First Nations Resource Magazine - Winter 2012

3hopeforthefuture.ca

Contents

EDUCATION

25 THE UNIVERSITY OF QUEBEC Donning the colours of the first

nations peoples

30 NORTHERN COLLEGE Your partner in personal growth and

personal achievement

33 NORTHERN LIGHTS COLLEGE Centres of Excellence

40 GRAND ERIE DISTRICT SCHOOL BOARD

Lighting the journey to success

45 CAPE BRETON UNIVERSITY Be inspired. Explore Cape Breton

University

48 THE KIUNA INSTITUTION Make your education - Faites de

noter education

51 THE UNIVERSITY OF SASKATCHEWAN

Native Law Program Celebrates 40 Years

CAREER TRAINING

22 THE ONTARIO CIVIL CONSTRUCTION CAREERS INSTITUTE

Career opportunities in Civil Construction

55 THE CANADIAN ASSOCIATION OF Oilwell Drilling Contractors

How the rigs launch oil and gas careers

58 THE COMMISSIONAIRES Long standing Commissionaires-

Aboriginal Relationship Keeps Growing

61 THE OGWEHOWEH SKILLS AND TRADES TRAINING CENTRE

GENERAL KNOWLEDGE

6 THE HABAY FAMILY CAMP Dene Tha First Nation

8 AGENCY CHIEFS CHILD & FAMILY SERVICES

Youth Summer Camps

11 BIOGRAPHY OF BLU Inspiration from Life’s Lessons

12 NEW MILLENNIUM IRON CORP. Making Mining Sustainable

15 WEECHI-IT-TE-WIN FAMILY SERVICES

Ganawendaasowin Program

21 LOMIKO METALS The next big thing

62 LIVINGWORKS Promoting life in communities

65 BEAUFIELD RESOURCES Exploring for gold in Northern Quebec

67 VMS VENTURES INC. Adapting to changes in copper mining

69 THE AJAX COPPER-GOLD PROJECT Bringing Benefit to Kamloops

Communities, Including First Nations

36 THE MINING ASSOCIATION OF CANADA LAUNCHES NEW SCHOLARSHIP FOR MINING FINANCE STUDENTS

Young professionals are

needed in fields of mining and mineral economics

FN #FNRMAGAZINE

COVER FEATUREStarting on page 25

4 first nations resource magazine


Why Read?

Why Read the First Nations Resource Magazine?Our magazines and website are the medias we use for our Creating Hope for the Future Awareness Campaigns. � e purpose of our awareness campaigns is to empower and inspire First People to create a bright, self-sustainable future by highlighting and promoting useful and relevant programs and opportunities. We also publish and post examples of people and organizations who have gone forward and succeeded in di� erent areas, as an example for others to follow.

� e programs we highlight and share are Health, Wellness, Prevention, Recreation, Arts & Cultural programs and we promote Higher Learning, Job, Career, Training, Business and Economic Development opportunities.

� e magazine is meant to inspire youth through stories of others accomplishments and successes to do more with their lives, and provide positive in� uences to others.

Who Are We?Our aim is to help build and strengthen Canadian communities. We do this by publishing articles that promote community awareness and alternative solutions to creating safer communities. We believe that information is the strongest resource to building a strong foundation for our future. � is is why we take pride in the relationships we hold with various law enforcement and government agencies, community and youth groups, associations, and facilitators throughout the country. It is with their help that we are able to provide your community with relevant and quality information. We are one of Canada’s leading advocates for respectful, mutual bene� cial partnership among industries, corporate Canada, governments, and First People since 2000.

We try and assist organizations by spreading their message through our print and online media. By reading the First Nations Resource Magazine, you’ll be up to-date on the current events.

To keep up to date on what is going on in the community visit hopeforthefuture.ca

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ALLABOUT US

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visit

or, contact us athopeforthefuture.ca

[email protected]

WHY-READ-FN2012-2.indd 1 12-11-29 12:42 PM


On behalf of the DTFN, Health Services,Mental Health/AYCES 2012

The purpose of the family camp August 21-24th was

to provide Dene Tha members the opportunity to

experience many of the healthy contemporary and

traditional lifestyles of Dene, including all aspects of

the type of cultural camp in youth teaching, outdoor

camping skills, hunting, fishing, mint picking,

boating, storytelling and just enjoying the outdoors.

Elders believe outdoor living will help at-risk youth

turn their lives around and change their attitude

towards culture and traditional way of life.

Habay Family campers live away from home, with

other families for a few days, under the supervision

of parents and staff members. It’s a unique

opportunity to take a breather away from home

life and appreciate nature just one of the benefit

of overnight camping in Habay. Another benefit is

the strong sense of community campers enjoy as

they live and share together. Fun activities included

game of horseshoeing, singing and dancing

or walking along the river at sunset. Evening

is enjoyed with a drum dance and late night

storytelling around the campfire. Each evening

duck soup is provided by the camp chef Bernard

Kidney – mmm… very yummy.

It rained on Wednesday August 24/11 but that

didn’t stop people from visiting and getting stuck

in grass and mud. It was a happy experience

helping each other or just sharing and caring for

one another.

Josephine Natannah, Health Director


S H A R E Y O U R T H O U G H T S W I T H U S !

Send your feedback, ideas, stories, andsuggestions to: [email protected]

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ISSN 1927-3126First Nations Resource Magazine (Print)

ISSN 1927-3134First Nations Resource Magazine (Online)

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CONTRIBUTORS

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ACCOUNT EXECUTIVES

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Thomas Easton

EDITOR & PUBLISHER

Jacques Beauchamp

Former Regional Police Office

Daniel Cole

First Nations Resource Magazine is published by Vantage Publishing Group Corp. and distributed free, all rights reserved. Contents and photographs may not be reprinted without written permission. The statements, opinions and points of view expressed in articles published in this magazine are those of the authors and publication shall not be deemed to mean they are necessarily those of Vantage Publishing Group Corp. or other affiliated organizations. The publisher accepts no responsibility for unsolicited manuscripts, photographs, transparencies or other materials.


“Youth in ACCFS & Scouts Canada camps have fun adventure discovering new things and experiences they wouldn’t have elsewhere. Along the way, youth develop into capable, confident and well-rounded individuals, better prepared for success in the world”.

Agency Chiefs Child & Family Services joined partnership with Scouts Canada to deliver positive outdoor Summer Camps for the 3 communities:Big River First Nation, Pelican Lake First Nation and Witchekan Lake First Nation. Each community made extensive preparations to host these camps.

• Advertiseandrecruitvolunteers• Volunteersmustundergoasuccessfulcriminalrecordscheckandchildabuserecordscheck

• VolunteersmustparticipateYouthCamporientation• Providesafefoodhandlingcoursesforcommunitymembersandrecruitcooks

• Providecanoeswithpersonalfloatingdevices(PFDs)• Setuptentsandprovidefoammattressesforthecampers• Setupteepeeforeldersculturalteachings• Setupcanopywithtables,chairsandgarbagecans• Provideportabletoilets@campvenues

THERE WERE NUMEROUS ACTIVITIES PLANNED OUT FOR THE SUMMER WHICH INCLUDE THE FOLLOWING:

• Youthdraftupcamprules,regulationsandconsequencestoadhereto

• Discussthepositivesofwhat’shappeninginthecommunity–issuesinthecommunity?

• Learnhowtoovercomechallengesfromnegativesinthecommunitythoughlife-skillsteachings

• Learntheimportanceofteamwork• Hikingandberrypicking• Singingaroundthecampfire• Mealsunderthebigtop

• Howtosafelybuildafire• Howtocookoveracampfire• Marshmellows&hotchocolate• LearnsafetyrulesandhowtonavigateaCanoe• WatersafetybywearingPDFsduringwateractivities• Practicehowtouseacompassbyparticipatinginascavengerhunt• Dailycampcleanup• ReceivebadgesandT-shirtsuponcompletionofYouthCamp• Farewellfeastwithlocalcommunityelders.Eldersfacilitatedwrapups,prayersandfinalthoughts

MORE ABOUT THE SUMMER CAMPS:

ORAL LESSONS• IntroductionsofScoutCampfacilitatorsandyouth• Codeofconductmadebyyouthatthestartofcampandrepeatedeverymorning

• Tipiteachingswithfamilysupportstaffandelders• Songs,skits(plays),cheers,eachpatrol(groupofkidswithoneadult,scoutleader)hadtoprepareoneormoreofthesetopresenttoothergroups

• Campfirestories,eachchildsaidwhattheyreallyappreciatedaboutthecampandsharedastoryiftheyhadone(ages,10-12)

• TraditionalTeachingsaboutrespectforselfandothers

Knifesafety

Goodfamilytime

StorytellingintheTipiwithKokum


LIFE SKILLS • Shelterbuilding,pioneering,knottying–youthweretaughttobuildbridges,benches,swings,differenttypesofshelters

• Stoveandlanternlighting-afterlearninghowtoproperlyusethestovethechildrenpreparedtheirownmeals,shownhowtorefuelthestovesandlanterns

• Cleaning-theycleanedafterthemselves,andlearnedthethreeR’sreduce,re-use,recycle,washedtheirowndishes,washedhandsbeforeeachmealcleanedupthecampsiteonthelastdayofthecamp

• Firelighting-Findingasafeareatolightafire,learnaboutundergroundfiresandoverheadfires,howtorespectfire,learnedhowtousematches,lighters,flint,andhowtoputoutthefires

• Teamskillbuilding-learninghowtoworkwitheachothertocometoaconclusioninordertomakeadecision,activitiesdesignedtotesttheirabilitiestocommunicateandworktogethertosolveproblems

ACTIVITIES• 10-12yearoldshaveinputplanningdailyactivities• Games-soccer,capturetheflag,flagtag,kickballetc.• Canoeing-learnedthedifferentpartsofthecanoeandpaddle,differentstrokes,howtosafelyenterandexitthecanoe,andlearnedhowtorescueatippedcanoeusingtheT-rescue,mid-nightcanoeing

• Archery-learnedsafetyprocedures,howtoaimandshootproperly;learningaboutthedifferentpartsofthebowandarrow

• Fishing-learnedthepartsoftherodandtheattachments,howtocast• Swimming• Hiking-studiednatureandenjoyedwalkingthroughtheirland• ArtsandCrafts-dreamcatchers,birchbarkcanoes,beadedkeychains,necklaces,bracelets,rockpaintings,sockpuppets,coloranddesignt-shirts,familytrees,couponbooks

• Kidsareprovidedwithnutritiousmealsandsnacks,andwerekeptwellhydrated

CAMPSITES• Openspacenecessaryforproceduresandactivitiesthroughouttheday

• Thebigtopatthecampsitesprovidedshadeandprotectionfromtherain

• Teepeesmadeitpossibleforsomeactivitiestotakeplaceinside• Havingcloseaccesstolakesforswimmingandcanoeingactivities

SCOUT LEADERS• Attendedscoutleaderorientation• ClearedCPICandchildabuserecordschecks• Overalltheyouthlistenedandrespectedscoutleaders• Scoutleadersfacilitatedandparticipatedinallactivities

SUPPLIES• Everyonewasaccommodated• Allthekidswerewellequippedfortheactivities• CampsmovedfromBigRiverfirstnationtoPelican&Witchekan.Theyouthworkersfromeachcommunityhadtorun-aroundoneweekpriortogetorganizedforfoodandothersupplies

INSTRUCTORS• Instructorswereorientatedbeforecamp• ClearedCPICandchildabuserecordscheck• Campshadfirstnationandnon-firstnationinstructorswhichadiversecrossculturalexperienceforyouth

• Instructorswereempatheticwithyouth• Thekidslearnedfromdifferentinstructorsatdifferentstations• Instructorshadthemostresponsibilityatthecamp• Instructorshadtotakeoverthescoutleaderspositionstoensuresmoothtransitionofactivities

• Instructorsadaptedtochangestoscheduleandmaterialavailability

VOLUNTEERS• Havingknowledgeablevolunteersmadeforfuneffectivedays• Volunteerswereorientatedoneweekpriortocamps

REGISTRATION• ScoutsCanadarepresentativemadeclassroomtoclassroompresentationsonemonthpriortomemberbands

• Pre-registrationwasmadeavailabletoparents&caregivers• On-siteregistrationandlateregistrationwasmadeavailableaswell

TipiCampsetup@AgencyChiefsChild&FamilyServices&ScoutsCanadaCamp

SnackTime

YouthBraidsweetgrasswithelder

Pioneering-Learntohavefunbybuildingownswings


ELDERS• Participantsshowedrespecttoeldersbysittingquietlyandlisteningintently

• Elderswereinattendancethroughoutthecamps

COMMUNITY SUPPORT• Wehadhelpfromhighschoolandpostsecondarysummeremploymentstudents

• Somebandstafffirecrewworkershelpedsettingup/takedowncamps,haulingfirewood,water,garbage

IMPROVEMENTS FROM PREVIOUS SUMMER CAMPS• Apersonkepttrackofinventoryofcampsupplies• Onepersonfromeachcommunitywasresponsiblefortheregistrationformsintheirrespectivecommunities

• Hadthecampsitesinmoreisolatedareas• ACCFSeldersutilized• Madecommunitiesmoreawarebymeansofannouncingcampinformationatschools,presentationstoleadership,announcedonlocalradioandposterspriortocamps

• YouthfilledoutevaluationsformsaftereachpresentationatACCFSTeenCamp

SUGGESTIONS TO IMPROVE FOR NEXT ACCFS YOUTH SUMMER CAMPS• Hostcommunicationseminarstocampvolunteersandinstructors• Hostsafefoodhandlingworkshoptocampvolunteers

• HostCPR/FirstAidecoursetocampvolunteers• PostonACCFSwebsite

CLOSING STATEMENTInitialdelaysandunforeseenissuesateachcampwereaddressedand dealt with. ACCFS youth camps were a huge success. Youthwalked away with more knowledge and appreciation for self andlife.Everyonewhoparticipatedbecameclosertoeachotherandcanmorepositivelycontributetotheircommunity.Throughorallessons,lifeskills&activities,thechildrenhavememoriesthey’llcherishforalifetime.Everyoneinvolvedhadagreattimeandislookingforwardtonextyear’ssummercamp.

Specialthankstocommunityelders,adultvolunteersandstaffthatcameout to support our youth.Aswell as thePelican Lake FirstNation,BigRiverFirstNationandWitchekanLakeFirstNation.

Formoreinformationvisit:www.accfs.caAgencyChiefsChild&FamilyServices

Learnteamrescueskillsoncapsizedcanoe


Born & raised in Prince Albert Saskatchewan, Hip Hop artist BLU imparts his positive message and life lessons through music and dance.

This world we live in is crazy, I can only imagine what it would be like without music, and this is the reason why most of the successful artists in the world are saying “music saved my life”.

Hip Hop Music helped me get through situations I’ve dealt with in the past and it is still a way to express myself for everyone to hear and understand today.

R3Z1NC - BLU, KNOWLEDGE & CDEEOur music continues to grow and continues to

impact the world as we continue to keepit real for our fans.

I have always been into music ever since I can remember. My teen years were all about writing verses that really had no meaning, just to fool around. But it all really hit me at the age of 17 when one of my close friends passed away. I started looking at life differently and started writing about the facts in life, about where I’ve been, where I am today and what I want to achieve.

People started to listen because my music could relate to them. This in turn really inspired me because it led me to realize that I wasn’t alone in this crazy world.

I have formed a team called R3Z1NC and we’ve been doing shows for 3 years on going. We are also united with the team Heatbag Records.

There is no right or wrong in Hip Hop music...., everything I do or people I meet makes song writing and making beats worthwhile..., I am now getting nominated for an album I released http://aboriginalpeopleschoice.com/artists/blu/

My music continues to impact the hip hop music scene and fan base for the next generation.http://aboriginalpeopleschoice.com/artists/tha-link/

THA LINK - BLU & JON-C New CD Album “THA LINK” is now available

and can also be purchased on-linehttps://itunes.apple.com/us/album/tha-link/id500339852


New Millennium Iron Corp. (“NML”) was created in 2004 to develop certain iron ore deposits in Labrador and Quebec in the vicinity of Schefferville-Menihek.

Schefferville was built in the early 1950s to support the mining of local iron ore deposits. Two First Nations, Nation Innu Matimekush-Lac John (“NIMLJ”) and Naskapi Nation of Kawawachikamach (“NNK”), established permanent communities there. When the iron ore mines closed, in 1982, the First Nations were deprived of virtually all possibility of long-term employment. Most of the non-Natives left the area to return to wherever they had come from. The members of the NIMLJ and the NNK did not have that option, however, since Schefferville was in the heart of their traditional territory.

The view has been expressed that the very survival of the NNK and the NIMLJ today depends on the resurgence of mining in the Schefferville area. Mining is the only way of creating large numbers of long-term jobs in the Schefferville area: without those jobs, young Naskapis and Innu will have no choice but to leave their communities; after a few generations, the NIMLJ and the NNK, whose ancestors have occupied the interior of Quebec and Labrador for some 5,000 years, will probably cease to exist. The NNK was one of the first investors in NML’s predecessor, and it owns 20% of the LabMag Project.

NML formed a partnership with Tata Steel, a huge Indian company. Tata is interested in using the iron ore from the Schefferville area for its steel-making operations in western Europe.

NML and Tata are pursuing two projects: the Direct-Shipping Ore Project (“DSOP”), which will start production later in 2012; and the Taconite Project (“TP”), which is undergoing a feasibility study.

The DSOP will produce roughly four million tonnes of iron ore per year. It will be shipped by rail to the year-round port of Sept-Îles and from there by boat to western Europe. The expected life of the DSOP is 15 years or slightly more. It will create roughly 250 jobs at the mine site.

The TP will mine roughly 85 million tonnes per year of ore. It will be transformed into 22 million tonnes per year of concentrate at the mine site. The concentrate will either be mixed with water and transported by pipeline (“ferroduct”), or shipped by rail. The end products, namely iron ore pellets and concentrate, will be shipped from the Port of Sept-Îles to various markets. The TP will employ ~ 500 persons at the mine site and ~ 300 at the port site. Its life span may exceed 100 years.

From the very outset, NML and Tata have striven to create a harmonious relationship with the NIMLJ and the NNK and with the other First Nations that may be affected by their activities, namely Innu Takuaikan Uashat mak Mani-Utenam (“ITUM”), Innu Nation of Labrador, NunatuKavut Community Council (“NCC”) and the Inuit of Kuujjuaq.


THE MOST IMPORTANT ACHIEVEMENTS TO DATE ARE:• signingfourImpactsandBenefitsAgreements(“IBAs”)fortheDSOP;• preferential hiring and contracting for the members andcorporationsoftheFirstNations;

• ascholarshipprogrammeforsecondarystudentsinsevencommunities;• summeremploymentofnativestudentsandtrainingingeologicalexplorationtechniques;

• numerousdonationstosupportculturalandsportingactivities,withafocusonyouth;

• specificassistanceinupgradingsportsfacilities;• sponsoringastudenttrainingtobecomeanursepractitioner;• popular-languagesummariesoftechnicalreports;

• information and consultation sessions with thelocalgovernmentsandthepopulations;

• anadaptedworkplace;• atoll-freetelephonenumber;• a quarterly newsletter in English, French andseveralAboriginallanguages;

• advancenoticeoffieldactivities;• visits to schools and participation in career fairsandsimilarevents;

• participation in andfinancial support for the InuitYouthMiningEducationStrategy;

• thecreationofanElders’CommitteeincollaborationwiththeNNK;

• periodicflightstoallowtheEldersoftheNNKandtheNIMLJ tomonitorandsatisfy themselves thatnocaribouarebeingdisturbedbyNML’sactivities;

• site-restorationpilotproject.

Through the foregoing initiatives, NML and Tata are committed to ensuring that their mining activities will drive the economic and social regeneration of the entire area. In particular, they will continue to do all within their power to structure the DSOP and the TP in such a way as to provide the concerned First Nations the opportunity to continue to live sustainably in their traditional lands for the next four or five generations and to prepare themselves for the decades that will follow in ways that they determine for themselves.

For more information please visit:www.nmliron.com


In November of 2009 the Weechi-it-te-win Family Services (WFS) Training and Learning Centre (TLC) and the Treatment Foster Care (TFC) programs were redesigned to better reflect the needs

of the communities WFS services. The Director of Nanaadawewinan was given four months to design, train staff, and operationalized a wholistic program for adolescents from 12-17 years of age. This opportunity came about as a result of cuts to the annualized budget and a critical analysis of the outside paid institution (OPI) cost related to hard to service adolescents. These youth were being sent hundreds, sometimes thousands of miles from their home to receive treatment for issues ranging from attachment disorders to addictions and grief.

The WFS TLC had been in operation since 1991 and began as an adolescent group home for 16 youth from the ten First Nations that WFS serves. Over the years the program had evolved and changed from group care to a treatment based facility that was funded to provide services to other Agencies and areas. The program eventually evolved into a bi-cultural program that began to rely heavily on mainstream assessment tools and operate more in the Eurocentric paradigms of treatment. The philosophy hadn’t changed but the operations of the philosophy had. From a website designed in 2001 as a part of sociology class the following to is an excerpt describing the treatment approach (Flinders, 2001):

Weechi-it-te-win Training and Learning Centre approaches treatment from a bi-cultural, family systems theory perspective.

The use of the word bi-cultural refers to the use of both the traditional and contemporary beliefs and values of the individuals, families, and communities it services.

The Anishinaabe perspective advocates for respect and with that in mind we approach our services with respect to the individual beliefs, values, and norms of the people we service. Family systems theory is used to implement and facilitate a bi-cultural approach to our clinical model as well as our overall treatment goals.

A family systems approach can encompass a wide variety of therapeutic interventions, and can be accommodated to the belief system of the client. Rather than adding culturally sensitive material to another approach, whether it is an appropriate fit or not, a family system perspective is broad enough to be open to cultural differences and yet can offer specific prescriptions for intervention.

Furthermore, such an approach does not require a great deal of information regarding each variation of aboriginal or non aboriginal group. (Kelley, 1993) This perspective allows TLC staff a less intrusive, more respectful, short term, and problem focused approach that encompasses families and communities. It also works with the significant systems of the youth; such as the child welfare system, schools, family service workers, families, bands, and/or legal systems.

As I began the process of evaluation, research and development to affect change I thought about a quote from Leo Nikolaevich Tolstoy “everyone thinks of changing the world, but no one thinks of changing himself ” (Garden, 1998). In my efforts to process the changes that needed to occur I thought about the reflexive process of change in self that impact or have a ripple effect on change on a larger scale. The following visual give representation to the ripple effect will present while talking about community change.

In keeping with the theme “change yourself and you change the world” or as highlighted in bullet 16 from Principles of Participatory Development (Presentation, 2010), I began the process of developing a new program based on a wholistic framework (Flinders, 2009). According to Mastronardi in The Community Development Process, the interconnectedness from self rippling out to nation or as she states it from seed to great tree is the gradual process of community development (Mastronardi, 2009). To have the ability to develop a ‘community’ or program required all of what I had learned to date being succinctly presented in a model for change in adolescent treatment and more specifically in a treatment model that is designed within a wholistic framework.

I began by evaluating what I knew about treatment and clinical practices from my own personal experience as a recovering alcoholic/co-dependant to my working in the TLC program some ten years prior while integrating the knowledge base obtained from my educational and training background. I also had to keep in mind what Silver, Ghorayshi, Hay and Klyne articulate in that the process of development itself has become the new colonialism, in other words recognizing my own colonial mind in the process of design (Silver, 2006). In an effort to minimize the colonial paradigm and maximize indigenous practices I utilized the Elders council of Weechi-it-te-win Family Services as an advisory group and to give the new program its Anishinabe name which came to be “Ganawendaasowin” meaning taking care of children in the most sacred way, I visited the Jiisakiiwin (the most sacred of ceremony for the Anishinabe the Shaking Tent is used to seek guidance from the spirit world) to ask direction and for sanction for the path I was taking in the program creation, and utilized my own sacred bundle by smoking my pipe, praying with my drum, and putting out tobacco. By utilizing my bundle and reflecting on my own experiences I started with self; I moved to the program when I did the critical analysis of the former TLC/TFC programs; the necessity of a treatment program for the Agency in analyzing the OPI costs was the third step in the process; consulting with the Board and Committees of the Board of WFS and the Elder’s Counsel was the four circle in the above diagram in the article Community Capacity Building: An Aboriginal Exploratory Case Study the authors highlight success in creating a sense of community by engaging an Elder


Figure1: Ripple Effect of Change


Advisory Circle (Fay Fletcher); and the final circle the Indigenous Nation was the impacts via client satisfaction survey, referral source satisfaction, and community satisfaction results.

The analysis revealed several gaps in the continuum of care which needed to be addressed within the new model. The continuum of care that emerged is represented in the following diagram:

Figure 2: Ganawendaasowin Continuum of Care

This model served as the vision to begin the comprehensive development of each quadrant. The vision of the model itself came from my personal location and belief in the circle as a therapeutic tool. I was in process of learning who I am as a wholistic practioner in the field of social work and all of what I learned, was learning and will learn was being shifted from a linear worldview to a circular worldview, otherwise known as Indigegodgy (Indigenous ways of learning and being).

Each quadrant represented a step in the lifespan of healing and recovery. Each quadrant was interconnected to the previous and the preceding in the overall process of knowledge acquisition, awareness, and vision for the future. As stated by Mastronardi “In order for real growth or transformation to take place, human beings need a vision of what they could become. This vision must also give some inkling of:

1. How things used to be 2. How things got to be the way they are now 3. What the current situation or condition is 4. What steps are needed to enter into a new way of being that would be more desirable than the current one

The process of articulating a vision and putting it out for people to interact with is critical to the developmental process (2009). The model builds upon these principles at the individual level of ‘vision statement’. The following is taken from the Program procedures manual (Flinders, Vision Statement, 2010):

Vision Statement (30-day GAP)

The vision statement is vivid, idealized descriptions of the desired outcome that inspires, energizes and helps the resident create a mental picture of his/her goal for change.

Resident will formulate a statement that is no longer then a paragraph of the vision of the future the resident hopes to create for him/herself.

The vision statement will be the primary treatment tool that the clinicians will use to formulate a treatment plan for the youth.

The vision statement will be Wholistic and each day the resident will be asked what they are willing to do today to move towards their vision. Everyday staff will ask the resident what they can do to help the resident achieve their daily goal.


Residents will be provided an opportunity to create a visual of their vision statement to hang in the program as a reference, inspiration, and reminder.

Figure3: Ganawendaasowin Vision Statement Template

Vision Statement (90-Day GTP)

The vision statement will be revisited upon entering the 90-day program and revised according to the new information the youth has an acquired as a result of the 30-day ASP. Resident may re-formulate their statement to reflect who they want to be at the end of the 90-day program.

The vision statement will be the primary treatment tool that the clinicians will use to formulate a treatment plan for the youth.

The vision statement will be Wholistic and each day the resident will be asked what they are willing to do today to move towards their vision. Everyday staff will ask the resident what they can do to achieve this. Just as in Figure 1 the youth begin with their vision of the future for himself/herself (individual) and through changing self eventually the ripple effect or interconnectivity leads to the changing of community (community development) or the changing of the Nation in the future.

The next step in the process of development was the training of staff by what Lee identifies as “citizen involvement or participation” by having staff help develop what they viewed as necessary training to help bring the wholistic framework to the stage of an operational model (1999). From January through March several Ganawendaasowin staff meetings were held to empower the staff to be directors of change within the model and to direct the training opportunities that would assist them in their social learning and critical analysis of their own practice within that model (Lee, 2009). By empowering the staff we see positive impacts on circles 1-5 in figure 1. The staff then has a sense of being part of the program and not simply employees of the program or community. These staff meetings were held in circle with all staff having an opportunity


to voice their concerns, hopes, aspirations for program and personal development and to ensure the program, Ganawendaasowin, was being ‘born’ in a good way. The Agency and program strives to empower its staff and recognizes that involvement and input in the process of the development of our Anishinabe programs also strengthens individual identity (Silver, 2006). By having the meeting in circle the group was creating strong ties with one another and creating was Silver calls social capital. A strong individual ripples out to a strong program, a strong program ripples out to a strong agency, a strong agency ripples out to a strong community and strong communities create a strong Nation as demonstrated in Figure 1.

On April 1, 2010 both the Ganawendaasowin Treatment Program and the Ganawendaasowin Assessment Program opened their doors. The following is a process map that identifies the various streams a youth can enter into as a result of a wholistic assessment:

Figure 4: Ganawendaasowin Process Map

The efforts to create a wholistic circular Indigenous program were successful by the continued evaluation of a program that is fluid and not static. Our Elders continue to work closely with the program to ensure cultural continuity throughout the lifespan of the youth’s treatment program. We continue to learn where theory and practice are not conducive and where we continue to learn, grow, and develop the program to meet the needs of the youth, communities, staff, and nations it serves.

It has been just over a year since the Ganawendaasowin Program opened its doors and as a result we have successfully repatriated seven OPI placements for youth who had been in these institutions for periods of more than a year. We continue to evaluate the creation of our community by gauging the success and feelings of safety and belonging the youth who access the program, the staff who work in the program, the communities who utilize the program, and the Agency that oversees the program. The following diagram is a copy of the Ganawendaasowin Success Indicator Template that is currently in development to analysis the success and areas of further development of the program.

Figure 5: Ganawendaasowin CriticalSuccess Indicator Template

If the performance indicators are positive then it may be assumed that the outcomes measurements will be positive and vice versa.

Each quadrant has a developed set of tools for data collection to be reviewed by services quarterly and bi-annually. The teachings of the Anishinabe are rooted in all aspects of the program and not just adhesions to a mainstream model. Relationships and connections to spirit and earth are taught, modeled, and practiced.

Bibliography Dictionary.com. (2010). Dictionary.com. Retrieved 12 14, 2010, from Dictionary.com: http://dictionary.reference.com/browse/community

Fay Fletcher, D. M. (n.d.). Community Capacity Building: An Aboriginal Exploratory Case Study. Pimatisiwin: A Journal of Aboriginal and Indigenous Community Health, 9-31.

Flinders, L. (2010, January). Vision Statement. Ganawendaasowin Policy and Procedures Manual. Fort Frances, Ontario, Canada: Weechi-it-te-win Family Services.

Flinders, L. (2001). Weechi-it-te-win Training and Learning Centre Web Page. Retrieved 12 14, 2010, from Carleton.ca: http://http-server.carleton.ca/~mflynnbu/lori_flinders/bicultural.htm

Garden, Q. (1998). Quotations about Helping. Retrieved 12 13, 2010, from Quotes Garden: www.quotegarden.com/helping.html

Lee, B. (1999). Objectives of a Pragmatic Community Practice. Pragmatics of Community Organization, 42-55.

Mastronardi, L. (2009). The Community Development Process. Wilfrid Laurier University. Presentation, S. G. (2010, November). Principles for Participatory Development. Rama First Nation, ON.

Silver, J. (2006). Sharing, Community and Decolonization. In F. Publishing, In their own voices: Building urban Aboriginal Communities (p. Chapter 5). Halifax: Fernwood Publishing.


A. Paul Gill, President & CEO of Lomiko Metals Inc, is bullish about the current state of the mining industry, as its leading executives head for MINExpo International 2012 in Las Vegas the later this month.

“There’s a lot of building to be done in China and India and other places,” he says, “and that trickles down to industrial materials, concrete, iron and steel, etc. Gold is strong because of the monetary situation around the world. Everyone is very concerned about currencies, but I think they will be fine. There are no signs of inflation in America. I don’t see any signs of a run on the dollar. Given that scenario we should still see growth around the world.”

Gill also believes that more quantitative easing (governments printing money) is around the corner, and that will encourage growth eventually, too, even though it has not had a great effect up to now. “They’re already into it in such a big way right now,” he says. “There’s no stopping it at this point. It’s got to go forward. To me that means there will be another signal from the Fed that they are going to do more, and therefore people will take bets on projects and on growth.

“Anytime you have more development it supports the mining industry because the materials have to come from somewhere. Specifically in our sector, we’re trying to provide materials for the high tech sector of the green economy. We think there’s a major amount of growth about to happen because this is still in its infancy.”

The sector Gill is referring to is graphite, not exactly headline news, but something which could become THE NEXT BIG THING. Lomiko Metals is a junior company based in Surrey, British Columbia, Canada with the primary objective of exploring and developing mining projects. The company also holds the Vines Lake gold-silver-zinc property in the Cassiar region of northern British Columbia.

But it is the Quatre Milles graphite property in Quebec that he’s excited about at the moment, where the Phase I drilling program has recently commenced. Drilling will focus on verifying the areas of historical high-grade graphite intersected previously by Graphicor on the property. Lomiko aims to complete both

Phase I & II and establish a flake graphite resource at the Quatre Milles property by December 2012.

So why graphite? An explosion in demand for pencils? Hardly. Graphite is an allotrope of carbon, with properties that make it highly suitable for countless high tech applications in medical equipment, batteries and construction materials, among others.

“We went through the computer revolution in the 70s, 80s and 90s, the internet revolution in the 90s and early 2000s and the mobile phone revolution, too,” says Gill. “The next thing has either got to be related to how we power all these gadgets, or to supplement current industrial methods with greener technology—and that means new materials and new methods. That’s where we want to place ourselves at Lomiko. We’re looking at graphite and other materials that are going to be used in that new economy.

“There are over 1000 different patents involving graphite and graphene, so we think that’s where the growth is,” he continues. “All the new technologies will need materials, and they all have a graphite component to them.”

Gill mentions an interview by Agoracom.com in which market commentator Bob Moriarty of www.321gold.com discusses replacing steel in cars with a high content of graphite—which is lighter and would reduce fuel consumption. “There are all kinds of applications that are just mind boggling.”

About the AuthorA. Paul Gill is President & CEO of Lomiko Metals Inc, a junior company based in Surrey, British Columbia, Canada with the primary objective of exploring and developing mining projects. The company is exploring the Quatre Milles graphite property in Quebec and also holds the Vines Lake gold-silver-zinc property in the Cassiar region of northern British Columbia.

www.lomiko.com


In today’s economy many High School, College and University graduates have a difficult time finding a job right out of school. What can a student do to help ensure they will find a job at graduation? Well, choosing a career in an industry that has a good supply of jobs is a start. A career in civil construction is one of those industries.

Photo courtesy Beaver Drilling Ltd.

There is a substantial labour demand for qualified people in Ontario’s construction businesses, which are pressured to compete regionally, provincially and nationally in this global economy. The construction industry in Ontario currently employs over 440,000 people. By 2020 the industry is projected to have a labour shortage of approximately 100,000 individuals due to retirement and growth in infrastructure requirements. This shortage is projected to rise to 560,000 by 2030. Addressing this shortage is necessary for this industry.

The construction industry will have to look at a variety of solutions to fill the skilled labour shortage. Traditional search methods will not be enough to solve

the problem. Industry must work with Government to promote construction careers in Ontario to youth, aboriginals and oversees labour markets.

Research has revealed that Aboriginal communities have been identified as the fastest-growing future workforce in Ontario. As the Canadian labour market tightens and the infrastructure ages, we have a unique opportunity for an educated, skilled aboriginal population to become full participants in all that Canada’s Construction industry has to offer. The focus is to tap into this underutilized source of talent to fill skill shortages and address current and future projected labour shortages.


“Every time you drink a glass of water, turn on a light or use pipeline gas, you depend on projects constructed by the Civil Construction Industry.”

Businesses that hire and retain Aboriginal workers benefit in various ways other than just finding qualified employees. Employing Aboriginal workers assist organizations in building stronger relationships within their local communities. Businesses become more diverse and all-encompassing when they tap into the talents of Aboriginal workers. These workers who are successful in the workplace act as role models and mentors for others in their communities.

According to John Duncan, the Minister of Indian Affairs and Northern Development “There will be shortages of 163,000 workers in construction, 130,000 in the oil and gas sector and 140,000 workers in mining,” he said. “At the same time, the aboriginal population is growing at twice the rate of the rest of Canada. This represents a tremendous opportunity to meet Canada’s labour needs.”

One area of the construction sector that is often over looked and is in demand for workers is the Civil Construction industry.

Civil Construction is the construction of all roads, bridges, sewer systems and water delivery systems. Whenever you travel by road, rail, plane or ship, you use infrastructure built by the Civil Construction Industry. Every time you drink a glass of water, turn on a light or use pipeline gas, you depend on projects constructed by the Civil Construction Industry. Every time it rains the storm water drainage infrastructure and sewage systems ensure that our homes, streets, parklands and public areas are kept healthy and clean.

Whether your interests lead you into a civil construction trade or to a career in civil engineering and technical professions, the civil construction industry offers an unmatched combination of choice, opportunity and financial reward. Join a team that’s designing, building and maintaining the infrastructure that will be the foundation for Ontario’s future.


Be a part of a dynamic, high-tech industry that’s using lasers, computers, GPS, nuclear technology, advanced design and modeling software and much more to create the water treatment and distribution systems, highways and bridges, mass transit systems, utilities distribution networks and other public and private core infrastructure assets that are needed to support healthy communities and economic development.

With opportunities ranging from truck driver, pipelayer, asphalt/concrete crew worker or materials production to testing technicians and heavy equipment operators, the civil construction industry requires hard work and dedication, but offers higher than average pay, an exciting and challenging work environment and unlimited potential to progress and succeed in the industry. Professions civil

engineers and technicians/technologists will find opportunities in the private and public sectors ranging from infrastructure design, project management and quality control to contract administration and environmental management. The possibilities are endless!

The Ontario Civil Construction Careers Institute (OCCCI) is a non-profit organization established to promote career opportunities in construction to youth across the province to help reduce and/or eliminate the labour shortage, by reaching out directly to high school students and underrepresented groups such as women and aboriginals. The OCCCI has created a website (www.occci.ca) which provides resources on financial support for individuals who are training for a career; information on all the careers available; list of employers and job opportunities as well as the skill set required for each occupation.

OCCCI was created by civil contractors and supporting organizations in response to projections indicating shortages in skilled trades and civil engineering/technology professionals over the next decade. Its vision is to “support the sustainability of the civil construction industry in Ontario by promoting and supporting the entry of young people into civil construction careers”. “The money is what is most important to most of the students,” Steffler said. “For others who are hands-on learners it’s the fact that they do not want to sit in a classroom but prefer to actually learn by doing.”

www.occci.ca

Photo courtesy Nabors Productions Services


For more than a year and a half now, after dropping off her three children (2, 7 and 9 years old) at the Abinodjic-Migwam Daycare and at Golden Valley School, Rachel Etapp goes to the First Peoples Pavilion at the Université du Québec en Abitibi-Témiscamingue (UQAT). She is pursuing her studies with determination, to achieve her ultimate goal: obtaining a Bachelor degree by completion of multiple certificates. There are many challenges but, like other Aboriginal students, she knows that with perseverance and the support offered at UQAT, everything is possible!

Top row, from left to right: Kenneth Tanoush, Bruce Philips, James George, Christopher Diamond, Samson Kawapit, Robin Richmond, Middle row, from left to right: Tanya Etapp, Rebecca Swallow, Sarah Mark-Stewart, Patricia George, Rose Duff, Alexandra Mattews, Frances Kawapit, Bottom row, from left to right: Theresa Mark, Rena Rupert, Angela Etapp, Tania-Jane Dallaire.

These last few years, many First Peoples students have followed the same path as Rachel Etapp, who is Cree. Some already have a Diploma of College Studies, but the majority choose to go back to school after a number of years away from academic institutions. The majority of students must fulfill significant family responsibilities, which means finding strategies to maintain balance between the different aspects of their lives, an important factor in making a successful return

to school. UQAT is conscious of these critical issues, and attempts to provide the maximum amount of support to students each day, as pointed out by Rachel Etapp: “In 2010, my husband and I felt that this was the perfect time for me to return to my studies and work on getting my Bachelor. We both had UQAT in mind. UQAT offers a variety of certificates from Administration to Human Resources and upon completion of three certificates you obtain a Bachelor in BA which sparked

Our Proud GraduatesPhoto credit: Julie Giroux

my interest. UQAT is also located in Val-d’Or, which is a centralized gateway to the Cree communities, a town with many extracurricular activities from hockey to music school which my children are enrolled in. Being very family oriented, it was important that we make the transition for the children as smoothly as possible.”

The First Peoples PavilionSituated right in the centre of Val-d’Or, the campus hosts the majority of UQAT’s Aboriginal students. If the architecture of the pavilion is a tribute to Aboriginal cultures, the Val-d’Or campus is an ideal place for exchange and sharing between peoples. Cultural differences are not only respected, but valued, on campus. More than a building, the First Peoples Pavilion is an expression of the institution’s desire to offer services that meet the needs of its students.

Today, UQAT is proud to count more than 220 Aboriginal students among its graduates, and some of them stand out for particular reasons. Recently, Ms. Frances Kawapit and Mr. Christopher Diamond, two UQAT graduates, were awarded the Academic Excellence Award during the first Cree Nation Achievement Awards gala. Considered to be positive role models for their communities, these graduates received their awards on August 30 at the Centre des congrès de Tremblant. Handed out for the first time this year, the Cree Nation Achievement Award Foundation recognizes Leadership and Community Service, Corporate Community Involvement, Cree Language and Cultural Knowledge, Women’s Contribution and Academic Excellence. Nancy Crépeau, Coordinator of the First Peoples Services at UQAT, said: “These students represent great pride for UQAT, for themselves and their families, and for the communities from which they come. Academic success is not only an important issue for UQAT, but also for Aboriginal communities that have a great need of resources.”


Rachel EtappPhoto credit: Mathieu Dupuis

Delivering Programs to Meet NeedsAll of UQAT’s programs of study are accessible to Aboriginal students, as long as applicants meet admissions requirements. UQAT has also developed specific training opportunities for Inuit and First Nations students. These educational programs are designed to meet students’ specific needs. For example, UQAT offers a university studies preparatory program for students who need to upgrade their academics: this program allows students to gain the knowledge and skills necessary for university studies.

For professors and sessional instructors, every year the First Peoples Services organizes an Aboriginal cultural awareness training activity. Topics addressed are, for example, the conception and history of Aboriginal education, instructional strategies and best practices for student success, and many others. In these workshops, participants can share their thoughts and talk with other colleagues.

The selection of programs on offer is guided by consultations with the First Peoples. In 2009, UQAT created an academic entity known as the Unité de formation et de développement des programmes autochtones (l’UFDPA) [Aboriginal Training and Programs Development Unit], to ensure the development of programs which respected the needs and cultures of the First Peoples, while enabling their participation in the development, management and delivery of programs and services intended for them. In the Fall 2013 term, programs will be offered in French and in English. The Short Program and the Certificate in Aboriginal Studies will be offered in French on a part-time basis, but the majority of programs will be offered on a full-time basis:

In English:• CertificateinManagementandRegionalDevelopment• CertificateinAdministration• CertificateinAboriginalStudies• UniversityStudiesPreparatoryProgram• BachelorinSocialWork• ExecutiveMasterofBusinessAdministration(EMBA)

Also full-time, but offered in French:• Programmepréparatoireauxétudesuniversitaires• Certificatenaccompagnementàl’enseignementprimaire

First Peoples PavilionPhoto credit: Mathieu Dupuis


In addition to the programs offered on the Val-d’Or campus, training will be offered in communities themselves. For example, a management program should start in Cree communities, and an education program in Algonquin communities in the Fall 2013 term.

For more information about programs, go to www.uqat.ca/fps

The First Peoples Services The UQAT campus in Val-d’Or distinguishes itself by offering support adapted to Aboriginal and non-Aboriginal students alike. The First Peoples Services are a point of first contact, support and a listening ear for students. The service consists mainly of Aboriginal staff with diverse university-level educations. Members of this team, who are all bilingual, have developed an expertise which allows them to be able to meet the specific needs of Aboriginal students, whether on an academic, personal or cultural level.

The First Peoples Services take a holistic approach, i.e. an approach centred on the person and their physical, mental, spiritual and emotional needs. This approach considers the whole person and takes an overall view of problem situations. What’s more, this approach is inclusive because it can be applied to all students, whatever their cultural background.

UQAT, a people-centred University!Open to the world and aware of cultural differences, UQAT distinguishes itself by the important role it plays within Inuit and First Peoples communities. It offers programs that are respectful of Aboriginal perspectives, and trains First Nations workers and

professional staff, in this way contributing to the improvement of quality of life for Aboriginal peoples.

Since its creation, UQAT has dedicated a great deal of its efforts to making university education and research accessible to the greatest possible number of people. UQAT serves the Abitibi-Témiscamingue and Nord-du-Québec regions via its campuses in Rouyn-Noranda, Val-d’Or and Amos, as well as through its centres and service provision points at Chibougamau, La Sarre, Lebel-sur-Quévillon, Matagami, Mont-Laurier, Senneterre and Ville-Marie.

Always with the goal of sharing its expertise in mind, UQAT worked collaboratively on several projects in different Aboriginal communities. Working within its own region, and throughout the entire province of Quebec and in Inuit communities such as Puvirnituq and Ivujivik, UQAT works to provide training directly in communities, or to collaborate on research projects.

The use of new technologies can help a great deal to deliver education throughout so vast a territory. For example, videoconferencing allowed the undergraduate Short Program in Teaching a Second Language in an Aboriginal Context to be taught at Wendake, in Mashteuiatsh and to the community of Lac Simon, directly from Rouyn-Noranda.

Finally, eager to pass knowledge on to the greatest possible number of students and to promote Aboriginal expertise, UQAT develops its Continuing Education training when a community identifies particular needs. In this way, it promotes the hiring of Aboriginal trainers, and the use of content which leads to the creation of concrete tools.

Kiewit fully appreciates commitments made on maximizing training and employment

opportunities for Aboriginal Peoples. We are committed to regional development and

capacity building of Aboriginal Companies and have a long standing corporate policy to

procure goods and services locally providing value to our projects.

With this Scholarship Program, Kiewit wishes to recognize the courage and determination of First Nation individuals inspired to pursue their goal of completing post-secondary studies. In support of these efforts we will provide not only a $2000 scholarship and also a real opportunity to acquire relevant work experience through a paid internship.

Kiewit Infrastructure is a leading construction organization based in Omaha, Nebraska, whose achievements are a testimony to its presence in all sectors of economic activity, namely: energy, mining, major civil work, Kiewit is also a company fully owned by its active employees.

To receive more information on the scholarship program and application form please contact: Peter SimpsonAboriginal Affairs Director

Kiewit Infrastructure2800 High Point Dr., Suite 100Milton, ON L9T 6P4(905) 636-5000(905) 636-5001 fax

Aboriginal Relations Experience

Ten Billion Dollars in Revenues Annually, Two Decades of Aboriginal Partnerships.

First Nation Scholarship

Company

Kiewit.ca

UQAT: a gathering cultural environmentLearning at university is much more than a program of study! It is also an opportunity for students to develop skills such as critical thinking, working in groups, intercultural relations, open-mindedness, etc.

Each month, First Nations Speakers’ Luncheons take place during which various topics involving the First Peoples are addressed. These gatherings, open to all, allow interested individuals to come into contact, interact with, learn more about respective cultural differences, and bring down barriers.

Cultures also come together every year at the UQAT First Peoples Symposium in Val-d’Or. The main purpose of this gathering is to make participants aware of, and inform them about, various issues affecting Aboriginal people. Well-known speakers and artists come to the symposium and exhibitors put the various facets of Aboriginal culture on display.

Throughout the year, UQAT takes every opportunity to collaborate with its partners. For example, during the Awareness Week for the Elimination of Racial Discrimination, it offers a very interesting program of activities in partnership with the Val-d’Or Native Friendship Centre, or by hosting a seminar on research ethics in Aboriginal communities.

ResearchUQAT aims to establish and maintain research partnerships with the First Peoples, by paying particular attention to their needs and by emphasizing the respect of research principles and processes favoured by the First Peoples. These partnerships were established so as to study the different spheres, including education, the environment, and social development, together with Aboriginal communities. In the field of education, researchers are concentrating their efforts on teacher training, on the development of pedagogical tools (the Synergy Project) and on the maintenance of ancestral language. In terms of the environment, research is focussing on the contribution of traditional knowledge to land and resource governance issues. In social development, research is oriented towards intercultural relations and social dynamics.

Among the partnerships jointly developed by UQAT and the First Peoples, the Unité de recherche, de formation et de développement en milieu inuit et amérindien (URFDEMIA) [Unit for Research, Training and Educational Development in Amerindian and Inuit Communities] and the Canada Research Chair in Aboriginal Forestry are excellent examples. URFDEMIA supports a variety of educational projects arising from the needs of Aboriginal communities. For its part, the Canada Research Chair in Aboriginal Forestry reinforces Aboriginal traditional knowledge and viewpoints in the development of sustainable forest management strategies which promote a participative approach. Several UQAT researchers are members of the Réseau québécois d’échange sur les questions autochtones (DIALOG) [Research and Knowledge Network Relating to Aboriginal Peoples] and of the Interuniversity Centre for Aboriginal Studies and Research (CIÉRA).

Looking AheadThe Université du Québec en Abitibi-Témiscamingue (UQAT) is a young, dynamic and bold university, which distinguishes itself through its people-focussed approach, its innovations in education and research, and by the special relationships it has

developed with First Peoples communities. UQAT puts all its resources towards making sure that its students are offered personalized services.

Finally, accessibility, respect and listening: this is UQAT’s motto, when it comes to the First Peoples. At the next graduation dinner for Aboriginal students, new graduates will be able to demonstrate their pride, in front of family and friends, at having obtained their qualifications, and thus at becoming meaningful role models for their communities! Rachel, and all of the other students, will now be able to dream of promising professional futures! www.uqat.ca/fps


First Point Minerals (FPX-TSX.V) is the original owner of, and currently holds a 49% interest, in the Decar nickel project in British Columbia.

Decar is a greenfield discovery of a naturally occurring nickel-iron alloy called awaruite. It represents a promising target for bulk-tonnage, open-pit mining. The deposit occurs with little or no sulphides, meaning it has little or no capacity to generate acid mine drainage.

Initial metallurgical test work demonstrates the nickel-iron alloy is recoverable using low-risk, conventional, two-stage grinding and magnetic

separation, and does not require chemical processing thereby significantly reducing its environmental impact.

First Point’s ongoing global search for other nickel-iron alloy targets has resulted in new discoveries in Western Canada, Australia and Norway, all 100%-owned. First Point is fully funded to carry out a $3-million exploration program in 2012 that will include 4,500 metres of drilling on the Klow and Wale nickel prospects in B.C., along with regional exploration work in eight different countries.

Learning is a life-long journey and Northern College offers an open, trusting, and ever-expanding circle of relationships to experience and explore.

Learning new skills in areas like health care, business, social and economic development, human services, technology and trades can add to your choices and help you walk your path in a balanced, “wholistic” way. With wisdom, experience and ability, you can choose new opportunities for yourself, your family and your community.

Northern College provides many different learning paths to match your needs. If you want to go places without leaving your community, we have many choices to help you study near and go far.

• Our distance education programs and courses allow you to choose where you will learn best

• Many of our programs are offered in different communities, based on identified needs

• Full and part-time programs are offered at our Moosonee Campus

If you choose to attend one of our campuses, you will discover many programs, services and people offering support and direction along your journey. Through the wisdom of our Aboriginal Council on Education, Elders and community leaders, Northern College is guided by the fundamental values of strength, honesty, sharing and kindness. We are committed to responding to your choices and directions, ensuring your needs and the needs of your community are met.

Northern College embraces Elders on Campus. Through this initiative, students and staff are able to engage Elders to share their experiences, knowledge and wisdom. Elders value education, support students in their educational success, and inspire an enriched environment of cultural understanding and diversity. We recognize the significant role of traditional knowledge and the importance of passing such teachings to future generations.

Northern College is now home to a permanent 700-square foot tipi at our Porcupine Campus. This tipi is accessible to Northern College students, partners, clients, and all those with an interest in learning more about the cultural values and traditions of Aboriginal peoples. It is a place where both Aboriginal and non-Aboriginal students, faculty, and communities can come together and learn from one another to build a more culturally vibrant northeastern Ontario.



At Northern, inspiring cultural spaces and student services are available to help you succeed. When you study with Northern you will have access to:

• Student advisors• Peer tutoring• Free academic upgrading with financial support for childcare

and travel• Traditional and cultural events, guest speakers, seminars, talking

and healing circles• Student lounges• Health services and fitness centres• Elders on Campus• Summer orientation• OSAP, bursaries and emergency loans

Northern College is dedicated to providing our students with quality accessible education leading to real career opportunities. Small class sizes mean students have easy access to faculty, computers, labs and equipment, and embedded Aboriginal content offers all students the opportunity to deepen their understanding of Aboriginal culture. Our diverse program offerings and partnerships with other colleges, universities and employers provide our students with unique benefits and a competitive advantage.

With campuses in Haileybury, Kirkland Lake, Porcupine and Moosonee, Northern College serves over 80 communities, including 18 First Nations in the Cochrane and Timiskaming Districts of

northeastern Ontario. We offer over 75 full and part-time programs including Welding Engineering Technology, Mining Engineering Technician, Nursing, Social Service and Personal Support Worker, Early Childhood Education, Paramedic, Pre-Service Firefighter Education and Training, and Veterinary Technician. Programs are offered at the certificate, diploma, degree, pre-apprenticeship and apprenticeship level, and many are offered through distance education.

Northern College works with key governmental and non-governmental partners to ensure both large and small communities have growing access to literacy, training and education. We are working to provide increased access to programs and services to all the communities in our area, with special emphasis on First Nations communities along the James Bay Coast.

Complement your world view and traditional practices with the skills a Northern College education can offer. We can help you develop a career path that allows you to achieve your dreams and give back to your community. Build upon your relationships with family, community and the land while expanding your knowledge and practical skills.

Engage your spirit, heart, mind and body. Begin the journey of self-discovery and personal growth with Northern College and gain the confidence to soar.

Explore, discover and learn more atwww.aboriginalportal-northernc.ca or call us at 705.235.7134

Northern Lights College (NLC) is ‘B.C.’s Energy College’, serving students in the northern third of British Columbia (an area covering more than 320,000 square kilometres) and beyond. NLC offers a wide variety of programming designed to meet the hiring and employment needs of residents, business and industry in northern British Columbia, as well as throughout the province.

For information on NLC or any of its programs, check the website at nlc.bc.ca, call tollfree 1-866-463-6652 (1-866-INFO-NLC), or contact any campus.

CampusesNLC serves the communities and residents of northern British Columbia from five campus locations and three access centres. Campus locations include: Chetwynd, Dawson Creek, Fort Nelson, Fort St. John, and Tumbler Ridge. Access centres are

located in Atlin, Dease Lake and Hudson’s Hope.

Dawson Creek and Fort St. John are the largest campuses, and they both have a student residence, cafeteria, daycare, and bookstore. Chetwynd has a daycare facility on-site, and Fort Nelson has a cafeteria and bookstore. Videoconference facilities are available at each NLC campus.

The Fort St. John Campus houses the Oil and Gas Centre of Excellence/Jim Kassen Industry Training Centre. The Industry Training Centre is the home to a number of trades and apprenticeship programs, as well as regular vocational and Workforce Training related to the oil and gas industry. The Fort St. John Campus also has a unique Simulated Well Site Training facility. The facility provides students with hands-on training on equipment they will use in the workforce and, starting in October 2012, includes a fullsized triple cantilever drilling rig for training.

33hopeforthefuture.caHealth Sciences Building - Dawson Creek Campus

Simulated Wellsite Training Facility - Fort St. John Campus


The Dawson Creek Campus is a Centre of Excellence in Clean Energy Technology, with a focal point in Energy House, which opened in September 2011. Dawson Creek Campus is also a Centre of Excellence in Aerospace, through its internationally-renowned Aircraft Maintenance Engineering program. The campus also features a new Health Sciences Building that was completed in 2010.

PROGRAMS

NLC offers a variety of academic and vocational programming.At NLC, students have a number of options, depending on their chosen career paths. Students can earn a one-year certificate, a two-year diploma or associate degree, or complete upgrading courses or bridging programs. Associate degrees can be used to transfer to the third year of degree programs at provincial universities. Students

should check the transferability of courses when making their educational plans. The admissions process for most programs at NLC begins by contacting the Student Services department at any NLC campus. NLC’s friendly Student Services staff will examine admissions documents to determine if an applicant meets admission prerequisites for a program; if necessary, applicants will be referred for appropriate upgrading or assessments, or be directed to one of the College’s Admissions Officers. For students who are not sure exactly what program they are interested in, the Student Recruitment department is available to help determine which program best suits the individual.

NLC has a wide range of programs and courses available for students of all ages. Certain programs and courses are offered through face-to-face delivery at specific campuses, while others are available via alternative delivery methods, including videoconference, online and mobile training facilities.

Dual Credit programming at NLC provides a unique opportunity for secondary school students in school districts 59, 60, and 81. Dual Credit students enrol in college programming while still in secondary school, earning both secondary and post-secondary credits. NLC partners with the school districts to offer Dual Credit options in more than 20 program and course areas, including trades and apprenticeship programs, health care and business programs, and university arts and sciences courses. NLC also works in partnership with various post-secondary institutions in British Columbia and Alberta to offer program

credentials, and credit-transfer agreements.

Programming at NLC iscategorized into three divisions:• Academic and Career, including

Business, Degree, Human Services/Education, University Arts and Sciences, and Visual Arts courses and programs.

• Continuing Education, includingCareer and College Preparation, Industry, Contract and Workforce Training courses and programs.

• TradesandApprenticeship:FoundationTradesandApprenticeshiplevel training courses and programs, in conjunction with the Industry Training Authority; and specialty training such as Power Engineering, Oil and Gas Field Operator, and Wind Turbine Maintenance Technician.

Visit nlc.bc.ca/Programs/AllProgramsfor a complete program listing.

RESIDENCEStudent residences are available in Dawson Creek (capacity 180 students) and Fort St. John (capacity 100 students). Accommodation availability ranges from one to fourbedroom units, and each residence includes wheelchair accessible suites. Management and security are located on site. For information or an application, contact Student Services at the appropriate campus, 1-866-463-6652.

Aerospace Centre of Excellence - Dawson Creek Campus

Clean Energy Technology Centre of Excellence - Dawson Creek Campus

High school students give Dual Credit programming at NLC a thumb’s up!

Student Residences on the Dawson Creek Campus

ATHLETICS AND RECREATIONThe Dawson Creek campus includes a gymnasium, soccer pitch and softball diamond, which are used to host intramural athletics throughout the year. The Fort St. John campus is located adjacent to several softball diamonds and an elementary school soccer pitch. NLC students can participate in community leagues in a variety of team sports, including hockey, volleyball, soccer and softball. Other outdoor

activities include skiing, fishing, hiking, snowmobiling and equine activities. Students can organize clubs for activities such as snooker, foosball, badminton, film, or cards. Downhill skiing is available at Bear Mountain, near Dawson Creek; Big Bam, near Taylor (south of Fort St. John); or Powder King, an hour west of Chetwynd.

ABORIGINAL GATHERING SPACESAboriginal Student Advisors are based at the Chetwynd, Dawson Creek, Fort Nelson and Fort St. John campuses, with offices adjacent to new Aboriginal Gathering Spaces at each campus. Services to Aboriginal students include: advice about admissions and services; support for program preparation; financial aid assistance; liaison with Aboriginal communities, local organizations, and government agencies; advocacy for Aboriginal student issues; and referrals to community agencies for personal support. The Aboriginal Gathering Spaces provide students a place to socialize, hold special events, and receive advocacy and support.

STUDENT RESOURCESFor more information on NLC call Student Services toll-free at 1-866-463-6652 or apply online today at nlc.bc.ca.

ACCESS SERVICESAt NLC, Access Services for persons with disabilities may include: arranging academic accommodations (interpreters, note takers, tutors, alternate text or exam formats, exam time extensions); support to obtain appropriate documentation; support to access assistive technologies; referral to external support agencies and funding sources; referral to support services at other colleges and universities; orientation and registration assistance; and transitional assistance from secondary school to college. Persons with disabilities should contact the Access Services Coordinator well in advance of starting classes to make arrangements for any necessary services and accommodations.

LIBRARYThe library provides resource collections and services for students registered in courses delivered by NLC. On-site library facilities are available at the Dawson Creek, Fort St. John and Fort Nelson campuses, in addition to online access at nlc.bc.ca/Services/Library.aspx. Collections include: more than 33,000 print books; 25,000 electronic books; 5,200 videos, CDs and DVDs; 250 print periodical titles; catalogues of all NLC and provincial materials; a large collection of subject guides and user tools; 10,000 full-text journals online with an A-Z title search interface; 14 million items available from other libraries in British Columbia; and reserve collections and online reading room sites providing subject and course specific materials.

COMPUTER FACILITIESThere are computer labs available to students at all NLC campuses, with wireless Internet access available at each campus. Assistance is available with on-campus software and hardware problems and with course access for distance and online students. The Information Commons sections of NLC libraries offer access to computer workstations with direct access to the Internet. Aboriginal Gathering Spaces also have computer and Internet access.

Toll Free: 1-866-463-6652www.nlc.bc.ca


High school students give Dual Credit programming at NLC a thumb’s up!

NLC’s Aboriginal Gathering Spaces offer cultural celebration, advocacy and suppport.


The Mining Association of Canada (MAC)

has announced the launch of a new scholarship

available to Canadian university students interested

in pursuing a career in mineral economics.

MAC and its members established the Paul Stothart

Memorial Scholarship following the passing of

its valued colleague, Paul Stothart. A graduate

of Queen’s University (MBA Finance, Bachelor

in Civil Engineering), Paul was an accomplished

professional who was passionate about advancing

the Canadian mining industry in his role as MAC’s

Vice President of Economic Affairs, which he held

from 2006 to 2012. The scholarship is valued at

$3,500 and will be awarded annually to one student

studying either a Bachelor or Master of Economics,

or Master of Business Administration. Candidates

must also demonstrate an interest in mineral

economics through current or future course work.


As of today, students are able to submit their applications until April 15, 2013. The inaugural scholarship will be awarded to the selected candidate for the 2013-2014 school year.

A 2011 report from the Mining Industry Human Resources Council (MiHR) estimates that the mining industry in Canada must hire 100,000 new workers over the next decade to replace retiring workers and to fill new positions. In addition to other labour sources, the industry is relying on universities to help train the next-generation of skilled mining workers into much needed positions.

“The scholarship’s focus on mineral economics reinforces the need for workers across the full spectrum of jobs in the mining sector,” said Pierre Gratton, MAC’s President and CEO. “Beyond geologists, engineers and metallurgists, the industry also requires mining professionals with finance and business management backgrounds.”

Canada is a global hub for mining finance with the Toronto Stock Exchange (TSX) handling more than 80 per cent of the world’s mining equity transactions over the past five years. Toronto, Vancouver, Montreal, Edmonton and Saskatoon are all global mining centres that

need to attract mineral economics professionals onto their payrolls. The Canadian mining industry also supports some 3,200 suppliers—indirect mining jobs that provide expertise to the industry, such as finance, accounting or legal companies.

“When people think about what it means to be a miner, they think about the workers underground and not the professionals sitting in offices on Bay Street,” said Gratton. “Finance is a much sought after skill in our industry and we’re pleased to support students who are considering a rewarding career in mining.”

About MACThe Mining Association of Canada is the national organization for the Canadian mining industry. Its members account for most of Canada’s production of base and precious metals, uranium, diamonds, metallurgical coal, mined oil sands and industrial minerals and are actively engaged in mineral exploration, mining, smelting, refining and semi-fabrication.

For more information about the scholarship and how eligiblestudents can apply, please visit www.mining.ca

Academy of Learning College is among the largest career colleges in all of Canada, offering vocational programs and courses, including business, IT, web design, and healthcare training. Their extensive academic offerings, along with flexible class schedules and a wide range of funding opportunities, has allowed the college over their 25-year history to become a Canadian success story.

“Reaching our 25th Anniversary not only constitutes a remarkable achievement for Academy of Learning College, but more importantly, it also represents the most valuable reward of all… the knowledge that we have earned the confidence and loyalty of our students, both past and present,” says Derek Hamill, President. “Students over the decades have referred sons and granddaughters, friends and neighbours. They have entrusted to our care the people in their life whom they held most dear. This is the ultimate tribute, which 25 years of students have bestowed.”

Academy of Learning College has implemented many initiatives to provide students with a stimulating and varied learning experience. Among these initiatives is the Virtual Classroom, an enrollment option which embraces everchanging technology and makes it possible for students in smaller campuses or remote regions to have the opportunity to take programs which would otherwise be unavailable to them. Academy of Learning College was the first private career college in many provinces across Canada to offer this type of learning platform.

Enrollment options also include the Integrated Learning™ System (ILS), instructor-led live lectures, online learning supported by a qualified College Facilitator or online instructor, and learning supported by a qualified off-site instructor. Admission requirements include a Grade 12 diploma, or equivalent, or Mature Student

status, and additional requirements may also be necessary for certain specialized programs.

Continuous enrollment and self-paced learning resonate with First Nations students at Academy of Learning College. With individual courses starting every day, students can begin their studies immediately, and have the freedom to customize their schedules to suit their busy lives. Selected specialized programs such as the Medical Office Assistant (MOA) have established start dates due to classroom setups for lecturing purposes. However, these start dates are woven into students’ schedules to maximize the efficient use of their time and combine the classroom with the more independent Academy of Learning College method of instruction.

Academy of Learning College serves 45 communities with 60 campuses across Canada including North Battleford (SK), Thunder Bay (ON), Winnipeg (MB), and Yellowknife (NWT). Their campuses are dedicated to helping students reach their goals—quickly and easily, and in a setting that builds confidence while building skills. Students receive intensive, hands-on training in a professional atmosphere.

Academy of Learning College offers students: a An effective approach to career training a Industry standard equipment and software a Career specific programs a Consistently high standard of curriculum a Qualified facilitators and instructors a An environment conducive to learning a Practical, hands-on training a Flexible class hours a Convenient locations a Job search assistance

At Academy of Learning College, help is always at hand whenever it is needed. One-on-one support is available from their dedicated, trained facilitators for every phase of every course. Their students’ success is Academy of Learning College’s number one priority, and they make sure students get the help they need every step of the way.

For a complete list of the programs thatAcademy of Learning College offers, and to find a campus near you,

visit www.academyoflearning.com.An Academy of Learning College admissions representative

is ready to help you unearth your potential!



By L.M. VanEvery


Sometimes the road to post secondary education can be hard

to find. There are many decisions that a student is faced with

making which will lead them toward post-secondary success.

But how do they make the right decisions? It’s easy for a young

student to become overwhelmed and lost. Sometimes they

need a roadmap to help them navigate their journey.

This roadmap has arrived in the new educational resource

The Aboriginal Educational Roadmap, “Lighting the

Journey to Success.”

The package of twelve colourful cards each feature a mentor

from Six Nations of the Grand River and highlight their

journey to where they are today in their life. The Elder Advice

card features Chief Arnold General who shares his advice of

“Abide by the rules of the Creator and always be thankful for

what you have.” The back of his card features advice from

other prominent educators including community educator,

Rebecca Jamieson and Onondaga Faithkeeper, Ron Thomas.

Each one of the twelve cards included is an integral part of the

roadmap. The cards focus on important issues such as high

school requirements, apprenticeship, funding, USA schools

and traditional teaching.

The card focusing on “Where do I start?” shares advice

about what a student could be thinking about during their

elementary school years that will lead them on a successful

path to post-secondary education. There are websites listed

to show students where else to look for information that will

assist them on their educational journey.


Jeannie Martin is a part of the planning committee for the Aboriginal Education Roadmap. She has been the Native Education Counsellor at Hagersville Secondary School for nearly ten years. As one who counsels students on post-secondary education, Jeannie knows the importance of planning early. She has seen too many students reach grade 12, choose what post-secondary path they want to take but realize they haven’t prepared academically to continue on their path. “Sometimes students choose not to pursue their goal because of that,” she says. “They really need to start planning in grade nine.”

The resource is user-friendly and geared to help students navigate their educational journey more easily. “I think the most exciting

part of the resource is the role model aspect, Jeannie says. “We have so many awesome successful people who have accomplished a lot.” Successful people from areas of sports, the arts, health, the trades, tradition and business are featured in the resource.

Jan Tyrrell is the School College Work Initiative Coordinator for Grand River and is a contributor to the resource. Jan found working with the Native community on this project to

be a learning experience. “It was great having the opportunity to work in a collaborative,” she says. “It is so important to maintain the balance between Aboriginal culture and mainstream post-secondary education as students progress on their journey.” The resource planning and development was community driven.

“Lighting the Journey to Success” has been launched to guidance counsellors and teachers in the Brant Haldimand Norfolk Catholic District School Board, the Grand Erie District School Board and Six Nations and New Credit teachers. Once the educators are familiar with the resource, the next step is an awareness campaign for students and their families.


Deneen Montour is the Native Advisor at the Grand Erie District School Board. She is also part of the Aboriginal Education Roadmap committee who helped bring this resource to schools for the benefit of grade eight students and high school students. Deneen is hopeful that the resource will help not only students but their families in travelling their educational journey together.

“The Aboriginal Educational Roadmap, “Lighting the Journey to Success” is one way to help our youth, parents, families and community to access paths to post secondary education. The roadmap is a wealth of information and websites at your fingertips that can help those with a dream navigate through the planning, preparation, application and financial steps to apprenticeships, college or university,” she says. The resource also lists tips for parents, grandparents and relatives on how to help their student succeed.

As Native youth, there are a variety of challenges that one can face when trying to reach a goal of post-secondary achievement. Reading about others who have overcome obstacles and achieved their goal can be empowering. “As Haudenosaunee educators, we try to remove the barriers and challenges that our youth have to overcome so that they can be who they want to be,” she says. “Lighting the Journey to Success” is a resource that encourages Native youth to be who they want to be.

Jeannie Martin’s favourite quote in “Lighting the Journey to Success” resource is from Hohahes Leroy Hill, Sub Chief of the Cayuga nation. “An Onkwehonweh who can master his/her cultural teachings as well as become successful at their chosen educational pursuits makes for a strong person and provides a promising future for the Haudenosaunee.”

The Aboriginal Educational Roadmap, “Lighting the Journey to Success” can be accessed on-line at www.scwigrandriver.ca. It is an on-going campaign of awareness. As new websites become available or change, the on-line resource will be updated.

www.granderie.ca


Excellence in Aboriginal post-secondary education is woven into the culture of Cape Breton University (CBU). Driven by collaboration and consultation with Aboriginal community leaders, CBU has established a successful model of education that ensures the student services necessary to support distinctive post-secondary courses and programs. Unama’ki College (www.cbu.ca/unamaki) is the hub of CBU’s Aboriginal programming. Sustained by its Mi’kmaw roots, it reaches out to all Aboriginal cultures and traditions. Unama’ki College is home to dedicated faculty who strive to incorporate Indigenous knowledge into the academic fabric of CBU, and staff members who are committed to the success of each and every Aboriginal student studying at Cape Breton University.

Program delivery is key to Unama’ki College’s success. The Department of Indigenous Studies is a relatively new department at CBU and one that is imperative to the future of Unama’ki College. Faculty within the Department of Indigenous Studies are devoted to programs designed to meet the needs of Mi’kmaq students and to introduce all CBU students and faculty to this region’s rich indigenous culture. A unique focus of the Department is the provision of courses on campus and in Mi’kmaq communities. In addition to traditional university program delivery, Unama’ki College has created an approach to education that allows for in-community delivery of Cape Breton University programs. This successful model is possible through a joint effort made between Unama’ki College and Aboriginal education leaders.


Cape Breton University’s focus on sustaining culture and fostering innovation has helped steadily propel the university forward. Unama’ki College proudly supports this vision by engaging in relevant research that assists Aboriginal communities in their move toward self-reliance and cultural preservation, while involving Aboriginal undergraduate students in thought-provoking and meaningful research.

History and tradition are significant to the identity of a culture. Language is seen an important piece of that identity and one that should be studied, and shared and celebrated through generations. At CBU’s Unama’ki College, researchers are working to preserve the language of the Mi’kmaw People, helping to ensure that it continues to be an essential part of Aboriginal culture. The Kji-keptin Alexander Denny L’nui’sultimkeweyo’kuom is a focal point for language research activity at Unama’ki College. The lab, which has partnerships with numerous Mi’kmaw educational authorities as well as academic institutions, is engaged in several long term research projects. Current projects include Mi’kmaw pain words, the online talking Mi’kmaw dictionary, and the online Mi’kmaw Language Centre known as JILAPTOQ.

Successful communities are defined by their social and economic conditions. Across the country, there is intense dialogue about Aboriginal social and economic development, and community leaders believe education is a crucial element of a better future. That is why Cape Breton University is building on existing relationships and forging new partnerships with Aboriginal community leaders to increase the number of Aboriginals studying in a complete range of areas at the post-secondary level.

In particular, the Purdy Crawford Chair in Aboriginal Business Studies (www.cbu.ca/crawford) at CBU is focused on promoting business education at the post-secondary level and introducing business as a viable career option for Aboriginal people. Led by Dr. Keith G. Brown, the Chair has established an innovative research agenda focused on developing best practices in Aboriginal economic development that can be applied to Aboriginal communities across the country and beyond. The research potential is immense and the practical outcomes will have significant impact on the well-being of communities.

In the past year, the Chair has made great strides toward its mandate, launching the Business Network for Aboriginal Youth and leading a number of National Roundtable discussions focused on issues surrounding Aboriginal economic development and the barriers to the study of business for Aboriginal people.

The first year of the Business Network for Aboriginal Youth was highly successful in meeting its goal of strengthening academic development through the emulation of positive peer role models.


Achieved using Blackberry technology and social media, the program linked 30 Aboriginal students in grade 9-12 from across Nova Scotia. The program had representation from 12 of the 13 First Nation communities in Nova Scotia as well as Métis and Inuit participants and it is believed to be the first program of its kind in Canada. Students were paired with Aboriginal mentors who are currently working as business professionals in areas including marketing, tourism, accounting, entrepreneurship, economics and management.

Following the Crown-First Nations Gathering held last January, representatives from five thriving First Nation communities joined the Crawford Research Team for what resulted in an insightful dialogue that shed light on the experience and vision of these successful Aboriginal leaders. The discussion group included representation from Chippewa of Rama First Nation, Membertou First Nation, Tsawwassen First Nation, Westbank First Nation and Osoyoos Indian Band. In addition to this roundtable, three Aboriginal student roundtables were held in Edmonton, Alt., Ottawa, Ont. and Sydney, N.S. The student roundtable discussions centered on why there aren’t more Aboriginal students studying business; barriers faced by Aboriginal students who chose to study business; and how to encourage high school students to study business. Thematic throughout each discussion was the need for more Aboriginal content in current university business curriculums, especially examples of prosperous Aboriginal economic development.

Cape Breton University is located on Canada’s stunning east coast on Cape Breton Island. Cape Breton (Unama’ki) is a living center of Mi’kmaq language and culture. Its rich past and promising future is proudly celebrated in a university community renowned for providing a supportive and lively atmosphere in which all students can experience the opportunities offered by academic, cultural and social diversity. For more than 35 years, CBU has been educating Aboriginal students. These students are now leading their communities and inspiring a new generation of Aboriginal youth to pursue diverse educational paths at the post-secondary level.

To find out more about Cape Breton University visit www.cbu.ca


Kiuna, meaning ours in Abenaki, represents the culmination of a dream long held by First Nations. For many years First Nations in this country have been fighting for the right to have educational institutions established for and by First Nations; something that is essential for the success of First Nations youth and the reinforcement of their identity in the world.

The First Nations Education Council (FNEC), representing 22 First Nations communities in Quebec, opened the first college dedicated to First Nations on August 20, 2011. The First Nations Social Science Program, which is one of a kind, consists of courses that celebrate our past and our present and inspire a brighter future. As a result, it showcases First Nations cultural heritage and is building a strong sense of identity among students which is key to their well-being and success. The program highlights the contribution First Nations have made to our collective heritage by studying First Nations peoples through an anthropological perspective, Aboriginal literature, modern Aboriginal art, legal and political issues, etc.

Kiuna is not only a place to study; it is a community environment where First Nations members are invited to share their knowledge and know-how.

The Kiuna experience encourages fraternity among students, teachers, staff and others who could enrich students’ experience such as artists, Elders, politicians, etc. In this way the sense of belonging facilitates learning.

The notion of community life is also being expressed through a parallel project to develop cultural space, which will be implemented through the program aiming to directly involve communities in the learning process by emphasizing the intergenerational transmission of traditional knowledge and know-how.

Even though Kiuna is still in its early stages, it is now home to 60 students whose success is guaranteed by a group of dedicated and engaging staff members who are sensitive to First Nations realities and interests either because they are First Nations members themselves, or because they possess a wealth of experience in working with First Nations.

Kiuna is the result of a collective commitment aiming to shape socially responsible First Nations citizens concerned for the well-being of their communities.

For more information on the program offered, admission requirements, or any other information on Kiuna, we invite you to

visit our Web site at: www.kiuna-college.com.


Kiuna, qui signifie « à nous », en langue abénaquise,représente l’aboutissement d’un rêve qui a été longuement porté par les membres des Premières Nations. En effet, depuis de nombreuses années, les Premières Nations du pays revendiquent le droit d’avoir des établissements d’enseignement créés pour et par elles, un facteur déterminantessentielàlaréussitedesjeunesdesPremièresNations et au renforcement de leur identité dans ce monde.

Au Québec, le Conseil en Éducation des Premières Nations (CEPN), une association composée de 22 communautés, a ouvert les portes du premier centre d’études collégiales destiné aux Premières Nations le 20 août 2011. Le programme Sciences humaines – Premières Nations, unique en son genre, est constitué de cours qui font l’éloge du passé et du présent des Premières Nations en invitant les étudiants à un avenirmeilleur. Par conséquent, il met en valeur le patrimoine cultureldesPremièresNationsetcontribueàbâtirunefiertéidentitaire forte, un élément-clé dans la promotion du mieux-être et dans le cheminement vers la réussite. Le programme met en évidence l’apport des Premières Nations au patrimoine collectif,entreautresgrâceàl’étudedespeuplesautochtonessous des perspectives anthropologiques, de la littérature autochtone, de l’art moderne et contemporain autochtone et des questions politico-légales des peuples autochtones.

Kiuna n’est pas un simple centre d’études, mais un milieu de vie communautaire et convivial dans lequel nous invitons les membresdesPremièresNationsàéchangeretàtransmettreleurs connaissances et savoir-faire.

L’expérience Kiuna favorise la fraternité entre les étudiants, les enseignants, le personnel, ainsi que les artistes, les aînés, les politiciens,etautresquisontappelésàenrichirl’expériencedesjeunesetàcréerunsentimentd’appartenancequifaciliteleur apprentissage.

La notion de vie communautaire s’exprime aussi par notre projet de site culturel, développé en parallèle, et dont la mise en œuvre est intégrée au programme, qui vise la participation active des communautés dans le processus d’apprentissage en mettant l’accent sur la transmission intergénérationnelle des savoirs et des savoir-faire plus traditionnels.

Bien que très jeune, Kiuna compte maintenant 60 étudiants. Le dévouement et l’implication de son personnel administratif et professoral, sensible aux réalités et aux intérêts des Premières Nations en raison de son appartenance àunepremièrenationoud’unelongueexpériencedanslemilieu, sont garants du succès de ces étudiants.

Kiunaestlefruitd’unengagementcollectifvisantàformerdes citoyens des Premières Nations socialement responsables et soucieux du bien-être de leur communauté.

Pour plus de renseignements sur le programme offert, les critères d’admission ou Kiuna, nous vous invitons à consulter notre site Web à

l’adresse www.kiuna-college.com.


From a mother of four to former professional hockey players, students enrolled in this year’s program certainly came from diverse backgrounds. A number of individuals—including a former senior computer programmer at a national bank, a social worker, a senior self-government negotiator, a small business owner and a realtor—enrolled to begin their journey into a second career in law.

“We are very pleased to have another strong group of students, which I believe can be attributed to the long-standing quality of our programming,” said Ruth Thompson, director of the PLSNP.

The 2012 edition of the program began on May 24 and ran for eight weeks with a goal of providing Aboriginal law students with a real law school experience. Students take a property law class and are tasked with an intensive schedule of readings, assignments, lectures and exams, which enhance each student’s ability to read, analyze and write legal materials.

The program also has a cultural component as students learn about customary Aboriginal law and attend cultural events, explained Thompson. “The program shows Aboriginal students that they can attend law school and remain culturally intact.”

(from l to r) PLSNP graduate and current third-year law student, Rachel Snow; Elder and Traditional person Harvey Tootoosis, from Poundmaker First Nation and; Men’s Traditional Champion dancer Eli Snow (Rachel’s son), standing over a picture of Rachel’s late father Intebeja Mani (Walking Seal) - the Reverend Doctor Chief John Snow. This picture was taken at the Native Law Centre during Rachel’s presentation to a first year law class to ensure positive representations about First Nations are included at the College of Law from our perspective.

Every spring, the Program of Legal Studies for Native People (PLSNP) offers a unique

and exciting opportunity for Aboriginal people (First Nations, Métis, and Inuit)

beginning their legal studies. This year on its 40th anniversary, the program welcomed

42 students from across Canada to the University of Saskatchewan campus.

For Rachel Snow, completion of the program was over twenty years in the making. Originally from Mini Thni (Morley, Alberta), Rachel Snow first applied to the program in 1989, but after finding out she was expecting her third child, she left the program to focus on raising her children as a single mother. Twenty years later, she was ready to give it another try. “Now as a mature student, I feel the Creator has directed my path. If I had completed the program in 1989, I would have raised my children in an urban community, away from the land, the

language and the collective teachings of my people. Now, I have strong Indigenous children who will continue voicing the positive legacy of our people,” Snow explains.

The friends I made in the program are some of my best friends today and the relationships I made with the professors and support staff are ones I will never forget.

When Snow eventually did enter the program, it did not disappoint. Throughout the program she had the opportunity to network with future Indigenous lawyers, she received mentorship from professors as well as valuable guidance from the Aboriginal teaching assistants. Snow was most impressed by the inclusion of customary law and the efforts of professors to incorporate Indigenous law in applicable areas. “This was the most rewarding aspect for me. The Indigenous legal voice has always been in this land and should continue to be heard in Indigenous legal programming,” she states.

Snow, now entering her third year of law studies at the University of Saskatchewan, hopes to continue her legal education by attending graduate studies at Harvard. She also plans to someday begin writing or producing scholarly works that not only have Indigenous insight, but also strong ties to her First Nation community and the land.

Brent Hill, a status member of the Mohawks of the Bay of Quinte, was born off-reserve and has lived in Toronto since the age of one. When he was 15, he lost his mother to cancer. “It definitely had an impact on my educational habits and desires and I eventually ended up dropping out of high school and entering the work force,” says Hill. After working his way up to the manager position at a local theatre, he went on to study computers and information technology as a mature student. He had briefly considered studying law instead, but it wasn’t until he was selected for jury duty two years ago that he decided to seriously pursue it. “Serving on the jury was not only a privilege but also very interesting and helped re-ignite an interest in law,” he says.

“


42 students enrolled in the 2012 program

“


As someone who did not grow up within the First Nations culture, he found the inclusion of the Aboriginal customary law and Aboriginal-themed social events within the PLSNP particularly interesting and insightful. “The program faculty are extremely helpful and more importantly to me, very grounded and approachable people. It made for an environment that was very conducive to learning something new and challenging.” As if the challenge of completing the PLSNP program wasn’t enough, Hill simultaneously worked to complete his Ontario Secondary School Diploma through correspondence.

Hill plans to continue his legal studies at the University of Toronto this fall, and feels he will have an advantage over fellow students because the PLSNP has taught him what to expect. “The PLSNP is an excellent program. Participants will be rewarded relative to the amount of effort they put into it.”

For Aaron Starr, the decision to enroll in the PLSNP was influenced by his father, who went through the program in one of the first years it was offered. Now practicing law with the McKercher law firm in Saskatoon, Saskatchewan, Starr often encounters peers who have taken the same path. “If you ask any Aboriginal practitioner in western Canada, they are usually an alumnus of the program,” he explains.

Hailing from the Star Blanket Cree Nation, Starr had aspirations of becoming an NHL star when he was young. While he did pursue his dream and continued to play hockey while in University, his focus later switched to pursuing an education in law. “My parents were good role models to me and always stressed education as a priority,” says Starr. He now thoroughly enjoys working in private practice and hopes to have a long career at McKercher LLP, but he will always be grateful that it started

with his decision to apply to the PLSNP. “I believe it is a must for Aboriginal students wanting to pursue law school and I would highly recommend taking the program. The friends I made in the program are some of my best friends today and the relationships I made with the professors and support staff are ones I will never forget.”

The PLSNP has been offered at the University of Saskatchewan since 1973. When it was established, there were only four lawyers and five law students of Aboriginal ancestry in Canada. It has been successful in increasing those numbers, helping over 1000 Aboriginal students enroll in law school over 40 years. PLSNP alumni have become lawyers, judges, government officials and professors and many have careers in the corporate world or NGOs outside the traditional practice of law.

www.usask.ca/nativelaw

The Native Law Centre, established in September 1975, is Canada’s principal training and research program for Aboriginal law and lawyers.


In 1949, ten drilling contractors working in western Canada recognized that the Canadian oil and gas industry had great potential. These ten contractors weren’t just interested in seeing the industry grow. They imagined an industry that improved as it grew, an industry that could become a world leader in rig operations. They imagined a community of rig companies working in cooperation on common issues.

That imagined community became the Canadian Association of Oilwell Drilling Contractors (CAODC).

60 years after its inception, CAODC is the oldest upstream association in Canada and the voice of 100% of Canada’s drilling rig fleet and 98% of Canada’s service rig fleet. CAODC’s strength lies in its networks of committees where member companies volunteer their time to work on industry initiatives.

Given the nature of the business – fast-paced activity, heavy equipment and sometimes harsh weather conditions – it is no surprise that the Association often works on technical and safety benchmarks. Canadian rigs meet some of the highest regulatory standards in the world.

In recent years, CAODC members have additionally focused on manpower challenges. They recognize a need to attract a new generation of rig workers, who will be tomorrow’s oil and gas industry leaders.

WHY START A RIG CAREER?On the rig floor, you learn by doing. You learn the technical side of rig mechanics and build teamwork skills. As you advance, you will be trained to be a crew leader and will be a mentor and supervisor for less experienced crewmembers.

This industry invests significantly in its employees because today’s rig employees are tomorrow’s industry executives. People who start on the rig floor can end up in any variety of occupations.

Part of the reason why the rigs are so challenged to maintain a workforce is because other sectors of the oil and gas industry use drilling and service rigs as a recruiting ground of their own. Direct rig knowledge is valuable all across the oil and gas industry, and a range of career options is open to someone with rig experience.

Savanna DrillerPhoto courtesy of Savanna Energy Services


ON-THE-JOB TRAINING ON THE RIGSWhenever oil and gas investment swings into action, rig contractors are the first to feel the manpower pinch.

‘Making hole’ – as rig crews call their drilling work – is a labour intensive operation. Three 5-man crews plus a rig manager are needed to run one rig. And a drilling rig only prepares a hole. A service rig, with its own 4-man crew and rig manager, is brought in afterward to turn that hole into a producing well.

Unique skill sets are needed to operate a drilling rig or service rig, and rig contractors invest heavily in developing and advancing their employees. Between 2004 and 2005, CAODC members rolled out two programs to help industry set a new training benchmark: drilling rig companies worked with apprenticeship training divisions in Alberta, Saskatchewan and BC to establish the Rig Technician trade. Service rig companies built a Service Rig Competency Program (SRCP).

Both the trade and SRCP focus on on-the-job training. The difference between the two programs lies in administration: the Rig Technician trade is administered through provincial apprenticeship divisions, and has a classroom component. SRCRP is administered out of an industry-funded training service, Enform.

These new training standards give employees a consistent training tool to advance their professional development. The standards outline a defined career path and provide a clear picture of a rig worker’s skill set.

The training standards are also safety resources. They help new members of the rig workforce adapt and learn in a fast-paced work environment.

Finally, rig operations today are more complex. New techniques and new equipment are playing larger roles in oil and gas exploration and production. The detailed training standards help rig contractors to offer employees consistent, relevant training, even as new equipment and techniques are implemented. This better training, in turn, contributes to industry’s ambitions to achieve higher safety standards across the fleet.

RESOURCES TO LEARN ABOUT THIS CAREER PATHCAODC members recognize that one of the greatest barriers to attracting people to this career path is a lack of basic industry information. People outside of the rig industry sometimes misunderstand what employers are looking for. Or they don’t realise that rig activity is primarily seasonal: the industry does most of its hiring in the fall and winter, it never hires in the spring, and rarely hires in the summer.

• • • • •This is why CAODC is reaching out across

Canada with two new employment websites:www.RigTech.ca and www.ServiceRigDrive.ca

• • • • •Each website provides basic information about rig work.

Everything CAODC does – whether building new training programs or setting a standards for rig equipment inspections – is done by consulting with CAODC members. This was exactly the approach CAODC took with its employment websites. The Association gathered human resources personnel throughout the industry – recruiters who interview potential rig employees – to ask what these websites needed to say to help new applicants.

The sites give a general overview of the work environment, the career path and training standards as well as contacts to reach potential employers.

Both sites also offer examples of the skills and experience that get a new applicant noticed. To get that first rig job, it helps to highlight past experience that’s similar to a day on a rig. Human resource managers recommend that new applicants show past jobs or activities that involve working outdoors, working with machinery or working as part of a team.

TODAY’S RIGS NEED A SKILLED WORKFORCEThe old stereotype of rig work as unskilled, unsafe labour is not a reflection of today’s industry. Today’s rigs are multi-million dollar business units. Senior field personnel run this equipment by drawing on years of experience. They all started in a junior crew position themselves and have honed the skills to keep a rig crew working efficiently and safely.

The hardworking people of the drilling and service rig sector – CAODC members and their employees – make it one of the safest and most innovative industries in Canada.

This unique skill set powers Canada’s oil and gas industry. CAODC members are proud that their workforce adds this strength to the Canadian economy. And they’re looking for people who want to join the career path.

Make a connection with Canada’s drilling and service rig community through CAODC!

UNDERSTANDING HOW DRILLING RIG WORK DIFFERS FROM SERVICE RIG WORKDrilling rigs and service rigs each have their own place in the exploration and production of oil and gas. Oil and gas companies contract drilling rigs to explore new areas. They contract service rigs to turn an exploratory well into a producing well.

When you see a rig on the horizon, you might have a hard time distinguishing between the two, but the crews who run rig equipment will tell you: the two work environments are very distinct.


SERVICE RIGS • Are smaller than drilling rigs and are mobile. Service rigs will

move often (sometimes daily) to new jobs on different wellsites. Each day is a different type of job, working with different oilfield service providers.

• Look after wells in a set area. Service rigs will return to a wellsite many times: when it needs repairs, when the oil company wants to take it offstream (temporarily halt well production) or bring it back onstream

• Operate during the day. Crews work between 8- and 12-hour shifts, depending on the assigned operation.

Crews travel together to the worksite and travel home together each night. Employers provide transportation and crewmembers are paid an hourly travel wage.

Employers cover many expenses. Crewmembers don’t need their own vehicles and transportation to the wellsite is provided. If a crew is required to travel far enough from their home base that they can’t return home at night, employers fully cover the crew’s expenses.

DRILLING RIGS• Are larger than service rigs. (Drilling rigs known as triples have masts

that can hold 3000 feet of pipe above ground.) When working on very deep wells, a drilling rig can be on the same location for months.

• Move across western Canada as needed by oil and gas companies. Drilling rigs are not bound to a specific area and will often go from one province to another.

• Run 24 hours a day, 7 days a week. Crews work in 12-hour shifts: a day shift and a night shift.

Crews can live anywhere. They are responsible to arrive at the lease site for their ‘hitch’ (2 weeks of 12-hours shifts) which is followed by 7 days off. Drilling rig employees don’t always live in areas where there’s oil and gas production. For example, Kelowna BC has a surprising number of residents who work on drilling rigs.

Crews are paid a significant hourly wage and a subsistence allowance to help cover expenses while they are away from home.

www.rigtech.ca • www.servicerigdrive.ca


“Commissionaires educational relationship with First Nations in Saskatchewan goes way back,” says Gerry Bull, Chief Operating Officer of the North Saskatchewan Division of Commissionaires. “We’ve primarily done work in the area of training, whether it has been basic life skills or our security guard courses.”

Commissionaires is a not-for-profit national security organization dedicated to providing meaningful employment to former members of the Canadian Forces and RCMP following their service careers. The 87-year old company - with its 16 divisions across the country - has worked in a variety of areas with First Nations, Métis and other bands in Canada.

Training aboriginal communitiesIt was back in the late 1980s when the North Saskatchewan Division first got involved with aboriginal initiatives. At that time, the Division began working with the Prince Albert Tribal Council to offer training to Northern community members. Bull explains that the division was looking for was to reach out to the local aboriginal community. It wasn’t long before six month courses were created.

The Northern community residential courses included drills, physical fitness, and the basic security guard course. “We not only provided security training, we offered full life skills,” Bull says. “The courses were

kind of like boot camp. Where they really helped was in developing unskilled youth who came to us with lower levels of education.”

In 1991, Bull was hired to teach the security portion of another six month course. “It was a great course,” he says. “There was opportunity for practicum on the military bases and for them to supervise and monitor their own activities.”

Bull returned a few years later to teach another course in LaLoche, Saskatchewan, where he helped to train a group of young adults become security guards in their own communities. Bull describes the situation at that time as “putting a lot of emphasis on further education, because historically, many communities members didn’t necessarily go far in the school system.”

“From day one to the end, we saw a huge improvement in the participants’ timeliness in showing up for class,” he says. “The community leaders came to us and were pleasantly surprised with the youth.”

Accommodating First Nations requestsOver the years, the course has evolved to accommodate First Nations requests. “Instead of courses focussed on education, we have more and more requests for training related specifically to employment possibilities,” Bull adds.


These days, Commissionaires teach courses such as the mandatory provincially-regulated training in Saskatchewan, first aid courses and service-related education, like the supervisory and management training courses.

The North Saskatchewan Division has also been working through Northlands College to deliver training programs to a number of its communities.

After the courses are finished, Bull explains that Commissionaires hires the new guards wherever and whenever they can. “In fact, among the RCMP guards which our division currently employs, many are aboriginal. It’s largely because of our program to reach out to the Northern communities.”

Security guard training in ManitobaThe Manitoba division shares a similar experience with its self- sustaining security guard training initiative. Introduced in 2009, the initial Garden Hill First Nations Manitoba Justice Security Guard Training has seen considerable growth over the years.

The project included having participants complete an intensive five days of Manitoba Justice Security Guard Training, a Provincial administered exam, and First Aid and CPR training. The course helped create the foundation for a self sustained security program for the newly- licensed security guards in Garden Hill.

Commissionaires followed up with the course to provide the Garden Hill security team with ongoing security assessments, mentorship, on-the-job training packages, training of an instructor, and assisting in selecting supervisors. Commissionaires now act as mentors – monitoring and acting as consultants to ensure it is a successful self sustaining project.

Working as a CommissionaireIn addition to providing training and education, Commissionaires employs thousands of security guards across the country, many of whom are former military, and several from a native background.

While he hails from one of the Indian bands from the South, Ross Alexson has

been working in Prince Albert, Saskatchewan for over 11 years. The former military paratrooper spent his military time jumping out of planes as one of the first line troops.

Alexson began with Commissionaires as a regular security guard, working the night shifts. “I worked my way up to become the site supervisor at the Victoria Hospital in Prince Albert, Saskatchewan,” he says.

While he doesn’t jump out of planes anymore, Alexson is holding down a supervisory position – one that he’s had for the past five years. His job involves dealing with unruly persons in the hospital, as well as the psychiatric and detoxification wards.

“Commissionaires have maintained security at the parking lots and the hospital for over two decades,” he says. “There is always learning going on. I’m still taking advantage of any training opportunities that come along.”

First Nations membersas Security GuardsIn Alberta, Chief Executive Officer of the Northern Alberta Division, John Slater, whole heartedly endorses the Commissionaires-Aboriginal relationship.

“We have always opened our doors to aboriginal veterans,” Slater says. “Since taking over the RCMP Guards in 1994, we have employed numerous aboriginals throughout the North. Periodically, we have also been involved in delivering training to First Nations communities.”

Métis Commissionaire, Dan Bradford, agrees. The former military and RCMP officer served in the military reserves from 1984-87 before transitioning into the RCMP. For the last ten years of his time with the RCMP, he worked in management. “I was the detachment and operations commander for two of my detachments, he says. “We dealt with a lot of national and provincial aboriginal issues such as land claims, aboriginal rights and things that the average citizen may not know. It was important for our officers to be properly trained with respect to understanding their history.”

North Alberta Division Commissionaire Sheila Buchanan works at Canada Place and also teaches Cree to local members of the community.

After leaving the RCMP in November 2011, Bradford notes that he had always had a good working relationship with Commissionaires. “I like what the organization stands for in the sense of their mandate, which entails providing employment for military veterans and former members of the police forces,” he says. “There are lots of former military and ex cops here so it’s a very good transition moving from policing to the corporate world.”

The Métis Commissionaire now works as a contract manager in Edmonton, Alberta. “I work with maintaining and managing contracts, as well as the

personnel associated with the projects,” he says. “A lot of the work I do today I did as an RCMP detachment or supervisor commander.”

“We recently had a contract with power company TransAlta, which was located on Lake Wabamum. About half of this lake is on First Nations land, so TransAlta had an agreement to employ as many First Nations members as possible,” he says.

“The challenge was getting the right First Nations members to work as security guards for the needs of the site.” Bradford explains that they were able to reach a successful agreement so far by communicating with the chief and council.

“We encourage First Nations members to apply, and when they successfully complete the process and training, then we are happy to hire them,” he says. “So far, over one third of the security guards at TransAlta are First Nations. It’s an ongoing relationship and we’re continuing to work together.”

Commissionaires continues to grow its relationship with the Aboriginal community through training and other programs. Commissionaires recently launched its national training initiative, CNTI, offering hands-on training and real life experiences from its expert trainers in security across the country.

For more information, please visitcnti.ca and commissionaires.ca.


North Saskatchewan Commissionaire Ross Alexson, who hails from an Indian band from the South, monitors the security cameras at the Victoria Hospital in Prince Albert, Saskatchewan. The former military paratrooper joined Commissionaires eleven years ago.


GENERAL EDUCATIONAL DEVELOPMENT [GED] 2010/2011OSTTC continues to promote access to higher education through local, community based alternative education such as GED. At OSTTC, 55 students attending the GED program, 44 individuals wrote the Official GED Test and 121 individuals challenged the GED assessment; assessments provide learners with an academic scoring in the five GED testing areas which then provides a basis for future individualized learning plans. When you are ready to earn your GED certificate, call OSTTC for more details!

PRIOR- LEARNINGASSESSMENT ANDRECOGNITION[PLAR] AND ILC’SPLAR and ILC’s allow participating community members an opportunity to advance their academic standing towards a grade 12 Diploma. Depending on work experience, participants can earn many high school credits.

ACADEMIC UPGRADINGSEPTEMBER 2011This new program is offered in

partnership with Grand River Employment and Training. The 6 week program highlights advance trades math theory, techniques and advance grade 12 physics. The program was a huge success; it prepares students for entrance into post secondary studies, apprenticeship training and entrance into unions.

WELDING TRAINING 2011OSTTC has a unique approach to Welder Training based on the needs of the student entering the welding field. In order for the student to get a firm grasp on entry level welding, our training programs are designed to teach proper welding skills and instil good work ethics.

This course involves various types of welding, to ensure the knowledge and proper skills needed to obtain the All Position welding tickets. Training is achieved through theory and hands on experience.

WORK ETHICS TRAININGWork Ethics is a 2 day training focusing on the ten [10] work ethic characteristics. Today’s workforce is demanding and competitive. Employees must not only have good technical skills but demonstrate positive and cooperative attitudes.

THE BENEFITS FROM THIS TRAINING WILL:• Helpindividualsenteremploymentwithpositiveworkethicskills

to make them more employable and valuable• Help employers acquire employees with desirable work habits; and• Helpemployershavemoremotivatedandattentiveemployees

EMPLOYMENT READINESS TRAININGEmployment Readiness is a 12 week employment and career planning program. The 8 weeks of in-class learning focus is to provide participants with skills to assist in employment readiness and work ethics. All lessons centre on employment situations and scenarios which allow participants to build upon strengths and weaknesses in a positive manner. The 4 week on the job placement allows the participants to utilize the lessons learned through guidance and career education, participants become more confident, motivated and effective learners focusing on future career plans.

PLANNING YOUR FUTURE!!OSTTCAPPLICATIONSforTRAINING/EDUCATIONDue to limited classroom space or subject specific restrictions, not all students who apply for courses can be accepted. If you are interested in exploring education or vocational training opportunities at OSTTC, we encourage you to contact us early. To avoid disappointment, allow yourself two months from the time you decide you want to go to school or take training to complete the full application process.

Ogwehoweh Skills and Trades Training Centre [OSTTC] has made a dedicated effort to provide the Six Nations community and citizens with all the tools to be successful in pursuing a new career or employment opportunities. “To help our community succeed in the labour market and in school, OSTTC is committed to modify and develop new programming and training as required.”


Every year close to a million people in the world

die by suicide. Thousands more are injured from

suicide attempts or have had serious thoughts of suicide.

Rates can vary widely across communities, regions and

countries. Canada’s northern people reflect this variation

with Nunavut rates almost four times the Western NWT

rates, and all rates are considerably higher than most age or

gender equivalent rates in other parts of Canada. Suicide

as any preventable death is a tragic loss whenever and

wherever it happens. Working with others in developing

suicide prevention solutions and creating suicide safer

communities is the mission of LivingWorks Education.

Recognizing there is no single solution, LivingWorks

has developed a number of programs to help with the

some of the many layers of suicide prevention.

To talk or not talk about suicide openly and directly is a

difficult challenge for any community. suicideTALK is

a short 1.5 to 2 hour exploration in suicide awareness,

organized around the question: “Should we talk about

suicide?” It provides a structure for participants to safely

explore strongly held personal and cultural attitudes

about suicide. LivingWorks will soon be launching a new

esuicideTALK that can be accessed individually or through

a license agreement for use within organizations to begin

discussion of the topic of suicide. It is aimed at all members

in a community, ages 15 and up. esuicideTALK is designed to

suit your schedule and lifestyle. You can take esuicideTALK

on any computer with an Internet connection.

Having a wide range of caregivers, natural and professional,

ready, willing and able to intervene with someone at risk

of suicide is an important community priority. Most

people with serious suicide thoughts invite someone to

see their distress and intent, but not always in open and

direct ways. Suicide intervention training provides helpers

with the confidence to respond to these invitations and

the skills to ask about suicide when there is a concern

about someone’s safety.


ASIST (Applied Suicide Intervention Skills Training) is

a two-day skill-building program that provides practical

suicide first aid training for mixed groups of caregivers.

Participants often include people concerned about family

or friends, natural helpers and advisers, emergency service

workers, counselors, teachers and ministers, mental health

practitioners, workers in health, welfare or justice and

community volunteers. ASIST uses many different teaching

processes to balance safe and challenging experiences for

learning the skills of suicide first aid. The emphasis is on

helping a person at risk stay safe from suicide and seek

further help as needed. ASIST workshop materials are now

available in Inuktitut, French and Spanish.

Having a broad base and layered mix of trained caregivers in

a community can be achieved. Complementing the ASIST

program, safeTALK provides half day training designed to

provide larger numbers of helpers with suicide alertness skills

to increase the chances of more persons at risk being safely

connected to existing ASIST or other trained caregivers.

It is short, intensive, and capable of surfacing challenging

emotions and increased hope. Participants become aware of

how persons with thoughts of suicide are sometimes missed,

dismissed and avoided. In only a few hours, participants

learn how to be more alert to someone with thoughts of

suicide and know how to link them to available resources.

With a broad base of suicide alert helpers in a community,

more people with thoughts of suicide will get connected to

the intervention help they want.

LivingWorks programs are transferable to many

cultures and communities with integrated adaptations.

LivingWorks welcomes opportunities to partner with

communities in creating suicide-safer places to live.

Stories from communities and individuals tellus how training has helped them.

We invite you to share your life stories at:http://www.livingworks.net/page/Share your experiences

(If this link does not work, copy and paste in your browser.)

For more information please contact us at:[email protected] or call 1 888 733 5484.

Visit our website at: www.livingworks.net.


With a world economy recovery still uncertain and with the United-States debt reaching US$16 trillion, the shine of gold is still as attractive as it was 4 years ago. The consensus from analysts is that it’s only a question of time before the yellow metal reaches the $2,000/oz mark.

Naturally, the booming gold prices have led to an increase in exploration activities worldwide over the last decade, which in turn has led to a few good discoveries. In Canada, the White Gold district comes to mind. Another new mining camp is the Opinaca district, located in the James Bay region of North-West Quebec. A milestone will be achieved in 2014, when Goldcorp will start production of the district’s first ever mine, the Éléonore gold mine. Goldcorp’s $1.4 billion investment is slated to produce 600,000 ounces of gold per year and have a mine life of at least 15 years. With the deposit still open at depth, there is a strong possibility that this discovery may become the largest underground gold mine in Canada. The Opinaca area is being compared to the early days of the Red Lake gold camp.

Steve Reid, executive vice-president and COO at Goldcorp recently commented: “What is exciting about Éléonore is that it is in a completely new jurisdiction. We believe that we are on the edge of a district, so the potential around Éléonore is huge.” The area has received considerable exploration activity since 2005, but has been hindered by its remoteness and the lack of access. The infrastructure that the mine has created is expected to have positive impacts on other projects in the area and should reduce exploration costs. An airstrip is already built and the road to the mine is expected to be completed in 2013.


A close look at a claim map for the region reveals several exploration companies surround the Éléonore gold project. One of the companies that borders the Goldcorp property, is Beaufield Resources (BFD.V), a junior explorer based in Montreal which has been active in the area since the initial discovery was made. Beaufield’s property is 100% owned and consist of 10,000 hectares. It is located 6 kilometres south west of the mine and is underlain by the same geological formations according to government maps. The property is still at the exploration stage, but has returned interesting results so far.

Leading Beaufield’s exploration team, is a former Goldcorp geologist who worked on the Éléonore project during its early stages. Now Vice President of Exploration for Beaufield Resources, David F. Rivard is very enthusiastic about the recent developments of the Opinaca region and the impact it will have for Beaufield’s property.

Mr Rivard comments: “Beaufield’s property is strategically located near Goldcorp’s Éléonore gold mine and hosts several surface gold occurrences demonstrating the potential for new discoveries. In addition, the gold bearing alteration patterns found in the Roberto zone of the Éléonore deposit are also present on Beaufield’s property. To date, Beaufield has completed a few holes on the property and ground geophysics have identified several prospective anomalies that remain to be tested.”

A Beaufield map of highly anomalous gold in grab samples shows that a concentration of the precious metal seems to occur over a specific area on Beaufield`s property. Further work is planned in this area with the objective of the determining the source of the gold mineralization. There is no timetable as to when further drilling will occur, but management has indicated that recent exploration efforts have been directed towards its other properties while waiting for infrastructure to be built for the Éléonore mine. With $8 million in working capital, Beaufield is certainly in a excellent position to carry out an exploration and drilling program on the property. Beaufield management is also committed to using exploration practices that are respectful of the land, the environment and its inhabitants.

Geologists believe that the Opinaca region offers lots of potential for new discoveries. In most mining districts (Red Lake, Timmins, Val d’Or, ...), deposits tend to occur in clusters and Beaufield’s management and exploration team strongly believe this will be the case for Opinaca.

www.beaufield.com


VMS Ventures Inc. is an experienced Canadian mineral exploration company that is attracting talented people and achieving success for its shareholders. The company began exploring in the Flin Flon-Snow Lake region in Northern Manitoba seven years ago and is now a respected member of that community.

While the company explores and develops copper-zinc-gold-silver massive sulphide deposits in Manitoba and Ontario, its primary interest lies at Reed Lake, Manitoba where a high-grade copper discovery was made in 2007. Through a partnership with HudBay Minerals – a company that has been a pivotal part of job creation and community development in Flin Flon and Snow Lake, Manitoba for over 80 years – VMS Ventures is carrying out a 10,000 tonne bulk sample in 2013 as a major step toward full operation of the mine in 2015.

“There are incredibly interesting changes taking place in the Canadian mining industry these days and the energy and opportunity of discovery is very exciting,” says VMS Ventures CEO Rick Mark. According to Mark, a large portion of surface-level minerals have already been discovered and companies are forced to dig deeper to make rewarding discoveries. Canadian-based companies account for more than half of the 2,400+ active mineral explorers worldwide, and those that are staying ahead of the game are learning to get creative and adapt to the changing conditions.

VMS Ventures is doing just that. The company is dedicated to staying current and finding new discoveries by taking a multi-layered approach to discovery through the use of the latest technology and hiring the right people.

Copper Mining Industry TodayAll mining companies are affected by the changing market price of the commodity they are working to bring to the marketplace. At VMS Ventures, we monitor the price of copper closely. However, our company is not just planning for tomorrow; we are working to meet the global needs for the long term

future. We look at demand in Canada and abroad and plan for ways to meet those demands.

“The easy copper has been found. The world is left with mining copper that is lower grade and the correlating higher cost to get it out of the ground has a real impact on the copper price,” says Mark. “On the demand side, China is consuming 40 per cent of the world’s copper and they are now using half of that for power generation alone – so it is creating a more constant demand, not a peak and trough – and that demand is going to help drive up copper prices over the long term. As the power grid expands, so too does the number of appliances and other electrical devices all of which consume copper and other base metals” At VMS Ventures, we are confident that the copper price is going to remain strong over the long term. In addition, our work at the Reed Lake project is expected to provide a healthy cash flow over the next two to seven years. This is an asset that allows our company to stand tall as a strong contender in the marketplace. It provides us with the support we need to adapt and remain current, no matter what changes the market brings. This differentiates VMS Ventures from most junior mining and exploration companies in Canada.

VTEM System Our innovative choice of technology also sets VMS Ventures apart. Our company uses state of the art ground and airborne geophysical technologies to locate mineral deposits and innovative geochemical testing to explore rock packages that are often covered by a veneer of Paleozoic carbonates, sandstones and glacial till.

Among these tools is the award-winning and highly versatile time-domain electromagnetic system (VTEM). VTEM uses a very low-and slow-flying helicopter that charges a current into the ground and that current generates an electromagnetic field.

VTEM allows us to find something out of the ordinary; something that is electromagnetically causing an anomaly and response. Although the anomaly could be caused by many different factors, such as a mixture of sulphide bodies, or sulphide bodies with graphite or mixture of sulphide bodies with ore bearing minerals, the VTEM system allows VMS Ventures to be more focused and targeted with its exploration activities. It also helps our company to increase the efficiency and productivity of our exploration work. This allows our company to locate deposits without digging, thereby limiting our environmental footprint.

Our company has partnered with Geotech, a world leader in airborne electromagnetic geophysical survey work. Geotech’s award winning VTEM system has the highest signal to noise ratio of any airborne EM system resulting in the deepest possible depth of investigation.

Reed Copper Five years ago, VMS Ventures discovered copper deposits at Reed Lake using the VTEM system. Fast forward to 2010, and our company entered into a joint venture agreement with HudBay Minerals Inc. to develop two adjacent properties, the Reed Lake Discovery Zone and Flin Flon Greenstone Belt, that contain four mineral claims and cover a total area of 917 hectares. VMS Ventures has a 30 per cent interest in the Reed Lake property and two claims

immediately to the south, while HudBay Minerals has a 70 per cent interest in the project.

Earlier this year the Manitoba government approved the Reed Copper Advanced Exploration Permit to extract 10,000–tonne bulk sample, test the metallurgical complex of the extraction and report mineralized widths, metal grades and ground conditions. The bulk sample extraction is scheduled to take place later this year.

At VMS Ventures, we are looking to the future with excitement and optimism for what is to come.

www.vmsventures.com



Mineral exploration began in the Thompson Nicola region in the 1880s when copper, gold, and iron mineralization was discovered at the Iron Mask Mine near Kamloops.

Since then, mineral exploration, development, and mining have been steady contributors to the growth and prosperity of the region. The Kamloops area is blessed with high-quality resources, such as copper and gold, two commodities coveted by both industry and investors around the world.

KGHM Ajax is proud to carry on the tradition of mineral excellence with its proposed Ajax Copper-Gold Project located near, and partially within, the city limits of Kamloops. The project is also located within the asserted traditional territories of the Tk’emlúps and Skeetchestn Bands, part of the larger cultural group known as the Secwepemc or Shuswap First Nation.

The Secwepemc people occupy a vast territory in the interior of British Columbia. This traditional territory stretches from the Columbia River valley along the Rocky Mountains, west to the Fraser River, and south to the Arrow Lakes. Most Secwepemc people live in the river valleys.

This nation, along with other Aboriginal people around the province of British Columbia, is using the traditional knowledge of their ancestors and the land to help shape their nation’s and community’s social and economic development. KGHM Ajax Mining Inc. is proud to work with these groups as its Ajax Copper-Gold Project develops.

KGHM Ajax, a joint venture between KGHM Polska Miedz S.A, a leading global copper and silver producer, and Vancouver-based Abacus Mining and Exploration Corp, is the owner of the Ajax Project. As of September 1st 2012 KGHM International, the North and South American division of KGHM Polska Miedz S.A., is the operator of the Ajax Project.

Production at the Ajax mine is expected to begin in 2015, pending

approvals that include a comprehensive environmental assessment, which is currently underway.

If the project goes ahead as planned, it is estimated to produce 109 million pounds of copper and 99,000 ounces of gold annually, over a 23-year mine life.

The project is expected to bring significant economic benefits to the Kamloops region and KGHM Ajax wants to ensure the communities benefit from the project through both financial and employment opportunities.

The two phases of the project — construction and production — each offer their own economic boosts to the region. The mine will generate 580 jobs during the construction phase and 380 full-time jobs during operations.

There will also be a number of economic spinoffs for a wide-range of businesses, including the cluster of mining consultants, assay labs, mining suppliers, and infrastructure in the Kamloops region, all of which will directly benefit during mine operations. Whenever possible, KGMH Ajax uses local suppliers and contractors for goods and services. The company will also look to work with business owners and partners from the Skeetchestn and Tk’emlúps Bands as the project ramps up.

Total project cost will be nearly $800 million and a large amount of this will stay in the Kamloops area.

In addition to jobs and financial benefits to local communities, the project will also generate significant tax revenue and royalties for governments and First Nations.

KGHM Ajax strives to be respectful of First Nations’ culture and heritage. The company recognizes the historical significance of the Secwepemc First Nation in Kamloops and wants to work with this nation in ways that support their culture and heritage and help them build capacity.

KGHM Ajax is committed to all of Kamloops and believes that education, health, sports, and the arts are vital to any thriving community. The company supports a number of local charities in these areas.

Because KGHM Ajax recognizes the value that the First Nations bring to its project, the company supports the Little Native Hockey League (NHL), the Howling Coyote Education Fund, and the BC Aboriginal Mine Training Association (BCAMTA).

The Little NHL project provides Native youth the opportunity to be involved in sport. It’s widely recognized that team sports build social skills, confidence, and leadership. This skill-set allows First Nations youth to become contributing members of the Kamloops community, and society as a whole.

The Howling Coyote Education Fund promotes the tremendous potential of First Nations youth in the Kamloops/Thompson school district by supporting their post-secondary studies.

BCAMTA provides the skills, training and work experience that helps connect First Nations people to jobs in mineral exploration and mining.

KGHM Ajax takes a holistic approach to support First Nations people from an early age through to the beginning of their mining career and is proud to support these three Aboriginal development organizations.

On the environmental side, KGHM Ajax is working hard to mitigate any potential adverse environmental impacts resulting from the extraction of copper and gold from the open pit. That includes some concerns in the

community about dust, air quality, noise, traffic, and light that are being considered as part of the rigorous environmental review.

Once the full report is complete, the company and the community will have a better understanding of project impacts and how KGHM Ajax will respond to community concerns.

The Ajax Copper-Gold project is poised for success given rising price and demand for its main metals of copper and gold, driven by the fast-developing nations of China and India as they rapidly build out their infrastructure. KGHM Ajax is excited about the opportunites the Ajax Project will bring to Kamloops communities and looks forward to working even more closely with members of the Tk’emlúps and Skeetchestn Bands.

www.ajaxmine.ca


First Nations Resource Magazine - Winter 2012

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Transcript of First Nations Resource Magazine - Winter 2012