To the Class of 2020 in Any Year, Convocation Symbolizes the Culmination of a Personal Journey— One That Can Be Grueling and Yet Full of Discovery
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Community Colleges, Smes, and Innovation in Manitoba
Collaborating for Innovation: Community colleges, SMEs, and innovation in Manitoba by Thomas Keith Edmunds A Thesis presented to The University of Guelph In partial fulfilment of requirements for the degree of Ph.D. in Rural Studies Guelph, Ontario, Canada © T. Keith Edmunds, 2015 ABSTRACT COLLABORATING FOR INNOVATION: COMMUNITY COLLEGES, SMES, AND INNOVATION IN MANITOBA Thomas Keith Edmunds Advisor: University of Guelph, 2015 Dr. Al Lauzon The importance of SMEs to the Canadian economy coupled with the significant role of innovation in ensuring the long-term viability of these businesses highlights the value of removing any barriers to innovation that may be experienced. Community colleges may provide a largely untapped resource for SMEs seeking to innovate. Focussing on Manitoba’s college system, this research was conducted utilizing interviews with key informants from three community colleges and surveys distributed widely throughout the province’s business community. A number of impressions were formed from this largely exploratory research project, including: (1) the conceptual model on which this research was largely based may not be ideally suited for all community college situations; (2) colleges and SMEs appear to have different operational definitions of “innovation”; (3) SMEs are largely unaware of the capacities of colleges to provide services regarding innovation; and (4) colleges have often developed bureaucratic roadblocks to the provision of services to SMEs. iii Acknowledgements This project could not have been completed without the support of many people. I gratefully acknowledge the following individuals: My advisor, Al Lauzon, who tolerated both long delays in activity and frantic barrages of emails asking for advice. -
515 PORTAGE AVENUE – WESLEY COLLEGE (WESLEY HALL, UNIVERSITY of WINNIPEG) George Browne and S.F
515 PORTAGE AVENUE – WESLEY COLLEGE (WESLEY HALL, UNIVERSITY OF WINNIPEG) George Browne and S.F. Peters, 1894-95 The development of advanced education in Manitoba was spearheaded by church institutions. Earliest among them were St. Boniface College (Roman Catholic, 1818), St. John’s College (Anglican, 1866), and Manitoba College (Presbyterian, 1871). When the University of Manitoba was established in 1877, it became the provincial examining authority, but teaching remained the prerogative of the affiliated denominational colleges. The year 1877 also saw the incorporation of two new bodies, Wesley College (Wesleyan Methodist) and Trinity College (Methodist Episcopal). The Wesleyan Methodists had previously (1873-77) operated an educational institute to fill a void in Winnipeg’s public school system. That experience did not translate, however, into the immediate implementation of Wesley © City of Winnipeg 2001 College’s charter. Instead, it took about a decade before the college was in a position to offer post-secondary courses in theology and the liberal arts. During that time, the Wesleyan and Episcopal Methodists were united into one church, the college’s charter was revised, funds were raised to hire staff, affiliation with the University of Manitoba was approved, and Reverend J.W. Sparling of Kingston, Ontario, was appointed principal. The first classes opened in the fall of 1888 in Grace Church on Notre Dame Avenue. As enrolment expanded, the college moved to rented facilities on Albert Street, then in 1890 to a converted house at Broadway and Edmonton Street. Steps also were taken to assemble the land and money needed for a permanent building. The chosen site was in West Winnipeg on the Spence Estate near Manitoba College. -
Providence Theological Seminary
WHAT FACTORS HAVE AFFECTED THE DEVITOPMENT OF THE RELIGIOUS ETHOS AT THJ5 UNIVERSITY OF MANITOBA AND HOW DOES TKIS DETERMINE VOLUNTARY RELIGIOUS INVOLVEMENT AMONG STUDENTS, STAFF, AND ALUMNI? by Denis LaClare A Thesis Submitted to the Faculty of PROVIDENCE THEOLOGICAL SEMINARY in Partial Fulfilhent of the Requirements for the Degree MASTER OF ARTS National Library Bibliothèque nationale 191 of Canada du Canada Acquisitions and Acquisitions et Bibliographie Services senfices bibliographiques 395 Wellington Street 395. nie Wellington OttawaON K1A ON4 OttawaON K1AON4 Canada canada The author has granted a non- L'auteur a accordé une Licence non exclusive licence dowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sell reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfichelfilm, de reproduction sur papier ou sur format électronique . The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. CONTENTS INTRODUCTION ......................... .......................................................................... 1 Chapter 1. ANANALYSIS OF THE RELIGIOUS IMPLICATIONS OF THE FOUNDING OF THE UMVERSITY OF MANITOBA .............................. 1 1 Pre-1877: Religious Factors and the Founding of the U of M 1817: Religious Beliefs and Intentions of the U of M Founding Fathers 1877: Religious Beliefs and Practices of U of M Staff and Students 2. -
Training Deaconesses the Manitoba Way!
Training Deaconesses the Manitoba Way! Manitoba College’s Deaconess Training Program 1920 to 1939 Sherri McConnell June 1, 1998 Training Deaconesses the Manitoba Way! Manitoba College’s Deaconess Training Program 1920 to 1939 Toronto is considered the historical centre for Deaconess training within The United Church of Canada. Toronto was the site of two denominational training schools prior to Church Union; the Methodist National Training School established in 1893 and the Presbyterian Missionary and Deaconess Training Home (also known as Ewart Training Home) established in 1897.1 These two schools joined to create the United Church Training School Church after union in 1925, and the subsequent decisions of General Council of 1926 regarding the unified Deaconess Order and the future of the old training schools.2 Housed in the former Methodist School, the United Church Training College became the United Church School for Deaconess and Missionary Training.3 What is less commonly remembered is that this school was not the only school for Deaconess preparation at that time. Winnipeg, Manitoba was home to a Deaconess training school as well. This made-in-Manitoba program began in 1920 through the Presbyterian Theological School, Manitoba College. The Women’s Department continued on until 1939, the year that Wesley College and Manitoba College officially merged into United College. At this time the Women’s Department disappears from historical documentation. The purpose of this paper is to uncover the life and death of the Manitoba College Deaconess training program. My personal perspective and agenda is part of this purpose. I was a woman who moved to Toronto to attend the Centre for Christian Studies (formerly United Church Training College and then Covenant College) in 1987. -
Analysis of Aboriginal Health Careers Education and Training Opportunities
ANALYSIS OF ABORIGINAL HEALTH CAREERS EDUCATION AND TRAINING OPPORTUNITIES January 2003 TABLE OF CONTENTS GLOSSARY OF TERMS AND ACRONYMS 4 EXECUTIVE SUMMARY 6 SECTION 1 INTRODUCTION: THE WHY AND HOW OF THE SCAN 7 Scope and Purpose 8 Methodology 9 SECTION 2 ISSUES SURROUNDING ABORIGINAL HEALTH CAREERS The Aboriginal Population and the Labour Force 10 SECTION 3 EXPLAINING LOW EDUCATIONAL ATTAINMENT 12 Aboriginal students’ schooling experience 13 Aboriginal children and the public school system 16 Aboriginal schools 20 SECTION 4 IMPROVING THE EDUCATION OF ABORIGINAL CHILDREN AND ADULTS Indian and Northern Affairs Canada and the education of Aboriginal Children 23 The Aboriginal Education Enhancements Program 24 The Emergence and Growth of Aboriginal Education Institutes 26 SECTION 5 ABORIGINAL HEALTH STATUS 32 SECTION 6 ABORIGINAL PEOPLE AND THE HEALTH PROFESSIONS Personnel shortages in Aboriginal communities 37 Concurrent use of Indigenous medicine 38 Cultural clash 39 Communications difficulties 39 SECTION 7 FINANCIAL CHALLENGES 41 1 SECTION 8 ABORIGINAL RECRUITMENT STRATEGIES IN POST-SECONDARY INSTITUTIONS 45 Designated seats 46 Aboriginal student centers and liaison officers 47 Introductory programs for Aboriginal high school students 50 Supportive environments 51 Access programs 52 Partnership programs 55 SECTION 9 THE NEED FOR OCCUPATIONAL STANDARDS AND ACCREDITATION IN THE PARA-PROFESSIONS 57 SECTION 10 IDENTIFICATION OF PROGRAMMING GAPS 59 Potential next steps for NAHO’s Object 4 Working Group 61 BIBLIOGRAPHY 62 ENDNOTES 70 2 TO THE READER – A NOTE CONCERNING TERMINOLOGY Terms used in the entries for programs and schools are those used by the institutions in question, whether the terms are accurate or outdated. A sincere attempt was made to determine if each institution’s programs and services were inclusive of all Aboriginal Peoples (Inuit, Métis and First Nations) or designed to meet the specific needs of a specific community or nation. -
High School at University Contents
HIGH SCHOOL AT UNIVERSITY CONTENTS “THE COLLEGIATE HAS A PROUD LEGACY THAT ENRICHES THE HISTORY OF OUR 03 05 INSTITUTION, AND ITS ROLE IS VITAL TO DEAN’S MESSAGE OUR MISSION OUR CORE OBJECTIVE: GROWING LEADERS. WE ARE PROUD TO WELCOME COLLEGIATE 07 19 GRADS TO THE UNIVERSITY OF WINNIPEG, ACADEMICS ARTS & ATHLETICS WHERE THEY CONTINUE TO THRIVE.” — DR. ANNETTE TRIMBEE 23 27 President and Vice-Chancellor, The University of Winnipeg ATMOSPHERE INDEPENDENCE THE UNIVERSITY OF WINNIPEG COLLEGIATE High School at University THE UNIVERSITY OF WINNIPEG COLLEGIATE High School at University MESSAGE FROM THE DEAN The University of Winnipeg Collegiate (UWC) grows leaders. We provide students with a rich, diverse, and academically-focused high school experience, ensuring graduates are well-prepared for post-secondary success. As a UWC student, you will be able to take dual-credit courses and first-year university courses in Grade 12. You will have access to UWinnipeg’s well-equipped facilities. This includes the library, labs, Axworthy Health & RecPlex, Bill Wedlake Fitness Centre, and the Manitoba Conservatory of Music & Arts. UWC is an academically challenging, diverse, and respectful learning environment. You will have the opportunity to build a tailored academic plan, assume responsibility for your learning, and cultivate the knowledge and skills you require to be successful. Kevin Clace Dean, The University of Winnipeg Collegiate 2 3 THE UNIVERSITY OF WINNIPEG COLLEGIATE High School at University THE UNIVERSITY OF WINNIPEG COLLEGIATE High School at University OUR MISSION The Collegiate tradition is one of academic excellence and accessibility in an environment of critical thinking and community spirit. -
Preghiere a Gesù Bambino
CATALOGO GENERALE Shalom 2017 / 18 Sua Madre disse ai servitori: «Qualsiasi cosa vi dica, fatela». Gv 2,5 «In queste nozze Gesù lega a sé i suoi discepoli con una Alleanza nuova e definitiva. A Cana i discepoli di Gesù diventano la sua famiglia e a Cana nasce la fede della Chiesa. A quelle nozze tutti noi siamo invitati, perché il vino nuovo non viene più a mancare!». Papa Francesco - Udienza generale dell’8 giugno 2016 In copertina: “Le nozze di Cana” riproduzione di un’Icona del XIV sec. dei monaci del Monte Athos. 31 anni di storia Chiamati per chiamare Shalom è una casa editrice cattolica e mariana, nata il 2 febbraio 1995. L’idea originale si delinea già nel 1986 come risposta alla chiamata della Vergine Maria, la Regina della pace, che continuamente ci educa con materna sollecitudine a un serio cammino di conversione alla sua scuola: la scuola del Vangelo, della pace, della fede e della preghiera. La nostra missione Comunione con il Signore, comunione con la santa Chiesa, comunione con i fratelli. La missione dell’Editrice Shalom, cattolica e mariana, è quella di evangelizzare attraverso la produzione di libri di preghiera, oggetti sacri e di pietà, che conducano al reale incontro con Cristo e la sua grazia, ridando dignità e importanza a tutte le devozioni, anche quelle che la frenesia dei nostri tempi sta facendo scomparire. Leggendo, meditando, pregando si attinge a quei tesori di fede che sono propri della Tradizione della Chiesa, che vogliamo scoprire ogni giorno con rinnovato stupore, per poi viverli e annunciarli. -
A Foundation for the Future
A FOUNDATION FOR THE FUTURE INVESTORS REPORT 2012–13 NORTHWESTERN UNIVERSITY Dear alumni and friends, As much as this is an Investors Report, it is also living proof that a passion for collaboration continues to define the Kellogg community. Your collective support has powered the forward movement of our ambitious strategic plan, fueled development of our cutting-edge curriculum, enabled our global thought leadership, and helped us attract the highest caliber of students and faculty—all key to solidifying our reputation among the world’s elite business schools. This year, you also helped set a new record for alumni support of Kellogg. Our applications and admissions numbers are up dramatically. We have outpaced our peer schools in career placements for new graduates. And we have broken ground on our new global hub. Your unwavering commitment to everything that Kellogg stands for helps make all that possible. Your continuing support keeps us on our trajectory to transform business education and practice to meet the challenges of the new economy. Thank you for investing in Kellogg today and securing the future for generations of courageous leaders to come. All the best, Sally Blount ’92, Dean 4 KELLOGG.NORTHWESTERN.EDU/INVEST contentS 6 Transforming Together 8 Early Investors 10 Kellogg Leadership Circle 13 Kellogg Investors Leaders Partners Innovators Activators Catalysts who gave $1,000 to $2,499 who gave up to $1,000 99 Corporate Affiliates 101 Kellogg Investors by Class Year 1929 1949 1962 1975 1988 2001 1934 1950 1963 1976 1989 2002 -
Creating with Anger: Contemplating Vendetta
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2-2016 Creating with Anger: Contemplating Vendetta. An Analysis of Anger in Italian and Spanish Women Writers of the Early Modern Era Luisanna Sardu Castangia Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/770 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] CREATING WITH ANGER: CONTEMPLATING VENDETTA. AN ANALYSIS OF ANGER IN ITALIAN AND SPANISH WOMEN WRITERS OF THE EARLY MODERN ERA By LUISANNA SARDU CASTANGIA A dissertation submitted to the Graduate Faculty in Comparative Literature in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2016 © 2016 LUISANNA SARDU CASTANGIA All Rights Reserved CREATING WITH ANGER: CONTEMPLATING VENDETTA. AN ANALYSIS OF ANGER IN ITALIAN AND SPANISH WOMEN WRITERS OF THE EARLY MODERN ERA. by LUISANNA SARDU CASTANGIA This manuscript has been read and accepted for the Graduate Faculty in Comparative Literature to satisfy the dissertation requirement for the degree of Doctor of Philosophy. Monica Calabritto ____________________________ ______________________________ Date Chair of Examining Committee Giancarlo Lombardi, Ph.D. _____________________________ ______________________________ Date Executive Officer Dr. Clare Carroll, Ph.D Dr. Lía Schwartz, Ph.D Supervisory Committee THE CITY UNIVERSITY OF NEW YORK ABSTRACT CREATING WITH ANGER: CONTEMPLATING VENDETTA. AN ANALYSIS OF ANGER IN ITALIAN AND SPANISH WOMEN WRITERS OF THE EARLY MODERN ERA. -
La-Mia-Fede-Nei-Santi-Di-Ogni-Giorno
1 MARTINO CARBOTTI LA MIA FEDE nei Santi di ogni giorno Pugliesi Editore 2 Introduzione Non è assolutamente semplice per me, figlio, delineare la figura di mio padre: Ninuccio Carbotti. Non vi nascondo di averci pensato per molto tempo, dubbioso, circa i tanti aspetti su cui avrei dovuto soffermarmi e una delle domande che mi sono subito posto è stata: ma oltre alla figura di padre modello che io conoscevo, cos'altro conosco della vita di mio padre? E qui ho avuto delle perplessità ..... sì dico perplessità perché tutti i padri presumo hanno un determinato comportamento con i figli, dettato dal ruolo, c'è chi lo fà con più severità e chi meno, chi è pedante e chi meno, chi è accondiscendente e chi meno e via dicendo ma sicuramente tutti si apprestano a svolgere questo compito basilare con uno sconfinato e immenso amore !!! Ma un padre oltre a questo è anche un “uomo”ed è proprio il profilo umano, di uomo tra gli uomini, che mi ha portato ad iniziare questo lavoro, oserei dire di ricerca, esegetico, di tutti gli scritti e archiviazioni varie che con pazienza e passione certosina egli aveva iniziato ed implementato nei vari anni della sua vita. Ho avuto la fortuna di crescere in una famiglia molto unita, sotto tutti gli aspetti. Mio padre apparteneva a quelle belle famiglie di una volta, numerose: erano otto figli, madre, padre e “zizì” a carico (una zia di mia padre, sorella minore di mia nonna, la quale viveva sotto lo stesso tetto a causa di lievi problemi invalidanti) e come tradizione comanda, tutti i figli maschi e dico tutti nessuno escluso, hanno ereditato dal padre l'arte della lavorazione del legno. -
Fresh Produce for Hungry Families
Winter 2015 Winter 2015 News and Information for Friends of the Freestore Foodbank 2014 ANNUAL REPORT EDITION Fresh Produce for Hungry Families On a hot summer afternoon in begin to line up, invited to load a bag required a move to the city, a first of July, the Brighton Center truck is with whatever they’d like. many life-changes the family would filling up with fresh farm-picked Among the folks gathering this experience in the next 12 months. produce, still warm from the sun. A afternoon is Linda and her daughter, Linda was soon forced to undergo program of the Freestore Foodbank, Sarah. They are participants in the a complete colostomy, due to the Giving Fields is a community farm center’s Stable Families Program, complications from Crohn’s disease, in Melbourne, Kentucky that and her medical condition left provides garden fresh produce her unable to work. During for community partners in the time period when she was the Northern Kentucky area. in and out of the hospital, her Nearly 170,000 pounds of husband’s work hours were cut, food, including tomatoes, and they were faced with beans, peppers, greens, onions, medical bills totaling $25,000. and cucumbers was harvested “The part that insurance and distributed among the wouldn’t cover,” she says. Freestore Foodbank’s agency “Everything we had is gone.” partners in 2014. Twelve year-old Sarah is “I wish everyone could see a member of the national how the clients react,” says junior honor society and is Talia Frye, Family Center proud of her two-year perfect Director of the which connects families school attendance record. -
Download PDF Datastream
A Dividing Sea The Adriatic World from the Fourth to the First Centuries BC By Keith Robert Fairbank, Jr. B.A. Brigham Young University, 2010 M.A. Brigham Young University, 2012 Submitted in partial fulfillment of the requirements for the Degree of Doctor of Philosophy in the Program in Ancient History at Brown University PROVIDENCE, RHODE ISLAND MAY 2018 © Copyright 2018 by Keith R. Fairbank, Jr. This dissertation by Keith R. Fairbank, Jr. is accepted in its present form by the Program in Ancient History as satisfying the dissertation requirement for the degree of Doctor of Philosophy. Date _______________ ____________________________________ Graham Oliver, Advisor Recommended to the Graduate Council Date _______________ ____________________________________ Peter van Dommelen, Reader Date _______________ ____________________________________ Lisa Mignone, Reader Approved by the Graduate Council Date _______________ ____________________________________ Andrew G. Campbell, Dean of the Graduate School iii CURRICULUM VITAE Keith Robert Fairbank, Jr. hails from the great states of New York and Montana. He grew up feeding cattle under the Big Sky, serving as senior class president and continuing on to Brigham Young University in Utah for his BA in Humanities and Classics (2010). Keith worked as a volunteer missionary for two years in Brazil, where he learned Portuguese (2004–2006). Keith furthered his education at Brigham Young University, earning an MA in Classics (2012). While there he developed a curriculum for accelerated first year Latin focused on competency- based learning. He matriculated at Brown University in fall 2012 in the Program in Ancient History. While at Brown, Keith published an appendix in The Landmark Caesar. He also co- directed a Mellon Graduate Student Workshop on colonial entanglements.