Report from the annual meeting of the shareholders held on June 1, 1886 regarding shares

Report from the annual meeting of the shareholders held on June 1, 1886 regarding shares (copy of 1 handwritten page). The board of directors also met and new directors were named. This is signed by Louis N. Hayne, secretary, June 7, 1886.

Report from the annual meeting of the shareholders held on June 1, 1886 in which amendments and field rules and regulations were made

Report from the annual meeting of the shareholders held on June 1, 1886 in which amendments and field rules and regulations were made (copy of 1 handwritten page). This is signed by Louis N. Hayne, secretary, June 7, 1886.

Letter of notification of the annual meeting of the Long Point Company sent to S.D. Woodruff from George H. Gillespie

Letter of notification of the annual meeting of the Long Point Company sent to S.D. Woodruff from George H. Gillespie. Col. Clark is to present his proposal about timber on the point, June 24, 1868.

Understanding the Intersection of Reformed Faith and Dutch Immigrant Culture in Ontario Independent Christian Schools: Principals’ Experiences and Perspectives

In the aftermath of World War II, a wave of Dutch Reformed immigrants arrived in Ontario, many of whom joined the Christian Reformed Church. Following familiar cultural patterns, history, and their Reformed Christian faith, these immigrants settled in Ontario with remarkable institutional completeness (Breton, 1964). They quickly established independent, parent-operated Christian schools across Ontario. The primary purpose of the schools was to educate children through a comprehensive biblically based school program, yet this religious purpose often intersected with a Dutch immigrant ethnic culture. Van Dijk (2001) states that “the schools were the most important organization in maintaining the religious and ethnic identity of Calvinists” (p. 66). In this qualitative study I explore the intersection of Reformed faith and Dutch Canadian immigrant ethnic culture in Christian schools through the experiential and professional lens of eight retired principals. Employing a theoretical framework informed by Berger’s (1967) Sacred Canopy, I suggest that the intersection of faith and culture was experienced in the schools and was embodied by the schools themselves. Findings point to this intersection being located in the participants’ experience of (a) Dutchness, (b) the struggle for Christian education, (c) the ties that bound the school community together, and (d) the cloud of witnesses that founded and continues to support and encourage the Christian school community. The study offers insight into a Dutch Reformed immigrant group’s experience carving out a niche for themselves on the educational landscape in Ontario. This study also offers suggestions on how Christian schools can broaden their canopy and become more ethnically and denominationally diverse in the future.

Annual Record of Homeopathic Literature 1874

UANL

Proceedings of the seventeenth annual session of the International Hahnemannian Association

UANL

Message from the President of the United States to the two Houses of Congress: at the commencement of the first session of the Thirty-ninth Congress, with the reports of the heads of departments and selections from accompanying documents

UANL

Growing up expectations. Better understanding the expectations of community partners in participatory action research projects

This paper challenges the assumption that youth and youth agencies are in a condition of equality when entering a participatory action research (PAR). By asserting that it is not a state of equality that practitioners nor youth should assume nor be immediately striving for, but a consistently equitable process, this article draws from and reflects on the relationship between young people and researchers who have used a PAR methodology in action oriented projects. Using the UNESCO Growing up in Cities Canada project as a case example, this review extrapolates from and reflects on challenges faced by the project as a whole. Using semi-structured interviews to explore the roles of adults and youth, a number of strategies are highlighted as the techniques used to overcome these challenges. The discussion concludes with further reflection on the complexities of equality and equity, recommending a number of actions that have the potential to create an equitable environment in PAR projects similar to the one examined.