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Author : Anonim
Publisher : Unknown
Page : 128 pages
File Size : 42,8 Mb
Release : 1967
Category : Class reunions
ISBN : OCLC:1228350157
Author : Ian Stevenson, M.D.
Publisher : McFarland
Page : 279 pages
File Size : 53,8 Mb
Release : 2015-09-02
Category : Body, Mind & Spirit
ISBN : 9781476601151
Many cultures accept that a person may die and then come back to life in another form, but Westerners have traditionally rejected the idea. Recently, however, surveys conducted in Europe indicate a substantial increase in the number of Europeans who believe in reincarnation, and numerous claims of reincarnation have been reported. This book examines particular cases in Europe that are suggestive of reincarnation. The first section provides a brief history of the belief in reincarnation among Europeans. The second section considers eight cases from the first third of the twentieth century that were not independently investigated, but were reported and sometimes published by the persons concerned. The third section covers 32 cases from the second half of the twentieth century that were investigated by the author. Many of these cases involved either children who exhibited unusual behavior attributed to a previous life, or adults who experienced recurrent or vivid dreams attributed to a previous life. In the fourth section, the author compares European cases suggestive of reincarnation with those of other countries and cultures.
Author : Andreza Aruska de Souza Santos
Publisher : Rowman & Littlefield
Page : 216 pages
File Size : 53,8 Mb
Release : 2019-11-20
Category : Social Science
ISBN : 9781786611222
Who decides which stories about a city are remembered? How do interpretations of the past shape a city’s present and future? In this book, Andreza Aruska de Souza Santos discusses notions of power and national identity by examining how nation-states negotiate the preservation of urban spaces and how a city interprets, resists, and consents to the functions and meanings that it has inherited and that it reinvents for itself. Looking at the Brazilian city of Ouro Preto, de Souza Santos applies fine-grained ethnography and historical analysis to discuss the limits of Brazil’s imagery of social harmony and participatory democracy amid continuous inequality.
Author : Anonim
Publisher : Unknown
Page : 552 pages
File Size : 40,7 Mb
Release : 1937
Category : Education
ISBN : OSU:32435026753426
Author : West Point Association of Graduates (Organization).
Publisher : Unknown
Page : 536 pages
File Size : 51,7 Mb
Release : 1995
Category : Electronic
ISBN : WISC:89073119331
Author : Anonim
Publisher : Unknown
Page : 892 pages
File Size : 50,6 Mb
Release : 1881
Category : Agriculture
ISBN : UIUC:30112072702357
Author : Truth and Reconciliation Commission of Canada,Commission de vérité et réconciliation du Canada
Publisher : McGill-Queen's Press - MQUP
Page : 309 pages
File Size : 52,8 Mb
Release : 2015
Category : Electronic books
ISBN : 9780773598294
Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.
Author : Anonim
Publisher : Unknown
Page : 1694 pages
File Size : 52,9 Mb
Release : 1897
Category : Electronic
ISBN : UOM:39015084595076
Author : Michael Woloschuk
Publisher : Unknown
Page : 318 pages
File Size : 54,6 Mb
Release : 1995
Category : Biography & Autobiography
ISBN : 1550137220
Author : Truth and Reconciliation Commission of Canada,Commission de vérité et réconciliation du Canada
Publisher : McGill-Queen's Press - MQUP
Page : 105 pages
File Size : 42,8 Mb
Release : 2016
Category : History
ISBN : 9780773598232
Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The Métis Experience focuses on an often-overlooked element of Canada’s residential school history. Canada’s residential school system was a partnership between the federal government and the churches. Since the churches wished to convert as many Aboriginal children as possible, they had no objection to admitting Métis children. At Saint-Paul-des-Métis in Alberta, Roman Catholic missionaries established a residential school specifically for Métis children in the early twentieth century, while the Anglicans opened hostels for Métis children in the Yukon in the 1920s and the 1950s. The federal government policy on providing schooling to Métis children was subject to constant change. It viewed the Métis as members of the ‘dangerous classes,’ whom the residential schools were intended to civilize and assimilate. This view led to the adoption of policies that allowed for the admission of Métis children at various times. However, from a jurisdictional perspective, the federal government believed that the responsibility for educating and assimilating Métis people lay with provincial and territorial governments. When this view dominated, Indian agents were often instructed to remove Métis children from residential schools. Because provincial and territorial governments were reluctant to provide services to Métis people, many Métis parents who wished to see their children educated in schools had no option but to try to have them accepted into a residential school. As provincial governments slowly began to provide increased educational services to Métis students after the Second World War, Métis children lived in residences and residential schools that were either run or funded by provincial governments. As this volume demonstrates the Métis experience of residential schooling in Canada is long and complex, involving not only the federal government and the churches, but provincial and territorial governments. Much remains to be done to identify and redress the impact that these schools had on Métis children, their families, and their community.
Author : Anonim
Publisher : Unknown
Page : 870 pages
File Size : 48,5 Mb
Release : 1853
Category : English literature
ISBN : CORNELL:31924066344395
Author : Anonim
Publisher : Unknown
Page : 742 pages
File Size : 53,9 Mb
Release : 2003
Category : Electronic
ISBN : STANFORD:36105063886571
Author : Anonim
Publisher : Unknown
Page : 884 pages
File Size : 43,9 Mb
Release : 1888
Category : Electronic
ISBN : NYPL:33433006210045
Author : Georgetown University. School of Foreign Service
Publisher : Unknown
Page : 24 pages
File Size : 53,7 Mb
Release : 1943
Category : Electronic
ISBN : UOM:39015023151304
Author : Anonim
Publisher : Unknown
Page : 746 pages
File Size : 48,7 Mb
Release : 1909
Category : American periodicals (General)
ISBN : UIUC:30112041715688