Tuesday, April 21, 2009
Ceremonial Dance
Saturday I attended the ikwe dewe'igan ceremony. There were many people in attendance. At this dance, there were special visitors from Prairie Island Community, Sisseton and Fort Peck. There has been some cross culture sharing about the ikwe dewe'igan and the vistors wanted to participate in the ceremonial dance. The Bwaan presented a gift of a horse to the drum keepers. The horse was covered with blanket gifts and the Bwaan sang songs as the horse was lead to the circle outside of the dance hall. They smoke the pipe and talked about how it has been over 100 years since this type of gathering has happened.
Monday, April 13, 2009
Speech
I am slowly trying to organize myself for my speech. Since I am away from home again; this time I am in Phoenix, Arizona to promote Women Empowering Women for Indian Nations. Hopefully, I can generate a few sponsors for our conference July 31-August 2, 2009 here in Phoenix at the Radisson Fort McDowell.
Mary Hermes is one of our speakers on Language Revitalization. Her panel was a high point of last year's conference.
BIG DRUM
I attended the Big Drum ceremony in Mille Lacs. The Drum chiefs are Ralph Pewaush and Andy Mitchell. What was interesting about this dance, was that Henry Flocken spoke to us (in English and some Ojibwe). Henry was wearing a red tie around his arm. I was going to ask Henry if I could write about this on this blog but he left before I had a chance to obtain permission so I hope it is OK. Henry talked about a dream he had many, many years ago and never understood what the dream meant. Though out all of these years, he would think about the dream but still didn't understand what his message was. Finally he has figured it out and that was the reason he was wearing the red band around his arm. I hope that I describe this correctly. Language revitalization is very important at this time and the speaker have to identify themselves so others will know that they as speakers are available to teach the language to others. Each of these speakers should wear a red band around their right arm to represent that they are a part of this language society.
Earlier in the day, Dave Matrious asked me how my master's program was progressing and I talked about my difficulty with the language and that it would be awhile for me to understand and speak the language and Dave mentioned that he is considering attending UMD in the fall to pursue his bachelor's degree focusing on the language. Dave wants to teach the history and culture aspect of the language. He is currently doing this with the local schools. Of course, now that I have read Chapter 8 of Hadley, I see how Dave's goal is essential to the teaching of language. Even though I am slow with my own Ojibwe learning, I am interested on how others are trying or making on impact on saving the language.
I am sure I will comment on this further.
Mary Hermes is one of our speakers on Language Revitalization. Her panel was a high point of last year's conference.
BIG DRUM
I attended the Big Drum ceremony in Mille Lacs. The Drum chiefs are Ralph Pewaush and Andy Mitchell. What was interesting about this dance, was that Henry Flocken spoke to us (in English and some Ojibwe). Henry was wearing a red tie around his arm. I was going to ask Henry if I could write about this on this blog but he left before I had a chance to obtain permission so I hope it is OK. Henry talked about a dream he had many, many years ago and never understood what the dream meant. Though out all of these years, he would think about the dream but still didn't understand what his message was. Finally he has figured it out and that was the reason he was wearing the red band around his arm. I hope that I describe this correctly. Language revitalization is very important at this time and the speaker have to identify themselves so others will know that they as speakers are available to teach the language to others. Each of these speakers should wear a red band around their right arm to represent that they are a part of this language society.
Earlier in the day, Dave Matrious asked me how my master's program was progressing and I talked about my difficulty with the language and that it would be awhile for me to understand and speak the language and Dave mentioned that he is considering attending UMD in the fall to pursue his bachelor's degree focusing on the language. Dave wants to teach the history and culture aspect of the language. He is currently doing this with the local schools. Of course, now that I have read Chapter 8 of Hadley, I see how Dave's goal is essential to the teaching of language. Even though I am slow with my own Ojibwe learning, I am interested on how others are trying or making on impact on saving the language.
I am sure I will comment on this further.
Friday, April 10, 2009
UM Connect
I still have not been able to access the UM Connect. Because I didn't have speaker capability on this computer, I finally purchased a speaker. I also purchased the broadband capability with my telephone carrier. It is a little faster but I still can't access the UM Connect and it is frustrating. My home is too far off the beaten path. I feel like I am way behind. My speech is coming along slowly.
Sunday, March 29, 2009
I have been in Washington, DC this past week. I got home on Saturday and attended the ceremonial dance in East Lake. It was good to see many people in attendance.
I was in DC on behalf of Women Empowering Women for Indian Nations and I along with two other board members visited offices of the National Indian Education Association (NIEA), National Indian Gaming Association (NIGA), Department of Justice (DOJ) and the Department of Interior. On Wednesday evening, I was able to attend a Democratic National Committee event with Tony Bennett (I left my heart in San Francisco) and most importantly our President Obama was in attendance and gave a speech. That was an exciting evening.
On our visits, Lillian Sparks, Executive Director, of NIEA stated that language revitalization is a priority of NIEA. I mentioned Ojibwe.com but she had not heard of that program. I plan to provide this information to Mary Hermes.
At the meeting with the Department of Interior, WEWIN's objective was to talk about women-owned businesses. What was interesting about this meeting, is that in the mist of talking business, the Chief of this economic development division start talking about the Smith River tribe from California. This tribe was in to visit recently and wanted economic development dollars to purchase Rosetta for their language. Apparently, this tribe has three speakers left and they want to save the language. Wow! I was shocked that this chief would talk about this when we were there to talk women owned businesses. Then of course I had to talk about Ojibwe.com (not that I know any details about it) but will pass on the information to Mary Hermes. I hope that the Smith River Tribe finds a way to save the language before they lose any of their three speakers.
I was in DC on behalf of Women Empowering Women for Indian Nations and I along with two other board members visited offices of the National Indian Education Association (NIEA), National Indian Gaming Association (NIGA), Department of Justice (DOJ) and the Department of Interior. On Wednesday evening, I was able to attend a Democratic National Committee event with Tony Bennett (I left my heart in San Francisco) and most importantly our President Obama was in attendance and gave a speech. That was an exciting evening.
On our visits, Lillian Sparks, Executive Director, of NIEA stated that language revitalization is a priority of NIEA. I mentioned Ojibwe.com but she had not heard of that program. I plan to provide this information to Mary Hermes.
At the meeting with the Department of Interior, WEWIN's objective was to talk about women-owned businesses. What was interesting about this meeting, is that in the mist of talking business, the Chief of this economic development division start talking about the Smith River tribe from California. This tribe was in to visit recently and wanted economic development dollars to purchase Rosetta for their language. Apparently, this tribe has three speakers left and they want to save the language. Wow! I was shocked that this chief would talk about this when we were there to talk women owned businesses. Then of course I had to talk about Ojibwe.com (not that I know any details about it) but will pass on the information to Mary Hermes. I hope that the Smith River Tribe finds a way to save the language before they lose any of their three speakers.
Sunday, March 8, 2009
Which of the main five hypotheses do you agree with?
Which of the main five hypotheses do you agree with?
I most agree with hypotheses 4. "Instruction should be responsive to the affective as well as the cognitive needs of students, and their different personalities, preferences, and learning styles should be taken into account."
One teaching process does not meet the need of each and every student. I realize that a teacher would try to perfect his/her teaching style and may get set in his/her way. Any teaching process will have superior students versus students that can't adapt to that teaching style. Phyllis has perfected her teaching style where her students are enjoying the language and therefore learning. We need more teachers like Phyllis.
Once, I watched a student in a class. I could see once the discussion turned to the application of the language that this student lost interest and zoned out. Out came the phone and the texting started. I thought how would I as a teacher brought that student back. Adults are different because they are in class to actually learn. But what about a younger student who is required to be in class like or not, it is important to know the students.
As I study each hypotheses, each have a place in the learning of the language.
Hypotheses 1 - 5:
1. A student should be able to understand and speak the language beyond his/her time in class. I think about English. Most Americans speak English but how many know the rules of English? If we were fluent in our language, would be be studying the rules or just speak the language?
2. I think about the statement that was made in class that we only hear the language in class or in ceremony. Most of the students would only speak in class but not necessarily at ceremony. In my community, one could go to the Elder center and hear and have the opportunity to converse in our language. Media is important for that purpose, an individual can study independently and hear the language whenever he/she chooses. First speakers are important to teach the language because the language is authentic and the opportunity to have creative dialog is greater instead of memorizing and speaking word lists.
3. Another statement in class is that language is full of mistakes and there are few that speak the language in an excellent manner. When teaching the language, I agreee that one goal would be to produce accuracy. Jackie talked about if you have not mastered your dominant language would you be able to master a second language. In one of the post, one of our tribal cohort talked about learning to spell miigwech correctly and for a long time, this student used a differently spelling and now appreciated having the correct knowledge. With phonetic spelling, one word will be spelled in many different ways and therefore many different pronuncations. Therefore the development of accuracy is very important.
5. I think this hypotheses is equally important. To know the way of life of a community is very important. Those old ladies in a community are very adamant about following the teachings (the do's and don'ts). There are certain practices that you would never know if you don't have a knowledge of the community. Even in my community, many of our families that don't know what to do at ceremonies and don't attend or practice because they are afraid to admit that they know what to do.
I most agree with hypotheses 4. "Instruction should be responsive to the affective as well as the cognitive needs of students, and their different personalities, preferences, and learning styles should be taken into account."
One teaching process does not meet the need of each and every student. I realize that a teacher would try to perfect his/her teaching style and may get set in his/her way. Any teaching process will have superior students versus students that can't adapt to that teaching style. Phyllis has perfected her teaching style where her students are enjoying the language and therefore learning. We need more teachers like Phyllis.
Once, I watched a student in a class. I could see once the discussion turned to the application of the language that this student lost interest and zoned out. Out came the phone and the texting started. I thought how would I as a teacher brought that student back. Adults are different because they are in class to actually learn. But what about a younger student who is required to be in class like or not, it is important to know the students.
As I study each hypotheses, each have a place in the learning of the language.
Hypotheses 1 - 5:
1. A student should be able to understand and speak the language beyond his/her time in class. I think about English. Most Americans speak English but how many know the rules of English? If we were fluent in our language, would be be studying the rules or just speak the language?
2. I think about the statement that was made in class that we only hear the language in class or in ceremony. Most of the students would only speak in class but not necessarily at ceremony. In my community, one could go to the Elder center and hear and have the opportunity to converse in our language. Media is important for that purpose, an individual can study independently and hear the language whenever he/she chooses. First speakers are important to teach the language because the language is authentic and the opportunity to have creative dialog is greater instead of memorizing and speaking word lists.
3. Another statement in class is that language is full of mistakes and there are few that speak the language in an excellent manner. When teaching the language, I agreee that one goal would be to produce accuracy. Jackie talked about if you have not mastered your dominant language would you be able to master a second language. In one of the post, one of our tribal cohort talked about learning to spell miigwech correctly and for a long time, this student used a differently spelling and now appreciated having the correct knowledge. With phonetic spelling, one word will be spelled in many different ways and therefore many different pronuncations. Therefore the development of accuracy is very important.
5. I think this hypotheses is equally important. To know the way of life of a community is very important. Those old ladies in a community are very adamant about following the teachings (the do's and don'ts). There are certain practices that you would never know if you don't have a knowledge of the community. Even in my community, many of our families that don't know what to do at ceremonies and don't attend or practice because they are afraid to admit that they know what to do.
Saturday, March 7, 2009
Elder Movie
I spent a couple hours with the Elder movie. When I did the word exercises, I would press the button too fast and miss my opportunity to enter the spelling of the word and for my first test, I only received 51 percent. I haven't been able to record my voice. I'll need some help with that exercise. It is probably something very simple that I am not doing. I'll find out tomorrow when I call my son.
The word eya'. When I entered that word, it said it was incorrect. Maybe it should have been Eya'.
The word eya'. When I entered that word, it said it was incorrect. Maybe it should have been Eya'.
Sunday, March 1, 2009
Weekend Class
I agree with Phyliss that Brian put the Hadley Test into perspective for me as well. I won't mind reading the text now.
The weekend flew by for me. The discussion from all of you were inspiring and I left motivated. I rushed out because I wanted to try to pick my mother up for bingo before 2:00 p.m. We made it.
The weekend flew by for me. The discussion from all of you were inspiring and I left motivated. I rushed out because I wanted to try to pick my mother up for bingo before 2:00 p.m. We made it.
Sunday, February 22, 2009
Hadley Text
Chapter 2
I hope that I understood that this post was to be in the blog.
Cognitive Theory
As I was chapter 2 of the Hadley text about sensory modalities: though eyes, ears and movement, the first thought that came to mind is the phase that I have heard from Lee Staples in regards to our ways is that we have to "think Anishinabe".
When I think about this discussion, I question how do many of us that have experienced relocation (sent to different states where there was no Indian population or Indians from many different reservations with many different languages) or growing up away the language in urban settings like Minneapolis.
I think that I learn the best in a one-to-one situation only with someone that I am completely comfortable with (student attitude towards my environment) but when I do learn something, I tend to be competitive. I first started learning in a classroom setting learning the universal grammar (double vowel) but adapted to my instructor's teaching style which is phonetic so of course, I am something confused now. I also can relate to learning alone which for me is listening to tapes but I don't practice enough.
What factors do success learners possess that could benefit poor learners. It was interesting that it is determined that there is not a one theory to refer to as why there are success learners. In any learning situation, there are students that do well and others that have problems learning the subject matter. Why are some students experts in the area of math and science for example and others are not. These students have the innate capacity to learning that subject and that would apply to language as well. The success learner has innate capacity to learn the language based on many different factors based on that individual learning strategies. It is my opinion that adults and children have different learning processes to learning language. Children that are immersed in their language will not learn universal grammar until after they already know the language. Immersion may be the best theory of language success. With every language theory analyzed (74 and possibly more), it is obvious that structured individualized learning is the only way for success in acquiring and learning a second language.
I hope that I understood that this post was to be in the blog.
Cognitive Theory
As I was chapter 2 of the Hadley text about sensory modalities: though eyes, ears and movement, the first thought that came to mind is the phase that I have heard from Lee Staples in regards to our ways is that we have to "think Anishinabe".
When I think about this discussion, I question how do many of us that have experienced relocation (sent to different states where there was no Indian population or Indians from many different reservations with many different languages) or growing up away the language in urban settings like Minneapolis.
I think that I learn the best in a one-to-one situation only with someone that I am completely comfortable with (student attitude towards my environment) but when I do learn something, I tend to be competitive. I first started learning in a classroom setting learning the universal grammar (double vowel) but adapted to my instructor's teaching style which is phonetic so of course, I am something confused now. I also can relate to learning alone which for me is listening to tapes but I don't practice enough.
What factors do success learners possess that could benefit poor learners. It was interesting that it is determined that there is not a one theory to refer to as why there are success learners. In any learning situation, there are students that do well and others that have problems learning the subject matter. Why are some students experts in the area of math and science for example and others are not. These students have the innate capacity to learning that subject and that would apply to language as well. The success learner has innate capacity to learn the language based on many different factors based on that individual learning strategies. It is my opinion that adults and children have different learning processes to learning language. Children that are immersed in their language will not learn universal grammar until after they already know the language. Immersion may be the best theory of language success. With every language theory analyzed (74 and possibly more), it is obvious that structured individualized learning is the only way for success in acquiring and learning a second language.
Wednesday, February 18, 2009
Bahgaysay (Dish game)
I have been traveling to Las Vegas, NV; Kansas City, MO; St. Louis, MO and Rochester, MN.
Because of a bout of vertigo, I took a Meclizine and it made me sleep. I didn't get up until 3:00 p.m. today. I didn't like that. I slept the whole day away.
I attended language class in Hinckley on Tuesday. I invited my mother and my aunt along for this class. Those ladies talked about a game they used to play when they were kids and stated that they were not familar with this game.
The topic of the class was the BAHGAYSAY (Dish Game). We learned to play the game and was only supposed to respond in Ojibwe. English took over of course. We played the game three times and I was knowed out right away each game. We wagered twenty-five cents a game.
There are eight bone pieces to the game, one woman, one fish, two knives, four spots or buttons which are made out of bone. One side is clear the other side is painted red. The game pieces are approximately ¾ inches by 1/8 inch thick. There are 100 counting sticks, approximately 10 inches by ¼ inch thick. The bowl is made out of wood and is 2 to 3 inches high and about 6 to 8 inches in diameter. Two to six players can play.
To start, appoint a banker to handle the sticks, each player pays an ante. The players then start with a shake of the bowl and acquiring points, this is the qualifying round. When all the sticks are gone from the banker, the game begins. If any player does not receive any sticks, he or she must pay the ante again and sit out the rest of this game
Each player takes a turn and if the player acquires a point they get another turn.
The points consists of
Lady – 50 points
Fish-20 points
One knife – 15 points
Two knives – 30 points
One spot – 1 point
Two spots-2 points
Three spots – 3 points
Four spots – 4 points
All items one color – 8 points
The winning player receives sticks from each player based on the number of points won.
As the game goes on and one player does not have enough to pay, let’s say a fish (20 points) was won and the player only has 4 sticks left then that is how much sticks all the players have to pay the winning person. When a person has no sticks left he or she is out other game. When there are only two players left bot5h players get 25 sticks each. The game is played until one player wins all of the sticks.
Those old ladies enjoyed the class and are looking forward to next week.
Because of a bout of vertigo, I took a Meclizine and it made me sleep. I didn't get up until 3:00 p.m. today. I didn't like that. I slept the whole day away.
I attended language class in Hinckley on Tuesday. I invited my mother and my aunt along for this class. Those ladies talked about a game they used to play when they were kids and stated that they were not familar with this game.
The topic of the class was the BAHGAYSAY (Dish Game). We learned to play the game and was only supposed to respond in Ojibwe. English took over of course. We played the game three times and I was knowed out right away each game. We wagered twenty-five cents a game.
There are eight bone pieces to the game, one woman, one fish, two knives, four spots or buttons which are made out of bone. One side is clear the other side is painted red. The game pieces are approximately ¾ inches by 1/8 inch thick. There are 100 counting sticks, approximately 10 inches by ¼ inch thick. The bowl is made out of wood and is 2 to 3 inches high and about 6 to 8 inches in diameter. Two to six players can play.
To start, appoint a banker to handle the sticks, each player pays an ante. The players then start with a shake of the bowl and acquiring points, this is the qualifying round. When all the sticks are gone from the banker, the game begins. If any player does not receive any sticks, he or she must pay the ante again and sit out the rest of this game
Each player takes a turn and if the player acquires a point they get another turn.
The points consists of
Lady – 50 points
Fish-20 points
One knife – 15 points
Two knives – 30 points
One spot – 1 point
Two spots-2 points
Three spots – 3 points
Four spots – 4 points
All items one color – 8 points
The winning player receives sticks from each player based on the number of points won.
As the game goes on and one player does not have enough to pay, let’s say a fish (20 points) was won and the player only has 4 sticks left then that is how much sticks all the players have to pay the winning person. When a person has no sticks left he or she is out other game. When there are only two players left bot5h players get 25 sticks each. The game is played until one player wins all of the sticks.
Those old ladies enjoyed the class and are looking forward to next week.
Tuesday, February 10, 2009
I was reading a Ladies' Home Journal magazine and one of the articles that caught my attention was titled What's A Blog. A blog (shortened from "Weblog") is a personal Web page that the creator regularly updates. It's similar to a diary or journal except bloggers choose to post their feelings, thoughts and observation for the world to see rather to scribble them on a page. Blogs are usually updated daily or weekly and most offer readers an opportulnity to post a comment. No editor, publisher or other third party filters the information. Freedom of speech prevails, but the quality of writing and subject matter are a decidedly mixed bag. Blogs promote projects, share experiences, voice opinions and chronicle journeys, most contain photos or other graphics and links to other Web sites (typed verbatim from the magazine article).
I now know about facebook where you establish friends and establish communication though the facebook. Because I have dial-up at home, I could imagine trying to establish friendship links, it would take me forever to communicate.
I now know about facebook where you establish friends and establish communication though the facebook. Because I have dial-up at home, I could imagine trying to establish friendship links, it would take me forever to communicate.
Tuesday, February 3, 2009
Ojibwe Language Class
Today, I motored over to Hinckley to play bingo with the Elders at the District III Assisted Living Unit. It cost 25 cents for two cards and 25 cents a card when it was a special game. I walked out of there with two wins worth $38.75, Downy fablic softner and toliet bowl cleanser. I wanted the toliet paper but someone had already selected that but my Ma didn't win.
Later, I attended Larry "Amik" Smallwood Ojibwe class. Not many showed up this evening-just three of us. Amik gave us two hand outs: Who is Wenabozho0? and The Story of the Jingle Dress. I will repeat this handout:
Who is Wenaboozhoo, my seven year old asked me one night while we were laying in bed. Apparently he had been thinking about this after i had told him couple of short stories. I told him, Wenabozhoo is a Manido who is the son of our Creator. He was sent here to physically live with the Anishinabe people from infancy to elderly age. He was raised by his grandma like many of us older anishinabe people today.
Wenabozhoo roamed the old world showing the people how to live and speak Ojibwe, he did this by example of himself. Wenabozhoo was honest, dishonest, foolish, sensible, stupid, smart, greedy and generous. He was all the things a normal human was, but he was a Manido and had the ability to change himself to anything or anybody.
He roamed and made things the way they are today: how they look, how they feel, how they sound and how they smell. He named everything and everybody and gave them assignments.
After the great flood, he again traveled the new land telling people the prophecies and giving them the teachings that the Anishinabe needed.
The stories that are told about Wenabozhoo during the winter months are only for a purpose and that purpose is to teach our people the way of life, to teach our young what will happen if you behave in a certain way.
Wenabozhoo stories are called "legends" and I personally don't like this word, they should be called "teachings" because that is the purpose of "Who is Wenabozhoo" as written by Larry "Amik" Smallwood.
The sentence list was Aaniin ay zhi chi gayd, yahn,wahd, yun, yahng, yayg?
Aaniin gah izhi chi gayd, yahn, wahd, yun, yung, yahng, yayg?
Aaniin wah izshi chi gayd, yahn, wahd, yun, yung, yahng, yayg?
The word list for this lesson is dibikong, bijinahgo, zhaybah, nahguj, ishkwah nahwakwayg, onahgoshig, dibukuk, wahbung.
I will have to learn the double vowel for this words at some point.
I enjoy attending classes with Amik. I am comfortable with him.
Later, I attended Larry "Amik" Smallwood Ojibwe class. Not many showed up this evening-just three of us. Amik gave us two hand outs: Who is Wenabozho0? and The Story of the Jingle Dress. I will repeat this handout:
Who is Wenaboozhoo, my seven year old asked me one night while we were laying in bed. Apparently he had been thinking about this after i had told him couple of short stories. I told him, Wenabozhoo is a Manido who is the son of our Creator. He was sent here to physically live with the Anishinabe people from infancy to elderly age. He was raised by his grandma like many of us older anishinabe people today.
Wenabozhoo roamed the old world showing the people how to live and speak Ojibwe, he did this by example of himself. Wenabozhoo was honest, dishonest, foolish, sensible, stupid, smart, greedy and generous. He was all the things a normal human was, but he was a Manido and had the ability to change himself to anything or anybody.
He roamed and made things the way they are today: how they look, how they feel, how they sound and how they smell. He named everything and everybody and gave them assignments.
After the great flood, he again traveled the new land telling people the prophecies and giving them the teachings that the Anishinabe needed.
The stories that are told about Wenabozhoo during the winter months are only for a purpose and that purpose is to teach our people the way of life, to teach our young what will happen if you behave in a certain way.
Wenabozhoo stories are called "legends" and I personally don't like this word, they should be called "teachings" because that is the purpose of "Who is Wenabozhoo" as written by Larry "Amik" Smallwood.
The sentence list was Aaniin ay zhi chi gayd, yahn,wahd, yun, yahng, yayg?
Aaniin gah izhi chi gayd, yahn, wahd, yun, yung, yahng, yayg?
Aaniin wah izshi chi gayd, yahn, wahd, yun, yung, yahng, yayg?
The word list for this lesson is dibikong, bijinahgo, zhaybah, nahguj, ishkwah nahwakwayg, onahgoshig, dibukuk, wahbung.
I will have to learn the double vowel for this words at some point.
I enjoy attending classes with Amik. I am comfortable with him.
Monday, February 2, 2009
Moving Ahead with this technology
This technology is great once I secured some help. I remember in grade school that one of my teachers would always say, "if all else fails, read the directions." I wish I would follow that advice. It has been a struggle getting here.
I started reading the posts today and I am already impressed and enjoyed reading them. I haven't responded to them but will. Everyone is so creative. The visuals are great.
I finally loaded the disks that Brian sent. I hope to install the disks on my ipod. I left my attachments at the government center and may not be able to get them back.
I started reading the posts today and I am already impressed and enjoyed reading them. I haven't responded to them but will. Everyone is so creative. The visuals are great.
I finally loaded the disks that Brian sent. I hope to install the disks on my ipod. I left my attachments at the government center and may not be able to get them back.
Sunday, February 1, 2009
Technology/Computer Illiteracy
I finally checked my UMD e-mail and I had 198 messages. Before I enrolled in this masters program, I had very limited experience with the computer. On rare occassions I would check my e-mail. I had no desire to learn what you could do with the computer.
For the last two semesters, I would go on Google to get to Moodle. I now have figured out why I never had any of the information the other students had. How lame is that? Hopefully I can have better access to information this semester. I have dial-up connectio.n and it seems, I use the connection before I can obtain information. I have not been able to add my blog address or follow any of the other blogs as of yet but I continue to work on it.
For the last two semesters, I would go on Google to get to Moodle. I now have figured out why I never had any of the information the other students had. How lame is that? Hopefully I can have better access to information this semester. I have dial-up connectio.n and it seems, I use the connection before I can obtain information. I have not been able to add my blog address or follow any of the other blogs as of yet but I continue to work on it.
Thursday, January 29, 2009
Tuesday, January 27, 2009
Attending Ojibwe Table
I was looking forward to attending an Ojibwe table taught by Larry "Amik" Smallwood. The class meets on Tuesday evenings at the Mille Lacs Band of OJibwe Corporate Commission in Hinckley, MN. Class is open to anyone. This session I decided to bring my mother along. She doesn't need to learn the language but I know she would enjoy listening and laughing at my pronouncation.
The session starts with a potluck.
The session did not happen. Our instructor is assisting with a funeral in LCO.
Next Tuesday, the annual Minnesota Chippewa Tribe Legislative Dinner is scheduled at the Science Museum in St. Paul. I have to decide if I attend the dinner or attend Ojibwe class.
On Monday night I was at the Blackbear Casino playing bingo (didn't win). There was this Indian lady from FDL and asked me a couple of questions. What was interesting about her simple questions is that she asked in English and Ojibwe. Because of the English part, I could figure out the Ojibwe part.
The session starts with a potluck.
The session did not happen. Our instructor is assisting with a funeral in LCO.
Next Tuesday, the annual Minnesota Chippewa Tribe Legislative Dinner is scheduled at the Science Museum in St. Paul. I have to decide if I attend the dinner or attend Ojibwe class.
On Monday night I was at the Blackbear Casino playing bingo (didn't win). There was this Indian lady from FDL and asked me a couple of questions. What was interesting about her simple questions is that she asked in English and Ojibwe. Because of the English part, I could figure out the Ojibwe part.
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