Focusing on the upcoming 2014 World Cup in Brazil, this research project aims to contribute to theoretical and empirical understandings of the intersections between major sporting events, moral panics and anti-prostitution/trafficking campaigns.  While the scholarly literature on this issue provides substantial evidence of the use of anti-trafficking campaigns to promote the abolition of prostitution, little is known of the ways in which these types of campaigns unfold locally through specific cultural contexts.  This project seeks to address this gap through an ethnographic analysis of the campaigns against sex tourism during the World Cup 2014 in Brazil, with a focus on the city of Natal, one of the twelve host cities.  Natal offers a unique case in point due to both its long history of anti-sex tourism campaigns and the processes of gentrification expressed through these campaigns.  The proposed investigation thus seek to analyse whether the campaigns linked to the 2014 World Cup might further stigmatize, criminalize and spatially marginalize the women engaging in practices of sex tourism.

Christine Duff (Department of French): Lire le zombi: Haïti et au-delà/ Reading the Zombie: Haiti and Beyond

The last few years have seen a resurgence of popular interest in the zombie in North America: witness the advent of Zombie Walks and the use of the zombie metaphor in the Occupy Movement.  There have been international conferences devoted to the subject, two recently taking place in Montreal: Autopsie du zombi in May 2012, and Invasion Montréal: colloque international sur le zombi in July of the same year.  In short, the undead are experiencing a renaissance.  While the zombie is a useful metaphor in contemporary debates regarding exploitation and oppression, its contemporary revival obscures its origins, along with much of its signifying potential.  Literature represents one of the richest arenas in which this signifying potential plays out.  In literary studies, however, work on the zombie has focused exclusively on Haitian literary production, extending only recently to writings of the Haitian diaspora.

The proposed project seeks to: 1) establish the extent to which the motif of zombification is present in the literatures of the Americas (in the hemispheric sense of the term); and 2) determine overarching tendencies in its use and explore their implications.  The trope of zombification undergirds a larger number of literary works than is currently acknowledged.  If, as Kaiama Glover maintains in her 2005 article on Haitian literature, the zombie is a particularly rich site of metaphorical potential and is “highly exploitable as a literary device”, it is my assertion that the full and myriad implications of the zombie and zombification as literary devices remain to be identified and articulated, especially with regard to literatures outside of Haiti.

Michel Hogue (Department of History): Empire of Possibilities: Isaac Cowie and the Making of the Prairie West

In putting his recollections to paper, former fur trader Isaac Cowie sought to preserve in print some of his experiences during a critical period in the Prairie West’s history.  “These papers may prove interesting,” Cowie suggested, “to anyone connected with the ‘days of auld lang syne’ in Western Canada, and perhaps to a few of the numerous newcomers who have come to build an empire of infinite possibilities therein.”  Born in the Shetland Islands, Cowie entered the Hudson’s Bay Company’s (HBC) service at Fort Qu’Appelle in 1867 at a critical moment in both the history of the fur trade and that of the Prairie West.  He was an active participant in the final days of the Plains fur trade and in the promotion of the economic and social order that displaced it.  When success in his business ventures eluded him, Cowie found a career as an advocate for “pioneers” seeking government recognition and as an amateur ethnographer and historian preserving and promoting aspects of the western past, particularly the exploits of its early settlers.  Cowie’s “empire of possibilities” evoked the enduring and cherished myth of the orderly and peaceful nature of the Canadian West’s settlement and embodied his own personal hopes and dreams.  It overlooked, however, the people for whom “settlement” meant dispossession or marginalization, not opportunity.  By narrating Cowie’s own version of his life alongside stories of the Metis and First Nations with whom he lived, worked, and traded, whose land he bought and sold, and whose histories and material culture he collected, this project will re-contextualize Cowie’s narrative of the West and interweave the stories of “pioneers” with those of Indigenous peoples.  In so doing, it will open a new window on the processes of dispossession and repossession that made the Prairie West.

Jody Mason (Department of English Language and Literature): Workers, Readers, Citizens: Canada’s Frontier College, 1899-1950

This project will study the vast archive of Canada’s most significant adult literacy initiative, Frontier College.  The College, founded as the Canadian Reading Camp Association in 1899 by Protestant minister Alfred Fitzpatrick, developed a labourer-teacher model that enabled its work among immigrant labourers in Canada’s resource frontier.  Frontier College is an organization with roots in the social gospel movement and, by the interwar period, it was actively involved in discouraging political radicalism in work camps through its promotion of democratic citizenship and naturalization.

While much is known about the institutional history of Frontier College, I aim to use the organization’s archive at Library and Archives Canada to learn more about the workers as learners, as readers, and as consumers of culture in the first half of the twentieth century.  This research has several main objectives: it will study, synthesize, and analyze a large body of largely unstudied archival material, while enriching nascent work on the history of reading in Canada and fostering important interdisciplinary links among literary and cultural studies, labour history, book history and print culture studies, and the study of immigration and ethnicity.

Mohammed Rustom (College of the Humanities): The Philosophical Mysticism of ‘Ayn al-Qudat Hamadani (d. 1131)

Rustom’s first book on the famous Persian philosopher Mulla Sadra (d. 1640) has afforded him with the ability to understand how a number of key figures’ ideas came together in Sadra’s own synthetic project, the most prominent example being the work of the controversial Andalusian Sufi Ibn ‘Arabi (d. 1240) and the immediate generations of his followers (somewhat misleadingly referred to as the “school of Ibn ‘Arabi”).  Yet what can be said about the phase immediately before Ibn ‘Arabi, that is, the twelfth century?  We admittedly have a great deal of information concerning the early development of Islamic theology and philosophy from the eighth century to the beginning of the twelfth century.  But when we come to the twelfth century proper, many important questions remain unanswered.

In other words, the one area of inquiry which has largely been neglected is the phase between the famous Abu Hamid Muhammad al-Ghazali (d. 1111) and Ibn ‘Arabi.  This period is particularly problematic owing to its indebtedness to the earlier Islamic philosophical tradition, particularly the work Avicenna (d. 1037).  Rustom’s background in Islamic theology and philosophy in general and the writings of Avicenna and al-Ghazali in particular, coupled with his work in Islamic thought from Ibn ‘Arabi onwards, has positioned him well in terms of grappling with the complexity of the twelfth century of Islamic thought, which, he argues, bears witness to a very unique shift in Islamic intellectual history.

Although there are a number of key authors who belong to the era in question, Rustom maintains that one of the most important is the great martyr ‘Ayn al-Qudat Hamadani (d. 1131).  This figure is famous for having been the student of Ahmad Ghazali (d. 1126) (the brother of the aforementioned al-Ghazali), and for having been put to death by the Seljuq government, ostensibly on charges of “heresy.”  Yet, to date, there is not a single, thorough presentation of ‘Ayn al-Qudat’s thought and influence.  Rustom’s project seeks to fill this lacuna by demonstrating ‘Ayn al-Qudat’s pivotal role in the development of the Persian poetic tradition on the one hand, and the Islamic intellectual tradition on the other.

Paul Mkandawire (Institute of Interdisciplinary Studies – Human Rights): Indigenous Knowledge Transfer and Adaptation to Climate Change Among Orphans in Malawi 

This research project aims at examining whether pathways for transmitting traditional ecological knowledge between the elderly and the youth are dissolving under the weight of heavy adult mortality in Malawi in a context where more than 1.3 million children live without one or both biological parents due to HIV/AIDS. While contributing the least amount of greenhouse gases, Sub-Saharan Africa (SSA) will experience the vilest impacts of global warming in the foreseeable future.  Unfortunately, the region also doubles as home to the overwhelming majority of the world’s orphaned and vulnerable children. The prime focus accorded to vulnerable groups in the global agenda on combating the negative effects of global warming means that future efforts aimed at building social resilience in communities in SSA cannot proceed without considering the unique needs of this expanding group of youth coming of age without natal parents.

While orphans’ vulnerabilities in other domains such as healthcare, schooling, discrimination, stigma, and HIV/AIDS have largely been documented, not much is known as to whether this cohort is similarly disadvantaged with regard to access to indigenous ecological knowledge vital for mitigating and adapting to climate change.  This study draws upon an ecosystem approach and employs qualitative approaches to explore how heavy adult mortality being triggered by the AIDS epidemic in Malawi is affecting the transfer of indigenous climatic knowledge between elders and youth. Though often bypassed in scientific discourse, indigenous knowledge, rooted in African smallholder farming systems and longstanding familiarity with local climatological events, can significantly improve the ability of marginalized populations to adapt to climate change.

Julie Murray (Department of English Language and Literature): British Women Writers and the Forms of Life, 1790-1840

In this project, Murray argues that the life-writing produced in the early decades of the nineteenth century is intimately linked to the politicization of “bare life” that writers such as Giorgio Agamben, Hannah Arendt, and before them, Edmund Burke, argue is a result of the discourse of the “rights of man.”  The link is a sure sign of the chilling effect that a universalizing concept of rights has on life understood as bios.  Murray’s hypothesis is that writers’ desire to clothe a newly politicized (or, as Agamben puts it, formerly “creaturely”) “bare” or “naked” life motivates a range of experiments in life-writing in the early nineteenth century.  The texts that she examines replay a tension, however, already internal to 1790s political debates about the relationship between chivalry and rights, discussions of which are saturated with metaphors of the “naked” and the “clothed.”  Ultimately, this project examines the relationship between the biographical and the biopolitical at the turn of the nineteenth century, and takes seriously the “life” in life-writing in order to explore how literature is intimately bound up with the discursive terrain of life in this period and beyond.

David Wood (School of Linguistics and Language Studies): An Idiodynamic Investigation of the Relationship between Willingness to Communicate and Speech Fluency in a Second Language

Second language (L2) speech fluency has typically been identified as a set of observable temporal features of speech, but has not been analyzed in relation to learner factors in performance such as willingness to communicate (WTC), which can be defined as readiness to engage in communication at a specific time and with specific interlocutors.  With the exception of exploratory case study work by Wood (2012), focusing on general links between overall WTC and fluency gain over time, no researchers have examined  the relationship between WTC and L2 fluency.  A clearer, evidence-based perspective on the link between WTC and fluency can have significant implications for classroom teaching and assessment. Among other benefits, it can help in determining whether dysfluency influences WTC, and whether lowered WTC can lead to dysfluency, or whether the relationship between WTC and fluency development is more complex than that.

The proposed study is an exploratory, case-study attempt at answering the question of what the interrelationship is between L2 speech fluency and WTC. It presents an examination of the influence of WTC on fluency in monologic speech of for Chinese learners of English L2, with a non-Chinese interlocutor, in intensive English as a foreign language (EFL). Monologic narrative speech samples from the Chinese EFL learners in Canada will be analyzed for markers of fluency and interpreted in light of the learners’ WTC profiles and retrospective self-analysis of WTC in stimulated recall.  The results can potentially illuminate the relationship between dysfluency and WTC, particularly the directionality of the relationship, whether fluency breakdowns lead to lowered WTC or vice versa. This can serve to establish a research methodology foundation for a larger-scale study in future, focusing on larger groups of learners in several different learning contexts, such as EFL abroad, and part-time and full-time EFL intensive programs in their own country.

Fisher and McFarland pose in front of the Sphinx

If you have had any association with Carleton University over the past several years, it’s very likely that you have heard the phrase “Anything But Textbook.”

The slogan is meant to illustrate Carleton’s commitment to delivering a post-secondary education that breaches the confines of lecture halls and classrooms.  Professor in the College of the Humanities, Greg Fisher, believes resolutely in this approach to teaching, so whenever it is possible he does his best to facilitate Anything But Textbook experiences for his students.

A recent example of this was the role Fisher played in enabling fourth year undergraduate student, Kathleen McFarland to partake in an academic trip to Egypt, an experience that epitomized the Anything But Textbook mantra.

Fisher was scheduled to attend a conference in Egypt organized by the Orient-Institute Beirut, and saw it as excellent opportunity to permit McFarland a chance to experience her area of study first-hand.

A minor in History (majoring in Journalism), McFarland is currently in the process of completing her Honours project under Fisher’s supervision.  Her research looks at state/tribe relationships in the late Roman Empire and though her focus is Western empires, and this conference centered on Eastern situations, Fisher abides by the maxim that in one way or another, everything is connected.  In this case, he is certainly correct.  It is well known that many similarities existed in how Romans managed both Eastern and Western tribes.  Fisher was also aware that McFarland had been tactfully considering  a career in academia, and felt it would be beneficial for her to see how an academic conference functions.

“Kathleen is an engaged student who is well motivated and ambitious.  I think it’s crucial for students like her to learn outside of the classroom environment as often as possible,” said Fisher.

McFarland has always possessed an innate interest in human history and past civilizations, so visiting Egypt ranked very high on her to do list.

“I have been captivated by Egypt since I was a little girl – seeing the pyramids was something I’d dreamt of since I first developed the reading skills to devour those Magic Tree House history books.  The whole city was intoxicating; it floods all of your senses. In so many ways, it was an incredible learning experience.”

While in in the Land of the Pharoahs, McFarland and Fisher visited as many sites as possible and partook in a diverse range of learning activities.  They crawled through the Great Pyramid of Khufu and visited the Sphinx.  McFarland received a lesson on Islam in one of Cairo’s oldest Mosques, saw, in person, King Tut’s death mask and spoke to the many protestors in Tahrir Square about Egypt’s current juncture of fragile transition.

McFarland and the Pyramids

While touring Islamic Cairo on their last day in Egypt, McFarland and Fisher visited three separate mosques.  As they stepped inside the third mosque, the call to prayer rang out across the city.  At this moment, McFarland was very cognizant of the fact that she was truly experiencing a culture she had learnt so much about, and was so interested in, while living on the other side of the planet.

Mosque of Ibn Tulun

Though all these were stunning, eye-opening experiences for McFarland, what resonated most was being immersed in the potent state of a country in social flux.  Although she had been paying close attention to the events in Egypt through the news back home in Canada, McFarland quickly discerned that only so much can be understood when observing something dramatic from afar.

McFarland in Tahrir Square with protestors

“There is so much more to it than what fits in that three-minute news segment.  Egypt has held my fascination for so long. For me, to stand in this place and see some of the earliest roots of civilization, it was the realization of a personal dream. And then to have the amazing opportunity to stand with these people, most of whom were my peers, my generation, and seeing them fight for democracy; it was a remarkable juxtaposition of ancient civilization with modern civilization, still undergoing change. I had seen the Sphinx, the pyramids, King Tut’s artefacts; now, standing in Tahrir Square as people protested for their rights, it really demonstrated to me where our world has been and how it is changing. It makes you aware of civilization’s progress, and I was quite conscious of the fact that I was standing at an important point on that continuum. What will this place be like 10, 100, 1,000 years from now? Will there still be fighting for democracy? What will Canada be like? Civilization isn’t fixed; it is a very moving thing.”

Protestors in Tahrir Square

Egypt’s fight for democracy is something that affects the entire world, but standing with the people of Cairo, whose lives are impinged in every aspect by this upheaval, has given McFarland a more authentic global understanding.

“I think it gave me a much deeper appreciation for and better insight into a momentous event in Middle Eastern history and politics,” explains McFarland. “It was an unforgettable experience to be able to stand in the middle of it and understand everything it represented, especially for the Egyptian people.”

Anti-Morsi Posters in Tahrir Square

Submerging yourself within an entirely different context promises to cause a moment of contemplative introspection.  Yes, McFarland left Egypt with a finer understanding of the world; but she also left with many unanswered questions.

“There was much about Cairo that was difficult.  You do see some very raw scenes of poverty and squalor.  You need a strong stomach, and to accept that you can’t help them all.  But in a certain sense, it did motivate me to help in a longer-term way.  It has redirected my career interests in that way, as well as my own personal incentive to help in a non-professional context – for example, I am looking into volunteer initiatives in developing countries for next year before graduate school.  Specifically I would hope to use my degree to help with independent media initiatives, or to teach English.”

Since leaving Egypt, Mcfarland has begun work as a communications intern with CARE Canada, a non-profit organization who have been working against poverty in Egypt since 1954.

University is all about asking broad questions and self-discovery.  Fisher and McFarland’s adventures in Egypt emphatically addressed both of these crucial components of academic life.  For these reasons alone (and many others), McFarland would recommend students to seize these types of opportunities while completing their post-secondary education.

“Well, as Carleton likes to say, the experience was certainly Anything But Textbook. Opportunities like these provide a whole other dimension to academic studies; it is a chance to see the real-world applications of what you are learning. University is more than just writing papers and exams; it is also about personal, interpersonal and professional development, and I think that was a large incentive for me doing this trip. It is just a different learning experience than one inside a classroom. And really, quite honestly, it was just so much fun – which is always important, too!”

McFarland at the Mosque of Ibn Tulun

To catch up on the stimulating ‘goings on’ in History, please visit: http://www.carleton.ca/history/history-newsletter/.

Or, for History news that comes to you, subscribe to the Department of History newsletter, and receive it as an email. Just email history@carleton.ca with “Subscribe to Newsletter” in the subject line and your name, address and preferred email address in the text.

The grant will enable Smith to continue her research on the community mausoleum at Ottawa’s  Beechwood Cemetery, a unique building located in a Canadian National Historic Site.

“Ms Smith’s research on this 1930’s example of the American-Canadian mausoleum building craze provides an important insight in to an under-studied aspect of our local built heritage,’’ said Heritage Ottawa President, Leslie Maitland.

The grant is awarded annually in honour of the late Gordon Cullingham, journalist, broadcaster, editor and heritage activist to encourage research on Ottawa’s built heritage. Ms Smith’s proposal was selected from among six applicants for this year’s grant.

For further information:  David B. Flemming 613-230-8841 or info@heritageottawa.org

Tuesday, March 19, 2013 from 7:00 – 8:30 p.m. at the City of Ottawa Archives, James Bartleman Centre, 100 Tallwood Drive @ Woodroffe

James Opp, Associate Professor in the Department of History and Co-Director of the Carleton Centre for Public History will present “Yousuf Karsh’s Cold War: Photography, Advertising, and Anti-Communism.”  Professor Opp’s research focuses on photography, archives, and visual histories. He is also a resident of the Centrepointe neighbourhood where the City of Ottawa Archives is located.

The aim of CU in the City is to share FASS research with the Ottawa community by holding research talks in various neighbourhoods across the city. The CU in the City series will provide opportunities for FASS faculty and students to interact with one another off campus as well as strengthen ties between FASS and the general public.

This lecture is open to everyone. Admission is free. Coffee, tea, and a snack will be served.

Space is limited. Please RSVP.

We hope to CU in the City on March 19!

John Ware and Family – AB – 1896

Fourth year History student Allison Smith, is in the midst of working on her Honours Research Project which delves into Canadian black history. While conducting her research, Smith has been blogging  her findings on this important and revealing topic. She recently took the time to discuss her work with TWF.

Could you give a bit of background information on yourself and your project?

I have been working with Professor James Miller and Professor Shawn Graham on my Honours Research Project. As well, I am doing a fourth year seminar with Michael Ostroff which involves making a historical documentary film.

I also have previous undergraduate degrees in Computer Science, from Queen’s University, and in Education, from University of Western Ontario. During my years working as a systems and business consultant, I obtained a professional designation as a Certified Management Consultant, and now have my own small consulting business. But at some point along the way, I decided that I wasn’t going to want to be a consultant for my whole life, so I started saving my money so I could return to school.

As long as I can remember I have had an interest in early North America. When I was a kid, my family travelled quite a bit and we visited a lot of historical sites. We also did quite a lot of camping and particularly canoe-camping in the Algonquin interior. Perhaps as a consequence of these experiences, I was pretty intrigued by the pioneer days in North America and survival in the wilderness.

What enticed you to want to research black history in Canada?

My husband and I have visited quite a few American Civil War battle sites. Those, combined with trips to a number of Civil Rights museums in the United States, gave me an interest in American black history. About two years ago, an opportunity presented itself to develop a “virtual world” computer environment, but a constraint on the project was that it be a subject in Canadian history. I thought that the Underground Railroad might be a topic with good visual imagery for such a project. That project is now on hold, but in the meantime, I am proceeding with another New Media project about black history in Canada.

Why did you choose to blog your work?

Dr. Graham was the person who suggested that I write a blog following my research. He and Dr. Miller, as my supervisors, use it as a way to follow my research progress. I’ve never done this before, but I love it and plan to use a blog for future research. It’s a way for me to organize my thoughts and structure them into coherent, presentable ideas for public consumption. I post a blog entry every week, and finish each entry with a plan for the following week. This is a good way for me to keep myself on track. I feel like each weekly plan is a sort of contract with Drs. Miller and Graham that I feel motivated to fulfill. As well, it helps me to stay clear on what my weekly goal is. When you get really down-in-the-weeds doing research it’s easy to go astray and run off track. I will also add that the blog is not a waste of time as regards my final outputs. I expect to re-use portions of my blog text in my final research paper.

Compared to other nations, particularly America, does it appear to you that Canada offered a more welcoming place to live for black people in search of a new home?

The answer to this question is complicated by the fact that Canada was not always the geographical entity that it is today. It was made up of different colonies. Before 1759 much of it belonged to France and fell under French law. Later the colonies in British North American (BNA) were under British law, but even that law was not static and different colonies had different laws. One of the earliest waves of blacks entering BNA, were black United Empire Loyalists who came to Nova Scotia after the American Revolution. Their “welcome” was not very friendly, especially as the total influx of black and white United Empire Loyalists grew, and the economy was unable to accommodate all the new arrivals. The free blacks among them largely left for Sierre Leone, while the slaves had to stay behind. In 1793, Upper Canada started to put limits on slavery. But up until 1834, BNA had slavery, and for slaves, life was miserable and sometimes deadly. Even after slavery was abolished and all blacks were free, there was a considerable amount of racism. Between 1834 and 1850, BNA was similar to the northern U.S. states where slavery had also been abolished. During this time, slaves escaping from the U.S. south were more likely to remain in the U.S. north than they were to continue north of the border. But in 1850, U.S. law changed and even free blacks in the northern U.S. were no longer safe. At this point, large numbers of free blacks, as well as a continuing stream of fugitive slaves from the southern states poured into what later became Canada. It is this period about which Canadians are very proud. But even though Canadian law consistently protected blacks, the day-to-day experience of blacks in Canada involved a lot of racism and discrimination. So when slavery was abolished in the U.S. in 1865, a lot of the black Canadian population went “home” to the U.S. Through the latter part of the nineteenth century, in the popularity contest between Canada and the U.S., more blacks voted with their feet and went south than stayed in Canada.

In your opinion, what has been the most interesting information that you have discovered while conducting your research? 

One of the most surprising stories I have come across was that of the Canadian slaves who escaped Canada into the U.S. A lot of Canadians tend to think that Canada never even HAD slavery. But to think that we had slaves and that they were able to obtain refuge from us in the U.S. seems almost shocking to our image of Canada as the great northern refuge. In fact, in 1787, the Northwest Territory was formed in the U.S. including today’s State of Michigan, across the Detroit River from present-day Windsor. The law prohibited bringing slaves into this new territory, although existing slave owners were allowed to keep their slaves. So, up until 1833, when slavery was abolished in Upper Canada, slaves from Canada often crossed the Detroit River into what is now Michigan to live in freedom.

As well, I continue to find it sadly surprising that so many Canadians don’t realize that we ever had slavery in our history. It seems to be a subject that is thoroughly buried. And this buried narrative is then paved over with the proud story of Canada’s part at the northern terminus of the so-called Underground Railroad, with no mention of the racism and discrimination that happened to the blacks who escaped here.

Victoria Pioneer Rifles – 1864

Specifically, what are the primary methods you use to conduct your research (internet, archives etc.)? What have been some of the challenges you’ve faced in undertaking this research?

I have read a number of books about black history, but have also found a lot of interesting primary and secondary material online. Recently I have been searching for images for my online exhibit and have found numerous websites with excellent digital images. These sites have included Library and Archives Canada, the provincial archives, some museum websites, and some private sites. It has been a challenge to access some of this material directly but, fortunately, a lot is online. My research to date is limited to the pre-1950s period, so most of the material I am looking at is no longer under copyright restriction.

Why is it important for Canadians to garner a more precise understanding of black history in Canada?

In general, I think Canadians should want to know more about black history simply because it is interesting. The black historical narrative is not the same as the white historical narrative. While black Canadians have been a part of many of the same major historical events as white Canadians, their experience of these events has often been different. As well, black people have had some entirely different experiences in Canada.

Overall, I hope people who read my blog, and who see my exhibit (when it’s finished), will take away the message that Canada indeed had slavery in its history, and that even when Canadian law abolished slavery, that Canadian society was often not very welcoming of free blacks. And finally, I hope that people will see that, despite the harsh treatment that black people often received here, they nevertheless contributed in positive, constructive and sometimes heroic ways to our collective history and heritage.

Anything you’d like to add?

I am also working with two other students on a short documentary film about black slave, Marie Joseph Angélique, in 18th century Montreal. It will be finished at the end of this school term and will receive limited airing at that time.