Infant Day Care and the Working Mother: A Proposal for Reducing Maternal Anxiety

My interest in the day care of children of working mothers was stimulated by my recent involvement in a study of the need for day care facilities in Kitchener-Waterloo. During this study it became apparent that most of the facilities and the interest in day care programs was related specifically to the care and education of children ages three to five. In reviewing the findings of a questionnaire used in the study however, it was readily determined that another problem existed. A total of 75 of 170 working mothers from industry stated that they placed a total of 84 infants with relatives and babysitters while they were at work. One-half of these infants were cared for outside of their homes. Approximately one-half of the mothers indicated that they had been forced to make two or more arrangements during the year and the majority stated that arrangements were hard to make. This paper deals with three main areas. Initially, it attempts to address the general issues surrounding the provision of infant day care services. Secondly, it presents a point of view regarding the type of facility needed in the Kitchener-Waterloo area. Thirdly, it proposes the undertaking of an initial study devoted to examining the effects of a specific type of infant day care program in reducing anxiety in the low-income working mother from industry

Shaping Attitudes Toward Science in an Introductory Astronomy Class

At many universities, astronomy is a popular way for non-science majors to fulfill a general education requirement. Because general-education astronomy may be the only college-level science course taken by these students, it is the last chance to shape the science attitudes of these future journalists, teachers, politicians, and voters. I report on an attempt to measure and induce changes in science attitudes in my general-education astronomy course. I describe construction of the attitude survey, classroom activities designed to influence attitudes, and give numerical results indicating a significant improvement. In contrast, the literature on attitudes in introductory physics courses generally reports stagnation or decline. I briefly comment on some plausible explanations for this difference.Comment: v2 includes a copy of the surve

Benchmarking and performance analysis of the CM-2

A suite of benchmarking routines testing communication, basic arithmetic operations, and selected kernel algorithms written in LISP and PARIS was developed for the CM-2. Experiment runs are automated via a software framework that sequences individual tests, allowing for unattended overnight operation. Multiple measurements are made and treated statistically to generate well-characterized results from the noisy values given by cm:time. The results obtained provide a comparison with similar, but less extensive, testing done on a CM-1. Tests were chosen to aid the algorithmist in constructing fast, efficient, and correct code on the CM-2, as well as gain insight into what performance criteria are needed when evaluating parallel processing machines

On the fourth root prescription for dynamical staggered fermions

With the aim of resolving theoretical issues associated with the fourth root prescription for dynamical staggered fermions in Lattice QCD simulations, we consider the problem of finding a viable lattice Dirac operator D such that (det D_{staggered})^{1/4} = det D. Working in the flavour field representation we show that in the free field case there is a simple and natural candidate D satisfying this relation, and we show that it has acceptable locality behavior: exponentially local with localisation range vanishing ~ (a/m)^{1/2} for lattice spacing a -> 0. Prospects for the interacting case are also discussed, although we do not solve this case here.Comment: 29 pages, 2 figures; some revision and streamlining of the discussions; results unchanged; to appear in PR

Review of \u3ci\u3eTo Change Them Forever: Indian Education at the Rainy Mountain Boarding School, 1893- 1920\u3c/i\u3e By Clyde Ellis

A central element of late nineteenth-century Indian policy was the use of schools as instruments of forced acculturation. Toward this end, a three-tiered system of education emerged consisting of day schools, reservation boarding schools, and off-reservation boarding schools. In recent years historians have paid increased attention to the educational story, with most of the focus being on schools of the off-reservation variety. What has been missing is a first-rate study of a reservation school. Thanks to Clyde Ellis\u27s exceptionally fine study of the Rainy Mountain boarding school, we now have one. One of the most distinctive aspects of this book is its multi-layered perspective. First, Ellis never loses sight of the fact that the fate of the Rainy Mountain school, built to serve the Kiowas living on a section of the Kiowa Comanche- Apache Reservation in southwestern Oklahoma, was ultimately dependent on the whims of policy-makers and bureaucrats in Washington, DC. In two excellent chapters, one that sketches the assimilationist vision of Indian reformers in the last two decades in the nineteenth century, and another that examines the retrenchment from that vision during the progressive era, Ellis, with a sure hand, creates the longer policy contexts for understanding the trials and tribulations of a single school. On another level, he skillfully describes the life course of the institution itself. Here one encounters the parade of employees who passed through Rainy Mountain- superintendents, teachers, matrons, farmers and seamstresses-whose special obligation it was to civilize the Kiowas. Here, too, one gains an appreciation for the extent to which the quality of school life was dramatically affected by the poor physical conditions that beleaguered this budget-starved institution for most of its existence. Issues of cultural conflict aside, Kiowa children suffered as well from inadequate food and clothing, overcrowded dormitories, and health-threatening water and sewage systems. Finally, Ellis tells us what it was like for the students who attended the school. Here, Kiowa voices come to the fore, describing the daily grind of institutional existence including the harsh disciplinary procedures administered to runaways and violators of the English only rule. In this chapter, Ellis draws upon oral history sources wherever possible so that the reader can begin to appreciate fully what it was like for Kiowa youths to be caught up in an institution designed to change them forever. Through it all, Ellis poses the question of the school\u27s long-term significance for Kiowa identity. What will surprise some is his conclusion that despite their resistance to the assimilationist program, many Kiowas came to view the Rainy Mountain School as an important bridge to a changing world in which selective adaption to white ways was a necessary price for continued tribal survival and Kiowa identity. Pursuing the nuances of Ellis\u27s intriguing argument in this regard is just one reason to read this book. Gracefully written, well grounded in the scholarly literature, and sensitive to Kiowa voices, this is an insightful, absorbing study, worthy of attention by scholars and students alike interested in the Native American experience

Prophets of the Divine Revolution: Bad Bishop Brown, Harry F. Ward, Claude C. Williams, and the Applied Proletarian Gospel

This paper seeks to propose a unique strand of religious thought which united Marxist Christians in the United States. Using the lives and work of Bishop William Montgomery Brown, Dr. Harry F. Ward, and Reverend Claude C. Williams, this work proposes the term “applied proletarian gospel” to denote the political and religious thought of Marxist Christians who surpassed the social gospel and other proposed ideas of radical Christianity in their revolutionary and anti-capitalist thought and action. This paper finds that, although it remained a small trend among Christians, the applied proletarian gospel gave an outlet to Christians who sought to create a synthesis of Marxism and Christianity and who found class struggle and socialism to be an integral of Christian ethics

Review of \u3ci\u3eTo Change Them Forever: Indian Education at the Rainy Mountain Boarding School, 1893- 1920\u3c/i\u3e By Clyde Ellis

A central element of late nineteenth-century Indian policy was the use of schools as instruments of forced acculturation. Toward this end, a three-tiered system of education emerged consisting of day schools, reservation boarding schools, and off-reservation boarding schools. In recent years historians have paid increased attention to the educational story, with most of the focus being on schools of the off-reservation variety. What has been missing is a first-rate study of a reservation school. Thanks to Clyde Ellis\u27s exceptionally fine study of the Rainy Mountain boarding school, we now have one. One of the most distinctive aspects of this book is its multi-layered perspective. First, Ellis never loses sight of the fact that the fate of the Rainy Mountain school, built to serve the Kiowas living on a section of the Kiowa Comanche- Apache Reservation in southwestern Oklahoma, was ultimately dependent on the whims of policy-makers and bureaucrats in Washington, DC. In two excellent chapters, one that sketches the assimilationist vision of Indian reformers in the last two decades in the nineteenth century, and another that examines the retrenchment from that vision during the progressive era, Ellis, with a sure hand, creates the longer policy contexts for understanding the trials and tribulations of a single school. On another level, he skillfully describes the life course of the institution itself. Here one encounters the parade of employees who passed through Rainy Mountain- superintendents, teachers, matrons, farmers and seamstresses-whose special obligation it was to civilize the Kiowas. Here, too, one gains an appreciation for the extent to which the quality of school life was dramatically affected by the poor physical conditions that beleaguered this budget-starved institution for most of its existence. Issues of cultural conflict aside, Kiowa children suffered as well from inadequate food and clothing, overcrowded dormitories, and health-threatening water and sewage systems. Finally, Ellis tells us what it was like for the students who attended the school. Here, Kiowa voices come to the fore, describing the daily grind of institutional existence including the harsh disciplinary procedures administered to runaways and violators of the English only rule. In this chapter, Ellis draws upon oral history sources wherever possible so that the reader can begin to appreciate fully what it was like for Kiowa youths to be caught up in an institution designed to change them forever. Through it all, Ellis poses the question of the school\u27s long-term significance for Kiowa identity. What will surprise some is his conclusion that despite their resistance to the assimilationist program, many Kiowas came to view the Rainy Mountain School as an important bridge to a changing world in which selective adaption to white ways was a necessary price for continued tribal survival and Kiowa identity. Pursuing the nuances of Ellis\u27s intriguing argument in this regard is just one reason to read this book. Gracefully written, well grounded in the scholarly literature, and sensitive to Kiowa voices, this is an insightful, absorbing study, worthy of attention by scholars and students alike interested in the Native American experience

Review of \u3ci\u3eTo Change Them Forever: Indian Education at the Rainy Mountain Boarding School, 1893- 1920\u3c/i\u3e By Clyde Ellis

A central element of late nineteenth-century Indian policy was the use of schools as instruments of forced acculturation. Toward this end, a three-tiered system of education emerged consisting of day schools, reservation boarding schools, and off-reservation boarding schools. In recent years historians have paid increased attention to the educational story, with most of the focus being on schools of the off-reservation variety. What has been missing is a first-rate study of a reservation school. Thanks to Clyde Ellis\u27s exceptionally fine study of the Rainy Mountain boarding school, we now have one. One of the most distinctive aspects of this book is its multi-layered perspective. First, Ellis never loses sight of the fact that the fate of the Rainy Mountain school, built to serve the Kiowas living on a section of the Kiowa Comanche- Apache Reservation in southwestern Oklahoma, was ultimately dependent on the whims of policy-makers and bureaucrats in Washington, DC. In two excellent chapters, one that sketches the assimilationist vision of Indian reformers in the last two decades in the nineteenth century, and another that examines the retrenchment from that vision during the progressive era, Ellis, with a sure hand, creates the longer policy contexts for understanding the trials and tribulations of a single school. On another level, he skillfully describes the life course of the institution itself. Here one encounters the parade of employees who passed through Rainy Mountain- superintendents, teachers, matrons, farmers and seamstresses-whose special obligation it was to civilize the Kiowas. Here, too, one gains an appreciation for the extent to which the quality of school life was dramatically affected by the poor physical conditions that beleaguered this budget-starved institution for most of its existence. Issues of cultural conflict aside, Kiowa children suffered as well from inadequate food and clothing, overcrowded dormitories, and health-threatening water and sewage systems. Finally, Ellis tells us what it was like for the students who attended the school. Here, Kiowa voices come to the fore, describing the daily grind of institutional existence including the harsh disciplinary procedures administered to runaways and violators of the English only rule. In this chapter, Ellis draws upon oral history sources wherever possible so that the reader can begin to appreciate fully what it was like for Kiowa youths to be caught up in an institution designed to change them forever. Through it all, Ellis poses the question of the school\u27s long-term significance for Kiowa identity. What will surprise some is his conclusion that despite their resistance to the assimilationist program, many Kiowas came to view the Rainy Mountain School as an important bridge to a changing world in which selective adaption to white ways was a necessary price for continued tribal survival and Kiowa identity. Pursuing the nuances of Ellis\u27s intriguing argument in this regard is just one reason to read this book. Gracefully written, well grounded in the scholarly literature, and sensitive to Kiowa voices, this is an insightful, absorbing study, worthy of attention by scholars and students alike interested in the Native American experience