Fifth Canadian Armoured Division: Introduction to Battle

The Canadian government authorized the formation of 1st Canadian Armoured Division (CAD) early in 1941. It organized at Camp Borden in March and, redesignated 5th CAD, sailed for the United Kingdom in the fall. Originally its organization was based on two armoured brigades (each of three regiments, a motor battalion and a support group composed of a field regiment, a Light Anti-Aircraft (LAA) regiment, an anti-tank regiment and an infantry battalion). In light of operational experience with armour in North Africa the organization was subsequently changed; an armoured brigade was changed for one of infantry (three battalions), and the support group was modified to include two field regiments (one self-propelled) along with the anti-aircraft and antitank units. In addition, there were a motor battalion of infantry, a reconnaissance regiment, two Royal Canadian Engineer (RCE) squadrons and the usual support and administrative units. Once this phase of the division’s reorganization was completed, 5th CAD’s two brigades were 5 Canadian Armoured Brigade (CAB) (the Strathconas, British Columbia Dragoons, the 8th New Brunswick Hussars and the Westminster Regiment as a motorized infantry battalion), and 11 Canadian Infantry Brigade (CIB) (The Perth Regiment, the Cape Breton Highlanders and the Irish Regiment of Canada). The Governor General’s Horse Guards formed the reconnaissance regiment, and artillery support came from the 17th Field, 8th Field (Self-Propelled), 4th Anti-Tank and 5th LAA Regiments. Equipping the division was a slow, drawn out process. By the end of July 1942, 5 CAB had received only 40 per cent of its tanks, a motley mixture of American General Lees and Stuarts, along with a few Canadian-built Rams which were to be the formation’s main battle tank. Not for another year were sufficient Rams available to fill the divisional establishment and, as a result, training suffered. Individual and specialist training went on continuously, and some troop movement and range practice was possible, but the division itself did not take to the field until it participated in the Army-level Exercise “Spartan” in February-March 1943. Afterwards, units were introduced to infantry tank cooperation drills, but little emphasis seems to have been given the topic, and while the pace of training picked up it was intermittent. The division’s operational readiness remained questionable

\u3cem\u3eA Canadian’s Guide to the Battlefields of Normandy\u3c/em\u3e by Terry Copp [Review]

Review of Terry Copp, A Canadian\u27s Guide to the Battlefields of Normandy. Waterloo, ON: Laurier Centre for Military Strategic and Disarmament Studies, 1994

Three essays on the political economy of forensic science

This dissertation is a collection of three essays which explores how public choice and public finance issues affect the provision and production of local public goods. This dissertation looks specifically at the provision of forensic science services. Chapter 2 explores the methodology in measuring how public or private a good is, and finds that ignoring the zoo effect can cause upward bias in the measurement of how private a good is. Chapter 3 estimates the cost differences between nationally and locally operated forensic science laboratories, and using an average total cost function, determines that nationally operated laboratories are not more or less efficient than sub-national laboratories. Finally, chapter 4 explores the Leviathan model, and finds that governments can, and in the case of the Deficit Reduction Act of 1984 do, operate in ways that reduce tax revenues

Assessment for Learning: An Outcomes-Based Approach to Enhance Learning

This paper draws on two case studies from UK universities to advance debate regarding assessment strategies and methods in the ERAU Worldwide. It focuses on the use of summative and formative assessment, the role of feedback, and the importance of learning outcomes for continuous academic improvement. Findings from the first case study, with three cohorts of graduate students, show that, where students are encouraged to learn from their mistakes via formative feedback, improvement is more likely than when standard approaches to assessment are employed. The second case study identifies one university\u27s approach to changing the design, delivery and assessment of its courses. Findings reveal the need to match assessment and learning outcomes in order to enhance students\u27 learning experiences

A monomeric StayGold fluorescent protein

StayGold is an exceptionally bright and stable fluorescent protein that is highly resistant to photobleaching. Despite favorable fluorescence properties, use of StayGold as a fluorescent tag is limited because it forms a natural dimer. Here we report the 1.6 Å structure of StayGold and generate a derivative, mStayGold, that retains the brightness and photostability of the original protein while being fully monomeric