Perceptions of leadership in adolescent girls, members of the Girl Guides of Canada

Twenty-eight young women who were members of the Girl Guides of Canada as Rangers and Cadets from a convenience sample chose to participate in this case study. They were from four separate locations in Southern Ontario. The interviews and observations at unit meetings allowed an indepth look into the perceptions of leadership of these young women. The amount of time observing and interacting with each participant provided a snapshot of what they thought and how they responded to the questions asked at that particular time. Each girl responded to the question, "Are you a leader?" They then gave examples of their own leadership and described leaders they knew. Their responses are reported in relation to their definitions. Their identifications of effective and ineffective leaders were examined, as well as their views of the best and worst things a leader can do. This information is reported by unit, as some patterns in their responses emerged which were unique to each group. The responses of all of the girls to the leadership of Guiders, Rangers and Cadets and the hypothetical effect of male leaders and male Rangers in Guiding are reported. For these, the participants' views were sorted based on the common themes/ and regardless of their group affiliation, since many of the same themes emerged when examining these questions. The information collected was extensive and allowed for trends and parallels to become evident 0 All of the participants identified themselves as leaders. A diversity of views exists in their perceptions of leadership. For many, age makes a difference in leadership. The majority identified the single-sex aspect of the organization as comfortable and stated that it should remain so. Gender profoundly affects who is listened to and what opportunities are available.

Detectives and Superheroes: A Pilot Study Teaching Flexible Thinking in Social Situations to a Child with High Functioning Autism

Complex social-cognitive deficits are common in individuals diagnosed with high functioning autism and Asperger syndrome. Research on effective and evidence-based social interventions is needed for this population. This study focused specifically on the challenges these individuals face with respect to flexible thinking and related flexible behaviour in social situations. Madrigal and Winner's (2008) Superflex curriculum - targets social flexibility, however at the time of this study no published research had been conducted to determine the effectiveness of this approach. This study was a pilot study, which sought to examine the impact of the Superflex curriculum within a 10-week training program in teaching one individual with high functioning autism how to think and behave flexibly in social situations. Multiple measurement tools were utilized, and analyses within and across the measures revealed inconsistencies, especially with respect to generalization. Although preliminary, this study provided valuable information for subsequent research.

Imagery, Technology, and Remote Adult Aboriginal Teacher Candidates: A Brock University Pilot Project

The aim of this thesis is to explore the relationship between imagery, technology, and remote adult Aboriginal teacher candidates through the computer software Elluminate Live. It focuses on the implications that the role imagery plays in third generation distance education with these learners and the new media associated therein. The thesis honours the Medicine Wheel teachings and is presented within this cyclical framework that reflects Indigenous philosophies and belief systems. In accordance, Sharing Circle as methodology is used to keep the research culturally grounded, and tenets of narrative inquiry further support the study. Results indicate there are strong connections to curricula enhanced with imagery—most notably a spiritual connection. Findings also reveal that identity associated to geographical location is significant, as are supportive networks. Third generation distance education, such as Elluminate Live, needs to be addressed before Aboriginal communities open the doors to all it encompasses, and although previous literature peers into various elements, this study delves into why the graphical interface resonates with members of these communities. Of utmost importance is the insight this thesis lends to the pedagogy that may possibly evoke a transformative learning process contributing to the success rate of Aboriginal learners and benefit Aboriginal communities as a whole.

Girl Guides Certificate, 1915

A certificate enrolling Helen Smith as a B.P. Girl Guide, 2nd Company, 17 June 1915. Three proficiency badges are marked off as achieved.

Article - "Senior Commercial Pilot's Licence For Mrs. Rungeling", 1954

The article discusses the recent acquisition of a senior commercial pilot's licence for Mrs. Dorothy Rungeling. She is one of only three women, at the time, to hold this licence. The process for acquiring the licence is described, "Before acquiring the senior commercial pilot's licence, Mrs. Rungeling was required credit of a minimum of 700 hours in the air...of the required 25 hours of night flight, 10 had to be cross-country. She began her preparations for the exams in February of the present year and completed them in May".

Girl Guides Pin

A Canadian Girl Guides pin presented to H.K. Woodruff to commemorate his presentation of a house to the Girl Guides of St. Catharines.

Letter (unsigned) to F. Hincks which was enclosed with 17 pounds for the pilot with subscription list

Letter (unsigned) to F. Hincks which was enclosed with 17 pounds for the pilot with subscription list, March 14, 1846.

Subscription list for the pilot

Subscription list for the pilot, March 14, 1846.

Letter to Mr. Highman and Mr. Donaghue in which Mr. Harding in enclosing 3 pounds as a subscription for the pilot

Letter to Mr. Highman and Mr. Donaghue in which Mr. Harding in enclosing 3 pounds as a subscription for the pilot. This is initialed by S.D. Woodruff, May 12, 1848.