Receipt from T. Baxter

Receipt from T. Baxter regarding payment for strong wire work, May 4, 1876.

Meloidogne incognita (nematode) parasitism of Lycopersicon esculentum (tomato) plants : Ethylene action in susceptible and resistant host responses

Involvement of ethylene in the etiology of tomato plants (Lycopersicon esculentum) infected with the root-knot nematode (Meloidogyne incognita) was investigated. Endogenous root concentrations of ethylene were not significantly different in uninfected resistant var. Anahu and susceptible var. Vendor plants. Exposure of resistant plants to high doses of infectious nematode larvae did not affect root ethylene concentrations during the subsequent 30 day period. The possibility that ethylene may be involved in the mechanism of resistance is therefore not supported by these experiments. In no experiments did ethylene concentrations in roots of susceptible plants increase significantly subsequent to ~ incognita infestation. This result is not consistent with the hypothesis in the literature which suggests that increased ethylene production accompanies gall formation. Growth of susceptible tomato plants was affected by ~ incognita infestation such that root weights increased (due to galling), stem heights decreased and top weights increased. The possibility that alterations in stem growth resulted from increased production of 'stress' ethylene is discussed. Growth of resistant plants was unaffected by exposure to high doses of ~ incognita and galls were never detected on the roots of these plants. Root ethane concentrations generally varied in parallel with root ethylene concentrations although ethane concentrations were without exception greater. In 4 of 6 experiments conducted ethane/ethylene ratios increased significantly with time. These results are discussed in the light of published data on the relationship between ethane and ethylene synthesis. The term infested is used throughout this thesis in reference to plants whose root systems had been exposed to nematodes and does not distinguish between the susceptible and resistant response.

The condition of Niagara Falls, and the measures needed to preserve them : eight letters published in the New York Evening post, the New York tribune, and the Boston daily advertiser, during the summer of 1882 /

Appendix: Extracts from Harper's weekly, New York herald, New York tribune and the Nation.

Lived Experiences: An Exploration of Teachers' Thoughts and Feelings While Implementing an Antibullying Initiative

This qualitative case study explored elementary school teachers' lived experiences and perceptions surrounding the implementation of an antibullying program within the public school system. The purpose of this study was to share the individual stories of teachers who have implemented an antibullying initiative and how their journey into the bullying phenomenon changed their personal beliefs, their students, and their school climate. Five elementary school teachers (3 female, 2 male) from 5 different public schools in a southwestern region of Ontario completed 8 closed-ended questions and participated in l-on-l semistructured interviews. All 5 teachers had implemented the "Imagine ... A School Without Bullying" initiative or were involved with its predecessor the "Good Kid Sid" pilot project. The interviews were audiotaped and transcribed. The data were coded, and broad themes were reduced to a smaller number of topics where a more in-depth analysis occurred. Findings showed that reports of bullying existed at each of the schools. All 5 teachers felt their initiative was making a positive difference in their school; however this did not come without some resistance from staff. A common finding heard from all of their stories was the need for more time. Implications for antibullying initiatives are discussed, and advice to anyone beginning an antibullying initiative is offered by each of the 5 teachers involved in this study.

Ties From My Father: Personal Narrative as a Tool for Engaging Teenagers and Social Service Practitioners

The purpose of this project is to provide social service practitioners with tools and perspectives to engage young people in a process of developing and connecting with their own personal narratives, and storytelling with others. This project extensively reviews the literature to explore Why Story, What Is Story, Future Directions of Story, and Challenges of Story. Anchoring this exploration is Freire’s (1970/2000) intentional uncovering and decoding. Taking a phenomenological approach, I draw additionally on Brookfield’s (1995) critical reflection; Delgado (1989) and McLaren (1998) for subversive narrative; and Robin (2008) and Sadik (2008) for digital storytelling. The recommendations provided within this project include a practical model built upon Baxter Magolda and King’s (2004) process towards self-authorship for engaging an exercise of storytelling that is accessible to practitioners and young people alike. A personal narrative that aims to help connect lived experience with the theoretical content underscores this project. I call for social service practitioners to engage their own personal narratives in an inclusive and purposeful storytelling method that enhances their ability to help the young people they serve develop and share their stories.