Remember this, — that there is a proper dignity and proportion to be observed in the performance of every act of life.

MARCUS AURELIUS, Meditations

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UNITED STATES NATIONAL CENTRE FOR EDUCATION STATISTICS

Enrollment trends

Question:
What are the enrollment trends in public and private elementary and secondary schools?
Response:
Total enrollment in public and private elementary and secondary schools (prekindergarten through grade 12) grew rapidly during the 1950s and 1960s, reaching a peak year in 1971. This enrollment rise reflected what is known as the "baby boom," a dramatic increase in births following World War II. Between 1971 and 1984, total elementary and secondary school enrollment decreased every year, reflecting the decline in the size of the school-age population over that period. After these years of decline, enrollment in elementary and secondary schools started increasing in fall 1985, began hitting new record levels in the mid-1990s, and continued to reach new record levels every year through 2006. Enrollment in fall 2012 (55.0 million) was slightly higher than in fall 2010 (54.9 million), but was slightly lower than in fall 2006 (55.3 million). However, a pattern of annual enrollment increases is projected to begin with a slight increase in fall 2015 (no substantial change since 2012) and continue at least through fall 2024 (the last year for which NCES has projected school enrollment), when enrollment is expected to reach 57.9 million.
Between 1985 and 2013, the total public and private school enrollment rate for 5- and 6-year-olds decreased from 96 percent to 94 percent, while the enrollment rate for 7- to 13-year-olds decreased from 99 percent to 98 percent. However, the enrollment rate for 14- to 17-year-olds increased from 95 to 96 percent during this period. Since these enrollment rates changed by 2 or fewer percentage points between 1985 and 2013, increases in public and private elementary and secondary school enrollment primarily reflect increases in the number of children in these age groups. Between 1985 and 2013, the number of 5- and 6-year-olds increased by 19 percent, the number of 7- to 13-year-olds increased by 25 percent, and the number of 14- to 17-year-olds increased by 12 percent. Increases in the enrollment rate of prekindergarten-age children (ages 3 and 4) from 39 percent in 1985 to 55 percent in 2013 and in the number of 3- and 4-year-olds from 7.1 million to 8.0 million also contributed to overall prekindergarten through grade 12 enrollment increases.
Public school enrollment at the elementary level (prekindergarten through grade 8) rose from 29.9 million in fall 1990 to 34.2 million in fall 2003. Elementary enrollment was less than 1 percent lower in fall 2004 than in fall 2003 and then generally increased to a projected total of 35.2 million for fall 2014. Public elementary enrollment is projected to increase 7 percent between 2014 and 2024. Public school enrollment at the secondary level (grades 9 through 12) rose from 11.3 million in 1990 to 15.1 million in 2007, but then declined 2 percent to a projected enrollment of 14.8 million in 2014. Public secondary enrollment is projected to increase 3 percent between 2014 and 2024. Total public elementary and secondary enrollment is projected to increase every year from 2014 to 2024. The percentage of students in private elementary and secondary schools declined from 11.7 percent in fall 2001 to 9.6 percent in fall 2011. In fall 2014, an estimated 5.0 million students were enrolled in private schools at the elementary and secondary levels.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2016). Digest of Education Statistics, 2014 (NCES 2016-006), Chapter 1.

Enrollment, total expenditures in constant dollars, and expenditures as a percentage of the gross domestic product (GDP), by level of education: Selected years, 1965–66 through 2013–14 The data in this figure is described in the surrounding text.

The data in this figure is described in the surrounding text.

NOTE: Elementary and secondary enrollment data for school year 2013 (2013–14) are projected. Elementary and secondary expenditure data for school years 2012 and 2013 (2012–13 and 2013–14) are estimated. Postsecondary expenditure data for school year 2013 (2013–14) are estimated.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2016). Digest of Education Statistics, 2014 (NCES 2016-006), Figure 2.
Related Tables and Figures: (Listed by Release Date)

Other Resources: (Listed by Release Date)

https://nces.ed.gov/fastfacts/display.asp?id=65

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CANADA- EDUCATION AND THE 2ND WORLD WAR

Education during the Second World War

This short essay focuses on education within schools and universities during the Second World War in order to explore the relationship between war and learning. In elementary schools, high schools, and universities, the war affected enrolment, the availability of teachers and professors, lessons and curriculum, extracurricular activities, and student culture. It also brought militarized forms of student involvement and spurred patriotic fundraising, salvaging, saving, and thrift campaigns regarded as essential to the war effort at home. Through their education, children, youth, and young adults were taught lessons about the war’s meaning that allowed them to make sense of their role in this global conflict. Attention to documents and materials illustrating the war’s impact on education furthers our understanding of the Second World War.

Although the fighting was overseas, the repercussions of total war were felt in nearly all areas of the nation’s social, political, and economic life. Education was no exception. In 1943, the Protestant Board of School Commissioners for the City of Montreal (PBSCM) reported that “the War exercised the dominant role in the life and activities of the schools.”1 The same year, the Minister of Education for Ontario, George A. Drew, stressed that the “nervous strain” of the war “continued to exert an influence on every aspect of education in the province.”2 Similarly, the 1942 report for the National Conference of Canadian Universities (NCCU) argued that universities had an “immense responsibility” to ensure that something “great and good” resulted from “this unholy time.” It put forth that this war, more than any other, made “an urgent demand on young men with a definite standard of education.”3
Despite being far from the fields of battle, Canadian educational institutions were both directly and indirectly affected by the war. Thousands of students and recent graduates of high schools and universities rushed to enlist, their names carefully and proudly recorded by their alma mater. On a broader level, the conflict impacted the expansion of schooling and altered public perceptions of the role of education in society. The diversion of funds and government energies resulted in the cutting of courses, reductions in supplies and equipment, and postponed the construction of additional schools and facilities needed to accommodate increased enrolment. The war impacted practically every phase of the school curriculum and, at least for its duration, altered athletics, the activities of societies and clubs, and social events. At the same time, the manpower crisis affected teacher training and resulted in a teacher shortage.
A myriad of source materials reveal the impact of the war on education and the wartime experiences of those connected with educational institutions. Board of education reports and school board committee meeting minutes reveal the ways in which the war was a highly disruptive social experience. Curriculum guides and board of education circulars demonstrate that educators viewed the school system as one of the central mediums through which young Canadians might learn the specific details of the conflict. Boards issued pamphlets on how the war should be taught in the classroom and provided lists of recent educational books that could help with its instruction. Current events were incorporated into history and geography and the lessons in technical courses and vocational schools became based on war production needs. Newspapers, educational periodicals and journals, and various publications of university faculties of education all identified important lessons that could be learned from the war and spoke to the importance of controlling the conflict’s impact on student learning and experience. Yearbooks and student newspapers published historical narratives and creative contributions written by students that illuminate their experiences of war.
An examination of such documents provides an opportunity to understand the diverse impact of the war as well as attitudes towards schooling, higher education, and children and youth between 1939 and 1945. These sources also reveal the ways in which education and learning have been subject to external events, allowing the historian to position educational policies within the broader context of political developments, social and economic pressures, and cultural attitudes.
Numerous questions emerge from this wealth of source material, providing opportunities for research and analysis. How does looking at learning during this conflict change our understanding of its impact? What do these documents reveal about how the meaning of the war was conveyed to children and youth? Curriculum guides and educational policies provide evidence of wartime censorship and propaganda, but these sources also often articulate a commitment to a free and democratic educational system that must stand in stark contrast to the Nazis’ mobilization of German youth. How were changing perceptions of war reflected in classroom teaching? The study of these materials also offers a rich opportunity to undertake comparative studies. Through these sources the historian can compare, for example, the response of rural and urban school systems or French and English universities. Can the varying levels of participation in patriotic activities be explained by factors such as region, language, or religion?
Four patterns emerge from these sources. Each speaks to the insight that may be garnered from an examination of materials relating to learning. First, one can look at these sources for evidence of how Canadians engaged with the war effort through educational institutions. Second, an analysis of the incorporation of the war into curriculum and lessons offers evidence of how schools and universities became a primary medium through which children and youth came to understand the meaning of the war for their communities. Third, these materials demonstrate how support of the war effort gave school systems an additional sense of purpose and altered the role of education in society. And last, one can look at these sources for evidence of the home-front experience of children and youth.
The contributions of schools and universities to the war effort were considerable and varied. Facilities were turned over for the training of personnel for war industries and service. Students rallied in support of war charities and saving and thrift campaigns, salvaged for rubber, and collected scrap metal and milkweed pods. Schools and universities invited prominent community members to give public lectures and transformed virtually every school function into an effort to raise funds. By 1945, Toronto elementary schools and high schools had donated over $12,000,000 dollars in materials and funds.4 Teachers and students organized blood drives, worked with the Imperial Order Daughters of the Empire, and promoted the sale of Victory Bonds and War Savings Stamps. Female students organized Red Cross sewing rooms to help prepare supplies for university hospital units and sewed and knit articles for servicemen, civilians in bombed areas, and children in British War Nurseries. Through their industrial arts classes, the Protestant students of Montreal made 15,000 arm splints for the Red Cross and Military District No. 4 during the 1942-43 school year.5 Forty thousand boys in high schools across Canada worked on the production of scale models of fighting aircraft to be used to train pilots, observers, and gunners in the British Commonwealth Air Training program.6 Younger students wrote letters to soldiers and through school art projects made gifts to be sent overseas for Christmas.
Students received courses on war emergency and defence training, first aid, home nursing, and air raid precautions. They were also provided with military training. Most high schools made cadet training compulsory for all male students meeting physical requirements. In 1939, the Toronto board declared cadet service obligatory for upper-grade high school students and three years later Montreal’s Protestant board instituted mandatory air cadet training for all male students in grades ten to twelve.7 The latter defended the decision, arguing that it was a result of “popular demand, the greater contribution to the war effort, the lead of the universities in setting up compulsory military courses, and the more thorough training accomplished by including the subjects in the regular curriculum.”8 In cooperation with the Department of National Defence and the Department of War Services, Canadian universities required that all physically fit male students over eighteen undergo military training beginning in the fall of 1940.9 Enrolment in a university Canadian Officers’ Training Corps [COTC] fulfilled this requirement, enabling universities to keep the military training of their students a university activity.10
Numerous documents account for the extensive wartime activities of students. Reports of ministers of education, special regulations regarding war service and work, school newspapers and yearbooks, memorial albums, and institutional histories all detail the role of educational institutions. From a pamphlet produced by the Ontario Board of Education for “Education Week” in 1943 to graduation programs and valedictorian addresses, the historian can find evidence of the pride that educational institutions took in recounting their efforts. Students wrote they had “done much to bring victory closer” and principals marvelled at the extensive contributions of the members of their schools.11
In the elementary and high schools, these activities were supported by the formal curriculum and the incorporation of the war into classroom lessons. Texts and war-related instruction became increasingly nationalistic and emphasized Canada’s shift from colony to nation. Schools showed patriotic films from the National Film Board and students listened to the radio war reports of the Canadian Broadcasting Corporation. Boards of education distributed pamphlets and booklets with titles such as “Education for Victory in War and Peace” and “Canadian Democracy in Action.” History and geography lessons placed more emphasis on the development of government, the importance of Canada’s ties with the United States, and Canada’s part in the war. In 1942, the Ontario Minister of Education issued “The Way to War and the Second World War,” a booklet used to educate grade thirteen students about the war’s importance and meaning. The text blames the war on rising “economic nationalism” and the “Nazi Menace.” The coming of war was avoided at all costs, it contends, but the world “had to decide whether totalitarian barbarism or law, order and security would prevail.” It concludes with the declarations of war, noting that Canada’s independent declaration was “a significant step in her development as a nation.”12
The promotion of war-related activities and changes to curriculum and school lessons came from inside and outside educational institutions. Pupils, teachers, principals, supervisors, and administrative staff requested that schools and universities have some role to play in the winning of the war. University presidents suggested changes to curriculum that would encourage the discussion of the “great questions of civilization that we have now upon our hands.”13 Board publications and newspapers contained a plethora of articles, editorials, and letters to the editor that discussed the importance of properly teaching the war to students. “Education,” wrote Superintendent of Toronto Schools C.C. Goldring, “is a powerful instrument in shaping the destiny of mankind ... Rarely in the world’s history has the need for educated citizens appeared to be greater than at the present time.”14 “They serve best who are best prepared,” wrote Principal Allin at Jarvis Collegiate Institute in Toronto. “This, for you, is an Initial Training School, and whether you join them ‘over there’ or serve your country here at home, you must be well trained.”15
Schools were inundated with requests from countless community organizations to collaborate in patriotic endeavours. Support for military training came from the federal government, the various branches of the Canadian forces, and national cadet leagues. The Royal Canadian Air Force and the Air Cadet League of Canada, for example, provided practical support to the air cadet movement in the schools by supplying the necessary equipment and suitable training courses for officer personnel. “There is no doubt,” read the PBSCM’s Annual Report, “that the excellence of the Board’s cadet organization is in large part due to this enthusiastic sponsorship.”16 Through the NCCU, universities cooperated with the wartime goals and priorities of the federal government and sought to maximize the use of their resources, including manpower, expertise, and training.
The war “provided objectives and means for splendid service by children and youths,” argued educators.17 School activities in support of the war served two purposes. They helped demonstrate commitment to the war effort and they also provided an opportunity to teach children and youth about the values of thrift, hard work, perseverance, and the necessity of safeguarding democratic values and traditions. While lamenting the circumstances, educators recognized that the war provided an opportunity to instil in young Canadians a sense of responsibility for the future of their nation.
The adjustment of curriculum and school activities in support of the war effort was not without controversy. Concern about education during the war became “nation-wide to an unprecedented extent” and educators and the public alike debated the role of education in society.18 Proponents of “practical” and “utilitarian” education argued that education must adjust to meet wartime needs. Educators largely agreed that for the duration they must focus on activities in support of the war effort at home. Presidents of universities recognized, for instance, the important role the university must play in training men for war service or work in war-related industries. Some feared, however, that universities would become akin to trade schools. One president maintained that the “normal objective” of the university was “not training, but education, which is a rather different and a more important function.”19 Another argued that while “universities necessarily adjust themselves to present emergencies, they must not abandon their fundamental functions.” He continued that they “must preserve true freedom of thought and opinion ... freedom of intellectual inquiry and research, freedom of worship and the maintenance of tolerance of creed and race, and of ‘the integrity of our cultural tradition.’”20
The war brought education and the federal government into closer contact, situating education at the forefront of national policy. The multi-faceted use of institutions of higher education and the adaptations of schools to national emergency dramatically altered federal-academic relations. The war demanded the production of vital scientific knowledge, best exemplified in the creation of the atomic bomb. The knowledge-producing abilities of the research university convinced policy-makers and the wider public of its utility in the defence and economic development of Canada. Schooling was also viewed as vital to the reintegration of psychologically-damaged veterans to civilian life. In cooperation with the federal government, for example, the Toronto Department of Education established a centre for the rehabilitation and training of ex-service personnel. It provided a number of occupational courses and tutorial help in academic courses to prepare veterans for university and vocational training.21 The Veterans’ Charter offered free university education, transforming the lives of the over 54,000 veterans and permanently altering public perceptions of higher education.22
Some of the most interesting accounts of war’s impact on schooling come from the students themselves. Yearbooks and newspapers contain editorials, articles, questionnaires, short stories, poetry, and cartoons that illustrate the war’s meaning for their lives. Stories of war as adventure remained popular and provide evidence of young boys delighting in the militarization of their schools. More senior students expressed an understanding of war that surpassed the earlier war generation. They often conveyed their personal experiences, expressing their feelings at the loss of a family member or friend. Some students displayed an ability to infuse humour into discussions of the impact of war on their day-to-day lives. A shortage of supplies inspired one student to joke that if the war kept on long enough, they would be working on slates.23 The seriousness of the impact of war, however, dominated student publications. As youth looked to position their experiences within a broader contest, they often compared this war with the last. “This time it is different,” argued the editor of the Queen’s Journal. “Those who are giving up long-cherished plans and are preparing to do their bit in this struggle are showing the highest kind of courage, the kind that recognizes all the dangers it is going to meet and yet resolves to meet them.”24
An examination of sources and materials concerning education and student experience during the Second World War reveals the social and cultural impact of the conflict at home. Schools and universities are an important setting for studying the dominant interpretation of the war’s causes, impact, and legacy. In addition to educational publications and reports of school boards, propaganda posters, newspapers, radio and television broadcasts all attest to the significant wartime role of educational institutions. In turn, student publications, such as yearbooks and newspapers, can be used to analyze how student understanding and experience of war were channelled and expressed. Attention to such materials enriches our understanding of the war and its effect on the lives of Canadians.
Anne Millar, University of Ottawa

Reading List
Baker, Marilyn. “The Later Years: Women Instructors at the Winnipeg School of Art inthe 1940s” in Atlantis 30/2 (2006): 50–62
Bindon, Kathryn M. Queen’s Men, Canada’s Men: The Military History of Queen’s University, Kingston (Kingston: Trustees of the Queen’s University Contingent, Canada’s Officers’ Training Corps, 1978)
Bruno-Jofre, Rosa. “Citizenship and Schooling in Manitoba, 1918-1945” in Manitoba History 36 (winter 1998): 26-36
Cameron, James D. “Part Five: The Ordeal of War and Its Aftermath, 1936-44” in For the People: A History of St. Francis Xavier University (Montreal: McGill-Queen’s University Press, 1996)
Comacchio, Cynthia. The Dominion of Youth: Adolescence and the Making of a Modern Canada, 1920-1950 (Waterloo: Wilfrid Laurier University Press, 2006)
Fetherstonhaugh, R.C. McGill University at War: 1914-1918, 1939-1945 (Montreal: McGill University, 1947)
Gibson, Frederick W. “A Knowledge of Arms: Queen’s and World War II” in Queen’s University, Volume II, 1917-1961: To Serve and Yet Be Free (Montreal: McGill-Queen’s University Press, 1983)
Hamelin, Christine. “A Sense of Purpose: Ottawa Students and the Second World War” in Canadian Military History 6/1 (1997): 34-41
Johns, Walter H. “The Newton Years: 1941-1945” in A History of the University of Alberta 1908-1969 (Edmonton: The University of Alberta Press, 1981)
Johnston, Charles. “The Children’s War: The Mobilization of Ontario Youth during the Second World War” in Patterns of the Past: Interpreting Ontario’s History, edited by Roger Hall, William Westfall, and Laura Sefton MacDowell (Toronto: Dundurn, 1988)
Keshen, Jeff. “The Children’s War: ‘Youth Run Wild’” in Saints, Sinners, and Soldiers: Canada’s Second World War (Vancouver: University of British Columbia Press, 2004)
Kiefer, Nancy. “The Impact of the Second World War on Female Students at the University of Toronto, 1939-1949” (M.A. thesis, University of Toronto, 1984)
Kiefer, Nancy and Ruth Roach Pierson. “The War Effort and Women Students at the University of Toronto, 1939-45” in Youth, University, Canadian Society: Essays in the Social History of Higher Education, edited by Paul Axelrod and John G. Reid (Montreal: McGill-Queen’s University Press, 1989)
Lemieux, Thomas. “Education, Earnings, and the ‘Canadian G.I. Bill’” in Canadian Journal of Economics 34/2 (2001): 313–344
Levi, Charles. “Student Opinion in Depression and War: The Case of Paul McGillicuddy, 1918-42” in Ontario History 87/4 (December 1995): 345-368
Lorenkowski, Barbara. “The Children’s War” in Occupied St. John’s: A Social History of a City at War 1939-1945, edited by Steven High (Montreal: McGill-Queen’s University Press, 2010)
McLeod, Charles Roderick and Mary Anne Poutanen. “Daughters of the Empire, Soldiers of the Soil: Protestant School Boards, Patriotism, and War” in A Meeting of the People: School Boards and Protestant Communities in Quebec, 1801-1998, edited by Roderick McLeod and Mary Anne Poutanen (Montreal: McGill-Queen’s University Press, 2004)
Moritsugu, Frank. Teaching in Canadian Exile: A History of the Schools for Japanese-Canadian Children in British Columbia Detention Camps during the Second World War (Toronto: Ghost Town Teachers Historical Society, 2001)
Myers, Tamara and Mary Anne Poutanen. “Cadets, Curfews, and Compulsory Schooling: Mobilizing Anglophone Children in WWII Montreal” in Social History / Histoire Sociale 38/76 (2005): 367-98
Neary, Peter. “Canadian Universities and Canadian Veterans of World War II” in The Veteran’s Charter and Post-World War II Canada, edited by J. L. Granatstein and Peter Neary (Montreal: McGill-Queen’s University Press, 1998)
Peterson, Robert. “Society and Education during the Wars and Their Interlude, 1914-1945” in Canadian Education: A History, edited by Donald Wilson, Robert Stamp, and Louis-Philippe Audet (Toronto: Prentice-Hall, 1970)
Reid, John G. Mount Allison University, Volume 2, 1914-1963 (Toronto: University of Toronto Press, 1984)
Sethna, Christabelle. “Wait Till Your Father Gets Home: Absent Fathers, Working Mothers, and Delinquent Daughters in Ontario during World War II” in Family Matters: Papers in Post-Confederation Canadian Family History, edited by Lori Chambers and Edgar-André Montigny (Toronto: Canadian Scholars’ Press, 1998)
Stamp, Robert. The Schools of Ontario, 1876-1976 (Toronto: University of Toronto Press, 1982)
Stortz, Paul and E. Lisa Panayotidis, eds. Cultures, Communities, and Conflict: Histories of Canadian Universities and War (Toronto: University of Toronto Press, in press)
Theobald, Andrew. “Western’s War: A Study of an Ontario Canadian Officers’ Training Corps Contingent, 1939-1945” in Ontario History 98/1 (spring 2006): 52-67
Thompson, W.P. Yesteryears at the University of Saskatchewan, 1939-1945 (Saskatoon: University of Saskatchewan, 1969)
Von Heyking, Amy. Creating Citizens: History and Identity in Alberta Schools (Calgary: University of Calgary Press, 2006)
Waite, P.B. “Dalhousie, the Second World War, and the Philosopher-King, 1939-1943” in The Lives of Dalhousie, Volume 2, 1925-1980, The Old College Transformed (Montreal: McGill-Queen’s University Press, 1994)

1. Protestant Board of School Commissioners of the City of Montreal (PBSCM), “The Schools’ Contribution to the War Effort,” Annual Report 1942-1943, 10.
2. Report of the Minister of Education, Province of Ontario for the Year 1943 (Toronto: T.E. Bowman, 1945), 1-2.
3. James S. Thomson, “Student Activities in the War-Time University,” Eighteenth National Conference of Canadian Universities, June 9-11, 1942, 112; H.F. McDonald, “The Re-Establishment of Ex-Service Men,” Eighteenth National Conference of Canadian Universities, June 9-11, 1942, 77.
4. “The Pupil War Effort,” Report of the Minister of Education, Province of Ontario for the Year 1944 (Toronto: T.E. Bowman, 1946).
5. PBSCM, “The Schools’ Contribution to the War Effort,” Annual Report 1942-1943, 11.
6. R.B. Matthews, “The Air Force Needs 50,000 Model Planes... 40,000 Schoolboys Will See It Gets Them!” Saturday Night (December 1942): 4-6, quoted in Cynthia Comacchio, The Dominion of Youth: Adolescence and the Making of a Modern Canada, 1920-1950 (Waterloo: Wilfrid Laurier University Press, 2006), 110.
7. Report of the Minister of Education, Province of Ontario for the Year 1944 (Toronto: T.E. Bowman, 1946), 3; PBSCM, “Cadet Corps,” Annual Report 1942-1943, 13.
8. J.G. Land, “Montreal High Schools Go ‘Air Cadet.’” Educational Record 58/2 (April-June 1943): 73.
9. Frederick Gibson, Queen’s University Vol. II, 1917-1961 (Montreal: McGill-Queen’s University Press, 1983), 183.
10. C.O.T.C. recruits were trained in map reading, military law, organization, and administration and at most universities, this training counted towards an academic credit.
11. “Editorial,” Vox Ducum (June 1944): 1.
12. Ontario History of Education Collection (OHEC), Ontario Department of Education, “The Way to War and the Second World War, Topics 9 and 10, Modern World History, Grade XIII,” 21, 25.
13. Thomson, 112.
14. OHEC, Toronto Education Week Committee, “Education for Victory in War and in Peace, Canadian Education Week, November 7th to 13th, 1943.”
15. A.E. Allin, “The Principal and His Message,” The Magnet 24/1 (1943): 23.
16. PBSCM, “Cadet Corps,” Annual Report 1942-1943, 13.
17. PBSCM, “The School and the Community,” Annual Report 1942-1943, 9.
18. Charles E. Phillips, “Education in Canada, 1939-46,” History of Education Journal 3/1 (autumn 1951): 7.
19. James S. Thomson, “Student Activities in the War-Time University,” Eighteenth National Conference of Canadian Universities, June 9-11, 1942, 111.
20. “The University in The Third Year of War As Described in the President’s Annual Report,” University of Toronto Monthly 43/5 (February 1943), 145-146.
21. Report of the Minister of Education, Province of Ontario for the Year 1944 (Toronto: T.E. Bowman, 1946), 2.
22. Jeff Keshen, Saints, Sinners and Soldiers (Vancouver: UBC Press, 2004), 275.
23. JCIA, News from the ‘Old School,’ June 15th, 1942, 2.
24. Peter Macdonnell, Journal, November 7, 1939, quoted in Gibson, 180.
http://wartimecanada.ca/essay/learning/education-during-second-world-war

The Rise of Youth Counter Culture after World War II and the Popularization of Historical Knowledge: Then and Now

Theresa Richardson, Ph.D.

Paper Presented at the

Historical Society 2012 Annual Meeting

“Popularizing Historical Knowledge: Practice, Prospects, and Perils”

Columbia, South Carolina

May 31st – June 2nd

Contact Information

Educational Studies Department

Teachers College 815, Ball State University

Muncie, Indiana 47306

tmrichardson@bsu.edu

765-285-5476

* Based on Profanations: The Baby Boom, Culture of Youth, and the New History of Education

The Rise of Youth Counter Culture after World War II and the Popularization of Historical Knowledge: Then and Now

ABSTRACT

The dynamics of the baby boom demographic transformation after World War II is examined in relationship to the changing nature of childhood and youth as a social construct. The profanations of youth culture challenged the domain assumptions of modernity and in so doing ushered in a post-modern worldview and a new interpretation of historical knowledge.

The Rise of Youth Counter Culture after World War II and the Popularization of Historical Knowledge: Then and Now

Take the 3,548,000 babies born in 1950. Bundle them into a batch, bounce them all over the bountiful land that is America. What do you get? Boom. The biggest…boom ever known in history.[1]

In the 1960s and early 1970s, nearly all aspects of the dominant culture were subject to being challenged by members of the demographic surge after WWII known as the Baby Boom. The challenge came in the form of a socio-cultural break with tradition known as the generation gap;[2] the political Civil Rights and Anti-War Movements;[3] and the rise of radical student movements on university campuses and in the streets.[4] The “weird, innocent, turbulent” times also elicited personal vignettes from participant writers such as Robert Stone to rock performer, poet, and writer Patti Smith.[5] One of the most recent popular attempts to come to grips with that time of turmoil and change is Tom Brokaw’s Boom, which is a collection of interviews and a follow up to his best seller The Greatest Generation about WWII veterans, the parents of Baby Boomers.[6] Academic researchers have also taken up the radicalism of 1960s and its place in the history of the left in America.[7] Others argue that the 1960s era illustrates that when popular cultural myths are vocally questioned and demythologized a critical public consciousness can be stimulated.[8] The counter is that the revolution in attitudes and morals were not sudden but were a part of the longer trajectory of changes over the twentieth century in the evolution of modernism.[9] This study examines two thesis about the importance of the Baby Boom: 1) the history and experience of childhood and youth was permanently transformed by the Baby Boom both in theory and practice; and 2) the political and cultural youth revolution of the 1960s, challenged and countered the modern world view of progressive history and normal science as a universal source of objective reality and truth, a transformation from modernism to post-modernism occurred that changed disciplines and worldviews. It promoted a political and cultural ideology based on profanations against the domain assumptions that had guided modernism. While the challenge to and acts of desecration against traditional American progressive perspectives ended in an overt sense, the curriculum and pedagogy of what constitutes knowledge remains an undercurrent of social thought still prominent in the post-modern dynamics of the more conservative times that followed. The battle lines have been continuously redrawn and reshaped and will continue to do so in the future as the baby boomers reach retirement age and challenge what it means to be old instead of young and we continue to ask what the next generation will invent.[10]

Profanations: Definition of Problems

A profanation is an act of violating sacred things, showing disrespect, or exhibiting irreverent behavior toward beliefs taken to be honorable and above question. Profanation is also making common and accessible that which was previously understood as beyond questioning. The baby boom generation after World War II was popularly known for their acts of profanation against many of the sacred myths about the character and specialness of the United States of America. With a childhood rooted in the supposedly conforming atmosphere of the 1950s, this cohort began to develop its own style in the 1960s that relished non-conformity at least to adult standards. Born into relative prosperity a visible proportion of the baby boomers sought alternatives politically and culturally. Like Wilson Sloan’s character in his novel, The Man in the Gray Flannel Suit, they began to seek a deeper purpose than accumulating money in a context dominated by business interests and routine.[11] The rising voice of minorities contradicted the domain myth of what it means to be American as a special people destined to embark on a journey of endless advancement. The ideology of manifest destiny that spread the nation from “sea to shining sea” as in the patriotic song, “America the Beautiful,” was revisited and the policies and practices that politically and economically subordinated the first nations of the land, enslaved and oppressed African Americans, routed Hispanic populations, and abused Asian labor came to be seen as blatant contradiction to the ideals expressed in the nation’s founding documents.[12] The generation that became known for their profanations against the hypocrisies of their forefathers sought self-determination under their own new values and standards. They sought to speak for and with the voices of “the people,” rather than established leaders who they saw as disingenuous and self-serving. How do young people, nurtured and cared for grow up to declare themselves as the vanguard of a new society?[13] The answer is indicative of changing concepts of childhood and youth.

PART I

THE DEMOGRAPHICS IMPERATIVE:

AGE-COHORTS AS A CHANGING VARIABLE

Childhood is not a fixed phenomenon. As Phillipe Aries argues in Centuries of Childhood, notions about the specialness of the stage of life after infancy didn’t exist in the Middle Ages.[14] As soon as an infant was old enough to follow directions they were expected to contribute to the family in a productive manner. By seven years of age children, especially children of the working classes were apprenticed and were seen as incompetent adults. The Enlightenment with its heightened beliefs in the capacity of human beings to think and act independently encouraged education beyond reading the scriptures or preparation for taking ones place in the hierarchy of church leadership. Education for citizenship and for economic attainment and success followed with industrialization, urbanization, and increased immigration in the United States. The Common School Movement led by Horace Mann in the mid-nineteenth century sought compulsory education legislation.[15] As compulsory education was put into place state by state in the late nineteenth and early twentieth centuries a new category of life stages was also introduced as a school-age cohort was established. The modern child was born. Social class was a major factor determining how long a child continued in school or if they joined the workforce after a basic or elementary education. Education beyond the elementary level was reserved for the middle to upper classes as long as there were jobs available for working class teenagers and adolescents. At the turn of the nineteenth to twentieth centuries G. Stanley Hall, an educator and pioneer psychologist in the Child Study Movement, wrote about the “storm and stress” of adolescents but this age group was not singled out for special treatment nor identified necessarily with secondary education or high school.[16] It was not until the Great Depression when there weren’t any jobs for adults much less adolescents that young people began to stay in school entering the formerly elite high schools in great numbers. This set up a massive change after the war when secondary education became common and expected for all teenagers.[17]

Significant demographic population shifts can cause unexpected outcomes that reshape the institutions and the nations they impact in unexpected ways. Such a situation occurred in Western countries after World War II. Even though there is some disagreement over the beginning and ending dates of the post-war baby boom, in the period between 1946 and 1957 an estimated 76 million Americans were born.[18] Annual births topped 4 million in 1954 and did not drop below that until 1965. The so-called baby boomers pushed their way through the public education system, which had to expand exponentially to accommodate them. In the 1960s and early 1970s this group entered high school and subsequently pushed their way into the nation’s universities in unprecedented numbers. The group was not complacent even if only a small visible portion assumed a radical stance. Baby boom culture for the most part simply refused to accept unquestioned the world-view of the older generation. They created a discontinuity, a break in age and cultural style as well as a break with the political persuasions of their parents. Their music, style, language, and attitudes called into question and rendered former standards, limits, and boundaries questionable and permeable.[19]

The experience of adolescence or teenage years, thirteen to nineteen years of age, rapidly changed in the 1950s and 1960s. The emergence of the distinctive and significant youth culture in this time period must be understood through an analysis of the social forces that shaped the context of the experiences of this particular age group. As noted, the evolving norms associated with young people deviated from earlier generations in significant ways. The protections and special status of modern childhood were extended even as immature bodies grew into adult bodies. Obligations to take on adult responsibilities remained weak at least in the more affluent classes and even working class if they remained in school, which rapidly became a universal expectation as “dropping out” of high school became seen as a social problem. Adult privileges such as driving a car at age sixteen and voting at age eighteen provided mobility and a measure of real political power.

Perhaps one of the most consequential forms of impact in terms of power in a capitalist society was as consumers. Expanding commercial interests in times where the public was eager to acquire goods, products, and services turned to this new cohort. They were moneymakers for large-scale business, and business interests were there to accommodate them. Parents raised in the lean years of the Great Depression who became avid consumers of new products themselves after the War were often willing to provide their children with the goods, services, opportunities, and indulgences they missed during their own childhood. Even if they disapproved, parents could hardly isolate their offspring from the flood of products, sights, and sounds that defined what it meant to be a modern teenager in a world that appeared theirs for the taking.

In the 1950s, adolescents emerged as a cultural, political, and economic force parents and other adults in and out of schools had to reckon with. Adult expectations for the behavior of the young were increasingly countered by the culture of teenagers. In the 1960s as this group expanded schooling beyond high school in record numbers the phenomena of young adults still unattached to the routines of adult responsibility expanded youth culture into their twenties. Being thirty was the new end of childhood, at least by the estimate of youth itself with the slogan “don’t trust anyone over thirty.”[20] This subculture, with its disconnect from traditional adulthood began to seriously critique the dominant culture including the consumerism that had indulged their childhood. The advantages they experienced in growing up in relative affluence they discovered was not necessarily the rule and commonly did not extend to not only the poor and working classes but were systematically denied to visible minorities. They perceived a fundamental unfairness in a country that claimed justice and liberty as well as opportunity for all.

The Counter Culture and New Left Politics

The counterculture of the World War II baby boom refers to the cultural and social movement that emerged in the United States and England between 1954 and 1974 with its height between 1965 and 1972. The later part of the 1960s is viewed popularly and in the literature as associated with the radicalization of youth politics and culture associated with the New Left. The civil rights movement, anti-war and anti-draft protests, and women’s movement characterized the era. Campuses of major universities became unwilling hosts to protests from the Free Speech Movement at the public University of California, Berkeley to protests at the private University of Columbia in New York City.[21] New social histories and social science perspectives emerged that justified questioning conformity and the status quo in thought and action. Functionalist and behaviorist explanations for human behavior in the social sciences based in positivistic ideas about the basic validity of the status quo were challenged by conflict theories of socio-economic class and status. Conflicts of interests were also supported by critical theory in the sociology of knowledge that stressed paradigm shifts in science with implications for the way that reality is interpreted between different groups and cultures based on the work of Thomas Kuhn in the philosophy of science and epistemology of knowledge.[22] In the midst of a paradigm shift themselves, students were not necessarily willing to accept the lectures and perspectives of their professors or to simply obey mandates from the administration of the university or the government.

Expanded social science perspectives in academics had a cultural component. Styles of dress, music, the arts, film, use of media, social conventions, and expectations were transformed in ways that placed parents and their teenage to young adult children at odds, a phenomenon that came to be known as the generation gap.[23] The personal experience of these two groups differed significantly given the very different dynamics of the economic and political events that occurred in each of the cohort’s frame of reference. The parent’s generation experienced economic collapse in the Great Depression. They learned to work hard and survive. They experienced a major war. They fought and won. They worked hard after the war and they were successful. The lessons seemed obvious. The younger generation experienced relative prosperity and growth with new housing, automobiles, and toys as children. They had a feeling of entitlement. Christopher Lasch identified this cohort as living in an age of narcissism where hard work and reward were not closely connected. Pursuing ones interests and personal freedom took precedent over making money or success.[24]

In the back drop of the seeming complacency of the 1950s was the Cold War, arms race, and threat of nuclear destruction as well as the Korean War as the United States gained ground on the world stage as an international leader. This did not engender loyalty and patriotism but rather skeptism, debate, and resistance. The Vietnam War and compulsory draft was not taken as something to necessarily honor. For many it was something to fight on ideological grounds, “make love not war.”[25] Social mores also changed dramatically. Divorce, non-marriage, living together, same sex relationships, multiple relationships, and the empowerment of women and youth were choices to be debated and advanced. The younger generation in a post-Victorian era experimented with gender roles and relationships including sexual behaviors given the introduction of birth control and choices about when and where to have children.[26] The older generation still lived within the boundaries of Victorian culture and mores with traditional gender roles and the expectations of marriage and nuclear family life.

PART II

THE INVENTION OF POST-MODERNITY

The origins of the revolt of the baby boom generation start with a profanation about progress and continuity. Counter to popular imagination and most public school versions of American history, history is not progressive nor inevitable. Themes and lessons embedded in historical narrative usually reflect the perspective of those in power who benefit by the implicit or explicit lessons taught. The ability to control historical narratives is an important building block of hegemonic power. While modern history as a discipline attempts to make the work of historians additive by building on a foundation of previous work, in fact history does not follow in any simple path of logical cause and effect.[27] Therefore historical narratives are not stable in how they are perceived or experienced unless hegemonically controlled by dominant groups. There are revolutions, unintended consequences, shifts and turns that benefit some groups and disadvantage others.

The politicized cohort of baby boomers unconsciously forced changes in school organization and structure by its size. It also consciously forced changes through its ideology and sense of political empowerment. This was first visited on traditional academic disciplines at some of the nation’s most prestigious universities. Curriculum defined by traditional scholarship was opened up to criticism and conflicting perspectives based in the social sciences. The social sciences, which had typically been dominated by behaviorist or functionalist theory in the United States, were introduced to European classics and scholars such as Karl Marx, with his critique of capitalism and the reproduction of class inequalities. Max Weber’s analysis of the connections between ideologies and social structure included the role of the Protestant Ethic in the formation of the character of capitalism in the U.S. Emile Durkheim’s work on forms of social solidarity contributed new ideas that challenged the dominance of psycho-biological or medical models of the relationship between individual socialization and social structural group characteristics involved in social change. In his treatise on suicide the most personal of individual acts became a window into forms of group solidarity.

Historiography, or the study of how history is envisioned and projected as reality, undermined the notion that there is a single true version of what happened. Historians began to include oppressed and formerly invisible groups in their stories about the social dynamics of change and contradictory perspectives on the meaning of change. The history of childhood emerged as a subject of study as separate from the age-stage developmental psychology as grounded in ahistorical approaches to the psychobiology of the human experience. The very study of academic history as a discipline changed from traditional great men and great events to social histories of the common person, women, and children and their institutions in the family, school, and workplace.

While the initial bursts of radicalism waned as the baby boom generation eventually turned thirty and most of the cohort assumed its place in the workforce, the long-term impact of the demographic of young people remained a bubble in the history of the nation. Many icons of the cultural era including members of rock groups such as the Beatles and Rolling Stones remain popular today and did not “grow up” and reject their youthful success. They invented new ways to be adults that continues to embrace the significant aspects of the youth culture of the 1960s. Some radicals such as former Students for a Democratic Society leader and the founder of the radical leftist group the Weather Underground, William Ayres, became a respected and widely published elementary education theorist who is now retired from the University of Illinois, Chicago. While not involved in radical politics he remains a voice for democratic participation and social justice as a social activist.[28]

The baby boom generation and its leaders continue to voice a legacy embedded in the new questions that reshaped research in the sciences and humanities as well as in education. The attempts to return to the older model while persistent and sometimes adamant in denouncing post-modern perspectives cannot silence the fundamental observation that there isn’t one version of reality, one best curriculum, or one best system. When self-serving demands are imposed on those who do not benefit from that version of reality, it reflects an imbalance in relative cultural power. Those who are subordinated are not necessarily wrong, as those in power would have us believe, just as those in power are not necessarily right. Further, the dynamics of hegemonic power relationships should be subject to questioning. Ultimately, they are also vulnerable to revolutionary transformations that can happen, even if they are not necessarily inevitable as argued by Marx.

The Popularization of Historical Knowledge

The cultural upheaval caused by various aspects of the youth movement questioned the very nature of how to interpret social change and the legitimacy of official forms of knowing as a reflection of the interests of dominant groups rather than the masses or ordinary citizens and workers. In the 1960s historians, such as Bernard Bailyn, challenged traditional historians to reevaluate their approaches to social subjects such as the role of education in the history of the nation.[29] Bailyn’s call was taken more seriously in subdisciplines of mainline academic history as opposed to traditional departments of history, which largely remained compartmentalized and bound by traditional sources. Social historians utilized a variety of unorthodox sources to uncover the experiences of more elusive subjects. They were less bound to strict disciplinary boundaries as well. The interdisciplinary approach allowed for the introduction of social theory into historical research and analysis. History was not taken to be an objective subject that could be separated from the perspective of the historian. Uncovering historical “truth” was not an impersonal journey. In fact, the journey necessitated analyzing how power and knowledge became embedded in the trajectory of the past as played out in the present including the dynamics of power and authority.[30] The new history did not have to embrace Marxism but it followed Marx’s example of seeking to understand the interrelationships between institutions in society rather than collect finite pieces of information within strict boundaries of time and space that supposedly lead to an objective conclusion.

Labor history as unorthodox in its subject matter had long countered the tendency of traditional history to aggrandize the biographies of great leaders, rulers, and kings. What had been the domain of muckraking journalism in the Progressive Era in the critique of the super rich was taken up by serious histories of the for profit economy as well as the non-profit sector. This included volunteerism, the charity organization movement in the late nineteenth and early twentieth centuries, and the critical study of modern large-scale philanthropies.

Historians in the field of education embraced social history as legitimating their inquiry into the origin and character of public education. In the first decades of the twentieth century Ellwood Patterson Cubberly, a pioneer educational administrator who founded the School of Education at Stanford University used a historiographical approach to education in order to argue that education is the primary tool for continued American progress. He advocated an instrumentalist approach to education that included increased standardization and efficiency, a hierarchy of administrative practices, routine empirical testing and research. This approach dominated school policy for over forty years until challenged in the 1960s and still reflects a dominant paradigm apparent today in NCLB.[31] Cubberly’s celebrationist use of history was criticized in the 1960s as anachronistic and evangelistic arguing that his autocratic approaches to public policy were sexist, racist, class biased, and limited rather than extended public understanding of educational policy.[32] Rather than celebrationist histories of the progress of school expansion and administration such as told by Cubberly, educational historians in the 1960s examined the origins of educational policy and which groups benefited from schooling as configured for the traditional dominant groups of White Anglo-Saxon Protestant founders of New England. David Tyack, in The One Best System, examined how urban education in the United States came to conform to an ideal type in spite of the fact that states are responsible for initiating and enforcing compulsory schooling.[33] In today’s volatile politics the one best system model of public education is both promoted and under fire. The standards movement in NCLB forces national uniformity through funding and mandated annual yearly progress on tests. The charter school movement and vouchers offer options out of publicly controlled schooling. Schooling remains in a cross fire of political and economic interests, where very different versions of the significance and outcome of different policies are debated.

The history of curriculum and what is taught in school came under revision and scrutiny in the multicultural education movement originating in the 1970s. Other historians such as Howard Zinn and Ronald Takaki began a trend to write American history from the perspective of those left out of traditional histories. This included the immigrants who populated this “distant shore” from their homeland.[34] Educational historians took up the role of schooling in socialization and in the Americanization process. As science challenged the veracity of the nineteenth century contention that human beings are divided into separate races with the white race as superior, new histories emerged to describe how the invention of race occurred in the United States as well as the experiences of different ethnic groups as they gave up their culture in order to become “white.”[35]

There was also another kind of gap beyond the generation gap, that of consciousness. As noted, there was a popular and academic intellectual break with the idea of “normal” science as the path to reality and universal truth.[36] The increasing awareness of paradigm shifts in scientific circles influenced the growing social sciences where different social classes and cultures, like youth, manifested the idea that groups in different places in the organization of societies experience different realities and many of their needs were not being met or even recognized. Traditional history, which was seen as additive and cumulative in a singular path to truth, came under question, as did the value of traditional paths to adulthood.[37] The interpretation of history as the story of the rich and powerful was countered by the voices of youth previously only notable for their absence. New voices from other cultures and approaches to reality were experimented with including Eastern religions, and “mind expanding” drugs both new such as Timothy Leary’s LSD, and old such as eating hallucinogenic mushrooms or smoking marijuana. The counter culture and youth movement rose as a voice that came out as an echo of that which had been repressed. Not all young people participated in this radicalization of consciousness, but there was a global presence that attracted not only media attention but a visible presence. New medias such as television had in fact contributed to a heightened recognition of the disconnect between ideals and realities, traditional forms of physical experience and new forms of heightened experiences that had in some cases negative consequences even if they produced new ways of thinking about experiencing reality.

CONCLUSION

After WW II a demographic budge attributable to the baby boom permanently changed the character of growing up by making visible the teenage years identified with high school and increasingly college. The relative isolation of youth from work in institutions that catered to them produced a youth culture that was distinctive. In the 1960s young people, often from the middle and upper classes, in the growing college and university cohorts became advocates and activists in their own behalf and in behalf of numerous causes that perplexed many adults at the time but also, it is argued here, had a significant long-term effect on society and the way social change is documented and interpreted. The past is actually not static but subject to reinterpretation. Therefore, the study of the past is not a static field of inquiry, as traditional historians would have us think. As Hayden White has described, the deep structure of the historical imagination has changed in its narrative discourse, in the forms of data, and theoretical concepts used in explanation. Noticeably this first occurred during the Enlightenment and continued in the emergence of different kinds of “realism” in the nineteenth century.[38] The invention of “modern” history in the nineteenth century using a method imitating the sciences was seriously challenged in the mid-twentieth century in the shift to post-modernism. At least part of that challenge came from young people and the reaction of adults to the paradigmatic shifts in popular ways to interpret society past and present. It has been argued that the ways that we tell history reflect changing views on social reality that are cultural and ultimately concerned with new venues used for the transmission of knowledge in new media and new forms of personal and collective communication.[39] The transformation into a post-modern era of rapid change and increasing diversity continues to shape the experience of youth. It also continues to challenge historians.

It has been argued in this paper that the changes that occurred in this time period ushered in a new worldview with a pace and intensity that eventually pushed the modern era of the twentieth century into a post-modern era. Underlying the profanations of the young against authority figures are the fundamental contradictions of modernism as a product of the Enlightenment and the unresolved tensions in the U.S. between political versus economic ideals that existed from the earliest colonies in Virginia and Massachusetts, which became embedded in the documents of the American Revolution and ideas associated with manifest destiny. The contradictions continue to be played out in the present in domestic policy and increasingly on a global world stage. Throughout the history of the United States there have been tensions between our professed ideals in terms of political freedom and governance by the people; and, economic growth and prosperity in response to the demands of a capitalist economy that grew from mercantile capitalism associated with colonialism and imperialism, to industrial capitalism in thenineteenth and first half of the twentieth centuries and most recently the post-industrial high tech capitalism prevalent today. The perceived dominant purpose of public education has also swayed with the times between the poles of engaging and preparing an informed citizenry for participation in a democratic republic as opposed to schooling for a compliant workforce and army of consumers manipulated by a capitalist class associated with major corporations and financial institutions as well as government.[40] Situated at the end of a period of heightened patriotism during WW II and return to domesticity in the 1950s the demographic bulge not only imposed a new meaning on life stages but also on the nature of reality and consciousness. The politicalization of the baby boomers was a baptism by fire for the nation with global implications.

Endnotes

[1] Sylvia Porter, “Babies Equal Boom,” New York Post May 4, 1951.

[2] Gerald Howard, eds. The Sixties: The Art, Attitudes, Politics, and Media of our Most Explosive Decade. New York: Marlow and Company, 1982, 1991; N. Howe and K. Strauss, “The New Generation Gap,” Atlantic Monthly. December 1992. Available online (http://www/theatlantic.com/past/docs/issues/92dec/9212genx.htm); Gunhild O. Hagestad and Peter Uhlenberg, Research on Aging. New York: Sage, 2006.

[3] Raymond Arsenault, Freedom Riders: 1961 and the Struggle for Racial Justice. Oxford: Oxford University Press, 2006; Simon Hall. Peace and Freedom: The Civil Rights and Anti-War Movements in the 1960s. Philadelphia: University of Pennsylvania, 2005; George Lewis, Massive Resistance: The White Response to the Civil Rights Movement. London: Hodder Education, 2006; Alexander Bloom and Wini Breines, “Taking It to the Streets:”A Sixties Reader. New York: Oxford, 1995.

[4] Alan Adelson, SDS. New York: Charles Scribner’s Sons, 1972; Michael V. Miller and Susan Gilmore, ed. Revolution at Berkeley: The Crisis in American Education. New York: Dell, 1965; also see the counter reaction by Seymour Martin Lipset, Rebellion in the University. Boston: Little, Brown, and Co., 1971; Todd Gitlin, The Sixties: Years of Hope, Days of Rage. New York: Bantam, 1987, 1993.

[5] Robert Stone, Prime Green: Remembering the 1960s. New York: Harper, 2007; Patti Smith, Just Kids. New York: Harper, 2010. Both of the latter were on the New York Times best seller list.

[6] Tom Brokaw, Boom: Talking About the Sixties. New York: Random House, 2007.

[7] Edward Walter, The Rise and Fall of Leftist Radicalism in America. West Port, Conn.: Praeger, 1992.

[8] Andres Jamison and Ron Eyerman, Seeds of the Sixties. Berkeley, CA: University of California Press, 1995.

[9] Alan Petigny, The Permissive Society: America, 1941-1965. Cambridge: Cambridge University Press, 2009.

[10] Susan K. Fletcher, “Intergenerational Dialogue to Reduce Prejudice: A Conceptual Model,” Journal of Intergenerational Relationships, 2007; G. Stepp, “Mind the Gap,” Vision Journal, 2007; W. Bennis and R. Thomas, Geeks and Geezers: How Era, Values, and Defining Moments Shape Leaders. Cambridge: Harvard Business School Publications, 2002.

[11] Wilson Sloan, The Man in the Gray Flannel Suit. New York: Pocket Books, 1955 is a semi autobiographical novel on the American search for purpose in a world dominated by business. It was reissued in 2002 with a forward by Jonathan Franen.

[12] Manifest Destiny, the belief that the Anglo-Saxon race was destined to expand across the N. American continent in the nineteenth century, was coined by John L. O’Sullivan in the July/August issue of the United States Magazine and Democratic Review in 1845. It was used among other things to justify the Spanish-American War with Mexico in 1848. It is associated with the idea that the mission of the U.S. is to promote and defend democracy around the world as advocated by Abraham Lincoln and Woodrow Wilson. The idea clearly contributed to WW II and subsequent military operations by the U.S. abroad. The patriotic song “America the Beautiful” was written by Katharine Lee Bates and was first published as “America” in the periodical, The Congregationalist, in 1895 on the 4^th of July. It was first published under the current name in 1910.

[13] SDS, Tom Hayden et al, “The Port Huron Statement,” written in 1960, in Alexander Bloom and Wini Breines, eds. Taking it To the Streets: A Sixties Reader. New York: Oxford, 1995, pp. 61-74.

[14] Philippe Aries, Centuries of Childhood: A Social History of Family Life, Trans. from French Robert Baldick. New York: Vintage, 1962. Originally published as L’enfant et la vie familiale sous L’Ancien Regime.

[15] Horace Mann, Lectures in Education. New York: Arno, 1969, Reprint 1855 original. Bob Pepperman Taylor, Horace Mann’s Troubling Legacy: The Education of Democratic Citizens. Lawrence, KS: University of Kansas, 2010.

[16] G. Stanley Hall, Adolescence. New York: D. Appleton and Company, 1904.

[17] Theresa Richardson, Century of the Child: The Mental Hygiene and Children’s Policy in the United States and Canada. Albany, NY: SUNY Press, 1989; Viviana Zelizer, Pricing the Priceless Child: The Changing Social Value of Children. New York: Basic, 1985.

[18] Baby Boom Population - U.S. Census Bureau - USA and by State (http://www.boomerslife.org/babyboompopulationuscensusbureaubystate.htm) (July 1, 2008).

[19] The papers of the White House Conferences on Children and Youth at the Dwight D. Eisenhower Library in Abelene, Kansas are a source of changing contemporary adult perspectives on the culture of youth in the Post-World War II period. Other contemporary sources include: American Education Fellowship (formerly Progressive Education Association) Magazine, Progressive Education, March 1949 to March 1957, published monthly from October to May except December. Children’s Bureau materials such as: Oettinger, K. B. 1962. “It’s Your Children’s Bureau,” Department of Health, Education, and Welfare, Social Security Administration, Children’s Bureau Publication No. 357. The voices of radical youth can be heard in Students Democratic Society, “Port Huron Statement,” 1960. Adult opposition to the youth movement is evident in J. Edgar Hoover, Report: “Communist Target – Youth” House Committee on Un-American Activities, 1960.

[20] Jack Weinberg, leader of the UC Berkeley Free Speech Movement used the phrase in response to a reporter’s annoying questions about subversive youth activities. It was picked up and used in popular youth culture and reflected in songs. Berkeley Daily Planet Staff, “Don’t Trust Anyone over 30, Unless its Jack Weinberg,” Berkeley Daily Planet, April 6, 2000.

[21] Howard, The Sixties O.P.C.I.T; Bloom and Breines, “Taking it to the Streets,”O.P.C.I.T.

[22] Thomas S. Kuhn, The Structure of Scientific Revolutions. Chicago: University of Chicago, 1962.

[23] For this and other papers on this topic changing perceptions of children and youth were examined in the archival papers of John D. Rockefeller 3rd and his project on youth in the 1960s and 1970s housed at the Rockefeller Archive Center in Sleepy Hollow, New York. Oral histories and other contemporary publications are also available such as Henry Hampton and Steve Fayer, Voices of Freedom: An Oral History of the Civil Rights Movement from the 1950s Through the 1980s, New York: Bantam, 1990.

[24] Christopher Lasch, The Culture of Narcissism: American Life in an Age of Diminishing Expectations. New York: Norton, 1978.

[25] “Make Love Not War” was an anti-war slogan in the 1960s popularized by Penelope and Franklen Rosemont who made buttons distributed at the Solidarity Book store in Chicago and given out at the Mother’s Day Peace March in 1965. The slogan was featured in John Lennon’s song “Mind Games,” and Bob Marley’s “No More Trouble,” in 1973.

[26] David Allyn, Make Love Not War, The Sexual Revolution: An Unfettered History, New York: Routledge, 2001.

[27] Sources on changes in forms of knowledge and social history in particular include Thomas S. Kuhn, Structure of Scientific Revolutions. Chicago: University of Chicago, 1962; Harold Silver, Education as History: Interpreting the Nineteenth and Twentieth Century, New York: Methuen, 1983; Hayden White, Metahistory: The Historical Imagination in Nineteenth Century Europe. Baltimore: Johns Hopkins University Press, 1973; Thomas S. Popkewitz, Barry M. Franklin, Miguel A Pereyra, eds. Cultural History and Education: Critical Essays on Knowledge and Schooling. New York: RoutledgeFalmer, 2001.

[28] William Ayres, Fugitive Days: A Memoire. New York: Beacon, 2001; William Ayres, Ryan Alexander-Tanner, Jonathan Kozol (Foreward), To Teach: The Journey in Comics. New York: Teachers College, 2010.

[29] Barnard Bailyn, Education and the Forming of American Society: Needs and Opportunities for Study. Chapel Hill: University of North Carolina, 1972.

[30] Harold Silver, Education as History: Interpreting the Nineteenth and Twentieth Century. Fwd David Tyack. London, New York: Methuen, 1983; Harold Silver and Pamela Silver, An Education War on Poverty” American and British Policy Making, 1960-1980. Cambridge, New York: Cambridge University Press, 2006.

[31] Ellwood P. Cubberly, Public Education in the United States. Cambridge, MA: Riverside Press: 1919; Ellwood P. Cubberly, The History of Education. Cambridge, MA: Riverside Press, 1920; Cubberly, Ellwood P. Public School Administration. Cambridge, MA: Riverside Press.

[32] Lawrence Cremin, The Wonderful World of Ellwood Patterson Cubberly. New York: Columbia University, 1965; Joseph W. Newman, “Ellwood P. Cubberly: Architect of the New Educational Hierarchy,” Teaching Education 4 (2) 1992: 161-168.

[33] David B. Tyack, The One Best System: A History of Urban Education. Cambridge, MA: Harvard University Press, 1974.

[34] Howard Zinn, A People’s History of the United States: 1492 to the Present. New York: Harper Collins, 2003; Ronald Takaki, A Different Mirror: A History of Multicultural America. Boston: Little and Brown & Co. 1993. There were also angry responses from traditional historians such as Arthur M. Schlesinger Jr. The Disuniting of America: Reflections on a Multicultural Society. New York: W. W. Norton & Co. 1992. Barnard Bailyn, Education and the Forming of American Society: Needs and Opportunities for Study. Chapel Hill: University of North Carolina, 1972;

[35] Theodore W. Allen, The Invention of the White Race. New York: Verso, 1994.

[36] Thomas S. Kuhn, Structure of Scientific Revolutions. Chicago: University of Chicago, 1962.

[37] Harold Silver, Education as History: Interpreting the Nineteenth and Twentieth Century, New York: Methuen, 1983.

[38] Hayden White, Metahistory: The Historical Imagination in Nineteenth Century Europe. Baltimore: Johns Hopkins University Press, 1973.

[39] Thomas S. Popkewitz, Barry M. Franklin, Miguel A Pereyra, eds. Cultural History and Education: Critical Essays on Knowledge and Schooling. New York: RoutledgeFalmer, 2001.

[40] James D. Anderson, Work, Youth and Schooling: Historical Perspectives on Vocationalism in American Education. Edited by Harvey Kantor and David B. Tyack. Palo Alto, CA: Stanford University Press, 1982.

ENDNOTES...

[1] Sylvia Porter, “Babies Equal Boom,” New York Post May 4, 1951.

[1] Gerald Howard, eds. The Sixties: The Art, Attitudes, Politics, and Media of our Most Explosive Decade. New York: Marlow and Company, 1982, 1991; N. Howe and K. Strauss, “The New Generation Gap,” Atlantic Monthly. December 1992. Available online (http://www/theatlantic.com/past/docs/issues/92dec/9212genx.htm); Gunhild O. Hagestad and Peter Uhlenberg, Research on Aging. New York: Sage, 2006.

[1] Raymond Arsenault, Freedom Riders: 1961 and the Struggle for Racial Justice. Oxford: Oxford University Press, 2006; Simon Hall. Peace and Freedom: The Civil Rights and Anti-War Movements in the 1960s. Philadelphia: University of Pennsylvania, 2005; George Lewis, Massive Resistance: The White Response to the Civil Rights Movement. London: Hodder Education, 2006; Alexander Bloom and Wini Breines, “Taking It to the Streets:”A Sixties Reader. New York: Oxford, 1995.

[1] Alan Adelson, SDS. New York: Charles Scribner’s Sons, 1972; Michael V. Miller and Susan Gilmore, ed. Revolution at Berkeley: The Crisis in American Education. New York: Dell, 1965; also see the counter reaction by Seymour Martin Lipset, Rebellion in the University. Boston: Little, Brown, and Co., 1971; Todd Gitlin, The Sixties: Years of Hope, Days of Rage. New York: Bantam, 1987, 1993.

[1] Robert Stone, Prime Green: Remembering the 1960s. New York: Harper, 2007; Patti Smith, Just Kids. New York: Harper, 2010. Both of the latter were on the New York Times best seller list.

[1] Tom Brokaw, Boom: Talking About the Sixties. New York: Random House, 2007.

[1] Edward Walter, The Rise and Fall of Leftist Radicalism in America. West Port, Conn.: Praeger, 1992.

[1] Andres Jamison and Ron Eyerman, Seeds of the Sixties. Berkeley, CA: University of California Press, 1995.

[1] Alan Petigny, The Permissive Society: America, 1941-1965. Cambridge: Cambridge University Press, 2009.

[1] Susan K. Fletcher, “Intergenerational Dialogue to Reduce Prejudice: A Conceptual Model,” Journal of Intergenerational Relationships, 2007; G. Stepp, “Mind the Gap,” Vision Journal, 2007; W. Bennis and R. Thomas, Geeks and Geezers: How Era, Values, and Defining Moments Shape Leaders. Cambridge: Harvard Business School Publications, 2002.

[1] Wilson Sloan, The Man in the Gray Flannel Suit. New York: Pocket Books, 1955 is a semi autobiographical novel on the American search for purpose in a world dominated by business. It was reissued in 2002 with a forward by Jonathan Franen.

[1] Manifest Destiny, the belief that the Anglo-Saxon race was destined to expand across the N. American continent in the nineteenth century, was coined by John L. O’Sullivan in the July/August issue of the United States Magazine and Democratic Review in 1845. It was used among other things to justify the Spanish-American War with Mexico in 1848. It is associated with the idea that the mission of the U.S. is to promote and defend democracy around the world as advocated by Abraham Lincoln and Woodrow Wilson. The idea clearly contributed to WW II and subsequent military operations by the U.S. abroad. The patriotic song “America the Beautiful” was written by Katharine Lee Bates and was first published as “America” in the periodical, The Congregationalist, in 1895 on the 4^th of July. It was first published under the current name in 1910.

[1] SDS, Tom Hayden et al, “The Port Huron Statement,” written in 1960, in Alexander Bloom and Wini Breines, eds. Taking it To the Streets: A Sixties Reader. New York: Oxford, 1995, pp. 61-74.

[1] Philippe Aries, Centuries of Childhood: A Social History of Family Life, Trans. from French Robert Baldick. New York: Vintage, 1962. Originally published as L’enfant et la vie familiale sous L’Ancien Regime.

[1] Horace Mann, Lectures in Education. New York: Arno, 1969, Reprint 1855 original. Bob Pepperman Taylor, Horace Mann’s Troubling Legacy: The Education of Democratic Citizens. Lawrence, KS: University of Kansas, 2010.

[1] G. Stanley Hall, Adolescence. New York: D. Appleton and Company, 1904.

[1] Theresa Richardson, Century of the Child: The Mental Hygiene and Children’s Policy in the United States and Canada. Albany, NY: SUNY Press, 1989; Viviana Zelizer, Pricing the Priceless Child: The Changing Social Value of Children. New York: Basic, 1985.

[1] Baby Boom Population - U.S. Census Bureau - USA and by State (http://www.boomerslife.org/babyboompopulationuscensusbureaubystate.htm) (July 1, 2008).

[1] The papers of the White House Conferences on Children and Youth at the Dwight D. Eisenhower Library in Abelene, Kansas are a source of changing contemporary adult perspectives on the culture of youth in the Post-World War II period. Other contemporary sources include: American Education Fellowship (formerly Progressive Education Association) Magazine, Progressive Education, March 1949 to March 1957, published monthly from October to May except December. Children’s Bureau materials such as: Oettinger, K. B. 1962. “It’s Your Children’s Bureau,” Department of Health, Education, and Welfare, Social Security Administration, Children’s Bureau Publication No. 357. The voices of radical youth can be heard in Students Democratic Society, “Port Huron Statement,” 1960. Adult opposition to the youth movement is evident in J. Edgar Hoover, Report: “Communist Target – Youth” House Committee on Un-American Activities, 1960.

[1] Jack Weinberg, leader of the UC Berkeley Free Speech Movement used the phrase in response to a reporter’s annoying questions about subversive youth activities. It was picked up and used in popular youth culture and reflected in songs. Berkeley Daily Planet Staff, “Don’t Trust Anyone over 30, Unless its Jack Weinberg,” Berkeley Daily Planet, April 6, 2000.

[1] Howard, The Sixties O.P.C.I.T; Bloom and Breines, “Taking it to the Streets,”O.P.C.I.T.

[1] Thomas S. Kuhn, The Structure of Scientific Revolutions. Chicago: University of Chicago, 1962.

[1] For this and other papers on this topic changing perceptions of children and youth were examined in the archival papers of John D. Rockefeller 3rd and his project on youth in the 1960s and 1970s housed at the Rockefeller Archive Center in Sleepy Hollow, New York. Oral histories and other contemporary publications are also available such as Henry Hampton and Steve Fayer, Voices of Freedom: An Oral History of the Civil Rights Movement from the 1950s Through the 1980s, New York: Bantam, 1990.

[1] Christopher Lasch, The Culture of Narcissism: American Life in an Age of Diminishing Expectations. New York: Norton, 1978.

[1] “Make Love Not War” was an anti-war slogan in the 1960s popularized by Penelope and Franklen Rosemont who made buttons distributed at the Solidarity Book store in Chicago and given out at the Mother’s Day Peace March in 1965. The slogan was featured in John Lennon’s song “Mind Games,” and Bob Marley’s “No More Trouble,” in 1973.

[1] David Allyn, Make Love Not War, The Sexual Revolution: An Unfettered History, New York: Routledge, 2001.

[1] Sources on changes in forms of knowledge and social history in particular include Thomas S. Kuhn, Structure of Scientific Revolutions. Chicago: University of Chicago, 1962; Harold Silver, Education as History: Interpreting the Nineteenth and Twentieth Century, New York: Methuen, 1983; Hayden White, Metahistory: The Historical Imagination in Nineteenth Century Europe. Baltimore: Johns Hopkins University Press, 1973; Thomas S. Popkewitz, Barry M. Franklin, Miguel A Pereyra, eds. Cultural History and Education: Critical Essays on Knowledge and Schooling. New York: RoutledgeFalmer, 2001.

[1] William Ayres, Fugitive Days: A Memoire. New York: Beacon, 2001; William Ayres, Ryan Alexander-Tanner, Jonathan Kozol (Foreward), To Teach: The Journey in Comics. New York: Teachers College, 2010.

[1] Barnard Bailyn, Education and the Forming of American Society: Needs and Opportunities for Study. Chapel Hill: University of North Carolina, 1972.

[1] Harold Silver, Education as History: Interpreting the Nineteenth and Twentieth Century. Fwd David Tyack. London, New York: Methuen, 1983; Harold Silver and Pamela Silver, An Education War on Poverty” American and British Policy Making, 1960-1980. Cambridge, New York: Cambridge University Press, 2006.

[1] Ellwood P. Cubberly, Public Education in the United States. Cambridge, MA: Riverside Press: 1919; Ellwood P. Cubberly, The History of Education. Cambridge, MA: Riverside Press, 1920; Cubberly, Ellwood P. Public School Administration. Cambridge, MA: Riverside Press.

[1] Lawrence Cremin, The Wonderful World of Ellwood Patterson Cubberly. New York: Columbia University, 1965; Joseph W. Newman, “Ellwood P. Cubberly: Architect of the New Educational Hierarchy,” Teaching Education 4 (2) 1992: 161-168.

[1] David B. Tyack, The One Best System: A History of Urban Education. Cambridge, MA: Harvard University Press, 1974.

[1] Howard Zinn, A People’s History of the United States: 1492 to the Present. New York: Harper Collins, 2003; Ronald Takaki, A Different Mirror: A History of Multicultural America. Boston: Little and Brown & Co. 1993. There were also angry responses from traditional historians such as Arthur M. Schlesinger Jr. The Disuniting of America: Reflections on a Multicultural Society. New York: W. W. Norton & Co. 1992. Barnard Bailyn, Education and the Forming of American Society: Needs and Opportunities for Study. Chapel Hill: University of North Carolina, 1972;

[1] Theodore W. Allen, The Invention of the White Race. New York: Verso, 1994.

[1] Thomas S. Kuhn, Structure of Scientific Revolutions. Chicago: University of Chicago, 1962.

[1] Harold Silver, Education as History: Interpreting the Nineteenth and Twentieth Century, New York: Methuen, 1983.

[1] Hayden White, Metahistory: The Historical Imagination in Nineteenth Century Europe. Baltimore: Johns Hopkins University Press, 1973.

[1] Thomas S. Popkewitz, Barry M. Franklin, Miguel A Pereyra, eds. Cultural History and Education: Critical Essays on Knowledge and Schooling. New York: RoutledgeFalmer, 2001.

[1] James D. Anderson, Work, Youth and Schooling: Historical Perspectives on Vocationalism in American Education. Edited by Harvey Kantor and David B. Tyack. Palo Alto, CA: Stanford University Press, 1982.

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CANADA AND WORLD- what u gonna do without your blue collars? Long Haul Drivers- Aging drivers a challenge for ports in Atlantic Canada

Aging drivers a challenge for ports in Atlantic Canada

THE CHRONICLE HERALD
Published February 16, 2016 - 6:57am
Last Updated February 16, 2016 - 7:00am

Driver shortages have vexed the trucking industry for years, but for companies hauling containers to and from ports in Atlantic Canada, an aging driver population has employers scrambling to retain and recruit.

The Asia Pacific Gateway Skills Table and Truro’s Trucking Human Resource Sector Council Atlantic have collected and analyzed demographic information on professional drivers who service the ports of Saint John and Halifax.

Their main findings are:

· Companies in Atlantic need to change their recruitment. strategies to attract new workers

· Drivers who service Atlantic ports are older than average.

· More than two-thirds are over the age of 44 and 42 per cent are above the age of 55.

· Companies will need to use new recruitment strategies as older drivers retire over the next decade.

· There is a generational shift in value and lifestyle attributes of port driving that can be used as selling points within the driving profession.

Kelly Henderson, Executive Director of the Trucking Human Resource Sector Council Atlantic, said Friday the council is working on recruiting and retention strategies.

“This project has provided the opportunity to better understand challenges our professional drivers may face in port related activities,” she said.

“Most importantly it showcased the value professional drivers have in port related business and the need to continue to enhance the skills of our workforce."

The study included in-depth interviews with drivers and employers in the Atlantic region. The study also indicated that with a high percentage of drivers 55 and older, a co-operative effort is needed to ensure the sector is able to attract and keep drivers.

Brian Conrad, president of Conrad’s Transport Ltd., Dartmouth, said the driver shortage isn`t unique to the port. “It`s all carriers and it hasn’t gotten any better," he said.

“There are some immigrant drivers coming in, taking some spots, but there is a massive gap (between) what is required and what’s available,” he said.

His company hasn’t found it difficult getting the drivers he does have to haul from the port. If you are going to haul from Halifax to Dartmouth and be home every night “there is no problem really to fill those jobs,” he said.

It is the long haul drivers that are an issue for Conrad and he is addressing the issue “by trying to offer a little better package than the next guy,” he said.

Henderson said a priority now is to get out to career resource centres and to get on social media to build awareness of the opportunities that exist in the industry.

The full report can be seen at: http://apgst.ca/projects/pdfs/APG_Atlantic_WEB.pdf

http://thechronicleherald.ca/novascotia/1342311-aging-drivers-a-challenge-for-ports-in-atlantic-canada#.VsOHEmNiXFY.twitter
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How can we bridge the gap between what youth – young Canadians aged 15-24 years old -- are looking for in volunteering today and how organizations are engaging youth volunteers?

Conducted in the summer of 2010, a new pan-Canadian research study

provides the most current national data about the changing culture of

Canada’s voluntary sector, including information specific to the nation’s youth

population.

Unlike earlier surveys that emphasized overall participation rates, this new

research captured:

Ø What youth want in their volunteer experiences;

Ø The issues youth have in finding satisfying volunteer roles; and

Ø What organizations can do to enhance the volunteer experience

for youth, which in turn can help them achieve their missions and

ultimately build stronger communities.

The Importance of Youth to the Canadian Voluntary Landscape

Youth represent a particularly important demographic because they are the

future of volunteering.

Youth make up a relatively small percentage of the total number of volunteers

in Canada, but their recruitment and engagement is critical to ensuring the

future sustainability of the voluntary sector. Seniors are currently the most

active volunteers in Canada, but as they age, they will begin to reduce their

volunteer participation. Effective youth recruitment techniques are crucial to

maintaining a strong voluntary sector as Canada’s most engaged volunteer

cohort – seniors – begins to retire from their volunteer careers.

Youth Thoughts on Volunteering

Youth see volunteering from a variety of perspectives, and their motivations

for volunteering are professional, social, and personal in nature.

Often volunteering is seen as contributing to their job search by providing an

opportunity to network, improve their skills and raise their profile among

potential employers.

Some youth cited the social importance of volunteering and the satisfaction derived from seeing the benefit of their work for others. Many young people in Canada are introduced to volunteering through mandated programs in schools, which can build long-term interest in community engagement. While volunteering was generally seen by youth as an opportunity to meet different kinds of people, make new friends, and socialize, many wondered why they should volunteer for free when they could make money instead through paid jobs.

This underlines the importance for voluntary organizations to provide incentives for attracting youth to volunteer opportunities. Organizations should try to make the experience fun and rewarding for young people, so they will be more likely to continue their engagement into the future, as their life circumstances change.

Understanding the Characteristics of Youth Volunteers

To be more effective at attracting and retaining volunteers in a particular

demographic, it helps to first understand their general characteristics.

Canadian youth are:

Career-focused, flexible and receptive to new ideas

More open-minded – have grown up being exposed to greater

diversity than previous generations

Energetic and enthusiastic – have high levels of vitality

Technologically savvy – respond to innovative online communications and recruitment techniques

Prefer peer camaraderie – as social beings, youth enjoy meeting new

people and participating in volunteer activities with their friends

In many instances affected by mandatory community service requirements – e.g., community service hours are required for high school graduation in some provinces and territories

Seeing volunteering as a bridge – something that supports their search for employment, skills development, and networking

Sensitive to perceived age discrimination – prefer volunteer tasks

where they feel respected and are given some responsibility

Matching Skills for Youth Volunteers: Barriers & Opportunities

Youth often feel it is up to them to present their abilities and actively seek out volunteer opportunities

that match their skill set. Many volunteer in areas that allow them to improve their skills and gain access to training.

While youth felt some organizations are very effective and have systems in place to match volunteers to opportunities, in other instances youth said they had to create opportunities themselves.

Youth indicated finding volunteer experiences with organizations online is particularly challenging.

Because youth are a particularly tech-savvy demographic, providing opportunities that deal with technology – such as roles involving social media outreach or web design – can make volunteering more accessible and attractive to young people.

Volunteer roles with age restrictions for youth can be a barrier to their engagement; minimum age requirements such as 18 and older are perceived by youth as unfair to younger potential volunteers.

Youth feel discriminated against due to their age and believe they are not respected or are given menial tasks that nobody else would do.

Other barriers to youth volunteering include:

Lack of time

Inability to make a long-term commitment

Not being asked

Unsure how to become involved

Feeling that their opinions and insights are not valued, respected or taken into account

Organizations’ perception that youth need services and help instead of seeing youth as having something to give to organizations (especially communications and technology skills)

While many youth volunteers felt they weren’t given enough responsibility in their roles, some thought they were thrown in over their heads by organizations, to the point of sometimes being given more responsibility than they were willing to take on. Occasionally, they also felt they didn’t have the required skills for a certain position, but were placed in the role anyway.

Providing Volunteer Opportunities That Interest Youth

The research found that today’s youth are most interested in volunteer opportunities:

With education and research organizations, as well as sports and recreation organizations, followed by social service organizations;

That are international, as youth see themselves as world citizens and tend to define ‘community’ as being global in nature; With organizations that support environmental issues;

That are flexible enough to accommodate their other commitments for school, work, friends,

and family;

With volunteer job descriptions that give youth a clear understanding of what they will do and the broader significance of their participation;

Where youth can receive constructive feedback and certification where possible; and

Where they can volunteer with other youth, including their friends.

Examples of Youth-Friendly Volunteer Tasks

Tasks that can be done virtually, such as maintaining an organization’s social networking

pages, designing a website, doing research, or writing a theme song

Activities that can be done in pairs or groups are highly valued by youth, such as animation

work, helping out in a homework club, cleaning parks, making presentations in high schools, or

participating in planning days

Opportunities that allow the volunteer to learn job-related skills

Organizations Can Improve the Volunteer Experience for Youth By:

ü Promoting volunteerism where youth will see it – such as via social media and at youth centres

or community centres

ü Building meaningful relationships – getting to know the individual needs and talents of youth

volunteers better by encouraging and mentoring them

ü Capitalizing on technology options – offering greater online engagement of youth such as

websites with volunteer listings and matching capacities, and volunteer opportunities that can

be completed virtually

ü Being sensitive to differences – respecting gender, culture, language, and especially age, being

careful to avoid the perception of age discrimination and recognizing youth have unique skills to

offer

ü Being respectful about the tasks and roles that are assigned to youth – avoid automatically

giving youth jobs considered unskilled ‘grunt work’

ü Being flexible and accommodating – many youth have to juggle other time commitments for

school or part-time work

ü Offering benefits and incentives – such as volunteer appreciation parties, concert or theatre

tickets, or bus tickets for youth who need transportation support to attend meetings or events

ü Communicating feedback to youth volunteers regularly and constructively – recognizing their

efforts in a positive manner will help them learn and grow so they can also gain from their

volunteer experience

ü Clearly outlining the purpose of the proposed youth volunteer activity – explaining how it will

make a difference, as well as following up and letting youth volunteers know the impact of the

time, energy, and skills they contributed

https://volunteer.ca/content/building-bridge-youth-volunteers

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BLOGGED: Monday, September 2, 2013 CANADA MILITARY NEWS: Labour Day- Happy Labour Day Canada and our USA- History of our proud traditions- CANADA PSAC AND GOV SETTLE PAY EQUITY 2013/God bless our Labour Movement which thrives in ALL political parties - Canada Troops and Wars 4 Freedom- Please don't take my life 4 granted-ur free because of me- my hero Lech Walesa : Poland/HONOUR CANADA TROOPS AND VOTE IN 2015- R TROOPS DIE SO U CAN- Afghans did - CANADA UNIONS RE-DEFINING ROLE/Sept 7, 2015 (94 Million Americans unemployed???) Sept 1 2014-and Sept 2, 2013-

http://nova0000scotia.blogspot.ca/2013/09/canada-military-news-sept-3-happy.html

CANADA’S BLUE COLLAR AND VOLUNTEERS- THE EVERYDAY CANADIAN.... where are they all disappearing 2?

Quite often, the color of a person's work shirt is used as a bit of cultural shorthand to determine his or her socioeconomic class. White collar workers are often associated with the upper middle and rich classes, since their work is primarily office-related. A blue collar worker is generally viewed as a middle class skilled laborer, who may work in an industrial setting or other hands-on professions. A pink collar worker is a person in a traditionally female job. In some countries, such as Great Britain, there is also the black collar worker, who barely earns a subsistence wage as an unskilled laborer in coal mines or other labor-intensive jobs.
The "blue collar" aspect of the term may be a misnomer these days, since skilled laborers and union workers are not necessarily limited to blue work shirts anymore. The original work shirts created for the middle and lower class workforce were indeed blue, often to match the blue denim work pants and overalls favored by factory workers. White shirts would never survive the harsh conditions of a factory, so they were reserved for clerical workers seeking a professional appearance. Management and labor leaders often recognized their peers by the color of their shirts.
Over time, the term blue collar worker entered the public vernacular to represent the hardworking Everyman, a regular working class citizen who provided for his or her family. This type of worker is often viewed as having traditional values, a strong sense of patriotism and a solid work ethic. Many are either members of a labor union or strongly support worker's rights in non-union labor situations.
This connection with the common man has led to a few other nicknames associated with skilled laborers. He may be a "Workaday Joe," a "regular working stiff," "Joe Six-Pack," or "Joe Lunchbox." Many are content to work 40 hours a week for decent hourly wages. For many blue collar workers, working overtime or on holidays is their preferred version of a white collar performance bonus. Retirement typically means a nominal company or union-funded pension, not a golden parachute or perpetual stock dividends.

http://www.wisegeek.org/what-is-a-blue-collar-worker.htm#didyouknowout

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· 20 High-Paying Blue- Collar Jobs - In Photos: 20...

www.forbes.com/pictures/.../20-high-paying-blue-collar-jobsCached

The figures are for 2011.What defines a blue-collar job? ... whose jobs are performed in work clothes and often involve manual ... 2015 Forbes.com LLC™ All Rights ...

Actual grassroots policing shd b top tier- mgmt a sidebar-OPP union announces 'significant reform' following report http://www.cp24.com/news/opp-union-announces-significant-reform-following-report-1.2553953 …

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Volunteering as a Pathway to Employment Report UK

http://www.nationalservice.gov/impact-our-nation/research-and-reports/volunteering-pathway-employment-report

and

Voluntary work: a gateway to a new career – live chat

Need extra skills and experience? Ask our experts how best to use volunteering to boost your career prospects, on Thursday 4 June from 1–3pm BST

http://www.theguardian.com/careers/2015/may/31/voluntary-work-a-gateway-to-a-new-career-live-chat

That spoilt little boy.... fix it... fix it...

Unspoiling Spoiled Kids

Tell 'em to get their own juice box. Why doing everything for our kids is turning them into spoiled children, and how to undo the damage

“What?! I cleaned it already!” my son yelled, gesturing to the floor.

He grudgingly took the rag and tile cleaner I held out. As he sprayed halfheartedly around the toilet, I explained that a swipe with a piece of TP doesn't cut it. We'd been over this 392 times.

I knew this was our doing. It's often much easier for my wife or me to clean things ourselves. Another reason this is partly my fault: I didn't properly take the time to teach him to either a) shoot straight or b) be accountable for when you don't. But I didn't know how bad it was until he muttered: “When am I going to start getting paid for all this?”

I didn't lose it in front of him, but my emotions swirled like a 12-ingredient smoothie. What the…? He thinks it's OK to make a mess and expect me to clean it or get a reward? Have I, by expecting too little, cheated him of the values he'll need to cope with, uh, real life?

Spoiling kids has been discussed everywhere lately, as parents grapple with the decisions that may be easy in the short term (Fine, you can have a toy at the dollar store), but have implications for the long term (Is my laundry done yet? I have grad-school classes).

The most recent research, headed by psychologist Dan Kindlon, Ph.D., a professor at the Harvard School of Public Health, showed that a stunning 88 percent of parents deemed their kids at least somewhat spoiled. There are several ways this generation stands out. “Kids are more materialistic, and at younger ages. You've got four-year-olds asking for Nikes, not just sneakers,” says Michele Borba, Ed.D., author of Don't Give Me That Attitude! Preschoolers have never been known for patience, but today's kids have brought a whole new meaning to “I want it NOW.” “High-end stores and restaurants, and airline first-class cabins, are actually banning kids under six because their behavior, in general, is horrific. They call it the Brat Ban,” notes Borba. Look at the proliferation of blow-out birthday parties, even for honorees too young to remember them. “Parents tell me they feel more guilt because they're working longer hours,” says Sal Severe, Ph.D., author of How to Behave So Your Preschooler Will, Too! “More guilt leads to more compensating and less consistency.”

Part of the issue is that even parents who know they're headed down the wrong road feel turning things around will take too long, be too hard, and won't work anyway. “My kids are still pretty young,” shares Debra Noonan, mom of a 4- and an 8-year-old in Langhorne, PA. “But it still seems like it's too late—and I'm too exhausted—to change the things I've let slip.” Many experts say that common attitude is wrong, noting that small shifts (not seismic ones) will get you going.

Parents typically fall into the first trap—giving in to whining—when their child is around 18 months, as language is taking off, says Severe. “But as soon as children see parents are serious, they tend to adapt,” says Richard Bromfield, Ph.D., a child psychologist on the faculty of Harvard Medical School. However, “most parents never get serious,” Bromfield adds.

“It's hard to hang tough. I struggle with not giving my kids what they want, even though I know it will cause problems later,” admits Danielle Saliman, a mom of three in Englewood, NJ. “Let's say they ask for a snack an hour before dinner. If I say yes, nobody eats dinner. Then at bedtime, it's ‘I'm sooooo hungry!’ The next thing you know, I'm giving in. What mother sends a kid to bed hungry?”

Ready to make a U-turn? Fasten your seat belt: Our directions will get you there.

Play More

Kids today have decreased resilience and increased anxiety, depression and narcissism—all factors that contribute to the entitled aura they're getting growing up in this trophy-for-showing-up era, says Peter Gray, Ph.D., a psychology research professor at Boston College and author of Free to Learn. “I attribute all of these changes to the decline in free play,” he says.

Eighty-five percent of the moms Gray studied say that, as kids, they played at least twice as much as their children do. With the job outlook, parents worry about their child's future more than parents did a generation ago. “Childhood has become a time of ‘résumé building’—the right preschool, the college-track sport, the trendy extracurriculars,” Gray insists. But he argues that play is exactly how we all learned life skills. “Little kids swing high to the point where they feel fear when parents aren't looking, but they actually have a good assessment of reality. And if there's a scuffle, they learn self-control—because their pals might leave if they lash out. Play, by its very nature, is an exercise in give and take.”

The take-home is that we have to throttle back and give our kids room to take risks, to play games without the pressure of us yelling…er, cheering…on the sidelines. Do that, and you've made your kid's playmates your assistants in teaching self-discipline. And, yes, there's also tons of value in our playing with our kids.

“Belly-laugh and rough-and-tumble play with your children. This changes the function of the right brain, facilitating bonding,” says Darcia Narvaez, Ph.D., professor of psychology at the University of Notre Dame. “All kids need help with self-discipline, and playing with other children—and you—is probably the best way to learn it.”

Focus on Values

Hear the word “spoiled” and most people think of parents who can't say no.

So when parents decide to reverse the tide, they hyperfocus on “no,” and on punishment, says Alan Kazdin, Ph.D., a professor of psychology at Yale University. But it's not about cracking down. It's about creating a value system that lets kids learn life skills.

“There's so much research saying that the last thing you should do is punish,” Kazdin says. “Say you want your kid to help clean up. How do you get him to do it? You say ‘We need to get four things done. Which do you choose?’ Start by doing it together, gradually fade out of the picture, then praise the child as he does more.”

The reason this works, Kazdin says, is because you're approaching it in terms of values—helping people you love, and pride in a job well done. You're not iron-fisting it. Though it may seem that giving kids control over which chores they do would contribute to an entitled feeling, it's the opposite. “Choice is important in guiding behavior,” Kazdin notes. “And it doesn't matter whether it's a real choice or a choice to give them the illusion of control.”

The value system extends to material things, too, says social psychologist Susan Newman, Ph.D. She says we need to (ouch!) examine our own values. If you always nab the latest phone, handbag and laptop, your child sees that—and expects the same. “If you don't think about your buying attitudes,” she says, “your child won't change.”

Take It Slow

Ever go on a diet and decide every dinner will be chicken, broccoli, water? How long does that last? The shock of changing everything means we change nothing. Same holds true for unspoiling kids. Truth is, you have to make slow and progressive changes, says Catherine Pearlman, Ph.D., a licensed clinical social worker. That's especially important because of how we got into this situation in the first place—our lives are crazy-busy. “If early evening is the roughest time, purposely do less so you have time to enforce the changes,” Pearlman says.

Make a Plan

What exactly do you want? To get him to put his clothes in the hamper? Put his snack in the bag? “The trick is zeroing in,” says Pearlman. Not sure? Ask the preschool teacher what he does on his own.

Remember His Age

“Toddlers are irrational,” says Pearlman. “You can't explain why you are doing something. They also don't care that it's good for them.” Show them you mean business by your tone of voice and body language, and by ignoring tantrums. Saliman, the mom who gave in to bedtime snacks, learned the lesson. “I've found the whiny stomping lasts two minutes, and they move on.”

http://www.parenting.com/article/spoiled-kids

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How to Brat-Proof Your Child

· Teach the values kids need to be nice. By Vicky Mlyniec from Parents Magazine

Does Spoiling Equal Bratty Behavior?

Bratty kids. They bark orders, refuse to share--and are raised by clueless parents who have tons of money, spoil them rotten, and don't spend a minute on discipline, right?

Not necessarily. Even loving, attentive parents can wind up with a stubborn brat. "I've worked hard to prevent my 5-year-old, Tanner, from being greedy," says Kim Ratcliff, of Los Gatos, California. "So it was really discouraging to see him at a recent birthday celebration, with a party favor in one hand and a bag of candy in the other, screaming because I wouldn't go to the store to buy the toy the birthday boy got."

"Fortunately, typical bratty behavior is very curable," says Sal Severe, Ph.D., author of How to Behave So Your Preschooler Will, Too! and a Parents adviser. When a child behaves like Angelica on Rugrats, it's usually because such antics get her what she wants. But once those tactics stop working, she'll give them up.

Changing your child's behavior patterns requires determination, introspection, and patience; in fact, it takes at least three weeks to break a habit or establish a new one, Dr. Severe says. But taking the bull by the horns is worth it, because kids who are demanding and self-centered have difficulty making friends. And teens who've been overindulged as kids are more likely to use drugs, according to a study by Harvard psychologist Dan Kindlon, Ph.D., author of Too Much of a Good Thing.

Be prepared for your child to balk when you start being less lenient--but stand firm. If your child were about to stick his finger in an electrical outlet, wouldn't you do whatever was necessary to stop him? "What we do to protect a toddler from danger often makes him cry, but the dangers aren't as immediate when our kids are older, so we tend to give in more," Dr. Kindlon says. Here are five classic profiles of brattiness, along with expert advice about how to break the cycle.

Next: The Pint-Size Protester

http://www.parents.com/toddlers-preschoolers/development/manners/brat-proof-your-child/

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BLOGSPOT:

CANADA MILITARY NEWS: Teaching our Youth how 2 be Good Digital Citizens/Global Digital World 4 Youth Rising- it’s time/Seniors don’t worry accept their new world they won’t 4get how we helped them get there our history and cultures/Kids learning money care

https://nova0000scotia.wordpress.com/2015/03/12/canada-military-news-teaching-our-youth-how-2-be-good-digital-citizensglobal-digital-world-4-youth-rising-its-timeseniors-dont-worry-accept-their-new-world-they-wont-4get-how-we-helped-them/

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feeding media $$$crave on your family and your children- set boundaries- control the media- not spoiling tweens, teens, kids and youngbloods- the power of baking soda- HUNTING PAEDOPHILES- always hunting

best comment: Far too many of us are accepting and tolerating the premature sexualisation of children for nothing but private profits of corporates from clothing lines to media content providers to the Miley Cyrus industry and so on. Far too many are allowing the rearing if children to be outsourced to plasma screens, consoles, tablets and smartphones. Far too many of are utterly unaware of what our kids get up to online and have never heard nor bothered to find out the meaning and use of parental controls for electronic devices. Far too many of us are teaching our kids that yes you can have it all yes you are the only person in the universe yes you can expect everything to be handed you on a plate yes yes yes "because you're worth it". It'll all end in tears

Is your little princess turning into a DIVA? Then here's how to 'unspoil' her, says one of Britain's leading parenting gurus

By Tanith Carey for the Daily Mail

Published: 21:01 GMT, 11 April 2015 | Updated: 00:07 GMT, 12 April 2015

But lots of other things crop up, from the tricky 'Why is Miley Cyrus naked in her latest video?' to the pleasing 'Why didn't Rapunzel just cut off her own hair to make a rope instead of waiting for a prince?'

When I chat to my daughters – 13-year-old Lily and ten-year-old Clio – we cover the usual family topics such as how the school day went, what's for dinner and why can't we get the dog to behave.

Having built a career as a writer specialising in the subject of parenting, I like to encourage conversations that open my girls' eyes to a world that might otherwise give them unhelpful messages about who they are.

Yes, there are huge pressures on children today that we didn't have, especially in terms of 'raunch culture' and the value we put on appearance alone – but research shows the best positive influence is the parent.

Many parents shower their children with the latest educational toys, gadgets and puzzles, thinking it will aid their intellectual development. In fact it is the amount of time you spend explaining how the world works that will help them excel.

And the 'tween' years, between seven and 12, are critical windows when parenting decisions can help girls develop an unassailable sense of self.

It's not just make-up and clothes that make little girls seem older than they are. An obsession with shopping, designer brands and gadgets can also replace innocence with a grasping precociousness.

As loving parents, so often we grant them their heart's desire, thinking it will make them happy. The problem is that, before you know it, you find you have ended up with a spoilt diva.

You need to put the brakes on children's insatiable desire to consume. Thankfully, even if you have already gone too far, it's not too late…

WHY ARE YOU SPOILING THEM?

As much as we hate to admit it, part of the reason children crave so much is because we give them too much. It's true that marketeers are out to attract them, but it's you who's actually paying up.

Work out why you feel the need to overindulge your kids. Is it because you work long hours and feel guilty? Are you afraid your child won't love you if you say 'no'? Maybe you want to give them more than you had. It's only once you've worked out your own reasons that you will be ready to change your child's behaviour.

YOUR CHILDREN AREN'T STATUS SYMBOLS

Check that you're not allowing your daughters to have things they want as a display to your peers that you are loving – and affluent. If so, restrain your spending so that the message that material things are important doesn't rub off on them.

Choose a quiet, neutral time – not when they are asking for something – to explain that money does not come easily and that fun things need to be earned

MAKE THEM EARN IT

Make sure your girls earn their privileges, because they'll respect material possessions more when they have to work for them.

RESIST PESTER POWER

Many parents buy children new things because they worry they'll feel left out if they don't have the latest fad. Tell them they can earn it with extra jobs around the house.

EXPLAIN HOW THINGS ARE GOING TO CHANGE

Half-hearted attempts to 'unspoil' children won't work. You have to persevere, and make sure your partner is on the same wavelength as you, as kids are experts at playing parents off against each other.

Choose a quiet, neutral time – not when they are asking for something – to explain that money does not come easily and that fun things need to be earned. Listen carefully to your daughter's questions and try to answer. You might have to strap yourself in for a few tantrums, but stick to your guns.

DON'T FALL FOR THE 'IT'S SO UNFAIR' LINE

Parenting educator Noel Janis-Norton of Calmer, Easier, Happier Parenting says: 'Children don't really understand the concept of fairness. What they mean is 'I don't like what you're saying' or 'I thought I'd be getting something you're not going to give me'.' Many of them are among the most privileged in the Western world, so that's not fair either.

DRIP-FEED PRESENTS

Many mothers know the embarrassment of watching children opening present after present at birthdays and Christmases, and barely looking up to say thank you before moving on to the next.

So, at a quiet time, explain there will be a new rule that gifts will be spaced out throughout the year. Set limits by asking friends and relatives to give just one gift.

ENCOURAGE CHARITY AND VOLUNTEERING

Teach kids that it's not just receiving that will make them feel good. Steer their priorities away from consumer culture by taking them to help with voluntary work at a charity, to show them that others are not as lucky as they are.

Girls Uninterrupted, by Tanith Carey, is published by Icon Books, priced £7.99. Order at www.mailbookshop.co.uk, where p&p is free for a limited time only.

http://www.dailymail.co.uk/health/article-3035007/Is-little-princess-turning-DIVA-s-unspoil-says-one-Britain-s-leading-parenting-gurus.html

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BLOGSPOT:

CANADA MILITARY NEWS- Schools need 2 teach from ELEMENTARY LEVELS ON- about money- and how 2 save/about First Aid and CPR/About emergency and storms preparedness no matter where they are- and even their pets.... LET'S GIT R DONE CANADA - Kids and money, how young is 2 young/ showing children how 2 be safe in storms

http://nova0000scotia.blogspot.ca/2014/12/canada-military-news-schools-need-2.html

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BLOGSPOT: CANADA MILITARY NEWS: Media Hustle onSyria/Canadians help/Queen /ISIS/Troops/Pope http://nova0000scotia.blogspot.ca/2015/09/canada-military-news-syria-horrific.html … pic.twitter.com/pAqqUs0Iar

Zenobia, ruled Palmyra in Syria, was everything the ISIS isnot- This ancient warriorqueen guaranteed to irritate Isis http://ind.pn/1hU9WrS

BLOGSPOT: CANADA MILITARY NEWS: God Bless Queen Elizabeth II n Prince Phillip/Canada history http://nova0000scotia.blogspot.ca/2015/09/canada-military-news-god-bless-our.html … pic.twitter.com/N7jUBHsL1l

REMEMBERING AN INCREDIBLE HERO WHO WILL DO EVEN GREATER THINGS- AUGUST 2015

Trevor Hirschfield - Athlete of the Month August 2015

LATEST TRIUMPHS:

The wheelchair rugby player was key in Canada’s thrilling gold-medal victory at Toronto 2015.

August 2015'Athlete of the Month'

Trevor Hirschfield’s role in Team Canada’s gold-medal win in wheelchair rugby at the Toronto 2015 Parapan American Games earned him the Allianz Athlete of the Month for August 2015.
Hirschfield was an integral part of Canada's thrilling 57-54 victory over the USA at Toronto 2015, where the sport made its Parapan American debut. The class 1.0 player finished second in scoring for Canada during the final with seven goals, while often guarding higher-class opponents. The victory was big for Canada, who lost to the US earlier in the tournament 60-59 in overtime.
The voting was a race between Hirschfield (47 per cent) and the Czech Republic archer David Drahoninsky (41 per cent). Canadian swimmer Aurelie Rivard was third in the polls with 9 per cent. The Italian cycling trio of Luca Mazzone, Vittorio Podesta and Alex Zanardi garnered 2 per cent of the votes, and Cuba’s Omara Durand had 1 per cent.
The previous winners from 2015 were:
January – Andrew Soule, USA, nordic skiing
February – Chris Vos, the Netherlands, snowboard
March – Maksym Nikolenko, Ukraine, table tennis
April – Nigel Murray, Great Britain, boccia
May – Martina Caironi, Italy, athletics
June – Eduard Ramonov, Russia, football 7-a-side
July – Siamand Rahman, Iran, powerlifting
http://www.paralympic.org/athlete-month/trevor-hirschfield-named-august-s-allianz-athlete-month

and..

We did it... Sweet Jesus, Mother Mary and Joseph... our Trevor Hirschfield Wheelchair Rugby Superstar WON Aug 2015 -http://www.paralympic.org/athlete-month/trevor-hirschfield-named-august-s-allianz-athlete-month

From ; so proud and love our Paralympians so much.... superstars ...yes u are...

WheelchairRugbyCAN ‏@WCRugbyCanada Sep 5

. @trevor_hirsch10 gets married this wknd! Give him the gift of #AthleteOfTheMonth votes @ http://paralympic.org

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BLOGSPOT: CANADA MILITARY NEWS: Canada helplines for kids, students, youth-all- ur not alone. http://nova0000scotia.blogspot.ca/2015/09/canada-military-news-canada-helplines.html …

BLOGSPOT: CANADA MILITARY NEWS: TheWorld'sHate/What Canada's Soldier-Romeo Dallaire say/Pope http://nova0000scotia.blogspot.ca/2015/09/canada-military-news-worlds-hat-john.html … pic.twitter.com/RTbVvBRPOp

Evan Solomon Canada's Bestpolitichack- First rule of OfficialUnderground Ottawa: Don't write it down http://www.macleans.ca/politics/ottawa/first-rule-of-official-underground-ottawa-dont-write-anything-down/ … via @macleansmag

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Views of Canada - Vues du Canada (1858-1935)

The photographs from the Notman Photographics Archives are a priceless testimony to the history of Canada in the 19th and 20th centuries, from its people

https://www.flickr.com/photos/museemccordmuseum/sets/72157607788026604/

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QUOTE:

It’s one of the things that irked me about political science and that irks me about psychology—the reliance, insistence, even, on increasingly fancy statistics and data sets to prove any given point, whether it lends itself to that kind of proof or not. I’m not alone in thinking that such a blanket approach ruins the basic nature of the inquiry. Just consider this review of Jerome Kagan’s new book, Psychology’s Ghosts, by the social psychologist Carol Tavris. “Many researchers fail to consider that their measurements of brains, behavior and self-reported experience are profoundly influenced by their subjects' culture, class and experience, as well as by the situation in which the research is conducted,” Tavris writes. “This is not a new concern, but it takes on a special urgency in this era of high-tech inspired biological reductionism.” The tools of hard science have a part to play, but they are far from the whole story. Forget the qualitative, unquantifiable and irreducible elements, and you are left with so much junk.
Kagan himself analyzes the problem in the context of developmental psychology:

An adolescent's feeling of shame because a parent is uneducated, unemployed, and alcoholic cannot be translated into words or phrases that name only the properties of genes, proteins, neurons, neurotransmitters, hormones, receptors, and circuits without losing a substantial amount of meaning.

Sometimes, there is no easy approach to studying the intricate vagaries that are the human mind and human behavior. Sometimes, we have to be okay with qualitative questions and approaches that, while reliable and valid and experimentally sound, do not lend themselves to an easy linear narrative—or a narrative that has a base in hard science or concrete math and statistics. Psychology is not a natural science. It’s a social science. And it shouldn’t try to be what it’s not

http://blogs.scientificamerican.com/literally-psyched/humanities-arent-a-science-stop-treating-them-like-one/

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BLOG:

Canada Military News- Humanity Defended/The Problems with Beliefs/Why we Cannot Save the world (from How to Save the World) / Jane Goodall: How Humans and Animals can live together /stop using refugees as weapons in propaganda war/World is educated, smart, savvy and better than this - we need better leadership and humanity where people matter more than war imho

http://nova0000scotia.blogspot.ca/2015/11/canada-military-news-humanity.html

The role of mass media in facilitating community education and child abuse prevention strategies

Bernadette J. Saunders and Chris Goddard

NCPC Issues No. 16 — June 2002

https://aifs.gov.au/cfca/publications/role-mass-media-facilitating-community-education

Quote:

For a start, there are bad lives in all sides or parts of our existence. Further, if you suppose that a morality needs to have in it particular sections concerned with private life, relations between people with good lives and so on -- rules or ideals or whatever having to do with these -- that does not go against the Principle of Humanity. What it requires is that whatever is said and done about these things is to be consistent with the principle itself, serve its end.

THE PRINCIPLE OF HUMANITY STATED AND DEFENDED

by Ted Honderich

http://www.ucl.ac.uk/~uctytho/PofHSandD.html

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Vulnerable elderly abused: what they don't need are more 'human rights'

http://blogs.telegraph.co.uk/news/edwest/100119342/vulnerable-elderly-abused-what-they-dont-need-are-more-human-rights/

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The Purpose (Get Up Weary Soldier)

http://www.youtube.com/watch?v=TaRI0VSyjps

A song to encourage and inspire the Canadian and American soldiers who are serving in areas of conflict and peacekeeping overseas, and their families who remain here at home. Our hearts and prayers are with you.

COMMENT:

We christians can all take the words of this song to heart. At times we are all weary soldiers in the army of the Lord. Be encouraged. Stand up for your faith. Stand up weary soldiers, stand up. What an inspirational song. Stand up young and old alike. Fight the good fight. The Lord is with you

Remembering Canada's son's and daughters.... and all those beautiful Canadian children we have lost..... and to our 6,000 wounded.... we got your backs.... of that you can be sure.... no political games on this one... we will ensure it gets fixed... and fast..... God bles you all.- and all our Nato Coalition Sons and Daughters from 47 countries.... we are still here.... each and every day..

158 Canadian soldiers, two aid workers, one journalist and one diplomat have been killed since the Canadian military deployed to Afghanistan in early 2002.

CANADA: Timeline: Death toll in Afghanistan 2013

Master Corporal Byron Garth Greff Age: 28

Deceased: October 29, 2011

Unit: 3rd Battalion Princess Patricias's Canadian Light Infantry

Hometown: Swift Current, Saskatchewan

Incident: Improvised explosive device, Kabul, Afghanistan

Deceased: June Francis Roy

Deceased: May 27, 2011: Bombardier Karl Manning; Hometown: 5th Régiment d'artillerie légère du Canada of the 1er Royal 22e Régiment Battle GroupIncident: Non combat related

Deceased: March 28, 2011: Corporal Yannick Scherrer : 24 of Montreal, Quebec: 1st Battalion, Royal 22nd Regiment, based in CFB Valcartier in Quebec: Yannick's First tour,Nakhonay, southwest of Kandahar City

Deceased: December 18, 2010: Corporal Steve Martin -Age: 24-Hometown: St-Cyrille-de-Wendover (Québec)-Unit: 3e Bataillon, Royal 22e Régiment-Incident: Improvised explosive device, Panjwa'i District, Afghanistan.

Deceased February 10, 2010- at home but still on active duty to Afghanistan- Captain Francis (Frank) Cecil Paul to the official list of Canadian Forces (CF) casualties sustained in support of the mission in Afghanistan. Capt Paul died in Canada last February while on leave from Kandahar.

Deceased: August 30, 2010 Corporal Brian Pinksen, Age: 21, Hometown: Corner Brook , Newfoundland and Labrador ,Unit: 2nd Battalion , Royal Newfoundland Regiment, Incident: Improvised explosive device, Panjwa'i District, Afghanistan.

Deceased: July 20, 2010 Sapper Brian Collier Age: 24 Hometown: Bradford, Ontariom Unit: 1 Combat Engineer Regiment Incident: Improvised explosive device, Panjwa'i District, Afghanistan

Deceased: June 26, 2010 Master Corporal Kristal Giesebrecht Age: 34 Hometown:Wallaceburg, Ontario.Unit: 1 Canadian Field Hospital Incident: Improvised explosive device, Panjwa'i District, Afghanistan

Deceased: June 26, 2010 Private Andrew Miller Age: 21 Hometown: Sudbury, Ontario Unit: 2 Field Ambulance Incident: Improvised explosive device, Panjwa'i District, Afghanistan.

Deceased: June 21, 2010 Sergeant James Patrick MacNeil Age: 29 Hometown: Glace Bay, Nova Scotia Unit: 2 Combat Engineer Regiment Incident: Improvised explosive device, Panjwa'i District, Afghanistan.

Deceased: June 6, 2010 Sergeant Martin Goudreault Age: 35 Hometown: Sudbury, Ontario Unit: 1 Combat Engineer Regiment Incident: Improvised explosive device, Panjwa'i District, Afghanistan.

Deceased: May 24, 2010Trooper Larry Rudd Age: 26 Hometown: Brantford, Ontario Unit: Royal Canadian Dragoons Incident: Improvised explosive device, southwest of Kandahar City, Afghanistan.

Deceased: May 18, 2010Colonel Geoff Parker Age: 42 Hometown: Oakville, Ont.Unit: Land Forces Central Area Headquarters Incident: Suicide bomber, Kabul, Afghanistan

May 13 Pte. Kevin Thomas McKay, 24, was killed by a homemade landmine while on a night patrol near the village of Nakhoney, 15 southwest of Kandahar City.

May 3 Petty Officer Second Class Douglas Craig Blake, 37, was on foot with other soldiers around 4:30 p.m. Monday near the Sperwan Ghar base in Panjwaii district when an improvised explosive device detonated.

Apr 11 Private Tyler William Todd, 26, originally from Kitchener, Ont., was killed when he stepped on an improvised explosive device while taking part in a foot patrol in the district of Dand, about eight kilometres southwest of Kandahar City.

Mar 20 Corporal Darren James Fitzpatrick, a 21-year-old infantryman from Prince George, B.C., succumbed to wounds received from a roadside bomb that detonated during a joint Canadian-Afghan mission 25 kilometres west of Kandahar City.

Feb. 12 Corporal Joshua Caleb Baker, a 24-year-old Edmonton-based soldier died in an explosion during a "routine" training exercise at a range four kilometres north of Kandahar City.

Jan. 16 Sergeant John Wayne Faught, a 44-year-old section commander from Delta Company, 1 Princess Patricia's Canadian Light Infantry of Edmonton. Faught was killed when a land mine exploded underneath him while he led a foot patrol near the village of Nakhoney, about 15 kilometres southwest of Kandahar City.

2009

Dec. 30 Private Garrett William Chidley, 21, of Cambridge, Ont.; Corporal Zachery McCormack, 21, of Edmonton; Sergeant George Miok, 28, of Edmonton; Sergeant Kirk Taylor, 28, of Yarmouth, N.S.; and Canwest journalist Michelle Lang of Calgary. All were killed when a massive homemade land mine blew up under the light-armoured vehicle that was carrying them on a muddy dirt road on Kandahar City's southern outskirts.

Dec. 23 Lieut. Andrew Richard Nuttall, 30, originally from Prince Rupert, B.C., was serving with the Edmonton-based 1st Battalion Princess Patricia's Canadian Light Infantry. died when a homemade bomb detonated as he led a foot patrol in the dangerous Panjwaii district southwest of Kandahar City.

Oct. 30 Sapper Steven Marshall, 24, a combat engineer with the 11th Field Squadron, 1st Combat Engineer Regiment had been in Afghanistan less than one week when he stepped on a homemade landmine while on patrol in Panjwaii District about 10 kilometres southwest of Kandahar City.

Oct. 28 Lt. Justin Garrett Boyes, 26, from the Edmonton-based, 3rd Battalion, Princess Patricia's Canadian Light Infantry was killed by a homemade bomb planted while on patrol with Afghan National Police near Kandahar City.

Sep. 17 Private Jonathan Couturier, 23, of Loretteville, Que., with the 2nd Battalion, Royal 22nd Regiment, died when an armoured vehicle struck an improvised explosive device about 25 kilometres southwest of Kandahar City in Panjwaii district. Eleven other soldiers suffered slight injuries.

Sep. 13 An armoured vehicle struck an improvised explosive device near Kandahar City, killing Pte. Patrick Lormand, 21. Four other soldiers from 2nd Battalion, Royal 22nd Regiment received minor injuries in the blast.

Sep. 6: Major Yannick Pepin, 36, of Victoriaville, Que., commander of the 51st Field Engineers Squadron of the 5th Combat Engineers, and Cpl. Jean-Francois Drouin, 31, of Quebec City, who served with the same unit, were killed and five other Canadians were injured when their armoured vehicle struck an improvised explosive device in Dand District, southwest of Kandahar City.

Aug 1: Sapper Matthieu Allard, 21, and his close friend, Cpl. Christian Bobbitt, 23, were killed near Kandahar City by an improvised explosive device when they got off their armoured vehicle to examine damage to another vehicle in their resupply convoy that had been hit by another IED. Both men served with the 5th Combat Engineers Regiment from Valcartier, Que.

Jul 16: Private Sebastien Courcy, 26, of St. Hyacinthe, Que., with the Quebec-based Royal 22nd Regiment was killed when he fell from "a piece of high ground" during a combat operation in the Panjwaii District.

Jul. 6: Two Canadian soldiers were killed in southern Afghanistan when the Griffon helicopter they were aboard crashed during a mission. Master Cpl. Pat Audet, 38, from the 430 tactical helicopter squadron; and Cpl. Martin Joannette, 25, from the third battalion of the Royal 22nd Regiment, both based in Valcartier, Que.

Jul. 4: Master Cpl. Charles-Philippe Michaud, 28, died in a Quebec City hospital from injuries he sustained after stepping on a landmine while on foot patrol June 23.

Jul. 3: Corporal Nicholas Bulger, 30, hailed from Peterborough, Ont., and was with the Edmonton-based 3rd Battalion, Princess Patricia's Canadian Light Infantry. The convoy which transports Canada's top soldier in Afghanistan hit a roadside bomb, killing Bulger who was a member of the general's tactical team and injuring five others.

Jun. 14: Corporal Martin Dubé, 35, from Quebec City, Quebec with the 5 Combat Engineer Regiment killed by an improvised explosive device, in the Panjwayi District of Afghanistan.

Jun. 8: Private Alexandre Péloquin, 20, of Brownsburg-Chatham, Quebec with 3rd Battalion, Royal 22nd Regiment. Was killed by an improvised explosive device, Panjwayi District, Afghanistan.

Apr. 23: Major Michelle Mendes, based in Ottawa, Ont. was found dead in her room at the Kandahar Airfield in Afghanistan.

Apr. 13: Trooper Karine Blais, 21, with the 12th Armoured Regiment based in Val Cartier, Que., was killed in action when her vehicle was hit by a homemade bomb.

Mar. 20: Master Cpl. Scott Vernelli of the 1st Battalion, Royal Canadian Regiment, and Pte. Tyler Crooks of 3rd Battalion, Royal Canadian Regiment, died when they were hit by an IED while on a foot patrol in western Zahri District as part of Operation Jaley. An Afghan interpreter was also killed. Five other soldiers from November Company were wounded as was another Afghan interpreter. About two hours later, Trooper Jack Bouthillier and Trooper Corey Hayes from a reconnaissance squadron of the Petawawa-based Royal Canadian Dragoons died when their armoured vehicle struck an IED in Shah Wali Khot District about 20 kilometres northeast of Kandahar. Three other Dragoons were wounded in the same blast.

Mar. 8: Trooper Marc Diab, 22, with the Royal Canadian Dragoons based in Petawawa was killed by a roadside bomb north of Kandahar City.

Mar. 3: Warrant Officer Dennis Raymond Brown, a reservist from The Lincoln and Welland Regiment, based in St. Catharines, Ont., Cpl. Dany Olivier Fortin from the 425 Tactical Fighter Squadron at 3 Wing, based in Bagotville, Que., and Cpl. Kenneth Chad O'Quinn, from 2 Canadian Mechanized Brigade Group Headquarters and Signals Squadron, in Petawawa, Ont., were killed when an IED detonated near their armoured vehicle northwest of Kandahar.

Jan. 31: Sapper Sean Greenfield, 25, was killed when and IED hit his armoured vehicle while driving in the Zhari district, west of Kandahar. He was with the 2 Combat Engineer Regiment based in Petawawa.

Jan. 7: Trooper Brian Richard Good, 42, died when the armoured vehicle he was traveling in was struck by an improvised explosive devise, or IED. Three other soldiers were injured in the blast, which occurred around 8 a.m. in the Shahwali Kot district, about 35 kilometres north of Kandahar City.

2008

Dec. 27: Warrant Officer Gaetan Joseph Maxime Roberge and Sgt. Gregory John Kruse died in a bomb blast while they were conducting a security patrol in the Panjwaii district, west of Kandahar City. Their Afghan interpreter and a member of the Afghan National Army were also killed. Three other Canadian soldiers were injured in the blast.

Dec. 26: Private Michael Bruce Freeman, 28, was killed after his armoured vehicle was struck by an explosive device in the Zhari dessert, west of Kandahar City. Three other soldiers were injured in the blast.

Dec. 13: Three soldiers were killed by an IED west of Kandahar City after responding to reports of people planting a suspicious object. Cpl. Thomas James Hamilton, 26, Pte. John Michael Roy Curwin, 26, and Pte. Justin Peter Jones, 21, members of 2nd Battalion, The Royal Canadian Regiment from CFB Gagetown, N.B., died.

Dec. 5: An IED kills W.O. Robert Wilson, 38, Cpl. Mark McLaren, 23, and Pte. Demetrios Diplaros, 25, all members of the 1st Battalion, Royal Canadian Regiment based in Petawawa, Ont. All three are from Ontario - Keswick, Peterborough and Scarborough respectively.

Sep. 7: Sergeant Prescott (Scott) Shipway, 36, was killed by an IED just days away from completing his second tour of Afghanistan and on the same day the federal election is called. Shipway, a section commander with 2nd battalion Princess Patricia's Canadian Light Infantry based out of Winnipeg, was killed in the Panjwaii district. He is from Saskatchewan.

Sep. 3: Corporals Andrew (Drew) Grenon, 23, of Windsor, Ont., and Mike Seggie, 21, of Winnipeg and Pte. Chad Horn, 21, of Calgary, infantrymen with the 2nd Battalion Princess Patricia's Canadian Light Infantry from CFB Shilo, where killed in a Taliban ambush. Five other soldiers were injured in the attack.

Aug. 20: Three combat engineers attached to 2nd Battalion Batallion Princess Patricia's Canadian Light Infantry in Edmonton are killed by an IED in Zhari district. Sgt. Shawn Eades, 34, of Hamilton, Ont., Cpl. Dustin Roy Robert Joseph Wasden,25, of the Spiritwood, Sask., area, and Sapper Stephan John Stock, 25, of Campbell River, B.C. A fourth soldier was seriously injured.

Aug. 13: Jacqueline Kirk and Shirley Case, who were in Afghanistan with the International Rescue Committee, died in Afghanistan's Logar province after the car they were riding in was ambushed. Kirk, 40, was a dual British-Canadian citizen from Outremont, Que. Case, 30, was from Williams Lake, B.C.

Aug. 11: Master Cpl. Erin Doyle, 32, of Kamloops, B.C., an Edmonton-based soldier of 3rd Battalion Princess Patricia's Canadian Light Infantry, was killed in a firefight in Panjwaii district.

Aug. 9: Master Cpl. Josh Roberts, 29, a native of Saskatchewan and a member of 2nd Battalion Princess Patricia's Canadian Light Infantry based in Shilo, Man., died during a firefight involving a private security company in the Zhari district, west of Kandahar City. The death is under investigation.

Jul. 18: Corporal James Hayward Arnal of Winnipeg, an infantryman with 2nd Battalion Princess Patricia's Canadian Light Infantry, was rushed from the patrol in the volatile Panjwaii district to Kandahar Airfield, where he died from his injuries sustained from an IED.

Jul. 5: Private Colin William Wilmot, a medic with 1 Field Ambulance and attached to 2nd Battalion Batallion, Princess Patricia's Canadian Light Infantry from Edmonton, stepped on an IED while on foot patrol in the Panjwaii district.

Jul. 4: Corporal Brendan Anthony Downey died at Camp Mirage in an undisclosed country in the Arabian Peninsula of non-combat injuries. He was in his quarters at the time. Downey, 36, was a military police officer with 17 Wing Detachment, Dundurn, Sask.

Jun. 7: Captain Jonathan Sutherland Snyder, a member of 1 Battalion Princess Patricia's Canadian Light Infantry based in Edmonton, died after falling into a well while on a security patrol in the Zhari district.

Jun. 3: Captain Richard Leary, 32, was killed when his patrol came under small arms fire while on foot patrol west of Kandahar City. Leary, "Stevo" to his friends, and a member of 2nd Battalion Princess Patricia's Canadian Light Infantry, was based at CFB Shilo, Man.

May 6: Corporal Michael Starker of the 15 Field Ambulance was fatally wounded during a foot patrol in the Pashmul region of the Afghanistan's Zhari district. Starker, 36, was a Calgary paramedic on his second tour in Afghanistan. He was part of a civil-military co-operation unit that did outreach in local villages. Another soldier, who was not identified, was wounded in the incident.

Apr. 4: Private Terry John Street, of Surrey, B.C., and based with 2nd Battalion Princess Patricia's Canadian Light Infantry in Shilo, Man., was killed when his armoured vehicle hit an improvised explosive device to the southwest of Kandahar City.

Mar. 16: Sergeant Jason Boyes of Napanee, Ont., based with 2nd Battalion Princess Patricia's Canadian Light Infantry in Shilo, Man., was killed when he steps on a buried explosive device while on foot patrol in the Zangabad region in Panjwaii District.

Mar. 11: Bombardier Jeremie Ouellet, 22, of Matane, Que., died in his quarters at Kandahar Airfield. He was with the 1st Regiment, Royal Canadian Horse Artillery. His death is under investigation by the National Investigative Service.

Mar. 2: Trooper Michael Yuki Hayakaze, 25, of Edmonton was killed by an IED just days before his tour was scheduled to end. He was in a vehicle about 45 kilometres west of the Kandahar base. He was a member of the Lord Strathcona's Horse (Royal Canadians).

Jan. 23: Sapper Etienne Gonthier, 21, of St-George-de-Beauce, Que., and based with 5e Regiment du genie de combat in Val Cartier, Que. was killed and two others wounded in an incident involving a roadside bomb.

Jan. 15: Trooper Richard Renaud from Alma, Que., was killed and a second Canadian soldier was injured when their armoured vehicle hit a roadside bomb Tuesday in Kandahar's Zhari district. Renaud, 26, of the 12eme Regiment blinde du Canada in Valcartier, Que., and three other soldiers were on a routine patrol in the Arghandab region, about 10 Kilometres north of Kandahar City, when their Coyote reconnaissance vehicle struck the improvised explosive device.

Jan. 6: Corporal Eric Labbe, 31, of Rimouski, Que., and W.O. Hani Massouh died when their light armoured vehicle rolled over in Zhari district.

2007

Dec. 30: Gunner Jonathan Dion, 27, a gunner from Val d'Or, Que., died and four others were injured after their armoured vehicle hit a roadside bomb in Zhari district.

Nov. 17: Corporal Nicholas Raymond Beauchamp, of the 5th Field Ambulance, and Pte. Michel Levesque, of the Royal 22nd Regiment, both based in Valcartier, Que., were killed when a roadside bomb exploded near their LAV-III armoured vehicle in Zhari district.

Sep. 25: Corporal Nathan Hornburg, 24, of the Kings Own Calgary Regiment, was killed by mortar fire while trying to repair the track of a Leopard tank during an operation in the Panjwaii district.

Aug. 29: Major Raymond Ruckpaul, serving at the NATO coalition headquarters in Kabul, died after being found shot in his room. ISAF and Canadian officials have said they had not ruled out suicide, homicide or accident as the cause of death. Ruckpaul was an armoured officer based at the NATO Allied Land Component Command Headquarters in Heidelberg, Germany. His hometown and other details have not been released.

Aug. 22: Two Canadian soldiers were killed by a roadside bomb. M.W.O. Mario Mercier of 2nd Battalion Batallion, Royal 22nd Regiment, based in Valcartier, Que., and Master Cpl. Christian Duchesne, a member of Fifth Ambulance de campagne, also based in Valcartier, died when the vehicle they were in struck a suspected mine, approximately 50 kilometres west of Kandahar City during Operation EAGLE EYE. An Afghan interpreter was also killed and a third soldier and two Radio Canada journalists were injured.

Aug. 19: Private Simon Longtin, 23, died when the LAV-III armoured vehicle he was travelling in struck an improvised explosive device.

Jul. 4: Six Canadian soldiers were killed when a roadside bomb hit their vehicle. The dead are Capt. Matthew Johnathan Dawe, Cpl. Cole Bartsch, Cpl. Jordan Anderson and Pte. Lane Watkins, all of 3rd Battalion Princess Patricia's Canadian Light Infantry, based in Edmonton, and Master Cpl. Colin Bason, a reservist from The Royal Westminster Regiment and Capt. Jefferson Clifford Francis of 1 Royal Canadian Horse Artillery based in Shilo Man.

Jun. 20: Three soldiers from 3rd Battalion Princess Patricia's Canadian Light Infantry, died when their vehicle was struck by an improvised explosive device. Sgt. Christos Karigiannis, Cpl. Stephen Bouzane, 26, and Pte. Joel Wiebe, 22 were on a re-supply mission, travelling between two checkpoints in an open, all-terrain vehicle, not an armoured vehicle.

Jun. 11: Trooper Darryl Caswell, 2nd Battalion Royal Canadian Dragoons, was killed by a roadside bomb that blew up near the vehicle hewas travelling in, while on patrol about 40 minutes north of Kandahar city. He was part of a resupply mission.

May 30: Master Cpl. Darrell Jason Priede, a combat cameraman, died when an American helicopter he was aboard crashed in Afghanistan's volatile Helmand province, reportedly after being shot at by Taliban fighters. Priede was from CFB Gagetown in New Brunswick.

May 25: Corporal Matthew McCully, a signals operator from 2 Canadian Mechanized Brigade Group Headquarters and Signals Squadron, based at Petawawa, Ont., was killed while on foot patrol and another soldier was injured when a roadside bomb exploded near them during a major operation to clear out Taliban. The soldier, a member of the mentorship and liaison team, is believed to have stepped on an improvised explosive device.

Apr. 18: Master Cpl. Anthony Klumpenhouwer, 25, a special forces member, died from injuries sustained in an accidental fall from a communications tower in Kandahar, Afghanistan. It is the first death of a special forces member while on duty in Afghanistan.

Apr. 11: Master Cpl. Allan Stewart, 30, and Trooper Patrick Pentland, 23, were killed by a roadside bomb in southern Afghanistan. Both men were members of the Royal Canadian Dragoons based at CFB Petawawa, Ont.

Apr. 8: Six Canadian soldiers died in southern Afghanistan as a result of injuries sustained when the vehicle they were travelling in hit an explosive device. Sgt. Donald Lucas, Cpl. Aaron E. Williams, Cpl. Brent Poland, Pte. Kevin Vincent Kennedy, Pte. David Robert Greenslade, 2nd Battalion The Royal Canadian Regiment, based in Gagetown, N.B. were killed in the blast. Cpl. Christopher Paul Stannix, a reservist from the Princess Louise Fusiliers, based in Halifax, also died. One other soldier was seriously injured.

Mar. 6: Corporal Kevin Megeney, 25, a reservist from Stellarton, N.S., died in an accidental shooting. He was shot through the chest and left lung. Megeney went to Afghanistan in the fall as a volunteer with 1st Batallion, Nova Scotia Highlanders Militia.

2006

Nov. 27: Two Canadian soldiers were killed on the outskirts of Kandahar when a suicide car bomber attacked a convoy of military vehicles. Cpl. Albert Storm, 36, of Niagara Falls, Ont., and Chief Warrant Officer Robert Girouard, 46, from Bouctouche, N.B., were members of the Royal Canadian Regiment based in Petawawa, Ont. They were in an armoured personnel carrier that had just left the Kandahar Airfield base when a vehicle approached and detonated explosives.

Oct. 14: Sergeant Darcy Tedford and Pte. Blake Williamson from 1st Battalion Royal Canadian Regiment in Petawawa, Ont., were killed and three others wounded after troops in Kandahar province came under attack by Taliban insurgents wielding rocket propelled grenades and mortars, according to media reports. The troops were trying to build a road in the region when the ambush attack occurred.

Oct. 7: Trooper Mark Andrew Wilson, a member of the Royal Canadian Dragoons of Petawawa, Ont., died after a roadside bomb or IED exploded under a Nyala armoured vehicle. Wilson was a gunner in the Nyala vehicle. The blast occurred in the Pashmul region of Afghanistan.

Oct. 3: Corporal Robert Thomas James Mitchell and Sgt. Craig Paul Gillam were killed in an attack in southern Afghanistan as they worked to clear a route for a future road construction project. Both were members of the Petawawa, Ont.-based Royal Canadian Dragoons.

Sep. 29: Private Josh Klukie was killed by an improvised explosive device while he was conducting a foot patrol in a farm field in the Panjwaii district. Klukie, of Thunder Bay, Ont., was serving in the First Battalion Royal Canadian Regiment.

Sep. 18: Four soldiers were killed when a suicide bomber riding a bicycle detonated explosives in the Panjwaii area. Cpl. Shane Keating, Cpl. Keith Morley and Pte. David Byers, 22, all members of 2nd Battalion Princess Patricia's Canadian Light Infantry from Shilo, Man., and Cpl. Glen Arnold, a member of 2 Field Ambulance, from Petawawa, Ont., were killed in the attack that wounded several others.

Sep. 4: Private Mark Anthony Graham, a member of 1st Battalion Royal Canadian Regiment, based at CFB Petawawa, Ont., killed and dozens of others wounded in a friendly fire incident involving an American A-10 Warthog aircraft. Graham was a Canadian Olympic team member in 1992, when he raced as a member of the 4 x 400 metre relay team.

Sep. 3: Four Canadian soldiers - W.O. Richard Francis Nolan, W.O. Frank Robert Mellish, Sgt. Shane Stachnik and Pte. William Jonathan James Cushley, all based at CFB Petawawa, west of Ottawa, were killed as insurgents disabled multiple Canadian vehicles with small arms fire and rocket-propelled grenades. Nine other Canadians were wounded in the fighting that killed an estimated 200 Taliban members.

Aug. 22: Corporal David Braun, a recently arrived soldier with 2nd Battalion Princess Patricia's Canadian Light Infantry, was killed by a suicide bomber outside the gates of Camp Nathan Smith in Kandahar City. The soldier, in his 20s, was a native of Raymore, Sask. Three other Canadian soldiers were injured in the afternoon attack.

Aug. 11: Corporal Andrew James Eykelenboom died during an attack by a suicide bomber on a Canadian convoy that was resupplying a forward fire base south of Kandahar near the border with Pakistan. A medic with the 1st Field Ambulance based in Edmonton, he was in his mid-20s and had been in the Canadian Forces for four years.

Aug. 9: Master Cpl. Jeffrey Scott Walsh, based out of Shilo, Man., with 2nd Battalion Princess Patricia's Canadian Light Infantry, was shot in a friendly fire incident, just days after arriving in Kandahar to begin his tour of duty. He arrived in Kandahar less than a week earlier.

Aug. 5: Master Cpl. Raymond Arndt of the Edmonton-based Loyal Edmonton Regiment was killed when a G-Wagon making a supply run collided with a civilian truck. Three other Loyal Edmonton Regiment soldiers were also injured in the crash.

Aug. 3: Corporal Christopher Jonathan Reid, based in Edmonton with the 1st Battalion Princess Patricia's Canadian Light Infantry, was killed in a roadside bomb attack. Later the same day, Sgt. Vaughn Ingram, Cpl. Bryce Jeffrey Keller and Pte. Kevin Dallaire were killed by a rocket-propelled grenade as they took on militants around an abandoned school near Pashmul. Six other Canadian soldiers were injured in the attack.

Jul. 22: A suicide bomber blew himself up in Kandahar, killing two Canadian soldiers and wounding eight more; the slain soldiers were Cpl. Francisco Gomez, an anti-armour specialist from the Princess Patricia's Canadian Light Infantry in Edmonton, who was driving the Bison armoured vehicle targeted by the bomber's vehicle, and Cpl. Jason Patrick Warren of the Black Watch in Montreal.

Jul. 9: Corporal Anthony Joseph Boneca, a reservist with the Lake Superior Scottish Regiment based in Thunder Bay, Ont., was killed as Canadian military and Afghan security forces were pushing through an area west of Kandahar City that had been a hotbed of Taliban activity.

May 17: Captain Nichola Goddard, a combat engineer with the Royal Canadian Horse Artillery and Canada's first female combat death, was killed during battle against Taliban forces in the Panjwaii region, 24 kilometres west of Kandahar.

Apr. 22: Four soldiers were killed when their armoured vehicle was hit by a roadside bomb near Gombad, north of Kandahar. They were Cpl. Matthew Dinning, stationed at Petawawa, Ont.; Bombardier Myles Mansell, based in Victoria; Lieut. William Turner, stationed in Edmonton, and Cpl. Randy Payne of CFB Wainwright, Alta.

Mar. 28-29: Private Robert Costall was killed in a firefight with Taliban insurgents in the desert north of Kandahar. A U.S. soldier and a number of Afghan troops also died and three Canadians were wounded. Costall was a member of 1st Battalion Princess Patricia's Canadian Light Infantry, based in Edmonton. An American inquiry, made public in the summer of 2007, determined Costall was killed by friendly fire.

Mar. 5: Master Cpl. Timothy Wilson of Grande Prairie, Alta., succumbed to injuries suffered in the LAV III crash on March 2 in Afghanistan. Wilson died in hospital in Germany.

Mar. 2: Corporal Paul Davis died and six others were injured when their LAV III collided with a civilian taxi just west of Kandahar during a routine patrol. The soldiers were with 2nd Battalion Princess Patricia's Canadian Light Infantry.

Jan. 15: Diplomat Glyn Berry was killed and three soldiers injured by a suicide bomber in Kandahar. They were patrolling in a G Wagon.

2005

Nov. 24: Private Braun Scott Woodfield, Royal Canadian Regiment, was killed in a traffic accident involving his light-armoured vehicle (LAV III) northeast of Kandahar. Three others soldiers suffered serious injuries.

2004

Jan. 27: Corporal Jamie Murphy died and three soldiers were injured by a suicide bomber while patrolling near Camp Julien in an Iltis jeep. All were members of the Royal Canadian Regiment.

2003

Oct. 2: Sergeant Robert Alan Short and Cpl. Robbie Christopher Beerenfenger were killed and three others injured when their Iltis jeep struck a roadside bomb outside Camp Julien near Kabul. They were from 3rd Battalion Royal Canadian Regiment.

2002

Apr. 18: Sergeant Marc Leger, Cpl. Ainsworth Dyer, Pte. Richard Green and Pte. Nathan Smith were killed by friendly fire when an American fighter jet dropped a laser-guided 225-kilogram bomb on the soldiers during a training exercise near Kandahar. All served with the Princess Patricia's Canadian Light Infantry.

CANADA'S TROOPS KILLED IN AFGHANISTAN

Portraits of Honour (Canadian Forces) 2012

http://www.youtube.com/watch?v=pJY2rWt29YQ

The hand painted Portraits of Honour 10' x 50' mural features the faces of the 157 Canadian Forces troops who have lost their lives while serving in Afghanistan.

The Portraits of Honour National Tour will travel across Canada starting June 1, 2011.

For more information, visit www.portraitsofhonour.ca

or call 1-888-9-HONOUR

comment:'

Visited Dave at the studio, there are now 158 portraits on the canvas.

Amazing tribute.

WOUNDED WARRIORS.CA- Amazing Grace

CANADA: "Freedom" Support our troops

http://www.youtube.com/watch?v=WFuVGYRZUa0

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I'd prefer to be a poster girl- on the wrong side of the world....... because I wish the wrong side of the world had our rights......the actual fight 4 freedom- Aussie Poster Girl is the Vera Lynn song that reflected WWII- it's passion of r troops over callous judgements; and deep caring 4 children who have no other chances outside our Nato troops fighting and dying 4 simple basic freedom-

-u wave placards and scream freedom- our troops actually fight and die 4 freedom.

Aussie Digger Tribute : POSTER GIRL (this beautiful brave song and words- fit all Nato troops..... God bless u all)

AUSSIE TRIBUTE- BECCY COLE- POSTER GIRL 4 AUSSIE DIGGERS