Narratives of Experience in Education: Living and Working Through Poverty in a Rural Community

In this study, I use my own experiences in education as a former elementary student, research assistant, and as a current secondary school teacher, to examine how living in a marginalised rural community challenged by poverty affected my formal education. The purpose of this study was to use stories to: (a) explore my formative elementary education growing up in a community that was experiencing poverty, and; (b) to examine the impact and implications of these experiences for me as a teacher and researcher considering the topic of poverty and education. This study used narrative inquiry to explore stories of education, focusing on experiences living and working in a rural community. My role in the study was both as participant and researcher as I investigate, through story, how I was raised in a marginalised, rural community faced with challenges of poverty and how I relate to my current role as a teacher working in a similar, rural high school. My own experiences and reflections form the basis of the study, but I used the contributions of secondary participants to offer alternative perspective of my interpretation of events. Participants in this study were asked to write about and/or retell their lived stories of working in areas affected by challenging circumstances. From my stories and those of secondary participants, three themes were explored: student authorship, teaching practice, and community involvement. An examination of these themes through commonplaces of place, sociality and time (Connelly and Clandinin, 2006) provide a context for other educators and researchers to consider or reconsider teaching practices in school communities affected by poverty.

Receipt from Chatfield and Neelon, St. Catharines for freezer, glass globe and fixtures

Receipt from Chatfield and Neelon, St. Catharines for freezer, glass globe and fixtures, July 1, 1887.

Predicting performance on fluid intelligence from speed of processing, working memory, and controlled attention

Fluid inteliigence has been defined as an innate ability to reason which is measured commonly by the Raven's Progressive Matrices (RPM). Individual differences in fluid intelligence are currently explained by the Cascade model (Fry & Hale, 1996) and the Controlled Attention hypothesis (Engle, Kane, & Tuholski, 1999; Kane & Engle, 2002). The first theory is based on a complex relation among age, speed, and working memory which is described as a Cascade. The alternative to this theory, the Controlled Attention hypothesis, is based on the proposition that it is the executive attention component of working memory that explains performance on fluid intelligence tests. The first goal of this study was to examine whether the Cascade model is consistent within the visuo-spatial and verbal-numerical modalities. The second goal was to examine whether the executive attention component ofworking memory accounts for the relation between working memory and fluid intelligence. Two hundred and six undergraduate students between the ages of 18 and 28 completed a battery of cognitive tests selected to measure processing speed, working memory, and controlled attention which were selected from two cognitive modalities, verbalnumerical and visuo-spatial. These were used to predict performance on two standard measures of fluid intelligence: the Raven's Progressive Matrices (RPM) and the Shipley Institute of Living Scales (SILS) subtests. Multiple regression and Structural Equation Modeling (SEM) were used to test the Cascade model and to determine the independent and joint effects of controlled attention and working memory on general fluid intelligence. Among the processing speed measures only spatial scan was related to the RPM. No other significant relations were observed between processing speed and fluid intelligence. As 1 a construct, working memory was related to the fluid intelligence tests. Consistent with the predictions for the RPM there was support for the Cascade model within the visuo-spatial modality but not within the verbal-numerical modality. There was no support for the Cascade model with respect to the SILS tests. SEM revealed that there was a direct path between controlled attention and RPM and between working memory and RPM. However, a significant path between set switching and RPM explained the relation between controlled attention and RPM. The prediction that controlled attention mediated the relation between working memory and RPM was therefore not supported. The findings support the view that the Cascade model may not adequately explain individual differences in fluid intelligence and this may be due to the differential relations observed between working memory and fluid intelligence across different modalities. The findings also show that working memory is not a domain-general construct and as a result its relation with fluid intelligence may be dependent on the nature of the working memory modality.

Letter to S.D. Woodruff from George C. Flint and Co.

Letter to S.D. Woodruff from George C. Flint and Co., Upholsterers and Furniture Manufacturers of New York regarding items such as mantle glass, cornices and fabrics. They have enclosed a handwritten price list with this letter (4 pages, handwritten), Sept. 13, 1876.

A survey of attitudes of agricultural society leaders toward leadership development education

It was the purpose of this study to investigate attitudes toward leadership development education of one client group served by the ontario Ministry of Agriculture and Food. The survey, answered by 175 participants, attempted to answer the following questions: (a) What is a common definition of leadership?, (b) What leadership concepts are important to leadership development education? and, (c) What are client attitudes toward leadership development education? A descriptive research approach was used and the data were analyzed according to a model developed by Colaizzi. Concept maps were developed under the broad areas of: (a) Developing leader qualities; (b) Past experiences that developed leadership skills that worked on the jOb; (c) Leadership skills developed from present day positions; and (d) How leadership skills may be developed in future situations. A description of the dynamics of leadership development was written and the essential dynamics of leadership skill development in one volunteer organization was described. This study supports the linkages perspective of leadership within voluntary organizations developed by Vandenberg, Thullen and Fear (1987). The linkages perspective consists of three major components: perception, property and process. As a perception, leadership is the set of beliefs each group member holds regarding the behaviours and qualities characteristic of effective leaders. As a property, leadership represents the qualities attributed by group members to persons perceived as effectively (or potentially) influencing the goal achievement process. As a process, leadership involves the use of non-coercive influence to facilitate group accomplishment of valued goals. Leadership concepts important for development in a leadership development education program related to personal, organizational and societal development. The top five concepts in terms of rank order are communicating effectively, forming and working with groups, working creatively (tie), developing followers, managing meetings, directing projects or activities, understanding financial matters, managing negotiations (tie), developing resources and understanding and developing oneself (tie). Several recommendations are relevant for extension personnel as educators. Theoretical concepts on leadership need to be shared to extension practitioners involved in leadership development. currently used teaching materials for leadership development should be evaluated to see if they include concepts from preferrred theoretical leadership perceptions.

Monte Carlo study of the XY-model on quasi-periodic lattices

Monte Carlo Simulations were carried out using a nearest neighbour ferromagnetic XYmodel, on both 2-D and 3-D quasi-periodic lattices. In the case of 2-D, both the unfrustrated and frustrated XV-model were studied. For the unfrustrated 2-D XV-model, we have examined the magnetization, specific heat, linear susceptibility, helicity modulus and the derivative of the helicity modulus with respect to inverse temperature. The behaviour of all these quatities point to a Kosterlitz-Thouless transition occuring in temperature range Te == (1.0 -1.05) JlkB and with critical exponents that are consistent with previous results (obtained for crystalline lattices) . However, in the frustrated case, analysis of the spin glass susceptibility and EdwardsAnderson order parameter, in addition to the magnetization, specific heat and linear susceptibility, support a spin glass transition. In the case where the 'thin' rhombus is fully frustrated, a freezing transition occurs at Tf == 0.137 JlkB , which contradicts previous work suggesting the critical dimension of spin glasses to be de > 2 . In the 3-D systems, examination of the magnetization, specific heat and linear susceptibility reveal a conventional second order phase transition. Through a cumulant analysis and finite size scaling, a critical temperature of Te == (2.292 ± 0.003) JI kB and critical exponents of 0:' == 0.03 ± 0.03, f3 == 0.30 ± 0.01 and I == 1.31 ± 0.02 have been obtained.

The efficacy of cognitive retraining of attentional deficits for a client who has schizophrenia

The purpose of this study was to assess the efficacy of the Process Specific Approach to cognitive rehabilitation for a client with schizophrenia who has attentional deficits. The study was a single case experimental design which followed a variation of the multiple baseline approach. Prior to training of the attentional deficit, multiple baseline assessments were completed. These included an ov:erview of the sUbject's information processing ability, random measures of attention and a genera.l level of functioning in living, learning and working environments. During the re-training, attention tests were administered at the completion of each attention component. A general functional evaluation through interviews and a measure of information processing ability were. completed after the re-training was concluded. The results of the study demonstrate a significant i'mprovement in attention and memory measures. Qualitative data indicate si·gni.ficant others observed improvements in performance in r livi'ng, learning and working environments. The results suggest this approach to cognitive rehabilitation was effective with this subject and further research to establish generalizability is recommended.

Michael Hogue fonds

Michael H. [Henry] Hogue (1878-1963) was the son of Lemuel and Frances Hogue of Wainfleet Township, Welland County. In 1901 Michael Hogue was married to Margaret Case and they had five sons, William, Lemuel, Harry, Ross and Frank. In the 1911 Census of Canada he is residing in Welland and working as a blacksmith for Howard H. Lymburner. At Lymburner’s retirement, Hogue purchased the business and moved it from 15 Niagara Street, Welland to 12 Frazer Street, Welland. Mr. Hogue’s blacksmith activities included work with various industries in Welland including the expansion of blacksmithing work into the automobile industry. Mr. Hogue also worked for subcontractors Canadian Dredge & Dock and G.L. Campbell. These jobs included work related to the Welland Ship Canal in 1923. The business ceased operation in 1956.

Inniskillin fonds, 1970-2014, n.d.

Inniskillin Wines was founded by Karl Kaiser and Donald Ziraldo in 1975 in Niagara-on-the-Lake, Ontario. They had met the previous year, when Karl Kaiser, a winemaker and chemist, purchased some grapes from Donald Ziraldo, who owned and operated Ziraldo Nurseries. The two shared a vision of producing better quality Canadian wines and formed a partnership, with Kaiser making the wine and Ziraldo serving as company President. In 1975, they were granted a winery license by the LCBO, the first one granted since 1929. The company name Inniskillin was derived from the Inniskilling Fusilliers, an Irish regiment whose Colonel once owned the land that Ziraldo Nurseries occupied. This was the original site of the winery, although in 1978 the winery moved to the Brae Burn Estate, their current location. In 1982 the winery expanded by 50 acres with the addition of the Montague Vineyard, and another 50 acres was acquired in 1991. The Niagara-on-the-Lake vineyard produces single vineyards bottlings of Chardonnay, Pinot Noir, Merlot and Pinot Grigio/Pinot Gris. In 1984, Karl Kaiser began producing icewine from Vidal grapes frozen naturally on the vine. Inniskillin garnered international acclaim for the quality of their icewines, receiving the prestigious Grand Prix d’Honneur at VinExpo in 1991, for their 1989 Vidal icewine. This established Inniskillin as a producer of world class wines, while also raising the profile of Canadian wines in general. The company branched out their operations, first acquiring vineyards in the Napa Valley in 1989 to form Inniskillin Napa (producing wines under the Terra label), and in 1994 establishing Inniskillin Okanagan in the Okanagan Valley in British Columbia. The Napa valley venture ceased in the mid 90’s, while Inniskillin Okanagan continues to operate. In 2006, Karl Kaiser and Donald Ziraldo left Inniskillin. Kaiser retired, while Ziraldo became chair of the Vineland Research and Innovation Center (2006-2011), and remains involved in the wine industry. In 2007, Bruce Nicholson joined Inniskillin as winemaker. Nicholson continues to produce award-winning wines under the Inniskillin label, receiving the top award, the Premio Speciale Gran Award, at Vinitaly 2009 for his 2006 Gold Vidal and his 2006 Sparkling Vidal Icewine. In 2012, he received several awards for the 2008 Riesling Icewine, including gold at the International Wine and Spirits Competition in London, UK, the San Francisco International Wine Championships, and Selections Mondials des Vins Canada.

Teaching Tips from a Recovered Autistic

An article by Grandin sharing tips for teaching and working with autistic children. The focus is on: Structured Environment, Learning to Talk, Rhythm, Sensory Problems, Reducing Arousal, Tactile Stimulation, Fixations, Visual Thinking. The conclusion of the article reads "I cannot over emphasize the important role that good teachers and therapists play in enabling autistics to lead a fuller life. A good autism program needs dedicated people and should use a variety of treatment methods in combination with an intense structured environment".

Hardcover notebook with the name Margaret J. Woodruff inside the front cove

Hardcover notebook with the name Margaret J. Woodruff inside the front cover. The notebook contains lists of items such as china, glass, silver and pewter. Farther on in the book there are names of various women connected with lists of items. Some of the pages are torn out, 1910.

Insurance Policy from the Quebec Fire Assurance Company to Mr. Joseph Power Bradley

Insurance Policy from the Quebec Fire Assurance Company to Mr. Joseph Power Bradley for his household furniture, linen wearing apparels, glass, earthenware and printed books in a house occupied as a dwelling and belonging to Joseph Legare Junt in the town of Quebec, Oct. 10, 1830