Speeches delivered by several Indians chiefs.. also an extract of a letter from an Indian chief

Reprint of the 1810 ed. printed by Samuel Wood, New York, Reprinted by Ipswich By J. Bush, Tavern-Street

Molluscan carbonate geochemistry and paleoceanography of the Late Cretaceous western interior seaway of North America

North Amerlc8 W8S inundated by fJ major eplcontlnental sea during ihe C:retaceo.us Period. The sOljihw6rd transgression of th.e northern Boreal See along the ~\festern Interior Seaway resulted in a meetlng with the northward edv6nclng waters from the GUlf of Mexico (Obradovich and Cobban, 1975). Th1s link was 1n eXlstence by late Albien time and 6llowed for the comm1ngl1ng of the prol1ferous Arctic and Gulf rnar1ne faunas (F1g. 1). By early Campanlan time, there was a widening of B6ffln Bay wlth a slrnult8neous subsidence 1n the Arct1c Archlpelago and Sverdrup 6as1n (W11liam and Stelck, 1975). Williams and Burk (1964) found 6 break 1n the marines sedlmentatlon in the f1anltoba area, suggesting Bland corlnectlon from the Dlstrlct of Keewatln through eastern M6fl1toba to the lake Sl~perlor reglon, lmplying that the only dlrect connection between the Interlor Sea with Baffln Bay, was yia the Arct1c. This hiatus was also documented by Meek and Hayden (1861) ln the United states between the Niobrara and Pierre Format1ons. Jeletzky (1971) suggested that the retreat of the sea towards the east was by a serles of strong pulses resultlng in the regression of the Campanlan and M66str1chtlan seas. During ttle Cretaceous1 the r1s1ng Corl1111era caused the western shoreline of the Interlor Sea to migrate eastwards and the Cordillera'l detritus produced deltaic cornplexes from the Mackenzie Valley to Ne\N Mexlcoo The foreland basin was continually subslding and thls down\",arplng aided in the eastward m1gration of the western shorel1ne. Thls also lndicates that trle water 'tIes becom1ng deeper in the central Plains sect10n of the Seaway (Fig. 2).

Aboriginal women in education : Honouring our experiences a vision of access to and success within the university

This thesis explores Aboriginal women's access to and success within universities through an examination of Aboriginal women's educational narratives, along with input from key service providers from both the Aboriginal and non-Aboriginal community. Implemented through the Wildfire Research Method, participants engaged in a consensusbased vision of accessible education that honours the spiritual, emotional, intellectual, and physical elements necessary for the success of Aboriginal women in university. This study positions Aboriginal women as agents of social change by allowing them to define their own needs and offer viable solutions to those needs. Further, it connects service providers from the many disconnected sectors that implicate Aboriginal women's education access. The realities of Aboriginal women are contextualized through historical, sociocultural, and political analyses, revealing the need for a decolonizing educational approach. This fosters a shift away from a deficit model toward a cultural and linguistic assets based approach that emphasizes the need for strong cultural identity formation. Participants revealed academic, cultural, and linguistic barriers and offered clear educational specifications for responsive and culturally relevant programming that will assist Aboriginal women in developing and maintaining strong cultural identities. Findings reveal the need for curriculum that focuses on decolonizing and reclaiming Aboriginal women's identities, and program outcomes that encourage balance between two worldviews-traditional and academic-through the application of cultural traditions to modern contexts, along with programming that responds to the immediate needs of Aboriginal women such as childcare, housing, and funding, and provide an opportunity for universities and educators to engage in responsive and culturally grounded educational approaches.