995 resultados para Ragnar Loðbrók, Danish chief, 9th century.


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As a major manufacturing hub in southern Ontario, Hamilton enjoyed considerable economic stability during the twentieth century. However, like most industrial-based cities, Hamilton’s role as a North American manufacturing producer has faded since the 1970’s. This has resulted in dramatic socio-economic impacts, most of which are centered on the inner city. There have been many attempts to revive the core. This includes Hamilton’s most recent urban renewal plans, based upon the principles of Richard Florida’s creative city hypothesis and Ontario’s Places to Grow Act (2005). Common throughout all of Hamilton’s urban renewal initiatives has been the role of the local press. In this thesis I conduct a discourse analysis of media based knowledge production. I show that the local press reproduces creative city discourses as local truths to substantiate and validate a revanchist political agenda. By choosing to celebrate the creative class culture, the local press fails to question its repercussions

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Pay roll voucher #12 from the Engineer Department of Port Dalhousie and Thorold Railway Extension for the office approved by F. Shanly, chief engineer, April, 1857.

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Pay roll voucher #13 from the Engineer Department of Port Dalhousie and Thorold Railway Extension for the Northern Division for the month of April, 1857 approved by F. Shanly, chief engineer and W.G. Thompson, assistant engineer, April 27, 1857.

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Pay roll voucher #14 from the Engineer Department of Port Dalhousie and Thorold Railway Extension for the Southern Division for the month of April, 1857 approved by F. Shanly, chief engineer and Francis A. Doyle, assistant engineer, April 28, 1857.

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Pay roll voucher # 17 from the Engineer Department of Port Dalhousie and Thorold Railway Extension, for the Northern Division for the month of May, 1857, approved by F. Shanly, chief engineer and W.G. Thompson, assistant engineer, May 27, 1857.

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Pay roll voucher #16 from the Engineer Department of Port Dalhousie and Thorold Railway Extension, for the office approved by F. Shanly, chief engineer, May 30, 1857.

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Pay roll voucher #18 from the Engineer Department of Port Dalhousie and Thorold Railway Extension, for the Southern Division approved by F. Shanly, chief engineer and F.A. Doyle assistant engineer, May 31, 1857.

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Pay roll voucher #20 from the Engineer Department of Port Dalhousie and Thorold Railway Extension, for the Northern Division approved by F. Shanly, chief engineer and W.G. Thompson, assistant engineer (copy) June 1857.

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Pay roll voucher #21 from the Engineer Department of Port Dalhousie and Thorold Railway Extension, for the Southern Division approved by F. Shanly, chief engineer and Francis A. Doyle, assistant engineer (copy) June 29, 1857.

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Pay roll voucher #19 from the Port Dalhousie and Thorold Railway Extension, for the office approved by F. Shanly, chief engineer (copy), July 1, 1857.

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Pay roll voucher #26 from the Engineer Department of Port Dalhousie and Thorold Railway Extension, for the Southern Division, for the month of July, 1857 approved by F. Shanly, chief engineer and Francis A. Doyle (copy), July 28, 1857.

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Pay roll voucher #24 from the Engineer Department of Port Dalhousie and Thorold Railway Extension, for the office, for the month of July, 1857 approved by F. Shanly, chief engineer (copy), July 31, 1857.

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Pay roll voucher #25 from the Engineer Department of Port Dalhousie and Thorold Railway Extension, for the Northern Division, for the month of July, 1857 approved by F. Shanly, chief engineer and W. G. Thompson (copy), July 30, 1857.

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Reading is becoming nearly inseparable from life in the 21st century. Moore, Bean, Birdyshaw, and Rycik (1999) suggest that “adolescents entering the adult world in the 21st century will read and write printed text or alphabetical text more than at any other time in human history” (p. 99). However, engaging with text and reading activities is unappealing to many students in today’s classrooms. This major research paper analyzed contemporary research on reading reluctance and the factors that contribute to this reluctance. Additionally, the study examined previous research to better understand the characteristics of students reluctant to read in grades 4-6. This information has provided the foundation for a handbook designed to help educators identify and engage students who experience a reluctance to read.