Hungrey Panther entrance at the old Student Union, Chapman College, Orange, California

Hungrey Panther entrance at the old Student Union, Chapman College, Orange, California. Originally the manual arts building and bus repair garage for Orange Union High School. Building annex additions through 1975 increased the size to 19,680 sq. ft. Used as a student union by Chapman College. In 1996 the building became the Cecil B. DeMille Hall, housing the Film and TV department.

Old Student Union patio remodel, Chapman College, Orange, California

Old Student Union patio remodel in progress, Chapman College, Orange, California. Originally the manual arts building and bus repair garage for Orange Union High School. Building annex additions through 1975 increased the size to 19,680 sq. ft. Used as a student union by Chapman College. In 1996 the building became the Cecil B. DeMille Hall, housing the Film and TV department.

Old Student Union patio remodel, Chapman College, Orange, California

Old Student Union patio remodel in progress, Chapman College, Orange, California, 1973. Signage on building also part of the campus renewal. Originally the manual arts building and bus repair garage for Orange Union High School. Building annex additions through 1975 increased the size to 19,680 sq. ft. Used as a student union by Chapman College. In 1996 the building became the Cecil B. DeMille Hall, housing the Film and TV department.

Old Student Union building and patio remodel, Chapman College, Orange, California

Old Student Union building and patio remodel, Chapman College, Orange, California, 1973. Originally the manual arts building and bus repair garage for Orange Union High School. Building annex additions through 1975 increased the size to 19,680 sq. ft. Used as a student union by Chapman College. In 1996 the building became the Cecil B. DeMille Hall, housing the Film and TV department.

Renovating the old Student Union patio, Chapman College, Orange, California

Renovating the old Student Union patio, Chapman College, Orange, California, 1973. The Australian tea trees were moved from the music building site. Originally the manual arts building and bus repair garage for Orange Union High School. Building annex additions through 1975 increased the size to 19,680 sq. ft. Used as a student union by Chapman College. In 1996 the building became the Cecil B. DeMille Hall, housing the Film and TV department.

Renovating the old Student Union patio, Chapman College, Orange, California, 1973

Renovating the old Student Union patio, Chapman College, Orange, California, 1973. The Australian tea trees were moved from the music building site. Originally the manual arts building and bus repair garage for Orange Union High School. Building annex additions through 1975 increased the size to 19,680 sq. ft. Used as a student union by Chapman College. In 1996 the building became the Cecil B. DeMille Hall, housing the Film and TV department.

Painting signage on old Student Union, Chapman College, Orange, California

Painting signage on old Student Union, Chapman College, Orange, California, as part of a campus renewal project in 1973. Originally the manual arts building and bus repair garage for Orange Union High School. Building annex additions through 1975 increased the size to 19,680 sq. ft. Used as a student union by Chapman College. In 1996 the building became the Cecil B. DeMille Hall, housing the Film and TV department.

Wilkinson Hall, Chapman College, Orange, California

People outside on the grass by Wilkinson Hall, Chapman College, Orange, California. J.E. Wilkinson was a former trustee, chairman of the board, and acting president. This building was the first on the campus of Orange Union High Schooi, designed by local architect, C.B. Bradshaw and constructed in 1905 by R. J. Noble. In 1921 it was moved 250 feet and turned 90 degrees to its current location. Acquired in 1954 by Chapman College. it houses the Provost’s office, Academic Affairs, English & Comparative Literature, Graduate Studies, and the departments of Religion and Philosophy. It is listed in the National Registry for Historical Buildings.

View overlooking the Hutton Sports Complex at Chapman College, Orange, California

View from Hashinger Hall overlooking the Hutton Sports Complex at Chapman College, Orange, California, 1979. Rooftops of residences and trees in the foreground; the stadium and athletics field in the background.

Wilkinson Hall, Chapman College, Orange, California

Wilkinson Hall, 301 N. Orange Street, Chapman College, Orange, California. J.E. Wilkinson was a former trustee, chairman of the board, and acting president. This building was the first on the campus of Orange Union High Schooi, designed by local architect, C.B. Bradshaw and constructed in 1905 by R. J. Noble. In 1921 it was moved 250 feet and turned 90 degrees to its current location. Acquired in 1954 by Chapman College. it houses the Provost’s office, Academic Affairs, English & Comparative Literature, Graduate Studies, and the departments of Religion and Philosophy. It is listed in the National Registry for Historical Buildings.

Patterns and correlates of tobacco use among young adults at college and university

This thesis describes college and university students' smoking behaviours and examines whether socioenvironmental and personal characteristics experienced during adolescence are differentially associated with their smoking participation. Results show more college students than university students currently smoke (37% and 21 % respectively) and more began smoking prior to post-secondary school (93% and 84% respectively). Early age of onset of alcohol use increased the odds of current smoking (main effect model, OR = 8.56 CI = 6.47, 11.33), especially for university students (interaction effect model, b = 2.35 CI = 7.50, 14.64). Lower levels of high school connectedness were associated with increased odds of current smoking but for university students only (interaction effect model, b = -0.15 CI = 0.84, 0.88). While limitations associated with convenience sampling and low response rate exist, this is the first Canadian study to examine college and university students separately. I t reveals that tobacco control programming needs to differ for college and university students, and early alcohol prevention and school engagement programs for adolescents may influence tobacco use. Given that both educational pathway and use of tobacco are associated with SES, future research may consider examining in more detail, SES-related socioenvironmental variables.

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)

The Moderating Effects of Appearance Commentary on the Relationship Between Weight Status and Physical Activity Participation in Female College Students

When looked at individually, overweight status and a higher frequency of negative appearance commentary (AC) are associated with lower physical activity (PA) levels. However, the combined effect has yet to be examined. The purpose of this study was to examine if the frequency of AC moderated the relationship between weight status and PA in college-aged females. No significant differences in PA levels (F(1,99)=2.41, p=.12) were found between the Never Overweight and Previously/Presently Overweight groups. Significant correlations existed for both negative AC (r=-.30, p=.00) and positive AC (r=.20, p=.05) with PA participation. AC did not significantly moderate the relationship between weight status and PA (F(2,95)=.65, p=.52, R2 adjusted=.13) as the interaction term did not account for any additional increase in variance (ΔR2=.01). Overall, AC frequency does not moderate the relationship between weight status and PA; other predictor variables should be explored.

J.W. Spencer fonds, 1866, 1881-1921

Joseph William Winthrop Spencer (commonly known as J.W. Spencer) was a geologist and geomorphologist best known for his work on the geology of southern Ontario and the Great Lakes. He was born in Dundas, Upper Canada in 1851, but moved to Hamilton, Ontario in 1867. In 1871, he began studies in geology at McGill College in Montreal. In 1875 he worked in the Michigan copper mines and shortly afterwards prepared a thesis on the copper deposits. He submitted this thesis to the University of Gottingen in Germany in 1877 and was awarded a doctorate in geology, the second Canadian to earn a doctorate in this field. In 1880, he became a professor of geology and chemistry at King’s College in Windsor, N.S. Subsequently, he taught at the University of Missouri, and then the University of Georgia, but moved to Washington, D.C. in 1894, where he worked as a consultant geologist. Spencer spent much of his life studying preglacial river valleys in Ontario and the origins of the Great Lakes, as well as the Niagara River and Falls. In 1907, he published a book titled The Falls of Niagara: their evolution and varying relations to the Great Lakes. His opinions in these areas differed from some of his contemporaries, namely the American geologist Grove Karl Gilbert. Gilbert published a review of the The Falls of Niagara that exposed some flaws and inaccuracies in Spencer’s estimate of the age of the falls. Spencer’s studies also took him to the Caribbean and Central America. In 1920 he moved back to Canada, but died the following year.

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.