Skip to content
Pages
-
-
An evaluation of a youth literacy program
-
The Stay in School High School Program (SISHS Program) is a recent pilot project of the Learning Disabilities Association of Peterborough. It is designed to offer youth that are struggling in high school with academic and/or social issues an alternative learning environment with personal one-to-one tutoring and support to achieve the student's academic goals., Executive summary. Recommendations -- Introduction -- Background -- Methodology. Methodological approach. Participant observation. Interviews. Limitations -- Findings-discussion-recommendations. Introduction. Section 1: Attendance. Strengths of attendance. Challenges with attendance. Incentives as a suggestion to help with attendance. Relationships as a form of retention. Discussion. Re-cap -- Section 2: Tutor/participant relationships. One-to-one tutoring. Multiple tutors for one student. Learning disabilities. Goals. Discussion. Re-cap -- Section 3: Training. Discussion. Re-cap -- A need in the community -- Section 4: Structural. Suggestions for more days and hours a week. Time commitment. Money. Room size. Organization and communication. Discussion. Re-cap -- Conclusion -- Strengths and challenges -- Recommendations -- References -- Appendix., by Amber Schuler and Bethany Robinson (nee Martin)., Completion Date: April 2010., Completed for: The Learning Disabilities Association of Peterborough; Supervising Professor: Chris Beyers, Trent University; Trent Centre for Community-Based Education., Includes bibliography and appendices., IDST 422, Assessment of Development Projects.
-
-
Measuring Risk in Peterborough
-
Unintentional injury is the leading cause of death and injury in children and youth in Canada. The Peterborough Risk Watch Network aims to reduce the rate and prevalence of injury for children and youth in the city and county of Peterborough, Ontario. The project aims to locate local injury data sources and create a rubric tool that will be used to evaluate the injury data sources for their potential applicability with injury prevention initiatives. The project involves an environmental scan, personal discussions, and the creation of a rubric assessment tool. The environmental scan involves looking for organizations that deal with children and youth in Peterborough and to see if they possess injury information. The number of injury data sources pertaining to Peterborough children and youth is limited. The rubric assessment tool developed is digital and user friendly. The data sources’ usefulness is limited based on the type of information contained does not go into great detail. The future recommendations based on the project outcomes are to investigate a greater variety of organizations for injury data, ensure a greater breakdown of data once collected, and the creation of a centralized child and youth injury data system., By Peyton Schroeder, Date of Project Submission: April 2015., Completed for: The Peterborough Risk Watch Network; Supervising Professor: Sharon Beaucage-Johnson; Trent Community Research Centre, FRSC 4080Y - Community-Based Research Project
-
-
Measuring Risk in Peterborough [poster]
-
By Peyton Schroeder, Date of Project Submission: April 2015., Completed for: The Peterborough Risk Watch Network; Supervising Professor: Sharon Beaucage-Johnson; Trent Community Research Centre, FRSC 4080Y - Community-Based Research Project
-
-
Inventory of Agricultural Equipment – Part 2
-
By Laura Schindel, Yasaman Ahanin, and Megan McCandless, Date of Project Submission: May 2016., Completed for: Lang Pioneer Village Museum; Supervising Professor: Chris Dummitt; Trent Community Research Centre Project Coordinator: Matthew Hayes, HIST 3011H - Everyday History
-
-
Inventory of Agricultural Equipment – Part 2 [poster]
-
By Laura Schindel, Yasaman Ahanin, and Megan McCandless, Date of Project Submission: May 2016., Completed for: Lang Pioneer Village Museum; Supervising Professor: Chris Dummitt; Trent Community Research Centre Project Coordinator: Matthew Hayes, HIST 3011H - Everyday History
-
-
Making the Canadian Canoe Museum accessible
-
Introduction -- Acknowledgements -- 1. The site -- 2. Entrances -- 3. The lobby - 4. Horizontal access -- 5. Vertical access -- 6. Recreation areas -- 7. Displays -- 8. Gift shop -- 9. Washrooms -- 10. The visually impaired and blind -- 11. The hearing impaired -- 12. Future considerations -- Appendices -- Photos -- Local agencies -- Bibliography., by Tyler Schaefer., CAST/HIS 300: Canada: communities and identities.
-
-
Community educating action
-
by Andrew Sauve., Prepared for Peterborough Green-Up., Environmental Resources Studies - ERST 483 - Community-Based Research Project.
-
-
Trent University community garden project
-
The primary purpose of this project was to represent research that can help to develop a community garden on Symons Campus at Trent University. The secondary purpose was to hopefully initiate many new traditions at the university and open the garden to the entire community., 1. Introduction -- 2. History of community gardens efforts at Trent University. 1.1 Location, format and status. 1.2 What can be learned from the past? -- 3. Community gardens in the Peterborough Region. 3.1 The role of the YWCA-Direct support. 3.2 Community gardens not affiliated with the YWCA. 3.3 Related educational and community development programs. 3.4 Factors contributing to success -- 4. Select community gardens outside of Peterborough. 4.1 City Farmer: Vancouver. 4.2 Montreal Community Gardens. 4.3 FoodShare: Toronto. 4.4 Strathcona Community Gardens. 4.5 Community gardens in university settings -- 5. Ecological management techniques. 5.1 Companion planting as a method for pest control. 5.2 Soil maintenance. 5.3 Heritage seed varieties -- 6. Conclusion., By: Anna Sandilands and Christina Dance. --, Date of project submission: February 26, 2001., Includes works cited., ERST 383H: Community Based Research Project.
-
-
Composting
-
by: Marcelina Salazar. --, Date of project submission: April 18, 2003., [Prepared for] : Prof. S. Bocking and OPIRG., Includes bibliographic references (p. 42-48)., ERSC 483, Community Research Placement.
Pages
