volition (will) to change our actions and our way of thinking. Little by little we can grow to our vision of a happy, healthy human being. congratulations FoR~ET THE TRtAL, . On December 3 and 4, an N.N.E.P. Advisory Committee meeting was held. ~ome of the topics discussed were: suggestions that more promotion of the program be done in the future; the new math curriculum that better prepares students for first year nursing, will be implemented this month by Lita Boudreau; it was decided that the Biology course be extended to a full year course starting in September; Diane Common was presented a pair of moccasins and an N.N.E.P. sweatshirt for all her contributions to the program; Meladina Hardy and Gordon Bruyere appeared as guest speakers to discuss the programs which they coordinate. Growth and Change Entertainment on the morning of December 4, 1991 Mr. Winston Wuttunee, a Nati~e Entertainer, came to Lakehead University to speak to I the present and former N. N. E. P. students, the N.N.E.P. and School of Nursing Faculty, and N.N.E.P. Advisory .committee members. Through the use of song and words, Mr. Wuttunee gave a formative discussion on traditional healing methods and other interesting topics. Immediately following Mr. Wuttunee' s entertainment, was a complimentary lunch offered to all those who attended. Program News ~ I ' b) a record of rubella (german measles) titre c) the result of a T.B. skin test or chest x-ray/each year . . ;: I a) a record of up-to-date immunization, ie. tetanus, polio and diphtheria ! i .i . ; .. • - In addition, you must have a physical examination and submit the completed Lakehead University Health Seivice form signed by your physician. *Only students who have the necessary card from Student Health Services showing that they have met the above health requirements will be permitted to enter the clinical areas for nursing practice. �ST, VALENTINE'S DAY FEBRUARY14 Is HE AN £ nr:lartge.red spe.ch..sr r ! HuJtn about the male crab who arrive.d home late one night and confronted by his angry mate? ..I know you're drunk," she complained. .. You walked straight up to the front door.•· was - -Obscna"" in Fur.atrcial Tuna. Loadon READER'S DIGEST -~~ Dec. 19 3 4 r-C...:-r,... ~ ... . Numbers Came. Think of a number between one and ten. Then multiply that number by two, add ten and divide the result by two. Finally, subtract the number thought of. The result will be five. It works every time. A .., .i_f= - Antonio •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• TRUE LOVE True love is a wonder, a beautiful feeling, And love is real, it is not an art, True love makes one's head spin and go a-reeling, For the love we share, you and I not being apart. True love has a beginning, but has no end, Just like a circle that is perfectly round, You gave to me a heart to defend, Now there is no other, my search is over, so I've found. Although love is seen and yet unseeing, We tend to forget to say I love you, There is a day, when we express with meaning, The joy of a love, and what it can do. We look at our true love, and feel weak, For this is Valentine's Day, it comes once a year, Love has no boundaries, darting to the strong and meek, It seems to sing louder, for the one I hold dear. Naomi Abotossaway 2nd Year Nursing Student •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• NOTE: Credit for Illustrations to Indigenous Students Committee University of Saskatchewan S7N OWO 105C Vitorino Santos WE SHARE a common c!oth«:Sline pole with our neighbour behind us. My line broke and mv husband. Dale. chose to fh it on a d~v that niv nei!!hbour had c!ochl:!S han!?i~!? on he,;. Dali! h:ii tr~uble S?l!ttin2 rhe ends of the line to m~!. so while I pulld on th~ line. he went inro he:- y:ird to push on rhe pole. My neighbour saw we were having troubk and,· wanting to hdp. leaned ouc her door and -.·dkd. ·•\\.:ould you like me to t:ike my c·!orhl:!S off?•· - Sh;iron Wil\on READER'S DIGEST April 1990 Risque Business. In attempting to announce that his· wife and a visiting friend would play a violin duct, the spcakcr•s introduction camJ! our this way: ..My friend John will now come up to the platform and fiddle with my wife.•• - L s. cf- MY WIFE shared a hospital elevator with an employee who was dressed in the traditional •whites· and whose charge was a complex-looking piece of e.quipment. It was all chrome with a myriad of bandies, bars, valves, gauges, dials and inverted bottles. •Gee,• my wife said, •1 would hate to be hooked up to that machine.• •So would I,• the attendant replied. •This is a rug shampooer.• - Reader's Digest 1984 q.. �12 GIFTS FROM OUR CREATOR 1. THE GIFT OF LEARNING T h.a.t. .tn.-4 p~e.-6 o (Lit. . t . ~ g %. THE GIFT OF HONOUR T h.a.t. a.-6.t.U.-6 2,.,6 3. j u.d.9 e.me.n..t. THE GIFT OF INSPIRATION Th.a.t. gu...i.du 4. OU.Jt. OUJt. de,.c..ULoM THE GIFT OF PERCEPTION Th.a.t. a.wa.h.~ oi.vt. de.4VE.1ZA 5. THE GIFT OF IMPRESSION T h.a.t. ~-le!.-6 6. owi. THE GIFT OF COMMUNICATION T h.a.t. e.x. p.Jt.e.-6-6 C!.-6 A ~on from the Geese 7. Have you ever wondered why migrating geese fly in V formation? As with most animal behaviour, we can learn a valuable principle of mutual aid. When a goose falls out of formation, it suddenly feels the resistance, and quickly gets back into formation to take advantage of that "lifting power" of the bird immediately in front. When the lead goose gets tired, it rotates back into formation and another goose flies at the point position. The geese in formation honk from behind to encourage those up front to keep up their speed. When a goose gets sick, wounded, or shot down, two others drop out of formation and follow to help and protect. They stay until he is either able to fly again or dies. The~ they launch out on their own, with another goup, or to catch up with the flock. P.lt.O c..ta..irn-4 OWL m O ~ ! / Tha.-t. .i..n..t.VLp.1t.rz;t.6 9. 10. 11. OWL .:tA,u.,6.;t. THE GIFT OF WILL Tha.-t. a.c.Uva..t.2.-6 OU,.Jt. 9.1t.ow.th. THE GIFT OF CREATIVITY .1t.~e.a.-6 C!.-6 o tvt. am b,U,.,lo n. THE GIFT OF ENERGY Tha.-t. 12. -Lma.g e. THE GIFT OF INTUITION T h.a.t. As each bird flaps its wings, it creates an "uplift" for the bird following. By flying in their V group formation, the whole flock adds more flying range than if each bird flew alone. OWL THE GIFT OF UNOERSTANOING T ha..t. &. ..U...U.CUL-i.n.9 CZ.X.CZA.c.L6C!.-6 OWL .&ht.e.n.g.t.h. THE GIFT OF GRATITUDE Th.a.-t vv.,Jvun.u OWL w-L.6dom NOTE: Credit to R.L.O.E.A. 200-204 South Syndicate Thunder Bay, ON P7E 1C9 THE NORTHERN OUTREACH PROGRAM IN NURSING The Northern Outreach Program in Nursing was originally established in 1982 through the University of Western Ontario in London. In September 1991, the program moved to Lakehead University in Thunder Bay, Ontario. The goal of the program is the retention of nurses at all Adapted from Monthly Review, New Jersey Development Disabilities Council levels of practice. The main strategy utilized to promote retention is continuing education, primarily through workshops. The Nursing Coordinator acts as a liaison between the available resources and educational needs. These educational sessions are designed to compliment and support existing programs of other universities, community colleges, institutions and professional associations. They are provided at a nominal fee. A quarterly newsletter of northern nurses has been developed as a communication tool for nurses working throughout Northwestern Ontario. The newsletter includes information on upcoming educational events in the area, job vacancies and general news regarding health care delivery. It is provided free of charge. Clinical consultations are also provided through the Northern Outreach Program in Nursing. Nurses practising at all levels in the northwestern region are invited to call with any problems or questions which they might have in any area of nursing. There is no charge for clinical consultations. For more contact: Heather L. information Gray, B.A., please R.N., BSC.N. Nursing Coordinator Northern Outreach Program Health Sciences Resource Centre Lakehead University 955 Oliver Road Thunder Bay, ON Telephone: 343-2141 Fax: 343-31043 Promotion Occurring During the 1991/92 Year In March of 1991, a promotional trip was taken to Toronto to present the program at the Educational Equity Conference. University Access Programs were discussed. During April 1991, Patricia took a promotional trip to Montreal Quebec to present the program to teaching staff at John Abbott College. A presentation was also given on the Medicine Wheel teachings and how it relates to the N.N.E.P. Patricia went to Ottawa in May to present the program at the Educational Equity Conference. Also, during the month of May, Patricia set up a promotional booth at Nishnawbe-Aski Chiefs Conference in Toronto. The Chiefs update report was delivered to Chiefs in attendance. Patricia did some promotional work at the Chiefs of Ontario meeting at Six Nations Oshweken in June. During that month, Patricia also went to Winnipeg, Manitoba to set up a booth at the Assembly of First Nations Conference. A Chiefs report was delivered at that Conference. In July of 19 9 2 , an N. N. E. P. booth was set up at the Union of Ontario Indians Chiefs Conference in Goldon Lake. In September, Patricia did a presentation about N.N.E.P. for the new Health sciences Building. As well, Patricia presented the use of the Medicine Wheel and how the �teaching of the Medicine Wheel is used in curriculum. In the month of October, Patricia McGuire and Helen Cromarty took a promotional trip to Indian and Innuit Nurses of Canada's Annual Conference held in Fredericton, New Brunswick. Patricia McGuire and Sandra Dunbar attended a Native Career Day on Novembf?r 19, 1991, to promote the program. The Career Day was held at Saint Pat I s High School in Thundei: Bay. On Friday, November 22, 1991, Sandra Dunbar set up a display booth about N. N. E. P. at the Fort Frances High School in Fort Frances. During Native Students Day, a promotional booth was set up in the Agora at the University. The N.N. E.P. was one of many Native booths set up that day. Such booths included: The Rainy Lake Ojibway Education Authority, Kinna-Aweya Legal Clinic, Weendahmagen Alcohol and Drug Abuse Treatment Centre, and Wequedong Lodge of Thunder Bay. The day included speakers such as Elders Tony and Emma Sand from the Saskatchewan Indian Federated College and Dr. Peter S. Schmalz, author of The Ojibwa of Southern Ontario. Natives Students Day was concluded with a Traditional Feast and then a · Pow Wow. During the past few months the co-ordinator has been working on new promotional material. The N.N.E.P. Pamphlets have just been completed and the Folders should be out shortly! Helping and Wholeness: a Spiritual Dimension Helping professionals, especially those wishing to deal wholistically with their clients, need to be comfortable with themselves emotionally, physically, mentally, and spiritually. As professionals, we sometimes feel least comfortable with the spiritual area and if we are uncomfortable with it ourselves, we are less likely to be able to acknowledge the spiritual needs of our clients. When we think of spirituality, many of us think in abstract and other-oriented dimensions. This can be true whether we follow the spiritual traditions of our Native people by honouring the grandparents and the circle of life, or if we follow other traditions and honour the great prophets of world religions. But there is another dimension, equally spiritual, and that is the vertical dimension. Even then, when it comes to spirituality, most people are inclined to look upward and outward. Upon reflection, I think we should also look downward and inward. That is the way of descent, rather than ascent, into ourselves, into personal limits and pain-which is the door to feeling and wholeness. Spirituality is within everybody's grasp. It is, at its heart, establishing and reestablishing our relationship to ourselves, to others, to our world, and, for many of us, to the God of our understanding. To find and value these relationships requires some understanding of ourselves. It is this dimension downward and inward to our own self which grounds our spiritual relationships. Spirituality is within. It is our spiritual or non-physical capacity that gives us the ability to define our own persona·! truth: to think, to value and assign meaning and purpose to our lives. If we cannot appreciate ourselves as worthy, as gifted, as capable of love, we are left with emptiness. If you have seen the movie Never-ending story, Part II, you will have seen a simple but profound parable of the conflict between good and evil. The young boy is drawn into the battle to conquer the nothingness eating away at the heart of Fantasia. He spends almost all of his wishes attempting to compete with this evil force of emptiness which is reducing everything to ashes. In the end, it is his wisdom that helps him discover that emptiness cannot be conquered; it can only be filled with love. So, he wishes a heart to the evil witch and, with heart, life returns. In this simple story is captured the real truth that emptiness or evil is the absence of good. We def eat emptiness by filling it with love. It is by recognizing our emptiness that helping and wholeness become possible. It requires acknowledging our emptiness and choosing positive meaning and value for ourselves and our relationships. But, like birth, this involves struggle and pain. Inevitably, there is some pain and some wounding in this process of defining limits to our personal worth and identity. It is like a loss of innocence. It involves going down, getting in touch with reality, with hurt, the wounds, the lower (not just the higher) side of ourselves. The 12 steps of Alcoholics Anonymous is one way to take us down to persona 1 truth: not denial, not conquest or defeat, but acceptance and love. out of this descent is reborn the resilient helper. This is the II inner warrior" or helper whose purpose is not hostility or aggression, but a mission to understand and to give positive value and meaning to what one loves. Inner warriors are the "wounded healers" who touch and heal the pain that is also endured by others. It is as wounded healers that helpers are called upon to deal with personal wounds or emptiness. Professionals who struggle to bring healing and health to dysfunctional people and disordered worlds need a good grounding in their own pain and healing. You can only give life by being fully alive, by being whole. And that means being at home with yourself emotionally, physically, mentally, and spiritually. *Note: Reprinted from Developments Spirituality AADAC by: Brian Kearns Executive Director Program Services �Health and Women's Spirituality In my experience, women in search of wholeness and good health are on a spiritual quest for freedom from the bondage of suffering as well as a quest for physical well-being. When asked to describe the whole, life-giving moments, they speak of beauty, of flowers, of mountains in the sunrise, of birdsong, of the smell and sound of the ocean, of whales singing off Vancouver Island, or the silence before dawn. As women find wholeness, they create beauty through such arts as food preparation or songmaking or showing k1ndness to others. There is also truth. Chronic illness in women is often related to lies and secrets, and to the refusal of significant others to acknowledge their experiences and feelings as real. Wholeness invariably includes opening secrets , uncovering the lies and giving them up in favour of truth. As we learn to expect truth, be true to ourselves and honest with others, we move towards wellness. While a holy moment may be a moment of beauty or a shattering and reshaping flash of truth, it must be translated into relationships in order to bring health. The woman who holds · her newborn child may also know the fierce tenderness that would kill or die to protect that life, thus experiencing what the Creator feels for creation. Healthgiving relationships are funded on truth and beauty: friendship, love, respect and caring. All these essentials of relationship are essential to women's health. A necessary component of relationship is justice. A friend is not a person who gives or gets pity, power or material benefit, but a person with whom one shares justice. We know instinctively what justice is about: justice means making wholeness possible. It is balance and fairness. We have been misled into thinking justice is retribution, getting even. At best, that is grim and ugly. Distributive justice is about making sure that everyone has the basic necessities for full life. Both great wealth and poverty are obscene. Justice must also be substantive. , reflected in society's laws and systems. Women on the way to health need justice instead of painkillers. Finally, there is ritual. In ritual, all the aspect of health-making are drawn together. The Chinese tea ritual has meaning because it expresses beauty, a form of timeless truth, the relationship of celebrant and recipient, the justice of enactment of infinity in the midst of the chaos of everyday living. Women on the path to health need rituals with others for strength to hold to that path. This is why healing circles work for women's health. Health-giving rituals are shared expressions of the spirit, embodiments of health and truth, relational love and justice. Reprinted From Developments Spirituality AADAC by: Dr. Frances Hare University of Alberta � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Nurses Entry Program Newsletter, February 1992 Subject The topic of the resource Universities Description An account of the resource Newsletter of the Native Nurses Entry Program. February, 1992. Date A point or period of time associated with an event in the lifecycle of the resource 1992-02 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Still image https://digitalcollections.lakeheadu.ca/files/original/62d21d410c3c97dc7c32dcc9927176cd.jpg c4ce80e6502276ef9429eb656c0c432c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sowing Seed by Hand, Demonstration Subject The topic of the resource Forest Products Industry Description An account of the resource A demonstration of sowing seed by hand. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1961-05-15 Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context Armson-Nurseries-061 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - St. Williams