The CWRC Ontology Specification 0.99.7

A mailing or street address.

"A boarding school provides education for pupils who live on the premises, as opposed to a day school. The word "boarding” is used in the sense of "room and board" i.e., lodging and meals. As they have existed for many centuries, and now extend across many countries, their function and ethos varies greatly." (DBpedia, 2018)

Certainty describes the quality of a fact in the ontology. It is used primarily to represent information that may not be fact.

A change set represents changes or additions made to the ontology by ontology editors or through users where instances were affected. Change sets will also be used to translate and contain Orlando recordInfo instances.

"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, however, remains prevalent in many Muslim countries. The relative merits of both systems have been the subject of debate." (DBpedia, 2018)

"A comprehensive school is a secondary school or middle school that is a state school and does not select its intake on the basis of academic achievement or aptitude. This is in contrast to the selective school system, where admission is restricted on the basis of selection criteria. The term is commonly used in relation to England and Wales, where comprehensive schools were introduced on an experimental basis in the 1940s and became more widespread from 1965. About 90% of British secondary school pupils now attend comprehensive schools. They correspond broadly to the public high school in the United States and Canada and to the German Gesamtschule." (DBpedia, 2018)

The Context class provides the discursive context for assertions in the ontology. Where the assertions have been generated from a source text, Context provides the text, or the relevant snippet of a longer text, from which they have been extracted.

The Cultural Form class of properties associates specific concepts and categories with the process of identity formation through cultural processes. Such associations may be or have been embraced by the subject herself or himself or attributed by others. Although cultural forms or social identities circulate around the notion of characteristics, traditions, beliefs, or origins that are shared with others, recent work has stressed the contingency, provisionality, and constructedness of such categories through both complex discourses and social practices. As argued by Stuart Hall, "It seems to be in the attempt to rearticulate the relationship between subjects and discursive practices that the question of identity recurs" ("Introduction"). See Stuart Hall and Paul du Goy's edited collection Questions of Cultural Identity (Paul du Goy and Stuart Hall, 1996). Given their highly discursive nature, the concepts and categories classed as cultural forms are understood to overlap with each other conceptually. The same word or label can therefore occur as multiple cultural forms, reflecting the shifting discursive contexts in which it has been used and the diverse situations from which it has emerged. Each specific Cultural Form is understood to interact not only with other cultural forms or identity categories applied to a person, and other instances of the form applied to other people, but also always with Cultural Formation Context annotations, which support the understanding that social identities are always constructions in progress.

Cultural Form Context is a significant subclass of context. Annotations typed as Cultural Form Context provide information about and discussions of a person's social identity or subjectivity through the use of cultural form properties, which when multiple often indicate intersectional identities.

"A dame school was an early form of a private elementary school in English-speaking countries. They were usually taught by women and were often located in the home of the teacher." (DBpedia, 2018)

"A day school—as opposed to a boarding school—is an institution where children (or high-school age adolescents) are given educational instruction during the day, after which the students return to their homes. The term can also be used to emphasize the length of full-day programs as opposed to after-school programs, as in Jewish day school." (DBpedia, 2018)

Context for education that takes place at home. For example, of a woman writer in the Victorian period taught by her brother or a governess.

Education Context is a significant subclass of context. It has subclasses for domestic education context, institutional education context, and self taught education context. Annotations typed as Education Context or a subclass provide information about and discussions of a person's education, whether formal or informal.

Describes the different kinds of educational awards (scholarship, prize, etc.) that can be awarded to a person. An entrance scholarship to Oxford is different from winning first prize in a Spelling Bee and distinguishing between awards will help understand the material conditions affecting the subject's access to education.

"A school is an institution designed to provide learning spaces and learning environments for the teaching of students (or "pupils") under the direction of teachers." (DBpedia, 2018)

A subclass of Cultural Form for indicating a person's ethnicity, either as self-reported or as assigned by others, with accompanying context, where present, provided by race or ethnicity context annotations. Ethnicities are groups constructed on the conception of shared national, religious, geographical, racial, or cultural backgrounds or traditions, and particular ethnicities may be denigrated, lauded, or both, depending on the context. Ethnicities are shifting, historically constituted, and interestedly deployed categories whose use must be situated contextually and which are understood here finally as discursive or representational although they have real material impacts. As Angel Oquendo writes, "Despite its long ‘materialist' past in which it was taken to be synonymous with ‘race,' the concept of ethnicity as used today does appear to focus on cultural rather than on physiognomic difference." (Angel R. Oquendo, "Re-imagining the Latino/a Race" in The Latino/a Condition: A Critical Reader edited by Richard Delgado, Jean Stefancic 1998). This ontology therefore does not attempt to lay out an exact, fully defined, or mutually exclusive set of ethnic categories: this is an impossibility given their shifting use and the overlap among them and with identity categories for race, geography, and nationality, as demonstrated by Noel Ignatieve in his book How the Irish Became White (Ignatieve, 1995). Those using this class and its subclasses are encouraged to consult associated race or ethnicity context annotations, if available.

An event that occurs in time.

A person, broadly defined, who features in an imaginative work such as a literary work, as a character or in some other way that distinguishes the reference to them from the natural person who is being represented. In other words, there is a distinction between a simple allusion to a natural person, and the fictionalization of that person within a text or other work of art.

A subclass of cultural form for indicating a person's gender, whether attributed or self-reported, with accompanying context, where present, provided by gender context annotations. Although in popular culture gender and biological sex are conflated and understood to be binary, the concept of gender stresses the relationality, constructedness, and performativity of gendered identities and gendered behaviour, whose categories are historically contingent and shifting, and the boundaries between them blurry. Simone de Beauvoir (1973) stated "One is not born, but rather becomes, a woman," a belief that has been taken up by many other theorists of gender including Judith Butler (1990). Gender studies to date has investigated the social construction of femininity more than that of masculinity. The multi-layered constructedness of gender is also underlined by Donna Haraway who understands it as a "socially, historically, and semiotically positioned difference" (Donna Haraway, 1988). Gender is understood as fluid, situational, and sometimes plural, and it is related to, though not commensurate with, sexual identity and orientation, just as it is related to but not defined by specific forms of embodiment. Rather than seeing biological sex as a pre-social or natural given, the body is understood as a site of inscription (cf. (Elizabeth Grosz, 1994)) which is also socially constructed and indeed epigenetically shaped by environmental factors (N. Katherine Hayles, 2012). As articulated by feminist neurologist Gillian Einstein, (2012)"The world writes on the body." This ontology therefore does not provide separate terms for sex as distinct from gender. Instead, it privileges terms associated with gender, recognizing that they are conventionally but not necessarily associated with sex, and that there is constant slippage between gender and sex in the way that these categories circulate through discourses, actions, and institutions. Far from indicating a universal facet of experience, gender intersects with other identity categories and axes of oppression such as class, race or colour, or geographical heritage to produced quite different interests and experiences among people of the same gender, as with the intersection of religion and white masculine identity in the Muscular Christianity movement in nineteenth-century Britain. Being a woman of colour often compounds the impacts of gender oppression. Such interaction between different forms of oppression is termed "intersectionality" (Kimberlé Crenshaw, 1989). Those using this class and its subclasses are encouraged to consult associated gender context annotations, if available.

Gender Context is a significant subclass of context. It is associated with the cultural form subclass gender, and sometimes other intersecting Cultural Forms. Annotations typed as Gender Context provide information about and discussions of a person's subjectivity with regards to their gender and gender identity. Gender Context provides depth to more granular categorizations of a person indicated through the properties has gender identity or has gender identity (self-reported).

A subclass of cultural form, this property indicates a person's geographic heritage, with accompanying context, where present, provided by nationality context annotations. Geographic heritage involves the geographical origins of a person's family, which often contributes to an understanding of their racial and ethnic background. It offers a way to capture individuals identified as "South-Asian," for example, when no more precise national heritage is indicated. See race or ethnicity context for a detailed description of the complexities of this class. It can be multiple and it can be different from a person's national identity or national heritage, current or official citizenship, or the geographical region or territory in which a person resides. Those using this class and its subclasses are encouraged to consult associated nationality context excerpts or annotations, if available.

"A grammar school is one of several different types of school in the history of education in the United Kingdom and other English-speaking countries, originally a school teaching Latin, but more recently an academically-oriented secondary school, differentiated in recent years from less academic Secondary Modern Schools." (DBpedia, 2018)

Context for education or learning within an institutional setting.

These terms do not differentiate between spoken and/or written.

A subclass of cultural form, this property indicates a person's national heritage, with accompanying context, where present, provided by nationality context annotations. National Heritage is composed of various elements related to national identity, often transmitted from previous generations and influenced by a subject's national historical background or geographic heritage. It can be multiple and can be different from a person's national identity, current or official citizenship, or the geographical region or territory in which a person resides. Those using this class and its subclasses are encouraged to consult associated nationality context excerpts or annotations, if available.

A subclass of cultural form, this property indicates a person's national identity, either as self-reported or as assigned by others, with accompanying context, where present,provided by nationality context annotations. It is neither the same as citizenship nor commensurate with the geographical region or territory in which a person resides. Like other identity categories, nationality may be plural, fluid, or contingent, and it can intersect with national heritage or geographic heritage as well as other identity categories. Those using this class and its subclasses are encouraged to consult associated nationality context annotations, if available.

Nationality Context is a significant subclass of context. Annotations typed as Nationality Context provide information about and discussions of a person's cultural formation in relation to their national identity, national heritage, and geographic heritage -- which are not always aligned. Nationality Context provides depth to more granular indications of national identity through the national heritage, national identity, and geographic heritage properties.

A human being who is alive, or was alive at some point in time. Natural persons may be fictionalized, in which case they are also classed as a fictional person.

A social or corporate institution such as a publisher, school, political group, or company.

A persona, unlike a role, cannot be adopted by people generally, but is specific to one natural person, or more rarely several natural persons. A persona is an original creation, often bearing meaning regarding the biographical, historical and sociological context to which its/their creator/s is/are attached. Personas as defined here should not be associated with mental illness or multiple personality disorder, since they are not the product of a distorted or uncontrolled perception of reality. At the heart of a persona is an identity that is interacted with by others and that at times can be confused with an actual natural person. It is incarnated and developed by a natural person, and may have a social, literary, artistic or political activity.

1- It may be, but is not necessarily, a populated place. Some places, such as cross-roads, do not have a population or settlement per se. Geonames will sometimes categorize places that are now abandoned as "populated places."

2- A named place, whether incorporated, settled, or occupied.

This subclass of CulturalForm indicates affiliations, connections and associations which designate a person's political involvement. These affiliations can be both formal connections to a party or organisation and informal political positions held by the writer. Political affiliations are defined broadly and include things like "against capital punishment" or "strong supporter of the Empire" in addition to more straightforward affiliations such as "marxist" or "conservative. Political affiliations can be multiple, sometimes contradictory, and may change over time."

Political Context is a significant subclass of context. It is associated with the cultural form subclass Ethnicity, and sometimes other intersecting Cultural Forms. Annotations typed as Political Context provide information about and discussions of a person's subjectivity with regards to their political identity. Political Context provides depth to more granular categorizations of a person indicated by the properties has political affiliation and has political affiliation (self-reported).

"Higher education, post-secondary education, or third level education is an optional final stage of formal learning that occurs after secondary education. Often delivered at universities, academies, colleges, seminaries, and institutes of technology, higher education is also available through certain college-level institutions, including vocational schools, trade schools, and other career colleges that award academic degrees or professional certifications. Tertiary education at non-degree level is sometimes referred to as further education or continuing education as distinct from higher education. The right of access to higher education is mentioned in a number of international human rights instruments. The UN International Covenant on Economic, Social and Cultural Rights of 1966 declares, in Article 13, that "higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education". In Europe, Article 2 of the First Protocol to the European Convention on Human Rights, adopted in 1950, obliges all signatory parties to guarantee the right to education" (DBpedia, 2018)

Within a North American context, prep schools are private educational institutions that prepare students for college. Within a British context, they are private schools for students -- the age range of the students can vary significantly depending on when they went to school, though typically ranging from ages seven (though sometimes three) to thirteen.

"A primary school (or elementary school in American English and often in Canadian English) is a school in which children receive primary or elementary education from the age of about five to twelve, coming after preschool and before secondary school. (In some countries there is an intermediate stage of middle school between primary and secondary education.)" (DBpedia, 2018)

"Private schools, also known as independent schools, non-governmental, or nonstate schools, are not administered by local, state or national governments; thus, they retain the right to select their students and are funded in whole or in part by charging their students tuition, rather than relying on mandatory taxation through public (government) funding; at some private schools students may be able to get a scholarship, which makes the cost cheaper, depending on a talent the student may have (e.g. sport scholarship, art scholarship, academic scholarship), financial need, or tax credit scholarships that might be available." (DBpedia, 2018)

A subclass of cultural form, this property indicates a person's race or colour, often as presumed, perceived, or otherwise assigned according to cultural conventions, with accompanying context, where present, provided by race or ethnicity context annotations. Despite the ways in which categories of race or colour frequently serve heinous interests, their ideological and material impacts in the formation of identities requires recognition. These are shifting, historically constituted, and interestedly deployed categories whose use must be situated contextually and which are understood here finally as discursive or representational although they have real material impacts. They are thus as social constructs: "There is nothing more to being, or not being, a given race than the social acceptance and societal ascription of a race to a person" (Damon Sajnani, 2015). This ontology therefore does not attempt to lay out an exact, fully defined, or mutually exclusive set of racial categories: this is an impossibility given their shifting use and the overlap among them and with identity categories for ethnicity, geography, and nationality. Those applying this class and its subclasses are encouraged not to let privileged identities operate as an unspoken given or to use this class solely in relation to the marginalized. Those concerned about "white" and "black" as homogenizing categories are encouraged to reach for specificity through plural categories and representations of intersectionality, and to consult race or ethnicity context annotations, if available.

Race or Ethnicity Context is a subclass of cultural form context, and is associated with the cultural form subclasses race or colour and ethnicity, and sometimes other cultural forms. Annotations typed as Race or Ethnicity Context provide contextualizing information about and discussions related to a person's perceived or self-reported identity with regards to race and/or ethnicity (Race or Colour or ethnicity). Despite the ways in which categories of Race or Colour and ethnicity frequently serve heinous interests, their ideological and material impacts in the formation of identities requires recognition. These are shifting, historically constituted, and interestedly deployed categories whose use must be situated contextually and are understood here finally as discursive or representational although they have real material impacts. They are thus social constructs: "There is nothing more to being, or not being, a given race than the social acceptance and societal ascription of a race to a person" (Damon Sajnani, 2015).

A subclass of cultural form, this describes a person's religion(s) or belief system(s). Note that while atheism denotes the absence of religion, we use the Religion label for convenience.

Religion Context is a significant subclass of context. It is associated with the cultural form subclass religion, and sometimes other intersecting Cultural Forms. Annotations typed as Religion Context provide information about and discussions of a person's subjectivity with regards to their religion. Religion Context provides depth to more granular categorizations of a person indicated by the properties has religious affiliation or has religious affiliation (self-reported).

A school associated formally in some way with a religion, ranging from parochial schools to faith-based schools.

A role of a Person or Actor in some Event, CreativeWork, or Organisation.

"A secondary modern school is a type of secondary school that once existed throughout England, Wales and Northern Ireland, from 1944 until the 1970s under the Tripartite System and still persist in Northern Ireland, where they are usually referred to simply as Secondary schools, and in areas of England, such as Buckinghamshire (where they are referred to as community schools), Lincolnshire, Wirral Medway and Kent where they are called high schools. " (DBpedia, 2018)

"A secondary school is both an organization that provides secondary education and the building where this takes place. Some secondary schools can provide both lower secondary education and upper secondary education (levels 2 and 3 of the ISCED scale), but these can also be provided in separate schools, as in the American middle school- high school system. Secondary schools typically follow on from primary schools and lead into vocational and tertiary education. Attendance is compulsory in most countries for students between the ages of 11 and 16. The organisations, buildings, and terminology are more or less unique in each country." (DBpedia, 2018)

A school that is not formally associated with a religious organization and/or one that is avowedly secular in its educational principles, often but not always publicly-funded institutions that are funded by countries with a separation between religion and the state.

Education context related to learning conducted independently.

A subclass of cultural form and linked to sexuality context, Sexuality properties indicate in a word or phrase identifications or aspects of sexuality (i.e., "lesbian," "monogamous," "heterosexual" but also "promiscuous") not as a means of shutting down but advancing investigation and critical analysis of these identifications. The association assumes that sexual identity does not function in an essentialist manner but can be plural and fluid, so multiple designations can be applied to a single person can be associated with multiple terms. Sexual identity may come from the subject her/himself or be ascribed by others. Terms may be in tension or mutually exclusive, they may reflect different life stages, and they may or may not reflect actual sexual practices. Linking a person to the term "lesbian" as a sexualityIdentity class, for instance, does not necessarily signify that the subject was in any definitive sense a lesbian; such identifications are often impossible for reasons of historical gaps and silences. As far as living persons are concerned, our practice is to draw only on widely circulated public sources or disclosures from the subject her/himself in order to avoid inadvertently outing someone. See (Campbell and Cowan, 2016)

Sexuality Context is a significant subclass of context. Annotations typed as Sexuality Context provide information about and discussions of a person's subjectivity with regards to their sexuality and sexual identity. Sexuality Context provides depth to more granular categorizations of a person through the sexuality or Sexuality Self-Reported properties. It does not provide context for individual sexual experiences and relationships, although specific relationships may be invoked to indicate the impact on a subject's life and understanding of her own sexuality. Contextualizations allow recognition of the complicated politics of sexuality, for example, considerations regarding outing, the historical specificity of some categories such as "congenital invert," the appropriation of derogatory terms, and the multiplicity of constructions. There are important politics of privacy with respect to the disclosure of a subject's sexuality, sexual orientation, and sexual identity. As far as living persons are concerned, our practice is to draw only on widely circulated public sources or disclosures from the subject her/himself in order to avoid inadvertently outing someone. See (Campbell and Cowan, 2016)

"Single-sex education, also known as single-gender education, is the practice of conducting education where male and female students attend separate classes or in separate buildings or schools. The practice was common before the twentieth century, particularly in secondary education and higher education. Single-sex education in many cultures is advocated on the basis of tradition as well as religion, and is practiced in many parts of the world. Recently, there has been a surge of interest and establishment of single-sex schools due to educational research. Single sex education is practiced in many Muslim majority countries; while in the West it is most popular in Belgium, Chile, Singapore, the United Kingdom, Hong Kong, Israel, New Zealand, Australia, South Korea. Motivations for such education range from religious ideas of sex segregation to beliefs that the sexes learn and behave differently, and, as such, they thrive in a single sex environment. In the 19th century, in Western countries, single sex girls' finishing schools, and women's colleges offered women a chance to education at a time when they were denied access to mainstream educational institutions. The former were especially common in Switzerland, the latter in the US and the UK, which were pioneers in women's education." (DBpedia, 2018)

A subclass of cultural form, socialClass terms associate subjects with a specific social group, recognizing that such categories and their application to individuals are contested and can change over time. The association may be or have been embraced by the subject her/himself or attributed by others. Unlike Notes typed as social class context, which contain detailed discussion of a subject's class position, socialClass links to a word or phrase signifying a particular construction of class, with particular reference to earlier historical periods in the British Isles. Social class has been variously constructed and theorized, and for women is further complicated by the fact that women were understood to take their social status from fathers and/or husbands. The terminology used here reflects quite basic social groupings that intersect with other factors such as wealth.

Social Class Context is a significant subclass of context. Annotations typed as Social Class Context provide information about and discussions of a person's cultural formation in relation to social class identities and sometimes other intersecting Cultural Forms. Social Class Context provides depth to more granular indications of social class through the Social Class property(Orlando, 2006).

"State schools (also known as public schools outside of England and Wales) generally refer to primary or secondary schools mandated for or offered to all children without charge, funded in whole or in part by taxation. The term may also refer to public institutions of post-secondary education." (DBpedia, 2018)

Collection of ambiguous or overloaded labels associated with contested concepts.

"A vocational school, sometimes called a trade school or vocational college, is a post-secondary educational institution designed to provide vocational education, or technical skills required to perform the tasks of a particular and specific job. Vocational schools are traditionally distinguished from four-year colleges by their focus on job-specific training to students who are typically bound for one of the skilled trades, rather than providing academic training for students pursuing careers in a professional discipline. While many schools have largely adhered to this convention, the purely vocational focus of other trade schools began to shift in the 1990s "toward a broader preparation that develops the academic" as well as technical skills of their students." (DBpedia, 2018)