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To Make Good Canadians: Girl Guiding in Indian Residential Schools
TO MAKE GOOD CANADIANS: GIRL GUIDING IN INDIAN RESIDENTIAL SCHOOLS A Thesis Submitted to the Committee on Graduate Studies in Partial Fulfilment of the Requirements for the Degree of Master of Arts in the Faculty of Arts and Sciences TRENT UNIVERSITY Peterborough, Ontario, Canada © Copyright by Mary Jane McCallum 2001 Canadian Studies and Native Studies M.A. Program May2002 ABSTRACT To Make Good Canadians: Girl Guiding in Indian Residential Schools Mary Jane McCallum Between 1910 and 1970, the Guide movement became active and, indeed, prolific in Indian residential, day, and hostel schools, sanatoriums, reserves and Northern communities throughout Canada. In these contexts, Guiding embraced not only twentieth century youth citizenship training schemes, but also the colonial project of making First Nations and Inuit people good citizens. But ironically, while the Guide programme endeavoured to produce moral, disciplined and patriotic girls who would be prepared to undertake home and civic responsibilities as dutiful mothers and wives, it also encouraged girls to study and imitate 'wild' Indians. This thesis will explore the ways in which Girl Guides prepared girls for citizenship, arguing that the Indian, who signified to Guides authentic adventure, primitive skills and civic duty, was a model for their training. 'Playing Indian' enabled Guides to access these 'authentic' Indian virtues. It also enabled them to deny their roles as proponents of colonialism. Acknowledgements I would like to thank a number of people who have helped me to research and write this thesis. First, I would like to thank the Munsee Delaware First Nation for their continued assistance in my post-secondary academic endeavours. -
The Construction of the Scottish Military Identity
RUINOUS PRIDE: THE CONSTRUCTION OF THE SCOTTISH MILITARY IDENTITY, 1745-1918 Calum Lister Matheson, B.A. Thesis Prepared for the Degree of MASTER OF ARTS UNIVERSITY OF NORTH TEXAS August 2011 APPROVED: Geoffrey Wawro, Major Professor Guy Chet, Committee Member Michael Leggiere, Committee Member Richard McCaslin, Chair of the Department of History James D. Meernik, Acting Dean of the Toulouse Graduate School Matheson, Calum Lister. Ruinous pride: The construction of the Scottish military identity, 1745-1918. Master of Arts (History), August 2011, 120 pp., bibliography, 138 titles. Following the failed Jacobite Rebellion of 1745-46 many Highlanders fought for the British Army in the Seven Years War and American Revolutionary War. Although these soldiers were primarily motivated by economic considerations, their experiences were romanticized after Waterloo and helped to create a new, unified Scottish martial identity. This militaristic narrative, reinforced throughout the nineteenth century, explains why Scots fought and died in disproportionately large numbers during the First World War. Copyright 2011 by Calum Lister Matheson ii TABLE OF CONTENTS Page CHAPTER I: THE HIGHLAND WARRIOR MYTH ........................................................... 1 CHAPTER II: EIGHTEENTH CENTURY: THE BUTCHER‘S BILL ................................ 10 CHAPTER III: NINETEENTH CENTURY: THE THIN RED STREAK ............................ 44 CHAPTER IV: FIRST WORLD WAR: CULLODEN ON THE SOMME .......................... 68 CHAPTER V: THE GREAT WAR AND SCOTTISH MEMORY ................................... 102 BIBLIOGRAPHY ......................................................................................................... 112 iii CHAPTER I THE HIGHLAND WARRIOR MYTH Looking back over nearly a century, it is tempting to see the First World War as Britain‘s Armageddon. The tranquil peace of the Edwardian age was shattered as armies all over Europe marched into years of hellish destruction. -
Young People, Their Carers and the Unit Cultures Anne Claveirole Phd Thesis NAPIER UNIVERSITY 2005
Listening to the Voices in Four Scottish Adolescent Mental Health Units: Young People, their Carers and the Unit Cultures Anne Claveirole PhD Thesis NAPIER UNIVERSITY 2005 LISTENING TO THE VOICES IN FOUR SCOTTISH ADOLESCENT MENTAL HEALTH UNITS: YOUNG PEOPLE, THEIR CARERS AND THE UNIT CULTURES Thesis submitted in partfulfilment of the requirements for the degree of DOCTOR OF PIDLOSOPHY at The Faculty of Health and Life Sciences NAPIER UNIVERSITY by ANNE CLAVEIROLE June 2005 DECLARATION I declare that this thesis is my own work and that no material contained in it has been submitted for another academic award ~ Anne Claveirole ACKNOWLEDGEMENTS Many people have helped in the completion of this thesis. I should like to thank Andy Gibbs and the School of Community Health at Napier University. Without the School's financial support this study would not have been possible. I would also like to thank my colleagues in the mental health team and in the School for their patience and encouragement. Thanks are due to the Association for Professionals in Services for Adolescents (APSA) who paid for my travelling expenses during the data collection. I am indebted to the NHS services where my data was collected for their co-operation. My deepest gratitude goes to the young people, their parents and the unit staff who shared their lives and stories with me. I am most indebted to my supervisors Dr Maureen Macmillan and Dr David Lyall for their unfailing encouragement, advice and kindness. Throughout my studies, they have given their time generously and their academic expertise has been a source of inspiration to me. -
A History of 119 Infantry Brigade in the Great War with Special Reference To
The History of 119 Infantry Brigade in the Great War with Special Reference to the Command of Brigadier-General Frank Percy Crozier by Michael Anthony Taylor A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY Department of History School of History and Cultures College of Arts and Law University of Birmingham September 2016 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract 119 Brigade, 40th Division, had an unusual origin as a ‘left-over’ brigade of the Welsh Army Corps and was the only completely bantam formation outside 35th Division. This study investigates the formation’s national identity and demonstrates that it was indeed strongly ‘Welsh’ in more than name until 1918. New data on the social background of men and officers is added to that generated by earlier studies. The examination of the brigade’s actions on the Western Front challenges the widely held belief that there was an inherent problem with this and other bantam formations. The original make-up of the brigade is compared with its later forms when new and less efficient units were introduced. -
WA Centenary Challenge
From the State Team As we begin the celebrations for the 100th year of Girl Guides Western Australia, we have been wondering what those early Guides and their Leaders would think about Guiding in the 21st century. They would probably be amazed by the use of technology, possibly shocked by girls and young women in trousers or shorts and hopefully reassured by the continued focus on the fundamental principles in our programs. If only Dr Who was real so we could send a TARDIS to bring them into the future to have a look or go back ourselves and thank those early pioneers. The Centenary Challenge has been developed by Ellen Walker from Brookton with input from a number of Leaders and friends. The information contained in this resource is a valuable series of snapshots of how Guiding and the world have changed over each decade and the research that has gone into each section is considerable. It is fascinating to see what has been achieved and at the same time to realise how important aspects have remained constant. However, the real benefits of the package will only be appreciated by trying the challenges yourselves and learning firsthand about our history. One of the issues about celebrating an anniversary is being able to access information and materials from previous times. So while you are looking back, try to remember those who will be doing the research for our Bicentenary in 2115. Keep records of your challenge activities in logbooks, scrapbooks or computer files. Take lots of photos and video clips, making sure that everyone in them is identified by name and include the date and location of the activity. -
THE POLICY, ORGANIZATION, and RULES of the GIRL GUIDES ASSOCIATION (Incorporated by Royal Charter)
-- THE POLICY, ORGANIZATION, AND RULES OF THE GIRL GUIDES ASSOCIATION (Incorporated by Royal Charter) JULY 1961 With all amendments brought into effect since the 1960 edition, including those pub- lished in THE GUIDER of 1st July, 1961: all revision of Policy, Organization, or Rules takes effect as from the date of Pub- lication in THE GUIDER of January and July in each year. LONDON THE GIRL GUIDES ASSOCIATION Commonwealth Headquarters Two Shillings and Sixpence © Girl Guides Association First Edition, 1916 Twenty-eighth Edition, 1957 Twenty-ninth Edition, 1960 Thirtieth Edition, 1961 A THE GIRL GUIDES ASSOCIATION Commonwealth Headquarters P.O. Box 269, 17-19 Buckingham Palace Road London, S.W.1, England. Telephone: VICtoria 6001 (4 lines) • GIRL GUIDES H.. TAM" 11A. Made and Printed in England by STAPLES PRINTERS LIMITED at their Rochester, Kent, establishment CONTENTS PAGE THE FOUNDER'S FOREWORD iV PROMISE, LAW, AND MOTTO v EXPLANATIONS, ABBREVIATIONS, AND SYMBOLS Vi GENERAL PRINCIPLES 1 ORGANIZATION AND ADMINISTRATION 5 OVERSEAS 16 THE BROWNIE BRANCH 18 THE GUIDE BRANCH 29 THE SENIOR BRANCH 62 RANGERS . 62 CADETS . 99 GUIDING IN SCHOOLS, COLLEGES, AND UNIVERSITIES 103 THE LONE SECTION . 106 THE EXTENSION SECTION 109 THE TREFOIL GUILD 115 UNIFORM 118 TRAINING . 134 CAMPING 139 INTERNATIONAL RELATIONS 150 PUBLIC RELATIONS 153 BOY SCOUTS . 155 TESTING . 156 BATHING, BOATING, AND Am SAFETY 158 THE ASSOCIATION AWARDS 166 MISCELLANEOUS RULES • 169 BOOK LIST • 171 BRANCH SHOPS • 174 REGISTERED GOODS • 175 INDEX . 176 iii THE FOUNDER'S FOREWORD MAY I draw your attention to the fact that the following pages contain RULES, not REGULATIONS. There is a world of difference between the two. -
The THISTLE Stepped-Wedge Design Randomised Controlled Trial
ORIGINAL RESEARCH BMJ Qual Saf: first published as 10.1136/bmjqs-2018-008625 on 13 July 2019. Downloaded from Effect of hands-on interprofessional simulation training for local emergencies in Scotland: the THISTLE stepped-wedge design randomised controlled trial Erik Lenguerrand, 1 Cathy Winter,2 Dimitrios Siassakos,3 Graeme MacLennan,4 Karen Innes,4 Pauline Lynch,5 Alan Cameron,6 Joanna Crofts,2 Alison McDonald,4 Kirsty McCormack,4 Mark Forrest,4 John Norrie,7 Siladitya Bhattacharya,8 Tim Draycott1,2 5mins ► Additional material is ABSTRACT effect on the rate of Apgar <7 in Scotland during the published online only. To view Objective To assess whether the implementation of study period. Local implementation at scale was found please visit the journal online an intrapartum training package (PROMPT (PRactical to be more difficult than anticipated. Further research (http:// dx. doi. org/ 10. 1136/ Obstetric Multi-Professional Training)) across a health is required to understand why the positive effects bmjqs- 2018- 008625). service reduced the proportion of term babies born with observed in other single-unit studies have not been 5mins For numbered affiliations see Apgar score <7 at 5 min (<7 ). replicated in Scottish maternity units, and how units can end of article. Design Stepped-wedge cluster randomised controlled be best supported to locally implement the intervention trial. authentically and effectively. Correspondence to Setting Twelve randomised maternity units with ≥900 Trial registration number ISRCTN11640515. Dr Erik Lenguerrand, births/year in Scotland. Three additional units were Translational Health Sciences, included in a supplementary analysis to assess the effect University of Bristol, Bristol BS8 across Scotland. -
2 Capturing Gradience, Continuous Change, and Quasi-Regularity in Sound, Word, Phrase, and Meaning
Trim size: 170mm x 244mm MacWhinney c02.tex V1 - 08/18/2014 12:43 A.M. Page 53 2 Capturing Gradience, Continuous Change, and Quasi-Regularity in Sound, Word, Phrase, and Meaning JAMES L. MCCLELLAND 1. Visions of Language One vision of the nature of language holds that a language consists of a set of symbolic unit types, and a set of units of each type, together with a set of grammatical princi- ples that constrain how these units can be used to compose other units, and a system of rules that project structured arrangements of such units onto other structured arrange- ments of units (for example, from syntactic to semantic structure). An alternative vision of the nature of language holds that it is often useful to characterize language as if the above statements were true, but only as a way of approximately notating or summa- rizing aspects of language. In reality, according to this alternative vision, approximate conformity to structured systems of symbolic units and rules arises historically, devel- opmentally, and in the moment, from the processes that operate as users communicate with each other using sound or gesture as their medium of communication. These acts of communication leave residues that can be thought of as storing knowledge in the form of the continuous-valued parameters of a complex dynamical system (i.e. a system characterized by continuous, stochastic, and non-linear differential equations). Greatly influenced by the work of Joan Bybee (1985, 2001) and others who have pointed outsome of its advantages, I am a disciple of this alternative vision (Bybee and McClelland, 2005; McClelland and Bybee, 2007). -
STEM-ED Scotland Building a New Educational Framework to Address the STEM Skills Gap a Fundamental Review from a 21St Century Perspective
STEM-ED Scotland Building a New Educational Framework to Address the STEM Skills Gap A fundamental review from a 21st century perspective Report by STEM-ED Scotland December 2010 STEM-ED Scotland is a partnership aiming to champion world class education in Science, Technology, Engineering and Mathematics Acknowledgements The work of this report was carried out by STEM-ED Scotland, and the authors would like to thank our funders, the Scottish Funding Council, for providing the support that made this project possible. Thanks are also due to the University of Glasgow, who kindly allow us the use of our office space. Authors Professor John Coggins Pro Vice Principal, the University of Glasgow Professor Alan Roach STEM-ED Scotland, the University of Glasgow Dr Michael Guy STEM-ED Scotland, the University of Glasgow Moira Finlayson STEM-ED Scotland, the University of Glasgow Nigel Akam Skills Development Scotland Copyright © 2010 STEM-ED Scotland STEM-ED Scotland 12a the Square University of Glasgow Glasgow, G12 8QQ Web: http//www.gla.ac.uk/stem Contents Executive summary .................................................................................... v Chapter 1: Introduction .............................................................................. 1 1.1 The new context for education in science, engineering and technology .... 3 1.2 The modern priorities in STEM education ........................................ 5 Chapter 2: International review ..................................................................... 9 2.1 Attitudes to -
World Tour – Brownie Instant Meeting November 2015 Saskatchewan Program Committee Instant Meeting
World Tour – Brownie Instant Meeting November 2015 Saskatchewan Program Committee Instant Meeting WAGGGS stands for the World Association of Girl Guides and Girl Scouts. There are over 145 countries that belong to WAGGGS, including Canada. This meeting will introduce the girls to five other member countries as well as a brief introduction to the World Centres. Program Connections: Key to Girl Guides - #2 Thinking Day and Guide-Scout Week Meeting Plan 90 minute meeting. Approximate activity times shown. Be flexible! 20 min: Gathering Activity 15 min: Brownie Opening 40 min: Our Cabana Craft – “God’s Eye” 10 min: World Centre Relay Race 5 min: Brownie Closing Meeting Supplies o Attachments o Baden-Powell information sheet for Guiders o Kenya Fact sheet (Africa Region) o Libya (Arab Region) o Australia (Asia Pacific Region) o Poland (Europe Region) o Jamaica (Western Hemisphere Region) o Relay race information o Craft o Popsicle sticks o Different colours of yarn Gathering Activity As the girls arrive, have them gather in their circle. Give each patrol a fact sheet about one or two WAGGGS countries. Have them prepare to share this information with the rest of the group during circle so that everyone ends up learning about a total of five countries. If possible, have them find the country on a world map or globe and determine which WAGGGS region the country is in. If you are interested, more information can be found at www.wagggsworld.org, including information on other countries. Brownie Opening Use your regular Brownie opening to get the girls into a circle. -
GGA-Annual-Report-1979-1980.Pdf
GIRL GUIDES ASSOCIATION OF AUSTRALIA INCORPORATED PATRONS: Her Majesty Queen Eliz th II Her Majesty Queen Elizabeth The Queen Mother PRESIDENT: Her Excellency Lady Cowen. C.St.J. VICE PRESIDENT Miss M. Lambie. A.M. CHIEF COMMISSIONER Mrs. A. Renshaw Jones. O.B.E. ASSISTANT CHIEF COMMISSIOIER Mrs. J.L. Carrick 10 AUSTRAUAI OECUnVE COMMlmE MEMBERS Dr. M. Rosenthal New South Wales Mrs. M.G. Elliston Tasmania Mrs. A.G. Williams Queensland Mrs. J.N. West Victoria Mrs. JA Forrest South Australia Mrs. I. Firstenberg Western Australia AUSTRAUAI OFFICE BURERS Miss M.w. Wood Secretary Mrs. J.D. Kirkpatrick Asst. International Comm. Mr. P. Cary Treasurer Mrs. J.E. Thompson Post Box Secretary Mr. J. McBurney Asst. Treasurer Miss M. Hunt Equipment & Uniform Officer Miss A. Lawrie Training Adviser Mrs. E.H. Lister Trefoil Guild Adviser Mrs. P. Dwyer Programme Adviser Miss M.l. Deer. A.M. Archivist Mrs. l.A. Burch Section Advisers - Brownie Miss G. Pritchard Asst. Archivist Mrs. H.w. Halligan - Guide Mrs. A.M. Bray Council Fire Corres. Miss D. Hargreaves - Ranger Mrs. B. Bartlett Districts Overseas Liaison Mrs. K.A. Read. O.B.E. Public Relations Adviser Mrs. C.M. Williamson United Nations Liaison Mrs. A.J . Ashton Asst. Public ReJ. Adviser Mrs. A.E. Griffin Public Officer Mrs. E. Lane International Commissioner AUSTRAUAI COMMImES Mrs. H. Stone. OAM. Finance Mrs. G. Falloon Irene Fairbairn Fund Mr. LA. Morris Miss M. Shaw Miss B. Welsh Mrs. S. Viney Mr. J. Allison Mrs. A. Molesworth Mr. J. Errol Mrs. J.G. Darling Pu bl ications o Lady Wyndham Awards Miss M. -
Encyclopaedia of Scientific Units, Weights and Measures Their SI Equivalences and Origins
FrancËois Cardarelli Encyclopaedia of Scientific Units, Weights and Measures Their SI Equivalences and Origins English translation by M.J. Shields, FIInfSc, MITI 13 Contents List of Tables ....................................................... xvii 1 Introduction........................................................ 1 1.1 Why a Conversion Handbook?. .................................... 1 1.2 How to Use This Book . ........................................... 2 2The International System of Units . .................................... 3 2.1 History ........................................................ 3 2.2 The General Conference on Weights and Measures . ..................... 6 2.3 Organization of the SI . .......................................... 10 2.3.1 SI Base Units . .......................................... 10 2.3.2 SI Supplementary Units . ................................... 12 2.3.3 SI Derived Units .......................................... 13 2.3.4 Non-SI and SI Units Used in Combination . .................... 14 2.3.4.1 Commonly Used Legal Non-SI Units . .................... 14 2.3.4.2 Non-SI Units Defined by Experiment................... 14 2.3.4.3 Non-SI Units Temporarily Maintained.................. 15 2.3.4.4 Non-SI Units Which Must be Discontinued . ............. 15 2.4 SI Prefixes . .................................................. 15 3 Other Systems of Units .............................................. 19 3.1 MTS, MKpS, MKSA . .......................................... 19 3.1.1 The MKpS System .......................................