The 5th edition of the International Festival of Arabic Language and Culture will begin on March 17 in Milan. The festival is organized by the Arabic Language Research Institute (CARA) and the Center for Language Services (SeLdA) of the Catholic University of Milan, as well as the Sharjah Book Authority.

The three-day festival includes several lectures on the “Historical Dictionary of the Arabic Language”.

Sheikh Sultan bin Muhammad Al-Qasimi, ruler of Sharjah, who is due to speak at the opening conference of the festival, announced the completion of the first volumes of this historical dictionary at the Sharjah Book Fair there. two years old. This is the first reference of its kind that dates Arabic terms and their different usages over the past 17 centuries.

Attempts to form this dictionary began in 1932 during the reign of King Farouk of Egypt, who issued a decree to establish the Arabic Language Complex in Cairo. However, the project was stopped due to the greatness of the Arab heritage, the high cost and the scale of the project (it covers the pre-Islamic era, the heritage and poetry of the age of ignorance, and the successive Islamic periods including the modern Islamic era), in addition to other contemporary obstacles, including the 1948 war, the scarcity of resources and the lack of will to pursue such a huge project.

The opening day will include speeches by Director of the Catholic University of Milan Franco Anelli, Dean of the Faculty of Linguistic Sciences and Foreign Literatures Giovanni Gobber and Chairman of the Sharjah Book Authority (SBA) Ahmed bin Rakkad Al Ameri.

The second day of the festival includes three conferences: “The historical dictionary: intersection of languages ​​and cultures”, will be moderated by Dr. Isabella Camera d’Afflitto from La Sapienza University in Rome.

The participants are Dr. Giovanni Gobber from the Catholic University of Milan, the director of the Arabic language complex in Cairo Salah Fadl, Bernard Cerquiglini from the Agence universitaire de la francophonie (AUF) and Dr. Mohamed Safi Al Mosteghanemi, secretary general from the Arabic Language Academy (ALA) in Sharjah.

The second conference “The historical dictionary: models and programs” will be led by Dr. Maria Cristina Gatti, director of CARA at the Catholic University of Milan. The participants are Dr. Elton Prifti from the University of Munich and the Accademia della Crusca, Director of the International Arabic Language Institute of Al Khartoum Bakri Mohammed al-Haj, Maamoun al-Wajih from the University of Fayoum and scientific director of the Historical Dictionary of the Arabic Language, and Martino Diaz of the Department of Literature and Foreign Languages ​​of the Catholic University of Milan.

The third conference “The origins of words and terminological studies” will be moderated by Dr. Maria Teresa Zanola, director of the European Language Council (CEL/ELC) and professor in the Department of Literature and Foreign Languages ​​at the Catholic University of Milan. The participants are Manuel Célio Conceição (University of the Algarve), Abdul Fatah al-Hamjari from Hassan II University in Casablanca and the director of the Mauritanian Arabic Language Council, Dr. Khalil Al-Nahawi.

The third day will include a fourth lecture entitled “Literature and History of Language” which will be moderated by Dr. Wael Farouq from the Department of Literature and Foreign Languages ​​of the Catholic University. The participants are Sobhi Hadidi, literary critic and translator (Syria/France); historian, writer and journalist Dr. Fawwaz Traboulsi of the American University of Beirut (AUB); Dr. Saad al-Bazei, Professor of Comparative Literature at King Saud University; and Dr. Paolo D’Achille of Roma Tre University and Accademia della Crusca.

A fifth conference entitled “Dictionary of existence between language and poetry” will be led by Dr. Francesca Corao from LUISS Guido Carli University in Rome. The participants are Abdullah Thabet, Saudi writer and poet; Ahmed Abdul Hussein, Iraqi poet and journalist; Rami Younes, Syrian poet and translator; and Kased Mohammed, Iraqi poet and translator.

The festival will also host an Arabic Book Fair in collaboration with Dar Al Mutawassit – Milan, an exhibition of Arabic calligraphy and a screening of the film Hepta by director Hadi al-Bagouri with Italian subtitles.

MAXWELL AIR FORCE BASE, Alabama (AFNS) —

ROCKLAND — Penobscot Bay Language School, a nonprofit organization based in Midcoast Maine, kicks off its 2022 Cultural Dinner Series with an authentic Italian meal and a discussion about the current state — and hopeful future — of the global tourism economy.

Dinner will begin at 5:30 p.m. on February 10, 2022 at PBLS’ Rockland location. The event was originally scheduled for January 20.

The event features Bianca Corti from Florence, Italy.

The four-course meal includes authentic Tuscan cuisine and a regional (Italian) wine paired with the meal. The event also includes a discussion on the changing economics of tourism (near and far) and what the future of cross-cultural tourism looks like in a world aware of COVID-19.

Visit www.pebobscot.us (under the Cultural Events tab) to make reservations online or call (207) 594-1084 for more information.

The current global pandemic has decimated tourism economies around the world over the past two years with massive labor shortages, restrictions on international travel, global politics and many other challenges. How to reinvent a sustainable global tourism economy that can survive the uncertainties of the future? With Maine’s tourism industry tightly tied to the global tourism economy through several canceled — or severely curtailed — international work visa programs during the pandemic, many small businesses have endured more than just the loss of customers due to the pandemic, but the manpower needed to serve the smallest of the visitor crowds over the past two years. Join Penobscot Bay Language School as we explore how local and global tourist markets are surviving the current crisis, and look to the future with new ideas – and enjoy a delicious meal based on the culinary traditions of Tuscany.

Founded in 1986 as a non-profit language school and cultural exchange center, Penobscot Bay Language School has served over 6,000 locals and over 500 international students of all ages with language instruction and cultural programs. More than three decades later, we continue to promote our mission: to develop and provide opportunities for people in Midcoast Maine and around the world to explore our shared experience on Earth through the study and celebration of language and culture.

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University of Winnipeg student Cameron Adams has made Swamp Cree accessible to everyone with the recent launch of his new language app, nēhinawēwin, with the support of Elders and faculty.

The app contains a dictionary and search function that reveals hundreds of Swampy Cree words and phrases categorized by dozens of topics, from camping and fishing to banking and grocery shopping.

Users can switch app text between Cree Syllabic and Standard Roman spelling, which is the Latinized writing system for Cree.

Adams, 22, and of Ojibway, Swamp Cree and French-Canadian descent, became interested in the language of his ancestors when he began learning his genealogy in grade 6.

“Identity is something that people pick up in pieces… And that [language] is one piece of a puzzle that has maybe 1,500 pieces,” Adams said.

He started teaching himself Swampy Cree, which some speakers call nēhinawēwin, as a hobby after his grandmother gave him a Swampy Cree dictionary.

At the start of her Integrated Bachelor of Education and Bachelor of Arts at the U of W, Adams took introductory Cree classes and met weekly with elder Margaret Osborne, who is also Swampy Cree and an elder. in residence at the U of W.

“He used to come into the office and try to speak Cree, and then I kind of started helping him pronounce words and stuff. I started telling stories in Cree and he was doing the videotape thing,” Osborne recalls.

Beginning work on the app around December 2018, Adams spent more than three years on the project in his spare time before conducting a virtual launch on January 14 on Facebook Live. Osborne helped with the app’s vocabulary and translations.

Using a Google Sheets file, other translators typed in Swampy Cree vocabulary while an editor read the more than 70 sections.

“And they’re not extended yet,” Adams said. “The goal is to grow [the categories of the app] where you have a lot more language in it.

Some sections target demographic groups like children, while others cover topics important to the Native way of life, including fishing, hunting, trapping, animals, berries, and medicine.

“I knew a lot because I had lived this life with my parents,” said Elder Ellen Cook, who is Swampy Cree and recorded the audio translations for the app.

Cook has spoken Cree all his life, spending decades teaching in Manitoba’s public school system and training Cree speakers at the University College of the North in The Pas, Manitoba.

“They had lost a lot of the old vocabulary, like the vocabulary of life off the land,” she said, referring to the Cree speakers she used to teach.

Cook’s son convinced her to work with Adams after seeing her requests for Cree speakers who knew standard Roman spelling.

“I really wanted to leave something behind for my grandchildren and great-grandchildren to learn Cree because a lot of the language was lost,” Cook said.

Adams estimated that Cook spent around 200 hours on the recordings, which he said was a crucial part given the limited number of audible Swampy Cree resources for language learning.

Adams said he hopes to expand the app’s content to make it easier to learn the language independently.

“Making the language accessible and saying that anyone who wants to learn the language can learn the language…I think that’s the whole point of this app,” Adams said.

Pictures, games and audible stories are among possible future additions to the app. Adams also plans to add, correct and update vocabulary as if it were “vehicle maintenance”.

Osborne advocated for the app to include all-new vocabulary for technology like phones, TVs and cars, but also said it was important to add language typical of older generations.

“I’m 70 and fluent, so not all the words are in this app,” she pointed out.

Cook said she was sad that a lot of vocabulary and audio didn’t make the final cut, but she looked forward to seeing the app in a more polished form, as well as the app available for Android.

“I want the language to live,” she says.

She recalled from her teaching in Winnipeg’s North End how excited Aboriginal students were every time she taught them about Aboriginal language and culture.

“I hope our young people will find the path of their ancestors with the culture and the language,” Cook said.

Adams intends to complete a Cree language teaching internship, having recently submitted his fifth year certification form. He said he anticipated the app would be handy.

“I will definitely use it in the classroom as a go-to resource,” he said. “Kids can access it on iPad. This will be that resource at home if parents want to teach their children Cree [and] have audio.

Adams said every person deserves the opportunity to learn the language of their ancestors.

“Young people will definitely learn from [the app] and build their language. If they’re serious enough to learn fluently, they’ll learn it fluently,” Osborne said.

“Language is our culture.”

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Featured image courtesy of the University of Winnipeg.

Published on: 01/26/2022 – 07:32Amended: 01/26/2022 – 07:30

The community of Williams Lake First Nation (WLFN) said Tuesday that a geophysical survey revealed “93 reflections” with features “indicative of potential human burials” at the former St. Joseph’s Mission boarding school in British Columbia. .

Investigators “surveyed about 14 hectares of the larger 480-hectare site”, which is about 300 kilometers (186 miles) north of Kamloops – where the remains of 215 children were found in May.

Since May, more than 1,000 unmarked graves have been discovered near former “residential schools” run by religious groups, illuminating a dark chapter in Canadian history and its policy of forced assimilation of First Nations peoples.

Thousands of Indigenous children attended St. Joseph’s Mission between 1886 and 1981, when it operated as a boarding school run by various religious sects under a Canadian government system, according to WLFN, a community of about 800 people .

“There is still a lot of work to be done at the St. Joseph site, and we have every intention of continuing that work,” WLFN Chief Willie Sellars said in a statement.

In early January, Ottawa announced funding of C$1.9 million ($1.5 million) for the investigation at St. Joseph’s Mission.

“To date, $116.8 million has been committed to support First Nations, Inuit and Métis survivors, their families and communities and to locate and commemorate missing children who attended residential schools,” said the government in a statement at the time.

Prime Minister Justin Trudeau said Tuesday that news of the potential graves “brings a lot of painful emotions to the surface.”

“My heart breaks for the members of the community and for those whose loved ones never returned.”

Numerous investigations into former boarding schools are underway across the country, with between 4,000 and 6,000 children missing, according to authorities.

In total, approximately 150,000 Indigenous children were enrolled from the late 1800s to the 1990s in 139 residential schools across Canada, spending months or years isolated from their family, language and culture.

A truth and reconciliation commission concluded in 2015 that the failed government policy amounted to “cultural genocide”.

© 2022 AFP

Coming to Syracuse University, I knew I wanted to take advantage of the opportunity to study abroad. My mother and sister both studied with SU at their Central London in 1978 and 2018, respectively, and I never stopped hearing their stories of their time abroad. The cliché phrase that studying abroad would “change my life” is now ingrained in me.

After studying at SU abroad Central Europe Program, I can guarantee that the sentence is true. The experiences and friends I made abroad will stay with me for the rest of my life. The experience I gained while studying abroad is highly recommended.

In early September 2021, I launched my Exploring Central Europe program in Wrocław, Poland. After a brief 10-day period designed for quarantine purposes, a brief history lesson and two two-hour Polish lessons, our group of six SU students and one Grinnell College student set off for an intensive seminar of two-week trip through Poland. The program in Poland was the first for LLB abroad. Where the Exploring Central Europe program has generally extended beyond Poland, we have instead traveled within Poland’s borders to mitigate the COVID-19 complications of cross-border travel.

I originally applied for the program with the draw for cross-border travel to cities such as Prague, Budapest, Berlin and Warsaw. However, the country-specific itinerary in the Polish cities of Wrocław, Gdànsk, Krakow, Warsaw, various other sites and a weekend in Berlin proved sufficient. In addition, the program allowed for a greater emphasis on the history and cultural influences of Poland.

Despite having family ties to Poland, I had no experience of the Polish language and culture apart from the traditional dishes of Pierogi and Gołabki. It was a particular point of attraction for me because I personally wanted to get out of my comfort zone in a country whose mother tongue I didn’t speak.

A few hours after arriving, I had my first real encounter with the Polish language when I was kicked out of the local Orthodox Church for taking pictures of the magnificent architecture. Prior to attending a two-week cross-country travel seminar, I had taken two one-hour Polish 101 classes. I knew just enough to order a black coffee (czarna kawę in Polish). We were enthusiastically immersed in a cultural immersion.

Being surrounded by culture is far more influential than learning subjects on campus and in a textbook, especially in language. Being in person and in conversation promotes language acquisition over learning the language alone. Language acquisition refers to the absorption of language through real-world use as opposed to learning it from a textbook through grammar. For me, that meant combining my Polish lessons with outings and trying to speak it, something that would have been hard to come by if I had only taken Polish lessons in the United States.

the hundreds programs offered by SU Abroad are designed for cultural immersion that matches a wide range of interests. Additionally, scholarships are often offered to help cover costs. Surprisingly, the cost of my semester abroad turned out to be less than choosing to stay on campus for the semester.

For my program in Central Europe, students confront the politics of memory of World War II and the Holocaust as well as histories ranging from the 12th century to contemporary civil society conflicts such as the Polish border conflict. -Belarusian. Other courses offered gave me the opportunity to integrate the objectives of my own major into my studies abroad. For example, I could publish three reports of my choice within the framework of contemporary or historical Poland. Other opportunities allowed me to meet experts in the fields I study. These experiences allowed me to tailor the program directly to my personal and academic interests while earning credit for my degrees.

Pursuing an education while exploring a foreign country is an opportunity that should not be turned down. Given the range of off-campus programs offered by SU, it should be easy for students to find one that matches their interests. Studying in Poland through SU gave me the experience of a lifetime and proved the expression “changes your life”.

Harrison Vogt is a double major in Environmental Sustainability Politics and Communication and Rhetorical Studies. His column appears every two weeks. He can be reached at [email protected]. He can be followed on Twitter at @VogtHarrison.

Published on January 25, 2022 at 8:29 p.m.

CHAMPAIGN – James W. Marchand, 95, of Champaign died of Lewy body dementia at his home on Friday, December 31, 2021.

He was predeceased by his wife, Jeanne, and his brother, Frank Marchand.

He is survived by his sister, Jestine Morris; five daughters, Susan Slay, Denise Pakala, Jeannette Marchand, Jeanne Marchand and Melanie Manner; two sons-in-law, Jim Pakala and Rick Manner; two grandsons, Adrian Slay and Kent Pakala; and four great-grandchildren, Macie, Drake, Lorelei and Dillon Slay.

Services will be rescheduled to June 11 due to COVID-19. A private burial was held on January 7.

James was born on Veteran’s Day, November 11, 1926, in Birmingham, Ala. When he was 2 years old, his father, Frank Wesley Marchand Sr., died of tuberculosis shortly before the stock market crash of 1929. His mother, Dessa (Osbourne) Marchand, quickly moved her family of three children back to her hometown of Lewisburg, Tennessee, to be closer to his family.

Growing up in Lewisburg during the Great Depression, money was very limited. Then, in high school, World War II began. His older brother, Frank Wesley Marchand Jr., soon joined the military after Pearl Harbor. He was trained to be a reconnaissance pilot in the Pacific theater. James had to wait to graduate from high school and enlisted at age 17 in the Army Air Corps. He was originally trained to be a remote turret mechanic gunner. However, by then the war was over. Due to a high score on the military aptitude test, he was chosen to learn French from tapes and teach it to his fellow soldiers on the way to Europe. When he arrived, peace had been declared two weeks earlier and he had been reassigned as a translator/interpreter. He quickly discovers that he has a natural talent for languages ​​and is fluent in French. He was also commissioned to translate German and was sent to the British Interpreter’s School. Again, he was able to learn the language very quickly and quickly became fluent. After his tour, he returned to Tennessee.

Jobs were hard to find and he was out of work. While he was playing pool, another pool player told him he was a smart kid and asked him why he wasn’t in college. He replied that he had no money for college. This man told her about the new GI Bill, dramatically changing her life. Within two weeks, Jim was enrolled at TPI (Tennessee Polytechnic Institute) and had met Jeanne Johnson. During the first five days on campus in September 1947, they became “stables”. They were married the following summer on July 31, 1948. They were stable for almost 69 years until his death on July 25, 2016.

Jim has had many mentors in his career. Mr. and Mrs. McGee of TPI recognized his language skills and encouraged him to focus on the humanities and transfer to Vanderbilt University. Dr. Ten Hoor from Vanderbilt offered him a job teaching German. It was the first of many languages ​​he taught during his long career. He got his doctorate. at the University of Michigan. Dr. Nordmeier was instrumental in securing an elite assistant professorship at Washington University in St. Louis. In total, he taught at 12 universities while becoming a full professor, including the University of Washington, Harvard, University of Munich, University of California at Berkeley, Vanderbilt, Cornell, and the University of Illinois.

At the University of Washington, he received a Guggenheim Fellowship at the age of 30. This allowed him to see and study medieval manuscripts in Wolfenbüttel, thus launching his career as an expert in Gothic manuscripts. He also taught the 1958 spring semester at the University of Munich.

When he arrived at the University of Illinois in 1969, he was a professor of German and linguistics. He was also soon inducted into the Center for Advanced Study. He then became an assistant professor in the Department of Comparative Literature.

In 1975 he took a one-year sabbatical in Sweden to study runestones, stave churches and the Viking Age. He fell in love with Sweden, the language and the culture. Immersing himself again in a new language, he was fluent within three months and was often mistaken for a native. In the years to come, he managed two more visits and often wished that his health would allow him to do more.

His great regret was that digital photography and GPS mapping came along when he was too old to re-map all the runestones in Scandinavia. Jim was best known as a leading authority on Gothic and was generally recognized as “the most original person in the study of Gothic in the (mid-twentieth century).” However, he had a very wide range of interests. A small sampling of the subjects he has taught over the years gives an idea of ​​the breadth of his knowledge: German, French, Greek, Latin, Old Norse, Old English and many other languages; Germanic and Celtic literatures; medieval music; the Western texts of Matthew; mechanical aids for teaching; mathematical models for linguists; computer programming; and the Arthurian romance.

He had over 400 articles on linguistics and philology published in seven languages. Some of these works have been translated into German, French, Italian, Russian and Japanese.

One of his greatest claims to fame is the development of a technique for restoring palimpsests (medieval manuscripts that have been crushed). He was dubbed “the palimpsest man” in an article about his work in the international Time magazine in 1991. He created a method of using ultraviolet imagery with computer scanning techniques to isolate Gothic script of the Latin crush. This made it possible to rediscover and study the Gothic. His research greatly expanded the store of the Gothic language.

In his personal life, he was well known as a billiards enthusiast, both at Cornell and UI. His nickname at the UI Student Union Pool Hall, his home away from home, was The Old Man. Many students remember learning billiards with him and listening to his high-profile stories. They also picked up appropriate “trash talk” from him and his fellow pool players, like “I’ll beat you like a tight drum.” Various people went to the UI just to play against the old man. Several students have written to and about him, calling him a mentor to them or an essential figure in their user interface experiments.

He was influenced by many people in his life and had a great influence on many other people – students, colleagues and friends. He lived his life according to this philosophy, which he asked to put on his tombstone: “The love of knowledge and the desire for God”.

Memorial donations may be made to the University of Illinois Center for Advanced Study.

List includes partnerships to deliver cultural programs and the addition of Indigenous language classes

Putting more emphasis on teaching Aboriginal languages ​​and making room in the calendar for more Aboriginal festivals and days of remembrance are just two of the things the Saskatchewan Rivers Public School Division is doing to try to meet the calls for education from the Truth and Reconciliation Commission (TRC). action.

Saskatchewan. Rivers Director of Education Robert Bratvold provided an update on the school division’s efforts to respond to calls from the TRC during a school board meeting Monday. The TRC released its calls to action in 2015, and the school division has been tracking efforts to respond to those calls since 2017.

Bratvold said the division needed to be upfront about what the call to action was and what action was taken.

“It is important to recognize and recognize racism and inequality, repression and colonialism. It is important to recognize this strictly, but it is not enough,” he said. “We need to take steps to correct this. We have to be actively anti-racist, anti-oppressive, we have to actively respond to calls from the Truth and Reconciliation Commission, and so that’s what we continue to do.

The division applied for and received funding to help implement Jordan’s Principle in response to the TRC’s calls to action on child welfare. Jordan’s Principle helps ensure that all First Nations children living in Canada can access the products, services and supports they need, when they need them. It is named after Jordan River Anderson, a young boy from Norway House Cree Nation in Manitoba.

The division also supported KidsFirst, helped schools access Catholic Family Services and worked in partnership with the Prince Albert Early Years Resource Center to respond to calls to develop culturally appropriate parenting programs.

The division’s biggest step has been its language programs, which were created in response to calls to protect Indigenous language rights and teach them for course credit. Recent steps include partnering with Metis Nation-Saskatchewan (MNS) to create a Michif language and culture program at Queen Mary School and St. Louis Public School. The division also established an Indigenous Language Learning Community in the fall of 2021. The group supports the division’s Cree and Michif teachers and language guardians in early childhood and high school, a Dakota teacher and guardian of language and EA in Wahpeton and a Cree teacher in Muskoday.

A Fall Party and Pipe Ceremony was also held in November 2021 at Prince Albert Collegiate Institute (PACI) and a Winter Pipe Ceremony is scheduled for February at Queen Mary.

The division will also celebrate a Ribbon Skirt and Ribbon Shirt Day in March.

“I’m so proud of the team — the people who do the work in the classrooms every day and aren’t on a bulletin board somewhere,” Bratvold said. “They do things with kids, for kids with families to support families. I’m really, really proud of the work the team is doing.

Bratvold thanked the Indigenous Perspectives team of Jodi Letendre and Shea Pilon under Superintendent Jennifer Hingley for helping with the process.

“The board has been very clear about the importance of this work in its strategic planning and in its conversations with the administrator and in the directional guidance it provides directly at the board level,” said Bratvold. “Our senior administration team is working on this, (from) consultants and coaches, to principals (and) staff, and it’s not just teaching staff, it’s teaching assistants and support staff.”

Other areas discussed at Monday’s meeting include justice, professional development and training of civil servants, education for reconciliation, as well as sports and reconciliation.

Bratvold has highlighted the work of the board itself through its actions by participating in events and also setting direction in the division.

“I’m grateful that this matches the passion and importance I would place in this area of ​​our work,” he said.

michael.oleksyn@paherald.sk.ca

Residential school survivors and their descendants can claim $ 10,000 in compensation as a result of a class action settlement.

In 2012, the Tk’emlúps te Secwe̓pemc and shíshálh nation filed a class action lawsuit on behalf of the day scholars – survivors who attended during the day, but returned home at night – claiming that attending a boarding school destroyed their language and culture, violated their rights and caused psychological damage.

A settlement was reached and approved by the Federal Court last October.

The settlement includes $ 10,000 in compensation, which survivors and their descendants can claim, as well as a $ 50 million fund for healing initiatives, education, and support for linguistic, cultural, heritage and commemorative activities. .

The fund is still being established and will be administered by a non-profit corporation, states a note on the regulation.

The day scholarship claim settlement process was opened on January 5, 2022.

An estimated 12,000 to 20,000 day school survivors were alive as of May 2005.

Who is eligible?

People who attended residential school during the day but did not sleep at night can claim $ 10,000.

If a day school died on or after May 30, 2005, the estate of a deceased day school, or the closest heir, may submit an application on behalf of the deceased.

The deadline for submitting a complaint is October 4, 2023.

Details of day school experiences are not required. The application form requires information such as the dates applicants attended the day school.

Applicants must also upload identification or complete a statement signed by a witness.

Which schools are included in the regulation?

The regulation lists schools known to have day schools.

In the NWT, there are five schools:

• Aklavik (Immaculate Conception), open from July 1, 1926 to June 30, 1959

• Aklavik (All Saints), open from August 1, 1936 to August 31, 1959

• Fort Providence (Sacré-Coeur), open from January 1, 1920 to June 30, 1960

• Fort Resolution (St. Joseph’s), open from January 1, 1920 to December 31, 1957

• Hay River (St. Peter’s), open from January 1, 1920 to August 31, 1937.

Are those who were compensated under the 2006 Indian Residential Schools Settlement Agreement eligible for this settlement?

Many children who suffered harm in day school were excluded from the 2006 Indian Residential Schools Settlement Agreement and were unable to access the Common Experience Payment in that settlement, which was 10,000. $ for one year of residential school life and $ 3,000 for each subsequent year.

For those who have previously received a Common Experience Payment under the Indian Residential Schools Settlement Agreement (IRSSA), or who are eligible for compensation under the McLean Day Schools settlement, they may still be eligible for a additional compensation under the Day School Regulation if they have not done so. have already been compensated for the same school years they attended as an extern, according to the claim website.

Who does this not include?

This settlement is separate from the Federal Day Schools settlement, the claims process for which ends on July 13, 2022.

The day school regulations also do not affect the band group, a claim that must be taken to court, the Indian Pensions Schools Day Scholar website says.

The Band Group is made up of over 100 First Nations who have chosen to be part of the class action, including Deninu K’ue First Nation, Lutsel K’e Dene First Nation, Liidlii Kue First Nation, Deh Gah Got’ie, Smith’s Landing First Nation, Nahanni Butte Dene Band, Deline First Nation and Katlodeeche First Nation.

The settlement does not include serious sexual or physical abuse against residential school survivors.

Day schools were eligible for compensation for serious sexual or physical abuse suffered at the residential school through the independent assessment process of the Indian Residential Schools Settlement Agreement.

Contacts

Claimants who have questions about the settlement can call Deloitte LLP, the Claims Administrator, at 1-877-877-5786 or visit www.dayscholarsclaims.com.

For free legal advice or help filling out the claim form, claimants can call 1-888-222-6845, email dayscholars@waddellphillips.ca, or visit www.justicefordayscholars.com.

Applicants suffering from emotional distress can contact the Hope for Wellness helpline for free crisis counseling and intervention services at 1-855-242-3310, or visit www.hopeforwellness.ca.