The Hydro-Electric Power Commission of Ontario: address. (1923)

The Public Ownership League of America Conference, September 10th to 13th, 1923, at Toronto, Ontario.

Niagara River and Falls from Lake Erie to Lake Ontario : a series of one hundred and fifty-three original etchings (1886)

A portfolio of 50 folio and 103 vignette etchings, printed on fine china paper, which has been pressed into a sturdy hand-made paper. The plates were printed by J.H. Daniels of Boston in black, brown, sepia or blue ink. All prints are dated, numbered, and signed or initialed in the plate by Sangster, and the folio prints have pencil signatures. Vol. 1. Vignettes (nos. 1-53) -- vol. 2. Vignettes (nos. 54-103) -- vol. 3. Plates (vol. 1 and 2, nos. 1-50).

Niagara River and Falls from Lake Erie to Lake Ontario : a series of one hundred and fifty-three original etchings (1886) Vol.2

A portfolio of 50 folio and 103 vignette etchings, printed on fine china paper, which has been pressed into a sturdy hand-made paper. The plates were printed by J.H. Daniels of Boston in black, brown, sepia or blue ink. All prints are dated, numbered, and signed or initialed in the plate by Sangster, and the folio prints have pencil signatures. Vol. 1. Vignettes (nos. 1-53) -- vol. 2. Vignettes (nos. 54-103) -- vol. 3. Plates (vol. 1 and 2, nos. 1-50).

Niagara River and Falls from Lake Erie to Lake Ontario : a series of one hundred and fifty-three original etchings (1886) Vol. 3

A portfolio of 50 folio and 103 vignette etchings, printed on fine china paper, which has been pressed into a sturdy hand-made paper. The plates were printed by J.H. Daniels of Boston in black, brown, sepia or blue ink. All prints are dated, numbered, and signed or initialed in the plate by Sangster, and the folio prints have pencil signatures. Vol. 1. Vignettes (nos. 1-53) -- vol. 2. Vignettes (nos. 54-103) -- vol. 3. Plates (vol. 1 and 2, nos. 1-50).

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.

Whose Voice Is Present?: An Examination of Power and Privilege in Service-Learning in Ontario Universities

This research paper examines themes of power and privilege that occur within service-learning as described by 3 Ontario universities on their service-learning websites. Due to size and time restrictions, this paper was able to examine only 3 Ontario universities: Brock, Wilfrid Laurier, and Lakehead. The purpose of this study is geared towards service-learning practitioners in order for the universities and students to become more self-aware of their immense place of privilege within the service-learning context. Qualitative narrative analysis research methods were employed in this purposeful sample to examine how each university’s story of service-learning reflected themes of power and privilege. The research found that each university posed a unique narrative of service-learning representing various stakeholders’ voices and presence in different ways on their website. Brock largely focuses on faculty and student voices. Laurier intentionally attempts to include all three stakeholder voices, although still favours students and the university as an audience over the community. Lakehead’s unique program includes a plethora of voices and intends much of their information for the community members, students, and the university. The implications of this research demonstrate that universities have a large amount of power and privilege, which is carried through to the students within the service-learning partnership.

Restoration and succession of a bee community in southern St. Catharines, Ontario, within a ten-year study period

A wild bee community in southern St. Catharines, Ontario, Canada, was studied from 2003 to 2012 to analyze the effects of primary succession on abundance and diversity. At a former landfill site near Brock University, which previously contained no bees, the number of bees and bee species was expected to increase rapidly following measures to restore the site to grassy meadow habitat. The Intermediate Disturbance Hypothesis (IDH) states that over time, succession occurs. Abundance and diversity increase initially and peak when pioneers coexist with specialized species, then decline because of competitive exclusion. Alternatively, abundance and diversity may continue to increase and stabilize without declining. Bees were sampled repeatedly among years from newer restoration sites (revegetated in 2003), older restoration sites on the periphery of the former landfill (revegetated in 2000), and nearby low disturbance grassy field (i.e. control) sites. In the newer sites, bee abundance and diversity increased then decreased while in older restoration and control sites mainly decreased. This pattern of succession matches the general predictions of the IDH, although declines were at least partially related to drought. By 2006, total bee abundance levels converged among all sites, indicating rapid colonization and succession, and by 2012 diversity levels were similar among sites as well, suggesting that the bee community was fully restored or nearly so within the ten-year study period.

Exploring Teacher Candidates’ Perception of Practicum Placement Within Concurrent Teacher Education in Two Ontario Universities

In this study, teacher candidates’ perception of their concurrent education program at two Ontario universities were examined, with specific emphasis on how the programs utilized practicum placements, to determine the effectiveness in preparing teacher candidates to teach. This research also strived to uncover the best ways to optimize concurrent teacher education through practicum placements. A questionnaire and interviews were used to uncover teacher candidates’ perceptions at one teacher education program that used full integration of practicum and one that used minimal integration of practicum. The findings revealed that teacher candidates were generally more satisfied with the overall program when there was full integration of practicum. There were statistically significant differences found between the two concurrent programs with regard to practicum time and preparedness and context of the practicum and a highly significant difference found for theory-practice divide. There was also a statistically significant difference (p < .05) observed between the teacher candidates at each university in terms of their beliefs about the need for improvement of their program. Some of the improvements that participants believed could be made to their respective programs included having (a) exceptional mentor teachers and teacher educators, (b) longer placements with a balance of observation and practicum teaching, (c) clear expectations and evaluations of practicum placement, and (d) more distinct connections between theory and practice made within the programs.

Entrance Examination Certificate Collegiate Institutes and High Schools of Ontario - Mary Willson

A certificate from the Collegiate Institutes and High Schools of Ontario of the Education Department of Ontario stating: "It is hereby certified that Mary Willson has passed the entrance examination required by the Education Department for admission to a Collegiate Institute or High School. Dated at Welland August 1st, 1908. Signed John W. Marshall, B.A. Inspector of Public Schools.

Grand Lodge of Ontario Independent Order of Odd Fellows - William H. Cowan

A certificate from the Grand Lodge of Ontario Independent Order of Odd Fellows to brother William H. Cowan. He has been admitted as a member of Livingstone Lodge No. 130 at Merritton 19 October 1909. The certificate is signed and dated by W. Brooks (Secretary) and S.A. Poplestoise (Grand Master) December 7, 1911. Cowan received the Degree of Truth.

Non-pollen palynomorphs and thecamoebians as proxies of environmental and anthropogenic change: a case study from Lake Simcoe, Ontario, Canada

The distribution of aquatic microfossils and pollen in the long core from Lake Simcoe (LS07PC5) shows synchronous response since deglaciation, highlighting the potential of little-known non-pollen palynomorphs (NPP) as paleolimnological indicators. Upcore variations in NPP, thecamoebians and pollen reflect hydrological and climatic variations: onset of the Main Lake Algonquin, the draining of Lake Algonquin, the early Holocene drought, the midto late Holocene climate shifts including mid-Holocene drought and the Little Ice Age, and human settlement. The distribution of microfossils in the short cores (CB1 and SB1) shows the level of eutrophication decreasing gradually from Cook’s Bay to the Atherley Narrows outflow due to differences in the extent of anthropogenic impact and cumulative retention of phosphorous within sediments. Changes in assemblages and concentration of NPP within the cores reflect the history of settlement within Lake Simcoe basin, recording temporal differences in eutrophication.