Promissory Note, February 2, 1811 - William and Abraham Nelles and Nathanial Pettit Estate

A promise by Abraham and William Nelles to pay 50 pounds with interest, New York Currency, to John Pettit and Jonathan Woolverton, executors of the late Nathanial Pettit estate. Paid in full. Witness Will Crooks.

Promissory Note, February 2, 1814 - William and Abraham Nelles and Nathanial Pettit Estate

A promise by Abraham and William Nelles to pay 50 pounds with interest, New York Currency, to John Pettit and Jonathan Woolverton, executors of the late Nathanial Pettit estate, five years after the date. Witness Will Crooks.

Promissory Note, February 2, 1815 - William and Abraham Nelles and Nathanial Pettit Estate

A promise by Abraham and William Nelles to pay 50 pounds with interest, New York Currency, to John Pettit and Jonathan Woolverton, executors of the late Nathanial Pettit estate, six years after the date. Witness Will Crooks.

Promissory Note, February 2, 1816 - William and Abraham Nelles and Nathanial Pettit Estate

A promise by Abraham and William Nelles to pay 36 pounds with interest, New York Currency, to John Pettit and Jonathan Woolverton, executors of the late Nathanial Pettit estate, seven years after the date. Witness Will Crooks.

Teachers' professional learning within communities of mathematics-for-teaching practice

Ontario bansho is an emergent mathematics instructional strategy used by teachers working within communities of practice that has been deemed to have a transformational effect on teachers' professional learning of mathematics. This study sought to answer the following question: How does teachers' implementation of Ontario bansho within their communities of practice inform their professional learning process concerning mathematics-for-teaching? Two other key questions also guided the study: What processes support teachers' professional learning of content-for-teaching? What conditions support teachers' professional learning of content-for-teaching? The study followed an interpretive phenomenological approach to collect data using a purposive sampling of teachers as participants. The researcher conducted interviews and followed an interpretive approach to data analysis to investigate how teachers construct meaning and create interpretations through their social interactions. The study developed a model of professional learning made up of 3 processes, informing with resources, engaging with students, and visualizing and schematizing in which the participants engaged and 2 conditions, ownership and community that supported the 3 processes. The 3 processes occur in ways that are complex, recursive, nonpredictable, and contextual. This model provides a framework for facilitators and leaders to plan for effective, content-relevant professional learning by placing teachers, students, and their learning at the heart of professional learning.

A Living Educational Theory of Knowledge Translation: Improving Practice, Influencing Learners, and Contributing to the Professional Knowledge Base

This paper captured our joint journey to create a living educational theory of knowledge translation (KT). The failure to translate research knowledge to practice is identified as a significant issue in the nursing profession. Our research story takes a critical view of KT related to the philosophical inconsistency between what is espoused in the knowledge related to the discipline of nursing and what is done in practice. Our inquiry revealed “us” as “living contradictions” as our practice was not aligned with our values. In this study, we specifically explored our unique personal KT process in order to understand the many challenges and barriers to KT we encountered in our professional practice as nurse educators. Our unique collaborative action research approach involved cycles of action, reflection, and revision which used our values as standards of judgment in an effort to practice authentically. Our data analysis revealed key elements of collaborative reflective dialogue that evoke multiple ways of knowing, inspire authenticity, and improve learning as the basis of improving practice related to KT. We validated our findings through personal and social validation procedures. Our contribution to a culture of inquiry allowed for co-construction of knowledge to reframe our understanding of KT as a holistic, active process which reflects the essence of who we are and what we do.

Lovell's Business and Professional Directory of the Province of Ontario, for 1882, Alphabetically arranged as to Places, Names, Business and Professions, with a Classified Business Directory of the City of Montreal (1882)

Business directory for the Province of Ontario for the year 1882.

Day Planner - 1984 (select dates)

One page from the 1984 daily planner of Donald Ziraldo, October 18, 1984, the page is filled with point form notes regarding GATT (General Agreement on Tariffs and Trade). One note reads "don't understand how serious". The second date from the planner is October 27th and the notes appear to be expressions/thoughts like "society wants self-gov't" and "Realities = Crossroads in the Labrynth"

Day Planner - 2002 (select months)

Donald Ziraldo's day planner for July and August with another page devoted to "future appointments". The few pages illustrate the numerous travel plans associated with his business. The months of July and August show planned trips to places like: Singapore, Taiwan, Milan etc.

Using Poetry, Story, and Reflection to Understand Professional Self After Personal Loss

This research investigated professional identity transformation after personal loss. Through autoethnographic methods, I explore how my personal experience of my sister’s breast cancer and death affected my identity as a diabetes educator in the health culture. I discover a transformation of a professional who focuses on evidence-based medicine to a professional who values connection, therapeutic alliance, and mindfulness with patients and self in the diabetes education encounter. Using a holistic perspective on transformational learning, I integrate the poem “Wild Geese” to a collection of written narratives to connect my personal loss experience to my professional life. By unpacking the generated stories and using poetry, I conduct a process of critical and self-reflection to discover how my identity as a health professional has transformed and what makes meaning in my role as a diabetes educator in the health culture. I consider concepts of a conscious self, social relations and language and discover themes of knowledge exchange, food, and empathy as forms of language expression. These language expressions are not present in my professional life as I focus on rational, logical facts of evidence-based medicine and standardized education methods. Through this reflexive process, I hope to understand how my professional practice has changed, where I place an importance on connection, therapeutic alliance, and mindfulness. I move away from always “doing” in my professional life to focus on my state of “being” in my professional world. Rather than knowledge acquisition as the only factor in professional development, this study contributes to an understanding of additional qualities health professionals may consider that focus on the patient education encounter.

Broadside advertising a Real Estate Auction in the Village of Niagara Falls [New York], July, 1836.

Benjamin Rathburn (1790-1873) was a builder, banker and hotel-keeper who was well-known for his work in the development and expansion of Buffalo in the 1830s. He also conducted business in the Village of Niagara Falls. He purchased large tracts of land (largely on credit) with the intent to sell the land at a profit. However, the sales did not meet his expectations and Rathburn found himself over-extended on credit, ultimately leading to his financial ruin.Jesse P. Haines (1793-1877) was an American cartographer who is credited with mapping the Villages of Lockport and Niagara Falls, New York.

The Implementations of Professional Learning Communities (PLCs) in Beijing and Ontario Schools

Since the knowledge-based economy has become a fashion over the last few decades, the concept of the professional learning community (PLC) has started being accepted by educational institutions and governments as an effective framework to improve teachers’ collective work and collaboration. The purpose of this research was to compare and contrast the implementations of PLCs between Beijing schools and Ontario schools from principals’ personal narratives. In order to discover the lessons and widen the scope to understand the PLC, this research applied qualitative design to collect the data from two principal participants in each location by semistructured interviews. Four themes emerged: (a) structure and technology, (b) identity and climate, (c) task and support, and (d) change and challenge. This research found that the root of the characteristics of the PLCs in Beijing and Ontario was the different existing teaching and learning systems as well as the test systems. Teaching Research Groups (TRGs) is one of the systems that help Chinese to organize routine time and input resources to improve teachers’ professional development. However, Canadian schools lack a similar system that guarantees the time and resources. Moreover, standardized test plays different roles in China and Canada. In China, standardized tests, such as the college entrance examination, are regarded as the important purpose of education, whereas Ontario principals saw the Education Quality and Accountability Office (EQAO) as a tool rather than a primary purpose. These two main differences influenced principals’ beliefs, attitudes, strategies, and practices. The implications based on this discovery provide new perspectives for principals, teachers, policy makers, and scholars to widen and deepen the research and practice of the PLC.

A Qualitative Study of the Professional Experiences of Teachers With Mobility Challenges and Their Self-Perceptions of Professional Success

This qualitative investigation explored the professional experiences of 3 Ontario teachers who have mobility challenges. The study’s participants (2 male and 1 female) were Ontario teachers who have permanent physical disabilities that challenge their means of mobility. Each participant has an Ontario Certified Teaching License and has either taught or is currently teaching in an Ontario school. My primary source of data collection was a semi-structured face-to-face interview with each participant. The focus of the interview was participant perspectives. Data analysis was accomplished in 3 phases. Data analysis generated 5 prominent themes of commonality among participants: (a) independence and sacrifice, (b) living with pain, (c) barriers and obstacles, (d) the importance of communication, and (e) professional benefits and personal rewards.

Broadside advertising a Real Estate Auction in the Village of Niagara Falls [New York], July, 1836.

Benjamin Rathburn (1790-1873) was a builder, banker and hotel-keeper who was well-known for his work in the development and expansion of Buffalo in the 1830s. He also conducted business in the Village of Niagara Falls. He purchased large tracts of land (largely on credit) with the intent to sell the land at a profit. However, the sales did not meet his expectations and Rathburn found himself over-extended on credit, ultimately leading to his financial ruin. Jesse P. Haines (1793-1877) was an American cartographer who is credited with mapping the Villages of Lockport and Niagara Falls, New York.

The Impact of Mindfulness Meditation on Educator Growth and Professional Development: A Personal Account

This study examined the use of mindfulness meditation in educator growth and professional development. The purpose was to create recommendations for an effective mindfulness meditation practice for educators. To this end, as the researcher is an educator as well as an experienced mindfulness meditation practitioner, the research methodology was self-study through narrative inquiry. The exploration of mindfulness meditation on the researcher’s personal and professional development was viewed through the lenses of Maslow’s hierarchy of needs and Mezirow’s transformational learning theory. These theories provided an analytical framework that guided this research. Themes were drawn from the exploration and connected with academic literature. The results were a mindfulness meditation framework for educators that is based on the Socratic Method, and utilizes the conceptual frameworks of Maslow’s hierarchy of needs and Mezirow’s transformational learning theory.