The treatment of Brazil in seven middle-grade geography textbooks

Thesis (Ed. M.)--Boston University, 195

Black hole singularities: a numerical approach

The singularity structure of charged spherical collapse is studied by considering the evolution of the gravity-scalar field system. A detailed examination of the geometry at late times strongly suggests the validity of the mass-inflation scenario~\cite{PI:90}. Although the area of the two-spheres remains finite at the Cauchy horizon, its generators are eventually focused to zero radius. Thus the null, mass-inflation singularity {\em generally}\/ precedes a crushing $r=0$ singularity deep inside the black hole core. This central singularity is spacelike.Comment: 4 pages Phys. Rev. style including five figures, provided as compressed postscript files. To appear in Physical Review Letter

Pour Une Nouvelle Orientation En Sémiotique: À Propos De "L'Oeuvre" D'Émile Zola

Paper by Patrick Brad

Working Towards a Model of Secondary School Culture

Contemporary secondary schools in Canada and the United States are complex institutions whose organizational structures, program delivery mechanisms, and institutional community members combine to produce distinctive mini-societies within their walls. Replete with complex arrays of rituals, ceremonies, as well as traditions and founded on a variety of basic assumptions, these unique cultural entities have a profound effect on the individuals, and groups who inhabit them. Indeed failure on the part of individual inhabitants to comprehend and accommodate the cultural nuances of the organizations they dwell in has the potential to significantly diminish their prospects for success in those domains. Furthermore, many of the structures and rituals of secondary school life have developed into something akin to cultural icons that have proven to be remarkably resistant to change. This article, therefore, proposes a model of secondary school culture that is intended to serve as a potential starting point for the further examination of these complex institutions.

Two Policy Approaches to Native Education: Can Reform Be Legislated?

The evolution of Canadian federal policy for Native elementary and secondary education has followed a pattern remarkably similar to that in the United States. A significant difference in the provision of educational services to indigenous peoples is, however, that whereas the United States has historically attempted to regulate and reform Native education through federal legislation, Canada has generally eschewed such a proactive strategy in favour of what Hall (1992) refers to as the “No Policy-Policy.” In this article I examine the evolution of Native education policy in both countries to determine which approach has brought Native people closer to their desired goal of having control over their children’s education. La politique fédérale canadienne d’enseignement primaire et secondaire destinée aux autochtones suit une évolution semblable à celle des États-Unis. ll existe toutefois une différence significative dans la prestation des services éducatifs aux peuples autochtones: les États-Unis ont toujours tenté de réglementer et de réformer l’éducation des autoch- tones par le biais de lois fédérales tandis que le Canada évite, en règle générale, ce genre de stratégie proactive et préfère ce que Hall (1992) désigne comme une “politique de non-politique.” Dans cet article, l’auteur analyse l’évolution, dans les deux pays, de la politique en matière d’enseignement aux autochtones afin de déterminer quelle approche permet aux peuples autochtones de se rapprocher de leur objectif, qui est de contrôler l’éducation de leurs enfants.

Senior Recital: Patrick Brady, tenor

https://digitalwindow.vassar.edu/musi_senior/1015/thumbnail.jp