5 10 2903 https://digitalcollections.lakeheadu.ca/files/original/c1f33dbcdaa8e500583112ce774f2759.pdf 12f319f29f90e5c7240f71bc83b577bf PDF Text Text LAKEHEAD UNIVERSITY JULY 2nd -· AUG'UST' 17th I' �Lakehead University Summer School .;;a Oliver Road, Port Arthur, Ontario �COURSES Anthropology la6-lntroduction to Anthropology Mr. M. Greenwood 8:00- 9:50, Room 1149 The biological and cultural history of early man, leading to a study of the migrations and cultural characteristics of non-European people. (The same as Sociology 1b6.) Biology 3a7-Plant Taxonomy To be announced 10: 10 - 12:00, Room 1043 Principles of plant taxonomy; identification and study of major seed plant families with emphasis on local flora. The student is expected to collect and identify at least 7 5 plants. Prerequisite: Biology la8 or 2c3 Benson, Plant Taxonomy (Ronald); Lakela, Flora of Northeastern Minnesota ( Copp Clark) .. TEXT: Economics la6-Principles of Economics Mr. D. M. Astwood 1 :00- 2:50, Room 1025 The nature of economics; economic organizations; price determination; money and banking; national income determination and employment theory; economic fluctuations; International trade and Canadian economic problems. Economics 2b6-Statistics for Economics To be announced 3:10-5 :00, Room 1025 Aspects of statistical analysis relevant to economic research and policy decisions are emphasized. Sources and presentation of data; time and frequency series; estimating parameters; tests of hypotheses; regression and correlation; index numbers and the testing of economic principles are some of the subjects covered. Prerequisite: Economics 1a6 1 �..., Economics 2c6-Microeconomics Mr. F. J. Anderson 10: 10 -12:00, Room 1025 Theory of the firm; Perfect Competition; Monopoly; Imperfect Competition; a study of the price system and the allocation of resources. Prerequisite: Economics 1a6 Economics 3e6-History of Economic Thought Dr. P. G. K. Panikar 8:00-9:50, Room 1025 A study of the development of economic doctrines, and a detailed examination of some of the great works in economics. Students will be expected to read selected parts of the original sources, and the available commentaries on these books. Prerequisite: Economics 1a6 English la6-lntroductory Mr. S. R. MacGillivray 10: 10 - 12:00, Room 1029 General survey of English Literature from medieval to modem times. The course covers selected major British writers together with one play by Shakespeare and a novel. Witherspoon, The College Survey of English Literature (Harcourt, Brace). TEXT: English 2a6 (2h6)*-Shakespeare & Pre-Restoration Drama Dr. G. J. Merrill and Dr. J. Ripley 10: 10 - 12: 00, University Theatre See: Shakespeare Seminar and Theatre Workshop. TEXTS: Hardin Craig, The Complete Works of Shakespeare; Esther Cloudman Dunn, Eight Famous Elizabethan Plays. 2 �English 2b6--The Romantic Movement Miss R. A. Alexander 10: 10 - 12: 00, Room 1020 This course involves a study of the principal English Romantic writers. The Romantic Movement will be examined in view of its political and social implications as well as for its literary values, as a revolt against neoclassicism of the preceding age. Prerequisite: English 1a6 or permission of the Department TEXTS: Wordsworth, Byron, Shelley, Keats, Oxford Standard Authors. English 2d6 (2e6)*-The Renaissance Dr. F. M. Ishak 1:00-2:50, Room 1058 Studies in the non-dramatic literary forms, conventions, and ideas of the Renaissance in England. The development of the major types of poetry and prose will be studied through the works of writers including Skelton, More, Wyatt, Surrey, Lyly, Spenser, Sidney, Marlowe, and others. Prerequisite: Pem1ission of the Department TEXT: Roy Lamson and Hallett Smith, Renaissance England. English 3b6 (3k6)*-Modern Poetry and Drama Mr. A. Menhart 3:10-5:00, Room 1058 A study in the main developments in the work of modern English and American poets and dramatists. The authors to be studied will include Hardy, Yeats, Hopkins, Eliot, Pound, Auden, Shaw, O'Neill, Miller and others. Prerequisite: English 1a6 English 3d6-Canadian Literature Mr. D. F. Crozier 10:10-12:00, Room 1024 A survey of the rise and development of poetry and prose literature in Canada from the beginnings to the present time. (Open to second year students with the permission of the Instructor.) TEXT: Klinck and Watters, Canadian Anthology; MacLennan, Barometer Rising; CaJlaghan, Such is My Beloved; Mitchell, Who Has Seen the Wind?; Wilson, Swamp Angel. 3 �English 3u6 (3v6)*-Advanced Shakespeare Dr. G. J. Merrill and Dr. J. Ripley 12: 10 - 2 :00, University Theatre See Shakespeare Seminar and Theatre Workshop. TEXT: The Complete Works of Shakespeare, edited by Craig. English 3x (3y)*-Literature and Society: 1945 to Present Mr. R. M. Shankman 8:00- 9:50, Room 1058 An eclectic study of selected works in fiction, drama, poetry and periodical writing, attempting to analyse literature as an art form and as it relates to various social and literary movements in today's society. English 4a6*-Literary Criticism 8:00- 9:50, Room 411 Mr. J. F. Futhey An analysis of major critical theories. Prerequisite: English la6, 2a6 and 2b6 TEXT: W. J. Bate, Criticism: the Major Texts (Harcourt, Brace). (Open to Third Year Students, general and honor.) French Oa6 Mr. P. Cornell-d'Echert 10: 10 - 12:00, Room 009 Elementary course in the study of the French language and culture. Explanation of French elementary grammar. Class exercises in translation. Dictation. Practice in conversation and pronunciation. In the latter part of the course students will be introduced to some aspects of French literature. Prerequisite: Grade II French French lb6 Mme. A. Moscovitch 1 :00- 2:50, Room 023 This course is primarily intended for students who do not wish to specialize in French literature. Its aim is to make the students proficient in the use of the French language in every day life and to give 4 �them fluency in reading French. Intensive oral grammar and vocabulary building. Reading, conversation. Study of special difficulties of French pronunciation. Practice in the laboratory. Prerequisite: French 0a6 or Grade 13 French French 2c6-Advanced Grammar, Diction, and Explication de Textes Mr. G. Courtiex 8: 00 - 9: 50, Room 022 Advanced study of French Grammar. Dictation, Composition, translation, explication de textes, diction. Geography la6-(a) Introductory Cartography (b) Natural and Human Resources To be announced 1: 00 - 2: 50, Room 1020 (a) Introductory Cartography. A course designed to study the principles of cartographic representation and analysis. (b) Natural and Human Resources. An examination of the natural and human resources of the world with particular concern being given to their nature, localization, and ecologic interrelatedness. Geography 3b6-Regional Studies Mr. T. M. Ness 10:10-12:00, Room 415 The concept of the "region" will be examined with reference to a broad appreciation of the physical, political, social and economic geography of Europe and North America and will include the study in depth of selected areas drawn from both continents. Prerequisite: Geography 2b6 German Oa6-lntroduction to the German Language Dr. J. Whittle 7:00 - 9:00 P.M., Room 021 Elementary German grammar. Exercises in translation, dictation. Practice in conversation and pronunciation. or German la6-An Introduction to German Literature Dr. J. Whittle 7: 00 - 9: 00, Room 021 Reading, explanation and appreciation of German literary texts by contemporary authors. Oral and written exercises. Laboratory practice. Prerequisite: German 0a6 or Grade 13 5 �History la6-European Dr. M. ]. Roberts 3: 10 - 5:00, Room 1035 European History as an introduction to the contemporary world and to historical studies. History lb6-Greek and Roman (formerly calendared as History 2c6) Mr. S. A. Alleyne 8:00-9:50, Room 1006 A survey of Greek and Roman history from the Indo-European migrations to the decline of the Roman Empire. History 2a6--Canadian Dr. T. B. Miller 10:10-12:00, Room 1021 Canadian History from its French and British colonial origins to the present. Prerequisite: History I a6 History 3a6-Modern European Mr. E. R. Zimmerman 1:00-2:50, Room 1035 European history from the late 18th Century to the present. Prerequisite: History I a6 Mathematics lc6-Calculus and Algebra Mr. D. Connolly 8:00-9:50, Room 1100 Mathematics 2k6--Calculus and Differential Equations Mr. G. W. Conn 10: 10- 12:00, Room 1100 A continuation of Mathematics lk4. Sequences and series. The comparison, ratio, n-th root, and integral tests. Absolute and conditional convergence. Alternating series. Infinite products. Differential equations of the first order. Linear differential equations. Integration in series. 6 �Natural Science la6 Mr. T. Northcott 10:10-12:00, Room 1039 A course that is specifically designed for the student who does not intend to take further courses in geology. Topics covered include the origins of the earth and life on it, the characteristics and varieties of life, geomorphology, plant and animal geography, and ecology. TEXT: Pimentel, Natural History (Reinhold). Nursing 400--Leadership in Nursing Mrs. C. White 10: 10 - 12:00, Room 433 A study of the concepts essential to understanding the objectives, the organization and the administration of patient care. Included is the development of skills in teaching, human relationships and communications. Prerequisite: Nursing 300 Philosophy 2b6-Systematic Ethics Mr. R. C. Ripley 8:00- 9:50, Room 1035 Ethical systems of past and present; problems of moral choice. Physics 3a6* Mr. B. Lam 10: 10 - 12:00, Room 1004 Quantum Mechanics and Relativity with Applications. Modern Physics. (i) Quantum Mechanics The electron and Bohr atom, atomic spectra, photoelectric effect, semi-classical explanations, Schrodinger equation, uncertainty, operators, potential steps and wells, harmonic oscillator, angular momentum, hydrogen atom, tunnel effect, a-decay. (ii) Relativity The Michelson-Morley experiment, coordinate systems and inertial frames, Galilean and Lorentz transformation, proper time, massenergy equivalence, momentum and energy, relativistic Doppler effect, Compton scattering. NOTE-This course is open only to teachers with the requisite background in mathematics and physics. It is not open to students registered in a faculty of science degree program. 7 �SHAKESPEARE SEMINAR As part of its Summer Session offerings, Lakehead University has esta course enlists specialists in the field to give students an understanding , exhibits, discussion groups and practical theatre work will enrich the ENGLISH 2a6 (2h6)* Shakespeare and Pre-restoration Drama The rise of the drama and the dramatic form; the work and influence of Shakespeare's predecessors; the life and works of Shakespeare; the post-Shakespearean drama to the closing of the theatres. Emphasis in the classes will be placed upon those Shakespearean plays which are most often studied in high schools: The Merchant of Venice, Romeo and Juliet, Julius Caesar, Hamlet, Macbeth, and King Lear, as representative of Shakespeare's artistic and theatrical development and as typical of the age in which he lived. Prerequisite: English 1a6 or permission of the (Department) ENGLISH 3u6 (3v6)* Advanced Shakespeare An examination of selected works of Shakespeare as typical of his development, times, and thought. Plays to be surveyed include those not treated in English 2a6, and an in-depth study of Shakespeare's great tragedies. Prerequisite: English la6 and 2a6 or permission of the Department. FACILITIES: Classes will be held in the University Centre which will p~rmit the use of the excellent stage facilities for practical theatre work, as well as for the presentation of films and recordings. Seminar groups dealing with individual interests will also meet in classrooms in the University. \ i I Summer School Theatre Trip to tl Ibsen's The Master Builder is offered in the afternoon, and Shakespeare's Twelfth Night in the evening of July 20th. The bus leaves the University at noon on July 19th and returns on Sunday, July 21st. The cost of two nights in a hotel, the bus, and one first-class theatre ticket is $35. �& THEA TR£ WORKSHOP ;hed a centre for the study of Shakespeare and his Theatre. The Shakespeare and the times in which he wrote. Guest lectures, films, ,gram. TIMES: Lectures for 2a6 will be held from 10: 10 - 12: 00 and for 3u6 from 12: 10 - 2: 00. Seminars and practical work will be held on selected afternoons. THE FACULTY: GEORGE J. MERRILL, B.A. (Boston), Ph.D. (Birmingham). Dr. Merrill specialized in American Literature in his undergraduate work. His graduate research on Elizabethan studies was done at the Shakespeare Institute in Stratford-on-Avon, England. JOHN RIPLEY was born in Nova Scotia and graduated with B.A. and M.A. degrees from the University of New Brunswick. He later attended The Shakespeare Institute, University of Birmingham, where he studied Stage History, receiving the degree of Ph.D. in 1963. He has acted in numerous productions both in Canada and Europe. His first stage appearance was in Tiens, Tiens with the Jeunexpo Company at the Brussels World's Fair in 1958; his most recent part was the title role in Shakespeare's Richard II at Dalhousie University. He has directed a number of classical productions ranging from Shakespeare to Chekhov, and is well-known in Eastern Canada for television and radio talks and interviews on theatre subjects. Dr. Ripley is currently a member of the Drama Department at the University of Saskatchewan, a member of the Canadian Theatre Centre's Playreading Committee, former Chairman of the Canadian Universities' Centennial Theatre Project, and for the past two years directed the Dalhousie-Neptune Theatre Conference and Workshop. ? Guthrie Thearte, Minneapolis All Summer School Students are Welcome Those interested please advise the Director of Summer School as soon as possible, and in any case no later than July 2. (For baseball fans: The Twins are playing Oakland on the 20th in the afternoon. If there are any seats in the bus available these may be used.) �Political Science la6-lntroduction to Political Science 10: 10- 12:00, Room 023 Dr. P. Sarbadhikari An introduction to the scope, concepts and methods of political science, including a comparison and contrast of institutions with special reference to the governments of Canada, United States and Britain. Political Science 2e6-Western European Government Mr. A. Alexander IO: 10 - 12 :00, Room 022 A study of the political institutions and processes of the major countries of Western Europe, together with a consideration of the movement towards political integration. Prerequisite: Political Science 1a6 Psychology la6-lntroductory Psychology Mr. P. Wesley and Mr. W. McKim "A" 8: 00 - 9: 50 a.m., "B.B." 7: 00 - 9: 00 p.m., Room 1004 A general survey of the subject matter of psychology; psychology as the science of behaviour, growth and development perception and learning, motivation and emotion, human abilities, personality and adjustment, social behaviour. Psychology 2a6-Child Psychology Mr. L. Anderson 10: 10 -12:00, Room 1149 A study of behavioural development from conception to adolescence, including physical, emotional, intellectual and social aspects. Corequisite or Prerequisite: Psychology 1a6 Psychology 2b6-Educational Psychology Mrs. H. H. Hamilton 1:00- :2:50, Room 1004 The application of psychological principles to education; growth and development, learning, personality, teaching, guidance, psychological measurement. Corequisite or Prerequisite: Psychology 1a6 10 �Psychology 2c6-Method and Analysis in Psychology Mr. W. T. Melnyk 8:00-9:50, Room 1024 A study of scientific methods, experimental designs, and statistical analyses as they apply to psychological and educational problems. TEXTS: Ferguson, G. A., Statistical Analysis in Psychology and Education; 2nd ed., 1966, Bachrach, A. J., Psychological Research, 1963. Corequisite or Prerequisite: Psychology 1a6 Psychology 2f6-Theories of Personality Mr. R. Tweney (formerly calendared as 3d6) 3: IO - 5 :00, Room 1004 A treatment of the major views and problems in the area of personality research and testing. Corequisite or Prerequisite: Psychology la6 Psychology 3a6-Abnormal Psychology Mr. K. Allen 8:00-9:50, Room 1021 Concepts and criteria of abnormality in personality. The organic and functional aspects of the psychoses and psychoneuroses, with particular reference to therapies. A critical examination of case histories and current research. Corequisite or Prerequisite: Psychology 2d6 and Psychology 2f6, or the permission of the department Psychology 3b6-Social Psychology Dr. A. Akram 1 :00- 2: 50, Room 1006 An interdisciplinary approach to the study of human behaviour as influenced by the group. Corequisite or Prerequisite: Psychology la6 Psychology 3c6-Psychological Tests and Measurements Mr. E. Bauman 10: 10 - 12:00, Room 1035 Theory and principles underlying the construction and use of psychological tests. A critical evaluation of intelligence, learning, achievement, aptitude, interest, and personality tests. Corequisite or Prerequisite: Psychology la6 11 �Russian la6-lntermediate Mr. W. Bassil 8:00- 9:50, Room 018 This course provides for further study of grammar, composition and oral drill. In the second term, there is reading of selected poetry and prose. In the classroom, there will be time assigned for practice in idioms, conversation and composition. Translation from English into Russian is stressed. Prerequisite: Grade 13 Russian or Russian 0a6 Sociology la6-lntroduction to Sociology Dr. A. Asimi and Mr. V. G. Wightman "A" 10:10-12:00, "BB" 7:00-9:00 p.m., Room 1006 Survey of the field of sociology, culture and society, institutions, organizations, processes, control, ecology and population, disorganization and deviant behaviour, and other aspects of group living. Sociology 2f6-Social Problems Mr. P. D. Chimbos 8:00-9:50, Room 1039 A study of the nature and cause of contemporary social problems: crime and delinquency; mental illness; sex offenses; suicide; alcoholism and vice; family disorganization; racial conflict; political corruption; war and revolution. Prerequisite: Sociology 1a6 Sociology 3b6-See Psychology 3b6 Spanish Oa6-Beginners To be announced 3:10-5:00, Room 023 A beginners' course in the study of the Spanish language and culture. Reading, conversation, grammar. Spanish la6-lntermediate Mr. M. Colina 3:10- 5:00, Room 021 Advanced conversation, reading, grammar. A course designed to review and expand knowledge acquired in elementary courses. Ability to use the spoken language is a basic aim of the course. Prerequisite: Spanish 0a6, Grade 13 or equivalent 12 �INTRODUCTION TO COMPUTERS AND COMPUTER PROGRAMMING (Not for Credit) JULY 2 - JULY 22 Structure and organization of digital computers-Programming concepts-flowcharts-Introduction into programming with the high-level language PL/I. This course will provide background information in the operation and applications of Computers. A working knowledge of PL/I programming will be taught. This course will be of benefit to students who wish to gain a background knowledge of computers and who wish to use the computer for problem solving. The University's IBM Series 360/40 computer will be used to process the student programs. Grade 12 mathematics is required. An examination will be held at the termination of the course. Maximum enrollment 30. If demand is sufficient a second section will be offered, July 23 to August 12. Room 1024, 1 :00 - 2: 50 p.m. FEE $50.00 13 �GENERAL INFORMATION DATES AND EXAMINATIONS The Summer School will run July 2 to August 17 inclusive excluding week-ends and August 5. Examinations will take place as follows: Class Time 1 : 0 0 - 2 : 50 classes Date Exam Time August 14: 9:15-12:15 8 : 00 to 9 : 5 0 classes excluding August 15: 9:15-12:15 Psychology 1a6 3: IO to 5: 00 classes August 15: 2 :00 to 5:00 10 : 10 to 12 : 0 0 classes Excluding Sociology 1a6 August 16: 9: 15 to 12: 15 Sociology 1a6 August 16: 7 : 00 to 10: 00 Psychology la6, German 0a6 and la6 August 17: 9:15-12:15: ADMISSION REQUIREMENTS Ontario Secondary School Honors Graduation Diploma (Senior Matriculation) or its equivalent, showing an overall average of 60% in the following: English or Fran~ais Another language At least two other subjects, comprising three credits. ARTS ADMISSION: Adult Students: Any student who is twenty-one years of age or older, who has been away from formal education for more than two years, who does not meet the minimum admission requirements, may apply for admission as a special adult student. If such a student is not qualified to take the required First-Year course in a language other than English, he may prepare for it by taking an 0a6 course in that language at Summer School. An Adult Student who does not meet the admission requirement of a grade 13 language must complete a language course before being permitted to register in any other university course. If he is successful in this course, the remaining grade 13 entrance requirements may be waived. 14 �Applicants who lack Arts admission requirements may be allowed to take 0a6 (prerequisite) language courses providing they have completed at least grade 11 of the five year program in high school. SCIENCE AND NURSING ADMISSION REQUIREMENTS -See the University Calendar. REGISTRATION Final day of registration is June I. Applications should be accompanied by a cheque for the full fee for the courses to be taken dated not later than July 3, 1968. Applications received after June 1st will be charged a late fee of $5.00. Students making a course change after the commencement of classes will be charged a fee of $3.00. No course changes or withdrawals with refund are permitted after the first week of classes. COURSE LOAD Students who have achieved an average of 63 % in their previous courses taken at Lakehead or another university ( where the number taken is over five, the last five only need be considered) are eligible to take two courses during the Summer School. Beginning students, and students taking an honors course may take only one course. ADVANCED READING Applicants are urged to do as much advanced reading in preparation for their courses as possible. Reading lists will be supplied to registrants as quickly as they become available. The University Bookstore will stock the required texts and they may be procured either during the regular Bookstore hours (9 a.m. to 5 p.m.) or by the ordering, C.O.D. PREREQUISITES AND PROGRAM ORDER Students are asked to note carefully the prerequisites for senior courses as listed in the Calendar and in this brochure. In addition, the University Senate has recently ruled that "except in the case of off-campus courses, degree students (regular and partial) may not register for courses in Year II of their program unless the requirements of Year I have been or are being completed, and that the same rule applies with regard to the requirements of Year II in relation to the courses in Year III of a degree program." 15 �Students having a Grade 13 science are no longer required to take a natural science in Arts I although such courses may be taken as electives. Adult students who lack Grade 13 are no longer required to take extra credits to a degree, but they must clear off the language prerequisite (0a6 course) before proceeding to further courses in the Arts program if they hope to proceed to a degree. HONORS COURSES Those courses marked with an asterisk (") may be taken as part of the Honors Program at Lakehead. Students taking such courses may register in one course only. PARKING Owing to the extensive construction around the University it is impossible to arrange for reserved parking. Summer School students may park anywhere in the University parking lots except in those areas clearly marked as reserved for faculty and staff. For the same reasons it is impossible this year to operate a nursery school for the children of staff and students as was done in 196 7. It is hoped that when the current phase of construction is completed that this service may be revived. CANCELLATIONS OF COURSES The University reserves the right to cancel any course due to the inability to find an instructor, or due to insufficient registration; or to limit the enrollment in a course where more students apply than can be accommodated. In the latter case places will be filled on a first come, first served basis. Additional courses will be offered if enough students apply and make a deposit of $25. to indicate serious intent. LIBRARY The library will be open from 9: 00 a.m. to 10: 00 p.m. on all Summer School lecture days. In addition, commencing Saturday, July 13th and each Saturday thereafter, to the close of Summer School, the library will be open for study from 9 a.m. to 5 p.m. TIMES OF EVENING CLASSES The 7: 00 - 9: 00 p.m. time for evening classes is tentative only. These hours may be changed to the mutual convenience of instructors and students. 16 �FEES 1 course--$113.00 2 courses-$223.00 Lab Fee--$10.00 Extra for Shakespeare Workshop $15.00 (Fee include $3.00 student activity fee) RESIDENCE Lakehead University Student Residences are attractively situated on the banks of the McIntyre River close to the main university buildings. There are forty-six single rooms and thirty-two double rooms available. The cafeteria in the residence will provide food services for residents. FEES: Option I-Meals for seven days a week Single room $2 50. for the session Double room $230. for the session Option 2-Meals for five days a week only Single room $200. for the session Double room $190. for the session Application for rooms should be submitted to the Dean of Students along with a $25. deposit. CLIMATE Lakehead's a pleasant place to be in the summer. The mean July high is just 7 5 degrees F., and the mean low is 57.8 degrees F., making for comfortable work and study in the day and sound blanket-covered sleep at night. If you want it a bit warmer for camping and swimming you can get the temperature you want only a few miles further inland. �LAKEHEAD Registration Form fo This form must be completed and returned to th $TATEMENT OF MARKS THIS STATEMENT HAS NO VALUE AS A CERTIFICATE 1. If applying for the first time state High School matriculation marks and attach confirming documents when possible. 2. If applying to take 2 courses, list last courses up to 5 passed in this or another University. 3. If applying as an "ADULT STUDENT" please state. Course DESCRIPTION No. Grode : Fee Statement: TUITION ... .... LABORATORY .. $ ............ .. ..... .... .... . $ ................ .......... . Cheques must be doted not later than JULY 3rd, 1968. Certificates check by ENTRANCE C Admission approved by Date �School's Office by June 1, 1968. PROVINCE PHONE if different from above. PROVINCE I.D. NUMBER Sought I SOCIAL INSURANCE NO. Home University if Visiting ROUTE, BRANCH, SEQUENCE OR DEPARTMENT Honours Yeor of Programme Degrees Held POSED COURSE REGISTRATION COURSE NUMBER Yes □ No □ and complete in all respects and that ......., 19 ... .... . ... .. ........ ..... .............. ..... ....... . Sig~~t;,-r~ �CJH~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Lakehead University Summer School course information, and workshops. Title A name given to the resource 1968 Lakehead University Summer School Subject The topic of the resource Universities Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1968 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur https://digitalcollections.lakeheadu.ca/files/original/702bb49b056bc6d471913d57834be7d5.pdf 3cbed5f0744685efdec38841208a8a91 PDF Text Text ~ 2 r, / ~~u I/~ 6 m LAKEHEAD UNIVERSITY SUMMER SCHOOL �CLIMATE Lakehea,d's a Pleasant Place to be in the Summer. Why add heat to the tribulations of taking a summer course? In the Lakehead, cooled by breezes from Lake Superior, it never gets unbearably hot. The mean July high is just 75 degrees F., and the mean low is 57.8 degrees F. making for comfortable work and study in the day and sound blanketcovered sleep at night. If you want it a bit warmer for camping and swimming you can get the temperature you want only a few miles further inland. Lakehead University Student Residences are attractively situated on the banks of the McIntyre River close to the main university bui!c.lings. There are forty-six single rooms and thirty-two double rooms and two suites available to rent. The cafeteria in the residence will provide food services for residents. Fees: Option 1-Meals for seven days a week Single room $225 for the session Double room $21 0 for the session Option 2-Meals for five days a week only Single room $190 for the session Double room $175 for the session Application for rooms should be submitted to the Director of the Summer School along with a $25. deposit. �NEW AGE TEACHING Discovery versus Instruction This is an experimental course which will attempt to give experienced teachers new insights into the climate of learnings in the classroom, teacher and pupil attitudes, motivation and resistance to learning, the problems of changing and conflicting values, and our philosophy of education. New research and new thinking in these fields will be stressed. The course is being offered in co-operation with the Quetico Centre which has an outstanding record for forward-thinking projects in adult education. New Age Teaching will include a week-end at the Quetico Centre all expenses paid. The Centre is beautifully situated on the edge of Quetico Provincial Park. Course duration: July 3 to July 28. l :00 to 3:00 daily. Fee: $100. Course Co-ordinc1tor. Mr. Ray Wittenberg, Community Programs Branch, Department of Education. Course Consultant. Mr. R. R. Stee!e, District Superintendent Department of Education. Mini-mum Enrollment: 20. �NURSERY SCHOOL TEACHERS' COURSE This summer Lakehead University will offer the first of the three courses required to be certified by the Nursery Education Association of Ontario. The second and third parts of the course will be given in subsequent summers if there is sufficient interest. Course Content: 1. Elementary Psychology ............ 36 hours 2. Child Development .................. 36 hours 3. Pre-school Education I ............ 36 hours 4. Observation 30 hours. A model nursery school will be established at the University and students will have an opportunity to observe in this setting. 5. Practice Teaching. Students shall engage in at least 100 of teaching in an accredited nursery school before being given credit for the successful completion of this course. . Admission Students will be admitted who have an average of 60% in Grade 12 of the five year program, or who meet the University's adult admission requirements (see admission qualifications). Fees: $125. Minimum enrollment 20. Model Nursery School Summer school staff and students are invited to enroll their pre-school (age 3-5) children in the model nursery school. The school will run 9:30 to 12:00 every morning from July 5 to August 4. The fee will be $20 per child. �GENERAL INFORMATION 1. Last day for Registration June 16th, 1967. Late registrations may be accepted foi courses in which there are still vacant places. 2. Most courses consist of two hours per day, five days per week. 3. Any student desiring a course changa after the commencement of classes wi!I be charged $3.00 per change. 4. The University reserves the right to cancel any course due to inability to obtain an instructor, or a course in which less than ten students apply; or alternatively to limit the number of students in any course in which more apply than can be accommodated. In the latter case applications will be approved on a first come first served basis. 5. Additional courses may be arranged if a sufficient number of students apply. Sug" gestions should be forwarded directly to the Summer School Directors. 6. Normally a student will be permitted to regi3ter for two courses in the Summer Session, if his previous record of achievement is satisfactory. By decision of the council of the Faculty of Arts any department may, at its discretion, limit a student to take only one summer course if its subject is included: Students taking Oa6 and 1a6 language courses must get permission of instructor before taking a second course. �As a part of its Summ enlist specialists in the groups and practical thi A SCENE FROM A WORKSHOP SESSION �SHAKESPEARE SEMINAR & JULY 3rd to AU mmer Session offerings Lakehead University is establishing ·he field tc give the students an understanding of Shakespe theatre work will enrich the program. ENGLISH 2a6 (2h6)* Shakespeare and Pre-rest6ration Drama The rise of the drama and the dramatic form; the work and influence of Shakespeare's predecessors; the life and works of Shakespeare; the post-Shakespearean drama to the closing of the theatres. Emphasis in the classes will be placed upon those Shakespearean plays which are most often studied in high schools: The Merchant of Venice, Romeo and Juliet, Julius Caesar, Hamlet, Macbeth, and King Lear, as representative of Shakespeare's artistic and theatrical development and as typical of the age in which he lived. Those wishing to offer this course as part of an Honors Program must have the approval of the Dean of Arts. In such a case there will be mandatory preliminary work, and the student may register for this course only. Prerequisite: English 1a6 (Survey of English Literature), or permission of the Department of English. ENGLISH 3u6 (3v6)* Prerequisite: English 1a6 and 2a6 or permission of the Department. An examination of selected works of Shakespeare as typical of his development, times, and thought. Plays to be surveyed include those not treated in English 2a6, and an �t & THEATRE WORKSHOP t AUGUST 16th ishing a centre for the study of Shakespeare and his. Thea kespeare and the times in which he wrote. Guest lectures, films in-depth study of Shakespeare's great tragedies. Text-The Complete Works of Shakespeare edited by Craig, (Scott, Foresman). Fees: Fee for this Course $115.00. OPTIONAL EXTRA: The Shoemaker's Holiday at the Guthrie Theatre, Minneapolis, Minnesota, July 15th, 1966. (Transportation, theatre tickets, hoteltwo nights $30.00.) FACILITIES: Classes will be held in the University Centre which will permit the use of the excellent stage facilities for practical theatre work, as well as for the presentation of films and recordings. Seminar groups dealing with individual interests will also meet in classrooms in the University Centre. TIMES; Lectures for 2a6 will be held in the afternoons from 1:00 - 2:50 p.m. and for 3u6 from 12: l 02:00. Seminars and practical work will be held on selected mornings. THE FACULTY: GEORGE J. MERILL, B.A. (Boston), Ph.D. �atre. The course will Is, exhibits, discussion (Birmingham). Dr. Merrill specialized in American Literature in his undergraduate work. His graduate research on Elizabethan studies was done at the Shakespeare Institute iri Straford-on-Avon, England. JOHN RIPLEY was born in Nova Scotia and graduated with B.A. and M.A. degrees from the University of New Brunswick. He later attended The Shakespeare Institute, University of Birmingham, where he studied Stage History, receiving the degree of Ph.D. in 1963. He has acted in numerous productions both in Canada and Europe. His first stage appearance was in liens, liens with the Jeunexpo Company at the Brussels World's Fair in 1958; his most recent part was the title role in shapespeare's Richard II at Dalhousie University. He has directed a number of classical productions ranging from Shakespeare to Chekhov, and is well-known in Eastern Canada for television and radio talks and interviews on theatre subjects. Dr. Ripley is Director of Dalhousie University's Drama Workshop, a member of the Canadian Theatre Centre's Playreading Committee, Chairman of the Canadian Universities.' Centennial Theatre Project, and for the past two years has directed the DalhousieNeptune Theatre Conference and Works.hop. GORDON S. VICHERT, B.A. (McMaster), M.A. (Toronto), Ph.D. (London) is former head of the graduate programme in English at McMaster University, and is returning to Lakehead University's Shakespeare Seminar and Theatre Workshop for a second visit. He presently is working on a critical volume on Sir John Mandeville. �7. Courses taken in. the Summer Session are a part of the B.A. Program. Those courses marked with an asterisk (*) may be taken as part of an Honors Program at Lakehead. Registrants wishing information regarding an Honors program or the upgrading of Teachers' Certificates should correspond with the Dean of Arts in order to draw up an acceptable program. Students taking a coursa marked with an asterisk as part of an Honors program may register for this one course only. In such cases a schedule of preliminary reading and assignments will be forwarded to each applicant, upon receip1 of his application. 8. In the case of Anthropology l a6 or 2a6 Russian Oa6 or 1a6 and French 266 or 3b6 the courses with the largest registration will be offered. 9. By a recent decision of the Senate of the University it is no longer necessary to have a first year NQtural Science option in Arts providing the student had a natural science in Grade 13. Most second and third year courses require as a prerequisite the 1a6 credit of that course. For exemptions consult the chairman of the department concerned. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Summer School, 1967 Subject The topic of the resource Universities Description An account of the resource Lakehead University Summer School 1969: course and workshop information. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1967 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur https://digitalcollections.lakeheadu.ca/files/original/a6269f2b6b3b3dd7476b972b5e8357a2.pdf fc48b200a701e40c9e7d3b37bd57aec4 PDF Text Text CONDENSED Report Of The Conference l I • I I ◄ ,BRITISH1, FRENCH AND 0THEBS." I 11 1 I .' I , ' .. I I ', l ' I I ' I I I I 1 Lakehead University Thunder Bay Ont ado November 21'-23, 1969 I t SPONSORED BY Lakehead University Ukrainian Club Alma Mater Society Lakehead University Citizenship Branch, Department Of The Secretary Of State I �Table of Contents 1. statement of ~nference Purpose • ••••••••••••••• page 1 2. Precis or Results • ••••••••••••••••••••••••••••• page 2 J. Conference Prograrmne • •••••••••••••••••••••••••• page 4 4. 5. Appendix - Reports of small discussion groups •• page 6 List of Conference Participants •••••••••••••••• page 13 �- l - Statement of Conference Purpose "British, French, and. Others" A community-university conference to discuss the ramifications of the Official Languages Act on minority linguistic-cultural groups; and the question of: CUltural Minorities in the mass technological society. The purpose of this conference is to allow minority linguistic and cultural groups to meet and exchange views on the continued development of cultural diversity in Northwestern Ontario. Along with the views 01· the English And French speaking dominant cultures, the conference will consider the needs and wishes of well-established ethnic groups. It is the intention of this conference to allow interaction among all these linguistic-cultural groups for1h- purpose of defining connnon problems anQ go~s. Further, the conference will examine some of the technological imperatives of our total society and will consider the theme: "Our technological Society, in wanting to make its output and consumption efficient, is intolerant of cultural and linguistic diversity. Cultural diversity is in essence humanistic. When it requests acknowledgement from the total society it challenges mass technological constraints." It is hoped that these discussions will give new perspectives and understanding in the identification of this area's rich cul.turallinguistic resources. �- 2 - Precis Under the initiative of a student organization, the Lakehead University Ukrainian al.ub, a confP.rence entitled British, French and 110thers'' was hP.ld at Lakehead University November 21-?J, 1969 under thP- sponsorship of L. U. U. C., with the support of the Alma. Mater Society, Lakehead UnivP-rsity and the Citizenship Branch of the Department of The Secretary of ,)tate. Over sP.vent:r (70) represf, n.tatives of 15 ethnic Groups took part in a programme which: first, allowed the representatives of ethnic groups to st.a.te their nP,P.ds; then, exami n~d the actual position of minority linguistic/cultural groups in Canadian soci~ty and, finally, examined some of the sociological and technological imperatives that govern the actions of our total society. The participants of the Conference exchanged opinions in small discussion groups; discussions continued as well in the Summ~tion 8ommittee which now makes the following recommendations and conclusions: I In view of the concerns that were expressed, the Conference invites the Lakehead University Ukrainian Club (L.U.U.C.) to act as an ad hoc continuing committee and asks that L.U.U.C. 1. Call an Open Forllr.l Discussion on January Jl, 197U .1 t LRk~head University for thA purpo~o of continuing ctlsCUtiSions on all subjects of intern~t to minority linguistic/cultural r,roups; ana, ?. . that th~ Open Forwn Discussions establish a permanent co-ordinating committee to allow Northwestern Ontario's diverse cultural linguistic groups to continue to express opinions on a.11 issues of concern to them. II The Conference was pleased to note the presence of representatives of the French community, and recommends that efforts be ma.de to gain further participation from all ethnic groups particularly fuglish, Irish, Scottish and Welsh cultural/linguistic groups. It was felt that total participation from every community cultural/ linguistic group would strengthen mutual respect and act against commu.ni ty cultural/linguistic polarization. �III The Conference expressed its wish for speedy release of the IV Volume of the Royal Commission on Bilingualism and Bi.cultural.ism, and expressed its view that Govemmental. initiatives must be made to assist the positive functions of all minority groups. IV V The Conference expressed.deep concern about the lack of inf'ormation made available to cultural/linguistic communities, particularly in reference to: 1. The Official Languages Act and its long range socio-economic effects, especially upon non-official. languages and cultures. 2. The status o.f ethnic groups, in regard to: (a) The Citizenship Act and the privileges extended to "British citizens". (b) The Broadcasting Act and the lack of government initiative with regard to non-official languages; and, the use of the word "foreign" to describe non-official languages. The Conference expressed its opinion that cultural/linguistic minorities are a desirable an.a integral asset to C&nada, and fulfill significant and needed functions while taking part· in creating the character of Canada. It expressed a wish for the acknowledgement of minority cultural/Linguistic groups and felt that much had been done in this Conference towards specifying the measuring of Canadian citizenship through bringing together and highlighting the diverse citizenry of this area. ill specific documents, pre-conference position papers, transcribed speeches, and further copies of this condensed report may be obtained by request from the: ·Lakehead University Ukrainian Club, c/o Alma Mater Society, Lakehead University, Oliver BD&d, Thunder Bay npn, Ontario. �BRITISH I FRJ~ CH and I CYrHEP..S' Conf erenoe November il-23, 1969 LAKElfEAD UNIVERSITY, PORT ARTHUR, ONTARIO iHHHHHH( )f )f )t u-r~•,HHHHHHHHHHOf )f lf MlOOf )f lf ~ )f M)( )HHHf, DETAll.,ED PROGRAMME ~AY, . November 21 1 1969 6:0U - 7:00 pm. Registration UNIVERSITY GmTRE FOYER 7:00 - 7:30 pm. Press Conference by invitation FINANCE AMS. OFFICE OF THE DIRECI'OR OF COOFERENCE OPENING 7:30 - 8:30 pm. GU~'3T ADDRESS: Mr. N, Rebin, ROOM124 GROUND FLOOR, Cl!NTENNIAL SCiffiCE BUILDING Department of The Secretary of State Questions 8:00 - 10:00 pm. Informal. discussions and refreshments AE:3THETIC•S GALLERY, 2nd FLOOR., UNIVERSITY CENTRE 1 SATURDAY 1 November ~2, 1969 8:00 - 9:00 am. 9:00 - 10:00 run. Late Registration UNIVERSITY CENTRE FOYER ~ening C-omments UNIVERSITY CENTRE THEATRE ETHNIC GROUP POSITIONS 1. Finnish Community Indian Community Italian Community Polish Community Sl.ov.,ic Community Ukrainian Communi t;y 2, 3. 4. 5. 6. 10:00 - 11:00 am. - Mr. Mr. Mr. Mr. Mr. Mr. M. X. A. R. P. w. Mannila Ml.ohon Morpurgo Zelinski Sebesta Kuzik Saall group discussions GROUP 1 - Rm. 128'!CIENCE HLDG. GROUP 2 - Rm. 128.2 SCIENCE BLDG. GROUP 3 - Rrn,·128.0 10: JO 8111. (Coffee brought to small groups) GROUP 45- Rm. 126. 2 n " Rm. 1~6.1 n GROUP 6 - Rm, 1~6.o " GROUP ---II!:========:::::::::=======-=---- ~----_-_-_-_-_-_-_-~~...:::-_-_~_'-_-~_-_-_-__-_-_-_-_-_-_-_-_-____ �-5DETAILED PROGRAMME CONT 1 D. 11:00 - 12s00 am. GUEST ADDRESSF,S: UNIVERSITY CENTRE THEATRE Mr• H. F. Dougall, CKPR Television/Radio Mrs. L. Shatford, French Section, Lakehead Board of Fliucation Questions 12:15 - 1:15 pm. LUNCH 1:30 - 2:45pm, PANEL: 2 :45 - 5:15 pm. J:30 pm. MAIN UNIVERSITY CAFE!'ERIA (Identification by plastic name tag) Dr. Assimi, Sociololr Mr. Bernt, Anthrology Mr. North, Engineering ~all Group Discussions (Coftee provided) UNIVERSITY CPl1TRE THEATRE SAME ROOMS AS OCCUPIED AT 10 - 11 am. 5:JO - 7:00 pm. INTEmATIONAL SMORGASBORD DINNER (It is hoped delegates will use this opportunity to mingle) MAIN UNIVERSITY CAFETERIA 7:30 - 8:45 pm. Plenary Sessims, Report by group recorders. ROOM124, GROUND FLOOR Informal diecussions and refreshments AEsrHm c, s GALLERY, 2nd FLOORj UNIVERSITY CmTRE 8:45 - 11:00 pm. CENTENNIAL sarEN CE BUILnmo SUNDAY, November 23 1 1969 1:00 pm. Summation Committee Final Report - Group recorders and Conferenc, Organizing Committee asked to be present. Open to all delegates. AMS COlJN(![L CHAMBER, UNIVERSITY CmrTRE �- 6 - APPFlIDIX Reports of Snall Group Discussions REPORT - Group No. 1 Canadian identity cannot be defined only in terms or British and French culture. If a unique Canadian culture develops, it will be a combination of the cultures of all national. groups, Canada must become more than a country that tolerates diverse ethnic groups. Canada must attempt to develop an understanding of, and sense of community among all people in the country. In order to develop understanding, the first step must occur among the ethnic groups th3mselves for there has been no unified approach among these communities. we propose the following: 1. The establishment of a govemmental advisory council, first on the local and then national level, to be composed of representatives f'rom all ethnic groups in our society. we propose that all ethnic groups be informed of' a meeting to be held in January 1970 to c11scuss problems and to promote common experiences for the ethnic communities as a whole. Thie meeting could decide on what action they might take as a group to promote the welfare of each, This would prevent each ethnic group f'rom becoming a "Ghetto" and would offer the advantage of their communities to a larger nwnber of' people. 2, We accept the idea of the necessity of' two (2) official "working" languages but we suggest that: 1, the m:i.nori ty languages be recognized by the Federal and Provincial governments as an invaluable resource of our nation. ?. in areas of Canada where there are large numbers of people who are neither French nor English, their language should be recognized and taught in the educational systems in these areas, a) If' there are enough students who w.i.sh to learn a non-off'icial language, it should be offered as part of' the daytime classes. b) Ir there are not enough f'or a daytime class then night clasees should be offered, or H"nancial assistance should be given to the ethnic communities to promote language and culture. �- 7 - Where there is a demand for languages in schools, they should be taught commencing 1n primary grades until the completion or high school, and offered as options in University. 3. with changes occurring through the reorganizing of Cbtario•s educational system, we suggest that it is an extremely good time to encourage the teaching of ethnic languages, and the histOl"J" of these groups in our schools. 4. In conclusiun we propose that all groups work together for the · building of a single civic centre where each culture could be shared by all. REPORI' - Group No. ~ Many aspects of the two themes WEre discussed and a wide range of views was the resultant product. The consensus or opinion in group 2 was that this cry tor nority or ethnic recognition" was valueless if the demand could net .. .n,ort it. It was the general. feeling that ethnic survival cultural.17 ••p,11i1r.&.d be an individual thing and thci.t standards should not be legisladue to the fact that some people would like to see rights maintained. • group felt that since demands for the utilization of government - -~.... ces, both on the federal and provincial level, were not made then government thought nothing or it and did and does mt respond to existence of ethnic groups. olds The reasons for no concrete demands being made are primarily Either the individual ethnic groups are not speaking loudly enough to be heard in government circles, or, governments have not made the effort to properly publicize available resources. ovincially, on the educational level, one hears so much about ench faciliti~s but very little about the availability of rvices for other linguistic/cultural. elements. At the national vel, (i.e. broadcasting) apparently infonnation has not been ■ seminated adequately for public consideration ana approval. After these facts had been consia.ered, it was the group•s that the conference co-ordinators recommend to the Provincial nt th.t the atua.y of languages, and perfection in other es is a "human value". That being the case, it was thought overnment structures and the educational systems (public and ) in this area ~hould operate in such a wa:y to see that ue is reali~ed. �- 8 Resources are available at the provincial level to actualize the above recommendation and it is the government•s responsibility to publicize these services to its public. It is the group's contention that the local Board of Fducation should itself become more acquainted with these government resources and subsequently make them available. to the people in this area. The Board should make the above comments a reality. It was also the group's opinion that a community panel should be instituted with the aid of the Provincial government to intensively analyze the effectiveness of French education in this area and to .find out what is proposed regarding French education in the next five years, and, what provisions will be made for the instruction in languages other than the main ones cited today by Mrs. Shatford or the Board of Education. This discussion group also wished to emphasize that they noticed that the audience at this event is made up, to a great extent, of young· residents. In regard to mass communication, it was felt that the Government of Canada should take positive steps to inform the public of the availability of Radio and Television time. In this area the local radio and television stations should publicize what services it offers thP- ethnic communities that are of non-French or non-British origin. The plight of the Indians was discussed to a great extent and it was the group's unanimous decision that this conference and other conferences of this type should demand speedy legislation that would place the Indian in the type of environment that he desires. There was great consternation aa to the won\ "Other", "ethnic", ''minority" when it is used in a general or nebulous way. It was felt that the Canadian census should ask not what nationality a citizen is, but should categorically inquire into what one's "ethnic origin is". In this way, this could result in a positive eradication of the negative terms, "ethnic", "other", etc. It was the group's contention t until this step is taken the burden of "second class -oitizenship" W'ald remain upon minority groups. Lastly, the group thought it imperative to view cultural ntity as a personal thing. If the people wish to retain a cultural nti ty, then they• re within their rights. If its own members make positive individual commitments to ensure its preservation and l»eequent viability as part of the overall Canadian scheme, the inuance of an ethnic group should not be placed upon the governto perpetuate through legislation. The onus is on the in<iivi• conoemed. �- 9 - REPORI' - Group No. 3 The follOlli. ng points were brought out in the summary in our roup. They were put forth by individuals and agreed upon by the ority. canadian ethnic diversity should be continued. In reference to point no. 1, the continuation of cultural diversity is both the responsibility of the general population and of government (Federal and Provincial) agencies. . , An office for ethnic affairs should be .established by Federal and Provincial co-operation. This office is to be concerned with thidc problems on full time bases with annual buaget a.lotmenta. Broadcasting - ethnic broadcasts on CBC are desired. Re FJiucation - facilities are available. Ethnic groups should alee demand on them. A demand should be made for ethnic anguages in the high school. These languages aay be taught as tional. though one pPrson suggested that ethnic affiliation was a dead for young pP-ople to be involved in minority cultural/linguistic ups, the majority felt th...t it was advantageous for individuals. eption was taken to the use of the word "foreigners" in referring the third element of Canada's population in the legislation erning the CBC. The following questions were raised. although no conclusions were reached. They were discussed d or could not ethnic diversity be related to economic ty? ople do not identity with ethnic origin, then what does one ? REPORT - Group No. 4 Governments should give encouragement to groups are in a stage of transition. ction is made between personal and public cultures. d likP- grants for language schools. �- 10 - _ Government encouragement to language instruction through grants. However, another person thought that this might weaken the ethnic groups. _ public should be aware of the desirability of various groups and their legitimacy. We discussed how an ethnic group could become more durable n a strange surrounding. could do this by: adopting the values of the North American economic and political system so thcit they could function in harmony with this society and so there would be no conflicts or various value systems. Cultural identity should not be a public cli splay and a conspicuous object but rather a personal and private thing. REPORr - Group No. 5 Di.scussions in our group revolved around four distinct subjects, rat was: the B & B Report and the position of smaller ethnic in relation to the new social and politic.tll position or the -C&nadians; th~ second was the discussion of economics as the ying fact governing cultural ana linguistic development; the discussion touched on the significance of legislating for one etic group; ana, as a fourth and concluding subject we examined positive aspects which argue for the continued need for and nt of ethnic groups. In beginning discussions, attention was focussed on the position vhich had been presented by the six different ethnic groups. It ed. the1.t the larger communities in the Lakehead (Ukrainian and ) took the strongest position in demanding legislation to aid developing their culture. This was linked with the eoncapt ritical number" i.e. that these communities are, in their own a "society" having 4. large enough population within them • .-oimm:mi."ties such as the Greek, with 1~5 families, are ethnobut are too small to have much impact on general social trends, were stated that diversity in languages and cultures make Bay a very stimulating envi.ronment. In regard to the official. a act the discussion concluded that, to prevent eventual. social ion, we nm.st either eliminate French as an official. language extend similar rights to all the Canadian languages. It ■ted that a dominant lofOrking language is a necessary concept other languages should be recognized on the provincial level. �- 11 - In discussing the state of the assimilation of the French language, it was pointed out that this is directly linked to the economics of English speaking corporations in Quebec. To survive economically the French are assimilating as are all othe~ non-English speaking ethnic groups throughout C.rmada. The meaning of the "Quiet Revolution" is primarily that a braa.k ie being made into the present power st,ructure. Language ana cul tu.re are only manifestations of this change, for indeed language and culture cannot be legislated. It was suggested that in fact this legislation has created many new problems (i.e. outside of Quebec) while Dlthing has been done to alleviate the basic problAins st.ill confronting the Quebecois. The legislation has "been catering to middle class aspirations. The vernment wants to keep the 'ship of st.~te sailing' . Governments no preference nor real interest in culture or ethnic languages." Discussion then swung onto how this recent legislation now the economic conditions under which other different ethnic ups now have to function. Fear was expressed that other ethnic ps will be running into aouble difficulty. It was suggested that to allevitite this, language privileges should be regional ana. according to population percentages. It was also suggested that re tolerance could be created for French, if similar privileges re now extended to other minority groups. Despite the benefits such a suggestion, it was reiterated that our society runs on a r basis (i.e. innuence in proportion to economic power) and not the basis of any morality. changes In conclusion, a series of comments were made in regard to benefits of ethnic groups, It was felt that such groups are ser to their environment and o~en still f'unction with vaiue ems which include "co-operation" and "help" - a factor missing dern technological society. It was felt that ethnic societies ~ more than materialism, and that these feeling of "ethnic " Arises out of a spirit of common history and spiritual ty. It was interesting to note that a continuity was seen n the contf,mporary youth movements and their search for a al, democratic morality and the fact that many of these attributes ready in Pxi.stence. in ethnic groups. It was suggested that much be added to c~nadian society if these attributes were developed read to the largp.r society. REPORI' - Group No. 6 The discussion began with the question "of what is the purpose Official Languages Bi.11 which was recently passed?" It is as know, to establish the fact that a majority of the people in ft areas throughout Canada are mainly English and French speaking, e does not acknowledge the fact that a good percentage of the in Canada are of other ethnic languages. In order for these t7 languages to progress and thrive, opirµ.ons were expressed need of a Minority Languages Act. With such an Act, minority languages of Canada will be able to apply pressure in those rose the country where the public wishes different languages. way, ethnic languages would have a guarantee ci>f support in ng their languages, arts, and cultures. With such legislation, �- 12 - financial assistance, properly owing to these tax-paying groups, would help in the development of these resour9es. Mi.norit.ies do not want to lose their identity but wish to retain their dignity, as equal citizens in Ganada. It wa·s discussed hat the advancement of the dignity of ethnic groups coulct .utilize xisting individual. organizations, but due to past financial limitaons this has not been possible. Minorities are looking to the future for the development of ir languages and cultures, ana the only sure way of doing this is h legislation. People questioned "Canadianism". They asked the question am I?" (with my ethnic background). "We must have something to iate with; if we don•t have this, there exists a lack of identity." Individual. languages could be taught in public and secondary s. Documentation by organizations would be a sound method of cing these languages into the school curriculum. Our group asked the qu~ stions: "What are the dangers of ting l11nguage rights? Ia pluralism a weaking point to the ution in Canada? Is it possible to have unity in Canada erse languages? Is the B & B Bill a falsity because of Fr':lnch groups in areas of Canada which are to b~ designngual which in reality are not ? 11 There were questions Does the lack of a single dominant language weaken the unity of Canada?" terest was expressed in Slavic stucti.es, but the adults s are not able to meet University requirements. tt was eueh Slavic studies should be started in Public anct chools, or at night classes such as those offered to to Canada by the ProvinciAl Department or Citizenship. group could then be able to improve and advance in their own ·origin. In order to advance minority ch organization must prove within their own area in ve. final recommenctations were proposed by the group: adults, who want to learn their own e·t hnic language stablished under sponsorship of Department of Provincial f Citizenship & the Department of Education (e.g. as classes for new Canadians). rences such as this one should be held in the future ar emphasis being put on inviting more young people ethnic groups to participate . • �- 13 - List of Part,icipants * denotes participation in Summation Committee Baratta, :?04 Hoa.ge Street, Thunder Bay P, Ontario. Potestio, 63~ Dawson Street, Thunder Bay P. Candido, 15 3 Woodside Street, Thunder Bay P. Wesley, 122 S. Marks Street, Thunder Bay F. E. Sabourin, 756 Rod River Road, Thunder Bay P. ~ence, 403 M:>rse Street, Thunder Bay P. Vincent, ~39 Balsam Street, Thunder Bay P. Spuzak, ?02 S. Court Street , Thunder Bay P. . Cameron, 320 Dawson St. , Apt. 1, Thunder Bay P. Wesley, ~70 S. Windemere Ave., Thunder Bay P. Karpiuk, 4?6 N. Syndicate Ave., Thunder Bay F. . Stat, 5?1 McTavish Street, Thunder Bay F. Lysy, 43g N. Algoma Street, Thunder Bay P. Frankow, ':?84 N. ~urt Street, Thunder Bay P. Cikalik, 419 N. Amelia Street, Thunder Bay F . . Procyk, 305 W. Frederica St., Thunder Bay F. . Si.kela, ~40 N. M:u-ks Street, Thunder Bay F. . Zelinski, 51~ Riverview Dr., Thunder Bay F . . F. Colman, Psychology Dept., Lakehead Um,.versity J. F. Evans, Psychology Dept., Lakehead University . Szal.owski, Province of Ontario. Observer. • A. Aaimi, 470 Pine Bay, Thunder Bay F. Sikela, ?.40 N. Marks St., Thuncler Bay F. Cava, 135 Harrison St., Thunder Bay P. Sebesta, 174 Machar Ave., Thunder Bay P. E. Moser, Lakehead University G. Wray, 130 S. Syndicate Ave., Thunder Bay F. Lacombe, 307 N. Syndicate Ave., Thunder Bay F. Woroniuk, 11~1 Weigand Ave. , Thunaer Bay F. G. Mauro, Prince Arthur Hotel. K. Hynna, 31 Margaret St., Thunder Bay P. •-·---a, 459 John St., Thunder Bay P. Jacobson, 21? Van Horne St., Thunder Bay P. Junni, 817 Michigan Ave., Thunder Bay P. TuOJTJisto, lfiJ Elm St., Thunder Bay P. L. Arnam, 45? Pica.dilly Ave., Thunder Bay P. • Perrier, 170 Carl Ave., Thunaer Bay P. • Kuzik, ?27 S. Hill St., Thunder Bay P. edori, 7615 Norah St. , Thunder Bay F. ale, l 919 McGregor Ave. , Thunder Bay F. :Utjhner, 361 N. Court St. , Thunder Bay P. ~ Slivinski, 15 Market St., Thund~r Bay P. .n.,achinsky, 14~ McMillan St. , Thunder Bay F. ffak, 437 Morthern Ave., Thunder Bay F. besta, 174 Machar Av~., Thunaer Bay P. aupre, 531 Catherine St., Thunder Bay F •upre, 531 Catherine St. , Thunaer Bay F. Italian Society It 11 Indian Friendship Centre It " " " " " " " " " " " Indian Friendship ~ntre Ukrainian Prosvita Ladies Choi1 Slovak (»mmunity Ukrainian Women's Organization Polish Community Ukrainian Women's Organization Slovak Community Lakehead University Italian Centennial. Hall Slovak Community Greek Orthodox Church Sec. of Jtate, Gov. of Canada Sec. of State, Gov. or Canada Italian Mutual Benefit Society Findlandi~ Club Finnish Community Finnish National Society Finnish National Society Central Comm. of Firmish Societ Finnish Community e Ladies of Kaleva Ukrainian Canadian Committee Ukrainian Professional and Business Men•s Club "fl II Ukrainian Conummity Slovak Co:rmnuni ty Slovak Community French Canadian Club French Cana.dian al.ub �- 14 - E. C. F. A. n. K. J. Kolisnyk, 9~1 McIntosh St., Thunder Bay F. J. Bell, 4-309 N. Algoma St., Thunder Bay P. * Soughton, ~3 Hudson Drive, Terrace Bay, Ont. R. Morpurgo, ?11 Whalen St. , Thun\Aer Bay P. * Protz, 107 S. Algonquin St., Thunder Bay P. Frankow, ?84 N. Court St., Thunder Bay P. Frigeri, "37 S. Waterloo St. , Thunder Bay F. A. Petryshyn, 115 Cumming St. , Thunder Bay F. * M. ObljubeU, 74 Prospect Ave., Thunaer Bay P. * H. Groh, Dept. of M~themetics, Lakehead University p. Shelepiuk, l~0 Syndicate Ave. , Thunder Bay F. P. L~o, R.R . No. ~, Thunder Bay P. S. Plesa, ,db Pearl St,., ThundP-..1. Bay P. 1~ L. Lahtinen, 10,1 Valley St., Thunder Bay P. * Ru"h J. Lahti, 346 Foley St., Thunder Bay P. * Dr. Bohdan lt"htl, 700 Bessie Ave., Thunder B,gy F_. * Michael Jawchuk, ?10 W. Walsh St., Thunder Bay F. * StAphanie Myhal, 700 Bessie Ave., Thunder Bay F. Dante Alighieri S:>ciety Polish Youth Club Ladies Veneta Society - Italian Ukrainian National Federation Slovenian Cultural Society German Ciommunity Ukrainian Prosvita Society Finnish Community Croatian S:>ciety "Reipas" Sports Club Finnish Communi t7 Ukrainian Community Ukrainian National Federation Ukrainian Community Planning Committee {Lakehead University Ukrainian Club) Richard Zeleny Roman Solowka Patricia Tront Anne Ba.ranowich Stephanie lbyko Miriam lhgara Anna Dygun Thor Dzi adyk Ted Kolisnyk Luba Kostrakewich * Walter Petryshyn * Rom.m Petryshyn Ann Piruckyj * Marcus Sl.otuik Roman Staranczak Sandra Thomson * Barbara Tront Ron Yashchysyn St an Zablocki Diane Zadorozny �\ ] I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Conference: British, French, and "Others" Subject The topic of the resource Universities Description An account of the resource Report on the conference "English, French, and 'Others' : conference held at Lakehead University, November 21-23, 1969. The Official Languages Act is a significant subject. Includes statement of purpose, results, program, and conference participants. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1969 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur https://digitalcollections.lakeheadu.ca/files/original/2b3bc9254dfc0db79025c72696786f99.pdf e1bf60f6b83305fca01447c0695368b0 PDF Text Text Lakehead University, Hammarskjold High School .. PORT ARTHUR, THUNDER BAY, ONTARIO �FRIDAY 14th November, 1969 LAKEHEAD UNIVERSITY Chairman: Mr. E. L. Houghton, Program Consultant, Ontario Department of Education. 5: 15 p.m. Inaugural Session University Theatre Speakers: Dr. W. G. Tamblyn, President of Lakehead University, Professor D. W. Lewis, Chairman Department of Languages Lakehead University, 6: 15 p.m. Inauguration of the new language teaching facilities of Lakehead University Main Building 7:00 p.m. Reception Nor-Shor Hotel 7:30 p.m. Dinner offered by the Department of Languages Nor-Shor Hotel 8:30 p.m. Address by Dr. H. H. Stern, Director of Language Centre, Ontario Institute for Studies in Education: New methods in the teaching of modern languages. Discussion. �SATURDAY 15th November, 1969 Chairman: HAMMARSKJOLD HIGH SCHOOL Mr. J. Izatt, Head of the Department of French, Hammarskjold High School 9: 15 a.m. Address by Mr. G. K. Clendenning, Principal, Hammarskjold High School Lecture Ha II 9:30 a.m. Panel discussion on student Lecture Hall evaluation Members of the Panel: Professor P. Corne! 1-d' Echert, Department of Languages (French, Italian, Spanish), Miss B. Di Sano, St. Patrick's High School (French and Latin) Mr. W. F. McCallum, Faculty of Education (Language Arts), Mr. A. Warwick, Lakeview High School (French) 10:30 a.m. Coffee 11:00 a.m. Panel discussion on language teaching problems Lecture Hall Members of the Panel: Mrs. D. Carr, Separate Schools Board, Primary Level (French) Mr. A. Cloutier, Department of Languages (French) Mrs. E. McIntyre, Hillcrest High School (Latin) Miss T. Nordin, Port Arthur Collegiate Institute (French and Spanish) Mr. B. Wedding, Hillcrest High School (German) 12: 15 p.m. Lunch: Members of the Symposium are invited to make private arrangements for lunch in groups. This wi II provide an opportunity for informal discussion. 1:30 p.m. Meetings of language groups Seminar Rooms FRENCH SPANISH & ITALIAN GERMAN & SLAVONIC LANGUAGES CLASSICAL LANGUAGES 2: 30 p.m. Coffee 3:00 p.m. Meetings of language groups 4:00 p.m. Closing of the Symposium Seminar Rooms �Secretariat of Symposium, Department of Languages, LAKEHEAD UNIVERSITY, Telephone: 345-2121 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Symposium on Language Learning at the Lakehead Programme Subject The topic of the resource Universities Description An account of the resource Lakehead University and Hammarskjold High School Symposium Programme information. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1969 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur https://digitalcollections.lakeheadu.ca/files/original/deb146a4772d79b2c1a6a9f0ae225bf6.pdf 15777051eb427653743bab94922e6209 PDF Text Text Lakehead University �SEMINAR OBJECTIVES Contary to opinion, students who fail at university (50% of those entering according to a recent report) do not fail because of lack of talent or intelligence; they fail simply because they do not know how to apply themselves or how to study. Thus, the Seminar has two major objectives: To motivate the student and give him assistance on how to motivate himself. To introduce him to the study skills: reading, listening, scheduling, taking of examinations, using the library and writing essays and papers. RECOMMENDED TEXT On Becoming an Educated Person, by Virginia Voeks (J,/. B. Saunders Company, $3.00). �PROGRAMME AND INSTRUCTORS MOTIVATION, ATTENTION AND CONCENTRATION October 13: 8:00 p.m. Dr. Jim Evans, Department of Psychology HOW TO STUDY 9:00 p.m. Dr. Frank Colman, Department of Psychology HOW TO USE THE LIBRARY October 14: 8:00 p.m. Library Staff HOW TO WRITE ESSAYS AND PAPERS 9:00 p.m. Dr. George Merrill, Department of English �THE ARRANGEMENTS: DATES: October 13 and 14, 1971 TIME: 8:00 p.m. each evening PLACE: University Centre Theatre COST: Free Please direct inquiries to: DEAN, FACULTY OF ARTS, LAKEHEAD UNIVERSITY, THUNDER BAY, ONTARIO � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University "Seminar on Survival: how to do well at university" Subject The topic of the resource Universities Description An account of the resource Brochure for Seminar, including objectives, programme, and instructors. 1971 two-day seminar to provide support for university students in their work. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1971 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/bfac72a918ff31abb099e57de54d460f.pdf e5526228ad62843c10b86de0cd94fb07 PDF Text Text ��l / ( INDEX Admissions Arts-Revised First Year Program Application Form Book Lists and Advanced Reading Computer Courses Course Descriptions Evening Classes Examination Dates and Places Faculty Fees-Courscs Residence Honors Courses Library Hours Library Reference Course Mexico, Spanish Courses in Mid-Canada Corridor Conference Non-credit Courses Nursery School Off-campus Classes Parking Registration Residences Room Locations Shakespeare \ Vorkshop - 8 7 28 8 18,24 - 10 to 24 9 8 4-5 8 20 8 9 24 12,23 26 24 24 9 9 8 20 9 14 LAKEHEAD UNIVERSITY Lakehead University is one of Canada's youngest institutions of higher learning, receiving official university status four years ago in 1965. Since that time it has grown to its present enrollment of 2,000 full-time and 800 parttime students. Construction to meet the growing needs of the University includes a $14,000,000 Centennial complex (now partially opened), a 600-bed residence village (240 beds now available), a University Centre building with theatre, cafeteria and student lounges, a six-storey library building and a new athletic field house. The university facilities include an IBM 360 Model 40 computer, a well-equipped television studio, and an interdisciplinary research field station on a wilderness lake. SECONDARY SCHOOL TEACHERS' SUMMER SCHOOL The Ontario Department of Education has just given approval for an Ontario Secondary Schools Teacher Preparation Summer School to be held at Lakehead University in 1969 and 1970. It will be the only school of its kind in the province, and is open to prospective teachers holding provisional contracts with secondary schools in the territorial districts of Ontario. For further details please write Lakehead University. 1 �·PRESIDENT'S MESSAGE The kingdom of the mind may not, must not, be encompassed. The concept is indeed a timely one, and the words of Alfred North Whitehead are as valid now as in 191 7. "In the conditions of modern life the rule is absolute, the race which does not value trained intelligence is doomed. Not all your heroism, not all your social charm, not all your wit, not all your victories on land or at sea, can move back the finger of fate. Today we maintain ourself. Tomorrow science will have moved forward yet one more step, and there will be no appeal from the judgment which will then he pronounced on the uneducated." Our sincere wish for you is that you will have, if not make, an opportunity to participate in some systematic reading, thinking and discussion, and that you will have a rewarding summer at Lakehead University. Welcome. w. 111111111111111 I .................. 1111111111111111 I I tlrn1rn I G. TAMBLYN. �OFFICERS OF ADMINISTRATION President of the University and Vice-Chancellor: W. G. Tamblyn, B.A.Sc., M. Com., LL.D. Dean of Arts: Tim Ryan, B.A., B.Cornm., M.A., F.C.I.S., F.R.Econ.S. Dean of Science: John Hart, B.Sc., Ph.D. Director of Unwersity Schools: Harold S. Braun, C.D., B.A., LL.D. Librarian: Eric J. Belton, M.A. Registrar and Secretary of the Senate: Donald E. Ayre, B.A. Dean of Students: John W. Kerr, B.A., S.T.M. Director of Development and Secretary of the Board of Governors: David Morgan, B.A., M.B.A. Director of Admissions: W. D. Bohrn, B.A. Director of Extension and Summer School: Kenneth L. Morrison, M.A. Secretary to Director of Extension and Summer School: Miss Chris Metzner. Phone 345·2121, Extension 210 ��NEW FIRST .YEAR PROGRAM In the new first year program of the Faculty of Arts emphasis is placed on general education. Students select to meet individual needs but arc requested to choose widely from among the many departments of the Uni\·ersity to ensure exposure to varied ideas, concepts and ways of thinking. Each degree program, ideally, contains a judicious balance between a selected discipline and a general education. A student must select a total of FIVE courses from the following: GROUP I ONE course selccte<l from: English la6 French la6 English as a second language* GROUP II ONE course selected from: A non-English language (0a6, la6, lb6, or lc6)** Comparative Literature and Culture ( C.L.C.) (a) Classical Literature in Translation, (b) Tiussian Thought and Culture, ( c) World Literature Masterpieces in Translation, ( cl) Themes in Western Civilization, or ( e ) l\1an and His Arts History I a6, I b6, lc6, I d6 Philosophy I a6 GROUP III ONE course selected from: Anthropology I a6 Economics la6 Geography I a6 Political Science I a 6 Psychology I a6 Sociology I a6 GROUP IV If required by the department, ONE course selected from: Accounting I a6 I\Iathematics lc6, la8 Natural Science la6 Physical Science I a6 Science la6 Any other first year science course (if prerequisite met) GROUP V ONE or TWO courses ELECTIVE, subject to any departmental requirement. ,,.Open to students whose mother tongue is not English and who have not had their seco11dary schooling in English. * "Oa6 is a prerequisite for students not having Grade 13 level or equivalent. 7 �GENERAL INFORMATION REGISTRATION Final day of registration is June 2. Applications should be accompanied by a cheque for the full fee for the courses to be taken, dated not later than July 3, 1969. Applications received after June 2nd will be charged a late fee of $5.00. Students making a course change after the commencement of classes will be charged a fee of $3.00. No course changes or withdrawal with refund are permitted after July 11. DATES Lakehead University will hold its Summer School from July 2 to August 16, 1969 both dates inclusive. No classes are held on August 4 or on weekends. All classes start on the first day of Summer School, July 2. EXAMINATIONS A. Morning and afternoon classes: 8:00- 9:50 classes: August 14-9:15-12:15 3: IO - 5:00 classes: August 14-2:00- 5:00 10: IO - 12:00 classes: August 15-9: 15 - 12: 15 1: 00 - 2: 50 classes: August 15-2: 00 - 5: 00 B. Evening classes: August 16-9: 15-12: 15 ( or on a mutually agreeable hour on August 14 or 15 by unanimous class consent). C. Classes at off-campus points: On August 14 or 15 at an hour convenient to class and instructor. FEES Credit Courses 1 course -$113.00 (Off-campus $120.00) 2 courses-$223.00 (Off-campus $240.00) Laboratory fee-$10.00 (Science courses only) Extra for Shakespeare Workshop $ 1 5. 00 (Fee includes $3.00 student activity fee) Non-Credit courses and Nursery School $50.00. Make all cheques payable to Lakehead University. ADMISSION REQUIREMENTS COURSE LOAD Students who have achieved an average of 6 3 % in previous courses taken at Lakehead or at another university ( where the number taken is over five, the last five only need be considered) are eligible to take two courses during Summer School. Beginning students, and students taking an honors course may take only one course. The Langua·ge Department recommends strongly against taking a second course together with a language course. ARTS AND COMMERCE The standard for admission to a degree program at Lakehead University is the completion of an acceptable Ontario grade 13 program, with an overall standing of at least a grade better than the minimum passing grade. Admission to first year requires overall standing at better than minimum passing level in seven Ontario grade 13 credits, four of which must be from any combination of: English, another Language, Mathematics A. ADVANCED READING Applicants are urged to do as much advanced reading in preparation for their courses as possible. Reading lists will be supplied as they become available. The University Bookstore will stock the required texts and they may be procured either during the regular Bookstore hours ( 9: 00 to 5 : 00) or by ordering, C.O.D. NURSING: ( 1) ( 2) Post-basic degree program-A candidate for admission must submit proof of graduation from an approved School of Nursing, and evidence of Registration or Licensure to practice nursing in a province or state. Basic degree program-Admission to Year I: Ontario Secondary School Graduation Degree (Senior Matriculation) or its equivalent, showing an over-all average of 60 % in the following: English, Chemistry, at least two other subjects, comprising four credits. PREREQUISITES AND PROGRAM ORDER Students are asked to note carefully the prerequisites for senior courses as listed in the Calendar and in this brochure. In addition, the University Senate has ruled that "except in the case of off-campus courses, degree students (regular and part-time) may not register for courses in Year II of their program unless the requirements of Year I have been or are being completed, and that the same rule applies with regard to the requirements of Year II in relation to the courses in Year III of a degree program." MATURE STUDENTS (Arts only): Any student who is twenty-one years of age or older, who has been away from formal education for more than two years, who does not meet the minimum admission requirements, may apply for admission as a special adult student. HONORS COURSES Those courses marked with an asterisk (If) are part of the Honors Program at Lakehead. Students 8 �GENERAL INFORMATION (continued) PARKING Owing to the extensive construction at the University it is impossible to arrange for reserved parking. Summer School students may park anywhere in the University parking lots except in those areas clearly marked as reserved for faculty and staff. taking such courses may register in one course only. CANCELLATION OF COURSES The University reserves the right to cancel any course due to an inability to find an instructor, or due to insufficient registration, or to limit the enrollment in a course where more students apply than can be accommodated. In the latter case places will be filled on a first come, first served basis. Additional courses will be offered if enough students apply and make a deposit of $2 5 to indicate serious intent. \Vhere an instructor's name is listed under two courses the course with the largest enrollment will be held and the other may be cancelled. BUS SCHEDULE Port Arthur P.U.C. buses leave St. Paul Street, Port Arthur at a quarter to the hour and arrive at the University every hour on the hour. HEALTH SERVICES The University maintains a Health Unit on campus with a Registered Nurse in attendance between 9: 00 and 5 : 00, l\londay through Friday. These hours will be maintained throughout the summer months. The University Physician, Dr. \V. L. Diggins, will be available for consultation. His services may be arranged for by contacting the Health Unit. The University uses the neighboring hospitals to provide emergency treatment for acute illness or accidents which occur on campus during the term. A student is responsible for all such hospital expenses as he may incur. Every student is strongly advised to provide himself with some form of medical an<l hospital insurance. Many students will already be covered under a "Family Plan," PSI, or OMSIP and OHSC. Those who are not covered can dbtain O1\ISTP and OHSC application forms from the Health Unit in the University Centre. LIBRARY The library will be open from 9: 00 a.m. to 10: 00 p.m. on all Summer School lecture days. In addition, commencing Saturday, July 12th, and each Saturday thereafter to the close of Summer School, the library will be open for study from 9: 00 to 5: 00. TRANSFER OF CREDIT Students who are enrolled in an undergraduate program at another university, who wish to take a credit from Lakehead University should write to the Registrar of their home university seeking official permission to take the indicated course at Lakehead. The Registrar of the home university should be asked to send a copy of the letter of permission to the Registrar at Lakehead University. Similarly a student who is enrolled in the Lakehead University undergraduate program, who wishes permission to take a course at another university should write to the Registrar at Lakehead University for official permission to insure that the credit will be recognized. Lakehead University will automatically send a copy of the letter of permission to the Registrar of the university in which the student is enrolled. BANKING FACILITIES A branch of the Canadian Imperial Bank of Commerce is located in the University Centre and is open daily from 10: 00 to 3: 00. STUDENT ORGANIZATION The three dollar student activity fee is turned over to the Summer School Committee of the Alma Mater Society. In the past this committee has organized dances, wiener roasts, wine and cheese parties and other activities. Since this committee is organized by and for students, all suggestions regarding student activities should be directed to it. EVENING CLASSES Please note that English la6 BB, Psychology 3b6, Sociology I a6 BB and KK and German 0a6 or 1a6 will be offered in the evening for the convenience of persons working full-time who wish to take a credit course. OFF-CAMPUS CLASSES Times and locations of the off-campus classes in Dryden and Kenora are the responsibility of the local representatives. Students of English la6K and Sociology 1a6KK contact the Kenora representative -l\1iss Mary Zajac, phone 468-6736 (evenings). Students of English 3g6 (3g6)*D contact the Dryden representative-Mr. \Vayne B. Brown, phone 223-4610. l\fail all applications directly to the University. TIME OF EVENING CLASSES The 7: 00-8: 50 time for evening classes is tentative only. These hours may be changed to the mutual convenience of instructors and students. ROOM NUMBERS Rooms 021 to 415 are in the Library. Rooms 1006 to 2006 are in the Main Building. Rooms with numbers such as 126.0 are in the new Centennial Building. 9 �COURSES l\NTHROFOLOGY Anthropology I a6-I ntroduction to A11thropology A general introduction to the Science of Anthropologv, including a survey of the major fields and problems. theories and conceptual formulations in human evolution, pre-history social organization, linguistics and religion. l\IR. l\L GREENWOOD I: 00 - 2: 50, Room I 020 Anthropolugy 2a6-Cultural and Social A.11thropolug} Prerequisite: Anthropology I a6 or Sociolog,· I a6 A study of social organization and structure using the comparatfre and generc1li7ing methods based on ethnographic accounts of ties at vanous levels of complexity including the function and ficance of the clan, family, government and religions as institutions. DR. D. RonNICK 1: 00 - 2: 50, Room sociesignisocial 1006 Anthropology 2d6-Physical A11thrnpology and Archaeology Prerequisite: Anthropology I a6 Anthropometric and ~enetic approaches to the analysis of human differences The techniques of excavation and the interpretation of material with particular reference to North America. M1ss R. TRACEY (first half) 3: IO - 5: 00, Room 1006 MR. G. LERCHES (second half) (Two weeks of Anthropology 2d6 will be held at the University's research station at Black Sturgeon Lake. Students not living in the Lakchcad t 1niYcrsity residence will be charged $ 70.00 to cover room and lodging. Hesidence students will be paying with their regular residence fee. Transportation to Black Sturgeon is the responsibility of the students.) BIOLOGY Biology 1 a8 (100 )-Introductory Biology Cell structure and physiology; the cell environment; animal and plant tissues; a survey of the plant and animal kingdoms stressing major characteristics and evolution. l\1Rs. E. J. K. JENSEN 3: 10-5: 00, Biology Laboratory, Centennial Building Biology 3i4-General Entomology Prerequisite: Biology I a 8 or Natural Science I a6 Morphological and physiological characteristics of insects; lectures will deal with taxonomic grouping of the class Insecta and discuss the economic importance of major groups. The Laboratory is devoted to structural studies, techniques of collecting and preparing specimens and identification of representative families of the more important orders. DR. R. FREITAG IO: 00-12: 00, Biology Laboratory, Centennial Building 10 I �COURSES (conffnued) ECONOMICS Econoniics 1a6-Princi11les of Economics l The nature of economics; economic organizations; price determination; money and banking; national income determination and employment theory; economic fluctuations; international trade and Canadian economic problems. MR. C. A. NICOLEAU 10: 10 - 12: 00, Room 4 33 Economics 2b6-Statis.tics for Economics Prerequisite: Economics 1a6 Aspects of statistical analysis relevant to economic research and policy decisions are emphasized. Sources and presentation of data; time and frequency series; estimating parameters; tests of hypotheses; regression and correlation; index numbers and the testing of economic principles are some of the subjects covered. MR. S. K. SINHA 3:10- 5:00, Room 411 Economics 2c6-M icroeconomics Prerequisite: Economics 1a6 Theory of the firm; Perfect Competition; Monopoly; Imperfect Competition; a study of the price system and the allocation of resources. MR. F. J. ANDERSON 10: 12- 12:00, Room 411 Economics 3e6-History of Economic Thought Prerequisite: Economics 1a6 Development of economic doctrines, and a detailed examination of some of the great works in economics. Students will be expected to read selected parts of the original sources, and the _available commentaries on these books. DR. B. MuKHOTI 8: 00-9: 50, Room 411 Economics 3h6-Canadian Economic History Prerequisite: Economics I a6 The history of Canadian economic development with special reference to historical migrations~ the staple theory of development, past and present Canadian trade patterns and capital sources and the evolution of the transportation system, critical examination of the evolution of important Canadiap economic institutions and policies. l\1R. I. M. CAMERON I: 00 - 2: 50, Room 411 ENGLISH English la6-Introductory General survey of English Literature from medieval to modern times. The course covers selected major British writers together with one play by Shakespeare and a novel. SECTION A-l\1R. R. M. BROWN 10:00-12:00, Room 1035 SECTION BB-MR. S. R. MACGILLIVRAY 7:00-8:50, Room 1035 SECTION K-M1ss R. CANDIDO Kenora 11 �summer Studies in<Me~o Lakehead University's new Summer School Spanish program will be held in Saltillo, Mexico. Students participating in the six-week full credit program will leave the university on July I and travel to Mexico by bus. They will return on August 15. Saltillo is a colonial style town of 150,000 people situated in a mountainous region of Northern Mexico. It is the capital city of the state of Coahuila which is celebrating its I 00th anniversary this year. The students will board in private homes and attend classes which will be held at the Technological Institute of Coahuila in Saltillo. Assistant Professor Marco Colina and Lecturer Miss Vera Popov, both of Lakehead University will conduct the courses. The main aim of the Mexican program is to give students an opportunity to study Spanish in its natural setting and to enable them to have direct contact with the culture and way of life of the country. As far as possible, lectures will be held in the morning in order to leave afternoons free for cultural and social activities. These will include Mexican music and ballet concerts, excursions throughout the surrounding countryside, Mexican parties and visits to local industries and tourist attractions. A second year course, Spanish Literature (2a6) and a first year 1a6 Spanish grammar course will be offered. Applicants for first year courses should have grade 13 Spanish or its equivalent. Students applying for Spanish 2a6 should have completed Spanish la6. Upon successful completion of the course students will receive full Lakehead University credit. The cost of the six-week course, including tuition fees, transportation, board and lodging and insurance will be approximately $400. Travel scholarships may be available to assist students. 12 �COURSES (continued) Euglish 2a6 (2h6 )* -Shakespeare a11d Pre-Restoratiou Drama Prerequisite: English 1a6 The rise of the drama and the dramatic form; the work and influence of Shakespeare's predecessors; the life and works of Shakespeare; the post-Shakespearean drama to the closing of the theatres. DR. G. J. MERRILL 8: 00 - 9: 50, University Theatre Miss L. OxENFORD (Also see Page 14) English 2b6-The Romantic Movement Prerequisite: English 1a6 or Permission of the Department The principal English Romantic writers. The Romantic Movement will be examined in view of its political and social implications as well as for its literary values, as a revolt against neoclassicism of the preceding age. DR. J. G. RIDEOUT 10: 10- 12:00, Room 1039 Euglish 3c6 (3116 )* -American Literature American Literature from the seventeenth century to the present. Representative writers and their works will be considered in relation to their significant contribution to American thought and the age in which they lived. l\1R. E. S. Bonzrn 3: 10 - 5: 00, Room 1020 English 3d6-Cauadian Literature The rise and development of poetry and prose literature in Canada from the beginings to the present time. (Open to second year stud en ts with the permission of the Instructor.) l\1R. D. F. CROZIER 10: 10 - 12:00, Room 1024 English 3f6 (3m6)*-Poetry and Prose of the Seventeenth Century Prerequisite: English 1a6 English Prose from Bacon to Pepys, and Poetry with special emphasis on Donne and Milton. SECTION A-DR. F. M. IsHAK 8:00-9:50, Room 407 SECTION D-DR. SAAD EL-GABALAWY Dryden English 3q6 (3r6) * -Renaissance Drama Prerequisite: English I a6 English drama from 15 5 0 to 164 2 exclusive of Shakespeare. The rise of English dramatic theory and the study of representative works of Tudor and Stuart playwrights. l\1R. M. E. SMITH 3:10-5:00, Room 1024 English 3u6 ( 3v6) '~ -Advanced Shahespeare Prerequisite: English I a6 and 2a6 or Permission of the Department. Selected works of Shakespeare typical of his development, times, and thought. Plays to be surveyed include those not treated in English 2a6, and an in-depth study of Shakespeare's great tragedies. Dn. G. J. i\lERRILL IO: IO - 12: 00, University Theatre l\hss L. OxENFonn (Also see Page 14) ,;. H Oil ors course 13 �SHAKESPEARE SEMINAR AND THEA TR£ WORKSHOP The Lakehead University Shakespeare Seminar and Theatre Workshop is an attempt at combining an academic study of Shakespeare, his times, his plays and his theatre, with practical experience in theatre and theatre arts. This year, as well as having Dr. George J. Merrill, a Shakespeare specialist on the regular faculty of Lakehead University, the Seminar and Theatre Workshop has in residence Miss Lyn Oxenford who is well known, not only in Great Britian but also on the continent and in the United States, for her work on drama movement and for her writing and teaching in the presentation of period plays. As usual, the Summer School will show a series of Shakespeare films from many lands including Russia, Germany, and Italy in addition to Great Britian, the United States and Canada. It is expected that the regular theatre trip and tour of the Guthrie Theatre in Minneapolis will take place. Unfortunately, at press time, the details of the Guthrie offerings are unknown and therefore the final plans for the theatre trip cannot be announced. Full details will be announced as soon as they become available. The following credit courses are part of the Shakespeare Seminar and Theatre Workshop. English 2a6 (2h6)* Shakespeare and Pre-Restoration Drama English 3u6 (3v6)* Advanced Shakespeare 14 ��COURSES (continued) b1glish 4c6 'f - The l\fodem Novel Prerequisite: Open to all students with English 1a6 l\Jodern novel in England and the United States. The course attempts to trace modern trends in the art of the novel as practiced in the English speaking world. l\lRs. J. ALLEYNE 1: 00 - 2: 50, Room 409 FHENCH French 0a6-Elemc11tary Frc11ch Elementary course in the study of the French Language. Explanation of French grammar. Class exercises in translation. Dictations, Class-room and laboratory practice in pronunciation. Introduction to some aspects of French literature. Mns. J. MERCY 10:00-12:00, Room 021 Frc11ch la6-Iutcrnzcdiatc French Prerequisite: Grade 13 or 0a6 French Intermediate grammar, with oral and written exercises. Introduction to French civilization. Study of a work of modern French Ii tera tu re. l\1R. A. NABARRA 3: 10 - 5: 00, Room 021 Frcuch 1 b6-Frcuch for Non-specialists Prerequisite: Grade 13 or French 0a6 This course is primarily intended for students who do not wish to specialize in French. It seeks to make the student proficient in the use of the French language for general reading, speaking and study of French texts in the student's own major field. Mn. D. \V. LEWIS; or 10: 10-12:00, Room 023 l\1R. C. CHARPENTIER Freuch 3b6-Tweutieth Ceutury Theatre Prerequisite: French 2c6 New directions in the French Theatre seen in the context of the \Vestern Theatre as a whole. Cocteau, Giraudoux, Anouilh, Camus, Sartre, Ionesco, Beckett, Genet, de Ghelderode. Miss R. UBRIAco 3:10-5:00, Room 023 Open to 2nd, 3rd and 4th year students. This course will not be offered during the academic year 1969 - 1970. French 3d6-Sixteenth Century Literature Special attention will be paid to French humanism, the Renaissance and the literary movement called Pleiade. The following authors will be studied: Rabelais, Marot, du Bellay, Ronsard, d'Aubigne and Montaigne. Miss J. BEM 10: 10-12:00, Room ll00 Open to 2nd, 3rd and 4th year students. This course will not be offered during the academic year 1969 - 1970. ~' H 011ors course 16 �COURSES (conffnued) GEOGRAPHY Geography 2a6 (2f6)*-Physical Geography Prerequisite: Geography la6 An introduction to the study of landforms and gradational processes; atmospheric processes, local and micro-climates. Laboratorv work will include the cartographic analysis of landforms, the study of the weather map and the analysis of climatic data. MR. D. KEMP 10: 10 - 12: 00, Room 1020 Geography 4b6 * -Advanced Geomorphology Prerequisite: Geography 2a6 An eva]uation of significant papers which contribute to an understanding of the interplay of geomorphic processes. MR. B. A. M. PHILLIPS 8: 00 - 9: 50, Room 415 GERMAN German 0a6-Elementary German Elementary German grammar. Exercises in translation, dictation. Practice in conversation and pronunciation. DR. J. WHITTLE 7:00-8:50, Room 407 OR German I a6-I11termediate German Reading, explanation and appreciation of German literary texts by contemporary authors. Oral and written exercises. Laboratory practice. DR. J. WHITTLE 7: 00-8: 50, Room 409 HISTORY History I a6-Europe from the Fall of Rome to 1648 An introduction to historical studies. 3: 10-5: 00, Room 1058 l\1Rs. S. SMITH History 2h6-Russian Prerequisite: One first-year history course, A survey of Russian History from 862 to the present. "'Given at the Honors level. Dn. E. R. ZIMMERMANN 10: 10-12:00, Room 1149 History 3h6-Modern Britain Prerequisite: Permission of the Department "'Given at the Honors level. l\1R. B. GREENHOUS ><· H 0110rs 8: 00 - 9: 50, Tioom 1149 course 17 �COURSES (conffnued) ITALIAN Italiau 1a6-Intermediate Prerequisite: Grade 13 or equivalent or Italian 0a6 Advanced grammar, composition. Oral practice in the classroom and in the language laboratory. Readings in literature. DR. A. SCHOLL 10: 10-12: 00, Room 407 This course is offered May 12 to June 20 only. Register by May 1. MATHEMATICS Mathematics 1c6-Calculus and Algebra T.B.A. 10: 10 - 12:00, Room 126.0 Mathematics 2cs6-Introductory Course in the Theory of Computer Science. For mathematics students Theory of Algorithms: Numerical and Non-Numerical Algorithms. Introduction to Associative Calculus. Automatic Computing Machines. Definition of an algorithm. The Turing Machine. Algorithmically unsolvable problems. Simple programming, logic operations, flow-charts. Operating systems. Instruction modification, storage in arrays, economic program strategy; documentation, Peripherals; input and output; validity of data. Subroutines, operating systems for production work. Description of a problem-oriented language. (Scientific subset of PL/ I.) MR. W. BILYK 8: 00 - 9: 50, Room 126.0 PHILOSOPHY Philosophy 1a6-lntroduction A study of the traditional problems of philosophy through discussion of selected reading; formal logic and scientific method. DR. R. C. RIPLEY 8: 00 - 9: 50, Room 409 POLITICAL SCIENCE Political Science la6-Introduction to Political Science An introduction to the scope, concepts and methods of Political Science, including a comparison and contrast of institutions with special reference to the governments of Canada, the United States and Britain. l\1R. A. ALEXANDER 1: 00 - 2: 50, Room 429 Political Science 2d6-Government of Canada Prerequisite: Political Science 1a6 Canadian government and political institutions. l\1R. P. JOHNSON 8:00- 9:50, Room 431 18 �COURSES (continued) Political Science 2f6-The Politics of Inequality. A study of the theoretical views of certain late eighteenth and nineteenth century thinkers who were concerned with the problem of inequality. This theme will be illustrated by reference to the Encyclopedists, Rousseau and Burke as well as those theorists who viewed the problem within the context of industrialisation and mass society, including Marx, de Tocqueville, J. S. Mill and T. H. Green. DR. G. F. ENGHOLM 10: 10 - 12:00, Room 429 Political Science 3c6-Commuuist Political Systems Prerequisite: Political Science 1a6, or Permission of the Dept. A comparative study of the politics and government of the Soviet Union, China, Cuba, and some other Marxist societies. Dn. P. SARBADHIKARI 8: 00 - 9: 50, Room 429 PSYCHOLOGY Psychology 1a6-I ntroductory Psychology A general survey of the subject matter of psychology; psychologv as the science of behavior, growth and development, perception and learning, motivation and emotion, human abilities, personality and adjustment, social behaviour. 8: 00-9: 50, Room 2003 SECTION A-l\1R. P. WESLEY 10:00-12:00, Room 2007 SECTION B-1\!IR. L. ANDERSON Psychology 2a6-Child Psychology Corequisite or Prerequisite: Psychology l a6 Behavioural development from conception to adolescence, including physical, emotional, intellectual and social aspects. DR. A. M. AKRAM 8: 00-9: 50, Room 2007 Psychology 2b6-Educational Psychology Corequisite or Prerequisite: Psychology 1a6 The application of psychological principles to education; growth and development, learning, personality, teaching, guidance, psychological measurement. MR. L. COHEN 1 :00 - 2:50, Room 1025 Psychology 2c6 -- Method and Analysis in Psychology Corequisite or Prerequisite: Psychology 1a6 Scientific methods, experimental designs, and statistical analysis as they apply to psychological and educational problems. DR. W. T. MELNYK 8:00-9:50, Room 1058 Psychology 2f6-Theories of Personality Corequisite or Prerequisite: Psychology 1a6 A treatment of the major views and problems in the area of personality research and testing. DR. B. FAULDS 3: 10 - 5:00, Room 1025 19 �The Residence Village Residence facilities at Lakehead University have been increased with the completion of a number of buildings in the new Residence Village. Facilities are available to accommodate 244 male and female students. The university is now able to offer single rooms to all summer school students including adults attending the Ontario College of Education summer school. However, should the demand for residence space exceed expectations the University reserves the right to establish some doubles at a reduced fee. The Residence Village will include IO buildings when completed. It is situated in a forest area on the banks of the McIntyre River within easy walking· distance of all university buildings and athletic facilities. The buildings themselves are constructed in a semicircular design connected by an enclosed pedestrian walkway. Each new, three-storey residence building includes six double rooms, four single rooms and a kitchenette-sitting room on every floor. Students may prepare their own light meals or breakfast but will take other meals in the residence cafeteria or the main cafeteria in the University Centre building. RESIDENCE FEES Option I-Meals for seven days a week-$250 for the session. Option 2-Meals for five days a week only$200 for the session. Applications for rooms should be submitted to the Dean of Students, Lakehead University, together with a $25 deposit. Make cheques payable to Lakehead University. 20 ��COURSES (conunued) Psyclzology 3a6-Almormal Psyclzology Prerequisite: Psychology 1a6 Concepts and criteria of abnormality in personality. The organic and functional aspects of the psychoses and psychoneuroses, with particular reference to therapies. A critical examination of case histories and current research. MR. K. A. ALLAN 8: 00 - 9: 50, Room 1025 Psychology 3b6-Social Psychology Prerequisite: Psychology 1a6, or Permission of the Department An interdisciplinary approach to the study of human behavior as influenced by the group. DR. J. F. EvANS 1: 00 - 2: 50, Room •B 1 Psychology 3c6-Psychological Tests and Measurements Prerequisite: Psychology 1a6 Theory and principles underlying the construction and use of psychological tests. A critical evaluation of intelligence, learning, achievement, aptitude, interests, and personality tests. DR. E. BAUMAN 10: 10 - 12:00, Room 431 Psychology 3h6-Contemporary Problems in Psychology I Prerequisite: Psychology 1a6 and Permission of the Department Seminars and projects concerned with the critical evaluation of recent trends in psychology. Entrance contingent upon passing brief examination based on prior reading. Miss 1\1. DILLEY 7:00 - 8:50, Room 128.2 NOTE-This is a seminar course which requires extensive reading. Rcgistratio11s must be in not later than May 5 and enrollnient is limited. RUSSIAN Russian 0a6-I ntroductory The aim of this course is to ensure an adequate grasp of the mechanics of the language, and a basic skill in oral comprehension. It provides a study of the essentials of grammar, reading and drill in useful everyday expressions. MR. D. SuDAR 3: 10-5:00, Room 407 Russian 3b6-Russian Poetry Prerequisite: Russian 2a6 The most important schools in the nineteenth and twentieth century Russian poetry including the young Soviet generation of poets. Essay writing in Russian. MR. \V. BASSIL 3:10-5:00, Room 431 SOCIOLOGY Sociology 1a6- Introduction to Sociology Survey of the field of sociology: culture and society, institutions, organizations, processes, control, ecology and population, disorganization and deviant behaviour, and other aspects of group living. SECTION A-l\1R. F. J. NuTcH 10: 10-12:00, Room 1058 SECTION BB-1\lR. V. G. WIGHTMAN 7:00-8:50, Room 1006 SECTION KK-DR. G. BROWDER 7:00-8:50, Kenora 22 �COURSES (conffnued) Sociology 2a6-Family Sociology Prerequisite: Sociology I a6 An analysis of function, structure, and organization of family institution in various cultural settings. Contemporary problems of the family and their social implications discussed. Mns. L. OBERTOWICH IO: 10 - 12: 00, Room I 006 Sociology 3b6-Social Psychology ( See Psychology 3 b6.) Sociology 3g6-Social Stratification Prerequisite: Sociology 1a6 or Anthropology 1a6 or Permission of the Department A consideration of the emergence and nature of social classes in industrial societies with special emphasis on the North American scene. DR. C. L. FRENCH 8 : 00 - 9 : 5 0, Room 4 3 3 SPANISH Spanish 0a6-Elementary Spanish A beginners' course in the study of the Spanish language and culture. Reading, composition, dictation, grammar. Oral practice. MRs. M. YusTA 10: 10 - 12: 00, Room 409 Spauish 1a6-Intermediate Spanish (See Page 12) Prerequisite: Grade 13 or Spanish 0a6 Intermediate grammar, with oral and written exercises. Introductory survey of Spanish and Spanish-American literature and civilization. Mn. M. COLINA Saltillo, :Mexico Spanish 1b6-Spanish for Non-specialists Prerequisite: Grade 13 or Spanish 0a6 This course is primarily intended for students who do not wish to specialize in Spanish. It seeks to make the student proficient in the use of the Spanish language for general reading, speaking and study of Spanish texts in the student's own major field. Mns. C. SARBADHIKARI 3: 10-5:00, Room 409 Spanish 2a6-Survey of Spanish Literature (See Page 12) Prerequisite: Spanish 1a6 Representative works in Spanish literature, from the origins to the present. This course provides the necessary background for more specialized courses in Spanish literature. Miss V. PoPov Saltillo, Mexico Registration deadline for Saltillo courses May 15. 23 �NON-CREDIT COURSES INTRODUCTION TO COMPUTERS AND COMPUTER PROGRAMMING July 2 - July 22 Structure and organization of digital computers - Programming concepts - flowcharts introduction into programming with the high-level language PL/I. This course will provide background information in the operation and applications of computers leading to working knowledge of PL/I programming. This course will be of benefit to students who wish to gain a background knowledge of computers and who wish to use the computer for problem solving. The University's IBM Series 360/ 40 computer will be used to process the student programs. Grade 12 mathematics will be required. An examination will be held at the termination of the course. Maximum enrollment 30. If demand is sufficient a second section will be offered July 23 to August 12. MR. D. DoMANSKY 1: 00-2: 50, Room 1024 Fee $50 LIBRARY REFERENCE COURSE This is a non-credit course to assist those interested in improving their knowledge and skills in bibliographical work. The course includes the evaluation and effectiveness of book and non-book material as sources of information and basic reference works, including encyclopedias, dictionaries, periodical indexes, and other basic sources. Training in how to answer questions and how to give effective service. Nor them Regional Library systems indicate that this course will have a cumulative value for the purpose of recognition and certification within a Regional Library framework. Because of previous commitments by the instructor the course cannot be held during the regular Summer School period, but will be held June 9-2 7 or August 18-September 5 depending on student preference. Please indicate preferred date when applying. Residence will be avail able for $ 3 5. without meals. The main University cafeteria will be open. l\fa. 1\1. BJoRco IO: 00 - 12: 00, Room 511, Library Building Fee $50. 4 SUMMER SCHOOL NURSERY SCHOOL The Summer Nursery School which was so popular and successful in the summer of 196 7 has been revived for this summer. Confederation College has kindly made available the facilities of its new nursery school located off Edward Street within five minutes drive of the University campus. This summer the nursery school will be open to cover the two morning classes. Children for the first class may be brought in at 7: 4 5 and for the second class at 9: 50. The children should be removed as soon as possible after the end of the respective university classes. Children of Summer School students and staff, ages 3-5 have first eligibility, However, should places be available after May I, children currently in kindergarten and children of persons not associated with the Summer School will be considered. If there is sufficient interest the school may be held in the afternoon. All children must have medical certificates of good health. For further details and application contact the Director of Summer School. Fee $50. 24 ��MID-CANADA DEVELOPMENT CORRIDOR CONFERENCE Lakehead University will be host to 150 leading governmental, industrial and university representatives, August 18 to 2 2, 1969, to discuss the Mid-Canada Development Corridor Concept. Eleven universities across Canada from Newfoundland to British Columbia have joined with the Government of Ontario in sponsoring this major Canadian Conference to examine the advantages of establishing a nation-wide policy and plan for the development of Canada's Mid-North. At the first session of the Conference at Lakehead University papers by outstanding authorities will be given on the problems and potential of the Mid-North under the following topic headings: Resources; Industrialization; Urbanizationhuman and environmental factors; Transportation and Communications; Financial and Trade Implications. In the fall of 1969, Conference participants will visit carefully chosen places in the Corridor in order to familiarize themselves at first hand with the living, working and other conditions of the Mid-North. In August of 1970, the second session of the Conference will be held at another place in the Corridor. The intention of the second session will be to create recommendations and conclusions which will then be published and put forward to Federal and Provincial Governments and the people of Canada. The sponsors of the Mid-Canada Development Corridor Conference believe that it will be one of the most important ever held to examine Canada's future. 26 ---- ' ��LAKEHEAD UNIVERSITY SUMMER SCHOOL-1969 LAKEHEAD UNIVERSITY APPLICATION FOR ADMISSION/REGISTRATION OLIVER ROAD, PORT ARTHUR ONTARIO, df\NADA (Please Print or Type) Mail all applications to Director of Summer School Make all checks payable to Lakehead University Sex MR. MRS. MISS □ Male Surname City (Municipality) and Country of Birth Birthdate Doy Marital Status SINGLE I Mo. I MARRIED D Citizenship Yr. Maiden Name □ Female Given Names (Do not use Nick-Names) Next of Kin □ Home or Permanent Address I Street No. Zone City Country Prov. Local or Mailing Address if Different from Above No. Street City Zone Prov. Country TO BE COMPLETED ONLY BY STUDENTS PREVIOUSLY REGISTERED AT LAKEHEAD UNIVERSITY Last Session in which Registered ...... ..... .... .... .... ...... .... ............. . .. No. of Credits/Courses Completed ........ ... ... .... ... ...................... Student No. (if known) ............................................................................ Attempted TO BE COMPLETED BY APPLICANTS NOT PREVIOUSLY REGISTERED AT LAKEHEAD UNIVERSITY. Social Insurance No. Present Occupation Are you Applying as an Adult Student □ Yes NO 0 TO BE COMPLETED BY APPLICANTS EDUCATED IN ONTARIO SECONDARY SCHOOLS: (Please submit documents showing marks or grades achieved) Last Secondary School Attended . .. .. ... ..... .. .. .. .... .. .. ... .. .. .. .. .. .. .. .. .. .. ... .. . .. .. .. .. .. .. .. .. . .. .... ....... .. .. .. .. .. .. .. .. ... ... Year Last Grade Completed ............................................ Diploma or Certificate Received ...................................... .. TO BE COMPLETED BY APPLICANTS WHOSE SECONDARY EDUCATION WAS NOT IN ONTARIO (Please submit documents showing marks or grades achieved) Where Did You Receive Your Secondary Education? What Level Did You Attain? ................................... .. ..... .... .................. .. ... .... .......... When? POST SECONDARY EDUCATION INSTITUTION NOTE TO FROM DEGREE OR DIPLOMA LEVEL ACHIEVED Please enclose documents relevant to your academic status. University transcripts must come directly from the Institutions to the Director of Admissions at Lakehead University. Statements of marks or grades may be submited as interim working documents, but eventually official transcripts will be required. You may be required to provide calendars and/or official course descriptions. FOR UNIVERSITY USE-LEAVE BLANK FOR WHICH COURSE($) ARE YOU APPLYING? MIS Prag. I A/TI Checked Rec'd D CONDITIONS/CREDITS D IF/U Dl Signature Date Dl BY D D2 BY D PROG PT 28 ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Summer School, 1969 Subject The topic of the resource Universities Description An account of the resource Lakehead University Summer School 1969: information about residence, courses, workshops, and general information. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1969 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/0a397c1c611e53657ac7c31d94996915.pdf ff58c65f3e918f2d9d5c76024f63a356 PDF Text Text ..-f LAKEHEAD t/K b UNIVERSITY LIBRARY READERS GUIDE • 1969 - 1970 �The Library is here to serve the needs of the members of the University, and the Library staff will help readers in whatever ways they can, but real success is only possible if readers in turn cooperate with the Library staff and adhere to the regulations. It is possible to maintain a full staff only during normal working hours, and readers will receive a better service if they make their enquiries, etc. at these times rather than in the evening when fewer and sometimes less experienced staff are on duty. No library material may be removed from the library without being properly charged out and recorded. A:iyone found removing books etc. in an unauthorized manner wi 11 be reported to the President, and students are I iable to suspension for such an offence. A commissionaire is permanently at the exit and al I persons must permit him to assure himself that no library material is being removed unrecorded. �HOURS OF OPENING During the fall and winter terms: Monday to Friday: 8:30 a.m. to 12:00 midnight Saturdays: 9:00 a.m. to 5:00 p.m. Monday to Friday: 9:00 a.m. to 5:00 p.m. Saturdays: closed During vacation: During Summer School: Monday to Friday: 8:30 a.m. to 12:00 midnight Saturdays: 9:00 a.m. to 5:00 p.m. Alterations to the above times are posted on the Library notice boards and the Dean of Students notice board. The Library is approximately seventeen years old and grew mainly as the Library of the Lakehead Technical Institute which became the Lakehead College of Arts, Science and Technology in 1956 and Lakehead University in 1965. The present stock consists of about 100,000 volumes {not including microfilms, etc.). The former Teachers' College is now part of the University, forming the new Faculty of Education, and the Library becomes the University's education sub-I ibrary. Occupying its own premises, the sub-I ibrary has approximately 10,000 volumes for use with primary teaching and primary teachers' courses. The sub-library operates under its own rules but is open to al I members of the University. I �REGISTRATION All users of the Library must register by filling in a Library Registration Card. This should normally be done at the time of general registration. Students when using the Library must carry their Lakehead University Identification Cards. External borrowers will receive a Library Identification Card. All full and part time members of the University are entitled to use the Library, either to read there or to borrow in accordance with the borrowing regulations. (See Rules and Regulations.) Other persons may use the Library at the Librarian's discretion. In the latter case, a deposit may be required against damage to or loss of books borrowed. (See Regulations for External Borrowers.) ARRANGEMENT OF THE LIBRARY At present, the main floor (entrance level,) second and third floors are the areas available to readers. The main floor contains the Ci rcul at ion Desk, the Catalogue Hal I and the Reference Room. The Reference Room contains works designed for quick reference, bibliographic works, a pamphlet file and government documents. It al so contains a selection of the Library's rare books. None of the material in this section is normally available for borrowing. The second floor holds both current and non-current periodicals, including annuals and all other regular and irregular serial publications. Abstracting journals covering several disciplines however remain in the Reference Room. None of the material on the second floor is normally available for borrowing. There are many carrels for reading and study. The microforms room is al so located here. The third floor holds the bulk of the Library's book stock and a large number of carrels and reading tables. Most of the stock is avai I able for borrowing, but for various reasons certain books cannot be borrowed. Readers are asked not to replace periodicals and books on the shelves but to leave them on reading tables or in carrels for re-shelving by Library staff. �CLASSIFICATION The Library makes use of the Library of Congress classification scheme. The main classes are as follows: A General Works. Polygraphy. General encyclopedias, periodicals. B-BJ Philosophy BF Psychology BL-BX Religion C D Universal and Old World Histo ~y E-F American History. Canadian History G Geography, Anthropology, Folk-lore, Manners and Customs, Recreation. H Social Sciences. Statistics, Economics, Sociology. J Political Science K Law L M Education Auxi I iary Sciences of. Hi story Music N p Literature PR English Literature Fine Arts PS American Literature Q Science Mathematics, Astronomy, Physics, Chemistry, Geology, Paleontology, Biology, Human Anatomy, Physiology. R Medicine RT Nursing s Agri culture SD T Forestry Technology Engineering u Mi Ii tary Science V Naval Science z Bibliography and Library Science. I �ARRANGEMENT OF STACKS ON THE SECOND AND THIRD FLOORS Second Floor - Periodicals and Serials - The class A of the classification scheme is housed on the sing I e-faced she I ving against the south and west walls, outside the existing rooms. The remaining classes, B to Z, are found in the double-faced stacks in the centre of this floor. Beginning with the B class in the southwest corner, facing the Serials Librarian's office, the collection runs from south to north across the two main aisles. The eight remaining double-faced stacks in the eastern part contain the periodicals current volumes. A guide to the stacks may be found on the pillars where the B class begins. Third Floor (books) - Except for the N class (fine arts), the classes A to Z are found in the double-faced stacks in the centre of this floor. Beginning with the A class in the southwest corner, the collection runs from south to north, across all aisles. The N class (fine arts) books are located on the single-faced shelving against the north wall, while oversize books (0 ,~6) can be found against the south wall. A guide to the stacks may be found on the pillars where the A class begins. CATALOGUES AND INDEXES Catalogues - Two catalogues, one AUTHOR-TITLE, the other SUBJECT, are located in the Catalogue Hall, which is part of the lobby on the main floor, close to the Circulation Desk. These bibliographic tools are the keys to the Library collection. When the author or title is known, use the AUTHOR-TITLE catalogue. Use the SUBJECT catalogue when searching for material on a certain subject or books about a specific author and his work. Subject headings are based on the Library of Congress list of subject headings. A copy of this Ii st, including cross-references from headings not used, is kept at the catalogue. An explanation of the bibliographic information on the cards, and examples of the different types of entries will be found at the end of the brochure. For more detai I ed information on the Classification scheme and the catalogues and their use see the booklet at the Catalogues or inquire from a member of the Library Staff. Periodical Index - A guide to facilitate the location of current issues is maintained near the periodicals desk on the second floor. Pamphlet fj le - Business, industry, government agencies and associations regularly issue pamphlet material of interest to the student and researcher. The pamphlet file is located in the �Reference Room and the material therein is arranged alphabetically by subject. A subject heading card catalogue is adjacent to the file to faci I itate its use. BORROWING OF BOOKS Registered users of the Library may borrow for reading outside the building. Books scheduled for borrowing have two cards in the pocket in the back of the volume. Borrowers must sign both cards. Circulation Desk staff will stamp them and keep them as th~ record of loan. Material scheduled to be kept permanently in the Library will only be issued with special permission from Senior Library Staff. Undergraduates may be required to obtain a written recommendation from a Faculty member to be allowed to borrow certain of the restricted material. There is no restrict ion at present on the number of books which can be borrowed at one time. Normally Undergraduates may keep books from the open stacks for one week. The Academic and Senior Adm in i strati ve Staff and members of the Board of Governors may borrow books from the open stacks for longer periods. Books wil I be recalled at the end of the academic year or at the end of Summer SchooL However, they should be returned earlier if they are no longer in use. Reserve books are books which normally may be borrowed for one week, but which are temporarily put on reserve when in great demand. They are shelved at the Circulation Desk. An index to the books by author and by course is at the Desk and any book Ii sted may be obtained from the Staff by request. Because there is a heavy use of these books by Undergraduates for a limited period, the Academic Staff are requested not to borrow them.days. Those books with pink cards at the back, may be kept three days. Those with blue cards at the back may be kept one day or two hours where specified. There is a limit of two reserve books per borrower; one for each of two courses. The attention of readers is cal I ed to the regulations regarding fines for overdue book~ and replacement of lost books (See Appx. l Rules and Regulations.) The names of those owing fines and of other defaulters are posted on the Library notice-board, and notified to the Accounts Department. Fines, etc., must then be paid to the Accounts. I �REFERENCE SERVICES An Information Desk wi II be found in the Catalogue Hall. The person on duty will provide general information about the library and circulation desk services, and will help in the use of the catalogue and the I ocation of items. J The Librarian and staff of the Reference Department are always available to assist Library users to trace and locate material to facilitate research connected with term work or graduate studies. OTHER SERVICES Photocopying - Enquiries concerning the photocopying foci I ities avai I able in the Library should be made at the Circulation Desk. Photocopying is covered by strict copyright laws. The Librarian has the authority to refuse to allow copying which he regards as contrary to these laws. Inter-Library Loan - The Library will seek to borrow, from other I ibraries, books, material in microform or other I ibrary material that is not available in the Library. This service is only for Faculty Members and Graduates. Requests should be made through the Reference Librarian. Microform material - The Library wi 11 obtain microfilms or other photographic copies of material not in the Library upon request to the Reference Librarian. The reader will be required to refund th~ costs and wi II be the owner of the copy. Much of the library's material is on various microforms and for this, different Readers are available. This material and the Readers are located in a room on the second floor. Application for use of these should be made to the Reference Librarian. COAT ROOM This room which is restricted to sessional lecturers, is located at the end of the hal I in the south-west comer of the building. WASHROOMS Are located in the southeast corner of each floor. �APPENDIX l RULES AND REGULATIONS 1. The Library facilities and services are available for all members of the Board of Governors and for all present full and part time members of the University. 2. Other persons may use the Library at the discretion of the Librarian and on such conditions as he may decide. (See Regulations for External Borrowers) 3. All users of the Library must complete a Library Registration Card. External borrowers will be issued with a Library Identification Card, which they must produce if requested to do so by a member of the Library Staff. Students wi 11 be expected to produce their Lakehead University identification card. 4. The number of volumes readers may borrow at one time and the period for which they may be borrowed shal I be in accordance with rules from time to time laid down by the Librarian. All material borrowed shall be signed for and the person signing shall be responsible for the safe return of the material. Failure to return it or loss or damage will render the borrower liable to a fine or to the payment of the replacement cost of the item or items concerned. 5. When an item, which has been reported lost and which has been re- ordered and been paid for, is then found again, no refund for the cost of replacement will be made, but the origi(lal item will become the property of the loser, unless the Librarian should decide otherwise. 6. No work from the Reference collection, unbound periodical, news- paper or Government publication may be borrowed without special permission from a senior member of the Library staff, and then only for the minimum period required for its use out of the Library. Such material may not be removed from the Lakehead area without permission. 7. A book on weekly issue may be renewed once only for a further week and only if it is not required by another borrower. 8. If a book issued for a period of more than two weeks is wanted by another reader, it will be recalled after it has been out for a period of two weeks. 9. Overdue books will be recalled and must be returned immediately on receipt of the overdue notice. The Librarian is empowered to recall any book at any time either by general notice or by individual request notwithstanding the date due for return as stamped at time of issue. 10. Fines are levied on all books returned to the Library after the date they are due. The rate for overdue books is ten cents a book per day, and twenty-five cents a book per day for Re serve books. If not paid, fines outstanding and bills for unreturned books will be referred to the University Accounts Department. 11. Books may be reserved. Reservations will be returned to the shelves if not claimed within two days ofter notice has been sent to the person reserving them. I �12. All material must be correctly issued befo·re it may be taken from the Library. Any person removing books, etc. without having them properly recorded is liable to disciplinary action which may involve the withdrawal of library privileges. 13. Books must not be marked, cut or damaged in any way. Borrowers are advised to examine books before taking them from the library so that any damage may be noted. 14. Regulations for the borrowing of Reserved Books must be strictly observed. Information on such regulations will be available at the Circulation Desk. 15. Readers may not take bottles of ink into the Library because of the risk of damage to books and furniture, nor may food and drinks be taken into the Library by readers. 16. Readers, on leaving the Library, must show all books, files and briefcases, etc., to the Commissionaire or assistant on duty. 17. Silence, so far as possible, must be observed at all times. 18. No sm:>king is allowe~ in the Library without the authority of the Librarian. APPENDIX 11 REGULATIONS FOR EXTERNAL BORROWERS Persons other than members of the University who may make use of the facilities of the University Library at the discretion of the Librarian are: Staff and Students (Post-graduate and under-graduate} of other Universities on production of confirmation of identity. Persons who are engaged on courses of higher or further education, are enrolled with an educational institution for this purpose and have no other source for material for their studies. Persons who are engaged on work of a research nature and who are recommended to the Librarian for membership of the University Library by the Head of a University Department. All External Borrowers should be registered and are subject to the Library Rules and Regulations. All those in the above categories except staff and students of other Universities should be asked for a deposit of ten dollars for the period during which they are registered as borrowers. The deposit will be re- funded at the end of such a period, having been placed with the University Accounts under the Account no, 12-12-06 Library Deposits. The Librarian may waive the deposit in other cases, at his discretion. In addition to the above, other persons may be al lowed to borrow for a single occasion in special circumstances on the agreement of the Librarian. In such cases, no deposit or registration will be required, but confirmation of identity, if necessary, and an address should be obtained. �APPENDIX 111 CATALOGUE CARD ENTRIES (l) PR 1874 .828 (2)Bartholomew, Barbara (3)Fortuna and Naxura; a reading of three Chaucer narratives, by Barbara Bartholomew. The Hague, Mouton, 1966. (5) (4) (6) (7) 112p. 22cm. (Studies in English literature, v. 16) (8) -Essays on The psysician's tale, The Clerk's tale, and The knight's tale. (9) -Bibliography: p. 102 - 112 -1. Chaucer, Geoffery, d.1400. 1. Title. Canterbury Tales ( l 0) Pr 1874 .B28 821.1 l. Cal I number* 2. Author's name and birth date. 3. Title of the book. 4. Place of Publication. 5. Publisher. 65-2739 6. Date of Publication. 7. Number of pages (or volumes) kinds of illustrations, height of book. 8. Seri es note. 9. Descriptive note. 10. Miscellaneous technical information. * PR Library of Congress classification number which groups 1874 books dealing with the same subject together . . 828 Cutter number given to the author to distinguish his work from that of others. It consists of letters and numbers representing the author's surname. Other symbols (e.g. date of publication, vol. no.) may appear in the call number. I �1. AUTHOR CARD: You may look up books by checking under the author's last name. Although the name of the author is usually that of an individual, there are cases where it may be a Company (Prentice-Hall, Inc.), a Government Department (U.S. Office of Education), or an Institution (Dartmouth College). 2. SUBJECT CARD: Books having a specific subject may also be located by looking under the subject (or subjects} that best describes the content. Subject headings are always typed in red on top of the catalog cards. Time may be saved by checking under specific rather than general subject headings. For example, books dealing with CATS are entered directly under that subject, not under ANIMALS. 3. TITLE CARD: A tit le card wil I be found for each book having a distinctive title, e.g. Canterbury Tales. Where a title almost or entirely coincides with a subject heading, e.g. Textbook of Electronics, no title card will be found. (3) India and the future of Asia. Singh, Patwant, 1925lndia and the future of Asia. (1st ed.) New York, (2) DS 407 .S48 India. Singh, Patwant, 1925lndia and t~e future of Asia. (1st ed.) New York, (l) DS 407 .S48 Singh, Patwant, 1925India and the future of Asia. (1st ed.) New York, Knopf, 1966. x, 264, x p. maps. 23 cm. Bibliography : p (259,-264. 1. India 2. India-For. rel. DS407.S48 1. Title 327.54 Library of Congress {67f5) 66-19399 �I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Library Readers Guide 1969 - 1970 Subject The topic of the resource Universities Description An account of the resource Lakehead University Library Readers Guide. Includes library policies and information for usage. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1969 Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur Canada - Ontario - Thunder Bay Format The file format, physical medium, or dimensions of the resource PDF https://digitalcollections.lakeheadu.ca/files/original/8f795c53f9b504bebc09e90c2963f63e.pdf 4d5314b54259a7a4d01f5d21f9a94d73 PDF Text Text LAKEHEAD UNIVERSITY LIBRARY READERS GUIDE 1968 - 1969 �LAKEHEAD UNIVERSITY LIBRARY READERS GUIDE 1968 - 1969 �The Library is here to serve the needs of the members of the University, and the Library staff will help readers in whatever ways they can, but real success is only possible if readers in turn cooperate with the Library staff and adhere to the regulations. It is possible to maintain a full staff only during normal working hours, and readers will receive a better service if they make their enquiries, etc. at these times rather than in the evening when fewer and sometimes less experienced staff are on duty. No I ibrary material may be removed from the Ii brary without being properly charged out and recorded. Anyone found removing books etc. in an unauthorized manner wi II be reported to the President, and students are liable to suspension for such an offence. A commissionaire is permanently at the exit and all persons must permit him to assure himself that no library material is being removed unrecorded. �HOURS OF OPENING During the fol I and winter terms: Monday to Friday: 8:30 a.m. to 12:00 midnight Saturdays: 9:00 a.m. to 5:00 p.m. During vacation: Monday to Friday: 9:00 a.m. to 5:00 p.m. Saturdays: closed During Summer School: Monday to Friday: 8:30 a.m. to 12:00 midnight Saturdays: 9:00 a.m. to 5:00 p.m. Alterations to the above times are posted on the Library notice boards and the Dean of Students notice board. The Library is approximately sixteen years old and grew mainly as the Library of the Lakehead Technical Institute which became the Lakehead College of Arts, Science and Technology in 1956 and Lakehead University in 1965. The present stock consists of nearly 80,000 volumes. The building is designed eventually to hold about 500,000 volumes. I f �REGISTRATION All users of the Library must register by filling in a Library Registration Card. Students when using the Library must carry their Lakehead University Identification Cords. External borrowers wi 11 receive a L ibrory ldentifi cation Card. Al I ful I and part time members of the University are entitled to use the Library, either to read there or to borrow in accordance with the borrowing regulations. (See Rules and Regulations.) Other persons may use the Library at the Librarian's discretion. In the latter case, a deposit may be required against damage to or loss of books borrowed. (See Regulations for External Borrowers). ARRANGEMENT OF THE LIBRARY At present, the main floor (entrance level,) second and third floors are the areas available to readers. The main floor contains the Circulation Desk, the Catalogue Hall and the Reference Room. The Reference Room contains works designed for quick reference, bibliographic works, a pamphlet file and government documents. None of the material in this section is normally available for borrowing. The second floor holds both current and non-current periodicals, including annuals and al I other regular and irregular serial publications. Abstracting journals however remain in the Reference Room. None of the material on the second floor is normally available for borrowing. There ore many carrels for reading and study. The third floor holds the bulk of the Library's book stock and a I arge number of carrels and reading tab I es. Most of the stock is available for borrowing, but for various reasons certain books cannot be borrowed. Readers ore asked not to rep I ace periodicals and books on the shelves but to leave them on reading tables or in carrels for re-shelving by Library staff. �CLASSIFICATION The Library makes use of the Library of Congress classification scheme. The main classes are as follows: A General Works. Polygraphy. General encyclopedias, periodicals. B-BJ Philosophy BF Psychology BL-BX Religion C Auxiliary Sciences of Hi story D Universal and Old World History E-F American History. Canadian History G Geography, Anthropology, Folk-lore, Manners and Customs, Recreation. H Social Sciences. Statistics, Economics, Sociology. J Political Science K Law L Education M Music N Fine Arts P Literature PR English I iterature PS American I iterature Q Science Mathematics, Astronomy, Physics, Chemistry, Geology, Paleontology, Biology, Human Anatomy, Physiology. R Medicine �RT Nursing S Agriculture SD Forestry T Technology Engineering U Military Science V Naval Science Z Bibliography and Library Science. i �ARRANGEMENT OF STACKS ON THE SECOND AND THIRD FLOORS Second Floor - Periodicals and Serials - The class A of the classification scheme is housed on the single-faced shelving against the south and west walls, outside the existing rooms. The remaining classes, B to Z, are found in the double-faced stacks in the centre of this floor. Beginning with the B class in the southwest corner, facing the Serials Librarian's office, the collection runs from south to north across the two main aisles. The eight remaining double-faced stacks in the eastern part contain the periodicals current volumes. A guide to the stacks may be found on the pillars where the B class starts. Third Floor (books) - Except for the N class (fine arts), the classes A to Z are found in the double-faced stacks in the centre of this floor. Beginning with the A class in the southwest corner, the collection runs from south to north, across al I aisles. The N class (fine arts) books are located on the single-faced shelving against the north wall, while oversize books (◊,◊O) can be found against the south wall. A guide to the stacks may be found on the pillars where the A class starts. CATALOGUES AND INDEXES Catalogues - Two catalogues, one AUTHOR-TITLE, the other SUBJECT, are located in the Catalogue Hall, which is part of the lobby on the main floor, close to the Circulation Desk. These bibliographic tools are the keys to the Library collection. When the author or title is known, use the AUTHOR-TITLE catalogue. Use the SUBJECT catalogue when searching for material on a certain subject or books about a specific author and his work. Subject readings ore based on the Library of Congress Ii st of subject headings. A copy of this list, including cross-references from headings not used, is kept at the catalogue. Bibi iogrophic information on the cords is explained, and examples of the different types of entries wi 11 be found at the end of the brochure. For more detailed information on the Classification scheme and the catalogues and their use see the booklet at the Catalogues or inquire from a member of the Library Staff. Periodical Index - A guide to facilitate the location of current issues is maintained near the current periodicals section on the second floor. Pamphlet File - Business, industry, government agencies and associations regularly issue pamphlet material of interest to the �student and researcher. The pamphlet file is located in the Reference Room and the material therein is arranged alphabetically by subject. A subject heading card catalogue is adjacent to the file to facilitate its use. BORROWING OF BOOKS Registered users of the Library may borrow for reading outside the building. Books scheduled for borrowing have two cards in the pocket in the back of the volume. Borrowers must sign both cards, Circulation Desk staff wil I stamp them and keep them as the record of loan. Material scheduled to be kept permanently in the Library will only be issued with special permission from Senior Library Staff. Undergraduates may be required to obtain a written recommendation from a Faculty member to be allowed to borrow certain of the restricted material. There is no restriction at present on the number of books which can be borrowed at one time. Normally Undergraduates may keep books from the open stacks for one week. The Academic and Senior Administrative Staff and members of the Board of Governors may borrow books from the open stacks for longer periods. Books wi 11 be rec al led at the end of the academic year or at the end of Summer School. However, they should be returned earlier if they are no longer in use. Reserve books are books which normally may be borrowed for one week, but which are temporarily put on reserve when in great demand. They are shelved at the Circulation Desk. An index to the books by author and by course is at the Desk and any book Ii sted may be obtained from the Staff by request. Because there is a heavy use of these books by Undergraduates for a I imited period, the Academic Staff are requested not to borrow them. Those books with pink cards at the back, may be kept three days. Those with blue cards at the back may be kept one day or two hours where specified. There is a limit of two reserve books per borrower; one for each of two courses. The attention of readers is called to the regulations regarding fines for overdue books and replacement of lost books (See Rules and Regulations.) REFERENCE SERVICE The I ibrari an and staff of the Reference Department are always available to assist and instruct library users in the use of the Library catalogues and material to facilitate research connected with term work or graduate studies. �OTHER SERVICES Photocopying - Enquiries concerning the photocopying facilities available in the Library should be made at the Circulation Desk. Photocopying is covered by strict copyright laws . The Librarian has the authority to refuse to allow copying which he regards as contrary to these laws. Inter-Library Loan - The Library will seek to borrow, from other libraries, books, material in microform or other library material that is not available in the Library. This service is only for Faculty Members and Graduates. Requests should be made through the Reference Librarian. Microform material - The Library will obtain microfilms or other photographic copies of material not in the Library upon request to the Reference Librarian. The reader wi 11 be required to refund the costs and will be the owner of the copy. Much of the library's material is on various microforms and for this, different Readers are available. This material and the Readers are located in a room on the second floor. _Application for use of these should be made to the Reference Librarian. COAT ROOM This room which is restricted to sessional lecturers, is located at the end of the hall in the south-west corner of the building. WASHROOMS Are located in the southeast corner of each floor. APPENDIX I RULES AND REGULATIONS 1. The Library facilities and services are available for all members of the Board of Governors and for al I present ful I and part time members of the University. 2. Other persons may use the Library at the discretion of the Librarian and on such conditions as he may decide. (See Regulations for External Borrowers) �3. All users of the Library must complete a Library Registration Card. External borrowers will be issued with a Library Identification Card, which they must produce if requested to do so by a member of the Library Staff. Students wi 11 be expected to produce their Lakehead University identification card. 4. The number of volumes readers may borrow at one time and the period for which they may be borrowed shall be in accordance with rules from time to time laid down by the Librarian. All material borrowed shall be signed for and the person signing shall be responsible for the safe return of the material. Failure to return it or loss or damage will render the borrower liable to a fine or to the payment of the rep I acement cost of the item or items concerned. 5. When an item, which has been reported lost and which has been reordered and been paid for, is then found again, no refund for the cost of replacement wil I be made, but the original item wi 11 become the property of the loser, unless the Librarian should decide otherwise. 6. No work from the Reference collection, unbound periodical, newspaper or Government publication may be borrowed without special permission from a senior member of the Library staff, and then only for the minimum period required for its use out of the Library. Such material may not be removed from the Lakehead area without permission. 7. A book on weekly issue may be renewed once only for a further week and only if it is not required by another borrower. 8. If a book issued for a period of more than two weeks is wanted by another reader, it will be recalled after it has been out for a period of two weeks. 9. Overdue books will be recalled and must be returned immediately on receipt of the overdue notice. The Librarian is empowered to recal I any book at any time either by general notice or by individual request notwithstanding the date due for return as stamped at time of issue. 10. F ir.zs are levied on al I books returned to the Library after the date they are due. The rate for overdue books is ten cents a book per day, and twenty-five cents a book per day for Reserve books. If not paid, fines outstanding and bills for unreturned books wi 11 be referred to the University Accounts Department. 11. Books may be reserved. Reservations wi 11 be returned to the �shelves if not claimed within two days after notice has been sent to the person reserving them. 12. All material must be correctly issued before it may be taken from the Library. Any person removing books, etc. without having them properly recorded is Ii able to disciplinary action which may involve the withdrawal of library privileges. 13. Books, mu st not be marked, cut or damaged in any way. Borrowers are advised to examine books before taking them from the I ibrary so that any damage may be noted. 14. Regulations for the borrowing of Reserved Books must be strictly observed. Information on such regulations wi II be available at the Circulation Desk. 15. Readers may not take bottles of ink into the Library because of the risk of damage to books and furniture, nor may food and drinks be taken into the Library by readers. 16. Readers, on leaving the Library, must show all books, files and briefcases, etc; to the Cammi ssiona ire or assistant on duty. 17. Silence, so far as is possible, must be observed at all times. 18. No smoking is allowed in the Library without the authority of the Librarian. �APPENDIX II REGULATIONS FOR EXTERNAL BORROWERS Persons other than members of the University who may make use of the facilities of the University Library at the discretion of the Librarian are:Staff and Students (Post-graduate and under-graduate) of other Universities on production of confirmation of identity. Students from the Lakehead Teacher's College on presentation of their identification cards. Persons who are engaged on courses of higher or further education, are enrolled with an educational institution for this purpose and have no other source for material for their studies. Persons who are engaged on work of a research nature and who are recommended to the Librarian for membership of the University Library by the Head of a University Department. Members of the Council of the Friends of the University Library during their period of office. Al I External Borrowers should be registered and are subject to the Library Rules and Regulations. All those in the above categories except staff and students of other Universities and the Members of the Counci I of the Friends of the University Library and Lakehead Teacher's College students should be asked for a deposit of ten dollars for the period during which they are registered as borrowers. The deposit will be refunded at the end of such a period, having been placed with the University Accounts under the Account no. 1111000 Library Deposits. (Teacher's College students are guaranteed by the Principal.) Non-Council members of the Friends of the University Library are eligible to become borrowers if they fall into any of the above categories, but they will not be required, as paid-up members of the Friends, to pay the deposit. Non-Council members of the Friends may al so consult in the Library, by arrangement with the Librarian, any of the acquisitions made for the Library by the Friends. The Librarian may waive the deposit in other cases, at his discretion. �In addition to the above, other persons may be allowed to borrow for a single occasion in special circumstances on the agreement of the Librarian. In such cases, no deposit or registration wi 11 be required, but confirmation of identity, if necessary, and an address should be obtained. �APPENDIX Ill CATALOGUE CARD ENTRIES ( 1) JN 234 1964 .R6 (2) Rose, Richard, 1933(3) - Politics in Eng land, an interpretation. Boston, Little, Brown 1964. (4) (5) (6) (7) - xi, 266 p. 21 cm. (The Little, Brown series in comparative politics) (8) (9) - At head of title: A country study. Includes bib I iographical references. l. Gt. Brit. - Pol. & govt. t (10) N234 1964.R6 ibrary of Congress 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1. Title 64-17419 (5) Cal I number Author's name and birth date Title of the book Place of publication Publisher Date of publication Number of pages (or volumes), kinds of illustrations, height of book. Series note Descriptive note Miscellaneous technical information �(3) India and the future of Asia. Singh, Patwant, 1925lndia and the future of Asia. (1st ed.) New York, (2) OS 407 .S48 India. Singh, Patwant, 1925lndia and tbe future of Asia. (1st ed.) New York, (l) OS 40 7 .S48 Singh, Patwant, 1925India and the future of Asia. (1st ed.) New York, Knopf, 1966. x, 264, x p. maps. 23 cm. Bibliography : p (259,-264. 1. India 2. India-For. rel. DS407.S48 327.54 Library of Congress 1. 1. Title 66-19399 {67f5) AUTHOR CARD: You may look up books by checking under the author's last name. Although the name of the author is usually that of an individual, there are cases where it may be a Company (PrenticeHall, Inc.), a Government Department (U.S. Office of Education), or an Institution (Dartmouth College). 2. SUBJECT CARD: Books having a specific subject may also be located by looking under the subject (or subjects) that best describes the content. Subject headings are always typed in red on top of the catalog cards. Time may be saved by checking under specific rather than general subject headings. For example, books dealing with CATS are entered directly under that subject, not under ANIMALS. 3. TITLE CARD: A title card wi II be found for each book having a distinctive title, e.g. Canterbury Tales. Where a title almost or entirely coincides with a subject heading, e.g. Textbook of Electronics, no title card wi II be found. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Library Reader's Guide, 1968-1969 Subject The topic of the resource Universities Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1968 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur Canada - Ontario - Thunder Bay Description An account of the resource Booklet with library policies and other information. https://digitalcollections.lakeheadu.ca/files/original/c153ce6932acb7f75042caf64afa8516.pdf 65776824fc5f805ec5b4593b5db4dfb2 PDF Text Text �lalceflead is die onfy university vast 1.000 mile stretch between W mnipeg, M anitoba and Suchlry, Ontario. It is young in both history and heart, receiving full in die university status in 1965. Unfettered by rigid traditions, Lakehead is attempting to create a somew hat unique educational experience based on a comfortably smaD environment and a close, personal studentfaculty relat ionship. Its success w ill be determined by the members of its community who are helping to slt1,1pe its future cirection. Wefcome to l.alc:ehead University. Wlether you come t o visit, to study, 10 leadl or 1D attend a conference campus - - hoped that this fJooilat l>e a helpful introtfadion.. More sp,cif'IC informalion CGU1S8S.. and university mes ___. may IJe obtained versa"\y pub- • dte CefeNfac: . .. . . . .. ; ~ lleolJet.. JillldlNIIGliL;,ea-.;, The academic SlrUCblle of 1le university is organized inlD four divisions: the Faculty of Arts, the Faculty of Science, the University Schools and the Faculty of Education. The Faculty of Arts and the Faculty of Science offer undergraduate and graduate degreas in a wide variety of programs. TIie University Schools offK degree and diploma programs in Nursing.. Commerce, l i b r a r y Tedlnology, Physical and Hearth Education,. Engineering, Architecture, Business Computer Systems, Applied Science and Forestry. The former latehead Teachers' College becomes part of lakehead Universityrs Faculty of Education for 1le acacfemic year 1969-10. Information in ntgard ID undergradua1e programs sloald be diected to Ille Diraclor of Acfmis. sions. Graduate information is . . . able. from 1fle Regisbar. CfeneralDOCHademic ......... aloat ifie lllivel'8ity • 7J lie . . . die Department of Information Services. ��transfoimed tlle core angs nto present unposmg educational compfex. Umversity•s growth • a testimony to the energy. dedication and determination of both the members of the University and cavte communities.. The expected enroffment 969-10 rs 2.700 fuD time students with another 900 students enrolled part-tune programs and 350 SIU1El8Rts talc extensao murses m 17 smalter communities of Northwestern ntariO. �OLIVER ROAD • UNDER CONSTRUCTION 1A Business Office-Accounting (Fees) 1 B Business Office-General 12 C. J . Sanders Athletic Building 2 Main Buildin!=J 13 Residence Village 3 Registrar's Office 14 Dean of Students (Temporary) 4 Wing 15 Residence Dining Room 5 University Centre & Theatre 16 Tennis Courts 6 University Centre Extension 17 Student Offices (Temporary) 7 Centennial Building 18 Seismograph Station 8 Power House 19 Avila Centre 9 Service Station 20 Library 10 Music & Arts House 21 Bookstore 11 Physical Plant 22 Faculty of Education ·o· ��LIBRARY BUILDING: Talest builomg on campus at six-storeys. 97.000 square feet w ith an eventual capacity of 500,000 volumes and space for 1,000 readers. Connected by tunner to other buildings. Contains language lab.. some faculty offices and classrooms. MAIN BUILDING: First university building which has been added to over the years. Three storeys, approximate(y 100.000 square feet Contains faculty offices mainly in wing D, classrooms. two teaching auditoriums. laboratories.. administration off"sces.. registration aea. computer centre. television studio.. and squash courts. Built in quadrangle shape with landscaped courtyard in centre_ UNIVERSITY CENTRE: Addition is presently under construction. Original building con1ains 380-seat theabe. G.-eat Han. student lounge area. caretaia.. banL CENTENNIAL ~--ING: Presently under construction but centre podion now in use for classrooms.. laboaalDiies met faculty oKsces. Approximately 300.000 square feet. C. J. SANDERS ATHLETIC BUILDING: Located across McIntyre River from main buildings. Soccer, baseball fields, large gym floor for badminton, t ennis, basketball. gymnastics etc. RESIDENCE: First building contains 110 beds and dining hall. Four of t he 11 new buildings are open. making present residence capacity 240 beds. Dean of Students and Placement Office located until September in Social Centre of Residence V illage. FACULTY OF EDUCATION: Located South of Main Campus. Formerly l ake head Teachers" College. BLACK STURGEON RESEARCH CENTRE L a k e h e a d Universrty·s interdisciplinary research station is located on isolated Black Sturgeon Laite. 90 mifes northeast of the main campus. Summer dasses in Anthropology wiD be held there in 1969. ROOM NUMBERS Rooms 021 to 415 are in the Library. Rooms 1006 to 2006 are - the Main Building. Rooms with numbers such as 126.0 are in the new Centennial Building_ �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Guide to Lakehead University Subject The topic of the resource Universities Description An account of the resource Brochure giving information about Lakehead University and its campus. Late 1960s. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur https://digitalcollections.lakeheadu.ca/files/original/e52be80c6cfc26e1bb8a329a4615ed93.pdf f6fc4305421de8156d07ad270e737385 PDF Text Text fl;C LAKEHEAD UNIVERSITY SCIENCE REVIE~ VOLUME 1 --- NUMBER 6 ~~~;~~·' -~~=~~~ r - \.G, 60 cen. s> �caret A LAKEHEAD UNIVERSITY SCIENCE REVIEW in corpora ting LAKEHEAD UNNERSITY MATHEMATICS GAZETTE CARET IS PUBLISHED BY THE FACULTY OF SCIENCE OF LAKEHEAD UNIVERSITY, THUNDER BAY, ONTARIO, CANADA. P7B 5E1 EDITOR Dr. G. Harvais Lakehead University ASSOCIATE EDITOR Mr. B. Spenceley CONTENTS Volume 1, Number 6, November 1975 A History of Photography 2 by Dr. A. D. Booth Lakehead University Culture, Politics and Geography: or ..... EDITORIAL BOARD Mr. W. Bilbrough, Lakeview High School, Thunder Bay. 4 by Mr. Robert S. Dilley The Strategy of Concentrated Fire Power 8 by Air Cadet L. Mathemaki (Ret'd) Mr. G. Campbell, Westgate Collegiate & Vocational Institute, Thunder Bay. Mr. C. Gehrels, Mathematics and the Arts Student 11 by Dr. C. C. Mutambirwa Ontario Ministry of Education. Mr. W. Lajoie, Westgate Collegiate & Vocational Institute, Thunder Bay. Mr. J. Palko, Fort William Collegiate Institute, Thunder Bay. Mr. T. Reynolds, Queen Elizabeth High School, Sioux Lookout. Challenges to Fishery Resource Management The Marriage Problem Printing: LU. Printshop Design: LU. Media Services 15 by Professor L. Mathemaki What is Topology? 17 by Dr. S.A. Naimpa/ly Inductive Justification of Induction Typesetting: ARGUS and friends 13 by Professor W. Mo mot 18 by Dr. Gunars Tomsons Photo-degradable Plastics 21 by Dr. N.A. Weir The Compound Microscope 24 by Mr. 8. Spenceley THE VIEWS EXPRESSED IN CARET DO NOT NECESSARILY REFLECT THE OPINIONS OF THE EDITOR, THE FACULTY OR THE UNIVERSITY. OUR COVER relates to our article "A History of Photography" and depicts Durer's use of the pin-hole camera. �2. AHISTOR OF PH by: Dr. Andrew D. Booth Lakehead University, Thunder Bay A science more than 250 years old The science, as distinct from the art, of photography is now more than 250 years old since the basic experiment on the blackening of silver salts through the action of I ight was conducted by J. H. Schulze in 1725. Schulze did not make a photograph as we now understand it but used a sensitive material which consisted of a mixture of chalk and silver nitrate shaken up with water in a bottle and used wet to record the outline of a stencil placed between the emulsion and the sun. Since the process was essentially a wet one, there are no existing "photograms", to use the modern term, dating from this time. In 1777, C. W. Scheele noticed that silver chloride was more quickly blackened by the violet and blue rays of the spectrum than by the others, and in a sense, this fundamental experiment is the basis of much modern work on photographic emulsion sensitivity and its correction to record the same sort of image as seen by the human eye. In the year 1800, Thomas Wedgwood made contact copies in silhouette form of leaves on leather sensitized with silver nitrate. Again, there was no fixing process used so that the results of these experiments have long since disappeared. The man most usually credited with the invention of photography was Nicephore Niepce who, in 1816, made photographs using a "camera" - that is, a dark chamber with an appropriate lens - to produce photographs on paper sensitized with silver chloride. These photographs were partially fixed using hypo and really constitute the first artistic realization of what we now cal I photography. In the year 1819, Sir John Herschel discovered that thiosulphates removed undeveloped silver halides and thus made the images produced on ·paper by the action of light permanent. This led H in 1826 to the second relevant experiment of Niepce who made a photograph from nature using a lens system and a pewter plate sensitized with bitumen. Niepce's camera of 1826 is interesting in that it contained a bellows for focussing the lens and an iris diaphragm for controlling the amount of light, although the degree of control is debatable since the exposure was eight hours! Recognizable artistic photography started in 1835 when L. J. M. Daguerre made direct photographs on silvered copper plates coated with a silver iodide. The latent image was developed by mercury vapour, a most obnoxious substance, and in 1837, it was found that the result could be fixed using a solution of common salt. Thus, the Daguerreotype was born. The second contender for the honour of invention of artistic photography was W. H. Fox Talbot who, also in 1835, produced photogenic drawings" on paper sensitized with silver chloride and fixed with potassium iodide. Fox Talbot also discovered that prolonged washing with water would dissolve out the undeveloped chloride and thus act as a fixative. The period 1820 to 1840 was one of vigorous scientific activity and readers should recollect the work of Michael Faraday who, between 1828 and 1832, discovered most of the practical applications of electro-magnetism, including the transformer, the motor, and the electric generator. The time was also an active one for microscopists, and in 1839, the Reverend J. B. Reade made the first photomicrographs using a solar microscope to record on paper sensitized with silver nitrate and developed with gallic acid. Fixing was achieved by immersion in sodium thiosul phate. The importance of the photographic process is indicated by the fact that in 1839, the French Government issued working instructions for the creation of Daguerreotypes, and in the same year, Sir John Herschel, son of Sir William mentioned earlier, first coined the word photography" from roots meaning writing with light. 11 11 �3. 1840 is an important date, since in this year, J. Petzval established the basic theory required to compute optical systems of photographic type. The Petzval portrait lens is still in use. In the same year, A. Wolcott opened the first photographic portrait studio in New York City. The Europeans had the art, but the Americans, as usual, made the money I 1844 - first book illustrated photographically 1844 was an important date in the history of photography since it was in that year that Fox Talbot published the first part of "The Pencil of Nature" which was the first book to be illustrated photographically. Copies of this book are still extant, but it is a very rare book, and if a copy ever came up for sale, it would fetch a very large sum of money. The birth of flash photography was not due to Harold Edgerton as is usually thought, but to Fox Talbot who, in 1851, made the first photographs of an object in rapid movement using an electric spark. In the year 1852, the same experimenter showed that gelatin was made insoluble when saturated with sodium biochromate and exposed to light. This led to the first practical process for half-tone printing. 'The technical processes of photography were in a state of rapid change. The Daguerreotype required special preparation for viewing. The later wet processes were messy in application and were replaced finally by dry processes using a transparent negative fol lowed by a positive. It was not until 1871 that R. L. Maddox made the first gelatin dry plates. These were extremely slow, although subsequently improved, both as to speed and to quality. With the coming of the gelatin emulsion, the chemists concentrated on finding reliable methods of development and Sir William Abney, of Photometer fame, discovered the virtues of hydroqwnone in 1880 and was soon followed by H. B. Berkeley who, in 1882, added sodium sulphite to the armoury of photographic developers. 1882 also marks the point of emergence of orthochromatic plates - that is, plates whose sensitivity resembled more that of the human eye than did the original emulsions which, as we mentioned earlier, displayed considerable sensitivity to blue and violet radiation but little to anything else. From this time on, the development of photography was rapid and the inventions came thick and fast. Significant dates are 1888 when the first Kodak roll film camera came on the market, 1891 when the physicist Lippmann produced the first interference colour photographs, and 1906 when Wratten and Wainwright produced the first panchromatic plates - that is, plates sensitive to all col ours. 1914 saw the first Kodak colour photographic process, but the real development of colour photography had to await the work of Mannes and Godowsky in 1935 when the Kodachrome process was developed. 1861 - colour! The last significant date was 1947 when Edwin Land produced the one-step photographic process now known as Polaroid. All of this work was, of course, in black and white or in some of the rather charming sepia and gold tones produced by the replacement of silver by such metals as gold and platinum, but in the year 1861, J. Clerk Maxwell demonstrated the first three-colour separation method for producing coloured images and thereby established the basis of modern colour photography. The work of Maxwel I was fol lowed quite quickly in 1868 by that of Ducos du Hauron who experimented with three-colour photography and discovered various methods of realizing it including that of subtractive colour synthesis. Along with the development of the chemistry of the photographic process, optical systems and cameras received a great deal of attention. The first cameras were simply boxes with a lens in front and a plate behind. Early lenses, which used a very small aperture, did not require focussing, in this respect they did not differ much from the box Brownies of the 1930's and the inexpensive plastic cameras of the present day! Because of the slow emulsions, however, it became necessary to develop lenses which would let in far more light. This led to two interesting scientific kinds of research: the first directed to the elimination �4. of the severe aberrations from which large aperture lenses suffered, and the second to the design of lenses to produce distortion-free images. The only important technical developments of the nineteenth century were the addition of bellows to enable the new and larger aperture lenses to be properly focussed and the introduction first of the Waterhouse diaphragm with its disc of circular stops, and second of the iris diaphragm as a means of controlling the amount of light falling on the film. As films or plates became faster, exposures became much shorter and this, in turn, led to the mechanical development of shutters which would work at high speed and at the same time give reproducible results. Many and various were the designs tried, ranging from pneumatic to spring-driven sets of blades, and of course, roller blind type apparatus, usually driven by springs, which was the prototype of the modern focal plane shutter. miniature, spy cameras The late nineteenth century produced a rash of spy cameras, smal I and unobtrusive devices which were the prototypes of the modern miniature cameras. These were designed to take pictures of one's friends in embarrassing situations, to say nothing of their use by the emerging race of scientific detectives typified by Mr. Sherlock Holmes. The first miniature cameras in the modern sense were the Ermanox used to great effect by the famous photographer, Dr. Salomon and, of course, the Leica, the grandfather of all modern miniature 35 mm. cameras. The explosion of photographic technology of the 1960's and the introduction of electronics, both for light metering and for shutter automation have produced a real revolution in the use of the camera. No longer does the photographer have to have any real skill. What he needs is artistic perception. The automation does the rest. CULTURE, POLITICS AND GEOGRAPHY: or Cymru Am Byth Is A Fine Slogan, But What Does It Mean? by Mr. Robert S. Dilley Lakehead University While there are almost as many definitions of geography as there are geographers, few would deny that one of the most basic concerns of the subject is with distributions: where things are, why they are there, and how they rel ate to other things. Such investigations can take nany forms: the distribution of crop-growing and its relationship with rainfall; the distribution of coal and its relationship with unemployment, and so on. In each case two (or more) phenomena are mapped, and attempts made to measure and explain any similarities in their distributions. For example, consider the relationship between minority cultural traits and minority political parties. In the case of Wales the historic national tongue is Welsh, a Celtic language with no recognizable relationship with English. It is found only in Wales and among a few expatriates, though Welsh-speakers tend to lose their lang1age quickly on emigration. About one-fifth of the population currently speaks Welsh (Map 1 ), tho·Jgh virtually all are bilingual in English (Welsh monoglots account for little over 1% of the t:>tal population). Welsh-speaking is strongest i1 the rural areas of the north and west; lovvest in the industrial south, along the English b0rder and in Pembrokeshire, "little England beyond Wales". Being exclusive to the Welsh it provides a strong focus for national cultural identity; even nonWelsh-speaki ng Welshmen delight in the average Englishman's inability to pronounce place-names such as Pwllheli, Llanllwchaiarn and Llanfihangel yng Ngwynfa. Welsh nationalism as a significant political force is a new phenomenon; after ye1rs of being the butt of jokes about lost deposits the Plaid Cymru (pronounced approximately ,iplide comeree", with the emphasis on "come") attained respectabi Iity when its President, Gwyn for Evans, was elected in a Carmarthen by-election in 1966. Last year's October election was their most successful (Map 2) when they gained 10% of the popular vote and three M.P.s; in Carmarthen (Gwyn for Evans again), Caern uvon and Merioneth. �5. The general relationship between Plaid Cymru and the Welsh language is apparent from the maps (for simplicity, data are grouped by counties: Glamorgan, for example, returns 17 M.P.s; Brecknock and Radnor share one between them). Correlating percentage Welsh-speaking with percentage vote for the Plaid Cymru m a county basis provides a coefficient of + 0.83, significant at the 0.1% level. This is an indication of a very strong positive relationship. Such relationships, of course, must not simply be pulled out of the statistical hat and held up for wonderment. In some cases high correlations may be due to chance; more often to the overriding influence of some third factor on both elements being studied. Before drawing maps or running correlations the researcher must have good reason to expect to find a relationship. In the case of Welsh and Welsh nationalism the connection is clear: the party has made great use of the language as a rallying-point or standard: although only a minority is fluent most Welshmen know at least a few words and have a sentimental attachment to the symbol of their difference from the saesneg (Saxon; i.e. Englishman). Appeals to hwyl (intensely sentimental Welsh emotionalism, seen at its quintessential best just after one of the regular Welsh rugby football defeats of the England side) are, more effective when couched in Welsh. Conversely, non-speakers of Welsh may become irritated by the noisy waving of the linguistic flag, and less inclined therefore to vote for the Plaid Cymru. The relationship, clearly, is not perfect. The percentage vote for the Plaid Cymru at the last election was only half the Welsh-speaking percentage, and it did not fol low the language distribution absolutely. People vote for a variety of reasons, and will not automatically support a party just because it is the only one to espouse their language. Many nationalistic Welsh-speakers on Anglesey voted for the Labour M. P. Cledwyn Hughes, a prominent and much-admired advocate of the Welsh cause. In the heavily Englishspeaking, coal-mining and steel-producing areas of Glamorgan and Monmouth the vote has traditionally been monolithically Labour: in 1966 the area returned 21 Labour M. P s and one Conservative. However, the failure of successive Labour governments to improve the South Wales economy sufficiently has led to a certain amount of protest voting. The rural areas have tended to go Tory (they now have 4 members). The miners would sooner vote for a Martian than a Conservative (at the last election Abertillery voted 76% Labour and Rhondda 77%), but an increasing number feel safe in registering their irritation by giving their vote to Plaid Cymru. Thus the Anglesey vote is rather lower than might be expected; that of the industrial south a little higher. If space permitted these residuals, or differences from the expected figures, could be mapped and more eas i Iy observed. At this level of study only crude approximations can be made. Greater accuracy would be obtained by breaking the counties down into their individual constituencies (smaller division is impossible, as British elections are not declared on a poll-by-poll basis: the ballots are taken to a central location and deliberately mixed before being counted). Similar studies could be made of other areas where linkages of cultural phenomena and political allegiance are suspected. It might be interesting, for example, to compare Francophone areas and votes for the Parti Quebecois. There would not, however, be any point in relating votes for the Scottish Nationalist Party to the Gaelic tongue. Very few Scots speak the language (little over 1%) and they are highly localized in the Western Highlands and Islands. The S. N. P. concentrates more on economic and governmental issues and has wider appeal than the culturallyoriented Plaid Cymru (the S. N. P. polled nearly 30% of the Scottish vote last year, overtaking the Tories). Thus Plaid Cymru sentiment is clearly linked with the Welsh language. It might seem advantageous for the party to foster this link, and to aim to collect the other half of the Welsh-speaking vote. However, this could be risky in the long term, as the Welsh-speaking percentage is shrinking and the Anglophone majority may be repelled. Plaid Cymru votes in largely English-speaking areas such as Pembroke (4.5%), Barry, Glamorgan (3.3%) and Monmouth ( 1.4%) suggest that "Cymru am byth" (Wales for ever) has less meaning there. Studies such as this can at least provide the basis from which political decisions must be made. �MAP 2, 1974 PLAID CYMRU VOTE AS A PERCENTAGE OF THOSE VOTING. MAP I, PERCENTAGE OF POPULATION OVER 3 YEARS OLD ABLE TO SPEAK WELSH. . :::: ~~:.: ::::::=~ CJ ITIIIID Ea [:?\:{{::j CJ 20-29 30-39 ~ - 40-49 ~ 50-59 ~ - 0-4 ,.:::i CJ5-9 60-69 ;;;; E3 V > < 1 10-14 15-19 -£%1 20- 24 mm 25-29 ................... 30-34 ;;;; 8i~ ✓ - Source, Census of Britain, 1971. Source 0 The Times, 12 October 1974 °' �7 MAP 3, COUNTIES OF WALES �8. THE ST TE y F by: Air Cadet L. Mathemaki (Ret'd) Director of the Div is ion of Theoretical War fa re 1: INTRODUCTION. With the increasing mathematization of the social and natural sciences, most math teachers find they must drastically modify and update their course contents, in order to maintain at least a semblance of relevance. Gone are the days when students would be content with only physical and geometrical applications of the calculus, for examplel Now most high school calculus courses must contain applications to economics, biology, sociology and psychology, even if they are of an extremely idealized nature. Thus, the following very simple application of calculus to warfare might appeal to a good student, although it may be difficult to persuade him/her that it is really of practical value. At the very least, the main result is both easy to obtain and completely unexpected two good qualities rarely occurring together! 2: A SHORT HISTORY OF WARFARE. We deal with battles between two opposing forces. , Battles in primitive times probably consisted of a lot of individual hand-to-hand fights; the essential point for us is that the weapons fists, clubs, spears - were not long range weapons: it was impossible to concentrate the power of many soldiers on one opponent. Thus if, for example, we had two such armies, one with 100 men and one with 200, we would expect - if the soldiers are equally profficient that the result would be annihilation of the first army and 100 survivors from the second. The battle could simply be fought by letting half the second army act as spectators, while everyone else is killed. Nowadays things are different and undoubtedly much improved. Long range weapons enable armies to concentrate their fire power and, as we shall see, this can lead to unexpected advantages. There are some pretty obvious ~xamples: perhaps the battle of Agincourt was the most spectacular - the long range weapons of the English (bows and arrows) annihilated the the larger French army, whose weapons were short range. E T TE Fl E P Nearer our own time, the use of field artillery in the Russo-Japanese war, and now, the anticipated use of inter-continental ballistic missiles, indicate how far we have come from clubs and swords. Interested history students might profitably analyse some modern battles using the concepts we will now introduce. ' 3: A MATHEMATICAL MODEL FOR MODERN WARFARE. We consider two opposing forces, the red and the blue armies, of sizes r(t}, b(t), respectively, at any time t. We will measure time from the beginning of the battle, so r(0), b(O) are the initial sizes of the armies. Of course, we could measure the sizes, not in terms of soldiers, but in terms of battalion, ships, etc., whatever is convenient. We assume that each soldier (battalion, ship) in the red army is equally effective in warfare, and that he can concentrate his fire power in any way, so that, throughout the battle he kills R blue soldiers every minute. Similarly, each blue soldier kills B red soldiers every minute; R and B are fixed numbers. Consider what happens in a short time interval from t to t+h minutes during the battle. The number of red soldiers killed is, by the definition of r, -(r(t+h)-r(t) ). On the other hand, if the time interval is short, the size of the blue army hasn't changed much in this time, and thus is approximately b(t) its size at the beginning - so the number of red soldiers killed is b (t) • B • h by the definition of the kill rate B. Thus, for values of h near 0, r(t + h) -- r(t) % -b(t) . 8 . h so r(t+h)-r(t) % -b(t) . B h Since this approximation improves as h approaches 0, we have ER �9. dr dt= -b. B (Calculus!) Similarly, db = -r• R dt and so, after a bit of algebra b • B • db = r • R • dr dt dt If we integrate both sides with respect to time, we get the unexpected result: 'b2 B - r2 R is independant of time Let us2 cal I b 2 B the strength of the blue army and r . R the strength of the red army. We have shown that tne difference in strength is conI stant throughout the the battle. Examples : 1. Consider a battle between 10 machine gunners (the red army) and 100 infantrymen (the blue army), and assume the kill rate of the machine gunners is 16 times that of the infantrymen. Let us measure time so the rates are 16 and 1. Initially, the , strengths are: machine gunners= 16. 10 2 = 1600 infantrymen = 1 • ( 100 ) 7 = 10000 and so, at any time, b(t) 2 16r(t) 2 = 10,000 - 1,600 = 8,400 The battle will end when one side is vanquished - when b(t) or r(t) is 0. Clearly, b(t) will never be 0: b(t) 7 = 8,400 + 16r(t) 2 so, at the end, r(t) = 0 and b(t) =J8,400 = 91. Only nine infantrymen have been killed, and all 10 of the machine gunners die in spite of the fact that they are, individualy, 16 times more effective in killing! A rather surprising result. 2. The above example was rather an uneven contest - the machine gunners were quite overwhelmed. Let's consider a more equal match: 10 machine gunners against 60 infant- rymen. The infantry is the stronger, by 2000, so a battle would result in it winning, with 45 infantrymen left. But suppose the machine gunners use a bit of strategy, and manage to break the battle into a series of battles, in each one of which they all atack 20 infantrymen. The results are: (i) 10 mgs vs 20 inf. : 8 mgs survive (ii) 8 mgs vs 20 inf. : 3 mgs survive (iii) 6 mgs vs 20 inf. : 3 mgs survive The machine gunners have won! Thus we see that a bit of strategy can win against what, at first glance, appears to be overwhelming force. Of course, the enemy general has to be rather stupid to allow his army tn be picked off ·piecemeal, but this is what often occurs in practice. A small force is sent to divert a larger part of the enemy; their job is simply to pin down a lot of soldiers while their comrades defeat the small remainder. Then they keep regrouping until they win. A naval battle, during the days of sailing ships, would be a good example of this - in that no diversionary force is needed if the wind is right - the attacking admiral hits his opponents part way down the line and lets the wind carry off a portion of the enemy fleet. By the time it has been turned around to re-enter the fight, the next phase has started. Nelson used this ploy at Trafalgar; this has been analysed by Lankester in his classic paper [3]. We will give a slightly different interpretation. 4: THE BATTLE OF TRAFALGAR RERUN. Up to 1782, there was no 'naval strategy' - it was 'line up, and attack ship-to-ship'. But in 1782 the British admiral Rodney, probably by accident, broke through the enemy line and by concentrating on his centre and rear, won a victory. This prepared the military mind for Nelson's strategy at Trafalgar. It was known that Nelson would favour Rodney's strategy; the French admiral, Villeneuve, stated before the battle that "the British fleet will not be formed in a line-of-battle parallel to the combined (ie. the French and Spanish) fleet according to the usage of former days. Nelson will seek to break our line, envelop our rear, and overpower with groups of his ships as many as he can isolate and cut off. Why the French and Spanish admirals let Nelson dictate the strategy is a matter for military historians; the answer may lie in the fact that the French believed their �10. reverses at sea were due to the introduction of tactics, which one of their admirals had castigated as a "veil of timidity". Also, due to the British blockade, the French sailors at that time were so untrained they couldn't manoeuvre their ships - but they were more accurate at gunnery, so long-range warfare should have been congenial for them. At any rate, Nelson and his aides, Collingwood and Keats, planned the battle as follows: They assumed they would have 40 ships, and the enemy would have 46. The British fleet was to attack in 3 columns, as below. \ \\ wind . . . _ ,_ _ _ _ . _ _ _ _ _ _ . _ _. . . ,_ _ _ _ 12 12 4 In fact, these tactics part of Nelson's fleet •convoy to Malta, and formed two lines; the great detai I in [ 1] . --►.,.,. 18 Combined fleet Assuming the wind carried the 18 ships out of the battle, and that it broke into 3 separate battles: 16 British vs 12 Combined 16 British vs 12 Combined 8 British vs 4 Combined, resulting in 27 British ships surviving, and then the final battle of 27 British against 18 Combined, the net result is that 20 British ships are left. If the usual 'line of battle' attack had been used, the combined fleet would have won, with 20 ships, and most of us would speak French. • were changed because had to accompany a in the battle he only battle is described in 5: MORE APPLICATIONS. It would be interesting to apply these ideas to modern battles, to see if the military strategists could have been using - perhaps in an intuitive way - the quantitative results we can get. A 'dictionary of battles' - there are quite a few in print, and they should be available in the reference section of most school libraries - is all that would be needed. There may be applications to other situations to; polymer chemistry and molecular biology might contain intersting applications. Also, the mathematics of the situation has not, to my knowledge, really been investigated. The Iength of battle can be found; the answer involves the hyperbolic functions. The strength of an army consisting of several different types of weapons is certainly not that given in [3] , and appears to depend on the opposition, but I have not found even an approximate explicit form for it. What is the size of an overwhelming force?, one that will win no matter what strategy is used. How can we find a best strategy? Other mathematical problems may suggest themselves; I would be glad to hear of them. REFERENCES: 1. Major General J. F. C. Fuller; The Decisive Battles of the Western World, Vol. 2, a Paladin paperback. 2. Major General B. P. Hughes, Firepower. Weapon Effectiveness on the battlefield 1630-1850, Arms and Armour Press. 3. F. W. Lancaster; Mathematic5, in Warfare; The World of Mathematics, Vol 4, Simon and Schuster. Synonyms Glycerol and gylcerine are used for the same compound which is a trihydric alcohol. Hence the former spelling with an -ol ending is preferred. Glycine is an amino acid (also known as aminoacetic acid) while glycinol (also called 2-aminoethanol, ethanolamine, monoethanolamine) lacks the carboxylic group. Xylene and xylol are also used synonymously but the compound is not an alcohol but a homologue of benzene. The first spelling is preferred. Glycol: common name given to ethylene glycol. t �11. ATHE Tl S by: Dr. C. C. Mutambirwa lakehead University The mathematical needs of t 1e Arts student have increased very much in recent years. This is particularly so for the student intending to major in any one or more of the social sciences, namely, Anthropology, Economics, Geography, Political Science, Psychology and Sociology. Unfortunately a large number of such students still enter college or university with limited mathematical preparation at the high school level. Most Arts-bound students drop out of the high school mathematics program because of real or imagined fears of mathematics as a hard subject. Others drop out because of the misconceptions (also held by several teachers) that high school mathematics is not essential to the Arts major. The lack of a significant change in this state of affairs seems to lie in the pure Science bias contained in most high school mathematics curricula which have failed to include explicitly material suitable for the needs of the Social 'Scientist. Lately, however, the growing importance of mathematics to the social sciences is being recognized. The Secondary Schools Statistics Project which was launched just over two years ago at the University of Western Ontario is one evidence of this recognition. Since then high school mathematics teachers have held related seminars designed to revise the high school curriculum (especially the statistics program) accordingly. The growing importance of mathematics to the social sciences has been demonstrated by the results arising from the study under the auspices of the project noted above. (See MacNeil, 1975, "The Social Scientists' View Of High School Mathematics", in Ontario Mathematics Gazette Vol. 13, No. 3, pp167-186). Using questionnaires, a poll (80% response) of social scientists in Ontario Universities was conducted to determine their opinions on mathematics curricula. Three sets of questions were asked. The first set asked the social scientists to indicate the value of eleven major mathematics topics to their undergraduate programs. The second set asked for the antici- T E TS ST E T pated future mathematical needs of the social sciences. The third requested them to rate the importance of various statistics and probability topks to the social sciences programs. The results of the statistical analyses of responses to the above sets of questions show that: I. Statistics, probabi I ity and the basic concepts of algebra are very useful to the secondary school mathematics program and hence also to the university social science programs. (Table 1 refers). 2. The relatively recent and modern aspects of the mathematics curriculum, which include computer science, probability, statistics and matrix algebra, will be of increasing importance to the social sciences. (see Table 2). 3. Data tabulation methods, measures of central tendency and of disperson should be part of the high school statistics course. In addition the high school student should be introduced to the elementary concepts on probability theory (probability measures, mathematical expectation, etc.), statistical inference, simple correlation and regression analysis, common experimental designs and associated analysis of variance, and some nonparametric tests. At the request of the survey some general comments concerning the secondary school mathematics program in particular, were appended to the questionnaires by the social scientists. The majority of the comments expressed the opinion that greater preparation of secondary school students in basic mathematics is very necessary and mathematics should be mandatory for all students. However, there are some reservations about the type and depth of statistics to be taught at high school level. It was generally felt that only the elementary topics in statistics could be taught with the intention of showing the secondary school student that statistics inter alia, is an integral part of most social science programs. Complete and detailed statistics courses could be left to the colleges and universities by which time the relevance of statistics to the social sciences becomes clearer and the subject can be easily integrated into a specific social science major. �12. Mathematics and statistics have become part and parcel of most social science programs. Several recent publications in the social sciences clearly show this to be the case. The growth of a scientific methodology in the social sciences, the development of computer technology and the magnitude and complexity of the real-world problems have all led to the adoption of quantitative approaches to problem solving. These developments require substantial mathematical skills in the arts student, just as much as the pure science student must develop some skills in the social sciences if his or her scientific endeavours are to have any relevance to the more immediate problems of the real world. ...., Scale: 1 of no use 2 of limited use 3 a useful topic 4 very useful 5 indispensible TOPIC Nn V) V) u ·e0 C: >, '; C. l'CS OQ.I •r-U 0) •r-Q.I .c: s.. 0 0 I.LI (.!J u Q.I ....,c: ,--,OU 0..V') ~ 0 0 .c: u >, V) a.. ol:S >, 0) 0 >,.0) 0 0 C. ,- 0 0 s.. •,-.C: 0...., 0 C: U') c:( TOPIC MATHEMATICS TOPIC NO. 0. "'s.. ,7l ,~ 0 c:,, '; u Q) ·~ +> Cu ..-Q) 2:~ ~ 0 '.g u !!' >, 0 os.. u 5.5l s - Q) C } ~ .... '= 1 Algebra. Bas 1c Concepts 0.455 0.500 0.300 0.133 2 Set theory. Basic concepts. 0.364 0.417 3 Euc 1 i dean geometry. -0.182 0.167 4 Analytic geometry. -0.100 0.000 0.111 5 Trigonometry -0.091 0.091 6 Differential & integra 1 cal cul us. 0.636 0.300 0.200 0.667 0.441 7 Matrix .algebra 0.636 0.500 0.667 0.750 0.661 8 Statistics 0.455 0.833 0.800 0.600 0.667 0.667 0.333 0.350 0.429 0.364 0.373 0.000 0.214 -0.091 0.070 0.000 0.000 0.035 0.100 0.143 0.000 0.052 0.273 Probability. 0.364 0.909 0.600 0.688 0.750 0.667 10 Computer progralTllli ng. 0.364 0.750 0.700 0.813 0.833 0.705 11 Actuaria 1 mathematics. 0.000 0.000 0.000 0.083 9 -0.300 0.143 C: Q.I .p s.. l'CS 0 C. Q.I Q.I C: -0.,.. ..0 .- E ,- 0 c:( 0 MATHEMATICS TOPICS 1 Algebra. Basic concepts 2 Set theory. concepts. 3 Euclidean geometry 3.09 B.50 1.36 2.19 l.92 ~.37 4 Analytic geometry. 2. 91 2.92 1.45 2.25 2.42 2.40 5 Trigonometry. 6 Differential & 3.55 3.00 2 .18 2.56 2.58 g.]6 integral calculus. 7 Matrix algebra. 3.64 3.54 2.55 2.60 3.08 3.07 8 Statistics. 3.82 4.00 4.09 4.13 4.08 9 Probabi 1i ty 3.55 3.85 3.73 3.88 3.75 3.76 Table 2 Average responee to predicted future importance of mathematics topics for soaiaZ sdence diadptines. Ian B. MacNeil. 1975, "The Social Scientist's View of High School Mathematics", Ontario Mathematics Gazetter, Vol. 13, No. 3. p. 18 . 4.27 4.38 2.73 4.00 3.92 3.89 Basic 3.45 l3.46 2.55 3.13 3.00 (3.13 2.20 l3.45 1.18 l.94 l.92 2.15 L03 10 Computer program- 3.00 t3.54 3.00 3.25 3.50 B.27 ming. 11 Actuarial mathematics. 2.09 h .64 1.50 l.81 1.92 1.80 TABLE l Average response to importance of mathematias for soaial saience disaiplines. Source: "'u ~s:::: Ian B. MacNeil, 1975, "The Social Scientist's View of High School Mathematics", Ontario Mathematics Gazetter, Vol. 1 3 ~ , p.180. SOLUTION TO PREVIOUS PUZZLE: FLIERS, STINGERS AND BITERS �13. CHALLENGES TO FISHERY RESOURCE by: Professor W. Momot Lakehead University Although fisheries management has existed as a discrete discipline for only 40 years, there has been a greater impact on our fishery resources during this short time than in the past six thousand years of recorded history. While the burgeoning populations of the third world depend increasingly on fish as a source of protein, the fish supply is decreasing. The annual world fish catch has failed to increase for the second time since World War 11. Latest figures gathered by the F AO, the food and agricultural organization of the United Nations, show that the world catch of all species for 1972 was 65.6 million metric tons, down 4.1 million tons from the previous year. The need for protein has led to fierce international competition for the ocean's fishery resources. Many traditional fishing grounds are harvested so intensively that some of our most important commercial species have been thoroughly over-exploited. Much of the declining fish catch in the United States and Canada can be directly traced to increased competition from foreign fleets. This has occurred in the haddock fisheries of the north Atlantic. Despite establishment of the International Commission for Northwest Atlantic Fisheries, which deals with the problems created when several nations exploit a common resource in international waters, satisfactory regulatory action has not been attained. As traditional fisheries decline the fishing nations of the world turn to other resources, and the same pattern of over-exploitation is repeated again and again. Even such oceanic fisheries as that for the Pacific salmons, Pacific halibut, and tropical tunas, which have yielded substantial catches over the past few decades, are being placed under more and more pressure. Another facet of this intense competition is the attempt by some coastal nations to limit access to their offshore resources by extending their coastal jurisdiction to the edge of the continental shelf or to some other fixed point usually given as 200 miles offshore or 200 meters in depth. This is true not only of underdeveloped countries but also of traditional fishing nations such as Iceland, whose entire ANAGE ENT economy is dependent on its offshore cod fishery. Canada has also threatened similar action. Several international incidents have been directly tied to the problem of sharing a fisheries resource or to disputes over conflicting uses of a resource within a given area, for example, the conflict between United States lobster fishermen and Russian trawlers off the New England coast. In a few cases a fishery is regulated by treaty. This is true for the Pacific salmon which is shared by the United States, Canada and Japan. However, si nee the treaty only governs these three nations, what happens when other countries not regulated by any agreements attempt to share this resource? The problems resulting from international conflicts over marine fish resources are among the most challenging and complex we can define for the renewable resource manager. Because of their need for protein, aquaculture of food fishes constitutes an important resource for the underdeveloped nations of the world. However, many of these countries already have an extensive development of these resources. As poorly developed nations attempt to raise their standard of living, they will put greater and greater demands on protein sources such as grain crops, fish meal and even beef cattle. Thus, they will come into direct competition with more affluent countries. For European nations which depend on imports of meat or high protein feeds to raise beef or dairy cattle such competition will become a serious problem. Though Canada and the United States produce enough food for their own use, how can they morally disregard the needs of four-fifths of humanity? In addition, they are caught up in the international balance-ofpayments problem and numerous treaty obi igations. Thus, the fisheries resources of the world remain unalterably tied to questions of moral, political, and social values. An even greater problem facing freshwater and coastal estuarine resources is the continuous degradation of the environment and the concomittant changes in the fish populations. Although we do not directly consider the well documented problem of pollution and its effects on aquatic organisms, it is certainly important in many of our fisheries. It has had a direct bearing on the development of certain �14. fisheries resources such as the Great Lakes fisheries, notably in Lakes Ontario and Erie. However certain fisheries in the upper Great Lakes have also been affected. In view of these serious problems, the need for recreation may seem of diminished importance. Yet it continues to dominate the inland freshwater fisheries of the affluent western world. In island waters, sport and commercial fisheries are often in direct competition for a common resource and even when they compete for different resources within a commonly shared area, conflicts are just as serious. The Great Lakes fisheries constitute an outstanding example of this sort of conflict. Regulation of these fisheries is made even more complex since jurisdiction is both international and interstate. Inland sport fisheries are also faced with a myriad of other problems. The development of an _indu~trialized, urban society with a seemingly insatiable demand for recreational space has created a paradoxical situation; the masses of modern man are densely concentrated while the resources are usually located at great distances from these population centres. However, with improvements in transportation and the general affluence of the public even once remote resource bases are hard put to produce satisfactory recreational experiences. Fishery managers are thus faced with the task of providing satisfactory. yields and dealing with the incremental and continuous degradation of existing resources. Certain resources such as streams continue to be degraded at a rate, which if continued, will soon make them a rarity as a fishery resource. The construction of impoundments have created new fishery resources, yet their management remains quite primitive. Of immediate concern is the loss of existing fishable waters near urban centers. The increasing demand for such waters continues to tax the most imaginative and creative minds in the field of fisheries administration. Finally, where demand is greater than supply, certain special interst groups usually bring pressure on administrators to propose legislation favouring their use of the resource. This tends to exclude the less organized, more general sportsman. Attempts to restrict both the harvest and the use of a resource to special interest groups continues to be one of the most challenging problems in sport fishery management. Coastal marine fisheries are faced with many of the same problems as inland freshwater fisheries. In addition to the pollution of the environment, there is an increasing demand for salt water based recreation plus conflicts over the commercial and/or sport use of many marine fish and shellfish. Thus, the cha I lenges facing the fishery manager are as complex, formidable and numerous as any in the field of renewable natural resources. They include the major problems confronting man today: over-population of the third world, the stark reality of protein starvation for four-fifths of humanity, insidious and incremental destruction of the world's natural resources at a time of resource scarcity, increasing competition between wealthy and developing nations for the resources that remain and the psychological impact of coping with a technological world at a time when the safety valve provided by outdoor space is vanishing or being altered. Even though advances in science and technology have been the cause of many of these problems, they can also be used to formulate effective solutions. However, the proper application of these solutions will also depend on the social and political wisdom of mankind. We are on the verge of spectacular breakthroughs in the field of ecosystem manage- ment, but man's greatest achievement will be in finding the social and political answers to make the "wise" use of his renewable natural resources a reality for succeeding generations. I. and 11/11/75 �15. TH RI by L. Mathemaki, Professor of Mathematical Marriage Counselling Most mathematics has its roots in very practical problems and, for most of us, one very practical problem we have all encountered ·- and some of us have solved - is: "how many acquaintances must one have in order to get married without undue competition?". I will pose this problem in a typical idealized way: we will consider a set B of boys, and set G of girls; each boy wishes to marry an acquaintance from G; perhaps a boy will not know all the girls in G. Bigamy will not be allowed, and we wish to attain the typical male-chauvinist goal that all the boys get married, without regard for left-over girls. Let's consider an example: we have four boys, improbably named I, 2, 3, and 4. Each boy knows some girls, any one of whom he would not mind marrying. Let us call the girls A, B, C, D, and suppose the acquaintances are Boy 1 2 3 4 His acquaintances A A,B B,C A,C,D, If all the boys are to be married, 1 must marry A, so 2 must marry B, 3 must marry C, and 4 must marry D. In this case, all the boys can get married, and in fact there is only one possible way they can pair off. Another example: suppose the 'acquaintance table' is: Boy His acquaintances 1 2 3 4 A,B A,B A,B A,B,C,D, In this case marriage is impossible: the boys I, 2, 3, only have two girls to choose from. Thus we see that sometimes marriage is possible and sometimes it isn't. The marriage problem is simply to determine conditions which will guarantee the possibility of marriage. To solve the problem, let's return to the general situation - the two sets B,G - and suppose all the boys can be married off. Consider any set C of boys from B (that is, consider any subset C of B) and denote by F (C) the set of those girls from G each of whom knows a boy in C. For instance, in our first example we have F(3) = (B,C); F(1,2) = (A,B), F(2,3,4) = (A,B,C,D,), and so on. We have assumed ail the boys can be married off; thus no matter what C is, F (C) must contain the (potential) wives of the boys in C, and since different boys have different wives (the nobigamy condition), there are at least as many girls in F(C) as there are boys in C. So we have the assertion: if marriage is possible then, for each C ~ B, F(C) contains at least as many elements as C. THE SURPRISING THING IS: the converse of our assertion is also true. Given any sets B,G of boys and girls, if F(C) contains at least as many girls as there are boys in C, for every Cs 3, then al I the boys can be married off. The proof of this is very tricky indeed - it proceeds by induction on the number of boys in B. It would be a worthwhile problem for a good grade 13 student to attempt; at least it illustrates that induction is not just a turn-the-crank method involving the summation of finite series! Of course, such a proof only works for a finite number of boys, so it then is natural to ask: what happens if B contains an infinite number of boys? Consider an example: ca I the boys 1,2,3,4, .... the girls 1*,2*,3*,4*, .... and suppose the acquaintances are: 1. knows all the girls 2. only knows 1 * 3. only knows 2* 4. only knows 3* and, generally, if n > 1, n only knows (n-1) *. Every set C of boys knows as many girls as there are boys in C; in fact, if 1 is in C, then F(C) contains all the girls. But marriage is impossible - 2 must marry 1*, 3 must marry 2*, . . . leaving no one for that extremely popular boy 1. �16. Thus the condition that worked for the finite situation won't work in this case; the next step would be to get some compromise. It turns out that if the condition holds, and each boy only knows a finite number of girls, then marriage is possible. The proof of this seems to require some very profound mathematics indeed; it was first proved in 1949, and subsequent generalizations now constitute a fairly substantial body of knowledge "the theory of transverals and representative sets". TWO MORE PROBLEMS: (1) The problem of the monks: this was first posed by Balzac. We have two sets, a set M of monks, and a set A of non-monks; each monk has acquaintances in A, and he wishes to establish a 'harem' consisting of his acquaintances, of a particular size, and disjoint from the other harems. Under what conditions can he do this? It turns out that this is just a disguised marriage problem: replace each monk by as many boys as he wants members in his harem, and seek conventional marriages. (2) The friendship problem: this appears unrelated to the marriage problem We consider a party at which each pair of persons has a common acquaintance (including the possibility that a pair know each other). Then, someone at that party knows everyone! The only proof I know of is pretty complicated - in fact, it turns the problem into a problem in a peculiar geometry. Can anyone furnish a nice neat elementary proof? True or False? Carotid: one of the two great arteries that carry blood to the head. The name is derived from karoo (= stupefy), compression of the carotid arteries being thought to produce stupefication. Carotene: one of the carotenoid pigments common in plants (and particularily abundant in carrots). True or False? Ammeter: a current-measuring device. Most modern ammeters are of the moving coil type developed during the 19th century. The current to be measured is passed through a rectangular coi I of many turns of wire pivoted between two jewelled bearings in a magnetic field. The interaction between the current and the magnetic field exerts a torque which turns the coil against a spring. The angle through which the coil rotates is then a measure of the current in the wire. The sensitivity of the instrument is set by the strength of the magnetic field, the construction of the coi I (size of wire, number of turns and area of coil) and by the strength of the restoring spring. An external circuit can easily be used to reduce the sensitivity of a meter as can be seen in the diagram:- In this circuit, only the fraction R ( R + r) of the current I, flows through the ammeter, A. No external circuit, however, can be used to increase the sensitivity. Carob: leguminous evergreen Mediterranian tree (and its pod and seeds). The large red pods have been used for food for animal and man since prehistoric times. It is believed that it may have been the "locust" eaten by John the Baptist in the wilderness. The seeds are reputed to be extremely uniform in size and weight and to have been used as weight standards. They are believed to be the origin of the carat which is now the measure of weight for precious metals and jewels. �17. HAT IS TOPO OGY? by:S. A. Naimpally, Lakehead University, Thunder Bay. As with any subject it is quite difficult to give a precise definition of Topology. Topology means different things to different people but broadly speaking it deals with continuity. The terms continuous, continuity etc. are used often in day-to-day language, and the purpose of this little article is to explain how they are made precise in Mathematics. Mathematicians have been struggling for centuries to give a precise meaning of continuity, and although a satisfactory definition was given in the middle of the nineteenth century by Weierstrass and Heine, a very simple approach was first suggested by the great Hungarian mathematician F. Riesz in 1908. We will use Riesz's approach via the concept of nearness which is one of the most important concepts in the whole of mathematics. The beauty of nearness is that it is simultaneously simple and rigorous. Let us take a simple example. Suppose Paul is a friend of the Russel family. If Paul continues to be a friend, then we say that the friendship is smooth or continuous. If there is a quarrel between Paul and the Russels, we say that the friendship is broken or discontinuous. It is easy to think of many such examples, but rather than do that, we will pursue only a few and arrive at a precise definition of continuity. The statement "Paul is a friend of the Russels" can be simply explained by "Paul is near the Russel family". Here nearness is an abstraction of friendship but it could also represent many other relations. For instance, a phrase which we frequently use in day-to-day language, we may say that "Paul is near the Russel family" provided that Paul lives in their neighbourhood, or Paul is related to the Russel family (Perhaps as an uncle or grandfather). Thus we have the concept of nearness between ' • a person and a family. A question naturally arises as to what properties this nearness relation satisfies? Some of the obvious ones are (i) each member of the Russel family is near the Russel family (we are, of course, considering an ideal family which has no delinquents!), {ii) No person can be near a non-existent family, etc. However, a subtle difference exists between these day-today examples and the mathematical concept of nearness. Whereas it is possible in life for a person to be neither near nor far (opposite of near), we require our mathematical concept to avoid this possibility. As time passes we all change or we are all transformed. If a person who is near a family remains near we say that this transformation is continuous and, in the contrary case, we say that it is discontinuous. This idea is very basic and is at the root of the concept of limit in Calculus. In Topology one considers "higher" types of nearness too. For example we may say that the Russel family is near the Hardy family, if as it happens so frequently, they are introduced to each other by a common friend or a girl from one family marries a boy from another. This nearness between two families is called proximity, and interestingly enough, even in Mathematics the two most important proximities arise in completely analogous ways. One then considers proximal continuity which is concerned with the preservation of proximity. Finally we have the concept of nearness for several families. For example, several families may be near because they have a common ancestor or they have a common cause and get together for a picnic. Although these ideas are simple, they are at the basis of Calculus, Analysis and a big chunk of Modern Mathematics. They have found applications in Mathematical Biology, Psychology, Econometrics, Physiology of the Brain etc. For further details and references, the interested readers are referred to the following: (1) S.A. Naimpally and 8.0. Warrack, Proximity Spaces, Cambridge Tracts in Mathematics No. 59, Cambridge University Press, U.K. (1970). (2) S.A. Naimpally, Proximity Approach to General Topology, Lecture Notes, Lakehead University (1973). (3) P. Cameron, J.G. Hocking and S.A. Naimpally, NEARNESS; a better approach to continuity and limits, Lecture Notes, Lakehead University (1973). �18. IN UCTIVE JUSTIFICATI N bv: Gunars Tomsons Lakehead University The analysis of scientific reasoning by many able investigators has resulted in the acknowledgement of induction as being a legitimate and indispensable process of framing general hypotheses. This process, according to the analysis consists of formulating a general hypothesis on the basis of observed instances. Thus from the observed mortality of humans one infers the the mortality of any member of any mankind. Since the future seems so open and uncertain, and since a radical change in the constitution of the universe cannot be excluded BS a possibility, it has been thought at times that a justification is needed for a procedure of science that purports to produce hypotheses and laws of nature on the basis of the limited evidence of the senses. One sort of justification that has appeared to be the most promising method of justifying induction is the so-called inductive justification of induction. According to this method one is justified in using induction because observed instances of inductive reasoning have turned out to be reliable. There is certainly some attractiveness in a proposal to justify induction on empirical grounds. It seems that if we can make what we think to be legitimate inferences based on past experiences when we deal with the objects of science, then we should be able to learn from past experiences and make legitimate generalizations even when the objects have a different nature, i.e., when the objects are inductive arguments. However, at first sight there appear to be also good reasons against an inductive justification of induction, especially if we formulate the problem in terms of inductive rules. The justification of induction is then seen as a justification of a rule that permits generalization. Hence, if we want to justify our use of the rule ·through inductive procedures, we seem to be using in our justification a rule the general use of which we are trying to justify. There seems to be something illogical about a procedure of this sort. Nevertheless, Max Black, a present day philosopher interested in inductive logic has argued that inductive justification of induction is possible. 1 Hence I want to present the model for inductive justification F INDU TION of induction and Black's reasons for his position. I shall then show that Black's position is not tenable. Black conceives of the inductive justification of induction in terms of a justification of the inductive rule governing one type of inductive argument. The rule whose justification he seeks is the rule permitting the following argument: Most of the examined A's have been B's, 1 The next A will be B. Observation of the repeated application of the rule r 1, prompts us, according to Black, to produce an argument of the following form: r has usually been successful. , r will be successful in the next instance. 1 An argument. of this sort is called a selfsupporting argument, because the rule r 1, is used in the argument to establish that the next instance of the use of the rule will be successful. The meaning of 'the next instance' in the conclusion has not been made explicit, but Black's examples indicate that by 'the next instance' he means the use of the rule in a non-self- supporting argument. Arguments of the above kind have at times been called second-level arguments, because they refer to arguments whose referents are found in the non-linguistic world. One could, of course, construct second- or third-level arguments; but in the case under consideration we have been presented with only a second-level argument. One may not assume, though, that the rules used in second-level arguments must differ from the first-level arguments merely in virtue of the fact that second-level arguments try to establish facts about the first-level arguments. Moreover, I think that it would be absurd to claim that the inductive r 1 differs in character depending on whether it is employed in firstor second-level arguments. Arguments of the self-supporting kind have been criticized on the grounds that they are circular, i.e., that their premises contain the conclusion, if only as a presupposition or a suppressed premise. Black has provided us with a seemingly decisive argument against the view that these arguments have a suppressed premise asserting the general reliability of the rule r 1 7- �19. He has argued that the argument could no1 have a suppressed premise of this kind because by repeating the conclusion in the premises we no longer have an inductive argument. We have a technically sound argument which is of no use to us because it is circular. But only deductive arguments can be circular. Hence, according to Black, an attack of this sort on the inductive justification of induction cannot but fail. This appears to be a victory over those who allege that inductive justification of induction is circular in the logico-technical sense. However, I am not quite convinced. The attack by Black succeeds only if his opponent is willing to grant that the argument is in fact inductive. But need he grant this? It seems to me that Black's opponent could say that the justification of induction fails because the argument is circular and hence also deductive. On this view, Black only believes that he has provided an inductive argument, whereas in fact he had the suppressed premise that enumerative induction is effective. In other words, he has assumed that which he wants to prove inductively. And if one wants to prove what he assumes to be true in the premises, he has a circular argument whether he intends to use deductive or inductive procedures for proving whatever he intends to prove. From the point of justification of a belief that rests on an inference it certain! y is presupposed that the belief is wel I supported, and in order for a belief to be well supported we must have a reliable rule of inference as wel I as good evidence. Thus the rel iabi I ity of the rule is presupposed. It is true, I think, that we may not be conscious of the belief that our rule is reliable. However, from the point of view of justification of beliefs we have to take into account beliefs that we are not aware of in our day-to-day arguments, if they are relevant to our epistemological order of beliefs. I conclude that Black has not succeeded in showing that the inductive justification of induction is not circular, and I have already indicated that one has good reasons for claiming that it is circular. Black has argued that self-supporting arguments are not circular also on the grounds that the argument succeeds in raising the reliability of the rule. I want to show, nevertheless, that this argument is equally unsuccessful, and I will first reproduce Black's example of a self-supporting argument: (a) In most instances of the use of R in arguments with true premises examined in a wide variety of conditions, R has been successful Hence (probably): In the next instance to be encountered of the use of R in an argument with a 3 true premise, R will be successful. 'R' stands for the following rule: To argue from "most instances of A's examined in a wide variety of conditions have been B" to (probably) 77he next A to be encountered will be 8" Black contends that the argument (a) supports rule R by raising the reliability of the rule and hence the subsequent first-level arguments using the rule. The situation can be presented in the following schematic way using these abbreviations: 'a' will represent first-level inductive arguments before the use of the self-supporting argument. 'A' will represent supporting argument the self- 'b' will represent a first-level argument after the use of the self-supporting argument 'A' 'r ' is the inductive rule used in a arguments a 'rb' is the same argument b rule used in 'r ' is the rule used in the sefr-supporting argument The sequence below represents the temporal order of the arguments and the abbreviated argument A is presented directly below the sequence: �20. a1, a2, a3 , ............ ,an, A,b r a was successful A: ------------r A r b will be successful According to Black argument A establishes that is more reliable than r , but I do not see tRat this has to be the ca;e, since we do not know much about the reliability of r A. Black has no reason to assume that his second-level induction will perform as expected since in proving the conclusion we have assumed that r A will perform satisfactorily; we certainly have no inductive evidence in support of the reliability of r A. Some arguments are in order also with respect to Black's concept of the degree of reliability of the rule. Black conceives of the strengthening of rules and arguments as follows: r successes differs from rule to rule. But why should an inductive rule increase or decrease in reliability depending on the ratio of past successes? Our confidence may perhaps increase if we see the rule succeed, but to say that our confidence is increasing is not to say that the reliability of the rule is increased. I conclude that Black's attempts to provide inductive justification of induction have not succeeded. Moreover, I have supplied reasons which show that inductive justification of induction is implausible. 1. Let us assume that the following argument b using the rule r has the strength 4/5 or 8/10: Argument b 4/5 of examined A's are B's Next A will be B Given appropriate observational evidence we can construct a self-supporting argument: Argument A 9/10 of examined arguments using rule r were successfu I Next use of r will be successful This argument entitles us to say that the degree of strength of the ruler b is 9/10. Hence we should increase the strength of the argument b to 9/10. I already indicated why I do not think that Black has shown that the reliability of the rule would be increased, but Black has not really explained why we are entitled to speak about degrees of reliability of the rule. It may be plausible to talk about degrees of strength of an argument as a function of the amount of evidence available. However, is it plausible to say that rules have varying degrees of reliability? Of course, three different rules could conceivably have distinct degrees of reliability, if we should find that the percentage of past M. Black's writing on inductive logic and critical discussions of them can be found in the following works. M. Black, "The Justification of Induction", Language and Philosophy, ( Ithaca, New York: Cornell University Press, 1949), pp. 59-88; "The Inductive Support of Inductive Rules", Problems of Analysis, (Ithaca, New York: Cornell University Press, 1954), pp. 191-208; W.C. Salmon, "Should We attempt to Justify ·induction?", Philosophical Studies, VIII (1957), pp. 33-48; M. Black, "SelfSupporting Inductive Arguments", Journal of Philosophy, LV (1958), pp. 718-725, or pp. 209-218; P. Achinstein, "The Circularity of a Self-Supporting Argument", Analysis, XXII {1961-62), pp. 138-144; M. Clack, "Self-Supporting and Circularity: A Reply to Mr. Achinstein", Analysis, XXI 11 ( 1962-63), pp. 43-44; P. Achinstein, "Circularity and Induction", Analysis, XXI 11 (1962-63), pp. 123-127; H. Kyburg, "recent Work in Inductive Logic", American Philosophical Quarterly, I (1964), pp. 1-39; M. Black, "the Raison d'Etre of Inductive Argument", British Journal for the PhilScience, XVII (1966), pp. also in Margins of Precision (Ithaca, New York: Cornell University Press, 1970); "The Justification of Induction", Philosophy of Science Today, S. Morgenbesser (ed.) (New York: Basic Books, 1967); "Self-Supporting Inductive Arguments", Models and Metaphors, pp. 210. osophy of 177-204; 2. 3. M. Black, 199-200. Problems of Analysis, pp. M. Black, "Self-Supporting Inductive Arguments",Models and Metaphors, p. 210. �21. L ICS 010-0 by: Dr. N.A. Weir, Lakehead University, Thunder Bay One consequence of the increased standards of living experienced by most industrial countries is the rapid increase in the volume of solid waste. Wrapping of foods to reduce contamination and prevent deterioration has brought many social benefits, which at present tend to outweigh the disadvantages of having to dispose of the packaging materials after use. Plastics are also replacing conventional containers, like glass and ceramics to an increasing extent. One needs only to look around the shelves of a supermarket to see polyethylene detergent and bleach containers, polyvinylchloride (P.V.C) shampoo and edible oil containers and polystyrene beverage cups. The advantages of these materials are obvious ease and cheapness of formation of variously shaped containers, favourable mechanical properties (non-brittle) and their light weights. However, the steadily increasing proportion of plastic wrapping materials and non-returnable plastic containers in domestic and industrial wastes is now causing major disposal problems in many parts of the world. A recent survey shows that three polymers account for 90% of municipal plastic waste. These are: polyethylene (38%), (31%), and polystyrene (21 %) ; the remaining 10% is composed of varying amounts of polypropylene, polyesters, polyvinylidene chloride, and cellulose acetates and butyrates. Unlike cellulosic packaging materials, like paper, the plastics mentioned above are not bio-degradable (i.e. capable of being broken down, ultimately to CO2 and H 20, by microorganisms), hence they tend to be very persistent in the environment. Lack of biodegradability can be attributed to three typical characteristics of the polymers most used in packaging. ( 1) The polymers are largely hydrophobic, and hence wettability by polar molecules, like water, a prerequisite for many biological reactions, is extremely low. (2) Permeabilities of these polymers to gases like oxygen are very low, and thus the efficiencies of many bio-processes are greatly impaired. (3) Molecular weights of these materials must be high to give them adequate mechanical strength. However, micro-organisms tend to attack at the of large molecules, and since the number of these ends is inversely proportional to the molecular· weight, it follows that the rate of attack on a polyethylene molecule which might be used in packaging (Molecular weight 120,000) will be very low. It .is ironic that the factors which determine the usefulness of these polymers in packaging are precisely the factors which lead to their persistence in the environment. Some typical biodegradability figures, measured on a growth rating scale of 1 to 10, are summarized below. Compound Molecular weight polyethylene polyethylene polyethylene polyethylene Growth Rating 129,000 52,500 13,800 1,350 0 0 1 2 polystyrene polystyrene 87,000 2,100 0 0 polyvinyl chloride 52,000 0 polypropylene 27,000 0 170 5 dodecane (C12H25) The importance of molecular weight can be seen by comparing the various polyethylenes and the chemically similar, non-poymeric molecule dodecane. The above polymers may be rendered bio-degradable, by modification of their hydrophobicities, their permeabilities and by decreasing their molecular wights. This can be achieved simply by exposing photo-degradable forms of these polymers to natural sunlight, or by adding suitable sensitizers to them, the sensitizers also absorbing sunlight, and initiating polymer degradation. It is convenient to discuss the two methods separate I y. �22. Ketone Polymers After two decades of research on the prevention of sunlight degradation of polymers, scientists are applying their results to the design of polymers which will readily undergo sunlight degradation. Chemically, the reactions which lead to the failure of the polypropylene webbing used on lawn chairs, are very similar to these which are involved in the disposal of photo-degradable polypropylene, and in both cases ketonic (or carbonyl) compounds play a critical role. When the carbonyl group, C = 0, absorbs ultra-violet radiation of wavelength around 300 nm, (1nm = 10 - 7 cm) - and natural sunlight contains a small ultra-violet component with wavelengths extending to around 295nm-one of the non-bonding (localized) electrons on the oxygen atom is promoted into an anti-bonding n* - molecular orbital, which results in the delocalization of the electron over the C and O atoms. Such a promotion is referred to as an n >- :r * transition (i.e. transition from an n-type to an anti bonding rr* molecular orbital) and the excited molecule so produced can react by undergoing bond fission adjacent to the C = 0 group. Two distinct processes are possible, and these occur in both polymers and in small molecules. 0 II CH 2 C / "'cH2 / "-. CH2 VCH2 A and it can be seen that both Reactions I and 11 will result in scission of the chain. To make polyethylene photo-degradable, it is necessary to introduce only one ketonic group per thirty carbon atoms in the chain; the fragments produced by photo-fission are potentially biodegradable. Photo-degradable polystyrene and polypropylene are now available commercially (know as "Ecolyte S" and "P" respectively). Ketonic groups are incorporated into these molecules by copolymerization of small amounts of phenyl vinyl ketone. . 0 II CH 2==CH-C-@ The resulting copolymers have the following structures, the ketone groups occuring at random in the chains, e.g. with styrene, CH 3 I C=O /' I " ~ KETOPOLYMER_ ~ II ~ + CH3-C==O RADICALS A+ OLEFJ!IL CH I 3 C=O ~ KETONE Reaction I (better known as the Norrish Type 1 process) results in the formation of two free radicals. A free radical is a species which contains an unpaired electron and which is formed by the homolytic fission of a covalent bond. Reaction 11 ( Norri sh Type 11) involves an intramolecular rearrangement which is accompanied by fission of the molecule if'1to another ketonic compound and an olefin. It can be seen that if a ketonic group is introduced into a polymer chain, exposure to ultra-violet radiation will result in scission of the main chain, ( Reaction 11) and this reaction is employed in one type of photo-degradable polymer. Photo-degradable polyethylene has the structure: Lifetimes of these polymers can be controlled by varying the phenyl vinyl ketone concentration in the copolymers. "Ecolyte S" and "P" were developed by Dr. J.E. Guillet and his co-workers at the University of Toronto. It should be emphasized that in all of the above examples, the physical properties of the photo-degradable polymers are indistinguishable (except for ultra-violet absorption characteristics) from those of the pure homopolymers. (2) Sensitized Photo-degradation An alternative approach to photo-degradable plastics has been made by Dr. G. Scott at the University of Aston, England, and this employs a combination of photo-oxidation and subsequent photo-degredation. Free radicals, like those formed in Reaction I, being electrondeficient species react readily with molecular 1 oxygen in the air-the oxygen molecule exists in a triplet state - to produce peroxy radicals �23. which in turn abstract hydrogen atoms to produce a hydroperoxide and a new radical. The hydroperoxide is a key intermediate, since it absorbs the ultra-violet component of the sunlight, leading to photo-fission of the bonds adjacent to the peroxide (-0-0-) group. The new radicals framed can continue the oxidation process, and a chain reaction can develop. Photo-oxidation of a polymer is illustrated by the following reaction sequence, which incidentally, is the same sequence that leads to the deterioration of the useful properties of polypropylene on exposure to sunlight. RH - R POLYMER CH 2 0 2 -R0 2 - - . RADICAL 0-0·H CH 2 "-CH/ R0 2 H PEl'l_~QE The process is summarized by the following scheme: (MXn is the initiator) MXnuv_X• 0 2-X02• X0 2 • + RH -X0 2 H + R• R•+0 2 ► R0 2 • -R0 2 H (Peroxide) 0·0 H I CH2" /CH 2 ,, uv 'CH _ ,, CH 2 , ~H +HO•+CH 2 /'v 0 Addition of smal I amounts of these dithiocarbamate complexes to polyethylene polypropylene and polystyrene render the polymer photo-degradable, and their lifetimes can be controlled by variation of the concentration of photo-initiator. The iron complex, 0 . UV CH 2 LIGHT CH +HO•+CH 2 /'v' -~R_Q_~!fil:.. It can be seen that photolysis of the hydroperoxide will lead to chain scission, and ultimately to destruction of the polymer. One advantage of this system is that the oxidation reactions do not require continuous illumination; hydroperoxides can be formed in the dark, and subsequently decomposed on exposure to sunlight. One disadvantage of the system illustrated above is that the initial production of free radical centers on the polymer is intrinsically very slow, and thus photo-oxidation as such, is not a practical system for photo-disposable plastics. Scott discovered, largely by accident, that initiation of the photo-oxidation could readily be accomplished by adding suitable substances to the polymer. The compounds found most useful in this regard are the dithicarbamate complexes of transition metals (M). M S-C-N [ II s /C2H5] "'-c 2 H5 n is particulary attractive as a photo-activator for degradation of plastics used in the food-stuffs inqustry sine~ it is non-toxic. Yet another group of photo-initiators has been developed by scientists at the National Research Council of Canada, Ottawa. These compounds are aromatic ketones like benzophenone, which absorb 0 II CH 3 - C - @ ultraviolet radiation in the sunlight spectrum to produce excited triplet molecules by n~* transitions. ( In the triplet state the electrons in the n* and n-type molecular orbitals have parallel spins). The triplets have sufficiently long lifetimes to undergo hydrogen abstraction reactions with the polymers, again forming radical centers on the chains, as follows: ( n = 2 or 3 ) Used in high concentrations these molecules act as photo-stabilizers (molecules added to inhibit photo-degradation), but become photoinitiators at low concentrations ( <1%). Initiation is brought about as follows. On exposure to sunlight the photo-initiator is decomposed into free radicals, which react with oxygen in the air to form peroxy radicals, which in turn abstract hydrogen from the polymer chains forming radical centers. The polymeric radicals then undergo oxidation. f r ~ 1· CH3-C-Ph ~ LCH3-C-Phj ~ • 0-H [ CH3-C-R~ -+-RH-CH3-bH-Rh + R• R• + 02-R02 • --R02 H The polymer is then oxidized and the chains broken by exposure of the hydroperoxides to sunlight. �24. THE CO by: Mr. 8. Spenceley, Lakehead University 0 ND ICR OPE the distance between the focal points. From the following simple diagram it is clear that It scarcely needs to be said that the compound microscope is widely used in the teaching of biology, but whether most students have a sufficient understanding of the opera- LENS 1 LENS 2 tion of the microscope is debatable. The purpose of this series of articles is to improve this understanding and to enable students to get more use out of their instruments. One of the important characteristics of an instrument for examining small objects is its magnification. There is a certain amount of arbitrariness about the definitions of magnification. The angular magnification, which is the When the last two equations are combined a type we are concerned with here, is usually simple expression for the effective focal length defined as the ratio of the angle subtended by results:- f=-f1f2 the object at the distance of most distinct 'x, vision to the angle subtended by the object The point of all this is that although it is seen through the instrument. A value of 25 difficult to make a single short-focal-length lens ems is usually taken as the average distance of we can get the same effect by using two most distinct vision, although there is a great moderately 'short' lenses separated by a reladeal of variation in this from one person to tively large distance Q,. Because £. is in the another. denominator large values of x mean small The simplest optical device for examining values of f. So the compound microscope can smal I objects is a single lens of short focal be regarded as a simple magnifier; as such its length. If f is the focal length in centimeters magnification is the magnification, m, is 25/f so one would be m = 25 =-t· 25 -fTi 0 tempted to consider that higher and higher magnifications could be easily obtained by Sometimes it is more usetul to consider the making f smaller and smaller. In practice effect of the two lenses separately. The first magnifications up to 20x can be achieved using lens (fi), usually called the objective, forms a simple magnifiers but attempts to get higher ,real, inverted image of the object in the focal magnifications are hindered by the aberrations plane of the second lens, the ocular or eyethat always accompany lenses of short enough piece lens. The lateral magnification of the focal length and large enough aperture to be objective is - x,/fi. The second lens is then used useful. as a simple magnifier to look more closely at The compound microscope overcomes this this intermediate image. The angular magnificadifficulty by using a pair of lenses relatively tion of the eyepiece is of course 25/f 2. The well separated. Elementary optics texts show overall magnification of the compound microthat if two lenses whose focal lengths are f 1 scope which we have al ready noted to be and f? are separated by a distance t, the [-£/fi] [25/f2] is merely the product of the effective focal length of the com bi nation is individual magnifications of the objective and given by the simple equation eyepiece lens. Because the magnification of the eyepiece 1_1 + 1 t -f-f f - ~ depends only on its focal length, it is feasible 2 1 to mark the lens mount with the magnificaThe equation looks more useful if t, the tion. This is the meaning of the numbers such distance between the lenses is replaced by£, as 1OX or 15X found on oculars. The magnifi- �25. cation of the objective on the other hand depends on the length , and unless this is known and constant the magnification cannot be specified. For this reason microscope manufacturers have standardized the distance . at 160 mm for the great majority of their instruments. For these microscopes it is possible to engrave the objective magnification on the lens barrel, the number is unchanged if the objective is used in a conventional microscope no matter what the country of origin an example of international cooperation that could well be imitated by other apparatus manufacturers. The overall magnification of the compound microscopes used by most schools is simply obtained by multiplying together the magnifications engraved on eyepiece and objective fenses. Another imoortant characteristic of the compound microscope is its resolving power or i ability to distinguish small details. This is not the same thing as magnification; it is relatively easy to get large magnifications, for example by making x, larger, but this does not ensure that more detail is visible. High magnification that is not accompanied by good resolution is called "empty magnification" because the increased image size does not carry any more information about the subject. The image is larger but blurrier. For a microscope of good quality the resolving power is limited by the diffraction of light in the plane of the object under examination; in an inferior instrument it could be limited by ordinary lens defects. A proper treatment of the theory of diffraction in microscopy is beyond the scope of this article, but some of the basic ideas can be conveyed in relatively simple terms. When a beam of light passes an object whose size is comparable to the wavelength of thP light, the beam is diffracted, by which we , mean that some of the Iight on the far side ot the object travels in directions different from the original one. Usually the beam breaks up into several beams - one undisturbed by the object, a pair making a small angle to the original direction, and so on. Two cases are illustrated in the following figures, first a relatively large object and then a small object. The diagrams illutstrate the important idea that the smaller the object is the larger are the diffraction angles, and the larger the object is the smaller are the diffraction angles. The information about the size and shape of the object is carried in the angular spread and relative intensities of the diffracted beams. The size of the object compared to the wavelength is also important in determining the angular spread of the diffracted beams. For an object of a given size the longer wavelengths (the red end of the spectrum) are diffracted through larger angles than the shorter wavelengths (the blue end of the spectrum). If the objective lens of the microscope is small in diameter compared to its distance from the object, the angle it subtends at the object will also be small. If the angle is so small that only the undiffracted beam enters the lens, then it is as if there were no object there at all, since that would also be the only beam in the absence of an object. In order even to detect the presence of the object the Undiffracted Beam Diffracted Diffracted Beams Beams \ =-1 \\f/ ~ Relatively J,1 large Object - _,... 8 t Incident light Undiffracted Beam Diffracted Diffracted Beams ~ .±~ / Smal I Object / ± Incident Light Beams �26 Objective Lens 1st Diffracted Beam e--Object lens must at least be able to accept the first diffracted beams as shown in the next diagram. The limit of resolution of a microscope is therefore the smallest object whose first diffracted beams are just accepted by the objective. Naturally, if more detail is needed than the mere existence of the object, then the lens must be able· to accept more of the diffracted beams. Strictly speaking, the resolving power is related to a quantity called the numerical aperture of the objective lens which is the product of the sine of the half-angle subtended by the lens at the object and the index of refraction of the medium below the lens usually air but sometimes not. The resolving power is the wavelength of the light divided by the numerical aperture - Aln sin ex: • The best~ resolution is obtained by using blue light and by filling the space between the object and the lens with a liquid ofhigh refractive index. EDITOR'S AND COLLABORATORS' COMMENTS 1 GIT L Po TI IPTLIGOTT: a sophisticated anglo-saxon surname? ...... . or is the answer simply biodegradable? Please permutate, decypher and send in your interpretation. �If you have enjoyed reading Caret, please write to us. If you have not enjoyed reading Caret, please write to us. If you would like to contribute an article, please write to us. If you have any suggestions for improvements, please write to us. "CARET" Lakehead University Thunder Bay, Ontario P7B 5E 1 �PLEASE LEA VE ME ABOUT FOR OTHERS TO READ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Caret: Lakehead University Science Review: Volume 1 Number 6 Subject The topic of the resource Universities Description An account of the resource Caret: Lakehead University Science Review. A publication produced by Lakehead University Faculty of Science and distributed especially to high schools and other universities. Volume 1 Number 6, November 1975. Articles on a variety of topics: History of photography Culture, politics and geography Concentrated fire power Mathematics and the Arts student Marriage Topology Induction Photo-degradable plastics Compound microscopes Also contains photographs and crossword puzzles. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Science Date A point or period of time associated with an event in the lifecycle of the resource 1975-11 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text