This a brief portfolio of my work. If you have any questions or would like to see work in another area, please contact me. Thank you for your consideration.
Education Briefing Series K-12 Student Achievement Testing
Applied Analysis has been asked by the Las Vegas Chamber of Commerce to examine various aspects of Nevadaās system of elementary and secondary education in public schools (āK-12ā). Among the relevant issues is student achievement, as measured by various forms of testing required under federal and state laws. Although the vigorous debate over student achievement has been widely publicized in general terms, the labyrinth of reporting requirements and testing instruments is not well understood outside the K-12 education community. The ongoing controversy among educators as to the usefulness and accuracy of various tests in measuring desired skills and abilities is not treated here. Rather, this paper simply provides some recent historical background for todayās continuing interest in student proficiency at both state and federal levels, a brief description of several of the tests prominently discussed in Nevada today, and, where available, comparisons among states and among Nevada school districts.
Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis...William Kritsonis
Ā
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Measurement Memo Re: Measuring the Impact of Student Diversity Programandrejohnson034
Ā
This is a Measurement Memo that I developed for graduate course PAD 745 (Program Development and Evaluation). Addressed to the NYC Department of Education, it details baselines and benchmarks to measure my imaginary non-profit, Advocates for Student Diversity in Specialized High Schools (ASDSHS) against.
The organization was seeking funding from the NYC DOE in order to carry out its mission of expanding public and legislative support for the use of a holistic admissions approach in the city's specialized high school admissions process.
Apaie 2018 - Sharing Data for Successful Collaborations Across InstitutionsKeri Ramirez
Ā
How can institutions use their data to collaborate and enhance their outbound mobility strategies?
In this session, we will share the successful journey experienced by 7 leading institutions from around the globe to effectively count and benchmark more than 10,000 international student experiences across institutions in order to improve their outbound mobility strategies. The presentation will provide a rare insight in the worldās largest mobility programs and how they are managed and promoted. In this session, the presenters will outline the benchmark findings in the areas of student demographics, learning program types, access to student mobility programs, program management and funding and support to increase participation in learning abroad programs. Finally we will describe how sharing data will assist institutions to enhance their already successful strategies.
This session will be of value to delegates who have already had experience in promoting and managing study mobility and learning abroad programs and whose role it is to influence future policies and strategies in this area.
Education Briefing Series K-12 Student Achievement Testing
Applied Analysis has been asked by the Las Vegas Chamber of Commerce to examine various aspects of Nevadaās system of elementary and secondary education in public schools (āK-12ā). Among the relevant issues is student achievement, as measured by various forms of testing required under federal and state laws. Although the vigorous debate over student achievement has been widely publicized in general terms, the labyrinth of reporting requirements and testing instruments is not well understood outside the K-12 education community. The ongoing controversy among educators as to the usefulness and accuracy of various tests in measuring desired skills and abilities is not treated here. Rather, this paper simply provides some recent historical background for todayās continuing interest in student proficiency at both state and federal levels, a brief description of several of the tests prominently discussed in Nevada today, and, where available, comparisons among states and among Nevada school districts.
Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis...William Kritsonis
Ā
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Measurement Memo Re: Measuring the Impact of Student Diversity Programandrejohnson034
Ā
This is a Measurement Memo that I developed for graduate course PAD 745 (Program Development and Evaluation). Addressed to the NYC Department of Education, it details baselines and benchmarks to measure my imaginary non-profit, Advocates for Student Diversity in Specialized High Schools (ASDSHS) against.
The organization was seeking funding from the NYC DOE in order to carry out its mission of expanding public and legislative support for the use of a holistic admissions approach in the city's specialized high school admissions process.
Apaie 2018 - Sharing Data for Successful Collaborations Across InstitutionsKeri Ramirez
Ā
How can institutions use their data to collaborate and enhance their outbound mobility strategies?
In this session, we will share the successful journey experienced by 7 leading institutions from around the globe to effectively count and benchmark more than 10,000 international student experiences across institutions in order to improve their outbound mobility strategies. The presentation will provide a rare insight in the worldās largest mobility programs and how they are managed and promoted. In this session, the presenters will outline the benchmark findings in the areas of student demographics, learning program types, access to student mobility programs, program management and funding and support to increase participation in learning abroad programs. Finally we will describe how sharing data will assist institutions to enhance their already successful strategies.
This session will be of value to delegates who have already had experience in promoting and managing study mobility and learning abroad programs and whose role it is to influence future policies and strategies in this area.
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including "College Participation," meaning the college readiness and college-going rates of the state's high school graduates. This presentation gives a preview of data showing where Massachusetts stands in college participation at the outset of the Vision Project and provides an overview of the people, projects, and deliverables involved in this outcome. More information at www.mass.edu/visionproject. Original presentation date: December 7, 2010
Two hundred and fifty campus delegates met on February 27, 2015 to advance the "Big Three" college completion goals outlined in the 2014 Vision Project report, Degrees of Urgency: Why Massachusetts Needs More College Graduates Now. The conference marked the first time chief academic officers from every public campus in the Commonwealth met to develop a shared approach to the college completion agenda, and was keynote speaker Jim Peyser's first major higher education convening since being appointed Secretary of Education.
For more information, visit www.mass.edu/visionproject
With the 2015 enactment of the bipartisan Every Student Succeeds Act, all states are required to adopt and implement college- and career-ready standards (CCRS) in English language arts and mathematics. Today, most states and the District of Columbia are implementing rigorous, comparable CCRS and assessing student proficiency in meeting those standards.
Despite this, significant challenges thwart the promise of CCRS as the foundation for grade-level proficiency and readiness for college and careers for all students. Chief among these is the limited availability of high-quality, aligned instructional materials and supports that educators need to effectively deliver CCRS-aligned curriculum. This PCG White Paper describes a multidimensional approach to address this challenge, focusing on the design and delivery of curriculum and instructional practices that align strongly with rigorous, comparable CCRS to maximize student engagement in standards-aligned content and skills.
To that end, PCGās approach integrates 1) analysis of curriculum and instructional materials for evidence of alignment with college and career-ready standards, 2) guidance for the design of CCRS-aligned curriculum, and 3) guidance for the design and implementation of CCRS-aligned curriculum delivery.
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including "College Participation," meaning the college readiness and college-going rates of the state's high school graduates. This presentation gives a preview of data showing where Massachusetts stands in college participation at the outset of the Vision Project and provides an overview of the people, projects, and deliverables involved in this outcome. More information at www.mass.edu/visionproject. Original presentation date: December 7, 2010
Two hundred and fifty campus delegates met on February 27, 2015 to advance the "Big Three" college completion goals outlined in the 2014 Vision Project report, Degrees of Urgency: Why Massachusetts Needs More College Graduates Now. The conference marked the first time chief academic officers from every public campus in the Commonwealth met to develop a shared approach to the college completion agenda, and was keynote speaker Jim Peyser's first major higher education convening since being appointed Secretary of Education.
For more information, visit www.mass.edu/visionproject
With the 2015 enactment of the bipartisan Every Student Succeeds Act, all states are required to adopt and implement college- and career-ready standards (CCRS) in English language arts and mathematics. Today, most states and the District of Columbia are implementing rigorous, comparable CCRS and assessing student proficiency in meeting those standards.
Despite this, significant challenges thwart the promise of CCRS as the foundation for grade-level proficiency and readiness for college and careers for all students. Chief among these is the limited availability of high-quality, aligned instructional materials and supports that educators need to effectively deliver CCRS-aligned curriculum. This PCG White Paper describes a multidimensional approach to address this challenge, focusing on the design and delivery of curriculum and instructional practices that align strongly with rigorous, comparable CCRS to maximize student engagement in standards-aligned content and skills.
To that end, PCGās approach integrates 1) analysis of curriculum and instructional materials for evidence of alignment with college and career-ready standards, 2) guidance for the design of CCRS-aligned curriculum, and 3) guidance for the design and implementation of CCRS-aligned curriculum delivery.
The PDF version of a power point project that I put together for an online graduate level education course I took with American Intercontinental University
Europe, continent rich in history, culture, and natural beauty, is often synonymous with famous cities like Paris, Rome, and London. These iconic destinations attract millions of tourists every year, captivating them with their renowned landmarks, vibrant culture, and bustling urban life. However, beyond these well-trodden paths lie countless hidden gems waiting to be discovered. These lesser-known destinations offer unique experiences, authentic encounters, and breathtaking landscapes that often surpass the allure of their famous counterparts.
In "Hidden Gems of Europe," we embark on a journey to uncover these secret spots, exploring the heart and soul of Europe through its quaint villages, charming towns, and secluded natural wonders. This book aims to inspire travelers to look beyond the obvious and venture into the lesser-explored corners of the continent, where true adventure and discovery await.
The Power of a Glamping Go-To-Market Accelerator Plan.pptxRezStream
Ā
Unlock the secrets to success with our comprehensive 8-Step Glamping Accelerator Go-To-Market Plan! Watch our FREE webinar, where you'll receive expert guidance and invaluable insights on every aspect of launching and growing your glamping business.
Wayanad-The-Touristry-Heaven to the tour.pptxcosmo-soil
Ā
Wayanad, nestled in Kerala's Western Ghats, is a lush paradise renowned for its scenic landscapes, rich biodiversity, and cultural heritage. From trekking Chembra Peak to exploring ancient Edakkal Caves, Wayanad offers thrilling adventures and serene experiences. Its vibrant economy, driven by agriculture and tourism, highlights a harmonious blend of nature, tradition, and modernity.
Assessing the Influence of Transportation on the Tourism Industry in Nigeriagsochially
Ā
This research dissertation investigates the complex interplay between transportation and the tourism industry in Nigeria, aiming to unravel critical insights that contribute to the enhancement of the overall tourist experience. The study employs a multi-faceted approach, literature review establishes a robust theoretical framework, incorporating The Service Quality and Satisfaction Theory to guide the research questions and hypotheses.
The methodology involves the distribution of a structured questionnaire, ensuring a representative sample and facilitating a comprehensive analysis of the gathered data.
Key findings include the nuanced perceptions of transportation infrastructure adequacy, safety and security concerns, financial influences on travel decisions, and the cultural and ecological impacts of transportation choices. These findings culminate in a comprehensive set of recommendations for policymakers and practitioners in the Nigerian tourism industry. The findings contribute to the existing literature by providing actionable insights for policymakers, stakeholders, and researchers in the Nigerian tourism sector.
The recommendations encompass gender-sensitive planning, infrastructure enhancements, safety measures, and strategic interventions to address financial constraints, ensuring a holistic and sustainable development of the tourism industry in Nigeria.
Author: Imafidon Osademwingie Martins
How To Talk To a Live Person at American Airlinesflyn goo
Ā
This page by FlynGoo can become your ultimate guide to connecting with a live person at American Airlines. Have you ever felt lost in the automated maze of customer service menus? FlynGoo is here to rescue you from endless phone trees and automated responses. With just a click or a call to a specific number, we ensure you get the human touch you deserve. No more frustration, no more waiting on hold - we simplify the process, making your travel experience smoother and more enjoyable.
BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. Get information in this PDF and simplyfy your visa process.
3. The top image was created for the 1996 and 2001 Ontario
Aboriginal Census for Statistics Canada. Below is how it
was updated for the 2006 Census.
4. This is the English section of a flip French/English report
produced for a Federal arms-length agency.
Science in
Canadian
Schools
2004
SAIP Science III
2004
Highlights
School Achievement
Indicators Program
SAIP Science III 2004
Highlights
I
n the spring of 2004, over 25,000
English- and French-speaking 13-
year-old and 16-year-old Canadian
students from 17 jurisdictions1
across
Canada participated in the SAIP Science III
Assessment. This pan-Canadian science
assessment was administered for the third
time using essentially the same criteria and
instruments as previously.
In this third iteration of the SAIP Science
Assessment, only the written portion of
the assessment was administered, unlike
the previous two, administered in 1996
and 1999, which included a hands-on
practical task component as well.
The assessment instruments were designed,
developed, and reviewed by representatives
of the jurisdictions, working together under
the leadership of the development team.
This assessment was also made possible by
the cooperation extended to the develop-
ment team by students, teachers, parents, and stakeholder representatives.
In spite of the diversity of student circumstances and educational experiences in the
jurisdictions, this challenging exercise produced a comprehensive assessment of student
science knowledge and skills, composed for a specific purpose in a specific context. In
addition, a snapshot of the context in which students learn science was taken, through a
survey of students, their teachers, and their schools.
What is SAIP?
The School Achievement Indicators Program
was conceived in 1989 by members of the Council
of Ministers of Education,Canada (CMEC) as a
program of pan-Canadian assessments of student
performance in core subjects.SAIP assessments are
administered on a cyclical basis to measure student
achievement over time in mathematics,reading
and writing,and science.
In addition,data are collected on the context in
which students learn,through questionnaires
completed by students,their teachers,and their
school principals.
The information collected through the SAIP
assessments is used by each jurisdiction to
orient educational priorities and plan program
improvements.
1
All ten provinces, including ļ¬ve with both anglophone and francophone populations, as well as two
territories (Yukon and Northwest Territories).
6.5%
0% 20% 40% 60% 80% 100%
Level 1
Level 2
Level 3
Level 4
Level 5
13-year-olds
16-year-olds
CANADA - % of students by performance level and by age
0.5%
2.9%
22.6%
40.1%
64.0%
71.0%
86.7%
86.3%
92.7%
SAIP SCIENCE 2004
SAIP SCIENCE FRAMEWORK
Separate strands (or domains) were deļ¬ned as organizers for the SAIP assessment of science.
Knowledge and Concepts of Science
ā¢ Chemistry
ā¢ Biology
ā¢ Physics
ā¢ Earth and Space Sciences
The Nature of Science
ā¢ Science, Technology, and the Environment
ā¢ Science, Technology, and Society
Sets of criteria (and separate assessment tools) were developed to assess both the knowledge and
the skill components within the strands.
Questions within these domains were designed to assess the studentsā
ā¢ conceptual knowledge and understanding
ā¢ procedural knowledge and skills
ā¢ ability to use science to solve problems
Student achievement is measured using a ļ¬ve-level curriculum framework that represents a
continuum of knowledge and skills acquired over the span of the studentsā elementary and
secondary school experiences. The same assessment is administered to both 13-year-olds and
16-year-olds with the expectation that most 13-year-olds would perform at level 2 or better and
most 16-year-olds at level 3 or better.
Most students reached expected levels of achievement
Over 70% of 13-year-olds did reach level 2 or above, while 64% of 16-year-olds reached
level 3 or above. Notably, more than 40% of the younger students also reached level 3 or
above, while more than 20% of older students performed at levels 4 or 5.
To be assigned a level 3, the student can typically
ā¢ use chemical properties to compare and classify substances
ā¢ know that some life forms are unicellular and others are multicellular, and that life
forms are involved in the transfer of energy
ā¢ compare gravitational and electrical forces
ā¢ compare distances from Earth to the Moon, Sun, and other stars
ā¢ analyze experiments and judge their validity
ā¢ identify areas where science knowledge and technologies address societal problems
At this level, the student is beginning to integrate principles learned in a variety of earlier
science experiences and apply this understanding to a wide variety of real-world situations.
Public expectations met at most levels
In 2004, a pan-Canadian panel of representatives of various sectors of society determined
a set of expectations to help interpret the results actually achieved by the students.
The 13-year-old students met the expectations of the panel at levels 1, 2, and 3, while
significantly more students were expected to reach levels 4 and 5. Panellists were satisfied
with the performance of 16-year-old students at levels 2, 3, 4, and 5. At level 1, there was
a small but significant difference that indicates that expectations only slightly exceeded
performance.
SAIP results compare well with international assessments
There is consistency of SAIP science results for those jurisdictions where students com-
pleted both this SAIP Science III assessment in 2004 and the most recent Programme
for International Student Assessment (PISA) science in 2003. More specifically, when we
compare the proportion of 16-year-old students achieving at least level 3 in SAIP in each
jurisdiction with the overall mean in science for 15-year-olds in PISA, the pattern of rela-
tive stronger and weaker performance is very similar.
Also, the low performance of students in French-minority-language settings in SAIP,
as exemplified by the high proportion of students achieving level 1 or below, is very
consistent with the overall pattern noted in PISA 2003 science, where results from
French-minority-language students in French-language school systems were statistically
lower than results from students in English-language school systems.
Consistency over time
The following chart illustrates results over time, using the standards expected by the
design team of level 2 or above for most 13-year-olds and level 3 or above for most
16-year-olds. While the results for both age groups show relative consistency or improve-
ment over time, the results for 16-year-olds in 2004 show a decrease since 1999.
Canada Results 1996 1999 2004
Written PracticalTask Written PracticalTask Written
Percentage of 13-year-olds
achieving level 2 or higher 71.9 (0.8) 92.8 (0.7) 73.3 (0.8) 90.0 (1.0) 71.0 (0.8)
Percentage of 16-year-olds
achieving level 3 or higher 69.0 (0.8) 64.6 (1.2) 76.1 (0.8) 75.7 (1.4) 64.0 (0.9)
The conļ¬dence intervals (Ā± 1.96 times the standard errors) for the percentages are shown between parentheses.
70% 66% 68% 58% 72% 63% 68% 73% 62% 49% 63% 59% 66% 66% 62% 49%78%
BC SK MB(E) MB(F) ON(E) ON(F) QC(E) QC(F) NB(E) NB(F) NS(E) NS(F) PE NL YT NTAB
Jurisdictions performing better than the Canadian average Jurisdictions performing about the same as the Canadian average Jurisdictions performing lower than the Canadian average
CAN (71%)
Jurisdictional results are statistically different from Canada if the confidence interval (represented by ) does not overlap with the horizontal line showingresults for Canada.
Jurisdictional Results in Science in Relation to the Canadian Results
Proportion of 13-year-old students achieving level 2 or better in Canadian provinces and territories
64% 59% 59% 58% 64% 48% 58% 66% 58% 57% 60% 58% 58% 62% 61% 49%72%
BC SK MB(E) MB(F) ON(E) ON(F) QC(E) QC(F) NB(E) NB(F) NS(E) NS(F) PE NL YT NTAB
CAN (64%)
Jurisdictional Results in Science in Relation to the Canadian Results
Proportion of 16-year-old students achieving level 3 or better in Canadian provinces and territories
Jurisdictions performing better than the Canadian average Jurisdictions performing about the same as the Canadian average Jurisdictions performing lower than the Canadian average
Jurisdictional results are statistically different from Canada if the confidence interval (represented by ) does not overlap with the horizontal line showingresults for Canada.
Jurisdictional results consistent with earlier assessments
The data provide a useful picture of Canada as a whole, as well as how students achieved in
each participating jurisdiction. While it is not the purpose of the public report to comment
on individual jurisdictional trends, it is worth noting that, in general, the achievement
trends among jurisdictions have remained consistent from one SAIP assessment to the next.
Individual jurisdictions may release reports describing and discussing more fully their own
results of this assessment.
Gender gap continues to close
Happily, the gender diļ¬erences in achievement that had caused such understandable concern
in science education for many years have almost disappeared. The professional conferences
and curriculum reviews at the jurisdictional level that have been organized speciļ¬cally to
address the issue seem to have had signiļ¬cant impact.
Results for this assessment show that there is no signiļ¬cant diļ¬erence in achievement
between males and females at most levels. The overall message given by these data suggests
that the eļ¬orts to make science education more relevant to, and more inclusive of, young
women continue to have a positive inļ¬uence on science achievement. Again, the same trend
is noted on an international level in the report of PISA 2003 Science.
Language differences cause some concerns
As has been observed in past SAIP assessments, while francophone students within
Quebec achieve very well when compared to pan-Canadian results, this is not generally
true for francophone students in minority populations. The difficulties encountered by
students studying and responding in a language different from that in which they live,
work, and play can also be seen in those jurisdictions with a high proportion of students
whose first language is neither English nor French.
Below level 1 achievement
The proportion of students not achieving level 1 is about 30% in several jurisdictions.
This is a serious concern that needs to be looked into further, as the results show that a
significant number of students may not possess a very basic level of science knowledge
and skills.
Context in which science is learned
SAIP has attempted to describe the context in which science is learned. Extensive data
from questionnaires completed by students, their teachers, and their school principals
allowed a picture to be developed of the environment in which students learn in all
17 jurisdictions.
While the qualitative descriptions of the learning context as provided by students, their
teachers, and their schools are indeed interesting, actual statistical correlations between
these factors and student achievement were more difficult to attain. The complex rela-
tionship between student achievement and the many variables that have an impact on
teaching and learning was considered by describing a few correlations between student
achievement and context that were found to be generally consistent across most jurisdic-
tions. Further analysis of these data needs to be undertaken to take full advantage of the
information gathered here.
Some interesting information gathered ā
From students
ā¢ About 40% of 16-year-olds expect to work eventually in a science- or technology-
related field.
ā¢ More than 90% of students report access to a computer at home.
ā¢ Almost 50% of 13-year-olds and nearly 60% of 16-year-olds agree that science is
more difficult than other subjects.
ā¢ Nearly 60% of all students reported that they enjoy going to school.
From their teachers
ā¢ Most teachers agree that their students appreciate their work but are less confident
that society in general appreciates it.
ā¢ The average class size is about 25 in most jurisdictions.
ā¢ The median age of science teachers is relatively low, reflecting the retirement of many
teachers of long experience.
From their school principals
ā¢ Classes for 16-year-olds are more likely to be taught by specialized teachers.
ā¢ The range of student abilities is often cited as a limitation on the capacity to provide
instruction.
ā¢ More than 90% of schools report high staff morale.
In closing
In these early years of the 21st century, there are few who would question the impor-
tance of ensuring that students acquire a level of scientific literacy and understanding to
enable them to function with comfort and competence in the world in which they live,
work, and play. Once again, the SAIP Science Assessment has provided a valuable snap-
shot of the degree to which this has taken place in Canada and within its provinces and
territories. Jurisdictions will be able to use the information gathered from this assess-
ment and its predecessors to help them make decisions about curriculum and resources
that will provide the best opportunities possible for students to acquire this necessary
level of scientific knowledge and skills.
Further results are available in the public report:SAIPSCIENCEIII(2004).
This report is available without charge on the CMECWeb site at www.cmec.ca/saip.
In addition,detailed data analysis will be available in a technical report to be produced in 2005.
5. Canada-USExecutiveSummit:
EconomicandPoliticalRelations
UnderaBushAdministration
September 5-6, 2001
The Hotel Inter-Continental
220 Bloor Street West
Toronto, Ontario
Right Honourable
Brian Mulroney
Geraldine A. Ferraro
President,
G&L Strategies
Haley Barbour
Principal, Barbour,
Griffiths and Rogers
Sponsored by
Prospectus Associates, Golin/Harris International, and Baker & McKenzie present
ConferenceOutline
Wednesday, September 5, 2001āThe Barclay Room
6:00 p.m. Registration and Welcoming Reception
for Sponsors and Guests
7:00 p.m. Introductory Remarks
William J. Pristanski, President
Prospectus Associates
7:15 p.m. Evening Address
An Insiderās View on Washington:
What Canadian Business and Public Policy
Decision Makers Need to Know
Haley Barbour, Principal,
Barbour, Griffiths and Rogers
8:00 p.m. Adjournment
Thursday, September 6, 2001āThe Willard Room
7:30 a.m. Registration and Continental Breakfast
8:15 a.m. Opening Remarks
Al Golin, Chairman
Golin/Harris International
8:30 a.m. Morning Address
The Democratic Senate and
Cross-Border Issues
Geraldine A. Ferraro
9:15 a.m. Getting It Right: Implementing a
Continental Energy Policy
A panel of leading Canadian and US energy
officials will discuss the impact of the recent
Bush-Cheney energy proposals on North
Americanās oil, gas, and electricity sectors.
Thursday, September 6, 2001āThe Willard Room
continued
10:00 a.m. Break
10:15 a.m. The Art of the DealāAmerican Style:
Making Headway in North American
Financial Markets
Richard Wolff, Worldwide Director
Financial Communications and
Investor Relations Practise
Golin/Harris International
10:50 a.m. Practical Insights
on Trade and Border Issues
Enhancing the Role of Business
in WTO Trade Disputes
Allan Turnbull, Partner
Baker & McKenzie
Breaking Down Barriers to Facilitate
the Flow of Goods and People
Carol Osmond, Partner
Baker & McKenzie
11:30 a.m. Networking Reception
12:00 p.m. Lunch
The Barclay Room
1:10 p.m. Introductory Remarks
William R. Watson, Managing Partner-
Canadian Offices
Baker & McKenzie
1:15 p.m. Luncheon Keynote Address
Continental Trade Relations in the
Post-NAFTA Era
The Right Honourable Brian Mulroney
2:30 p.m. Conference Adjourns
:EconomicandPoliticalRelationsUnderaBushAdministration
Special thanks to Barbour, Griffiths and Rogers and G&L Strategies
RegistrationInformation
Canada-USExecutiveSummit:
EconomicandPoliticalRelations
UnderaBushAdministration
This is an exclusive, invitation-only event. Invitations are
being extended solely to senior business and public policy
decision makers who would benefit from exposure to these
issues and contribute to the success of the summit. Each
invitee is asked to complete the enclosed registration form
and fax it to (416) 365-0650. For additional information on
registration, please contact Sophie McKenna at the Canadian
Urban Institute, the summit administrator, by e-mail at
execsummit@prospectusassociates.com or at (416) 365-0816
extension 221.
Name _____________________________________________________ Title __________________________________
Company _________________________________________________________________________________________
Address __________________________________________________________________________________________
________________________________________________________________________________________________
City _________________________________________ Province/State _____________ Postal/Zip Code ____________
Phone_______________________________ Fax ____________________________
E-mail _________________________________
Contact person _____________________________________________________________________________________
I am attending _______Evening, September 5
_______Day, September 6
_______Both
Please RSVP by completing the following form and faxing it directly to (416) 365-0650.
September 5-6, 2001
Hotel Inter-Continental
220 Bloor Street West
Toronto, Ontario
(one block west of Avenue Road,
across from the Royal Ontario Museum)
(416) 960-5200
www.prospectusassociates.com ā¢ www.golinharris.com ā¢ www.bakernet.com
Fortune Magazine recently named
Mr. Barbour the most powerful lobbyist
in Washington, DC. He served two terms
as Chairman of the Republican National
Committee, was director of the White
House Office of Political Affairs under
Ronald Reagan, and chairs The Union for
Freedom and Democracy in the Americas.
On Thursday morning, our featured speaker
will be Geraldine A. Ferraro. Ms. Ferraro
was the first woman in US history to be
nominated as her partyās candidate for Vice
President. Ms. Ferraro, President of G&L
Strategies, is an active participant in US
foreign policy debates and is currently a
political analyst for FOX News. She will
provide her perspective on the new era of
bi-partisanship in Washington, and its
impact on Canada-US economic and
political relations.
Following Ms. Ferraroās address will be a
series of presentations canvassing issues of
concern to Canadian executives involved in
cross-border transactions by touching on key
political, legal, financial, and energy issues.
At lunch on Thursday, our keynote speaker
is the Right Honourable Brian Mulroney.
Prime Minister Mulroneyās government
negotiated the Canada-US Free Trade
Agreement and the NAFTA. He has been
called the most influential Canadian with
the new Bush administration by Macleans
magazine. His friendships with former
President Bush, Vice President Cheney,
and Secretary of State Powell give him
unique insights into the new administrationās
approach to North American public policy.
The ties that
connect Canada and
the United States
are many and intricate.
As our economies become more and more
integrated, decision makers from each nation
must gain a better understanding of the actions
and sentiments of President George W. Bushās
administration and the impact these will have
on this enduring and essential relationship.
The Canada-US Executive Summit has
assembled an outstanding group of leading
political, business, and public-sector officials.
The speakers will provide insights into the
Bush administration and perspectives on what
lies ahead in a bi-partisan Washington. More
importantly, they will give their views on what
effect the current state of affairs in Washington
will have on Canadian businesses and public
policy. The confirmed speakers are:
ā¢ The Right Honourable Brian Mulroney
ā¢ Haley Barbour
ā¢ Geraldine A. Ferraro
This summit is an exclusive, invitation-only
event for 100 senior Canadian executives and
policy decision makers. It will be held at the
Hotel Inter-Continental in Toronto from
6:00 p.m. on Wednesday, September 5 to
2:30 p.m. on Thursday, September 6.
On Wednesday evening, there will be a
reception for sponsors and attendees. Opening
remarks from Haley Barbour, Principal,
Barbour, Griffiths and Rogers will follow.
Canada-USExecutiveSummit:
This page and the following two show examples of
designs for conference brochures.
10. PANES OF
GLORY
Illuminations from the Stained Glass Windows
of St. Thomas Aquinas Chapel,
St. Peterās Seminary, London, Ontario
Michael R. Prieur, S.T.D.
Essentials of Clinical Oncology
Amil Shah, MDCM FRCPC FACP
Top right is a textbook cover.
Top left is a book cover for
a recent cofffe-table book.
I also designed the inside
material for the book.
The highlighted top middle
one is an award-winning
book cover..
Records of the
Department of Indian Affairs
at Library and Archives Canada
A Source for Genealogical Research
Bill Russell, Archivist
11. I
conās track record of getting things under control quickly and seam-
lessly is impeccable. Warranty issues, accounts receivable, service
contracts, on-site staff such as cleaners and security, are all issues
and services that fall under the realm of Icon.
What Icon is not!
Unlike most other property managers, Icon is not a company simply
looking to acquire as many buildings as possible. While other property
management companies may boast 20, 30, or 40 plus buildings, itās
what they donāt tell perspective clients thatās worrisome. They donāt go
into detail about how many clients they have lost due to inconsistent
personnel, rotating property managers, uncontrolled growth, and lack of
attention to smaller projects.
Experience the Icon difference
Controlled growth has always been a key factor in maintaining a consis-
tently high standard of service at every facility in Iconās portfolio. Iconās
growth is limited and structured not to exceed its capabilities.
Icon continues to retain its original building portfolio. This fact is a true
testament to Iconās commitment to service excellence exhibited in over
12 years of business.
Customer service
Icon believes that experience is the key to customer service. They contin-
ue to train promising employees within the company in a well-monitored
and controlled environment. To fortify their commitment to customer
service they have recently appointed a V.P. of customer service.
Icon Property Management Ltd.
Property management at a higher level
Icon Property Management is a
company devoted to providing a
customized management service
to condominiums in the Toronto
area.
A condo building is āonly as
good as its property man-
agementā ... Something Iāve
discovered after years of buying
and selling my apartments.
Icon Property Management
is one of the best Iāve ever
encountered. They are profes-
sional, well organized, quick
to respond and very capable
and caring, which is rare these
days. I recently made Queenās
Harbour my home. Iāve been so
impressed with this building
I just bought another unit for
investment purposes.
Iconās strong performance was a
major factor in my decision.
Ann Rohmer
News Anchor, Citytv &
CP24 Host of Hot Property
(real estate show)
BarristersWe welcome
Martha Cook and Owen Rees
to the ļ¬rm.
Martha was called to the bar in 2001
and Owen was called in 2003.
They will both practice commercial and
corporate litigation and adminstrative law.
Stockwoods LLP
Suite 2512
150 King Street West
Toronto, Ontario M5H 1J9
tel: (416) 593-7200
fax: (416) 593-9345
www.stockwoods.ca
n Accommodation
Spacious guest suites with a double in each
of two rooms, a private kitchenette, and a
three-piece bathroom. Parking adjacent.
n Marketplace
Open to both registrants and non-registrants.
You can buy the latest publications, software,
and genealogical supplies.
n Venue
Algonquin College in the west end of
Ottawa. Accommodation, banquet, and
seminar are all on the campus.
Seminar 2007
The Peopling of Canada
Algonquin College ā¢ Ottawa, Ontario ā¢ June 1ā3, 2007
The Ottawa Branch of the Ontario Genealogical Society
is proud to host
n Web site
www.ogsseminar.org
n E-mail
conference@ogsottawa.ca
n Mail
OGS Seminar 2007
Box 96
Greely, Ontario
K4P 1N4
n Web site
www.ogsseminar.org
n E-mail
conference@ogsottawa.ca
n Mail
OGS Seminar 2007
Box 96
Greely, Ontario
K4P 1N4
40 Orchard View Blvd., Ste. 102 ā¢ Toronto, ON M4R 1B9 Canada ā¢ Tel (416) 489-0734 ā¢ Fax (416) 489-9803
www.ogs.on.ca ā¢ provofļ¬ce@ogs.on.ca
ļæ½e can help!
Canāt see your
for the trees?
Here are some ads plus page
1 of a five-page promotional
piece I did for a local property
management firm.
12. With time for self-reļ¬ection in
peaceful surroundings, addictions
are confronted and lost feelings of
hope are rediscovered.
How does the program work?
Street to Trail organizes hiking trips
of varying duration and levels of
difļ¬culty tailored to the capabilities of
each group. These outings include
hiking, backpacking, camp building,
canoeing, cycling, and snowshoeing.
āI was having a rough time but when I
went on that trip with Paul, it put me
back into action mode.ā
said after a Street to Trail canoe trip
Explore Magazine, March 2004
Street to Trail offers new friendships, helps participants to overall improvement in ļ¬tness,
and enhances mental and spiritual health. It encourages them to kick old drug and alcohol
problems, escape dysfunctional relationships, try to ļ¬nd work, and gain conļ¬dence to take
positive steps toward rehabilitation.
Paul Mackle has found that after a day or two close to nature, people who have felt
marginalized for years begin to feel again that they matter.
āSee, I told you. Iām not drinking anymore,ā said one hiker.
Toronto Sun, October 2004
How many trips and how many take part?
Nineteen year-round trips are planned for next year and over one hundred people are
expected to participate. More funding will enable more trips.
How can I learn more about the work of Street to Trail?
Visit the Street to Trail Web site (www.street-to-trail.org). Become a member of the asso-
ciation and participate in trips if you wish. The annual fee of $20 gives you regular updates
on activities, membership rights, and the opportunity to help people looking for a chance to
help themselves.
Cheques are payable to
Street to Trail Association
P.O. Box 745
31 Adelaide St. East
Toronto, ON M5C 2J8
(416) 532-0983
www.street-to-trail.org
āKnowing there is a quiet
place where I can go in the
outdoorsā¦it gives me a
sort of joy,ā said a hiker.
Explore Magazine,
March 2004
What exactly does Street to Trail do?
ā¢ It helps people living on the streets to get away from the
city and join in wilderness trips.
ā¢ It restores hope and builds self-reliance.
āPaul Mackle has found a truly unique and innovative way to
share the Bruce Trail.ā
Bruce Trail Magazine, Summer 2003
Street to Trail is a registered, non-proļ¬t association.
Street to Trail Association
P.O. Box 745
31 Adelaide St. East
Toronto, ON M5C 2J8
(416) 532-0983
www.street-to-trail.org
Founder: Paul Mackle
Helping people
living on the streets
regain hope and conļ¬dence
Finally, here
is a recent
brochure.