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Royal Military College of Canada

The Royal Military College of Canada (Collège militaire royal du Canada), abbreviated in English as RMC and in French as CMR, is a military academy and, since 1959, a degree-granting university of the Canadian Armed Forces. It was established in 1874 and conducted its first classes on June 1, 1876. The Government of Ontario empowered RMC to confer degrees in the Social Sciences and Humanities, Science, and Engineering through The Royal Military College of Canada Degrees Act, 1959. Programs are offered at the undergraduate and graduate levels, both on campus as well as through the college's distance learning program via the Division of Continuing Studies.

Located on Point Frederick, a 41 ha peninsula in Kingston, Ontario, the college is a mix of historic buildings and more modern academic, athletic, and dormitory facilities. RMC officer cadets are trained in what are known as the "four pillars": academics, officership, athletics, and bilingualism.

Mission statement

The Royal Military College of Canada prepares officer cadets for a long career in the profession of arms and continues the development of other Canadian Armed Forces members and civilians with an interest in defence issues. RMC provides programs and courses of higher education and professional development to meet the needs of the Canadian Armed Forces and the Department of National Defence.

Responsibilities
RMC is responsible to:
 * Provide a university education in both official languages in appropriate disciplines designed on a broad base to meet the unique needs of the Canadian Armed Forces
 * Develop qualities of leadership in officer cadets
 * Develop the ability to communicate in both official languages for officer cadets
 * Develop a high standard of physical fitness
 * Stimulate an awareness of the ethic of the military profession
 * Conduct research activities in support of RMC and to meet the needs of Defence Research Agencies

Priorities
The RMC priorities are:
 * To build high quality, world-class programs in areas of importance to the Canadian Armed Forces and to Canada
 * To promote national and international collaborations and partnerships
 * To promote interdisciplinary co-operation.

Academics
The RMC mission is to educate, train and develop Officer Cadets for leadership careers of effective service in the Canadian Armed Forces – the Royal Canadian Air Force, the Royal Canadian Navy and the Canadian Army.

For most students under the ROTP (Regular Officer Training Plan), education is free and a monthly salary is paid which meets incidentals. The courses are offered both on site and by distance learning in both official languages: English and French. After graduation, Officers are to serve two months of obligatory service for each subsidized month of education.

RMC offers 19 undergraduate programs in Social Sciences and Humanities, Science and Engineering. RMC offers 34 graduate studies opportunities, including 14 doctorates. In addition to the Faculty of Social Sciences and Humanities, Engineering, and Science, the Division of Continuing Studies offers undergraduate and graduate level programs including the "Officer Professional Military Education" program (OPME). The Department of Applied Military Science (AMS) offers a graduate level program – the Land Force Technical Staff Program (LFTSP) and an undergraduate/community college level program – the Army Technical Warrant Officer's Program.

All undergraduate students are required to complete the core curriculum, which is designed to provide a balanced liberal arts, science, and military education. The Core Curriculum consists of Economics, Psychology, Mathematics, English, Calculus, Military history of Canada, Chemistry, Canadian History, Physics and Civics.

Tuition
Tuition fees (2022–23) at the undergraduate level vary from $3,020 – $4,140 per term for Canadian undergraduate students and $2,670 – $2,980 per term for Canadian Graduate students. The tuition fees for international students vary from $7,410 – $7,690 per term for graduate students. The lower tuition amounts are for the arts and sciences programs, while the higher amounts are for the engineering programs.

Because of commitments of military service following graduation, education is free for most on-campus undergraduates; these Officer Cadets also receive an additional monthly salary. Funding has been put in place to support civilian students, who are eligible for admission to the master's and doctoral programs to work alongside graduate students who are members of the Canadian Armed Forces.

Centres and institutes
The research at RMC focusses on areas of direct and indirect benefit to the Department of National Defence; More than 90 percent of the research at RMC is defence-related. RMC conducts both academic and contracted research on electrical and computer engineering, physics, chemistry, chemical engineering and environmental engineering, civil engineering, mechanical engineering, international security, governance and the economics of defence; some research involves the Institute for the Environment as well as nuclear research. Both members of the Canadian Forces and civilian students are eligible for admission to the master's and doctoral programs; Funding has been put in place to support both military and civilian students.

Squadrons of the Cadet Wing
The undergraduate student body, known as the Cadet Wing, is sub-divided into 13 (12 ROTP and 1 UTPNCM) squadrons of approximately 80 cadets each. Each squadron is subdivided into three flights, with each flight further subdivided into three sections. The squadrons are led by senior cadets under the guidance of the squadron commander.

Note: The dates given are for the current organization of the wing and does not include former squadrons or the same squadrons under different names. For example, 1 Squadron was the first squadron at RMC, meaning 1 squadron has existed since the college's founding in 1876, but has only been known as Hudson Squadron since 1948.

In 2007, a former squadron of the Royal Military College Saint-Jean, Jolliet Squadron, was stood up at RMC as 13 Squadron. The squadron was named in honour of Louis Jolliet, with its first-year flight, Good Flight, named after Herman James Good, a Victoria Cross recipient from the 13th Battalion, CEF.

Training plans
There are several full-time admission options for an education at RMCC.

Regular Officer Training Plan
The Regular Officer Training Plan (ROTP) is a conditional scholarship offered to selected applicants. In addition to a university education, officer cadets receive military training, occupation training and second language training and a career after graduation. The full-time salary includes full dental care, as well as vacation with full pay. Upon successful completion of ROTP, officer cadets are awarded a university degree and granted commissions as officers in the Canadian Forces. Normally, graduates serve at least five years with the Canadian Forces. The application deadline to ROTP is in January for Basic Officer Training in July and admission the following September.

Typically, successful applicants enter the Canadian Military College (CMC) System as an officer cadet, where they receive an education that balances academics, leadership, bilingualism and athletics. If the choice of program is not offered, such as Nursing, Physiotherapy and Pharmacy, or the candidate wishes to attend another university, successful applicants are eligible to apply to any Canadian university where books, lab fees and student fees are covered, and students receive a monthly salary under the Civilian University ROTP.

Reserve Entry Training Plan
The Reserve Entry Training Plan, discontinued in 2017, was an education that was the same as the ROTP but was paid for by the student (not a scholarship). The students also did not draw a salary; however, they were not obligated to five years of service after completion. Reserve Entry cadets were, however, paid considerably more than the regular ROTP officer cadet salary during their summer training months. They were also entitled to this pay if they attend "duty/varsity" away trips (For example, an away game of women's soccer).

Others

 * UTPNCM: University Training Plan – Non Commissioned Members for non-commissioned members of the Canadian Forces to earn a degree and then serve as officers.
 * IBDP: Initial Baccalaureate Degree Program, a baccalaureate program.
 * DCS: Division of Continuing Studies, also available part-time

Selection process
Since an application to ROTP is also an application to the Canadian Military College System, all candidates are assessed against an aptitude test, a medical examination, and an interview.

Military potential is an assessment of aptitudes, personality traits, and the choice of occupation. Academic performance is rated based on a student's transcript. Unlike many universities, since a complete transcript is submitted to the selection board, grade 9-11 marks are heavily weighted in a student's application with consideration given to grade 12 (or the final year's) marks. Officer cadets are obliged to maintain satisfactory academic and military performance throughout the programme.

Continuing studies
RMC started a graduate studies program in 1965. The Division of Continuing Studies was established in 1997.

The mandate of the RMC Division of Continuing Studies is to make university education available to all members of the Canadian Forces, spouses and DND civilian employees. Canadian Forces and other professional training is recognized for credit towards undergraduate or advanced degrees.

Unique degree programs, specially tailored for CF members, include:
 * Bachelor of Military Arts & Sciences,
 * Master of Business Administration,
 * Master of Defence Management and Policy, and
 * Master of Arts and PhD in War Studies.

Artist-in-Residence
The Royal Military College of Canada launched its Artist-in-Residence program in January 2010 with Steven Heighton, a novelist and poet as the first to hold the post. The third person to hold the position, playwright Dr. Julie Salverson, presented "Drama, Imagination, and RMC" on 3 April 2012 in Currie Hall. Dr. Salverson, who has conducted drama workshops with cadets since the early 1990s, helped facilitate a play about RMC, "Shakespeare in Scarlets" in 2012. In 2014, the Artist-in-Residence was Gord Sinclair of The Tragically Hip, who put together a concert on the parade square where cadets, staff, and faculty performed for their peers at an event dubbed Bruciepalooza. Both The Trews and guitarist Rob Baker of The Tragically Hip made unexpected guest appearances to perform for the college. Kingston photographer Chris Miner held the position throughout the 2014–15 academic year, culminating in a gallery exhibition of his work along with winning photographs by students, staff, and faculty submitted as part of the Photo Op 2015 photography contest. In the winter term of the 2015–2016 academic year, Canadian novelist and poet Helen Humphreys was the Artist-in-Residence, and held weekly workshops on novel writing and poetry.

Research and partnerships
In the Engineering and Science divisions, RMC pursues the following principal areas of research:
 * information technology, communications, microelectronics,
 * environment,
 * energy and energy development,
 * Advanced materials engineering,
 * geotechnical engineering, and
 * fluid mechanics and engineering.

In the Social Sciences and Humanities divisions, RMC pursues research and activities in:
 * military history,
 * political science and international security,
 * peacekeeping and peacemaking,
 * comparative government, international relations and ethical code of conduct in conflict,
 * leadership, and
 * economics.
 * The RMC Centre for Security, Armed Forces and Society (CSAS-CESFAS) provides a focus for research conducted within the Faculty of Arts and facilitates communication between the Department of National Defence, other research institutions, scholars and Canadian civil society.

In the Department of Applied Military Science (AMS), RMC pursues:
 * the Land Force Technical Staff Programme (captains & majors);
 * the Technical Warrant Officer Programme (warrant officers & master warrant officers).

The Diploma in Military Arts and Sciences (DMASc) provides non-commissioned members (NCMs) of the Canadian Forces an online program made possible by a partnership between OntarioLearn, the RMC, and the Canadian Defence Academy. Under RMC and community college articulation agreements, all graduates of this diploma program who apply to the RMC will be admitted into the Bachelor of Military Arts and Sciences degree program with advanced standing.

Military training
As an RMC cadet, military training begins with Basic Military Officer Qualification (BMOQ) in the summer prior to first year and prior to second year at the Canadian Forces Leadership and Recruit School Saint-Jean. After the completion of BMOQ, those cadets who are not yet bilingual are usually enrolled in a seven-week period of Second Language Training (SLT) at Canadian Forces Language School Detachment Saint-Jean, or may remain in Kingston to study a second official language. The remaining summers are spent doing various other training depending on the specific elements or occupations of each cadet.

First Year Orientation Period
First Year Orientation Period, (FYOP) is the most demanding challenge many cadets will face during their time at the college. FYOP takes place during the first month of the academic year following the completion of the first mod of BMOQ. Prior to the 2015–16 academic year, cadets would attend 2 week program called recruit camp in which cadets would undergo some basic military training before entering the college. With newly hired cadets completing half of their BMOQ before attending RMC, recruit camp is no longer necessary. FYOP is like Frosh week at civilian universities, except it lasts four weeks and cadets are placed under extreme stress for nearly the entire duration. FYOP begins with the Arch parade where the entire First Year class is marched onto College grounds by their FYOP staff consisting of Third and Fourth Years.

During the course of FYOP, First Year cadets are required to keep an exceptionally high standard of dress and deportment. They are required to march at all times. Physical Training is conducted, with long runs up neighbouring Fort Henry, Ontario hill a frequent occurrence. Inspections of room standards and dress are conducted daily. For the duration of FYOP, First Years are not permitted to leave RMC or receive visitors. Mail and phone calls are allowed but are limited.

The culmination of the FYOP is the obstacle course. The obstacle course lasts over 2 hours and consists of twelve obstacles built by each squadron located around the college grounds. Obstacles such as a 12-foot wall and rope bridge are designed to test teamwork and physical fitness of First Years. The First Year flights are judged on the time it takes to complete each obstacle. The completion of the obstacle course signals the end of FYOP. Afterwards, First Years are given a parade where they are officially welcomed into RMC and join the Cadet Wing. Cadets are then allowed to see their friends and relatives, and are allowed the freedom to leave college grounds. In previous years, cadets were required to wear their College uniform when leaving the college grounds, but as of 2017 this rule has been modified; cadets can now wear civilian business casual clothes. When attending formal events, the college uniform worn is the number 4s. This form of dress consists of dark blue pants with a red stripe down the side and a dark blue tunic. Badges can be put on both arms once earned. The year is also represented on the lower arms by red ribbon; however, second year is the first to have any red ribbon.

Second year cadets, in RMC's academic mentorship program, are paired with first year cadets as "academic parents" to mentor, guide, and influence them during their study at the college. This program, however, relies entirely on the second year cadet's following through on their due diligence to mentor their "academic children", as there is almost no staff (commissioned officer / non-commissioned member) oversight over the ongoings of either the FYOP or academic mentorship program, outside of general rule-making.

Many of the aspects of the FYOP, including the obstacle course and mentorship program, were developed by the post-war Chesley committee, led by Brigadier Leonard McEwan Chelsey, O.B.E., E.D. The committee made recommendations about the education and training of officer candidates for the postwar active force. In addition, the committee made recommendations about the provision of French-speaking officers and arrangements for promotion from the ranks.

Law
The Military Law Centre on the grounds of RMC, staffed with 12 military lawyers, oversees the education of officers and troops in legal matters ranging from the Forces' own code of conduct to the laws of war. It trains military lawyers and advises Ottawa on matters of policy and doctrine. The centre integrates legal education into the regular training that Forces members undergo and establishes its growing importance within the military hierarchy. Selected RMC Canada cadets participate in Law of Armed Conflict international Competitions each fall with cadets from USAFA, USMA, USNA, and USCGA. Each year, RMC cadets are selected to participate in a competition on the Law of Armed Conflict at the International Institute of Humanitarian Law in Sanremo, Italy.

Athletics

One of the four components of the Royal Military College of Canada, the Athletic component provides opportunities for officer cadets to participate in physical activities and sports that are mentally demanding to develop their physical capabilities, confidence and leadership. Physical education is meant "to establish a strong foundation of skills and knowledge in physical fitness, sports, and military-related activities through a progressive and diverse physical education program for RMC Officer Cadets" The Vision is "foster a passion for active living and leadership in physical activity." To enhance their physical fitness and develop military and athletic skills necessary to lead their troops, Cadets must take physical education classes and play intramural sports every year – for a minimum of four hours per week.

Royal Military College of Canada Bands
The Massed Band, consisting of the Brass and Reed, Pipes and Drums, and Highland Dancers, perform at parades, public relation trips and recruit shows. The Brass and Reed Band is a multi-purpose section, used primarily as a parade march and concert band. The Pipe Section and the Drum Section perform at mess dinners; parades; sporting events; ceremonies (official or squadron); weddings; funerals; public relations; wing events; Christmas Ball (RMC) & Graduation Balls; private events; and holidays. The Highland Dance Section perform at many of the same functions with the exception of parades and funerals. The Choir performs the Canadian national anthem; sings at mess dinners; and accompanies the Stage Band on selected pieces including: folk, jazz, traditional music, French music, show tunes, African music and Christmas songs. The Stage Band is versatile, performing dinner music followed by marches at college mess dinners. The Cheer Band, a subsidiary of the Brass and Reed, performs music for RMC sporting events, such as the Carr-Harris Cup and the Westpoint Weekend.

Campus
RMC is located on Point Frederick (Kingston, Ontario), a small peninsula at the point where the St. Lawrence River leaves Lake Ontario and where the Rideau Canal system starts. The location has been an active military base since 1789 and the Kingston Royal Naval Dockyard, located on the site, was an important dockyard during the War of 1812.

Point Frederick includes two sites with National Historic Site of Canada designations: the Royal Navy Dockyard and the Point Frederick Buildings

RMC, the first officer training college in Canada, opened in 1876 with 18 cadets receiving both military and academic instruction. It was granted university status in 1959. The Stone Frigate, a large stone building completed in 1820 by Sir Robert Barrie, was designed to hold gear and rigging from British warships dismantled in compliance with the Rush–Bagot Treaty. It served as a barracks briefly in 1837–38, and was refitted as a dormitory and classrooms to house RMC by 1876.

During the Great Depression in Canada of the 1930s, an unemployment relief camp on Barriefield lower common was set up under the command of the RMC Commandant. Public works projects relied on the labour of the 'Royal Twenty Centres' supplied by the under the Unemployment Relief Commission. The public works projects included rebuilding the dry stone wall and moat of Fort Frederick; the physics building extension, the connection from the Fort Frederick dormitory to the new Yeo mess building, the new wing of the hospital, a new garage, road work, levelling the grounds at RMC for new football fields and a new running track. The cornerstone of Yeo Hall was laid in 1934 by the Earl of Bessborough, HE The Gov Gen. Yeo Hall was opened in 1936.

The Officers' Mess was moved in 1960 to the Senior Staff Mess at which point 'Bill & Alfie's' became a recreational space for Senior Cadets. There were renovations to Fort LaSalle dormitory and Yeo Hall between 1993–1995 to accommodate the closure of the other two colleges. In 1997, there were additions to the Dining Room, and an extension for the kitchen and servery above which is the Cadet Mess at Yeo Hall.

Honorary degrees
The nominations for honorary degrees by the Royal Military Colleges can be initiated by different organizations or individuals, including the Royal Military Colleges Club of Canada through any member of the college senate. As with most of Canadian universities, the senate, which in the case of RMC is composed of the Chancellor (Minister of National Defence), the Vice Chancellor (The RMCC Commandant), Principal, Deans, DCadet, Registrar and the Directeur des Etudes du Royal Military College Saint-Jean, makes the final decision. The Royal Military Colleges Club of Canada (RMCCC) has no responsibility or authority in the process of granting honorary degrees.

Uniforms
Cadets wear a variety of uniforms depending on the occasion and their environment: ceremonial dress (semi ceremonial); full dress (formal occasions); outside sports dress; service dress Air Force; service dress Navy; service dress Navy without jacket; Service dress Air Force without jacket; service dress Army without jacket; and combat dress. In winter 2009, Royal Military College officer cadets returned to wearing a distinctive Dress of the Day (DOD) uniform which consists of a white shirt, black sweater/light jacket, as well as black trousers/skirt with a red stripe down the side. The headdress is a black wedge with red piping. Mess dress is worn in the Senior Staff Mess for formal occasions such as mess dinners.

Student life

 * The RMC Cadet Mess in Yeo Hall has facilities for social and recreational activities. Staff and faculty have access to the Senior Staff Mess.
 * Both Royal Military College of Canada chapels serving Roman Catholic, Protestant and Muslim communities are located in Yeo Hall.
 * The Baronial Hall or Currie Hall, which was designed in 1922 by Percy Erskine Nobbs to honour the Canadian Expeditionary Force in World War I play a prominent role in the life of the university. During special events, invited speakers and dignitaries may address the university population or the general public from the Great Hall. Many conferences held in Kingston, Ontario may book the halls for lectures or presentations.
 * The CANEX is a small retail store in Yeo Hall for personal articles, souvenirs, snacks and dry cleaning.
 * Bill & Alphie's, the on-campus cadet mess in Yeo Hall, is named after Bruce Bairnsfather's Great War cartoon characters. Old Bill & little Alphie, stone carvings based on two World War I cartoon characters by Bruce Bairnsfather, appear at the entrance to RMC's Yeo Hall.
 * The campus is on the shore of Lake Ontario and has easy access to two lake-front parks, favourite locations for students to relax. The campus is also located approximately 10 minutes' walk from the city's downtown.
 * Cadets are obligated to perform community service. Every year there is a mandatory class project. The first year class project has cadets conduct an event for the "underprivileged" youth of the city. The second year class project has cadets conduct a food drive for the city's food bank. The third year class project has cadets perform upkeep on the city's many parks. The fourth year class project has the class project leader raise money for a charity through the conduct of a fundraiser which usually takes the form of a baseball tournament.
 * The student clubs and organizations associated with the RMC include: Arts, Astronomy, Broomball, Cheerleading, Chess, Climbing, Cycling, Debating, drama, Duke of Edinburgh's Award, Expedition, Fish & Game, Flying, golf, Judo, Juggling, Taekwondo, Outdoors, Paintball, Photo, rowing, Social Dance, Stage Band, Triathlon/Running, Video Editing, War Games, Water Polo, Windsurfing, Women's Rugby and Yachting. In recent years, an Automotive Club has been added.
 * The RMC Drama Club performed a tongue-in-cheek look at the college fraternization policy "Shakespeare in Scarlets," at Currie Hall in March 2012 with cadets serving as actors, writers, director, and tech crew.

Alumni giving
The Royal Military Colleges of Canada Foundation is a registered Canadian charity which was incorporated in 1966. As an element of the Canadian Forces, the college is unable to fund a conventional full-time fundraising team in a development office. The foundation, consequently, works at arm's length to assist the college financially. Capital Campaigns have included the 2364 Leonard Birchall Pavilion (2007); Memorial Arch Restoration (2001) and the New Library Campaign (2013).

Media

 * RMC cadets once produced the campus newspaper, the Precision, however this does not exist anymore. The alumni association produces Veritas and e-Veritas.
 * Currently, a campus newspaper called "The Slasher Standard" circulates around RMC producing satirical material.

Summer programs
The facilities are used during the summer for:
 * HMCS Ontario, a Royal Canadian Sea Cadets Summer Training Centre
 * "Can you dig it?" a week-long archaeology summer camp.
 * Conferences and sporting events
 * Summer athletic and fencing camps at RMC include: RMC Soccer Camp "Kingston Kicks"; RMC Fencing High Performance Training Camp; RMC Super Summer Sports Camp; RMC Pirate Camp; RMC Volleyball Camp.

Features and buildings
The property includes elements of several National Historic Sites of Canada Point Frederick Buildings NHSC, Kingston Royal Naval Dockyard NHSC, the Fort Frederick (Kingston, Ontario) component of Kingston Fortifications NHSC; Rideau Canal; and part of a UNESCO World Heritage Site. The Register of the Government of Canada Heritage Buildings lists five Classified Federal Heritage Buildings and twenty-three Recognized Federal Heritage Buildings on the Royal Military College of Canada grounds:

The Chief Dominion Architect(s) designed a number of public buildings at the college: Thomas Seaton Scott (1872–1881); Thomas Fuller (architect) (1881–1896); David Ewart (1896–1914); Edgar Lewis Horwood (1914–1917); Richard Cotsman Wright (1918–1927); Thomas W. Fuller (1927–1936), Charles D. Sutherland (1936–1947) and Joseph Charles Gustave Brault (1947–1952). Thomas Seaton Scott and Thomas Fuller adopted the Neo-Gothic style. David Ewart embraced the Baronial style. Richard Cotsman Wright (1918–1927) adopted the Collegiate Gothic style.

Libraries
The Royal Military College of Canada Libraries is a member of the Ontario Council of University Libraries and is a contributor to Open Content Alliance.

The Massey Library collection consists of approximately 250,000 books, 1,800 audio-visual items and 1,200 periodicals in English and French. The library possesses RMC historical material including cadet photographs, scrapbooks, collections, diaries, and letters. The major collections follow:

Dormitories
RMC has six dormitories, which are similar to most universities and provide the basic necessities. Organized by squadron, dormitories are co-educational with separate washrooms for men and women. Officer Cadets share a room in first year, and sometimes in succeeding years depending on availability of space, if possible with someone who is proficient in the other official language.

The oldest, the Stone Frigate was built in 1819–20 and is a Canadian Heritage Site. The Stone Frigate, known within the college as "The Boat" houses 1 Squadron who in turn call themselves the Stone Frigate Military Academy. The next building built Fort Lasalle holds 7, 8, and 9 squadron while the third building, Fort Haldimand hosts 11 and 12 Squadron. Fort Champlain (1965) accommodates the Cadet Wing Headquarters and 2 and 3 Squadron. Fort Sauve (2001) houses 4, 5, and 6 Squadron and the newest dormitory, Fort Brant (2011) aka "The Greenhouse" houses ALOY and 10 squadron. Fort Brant was called such due to the overheating problems experienced by the massive glass facade which by facing south traps a large amount of solar heat which is then circulated throughout the building.

Memorials and traditions
e.g. Triumphal arch; Trophies, Commemorative and Memorial Trees, Monuments, Plaques, and Others. This includes a list of RMC Traditions and RMC Militaria & Collectibles In honour of Remembrance Day, 2012 students in Dr Erika Behrisch Elce's first-year English for science and engineering students wrote a sonnet on behalf of one of those connected with Royal Military College of Canada who died doing his or her duty. A printed collection will also soon be available through the College Library for general distribution.

The RMC's official cheer is the following:

Who can stop old RMC! Shrapnel, Cordite, NCT! R-M-C Hooah!''
 * Call: Gimme a beer!
 * Response: ''Beer! Esses! Emma! T-D-V!

Environmental assessments
Having three national historical designations, environmental assessments (which also involve archaeological studies) are required before construction activities are implemented on the college grounds. While planning to build a new dormitory at RMC, a required environmental assessment revealed the remains of a naval dockyard. This dockyard was significant in the building of ships by the British during the War of 1812. Because of the site's significance, a full archaeological dig had to be implemented before construction of the new dormitory could begin.

History
Long before the Royal Military College was established in 1876, there were proposals for military colleges in Canada. Although the Assembly of Lower Canada decided to establish a military college in 1815, agreement upon its organization was blocked by religious and linguistic conflicts.

Military college at Three Rivers (1816)
Captain A.G. Douglas, a former adjutant at the British military college at Great Marlow, recommended in 1816 the establishment of a military college open to Catholic and Protestant boys at Three Rivers in a disused government house with himself as superintendent. Douglas' college was intended as a boarding school to educate the young sons of officers, among others, in Latin, English language, French Language, History, Geography, Drawing and Mathematics.

Military College in March Township (1826)
In 1826, retired British navy and army officers who had settled in March township, near Ottawa, Ontario proposed a military college boarding school for boys on the Great Lakes on naval and military lines.

Schools of Military Instruction
In late November 1863, a circular announced the intention to establish Schools of Military Instruction for militia officers. The schools' training program lasted up to three months; graduates received a "First Class" certificate for the ability to command a battalion, and a "Second Class" for company command. By 1866, schools were operational in Quebec City, Montreal, Kingston, and Toronto; those in Hamilton and London had been closed for lack of enrollment. The schools were judged to be inadequate by 1874; they opened only during the winter months, and higher quality education was required. In 1868, schools of Cavalry and Artillery were formed in Toronto and a school of artillery was formed in Montreal. Since these were not Boarding schools, students lived in the communities.

Military School in Halifax and Saint John
At a pre-Confederation of Canada military school in Halifax, Nova Scotia, adult male students drilled and attended lectures on drill commands, military records, court-martial, the Articles of War, discipline and punishments, promotion of non commissioned officers, military accounts and pay and messing. After Confederation, military schools were opened in Halifax and Saint John.

Cavalry, infantry and artillery schools at Halifax, Saint John, Quebec, Montreal, Kingston and Toronto (1870–71)
In 1870–71, Canadian militia staff replaced the British regulars who were recalled from overseas station. From December to May, six schools conducted officer training for cavalry, infantry and artillery. The British Garrisons operated the schools at Halifax, Saint John, New Brunswick and Quebec. Canadian militia staff and former British army drill sergeants operated the schools at Montreal, Kingston and Toronto.

The first full-time units of the Canadian militia, A and B Batteries at Kingston and Quebec, organized gunnery schools on a year-round basis in which artillery courses lasted from 3–12 months with the possibility of extension. Colonel P Robertson-Ross, adjutant general of the militia (1870–3) recommended the schools be organized as tactical brigades of three arms and that infantry and cavalry schools should also be put on a permanent basis. The Canadian government did not accept his advice.

Royal Military College of Canada (1876)
A plaque located at the college describes the college's history: "Following the withdrawal of British forces from Canada in 1870–71, the federal government recognized the need for an officer training college in Canada. In 1874, during the administration of the Hon. Alexander Mackenzie, enabling legislation was passed. Located on Point Frederick, the site of the former Royal Naval Dockyard, the new college opened on June 1, 1876, with 18 cadets under Lt.-Col. Edward O. Hewett, R.E. Named the Royal Military College of Canada in 1878, it offered academic and military training courses designed to prepare cadets for both military and civil careers. The college was reorganized in 1948 as a tri-service institution and, in 1959, it became the first military college in the British Commonwealth to achieve degree-granting status."

The Royal Military College of Canada "was the first military college to be established in a colonial dependency and it had a double function, the preparation of cadets for civilian careers as well as for military commissions." Richard A Preston, Canada's RMC. The Kingston Royal Naval Dockyard was a Royal Navy yard from 1788 to 1853 at the site of the current Royal Military College of Canada.

The first college Commandant, Lieut. Colonel Hewett, made the first public announcement of the college motto and ‘device’ (badge) during a prize presentation held at the Kingston Military College on 11 February 1878. "I now have to tell you Gentlemen Cadets, that a device and motto has been selected for the Military College. The device, a mailed arm bearing a maple leaf; symbolical of the position you, as the future officers of Canada, should hold towards your country as represented by the maple leaf. The motto, "Truth, Duty, and Valour,"- three simple words in plain English -that all who run may read."

These words by Professor Robert Carr Harris, RMC's first Professor of Engineering, were recalled when his son No. 1118 Major G. G. M. Carr-Harris unveiled a plaque in the entrance to the Currie Building in 1964 to the memory of his father "Engineering, leads a man among actions, thoughts, and associations which are useful and honourable, and a life so spent will leave its mark upon anyone's character." The Harris memorial plaque is alongside one commemorating the first Commandant Major Edward Osborne Hewett who chose the college motto, "Truth, Duty, Valour". The Hewett plaque is alongside one commemorating the first Staff Adjutant Major Raymond N.R. Reade, a British officer sent to the RMC from London in 1901, who authorized construction of a gymnasium, a hospital, an electrical plant, and a permanent accommodation for the staff-adjutant and his family.

In fiction and popular culture
The Royal Military College's central place in Canadian military circles has made it the setting for novels, plays, films and other cultural works:
 * In Jetstream, a 2007 television series airing on Discovery Canada about pilots training to fly the CF-18 Hornet in the Canadian Forces, seven of the eight pilots are graduates of the RMC.
 * Timothy Findley's fictional character Robert Ross in his World War I novel ‘the Wars’ (Penguin Canada 2005) studied military law and trajectory mathematics at the Royal Military College of Canada. His novel won the Governor General's Award for fiction and was adapted into a play. In 1985, Timothy Findley was appointed an Officer of the Order of Canada.
 * 1982 John-James Ford's protagonist in his coming-of-age novel Bonk on the Head studied at the Royal Military College of Canada. The novel won the 2006 Ottawa Book Award in the English fiction category.
 * Oscar Telgmann and George Cameron's "Leo the Royal Cadet" is an opera written in 1889 in which Leo leaves his sweetheart Nellie to serve in the Anglo-Zulu War. Songs about cadet life include 'The Bulldogs', and 'The Royal Cadet'
 * "Till we meet again", is a musical set in Montreal, Quebec during World War II. Each act features an interview with an ex Royal Military College of Canada cadet who is a Canadian army officer: after Dunkirk, after Dieppe and after Juno Beach.
 * Sara Jeanette Duncan's "Cousin Cinderella: A Canadian Girl in London" by Macmillan in New York and Methuen in London (1908) features Graham, a Royal Military College of Canada graduate, and his sister Mary Trent. Graham and Mary's father, Senator Trent has earned a fortune in the family lumber business. After serving in South Africa and entering the family lumber business Graham Trent travels with his sister Mary from Minnebiac, a fictional small town in Ontario to England. There, Graham Trent becomes engaged to Barbara Pavisay, a member of a proud old English family whose line extends back to the Tudors. When Barbara Pavisay breaks off the engagement to Graham, his sister Mary becomes engaged to Barbara's brother Lord Pavisay. It is assumed that Graham Trent will return to Canada, continue in the family business and be elected to Parliament. Sara Jeanette Duncan's "A Voyage of Consolation" is a sequel to "Cousin Cinderella: A Canadian Girl in London."
 * Dr. David Clark's Canadian Army Trilogy–The Ridge (1994), Lamone (2001), and Lucifer's Gate (2002)–outlines the stories of two generations of the Warwick family and the Canadian Army in World War I. In Lucifer's Gate, Captain James Niles, a Royal Military College graduate, is posted temporarily to a recruit training battalion. He is a professional officer, all spit and polish, everything by the King's Regulations. After ordering a crowd to disperse, Niles accepts thanks from German proprietors of a tailor shop, Hans and Analise Holzhauer, and falls for their daughter, Rosamund. The lovely Rosamund is unfortunately an unsuitable match since they are worlds apart in social position. Niles, who is practically engaged to the Colonel's daughter, Roselyn, comes to realize, while serving under General Arthur Currie in France, that Roselyn never has a serious thought, caring only about tennis and garden parties.

title: Royal Military College of Canada


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Reproduction and pregnancy in speculative fiction

Speculative and science fiction writers have often addressed the social, political, technological, and biological consequences of pregnancy and reproduction through the exploration of possible futures or alternative realities.

Themes
As real-world reproductive technology has advanced, SF works have become increasingly interested in representing alternative modes of reproduction. Among the uses of pregnancy and reproduction themes regularly encountered in science fiction are:
 * other modes of sexual reproduction;
 * parthenogenetic reproduction;
 * inter-species reproduction;
 * the use of technology in reproduction;
 * gender issues and political concerns around reproduction;
 * large-scale infertility;
 * horror themes relating to parasitism and slavery.
 * gender politics.

The phenomenon of pregnancy itself has been the subject of numerous works, both directly and metaphorically. These works may relate pregnancy to parasitism or slavery, or simply use pregnancy as a strong contrast with horror. For example, in the film, Rosemary's Baby (1968) (based on the 1967 novel by Ira Levin) a woman is tricked into a satanic pregnancy by her husband.

Alien–human hybrids
Inter-species reproduction and alien-human hybrids frequently occur in science fiction, and women being impregnated by aliens is a common theme in SF horror films, including I Married a Monster from Outer Space, Village of the Damned, Xtro, and Inseminoid. The theme has even been parodied, such as in the soft porn ''Wham Bang! Thanks You Mister Spaceman''. They are sometimes used as metaphors for social anxieties about miscegenation or hybridization, and other times used to explore the boundaries of humanity.

In the film Alien Resurrection (1997), Ellen Ripley has been cloned to facilitate study of the alien queen embryo with which she was implanted  In Octavia E. Butler's Lilith's Brood trilogy (1987, 1988, 1989) alien and human females impregnated with the DNA of males by alien intermediary-sex individuals, in "fivesomes".

Reproduction and technology
Speculative fiction in technology of reproduction may involve cloning and ectogenesis, i.e., artificial reproduction).

The latter part of the 2000s decade has also seen an upswing of films and other fiction depicting emotional struggles of assisted reproductive technology in contemporary reality rather than being speculation.

Large-scale infertility or population growth
Fertility and reproduction have been frequent sites for examination of concerns about the impact of the environment and reproduction on the future of humanity or civilization. For example, The Children of Men by P.D. James is just one of many works which have considered the implications of global infertility; Make Room! Make Room! by Harry Harrison is one of many works which have examined the converse, the implications of massive human population surges. Numerous other works, such as Implosion, The First Century after Beatrice, Venus Plus X and More Than Human by Theodore Sturgeon examine the future of humanity as it evolves, or particular breeding programs.

Politics and gender politics
Pregnancy and control of human reproduction have often been used as proxies for treating gender issues or broader themes of social control; works dealing with pregnancy and human reproduction have also been used to closely explore gender politics. For instance, "male pregnancy" has been used to comedic effect in mainstream literature and films such as Junior (1994 film, dir. Ivan Reitman), and has developed a following in fan fiction—the mpreg genre.

The genre of feminist science fiction has explored single-sex reproduction in depth, particularly parthenogenesis, as well as gendered control over the ability and right to reproduce. See also numerous dystopian stories about state-controlled reproduction, abortion, and birth control, such as Atwood's The Handmaid's Tale, or her short story, "Freeforall". These works have often been analyzed as explorations of contemporary political debates about reproduction and pregnancy.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


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Daryl Bem

Daryl J. Bem (born June 10, 1938) is a social psychologist and professor emeritus at Cornell University. He is the originator of the self-perception theory of attitude formation and change. He has also researched psi phenomena, group decision making, handwriting analysis, sexual orientation, and personality theory and assessment.

Early life and education
Bem received a BA in physics from Reed College in Portland, Oregon, in 1960 and began graduate work in physics at the Massachusetts Institute of Technology. The civil rights movement had just begun, and he became so intrigued with the changing attitudes toward desegregation in the American South that he decided to switch fields and pursue a career as a social psychologist specializing in attitudes and public opinion. He obtained his PhD in social psychology from the University of Michigan in 1964.

Career
Bem taught at Carnegie Mellon University, Stanford, Harvard, and Cornell University. He started at Cornell in 1978 and retired in 2007, becoming a professor emeritus.

He testified before a subcommittee of the United States Senate on the psychological effects of police interrogation and served as an expert witness in court cases involving sex discrimination.

Self-perception theory
In 1972, Bem proposed the self-perception theory of attitude change, which proposes a different mechanism of change than that of Leon Festinger's cognitive dissonance theory. The two theories appear contradictory. Dissonance theory explains how people change their attitudes when they find themselves acting in opposition to the attitudes they already hold, while self-perception theory explains how people create their attitudes in the first place.

According to self-perception theory, people infer their attitudes from their own behavior much as an outside observer might. For example, just as a person might watch someone else giving a pro-Fidel Castro speech and infer that the person is in favor of Castro, a person who is asked to give such a speech would consequently come to view themself as more in favor of Castro.

In 1970, Bem and Keith McConnell demonstrated that people are often unaware of attitude changes caused by their behavior. Instead, people believe that the views they currently hold are the views that they have always held. Bem and McConnell demonstrated this by measuring the change in Carnegie Mellon students' attitudes toward having control of their university curriculum. After an initial measurement of student attitudes, which were favorable toward student control, Bem and McConnel assigned students to write an essay opposing student control. By writing an essay proclaiming views different from the ones they held, students' views changed to become less favorable toward student control. When Bem and McConnell asked the students how they had felt at the beginning of the study, students insisted that they had always felt less favorable toward student control. The students believed that the experiment had not changed their opinions, even though it had changed their opinions significantly.

Exotic becomes erotic theory
Bem's exotic becomes erotic theory (EBE) presents one possible explanation as to what differentiates the etiology of homosexuality from heterosexuality. Bem theorized that the influence of biological factors on sexual orientation may be mediated by experiences in childhood, that the child's temperament predisposes the child to prefer certain activities over others. Bem noted that because of their temperament, which is influenced by biological variables such as genetic factors, some children will be attracted to activities that are commonly enjoyed by other children of the same gender, while others will prefer activities that are typical of the other gender. Bem theorized that this makes a gender-conforming child feel different from opposite-gender children, while gender-nonconforming children will feel different from children of their own gender. He believes that this feeling of difference evokes physiological arousal when the child is near members of the gender which the child considers as being "different". Bem theorizes that this physiological arousal is later transformed into sexual arousal: that is, as adults, people become sexually attracted to the gender which they came to see as different, or "exotic", while they were children.

Bem based this theory in part on the finding that a majority of gay men and lesbians report being gender-nonconforming during their childhood years. A meta-analysis of 48 studies showed childhood gender nonconformity to be the strongest predictor of a homosexual orientation for both men and women. Bem also noted that in a study by the Kinsey Institute of approximately 1000 gay men and lesbians (and a control group of 500 heterosexual men and women), 63% of both gay men and lesbians reported that they did not like activities typical of their sex in childhood, compared with only 10–15% of heterosexual men and women. Bem also drew from six prospective studies, longitudinal studies that began with gender-nonconforming boys around age 7 and followed them into adolescence and adulthood; a majority (63%) of the gender nonconforming boys become gay or bisexual as adults.

Two criticisms of Bem's theory in the journal Psychological Review concluded that "studies cited by Bem and additional research show that Exotic Becomes Erotic theory is not supported by scientific evidence." Bem was criticized for relying on a non-random sample of gay men from the 1970s (rather than collecting new data) and for drawing conclusions that appear to contradict the original data. An "examination of the original data showed virtually all respondents were familiar with children of both sexes", and that only 9% of gay men said that "none or only a few" of their friends were male, and most gay men (74%) reported having "an especially close friend of the same sex" during grade school. Further, "71% of gay men reported feeling different from other boys, but so did 38% of heterosexual men. The difference for gay men is larger, but still indicates that feeling different from same-sex peers was common for heterosexual men." Bem also acknowledged that gay men were more likely to have older brothers (the fraternal birth order effect), which appeared to contradict an unfamiliarity with males. Bem cited cross-cultural studies which also "appear to contradict the EBE theory assertion", such as the Sambia tribe in Papua New Guinea, which ritually enforced homosexual acts among teenagers, yet once these boys reached adulthood, only a small proportion of men continued to engage in homosexual behaviour - similar to levels observed in the United States. Additionally, Bem's model could be interpreted as implying that if one could change a child's behavior, one could change their sexual orientation, but most psychologists doubt this would be possible.

Neuroscientist Simon LeVay has said that while the theory was arranged in a "believable temporal order", that it ultimately "lacks empirical support". Social psychologist Justin LehMiller stated that "Bem's theory has received a lot of praise for the way it seamlessly links biological and environmental influences" and that there "is also some support for the model in the sense that childhood gender nonconformity is indeed one of the strongest predicators of adult homosexuality", but that the validity of the model "has been questioned on numerous grounds and scientists have largely rejected it."

Ganzfeld experiment
In parapsychology, Bem is known for his defense of the ganzfeld experiment as evidence of psi, more commonly known as extrasensory perception or psychic phenomena.

Bem and Charles Honorton (1994) reviewed the experimental arrangements of the autoganzfeld experiments, and concluded they provided excellent security against deception by subjects and sensory cues. However, Ray Hyman disagreed with Bem and Honorton as he claims to have discovered some interesting patterns in the data that implied visual cues may have taken place in the experiments. Hyman wrote that the autoganzfeld experiments were flawed because they did not preclude the possibility of sensory leakage. Bem and Honorton's review was criticized by the scientific community as it contained errors. Julie Milton and Richard Wiseman (1999) who discovered errors in Bem's research carried out a meta-analysis of ganzfeld experiments in other laboratories. They found no psi effect, the results showed no effect greater than chance from a database of 30 experiments and a non-significant Stouffer Z of 0.70.

Psychologist Susan Blackmore also criticized Bem's review of the Ganzfeld literature, noting that of the nine studies that were used for the review, five came from one laboratory (Chuck Honorton's). Blackmore also noted that Bem included experiments from Carl Sargent in the review, and Blackmore had previously found that Sargent had "deliberately violated his own protocols and in one trial had almost certainly cheated." According to Blackmore, psychologists reading Bem's review in Psychological Bulletin would "not have a clue that serious doubt had been cast on more than a quarter of the studies involved". Blackmore recounts having a discussion with Bem at a consciousness conference where she challenged him on his support of Sargent and Honorton's research; he replied "it did not matter". Writing for Skeptical Inquirer Blackmore states "But it does matter. ... It matters because Bem's continued claims mislead a willing public into believing that there is reputable scientific evidence for ESP in the Ganzfeld when there is not".

"Feeling the Future" controversy
In 2011, Bem published the article "Feeling the Future: Experimental Evidence for Anomalous Retroactive Influences on Cognition and Affect" in the Journal of Personality and Social Psychology that offered statistical evidence for psi. The article's findings challenged modern scientific conceptions about the unidirectional nature of time. Its presentation by a respected researcher, and its publication by an upper-tier journal, engendered much controversy. In addition to criticism of the paper itself, the paper's publication prompted a wider debate on the validity of peer review process for allowing such a paper to be published. Bem appeared on MSNBC and The Colbert Report to discuss the experiment.

Wagenmakers et al. criticized Bem's statistical methodology, saying that he incorrectly provides one-sided p-value when he should have used a two-sided p-value. This could account for the marginally-significant results of his experiment. Bem and two statisticians subsequently published a rebuttal to this critique in the Journal of Personality and Social Psychology.

Jeffrey Rouder and Richard Morey, who applied a meta-analytical Bayes factor to Bem's data, concluded, "We remain unconvinced of the viability of ESP. There is no plausible mechanism for it, and it seems contradicted by well-substantiated theories in both physics and biology. Against this background, a change in odds of 40 is negligible.

After evaluating Bem's nine experiments, psychologist James Alcock said that he found metaphorical "dirty test tubes," or serious methodological flaws, such as changing the procedures partway through the experiments and combining results of tests with different chances of significance. It is unknown how many tests were actually performed, nor is there an explanation of how it was determined that participants had "settled down" after seeing erotic images. Alcock concludes that "Just about everything that could be done wrong in an experiment occurred here". Bem's response to Alcock's critique appeared online at the Skeptical Inquirer website, and Alcock replied to these comments in a third article at the same website.

One of the nine experiments in Bem's study ("Retroactive Facilitation of Recall") was repeated by scientists Stuart J. Ritchie, Chris French, and Richard Wiseman. Their attempt to replicate was published in PLoS ONE and found no evidence of precognition. Several failed attempts by the authors to publish their replication attempt highlighted difficulties in publishing replications, attracting media attention over concerns of publication bias. The Journal of Personality and Social Psychology, Science Brevia and Psychological Science each rejected the paper on the grounds that it was a replication. A fourth journal, the British Journal of Psychology, refused the paper after reservations from one referee, later confirmed to be Bem himself, who "might possibly have a conflict of interest with respect to [the] ... submission." Wiseman set up a register to keep track of other replicating efforts to avoid problems with publication bias, and planned to conduct a meta-analysis on registered replication efforts.

In 2012, two independent articles found that the number of rejections of the null hypothesis reported by Bem (nine out of ten tested) is abnormally high, given the properties of the experiments and reported effect sizes (Francis, 2012; Schimmack, 2012 ). Schimmack (2015) used a more powerful test to reveal selection for significance, the Test of Insufficient Variance, and found even stronger evidence that the reported studies are biased in favor of supporting ESP. These findings imply that studies with non-significant results are missing and the reported evidence overstates the strength of the effect and evidence. According to Francis, this suggests that Bem's experiments cannot be taken as a proper scientific study, as critical data is likely unavailable.

The publication of Bem's article and the resulting controversy prompted a wide-ranging commentary by Etienne LeBel and Kurt Peters. Using Bem's article as a case study, they discussed deficiencies in the accepted methodology most commonly used in experimental psychology. LeBel and Peters suggest that experimental psychology is systemically biased toward interpretations of data that favor the researcher's theory.

In 2012, the same journal that published Bem's original experiments, The Journal of Personality and Social Psychology (Vol. 103, No. 6), published "Correcting the Past: Failures to Replicate Psi" by Jeff Galak of Carnegie Mellon University, Robyn A. LeBoeuf of the University of Florida, Leif D. Nelson of the University of California at Berkeley, and Joseph P. Simmons of the University of Pennsylvania. The paper reported seven experiments testing for precognition that "found no evidence supporting its existence."

In a 2017 follow-up article in Slate magazine on the "Feeling the Future" experiments, Bem is quoted as saying, “I’m all for rigor, but I prefer other people do it. I see its importance—it’s fun for some people—but I don’t have the patience for it.” The article continues: "It’s been hard for him, he said, to move into a field where the data count for so much. “If you looked at all my past experiments, they were always rhetorical devices. I gathered data to show how my point would be made. I used data as a point of persuasion, and I never really worried about, ‘Will this replicate or will this not?’”" While fellow psychologist Stuart Vyse sees this statement as coming "remarkably close to an outright admission of p-hacking", he also notes that Bem "has been given substantial credit for stimulating the movement to tighten the standards for research" such as that taking place in open science.

A large-scale pre-registered replication in 2023, which included Bem and other ESP proponents in its design, found no evidence for precognition.

Family life
Bem married Sandra Bem (née Lipsitz), also a psychology professor, in 1965. Though still legally married, they were "amicably separated" from 1994 until her death in 2014. In 2015, he married his partner of twenty years, Ithaca College professor of communication studies, performance studies, and queer studies Bruce Henderson. They live in Ithaca, NY.

Selected publications

 * Bem, D. J. (1972). Self-Perception Theory. In L. Berkowitz (Ed.), Advances in Experimental Social Psychology  (Vol. 6, pp. 1–62). New York: Academic Press, ISBN 978-0-12-015206-3
 * Bem, D. J. (1970). Beliefs, Attitudes, and Human Affairs - Wadsworth Pub Co, ISBN 978-0-8185-8906-5
 * R. L. Atkinson, R. C. Atkinson, E. E. Smith, D. J. Bem. Introduction to Psychology 1990 - Harcourt Brace Jovanovich
 * Bem, D. J. An experimental analysis of self-persuasion. Attitude change: the competing views, 1971
 * A. Caspi, G. H. Elder, D. J. Bem. Moving against the world: Life-course patterns of explosive children. Developmental Psychology, 1987
 * A. Caspi, G. H. Elder, D. J. Bem. Moving away from the world: Life-course patterns of shy children. Developmental Psychology, 1988
 * D. J. Bem, C. Honorton. Does psi exist? Replicable evidence for an anomalous process of information transfer. Psychological Bulletin, 1994
 * D. J. Bem, H. K. McConnell. Testing the self-perception explanation of dissonance phenomena: On the salience of premanipulation attitudes. Journal of Personality and Social Psychology, 1970
 * S. L. Bem, D. J. Bem Does Sex-biased Job Advertising" Aid and Abet" Sex Discrimination? Journal of Applied Social Psychology, 1973
 * S. L. Bem, D. J. Bem Does Sex-biased Job Advertising" Aid and Abet" Sex Discrimination? Journal of Applied Social Psychology, 1973
 * S. L. Bem, D. J. Bem Does Sex-biased Job Advertising" Aid and Abet" Sex Discrimination? Journal of Applied Social Psychology, 1973
 * S. L. Bem, D. J. Bem Does Sex-biased Job Advertising" Aid and Abet" Sex Discrimination? Journal of Applied Social Psychology, 1973

title: Daryl Bem


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Mixed-sex education

Mixed-sex education, also known as mixed-gender education, co-education, or coeducation (abbreviated to co-ed or coed), is a system of education where males and females are educated together. Whereas single-sex education was more common up to the 19th century, mixed-sex education has since become standard in many cultures, particularly in western countries. Single-sex education remains prevalent in many Muslim countries. The relative merits of both systems have been the subject of debate.

The world's oldest co-educational school is thought to be Archbishop Tenison's Church of England High School, Croydon, established in 1714 in the United Kingdom, which admitted boys and girls from its opening onwards. This has always been a day school only.

The world's oldest co-educational both day and boarding school is Dollar Academy, a junior and senior school for males and females from ages 5 to 18 in Scotland, United Kingdom. From its opening in 1818, the school admitted both boys and girls of the parish of Dollar and the surrounding area. The school continues in existence to the present day with around 1,250 pupils.

The first co-educational college to be founded was Oberlin Collegiate Institute in Oberlin, Ohio. It opened on 3 December 1833, with 44 students, including 29 men and 15 women. Fully equal status for women did not arrive until 1837, and the first three women to graduate with bachelor's degrees did so in 1840. By the late 20th century, many institutions of higher learning that had been exclusively for men or women had become coeducational.

History
In early civilizations, people were typically educated informally: primarily within the household. As time progressed, education became more structured and formal. Women often had very few rights when education started to become a more important aspect of civilization. Efforts of the ancient Greek and Chinese societies focused primarily on the education of males. In ancient Rome, the availability of education was gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged classes prevailed through the Reformation period. The early periods of this century included many religious schools and the first major public schools in the country had been established for males and females.

In the 16th century, at the Council of Trent, the Roman Catholic church reinforced the establishment of free elementary schools for children of all classes. The concept of universal elementary education, regardless of sex, had been created. After the Reformation, coeducation was introduced in Western Europe, when certain Protestant groups urged that boys and girls should be taught to read the Bible. The practice became very popular in northern England, Scotland, and colonial New England, where young children, both male and female, attended dame schools. In the late 18th century, girls gradually were admitted to town schools. The Society of Friends in England, as well as in the United States, pioneered coeducation as they did universal education, and in Quaker settlements in the British colonies, boys and girls commonly attended school together. The new free public elementary, or common schools, which after the American Revolution supplanted church institutions, were almost always coeducational, and by 1900 most public high schools were coeducational as well. In the late 19th and early 20th centuries, coeducation grew much more widely accepted. In Great Britain, Germany, and the Soviet Union, the education of girls and boys in the same classes became an approved practice.

Australia
In Australia, there is a trend towards increased coeducational schooling with new coeducational schools opening, few new single-sex schools opening and existing single-sex schools combining or opening their doors to the opposite gender.

China
The first mixed-sex institution of higher learning in China was the Nanjing Higher Normal Institute, which was renamed National Central University and Nanjing University. For millennia in China, public schools, especially public higher learning schools, were for men. Generally, only schools established by zōng zú (宗族, gens) were for both male and female students. Some schools, such as Li Zhi's school during the Ming dynasty and Yuan Mei's school during the Qing Dynasty, enrolled both male and female students. In the 1910s, women's universities were established, such as Ginling Women's University and Peking Girls' Higher Normal School, but there was no coeducation in higher learning schools.

Tao Xingzhi, the Chinese advocator of mixed-sex education, proposed The Audit Law for Women Students (規定女子旁聽法案, Guī Dìng Nǚ Zi Páng Tīng Fǎ Àn) at the meeting of Nanjing Higher Normal School held on December seventh, 1919. He also proposed that the university recruit female students. The idea was supported by the president Kuo Ping-Wen, academic director Liu Boming, and such famous professors as Lu Zhiwei and Yang Xingfo, but opposed by many famous men of the time. The meeting passed the law and decided to recruit women students next year. Nanjing Higher Normal School enrolled eight Chinese female students in 1920. In the same year Peking University also began to allow women students to audit classes. One of the most notable female students of that time was Chien-Shiung Wu.

In 1949, the People's Republic of China was founded. The Chinese government pursued a policy of moving towards co-education and nearly all schools and universities have become mixed-sex. In recent years, some female or single-sex schools have again emerged for special vocational training needs, but equal rights for education still applies to all citizens.

Indigenous Muslim populations in China, the Hui and Salars, find coeducation to be controversial, owing to Islamic ideas on gender roles. On the other hand, the Muslim Uyghurs have not historically objected to coeducation.

France
Admission to the Sorbonne was opened to girls in 1860. The baccalauréat became gender-blind in 1924, giving equal chances to all girls in applying to any universities. Mixed-sex education became mandatory for primary schools in 1957 and for all universities in 1975.

Hong Kong
St. Paul's Co-educational College was the first mixed-sex secondary school in Hong Kong. It was founded in 1915 as St. Paul's Girls' College. At the end of World War II, it was temporarily merged with St. Paul's College, which is a boys' school. When classes at the campus of St. Paul's College were resumed, it continued to be mixed and changed to its present name. Some other renowned mixed-sex secondary schools in town include Hong Kong Pui Ching Middle School, Queen Elizabeth School, and Tsuen Wan Government Secondary School. Most Hong Kong primary and secondary schools are mixed-sex, including government public schools, charter schools, and private schools.

Mongolia
Mongolia's first co-educational school, named Third School, opened in Ulaanbaatar on November 2, 1921. Subsequent schools have been co-educational and there are no longer any single-sex schools in Mongolia.

Pakistan
Pakistan is one of the many Muslim countries where most schools and colleges are single-gender although some schools and colleges, and most universities are coeducational. In schools that offer O levels and A levels, co-education is quite prevalent. After the independence of Pakistan in 1947, most universities were coeducational but the proportion of women was less than 5%. After the Islamization policies in the early 1980s, the government established Women's colleges and Women's universities to promote education among women who were hesitant to study in mixed-sex environment. Today, however, most universities and a large number of schools in urban areas are co-educational.

Schools
In the United Kingdom the official term is mixed, and today most schools are mixed. A number of Quaker co-educational boarding schools were established before the 19th century.

The world's oldest co-educational school is thought to be Archbishop Tenison's Church of England High School, Croydon, established in 1714 in the United Kingdom, which admitted 10 boys and 10 girls from its opening, and remained co-educational thereafter. This is a day school only and still in existence.

The Scottish Dollar Academy was the first mixed-sex both day and boarding school in the UK. Founded in 1818, it is the oldest both boarding and day mixed-sex educational institution in the world still in existence. In England, the first non-Quaker mixed-sex public boarding school was Bedales School, founded in 1893 by John Haden Badley and becoming mixed in 1898. Ruckleigh School in Solihull was founded by Cathleen Cartland in 1909 as a non-denominational co-educational preparatory school many decades before others followed. Many previously single-sex schools have begun to accept both sexes in the past few decades: for example, Clifton College began to accept girls in 1987.

Higher-education institutions
The first higher-education institution in the United Kingdom to allow women and men to enter on equal terms, and hence be admitted to academic degrees, was the University of Bristol (then established as University College, Bristol) in 1876.

Given their dual role as both boarding house and educational establishment, individual colleges at Oxford and Cambridge remained segregated for much longer. The first Oxford college to house both men and women was the graduate-only Nuffield College in 1937; the first five undergraduate colleges (Brasenose, Hertford, Jesus, St Catherine's, and Wadham) became mixed in 1974. The first mixed Cambridge college was the graduate-only Darwin from its foundation in 1964. Churchill, Clare, and King's Colleges were the first previously all-male colleges of the University of Cambridge to admit female undergraduates in 1972. Magdalene was the last all-male college to become mixed in 1988.

The last women's college in Oxford, St Hilda's, became mixed as of Michaelmas term 2008. Two colleges remain single-sex (women-only) at Cambridge: Murray Edwards (New Hall) and Newnham.

United States

The oldest extant mixed-sex institute of higher education in the United States is Oberlin College in Oberlin, Ohio, which was established in 1833. Mixed-sex classes were admitted to the preparatory department at Oberlin in 1833 and the college department in 1837. The first four women to receive bachelor's degrees in the United States earned them at Oberlin in 1841. Later, in 1862, the first black woman to receive a bachelor's degree (Mary Jane Patterson) also earned it from Oberlin College. Beginning in 1844, Hillsdale College became the next college to admit mixed-sex classes to four-year degree programs.

The University of Iowa became the first coeducational public or state university in the United States in 1855, and for much of the next century, public universities, and land grant universities in particular, would lead the way in mixed-sex higher education. There were also many private coeducational universities founded in the 19th century, especially west of the Mississippi River. East of the Mississippi, Wheaton College (Illinois) graduated its first female student in 1862. Bates College in Maine was open to women from its founding in 1855, and graduated its first female student in 1869. Cornell University and the University of Michigan each admitted their first female students in 1870.

Around the same time, single-sex women's colleges were also appearing. According to Irene Harwarth, Mindi Maline, and Elizabeth DeBra: "women's colleges were founded during the mid- and late-19th century in response to a need for advanced education for women at a time when they were not admitted to most institutions of higher education." Notable examples include the Seven Sisters colleges, of which Vassar College is now coeducational and Radcliffe College has merged with Harvard University. Other notable women's colleges that have become coeducational include Wheaton College in Massachusetts, Ohio Wesleyan Female College in Ohio, Skidmore College, Wells College, and Sarah Lawrence College in New York state, Pitzer College in California, Goucher College in Maryland and Connecticut College.

By 1900 the Briton Frederic Harrison said after visiting the United States that "The whole educational machinery of America ... open to women must be at least twentyfold greater than with us, and it is rapidly advancing to meet that of men both in numbers and quality". Where most of the history of coeducation in this period is a list of those moving toward the accommodation of both men and women at one campus, the state of Florida was an exception. In 1905, the Buckman Act was one of consolidation in governance and funding but separation in race and gender, with Florida State College for Women (since 1947, Florida State University) established to serve white females during this era, the campus that became what is now the University of Florida serving white males, and coeducation stipulated only for the campus serving black students at the site of what is now Florida A&M University. Florida did not return to coeducation at UF and FSU until after World War II, prompted by the drastically increased demands placed on the higher education system by veterans studying via GI Bill programs following World War II. The Buckman arrangements officially ended with new legislation guidelines passed in 1947.

Primary and secondary schools
Several early primary and secondary schools in the United States were single-sex. Examples include Collegiate School, a boys' school operating in New York by 1638 (which remains a single-sex institution); and Boston Latin School, founded in 1635 (which did not become coeducational until 1972).

Nonetheless, mixed-sex education existed at the lower levels in the U.S. long before it extended to colleges. For example, in 1787, the predecessor to Franklin & Marshall College in Lancaster, Pennsylvania, opened as a mixed-sex secondary school. Its first enrollment class consisted of 78 male and 36 female students. Among the latter was Rebecca Gratz who would become an educator and philanthropist. However, the school soon began having financial problems and it reopened as an all-male institution. Westford Academy in Westford, Massachusetts has operated as mixed-sex secondary school since its founding in 1792, making it the oldest continuously operating coed school in America. The oldest continuously operating coed boarding school in the United States is Westtown School, founded in 1799.

Colleges
A minister and a missionary founded Oberlin in 1833. Rev. John Jay Shipherd (minister) and Philo P. Stewart (missionary) became friends while spending the summer of 1832 together in nearby Elyria. They discovered a mutual disenchantment with what they saw as the lack of strong Christian principles among the settlers of the American West. They decided to establish a college and a colony based on their religious beliefs, "where they would train teachers and other Christian leaders for the boundless most desolate fields in the West".

Oberlin College and the surrounding community were dedicated to progressive causes and social justice. Though it did reluctantly what every other college refused to do at all, it was the first college to admit both women and African Americans as students. Women were not admitted to the baccalaureate program, which granted bachelor's degrees, until 1837; prior to that, they received diplomas from what was called the Ladies' Course. The initial 1837 students were Caroline Mary Rudd, Elizabeth Prall, Mary Hosford, and Mary Fletcher Kellogg.

The early success and achievement of women at Oberlin College persuaded many early women's rights leaders that coeducation would soon be accepted throughout the country. However, for quite a while, women sometimes were treated rudely by their male classmates. The prejudice of some male professors proved more unsettling. Many professors disapproved of the admission of women into their classes, citing studies that claimed that women were mentally unsuited for higher education, and because most would "just get married", they were using resources that, they believed, male students would use better. Some professors simply ignored the women students.

By the end of the 19th century 70% of American colleges were coeducational, although the state of Florida was a notable exception; the Buckman Act of 1905 imposed gender-separated white higher education at the University of Florida (men) and Florida State College for Women. (As there was only one state college for blacks, the future Florida A&M University, it admitted both men and women.) The white Florida campuses returned to coeducation in 1947, when the women's college became Florida State University and the University of Florida became coeducational. In the late 20th century, many institutions of higher learning that had been exclusively for people of one sex became coeducational.

Co-education fraternities
A number of Greek-letter student societies have either been established (locally or nationally) or expanded as co-ed fraternities.

"Coed" as slang
In American colloquial language, "coed" or "co-ed" is used to refer to a mixed school. The word is also often used to describe a situation in which both sexes are integrated in any form (e.g., "The team is coed"). Less common in the 21st century is the noun use of word "coed," which traditionally referred to a female student in a mixed gender school. The noun use is considered by many to be sexist and unprofessional, the argument being that applying the term solely to women implies that "normal" education is exclusively male: technically both male and female students at a coeducational institution should be considered "coeds". Writing for the Association for Supervision and Curriculum Development in 2017, author and educator Barbara Boroson described the noun use as "unfortunate," observing that "Although coeducation means 'the education of both sexes together at the same time,' women were considered to be the physical manifestations of the coeducation movement. While men were called students, women were called coeds. The message was that women . . . were not really students." Numerous professional organizations require that the gender-neutral term "student" be used instead of "coed" or, when gender is relevant to the context, that the term "female student" be substituted.

Effects
"If the sexes were educated together, we should have the healthy, moral and intellectual stimulus of sex ever quickening and refining all the faculties, without the undue excitement of senses that results from novelty in the present system of isolation."

For years, a question many educators, parents, and researchers have been asking is whether it is academically beneficial to teach boys and girls together or separately at school. Some argue that coeducation has primarily social benefits by allowing males and females of all ages to become more prepared for real-world situations and that students familiar with a single-sex setting could be less prepared, nervous, or uneasy.

However, some argue that at certain ages, students may be more distracted by the opposite sex in a coeducational setting, but others point to this being based on an assumption that all students are heterosexual. There is evidence that girls may perform less well in traditionally male-dominated subjects such as the sciences when in a class with boys, but other research suggests that when the previous attainment is taken into account, that difference falls away. According to advocates of coeducation, without classmates of the opposite sex, students have social issues that may impact adolescent development. They argue that the absence of the opposite sex creates an unrealistic environment not duplicated in the real world. Some studies show that in classes that are separated by gender, male and female students work and learn on the same level as their peers, the stereotypical mentality of the teacher is removed, and girls are likely to have more confidence in the classroom than they would in a coeducational class. In a 2022 study published in the British Educational Research Journal which examined the Irish educational system, the authors stated that the existing "empirical evidence is somewhat ambiguous, with some studies finding a positive impact of single-sex schooling on education achievement [...] but others finding average null effects"; they concluded that after controlling for "individual, parental and school-level factors [...] on average, there is no significant difference in performance for girls or boys who attend single-sex schools compared to their mixed-school peers in science, mathematics or reading."

England

 * Albisetti, James C. "Un-learned lessons from the New World? English views of American coeducation and women's colleges, c. 1865–1910." History of Education 29.5 (2000): 473–489.
 * Jackson, Carolyn, and Ian David Smith. "Poles apart? An exploration of single-sex and mixed-sex educational environments in Australia and England." Educational Studies 26.4 (2000): 409–422.

United States

 * Hansot, Elisabeth, and David Tyack. "Gender in American public schools: Thinking institutionally." Signs (1988): 741–760. in JSTOR
 * Lasser, Carol, ed. Educating men and women together: Coeducation in a changing world (1987), colleges
 * Tyack, David, and Elizabeth Hansot. Learning together: A history of coeducation in American public schools (Russell Sage Foundation, 1992) on K-12 schools

title: Mixed-sex education


text:
Mikawa

Mikawa may refer to:

 * Places in Japan
 * Mikawa Province, an old province of Japan
 * Mikawa, Yamagata, a town in Yamagata Prefecture
 * Mikawa, Ishikawa, former town in Ishikawa Prefecture
 * Mikawa, Kumamoto, former town in Kumamoto Prefecture
 * Mikawa, Yamaguchi, former town in Yamaguchi Prefecture
 * Mikawa, Ehime, former village in Ehime Prefecture
 * Mikawa, Niigata, former village in Niigata Prefecture

 * Surname
 * Gunichi Mikawa, admiral in the Imperial Japanese Navy during World War II
 * Kenichi Mikawa, Japanese TV star, comedian and singer

 * Other uses
 * Mikawa dialect, dialect of Japanese spoken in Mikawa Province in eastern Aichi Prefecture. It is also known as "Mikawa-ben"

title: Mikawa


text:
Talk:Revised Standard Version

Untitled
Would someone please take out the statements that the RSV is junk? Thank you.

Eek! The page says  its monopoly on Christendom, when (if my understanding is correct) the KJB isn't used by the Roman Catholic church, any of the eastern orthodox churches (greek, serbian, russian etc.), the ethiopian or coptic or armenian or syrian churches, and probably gazillions more besides. I guess a more "correct" (ahem) version would be something like

...challenge to the King James Version and its primacy in the Anglo-Saxon protestant tradition...

but then someone will say anglicanism isn't quite protestant, so:

...challenge to the King James Version and its primacy in the Anglo-Saxon protestant and anglican traditions...

or maybe

...challenge the King James Version's place as the predominant english translation of the bible in the protestant and anglican traditions...

Sorry. All of this makes a nice paragraph into an ugly one. Who says truth is beauty? -- Finlay McWalter 02:23, 12 Nov 2003 (UTC)

 * Oops, I forgot about the Catholic version. But that still leaves the orthodox and eastern branches, and the "english" part. -- Finlay McWalter 02:26, 12 Nov 2003 (UTC)

Ouch!
Looks like I goofed here!

I should have used the phrase english speaking world instead of Christendom. English Speaking World interfers all of the world not just Christians.

Thanks for pointing this out!

Finlay, It's people like you who make things like this fun to do.

hoshie 08:41, 15 Nov 2003 (UTC)

 * How about "English-speaking Protestants and Anglicans"? "Christendom" would seem to include a lot of people who never spoke English and never read the King James Translation of the Bible, and many Catholics speak English :). -- Someone else 08:49, 15 Nov 2003 (UTC)

 * I have another idea. I have changed it from English speaking world to "the main English Bible prefered by Protestants." A bit wordy, but I guess it will hold. hoshie 07:58, 22 Nov 2003 (UTC)
 * OK, it looks likes "for Protestants" wasn't the best line. Since everyone used it (e.g. Prots, Caths, Orths, nonbelivers, general readers). I have left it at most popular Bible. iHoshie 05:49, May 2, 2004 (UTC)

Re-organization
I've re-organized this article.

I have put the ESV, NRSV, and the 1971 NT revsion in a section, since these are different than the RSV itself. The Common Bible, Reader's Digest, and the 2002 anniversary edition are in essence, the same RSV text adapted for various formats (as these products show).

Hope this helps.

- Hoshie | 04:32, 28 September 2005 (UTC)

re "almah"
We need to be especially careful to maintain a NPOV on this section. Flat statements about what "almah" does or does not mean are disputed and must be treated as such, so please resist writing that it means "virgin" or that it means "young woman". Mangoe 02:52, 20 June 2006 (UTC)

 * At this point I'm inclined to revert assertions about the meaning of the word or the intent of the translators without a citation. I've seen no proof that they referred to the next section, and the meaning of "almah" is after all teh centerpiece of the dispute. Mangoe 02:49, 24 June 2006 (UTC)

More about "almah": Regarding References item 7, why does it assert that the "young woman" (almah) of Proverbs 30:19 is the same as the "adulterous woman" in 30:20? Here is my understanding: Verse 18 employs a parallelism: "too wonderful for me" and "I know not" are equivalents. Verse 19 lists the wonderful things. Together, verses 30:18 and 19 say that the way of a man with a young woman is a wonderful thing. Verse 20 addresses a new topic. The three verses are not saying that the way of an adulteress is wonderful, nor using almah to refer to an adulterous woman. Also, verse 20 in Hebrew uses ishah for "woman". So, I suggest that References item 7 is not an "Example of Almah explicitly not referring to a virgin", and should be removed. GoneForAWalk (talk) 04:40, 1 January 2017 (UTC)

FA removal
As the guy who wrote this article, I agree with the decsion to de-FA this article. I hope sometime to come back here and fix this article in order to make it better. Because of this, it's a blessing in disguse the FA status was retired. - Thanks, Hoshie 20:05, 13 December 2006 (UTC)

 * Click on "why it was removed" above for some ideas. Marskell 21:45, 13 December 2006 (UTC)
 * Thanks! It gave me a few ideas on how to proceed. Don't think I'll get to it until the new year at least, since my interests here have divulged since I created the article. Thanks again. - Thanks, Hoshie 03:51, 14 December 2006 (UTC)

 * I've taken a deep breath and done an initial rewrite of the article with some restructuring. I hope this version is more concise and formal in wording, and a bit clearer all round. We've obviously got some work ahead to get the article up to current FA standards. Metamagician3000 07:40, 17 December 2006 (UTC)
 * Still working on this. Note that I changed the opening sentence - I think this was quite misleading the way it was worded. It is not so much that it's no longer popular as that it has now morphed into the NRSV, which is still popular. We can't capture that difficult thought, so I believe the simplest thing to do in the opening sentence is just refer to when it was published rather than when it was popular. At this stage, what the article now mainly needs is a lot of citations, but I don't have that kind of scholarship so I'll have to pass it back to Hoshie when he has the time. Metamagician3000 01:20, 29 December 2006 (UTC)

NCC supresses RSV online
RSV is no longer available on websites hosted in the US - the NCC, which owns the US copyright, has ordered its removal. Someone want to add this to the article? PiCo 00:43, 21 July 2007 (UTC)
 * Hi PiCo: The University Of Michigan still hosts an online version of the RSV at the following address:
 * http://quod.lib.umich.edu/r/rsv/
 * ...well, at least for now anyway, but don’t tell anybody. :)
 * Best Regards, (Nickel2859 19:20, 23 July 2007 (UTC))
 * P.S.: I just noticed that there is already a link to this website given in the "External links" section of the main RSV article; it is the very first link that is listed. Nickel2859 19:52, 23 July 2007 (UTC)
 * its no longer at UofM either. —Preceding unsigned comment added by Osprey9713 (talk • contribs) 18:08, 20 May 2009 (UTC)

Unsourced statement removed
I am removing the following statement as it has been tagged "citation needed" for several months:
 * Others alleged that members of the translation panel were communists. At Senator Joseph McCarthy's request, these charges were printed in the US Air Force training manual.

If anyone can find a source for this, feel free to re-add it. —Angr If you've written a quality article... 16:10, 1 January 2008 (UTC)

Fair use rationale for Image:ReadersDigestBible-cover.jpg
Image:ReadersDigestBible-cover.jpg is being used on this article. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in this Wikipedia article constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use.

Please go to the image description page and edit it to include a fair use rationale. Using one of the templates at Fair use rationale guideline is an easy way to insure that your image is in compliance with Wikipedia policy, but remember that you must complete the template. Do not simply insert a blank template on an image page.

If there is other fair use media, consider checking that you have specified the fair use rationale on the other images used on this page. Note that any fair use images lacking such an explanation can be deleted one week after being tagged, as described on criteria for speedy deletion. If you have any questions please ask them at the Media copyright questions page. Thank you.

BetacommandBot (talk) 04:50, 21 January 2008 (UTC)

Religious affliliation
Hello, in the infobox it describes this translation's religious affiliation as "Protestant (usually mainline)". Where does this assertion come from? I read somewhere that the translators involved were Protestant, but the RSV is also the preferred English translation of reference for many works coming from the Vatican. I don't think the RSV can be described as entirely Protestant or Catholic. Thank you. Loves Macs  (talk) 17:31, 6 November 2009 (UTC)

Agreed, while translation project was sponsored by the NCC and translation committee was originally composed of Protestant scholars, subsequent ecumenical editions have broadened its acceptance. Hence, I have added "Ecumenical, with Catholic acceptance since mid-1960s." BlueMesa171 (talk) 16:08, 12 April 2020 (UTC)

removing POV tag with no active discussion per Template:POV
I've removed an old neutrality tag from this page that appears to have no active discussion per the instructions at Template:POV:
 * This template is not meant to be a permanent resident on any article. Remove this template whenever:
 * There is consensus on the talkpage or the NPOV Noticeboard that the issue has been resolved
 * It is not clear what the neutrality issue is, and no satisfactory explanation has been given
 * In the absence of any discussion, or if the discussion has become dormant.

Since there's no evidence of ongoing discussion, I'm removing the tag for now. If discussion is continuing and I've failed to see it, however, please feel free to restore the template and continue to address the issues. Thanks to everybody working on this one! -- Khazar2 (talk) 14:25, 17 July 2013 (UTC)

External links modified
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Please remove the statement regarding former president’s bible.
At the end of the article someone has added a note regarding the origin of President Trump’s bible. This article is not the place for that. Please move the note to an appropriate place elsewhere. Mjs92117 (talk) 15:32, 8 February 2023 (UTC)

title: Talk:Revised Standard Version