Photograph of St. Catharines Collegiate Institute students, October 20, 1925

The origins of the St. Catharines Collegiate Institute can be traced back to the formation of the Grantham Academy on Church St. in 1829. In 1845, the name was changed to the St. Catharines District Grammar School and in 1890 the Grammar School was renamed the St. Catharines Collegiate Institute. The current site of the school on Catherine Street was built in 1923 to accommodate the increasing demand for technical education, and became known as the St. Catharines Collegiate Institute and Vocational School. The school was enlarged with additions in 1945, 1965 and 1969. In 2006, the school underwent major renovations, which were completed in 2008. It is currently a secondary school administered by the District School Board of Niagara.

St. Catharines Collegiate Institute Entrance Examination Letter

A letter from the principal of St. Catharines Collegiate Institute, A. E. Coombs, notifying the mother of Helen Smith of her examination results. Helen received honours for her entrance examination mark and the letter reads as follows: "Dear Helen, I am glad to be able to inform you that Helen Smith of 39 Church St. obtained Honours at the entrance examination with a total of 517 marks out of 650. The less fortunate H. Smith was Howard Smith of 122 Queenston St, whose name appears in the pass list. Yours truly A.E. Coombs"

St. Catharines Collegiate Institute - Literary Meeting and Presentation of Prizes

A pamphlet detailing the programme events for the Literary Meeting and Presentation of Prizes for Thursday December 22, 1921. The pamphlet includes examination results, scholarship recipients, prizes for public speaking and the annual field day results.

Entrance Examination Certificate Collegiate Institutes and High Schools of Ontario - Mary Willson

A certificate from the Collegiate Institutes and High Schools of Ontario of the Education Department of Ontario stating: "It is hereby certified that Mary Willson has passed the entrance examination required by the Education Department for admission to a Collegiate Institute or High School. Dated at Welland August 1st, 1908. Signed John W. Marshall, B.A. Inspector of Public Schools.

Allanburg Women's Institute

Members of the Allanburg Women's Institute pose for a photograph.

Allanburg Women’s Institute

Allanburg women standing and having tea.

Allanburg Women’s Institute

Members of the Allanburg Women's Institute sitting around a table.

Allanburg Women’s Institute

Members of the Allanburg Women's Institute sitting on a couch.

Allanburg Women’s Institute

Allanburg women standing and reading brochures.

Words on wisdom: perspective transformation in a "learning in retirement institute" /

In this study, 7 men and women with an average age of 77 were interviewed regarding their experience of attending courses at a Learning in Retirement Institute (LRI) in southern Ontario. The purpose was to explore the role of wisdom in the learning of these retirees. Explicit theories of wisdom developed by selected philosophers, psychologists, and religious thinkers were compared to the implicit theories of wisdom that respondents expressed. Further comparisons were drawn between these implicit theories of wisdom and the act of perspective transformation in transformative learning. Some evidence was found that the development of wisdom compares favourably to perspective transformation, especially with regards to the behavioural changes associated with critical self-reflection. Among all the respondents, those 3 LRI stude.its who had also moderated courses indicated that they had experienced the most opportunities for critical self-reflection. These 3 also expressed deep satisfaction in having been able to put their learnings to use as teachers. A recommendation of this study is that opportunities for sharing and acting upon the results of discourse within Learning in Retirement Institutes should be implemented. In the absence of evaluation, opportunities for praxis (such as coop placements) must be developed so that students can measure their success against objective criteria and hence attach meaning to their studies.

Collegiate volleyball players' need fulfillment, balance and well-being

Proponents of Basic Needs Theory (BNT; Deci & Ryan, 2002) contend that the mechanism underpinning psychological well-being is the fulfillment of basic psychological needs with their fulfillment addressed in an independent (Deci & Ryan, 2002) or balanced manner (Sheldon & Niemiec, 2006). The purpose of this investigation was to explore the associations between the fulfillment of basic psychological needs and two forms of psychological well-being, namely hedonic and eudaimonic indices. Employing purposive sampling and a cross-sectional design, collegiate volleyball players (N = 219; nfemales = 127) completed a battery of self-report instruments assessing psychological need satisfaction and well-being toward the mid-to-end portion oftheir competitive season. Aligned with BNT (Deci & Ryan, 2002) tenets and study hypotheses, results demonstrated that basic psychological need fulfillment was associated with psychological well-being in the context of volleyball. Albeit minimal, balanced need fulfillment was generally predictive of well-being indices beyond independent need contributions with suppressor effects noted. In sum, the results of the present investigation generally coincide with previous sport based BNT (e.g., Reinboth & Duda, 2006) and balanced need satisfaction (e.g., Sheldon & Niemiec, 2006) literature. Additional BNT support has been garnished and suggests that the fulfillment of the basic psychological needs for competence, autonomy, and relatedness may be targeted as the mechanisms to facilitate athletes' psychological well-being. Along with Ryan and Deci's (2007) recommendations, the outcomes of this investigation highlight the need for further empirical study ofBNT's tenets in the realm of sport including assessments of balanced need satisfaction as well as varied hedonic and eudaimonic indices.

The Effect of a Stickhandling and Puck Control (SPC) Training Intervention on SPC Skills and Wrist Shot Performance Variables in Female Collegiate Ice Hockey Players

The purpose of the study was to investigate the effect of a 16 session stickhandling and puck control (SPC) off-ice training intervention on SPC skills and wrist shot performance variables. Eighteen female collegiate ice hockey players participated in a crossover design training intervention, whereby players were randomly assigned to two groups. Each group completed 16 SPC training sessions in two conditions [normal vision (NV) and restricted vision (RV)]. Measures obtained after the training intervention revealed significant improvements in SPC skills and wrist shot accuracy. Order of training condition did not reach significance, meaning that SPC improvement occurred as a result of total training volume as opposed to order of training condition. However, overall changes in the RV-NV condition revealed consistently higher effect sizes, meaning a greater improvement in performance. Therefore, support can be provided for this technical approach to SPC training and an alternative method of challenging SPC skills.

Bradley Institute of Music fonds

1.23 m. textual records, 1 col. post card, 1 b&w post card, 116 col. photographs, 59 b&w photographs, 6 negatives, 1 metal logo, 2 photo cuts, 7 woodcuts, 1 VHS tape, 1 stamp/press, 1 guest book, 5 account books

The Cool Climate, Oenology and Viticulture Institute at Brock University

A program from Brock University which includes an overview of the plan for CCOVI, a list of the courses for each year of the undergraduate program, notes from the advisory committee, budget information, industry funding requests, and a five year financial chart for spending. The program includes photographs of individuals involved with CCOVI, including two photographs featuring Donald Ziraldo. A direct quote from Mr. Ziraldo is also included: "Education and research will build on each other when they come together in the Institute. The 'cool climate' focus will be unique and attract people world-wide".

Canadian Military Institute: Officers of the British Forces in Canada during the War of 1812-1815

There is a note in the front cover written to Mary from B. Johnston on April 22, 1942. He refers to page 73 of the book in which William Woodruff is listed as a Lieutenant and Richard Woodruff is listed as an Ensign in the Niagara District. A full text version is available at the following link: http://www.archive.org/details/officersbritish00instgoog