Message from the President of the United States transmitting documents relative to the execution of the first article of the late treaty between the United States and Great Britain.

"February 7, 1817, ordered to be printed for the use of the Senate." Message addressed to the Senate and dated February 7th, 1817. Consists of the covering letter from the President and a report from the Secretary of State, dated Department of State, February 5th, 1817; which itself consists largely of diplomatic correspondence between the United States and Great Britain Relates to the restitution of captured slaves by the British during the War of 1812-1814.

Message from the President of the United States, Recommending an Immediate Declaration of War Against Great Britain (1812)

"June 1st, 1812. Referred to the Committee on Foreign Relations. June 3d, 1812. Bill reported, declaring war ..."

Naval and military chronicle of the United States : attack on Fort Erie

Includes rare 1816 battle plan map.

Message from the President of the United States, transmitting a letter from the Marshall of the Northern District of the State of New York, respecting disturbances on the Canadian frontier (1838)

Message from the President of the United States transmitting a letter from the Marshal of the Northern District of the State of New York, respecting Disturbances on the Canadian Frontier.

Letter from Thomas Tudor Tucker, treasurer of the United States: transmitting his accounts for 1816, February 25, 1817

Bound with: Letter from the Secretary of the Treasury transmitting statements of the importations of goods, wares and merchandise... (60 p.).

The Effective Use of 21st-Century Learning iPad Applications in the Primary/Junior Literacy Classroom

The purpose of this major research project was to develop a practical tool in the form of a handbook that could facilitate educators’ effective use of technology in primary and junior classrooms. The main goal was to explore the use of iPad devices and applications in the literacy classroom. The study audited available free applications against set criteria and selected only those that promoted 21st-century learning. The researcher used such applications to develop literacy lessons that aligned with curriculum expectations and promoted 21st-century skills and traditional skills alike. The study also created assessment models to evaluate the use of iPads in student work and explored the benefits and limitations of technology usage in student learning.

The Implementation of Jenkins’s 21st-Century Skills in the Curriculum: A Cross-National Policy Analysis

This meta-analytic study sought to determine if cross-national curricula are aligned with burgeoning digital learning environments in order to help policy makers develop curriculum that incorporates 21st-century skills instruction. The study juxtaposed cross- national curricula in Ontario (Canada), Australia, and Finland against Jenkins’s (2009) framework of 11 crucial 21st-century skills that include: play, performance, simulation, appropriation, multitasking, distributed cognition, collective intelligence, judgment, transmedia navigation, networking, and negotiation. Results from qualitative data collection and analysis revealed that Finland implements all of Jenkins’s 21st-century skills. Recommendations are made to implement sound 21st-century skills in other jurisdictions.

Instagram, Social Media, and the "Like": Exploring Virtual Identity's Role in 21st Century Students' New Socialization Experience

Personal technologies and social media use have changed the socialization experience of our 21st century learners. As learners have a new, embodied, virtual identity that is an omnipresent force within their social interactions, this study sought to examine how virtual identity influences student relationships both within and outside of a school context. This study also explored how personal technologies and social media use have influenced learners’ perceptions of their own 21st century learning. Using a qualitative inquiry, purposeful sampling was employed to recruit 6 participants between the ages of 15 to 19 to examine their social networking site use and education experience. Data were collected from single, one-on-one semi-structured interviews in which participants discussed their experiences using social media. Data were also collected from the teens’ personal Instagram accounts, and a personal reflexive researcher’s journal was kept for triangulation of data. Open and axial coding strategies alongside constant comparative methods were used to analyze data. Participants shared how they and their peers use social media, the pressures and expectations from other users, social media’s influence on peer relationships, and how social media influences their choices in the physical realm. All 6 participants explained that their teachers do not talk to them about their social media use, and even offered critiques of the school system itself and its inability to prepare students for the new realities of a digital world. This study concludes that while social media is very influential on students’ socialization, educators should be more concerned about the lack of guidance and support that students receive in school in terms of appropriate social media use and the navigation of virtual identity.

Indenture between Alfred Sanderson Woodruff and the United States Trust Company of New York

Indenture between Alfred Sanderson Woodruff and the United States Trust Company of New York. The proceeds would be paid to his estate for his successors. January 12, 1894.

Indenture between Hamilton Killaly Woodruff and the United States Trust Company of New York

Indenture between Hamilton Killaly Woodruff and the United States Trust Company of New York. The proceeds would be paid to his successors. (This is a handwritten copy)

Indenture between Hamilton Killaly Woodruff and the United States Trust Company of New York (3rd Trust Deed)

Indenture between Hamilton Killaly Woodruff and the United States Trust Company of New York. This is listed as the 3rd trust deed. The proceeds would be paid to successors (2 copies). Most of the first page of copy no. 2 is torn away which does affect the text. These 2 documents are in an envelope marked "vouchers", June 20, 1899.

Letter to W.D. Woodruff from Henry E. Ahern of United States Trust Company of New York

Letter to W.D. Woodruff from Henry E. Ahern of United States Trust Company of New York (1 page, printed) which was sent with a cheque for $2,106 in trust for his account. This is accompanied by an envelope addressed to the trust company, a balance sheet and a receipt, July 14, 1908.

Letter to W.D. Woodruff from Henry E. Ahern of United States Trust Company of New York

Letter to W.D. Woodruff from Henry E. Ahern of United States Trust Company of New York (1 page, printed) which was sent with a cheque for $560.63 in trust for his account. This is accompanied by an envelope addressed to Mr. Woodruff, a balance sheet and a receipt, Oct.10, 1908.