Suchergebnisse

The purpose of this study was to present a historical record of the origin and growth of education, with emphasis on the development of secondary education, in the area now known as the Morris-Macdonald School Division No. 19. Aside from the fact that no other student of the Faculty of Education of the University of Manitoba has undertaken such a study, the subject was of considerable interest to the writer since he taught in one of the high schools of this area for more than a dozen years and has observed many of the school developments first hand. No attempt was made to interpret events, neither was there any intention to present a particular viewpoint. The thesis merely sets out to narrate what happened to bring about the present state of education in the area. The principal sources of information were the minutes and records of various school disticts and the annual reports of the Department of Education. In addition, some of the data were obtained from local newspapers as well as from local history files in the Legislative Library. The enrolment figures and the dates of school district formation came from the Provincial Archives. School yearbooks and church booklets marking special anniversaries, as well as the historical compilations of the Women's Institutes also proved to be helpful. Finally, in some instances where a coherent story could not be found from written materials, the missing links were sought through personal interviews with knowledgeable people. The Morris-Macdonald Division area has been an agricultural community since it was settled, where grain and mixed farming provioed work and income for most of the individuals. a large number of small unincorporated villages and a few larger towns grew, not only to supply business needs, but also to become the high school centres for both town and farm young people. The type of farming practised resulted in relatively sparce settlement that made ready communication within a large constituency difficult. Accordingly, the one-room rural school district, ...

At head of title: 86th Congress, 2d session. Committee print. ; Includes bibliographical references. ; Mode of access: Internet.

The intent of this article is to explore the relationship between the concept of the church, the concept of the layman, and the educational ministry of the church. When we view the church as a human institution with a sociological and political history, we must also recognize that it has an educational history.

"Problems and references for collateral study" at end of each unit. ; Mode of access: Internet.

Our theme is simple, overpowering: Justices of the Supreme Court, a number of whose predecessors destroyed the bulk or their correspondence, and who themselves may be tempted to do likewise, nonetheless quite evidently desire, and certainly deserve, faithful (if not quite full) reconstruction, both of their individual roles, and of the Court's, in our constitutional scheme. Much of this story, to quote the then Professor Frankfurter, is "largely irrecoverable,"' yet indispensable to an understanding of our institutions. Manifestly, something of a paradox is involved in our whole attitude toward judicial history. Much of the law, particularly judge-made public law, is a product of highly selective formulae designed to achieve solutions by selection, by simplification, and even by oversimplification. Yet do we not also simultaneously criticize historians and biographers for abridging an historical record, for forcing their refractory and incomplete materials to fit some preferred or presumed thesis or formula? Reconsideration, of course, at once dispels the paradox: judges are privileged but historians, biographers and legislators are not. Silence, ellipsis, are acknowledged tools of the judicial craft, sanctioned as the lesser evils, in return for getting the job done, the decision made. Therefore reasons are offered, and expected, as matters of grace, not of right. This is elemental. The historian, on the other hand, really is stuck. He must document fully and fairly; he is liable for the full record. He must be "judicial" even when he suspects that counsel and judges were not. He must probe and assess, judge and clarify, not only the opinion and the mountainous record, but also the motives and motivations even when these are obscure, feigned, or denied.

The Maltese translation of the Bible is the product of literary and religious factors and, to a certain extent, private enterprise. For many long centuries, i.e. until the dosing years of the eighteenth century, the Maltese language was never used for literary purposes, the languages of education being Latin and Italian. The earlier Maltese writers found an enormous difficulty to reduce to some sort of Latin script a Semitic language which had many sounds that were absent in Romance languages. Moreover up to the beginning of the nineteenth century the education of the population was very poor. In the year 1836 there were only three Government Elementary schools: one in Valletta, the capital, another in Senglea and the third, very poorly attended, in Gozo, the sister Island, in all of which the instruction was of a meagre and wretched character. As there were very few who could write and read Maltese, the need of a Maltese translation of the Bible was not yet felt. ; N/A

Minutes from a joint meeting of the Chattanooga and Hamilton County, Tennessee school boards regarding public school integration and the Mapp v. Board of Education civil court case.

Minutes from a joint meeting of the Chattanooga and Hamilton County, Tennessee school boards regarding public school integration and the Mapp v. Board of Education civil court case.

A CAJM article on the role of humanities in medical science. ; The word science is derived from the Latin scientia, which means knowledge. There are many compartments of science such as moral, political and natural, but the word "science" in its modern sense means an organised body of knowledge. Natural science is that which comes from awareness of the material environment in which we live. It is gained firstly by observation and also from the results of experiments which may be defined as situations planned to test the truth of an hypothesis. The words "truth" and "logic" prepare us for the idea of the "scientific method," which is a system of accurate reasoning whereby knowledge becomes objectively exact.

Bibliographical footnotes. ; Book 1. The emergence of a nation -- Book 2. Democracy in an industrial world. ; Mode of access: Internet.

"The present work is substantially a reproduction, with some alterations, additions and rearrangements, of the articles that appeared in volumes XVI and XVII of the Political science quarterly."--Pref. note. ; Mode of access: Internet.

This an address by Raymond Nakai, concerning the need for education. The overall theme is education is a defense for American Heritage. Nakai makes the analogy on how education develops certain traits in people. From these traits, a person can further develop into the negatives or the positives derived from their education. Nakai feels that a disciplined person can develop that can and should be a contributor to the current democratic state. BIOGRAPHICAL NOTE: Raymond Nakai, a Navajo Indian, was born in 1918 in Lukachukai, Arizona, on the Navajo Reservation. Raymond Nakai is noted as being the first modern Navajo political leader serving as Chairman of the Navajo Nation from 1963-1971. As chairman, the issues most important during his tenure were self determination in Navajo Education, reservation unemployment, developing Navajo economy, further development of the tribal government and improving relations with the federal government and surrounding states. Nakai had much unprecedented success as Navajo Tribal Chairman: In 1967 the Navajo Nation Bill of Rights was created, in 1968 Navajo Community College opened being the first tribally controlled community college, the Tribal Scholarship Trust was developed, relations with off reservation natural resource companies began, he was supportive of religious freedom of the Native American Church on the Navajo Reservation. Raymond Nakai led an active personal and political life and was an innovative leader for the Navajo People. The Raymond Nakai Collection contains material documenting his activities as Chairman of the Navajo Nation from 1963 - 1971.

The importance to the community of the prevention of endemic goitre—a food-deficiency disease which causes feeble-mindedness, deaf-mutism, and general physical and mental degeneration from one generation to the next—and the simplicity of prevention, have only gradually been realized in the course of the past hundred years. In the early 19th century, potassium iodide was used in goitre prevention, but the experiment was abandoned about the year 1858. The first controlled experiment was made in 1916-20, when a course of sodium iodide followed by 5,000 schoolgirls in Akron, Ohio, USA, proved 100% efficacious against the development of the disease. An investigation of the 20th-century development of endemic goitre in West Virginia, USA, carried out in 1922, established a direct connexion between the abandonment of the use of locally available natural iodized salt and the development of a high incidence of endemic goitre in an area hitherto goitre-free. In 1924, an attempt to eliminate endemic goitre by replacing plain salt by iodized salt was made in the State of Michigan, USA. The experiment was at first resisted by the goitre surgeons; opposition was finally dispelled when a survey, carried out in the State four years later, proved that not one case of toxic goitre due to the consumption of iodized salt had occurred in three counties chosen as the test area. As a result of analyses made at a follow-up survey in 1936, it was recommended that all iodized salt be standardized at 0.01% of iodine. Since iodized salt is more expensive to produce than plain salt, support of the medical profession alone is not enough. Co-operation on the part of both governments and business is essential if iodized salt is to become available throughout the world at as low a price as plain salt. Recent experience in Argentina, where the introduction of iodized salt was accompanied by a prohibitive increase in selling price, illustrates this necessity.

Vols. 1-2 have title: The first book military history of World War II. ; [1] European land battles, 1939-1943.--[2] European land battles, 1944-1945.--3. Land battles: North Africa, Sicily, and Italy.--4. The naval war in the West: the raiders.--5. The naval war in the West: the wolf packs.--6. The air war in the West, September 1939-May 1941.--7. The air war in the West, June 1941-April 1945.--8. Asiatic land battles: the expansion of Japan in Asia.--9. Asiatic land battles: Japanese ambitions in the Pacific.--10. Asiatic land battles: Allied victories in China and Burma.--11. The naval war in the Pacific: the Rising Sun of Nippon.--12. The naval war in the Pacific: on to Tokyo.--13. The air war in the Pacific: air power leads the way.--14. The air war in the Pacific: victory in the air.--15. European resistance movements.--16. Asian and Axis resistance movements.--17. Combat leaders of World War II.--18. Strategic direction of World War II. ; Mode of access: Internet.

This study undertakes to present the history of the cadet movement in the schools of the city of Winnipeg from its inception as a phase of school training in 1888 until the present time. It will endeavour to present its importance within the school system under differing ideologies and attitudes of the public and the governing bodies of the school system. Tentative findings pertaining to causes of increasing or waning influences and, therefore, changing emphasis will be sought and possibilities for the future examined. During the period in question Canada made her contribution to three wars - the Boer War, 1899-1902, involving the British Empire only; World War I, 1914-1918, and World War II, 1939-1945 which were of immediate concern to Canada; as to all peoples enjoying the privileges of democratic institutions. Each of these conflicts had an influence upon the establishment of the cadet movement in city schools, not only of the city of Winnipeg but of Canada as a whole, more especially those, the population of which was largely of Anglo-Saxon origin.