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Relevant bibliographies by topics / Haskell Indian Nations University

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Academic literature on the topic 'Haskell Indian Nations University'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Haskell Indian Nations University"

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Russell, Marilyn, and Thomas E. Young. "Selected resources on Native American art." Art Libraries Journal 33, no. 2 (2008): 34–38. http://dx.doi.org/10.1017/s0307472200015339.

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This review of selected paper and electronic resources on Native American art describes what is available at the Haskell Indian Nations University Library and Archives in Lawrence, Kansas; the Institute of American Indian Arts Library and Archives in Santa Fe, New Mexico; the H.A. & Mary K. Chapman Library and Archives at the Philbrook Museum of Art in Tulsa, Oklahoma; and the Billie Jane Baguley Library and Archives at the Heard Museum Library in Phoenix, Arizona. These four institutions develop and maintain resources and collections on Native American art and make the information they contain about indigenous groups available not only to their users and other scholars but also to the wider world.

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Frederics, Bronwyn. "Rebuilding Native Nations." International Journal of Critical Indigenous Studies 1, no. 1 (2008): 3. http://dx.doi.org/10.5204/ijcis.v1i1.23.

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This book covers work undertaken over the last 20 years by a diverse range of researchers, nations and communities and is produced by the Harvard Project on American Indian Economic Development and the Native Nations Institute for Leadership, Management, and Policy at the University of Arizona. The book according to Stephen Cornell came from the response to numerous requests for a resource about rebuilding Indigenous governments, launching nation-owned and citizen entrepreneurs, building sustainable Indigenous economies and developing new relationships with governments (University of Arizona).

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Nardin, Terry. "Normative Politics and the Community of Nations. By Haskell Fain (Philadelphia: Temple University Press, 1987. xii, 244p. $32.95)." American Political Science Review 82, no. 3 (1988): 1033–34. http://dx.doi.org/10.2307/1962551.

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Stewart-Ambo, Theresa. "“We Can Do Better”: University Leaders Speak to Tribal-University Relationships." American Educational Research Journal 58, no. 3 (2021): 459–91. http://dx.doi.org/10.3102/0002831220983583.

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Wielding degrees of influence within educational organizations, university leaders are critical in determining how institutions enact their espoused missions and support severely marginalized campus communities. How do universities address and improve educational outcomes for the most severely underrepresented communities? This article presents emergent findings from an illustrative multiple-case study that examined the relationships between two public universities and local American Indian nations in California. As a preliminary step in understanding the present state of “tribal-university relationships,” I present findings on university leaders’ perceptions and knowledge regarding American Indians broadly and relationships with local Native nations specifically. Using tribal critical race theory as an analytical framework, I posit how colonization, federal recognition, and educational practices affect curricular, political, and economic relationships.

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Hampton, Mary, and Joan Roy. "Strategies for Facilitating Success of First Nations Students." Canadian Journal of Higher Education 32, no. 3 (2002): 1–28. http://dx.doi.org/10.47678/cjhe.v32i3.183417.

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This research suggests guidelines for college instructors which could help them facilitate success of First Nations students based on written narratives and data from four focus groups: (1) two groups of First Nations students; (2) two Faculty of Arts focus groups consisting of professors from the Saskatchewan Indian Federated College and the University of Regina who were identified as effective teachers of First Nations students. Data analysis revealed five themes that identify strategies that individual faculty members, as well as university program groups can use to create more positive learning environments for First Nations students: (1 ) enhancing the professor-student relationship; (2) including relevant First Nations content in curriculum; (3) using flexible teaching methods; (4) adopting a more culturally-appropriate teaching style; and (5) gaining an understand- ing of the unique life of a postsecondary First Nations student.

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Yarbrough, Fay A. "Voices from Haskell: Indian Students between Two Worlds, 1884–1928. By Myriam Vučković (Lawrence, University Press of Kansas, 2008) 330 pp. $34.95." Journal of Interdisciplinary History 40, no. 3 (2010): 463–64. http://dx.doi.org/10.1162/jinh.2010.40.3.463.

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Narayan, Uma. "Basic Indian Legal Literature for Foreign Legal Professionals**." International Journal of Legal Information 37, no. 3 (2009): 333–67. http://dx.doi.org/10.1017/s0731126500005382.

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Among Asian Nations, India has become a major political, cultural and business hub. This situation has contributed to frequent interaction of foreign governments, foreign nationals and businesspersons with India and Indians. In order to make them aware of the Indian Legal System and Literatures - so that they act within scope of the system – I present here a brief article giving an introduction to Indian legal literature and legal sources.Two earlier resources for Indian legal materials include:1. A Bibliography of Indian Law, edited by Charles Henry Alexandrowicz, (Oxford University Press, 1958), and2. Indian Legal Materials: A Bibliographic Guide, by H.C. Jain, (N.M. Tripathi, Bombay, 1970).

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Donald, Smith B. "FROM “INDIANS” TO “FIRST NATIONS”: CHANGING ANGLO-CANADIAN PERCEPTIONS OF THE NORTH AMERICAN INDIAN IN THE TWENTIETH CENTURY*." Constitutional Forum / Forum constitutionnel 13 (July 26, 2011): 2005. http://dx.doi.org/10.21991/c9pd56.

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A look at three university-organized conferences, the first in 1939, the second in 1966, and the most recent in 1997, reveals an increasing awareness of Aboriginal issues — particularly in the 1990s. From the mid- to the late twentieth century, Indians, now generally known as the First Nations, moved from the periphery into the centre of academic interest. The entrance of Aboriginal people, “the third solitude,” has altered completely the nature of Canada’s unity debate. Section 35 of the Constitution Act, 19821 affirms the existence of Aboriginal and treaty rights. The definition of “Aboriginal peoples of Canada” in the new constitution of 1982 now includes the Métis, as well as the First Nations and Inuit. Today, no academic conference in Canada on federalism, identities, and nationalism, can avoid discussion of Aboriginal Canada.

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Durst, Douglas, and Nicole Ives. "Social Work Education Canada’s North." Journal of Comparative Social Work 7, no. 1 (2012): 7–17. http://dx.doi.org/10.31265/jcsw.v7i1.77.

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The Faculty of Social Work program at the University of Regina is a broker for two social work programs north of the 60th parallel reaching the northern residents of both Aboriginal and non-Aboriginal ancestry. In addition, for over 30 years, the University of Regina partners with the First Nations University of Canada where a specialized Bachelor of Indian Social Work is offered and now a Master of Aboriginal Social Work. This paper presents the background to the Northern Human Service/BSW program at Yukon College in Whitehorse, Yukon and the Certificate of Social Work at the Aurora College in Yellowknife, Northwest Territories.

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Bauer, William. "Stop Hunting Ishi." Boom 4, no. 3 (2014): 46–50. http://dx.doi.org/10.1525/boom.2014.4.3.46.

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This essay follows the history of hunting Indians in California to the hunting of Ishi—the “last wild Indian in North America”—by anthropologists from the University of California through to the present-day hunt for Ishi’s legacy and his physical remains. William Bauer explores why Ishi was hunted, and what he has represented to different constituencies: the savage Indian on the frontier, killing livestock as well as white men, women, and children, and deserving a violent end himself; a symbol of Indian life supposedly uncontaminated by modernity; and tribal sovereignty and self-determination, a renaissance of indigenous politics and culture made possible by the survival of indigenous people and nations, and the economic opportunities of Indian gaming. Bauer argues that people who hunt for deeper meaning in Ishi’s legacy are often looking to understand something about themselves, not about indigenous people.

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Books on the topic "Haskell Indian Nations University"

1

Trombley, Thomas J. Geographic Information Systems Laboratory at Haskell Indian Nations University. U.S. Dept. of the Interior, U.S. Geological Survey, 1998.

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Geological Survey (U.S.), ed. Vision 2005. Haskell Indian Nations University, 1997.

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United States. Congress. House. Committee on Rules. Providing for the consideration of H.R. 4259, the Haskell Indian Nations University and Southwestern Indian Polytechnic Institute Administrative Systems Act of 1998: Report (to accompany H. Res. 576). U.S. G.P.O., 1998.

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United States. Congress. House. Committee on Rules. Providing for the consideration of H.R. 4259, the Haskell Indian Nations University and Southwestern Indian Polytechnic Institute Administrative Systems Act of 1998: Report (to accompany H. Res. 576). U.S. G.P.O., 1998.

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US GOVERNMENT. An Act to Allow Haskell Indian Nations University and the Southwestern Indian Polytechnic Institute Each to Conduct a Demonstration Project to Test the Feasibility and Desirability of New Personnel Management Policies and Procedures, and for Other Purposes. U.S. G.P.O., 1998.

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Martineau, Sheila. A round peg in a square hole: Qualitative analysis in a Women's Studies classroom : research report on a field study of "First Nations women" at the University of Toronto. University of Toronto], 1992.

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Haskell Indian Nations University and Southwestern Indian Polytechnic Institute Administrative Systems Act of 1998: Report, together with minority views (to accompany H.R. 4259) (including cost estimate of the Congressional Budget Office). U.S. G.P.O., 1998.

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Book chapters on the topic "Haskell Indian Nations University"

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Perkins, John H. "The Rockefeller Foundation in Mexico : The New International Politics of Plant Breeding, 1941-1945." In Geopolitics and the Green Revolution. Oxford University Press, 1998. http://dx.doi.org/10.1093/oso/9780195110135.003.0008.

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Events during World War I and in the years between the two world wars demonstrated that agricultural production was essential for the security of individual nations. No country could afford to neglect its food supply if it wished to maintain its status as a major military power. In addition, pressures from technically sophisticated farmers and industrialists, both interested in efficient agricultural production, solidified the use of scientific research in reforming the agricultural economy. Underlying the drive for both military power and efficient agricultural production was a powerful vision of the nation-state as an industrial economy in which all natural resources, including agriculture, were marshaled by the rational control of modern science. Both people and nature were subservient to the imperatives of power and rationalism in the new scheme of things. What was largely missing from the pre-1939 vision, however, was a sense of how nations might interact to address issues of industrialization and agricultural modernization. By 1939 industrial states like the United Kingdom and the United States developed a sense of how individually they should manage their industrial and agricultural resources, and the British government certainly had a clear sense of how the Indian economy should be controlled. Outside of the realms of direct imperialism, however, industrial countries had only vague notions about how to use scientific and economic policy to foster their aims internationally. Furthermore, no country had any profound sense, incorporated into policy, that rich and powerful countries should assist the poor countries to achieve a better standard of living for humanitarian reasons. Aside from imperialism, therefore, in 1939 no analytical framework existed to see how agricultural science and technology and modernization of agriculture fit into the overall scheme of international relations and power. Perhaps the only exception to this situation was a small program of the Rockefeller Foundation in China. In 1924 the International Education Board of the Rockefeller Foundation began to assist the University of Nanking with wheat improvement, economic issues, and other projects. In addition, during the 1920s, the foundation supported medical reform in China.

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Conference papers on the topic "Haskell Indian Nations University"

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Honda, Hiroshi, and Hephzibah Kumpaty. "Raising Global Leaders in Science and Engineering Under Trilateral Collaboration." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-36755.

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This paper discusses on how globalization affects industry, business and engineering practice, and what kind of education is considered and attempted at selected high schools and colleges to raise global leaders from the United States, India and Japan. Case studies for selected schools in the United States, India and Japan are also presented. In particular, details on the participation of undergraduate students in an integrated, global research culminating in global leadership and outlook with specific examples from the ongoing collaboration of the University of Wisconsin-Whitewater and Indian Institute of Chemical Technology, Hyderabad, India are presented to corroborate the beneficial effects of globalization. With the goal of effectively raising global leaders in science and engineering fields, the authors propose a scheme for the trilateral collaboration between the U. S., India and Japan, with a focus on difference in education, characters of the peoples, and preferred models of global leaders among these nations.

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