The War, 21 November 1812 (vol. 1, no. 22) - Newspaper

Volumes of interest were published between 1812 and 1815 with articles about the War of 1812.

The War, 5 December 1812 (vol. 1, no. 24) - Newspaper

Volumes of interest were published between 1812 and 1815 with articles about the War of 1812.

The War, 12 December 1812 (vol. 1, no. 25) - Newspaper

Volumes of interest were published between 1812 and 1815 with articles about the War of 1812.

The War, 16 January 1813 (vol. 1, no. 30) - Newspaper

Volumes of interest were published between 1812 and 1815 with articles about the War of 1812.

The War, 9 February 1813 (vol. 1, no. 34) - Newspaper

Volumes of interest were published between 1812 and 1815 with articles about the War of 1812.

The War, 7 September 1813 (vol. 2, no. 12, whole no. 64) - Newspaper

Volumes of interest were published between 1812 and 1815 with articles about the War of 1812.

The War, 8 March 1814 (vol. 2, no. 38, whole no. 90) - Newspaper

Volumes of interest were published between 1812 and 1815 with articles about the War of 1812.

The War, 15 March 1814 (vol. 2, no. 39, whole no. 91) - Newspaper

Volumes of interest were published between 1812 and 1815 with articles about the War of 1812.

The War, 29 March 1814 (vol. 2, no. 41, whole no. 93) - Newspaper

Volumes of interest were published between 1812 and 1815 with articles about the War of 1812.

The War, 19 April 1814 (vol. 2, no. 44, whole no. 96) - Newspaper

Volumes of interest were published between 1812 and 1815 with articles about the War of 1812.

The War, 31 May 1814 (vol. 2, no. 50, whole no. 102) - Newspaper

Volumes of interest were published between 1812 and 1815 with articles about the War of 1812.

The War, 14 June 1814 (vol. 2, no. 52, whole no. 104) - Newspaper

Volumes of interest were published between 1812 and 1815 with articles about the War of 1812.

Aboriginal Parental Involvement/Engagement for Student Success

An increasing body of knowledge links parental involvement with student success but few studies address Aboriginal parental involvement in urban settings. While some critics argue traditional Aboriginal knowledge is best delivered at home, Aboriginal children who share parents’ stories in the classroom benefit other children who draw connections to these stories. Moreover, Aboriginal learners need to function in mainstream Western society and in public school settings in which educators often have a difficult time engaging Aboriginal parents. Consequently, this research sought to explore the perceptions and sense of engagement of parents/caregivers in the Aboriginal Student Program (ASP) in a publicly funded secondary school in Ontario. The study was an extension of the researcher’s existing work and focused specifically on a sample of parents/caregivers taking part in an Aboriginal feast at an Ontario secondary school. Nine individuals accepted an invitation to participate in a Talking Circle and shared perceptions of their children’s educational experiences. Data were collected and coded, and findings indicated that parental involvement in children’s educational journeys contributed significantly to a sense of parental engagement in the school and in Aboriginal programs. Results also suggest that Eurocentric pedagogy can be modified in mainstream secondary schools to directly involve Aboriginal parents/caregivers. Although many participants’ stories revealed they experienced racism during their own schooling, study findings demonstrate that the parents/caregivers want to be involved in their children’s education nonetheless. This thesis discusses the data that were grounded in the participants’ voices that in turn led to several key recommendations.

Proposal for Construction of Brock’s Monument, Queenston, newspaper fragment, 1824

Brock’s Monument is owned by Parks Canada and maintained by the Niagara Parks Commission in collaboration with the Friends of Fort George and Niagara National Historic Sites. It is located in Queenston Heights Park atop the Niagara Escarpment. On March 14, 1815, Parliament passed an act to erect a monument to the memory of General Isaac Brock. A design by engineer Francis Hall was selected. He envisioned a 135 ft. tall Tuscan column, made out of stone with a winding staircase inside. By the spring of 1824, work had begun on the monument. In June of that year, the cornerstone was laid and William Lyon Mackenzie was in attendance at the ceremony. It was on October 13th, 1824 (the anniversary of Brock’s death) that 6000 people traveled to Queenston to inter the remains of Brock and Lieutenant-Colonel Macdonell. This was the second burial for both. After 3 years the tower had reached 135 feet, but there was no inscription at the base, the fence around the observation deck had not been installed and there was no statue of Brock. Hall submitted a plan to finish the statue, but he was turned down and a simple ornament was placed where the Brock statue should have been. A massive blast of gunpowder destroyed the monument in 1840. It is alleged that an American sympathizer with the Upper Canada Rebellion set off the blast. Brock and Macdonell’s bodies were reburied in the Hamilton Family Cemetery in Queenston. The present monument was rebuilt in 1853. William Thomas (designer of St. Michael’s Cathedral in Toronto) was the architect. Brock and Macdonell were once again laid to rest in separate vaults at the statue. In 1968, Brock’s Monument was declared a national historical site. In 2005, it was closed to the public due to safety concerns, but it reopened in 2010. Source: http://www.thecanadianencyclopedia.com/articles/brocks-monument-queenston-heights

Teacher-Student Rapport: Investigating its Impact on the Dropout Rate in Physical and Health Education

This study was an investigation into whether strong teacher-student rapport relates to the drop-out rates of students in grade 9 and 10 health and physical education (HPE). In the study, One hundred and thirty-six grade 9 students from five high schools in Ontario participated in this study. Findings of whether or not rapport related to students’ decision to take an additional HPE credit beyond grade 9 did not prove conclusive. A significant multivariate interaction effect was not found; however, tests of between-subject effects on sex and grade 10 dropouts showed some interesting trends. More research is needed to further illuminate the link between teacher-student rapport and students’ enrollment in optional HPE classes.