Vitae sancti

Agericus Virdunensis (71). Aigulfus (134v). Albanus (220). Alexander episcopus et m. (184v). Amancius (212v). Ambrosius Caturcensis (69). Andreas (140). Antidius Bisuntinus (79). Attalus abbas (63). Augustinus (228v). Baomirus (211v). Benedicta (283). Bonifacius (35). Calixtus (286v). Cantius, Cantianus et Cantianilla (252). Caraunus (19). Carilefus (188). Catherina (173). Chrisantus et Daria (199). Christina (221). Ciricus et Julita (44v). Clemens (255v). Crispinus (293v). Decem millia mart. (52). Desiderius Lingonensis (1). Donatianus et Rogatianus (2v). Ebrulfus abbas (168). Eulalia (239v). Eusebius presb. (215). Felix et Adauctus (228). Felix papa et m. (214v). Ferreolus et Ferrutio (218). Fides (275v). Fides, Spes et Garitas (199v). Florentinus (95). Fotinus et Blandina (26v). Fronto (295v). Germanus Parisiensis (14, 87). Gervasius et Protasius (48). Gildardus (112v). Herasmus (31v). Honorina (195v). Isicius (210v). Januarius (288v). Julianus et Basilissa (203). Justina et Ciprianus (262). Lambertus (242). Leonardus (303v). Lucas (253v, 291). Lupus Senonensis (184). Machutus (173v). Maiolus (107). Marcellus m. (57v). Marcellus papa (224v). Mauricius (205v, 248v, 256). Maxentius (56). Maximinus (22v). Maximus m. (86v). Medardus (38). Mennas (312). Nicolaus (99, 162v). Pachomius (116v). Parthenius et Calocerus (217). Petrus m. et episcopus (203). Piaton (273v). Quintinus (202, 298v). Sabina (227v). Sanso (149v). Saturninus (161). Sergius et Bachus (277v). Symphorianus (254v). Thecla (208v, 261). Theobaldus (59v). Urbanus Lingonensis (65v). Urbanus papa (5). Valerius Lingonensis. (83).

Vitae sanctorum

Adrianus m. (23v). Alexis (233v). Ambrosius (134). Andreas (92). Audoenus (140v). Aurea (63v). Bartholomeus (2). Bricius (83v). Cecilia (84). Chrisancius et Daria (202). Clemens m. (89v). Clodowaldus (20v). Columba (212). Cornelius papa (34v). Cosmas et Damianus (44). Crucis exaltatio (33). Cyprianus episcopus Carthaginensis (35). Egidius (17v). Eligius (156). Eufemia (35v, 242). Eufrorisa (212v). Eugenia (206). Eulalia (211). Eustachius (199). Evurcius (142). Exuperius (138). Felix et germana ejus Regula (237v). Franciscus (176). Fuscianus, Gencianus et Victoricus (162v). Genovefa (145). Georgius, Aurelius et Natalia (4v). Gorgonius (30). Grisogonus (91). Guillelmus archiepiscopus (107). Hilarius Pictavensis auctore Fortunato (111). Katherina (150). Jacinthus m. (33). Jeronimus (47v). Johannes Baptiste decollatio (9). Julianus m. (223v). Laurentius conf. auctore Johanne Cardinali (188). Leodegarius m. (58v). Lucia (164). Lupus episcopus (15v). Macra (222v). Maglorius (68v). Marcellus episcopus (80). Marie nativitas (28v). Maria Egyptiaca (246v). Martina (215v). Matheus (39). Mauricius (42v). Medericus (12). Michael (46). Nicolaus episcopus (94). Pantaleo (238). Pelagia (235). Quintinus (77v). Remigius (51). Sabina (245). Simeon (220v). Simon et Judas (74). Sulpicius (122). Theodorus (82). Thomas Cantuariensis (165v). Thomas apost. (100). Undecim millia virgines (171). Ursinus (147).

1.° Aristotelis libri tres de anima. — 2.° Ejusdem liber de sensu et sensato. — 3.° Ejusdem liber de memoria et reminiscentia. — 4.° Ejusdem liber de somno et vigilia. — 5.° Ejusdem liber de longitudine et brevitate vitae. — 6.° Ejusdem liber de juventute et senectute, de vita et morte. — 7.° Ejusdem liber de motu animalium.

Colbertinus

1.° Aristotelis liber de sensu et sensato. — 2.° Ejusdem liber de memoria et reminiscentia. — 3.° Ejusdem liber de somno et vigilia. — 4.° Ejusdem liber de longitudine et brevitate vitae. — 5.° Ejusdem liber de juventute et senectute. — 6.° Ejusdem liber de morte et vita.

Colbertinus

1.° L. Annaei Senecae de clementia libri duo, ad Neronem. — 2.° Ejusdem epistolae ad Lucilium. — 3.° Ejusdem liber de remediis fortuitorum. — 4.° Ejusdem liber, sive potiùs, epistola de liberalibus artibus. — 5.° Ejusdem, sive potiùs, Martini Dumiensis liber de quatuor virtutibus. — 6.° Declamationes, quae Senecae tribuuntur. — 7.° Proverbia Senecae, sive potiùs, Senecae et Publii Syri sententiae. — 8.° Liber de moribus, qui Senecae tribuitur. — 9.° L. Annaei Senecae de beneficiis libri septem. — 10.° Ejusdem de providentia libri duo. — 11.° Ejusdem liber ad Gallionem, de vita beata. — 12.° Ejusdem de animi tranquillitate liber ad Serenum. — 13.° Ejusdem de vitae brevitate liber ad Paulinum. — 14.° Ejusdem liber de consolatione ad Polybium. — 15.° Libri primi de ira fragmentum.

Colbertinus

1.° Joannis de Ravenna dragmalogia, sive dramatologia ; id est, dialogus Venetum inter et Paduanum de eligibili vitae genere. — 2.° Ejusdem conventio podagram inter et araneam. — 3.° Liber rerum memorandarum : authore eodem. — 4.° Historia Ragusii : eodem authore. — 5.° Historia familiae Carrariensis : eodem authore.

Tellerianus

1.° Compilatio de principiis naturae, cujus titulus est : Mihi cordi ; collecta per Magistrum Joannem de Siccavilla. — 2.° Anonymi tractatus de coloribus. — 3.° Liber de viribus animae ; à Fratre Alberto Teutonico editus. — 4.° Anonymi liber inscriptus : Distinctiones communes de diversis, ad physicam pertinentes. — 5.° Liber de entium quidditate, à Fratre Thoma, ordinis Praedicatorum editus. — 6.° Anonymi summa super libro quarto meteororum. — 7.° Liber philosophiae Algazer : interprete Magistro Dominico, Archidiacono Segobiensi. — 8.° Anonymi opus inscriptum : Liber fontis et vitae ; sive tractatus de intelligentiis. — 9.° Anonymi propositiones super libros naturales ; sive varia Philosophorum axiomata.

Colbertinus

1.° Anonymi opusculum de memoria artificiali. — 2.° Joannis Jacobi Canis tractatus de eodem argumento. — 3.° Petri de Urbe Veteri libellus de eodem argumento. — 4.° Idem libellus, italico idiomate. — 5.° La memoria artificiale di Tulio. — 6.° Aristotelis ad Alexandrum liber de regimine vitae. — 7.° Rufi Sexti, viri Consularis, historiae Romanae breviarium. — 8.° Francisci Diedi, Legati, defensio pro Republica Veneta. — 9.° Benedicti, ordinis Praedicatorum, oratio in laudem sancti Thomae Aquinatis. — 10.° Bernardi Justiniani oratio pro militia. — 11.° Anonymi opusculum de pedibus metricis.

Mazarinaeus

Cardiovascular health risk profiling of Niagara Region grade 9 students : implications for elementary curriculum /

The purpose of this study was to determine if Ontario's health and physical education curriculum contributes sufficiently to ensure the health of our children and young adults. To determine the curriculum effect, the health risk profile of Niagara Region's grade 9 students was compared to Canada's adolescent population. All subjects completed a "Heart Health Lifestyle" survey and were measured for height, weight, percent body fat, blood pressure, and total cholesterol and performed the 20-metre shuttle run test as part of their physical and health education classes. The Niagara Region grade 9 population had a healthy risk profile. Aerobic power was inversely related, and cholesterol levels were positively associated to body mass index and percent body fat in the whole group analysis. These results indicate that physical education can offer unique and essential aspects allowing individuals a means to learn and control body movements and keep physically fit while providing protection against modern disease. Ontario's health and physical education curriculum does contribute to the health of our children and adolescents; however, there is a need to implement a stronger mandate for daily vigorous physical activity.

An exploration of the experience of implementing the second step violence prevention curriculum in one primary general learning disabilities class /

Violence has always been a part of the human experience, and therefore, a popular topic for research. It is a controversial issue, mostly because the possible sources of violent behaviour are so varied, encompassing both biological and environmental factors. However, very little disagreement is found regarding the severity of this societal problem. Most researchers agree that the number and intensity of aggressive acts among adults and children is growing. Not surprisingly, many educational policies, programs, and curricula have been developed to address this concern. The research favours programs which address the root causes of violence and seek to prevent rather than provide consequences for the undesirable behaviour. But what makes a violence prevention program effective? How should educators choose among the many curricula on the market? After reviewing the literature surrounding violence prevention programs and their effectiveness, The Second Step Violence Prevention Curriculum surfaced as unique in many ways. It was designed to address the root causes of violence in an active, student-centred way. Empathy training, anger management, interpersonal cognitive problem solving, and behavioural social skills form the basis of this program. Published in 1992, the program has been the topic of limited research, almost entirely carried out using quantitative methodologies.The purpose of this study was to understand what happens when the Second Step Violence Prevention Curriculum is implemented with a group of students and teachers. I was not seeking a statistical correlation between the frequency of violence and program delivery, as in most prior research. Rather, I wished to gain a deeper understanding of the impact ofthe program through the eyes of the participants. The Second Step Program was taught to a small, primary level, general learning disabilities class by a teacher and student teacher. Data were gathered using interviews with the teachers, personal observations, staff reports, and my own journal. Common themes across the four types of data collection emerged during the study, and these themes were isolated and explored for meaning. Findings indicate that the program does not offer a "quick fix" to this serious problem. However, several important discoveries were made. The teachers feU that the program was effective despite a lack of concrete evidence to support this claim. They used the Second Step strategies outside their actual instructional time and felt it made them better educators and disciplinarians. The students did not display a marked change in their behaviour during or after the program implementation, but they were better able to speak about their actions, the source of their aggression, and the alternatives which were available. Although they were not yet transferring their knowledge into positive action,a heightened awareness was evident. Finally, staff reports and my own journal led me to a deeper understanding ofhow perception frames reality. The perception that the program was working led everyone to feel more empowered when a violent incident occurred, and efforts were made to address the cause rather than merely to offer consequences. A general feeling that we were addressing the problem in a productive way was prevalent among the staff and students involved. The findings from this investigation have many implications for research and practice. Further study into the realm of violence prevention is greatly needed, using a balance of quantitative and qualitative methodologies. Such a serious problem can only be effectively addressed with a greater understanding of its complexities. This study also demonstrates the overall positive impact of the Second Step Violence Prevention Curriculum and, therefore, supports its continued use in our schools.

Transforming curriculum leadership: vice principals in independent Christian elementary schools /

The literature on the vice principalship characterizes the position as one filled with clerical record keeping and student discipline and paints a picture of role conflict and general discontent. Research suggests that vice principals desire to take on a more significant role, specifically a role in curriculum leadership. Using open-ended interviews, a focus group interview, document analysis, and my research journal, I have explored the work ofa group of vice principals who have taken on the role of curriculum leader in independent Christian elementary schools in Ontario. When asked to explain their understanding of curriculum, the participants referred to written programs of study. However, their leadership activities reveal a broader understanding of curriculum as something that is in fact dynamic in nature. This leadership is enabled and shaped by their middle position on staff that combines the authority of an administrator and the credibility of a teacher. Although this dual identity creates tension, it also provides opportunities for genuine curriculum leadership. As middle leaders, the participants in this study often pull together or connect elements of the curriculum (teachers, principals, and programs) that have become separated. Such connective leadership is characterized by transformational (Van Brummelen, 2002) tendencies. This research suggests that the further along the continuum one goes from the understanding of curriculum as planned (Eisner, 1994) to acknowledging a lived curriculum (Aoki, 1993), the more transformational one's leadership style becomes.

The impact of scheduling on the implementation of the new Ontario curriculum: teachers' perceptions /

This qualitative study explored secondary teachers' perceptions of scheduling in relation to pedagogy, curriculum, and observation of student learning. Its objective was to determine the best way to organize the scheduling for the delivery of Ontario's new 4-year curriculum. Six participants were chosen. Two were teaching in a semestered timetable, 1 in a traditional timetable, and 3 had experience in both schedules. Participants related a pressure cooker "lived experience" with weaker students in the semester system experiencing a particularly harsh environment. The inadequate amount of time for review in content-heavy courses, gap scheduling problems, catch-up difficulties for students missing classes, and the fast pace of semestering are identified as factors negatively impacting on these students. Government testing adds to the pressure by shifting teachers' time and attention in the classroom from deeper learning to a superficial coverage of material, from curriculum as lived to curriculum as text to be covered. Scheduling choice should be available in public education to accommodate the needs of all students. Curriculum guidelines need to be revamped to reflect the content that teachers believe is necessary for a successful course delivery. Applied level courses need to be developed for students who are not academically inferior but learn differently.