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BILLING INQUIRIES: 732.223.2100 x 188
1904 Atlantic Avenue
Manasquan, NJ 08736
Atlantis Preparatory School
Our Philosophy
The mission of the Atlantis Preparatory School is to develop each individual to reach their greatest potential by providing an outstanding curriculum, which includes the academics, social and emotional growth, the arts, athletic ability, and the mind/body experience. We are committed to the development of the whole child so that each student can discover his own path to greatness.
The Curriculum
Early Learners at Atlantis Prep benefit from a comprehensive program of traditional and non-traditional subjects. Advanced technology is integrated across the academic curriculum. Foreign language and art appreciation are also included.
The Highest Level of Technology Available
Your child is growing up in the age of technology. That's why we have placed special emphasis on the use of technology in our curriculum. We utilize Apple Televisions and iPads to bring lessons alive. These exceptional teaching tools provide children with vivid memorable images and interactive capabilities for enhanced learning.
Building a Strong Foundation
The most important aspect of early learning is to prepare children for future success and achievement in school and life. Understanding and applying the foundations of math, reading and language arts are perhaps the most important elements in achieving this future success. The stronger your child is in these subjects, the more he or she will excel in higher education and beyond. That's why these traditional subjects are the focus of our curriculum.
Different Children Learn in Different Ways
Some children are naturally gifted in certain subjects. Others may need special attention. At Atlantis Prep, our philosophy is to develop the whole child - to work with natural abilities and expand your child's view of the world in a supportive, caring and interactive environment. The goal is to instill a passion for learning that will stay with your child throughout his or her life.
The Importance of Play
Play is a priority at Atlantis Prep. Our play experiences are designed to develop children's social and readiness skills. Unstructured play times are scheduled for both indoors and outdoors and care is taken when planning appropriate play experiences based upon varied themes throughout the school year. At any given time you may find children on our playgrounds, building with blocks, or engaged in fantasy play while in the dramatic play corner.
A Highly Qualified Teaching Staff
We are devoted to our teachers and educational support staff. Our certified teachers and support staff are offered many training opportunities throughout the school year which helps us assure you and your child a warm, secure and caring professional environment. Our school calendar includes three In-Service Day trainings in which the staff attends "school" while the children are not in session. This allows us to nurture and grow all of our staff with new ideas and strategies that ensures a new and ever-improving curriculum every single year.
Parent Partnership
Parent involvement is key within Atlantis Prep. Part of good communication is personal contact. We encourage parents to participate in many ways such as guest readers in the classroom, volunteering to perform a special talent or to come in to discuss their career, and by attending or volunteering to help in our special events throughout the year.
Upcoming Events
5 Jun
10 Jun
11 Jun
15 Jun
Atlantis Prep Information
Academic Excellence
Atlantis Prep School Stories
Children are being pushed harder than ever from over scheduled playtime to early emphasis on getting into the best colleges – new pressures to achieve are enormous. The greatest gifts we can give our children include a strong sense of self, an enthusiasm for learning, the ability to think independently and the confidence to explore the world. I feel my son has been given this opportunity while attending classes at the Atlantis Preparatory School. Rather than trying to control and direct the children's learning, my son's teachers give them the opportunities to develop their natural artistic, dramatic, linguistic capacities and form bonds within their classmates and the natural world.
We have watched our son learn the alphabet, his numbers, how to spell his name, speak in Spanish, use a computer, make beautiful art projects, and converse on so many varied topics – often leaving us very impressed. We credit you for instilling this knowledge in him.
A thousand thanks for making our son's year as Atlantis Prep so special. You have truly enriched his world with so much knowledge. He has a thirst for learning, which you met and exceeded every day, and that is all I could ever ask for. We will miss you, and only hope that his teachers in the years to come are as caring and skillful as you are.
Thank you for your excellence in providing Jack with such an amazing early childhood education experience. We were so happy to have Jack attend Atlantis Prep this year. We appreciate the thoughtful and caring manner that you always exhibited toward Jack especially as he made his transition into Atlantis Prep. We are so thrilled with all of Jack's progress and all of the devotion that you gave to the midstream classroom. The curriculum was engaging, impressive, and developmentally appropriate — we also appreciate the special emphasis that Atlantis Prep placed upon creating and promoting civic-mindedness among the young children.
My children love music and you always make it so fun. Your hard work and dedication shines through everything you do. You are simply amazing.
As soon as I toured the school and met with the teachers, I realized why Atlantis Prep was so highly recommended to me when we moved to the area. My two children had a wonderful time as students, with caring teachers who encourage development in a warm and stimulating environment. Since leaving Atlantis Prep, both of my sons have adjusted beautifully in elementary school. I truly believe that the perfect mix of nurture and structure they received at Atlantis Prep has contributed to their success. Atlantis Prep provided my sons with a strong platform and for that, I will always be grateful.
Thank you for providing a safe, happy and challenging environment these past 10 years for our children. They have a foundation that will sustain them throughout their life and fond memories of their early childhood education. We are extremely grateful to everyone in contributing in their "raising" …it's not an easy task and we appreciate the assist.


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Welcome to Royal Palace Cruise which is our special and unique 4.Star traditional cruise in Royal Style. The cruise is totally different with all other cruises in Halong Bay. The cruise took us long time to build it and launched in December 2014. Until now, we still keep it in the best condition and have been served many travelers in different countries, they are in families, couple, or solo travelers. We could see that all customers who are looking for the traditional cruise are enjoying our cruise trip very much because of our service and the unique cruise which you can not find any other same boat as ours, it makes us totally different with other companies in Halong Bay.
Transfer Service - Noi Bai Airport To Halong Bay By A Private Vehicle
Seats: 4,7,16
Destination: Noi Bai Airport <=> Halong Bay
Transfer Service - Hanoi To Halong Bay By A Private Vehicles
Seats: 4,7,16
Destination: Hanoi <=> Halong Bay
Transfer Service - Hanoi To Halong Bay By Shuttle Bus
Seats: 26
Destination: Hanoi <=> Halong Bay

subset: commoncrawl


text: 2017 Sep 15 Rethinking the International System of Health Governance Fri Sep 15 (All day) to Sun Sep 17 (All day) Location: Harvard University - Cambridge, Massachusetts The Harvard Medical School Center for Global Health Delivery–Dubai hosted a three-day interdisciplinary symposium in Cambridge, bringing together a select group of experts and practitioners to discuss the international system of health governance and its accountability to the global community.At the center of the discussion were repeated systemic failures in health care delivery around the world. These failures are part of a broader pattern. While multilateral agencies such as the United Nations were established after World War II... Read more about Rethinking the International System of Health Governance


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In terms of getting involved, leeds.tech operates on a credit system and the costs per credit are:
Here are some of the listing costs
Job listings
10 credits a month per job
Home page supporters
300 credits per month.
Featured workspace on home page – 100 credits per month
Featured job on home page – 50 credits per month
Supporters – bespoke cost depending on the support given, but this starts at 10k per year, which covers a financial contribution only. If you can contribute in other ways the financial element reduces. This is obviously something we can discuss.
Job and workspaces section sponsor – 200 credits per month
Dotted around adverts on workspace and jobs section – 25 credits per month
Enhanced listing is 30 credits a year.
You are able to accumulate credits in the following way:
When you submit a feature or news item and we publish it, credits are issued to your account – 10 for an original feature and 2 for news. However, they do have to be original content and pieces that are primarily self-promotion don't count towards credits.
Please do get in touch if you have any questions.


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Like our facebook page and £100 in prizes could be yours:
Click here for full competition details.
Times are tough and driving lessons can be very expensive!
Join our mailing list and if any of the big driving schools offer a discount or deal, you'll be first to know!
Kelvin Hoopers Driving School of Bruton[Promote/Edit Listing]
Tel: 01749 812 756
Web: —
1 Townsend Rise, Bruton, Somerset, BA10 0JA
You are currently viewing the Kelvin Hoopers Driving School Driving School.
Why not check out some of the other schools offering Bruton driving lessons around BA10:
- Kelvin Hooper Bruton
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The CT FTD Foundation has a support group meeting this Sunday, December 22nd at 1:00 at Arden Courts of Farmington in Farmington. If you wish to attend please RSVP at firstname.lastname@example.com.
From the CT FTD site:
"Our support group meetings are a chance for everyone to share their experiences and express concerns. It also gives a chance to share ideas that have worked for other caregivers going through the same experience. Meetings are informal. You are welcome to bring your loved one with FTD, Arden Courts will provide respite care in a separate room. Please just let us know in advance if your loved one will attend."
For more info about the CT FTD Foundation, go to www.ctftdfoundation.org.


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Sol Trigger (English Patch v1) is a PSP game but you can play it through PPSSPP a PSP Emulator and this file is tested and really works. Now you can play it on your android phone or iOS Device.
Game Info:
Developer: Image Epoch
Genre: RPG
Image Format: ISO
File Size: 1.4 GB
How to play?
Download and Install PPSSPP emulator on your device and download Sol Trigger ISO rom, run the emulator and select your ISO. Play and enjoy the game.
Google Drive: Download ISO 1.4 GB
Sol Trigger (English Patch v1) ISO Free Download Reviewed by •MovGameZone• on 8:19:00 PM Rating:


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Friday, February 1, 2019 | Pastor Kevin
Nehemiah is not a prince like Zerubbabel, nor is he a priest like Ezra; instead, Nehemiah is a regular person who wants to make an impact upon his people in Jerusalem. He serves as the king's cupbearer but has no royalty running through his blood or any deep spiritual training to lean upon. As far as we know, he is not a contractor or involved with construction, but he hears of a need and asks God to open the door for him to meet it. Nehemiah's heart is to be available to God to meet needs believing He will make the cupbearer able to accomplish the task before him. Have you ever stopped to consider that possibility? God does not necessarily need your abilities to use you in a ministry or service opportunity. More than anything, he needs us to be available to His calling even when it does not make sense. Many times, we hear God's call and think how much better another person would fit that situation, but God did not call another person; He called you! We need people who have the heart of Nehemiah; people who are willing to say, "here I am, Lord, send me." Stop limiting what God can do through you simply because it does not fit your gifts, your plan, or your past experiences. God can provide all that you need if you will simply say "yes."
Help me, Lord, to always be available when You call me into action. Help me to stop limiting Your ability to work through me and walk by faith in Your Word, Your plan, and Your power.


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the future of libraries in the digital age
Your Name and Title: Joanne Markert, Washington State GIS Coordinator
Library, School, or Organization Name: WATech, Office of the Chief Information Officer
Co-Presenter Name(s): none
Area of the World from Which You Will Present: Olympia WA, USA
Language in Which You Will Present: English
Target Audience(s):Those interested in using location based open data. Will provide an introduction to spatial concepts and ideas.
Short Session Description (one line): Washington State: Harnessing the Power of Where. Open Data
Full Session Description (as long as you would like):
This is an exciting time to be working with spatial data. The opportunities to involve more people and agencies in harnessing the power of where are growing exponentially with the tools we have available, especially with advances in Open Data. This presentation will focus on how we make that magic happen in Washington State as well as provide glimpses into the future possibilities.
Websites / URLs Associated with Your Session: https://geo.wa.gov
Views: 128


text: "I check with really typically with attorneys during the agency who exercise during the litigation, intellectual home, property, and tax departments of your agency. These attorneys guide me in supplying an entire number of expert services for our shoppers," Margaret states. This kind of team approach to supplying legal products http://smallbusinessattorney73703.blogerus.com/2571101/detailed-notes-on-small-business-attorney


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Italian energy behemoth Eni has been at the center of many of these major gas discoveries that have occurred recently in the Mediterranean – and nowhere is this better evidenced than in Egypt.
Traditionally, Egypt was a major producer of LPG, but 70% of its production was primarily used for its local market which prevented it from becoming a major player in the energy ecosystem. However, following the success of a number of exploration projects conducted by Eni, the country is now the biggest non-OPEC oil producer in Africa.
In addition to this, Egypt is now also the 3rd largest producer of natural gas in Africa after Algeria and Nigeria who are both OPEC members. The gas discoveries in Egypt have the potential to completely transform the country's often unstable economic position. Egypt has been dogged by poor infrastructure and a lack of investment over the years but its resurgence as a major player in the exportation of LPG offers hope.
In 2013, if anybody had suggested that Egypt had the potential to become a Mediterranean energy hub, you would've been scoffed at and met with widespread ridicule. That was because at that time following a political coup which swept Abdel-Fattah al-Sisi to power the country couldn't even keep the lights on.
The country was plunged into darkness with blackouts becoming an everyday occurrence and the energy shortage ultimately forced major manufacturing operations to shut down.
However, in 2015, the country's energy woes dissipated when Eni announced that it had found the largest ever offshore natural gas field in the Mediterranean off the Egyptian coast. At the time of the discovery, the Italian consortium dubbed the gas field as a 'supergiant' and claimed that the Zohr project would enable Egypt to be able to serve their own natural gas and energy demands for decades to come.
The Zohr project will go a long, long way to help serve and satisfy the local demand, but crucially it will allow the country to change its reputation from being a net importer to a net exporter and that will inevitably trigger economic benefits that can rejuvenate a country that has already announced ambitious and progressive digital transformation programs.
Eni has announced plans to invest more than $10bn in Egypt by 2022. The company and other firms have struck onshore gas in the western desert, where the government is keen to explore further. "All the offshore works in the Mediterranean are east of the [Nile] delta. The west is unexplored," says Tarek al-Molla, the petroleum minister.
Mediterranean gas will have no shortage of buyers. Demand is soaring in developing countries. Consumption in China alone grew by 15% last year. But it would be particularly attractive to Europe, which depends on Russian gas - European imports from Russia hit a record high in 2017. However, former Soviet states have expressed their fear that this gives Vladimir Putin, the president of Russia, too much leverage and power over them from a negotiation standpoint. His country has cut off supplies in the past.
However, Egypt and its neighbors now offer an alternative path that can help Europe diversify its suppliers. In order for Egypt to become that key player for Europe, there are a number of significant hurdles and barriers it must overcome first to achieve its economic objectives. Firstly, new liquefaction terminals would create jobs and revenue for Egypt.
Additionally, this would provide a huge boost for Cyprus, where Eni is exploring a Zohr-like field called Calypso off the south-western coast.
New discovery
Eni announced just a few weeks ago a new gas discovery under evaluation in the Nour exploration prospect located in the Nour North Sinai Concession, in the Eastern Egyptian Mediterranean, about 50 km North of the Sinai peninsula.
Eni clarified that the Nour-1 New Field Wildcat (NFW), which has led to the discovery, was drilled by the Scarabeo-9 semi-sub in a water depth of 295 meters and reached a total depth of 5,914 meters.
According to the Italian company, Nour-1 well found 33 meters of gross sandstone pay with good petro physical properties and an estimated gas column of 90 meters in the Tineh formation of Oligocene age. The well has not been tested; however, an intense and accurate data acquisition has been carried out.
"In the concession, Eni is the operator with a 40 percent stake in cooperation with Egyptian Natural Gas Holding Company (EGAS), BP holds a 25 percent stake, Mubadala Petroleum a 20 percent stake while Tharwa Petroleum Company a 15 percent stake of the contractor's share," the company noted.
It added that he JV Operator will start the feasibility studies to accelerate the exploitation of these new resources, leveraging the synergies with existing facilities and infrastructures, after finalizing the discovery evaluation. Eni has operated in Egypt through its subsidiary Ieoc since 1954. The company is the country's leading producer with equity above 340,000 barrels of oil equivalent per day that will further grow in 2019 with the ramp up of the Zohr Project to production plateau.
Eni CEO Claudio Descalzi said that Eni seeks to pump investments of $3 billion in Egypt during the upcoming period. Descalzi added that the total investments pumped in Noras and Zohr fields so far have reached $8.4 billion, noting that 70 percent of the company's investments exist in Egypt.
Egypt have also recently signed several oil agreements for the exploration of oil and gas in several areas, including the Mediterranean, Western desert, Nile Delta and the Gulf of Suez. The number of signed petroleum agreements since 2014 reached 88 and the authority is working on signing 13 new agreements.
Lebanon is another country with huge potential for unearthing gas fields in the Mediterranean – and the country has wasted no time in appointing a consortium of experts consisting of Eni, Total and Novatek to begin their exploration efforts off its rugged coast.
The breakdown of the consortium is as follows: Total 40%, Eni 40%, Russia's Novatek 20% and all are currently reviewing seismic data and are on track to spud Lebanon's first offshore exploration well in Block 4 in November or December. In addition to this, the consortium, awarded exploration Blocks 4 and 9 in late 2017 as part of Lebanon's first bid-round will then head directly to southern Block 9 to drill a second well in the first half of 2020.
Sources close to the project claim that Total and Lebanese authorities regard Block 4 as a significantly less prospective block than 9, but Total plans to use exploration at Block 4 to test the northward extension of the Oligocene and Miocene sandstone formation home of major nearby discoveries off Israel and Cyprus. This also partially explains why Total plans to drill the less promising but less politically contentious asset first, and would suggest that the outcome from Block 4 will inform the strategy taken at Block 9.
Lebanon also has a much larger domestic market in comparison to some of its neighboring countries like Cyprus for example – and it also has easier potential export options. Peak electricity demand stands at around 3.5GW versus 1GW in Cyprus, and this figure is expected to hit 5.2GW by 2030. The country is also planning a multi-billion dollar investment in gas-fired power plants over the next five years. Lebanon's Petroleum Authority (LPA) says even a 1tcf field would be commercial, though Total may need some convincing on that front.
These are exciting times for countries like Egypt and Lebanon who could be become major energy hubs in the Mediterranean. Egypt in particular is well-positioned to become a major player and the impact for the country's economy would be seismic. The exploration of gas from the Mediterranean gives those countries a distinct advantage from other producers as it is based so closely to Europe.
As aforementioned above, countries like Egypt and Lebanon provide an alternative option for Europe's exportation demands and remove the pressure they've faced from Russia who've enjoyed a monopoly on exportation in the region. In addition to this, the Suez Canal offers increased accessibility and a shortcut to the Indian Ocean and Asia markets and all these factors are destined to make the Mediterranean a major new player in the LPG market.


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235 West Frederick Street, Staunton Virginia
The Music Academy at Stuart Hall School is connected to Stuart Hall, but serves students from schools across the Valley and central Virginia. Private instruction with experienced instructors and options for 30, 45, or 60 minutes, make The Music Academy the premiere music instruction program for students PreK- 12.
Weekly lessons are offered in guitar, piano, and voice, as well as brass and woodwind band instruments.
Our Program
We strive to deliver a measurable progress in each student by identifying accessible goals and working incrementally to attain them throughout each semester of study. For example, a high school trumpet player would like to advance to a better chair placement in their school band, or perhaps pass the audition into District Band. Our instruction establishes not only these goals, but also the steps necessary to achieve them. We offer our weekly measurements of progress in the form of progress reports to help the student better understand not only where they are, but where they have grown from. We pair this method with excellent instruction from expert teachers who have performed and taught their instruments for years.
Music in a Private Lesson Setting
The individual attention given to each student during a private lesson ensures progress, eliminates time wasted making mistakes that could be missed without direct teacher interaction, and provides consistent focus on areas of concern for the student. A private lesson setting is the only setting where these issues can be monitored and instruction catered to the individual student. There are emotional and psychological benefits that come from developing a rapport with a teacher. These include eliminating stress of having others hear your mistakes and enjoying the direct attention of a trained professional teacher.
All Dedicated Musicians — Regardless of Skill Level — Are Welcome!
Anyone dedicated to the craft and art of their instrument or voice is invited to register for lessons here, however most of our students will come from school-aged youth who are playing or singing in ensembles during school and preparing for music as a part of their college experience in the future. Some students will have more recreational goals, others will have preparatory goals for auditions and performance opportunities. All are welcome!
Do you want to improve your ability playing an instrument or singing?
Do you have a particular goal in mind?
Do you have the desire to play for enjoyment only?
Invest in yourself, and see the return on your money and your time through the enjoyment you will have and the achievements you can make by taking private lessons at The Music Academy at Stuart Hall School.
Sign up for The Music Academy at Stuart Hall School here.


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Belfast Harbour Hits Record Cargo in 2018
The major maritime hub in Northern Ireland Belfast Harbour handled a record 24.6 million tonnes of cargo in 2018, up 3.8% on the previous year thanks to a major increase in the number of freight vehicles passing through the port, which rose to a high of 532,000, latest figures show.
"Growth was led by a strong increase in freight vehicle carryings on Stena Line's services to Great Britain, rising by 3% to a record 532,000 freight vehicles and for the second consecutive year more than 1.5m passengers passed through the Port," said a statement.
Stena Line's trading performance in 2018 was enhanced as a consequence of its introduction of a third larger vessel in 2018 to the Belfast – Liverpool route and market share gains on the Belfast – Cairnryan route.
Stena Line has also commissioned eight new 'E-Flexer' RoPax vessels, currently under construction in China, and during 2018 the Company confirmed that two of these vessels will operate on the Belfast - Liverpool route from 2020 and 2021 respectively reflecting Stena Line's continued commitment to Belfast and the NI market. The 'E-Flexer' ships will be the most sustainable ships on the Irish Sea with Scandinavian inspired facilities and more efficient loading and unloading capabilities for freight customers.
Imports and exports of industrial coal by local company LCC, grew by more than 37% to more than 1mT as it scaled up production at its a high-tech coal processing plant. Industrial coal is imported to Belfast for processing and adding value at the facility and is subsequently exported around the world to countries including Australia, Saudi Arabia and Russia for use in the steel and alloy industries.
Following last year's cold spring and the dry summer, the animal grains and feeds sector also performed very well with tonnages rising to 2.35m tonnes (up 7.5%) which is a record for the Port.
Joe O'Neill, CEO, Belfast Harbour, said: "2018 was a strong year of growth with virtually every trade sector reporting an increase in traffic and with many reaching record levels"
"Growth has been supported by Belfast Harbour's long-term investment programme to improve its competitiveness and efficiency. During 2018, for instance, we invested in the purchase of the largest hydraulic crane in any UK or Irish port, and took significant investment decisions to improve and increase ferry and container handling capacity and will continue to work with our partners to utilise new technology to make Belfast both the greenest and most digitally enhanced regional port in the world," Joe added.


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Scottish Cities Alliance
We formed the Scottish Cities Alliance in 2011 as a partnership between us and Scotland's seven cities, supported by the £7 million Cities Investment Fund.
It's a unique collaboration that aims to bring investment and jobs to our cities and their regions, and to deliver inclusive economic growth that leaves everyone better off.
The Alliance seeks to enable new and more effective ways of working collaboratively with key stakeholders in both the private and public sector. Regular meetings bring together the Cabinet Secretary for Transport, Infrastructure and Connectivity and the leaders of all seven city councils to provide the Alliance with strategic direction.
The Alliance works on collaborative projects that focus on low carbon, 'smart' technology, investment promotion and infrastructure. It aims to attract external investment, stimulate economic activity and create business growth. Working together enables Alliance partners to share knowledge and create major projects designed to strengthen Scotland's economy.
Working collaboratively, the Scottish Cities Alliance has brought in significant investment to Scotland's cities and their city regions, and has a Smart Cities programme of almost £60 million which is being rolled out. Through its joined-up approach, the Alliance has also made large strides for Scotland within the hydrogen sector.
More information on the partnership's activity and investment is available on the Scottish Cities Alliance website.


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Notes de cours UdeM
supernana posted a topic in Civil Law SchoolsBonjour tout le monde! Je me demandais si l'Université de Montréal à une base de données où nous pouvons accéder à des notes de cours (écrit par des étudiants). Je sais que McGill en a une mais je préfère les notes de UdeM (mon école). Merci!
Accepted at McGill 2018
supernana replied to anonymous95's topic in McGill UniversityHello, has any re-applicants received a response?
Hi peeps! Do you know how to apply for entrance scholarships?
Hi guys, I know this may sound really stupid, but would someone mind showing me how to accept the offer on Centre Étudiant (through print screens). The way UDEM's portal is made is really confusing. Although I paid the $300 fee, I believe I did not properly accept my offer yet. The accept/reject are on the same button. I clicked once and it brought me to another page. The other page was as confusing (again accept/reject were on the same page) so I did not click anything and went back to the previous page. Your help is very appreciated! Have an amazing day!!
Does Mcgill drop the lowest grades?
supernana posted a topic in McGill UniversityHi all, I think that someone answered this question before in a thread, but I cannot find it. I was wondering if McGill dropped the lowest grades and if they looked at the last year in constrat to the cGPA. Thank you for your help!
Financial help for students in need
supernana posted a topic in McGill UniversityFor those who applied for entrance scholarships and were accepted::: Hi, I was just filling in my application for financial help for students in need. In the form, they ask the amount we think we need. For the amount, I summed the tuitions for both fall and winter, my rent for a period of 9 months, and the book expanses which comes up to a big amount. Honestly, I have even asked a little less than what I needed because I was scared that the amount would be refused. My question is: Do you think that the application can get refused if they think I ask for too much? Or, will they try to accomodate you the way they can rather than refusing the application? In general, what has been your experience in asking for financial aid when you are in need? Thank you
supernana posted a topic in General DiscussionI posted this thread under McGill, but I am posting it under general discussions too to see if more people will help me! Thank you in advance Hi people, so I am posting this thread in a desperate need for help. This is a bit personal but at this point I don't know what to do anymore. When I was eighteen, my father asked me for my credit card because my family had payments to do or else we lost the house (which we did lose after all). I have no idea why my limit was approved for $8,000 but it was. Naive and stupid like I was I lent him my card. I left the card with him for a month because he told me he would pay it at the end of the month..Yeah he is my dad so I trusted him... Next thing I know, he would not let me access, see, or use my card anymore. I looked for it everywhere and cancelled it when I couldn't find it. ANYWAYS, the other next thing I learn is that he filled it completely in a month...yes $8,000. Then he goes bankrupt and on welfare so he has no more debt or income and I am stuck with this debt until today 6 years later (now the amount is $11,000 because he never paid anything)... So yeah I have so much anxiety because of this. I know it is all my fault for trusting him. I tried paying it bit by bit because I have almost no income since I am a student. But the amounts I put are useless since they don't even cover the interests. Now I have a very bad credit...the score they give right before bankrupsy. I am accepted into law and don't even now if I will have scholarships to pay my tuitions. Obviously because I have a bad credit, no bank will be willing to open me a lign of credit. To pay my tuitions I would do anything even if it means working multiple jobs but in law I cannot afford to take time away from my study time. My question is: Has anyone experienced something similar. If yes, what did you do? Advisors have told me to bring my father to court...but that is not what I want to do..it's not like he can pay it anyway. I was thinking of doing a bankrupcy because I will need credit in a few years that's for sure..but that is my last resort and I can't think of other options right now and I need to be able to sleep at night! Thank you for your support and insights, sorry if this comes accross as desperate but I can't find relevant information aside from applying for a bankrupcy.


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RETURN POSTAGE GUARANTEED The Public Purse Who should control the public purse?, asks Dr. Denys K. Ford, a UBC medical researcher. Not those who have a direct vested interest in the spending of such funds, he argues. This would rule out the 'right' of faculty and students to control University funds. His article appears on page three. Master Teacher Dean Walter Gage, recipient of the first UBC Master Teacher Award, plans to give away the $5,000 cash award that goes with the honor for the purchase of books for three undergraduate libraries. Five other UBC teachers were awarded certificates of merit as outstanding teachers. For details, see page two. The President's Job Addressing UBC's Faculty Association, President F. Kenneth Hare said that if the University is to raise teaching standards and general performance, it will have to be by self-discipline. Excerpts from his December 5 speech to the Association appear on pages six and seven. n UBC Reports has "gone weekly." After a Fall term of irregular but increasingly frequent production this publication has settled down to a regular weekly schedule. After the Christmas break, the paper will appear on campus every Thursday. The last edition of each month will also be mailed to all our known alumni, the parents of our students, and to other friends of the University. The increased frequency of publication stems from a policy decision of the editors to try to reflect more accurately the mood of the campus, and to provide more frequent opportunities for discussion of University issues in our columns. We invite students, faculty and staff members, alumni and other interested persons to submit contributions to these discussions. In the meantime the editors of UBC Reports and the staff of the Information Service wish all their readers a Merry Christmas and a Happy New Year. r> r~ o 2(JJ< T> X> •— C>(P CO 70 —* -< O ! UBC Space Race Gary Hansen, a graduate student in architecture, suggests some unique ways for UBC to solve its space problem and at the same time break down barriers between the University community and the general public. His article appears on pages four and five. o O VJ1 t-- o O I »o o o o O CD UBC's FIRST MASTER TEACHER THE MAN WHO HAS SUPERVISED THE GIVING AWAY OF MILLIONS TO UBC STUDENTS PLANS TO BOLSTER THREE UNIVERSITY UNDERGRADUATE LIBRARIES WITH THE $5,000 CASH PRIZE THAT GOES WITH THE MASTER TEACHER AWARD Dean Walter Gage, the 63-year-old deputy president, professor of mathematics and dean of inter-faculty and student affairs at the University of B.C., has been named the first recipient of the Master Teacher Award. And characteristically, the man who has supervised the awarding of millions of dollars to students in the form of prizes, scholarships, bursaries and loans, will himself give away the $5,000 cash award that goes with the honor for the purchase of books for three campus libraries. He said he would divide the award for the purchase of books in the main undergraduate library, the mathematics library and the engineering undergraduate library. "My decision to do this," he said, "which I hope won't be regarded as a precedent by future winners, reflects my philosophy that teaching is not a one-sided affair—that students enter into the teaching process. "In a sense it is the students who have helped me to win the award. Part of the funds I would like to see used for the purchase of books in the engineering library, since two-thirds of my teaching load is in that faculty; part for books for the mathematics library, because math is my discipline, and a third part for books in the main undergraduate library." He said he hoped that the books purchased for the engineering and main libraries would be of a general nature—"books of general interest that will arouse the interest of undergraduates." Dean Gage, who teaches ten hours a week in addition to supervising University awards, chairing a multitude of University committees and serving as one of UBC's top administrators, has always regarded his teaching duties as his first interest. "I've always made it clear that I have three main interests at UBC—teaching first, student aid second and administration third. And if I were ever forced to make a choice among these interests, teaching would be my first choice," Dean Gage said. • • • The Master Teacher Award was established this year by Dr. Walter Koerner, chairman of UBC's Board of Governors, in honor of his brother, Dr. Leon Koerner, one of the University's leading benefactors. Nominees for the award were screened by a six-man committee appointed by President F. Kenneth Hare and chaired by Dr. William C. Gibson, head of the department of the history of medicine and science. The committee's membership included Chancellor John M. Buchanan, Mr. David Zirnhelt, president of the Alma Mater Society, and Mr. Stanley Evans, president of the UBC Alumni Association. Dr. Gibson said the committee had received 39 nominations for the award, many of them from students, and had decided to award certificates of merit to five other UBC teachers who were considered outstanding. The merit certificates have been awarded to Dr. J.F. Hulcoop, associate professor of English; Prof. Sam Black, professor of art education in the faculty of education; Dr. David Suzuki, associate professor of zoology; Dr. Kenji Ogawa, assistant professor of Asian studies; and Dr. Gerald F. McGuigan, associate professor of economics and head of the Arts II program. All five will be eligible for the Master Teacher Award in future years, Dr. Gibson said. "The task of choosing one outstanding teacher was an extremely difficult one for the committee," Dr. Gibson said. "However, after long study of supporting documents and other material, and visits to the classrooms of some of those nominated, the committee reached the unanimous conclusion that the more than 40 years of productive teaching by Dean Gage merited the first award." He said a great many of the nominations for the award had come from students, who had particularly impressed the committee with the supporting material which they prepared. "Students are above all able to recognize outstanding teaching when they come in contact with it," he said, "and the number of nominations submitted by students is ample testimony to the fact that UBC has a solid core of excellent teachers." Dean William Armstrong, deputy president and head of the faculty of applied science, in which Dean Gage chiefly teaches, said he was delighted that the committee had honored Dean Gage by naming him the first recipient of the Master Teacher Award. • • • "There is no question in my mind that he is one of the outstanding teachers in the history of this institution," Dean Armstrong said, "and I know that Dean Gage's colleagues and, most of all, the thousands of students who have been lucky enough to encounter him in the classroom, will endorse the committee's choice and hope that he will continue to be among us as a teacher for many years to come." Dean Gage was born in Vancouver and educated at UBC, where he received his bachelor and master of arts degrees in mathematics and physics. His teaching career began in 1927 at Victoria College, then an affiliate of UBC. He was also registrar there from 1929 to 1933, when he joined the UBC faculty. Dean Gage became a full professor at UBC in 1948, and the same year was named dean of administrative and inter-faculty affairs. He was UBC's acting president in 1967—68 prior to the arrival of President F. Kenneth Hare, and during the fall of this year while President Hare was absent because of illness. To be eligible for the Master Teacher Award a candidate had to have served at least three years at UBC at the rank of assistant professor or above and during that time taught undergraduate courses in the winter session. 2/UBC Reports/December 19, 1968 Dr. Denys K. Ford, a UBC medical researcher, maintains that students and faculty have no 'right' to be on policy-making committees spending taxpayers' money, and the viewpoint that they should control such committees is contrary to the working of democracy as we know it in the western world It seems to me that at least one viewpoint has not been given enough emphasis in considering student and faculty unrest at universities. This can be expressed in the statement that control of the public purse should not be under the direct control of those persons who have a direct vested interest in the spending of the funds. Both faculty and students do indeed have a direct vested interest. The economic livelihood of the faculty and their professional success depends directly on the university's fiscal policies and decisions. The comfort of students and their benefit from university services are also an obvious vested interest. Both students and faculty speak through their own associations which are direct, and very proper, lobbies. The university budget, like most , governmental budgets these days, is a multi-million dollar proposition. The taxpayer, who pays, has the right to demand , that those who are delegated to handle this money will be answerable to the taxpayer at election time. This is the only control the taxpayer has over his money and this has become the accepted method in western democracies and recognized as the safest, if not always the most efficient, method. , The politician attempts to spend the taxpayer's money according to the taxpayer's wishes, or estimated wishes, as determined by the vote. In doing so the politician is very unwise if he delegates responsibilities for policy involving fiscal decisions to any parties who have a direct vested interest in the spending of the funds. The public would be wisely upset if multi-million dollar hospital budgets were under the control of hospital architects, hospital administrators and doctors who undoubtedly know far more than others about the technical details of running hospitals. We would rightly be uneasy if the military budget was under the direct influence of the military or arms manufacturers, or if the Liquor Control Board was represented by the executives of > distilling companies. The Department of Highways was recently under widespread criticism; how much greater would the criticism have been if asphalt and concrete < manufacturers and civil engineers were controlling or even significantly influencing policy decisions. I submit, therefore, that neither students nor faculty have any "right" to influence policies that involve fiscal decisions at a _, university by being represented on the boards of governors. Dr. Denys K. Ford is associate professor in the department of medicine in UBC's medical school. He is also director of the Canadian Arthritis and Rheumatism Society research unit in the faculty of medicine. It is clear that the faculty and probably also the students have a "right" and "duty" to be represented and heard at the advisory board level. It is equally clear that a board of governors would be unwise to ignore tne views of either faculty or students. In fact one could argue that there should be a clear line of communication from the faculty and students directly to the board of governors without going through administration. In the hospital world, "joint conference committees" are designated to improve communications between medical staff organizations and the hospital management boards. All citizens have a right to lobby and those with strong convictions about improving life will, very properly, lobby whenever the opportunity arises and at all levels of government. Those with special interests and knowledge in one aspect of life will naturally and rightly press for action in that sphere of interest. They should concede however that they are looking at life from their particular vantage point. The improvement of educational facilities, the extension of both welfare ? WHO SHOULD CONTROL THE ? and health services, urban renewal, the expansion of transportation services in our sparsely populated province and the widening of the tax base by the promotion of new or expanded industry are all competing for our limited tax dollars. Our elected representatives, who can see the overall picture, may well choose courses with which we disagree; nevertheless we elected them to make these decisions and we have recourse to the polls. To summarize, regardless of who happens to represent the Government in Victoria or to be on the board of governors of the university, the vested interests of the students and faculty have no "right" to be on the policy making committees which involve the spending of taxpayers' money. The viewpoint that they should control such committees is absurd and contrary to the working of democracy as we know it in the western world in 1968. On the other hand, the application of constructive, intelligent, unified pressure to both electors and elected is a requirement for progress, and its success already demonstrated on previous occasions. *\^ PUBLIC PURSE ? UBC Reports/December 19, 1968/3 Graduate architecture student Gary Hansen is shown at right standing in front of a vacant building in Maple Tree Square, one of Vancouver's oldest commercial areas adjacent to the Waterfront. He suggests in the article on these pages that the University might arrange to rehabilitate buildings such as this in various areas of Vancouver to relieve the demand for additional space on the Point Grey campus. In doing so. he suggests, the University would also break down traditional barriers which have stood between the academic community and society-at-large. Photo by Mike Woods. A GRADUATE STUDENT IN ARCHITECTURE AT UBC MAKES SOME SUGGESTIONS FOR SOLVING . . . THE RAGE FOR SPACE By GARY HANSEN At this time, when the University is perplexed by the insistent demands for more places for students in the University, more academic breathing space, a more favourable student/faculty ratio and demands by the student body for a higher quality of instruction the administration is confronted with an embarrassing depletion of finances. This has led to a general, as yet unofficial, acceptance that some form of restricted enrollment is the only realistic way, if only on a temporary basis, of maintaining the standards of the academic community in the absence of adequate funding. UBC's president, Dr. F. Kenneth Hare, in an address to the student body on Nov. 27, 1968, referred in detail to the capital and accommodation deficiencies of the University and to the mess of vested interests within the society that contribute to the complication of the issues. He stated that "The main problem in getting issues of this kind 'fixed' lies outside the University." If this is in fact the case; if, as we are told on good authority, there is a direct positive relationship between the gross national product and the number of persons in a community with a University degree, and, if the University is to remain a truly public institution, then the concept of limiting the extent of interaction between the University and the community has a direct detrimental effect upon both the University and the community that it serves, however immediately beneficial the results appear to be on the University's balance sheet. Gary Hansen is a graduate student in UBC's school of architecture. The theme of the article on these pages parallels his thesis topic which is concerned with understanding social change and the development of a medium for facilitating greater popular participation in decision-making which affects the human environment. Born in England, he studied architecture at Canterbury School of Architecture and planning at University College, London, before coming to Canada. 4/UBC Reports/December 19, 1968 I submit that the crisis demands a totally contrary solution to that proposed and that it is capable of implementation entirely within the control of the University administrative structure. It is evident that there is a wide area of non-understanding that separates the aspirations of the academic community from the concept held by elected legislators and the citizenry of the role of the University in our society. The solution that I venture to advocate is one involving a dramatic, explosive extension of the field of influence of the University. There appear to be three inseparable concerns: Firstly, accommodation. The supply of additional physical facilities to house an increasing student enrollment is indisputably not keeping up with the demand if the "open door" policy of admitting any prospective student who has achieved the required standards, a policy that the University is currently pursuing, is to be maintained. BENEFITS TWO-FOLD Secondly, funding. A preponderant dependence has been placed on the provincial government to meet the ever-increasing demands for finances that higher education has put upon it in recent years. Thirdly, human resources. Like the community's economic resources, the human resource has not been capitalized to approach its potential. There are two social units at variance, the University and the outside community. There are three commodities that we are dealing with, money, accommodation and human resource. Let us play roulette. But before we do, perhaps we should ask one very pertinent question: What are the purposes of developing intelligence in the community? The very structure of this question precludes the separation of intelligence from community. I submit, that reference to such a question might often be most helpful when determining University policy. If the University wishes to attract more funds from the community it must make a special effort to communicate that need. The most effective means of communication is the one that directly affects the greatest number of people in that community. Suppose that we indulge in a dramatic program to integrate the University with the community in everv sense of the word. What are the benefits and what is the cost for the University? The benefit would appear to be two-fold: more people and organizations establish a direct identification with the needs of the University through participation, and therefore release funds through conventional governmental channels and through "incentive-prompted" investment from private sources; and secondly, more people expose themselves to a higher level of educational experience. I shall explain the concept of incentive-prompted investment later. The price to the University is a loss of the "institutional" identity traditionally enjoyed by academics, and an administrative nightmare. Not too high a price, I suggest. So how do we start? Let us take a look at the problem of University buildings. There is confusion as to the purpose of capital investment with respect to the University's need^. Investment commercially is primarily for the purpose of appreciating capital. That is, output must exceed input in dollars. However, the output in educational investment isn't measurable in dollars. The input is dollars and the output is educational opportunity. It is therefore inappropriate to justify investment in education in purely economic terms. Let us understand clearly then that the prime purpose y v of capital investment in educational facilities is not to establish equity in fast-depreciating physical structures, but to provide accommodation for the functions of teaching and learning. Assume that the University has a capital ""improvements budget of $10 million per year, and that it commits the total sum to new physical plant. No unexpended balance remains. OFF-CAMPUS COLLEGES Now suppose that $9 million of this $10 million is applied instead to leasing existing or new private -•Structures, either rehabilitated or designed for the specific use of the University, and only $1 million is used for University construction. (There is precedent, incidentally, for government agencies leasing rather than purchasing space). What are the benefits and the penalties? Let us develop the purchase vs. rent model to clarify the discussion. Using the $10 million per annum capital i improvement budget assumed and comparing two plans of investment, "A", a direct purchase plan, and "B", a plan to combine purchase and lease of accommodation, we will see very clearly that Plan "B", incorporating I provision for leasing accommodation, provides for the r> » I I HA ^^ Volume 14, No. 11-December 19, ll^lll 1968. Authorized as second class I I BK ■ mail by the Post Office Depart- J J B B II ment, Ottawa, and for payment of ^^ B^ ^^ postage in cash. Postage paid at D C D n D T Q Vancouver B.C. Published by the H C t* U It I O University of British Columbia and distributed free. J.A. Banham, Editor; Barbara Clgg- horn. Production Supervisor. Letters to the Editor should be addressed to the Information Office, UBC, Vancouver 8, B.C. University an increase of 4,500 per cent of the accommodation in square feet provided by a direct purchase plan represented by Plan "A" at the end of the first year. Using conservative figures of $25 per square foot for the cost of purchasing new buildings on the campus and the figure of $5 per square foot for the lease of private property, $10 million under Plan "A" would purchase 400,000 square feet, with no space being provided by lease arrangements. In Plan "B", if $1 million is applied to the purchase of new buildings that would provide 40,000 square feet; while $9 million would be applied to leasing space which would realize 1,800,000 square feet, providing a total of 1,840,000 square feet of academic space being made available. This purchase/leasing device is designed to give the University the flexibility required to adjust its total space holdings each year to match its current needs, within a limited capital improvements appropriation. What are the implications of this proposal? Firstly, the University would commit itself to a decentralizing policy, for suitable existing buildings and/or private building sites are off the University campus. The net result automatically initiates a closer relationship trend between members of the University and members of the community as a whole. The suggestion then is one of developing University annexes, sub-campii or University college concepts within the city. At least one department of this University has expressed an interest in partially relocating downtown. This proposal is not designed to create any situation under which faculties or departments would need to make a decision as to whether or not they would relocate off the campus, but rather to provide an additional facility and expanded opportunity to interact more directly with the community for specific programs or concentrated community-oriented courses. The identity of individual and group interests is de-emphasized to enable common goals to become more easily understood. Such an opportunity could readily be recognized and appreciated by the departments of planning, geography, architecture, social work and other social sciences. The interdisciplinary structure of Intermedia might well be studied carefully in considering such a program. Further, off-campus housing could be developed privately with the help of subsidies from the University in an amount equal to the difference in rent that a student can reasonably be expected to pay at the current commercial rental rates. These might take the form of direct grants to the students. An alternative way to use part of the capital budget would be to subsidize private enterprise to lease land on a 99-year basis and to build academic structures on the Endowment Lands. Guarantee ten-year leases to cover the period normally taken by a private developer to pay off his indebtedness, and require perhaps that the building be designed to be as easy to disassemble as it is to construct, Tinker-Toy like. Technically this is very simple. The University may choose to extend the lease arrangement or not, but it is not encumbered with an obsolete building that does not meet the educational demands of the time, and more immediately attractive, has been able to apply the capital elsewhere. The owner, at worst, has a fully-paid-up building that he must relocate and re-lease. NO SPACE SHORTAGE These proposals represent the incentive-prompted investment referred to earlier. Concerning space, structure is the crystallization of a process. If a structure is static and a process dynamic, the likelihood of a structure designed to accommodate a process or activity satisfactorily for any significant length of time, in a period when the pace of change is accelerating rapidly, is slight. This in itself reinforces any serious questioning as to the advisability of investment in permanent physical construction designed to accommodate specific activities. I submit that there is no shortage of space on this campus. There is merely a gross inefficiency of space use. We are still locked in on an agrarian calendar designed to free labor to help bring in the harvest, and to academic curricula confined to those hours when the dew is off the grass. I know of no evidence to support a claim that we are more receptive in our learning at certain times during the 24-hour day than others. Circulation patterns on campus at critical hours during the day create excessive congestion dictated by our gastronomic habits and the academic scheduling that demands that we be faithful to them. Two prime questions seem to remain unasked; what are the most feasible ways of opening up existing space? And more fundamentally, what space forms do we need? Perhaps we can distinguish between those spaces that we conceive of as primarily developed to facilitate exchange and social intercourse and those that satisfy the demands for personal isolation. There is very little space on the campus for meditation and private thought. It has been suggested that the installation of a pub and of a sanctuary on campus would contribute considerably to personal problem-solving without the need for a single word to be spoken. There is a considerable reservoir of untapped knowledge and skill in the community that could be drawn into participation through invitational lecturing programs or part-time teaching assistantships. Extension department courses could be significantly expanded and designed to utilize the physical facilities much more efficiently. The accommodation dilemma remains with us. The university administrator, like the city traffic engineer, is restricted by the limitations of his professional role and operates most effectively in that role if he accepts the constraints imposed by his discipline. It is these constraints, however, that impair the perspective of the social utility that each organic sub-system strives to serve within the community. I submit that these proposals indicate a possible direction for the University to develop that would realize both educational and economic returns. I am hopeful that refreshing ideas will evolve from other sources to help share the burden of responsibility of decision-making and that they will have an opportunity to be articulated through this paper. UBC Reports/December 19, 1968/5 THE Dr. F. Kenneth Hare, UBC's president, addressed the Faculty Association on December 5. What follows are excerpts from his speech. I'm glad to have this chance of meeting the Association. You were parties to my appointment, and I wouldn't have accepted the President's job on any other terms. I am a professional university teacher, and have always held that the future of the universities lies in the hands of the professionals. Lay trustees and senators can do their bit, and students a lot. But the main burden Meson us of the profession, the cadres that in France are called le corps universitaire. If we fail, the universities go to the wall. For each of us, tuum est is a personal spur. As at present conceived the Presidency is a burden because the university does not really know its own mind. The President is the chief executive officer of the university, and not simply of the Board of Governors, as is sometimes wrongly stated: even the Universities Act gets this clear, whatever else it leaves obscure. Now an executive officer must know what, rather than whom, to execute. He must work from a body of agreed policy. Clearly he must also be allowed certain prerogatives, and certain powers of initiative. But these, too, must be within agreed limits, and must spring from the needs of the academic community. It is my suggestion that neither policy nor prerogatives have in fact been agreed on by the academic profession. The President hence works in an exasperating vacuum. The point, in my view, is that we have failed to adjust our sights to the new scale on which we must work, to the new relation between society and the world of scholarship. Asa profession we have drifted into a revolutionary situation all unexpectedly. I must say that we tend to exaggerate the importance of our little revolution. One of the lessons of events in France last May, in Columbia last spring, in London last month is that events that seem to threaten our very existence leave the public unimpressed—who become vengeful, perhaps, rather than sympathetic. On the short, tactical scale that influences political decision—for democracies only have strategic policies by hindsight, when historians discover long-term consistencies that never occurred to the perpetrators—the effects of campus rumpus are wholly prejudicial to the universities. So when I say we have failed to adjust our sights, I don't mean to our new social importance (which is real, but goes unobserved in crises), but simply that we now serve a populist, not an aristocratic, constituency. And this means that we have a unique, untried problem on our hands, where our traditional weapons of more talk, more explanation, more polemic, more public anguish tend to work against us. I have, however, reflected on some aspects of the role of the President of UBC. Often I have stressed the role of diplomat, and in this I was right. There is a huge job to do to persuade a perplexed society that the wells of goodwill have not run dry, and that well-intentioned men need not fight one another over problems whose cause really lies outside the 6/UBC Reports/December 19, 1968 PRESIDENT'S university. And as teacher (including self-teacher!) the President shares with the rest of the Faculty the task of bridging the chasm of misunderstanding now separating the politically-motivated students from our intellectually-driven selves. A few of us try to be motivated both ways, and a President cannot avoid being perhaps dangerously alert to political issues if he is to be credible at all to the student body. I have the same feeling that I had when I was a student in the 1930's; of impending disaster unless all of us abandon the habit of shrugging our shoulders at the sight of our own impotence. I believe that we can solve the university problem within the context of existing Canadian society, though I am sure that we shall have to assault some of the values of that society if we are to succeed. Which brings me to the first of my personal angsts or angoisses or cauchemars or what have you: no English word quite hits the spot. It is that I also have to play the role of non-diplomat, of brutally frank commentator, of one who doesn't fear the consequences for himself of saying what he thinks. I found the prospect of having to go over to the attack repellent—but necessary. The President's office is a good place to find out about the failures, the inadequacies, the prejudices and the stupidities that have landed us where we are. Traditionally the President bottles these up, because to reveal them would be inexpedient, or personally and institutionally hazardous. Reluctantly I reached the conclusion a little while ago that if I was to do this job I had to speak with very uncharacteristic bluntness. 'I believe we can solve the university problem within the context of existing Canadian society, though I am sure we shall have to assault some of the values of that society if we are to succeed.' Among the things that we must all attack are some of the attitudes of our own profession, because I think we have ourselves caused some of the trouble in the universities, with good intentions but bad effect. We have to criticize the society around us, which has simply not thought out the consequences of its own social and economic policies, the effect of which is to underemploy, to disfranchise, to disgust morally, and hence to alienate a substantial fraction of the world of youth. And a third is the attitude of the people of this province who, by their neglect of higher education, have made a world-wide problem even harder of solution within British Columbia. Clearly in the present company it must be our own professional attitudes that I tackle. Let me start with the Faculty Association and its role. I was one of the early presidents of the McGill Association of University Teachers, and a prime mover at McGill of the effort to persuade the governing body to leave control of academic affairs to the professoriate. That effort has been largely successful, and has been parallelled on thousands of other campuses. The 1950's and early 1960's saw the rise of Faculty power - in North America, as chronicled with blinding hindsight by McGeorge Bundy in the September Atlantic. This power has been established by the progressive acceptance of conventions rather than by legislative change, and it is still incomplete. Its growth has sapped the power of Presidents, I " think wisely and inevitably, but the most striking result is that the total power in the system has been reduced. The junior faculty of a modern university still feels disfranchised and unconsulted. And the universities lack speedy and effective powers of decision-making, of academic foresight, and of rising to sudden crises. Where power is diffused, it cannot quickly be condensed again. I am cheered by the death of the old campus despotisms, but chastened by the inescapable need for big institutions like ours to react decisively and quickly to change of circumstances. Somehow we must find professional answers to this need. Faculty associations have also battled, again with good reason, to raise salaries, improve fringe benefits, and win the right to tenure. They have succeeded beyond the expectations of those of us who in the 1940's and 1950's really began this movement in Canada. There is still much to do, and I've no doubt you will do it. I feel, however, that the moment is ' upon us when the profession must also bear heavily down upon itself as regards its obligations and practices. As clinicians I believe we need to stiffen our self-discipline in ways to which I'll return. To be blunt, if we are to raise our standard of teaching, of intellectual rigour and of general performance as professionals, it will have to be by self-discipline. There is no external administration to make rules , for us about the way we deal with students, and governors were long ago frightened off this thorny ground. I believe the faculty associations, like medical and legal and engineering professional bodies, will have to take on this embarrassing job. No one else will do it, or can do it, though senates may try. Of course it is unreasonable to expect such an acceptance of professional responsibility unless the profession also feels that it has a proper share in the university's government. I must say right away that I believe we have attached too much importance to the structures and forms of university life, and too little to the personal obligations it involves. I have worked in universities almost wholly professor-governed, wholly lay-governed, and with mixed boards. The facts of academic life were much the same in all. Nevertheless I don't feel one can expect the academic community to discipline its own members if it feels it is ruled from on high. In my own view neither Duff-Berdahl nor the manifestos of this Association go far enough. I can offer full support for the Association's ambition to see some of its members on the Board, but I feel that you should really look beyond this to the more fundamental question: does the bicameral Senate-Board system serve us adequately? In my view it does not. I can also support efforts towards the involvement of junior faculty and students in the decision-making processes, not because of sentimental ideas about the community, but because they, too, will have to share in the internal disciplinary processes without which, to quote Eric Ashby in Melbourne this summer, the JOB disintegration of our profession will be accelerated. "Disintegration" is a harsh word, and perhaps it is too strong. I remember being shocked in 1956 when I asked a senior professor of physics to join McGill Association of University Teachers. He said curtly: "I'm not a university teacher, I'm a physicist." I had supposed he was both. Many of us make this > distinction, and the temptation is always there to be loyal to our discipline rather than to our role as teacher. I believe this attitude to be quite wrong, and at the root of some of our troubles with students. It , is one thing to say "I cannot be loyal to my students unless I am first loyal to my discipline"; this implies what I think is true, that our professional obligation contains a dual loyalty, the two halves of which are inseparable. It is another thing to say "My ambition is to advance my discipline, and my teaching must not interfere with this ambition." In private this gets said all the time. How can we blame, in fact, the young scholar who says just this? Our appointment and promotions policies have for long stressed achievement in research, and soft-pedalled teaching. These policies , are not overt; but are dependent on professional attitude. Page 27 of the Faculty Handbook actually puts teaching at the top of the list of "criteria of excellence"; research is second, professional competence third, and contributions to the university .community and the external society fourth and fifth. I'm sure this is often not the order observed. Certainly there is a widespread belief at UBC that premature devotion to teaching is a good way of > remaining a lifelong instructor, just as those who practice the rhythm method of birth control are called parents. The point I want to stress is that professional attitudes, not rules, underlie the present low prestige and neglect (in some quarters) of teaching. Here, as in a dozen other ways, we can achieve change only by an altered outlook—in which this Association should, in my view, have a major hand. , I see the President as the man who has the duty to try to detect these professional attitudes, to attempt to alter them if they seem wrong to him (by direct methods and not by tactful subterfuges) and to try to -fee in himself a sort of encapsulation of the profession's ambitions for itself, for its students and for society. To do these things he needs all the help he can get. Most notably he needs the following things: (i) a critical, friendly but independent professional association like this, to keep him up to scratch, and to give him a body outside the hierarchy of the university that can speak for professional interests and obligations; -i (ii) an effective system of internal government that can speedily arrive at sound decisions, give all ► » 'I see the President as the man who has the duty to try to detect professional attitudes . . . and to be in himself a sort of encapsulation of the profession's ambitions for itself.' members of the university a feeling of participation in formal affairs, and permit a reasonable measure of accepted central authority; (iii) within this system a sort of cabinet that can formulate policy for ratification by the larger bodies, and provide the President with authoritative advice when emergencies occur. 'Structural reform will fail if not accompanied by strong professional action to update practices, shake accepted prejudices and meet the wave of student unrest and public hostility constructively.' I have recently set up an Advisory Committee, chaired first by Acting Dean John Young and now by Prof. Noel Hall, to examine points (ii) and (iii), as well as the external relations of UBC. The committee has members nominated by Senate, this Association, the Alumni, the Alma Mater Society, and myself. I hope and expect that it will bring in proposals for a restructuring of the University. These will have to be ratified by the various bodies concerned and then, we hope, made the subject of revised provincial legislation. Let me stress that I hope great things from this committee. But in itself structural reform will fail, as will the President, if it is not accompanied by strong professional action to update practices, shake our accepted prejudices and meet the present wave of student unrest and public hostility constructively. At the beginning of rny talk I said that I thought that we did not know our own mind, that we hadn't come to terms with our phenomenal growth and new social position. In effect, we have imported into the age of the multiversity much of the outlook of a smaller, more leisurely, less populist world. We take for granted the worthwhileness of knowledge, and of the inevitability of its advance. Most of us, myself included, have defended the proposition that our first duty to society is the advancement of knowledge, not only because this helps economic advance, but because man feels a sort of duty to know. None of these things weighs much with the public, who pay our bills. Seven per cent of the G.N.P. now goes into education, largely because it is assumed to be useful, not desirable. In my view, we bang our heads against a wall if we forget this fact. I don't say we should accept the public view-but that we should never forget it. Nor, frankly, do these ideas weigh much with our students. The majority, perhaps, still accept their years at UBC as training for a job within an economic framework they have no special urge to change. The articulate minority that has brought us to noisy unrest feels otherwise. They reject society in its present guise, and condemn the university because it serves society's ends. Neither group contains any great number who are scholars for scholarship's sake. So our traditional view of the liberal university is close to meaningless to all three groups—to taxpayer, to orthodox student, to activist alike. What we need is a new prophet, who can reconcile these seeming polarities and put the times a little less out of joint. Letters to the Ed itor MORE STUDENTS NEEDED I was interested in the November issue of "UBC Reports", particularly in the discussion about "The Looming Numbers Crisis." I would remind you that although the facilities at UBC are strained up to and perhaps beyond capacity, our facilities at Selkirk were designed to accommodate 300 more students than are enrolled at present. We have 500 students and could accommodate 800. You can understand, perhaps, that from our point of view, the term "crisis" seems a little strong. It has often seemed rather strange to me that UBC continues to accept students from this area when the pressures upon it are so very great and space for these freshmen is available at Selkirk. Ross P. Fraser Administrative Assistant to the Principal, Selkirk College, Castlegar, B.C. INACCURATE ARTICLE I have read with interest the November issue of UBC Reports and was rather amazed that Dr. David Bond's article was accepted for publication, as it is completely inaccurate. It appears to me that Dr. Bond, while perhaps understanding economics, has no knowledge of mathematics. I would think that a man of his standing would research his subject before going into print. Firstly, if we consider his first means of raising additional money, we find that the student would be borrowing up to $2,500 per year, for a probable total loan of $12,500. This is based on a present average fee of about $500, plus the $1,000 raise in fees suggested, plus the $1,000 for living expenses. Now, we find that the average annual income tax for a married man, without children, having an annual income of $25,000 is about $8,000. Therefore if a surcharge of 1 per cent on the borrower's payable tax was collected, for an estimated average of 40 years, the total amount repaid would come to $3,200. This could hardly be considered to meet Dr. Bond's statement that "his lifetime payments would not only pay back his loan but several others as well". Secondly, if we assume that Dr. Bond made a mistake and meant to say that a surcharge of 1 per cent would be made on the borrower's income, even gross income, the total amount repaid even if we extend the lifetime earnings to 50 years would only amount to $12,500 which would repay the borrower's loan only. Needless to say, no interest would have been collected, and in addition the value of the repayments would be greatly reduced by inflation. On a quick reading, the article appears to offer a possible solution, but when one returns to earth and applies a little simple arithmetic to the proposition, as above, we find that it is practically worthless. Perhaps Dr. Bond was thinking that most students would borrow only a fraction of the amount made available, but I doubt very much if that is the case, because if students only borrowed a small amount they would not sign up to a lifetime repayment basis. G.R. Loutet ISSUE APPRECIATED Although journalism has always ranked very low in my scale of responsible pastimes, I have never been moved enough to write about it. Your recent issues of "Reports", however, have been so good that I must let you know they are appreciated. Possibly it is because your contributors in the Nov. issue (No. 8) are not journalists—but whatever the reason, every one of them seems to have got to the basics of the problems. The entire issue, every article, was worthwhile and excellently done. My congratulations. W.D. Parkinson. B.A.Sc. '56. UBC Reports/December 19, 1968/7 >2k. .a&V'iAttt: vi-"' *».- JJw. -.■, jt. : -w ■ ■.'■..'" •£,.- .■* ■ t.iii t .*.■_» ■s-Jv's -r>' l-> jf-Si-jj ^ *** ti «■ • '-s' I, Ferry Commission found alumni brief to be unique in approach. Presenting the brief were (left to right) Stan Evans, Nick Omelusik, Jack Stathers, Ken Martin, George Morfitt, and chairman Sholto Hebenton. Absent were committee members John Gercsak, Robert Mair and Graham Nixon. Higher Education Agency Proposed The University of B.C. Alumni Association has recommended the establishment of a single agency to co-ordinate post-secondary education in British Columbia. The agency, in essence, would co-ordinate the academic and financial affairs of the three public universities, the community colleges, and technical and vocational schools. The proposal was made in a brief presented November 28 to deputy education minister Dr. G. Neil Perry, who is heading an advisory committee reviewing planning and operations of B.C.'s public universities. The brief is the result of five months study by the association's Government Relations Committee. BRIEF RECEIVED The chairman of the committee, Sholto Hebenton, BA '57, BA, BCL (Oxon), LLM (Harvard), said Dr. Perry received the brief "with interest" but was non-committal. Association director Jack Stathers, BA '55, MA '58 noted that Dr. Perry had said the alumni brief was quite different from others. "The distinguising feature of our brief is that, while others might tend to be more protective of the interest of faculty and the institutions, our view was more general," Stathers said. "I think we felt there was a need for more co-ordination and control than that expressed by others." The alumni brief said there are three proven systems for centralized planning of higher education: —A governing board that coordinates and governs all public institutions of higher learning within a province or state; —A co-ordinating agency empowered to co-ordinate and control certain selected activities of the institutions but restrained from exercising general governing or administrative powers; -Voluntary representation or a meeting of representatives of each institution to co-ordinate activities of common concern. The alumni committee said it found the co-ordinating agency to be the 8/UBC Reports/December 19. 1968 most suitable organization for the job. "The establishment of goals by the co-ordinating agency and the independent execution of these goals by the institutions encourages a thorough and rigorous review of results and reduces the opportunity for institutions to cover their mistakes," said the brief. MORE AUTONOMY "There is more autonomy with a co-ordinating agency than with a governing board. Such autonomy increases the likelihood of academic initiative by individual institutions." The committee clearly opposes the idea of one governing board as proposed by the Simon Fraser University Senate. The fear is that that system would have too great a centralizing effect. "The difference between Simon Fraser's proposal and ours is the difference between having one university and having three universities," said Sholto Hebenton. "The difference between the two ideas is that with a governing board, that top board gets involved in executing decisions as well as making them, but this would not happen with our proposal because the universities would retain their individual boards." The brief said the co-ordinating agency should have nine to 15 members and a full-time director paid about the same as a Dean—$22,000 to $25,000. The members of the coordinating agency would be of high calibre and would not be paid. Some academics would be included in the body, but each individual institution would not be represented, though all types of institutions would be. SPECIFIC FUNCTIONS The specific functions of the agency would include: determination of academic and financial priorities within the system; initiation, approval or rejection of new faculties, schools and departments; co-ordination of admission standards and transfer procedures; recommendation to the government of the total appropriation to the system; and division of the funds among the institutions. Viewpoint By Dr. W.C. Gibson I sometimes think that what this university needs more than anything else is a little imagination. Because of rapid growth the university faces complex problems—shortage of funds, overcrowding, traffic congestion, student unrest—which cry out for bold solutions. The safe, conventional approach does not seem adequate for the job. Nor does the mere infusion of more money. We must instead begin searching for more imaginative solutions. And I would like to help begin that process by raising a few questions. I wonder what would happen if South West Marine Drive, from 41st Avenue to Totem Park, were made a one-way, two-lane entry to UBC from 7:30 a.m. to 9:30 a.m. and a one-way, two-lane exit from the campus from 3:30 p.m. to 5:30 p.m. daily? Except for these stated periods it would of course continue as it now is, a two-way road. The money which might otherwise go into paving the present wide slash in the university forest could be used to take the tourist traffic down the sloping side of the cliff at the point where the divided four-lane highway now runs out, along a dyke enclosing an Olympic rowing course (6,000 feet long by 600 feet wide by 10 feet deep), and then along an anti-erosion road at the foot of the cliffs below Cecil Green Park and the School of Social Work, and so into the city by joining North West Marine Drive at Spanish Banks. A 2,000-boat marina could even be built at the north-west tip of Point Grey to amortize all road costs. I wonder what would happen if students who now leave their cars on Blanca Street in such profusion were able to leave them in an extensive, specially-created, band-like parking area stretching along the west side of Blanca from 11th Avenue to 16th Avenue? Campus traffic jams would be reduced, and an improved bus service from Blanca to the campus would become more feasible economically. I wonder what would happen if the Alumni Association were finally allowed to take over the lease on the so-called "University Golf Course" from the construction company that built it? The income could go into university coffers for a change, along with the $200,000 a year now contributed by UBC graduates for a variety of purposes. I wonder what would happen if "the quiet campus" on Saturdays and Sundays were to be developed as "A Weekend University" for those who have to earn their bread and that of their families from Monday to Friday? After a mammoth conversion of the UBC timetable to a five-day week, our vast plant remains idle on the weekends except for graduate students and library users. I wonder what would happen if a "Free University" for those clamoring for it, were set up at, say, the old Air Force Base at Jericho, where residences and lecture halls—even large hangers for indoor sports—are available? The tuition fees of UBC students desiring to transfer to such an institution of self-instruction could be refunded in full at any time during the college year. The rest of UBC's students could be left to pursue their education in peace. Weekend students might take, during one winter session, the equivalent of the two courses taken in the presently concentrated summer session. The teaching might be done by younger faculty members who would expect, in return, to be allowed to pursue their research without interruption from Monday to Friday. What do you think would happen if these things were done? Dr. Gibson, BA '33, MSC (McGill), PhD (Oxon), MD, CM (McGill) is a professor of the history of medicine and science. The Viewpoint column is open to any alumni for the free expression of opinion. Contributions should be sent to: Communications Director, UBC Alumni Association, 6251 Northwest Marine Dr., Vancouver 8, B.C.
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Partnerships & Community Outreach
The UWF Center for Cybersecurity works to enhance public understanding of cybersecurity and sponsors cybersecurity research done by local students and faculty.
Bringing Cybersecurity to the Forefront, Together
Through thoughtful, collaborative and strategic partnerships, we bring a level of illumination to cybersecurity that individually would not be possible, creating mutually beneficial relationships that positively impact workforce and economic development and community outreach.
The UWF Center for Cybersecurity partners with government, businesses and various industry entities and the community to address real-world cybersecurity issues while developing local talent, creating jobs, and encouraging and promoting cybersecurity as a whole. We work tactically with academic and strategic partners of all kinds, including AppRiver, IHMC, Navy Federal Credit Union and Northrop Grumman to deliver frictionless action plans for their unique cybersecurity needs. We also participate in community outreach programs that support and mentor K-12 and college students interested in cyber education.


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MANUEL, Joseph 1906-1907
Posted By: Tammy (email)
Date: 11/3/2016 at 19:41:58
Mr. and Mrs. Julius Manuel living two miles east of Beaman lost their seven months old son Monday night. The child had been playing with children who were eating blackberries and the baby is believed to have eaten several. Obstruction of the bowels followed shortly after and the little one at 10:30 the same evening died. The funeral was held Tuesday and interment was made in the cemetery at Grundy Center.
--Grundy County Democrat (Grundy Center, Iowa), 15 August 1907, pg 7
Grundy Obituaries maintained by Tammy D. Mount.
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