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HIST 3801E: the Historian's Craft 2019-20
HURON UNIVERSITY COLLEGE HIST 3801E: The Historian's Craft 2019-20 Dr. Amy Bell [email protected] Office V130 Office hours: Thursdays 9:30-11:15 or by appt. Class meets: Tuesdays 8:30-10:30 and Thursdays 8:30-9:30 in HUC W106 Introduction: Truth, Archives and Phantoms History 3801E is a seminar course that tries to answer two questions: what is History, and why does it matter? As one of the few required courses in your History module at Huron, The Historian’s Craft is a capstone in your career as a History student, but it also asks you to question and evaluate the way you understand other aspects of your undergraduate work, and your experience outside the boundaries of academic study. Who creates knowledge? How is it used or misused? What is true, how do we know, and what do we do in the face of the limits of knowledge? What gets left out of our accounts of the past, and how do we recognize these phantoms haunting the present? Most History students go on to pursue careers outside the ranks of academic historians, so while the course is concerned with historical method, it is also much broader in its application. We will work in a practical way with the materials of History, and will consider the sea-changes of postmodernism, new studies in Public History, and cultural studies of historical memory. The course also considers the place of History in the emerging field of the digital humanities, and gives you experience in that field. Class Field Work and Community-based Research Project The centerpiece of 3801E is a community-based and experiential research project that brings together the theoretical and practical aspects of the course material. -
Senior School 2020-2021
SENIOR SCHOOL OVERVIEW 2020-2021 BUILDING FINE YOUNG MEN. ONE BOY AT A TIME. ST. GEORGE’S SCHOOL is a strong academic university preparatory institution with selective entrance standards. Offering a Boarding Program for Grades 8 to 12 and a Day Program for Grades 1 to 12, St. George’s is committed to its Mission of building fine young men. The School encourages the pursuit of excellence in all endeavours, and is committed to the healthy growth of body, mind, and spirit. Character development, leadership, and service opportunities are integral to the School’s mission. Descriptions reflect typical St. George’s School offerings over the past five years. Current and future offerings may differ based on evolving programs and adjustments related to Covid19. A WELL-DESERVED REPUTATION OUR ACADEMIC PROFILE St. George’s reputation as one of the most academically challenging and competitive high school environments in Canada is long- standing. As a university preparatory institution with selective entrance standards, our students meet that challenge by earning exemplary grades, as evidenced by the extraordinary number of 160 university acceptances from around the globe. All of our graduates STUDENTS leave St. George’s School with options; our goal is to prepare them IN THE 2019 GRADUATING CLASS sufficiently well in all respects to ensure that the choices they have upon graduation will set them on a path to lifelong success. 100% OF ST. GEORGE’S GRADUATES RECEIVE POST-SECONDARY ADMISSION $1.5M IN MERIT-BASED SCHOLARSHIPS AWARDED TO THE CLASS OF 2019 1275 773 APPLICATIONS ACCEPTANCES SUBMITTED TO FROM 174 142 DIFFERENT DIFFERENT UNIVERSITIES UNIVERSITIES WORLD-WIDE IN CANADA, ASIA, THE UK, (AN AVERAGE OF 8 APPLICATIONS/STUDENT) INDIA, EUROPE AND THE U.S. -
NOSM Activity Report Dr
NOSM Activity Report Dr. Roger Strasser, Dean-CEO January-February 2019 NOSM Announces Incoming Dean and CEO Dr. Sarita Verma appointed as Medical School’s next leader. The Northern Ontario School of Medicine (NOSM) is pleased to announce the appointment of Dr. Sarita Verma as Dean and CEO of NOSM effective July 1, 2019. The NOSM Board of Directors unanimously approved the appointment on December 12, 2018. “We are thrilled to welcome Dr. Verma to NOSM and to the wider campus of Northern Ontario,” says Dr. Pierre Zundel, Chair of the NOSM Board of Directors and Interim President and Vice Chancellor of Laurentian University. “Dr. Verma’s passion, vision and experience will continue to propel NOSM toward world leadership in distributed, community-engaged and socially accountable medical education.” Dr. Verma is currently Vice President, Education at the Association of Faculties of Medicine of Canada (AFMC) and until January 2016, was Associate Vice-Provost, Relations with Health Care Institutions and Special Advisor to the Dean of Medicine at the University of Toronto. Formerly the Deputy Dean of the Faculty of Medicine (2008-2015) and Associate Vice-Provost, Health Professions Education (2010- 2015), she is a family physician who originally trained as a lawyer at the University of Ottawa (1981) and later completed her medical degree at McMaster University (1991). “I’m grateful to the Board for the opportunity to lead this incredible medical school, and honoured to continue with the momentum created in the past 15 years,” says Dr. Sarita Verma. “I am deeply committed to serving the people of Northern Ontario, to leading progress in Indigenous and Francophone health and cultivating innovation in clinical research.” Dr. -
Which Canadian Charities Had the Largest Assets in 2014?
www.canadiancharitylaw.ca Which Canadian charities had the largest assets in 2014? By Mark Blumberg (March 23, 2016) We recently reviewed the T3010 information for 2014. It covers about 84,370 of the 86,000 registered charities that have so far filed their return and that have been entered into the CRA’s database. Canadian registered charities are currently required to disclose on the T3010 their assets. The total assets of all the 84,370 registered charities were about $373,050,327,255.00. Below we have a table of Canadian charities and how much they spent as reported for the 2014 fiscal year. Thank you to Celeste Bonas, an intern at Blumbergs, for helping with this project. The Sean Blumberg Transparency Project is in memory of my youngest brother Sean Blumberg. Sean was a sweet, kind person, a great brother who helped me on a number of occasions with many tasks including the time consuming and arduous task of reviewing T3010 databases and making them into something useful. As part of the Sean Blumberg Transparency Project, Blumbergs has been releasing information on the Canadian charity sector to provide a better understanding of the size, scope, complexity and challenges of the sector. Please review my caveats at the end about the reliability and usage of T3010 information. 1 www.canadiancharitylaw.ca List of Canadian charities with the largest assets in 2014 Line 4200 Name of Canadian Registered Charity largest assets 1. ALBERTA HEALTH SERVICES $9,984,222,000.00 2. THE MASTERCARD FOUNDATION $9,579,790,532.00 3. THE GOVERNING COUNCIL OF THE UNIVERSITY OF TORONTO $7,681,040,000.00 4. -
Fnti Student Handbook 2020/2021
FNTI STUDENT HANDBOOK 2020/2021 Mission To share unique educational experiences, rooted in Indigenous knowledge, thereby enhancing the strength of learners and communities. Vision Healthy, prosperous, and vibrant learners and communities through transformative learning experiences built on a foundation of Indigenous knowledge Motto Sharing and Learning 2 Table of Contents Words of Welcome 4 Contact Information 5 Rights of the Student 6 Responsibilities of FNTI 7 Responsibilities of Student 9 Program Information 10 Placement 11 Fees Information 12 Policy: Student Conduct, Behaviour and Discipline 14 Policy: Program Progression 18 Policy: Class Cancellation 19 3 Words of Welcome To Our Valued Students, Welcome to the FNTI Family, a strong network of 4,000+ members who have come together over the past 35 years. This is our 35th year of delivering quality post-secondary programs rooted in culture and Indigenous ways of knowing in partnership with recognized Ontario colleges and universities. Our unique model of braiding teaching, learning and healing in the classroom allows our students to fulfill personal and professional goals while maintaining connections to family and community while studying. We support our learners through their educational journey and through the process of deepening their Indigeneity. The world has changed dramatically since March, however FNTI remains committed to these key principles. Our new virtual environment allows us to maintain uninterrupted, culturally- rooted programming across Ontario. It has been built with you in mind, and our faculty, cultural advisors and student success facilitators are eager to support you through this exciting and unprecedented chapter. Once again, my sincerest congratulations on choosing to study at FNTI this year! Best regards, Suzanne Katsi'tsiarihshion Brant President 4 CONTACT INFORMATION Main Campus/Head Office 3 Old York Road Tyendinaga Mohawk Territory, ON K0K 1X0 Local: 613-396-2122 Toll Free: 800-267-0637 Fax: 613-396-2761 Hours of Operation 8:30 a.m. -
Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and Their Program Choices
Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Program Choices by Pamela Williamson A dissertation submitted in conformity with the requirements for the degree of Doctor of Higher Education Graduate Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education of the University of Toronto © Copyright by Pamela Williamson (2011) Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Post-Secondary Program Choices Doctor of Higher Education 2011 Pamela Williamson Department of Theory and Policy Studies in Education University of Toronto Abstract The exploratory study focused on First Nation students and First Nation education counsellors within Ontario. Using an interpretative approach, the research sought to determine the relevance of the counsellors as a potentially influencing factor in the students‘ post-secondary program choices. The ability of First Nation education counsellors to be influential is a consequence of their role since they administer Post- Secondary Student Support Program (PSSSP) funding. A report evaluating the program completed by Indian and Northern Affairs Canada in 2005 found that many First Nation students would not have been able to achieve post-secondary educational levels without PSSSP support. Eight self-selected First Nation Education counsellors and twenty-nine First Nation post- secondary students participated in paper surveys, and five students and one counsellor agreed to complete a follow-up interview. The quantitative and qualitative results revealed differences in the perceptions of the two survey groups as to whether First Nation education counsellors influenced students‘ post-secondary program choices. -
West Point Grey Academy School Profile 2016–2017
West Point Grey Academy School Profile 2016–2017 stablished in 1996, West Point Grey Academy (WPGA) Academic Highlights 2015–2016 E is an independent day school in Vancouver, British Columbia. WPGA is accredited by the British Columbia Ministry of Education and the Canadian Accredited Independent Schools and is a member of the Independent Schools Association of British Columbia. raduation Rate WPGA’s vision is to be Leaders in Future-Focused Learning. Inspired by our rapidly evolving world, we are a model for ostsecondary schools in offering interdisciplinary, experiential programs lacements and partnerships, with technology, entrepreneurship and global connectivity at the forefront. Global Focus In 2014, WPGA launched the Global Studies Program, which ap ear takes a global perspective to social studies curriculum. The program includes a challenge project and symposium in partnership with the Liu Institute for Global Issues at Advanced Placement Courses the University of British Columbia; the rigorous academic program includes Advanced Placement courses in politics, economics, statistics and language as well as a Global Online Academy course (WPGA is the only Canadian 184 member school in Global Online Academy). A ams ritten Advanced Placement Program WPGA offers a wide variety of Advanced Placement (AP) courses, which challenge students’ learning and offer the 40 opportunity for accelerated placement at university. AP A Scholars classes at WPGA are of the highest calibre, and students continue to score a 4 or 5 on their exams, which they write in May each year. Flagship Programs for Senior Students Student Population • First Responders Medical Training • The Duke of Edinburgh’s Award • Local and International Service Initiatives • Work Experience Placements Students • Outdoor Environmental Education; Wilderness Pursuits Grading System & Academic Awards 560 380 Grades are reflected on school transcripts. -
Research Board Minutes
Research Board Minutes Date: January 27, 2021 Time: 10:00 am – 12:00 pm Place: Google Meets Attendees: K. Atkinson, B. Chang, C. Davidson, A. Eamer, G. Edwards, S. Forrester, J. Freeman, L. Jacobs (Chair), M. Lemonde, S. Rahnamayan, L. Roy, V. Sharpe (secretary), A. Slane Guest(s): Regrets: 1. Approval of the agenda Approved by consensus. 2. Approval of previous meeting’s minutes Approved by consensus. 3. Report of the Vice President Research & Innovation Canada Research Chairs - L. Jacobs shared that both our CRC applications have been approved. He thanked Laura Rendl, Jenn Freeman and the Dean’s offices in FBIT and FEAS as well as individual faculty members for the immense work that went into the applications. There is currently an embargo on releasing the names of the CRCs but we are able to share internally that the FEAS Tier 1 is starting May 1 and the FBIT Tier 2 is starting on June 1. Many people have made significant moves to get them involved in the university research enterprise already. The Tier 1 is already integrated into a number of diverse initiatives including our partnership with the University of Miami. We have plans to get the Tier 2 involved in a number of projects such as project arrow and cybersecurity initiatives. It would be ideal to have them ready to hit the ground running when they start at the university. ACTION: If you have ideas about where they might fit in with your research or your faculty’s research reach out to L. Jacobs and he can connect you. -
Loans Guidelines
Loan Program Guidelines UNIVERSITIES & AFFILIATED COLLEGES ELIGIBLE APPLICANTS The following Ontario universities and federated and affiliated colleges are eligible to apply for a loan from Infrastructure Ontario: Algoma University College Assumption University Renison College Brescia University College Brock University Canterbury College Carleton University Concordia Lutheran Theological Seminary Conrad Grebal University College Emmanuel College Holy Redeemer College Huntington University Huron University College Iona Coll ege King’s University College Knox College Lakehead University Laurentian University of Sudbury Le Collège universitaire de Hearst McMaster Divinity College McMaster University Nipissing University Northern Ontario School of Medicine Ontario College of Art and Design Queen’s Theological College Queen’s University at Kingston Regis College Ryerson University Saint Pauls University St. Augustine’s Seminary St. Jerome’s University St. Paul’s United College St. Peter’s Seminary Thorneloe University Trent University Université de Guelph – Campus d’Alfred University of Guelph University of Guelph – Kemptville Campus University of Guelph – Ridgetown Campus University of Ontario Institute of Technology University of Ottawa University of St. Michael’s College University of Sudbury University of Toronto University of Trinity College University of Waterloo University of Western Ontario University of Windsor Victoria University Waterloo Lutheran Seminary Wilfrid Laurier University Wycliffe College York University ELIGIBLE PROJECTS -
Digital Fluency Expression of Interest
January 6, 2021 Digital Fluency Expression of Interest Please review the attached document and submit your application electronically according to the guidelines provided by 11:59 pm EST on February 3, 2021. Applications will not be accepted unless: • Submitted electronically according to the instructions. Submission by any other form such as email, facsimiles or paper copy mail will not be accepted. • Received by the date and time specified. Key Dates: Date Description January 6, 2021 Expression of Interest Released Closing Date and Time for Submissions February 3, 2021 Submissions received after the closing date and 11:59pm EST time will not be considered for evaluation Submit applications here By February 28, 2021 Successful applicants notified Please note: due to the volume of submissions received, unsuccessful applicants will not be notified. Feedback will not be provided eCampusOntario will not be held responsible for documents that are not submitted in accordance with the above instructions NOTE: Awards for this EOI are contingent upon funding from MCU. 1 TABLE OF CONTENTS 1. BACKGROUND .................................................................................................................... 3 2. DESCRIPTION ....................................................................................................................... 4 WHAT IS DIGITAL FLUENCY? .......................................................................................................... 4 3. PROJECT TYPE ..................................................................................................................... -
Eurasia Version
Our Total Care Education System® • Fosters Student Success • Delivers Peace of Mind to Parents Class of 2020 Eurasia Version Proud Success at Top Universities “You made a good choice coming “ In 2009 an additional partnership was “ For the University of Toronto, CIC is our to CIC.This is one of University of formed to guarantee admission to all largest feeder school in the entire world, Waterloo's largest sources of Columbia students who meet period. Not one of them, it is the largest students anywhere in the world, McMasters admission requirements. school, domestic or international. not largest sources of international As a result, every year McMaster So, CIC has a huge impact on our university students, the largest sources of accepts many Columbia graduates into and we're very proud of that. We've been students.” challenging programs to help achieve associated with CIC for many years. their education and career goals.” We found the graduates to be excellent. ” Andrea Jardin Melissa Pool Ken Withers Associate Registrar University Registrar Director Admissions McMaster University Office of Student Recruitment University of Waterloo University of Toronto Founded 1979 SUCCESSTOTAL CARESTORIES EDUCATION SYSTEM® 2020 Grads $ 9,528,850 CAD Our Class of 2020 Top Graduates Enter the World’s Best Universities with Competitive Scholarships Tobi Ayodele Madi Burabayev Ngozi Egbunike Anh Phu Tran Yang Yijun Sizova Veronika Imperial College London Ivey Business School Purdue University University of Toronto University of Waterloo University -
MRS Prerequisite: Physics
MRS Prerequisite: Physics Undergraduate courses which are equivalent to U of T’s PHY131H1 (Introduction to Physics I) or courses that include topics such as classical kinematics and dynamics, energy, force, angular momentum, oscillations and/or waves will usually be sufficient to satisfy the Physics prerequisite requirement. To determine course equivalencies, please refer to U of T’s Transfer Explorer tool: http://transferex.utoronto.ca. Please note that courses intended for non-scientists with a focus on general concepts of Physics (or astronomy) will not typically provide an adequate foundation for the MRS Program and therefore are not considered appropriate for admission purposes. Prerequisite courses must be part of (or transferable to) an undergraduate degree program; we are not able to consider diploma or certificate program courses for admission purposes. Listed below are popular Physics courses that are appropriate for admission purposes. If you have completed, or plan to complete, a course not listed below (or not equivalent to a course listed below), please forward the course code and course syllabus (if available) to [email protected] for review. INSTITUTION COURSE INSTITUTION COURSE Athabasca University PHYS200 University of Guelph PHYS1000 Brock University KINE3P10 University of Guelph PHYS1010 Brock University PHYS1P21/1P91 University of Guelph PHYS1070 Brock University PHYS1P23 University of Guelph PHYS1080 Brock University PHYS1P93 University of Guelph SCMA2080 Carleton University PHYS1003 University of Ottawa