Skip to content
Pages
-
-
Heritage foods in the Kawarthas
-
By: Kendra Abbey, Claudia Gaboury, Benjamin MacCuaig, Kellie Sherman, Jen Bushle, and Chris Balenovich., Completed for: Kawartha Heritage Conservancy; Supervising Professor: Paula Anderson, Trent University; Trent Centre for Community Based Education., Includes bibliographic references., ERST 3340: The Canadian Food System: A community development approach.
-
-
Food tourist attraction research
-
Researchers: Johann Cubillos, Curtis McIntosh, Matthew Birarda, and Jessica Bosch., Completed for: Kawartha Heritage Conservancy; Supervising Professor: Paula Anderson, Trent University; Trent Centre for Community Based Education., Include bibliographic references., ERST 334H Canadian Food Systems.
-
-
To seed or not to seed
-
Acknowledgements -- Table of contents -- Introduction. About the evaluation. Research questions -- Methodology. One-on-one interview questionnaires. Focus group. Open-ended YWCA staff interview -- Observations and analysis. One-on-one interview questionnaires. Focus group. Open-ended YWCA staff interview -- Conclusions -- Recommendations -- Appendix., Bethany Or and Gloria Carrion, Completed for: YWCA; Supervising professor: Daniel Powell, Trent University; Trent Centre for Community-Based Education., IDST 422.
-
-
WIN program evaluation
-
This evaluation has revealed that WIN has had a great deal of success and that it definitely warrants expansion to include as many elementary schools as possible. As the program expands, it may face more challenges that it did as a pilot project., Acknowledgements -- Executive summary -- Section I: Introduction. 1. Introductory comments. 2. Description of Kinark. 3. Description of WIN -- Section II: The evaluation. 1. Introduction. 2. Goals. 3. Objectives -- Section III: Methodology. 1. Introduction. 2. Background research. 3. Observations. 4. Interviews. 5. Focus group. 6. Written surveys. 7. Reliability of findings. 8. Lessons learned -- Section IV: Findings. 1. Introduction. 2. Staff. 3. Students. 4. Teachers. 5. Case study #1. 6. Case study #2. 7. Case study #3. 8. Case study #4 -- Section V: Recommendations. 1. Introduction. 2. Program. 3. Delivery. 4. Administration. 5. Priorities -- Section V: Concluding remarks -- List of tables. Table 1. Table 2. Table 3. Table 4 -- List of figures. Figure 1. Figure 2. Figure 3 -- List of appendices., By: Katherine Barron and Heather Walsh., Completed for: Kinark Child an Family Services; Supervising Professor Daniel Powell, Trent University; Trent Centre for Community Based Education., Includes bibliographic references., IDST 422.
-
-
Public health
-
By: Laura Gray-Ellis & Meghan McOustra., Completed for: Trent Radio; Supervising professor: Ann McLeod, Trent University; Trent Centre for Community Based Education., 1 compact disc., NURS 302.
-
-
Planning for great streets
-
Let's shift our way of thinking about streets. Let's stop thinking about them as purely utilitarian. Let's think about streets as great public places., Executive summary -- Introduction -- Walking -- Cycling -- Public transit -- Key steps -- Endnotes -- Works cited -- Appendix 1: Community planning session notes -- Appendix 2: Survey results -- Appendix 3: Research project Twitter feed sample page -- Appendix 4: Research blog sample page., Prepared by: Brett Throop., Completed for: Peterborough Social Planning Council; Supervising Professor: James Struthers; Trent Centre for Community Based Education., Includes bibliographic references., CAST 3810Y: Community-Based Research Project.
Pages
