Fifth Brigade at Verrieres Ridge

The Fifth Canadian Infantry Brigade arrived in France on 16 July 1944 during the worst days of the battle of Normandy. The Allies had expected heavy losses on the D-Day beaches and then, once through the Atlantic Wall, lighter casualties in a war of rapid movement. The opposite had happened. The coastal defences had been quickly breached, but then there were only slow movement and horrendous casualties. In one month more than 40,000 U.S. troops were killed, wounded or missing, while almost 38,000 British and Canadian troops shared the same fate. The Allied air forces enjoyed total air superiority over the battlefield, but in June alone the cost was 6,200 aircrew. Soldiers on both sides were beginning to say that it was 1914–1918 all over again—a static battle of attrition with gains measured in yards and thousands of dead

Minding the aesthetic: The place of the literary in education and research.

The article discusses the significance of aesthetic as a mode of cognition and means of social cohesion. It notes the relation of aesthetic knowledge with the perception or intuition, the emergence of such awareness into something durable and the response to the embodiment. It describes the evolution of aesthetic delight in the human species, the sense of sense of beauty arising on one's realization of the formal qualities of something, through the poem presented by the author on achievement

The rescue, reform and restoration of childhood : a hundred years of child labour in Britain (1780-1880) : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Social Anthropology at Massey University, Palmerston North, New Zealand

Over the past twenty years, child labour has drawn heightened attention from the global community, especially through debates over labour standards and international trade. The plight of these working children in the present-day Third World is however not unlike the plight of those children who were once employed in the fields, factories, mines and workshops of Britain. In the eighteenth and nineteenth centuries it was the industrialisation of the British economy that intensified the exploitation of children and normalised their labour. Today, it is globalisation and the World Market that assumes this role, overwhelming the lives of millions of children in the Third World. The interests of working children in Britain were clearly of low priority in the years prior to the 1840 s, just as they are today in many underdeveloped countries around the globe. This thesis aims to draw attention to these similarities by revisiting the past and by trying to unravel the interconnected narratives that have produced the countless theories that seek to explain this phenomenon. This study also analyses the relationships between child labour on the one hand, and economic development and the socioeconomic structures of a society on the other and challenges the simplistic common belief that poverty is the cause of child labour and that child labour can be reduced only through economic development. One important conclusion of this study is that child labour is affected by the transformation of the economic and social structure rather than merely dictated by the economic necessities of households that supply child labourers. Thus the one thing that becomes abundantly clear from this study is that when it comes to understanding and evaluating child labour - regardless as to whether it is the spinning of cotton in a British mill of the nineteenth century or the weaving of carpets in a Pakistani factory of the twenty-first century - childhood and adulthood are interdependent and the ways in which children are treated are in turn a reflection of the values and priorities of adult society

The nature of risk in complex projects

© 2017 Project Management Institute, Inc. Risk analysis is important for complex projects; however, systemicity makes evaluating risk in real projects difficult. Looking at the causal structure of risks is a start, but causal chains need to include management actions, the motivations of project actors, and sociopolitical project complexities as well as intra-connectedness and feedback. Common practice based upon decomposition-type methods is often shown to point to the wrong risks. A complexity structure is used to identify systemicity and draws lessons about key risks. We describe how to analyze the systemic nature of risk and how the contractor and client can understand the ramifications of their actions

Constructing English in New Zealand: A report on a decade of reform

In 1991, the newly elected National Government of New Zealand set in train a major reform of the New Zealand national curriculum and, a little later, a major reform of the New Zealand qualifications system. These reforms have had a major impact on the construction of English as a subject in New Zealand secondary schools, and the work and professional identity of teachers. This article uses as a basis for analysis a framework which posits four paradigms for subject English and proceeds to examine the current national English curriculum in New Zealand for its underlying discourses. In specific terms, it explores questions of partition and progression, and terminology. In respect of progression, it argues that the current curriculum has imposed a flawed model on teachers and students, in part because of its commitment to the assignment of decontextualised outcomes statements (‘achievement objects’) to staged levels of student development (levels). It also argues that much of the terminology used by the document has had a negative impact on metalinguistic classroom practice. Finally, while it views the national English curriculum as a discursively mixed bag, it notes an absence of critical discourses and a tendency, in recent qualifications reforms, to construct English teachers as technicians and the subject as skills-based