DONATION DECISIONS: THE ROLES OF FINANCIAL AND EMOTIONAL INFORMATION

This paper investigates the impact of personal affinity toward a charity and information regarding financial management of potential recipient charitable organizations on decisions to donate. Using an experiment, the study examines how personal donation decisions differ from corporate donation decisions made by managers and how the emotional intelligence of donors affects donation decisions. The results indicate that threshold and financial information on charities assembled by the Better Business Bureau, a charity rating agency, made a significant impact on corporate donation decisions. The study also shows that emotional intelligence plays an important role that aids both individual donors and managers to regulate their donation decisions.

Photograph - William Woodruff (1783-1860) and Margaret Clement Woodruff (1794-1882)

Pair of photographs, 17 ½ cm x 12 cm of William Woodruff, son of Ezekiel and a 17 ½ cm x 12 cm photograph of Margaret Clement Woodruff in a folding silver frame. These photographs were described by R. Band in 1990 – description is included.

Peer Victimization and the Need to Belong within the Context of Recess

Within the school setting, recess is often reported as a frequent context for bullying (Vaillancourt et al. 2010), but is currently understudied. The present study utilized a mixed-methods approach in order to examine the frequency of peer victimization at recess and explore how the current context of recess relates to children’s sense of belonging. Participants included 464 students between grades 4 to 8 from nine Southern Ontario elementary schools. Self-report measures on peer victimization and belongingness were completed, along with open-ended questions regarding the recess context. Results demonstrated the frequencies of peer victimization at recess, the relationship between victimization and belonging, contextual factors that promote and impede belongingness at recess, and solutions to support children who feel left out.These findings provide further insight for educators and administrators in order to better support children who experience victimization within the recess context.

Community and the Recognition of the Other: A Levinasian Examination of The City, Inc. 1987-1992

This case study examines how The City, Inc.’s work within North and South Minneapolis, Minnesota neighborhoods from 1987 and 1992 was framed within a compilation of articles drawn from prominent Twin Cities’ daily newspapers. Positioned within a conceptual framework based on the ethical philosophy of Emmanuel Levinas, this study explores how the idea of community, as constructed and reinforced through organizational initiatives and local print media, impacts the everyday relationships of those within and between communities. Framed within a discourse analysis, Levinasian ethics considers what aspects of community discourse restrict and oppress the relation with the other. The study concludes by suggesting how the identified aspects of conditional belonging, finding the trace, and building community can be valuable in offering an alternative to assessment-style research by considering the relationship and responsibility of the one for the other.

Indenture between William Kingsmill and Joseph Hamilton

Indenture (sheriff's deed) (vellum) between William Kingsmill, Sheriff of the District of Niagara to Joseph Hamilton regarding part of Lot no. 19 in the Township of Stamford, August 26, 1841.

Indenture between William Kingsmill and Peter Buchanan, Isaac Buchanan, Robert W. Harris and I. Young

Indenture (vellum) between William Kingsmill, Sheriff of Niagara regarding the sale of goods and chattels of Darius Ball including buildings and improvements in Lot no. 4 near Grand River to Peter Buchanan, Isaac Buchanan, Robert W. Harris and I. Young, July 22, 1844.

Indenture between William and Ann Waters and William B. Winterbottom

Indenture of mortgage with dower between William and Ann Waters of Niagara to William B. Winterbottom of Niagara regarding the easterly half of Lot no. 265 in Niagara. This was recorded in the Register of Forms of Niagara on April 13, 1850, Book A, folios 207-208 - instrument no. 2093, April 1, 1850.

Indenture between Owen Clifford and Margaret Clifford to John Charles Rykert and William B. Gilleland

Indenture of mortgage deed between Owen Clifford and Margaret Clifford of the Township of Grantham to John Charles Rykert and William B. Gilleland of St. Catharines regarding parts of Lots no. 10 and 11 in the 9th Concession of the Township of Grantham. Registered in the Township of Grantham Register on September 15, 1870 - instrument no. 804 and registered in the Township of Grantham Register of February 8, 1872 - instrument no. 1104, September 15, 1870.

The Lived Experience of Nursing Students With Formative Assessment Formally Embedded in Clinical Courses: A Transcendental Phenomenological Study

The potential of formative assessment (FA) for informing learning in classroom-based nursing courses is clearly established in the literature; however, research on FA in clinical courses remains scarce. This inquiry explored the lived experience of nursing students using transcendental phenomenology and described the phenomenon of being assessed in clinical courses. The research question guiding the study was: How is the phenomenon of assessment experienced by nursing students when FA is formally embedded in clinical courses? Inherent in this question were the following issues: (a) the meaning of clinical experiences for nursing students, (b) the meaning of being assessed through FA, and (c) what it is like to be assessed when FA is formally embedded within clinical experiences. The noematic themes that illuminated the whatness of the participants’ experience were (a) enabled cognitive activity, (b) useful feedback, (c) freedom to be, (d) enhanced focus, (e) stress moderator, and (f) respectful mentorship. The noetic themes associated with how the phenomenon was experienced were related to bodyhood, temporality, spatiality, and relationship to others. The results suggest a fundamental paradigm shift from traditional nursing education to a more pervasive integration of FA in clinical courses so that students have time to learn before being graded on their practice. Furthermore, this inquiry and the literature consulted provide evidence that using cognitive science theory to inform and reform clinical nursing education is a timely option to address the repeated calls from nursing leaders to modernize nursing education. This inquiry contributes to reduce our reliance on assumptions derived from research on FA in nursing classrooms and provides evidence based on the reality of using formative assessment in clinical courses. Recommendations for future research are presented.