The rough food mystique: the evolution of Newfoundland food culture, 1945-1975

The food culture of Newfoundland plays an important role in the daily life of its citizens. It helps instruct processes for celebrations, life cycle rituals and social gatherings. Food becomes imbued with a sense of culture and nationalistic pride. The foundations of Newfoundland’s food culture were based on themes of preservation, adoption and adaptation. These themes, along with the food they created, carried through into the twentieth century. As social, economic and political changes altered the social structure and outlook for many Newfoundlanders after Confederation, many sought symbolic means to connect with an idealized past and romantic view of life. Newfoundland food culture solidified around foods of necessity to create traditions infused with patriotism and nostalgia

Atlantic Advocate, vol. 50, no. 01 (September 1959)

Range: vol. 47, no. 1 (September 1956) - vol. 82, no. 5 (January 1992) only.Running from September 1952 to January 1992, the Atlantic Advocate published news and other material about Atlantic Canada. By the end of the 1950s it had absorbed both the Atlantic Guardian and the Maritime Advocate and Busy East. (Christine M. Brown, "Atlantic Advocate," Encyclopedia of Newfoundland and Labrador, vol. 1, p. 86.

Global Forest Decimal Classification (GFDC)

The English and German sections are provides as two separate files

The Wellesley News (10-04-1928)

https://repository.wellesley.edu/news/1799/thumbnail.jp

Atlantic Advocate, vol. 51, no. 02 (October 1960)

Range: vol. 47, no. 1 (September 1956) - vol. 82, no. 5 (January 1992) only.Running from September 1952 to January 1992, the Atlantic Advocate published news and other material about Atlantic Canada. By the end of the 1950s it had absorbed both the Atlantic Guardian and the Maritime Advocate and Busy East. (Christine M. Brown, "Atlantic Advocate," Encyclopedia of Newfoundland and Labrador, vol. 1, p. 86.

Resource-based single industry communities: a unit of curriculum and instruction based on the theories of Mauritz Johnson and the criteria of the Canada Studies Foundation

The purpose of this study was to develop a unit of curriculum and instruction on resource-based single industry communities using the theories of Mauritz Johnson and the criteria of the Canada Studies Foundation. The unit which has been developed could be used as a supplement to the existing social studies programs for upper high school students. -- The unit is multimedia in nature and includes a student text, a teacher's manual, wall charts, overhead transparencies, an audio tape, and suggested activities. The "curriculum," or matrix of intended learning outcomes for the unit, was drawn from several areas of the social sciences - history, geography, sociology, anthropology, and economics - and from non-disciplined knowledge contained in magazine articles, newspapers, union records, company records, and conversations with various individuals having some knowledge of single industry communities. -- At various stages in the development of the unit subject matter specialists, social studies experts and audio-visual specialists were consulted and their suggestions were incorporated into the unit. Fry's Readability Formula (1968) was applied to the student text to ascertain whether or not the reading level was suitable for upper high school students, and Anderson's "Guiding Questions" (1972) were used throughout to assure that Johnson's Theories (1967; 1969) were being adhered to. Finally, it was placed in six classrooms in the Gander area - four grade ten and two grade eleven - for field testing. In three grade ten classes the unit was taught in totality, and in three others only short sections were used. Results of the formative evaluation showed that the unit was readable, teachable, and valid. -- The following conclusions were drawn from the study: -- 1. Johnson's theories, if used in conjunction with some criteria for selection and organization, can provide a workable model for curriculum and instructional development. -- 2. The criteria of the Canada Studies Foundation can provide much guidance for the inexperienced developer who wishes to produce curriculum and instruction materials on Canadian topics. -- 3. The unit can be successfully taught in urban and rural Newfoundland classrooms by teachers who have had no inservice training or background study on the topic of single industry communities

Atlantic Advocate, vol. 48, no. 03 (November 1957)

Range: vol. 47, no. 1 (September 1956) - vol. 82, no. 5 (January 1992) only.Running from September 1952 to January 1992, the Atlantic Advocate published news and other material about Atlantic Canada. By the end of the 1950s it had absorbed both the Atlantic Guardian and the Maritime Advocate and Busy East. (Christine M. Brown, "Atlantic Advocate," Encyclopedia of Newfoundland and Labrador, vol. 1, p. 86.

Santa Fe New Mexican, 11-05-1910

https://digitalrepository.unm.edu/sfnm_news/1363/thumbnail.jp

A Classification for Medical and Veterinary Libraries

The third edition of Classification for Medical and Veterinary Libraries is a long overdue revision of Cyril C. Barnard’s scheme, last updated in 1955. Barnard devised his scheme to meet the specialist focus of the London School of Hygiene & Tropical Medicine, focusing on tropical medicine and public health. Unlike many schemes, Barnard’s is based on specific entry, with an almost entirely alphabetical notation system. Classes include the sciences, general medicine, history of medicine, epidemiology, diseases and causative agents, pathology, diagnosis, specialties of medicine, surgery, dentistry, veterinary science, agriculture, and the social sciences. Auxiliary schedules enable further subdivision under any topic. This new edition provides a classification scheme which meets health-focused library and information services’ collections requirements and reflects current research and teaching priorities in public and global health. Subjects and structures have been revised to support increased findability and accessibility of resources. Equity, diversity and inclusion are promoted, with conscious and unconscious biases challenged. Language and content have been decolonised, resisting colonial taxonomies, integrating different voices and acknowledging the global creation of knowledge. The scheme supports library collection management activities and is suitable for integration across research systems which use taxonomies, leading to benefits for both libraries and their wider organisations