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Kinship Terminology
Fox (Mesquakie) Kinship Terminology IVES GODDARD Smithsonian Institution A. Basic Terms (Conventional List) The Fox kinship system has drawn a fair amount of attention in the ethno graphic literature (Tax 1937; Michelson 1932, 1938; Callender 1962, 1978; Lounsbury 1964). The terminology that has been discussed consists of the basic terms listed in §A, with a few minor inconsistencies and errors in some cases. Basically these are the terms given by Callender (1962:113-121), who credits the terminology given by Tax (1937:247-254) as phonemicized by CF. Hockett. Callender's terms include, however, silent corrections of Tax from Michelson (1938) or fieldwork, or both. (The abbreviations are those used in Table l.)1 Consanguines Grandparents' Generation (1) nemesoha 'my grandfather' (GrFa) (2) no hkomesa 'my grandmother' (GrMo) Parents' Generation (3) nosa 'my father' (Fa) (4) nekya 'my mother' (Mo [if Ego's female parent]) (5) nesekwisa 'my father's sister' (Pat-Aunt) (6) nes'iseha 'my mother's brother' (Mat-Unc) (7) nekiha 'my mother's sister' (Mo [if not Ego's female parent]) 'Other abbreviations used are: AI = animate intransitive; AI + O = tran- sitivized AI; Ch = child; ex. = example; incl. = inclusive; m = male; obv. = obviative; pi. = plural; prox. = proximate; sg. = singular; TA = transitive ani mate; TI-0 = objectless transitive inanimate; voc. = vocative; w = female; Wi = wife. Some citations from unpublished editions of texts by Alfred Kiyana use abbreviations: B = Buffalo; O = Owl (for these, see Goddard 1990a:340). 244 FOX -
The Bat Boy & His Violin
Set 3 3–5 Guide for The Bat Boy & His Violin: What’s the Story? “Strike three, you’re out!” shouts the umpire. The Dukes are losing The Bat Boy again. They’re known as the worst team in the Negro National League, and the 1948 season is turning out to be their worst & His Violin by Gavin Curtis yet—at least until Reginald comes along. Reginald’s father, the Dukes’ manager, brings his son to the games because he needs a bat boy, but Reginald would much rather play the violin. Reginald’s father does not seem to appreciate or even understand his son’s musical ability. But when Reginald fills the ballpark with the stirring sounds of Mozart, Beethoven, and Bach, the Dukes start winning. Eventually they lose to the famous Monarchs, but win or lose, Reginald’s father develops a renewed pride in his son and his gift for music. ISBN 978-1-57621-249-3 2000 Embarcadero, Suite 305 Oakland, CA 94606-5300 y(7IB5H6*MLMOTN( +;!z!”!z!” 800.666.7270 * 510.533.0213 * fax: 510.464.3670 e-mail: [email protected] * www.devstu.org KL-G319 Illustrations by Todd Graveline Illustrations by Todd AfterSchool elcome to KidzLit® The purpose of this program is simple—to help you build a love of Funding for the Developmental Studies Center has been generously provided by: reading and strong relationships at your site. You don’t have to be a W trained teacher or a literature expert to be a successful AfterSchool The Annenberg Foundation, Inc. The MBK Foundation KidzLit leader. -
Liminal Still? Un-Mothering Disabled Children
This is a repository copy of Liminal still? Un-mothering disabled children. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/144113/ Version: Accepted Version Article: Runswick-Cole, K. and Ryan, S. (2019) Liminal still? Un-mothering disabled children. Disability & Society. ISSN 0968-7599 https://doi.org/10.1080/09687599.2019.1602509 This is an Accepted Manuscript of an article published by Taylor & Francis in Disability and Society on 06/05/2019, available online: http://www.tandfonline.com/10.1080/09687599.2019.1602509 Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Liminal Still? Un-mothering disabled children Katherine Runswick-Cole The University of Sheffield Sara Ryan The University of Oxford Accessible summary • Ten years ago we wrote a paper about being non-disabled parents of • Here we look back on our advocacy over the last ten years • We think that activism has brought about limited change • We think we need to change the way we do activism • W but exactly how we need to change them • We talk about the Justice for LB campaign as a new form of activism that brings all sorts of people together • We want activism and advocacy to be something we do together, rather than people doing it on their own. -
South Africa
South Africa ~School Classes In South Africa, students generally take six to nine subjects at a time, and each class meets either every day or for extended sessions every other day. In South Africa, stu- dents are evaluated on daily homework, class participation, and periodic written exams. Boys and girls study in the same classes and are not seated apart in class. Th e class sizes vary depending on the school or subject. COUNTRY FACTS: School Relationships School is very formal and students are always expected to address school staff by the Capital: Pretoria surnames with the prefi x Mr. or Mrs. Population: 49,109,107 Extracurricular Activities Area, sq. mi.: 470,693 South African high school students are oft en very involved in school based extracur- ricular activities, and these activities are where most students develop their friendships. Real GDP per capita: 10,300 South Africans have freedom to participate in which ever extracurricular activities that Adult literacy rate: 87% (male); they like. 86% (female) Ethnic make-up: black African School Rules South African high schools have a “zero tolerance” policy regarding cell phone usage 79%, white 9.6%, colored 8.9%, and fi ghting. Th ese activities are not allowed at all in school and the penalties for en- Indian/Asian 2.5% gaging in them are oft en severe and in some cases will include expulsion. Religion: Zion Christian 11.1%, Pentecostal/Charismatic 8.2%, Family Life In South Africa, most households consist of parents, or a parent, and their children. Catholic 7.1%, Methodist 6.8%, Rarely do grandparents, aunts, uncles or cousins live in the same house, but extended Dutch Reformed 6.7%, Anglican relatives may come to stay if the fi nancial situation requires it. -
Reproductive Technologies and Surrogacy: a Feminist Perspective
1599 REPRODUCTIVE TECHNOLOGIES AND SURROGACY: A FEMINIST PERSPECTIVE BARBARA KATz ROTHMANt During the "Baby M" case, I found myself caught up in the me- dia circus surrounding the case and spent an amazing amount of time in green rooms with Noel King, the man who had brokered the sur- rogacy contract between Mr. and Mrs. Stern and Mr. and Mrs. White- head. I think I spent more time putting on my makeup for that particular surrogate broker than I did with my husband that year. I found that one of the interesting things that happened was the way that the media used me for something it called balance. The media would have a carefully groomed "surrogate" and her broker on one side and then on the other side, it would usually have a rabbi or a priest or minister, and then me. The little tag that appeared in white letters on the television screen under me sometimes read "author" and sometimes read "sociologist," but usually it read "feminist," and so I was there to be the feminist balance. My family and friends time and again agreed with the viewpoint of the rabbi, the priest, or the minister. Today, I find myself in the same general mode of opposi- tion to this arrangement we call surrogacy, proving the point that surrogacy does, indeed, in every possible way, make for very strange bedfellows. Although I and others who are critical of the development of surrogacy from a feminist perspective may be on the same side of this particular fence as the religious leaders, we are coming from a very different place, and we are going to a very different place. -
A Prairie Parable the 1933 Bates Tragedy
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Great Plains Quarterly Great Plains Studies, Center for 2009 A Prairie Parable The 1933 Bates Tragedy Bill Walser University of Saskatchewan Follow this and additional works at: https://digitalcommons.unl.edu/greatplainsquarterly Part of the Other International and Area Studies Commons Walser, Bill, "A Prairie Parable The 1933 Bates Tragedy" (2009). Great Plains Quarterly. 1235. https://digitalcommons.unl.edu/greatplainsquarterly/1235 This Article is brought to you for free and open access by the Great Plains Studies, Center for at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Great Plains Quarterly by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. A PRAIRIE PARABLE THE 1933 BATES TRAGEDY BILL WAlSER It was one of the more harrowing episodes of as a relief case. But it was only the child who the Great Depression. Ted and Rose Bates had died when the suicide plan went terribly wrong, failed in business in Glidden, Saskatchewan, in and the parents were charged with murder and 1932 and again on the west coast of Canada the brought to trial in the spring of 1934. following year. When they were subsequently The sorry tale of the Bates family has come turned down for relief assistance twice, first to epitomize the collateral damage wrought in Vancouver and then in Saskatoon, because by the collapse of rural Saskatchewan during they did not meet the local residency require the Great Depression of the 1930s. A popu ments, the couple decided to end their lives in lar Canadian university-level textbook, for a remote rural schoolyard, taking their eight example, uses the tragedy to open the chapter year-old son, Jackie, with them rather than on the Depression.1 Trent University historian face the shame of returning home to Glidden James Struthers, on other hand, employs the incident as an exclamation point. -
FCL 2011 Annual Report 2012-2-1
2011 A NNUAL2011 R EPORT Families for Conscious Living For 15 years, Families for Conscious Living, FCL, has worked as a 501C3 national nonprofit to provide information, resources and support to cultural creative parents who wish to make informed choices for holistic family wellness and create local conscious choice communities. EDUCATION ACTIVISM CULTURAL CREATIVES BREAKING GROUND GLOBAL VISION GLOBAL OUTREACH Pathways Connect Holistic Pediatric FCL Sponsors NYC FCL Coordinates First- Wisdom Keepers FCL Launches New Launches Alliance Attends Production of Play Ever Mindful Project is Launched Website This year saw the NCCAM Meeting Birth at the New MOM Mothering Conference Kelly Wendorf is FCL was gifted the launch of the Pathways Lisa Reagan and Jeanne FCL produced the first spearheading this dynamic, international Connect program Ohm, DC, attended the theatrical production of collection of rare and online magazine and utilizing FCL’s invitation-only the internationally needed interviews with community, Kindred, in Gathering Guide to National Center for acclaimed play, Birth in global elders and October. Its founder, create local, conscious Alternative and 2005. We were a proud consciousness leaders Kelly choice and wellness Complimentary sponsor of the play’s FCL returned to MOM in in an effort to collect Wendorf, communities. Over 150 Medicine Stakeholder production in 2011 at November with the world wisdom for joined our groups began this year meeting in Bethesda, the new Museum of Institute for Noetic practical and conscious board -
BBC Learning English Quiznet Family
BBC Learning English Quiznet Family Quiz Topic: Family 1. When we were younger, my brother and I didn't really ______________, but now we have a good relationship. a) get on b) get off c) get away d) get to 2. My brother has 2 children; the boy is my nephew and the girl is my ________________. a) cousin b) niece c) sister d) aunt 3. My grandmother's mother is my _____________-grandmother; (there are 4 generations) a) grand b) great c) high d) big 4. Your siblings are your ____________! a) parents b) brothers and sisters c) cousins d) friends 5. I got divorced some years ago, but I still speak to my _______________. a) old wife b) before wife c) ex-wife d) previous 6. Uncles, aunts, cousins, nieces and nephews are all relatives and are sometimes known as a part of our _____________ family. a) nuclear b) outside c) distant d) extended Quiznet © BBC Learning English Page 1 of 3 bbclearningenglish.com ANSWERS Quiz Topic: Family 1. When we were younger, my brother and I didn't really ______________, but now we have a good relationship. a) get on b) get off c) get away d) get to a) If you have a good relationship, you can say you get on (well together). b) Which multi-word verb is used to describe a relationship that's either good or difficult? c) Which multi-word verb is used to describe a relationship that's either good or difficult? d) Which multi-word verb is used to describe a relationship that's either good or difficult? 2. -
Family Life Merit Badge Pamphlet
FAMILY LIFE BOY SCOUTS OF AMERICA MERIT BADGE SERIES FAMILY LIFE “Enhancing our youths’ competitive edge through merit badges” Family Life Note to the Counselor Some of the issues surrounding requirement 6 for the family meeting could be considered of a personal nature. Use discretion when reviewing this requirement with the Scout. 1. Prepare an outline on what a family is and discuss this with your merit badge counselor. Tell why families are important to individuals and to society. Discuss how the actions of one member can affect other members. 2. List several reasons why you are important to your family and discuss this with your parents or guardians and with your merit badge counselor. 3. Prepare a list of your regular home duties or chores (at least five) and do them for 90 days. Keep a record of how often you do each of them. Discuss with your counselor the effect your chores had on your family. 4. With the approval of your parents or guardians and your merit badge counselor, decide on and carry out a project that you would do around the home that would benefit your family. Submit a report to your merit badge counselor outlining how the project benefited your family. 5. Plan and carry out a project that involves the participation of your family. After completing the project, discuss the following with your merit badge counselor: (a) The objective or goal of the project (b) How individual members of your family participated (c) The results of the project 6. Do the following: (a) Discuss with your merit badge counselor how to plan and carry out a family meeting. -
Kids & Family Reading Reporttm
KIDS & FAMILY READING REPORT TM CANADIAN EDITION “I think it’s important to read both for learning and for fun because it helps to build a better imagination and vocabulary.” — Father, infant boy, Alberta TABLE OF CONTENTS A Letter from the Co-Presidents of Scholastic Canada .............................................................2 Key Canadian Findings ........................................................................................................................4 SECTION 1: The State of Kids & Reading in Canada ....................................................................8 SECTION 2: What Canadian Kids & Parents Want in Books ................................................... 26 SECTION 3: Reading Aloud ............................................................................................................. 50 SECTION 4: Reading in Canadian Schools .................................................................................. 66 SECTION 5: Summer Reading ........................................................................................................ 76 Appendix A: Methodology .............................................................................................................. 86 Appendix B: Demographics of the Sample ................................................................................. 88 031 A LETTER FROM THE CO-PRESIDENTS OF SCHOLASTIC CANADA Scholastic Canada is pleased to share with you the findings from our first Kids & Family Reading Report™, Canadian Edition. We are delighted -
National Foster Care Month 2016
National Foster Care Month 2016 HONORING, UNITING, AND CELEBRATING FAMILIES A SUCCESSFUL INTERNATIONAL REUNIFICATION A Social Worker’s Story In early 2014, after the State of Washington received multiple allegations that a 6-year-old boy was being neglected by his father, a child protective services investigation found the father had severe mental health issues, including schizophrenia, which interfered with parenting his son, Bryan. The boy had unmet dental, health, physical, and educational needs, and had missed a lot of school due to unstable housing and his father’s paranoia that Bryan had been implanted with a “chip.” The father and son were always on the move, making it hard to locate them. In June 2014, the father requested assistance from the Department of Child and Family Services (DCFS) because "they were being followed," and the boy was immediately placed in protective custody. Bryan entered foster care while social workers searched for family. Although the father and son reported that the boy’s mother was deceased, DCFS discovered that she was alive and residing in Mexico. DCFS contacted her about the dependency petition. The father was given a service plan to improve his parenting but, after a few months, he had made no progress and only had sporadic visits with his son. The court decided to pursue reunification with Bryan's mother, although she hadn’t had contact with her son for 5 years. DCFS contacted Casey Family Programs' Yakima Field Office in April 2015 to assist with this reunification. I immediately contacted the Mexican Consulate and learned that there was already an approved home study by Desalloro Infantil y Familias (DIF) of Mexico (the equivalent child and family agency). -
MOM Conference Program 2014
Conference Program Making Motherhood Visible: (Re) Writing the Narrative of Contemporary Mothers Museum of Motherhood/ 401 East 84th St. New York City Thursday March 6th, 2014 9:00-9:30 Gathering and on-site registration 9:45-10:00 Welcome & Museum Introduction 10:00-11:00 WORKING MOTHERHOOD AND THE BALANCING ACT 1. Liz O’Donnell, “Mogul, Mom & Maid: The Balancing Act of the Modern Woman” 2. Jessica DeGroot&Brigid Schulte “From Time-Starved Intensive Mother to Integrated Family 3. Nanette Fondas, “Inconvenient Truths of American Motherhood in a Globalized World" 4. Jennifer Borda “Disciplining Motherhood: How Rhetorics of Choice and Privilege in Debates About Working Motherhood Reify the Gender Wars” 11:00-11:15 DISCUSSION & BREAK 11:15–12:00 THE OTHERED MOTHER 5. Christine Metzo “Invisible Mothers: Theorizing the Cultural, Structural and Psychological Situation of Stepmothers” 6. Gretchen Sisson “Birth Motherhood Made Visible” 7. Tahneer Oksman, "After the train museum: a series of motherhood poems in the making" 12:00-1:00 LUNCH BREAK 1:00-2:15 GLOBAL MOTHERHOOD 8. Mary Okocha, “Nigerian movies as a Medium for Repositioning the Nigerian Woman” 9. Anastasia Kamanos, “(Re) covering Identities: Co-memorating, ethnicity, narrative and motherhood” 10. Penny Morris, “Italian Mamma”- Stereotypes about Italian Motherhood” 11. Meredith Nash, “Breasted experiences in pregnancy; An examination through photographs” 12. FatinShabbar, “Political mothering: Iraqi mothers resist wars and militarization through storytelling” 2:15-2:30 DISCUSSION & BREAK 2:30-3:15 PREGNANCY, SEXUALITY AND MAKING MEANING OF MATERNITY 13. Christine H. Morton, Adina Nack, Jamie Banker, “The social invisibility of maternal morbidities in US motherhood narratives: Giving voice to lived experience.” 14.