Sequoyah robotics team 49th in world competition

BY TESINA JACKSON
Reporter
05/24/2011 07:06 AM
TAHLEQUAH, Okla. – After passing qualifying rounds in November, four robotics teams from Sequoyah High School participated in the VEX Robotics Design System World Championship in March where one of the teams placed 49th.

“It didn’t kick in until the second day, but I finally remembered that this was world and there were teams from all over the world,” said Sequoyah junior LaDonna Ballard. “There were teams from China and Indonesia, pretty much everywhere. So it was a really big thing. It was a really big experience.”

The VEX Robotics Design System offers students a platform for learning about areas with career opportunities in science, technology, engineering and math. Beyond science and engineering principles, a VEX robotics project encourages teamwork, leadership and problem solving among groups.

“We added the VEX component because we found that our robotics students needed to practice their skills and have the opportunity to learn more hands on in the fall because first robotics only takes place in the spring, and so we had all of this down time in the fall where the kids could be learning,” said Daniel Faddis, Sequoyah robotics team leader.

This was the team’s first year participating in the world competition, which took place in Orlando, Fla. There were 15 students on the Sequoyah team that participated, along with a team from Claremore.

Sequoyah’s team consisted of Alia Willie, Jerilyn White, Shelbi Blackman, Martha Hardbarger, Shadow Hardbarger, Christie Tiger, Ballard, Shannon Orcutt, Patricia Sourjohn, Hope Harjo, Stacie Campbell, Taylor Goodrich, Dennis Chewey, Keiron Marshall and Laramie Fixin.

“We had a design period of about two weeks of just coming up with ideas and brainstorming,” Ballard said. “The actual building and working on it was about three or more weeks.”

For scoring in the competition, the teams had to design a robot that was able to grab tubes and place them on pegs at different levels and heights. Extra points were given during a bonus period if the robot was able to climb a ladder and stay there.

“As far as the competition is was what we are used to except a lot larger,” Faddis said. “One of the key things I think we did while we were there was we got to carry the Cherokee Nation flag in to represent us as a sovereign nation, and it was pretty moving to the kids because we were behind Canada and in front of China, and so when you’re in between two major countries of the world like that it’s pretty impressive.”

The robotics team started at Sequoyah four years ago. The team has participated in different competitions in Oklahoma and won several awards.

“One of the reasons we started the robotics program at Sequoyah is that it is a hands on way of learning,” Faddis said. “It’s not just a text book. It’s not just papers. The kids are in there and it’s hands on and they actually learn through actually doing things. There are a lot of statistics and stuff out there that show that the kids comprehend I, but one of the things I find neat about it is that the fact that the way our Cherokee elders used to teach their children and stuff. It was a hands on way of teaching, and so to me robotics brings traditional teaching methods to a modern science.”

During the offseason when the team isn’t building for competitions, members meet two days a week. During the building season, they meet four or five nights a week.

“For VEX, it’s in the fall from starting around late September through the beginning of December, and for first robotics it starts in January and goes for six weeks and we mingle in stuff in between. The competition is usually around spring break,” Faddis said.

Along with Faddis, coach Jacob Tanner Jr., Debra Nelson and Dr. Calvin Cole lead the Sequoyah robotics team.

tesina-jackson@cherokee.org?• 918-453-5000, ext. 6139

Education

BY STAFF REPORTS
12/08/2016 04:00 PM
TAHLEQUAH, Okla. – The Northeastern State University American Indian Heritage Committee is accepting proposals for individuals interested in presenting at the 45th Annual Symposium on the American Indian. Priority consideration will be given to proposals received by Jan. 2. The symposium will be held April 17-22 on the Tahlequah campus, centered on the theme “Indian Givers: Indigenous Inspirations.” The term “Indian Giver,” coined by Lewis and Clark, represents one of the greatest cultural misunderstandings in American Indian history. Using a multi-disciplinary approach, presentations will provide a new, positive perspective on the term by highlighting the influence and contributions of indigenous people to mainstream, western culture through art, literature, government and other areas of the humanities. Presentations will explore these contributions in both a historical and contemporary context. Proposals should focus on indigenous contributions to arts, literature, science, music, government, education, history of indigenous people, tribal sovereignty and language revitalization. The committee will conduct a blind review of each proposal. The best proposals will articulate a clear objective and purpose as well as importance of the point of view to be expressed. Proposals need to show evidence of scholarly care, clear and effective argument and/or a basis in research. The symposium is a community event. There is no registration fee, and events are open to the public. Funding has been provided by the Oklahoma Arts Council and Oklahoma Humanities Council. For more information, visit <a href="http://www.cts.nsuok.edu" target="_blank">cts.nsuok.edu</a> and follow the link to the NSU Symposium. Individuals may also email the Center for Tribal Studies for more information at <a href="mailto: tribalstudies@nsuok.edu">tribalstudies@nsuok.edu</a> or call 918-444-4350.
BY JAMI MURPHY
Senior Reporter – @cp_jmurphy
12/08/2016 11:00 AM
TAHLEQUAH, Okla. – Students looking to apply for the Concurrent Enrollment Scholarship for the spring 2017 semester must apply by 5 p.m. on Dec. 16. The application process is done on paper and the students must provide approval from school official, a high school transcript and college class schedule. Students interested in this scholarship must reside in the 14-county jurisdiction or contiguous. For more information, call Brenda Butler at 918-207-3948.
BY WILL CHAVEZ
Senior Reporter – @cp_wchavez
12/02/2016 08:00 AM
ALBUQUERQUE, N.M. – Kelley McCall is working on her dream of earning a psychology degree at the University of New Mexico with the help of a Cherokee Nation scholarship. McCall, 38, who has roots in the Tahlequah, Oklahoma, area, recently graduated from Central New Mexico Community College with four associate degrees, was on the dean’s list with a 3.9 grade point average and was accepted into UNM with a full scholarship for the fall. “Basically, I just took my life and did a 180 and went back to school later in life. I got four degrees in less than four years. I think that should inspire other Cherokees that it’s never too late. You can turn your life around. You can make something of yourself, and you can help your people in the process,” she said. After earning a psychology degree, she plans to attend graduate school before eventually going for a doctorate. At UNM she was accepted into the McNair Scholar Program, which will assist her with getting into graduate school and completing her research. She is working in a cultural cognition psychology lab where Native Americans are studied to determine how they can be helped. “One of the major complaints is that people are studying them, but nobody is offering a solution or help. Our whole lab is for cultural minorities, and we all are interested in research to help them, so that’s my main focus,” she said. McCall is helping to interview Native American elders ages 50 to 88 to gather information about their education to determine if they attended boarding schools or public schools and how much education they received. As an undergraduate student she is not conducting the actual interviews, but will be able to as a graduate student. “We’re getting their educational background and seeing how it affects them later in life, like their cognition, their opportunities, if they feel they got a good education or didn’t. So we’re trying to put that together to see how we can better educate Native American people to help them later in life,” she said. She said Native Americans from California to New Mexico are interviewed, including Cherokees living in the Albuquerque area. McCall said her goal is to work with Cherokees living in the area because she is Cherokee and that’s who she wants “to help the most.” “Any case where I’m helping a Native American, I’m going to take advantage of it,” she said. “That’s my main focus. Whatever I can do to help our people that’s what I want to do because I think that we’re so underrepresented, especially in the higher levels of education. I want to see what I can do to get us in higher levels of education.” McCall said the main reason she is able to attend UNM is because of a $2,000 CN higher education scholarship. “Instead of having to spend time working side jobs, I can actually spend more time in the research lab, so it helps me a lot and allows me to focus on my education. I still have to work, but I don’t have to make that my priority,” she said. McCall also said she learned about Cherokee traditions and culture while visiting family in Oklahoma. In Albuquerque, her mother, Deborah McCall, also a CN citizen, is involved with a satellite Cherokee community group that’s affiliated with the tribe’s Cherokee Community Outreach program. Kelley said her mother travels to Oklahoma annually for meetings with other Cherokee community groups in which they learn how to better organize their respective groups, learn about Cherokee culture and share and gather ideas from other community leaders. Kelley said at monthly meetings her mother shares information she’s gathered from the CN, and CN staff visit the Albuquerque Cherokee group to share cultural activities. “We’re learning a lot about our culture and heritage through that,” she said. “I feel like I’m part of a tradition that goes back a long way, that has solid roots, that has great fundamental values as far as family and helping each other. I feel really honored be a part of the Cherokee Nation.”
BY LINDSEY BARK
Staff Writer
11/25/2016 08:00 AM
CHELSEA, Okla. – Cherokee Nation citizen Amy Milam, 17, a senior at Chelsea High School, is a placekicker for the school’s football team and the third female to play the sport for the Dragons. After one game into the season, the team needed a placekicker and the assistant coach asked if she wanted to try out because of her soccer ability. Milam attended practice for a week before officially joining the team. In her first game against Foyil, she kicked an extra point. “At first I don’t think the boys on the team really had faith in my abilities as a kicker. But after I made my first extra point they started accepting me as a team member, which made the fact that it is normally a male sport easier on me,” Milam said. Though Milam is not the first female to play on the football team, she is the first female to score. She said she has the support of her classmates and family. “The feedback from my fellow classmates, my town and other students from different towns that I didn't know was the amazing part about the whole experience. Everyone thought that it was really cool that not only was I a female player, but at the same time I was the cheer captain,” she said. “My family was a little nervous every time that I would go out onto the field to kick because of the possibility that I could be hit, especially because I’m very little, but overall they were my main support group and I love them so much for that.” Before adding football to the list, she already had a full schedule of activities in which she’s involved. “I have always done more than one sport at a time, so taking on football didn’t seem like that big of a change, time-management wise,” Milam said. “I run cross-country, play competitive soccer in Tulsa, football and cheer, so my life is very busy.” Academically, Milam is the top senior in her class taking on high school classes, college courses, vocational technology classes and being involved in her Baptist Collegiate Ministry group at Rogers State University. “I usually have three to four practices a day during the week day and then soccer games and (track) meets during the weekend. I spend a lot of time doing homework in the car, and normally I will stay up late, get up early, or use my lunch break to do homework. Pretty much when I’m not playing sports I’m studying,” she said. As for future goals, Milam said she wants to be a physical therapist and attend Oklahoma State University to obtain her bachelor’s degree before going to the University of Oklahoma to obtain a doctorate. “I know my life sounds busy, but I love being active and I believe that everyone should push themselves to achieve greatness. I never thought that I would be a football player, but I would not change a single thing about my senior year. I love my team, my coaches, my family, my friends and God. I would not be where I am today without them,” Milam said. Milam is also the great granddaughter of J.B. Milam, who President Franklin D. Roosevelt appointed as CN principal chief in 1941.
BY STAFF REPORTS
11/23/2016 12:00 PM
WASHINGTON – U.S. Secretary of the Interior Sally Jewell and Principal Deputy Assistant Secretary Lawrence S. Roberts, who leads the Office of the Assistant Secretary-Indian Affairs, on Nov. 2 tapped Cherokee Nation citizen Tony Dearman as the new Bureau of Indian Education director. Tony Dearman, a Cherokee Nation citizen, had served as the associate deputy director for bureau-operated schools since November 2015, where he helped implement the BIE reorganization and reform, overseeing 17 schools, four off-reservation boarding schools and one dormitory. Before that, Dearman served as the superintendent at Riverside Indian School, a BIE-operated boarding school, where he helped develop and plan a new academic high school building and two residential dormitories. Dearman earned an associate degree from Bacone College in Muskogee, Oklahoma. He also received a bachelor’s degree in education and a master’s degree in school administration from Northeastern State University in Tahlequah, Oklahoma. He holds science, physical education, principal and superintendent certifications. As BIE director, Dearman will oversee all facilities providing schooling for nearly 50,000 American Indian and Alaska Native students from the country’s federally recognized tribes. He also oversees the deputy bureau director for school operations, chief academic officer and three associate deputy directors who are responsible for education resource centers serving 183 BIE-funded elementary and secondary day and boarding schools and peripheral dormitories located on 64 reservations in 23 states. The BIE also serves post-secondary students through higher education scholarships and support funding to 27 tribal colleges and universities and two tribal technical colleges. On the new leadership announcement, Roberts said, “Tony’s record as a senior leader in the BIE, in school administration, and in the classroom, demonstrates his passion to serve Indian Country and our children, and I know he will ensure that BIE’s progress continues to provide Native students the world class education that they deserve.”
BY STAFF REPORTS
11/18/2016 12:00 PM
WASHINGTON – Applications for the Indian Affairs Student Leadership Summer Institute, a 10-week paid internship for post-secondary Native students, are being accepted until Nov. 30. The Indian Affairs Student Leadership Summer Institute provides American Indian and Alaska Native post-secondary students with an opportunity to learn about federal policy and develop management and leadership skills within high-profile offices throughout Indian Affairs. Its mission is to engage and support the next generation of Native leaders in the federal government through an introduction to the government-to-government relationship between tribal nations and the United States. Through their experiences students will gain an understanding of how Indian Affairs carries out its trust responsibilities and how consultation with tribes guides policy development and implementation. The institute’s inaugural class consisted of 17 Native undergraduate and graduate students placed in the 12 Bureau of Indian Affairs regional offices and at the Bureau of Indian Education, the Office of the Assistant Secretary-Indian Affairs and the White House Council on Native American Affairs where they worked on projects including environmental and natural resources, land management, social work and the 2016 White House Tribal Nations Conference. They also traveled to Rapid City, South Dakota, to attend a Tribal-Interior Budget Council meeting and around Washington, D.C., where they visited the departments of the Interior and Justice, the White House, U.S. Capitol and Supreme Court. American Indian and Alaska Native students currently enrolled in either undergraduate or graduate degree programs are encouraged to apply. Between 15-20 students will be selected to work in the Indian Affairs headquarters offices in Washington, D.C., and in BIA regional offices around the country. Applicants must meet the following criteria to apply: • Be a citizen of a federally recognized tribe, • Be currently enrolled and in good standing in an undergraduate or graduate degree program, • Be at least 18 years of age, and • Have completed at least two years of an undergraduate degree. The application requirements are: 1. Personal Statement (700 word limit): The statement should discuss the applicant’s interest in the Indian Affairs Student Leadership Summer Institute and how it fits into his or her future goals of serving Indian Country. It should also describe the applicant’s personal qualities or previous leadership experiences that will enhance the experience of other American Indian and Alaska Native program participants, and an area of her or his education, experience in a certain field of policy, cultural background/familiarity (close ties to region) or any other information that would help determine the applicant’s proper placement or secure a placement preference within a specific Indian Affairs office. 2. Resume: The resume should be no more than two pages in length. Include a list of education, honors and awards, work experience (including internships), school activities (clubs, research, presentations, etc.) or any community activities (volunteer activities, leadership roles). 3. Verification Form BIA 4432: Because preference in filling vacancies within Indian Affairs offices is given to qualified Indian candidates in accordance with the Indian Preference Act of 1934 (Title 25, USC, Section 472), an applicant must include Verification Form BIA-4432 with his or her application package prior to the closing date of the announcement, but only if claiming Indian preference on the application. Applicants selected under Indian preference will be appointed under Excepted Service, Schedule A, 213.3112 (a) (7) appointing authority. 4. Transcripts: A full set of unofficial transcripts from all institutions attended are required. They will be used to evaluate the level for which an applicant qualifies which will, in turn, determine the grade level and salary offered. 5. Assessment Questionnaire: Applicants will be required to submit an online assessment questionnaire. Click here for a preview of what questions will be asked. Applications are due no later than Nov. 30 and should be submitted through USAJobs.gov via <a href="https://www.usajobs.gov/GetJob/ViewDetails/454414200#btn-req-docs" target="_blank">https://www.usajobs.gov/GetJob/ViewDetails/454414200#btn-req-docs</a>. Send questions about the application to <a href="mailto: IA_Institute@bia.gov">IA_Institute@bia.gov</a>.