Becoming Peer Health Leaders: A Mixed-Methods Evaluation of a Youth Leadership Camp Preparing Peer Leaders for Participation in a Health Promotion Initiative.

Youth are critical partners in health promotion, but the process of training young people to become meaningfully involved is challenging. This mixed-methods evaluation considered the impact of a leadership camp in preparing 42 grade seven students to become peer health leaders in a ‘heart health’ initiative. The experiences of participants and their sense of agency were explored. Data were collected from pre and post camp surveys, focus groups, student journals and researcher observations. Findings indicate that relationships with peers and adults were key to agency development, and participants appeared to broaden their perspectives on the meanings of ‘health’ and ‘leadership.’ Significant changes on two sub-scales of the Harter Perceived Competence Scale for Children were also found. Suggestions for practice and further research are provided.

Letter - E.C. Schmon to Arthur A. Schmon, 6 February 1917

The letter reads:" The sixth of February. Artie dear, I am going to be a real good girl and not make you read a long letter, when your thoughts are so completely occupied with "war". Newark is also greatly excited. All arrangements for the mobilization of the militia forces have been made, and in case of any local uprisings, two hundred policemen are to be added to the force. Of course everyone is thinking the worst at present, but I cannot help but believe that in a few months, people will feel like kicking themselves, for having done an unnecessary amount of worrying. (Let us hope so). If nothing unforeseen occurs, I am going to take the "Congressional limited" to Washington, Wednesday the twenty first. Saw in the paper that the public ceremonies of inauguration are to be eliminated, or I would go down the following week. Don't think to steadily about the war. It's bad for the head. Affectionately, Lessie."

Letter - E.C. Schmon to Arthur A. Schmon, 22 February 1919

This letter is very faded and difficult to read. It mentions that she leaves one letter on a counter while picking up a parcel and the there is a written note included: "Miss Reynolds - Am holding a letter you left on my counter when you bought these towels - will hold it until you call -" This letter is labelled number 235.

Letter - E.C. Schmon to Arthur A. Schmon, 13 May 1919

The letter describes a day Eleanore Celeste spent downtown and many friends she ran into during her outing. She then mentions an article she read that states most troops will be out of France by July 1st. This letter is labelled number 278.

Letter - E.C. Schmon to Arthur A. Schmon, 23 March 1918

This letter is severely damaged and very difficult to read. She mentions shopping in New York city with her sister.

Letter - E.C. Schmon to Arthur A. Schmon, 31 May 1918

The letter reads: " Darling Artie, I have just been reading the war news and Oh! how terribly discouraging it is. This mornings paper says the allies have yieldes on a forty-mile front, that Soissons had been taken by the Germans and Rheims is in grave peril and may fall at any moment. And think - only the third day of the new drive, too. I know that everything will end all right, but it surely has an awful affect on you, to read these reports. Of course no one knows, but it is the opinion of people in military circles here, that the war will last two years more at least; and in all probability five or six. Cheerful prospects. Yes? So you see, Artie dear, that you must come home on a leave, the very first opportunity you have. Understand? I am going down to Red Cross now, to do a little work. Tonight Mrs. Mizger, Doris and the two Braun girls are coming down. They want to see the rest of the pretty things that are in our sacred chest, and I just love to them, too. There are days when I have them out three or four times and I picture each thing in our little nest - after the war is over - - (Joy!!) Au revoir, honey-bunch boy. All the love, hugs and kisses that you desire. Always your, Wifie. P.S. And still no mail. Boo! Hoo! L."

Letter - E.C. Schmon to Arthur A. Schmon, 19 January 1920

Eleanore Celeste mentions that she went to church and then began to read the book "The Woman named Smith. She finished the book and spent the night awake worrying about Arthur since she has not received a night letter in a week. The next day she receives a telegram from Arthur and she is at "peace". The second part of the letter mentions her mother is attending her final examination before an operation. This letter is labelled number 103.

Letter - E.C. Schmon to Arthur A. Schmon, 10 October 1917

She begins by apologizing for telling Arthur he should have written to his mother when he was in Halifax. Eleanore Celeste just heard that his mother did receive a letter, but it came two weeks after she had received her letter. She writes about her studies in history, and the books she has read ("A Wanderer in London"). A small paragraph is written in french. The letter is labelled number 10.

Letter - E.C. Schmon to Arthur A. Schmon, 13 November 1918

Eleanore Celeste is teaching at Lafayette Street School. She states that she likes "this school better than any I've substituted in." She writes about a boy who could not attend school because he had no shoes and the family was living in terrible conditions with barely anything to eat. She has also read some articles about men returning from France and she is hoping that Arthur will return soon. The letter is labelled number 189.

Statement signed by Hume Blake who has read the will of Joseph Clement and the will of Mary M. Clement

Statement signed by Hume Blake of Toronto (2 ½ pages) who has read the will of Joseph Clement dated May 14, 1810 and has also read the will of Mary M. Clement dated Sept. 10, 1842. He states that the devise to James D. Clement and Joseph Clement is void. “The executor therefore take the personal estate … and the lands devised to James and Joseph Clement descend unencumbered to the heir of the testator Joseph Clement.” This document is slightly burned on the edges but text is not affected. The outer page says “Mr. Hume Blake for Brock Woodruff, May 9, 1845.

Letter to Mr. C. Howard from Mrs. Tolan

Letter (3 typed pages) to Mr. C. Howard of the Dominion Bank of Toronto from Mrs. Tolan of the Lundy’s Lane Historical Society. She encloses 2 articles entitled “Origins of Niagara Falls, Ontario” and “Captain Creighton and Clifton” Samuel Zimmerman is named in the first article. Mrs. Tolan requests that Mr. Band is also allowed to read the articles, April 25, 1948.

Examining peer-controlled KR schedules during the learning of a movement-timing task as a function of task experience.

Learners can be provided with feedback in the form of knowledge of results (KR), under self-controlled and peer-controlled schedules. Recently, McRae, Hansen, and Patterson (2015), identified that inexperienced peers can provide KR that can facilitate motor skill acquisition. However, it is currently unknown whether previous task experience differentially impacts how peers present learners with KR and whether this KR impacts motor skill acquisition. In the present study, participants were randomly assigned to become inexperienced peer facilitators, learners with an inexperienced peer, learners with self-control who later became experienced peers, learners with an experienced peer, or learners in a control group. During acquisition learners completed a serial-timing task with a goal of 2500ms and returned approximately twenty four hours later for a delayed retention, time transfer, and pattern transfer test. We predicted that during the delayed tests, learners with self-control would outperform all other groups. Furthermore, we predicted that learners who received KR from experienced peers would outperform learners who received KR from inexperienced peers. However, our results indicated that participants who received peer-controlled and self-controlled KR schedules learned the task in an equivalent manner. Thus, our results are novel as they identify that inexperienced peers can provide KR that is as effective as KR provided by experienced peers and KR requested under self-controlled conditions.

Teaching Reading to ESL Adult Literacy Learners: The Development of an Instructor’s Handbook

The purpose of this project was to develop an instructors’ handbook that provides the declarative, procedural, and conditional knowledge associated with the interactive instructional approach, differentiated instruction, and the gradual release of responsibility framework for teaching reading to English as a second language adult literacy learners. The need for this handbook was determined by conducting a critical analysis of existing handbooks and concluding that no handbook completely addressed the 3 types of knowledge for the 3 instructional processes. A literature review was conducted to examine the nature, use, and effectiveness of the 3 instructional processes when teaching reading to ESL adult literacy learners. The literature review also examined teachers’ preferences for reading research and found that texts that were relevant, practical, and accessible were favoured. Hence, these 3 elements were incorporated as part of the handbook design. Three peer reviewers completed a 35-item 5-point Likert scale evaluation form that also included 5 open-ended questions. Their feedback about the handbook’s relevancy, practicality, accessibility, and face validity were incorporated into the final version of the handbook presented here. Reference to the handbook by ESL adult literacy instructors has the potential to support evidence-informed lesson planning which can support the ESL adult literacy learners in achieving their goals and contributing to their societies in multiple and meaningful ways.

Letter to J. A. Woodruff from Miller, Miller and Cox, Barristers and Attorneys at Law

Letter to J. A. Woodruff from Miller, Miller and Cox, Barristers and Attorneys at Law stating that they have read the will of Harvey W. Price and it is suggested that Mr. Woodruff submit the money to Harvey Hamilton Price, Aug. 19, 1880.

Are words read by letters? (Lisons-nous par lettres?)

Il a été démontré que les mots sont plus faciles à reconnaître lorsque leur moitié inférieure est effacée, laissant leur moitié supérieure intacte, que lorsque leur moitié supérieure est effacée. Si la reconnaissance de lettres sous-tend la reconnaissance de mots tel qu'il est généralement pris pour acquis, alors un tel effet devrait aussi être présent au niveau des lettres, mais ce n'est pas le cas. Le but de ce mémoire a d'abord été d'investiguer cette différence entre lettres et mots et, ensuite, de démontrer que la préférence pour le haut des mots ne peut pas s'expliquer par les lettres. Finalement, nous nous questionnons sur l'existence d'un construit intermédiaire entre lettres et mots et proposons les chaînes lexicales.