DOCSLIB.ORG

The Rouge Forum News

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Rouge Forum News The Rouge Forum News Working Papers, Critical Analysis, and Grassroots News Issue #14 111 Rouge Forum News , Issue 14 Table of Contents From the editor p. 3 What is to be done? Staughton Lynd p. 8 The social context of schools Greg Queen p. 16 Education through the cracks: Engaging in democratic alternatives to modern schooling Cory Maley p. 26 Fostering racism: Failure to embrace diversity in schools and communities Travis Barrett p.30 Why have school? An exercise Rich Gibson p. 36 Popular sentiment, elite control, and unsatisfying compromises Paul Ramsey p. 45 Education Reform or Education Revolution? E. Wayne Ross p. 50 How do we learn and teach to get from where we are to where we need to be? Carol Williams p. 60 Empire in the academy? Adam Renner p. 71 Editorial: Paul Moore p. 78 Poetry Gina Stiens p. 79 Sonya Burton p. 80 Billy X. Curmano p. 83 222 Rouge Forum News , Issue 14 FROM THE EDITOR Well, despite the glowing prognostications from the financial sector and their allies, the corporate media, it is difficult to find evidence of sunny times in reality: unemployment tipping above 10% (and for workers of color the number is much worse), home foreclosures, factory shutdowns, a health care crisis, widening achievement gaps, and rising personal debt. As the special investigator general seeks more transparency from the banks regarding the use of the bail out money, we are simply assured by the bankers that they are, indeed, lending us (our) money—and, that it would be too complicated to illustrate it for us. Isn’t this how we got into the mess to begin with? On the war front, unfortunately, the imperialist invasion in Afghanistan is not going particularly well as deaths there begin to mount (July, 2009 was the deadliest month for US troops since the start of that war). Globally, as a result of neoliberal policies that make the world a marketplace for which capital and (some) products float ‘freely’ across borders while workers cannot, citizens continue to struggle to live with dignity in the wake of capitalism’s hyper-rationalized quest for profit (and more profit). [See “The cost conundrum” in the June 1, 2009 New Yorker , “Infinite debt” in the April, 2009 Harpers , “Labor’s last stand” in the July, 2009 Harpers , “US unemployment rate soars to a 26-year high,” “Black-White score gaps and Black rate of improvement on NAEP slows under NCLB,” “Financial Implosion and Stagnation,” and the “Rouge Forum updates” archived at www.therougeforum.blogspot.com ] In a recent address by David Harvey at the Marxism 2009 conference, he opens his talk by pointing out the irrationality of attempting to rationalize an irrational system. He illuminates the fact that we live at parallel moments of huge masses of capital, overwhelming masses of unemployed workers, and massive social need. How can these, he inquires, exist side by side by side? It is, simply, irrational. So, those who will try to rationalize it (the sunny-minded economists/capitalists) must be irrational. For those of us who will continue to reveal the ir rationality of the system, who will presage the possibility of an alternative social reality, and who will seek to exploit what Slavoj Zizek recently called in New Left Review the “antagonisms” within capitalism, we are compelled to seek solidarity. In the face of this worsening gap between rich and poor, the lengthening fence between the included and the excluded, and the perpetuity of imperialist wars, the Rouge Forum gathered in Ypsilanti, Michigan in May for our annual meeting, to reconnect, dialogue, and analyze the world around us (http://www.easternecho.com/content/rouge-forum-discusses-youth-education-emu-0). Thanks to Joe Bishop and his friends, colleagues, and students at Eastern Michigan, we spent the weekend with more than 150 participants. This issue is mainly dedicated to the excellent work shared at the conference. For those of you that could not be there, I hope this may catch you up on some of the very good work of your friends and colleagues. For those of you new to the Rouge Forum, I think you will find these essays and poetry illustrative of the thoughtful creativity and analysis with which I have become familiar in my six years in this organization. Just to share a thought or two about my take away from the conference, permit me to mention a recent text from one of our keynoters at the conference. As a result of Staughton Lynd’s address (what a privilege to have him there!), I purchased his book Wobblies and Zapatistas, co-written with Andrej Grubacic. This conversation between a Marxist and an Anarchist provided stimulating summer reading. The authors contend a more hopeful and just future society is dependent upon some twinning of Marxism and Anarchism. They claim we need Marxism to understand the structure of society and to make informed predictions in order to act with greater effect. And, they argue we need Anarchism to anticipate a new society –to live it on the ground here and now. In my reading, two concepts leapt from the pages as I consumed their work simultaneous to my annual summer work in the Global South. Lynd talks of “accompaniment” while Grubacic talks of “prefiguration.” Accompaniment, akin to solidarity, is a way of joining others in the work toward social 333 Rouge Forum News , Issue 14 justice. Accompaniment often involves the pairing of the relative privileged with the relative oppressed in a Freirean sort of “dialogical action.” In this action, the theoretical knowledge of the relative privileged (of the system and how to navigate it) is connected with the lived experience of the relative oppressed. Prefiguration is a way of being. Anarchist theory holds that social justice is brought to bear by living social justice. If we want democracy, we must live democratically. If we want peace, we must live peacefully. By living it, we create it. Clearly, in the most optimistic analysis of our international service work in the Global South, accompaniment and prefiguration measure quite prominently in the philosophy and action of the work. Though service-learning is fraught with problematics and, in its most cynical analysis, is exploitative, the intention in the more than ten years of this work has been to join the work of others, leveraging the privilege we have for the benefit of others toward some liberatory goal. Lynd says it this way: “The idea of working side by side with another [is] a common journey. The idea is that when a university-trained person undertakes to walk beside someone rich in experience but lacking formal skills, each contributes something vital to the process. Accompaniment presupposes, not uncritical deference, but equality.” It is at once mutual aid and revolutionary practice. While our work remains far from the liberatory goal and only touching the fringes of a transformative sort of practice, we consistently witness this struggle from as emic a perspective as possible and continually hone our analytical capabilities toward more critical action in the future. To this end, Lynd considers the length of this journey, “Sometimes all you can do for another person is stand in the rain with him/her . .I feel the need for a trade. I feel the natural way to relate to others is by unselfconsciously offering a service of unquestioned usefulness.” So, sometimes we wait for the sunshine, and act the best we can while it’s raining. Whether standing in the rain or working in the sun, we have also sought a path of prefiguration with our southern partners. Rather than trying to bring about some semblance of community, we try to live as community. Rather than trying to bring about some democratic future with our partners, we try to live democratically, trusting their voice and direction. Rather than seek some future realization of social justice, we try to live justly (as best we can, since we cross complicated borders of nations, race, class, etc.). Grubacic claims, “We need to proceed in a way that builds community. .Our conduct toward one another must be paradigmatic in engendering a sense of truly being brothers and sisters.” Further, he asserts, “Without organic preparation, no social and truly socialist revolution is possible . The chances of success depend on the extent to the pre-existing constructive capacity.” So, our work has been to build that constructive capacity by trying to live it. I would highly recommend Lynd and Grubacic’s conversation. It has bolstered the thinking around our work in the Global South and has reinvigorated some of my local work in Kentucky, particularly in schools and with a state-wide coalition which is working to eradicate predatory lending practices. Along with summer travels and reading, I have also taken up Marx’s Capital, Volume 1 , again, this time with the help of David Harvey’s lectures online. These can be found at: http://davidharvey.org . I would also highly recommend these lectures (and the aforementioned address at the Marxism 2009 conference, also found at his website). In this issue of the Rouge Forum News , we have another provocative lineup of essays to imbibe, digest, and dissect. Leading off from his keynote address at the Rouge Forum, Staughton Lynd beckons us by his recollection of the Mississippi Freedom Schools from the summer of 1964. Weaving a tight four-pronged essay that (1) asserts people learn by experience, (2) argues capitalist society allows few apertures through which to imagine a different world, (3) questions how we should introduce young people to new possibilities, and (4) claims that every school be made a freedom school, Lynd offers a crucial conversation starter for teacher educators, teachers, and all those who work on the better behalf of children regarding 444 Rouge Forum News , Issue 14 what must supplant the technocratic, hyper-standardized, utilitarian philosophy that pervades educational philosophy and practice today.
Load more

Recommended publications
  • Minutes of Meetings Held on May 10 and 26, 2010
    Toronto District School Board June 23, 2010 Regular Meeting June 23, 2010 A regular meeting was convened at 4:05 p.m. on Wednesday, June 23, 2010, in the Boardroom, 5050 Yonge Street, Toronto, with Bruce Davis, Chair of the Board, presiding. The following members were present: Trustees Irene Atkinson, Nadia Bello, Chris Bolton, John Campbell, Sheila Cary-Meagher, Shaun Chen, Michael Coteau, Gary Crawford, Cathy Dandy, Bruce Davis, Gerri Gershon, Howard Goodman, Scott Harrison, John Hastings, Josh Matlow, James Pasternak, Stephnie Payne, Maria Rodrigues, Mari Rutka, Chris Tonks, Sheila Ward, Soo Wong and Student Trustees Gorick Ng and Fan Wu. 1. Temporary Chair Trustee Bolton, Vice-Chair of the Board, presided from time to time throughout the meeting. 2. Resolution Into Committee of the Whole (Private Session) At 4:05 p.m., on motion of Trustee Goodman, seconded by Trustee Rutka, the regular meeting resolved into Committee of the Whole (Private Session) to consider matters on the private agenda of the Committee of the Whole. 3. Reconvene At 7 p.m., the regular meeting reconvened. 4. Board and School News Grades 4 and 5 students from Nelson Mandela Park Public School performed the national an- them and several other musical selections written specifically for their community and school. The Chair and Trustees Wong and Payne expressed thanks and appreciation to the two student trustee, Gorick Ng and Fan Wu for their contribution during the 2009-10 school year. Student Trustee Gorick Ng introduced Zane Schwartz and Jenny Williams who will be the stu- dent trustees for the 2010-11 school year.
    [Show full text]
  • Accounting Resource Center Manual
    University of Mississippi eGrove American Institute of Certified Public Guides, Handbooks and Manuals Accountants (AICPA) Historical Collection Accounting Resource Center Manual American Institute of Certified Public Accountants.Small Business Development Committee Follow this and additional works at: https://egrove.olemiss.edu/aicpa_guides Part of the Accounting Commons, and the Taxation Commons Small Business Development Committee A R C Accounting Accounting Resource Resource Center Center Manual Manual American Institute of Certified Public Accountants ACCOUNTING RESOURCE CENTER MANUAL AMERICAN INSTITUTE OF CERTIFIED PUBLIC ACCOUNTANTS Small Business Development Committee 1211 Avenue of the Americas New York, N.Y. 10036 TABLE OF CONTENTS Page I. Introduction 1 A. Purpose of Manual 1 B. CPAs and Public Service 2 C. ARC Services 2 Exhibits I.1 to I.7 5-20 II. Services 21 A. Summary 21 B. Education and Training 21 C. Direct Technical Assistance 21 D. Referrals 22 E. Information to the Public 22 Exhibits II.1 to II.6 23-34 III. Clients 35 A. Summary 35 B. Small Business Clients 35 C. Non-Profit Clients 36 D. Individual Clients 36 E. Government Clients 37 F. Eligibility Standards 37 G. Terminating Services 37 Exhibits III.1 and III.2 39-42 IV. Establishing the Center 43 A. Summary 43 B. Relations with the Profession 43 C. Community and GovernmentRelations 43 D. Outreach Exhibits IV.1 to IV.5 47-60 Page V. Formal Incorporation 61 A. Summary 61 B. Incorporation 61 C. Board of Directors 61 D. Liability 62 Exhibits V.1 to V.9 65-100 VI. Resources 101 A. Summary 101 B.
    [Show full text]
  • Backgroundfile-83687.Pdf
    Attachment TABLE OF CONTENTS Introduction and Grants Impact Analysis ........................................................................................... 1 Overview Strategic Funding .................................................................................................................. 3 Arts Discipline Funding ......................................................................................................... 3 Assessment and Allocations Process ................................................................................... 4 Loan Fund ............................................................................................................................. 4 Operations ............................................................................................................................. 4 Preliminary Results of Increased Grants Funding ............................................................................. 6 2014 Allocations Summary ................................................................................................................ 7 Income Statement & Program Balances for the quarter ended December 31, 2014 ........................ 8 Strategic Funding 2014 Partnership Programs .......................................................................................................... 9 Strategic Partnerships ........................................................................................................... 10 Strategic Allocations .............................................................................................................
    [Show full text]
  • Fall/Winter 2010 Issue
    The Rouge Forum News Working Papers, Critical Analysis, and Grassroots News Issue #17 Fall/Winter 2010 www.rougeforum.org 1 Rouge Forum News, Issue 17, fall/winter 2010 Table of Contents From the editor p. 3 What is the Rouge Forum? p. 6 Why do you call it the Rouge Forum? p. 7 Marxist thought: Still primus inter pares for understanding and opposing the capitalist system Richard Brosio p. 9 Education versus schooling as a commodity fetish Rich Gibson p. 31 Use of multicultural children’ book and narratives in teacher preparation Blanca Caldas Chumbes p. 43 Plotting inequality, building resistance Adam Renner p. 50 Toward a dialectical materialist approach in education Faith Agostinone-Wilson (with Gina Stiens and Adam Renner) p. 54 Announcements A new text: Hip Hop(e) p. 61 The RF conference! p. 64 2 Rouge Forum News, Issue 17, fall/winter 2010 FROM THE EDITOR “At some point quantitative changes lead to qualitative shifts and we need to take seriously the idea that we may be at exactly such an inflexion point in the history of capitalism” (David Harvey, The Enigma of Capital, p. 217) As the sun set over the Pacific, the moon rose over the San Francisco hills to the east, as if attached, one at each end, to a lever. Up and down Ocean beach, fires became more visible, like flashlights poking up out of the sand, casting their light deep into the Milky Way. Crashing ocean waves were occasionally heard amidst the crackling kindling. The warmth of the fire met the gathering breeze.
    [Show full text]
  • March 2004 Number 3
    VOLUME 32 MARCH 2004 NUMBER 3 2004 Annual Meeting . Public Sociologies Former President of Brazil, Fernando Henrique Cardoso: A Most Public Sociologist The second article in a series highlighting prominent public intellectuals presenting at ASA’s 2004 Annual Meeting in San Francisco by Gay Seidman presentations academic freedom and intellectual economic stabilization plan that ended at the ASA influence, Cardoso was turning to a decades of chronic hyper-inflation in In 1982, during a stint as a visiting meetings different audience. In 1983, he returned Brazil. professor at Berkeley, Fernando next August to Brazil to run for the federal Senate; he Henrique Cardoso paused, mid-lecture, in San served as a senator for the next nine First Presidential Re-election to reflect on the repression faced by Francisco. years, helping construct a center-left In 1995, Cardoso was elected to his Latin American intellectuals under Together with coalition against military rule. By the first term as president of Brazil, and then military regimes. In the United States, he Princeton end of the decade, he had become one of in 1999, he was elected to a second mused, academics are allowed to speak University his country’s most prominent politicians, term—the first president ever democrati- so much more freely than in Brazil; but economist serving as minister for Foreign Affairs in cally re-elected in Brazil. After eight perhaps it is because no one off-campus and New York Fernando Henrique Cardoso 1992-93, and as Minister of Finance from years in office, the constitutional limit, ever bothers to listen to them.
    [Show full text]
  • Enhanced Student Information System (ESIS) ESIS Data Dictionary
    Enhanced Student Information System (ESIS) ESIS Data Dictionary First Edition How to obtain more information Specific inquiries about this product and related statistics or services should be directed to: Client Services, Culture, Tourism and the Centre for Education Statistics, Statistics Canada, Ottawa, Ontario, K1A 0T6 (telephone: (613) 951-7608; toll free at 1 800 307-3382; by fax at (613) 951-9040; or e-mail: [email protected]). For information on the wide range of data available from Statistics Canada, you can contact us by calling one of our toll-free numbers. You can also contact us by e-mail or by visiting our Web site. National inquiries line 1 800 263-1136 National telecommunications device for the hearing impaired 1 800 363-7629 E-mail inquiries [email protected] Web site www.statcan.ca Ordering information This product, is available on the Internet for free. Users can obtain single issues at: http://www.statcan.ca/english/sdds/5017.htm Standards of service to the public Statistics Canada is committed to serving its clients in a prompt, reliable and courteous manner and in the official language of their choice. To this end, the Agency has developed standards of service which its employees observe in serving its clients. To obtain a copy of these service standards, please contact Statistics Canada toll free at 1 800 263-1136. Enhanced Student Information System (ESIS) ESIS Data Dictionary Note of appreciation Canada owes the success of its statistical system to a long-standing partnership between Statistics Canada, the citizens of Canada, its businesses, governments and other institutions.
    [Show full text]
  • Minutes (Yy-Mm-Dd) 98-10-28
    MINUTES Toronto District School Board October 28, 1998 A meeting of the Toronto District School Board convened at 7:40 p.m. in the Board Room at 155 College Street, Toronto, Ontario with Gail Nyberg, Chair of the Board, presiding. The following members were present: Trustees Irene Atkinson, Brian Blakeley, Donna Cansfield, Diane Cleary, Judi Codd, Christine Ferreira, Gerri Gershon, Suzan Hall, Elizabeth Hill, Jeff Kendall, Shelley Laskin, Sheine Mankovsky, Ron McNaughton, David Moll, Barbara D. Nash, Gail Nyberg, Stephnie Payne, Lilein Schaeffer, Doug Stephens, Mike Thomas, and Sheila Ward. Regrets were received from Trustee Elizebeth Moyer. 238. Approval of Agenda Trustee Blakeley, seconded by Trustee Hall, moved: That the agenda be approved. The motion was carried. 239. Temporary Chair Trustee Hall, Vice-Chair, presided from time to time during the meeting. 240. Declarations of Possible Conflicts of Interest Trustee Blakeley declared a possible conflict of interest with regard to the following matters, indicating that the general nature of his interest is that he is an employee of the union which represents support staff. He did not take part in the discussion or vote on these matters when considered by the Committee in the Whole, in private, and by the Board. • in private session (Committee of the Whole): - Support staff terminations - Update on negotiations (support staff) • in public session: - Union-Staff Redeployment Committee - Joint Union/Federation/Staff/Student Consultative Committee - Discussion of Federated Staffing Matters Trustee Ward declared a possible conflict of interest with regard to the item entitled "Request for proposal - Banking Services" presented as part of Report No.
    [Show full text]
  • Running Summary of Incidents, Mississippi Summer Project
    J MISSISSIPPI SUMMER PROJECT RU~~NING SUMMARY OF INCIDENTS JUNE 16: Philadelphia: Mt. Zion Baptist Church burns to ground. Fire starts soon after Negro mass meeting adjourns. Three Negroes be.aten by whites. Church was freedom school site. State-wide: Negrc>es attempt to attend Democratic Party precinct conventions for the first time in this century. Results vary. Two Negroes, two whites elected in Jackson. JUNE 17: Vicksburg: Summer. volunte·er <Jrrested for driving while intoxicated. Not allowed phone call. Held overnight. Aquitted ut trial next day, · JUNE 20: Fayette: Police, citizens order SNCC worker out ofhis house. He . flees, but when e.ar recovered two days later his camera, food, and personal docum~nts are missing. JUNE 21: Brandon (Rankin Cc> .) Molotov cocktoil explodes in basement of Swee1· Rest Church of Christ Holiness. Fire; minor damage. McComb: Homes of two civil rights workers p lanning to house summer volunteers bombed. One damaged extensively . Seven dynamit'e sticks left on lawn of third.home with no civil rights ties, Meridian: Three civil right:; workers missing after short trip to Philadelphia. JUNE 22: Clarksdale: Four volunteers arrested on vagrancy charges while engaged in voter registration work Held 3-1/2 hours, rel.eased. Brandon: Negro youth killed in hit--and-run accident. JUNE 23: Philadelphia: Missing car found burned; no sign of th,ree workers. Car was on list circulated state~ wide by Canton White Citb:ens Council. Jackson: Shots fired at home of Rev. R. L. T. Smith. White man escapes on foot, reportedly picked up by a city truck.
    [Show full text]
  • Submitted in Partialfulfillment Ofthe Requirements for the Degree of Master Ofeducation
    EXPERIENCE and INFLUENCE: STUDENT and PARENT PERSPECTIVES of an ALTERNATIVE SCHOOL by CAROL WILLIAMS A Thesis submitted in partialfulfillment ofthe requirements for the degree of Master ofEducation FACULTY OF EDUCATION LAKEHEAD UNIVERSITY THUNDER BAY, ONTARIO May 2010 © Alice Carol Williams Library and Archives Bibliothèque et 1*1 Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l'édition 395 Wellington Street 395, rue Wellington OttawaONK1A0N4 OttawaONK1A0N4 Canada Canada Your file Votre référence ISBN: 978-0-494-71745-5 Ourfìle Notre référence ISBN: 978-0-494-71745-5 NOTICE: AVIS: The author has granted a non- L'auteur a accordé une licence non exclusive exclusive license allowing Library and permettant à la Bibliothèque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par télécommunication ou par l'Internet, prêter, telecommunication or on the Internet, distribuer et vendre des thèses partout dans le loan, distribute and sell theses monde, à des fins commerciales ou autres, sur worldwide, for commercial or non- support microforme, papier, électronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriété du droit d'auteur ownership and moral rights in this et des droits moraux qui protège cette thèse. Ni thesis. Neither the thesis nor la thèse ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent être imprimés ou autrement printed or otherwise reproduced reproduits sans son autorisation. without the author's permission.
    [Show full text]
  • Toronto Arts Council Report to Economic Development Committee
    Attachment TABLE OF CONTENTS Introduction and Grants Impact Analysis ........................................................................................... 3 Summary of Increased Funding, 2013-2016, chart ……………………………………………….……. 7 Operations Budget Allocation ……………………………………………………………………………….8 Grants Programs Overview Strategic Funding .................................................................................................................. 9 Arts Discipline Funding ......................................................................................................... 10 Assessment and Allocations Process ................................................................................... 11 Loan Fund ............................................................................................................................. 11 2016 Allocations Summary ................................................................................................................ 12 Income Statement & Program Balances for the year ended December 31, 2016............................. 13 Strategic Funding 2016 Partnership Programs .......................................................................................................... 14 Strategic Partnerships ........................................................................................................... 15 Strategic Allocations .............................................................................................................. 17 Recipient Details ..................................................................................................................
    [Show full text]
  • Review Essay: Neoliberalism, Education and Strategies of Resistance
    Review Essay: Neoliberalism, education and strategies of resistance Charlie Cooper University of Hull, England Hill, D. (ed) (2009) Contesting Neoliberal Education: Public Resistance and Collective Advance, New York/Abingdon: Routledge, 276 pp. Ross, E.W. and Gibson, R. (eds) (2007) Neoliberalism and Education Reform, Cresskill, N.J. : Hampton Press, 312 pp. Background The value of education for exploitative relations under industrial capitalism has been understood for some time. The need for state intervention in education to further the interests of capitalism has been recognised since the nineteenth century. As Jones and Novak (2000) observe, state education in Britain was established to subvert the radical threat posed by working-class self-education provided in miners’ schools, night classes, Chartist schools and so forth. Its main purpose was to prepare the workforce of the future and inculcate young people with the ‘right’ social attitudes. Whilst schooling and higher education around the mid twentieth century did offer sites for greater critical understanding to be nurtured (in Britain under the influence of Keynesian welfarism during the immediate post-war period), since the 1980s education in Britain, the US and developing nations is increasingly being shaped by neoliberal ideology. It is the effects of this latter development with which both these edited texts are primarily concerned. More specifically, Neoliberalism and Education Reform sets out to achieve two principal aims: first, to offer a critical assessment of state education systems under neoliberal welfare regimes; and second, to present counter concepts about educational issues based on a Marxian understanding. As such, it aims to provide a ‘tool bag’ with which to, firstly, scrutinise neoliberal perspectives on education (and, by doing so, expose their inherent flaws and contradictions); and secondly, to consider alternative ‘democratic’ education practices capable of generating a more ‘just’ society.
    [Show full text]
  • Redesigned Redesigned by Lorraine Randell
    REDESIGNed REDESIGNed by Lorraine Randell Submitted to OCAD University in partial fulfillment of the requirements for the degree of Master of Design in Strategic Foresight and Innovation Toronto, Ontario, Canada, April, 2017 Lorraine Randell, 2017 This work is licensed under a Creative Commons Attribution-NonCommer- cial-NoDerivatives 2.5 Canada license. To see the license go to: https://creativecommons.org/licenses/by-nc-nd/2.5/ca/ COPYRIGHT NOTICE This document is licensed under the Creative Commons Attribution- NonCommercial-ShareAlike 4.0 2.5 Canada License. http://creativecommons.org/licenses/by-nc-sa/4.0/legalcode You are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material REDESIGNed The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following conditions: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licen- sor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. With the understanding that: You do not have to comply with the license for elements of the mate- rial in the public domain or where your use is permitted by an applicable exception or limitation. No warranties are given. The license may not give you all of the per- missions necessary for your intended use.
    [Show full text]