1,457 research outputs found
Round dancing,
No full textGilbert, a well-known dancing master, notes that his book will deal only with round dances, and for other dances or rules of etiquette, the reader should turn elsewhere. After a brief discussion of the positions of the feet, the author discusses, in some length, the waltz position. The manual gives the directions for a large number of waltz, polka, galop, redowa, and mazurka variations--many of which are not described in other contemporary dance literature
Direct evidence of extensive diversity of HIV-1 in Kinshasa by 1960
Get PDFHuman immunodeficiency virus type 1 (HIV-1) sequences that pre-date the recognition of AIDS are critical to defining the time of origin and the timescale of virus evolution. A viral sequence from 1959 (ZR59) is the oldest known HIV-1 infection. Other historically documented sequences, important calibration points to convert evolutionary distance into time, are lacking, however; ZR59 is the only one sampled before 1976. Here we report the amplification and characterization of viral sequences from a Bouin's-fixed paraffin-embedded lymph node biopsy specimen obtained in 1960 from an adult female in Léopoldville, Belgian Congo (now Kinshasa, Democratic Republic of the Congo (DRC)), and we use them to conduct the first comparative evolutionary genetic study of early pre-AIDS epidemic HIV-1 group M viruses. Phylogenetic analyses position this viral sequence (DRC60) closest to the ancestral node of subtype A (excluding A2). Relaxed molecular clock analyses incorporating DRC60 and ZR59 date the most recent common ancestor of the M group to near the beginning of the twentieth century. The sizeable genetic distance between DRC60 and ZR59 directly demonstrates that diversification of HIV-1 in west-central Africa occurred long before the recognized AIDS pandemic. The recovery of viral gene sequences from decades-old paraffin-embedded tissues opens the door to a detailed palaeovirological investigation of the evolutionary history of HIV-1 that is not accessible by other method
Traditional Christian Thought in Gilbert Keith Chesterton
No full textThis thesis looks at the Christian thought and themes found in works by Gilbert Keith Chesterton.The author discusses Chesterton’s verbal trading of blows with famous contemporaries such as H.G Wells and more often, Bernard Shaw.Chesterton made arguments regarding the first World War, domestic difficulties, patriotism, imperialism, evolution to name a few of the matters the author describes Chesterton’s viewpoints on, illustrated through examining arguments made between Chesterton and Bernard Shaw through contemporary journalism. The author then focuses on commentary Chesterton made on contemporary thinkers who condemned orthodoxy and argues that those contradictory findings made my Chersterdon’s own observations led him to argue in favor of Christianity and the author argues led Chesterdon to become an important and influential writer and propagandist for Traditional Christian thought.
Advisor: Thomas M. Rayso
The density, construction and drag coefficient of electrostatic volcanic ash aggregates.
Get PDFRecent laboratory experiments have demonstrated that electrostatic charges generated during the fragmentation of volcanic pumice cause rapid aggregation of the silicate particles produced. Here, we present measurements of the mass and component particle size distribution of individual, electrostatically bound aggregates produced during these experiments. Particles produced by fracturing pumice aggregated as they fell ∼1.5 m within an enclosed fall chamber. Aggregate mass measurements indicate aggregate densities of ∼200 kg m−3 or less. The component particle size analysis demonstrates exponential-type cumulative distributions which are dominated (on a volume basis) by particles ∼10–40 μm in diameter and contain few particles >70 μm. By representing these particles as disks of 5 μm thickness the calculated aggregate densities are in agreement with those derived from the aggregate mass measurements and indicate a relatively constant aggregate density with size (in contrast with previous results from fall velocities). Combining the density measurements with fall velocity data allows the drag coefficient of aggregates to be determined. Empirical equations developed to describe the particle size distribution within aggregates are used to derive relative aggregation coefficients for the electrostatic aggregation process. Our results can be used within numerical models of volcanic plumes in order to improve their representation of electrostatic aggregation processes
L'ABC de Bébé (pp. [5-6])
No full textPrinted in color on cloth and sewn at the spine.
These pages depict "J" for "jacquot" (parrot), "K" for "képi" (cap), "L" for "locomotive," "M" for "musique" (music being payed by a boy using a trumpet and drum), "N" for "navire" (ship), and "O" and "P" for "oeuf de Pâques" (Easter egg).The imprint "Imagerie Pellerin, S.A." was used after 1921 and the company begin issuing cloth books for children during the 1920s.
Gilbert Dauphin was a children's book author who wrote under the pseudonym "Gil."Alphabet books
Assessing the use of global land cover data for guiding large area population distribution modelling
Get PDFGridded population distribution data are finding increasing use in a wide range of fields, including resource allocation, disease burden estimation and climate change impact assessment. Land cover information can be used in combination with detailed settlement extents to redistribute aggregated census counts to improve the accuracy of national-scale gridded population data. In East Africa, such analyses have been done using regional land cover data, thus restricting application of the approach to this region. If gridded population data are to be improved across Africa, an alternative, consistent and comparable source of land cover data is required. Here these analyses were repeated for Kenya using four continent-wide land cover datasets combined with detailed settlement extents and accuracies were assessed against detailed census data. The aim was to identify the large area land cover dataset that, combined with detailed settlement extents, produce the most accurate population distribution data. The effectiveness of the population distribution modelling procedures in the absence of high resolution census data was evaluated, as was the extrapolation ability of population densities between different regions. Results showed that the use of the GlobCover dataset refined with detailed settlement extents provided significantly more accurate gridded population data compared to the use of refined AVHRR-derived, MODIS-derived and GLC2000 land cover datasets. This study supports the hypothesis that land cover information is important for improving population distribution model accuracies, particularly in countries where only coarse resolution census data are available. Obtaining high resolution census data must however remain the priority. With its higher spatial resolution and its more recent data acquisition, the GlobCover dataset was found as the most valuable resource to use in combination with detailed settlement extents for the production of gridded population datasets across large areas. © 2010 The Author(s).SCOPUS: ar.jinfo:eu-repo/semantics/publishe
When the pen becomes a sword: Race and class consciousness in the literature of the West Indian writers Jacques Roumain, Etienne Lero, Gilbert Gratian, 1993
Get PDFThis thesis considers the influence of three West Indian writers who contributed to the development of Negritude as a literary, social and political phenomenon. The author shows that the racial awareness central to the Negritude movement was strongly affected by the experiences in Haiti and Martinique in particular. The thesis is comprised of three chapters and a conclusion. The first examines the awakening of racial consciousness in Paris in the 1930s and 40s, placing those developments in literary and historical perspective. This chapter also serves as an introduction to the milieu of West Indian and black American writers who were aggressively active in deriving a literary response to racial oppression. The second and third chapters analyze the roles of individual writers. The second chapter probes the writings of Jacques Roumain. He made an impression with his Marxist analysis of the Haitian situation, pushed for an indigenous Haitian literature, and developed the peasant novel. By using excerpts from essays, poems, and his novel, Gouverneurs de la Rosee, the writer details the influence of this Haitian author on Negritude writers. The third chapter considers two lesserstudied writers, the Martinicans Etienne Lero and Gilbert Gratiant. Gratiant embraced the mixed cultural heritage of Martinique, while Lero fought for an African outlook in initiating Legitime Defense, and through other contributions. An exploration of a small sampling of their work will help to clarify the context of color and caste in Martinique. The conclusion summarizes the authors social critique of French civilization and shows that the experiences of the West Indian authors discussed in the thesis influenced the principal leaders of Negritude--Leopold Sedar Senghor, Leon Damas and Aime Cesaire--and that this can be seen in the conceptions the Negritude movement embraced
Gilbert Paterson Junior High School Parade 1969
No full textThe annual publication of the students of Gilbert Paterson Junior High School, Lethbridge, Alberta. (Volume. 1968-69)pdfATERSON
PARADE
19GS-G9
Kathryn-Anne Erdman brought honour to herself, her parents and her school when, in 1968, she won
the Governor General’s award for the highest marks in the grade nine Departmental Examinations. She
achieved 99% in Mathematics, 96% in Language, 92% in Science, 90% in Literature, 88% in Social Studies and
84% in Reading. Her average was 91.5%. In addition to receiving the Governor General's Award, Kathryn-
Anne was presented with the Oxford Dictionary by the Professional Engineers of Alberta for having obtained
the highest marks for Mathematics and Science in Lethbridge and area.
Kathy, as she is known by her friends, was born in Lethbridge on February 15th, 1954. She obtained
her elementary and junior high school education at the Gilbert Paterson School, during which time she won
numerous awards, including several city-wide. During her grade nine year, Kathy was the school president of
the Red Cross Youth. She has been a member of the Math. Club and the Biology Club and has participated in
House League Sports. She has taken part in plays and musicals conducted in the school and also by McKillop
Church, of which she is a member. She is a member of the McKillop Church Choir. For years she was a member
of the Lethbridge Sketch Club.
Kathy is a grade nine student with the Toronto Royal Conservatory of Music. She is taking grade
five harmony and grade four history of music. Kathy won two first prizes with her entries in the Lethbridge
Science Fair in addition to several prizes in the Lethbridge and District Fair for Home Economics, art and
notebooks. Her hobbies include astronomy, chess, reading, stamp, coin and rock collecting, swimming, badminton
and travelling. Kathy speaks four languages -- English, Estonian, French and German -- fluently.
Kathryn-Anne Erdman, we at Paterson are proud of your achievements
and we take pleasure in dedicating this yearbook to you. We thank
you for the honour you have brought to our school and we will watch
your future with interest and pride.
"A little more persistence,
A little more effort,
And what seems a hopeless failure,
May turn to a glorious success."
♦
TO THE STUDENTS OF 1968-1969:
All are looking forward to the end of June -- the end of another school year and the holiday
season of July and August.
Grade IX students will be thinking of the new school year, of entering Senior High School,
probably the Lethbridge Collegiate Institute. The coming school year also marks the beginning of the
so-called "divided school year" starting the last week in August of 1969 and ending early in June, 1970.
The present school year of 1968-69 has seen increased unrest, greater turbulence, and wanton
destruction in many universities. Many who protest advocate such things as no gradings, no examinations,
no definite course or curriculum for subjects, and other co-called "reforms".
Is getting an education - Elementary, Junior High, Senior High, Technical or Business,
University - just a process of putting in so many minutes, hours, months, and years? Will progress in
school be based on seniority - will pupils pass - be granted diplomas - obtain certificates - secure
degrees - based on time spent in certain educational institutions?
What of the everyday world? Everyone has some hobby, some form of recreation. How many would
play hockey, basketball, baseball, badminton and not keep score? How many golfers are not interested in
improving their score - in playing par golf or better? The dream of every bowler is to bowl a perfect
game. Those engaged in archery, in trap-shooting keep some record of their achievement.
What about the world of work? Every plumber, bricklayer, carpenter, or television technician
has completed a very definite course to acquire certain skills to be able to do what is demanded in his
trade. His ability has been measured in some way or other. How many people are engaged in selling -
and how many salespeople do not strive constantly to improve their sale’s record?
How many would have trust in professional men - lawyers, dentists, doctors - if they had not
taken definite courses - had not achieved a particular core of knowledge and a certain degree of skill
(measured in some way or other) in their general fields?
Do not delude yourself. There is no easy way to make the most of your life. Those who believe
that pleasure is all important first have to do some work to make that pleasure possible. What the future
holds for you depends on the education you get and how you use that education.
Although the news media give much publicity to restless youth, there are many boys and girls
who are attempting, in a most responsible manner, to secure a higher education.
Mrs. McFadden
Mr. Millar
Mr. Regier Mrs. Gibb
Mr. Tagg Mrs. Hill
Mr. Van Eden Miss Elford
Mr. White
Mr. Neufeldt
Mr. Hornsby
Mr. Waters
Mr. Pierson
No
'PiC.'TUHE
Avail a&lE
Mrs. Huxley
Mrs. Birck
Miss Willis Mr. Candy
Miss Wright
Mr. Schuchardt
Mr. Walker
Mrs. Rothe 1
Mrs. Yurkowsky Mr. Pickett Mrs. Stephure Mr. Bass Mrs. Lees Mr. Stretton
CARETAKERS
Back row: E. Ober, E. Briosi, G. Pankhurst.
Front row: A. Rasmussen, L. Mullis, B. Kreselback.
Missing: Mrs. J. Rossiter.
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STUDENT COUNCIL
Back row: Lorene Bowden, Donna Matkin, Tom Hully, Donald Larson, Rodney Peterson, Shauna
Blaxall, Bonnie Cockroft.
Second row: Christie Sumption, Leonard Barnes, Gary Craik, Bill Broder, Ronald Fazio, Brett
Tanner, Dennis Takahashi, Kevin Malmberg, Mr. Millar.
Front row: Stewart Rood, Terry Korth, Jean Johansen, Judy Collier, Greg Anderson. Gloria Sumption,
Terri Illingworth, Patricia Santa, Madeline Wray.
YEARBOOK STAFF
Back row: Mr. Candy (Staff Adviser), David Clark, Grieg Wheeler, Roger Taniwa, Gordon Treber,
Nick Supina, Scott Hagen.
Front row: Melissa Singer, Madeline Wray, Orrie Cumming (Assistant Editor), Trevor Cook (Editor),
Donald Alian (Assistant Editor), Gladys Nagy, Debbie Richards.
YEARBOOK STAFF
Back row: Cindy Henchel, Gary Dyck, Murray Paddon, David Siebert, Susan Percevault.
Front row: Mr. Candy, Bill Hirsche, Vai Serbu, Gary Becker.
uTuiihii rlgl HUIJ5
PATERSON PATTER PAPER STAFF
Back row: Marlene Ezaki, Jackie Doyle, Moreen Edwards, Jerry Clark, Gerry Heibert,
Sally Harker, Cindy French, Brenda Pedersen.
Third row: Mrs. Horricks, Pat Marshall, Dawna Senda, Penny Seibert, Janet Hominuke,
Jane Khan, Sheldine Wolfe, Cheryl Harker, Mrs. Birck.
Second row: Debbie O'Sullivan, Bill Broder, David Seibert, Brenda Knodel, Barbara
Corbett, Linda Zalesak, Craig Lindquist, Melanie Black, Cathy Henderson.
Front row: Cameron Barton, Brian Kaun, David Hovan, Grant Pocza, Gary Craik.
The school year 1968-69 has come and gone very quickly. During this past year, the Students' Council has worked very hard trying to please the young adults of Gilbert Paterson. I would like to thank the teachers, students and our advisor, Mr. Millar, for all the help we obtained this year.
Throughout this year, we have tried to give you a variety of-activities and parties. For the first time, swimming parties were held and they made a large impression on the students. We had four skating parties which I am sure all enjoyed except for those who were curious to see how soft the ice was. A bowling party was held for the sevens and eights. For the grade nines, two dances have been held and the Graduation Dance is upcoming in the future. The first dance was a record hop which was held in the fall and the second was held on Valentine’s Day. We had a live band at the second dance and a King and Queen were chosen. On Sadie Hawkins' Day, everyone came clad in some weird but sophisticated costume. The contest between the finalists was held on the stage and was different. We had a badminton tournament between the teachers and students. Most came out of that with strained muscles. A photo contest was held for the yearbook and we did away with the houses.
At Christmas, the school band entertained us with a program while Firs. Lees’ chorus sang some carols after which the student body sang. We were also entertained by the L.C.I. Band and had a visit by Sketch Erickson. After Easter, the Allied Arts Council entertained us with a variety program.
During the past year, I think our school showed more school spirit than anyone else in years gone by. Everyone was up for the basketball games or the tournaments the school attended. I think you all should be proud of this and endeavor to increase this in future years.
I am sure that the grade nines are looking forward to the Graduation Exercises at the end of the year. I would like to say that I have greatly enjoyed serving as your president and the experience I gained from it is considerably large. I would like to send my best wishes to next years council and to everyone, good luck on your exams.
----- Greg AndersonAVE ATQUE VALE
It is with real regret that, having reached that certain age, I must leave Gilbert Paterson School and join the ranks of the retired.
When I came here in 1958 it was with the intention of staying one year, but the friendliness afforded me was so wonderful that I stayed on. This is the longest period spent in any one school by me since beginning my teaching career in May 1922. That speaks volumes for Gilbert Paterson Jr. High.
This is a school to be proud of. It has a first rate reputation academically, and is well known for the control exercised in a kindly way over the students in attendance. I am proud to have been part of it and thank all who have made my stay here one which will never be forgotten.Graduation Exercises were held at the Gilbert
Paterson Junior High School on the evening of June 6, 1969.
Following the program a dance was held at the L.C.I.
sjs **#*#*
P fi 0 G R A M
Chairman - Greg Anderson
(President Students’ Union)
"0 CANADA"
1. Chairman's Remarks ...................... Greg Anderson
2. Principal’s Address ......... Mr. White
3. Class Prophecies
4. Introduction of Guest
Speaker.......... .. ....................... Jane Paterson
5. Guest Speaker.................................. Mr. Hornsby
6. Thanking the Guest Terri
Speaker .......... .. ................................... Illingworth
7. Farewell to Graduates ....... Stewart Rood
8. Welcome to the L.C.I.
9. Valedictorjr Address ....................Susan Morgan
10. Presentation of Certificates
"GOD SAVE THE QUEEN"
ACHIEVEMENT DAY
November 1, 1968
"0 CANADA”
1.
Home Economics Grade VIII —--------------------—----------------- Jean Johansen
2.
Social Studies Grade VII ----------------------------------------------- Sharon Millar
Mathematics Grade VIII —-----___________________ Sandra Cramer &
Jack O’Connor
Social Studies Grade IX -------------------------------------------------- Chris Christou &
Thomas Higa
3.
Language Grade VII —■— ------------------------------------------------- Sharon Millar
Mathematics Grade VII ——-------------------——— Sandra Knight
Language Grade IX -------------------------------------------———----- Alvin Wright
4.
Language Grade VIII ----------------------------------------------------------- Bill Kucheran
Social Studies Grade VIII------------------------------—------------ Jack O’Connor
Reading Grade IX -----—— ------------------—--------------------- Annette Maegaard
5.
Industrial Arts Grade VIII ---------------------------------------------- Scott Hagen
6.
Science Grade VII ——----------------------------—----———— Sandra Knight &
Sharon Millar
Literature Grade VII --------------------------------------------------------- Sandra Knight
Science Grade VIII ---------——— -----—---------—------ Jack O’Connor
Literature Grade VIII --------————----------------------—- Sandra Cramer
Science Grade IX ——— --------—---------------- Kathryn Erdman
Literature Grade IX ---------------——------------------------------------ Kathryn Erdman
7.
Highest Grade VII Average (all subjects) —— ---------— Sandra Knight
8.
Typing Grade IX ---------------------------------------------------------------- Sandra Swailes
9.
Highest Grade VIII Average (all subjects) ——-—----— Sandra Cramer
10.
Highest Academic Average Grade VII ----------------------------- Sandra Knight
Grade VIII---------------------------- Bill Kucheran
Grade IX — ---------------------- Kathryn Erdman
11.
Highest Average in Mathematics and Science in
the Lethbridge area ---------------------------------------------- Kathryn Erdman
12.
Highest in Mathematics in Grade IX------------------------------— Kathryn Erdman
13.
Highest in Home Economics in Grade IX-----------—----------- Kathryn Erdman
Presentation of Pins to Grade IX Honor Students
Presentation of Silver Pins to Grade IX General Honor Students
Roger Barnes
Chris Christou Arnold Follinglo Lois Gillott
Veronica Oakes Alan Pollock Irene Ross James Saunders
14.
(Continued on next page)(Achievement Day Continued)
David Lockerbie
Ineke Lohuis Pamela Moore
Greg Senda
James Sexsmith
Sandra Swailes
David Stephure
Honors in all Subjects - Gold Pins
Kathryn Erdman
Thomas Higa
Brenda Lindquist
Michelle Millar
15.
Presentation of Certificates and Awards
16.
Highest Grade IX Average in city of Lethbridge ——— Kathryn Erdman
17.
Governor General’s Medal -------------------------------------—------ Kathryn Erdman
18.
Address: Dr. O.P. Larson — Superintendent of Schools
"GOD SAVE THE QUEEN"
**************
"FOR THE FUTURE"
Go forth my son with banner and with shield
The spoils of earth are yours to reap
This world has much that it can yield It can be yours and yours to keep.
Turn not away from any man
And beckon all who wayward trod
But always look for Heaven’s guide
And keep your faith in God.
The world is cruel and hard and cold
But beauty can be found
In love, in all the Godly things
That he has made abound.
Seek out the Lamp of Righteousness
Heed not the Tempters call
In truth and faith and love, my son
You’ll reap the harvest all.
Pat Hartbauer
************
"SUCCESS is a matter of adjusting one’s efforts to obstacles and one’s abilities to a service needed by others. Most people think of it in terms of getting; Success begins in terms of giving."
—Henry FordMUSIC FESTIVAL ENTRIES
Gilbert Paterson Junior High School did very well at the Music Festival
this year. The Glee Club, consisting of forty-two members from Grades VII, VIII
and IX, placed first in the Junior High Folk Singing Class. Mrs. Hope acted as
accompanist. The Girls’ Chorus, a purely voluntary group of twenty-two members
from Grade VII placed first with an "H" standing to receive the R.A. Wright
Trophy. This group had Mr. Smerek as accompanist. The eighteen member, Grades
VII and VIII Boys’ Chorus, another strictly voluntary group, placed first.
Again, Mr. Smerek was accompanist. Two Girls’ Trios in Open Class placed first
and second in competition. The groups were Elaine McKeen, Sheri McFadden and
Melaney Black, first; Sharmaine Bzdell, Sheila Bullock and Lisa Corley, second.
Accompanist was Mrs. Lees. We had five Grade VII Girl’s Solo entries. Lisa
Corley and Sheri McFadden were adjudicated as third. Two Grade VII Boy’s Solo
entries were made but neither participated. One withdrew and one was ill. One
Grade VIII Boy’s Solo, Jim Toone, placed first to win the Donaldson Trophy.
Two Grade VIII girls entered solos and Barbara Peterson was adjudicated third
place.
The students of Gilbert Paterson Junior
High School are greatly indebted to the students
who have contributed their services and
talents to the make-up of their annual Yearbook.
Special thanks are due to Trevor Cook,
editor; to Donald Allan and Orrie Cumming,
assistant editors and to Roger Taniwa, cartoonist.
These four people spent many hours
of their own time planning, getting name
lrsts and reports and, in general, doing about
everything from pasting pictures to writing and
editing. Without their efforts, your Yearbook
would have travelled a very rocky road to completion.
The student’s of our school owe these
four people a big "Thank You" for a job which,
we hope you will agree, is well done.
LITTLE THOUGHTS
"If time be of all things the most precious," according to Benjamin
Franklin, "wasting time must be the greatest prodigality, since lost time
is never found again. Let us then up and be doing, and doing to the purpose;
so by diligence shall we do more with less perplexity."
Life is made up, not of great sacrifices or duties, but of little
things, in which smiles, and kindnesses, and small obligations, given
habitually, are what win and preserve the heart and secure comfort.
Spare moments are the gold dust of time. Of all the portions of
our life, the spare moments are the most fruitful in good or evil.
VALEDICTORY ADDRESS
by Susan Morgan
Mr. Chairman, Honoured Guests, Parents, Teachers, and Fellow Graduands:
"What is worth the trouble of doing, is worth the trouble of doing well." This ancient proverb applies especially to our schoolings Very shortly we will be facing the first formal set erf departmental examinations in our education. After these there will be many more challenges, such as those in high school, • university, technical schools, business schools, and future vocations. We should never face these challenges indolently, for success only comes through the desire to excel. If we have a positive outlook in life, our returns for what we do will also be positive.
When Madame Curie was in high school, she won many awards for outstanding work. Once, when she was asked if she wished to be better than the others, she replied that she did not want to be better than other students but to be the best person possible within herself. Like Madam Curie, we should not compare ourselves to others but compare ourselves to what we are capable of doing. We should ask ourselves if we are doing a good job, a better job, or the best job possible, and always strive for the latter. Among us are those who will be taking a matriculation program, a business program, or a technical vocational i program. At these we should always try to do our best. Whether you plan to be a doctor, lawyer, or Indian Chief, you should always strive to be the best doctor, lawyer, or Indian Chief possible. Perhaps we could reflect now upon the mottcr'of Lord Thompson who rose from selling newspapers on a street corner in Estevan, Saskatchewan, to become the owner of one of the world5s largest newspaper syndicates. His motto in life was: "Never a backward step". He meant by this that one should never become complacent or perhaps even slip backward after achieving one’s goal.
One must always look to the future for forthcoming success, and not be a slave of the past, thinking only of past accomplishments and failures. However, through past experiences, one may derive knowledge that will make future successes possible. One must learn through experiences, even though it may give a wrong conclusion. It is a wise man who reflects on past experiences in order to make decisions for his present and future goals. Looking back at the time we have spent at Gilbert Paterson, we see that the experiences and the knowledge we have obtained will help us in our further education.
Many of the thought processes of a computer are like that of the human brain. The most expensive part of a computer lies in its memory systems. The greater storage capacity of its memories, the greater the ability for solving more difficult and complex problems. So man, like a computer, must use his memory in order to facilitate future learning and problem solving. During the past three years, we have been learning and storing knowledge that will help us succeed in the future. Let us hope that we will continue to add to this wealth of knowlege during the next years of our education.ROOM 10^
ANDERSON, Eric
ANDERSON, Greg
ATKINS, Rick
AUSTRING, Greg
BULLOCK, Allen
CALMAN, Jeffrey
COCKROFT, Bonnie
CRAMER, Sandra
DRAVLAND, Eric
GRAHAM, Darcy
HARDING, Linda
JOST, Timothy
KAHLO, Mark
KNODEL, Bonnie
KOVACS, Greg
KUCHERAN, William
McDOUGALL, Lawrence
OWSLEY, Cheryl
PATERSON, Jane
PETERSON, Lonny ROBINSON, Suzanne
SANTA, Patricia
STORY, Laura
SUMPTION, Gloria
STEED, ReDonna
STEWART, Fraser
STRATTON, Murray
VIRTUE, George
WILSON, Sharon
WOOLF, Gordon
WHITTAKER, Shanalee
or "Tiny Tim", is famous for handing in thousands of book reports.
told by Mr. Hornsby to put ribbons in his hair: our school president; basketball player.
brings honour to our dear class by setting up projectors and films - oh, such luck.
is sometimes called upon to show us what a real U-turn is. examined shirt after explosion, finding a number of large holes burnt by the sulphuric acid.
or "John Sebastian", hardly ever drops his tin box anymore - such a disappointmentJ
or "Gasworko", clasrs president, famous author of these weird class biographies.
or "2", is often confused with "Creamer" by Mr. Hornsby, who else?
or "Yankee", recently from North Dakota, answers our questions on United States in social studies.
oi' "Psychedelic Sue", heard sighing over "Romeo and Juliet" in literature class,
is often called by Mrs, Birck a "gem" in language and social studies.
plays on the All-Star basketball team - the boys’ team, of course!
or "Smiley", asked by "Teach", mornings if he eats porridge before he comes to school.
is often asked, how to pronounce her name - K-nodel or Noodle? gets mad when people confuse him with Jerry, and asks himself "Why?"
or "Kuchy", is always ready for a discussion or argument - sometimes too ready.
or "Groucho", is d.ways reliable for a funny question or two to liven up days.
is often heard howling in Home Ec. after trying on her creation or dress.
or "Wacker", represents our room on the cheerleading squad, when there is anything happening, Lonney is sure to be thera or "Granny"
The majority to minority transfer: a comparison of Black achievement in majority White and majority Black high schools, 1986
Get PDFAchievement levels of black students who attend predominantly black neighborhood schools were compared to those of black students who utilize the majority to minority (M-to-M) transfer option to attend majority white schools. The bases for comparison were the students' performance on the seventh grade CAT, the ninth grade CAT and the verbal and math sections of the SAT. The data obtained were analyzed and tested for signifi cance and correlation. Perceptual data was gathered from stu dent and parent surveys. Purpose of the Study The purpose of this study was to aid administrators and staff in improving the instructional program and the image of Barkley High School (a pseudonym), a predominantly black high school in a large metropolitan school district in the Southeast. Selected Findings 1. M-to-M and non-M-to-M students did not score signifi cantly higher on the CAT-7. 2. M-to-M and non-M-to-M students did not score significantly higher on the CAT-9. 3. M-to-M and non-M-to-M students did not score signifi cantly higher on the SAT verbal. 4. M-to-M students did score significantly higher on the SAT math. 5. A correlation existed between performance on the CAT-7 and performance on the CAT-9 and the SAT. 6 Both M-to-M students and Barkley students have positive attitudes toward their respective schools. 7. M-to-M parents felt their children had a better chance to attend college if they attended M-to-M schools. 8. M-to-M parents and non-M-to-M parents felt that M-to-M schools had more qualified teachers, a more varied curriculum, and a more discipline environment than did neighborhood black schools. Conclusions 1. Except for the SAT math, M-to-M students did not signif icantly improve their achievement levels. 2. Students who scored high on the CAT-7 also tended to score high on the CAT-9 and SAT. 3. Both M-to-M parents and non-M-to-M parents tend to have positive attitudes toward M-to-M schools
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