Letter - E.C. Schmon to Arthur A. Schmon, 4 March 1917

The letter mentions it was recently Eleanor Celeste's birthday and Arthur had sent her a gift, a book, but he had previously given her the same book. She asks if she would be able to exchange it for another one.

Letter - E.C. Schmon to Arthur A. Schmon, 2 January 1919

Eleanor Celeste asks if Arthur will be held to his five year contract even though the war is over. The letter is labelled number 210.

Sketch of the ship "Jane C. Woodruff"

A black and white copy of a sketch of the ship "Jane C. Woodruff". This appears to have been in a scrapbook. There is a slight tear which affects the picture slightly. [The Jane C. Woodruff was a barquentine ship built in St. Catharines in 1866 by Lewis Shikeluna. The ship belonged to John Battle who was an associate of Samuel D. Woodruff. She was named in honour of Samuel and his wife, Jane Caroline. She originated as a square timber trade boat before being converted into a 3 masted schooner. She collided with the "Mary Battle" in a snow squall in Georgian Bay. The ship passed out of existence in 1902].

Certificate of Baptism - Robert DeVeaux Woodruff

Certificate of Baptism for Robert DeVeaux Woodruff, the child of Percy Carruthers and Margaret Julia Band who was baptized at St. George's Church, St. Catharines, June 14, 1935. The sponsors are listed: Eleanor Gooderham White, Welland DeVeaux Woodruff, and Thomas Rodman Merritt.

Instrument of Protest from Edward Barrori Palmer

Instrument of protest from Edward Barrori Palmer, Notary Public of Oakville regarding a protest by Samuel Sutherland, Master of the schooner Elizabeth and Charles McEacherin, mate. The schooner belonged to the Port of Niagara. It set sail from Port Credit to the Port of Niagara. On the 15th day of May there was a violent storm. On the 16th day of May, part of the deck and cargo consisting of lumber went overboard. The mainsail was lost and the jib was split due to the wind. All losses and damages should be borne by the merchants and whomever else it concerned and not by or through the insufficiency of the schooner of neglect by the officers and mariners. This is a 2 ½ page handwritten document, May 16, 1837.

Printed Blank Sent to Messrs. Woodruff

Printed blank sent to Messrs. Woodruff and Woodruff from the Syracuse and Oswego Line Lake Boats saying that the tea and tobacco have been sent from New York to St. Catharines by schooner, Oct. 9, 1849.

Some Incidents and Circumstances

- The first part of the document traces Mr. Haile’s lineage. His father, James Haile was a farmer. His grandfather, Amos Haile was a sailor for the early part of his life. He was placed on a British man-of- war in about 1758. He escaped and settled in Putney. (p.1) - His father’s mother’s maiden name was Parker. His mother’s maiden name was Campbell. Her father was a captain in the Revolutionary Army. (p.2) - His earliest memories revolve around the death of his aunt and the funeral of General Washington (although he did not witness this). At the time, his father was a Lieutenant in a regiment militia of Light Dragoons who wore red coats. (p.3) - In 1804, an addition was added to the Haile house which necessitated that William was to stay home to help with the building. He continued to study and read on his own. He was particularly interested in Napoleon Bonaparte’s victories. In that same year he was sent to Fairfield Academy where Reverend Caleb Alexander was the principal. (p.4) - On June 1, 1812, William was appointed as an Ensign in the Infantry of the Army of the United States. He was put into the recruiting service at Nassau (20 miles east of Albany) where he remained until September. (p.4) - He was assigned to the 11th Regiment of the W.S. Infantry and directed to proceed to Plattsburgh to report to Colonel Isaac Clark. (p.7) - He was assigned to the company commanded by Captain Samuel H. Halley who was not in the best of health and often absent. For a good part of the time William was in charge of the company. (p.8) - The 11th Regiment was encamped beside the 15th Regiment commanded by Col. Zebulon Montgomery Pike [Pike’s Peak was named after him]. Col. Pike generously drilled and disciplined the 11th Regiment since their officers didn’t seem capable of doing so. (p.8) - The first brigade to which William’s regiment was attached to was commanded by Brigadier General Bloomfield of New Jersey. Brigadier Chandler of Maine commanded the second brigade. (p.9) - At the beginning of November, Major General Dearborn took command of the army. He had been a good officer in his time, but William refers to him as “old and inefficient” earning him the nickname “Granny Dearborn” (p.9) - On November 17th, 1812, General Dearborn moved north with his army. The troops ended up in Champlain. There was no fighting, only a skirmish between a party of men under Colonel Pike and a few British troops who he succeeded in capturing. (p.10) - The troops were moved to barracks for the winter. Colonel Pike’s troops were put into suitable barracks and kept healthy but another part of the army (including the 11th Regiment) were sent to a barracks of green lumber north of Burlington. Disease soon broke out in the damp barracks and the hundreds of deaths soon followed. One morning, William counted 22 bodies who had died the previous night. He puts a lot of this down to an inexperienced commanding officer, General Chandler. (p.11) - At the beginning of 1813, William was stationed as a recruiter on the shore of Shoreham across from Fort Ticonderoga. In February, he returned to Burlington with his recruits. In March he received an order from General Chandler to proceed to Whitehall and take charge of the stores and provisions. In April and May it was decided that his half of the regiment (the First Battalion) should march to Sackett’s Harbour, Lake Ontario. They arrived at Sackett’s Harbour about the 10th of June, a few days after the Battle of Sackett’s Harbour. (p.12) - He was camped near the site of Fort Oswego and got word to head back to Sackett’s Harbour. A storm overtook the schooner that he was on. (p.14) - William was involved in the Battle of Williamsburg (or Chrysler’s Farm) which he calls a “stupid and bungling affair on the part of our generals”.(p. 18) - General Covington was wounded and died a few days after the battle. (p.19) - William speaks of being ill. The troops were ordered to march to Buffalo, but he is able to go to his father’s house in Fairfield where his mother nursed him back to health (p.23) - Upon arrival at Buffalo, the “old fogy Generals” were replaced with younger, more efficient men. (p.25) - On page 27 he sums up a few facts: In 1812, the army was assembled on Lake Champlain with the intention of capturing Montreal, and then Quebec. That year, under General Dearborn the army marched as far as Champlain, then turned back and went into winter quarters. In 1813, the army was assembled at Sackett’s Harbour and that year the campaign ended at French Mills which was 70 or 80 miles from Montreal. In 1814, the army at Buffalo were some 400 miles from Montreal with still the same object in view. - He says that these facts make “a riddle – difficult to explain”. (p.27) - On the evening of July 2nd they embarked on the boats with the objective of capturing Fort Erie. The enemy were all made prisoners of war (p.27) - On July 4th they went to Street’s Creek, 2 miles above the Chippewa [Chippawa] River (p.28) - Page 29 is titled The Battle of Chippewa [Chippawa] - He speaks of 2 drummers who were fighting over the possession of a drum when a cannonball came along and took of both of their heads (p.29) - He proclaims that this was one of the “most brilliant battles of the war”. The battle was fought and won in less than an hour after they left their tents. He credits General Scott with this success and states that was due to his rapid orders and movements. (p.30) - The dead of the battle remained on the field during the night. He describes this as quite gloomy seeing friend and foe lying side by side. At daybreak they set to work digging trenches to bury the dead. (p.31) - Colonel Campbell was wounded and advised to have his leg amputated. He refused, and subsequently died. (p.32) - It is said that the British threw several of their dead into the river and they went over the Falls. (p.32) - His troops repaired the bridge over Chippawa which the enemy had partially destroyed and then pursued the British as far as Queenston Heights. (p.32) - On pages 33 and 34 he speaks about meeting an old friend of his, Philip Harter. - The account ends at Queenston Heights

Femmes fatales en devenirs : les femmes vampires face à la domination masculine dans "Byzantium" (2012, Neil Jordan)

Ce mémoire est l'occasion d'établir une courte généalogie des femmes vampires au cinéma, en mettant en avant la manière dont la figure de la femme vampire résonne avec celle de la femme fatale, dans la mesure où elle constitue à la fois une vision négative de la femme émancipée, tout en offrant une manière d’échapper au modèle féminin traditionnel. En me demandant si le vampirisme peut être une source de pouvoir émancipatoire pour les femmes, j’analyse attentivement Byzantium (2012) de Neil Jordan. À travers l’étude successive des deux personnages principaux, Clara et Eleanor, je montre comment le film résonne avec la généalogie des femmes vampires établie préalablement, ainsi qu’avec certains enjeux féministes. Surtout, l’accent est mis sur la manière dont les personnages féminins contestent le pouvoir masculin, à travers la performance des stéréotypes, pour Clara, et la prise de contrôle du récit, pour Eleanor. Enfin, je me concentre sur la manière dont, à travers des mouvements de devenirs, ces personnages sortent du cycle fatal de l’oppression masculiniste, qui mène habituellement à l’extinction de la femme vampire en fin de récit, mais qui ici aboutit à une tentative de réconciliation entre les sexes. Mon travail s’appuie sur de larges recherches concernant la figure du vampire, ainsi que sur les études féministes et gender studies relatives aux textes vampiriques. Je m’appuie également sur les réflexions de Judith Butler, les travaux deleuziens sur la notion de « devenir », et les considérations de Derrida sur le don.

The Japanese Business System: Key Features and Prospects for Change

This paper argues that the Japanese business system cannot be adequately understood without extending the focus of analysis beyond the individual firm to the vertical keiretsu, or business group. The vertical group or keiretsu structure was first identified and studied in the auto and electronics industries, where it is most strongly marked, but it characterizes virtually all sectors, service industries as well as manufacturing. Large industrial vertical keiretsu are composed of subsidiaries engaged in three distinct types of activities (manufacturing, marketing, and quasirelated business). The coordination and control systems are built on the flows of products, financial resources, information and technology, and people across formal company boundaries, with the parent firm controlling the key flows. The paper examines the prevailing explanations first for the emergence and then for the persistence of the vertical group structure, and looks at the current pressures for change and adaptation in the system.

Intro to Matlab for Oceanography: Micro-lectures

This is a collection of 12 micro-lectures, to be used by students in advance of practical sessions. Durations range for 3 min to 10 min. Topics include: ****** 1. Introduction ****** 2. Data classes ****** 3. Matrices ****** 4. Getting help ****** 5. Index notation ****** 6. 1- and 2-dimensional data ****** 7. 3-dimensional data ****** 8. Booleans (True/False) ****** 9. Designing a programme (Algorithms) ****** 10. Flow control: If-then statements ****** 11. Flow control: For-do loops ****** 12. Making nicer figures ******

Literatura Infantil y desarrollo creativo.

en la Cub. Areito y Sálvora como editoriales

Run, rabbit, run.

Conejo se esconde de algo que le tiene miedo . No es de un caballo, no se trata de una gallina, ni del tractor del granjero, ni del cerdo nuevo. Es mucho más peligroso que todos ellos y sólo hay una cosa que mantiene al conejo fuera de peligro:correr. Historia, para los más pequeños, con muchos animales de granja para identificar.

Storytelling.

Actividades para estimular el aprendizaje del inglés de una manera creativa y divertida. El libro está dividido en dos secciones: cuatro historias para niños de cuatro a siete años y seis cuentos para niños de siete a doce años. Cada historia representa un género en particular: un cuento tradicional, una leyenda, una fábula, una historia en un ambiente familiar. El nivel del lenguaje tiende a ser más avanzado a medida que se avanza a través de las páginas del libro.

Speaking and listening: activities in cross-curricular contexts. Ages 9-11.

Cumple con las directrices marcadas por el gobierno para el plan nacional de estudios en la etapa 2 (Key stage 2) en ciencias, geografía e historia. Ofrece actividades que cubren debates, presentaciones y decisiones en grupo, además de teatro y lecciones sobre la década de los años 60, la antigua Grecia, exploración y descubrimiento, virus y bacterias, vacaciones en la playa.

Sindrome de Rett

Neste Projecto de Investigação proponho abordar questões relacionadas com o Síndrome de Rett, pois é uma temática pouco estudada e consequentemente, a bibliografia é escassa. Tendo um grande interesse pela Deficiência Mental e sabendo que há muitas coisas, e algumas muito boas, pretendo com este estudo saber mais acerca das necessidades e das competências da criança com Síndrome de Rett. A experiência profissional, por opção própria e consciente, relaciona-se com crianças portadoras de deficiências. Os profissionais que trabalham nesta área gostam do que fazem, do qual os professores de Ensino Especial e, por isso, há o intuito de ter possibilidades em compreender todas as vontades e desejos, alegrias e tristezas, conforto e desconforto que as nossas crianças nos comunicam, muitas vezes com um simples olhar. Sabemos que podemos trabalhar juntos, de mãos dadas, para que isso aconteça, como dizia Carl Sandburg: "Enquanto há vida, há esperança". É emocionante quando nos encontramos a caminho de novas descobertas que nos tragam respostas às nossas questões e à esperança de tratamentos que ajudarão as crianças com Síndrome de Rett. Nas palavras de Eleanor Roosevelt, “nunca duvide que o comprometimento de um pequeno grupo de pessoas dedicadas possa mudar o mundo. Na verdade é a única coisa que pode”. Flocos de neve são uma das coisas mais frágeis da natureza... mas veja só o que eles podem fazer quando se juntam! Por outro lado pretende-se planear Programas de Intervenção apropriados. Com base nestes pressupostos aceitei o desafio e encaro o tema pelo que tem de novidade e, aprofundar os conhecimentos na área da deficiência mental. O Projecto encontra-se organizado em duas partes. Na primeira parte, proceder-se-á à análise da literatura onde se fará a apresentação da problemática e dos conceitos fundamentais do trabalho. Tentar-se-á fazer uma abordagem a vários aspectos que se consideram de grande importância para a compreensão desta deficiência. Assim, nesta parte I caracterizar-se-á o Síndrome de Rett, analisar-se-ão as suas causas, o diagnóstico e medidas de intervenção médica, terapêutica, educativa, pedagógica, psicológica e social. Parte II, apresentar-se-á o objecto de estudo, de acordo com a pergunta de partida. Especificar-se-ão as hipóteses teóricas que estão na base desta pesquisa e as respectivas variáveis dependentes e independentes que visarão estabelecer elos de ligação causa e efeito. Apresentar-se-á os instrumentos de pesquisa e os aspectos metodológicos respeitantes ao estudo de uma criança com Síndrome de Rett sobre a qual serão colhidos dados para a elaboração deste trabalho. Surgem as considerações finais e conclusão onde se colocarão questões e pistas sobre a importância do conhecimento das dificuldades e competências adquiridas pela criança para a elaboração de um Projecto de Intervenção. Faz-se também referência à bibliografia consultada para recolha de dados necessários à realização deste estudo. Os anexos constarão de um glossário.