Steel Framework

Some of the steel framework goes up during construction.

Steel Reinforcing Bars

Steel reinforcing bars used in the construction of the walls for the Aquatic Centre.

Measuring curriculum integration in the junior grades: the design of an instrument

This study \Alas initiated in response to the Junior Division Review (1985) publ ished by the Ministry of Education for the Province of Ontario. Curriculum integration is an element used within the educational paradigm designed by the Ontario Ministry of Education. It is a term frequent1y verbal ized b>' educators in this province, but because of 1 imi ted resource support regarding this methodology, it was open to broad interpretation resulting in an extreme v ar i at i on i nit simp 1 eme n tat i on • I n de ed, the Min i s try intimated that it was not occurring to any significant degree across the province. The objective of this thes is was· to define integration in the junior classroom and de-:.ign a meas.ur·ement in-:.tr-ument which would in turn high 1 i gh t indicators of curriculum integration. The :.tudy made a prel iminary, field-based survey of educa tiona 1 professionals in order to generate a relevant description of integrated curr-iculum programm i ng as def i ned in the j un i or classroom. The description was a compilation of views expressed by a random selection of teachers, consultants, supervisory officers and principals. The survey revea 1 ed a much more comprehens i ve vi et·<,l of the attributes of integrated programming than tradition would dictate and resulted in a functional definition tha t was broader than past prac t ices. Based on the information generated by this survey, an instrument ou t 1 in i ng program cr iter i a of was devised. an integrated junior cla~·sroom Th i s measuremen t i nstrumen t , designed for all levels of educators, was named uThe Han~.son I nstrumen t for the Measuremen t of Program Integrat ion in the Jun i or Cl assroom". It refl ected five categories intrinsic to the me thodol ogy of integration: Teacher Behaviour, Student Behaviour, Classroom Layout, Cl as~·r oom Environment and Progr amm i ng. Each category and the items therein were successfully tested in val idi ty and rel iabi 1 i ty checKs. Interestingly, the individual class was found to be the major variable programming in in the measuremen t the j un i or d i vis i on • of The integrated instrument demonstrated potential not onl)' a~· an initial measure of the degree of integrated curriculum, but as a guide to strategies to implement such a methodology.

The link between extracurricular activities and academic achievement for youth in grades 5 and 7 /

This study examined the link between involvement in extracurricular activities and academic success for 504 youth in grades 5 and 7, using the first-year survey data from a longitudinal study conducted by Youth Lifestyle Choices-Community University Research Alliance (YLC-CURA). Specifically, the study investigated whether a linear or curvilinear relation existed between extracurricular activities and academic achievement for both in- and out-of-school activities. It was hypothesized that stress may be a possible mediator in the link between extracurricular activities and achievement Results indicated that students in grades 5 and 7 were involved in club and sport activities both inside and outside of school at fairly equal fi-equencies, with a mean frequency of approximately once a month. The hypothesis that a positive relation j between in- and out-of-school extracurricular activities and achievement was supported. The hypothesis that a curvilinear relation would exist between extracurricular activities and achievement was only supported for out-of-school activities. This finding supports the argument that too much or too little involvement in out-of-school activities is related negatively to a student's academic success; however, a moderate amount of involvement appears to be positive. The hypothesis that there would be a relation between involvement in extracurricular activities and stress level for both in-school and out-ofschool activities was not supported. Results were discussed in terms of educational implications and community resources for extracurricular activities.

Motivational differences in science course enrolment shown by males and females in grades 9 through OAC

A sample of 1,345 students enrolled in advanced-level science courses from Grades 9 through OAe was surveyed in order to gain perspective into the existence of motivational differences attributing to science course enrolment by gender. Records of enrolment were examined in order to detect patterns and trends. A questionnaire was devised and piloted. It measured five motivational variables - demographics, science and science-related experiences, science ability and attitudes, impressions about women in science, and importance of science and science-related skills. The students also provided some impressions about the image of scientists. Results of the questionnaire were analyzed for frequency of responses and for significant gender differences using the chi-square. Differences were found to exist in the areas of science anxiety as it relates to testing and oral participation; in motivation generated by the performance of extra-curricular science and science-related activities, and by the classroom environment; in impressions of women in science; in the importance of science skills, and in the area of teacher influence. The study also showed a differential enrolment of females, with an emphasis on biology and chemistry. The males were enrolled in courses of physics and chemistry. The findings lead to numerous suggested strategies and programs for encouraging the participation of females in science education and careers.

Anxiety-Related Disorders in Primary-Junior Grades (K-3): Teacher Perceptions and Knowledge

This study used a descriptive case study design to analyze teachers’ experiences of anxiety-related conditions and emotions in the primary-junior grades (K-3). The study sought to examine (a) educators’ perceptions of anxiety conditions and how such interpretations influence their teaching practice; (b) teachers’ knowledge of the diagnostic processes, symptomology, and emotions related to anxiety disorders; (c) primary teachers’ knowledge of and experience with emotional regulation strategies and therapeutic approaches for anxiety; and (d) additional strategies and knowledge that should be available to help students. The study adopted Bronfenbrenner’s (1986) Ecological Model to frame participants’ experiences and perspectives, as well as the impact of several factors (e.g., school, home) and individuals (e.g. teachers, parents, students) on students’ anxiety and the participants’ perspectives. Through in-person interviews, participants shared their experiences with and knowledge about students in their teaching practice who had experienced anxiety-related conditions and emotions. Four major themes emerged from the data: symptoms and situational contexts; knowledge of strategies and interventions; understanding and perspectives of students; anxious emotional responses; and challenges. The study contributes to the literature by providing the real-life perspectives and experiences of primary-junior teachers (K-3) related to students experiencing anxiety. The study provides further information for educators, administrators, and research regarding any additional support and knowledge that should be implemented to further assist educators and students in regards to anxiety.

Exploring the Current State of Grades 4 to 8 Science Education in Ontario

This study sought to explore the current state of Grades 4 to 8 science education in Ontario from the perspective of Junior/Intermediate (J/I) teachers. The study’s methodology was a sequential 2-phased mixed methods explanatory design denoted as QUAN (qual)  qual. Data were collected from an online survey and follow-up interviews. J/I teachers (N = 219) from 48 school boards in Ontario completed a survey that collected both quantitative and qualitative data. Interviewees were selected from the survey participant population (n = 6) to represent a range of teaching strategies, attitudes toward teaching science, and years of experience. Survey and interview questions inquired about teacher attitudes toward teaching science, academic and professional experiences, teaching strategies, support resources, and instructional time allotments. Quantitative data analyses involved the descriptive statistics and chi-square tests. Qualitative data was coded inductively and deductively. Academic background in science was found to significantly influence teachers’ reported level of capability to teach science. The undergraduate degrees held by J/I science teachers were found to significantly influence their reported levels of capability to teach science. Participants identified a lack of time allocated for science instruction and inadequate equipment and facilities as major limitations on science instruction. Science in schools was reported to be of a “second-tiered” value to language and mathematics. Implications of this study include improving undergraduate and preservice experiences of elementary teachers by supporting their science content knowledge and pedagogical content knowledge.

Steel Bridge View

The description reads "(1) General view of the Falls from the New Steel Bridge - 'Maid of the Mist' at landing - Niagara, U.S.A.". The reverse reads similar "General view from Suspension Bridge, Niagara Falls, U.S.A.".

View of Falls from Steel Bridge, Niagara, U.S.A.

The description of the image reads "(4)-8972-General view of Falls from new steel bridge - Maid of the Mist at landing - Niagara, U.S.A." The reverse of the image includes the description, "We are standing on the new steel bridge over Niagara River, 190 feet above the water and looking a little west of south, up the river towards Lake Erie. The high cliff at the extreme left, on the American side, is Prospect Point, where a crowd is gathered at this moment to view the Falls that we see just beyond Prospect Point. That dark, tree-covered mass of rock beyond is Goat Island; and just this side of Goat Island we see a bit of its precipice has been cut off separate from the rest by the powerful current of the waters - the smaller portion is Luna Island, and the Luna Falls go pouring down between the two islands. The face of the precipice curves inward beneath the Luna Falls leaving behind the 160 foot sheet of water the unearthly hollow known as the Cave of the Winds. Beyond Goat Island we see the gigantic curve of the Horseshoe Falls, 3,010 feet long and 158 feet high, reaching around through the clouds of spray to the farther Canadian shore. (The boundary line between British and American territory is in mid-stream.) It has been estimated that every minute 375,000 tons of water pour over these Horseshoe Falls, and they are wearing away the cliffs, moving back up the stream at the rate of 2.4 feet per year. It was probably only about a thousand years ago that they took their plunge just about where we stand now. Down there below us, at the wharf is the Maid of the Mist at the American landing taking on passengers who have come down the steep bank by the inclined railway. Its course takes it through those clouds of spray almost to the very foot of both Falls, - waters falling from 167 feet overhead, and water surging at least as many feet deep under the staunch little vessel. See special 'keyed' maps of Niagara pub. by Underwood and Underwood, also the Niagara Book by Mark Twain, W.D. Howells and others."

'Art is the New Steel': Marketing Creative Urbanism in Twenty-First Century Hamilton, Ontario

As a major manufacturing hub in southern Ontario, Hamilton enjoyed considerable economic stability during the twentieth century. However, like most industrial-based cities, Hamilton’s role as a North American manufacturing producer has faded since the 1970’s. This has resulted in dramatic socio-economic impacts, most of which are centered on the inner city. There have been many attempts to revive the core. This includes Hamilton’s most recent urban renewal plans, based upon the principles of Richard Florida’s creative city hypothesis and Ontario’s Places to Grow Act (2005). Common throughout all of Hamilton’s urban renewal initiatives has been the role of the local press. In this thesis I conduct a discourse analysis of media based knowledge production. I show that the local press reproduces creative city discourses as local truths to substantiate and validate a revanchist political agenda. By choosing to celebrate the creative class culture, the local press fails to question its repercussions

Indenture between Jacob Thomas Nottle and George Steel

Indenture of assignment of mortgage between Jacob Thomas Nottle, land agent of Hamilton and George Steel of the Village of Romoka in the County of Middlesex regarding a parcel of land in the village of Romoka composed of Lot no. 17 in Block U. Robert Telfer granted to Ira Spalding these lands and premises subject to payment of principal money and interest (2 copies), June 18, 1874.

Letter to S.D. Woodruff from A. Jeffrey importer of Hardware, Iron, Steel, and Window Glass of St. Catharines, Ont.

Letter to S.D. Woodruff from A. Jeffrey importer of Hardware, Iron, Steel, and Window Glass of St. Catharines, Ont. A. Jeffrey says that he will be able to supply Mr. Woodruff with glass and iron pipe, June 7, 1875.

Letter to S.D. Woodruff from A. Jeffrey importer of Hardware, Iron, Steel, and Window Glass of St. Catharines, Ont.

Letter to S.D. Woodruff from A. Jeffrey importer of Hardware, Iron, Steel, and Window Glass of St. Catharines, Ont. regarding breakage and freight, June 23, 1875.

Receipt from A. Jeffrey importer of Hardware, Iron, Steel, Nails and etc

Receipt from A. Jeffrey importer of Hardware, Iron, Steel, Nails and etc. regarding payment received on glass panes, Nov. 12, 1875.