...Indian School Days Book Review Justin Delorme Introduction The book, “Indian School Days” is an autobiography of the author Basil Johnston, an Ojibwe native from Wasauksing First Nation, in Ontario. This piece by Author, “Basil Johnston”, gives the reader more and more evidence of the structural lifestyle of the Spanish Indian residential school. From the very beginning his writing style links the reader to never put down the book, it is full of action and true events that took place during his lifetime. The book starts off with Mr. Johnston as a young child of ten years, skipping school with another student, an act that they didn’t think would get them both shipped off to a residential school. But as fortunes and his unfortunate luck would have it, the feared Indian agent showed up to Basils door and took himself, along with his 4 year old sister to St. Peter Clavers School, a boarding school run by Jesuit priests at Spanish, which was close to Sudbury, Ontario. With the fear of police and punishment his mother and grandmother got both children ready and there was nothing nobody could say or do to change the mind of the Indian agent. In the pages that were to follow, Basil creates many portraits of the young Indian boys who struggle to adapt to the harsh and inhumane environment of this institution. By looking at some key examples from the book that Basil Johnston wrote, it will show the reader why this would be a good book to read as his writing style is from his own...
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...The Residential school system in Canada was a system devoted to providing a disciplined based ideal that promoted the rejection of the aboriginal culture in favor of the then dominant white European population. The teaching strategies that were encouraged ranged from pulling children as young as six away from their parents to mental, physical and sexual abuse. The Residential schools were run by a variety of participating church organizations, which received funding from the Canadian government. The funding was based on a per aboriginal basis therefore it was in the best interests of the churches to enroll as many aboriginal students as possible. The schools were run in almost every province in Canada from 1860-1884 and claimed to be promoting religious and cultural assimilation. However, the cruelty that was experienced by many young aboriginals in the residential schools emphasizes the differences between the aboriginal societies and the European dominant society making complete assimilation impossible. The imposition of residential schools on First Nations children has led to significant loss of indigenous languages, and this language loss has led to further cultural losses for traditional First Nations cultures in Canada. The earliest known date opening of a Residential school was in 1840, located in Manitowaning, Ontario. The school was the Wikemikong Indian Residential School, it closed in 1879. The last Residential school to close was La Tuque Indian...
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...Reconciliation Payments for All Indian Residential School Survivors CANADIAN BAR ASSOCIATION February 2005 PREFACE The Canadian Bar Association is a national association representing 38,000 jurists, including lawyers, notaries, law teachers and students across Canada. The Association’s primary objectives include improvement in the law and in the administration of justice. This submission was prepared by the National Aboriginal Law and the National Alternative Dispute Resolution Sections of the Canadian Bar Association, with assistance from the Legislation and Law Reform Directorate at the National Office. The submission has been reviewed by the Legislation and Law Reform Committee and approved as a public statement of the Canadian Bar Association. The Logical Next Step: Reconciliation Payments for All Indian Residential School Survivors Executive Summary At its Annual Meeting in August 2004, the Canadian Bar Association adopted a resolution1 calling for the government to go beyond the existing Indian Residential Schools Dispute Resolution process to provide a base payment to all survivors of Indian Residential Schools. The CBA recognizes the tragic legacy of Indian Residential Schools and the failure of the current options of either litigatio n or the dispute resolution process to resolve the situation. The harms caused by Indian Residential Schools are still profoundly felt by the individual students who attended the schools, as well as their families, communities...
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...The residential schools of Canada can be dated back to the 1870s. Before 1996, when the last of 170 schools were closed, an estimated 150,000 indigenous youth were forced to attend. In an attempt to blend indigenous youth into Canadian society, both the Canadian government and Christian churches believed educating and converting the youth would achieve their goal of integrating them into Canadian society (Miller, 2014). The infliction of economic self sufficiency and religious conversion caused the loss of languages which further resulted in the loss of culture among traditional indigenous peoples. The death of a language is more complex than simply a loss of communication, it is a loss of knowledge. "The wisdom of humanity is summarized in...
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...diverting due to the Residential School systems. Canada has been struggling to gain the forgiveness of the Residential School attendants and gladly, they had finally accepted our apologies, but will they ever forgive themselves for not being one of us? During the twentieth century, Residential Schools became widespread in all Canadian provinces and territories except Prince Edward Island, New Brunswick, and Newfoundland. Aboriginal children had been seized from their homes and had been placed into these ‘boarding schools’. They had to do labour work, live with complete strangers, and also study the Canadian culture just to kill the Indian in the Child. The young children had to do all of this for the government while being abused. Sexually, physically and mentally. About one hundred and fifty thousand children were placed into this horrid living and only eighty thousand made it out alive as in two thousand and eight. In order for us to be forgiven, we did two acts that will never make up for what our country had done to them. We wrote a state of apology that was read in front of a crowd of survivors. We had also given each of them a generous amount of money as a materialistic apology. But how did the aboriginal community act upon the materialistic goods and apology? Has Canada as a whole done enough to heal the wounds of aboriginal students that had attended the Residential schools? Firstly, Canada had a requirement to make an apology to the residential community. On June...
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...KSAOs are identified, tests and other assessment techniques can be done to measure those KSAOs. A variety of personality test can be done before entering college to access which career would fit an individual. Conducting a job analysis provides knowledge of capabilities to the individual interested in the profession and the organization that is interested in hiring the individual. Knowing the capabilities of the individual is key in determining how productive the individual is capable of being in the desired profession. If the desired profession is to be a residential therapist, it would require the right personality and skill set for the job. A residential therapist skill set would need to provide to a broad range of services because the job requires to work directly with individuals, families couples and groups in a variety of settings, such as mental health clinics, private practice, hospitals and schools. The residential therapist would be to treat psychological problems, resolve conflicts, reduce stress and promote mental health. Some clinical psychologists may also be involved in teaching at the colleges or universities level. A person who chooses to work in this filed would require a well-rounded personality with strong ethics and a...
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...and windows in Jewish shops were smashed. This event was known as “ The Night of Broken Glass.” One hundred Jews were killed and thousand more were arrested. Beginning in 1941, Jews from all over the continent and European Gypsies were transported to Polish ghettos, which were the Jewish residential quarters. Most ghettos were set up in towns in cities where Jews were already concentrated. On September 1941, every person who was a Jew in German territory had to wear yellow stars which made them easy targets. The Jews were transported to concentration camps starting with the sick, the old, and the very young. In 1944, the death camps stopped and the prisoners of the death camps were free to go, because the prisoners nightmares had ended and the Holocaust was over. (history.com) From my sources, The Holocaust, which from the Greek words “holos” (whole) and “kaustos” (burned), was historically used to describe a sacrificial offering burned on an altar. Since 1945, the word has taken on a new and horrible meaning: the mass murder of some six million European Jews. The Jews were restricted by legislation and terror. The Germans burned their books written by Jews, removing them from jobs and schools, and confiscating businesses and property and excluding them from public events. A lot of Jews tried escaping the Germans, thousands succeeded and immigrated to countries such as Belgium, Czechoslovakia, England, France, and Holland. They encountered immigration quotas in most countries...
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....................................................5 Influence on Leisure........................................................................................................................5 Defining Leisure – Response Theory (MacNeil)..............................................................................5 Part 2: The Role of Leisure in our Lives.........................................................................................................6 Moving Away from home and entering a Serious Relationship....................................................6 Escaping Reality...............................................................................................................................7 My Life without School...................................................................................................................7 My Life without Socializing.............................................................................................................7 Leisure Constraints..........................................................................................................................8 Part 3: Leisure...
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...GIFTED MONTHLY The definitive guide to giftedness in the UK Dear reader, July is quite an exciting month for us as the staff at Gifted Monthly will be attending our first Gifted and Talented Termly Standing Conference in London. We are hoping this will provide a good opportunity to gain the help and support of Gifted & Talented Coordinators countrywide. We will also be able to find out what is new in the government pipeline for gifted education—if anything. Now the summer holidays are under way, it is an ideal time for parents to spend time with their children, and to work through any problems that may have arisen during the term. The sorts of problems you may be able to deal with will probably be behavioural or emotional. With young gifted children especially, it can be hard reconciling an advanced intellect with a child’s body and emotions. This discrepancy is often a cause of stress on a child, which can manifest itself in various ways. The article this month covers some of the issues involved with this. If anyone has a comment to add to this or any of our articles, please write to us or email. Clearly, a parent’s view is more valuable than anything we can suggest in this newsletter. Lastly, many of you will soon be coming up for your last issue within your subscription. For those who subscribed with us in June or July last year, I will be in touch with details. I hope this month finds you all well and happy. Until the next time, Happy holidays. The Editor 28 Wallis Close...
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...Student Involvement: A Developmental Theory for Higher Education Alexander W. Astin A student development theory based on student involvement is presented and described, and the implications for practice and research are discussed. Even a casual reading of the extensive literature on student development in higher education can create confusion and perplexity. One finds not only that the problems being studied are highly diverse but also that investigators who claim to be studying the same problem frequently do not look at the same variables or employ the same methodologies. And even when they are investigating the same variables, different investigators may use completely different terms to describe and discuss these variables. My own interest in articulating a theory of student development is partly practical—I would like to bring some order into the chaos of the literature—and partly self-protective. I and increasingly bewildered by the muddle of f indings that have emerged from my own research in student development, research that I have been engaged in for more than 20 years. The theory of student involvement that I describe in this article appeals to me for several reasons. First, it is simple: I have not needed to draw a maze consisting of dozens of boxes interconnected by two-headed arrows to explain the basic elements of the theory to others. Second, the theory can explain most of the empirical knowledge about environmental influences on student development that researchers...
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...National Events – 2013 January: S Ramakrishnan takes charge as Vikram Sarabhai Space Centre Director Senior scientist with four decades of experience in rocketry, S Ramakrishnan has assumed charge as Director of the Vikram Sarabhai Space Centre in Tiruvananthapuram. Ramakrishnan, who was director of the Liquid Propulsion Systems Centre (LPSC), succeeds P S Veeraraghavan. A Padma Shri award recipient, Ramakrishnan is an expert in aerospace propulsion, launch vehicle systems and project management. The new director was one of the scientists who took part in the mission to realise India's first satellite launch vehicle SLV-3. He was the mission director for PSLV C1, C2, C3 and C4 flights. Amitabh Bachchan, Vidya Balan named PETA's hottest vegetarian celebrities Bollywood megastar Amitab Bachchan and actress Vidya Balan have been named PETA's hottest celebrity vegetarians of 2012. The other names in the running were Miss India Neha Dhupia, actor Shahid Kapoor, Sonu Sood, southern star Dhanush, Kareena Kapoor and veteran actress Hema Malini. Bachchan, 70, has been named the hottest vegetarian celebrity three times in the past and even won the crown in PETA Asia's equivalent contest in 2011. Balan, who had won the crown in 2010 too, has often credited her curves to her meat-free diet. IPS officer creates triathlon record A senior officer of Andhra Pradesh cadre has created a record of sorts on completing a 695 km long journey from Visakhapatnam to Hyderabad on a bicycle. Rajiv Trivedi...
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...Conduct Disorder Samantha Nitcher Pittsburg State University Conduct Disorder Description and Behaviors of the Disorder Conduct disorder is described as a child or adolescent who has experienced abuse in the past or is presently experiencing it and is starting to show one or all of the following behaviors: impetuous behavior, drug use, and criminal activity (A.D.A.M., 2011). Other behaviors that might start to show include: aggression to people and animals, destruction of property, deceitfulness, lying or stealing, and violation of rules (AACAP, 2012). Diagnosing As stated in the DSM-IV by the American Academy of Family Physicians, there are an abundant amount of things that could fit the criteria for conduct disorder. Some examples are a person who bullies people or animals, has a weapon that could seriously harm someone or something, has forced someone into sexual activity, has destroyed other people’s property, has shoplifted, stays out even though parents say not to, runs away from home, and many more (AAFP, 2001). Other forms of diagnosing include obtaining a detailed history of the child’s behavior which is provided by anyone who comes in contact with that child, just observing the child, or even conducting psychological tests (Hopkins). There are two subtypes of conduct disorder. The first one is childhood onset and the second is adolescent onset. Between the two of these, the childhood onset is by far the worst one. Childhood onset is labeled as the child...
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...P age |1 Summer Internship Project “Scope of investment in Real Estate in India & Real State investment: A case study of Jaipur region” Submitted in partial fulfillment of PGDM program 2011-13 Submitted by: Harshit Jain 19/093 Corporate Mentor Mr Shantanu Mehra ( Channel Retail Sales Head) Faculty Mentor Mrs. Monica Arora (Assistant Professor) Apeejay School of Management New Delhi July 2012 SIP Project Report BY: Harshit Jain(harshitjain.asm@gmail.com) | 1 P age |2 CERTIFICATE This is to certify that the project work done on” Scope of investment in Real Estate in India & Real State investment: A case study of Jaipur region ” Submitted to Apeejay School of Management, Dwarka by Harshit Jain in partial fulfillment of the requirement for the award of PG Diploma in Business Management, is a bonafide work carried out by him/her under my supervision and guidance. This work has not been submitted anywhere else for any other degree/diploma. The original work was carried out during 14th may 2012 to 5th june 2012 in Customer First Concepts , Pvt. Ltd.( Currently working as a Marketing division of various townships in Jaipur region ). Date: Seal/Stamp of the Organization Name of the faculty Mentor SIP Project Report BY: Harshit Jain(harshitjain.asm@gmail.com) | 2 P age |3 Acknowledgements This summer internship project would not have been possible without the support of many people . I wish to express my sincere gratitude to my Faculty Mentor...
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...discussions. Some influential patrons would donate well to support the construction of a common hall for all such activities. It would also be usual to have a boundary wall around such halls. In return, scholars will then initiate such patrons and allow them to participate in learned discussion. Such a privilege was not allowed to commoners. As the populations grew and number of scholars and monks went up, such basic structures slowly and steadily evolved into gompas as we see today. In general, every gompa has religious, administrative, residential portions. Typically, a gompa will have the following structures:- --Guha or Iha-khang or Main Sanctum. It will have Du-khang or assembly room and Go-khang/ La-khang or inner chamber. Inner chambers are generally out of bounds for ladies unless the deities inside are fully covered or the chamber itself is totally dark. -- Hanumiya or administrative block will generally be multi-storeyed. --Pasada or residential block which will also be multi-storeyed generally. Monks live in Viharas and Vihara of a head priest or Rinponche is referred to as Zimchung. --Gon-khang houses weapons and masks and will generally be co-located with Guha. Gompas have a big role to play in the lives of...
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...Oct 10 ACCREDITATION SCHEMES WITHIN OUR ORGANISATION – SSGT MARCUS MILES “An education isn’t how much you have committed to memory, or even how much you know. It’s being able to differentiate between what you do know and what you don’t” – Anatole France, French Novelist (1844-1924) INTRODUCTION 1. Accreditation is available to our Military Administrators throughout their careers via a number of sources; this accreditation incorporates civilian qualifications into military training and is vital to the personal and professional development of our branch and soldiers. It is of extreme benefit to the corps as well as the individual. The aim of my report is to guide and advise administrators on the opportunities available to them via accreditation schemes to enable them to be recognised and rewarded inline with their civilian counterparts, I also intend to remind senior management of the opportunities available, so they are better informed to achieve the requirements of the corps recruitment and retention plan. I will be writing my report in a rank chronological order starting from Pte through to the Officer ranks. THE ORGANISATIONAL CONTEXT 2. The AGC (SPS) branch delivers administrative support to the entire British Army. The administrative support is from the very bottom, all the way to the top. At the same time civilian business functions are under pinned by administration, no organisation civilian or military can survive without effective administration...
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