nan fnssp newsletter

Inside this Issue

KiHS - Dreams into Reality page 2

NNEC’s OSSLT Preparations page 3

NNEC Partnerships page 4

Weenusk FNSSP Work Plan page 5

Mattagami’s Eff ective

Schools® Program page 5

NAN FNSSP Conference page 7

K-Net FNSSP Update page 8

Literacy Demonstration

Classroom in Pikangikum page 9

Shibogama is grateful page 10

Contact Information pages 10 & 11

First Nation Student Success Program Partnership Newsletter

MARCH 31, 2011Volume 1, Issue 1

As Nishnawbe

Aski Nation

(NAN) Deputy

Grand Chief

responsible for

the education

portfolio, I would

like to thank

the education

directors,

principals,

teachers and

everyone else

involved with the First Nation Student

Success Program (FNSSP) for their

ongoing commitment to this vital and

exciting program. In fact, their dedication

is the very key to its success.

Th e FNSSP is very important for

First Nations across NAN, as it provides

essential resources that assist in the

improvement of literacy, numeracy, and

student retention in our schools.

Programs such as the FNSSP are

helping us meet the challenges that First

Nations continue to face in delivering

quality education to our people while

ensuring that control over post-secondary

school funding remains where it belongs –

with First Nations.

I am privileged to advocate on behalf

of NAN First Nations for adequate and

sustainable funding from the governments

of Canada for high quality education

programs such as the FNSSP that will

strengthen, empower and help improve

the lives of our people.

By working together through this

exciting initiative we are giving our

students a better chance for future success.

The First Nation Student Success

Program (FNSSP) is part of an

overarching commitment of the

Government of Canada to set the

foundation for long-term reform of

First Nation education. A key component

of the broader Reforming First Nations

Education Initiative, the FNSSP is a

proposal-driven program designed to

support First Nation educators on reserve

(Kindergarten to Grade 12) in their

ongoing eff orts to meet their students’

needs and improve student and school

results. In particular, the program will help

First Nation educators to plan and make

improvements in the three priority areas of

literacy, numeracy and student retention.

Th e FNSSP has three components:

• School Success Plans: To introduce

a consistent and comprehensive

school success plan and support the

development and implementation of

activities outlined within the plan;

• Student Learning Assessments: Th e

results of student learning assessments

are used to identify areas for

improvement. At a minimum, schools

will participate in their respective

provincial standard testing process.

Th e FNSSP will support First Nation

schools in selecting and implementing

student achievement testing tools; and

• Performance Measurement: To

support a First Nation school’s ability

to monitor the progress of students,

manage schools and program-related

information, and make it easier to

gather, analyse and report on fi nancial

and performance indicators.

• Funding is available on a proposal basis

to eligible recipients who undertake

all three components of the FNSSP

within a three year period.

http://www.ainc-inac.gc.ca/edu/ep/ssp-eng.asp

Terry WabooseDeputy Grand Chief

First Nation Student Success Program

NAN FNSSP Newsletter.indb 1NAN FNSSP Newsletter.indb 1 11-03-22 10:11 AM11-03-22 10:11 AM

2 www.fnssp.knet.ca

Booshoo. My name is Linda

Johnson, the FNSSP

Coordinator at Keewaytinook

Internet High School (KiHS).

I am based out of our head

offi ce in Balmertown and travel

to all our classrooms in 13

First Nation communities in

Northern Ontario. While in each

community, I meet and work

with our students and teachers,

meet with parents, guardians

and community members

inquiring as to their concerns,

student retention, etc.

Th is is my eighth year

with KiHS. Before moving to

Balmertown, I lived and taught in

the KiHS classroom in North

Caribou Lake First Nation,

Weagamow Lake (aka Round

Lake) for four years, and three

years in Lac Seul First Nation,

Kejick Bay. I continue to teach

the Visual Arts (Grade 9/10);

Media Arts (Grade 10); and

Computer Technology (Grade

10/11) courses. My passion is not

only making art and exploring new

technology, but it is absolutely

helping students to succeed!

As the FNSSP Coordinator

for KiHS, we are focused on

students realizing their ultimate

potential to make it through high

school successfully and beyond.

KiHS learning includes, but is not

limited to: online instructions,

resources, course activities, and

assessment. Literacy, numeracy

and student retention are the basic

foundations in all KiHS courses off ered.

Each KiHS classroom (community) has a

teacher/mentor who provides

one-on-one attention to each student’s

needs to help them meet the literacy

and numeracy component addressed

in each activity.

A major element of our focus in our

student success program at KiHS is to

promote “Academic Student Success” as

well. We have developed and supported

the academic pathway for students

wanting to pursue college and university.

Th is was to fi ll a void in our district where

there is little academic choices available in

our First Nation secondary programs.

As the FNSSP Coordinator, I also work

in partnership with our Special Education

Teacher, Angela Batsford, wherein she

helps identify students that are at special

risk or have special needs and as a team

will make modifi cations to assist them

through their courses to prompt their

success in KiHS.

In June 2011, KiHS expects to have

a number of students receive their high

school diplomas. Watching students go

beyond their own expectations is a great

accomplishment—succeeding in their

dreams. KiHS also promotes

post-secondary education to all our

graduates. Several of our potential

graduates have already submitted their

applications to various colleges and

universities. Hopefully, these graduates,

like in the past, will take that leap of faith

and pursue their dreams.

KiHS Students are going beyond their own expectations Linda Johnson, FNSSP Coordinator for KiHS helps students achieve their dreams


3www.fnssp.knet.ca

Northern Nishnawbe Education Council

(NNEC) high schools prepared months

ahead for the Ontario Secondary School

Literacy Test (OSSLT) with activities and

school wide awareness week at each site to

enhance literacy. During this school year,

literacy lead teachers from Pelican Falls First

Nations High School (PFFNHS) and Dennis

Franklin Cromarty (DFC) High School met and

collaborated on several occasions to share ideas

and to enhance the literacy program for both

schools.

PFFNHS literacy lead teacher, Darby

Madison-Starratt, reports that this year Pelican

Falls is anticipating 46 students to write the

OSSLT this spring. At Pelican Falls we’ve

been approaching our OSSLT preparation in

three ways: we have launched a school-wide

initiative, in class prep for ENG2P students,

and separate prep sessions for students taking

the test who are not enrolled in ENG2P.

Our school-wide prep initiative has been

extremely successful thanks to the support of

the teachers at Pelican. Teachers have been

more than willing to incorporate literacy into

their everyday lesson plans and the students

are becoming quite familiar with the various

reading and writing tasks they will be asked to

perform on the test.

As always, the challenges with the test prep

is working the prep time into our ever busy

calendar at Pelican Falls. It’s been a challenge

to avoid confl icts with fi eld trips, sports games

and other extra-curriculars; however, the

students who have been attending the sessions

are working hard and are growing increasingly

confi dent.

Meanwhile, DFC high school literacy lead

teachers, Katie Adams and Nancy Currie

report that this year DFC high school has 44

students registered to write the OSSLT. Out

of these 44 students, 40 had been previously

eligible to write the OSSLT and the other 4

are fi rst time eligible students and of these

44 students, 6 students will be receiving

accommodations.

Based on individual student results and

school-wide results for the OSSLT, the DFC

Literacy Program will aim to address areas

of weakness through individual literacy

interventions and whole school literacy

activities targeted toward specifi c skills.

NNEC’s literacy teams have done a great

job collaborating together to create activities

and to fi nd supportive strategies for the

students. Th e literacy team has created more

literacy awareness by coordinating school

wide events during this school year. We will

be looking forward to new ideas and events to

come in the next school year.

Literacy Week at Dennis Franklin Cromarty High School

DFC Literacy Week ran from February

28th – March 4th 2011. Th e literacy activities

happening each day included a Hidden

Message Challenge where students solved

three diff erent word puzzles (hidden message

word search, word scramble and picture

phrases) to reveal clues about the location of

the hidden prize card somewhere in the school.

Other activities included a Boggle Challenge,

Word Ladder Puzzles, Word Picture Puzzles

and a Balderdash Challenge.

In addition to these daily activities there

was also a “Get Caught Reading” contest

happening throughout the week where school

staff gave tickets to any student they saw

reading. At the end of the week a ticket was

drawn for the prize – a Chapters gift card,

word games, and other fun literacy items.

Scrabble Tournament

A Scrabble tournament also took place this

week as well as a Classroom Literacy Scavenger

Hunt for teaching staff where each classroom

was evaluated for its “literacy friendliness.”

Th e winning teacher won a prize including a:

Chapters gift card.

Lola Nitishinikaas

Sharon Nitishinikaas

January 17-18, 2011, NNEC brought in

Th ornton Media to Th under Bay to conduct

a two day training session. Th ornton Media

has created a program for the native language

by using the Nintendo console game. Th e

participants for this training were the native

language teachers from PFFNHS and DFC

high school and three staff members from

Kwayaciiwin Education Resource Centre. Th is

workshop was to train the native language

teachers on how to use the Nintendo DSi

console as a tool to use in the classroom and to

complement their lessons.

PFFNHS native language teachers, Lola

Goodwin and Sharon Newman shared that “we

learned we could program the Nintendo DSi’s

into our language! (Even in our own dialects).

Our school has provided us with Nintendo

DSi’s, so we plan to get our students involved

as soon as we can. Th ey will be programming

the DSi’s using words, phrases, stories and

songs in their own dialects”. DFC’s native

language teacher, Sarah Johnson, stated “I

learned how to start the Language Pal software,

import phrases, record the phrases, and create

fl ashcards, quiz, and compress data to the

Nintendo DSi.”

Th e high schools look forward to using

the software in the classrooms for the Native

language students. We are certain that they

will enjoy doing the quizzes and be able to

expand their vocabulary in Anishininiimowin.

-NNEC FNSSP Team-

Ontario Secondary School Literacy Test Preparations Nintendo DSi in the Anishininiimowin language for NNEC high school students


4 www.fnssp.knet.ca

Northern Nishnawbe Education Council (NNEC) is

excited to partner with other educational organizations

in delivering programming and best practices to improve

student literacy, numeracy and increase overall student success.

Th is overall process is being spearheaded by Nishnawbe Aski

Nation First Nation Student Success Program (FNSSP). Dennis

Franklin Cromarty (DFC) High School based in Th under Bay,

and Pelican Falls First Nations (PFFNHS) based just outside of

Sioux Lookout have been actively implementing school-wide

strategies to address those needs for our secondary students.

As of January 2011, there were 16 DFC High School students

and 23 PFFNHS students who wrote the grade 9, EQAO math

test. Grade 9 math students across the entire province wrote

this test in January 2011. Th e test measures how well students

learn the objectives of the grade 9 math course. It also provides

a measurement of each student’s knowledge and skill in

accordance to the provincial standard.

Once EQAO releases the results, parents will receive a

copy of the results from each school in the spring. For more

information, go to www.eqao.com and click on the parent

resources button.

Examples: Are you smarter than a 9th Grader?

Try samples of grade 9 math questions:

1. What dimensions give a maximum area for a triangle?

2. A Frame around a photograph is 5 cm wide.

Numeracy coaches at each school have been busy coaching

colleagues in best practice strategies to ensure students have excellent

opportunities to improve their numeracy skills.

PFFNHS Literacy Coach, Darby Starratt and grade 10 english

teacher, Brea-Ann Gilbart just completed the 7-day “train the trainer”

course that will allow them to present Stepping Out Training to

fellow teachers and put into practice the Stepping Out literacy

strategies within NNEC schools. Th is course includes research on:

adolescent learning, specifi c strategies to improve the teaching,

learning, assessment in a component, leadership and implementation

training, and facilitator training. NNEC initiated this professional

development and was pleased that the following organizations

participated: Kwayaciiwin Education Resource Centre, Sandy Lake

Board of Education, Wahsa Distance Education Centre, and Pelican

Falls First Nations High School. Many school boards have received this

“Reading and Viewing Training”across Canada to help teachers prepare

to equip students with the literacy tools needed for the 21st century.

Darby Starratt, PFFNHS teacher, stated: “I have gained many

teaching tools to address

various student learning

styles. Th is training will help

me as a school literacy leader,

helping teachers incorporate

literacy strategies across the

curriculum”. Brea-Ann Gilbart,

PFFNHS teacher, commented:

“Th is literacy professional

development has impacted my

teaching approach in many

ways. It has given me more

confi dence in not only the way I

teach, but what I teach. I hope

to use what I have learned to engage student’s interests and make

them want to be better readers.” Katie Adams and Nancy Currie,

DFC Literacy Coaches have received this training in the past and

continue to push their literacy school improvement plans forward as

a result. Literacy Coaches at DFC and PFFNHS are able to transfer

the best practices gained throughout this training to assist students

with the Ontario Secondary School Literacy Test.

-NNEC FNSSP Team-

Partnerships for student successNew strategies to improve literacy and numeracy

10 cm

20 cm

20 cm

30 cm

5 cm

5 cm

What percentage of the entire area is the frame?

A. 25% B. 33% C. 50% D. 67%

Pearson Training, Sioux Lookout, March 2, 2011

Answer 1. All equal sides, a square. Answer 2. B.

Top 10 Reasons Why PFFNHS and DFC are Reading; book list:

• Th e Green Star Lake Series by Robert Checkwitch

• Th e Night Wanderer by Drew Hayden Taylor

• Touching Spirit Bear by Ben Mikaelsen

• April Raintree by Beatrice Culleton Mosionier

• Medicine River by Th omas King

• House of Night Series by P.C. and Kristen Cast

• Chronicles of Ancient Darkness Series by Michelle Paver

• We Are the Champions by the Hockey News

• Bones Series by Jeff Smith

• Th e Hunger Games by Susan Collins


5www.fnssp.knet.ca

As part of the FNSSP program, Mattagami First Nation

investigated the Eff ective Schools® program which has been

successfully used in Native American Schools to evaluate school

performance and put in place practical and achievable steps to

improve results.

Th e Eff ective Schools® program is a research based, data-guided

and results oriented comprehensive model to improve student

performance and learning. Th e core of the process is the belief that all

children, regardless of race, socioeconomic status, or gender, can and

will achieve expected academic content and performance standards.

Th e Eff ective Schools® program grew from research begun in

inner-city schools in the United States which involved the comparison

of successful schools with similar schools, in like neighbourhoods,

where children were not learning, or learning at a low level.

Characteristics describing both types of schools were observed and

documented. Th e basic conclusion of this comparative research was:

• Public schools can and do make a diff erence, even those

comprised of students from poverty backgrounds

• Children from all socio-economic backgrounds can learn at high

levels as a result of public schools

• Th ere are unique characteristics and processes common to

schools where all children are learning, regardless of their

background.

Because these characteristics, found in schools where all students

Year 2 of the Nishnawbe Aski Nation

(NAN) First Nation Student Success

Program (FNSSP) has almost come to

an end, and most of the Weenusk First

Nation’s work plan has been completed.

Congratulations to the staff of Ma-tah-ha-

mao School in Peawanuck for their support

and involvement in this program over the

2010–2011 fi scal year.

Student success is what schools are all

about. High levels of literacy are required for

success from Junior Kindergarten to grade 8.

Consequently, the focus this year has been

on building a quality literacy program. To

that end, Lorna Redwood, a literacy coach

with many years of experience working in the

Ministry and in provincial schools, provided

Lindsay Linklater (Primary multi-grade

teacher), Shannon Helm (Junior multi-grade

teacher), and John Spanos (former Senior

multi-grade teacher) with several after-

school workshops, and in-class activities that

led to the development of literacy units. In

addition, literacy resource materials from

Nelson Education and a collection of high

quality reading materials focusing on First

Nations were ordered. Th ese materials will

go a long way to improving the literacy levels

of our students and building self-confi dence

and identity.

Th e student assessment component

of the program is also moving forward.

Christine Hodgins, former Principal and

Special Education Resource Teacher,

administered Woodcock – Johnson and

Key Math assessments to all students

at the school. Th is baseline data will

be supplemented with further testing

using the Canadian Test of Basic Skills

(CTBS). Training and administering the

CTBS is planned before the end of the

month. Th e use of these school-wide

assessment instruments combined with

classroom teacher assessments ensures

that the teachers make carefully planned

adjustments to the school’s literacy and

mathematics programs.

In the past, the school used a simple

database to collect and report marks, and

used pen and paper to mark attendance.

Th at has all changed with the installation

of the Maplewood elementary school

administration program. Th is program

makes certain that the school’s current

and future performance measurement,

data collection, and system management

needs will be addressed. An initial training

session facilitated by Bibi Salam, an

experienced system management trainer,

involved Abraham Hunter - the Director of

Education, the school’s secretary - Roberta

Hunter, and the teaching staff including

new Senior multi-grade teacher - Chantal

Keast. Th e staff found this program

easy to learn, and the toll-free customer

support to date has been excellent. Th e

administration and staff look forward

to fully implementing the Maplewood

program particularly in the areas of

student record keeping, mark reporting,

and attendance. Additional training on

more advanced features will occur in the

month(s) to come.

With these initiatives and continuing

eff orts in Year 3 of the NAN FNSSP, the

future looks bright for the students of Ma-

tah-ha-mao School.

-Weenusk FNSSP Team-

Weenusk First Nation Student Success Program Weenusk First Nation’s work plan is nearing completion

Mattagami First Nation Pilots Eff ective Schools® Program Children from all socio-economic backgrounds can learn at high levels as a result of public schools

Ma-tah-ha-mao School students and staff working together


6 www.fnssp.knet.ca

learn, are correlated with student success -- they are called

“correlates”. Th is body of correlated information began what is now

referred to as Eff ective Schools® Research.

Researchers isolated the most outstanding qualities in each of

the best schools in all regions of the United States. Th ese qualities

were narrowed down into ten elements, now known as correlates

and the product was the Eff ective Schools® model. Th e correlates

eventually formed the basis of a system useful for measuring the

progress of a school in its change toward eff ectiveness.

Over the past fi fteen years, the Eff ective Schools® approach

has been used extensively as a planning and training tool by many

American Indian schools in the U.S. and is recommended by the

American National Indian School Board Association. Th e Eff ective

Schools approach was modifi ed by National Indian School Board

Association and the Bureau Eff ective Schools Team to meet the

needs of Native American Schools. Th is approach is described in

their publication, Leadership Beyond the Seventh Generation.

Th e ten correlates include:

1. Sense of Mission/ Purpose

2. Monitoring of School and Student Progress

3. Challenging Curriculum and Appropriate

Instruction

4. Access to Resources for Teaching and

Learning

5. High Student Achievement

Expectations

6. Safe and Supportive

Environment

7. Home/School/

Community Relations

8. Strong Instructional

Leadership

9. Participatory

Management/Shared

Governance

10. Cultural Relevance

Implementation of the

Eff ective Schools process is

based on the following guiding

principles:

• Schools that come to be

described by the correlates of

Eff ective Schools achieve sustained

high levels of learning.

• Schools sustaining improvements strive for equity

and “learning by all”

• Eff ective schools expect and ensure that every student acquires

an understanding of the concepts, skills and knowledge

necessary so that he or she can demonstrate success at the

next level,

next year.

• Organizational change is an ongoing process that begins with

individual change.

• Every school has the potential for improvement and that

potential already resides in the school.

Th e Eff ective Schools process is refl ected in the diagram

displayed on this page:

Th e following recommendations come from the experience

of Native American Schools who have implemented the Eff ective

Schools program. Based on their experience they off er the

following lessons for successful implementation:

Project Leadership: At the community level, the project

leadership must provide visible, enthusiastic, continuous

endorsement of and support for creating more Eff ective Schools.

Community Representation: A broadly representative,

community leadership team should be formed to create, revise and

recommend community policy on:

• Performance standards for monitoring school improvement,

• Eff ective Schools improvement processes, and

• School level annual reporting requirements.

School Improvement Teams: In small schools, school

improvement teams must be multi-tasked.

Community Input: Eff ective schools survey

instruments should be completed by staff ,

intermediate and secondary

students and parents at several stages

during the school improvement

process.

Professional Development:

Th e school improvement

teams must be trained in

all aspects of the Eff ective

Schools program.

Student Involvement:

Students should be

consulted and involved

in all aspects of a school

improvement strategy. Th ey

should feel part of making

the changes that will benefi t

them and the students who will

follow them.

A clear benefi t of conducting the

school evaluation based on the Eff ective

Schools Correlates, is the smooth and logical

transition to a School Improvement Plan (SIP)

to address any defi ciencies identifi ed in the evaluation

process. It is important to remember that the Eff ective Schools program

is a process not a product. Th e school reform measures result in

incremental progress which is diffi cult to measure on a month to month

basis. It is clear however, that real and meaningful improvement in the

quality of education can take place through the Eff ective Schools process

and the School Improvement Plans that are developed.

For Mattagami First Nation the Eff ective Schools evaluation process

has provided a clear set of objectives and actions that constitute their

School Improvement Plan.

-Mattagami FNSSP Team-

High Achievement

for All

Data Management

System

Effective Schools Profi les District

LeadershipTeam

Standards-BasedInstructional

Redesign

PrincipalTraining

& Support

School Leadership Team Training

& Support

Grade &Department

Level Consulting


7www.fnssp.knet.ca

The Nishnawbe Aski Nation (NAN)

First Nation Student Success Program

(FNSSP) Conference was held in Th under

Bay, Ontario on December 1, 2 and 3, 2010.

Approximately 100 participants attended

the 3-day event, although severe weather

conditions initially delayed the arrival of

some conference participants. Th e primary

goal of the FNSSP Conference was to

provide information on the priority areas of

literacy, numeracy, student retention, school

success plans, student learning assessments

and performance measurement.

Th e fi rst day of the sessions began with

presentations by Lori Morris, an Associate

Professor of Linguistics at the Université

du Québec à Montréal. Lori has worked

extensively in First Nations education

including the evaluation of the fi rst and

second language abilities of Innu and Cree

speakers in Quebec and Labrador. Her

presentations “Developing Literacy in a

First Nations Context, Evaluating Bilingual

Learners” and “Th ey are 14 and can’t read

yet! What do I do?” were very informative

and well received. Lori’s messages

resonated strongly with the audience.

Th e afternoon component consisted

of various presentations called Sharing

our Success. Th ese presentations were

delivered by the leads of neighbouring

FNSSP projects, who were also successful

in the fi rst round (2009/2010) of

proposals. Randy Johnston from the Sandy

Lake FNSSP project and Debbie Debassige

from the Kenjgewin Teg Educational

Institute FNSSP project shared details of

how they are pursuing their FNSSP goals.

It was very benefi cial to hear about the

diff erent situational realities that the other

FNSSP projects have and the common

passion that they have for improving

education in our communities.

Specialized breakout sessions were

also held, which included Dadavan

training delivered by the K-Net staff for

Community Liaison workers. Another

presentation entitled “High School

Lessons Learned” was put on by the

Northern Nishnawbe Education Council

staff for the on-reserve high school

principals. As well, the Kwayaciiwin

Education Resource Center staff facilitated

several presentations, which included

titles such as “Not Just Another Math

Book! (Jump Math)”, “Mathematics at

the Secondary Level”, “Student Retention

and Parental Involvement”, and “How We

Can Use Assessment to Improve School

Outcomes”. All of these sessions were very

well received by those that attended.

Th e conference ended with a

presentation to the Education Directors,

Principals, and teachers in attendance

on the proposed work plan for the next

year of the NAN FNSSP project. Overall,

the conference was a success with

positive feedback received from those in

attendance.

-Ron Marano, NAN FNSSP

Coordinator-

The staff, leadership and board of the Kwayaciiwin Education Resource Center (KERC) met with Lori Morris, presenter, at the end of day one.

NAN First Nation Student Success Program ConferenceApproximately 100 participants attended the 3-day event


8 www.fnssp.knet.ca

K-Net First Nation Student Success Program UPDATESubmitted by the K-NET FNSSP TEAM

By the end of March, 2011,

twenty-one schools will have

their own database servers installed

in their facilities. Up until now, the

Database Management Systems

have relied on off -site servers

located at the K-Net Data Centre in

Sioux Lookout.

Th e upgrade includes a new

server built for each individual

school’s Data Management

System which includes an

Uninterruptible Power Supply

(UPS), Network Switch, and a

lockable rack enclosure to provide

a secure environment for the new

equipment.

Once the installations are

complete, each school can expect

to see the benefi ts that support

the OCAP principals (Ownership,

Control, Access, and Possession),

including:

• In-school possession of the

hardware, software and

database information

• Faster and reliable access to the

system

• On and off -site back-up of the

information

• Back-up power in the event of

power/equipment failure or

catastrophic events

FNSSP Database Trainers Jesse

Fiddler and Angus Miles have been

busy traveling (through winter road

and plane) to the communities to

complete the server installations.

On average, the server installation

takes less than half a day to

complete. During the visits

Jesse and Angus have assisted

with database training and

networking or connectivity

issues. Deer Lake community

technician Jeremy Sawanis has

also assisted with installations in

some of the communities.

Communities that are receiving the FNSSP server upgrade:

1. Fort Severn

2. Poplar Hill

3. Keewaywin

4. North Caribou Lake

5. Pikangikum

6. Wapekeka

7. Cat Lake

8. Wunnumin Lake

9. Slate Falls

10. Saugeen Nation

11. Kasabonika Lake

12. Kingfi sher Lake

13. Bearskin Lake

14. Big Trout Lake

15. Deer Lake

16. Muskrat Dam

17. Mishkeegogamang

18. Lac Seul

19. Sachigo Lake

20. North Spirit Lake

21. Mattagami

A Cat Lake First Nation student uses a numeracy program in the library.

K-Net technician Anthony Koostachin inputting database information.

FNSSP Database trainer Jesse Fiddler shows what a newly installed server looks like at Titotay Memorial School in Cat Lake.


9www.fnssp.knet.ca

The grade 1 classroom at Eenchokay Birchstick School

in Pikangikum First Nation was chosen as the literacy

demonstration classroom for the 2010/2011 school year. Th e

goals of the project were the following:

1. To gain insight on successful teaching strategies

2. Document resources that would be successful

3. Provide extra support in hopes of retaining teachers

4. Provide support materials to make literacy more

interesting for students

5. Provide professional development for teacher

6. Create the optimum environment for literacy learning

Ojibway is the fi rst language spoken by all the students.

Hilary Hardeman, Literacy Specialist at Kwayaciiwin

Education Resource Centre (KERC), worked closely with Amy

VanDonkersgoed, the grade 1 teacher, on this initiative. Amy has

been teaching in Pikangikum for 3 years and has learned to adapt

her teaching style to the needs of her students; this fl exibility

plays an important part in her eff ective teaching time. Teacher

retention is a very signifi cant factor to teacher success.

Amy is using Jolly Phonics as her direct instructional tool.

Hilary communicates with Amy through email, fax, mail, and

through 3 visits to the school however the lack of internet

bandwidth in Pikangikum makes it challenging to share videos

or large online resources. Amy has been very willing to try new

strategies, which has been very benefi cial to the success of the

demonstration classroom. A projector, digital camera, CD read-

along books, and puppets were provided to reinforce ideas in the

classroom. Amy has received training in Remediation Plus, Jolly

Phonics, and Leveled Literacy Intervention (LLI) training thus

far. Th e LLI system was purchased recently by Pikangikum and

is being used as of the end of February.

A baseline data was collected on October 20th, 2010 using

Remediation Plus testing which included: Analyze the Alphabet,

IOTA, CRST Test 1 and Remediation Plus Phoneme test.

Th e second round of data was collected on February 2nd, 2011,

using the same tests. Th e results from the second round of

testing have shown improvement in every student in at least one

of the areas being tested. Th e students have especially enjoyed

the activities involving puppets.

-KERC FNSSP Team-

Literacy Demonstration Classroom Pikangikum First Nation grade 1 classroom chosen

Classroom Library set up in Demonstration Classroom.


10 www.fnssp.knet.ca

Shibogama Student Support Services

Program is very grateful for the small

amount of funding from First Nation

Student Success Program (FNSSP) to

address student retention and transition

this past year. Our program staff are

very happy to have access to extra funds

to provide after-hours and weekend

strategies to support the students.

Th e funds have been used to provide

recreational activities, weekend trips,

student incentives, and extra supports and

guidance for the students. Th ese types of

activities would not have been possible

without the FNSSP funds. Student

retention is one of our program priorities

and continues to be a challenge. It is our

hope that partnerships such as this project

will continue to improve and better

support our students.

Shibogama Education just completed

its teachers’ conference which took place

February 15-17 in Th under Bay, ON. Th e

program funds made it possible for parents,

local education authority members, social

counsellors, and senior teachers to get

together to start addressing the transition

and retention issues of our current and

future students from the fi ve communities.

Th ere were two sessions devoted to discuss

and address the student issues in the

areas of retention, transition and proper

preparation of high school students from

the feeder schools. Th ere were many ideas

presented by the focus groups.

In closing, Shibogama Chiefs are very

grateful for the extra funds and hope that

we are able to continue to work together to

improve student retention.

-Matthew Angees, Education Liaison

Offi cer-

Student retention is one of Shibogama’s Student Support

Services Program priorities Recreational activities, weekend trips, student incentives, made possible through FNSSP

There are four existing FNSSP projects in NAN territory;

NAN Partners, Sandy Lake First Nation, Matawa First

Nations Management and Mushkegowuk Council. Everyone

involved in these projects at the First Nation and education

organization level must be commended for the diff erence they

are making in strengthening education programs and services for

Nishnawbe Aski Nation students. Th e on-going commitment and

dedication to improving education outcomes and success at the

First Nation level continues to enable growth and development

when opportunity arises.

-Dobi-Dawn Frenette, NAN Education Coordinator/Advisor-

Programs strengthened for Nishnawbe Aski Nation studentsNAN Education Coordinator/Advisor, Dobi-Dawn Frenette commends FNSSP participants

Matawa First Nations

233 S. Court Street,

Th under Bay, ON P7B 2X9

Phone: 807-344-4575

Fax: 807-344-2977

Toll Free: 1-800-463-2249

FNSSP Lead: Murray Waboose

Other First Nation Student Success Program Projects within Nishnawbe Aski Nation:

Mushkegowuk Council

P.O. Box 370, 12 Centre Road,

Moose Factory, ON P0L 1W0

Phone: 705-658-4222

Fax: 705-658-4250

FNSSP Lead: Donna Seary

FNSSP Program Manager: Bernice Kapashesit

Sandy Lake First Nation

P.O. Box 12,

Sandy Lake, ON P0V 1V0

Phone: 807-774-3421

Fax: 807-774-1166

FNSSP Lead: Randy Johnston


Kwayaciiwin Education Resource CentreP.O. Box 1328, 61 King StreetSioux Lookout, ON P8T 1B8

Phone: (807) 737-7373Toll Free: 1-866-326-1077Fax: (807) 737-2882 (ARP)Fax: (807) 737-3650 (FNSSP)

K-Net ServicesP.O. Box 1439, 115 King StreetSioux Lookout, ON P8T 1B8

Phone: (807) 737-1135Fax: (807) 737-1720

Mattagami First NationP.O. Box 99Mattagami, ON P0M 1W0

Phone: (705) 894-2072Fax: (705) 894-2887

Northern Nishnawbe Education CouncilPO Box 1419, 21 King StreetSioux Lookout, ON P8T 1B9

Phone: (807) 737-2002Fax: (807) 737-1230

Weenusk First NationP.O. Box 1 Weenusk, ON P0L 2H0

Phone: (705) 473-2554Fax: (705) 473-2503

NAN FNSSP Project Communities

with Schools (2010/2011)

• Bearskin Lake First Nation• Cat Lake First Nation• Deer Lake First Nation• Fort Severn First Nation• Kasabonika Lake First Nation• Kee-way-win First Nation• Kingfi sher Lake First Nation• Kitchenuhmaykoosib Inninuwug First Nation• Lac Seul First Nation• Mattagami First Nation• Mishkeegogamang First Nation• Muskrat Dam First Nation• New Slate Falls First Nation• North Caribou Lake First Nation• North Spirit Lake First Nation• Pikangikum First Nation• Poplar Hill First Nation• Sachigo Lake First Nation• Saugeen First Nation• Wapekeka First Nation• Weenusk First Nation• Wunnumin Lake First Nation

Keewaytinook Internet High SchoolP.O. Box 340, 12 Dexter RoadBalmertown, ON P0V 1C0

Phone: (807) 735-1381Fax: (807) 735-3392

Keewaytinook OkimakanakP.O. Box 340 8 Mine Road Balmertown, ON POV 1C0

Phone: (807) 735-1381Fax: (807) 735-1383

Shibogama First Nations CouncilP.O. Box 449, 81 King StreetSioux Lookout, ON P8T 1A5

Phone: (807) 737-2662Fax: (807) 737-1583

Windigo First Nations CouncilP.O. Box 299, 160 Alcona DriveSioux Lookout, ON P8T1A3

Phone: (807) 737-1585Fax: (807) 737-3133

Independent First Nations Alliance (IFNA)P.O. Box 5010, 98 King StreetSioux Lookout, ON P8T 1K6

Phone: (807) 737-1902Fax: 807-735-1383

www.nan.on.ca

100 Back Street Unit 200

Tel (807) 623-8228

Fax (807) 623-7730

Toll Free 1-800-465-9952

710 Victoria Avenue East

Phone (807) 623-8228

Fax (807) 623-7730

Toll Free 1-800-465-9952

145 Wilson Avenue

Timmins, ON P4N 2T2

Phone (705) 360-5502

Fax (705) 360-1863

Toll Free 1-866-737-0737


ᑲᑭᐅᔑᐱᐃᑲᑌᑭᓐ ᐅᐅᒪᑭᐧᐁᑎᓄᒃ ᒪᒪᑲᑕᐱᑯᓐᒃ ᐊᔾ ᔅᑯᓪ - ᓂᑕᒻ ᑲᑭᐸᐧᐊᒋᑲᑌᒃ ᐊᔕ ᑫᑫᑦ ᑌᐧᐯ ᐸᑭᑭᓂᑲᓂᒃ 13

ᐁᓐᐁᓐᐃᓯ ᑲᐃᔥᐱᑭᑫᓐᑕᓱᐧᐊᒡ ᐅᓇᓇᑲᒋᐃᑯᐧᐃᓂᐧᐊ ᐧᑲᔭᓐᒋᐧᐃᓇᓐ ᐸᑭᑭᓂᑲᓂᒃ 14

ᐁᓐᐁᓐᐃᓯ ᐅᐧᐃᑕᓄᑭᒪᑲᓇᐃ ᐸᑭᑭᓂᑲᓂᒃ 15

ᐧᐃᓇᔅᒃ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐊᓄᑭᐧᐃ ᐅᔑᓯᒋᑫᐧᐃᓐ ᐸᑭᑭᓂᑲᓂᒃ 16

ᒪᑕᑲᒥ ᑭᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐸᑭᑭᓂᑲᓂᒃ 16

ᐊᓂᔑᓇᐯ ᐊᔅᑭ ᑭᑭᓄᐊᒪᑫᐧᐃ ᒪᐧᐊᒋᐃᑎᐧᐃᓐ ᐸᑭᑭᓂᑲᓂᒃ 18

ᑫᓀᑦ ᑭᑭᓄᐊᒪᑫᐧᐃ ᐅᔥᑭ ᑎᐸᒋᒧᐧᐃᓐ ᐸᑭᑭᓂᑲᓂᒃ 19

ᑲᑭᑕᐧᐃᐱᐃᑫᐧᐃᓐ ᑲᑭᑭᓄᐊᒪᐧᐃᐧᑕ ᐱᑲᓐᒋᑲᒥᒃ ᐸᑭᑭᓂᑲᓂᒃ 20

ᔑᐧᐸᑲᒪ ᐱᒥᐧᐃᒋᑫᐧᐃᓂᒃ ᐅᒥᐧᑫᒋᐧᐁᓐᑕᓐ ᐸᑭᑭᓂᑲᓂᒃ 21

ᑫᐃᔑᑭᑭᑐᔭᓐ ᐊᐁᐧᓀᓐ ᑫᑲᓄᓇᒡ ᐸᑭᑭᓂᑲᓂᒃ 21 & 22

ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᑫᐊᓂᔑ ᐱᒋᓂᑭᑫᓐᑕᓱᒡ ᐊᓄᑭᐧᐃᓐ ᑎᐸᒋᒧᒪᓯᓇᐃᑲᓐ

ᒥᑭᓯᐧᐃᑭᓯᔅ 31, 2011 Volume 1, Issue 1

ᓂᓐ ᐊᓂᔑᓇᐯ ᐊᔅᑭ ᑲᑭᒋ ᐅᑭᒪᑲᓂᔑᔑᐧᐃᔭᓐ ᓂᓐᐸᒥᓇᓐ ᑭᑭᓄᐊᒪᑫᐧᐃ ᑲᓇᐧᐊᐸᒋᑫᐧᐃᓐ, ᓂᐧᐃᒪᒥᐧᑫᒋᐧᐃᐊᒃ ᑲᑭᑭᓄᐊᒪᑫᐧᐃ ᓂᑲᓂᔥᑲᒪᑫᐧᐊᒡ, ᑭᑭᓄᐊᒪᑫᐧᐃᑭᒪᒃ, ᐅᑭᑭᓄᐊᒪᑫᒃ ᑲᔦ ᑲᑭᓇ ᐊᐧᐃᔭᒃ ᑲᐅᒋ ᐧᐃᑐᑲᑫᐧᐊᒡ ᐊᓂᔑᓇᐯ

ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑫᐊᓂᔑ ᐱᒋᓂᑭᑫᓐᑕᓱᐧᐊᒡ ᐊᓄᑭᐧᐃᓐ ᑫᔭᐱ ᑲᐸᑭᑎᓂᑎᓱᐧᐊᒡ ᒋᐊᓄᑲᑕᒧᐧᐊᒡ ᑲᑭᒋᓀᑕᐧᑲᒃ ᑲᔦ ᑲᒋᑫᓐᑕᐧᑲᒃ ᐊᓄᑭᐧᐃᓐ. ᑫᑫᑦ ᑌᐧᐯ, ᑲᓇᑯᑐᐧᐊᒡ ᒥᐊᓂᔕ ᑲᐅᒋ ᑲᔥᑭᒋᑲᑌᒃ ᒋᒥᓄᔥᑲᒪᑲᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ.ᐅᑭᒋᓀᓐᑕᒥᐃᑯᓇᐧᐊ ᐊᓂᔑᓇᐯ ᑕᔑᑫᐧᐃᓇᓐ

ᑲᐃᔑᑕᐧᐊᒡ ᒥᓯᐧᐁ ᑌᑎᐸᐃ ᐊᓂᔑᓇᐯ ᐊᔅᑭᒃ, ᐊᒥᐃᒪ ᐁᐅᓐᑎᓇᒪᑫᒪᑲᒃ ᑲᑭᑕᐸᒋᑐᐧᐊᒡ

ᑭᑭᓄᐊᒪᑫᐧᐃ ᐊᐸᒋᑕᑲᓇᓐ ᑫᐅᓐᒋ ᐧᐃᒋᐃᑯᐧᐊᒡ ᐊᐧᐊᔑᒣ ᒋᐱᒋᓂᑭᑫᓐᑕᓱᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᑭᑕᐧᐃᐱᐃᑫᐧᐃᓐ, ᐊᑭᓐᑕᓱᓂᐱᐃᑫᐧᐃᓐ ᑲᔦ ᒋᓄᑌᐳᓂ ᑭᑭᓄᐊᒪᑯᓯᓯᐧᑲ ᑲᑭᑭᓄᐊᒪᑯᓯᐧᐊᒡ ᑭᑕᐱᓄᒋᔑᒥᓇᓐ.ᐊᓄᑭᑕᒪᑫᐧᐃᓇᓐ ᑕᐱᔥᑯ ᐅᐅᐧᐁ ᓂᐧᐃᒋᐃᑯᒥᓐ

ᒋᑲᔥᑭᑐᔭᒃ ᒋᐱᒥᐊᓄᑲᑕᒪᒃ ᑲᐱᒥᓴᓇᑭᓭᐃᑯᐧᐊᒡ ᐊᓂᔑᓇᐯᒃ ᐧᐁᐧᐁᓂ ᒋᐃᔑᓇᐧᑲᓂᒃ ᐅᑭᑭᓄᐊᒪᑫᐧᐃ ᐱᒥᐧᐊᑕᒪᑯᐧᐃᓂᐧᐊ ᐯᑭᔥ ᑲᔦ ᑭᓇᐧᐃᑦ ᐃᑯ ᒋᐱᒥᐧᐃᑕᒪᓱᔭᒃ ᑭᒋ ᑭᑭᓄᐊᒪᑫᐧᐃ ᐱᒥᐧᐃᒋᑫᐧᐃ ᔓᓂᔭ ᐃᐃᒪ ᒋᐅᒋ ᐊᓄᑲᓱᒡ ᐊᓂᔑᓇᐯᑲᒃ.ᓂᑭᐅᓀᓐᑕᑯᔅ ᓂᓐ ᒋᐅᒋ ᓂᑲᓂ ᑲᑭᑭᑐᑕᒪᐧᐊᐧᑲ

ᐊᓂᔑᓇᐯ ᐊᔅᑭ ᐊᓂᔑᓇᐯᒃ ᒋᑌᐱᓭᐧᐊᒡ ᔓᓂᔭ ᑲᓇᑕ ᐅᑭᒪᐧᐃᓐ ᑲᐸᑭᑎᓇᒡ ᐧᐁᐧᐁᓂ ᒋᐃᔑᓇᐧᑲᓂᒃ ᑭᑭᓄᐊᒪᑫ ᐧᐃᑐᑲᑯᐧᐃᓂᐧᐊ ᑕᐱᔥᑯ ᐅᐅᐧᐁ ᑲᑭᐅᔥᑭ ᒪᑕᓄᑲᑌᑭᐸᓐ ᒋᐅᒋ ᒪᔥᑲᐧᐃᓯᒪᑲᒃ ᑲᔦ ᒋᐅᒋ ᒥᓄᓭᐧᐊᒡ ᐅᐱᒪᑎᓯᐧᐃᓂᐧᐊ ᑭᑕᓂᔑᓇᐯᒥᓇᓂᒃ. ᑭᔥᐱᓐ ᐱᒥᐧᐃᑕᓄᑭᒥᑎᔭᒃ ᑲᒋᑫᓐᑕᐧᑲᒃ

ᐅᔥᑲᓄᐧᐃᓐ ᑭᑐᓐᒋᐧᑲᔭᓐᒋᑕᒪᐧᐊᒥᓐ ᑭᑕᐱᓄᒋᔑᒥᓇᓐ ᓂᑲᓐ ᐅᐱᒪᑎᓯᐧᐃᓂᐧᐊᒃ ᒋᒥᓄᓭᐧᐊᒡ.

ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑫᐊᓂᔑ ᐱᒋᓂᑭᑫᓐᑕᓱᐧᐊᒡ ᐊᓄᑭᐧᐃᓐ ᒥᐅᐧᐁᓂ ᑲᑭ ᑕᐧᑲᑐᒡ ᒋᐃᔑᐧᐃᑐᑲᑫᒡ ᑲᓇᑕ ᐅᑭᒪᐧᐃᓐ ᑫᐅᓐᒋ ᒪᑕᓄᑲᑌᑭᓐ ᑭᐧᓀᔥ ᒋᐅᒋ ᐱᒥᐊᓄᑲᑌᑭᓐ ᑲᐧᐃᐅᔥᑭᓭᒋᑲᑌᓂᒃ ᐊᓂᔑᓇᐯᒃ ᐅᑭᑭᓄᐊᒪᑫᐧᐃ ᐱᒥᐧᐃᑕᒪᑯᐧᐃᓂᐧᐊ. ᒪᔭ ᑫᐱᒥᐊᐸᑕᒃ ᑭᓇᓐᑭᒋᑲᑌ ᑲᑭᐅᔥᑭᓭᒋᑲᑌᒃ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᑫᐧᐃ ᒪᒋᑕᐧᐃᓐ, ᐅᐅᐧᐁ ᑭᐃᔑᓇᑯᒋᑲᑌ ᒋᐅᒋ ᐧᐃᑐᑲᑯᐧᐊᒡ ᐊᓂᔑᓂᐯ ᑕᔑᑫᐧᐃᓂᒃ ᑲᑕᔑᑭᑭᓄᐊᒪᑫᐧᐊᒡ (ᑲᐅᔥᑭ ᑭᑭᓄᐊᒪᑯᓯᐧᐊᒡ ᐊᑯᓇᒃ 12 ᑲᐊᐱᒋᐧᐊᒡ) ᑲᐃᔑᐱᒥ ᐧᐃᑐᑲᐧᐊᐧᐊᒡ ᑲᑭᑭᓄᐊᒪᐧᐊᐧᐊᒡ ᑲᐃᔑᓇᓄᑌᓭᓂᒡ ᑲᔦ ᐊᓂᓐ ᑫᑭᐅᒋ ᐱᒋᓂ ᑭᑫᓐᑕᓱᐧᐊᒡ ᑲᔦ ᑫᐃᔑᐱᐃᑲᓱᐧᐊᒡ ᑲᑲᐧᑫᒋᐃᐧᑕ. ᒥᐱᑯ ᐃᐃᒪ ᑫᐃᔑᐧᐃᑐᑲᐧᐃᓐᐧᑕ ᑲᑭᑭᓄᐊᒪᑫᐧᐊᒡ ᑫᐃᔑᐅᔑᓯᑐᐧᐊᒡ ᑲᔦ ᒋᒥᓄᓭᒋᑲᑌᑭᓐ ᓂᐧᓴᔦᒃ ᐃᓀᑫ ᑲᑭᑕᐧᐃᐱᐃᑫᐧᐃᓐ, ᐊᑭᓐᑕᓱᐱᐃᑫᐧᐃᓐ ᑲᔦ ᒋᓄᑌᐳᓂ ᑭᑭᓄᐊᒪᑯᓯᓯᐧᑲ.

ᐅᐅᐧᐁ ᐊᓄᑭᐧᐃᓐ ᓂᐧᓴᔦᑲᓄᓐ ᑫᐃᓇᓄᑲᒋᑲᑌᑭᓐ:

ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᒋᑲᔥᑭᐅᒪᑲᒃ ᐅᔑᓯᒋᑫᐧᐃᓐ: ᑕᐅᔥᑭᐊᐸᑕᓐ ᒋᐃᔑᑕᑯᐊᐸᒋᒋᑲᑌᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᒋᑲᔥᑭᐅᒪᑲᒃ ᐅᔑᓯᒋᑫᐧᐃᓂᒃ ᑲᔦ ᑕᔥ ᒋᐅᒋ ᐊᓱᓂᑫᒪᑲᒃ ᑲᑭᐅᓀᓐᒋᑲᑌᑭᓐ ᐊᓂᓐ ᑫᐱᒥᑐᒋᑫᐊᑲᓂᐧᐃᐧᐊᒡ;

ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᑲᐱᒋᓂ ᑭᑫᓐᑕᓱᒡ ᐅᓇᓇᑲᒋᐃᑯᐧᐃᓐ: ᑭᒥᐅᓄ ᑫᐊᐸᑕᓂᒃ ᒋᐅᒋ ᓇᓇᑲᒋᒋᑲᑌᓂᒃ ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᑭᐱᒥ ᑭᑭᓄᐊᒪᑯᓯᒡ ᐊᓐᑎ ᐁᔑᓴᓇᑭᐃᑯᒡ ᒋᐅᒋ ᑭᑫᓐᑕᐧᑲᓂᒃ ᑫᐃᔑᐱᒥᐧᐃᑐᑲᐧᐊᑲᓂᐧᐃᒡ. ᑕᐧᐃᑐᑭᑲᑌᒍᐊᓐ ᑲᔦ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐧᐁᑯᓀᓐ ᑫᐊᐸᑕᑭᓐ ᐊᐸᒋᑕᑲᓇᓐ ᑫᐅᒋ ᓇᓇᑕᐧᐃᑭᑫᓐᒋᑲᓱᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ; ᑲᔦ ᑕᔥ

ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᑲᐅᒋ ᑎᐸᐸᓐᒋᑲᑌᓂᒃ ᐅᐱᒋᓂᑭᑫᓐᑕᓱᓐ: ᑕᐅᒋ ᐧᐃᑐᑭᑲᑌᐧᐊᓐ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᑲᔥᑭᐅᒪᑲᑭᓐ ᒋᐱᒥ ᓇᓇᑲᑕᐧᐊᐸᒪᐧᐊᒡ ᐊᓂᓐ ᐁᐊᓂᐊᐱᒋᔥᑲᐧᐊᒡ ᑲᐱᒥ ᑭᑭᓄᐊᒪᑯᓯᐧᐊᒡ, ᐧᐁᐧᐁᓂ ᒋᐃᔑᓭᓂᒃ ᐅᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᐧᐊ ᑲᔦ ᑭᑭᓄᐊᒪᑫᐧᐃ ᐊᓄᑭᐧᐃᓇᓐ, ᑲᔦ ᒋᐧᐁᓐᑕᓂᒃ ᒋᒪᐧᐊᒋᑐᐧᐊᒡ ᑕᐱᔥᑯ ᔓᓂᔭ ᑲᔦ ᐊᓄᑭᐧᐃ ᑎᐸᒋᒧᐧᐃᓇᓐ.

ᐊᐱ ᔓᓂᔭ ᑭᔥᐱᓐ ᐧᐃᓇᑐᑕᒪᑫᐧᐊᒡ ᐃᑭᐧᐁ ᑲᐃᓀᓐᑕᑯᓯᐧᐊᒡ ᒋᑭᒥᓂᐧᑕ ᑲᐧᐃᐊᐸᒋᑐᐧᐊᒡ ᑲᑭᓇ ᓂᓯᓐ ᐃᓇᓄᑭᐧᐃᓇᓐ ᒥᓂᑯᒃ ᐃᐃᐧᐁ ᓂᓱᐱᐳᓐ ᒋᐃᔑᐱᒥᐊᓄᑲᑕᒧᐧᐊᒡ.


ᑌᕆ ᐧᐊᐳᔅᑭᒋ ᐅᑭᒪᑲᓀᔅ

ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑫᐊᓂᔑ ᐱᒋᓂᑭᑫᓐᑕᓱᐧᐊᒡ ᐊᓄᑭᐧᐃᓐ


13www.fnssp.knet.ca

ᐳᔓ. ᓂᓐ ᓕᓐᑕ ᐧᒐᓐᓴᓐ ᓐᑎᔑᓂᑲᔅ, ᐊᓄᑭᐧᐃᓐ ᑲᓂᑲᓂᔥᑲᒪᓐ ᑭᐧᐁᑎᓄᒃ ᒪᒪᑲᑕᐱᑯᒃ ᐊᔾ ᔅᑯᓪ. ᐸᓪᒧᕐᑕᐅᓐ ᒪᔭ ᓂᑕᓇᓄᑭ ᑲᔦ ᓂᔭᔭᐊᔭᑭᐃᔕ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᒪᒪᐤ 13 ᐃᔥᑯᓂᑲᓂᑲᒃ ᐧᐁᑎ ᑭᐧᐁᑎᓄᒃ ᐅᓐᑌᕆᐅ. ᒣᐧᑲ ᐯᔑᒃ ᐃᔥᑯᓂᑲᓂᒃ ᑭᐊᔭᔭᓐ, ᓂᑲᑭᔥᑲᐧᐊᒃ ᑲᔦ ᓂᓐᑕᓄᑲᓇᒃ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᔦ ᑲᑭᑭᓄᐊᒪᑫᐧᐊᒡ, ᓂᐧᐊᐸᒪᒃ ᐅᓂᑭᐃᑯᒪᒃ, ᑲᑲᓇᐧᐁᓂᒪᐧᐊᓱᐧᐊᒡ ᑲᔦ ᑕᔑᑫᐧᐃᓂᒃ ᑲᐅᓐᒋᐧᐊᒡ ᐁᑲᐧᑫᒋᒪᐧᑲ ᑭᔥᐱᓐ ᑫᑯᓇᓐ ᑕᓀᓐᑕᒥᐃᑯᐧᐊᐧᑫᓐ, ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐧᑲᓄᑌᐳᓂᑭᑭᓄᐊᒪᑯᓯᐧᐊᒡ, ᑎᓄᑲᓐ ᐃᓂ.

ᐊᔕ ᓂᔥᐧᔕᓱᐱᐳᓐ ᐃᓐᑐᒋᐊᓄᑭ ᐅᐅᒪ. ᒋᐧᐸ ᑕᔥ ᐃᔑᑯᑭᐊᐸᓐ ᐸᓪᒧᕐᑕᐅᓐ, ᐧᐁᑎ ᓂᑭᐃᔑᑕᓇᐸᓐ ᑲᔦ ᓂᑭᑕᔑᑭᑭᓄᐊᒪᑫᓇᐸᓐ ᑭᐧᐁᑎᓄᒃ ᒪᒪᑲᑕᐱᑯᒃ ᐊᔾ ᔅᑯᓪ ᑭᑭᓄᐊᒪᑎᐧᐃᑲᒥᑯᒃ ᐧᐊᐧᐃᔦᑲᒪᒃ. ᑫᔭᐱ ᓂᐱᒥᑭᑭᓄᐊᒪᑫ ᒪᓂᓯᐱᐃᑫᐧᐃᓐ (9/10 ᑲᐊᐱᒋᐧᐊᒡ), ᑎᐸᒋᒧᐧᐃᓂᑫ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ (10 ᑲᐊᐱᒋᐧᐊᒡ), ᑲᔦ ᒪᒪᑲᑕᐱᑯᐧᐃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ (10/11 ᑲᐊᐱᒋᐧᐊᒡ). ᑲᐧᐃᓐ ᐃᑯ ᐁᑕ ᒋᓂᑕᒪᓯᓂᐱᐃᑫᐧᐊᒡ ᑲᔦ ᒋᓇᓇᑲᒋᑐᐧᐊᒡ ᐅᔥᑭ ᒪᒪᑲᑕᐱᑯ ᑫᑯᓇᓐ, ᑲᔦ ᓴᑯ ᐁᐱᒥᐧᐊᐧᐃᑐᑲᐧᐊᐧᑲ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᒋᑭᔑᑐᐧᐊᒡ.

ᓂᓐ ᑲᓂᑲᓂᔥᑲᒪᓐ ᐊᓄᑭᐧᐃᓐ, ᓂᓐᑲᓇᐧᐊᐸᑕᒥᓐ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐊᓂᓐ ᑫᑭᐅᒋ ᑲᔥᑭᑐᐧᐊᒡ ᑲᐃᔑᓇᑲᒋᑐᐧᐊᒡ ᒋᐊᓂᐳᔥᑲᒧᐧᐊᒡ ᐊᔾ ᔅᑯᓪ ᑭᐱᒥ ᑭᑭᓄᐊᒪᐧᐃᓐᐧᑕ ᒋᐊᓂᑭᔑᑐᐧᐊᒡ ᐱᓂᔥ ᑲᐃᔥᐸᓂᒃ ᒋᐅᑕᐱᓇᒧᐧᐊᒡ. ᒥᑕᔥ ᐁᔑᐱᒥ ᑭᑭᓄᐊᒪᐧᐃᓐᐧᑕ ᐅᓄ ᑎᓄ ᑫᑯᓇᓐ: ᒪᒪᑲᑕᐱᑯᒃ ᐅᓐᒋ ᑭᑭᓄᐊᒪᐧᐊᐧᐊᒃ, ᐊᐸᒋᑕᑲᓇᓐ, ᑫᐃᔑᐱᒥᑭᑭᓄᐊᒪᐧᐃᓐᐧᑕ, ᑲᔦ ᐊᓂᓐ ᑫᐃᔑᓇᓇᑲᒋᐃᓐᐧᑕ. ᑲᑭᑕᐧᐃᐱᐃᑫᐧᐃᓐ, ᐊᑭᓐᑕᓱᐱᐃᑫᐧᐃᓐ ᑲᔦ ᒋᓄᑌᐳᓂ ᑭᑭᓄᐊᒪᑯᓯᓯᐧᑲ ᒥᐅᓄ ᒪᔭ ᑲᑲᓇᐧᐊᐸᓐᒋᑲᑌᑭᓐ ᒋᐅᒋ ᒪᔥᑲᐧᐃᑲᐸᐧᐃᒪᑲᑭᓐ ᑲᑭᓇ ᒪᒪᑲᑕᐱᑯᒃ ᐊᔾ ᔅᑯᓪ ᑭᑭᓄᐊᒪᑫᐧᐃᓇᓐ ᑲᐸᑭᑎᓂᑲᑌᑭᓐ. ᑲᑭᓇ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ (ᑕᔑᑫᐧᐃᓂᒃ) ᐊᔭ ᑲᑭᑭᓄᐊᒪᑫᒡ ᑫᒪ ᑲᐅᒋ ᐧᐃᒋᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᐸᑭᑎᓇᒧᐧᐊᒡ ᐅᐧᐃᑐᑲᑫᐧᐃᓂᐧᐊ ᐸᐯᔑᒃ ᐁᐅᒋ ᐊᓄᑲᓇᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᓐ ᑲᐃᔑ ᓴᑲᓂᐃᑯᒡ ᐅᑭᑭᓄᐊᒪᑯᐧᐃᓐ ᑕᐧᓴᔦᒃ ᑲᑭᐃᔑᐅᓇᑌᓂᒃ ᐅᑭᑭᓄᐊᒪᑯᐧᐃᓂᐧᐊ.

ᐃᐃᐧᐁ ᒪᐧᐊᒡ ᑲᑭᒋᐊᓄᑲᑕᒪᒃ ᑫᑭᐅᒋ ᐱᒋᓂᑭᑫᓐᑕᓱᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᓂᓐᐱᒥ ᐊᓄᑲᑕᒥᓐ ᐊᐧᐊᔑᒣ ᒋᐊᓂᒥᓄᔥᑲᒪᑲᒃ ᑲᐃᔑᐱᒥᐧᐃᑐᑲᐧᐃᓐᐧᑕ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᒋᐊᓂᐱᒋᓂ ᑭᑫᓐᑕᓱᐧᐊᒡ. ᓂᓐᑭᐅᔑᓯᑐᒥᓐ ᑲᔦ ᓂᓐᑐᒋᐧᐊᐧᐃᒋᑐᒥᓐ ᑯᑕᑭᔭᓐ ᑎᓄᐧᐃ ᑭᑭᓄᐊᒪᑫᐧᐃᓇᓐ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ

ᑲᐧᐃᐅᑕᐱᓇᒧᐧᐊᒡ ᐊᐱ ᑭᒋ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ ᐧᐃᐊᓂᔕᐧᐊᒡ. ᒥᐅᒪ ᑲᔦ ᑫᐅᓐᑎᓂᑫᑕᒪᐧᐊᔭᒃ ᐊᐱᒋ ᐸᓐᑭ ᑲᐊᔭᒪᑲᑭᓐ ᐯᐸᑲᓐ ᑎᓄᐧᐃ ᑭᑭᓄᐊᒪᑫᐧᐃᓇᓐ ᐊᓂᔑᓇᐯ ᑕᔑᑫᐧᐃᓇᓐ ᑲᐸᑭᑎᓂᑲᑌᑭᓐ ᑭᒋᑭᑭᓄᐊᒪᑫᐧᐃᓇᓐ.

ᐯᑭᔥ ᑲᔦ ᐅᐅᒪ ᑲᓂᑲᓂᓯᔭᓐ, ᐧᐊᐊ ᑲᔦ ᓂᑐᒋᐧᐃᑕᓄᑭᒪ ᑲᒪᑭᔭᓂᒡ ᑲᐱᒥᑭᑭᓄᐊᒪᐧᐊᒡ, ᐊᓐᒋᓚ ᐸᑦᔅᐳᕐᑦ, ᒥᑕᔥ ᐁᓇᓄᑭᒡ ᐁᓇᓇᑲᒋᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᐱᒋᓂᑭᑫᓐᑕᓱᓯᐧᑲ ᑫᒪ ᑲᔦ ᑫᑯᓐ ᑲᐃᓇᐱᓀᐧᐊᒡ ᑫᑯᓐ ᒋᐃᔑᐧᐃᑐᑲᐧᐃᓐᐧᑕ, ᒋᐅᔑᓯᒋᑲᑌᓂᑭᓐ ᒋᐅᒋ ᐱᒥᐊᓄᑲᑕᒧᐧᐊᒡ ᐅᑭᑭᓄᐊᒪᑯᐧᐃᓂᐧᐊ ᐱᓂᔥ ᒋᐊᓂᑭᔑᑐᐧᐊᒡ ᐅᐅᒪ ᐊᔾ ᔅᑯᓪ.

ᒣᐧᑲ ᓴᑭᐸᑲᐧᐃᑭᓯᔅ 2011, ᑭᐧᐁᑎᓄᒃ ᒪᒪᑲᑕᐱᑯᒃ

ᐊᔾ ᔅᑯᓪ ᑲᑕᓇᓄᑭᐧᐊᒡ ᐅᑕᐧᔕᐸᓐᑕᓇᐧᐊ ᒋᐸᑎᓄᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᒋᑌᐱᓇᒧᐧᐊᒡ ᐊᔾ ᔅᑯᓪ ᒪᓯᓇᐃᑲᓐ ᑲᑭᑭᔑᑐᐧᐊᒡ. ᑲᐧᐊᐸᒪᓐᑭᐧᑕ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐁᑭᑌᐱᓇᒪᓱᐧᐊᒡ ᑭᒋᑲᔥᑭᒋᑫᑕᒪᓱᐧᐃᓐ, ᑲᑭᒥᓴᐧᐁᓐᑕᒧᐧᐊᐸᓐ ᒋᑲᐧᑫᑭᔑᑐᐧᐊᒡ. ᓂᐧᐃᑐᑲᐧᐊᒥᓐ ᑲᔦ ᑭᒋ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᒋᐊᓂᑲᐧᑫ ᐅᑕᐱᓇᒧᐧᐊᒡ ᐊᐱ ᑲᑭᔑᑐᐧᐊᒡ ᐊᔾ ᔅᑯᓪ. ᐊᓂᑦ ᑲᔦ ᑲᑭ ᑭᔑᑐᐧᐊᒡ ᐊᔕ ᐅᑭᐸᑭᑎᓇᓇᐧᐊ ᐅᒧᔥᑭᓀᐱᐃᑫᐧᐃᓂᐧᐊ ᐯᐸᑲᓐ ᐁᐧᐃᐃᔕᐧᐊᒡ ᑭᒋ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ. ᓴᑫᓐ ᒪᐧᐃᓐ ᐅᑯ ᑲᑭ ᑭᔑᑐᐧᐊᒡ, ᐯᔑᐧᑲᓐ ᑲᑭᐃᔑ ᒥᓄᑭᔑᑐᐧᐊᒡ, ᒥᓇᐧᐊ ᒋᑲᓇᐧᐊᐸᑕᒧᐧᐊᒡ ᑲᑭᐃᔑᐅᓀᓐᑕᒧᐧᐊᐸᓐ ᒋᔕᐧᑫᓂᒧᓯᐧᑲ ᒋᐊᓄᑲᑕᒧᐧᐊᒡ ᑲᑲᐧᑫᑌᐱᓇᒪᓱᐧᐊᒡ.

ᑭᐧᐁᑎᓄᒃ ᒪᒪᑲᑕᐱᑯᒃ ᐊᔾ ᔅᑯᓪ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐅᐸᔑᒋᔥᑲᓇᐧᐊ ᑲᑭᐃᔑ ᐸᑯᓭᓂᒥᐧᑕᐸᓐ ᒋᐊᐱᒋᑲᔥᑭᑐᐧᐊᒡ ᓕᓐᑕ ᐧᒐᓐᓴᓐ, ᐊᓄᑭᐧᐃᓐ ᑲᓂᑲᓂᐱᒥᐧᐃᑐᒡ ᐃᐃᒪ ᑭᐁᐧᑎᓄᒃ ᒪᒪᑲᑕᐱᑯᒃ ᐊᔾ ᔅᑯᓪ ᐅᐧᐃᑐᑲᐧᐊᓐ ᑲᑭᑭᓄᐊᒪᐧᐊᑯᓯᐧᐊᒡ ᒋᑌᐱᓇᒧᐧᐊᒡ ᑲᐃᔑᒥᓴᐧᐁᓐᑕᒧᐧᐊᒡ



ᐁᓐᐁᓐᐃᓯ ᐊᔾ ᔅᑯᓪ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᓂᑲᓐ ᐅᑭᐧᑲᔭᓐᑕᓄᑲᑕᓇᐧᐊ ᑲᑭᐅᔑᓯᑐᐧᐊᒡ ᐅᓐᑌᕆᐅ ᑲᐃᔥᐱᑭᑫᓐᑕᓱᐧᐊᒡ ᐅᓇᓇᑲᒋᐃᑯᐧᐃᓂᐧᐊ ᑲᑭᐅᔑᒋᑲᑌᑭᓐ ᑫᐃᔑᒋᑫᐃᐧᑕ ᑲᔦ ᐯᔑᑯᑕᐧᐊᑌ ᑫᐱᒥᑲᒧᐧᐊᒡ ᑭᑫᓐᑕᒧᐃᐧᐁᐧᐃᓇᓐ ᐸᐯᔑᐧᑲᔦᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ ᑫᐅᒋ ᐧᐃᒋᐃᑯᐧᐊᒡ ᑲᑭᑕᐧᐃᐱᐃᑫᐧᐃᓂ. ᒣᐧᑲ ᐊᐱ ᓄᑯᒻ ᑭᐱᐳᓐᒃ ᑲᐱᒥ ᑭᑭᓄᐊᒪᑯᓯᐧᐊᒡ, ᑲᓂᑲᓂ ᑭᑭᓄᐊᒪᑫᐧᐊᒡ ᐃᐃᒪ ᐯᓕᑲᓐ ᑲᔦ ᑕᓐᑐᕐ ᐯ ᐊᔾ ᔅᑯᓪ ᑭᓇᑭᔥᑲᑎᐸᓂᒃ ᑲᔦ ᑭᐊᔭᑲᐧᐃ ᒪᐧᐊᒋᐃᑎᐸᓂᒃ ᐁᑭᐧᐊᐧᐃᓐᑕᒪᑎᐧᐊᒡ ᐊᓂᓐ ᐊᐊᐧᔑᒣ ᑫᑭᐃᔑ ᒥᓄᔥᑲᒪᑲᑭᐸᓐ ᑲᑭᑕᐧᐃᑭᐱᐃᑫᐧᐃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᐃᐃᒪ ᓂᔑᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ.

ᐯᓕᑲᓐ ᐊᔾ ᔅᑯᓪ ᑲᓂᑲᓂᒡ ᐅᑭᑭᓄᐊᒪᑫ ᑕᕐᐱ ᒪᑎᓴᓐ ᔅᑌᕋᑦ, ᑭᐃᓇᒋᒧ ᓄᑯᒻ ᑫᐊᓂᐱᐳᒃ ᐯᓕᑲᓐ ᒪᑭᐧᔕ ᐅᑲᐊᔭᐧᐊᐧᐊᓐ 46 ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᒋᑲᐧᑫᒋᐃᓐᐧᑕ ᐅᓇᓇᑲᒋᐃᑯᐧᐃᓂᐧᐊ ᑫᐊᓂᓯᐧᑲᓂᒃ. ᐃᐃᒪ ᐯᓕᑲᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ ᐅᐅᐧᐁ ᓇᓇᑲᒋᐃᑯᐧᐃᓐ ᓂᐧᓴᔦᒃ ᓂᑭᐃᔑᐱᒥ ᐧᑲᔭᓐᒋᒥᓐ: ᒥᓯᐧᐁ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ ᓂᑭᐅᓐᒋᒪᒋᑕᒥᓐ, ᒣᐧᑲ ᑭᐱᒥ ᑭᑭᓄᐊᒪᐧᐃᓐᐧᑕ ᑭᐅᒋ ᐧᑲᔭᓐᒋᐊᑲᓂᐧᐃᐧᐊᒃ ᐃᐧᐁᓂ ENG2P, ᑲᔦ ᑭᐸᐱᑭᔑ ᐧᑲᔭᓐᒋᐊᑲᓂᐧᐃᐧᐊᒃ ᑲᐧᐃᓇᓇᑲᒋᐃᐧᑕ ᑲᐅᑕᐱᓇᓯᐧᑲ ENG2P.

ᒥᓯᐧᐁ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ ᑲᑭᐧᑲᔭᓐᒋᒋᑫᐊᒃ ᐊᐱᒋ ᑭᒥᓄᓭ ᒥᐧᑫᒡ ᑕᔥ ᓂᓐᑎᓇᒥᓐ ᑲᑭᐧᐃᑐᑲᑭᐊᓐᒃ ᑭᑭᓄᐊᒪᑫᒃ ᐃᐃᒪ ᐯᓕᑲᓐ. ᐅᑭᑭᓄᐊᒪᑫᒃ ᑕᓱᑭᔑᑲ ᑭᑕᑯ ᑭᑭᓄᐊᒪᑫᐧᐊᒃ ᑲᑭᑕᐧᐃᑭᐃᑫᐧᐃᓂ ᒣᐧᑲ ᑭᐱᒥ ᑭᑭᓄᐊᒪᑫᐧᐊᒡ ᒥᑕᔥ ᐊᓂᔕ ᑲᐊᓄᒋ ᐧᐃᒋᐃᑯᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐯᐸᑲᓐ ᑲᐊᐃᔑᓭᒃ ᐊᑭᓐᒋᑫᐧᐃᓐ ᑲᔦ ᐅᔑᐱᐃᑫᐧᐃᓐ ᑫᐊᓄᓂᐧᑕ ᐊᐱ ᓇᓇᑲᒋᐃᓐᐧᑕ.

ᒧᔕᒃ ᐃᑯ ᑲᐃᔑᓭᒃ, ᓴᓇᑲᓐ ᑭᐧᑲᔭᓐᒋᒋᑲᑌᑭᓐ ᓇᓇᑲᒋᐃᑯᐧᐃᓇᓐ ᒣᐧᑲ ᑲᐱᒥ ᐊᓄᑲᑌᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᓇᓐ ᐯᓕᑲᓐ ᑭᑭᓄᐊᑫᐧᐃᑲᒥᑯᒃ. ᑭᓴᓇᑭᓭ ᐁᒪᓇᐧᐊᓂᔥᐧᑫᐱᑐᔭᒃ ᑭᒪᒪᒐᐃᓐᐧᑕ, ᑲᐅᑕᒥᓄᐃᓐᐧᑕ ᑲᔦ ᑯᑕᑭᔭᓐ ᐸᑲᓐ ᐅᑎᔑᒋᑫᐃᑯᐧᐃᓂᐧᐊ, ᔕᑯᒡ ᐃᑕᔥ ᐃᑭ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᑭᐅᑕᐱᓇᒧᐧᐊᒡ ᐅᓄ ᒪᐧᐊᒡ ᐃᑯ ᐅᑭᒋᐊᓄᑲᑕᓇᐧᐊ ᑲᔦ ᐊᓂᐱᒋᓂ ᑌᐸᑫᓂᒧᐧᐊᒃ.

ᐯᔑᐧᑲᓐ ᑫᐧᐃᓇᐧᐊ ᐧᐁᑎ ᑕᓐᑐᕐ ᐯ ᐊᔾ ᔅᑯᓪ ᑲᓂᑲᓂᐧᐊᒡ ᐅᑭᑭᓄᐊᒪᑫᒃ ᑫᑎ ᐊᑕᒻᔅ ᑲᔦ ᓂᓇᓯ ᑯᕆ ᑭᑎᐸᒋᒧᐧᐊᒃ ᓄᑯᒻ ᑲᐱᐳᒃ ᒪᒪᐤ 44 ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑭᐱᓐᑎᑫᐱᐃᑲᓱᐧᐊᒃ ᒋᓇᓇᑲᒋᐃᓐᐧᑕ. ᒪᒪᐤ 44 ᑲᑕᔑᐧᐊᒡ, 40 ᐊᔕ ᑭᐅᓀᓐᑕᑯᓯᐸᓂᒃ ᒋᓇᓇᑲᒋᐃᓐᐧᑕ ᑲᔦ ᐃᑭ ᓂᐧᐃᓐ ᐸᔦᔥ ᐱᓐᑎᑫᐱᐧᐊᐧᐊᒃ ᐁᑯ ᑕᔥ 44 ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ, 6 ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑕᐅᑕᐱᓇᐧᐊᒃ.

ᑕᑲᓇᐧᐊᐸᓐᒋᑲᑌᐧᐊᓐ ᐸᐯᔑᒃ ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᐊᓂᓐ ᑲᐃᔑᓇᐧᑲᓂᒃ ᐅᑕᓄᑭᐧᐃᓐ ᑲᔦ ᑲᑭᓇ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐅᓇᓇᑲᒋᐃᑯᐧᐃᓂᐧᐊ, ᐅᐅᐧᐁ ᐊᓄᑭᐧᐃᓐ ᑲᑭᒪᒋᒋᑲᑌᑭᐸᓐ ᑕᑲᐧᑫ ᒪᒥᐧᓇᒋᑲᑌ ᐊᓂᓐᑎ ᑲᐃᔑᓴᓇᑭᐃᑯᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐸᐯᔑᒃ ᒋᐱᒥᐧᐃᒋᐃᐧᑕ ᑲᔦ ᒪᒪᐤ ᒋᑐᒋᑫᐃᐧᑕ

ᑲᑭᐅᔑᒋᑲᑌᓂᒃ ᑫᐊᓄᒋ ᑭᑫᓐᑕᒧᐧᐊᒡ.ᐁᓐᐁᓐᐃᓯ ᑲᑭᑕᐧᐃᐱᐃᑫᐧᐃᓐ ᑲᐊᓄᑲᑕᒧᐧᐊᒡ

ᐧᐁᐧᐁᓂ ᐅᑭᑐᑕᓇᐧᐊ ᑲᑭᐅᔑᓯᑐᐧᐊᒡ ᑫᐃᔑᓇᐧᑲᑭᓐ ᑫᑐᒋᑫᐃᐧᑕ ᑲᑭᑭᓄᐊᒪᐧᐃᓐᐧᑕ ᑲᔦ ᐅᑭᓇᓇᑐᓇᓇᐧᐊ ᐊᓂᓐ ᑫᐃᔑᐱᒥᐧᐃᑐᑲᐧᐃᓐᐧᑕ. ᐊᐧᐊᔑᒣ ᑲᔦ ᐅᑭᑐᑕᓇᐧᐊ ᒋᐅᒋ ᑭᑫᓐᑕᒧᐃᐧᐁᐧᐊᒡ ᐅᐅᐧᐁ ᑎᓄᐧᐃ ᑭᑭᓄᐊᒪᑫᐧᐃᓂ ᐁᑭ ᐸᐸᑭᑎᓇᒧᐧᐊᒡ ᐃᐃᒪ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ ᐃᔑᒋᑫᐧᐃᓇᓐ ᒣᐧᑲ ᑲᐱᒥ ᑭᑭᓄᐊᒪᑫᓇᓂᐧᐊᒃ. ᓂᓇᑕᐧᐁᓐᑕᒥᓐ ᐅᔥᑭ ᐃᓀᓐᑕᒧᐧᐃᓇᓐ ᑲᔦ ᐃᔑᒋᑫᐧᐃᓇᓐ ᒥᓇᐧᐊ ᐧᐁᑎ ᑫᐊᓂᐱᐳᒃ.

ᑌᓇᔅ ᑉᕋᓐᑭᓕᓐ ᑲᕐᒧᕐᑎ ᐊᔾ ᔅᑯᓪ ᓂᑕᐧᐃᐱᐃᑫᐧᐃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑭᑫᓐᑕᒧᐃᐧᐁᐧᐃᓐ

ᒥᐅᐧᐁ ᐃᔑᒋᑫᐧᐃᓐ ᐯᔑᑯᑕᐧᐊᑌ ᑲᑭᑐᒋᑲᑌᒃ ᒣᐧᑲ ᑲᑕᐧᑲᑭᓐᓱᒡ ᑭᓯᔅ 28 ᐊᑯᓇᒃ ᒥᑭᓯᐧᐃᑭᓯᔅ 4, 2011. ᑕᓱᑭᔑᑲ ᑲᐃᔑᒋᑫᐃᓐᐧᑕ ᑫᑯᓇᓐ ᑲᑲᒋᑲᑌᑭᓐ ᐧᐃᓐᑕᒪᑫᐧᐃᓇᓐ ᒋᑲᐧᑫ ᓂᓯᑕᐧᐁᓐᑕᒧᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ (ᑫᑯᓇᓐ ᐃᑭᑐᐧᐃᓇᓐ ᑲᓇᓇᑐᓂᑲᑌᑭᓐ ᑲᔦ ᑯᑕᑭᔭᓐ) ᒋᐅᒋ ᓇᑲᐧᑫᑭᑫᓐᑕᒧᐧᐊᒡ ᐊᓂᓐᑎ ᑫᐃᔑᒥᑲᒧᐧᐊᒡ ᑲᑭᑲᒋᑲᑌᓂᑭᓐ ᐸᑭᓇᑫᐧᐃᓇᓐ ᓇᐱᓂᑫᐧᐃᓇᓐ ᐃᐃᒪ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ. ᑯᑕᑭᔭᓐ ᐧᐸᑯᓪ ᑲᐧᑫᒋᐧᐃᓐ, ᐃᑭᑐᐧᐃᓇᓐ ᓇᓇᐱᓂᑲᓇᓐ, ᑲᒪᓯᓇᑭᑌᑭᓐ ᓇᓇᐱᓂᑲᓇᓐ ᑲᔦ ᐸᓪᑐᕐᑕᔥ ᑲᐧᑫᒋᐧᐃᓐ.

ᑯᑕᑭᔭᓐ ᑲᔦ ᑕᓱᑭᔑᑲ ᑲᑐᒋᑫᐃᓐᐧᑕ ᐃᐃᐧᐁᓂ ᒋᑲᐧᑫ ᑲᒋᑎᓂᐧᑕ ᑲᐊᑭᓐᑕᒧᐧᐊᒡ ᒪᓯᓇᐃᑲᓇᓐ, ᑲᐧᑫᒋᐧᐃᓇᓐ ᐯᔑᑯᑕᐧᐊᑌ ᒋᐱᒥᑐᒋᑲᑌᒃ ᐃᑭᐧᐁ ᐊᓄᑭᐊᑲᓇᒃ ᒋᒥᓇᐧᐊᒡ ᑎᑭᑦ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᓐ ᑲᐧᐊᐸᒪᐧᐊᒡ ᐁᐊᑭᓐᒋᑫᓂᒡ. ᐊᐱ ᑭᔑᐱᑕᐧᐊᑌᓂᒃ ᐯᔑᒃ ᐅᑲᐧᐃᑯᐱᑐᓇᐧᐊ ᑎᑭᑦᑫᐸᑭᓇᑫᒡ ᑫᑯᓇᓐ ᐱᑯ ᒥᑯᓭᐧᐃᓇᓐ.

ᐃᑭᑐᐧᐃᓇᓐ ᑲᐊᐸᑕᑭᓐ ᑲᑲᐧᑫᐸᑭᓇᑎᓇᓂᐧᐊᒃ

ᐃᑭᑐᐧᐃᓇᓐ ᑲᐊᐸᑕᑭᓐ ᑲᑲᐧᑫᐸᑭᓇᑎᓇᓂᐧᐊᒃ ᑲᔦ ᑭᐃᔑᒋᑫᐧᐊᒃ ᒣᐧᑲ ᑯᑕᑭᔭᓐ ᐅᑕᒥᓄᐧᐃᓇᓐ ᑲᑭᑐᑕᒧᐧᐊᒡ ᑲᑭᑭᓄᐊᒪᑫᐧᐊᒡ ᑲᑭᓇ ᑲᑕᔑᑭᑭᓄᐊᒪᑫᐧᐊᒡ ᑲᑭᐊᐸᒋᑐᐧᐊᒡ ᓂᑕᐧᐃᐱᐃᑫᐧᐃᓐ ᑫᐅᒋᐱᒥᑭᑫᓐᑕᒧᐧᐊᒡ. ᐧᐊᐊ ᑭᑭᓄᐊᒪᑫ ᑲᑭᐸᑭᓇᑫᒡ ᑭᒥᓇᑲᓂᐧᐃ ᒐᑉᑐᕐᔅ ᒥᓂᑯᐧᐃ ᒪᓯᓇᐃᑲᓂ.

Lola Nitishinikaas


ᒣᐧᑲ ᒉᓐᐧᐁᕆ ᑭᓯᔅ 17 ᑲᔦ 18, 2011, ᐁᓐᐁᓐᐃᓯ ᐅᑭᓇᑐᒪᐧᐊᓐ ᐧᑕᕐᑕᓐ ᑎᐸᒋᒧᐧᐃᓐ ᑲᐊᓄᑲᑕᒧᐧᐊᒡ ᒋᐱᔕᓂᒡ ᑕᓐᑐᕐ ᐯ ᒋᐱ ᑭᑭᓄᐊᒪᑫᐧᐊᒡ ᓂᔓᑯᓐ. ᐁᑯ ᑕᔥ ᑲᔦ ᐅᑭᐊᔑᑐᓇᐧᐊ ᐊᐸᒋᑕᑲᓂ ᒋᐊᒋᑲᑌᒃ ᐊᓂᔑᓇᐯᑭᐧᔐᐧᐃᓐ ᐃᐃᒪ ᓂᓐᑌᓐᑐ ᐱᐧᐊᐱᑯ ᐅᑕᒥᐧᓇᑲᓀᓯᒃ. ᐯᓕᑲᓐ ᑲᔦ ᑕᓐᑐᕐ ᐯ ᐊᓂᔑᓂᓂᒧᐧᐃ ᑭᑭᓄᐊᒪᑫᒃ ᑭᐃᔕᐧᐊᒃ ᐃᐃᒪ ᑲᑭ ᑭᑭᓄᐊᒪᑲᓂᐧᐊᒃ ᑕᑯ ᑲᔦ ᓂᓯᓐ ᐧᑲᔭᓐᒋᐧᐃᓐ ᐊᓄᑭᐊᑲᓇᒃ. ᑭ ᑭᑭᓄᐊᒪᐧᐊᐧᐊᒃ ᐊᓂᔑᓇᐯ ᐅᑭᑭᓄᐊᒪᑫᒃ ᒋᑭᑫᓐᑕᒧᐧᐊᒡ ᒋᐊᐸᒋᑐᐧᐊᒡ ᓂᓐᑌᓐᑐ ᐱᐧᐊᐱᑯ ᐅᑕᒥᐧᓇᑲᓀᔅ ᒋᑕᑯᐊᐸᒋᑐᐧᐊᒡ ᑲᐱᒥ ᑭᑭᓄᐊᒪᑫᐧᐊᒡ.

ᐯᓕᑲᓐ ᐊᔾ ᔅᑯᓪ ᐊᓂᔑᓂᓂᒧᐧᐃ ᐅᑭᑭᓄᐊᒪᑫᒃ ᓗᓚ ᑯᑦᐧᐃᓐ ᑲᔦ ᔐᕋᓐ ᓂᔪᒪᓐ ᑭᑎᐸᒋᒧᐧᐊᒃ ᐧᐁᑯᓀᓐ ᑲᑭ ᑭᑫᓐᑕᒧᐧᐊᒡ ᐊᓂᓐ ᑫᑭᑐᑕᒪᐸᑭᐸᓐ ᐊᑐᔭᒃ ᐅᑕᒥᐧᓇᑲᓂᒃ ᑭᓇᐧᐃᑦ ᐃᑯ ᑲᐃᔑᑭᐧᔐᔭᒃ. ᓂᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓇᓐ ᑭᐅᒋᐸᑭᑎᓂᑲᑌᐧᐊᓐ ᓂᓐᑌᓐᑐ ᐅᑕᒥᐧᓇᑲᓀᓴᓐ, ᐁᑯ ᑕᔥ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᓂᑲᒥᓇᒥᓐ ᒋᐊᓂᐊᐸᒋᑐᐧᐊᒡ. ᐅᑲᐊᓂᐊᑐᓇᐧᐊ ᑕᔥ ᐃᑭᑐᐧᐃᓇᓐ, ᐃᐧᓀᐧᐃᓇᓐ, ᑎᐸᒋᒧᐧᐃᓇᓐ ᑲᔦ ᓇᑲᒧᐧᐃᓇᓐ ᐧᐃᓇᐧᐊ ᐱᑯ ᑲᐃᓂᑕᑯᓯᐧᐊᒡ. ᑕᓐᑐᕐ ᐯ ᐊᓂᔑᓂᓂᒧᐧᐃ ᐅᑭᑭᓄᐊᒪᑫ ᓭᕋ ᐧᒐᓐᓴᓐ ᑭᐃᑭᑐ, ᓂᓐᑭᐅᒋ ᑭᑫᓐᑕᓐ ᐊᓂᓐ ᑫᑐᑕᒪᓐ ᑲᐊᒋᑲᑌᒃ ᐃᔑᑭᐧᔐᐧᐃᓐ ᐃᒪ ᐱᐧᐊᐱᑯᒃ, ᐃᑭᑐᐧᐃᓇᓐ, ᒋᐱᓐᑌᐧᐁᓯᑐᐊᓐ, ᑲᔦ ᒋᐅᔑᑐᐊᓐ ᒪᓯᓇᐃᑲᓀᓴᓐ ᑲᐅᔑᐱᐃᑲᑌᑭᓐ ᐃᑭᑐᐧᐃᓇᓐ, ᑲᔦ ᒋᐃᔑᔐᑯᓇᒪᓐ ᐅᑕᒥᐧᓇᑲᓂ ᐱᐧᐊᐱᑯᓯᒃ.

ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐊᔾ ᔅᑯᓪ ᐱᐅᐧᐊᒃ ᒋᐊᓂᐊᐸᒋᑐᐧᐊᒡ ᐅᓄ ᑎᓄᐧᐃ ᒪᒪᑲᑕᐱᑯ ᐊᐸᒋᒋᑲᓇᓐ ᑲᑕᔑ ᑭᑭᓄᐊᒪᐧᐃᓐᐧᑕ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐊᓂᔑᓂᓂᒧᐧᐃᓂ. ᓂᑫᒋᓇᐧᐁᓐᑕᒥᓐ ᒋᑭᒋᓀᓐᑕᒧᐧᐊᒡ ᐊᐱ ᐅᑕᒥᐧᓇᑕᒧᐧᐊᒡ ᑲᐧᑫᒋᐧᐃᓇᓐ ᑲᔦ ᒋᐊᓄᒋ ᐱᒋᓂᑭᑫᓐᑕᒧᐧᐊᒡ ᐅᑕᓂᔑᓇᐯᒧᐧᐃᓂᐧᐊ.

ᐅᓐᑌᕆᐅ ᑲᐃᔥᐱᑭᑫᓐᑕᓱᐧᐊᒡ ᐅᓇᓇᑲᒋᐃᑯᐧᐃᓂᐧᐊ ᐧᑲᔭᓐᒋᐧᐃᓇᓐ ᐱᐧᐊᐱᑯ ᐅᑕᒥᐧᓇᑲᓀᓴᓐ ᐊᓂᔑᓂᓂᒧᐧᐃᑭᐧᔐᐧᐃᓐ ᑭᐊᒋᑲᑌᐧᐊᓐ ᒋᐊᐸᒋᑐᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ


15www.fnssp.knet.ca

ᐁᓐᐁᓐᐃᓯ ᐊᐱᒋ ᐅᑭᒋᓀᓐᑕᓇᐧᐊ ᑲᐧᐃᑕᓄᑭᒥᑯᐧᐊᒡ ᑯᑕᑭᔭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃ ᐱᒥᐧᐃᒋᑫᐧᐃᓇᓐ ᑲᐸᒥᓇᒧᐧᐊᒡ ᑭᑭᓄᐊᒪᑫᐧᐃᓇᓐ ᑲᔦ ᐧᐁᐧᐁᓂ ᒋᐃᔑᓇᐧᑲᓂᑭᓐ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᐃᔑ ᐱᒥᑭᑭᓄᐊᒪᐧᐃᐧᑕ ᓂᑕᐧᐃᐱᐃᑫᐧᐃᓐ, ᐊᑭᓐᑕᓱᐧᐃᓐ ᑲᔦ ᒋᓄᑌᐳᓂᑐᓯᐧᑲ ᐅᑭᑭᓄᐊᒪᑯᐧᐃᓂᐧᐊ. ᒥᓯᐧᐁ ᐅᐅᒪ ᐊᓄᑭᐧᐃᓐ ᑭᐅᒋ ᐅᔥᑭᒪᑕᓄᑲᑌᐸᓐ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑫᐊᓂᔑ ᐱᒋᓂ ᑭᑫᓐᑕᓱᐧᐊᒡ ᐊᓄᑭᐧᐃᓇᓐ ᑲᐃᒋᑲᑌᒃ. ᑌᓇᔅ ᑉᕋᓐᑭᓕᓐ ᑲᕐᒧᕐᑎ ᐊᔾ ᔅᑯᓪ ᑕᓐᑐᕐ ᐯ ᑲᑕᐧᑲᒃ, ᑲᔦ ᐯᓕᑲᓐ ᐧᐸᓪᔅ ᐊᔾ ᔅᑯᓪ ᐯᔓᒡ ᐧᐊᓂᓇᐧᐊᑲᒃ ᑲᑕᐧᑲᒃ ᐅᑭᐱᐊᓄᑲᑕᓇᐧᐊ ᐁᐅᔑᓯᑐᐧᐊᒡ ᒥᓯᐧᐁ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᒋᐃᔑᐊᐸᒋᒋᑲᑌᑭᓐ ᒋᐅᒋ ᐧᐃᑐᑲᐧᐃᓐᐧᑕ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ.

ᒣᐧᑲ ᒍᓐᐧᐁᕆ ᑭᓯᔅ 2011, ᒪᒪᐤ 16 ᑕᓐᑐᕐ ᐯ ᑲᔦ 23 ᐯᓕᑲᓐ ᑲᑕᔑᑭᑭᓄᐊᒪᑯᓯᐧᐊᒡ ᑲᑭᓇᓇᑲᒋᐃᐧᑕ 9 ᐊᐱᒋᑭᑫᓐᑕᓱᐧᐃᓂ, ᐊᑭᓐᑕᓱᐧᐃ ᓇᓇᑲᒋᐃᑯᐧᐃᓂ. 9 ᐊᐱᒋᑭᑫᓐᑕᓱᐧᐃᓂ ᐊᑭᓐᑕᓱᐧᐃᓐ ᑲᐱᒥᑭᑭᓄᐊᒪᐧᐃᓐᐧᑕ ᒥᓯᐧᐁ ᐅᐅᒪ ᐅᓐᑌᕆᐅ ᑭᑲᐧᑫᒋᐊᑲᓂᐧᐃᐧᐊᒃ ᒣᐧᑲ ᒉᓐᐧᐁᕆ ᑭᓯᔅ 2011. ᒥᐅᒪ ᐁᐅᒋ ᑭᑫᓐᑕᑯᓯᐧᐊᒡ ᐊᓂᓐ ᐁᐱᒋᑭᑫᓐᑕᒧᐧᐊᒡ 9 ᐊᑭᓐᑕᓱᐧᐃ ᑭᑭᓄᐊᑫᐧᐃᓂ. ᒥᐃᒪ ᑲᔦ ᐁᐅᒋ ᑎᐸᐸᓐᒋᑲᑌᓂᒃ ᐸᐯᔑᒃ ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᐊᓂᓐ ᐁᐱᒋᑭᑫᓐᑕᓱᒡ ᑲᔦ ᐁᐱᒋᓇᐃᒡ ᑲᐃᔑᐸᑯᓭᓐᑕᑯᓯᐧᐊᒡ ᒋᐊᓂᐊᐱᒋᔥᑲᐧᐊᒡ ᐅᑭᑭᓄᐊᒪᑯᐧᐃᓂᐧᐊᒃ.

ᐊᐱ ᐃᔥᐧᑲ ᒪᒪᐧᐃᐱᐃᑲᑌᓂᑭᓐ, ᐅᓂᑭᐃᑯᒪᒃ ᑕᒥᓇᑲᓂᐧᐃᐧᐊᒃ ᐊᓂᓐ ᐁᔑᐱᐃᑲᓱᓂᒡ ᐅᑕᐱᓄᒋᔑᒥᐧᐊ ᐊᓂᓯᐧᑲᓂᒃ. ᑫᔭᐱ ᐧᐃᑭᑫᓐᑕᒪᓐ, ᐃᓇᐱᓐ ᒪᒪᑲᑕᐱᑯᒃwww.eqao.com ᒪᑯᓇᓐ ᐅᓂᑭᐃᑯᒪᒃ ᑲᐅᓐᒋ ᐧᐃᓐᑕᒪᐧᐃᓐᐧᑕ ᑫᑯᓇᓐ.

ᑕᐱᔥᑯ: ᓇᐧᐊᒡ ᐃᓇ ᑭᓐ ᑭᑲᑭᑕᐧᐃᔅ ᐱᒋᐧᐃᓐ 9 ᑲᐊᐱᒋᑭᑫᓐᑕᓱᒡ.

ᑲᐧᑫᒋᑐᓐ ᐊᓂᑦ 9 ᐊᐱᒋᐧᐃᓐ ᑲᐧᑫᒋᒥᐧᐁᐧᐃᓇᓐ:



ᐊᑭᓐᑕᓱᐧᐃ ᑭᑭᓄᐊᒪᑫᒃ ᐸᐯᔑᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ ᑭᑭᒋᐊᓄᑭᐧᐊᒃ ᐁᐧᐊᐧᐃᑐᑲᐧᐊᐧᐊᒡ ᐧᐃᑕᓄᑭᒪᑲᓂᐧᐊ ᐧᐁᐧᐁᓂ ᒋᐃᔑᓭᒪᑲᓂᒃ ᑭᐱᒥ ᑭᑭᓄᐊᒪᐧᐊᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᐃ ᒋᑭᑫᓐᑕᓱᐧᐊᒡ ᐊᑭᑕᓱᐧᐃᓇᓐ.

ᐯᓕᑲᓐ ᐊᔾ ᔅᑯᓪ ᓂᑕᐧᐃᐱᐃᑫᐧᐃ ᐅᑭᑭᓄᐊᒪᑫ, ᑕᕐᐱ ᔅᑕᕋᑦ ᑕᑯ ᑲᔦ

10 ᐧᐁᒥᑎᑯᔑᒧᐧᐃ ᐅᑭᑭᓄᐊᒪᑫ, ᑉᕆᔭ ᐊᓐ ᑭᓪᐸᕐᑦ ᐅᑭᑭᔑᑐᓇᐧᐊ ᓂᐧᓴᓱᑯᓐ ᑭᑭᓄᐊᒪᑫᐧᐊᒡ ᐅᑭᑭᓄᐊᒪᑯᐧᐃᓂᐧᐊ ᑲᑭᐅᑕᐱᓇᒧᐧᐊᒡ ᒋᑲᔥᑭᑐᐧᐊᒡ ᒋᐊᓄᑲᑕᒧᐧᐊᒡ ᒋᐅᒋ ᐊᓂᑫ ᐧᐊᐸᓐᑕᐊᐧᐊᒡ ᑯᑕᑭᔭᒃ ᑲᑭᑭᓄᐊᒪᑫᐧᐊᒡ ᒋᐊᐸᒋᑐᐧᐊᒡ ᐊᓂᓐ ᑫᐃᔑ ᐱᒥᑭᑭᓄᐊᒪᑫᐧᐊᒡ ᐁᓐᐁᓐᐃᓯ ᑲᐅᒋ ᓂᑲᓂᐱᒥᐧᐃᒋᑲᑌᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ.

ᑲᑭᐃᔑ ᑭᑭᓄᐊᒪᐧᐃᓐᐧᑕ ᒥᐅᓄ ᑲᑭᓇᓇᑲᒋᒋᑲᑌᑭᓐ, ᐅᔥᑲᑎᔅ ᑲᐃᔑᐱᒥ ᑭᑫᓐᑕᓱᒡ, ᐧᐁᑯᓀᓐ ᑫᐊᐸᑕᑭᓐ ᒋᒥᓄᓭᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ, ᑭᑫᓐᑕᓱᐧᐃᓐ, ᑲᓇᓇᑲᒋᒋᑲᑌᒃ ᐱᑭᔑ ᑭᑭᓄᐊᒪᑫᐧᐃᓇᓐ, ᓂᑲᓂᔥᑲᒪᑫᐧᐃᓐ ᑲᔦ ᐅᔑᓯᒋᑫᐧᐃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ, ᒪᐊᐧᒋᐃᐧᐁᐧᐃ ᑲᓂᑲᓂᐱᒥᐧᐃᒋᑲᑌᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ. ᐁᓐᐁᓐᐃᓯ ᑭᐅᓐᒋ ᒪᒋᒋᑲᑌ ᐅᐅᐧᐁ ᑭᑭᓄᐊᒪᑫᒃ ᐅᑭᑭᓄᐊᒪᑯᐧᐃᓂᐧᐊ ᑲᑭᐸᑭᑎᓂᑲᑌᒃ ᑲᔦ ᑕᔥ ᒥᐅᓄ ᑲᑭᐧᐃᒋᐧᐊᒡ ᑲᐱᐧᐃᒋᑫᐧᐊᒡ, ᐧᑲᔭᓐᒋᐧᐃᓐ ᑭᑭᓄᐊᒪᑫᐧᐃ ᐊᐸᒋᑕᑲᓇᓐ ᑲᐅᔑᑐᐧᐊᒡ, ᓀᑲᐧᐃᓴᑲᐃᑲᓂᒃ ᑭᑭᓄᐊᒪᑫ ᐱᒥᐧᐃᒋᑫᐧᐃᓐ, ᐧᐊᓴ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑲᔦ ᐯᓕᑲᓐ ᐊᔾ ᔅᑯᓪ. ᑭᐸᑎᓄᐧᐊᒃ ᑭᑭᓄᐊᒪᑫᐧᐃ ᐊᐱᑕᒪᑫᒃ ᑭᒥᓇᑲᓂᐧᐃᐧᐊᒃ ᑲᐊᑭᓐᒋᑫᐃᓐᐧᑕ ᑲᔦ ᑲᐧᐊᐸᓐᑕᐃᐧᑕ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᒥᓯᐧᐁ ᑲᓇᐧᑕ ᐊᑭᓐᒃ ᒋᐅᒋ ᐧᐃᑐᑲᑯᐧᐊᒡ ᑲᑭᑭᓄᐊᒪᑫᐧᐊᒡ ᒋᐧᑲᔭᓐᒋᐊᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐊᐸᒋᑲᓇᓐ ᑫᐱᒥᐊᐸᒋᑐᐧᐊᒡ ᓄᑯᒻ ᐅᐅᐧᐁ ᑲᐱᒥ ᑭᑭᓄᐧᐃᓂᐧᐊᒃ.

ᑕᕐᐱ ᔅᑕᕋᑦ, ᐯᓕᑲᓐ ᐊᔾ ᔅᑯᓪ ᐅᑭᑭᓄᐊᒪᑫ, ᑭᐃᑭᑐ, ᓂᐱᐧᐊ ᑫᑯᓇᓐ ᓂᑭᐅᒋ ᑭᑫᓐᑕᓇᓐ ᑫᐃᔑᒥᓄᓭᒃ ᑭᐱᒥ ᑭᑭᓄᐊᒪᑫᔭᓐ ᒋᐅᒋ ᐧᐊᐧᐃᑐᑲᐧᐊᐧᑲ ᑲᑭᑭᓄᐊᒪᐧᐊᐧᑲ. ᒥᐃᒪ ᑲᔦ ᑫᐃᔑᐧᐃᒋᐃᑯᔭᓐ ᓂᑕᐧᐃᐱᐃᑫᐧᐃᓂᒃ ᒋᐅᒋ ᓂᑲᓂᔥᑲᒪᑫᔭᓐ, ᒋᐧᐃᑐᑲᐧᐊᐧᑲ ᑯᑕᑭᔭᒃ ᑲᑭᑭᓄᐊᒪᑫᐧᐊᒡ ᑫᐃᔑᓇᑯᑐᐧᐊᒡ ᐅᑭᑭᓄᐊᒪᑫᐧᐃᓂᐧᐊ. ᑉᕆᔭ ᐊᓐ ᑭᓪᐸᕐᑦ, ᐯᓕᑲᓐ ᐊᔾ ᔅᑯᓪ ᑲᑕᔑ ᑭᑭᓄᐊᒪᑫᒡ, ᑭᐃᑭᑐ, ᐸᑎᐧᓇᔦᒃ ᓂᑭᐃᔑᐧᐃᒋᐃᑯᓐ ᐅᐅᐧᐁ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ. ᑲᔦ ᓂᑭᐅᒋ ᐧᐃᒋᐃᑯᓐ ᒋᑌᐸᑫᓂᒧᔭᓐ ᑫᐃᔑᐱᒥ ᑭᑭᓄᐊᒪᐧᐊᐧᑲ, ᑲᔦ ᑕᔥ ᐊᓂᓐ ᑫᑐᑕᒪᓐ ᓂᑭᑭᓄᐊᒪᑫᐧᐃᓐ. ᓂᐸᑯᓭᓐᑕᓐ ᒥᓂᑯᒃ

ᑲᑭᐃᔑᑲᑭᑫᓐᑕᒪᓐ ᒋᐅᒋ ᒋᑭᐊᐧᑲ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᔦ ᐧᐁᐧᐁᓂ ᒋᓂᑕᐧᐊᑭᓐᒋᑫᐧᐊᒡ. ᑫᑎ ᐊᑕᒻᔅ ᑲᔦ ᓇᓐᓯ ᑯᕆ, ᑕᓐᑐᕐ ᐯ ᑲᓂᑲᓂᔥᑲᒧᐧᐊᒡ ᓂᑕᐧᐊᑭᓐᒋᑫᐧᐃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑫᐧᐃᓇᐧᐊ ᐅᑕᓇᒃ ᑭ ᑭᑭᓄᐊᒪᐧᐊᐸᓂᒃ ᑲᔦ ᑲᑲᓱᒥᐧᐁᐧᐊᒃ ᐊᐧᐊᔑᒣ ᒋᒥᓄᓇᑯᒋᑲᑌᒃ ᑲᐃᔑᐱᒥ ᑭᑭᓄᐊᒪᐧᐃᓐᐧᑕ. ᑲᓂᑲᓂᔥᑲᒧᐧᐊᒡ ᓂᑕᐧᐊᑭᒋᑫᐧᐃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᐃᐃᒪ ᑕᓐᑐᕐ ᐯ ᑲᔦ ᐯᓕᑲᓐ ᐊᔾ ᔅᑯᓪ ᑲᐊᔭᑭᓐ ᐅᑐᓐᒋᑲᔥᑭᑐᓇᐧᐊ ᐊᐧᐊᔑᒣ ᐧᐁᐧᐁᓂ ᒋᐊᓂᔑᓭᓂᒃ ᐅᑭᑭᓄᐊᒪᑫᐧᐃᓂᐧᐊ ᑲᑭᐃᔑ ᐧᐊᐸᓐᑕᐃᐧᑕ ᑫᑐᑕᒧᐧᐊᒡ ᐊᐱ ᐱᒥ ᐧᐃᑐᑲᐧᐊᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᐃ ᑲᓇᓇᑲᒋᐃᐧᑕ.

ᑲᐧᐃᑕᓄᑭᒥᑎᓇᓂᐧᐊᒃ ᒋᐱᒋᓂᑭᑫᓐᑕᓱᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓐᐅᔥᑭ ᐃᔑᒋᑫᐧᐃᓇᓐ ᑫᐊᓂᔑᒥᓄᓭᒃ ᓂᑕᐧᐃᐱᐃᑫᐧᐃᓐ ᑲᔦ ᐊᑭᑕᓱᓂᐱᐃᑫᐧᐃᓐ

10 cm

20 cm

20 cm

30 cm

5 cm

5 cm


A. 25% B. 33% C. 50% D. 67%

ᐱᕐᓴᓐ ᑭᑭᓄᐊᒪᑯᐧᐃᓐ, ᐧᐊᓂᓇᐧᐊᑲᒃ, ᒥᑭᓯᐧᐃᑭᓯᔅ 2, 2011















ᐅᐅᐧᐁ ᐊᓄᑭᐧᐃᓐ ᑲᑭᒪᑕᓄᑲᑌᒃ, ᒪᑕᑲᒥ ᐃᔥᑯᓂᑲᓐ ᐅᑭᓇᓇᑲᒋᑐᓇᐧᐊ ᒋᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᐃᒋᑲᑌᒃ ᑲᑭᐧᐃᒋᐃᐃᑯᐧᐊᒡ ᑭᒋᒧᑯᒪᓇᑭᐧᐃ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐁᐊᐸᒋᑐᐧᐊᒡ ᐁᐅᓇᓇᑕᐧᐃᑭᑫᓐᑕᒧᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᐅᒋ ᑭᑫᓂᒥᐧᑕ ᐁᐊᐱᒋᐧᐊᒡ ᑲᔦ ᐊᓂᓐ ᑫᐃᔑ ᒪᒥᐧᓇᒋᑲᑌᑭᓐ ᐱᒥ ᑭᑭᓄᐊᒪᑫᐧᐃᓇᓐ.

ᐅᐅᐧᐁ ᒋᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᐃᒋᑲᑌᒃ ᐊᓄᑭᐧᐃᓐ ᑭᐅᒋ ᒪᑕᓄᑲᑌ ᐁᓇᓇᑕᐧᐃᑭᑫᓐᒋᑲᑌᑭᓐ, ᒪᐧᐊᓐᑐᐱᐃᑲᑌᐧᐊᓐ ᑲᔦ ᑲᑭᐃᔑᒥᑭᑲᑌᑭᓐ ᑲᑭᐱᐃᔑ ᐱᒪᓄᑲᑌᑭᓐ ᒋᐅᒋ ᒥᐧᓇᒋᑲᑌᑭᓐ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᒋᐊᓂᑭᑫᓐᑕᓱᐧᐊᒡ. ᒥᑕᔥ ᒪᔭ ᑲᑭᐃᔑᐱᒪᓄᑲᑌᒃ ᑭᐃᓀᓐᒋᑲᑌ ᑲᑭᓇ ᐊᐱᓄᒋᔕᒃ, ᐊᓂᓂᑯ ᑲᐅᓐᑕᑲᓀᓯᒡ, ᑲᐃᔑᔥᑲᒪᑲᓂᒃ ᑲᐅᒋᐱᒪᒋᐅᑎᓂᒡ ᐅᓂᑭᐃᑯᐃ, ᑫᒪ ᐧᐁᓀᓂᐧᐃᒡ, ᐅᑲᑭ ᑲᔦ ᐅᑲᑲᔥᑭᑐᓇᐧᐊ ᑲᐃᔑᐸᑯᓭᓐᑕᑯᓯᐧᐊᒡ ᒋᐊᐱᒋᔥᑲᐧᐊᒡ ᑲᐃᔑᐱᒥ ᑭᑭᓄᐊᒪᐧᐃᐧᑕ.

ᐅᐅᐧᐁ ᐅᔥᑭ ᑫᑯᓐ ᑲᑭᒪᑕᓄᑲᑌᑭᐸᓐ ᑭᐊᓂᓇᓐᑭᐅᒪᑲᓐ ᓂᑕᒻ ᑲᑭᓇᓇᑕᐧᐃᑭᑫᒋᑲᓂᐧᐊᒃ ᐱᓐᑎ ᑭᒋᐅᑌᓇᒃ ᑲᐊᔭᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑭᒋᒧᑯᒪᓐᐊᑭᒃ ᑲᑭ ᑕᔑᑭᑭᓄᐊᒪᐧᐃᐧᑕ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᐃᔑᒥᓄᔥᑲᒪᑲᓂᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐯᑭᔥ ᑲᔦ ᑯᑕᑭᔭᓐ ᑫᑲ ᐯᔑᐧᑲᓐ ᑲᐃᔑᐱᒥᐧᐃᒋᑲᑌᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ, ᑕᐱᔥᑯ ᒣᐧᑫ ᐅᑌᓇᒃ, ᐃᐃᒪ

ᐊᐱᓄᒋᔕᒃ ᑲᑭᐱᒋᓂᑭᑫᓐᑕᓱᓯᐧᑲ, ᑫᒪ ᐁᐸᐯᒋ ᐱᒋᓂᑭᑫᓐᑕᓱᐧᐊᒡ. ᒥᑕᔥ ᐅᓄ ᑲᑭᐱᒥ ᓇᓇᑲᒋᒋᑲᑌᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐧᐁᑯᓀᓐ ᐁᑭᐅᒋᐃᔑᓭᑭᓐ ᑲᔦ ᑭᑎᐸᒋᒧᐱᐃᑲᑌᐧᐊᓐ. ᒥᐅᐧᐁ ᑲᑭᐃᔑᒥᑭᑫᐧᐊᒡ:

ᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐱᑯ ᐊᐧᐁᓀᓐ ᐊᐱᓄᒋᔥ ᒋᑕᔑᑭᑭᓄᐊᒪᑯᓯᒡ ᐅᑲᔥᑭᑐᓇᐧᐊ ᒋᐧᐃᒋᑐᐧᐊᒡ, ᐱᓴᓐ ᐃᑯ ᑲᔦ ᑲᑭᑎᒪᑭᓭᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᐧᐃᓐ ᐸᑲᓐ ᒋᐃᔑᓭᐃᑯᐧᐊᒡ ᐃᐃᒪ ᑲᑕᔑ ᑭᑭᓄᐊᒪᐧᐃᓐᐧᑕ.

ᐊᐱᓄᒋᔕᒃ ᐊᓂᓂᑯ ᒥᓂᑯᒃ ᑲᐱᒥᔓᓂᔭᑫᓂᒡ ᐅᓂᑭᐃᑯ ᑫᐧᐃᓇᐧᐊ ᐅᑲᑭᑌᐱᓇᓇᐧᐊ ᑲᔥᑭᐅᐧᐃᓐ ᐃᐃᒪ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ

ᐯᐸᑲᓂᓭᐧᐊᓐ ᑲᔦ ᐯᔑᐧᑲᓐ ᐃᔑᓭᐧᐊᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐃᐃᒪ ᑲᑭᓇ ᐊᐱᓄᒋᔕᒃ ᑲᑕᔑ ᐱᒥ ᑭᑭᓄᐊᒪᑯᓯᐧᐊᒡ, ᐊᓂᓂᑯ ᑲᐅᓐᑕᑲᓀᓯᐧᐊᒡ.

ᐅᐅᐧᐁ ᑕᔥ ᑲᑭᐃᔑᒥᑭᑲᑌᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᑭᓇ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᑕᔑ ᑭᑭᓄᐊᒪᑯᓯᐧᐊᒡ, ᒥᐃᒪ ᐁᐅᒋ ᐧᐃᓐᒋᐧᐃᑎᒪᑲᒃ ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᒋᐅᒋ ᒥᓄᓭᒡ, ᐊᓂᔥ ᐁᐃᔑᓂᑲᑌᒃ ᐁᐅᒋᐧᐃᒋᐃᑎᒪᑲᑭᓐ. ᒥᓯᐧᐁ ᑲᐃᔑ ᐧᐃᒋᐧᐃᑎᒪᑲᒃ ᐧᐃᓐᑕᒪᑫᐧᐃᓐ

ᓂᐧᔕ ᑲᐊᓂᐱᐳᒃ ᐊᓂᔑᓇᐯ ᐊᔅᑭ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᑫᐊᓂᔑ ᐱᒋᓂᑭᑫᓐᑕᓱᒡ ᐊᓄᑭᐧᐃᓐ ᐊᔕ ᑫᑲ ᐅᑕᓂᑭᔕᓄᑲᑕᓇᐧᐊ, ᑲᔦ ᑫᑲ ᒥᓯᐧᐁ ᐧᐃᓇᓐᔅ ᑭᑭᓄᐊᒪᑫᐧᐃ ᐊᓄᑭᐧᐃᓇᓐ ᐅᑭ ᑭᔕᓄᑲᑕᓇᐧᐊ. ᑭᒋᒥᐧᑫᒡ ᑭᑎᑯᓇᐧᐊ ᒪᑕᐊᒣᐅ ᐊᓄᑭᐊᑲᓇᒃ ᐃᐃᒪ ᐱᐧᐊᓇᒃ ᐃᔥᑯᓂᑲᓂᒃ ᑲᑭᐧᐊᐧᐃᑐᑲᑎᓐᒃ ᑲᔦ ᑲᑭᐸᐸᒥᓯᔦᒃ ᐅᐅᒪ ᐊᓄᑭᐧᐃᓂᒃ ᒣᐧᑲ 2010-2011.

ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᒋᐊᓂᒥᓄᓭᒡ ᒥᐅᐧᐁ ᒪᔭ ᑲᓂᑲᓀᓐᑕᐧᑲᒃ ᑭᑭᓄᐊᒪᑎᐧᐃᑲᒥᑯᓐ. ᓂᐱᐧᐊ ᐊᓐᑕᐧᐁᒋᑲᑌ ᐅᔑᐱᐃᑫᐧᐃᓐ ᑫᑭᐅᒋ ᒥᓄᓭᐧᐊᒡ ᓂᑕᒻ ᑲᒪᒋ ᑭᑭᓄᐊᒪᑯᓯᐧᐊᒡ ᐊᐱᓄᒋᔕᒃ ᐱᓂᔥ ᓂᐧᔕᓱ ᑲᐊᐱᒋᐧᐊᒡ. ᒥᑕᔥ ᓄᑯᒻ ᑲᐱᐳᒃ ᐅᐅᐧᐁ ᑫᑲᓇᐧᐊᐸᓐᒋᑲᑌᒃ ᐅᔑᐱᐃᑫᐧᐃᓐ ᒋᓂᑲᓀᓐᑕᑯᒋᑲᑌᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᓂᒃ. ᐧᐊᐧᐁ ᑕᔥ, ᐧᓚᕐᓇ ᕃᑦᐅᑦ ᑲᓂᑲᓂᐊᓄᑲᑕᒧᐧᐊᒡ ᓂᑕᐧᐃᐱᐃᑫᐧᐃ ᐧᐃᑐᑲᑫᐧᐃᓐ ᐊᔕ ᑲᔦ ᐸᑎᓄᐱᐳᓐ ᐅᓐᒋᐱᒪᓄᑭᑕᒪᑫ ᐅᑭᒪᐧᐃᓂᒃ ᑲᐅᒋᐱᒥᐧᐃᒋᑲᑌᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᓇᓐ, ᐅᑭ ᑭᑭᓄᐊᒪᐧᐊᓐ ᓕᓐᓯ ᓕᓐᑭᓓᑐᕐ (ᑲᐊᑲᔑᔑᓂᒡ ᑲᑭᑭᓄᐊᒪᐧᐊᒡ), ᔕᓇᓐ ᐁᓪᒻ (ᐊᐱᑕ ᑲᐃᓂᑭᓂᐧᐊᒡ ᑲᑭᑭᓄᐊᒪᐧᐊᒡ), ᑲᔦ ᑕᔥ ᐧᒐᓐ ᔅᐸᓄᔅ (ᑲᑭ ᑭᑭᓄᐊᒪᐧᐊᐸᓐ ᑲᒪᒪᑎᑐᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ) ᑫᑯᓇᓐ ᑲᐃᔥᐧᑲ ᑭᑭᓄᐊᒪᑲᓂᐧᐊᒃ ᑲᑐᒋᑫᐃᐧᑕ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ, ᑲᔦ ᒣᐧᑲ ᑭᐱᒥ ᑭᑭᓄᐊᒪᑫᐧᐊᒡ ᑫᐊᐸᒋᑐᐧᐊᒡ ᓂᑕᐧᐃᐱᐃᑫᐧᐃᓇᓐ ᑲᑭᑭᓄᐊᒪᑲᓂᐧᐊᒃ. ᑕᑯ ᑕᔥ ᑲᔦ ᑭᐊᓐᑐᒋᑲᑌᐧᐊᓐ ᐊᑭᓐᒋᑫᐧᐃ ᐊᐸᒋᑕᑲᓇᓐ ᐃᐃᒪ ᓀᓪᓴᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᓂᒃ ᑲᐅᓂᔑᔑᑭᓐ ᐊᑭᓐᒋᑫᐧᐃ ᒪᓯᓇᐃᑲᓇᓐ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᒋᑭᑕᐸᒋᑐᐧᐊᒡ. ᐅᑲᐧᐃᒋᐃᑯᓇᐧᐊ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᒋᐊᓂ ᓂᑕᐧᐊᑭᓐᒋᑫᐧᐊᒡ ᑲᔦ ᒋᓂᓯᑕᐧᐃᓇᒧᐧᐊᒡ ᐅᔑᐱᐃᑲᓇᓐ.

ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐅᓇᓇᑲᒋᐃᑯᐧᐃᓂᐧᐊ ᑲᑭᑕᑯᓂᑲᑌᒃ ᐊᓄᑭᐧᐃᓂᒃ ᑫᔭᐱ ᐱᒪᓄᑲᒋᑲᑌ.

ᑲᔅᑎᓐ ᐊᒡᑭᓐᔅ, ᑲᑭ ᑭᑭᓄᐊᒪᑫᐧᐃᑭᒪᐧᐃᐸᓐ ᑲᔦ ᑲᒪᑭᓯᓂᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᐃ ᑲᑭᐱᒥᐧᐃᑐᑲᐧᐊᒡ, ᐅᑭᐱᐊᐸᒋᑐᓐ ᐅᑦᐧᑲᒃ -- ᐧᒐᓐᓴᓐ ᑲᔦ ᑭᔾ ᒪᑦ ᐅᓇᓇᑲᒋᐃᑯᐧᐃᓂᐧᐊ ᑲᑭᓇ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐃᐃᒪ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ. ᐅᐅᐧᐁ ᑭᑭᓇᐧᐊᒋᒋᑲᓐ

ᑕᐧᑲᔭᓐᑎᓂᑲᑌ ᑫᔭᐱ ᐊᓂᓇᓇᑲᒋᐃᐧᑕ ᒋᐊᐸᑕᒃ ᑲᓀᑎᔭᓐ ᓇᓇᑲᒋᐃᑯᐧᐃᓐ ᐊᓂᓐ ᐁᐱᒋᔥᑲᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ. ᑲᐸᑭᑎᓂᑲᑌᒃ ᑲᔦ ᐊᓂᓐ ᑫᑐᑕᒧᐧᐊᒡ ᐧᐃᓇᓇᑲᒋᐃᐧᑕ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑭᐅᓀᓐᒋᑲᑌ ᒋᐧᐸ ᑲᐳᓇᑭᓱᒡ ᑭᓯᔅ. ᐅᓄ ᑲᐊᐸᑕᑭᓐ ᒥᓯᐧᐁ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ ᓇᓇᑲᒋᐃᐧᐁᐧᐃᓇᓐ ᑕᑯ ᑲᔦ ᑭᑭᓄᐊᒪᑫᐧᐃᓂᒃ ᓇᓇᑲᒋᐃᑯᐧᐃᓇᓐ ᐅᑲ ᐧᐃᒋᐃᑯᓇᐧᐊ ᑭᑭᓄᐊᒪᑫᒃ ᐧᐁᐧᐁᓂ ᒋᐅᔑᓯᑐᐧᐊᒡ ᑫᐃᔑ ᒪᒥᐧᓇᑐᐧᐊᒡ ᓂᑕᐧᐃᐱᐃᑫᐧᐃᓐ ᑲᔦ ᐊᑭᑕᓱᓂ ᑭᑭᓄᐊᒪᑫᐧᐃᓇᓐ.

ᑭᐱᑐᒋᑲᑌ ᑲᐧᐁᓐᑕᒃ ᒪᐧᐊᓐᑐᐱᐃᑫᐧᐃᓐ ᑲᐃᔥᐧᑲ ᒪᐧᐊᒋᒋᑲᑌᑭᓐ ᑲᔦ ᑲᓴᑲᑭᐱᐃᑲᑌᑭᓐ ᐅᑎᐸᒋᒥᑯᐧᐃᓂᐧᐊ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ, ᑲᔦ ᐅᔑᐱᐃᑲᓇᒃ ᑭᐊᐸᑕᓐ ᑲᐱᓐᑎᑫᐱᐅᓐᐧᑕ. ᑭᐊᓂ ᐊᓐᒋᓭ ᑕᔥ ᐊᐱ ᑲᑭᐊᒋᑲᑌᑭᐸᓐ ᐊᓄᑭᐧᐃ ᐊᐸᒋᒋᑲᓐ ᐃᐃᒪ ᒣᐳᐅᑦ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ. ᐅᐅᐧᐁ ᑎᓄᐧᐃ ᐊᐸᒋᑕᑲᓐ ᐃᓇᓄᑭᒪᑲᓐ ᒪᔭ ᐁᔑᐧᐃᓐᒋᑫᒪᑲᒃ ᒣᐧᑲ ᓄᑯᒻ ᑲᔦ ᓂᑲᓐ ᑫᐊᓂᔑ ᑎᐸᐸᓐᒋᑲᑌᑭᓐ ᐅᑕᐱᒋᐧᐃᓂᐧᐊ, ᒪᐧᐊᓐᑐᓂᑫᐧᐃᓇᓐ ᑲᔦ ᑲᐃᔑᐱᒪᓄᑲᑌᒃ ᑲᐃᔑᒥᓄᓭᓯᒃ ᑕᒪᒥᐧᓇᒋᑲᑌᐧᐊᓐ. ᓂᑕᒻ ᑲᑭᐸᑭᑎᓂᑲᑌᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑲᑭ ᑭᑭᓄᐊᒪᑫᐸᓐ ᐱᐱ ᓭᓚᒻ, ᐅᓇᑲᒋᑐᓐ ᑲᑭᑭᓄᐊᒪᑫᒡ ᑫᑐᒋᑲᑌᓂᑭᓐ ᐊᓄᑭᐧᐃ ᐊᐸᒋᑕᑲᓇᓐ, ᐅᑭ ᑭᑭᓄᐊᒪᐧᐊᓐ ᐁᐸᓇᐊᒻ ᐊᓐᑐᕐ -- ᑲᐅᑭᒪᐧᐃᒡ ᑭᑭᓄᐊᒪᑫᐧᐃ ᐱᒥᐧᐃᒋᑫᐧᐃᓂᒃ, ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ ᐅᔑᐱᐃᑫᐧᐃᐧᑫ -- ᕋᐯᕐᑕ ᐊᓐᑐᕐ, ᑕᑯ ᑕᔥ ᑭᑭᓄᐊᒪᑫ ᐊᓄᑭᐊᑲᓇᒃ ᐯᑭᔥ ᐅᔥᑭ ᑭᑭᓄᐊᒪᑫ ᑲᑭᑭᓄᐊᒪᐧᐊᒡ ᑲᒪᒪᑎᑐᓂᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ, ᐧᔕᓐᑌᓪ ᑭᔅᑦ.

ᐊᓄᑭᐊᑲᓇᒃ ᐅᑭᐃᔑᐧᐊᐸᓐᑕᓇᐧᐊ ᐁᐧᐁᓐᑕᓂᒃ ᑲᑭᐃᔑ ᑭᑭᓄᐊᒪᐧᐃᐧᑕ ᐅᐧᐁᓂ, ᐁᑯ ᑲᔦ ᑲᐃᔑ ᑎᐸᐃᑲᑌᓯᓄᒃ ᒋᐅᒋ ᐊᐸᒋᑐᐧᐊᒡ ᐊᐧᐃᔭᒃ ᐊᐱᒋ ᐅᓂᔑᔑᓄᐧᐊᓐ. ᒪᔭ ᑲᐅᒋ ᓂᑲᓂ ᐊᓄᑲᑕᒧᐧᐊᒡ ᑲᔦ ᐊᓄᑭᐊᑲᓇᒃ ᐱᐅᐧᐊᒃ ᒥᓯᐧᐁ ᒋᐊᓂᑭᔑ ᐅᔑᓯᒋᑲᑌᓂᒃ ᒣᐳᐅᑦ ᐊᐸᒋᑕᑲᓇᓐ ᐃᐃᒪ ᐃᓀᑫ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᐃᔑᑎᐸᒋᒥᐧᑕ ᑲᑲᓇᐧᐁᓐᒋᑲᑌᑭᓐ, ᐅᑕᐱᒋᐧᐃᓂᐧᐊ ᑲᐃᔑᐱᐃᑲᑌᓂᒃ, ᑲᔦ ᑲᐱᒥᐱᓐᑎᑫᐧᐊᒡ. ᑯᑕᑭᔭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᓇᓐ ᓇᐧᐊᒡ ᑲᐃᔥᐸᑭᓐ ᐯᔓ ᓇᑫ ᑕᐊᓂ ᐊᓄᑲᑌᐧᐊᓐ.

ᐅᓄ ᑲᑭᐅᔥᑲᓄᑲᑌᑭᓐ ᑲᔦ ᑫᔭᐱ ᑲᐱᒥᐊᓄᑲᑌᑭᓐ ᐊᔕ ᓂᓱᐱᐳᓐ ᑲᐱᒥᑭᑲᑌᑭᓐ ᐊᓂᔑᓇᐯ ᐊᔅᑭ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᑫᐊᓂᔑ ᐱᒋᓂᑭᑫᓐᑕᓱᒡ ᐊᓄᑭᐧᐃᓇᓐ, ᐊᐱᒋ ᐸᑲᑭᓇᐧᑲᓂ ᐅᓂᑲᓂᒥᐧᐊ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᒪᑕᐊᒣᐅ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ.

ᐧᐃᓇᔅᒃ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᑫᐊᓂᔑ ᐱᒋᓂᑭᑫᓐᑕᓱᒡ ᐊᓄᑭᐧᐃᓐ ᐧᐃᓇᔅᒃ ᐊᓂᔑᓇᐯ ᐊᓄᑭᐧᐃ ᐅᔑᓯᒋᑫᐧᐃᓐ ᐊᔕ ᑫᑲ ᑭᔕᓄᑲᑌ

ᒪᑕᑲᒥ ᒋᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐᐊᐱᓄᒋᔕᒃ ᐊᓂᓂᑯ ᑲᐃᔑᓇᐧᑲᓂᒃ ᐅᐱᒪᑎᓯᐧᐃᓂᐧᐊ ᐅᑕᑲᔥᑭᑐᓇᐧᐊ ᒋᑲᔥᑭᐅᐧᐊᒡ ᑲᑭᐃᔑ ᐱᒥᑭᑭᓄᐊᒪᐧᐃᓐᐧᑕ

Ma-tah-ha-mao School students and staffworking together


17www.fnssp.knet.ca

ᑭᐅᒋᒪᒋᑕᒪᑲᓐ ᒥᐅᐧᐁ ᓄᑯᒻ ᑲᐃᔑᓂᑲᒋᑲᑌᒃ ᒋᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᓇᓇᑕᐧᐃᑭᑫᓐᒋᑫᐧᐃᓐ.

ᑲᑭ ᓇᓇᑕᐧᐃᑭᑫᓐᒋᑫᐧᐊᒡ ᐅᑭᐱᑭᔑᓇᓇᐧᐊ ᒪᐧᐊᒡ ᑲᐧᐃᒋᐃᑯᐧᐊᒡ ᑲᑭᐃᓀᓐᑕᒧᐧᐊᒡ ᐃᐃᒪ ᑲᐃᔑᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᒥᓯᐧᐁ ᑌᑎᐸᐃ ᑭᒋᒧᑯᒪᓐᐊᑭᒃ. ᒥᑕᔥ ᐅᓄ ᑲᑭᓇᐊᐧᐃᓂᑲᑌᑭᓐ ᒥᑕᓱ ᑫᑯᓇᓐ, ᓄᑯᒻ ᑲᐃᔑᑭᑫᓐᒋᑲᑌᑭᓐ ᐁᐃᔑᐧᐃᒋᐧᐃᑎᒪᑲᑭᓐ

ᑲᔦ ᑭᐃᔑᓇᑯᒋᑲᑌᑭᓐ ᒋᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ. ᐅᐅᐧᐁ ᑲᐃᔑᐧᐃᒋᐧᐃᑎᒪᑲᑭᓐ ᒥᐃᒪ ᐱᓂᔥ ᑲᑭᐊᓄᒋ ᐱᒥᓂᔕᐃᑲᑌᒃ ᒋᐅᒋ ᑎᐸᐸᓐᒋᑲᑌᒃ ᑲᐃᔑᐱᒪᓄᑲᑌᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ ᑲᐊᓐᒋᒋᑲᑌᑭᓐ ᑫᐃᔑᒥᓄᔥᑲᒪᑲᒃ.

ᐊᔕ ᒥᑕᔑᓇᓄᐱᐳᓐ ᐊᑯᓇᒃ ᐅᑕᓇᒃ, ᒋᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᑫᐧᐃᑲᒥᑯᓐ ᑭᐱᐊᐸᒋᒋᑲᑌ ᒣᐧᑲ ᑭᐱᒥ ᐅᔑᓯᒋᑫᓇᓂᐧᐊᒃ ᑲᔦ ᑭᑭᓄᐊᒪᑫᐧᐃ ᐊᐸᒋᑕᑲᓐ ᐅᑭᐃᓇᐸᒋᑐᓇᐧᐊ ᐃᐃᒪ ᑲᐃᔑᐸᑎᓇᑭᓐ ᑭᒋᒧᑯᒪᓐᐊᑭᒃ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᔦ ᑭᐃᑭᑐᐧᐊᒃ ᒥᓯᐧᐁᑲᒥᒃ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᓂᑲᓂᔥᑲᒧᐧᐊᒡ ᑯᑕᑭᔭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᒋᑭᐊᐸᒋᑐᐧᐊᐸᓐ ᐅᐅᐧᐁᓂ. ᒋᒥᓄᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᐃᔑᑲᓇᐧᐊᐸᓐᒋᑲᑌᒃ ᐅᑭᒪᒥᐧᓇᑐᓇᐧᐊ ᒥᓯᐧᐁᑲᒥᒃ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑲᐊᐱᑕᒪᑫᐧᐊᒡ ᑲᔦ ᑯᑕᑭᔭᒃ ᑲᐅᒋᐸᒥᓇᒧᐧᐊᒡ ᑭᑭᓄᐊᒪᑫᐧᐃ ᐱᒥᐧᐃᒋᑫᐧᐃᓂ ᒋᐧᐃᒋᐃᑯᐧᐊᒡ ᐊᓂᔑᓇᐯ ᑭᒋᒧᑯᒪᓐᐊᑭᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐᑲᐊᔭᒪᑲᑭᓐ. ᐅᐅᐧᐁ ᑎᓄᐧᐃ ᐱᒥᓂᔕᐃᑫᐧᐃᓐ ᑕᔑᓐᑌᓂ ᐁᐃᔑᓂᑲᑌᓂᒃ ᓂᑲᓂᑕᒪᑫᐧᐃᓐ ᑲᐸᔑᒋᔥᑲᒪᑲᒃ ᓂᐧᓴᓱ ᐊᓂᑫᐱᒪᑎᓯᐧᐃᓐ.

ᒥᑕᓱ ᑫᑯᓇᓐ ᑲᐅᒋᐧᐃᒋᐧᐃᑎᒪᑲᑭᓐ ᐅᓄ:

1. ᐁᑭᒋᓀᑕᒧᐧᐊᒡ ᒋᐊᓄᑲᒋᑲᑌᒃ

2. ᐱᒥᓇᓇᑲᒋᒋᑲᑌ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᒃ ᑲᔦ ᐊᓂᓐ ᑭᓄᐊᒪᐧᐊᑲᓐ ᐁᐊᓂᐊᐱᒋᒡ

3. ᑲᓴᓇᑲᒃ ᑲᐃᔑᐅᓇᑌᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑲᔦ ᒪᔭ ᑫᐃᔑᓇᐧᑲᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ

4. ᑫᐅᓐᑎᓂᑲᑌᑭᓐ ᑭᑭᓄᐊᒪᑫ ᐊᐸᒋᑕᑲᓇᓐ ᑲᔦ ᑫᐅᒋ ᑭᑭᓄᐊᒪᑎᓐᒃ

5. ᑲᐃᔥᐯᓐᑕᐧᑲᓂᒃ ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᒋᐃᔑᑲᔥᑭᐅᒡ ᐅᐸᑯᓭᓐᑕᑯᓯᐧᐃᓐ

6. ᑲᑕᔑᐱᓴᓀᓐᑕᐧᑲᓂᒃ ᑲᔦ ᑲᑕᔑ ᐧᐃᑐᑲᑎᓇᓂᐧᐊᒃ

7. ᑲᐃᔑᑕᐧᐊᒡ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑕᔑᑫᐧᐃᓂᒃ ᐧᐃᑕᓄᑭᒥᑎᐧᐃᓇᓐ

8. ᒋᒪᔥᑲᐧᐃᓯᒪᑲᒃ ᑭᑭᓄᐊᒪᑫᐧᐃ ᓂᑲᓂᔥᑲᒪᑫᐧᐃᓐ

9. ᐧᐃᑕᓄᑭᓐᑎᐧᐃᓐ ᐸᒥᓂᑫᐧᐃᓐ ᑲᔦ ᑲᒪᒪᐧᐊᓄᑲᑌᒃ ᐅᑭᒪᐧᐃᐱᒥᐧᐃᓂᑎᓱᐧᐃᓐ

10. ᑲᐊᓂᔑᓇᐯᐧᐊᑎᓯᐧᐊᒡ ᐃᑯ ᒋᐃᔑᓇᑯᒋᑲᑌᓂᒃ

ᑭᐅᔑᓯᒋᑲᑌᒃ ᒋᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᐃᔑᐱᒪᓄᑲᑌᑭᓐ ᐅᓐᒋ ᐱᒥᓂᔕᐃᑲᑌ ᐅᓄ ᐱᒥᓂᔕᐃᑫᐧᐃᓇᓐ:

ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᑭᑫᓐᑕᐧᑲᑭᓐ ᑲᐧᐃᒋᐧᐃᑎᒪᑲᑭᓐ ᑲᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᔥᑭᐅᒪᑲᓄᓐ ᒋᑌᐱᓇᒪᓱᒪᑲᑭᓐ ᐃᔥᐱᑭᑫᓐᑕᓱᐧᐃᓇᓐ.

ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᐱᒥᓂᔕᐊᒧᐧᐊᒡ ᒋᐊᓂ ᒥᓄᔥᑲᒪᑲᓂᒃ ᐅᑕᐸᒋᑐᓇᐧᐊ ᑕᐱᑕ ᒋᐃᔑᑲᓇᐧᐊᐸᒥᐧᑕ ᑲᑭᓇ ᑲᔦ ᒋᑭᑫᓐᑕᓱᐧᐊᒡ ᑲᑭᓇ

ᑲᒥᓄᔥᑲᒪᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐅᐸᑯᓭᓐᑕᓇᐧᐊ ᑲᔦ ᐅᑫᒋᓇᑐᓇᐧᐊ ᑲᑭᓇ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᒋᓂᓯᑐᑕᒧᐧᐊᒡ ᑲᐃᓇᑌᓂᒃ, ᑲᔥᑭᐅᐧᐃᓇᓐ ᑲᔦ ᑭᑫᓐᑕᓱᐧᐃᓇᓐ ᑲᐃᔑ ᐊᓐᑕᐧᐁᓐᑕᑯᓯᐧᐊᒡ ᒋᑲᔥᑭᑐᐧᐊᒡ ᒥᓇᐧᐊ ᑲᐊᓂ ᐃᔥᐸᓂᒃ ᒋᑐᑕᒧᐧᐊᒡ, ᒥᓇᐧᐊ ᐊᓂᐱᐳᓂᒃ.

ᒥᓯᐧᐁ ᑲᐃᔑᐱᒥᐧᐃᒋᑲᑌᒃ ᐱᔑᔑᒃ ᐱᒥᔥᑲᒪᑲᓐ ᐁᐅᒋ ᐅᔥᑭᓭᒃ ᐯᔑᒃ ᑫᑯᓐ ᑲᐊᓐᒋᒋᑲᑌᒃ.

ᑲᑭᓇ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐃᔑᓭᓂ ᒋᑭᒥᓄᓇᑯᑐᐧᐊᐸᓐ ᑲᔦ ᐊᔕ ᐅᑕᔭᓇᐧᐊ ᑫᐃᔑᒥᓄᓇᑯᑐᐧᐊᒡ.

ᑲᒥᓄᔥᑲᒪᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᐃᔑᐱᒪᓄᑲᑌᑭᓐ ᐃᔑᐱᒥᓂᔕᐃᑲᑌ ᓇᐃᐧᐃᓂᒃ ᐃᓀᑫ:

ᐅᓄ ᑲᑭᐃᑭᑐᓇᓂᐧᐊᒃ ᒋᐊᐸᑕᑭᓐ ᐧᐃᓇᐧᐊ ᑲᑭᐃᑭᑐᐧᐊᒡ ᑲᑭᐃᔑᐱᒥ ᑭᑫᓐᑕᒧᐧᐊᒡ ᑭᒋᒧᑯᒪᓐᐊᑭᒃ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐧᐃᓇᐧᐊ ᑲᑭᐅᔑᓯᑐᐧᐊᐸᓐ ᑫᐃᔑᒥᓄᔥᑲᒪᑲᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐊᓄᑭᐧᐃᓐ. ᒥᑕᔥ ᐃᐧᐁᓂ ᑲᑭᐃᔑᑲᑭᑫᓐᑕᒧᐧᐊᒡ ᐅᑭᐸᑭᑎᓇᓇᐧᐊ ᐅᓄ ᑭᑭᓄᐊᒪᑫᐧᐃᓇᓐ ᑫᐃᔑ ᑭᑕᐸᒋᑐᐧᐊᒡ:

ᓂᑲᓂᑕᒪᑫᐧᐃᓐ ᑲᐊᓄᑲᑌᒃ: ᓂᑲᓂᑕᒪᑫᐧᐃᓐ ᑲᐊᓄᑲᑌᒃ ᐃᔑᐊᓐᑕᐧᐁᑕᐧᑲᓐ ᒋᐸᑲᑭᓇᐧᑲᒃ, ᒋᒥᐧᓀᓐᑕᐧᑲᒃ, ᒋᐱᒥᐧᐃᑐᑭᑲᑌᒃ ᑲᔦ ᒋᐱᒥᐊᓱᓂᑲᑌᒃ ᐊᐧᐊᔑᒣ ᑫᐃᔑ ᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐃᐃᒪ ᑕᔑᑫᐃᐧᓂᒃ.

ᑕᔑᑫᐧᐃᓂᒃ ᑲᐅᒋ ᑲᓇᐧᐊᐸᒋᑫᑕᒪᑫᐧᐊᒡ: ᒥᓯᐧᐁ ᒋᐅᒋ ᑲᓇᐧᐊᐸᒋᑫᑕᒪᑫᒡ, ᑕᔑᑫᐧᐃ ᓂᑲᓂᑕᒪᑫᐧᐃᓐ ᑲᐅᒋ ᒪᒪᐊᐧᓄᑲᑕᒧᐧᐊᒡ ᑕᑭᐅᓂᓇᑲᓂᐧᐃᐸᓂᒃ ᒋᐅᔑᓯᑐᐧᐊᒡ, ᒋᑭᐧᐁ ᓇᓇᑲᒋᑐᐧᐊᒡ ᑲᔦ ᒋᐅᓇᐸᓐᑕᒧᐧᐊᒡ ᑕᔑᑫᐧᐃ ᐅᓇᑯᓂᑫᐧᐃᓀᓯᓂ ᐃᐃᒪ:

ᑲᐃᔑᓇᑯᑐᐧᐊᒡ ᐅᑭᑭᓄᐊᒪᑯᐧᐃᓂᐧᐊ ᑫᐃᔑᓇᐃᓇᐧᑲᒃ ᑲᐱᒥᓇᓇᑲᒋᒋᑌᒃ ᒋᒥᓄᓇᑯᒋᑌᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᒃ,

ᑲᒥᓄᔥᑲᒪᑲᑭᔅ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᐃᔑᐱᒥ ᒥᓄᓇᑯᒋᑲᑌᑭᓐ, ᑲᔦ ᑕᔥ

ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑲᐃᑯᔥᑲᒪᑲᒃ ᑕᓱᐱᐳᓐ ᑎᐸᒋᒧᐧᐃᓂᑫᐧᐃᓐ ᑲᐊᓐᑕᐧᐁᓐᑕᐧᑲᑭᓐ.

ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᒃ ᑲᒥᓄᓇᑯᒋᑲᑌᒃ ᑲᐊᓄᑲᑕᒧᐧᐊᒡ: ᑲᐃᔑᐊᑲᓯᓇᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ, ᑲᐊᓄᑲᑕᒧᐧᐊᒡ ᐸᑎᐧᓇᔦᒃ ᑫᑯᓇᓐ ᐃᔑᓭᓂ

ᒋᐱᒥᐊᓄᑲᑕᒧᐧᐊᒡ.

ᑕᔑᑫᐧᐃᓂᒃ ᑲᐊᔭᐧᐊᒡ ᒋᐧᐃᓐᑕᒧᐧᐊᒡ ᑲᐃᓀᑕᒧᐧᐊᒡ: ᑲᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᓇᓇᑲᒋᑐᐧᐊᒡ ᐅᑲᑭᔕᓄᑲᑕᓇᐧᐊ ᐊᓄᑭᐊᑲᓇᒃ, ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᔦ ᐅᓂᑭᐃᑯᒪᒃ ᐊᔭᐱ ᐱᑯ ᒣᐧᑲ ᑭᐱᒪᓄᑲᑌᒃ ᑲᐱᒥ ᒥᓄᓇᑯᒋᑲᑌᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᒃ.

ᐅᑭᑭᓄᐊᒪᑫᒃ ᑲᐧᑲᔭᓐᒋᑐᐧᐊᒡ ᐅᑭᑭᓄᐊᒪᑫᐧᐃᓂᐧᐊ: ᑲᒥᓄᓇᑯᒋᑲᑌᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑲᐊᓄᑲᑕᒧᐧᐊᒡ ᐊᓐᑕᐧᐁᑕᑯᓯᐧᐊᒃ ᒋᑭᑭᓄᐊᒪᐧᐃᓐᐧᑕ ᑲᑭᓇ ᑲᐃᔑᓭᒃ ᑫᐃᔑᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᓇᓐ ᐊᓄᑭᐧᐃᓐ.

ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᐅᑕᐧᑭᐧᐃᓐ: ᑫᐧᐃᓇᐧᐊ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ

ᒋᑭᑲᐧᑫᒋᒥᐧᑕᐸᓐ ᑲᔦ ᒋᑕᑯᓂᐧᑕ ᒥᓯᐧᐁ ᑲᐃᔑᒋᑲᓂᐧᐊᒃ ᑭᒪᒥᐧᓇᒋᑲᑌᒃ

ᑭᑭᓄᐊᒪᑫᐧᐃᓐ. ᑫᐧᐃᓇᐧᐊ ᒋᐃᓀᓐᑕᒧᐃᓐᐧᑕ ᐃᐃᒪ ᑫᑯᓇᓐ ᑲᐊᓐᒋᒋᑲᑌᑭᓐ ᑫᐅᒋᐧᐃᑐᑲᑯᐧᐊᒡ

ᑲᔦ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑫᐱᒥᓂᔕᐊᒧᐧᐊᒡ.

ᑲᐃᔑᓂᓯᑕᐧᐃᓇᐧᑲᒃ ᐁᐃᔑᐧᐃᒋᐃᐧᐁᒪᑲᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᒃ ᑲᑭᓇᓇᑲᒋᒋᑲᑌᒃ ᑲᐱᒥᓂᔕᐃᑲᑌᒃ ᑲᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ

ᑲᐃᔑᐧᐃᒋᐧᐃᑎᒪᑲᑭᓐ, ᒥᐅᒪ ᐁᐅᒋ ᐧᐁᓐᒋᓭᓂᒃ ᑲᔦ ᓇᐃᓭᓂᒃ ᑲᐊᓐᒋᐸᑭᑎᓇᒧᐧᐊᒡ ᒋᐊᓂ ᒥᓄᓇᑯᑐᐧᐊᒡ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᐊᓄᑲᑌᒃ ᑲᔦ ᐁᐅᒋ ᒪᒥᓄᓂᑲᑌᑭᓐ ᑲᑭᐧᐊᐸᓐᒋᑲᑌᑭᓐ ᑲᐃᔑᓇᓄᑌᓭᑭᓐ ᐊᐱ ᑲᓇᓇᑲᒋᒋᑲᑌᒃ. ᑭᒋᓀᑕᐧᑲᓐ ᑲᔦ ᒋᑲᓂᑫᔭᓐ ᑲᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐁᐱᒥᐊᓄᑲᑌᒃ, ᑲᐧᐃᓐ ᐧᐃᓐ ᐃᐃᐧᐁ ᐊᐸᒋᑕᑲᓐ. ᑭᑭᓄᐊᒪᑫᐧᐃ ᒥᐧᓇᒋᑫᐧᐃᓐ ᑭᐅᓐᒋᒪᑲᓐ ᑲᐃᔑᐱᒪᓄᑲᑌᒃ ᐁᓴᓇᑭᓇᐧᑲᒃ ᒪᔭ ᒋᑭᑎᐸᑭᓐᒋᑲᑌᒃ ᑕᓱᐸᐯᔑᑯᑭᓯᔅ. ᔕᑯᒡ ᑲᔦ ᐸᑲᑭᓇᐧᑲᓐ ᒪᔭ ᒋᐃᔑᓭᒃ ᑲᔦ ᒋᑭᑕᐸᑕᒃ ᒥᐧᓇᒋᑫᐧᐃᓐ ᒋᐅᒋ ᒥᓄᔥᑲᒪᑲᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑕᑭᐅᒋ ᑲᔥᑭᒋᑲᑌ ᑲᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᐃᔑᐱᒪᓄᑲᑌᑭᓐ ᑲᔦ ᒥᐧᓇᒋᑫᐧᐃ ᐅᔑᓯᒋᑫᐧᐃᓇᓐ ᑲᑭᐅᓀᒋᑲᑌᑭᓐ ᑫᐃᔑᓇᑯᒋᑲᑌᒃ. ᐃᐃᒪ ᒪᑕᑲᒥ ᐃᔥᑯᓂᑲᓂᒃ ᑲᐊᐸᑕᒃ ᑫᐃᔑ ᒥᓄᔥᑲᒪᑲᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᑲᑭᓇᓇᑲᒋᒋᑲᑌᑭᓐ ᒋᐅᓇᒋᑲᑌᐧᐊᓐ ᐧᐁᑯᓀᓐ ᒪᔭ ᑫᐱᒥᓂᔕᐃᑲᑌᑭᓐ ᑲᔦ ᑫᐃᓇᓄᑲᑌᑭᓐ ᑫᐅᒋ ᐧᐃᒋᐧᐃᑎᒪᑲᒃ ᑲᐃᔑᒪᒥᐧᓇᒋᑲᑌᒃ ᐅᔑᓯᒋᑫᐧᐃᓐ ᐃᐃᒪ ᐅᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᐧᐊ.

ᑲᑭᓇ ᒋᐃᔥᐸᓂᒃ ᐅᑲᔥᑭᑕᒪᓱᐧᐃᓂᐧᐊ

ᓴᑲᑭᐱᐃᑫᐧᐃᓐ ᑲᐃᔑᐱᒥᐊᓄᑲᑌᒃ

ᑲᒥᓄᔥᑲᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐧᐃᓐᒋᑫᐧᐃᓇᓐ

ᐱᑭᔑᑎᐯᓐᒋᑫᐧᐃᐊᑭᓐ ᓂᑲᓂᑕᒪᑫᐧᐃᓐ ᑲᐊᓄᑲᑕᒧᐧᐊᒡ

ᑫᐃᔑᒥᐧᓇᒋᑲᑌᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑫᐃᔑᒥᓄᓭᒃ

ᑭᑭᓄᐊᒪᑫᐅᑭᒪ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑲᔦ ᐅᓱᔥᑲᒪᑫᐧᐃᓐ

ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᒃ ᓂᑲᓂᑕᒪᑫᐧᐃᓐ ᑲᐊᓄᑲᑕᒧᐧᐊᒡ

ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑲᔦ ᐊᓱᔥᑲᒪᑫᐧᐃᓐ

ᑲᐊᐱᒋᐧᐊᒡ ᑲᔦ ᐊᐱᒋᐧᐃᓐ ᑲᓇᓇᑲᒋᑐᐧᐊᒡ



ᐊᓂᔑᓇᐯ ᐊᔅᑭ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᑫᐊᓂᔑ ᐱᒋᓂᑭᑫᓐᑕᓱᒡ ᐊᓄᑭᐧᐃᓐ ᒪᐧᐊᒋᐃᑎᐧᐃᓐ ᑭᑐᒋᑲᑌ ᑕᓐᑐᕐ ᐯ ᐅᓐᑌᕆᐅ ᒣᐧᑲ ᒪᑯᔐᑭᔑᑲᐧᐃᑭᓯᔅ 1 ᐊᑯᓇᒃ 3, 2010. ᑲᓇᐸᒡ 100 ᐊᐧᐃᔭᒃ ᑭᐃᔕᐧᐊᒃ ᓂᓱᑯᓐ ᑲᑭᒪᐧᐊᒋᐃᑎᓇᓂᐧᐊᒃ, ᔕᑯᒡ ᑲᐊᓂᒪᒋᑕᓂᐧᐊᒃ ᑭᑭᒋᒪᓐᔑᑭᔑᑲᓐ ᐊᓂᑦ ᑲᑭᐱᔕᐧᐊᒡ ᑭᐧᐸᑕᐧᐃᑕᑯᔑᓄᒃ. ᒪᔭ ᑲᑭᑕᔑᓐᑌᑭᓐ ᐧᐃᓐᑕᒪᑫᐧᐃᓇᓐ ᓂᑕᐧᐃᐱᐃᑫᐧᐃᓐ, ᐊᑭᑕᓱᓂᐱᐃᑫᐧᐃᓐ, ᒋᓄᑌᐳᓂ ᑭᑭᓄᐊᒪᑯᓯᓯᐧᑲ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ, ᑫᐃᔑᒥᓄᓭᒃ ᑭᑭᓄᐊᓇᑫᐧᐃᓐ ᐅᔑᓯᒋᑫᐧᐃᓐ, ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐅᓇᓇᑲᐃᒋᐃᑯᐧᐃᓂᐧᐊ ᑲᔦ ᑲᑎᐸᐸᓐᒋᑲᑌᓂᒃ ᐅᐱᒥᑭᑫᑕᓱᓂᐧᐊ.

ᓂᑕᒻ ᑲᑭᒪᒋᑕᒡ ᐧᓚᕆ ᐧᒪᕆᔅ ᐃᔑᓂᑲᓱ ᑲᑭᐧᐊᐧᐃᓐᑕᒪᑫᒡ, ᐅᑭᒋ ᑭᑭᓄᐊᒪᑫ ᑭᑭᓄᐊᒪᑫᐧᐃᓂᒃ ᐯᐸᑲᓐ ᐃᔑᑭᐧᔐᐧᐃᓇᓐ ᑲᑕᓇᓄᑲᑌᑭᓐ ᑯᐯᒃ ᐧᒪᓐᑦᕆᐊᓪ. ᐧᓚᕆ ᐅᑭᐱᐊᓄᑲᑕᓇᓐ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᑫ ᐱᒥᐧᐃᒋᑫᐧᐃᓇᓐ ᑕᑯ ᑲᔦ ᐁᑭ ᓇᓇᑲᒋᑐᒡ ᓂᑕᒻ ᑲᐃᔑᑭᐧᔐᐧᐊᒡ ᑲᔦ ᐸᑲᓐ ᐃᔑᑭᐧᔐᐧᐃᓐ ᑲᐊᓂᔑᑭᑭᓄᐊᒪᐧᐃᐧᑕ ᐃᓄ ᑲᔦ ᐅᒪᔥᑭᑯᒃ ᐧᐁᑎ ᑯᐯᒃ ᑲᔦ ᓚᑉᕋᐧᑕᕐ. ᐃᐧᐁᓂ ᑲᑭᑕᔑᓐᑕᒃ ᑲᐅᔑᓯᒋᑲᑌᒃ ᓂᑕᐧᐃᐱᐃᑫᐧᐃᓐ

ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᒋᐊᐸᒋᑕᒧᓂᐧᑕ, ᑲᓇᓇᑲᒋᑲᑌᒃ ᓂᐧᔕᔦᒃ ᑲᐃᔑᑭᐧᔐᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᔦ ᑕᔥ ᐊᔕ 14 ᑕᓱᐱᐳᓀᐧᐊᒃ ᑲᐧᐃᓐ ᑲᓇᑫ ᒋᓂᓯᑕᐧᐃᓇᒧᐧᐊᒡ ᐅᔑᐱᐃᑫᐧᐃᓇᓐ. ᐊᓂᓐ ᑫᑐᑕᒪᓐ. ᐊᐱᒋ ᐅᑭᒥᓄᑕᐧᐊᐧᐊᓐ ᑲᑭᐃᐃᔑᐧᐊᐧᐃᓐᑕᒪᑫᓂᒡ ᐃᐃᒪ ᑲᑭᐱᓯᓐᑕᑯᒡ. ᐧᓚᕆ ᐅᑎᐸᒋᒧᐧᐃᓐ ᑭᒪᔥᑲᐧᐃᐧᑕᐧᑲᓂ ᑲᑭᐃᔑᐧᐊᐧᐃᓐᑕᒪᑫᒡ.

ᐊᐱ ᑲᐃᔥᐧᑲ ᓇᐧᐊᐧᑫᒃ ᐯᐸᑲᓐ ᑫᑯᓇᓐ ᑭᐸᐸᑭᑎᓂᑲᑌᐧᐊᓐ ᑲᑭᐃᔑᓂᑲᑌᒃ, ᒋᒪᒥᓂᑎᓇᓂᐧᐊᒃ ᑲᐃᔑᑲᔥᑭᑕᒪᓱᔭᒃ. ᐧᐃᓇᐧᐊ ᑲᑭᐸᑭᑎᓇᒧᐧᐊᒡ ᑲᑭᓇᓇᑐᓇᒧᐧᐊᒡ ᑫᐃᔑᒥᓄᔥᑲᒪᑲᓂᒃ ᐅᑭᑭᓄᐊᒪᑫᐧᐃᓂᐧᐊ, ᑲᑭᒥᓄᑲᔥᑭᑐᐧᐊᐸᓐ ᓂᑕᒻ ᐁᒪᑕᓄᑲᑕᒧᐧᐊᒡ ᒣᐧᑲ (2009/2010) ᐅᑐᔥᑲᓄᑭᐧᐃᓂᐧᐊ. ᕋᓐᑎ ᐧᒐᓐᓴᓐ ᓀᑲᐧᐃᓴᑲᐃᑲᓂᒃ ᑲᑭᐱᒪᓄᑲᑕᒃ ᑲᔦ ᑌᐱ ᑎᐸᓯᑫ ᐃᐃᒪ ᑫᓐᒋᑫᐧᐃᓐ ᑌᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᓂᒃ ᑫᐧᐃᓇᐧᐊ ᑭᐧᐊᐧᐃᓐᑕᒪᑫᐧᐊᒃ ᐊᓂᓐ ᐁᔑᐱᒪᓄᑲᑕᒧᐧᐊᒡ ᐅᑭᑭᓄᐊᒪᑫᐧᐃᓂᐧᐊ. ᐅᑭᐧᐃᒋᐃᑯᓇᐧᐊ ᑲᑭᓇᓄᓐᑕᒧᐧᐊᒡ ᐯᐸᑲᓐ ᑲᐃᔑᑭᑫᐧᐊᒡ ᔕᑯᒡ ᐯᔑᐧᑲᓐ ᑲᐃᔑᓭᓂᒃ ᑲᐃᔑᑲᐧᑫᐧᐃᑐᑲᐧᐊᐧᐊᒡ ᑲᐱᒥ ᑭᑭᓄᐊᒪᐧᐊᐧᐊᒡ ᒋᐅᒋ ᒥᓄᔥᑲᒪᑲᓂᒃ ᐅᑭᑭᓄᐊᒪᑫᐧᐃᓂᐧᐊ ᑭᑕᔑᑫᐧᐃᓂᓇᓂᒃ.

ᑯᑕᑭᔭᓐ ᑲᔦ ᑫᑯᓇᓐ ᑭᐧᐊᐧᐊᐸᓐᑕᐃᐧᐁᐧᐊᒃ, ᑕᐱᔥᑯ ᑕᑕᐸᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑲᑭᐸᑭᑎᓇᒧᐧᐊᒡ ᑫᓀᑦ ᐊᓄᑭᐊᑲᓇᒃ. ᑯᑕᒃ ᐃᑕᔥ ᐊᔾ ᔅᑯᓪ ᑭᑭᓄᐊᒪᑫᐧᐃᓇᓐ ᑲᑭᑭᓄᐊᒪᑯᐧᐊᒡ ᐅᑭᐸᑭᑎᓇᓇᐧᐊ ᐁᓐᐁᓐᐃᓯ ᐊᓄᑭᐊᑲᓇᒃ ᑲᐊᐸᒋᑐᐧᐊᒡ ᐃᔥᑯᓂᑲᓂᒃ ᐊᔾ ᔅᑯᓪ ᑭᑭᓄᐊᒪᑫᐧᐃᑭᒪᑲᒃ. ᑲᔦ ᑕᔥ ᐧᑲᔭᒋᐧᐃᓐ ᐊᓄᑭᐊᑲᓇᒃ ᑫᐧᐃᓇᐧᐊ ᐅᑭᐸᑭᑎᓇᓇᐧᐊ ᑭᑭᓄᐊᒪᑫᐧᐃᓇᓐ ᑕᐱᔥᑯ, ᑲᐧᐃᓐ ᐃᑯ ᐁᑕ ᑯᑕᒃ ᐊᑭᑕᓱᐧᐃ ᒪᓯᓇᐃᑲᓐ (ᐧᑲᔥᑯᓐᑕᓐ), ᐊᑭᓐᑕᓱᓐ ᐊᔾ ᔅᑯᓪ ᑭᑭᓄᐊᒪᑫᐧᐃᓂᒃ, ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᒋᓄᑌᐳᓂᑐᓯᐧᑲ ᑲᑭᑭᓄᐊᒪᑯᓯᐧᐊᒡ ᑲᔦ ᐅᓂᑭᐃᑯᒪᒃ ᑫᐃᔑᐧᐃᒋᐧᑕᐧᐊᒡ, ᑲᔦ ᐊᓂᓐ ᑫᐃᔑ ᓇᓇᑲᒋᒋᑲᑌᒃ ᒋᐊᓂ ᒥᓄᔥᑲᒪᑲᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ. ᑲᑭᓇ ᐅᓄ ᑲᑭᐸᑭᑎᓂᑲᑌᑭᓐ ᑭ ᑭᒋᓀᓐᒋᑲᑌᒪᐊᓐ.

ᐊᐱ ᑲᐊᓂᑭᔑᒋᑲᑌᒃ ᒪᐧᐊᒋᐃᑎᐧᐃᓐ ᒪᒋᒡ ᑭᐊᓂ ᑎᐸᒋᒧᐧᐊᒃ ᑭᑭᓄᐊᒪᑫᐧᐃ ᐱᒥᐧᐃᒋᑫᐧᐃᓐ ᑲᓂᑲᓂᔥᑲᒧᐧᐊᒡ, ᑭᑭᓄᐊᒪᑫᐧᐃᑭᒪᒃ, ᑲᔦ ᐅᑭᑭᓄᐊᒪᑫᒃ ᐃᐃᒪ ᑲᑭᐊᔭᐧᐊᒡ ᒪᐧᐊᒋᐃᐧᐁᐧᐃᓂᒃ ᑲᑭᑕᔑᓐᑕᒧᐧᐊᒡ ᐧᐁᑯᓀᓐ ᒥᓇᐧᐊ ᑫᑕᔑᓐᑌᑭᓐ ᒪᐧᐊᒋᐃᑎᓇᓂᐧᐊᒃ. ᒥᓯᐧᐁ ᑭᒥᓄᓭ ᑲᑭᒪᐧᐊᒋᐃᑎᓇᓂᐧᐊᒃ ᑲᔦ ᐅᑭᒥᐧᓀᓐᑕᓇᐧᐊ ᑲᑭᐱ ᐱᓯᓐᑕᒧᐧᐊᒡ.

- ᕋᓐ ᒪᕋᓄ -

ᐊᓄᑭᐊᑲᓇᒃ, ᐅᓂᑲᓂᑕᒪᑫᒃ ᑲᔦ ᑲᐊᐱᑕᒪᑫᐧᐊᒡ ᐧᑲᔭᒋᐧᐃᓐ ᐅᑭᓇᑭᔥᑲᐧᐊᐧᐊᓐ ᐧᓚᕆ ᐧᒪᕆᔅ, ᑲᑭᑎᐸᒋᒧᒡ ᑭᐊᓂ ᑭᔑᑐᐧᐊᒡ ᓂᑕᒻ ᑲᑭᔑᑲᒃ ᐅᒪᐧᐊᒋᐃᐧᐁᐧᐃᓂᐧᐊ.

ᐊᓂᔑᓇᐯ ᐊᔅᑭ ᑭᑭᓄᐊᒪᑫᐧᐃ ᒪᐧᐊᒋᐃᑎᐧᐃᓐᑲᓇᐸᒡ 100 ᑭᐃᔕᐧᐊᒃ ᓂᓱᑯᓐ ᑲᑭᒪᐧᐊᒋᐃᑎᓇᓂᐧᐊᒃ


19www.fnssp.knet.ca

ᑫᓀᑦ ᑭᑭᓄᐊᒪᑫᐧᐃ ᐅᔥᑭ ᑎᐸᒋᒧᐧᐃᓐᐅᑭᐸᑭᑎᓇᓇᐧᐊ ᑫᓀᑦ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑲᒪᒪᐧᐊᓄᑲᑕᒧᐧᐊᒡ

ᐊᐱ ᐊᓂᐳᓇᑭᓱᒡ ᒥᑭᓯᐧᐃᑭᓯᔅ, 2011, ᓂᔑᑕᓇᔑᐯᔑᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐊᔕ ᑕᐅᓇᐱᑫᓂᑲᑌᓂᐧᐊᓐ ᒪᒪᑲᑕᐱᑯ ᐊᐸᒋᑕᑲᓇᓐ. ᐅᐅᐧᐁ ᑎᓄᐧᐃ ᐊᐸᒋᑕᑲᓂ ᐸᑲᓐ ᑭᐅᒋ ᐊᔭᓂᐧᑲᐱᑫᓂᑲᑌᓂᐸᓐ ᒋᐅᒋ ᐊᐸᒋᑐᐧᐊᒡ ᐅᐧᐁᓂ ᒪᒪᑲᑕᐱᑯᓂ ᐧᐁᑎ ᐧᐊᓂᓇᐧᐊᑲᒃ.ᑲᑭᐅᔥᑭᒋᑲᑌᒃ ᒪᒪᑲᑕᐱᑯ

ᐊᐸᒋᑕᑲᓐ ᒋᐊᔭᒪᑲᑭᓐ ᐸᐯᔑᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ ᑕᑯ ᑭᐊᒋᑲᑌᐧᐊᓐ ᐧᐃᑲ ᑫᑭᐱᒋᒪᑲᓯᓄᒃ ᑲᐅᒋᐱᒥᐱᑌᒃ, ᐊᓂᑯᐧᐁᐸᐃᑲᓐ ᐸᑲᑯᐧᐁᐸᐃᑲᓐ ᑲᔦ ᑲᑭᐸᑯᓭᒃ ᒋᐅᒋ ᒪᓐᔑᒋᑫᒪᑲᓯᓄᒃ ᐃᐃᐧᐁ ᐅᔥ ᐊᐸᒋᑕᑲᓐ.ᐊᐱ ᑭᐃᔥᐧᑲ ᑭᔑᐅᓇᐱᑫᐃᑲᑌᑭᓐ,

ᐸᐯᔑᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ ᐅᑲᐅᒋᐧᐃᒋᐃᑯᓇᐧᐊ ᒥᓯᐧᐁ ᑫᑯᓇᓐ ᑲᐃᓇᓄᑭᒪᑲᑭᓐ ᐃᐃᒪ ᐱᐧᐊᐱᑯ ᐊᐸᒋᑕᑲᓂᒃ (ᑎᐱᓇᐧᐁᐧᐃᓯᐧᐃᓐ, ᒋᐅᓀᓐᑕᒧᐧᐊᒡ, ᐊᐱᐱᑯ ᒋᐅᒋ ᐊᐸᒋᑐᐧᐊᒡ ᑲᔦ ᒋᐊᐸᒋᑐᐧᐊ), ᑕᑯ ᑲᔦ:

ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ ᒋᐅᒋᑎᐯᓐᑕᐧᑲᒃ ᒪᒪᑲᑕᐱᑯ ᐊᐸᒋᑕᑲᓇᓐ ᐊᓂᓂᑯ ᑲᐃᔑᐱᒥᐊᐸᑕᑭᓐ

ᑭᔕᑕᐱᐊᓄᑭᒪᑲᓐ ᑲᔦ ᐧᐁᐧᐁᓂ ᐊᓄᑭᒪᑲᓐ ᐃᐃᒪ ᐊᐸᒋᑕᑲᓂᒃ

ᐸᑲᑯᓂᑲᑌ ᑲᔦ ᑭᐸᑯᓂᑲᑌ ᐱᔑᔑᒃ ᑲᐅᒋᐱᒪᓄᑭᒪᑲᒃ ᑲᐃᔑᐊᒋᑲᑌᑭᓐ ᐧᐃᓐᑕᒪᑫᐧᐃᓇᓐ

ᐊᓂᑫᐧᐁᐸᐃᑲᓐ ᑭᑭᐊᔭᒪᑲᓐ ᐁᐊᓄᑭᒪᑲᒃ ᑭᔥᐱᓐ ᐊᐸᒋᑕᑲᓐ ᐅᓐᒋᑭᐱᒋᒪᑲᒃ ᑫᒪ ᑫᑯᓐ ᐅᓐᒋᑭᒋᐃᔑᐧᐁᐸᒃ

ᒪᒪᑲᑕᐱᑯ ᐊᐸᒋᑕᑲᓇᓐ ᑲᑭᑭᓄᐊᒪᑫᐧᐊᒡ ᒉᓯ ᐱᑦᓚᕐ ᑲᔦ ᐊᓐᑭᔅ ᒪᔪᔅ ᒥᓯᐧᐁ ᑭᐸᐸᐊᔭᐧᐊᒃ (ᐱᐳᓂᒥᑲᓇᒃ ᑲᔦ ᐱᒥᓭᐧᐃᓂᒃ) ᐁᑭᐊᔭᑭᓀᔥᑲᐧᐊᒡ ᑕᔑᑫᐧᐃᓇᓐ ᐁᑭᐊᓐᑕᐧᐃ ᐅᓇᑐᐧᐊᒡ ᒪᒪᑲᑕᐱᑯᓐ. ᐯᔑᒃ ᑲᐅᓇᒋᑲᑌᒃ ᐊᐸᒋᑕᑲᓐ ᐊᐱᑕᑭᔑᑲ ᐅᑕᔑᑲᓇᐧᐊ ᒋᑭᔕᓄᑲᑕᒧᐧᐊᒡ. ᒣᐧᑲ ᑕᔥ ᑲᑭᐸᐸᐊᔭᐧᐊᒡ ᒉᓯ ᑲᔦ ᐊᓐᑭᔅ ᐯᑭᔥ ᑭᐧᐃᑐᑲᑫᐧᐊᒃ ᐱᐧᐊᐱᑯ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ, ᐊᓂᐧᑲᐱᓂᑫᐧᐃ ᑫᑯᓇᓐ. ᐊᑎᑯᓴᑲᐃᑲᓂᒃ ᑕᔑᑫᐧᐃᓂᒃ ᐅᓇᐱᑫᓂᑫᐧᐃᓂ ᒉᕆᒥ ᓴᐧᐊᓂᔅ ᑫᐧᐃᓐ ᑭᐧᐃᑐᑲᑫ ᑲᑭᐅᓇᐱᑫᓂᑲᑌᑭᓐ ᐊᓂᑦ ᑕᔑᑫᐧᐃᓇᓐ.

ᑕᔑᑫᐧᐃᓇᓐ ᑲᑭᐅᓇᐱᑫᓂᑲᑌᑭᓐ ᐅᔥᑭ ᒪᒪᑲᑕᐱᑯ ᐊᐸᒋᑕᑲᓇᓐ:

1. ᐧᐊᔕᐅᒃ2. ᐊᐸᓴᑎᑲᒃ3. ᑭᐧᐁᐧᐃᓐ4. ᐧᐊᐧᐃᔦᑲᒪᒃ5. ᐱᑲᓐᒋᑲᒥᒃ 6. ᐧᐊᐱᑭᑲᒃ7. ᐱᔑᐧᐃᓴᑲᐃᑲᓂᒃ

8. ᐧᐊᓇᒪᓐᓴᑲᐃᑲᓂᒃ9. ᐱᐸᑲᔐᐊᐱᑯᐸᐧᐃᑎᑯᒃ10. ᐧᓴᑭᓐ ᑕᔑᑫᐧᐃᓐ11. ᑲᓴᐸᓇᑲᒃ 12. ᑭᔅᑭᒪᓂᓯᐧᐊᐳᒃ 13. ᒥᒋᑲᓐᓴᑲᐃᑲᓂᒃ 14. ᑭᒋᓇᒣᑯᓯᐱᒃ

15. ᐊᑎᑯᓴᑲᐃᑲᓂᒃ 16. ᐧᐊᒐᔥᑯᓂᒥᒃ 17. ᒣᔥᑭᐧᑲᑲᒪᒃ 18. ᐅᐱᔑᑯᑲᒃ 19. ᐊᒋᑯᓴᑲᐃᑲᓂᒃ 20. ᒣᒣᐧᑫᔑᐧᐃᓴᑲᐃᑲᓂᒃ 21. ᒪᑕᑲᒥ






ᐯᔑᒃ ᑲᐊᐱᒋᑭᑫᓐᑕᓱᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐃᐃᒪ ᐃᓐᒍᑫ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ ᐱᑲᓐᒋᑲᒥᒃ ᑭᐅᑕᐱᓇᐧᐊᒃ ᑲᑭᑕᐧᐃᐱᐃᑫᐧᐃᓐ ᑲᐃᔑᑭᑭᓄᐊᒪᐧᐃᐧᑕ ᒋᐧᐊᐸᓐᑕᐃᐧᐊᓂᐧᐊᒃ ᒣᐧᑲ 2010/2011 ᐱᐳᒃ. ᒥᑕᔥ ᑲᐧᐃᐃᔑ ᑲᐧᑫᑲᔥᑭᒋᑲᑌᒃ :

1. ᒋᐅᓐᑎᓂᑲᑌᒃ ᐊᓂᓐᑎ ᐁᐅᒋ ᐊᓄᑭᒪᑲᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ

2. ᒪᓯᓇᐃᑲᓇᓐ ᑲᑭᑕᐸᑕᑭᓐ ᒋᐅᒋ ᐧᐃᒋᐃᐧᐁᒪᑲᑭᓐ

3. ᑫᔭᐱ ᒋᒥᓂᐧᑕ ᐧᐃᑐᑲᑯᐧᐃᓐ ᒋᐅᒋ ᑭᒋᐧᐃᓂᐧᑕ ᑲᑭᑭᓄᐊᒪᑫᐧᐊᒡ

4. ᒋᐅᓐᑎᓇᒪᐧᐃᓐᐧᑕ ᐊᐸᒋᑕᑲᓇᓐ ᓇᐧᐊᒡ ᒋᑭᒋᓀᓐᑕᒧᐧᐊᒡ ᑲᑭᑭᓄᐊᒪᐧᐃᓐᐧᑕ

5. ᒋᒥᓇᑲᓂᐧᐃᒡ ᑲᑭᑭᓄᐊᒪᑫᒡ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑫᐃᔑᐅᔑᓯᑐᒡ ᐅᑭᑭᓄᐊᒪᑫᐧᐃᓐ

6. ᒋᒥᓄᓇᑯᒋᑲᑌᓂᒃ ᑲᑕᔑ ᑭᑭᓄᐊᒪᐧᐃᐧᑕ ᒋᐅᒋ ᒥᐧᓀᓐᑕᒧᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᓂᑕᐧᐃᐱᐃᑫᐧᐃᓂ

ᑲᑭᓇ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᐊᓂᒪᒋ ᑭᑭᓄᐊᒪᑯᓯᐧᐊᒡ ᐯᔑᒃ ᐊᐱᒋᐧᐃᓐ ᐊᓂ ᐅᔥᑭ ᑭᑭᓄᐊᒪᑯᓯᐧᐊᒃ ᐧᐁᒥᑎᑯᔑᒧᐧᐃᑭᐧᔐᐧᐃᓂ. ᐅᒋᐧᐯᒧᐧᐃᓐ ᓂᑕᒻ ᐃᔑᑭᔑᐧᐁᐧᐊᒃ ᑲᑭᓇ ᐅᑯ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ.ᐃᓗᕆ ᐊᕐᑦᒪᓐ, ᓂᑕᐧᐃᐱᐃᑫᐧᐃᓐ ᑲᐊᓄᑲᑕᒃ ᐃᒪ ᐧᑲᔭᒋᐧᐃᓐ, ᐅᑭᐅᒋ

ᐧᐃᑕᓄᑭᒪᑲᓐ ᐁᒥ ᐸᓐᐧᑕᓐᑯᕐᔅᑯᑦ, ᐯᔑᒃ ᑲᐊᐱᒋᓂᒡ ᑲᑭᑭᓄᐊᒪᐧᐊᒡ, ᐅᐧᐁᓂ ᑲᑭᒪᒋᒋᑲᑌᓂᒃ. ᐁᒥ ᑭᑕᔑ ᑭᑭᓄᐊᒪᑫ ᐱᑲᓐᒋᑲᒥᒃ ᓂᓱᐱᐳᓐ ᐁᑯ ᐅᑭᐊᓂᒋ ᑭᑫᓐᑕᓐ ᐊᓂᓐ ᑫᐃᔑ ᐱᒥᑭᑭᓄᐊᒪᑫᒡ ᒋᐅᒋ ᐱᒋᓂᑭᑫᓐᑕᓱᓂᒡ,

ᐅᐅᐧᐁ ᑲᑭᐃᔑᓇᑯᑐᒡ ᐅᑐᒋᑭᑕᐸᒋᑐᓐ ᒋᐅᓐᑕᒥᐃᑯᓯᒃ ᑯᑕᑭᔭᓐ ᐸᑲᓐ ᑫᑯᓇᓐ. ᑲᐧᐃᓐ ᑲᔦ ᒋᓄᑌᐳᓇᓄᑭᐧᐊᒡ ᐅᑭᑭᓄᐊᒪᑫᒃ ᑭᔥᐱᓐ ᐧᐁᐧᐁᓂ ᑲᐃᔑᓭᓂᒃ ᐅᑭᑭᓄᐊᒪᑫᐧᐃᓂᐧᐊ.ᐁᒥ ᐅᑕᐸᒋᑐᓐ ᐧᒐᓕ ᐧᐸᓂᒃᔅ ᐁᑭᑭᓄᐊᒪᑲᑫᒡ. ᐃᓗᕆ ᐅᑐᒋᐱᒥ

ᑲᑲᓄᓇᓐ ᐃᐃᒪ ᐃᒣᓪ, ᐸᒃᔅ, ᐅᔑᐱᐊᒪᑫᐧᐃᓂᒃ, ᑲᔦ ᓂᐧᓴ ᑭᐃᔕ ᑲᑕᔑᑭᑭᓄᐊᒪᑫᓂᒡ ᐁᑯ ᔕᑯᒡ ᑲᐊᔭᒪᑲᓯᓄᒃ ᒪᒪᑲᑕᐱᑯᓂ ᐃᐃᒪ ᐱᑲᓐᒋᑲᒥᒃ ᐅᑭᓴᓇᑭᐃᑯᓇᐧᐊ ᒋᐃᔑᓂᔕᐊᒪᐧᐊᒡ ᒪᓯᓇᑌᓯᒋᑲᓇᓐ ᑲᔦ ᑯᑕᑭᔭᓐ ᑲᒥᒐᑭᓐ ᒪᒪᑲᑕᐱᑯ ᐊᐸᒋᑕᑲᓇᓐ. ᐁᒥ ᑭᐃᑭᑐ ᐁᐧᐃᑯᒋᑐᒡ ᐅᔥᑭ ᑐᑕᒧᐧᐃᓇᓐ, ᐊᓂᔥ ᐊᒥᐃᒪ ᐁᐅᒋᐧᐃᒋᐃᑯᐧᐊᒡ ᒋᐱᒋᓂ ᑭᑫᓐᑕᓱᐧᐊᒡ. ᒪᓯᓇᑌᓯᒋᑫᐧᐃᓀᓴᓐ, ᒪᓯᓇᑭᓯᑲᓐ ᓀᐅᒡ ᑲᓇᐧᑲᒃ ᑲᒪᓯᓇᑭᓯᑲᑌᒃ ᑫᑯᓐ, ᓯᑎ ᐊᑭᓐᒋᑫᐧᐃᓐ, ᑲᔦ ᒪᓯᓂᒋᑲᓇᓐ ᑭᐸᑭᑎᓂᑲᑌᐧᐊᓐ ᒋᐃᔑᐊᐸᑕᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᓂᒃ. ᐁᒥ ᑲᔦ ᑭ ᑭᑭᓄᐊᒪᐧᐊᑲᓂᐧᐃ ᑯᑕᑭᔭᓐ ᑎᓄᐧᐃ ᑫᑯᓇᓐ ᑫᐧᐃᒋᐃᑯᒡ ᒣᐧᑲ ᐱᒥᑭᑭᓄᐊᒪᑫᒡ ᐃᐃᒪ ᓂᑕᐧᐊᑭᓐᒋᑫᐧᐃ ᑭᑭᓄᐊᒪᑫᐧᐃᓂᒃ. ᓄᑯᒥᑫ ᑭᐊᑕᐧᐁᐸᓂᒃ ᐱᑲᓐᒋᑲᒥᒃ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᒃ ᐊᔕ ᑲᐊᓂᐳᓇᑭᓱᒡ ᑲᑕᐧᑲᑭᓱᒡ ᑭᓯᓱᓐ ᐅᑭᒪᒋᐊᐸᒋᑐᓇᐧᐊ. ᒣᐧᑲ ᐅᐱᒪᐊᒧᐧᐃᑭᓯᔅ 20, 2010 ᑭᒪᐧᐊᓐᑐᓂᑲᑌᐧᐊᓐ

ᓇᓇᑲᒋᐃᑯᐧᐃᓇᓐ ᑕᐱᔥᑯ ᐅᓄ: ᐅᔑᐱᐃᑲᓇᒃ ᒋᓂᓯᑕᐧᐃᓇᐧᐊᐧᐊᒡ, ᑲᔦ ᑯᑕᑭᔭᓐ ᐯᐸᑲᓐ ᑲᐅᓐᒋ ᓇᓇᑲᒋᐃᐧᑕ ᐊᓂᓐ ᐁᐊᐱᒋᐧᐊᐧᑫᓐ ᑲᐱᒥ ᑭᑭᓄᐊᒪᐧᐃᐧᑕ. ᒥᓇᐧᐊ ᑕᔥ ᑭᒪᐧᐊᒋᒋᑲᑌᓂᐧᐊᓐ ᑲᑕᐧᑲᑭᓱᒡ ᑭᓯᔅ 2, 2011 ᐯᔑᐧᑲᓐ ᑭᑐᑕᐧᐊᐧᐊᒃ ᑲᑭᓇᓇᑲᒋᐃᐧᑕ. ᑭᐧᐊᐸᓐᒋᑲᑌᓂ ᐸᓐᑭ ᓇᐧᐊᒡ ᐁᑭᐱᒋᓂᔥᑲᐧᐊᒡ ᑲᑭᓇ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐸᐯᔑᒃ ᑫᑯᓂ ᑲᑭᓇᓇᑲᒋᐃᐧᑕ. ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᐅᑭᒥᐧᓀᓐᑕᓇᐧᐊ ᑲᑭᑐᒋᑫᐃᓐᐧᑕ.

ᑲᑭᑕᐧᐃᐱᐃᑫᐧᐃᓐ ᑲᐃᔑᑭᑭᓄᐊᒪᐧᐃᐧᑕ ᐧᐊᐸᓐᑕᐃᐧᐁᐧᐃᓐ ᐱᑲᓐᒋᑲᒥᒃ ᐯᔑᒃ ᑲᐊᐱᒋᑭᑫᓐᑕᓱᐧᐊᒡ ᑲᑕᔑ ᑭᑭᓄᐊᒪᐧᐃᓐᐧᑕ ᑭᐅᑕᐱᓇᐧᐊᒃ

ᑭᑭᓄᐊᒪᑫᐧᐃᓂᒃ ᒪᓯᓇᐃᑲᓇᓐ ᑲᐃᔑᐊᒋᑲᑌᑭᓐ ᑲᐧᐊᐸᑕᐃᐧᐊᓂᐧᐊᒃ ᐁᑐᒋᑫᐃᐧᑕ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ.


21www.fnssp.knet.ca

ᔑᐧᐸᑲᒪ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᐅᒋᐧᐃᑐᑲᐧᐃᓐᐧᑕ ᐊᓄᑭᐧᐃᓐ ᒥᐧᑫᒋᐧᐁᓐᑕᒧᒃ ᐸᓐᑭ ᑲᑭᒥᓂᐧᑕ ᔓᓂᔭ ᑲᑭᐅᒋ ᑲᐧᑫᓇᒪᐧᐃᐧᑕ ᑫᐧᐃᓇᐧᐊ ᒋᐅᒋ ᐊᓄᑲᑕᒧᐧᐊᒡ ᒋᐳᓂᑐᓯᐧᑲ ᐅᑭᑭᓄᐊᒪᑯᐧᐃᓂᐧᐊ ᑲᔦ ᒋᐧᐃᑐᑲᐧᐃᐧᑕ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑫᑯᓐ ᑲᐃᔑᐱᒥᐊᓐᒋᓭᑭᓐ ᐅᑕᓇᒃ ᐱᐳᓄᒃ. ᓂᑕᓄᑭᐊᑲᓂᒥᓇᓐ ᐅᑭᒥᐧᓀᓐᑕᓇᐧᐊ ᑲᑭᑌᐱᓇᐧᐊᒡ ᔓᓂᔭ ᒋᐅᒋ ᐊᓄᑲᑕᒧᐧᐊᒡ ᑫᑯᓇᓐ ᒋᐃᔑᒋᑫᐊᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᒣᐧᑲ ᑭᐱᒥ ᑭᑭᓄᐊᒪᑯᓯᓯᐧᑲ.

ᔓᓂᔭ ᑭᐃᔑᐊᐸᑎᓯ ᒋᐊᔭᑲᑌᒃ ᐅᑕᒥᓄ ᐃᔑᒋᑫᐧᐃᓇᓐ, ᒪᒐᐧᐃᓐ, ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᒋᒋᑭᔥᑲᒪᐧᐊᑲᓂᐧᐃᒡ, ᑲᔦ ᑯᑕᑭᔭᓐ ᐧᐃᑐᑲᑯᐧᐃᓇᓐ ᑲᔦ ᑭᑭᓄᔥᑲᒪᑯᐧᐃᓇᓐ ᒋᐅᓐᑎᓇᒪᐧᐃᐧᑕ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ. ᐅᓄ ᑎᓄᐧᐃ ᐃᔑᒋᑫᐧᐃᓇᓐ ᑲᐧᐃᓐ ᑕᑭᐅᓐᒋ

ᑲᔥᑭᒋᑲᑌᓯᐸᓐ ᑭᔥᐱᓐ ᒥᓂᑯᓯᐧᐊᒃ ᔓᓂᔭ. ᓂᓂᑲᓀᓐᑕᒥᓐ ᒋᐳᓂᑐᓯᐧᑲ ᐅᑭᑭᓄᐊᒪᑯᐧᐃᓂᐧᐊ ᑲᔦ ᑫᔭᐱ ᒥᐅᐧᐁ ᑲᓴᓇᑭᐃᑯᔭᒃ. ᓂᐸᑯᓭᓐᑕᒥᓐ ᑕᔥ ᑲᐧᐃᑕᓄᑭᒥᑯᐊ ᑕᐱᔥᑯ ᐅᐅᐧᐁ ᒪᒋᑕᐧᐃᓐ ᒋᐅᒋ ᒥᓄᔥᑲᒪᑲᓂᒃ ᐅᐧᐃᑐᑲᑯᐧᐃᓂᐧᐊ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ.

ᔑᐧᐸᑲᒪ ᑭᑭᓄᐊᒪᑫᐧᐃ ᐱᒥᐧᐃᒋᑫᐧᐃᓐ ᐊᔕ ᐅᑭᑭᔑᑐᓇᐧᐊ ᑭᑭᓄᐊᒪᑫᒃ ᐅᒪᐧᐊᒋᐃᑎᐧᐃᓂᐧᐊ ᒣᐧᑲ ᑲᑕᐧᑲᑭᓱᒡ ᑭᓯᔅ 15 ᐊᑯᓇᒃ 17 ᐧᐁᑎ ᑕᓐᑐᕐ ᐯ ᐅᓐᑌᕆᐳ. ᔓᓂᔭ ᑲᑭᐸᑭᑎᓇᑲᓂᐧᐃᒡ ᒥᐃᒪ ᑲᑭᐅᒋ ᐧᐃᒋᐃᑯᐧᐊᒡ ᒋᐅᓇᒋᑲᑌᓂᒃ ᐅᓂᑭᐃᑯᒪᒃ, ᑲᐱᒥᐊᓄᑲᓇᐧᐊᒡ ᐊᔾ ᔅᑯᓪ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ, ᑯᑕᑭᔭᒃ ᑲᐱᒥᑲᑲᓄᓇᐧᐊᒡ, ᑲᔦ ᑭᐧᓀᔥ ᑲᐅᒋᐱᒥᑭᑭᓄᐊᒪᑫᐧᐊᒡ ᒋᓇᑭᔥᑲᑐᐧᐊᒡ ᒋᑕᔑᓐᑕᒪᑎᐧᐊᒡ ᑲᓇᑭᔥᑲᒧᐧᐊᒡ ᐅᔥᑭᓭᐧᐃᓐ ᑲᔦ ᒋᓄᑌᐳᓂᑐᓯᐧᑲ ᐅᑭᑭᓄᐊᒪᑯᐧᐃᓂᐧᐊ

ᒣᐧᑲ ᑭᐱᒥ ᑭᑭᓄᐊᒪᑯᓯᐧᐊᒡ ᑲᔦ ᑫᐊᓂ ᐅᔥᑭᒪᒐᐧᐊᒡ ᐃᐃᒪ ᓇᓇᓐ ᐃᔥᑯᓂᑲᓂᒃ. ᓂᐧᔕ ᑭᒪᐧᐊᒋᐃᑎᐸᓂᒃ ᑲᑭᑕᔑᓐᑕᒪᑎᐧᐊᐸᓐ ᐁᐧᐃᑲᐧᑫ ᒥᐧᓇᑐᐧᐊᒡ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᑲᐃᔑᒪᔑᓭᐧᐊᒡ ᑲᓄᑌ ᐳᓂᒋᑫᐧᐊᒡ, ᐅᔥᑭᑫᑯᓇᓐ ᑲᓇᑭᔥᑲᒧᐧᐊᒡ ᑲᔦ ᐧᐁᐧᐁᓂ ᒋᐧᑲᔭᓐᒋᐃᐧᑕ ᐊᔾ ᔅᑯᓪ ᐊᓂᐱᓐᑎᑫᐧᐊᒡ. ᑭᐸᑎᓇᑐᓐ ᑫᑯᓇᓐ ᑲᑭᑕᔑᑕᒪᑎᐧᐊᒡ.

ᒪᒋᒡ ᐁᐃᑭᑐᐊᓐ, ᔑᐧᐸᑲᒪ ᐅᑭᒪᑲᓇᒃ ᒪᒥᐧᑫᒋᐧᐁᓐᑕᒧᒃ ᔓᓂᔭ ᑲᑭᐸᑭᑎᓇᑲᓂᐧᐃᒡ ᑲᔦ ᐸᑯᓭᓂᒧᐧᐊᒃ ᒋᑲᔥᑭᑐᐊᒃ ᒋᐱᒥᐧᐃᑕᓄᑭᒥᑎᓇᓂᐧᐊᒃ ᒋᐧᐃᑐᑲᐧᐊᔭᒃ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᒋᐳᓂᑐᓯᐧᑲ ᐅᑭᑭᓄᐊᒪᑯᐧᐃᓂᐧᐊ.

- ᒪᑎᔪ ᐊᓐᒋᔅ, ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑲᓂᑲᓂᐊᓄᑲᑕᒪᑫᒡ -

ᒋᓄᑌᐳᓂᑐᓯᒃ ᐅᑭᑭᓄᐊᒪᑯᐧᐃᓐ ᒥᐅᐧᐁ ᐯᔑᒃ ᔑᐧᐸᑲᒪ ᑲᓂᑲᓂ ᑲᓇᐧᐊᐸᑕᒃ ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᐅᐧᐃᑐᑲᑯᐧᐃᓐ ᐅᑕᒥᓄ ᐃᔑᒋᑫᐃᑯᐧᐃᓇᓐ, ᒪᒐᐧᐃᓇᓐ, ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ ᒋᒋᑭᐃᓐᐧᑕ, ᑭᐅᓐᒋ ᒪᑕᓄᑲᑌᐧᐊᓐ ᑲᑭᐅᔑᓯᒋᑲᑌᒃ

ᒪᒪᐤ ᓂᐧᐃᓐ ᐊᔭᒪᑲᓄᓐ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᑫᐊᓂᔑ ᐱᒋᓂᑭᑫᓐᑕᓱᒡ ᐊᓄᑭᐧᐃᓐ ᑲᑭᒪᑕᓄᑲᑌᑭᐸᓂᓐ ᐊᓂᔑᓇᐯ ᐊᔅᑭ ᑎᐯᓐᒋᑫᐧᐃᓂᒃ, ᐊᓂᔑᓇᐯ ᐊᔅᑭ ᐧᐃᑕᓄᑭᒥᑎᐧᐃᓇᓐ, ᓀᑲᐧᐃᓴᑲᐃᑲᓂᒃ, ᒪᑕᐧᐊ ᐊᓄᑭᐧᐃ ᐱᒥᐧᐃᒋᑫᐧᐃᓐ ᑲᔦ ᒪᔥᑭᑯᐧᐊᒃ ᐅᑭᒪᑲᓇᒃ. ᑲᑭᓇ ᑲᑕᐧᑭᐧᐊᒡ ᐅᐅᒪ ᐊᓄᑭᐧᐃᓂᒃ ᐃᔥᑯᓂᑲᓂᒃ ᑲᔦ ᑭᑭᓄᐊᒪᑫᐧᐃ ᐱᒥᐧᐃᒋᑫᐧᐃᓂᒃ ᐃᔑᓭᓂ ᒋᒪᒥᐧᑫᒋᐃᐧᑕ ᑲᐃᔑ ᐧᐊᐧᐃᑐᑲᑫᐧᐊᒡ ᒋᐅᒋ ᒪᔥᑲᐧᐃᓯᒪᑲᓂᒃ ᑭᑭᓄᐊᒪᑫᐧᐃ ᐱᒥᐧᐃᒋᑫᐧᐃᓇᓐ ᑲᔦ

ᐊᓄᑭᑕᒪᑫᐧᐃᓇᓐ ᐊᓂᔑᓇᐯ ᐊᔅᑭ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃ, ᑲᐃᔑᐱᒥ ᐊᓄᑲᑕᒧᐧᐊᒡ ᑲᔦ ᑲᐸᑭᑎᓂᑎᓱᑲᑕᒧᐧᐊᒡ ᒋᒥᓄᓇᐧᑲᓂᒃ ᐅᑭᑭᓄᐊᒪᑫᐧᐃ ᐱᒥᐧᐃᒋᑫᑕᒪᑫᐧᐃᓂᐧᐊ ᒥᐃᒪ ᑫᐅᒋ ᑲᔥᑭᐅᒪᑲᑭᓐ ᐃᔥᑯᓂᑲᓂᒃ ᑲᑕᔑ ᑭᑭᓄᐊᒪᐧᐊᐧᐊᓱᐧᐊᒡ ᐱᓂᔥ ᒋᐊᓂᓇᓐᑭᐅᒪᑲᓂᒃ ᑲᔦ ᒋᐊᓂ ᓇᓐᑭᑐᐧᐊᒡ ᐊᐱ ᐊᓂᓇᐃᓭᓂᒃ.

- ᑐᐱ ᐧᑕᓐ ᑉᕆᓀᑦ, ᐊᓂᔑᓇᐯ ᐊᔅᑭ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑲᓂᑲᓂᔥᑲᒃ -

ᐊᓄᑭᐧᐃᓇᓐ ᒪᔥᑲᐧᐃᓇᑯᑕᐧᐊᐧᐊᒃ ᐊᓂᔑᓇᐯ ᐊᔅᑭ ᑭᑭᓄᐊᒪᐧᐊᑲᓇᒃᐊᓂᔑᓇᐯ ᐊᔅᑭ ᑭᑭᓄᐊᒪᑫᐧᐃᓐ ᑲᓂᑲᓂᔥᑲᒃ ᑲᐱᒥᐧᐃᓐᑕᒪᑫᒡ ᑐᐱ ᐧᑕᓐ ᑉᕆᓀᑦ ᒥᐧᑫᒡ ᐅᑎᓇᓐ ᑲᑭᐱᔕᐧᐊᒡ




Phone: 807-344-4575

Fax: 807-344-2977

Toll Free: 1-800-463-2249


ᑯᑕᑭᔭᓐ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐊᒪᐧᐊᑲᓐ ᑫᐊᓂᔑ ᐱᒋᓂᑭᑫᓐᑕᓱᒡ ᐊᓄᑭᐧᐃᓐ ᐊᓂᔑᓇᐯ ᐊᔅᑭᒃ:

Mushkegowuk Council



Phone: 705-658-4222

Fax: 705-658-4250




P.O. Box 12,


Phone: 807-774-3421

Fax: 807-774-1166





K-Net ServicesP.O. Box 1439, 115 King StreetSioux Lookout, ONP8T 1B8

Phone: (807) 737-1135Fax: (807) 737-1720


Phone: (705) 894-2072Fax: (705) 894-2887


Phone: (807) 737-2002Fax: (807) 737-1230


Phone: (705) 473-2554Fax: (705) 473-2503

ᓇᓐ ᑕᔑᑫᐧᐃᓇᓐ ᑲᐧᐃᑕᓄᑭᒥᑎᒪᑲᑭᓐ ᑭᑭᓄᐊᒪᑫᐧᐃᑲᒥᑯᓐ (2010/2011)

ᒥᒋᑲᓐᓴᑲᐃᑲᓂᒃ ᐱᔑᐧᐃᓴᑲᐃᑲᓂᒃ ᐊᑎᑯᓴᑲᐃᑲᓂᒃ ᐧᐊᔕᐅᒃ ᑲᓴᐸᓇᑲᒃ ᑭᐧᐁᐧᐃᓐ ᑭᔅᑭᒪᓂᓯᐧᐊᐳᒃ ᑭᒋᓇᒣᑯᓯᑉ ᐃᓂᓂᐧᐊᒃ ᐅᐱᔑᑯᑲᒃ ᒪᑕᑲᒥ ᒣᔥᑭᐧᑲᑲᒪᒃ ᐧᐊᒐᔥᑯᓂᒥᒃ ᐱᐸᑲᔐᐊᐱᑯᐸᐧᐃᑎᑯᒃ ᐧᐊᐧᐃᔦᑲᒪᒃ ᒣᒣᐧᑫᔑᐧᐃᓴᑲᐃᑲᓂᒃ ᐱᑲᓐᒋᑲᒥᒃ ᐧᐊᐸᓴᑎᑲᒃ ᐊᒋᑯᓴᑲᐃᑲᓂᒃ ᐧᓴᑭᓐ ᑕᔑᑫᐧᐃᓐ ᐧᐊᐱᑭᑲ ᐧᐃᓇᔅᒃ ᐧᐊᓇᒪᓐᓴᑲᐃᑲᓂᒃ


Phone: (807) 735-1381Fax: (807) 735-3392


Phone: (807) 735-1381Fax: (807) 735-1383


Phone: (807) 737-2662Fax: (807) 737-1583


Phone: (807) 737-1585Fax: (807) 737-3133


Phone: (807) 737-1902Fax:807-735-1383

www.nan.on.ca


Tel (807) 623-8228

Fax (807) 623-7730

Toll Free 1-800-465-9952


Phone (807) 623-8228

Fax (807) 623-7730

Toll Free 1-800-465-9952

145 Wilson Avenue

Timmins, ON P4N 2T2

Phone (705) 360-5502

Fax (705) 360-1863

Toll Free 1-866-737-0737


ᐅᒪ ᑫᐊᓂᒧᒋᑲᑌᑭᐣ

ᐸᐊᐧᒧᐃᐧᓇᐣ ᑲᐊᓂᓯᓭᑭᐣ ᐸᑭᑭᓂᑲᐣ 24

ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᑲᐧᔭᐣᒋᒋᑫᐃᐧᓇᐣ ᐸᑭᑭᓂᑲᐣ 25

ᐃᐧᑕᓄᑭᒥᑎᐃᐧᓇᐣ ᐸᑭᑭᓂᑲᐣ 26

ᐧᐃᓇᐢᐠ ᐊᓄᑭᐃᐧ ᐅᓇᒋᑫᐃᐧᐣ ᐸᑭᑭᓂᑲᐣ 27

ᒪᑕᑲᒥ ᑲᒥᓄᓭᓂᐠ ᐅᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐊᓄᑭᐃᐧᓇᐣ ᐸᑭᑭᓂᑲᐣ 27

ᐊᓂᔑᓇᐯ ᐊᐢᑭ FNSSP ᒪᐊᐧᒋᐦᐃᑎᐃᐧᐣ ᐸᑭᑭᓂᑲᐣ 29

ᑫᓀᐟ FNSSP ᐅᐢᑭ ᐃᐧᐣᑕᒪᑫᐃᐧᐣ ᐸᑭᑭᓂᑲᐣ 30

ᓂᓱᑎᑕᒧᐃᐧᐣ ᑲᑭᑭᓇᐊᐧᒋ ᑭᑭᓄᐦᐊᒪᑲᓂᐊᐧᐠ ᐱᑲᐣᒋᑲᒥᐣᐠ ᐸᑭᑭᓂᑲᐣ 31

ᔑᐸᐧᑲᒪ ᓇᓇᑯᒧ ᐸᑭᑭᓂᑲᐣ 32

ᑫᐃᔑᑭᑐᔭᐣ ᑫᑯᐣ ᐃᐧᑭᑫᐣᑕᒪᐣ ᐃᐧᑭᑫᐣᑕᒪᐣ 32 & 33

ᐊᓂᔑᓇᐯ ᐅᑎᐢᑯᓂᐠ ᑲᐊᓂᔑ ᐱᒋᓂᑭᑫᐣᑕᓱᐊᐧᐨ ᐊᓄᑭᐃᐧᐣ ᑎᐸᒋᒧᒪᓯᓇᐦᐃᑲᐣ

ᒥᑭᓯᐃᐧᐱᓯᑦ 31, 2011ᑲᐃᓂᑯᑲᐧᑌᐠ 1, ᒪᓯᓇᐦᐃᑲᐣ 1

ᓂᐣ ᑲᐃᓇᐣᑭᓱᔭᐣ ᐊᓂᔑᓇᐯ ᐊᐢᑭ ᑭᒋ ᐅᑭᒪᑲᓀᐢ ᑲᐸᐸᒥᓯᔭᐣ ᒋᐅᐣᒋ ᓇᓇᑲᒋᑐᔭᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ, ᓂᐃᐧᓇᓇᑯᒪᐠ ᑲᑭᓇ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᓂᑲᓂᐢᑲᒧᐊᐧᐨ, ᐃᐢᑯᓄᐃᐧᑭᒪᐠ, ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐠ ᒥᓇ ᑲᑭᓇ ᐊᐃᐧᔭᐠ ᐃᒪ ᑲᐃᔑ ᐸᐸᒥᓯᐊᐧᐨ ᐅᒪ ᐊᓂᔑᓇᐯ ᐅᑎᐢᑯᓂᐠ

ᑲᐊᓂᔑ ᐱᒋᓂᑭᑫᐣᑕᓱᐊᐧᐨ ᐊᓄᑭᐃᐧᐣ (FNSSP) ᑲᐃᔑ ᐱᒥᐃᐧᒋᑕᐧᐊᐧᐨ ᐅᐁᐧ ᒪᐊᐧᐨ ᑲᑭᒋᓀᐣᑕᑲᐧᐠ ᐊᓄᑭᐃᐧᐣ ᐱᒧᒋᑫᐃᐧᐣ. ᐁᑲᐧ ᑕᔥ ᑲᔦ ᐅᐁᐧ ᑲᐃᔑ ᐸᑭᑎᓂᑎᓱᐊᐧᐨ ᒋᐃᔑ ᐃᐧᒋᑕᐧᐊᐧᐨ ᐊᒥᐦᐃᐁᐧ ᑫᐅᐣᒋ ᒥᓂᓭᐠ ᐅᐁᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ.

ᐃᐁᐧ FNSSP ᒪᐊᐧᐨ ᐅᑭᒋᓀᐣᑕᓇᐊᐧ ᐊᓂᔑᓇᐯ ᐃᐢᑯᓂᑲᓇᐣ ᐅᒪ ᒥᓯᐁᐧ ᐊᓂᔑᓇᐯ ᐊᐢᑭ, ᑕᐱᓇᑲ ᒥᐦᐃᒪ ᑲᐅᐣᑎᓇᒧᐊᐧᐨ ᐃᐁᐧᓂ

ᒋᐊᓄᐣᒋ ᐱᒋᓂᑭᑫᐣᑕᓱᐊᐧᐨ ᐅᑭᑭᓄᐦᐊᒪᑯᐃᐧᓂᐊᐧ ᒥᓇ ᑲᔦ ᑲᐧᔭᐠ ᒋᑭ ᐃᐢᑯᓄᐃᐧᐊᐧᐸᐣ ᐅᑎᐢᑯᓂᐠ.

ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ ᑐᑲᐣ FNSSP ᑭᑐᐣᒋ ᐃᐧᒋᐦᐃᑯᓇᐣ ᑲᓇᓇᑭᐢᑲᒪᐣ ᑲᐊᓂᔑᓇᐯᐃᐧᔭᐣᐠ ᐃᒪ ᑲᑭᑭᓄᐦᐊᒪᐊᐧᔭᐠ ᑭᑕᓂᔑᓂᓂᒥᓇᐣ ᐁᑲᐧ ᑕᔥ ᑲᔦ ᒋᑭ ᐅᐣᒋ ᐱᒥ ᑭᒋᐃᐧᓇᒪᐣᐠ ᑲᒥᓂᑯᔭᐠ ᔓᓂᔭ ᒋᐅᐣᒋ ᐃᐢᑯᓄᐊᐧᑫᐊᐧᐨ ᑭᑕᓂᔑᓂᓂᒥᓇᐣ – ᐱᑯ ᐊᓂᔑᓇᐯ ᐃᐧᐣ ᒋᑭ ᐅᓇᔓᐊᐧᓇᐸᐣ.

ᒪᐊᐧᐨ ᓂᑭᒋᓀᐣᑕᐣ ᒋᐅᐣᒋ ᐊᔭᒥᑕᒪᐊᐧᑲᐧ ᐊᓂᔑᓇᐯ ᐊᐢᑭ ᐃᐢᑯᓂᑲᓇᐣ ᑲᐧᔭᐠ ᒋᒥᓇᑲᓄᐊᐧᐨ ᒥᓇ ᒋᑭ ᑭᒋᐃᐧᓂᑲᑌᑭᐸᐣ ᔓᓂᔭ ᑲᐸᑭᑎᓇᑲᓄᐨ ᐃᒪ ᑲᓇᑕ ᐅᑭᒪᐃᐧᐣ ᑲᐧᔭᐠ ᒋᑭ ᐃᔑᓇᑲᐧᑭᐸᐣ ᐃᐢᑯᓄᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ ᑕᐱᐢᑯᐨ FNSSP ᒋᑭ ᐅᐣᒋ ᒪᐢᑲᐃᐧᓂᑯᔭᑭᐸᐣ, ᒋᐅᒪᐢᑲᐃᐧᓯᐃᐧᓂᔭᐠ ᒥᓇ ᒋᐃᐧᒋᑕᐧᔭᐠ ᓇᐊᐧᐨ ᒋᑭ ᒥᓄᓇᑲᐧᑭᐸᓂᐣ ᑭᐱᒪᑎᓯᐃᐧᓂᓇᐣ.

ᐃᐁᐧ ᑕᔥ ᒪᒪᐊᐧᓂᑭᓇᓂᐊᐧᐠ ᐅᐁᐧ ᑲᑭᒋᓀᐣᑕᑲᐧᐠ ᒥᓇ ᑲᑭᒥᓀᐣᑕᑲᐧᐠ ᐊᓂᑭᐃᐧᐣ ᑲᐅᐣᒋ ᒥᓇᒥᐣ ᔕ ᐅᑎᐢᑯᓂᐠ ᒋᑭ ᐊᓄᐣᒋ ᒥᓂᓭᐊᐧᑫᐊᐧᐸᐣ ᐃᐁᐧ ᓂᑲᐣ ᑫᐊᓂᑐᑕᒧᐊᐧᐨ ᑫᑯᓇᐣ.

ᐃᐁᐧ ᐊᓂᔑᓇᐯ ᐅᑎᐢᑯᓂᐠ ᑲᐊᓂᔑ ᐱᒋᓂᑭᑫᐣᑕᓱᐊᐧᐨ ᐊᓄᑭᐃᐧᐣ (FNSSP) ᐃᒪ ᐅᐣᒋᒪᑲᐣ ᑲᓇᑕ ᐅᑭᒪᐃᐧᐣ ᑲᑭ ᓇᑯᒥᐸᐣ ᒋᐅᓇᑕᒪᐊᐧᐨ ᐊᓂᔑᓇᐯ ᐅᑭᑭᓄᐦᐊᒪᑯᓯᐃᐧᓂᐊᐧ. ᒥᑕᔥ ᐅᐁᐧ ᒪᐊᐧᐨ ᑲᓂᑲᓂᓭᐠ ᑲᑲᑫᐧ ᒥᓇᐧᒋᑲᑌᐠ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐊᓄᑭᐃᐧ ᐅᓇᒋᑫᐃᐧᐣ, ᐃᐁᐧ FNSSP ᑭᐃᓇᑌᐸᐣ ᐃᐁᐧ ᐊᓄᑭᐃᐧᐣ ᑲᑭᐸᑭᑎᓂᑲᑌᐠ ᒋᐅᐣᒋ ᐃᐧᒋᐦᐃᑯᐊᐧᐨ ᐊᓂᔑᓇᐯ ᐃᐢᑯᓂᑲᓂᐠ ᐃᐢᑯᓄᐃᐧᐣ ᑲᓂᑲᓂᐢᑲᒧᐊᐧᐨ (ᓂᐢᑕᑦ ᑲᐊᓂᒪᒋᐢᑯᓄᐃᐧᐊᐧᐨ ᐊᑯᓇᐠ 12 ᑲᐊᐱᒋᐢᑲᐊᐧᐨ) ᑲᐱᒥ ᑲᑫᐧ ᐃᐧᒋᐦᐊᐊᐧᐨ ᑲᐃᐢᑯᓄᐃᐧᓂᐨ ᒥᓇᐱᑯ ᐊᐊᐧᔑᒣ ᒋᑭ ᐊᓄᐣᒋ ᒥᓄᓭᐊᐧᐸᐣ ᐅᑎᐢᑯᓂᐠ ᑲᔦ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ. ᐃᐁᐧ ᑕᔥ ᒪᐊᐧᐨ, ᐅᐁᐧ ᐊᓄᑭᐃᐧᐣ ᐅᑲ ᐃᐧᒋᐦᐃᑯᓇᐊᐧ ᐊᓂᔑᓇᐯ ᐃᐢᑯᓂᑲᓂᐠ ᐃᐢᑯᓄᐃᐧᐣ ᑲᓂᑲᓂᐢᑲᒧᐊᐧᐨ ᒋᐅᓇᑐᐊᐧᐨ ᒥᓇ ᒋᑭ ᒥᓄᓇᒧᐊᐧᐸᐣ ᑲᐃᔑ ᓂᓴᐧᔦᑲᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᐃᒪ ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧᐣ, ᐊᐣᑭᑕᓯᓄᐃᐧᐣ ᒥᓇ ᒋᑭᒋᐃᐧᓇᑲᓄᐊᐧᐨ ᐅᑎᐢᑯᓂᐠ ᒋᐃᐢᑯᓄᐃᐧᐊᐧᐨ.

ᐃᐁᐧ FNSSP ᓂᓴᐧᔦᑲᐣ:

ᐃᐢᑯᓄᐃᐧᐣ ᑫᐃᔑ ᒥᓄᓭᐠ ᐅᓇᒋᑫᐃᐧᐣ: ᒋᐸᑭᑎᓂᑲᑌᐠ ᒪᐊᐧᐨ ᑲᒥᓇᐧᔑᐠ ᒥᓇ ᑲᑭᓇ ᑫᑯᐣ ᑲᑕᑯᓂᑲᑌᐠ ᑫᐅᐣᒋ ᒥᓄᓯᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐅᓇᒋᑫᐃᐧᐣ ᒥᓇ ᒋᐃᐧᒋᑲᐸᐃᐧᒋᑲᑌᐠ ᑲᐃᐧ ᐅᓇᑌᐠ ᒥᓇ ᒋᐊᓂᑲᑌᐠ ᑲᑭᓇ ᐃᔑᒋᑫᐃᐧᓇᐣ ᐃᒪ ᑲᒪᓯᓇᐦᐃᑲᑌᑭᐣ ᐅᓇᒋᑫᐃᐧᓂᐠ;

ᐅᑎᐢᑯᓂ ᑫᐊᐸᒋᑐᐨ ᐅᑭᑭᓄᐦᐊᒪᑯᓯᐃᐧᓂᐠ: ᐃᐁᐧ ᑕᔥ ᑲᑭ ᐃᔑ ᒥᑭᑲᔑᑭᐸᐣ ᐅᑎᐢᑯᓂ ᑲᐊᐸᒋᑐᐨ ᐅᑭᑭᓄᐦᐊᒪᑯᓯᐃᐧᓂᐠ ᒥᐦᐃᒪ ᑲᑭ ᐅᐣᑎᓂᑲᑌᐠ ᑫᒥᓂᒋᑲᑲᓂᐊᐧᐠ ᐃᒪ ᑭᑭᓄᐦᒪᑫᐃᐧᓂᐠ. ᒥᐃᐧᓂᑯ ᐁᐃᓯᓭᐠ, ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᑕᐃᐧᒋᑕᐧᐊᐧᐠ ᐃᒪ ᑲᐃᔑ ᐅᓇᑌᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᓇᓇᑲᒋᒋᑫᐃᐧᐣ. ᐃᐁᐧ FNSSP ᐅᑲ ᐃᐧᒋᑲᐸᐃᐧᑕᓇᐣ ᐊᓂᔑᓇᐯ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᒋᐅᓂᓇᒧᐊᐧᐨ ᒥᓇ ᑫᐊᐸᒋᑐᐊᐧᐨ ᐃᒪ ᐅᑎᐢᑯᓂᐣ ᑫᐊᐸᒋᑕᒪᐊᐧᐊᐧᐨ ᓇᓇᑲᒋᐦᐃᐣᑕᐧ ᐊᓂᐣ ᑲᐊᐱᒋ ᑭᑫᐣᑕᓱᐊᐧᐨ; ᒥᓇ

ᑲᐊᐱᒋᐢᑲᓂᐊᐧᐠ ᑲᐅᐣᒋ ᑭᑫᐣᑕᑲᐧᐠ: ᒋᐃᐧᒋᒋᑲᑌᑭᐣ ᐊᓂᔑᓇᐯ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᑫᐅᐣᒋ ᑭᑫᐣᑕᒧᐊᐧᐨ ᑲᐊᐱᒋᐢᑲᓂᐨ ᐅᑎᐢᑯᓂᐣ, ᒋᐱᒧᑐᐊᐧᐨ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᒥᓇ ᓇᓇᐣᑐᐠ ᑯᑕᑭᔭᐣ ᐃᐧᐣᑕᒪᑫᐃᐧᓇᐣ ᑲᑕᑯᓭᑭᐣ, ᒥᓇ ᑲᔦ ᓇᐊᐧᐨ ᒋᐁᐧᐣᓯᓇᑲᐧᐠ ᒋᒪᒪᐃᐧᓂᑲᑌᐠ, ᓇᓇᑲᒋᒋᑲᑌᐠ ᒥᓇ ᒋᑎᐸᒋᒧᓇᓂᐊᐧᐠ ᑲᐃᓇᐱᑭᓭᐠ ᒥᓇ ᑲᐊᐱᒋᐢᑲᓂᐊᐧᐠ.

ᔓᓂᔭ ᐃᒪ ᐸᑭᑎᓇᑲᓄ ᑲᓇᐣᑐᑕᒪᓂᐊᐧᐠ ᔕᑲᐢᑭᓀᐱᐦᐃᑫᐃᐧᐣ ᐃᑫᐧᐊᐧᐣ ᑲᑌᐱᓭᓂᐠ ᒋᑭ ᒥᓇᑲᓄᐊᐧᐨ ᑕᓯᐣ ᑲᑭᓇ ᓂᓴᐧᔦᑲᑭᐣ ᐃᒪ FNSSP ᓂᓯᐊᐦᑭ ᒥᓂᑯᐠ.


ᑌᕑᐃ ᐊᐧᐳᐢᑭᒋ ᐅᑭᒪᑲᓀᐢ

ᐊᓂᔑᓇᐯ ᐅᑎᐢᑯᓂᐠ ᑲᐊᓂᔑ ᐱᒋᓂᑭᑫᐣᑕᓱᐊᐧᐨ ᐊᓄᑭᐃᐧᐣ



ᐳᔑ, ᓂᐣ ᓫᐃᐣᑕ ᒐᐧᐣᓴᐣ, ᑲᓂᑲᓂᑲᓇᐊᐧᐸᑕᐠ FNSSP ᐃᒪ ᑭᐁᐧᑎᓄᐠ ᒪᒪᐣᑕᐃᐧᐱᐊᐧᐱᑯᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᑲᒥᐠ(KiHS). ᐁᐧᑎ ᓂᒪᓯᓇᐦᐃᑫᐃᐧᑲᒥᐠ ᐃᔑᐊᔭ ᐸᐧᓫᒥᕑᑕᐣ ᐁᑲᐧ ᑕᔥ ᑲᑭᓇ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᐃᒪ 13 ᐊᓂᔑᓇᐯ ᑕᔑᑫᐃᐧᓇᐣ ᐁᐧᑎ ᑭᐁᐧᑎᓄᐠ ᐅᐣᑌᕑᐃᔪ. ᑲᑭᓇ ᑲᑕᓱᐸᐯᔑᑲᐧᑭᐣ ᑕᔑᑫᐃᐧᓇᐣ, ᓂᑭᐊᐧᐸᒪᐠ ᒥᓇ ᐣᑭᐃᐧᑕᓄᑭᒪᐠ ᑲᐃᐢᑯᓄᐃᐧᐊᐧᐨ ᒥᓇ ᐅᑭᑭᓄᐦᐊᒪᑫᐠ, ᓂᑭᐊᐧᐸᒪᒥᐣ ᐅᓂᑭᐦᐃᑯᒪᐠ ᒥᓇ ᑲᑲᓇᐁᐧᓂᒪᐊᐧᓱᐊᐧᐨ ᒥᓇ ᐃᒪ ᑕᔑᑫᐃᐧᓂᐠ ᑲᔭᐊᐧᐨ ᐊᐃᐧᔭᐠ ᐁᑭ ᓇᓇᐣᑕᐃᐧ ᑭᑫᐣᑕᒪᐣᐠ ᑭᐢᐱᐣ ᑫᑯᓀ ᒪᒥᑎᓀᐣᑕᒧᐦᐃᑯᐊᐧᑫᐧᐣ, ᐅᑎᐢᑯᓂᐠ ᑲᑲᑫᐧ ᑭᒋᐃᐧᓂᐢᑕᐧ ᒋᐃᐢᑯᓄᐃᐧᐊᐧᐨ, ᑯᑕᑭᔭᐣ ᑫᑯᓇᐣ.

ᐊᒥ ᐊᔕ ᐁᔾᓇᓀᐃᐧ ᐊᐦᑭ ᒋᑕᓇᓄᑭᔭᐣ ᐅᒪ KiHS. ᒪᐧᔦ ᐱᒋᑯᓯᔭᐣ ᐸᐧᓫᒥᕑᑕᐧ, ᐁᐧᑎ ᓂᑭ ᐃᔑ ᑲᐯᔑᓇᐸᐣ ᒥᓇ

ᐣᑭ ᑕᔑ ᑭᑭᓄᐦᐊᒪᑫᓇᐸᐣ KiHS ᑭᑭᓄᐦᐊᒪᑫᐃᐧᑲᒥᑯᐠ ᐊᐧᐃᐧᔦᑲᒪᐣᐠ ᓂᐃᐧᐊᐦᑭ, ᐁᑲᐧ ᑕᔥ ᓂᓯᐊᐦᑭ ᐁᐧᑎ ᐅᐱᔑᑯᑲᐣᐠ ᐃᐢᑯᓂᑲᐣ, ᑭᒋᐠ ᐯ. ᒥᐱᑯ ᑭᔭᐸᐨ ᐁᐃᔑ ᐱᒥ ᑭᑭᓄᐦᐊᒪᑫᔭᐣ ᒪᓯᓂᐱᐦᐃᑫᐃᐧᓂᐠ (9/10 ᑲᐊᑯᐢᑲᐊᐧᐨ), ᐅᐢᑭ ᐊᐸᒋᑕᑲᓇᐣ (10 ᑲᐊᑯᐢᑲᐊᐧᐨ); ᒥᓇ ᒪᒪᐣᑕᐃᐧᐱᐊᐧᐱᑯᐠ (10/11 ᑲᐊᑯᐢᑲᐊᐧᐨ) ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ. ᑲᐃᐧᓂᓂᑯ ᐅᐁᐧ ᒪᐊᐧᐨ ᑲᑭᒋᓀᐣᑕᒪᐣ ᐁᑭᑭᓄᐦᐊᒪᑫᔭᐣ, ᐃᐁᐧ ᔕ ᒪᐊᐧᐨ ᐅᑎᐢᑯᓂᐠ ᐁᐃᐧᒋᐦᐊᑲᐧ ᒋᑲᐢᑭᑐᐊᐧᐨ ᑲᑲᑫᐧ ᑐᑕᒧᐊᐧᐨ ᐃᒪ ᐅᑭᑭᓄᐦᐊᒪᑯᓯᐃᐧᓂᐊᐧ!

ᐃᐁᐧ ᑕᔅ ᑲᐃᓇᐣᑭᓯᔭᐣ FNSSP ᑲᓂᑲᓂᑲᓇᐊᐧᐸᑕᒪᐣ ᐃᒪ KiHS, ᐃᐁᐧ ᓂᓂᑲᓀᐣᑕᒥᐣ ᒋᐃᐧᒋᐦᐊᔭᐠ ᐅᑎᐢᑯᓂᐠ ᐊᐊᐧᔑᒣ ᒋᑭ ᑭᑫᐣᑕᒧᐊᐧᐸᐣ ᐊᓂᐣ ᐁᐃᔓᑲᐢᑭᐦᐅᐃᐧᓂᐊᐧᐨ ᒥᓇ ᑲᔦ ᐊᐊᐧᔑᒣ ᒋᑭ ᐊᓂ ᐃᐢᑯᓄᐃᐧᐊᐧᐸᐣ ᒪᐊᐧᐨ ᑲᐃᐢᐸᓂᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ. KiHS ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᐅᐸᑭᑎᓇᓇᐊᐧ, ᑲᐃᐧᐣ ᐁᐦᑕ ᐅᑫᐧᓂᐊᐧᐣ, ᒪᒪᐣᑕᐃᐧᐱᐊᐧᐱᑯᐠ ᑲᐅᐣᒋ ᑭᑭᓄᐦᐊᒪᑲᓂᐊᐧᐠ, ᐅᔑᒋᑫᐃᐧ ᐊᐸᒋᒋᑲᓇᐣ, ᑲᐃᐢᑯᓄᐊᐧᑌᑭᐣ ᐃᔑᒋᑫᐃᐧᓇᐣ, ᒥᓇ ᓇᓇᐣᑕᐃᐧ ᑭᑫᐣᒋᑫᐃᐧᐣ. ᐱᒋᓂᑭᑫᐣᑕᒪᐃᐧᐣ, ᐊᐢᑭᒋᑫᐃᐧᐣ ᒥᓇ ᐅᑎᐢᑯᓂᐠ ᑲᑭᒋᐃᐧᓂᐣᑕᐧ ᒋᐃᐢᑯᓄᐃᐧᐊᐧᐨ ᒥᐦᐅᐁᐧ ᒪᐊᐧᐨ ᑲᓂᑲᓀᐣᑕᒪᐣᑭᐣ ᐃᒪ KiHS ᑲᐸᑭᑎᓂᑲᑌᑭᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ. ᑲᑭᓇ KiHS ᑲᑕᔑ ᑭᑭᓄᐦᐊᒪᑲᓂᐊᐧᐠ (ᑕᔑᑫᐃᐧᓂᐠ) ᐅᑕᔭᐊᐧᐊᐧᐣ ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐣ/ᑫᐅᐣᒋ ᐃᐧᒋᐦᐃᑯᐊᐧᐨ ᐃᒪ ᑭᐢᐱᐣ ᓇᐣᑕᐁᐧᐣᑕᒧᐊᐧᐨ ᐃᐧᒋᐦᐃᑯᐃᐧᐣ ᒣᑲᐧᐨ ᑲᐱᒥ ᐃᐢᑯᓄᐃᐧᐊᐧᐨ.

ᐃᐁᐧ ᒪᐊᐧᐨ ᑲᑭᒋᓀᐣᑕᑲᐧᐠ ᑲᐱᒧᑐᔭᐣᐠ ᐅᐁᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐃᐧᒋᐦᐃᐁᐧᐃᐧᐣ ᐅᒪ KiHS ᒋᑭ ᐅᐣᒋ ᐃᐧᒋᑕᐧᔭᐣᑭᐸᐣ “ᐅᑎᐢᑯᓂ ᐅᑭᑭᓄᐦᐊᒪᑯᐃᐧᐣ ᒋᒥᓄᓭᓂᐠ” ᑲᔦ. ᓂᑭ ᐅᓇᑐᒥᓇᐸᐣ ᒥᓇ ᓂᐃᐧᒋᑲᐸᐃᐧᑕᒥᐣ ᐃᐁᐧ ᐅᑭᑭᓄᐦᐊᒪᑯᐃᐧᓂᐊᐧ ᐅᑎᐢᑯᓂᐠ ᑫᐊᓂᔑᐱᒥᔭᐊᐧᐨ ᑭᐢᐱᐣ ᐊᐊᐧᔑᒣ ᐃᐧᐊᓂ ᒪᒋᑐᐊᐧᐨ ᐅᑭᑭᓄᐦᐊᒪᑯᐃᐧᓂᐊᐧ

ᑲᐧᓫᐃᐨ ᒥᓇ ᑭᒋ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᑲᒥᐠ. ᐊᒥᑕᔥ ᑲᑭ ᐅᐢᒋ ᑐᒋᑲᑌᐠ ᐅᒪ ᑭᓇᐃᐧᐣᐟ ᑲᐅᐣᒋ ᑎᐯᐣᑕᑯᓯᔭᐠ ᐁᑲ ᓇᐱᐨ ᑲᒥᔕᐠ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐦᐊᒧᓯᐃᐧᐣ ᐃᒪ ᑲᐃᐢᐸᐠ ᑭᒋ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ.

ᐁᑲᐧ ᑕᔥ ᐅᐁᐧ ᑲᐃᓇᐣᑭᓯᔭᐣ FNSSP ᑲᓂᑲᓂᑲᓇᐊᐧᐸᑕᒪᐣ, ᒥᐦᐃᒪ ᑲᔦ ᐅᐅᐣᒋ ᐃᐧᑕᓄᑭᒪᑲᐧ ᑲᐸᐯᐣᒋ ᑭᑫᐣᑕᓱᐊᐧᐨ ᑲᑭᑭᓄᐦᐊᒪᐊᐧᐨ ᐅᑎᐢᑯᓂᐦᐃᐁᐧ, ᐊᐣᒋᓫᐊ ᐸᐟᐢᐸᐧᕑᐟ, ᐃᐧᐣ ᐁᓇᐦᐃ ᑭᑫᓂᒪᒋᐣ ᐃᐧᑫᓂᐧᐊᐧᐣ ᐁᑲ ᑲᐱᒋᓂᑭᑫᐣᑕᓱᐊᐧᐨ ᐅᑎᐢᑯᓂᐠ ᓇᐣᑕ ᑲᔦ ᐸᑲᐣ ᑫᑯᓇᐣ ᐃᐧᒋᐦᐃᐁᐧᐃᐧᓇᐣ ᓇᐣᑕᐁᐧᐣᑕᒧᐊᐧᑫᐧᐣ ᒥᓇ ᑲᔦ ᐅᐣᒋ ᒪᒪᐤ ᐃᐧᑕᓄᑭᒥᑎᓇᓂᐊᐧᐠ ᐊᓂᐣ ᑫᑭᐃᔑ ᐃᐧᒋᐦᐊᑲᓄᐊᐧᐸᐣ ᐃᒪ ᐅᑎᐢᑯᓄᐃᐧᓂᐊᐧ ᒋᐅᐣᒋ ᐧᐃᒋᐦᐃᑯᐊᐧᐨ KiHS ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ.

ᒣᑲᐧᐨ ᓴᑭᐸᑲᐃᐧᐱᓯᑦ 2011, KiHS ᐊᒥ

ᐁᐃᔑ ᐸᑯᓭᐣᑕᒧᐊᐧᐨ ᓇᐊᐧᐨ ᒥᔑᐣ ᐅᑎᐢᑯᓂᐣ ᒋᑭ ᑭᔑᑐᓂᐸᐣ ᑲᐃᐢᐸᓂᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᒥᓇᑲᓄᐊᐧᐨ ᐯᐸᓂ ᑲᑭᔑᐢᑯᓄᐃᐧᐊᐧᐨ. ᐁᑲᓇᐊᐧᐸᒪᑲᓄᐊᐧᐨ ᐅᑎᐢᑯᓂᐠ ᐁᐊᐸᒋᑐᐊᐧᐨ ᐅᑭᑫᐣᑕᒪᐃᐧᓂᐊᐧ ᒪᐊᐧᐨ ᓂᑭᒋᓀᐣᑕᒥᐣ - ᐁᑲᐢᑭᑕᒪᓯᐊᐧᐨ ᑲᑭ ᐃᔑ ᒥᓴᐁᐧᐣᑕᒧᐊᐧᐨ ᑲᐃᐧᑐᑕᒧᐊᐧᐨ. KiHS ᑲᔦ ᐅᐸᑭᑎᓇᓇᐊᐧ ᑭᒋ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ ᐃᑫᐧᓂᐊᐧᐠ ᐊᔕ ᑲᑭᑭᔑᑐᐊᐧᐨ ᐅᑎᐢᑯᓄᐃᐧᓂᐊᐧ. ᐊᑎᐟ ᐃᑫᐧᓂᐊᐧᐠ ᑫᐊᓂ ᑭᔑᐢᑯᓄᐃᐧᐊᐧᐨ ᐊᔕ ᐅᑭ ᐸᑭᑎᓇᓇᐊᐧ ᐅᔕᑲᐢᑭᓀᐱᐦᐃᑲᓂᐊᐧ ᑲᐧᓫᐃᐨ ᒥᓇ ᑭᒋ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᑲᒥᑯᐣᐠ ᐁᐃᐧ ᑕᔑᐢᑯᓄᐃᐧᐊᐧᐨ. ᐊᒥ ᑕᐢ ᐁᐃᔑ ᐸᑯᓭᓂᒧᔭᐣᐠ, ᐅᑫᐧᓂᐊᐧᐠ ᑲᑭᔑᐢᑯᓄᐃᐧᐊᐧᐨ, ᑐᑲᐣ ᐅᑕᓇᐣᐠ, ᒋᐃᔑ ᒪᒋᔥᑲᐊᐧᐨ ᒥᓇ ᒋᐊᓂᑲᑕᒧᐊᐧᐨ ᑲᑭ ᐃᓀᐣᑕᒧᐊᐧᐨ ᒋᑐᑕᒧᐊᐧᐨ.

ᐅᑎᐢᑯᓂᐠ ᑲᐧᔭᐠ ᐅᑕᓂᑲᑕᓇᐊᐧ ᐅᑭᑭᓄᐦᐊᒪᑯᓯᐃᐧᓂᐊᐧ ᓫᐃᐣᑕ ᒐᐧᐣᓴᐣ, FNSSP ᑲᓂᑲᓂᐊᓂᑲᑕᐠ ᐃᒪ KiHS ᐁᐅᐣᒋ ᐃᐧᒋᐦᐊᐨ ᐅᑎᐢᑯᓂᐣ ᒋᑲᐢᑭᑐᓂᐨ ᐃᐁᐧᓂ ᑲᐃᔑ ᒥᓴᐁᐧᐣᑕᒧᓂᐨ


25www.fnssp.knet.ca

ᑭᐁᐧᑎᓄᐠ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᐅᓇᔓᐊᐧᑕᒧᐊᐧᐨ (NNEC) ᑲᐃᐢᐸᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ ᐅᑭ ᑲᐧᔭᐣᒋᑐᓇᐊᐧ ᓂᑲᐣ ᑫᐊᓂ ᐊᑕᑭᐣ ᐃᒪ ᐅᐣᑌᕑᐃᔪ ᑲᐃᐢᐸᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᐊᐱᒋ ᑭᑫᐣᑕᓱᐊᐧᐨ ᐅᑎᐢᑯᓂᐠ ᑲᑫᐧᒋᐦᐃᐁᐧᐃᐧᐣ (OSSLT) ᑲᔭᐊᐧᐨ ᐃᔑᒋᑫᐃᐧᓇᐣ ᒥᓇ ᒥᓯᐁᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᑲᒥᑯᐣ ᑲᐃᔑᔭᑭᐣ ᐁᐃᐧᐣᑕᒪᑫᐊᐧᐨ ᐅᐁᐧᓂ ᐅᐣᒋ. ᒣᑲᐧᐨ ᓄᑯᑦ ᑲᐊᐦᑭᐊᐧᐠ ᑲᐱᒥᐢᑯᓄᐃᐧᓇᓂᐊᐧᐠ, ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐠ ᑲᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ ᐃᒪ ᐯᓫᐃᑲᐣ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ (PFFN) ᒥᓇ ᑲᔦ ᑌᓇᐢ ᐱᕑᐊᐣᐟᕑᐃᐣ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣᐠ ᐅᑭ ᓇᑭᐢᑲᐊᐧᐊᐧᐣ ᒥᓇ ᐅᑭ ᐃᐧᑕᓄᑭᒪᐊᐧᐣ ᐅᑎᐢᑯᓂᐣ ᐊᓂᐣ ᑲᐃᔑ ᓇᐣᑕᐁᐧᐣᑕᒧᓂᐣᐨ ᐃᒪ ᐅᑭᑭᓄᐦᐊᒪᑯᓯᐃᐧᓂᐊᐧ ᐃᒪ ᓂᔑᐣ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᑲᑭ ᐃᐧᐣᑕᒪᓂᐣ.

PFFN ᐅᑎᐢᑯᓂᐦᐃᐁᐧ, ᑕᕑᐱ ᒪᑎᓯᐣ-ᐢᑕᕑᐊᐟ, ᑎᐸᒋᒋᑲᑌ ᓄᑯᑦ ᑲᐊᐦᑭᐊᐧᐠ ᐯᕑᐃᑲᐣ ᐸᐧᓫᐢ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᓇᐣᑕ 46 ᐅᑎᐢᑯᓂᐠ ᒋᑯᑕᓯᓇᐦᐊᒧᐊᐧᐨ OSSLT ᓄᑯᑦ ᑫᓯᑲᐧᐠ. ᐁᐧᑎ ᐯᓫᐃᑲᐣ ᐸᐧᓫᐢ ᓂᐱᒥ ᐊᓂᑲᑕᒥᐣ ᐃᐁᐧ OSSLT ᑲᐧᔭᐣᒋᒋᑫᐃᐧᓇᐣ ᓂᓴᐧᔦᐠ: ᓂᑭ ᒪᒋᑐᒥᐣ ᒥᓯᐁᐧ ᑲᐃᓂᑭᑲᐧᐠ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᐅᓇᒋᑫᐃᐧᐣ, ᒋᑭᑭᓄᐦᐊᒪᑲᓂᐊᐧᐠ ᐃᐁᐧ ENG2P ᑲᐃᐢᑯᓄᐃᐧᐣᑕᒧᐊᐧᐨ, ᒥᓇ ᑯᑕᑭᔭᐣ ᐸᑲᐣ ᑲᐧᔭᐣᒋᒋᑫᐃᐧᓇᐣ ᐅᑎᐢᑯᓂᐠ ᑫᑭ ᑯᑕᓯᓇᐦᐊᒧᐊᐧᐸᐣ ᐁᑲ ᑲᐅᑕᐱᓇᒧᐊᐧᐨ ENG2P.

ᐅᐁᐧ ᒥᓯᐁᐧ ᑲᐃᓂᑭᑲᐧᐠ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᑲ ᑲᐧᔭᐣᒋᑐᔭᐣᐠ ᐅᓇᒋᑫᐃᐧᐣ ᒪᐊᐧᐨ ᑭᒋ ᒥᓄᓭ ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐠ ᐃᒪ ᐯᕑᐃᑲᐣ ᑲᔭᐊᐧᐨ ᐁᐃᐧᒋᑕᐧᐊᐧᐨ. ᐊᒥᐱᑯ ᐃᐁᐧᓂ ᐁᐊᐸᒋᑐᐊᐧᐨ ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐠ ᑲᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ ᐁᐣᑕᓱᑭᔑᑲᓂᐠ ᐁᑲᐧ ᑕᔥ ᑲᔦ ᐅᑎᐢᑯᓂᐠ ᐊᔕ ᓇᐊᐧᐨ ᐅᑕᓂ ᑭᑫᐣᑕᓇᐊᐧ ᑲᐃᔑ ᑭᑭᓄᐦᐊᒪᐃᐧᐣᑕᐧ ᒋᐊᔭᒥᒋᑫᐊᐧᐨ ᒥᓇ ᒋᒪᓯᓇᐦᐃᑫᐊᐧᐨ ᑫᑲᑫᐧᒋᒥᐣᑕᐧ ᐊᐱ ᑯᑕᓯᓇᐦᐃᑫᐊᐧᐨ.

ᐊᒥᐱᑯ ᒧᔕᐠ ᐁᐃᓯᓭᐠ, ᐃᐁᐧ ᑲᓇᓇᑭᐢᑭᑲᑌᐠ ᑲᑫᐧᑕᓯᓇᐦᐃᑫᐃᐧᐣ ᒋᑕᑯᓂᑲᑌᐠ ᐃᒪ ᓂᑐᓇᒋᑫᐃᐧᓂᓇᐣ ᐃᒪ ᐯᕑᐃᑲᐣ ᐸᐧᓫᐢ. ᐁᐢᑲᑦ ᐊᓂᒪᐣ ᐁᑲ ᒋᑭ ᒪᒋᓭᑭᐣ ᑫᑯᓇᐣ ᑲᒪᒋᐃᐧᓇᔭᐣᐠ ᐅᑎᐢᑯᓂᐠ ᐅᑭᑭᓄᐦᐊᒪᑯᐃᐧᓂᐊᐧ ᐅᐣᒋ, ᐅᒣᑕᐁᐧᐃᐧᓂᐊᐧ ᒥᓇ ᐱᑯ ᓇᓇᑲ ᑯᑕᑭᔭᐣ ᑫᑯᓇᐣ ᐃᔑᒋᑫᐃᐧᓇᐣ; ᔕᑯᐨ ᑕᔥ, ᐃᑫᐧᓂᐊᐧᐠ ᐅᑎᐢᑯᓂᐠ ᑲᔭᐃᔕᐊᐧᐨ ᐃᒪ ᑲᑕᔑ ᑭᑭᓄᐦᐊᒪᑲᓂᐊᐧᐠ ᒥᐢᑕᐦᐃ ᐊᓄᑭᐊᐧᐠ ᐁᑲᐧ ᑕᔥ ᒥᐢᑕᐦᐃ ᐊᓂᒪᒌ ᐢᑲᐊᐧᐠ ᐃᐁᐧᓂ ᑲᑐᑕᒧᐊᐧᐨ.

ᒣᑲᐧᐨ ᐃᐧᓂᑯ, DFC ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᑲᓂᑲᓂ ᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐠ, ᑫᑎ ᐊᑕᑦᐢ ᒥᓇ ᓇᐣᓯ ᑯᕑᐃ ᑭᑎᐸᒋᒧᐊᐧᐠ ᓄᑯᑦ ᑲᐊᐦᑭᐊᐧᐠ DFC ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᐅᑕᔭᐊᐧᐊᐧᐣ 44 ᐅᑎᐢᑯᓂᐣ ᑲᑭ ᒪᓯᓇᐦᐅᑎᓯᓂᐨ ᒋᐅᑕᐱᓇᒧᐊᐧᐨ ᐃᐁᐧ OSSLT. ᐅᑫᐧᓂᐊᐧᐠ ᑕᔥ 44 ᐅᐱᐢᑯᓂᐠ, 40 ᐅᑎᐢᑯᓂᐠ ᐊᔕ ᐅᑕᓇᐣᐠ ᑭᐅᑕᐱᓇᑲᓄᐸᓂᐠ ᒋᑯᑕᓯᓇᐦᐊᒧᐊᐧᐨ OSSLT ᒥᓇ ᑯᑕᑭᔭᐠ 4 ᐸᐢᑲᐣ ᑲᐸᑭᑎᓂᐣᑕᐧ ᒋᑯᑕᓯᓇᐦᐃᑫᐊᐧᐨ ᐅᑎᐢᑯᓂᐠ ᐁᑲᐧ ᑕᔥ ᒥᓇ ᑲᔦ ᐅᑫᐧᓂᐊᐧᐠ 44 ᐅᑎᐢᑯᓂᐠ, 6 ᐅᑎᐢᑯᓂᐠ ᑕᐃᐧᒋᐦᐊᐊᐧᐠ ᐅᑲᐯᔑᐃᐧᓂᐊᐧ.

ᐊᓂᐣ ᑕᔑᑯ ᑫᐃᔑᓭᓂᐠ ᐅᑎᐢᑯᓂ ᐅᑯᑕᓯᓇᐦᐃᑫᐃᐧᐣ ᒥᓇ ᐃᐁᐧ ᒥᓯᐁᐧ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᑯᑕᓯᓇᐦᐃᑫᐃᐧᐣ ᐃᐁᐧ OSSLT, ᐃᐁᐧ DFC ᐱᐣᒋᓂᑭᑫᐣᑕᓱᐃᐧ ᐊᓄᑭᐃᐧᐣ ᒥᐦᐃᒪ ᑫᐊᐣᒋ ᐅᓇᐸᑕᒧᐃᐧᐨ ᐊᐣᑎᓀᑫ ᑫᐃᔑ ᐃᐧᒋᐦᐊᐊᐧᐨ ᐅᑎᐢᑯᓂᐣ ᐁᑲ ᑌᐯᐧ ᑲᐃᔑ ᑭᑫᐣᑕᒧᓂᐨ ᒥᓇᐱᑯ ᒥᓯᐁᐧ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐃᔑᒋᑫᐃᐧᓇᐣ ᒋᐅᐣᒋ ᐊᓄᑲᑌᑭᐣ ᑫᐅᐣᒋ ᐃᐧᒋᐦᐃᑯᐊᐧᐨ.

NNEC ᐅᑭᑭᓄᐦᐊᒪᑫᐠ ᑲᐊᓄᑲᑕᒧᐊᐧᐨ ᑲᐧᔭᐠ ᐅᑕᓄᑲᑕᓇᐊᐧ ᑲᒪᒪᐃᐧ ᐊᓄᑭᑕᒧᐊᐧᐨ ᐃᑫᐧᓂᐊᐧᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐃᔑᒋᑫᐃᐧᓇᐣ ᒥᓇ ᐁᓇᓇᐣᑐᓇᒧᐊᐧᐨ ᐊᓂᐣ

ᐊᐊᐧᔑᒣ ᑫᑭ ᐃᔑ ᐃᐧᒋᐦᐊᐊᐧᐸᐣ ᐅᑎᐢᑯᓂᐣ. ᐃᑫᐧᓂᐊᐧ ᐅᑭᑭᓄᐦᐊᒪᑫᐠ ᑲᐊᓄᑲᑕᒧᐊᐧᐨ ᑭᔭᐸᐨ ᐅᑭ

ᐅᓇᑐᓇᐊᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐃᐧᒋᐦᐃᐁᐧᐃᐧᓇᐣ ᐃᒪ ᐁᐅᐣᒋ ᑐᑕᒧᐃᐧᓂᑫᐊᐧᐨ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐠ ᒣᑲᐧᐨ ᑲᐱᒥᓭᐠ ᐃᐢᑯᓄᐃᐧᐣ ᐅᐁᐧ ᑲᐊᐦᑭᐊᐧᐠ. ᓇᒥᓀᐧᐣᑕᒥᐣ ᐊᓂᒥᑲᒪᐣᑭᐣ ᐅᐢᑭ ᑐᑕᒧᐊᐧᐣ ᑫᑭᐊᐸᒋᑐᔭᐣᑭᐸᐣ ᒥᓇᐊᐧ ᒪᒋᐢᑯᓄᐃᐧᓇᓂᐊᐧᐠ ᒥᓇᐊᐧ ᐊᐦᑭᐊᐧᐠ.

ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᐃᒪ ᑌᓇᐣ ᐱᕑᐊᐣᐠᕑᐃᐣ ᑲᓇᒧᑎ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ

DFC ᐱᑭᓂᑭᑫᐣᑕᓱᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑭᐱᒥᓭ ᒣᑲᐧᐨ ᑭᔐᐱᓯᑦ 28th – ᒥᑭᓯᐃᐧᐱᓯᑦ 4th 2011. ᐃᑫᐧᓂᐊᐧᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐃᔑᒋᑫᐃᐧᓇᐣ ᒣᑲᐧᑭᔑᐠ ᑲᑭ ᐱᒥᑐᒋᑲᑌᑭᐣ ᐊᐦᐃ ᐯᔑᐠ ᑲᓇᓇᐣᑕᐃᐧ ᑭᑫᐣᒋᑲᑌᐠ ᑲᑲᑕᑌᐠ ᐃᐧᐣᑕᒪᑫᐃᐧᐣ ᑲᐃᔑᓂᑲᑌᐠ ᒣᑕᐁᐧᐃᐧᐣ ᐃᐁᐧᓂ ᐅᑎᐢᑯᓂᐠ ᐁᑭ ᑲᑫᐧ ᑭᑫᐣᑕᒧᐊᐧᐨ ᓂᓯᐣ ᒪᓯᓇᐦᐃᑲᓇᐣ ᑫᑲᑫᐧ ᑭᑫᐣᑕᒧᐊᐧᐨ (ᑲᓇᓇᐣᑕᐊᐧᐸᐣᑕᒧᐊᐧᐨ ᐃᑭᑐᐃᐧᓇᐣ ᑲᑲᑌᓂᐠ ᐃᒪ ᐯᐸᓂᐣᐠ, ᐃᑭᑐᐃᐧᓇᐣ ᒋᒥᓄᐱᐦᐊᒧᐊᐧᐨ ᒥᓇ ᒪᓯᓇᑭᓯᑲᓇᐣ ᒋᐅᔑᒋᑲᑕᒧᐊᐧᐨ) ᐃᒪ ᑕᔥ ᒋᐅᐣᑎᓇᒧᒧᐊᐧᐨ ᐊᐣᑎ ᑫᐃᔑ ᒥᑲᒧᐊᐧᐨ ᑲᑲᑌᓂᐠ ᒥᑯᓭᐃᐧ ᐯᐸᓂ ᐃᒪ ᐯᐣᒋ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ. ᓇᓇᑲ ᑯᑕᑭᔭᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐃᔑᒋᑫᐃᐧᓇᐣ ᐅᑭ ᑐᑕᓇᐊᐧ ᐃᒪ ᒣᑲᐧᐨ ᑲᑭ ᒪᐊᐧᐣᑐᓇᐊᐧᐨ ᐅᑎᐢᑯᓂᐣ ᑫᐅᐣᒋ ᑭᑫᐣᑕᓱᓂᐨ.

ᐅᐁᐧ ᑕᔥ ᑕᑯ ᑲᔦ ᑲᑭᑐᑕᒧᐊᐧᐨ ᐊᐦᐃ “ᑲᑲᒋᑎᓂᑯ ᒋᐊᔭᒥᒋᑫᔭᐣ” ᒪᐃᐧᓀᐦᐅᑎᐃᐧᐣ ᑭᑐᒋᑲᑌᐠ ᑲᐯᐱᒧᑯᓇᑲ ᐃᐢᑯᓄᐃᐧ ᐅᓄᑭᓇᑲᓇᐠ ᐁᑭ ᒪᒥᓇᐊᐧᐨ ᑎᑭᐦᑕᐣ ᐅᑎᐢᑯᓂᐣ ᑲᐊᐧᐸᒪᐊᐧᐨ ᐁᐦᐊᔭᒥᒋᑫᐊᐧᐱᓂᐨ. ᑲᐊᓂ ᒥᔕᑲᒣᑯᓇᑲᐠ ᐯᔑᐠ ᑎᑭᐟ ᑭᑭᒋᐱᑌ ᐊᐃᐧᔭ ᒋᐸᑭᓇᑫᐨ ᑫᑯᓂ – ᐊᑕᐃᐧᑲᒥᐠ ᐸᑭᓇᑫᐃᐧ ᐯᐸᐣ ᑫᐊᐸᒋᑐᔭᐣ ᐃᐧᐊᑕᐁᐧᔭᐣ, ᒥᑕᐁᐧᐃᐧᓇᐣ, ᒥᓇ ᐱᑯ ᑯᑕᑭᔭᐣ ᑫᒪᒥᓀᐣᑕᒧᐊᐧᐨ ᑫᐅᐣᒋ ᐱᒥ ᑭᑫᐣᑕᓱᐊᐧᐨ.

ᐢᑭᕑᐊᐳ ᒪᐃᐧᓀᐦᐃᑫᐃᐧᐣ

ᐢᑭᕑᐊᐳ ᒪᐃᐧᓀᐦᐃᑫᐃᐧᐣ ᑲᔦ ᑭᑐᒋᑲᑌ ᑕᑯ ᑲᔦ ᑲᓇᓇᐣᑕᐊᐧᐸᑕᒧᐊᐧᐨ ᑲᑲᑌᓂᑭᐣ ᑫᑯᓇᐣ ᐃᒪ ᐱᐣᒋ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᑲᒥᑯᐠ ᐃᒪ ᑲᑭᓇ ᐅᑭᑭᓄᐦᐊᒪᑫᐠ ᐁᑭ

ᓇᓇᐣᑕᐃᐧᑭᑫᓂᒥᐣᑕᐧ ᐊᐊᐧᓀᓇᐠ ᒪᐊᐧᐨ “ᑲᐧᔭᐠ ᐁᑭ ᐃᓯᓭᓂᐠ ᐅᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐃᔑᒋᑫᐃᐧᓂᐊᐧ”. ᐊᐁᐧ ᑕᔥ ᑲᑭ ᐸᑭᑎᓇᑫᐨ ᐅᑎᐢᑯᓂᐦᐃᐁᐧ ᑭᒥᓇᑲᓄ ᐊᑕᐃᐧᑲᒥᐠ ᐸᑭᓇᑫᐃᐧ ᐯᐸᐣ ᑫᐊᐸᒋᑐᐨ ᐃᐧᐊᑕᐁᐧᐨ.

Lola Nitishinikaas


ᑭᔐᐸᐊᐧᑕᑭᓇᑦ 17-18, 2011, NNEC ᐅᑭ ᐱᓇᐊᐧᐣ ᑕᕑᐣᑕᐣ ᑎᐸᒋᒧᐃᐧᓇᐣ ᑲᐊᓄᑲᑕᒧᐊᐧᐨ ᐃᒪ ᑕᐣᑐᕑ ᐯ ᒋᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ ᓂᔓᑭᔑᑲ. ᑕᕑᐣᑕᐣ ᑎᐸᒋᒧᐃᐧᓇᐣ ᑲᐊᓄᑲᑕᒧᐊᐧᐨ ᐅᑭ ᐅᓇᑐᓇᐊᐧ ᐯᔑᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᐁᐊᓂᔑᓇᐯᒧᒪᑲᐠ ᐃᐁᐧᓂ ᐁᐊᐸᒋᑐᐊᐧᐨ ᓂᑌᐣᑐ ᒣᑕᐊᐧᑲᓀᐢ. ᐃᑫᐧᓂᐊᐧᐠ ᑕᔥ ᑲᑭ ᑭᑭᓄᐦᐊᒪᐊᐧᑲᓄᐊᐧᐨ ᑲᐊᓂᔑᓇᐯᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐠ ᐃᒪ ᐯᓫᐃᑲᐣ ᐸᐧᓫᐢ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᒥᓇ ᑲᔦ DFC ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᑕᑯ ᑕᔥ ᓂᓯᐣ ᐃᐢᑯᓄᐃᐧ ᐊᓄᑭᓇᑲᓇᐠ ᐃᒪ ᑲᐧᔭᐣᒋᐃᐧᐣ ᑲᐅᐣᒋ ᑎᐯᐣᑕᑯᓯᐊᐧᐨ. ᐅᐁᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑭᐃᓇᐧᑌ ᒋᑭᑭᓄᐦᐊᒪᐃᐧᐣᑕᐧ ᐊᓂᔑᓇᐯᒧᐃᐧᐣ ᑲᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ ᒋᓂᐦᑕ ᐊᐸᒋᑐᐊᐧᐨ ᓂᑌᐣᑐ DSi ᒣᑕᐊᐧᑲᓀᐢ ᐃᒪ ᑲᑕᔑ ᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ ᒥᓇ ᑲᔦ ᒋᐅᐣᒋ ᐃᐧᒋᐦᐃᑯᐊᐧᐨ ᑲᐅᓇᓯᐦᐊᒧᐊᐧᐨ ᑲᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ.

PFFN ᐯᓫᐸᑲᐣ ᐸᐧᓫᐢ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᐊᓂᔑᓇᐯᒧᐃᐧᐣ ᑲᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ, ᓫᐅᓫᐊ ᑯᐟᐃᐧᐣ ᒥᓇ ᔐᕑᐊᐣ ᓄᒪᐣ ᐅᑭ ᐃᐧᐣᑕᓇᐊᐧ ᐁᑭ ᐅᐣᒋ ᑭᑫᐣᑕᒧᐊᐧᐨ ᐊᓂᐣ ᑫᑐᑕᒧᐊᐧᐨ ᐃᐁᐧᓂ ᓂᑌᐣᑐ DSi ᒣᑕᐊᐧᑲᓀᐢ ᑲᐃᔑᑭᔑᐁᐧᐊᐧᐨ ᐁᐊᐸᒋᑐᐊᐧᐨ! (ᑭᔭᑦ ᐱᑯ ᑭᑎᔑᑭᔑᐁᐧᐃᐧᓇᐣ ᒋᐊᐸᒋᑐᔭᐠ). ᓂᑎᐢᑯᓄᐃᐧᑲᒥᑯᓇᐣ ᓂᑭ ᒥᓂᑯᒥᐣ ᓂᑌᐣᑐ DSI ᒣᑕᐊᐧᑲᓀᓴᐣ, ᐃᒪ ᒋᑭ ᐅᐣᒋ ᐅᓇᑐᒪᐊᐧᔭᐣᐠ ᑲᑭᑭᓄᐦᐊᒪᐊᐧᔭᐠ ᐃᐧᐸᐨ ᓇᐊᐧᐨ ᒋᑭ ᒪᒋᑐᐊᐧᐸᐣ. “ᐅᑲ ᐅᓇᑐᓇᐊᐧ ᐃᑫᐧᓂᐊᐧᐣ DSi ᐅᔑᐱᐦᐃᑲᓇᐣ ᐁᐸᒋᑐᐊᐧᐨ, ᐃᑭᑐᐃᐧᓇᐣ, ᑎᐸᒋᒧᐃᐧᓇᐣ ᒥᓇ ᓂᑲᒧᐃᐧᓇᐣ ᑲᐃᔑᑭᔑᐁᐧᐊᐧᐨ ᐁᐊᐸᒋᑐᐊᐧᐨ”. DFC ᐊᓂᔑᓇᐯᒧᐃᐧᐣ ᑲᑭᑭᓄᐦᐊᒪᑫᐨ, ᓭᕑᐊ ᒐᐧᐣᓴᐣ, ᑭᐃᑭᑐ “ᓂᑭ ᐅᐣᒋ ᑭᑫᐣᑕᐣ ᐊᓂᐣ ᑫᑐᑕᒪᐣ ᐃᐁᐧ ᐊᐸᒋᑕᑲᐣ, ᒋᓇᒋᐱᒋᑲᑌᑭᐣ ᐃᑭᑐᐃᐧᓇᐣ, ᒋᐱᐣᑌᐁᐧᓯᒋᑲᑌᑭ ᐃᑭᑐᐃᐧᓇᐣ, ᒥᓇ ᑲᔦ ᒋᐅᔑᒋᑲᑌᑭᐣ ᑫᑭᑭᓄᐦᐊᒪᑲᓂᐊᐧᐠ ᐯᐸᓄᐣ, ᑫᑲᐧᒋᒥᐁᐧᐃᐧᓇᐣ, ᒥᓇ ᒋᐃᔑ ᒪᐊᐧᐣᑐᓂᑲᑌᑭᐣ ᒪᓯᓇᐦᐃᑲᓇᐣ ᐃᒪ ᓂᑌᐣᑐ DSi ᑲᐣᐠ.”

ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᒪᐊᐧᐨ ᐅᒥᓀᐣᑕᓇᐊᐧ ᒋᐊᐸᒋᑐᐊᐧᐨ ᐅᐁᐧᓂ ᐅᐢᑭ ᐊᐸᒋᑕᑲᐣ ᐃᒪ ᑫᑕᔑ ᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ ᐊᓂᔑᓂᓂᒧᐃᐧᓂ. ᓂᑫᒋᐦᐅᒥᐣ ᒋᒋᑫᐣᑕᒧᐊᐧᐨ ᐅᑫᐧᓂᐊᐧᐣ ᐁᑲᐧ ᑕᔥ ᑲᔦ ᐊᐊᔑᒣ ᒋᑭ ᐅᐣᒋ ᐱᒋᓂᑭᑫᐣᑕᒧᐊᐧᐸᐣ ᐊᓂᔑᓂᒧᐃᐧᐣ.

ᐅᐣᑌᕑᐃᔪ ᑲᐃᐢᐸᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᐱᐣᒋᓂᑭᑫᐣᑕᓱᐃᐧ ᑲᑫᐧᒋᐦᐃᐁᐧᐃᐧᐣ ᑲᐧᔭᐣᒋᒋᑫᐃᐧᓇᐣ ᓂᐣᑌᐣᑐ DSi ᐃᒪ ᐊᓂᔑᓂᓂᒧᐃᐧ ᐃᔑᑭᔑᐁᐧᐃᐧᐣ ᐃᑫᐧᓂᐊᐧᐠ NNEC ᐅᑎᐢᑯᓂᐠ



ᑭᐁᐧᑎᓄᐠ ᐊᓂᔑᓇᐯ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᐅᓇᔓᐊᐧᑕᒧᐊᐧᐨ (NNEC) ᐅᒋᑫᐣᑕᓇᐊᐧ ᒋᐃᐧᑕᓄᑭᒪᐊᐧᐨ ᑯᑕᑭᔭᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐱᒧᒋᑫᐃᐧᓇᐣ ᒋᐱᑐᐊᐧᐨ ᐅᐢᑭ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ ᐊᐸᒋᑕᑲᓇᐣ ᒥᓇ ᑫᐃᔑ ᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ ᑫᐅᐣᒋ ᒥᓄᓭᐦᐃᑯᐊᐧᐨ ᐅᑎᐢᑯᓂᐠ ᒣᑲᐧᐨ ᑲᐱᒥᐢᑯᓄᐃᐧᐊᐧᐨ. ᐊᒥᑕᔥ ᐅᐁᐧ ᒥᓯᐁᐧ ᑭᑭᓄᐦᒪᑫᐃᐧᐣ ᑲᐸᑭᑎᓂᑲᑌᐠ ᐊᓂᔑᓇᐯ ᐊᐢᑭ ᐊᓂᔑᓇᐯ ᐅᑎᐢᑯᓂᐠ ᑲᐊᓂᔑ ᐱᒋᓂᑭᑫᐣᑕᓱᐊᐧᐨ ᐊᓄᑭᐃᐧᐣ (FNSSP) ᐅᐣᒋ ᐱᒥᐃᐧᑌ. ᑌᓇᐢ ᐱᕑᐊᐣᐠᓫᐃᐣ (DFC) ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᐁᐧᑎ ᑕᐣᑐᕑ ᐯ ᑲᐊᔭᐠ, ᒥᓇ ᐯᓫᐃᑲᐣ ᐸᐧᓫᐢ (PFFN) ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᐃᒪ ᐊᑲᐧᒋᔭᐦᐃ ᐊᐧᓂᓇᐊᐧᑲᐣᐠ ᐅᐱᒥ ᐅᓇᑐᓇᐊᐧ ᐊᓂᐣ ᐊᐊᐧᔑᒣ ᑫᑭᐃᔑ ᐃᐧᒋᐦᐊᐊᐧᐸᐣ ᐅᑎᐢᑯᓂᐣ.

ᒣᑲᐧᐨ ᑭᔐᐸᐊᐧᑕᑭᓇᑦ ᐱᓯᑦ 2011 ᑲᐃᓇᐣᑭᓯᐨ, 16 DFC ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᐅᑎᐢᑯᓂᐠ ᒥᓇ 23 PFFN ᐯᕑᐃᑲᐣ ᐸᐧᓫᐢ ᐅᑎᐢᑯᓂᐠ ᑲᑭ ᑯᑕᑭᓯᓇᐦᐃᑫᐊᐧᐸᐣ 9 ᑲᐊᐱᒋᐢᑲᐊᐧᐨ, EQAO ᐊᐢᑭᒋᑫᐃᐧ ᑲᑫᐧᑕᓯᓇᐦᐃᑫᐃᐧᐣ. 9 ᑲᐊᑯᐢᑲᐊᐧᐨ ᐊᐣᑭᑕᓯᓄᐃᐧᐣ ᐅᑎᐢᑯᓂᐠ ᑲᑭ ᐅᑕᐱᓇᒧᐊᐧᐨ ᒥᓯᐁᐧ ᐅᐣᑌᕑᐃᔪ ᑫᐃᐧᓇᐊᐧ ᑭᑯᑕᓯᓇᐦᐃᑫᐊᐧᐠ ᑭᔐᐸᐊᐧᑕᑭᓇᐨ ᐱᓯᑦ 2011. ᐅᐁᐧ ᑲᑫᐧᑕᓯᓇᐦᐃᑫᐃᐧᐣ ᒥᐦᐃᒪ ᐁᐅᐣᒋ ᑭᑫᐣᑕᒧᓯᐊᐧᐨ ᐁᐊᐱᒋ ᑭᑫᐣᑕᓱᐊᐧᑫᐣ ᐅᑎᐢᑯᓂᐠ 9 ᑲᐊᐱᒋᐢᑲᐊᐧᐨ ᐊᐢᑭᑕᓭᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᑭ ᐅᑕᐱᓇᒧᐊᐧᐨ. ᒥᐦᐃᒪ ᑲᔦ ᐁᐅᐣᒋ ᑭᑫᓂᒥᐣᑕᐧ ᐊᓂᐣ ᒪᔭᑦ ᐁᐊᐱᒋ ᑭᑫᐣᑕᓱᐊᐧᐨ.

ᐊᐦᐱ EQAO ᐸᑭᑎᓇᒧᐊᐧᐨ ᑫᐃᓯᓭᓂᐠ ᑯᑕᑭᓯᓇᐦᐃᑫᐃᐧᓇᐣ, ᐅᓂᑭᐦᐃᑯᒪᐠ ᑕᒥᓇᐊᐧᐠ ᐃᐁᐧᓂ ᐸᓂᒪ ᓯᑲᐧᐠ. ᐊᐊᐧᔑᒣ ᐃᐧᑭᑫᐣᑕᒪᐣ, ᐃᒪ ᐃᓇᐱᐣ ᒪᒪᐣᑕᐃᐧᐱᐊᐧᐱᑯᐠ www.eqao.com ᒪᑯᓇᐣ ᑕᔥ ᐅᓇᓂᑭᐦᐃᑯᒪ ᑲᐃᔑᔑᐱᐦᐃᑲᑌᐠ.

ᑭᑭᓇᐊᐧᒋᒋᑲᓇᐣ: ᐊᐊᐧᔑᒣ ᓇ ᑭᐣ ᑭᑐᐣᒋ ᐅᑭᑫᐣᑕᒪᐃᐧᐣ ᐊᐱᒋᐃᐧᐣ 9 ᑲᐊᑯᐢᑲᐊᐧᐨ?

ᐊᑎ ᑯᒋᐸᓇᐣ ᓂᔑᐣ 9 ᑲᐊᐱᒋᐢᑲᐠ ᐊᐣᑭᒋᑫᐃᐧ ᑲᑫᐧᑌᐃᐧᓇᐣ:



ᐊᐣᑭᑕᓯᓄᐃᐧᓂ ᑲᐅᐣᒋ ᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ ᐃᒪ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᒪᐊᐧᐨ ᐅᐣᑎᒥᐊᐧᐠ ᒧᔕᐠ ᐁᐱᒥ ᐃᐧᒋᐦᐊᐊᐧᐨ ᑲᐃᐧᑕᓄᑭᒪᐊᐧᒋᐣ ᐊᓂᐣ ᑫᐃᔑ ᒥᓄᓭᓂᐠ ᐅᑭᑭᓄᐦᐊᒪᑫᐃᐧᓂᐊᐧ ᒋᑭ ᐅᐣᒋ ᒥᓂᓭᐊᐧᐸᐣ ᐊᐊᐧᔑᒣ ᐅᑎᐢᑯᓂᐠ ᐃᒪ ᐊᐣᑭᑕᓯᓄᐃᐧᓂᐠ.

PFFN ᐯᓫᐃᑲᐣ ᐸᐧᓫᐢ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᑲᐱᒋᓂᑭᑫᐣᑕᓱᓇᓂᐊᐧᐠ ᑲᐅᐣᒋ

ᑭᑭᓄᐦᐊᒪᑫᐨ, ᐁᕑᐱ ᐢᑕᕑᐊᐟ ᒥᓇ 10 ᑲᐅᑯᐢᑲᐊᐧᐨ ᑲ ᑭᑭᓄᐦᐊᒪᑫᐨ ᐁᐧᒥᑎᑯᔑᒧᐃᐧᐣ ᐅᑎᐢᑯᓂᐦᐃᐁᐧ, ᑎᕑᐃᐊᐣ ᑭᓂᐸᐟ ᐅᑭ ᑭᔑᑐᐣ 7 ᑭᔑᑲ “ᑲᑭᑭᓄᐦᐊᒪᐊᐧᑲᓄᐨ ᐅᑭᑭᓄᐦᐊᒪᑫ” ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᒋᑭ ᐅᐣᒋ ᑭᑭᓄᐦᐊᒪᑫᐊᐧᐸᐣ ᑯᑕᑭᔭᐣ ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐣ ᒥᓇ ᑲᔦ ᒋᐊᐸᒋᑐᐊᐧᐨ ᑲᑭ ᑭᑭᓄᐦᐊᒪᐊᐧᑲᓄᐊᐧᐨ ᐃᒪ ᑯᑕᑭᔭᐣ NNEC ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ. ᐅᐁᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑭᑕᑲᐧᑌᐃᐧᐣ ᐅᑫᐧᓂᐊᐧᐣ: ᐅᐢᑲᑎᓴᐠ ᑲᑭᑭᓄᐦᐊᒪᑯᓯᐊᐧᐨ, ᑫᐊᐸᑕᐠ

ᓇᐊᐧᐨ ᒋᒥᓄᓭᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ, ᑭᑫᐣᑕᓱᐃᐧᐣ, ᓇᓇᐣᑕᐃᐧᑭᑫᐣᒋᑫᐃᐧᐣᐃᒪ ᑲᐃᔑ ᒪᒪᐃᐧᓂᑲᑌᐠ, ᓂᑲᓂᑕᒪᑫᐃᐧᐣ ᒥᓇ ᑲᐊᓄᑲᑌᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ, ᒥᓇ

ᒋᐱᒥᐸᓂᑕᐧᐨ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓂ. NNEC ᐅᑭ ᒪᒋᑐᓇᐊᐧᐸᐣ ᐅᐁᐧᓂ ᐁᑲᐧ ᑕᔥ ᒪᐊᐧᐨ ᐅᒥᓀᐧᐣᑕᓇᐊᐧ ᓇᓇᐣᑐᐠ ᐱᒧᒋᑫᐃᐧᓇᐣ ᑲᑭ ᐃᐧᒋᐦᐃᑯᐊᐧᐨ: ᑲᐧᔭᐣᒋᐃᐧᐣ, ᓀᐣᑕᐃᐧᓴᑲᐦᐃᑲᓂᐠ ᐃᐢᑯᓄᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ, ᐊᐧᓴ ᐃᐢᑯᓄᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ, ᒥᓇ ᐯᕑᐃᑲᐣ ᐸᐧᓫᐢ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ. ᒥᔑᐣ ᐃᐢᑯᓄᐃᐧᑲᒥᑯ ᐊᐱᑕᒪᑫᐃᐧᓇᐣ ᑭᒥᓇᐊᐧᐠ “ᐊᒥᑐᐣ ᒥᓇ ᐊᐧᐸᑕᐣ ᑭᑭᓄᐸᐊᒪᑫᐃᐧᐣ” ᒥᓯᐁᐧ ᑲᓇᑕ ᒋᐅᐣᒋ ᐃᐧᒋᐦᐃᑯᐊᐧᐨ ᑲᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ ᒋᐃᐧᒋᐦᐊᐊᐧᐨ ᑲᑭᑭᓄᐦᐊᒪᐊᐧᐊᐧᐨ ᐅᒪᐁᐧ ᒣᑲᐧᐨ ᑲᐱᒥᓭᐠ ᐊᐦᑭ.

ᑕᕑᐱ ᐢᑕᕑᐊᐟ, PFFN ᐯᓫᐃᑲᐣ ᐸᐧᓫᐢ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ, ᑭᐃᑭᑐᐸᐣ: “ᒥᐢᑕᐦᐃ ᓂᑭ ᐅᐣᑎᓇᓇᐣ ᑫᐊᐸᒋᑐᔭᐣ ᑲᑭᑭᓄᐦᐊᒪᑫᔭᐣ ᐊᓂᐣ ᑫᑭ ᐃᔑ ᐃᐧᒋᐦᐊᑲᐧᐸᐣ ᐅᑎᐢᑯᓂᐠ. ᐅᐁᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᓂᑐᐣᒋ ᐃᐧᒋᐦᐃᑯᐣ ᐃᒪ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᓂᑲᓂᐢᑲᒪᐣ, ᒋᐃᐧᒋᐦᐊᑲᐧ ᑯᑕᑭᔭᐠ ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐠ ᒋᐅᓇᑐᐊᐧᐨ ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᐅᓇᒋᑫᐃᐧᓇᐣ ᒥᓯᐁᐧ ᐅᒪ ᐃᐢᑯᓄᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᐃᔓᓇᑌᐠ. ᐱᕑᑯᐊᐣ ᑭᓂᐸᐟ, PFFN ᐯᓫᐃᑲᐣ ᐸᐧᓫᐢ ᐅᑎᐢᑯᓂᐦᐃᐁᐧ, ᑭᐃᑭᑐ: “ᐅᐁᐧ ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᑭ ᐅᓇᑌᐠ ᒥᐢᑕᐦᐃ ᓂᐃᐧᒋᐦᐃᑯᐣ ᐃᒪ ᑲᐃᔑ ᑭᑭᓄᐦᐊᒪᑫᔭᐣ. ᓂᑐᐣᒋ ᐃᐧᒋᐦᐃᑯᐣ ᐊᐊᐧᔑᒣ ᒋᑭ ᑭᑭᓄᐦᐊᒪᑫᔭᐸᐣ

ᑲᐃᐧᓂᓂᑯ ᐁᑕ ᐃᒪ, ᐃᐁᐧᓴᐱᑯ ᑲᑭᑭᓄᐦᐊᒪᑫᔭᐣ ᑫᑯᓇᐣ. ᐊᒥᐦᐃ ᐁᐃᔑ ᐸᑯᓭᓂᒧᔭᐣ ᒋᑭ ᐊᐸᒋᑐᔭᐸᐣ ᑲᑭ ᑭᑭᓄᐦᐊᒪᑯᔭᐣ ᒋᐅᐣᒋ ᐃᐧᒋᐦᐊᑲᐧ ᐅᑎᐢᑯᓂᐠ ᑲᐃᔑ ᒥᓴᐁᐧᐣᑕᒧᐊᐧᐨ ᑲᐃᐧᑐᑕᒧᐊᐧᐨ ᐁᑲᐧ ᑕᔥ ᑲᔦ ᒋᐃᐧᒋᐦᐊᑲᐧ ᐊᐊᐧᔑᒣ ᒋᐅᑭᑫᐣᑕᒪᐃᐧᓂᐊᐧᐨ.” ᑫᑎ ᐊᐸᑦᐢ ᒥᓇ ᓇᐣᓯ ᑯᕑᐃ, DFC ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᐅᐣᒋ ᐃᐧᒋᑕᐧᐊᐧᐨ ᑫᐃᐧᓇᐊᐧ ᑭᑭᓄᐦᐊᒪᐊᐧᐊᐠ ᐅᐁᐧᓂ ᐅᑕᓇᐣᐠ ᐁᑲᐧ ᑕᔥ ᐅᐱᒥ ᐊᓂᑲᑕᓇᐊᐧ ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᐅᓇᒋᑫᐃᐧᓇᐣ. ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᐅᐣᒋ ᐃᐧᒋᑕᐧᐊᐧᐨ ᐃᒪ DFC ᒥᓇ PFFN ᐯᕑᐃᑲᐣ ᐸᐧᓫᐢ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᑕᑭ ᐃᓯᓭᓂ ᒋᑭ ᐊᓂᑫ ᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ ᐅᐁᐧᓂ ᑲᑭ ᑭᑭᓄᐦᐊᒪᐃᐧᐣᑕᐧ ᒋᐅᐣᒋ ᐃᐧᒋᐦᐊᐊᐧᐨ ᐅᑎᐢᑯᓂᐣ ᒋᑭᔑᑐᓂᐨ ᐃᐁᐧ ᐅᐣᑌᕑᐃᔪ ᑲᐃᐢᐸᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᑫᐧᑕᓯᓇᐦᐃᑫᐃᐧᐣ.

ᐃᐧᑕᓄᑭᒥᑎᐃᐧᓇᐣ ᒋᐅᐣᒋ ᐃᐧᒋᐦᐃᐣᑕᐧ ᐅᑎᐢᑯᓂᐠ ᒋᒥᓄᓭᐊᐧᐨ ᐅᑭᑭᓄᐦᐊᒪᑯᓯᐃᐧᓂᐊᐧᐅᐢᑭ ᐅᓇᒋᑫᐃᐧᓇᐣ ᓇᐊᐧᐨ ᒋᒥᓄᓭᑭᐣ ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧᐣ ᒥᓇ ᐊᐣᑭᒋᑫᐃᐧᐣ

10 cm

20 cm

20 cm

30 cm

5 cm

5 cm


A. 25% B. 33% C. 50% D. 67%

ᐱᕑᓴᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ, ᐊᐧᓂᓇᐊᐧᑲᐠ, ᒥᑭᓯᐃᐧᐱᓯᑦ 2, 2011














27www.fnssp.knet.ca

ᐃᐁᐧ ᐅᐣᒋ FNSSP ᐊᓄᑭᐃᐧᐣ, ᒪᑕᑲᒥ ᐃᐢᑯᓂᑲᐣ ᐅᑭ ᓇᓇᑲᒋᑐᓇᐊᐧ ᐃᐁᐧᓂ ᑲᒥᓄᓭᓂᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᐊᓄᑭᐃᐧᐣ ᓇᐦᐱᐨ ᑲᒥᓄᓭᐠ ᑲᐊᐸᒋᒋᑲᑌᐠ ᐃᒪ ᐊᓂᔑᓇᐯ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᑲᐃᔑᔭᑭᐣ ᑲᐅᐣᒋ ᓇᓇᑲᒋᑐᐊᐧᐨ ᐊᓀᐱᒋᐢᑲᒪᑲᓂᐠ ᐅᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐱᒧᒋᑫᐃᐧᓂᐊᐧ ᒥᓇ ᒋᐅᓇᑐᐊᐧᐨ ᐁᑲ ᑫᐊᓂᒪᓂᐠ ᒥᓇ ᑫᑭ ᑲᐢᑭᒋᑲᑌᐠ ᒋᐊᐸᑕᐠ ᑫᐅᐣᒋ ᒥᓄᓭᐊᐧᑫᐊᐧᐨ.

ᐃᐁᐧ ᑲᒥᓄᓭᓂᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᐊᓄᑭᐃᐧᐣ ᐃᓇᐧᑌ ᑲᓇᓇᑲᒋᒋᑲᑌᑭᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ, ᒪᐊᐧᐣᑐᐱᐦᐃᑫᐃᐧᐣ ᑲᐊᐸᑕᐠ ᒥᓇ ᐃᒪ ᐁᐊᓄᐣᒋ ᑭᑫᐣᑕᑲᐧᑭᐣ ᑲᐊᔭᐱᒋᐢᑲᒪᑲᑭᐣ ᐅᑎᐢᑯᓂ ᑲᐊᐱᒋ ᑭᑫᐣᑕᓱᐨ ᒥᓇ ᐅᑭᑭᓄᐦᐊᒪᑯᐃᐧᓂᐠ. ᐃᐁᐧ ᑕᔥ ᒪᔭᑦ ᑐᑕᒧᐃᐧᐣ ᑲᐃᓀᐣᑕᑲᐧᐠ ᑲᑭᓇ ᐊᐊᐧᔑᔕᐠ, ᐱᑯ ᐊᐊᐧᓀᐣ, ᑲᑭᑎᒪᑭᓯᐨ ᒥᓇ ᑲᐁᐧᓄᑎᓯᐊᐧᐨ ᐅᑎᐢᑯᓂᐠ, ᒥᓇ ᐊᐧᓀᓂᐃᐧᐨ, ᑕᑭ ᐊᐸᑕᐣ ᒥᓇ ᒋᑲᐢᑭᑐᐊᐧᐨ ᑲᐃᔑ ᓇᐣᑕᐁᐧᐣᑕᑲᐧᐠ ᒋᐊᐱᒋᐢᑲᒪᑲᐠ ᐅᑭᑭᓄᐦᐊᒪᑯᐃᐧᓂᐊᐧ ᑲᑭᓇ ᐅᑎᐢᑯᓂᐠ.

ᐃᐁᐧ ᑲᒥᓄᓭᓂᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᐊᓄᑭᐃᐧᐣ ᑭᐅᐣᒋ ᒪᒋᒋᑲᑌᐸᐣ ᐃᒪ ᓇᓇᑲᒋᒋᑫᐃᐧᓂᐠ ᐃᒪ ᐯᔓᐣᐨ ᑭᒋ ᑕᐃᐧᓂᐠ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᑲᐃᔑᔭᑭᐣ ᐁᐧᑎ ᑭᒋ ᒧᑭᒪᓇᑭᐣᐠ ᑲᑭ ᐅᐣᒋ ᓇᓇᑲᒋᑐᐊᐧᒋᐣ ᑯᑕᑭᔭᐣ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ, ᑕᐱᐢᑯᐨ ᐅᒪ

ᑲᐃᔑᑲᐯᔑᔭᐠ, ᐁᑲ ᑲᐃᐢᑯᓄᐃᐧᐊᐧᐨ ᐊᐊᐧᔑᔕᐠ, ᓇᐣᑕ ᑲᔦ ᑲᐱᒋᓂᑭᑫᐣᑕᓱᐊᐧᐨ. ᐁᑲᐧ ᑕᔥ ᐃᐁᐧ ᑲᑭ ᐃᔑ ᒥᑭᑫᐊᐧᐨ ᐃᒪ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᑲᑭ ᓇᓇᑲᒋᑐᐊᐧᐨ ᐅᑭ ᒪᓯᓇᐦᐊᓂᐊᐧ ᐅᒥᑭᑫᐃᐧᓂᐊᐧ. ᐊᒥᑕᔥ ᐅᐁᐧ ᑲᑭ ᐃᔑ ᒥᑭᑫᐊᐧᐨ:

ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᑲᐃᔑ ᒪᒪᐃᐧ ᐃᐢᑯᓄᐃᐧᐊᐧᐨ ᐊᐊᔑᔕᐠ ᑕᑭ ᐃᓯᓭᓂ ᒋᑭ ᐊᐣᒋᑐᐊᐧᐸᐣ ᑲᐃᔑ ᑲᓇᐊᐧᐸᒪᐊᐧᐨ ᐅᑎᐢᑯᓂᐣ ᐃᑫᐧᓂᐊᐧᐣ ᑲᑭᑎᒪᑭᓯᓂᐨ ᐅᑎᐢᑯᓂᐣ.

ᐊᐊᐧᔑᔕᐠ ᑲᑭᑎᒪᑭᓭᐊᐧᐨ ᒥᓇ ᑲᐊᐧᐁᐧᓄᑎᓯᐊᐧᐨ ᐊᒥᐱᑯ ᑫᐃᐧᓇᐊ ᑫᑭ ᐃᔑ ᐊᐱᒋ ᑭᑫᐣᑕᓱᐊᐧᐸᐣ ᐯᔑᑲᐧᐣ.

ᓇᓇᐣᑐᐠ ᐃᔑᓇᑲᐧᓄᐣ ᐃᔑᔭᐃᐧᓇᐣ ᒥᓇ ᐃᔑᒋᑫᐃᐧᓇᐣ ᐃᒪ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣᐠ ᑲᑕᔑ ᑭᑭᓄᐦᐊᒪᐃᐧᐣᑕᐧ ᐊᐊᐧᔑᔕᐠ ᐱᑯ ᐊᓂᐣ ᑲᐃᓇᑲᓀᓯᐊᐧᐨ.

ᐅᐁᐧᓂᐊᐧᐣ ᑕᔥ ᐃᔑᔭᐃᐧᓇᐣ, ᑲᑭᐃᔑ ᒥᑭᑲᑌᑭᐣ ᐃᒪ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᑲᑕᔑ ᑭᑭᓄᐦᐊᒪᐃᐧᐣᑕᐧ ᐅᑎᐢᑯᓂᐠ, ᐊᒥᐦᐃᒪ ᐁᐧᐣᒋᓭᑭᐣ ᐅᑎᐢᑯᓂ ᐅᑲᐢᑭᐦᐅᐃᐧᓂᐠ -- ᐊᒥ

ᓂᔓᐊᐦᑭ ᑲᐱᒥᑐᐊᐧᐨ ᐊᓂᔑᓇᐯ ᐊᐢᑭ (NAN) ᐊᓂᔑᓇᐯ ᐅᑎᐢᑯᓂᐠ ᑲᐊᓂᔑ ᐱᒋᓂᑭᑫᐣᑕᓱᐊᐧᐨ ᐊᓄᑭᐃᐧᐣ (FNSSP) ᐊᔕ ᑫᑲᐠ ᑭᔑᓭ, ᒥᓇ ᑲᔦ ᑫᑲᐟ ᑲᑭᓇ ᐃᐧᓇᐢᐠ ᐃᐢᑯᓂᑲᐣ ᐅᑐᓇᒋᑫᐃᐧᓂᐊᐧ ᐅᑭᔑᑐᓇᐊᐧ.

ᓂᓇᓇᑯᒪᒥᐣ ᐊᓂᑭᓇᑲᓇᐠ ᐃᒪ ᒪᑕᐦᐊᒣᐅ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᐁᐧᑎ ᐱᐊᐧᓇᐠ ᑲᐃᔑ ᐱᒥᐃᐧᒋᑕᐧᐊᐧᐨ ᐅᐁᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᒥᓂᑯᐠ 2010–2011 ᔓᓂᔭᐊᐧᐦᑭ ᑲᑭᐱᒥᓭᐠ.

ᐅᑎᐢᑯᓂᐠ ᑲᐊᓂᔑ ᐱᒋᓂᑭᑫᐣᑕᓱᐊᐧᐨ ᐊᒥᔕ ᐃᐦᐃᐁᐧ ᒪᔭᑦ ᑲᐃᓇᐧᑌᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ. ᐃᐢᐱᑭᑫᐣᑕᓱᐃᐧᓇᐣ ᓇᐣᑕᐁᐧᐣᑕᑲᐧᓄᐣ ᐃᒪ ᓂᐢᑕᑦ ᑲᒪᒋᐢᑯᓄᐃᐧᐊᐧᐨ ᐊᐊᐧᔑᔕᐠ ᐊᑯᓇᐠ 8 ᑲᐊᑯᐢᑲᐊᐧᐨ. ᐊᒥᑕᔥ ᐁᐃᓯᓭᐠ, ᐊᒥ ᐁᐃᔑ ᑲᓇᐊᐧᐸᐣᒋᑲᑌᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᐊᐊᐧᔑᒣ ᒋᒥᓇᐧᔑᐠ ᑫᐸᑭᑎᓂᑲᑌᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ. ᐃᒪ ᑕᔥ ᓀᑫ, ᕑᐅᕑᓇ ᕑᐁᐟᐅᐧᐟ, ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧᓂ ᑲᐅᐣᒋ ᐃᐧᒋᐦᑕᐧᐨ ᐊᔕ ᐁᐧᐢᑲᐨ ᑲᐅᐣᑕᓄᑲᑕᐠ ᑲᐱᒥ ᐃᐧᑕᓄᑭᒪᐨ ᐅᑭᒪᐃᐧᐣ ᒥᓇ ᐅᐣᑌᕑᐃᔪ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ, ᑲᑭ ᐸᑭᑎᓇᐣᐠ ᓫᐃᐣᑎᓯ ᓫᐃᐣᐠᓫᐁᑎᕑ (ᑲᓂᑲᓂᐢᑲᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ ᑲᐊᓂᐊᔭᑯᐢᑲᓂᐨ ᐅᑎᐢᑯᓂᐣ) ᑕᑯ ᑲᔦ ᑯᑕᑭᔭᐣ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ, ᒥᓇ ᑲᔦ ᒣᑕᐁᐧᐃᔑᒋᑫᐃᐧᓇᐣ ᑲᐅᐣᒋ ᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ ᐃᒪ ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧᐣ ᑲᐃᔑ ᐸᐱᑭᔑᔭᑭᐣ. ᐊᔑᐨ ᑲᔦ, ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐊᐸᒋᑕᑲᓇᐣ ᐃᒪ ᑲᐅᐣᒋᓭᑭᐣ ᓂᓫᓴᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᒥᓇ ᑲᔦ ᒥᐢᑕᐦᐃ ᑲᔭᑭᐣ ᐊᐸᒋᑕᑲᓇᐣ ᑫᐅᐣᒋ ᑭᑭᓄᐦᐊᒪᑲᓂᐊᐧᐠ ᐃᒪ ᐊᓂᔑᓇᐯ ᐃᐢᑯᓂᑲᓇᐣ ᑭᐊᐣᑐᒋᑲᓂᐊᐧᐣ. ᐅᑫᐧᓂᐊᐧᐣ ᐊᐸᒋᑕᑲᓇᐣ ᒥᐢᑕᐦᐃ ᑕᐅᐣᒋ ᐃᐧᒋᐦᐃᐁᐧᒪᑲᓄᐣ ᑫᐅᐣᒋ ᐃᐧᒋᐦᐃᑯᐊᐧᐨ ᑲᑭᓇ ᐅᑎᐢᑯᓂᐠ ᐁᑲᐧ ᑕᔥ ᑲᔦ ᒋᐅᐣᒋ ᑌᐸᑫᓂᒥᑎᓱᐊᐧᐨ ᒥᓇ ᒋᐅᐣᒋ ᑭᑫᐣᑕᒧᐊᐧᐨ ᐊᐣᑎ ᐁᐧᐣᑕᑲᓀᓯᐊᐧᐨ.

ᐅᐁᐧ ᐅᑎᐢᑯᓂᐠ ᑲᐊᓂᔑ ᐱᒋᓂᑭᑫᐣᑕᓱᐨ

ᓇᓇᑲᒋᒋᑫᐃᐧᐣ ᐃᒪ ᑲᐃᔑ ᐊᐸᑕᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓂᐠ ᐊᓂᐱᒥ ᒪᒋᐢᑲᒪᑲᐣ. ᑭᕑᐃᐢᑏ ᐣ ᐦᐅᐨᑭᐣᐢ, ᑲᔭᐢ ᐃᐢᑯᓄᐃᐧᑭᒪ ᒥᓇ ᑲᐸᐯᒋ ᑭᑫᐣᑕᓱᓂᐨ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓂ, ᐅᑭ ᐱᒥᐸᓂᑕᐧᐣ ᐅᐧᐟᑲᐧᐠ – ᒐᐧᐣᓴᐣ ᒥᓇ ᐊᐣᑭᒋᑫᐃᐧ ᓇᓇᑲᒋᒋᑫᐃᐧᐣ ᑲᑭᓇ ᐃᒪ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᑲᔭᐊᐧᐨ.

ᐁᑲᐧ ᑕᔥ ᐊᒥ ᑫᐃᔑ ᑲᓇᐊᐧᐸᐣᒋᑲᑌᐠ ᐃᐁᐧ ᒋᐊᐸᑕᐠ ᒥᓯᐁᐧ ᑲᓇᑕ ᑲᐧᑫᑕᓯᓇᐦᐃᑫᐃᐧ ᑭᑫᐣᑕᒪᐃᐧᐣ (CTBS). ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᒥᓇ ᑫᐱᒥᐸᓂᑕᐧᐊᐧᐨ ᐃᐁᐧᓂ CTBS ᐊᔕ ᑭᐅᓇᒋᑲᑌ ᐊᓂᐢᑲᐧ ᐊᐢᑭᓱᐨ ᐱᓯᑦ. ᐅᑫᐧᓂᐊᐧᐣ ᑕᔥ ᑫᐊᐸᒋᑐᐊᐧᐨ ᐃᒪ ᑲᑕᔑ ᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ ᐅᑲᐅᐣᒋ ᐃᐧᒋᐦᐃᑯᓇᐊᐧ ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐠ ᑲᐧᔭᐠ ᒋᐅᓇᑐᐊᐧᐨ ᐊᓂᐣ ᒪᔭᑦ ᑫᐃᔑ ᒥᓄᓭᓂᐠ ᐅᑭᑭᓄᐦᐊᒪᑫᐃᐧᓂᐊᐧ.

ᐁᑲᐧ ᑕᔥ ᐅᑕᓇᐣᐠ ᑲᑭᐃᓯᓭᐠ, ᐃᐁᐧ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᑲᐁᐧᓯᓇᑲᐧᓂᐠ ᒋᒪᐊᐧᐣᑐᐱᐦᐊᒧᐊᐧᐨ ᒥᓇ ᒋᓴᑲᑭᐱᐦᐊᒧᐊᐧᐨ ᐅᑎᐢᑯᓂᐠ ᐅᑐᔑᐱᐦᐃᑯᐃᐧᓂᐊᐧ,

ᒥᓇ ᐁᑭ ᐊᐸᒋᑐᐊᐧᐨ ᒪᓯᓇᐦᐃᑲᓇᑎᐠ ᒥᓇ ᐯᐸᐣ ᒋᑭᑭᓇᐊᐧᒋᐱᐦᐊᐧᐊᐧᐨ ᐊᐊᐧᓀᓇᐣ ᑲᑭ ᐃᐢᑯᓄᐃᐧᓂᐨ. ᑭᐊᐣᒋᓭ ᐊᐦᐸᐣ ᑲᐃᔑ ᐱᒥᐃᐧᑌᑭᐸᐣ ᐃᐢᑯᓄᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ ᐃᒪ ᒣᐳᐅᐧᐠ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ. ᐅᐁᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᒣᑲᐧᐨ ᑲᐊᐸᒋᑐᐊᐧᐨ ᑫᐃᔑ ᓇᓇᑲᒋᑐᐊᐧᐨ ᐅᑎᐢᑯᓂᐣ ᑲᐊᐱᒋ ᑭᑫᐣᑕᓱᓂᐨ, ᒪᐊᐧᐣᑐᐱᐦᐃᑫᐃᐧᐣ, ᒥᓇ ᑲᐃᔑ ᐱᒧᑌᐠ ᓂᑲᓂᑕᒪᑫᐃᐧᐣ ᑲᐃᔑ ᓇᐣᑕᐁᐧᐣᑕᒧᒪᑲᐠ ᒋᑐᒋᑲᑌᐠ ᑕᐊᓂᒧᑌ. ᐃᐁᐧ ᓂᐢᑕᑦ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᑭᐱᒥᐃᐧᑐᐸᐣ ᐱᐱ ᓴᓫᐊᑦ, ᑲᓇᑲᒋᑐᐨ ᑫᐃᔑ ᐱᒧᒋᑲᑌᓂᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᐅᑭᑭᓄᐦᐊᒪᑫ, ᑫᐃᐧᐣ ᐁᑭᑕᑯᓇᐊᐧᐨ ᐁᐸᓇᐦᐊᑦ ᐦᐊᐣᑎᕑ - ᑲᓂᑲᓂᐢᑲᐠ ᐃᐢᑯᓄᐃᐧᐱᒧᒋᑫᐃᐧᐣ, ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐠ ᐅᒪᓯᓇᐦᐃᑫᔑᐢ - ᕑᐊᐳᕑᑕ ᐦᐊᐣᑎᕑ, ᒥᓇ ᑲᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ ᑲᔦ ᑲᓂᑲᓂᐢᑲᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ - ᔕᐣᑌᓫ ᑭᐢᐟ.

ᐊᓂᑭᓇᑲᓇᐠ ᐊᒥ ᐁᐃᓀᐣᑕᒧᐊᐧᐨ ᒪᐊᐧᐨ ᐁᐁᐧᐣᑕᓂᐣᐠ ᐊᐃᐧᔭ ᒋᑭ ᑭᑫᐣᑕᒧᐊᐧᐸᐣ, ᒥᓇ ᑲᔦ ᐁᑲ ᑲᑎᐸᐦᐃᑲᑌᐠ ᒪᒋᑭᑐᐃᐧᐣ ᒋᐃᔑᑭᑐᐨ ᐊᐃᐧᔭ ᐊᒥᐦᐃᐁᐧ ᑲᔦ ᒪᐊᐧᐨ ᐁᒥᓄᓭᐠ. ᐃᑫᐧᓂᐊᐧᐠ ᑲᐅᑭᒪᐃᐧᐊᐧᐨ ᒥᓇ ᐊᓂᑭᓇᑲᓇᐠ ᐅᒥᓀᐧᐣᑕᓇᐊᐧ ᑲᐃᐧ ᐊᓂ ᒪᒋᒋᑲᑌᐠ ᐃᒪ ᒣᐳᓫ ᐅᐧᐟ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᑲᒥᑯᐠ ᐃᐁᐧ ᐊᓂᑭᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ ᐃᒪ ᒪᔭᑦ ᑲᐃᐧ ᐃᔑ ᐊᓂᑲᑌᑭᐣ ᐅᑎᐢᑯᓂᐠ ᐅᒪᓯᓇᐦᐅᑯᐃᐧᓂᐊᐧ ᑫᐃᔑ ᑲᓇᐁᐧᐣᑕᑲᐧᑭᐣ, ᐅᒪᓯᓇᐦᑕᑯᐃᐧᓂᐊᐧ ᐃᒪ ᐅᑎᐢᑯᓄᐃᐧᓂᐊᐧ ᐅᐣᒋ ᑲᐃᔑ ᑎᐸᒋᒧᓇᓂᐊᐧᐠ, ᒥᓇ ᑲᒪᓯᓇᐦᐅᐣᑕᐧ ᑲᐃᐢᑯᓄᐃᐧᐊᐧᐨ. ᑯᑕᑭᔭᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ ᓇᐊᐧᐨ ᑲᐃᐢᐯᐣᑕᑲᐧᑭᐣ ᑕᓂᔭᐊᐧᐣ ᐁᐧᑎ ᓂᑲᐣ ᐱᓯᑦ ᐊᓂᓯᓭᐠ.

ᐅᑫᐧᓂᐊᐧᐣ ᑕᐢ ᐅᐢᑭ ᐅᓇᒋᑫᐃᐧᓇᐣ ᒥᓇ ᑲᔦ ᑲᐱᒥ ᒪᒋᒋᑲᑌᑭᐣ ᐊᐦᑭᐃᐧᐣ 3 ᑫᐊᓂᐱᒥᐢᑲᐠ ᐃᐁᐧ NAN FNSSP, ᓂᓯᑕᐃᐧᓇᑲᐧᓂ ᐅᑎᐢᑯᓂᐠ ᐃᒪ ᒪᑕᐦᐊᒣᐅ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᑲᔭᐊᐧᐨ.

ᐃᐧᓇᐢᐠ ᐃᐢᑯᓂᑲᐣ ᐅᑎᐢᑯᓂᐠ ᑲᐊᓂᔑ ᐱᒋᓂᑭᑫᐣᑕᓱᐊᐧᐨ ᐊᓄᑭᐃᐧᐣ ᐃᐧᓇᐢᐠ ᐃᐢᑯᓂᑲᐣ ᐅᑐᓇᒋᑫᐃᐧᓂᐊᐧ ᐊᔕ ᑫᑯᐟ ᐅᑭᔑᑐᓇᐊᐧ

ᒪᑕᑲᒥ ᐃᐢᑯᓂᑲᐣ ᐅᑭᒋ ᒪᒋᑐᓇᐊᐧ ᒋᒥᓄᓭᑭᐣ ᐃᐢᑯᓄᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ ᐊᓄᑭᐃᐧᐣ ᐊᐊᐧᔑᔕᐠ ᐱᑯ ᐊᓂᐣ ᒥᓂᑯᐠ ᑲᐃᓇᐱᑭᓭᐊᐧᐨ ᐃᒪ ᑲᐅᐣᒋ ᑎᐯᐣᑕᑯᓯᐊᐧᐨ ᐊᒥᐱᑯ ᑫᐃᐧᓇᐊᐧ ᑫᐃᔑ ᐊᐱᒋ ᑭᑫᐣᑕᓱᐊᐧᐨ ᐃᒪ ᑲᑕᔑ ᑭᑭᓄᐦᐊᒪᑯᓯᐊᐧᐨ

Ma-tah-ha-mao School students and staff working together



ᐁᐃᔑᓂᑲᑌᑭᐣ “ᒪᒪᐃᐧᓂᑫᐃᐧᐣ”. ᐅᐁᐧ ᑕᔥ ᒪᒪᐃᐧᓂᑫᐃᐧ ᐃᐧᐣᑕᒪᑫᐃᐧᓇᐣ ᑭᐅᐣᒋ ᒪᒋᓭᐸᐣ ᐃᒪ ᑲᒥᓄᓭᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᓇᓇᐣᑕᐃᐧᑭᑫᐣᒋᑫᐃᐧᓂᐠ.

ᐃᑫᐧᓂᐊᐧᐠ ᑲᐱᒥ ᓇᓇᑲᒋᑐᐊᐧᐨ ᑫᑯᓇᐣ ᐅᑭ ᐱᐦᑭᔑᓇᓇᐊᐧ ᒪᐊᐧᐨ ᑲᐃᐢᐱᓭᓂᐠ ᐅᒥᑭᑫᐃᐧᓂᐊᐧ ᐃᒪ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᑲᐃᔑᔭᓂᐠ ᐃᒪ ᒥᓯᐁᐧ ᑭᒋ ᒧᑯᒪᓇᑭᐣᐠ. ᒥᑕᓴᐧᔦᐠ ᑭᐃᔑ ᓀᓇᐃᐧᓂᑲᑌᐊᐧᐣ, ᓄᑯᑦ ᑲᐃᔑᓂᑲᑌᐠ ᒪᒪᐃᐧᓀᑫᐃᐧᐣ

ᐁᑲᐧ ᑕᔥ ᑲᔦ ᑲᑭ ᐅᐣᒋ ᐅᔑᐦᐅᒪᑲᐠ ᐃᐁᐧ ᑲᒥᓄᓭᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐱᒧᒋᑫᐃᐧ ᒪᓯᓇᐦᐃᑲᐣ. ᒪᒪᐃᐧᓂᑫᐃᐧᐣ ᑭᐊᓂ ᒪᒋᓭᐸᐣ ᐃᒪ ᑫᐊᐸᑕᐠ ᑫᐅᐣᒋ ᓇᓇᐣᑕᐃᐧᑭᑫᐣᑕᑲᐧᐠ ᐊᓂᐣ ᑲᐊᐱᒋᐢᑲᒪᑲᐠ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᒣᑲᐧᐨ ᑲᐱᒪᓄᑲᑌᐠ ᐊᐊᐧᔑᒣ ᒋᑭ ᒥᓄᐢᑲᒪᑲᑭᐸᐣ.

ᐅᑕᓇᐣᐠ ᓂᔭᓄᔕᐳᐊᐦᑭ, ᐃᐁᐧ ᑲᒥᓄᓭᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᓇᓇᑲᒋᒋᑫᐃᐧᐣ ᐅᑭ ᐊᐸᒋᑐᓇᐊᐧ ᐁᐅᓇᒋᑲᑫᐊᐧᐨ ᒥᓇ ᐁᑭᑭᓄᐦᐊᒪᑫᐧᐊᐨ ᒥᔑᐣ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᑭᒋ ᒧᑭᒪᑲᓇᑭᐣᐠ ᑲᔭᑭᐣ ᐁᑲᐧ ᑕᔥ ᐸᑭᑎᓂᑲᑌ ᒋᑭ ᐊᐸᑕᑭᐸᐣ ᐃᒪ ᑭᒋ ᒧᑯᒪᓇᑭᐣᐠ ᐊᓂᔑᓇᐯ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᑲᐊᐱᑕᒧᐊᐧᐨ ᐱᒧᒋᑫᐃᐧᓇᐣ. ᐃᐁᐧ ᑲᒥᓄᓭᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ ᓇᓇᑲᒋᒋᑫᐃᐧᐣ ᑭᐅᐢᑲᒋᑲᑌᐸᐣ ᐃᒪ ᐅᐣᒋ ᑭᒋ ᒧᑯᒪᓇᑭᐣᐠ ᐊᓂᔑᓇᐯ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᑲᐊᐱᑕᒧᐊᐧᐨ ᐱᒧᒋᑫᐃᐧᓇᐣ ᒥᓇ ᑲᔦ ᑯᑕᑭᔭᐣ ᑭᒋᐢᑯᓄᐃᐧ ᐱᒧᒋᑫᐃᐧᓇᐣ ᑲᐊᓂᑲᑕᒧᐊᐧᐨ ᒋᐃᐧᒋᑕᐧᐊᐧᐨ ᑲᑭᓇ ᐊᓂᔑᓇᐯᐃᐧ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ. ᐅᐁᐧ ᐊᓄᑭᐃᐧᐣ ᑎᐸᒋᒋᑲᑌᐠ ᐃᒪ ᐅᐃᐧᐣᑕᒪᑫᐃᐧᓂᐊᐧ, ᓂᑲᓂᑕᒪᑫᐃᐧᐣ ᐃᒪ ᐅᐢᑲᑎᓴᐠ ᑲᐃᔑ ᐊᓂᑲᐊᐧᑲᓄᐊᐧᐨ.

ᒥᑕᐦᓯ ᑫᑯᓇᐣ ᑲᒪᒪᐃᐧᓂᑲᑌᑭᐣ:

1. ᒋᐅᐣᒋ ᑭᑫᐣᑕᑲᐧᐠ ᐊᓂᑭᐃᐧᐣ/ᑐᑕᒧᐃᐧᓇᐣ 2. ᑲᓇᓇᑲᒋᒋᑲᑌᑭᐣ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᒥᓇ ᐅᑎᐢᑯᓂᐠ

ᑲᐊᐱᒋᐢᑲᐊᐧᐨ3. ᑲᐊᓂᒪᐠ ᓇᐊᐧᐨ ᐃᐢᑯᓄᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ

ᑫᐃᔑ ᐱᒥᐃᐧᒋᑲᑌᐠ ᒥᓇ ᒪᔭᑦ ᑫᐃᔑ ᑭᑭᓄᐦᐊᒪᑲᓂᐊᐧᐠ

4. ᒋᑭ ᑌᐱᓂᑲᑌᑭᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐊᐸᒋᑕᑲᓇᐣ ᒥᓇ ᑭᑫᐣᑕᒪᐃᐧᓇᐣ

5. ᒋᐃᐢᐱᓭᐠ ᐅᑎᐢᑯᓂ ᑫᑭ ᐃᔓᑭᑫᐣᑕᒪᐃᐧᓂᐸᐣ

6. ᑲᐯᔭᑕᑫᐣᑕᑲᐧᐠ ᒥᓇ ᑲᐃᐧᒋᒋᑲᑌᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ

7. ᑲᐯᔑᐃᐧᐣ/ᐃᐢᑯᓄᐃᐧᑲᒥᐠ/ᑕᔑᑫᐃᐧ ᐃᐧᒋᐦᐃᐁᐧᐃᓇᐣ

8. ᑲᒪᐢᑲᐊᐧᑌᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐱᒧᒋᑫᐃᐧᓇᐣ

9. ᑲᐃᐧᑐᑲᑎᓇᓂᐊᐧᐣᐠ ᓂᑲᓂᑲᓇᐊᐧᐸᐣᒋᑫᐃᐧᓇᐣ/ᒥᓇ ᐅᑭᒪᐃᐧ ᐱᒧᒋᑫᐃᐧᓇᐣ

10. ᐃᓇᑎᓯᐃᐧᐣ ᑲᑭᒋᓀᐣᑕᑲᐧᐠ

ᑲᐊᓂᑲᑌᐠ ᑲᒥᓄᓭᐠ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᐅᒪ ᑭᐅᐣᒋ ᐅᓇᒋᑲᑌᐊᐧᐣ ᑫᐱᒥᓂᔕᐦᐃᑲᑌᑭᐣ:

• ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᑲᑭ ᓂᓯᑕᐃᐧᓂᑲᑌᑭᐣ ᐃᒪ ᑲᐃᔑ ᒪᒪᐃᐧᓂᑲᑌᑭᐣ ᐊᒪ ᑲᒥᓄᓭᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐱᒧᒋᑫᐃᐧᓂᐠ ᒪᐊᐧᐨ ᐃᐢᐱᓭ ᑭᑫᐣᑕᒪᐃᐧᐣ ᐃᒪ.

• ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᒣᑲᐧᐨ ᑲᐱᒪᓄᑲᑕᒧᐊᐧᐨ ᒥᓄᓂᑫᐃᐧᓇᐣ ᑕᐱᑕ ᑲᐃᔑ ᑲᑫᐧ ᑲᓇᐊᐧᐸᑕᒧᐊᐧᐨ ᒥᓇ “ᑲᑭᓇ ᐊᐃᐧᔭ ᒋᐅᐣᒍᑭᑫᐣᑕᒪᐃᐧᓂᐨ”

• ᐃᑫᐧᓂᐊᐧᐣ ᑲᒥᓄᐢᑲᒪᑲᑭᐣ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᐅᓇᐣᑕᐁᐧᓂᒪᐊᐧᐣ ᒥᓇ ᐅᑫᒋᓇᐁᐧᐣᑕᓇᐊᐧ ᑲᑭᓇ ᐅᑎᐢᑯᓂᐣ ᒥᑐᓂ ᑲᓂᓱᑎᑕᒧᓂᐨ ᐅᑭᑭᓄᐦᐊᒪᑯᓯᐃᐧᓂᐊᐧ, ᑲᐢᑭᐦᐅᐃᐧᓇᐣ ᒥᓇ ᑭᑫᐣᑕᒪᐃᐧᓇᐣ ᑫᓇᐣᑕᐁᐧᐣᑕᒧᐊᐧᐨ ᐃᐁᐧ ᐊᐱ ᐊᓂᐃᐢᐱᐢᑲᐊᐧᐨ ᐃᒪ ᐅᑎᐢᑯᓄᐃᐧᓂᐊᐧ, ᒥᓇᐊᐧ ᐊᐦᑭᐊᐧᓂᐠ.

• ᑲᐧᔭᐠ ᑲᐅᓇᒋᑲᑌᐠ ᐊᐣᑕᒋᑫᐃᐧᓇᐣ ᐱᒥᐊᓄᑲᑌᐊᐧᐣ ᐁᑲᐧ ᑕᔥ ᐊᐁᐧ ᐅᑎᐢᑯᓂ ᑎᐱᓇᐁᐧ ᑫᐃᐧᐣ ᒋᐊᓄᑲᓂᑎᓯᐨ ᒋᐃᓯᓭᓂᐠ.

• ᑲᑭᓇ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᑲᒥᑯᐣ ᐅᑕᔭᓇᐊᐧ ᑲᐢᑭᐦᐅᐃᐧᐣ ᒋᑭ ᒥᓇᐧᑐᐊᐧᐨ ᐊᒥᐱᑯ ᐃᒪ ᑲᔦ ᐁᐦᐊᔭᐠ ᐃᒪ ᐱᐣᒋ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ.

ᐃᐁᐧ ᑲᒥᓄᓭᐠ ᐃᐢᑯᓄᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ ᒣᑲᐧᐨ ᑲᐱᒪᓄᑲᑌᐠ ᑲᐊᐧᐸᐣᑕᐣ ᑲᐃᒋᑲᑌᐠ ᐃᒪ ᑲᒪᓯᓇᑭᑌᐠ ᓇᐦᐃᐃᐧᓂᐠ:

ᐊᒥᑕᔥ ᐅᑫᐧᓂᐊᐧᐣ ᐸᑯᓭᓂᒧᐃᐧᓇᐣ ᑲᑭ ᐸᑭᑎᓇᒧᐊᐧᐸᐣ ᐁᐧᐢᑲᐨ ᑲᐅᐣᑕᓄᑭᑕᒪᑫᐊᐧᐨ ᐃᒪ ᐊᓂᔑᓇᐯ ᑭᒋ ᒧᑯᒪᓇᑭᐣᐠ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᑲᑭ ᒪᒋᑐᐊᐧᐸᐣ ᐅᐁᐧᓂ ᑲᒥᓄᓭᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ ᐊᓄᑭᐃᐧᐣ. ᐊᒥᑕᔥ ᐅᐁᐧ ᑲᑭ ᐃᑭᑐᐊᐧᐨ ᐊᓂᐣ ᑫᑭᐃᔑ ᒥᓄᓭᑭᐸᐣ:

ᐊᓂᑭᐃᐧᐣ ᓂᑲᓂᑕᒪᑫᐃᐧᐣ: ᐃᒪ ᐁᐅᐣᒋ ᑲᓇᐊᐧᐸᐣᒋᑲᑌᐠ ᑕᔑᑫᐧᐃᓂᐠ, ᐅᐁᐧ ᐊᓂᑭᐃᐧ ᓂᑲᓂᑕᒪᑫᐃᐧᐣ ᓇᐣᑕᐁᐧᐣᑕᑲᐧᐣ ᒋᓇᑲᐧᐠ, ᒋᒌ ᑫᐣᑕᑲᐧᐠ, ᒋᑲᐯᓭᑭᐣ ᐃᐧᒋᐦᐃᐁᐧᐃᐧᓇᐣ ᒥᓇ ᐊᓱᐢᑲᒪᑫᐃᐧᓇᐣ ᑭᔭᐸᐨ ᑯᑕᑭᔭᐣ ᑲᒥᓄᓭᑭᐣ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ.

ᐅᔑᑫᐃᐧᓂᐠ ᒋᐅᐣᒋᓭᐠ ᐊᔭᒥᑕᒪᑫᐃᐧᐣ: ᑫᒋᑫᐣᑕᐠ ᑫᐊᔭᒥᑕᒪᑕᐣᐠ ᐊᐃᐧᔭ, ᑕᔑᑫᐧᐃᓂᐠ ᑲᑕᐣᒋᒪᑲᐠ ᓂᑲᓂᑕᒪᑫᐃᐧᐣ ᓇᐣᑕᐁᐧᐣᑕᑲᐧᐣ ᒋᐅᓇᒋᑲᑌᐠ, ᒋᒥᓄᐧᒋᑲᑌᐠ ᒥᓇ ᒋᐸᑭᑎᓂᑲᑌᑭᐣ ᐸᑯᓭᐣᑕᒧᐃᐧᓇᐣ ᐃᒪ ᑲᔭᑭᐣ ᑕᔑᑫᐃᐧᓂᐠ ᐅᓇᑯᓂᑫᐃᐧᓀᓴᐣ ᐃᒪ ᓀᑫ:

• ᑫᐃᓇᑌᐠ ᐃᔑᑲᓇᐊᐧᐸᐣᒋᑫᐃᐧᐣ ᑫᐅᐣᒋ ᐱᒥᓇᓇᑲᒋᒋᑲᑌᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᓇᐊᐧᐨ ᒋᑭ ᒥᓄᓭᑲᐧᐸᐣ,

• ᑲᒥᓄᓭᑭᐣ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᓇᐊᐧᐨ ᒋᒥᓄᓇᑲᐧᐠᐣ ᑲᐃᔑ ᐅᓇᒋᑲᓂᐊᐧᐠ, ᒥᓇ • ᑕᓯᐊᐦᑭ ᐃᐢᑯᓄᐃᐧ ᑎᐸᒋᒧᐃᐧᓇᐣ ᑲᐃᔑ ᓇᐣᑕᐁᐧᐣᑕᑲᐧᐠ ᒋᐃᔑ ᐱᒥᓂᔕᐦᐃᑲᑌᐠ.

ᐊᓄᑲᑕᒧᐊᐧᐨ ᐃᒪ ᐃᐢᑯᓄᐃᐧ ᒥᓄᓂᑫᐃᐧᐣ: ᑲᐃᔑ ᐊᑲᓭᐣᑕᑲᐧᐠ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ, ᑲᐊᓄᑲᑕᒧᐊᐧᐨ ᐃᒪ ᐃᐢᑯᓄᐃᐧ ᒥᓄᓂᑫᐃᐧᐣ

ᓇᐣᑕᐁᐧᐣᑕᑲᐧᐣ ᒋᑭ ᒥᔑᓄᓭᑭᐸᐣ ᑐᑕᒧᐃᐧᓇᐣ.

ᑕᔑᑫᐃᐧᐣ ᐅᑎᑭᑎᐃᐧᓂᐊᐧ: ᑲᒥᓄᓭᐠ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᓇᓇᐣᑕᐃᐧᑭᑫᐣᒋᑫᐃᐧᐣ ᑫᐊᐸᑕᑭᐣ ᐃᑫᐧᓂᐊᐧᐠ ᐊᓄᑭᓇᑲᓇᐠ ᐃᐧᓇᐊᐧ ᐅᑕᑭ ᐊᓂᑲᑕᓇᐊᐧᐸᐣ, ᑲᐊᑲᔐᐣᔑᐊᐧᐨ ᒥᓇ ᐅᑭᒍᑎᐢᑯᓂᐠ ᒥᓇ ᐅᓂᑭᐦᐃᑯᒪᐠ ᓇᓇᑲ ᑲᐊᐱᒋᐢᑲᒪᑲᐠ ᐃᐢᑯᓄᐃᐧ ᒥᓄᓂᑫᐃᐧᐣ ᐃᔑᒋᑫᐃᐧᐣ.

ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐠ ᑲᑭᑭᓄᐦᐊᒪᐃᐧᐣᑕᐧ: ᐃᑫᐧᓂᐊᐧᐠ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᑲᒥᓄᓂᑫᐊᐧᐨ ᑲᐊᓂᑲᑕᒧᐊᐧᐨ ᓇᐣᑕᐁᐧᐣᑕᑯᓯᐊᐧᐠ ᒋᐱᒥ ᑭᑭᓄᐦᐊᒪᐊᐧᑲᓄᐊᐧᐨ ᐊᓂᐣ ᑫᐃᔑ ᑲᓇᐊᐧᐸᐣᑕᒧᐊᐧᐨ ᒥᓇ ᑫᐃᔑ ᐱᒥᐸᓂᑕᐧᐊᐧᐨ ᑲᒥᓄᓭᐠ ᐃᐢᑯᓄᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ.

ᐅᑎᐢᑯᓂᐠ ᑲᐸᐱᐢᑫᐣᑕᒪᑫᐊᐧᐨ: ᐅᑎᐢᑯᓂᐠ ᐃᓯᓭᓂ ᐱᓇᒪ ᒋᑲᑫᐧᒋᒥᐣᑕᐧ ᒥᓇ ᑫᐃᐧᓇ ᒋᐃᐧᒋᑕᐧᐊᐧᐨ ᐃᒪ ᑲᑭᓇ

ᑫᑯᓇᐣ ᑲᐃᔑᒋᑫᐦᐃᐣᑕᐧ ᑫᐅᐣᒋ ᒥᓄᓭᓂᐠ ᐅᑭᑭᓄᐦᐊᒪᑯᓯᐃᐧᓂᐊᐧ. ᓇᐣᑕᐁᐧᐣᑕᑲᐧᐣ

ᒋᒥᑫᐧᐣᑕᒧᐊᐧᐨ ᐁᐃᐧᒋᑕᐧᐊᐧᐨ ᑲᐃᔑ ᒥᓄᓂᑲᓂᐊᐧᐠ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐠ ᑫᐅᐣᒋ ᒥᓄᓭᐊᐧᐨ ᐁᑲᐧ ᑕᔥ ᐅᑎᐢᑯᓂᐠ

ᒋᐱᒥᓂᔕᐦᐊᒧᐊᐧᐨ.

ᐃᐧᐁ ᒪᐊᐧᐨ ᑫᒥᓄᓭᐦᐃᑯᐊᐧᐨ ᓇᓇᑲᒋᒋᑫᐃᐧᐣ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᑲᐱᒥᓇᓇᑲᒋᒋᑲᑌᐠ ᒋᒥᓄᓭᑭᐣ ᐱᒧᒋᑫᐃᐧᓇᐣ ᐃᒪ ᑕᔥ ᑲᐅᐣᒋ ᐅᓇᑌᐠ ᑲᒥᓄᓭᐠ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᒪᒪᐃᐧᓂᑫᐃᐧᐣ, ᓇᐊᐧᐨ ᐃᐁᐧ ᒥᓄᓭ ᐁᑲᐧ ᑕᔥ ᑕᑭ ᒥᓄᓭᐸᐣ ᐃᐁᐧ ᒋᐊᐸᒋᒋᑲᑌᐠ ᑲᐃᐧ ᐃᔑ ᑲᑫᐧ ᒥᓄᓂᑲᑌᑭᐣ ᐃᐢᑯᓄᐃᐧ ᐅᓇᒋᑫᐃᐧᓇᐣ (SIP) ᒋᐅᐣᒋ ᑲᓄᑌᑭᐣ ᑲᐃᔑ ᓇᓄᑌᓭᑭᐣ ᓇᓇᑲᒋᒋᑫᐃᐧᓂᐣᐠ. ᑭᒋᓀᐣᑕᑲᐧᐣ ᒋᑲᓄᑲᓂᐊᐧᐠ ᐃᐁᐧ ᑲᒥᓄᓭᐠ ᐃᐢᑯᓄᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ ᐊᓄᑭᐃᐧᐣ ᐁᑲᐧ ᐃᐧᓂᑯ ᐁᒧᔐᓇᑲᐧᐠ. ᐃᐁᐧ ᔕ ᑲᐃᒋᑲᑌᐠ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᑲᑲᑫᐧ ᒥᓄᓂᑲᑌᐠ ᐁᐃᔑ ᐱᒥᓭᐠ ᑲᐊᓄᑲᑌᐠ ᐁᑲᐧ ᑕᔥ ᓇᐦᐱᐨ ᐁᐊᓂᒥᓭᐠ ᑕᓱᐱᓯᑦ ᑲᐃᔑ ᓇᓇᑲᒋᒋᑲᑌᐠ. ᓂᓯᑎᐃᐧᓇᑲᐧᐣ, ᐃᐁᐧ ᒪᔭᑦ ᒥᓇ ᑲᑭᒋᓀᐣᑕᑲᐧᐠ ᑲᐃᔑ ᑲᑫᐧᒥᓄᓂᑲᑌᐠ ᐃᐢᑯᓄᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ ᐃᒪ ᑕᑭ ᐅᐣᒋ ᐃᐧᒋᒋᑲᑌᐸᐣ ᑲᒥᓄᓭᐠ ᐃᐢᑯᓄᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ ᐅᑎᔑᒋᑫᐃᐧᓂᐊᐧ ᐁᑲᐧ ᑕᔥ ᑲᔦ ᒥᓄᓂᑲᑌᑭᐣ ᐃᐢᑯᓄᐃᐧ ᐅᓇᒋᑫᐃᐧᓇᐣ ᒣᑲᐧᐨ ᑲᐱᒧᓇᑌᑭᐣ. ᐃᒪ ᒪᑕᑲᒥ ᐃᐢᑯᓂᑲᓂᐠ ᑲᐊᐸᒋᑐᐊᐧᐨ ᑲᒥᓄᓭᐠ ᐃᐢᑯᓄᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ ᓇᓇᑲᒋᒋᑫᐃᐧᐣ ᑲᐱᒥᓂᔕᐦᐊᒧᐊᐧᐨ ᑫᐅᐣᒋ ᒥᓄᓭᐊᐧᑫᐊᐧᐨ ᐃᐁᐧᓂ ᑲᑲᑫᐧ ᒥᓄᓂᑲᑌᑭᐣ ᐃᐢᑯᓄᐃᐧ ᐅᓇᒋᑫᐃᐧᓇᐣ.

ᒪᐊᐧᐨ ᑲᐃᐢᐸᐨ ᐅᑲᐢᑭᐦᐅᐃᐧᓂᐊᐧ ᑲᑭᓇ ᐊᐃᐧᔭᐠ

ᑲᐃᔑ ᒪᒪᐃᐧᐱᐦᐃᑲᑌᑭᐣ ᑲᐅᐣᒋ ᓂᑲᓂ ᓇᓇᑲᒋᒋᑲᑌᑭᐣ

ᑲᒪᓄᓭᐠ ᐃᐢᑯᓄᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ

ᑲᐃᔑᒪᓯᓇᐦᐃᑲᑌᑭᐣᑲᐃᔑᐱᑭᔑ

ᑎᐯᐣᑕᐠ ᐊᐦᑭᓂ ᑲᓂᑲᓂᑕᐣᐠ

ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᐃᔓᓇᑌᐠ ᑲᑭᐁᐧ

ᐅᓇᒋᑲᑌᐠ

ᑲᓂᑲᓇᐦᑌᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ & ᐃᐧᒋᐦᐃᐁᐧᐃᐧᐣ

ᐃᐢᑯᓄᐃᐧ ᓂᑲᓂᑕᒪᑫᐃᐧᐣ ᑲᐊᓂᑲᑕᒧᐊᐧᐨ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ & ᐃᐧᒋᐦᐃᐁᐧᐃᐧᐣ

ᑲᐊᐱᒋᐢᑲᐊᐧᐨ & ᑲᐃᔑ ᐸᐱᑭᔑᔭᑭᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᓇᓇᑲᓯᒧᐁᐧᐃᐧᐣ


29www.fnssp.knet.ca

ᒪᐊᐧᒋᐦᐃᑎᐃᐧᓂᐠ, ᔕᑯᐨ ᑭᑭᒋᒪᒪᒋᐁᐧᐸᐣ ᐊᒥᑕᔑᑯ ᑲᑭᐃᔑ ᒪᐊᐧᒋᐦᐃᑎᐊᐧᐨ ᒪᓴᐊᐧᐨ ᐁᑭ ᐸᐧᑕᐃᐧᑕᑯᔑᓄᐊᐧᐨ ᐊᑎᐟ ᐊᐃᐧᔭᐠ. ᐃᐁᐧ ᑕᔥ ᒪᔭᑦ ᑭᒋ ᐅᓇᒋᑫᐃᐧᐣ ᐃᒪ FNSSP ᒪᐊᐧᒋᐦᐃᑎᐃᐧᓂᐠ ᒋᐸᑭᑎᓂᑲᑌᐠ ᐃᐧᐣᑕᒪᑫᐃᐧᓇᐣ ᐃᒪ ᒪᐊᐧᐨ ᑲᔑᑭᒋᓀᐣᑕᑲᐧᐠ ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧᓂᐠ, ᐊᐢᑭᒋᑫᐃᐧᓂᐠ, ᐅᑎᐢᑯᓂᐠ ᑲᐱᒥ ᐃᐢᑯᓄᐃᐧᐦᐃᐣᑕᐧ, ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐃᐧ ᐅᓇᒋᑫᐃᐧᓇᐣ. ᐅᑎᐢᑯᓂᐠ ᑲᐱᒥ ᓇᓇᑲᒋᐦᐃᐣᑕᐧ ᐊᓂᐣ ᑲᐊᐱᒋ ᑭᑫᐣᑕᓱᐊᐧᐨ.

ᐃᐁᐧ ᓂᐢᑕᑦ ᑲᑭᔑᑲᐠ ᒪᐊᐧᒋᐦᐃᑎᐃᐧᓂᐠ ᓫᐊᐧᕑᐃ ᒪᐧᕑᐃᐢ ᐅᑭ ᒪᒋᑐᓇᐸᐣ, ᐃᒪ ᑲᐃᔑ ᐊᓄᑭᑕᒪᑫᐠ ᓇᓇᐣᑐᐠ ᐃᔑᑭᑫᐁᐧᐃᐧᓇᐣ ᑲᐊᓂᑲᑕᒧᐊᐧᐨ ᑭᒋ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᑲᒥᐠ ᐁᐧᑎ ᒪᐣᕑᑎᕑᔭᓫ. ᕑᐊᐧᕑᐃ ᒥᐢᑕᐦᐃ ᐊᐱᒥ ᐃᐧᑕᓄᑭᒪᐣ ᐊᓂᔑᓇᐯ ᐃᐢᑯᓂᑲᓇᐣ ᐃᒪ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓂᐠ ᒥᓇ ᑲᔦ ᐯᐸᑲᐣ ᑲᐃᔑᑭᔑᐁᐧᐊᐧᐨ ᐃᓄ ᒥᓇ ᑲᐅᒪᐢᑭᑯᒧᐊᐧᐨ ᐁᐧᑎ ᑭᐃᐧᐯᐠ ᒥᓇ ᐊᐧᐸᓄᐣᐠ ᑭᒋ ᑕᐃᐧᓇᐣ ᑲᔭᑭᐣ. ᐃᐁᐧᓂ ᑲᑭ ᐊᓂᒧᑕᐣᐠ “ᒋᑕᓇᐅᑕᒪᐊᐧᑲᓄᐊᐧᐨ ᐃᔑᑭᔑᐁᐧᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᒋᐊᓂᔑᓇᐯᐊᐧᓯᓇᐦᐃᑲᑌᑭᐣ, ᒋᓇᓇᑲᒋᐦᐊᑲᓄᐊᐧᐨ ᓇᐊᐧᐨ ᒥᔑᓇᐧᔦᐠ ᑲᐱᒥ ᐃᐢᑯᓄᐃᐧᐣᑕᒧᐊᐧᐨ” ᒥᓇ “ᐊᒥᑲᑕᓱᐊᐦᑭᐃᐧᓀᐊᐧᐨ 14 ᐁᑲᐧ ᑕᔥ ᑲᔦ ᐁᑲ ᐁᓂᓯᑕᐃᐧᓇᒧᐊᐧᐨ ᐊᓂᔑᓇᐯᐃᐧᐱᐦᐃᑲᓂ! ᐊᓂᐣ ᑕᔥ ᑫᑐᑕᒪᐸᐣ?” ᑲᐧᔭᐠ

ᑭᐃᐧᐣᑕᒪᑲᓂᐊᐧᐣ ᐁᑲᐧ ᑕᔥ ᑲᔦ ᑲᐧᔭᐠ ᑭᐅᐣᑎᓂᑫᐊᐧᐠ. ᕑᐊᐧᕑᐃ ᑲᑭ ᐃᑭᑐᐨ ᒥᐢᑕᐦᐃ ᐅᑭ ᑐᑭᓂᑲᓀᓇᐊᐧ ᐃᒪ ᑲᐱᓯᐣᑕᒧᐊᐧᐨ ᒪᐊᐧᒋᐦᐃᑎᐃᐧᓂᐠ.

ᐃᑲᐧ ᑕᔥ ᑲᐃᐢᑲᐧᓇᐊᐧᑫᐠ ᐸᑲᐣ ᑫᑯᓇᐣ ᑭᐊᓂᒧᒋᑲᑌᐊᐧᐣ ᐊᒥᑕᔥ ᑲᐃᔑᓂᑲᑌᐠ ᑲᒪᒪᐤ ᐃᐧᐣᑕᒪᑫᔭᐣᐠ ᓂᑲᐢᑭᐦᐅᐃᐧᓇᐣ. ᐅᑫᐧᓂᐊᐧᐣ ᑎᐸᒋᒧᐃᐧᓇᐣ ᑲᑭ ᐃᐧᐣᑕᒪᑲᓂᐊᐧᐠ ᑲᑭᐸᑭᑎᓇᒧᐊᐧᐨ ᐃᑫᐧᓂᐊᐧᐠ ᑲᓂᑲᓂᐢᑲᒧᐊᐧᐨ FNSSP ᐊᓄᑭᐃᐧᓇᐣ, ᑲᑭ ᑲᐢᑭᑕᒪᓱᐊᐧᐸᐣ ᐃᒪ ᓂᐢᑕᑦ ᑲᑫᐧᑌᐃᐧᓂᐠ (2009/2010) ᓇᐣᑐᑕᒪᐃᐧᓂᐣᐠ. ᕑᐊᐣᑎ ᒐᐧᐣᓴᐣ ᓀᐣᑲᐃᐧᓴᑲᐦᐃᑲᓂᐣᐠ FNSSP ᑲᐊᓂᑲᑕᐠ ᒥᓇ ᑌᐱ ᑌᐸᓯᑫ ᐁᐧᑎ ᑫᐣᒋᑫᐃᐧᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᑲᒥᐠ FNSSP ᑲᐊᓂᑲᑕᒧᐊᐧᐨ ᑭᑎᐸᒋᒧᐊᐧᐨ ᐊᓂᐣ ᑫᐃᐧᓂᓇᐊᐧ ᑲᑭᐃᔑ ᐊᓂᑲᑕᒧᐊᐧᐨ ᐃᐁᐧᓂ FNSSP ᑲᑭ ᐅᓇᑕᒪᓱᐊᐧᐸᐣ. ᓂᑐᐣᒋ ᐃᐧᒋᐦᐃᑯᒥᐣ ᑲᓄᐣᑕᒪᐣᐠ ᐊᓂᐣ ᑲᐃᓯᓭᐊᐧᐨ ᑯᑕᑭᔭᐠ ᑲᐊᓂᑲᑕᒧᐊᐧᐨ FNSSP ᐊᓄᑭᐃᐧᓇᐣ ᒥᓇ ᑲᔦ ᑫᐃᐧᓇᐊᐧ ᑲᑭᒋᓀᐣᑕᒧᐊᐧᐨ ᐅᐁᐧᓂ ᑲᑲᑫᐧ ᐱᒥᐃᐧᑐᐊᐧᐨ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐃᒪ ᑕᔑᑫᐃᐧᓂᐣᐠ.

ᑭᑲᑭᐱᒋᓇᓂᐊᐧᐣ ᒣᑲᐧᐨ ᑲᒪᐊᐧᒋᐦᐃᑎᓇᓂᐊᐧᐠ, ᐁᑭ ᐸᑭᑎᓂᑲᑌᑭᐣ ᓇᓇᑲ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓀᓴᐣ ᐃᐁᐧ ᐯᔑᐠ ᑕᑕᐸᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑫᓀᐟ ᐊᓂᑭᓇᑲᓇᐠ ᑲᑭ ᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ. ᑯᑕᐠ ᑕᔥ ᑲᑭ ᐊᓂᒧᒋᑲᑌᐠ ᐊᒥ

ᑲᑭᔑᓂᑲᑌᐠ “ᑲᐃᐢᐸᐠ ᐃᐢᑯᓄᐃᐧᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ ᑲᑭ ᑭᑫᐣᒋᑲᑌᑭᐣ” ᐊᓂᔑᓇᐯ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᐅᓇᔓᐊᐧᑕᒧᐊᐧᐨ ᐊᓂᑭᓇᑲᓇᐠ ᑲᑭ ᐊᐧᐃᐧᐣᑕᒪᐊᐧᐊᐧᐨ ᐃᐢᑯᓂᑲᓂᐣᐠ ᑲᑕᓄᑭᓂᐨ ᐃᐢᑯᓄᐃᐧᑭᒪᐣ. ᑕᑯ ᑲᔦ, ᑲᐧᔭᐣᒋᐃᐧᐣ ᐊᓂᑭᓇᑲᓇᐠ ᐊᐦᑎᐟ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓇᐣ ᑫᐃᐧᓇᐊᐧ ᐅᑭ ᑐᑕᓇᐊᐧ, ᐯᔑᐠ ᑲᑭ ᐃᔑᓂᑲᑕᒧᐊᐧᐨ “ᑲᐃᐧᓂᓂᑯ ᐁᐦᑕ ᒧᒋ ᒪᓯᓇᐦᐃᑲᓂᐊᐧᓯᓄᐣ ᐅᐁᐧ! (ᐊᐣᑭᑕᓱᓂᐱᐦᐃᑲᐣ)”, “ᐊᑭᐣᑕᓯᓄᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᐃᐢᐸᑌᐠ”, “ᐅᑎᐢᑯᓂᐠ ᑲᑭᒋᐃᐧᓂᐣᑕᐧ ᒋᑭᔑᑐᐊᐧᐨ ᐅᑎᐢᑯᓄᐃᐧᓂᐊᐧ ᒥᓇ ᐅᓂᑭᐦᐃᑯᒪᐠ ᒋᐸᐱᐢᑫᐣᑕᒪᑫᐊᐧᐨ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓂᐣᐠ” ᐁᑲᐧ ᑕᔥ ᑲᔦ “ᐊᓂᐣ ᑫᐃᓇᐸᒋᑐᔭᐠ ᐅᑫᐧᓂᐊᐧᐣ ᐅᓇᒋᑫᐃᐧᓇᐣ ᑫᑭ ᑲᑫᐧᒥᓄᓂᑲᑫᔭᑭᐸᐣ ᐃᒪ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣᐠ”. ᑲᑭᓇ ᒪᐊᐧᒋᐦᐃᑎᐃᐧᓇᐣ ᑭᒥᓄᓭᐊᐧᐣ ᐃᒪ ᑕᓯᐣ ᑲᑭᐃᔕᐊᐧᐨ.

ᐊᒥᑕᔥ ᑲᑭ ᐊᓂᔑᑭᔑᒋᑲᑌᐠ ᒪᐊᐧᒋᐦᐃᑎᐃᐧᐣ ᐁᑭ ᒥᓇᑲᓄᐊᐧᐨ ᐃᐢᑯᓄᐃᐧᐱᒧᒋᑫᐃᐧᐣ ᑲᓂᑲᓂᐢᑲᒧᐊᐧᐨ, ᐃᐢᑯᓄᐃᐧᑭᒪᐠ ᒥᓇ ᐅᐱᐢᑯᓂᐦᐃᐁᐧᐠ ᑲᑭᐱᔕᐊᐧᐨ ᑲᑭ ᐱᐊᐣᑐᑕᒧᐊᐧᐨ ᒥᓇᐊᐧ ᐊᐦᑭᐊᐧᐠ ᑫᐃᔓᓇᒋᑲᓂᐊᐧᐠ ᐃᐁᐧ NAN FNSSP ᐊᓄᑭᐃᐧᐣ. ᒪᐊᐧᐨ ᐱᑯ ᑲᑭᓇ ᑫᑯᓇᐣ ᑭᒥᓄᓭᐊᐧᐣ ᐅᐁᐧ ᑲᑭᒪᐊᐧᒋᐦᐃᑎᓇᓂᐊᐧᐠ ᒥᓇ ᑲᔦ ᐁᑭ ᐸᑭᑎᓇᒧᐊᐧᐨ ᐅᑎᓀᐣᑕᒧᐃᐧᓂᐊᐧ ᑲᑭᐱᔕᐊᐧᐨ ᒪᐊᐧᒋᐦᐃᑎᐃᐧᓂᐠ.

- ᕑᐊᐧᐣ ᒪᕑᐊᓄ -

ᐊᓂᑭᓇᑲᓇᐠ, ᑲᓂᑲᓂᑕᒧᐊᐧᐨ ᒥᓇ ᑲᐊᐱᑕᒧᐊᐧᐨ ᑭᐧᔭᐣᒋᐃᐧᐣ (KERC) ᐅᑭ ᓇᑭᐢᑲᐊᐧᐊᐧᐣ ᕑᐊᐧᕑᐃ ᒪᐧᕑᐃᐢ, ᑲᑭᑲᑭᑐᐨ, ᑲᐊᓂᐢᑲᐧ ᑭᔑᒋᑲᑌᐠ ᒪᐊᐧᒋᐦᐃᑎᐃᐧᐣ ᓂᐢᑕᑦ ᑲᑭᔑᑲᐠ.

ᐊᓂᔑᓇᐯ ᐊᐢᑭ ᐅᑎᐢᑯᓂᐠ ᑲᐊᓂᔑ ᐱᒋᓂᑭᑫᐣᑕᓱᐊᐧᐨ ᐊᓄᑭᐃᐧᐣ ᒪᐊᐧᒋᐦᐃᑎᐃᐧᐣᓇᐣᑕ ᐱᑯ 100 ᑭᐃᔕᐊᐧᐠ ᒪᐊᐧᒋᐦᐃᑎᐃᐧᓂᐠ ᓂᓯᑭᔑᑲ ᑲᑭᑐᒋᑲᑌᐠ



ᑫᓀᐠ ᒪᒪᐣᑕᐃᐧᐱᐊᐧᑯᐠ ᐅᑎᐢᑯᓂᐠ ᑲᐊᓂᔑ ᐱᒋᓂᑭᑫᐣᑕᓱᐊᐧᐨ ᐊᓄᑭᐃᐧᐣᑲᑭᐸᑭᑎᓇᒧᐊᐧᐨ ᑎᐸᒋᒧᐃᐧᐢ ᑫᓀᐠ FNSSP ᑲᐊᓄᑲᑕᒧᐊᐧᐨ

ᐊᐱ ᐊᓂᐢᑲᐧᐊᐣᑭᓯᐨ ᒥᑭᓯᐃᐧᐱᓯᑦ, 2011, ᓂᔑᑕᓇᐯᔑᑯᔕᑊ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᐅᑲᔭᓇᐊᐧ ᑫᐅᐣᒋ ᐊᓄᑭᒪᑲᑭᐣ ᒪᒪᐣᑕᐃᐧᐱᐊᐧᑯᐠ ᐅᐢᑭ ᐊᐸᒋᑕᑲᓇᐣ ᐃᒪ ᐅᑕᓄᑭᐃᐧᑲᒥᑯᐊᐧ. ᐁᑲᐧ ᑕᔥ ᐊᔕ ᑲᐃᓯᓭᐠ, ᐃᐁᐧ ᑲᒪᐊᐧᑌᑐᓂᑫᒪᑲᐠ ᑲᐱᒧᒋᑲᑌᐠ ᐅᐢᑭ ᐊᐸᒋᑕᑲᓇᐣ ᑲᐅᐣᒋ ᐊᓄᑭᒪᑲᑭᐣ ᐃᒪ ᐅᐣᒋ ᐊᓄᑭᒪᑲᓄᐣ ᑫᓀᐟ ᐊᓂᑭᐃᐧᑲᒥᑯᐣᐠ ᐃᒪ ᐊᐧᓂᓇᐊᐧᑲᐣᐠ.

ᐅᑫᐧᓂᐊᐧᐣ ᑲᐅᐢᑲᒋᑲᑌᑭᐣ ᐊᐸᒋᑕᑲᓇᐣ ᑲᑭᓇ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᑲᔭᐊᐧᐨ ᒪᐊᐧᐣᑐᐱᐦᐃᑫᐃᐧᓇᐣ ᑲᐃᔑᑲᓇᐁᐧᐣᑕᑲᐧᑭᐣ ᑲᐅᐣᒋ ᐊᓄᑭᒪᑲᑭᐣ ᐃᐁᐧ ᑲᔦ ᑲᑭ ᑕᑲᐧᑌᐠ ᐁᑲ ᑲᒪᒋᐱᒋᑫᒪᑲᐠ ᑲᑲᑭᐱᒋᓭᐠ ᐃᐢᑯᑌ ᑲᐅᐣᒋ ᐊᓄᑭᒪᑲᑭᐣ ᐊᐸᒋᑕᑲᓇᐣ (UPS), ᑲᐅᐣᒋ ᐊᓄᑭᓭᐠ ᐊᐸᒋᑕᐃᐧᓇᐣ, ᒥᓇ ᐁᑭ ᒪᐢᑲᐊᐧᒋᑲᑌᐠ ᑲᐃᔑ ᐱᐣᒋᓯᐠ ᑲᐧᔭᐠ ᒋᒥᓄᓭᐠ ᑫᐃᔑᐊᐦᑌᐠ ᐅᐢᑭ ᐊᐸᒋᑕᑲᓇᐣ.

ᐊᐱ ᑕᔥ ᑭᑭᔓᓇᑌᑭᐣ ᐊᐸᒋᑕᑲᓇᐣ, ᑲᑭᓇ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐣ ᐅᑲᐊᐧᐸᐣᑕᓇᐊᐧ ᑫᐃᔑ ᐃᐧᒋᐦᐃᑯᐊᐧᐨ ᐃᒪ ᑲᐅᐣᒋᓭᑭᐣ OCAP ᐅᓇᒋᑫᐃᐧᓇᐣ (ᑎᐯᓂᒥᑎᓱᐃᐧᐣ, ᐅᓇᔓᐊᐧᒋᑫᐃᐧᐣ, Access, and Possession), including:

ᐱᐣᒋᐢᑯᓄᐃᐧᑲᒥᐠ ᑲᑕᔑ ᑲᓇᐁᐧᐣᑕᑲᐧᑭᐣ ᐊᐸᒋᑕᑲᓇᐣ, ᐅᐢᑭ ᐊᐸᒋᑕᑲᐣ ᒥᓇ ᑲᐃᔑ ᒪᐊᐧᐣᑐᐱᐦᐃᑲᑌᑭᐣ ᐃᐧᐣᑕᒪᑫᐃᐧᓇᐣ ᑲᐃᔑᐢᓭᐠ ᒥᓇ ᑲᒥᓄᓭᐠ ᑲᐅᐣᒋ ᐱᒋᑲᓂᐊᐧᐠ ᐊᐸᒋᑕᑲᓇᐣ ᐊᐸᒋᑕᑲᐣ ᑲᒪᒪᒋᐃᐧᒋᑲᑌᐠ ᑲᐃᔑ ᑲᓇᐁᐧᐣᑕᑲᐧᑭᐣ ᒪᓯᓇᐦᐃᑲᓇᐣ ᐃᐢᑯᑌ ᑲᒣᐢᑲᐧᒋᑕᐊᐧᑯᓭᐠ ᑭᐢᐱᐣ ᐁᑭᐸᑯᓭᐠ ᑲᐅᐣᒋ ᐊᐧᑌᓂᑲᓂᐊᐧᐠ ᒥᓇ ᐱᑯ ᓇᓇᐣᑐᐠ ᑲᐃᔑᐁᐧᐸᐠ

FNSSP ᒪᐊᐧᐣᑐᐱᐦᑫᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐠ ᒉᓯ ᐱᐟᓫᐃᕑ ᒥᓇ ᐊᐢᑲᐢ ᒪᔪᐢ ᒥᓯᐁᐧ ᐸᐸᒥᔭᐊᐧᐠ (ᐱᐳᓂᒥᑲᓇ ᒥᓇ ᐱᒥᓭᐃᐧᓂᐠ) ᐃᒪ ᑕᔑᑫᐃᐧᓇᐣ ᑲᐃᐧ ᐃᔑ ᐊᒋᑲᑌᑭᐣ ᐅᑫᐧᓂᐊᐧᐣ ᐅᐢᑭ ᐊᐸᒋᑕᑲᓇᐣ. ᒥᐃᐧᓂᑯ ᐁᐃᓯᓭᐠ, ᓇᐣᑕ ᐱᑯ ᐁᐦᑕ ᐊᐱᑕᐃᐧᑭᔑᐠ ᐅᐱᒥᑐᓇᐊᐧ ᑲᐅᓇᑐᐊᐧᐨ ᐅᐢᑭ ᐊᐸᒋᑕᑲᓇᐣ. ᐁᑲᐧ ᑕᔥ ᑲᔦ ᒣᑲᐧᐨ ᑲᐸᐸᒥᔭᐊᐧᐨ ᒉᓯ ᒥᓇ ᐊᐣᑲᐢ ᐅᐣᒋ ᐃᐧᒋᑕᐧᐊᐧᐠ ᐅᐢᑭ ᐊᐸᒋᑕᑲᓇᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᒥᓇ ᐱᑯ ᐃᒪ ᑫᑯᓇᐣ ᑲᐃᓯᓭᑭᐣ ᒋᑭᑭᓄᐦᐊᒪᑲᓂᐊᐧᐠ. ᐊᑎᑯᓴᑲᐦᐃᑲᓂᐠ ᐊᓂᑭᓇᑲᐣ ᒉᕑᐊᒥ ᓴᐊᐧᓂᐢ ᑫᐃᐧᐣ ᐃᐧᒋᑕᐧ ᑲᐅᓇᒋᑲᑌᑭᐣ ᐅᐢᒋ ᐊᐸᒋᑕᑲᓇᐣ ᐊᑎᐟ ᑕᔑᑫᐃᐧᓇᐣ ᑲᐃᔑᔭᑭᐣ.

ᑕᔑᑫᐃᐧᓇᐣ ᑫᐅᐣᑎᓇᒧᐊᐧᐨ FNSSP ᑫᐅᐣᒋ ᒪᒋᐁᐧᓭᓂᐠ ᒪᒪᐣᑕᐃᐧᐱᐊᐧᑯᐣ ᒋᐅᐢᑭᒋᑲᑌᑭᐣ:

1. ᐊᐧᔕᐦᐅᐣᐠ2. ᐅᐸᓴᑎᑲᐣᐠ3. ᑭᐁᐧᐃᐧᐣ4. ᐊᐧᐃᐧᔦᑲᒪᐣᐠ 5. ᐱᑲᐣᒋᑲᒥᐣᐠ6. ᐊᐧᐱᑭᑲ7. ᐱᔑᐃᐧᓴᑲᐦᐃᑲᐣ

8. ᐊᐧᓇᒪᓂᓴᑲᐦᐃᑲᓂᐠ9. ᐯᐸᑭᔐᔭᐃᐧᐸᐃᐧᑎᑯᐣᐠ10. ᓴᑭᐣ11. ᑲᓴᐸᓇᑲ12. ᑭᐢᑭᒪᓂᓯᐊᐧᐳ13. ᒥᒋᑲᐣᓴᑲᐦᐃᑲᐣ14. ᑭᒋ ᓇᒣᑯᓯᑊ

15. ᐊᑎᑯᓴᑲᐦᐃᑲᐣ16. ᐊᐧᒐᐢᑯᓂᒥᐣᐠ 17. ᒣᐢᑭᑲᐧᑲᒪᐣᐠ18. ᐅᐱᔑᑯᑲᐠ19. ᐊᒋᑯᓴᑲᐦᐃᑲᐣ20. ᒣᒣᐣᑫᐧᔑᐃᐧᓴᑲᐦᐃᑲᐣ21. ᒪᑕᑲᒥ





31www.fnssp.knet.ca

ᐃᐁᐧ ᐯᔑᐠ ᑲᐊᑯᐢᑲᐊᐧᐨ ᐃᒪ ᐃᐢᒍᑫ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᑲᒥᐠ ᐃᒪ ᐱᑲᐣᒋᑲᒥᐣᐠ ᑭᐅᓀᓀᑲᑌ ᒋᑭᑭᓄᐦᐊᒪᑲᓂᐊᐧᐠ ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧ ᒣᑲᐧᐨ 2010/2011 ᑲᐃᐢᑯᓂᐃᐧᓇᓂᐊᐧᐠ. ᐊᒥᑕᔥ ᑲᑭ ᐃᔓᓇᒋᑫᐊᐧᐨ:

1. ᒋᐅᐣᒋ ᑭᑫᐣᑕᑲᐧᐠ ᑫᑯᓀᓇᐣ ᒪᐊᐧᐨ ᑲᒥᓄᓭᑭᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐅᓇᒋᑫᐃᐧᓇᐣ

2. ᑲᒪᓯᓇᐦᐃᑲᑌᑭᐣ ᐊᓂᑭᐃᐧ ᐊᐸᒋᑕᑲᓇᐣ ᒪᐊᐧᐨ ᑕᒥᓄᓭᐸᐣ

3. ᒋᐅᐣᒋᒪᑲᑭᐣ ᐃᐧᒋᐦᐃᐁᐧᐃᐧᓇᐣ ᓇᐊᐧᐨ ᒋᑭ ᐅᐣᒋ ᒥᔑᓄᐊᐧᐸᐣ ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐠ

4. ᒋᐸᑭᑎᓂᑲᑌᐠ ᐃᐧᒋᐦᐃᐁᐧᐃᐧᓇᐣ ᑫᐅᐣᒋ ᒋᑫᐣᑕᒧᐊᐧᐨ ᐅᑎᐢᑯᓂᐠ

5. ᒋᐱᒥ ᑭᑭᓄᐦᐊᒪᐃᐧᐣᑕᐧ ᑲᔦ ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐠ

6. ᒋᐅᓇᒋᑲᑌᐠ ᒪᐊᐧᐨ ᑫᒥᓄᓭᐠ ᑫᑕᔑ ᑭᑭᓄᐦᐊᒪᐃᐧᐣᑕᐧ ᐅᑎᐢᑯᓂᐠ

ᐁᑲᐧ ᑕᔥ ᓂᐢᑕᑦ ᑲᒪᒋᐢᑯᓄᐃᐧᐊᐧᐨ ᐊᐊᐧᔑᔕᐠ 1 ᑲᐊᑯᐢᑲᐊᐧᐨ ᒥᐱᑯ ᐸᐢᑲᐣ ᐁᐱᒥ ᑭᑭᓄᐦᐊᒪᐊᐧᑲᓄᐊᐧᐨ ᐁᐧᒥᑎᑯᔑᒧᐃᐧᓂ. ᐅᒋᐱᐁᐧᐃᐧᐣ ᐅᑕᐸᒋᑐᓇᐊᐧ ᑲᑭᓇ ᐊᐊᐧᔑᔕᐠ.

ᐦᐃᓫᐁᕑᐃ ᐦᐊᕑᑎᒪᐣ, ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧᐣ ᑲᐊᓂᑲᑕᐠ ᐃᒪ ᑲᐧᔭᐣᒋᐃᐧᐣ, ᐯᔓᐣᐨ ᐅᑭ ᐃᐧᑕᓄᑭᒪᐣ ᐁᒥ ᐸᐣᑐᐣᑭᕑᐢᑯᐃᐟ, 1 ᑲᐅᑯᐢᑲᓂᐨ ᐅᑎᐢᑯᓂᐣ ᑲᑭᑭᓄᐦᐊᒪᐊᐧᐨ, ᐅᐁᐧ ᐅᐣᒋ. ᐁᑭ ᐊᔕ 3 ᐊᐦᑭ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐃᒪ ᐱᑲᐣᒋᑲᒥᐣᐠ ᒥᓇ ᐊᒥᐱᑯ ᐁᐃᔑ ᐱᒥᒪᒥᓇᑐᐨ ᑲᐃᔑ ᑭᑭᓄᐦᐊᒪᑫᐨ; ᐅᐁᐧ ᑲᑐᑕᐠ ᒥᐢᑕᐦᐃ ᐅᑐᐣᒋ ᐃᐧᒋᐦᐃᑯᐣ ᑲᑭᑭᓄᐦᐊᒪᑫᐃᐧᓂᐣᐠ. ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐠ ᑲᑭᒋᐃᐧᓇᑲᓄᐊᐧᐨ ᒥᐦᐃᒪ ᑲᐅᐣᒋ ᒥᓄᓭᐠ ᐅᑎᐢᑯᓂ ᒋᑭ ᑭᔑᑐᐨ

ᐅᑭᑭᓄᐦᐊᒪᑯᓯᐃᐧᐣ. ᐁᒥ ᐅᑕᐸᒋᑐᓇᐣ ᒐᐧᕑᐃ ᐸᐧᓂᐠᐢ ᒪᔭᑦ ᑲᐊᐸᒋᑐᐨ ᑲᑭᑭᓄᐦᐊᒪᑫᐨ.

ᐦᐃᓫᐃᕑᐃ ᐅᐱᒥ ᐃᐧᑕᓄᑭᒪᐣ ᐁᒥᐊᐧᐣ ᐃᒪ ᒪᒪᐣᑕᐃᐧᐱᐊᐧᑯᐠ, ᐸᐠᐢ, ᒪᓯᓇᐦᐊᒪᑎᐃᐧᓂᐠ, ᒥᓇ ᓂᓴᐧ ᐁᑭ ᐃᔕᐨ ᐃᐢᑯᓂᐃᐧᑲᒥᑯᐠ ᔕᑯᐨ ᑕᔥ ᑲᐃᐧᐣ ᑌᐯᐧ ᒋᒥᓄᓭᐠ ᒪᒪᐣᑕᐃᐧᐱᐊᐧᑎᐠ ᑲᐅᐣᒋ ᒪᒋᓭᐠ ᐁᐧᑎ ᐱᑲᐣᒋᑲᒥᐣᐠ ᐊᓂᒥᓭ ᑕᔥ ᒋᑭ ᐊᐧᐸᐣᑕᐦᐃᐊᐧᓂᐊᐧᐠ ᒪᓯᓇᑌᓯᒋᑲᓇᐣ ᓇᐣᑕ ᑲᔦ ᒥᐢᑕᐦᐃ ᑲᔭᑭᐣ ᒪᒪᐣᑕᐃᐧᐱᐊᐧᐱᑯᐃᐧ ᐊᐧᐸᐣᑕᐦᐃᐁᐧᐃᐧᓇᐣ. ᐁᒥ ᐅᑎᓀᐣᑕᐣ ᒋᑯᒋᑐᒋᐣ ᐅᐢᑭ ᐅᓇᒋᑫᐃᐧᓇᐣ, ᐊᒥᑕᔥ ᐃᒪ ᒪᐊᐧᐨ ᐁᐦᐊᓄᐣᒋ ᒥᓄᓭᑭᐣ ᑲᑭᑭᓄᐦᐊᒪᑲᓂᐊᐧᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᑲᒥᑯᐣᐠ. ᒪᓯᓇᑌᓯᒋᑲᐣ, ᒪᓯᓇᑭᓯᑲᐣ, ᑭᑐᒋᑫᐃᐧᐊᐸᒋᑕᑲᐣ, ᒥᓇ ᐊᐊᐧᔑᔑᑲᓇᐠ ᑭᐊᐸᑕᓄᐣ ᒋᑭᑭᓄᐦᐊᒪᑫᐊᐧᐨ. ᐁᒥ ᑭ ᑭᑭᓄᐦᐊᒪᐊᐧᑲᓄᐸᐣ ᑫᐃᔑ ᐊᐸᒋᑐᐨ ᐅᑭᑭᓄᐦᐊᒪᑫᐃᐧᓂᐣᐠ ᐅᑕᓇᐣᐠ ᒥᓇ ᓄᑯᑦ ᑲᑭᔑᑲᓂᐠ. ᐃᐁᐧ LLI ᐊᐸᒋᑕᑲᐣ ᓄᑯᒥᑫ ᐅᑭᐅᑕᐱᓇᓇᐊᐧᐸᐣ ᐱᑲᐣᒋᑲᒥᐣᐠ ᐃᐢᑯᓄᐃᐧᑲᒥᐠ ᐁᑲᐧ ᑕᔥ ᑭᒪᒋᐊᐸᑕᐣ ᑲᐊᓂᐢᑲᐧ ᐊᐣᑭᓯᐨ ᑭᔐᐱᓯᑦ.

ᒪᐊᐧᐣᑐᐱᐦᐃᑫᐃᐧᓇᐣ ᑭᐅᑕᐱᓂᑲᑌᐸᓂᐣ ᐊᐧᑌᐸᑲᐃᐧᐱᓯᑦ 20th, 2010 ᐃᐁᐧ ᐁᑭ ᐊᐸᑕᐠ ᑲᐅᐣᒋ ᑭᑭᓄᐦᐊᒪᐊᐧᑲᓄᐊᐧᐨ ᒋᐱᒋᓂᐢᑲᐊᐧᐨ ᐅᑎᐢᑯᓂᐠ ᐊᐸᒋᑕᑲᐣ ᑕᑯ ᑲᔦ ᐅᐁᐧ: ᑲᓇᓇᐣᑕᐃᐧᑭᑫᓂᒥᐣᑕᐧ ᐅᔓᐱᐦᐃᑲᓇᐠ, IOTA, CRST ᑲᑫᐧᑕᓯᓇᐦᐃᑫᐃᐧᐣ 1 ᒥᓇ ᑲᐅᐣᒋ ᑭᑭᓄᐦᐊᒪᐊᐧᑲᓄᐊᐧᐨ ᒋᐱᒋᓂᐢᑲᐊᐧᐨ ᐅᑎᐢᑯᓂᐠ ᑲᑫᐧᑕᓯᓇᐦᐃᑫᐃᐧᐣ. ᒥᓇᐊᐧ ᑕᔥ ᑲᑭ ᐅᑕᐱᓂᑲᑌᑭᐣ ᒪᐊᐧᐣᑐᐱᐦᐃᑲᓇᐣ ᑭᔐᐱᓯᑦ 2nd, 2011, ᐯᔑᑲᐧᐣ ᐅᑫᐧᓂᐊᐧᐣ ᑭᐊᐸᑕᓄᐣ. ᐊᒥᑕᔥ ᑲᑭ ᐃᔑ ᒥᑭᑫᓭᐠ ᐁᑭ ᐅᐣᒋ ᐃᐧᒋᐦᐃᐁᐧᓭᐠ ᑲᑭᓇ ᐅᑎᐢᑯᓂᐠ ᑲᑭᐃᔑ ᑲᑫᐧᒋᐦᐃᐣᑕᐧ. ᒪᐊᐧᐨ ᐅᑭ ᒥᓀᐧᐣᑕᓇᐊᐧ ᐊᐊᐧᔑᔕᐠ ᐊᐊᐧᔑᔑᑲᓀᓴᐣ ᑲᑭ ᐊᐸᒋᐦᐃᒥᐣᐨ ᑲᑭᑭᓄᐦᐊᒪᐊᐧᑲᓄᐊᐧᐨ.

ᐱᒋᓂᑭᑫᐣᑕᓱᐃᐧ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᐃᒪ ᐱᐣᒋ ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐠ ᐱᑲᐣᒋᑲᒥᐣᐠ ᐃᐢᑯᓂᑲᐣ 1 ᑲᐊᑯᐢᑲᐊᐧᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᑲᒥᑯᐣ ᑭᐅᓂᓂᑲᑌᐠ

ᒪᓯᓇᐦᐃᑲᓇᐣ ᑭᑕᔓᓇᒋᑲᑌᐊᐧᐣ ᐃᒪ ᑲᑕᔑ ᑭᑭᓄᐦᐊᒪᑲᓂᐊᐧᐠ.



ᔑᐸᐧᑲᒪ ᐅᑎᐢᑯᓂᐠ ᑲᐅᐣᒋ ᐃᐧᒋᐦᐊᑲᓄᐊᐧᐨ ᐊᓄᑭᐃᐧᐣ ᒥᐢᑕᐦᐃ ᐅᐣᒋ ᓇᓇᑯᒥᐊᐧᐨ ᑲᐃᐧᒋᐦᐊᑲᓄᐊᐧᐨ ᐃᒪ ᐊᓂᔑᓇᐯ ᐅᑎᐢᑯᓂᐠ ᑲᐅᓂᔑ ᐱᒋᓂᑭᑫᐣᑕᓱᐊᐧᐨ ᐊᓄᑭᐃᐧᐣ (FNSSP) ᐁᑭ ᐊᓂᒧᑕᒧᐊᐧᐨ ᒋᑭ ᑭᒋᐃᐧᓂᐣᑕᐧᐸᐣ ᐅᑎᐢᑯᓂᐠ ᒋᑭᔑᐢᑯᓄᐃᐧᐊᐧᐨ ᒥᓇ ᑲᐊᐣᒋᓭᑭᐣ ᑫᑯᓇᐣ ᓄᑯᑦ ᑲᐊᐦᑭᐊᐧᐠ. ᓂᑕᓄᑭᓇᑲᒥᓂᓇᐣ ᒪᐊᐧᐨ ᐅᒥᓀᐧᐣᑕᓇᐊᐧ ᐸᐣᑭ ᔓᓂᔭᓇᐣ ᑲᐃᐧᒋᐦᐊᑲᓄᐊᐧᐨ ᒋᐱᒥ ᐊᓄᑲᑕᒧᐊᐧᐨ ᑲᐃᐢᑲᐧ ᑭᐸᑯᓯᐣᐠ ᐊᓂᑭᐃᐧᑲᒥᐠ ᒥᓇ ᑲᒥᔕᑲᒣᑯᓇᑲᐠ.

ᐊᒥ ᐁᐃᓇᐸᑎᓯᐨ ᐊᐁᐧ ᔓᓂᔭ ᐁᐅᓇᒋᑲᑌᑭᐣ ᒣᑕᐁᐧᒋᑫᐃᐧᓇᐣ, ᑲᒥᔕᑲᒣᓭᐠ ᒪᒐᐃᐧᓇᐣ, ᐅᑎᐢᑯᓂᐠ ᐅᓇᒋᑫᐃᐧᓇᐣ, ᒥᓇ ᑯᑕᑭᔭᐣ ᐃᐧᒋᐦᐃᐁᐧᐃᐧᓇᐣ ᑫᐅᐣᒋ ᐃᐧᒋᐦᐃᐣᑕᐧ

ᐅᑎᐢᑯᓂᐠ. ᑲᐃᐧᐣ ᑕᑭ ᐃᓯᓭᓯᐸᐣ ᐅᐁᐧ ᒋᑐᒋᑲᑌᐠ ᑭᐢᐱᐣ ᐁᑲ ᐊᔭᑯᐸᓀᐣ FNSSP ᔓᓂᔭ ᑲᐅᐣᒋ ᐸᑭᑎᓇᑲᓄᐨ. ᐅᑎᐢᑯᓂᐠ ᑲᑭᒋᐃᐧᓂᐣᑕᐧ ᒋᑭᔑᑐᐊᐧᐨ ᐅᑎᐢᑯᓄᐃᐧᓂᐊᐧ ᒥᐦᐃᐁᐧ ᒪᐊᐧᐨ ᐁᓂᑲᓀᐣᑕᒪᐣᐠ ᐁᑲᐧ ᑕᔥ ᐊᒥᐱᑯ ᐁᐃᔑ ᐱᒥ ᐊᓂᒪᐣᐠ. ᒥᑕᔥ ᐁᐃᔑ ᐸᑯᓭᓂᒧᔭᐣᐠ ᐅᑫᐧᓂᐊᐧᐠ ᑲᐃᐧᑕᓄᑭᒥᑯᔭᐣᐠ ᐊᐊᐧᔑᒣ ᒋᑭ ᐊᓄᐣᒋ ᒥᓄᓭᐊᐧᐸᐣ ᑲᑭᓇ ᐅᑎᐢᑯᓂᐠ.

ᔑᐸᐧᑲᒪ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ ᓄᑯᑦ ᐅᑭᑭᔑᑐᓇᐊᐧ ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐠ ᐁᑭ ᒪᐊᐧᒋᐦᐃᐣᑕᐧ ᒣᑲᐧᐨ ᑭᔐᐱᓯᑦ 15-17 ᐁᐧᑎ ᑕᐣᑐᕑ ᐯ, ᐅᐣᑌᕑᐃᔪ. ᐅᐁᐧ ᔓᓂᔭ ᑲᑭ ᐅᐣᒋ ᑲᐢᑭᐦᐊᔭᐣᐠ ᐅᓂᑭᐦᐃᑯᒪᐠ, ᐃᐢᑯᓄᐃᐧ ᐊᐱᑕᒪᑫᐠ, ᐃᐢᑯᓄᐃᐧᑲᒥᑯᐃᐧ ᐊᓂᑭᓇᑲᓇᐠ ᒥᓇ ᐅᑎᐢᑯᓂᐦᐃᐁᐧᐠ ᒋᒪᒪᐃᐧᐢᑲᐧᐊᐨ ᒋᐱᒥ ᐊᓂᒧᑕᒪᑎᐊᐧᐨ ᑲᐃᐧ

ᐅᐣᒋᓭᑭᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑫᐃᔑ ᐱᒥᐃᐧᑌᐠ ᒥᓇ ᐊᓂᐣ ᑫᑐᑕᒧᐊᐧᐨ ᑲᐧᔭᐠ ᒋᐃᐢᑯᓄᐃᐧᓂᐨ ᐅᑭᑭᓄᐦᐊᒪᐊᐧᑲᓂᐊᐧ ᓂᔭᓇᐣ ᐃᐢᑯᓂᑲᓂᐣᐠ ᑭᐅᐣᑎᓭᐊᐧᐠ. ᓂᔑᐣ ᑫᑯᓇᐣ ᑭᐊᓂᒧᑌᐊᐧᐣ ᐊᓂᐣ ᑫᑭ ᑐᑕᐃᐧᐣᑕᐧᐸᐣ ᒋᒥᐣᒋᒥᓂᐣᑕᐧ ᐅᑎᐢᑯᓂᐠ ᒋᐃᐢᑯᓄᐃᐧᐊᐧᐨ, ᑲᔦ ᑲᐃᐧ ᐊᐣᒋᓭᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᒥᓇ ᑲᐧᔭᐣᒋᒋᑫᐃᐧᐣ ᑲᐃᐧ ᐃᐢᑯᓄᐃᐧᐊᐧᐨ ᑲᐃᐢᐸᓂᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓂ. ᒥᔑᐣ ᑫᑯᓇᐣ ᑭᐊᓂᒧᒋᑲᑌᐊᐧᐣ.

ᐊᒥᑕᔥ ᐃᐢᑲᐧᔭᐨ ᐁᐊᓂᑭᑐᔭᐣ, ᔑᐸᐧᑲᒪ ᐅᑭᒪᑲᓇᐠ ᑭᓇᓇᑯᒥᑯᐊᐧ ᑲᐃᔑ ᐃᐧᒋᑕᐧᔦᐠ ᐃᒪ ᔓᓂᔭᓇᐣᐠ ᐊᐊᐧᔑᒣ ᑲᐧᔭᐠ ᒋᑭ ᐱᒧᑐᔭᐣᑭᐸᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᒥᓇ ᒋᒪᒪᐤ ᐃᐧᑕᓄᑭᒥᑎᓇᓂᐊᐧᐠ.

- ᒪᑎᔪ ᐊᐣᒋᐢ, ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐱᒧᒋᑫᐃᐧᐣ ᑲᐊᓂᑲᑕᐣᐠ -

ᐅᑎᐢᑯᓂᐠ ᑲᑭᒋᐃᐧᓂᐣᑕᐧ ᒋᑭᔑᑐᐊᐧᐨ ᐅᑭᑭᓄᐦᐊᒪᑯᓯᐃᐧᓂᐊᐧ ᒥᐁᐧ ᐯᔑᐠ ᔑᐸᐧᑲᒪ ᑲᐱᒥᐃᐧᒋᑕᐧᐨ ᒋᐱᒥᐃᐧᒋᑲᑌᓂᐠ ᒣᑕᐁᐧᒋᑫᐃᐧᓇᐣ, ᑲᒥᔕᑲᒣᓭᐠ ᒪᒐᐃᐧᓇᐣ, ᐅᑎᐢᑯᓂᐠ ᐅᓇᒋᑫᐃᐧᓇᐣ, ᐃᒪ ᑲᑭ ᐅᐣᒋ ᐊᓄᑭᓭᑭᐣ ᐅᐣᒋ FNSSP

ᓂᐊᐧᓄᐣ ᒣᑲᐧᐨ ᑲᐱᒪᓄᑲᑌᑭᐣ FNSSP ᐊᓄᑭᐃᐧᓇᐣ ᐅᒪ ᐊᓂᔑᓇᐯ ᐊᐢᑭ ᑎᐯᐣᒋᑫᐧᐃᓂᐠ: ᐊᓂᔑᓇᐯ ᐊᐢᑭ ᑲᐃᐧᑕᓄᑭᒥᑯᐊᐧᐨ, ᓀᐣᑲᐃᐧᓴᑲᐦᐃᑲᓂᐠ, ᒪᑕᐊᐧ ᐃᐢᑯᓂᑲᐣ ᐱᒧᒋᑫᐃᐧᐣ ᒥᓇ ᒪᐢᑭᑯᐊᐧᐠ ᐅᑭᒪᐃᐧᐣ. ᐅᑫᐧᓂᐊᐧᐠ ᑲᑭᓇ ᑲᐊᓂᑲᑕᒧᐊᐧᐨ ᐅᐁᐧ ᐃᔑᒋᑫᐃᐧᐣ ᒥᓇ ᐃᒪ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᓂᓇᐣᐠ ᓀᑫ ᑲᐃᔑ ᐊᓄᑲᑌᐠ ᑕᓇᓇᑯᒪᐊᐧᐠ ᒥᐢᑕᐦᐃ ᑲᐃᐧᒋᑕᐧᐊᐧᐨ ᒋᑭ ᐊᓄᑭᒪᑲᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧ ᐱᒧᒋᑫᐃᐧᓇᐣ ᒥᓇ

ᐃᐧᒋᐦᐃᐁᐧᐃᐧᓇᐣ ᑲᐊᓂᑲᐃᐧᐣᑕᐧ ᐊᓂᔑᓇᐯ ᐊᐢᑭ ᐅᑎᐢᑯᓂᐠ. ᑲᐯᐦᐃ ᑲᐱᒥ ᐊᓂᑲᑕᒧᐊᐧᐨ ᒥᓇ ᑲᐃᔑ ᐸᑭᑎᓂᑎᓱᐊᐧᐨ ᐊᐊᐧᔑᒣ ᒋᒥᓇᐧᔑᐠ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᐃᓇᑌᐠ ᒥᓇ ᐃᒪ ᑲᔦ ᐃᐢᑯᓂᑲᓇᐣ ᑲᐃᔑᔭᑭᐣ ᐊᒥᐱᑯ ᐁᐃᔑ ᓂᓯᑕᐃᐧᓇᑲᐧᐠ ᐁᐱᒥ ᒥᓄᐢᑲᒪᑲᑭᐣ ᐃᔑᒋᑫᐃᐧᓇᐣ.

- ᑐᐱ-ᑕᐧᐣ ᐱᓓᐃᓀᐟ, NAN ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᓂᑲᓂᐢᑲᐠ/ᐅᐊᐧᐃᐧᐣᑕᒪᑫ -

ᐊᓄᑭᐃᐧᓇᐣ ᐁᒪᐢᑲᐃᐧᑕᒪᐃᐧᐣᑕᐧ ᐊᓂᔑᓇᐯ ᐊᐢᑭ ᐅᑎᐢᑯᓂᐠᐊᓂᔑᓇᐯ ᐊᐢᑭ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᐣ ᑲᓂᑲᓂᐱᒧᑐᐨ/ᐅᐊᐧᐃᐧᐣᑕᒪᑫ, ᑐᐱ ᑕᐧᐣ ᐱᕑᐃᓀᐟ ᐅᓇᓇᑯᒪᐣ FNSSP ᑲᐃᐧᒋᑕᐧᓂᐨ




Phone: 807-344-4575

Fax: 807-344-2977

Toll Free: 1-800-463-2249


ᑯᑕᑭᔭᐣ ᐊᓂᔑᓇᐯ ᐅᑎᐢᑯᓂᐠ ᑲᐊᓂᔑ ᐱᒋᓂᑭᑫᐣᑕᓱᐊᐧᐨ ᐊᓄᑭᐃᐧᐣ ᐅᒪ ᒥᓯᐁᐧ ᐊᓂᔑᓇᐯ ᐊᐢᑭ ᐅᑎᐯᐣᒋᑫᐃᐧᐣ:

Mushkegowuk Council



Phone: 705-658-4222

Fax: 705-658-4250




P.O. Box 12,


Phone: 807-774-3421

Fax: 807-774-1166






Phone: (807) 737-1135Fax: (807) 737-1720


Phone: (705) 894-2072Fax: (705) 894-2887


Phone: (807) 737-2002Fax: (807) 737-1230


Phone: (705) 473-2554Fax: (705) 473-2503

ᐊᓂᔑᓇᐯ ᐊᐢᑭ FNSSP ᐊᓄᑭᐃᐧᐣ ᑕᔑᑫᐃᐧᓇᐣ ᑭᑭᓄᐦᐊᒪᑫᐃᐧᑲᒥᐣ ᑲᐃᔑᔭᑭᐣ (2010/2011)

ᒥᒋᑲᐣᓴᑲᐦᐃᑲᓂᐠ ᐱᔑᐃᐧᓴᑲᐦᐃᑲᐣ ᐊᑎᑯᓴᑲᐦᐃᑲᐣ ᐊᐧᔕᐦᐅᐣᐠ ᑲᓴᐸᓇᑲ ᑭᐁᐧᐃᐧᐣ ᑭᐢᑭᒪᓂᓯᐊᐧᐳ ᑭᒋ ᓇᒣᑯᓯᑊ ᐃᓂᓂᐊᐧᐠ ᐅᐱᔑᑯᑲᐣᐠ ᒪᑕᑲᒥ ᒣᐢᑭᑲᐧᑲᒪᐣᐠ ᐊᐧᒐᐢᑯᓂᒥᐣᐠ ᐱᐸᑭᔐᔭᑯᐸᐃᐧᑎᑯᐣᐠ ᐊᐧᐃᐧᔦᑲᒪᐣᐠ ᒣᒣᐣᑫᐧᔑᐃᐧᓴᑲᐦᐃᑲᓂᐠ ᐱᑲᐣᒋᑲᒥᐣᐠ ᐅᐸᓴᑎᑲᐣᐠ ᐊᒋᑯᓴᑲᐦᐃᑲᓂᐠ ᓴᑭᐣ ᐊᐧᐱᑭᑲ ᐃᐧᓇᐢᐠ


Phone: (807) 735-1381Fax: (807) 735-3392


Phone: (807) 735-1381Fax: (807) 735-1383


Phone: (807) 737-2662Fax: (807) 737-1583


Phone: (807) 737-1585Fax: (807) 737-3133


Phone: (807) 737-1902Fax: 807-735-1383

www.nan.on.ca


Tel (807) 623-8228

Fax (807) 623-7730

Toll Free 1-800-465-9952


Phone (807) 623-8228

Fax (807) 623-7730

Toll Free 1-800-465-9952

145 Wilson Avenue

Timmins, ON P4N 2T2

Phone (705) 360-5502

Fax (705) 360-1863

Toll Free 1-866-737-0737


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http://www.ainc-nac.gc.ca/edu/ep/ssp-eng.asp


35www.fnssp.knet.ca



Lola Nitishinikaas



37www.fnssp.knet.ca

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10 cm

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43www.fnssp.knet.ca




Phone: 807-344-4575

Fax: 807-344-2977

Toll Free: 1-800-463-2249


Mushkegowuk Council



Phone: 705-658-4222

Fax: 705-658-4250




P.O. Box 12,


Phone: 807-774-3421

Fax: 807-774-1166






Phone: (807) 737-1135Fax: (807) 737-1720


Phone: (705) 894-2072Fax: (705) 894-2887


Phone: (807) 737-2002Fax: (807) 737-1230


Phone: (705) 473-2554Fax: (705) 473-2503


Phone: (807) 735-1381Fax: (807) 735-3392


Phone: (807) 735-1381Fax: (807) 735-1383


Phone: (807) 737-2662Fax: (807) 737-1583


Phone: (807) 737-1585Fax: (807) 737-3133


Phone: (807) 737-1902Fax: 807-735-1383

www.nan.on.ca


Tel (807) 623-8228

Fax (807) 623-7730

Toll Free 1-800-465-9952


Phone (807) 623-8228

Fax (807) 623-7730

Toll Free 1-800-465-9952

145 Wilson Avenue

Timmins, ON P4N 2T2

Phone (705) 360-5502

Fax (705) 360-1863

Toll Free 1-866-737-0737


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