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Inter-Community Information Sharing within the Mishkeegogamang

Ojibway Nation and the Webequie First Nations


Research Project Proposal

Student 1- XXXXXXXXX
Student 2 – XXXXXXXXX
Student 3 - XXXXXXXXX

Development Studies Research Methods


(SOSC 3800 6.0 B)

Date
Inter-Community Information Sharing within the
Mishkeegogamang Ojibway Nation and the Webequie First Nations
Project Proposal

Index:

Item Subject Page


1. Executive Summary 3
i. Title
ii. Estimated Budget
iii. Estimated Duration
iv. Objectives
2. Abstract 4
3. Problem Outline 4
4. Justification 6
5. Objectives 6
6. Methodology 7
i. Conceptual and Theoretical Framework 8
ii. Data Collection 8
iii. Data Analysis 9
iv. Gender Considerations 9
v. Ethical Considerations 10
vi. Organizational Matters 10
7. Results and Dissemination 11
8. Administrative Information 12
9. Institutions, Personnel and Key Stakeholders 13
10. Timetable 16
11. Proposed Budget 18
12. Budget Justification 19
13. Evaluation 21
14. Appendix Index 22
15. Appendix 1 23
16. Bibliography 24
17. End Note References 25

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Inter-Community Information Sharing within the
Mishkeegogamang Ojibway Nation and the Webequie First Nations
Project Proposal

Executive Summary

Title: Inter-Community Information Sharing within the Mishkeegogamang Ojibway


Nation and the Webequie First Nation

Estimated Budget: $ 670,425 CDN

Estimated Duration: 24 months

Objectives:

Recent assessments completed in the Webequie and Mishkeegogamang communities by the North-
South Partnership for Children (NSPC) in 2007 identified “the need to share information and experience
(successes and challenges) between First Nations communities throughout the Nishnawbe-Aski Nation (NAN),
Ontario and Canada.”1 Established in 2006, the North-South Partnership’s vision is one where families in remote
northern communities can meet their basic needs, reach their full potential, and embrace their Aboriginal heritage.
It is an organization where First Nations Leaders and Southern Partners work together to deliver resources and
improve communication.
The Kuhkenah Network (K-Net) provides information and communication technologies (ICTs),
telecommunication infrastructure and application support in First Nation communities across a vast, remote region
of north-western Ontario as well as in other remote regions in Canada. Despite the availability of these
technologies, local capacity building in computer and internet skills continue to present a challenge in NAN
communities. The aim of the project is to build an understanding and awareness of the barriers to the use of
technology and to seek solutions to overcome these issues. ICTs can then be used to share information and
experience between First Nations communities across NAN. The project, specifically, will develop knowledge and
skill sets regarding the use of online technology amongst members of the Webequie and Mishkeegogamang
Ojibway Nations.

A Participatory Action Research (PAR) approach will be used to enable the researchers to serve as
facilitators and as resources. In this context, the aim of PAR will be to break down hierarchies associated with
social research while offering concrete solutions, learning from past mistakes, working with a gender perspective,
localizing globalized communication and building capacity and knowledge partnerships.2

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Project Proposal

Abstract:

Community assessments completed in January 2007 by the NSPC in the Webequie First Nation and the
Mishkeegogamang Ojibway Nation recommended the need to share information and experiences between
different First Nation communities throughout NAN and Canada. For example: the successes of one community in
retaining their traditional language with youth should be shared with a community which is struggling; lessons
learned by one community relating to the development of a youth centre could be beneficial to another community
developing plans and attempting to secure resources.

The Kuhkenah Network (K-Net) is a private telecommunications network supporting the development of
online applications that combine video, voice and data services requiring broadband and high-speed connectivity
solutions. Kuhkenah is an Oji-Cree term for everyone, everywhere. K-Net is a program of Keewaytinook
Okimakanak (KO), a First Nations tribal council established by the leaderships of Deer Lake, Fort Severn,
Keewaywin, McDowell Lake, North Spirit Lake and Poplar Hill bands to provide a variety of second level support
services for their communities. K-Net has been actively seeking to improve telecommunication infrastructure
within NAN since 1994.3 Primary users reside in the Keewaytinook Okimakanak (KO) communities. However,
despite the availability of the infrastructure since 1999 and the primary concern of First Nations communities to
share knowledge and experiences across NAN, inter-community communication beyond the KO communities
remains elusive.

Problem Outline:

“In 1920, Deputy Superintendent Scott, who served in Indian Affairs for the first three
decades of the twentieth century, told Parliament that “Our object is to continue until there is
not a single Indian in Canada that has not been absorbed into the body politic and there is no
Indian question.”4

The official position of ethnic integration of First Nations peoples into the Canadian public was a form of
genocide both physical and cultural. Based on a similar institutional pattern employed by the United
States, Canada adopted a religious residential school system where native children were removed from
their communities to attend industrial schools.5 Children from NAN were taken to nine different
residential schools throughout the province. The residential school system has been recognized by
indigenous peoples as an instrument of devastation to native communities. The act of removing
children from their families was psychologically damaging in and of itself, yet the “impact was
compounded by poor facilities, inadequate education, harsh treatment, including abuse [physical,
mental, and sexual].”6 By 1920, attendance was mandatory for all children and children were forcibly

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Project Proposal

removed from their homes and families as young as age four or five. 7 Repairing the damages of the
historical process of ethnic cleansing and abuses is one that will take generations to repair. It was not
until 2003 that the Canadian government and the religious institutions acknowledged these wrong
doings and offered financial compensations for the victims of the residential schools.8

Despite the history of exclusion and violence, the Webequie and Mishkeegogamang Ojibway Nations are
strong and resilient. They seek “to move forward, assert our inherent rights, to rebuild our community, and
traditional ways, and to kindle the strength within our Nation.”9 Both communities acknowledge that they live in
conditions of abject poverty and seek the support of the government to meet their obligations under the Treaties.
“Under the Treaties, the government assumed responsibility on behalf of the crown for providing for Native people
in exchange for Natives surrendering sole title to the land. The Treaties recognized the Aboriginal rights
guaranteed by the Royal Proclamation of 1763, which remains part of the law of Canada.”10 Increasing
communication within and between communities has been highlighted by citizens of NAN and the NSPC as a key
component of this rebuilding process. This goal is, however, further complicated by the geographic remoteness of
the communities. (See Appendix 1 for a map marking the Webequie and Mishkeegogamang Ojibway Nations.)

As highlighted, the underdevelopment of communication within communities is not merely a matter of


technological need. Despite the availability of a telecommunications infrastructure across NAN since 1999 and the
primary concern of First Nations communities to share knowledge and experiences across NAN, inter-community
communication beyond the KO communities remains elusive. K-Net has been actively seeking to improve
telecommunication infrastructure within NAN since 1994.11 K-net has been a highly funded initiative to provide
online services that combine video, voice and data services requiring broadband and high-speed connectivity
solutions. They provide broadband internet access to remote aboriginal communities. Primary users are resident
in the Keewaytinook Okimakanak (KO) communities. K-Net’s involvement with this project will be determined
upon the conclusion of an evaluation of their role to-date in addressing communication barriers in the Webequie
and Mishkeegogamang communities.

The technological problem we seek to address may lie in outdated or absent hardware within the
Webequie and Mishkeegogamang communities, thereby limiting access and usability of internet communication
services. Physical availability may also be an issue which will need to be addressed. Accordingly, we will critically
assess the accessibility of hardware within the communities, and their location in regards to residences and
community commons. Understanding these concerns and actively upgrading hardware will be a key component of
the project.

Furthermore, communication between and amongst communities may have cultural constraints. Barriers
may include language (i.e. elders who speak Ojibway and children and youth who do not), the general acceptance

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Project Proposal

of the use of technology (i.e. parents versus children), and differing perspectives between the young and the old
(i.e. traditional customs versus today’s conventions).

This project is far from a panacea solution to the problems and challenges faced by First Nation peoples
resulting from historical traumas and sociologies of exclusions which have led to concerns regarding public health,
alcoholism, and lack of financial resources from the Canadian Government. Solutions cannot be addressed solely
through communication technologies, yet the potential for increased access and connectivity within and outside
NAN is a valuable tool to foster awareness, to build the potential for improvement and to develop and implement
community-tailored solutions.

Justification:

The Webequie and Mishkeegogamang community assessment reports identify increasing inter-
community communication as the primary key concern. In response to this and other needs identified within these
reports, and through the NSPC, the research team has been invited by the Webequie and Mishkeegogamang
communities to study, identify, and aid in the development of sustainable solutions addressing inter-community
communication. Moreover, the project hopes to strengthen ties between Canadian development agencies (CIDA,
IDRC, NSPC and K-Net), First Nations communities, and Canadian citizens. Furthermore, the long term goal of
the project is to generate greater public awareness and understanding regarding the struggles of our First Nations
communities.

Objectives:

The aim of the project is to build awareness and an understanding of the barriers to the use of technology
and to seek solutions to overcome these identified issues. ICTs can then be used to share information and
experience between First Nations communities across NAN. The project, specifically, will develop knowledge and
skill sets regarding the use of online technology amongst members of the Webequie and Mishkeegogamang
Ojibway Nations. Researchers will attempt to understand the issues and barriers to communication within and
beyond the Webequie and Mishkeegogamang communities through the “structural functionalism paradigm or
social systems theory: viewing the society as a social system, looking for the functions served by its various
components” (Babbie 36) Careful formulation of issues and challenges will be an essential component of our
evaluation; this will include defining relevant measures of success and failure.

The research team will do so by using a PAR framework. Researchers will immerse themselves within the
communities with the goal of being accepted and seen as members of the community. This will aid their ability to
identify constraints and barriers and to gain an understanding of the issues identified. The development of
solutions will be in association with community members based on their assessment of how to fulfill identified

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Project Proposal

needs and requirements. The researchers will act as resources with regard to ICT knowledge and skill building
and as facilitators in the capacity of solution development and implementation. Specifically, the project will:
1. Obtain an understanding of local culture and tradition
a. Define researcher role within community
b. Engage and participate in community life
c. Gain a good understanding of local communication culture
2. Complete an assessment of the existing communication infrastructure
a. Internet connectivity (type and accessibility)
b. Computer availability (location, hardware, and ration of computers available to households)
c. Local technology expertise
3. Identify and understand local challenges and barriers regarding:
a. General communication (local, inter-community, gender, inter-generational, etc.)
b. Internet and technology skills (maintenance of hardware and software, general computer
skills)
c. Advocacy and awareness
d. Maintenance of local culture and language
e. Health, Education and Recreation

4. Develop community-tailored solutions which address:


a. Individual ICT skill sets (regarding the use of both hardware and software)
b. Community expertise (regarding the use of both hardware and software)
c. Knowledge and experience sharing amongst and between communities (within and beyond
Webequie and Mishkeegogamang)
d. General inter-community communication (within and beyond Webequie and
Mishkeegogamang)

Methodology:

Conceptual and Theoretical Framework

“What with successes and failures, underlying all such work is the ideology that a self-conscious
people, those who are currently poor and oppressed will progressively transform their environment
by their own praxis. In this process others may play a catalytic and supportive role…”12

Despite its criticisms, PAR enables the participants to actively develop their own means of transformation.
In this project’s capacity, PAR will enable community members to develop their own solutions to inter-community
communication concerns. Inter-community dialogue has been highlighted as a key component to foster change.
The role of the researchers will be to partner with community members, to provide them with technological

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Project Proposal

support and communication resources and to facilitate the implementation of community designed and tailored
solutions. Furthermore, the researchers will not diagnose a ‘communication problem’ but will come to understand
the present communication culture. Gaining meaningful insight into communication culture and behaviour will
assist the researchers’ ability to facilitate solution generation and implementation regarding the goal of increasing
inter-community dialogue.
The Extended Case Method will also be used, and on the basis of our pre-immersion preparation the
researchers will have a base understanding of what is expected to be found in each community. The intent of the
project will have the role of the researchers as participant-observer; 13 to “[go] about ordinary life in a role or set of
roles constructed in the setting.”14 The researchers will reside full-time in the community for a period of 15
months. Smith will be assigned to the Mishkeegogamang community and McCaig will be assigned to the
Webequie community. Alwin will oversee administrative and organizational matters and will make regular visits to
both communities to support McCaig and Smith in the technology literacy programs.

Data Collection

The initial step of the data collection process will be to conduct a thorough literature review. This will be
done in order to familiarise the researchers with the academic text, as well as past and present government
policies. First, a review of the Webequie and Mishkeegogamang community documents will be completed: NSPC
Community Assessments, Coming Home: The Story of Tikinagan Child and Family Services, as well as additional
cultural documents specific to the communities under study. Second, historical research documents pertaining to
the Canadian First Nations experience will be reviewed. This is necessary to understand past project initiatives.
Particular attention will be paid to communication projects. Third, a review of past and present government
documents will be completed, these documents will include: current census information of the communities, health
care, education and community social initiatives, and economic and infrastructure development plans. Of
particular interest will be the treaty documents including the Indian Act, Canadian Indian Affairs Report, and Indian
Residential School Settlement Agreement.
Following the literature review, there will be a series of subject matter expert and stakeholder interviews.
Groups and individuals interviewed will include: academic sources, members of the NSPC, K-Net research
personnel, as well as the Keewaytinook Okimakanak (KO) tribal council. In addition to the pre-community
literature review, stakeholder interviews will allow a range of views and perspectives to be expressed and will help
to ensure that the researchers are aware of the majority of historical and contemporary issues of relevance to the
communities under study.
Following the initial pre-community research phase, in-field community research will commence. Field
research offers the advantage of probing social life in its natural habitat. Researchers will define their role within
each community with the goal of being accepted and seen as contributing members of the community. An
assessment of existing information and communication technologies (ICTs) within the Webequie
Mishkeegogamang and communities will be completed. Key stakeholders and individuals within the communities

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Project Proposal

who are able to aid in the facilitation of project (see proposed stakeholder list) will be identified. Qualitative
interview observation and participation will occur as part of the immersion experience. Oral histories will be
obtained; of particular importance will be the oral histories of elders and key individuals within the communities.
Researchers will identify and gain a deep understanding of local challenges and barriers regarding general
communication (local, inter-community, gender, inter-generational, etc.), maintenance of local culture and
language and internet and technology skill sets (maintenance of hardware and software, general computer skills).
General knowledge of issues regarding advocacy and awareness, health, education and recreation will be
important to obtain, as well. Following observation and facilitated discussions with community members,
researchers will record how the communities developed community-tailored solutions to address individual ICT
skill sets (regarding the use of both hardware and software), community expertise (regarding the use of both
hardware and software), sharing knowledge and experience amongst and between communities (within and
beyond Webequie and Mishkeegogamang) and general inter-community communication (within and beyond
Webequie and Mishkeegogamang). Documenting implementation outcomes will be of primary importance as this
is fundamental to the goals of the project: to build an understanding and awareness of the barriers to the use of
technology and to seek solutions to overcome these issues and to share information and experience (successes
and challenges) between First Nations communities.

Data Analysis

Analysis of historical research will utilize quantitative techniques. This will aid the discovery of patterns
related to the challenge of inter-community communications. Applying grounded theory methods, data from
research and observations will be coded and analysed using the SPSS software program. General principles will
be derived from the researchers’ observations; these will then be applied to all other empirical data. Researchers
will be cautious while employing analytic induction not to misclassify observations to support any emerging
hypotheses. Examples will be provided to support hypotheses and inconsistencies will be recorded and reported.
Technical analysis of ICT usage (modem speeds, available bandwidth, peak usage times, video
conferences/meetings, chat room and email use) will be completed prior to, during and post in-field study to help
gauge the success or failure of solutions implemented to address communication challenges. Although K-Net had
already set up a telecommunications infrastructure, measures may be taken to improve/add-on in order to provide
reliable and quality services to both communities.

Gender Considerations

The gender dimension is not a defining aspect of the project although gender based power and social
hierarchies need to be considered to ensure equitable inclusion. While performing field research the researchers
must be vigilant to include equal view points and concerns of both genders. These issues would include concerns
of both cultural and technological skills of communication. One of the strengths of our project is that all the

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Project Proposal

researchers are women. This may facilitate greater trust and sharing amongst the researchers and the women in
the communities.

Ethical Considerations

Ethical considerations deserve a great deal of care on the part of the researcher and perhaps despite
great awareness and effort, there is an inevitable impact of a social researcher upon the considered group. The
researchers will strive to build positive relationships that will in no way disempower the community. The role of the
observer and subject becomes blended when one is integrated into a community for an extended time period.
Developing relationships and perhaps building dependencies that will inevitably be broken is a concern for which
there are no easy answers. Approaching this dynamic from a position of professionalism, trust and honesty
matched with a constant effort of mutual awareness is the only way to avoid the potentially ethically challenging
relationship between ‘researcher’ and ‘subject’. The researchers must keep in mind that the goals set out during
the initial stage of the proposal are not set in stone. Aspirations and expectations of proposed project outcomes
should not be understood as static; moreover, placing high expectations on set results as the ultimate indicator of
project success could be damaging to the community. Furthermore, such a focus could also undermine ongoing
achievements.

Organizational Matters

This project is the result of an invitation by the chiefs of the Webequie and Mishkeegogamang
communities and the NSPC to help address the need to share information and experience (successes and
challenges) between First Nations communities. Build an understanding and awareness of the barriers to the use
of technology and to seek solutions to overcome these barriers is the primary objective of the project. This will
involve a collaborative research effort and strong working relationship amongst the researchers, community
Chiefs and the Executive Director of the NSPC.

The North-South Partnership is designed to leverage the support of many individuals and caring
organizations in order to maximize contributions and support for children, youth and families in remote First
Nations communities. To facilitate growing interest and streamline decision-making and planning regarding
complex needs and issues, the Partnership is structured into three circles of involvement: The Governance Circle,
the Partners Circle and the Supporter Circle. The governance circle provides overall leadership to the Partnership
and is responsible for addressing governance issues, in ways similar to a Board of Directors. It is made up of the
founding members of the NSPC, the Executive Director and Board Chairperson of Tikinagan Child and Family
Services, three Chiefs appointed by the Tikinagan Chiefs in Assembly and the Chairpersons of the Partnership's
Working Groups. The Tikinagan Chiefs in Assembly are the Chiefs of the communities working with Tikinagan
Child and Family Services. The invitation to the researchers was received through the NSPC Governance Circle.

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Project Proposal

The Webequie First Nation is one of nine Northern Ontario First Nations located in Nishnawbe-Aski
Nation (NAN) forming the Matawa First Nations Tribal Council. The Chiefs Council is the political arm of Matawa
First Nations and is made up of a representing Chief from each member community. The Chiefs’ understanding of
community needs allows them to lead the organization in its strategic directions, government relations and policy
development. Webequie’s chief is Scott Jacob.

The Mishkeegogamang First Nation is an independent band. Chief Connie Gray-McKay leads this
community in its strategic direction.

Chief Jacob and Chief Gray-McKay are two of the three chiefs appointed by the Tikinagan Chiefs in
Assembly to the NSPC Governance Circle. A strong working relationship between the two communities exists as
a result of this association. It will be through the two chiefs that the researchers will be introduced to the
communities. The researchers will have a close working relationship with Chief Jacob and Chief Gray-McKay
reporting to them during the in-field assignments. Formal written updates will also be provided to them on a
regular basis.

Results and Dissemination:

Progress will be monitored and measured throughout the project using Results Based Management
(RBM) methodologies. Researchers will be accountable for stimulating local processes of change and devolving
control in a prudent but systematic way, with due attention to capacity development. It is also understood that
impacts may not be fully understood by the conclusion the project as it is hoped that impacts will continue to
evolve over time well beyond the formal project time period.15

A formal written report will be provided at the conclusion of the project. Formal reports will be shared with
all stakeholders and will be made available on community and NSPC websites. It is the intent of researchers to
maintain contact with the Webequie and Mishkeegogamang communities and to continue to offer their expertise
as related to ICTs, as required. It is hoped that informal partnerships and friendships can be maintained beyond
the project.

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Administrative Information:

Project Leaders: Student 1 Email Address


Student 2 Email Address
Student 3 Email Address

Recipient Institution: North-South Partnership for Children


500 Hood Road, Suite 310
Markham, Ontario, L3R 9Z3
Phone: 905 944 7087
Fax: 905 474 1448

Collaborating Institutions: K-Net Services


115 King Street, Box 1439
Sioux Lookout, Ontario
P8T 1B9
Tel: (807) 737-1135
Toll-free services: 1-(877) 737-KNET(5637)
Fax: (807) 737-1720

York University
International Development Studies (IDS)
Room 322
Founders College
York University
4700 Keele Street
Toronto Ont. M3J 1P3

Webequie First Nation


Chief Scott Jacob
P.O. Box 268
Webequie ON P0T 3A0

Mishkeegogamang First Nation


Chief Connie Gray-McKay
New Osnaburgh ON P0V 2HO

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Institutions, Personnel and Key Stakeholders:

Institutions Description
North-South Partnership For Children Mamow Sha-way-gi-kay-win/The North-South Partnership for Children is a developing partnership that represents
(NSPC) the coming together of First Nation Chiefs, Elders, youth and community members living in remote communities in
north-western Ontario and caring individuals and voluntary organizations based in southern Ontario.

The Partnership was formed in 2006 to improve the quality of life of children and youth in remote First Nations
communities, by building a larger circle of caring for the children and their families.16
Vision
A future where children, youth and families in the remote First Nation communities have their basic needs met and
opportunities to achieve their full potential while embracing their culture and heritage as Aboriginal people.

Mission
The North-South Partnership for Children:
• Responds to the identified needs of children, youth, families and communities in the remote First Nations;
• Builds caring and supportive relationships between voluntary organizations and individuals in the south and the
northern First Nations people;
• Secures resources from voluntary sector organizations, individuals, the corporate sector and other funding
bodies in order to meet basic needs and provide programs, training, and other forms of support.

The NSPC is the major sponsor of this research project and as such will act in an oversight capacity.

York University (IDS) York University is now Canada's third largest university, world-renowned for attracting students who forge their
own unique paths. York’s unique, interdisciplinary approach to learning allows students to study their subjects from
many different angles simultaneously and allows them to combine majors in completely different fields. This
approach expands the horizons of students, providing them with a broad perspective of the world that opens up
new ways of thinking. York’s research tackles challenges by taking a uniquely interdisciplinary approach that
results in real-world solutions.17

K-Net Services
The Kuhkenah Network (K-Net) provides information and communication technologies (ICTs), telecommunication
infrastructure and application support in First Nation communities across the vast, remote region of north-western
Ontario, as well as, in other remote regions in Canada. This private telecommunications network supports the
development of online applications that combine video, voice and data services requiring broadband and high-
speed connectivity solutions. K-Net is a program of Keewaytinook Okimakanak (KO), a First Nations tribal council
established by the leaderships of Deer Lake, Fort Severn, Keewaywin, McDowell Lake, North Spirit Lake and
Poplar Hill bands to provide a variety of second level support services for their communities. Kuhkenah is an Oji-
Cree term for everyone, everywhere.18

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Personnel Description
Student 1 Student One graduated from the London School of Economics with a Masters Degree in Economic Theory and
Development Project Management. Prior to attaining her Masters Student 1 completed her undergraduate
honours degree at York University in Communications and International Development Studies. She brings with her
a high level of expertise in the logistic and dissemination portion of this project.

She has consulted on a number of communication based development projects concerning indigenous
communities in Southeast Asia. Student 1’s interest is in securing a voice for indigenous communities. She
believes this can only reach be reached through the use of contemporary communication technologies.

Student 1 has recently acquired a pilot license which will be beneficial for transporting to and from the communities
under study.

Student 2 Student Two has over 25 years of experience in the financial services industry, most of which has been with XYZ
Financial Group. Her work experience has included roles in the retail branch, wealth management and Private
Banking environments, as well as Divisional, National and Corporate offices.

Student 2 has a diploma in Business Administration: Marketing from Conestoga College, an Honours Bachelor of
Science degree in Kinesiology from the University of Windsor, and a Masters Business Administration degree from
the Richard Ivey School of Business, Western University.

Student 2 has had volunteer experiences in Nicaragua and in a number of First Nations Communities in Northern
Ontario. She is presently completing a post-graduate degree in International Development at York University to
support her volunteer activities and her desire to have a deeper understanding of development issues within and
beyond Canada.

Student 3 Student Three is currently enrolled in York University’s Graduate program in Development Studies with an
emphasis in Cultural Anthropology and Communications.

While enrolled in her undergraduate program, a Specialized Honours Degree in International Development
Studies, she completed the Trent-in Ecuador Internship program through Trent University. For three months she
lived and worked with the Colombian refugee community which introduced her to the personal and academic skills
required to complete field research.

During a two year sabbatical Student 3 was an active volunteer with the NSPC where she gained a deeper
understanding of the concerns of Canadian aboriginal communities within NAN. She dedicated herself to gaining
a base knowledge of the Ojibway language and culture.

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Key Stake Holders Description


First Nations Communities Working together and learning from other First Nations communities will assist in learning from past successes and
Particularly, Webequie and failures and help the growth and healing in communities.
Mishkeegogamang First Nations
Religious/Spiritual Leaders and Elders Children, youth and adults require their teachings and their wisdom to rebuild, to live healthy lives and to overcome
past and present trauma.
Various other researchers and academics Assist with research and to learn from and document past experiences; understand successful practices apply
them to existing and future initiatives to support successful development
Children and Youth The perspective of children and youth are unique and the well-being of the community can only be fully understood
of their views and ideas are heard and are part of any planning process. Children and youth must be provided with
the tools and resources required to change and influence their lives and the communities within which they live.
Parents and Families Recognition and support must be given to the unique support and wisdom available from extended family
members and Elders.
Community Professionals (includes the Chief Professionals in the community play a role in education and information sharing within and amongst communities.
and Council, teachers, principals, police Webequie First Nation – Chief Scott Jacob
officers, health care providers, child welfare Mishkeegogamang First Nation – Chief Connie Gray-McKay
workers, early childhood educators, social
workers, child and youth care workers, youth
leaders and other professionals who work
within First Nation communities)

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Timetable:

Proposed Year 1 Year 2


Research Work Stream Component / Planned Activity
Owner Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
Pre-Community Research
• Literature Review All • Webequie and Mishkeegogamang Community
Assessments and information sources
• Coming Home: The Story of Tikinagan Child and Family
Services, Brubacher (2006)
• :Harnessing ICTS: A Canadian First Nations Experience,
Introduction to K-Net, Institute for Connectivity in the
Americas Ramirez, Aitkin, Jamieson, Richardson (2003)
• Historical research documents
• Other background information regarding the Webequie
and Mishkeegogamang Ojibway Nations (e.g. census
information, community documents including
infrastructure and economic development plans, etc.)
• Government of Canada documents (i.e. Treaty
Agreements, The Indian Act, The Indian Residential
School Settlement Agreement, etc.)

• Subject Matter Expert Interviews All • Develop interview questions regarding Webequie and
Mishkeegogamang community assessments
• Interviews with North-South Partnership
• Interviews with NSPC Community Assessment
Researchers
• Develop interview questions regarding K-Net
• Interviews with K-Net Personnel
• Interview with Keewaytinook Okimakanak tribal council

• Language Classes All • Basic Ojibway Language course


In-field Community Research
• Role definition Smith/ • Define role within community in order to incorporate and
McCaig develop inter-community communication
• Existing Infrastructure Review Smith / • Existing information and communication technologies
McCaig/ (ICTs) within the Webequie Mishkeegogamang and
Consultant communities; ICT technology expertise will be consulted /
hired as required
• In-field Immersion Smith / • Identify key stakeholders within the communities (see
McCaig proposed stakeholder list)

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Inter-Community Information Sharing within the
Mishkeegogamang Ojibway Nation and the Webequie First Nations
Project Proposal

Proposed Year 1 Year 2


Research Work Stream Component / Planned Activity
Owner Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
Smith / • Identify individuals that will aid in the facilitation of project
McCaig
• Qualitative Field Research Smith / • Qualitative interview observation and participation
McCaig
Smith / • Obtain oral histories
McCaig
• General Discovery All • Review of issues regarding advocacy and awareness,
health, education and recreation
• Solution Development All • Facilitated discussions with community members to
decide on solutions to identified issues and next steps
All • Facilitate discussions with key stakeholders to decide on
desired outcomes, evaluation methods (description of
project success and/or failure) and monitoring methods
• Technology Awareness and Alwin • Working with community members, develop community
Literacy Programs websites
Alwin • Working with community members, populate websites
with information gathered during (i.e. oral histories; key
challenges, success stories, etc.)
Alwin • Develop individual internet and computer literacy skills
Regular Updates & Reporting Alwin • Regular written updates on project progress are to be
provided to Chief Scott and Chief Gray-McKay
Alwin • Document implementation outcomes
Post-Community Research Review, Analysis and Report Completion
Data Coding Alwin • Use SPSS to code interviews
All • Analyze findings
All • Written Report. Including:
 Purpose and overview,
 Analysis and Interpretation,
 Summary and Conclusions,
 Future Considerations
All • Publish Report (written and e-format available through
community. NSPC and IDRC websites) and share with all
stakeholders

17
Inter-Community Information Sharing within the
Mishkeegogamang Ojibway Nation and the Webequie First Nations
Project Proposal

18
Inter-Community Information Sharing within the
Mishkeegogamang Ojibway Nation and the Webequie First Nations
Project Proposal

Proposed Budget:

Proposed Budget Year 1 Year 2


Salaries and Wages
Principal Researcher (3)
3 x 100% Effort $ 150,000 $ 150,000
Benefits $ - $ -
Total Salaries and Wages $ 150,000 $ 150,000
Capital Equipment
Laptop Computers (Researchers) $ 12,000 $ -
Printers (Researchers) $ 5,000 $ -
Desktops (Community) $ 50,000 $ -
Printers (Community) $ 25,000 $ -
Video Conferencing Hardware $ 60,000 $ -
Miscellaneous Hardware $ 8,000 $ 5,000
Miscellaneous Software $ 5,000 $ 5,000
Total Capital Equipment $ 165,000 $ 10,000
Language Training
Ojibway Language Classes $ 7,500 $ -
Textbooks $ 1,000 $ -
Total Language Training $ 8,500 $ -
Material & Supplies
Paper, Ink, etc. $ 10,000 $ 5,000
Total Material & Supplies $ 10,000 $ 5,000
Translation Costs
Translation to Ojibway $ 25,000 $ 25,000
Total Translation Costs $ 25,000 $ 25,000
Travel
Domestic Flights $ 30,000 $ 30,000
Miscelaneous travel $ 9,000 $ 9,000
Total Travel $ 39,000 $ 39,000
Other Direct Costs
Telephone Services $ 2,500 $ 2,500
Long Distance Phone Calls $ 3,500 $ 3,500
Other Direct Costs $ 6,000 $ 6,000

Total Direct Costs $ 403,500 $ 235,000


Indirect Costs
Contingency Expense (5%) $ 20,175 $ 11,750
Total Indirect Costs $ 20,175 $ 11,750
Total Budget $ 423,675 $ 246,750

Total Proposed Project Budget $ 670,425

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Inter-Community Information Sharing within the
Mishkeegogamang Ojibway Nation and the Webequie First Nations
Project Proposal

Budget Justification

Justification

Note: 100 per cent of the budget will be provided by the IDRC.

1 Salaries
There will be 3 principal researchers each earning an annual income of $50,000.
Each researcher will be a graduate student of an International Development Program of a
Canadian University.
Salary expense includes food and accommodation expenses for each researcher while on
location in Webequie and Mishkeegogamang. An income of $50,000 per annum is considered to
be a nominal amount given that the cost of living in the Mishkeegogamang and Webequie
communities is three times that of the average cost of living in the city of Toronto

Fringe Benefits
Fringe Benefits are not applicable as Graduate Students do not receive benefits in accord with
standing University Policies.

2 Capital Equipment
It is the intent of the researchers to seek the donation of equipment for project purposes.
Accordingly, expenses relating to the cost of capital equipment could be in-kind donations
equating to the suggested dollar amount in the budget.

A laptop computer and will be required for each researcher. The Dell XPS M1530 is a mid-
range priced computer. Total cost is approximately $4,000 per computer including taxes and
shipping costs.
Example: XPS M1530
Intel® Core™ 2 Duo Processor T7700 (2.4GHz/800Mhz FSB, 4MB Cache)
Genuine Windows Vista® Ultimate (PRODUCT) RED™
3GB Shared Dual Channel DDR2 SDRAM at 667MHz (2 Dimms)
250GB 5400RPM SATA Hard Drive

Each researcher will have a printer. Total cost per printer is approximately $1,500 including
taxes and shipping.
Example: Dell 948 All in One Printer
Optional Wireless Connectivity – Optional internal WiFi card for sharing printer with others at home or in
your small office.
2-sided Printing Capability – Print both sides of a page to conserve paper
All-In-One Convenience – Print, scan, copy and fax with quality, professional-looking results
Print Photos Directly – From your camera or from built-in media card slots. No need to start your PC to
print your photos

Desktop Computers and Printers for communities


A minimum of five desktop computers and a printer for each have been budgeted for each community. The
total number of printers required is dependant on the location and distribution of the computers in the
communities. I.e. if all computers are in one location only one printer will be purchased and therefore
shared amongst all users. However if each computer is located in a different location (e.g. 5 classrooms) a
printer will be purchased for each desktop computer. Capital equipment purchased for the communities
including any miscellaneous hardware or software will remain with the communities at the end of the
project.

20
Inter-Community Information Sharing within the
Mishkeegogamang Ojibway Nation and the Webequie First Nations
Project Proposal

Video Conferencing Equipment


Videoconferencing equipment will be used to enable joint meetings and conversations between the
Webequie and Mishkeegogamang communities.
Example: Polycom Media Centre
The Polycom Media Centre solution offers high end performance features, large displays and precision
audio so you can easily and quickly create a quality video meeting in any environment. The Media Centre
includes:
50" Plasma Display
270 watt High Performance Sound System
Durable Cart Locking Mechanism
Mounting Bracket
Adjustable Camera / Set-top Platform (accommodates all Polycom Systems)

3 Language Training
Each researcher will be expected to participate in an Introductory Ojibway language class to learn the
fundamentals of the language. It is expected that each researcher will be fluent in basic / conversational
Ojibway upon entry to the communities. Budgeted amounts include tuition and books.

4 Materials & Supplies


Materials and supplies included miscellaneous stationary items (pens, pencils, etc.) plus paper
and printer ink.

5 Translation Services
Written material, including information made available through websites and the final research
report, will be translated into the Ojibway-Cree language.

6 Travel
Domestic Flights
The project will allow each researcher to attend both locations (Webequie and
Mishkeegogamang) three times each year and to return to Toronto three times each year.

Miscellaneous Travel
This includes bus and/or cab fare required to travel to and from airport locations. This would
also include water cab fares for locations only accessible by boat.

7 Other Direct Costs


Other direct costs include the telephone expenses incurred by the researchers. Minimum
monthly plans have been budgeted.

8 Contingency Expense
This amount represents approximately 5% of the total Direct Expenses and includes anything
not specifically mentioned in the budget but which will be required to support the research (e.g.
children's motivational tools; small gifts) and to cover any unplanned expenses.

21
Inter-Community Information Sharing within the
Mishkeegogamang Ojibway Nation and the Webequie First Nations
Project Proposal

Evaluation

The overall objective of the project is to share information and experience (successes and
challenges) between First Nations communities throughout the Nishnawbe-Aski Nation (NAN), Ontario
and Canada. Accordingly, the aim of the project is to build an understanding and awareness of the
barriers to the use of technology and to seek solutions to overcome these issues. The project, specifically,
will develop knowledge and skill sets regarding the use of online technology amongst members of the
Webequie and Mishkeegogamang Ojibway Nations.
Specific desired outcomes and key measurements of success related to these objectives will be
defined during the in-field time period of the project in consultation with the community Chiefs, elders,
community members and key stakeholders. At the end of the project, this same group will evaluate
whether or not these outcomes were achieved. RBM methodologies will be utilized to determine desired
outcomes and key measurements and will be used to monitor the project’s progress towards achieving
these outcomes. Progress will be reported in regular project updates.
Key measurements and points of evaluation to be considered include:
1. Degree of increased accessibility to ICTs
2. Changes observed with regard to who is using this technology (youth, adult, elders, etc.)
3. Degree of increased use of ICTs (time measurement)
4. Increase in type of use (email, web conferencing, web search, etc.)
5. Evaluation of perceived benefits to individuals and to the community, as a whole

22
Inter-Community Information Sharing within the
Mishkeegogamang Ojibway Nation and the Webequie First Nations
Project Proposal

Appendix Index:

1. Map of Ontario marking the Webequie and Mishkeegogamang Nations

23
Inter-Community Information Sharing within the
Mishkeegogamang Ojibway Nation and the Webequie First Nations
Project Proposal

Appendix 1 Webequie

Mishkeegogamang

Toronto

24
Inter-Community Information Sharing within the
Mishkeegogamang Ojibway Nation and the Webequie First Nations
Project Proposal

Bibliography:

Babbie, E., Benaquisto, L. (2002). Fundamentals of Social Research. Toronto: Nelson.

Bessette, Guy. (2004). Involving the Community: A Guide to Participatory


Development Communication. Ottawa: Southbound.

Brubacher, M. (2006). Coming Home: The story of Tikinagan Child and Family Services. Canada:
Tikinagan Child and Family Services.

Davidson-Hunt, I. J. (2006). Adaptive learning networks: Developing resource management knowledge


through social learning forums

Fraser, E. D. G., Dougill, A. J., Mabee, W. E., Reed, M., & McAlpine, P. (2006). Bottom up and top down:
Analysis of participatory processes for sustainability indicator identification as a pathway to community
empowerment and sustainable environmental management. Journal of Environmental Management,
78(2), 114-127.

Keewaytinook Okimakanak. About Us. < http://knet.ca/info/ > [ 3 March 2008 ].

Myers, P. (2003). Native American/First Nations internet resources. Journal of ethnicity in substance
abuse, 2(4), 97

Nishnawbe Aski Nation (NAN). About NAN. < http://www.nan.on.ca/article/about-nan-3.asp > [3 March
2008].

North-South Partnership for Children in Remote First Nations Communities. (2007). Webequie First Nation
Assessment Report
< http://www.northsouthpartnership.com/communities.htm >

North-South Partnership for Children in Remote First Nations Communities. (2007). Mishkeegogamang
Ojibway Nation Assessment Report
< http://www.northsouthpartnership.com/communities.htm >

Results –Based Management Division: Canadian International Development Agency. (2007).


RBM Handbook on Developing Results Chains.
< http://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/EMA-218132532-PN9 >

Shore, Kaene. (1997). Connecting the North: Telecommunications link for Canadian Aboriginal
communities.
< http://idrinto.irdc.ca/archive/reportsintra/pdfs/1997e/112203.htm >

25
Inter-Community Information Sharing within the
Mishkeegogamang Ojibway Nation and the Webequie First Nations
Project Proposal

End Note References:

26
1
North-South Partnership for Children in Remote First Nations Communities, Webequie First Nation
Assessment Report (North South Partnership for Children, 2007), 30.
2
Earl Babbie and Lucia Benaquisto, Fundamentals of Social Research, First Canadian Edition (Toronto:
Nelson, 2002), 319.
3
Helen Aitkin, et al. Harnessing ICTS: A Canadian First Nations Experience: Introduction to K-Net (Guelph:
IDRC, 2003), 12.

4
Brubacher, M. (2006). Coming Home: The story of Tikinagan Child and Family Services. Canada: Tikinagan
Child and Family Services, 96.
5
Ibid.
6
Ibid.
7
Ibid.
8
Brubacher, M. (2006). Coming Home: The story of Tikinagan Child and Family Services. Canada: Tikinagan
Child and Family Services, 109.

9
North-South Partnership for Children in Remote First Nations Communities, Mishkeegogamang Ojibwa
Nation Assessment Report (North-South Partnership for Children, 2007), 2.
10
Brubacher, M. (2006). Coming Home: The story of Tikinagan Child and Family Services. Canada: Tikinagan
Child and Family Services, 59.
11
Helen Aitkin, et al., 12.
12
Rahman, M.A. (1994) People’s Self Development (London: Zed Books, 1994), 82
13
Babbie and Benaquisto, 310.
14
Ibid.
15
Results Based Management Division: Canadian International Development Agency, RBM Handbook on
Developing Results Chains (CIDA, 2007), 17.
16
The North-South Partnership for Children, About Us.
< http://www.northsouthpartnership.com/aboutmamow.htm > [ 3 March 2008 ].
17
York University. About Us. < http://www.yorku.ca/web/about_yorku/ > [3 March 2008].
18
Keewaytinook Okimakanak. About Us. < http://knet.ca/info/ > [ 3 March 2008 ].

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