Annual report of the Ontario Department of Mines.

Pts. and vols. have distinctive titles.

Annual report of the Ontario Department of Mines.

Issued by the Bureau of Mines, 1891-1919; by the Dept. of Mines, 1920-1970

Researches on cobalt and cobalt alloys, conducted at Queens university, Kingston, Ontario, for the Mines branch of the Department of mines.

"No. 259, 309, 334, 411, 413."

Bulletin / Ontario Department of Agriculture.

208-226

Bulletin / Ontario Department of Agriculture.

146-168

Annotated list of publications of the Department of mines of the province of Quebec, 1883-1944.

Mode of access: Internet.

Report of the Department of Mines for the fiscal year ending ...

Contains the Annual report of the Geological Survey, Victoria Memorial Museum, Mines Branch, Explosives Division, Editorial Division, Accounting Division and Administrative Division.

Annual report of the Department of Mines and Minerals, Commonwealth of Kentucky.

Mode of access: Internet.

Annual report of the Statistics Branch, Ontario Department of Agriculture.

Issues for 1929- published as: Sessional paper of the Legislative Assembly, no.22-

Annual report - Ontario Dept. of Labour.

Vols. for 1919/20-1933/34, report year ends Oct. 31; for 1934/35-1970/71, March 31.

Reports of the Inspectors of Mines of the Anthracite and Bituminous Coal Regions of Pennsylvania

Part V of the report of the Department of Internal Affairs

Report.

Beginning with vol. 7 the date on the title page is a year later than the period covered by the report.

Geological reconnaissance of a portion of Algoma and Thunder bay districts, Ontario,

Appendices: I. Notes on some fossils from the Cambro-Silurian and Silurian rocks of the Albany river drainage system in northwestern Ontario, by J. F. Whiteaves.--II. Lists of insects, by J. F. Fletcher.

Report on the British Society of Rheology mid-winter meeting on The Rheology of Foams and Emulsions, Royal School of Mines, Imperial College, London 10th - 11th December 2007

S.J. Cox, S. Neethling and H. Wilson (2008) British Society of Rheology mid-winter meeting on The Rheology of Foams and Emulsions. Applied Rheology 18:93-95

A study of self-directed learning at an Ontario college of applied arts and technology

Ontario Colleges of Applied Arts and Technology (CAATs) are currently in the process of restructuring to ensure quality, accountability, and accessibility of college education. References to learner involvement and self-directed learning are prevalent. "Alternative delivery" and "paradigm shift" are current buzzwords within the Ontario CAAT system as an environment is created supportive of change. Instability of funding has also dictated a need for change. Therefore, a focus has become quality of learning with less demand on public resources. This qualitative case study was conducted at an Ontario CAAT to gather descriptive, perceptual data from post-secondary community college educators who were identified as supportive of self-directed learning and from post-secondary, traditional-aged college students who were perceived by their educators to be selfdirected learners. This college was selected because of initiatives to modify its academic paradigm to encourage what was reputed in the Ontario CAAT system to be self-directed learning. The purpose of this study was to investigate how postsecondary, traditional-aged college students and their educators perceive self-directed learning as part of the teaching-learning experience within a community college setting. Educator participants of the study were selected based on the results of a teaching and learning survey intended to identify educators supportive of self-directed learning. A total of 317 surveys were distributed to every full-time educator at the sample college; 192 completed surveys were returned for a return rate of 61 %. Of these, 8% indicated instructional beliefs and values supportive of self-directed learning. A purposive sample of six educators was selected using a maximulp variation sampling strategy. A network selection sampling strategy was used to select a purposive sample of seven post-secondary students who were identified by the sample educators as selfdirected learners. The results of the study show that students and educators have similar perspectives and operating definitions of self-directed learning and all participants believe they either practice or facilitate self-directed learning. However, their perspectives and practices are not consistent with the literature which emphasizes learner autonomy or control in course structure and content. A central characteristic of the participants represented in this study is the service-oriented professions with which each is associated. Experientiallearning opportunities were highly valued for the options provided in increasing learner independence and competencies in reflective practice. Although there were discrepancies between espoused theory and theory in practice in terms of course structure, the process of self-directed learning was being practiced and supported outside the classroom structure in clinical settings, labs and related experiences.