Jordan's Principle: Reconciliation and the First Nations Child

2018 ◽  
Vol 26 (4) ◽  
pp. 3
Author(s):  
Colleen Sheppard
Keyword(s):  
First Nations ◽  
Social Economic ◽  
Residential Schools ◽  
Health Needs ◽  
Short Life ◽  
Nations Child ◽  
Starting Point

In this article, I explore the connections between Jordan’s Principle and reconciliation. The forced institutionalization of children during the residential schools era resonates with the fact that Jordan Anderson was institutionalized in a hospital and unable to live in his community during his short life. Ensuring that First Nations children are treated fairly and are secure in having their social, economic, educational, and health needs met is understandably a fundamental starting point for reconciliation.

scholarly journals Jordan’s Principle: Reconciliation and the First Nations Child

2019 ◽  
Vol 27 (1) ◽  
pp. 3-12
Author(s):  
Colleen Sheppard
Keyword(s):  
Child Welfare ◽  
First Nations ◽  
Indigenous Peoples ◽  
Residential Schools ◽  
Truth And Reconciliation Commission ◽  
Child Welfare Services ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Nations Child ◽  
The Individual

The Truth and Reconciliation Commission of Canada (TRC) was mandated to “document the individual and collective harms” of residential schools and to “guide and inspire a process of truth and healing, leading toward reconciliation.”  The stories of survivors revealed the intergenerational and egregious harms of taking children from their families and communities. In seeking to redress the legacy of the residential schools era, the TRC Calls to Action include greater recognition of self-governance of Indigenous Peoples, as well as numerous recommendations for equitable funding of health, educational, and child welfare services.

Trauma Histories, Impact of Residential Schools, and the Mental Health among Manitoba First Nations Adults living On On-Reserve

2009 ◽  
Author(s):  
Brenda Elias ◽  
Amanda Woods ◽  
Madelyn Hall ◽  
Say Hong ◽  
Javier Mignone ◽  
...  
Keyword(s):  
Mental Health ◽  
First Nations ◽  
Residential Schools ◽  
Trauma Histories

scholarly journals Aproximación metodológica al análisis de contenidos a partir del discurso de los actores. Un ensayo de investigación social de procesos de desarrollo local (Loja, Ecuador)

2018 ◽  
Author(s):  
Diana Mendieta Vicuña ◽  
Javier Esparcia Pérez
Keyword(s):  
Content Analysis ◽  
Wind Farm ◽  
Social Economic ◽  
Local Development ◽  
Methodological Approach ◽  
Stakeholder Analysis ◽  
The Core ◽  
Starting Point ◽  
Development Processes ◽  
Institutional Actors

El análisis de contenidos está en el centro de gran cantidad de estudios de investigación social. Por su parte, el análisis del sistema de actores también ha sido ampliamente explotado en el estudio de procesos de desarrollo local, bajo diferentes aproximaciones. Sin embargo, este trabajo tiene como objetivo mostrar algunas de las potencialidades y ventajas del análisis de contenidos a partir del discurso de los actores implicados en procesos de desarrollo local. Para ello, se toma como punto de partida la información primaria obtenida de las entrevistas semiestructuradas realizadas a una muestra de actores sociales, económicos e institucionales vinculados a la puesta en marcha de la central eólica Villonaco (Loja, Ecuador). Según el gobierno ecuatoriano, esta ha de tener una clara proyección en el desarrollo local, y de ahí el interés por analizar estos procesos desde esta perspectiva metodológica. Para mostrar las potencialidades del análisis de contenidos a partir del discurso de los actores se utiliza el software MAXQDA, que permite, tras la codificación de la información, analizar los diferentes temas y subtemas que definen las posiciones y valoraciones de los actores implicados.The content analysis is at the core of a large number of social studies. On the other hand, the stakeholder analysis has been widely used in the study of local development processes from different approaches. However, this paper aims to show the potential and advantages of content analysis based on the actors’ discourse involved in local development processes. Primary information obtained from interviews conducted with a sample of social, economic and institutional actors linked to the starting up and operation of Villonaco Wind Farm (Loja, Ecuador), has been taken as a starting point. According to the Ecuadorian government, this wind farm should have a clear projection in local development, hence the interest in the analysis of these processes using this methodological approach. Software MAXQDA is used to show the potential of content analysis. This tool allows, after the encoding process of information, to analyze the various topics and subtopics that define the positions adopted by the actors and their appraisals of the studied processes.

scholarly journals Sukcesy fińskiego systemu edukacji, czyli dlaczego Finlandia szczyci się jednym z najlepszych systemów szkolnictwa na świecie – porównawcze studium przypadku

2018 ◽  
pp. 349-365
Author(s):  
Ewelina Czujko-Moszyk
Keyword(s):  
Social Economic ◽  
Educational Reforms ◽  
High Quality ◽  
Political Factors ◽  
Descriptive Case Study ◽  
Education Major ◽  
Starting Point ◽  
The World ◽  
High Social Status

This paper seeks to answer the question why Finland is considered to have one of the best education systems in the world. The author aims at providing a descriptive case study of Finland in comparison to the Polish educational system with some reference to other Western countries. The world first noticed Finland following the release of PISA results in 2001. Yet, PISA overview is just a starting point for this case study. The paper analyses different social, economic and political factors which, in the author’s opinion, contributed the most to the Finnish success in education. Major arguments for the Finnish success are preceded by an overview of educational reforms from the 1950s until the present. The author argues that the remarkably high social status of teachers, their autonomy and great qualifications,consistency in educational reforms which offer high quality, equity and decentralization are the primary reasons for Finland’s global success. All of the above achievements are compared to Poland’s current situation in education.

scholarly journals Our Shared Future: Windows into Canada’s Reconciliation Journey — A Review

2020 ◽  
Vol 5 (4) ◽  
pp. 178-182
Author(s):  
Peter D Shipley
Keyword(s):  
First Nations ◽  
Indigenous People ◽  
Panel Discussion ◽  
Recovery Process ◽  
Residential Schools ◽  
Truth And Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Road Map ◽  
To Come ◽  
New Recruits

The challenges and complexity of the reconciliation process are still not well understood by a large number of non-Indigenous people in Canada. As a nation, we are attempting to grasp the intricacy of how to unravel and atone for the damage that has been done in establishing and managing the more than 130 residential schools in Canada. This not only impacted more than 150,000 First Nations, Métis, and Inuit children but destroyed generations of families that are still and will continue to be impacted for years to come. The official apology from Prime Minister Stephen Harper on June 11, 2008, to all Indigenous people in Canada for the atrocities of the Indian Residential Schools was the start of a very long and painful continuous journey. The 94 calls to action released in 2015 by the Truth and Reconciliation Commission provide a road map to a complex recovery process for Indigenous people across the country. In January 2018, Health Canada held a national panel discussion with Indigenous leaders and experts on the question “Reconciliation—What Does it Mean?” One of the main themes of reconciliation revolves around education, and, in order to stay focused, we must continue to educate Canadians, including police leaders and new recruits, as we move through the meandering path of econciliation. The book Our Shared Future provides an outstanding in-depth look through the windows into a number of individual perspectives on the reconciliation journey.

scholarly journals On not researching school leadership: the contribution of S. J. Ball

2013 ◽  
Author(s):  
Helen M. Gunter
Keyword(s):  
School Leadership ◽  
Cultural Context ◽  
Social Economic ◽  
School Leaders ◽  
Interview Data ◽  
The Political ◽  
Public Intellectuals ◽  
Critical Reading ◽  
Educational Professionals ◽  
Starting Point

Stephen Ball's research continues to make a contribution to describing, understanding and explaining the political, social, economic and cultural context in which educational professionals locate their practices. Therefore, Ball engages with issues about school leadership, but he does not set out to present solutions for school leaders. Based on critical reading and interview data, I show how by not researching school leadership he makes a robust and relevant analysis of school leadership for the profession. He makes a contribution to understanding the realities of doing and thinking about leaders doing leadership and exercising leadership, where his starting point is to work with the profession as public intellectuals.

Apprenticeship Indentures and Apprentices in Medieval England, 1250–1500

2022 ◽  
Author(s):  
◽  
Rhiannon E. Sandy
Keyword(s):  
Social Economic ◽  
Legal Aspects ◽  
Medieval England ◽  
Cheap Labour ◽  
Fictive Kinship ◽  
Starting Point ◽  
Original Survey ◽  
The Cost ◽  
Official Records

This thesis uses apprenticeship indentures to offer a novel insight into guilds and apprenticeship in medieval England. Indentures offer a unique view of idealised master-apprentice relationships, which are otherwise only visible in official records. A collection of 82 surviving indentures forms a starting point for exploring social, economic, and legal aspects of apprenticeship in medieval England, both within and outside the guild system. Chapter 1 outlines the content of indentures and provides a guide to their general form. Indentures developed gradually in response to social, economic and legal factors; these are explored in subsequent chapters. Chapter 2 discusses the enforceability and enforcement of legislation pertaining to apprenticeship, as well as exploring the legal complexities of indentures as binding legal agreements made by minors. Chapter 3 considers apprenticeship in three ways in the context of the guild system: as a means of exploitation, as a means of exclusion, and as a means of providing technical training. No single model prevails, but the influence of each depends on geographical, economic, and temporal factors. Subsequent chapters provide an overview of the reality of apprenticeship. Chapter 4 discusses the use of behavioural clauses in indentures, which controlled apprentices’ behaviour with the primary aim of protecting masters’ reputations. Chapter 5 explores apprentices’ expectations of the apprenticeship, including provision of training. Chapter 6 presents novel estimates, based on surviving records, of the cost of maintaining an apprentice, concluding that they were not ‘cheap’ labour. Historians have not previously considered this cost. Chapter 7 uses testamentary evidence to examine close master-apprentice relationships, highlighting the importance of fictive kinship. Civic enfranchisement and its relative importance is also discussed. Overall, this thesis provides an original survey of apprenticeship in medieval England, based mainly on evidence from a previously neglected document type.

scholarly journals M223. EXPLORING YOUR PERSONAL IDENTITY: USING USER-CENTRED-DESIGN FOR THE DEVELOPMENT OF A NEW INTERVENTION FOR SERVICE USERS WITH COMPLEX MENTAL HEALTH NEEDS

2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S220-S221
Author(s):  
Lisette Van der Meer ◽  
Tessa Jonker ◽  
Charlotte Wunderink ◽  
Jaap van Weeghel ◽  
Marieke (Gerdina) Pijnenborg ◽  
...  
Keyword(s):  
Mental Health ◽  
Design Process ◽  
Mental Health Professionals ◽  
Psychosocial Intervention ◽  
Health Needs ◽  
Service Users ◽  
Personal Recovery ◽  
Mental Health Needs ◽  
User Centred Design ◽  
Starting Point

Abstract Background Introduction: As a human being we give meaning to our stories, in relation to the social and physical context. For people with severe and complex mental health needs, who have been dependent on (intensive) residential psychiatric support for a long time, it is possible that talents and qualities disappear because this part of their identity has been buried under a long psychiatric history. This can result in people’s identity becoming limited to ‘patient’, and the experience of life as meaningless. Objectives For these service-users, few interventions aimed at personal recovery are available that match their cognitive and communicative skills. In this project, we developed a new psychosocial intervention to stimulate self-reflection and personal recovery. Methods The development of the intervention took place through a “user-centred-design process” (UCD). UCD is an iterative design process in which the needs and wishes of the user are the starting point, and they remain central in the product design circle. Throughout the whole design process, service users, significant others, mental health professionals, peer support workers, artists, and researchers collaborate in order to design a first testable prototype. For each step of design process, we organized focus group meetings and brainstorm sessions with all stakeholders as well as individual interviews with service users. Based on the input in these meetings and interviews, the design was adapted. This was done for each consecutive step, which made the whole design process iterative by nature. Results A new psychosocial intervention entitled “This Is Me” was developed as a “journey of discovery” through the lives of service users at both verbal and non-verbal levels. From the UCD process four basic principles underlying the intervention were disentangled that have been incorporated in the intervention: 1) “gaining new experiences”, 2) “attention for (self)stigma”, 3) “equal treatment as a person”, 4) “uniqueness of the individual”. This resulted in an intervention in which service-users, together with a teammate, engage in new experiences. Moreover, they are prompted to reflect on these experiences upon their return. With this process, we aim to support people in (re)discovering roles, talents and characteristics to broaden the identity from ‘patienthood’ to ‘personhood’. Discussion Conclusions: UCD was a useful method for the development of a new psychosocial intervention targeting identity for people with complex mental health needs. The process resulted into new knowledge about factors that are important in the (re)development of identity. In addition, we will present the first results of a pilot study in which we assessed the feasibility and effectiveness of the intervention.

Life and Sport — Analysis on the Influence of Sports Architecture on Urban Development

2014 ◽  
Vol 584-586 ◽  
pp. 559-563
Author(s):  
Yang Zhao ◽  
Xu Bai
Keyword(s):  
Urban Development ◽  
Functional Role ◽  
Urban Culture ◽  
Urban Landscape ◽  
Social Economic ◽  
Development Trend ◽  
Cultural Development ◽  
Starting Point ◽  
The Social ◽  
The Relationship

Sports will bring interests for the urban development, which is the starting point of the paper, then the relationship between urban development, urban landscape environment, urban culture and the sports building is analyzed to reflect on the design demands and the transformation of functional role, moreover the diversified development trend of sports building in the social, economic and cultural development as well as their commensal and harmonious design are proposed.

Introduction: Residential Schools and Decolonization

2012 ◽  
Vol 27 (1) ◽  
pp. 67-73 ◽  
Author(s):  
Rosemary Nagy ◽  
Robinder Kaur Sehdev
Keyword(s):  
First Nations ◽  
Residential Schools ◽  
School Experience ◽  
Aboriginal Peoples ◽  
Royal Commission ◽  
Residential School ◽  
Way Of Life ◽  
Government Of Canada ◽  
Poor Ventilation ◽  
Settler Society

“Home” to more than 150,000 children from the 1870s until 1996, the residential school system was aimed at “killing the Indian in the child” and assimilating First Nations, Métis, and Inuit children into white settler society. It was, in short, a genocidal policy, operated jointly by the federal government of Canada and the Catholic, Anglican, United, and Presbyterian Churches. Children as young as four years old were torn from their families and placed in institutions that were chronically underfunded; mismanaged; inadequately staffed; and rife with disease, malnutrition, poor ventilation, poor heating, neglect, and death. Sexual, emotional, and physical abuse was pervasive, and it was consistent policy to deny children their languages, their cultures, their families, and even their given names. While some children may have had positive experiences, many former students have found themselves caught between two worlds: deprived of their languages and traditions, they were left on their own to handle the trauma of their school experience and to try to readapt to the traditional way of life that they had been conditioned to reject. Life after residential school has been marred for many by alcohol and substance abuse, cycles of violence, suicide, anger, hopelessness, isolation, shame, guilt, and an inability to parent.First Nations leader Phil Fontaine catalysed the struggle for redress in 1990 when he stunned Canada by speaking about his residential-school experience. The second major catalyst was the Royal Commission on Aboriginal Peoples (RCAP) of 1991–1996, which broadly exposed the horrors of residential schools to Canadians and called for a public inquiry.

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