Academic literature on the topic 'St. Therese Residential School'

The Indian residential school system is a part of Canada’s dark and ‘hidden’ history. Despite the Indian Residential Schools Settlement Agreement being reached in 2006, the Truth and Reconciliation Commission of Canada (TRC) publishing its final report in 2015, and the further discovery of unmarked graves at former school sites in 2022, many Canadians are still unaware of the atrocities of residential schools and the continued mistreatment of Indigenous peoples throughout what is now known as Canada. This essay explores Fort Albany Residential School, also known as St. Anne’s, in Fort Albany, ON. Using Department of Indian Affairs school files, accessed through the National Centre for Truth and Reconciliation (NCTR), and testimonies by survivors to the TRC, this essay will argue that St. Anne’s was an unsanitary and dangerous environment for Indigenous children because of inadequate funding, overcrowding and malnourishment, and the use of brutal discipline which caused some students to risk their lives in attempt to escape such horrors.

Even though the St. Louis Board of Education established the first high school for blacks west of the Mississippi River, the first facility was substandard. As the black population of St. Louis grew and encroached upon the white residential areas, it became necessary to provide additional school facilities for black enrollment. On several occasions, school officials reluctantly resorted to the conversion of school buildings from white to black use. During the decades of the 1930s, 1940s, and early 1950s, the St. Louis Public Schools district experienced a tremendous increase in the black student population. School conversions were prompted by civil protests and demands by the black community. The conversion (from white to black) of a school building’s use, in some instances, tended to elicit the ire of the affected white parents.

Disaster preparedness is a measure in which individuals or groups developed plans, allocated resources, and established procedures for implementing the program in case of emergency. Alarming cases of maritime disasters have occurred in the Philippines in the past years. These incidents have created damage to property and loss of lives. They have placed the credibility of maritime officers and the maritime industry in question. These cause a catastrophic impact on the environment as well as on marine life. Hence, the paper describes the level of awareness and extent of the practice of disaster risk preparedness of maritime students of St. Therese MTC Colleges, School Year 2019-2020 at Iloilo City. Likewise, it explores the awareness and extent practices of maritime students. Moreover, it determines the correlation among awareness and extent practices on disaster risk preparedness of maritime students.

The present study employs a geospatial analytical approach to studying the evenness-clustering and isolation-exposure dimensions of segregation in the context of the St. Louis, Missouri, metropolitan region. In contrast to global indicators of segregation, this approach focuses on the evenness and isolation dimensions at the local level to visualize how they interact across neighborhoods. While not traditionally thought of as a method for theory testing, geographic information systems (GIS) can contribute to the validation process by displaying how constructs interact when applied in an actual geographic context. We examined separately the segregation dimension of racial evenness-exposure and its intersection with Black isolation and poverty isolation. The study used data from 446 census tracts that represent 65 St. Louis area school districts. When visualizing segregation dimensions through spatial mapping, it becomes apparent that communities that appear diverse may have neighborhoods where individuals or groups remain isolated.

On the topic of conceptions and practices of education one would have to recognize the formation of Roman Catholic diocesan clergy as unique. This paper looks at the historical development of Catholic residential seminaries since the Council of Trent, focusing specifically on North America and finally on anglophone Ontario in Canada. It describes the effect of the French School of Spirituality in the 17th century and later ultramontanism in the 19th century on seminary formation. In the final sections, the paper looks at the creation of St. Peter’s seminary in London, Canada – the first English-speaking, Roman Catholic residential seminary in the country. It argues that prior to Vatican II it had all the same characteristics of a so-called “clerical culture” as other residential seminaries created in the style of the French school and later impacted by Rome’s ultramontane agenda. Although Vatican II in the 1960’s reformed some element of seminary formation, the conclusion argues that there’s still work to be done.

Education for tribal communities has become one of the prime focuses which is taken into account as an integral a part of socio-economic development of Schedule Tribes in Asian country. Within the recent years, there has been some improvement in providing the education for the tribal communities. The implementation of Government Tribal Residential Schools has an important role to play in raising literacy rate. With regard to the literacy rate of the tribes in Tamil Nadu is 54.34 percent. As 83.08 per cent of the tribal survives in hilly/rural areas and 16.91 per cent of them live in urban (town) areas. (2011 Census). The status of Education in Tamil Nadu for Scheduled Tribe is worser than other states of the country. Tamil Nadu is ranked third compared to all over literacy rate. In case of ST (41.53%) still it is lower than the general sections(73.57%) of the society. The socio-economic backwardness, lack of good education facility and asymmetrical structure of the society are the reasons for being lower caste of ST. The objective of the study is to understand the impact of the Tribal residential school, set up within the tribal area of Jawadhi a hilly area in the District Tiruvannamalai. And also, the challenges faced by the students in the school. Data was collected through Interview and observation. This study intends to evaluate the Tribal Residential School with the objective to find whether the design of programme is appropriate to meet the stated objectives, whether there is any impact in decreasing the dropout rates of STs. Moreover, it will also reveal about the efficacy with which the mechanism of education promotion is pending in the process of implementation and the need for the efficient mechanism to develop it for the empowerment of tribes. The main objective of residential schools for Scheduled Tribes (STs) students is to provide quality education to tribal students. The study suggests, to follow the guidelines that indicate the organizational structure, Manpower and Educational expertise for the Tribal welfare Department. All these tribal residential school should have separate budget plan for infrastructure, recurring, non-recurring expenditure every year and it should be included in the annual work plan & budget.

Introduction. Fine dust puts human health at risk in populated areas. The research is focused on dust particles on the leaves of apricot trees (Prúnus armeníaca) in the residential area of the Central Akhtuba district of the Volgograd region (the area of single family houses and low rise townhouses) and in the public area (the area of public amenities) located in close proximity to construction and development enterprises, machine builders, etc. as compared to the dispersion composition of dust on the leaves of apricot trees (Prúnus armeníaca) in the territory occupied by rural housing communities in the conditionally clean zone (the benchmark zone) in absence of any man-induced loadings coming from industrial facilities (Oroshenets gardeners’ non-commercial partnership, Volgograd, Soviet district). The goal of the research is to study the dispersion composition of dust and to identify fine dust PM2.5 and PM10 using plant monitoring systems in the residential area. The objectives include the sampling of dust particles from plant leaves, dust analysis, and identification of areas exposed to ecological risks. Materials and methods. The leaves of apricot trees (Prúnus armeníaca), growing in residential and public areas of the Central Akhtuba district of the Volgograd region and in the territory of Oroshenets gardeners’ non-commercial partnership, Volgograd, Soviet district (the conditionally clean benchmark zone) represent the study material. Methods of research include leaf wash into the beaker full of distilled water, suspension filtration using AFA-VP analytical filter, filtrate production and natural drying at the temperature not exceeding 30–40 °C, and placement of the dried filtrate on the slide of an optical microscope. The distribution of dust particles was performed pursuant to State Standard of Russia 56929-2016. Results. The co-authors have identified the zones exposed to ecological risks in residential and public areas of the Central Akhtuba district of the Volgograd region (Bolnichnaya st., residential houses in Nechayeva, Omskaya streets, a kindergarten in Kavkazskaya st.: PM2.5, PM10) and safe residential areas (a boarding school in Vorovskogo st.: PM10 — 20 μm and 20–40 μm). Conclusions. Further studies of residential and public areas of the Central Akhtuba district of the Volgograd region are to be performed to identify the chemical composition of dust particles and the source of fine dust polluting the air and to develop a roadmap of environmental actions.

AbstractObjectiveTo examine neighbourhood food environments, adolescent nutrition and weight status.DesignCross-sectional, observational study.SettingMinneapolis/St. Paul metropolitan region, Minnesota, USA.SubjectsA total of 349 adolescents were recruited to the study. Participants completed 24 h dietary recalls and had their weight and height measured. They also reported demographic information and other diet-related behaviours. Geographic Information Systems were used to examine the availability and proximity of food outlets, particularly those captured within the 800, 1600 and/or 3000 m network buffers around participants’ homes and schools.ResultsAdjusting for gender, age and socio-economic status, adolescents’ sugar-sweetened beverage intake was associated with residential proximity to restaurants (including fast food), convenience stores, grocery stores and other retail facilities within the 800 and/or 1600 m residential buffers (P ≤ 0·01). BMI Z-score and percentage body fat were positively associated with the presence of a convenience store within a 1600 m buffer. Other individual-level factors, such as energy, fruit and vegetable intake, as well as convenience store and fast food purchasing, were not significantly associated with features of the residential neighbourhood food environment in adjusted models. In addition, school neighbourhood environments yielded few associations with adolescent outcomes.ConclusionsMany factors are likely to have an important role in influencing adolescent dietary intake and weight status. Interventions aimed at increasing neighbourhood access to healthy foods, as well as other approaches, are needed.

Abstract Neglected in the many studies of Dallas, Bishop Thomas K. Gorman and Catholic religious orders that staffed schools and churches in the Diocese of Dallas led the way in desegregation and achieved peaceful change ahead of secular institutions. Gorman and religious orders formulated, supported, and implemented desegregation policies without fanfare or publicity that might divide Catholics and arouse segregationist opposition from within and/or outside the Church's ranks. Black Catholics were far from quiescent and made important contributions to secular desegregation. In September 1955, two African American Catholics enrolled in Jesuit High, a boys’ school, making it the only desegregated school in Dallas. George Allen, the father of one of the boys, subsequently worked behind the scenes to negotiate desegregation of the city's buses and other public accommodations. Another African American lay Catholic, Clarence A. Laws, organized and led civil rights protests in the city as the National Association for the Advancement of Colored People's Southwest regional director. White sisters also contributed to racial change. Even before the US Supreme Court ruled public school segregation unconstitutional in Brown v. Board of Education in May 1954, the Sisters of St. Mary of Namur, without publicity, admitted African Americans to a white girls’ school, Our Lady of Victory, in Fort Worth, making it the first desegregated school in the city. However, residential segregation and white flight limited integration of Catholic schools and churches, and Catholic school desegregation largely involved the closure of black schools.

L’Histoire des écoles d’horlogerie de Besançon est inhérente à la naissance et à la continuité d’une industrie spécifique très localisée sur un territoire. Avec elles nous partons de l’ère « proto-industrielle » qui plonge ses racines dans les idéaux révolutionnaires de 1793 pour aboutir aux bouleversements technologiques de l’électronique et du « quartz » des années 1970… S’inscrivant sur la longue durée, trois « écoles » vont se succéder. Pour répondre aux attentes d’une industrie horlogère qui doit constamment faire face aux évolutions techniques, chacune à sa manière, va innover pour constituer un « corpus » original de formation qui n’est pas sans bousculer les rites et usages du temps. Si les deux premières « écoles » eurent une durée de vie limitée, la dernière entité, née en 1861 de la volonté municipale, va pendant plus d’un siècle, accompagner toute une ville (et sa région) dans sa réussite industrielle. Dès sa création, et au fur et à mesure des adaptations qu’elle a su mettre en place, par la qualité et la spécificité des formations dispensées, elle va irriguer de ses élèves toute une industrie toujours à l’affût de personnels qualifiés. Au plan national elle va diffuser le nom de Besançon comme « capitale française de l’horlogerie » en formant nombre d’horlogers-rhabilleurs tenant boutiques et autres ateliers de réparation par tout le territoire… Elle va servir de référence pour implanter dans la Cité des laboratoires de recherche et d’enseignement supérieur : un Observatoire chronométrique, une École d’ingénieurs, un Centre d’études horlogères et de développement industriel (Cétéhor)… Elle va contribuer à la diversification industrielle de la ville dans des domaines connexes à l’horlogerie, notamment dans le découpage, la micromécanique, l’appareillage et les microtechniques… Nationalisée en 1891, elle fait dès lors partie de la petite élite des Écoles Nationales Professionnelles (par assimilation), qui vont marquer le développement industriel du Pays. En 1933, quand elle intègre ses nouveaux locaux, par le nombre et l’originalité de ses filières (de l’ouvrier qualifié à l’ingénieur), par sa dotation en matériels modernes, elle est signalée comme étant le « premier établissement de l’enseignement technique » en France. Le cheminement de cette dernière école fait aussi ressortir une histoire « humaine », « prosopographique », qui met en exergue les nombreux anciens élèves qui se sont lancés avec grande réussite dans la création d’entreprises. Restés fidèles à leur école, ils ont contribué au renom et au développement de la richesse économique de la cité et de sa région… Avec ces écoles d’horlogerie, on aborde enfin l’histoire de l’Enseignement Technique en France. Pour répondre à la demande d’une industrie horlogère en pleine croissance qui déplorait les carences de l’apprentissage en atelier, elles ont été pionnières en ouvrant la voie de « la scolarisation » de la formation professionnelle. Par leurs innovations pédagogiques, et soutenues par les Anciens Élèves, elles ont su établir un lien « École-Entreprise » des plus fructueux qui marque encore la mémoire collective des Bisontins…En 1974 elle perd toute référence à l’horlogerie pour devenir le Lycée Jules Haag. Le temps de l’histoire est désormais advenu pour tenter de comprendre ce qui a fait la force et la réussite de ces « Écoles d’horlogerie » dans leur participation active, sur la durée, à la prospérité économique et industrielle d’une ville et de sa région…
The history of the watchmaking schools in Besançon is part of the birth and continuous development of a specific industry in a very limited sector of the French territory. When studying those schools we start at the « protoindustrial » time with its roots in the revolutionary ideals of 1793 and end up with the technological upheavals of electronics and the « quartz » technology in the 1970s. Three « schools » followed one another over the long term. Each school aimed at satisfying the demands of a watchmakng industry confronted to rapidly changing technical evolutions ; so it innovated in its own way by creating an original « corpus » in the students training and most of the time upset the practices and common ideas of the time. If the first two « schools » had a limited lifespan, the last one created in 1861 by the town council itself has been supporting the industrial growth of the city and the surrounding region. Since its foundation it has stuck to the industrial reality by placing the emphasis on high standards and opening new specific branches whenever necessary, thus answering the needs of firms always looking for highly qualified staff. For a large number of French people Besançon became the « capital town of the watchmaking industry » thanks to the shops or repair workshops kept by Besançon-trained former students all over France… It served as a background to set up research and university laboratories in the city : Observatoire Chronométrique, Ecole d’Ingénieurs, Centre d’Etudes Horlogères et de Développement Industriel (Cétéhor)… It contributed to the industrial diversification of the town in fields related to watchmaking such as mechanical cutting, micromechanics, equipment and microtechniques. It was nationalized in 1891 and then belonged to the very small elite goup of the Professional National Schools that influenced the future industrial development of the country. In 1933 it moved into sparkling-new premises and was acknowledged as the flagship of technical education in France : it offered a large number of innovating courses ranging from the skilled worker to the engineer and was granted the latest equipments in every field. The path of this new school also enhanced a « humane » and « prosopographical » history ; it highlighted the part played by the numerous former students who created their own successful businesses. Being faithful to their old school they contributed to the renown and economic growth and prosperity of the city and its region… Beyond the local impact we must regard the history of the watchmaking schools as an important part of the history of Technical Education in France. To meet the needs of a soaring watchmaking industry they opened the way to the transfer of professional training from apprenticeship in workshops with its observed shortcomings to education in technical high schools. Their pedagogical innovations, the strong support of their former students created a vital school-business link that still lives on in the collective memory of the town inhabitants.In 1974 its name changed to Lycée Jules Haag thus losing any reference to watchmaking. Let us now try and understand the strong influence and success of those watchmaking schools, the active part they played in the economic industrial prosperity of a town and its surrounding region…

A public-private interface is a dynamic threshold between the private residence and the public city. It can be critically examined in terms of social scales, defensibility and ownership of space. As cities densify, they face the challenge of providing dwelling space while intensifying community integration. Current approaches to housing often rarify cultural and social richness in the resultant communities. A new framework is needed for residential development, including an awareness of social dynamics, and building respectfully on positive patterns in existing contexts. This thesis proposes a densifying mixed-used residential scheme on the vacant site of Halifax’s St. Patrick’s-Alexandra School, governed by a framework of social scales and responding to typological and physical conditions in the community. It seeks to integrate public services into existing structures, and to articulate the threshold between public and private programs, making a case for a socially vibrant model of urban housing.

This chapter explores the cult of Kateri Tekakwitha, the Mohawk maiden whose tremendous spiritual discipline (which included daily self-flagellation with tree branches, hot coals, and thorns) convinced Jesuit missionaries that Indians could be “holy” too. Since dying at age 24 in 1680, she—like Mother Julia in South Texas—hasn’t had a moment’s rest: she’s been causing miracles around the St. Lawrence River Valley (and beyond) ever since. In October 2012, she was canonized a Saint by the Vatican—the first Native American ever to be so. More than a thousand Mohawks flew to Rome to bear witness. In this chapter, the author joins the thousand who descended upon Kahnawake, the Mohawk Nation just south of Montreal, Quebec, where Kateri is buried, instead. There, at the Mission of Saint Francis Xavier, she meets an Algonquin woman who graduated from Indian Residential School and learns about the brutal legacies of Catholicism on Mohawk land.

Abstract This chapter discusses the evacuation of universities in London to the provinces during the Second World War. The largest number of students went to Cambridge, from universities such as the London School of Economics (LSE), Queen Mary College (QMC), the School of Oriental and African Studies (SOAS), Bedford College, St Bartholomew’s Hospital Medical College (Barts), the London Hospital Medical College, and the Bartlett School of Architecture. The looks at the awareness of students of the differences between their lives in Cambridge and in London. Even with the severe dislocation, both London and Cambridge colleges benefited from this relationship. The chapter references how the LSE learned the benefits of residential accommodation, and Cambridge colleges received access to new subjects such as sociology.

This Missing Patients Research Guide contains directions for finding out more about Indigenous patients who entered tuberculosis (TB) sanatoriums and hospitals in Manitoba and never returned home. Part One of the guide presents helpful start-up information. First it explains how to gather useful details including names, dates, and locations that will help in the search as well as how to move forward with your research. Then it outlines three useful “Research Tips”: all of the various names of TB treatment hospitals in Manitoba commonly attended by Indigenous patients; instructions for undertaking database searches using keywords; and techniques for linking information between Indian Residential Schools and hospitals. Last, a “Research Case Study” demonstrates some of the techniques and challenges you may encounter when researching Vital Statistics and Indian Residential School records by looking at the lives of three TB patients, Elie Caribou, Joseph Michel, and Albert Linklater. Part Two of the guide explains how to research the location of patient burials associated with nine hospitals where Indigenous patients were treated in Manitoba, including treatment for TB: Dynevor Indian Hospital, Clearwater Lake Indian Hospital, Brandon Indian Sanatorium, Ninette Sanatorium, St. Boniface / St. Vital Sanatorium, Fort Churchill Military Hospital, Norway House Indian Hospital, Fisher River Indian Hospital and Pine Falls Indian Hospital at Fort Alexander. Some of the general research information found in Part One is repeated under the individual hospitals and sanatoriums along with the specific information that may assist in searching for missing patients at each location. At the end of the guide, in Appendix A, you will find a checklist to help you in your research. Appendix B provides contact information for the organizations mentioned in this guide so that you can reach out by phone, email, or mail. Appendix C discusses accessing the records held by The National Centre for Truth and Reconciliation.