Developing an Understanding of Cultural Diversity: How an Experience Living in a Multicultural Nation and an Experience Teaching Abroad Contribute to Southern Ontario Teachers' Identities

This is a narrative design study focusing on the understandings that a group of 6 Southern Ontario teachers have of cultural diversity and how these understandings integrated into their development of teacher identity. Given the high culturally diverse population of Canada and its national multicultural values, conducting this study on Canadian pre-service and in-service teachers offers an interesting contribution to the field. In efforts to explore the participants’ understandings, the research examined a teaching abroad experience. The aim was to investigate how these participants gained insight from their experiences with cultural diversity and whether these insights stimulated a greater culturally conscious teacher identity. Narratives provided a description of the lived experiences of these 6 teachers and identified meanings made from these experiences. Participants included 2 pre-service teachers who were in a teacher education program at the time of the interview, and 4 certified teachers who graduated from a teacher education program within the past 5 years. One on one interviews focused on lived experiences within a participant’s home, school community, and teaching abroad. The researcher used grounded theory during the data analysis to assist in identifying themes, and then compared these themes among participants. Overall, this study suggests that even though these participants live in a multicultural nation, experiences varied greatly based on contributing factors such as heritage and exposure to cultural diversity through their home and school life. Despite their varying level of cultural competence, all participants gained insight from their teaching abroad experience, contributing to a teacher identity that considered inclusive practices. This study suggests that there are some important factors to consider when preparing teachers to teach in a multicultural society.

An Exploration of Professors’ Use of Twitter in Higher Education

Scant research has explored how professors in Canadian universities use Twitter as a teaching tool or to augment knowledge about their subject disciplines. This case study employed a mixed-method approach to examine how professors in an Ontario university use Twitter. Using a variation of the technology acceptance model, the survey (n = 17) found that professor participants—41.2% of whom use Twitter—perceive Twitter as somewhat useful as a teaching tool, not useful for finding and sharing information, and not useful for personal use. Participants’ gender and number of years teaching are not indicators of Twitter use. Furthermore, the level of support from peers and the university may be reasons why some do not use Twitter or have stopped using Twitter. Face-to-face interviews (n = 3) revealed that Twitter is not used in classrooms or lecture halls, but predominantly as a means of sharing information with students and colleagues. Another deterrent to using Twitter is not knowing who to follow. Findings indicate that some professors at this university embrace Twitter, but not necessarily as an in-class teaching tool. The challenge and the advantage of using Twitter is to discover and follow people who tweet material and to select relevant material to pass along to students and colleagues. Professor participants in the study found a use for the social network as a means to increase student engagement, create virtual information-exchange communities, and enrich their own learning.

Christopher Newton Collection, 1955-1998 (non-inclusive)

Christopher Newton was born in England in June of 1936. He received his education at Sir Roger Manwood’s School in Kent, the University of Leeds, Purdue University in Indiana and the University of Illinois where he received his M.A. He founded Theatre Calgary in 1968 and was the artistic director there until 1971. He was appointed as the artistic director of the Vancouver Playhouse where he established the Playhouse Acting School with Powys Thomas. Mr. Newton has also performed and directed at Stratford Festivals and on Broadway. He became the artistic director at Shaw Festival in Niagara-on-the-Lake in 1979 and remained there for 23 seasons until 2002. Mr. Newton has many television, radio and film credits to his name as well as having written many stage plays. Mr. Newton has received honorary degrees from Brock University (1986), the University of Guelph (1989), Wilfrid Laurier University (1997) and Buffalo State University. He was made an Honorary Fellow at the Royal Conservatory of Music of Toronto (1993) and of Ryerson Polytechnic University (1995). He has won the Governor General’s performing arts award (2000), the Molson Prize and the Thomas DeGaetani Award from the United States Institute for Theatre Technology. In 1996 he was made an Honorary Life Member of the Association for Canadian Theatre Research and in the same year he received the M. Joan Chalmers Award for Artistic Direction. In 1995, he was made a Member of the Order of Canada and he won a Governor General's Performing Arts Award in 2000. Christopher Newton is currently the Artistic Director Emeritus at the Shaw Festival. Sources: http://www.shawfest.com/the-ensemble/christopher-newton/ http://www.thecanadianencyclopedia.com/articles/christopher-newton

The Influence of Male Diet on Life History Traits of Female Mosquitoes

In the field, mosquitoes characteristically feed on sugars soon after emergence and intermittently during their adult lives. Sugar meals are commonly derived from plant nectar and homopteran honeydew, and without them, adults can only survive for a few days on larval reserves. In addition to sugar, females of most species rely on blood for the initiation and maintenance of egg development; thus their reproductive success depends to some extent on the availability of blood hosts. Males, on the other hand, feed exclusively on sugars. Consequently, their sexual maturation and reproductive success is largely dependent upon access to sugar sources. Plant nectar and homopteran honeydew are the two main sugar sources utilized by mosquitoes in the wild. Previous laboratory studies had shown that differences between nectar sources can affect the survivorship and biting frequency of disease vectoring mosquitoes. However, little is known on how sugar composition influence the reproductive processes in male mosquitoes. Male mosquitoes transfer accessory gland proteins and other hormones to their mates along with sperm during mating. In the female, these seminal fluid constituents exert their influence on reproductive genes that control ovulation and vitellogenesis. The present study tests the hypothesis that the mates of males consuming different sugar meals will exhibit varying levels of induction of vitellogenin (a gene which regulates the expression of egg yolk precursor proteins). Real-time quantitative RT-PCR was used to investigate how each sugar meal indirectly influences vitellogenin mRNA abundance in female Anopheles stephensi following mating. Results indicate that mates of nectar-fed males exhibit 2-fold greater change in vitellogenin expression than the mates of honeydew-fed males. However, this response did not occur in non-blood fed controls. These findings suggest that the stimulatory effect of mating on vitellogenesis in blood meal-reliant (i.e. anautogenous) mosquitoes may only be synergistic in nature. The present study also sought to compare the potential fitness costs of mating incurred by females that do not necessarily require a blood meal to initiate a reproductive cycle (i.e., exhibit autogeny). Females of the facultatively autogenous mosquito, Culex molestus were allowed to mate with males sustained on either nectar or honedyew. Mean lifetime fecundity and survivorship of females under the two different mating regimes were then recorded. Additionally, one-dimensional gel electrophoresis was used to verify the transfer of male accessory gland proteins to the sperm storage organs of females during mating.While there was no significant difference in survival between the test treatments, the mates of nectar-fed males produced 11% more eggs on average than mates of honeydew-fed males. However, additional data are needed to justify the extrapolation of these findings to natural settings. These findings prompt further investigation as the differences caused by diet variation in males may be reflected across other life history traits such as mating frequency and insemination capacity.

Program of a Commemorative session of Lincoln County Council, November 19, 1969.

The County of Lincoln dates back to 1798, when the first Lincoln County was formed. It was comprised of the townships of Clinton, Grimsby, Saltfleet, Barton, Ancaster, Glanford, Binbrook, Gainsborough, Caistor, Newark (Niagara), Grantham, Louth, Stamford, Thorold, Pelham, Bertie, Willoughby, Crowland, Humberstone and Wainfleet. The County boundaries were revised over the years, and the formation of Welland County in 1856 left only 7 townships in Lincoln County (Niagara, Grantham, Louth, Clinton, Gainsborough, Caistor and Grimsby). A County Council was also established at this time, which consisted of a Clerk, Warden, and a representative from each township. In 1862, the County Seat was moved from Niagara-on-the-Lake to St. Catharines. In 1970, Lincoln and Welland Counties were amalgamated to form the Regional Municipality of Niagara.

Foster Children in Education: Resource Handbook for Elementary Educators

This project is aligned with examining the role of the education system and the foster care context on the learning experiences of young children in the classroom. This project is a study of the literature and research conducted on the life experiences, adverse effects of these experiences (such as attachment disorder), socioemotional development, and resiliency of foster care children. Furthermore, the project explores the literature on how the experiences of these foster children traverse contexts and impact the education setting. This study also outlines specific strategies and practices for teachers and school staff in order to promote students’ resiliency, competency, behaviour management, and overall educational success and positive academic experience. These strategies resulted from a critical review of the literature and translated into the development of an informative handbook intended for teachers. The handbook developed in this study focuses on the understanding of the lives of foster care children, their histories, adverse experiences, socioemotional development, strategies to manage behaviour, unique needs, and encouraging their resiliency and success in school. To ensure the soundness of the handbook, 2 education liaisons at a Family and Child Services agency within Ontario and a former child and service social worker from Manitoba reviewed the first draft and provided comments on the validity of the content and the potential usability of the handbook for educators. Suggestions and comments provided by these experts were used to enhance the final product of the handbook.

Entrance Examination Certificate Collegiate Institutes and High Schools of Ontario - Mary Willson

A certificate from the Collegiate Institutes and High Schools of Ontario of the Education Department of Ontario stating: "It is hereby certified that Mary Willson has passed the entrance examination required by the Education Department for admission to a Collegiate Institute or High School. Dated at Welland August 1st, 1908. Signed John W. Marshall, B.A. Inspector of Public Schools.

Teacher-Student Rapport: Investigating its Impact on the Dropout Rate in Physical and Health Education

This study was an investigation into whether strong teacher-student rapport relates to the drop-out rates of students in grade 9 and 10 health and physical education (HPE). In the study, One hundred and thirty-six grade 9 students from five high schools in Ontario participated in this study. Findings of whether or not rapport related to students’ decision to take an additional HPE credit beyond grade 9 did not prove conclusive. A significant multivariate interaction effect was not found; however, tests of between-subject effects on sex and grade 10 dropouts showed some interesting trends. More research is needed to further illuminate the link between teacher-student rapport and students’ enrollment in optional HPE classes.

Non-pollen palynomorphs and thecamoebians as proxies of environmental and anthropogenic change: a case study from Lake Simcoe, Ontario, Canada

The distribution of aquatic microfossils and pollen in the long core from Lake Simcoe (LS07PC5) shows synchronous response since deglaciation, highlighting the potential of little-known non-pollen palynomorphs (NPP) as paleolimnological indicators. Upcore variations in NPP, thecamoebians and pollen reflect hydrological and climatic variations: onset of the Main Lake Algonquin, the draining of Lake Algonquin, the early Holocene drought, the midto late Holocene climate shifts including mid-Holocene drought and the Little Ice Age, and human settlement. The distribution of microfossils in the short cores (CB1 and SB1) shows the level of eutrophication decreasing gradually from Cook’s Bay to the Atherley Narrows outflow due to differences in the extent of anthropogenic impact and cumulative retention of phosphorous within sediments. Changes in assemblages and concentration of NPP within the cores reflect the history of settlement within Lake Simcoe basin, recording temporal differences in eutrophication.

Thomas Young reward claim, October 30, 1875

Transcript: Sir I understand that a reward of fifty dollars has been offered by the County of Haldimand for the arrest of any person convicted of horse stealing. I beg to state that I arrested Albert Hucker charged with having stolen a bay mare the property of Eward Hodges in the Township of Walpole Co. of Haldimand and that the said Albert Hucker has been convicted of the offence by A.G. Hill, Esq. police magistrate of the Town of Clifton County of Welland, and sentenced to three years servitude in the provincial penitentiary. I beg therefore to ask of I am entitled to the aforesaid reward and if so what steps are necessary to procure it. I am Sir, Yours respectfully, Thomas H. Young Ontario Police Clifton

Broadside reporting the Fenian Invasion of Canada, June 2, 1866

The Fenians were a group intent on securing Irish independence from England. The movement had its origins in Ireland in1857, under the leadership of James Stephens, with the assistance of John O'Mahony, an American who had raised funds for the cause. The American branch of this movement was especially successful, having raised $500 000 and enlisting about 10 000 American Civil War veterans. The group split into two separate factions, one desiring an invasion of Canada and the other preferring an uprising in Ireland. It soon became apparent that an uprising in Ireland was not imminent, and a decision was made to invade Canada. In April, 1866, a raid was launched against New Brunswick. It proved unsuccessful, and another raid was attempted on June 1, 1866, this time in Ridgeway, near Fort Erie, Ontario. The Canadian militiamen were defeated, but the Fenians subsequently withdrew. A third incident occurred on June 7, this time at Missisquoi Bay in Quebec, when the Fenians crossed the border, remained there for 2 days, and withdrew. A failed uprising in Ireland in 1867 signaled the demise of the movement. The Fenian threat helped to promote a sense of union among Canadians and provided an incentive for Confederation.

A Handbook for Ontario J/I Pre-Service Teachers Developing Inclusive Pedagogy: Understanding Pre-Service Teachers' Thoughts and Feelings About Diversity

This project presents a handbook for Ontario Junior/Intermediate (J/I) pre-service teachers, Ontario J/I teacher education instructors, and J/I associate teachers that facilitates the identification, analysis, and reorganization of J/I pre-service teachers’ thoughts and feelings about diversity characteristics to develop inclusive teaching pedagogy. The handbook outlines collaborative and independent learning activities designed for integration into compulsory J/I Bachelor of Education (B.Ed.) program courses, practicum placements, and independent reflective situations. The handbook is composed of 5 sections: (a) Rationale for Importance; (b) Cross-Curricular Activities for J/I B.Ed. Courses; (c) Course-Specific Activities; (d) Practicum Placement Activities; and (e) Resources for Inclusive Educators. A critical content analysis of a 2011-2012 J/I B.Ed. program in Ontario enabled the creation of the handbook to address specific teacher education programming focused on helping pre-service teachers understand their thoughts and feelings about diversity for the development of inclusive teaching pedagogy. This research contributes to the advancement of theory and practice regarding development of teacher education programming that promotes J/I pre-service teachers’ inclusive pedagogy.

Bridging the Conceptualization of Youth with Intellectual Disabilities to Sentencing under the YCJA

The current study examined how disability and the concepts of risk, need and responsivity are understood by criminal justice professionals and inform their perceptions of young offenders with ID at sentencing under the ‘different but equal’ philosophy. Semi-structured interviews were conducted with 11 lawyers and 8 mental health workers across 6 major urban areas in Ontario. Participants primarily perceived ID through a medical discourse, overlooking social and structural barriers that, in some cases, may hinder adherence to sentencing dispositions. Specifically, participants discussed balancing the reduced culpability of offenders (e.g., intent) – justifying lenient sentencing – with public safety concerns (i.e., ID viewed as a barrier to rehabilitation) – justifying increasing the severity of sentences. Participants assessed clients with ID and their risks, needs and responsivity within the context of other legal factors: criminal history, severity of the offence, and YCJA objectives. Participants articulated the importance of tailored courthouse identification programs, services/funding, and education/training.

Can Ontario Be the Next Finland? Assessing Whether the Finnish Model Can Meet the Educational Needs of Ontario, Canada

This study examines the adaptability of the Finland model to meet the educational disparities currently observed in the education system in Ontario, Canada. A literature review and a database highlight key characteristics of the Finland model. From this information, Finland and Ontario’s systems are found to be similar in the areas of systemic structure and educational philosophies, and international testing and performance standards. The systems are found to be different in the areas of geography and demographics, social perceptions and attitudes towards education, school system structure, teaching philosophies, teacher education and professional status, and standardized and high-stakes testing. Discussion regarding use of Finnish philosophies to meet Ontario’s needs in the following areas takes place: social perceptions and attitudes towards education, our teaching philosophies, our teacher education and professional status, and our use of high-stakes and standardized testing. Opportunities for future research are also discussed and the major research paper includes a workshop and survey.

Examining the Nature of Published Research About Mentoring in Higher Education

The various forms of mentoring relationships in higher education have all proven to be valuable, offering numerous benefits to mentors and protégés. Research into mentoring provides critical insight into aspects of these relationships, which can be used to advance theoretical and practical understandings of the topic. However, little is known about the methodological characteristics of the mentoring research itself. Using descriptive quantitative content analysis, I examined five years of articles published in five scholarly journals to determine the prevalence of research about mentoring in higher education. Not surprisingly, the prevalence of these articles differed significantly among journals in higher education (1.07% to 3.13%) compared to the considerably higher prevalence rate of 53.15% for the mentoring journal, Mentoring & Tutoring [χ2 (4, N = 82) = 143.98, p < .01]. I also report findings related to the prevalence of different empirical research traditions, research designs, and data sources, as well as various populations, such as faculty members or graduate students who serve as mentors or protégés. Given the limited number of mentoring articles published in higher education journals, I was unable to compare methodological characteristics across journals. Implications for theory, research, and practice in the area of mentoring in higher education are also suggested. Understanding the methodological characteristics of the current literature allows researchers to tailor their current studies by either continuing with existing trends in methodological approaches or seeking opportunities to incorporate under-utilized research traditions, designs, or data sources, with the aim of continuing to improve mentoring knowledge and outcomes.