Charles Larned letter - April 3, 1813

Letter Transcription: Pittsfield, April 8, 1813 I think that by this time my dear Charles you will allow I have some reason to give you a gentle reprimand for breach of duty—but I will not censure you upon suspicion maybe you have substantial reasons—at any rate one cannot very graciously reproach the other for negligence I for one am healthy as ham & that we have so seldom exchanged letters during your absence & on my honor promise to be a better girl in future—but the truth is my Dear Charles I am secretary for the Family—Mama you know never writes & James but seldom & they are all dispersed in different directions, consequently I have many calls upon my time—this to be sure is a pleasant duty & I urge it only as a slight palliation for my remissness if you should consider it as such—now I have finished my preface—I will try to be more interesting & doubtless I succeed. Our dear Father we hope & trust is now in Green Bush, where he will probably remain a month perhaps & from thence he expects to go to Sacket’s harbor—at which place you know our troops are fast collecting-- We shall hope to see him either here or there before he goes. Brother George I believe is [still] at Plattsburgh but expects soon to be removed to some other military part perhaps with Papa (I hope so at least). We have just got letters from Brothers Sylvester & Joseph at Middlebury—they are in good health. Mama has for some weeks been afflicted with an inflammation in her eyes but seems now to be convalescing. Sister Martha has been somewhat unwell for a few weeks but is now tolerably recovered. James & myself are both in our usual good health & at this time seated by the same stand, one reading, the other writing. Thus my Dear Charles have I given you an abstract history of our Family—but here indeed is a wonderful omission; not a word about Miss Harriet Hunt, who in truth ought to have been noted first but the last she’s not the least in my memory. She is much grown since you saw her, but does not speak as fluently as we could wish—a few word she can say. Probably before this you have been informed of the great loss your friend Sherrill has sustained in the death of his mother—also of the revolution that has taken place in Hackbridge as it respects the religion & morality of the place that more than one hundred on the plain have become religious converts & c—indeed I am at a loss what to say that will afford your pleasure—a narrative at this time must be gloomy indeed. The distressing situation of our country at this time would make almost any recital melancholy. The prevailing epidemic has swept off many of your acquaintance no doubt. Mrs. Dewey of Williamstown, the sister of Mrs. Danforth, has left a Husband, Children & many Friends sincerely to lament her loss—some few have died in our village, but we have escaped astonishingly –it has raged in every town about us--If we are unwilling to acknowledge a God in his mercies. I fear she shall be compelled to do it in the awfulness of his judgments.--------I am much [pleased] with our new neighbors the Parsons Wife & a Miss Woodward her cousin is a fine girl, I think, Mrs. Allen has not a handsome face but something in her manner that interests one her person I think the handsomest I ever saw & the Parson seems well pleased with his selection—Mrs. Ripley is with them this winter & will probably remain thro the summer—Her husband at [Sackett’s Harbor] little or no alteration is apparent since her marriage—she seems as gay & fond of company as ever.-------Mrs. [McKnight] it is expected will commence housekeeping in about three weeks in the house formerly occupied by Mr…. [Report] says that Mr. Goodman & Clarissa Weller are soon to be married & many other things that I must omit to mention for Mama wants a… PS reserved--now my Dear Charles remember you are considerably… & I am confident you have as much leisure as I have –… be ceremonious but write whenever I find time not & I beg… the same – I tell James I shall not send his love for he must write himself. I shall anxiously expect you to write & do not disappoint your affectionate, sister--H One word my Dear Charles from your affectionate Mother who longs to see Her Dear son Charles—but being deprived of that rich blessing at present— begs Him so to conduct that she may hope for it ere long—do you search the Scriptures and keep the Sabbath holy unto the Lord—and all the sacred Commandments of God—it is my ardent desire…He would protect, support and provide for your soul and body and believe me your affectionate friend and Mother. R Larned.

Canadian National (CN) records, 1974-1989.

Canadian National Railway Company (CN) was incorporated in 1919 as a Crown Corporation. The company was formed during the period after World War I and integrated two of the country’s largest railroads, Canadian Northern and Grand Trunk. CN is the largest rail network in Canada and the only transcontinental network in North America. As the use of railways declined, CN diversified its activities during the 1970s, becoming involved in telecommunications , hotels and oil exploration. The next decade saw a period of financial stability, however, the 1990s were a period of decreased profitability. As part of a restructuring to alleviate the company’s financial difficulties , it was privatized in 1995.

The Implementations of Professional Learning Communities (PLCs) in Beijing and Ontario Schools

Since the knowledge-based economy has become a fashion over the last few decades, the concept of the professional learning community (PLC) has started being accepted by educational institutions and governments as an effective framework to improve teachers’ collective work and collaboration. The purpose of this research was to compare and contrast the implementations of PLCs between Beijing schools and Ontario schools from principals’ personal narratives. In order to discover the lessons and widen the scope to understand the PLC, this research applied qualitative design to collect the data from two principal participants in each location by semistructured interviews. Four themes emerged: (a) structure and technology, (b) identity and climate, (c) task and support, and (d) change and challenge. This research found that the root of the characteristics of the PLCs in Beijing and Ontario was the different existing teaching and learning systems as well as the test systems. Teaching Research Groups (TRGs) is one of the systems that help Chinese to organize routine time and input resources to improve teachers’ professional development. However, Canadian schools lack a similar system that guarantees the time and resources. Moreover, standardized test plays different roles in China and Canada. In China, standardized tests, such as the college entrance examination, are regarded as the important purpose of education, whereas Ontario principals saw the Education Quality and Accountability Office (EQAO) as a tool rather than a primary purpose. These two main differences influenced principals’ beliefs, attitudes, strategies, and practices. The implications based on this discovery provide new perspectives for principals, teachers, policy makers, and scholars to widen and deepen the research and practice of the PLC.

Letter - E.C. Schmon to Arthur A. Schmon, 6 February 1917

The letter reads:" The sixth of February. Artie dear, I am going to be a real good girl and not make you read a long letter, when your thoughts are so completely occupied with "war". Newark is also greatly excited. All arrangements for the mobilization of the militia forces have been made, and in case of any local uprisings, two hundred policemen are to be added to the force. Of course everyone is thinking the worst at present, but I cannot help but believe that in a few months, people will feel like kicking themselves, for having done an unnecessary amount of worrying. (Let us hope so). If nothing unforeseen occurs, I am going to take the "Congressional limited" to Washington, Wednesday the twenty first. Saw in the paper that the public ceremonies of inauguration are to be eliminated, or I would go down the following week. Don't think to steadily about the war. It's bad for the head. Affectionately, Lessie."

Mode of action of a Drosophila FMRFamide in inducing muscle contraction

Drosophila melanogaster is a model system for examining the mechanisms of action of neuropeptides. DPKQDFMRFamide was previously shown to induce contractions in Drosophila body wall muscle fibres in a Ca(2+)-dependent manner. The present study examined the possible involvement of a G-protein-coupled receptor and second messengers in mediating this myotropic effect after removal of the central nervous system. DPKQDFMRFamide-induced contractions were reduced by 70% and 90%, respectively, in larvae with reduced expression of the Drosophila Fmrf receptor (FR) either ubiquitously or specifically in muscle tissue, compared with the response in control larvae in which expression was not manipulated. No such effect occurred in larvae with reduced expression of this gene only in neurons. The myogenic effects of DPKQDFMRFamide do not appear to be mediated through either of the two Drosophila myosuppressin receptors (DmsR-1 and DmsR-2). DPKQDFMRFamide-induced contractions were not reduced in Ala1 transgenic flies lacking activity of calcium/calmodulin-dependent protein kinase (CamKII), and were not affected by the CaMKII inhibitor KN-93. Peptide-induced contractions in the mutants of the phospholipase C-β (PLCβ) gene (norpA larvae) and in IP3 receptor mutants were similar to contractions elicited in control larvae. The peptide failed to increase cAMP and cGMP levels in Drosophila body wall muscles. Peptide-induced contractions were not potentiated by 3-isobutyl-1-methylxanthine, a phosphodiesterase inhibitor, and were not antagonized by inhibitors of cAMP-dependent or cGMP-dependent protein kinases. Additionally, exogenous application of arachidonic acid failed to induce myogenic contractions. Thus, DPKQDFMRFamide induces contractions via a G-protein coupled FMRFamide receptor in muscle cells but does not appear to act via cAMP, cGMP, IP3, PLC, CaMKII or arachidonic acid.

University Faculty Members’ Understanding of Their Role: Identity, Power, and Silence

This qualitative study was conducted to explore tenured faculty members’ understandings of their roles as professors. Tenure is an institutional means to enact academic freedom, which allows tenured faculty members to investigate topics of their choosing free from external influence. Academic freedom also enables faculty members to be public intellectuals who shape and critique social policies and make knowledge assertions. In effect, the faculty members are institutionally protected to speak truth to power. Purposeful sampling of 9 participants from 2 universities yielded 3 major themes: professorial identity (shaped by such factors as career stage, university culture, and faculty affiliation), professorial power (powers that participants experienced as well as the ways in which they exercised power), and professorial silencing (as a response to fiscal realities coupled with numerous governance issues). While participants were cognizant of the powers that affected their freedoms, they were less aware of the ways in which their position afforded them powers. Subtle but more potent forms of power were at play for tenured professors, but the participants saw themselves as having to work within institutional and financial constraints that limited their freedom to speak out on controversial issues. Faculty members were, thus, silenced and at times chose to self-silence. The context of the present-day university, governance models, and the financial issues affecting universities and departments worked in concert to silence this critical voice in society.

Cell-selective modulation of the Drosophila neuromuscular system by a neuropeptide

Neuropeptides can modulate physiological properties of neurons in a cell-specific manner. The present work examines whether a neuropeptide can also modulate muscle tissue in a cell-specific manner, using identified muscle cells in third instar larvae of fruit flies. DPKQDFMRFa, a modulatory peptide in the fruit fly Drosophila melanogaster, has been shown to enhance transmitter release from motor neurons and to elicit contractions by a direct effect on muscle cells. We report that DPKQDFMRFa causes a nifedipine-sensitive drop in input resistance in some muscle cells (6 and 7) but not others (12 and 13). The peptide also increased the amplitude of nerve-evoked contractions and compound excitatory junctional potentials (EJPs) to a greater degree in muscle cells 6 and 7 than 12 and 13. Knocking down FMRFa receptor (FR) expression separately in nerve and muscle indicate that both presynaptic and postsynaptic FR expression contributed to the enhanced contractions, but EJP enhancement was due mainly to presynaptic expression. Muscle-ablation showed that DPKQDFMRFa induced contractions and enhanced nerve-evoked contractions more strongly in muscle cells 6 and 7 than cells 12 and 13. In situ hybridization indicated that FR expression was significantly greater in muscle cells 6 and 7 than 12 and 13. Taken together, these results indicate that DPKQDFMRFa can elicit cell-selective effects on muscle fibres. The ability of neuropeptides to work in a cell-selective manner on neurons and muscle cells may help explain why so many peptides are encoded in invertebrate and vertebrate genomes.

Stelco records, 1951-1989

The Steel Company of Canada (Stelco) was formed in 1910 with the incorporation of the Canada Screw Co. Ltd., the Montreal Rolling Mills Co., the Dominion Wire Manufacturing Co. Ltd., the Hamilton Steel and Iron Co. Ltd., and the Canada Bolt and Nut Co. Ltd. By the 1920s, the company was the largest producer of steel ingots in Canada. The 1930s saw continued success and expansion of the company as Stelco increased its iron and steel capacity by 50 percent. The company continued to prosper throughout the next several decades, with sales revenues exceeding one billion dollars in 1974. In 1980, the company officially changed its name to Stelco, in order to simplify its name in both the French and English language. The company began to experience financial difficulties beginning with the recession in 1982. The troubles persisted for the next 25 years as a result of a decreased demand for steel, labour disputes, and high steel imports. In 2004, Stelco entered bankruptcy protection. By 2007, Stelco had lost $240 million in its first four quarters after emerging from bankruptcy protection. That same year Stelco was purchased by the United States Steel Corp. Despite efforts to restructure the company, bankruptcy was again declared in 2014.

Responses to Reflection in Two Invertebrate Species

The present thesis investigates the responses to reflection in both the crayfish Procambarus clarkii and the fruit fly Drosophila melanogaster. Responses to reflection in crayfish depend on social status and the current work suggests that learning and memory consolidation are required for these responses to be altered. Crayfish were treated to either massed or spaced training fights prior to reflection testing. The results show that subordinate crayfish treated to spaced training display a response typical of subordinate crayfish but subordinate crayfish treated to massed training exhibit a response typical of dominant crayfish. Fruit flies are shown to be attracted to reflection and responses to reflection are described here for the first time. Responses in fruit flies are shown to be dependent on social status. The frequency of behaviours were altered in isolated flies but not socialized flies. The addition of pheromones cVA and 7,11-HD were used to investigate how the addition of chemical cues altered responses to reflection in fruit flies. Socialized fruit flies treated with cVA exhibited an increase in the frequency of behaviours on both mirrored and clear glass walls, while isolated flies exhibited a decrease. Socialized flies treated with 7,11-HD spent more time on mirrored walls compared to glass walls, whereas the frequency of all behaviours were decreased in isolated flies treated with 7,11-HD.

Report of Directors to the Shareholders, 1970

The report reads: "The year 1970 saw many significant changes in our Company. Sales were higher than in any previous year showing an increase in gallons of 8.8% and in dollar volume of 9.7%. The new offices and warehouse are fully operational, the fermenters installed prior to vintage assisted in holding our labour costs to a reasonable level, and the use of liquid sugar proved very successful. We added two representatives to our sales staff during the year and direct contact with our customers will be intensified. Product development is continuing and the addition of new lines and better distribution will be receiving priority. Our venture in the product supply for Valley Rouge Wines of Manitoba will, we trust, increase our sales volume and assist in lowering our fixed overhead. Capital expenses in 1971 will continue at a high level. Our co-operation with the various Government departments in respect to pollution, will obligate our Company to install facilities to satisfy the strict requirements in this regard. Preparations must be made now to handle bulk harvested grapes, the addition of storage and fermenting capacity and the replacement of production equipment, will be under constant review, thus enabling us to maintain production and efficiency. With the continued dedicated service of our personnel and the support of all our Shareholders, we are confident the challenge will be met in 1971."

Letter to S.D. Woodruff from R.J. Thompson

Letter to S.D. Woodruff from R.J. Thompson saying that he cannot be in St. Catharines because McArthur Bros. is building a saw mill. A. Denver is the only man that he could recommend for the job, May 5, 1880.

Liberation and Non-Attachment: Arjuna’s Fear in the Bhagavad-Gītā

This thesis takes liberation to be supreme knowledge of the unity underlying the world of multiplicity. This knowledge is always already attained, so all are eternally liberated, but it is unrecognized in ordinary experience. We will look at the Bhagavad-Gītā to consider why this is so. When Arjuna saw Kṛṣṇa’s imperishable Self, he saw all beings standing as one in Kṛṣṇa; thus, he was confronted by supreme knowledge. But he was overwhelmed with fear and confusion and took refuge in blindness. I argue that Arjuna was not prepared to face recognition because he was unpractised in non-attachment. Attached to his subjectivity, he trembled in the face of unity. The supreme goal is standing firm in recognition while living in the world.

Letter and envelope marked “private” addressed to S.D. Woodruff from William Turner of Port Maitland

Letter and envelope marked “private” addressed to S.D. Woodruff from William Turner of Port Maitland. He says that he has enclosed a bill for all the trouble and fatigue that he has had since he saw Mr. Woodruff. He states that it has been a tiresome job wading through the books for 1857 and 1858, Feb. 5, 1862.

Le roi et l’ermite : discours et idéologies chevaleresques dans les premières proses du Graal (Perlesvaus, le Haut livre du Graal et la Queste del Saint Graal)

Dès le tournant du XIIIe siècle, les écrivains reprennent l’idée d’une quête du Graal, déjà développée par Chrétien de Troyes avec le Conte du Graal, pour y faire entrer plus amplement les traits d’une idéologie ecclésiastique. Les premières proses du Graal présentent alors une nouvelle façon d’exposer certains idéaux de la chevalerie à travers des convictions religieuses. Dans une approche socio-historique, nous nous sommes d’abord penché sur la figure incontournable du roi Arthur, personnage dont le comportement est la cause de la quête du Graal. Plus particulièrement, dans cette recherche, il est question de découvrir comment la position sociale du chevalier tend à s’élever au-dessus de celle du roi. Partant des différentes fonctions royales pour aller vers la nature et le but des aventures vécues par les chevaliers, nous observons pourquoi et comment les auteurs des premières proses du Graal ont tenté d’adapter l’idéologie chevaleresque à l’idéologie ecclésiastique. Il appert que l’influence des discours politiques de cette période médiévale aura joué un rôle important dans cette nouvelle approche de la chevalerie.

L’analyse de composants émotionnels dans des stratégies d’apprentissage

Un certain nombre de théories pédagogiques ont été établies depuis plus de 20 ans. Elles font appel aux réactions de l’apprenant en situation d’apprentissage, mais aucune théorie pédagogique n’a pu décrire complètement un processus d’enseignement en tenant compte de toutes les réactions émotionnelles de l’apprenant. Nous souhaitons intégrer les émotions de l’apprenant dans ces processus d’apprentissage, car elles sont importantes dans les mécanismes d’acquisition de connaissances et dans la mémorisation. Récemment on a vu que le facteur émotionnel est considéré jouer un rôle très important dans les processus cognitifs. Modéliser les réactions émotionnelles d’un apprenant en cours du processus d’apprentissage est une nouveauté pour un Système Tutoriel Intelligent. Pour réaliser notre recherche, nous examinerons les théories pédagogiques qui n’ont pas considéré les émotions de l’apprenant. Jusqu’à maintenant, aucun Système Tutoriel Intelligent destiné à l’enseignement n’a incorporé la notion de facteur émotionnel pour un apprenant humain. Notre premier objectif est d’analyser quelques stratégies pédagogiques et de détecter les composantes émotionnelles qui peuvent y être ou non. Nous cherchons à déterminer dans cette analyse quel type de méthode didactique est utilisé, autrement dit, que fait le tuteur pour prévoir et aider l’apprenant à accomplir sa tâche d’apprentissage dans des conditions optimales. Le deuxième objectif est de proposer l’amélioration de ces méthodes en ajoutant les facteurs émotionnels. On les nommera des « méthodes émotionnelles ». Le dernier objectif vise à expérimenter le modèle d’une théorie pédagogique améliorée en ajoutant les facteurs émotionnels. Dans le cadre de cette recherche nous analyserons un certain nombre de théories pédagogiques, parmi lesquelles les théories de Robert Gagné, Jerome Bruner, Herbert J. Klausmeier et David Merrill, pour chercher à identifier les composantes émotionnelles. Aucune théorie pédagogique n’a mis l’accent sur les émotions au cours du processus d’apprentissage. Ces théories pédagogiques sont développées en tenant compte de plusieurs facteurs externes qui peuvent influencer le processus d’apprentissage. Nous proposons une approche basée sur la prédiction d’émotions qui est liée à de potentielles causes déclenchées par différents facteurs déterminants au cours du processus d’apprentissage. Nous voulons développer une technique qui permette au tuteur de traiter la réaction émotionnelle de l’apprenant à un moment donné au cours de son processus d’apprentissage et de l’inclure dans une méthode pédagogique. Pour atteindre le deuxième objectif de notre recherche, nous utiliserons un module tuteur apprenant basé sur le principe de l’éducation des émotions de l’apprenant, modèle qui vise premièrement sa personnalité et deuxièmement ses connaissances. Si on défini l’apprenant, on peut prédire ses réactions émotionnelles (positives ou négatives) et on peut s’assurer de la bonne disposition de l’apprenant, de sa coopération, sa communication et l’optimisme nécessaires à régler les problèmes émotionnels. Pour atteindre le troisième objectif, nous proposons une technique qui permet au tuteur de résoudre un problème de réaction émotionnelle de l’apprenant à un moment donné du processus d’apprentissage. Nous appliquerons cette technique à une théorie pédagogique. Pour cette première théorie, nous étudierons l’effet produit par certaines stratégies pédagogiques d’un tuteur virtuel au sujet de l’état émotionnel de l’apprenant, et pour ce faire, nous développerons une structure de données en ligne qu’un agent tuteur virtuel peut induire à l’apprenant des émotions positives. Nous analyserons les résultats expérimentaux en utilisant la première théorie et nous les comparerons ensuite avec trois autres théories que nous avons proposées d’étudier. En procédant de la sorte, nous atteindrons le troisième objectif de notre recherche, celui d’expérimenter un modèle d’une théorie pédagogique et de le comparer ensuite avec d’autres théories dans le but de développer ou d’améliorer les méthodes émotionnelles. Nous analyserons les avantages, mais aussi les insuffisances de ces théories par rapport au comportement émotionnel de l’apprenant. En guise de conclusion de cette recherche, nous retiendrons de meilleures théories pédagogiques ou bien nous suggérerons un moyen de les améliorer.