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Author : Turlough Carolan
Publisher : Unknown
Page : 480 pages
File Size : 41,8 Mb
Release : 1831
Category : English poetry
ISBN : UCAL:B4065944
Author : James Hardiman
Publisher : Unknown
Page : 488 pages
File Size : 53,8 Mb
Release : 1831
Category : Ballads, Irish
ISBN : HARVARD:HXVBAL
Author : James Hardiman
Publisher : Unknown
Page : 128 pages
File Size : 42,8 Mb
Release : 1831
Category : English poetry
ISBN : LCCN:30007360
Author : James Hardiman
Publisher : Unknown
Page : 484 pages
File Size : 53,6 Mb
Release : 1831
Category : Electronic
ISBN : ONB:+Z207931203
Author : University of California (System). Institute of Library Research,University of California, Berkeley
Publisher : Unknown
Page : 876 pages
File Size : 46,7 Mb
Release : 1972
Category : Library catalogs
ISBN : STANFORD:36105117247523
Author : Niall O'Carroll
Publisher : Spotlight Poets
Page : 128 pages
File Size : 42,9 Mb
Release : 2004
Category : Technology & Engineering
ISBN : STANFORD:36105119991805
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 : 52,9 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 : Joan Lyons
Publisher : Unknown
Page : 278 pages
File Size : 55,7 Mb
Release : 1985
Category : Art
ISBN : UOM:39015011241802
"In addition to providing a much-needed resource for artists, teachers, and collectors, this book will form a bridge between book artists and their audience by providing ready access to information about a much discussed but little known art form."--Book jacket flap.
Author : Truth and Reconciliation Commission of Canada
Publisher : Unknown
Page : 0 pages
File Size : 48,5 Mb
Release : 2015
Category : Electronic
ISBN : OCLC:940274594
Author : Commission de vérité et réconciliation du Canada
Publisher : McGill-Queen's Press - MQUP
Page : 413 pages
File Size : 54,6 Mb
Release : 2016-01-01
Category : Social Science
ISBN : 9780773598287
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 Legacy describes what Canada must do to overcome the schools’ tragic legacy and move towards reconciliation with the country’s first peoples. For over 125 years Aboriginal children suffered abuse and neglect in residential schools run by the Canadian government and by churches. They were taken from their families and communities and confined in large, frightening institutions where they were cut off from their culture and punished for speaking their own language. Infectious diseases claimed the lives of many students and those who survived lived in harsh and alienating conditions. There was little compassion and little education in most of Canada’s residential schools. Although Canada has formally apologized for the residential school system and has compensated its Survivors, the damaging legacy of the schools continues to this day. This volume examines the long shadow that the residential schools have cast over the lives of Aboriginal Canadians who are more likely to live in poverty, more likely to be in ill health and die sooner, more likely to have their children taken from them, and more likely to be imprisoned than other Canadians. The disappearance of many Indigenous languages and the erosion of cultural traditions and languages also have their roots in residential schools.
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 : 49,8 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 : Gwen Allen
Publisher : MIT Press
Page : 377 pages
File Size : 42,5 Mb
Release : 2015-08-21
Category : Art
ISBN : 9780262528412
How artists' magazines, in all their ephemerality, materiality, and temporary intensity, challenged mainstream art criticism and the gallery system. During the 1960s and 1970s, magazines became an important new site of artistic practice, functioning as an alternative exhibition space for the dematerialized practices of conceptual art. Artists created works expressly for these mass-produced, hand-editioned pages, using the ephemerality and the materiality of the magazine to challenge the conventions of both artistic medium and gallery. In Artists' Magazines, Gwen Allen looks at the most important of these magazines in their heyday (the 1960s to the 1980s) and compiles a comprehensive, illustrated directory of hundreds of others. Among the magazines Allen examines are Aspen (1965–1971), a multimedia magazine in a box—issues included Super-8 films, flexi-disc records, critical writings, artists' postage stamps, and collectible chapbooks; Avalanche (1970-1976), which expressed the countercultural character of the emerging SoHo art community through its interviews and artist-designed contributions; and Real Life (1979-1994), published by Thomas Lawson and Susan Morgan as a forum for the Pictures generation. These and the other magazines Allen examines expressed their differences from mainstream media in both form and content: they cast their homemade, do-it-yourself quality against the slickness of an Artforum, and they created work that defied the formalist orthodoxy of the day. Artists' Magazines, featuring abundant color illustrations of magazine covers and content, offers an essential guide to a little-explored medium.
Author : Sean Cubitt,Paul Thomas
Publisher : MIT Press
Page : 395 pages
File Size : 49,6 Mb
Release : 2013-11-08
Category : Art
ISBN : 9780262318334
Leading historians of the media arts define a new materialist media art history, discussing temporality, geography, ephemerality, and the future. In Relive, leading historians of the media arts grapple with this dilemma: how can we speak of “new media” and at the same time write the histories of these arts? These scholars and practitioners redefine the nature of the field, focusing on the materials of history—the materials through which the past is mediated. Drawing on the tools of media archaeology and the history and philosophy of media, they propose a new materialist media art history. The contributors consider the idea of history and the artwork's moment in time; the intersection of geography and history in regional practice, illustrated by examples from eastern Europe, Australia, and New Zealand; the contradictory scales of evolution, life cycles, and bodily rhythms in bio art; and the history of the future—how the future has been imagined, planned for, and established as a vector throughout the history of new media arts. These essays, written from widely diverse critical perspectives, capture a dynamic field at a moment of productive ferment. Contributors Susan Ballard, Brogan Bunt, Andrés Burbano, Jon Cates, John Conomos, Martin Constable, Sean Cubitt, Francesca Franco, Darko Fritz, Zhang Ga, Monika Gorska-Olesinska, Ross Harley, Jens Hauser, Stephen Jones, Douglas Kahn, Ryszard W. Kluszczynski, Caroline Seck Langill, Leon Marvell, Rudy Rucker, Edward A. Shanken, Stelarc, Adele Tan, Paul Thomas, Darren Tofts, Joanna Walewska
Author : Nicolas Abraham,Maria Torok
Publisher : University of Chicago Press
Page : 288 pages
File Size : 47,5 Mb
Release : 1994-09
Category : Psychology
ISBN : 0226000877
This volume is a superb introduction to the richness and originality of Abraham and Torok's approach to psychoanalysis and their psychoanalytic approach to literature. Abraham and Torok advocate a form of psychoanalysis that insists on the particularity of any individual's life story, the specificity of texts, and the singularity of historical situations. In what is both a critique and an extension of Freud, they develop interpretive strategies with powerful implications for clinicians, literary theorists, feminists, philosophers, and all others interested in the uses and limits of psychoanalysis. Central to their approach is a general theory of psychic concealment, a poetics of hiding. Whether in a clinical setting or a literary text, they search out the unspeakable secret as a symptom of devastating trauma revealed only in linguistic or behavioral encodings. Their view of trauma provides the linchpin for new psychic and linguistic structures such as the "transgenerational phantom," an undisclosed family secret handed down to an unwitting descendant, and the intra-psychic secret or "crypt," which entombs an unspeakable but consummated desire. Throughout, Abraham and Torok seek to restore communication with those intimate recesses of the mind which are, for one reason or another, denied expression. Classics of French theory and practice, the essays in volume one include four previously uncollected works by Maria Torok. Nicholas Rand supplies a substantial introductory essay and commentary throughout. Abraham and Torok's theories of fractured meaning and their search for coherence in the face of discontinuity and disruption have the potential to reshape not only psychoanalysis but all disciplines concerned with issues of textual, oral, or visual interpretation.
Author : United Nations Publications
Publisher : UN
Page : 0 pages
File Size : 55,6 Mb
Release : 2022-02-16
Category : COVID-19
ISBN : 9280652850
"The COVID-19 pandemic has raised concerns about the mental health of a generation of children. But the pandemic may represent the tip of a mental health iceberg - an iceberg we have ignored for far too long. The State of the World's Children 2021 examines child, adolescent and caregiver mental health. It focuses on risks and protective factors at critical moments in the life course and delves into the social determinants that shape mental health and well-being."--publisher website.