Ridley College papers, 1983, 1985-1986, 1989-1990

Ridley College was conceived in 1888 by a group of Anglican clergy and laymen eager to establish a school for boys in Ontario that emphasized strong academic and religious values. The school was originally known as Bishop Ridley College, in tribute to Nicholas Ridley, a 16th century English churchman who was martyred during the Protestant Reformation for refusing to renounce his Anglican faith. The first facility was the stately and spacious Springbank Sanatorium; shortly thereafter, construction was begun across the old Welland Canal on a lower school for boys age 5 to 13 on the present-day campus site. The name “Springbank” stems from the name of the hotel constructed in 1864 by Dr. Theophilus Mack on Yates Street. Fortuitously, the directors of what would become Ridley College were looking to found a new boys’ school. The sale of the building was completed in 1888 and Ridley began operations in September 1889. In October 1903, the Springbank building complex was consumed by fire forcing the school to move across the canal to its modern western campus. The Ridley campus grew dramatically during the 1920's, and new buildings and facilities were added in each of the following decades. The school became co-educational in 1973; just over a dozen girls enrolled in the inaugural year, while today almost half of Ridley's students are girls. Adapted from: http://www.ridleycollege.com/podium/default.aspx?t=125335 (March 22, 2011)

Beyond the Veil: A Case Study of Context, Culture, Curriculum, and Constructivism at Dubai Women's College

This case study of curriculum at Dubai Women's College (DWC) examines perceptions of international educators who designed and implemented curriculum for female Emirati higher-educational students in the UAE, and sheds light on the complex social, cultural, and religious factors affecting educational practice. Participants were faculty and supervisors, mainly foreign nationals, while students at DWC are exclusively Emirati. Theories prominent in this study are: constructivist learning theory, trans formative curriculum theory, and sociological theory. Change and empowerment theory figure prominently in this study. Findings reveal this unique group of educators understand curriculum theory as a "contextualized" construct and argue that theory and practice must be viewed through an international lens of religious, cultural, and social contexts. As well, the study explores how mandated "standards" in education-in the form of the International English Language Testing System (IEL TS) and integrated, constructivist curriculum, as taught in the Higher Diploma Year 1 program-function as dual curricular emphases in this context. The study found that tensions among these dual emphases existed and were mediated through specific strategies, including the use of authentic texts to mirror the IEL TS examination during in-class activities, and the relevance of curricular tasks.

Accommodating College ESL Learner Communication Needs: Perceptions, Policies, and Practices

The purpose of this qualitative inquiry was to determine how the Practical Nursing and Pharmacy Technician programs in one southern Ontario community college could more effectively accommodate ESL learners' communication needs. The literature review examined (a) linguistic issues, such as language testing and second-language learning theories, (b) organizational matters, such as ESL curriculum and teacher training, and (c) affective issues, such as motivation for second-language learning, learning styles, and the student-teacher relationship. I gathered perceptual data from the programs' administrators, faculty members, and ESL learners. Eleven participants took part in individual interviews or a focus group session. The results suggest that ESL learners need assistance with discipline-specific vocabulary and cultural nuances. College ESL learners' weak communicative competence, together with misleading acceptance standards for ESL learners and limited support available to faculty members and to students, decrease opportunities for successful completion of the programs. The results point to re-assessment of the college's admission policies and procedures, program evaluation practices that consider the needs of ESL learners, discipline-specific language support, and strategies to enhance the ESL student-teacher relationship. The study highlights theory relating to ESL learners' self-perception and engagement, as well as the importance of including the voice of college ESL learners in educational research. The results suggest that despite ESL learners' perseverance in completing their studies, power imbalances remain. The college has yet to implement organizational strategies such as discipline-specific communications and ESL courses and extended language support that could meet the communication needs of ESL learners in the two programs.

Therapeutic Recreation Education in Canada: A Review of the Current Curriculum

Abstract This descriptive study sought to identify the similarities and differences between the various educational institutions offering therapeutic recreation curriculum across Canada. The study utilized mixed methods, including open and closed-ended questions on a survey and document analysis. The research participants were from 14 educational institutions located across the nation. Results from this study identify similarities and differences in the curriculum used to prepare students pursuing a career in the TR field. Core competencies and standards of practice for the field of therapeutic recreation were defined and discussed. Accreditation and the accrediting bodies in the field of TR are reviewed because of their significant impact on curriculum. Implications regarding certification and regulation pertaining to the education for therapeutic recreation practitioners were discussed along with suggestions for future research.

Incorporating Language Skills Strategies into Library Instruction for ESL Students

a self-reflection study of the incorporation of language skills strategies in speaking, listening, reading, and writing in a library instruction classroom setting

Niagara College Expansion News

Campus News for Niagara College, August 2002, focusing on the expansion of the Glendale campus for the hospitality and tourism program. The article gives details about the cost of the building, number of students the facility will house and fundraising efforts. Also a photo of the groundbreaking with Donald Ziraldo and several others. The second article on page two is focused on the fundraising efforts for the expansion, specifically the efforts of Donald Ziraldo as the head of the Niagara College Foundation's FutureReady Campaign.

Boston College Law School 75th Celebration Event Salutes J. Donald Monan, S.J., Chancellor of Boston College

On September 13, 2005, in front of a standing-room only crowd of students and faculty, J. Donald Monan, S.J., accepted the Boston College Law School's 75th anniversary Distinguished Service Award from Dean John Garvey for more than thirty years of dedication to the school. Currently Chancellor of Boston College, a position he acquired in 1996, Monan holds the distinction of having been Boston College president for 24 years, the longest tenure in school history.

E-Resources in the Engineering College Libraries of Kerala: Problems towards Sustainable Collection Development

Electronic resources have become a vital part of an academic library especially in universities and higher education institutions. The availability of electronic resources and the acceptance of the fonnat among the academics are rising day by day. As far as engineering students are concerned, they are much techno-savy and are more used to electronic resources. So it has become necessary for the libraries of engineering institutions to subscribe and provide access to electronic resources to satisfy its user community. Many studies have identified that academics are much preferring online journals and databases than their print counter-parts

Propuesta académica para la Universidad del Rosario: Maestría en Administración Deportiva

Consiste en la propuesta de un programa de maestría para la Universidad Del Rosario en Administración Deportiva. Esto teniendo en cuenta el espacio para la profesionalización de este campo en el país

Predictors of Attitudes toward Cosmetic Surgery among U.S. and Colombian College Women: The Roles of Eating Behaviors and Demographic Variables

Cross-cultural studies on eating behaviors and related constructs can identify cultural and social factors that contribute to eating disorder symptomatology. Eating disorders (EDs) are a major cause for concern in the U.S., and recent studies in Colombia have shown growing rates among their female population. In addition, cosmetic surgery procedures have been increasing rapidly in both the U.S. and Colombia, and preliminary research suggests a positive relation between disordered eating and endorsement of plastic surgery. In samples of college women from Colombia and the U.S., we investigated patterns of association between disordered eating variables and cosmetic surgery acceptance. Our approach utilized separate analyses for various subcomponents of disordered eating (to determine their unique associations with cosmetic surgery acceptance) while adjusting for potentially relevant covariates and examining cross-cultural patterns. Participants were students at an urban, public college in the U.S. (n=163) and an urban, private college in Colombia (n=179). Overall, our findings suggested that participants from Colombia with greater disordered eating were more likely to endorse cosmetic surgery for social reasons, while those from the U.S. were more likely to consider undergoing cosmetic surgery for personal reasons. Differing findings between the two samples may be due to cultural and social factors, which we delineate. These findings also have potential implications for presurgical counseling of cosmetic surgery candidates.

Do Colombian students underestimate higher education returns?

We analyze the determinants of subjective returns of higher education in Colombia. The information on expectations has been collected in categories, motivating the use of interval regression and an ordered probit approaches for modeling the relationship between beliefs and measures of ability, conditioning on individual, school and regional covariates. The results suggest that there are considerable differences in the size of the expected returns according to some population groups and a strong dominance of college against technical education. Gender gaps disappear in college education but it is found that girls tend to believe that professional wages are more concentrated into higher income categories than boys. Finally, it seems that Colombian students overestimate the pecuniary returns to education.

La influencia del autoconcepto en el rendimiento académico en estudiantes universitarios. 'The influence of self-concept on academic achievement in university students'.

Resumen tomado de la publicación. Con el apoyo económico del departamento MIDE de la UNED. Incluye anexo con el cuestionario utilizado para la realización del estudio

Exploring young students' functional thinking

Resumen basado en el de la publicación

Learning from errors : effects of teachers training on students??? attitudes towards and their individual use of errors

Resumen basado en el de la publicaci??n