Annual report of the Fruit Growers' Association of Ontario, 1917

The reports are also published in the Annual report of the Department of Agriculture of the province of Ontario, and in the Sessional papers of the province of Ontario "Printed by order of the Legislative Assembly" [-1923] "Printed by order of ... Minister of Agriculture" [1924-] 25th, 1893- pub. by the Ontario Department of Agriculture, Toronto 1890 -1908 reports are bound with the corresponding annual reports of the Entomological Society of Ontario 1894 -1905 reports are bound with the corresponding annual reports of the Fruit Experiment Stations of Ontario 1906 -1910 reports are bound with the corresponding Report of the Fruit Branch, Dept. of Agriculture, Ontario

Annual report of the Fruit Growers' Association of Ontario, 1918

The reports are also published in the Annual report of the Department of Agriculture of the province of Ontario, and in the Sessional papers of the province of Ontario "Printed by order of the Legislative Assembly" [-1923] "Printed by order of ... Minister of Agriculture" [1924-] 25th, 1893- pub. by the Ontario Department of Agriculture, Toronto 1890 -1908 reports are bound with the corresponding annual reports of the Entomological Society of Ontario 1894 -1905 reports are bound with the corresponding annual reports of the Fruit Experiment Stations of Ontario 1906 -1910 reports are bound with the corresponding Report of the Fruit Branch, Dept. of Agriculture, Ontario

Annual report of the Fruit Growers' Association of Ontario, 1919

The reports are also published in the Annual report of the Department of Agriculture of the province of Ontario, and in the Sessional papers of the province of Ontario "Printed by order of the Legislative Assembly" [-1923] "Printed by order of ... Minister of Agriculture" [1924-] 25th, 1893- pub. by the Ontario Department of Agriculture, Toronto 1890 -1908 reports are bound with the corresponding annual reports of the Entomological Society of Ontario 1894 -1905 reports are bound with the corresponding annual reports of the Fruit Experiment Stations of Ontario 1906 -1910 reports are bound with the corresponding Report of the Fruit Branch, Dept. of Agriculture, Ontario

Annual report of the Fruit Growers' Association of Ontario, 1920

The reports are also published in the Annual report of the Department of Agriculture of the province of Ontario, and in the Sessional papers of the province of Ontario "Printed by order of the Legislative Assembly" [-1923] "Printed by order of ... Minister of Agriculture" [1924-] 25th, 1893- pub. by the Ontario Department of Agriculture, Toronto 1890 -1908 reports are bound with the corresponding annual reports of the Entomological Society of Ontario 1894 -1905 reports are bound with the corresponding annual reports of the Fruit Experiment Stations of Ontario 1906 -1910 reports are bound with the corresponding Report of the Fruit Branch, Dept. of Agriculture, Ontario

Annual report of the Fruit Growers' Association of Ontario, 1921

The reports are also published in the Annual report of the Department of Agriculture of the province of Ontario, and in the Sessional papers of the province of Ontario "Printed by order of the Legislative Assembly" [-1923] "Printed by order of ... Minister of Agriculture" [1924-] 25th, 1893- pub. by the Ontario Department of Agriculture, Toronto 1890 -1908 reports are bound with the corresponding annual reports of the Entomological Society of Ontario 1894 -1905 reports are bound with the corresponding annual reports of the Fruit Experiment Stations of Ontario 1906 -1910 reports are bound with the corresponding Report of the Fruit Branch, Dept. of Agriculture, Ontario

Annual report of the Fruit Growers' Association of Ontario, 1922

The reports are also published in the Annual report of the Department of Agriculture of the province of Ontario, and in the Sessional papers of the province of Ontario "Printed by order of the Legislative Assembly" [-1923] "Printed by order of ... Minister of Agriculture" [1924-] 25th, 1893- pub. by the Ontario Department of Agriculture, Toronto 1890 -1908 reports are bound with the corresponding annual reports of the Entomological Society of Ontario 1894 -1905 reports are bound with the corresponding annual reports of the Fruit Experiment Stations of Ontario 1906 -1910 reports are bound with the corresponding Report of the Fruit Branch, Dept. of Agriculture, Ontario

Proceedings of the Grand Lodge of the Province of Ontario, Canada (1893)

1893 Publisher: Dominion Odd Fellow Print. 1893, 39th annual session held at Niagara Falls. In pencil on front free endpaper of 1893 issue: Geneva Lodge #320

Proceedings of the Grand Lodge of the Province of Ontario, Canada (1914)

At head of title : Independent Order of Odd Fellows. 1893 Publisher: Dominion Odd Fellow Print. 1893, 39th annual session held at Niagara Falls. In pencil on front free endpaper of 1893 issue: Geneva Lodge #320.

Annual report of the Fruit Growers' Association of Ontario, 1890 (1891)

The reports are also published in the Annual report of the Department of Agriculture of the province of Ontario, and in the Sessional papers of the province of Ontario "Printed by order of the Legislative Assembly" [-1923]. "Printed by order of ... Minister of Agriculture" [1924-]. 25th, 1893- pub. by the Ontario Department of Agriculture, Toronto. 1890 -1908 reports are bound with the corresponding annual reports of the Entomological Society of Ontario. 1894 -1905 reports are bound with the corresponding annual reports of the Fruit Experiment Stations of Ontario. 1906 -1910 reports are bound with the corresponding Report of the Fruit Branch, Dept. of Agriculture, Ontario.

Annual report of the Fruit Growers' Association of Ontario, 1896

The reports are also published in the Annual report of the Department of Agriculture of the province of Ontario, and in the Sessional papers of the province of Ontario. "Printed by order of the Legislative Assembly" [-1923]. "Printed by order of ... Minister of Agriculture" [1924-]. 25th, 1893- pub. by the Ontario Department of Agriculture, Toronto. 1890 -1908 reports are bound with the corresponding annual reports of the Entomological Society of Ontario. 1894 -1905 reports are bound with the corresponding annual reports of the Fruit Experiment Stations of Ontario. 1906 -1910 reports are bound with the corresponding Report of the Fruit Branch, Dept. of Agriculture, Ontario.

Association of Professional Engineers of Ontario records, 1948-1989

The Act to establish the Association of Professional Engineers of Ontario (APEO) was passed on June 14, 1922. The creation of the APEO was part of a larger movement in Canada to license the engineering profession. At first, membership in the APEO was not mandatory in order to work as an engineer, but this changed in 1937 when the Professional Engineers Act was amended so that licensing by the APEO was required. In 1945, the initials “P. Eng.” were adopted by the APEO as the official abbreviation of the professional engineer. Many other amendments have been made over the years in order to strengthen the APEO’s ability to regulate the profession. Members of the APEO must also abide by a Code of Ethics, which emphasizes the regard for public welfare as paramount. There are currently 36 chapters of the APEO. In 1993, the APEO’s name was changed to Professional Engineers of Ontario, in part to emphasize the group’s role as a licensing body for engineers as opposed to an association of member engineers.

Association of Major Power Consumers in Ontario records, 1975-1989

The Association of Major Power Consumers in Ontario (AMPCO) was founded as the Niagara Basic Power Users' Association in the early 1960s. It was a coalition of seven companies in the chemical, pulp and paper, and abrasives industries within the Niagara region. The Association was formed to address increasing electricity rates. In 1974, the name changed to the Association of Direct Customers of Ontario. This change reflected the expansion of the regional Association to a provincial one, which grew in response to Ontario Hydro’s proposed rate increases of over 30 per cent. In 1975, the Association adopted its current name. AMPCO continues to advocate for “electricity rates that are competitive, fair and efficient, and a reliable supply of electrical energy across Ontario.”

Understanding the Intersection of Reformed Faith and Dutch Immigrant Culture in Ontario Independent Christian Schools: Principals’ Experiences and Perspectives

In the aftermath of World War II, a wave of Dutch Reformed immigrants arrived in Ontario, many of whom joined the Christian Reformed Church. Following familiar cultural patterns, history, and their Reformed Christian faith, these immigrants settled in Ontario with remarkable institutional completeness (Breton, 1964). They quickly established independent, parent-operated Christian schools across Ontario. The primary purpose of the schools was to educate children through a comprehensive biblically based school program, yet this religious purpose often intersected with a Dutch immigrant ethnic culture. Van Dijk (2001) states that “the schools were the most important organization in maintaining the religious and ethnic identity of Calvinists” (p. 66). In this qualitative study I explore the intersection of Reformed faith and Dutch Canadian immigrant ethnic culture in Christian schools through the experiential and professional lens of eight retired principals. Employing a theoretical framework informed by Berger’s (1967) Sacred Canopy, I suggest that the intersection of faith and culture was experienced in the schools and was embodied by the schools themselves. Findings point to this intersection being located in the participants’ experience of (a) Dutchness, (b) the struggle for Christian education, (c) the ties that bound the school community together, and (d) the cloud of witnesses that founded and continues to support and encourage the Christian school community. The study offers insight into a Dutch Reformed immigrant group’s experience carving out a niche for themselves on the educational landscape in Ontario. This study also offers suggestions on how Christian schools can broaden their canopy and become more ethnically and denominationally diverse in the future.

Developmental patterns of individiuals within a sensory-based learning environment in art education : insights emerging from a case study /

My research permitted me to reexamine my recent evaluations of the Leaf Project given to the Foundation Year students during the fall semester of 1997. My personal description of the drawing curriculum formed part of the matrix of the Foundation Core Studies at the Ontario College of Art and Design. Research was based on the random selection of 1 8 students distributed over six of my teaching groups. The entire process included a representation of all grade levels. The intent of the research was to provide a pattern of alternative insights that could provide a more meaningful method of evaluation for visual learners in an art education setting. Visual methods of learning are indeed complex and involve the interplay of many sensory modalities of input. Using a qualitative method of research analysis, a series of queries were proposed into a structured matrix grid for seeking out possible and emerging patterns of learning. The grid provided for interrelated visual and linguistic analysis with emphasis in reflection and interconnectedness. Sensory-based modes of learning are currently being studied and discussed amongst educators as alternative approaches to learning. As patterns emerged from the research, it became apparent that a paradigm for evaluation would have to be a progressive profile of the learning that would take into account many of the different and evolving learning processes of the individual. A broader review of the student's entire development within the Foundation Year Program would have to have a shared evaluation through a cross section of representative faculty in the program. The results from the research were never intended to be conclusive. We realized from the start that sensory-based learning is a difficult process to evaluate from traditional standards used in education. The potential of such a process of inquiry permits the researcher to ask for a set of queries that might provide for a deeper form of evaluation unique to the students and their related learning environment. Only in this context can qualitative methods be used to profile their learning experiences in an expressive and meaningful manner.

Perceptions of some teachers about the similarities and/or differences in teaching online versus in a classroom environment /

The introduction of computer and communications technology, and particularly the internet, into education has opened up some new possibilities for teaching and learning. Courses designed and delivered in an online environment offer the possibility of highly interactive and individually focussed teaching and learning experiences. However, online courses also present new challenges for both teachers and students. A qualitative study was conducted to explore teachers' perceptions about the similarities and differences in teaching in the online and face-to-face (F2F) environments. Focus group discussions were held with 5 teachers; 2 teachers were interviewed in depth. The participants, 3 female and 2 male, were full-time teachers from a large College of Applied Arts & Technology in southern Ontario. Each of them had over 10 years of F2F teaching experience and each had been involved in the development and teaching of at least one online course. i - -; The study focussed on how teaching in the online environment compares with teaching in the F2F environment, what roles teachers and students adopt in each setting, what learning communities mean online and F2F and how they are developed, and how institutional policies, procedures, and infrastructure affect teaching and learning F2F and online. This study was emic in nature, that is the teachers' words determine the themes identified throughout the study. The factors identified as affecting teaching in an online environment included teacher issues such as course design, motivation to teach online, teaching style, role, characteristics or skills, and strategies. Student issues as perceived by the teachers included learning styles, role, and characteristics or skills. As well, technology issues such as a reliable infrastructure, clear role and responsibilities for maintaining the infrastructure, support, and multimedia capability affected teaching online. Finally, administrative policies and procedures, including teacher selection and training, registration and scheduling procedures, intellectual property and workload policies, and the development and communication of a comprehensive strategic plan were found to impact on teaching online. The teachers shared some of the benefits they perceived about teaching online as well as some of the challenges they had faced and challenges they perceived students had faced online. Overall, the teachers feh that there were more similarities than differences in teaching between the two environments, with the main differences being the change from F2F verbal interactions involving body language to online written interactions without body language cues, and the fundamental reliance on technology in the online environment. These findings support previous research in online teaching and learning, and add teachers' perspectives on the factors that stay the same and the factors that change when moving from a F2F environment to an online environment.