16 research outputs found

    To Make Good Canadians: Girl Guiding in Indian Residential Schools

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    Between 1910 and 1970, the Guide movement became active and, indeed, prolific in Indian residential, day, and hostel schools, sanatoriums, reserves and Northern communities throughout Canada. In these contexts, Guiding embraced not only twentieth century youth citizenship training schemes, but also the colonial project of making First Nations and Inuit people good citizens. But ironically, while the Guide programme endeavoured to produce moral, disciplined and patriotic girls who would be prepared to undertake home and civic responsibilities as dutiful mothers and wives, it also encouraged girls to study and imitate 'wild' Indians. This thesis will explore the ways in which Girl Guides prepared girls for citizenship, arguing that the Indian, who signified to Guides authentic adventure, primitive skills and civic duty, was a model for their training. 'Playing Indian' enabled Guides to access these 'authentic' Indian virtues. It also enabled them to deny their roles as proponents of colonialism.Master of Arts in the Faculty of Arts and Sciences, Canadian Studies and Native Studie

    'I Would Like the Girls at Home': Domestic Labor and the Age of Discharge at Canadian Indian Residential Schools

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    Republished by permission of the editors.Survivors of Canadian Indian residential schools and their descendants will often recall discharge from the schools occurring at the age of either sixteen or eighteen. In fact the discharge of students from residential schools at the ages of sixteen or eighteen was a significant point of contention both for parents and other relatives of students as well as for school officials. This chapter examines the struggle over age of discharge between 1920 and 1940 through the lens of correspondence between parents and other family members, the Department of Indian Affairs (DIA) and school staff about the return of female pupils. Parents and other relatives of the students initiated the exchange, requesting that pupils nearing or past the age of sixteen be returned to them hecause they were needed at home. In response, school staff wanting to retain students to the age of eighteen and beyond insisted that female students needed the further domestic training, moral uplift and protection offered by the schools so that they could be 'fitted' to undertake employment as domestic servants upon discharge. In fact it was often the need of the schools for the domestic labor of female students that was the real concern. On both sides of the issue, gender mattered and the struggle illuminates the importance of young Indigenous women to both economies of colonization and to Indigenous communities

    The MCC Summer Service Program and Clearwater Lake Indian Hospital

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    Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students

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    This practice guide provides three recommendations for teaching algebra to students in middle school and high school. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, administrators, and other educators who want to improve their students’ algebra knowledge.https://lib.dr.iastate.edu/edu_books/1000/thumbnail.jp

    Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students

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    This practice guide provides three recommendations for teaching algebra to students in middle school and high school. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, administrators, and other educators who want to improve their students’ algebra knowledge.</p

    Six months of hybrid closed-loop versus manual insulin delivery with fingerprick blood glucose monitoring in adults with type 1 diabetes: a&nbsp;randomized, controlled trial

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    Objective:\ua0To investigate glycemic and psychosocial outcomes with hybrid closed-loop (HCL) versus user-determined insulin dosing with multiple daily injections (MDI) or insulin pump (i.e., standard therapy for most adults with type 1 diabetes).Research design and methods:\ua0Adults with type 1 diabetes using MDI or insulin pump without continuous glucose monitoring (CGM) were randomized to 26 weeks of HCL (Medtronic 670G) or continuation of current therapy. The primary outcome was masked CGM time in range (TIR; 70–180 mg/dL) during the final 3 weeks.Results:\ua0Participants were randomized to HCL (n\ua0= 61) or control (n\ua0= 59). Baseline mean (SD) age was 44.2 (11.7) years, HbA1c\ua0was 7.4% (0.9%) (57 [10] mmol/mol), 53% were women, and 51% used MDI. HCL TIR increased from (baseline) 55% (13%) to (26 weeks) 70% (10%) with the control group unchanged: (baseline) 55% (12%) and (26 weeks) 55% (13%) (difference 15% [95% CI 11, 19];\ua0P\ua0< 0.0001). For HCL, HbA1c\ua0was lower (median [95% CI] difference −0.4% [−0.6, −0.2]; −4 mmol/mol [−7, −2];\ua0P\ua0< 0.0001) and diabetes-specific positive well-being was higher (difference 1.2 [95% CI 0.4, 1.9];\ua0P\ua0< 0.0048) without a deterioration in diabetes distress, perceived sleep quality, or cognition. Seventeen (9 device-related) versus 13 serious adverse events occurred in the HCL and control groups, respectively.Conclusions:\ua0In adults with type 1 diabetes, 26 weeks of HCL improved TIR, HbA1c, and their sense of satisfaction from managing their diabetes compared with those continuing with user-determined insulin dosing and self-monitoring of blood glucose. For most people living with type 1 diabetes globally, this trial demonstrates that HCL is feasible, acceptable, and advantageous
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