love inspired historical february 2016 box set reclaiming his pastthe texan s engagement agreementthe express rider s ladya practical partnership

Download Book Love Inspired Historical February 2016 Box Set Reclaiming His Pastthe Texan S Engagement Agreementthe Express Rider S Ladya Practical Partnership in PDF format. You can Read Online Love Inspired Historical February 2016 Box Set Reclaiming His Pastthe Texan S Engagement Agreementthe Express Rider S Ladya Practical Partnership here in PDF, EPUB, Mobi or Docx formats.

Provides the final report of the 9/11 Commission detailing their findings on the September 11 terrorist attacks.

This is the Final Report of Canada's Truth and Reconciliation Commission and its six-year investigation of the residential school system for Aboriginal youth and the legacy of these schools. This report, the summary volume, includes the history of residential schools, the legacy of that school system, and the full text of the Commission's 94 recommendations for action to address that legacy. This report lays bare a part of Canada's history that until recently was little-known to most non-Aboriginal Canadians. The Commission discusses the logic of the colonization of Canada's territories, and why and how policy and practice developed to end the existence of distinct societies of Aboriginal peoples. Using brief excerpts from the powerful testimony heard from Survivors, this report documents the residential school system which forced children into institutions where they were forbidden to speak their language, required to discard their clothing in favour of institutional wear, given inadequate food, housed in inferior and fire-prone buildings, required to work when they should have been studying, and subjected to emotional, psychological and often physical abuse. In this setting, cruel punishments were all too common, as was sexual abuse. More than 30,000 Survivors have been compensated financially by the Government of Canada for their experiences in residential schools, but the legacy of this experience is ongoing today. This report explains the links to high rates of Aboriginal children being taken from their families, abuse of drugs and alcohol, and high rates of suicide. The report documents the drastic decline in the presence of Aboriginal languages, even as Survivors and others work to maintain their distinctive cultures, traditions, and governance. The report offers 94 calls to action on the part of governments, churches, public institutions and non-Aboriginal Canadians as a path to meaningful reconciliation of Canada today with Aboriginal citizens. Even though the historical experience of residential schools constituted an act of cultural genocide by Canadian government authorities, the United Nation's declaration of the rights of aboriginal peoples and the specific recommendations of the Commission offer a path to move from apology for these events to true reconciliation that can be embraced by all Canadians.

Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.

Institutional care for seniors offers a cultural repository for fears and hopes about an aging population. Although enormous changes have occurred in how institutional care is structured, the legacies of the poorhouse still persist, creating panicked views of the nursing home as a dreaded fate. The paradoxical nature of a space meant to be both hospital and home offers up critical tensions for examination by age studies scholars. The essays in this book challenge stereotypes of institutional care for older adults, illustrate the changes that have occurred over time, and illuminate the continuities in the stories we tell about nursing homes.

The Air Force Special Operations Command (AFSOC) special tactics community is a small, tight-knit brotherhood of proficient and committed warriors, consisting of special tactics officers and combat controllers, combat rescue officers and pararescuemen, and officer and enlisted special operations weathermen. These warriors have consistently proven themselves to be an invaluable force multiplier throughout history in conflicts around the world. This is their story.--Provided by publisher.

Whether it's childhood make-believe, the theater, sports, or even market speculation, play is one of humanity's seemingly purest activities: a form of entertainment and leisure and a chance to explore the world and its possibilities in an imagined environment or construct. But as Roberte Hamayon shows in this book, play has implications that go even further than that. Exploring play's many dimensions, she offers an insightful look at why play has become so ubiquitous across human cultures. Hamayon begins by zeroing in on Mongolia and Siberia, where communities host national holiday games similar to the Olympics. Within these events Hamayon explores the performance of ethical values and local identity, and then she draws her analysis into larger ideas examinations of the spectrum of play activities as they can exist in any culture. She explores facets of play such as learning, interaction, emotion, strategy, luck, and belief, and she emphasizes the crucial ambiguity between fiction and reality that is at the heart of play as a phenomenon. Revealing how consistent and coherent play is, she ultimately shows it as a unique modality of action that serves an invaluable role in the human experience.

In 1970 a small group of young Inuit women in Pangnirtung on Baffin Island began to tell a story - a story about their past, their culture, their lives - a story told through woven pictures. The first book dedicated to the art form of tapestry weaving, Nuvisavik shows how weaving became a bridge between nomadic camp life and life in a permanent settlement. The tapestries, meticulously woven by women trained by their mothers as seamstresses, portray images wistfully remembered by elders in the community and captured by local artists. Both the drawings and the tapestries convey the pride of the Inuit in their culture. The tapestries are presented against a rich cultural and historical context. Two of the essays in the book are based on interviews with elders and reflect the colourful history of the Cumberland Sound, where sustained contact between Inuit and Americans and Scots began as early as the mid-nineteenth century. The cultural content of the tapestries is discussed by members of the Inuit community, decoding otherwise enigmatic and puzzling images. A wonderful blend of art history and cultural history, Nuvisavik will entertain the scholar and art collector as well as readers with a special interest in the history of the Canadian North. Contributors include July Papatsie, a well-established artist from Pangnirtung who brings his personal background and knowledge of his culture to his writing; Deborah Hickman, a tapestry weaver herself, who was general manager and artistic advisor to the Pangnirtung Tapestry Studio from 1980 to 1983; Cathleen Knotsch, a researcher who specializes in issues pertaining to the Canadian Eastern Arctic; and Maria von Finckenstein.

Top Download: