RESISTING THE MELTING POT: THE LONG TERM IMPACT OF MAINTAINING IDENTITY FOR FRANCO-AMERICANS IN NEW ENGLAND

Approximately 1 million French-Canadians moved to the United States, mainly between 1865 and 1930, and most settled in neighboring New England. In 1900 almost a fifth of all persons born in French Canada lived in the U.S. These migrants exerted considerable efforts to maintain their language and to replicate their home country institutions, most notably the schooling system, in their new country. For decades, this resistance to assimilation generated considerable attention and concern in the U.S. The concerns are strikingly similar to those often invoked today in discussions of immigration from Hispanic countries, notably Mexico. Mexicans may not be assimilating into mainstream America as European immigrants did. We look at the convergence in the educational attainment of French Canadian immigrants across generations relative to native English-speaking New Englanders and to European Roman Catholic immigrants. The educational attainment of Franco-Americans lagged that of their fellow citizens over a long period of time. By the time of the 2000 Census, they appear to have largely achieved parity. The effects of World War II, especially military service, were very important in speeding up the assimilation process through a variety of related channels: educational attainment, language assimilation, marrying outside the ethnic group, and moving out of New England. Economic assimilation was very gradual because of the persistence of ethnic enclaves.

The Costs of Doing Hard Time: A penitentiary-based regional price index for Canada, 1883-1923

We construct consumer price indices for Canada, mainly based on the expenditure records of Canada’s federal penitentiaries. Regional price variation was much greater in Canada in the late nineteenth century than in the northern U.S. The new data suggest substantial price decline to 1900. Regional price variation in Canada decreased gradually to 1914, and quickly during the First World War. For 1900-14 and 1922-3, new data are largely consistent with consumer price data compiled by The Labour Gazette. The new data suggest more inflation during the First World War.

THE COSTS OF DOING HARD TIME: A PENITENTIARY-BASED REGIONAL PRICE INDEX FOR CANADA, 1883-1923

We construct consumer price indices for Canada, mainly based on the expenditure records of Canada's federal penitentiaries. Regional price variation was much greater in Canada in the late nineteenth century than in the northern U.S. The new data suggest substantial price decline to 1900. Regional price variation in Canada decreased gradually to 1914, and quickly during the First World War. For 1900-14 and 1922-3, new data are largely consistent with consumer price data compiled by The Labour Gazette. The new data suggest more inflation during the First World War.

Labour market dynamics in Canada, 1891-1911: a first look from new census samples

This paper uses newly available census evidence to portray changes in labour market outcomes in Canada between 1891 and 1911. Multiple census cross-sections allow for the documentation of how the location, occupation, and earnings of Canadian and foreign-born cohorts changed over time. The westward movement of young anglophones after 1901 contributed to the formation of a national labour market. Anglophone, francophone, and foreign-born cohorts all experienced significant occupational mobility between 1891 and 1911, but francophones and immigrants remained over-represented at the bottom of the occupational ladder. Greater occupational and geographical mobility supported higher rates of earnings growth among Anglophones

Unilingues ou bilingues? Les Montréalais sur le marché du travail en 1901

Cette étude utilise un échantillon du Recensement canadien de 1901 pour estimer le taux de rendement du bilinguisme pour les hommes de langue maternelle anglaise et française à Montréal. Le bilinguisme a profité aux anglophones et aux francophones; et la prime au bilinguisme pour les deux groupes semble quelque peu supérieure à celle des années 1960. En 1901, un francophone bilingue qui savait lire et écrire gagnait en moyenne à peu près le même revenu qu’un anglophone unilingue catholique. Les anglophones protestants bilingues obtenaient les revenus moyens les plus élevés.This paper uses a sample of records from the 1901 Census of Canada to estimate returns to bilingualism for English and French mother tongue men in Montreal. Both anglophones and francophones gained from bilingualism, and the returns to bilingualism for both groups appear to have been somewhat higher than for men in the 1960s. In 1901, a bilingual, literate, francophone, on average earned about the same amount as a Roman Catholic, unilingual, anglophone. Bilingual Protestant anglophones had the highest average earnings

Labour market dynamics in Canada, 1891-1911: A first look from new census samples

This paper uses newly available census evidence to portray changes in labour market outcomes in Canada between 1891 and 1911. Multiple census cross-sections allow for the documentation of how the location, occupation, and earnings of Canadian and foreign-born cohorts changed over time. The westward movement of young anglophones after 1901 contributed to the formation of a national labour market. Anglophone, francophone, and foreign-born cohorts all experienced significant occupational mobility between 1891 and 1911, but francophones and immigrants remained over-represented at the bottom of the occupational ladder. Greater occupational and geographical mobility supported higher rates of earnings growth among Anglophones.labour market, census, Canada, ethnicity, anglophone, francophone, occupations, earnings regression, 1891, 1901, 1911

Conspicuous by their Absence: French Canadians and the Settlement of the Canadian West

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Unilingues ou bilingues? Les Montréalais sur le marché du travail en 1901

This paper uses a sample of records from the 1901 Census of Canada to estimate returns to bilingualism for English and French mother tongue men in Montreal. Both anglophones and francophones gained from bilingualism, and the returns to bilingualism for both groups appear to have been somewhat higher than for men in the 1960s. In 1901, a bilingual, literate, francophone, on average earned about the same amount as a Roman Catholic, unilingual, anglophone. Bilingual Protestant anglophones had the highest average earnings. Cette étude utilise un échantillon du Recensement canadien de 1901 pour estimer le taux de rendement du bilinguisme pour les hommes de langue maternelle anglaise et française à Montréal. Le bilinguisme a profité aux anglophones et aux francophones; et la prime au bilinguisme pour les deux groupes semble quelque peu supérieure à celle des années 1960. En 1901, un francophone bilingue qui savait lire et écrire gagnait en moyenne à peu près le même revenu qu’un anglophone unilingue catholique. Les anglophones protestants bilingues obtenaient les revenus moyens les plus élevés.

The supernatural in Shakespearean tragedy

This item was digitized by the Internet Archive. Thesis (M.A.)--Boston Universityhttps://archive.org/details/thesupernaturali00bag

A serious game for developing computational thinking and learning introductory computer programming

Owing to their ease of engagement and motivational nature, especially for younger age groups, games have been omnipresent in education since earliest times. More recently, computer video games have become widely used, particularly in secondary and tertiary education, to impart core knowledge in some subject areas and as an aid to attracting and retaining students. Academics have proposed a number of approaches, using games-based learning (GBL), to impart theoretical and applied knowledge,especially in the computer science discipline. Our research is concerned with the design of an innovative educational game framework focused on the development of Computational Thinking (CT) skills, and herein we introduce a serious game, based on our framework, which encourages the development of CT skills to facilitate learning introductory computer programming. We describe how a limited number of key introductory computer programming concepts have been mapped onto the game-play, and how an equivalent set of skills characterising CT can be acquired through playing the game. A survey response group of 25 students, following computer science and related degree programmes but with very diverse backgrounds and experience, provided initial usability feedback on the game. Their feedback confirmed that they found the game enjoyable, and also universally believed that this approach would be beneficial in helping students learn problem-solving skills for introductory computer programming. Feedback from this group will be incorporated in a revised version of the game, which will now be subject to rigorous experimental evaluation and analysis, to provide structured empirical evidence in support of our approach