Rachel Lopez, EDA
Program
Coordinator of All Indian Pueblo Council, requested a New Mexico
statewide Tribal Community-based Technology Assessment. The New Mexico Native American Business
Development Center spearheaded the effort to have an Internet Technology
Consultant, Evans Craig of Internet Technology Service, LLC to be interviewed
to conduct the New Mexico statewide Technology Assessment. The initial visit laid out the Tribal
Technology Assessment process for the 19 Pueblo Nations in three phases over
twelve months:
Phase 1 Onsite Assessments (Week One - Fourteen) - On-site visits
to the 19 New Mexico Pueblos on April to September, 2001 will be used to
identify the community resources available.
Phase 2 Technology Assessment Compilations (Week Four - Eighteen) - A system-wide technology assessment
compilation on May to October, 2001 will be used to satisfy initial technology
& educational grant opportunities to pool the resources of approximately 19 Pueblo Tribal Communities and the All
Indian Pueblo Council in the New Mexico of New Mexico and plan a "New
Mexico Statewide Tribal Broadband network."
Phase 3 Collaborative Website (Week
Four - Twenty) - A Collaborative Website on May to November, 2001 that
connects 19 separate Pueblo websites utilizing a "Tribal Cooperative
Store" model and an "Online Economic Development" model to
create the community-based hubs for an "Online Pueblo e-Commerce"
website.
For complimentary research, see "Wireless/Satellite Internet
Access Connection & Community-wide Node Models - Creating the Pathway to a
New Statewide Wireless Tribal Broadband Network" at http://www.eot.ahpcc.unm.edu/Community/New
StatewideWirelessTribalBroadbandNetwork2.html
Rebecca Martinez Grandbois,
Assistant Tribal Administrator at the Pueblo of Jemez, approved a Community
Wide Technology Assessment. The All
Indian Pueblo Council spearheaded the effort to have an Internet Technology
Consultant, Evans Craig, conduct the New Mexico statewide Tribal Community
Technology Assessment, as well as 19 separate Tribal Community Technology
Assessments. A regional on-site visit
on August 29-30, 2001 was followed by a community-wide technology assessment
that will be used to satisfy initial Department of Commerce Grant opportunities
to pool the resources of approximately 19 Pueblo Nation Tribal Communities and schools in the State of New Mexico, as well
as compliment the Jemez Pueblo’s Strategic Plan 2000. This assessment identifies the current resources available to
speed the implementation of having all Tribal members become technologically
literate, with reading, math, science, and other core academic skills that are
essential for success in the 21st century. It will also suggest options available to identify needed
resources to connect teachers and parents to work together, link students to
careers, colleges, and community resources and provide extended learning
opportunities after school and during the summer.
Conduct
on-site assessment interviews & inventories 2 days on-site at each Pueblo Nation
Week One
(April 16 – April 30)
1. Drive
To/From AIPC, Inc. 2 days total
Week Two
(April 30 – May 4)
2. Drive
To/From Isleta Pueblo 1-day travel (30 miles) 3
days total
3. Drive
To/From Sandia Pueblo 1-day travel (23 miles) 3 days total
Week
Three (May 7-11)
4. Drive
To/From Laguna Pueblo 1-day travel (94 miles) 3 days total
5. Drive
To/From Acoma Pueblo 1-day travel (128 miles) 3 days total
Week
Four (May 14-18))
6. Drive
To/From Zuni Pueblo 1-day travel (362 miles) 3 days total
X1. Drive
To/From Navajo Nation 1-day travel (180 miles) 4 days total
Week
Five (May 21-25)
One Week off
Week Six
(May 28 – June 1)
7. Drive
To/From Jemez Pueblo 1-day travel (90 miles) 3 days total
8. Drive
To/From Santa Ana Pueblo 1-day travel (42 miles) 3 days total
Week
Seven (June 4-8)
10. Drive
To/From San Felipe Pueblo 1-day travel (56 miles) 3 days total
11. Drive
To/From Santo Domingo Pueblo 1-day travel (78 miles) 3 days total
Week
Eight (June 13-15)
12. Drive
To/From Zia Pueblo 1-day travel (68 miles) 3 days total
Week
Nine (June 18-21)
One Week Off
Week Ten
(June 25-29)
13. Drive
To/From Cochiti Pueblo 1-day travel (94 miles) 3 days total
14. Drive
To/From Tesuque Pueblo 1-day travel (158 miles) 3 days total
Week
Eleven (July 2-6)
15. Drive
To/From Pojoaque Pueblo 1-day travel (170 miles) 3 days total
16. Drive
To/From Nambe Pueblo 1-day travel (176 miles) 3 days total
Week
Twelve (July 9-13)
17. Drive To/From San Ildefonso Pueblo 1-day travel (182 miles) 3 days total
18. Drive
To/From Santa Clara Pueblo 1-day travel (190 miles) 3 days total
Week
Thirteen (July 16-20)
19. Drive
To/From San Juan Pueblo 1-day travel (200 miles) 3 days total
20. Drive
To/From Picuris Pueblo 1-day travel (256 miles) 3 days total
Week
Fourteen (July 23-24)
21. Drive
To/From Taos Pueblo 1-day travel (290 miles) 3 days total
GRAND
TOTAL (2687 MILES TOTAL) 60
WORK DAYS TOTAL
Week
Fifteen (August 6-10)
X2. Drive
To/From Mescalero Apache 1-day travel (295 miles) 3 days total
X3. Drive
To/From Ysleta Del Sur Pueblo 1-day travel (356 miles) 3 days total
Week
Sixteen (August 6-10)
One Week Off
Week
Three
1)
AIPC, Inc. 10
days
Week
Four
2)
Isleta Pueblo 3-5
days
3)
Sandia Pueblo 3-5
days
Week
Five
4)
Laguna Pueblo 3-5
days
5)
Acoma Pueblo 3-5
days
6)
Zuni Pueblo 3-5
days
Week
Seven
7)
Jemez Pueblo 3-5
days
8)
Santa Ana Pueblo 3-5
days
Week
Eight
9)
Zia Pueblo 3-5
days
10)
San Felipe Pueblo 3-5
days
Week
Nine
11)
Santo Domingo Pueblo 3-5
days
12)
Cochiti Pueblo 3-5
days
Week Ten
13)
Tesuque Pueblo 3-5
days
14)
Pojoaque Pueblo 3-5
days
Week
Twelve
15)
Nambe Pueblo 3-5
days
16)
San Ildefonso Pueblo 3-5
days
Week
Thirteen
17)
Santa Clara Pueblo 3-5
days
18)
San Juan Pueblo 3-5
days
Week
Fourteen
19)
Picuris Pueblo 3-5
days
20)
Taos Pueblo 3-5
days
TWENTY SITES 67-105 DAYS (17.2 WEEKS TOTAL)
Presentation
of Results:
Week
Seventeen
1. Drive To/From AIPC, Inc. 1 day on-site 1 days total
- Present
Technology Assessment & Technology Plan, present next steps, and
Collaborative Website
Solution Defined
Our solution is to demonstrate the incorporation of these
Tribal businesses and entities by using
a "Native Community Economic Development Model," designed and
implemented as a "Statewide Wireless Tribal TeleCommunity Network." This model can then be applied to the other
350+ Tribal Nations (communities) across the US. This Tribal Community Network Archetype can be used as Tribal
Intranet Nodes on the termination's of all the existing and future access
points on the New Mexico Pueblo Nation
Networks: The 19 Pueblo Nations,
Albuquerque BIA Agency Network, IHS Albuquerque Network, as well as other
Tribal Native businesses.
The Pueblo Nations’ Tribal Communities are located in the
State of New Mexico. New Mexico is the home of 26 different Tribes. The Pueblo
Nations Tribal Community will be able to demonstrate the best ways to:
1. 
Create new ways of Inter-Tribal
communicating with local, regional, and national Native Resources,
2. Apply
expertise, competitive skills, and leadership in telecommunications technology,
3. Create
new jobs in the New Mexico Tribal
Indian Reservations and nearby communities, through on-site & on-line
training,
4. Stimulate
the New Mexico Pueblo Nations’
Community economy by marketing Native produced arts and crafts electronically
& developing and promoting tourist and recreational activities,
5. Open
up new opportunities for Native businesses to compete in regional, national,
and international markets by providing access to existing infrastructure and
eCommerce opportunities.
Technical Approach:
The approach taken is to work in 3 phases over 3 years.
- The
first phase will be to design and implement a ‘Tribal’
TeleCommunity Local Area Network / Wide Area Network (LAN/WAN) Node
model. This will be
implemented at the Pueblo Nations reservations.
The generated design will be used
to replicate the Pueblo Nations’ LAN/WAN Model at the participating
entities sites on the ends of the Pueblo Nations’ Community Network. The Tribal
LAN/WAN “Intranet Nodes” will interconnect the communities’ agencies,
businesses, and organizations to the Pueblo Nations’ Network on the Jemez
Pueblo.
- The
second phase will be running concurrently to install the 100Mbs
Wireless Backbone within the State of New Mexico, to interconnect the
19 Pueblo Nations and to facilitate an inter-tribal collaborative model.
This will create the ‘Pueblo Nations’ Statewide Network.
- The
third phase will be running concurrently with the third phase, to install
the 10 Mbs. relay links from the Pueblo Nations’ Community Network to the
100 Mbs. Wireless Backbone.
These links will connect Cochiti Pueblo to the Pueblo Nations’
Statewide Network.
The identified community participants are: The Pueblo of
Jemez, Jemez Community School’s
(Elementary, Middle, and High), BIA Albuquerque
Agency, Pueblo of Jemez (IHS) Clinic in Jemez,
NM. and the following Jemez Tribal Enterprises (Walatowa Visitor Center,
Walatowa C-Store, and the Woodlands Initiative)
Phase
1 (12 Months):
Design And Implement
A ‘Standard’ Tribal Community Local Area Network / Wide Area Network (LAN/WAN)
Intranet
Node Model
The Pueblo of Jemez
currently utilizes multiple 56Kb dialup-access connections. They are a dozen dialup modem access
accounts utilizing Valor Telecomm & Marconi Communications for telephone
and Internet access. The Jemez Community Day School utilizes a T1
connection. It is a leased line direct
connection access to DOI Net – BIA Education domain.
One T1 can be used for Internet access through BIA/DOInet
and another microwave T1 access through AIHEC Satellite Network can be used for
an Interactive Video Network. A Local
Area Network is currently in place in the High School to serve the students and
staff of Tribal school district. The
Elementary networks needs to be installed in areas and upgraded to CAT5 standards
in other areas. Either a Fiber Optic
cabling needs to laid to and between the buildings or a Microwave backbone with
a combination of Wireless Spread Spectrum and Fiber Optics connections to
Schools needs to be installed to interconnect existing school buildings. Once the connections to the School’s are in,
the School generates the design that is made available to the students,
faculty, staff, and administration. The
connections to the community will need to be approached on an individual basis
to determine the design needed for the tribal community.
An "Economic Development Model" (see
Appendix A - Economic Development Model) will be used to address all Tribal
& business entities involved with Native Communities, Tribes, businesses,
and associations. The Economic
Development Model used starts with World Wide Recognition via World Wide Web
(WWW) Homepages development for generating commerce. Next, we move on to Infrastructure Development via a Systems
Development Life Cycle (SDLC) for non-existent LAN’s and an “Open Systems
Methodology” for migrating existing LAN’s into a WAN. Finally, the technical training is
facilitated via "Virtual
Classroom" On-line Computer-Based Training (CBT) Modules, on and off-site,
utilizing the Internet and microwave-based classes.
The Pueblo of Jemez will use this “Economic Development
Model” to facilitate the design and implementation of a Tribal Community-based
Network (see Appendix A - Community /
Tribal Network Model) for The
Pueblo of Jemez. (see Appendix A - Pueblo Nation Network) The Tribal node will provide goods and
services of the community to the world via a "Virtual Community
Intranet" as the common interface to Tribal
Community Services.
Replicate the Tribal Intranet LAN/WAN Model
At The Participating Tribal Business Entities Sites
Most of the participants have a need for upgrading their
current computer systems to accept a TCP/IP protocol as a common
interface. Some only need computer
upgrades, while some need complete LAN upgrades. A technology coordinator for the community needs to be in
place. This person will identify which
model will be used at each participant’s facility. Each entity will need access to a Technical Consultant to
determine optimal use of existing networking strategies.
Phase
2 (concurrent with other Phases, over 16 Months):
Install the Statewide
100mbs Wireless Backbone
The second phase
will be running concurrently to install
the 100Mbs Wireless Backbone within the State of New Mexico, which will
interconnect the 19 Pueblo Nations and to facilitate an inter-tribal
collaborative model. This will create the “Pueblo Nations’ Statewide Wireless
Broadband Network.” The existing infrastructures of each Pueblo has been
identified and technical options are being generated to utilize existing
access, as well as existing Radio Towers on Pueblo Lands are being identified
to create the infrastructure that will be owned by the Pueblos. This is being
be designed by the All Indian Pueblo Council (AIPC) and implemented upon
approval of soon to be submitted grants.
Phase
3 (12 Months):
Install the 10 Mbs.
Connecting Links on the Pueblo Nations’ Statewide Wireless Backbone
As the participants are upgraded and/or install a LAN/WAN,
the inter-community links will be installed concurrently. They will have an
option of connecting to the New Mexico high-speed educational / non-profit
network or to the Pueblo Nations’ commercial Internet. All will need a wireless relay connection
for accessing the high-speed Broadband Internet. dialing out of their facility
or a direct connection to one of the existing Internet nodes (Tribal , BIA, IHS, or Tribal Communications Frame Relay
Cloud).
As the connections within the community are in, each
participant generates the common interface that is made available to the
students, faculty, staff, and administration.
The connections within the community will need to be approached on an
individual basis to determine the access method needed for the community. These participants will need a feasibility
and analysis study completed on the existing structures to determine the
optimal design to be used.
The following recommendations are being presented to create
a “Tribal TeleCommunity Network” available to Tribal members, community
members, and the general public.
Recommendations
in Using Common Technology:
·
upgrade existing 56Kb line to T1 through BIA/DOInet or
a Native-owned Communications
Company. (See BIA-DOInet section for future possibilities for “A T1 or better
Internet connection to every BIA school in the US, by the year 2000”)
·
upgrade existing elementary and secondary classrooms to
include LAN’s via BIA/DOInet. (See BIA-DOInet section for future possibilities
for “Two networked workstations in every classroom, one administrative computer
for each teachers’ desk, and a school-wide Student/Administration program for
each school”)
·
upgrade existing satellite network through AIHEC to
include vocational and continuing education. (See Appendix - Presentation Layouts - AIHEC diagram and Tribal School district for future distance education program possibilities)
·
connect existing buildings together with a fiber-optic
or wireless spread spectrum backbone to create a community-wide network through
a Native-owned Communications
Corp. of New Mexico
·
use the technology to serve unique Tribal needs by
setting up a Tribal Member Web, accessible by Tribal members, community
members, and potential customers. (See Appendix - Presentation Layouts - Tribal
Tele-Community Model diagram for future possibilities)
·
utilize the Community-wide accessible Tribal Network to
integrate Tribal computer systems. (See
Appendix - Tribal Network section for future possibilities)
·
maximize access to resources through Tribal partners
with off-reservation agencies, and New Mexico/Tribal relations on human
resources.
·
build allies with lobbyist’s to address New Mexico and
Tribal jurisdictions and use strong political allies to address needs.
·
build community-wide responsibility for Tribal
Strategic Planning by involving the Tribal community in decision-making
process.
The All Indian Pueblo Council
(AIPC) arranged for Evans Craig of Internet Technology Service, LLC to conduct
on-site interviews with the following Jemez Pueblo representatives;
|
·
Tim Armijo, Tribal Administrator
·
Rebecca
Grandbois, Asst. Tribal Administrator & Director
of Tourism
·
Randy Padilla, Senior
Program
·
Eusebio Toya,
Division of Employment Service Manager
·
Marilynn
Cherimiah, Jemez Day School Principal
|
·
David
Williamson, Director of Finance Department
·
Margie
King-Toledo, Finance Department Accounting Supervisor
·
Mehrdad
Khatibi, Natural Resources Program Manager
·
Annette Waquie, Higher
Education
|
Also participating on onsite surveys are:
|
·
Colleen, Health Department
·
Lori Perea, San
Diego Riverside School
·
Judie Asbury, Jemez
Library
|
·
Annette
Chimiah, Tribal Courts
·
Cynthia Panana, Headstart
·
Kevin Shendo, Higher Education Director
|
Telecommunications Infrastructure Demographics attained: the
amounts of Internet connectivity possibly available on The Pueblo of Jemez
reservation are as follows:
1.
Pueblo of Jemez
Tribal Admin. 12+ 56Kb dial-up accounts
2.
Jemez Day School 1
direct-connection T1 (BIA/DOI net)
3.
Jemez Library Wireless
Connection to Day School T1
4.
San Diego Riverside School 1
56Kb dial-up account
5.
Health & Human Service – Jemez Clinic 14+ 56Kb dial-up accounts
6.
Walatowa C-Store 1
direct-connection Frame Relay-T1
Six Organizations 2
T1’s and 28+ 56Kb dial-up’s
The identified needs of the Pueblo
of Jemez showed:
|
Internet Resources
|
Tribal Member Resources
|
Staff Resources
|
|
Internet
Accessibility
Bulletin
Boards
Tribal
Administration Communication
Video
Conferencing
Distance
Learning
On-line
Library
Financial Software
|
Self
Sustained
Improved
Instruction
Trained
Staff
Compatible
Programs
Culturally Relevant Curriculums
Workshops for Members
Programming
Classes
Confidentially
of Records
|
Departmental Meetings
Defined dept.
missions, needs, & Communication Technology
Resource
People
On-line Resources
Healthy Environment
|
·
Internet accessibility is adequate for the Tribal
e-mail needs
·
Internet accessibility is not adequate for the
educational interactive models, and additional types of access are needed to
conduct eCommerce,
·
the consolidation of Regional Tribal and cultural
resources,
·
the participation of the Regional Tribal community to a
shared New Statewide network.
The six organizations will need common types of expertise to accomplish a community wide network:
·
a common high-speed accessibility node for the community to access the Tribal
community network,
·
a common Internet
consultant to design accessible
nodes to connect up to,
·
a common Community-Wide
Network model to design towards,
·
a common local
network provider or Internet Service
Provider (ISP) to implement the
designs.
·
a common Instructional
Designer to design distance
education modules for class curricula.
The process used to determine system-wide needs is a
community approach:
1. The
community representatives were interviewed,
2. The
sites were assessed for available technology,
3. The
initial statewide assessment will be used for a Department of Commerce
technology grant to gain initial funding for a “Statewide Tribal Broadband
Network,”
4. Each
of the the final Tribal Technology Assessments will be submitted to each of the
Tribal representatives to obtain funding for a Tribal TeleCommunity Network.
The Pueblo Nations
Project is eliminating the distance
between pueblos, schools and students by conducting Technology assessments
to all 19 Pueblo Nations and designing a state-wide Tribal Broadband Network
that links to all of Pueblo Nations in New Mexico. Under the current Technology Plan, computer links are being
established in every Tribal department & Tribal organizations; allowing
Tribal members, Tribal Administration, and school children to communicate with
each other, such as students and teachers within the community and the world.
The Tribal entities and
businesses surrounding and within this Pueblo are being taken into
consideration in the economic development; To create business development
projects, the tribal institutions are creating an environment where business
development projects can thrive and investors can feel secure.
This led to the following needs being identified:
|
Current Community-Wide Needs
|
Future Community-Wide Needs
|
|
·
Higher Education
·
Shared Information & Resources
·
Training & Implementers
·
Financial Institute (Capital)
·
Common Integrated Technology Plans
|
·
Self Sufficiency
·
Local Control over Community Systems
·
Community-Wide Strategic Plan
(Currently in the process.)
·
Telemedicine
·
Marketing
|
The following organizations participated in an On-site
Assessment of available technology in Jemez
Pueblo, NM
Contact: Rebecca
Grandbois, Asst. Tribal Administrator rmgrandbois@jemezpueblo.org
PO Box 100 Jemez Pueblo, NM. 87024 (505) 834-7235
http://www.jemezpueblo.org/
Vincent Toya, Acting Governor of The
Pueblo of Jemez (505) 834-7359
Tim Armijo, Tribal Administrator (505)
834-7359
The Pueblo of Jemez, pronounced Hay-mez; traditionally pronounced He-mish
is one of 19 pueblos located in New Mexico. It is federally recognized American
Indian tribe with 3,261 tribal members, most of who reside in a puebloan
village that is known as “Walatowa” (a Towa word meaning, “this is the place”).
Walatowa is located in Sandoval County, New Mexico, within the southern end of
the majestic Canon de San Diego. It is located on State Road 4 approximately
one hour northwest Albuquerque (55 miles) and approximately one hour and twenty
minutes southwest of Santa Fe.
The Pueblo of Jemez is an independent sovereign nation with an
independent government and tribal court system. Their secular Tribal Government
includes the Tribal Council, the Jemez Governor, two Lt. Governors, two
fiscales, and a Sheriff. Interestingly, for reason discussed later, our 2nd Lt.
Governor is also the Governor of the Pueblo of Pecos. Traditional matters are
still handled through a separate governing body that is rooted in prehistory.
This traditional government includes the spiritual and society leaders, a War
Captain and Lt. War Captain. Through perseverance, our people have managed to
preserve our traditional culture, religion, and knowledge of our ancient
traditional ways regardless of outside pressures. We have also preserved our
complex traditional language, a language the anthropologists and linguists
refer to as “Towa”. Jemez is the only culture that speaks this language, and
our traditional law forbids our language from being translated into writing in
order to prevent exploitation by outside cultures.
Having originated from a place called “Hua-na-tota,” thier ancestors, the
Jemez Nation, migrated to the “Canon de San Diego Region” from the four-corners
area in the late 13th century. By the time of European contact in the year
1541, the Jemez Nation was one of the largest and most powerful of the puebloan
cultures, occupying numerous puebloan villages that were strategically located
on the high mountain mesas and the canyons that surround the present pueblo of
Walatowa. These stone-built fortresses, often located miles apart from one
another, were upwards of four stories high and contained as many as 3,000
rooms. They now constitute some of the largest archaeological ruins in the
United States. Situated between these “giant pueblos” were literally hundreds
of smaller one and two room houses that were used by the Jemez people during
spring and summer months as base-camps for hunting, gathering, and agricultural
activities. However, our spiritual leaders, medicine people, war chiefs,
craftsmen, pregnant women, elderly and disabled lived in the giant pueblo
throughout the year, as warriors and visitors could easily reach at least one
of the giant pueblos within an hours walk from any of the seasonal homes. In
addition, impenetrable barriers were established with cliffs to guard access to
springs and religious sites, to monitor strategic trail systems, and to watch
for invading enemies. In general, the Jemez Nation resembled a military society
that was often called upon by other tribal groups to assist in settling hostile
disputes.
Our people experienced their first contact with Europeans in the form of
Spanish conquistadors in the year of 1541. When the Coronado Expedition entered
into the area, exactly 40 peaceful years went by before contact between the two
groups was experienced again. The Rodriquez-Chamuscado Expedition entered area
in 1581, followed by the Espejo Expedition in 1583. In the year 1598, a
detachment of the first colonized expedition under the direction of Don Juan de
Onate visited the Jemez. A Franciscan priest by the title of Alonzo de Lugo was
assigned to our people and he had our people build the area’s first church at
the Jemez Pueblo of Guisewa (now Jemez State Monument on State Highway 4 in
Jemez Springs). According to our intricate oral history, well as early written
Spanish records (Espejo Expediton 1583), the Jemez nation contained an
estimated 30,000 tribal members around the time of the Spanish contact,
indicating that the population of the Canon de San Diego was probably three
times larger than what It is today. Unfortunately, the peace between our
differing cultures did not last long and the Jemez population soon became
decimated as a result of warfare and diseases introduced by the Europeans.
During the next 80 years, numerous revolts and uprisings occurred between
the Jemez people and Spanish, primarily due to Spanish attempts to Christianize
our people by force, and congregate them into just one or two villages where
the Franciscan missions were located. As a result, numerous people were killed
on both sides, including many of the Franciscan priests. By the year 1680, the
hostilities resulted in the Great Pueblo Revolt, during which the Spanish were
expelled from the New Mexico Province through the strategic and collaborative
efforts of all the Puebloan Nations. This was the first and only successful
revolt in the United States in which a suppressive nation was expelled. By
1688, the Spanish had begun their reconquest in force under General Pedro
Reneros de Posada, acting Governor of New Mexico. The Pueblos of Santa Ana and
Zia were conquered, and by 1692, Santa Fe was again in Spanish hands under Governor
Diego de Vargas. Four more years would pass before the Jemez Nation was
completely subdued and placed under clergy and military rule. Our ancestors
were moved and concentrated into the single Village of Walatowa where we
presently reside today. As a result, the most significant of our ancestral
sites are now located just out of view of the Pueblo on federal lands and are
no longer controlled by our people. Regardless, our ancestral lands are still
held in the highest esteem by the Jemez people and not a week goes by that they
are not paid tribute to through our prayers and religious offerings.
In the year 1838, Jemez culture became diversified when the Towa speaking
people from the Pueblo of Pecos (located east of Santa Fe) resettled at the
Pueblo of Jemez in order to escape the increasing depredations of the Spanish
and Comanche cultures. Readily welcomed by our ancestors, the Pecos culture was
rapidly integrated into Jemez Society, and in 1936, both cultural groups were
-legally merged into one by an Act of Congress. Today, the Pecos culture still
survives at Jemez. Its traditions have been preserved, and as previously noted,
the Pueblo of Jemez still honorably recognizes 5, a Governor of Pecos.
The Jemez people are internationally known for arts and crafts. Pottery
such as bowls, seed pots graffito vessels (elaborately polished and engraved),
wedding vases, figurines, holiday ornaments, and our famous storytellers are
now in collections throughout the world. In addition, Jemez artisans also
create beautiful basketry, embroidery, woven cloths, exquisite stone sculpture,
moccasins and jewelry. Our people are also known as “runners” many of whom
still hold unbroken records at major national events, and continue to set new
records with each generation entering into track and field competition.
Traditional dances are still held throughout the year at Jemez, many of
which are not open to the public. The public is welcome to share in certain
events, particularly the “Nuestra Senora de Los Angelas Feast Day”, August 2nd
(Pecos Feast), the “San Diego Feast Day” on November 12th (Jemez Feast), and
the “Nuestra Senor de Guadalupe Feast Day” on December 12th. Additional events
open to the public occur at various times throughout the Christmas Holidays.
Information regarding these events can be obtained at the Walatowa Visitor
Center at the Pueblo of Jemez. Cameras, video camcorders, tape recorders,
sketch-pads, alcohol and fire arms are strictly forbidden at these and all
events by the order of the Governor. No unauthorized publication information
regarding Pueblo activities allowed.
Jemez Pueblo, located approximately 50 miles northwest of Albuquerque, is
renowned for the scenic beauty that surrounds the pueblo. The 89,623 acres of
the Jemez reservation are replete with natural resources such as timber, sand,
and gravel, and as yet untapped geothermal resources. The majority of the 3,300
populations live in the Village of Walatowa, which is located on State Road 4,
four miles from San Ysidro on Highway 44, connecting Jemez Pueblo to
Albuquerque, NM to the south and Farmington, NM to the northwest. It is a
traditional pueblo with over 90% of the population still speaking the Towa
Language.
Some of the Pueblos long-term
technological goals are:
|
·
Network all Tribal programs
·
Broadband Internet access to all homes in the Pueblo
·
Long Distance Learning for higher education for
Tribal programs and to better serve the community
|
·
Assured room for growth in the new telephone system
·
Become our own Internet Service Provider (ISP)
·
Immediate access to the medical profession for
consultation with regard to patients needs at the Pueblo of Jemez
|
The Pueblo of Jemez, like all federally recognized
tribes, is a sovereign nation. Indian Nations are distinct political
communities, having territorial boundaries, within which their authority is
exclusive, and having a right to all the lands within those boundaries, which
is not only acknowledged but guaranteed by the United States. (Worcester v.
Georgia, 6 Pet. 515, 557, 8L. Ed. 483, 499 1832). Tribal sovereignty is
guaranteed by treaties between Indian Nations and the US government. It is
important to note that these treaties do not grant rights from the US
government to Indian Nations, but rather from Indian Nations to the US
government.
The Pueblo of Jemez is responsible for providing many
of the same services as states, and preserving our unique cultural identity.
They have their own employment services, Education & Tribal Library, tribal
enrollment, health and human services, resource management, community services,
Tribal Operations, and Tourism Enterprises.
Mission: To provide
support to monitor and coordinate all programs under the Pueblo of Jemez.
Objective 1: Develop a
management system to meet all program needs.
Objective 2: To develop a
long term strategic plan.
Objective 3: Obtain
training for core management team.
The Division of Employment Services (DOES) enables
the unemployed or underemployed Pueblo of Jemez members to further develop
their knowledge and potential for job placement and to enhance their job skills
to retain employment while reaching their goals. The Pueblo of Jemez, DOES was
established to: consolidate all tribal adult education & employment-related
programs; establish new partnerships with outside resources including the NM
Department of Human Services and the NM Dept. of Labor. Partnerships will be
developed with private employers for job creation. DOES is here to locate old
& new resources that may be useful to our tribal members. DOES staff will
attend meetings and/or sponsor community job fairs to identify hiring employers
plus encourage those employers to list all of their available jobs with DOES to
allow Jemez Tribal members more job choices.
Mission: To provide the
Pueblo of Jemez people employment opportunities within and/or outside, the
Pueblo to enhance their lives.
Goal: To heighten
the Pueblo of Jemez member’s positive self-esteem and lives by providing the
members improved employment or training opportunities.
Objective 1: Organize a
Pueblo Office of Employment Services to provide consultation with workers,
students, tribal programs, businessmen, employers and education institutions to
obtain job training and educational opportunities for our Pueblo residents.
Objective 2: Provide
employment opportunities through enhanced educational levels, employability
skills training, a job readiness training for all Pueblo residents.
Objective 3: Develop at
least five employer work/training sites at or near the Pueblo of Jemez.
The Walatowa Higher Education Center is a student services
center that serves as the center for resource and learning center for tribal
and non-tribal members as well. The Higher Education Center has expanded its’
office and hours to build a bigger and better relationship with the community.
Serving as a learning center for all ages. Not only do they serve those seeking
an education in any higher institution of learning. They serve high school
students with internships and summer enrichment program opportunities to
provide then with an early start to experience the college and university
atmosphere. The goal is to reach out to our people and promote the importance
of education.
Mission: To Make
available and provide comprehensive quality-based, culturally responsible
education services which ensure the personal growth, development and success of
Jemez people.
Objective 1: Increase
staff personal and professional development through a comprehensive plan,
which includes,
education, health, professional, and personal.
Objective 2: Fulfill high
school requirement for community assessment and utilize findings to improve
service delivery.
Objective 3: Improve
administrative plan to streamline efforts, maximize funding to improve services
to all students.
Objective 4: To strive for
100% customer satisfaction in all programs and services.
Mission: To provide
enrollment services to the community through research and by providing services
and information regarding tribal enrollment and statistical demographics.
Objective
1: To implement the new Progeny software.
Objective
2: To finalize and adopt the tribal membership ordinance.
Mission: To serve the
Walatowa community through overseeing the financial activities of the tribe,
providing timely accurate financial information, educating and assisting
departments, and ensuring that representatives of Jemez Pueblo act in a
financially responsible manner.
Objective 1: Document
internal procedures in accounting manual to allow transferability of knowledge
through formal documented procedures.
Objective 2: Maintain
positive working environment for staff and clients of Jemez Finance Department.
Objective 3: To educate
directors and staff as to the budgets, encumbrances, income statements, balance
sheets and general ledgers. To also educated departments as to financial
policies, procedures and the schedule of the Finance Department.
Objective 4: To update
Fundware and provide staff with proper training to smoothly transition into new
product.
Objective 5: To improve the
productivity and reliability of the Finance Department through proper training.
Mission: To provide
community health to the people of Jemez Pueblo in a professional and sensitive
manner, always placing the needs of clients and community as our first
priority.
Goal: Counseling,
prevention, education, healthier lifestyles, and customer satisfaction.
Objective 1: To create
awareness and assist clients through the provision of holistic counseling
services.
Objective 2: To promote
prevention and education through comprehensive community awareness and
participation.
Objective 3: To support
healthier lifestyles by providing quality community health services.
Objective: For all Pueblo
of Jemez employees to have an accurate, updated and written job description on
file.
Mission: To serve the
Walatowa community by assisting and educating people to lead healthy, positive
lives.
Objective 1: Bridge the
“digital divide” by providing technology and training to the community.
Objective 2: Encourage
literacy from birth to old age.
Objective 3: Provide
enriched library services to all community members.
Objective 4: Guide and
support tribal schools with their collection and library services.
Mission: To provide
equal access to all phases of the election process for the Native American
residents of Sandoval County.
Goal: To provide
all related election information to our community members.
Objective 1: To provide
education, awareness, and special voter registration materials and information,
especially for the elderly and schools. To promote and encourage a high voter
turn-out.
Objective 2: To encourage
our community members to utilize the election process.
Objective 3: Encourage community members to cast a vote by early voting.
Mission: To protect and
preserve the cultural, natural, and environmental resources of the people of
the Pueblo of Jemez.
Goal: To protect
and preserve natural resources.
Agricultural
Objective: To
establish technical and administrative resources for the purpose of assisting
tribal administration and individual families more effectively, utilizing
existing agricultural resources.
• Irrigation
improvement
• Range
assessment/management/improvement
• Farm
management assistance
Forestry
Objective: To
assess, manage and reserve forest resources in a manner that is both
economically and environmentally beneficial.
• Development
of small timber products
• Establishment
of management resources and tools
• Maintenance
and enhancement of forest health
Renewable
Resources Objective: To assess, develop and manage renewable energy resources
such as wind, solar and geothermal power.
• Identify
existing resource location
• Assess
viability of resource
• Develop
and manage variable resources
Wildlife
Objective:
To identify, assess and manage wildlife of concern and interest to Jemez Pueblo
(elk, deer, turkey, trout, game hen, etc).
Water
Objective: To
assess and manage water resources for economic and environmental benefit.
• Enhance
ground water resources
• Enhance
surface water resources
Enforcement
Objective:
Establish the resources and tools to enforce existing resource management laws.
Mission: To provide
services to the Senior Citizens (55 years and older) of the Pueblo of Jemez. To
provide services to the Senior Citizens residing within the exterior boundaries
of the Jemez Reservation.
Goal: To construct
the new Senior Citizen Center.
Objective 1: Advertise and
select an architectural firm and design senior citizen center.
Objective 2: Request for
construction bids and selection of general contractor.
Mission: To administer fair and equal justice to
the people according to the Jemez Law and Order Code.
Objective 1: Educate and
make aware of the Jemez Tribal Court System.
Mission: To present quality tourism programs
through the development of exhibits; and to provide economic development
opportunities related to tourism for the benefit of the community, while
protecting the privacy and encouraging the protection of the Pueblo’s cultural
heritage and traditions.
Objective 1: To fortify
the group tour program by implementing a training plan, marketing and
coordination of logistical details associated with producing a specialized tour
opportunity.
Objective 2: To
aggressively market the conference room facility and implement upgraded
furniture and equipment to better serve the clients.
Objective 3: To continue to
provide cultural resources outreach through the traditional arts forms
programs.
Objective 4: To implement a
staff development program in hospitality training and expand informational brochure
distribution space in lobby.
Objective 5: To finalize
schematic designs for the Pueblo of Jemez Museum of History and Culture and
identify funding to implement associated exhibits.
Mission: To conduct
business in a manner which will allow it to 1) produce a profit; 2) provide
employment; and 3) provide fast, friendly, clean service for all customers.
Objective 1: Provide a
profit for the Pueblo of Jemez.
Objective 2: Provide
employment for the business enterprise.
The Economic Development
Philosophy of The Pueblo of Jemez is
To create business
development projects, the tribal institutions are creating an environment where
business development projects can thrive and investors can feel secure.
The Economic Development Goals of The Pueblo of Jemez:
The Pueblo of Jemez cannot control the
quality of life indicators in New Mexico; however, the Pueblo is a stakeholder
in New Mexico’s economic future. What the Pueblo can control is the
relationships between tribal institutions and the quality of economic
development planning projects. A chapter of The Pueblo of Jemez Overall
Economic Development Plan describes several economic development planning
projects and organize them in a series of goals, polices and project
objectives.
In order to achieve sustainable economic development, The
Pueblo of Jemez is pursuing two goals: economic sovereignty
and economic diversity.
GOAL ONE – ECONOMIC SOVEREIGNTY
Economic sovereignty is a necessary precondition of sustainable
economic development. With the Pueblo in control over their resources, their
use is more likely to benefit the Pueblo.
GOAL TWO – ECONOMIC DIVERSITY
The Pueblo needs to invest in economic activity outside the hospitality
& tourism industry in order for its economy to be sustainable. If economic
activity declines on one sector of the economy (the hospitality & tourism
industry for example) or if a recession sweeps the nation, the Pueblo will have
alternative sources of revenue to support community programs.
Jemez Pueblo now owns and operates Jemez Casino,
Bien Mur
Indian Market Center, and Jemez Lakes
Recreation Area. It also leases areas for sand and gravel mining
operations and other businesses to more fully utilize land within the pueblo's
historical boundaries. The Pueblo has a traditional form of government,
with a Governor, Lieutenant Governor, Warchief and Lieutenant Warchief who are
appointed through a traditional process to serve one-year terms. The governing
body of the Pueblo is the Tribal Council, made up of former Governors and
Warchiefs of the Pueblo, and other appointees. Jemez Pueblo has its own
maintenance, police, education, economic development, environment, health and
social services departments. Today, Jemez is an acculturated society that
includes both modern and traditional traits. Our people have successfully
integrated modern ways while still retaining our pueblo's organization, values
and identity.
History of The Pueblo of Jemez LAN/WAN Technology
Sept, 2001:
Jemez has run into
difficulties identifying funding for an all-encompassing Local Area Network
for their Tribal Bldgs.
The Status of The Pueblo of Jemez LAN/WAN Technology
The Pueblo of Jemez can help the community by:
1.
Provide information to Pueblo business’s on local access
points to the Internet for telecommunications infrastructure information and
services.
2.
Expanding the local training access & capabilities to
include research conducted at all Pueblo Nations and develop strategies
to increase college and professional school enrollment, graduation, and
retention of educated Tribal members;
3.
Create accredited internships, cooperative educational, and
fellowship positions at Jemez
Tribal offices with the Tribes needs in mind;
4.
Offer and receive “on-line distance education” courses and
degree/certificate programs collaboratively with all Pueblo Nation Schools to
Tribal members not physically on the Pueblo Nation reservations.
5.
Create a “Jemez Pueblo’s
eCommerce Mall” to inform other Tribes, schools, and the general public
about the uniqueness of your Pueblo’s Arts & Crafts:
·
a Resource area for the Jemez Pueblo services
(target specific Tribal services and
identify available resources)
·
Create and operate a publicly available “On-Line Tribal
Store” to sell and distribute Jemez
Pueblo Nation goods and services.
(This creates both student and Tribal
member entrepreneurs that experience “Succeeding at working on the
reservation.”)
6.
Involve the Jemez
Pueblo members with on-line Tribal community activities such as:
|
·
Tribal Discussion (Chat) area
|
·
Tribal Inter-Library access & loan
|
·
Tribal e-mail & listserv
|
|
·
On-Line Tribal Auctions
|
·
On-Line Pow Wows
|
·
On-Line conferences
|
Contact: Nadine
Scala, Distance Education Coordinator
nscala@sipi.bia.edu
9169 Coors Rd, NE Albuquerque, NM 87184 (505) 346-2362
http://www.sipi.bia.edu/
Dr. Carolynn Elgin, President,
SIPI celgin@sipi.bia.edu
Southwest Indian Polytechnic Institute
(SIPI) strives to provide American Indian adults
with excellent educational and career opportunities. In doing so SIPI asserts
these fundamental beliefs:
Students have inherent worth and ability and are
responsible, independent members of the National Indian Community.- Staff and students strive for
excellence in all that they do.
- Measurable student success is the main
criteria for instructional effectiveness.
- Programs are work force oriented and
tailored to the multi-cultural needs of students.
- Educational excellence demands
continual planned change and evaluation.
Partnerships are
being developed with business, industry, and community agencies to ensure that
project based training is consistent with job market demands.
The SIPI Web Site (www.sipi.bia.edu)
is available with the hope that students will use this valuable information to
help them make plans to attend college. Higher education is an excellent choice
that will help make your dreams and aspirations become a reality.
For American
Indians and Alaskan Natives, SIPI is an excellent choice for higher education.
Students can enroll here in one of twenty nine (29) degree or certificate
programs. Whether you choose a certificate or degree program, SIPI will prepare
you to enter an exciting technical career or to advance successfully to a
bachelor or higher degree. Tuition, books, room and board are provided free of
charge to members of federally recognized Indian Tribes.
SIPI is a dynamic,
nationally oriented and responsive institution. Geographically, the college is located in
the heart of Indian Country, the center of New Mexico's high-tech corridor (Los
Alamos Labs/Sandia Labs), five miles from a major university (UNM) and the
largest voc-tech in the state (TVI). The school is an associate member of the
American Indian Higher Education Consortium (AIHEC), was designated a
land-grant institution in 1994 and has access to the largest collection of BIA
field support offices in the country, major Indian health facilities, an on
campus clinic, an international airport and the largest professional and
technical work-force within a 500 mile radius. Within SIPI’S immediate
recruiting area, the 1990 census indicates the following Indian population
counts:
|
New
Mexico
134,355
|
Utah
24,283
|
Colorado
27,776
|
|
Arizona
203,537
|
California
242,164
|
Oklahoma
252,420
|
|
Texas
65,877
950,412
|
|
|
Half of all
American Indians reside within SIPI'S immediate service area.
SIPI Strengths
Tuition-exempt to
eligible Native Americans, also providing students with room and board, and
textbooks.
Small
student/teacher ratios allowing a coherent, intimate learning environment.
The SIPI student
body is 100% Native American representing over 100 tribes from across the country.
SIPI has
long-standing partnerships/agreements with local secondary schools, regional
higher educational institutions (University of New Mexico, New Mexico Highlands
University, New Mexico State University), Sandia National Labs, and other
science centers which help the College to offer a strong math, science,
engineering and technology program with courses that transfer to four-year
institutions and/or that prepare students to competitively enter the 21st
century workforce.
Introduction
Southwestern Indian
Polytechnic Institute (SIN) in Albuquerque, NM is an institution fulfilling the
unique educational needs of American Indians and Alaskan Natives throughout the
country. The institute is working on many fronts to provide educational
opportunities in advanced technologies in order to meet the needs of American
Indian tribes and the tribal members on reservation lands. A primary objective
has been to bring together the varying sources of information and research to
focus on the needs of the tribes. By utilizing technology and Jo in Eng the
forces of private industry, government agencies, arid tribal entities, SIPI is
working to meet the needs of American Indians and Alaskan Natives.
In many areas of
the country there are tribal members without assistance or access to
information that would be beneficial to solving many agriculnir4 environmental,
economic and social problems that directly affect their thy to day lives. This
problem is primarily due to the inherent difficulty of linking the remote and
autonomous tribal reservations with the wide array of research, information and
training sources. This leaves most tribal members isolated from many common
forms of information and training that would greatly improve overall economic,
environmental, and social conditions.
Project Outline
SIPI is working to
fill the information and training void by establishing a system to promote the
exchange of information, education and gaming amongst the tribes. This
interaction with the tribes allows them to voice their needs to insure that the
system is providing timely and relevant information and training. SIPI will
work with the tribes to develop the linkages and infrastructure necessary to
deliver quality distance education, training and relevant information to the
tribes.
Joining three
distinct but interrelated elements will accomplish this.
1. Tribal
Involvement
2. Participating
partners and Information providers
3. Technology
- We are always cognizant that technology is just a tool, not an answer to
the problems that face American Indians and Alaskan Natives
Initially, SIPI
will work with the tribal sites to develop their capability to receive and
utilize distance learning and Internet resources. SIPI will then deliver
relevant training and information to the tribes through the development of
technical courses to be disseminated via the expanding Distance Learning
capacity at SIPI. This will be augmented with assistance in technology training
and teleconferences to be offered to the participants to demonstrate how
technology can facilitate communication among the sovereign nations and
information providers,
The long term
impact will be seen in the development of methodologies in the uses of
technology, that will allow American Indians and Alaskan Natives to receive
timely and relevant information and training irrespective of their geographic
local. The overall results and methodologies developed will be made available
to other institutions of higher learning, government agencies, and private
corporations. This will increase the information providers ability to focus
their relevant and timely information on the needs of the tribes and tribal
members on the reservation.
GOAL
To make distance
learning technology and educational opportunities available for tribal members.
OBJECTIVES
(A) Short
Term
1. To work cooperatively with the four tribal partners to build a
technology infrastructure on their reservations. The four initial tribal
partners are:
(a) Santa Clara Pueblo
(b) Canoncito Chapter of Navajo
(c) Mescalero Apaches
(d) Southern Utes
SIPI has also worked with
the Santo Domingo Head Start program to repair and retrofit their old
satellite equipment to receive distance learning courses from SIPI.
The Jicarilla Apache tribe
has installed their own down/ink and is currently taking courses from SIPI
2. To design and deliver courses and curricula appropriate to the
needs of tribal partners.
3. To develop methodologies and technology applications appropriate
to tribal needs
4. To train tribal people to utilize education al~ distance learning
and information technologies
(B) Long
Term
1. To enhance the Short Term objectives,
2. To increase the number of Tribal Partners.
Four Additional downlinks are scheduled to be installed Spring (2001):
(a) Alamo Navajo Chapter
(b) Ramah Navajo Chapter
(c) Laguna Pueblo
(d) Jemez Pueblo
3. Develop methodologies for the uses of technology that will allow
American Indians and Alaskan Natives the ability to receive timely and relevant
information and training irrespective of their geographic locale.
RESPONSIBILITIES
SIPI will have
primary responsibility for developing and managing the program including but
not necessarily limited to~ infrastructure development, designing curricula and
delivering courses, seminars and information with the appropriate technology.
Provide the cultural and educational interlaces to American Indians and Alaskan
Natives to ensure cultural relevance and sensitivity.
TRIBAL PARTNERS
will work cooperatively with SIPI as full partners and invest tribal resources
to ensure the effective utilization of educational and information technologies
to meet the needs of the tribe.
The Vision of
SIPI is:
Focusing
research, information and training to meet the needs of
American Indians and Native Alaskans
SIPI is proud to
be a national Indian community college and seeks to be recognized as a national
leader providing quality technical and higher education opportunities to
American Indian and Alaskan Native students.
This progressive, fully accredited two-year college endeavors to be seen
by American Indian and Alaska Native nations throughout the U.S. as a partner
in the efforts of their communities to be economically competitive, culturally
enriched, and socially cohesive. They
are confident that at SIPI, their young people will receive exceptional
individual attention to enable each student to reach his full academic
potential. SIPI is a college with the
institutional autonomy, flexibility, and vision necessary to create models that
others adopt and is dedicated to preparing our students for the future.
The Mission of
SIPI:
It is the
mission of the Southwestern Indian Polytechnic Institute, a national Indian
community college, to provide quality technical and higher education
opportunities that meet the dynamic needs of federally recognized tribes. This endeavor provides the opportunities for
students to: enter the technological
workforce as self-sufficient and contributing members of society; acquire
higher levels of academic achievement; enrich and enhance student learning and
self-esteem by responding to mental, physical, spiritual, and cultural needs.
The Values of
SIPI flow from the mission:
As a national
Indian community college, SIPI adheres to the following values within its
structure, policies and practices:
Respect for tribal
sovereignty, self-determination, self-governance and recognition of treaty
obligations. The college recognizes
that Indian nations exist as sovereign nations with the inherent right of
self-determination and self-governance.
SIPI will accomplish its goals within this scope through collaborative
partnerships with tribal entities.
Relevance. Recognizing the impact of
global trends on Indian nations, the college strives to deliver culturally,
socially, and economically relevant information, training, and services that
will offer long-term solutions and encourage life-long learning among students.
Furthermore, through the process of education, the college will work with
tribal communities to reclaim and integrate traditional indigenous knowledge
into a context that will meet their needs.
Respect for Diversity. The college
values and supports diversity within its structure and within the individuals
and communities that are served.
Holistic Approaches. The college will provide a holistic learning
environment for students including affective, cognitive and social enhancement.
Integrity and Professionalism. The college strives to provide the highest
quality instruction, services, and learning resources to American Indian and
Alaska Native students and communities
Service to Tribal Nations. The college works with tribal nations and
public and private industry in setting a direction and through its many
education/training programs, workshops, conferences, and grant/contract-supported
projects; the college works to assist tribal nations in dealing with complex
challenges and opportunities.
Promote Educational Excellence for All
Native Americans. The college will
foster partnerships with other organizations and consortiums that promote
educational access and excellence for all Native Americans.
The Strategic
Directions & Goals of SIPI flow from the mission:
STRATEGIC DIRECTION #1: Prepare students to graduate and
competitively enter the 21st century workforce on and off the reservation.
GOAL 1.1: Provide
access to the highest quality learning resources.
GOAL 1.2: Develop
and implement a flexible educational delivery system, offering continuing
education and other distance learning opportunities.
GOAL 1.3: Expand
existing academic programs and develop new academic programs in emerging
occupational fields.
STRATEGIC DIRECTION #2: Provide a holistic learning environment
for students including affective, cognitive, and social enhancement.
GOAL 2.1: Provide
activities and services that promote educational achievement.
GOAL 2.2: Provide
activities and services that promote general student welfare.
STRATEGIC DIRECTION #3: Prepare students for citizenship and
leadership in local Native American communities and the U.S. as a whole.
GOAL 3.1: Provide a curriculum that responds
to Native American community cultural
and economic needs.
STRATEGIC DIRECTION #4: Enhance SIPI’S capacity to prepare for a
future with changing technology, economies, and demographics.
GOAL 4.1: Strengthen
administrative support functions.
GOAL 4.2: Increase
base funding and strengthen fundraising capacity.
GOAL 4.3: Develop a
tribally responsive applied research capacity/technology transfer program.
GOAL 4.4: The
College will foster partnerships with other organizations and consortiums that
further educational excellence and achievement for all Native Americans.
History of SIPI
LAN/WAN Technology
SIPI ran
into difficulties identifying funding for an all-encompassing Local Area
Network (LAN) for their campus, but overcame and received an Intel grant
to interconnect all the buildings with fiber optics. Concurrent to this grant
SIPI received a National Science Foundation (NSF) Connections grant in
1993 to install a 56Kbs Internet connection to New Mexico TechNet, a non-profit
educational link to the NSF’s Internet. With addition of a UNIX server from Sandia
National Laboratory, classroom computer labs were already formed, and a LAN
was installed to interconnect the classroom computers. An administration network
was setup utilizing the fiber optic interconnects between the buildings, and
another administrative server was added. As more technology classes were added
to the curriculum, the classroom computer labs were upgraded to Pentium classed
PC’s. With the help of their partners, SIPI has been teaching computer classes
in computer applications, supercomputing techniques, and remote sensing, since
the early 1990’s.
As the American
Indian Higher Education Consortium (AIHEC) was installing the AIHEC
Distance Education Video Network for all the Tribal Colleges in the early
1990’s, SIPI was designated both a receive site, as well as a send site. So,
SIPI has been receiving & sending (teaching) video-based classes for over
10 years, with SNL, Intel, UNM, NMSU, and AIHEC
as partners.
The Status of
SIPI LAN/WAN Technology
September,
2000:
Campus Connection –
T1 connection BIA EdNet to DOINet
SIPI DNS via USGS
All buildings on
campus (except greenhouse complex, warehouse, and facilities storage) connected
via fiber to T1 connection (Business Building central switch Cisco 5505)
11 computer labs
with 160 computers (one more lab coming online this trimester with 30
computers)
Campus
infrastructure utilizing Cisco switches with VLAN technology
All computers on
campus (student, labs, faculty and staff) connected to Internet.
Web Server
Email Server
WebCT (Distance
Education) Server
Learning Center
Resource Server (Plato Learning Software)(50 workstations)
Admin Server
STARS (student
admission and records system)
Reviewing
alternative Internet connectivity to increase bandwidth locally and for tribal
partners e.g. satellite connection to Internet and hybrid systems.
Videoconferencing
–
Polycom Viewstation
512
IMUX with 3 ISDN
lines for 384k speed (full motion).
Satellite –
C Band (digital) Satellite uplink
3 satellite downlinks
Fall 2000 Schedule
Introduction to CDA
course
Childhood
Development
Introduction to
Environmental Science
GIS Broadcasts - SIPI to AIHEC sites nationwide
4 remote sites with
4 additional sites being installed Fall
2000
(Current sites:
Canoncito band of Navajo, Mescalero Apache, Santa Clara Pueblo, and S. Ute
Installation sites: Alamo, Laguna,
Ramah, and Jemez)
The Distance
Learning Classroom ties together all elements of technology on campus i.e.
Internet, videoconferencing, and satellite in one classroom. This allows SIPI
to broadcast to the AIHEC network (30 plus sites nationwide), SIPI Distance
Learning Sites and areas that have videoconferencing capabilities as well as
receiving programming and information from multiple sources.
Working with Tribal
Colleges and UNM to connect to GRID / High Performance Computer Center for
online collaboration, information dissemination and training.
Status of AIHEC
Satellite Systems
SIPI should be in
great shape, both uplink and downlink.
The mission of
the Tribal College High Performance Computing Initiative is to coordinate and
facilitate the provision of direct services to individual TCUs based upon the
needs and goals identified at each college. These services will include help
with developing resource opportunities, obtaining resources, technical support,
and human and technical resource building. By providing these services the
Initiative will help Indian people achieve educational and economic leadership
in the Information Age.
The UNM/AHPCC has
been designated a NCSA ‘ACCESS Grid Site’. The ACCESS Grid is an infrastructure
that enables collaborative tools and environments for distributed group
interaction. It takes advantage of the
high-bandwidth networks, large-format displays, and integrated communications
to enable groups to work together in group-oriented spaces. As an ACCESS Site,
AHPCC will provide systems administration, support, and resources for a variety
of collaborative environment services, such as visualization, video
teleconferencing, and distributed computing. Some of these resources are
satellite services, or ACCESS nodes, that will be distributed throughout the
campus, and in some cases, around the region.
The Southwest Indian Polytechnic Institute (SIPI) is an AIHEC Federal
College that is proposed as an ACCESS node.
As an ACCESS
node, SIPI faculty and students will have the capability to interact with other
resources—education, training, information, and research—in a unique and revolutionary
manner. It would be the first Native American institution on the NSF Alliance
Grid. SIPI has already been facilitating computational science curricula
(Countdown To SupercomputingŇ) for
7 years during the Upward Bound Summer Program. SIPI just recently has been
allocated a budget from the BIA to build a new Advanced Technical Science
Applications building, that will utilize the existing fiber optic LAN/WAN in
place. In addition to the existing 7 computer labs, a series of general &
specialized labs and facilities are projected for the Advanced Technical
Science Applications Programs. [12]
SIPI can help the
community by:
Provide information
to schools on local access points to the Internet for telecommunications
infrastructure information and services.
Expanding the local
training access & capabilities to include research conducted at all Pueblo
Nations and develop strategies to increase college and professional school
enrollment, graduation, and retention of educated Tribal members;
Create accredited internships,
cooperative educational, and fellowship positions at New Mexico Tribal offices with the Tribes needs in mind;
Offer “on-line
distance education” courses and degree/certificate programs collaboratively
with all New Mexico Pueblo Nation
Schools to Tribal members not physically in the New Mexico Pueblo Nation reservations.
Create a “New Mexico Tribes Educational Technology
Homepage” to inform other Tribes, schools, and the general public about the
uniqueness of our Tribal schools and members:
a Resource area for
the New Mexico Pueblo Nation services
(target specific Tribal services and identify needed resources)
Create and manage a
publicly available “On-Line School Store” to
sell and distribute New
Mexico Pueblo Nation schools’ goods and services.
(This creates both student and Tribal member entrepreneurs that experience
“Succeeding at working on the reservation.”)
Involve the New Mexico Pueblo Nation with on-line
Tribal community activities such as:
|
Tribal Discussion
(Chat) area
|
Tribal Inter-Library
access & loan
|
Tribal e-mail
& listserv
|
|
On-Line Tribal
Auctions
|
On-Line Pow Wows
|
On-Line
conferences
|
Contact: Evans Craig, Education, Outreach
& Training Manager at AHPCC
1601 Central, N.E. Albuquerque, NM. 87106 (505) 277-9544
http://www.unm.edu/
Dr.
Gordon, President, UNM gordon@unm.edu
Dr. Frank Gilfeather, Executive Director, HPCERC/AHPCC gilfeather@ahpcc.unm.edu
Founded in 1889, the University of New
Mexico now occupies 600 acres along old Route 66 in the heart of
Albuquerque, a city of half a million people. From the magnificent mesas to the
west, past the banks of the historic Rio Grande to the Sandia Mountains to the
east, Albuquerque thrives on a dynamic blend of cultures and styles. .
UNM offers a unique campus
environment with a Spanish Pueblo Revival architectural theme. The nationally
recognized Campus Arboretum offers an outstanding botanical experience.
The People
UNM represents a wide cross-section of
cultures and backgrounds. In the Fall of 1999, 24,250 students attended main
campus and another 6,720 attended branch campuses and education centers.
Minority enrollment University-wide represents 49.3 percent of the student
body. Of this, 27.7 percent of the students are Hispanic and 11 percent are
Native American. The average student at UNM is 28 years old. UNM employs 22,600 people statewide,
including students and employees of University Hospital. Alumni number 100,000 worldwide
and nearly half currently live in the state.
UNM boasts outstanding faculty members
including a Nobel Laureate, a MacArthur Fellow and several members of the
national academies. UNM faculty have had articles published in many
professional journals including Science, New England Journal of Medicine and
Nature. UNM professors have been quoted in Newsweek, Seattle Times, Business
Week, People Magazine, Parade Magazine, US News and World Report and the New
Yorker, among others. Several professors have appeared on CNN, Today Show, Good
Morning America, Nova and other news shows.
The Programs
UNM’s programs, which range from
certificates to doctoral and first professional degrees, consistently rank
among the nation’s best. U.S. News & World Report rates the rural medicine
program second in the country, photography third, clinical law eighth, and
family medicine ninth. The magazine ranks the School of Medicine’s primary care
curriculum program 12th nationally and art and art history 19th.
The School of Engineering ranks as one of the top 50 schools nationwide. In
addition, UNM’s anthropology, biology, flamenco dance and Latin American and
Western history programs have respected national reputations.
Contract and grant dollars in fiscal year
1999 topped $218.6 million – an increase of 24 percent over the previous year.
UNM research injects millions of dollars into New Mexico’s economy, augments
teaching – giving students valuable hands-on training in state-of-the art
laboratories – and funds new advancements in health care. The Health Sciences
Center is the state’s largest integrated health care treatment, research and
education organization. Among the University’s outstanding research units are
the High Performance Computing Center, Cancer Research and Treatment Center,
Center for High Technology Materials, and the Center for Micro-Engineered
Ceramics.
The Places
The University has branch campuses in
Gallup, Los Alamos and Valencia County and an education center in Taos. In
addition, UNM offers graduate and upper division programs in Los Alamos and
Santa Fe and throughout the state. UNM’s libraries, museums, galleries and
Center for the Arts are a rich cultural resource for the state. UNM’s Tamarind
Institute is one of the premier printmaking workshops in the world. UNM is home
to the Lobos and is part of the newly formed Mountain West Conference.
UNM in the Community 2000
The community and outreach programs of the
University of New Mexico represent one very important avenue by which the
creation, dissemination and application of knowledge reach our citizens in ways
that improve the quality of their lives. These programs, grounded in the
teaching, research and public service mission of the University, are an
increasingly integral part of our students’ educational experience.
This community program resource guide is a
representative listing of the activities in which our main campus academic
units are involved. Faculty, staff and students from all of our colleges and
schools take part in literally hundreds of these kinds of activities that occur
throughout the state—many touching only a few lives at at time, but in the
aggregate, having a significant impact. (The extensive outreach programs of the
clinical and academic units of the UNM Health Sciences Center can be found on
the Health Sciences homepage.)
UNM’s community involvement is a dynamic
process, with programs being developed, implemented, expanded and closed
depending on academic considerations, the needs of constituent groups, the
availability of resources and the particular fields of expertise of faculty,
staff and students. For this reason, the information on this page will be
updated regularly.
For further information, please contact the
Office of the Vice President for Advancement, Scholes Hall 108, at 505-277-1586
or email mckinsey@unm.edu.
·
Anderson
Schools of Management
·
School
of Architecture and Planning
·
College
of Arts and Sciences
·
Division
of Continuing Education and Community Services
·
College
of Education
·
School
of Engineering
·
College
of Fine Arts
·
Interdisciplinary
Programs
·
School
of Law
·
University
College
CIRT’s Role at UNM
CIRT collaborates with all units of the
University of New Mexico to provide computing services to students, faculty,
staff, and administrative units in the UNM computing community. These services
affect every individual and department on campus.
Anyone who uses e-mail or the Internet,
accesses the library electronically, receives a paycheck, purchases something
on a University budget, hires someone, registers students or issues grades,
uses a University computer pod or even a departmental computer, uses CIRT
services whether they realize it or not.
The following table lists the services that
CIRT provides with links to more complete information on each.
Computing services for prospective students,
students, faculty, staff, branches, and other UNM affiliates Enterprise data
network, interconnecting Enterprise servers and desktop computers, Internet and
dial-up access, UNM Web pages, external network access, Enterprise administrative
systems (Applicant Tracking System)
Computing services for the entire UNM
community
E-mail, Support Center, supported software,
operating system support, documentation, security and incident handling
support, computer classrooms & pods, Enterprise administrative systems
(data warehouse, data mart, Alumni Development System hardware management)
Computing services for academic departments,
faculty and students Computer classrooms, pods, test scoring, scanning,
questionnaire development, high performance computing, WebCT, conference
support, shared operating systems, Enterprise administrative systems (Student
Information System, Financial Aid Management System, Prospective Students
System, Bursar/Cashiering System)
Computing services for all UNM departments
Computer contracts, site licensing, calendar
(CT), hardware maintenance, shared operating systems, storage, printing, vendor
documentation, software distribution, Enterprise administrative systems (Human
Resources & Payroll System, Applicant Tracking System, Financial Records
System)
Community Outreach
UNM participates on committees for state and
local initiatives for Information Technology support and direction. (See
Education, Outreach & Training section)
Network Plans &
Future Directions
By December 31, 2001, the UNM network
backbone will support only the IP protocol. UNM departments and offices are
urged to begin now making plans and arrangements with CIRT's network group for
any needed network equipment upgrades.
Network Group
The Network Group provides and supports the
networking infrastructure for CIRT. The Network Group’s responsibility is to
ensure the integrity and availability of the UNM Network/Campus Data
Communication Network (CDCN). These environments include internal building
networks, backbone network connections, Internet connectivity and dial-up
services.
Goals for the 2000-2001 fiscal year
include:
1. Migrate
to an IP-only Gigabit Ethernet Backbone by December 31, 2001.
2. Replace
network equipment every five years, as UNM funding permits.
3. Research,
adapt and use new technologies, as appropriate, on the UNM campus network and
the core backbone.
4. Maintain
a highly available, resiliant state-of-the-art network for UNM.
5. Provide
high bandwidth connectivity for UNM and other research institutions on
Internet2.
6. Maintain
current data wiring standards for UNM’s internal building networks.
7. Maintain
high, reliable security standards and policies.
The Albuquerque High Performance Computing
Center (AHPCC) is part of the High Performance Computing Education Research
Center (HPCERC)-a strategic center of the University of New Mexico (UNM).
Together with its sister center-the Maui High Performance Computing Center
(MHPCC)-AHPCC provides high performance computing resources to researchers
throughout the U.S., as well as serving research and education needs within the
University.
Our mission at the Albuquerque High
Performance Computing Center is to advance high performance computing, its
applications, and its deployment through computing science and technology,
computational science, research, education, outreach and training.
Currently ranked among the top five academic
supercomputing installations in the country, AHPCC maintains an extensive array
of supercomputing resources, including four Linux superclusters, a 32-node IBM
SP3, and an advanced visualization laboratory. The largest of the
superclusters-LosLobos-is a 256-node, dual-processor Pentium III/733 MHz SMP
machine, with a high-bandwidth, low-latency Myrinet network for fast
interprocessor communication. LosLobos is managed by AHPCC through a
partnership with the National Computational Science Alliance (NCSA), and is supported through the Alliance by the
National Science Foundation.
Computing time on LosLobos is available to
academic researchers through a competitive grant application process. The SP3,
along with an 8-node/4-way SMP (32 processor) Linux cluster, was awarded to AHPCC as part of an IBM
Shared University Research (SUR) grant for investigating the use of hybrid
technology systems (hyperclusters) in advanced computational and visualization
research. The Visualization Laboratory includes several Silicon Graphics
multi-pipe machines, as well as specialized hardware (IBM Scalable Graphics
Engine) for conducting research on parallel rendering using the SUR
hypercluster.
The Center itself consists of systems and
administrative staff, several full-time senior research scientists, and over 50
undergraduate and graduate research assistants and postdoctoral fellows.
Twenty-three associated faculty conduct their research in collaboration with
AHPCC, and several major research initiatives are presently underway in
conjunction with the UNM School of Medicine and the UNM School of Fine Arts/Arts
Technology Center. Major research areas
include:
·
Computational Science (Chemistry, Physics, Materials
Science, Biology/Genomics, Fluid Dynamics, Mechanics)
·
Scientific Visualization and Virtual Reality
·
High Performance Algorithms and Numerical Mathematics
·
Computer Systems Research-Superclusters and High
Performance Communications
·
Access Grid and Virtual Machine Room Technologies
·
Telemedicine and Collaborative Environments
·
Educational Technologies
Through HPCERC, AHPCC maintains close ties
with the Maui High Performance Computing Center, participating in technical
exchanges, workshops, research collaborations, and providing access to diverse
supercomputing resources. MHPCC is managed by UNM/HPCERC for the Department of
Defense (DoD) as a Shared Resource Center for the DoD High Performance
Computing Modernization Program.
For more information about AHPCC, our
programs, research, or to submit a request for supercomputing resources, please
visit us at: http://www.ahpcc.unm.edu
What are we about?
The AHPCC is about people, resources and
activities that are prototyping and deploying the most advanced computing
systems as large systems for production research, including a 128 processor
Linux Intel supercluster, Roadrunner for NSF researchers and three other
research superclusters for research, training support, and computational
services. In the summer 2000, operation of a 512-processor Linux supercluster,
began for research production service to NSF academic researchers.
...developing
and deploying computing science and technology that is accessible to
researchers. The AHPCC is at the
forefront in developing large scale clusters for production research,
developing and deploying Access Grid technology for streaming video, audio and
data across the Internet for collaboration, meetings, and training, and
developing system schedulers for efficient utility of computing resources.
...employing
computational sciences for applications ranging from mathematics to physics to biology
to the engineering disciplines. The Center supports several research groups
that include faculty researchers, staff and students. The AHPCC also supports
the Maui High Performance Computing Center with specialized computational area
and discipline support.
...conducting
research. We enable researchers with
computational sciences techniques, system schedulers, software for
visualization, as well as basic research in computational chemistry, physics,
and visualization.
...educating
and training faculty, students, staff, and researchers from industry and
government in high performance computing including parallel programming,
systems administration, cluster computing, and visualization. Over 100
workshops and courses have been conducted in the last five years. The Center is
the administrative host for UNM’s Science and Engineering Computation
Certificate program.
...reaching
out to communities and making available high performance computing science and
technology. A major initiative, in collaboration with the National
Computational Science Alliance (NCSA), is to develop AG deployment to the
Tribal Colleges in the Southwest.
...collaborating
with non-traditional computing applications.
The AHPCC is jointly working with the UNM School of Medicine to develop
telemedicine technology and deploy it in the Southwest and in collaboration
with the University of Hawaii, in the Hawaiian Islands, with the UNM College of
Fine Arts to explore the role of computing technology in the arts, as well as
on-going joint efforts with the UNM College of Arts and Sciences and the UNM
School of Engineering.
...connecting
with other universities. AHPCC is a
member of the National Computational Sciences Alliance, a National Science
Foundation consortium for advanced computing initiative, as a Partner for
Advanced Computing Services and provides computing resources for grand
challenge problems.
...and
finally. AHPCC is all about research,
education and service to academia, industry, government and community.
A Short History From Resource Center to
Supercomputing Center
The Albuquerque High Performance Computing
Center (AHPCC) is a recently established Center at the University of New Mexico
(UNM). It began as an outgrowth of the Maui Project, the forerunner to the High
Performance Computing Education Research Center and the umbrella Center under
which the AHPCC and the Maui High Performance Computing Center (MHPCC) conduct
their missions. The AHPCC has evolved in six years from a small resource Center
into a nationally recognized supercomputing center.
In 1994, the Maui Project established a
Center on the UNM campus to provide resources, such as programming support and
training to faculty and students. This Center was named the Albuquerque
Resource Center and was established in the Galles Building, an old Cadillac
dealership built in the mid-1950s. The initial staff was small. 10 students and
one research scientist with no computing systems other than workstations. Students conducted many of the workshops to
train university faculty and students in the methods of parallel programming
and utilization of massively parallel systems. The Center gradually added staff
to address specific research and
application needed to support the MHPCC and to work with UNM faculty and
departments. But in late 1995, the original SP1 POWERparallel supercomputing
system at the MHPCC was installed at the AHPCC to provide a local computing
resource to UNM researchers.
The Albuquerque Resource Center, or the ARC,
as it was known, was formally
chartered in 1996 as a center of the High Performance Computing
Education Research Center along with its sister Center, the Maui High
Performance Computing Center. In mid-1997, Center administration and directors
recognized the changing nature of the Center. To provide better support to
on-campus activities the ARC underwent a major change in name and focus. The
Center changed its name to the Albuquerque High Performance Computing Center,
invested in computing support and equipment for visualization, and prepared for
the addition of 128 SP2 nodes, again from MHPCC. In addition, the Center
acquired an SGI Origin 8-node SMP computer for visualization research. Research
Groups were formed in nine areas of interest to faculty, staff and Center, as
the Center added more research assistants and post-doctoral personnel to the
staff. The old ARC was beginning to look like a supercomputing center.
The steady growth continued into 1998, to
the extent that the Center began an expansion into ab adjoining bay of the
Galles building that added a new visualization laboratory, workshop, seminar
and meeting rooms and office spaces. Work on the expansion began in late
November 1998 and was completed in April 1999, but not before changes were made
to the original expansion to accommodate a new type of supercomputing system
that would be added to the Center’s resources. In January 1999, the National
Computational Science Alliance provided funds, to be matched by AHPCC, for a
128-processor Intel Linux-based supercluster to serve Alliance and the National
Science Foundation (NSF) researchers. The cluster, called Roadrunner, was
unveiled in April 1999 in a ceremony that included Senator Pete Domenici.
Roadrunner is the first production research supercomputer of its kind, and
became a supernode of the Alliance’s National Technology Grid.
The AHPCC unveiled another technology
advance in August, 1999 at the UNM Alliance Chautauqua (educational roadshow
over the NCSA Access Grid). Over 125 participants locally and 100 people at
distributed sites at universities across the country, watched the unveiling of
the NCSA Access Grid. The Access Grid, developed at Argonne National
Laboratory, an Alliance partner, streams audio, video, and data across the
Internet in a you are there environment across a large screen format and
spacious sound environment. Participants are able to share ideas in a unique
collaborative setting. The Access Grid has since been expanded to well over 50
sites across the country.
Today, the AHPCC has several computing
systems, including a new 512-processor Linux supercluster, ranking it among the
top five academic institutions. Over forty graduate research assistants from 11
departments, 7 post-docs, 12 associated faculty from across the university, and
25 research and technical staff work in this interdisciplinary environment. The
Center has become nationally recognized for the development and deployment of
advanced high performance computing systems and research in applications as
diverse as art and engineering. AHPCC now looks forward to the new
millenium.
www.eot.ahpcc.unm.edu
Distributed Technology Support via EOT-PACI
& AIHEC
One solution to the lack of technology
involves sharing the expertise for technology support among a large base of
cooperative and collaborative institutions. Instead of each Tribal College
having a large, dedicated technology support staff for all technology we might
find a way to rely upon the cumulative knowledge of all Tribal College
technology staff to support common technology needs. This idea might be called
'Distributed Technology Support.'
EOT PACI is working in concert with Educause
to create a distributed technical support structure for all of the AIHEC
schools. The support structure consists of:
|
Remote
Technical Support - “To establish a system to provide technical support
to all tribal colleges actively involved with the AN-MSI project.”
|
Satellite/Wireless
Pilot Projects - “To recommend various types of wireless connections to
provide Internet and/or telephony connections to tribal college campuses and
their communities they serve.”
|
|
Campus
Network Design - “To define various ‘Best Practices’ for network designs
that meet the requirements of tribal colleges.”
|
Surveys
& Assessments – “To establish and maintain a secured database of
tribal college technology and capacity.”
|
|
Training
- “To determine and define training needs and delivery methods that meet
technical requirements for tribal colleges.”
|
Advanced
Applications – “To determine and define advanced applications appropriate
for tribal colleges.”
|
|
Security
& Virus - “To define and recommend systems that protect tribal
college campus networks.”
|
|
UNM can help the community by:
Provide information to schools on local
access points to the Internet for telecommunications infrastructure information
and services.
Expanding the local training access &
capabilities to include research conducted at all Pueblo Nations and develop
strategies to increase college and professional school enrollment, graduation,
and retention of educated Tribal members;
Create accredited internships, cooperative
educational, and fellowship positions at New
Mexico Tribal offices with the Tribes needs in mind;
Offer “on-line distance education” courses
and degree/certificate programs collaboratively with all New Mexico Pueblo Nation Schools to Tribal members not physically
in the New Mexico Pueblo Nation
reservations.
Create a “New Mexico Tribes Educational Technology Homepage” to inform other
Tribes, schools, and the general public about the uniqueness of our Tribal
schools and members:
a Resource area for the New Mexico Pueblo
Nation services
(target specific Tribal services and identify needed resources)
Create and manage a publicly available “On-Line
School Store” to sell and distribute New Mexico Pueblo Nation schools’ goods and
services.
(This creates both student and Tribal member entrepreneurs that experience
“Succeeding at working on the reservation.”)
Involve the New Mexico Pueblo Nation with on-line Tribal community activities
such as:
|
Tribal Discussion (Chat) area
|
Tribal Inter-Library access & loan
|
Tribal e-mail & listserv
|
|
On-Line Tribal Auctions
|
On-Line Pow Wows
|
On-Line conferences
|
Contact: Rachel Lopez, Program Coordinator
123 4th St, Rm. 131 Albuquerque, NM. 87103 (505) 883-7360 X 506
http://www.aipcinc.com/
Rick
Vijil, Executive Director
xxx@aol.com
The All Indian Pueblo Council
The All
Indian Pueblo Council (AIPC) is
a consortium of the nineteen (19) Pueblo Indian tribes of New Mexico. The
nineteen (19) Pueblos include the Pueblos of Acoma, Cochiti, Isleta, Jemez,
Laguna, Nambe, Picuris, Pojoaque, San Felipe, San Ildefonso, San Juan, Sandia,
Santa Ana, Santa Clara, Santo Domingo, Taos, Tesuque, Zia, and Zuni. These
Pueblos and their Governors comprise the All Indian Pueblo Council, whose
offices are located in Albuquerque, NM. Each of these Pueblos maintain
individual sovereign governing bodies which elect their leadership
traditionally (by appointment) or through an elective process. AIPC was first
recognized as a sovereign entity by the Spanish government in 1598, and in 1965
adopted a constitution to promote justice and encourage the common welfare, to
foster the social and economic advancement of all the Pueblo Indians, to
preserve and protect our common interest.
AIPC, Inc. is the non-profit subsidiary of
the All Indian Pueblo Council. Its purpose is to provide essential services
that would otherwise be inaccessible to the Pueblo people. The scope of our
programs include the areas of health, education, job training, economic
development, environmental protection, and child welfare. Profiles of each of
our programs are available here. AIPC, Inc. was incorporated in the state of
New Mexico on June 30, 1969, and is exempt from Federal income taxes under
Section 501©(3) of the Internal Revenue Code.
The All Indian Pueblo (All Indian Pueblo
Council, Inc.) was formed in 1598 in response to the invasion and
colonialization of New Mexico by the Spanish conquistadors. The All Indian
Pueblo Council is comprised of the nineteen Pueblos of Picuris, Taos, San Juan,
Santa Clara, Pojoaque, Nambe, San Ildefonso, Tesuque, Cochiti, Acoma, Laguna,
Zuni, Zia, Isleta, Jemez, Sandia, Santa Ana, San Felipe, and Santo Domingo. The
All Indian Pueblo Council, Inc. was then and remains today a political body
dedicated on the protection and self-preservation of the Pueblo Tribes culture,
religion and way of life. The All Indian Pueblo Council was incorporated in
1969 to provide organization for the nineteen pueblos in the efforts to advance
the education, economical and social position of all the pueblo people.
The Mission of AIPC:
To
promote justice and encourage the common welfare, to foster the social and
economic advancement of all the Pueblo Indians, and to preserve and protect our
common interest.
Incorporation of the All Indian Pueblo
Council
In 1969, the nineteen Pueblo Governors of
the AIPC incorporated under the State of New Mexico with a non-profit status
under Section 501©(3) of the Internal Revenue Code. The broad purposes for
which the corporation was formed include:
·
Providing an organization of the nineteen
Pueblos to centralize efforts to advance the educational, economic, and social
position of all Pueblo Indians
·
To develop and promote educational programs and
the development of Indian leadership
·
To accelerate economic development by expanding
the market for Pueblo produced goods, attracting new industry on or proximate
to Pueblo lands, and expanding employment opportunities for Pueblo people
·
To cooperate with local, state, and federal
officials to ensure to all the Pueblo Indians the full benefit of all
governmental programs.
In order to accomplish these broad purposes,
the corporation is empowered to do any and all things necessary and appropriate
including, but not limited to: entering into contracts and agreements to
further the purposes of the corporation; hold, manage, and administer property;
accept and receive contributions; and invest and reinvest its funds subject to
applicable limitations and conditions.
Programs of the AIPC, Inc.
The primary sources of funding for AIPC,
Inc., programs are the Environmental Protection Agency (approximately 48%);
Health & Human Services (approximately 30%); Department of Labor
(approximately 7.4%); Department of Commerce (approximately 7%). The balance is
made up of Department of Interior and non-federal revenue sources. Most of the
Health & Human Services funds are contracted from the Indian Health Service
pursuant to P.L. 93-638, the Indian Self-Determination Act. An educational
program, Johnson O’Malley, is contracted from the Bureau of Indian Affairs,
also pursuant to the Indian Self-Determination Act.
Executive Administration
- Made up of the Chairman, the Vice-Chairman, the Programs Administrator, the
Executive Manager, and the Executive Secretary. Provides oversight of all AIPC,
Inc., programs, implementing the policies of the Board of Directors (19 Pueblo
Governors), and carrying out the purposes and business of the corporation.
Administrative Services - Provides
financial management, accounting, procurement, property management, personnel,
and insurance services to all programs of AIPC, Inc.
Two Worlds Project
- Provides outpatient substance abuse treatment and aftercare services by New
Mexico Certified Counselors to eligible Indians in the Albuquerque area and
surrounding Pueblo communities. Additionally, the HIV/AIDS program component
provides prevention education sessions and awareness activities to the nineteen
Pueblos.
Speech and Hearing Program
- Provides screening, evaluation, treatment, and rehabilitative services for
hearing and related problems of infant to elders in eighteen of the nineteen
Pueblos. Clinics are conducted by licensed audiologists who also dispense
hearing aids.
Johnson O’Malley
- Provides educational support services to eligible Pueblo Indian students
enrolled in the Albuquerque Public Schools with the general goal of encouraging
students to stay in school and graduate.
Job Training Partnership Act
- Provides employment and vocational training to eligible Indians from the
Pueblos of Isleta and San Felipe.
New Mexico Native American Business
Development Center - Assists Native American and minority
owned firms in identifying and promoting marketing opportunities for building
business capacity, employment, and commercial development of New Mexico Indian
reservations.
Pueblo Office of Environmental Protection
- Provides technical assistance and environmental protection services to
develop the environmental capabilities for the nineteen Pueblos. Program focus
includes Superfund, Air/Radon, Pollutant Discharge Elimination/Sludge
Management, Solid Waste Management, Underground Storage Tanks, and General
Assistance.
Helping Indian Children of Albuquerque
- Provides family support and service coordination for Indian children in the
Albuquerque area who have disabling conditions and special medical or
educational needs.
News Releases:
The All Indian Pueblo Council, Inc. to
study economic development and technology expansion opportunities for the 19
Pueblos
Contract with U.S. Department of Commerce
Economic Development Administration will help Pueblo artisans and businesses to
access Internet markets
July 31, 2000
ALBUQUERQUE
- The All Indian Pueblo Council, Inc. announced today that it has been
awarded a contract with the U.S. Department of Commerce Economic Development
Administration to engage in a 12-month project designed to expand economic
opportunities for New Mexico’s 19 Pueblos by accessing world-wide Internet
markets. The project will involve market research, cooperative job formation
planning with Pueblo business owners, and an assessment of Internet-related
infrastructure on tribal lands.
AIPC, Inc.’s long-term plans are to
implement broadband Internet access on each of the Pueblos, and to provide
Internet and network administration training to tribal members.
For More
Information Contact:
All Indian
Pueblo Council, Inc.
123 4th Street, S.W., P.O. Box 400 Albuquerque, NM 87190-3256
Tel: 505 883-7360
FAX: 505 884-1474
Internet: jsanchez@aipcinc.com
The All Indian Pueblo Council, Inc.
launches web shopping mall.
Shoppers pay low prices, and every sale
supports the All Indian Pueblo Council’s efforts to serve the 19 Pueblos of New
Mexico
May 12, 2000
ALBUQUERQUE
- With the AIPC, Inc. Internet Shopping Mall, shoppers have their choice
of 140 top Internet merchants who pay AIPC, Inc. commissions on all purchases.
Shoppers pay the same prices for their purchases. This is a great way for
supporters who shop on-line to help even more. Merchants like Amazon, CDNOW,
Borders.com, Disney, ESPN, L.L. Bean, Lands End, CVS.com, Hallmark, and FTD are
participating. The mall address is http://www.npsmall.com/home_page.asp?mall_key=195.
All shopping is fully secured, and the mall respects and offers full privacy
protection. A newsletter is even available to shoppers to find out about sales
and specials. The mall is simple to use and navigate, and it really makes
shopping easy.
For More
Information Contact:
All Indian Pueblo Council, Inc.
123 4th Street, S.W., P.O. Box 400 Albuquerque, NM 87190-3256
Tel: 505 883-7360
FAX: 505 884-1474
Internet: jsanchez@aipcinc.com
Job Announcement:
PROGRAM COORDINATOR: AIPC Economic
Development Initiative performs implementation of program goals and objectives
as set forth by the Economic Development Administration (EDA) and AIPC, Inc.
Provides general supervision to the Administrative Assistant. Engages in market
research to assess potential for increasing the sales volume of Pueblo-owned
enterprises. Conducts interviews with Pueblo business owners to assess the
potential for job creation under this project. Makes an on-site assessment of
existing Internet, infrastructure at each of the 19 Pueblos, including
equipment, network capabilities, access to the Internet and connectivity
options. Provides quarterly and annual reports for AIPC, Inc. Administration and the program’s funding
sources. Controls expenditures under approved budgets.
QUALIFICATIONS: Bachelors degree from
an accredited college or university in a computer, telecommunication, or
marketing-related field, two years of full-time work experience in an
Internet-enabled and/or MIS environment, two years of full-time marketing work
experience, or any equivalent combination of education and experience.
Wireless Research in and around Indian
Country is at its high point. Wireless has always been a viable option, but has
had limited applications in the past. Today, there are high-speed wireless options
backbones, high-speed access options, and community-wide node methods being
explored, researched and tested, that provide broadband Internet solutions to
remote areas of the country.
The Albuquerque High Performance Computing
Center of the University of New Mexico has been initiating work with the Pueblo
Tribal Nations of New Mexico and the Bands of Mission Indians in California to
be testbeds for a Statewide Wireless Tribal Broadband Network proof of concept.
The AHPCC’s Education, Outreach & Training
Department has been working with the Tribal Colleges over the last three years
to get high-speed Internet Broadband technology to the 32 Tribal Colleges.
The identified wireless methods will be a
way to create models for a “Statewide Wireless Tribal Broadband Network” so
that initial funding can be identified to create a pathway for providing high
speed Internet access to Tribal Communities. The approaches will help identify
various models, according to specific Tribally defined requirements.
All Indian Pueblo Council requested a
sustainable design concept:
·
Identifying current wireless projects affecting
Indian Country and utilizing the various approaches to create broadband
(high-speed) Internet solutions.
·
Conduct Community Technologies Assessments with
the19 Pueblo Nations in New Mexico that are/could be affected by the Wireless
Access options and Wireless Community Nodes options, as a way to access
broadband (high-speed) Internet access.
1. Onsite
Technology Assessments of their 19 Pueblo Nations.
2. Technology
Compilations to create a “Statewide Wireless Tribal Broadband Network Plan.”
3. Virtual
Servers setup & hosted to create a set of Collaborative Servers for an
“eCommerce Pueblo Store.”
·
The resulting design & implementation of a
broadband (high-speed) wireless network, consisting of a 100 Mbs duplex
wireless backbone with 10 Mbs duplex throughput (two way) access points, will
become the proof-of-concept to create “Wireless Grid Nodes” by utilizing a
“Statewide Wireless Tribal Broadband Network.”
·
The “Wireless Access Grid Nodes” (community
nodes) will be able to implement Education Outreach & Training (EOT PACI)
programs, from both Alliance & NPACI, on an enabled technology for the both
groups to collaborate and implement EOT PACI programs across the groups.
History of AIPC LAN/WAN Technology
Sept., 2001:
The Status of AIPC LAN/WAN Technology
AIPC can help the community by:
Provide information to schools on local
access points to the Internet for telecommunications infrastructure information
and services.
Expanding the local training access &
capabilities to include research conducted at all Pueblo Nations and develop
strategies to increase college and professional school enrollment, graduation,
and retention of educated Tribal members;
Create accredited internships, cooperative
educational, and fellowship positions at New
Mexico Tribal offices with the Tribes needs in mind;
Offer “on-line distance education” courses
and degree/certificate programs collaboratively with all New Mexico Pueblo Nation Schools to Tribal members not physically
in the New Mexico Pueblo Nation
reservations.
Create a “New Mexico Tribes Educational Technology Homepage” to inform other
Tribes, schools, and the general public about the uniqueness of our Tribal
schools and members:
a Resource area for the New Mexico Pueblo
Nation services
(target specific Tribal services and identify needed resources)
Create and manage a publicly available
“On-Line School Store” to sell and distribute New Mexico Pueblo
Nation schools’ goods and services.
(This creates both student and Tribal member entrepreneurs that experience
“Succeeding at working on the reservation.”)
Involve the New Mexico Pueblo Nation with on-line Tribal community activities
such as:
|
Tribal Discussion (Chat) area
|
Tribal Inter-Library access & loan
|
Tribal e-mail & listserv
|
|
On-Line Tribal Auctions
|
On-Line Pow Wows
|
On-Line conferences
|
Contact: Veronica
Gonzales, Executive Director
121 Oronoco Street, Alexandria,
VA 22314 (703)
838-0400
http://www.aihec.org/
The American Indian Higher Education
Consortium (AIHEC),
founded in 1972, is an organization of 31 colleges, universities, and
vocational technical institutions in the United States and Canada, established
and supported by their tribes or by the Bureau of Indian Affairs.
Tribal Colleges
were established over the past 25 years in response to the unique higher
education needs of Indian people, and in recognition of the tremendous importance
of post-secondary to tribal economic development, cultural preservation, and
sovereignty. Together, the Pueblo Nations represent the most significant and
successful development in American Indian educational history, promoting
achievement among students who may otherwise never know educational success.
Tribal Colleges are
primarily located in extremely remote areas that are not served by the other
post-secondary institutions. They offer educational opportunities to students
for whom higher education would otherwise be geographically or culturally
inaccessible. Despite minimal funding, the Pueblo Nations have had unmatched
success in terms of student retention, matriculation, on-going education rates,
and job placement.
All AIHEC
institutions offer two-year degrees, and some offer four-year and graduate
degrees. All 31 of AIHEC’s Tribal Colleges are accredited by their respective
regional accrediting agencies. In 1994, the 30 Tribal Colleges located in the
U.S. achieved federal land grant status.
AIHEC High
Technology Initiative is built on a series of principles developed by the
Presidents:
·
Each individual college must control its own use of the
technology and the technological tools developed through the initiative
·
Technology will be linked to the heart and spirit of
TCUs and the tribal cultures of their students
·
The initiative will assist each TCU in its effort to
realize its local technology goals and objectives
·
Information isolation in tribal communities exacerbates
the effects of geographic isolation
·
Tribal communities and individuals are, on average,
falling increasingly behind mainstream communities in achieving access to high
performance computing capabilities
·
All TCUs have developed different levels of technology
and technological expertise. Each TCU has different technology related goals
and objectives based upon community needs
·
New wealth arises from the development and use of new
technologies
·
The building and maintenance of successful technology
infrastructures requires long-term sources of income.
Mission Statement of
Initiative: Ending the Digital Divide
The mission of the
Tribal College High Performance Computing Initiative is to coordinate and
facilitate the provision of direct services to individual TCUs based upon the
needs and goals identified at each college. These services will include help
with developing resource opportunities, obtaining resources, technical support,
and human and technical resource building. By providing these services the
Initiative will help Indian people achieve educational and economic leadership
in the Information Age.
Goals:
The term,
Information Technology, as used in this Initiative, is defined as the broad
field of technologies that enable communication, the gathering and use of
information, and the improvement and use of technological and mechanical
processes:
1. To improve the existing human, hardware, and
software technology at each individual TCU to enable each college to fulfill
its own objectives related to the needs of the students and communities it
serves.
2. To develop tribally and culturally centered
applications of Information Technology supported by the achievement of Goal 1.
Objectives
related to Goal 1
·
Achieve at least t1 connectivity at every TCU along
with the resources adequate to maintain it (with both wire and wireless
options).
·
Develop Information Technology plans at each TCU
·
Develop resources to implement the plans that meet the
needs of first-adopter TCUs as well as those wishing to choose a more conservative
approach
·
Develop funding for community technology centers and
the maintenance of those centers in each TCU outreach community
·
Fund and then build a distributed management and
communications environment for the initiative
·
Create a distributed support network</
