705 resultados para Municipal government -- Ontario -- St. Catharines -- Sources
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Receipt from N.R. Macgregor, Central Fruit Depot, St. Catharines for groceries, July 22, 1887.
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Receipt from St. Catharines and Welland Canal Gas Light Company for gas rent, Sept. 3, 1887.
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Receipt from Flynn Bros., St. Catharines for groceries, Oct. 5, 1887.
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Receipt from N.R. Macgregor, St. Catharines for groceries, Dec. 10, 1887.
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Receipt from James Mills, St. Catharines for prescriptions, Dec. 1, 1887.
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Receipt from McSloy Bros., St. Catharines for baked goods, Dec. 2, 1887.
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Receipt from E.D. Radcliffe, St. Catharines for ice, Dec. 5, 1887.
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Receipt from McLaren and Co., St. Catharines for pants, Dec. 23, 1887.
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Receipt from M.Y. Keating, Books, Stationary and Newspapers, St. Catharines for books, Dec. 23, 1887.
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Receipt from St. Catharines and Welland Canal Gas Light Company for gas rent, Dec. 31, 1887.
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Receipt from H. Carlisle and Co., St. Catharines for fabric, Jan. 3, 1888.
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Receipt from W.H. Eckhardt, Star Music Store, St. Catharines for rent of machine, Feb. 1, 1888.
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Letter to T. H. Wiley from J.J. Nichols and Sons, Mason Contractors and Plasterers, St. Catharines regarding tenders for the proposed lily pond, May 12, 1916.
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Letter to Mr. Welland D. Woodruff from Thos. Wiley, Architect, St. Catharines regarding tenders for the proposed lily pond, May 17, 1916.
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The gene,nil purpose (If this thesis was to examine certain variables considered to be associated with reading readiness in kindergarten children Twenty-four children from a parent-funded parochial school i.n 5t Catharines. Ontaj-io were exanlined in this study, The children.'s reading readiness level, measured by the Test of Ea1'1y Reading Ability (JERA:) and by teacher"s ratings was correlated with various cognitive variables, These variables consisted (If a rough index of intelligence as measured by the Peabody Picture Vocabulary Test - Revised CPPVT-Rl Form M, mean len.gth of utterance (MUn, the sum of relative,. subordinate and coordinate clauses, the !wmber of core statements children make when telling stories and a memory test. All but the memory test related to at least one measure of reading readiness, Although the memory test did not correlate significantly with reading readiness, the children appeaj~ed to be sensitive to the stimulus set size in terms of their study time, In addition. interi'uption in the interval between studying the stimuli and the ,reca1i test had a negathre effect on pe.rfornlance and set size had a substantial effect 011 recognition performance, The educational implications of these correlates of reading readiness are discussed as weH as the implications for future research.