A Case Study of the Implementation of Experiential Education in Yukon K-12 Schools

This qualitative case study explored the process of implementing Experiential Education (EXED) in Yukon Territory Kindergarten to Grade 12 (K-12) schools with a particular focus on investigating: (a) understandings of EXED and the drivers behind its implementation, (b) factors contributing to EXED’s suitability for Yukon schools, and (c) factors supporting and challenging the implementation of EXED in Yukon schools. Data collection involved interviews with Yukon Department of Education (YDE) staff members, principals and teachers, document collection, and reflective note collection. Findings indicated that EXED was understood as more of a methodology than a philosophy for teaching and learning. EXED implementation was primarily driven by bottom-up (school/ teacher) initiatives and was secondarily supported by top-down (YDE) efforts. The process of implementation was supported by three main factors and was challenged primarily by six factors. The results also pointed to three factors that made EXED suitable for implementation in Yukon schools.

A case study of the implementation of experiential education in Yukon K-12 schools

This qualitative case study explored the process of implementing Experiential Education (EXED) in Yukon Territory Kindergarten to Grade 12 (K-12) schools with a particular focus on investigating: (a) understandings of EXED and the drivers behind its implementation, (b) factors contributing to EXED's suitability for Yukon schools, and (c) factors supporting and challenging the implementation of EXED in Yukon schools. Data collection involved interviews with Yukon Department of Education (YDE) staff members, principals and teachers, document collection, and reflective note collection. Findings indicated that EXED was understood as more of a me~odology than a philosophy for teaching and learning. EXED implementation was primarily driven by bottom-up (school! teacher) initiatives and was secondarily supported by top-down (YDE) efforts. The process of implementation was supported by three main factors and was challenged primarily by six factors. The results also pointed to three factors that made EXED suitable for implementation in Yukon schools.

An application of cell-cluster theory to a rare gas crystal /|n[by] K. Westera. - 260 St. Catharines [Ont.] : Dept. of Physics, Brock University,

The Lennard-Jones Devonshire 1 (LJD) single particle theory for liquids is extended and applied to the anharmonic solid in a high temperature limit. The exact free energy for the crystal is expressed as a convergent series of terms involving larger and larger sets of contiguous particles called cell-clusters. The motions of all the particles within cell-clusters are correlated to each other and lead to non-trivial integrals of orders 3, 6, 9, ... 3N. For the first time the six dimensional integral has been calculated to high accuracy using a Lennard-Jones (6-12) pair interaction between nearest neighbours only for the f.c.c. lattice. The thermodynamic properties predicted by this model agree well with experimental results for solid Xenon.

Short summary of the life of Major-General Sir Isaac Brock, K.B.

On leaf preceding t. p.: Who was Isaac Brock? Printed by Clarke

Letter - J.G. Cadham to H.K. Woodruff

Letter to H.K. Woodruff of St. Catharines from Mr. J. G. Cadham of the Office of the Fourth Division Court in the County of Welland regarding an agreement between him and Mrs. Cudney for the purchase of some lands near Montrose, Dec. 6, 1901.

Notebook with H.K. Woodruff written on the front cover

Notebook with H.K. Woodruff written on the front cover (soft cover). Inside, there is a list of 48 diverse items which include: sword found at Lundy’s Lane, stuffed frog from Long Point, Indian pipe, 5 curious old revolutionary pistols and Mrs. S. Bull’s slippers. At the back of the book there is a list of 22 items including: proclamation issued by Sir Isaac Brock on Feb. 24, 1812 and Egyptian mummy, 1884-1885.