A needs assessment of public health professionals: supporting the implementation of Ontario 2010 revised elementary health and physical education curriculum

Based on the Comprehensive School Health framework, Ontario's Foundations for a Healthy School (2009) outlines an integrated approach to school health promotion. In this approach the school, community and partners (including public health) are fully engaged With a common goal of youth health. With the recent introductions of the Ontario Public Health Standards (2009) and the revised elementary health and physical education curriculum (2010), the timing for a greater integration of public health with schools is ideal. A needs assessment was conducted to identify the perceived support required by public health professionals to implement the mandates of both policy documents in Ontario. Data was collected for the needs assessment through facilitated discussions at a provincial roundtable event, regional focus groups and individual interviews with public health professionals representing Ontario's 36 public health units. Findings suggest that public health professionals perceive that they require increased resources, greater communication, a clear vision of public health and a suitable understanding of the professional cultures in which they are surrounded in order to effectively support schools. This study expands upon these four categories and the corresponding seventeen themes that were uncovered during the research process.

Academic advising, eh : a profile of undergraduate academic advising at Ontario universities

Despite its importance to postsecondary students' success, there is little known about academic advisement in Canada. Academic advising can be a very intensive and demanding job, yet it is not well understood what duties or student populations of advising make it so. On a practical level, this study sought to learn more about academic advisement in Ontario universities and provide a general overview of who advisors are and what they do. This study also investigated academic advising duties and time allocation for these responsibilities in an attempt to relate theory to practice incorporating Vilfredo Pareto's theoretical underpinnings to confirm or negate the applicability of the Pareto Principle in relationship to time utilization by advisors. Essentially this study sought to discover which students require the greatest advisement time and effort, and how advisors could apply these findings to their work. Academic advising professionals in Ontario universities were asked to complete a researcher-designed electronic survey. Quantitative data from the responses were analyzed to describe generalized features of academic advising at Ontario universities. Discussion and implications for practice will prompt advisors and institutions using the results of this study to measure themselves against a provincial assessment. Advisors' awareness of time allocation to different student groups can help focus attention where new strategies are needed to maximize time and efforts. This study found that caseload and time spent with student populations were proportional. Regular undergraduate students accounted for the greatest amount of caseload and time followed by working with students struggling academically. This study highlights the need for further evaluation, education, and research in academic advising in Canadian higher education.

Active2010 and the Ontario School System: A Top-Down Policy Implementation Analysis

In 2004, the Ontario Ministry of Health Promotion and Sport (MHPS) established Active2010: Ontario’s Sport and Physical Activity Strategy. Active2010 demonstrates a strong provincial government policy emphasis regarding sport participation and physical activity (PA), and identifies the school system as a primary vehicle for enhancing PA levels. This study examines the sport and PA initiatives MHPS is undertaking within the school system. Theoretical context regarding neo-liberalism in Canada and Canadian sport frames this study, while a revised version of Van Meter and Van Horn’s (1975) top-down model of policy implementation guides the research process. A case study of the school-based PA system is conducted which relies on the analysis of 11 semi-structured interviews and 47 official organizational documents. Four emergent categories of Jurisdictional Funding, Coercive Policy, Sector Silos, and Community Champions are identified. Additional insight is provided regarding neo-liberalism, provincial level government, interministerial collaboration, and government/non-profit sector partnership.

Hydro Electric Commission of Niagara Falls Ontario Scrapbook, 1936-1939, 1943-1951

Sir Adam Beck ( a London, Ontario manufacturer, Mayor and Conservative member of the provincial legislature) was a champion of municipal and provincial power ownership. Beck become the “Power Minister” and chairman of the Hydro-Electric Power Commission of Ontario which was the world’s first publicly owned utility. In 1925 the first unit of the Hydro Electric Power Commission’s Queenston Chippawa hydro-electric development on the Niagara River went into service. The station was renamed in 1950 as “Sir Adam Beck #1”. This marked the 25th anniversary of Beck’s death. This is one of 2 generating stations in Niagara Falls. There is also Adam Beck Plant #2. The Niagara generating stations supply one quarter of all power used in New York State and Ontario.Ontario Hydro has two water tunnels which traverse the entire City of Niagara Falls from the Village of Chippawa in the South to the Sir Adam Beck Hydro Electric Generating Stations in the North. Also they are in the process of building the third tunnel. In addition, Ontario Hydro has a 13.6 km open canal which traverses the entire City of Niagara Falls. Source: http://www.hydroone.com/OurCompany/Pages/OurHistory.aspx

St. Catharines and District Labour Council fonds, 1957-1986

The St. Catharines and District Labour Council was founded in May 1957 by unionized workers from St. Catharines, Thorold, Merritton, Port Dalhousie and Grimsby. They sought to improve the social and economic welfare of workers; promote the organization of workers into unions for their mutual benefit, regardless of race, creed, colour, or national origin; encourage the sale of union-made goods and services; promote worker education; provide workers with a voice in politics; and safeguard the democratic nature of the labour movement. The Council, affiliated with both the Canadian Labour Congress and the Ontario Federation of Labour, was instrumental in assisting local workers with their labour disputes, including Canadian Pulp and Paper workers at Abitibi Provincial Paper in Thorold [1975-76], and Gallaher Paper [1999], workers at the St. Catharines Eaton’s store [1985], as well as smaller disputes such as that between the part-time secretarial staff and the Welland County Roman Catholic Separate School Board [1972] and workers of the Skyway Lumber Company [1972]. The Council also assisted the community at large by offering a Community Counseling Service [1971-1976] to help citizens with issues concerning various government agencies, social services and Acts, such as the Vacation Pay Act, Landlord and Tenant Act, Employment Standards Act, unemployment insurance claims and workman’s compensation claims. Other projects that the Council organized included an annual Education Institute [1958-1965] and the annual publication of Labour Review, a summary of the Council’s past year. The Labour Council continued to operate until 2010, when several local Labour Councils merged to form the Niagara Regional Labour Council.

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.

Integrating Media Education Into the Curriculum: What Chinese Educators Can Learn from Ontario Education

This study sought to determine if and how the Ontario approach to integrating media education into the curriculum can be applied to Chinese education. The study used thematic analyses to identify the Ontario curriculum‘s attributes and approach to teaching media literacy, and to investigate relevant policies and national curriculum standards in Chinese compulsory education to reveal the status quo of Chinese media education. Finally, the study explored the feasibility of applying the Ontario media education model in China. Findings indicate that the Ontario model can be employed in the Chinese context, but only partly so, because current Chinese media education is limited by protectionism and restrictive policies corresponding to the use of media merely as research tools.

Agenda for the fifty-third annual meeting of the National Council of Women of Canada, 1946

The National Council of Women of Canada was founded in 1893 in Toronto to address the need for societal reform, such as better education for women and women’s suffrage. The first president was Lady Ishbel Aberdeen, the wife of the Governor General. The group’s early efforts focused on improving conditions for women prisoners, women working in factories, and women immigrants. The efforts of the Council also helped to achieve the passing of the Act to Confer the Electoral Franchise Upon Women in 1918. Members of the Council have advocated for the welfare of children, the family, the community, the environment and equal pay for work of equal value. The Council continues to be concerned with these issues, and presents an annual brief to the Prime Minister and Members of the Cabinet, as well as occasionally serving on special advisory committees.

The Vintners Quality Alliance - VQA Officially Launches its "Appellation of Origin" System for Ontario Wines, June 27 1989

An official launch for the '"Appellation of Origin" System for Ontario Wines'. The VQA announces the labeling system which will identify "Ontario wines based on the origin of the grapes from which they are produced". The system relies on Provincial and Geographic Designations which are outlined in the announcement.

Niagara River (Ontario) Remedial Action Plan fonds, 1984-1997, n.d.

The Niagara River Remedial Action Plan was part of an initiative to restore the integrity of the Great Lakes Basin ecosystem. In 1972, the Great Lakes Water Quality Agreement was signed by both Canada and the United States to demonstrate their commitment to protecting this valuable resource. An amendment in 1987 stipulated that Remedial Action Plans (RAPs) be implemented in 43 ecologically compromised areas known as Areas of Concern. The Niagara River was designated as one of these areas by federal and provincial governments and the International Joint Commission, an independent and binational organization that deals with issues concerning the use and quality of boundary waters between Canada and the United States. Although the affected area included parts of both the Canadian and American side of the river, Remedial Action Plans were developed separately in both Canada and the United States. The Niagara River (Ontario) RAP is a three-stage process requiring collaboration between numerous government agencies and the public. Environment Canada, the Ontario Ministry of the Environment, and the Niagara Peninsula Conservation Authority are the agencies guiding the development and implementation of the Niagara River (Ontario) RAP. The first stage is to determine the severity and causes of the environmental degradation that resulted in the location being designated an Area of Concern; the second stage is to identify and implement actions that will restore and protect the health of the ecosystem; and the third stage is to monitor the area to ensure that the ecosystem’s health has been restored. Stage one of the RAP commenced in January 1989 when a Public Advisory Committee (PAC) was established. This committee was comprised of concerned citizens and representatives from various community groups, associations, industries and municipalities. After several years of consultation, the Niagara River (Ontario) Remedial Action Plan Stage 2 Report was released in 1995. It contained 16 goals and 37 recommendations. Among them was the need for Canadians and Americans to work more collaboratively in order to successfully restore the water quality in the Niagara River. Stage three of the Niagara River (Ontario) RAP is currently ongoing, but it is estimated that it will be completed by 2015. At that point, the Niagara River Area of Concern will be delisted, although monitoring of the area will continue to ensure it remains healthy.

Ontario Winter Games records, 1984-1985.

The Ontario Winter Games began in 1970. This four day sporting event features amateur athletes from across the province, with the majority of the athletes being between the ages of 14-18. The event is held every two years and averages 3,500 participants, including athletes, coaches and officials. It provides an opportunity for young athletes to showcase and develop their skills, often preparing them for sports competitions at the national and international level. The 1985 Ontario Winter Games were held in St. Catharines, Ontario, from March 14-17.

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 Implementation of Jenkins’s 21st-Century Skills in the Curriculum: A Cross-National Policy Analysis

This meta-analytic study sought to determine if cross-national curricula are aligned with burgeoning digital learning environments in order to help policy makers develop curriculum that incorporates 21st-century skills instruction. The study juxtaposed cross- national curricula in Ontario (Canada), Australia, and Finland against Jenkins’s (2009) framework of 11 crucial 21st-century skills that include: play, performance, simulation, appropriation, multitasking, distributed cognition, collective intelligence, judgment, transmedia navigation, networking, and negotiation. Results from qualitative data collection and analysis revealed that Finland implements all of Jenkins’s 21st-century skills. Recommendations are made to implement sound 21st-century skills in other jurisdictions.

Temperance Poster - "Teen-Age Turn-Out" Cornwall, Ontario

A poster produced by "A Provincial Educational Project of the Ontario Temperance Federation" for an event called "Teen-Age Turn-Out". The event is to take place at Cornwall Armouries.

Ontario Federation of Agriculture records, 1974-1984

The Ontario Federation of Agriculture was established in 1936 and is the largest voluntary farm organization in Canada, representing 37,000 farm families. The Federation came about in response to the creation of the Canadian Chamber of Agriculture (later renamed the Canadian Federation of Agriculture) in 1935. The establishment of an Ontario branch was needed to provide a forum through which similar organizations from other provinces could communicate about farm issues that were of interprovincial, national, or international importance. The organization is led by farmers and is based in Guleph, Ontario. Their missionis to enable prosperous and sustainable farms. They accomplish this through lobbying, government and media relations, and community representation.