聖水紀言Sheng shui ji yan.

Souvenirs de la confrérie de l'Eau Sainte, de Wu lin.Par Zhang Xue shi ; revu par Zhang Wen dao. Préface par Li Zhi zao Bai chen, de Dong hai, rédigée une trentaine d'années après l'introduction du christianisme.9 feuillets.

醒蒙要言Xing meng yao yan.

Éléments de la religion.Ouvrage en langue commune, par le P. de San Pascual, avec autorisation du P. En Mu xiu.16 feuillets.

問釋氏言輪廻Wen shi shi yan lun hui.

Questions sur la métempsychose bouddhique.Par Ren zhai zhu ren ; introduction signée par San shan zhong ren. Texte et supplément ; postface.6 feuillets.

聖記百言Sheng ji bai yan.

Cent instructions spirituelles de sainte Thérèse.Version par le P. Rho ; préface de l'auteur ; préface par Wang Bing yuan You qi, de Xing yuan (1632). Réédition de l'église Jing jiao, à San shan.20 feuillets.

思正恩言Si zheng en yan.

Méditations sur la vie de Notre Seigneur.Depuis l'incarnation jusqu'au jugement général ; 33 pièces en heptasyllabes.18 feuillets.

新增補李卓吾註釋素翁雜字併刊延賓帖式Xin zeng bu li zhuo wu zhu shi su weng za zi bing kan yan bin tie shi ; alias : 增補素翁指掌雜著全集Zeng bu su weng zhi zhang za zhu quan ji.

Manuel encyclopédique pour l'éducation.Composé par Chen Bin gong et annoté par Wang Bai gu ; explications de Li Zhuo wu († 1610). Ouvrage gravé par Wu Qi xiang (1628) ; comprenant : vie de Confucius, — en haut des pages, abrégé historique, en bas, vocabulaire méthodique, — renseignements divers, modèles de lettres, etc.2 + 32 + 6 feuillets.

You can count on it!

We’re having a really great run on our nylons. In the 1960's and 1970's Lightning Fastener's market share was being challenged by cheaper, but less dependable imports.

Guernsey Milk Can

In 1969, Sir William Arnold, Bailiff of Guernsey - the birthplace of Sir Isaac Brock - was invited by Dr. Gibson to come to Canada and visit Brock University on the 200th anniversary of Sir Isaac Brock's birth. Following his visit in October of that year, the Bailiff presented Brock University with this miniature silver milk can. This milk can is of the traditional Guernsey style.

Can low domain knowledge be compensated for when using the internet? /

Previous researchers have found that learners do not benefit fi-om using the Internet when domain knowledge is low. The purpose of the current study was to investigate possible methods to compensate for low domain knowledge. Specifically, the presence of notes, more time to search the Internet, and high levels of motivation to use the Internet were examined as possible compensating factors. Sixty Political Science and Kinesiology undergraduate students were randomly assigned to one of three conditions. Students searched the Internet for an hour prior to vmting an essay with notes present, searched the Internet for an hour prior to writing an essay without notes present, or did not search the Internet prior to completing an essay. Each participant completed the same two essays, one corresponding to a high knowledge domain and another corresponding to a low knowledge domain. First, the presence of notes did not significantly improve essay scores in comparison to the absence of notes. Second, learners did benefit fi-om using the Internet for 1 hour in comparison to their peers who were not exposed to the Internet, regardless of level of domain knowledge. Third, high levels of motivation did not affect essay performance. A discussion of why time may have compensated for low domain knowledge while notes and motivation did not is included. In addition, methods that may compensate for low domain knowledge when time is restricted are suggested.

Can poor readers visually recognize words they are unable to read? /

The ability to learn new reading vocabulary was assessed in 30 grade 3 poor readers reading approximately one to two years below grade level; the results of the assessment were compared to the performance abilities of 33 normal readers in grade 3 as obtained from an earlier study that employed the same approach and stimuli. The purpose of the study was to examine the strategies employed by poor readers in the acquisition of new reading vocabulary. Students were randomly assigned to either a treatment group (Mixed Phonics Explicit), or to a control group (Phonics Implicit). Subjects in the Mixed Phonics Explicit groups received explicit letter/sound correspondence training. Subjects in the Phonics Implicit group were asked to re-read the presented pseudo-words, receiving corrective feedback when necessary. The stimuli on which the subjects were trained involved a list of six pseudo-words presented in sentences as surnames. The training involved a teaching and test format on each trial for a total of six trials or until criterion had been reached. The results suggested that both normal and poor readers engage in visual learning and verbal coding when acquiring new reading vocabulary. However, poor readers appear to engage in less verbal coding than normal readers. Between group comparisons showed no difference between poor and normal readers in trials and errors to criterion in the visual recognition memory measure. However, normal readers performed significantly better in reading their visual recognition choices.

Opening a can of worms : perceptions and practices of teachers in Newfoundland and Labrador incorporating the role of a therapist

Educational trends of inclusion and collaboration have led to changing roles of teachers, including an emphasis on personal support. To provide for social, emotional, and behavioural needs, teachers may adopt a therapeutic role. Many models for such support are proposed, with most models including the importance of student-teacher relationships, a focus on social, emotional, and behavioural development, and direct instruction of related skills. This study includes 20 interview participants. In addition, 4 of the 20 interview participants also took part in a case study. It examines whether participants adopt a therapeutic role, their beliefs about student-teacher relationships, whether they provide interventions in personal issues, and instructed social, emotional, and behaviour skills. Findings show that teachers adopt an academic role as well as a therapeutic role, believe student-teacher relationships are important, are approached about personal issues, and instruct social, emotional, and behavioural skills. Talking and listening are commonly used to provide support, typically exclusive of formal curricular goals. The challenges in providing front-line support issues that may be shared within an established student-teacher relationship are considered. Support in turn for teachers who choose to provide support for personal issues in the classroom within a therapeutic role are suggested, including recommendations for support and referral related to specific social, emotional, or behavioural scenarios that may arise in the school community.

Spreading my wings : how can I improve my practice and contribute to the professional knowledge base through narrative-autobiographical self-study?

"How can I improve my practice and contribute to the professional knowledge base through narrative-autobiographical self-study?" Through the use of Whitehead's (1989) living educational theory and examination of my stories, I identify the values and critical events that have helped me come to know my own learning and shape my professional self. Building on the premise that educational knowledge/theory is created, recreated, and lived through educational inquiry; I strive to make meaning of this data archive, collected over 7 years of teaching. I chart my journey to reexamine my beliefs and practices, to find a balance between traditional and progressive practices and to align my theory and practice. I retell, and, thus, in some way relive, my own "living contradictions." A reconceptualization of the KNOW, DO, BE model (Drake & Burns, 2004) is used to develop strategies to align my practice, including a six-step model of curriculum design that combines the backwards design process of Wiggins and McTighe (1998), the KNOW, DO, BE model (Drake & Burns) and Curry and Samara's (1995) differentiation planner.