8 research outputs found
To Sarah Brooke Farquhar-from Adele Howell Lafitte, 1857
No full textTwo letters to Sarah Brooke Farquhar from Adele Howell Lafitte written in 1857
To Sarah Brooke Farquhar -- from Eliza E. Farquhar with Anna Farquhar Brooke and Adele Howell Lafitte, 1856
No full textOne letter addressed to Sarah Brooke Farquhar from Eliza E. Farquhar with additional notes from Anna Farquhar and Adele Howell Lafitte
To Sarah Brooke Farquhar with Anna Farquhar Brooke-from Eliza Farquhar with Adele Howell Lafitte, 1856
No full textOne letter in two parts. First two pages are to Sarah Brooke Farquhar from Eliza Farquhar. Third page is to Anna Farquhar Brooke from Adele Howell Lafitte. Last page is blank. Both portions written on October 26, 1856
Blurring the Lines? International Humanitarian Non-Governmental Organisations and the Military use of Aid and Development in Afghanistan
No full textThis thesis explores the theory that International Humanitarian Non-governmental Organisations (IHNGOs) have increasingly become part of the world-ordering security agenda of developed western states since the end of the Cold War. It argues that the adoption of humanitarian aid and development activities by intervening military forces in Afghanistan, criticised by IHNGOs for blurring the boundaries between humanitarian and military actors, is a symptom of, rather than the central reason for, reduced humanitarian space in Afghanistan. This study contends that the central issue is the wider integration of political, military and humanitarian action into the process of state-building as a way to pacify areas of conflict and instability that otherwise present potential security threats to the developed world. This has become even more pronounced with the aims of the Global War on Terror (GWOT) since 2001.
The merging of humanitarian aid and development with security in the pursuit of stable states has occurred as an international response to the humanitarian crises and intra-state wars since the end of the Cold War. Military involvement of this kind is typified in Afghanistan by Provincial Reconstruction Teams (PRTs) that combine security and development action. During the 1990s humanitarianism also underwent a metamorphosis as concern about the role aid could have in fuelling conflict and a desire to ameliorate the underlying causes of poverty and conflict led many aid agencies to adopt a new vision of humanitarianism that had political and social goals beyond those of just meeting the immediate needs of populations in crisis. Another feature of humanitarian interventions of the 1990s was the ambitious expectations placed upon IHNGOs and intervening military forces from the international community to manage or resolve these crises without a corresponding level of long-term political, economic and military commitment. These issues are also present in post-2001 Afghanistan where IHNGOs initially supported an international intervention and a new government which has since been faced with a growing insurgency. Consequently, involvement with state-building, governance, rights and development have placed IHNGOs at odds with the insurgents.
A case study approach is used to examine five major IHNGOs and how they fit into the context of the international state-building project in post-2001 Afghanistan. The central finding of this study is that the integration of humanitarian aid and development into state-building as a means to enhance international security has seriously compromised the claims to the principles of neutrality, impartiality and independence central to the concept of humanitarian space and consequently the security of the IHNGOs in the ongoing Afghanistan conflict.
To overcome these problems this study suggests that IHNGOs should place their humanitarian aid activity under a separate umbrella organisation that operates under the neutral, impartial and independent principles adhered to by the International Committee of the Red Cross (ICRC), the organisation in this study that has managed to maintain some acceptance and dialogue with all parties to conflict
VOICES BY THE SEA: A DIALOGIC READING OF THE EXODUS NARRATIVE
No full textIt is known that the biblical account of Israel’s past consists of diverse generic, thematic and ideological elements, between which inconsistencies and tensions sometimes arise. This phenomenon is defined as ‘scriptural complexity’. From early times this complexity has been treated by source or redaction criticism; currently, canonical-theological and literary approaches are employed. This thesis adopts a Bakhtinian ‘dialogic’ approach to languages and literary voice, to study the ‘scriptural complexity’ in the book of Exodus, especially the narrative in chaps. 12-14 and the inserted song in chap. 15. After introducing the ‘scriptural complexity’ and the possible methods of dealing with it (Chapter 1), and the life and the concept of dialogism of Bakhtin (Chapter 2), the Bakhtinian concepts will be adopted and applied to the book of Exodus. A survey of the voices of the ‘speaking person’ in the book will be conducted, and the Passover instructions in Exodus 12 will be used as a test case to illustrate what results from a dialogic reading of the biblical text (Chapter 3). Based on this, a dialogic reading of the narrative of the Israelites crossing the Sea (Chapter 4) and the Song of the Sea (Chapter 5) will be performed. The voice of the narrator in the narrative of the Israelites’ crossing of the Sea will also be studied (Chapter 6).
The reading shows that several different ‘voices’ are involved in the transmission of the tradition, and these represent a dialogue between different possible ideologies. This dialogue re-accentuates the authoritative voice of YHWH such that it allows later generations to participate truly and dialogically in the observance of the traditions. Exploring the multiple and complex dialogic relationships between the various voices indicates that the narrative in the Exodus events foregrounds the characters’ voices, and allows them to interact dialogically. It results in an enriched and multilayered understanding of the role of each ‘voice’ in the story. The exploration of the dialogic relationship between the singing voices of the inserted song and the narrative voices also enables the reader to understand and respond to the implicit significance of YHWH’s action in the narrative. Analysis of the Bakhtinian concept of ‘authoring’ also suggests that the narrator’s voice represents the authorial voice of the biblical narrative. By bestowing form to the verbal material, this authorial voice leads the reader to participate in a dialogue between the various voices and to co-author the values and significance according to various ‘dialogizing backgrounds’. This thesis argues that it is beneficial to read the biblical discourse as utterance with ‘voices’ rather than mere text, so that the reader can re-enter the once uttered discourse and participate in a living dialogue through the ‘scriptural complexity’
Reunion Huntsville 1907-1982
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DEDICATION
The Huntsville School Reunion Committee wishes to dedicate this book to the eight
persons still living, who were original students of the Huntsville School in September 1907.
Ruth (Noble) Christianson: Attended Huntsville in 1907 when the
school opened. Married Chris Christianson and we ranched near
Duchess for many years. We had 5 sons, 2 were killed in World War II
and 1 lost his life in a horse riding accident. Gene ranches on the home
place and Bill lives in Calgary. I have 10 grandchildren.
Ruth (Hunt) Foster: Began school in 1907 with Miss Creelman teaching
all grades. Miss Cousins and Mrs. Clara Kane were two of the early
teachers. My bros. and I cut across Percy Hunt’s and Frank LeBar’s,
shorter than 3 mi. by road. Married George Foster in 1913, raised 7
children. We have 29 grandchildren and 28 great-grandchildren.
Kathreen (Gibson) Gratfelder: Married Wm. Earl Hecker in 1914. They
lived in North Dakota and Oregon, and moved to the Matanuska Valley
in Palmer, Alaska in 1938. They had 6 children - June, Wm. Earl Jr.,
Feme, Alice, Barbara and Joyce, all of whom are still living. Later she
married Ted Gratfelder.
Wilbur Gloer: Attended Huntsville for 5 terms. Had many different
vocations - farmer, mechanic, electrician, machinery dealer, realtor.
Married Lucille Caery 1925 and lived in Idaho. Returned 1927,
operated a garage, opened up “Gloer Electric’’ 1940 and later ran a
John Deere office in Calgary. Returned to Idaho in 1952 and now after
30 yrs. we recently retired to Claresholm.
Tillie (Powell) Howell: Started Huntsville in 1907. During the second
World War, I married Ernie Howell from Victoria, B.C. We ranched for
several years in Smithers, B.C. Had 1 son, Gordon, and 1 daughter,
Elaine; 5 grandchildren and 2 great-grandchildren. I now live in Pen- NO
ticton. PICTURE
AVAILABLE
Herman Russell Hunt: Attended Huntsville 1907-1911. I had to water
my dad’s cattle 1 1/2 mi. from home each morning so was called the
recess pupil. Married Mary Anderson, who taught at Bulmer School and
Huntsville 1920-21, in 1923 and have 4 daughters, 7 grandchildren and
4 great-grandchildren. We farmed in Iron Springs until 1948, when we
moved to Balzac. Retired and moved to Calgary in 1967.
Gladys (Nolan) Noble: Born in Lethbridge 1895, lived there till 1902
when my parents went ranching. Married Damon Noble and farmed at
Iron Springs until we retired to Coaldale. I have 2 sons, 1 daughter, 15
grandchildren and 17 great grandchildren. We celebrated our golden
wedding in 1964. Have enjoyed handicrafts, gardening and flower
growing. I enjoy living in Hardie Manor in Lethbridge.
Marguerite (Hunt) Ramsey: Only child of W.J. Hunt, had some schooling
in Manitoulin Island and was 11 yrs. old when Huntsville opened. After
Huntsville she attended Lethbridge high school and eventually became
a teachers (first student of Huntsville to teach). She taught in Coaldale
area. In 1919 she married George Ramsey and moved to California.
They have one son and 3 grandchildren.
SEVENTY-FIVE YEARS IN HUNTSVILLE
From pot-bellied stove to a gas furnace
Drinking-waterbucket and dipper to drinking fountains
Kerosene lamp to electric lights
Out-houses to flush toilets
Slates to three-ring-binders
Straight pens and inkwells to ballpoints
Time-table sheets to calculators
Textbooks to audio-visual aids
Hectograph to dry copier
Saddle-horses to Fifty passenger buses
Pictures books toT.V.
A few shared storybooks to a 4000 book library
Double desks to individual chairs and tables
4
HUNTSVILLE HISTORY HI-LITES
Huntsville School District was organized November 10, 1906. Construction of the school
began in the spring of 1907 and classes commenced in September with 33 students taught by
Miss Agnes Creelman, who came out from Eastern Canada. This school was located on the farm
of Will Hunt, about a mile south of Iron Springs town.
Class enrolment totaled up to as many as 51 students ranging in age from five to twenty-five
years. Children of all ages came to learn the basics, reading, ’riting and 'rithmetic and new
pioneers who had missed out on formal teaching came to learn higher mathematics so advantages
would not be taken of them in their business dealings. Consequently during slack
times on the homesteads they came to school to learn such things as figuring board feet for new
buildings, weights and measures for the various grain crops, percentages and many other
important facts.
Little children who walked or rode long distances were so tired by afternoon they had naps in
their desks.
This building was moved onto the present site in 1926 and a high school building was erected.
In the meantime a building was rented from Wm. Venables and used as a classroom.
5
In 1936 large school units were being formed in Alberta and when the Lethbridge School
Division took over, Huntsville school gained students from Battersea, Bulmer, Granite Falls and
Turin West. School vans appeared on the scene. These were usually half-ton trucks with the
boxes built up and roofed over and a bench around the inside for seating the passengers.
In 1941 a new four classroom building was constructed. Many students of Japanese descent
began attending school here that next fall.
6
In 1946 the barn was no longer being used so it was converted into a classroom and later used as
an Industrial Arts room. Two new subjects had been added which were Industrial Arts for the boys
and Domestic Science for the girls. The boys attended these classes in the basement of the High
School and the girls had their classes in the teacherage.
In 1950 a “Utility” room and two classrooms were built as a separate unit to help house the influx of
children of the new immigrant families from Holland. Enrolment boomed so it was necessary in the fall
of 1950 to send grades 10, 11 and 12 to Picture Butte High School.
In the fall of 1958 construction began on the present school building when the former school rooms
were joined together with a kitchen, gymnasium, rotunda and bathrooms. Thus ended the era of the
little shacks out back. The four east classrooms were added at this time too.
7
Official opening of this school was held in March 1959. In conjunction with the opening
ceremonies, Award Night and graduation of grade nine students from the previous year was
held. What a joy at last to have a gymnasium. Basketball and badminton games were soon
organized and many other activities followed now that there was accomodation for a crowd. The
Home and School organized several money making drives so new stage curtains and a public
address system could be purchased.
In September 1967 the Junior High grades 7,
8 and 9 were moved to Picture Butte and since
then Huntsville has been an elementary school.
In 1975 Turin and Huntsville schools were
amalgamated and there were five teachers and
94 students. In 1977 enrolment decreased so
there have been only three teachers on staff
since then. The present staff consists of
Principal Jim Asplund, Elaine Haughian and
Linda Timura.
During the 75 years the Huntsville School has
had 133 teachers and over 1600 students. It
has also had 23 caretakers, four secretaries and
seven librarians.
8
ODE TO TEACHERS
A successful teacher needs, the education of a college president, the executive ability of a financier, the humility of a deacon, the adaptability of a chameleon, the hope of an optimist, the courage of a hero,
the wisdom of a serpent the gentleness of a dove the grace of God, and the persistence of the devil.
With Apologies To None
When I am introduced as a teacher, I am usually asked what I teach. When I say “First Grade,’’ I generally hear a flat "Oh.”
I have never been certain whether it is an expression of pity, sympathy, or disgust or perhaps disinterest. Always I wish I had time to explain.
Yes I teach first grade.
Where else would a handsome and very young man put his arms around me and ask, “Do you know that I love you?”
Where else would I tie so many hair ribbons and belts and daily get to see a style show of pretty dresses and shirts?
Where else could I wear the same dress day after day and be told each time that it is pretty? Where else could I walk up and down aisles and have warm little hands touch me?
Where else could I have the privilege of wiggling loose teeth and receive a promise that I may
pull them when they are loose enough.
Where else could I eat a soiled piece of candy from a grimy little hand and not become ill? I have to eat it because he watches to see that I do.
Where else would the future look as bright as it does amid an energetic group to whom nothing is impossible?
Where else could I guide the first letter formations of a chubby little hand that may someday write a book or important document?
Where else could I forget my own aches and pains because of so many cut fingers, scratched knees, bumped heads and broken hearts that need care?
Where else could I forget taxes and even “the state of the nation” because Stevie isn’t grasping reading as he should and other methods must be tried?
Where else would my mind have to stay so young as with a group whose attention span is so short that I must always keep a “bag of tricks” up my sleeve?
Where else could I feel so close to my Maker as I do each year when because of something I have done, little children learn to read?
Yes, I do teach first grade and “I LOVE IT.”
Author Unknown
9ALLABOUT TEACHERS
Early teachers told of the large enrolments in the school with ages of the students ranging from
beginners to adults.
Reading materials were scarce except for a few books brought and shared by the pioneer families.
They also tell of writing stories for their students concerning experiences in the childrens’ own lives.
This was often done after a full day’s teaching and the preparations for the next day. It was their
duty to keep the fire burning and look after everyone’s welfare. Truly these pioneer teachers are to be
commended.
Lillian Nolan Mary Hunt Florence Tennant
As time marched on other trials too were faced. Students coming in from other countries, who could
neither understand the English language nor speak it, the frustrations and loneliness they experienced
in adjusting to a whole new way of life. Older students were often put in with primary ones
until they could cope at their own age level.
Marg Warren Velva Haney Marie Sorgard
Education in Alberta has always striven for the highest standards and many curriculum changes
were continually forced upon the teachers.
Bureaucracy grew and a deluge of forms started arriving at the school to be filled out for various
government departments. However teachers still managed to cope and school went on.
10
Many teachers became brides and continued to live in this area. Some of these are; Mary
(Anderson) Hunt, Lillian (Kane) Nolan, Clara (King) Kane, Edna (Blackmore) Tennant, Florence
(Church) Tennant, Marie (Cameron) Sorgard, Margaret (Annable) Warren, Velva (Noble) Haney,
Ann (Maier) Haney, Louise (Linders) Reiter, Ina (Scholten) Stronks.
Former students who came back to teach here are; Helen (McDonald) Douglas, Bessie (Nolan)
Baldwin, Eulalia (Wright) Johnson, Velva (Noble) Haney, Evelyn (Tamayose) Nishima, Linda
(Noble) Tamura.
Louise (Linders) Reiter Ann (Maier) Haney
Ken Bride, Marg Warren, Joyce Jorgensen, Jim Asplund
Evelyn (Tamayose) Nishima
Linda (Noble) Tamura
Teachers who almost became permanent fixtures were Ken
Bride, Jim Asplund, Margaret Warren and Joyce Jorgensen. These
four teachers spent a total of 77 years in the Huntsville School.
11
WEATHER WISE
The weather has played a big part in the lives of the people over the years. When Huntsville first opened
children had a Fall Term and a Spring Term. No school was held during the latter part of December,
January and February. School started the first of March and carried on right through the summer until the
middle of December, ending with the Christmas Concert.
Children were bundled up on very cold days and traveled in a sleigh or buggy across the country to
school. They often left before dawn and arrived home about dusk. Some who lived nearer the school rode
horseback or walked but many recall frozen faces, hands and feet, followed by chillblains. Teachers and
older students held snow on the frozen spots to let them thaw out more slowly because at that time
everyone thought that was best.
Black blizzards as well as winter blizzards were not uncommon. Parents would often go with horses and
sleigh or wagon through these storms to pick up the children and head for home when the storm subsided.
A few times children were kept several hours before it was safe to start home.
Summer days often brought problems too as school carried on during the heat of July and August. The
heat, mosquitos and flies bothered both children and horses.
Children kept up their spirits by enjoying the different activities of the seasons: sliding or skating on the
ice patches near the school, building snow forts or snowballing in winter; snaring gophers, playing marbles,
pump, pump pullaway, hop scotch, prisoner’s base, football and baseball, in nice weather.
Problems concerning the weather grew less as time went on. The first buses, commonly called bread
wagons, were half-ton trucks covered over, with a small window cut in each side and a door at the back. In
the place of seats a narrow bench went around the inside walls. You were very crowded, couldn’t watch the
road, the air became stale, so many stomachs were upset, but at least in a short time you were at school.
Sometimes everyone had to get out and push the bus out of the snow or mud as you traveled on dirt roads.
Some of the first buses were painted red and they were driven by the fathers who took turns by the week or
month. Now with paved or gravelled roads, weather warnings, and modern heated buses, the problems
are few.
12
DO YOU REMEMBER?
GATHERINGS IN THE ONE-ROOMED SCHOOL - church services, political meetings, socials, dances.
SCHOOL FAIRS - competitions, gardens, chickens, pigs, vegetables, grains, baking, penmanship, stories,
ribbons, trophies, Wm. Venables.
THANKSGIVING - many varieties of fruits, vegetables, and grains collected and displayed by all and often
donated to some needy cause.
HALLOWE’EN - Costume parade for the whole school, ghost stories, spooky jack-o-lanterns, games and
treats.
CHRISTMAS CONCERTS - the highlight of the year in the one-roomed school for the entire community
when often some of the adults took part too. Huge crowds, so some even sat up on the partitions dividing
the cloakrooms and the entry-way. Cold walks to the old community hall for rehearsals but oh what fun.
Costumes, stage props, practises, and practices, rehearsal, excitement, Santa Claus, and candy bags.
EDUCATION WEEK - Open house for parents, displays throughout the school depicting the accomplishments
of every student.
MUSIC FESTIVALS - Competitions between schools, solos, choirs, choral-speaking recitations, Owen
Williams.
TRACK MEETS - Area-wide competitions held in various school grounds, eliminations, ribbons, trophies,
strained muscles, and sunburns.
AWARD NIGHTS - the climax of the year when students were awarded for their accomplishments in
academic subjects, citizenship, behavior, sports, drama, music, art, creative writing, research, sportsmanship.
Cups, certificates of merit, graduation from Huntsville.
13
ORGANIZATION
School reunions in this area had been very popular and successful, so a meeting was
called in the spring of 1980. It was decided at that meeting to have the Huntsville
reunion in 1982 to commemorate 75 years of continuous education in the Huntsville
School. Election of officers took place, with the following results:
Chairman-Cyril Noble
Vice-Chairman - Jim Asplund
w Secretary - Marie Sorgard R» ■ ?. Wr ? Treasurer-Ann Haney
Committees were formed, comprised of the followingmembers:
Audrey Baker
Walter F. Boras
Kathleen Cook
Doris Dalgliesh
Doug and Flossie Erno
Dick Haney
Howard Haney
John Hormoth
Jack and Marie Hunt
Eulalia Johnson
Austin and Edith Jorgensen
Joyce Jorgensen
Betty Juris
John Koenen
Ron and Marilyn Koenen
Jack and Brownie Lowry
Ila McDonald
Eva Miller
Gloria Miller
Roger and Mary Miller
VinkoNemecek
Elroy Nieboer
May Noble
Bernard Nolan
Larry Nolan
Maggie Oliver
Sigmund Pienkowski
Ed and Lois Reiter
Kent Reiter
Barry and Louise Reiter
Peter Schuld
Guichi Shono
Elaine Sorgard
Mary Sorgard
Archie and Margaret Warren
Leslie Wieland
The committees wish to thank all those who helped in any way to make this such a
memorable occasion. ~ **•’*■1 U ' i 1
14
Jerry (Leusink) Atkings: Jerry took all her elementary schooling at
Huntsville, 1963-69. Then she studied at Henderson Business
College and became a secretary. In 1980 Jerry married Cliff
Atkings and is now residing in Lethbridge.
Wilfred and Adele (Wyman) Alexander: Wilfred attended Huntsville
1931-35, Adele 1921-35. For several years they farmed in the Iron
Springs area. Wilfred won many ribbons and trophies for his
Golden Guernsey cattle in the exhibitions in Alberta cities and at
the Toronto Royal. Adele has been very active in community
organizations. They have two sons and one daughter and four
grandchildren. They are retired and live in Vernon, B.C.
Andrew Aim: Attended Huntsville 1930-41, later studied steam
engineering, ceramics, real estate, First Aid, and upholstery. He
served in Communications in the Army from 1941-47 and 1950-
52. He married Anne Hage, has three children, Sandra (Jamieson),
twins Karen and Teresa. They now live in Coaldale.
Doris (King) Anderson: Attended Huntsville and Battersea
Schools. Married Raymond Anderson in 1936, have 3 sons,
Wayne, Mike and Gerald; partly raised Jenny and Josephine
Andrisak and Bob Grant. Still farming at Barons but will be retiring
to Lethbridge soon.
Edna (King) Herrewynen: Attended Huntsville 1928-29 then went
to Battersea School. Now lives in Lethbridge and has 2 children,
Ronald and Betty and 5 grandchildren.
15
Gordon Anderson: Gordon went to Huntsville from 1941-43. He
farmed until 1960, was an employee of Alberta Pacific Grain for
three years, and for the past 18 yrs. has been an equipment
operator for Alberta Transportation. He lives with his wife Ada, son
Hal and daughter Penny in Picture Butte.
Betty (Haller) Armstrong: Attended Huntsville Gr. 1-10. In 1952,
we moved to Enchant where I graduated in 1954. We live in Grand
Centre where my husband Tony is a Civilian Technician at
Canadian Forces Base at Cold Lake. I am an X-Ray technician,
Radiographer and Lab. technician at the Cold Lake Hospital. We
have 4 children and 1 grandchild.
Bob Arthur: I was born in Ayr, Scotland in 1895 and came to Iron
Springs with my family in 1909. I went to Huntsville for two years,
and was in the Navy from 1917-20. In 1927 I married Torrie Dupen
and we farmed at Iron Springs raising two sons and a daughter.
We retired to Lethbridge in 1961.
Kennedy Arthur: I was born in Iron Springs in 1930, the eldest son
of Bob and Torrie Arthur. I attended Huntsville School. In 1953 I
married Shirley Hodgson and moved to Calgary. We have 3 sons
and 2 daughters and 3 granddaughters. I operate a large crane for
a construction firm.
Jim Asplund: I came to teach at Huntsville in 1960 and have
taught Gr. 5 and 6 for twenty years. For the last sixteen years I
have served as principal as well. My years at Huntsville have been
very rewarding. The people here are wonderful.
Thelma (Tennant) Bailey: After graduating from Huntsville, I took
my nurses training in Medicine Hat. I was a T.C.A. stewardess out
of Toronto and then in 1954 took a position with Smith Clinic,
where I met and married Stuart Bailey. We have 4 daughters, one
a pharmacist, one a nurse and two teachers.
14 16
Audrey (King) Baker: I married Vern Baker of Fernie, B.C. in 1947.
We have a son, Don and a daughter, Carol Anonson. We live in
Picture Butte, where Vern retired in April as manager of 23 years
at Butte Feeds Ltd. Now we hope to do some travelling.
Lillian (Karren) Baldry: I attended Huntsville from 1940-41. Later I
went to Garbutt Business College and work as a stenographer. I
am married and we have four children, Karren, Roger, Debby and
Mark. We live in Lethbridge.
Wendy (Warren) Baskin: After Huntsville and PBHS, studied in
Portland, Oregon, worked in Hawaii, Lifeguarded at the P.B.
Swimming Pool. Attended U. of A., taught school in Nobleford,
Saskatoon and Calgary. Holidayed in Europe and Eastern Canada,
became a private pilot and member of the 99’s, Assoc, of Women
Pilots. In 1975 married Fletcher Baskin who owns Coyote Sports in
Picture Butte.
Mary Ellen (Hunt) Bittner: Attended Huntsville from 1936-48.
Worked 25 yrs. for the Unemployment Commission, retiring in
1978. Married Donald Bittner, a letter carrier in Calgary. My
mother Mary (Anderson) Hunt taught at Huntsville in 1920-21. My
father Herman Hunt and sisters also attended Huntsville.
17
Jim Asplund, Elaine Sorgard of the Hosting Committee.
W#
Time out to eat.
Jeraldine (Jorgensen) Bolton: I attended Huntsville 1954-62,
graduated PBHS 1965, and U of L 1969 with B.Ed. In 1968 I
married John Bolton. I taught for 4
Depression: Can we predict who will relapse?
No full textThis thesis addresses risk factors and proposed mechanisms to explain relapse to depression. Volume 1 comprises three parts: Part 1 is a literature review consisting of meta-reviews of systematic and non-systematic reviews of studies reporting on risk factors for relapse to depression, and a systematic-review of neuroimaging and experimental studies investigating risk factors for relapse and potential mechanisms of action of these risk factors. The reviews found that only residual symptoms of depression at the end of treatment and childhood maltreatment were sufficiently evidenced as predictors of relapse and neither have great clinical utility. A number of psychological and neuropsychological factors were suggested to play a role in conferring risk for relapse. Considering the inter-relationships between these factors the reviews were used to propose a conceptual framework which may be used to help guide future research into relapse to depression in adults. Part 2 is an empirical paper in which data were analysed from service users of a primary care mental health service to identify risk factors for relapse and for the presence of residual symptoms, and survival analysis methods were used to determine when relapses occur most often and what factors impact survival. In addition, a prospective cohort study was formed to investigate the relationship between cognitive control and depressive symptoms. The findings confirmed that cognitive control can be used to predict residual symptoms of depression post-treatment and therefore potentially to predict relapse. Part 3 is a critical appraisal focussing on the theoretical reasons as to why studying relapse in a manner as used in the prospective study is so important and discusses the logistical difficulties conducting such research in the current context of NHS services and of the D.Clin.Psy research project. Methodological decisions made that impacted upon the research process are discussed and reflective conclusions are offered
