1 10 13 https://digitalcollections.lakeheadu.ca/files/original/79e980ea26362e4c6d8706a268100726.pdf 4506290aaacee56f187111f8efee49c2 PDF Text Text Native Education Strategy A SUBMISSION TO THE MINISTRY OF COLLEGES AND UNIVERSITIES N oveIDber 1992 ..... .... ······················· .. .. ..·· •• ..•• •• •• • ♦ • •• • • .. .... •• •• •• •• •• • • •• •• • •• •• •• •• • • ••• •• •• •• • • •• ••• • I •• ■ ■ ■ I • • •• •• • ■ a__.t---- •• •• •• •• •• •• •• ....... ♦ ••• ••• •• ....... ...... ·············· ······ 300 km. 0 • Other Ontario Universities x Lakehead University's - - - Off-Campus Centres Scale LAKEHEAD UNIVERSITY IN AND FOR THE NORTH �TABLE OF CONTENTS Page 1. Executive Summary ................................................ . I 2. Generic Criteria .· .................................................. . 9 3. Special Projects Fund - Program Development ......................... . 23 Native Studies Program ....................................... . Native Access Program ....................................... . 24 36 4. Support Services Core Fund ......................................... . 46 5. Support Services Enhancement Component a) b) Elders/Tutors ............................................... . Tutoring Program - Native Access .............................. . Healing Circles .............................................. . 55 63 Supplemental Core Fund ............................................ . 73 Native Teacher Education .................................... . Native Nurses Entry Program ................................. . Na ti ve Access Program ....................................... . 74 a) b) c) 6. a) b) c) 68 79 85 �EXECUTIVE SUMMARY INTRODUCTION In the process of adapting to its environment, Lakehead University's character has made it distinctive in the Ontario University system. Lakehead is a university with a dual role. It has the responsibility for bringing knowledge and an understanding of a broad range of the basic disciplines to Northwestern Ontario. As such, it strives to be a good general university for the purpose of regional accessibility. It is, in short, a university in the North. Lakehead also has the responsibility of gathering knowledge about the region for use in social and economic development and for transmittal to the rest of the province, nation and world. It has to be, therefore, a university for the North. In addition, through extensive offerings by Continuing Education, the classroom is taken to the more remote areas of the region. The result is that Lakehead is now truly a university "in and for the North". Lakehead University has a history of participating in Native education. For example, the Native Teacher Education Program, the Native Language Instructors' Program, the Native Nurses Entry Program, and the Native Student Support Services Program are testaments to this institution's commitment to enhance the success of Native students in achieving their academic goals. In response to the 1987 Academic Plan, Lakehead University established the Native Studies Study Group and, in response to its recommendations, created the Office of Native Programming which eventually led to the establishment of a Department of Native Studies in the Faculty of Arts and Science. In addition to academic programming, the Department is responsible for devising mechanisms for effective consultation with Native people and for the development of long range planning proposals. The University also began on a limited basis, a Native Students Access Program to further the ability of Native students to enter University programs and to succeed in their work. At this time, in response to Native principles of self-determination, the University has plans to create a separate School of Native Studies to be organized and developed in consultation with Native people. The concept was first proposed in the 1987 Academic Plan and reinforced by the Native Studies Study Group. Initially, it was suggested that such a structure would coordinate and promote the instructional and research activities of Lakehead faculty and educational services for Native students. Today, the concept of a School of Native Studies has been extended to mean a centre for Native activities, both academic and support. The School of Native Studies will be comprised of two departments: the academic Department within the Faculty of Arts and Science to house academic and research programs, and a Support Services Department where a full range of services such as social, personal and career counselling, orientation, and Native student advocacy will be provided. With such a structure, at some time in the future, the School would be poised to become an affiliated college or a separate institution, if circumstances so dictated. Considering the number of Native students at Lakehead University, it would seem a reasonable objective. According to sta ti sties provided by DIA ND, in 1990 /91 41 % of the students it supported at Ontario universities attend Lakehead University. Lakehead University has a policy to hire Native people in its Native programs and will continue this commitment for any new positions that are created as part of its Native Education Strategy. �3 2 B. 1. SUPPORT SERVICE PROPOSALS PROPOSALS FOR CONSIDERATION Native Support Services Core Fund (Resubmission) Programs that were approved last year are resubmitted here for continued funding. These are: Native Studies Program Native Support Services Core Support Services Enhancement (Elders/Tutors) Native Nurses Entry Supplementary In addition six new programs are submitted: Native Studies - continued development Native Access Supplementary - Native Teacher Education Supplementary - Native Access Program Support Services Enhancement - Native Access Tutors Healing Circles A. ACADEMIC PROPOSALS Native Studies Programs The programs in Native Studies, housed in the newly created Department of Native Studies, will be developed to offer students fundamental knowledge of First Nations' history, cultural and traditional values, political, constitutional, and sociological issues, and economic relationships with the mainstream society. The programs include a double major, a minor and a certificate in Native Studies. Currently, the program in Native Studies combines courses in the existing curriculum of various departments with core courses in Native Studies. However, the Aboriginal Management Council urges that a more comprehensive development take place and that additional courses in Native Studies be developed. The planning for this direction is underway and could be realized with the added support of the Strategy. Native Access Program The Native Access Program is a bridging year designed for students who do not meet the normal admission requirements. The program, offered on a limited basis, encourages Native students to enrol in any Lakehead University program. Moreover, it increases the participation rate of Native students and provides a framework for successful integration and completion of programs as well as academic support and a supportive social and cultural environment. The program includes core courses in English, Study Skills/Logical Reasoning, and Mathematics. Additional courses are chosen to meet the career objectives of the student. The two parallel streams available are Health Sciences Access and Arts, Science and Professional Studies Access. Native Support Services assists Native students by offering support, advice, counselling, information on programs and facilities and whatever else is necessary to promote their academic and personal success. These services are flexible and accommodate the needs of each individual student as the school year progresses. Services include student orientation, academic counselling, financial counselling, study counselling, personal counselling, tutorial services, social support system, student advocacy, cross-cultural awareness, native community liaison, career and employment counselling, the Student Centre and the Native Students Association. In 1991-92, Native Support Services moved to the new Student Centre giving it high visibility and access for Native students. In addition to the capital investment, the Centre was equipped with supplies and such equipment as a television and videocassette recorder and two computers. These recent developments recognize the needs of Native students and are an indication of the University's commitment to providing services to Native people attending the University. Lakehead University is requesting funding to continue to improve Native Support Services. Previously, the Counselling Foundation funded the Centre in annually decreasing increments. To provide services at the previous level, additional funds must be found to supplement the University's commitment. Native Support Services Enhancement (resubmission) In its declaration of jurisdiction over education, the Assembly of First Nations asserts that formal education must include a continuation of the cultural and linguistic instruction provided by the family and the community. Elders are the holders of knowledge, the teachers of culture, songs, heritage and survival, and are held in highest esteem and respect by Native and non-Native people at Lakehead University. The presence of Native Elders on campus enhances every aspect of Native student life and provides the environment for a successful academic experience. Aankokinomahget is an Ojibway word that means "a person helpful in teaching and a chain to what's going on already". This project enhances tutoring in course content, teach learning skills, train peer tutors, assist students with individual essays, and conduct workshops on writing, formatting and documenting essays/major papers. Native students currently have access to the Learning Assistance Centre which employs three full-time tutors, one of whom tutors Native students in English, Mathematics, Biology and Chemistry. To enable Native students to receive the comprehensive tutoring that is required, particularly at upper-year levels, Aankokinomahget provides a number of Native tutors who will spend their time exclusively with Native students. It is proposed to add to components to Native Support Services this year. A proposal to provide tutors to an enhanced Native Access program has been added as well as a proposal to establish a Healing Circle. �5 4 Special Tutoring Proiect for Students in the Native Access program Native Nurses Entry Program The Native Nurses Entry Program provides students with the necessary skills and academic preparation for successful completion of the four-year nursing degree. The program utilizes specialized recruitment and admission procedures, program orientation and personal counselling, a curriculum that addresses deficiencies in preparation, a tutoring program for academic courses, and specialized assistance for social and cultural support. Students are admitted, through the University's mature or extraordinary admission regulations, to the BA(General) program. This project to tutor students in the Native Access program is designed to provide the academic support so of ten necessary for successful post-secondary studies. The project will provide initial orientation to university life and in particular to the lecture mode, the teaching method most employed by universities. Further assistance will be provided in the content of individual courses and in gaining skills for successful learning. Thus, help will be provided at the beginning of the students' academic program, and on-going assistance will aid students in succeeding in their academic plans. Native Access Program Healing Circles This project will assist Native Support Services to host regular gatherings for the Native students at Lakehead University. These groups processes will provide a safe, confidential atmosphere students can share their experiences and seek healing and the support of their peers. The Women's Circle will be organized and conducted on a biweekly basis by the Counsellor of Native Support Services with the guidance of a female Elder. The Coordinator will assist a male Elder conduct a Men's Circle, also on a bi-weekly basis. The Native Access Program provides academic skills and special preparation for Native student to make a successful transition to University life. Special academic programming is offered along with tutoring, academic counselling and a related support network to provide the student with an atmosphere conducive to successful program completion. 2. PROPOSAL BUDGETS AND PROPOSAL PRIORITY The Budget is presented in Table I. Proposals have been prioritized in the following order by the Aboriginal Management Committee: A critical component of this project is the Children's Circle to be conducted simultaneously at Native Support Services. The initiation of a children's program will encourage students with childcare responsibilities to participate in the Healing Circles. The Children's Circle will make use of craftspeople, artists, and Elders to offer demonstrations of Native crafts, painting, Legends and storytelling. A variety of games and activities will complete the program. This part of the project will be organized and implemented by a group of Native University students to provide a meaningful work experience during the academic year and to provide a secure and responsible level of care for the children. Program previously submitted and funded: I. 2. 3. 4. Native Studies Program Native Support Services Core Support Services Enhancement - Elders/Tutors Supplementary - Native Nurses Entry Program New program submission: C. SUPPLEMENTARY GRANT PROPOSALS 5. 6. 7. 8. 9. 10. Native Teacher Education Program The Native Teacher Education Program is a concurrent Bachelor of Arts (General Program)/Bachelor of Education (Native Education) degree program. In order to be admitted to the Program, students must be of Native ancestry and be recommended by a Native organization. The purpose of the Program is to increase the number of qualified Native teachers through an alternative (but equal) program that prepares them to meet the special social and cultural needs of Native communities. The Program prepares teachers to provide educational programs that will assist Native people to sustain their culture and language while, at the same time, teach students the skills necessary to pursue their education. In addition to educational methodology and theory, the Program includes courses in Native culture, traditions and language. Students are required to do student teaching in Native schools. 3. Native Studies - continued development Native Access Supplementary - Native Teacher Education Supplementary - Native Access Program Support Services Enhancement - Native Access Tutors Healing Circles NATIVE COMMUNITY INVOLVEMENT IN PROGRAM DEVELOPMENT Lakehead University has an institutional Aboriginal Management Council whose role it is to provide input and to approve submission for projects, activities and programs related to Native people. A member of the Council has been appointed to the Board of Governors of the University. Lakehead University has been working with local and regional Native organizations and individuals to create and administer the Native Studies Program, the Native Teacher Education Program, the Native Language Instructors' Program, the Native Nurses Entry Program, the �7 I I .·- rl'J .::t ·a= =·;... ~ ~ Ill Cl.I .,,Ei- = ,.;i < rl'J 0 =,.. 0 ~ =,.. 0 0 0 0 0 0 r- r--- 0 0 M f"i' c--i' 0 0 0 0 0 V"l - 0 0 °'.. "' ~ \0 0r- ll") ll") I °' "'00 "' 0 V"l 00 N ("t'\ .,.; ll") V"l '° 0 0 0 0 0 0 "'0N 0 0 °'- - .,, 0 0 0 ll') f'f .,, ""~ 00 0 0 0 N \ti c--i' r--:- 0 0 "l:t' - M - - ~r--:NN 000 \00 "1:t'O 0 0 r- - - V"l N "'0 M - - .,.; 0 O'I V"l 0\0 0 0 0 \0 0 "l:t' M~ V"l ("t'\ 0 N 0 0 00 ll") Ct\ - M "l:t' 0 00 \00 \00 ("')0 r- N - - 0 N 0 0 "l:t' °' ~ 0 "l:t' 0 O'I NM 0 N -c--1 \Cl ll') r--- "'r ll') ll') Native Access Program, and the Native Student Support Services Program. The University's commitment to the Native educational agenda on campus includes the Native Studies Study Group, a forum for the discussion of Native curriculum development. In 1989, on the advice of the Study Group, the Office of Native Programming was created. The Group was able to secure interim funding for a Coordinator of Native Programming. I The Lakehead University Aboriginal Management Committee was created to enhance the direct access of the Native community served by the University in the discussion of programming initiatives in Native Studies and services in the area of Native support. The Aboriginal Management Council is an excellent source of information to facilitate community and University consultations. In developing a Native Studies Department and an Access Program, consultation with the Native community, University, business and service industry is essential. The Council provides an excellent forum for such consultation. It also provides numerous community contacts of "front line" advocates and staff providing services to First Nations, Metis communities, and tribal councils. """" "" 0 ~ \Cl The University has committed itself to an on-going relationship with the Native community which it serves. To this end, the Council meets on a regular basis to discuss issues of concern to its membership. In this way, Lakehead University has created a communication bridge that enhances Native programming to the Native communities of Northwestern Ontario. QO N N °' At a meenng of the Aboriginal Management Council held on November 12, 1992, it was agreed by consensus to reafftnn support for proposals submitted for the first AETS 1992 program . Individual resolunons were unanimously approved for all new proposals. 0 \Cl ~ RESPECTFULLY SUBMITTED ON BEHALF OF THE ABORIGINAL MANAGEMENT COMMITTEE BY John Whitfield, Acting President, and Richard Morris, Chair, Aboriginal Management Council 0 > ~ < . . ~ ~ ~ rl'J ·.::Q I 0 0 0 0 r--:- °' .c 0 0 0 0 r- c-i r-,: ll") N ll") "l:t' '° 0 0 N.. O'I O'I -~ 0 0 .,, It) r---._ Ct\ Ct\ -- < - ... en 0 Cl] Cl] = E- ~t e .... "O 0. "O 0 u en 0 0 ....> ... 0 ... ... ....- e :; = rn "O rll 0 Cl.I ~ E- 0 0. 0. .J:J 0 ~ = --- c.,-=... ... ~o= ... 0 c:: 0> rll 0 0 0 > e O ·;: - rn -0 0 o g. = e ....-; ~ 0 0 0. - rll rll < i:Q I 0. "O 0. 0 01) "I 0 -c:: .... > 0, 0. = rll u I -; .... Q E-I .c :s VJ ~, 0 0 0. rll < 01) ~ I 0 0 = z z o ... - o ... - ..c:= - ..C:= g.o - ... ... c:: = ....=g. g. l-c01) o- e oZ= 0 _,_ u 00 >o>oc::rnc::c:: o>o>o-o, ... ~ 0 ·.:: 0 ·.:: e B e -; oe=s =o o o -2. = = g E- g ::c: en 0 en e-z= e z= = =- -2. c:: 0 = ... ... ..c: 0 =0 0 ............. orllo < en c:: .... < 0 ....> c::-;,c::-.. 0 0 0 rn 9 .... ~ ~ c:: -== -z= ....u... - ... - -e en C::-.. O 0 0 0 ~ "O rn ~ c:: 0 =..c: ... 0 c., = 0 tE- < 11) 11) 0 C':S O 0 O 0 -c:: ........ > > o-- e == oZZ C. 0. = V) i:Q I I ,.;i < E- 0 E- 4. CONTACT AT LAKEHEAD UNIVERSITY Kerrie-Lee Clarke, Special Assis tan t/Insti tu tional Research, Office of the Vice-President (Academic), (807) 343-8339. �8 GENERIC CRITERIA J �9 GENERIC CRITERIA 1. NATIVE ACCESS TO THE GOVERNING BODY OF LAKEHEAD UNIVERSITY Since its inception, Lakehead University has been actively working with local and regional Native organizations and individuals in order to respond effectively to the academic needs of a variety of Native learners. The growth of Native participation in University affairs, along with the commitment of the University Senate and Board of Governors to expand the Native educational agenda on campus, led to the creation of the Native Studies Study Group (a Senate Academic Committee sub committee) in 1987. In the past five years, the Study Group has been operating as a forum for the discussion of Native curriculum development and Native access to the wide variety of degree programs offered at Lake head. In 1990, Lakehead University established the Native Advisory Committee , in order to enhance the direct access of the Native community served by the University to the discussion of programming initiatives for Native people. The Committee is now known as the Lakehead University Aboriginal Management Council. In order to directly access the Board of Governors, a member of the Council has been appointed to the Board of Governors. This is in addition to another Native appointment on the Board who sits as a community representative. The results of these relationships have been realized in the creation of the Native Teacher Education Program, the Native Language Instructors' Program, the Native Nurses Entry Program, the Native Engineering Access Program, the Native Access Program, and the Native Student Support Services Program. In I 992, with the assistance of the Strategy, a Department of Native Studies was initiated. 2. RELATIONSHIP OF THE ABORIGINAL COMMITTEE TO DECISION-MAKING BODIES The President is a member of the Aboriginal Management Council; the secretary is the Vice-President (Academic). Through this structure, direct access to the executive head of the University and to the senior academic administrator is realized. In 1992, in order to give Native organizations direct access to the main decision-making body of the University, a member of the Native Advisory Committee was appointed to the Board of Governors. Additionally, through the creation of the Department of Native Studies, a Native presence is established in the Faculty of Arts and Science and the Chair of the department holds a seat on the Senate of the University, the internal body in the University on which all chairs of academic departments sit and which deals with academic policy. 3. MANDATE OF THE ADVISORY COMMITTEE The Lakehead University Native Advisory Committee was established prior to the implementation of the Government's Aboriginal Education and Training Strategy (AETS). The structure devised in consultation with the Native community at that time is still in place. �11 10 However, the Committee has changed its name to the Lakehead University Aboriginal Management Council and is reviewing its composition and terms of reference. When this task is complete. the Council will report to the President with advice on the appropriate changes to the Council's composition and Terms of Reference. The current Council gives advice to the President of Lakehead University on programming in Native Studies, on University relationships with Native communities and students, and on other matters of concern to Native people and the Un1versity and is consistent in its approach with the spirit of the AETS. 4. THUNDER BAY, Ontario P7B 5El Ms. Linda Henry President Nishnawbek Students' Association Lakehead University · THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8065 (807) 343-8023 Madeline Moonias, Representative Ontario Native Women's Association c/o 530 N. McKellar Street THUNDER BAY, Ontario P7C 4A2 Tele: Fax: (807) 625-5548 (H) (807) 623-3442 (W) (807) 623-1104 Dr. Raoul McKay Chair Department of Native Studies Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8902 (807) 343-8023 Ms. Joanne Fisher-Wade, Representative Union of Ontario Indians c/o 536 Edison Road THUNDER BAY, Ontario P7B 5S3 Tele: (807) 344-7994 (H) (807) 623-4227 (W) Ms. Verna McDonald, Representative Ontario Metis and Aboriginal Association c/o Wesawkwete Inc. Zone One Longbow Lake P.O. LONGBOW LAKE, Ontario POX lH0 Tele: Fax: (807) 548-1490 (807) 548-1492 Tele: Fax: (807) 622-6437 (807) 548-5041 Mr. Richard Morris, Representative Nishnawbe Aski Nation c/o Kitche-Nichmay-Koosib Education Authority General Delivery BIG TROUT LAKE POV IGO Tele: Fax: (807) (807) (807) (807) Ms. Anne Cox Executive Director Tele: Fax: (807) 345-5840 (807) MEMBERSHIP OF THE ABORIGINAL MANAGEMENT COMMITTEE The Lake head University Aboriginal Management Council consists of fifteen persons: I) 2) 3) 4) 5) 6) 7) 8) The The The The The The The The Grand Council Chief of the Nishnawbe-Aski Nation Grand Council Chief of Grand Council Treaty #3 Grand Chief of the Union of Ontario Indians Grand Chief of the Association of Iroquois and Allied Indians President of the Ontario Metis and Aboriginal Association President of the Ontario Federation of Indian Friendship Centres President of the Ontario Native Women's Association President of the Lakehead University Native Students' Association The elected leaders named above may be represented by such other qualified and formally designated representatives as s/he appoints. 9) 10) 11) 12) 13) Two Native persons from Northwestern Ontario nominated and appointed by the Committee, one of whom must be an Elder The Chairperson of the Native Studies Study Group Two persons appointed by and from the Native Studies Study Group The Coordinator of Native Programming The Vice-President (Academic), who is Secretary of the Committee. The Chairperson of the Lakehead University Aboriginal Management Committee is a Native person, nominated by and selected from the Committee membership. The Committee also recognizes the need for local community representation. To this end, two Native persons from the region sit on the Committee, one of whom is an Elder. Members of the Lakehead University Aboriginal Management Council 1992/93 Dr. R.G. Rosehart President Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8200 (807) 343-8075 Dr. John Whitfield (Secretary) Vice-President (Academic) Lakehead University Tele: Fax: (807) 343-820 I (807) 343-8075 Ms. Lu Ann Bruyere, Representative, Treaty #3 #2 - 1035 McIntosh Street (P.O. Box 1720, Kenora) THUNDER BAY. Ontario P9N 3X7 P7C 3B2 537-2553(W) 537-2316 537-2264(School) 537-1040(H) �13 12 In 1987, the Academic Plan approved by the Lakehead University Senate recommended the immediate creation of the Native Studies Study Group. The Study Group, chaired by a Native faculty member, had the responsibility of finding new ways to meet the needs of the Native population served by the University in Northwestern Ontario. In 1989, the Study Group recommended the creation of the Office of Native Programming and was able to secure interim funding for a Coordinator of Native Programming. The first Coordinator was a respected Native Elder who travelled throughout Northwestern Ontario gathering valuable information on the academic needs and desires of Native organizations and individuals. This extensive survey revealed the need for a Native Access Program and for a permanent Native Advisory Committee, both created in 1990. Lakehead University has committed itself to an ongoing relationship with the Native community which it serves. To this end, the Aboriginal Management Council meets on a regular basis to discuss issues of concern to its membership. In this way, Lakehead University has created a communication bridge to the Native communities of Northwestern Ontario. Thunder Bay Indian Friendship Centre 401 N. Cumberland Street THUNDER BAY, Ontario P7A 4P7 Dr. A.E. Epp, Representative Native Studies Study Group c/o Department of History Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8341 (807) 343-8023 Ms. Evonne Sabourin, Representative Native Studies Study Group c/o Contact North Lakehead University THUNDER BAY, Ontario P7B 5El Tele: Fax: (807) 343-8020 (807) 344-6807 Dr. Doug West, Chair Native Studies Study Group c/o Department of Political Studies Lakehead University 955 Oliver Road THUNDER BAY, Ontario P7B 5El Lakehead University has contacted the provincial organizations in all cases. All seven Aboriginal organizations have made appointments to the Council with the exception of AIAI which is changing its appointee and has so advised us. Fax: Tele: (807) 343-8304 (807) 343-8023 6. TERMS OF REFERENCE OF THE ABORIGINAL MANAGEMENT COUNCIL The Lakehead University Aboriginal Management Council is an institutional committee and gives advice to the President of Lakehead University on programming in Native Studies, on University relationships with Native communities and students, and on other matters of concern to Native people and the University. TBA Representative Association of Iroquois & Allied Indians 466 Hamil ton Road LONDON, Ontario N5Z 1R9 (formerly D. Skye) Tele: Fax: Mrs. Carol Martin Member-at-Large c/o 128 Duke Street THUNDER BAY, Ontario P7A 5Tl Tele: (519) 652-3251 (519) 679-1653 (807) 344-497 4 The Aboriginal Management Council also functions as the Program Management Committee for Native Studies and Native Access. The representatives of the Native community served by Lakehead University, with their special knowledge and trust within their community, represent the interests of their people in the deliberations of the Advisory Committee. They are in a position to know the concerns and needs of their people, to bring these to the attention of the Council and the Vice-President (Academic), and to influence the actions of the University. The Lakehead University Aboriginal Management Council: 1) 2) Ms. Agnes Adams Member-at-Large (Elder) (Address to be provided) 3) 5. 4) PROCESS FOR THE ESTABLISHMENT OF THE LAKEHEAD ABORIGINAL MANAGEMENT COUNCIL The Lakehead University Aboriginal Management Council has been established and operational since 1990. All seven aboriginal groups have been contacted and have made appointments to the Committee. The process was as follows: 5) provides ongoing support and advice to Lakehead University through the Offices of the President and the Vice-President (Academic); reviews data and statistics on the recruitment and retention of Native students, the courses of study in which they are enroled, and their success in and after their University studies; reviews and advises on general policy additions and changes to University programs, as these relate to the Native communities and students, through such procedures as periodic program reviews and evaluations; advises on the promotion of University programs and services, program budgets, recruitment of Native staff, faculty and students, application procedures, admissions procedures and criteria, the support of Native students and proposals for Native specific initiatives; advises and educates the University and the general public on Native issues; �15 14 6) 7) 8) 7. programming in Native Studies was submitted by the Native Studies Study Group to the Lakehead University Social Science and Humanities Sub-Committees on Academic Programming and approved in October 1991. Following Lakehead University protocol, it was then sent to the Faculty of Arts and Science Council and the University Senate, where it was approved in December 1991. The completed Action Plan was approved by the Native Advisory Committee and the Senate in January 1992 and implementation continues at this time. assesses ways in which courses of study may be offered in Native communities in northern Ontario; and advises on the establishment of a Centre or Department of Native Studies, and, submits specific recommendations with regard to the above named matters. ACTION PLAN The Lakehead University Native Action Plan has been subject to incremental development over the last five years and is contained in several documents. It began with the recommendations of the J 987 Lakehead University Academic Plan to enhance the accessibility and retention rates of Native students at Lakehead University. The initial stages of the Plan saw the creation of the Native Studies Study Group, whose mandate was to develop the recommendations of the Academic Plan vis-a-vis Native initiatives. The work of the Study Group led to the establishment a Native Advisory Committee, the Office of Native Programming, and led to the work of a Sub-Committee on Academic Programming in Native Studies. The Office of Native Programming became responsible for the implementation and coordination of the Native Access Program, begun in a limited way in 1990 as a bridging program offered to Native people who do not meet regular admission criteria and have special academic needs. At the same time, the Sub-Committee on Academic Programming in Native Studies, made up of representatives from both the Arts and Science and Professional Studies Faculties as well as Native students, began working on a new stage of the Action Plan, the creation of a School of Native Studies and a Department of Native Studies. Both of these initiatives are designed to promote Native access to academic programs and to encourage the retention of Native students at Lakehead University. The Department of Native Studies at Lakehead University was established in 1992. Moreover, the continuous evaluation of Native Studies programs by the Aboriginal Management Council will ensure that the needs and desires of the Native community of Northwestern Ontario (and beyond) are served. The Lakehead University Native Action Plan will continue to develop as the priority of Native Studies continues to be realized. Through the creation of the Aboriginal Management Council, the University has ensured the on-going participation of the local and regional Native community. Moreover, Lakehead University is committed to the enhancement of the Native Teacher Education Program, the Native Nurses Entry Program, the Native Access Program, the Native Language Instructors' Program, the Native Language Minor Program, and the Native Engineers Access Program. 9. APPROVAL OF THE ACTION PLAN As stated above, the Action Plan was approved by Senate in January 1992 and implementation continues at this time. 10. EXCEPTION N/A 11. SUMMARY OF SPECIALIZED PROGRAMS, COURSES AND SERVICES A. MANAGEMENT COUNCILS Institutional Aboriginal Management Council The Native Advisory Committee, subsequently the Aboriginal Management Council, was established on the recommendation of the Native Studies Study Group and met for the first time in May 1990 . The establishment of the Native Advisory Committee recognized the University's commitment to involving and consulting the Native community on matters of importance to them. The current Council is comprised of fifteen members from Native organizations and the University who work in partnership to enhance the value of the University to the Native community. The Council acts as the Program Management Committee for the Native Studies Department and the Native Access Program. The Aboriginal Management Council also functions as the Program Management Committee for Native Studies and Native Access. Native Nurses Entry AdYisory Committee 9. PROCESS TO DEVELOP THE LAKEHEAD UNIVERSITY NATIVE COMMUNITY ACTION PLAN In the past five years, the process of approval for the Lakehead University Native Community Action Plan has involved the Aboriginal Management Council, the Native Studies Study Group, every level of the University administration as well as organizational and individual members of the local and regional Native community. The development of the Action Plan has led to the proposal for a School of Native Studies, approved in principle by the Council in July 1991, which would include a Department of Native Studies and a Department of Native Support Services. The proposal for the establishment of a Department of Native Studies in the Faculty of Arts and Science and for The Native Nurses Advisory Committee was established at the inception of the program in 1986/87 to review and advise on curriculum, recruitment, candidate selection, application procedures, program promotion, and program evaluation. Native Support Senices AdYisory Committee The Native Support Services Advisory Committee was established in response to a request, particularly from Native students, that Elders representing the regional Native treaty organizations provide input and advice to the University concerning support services and counselling for Native students. The Committee is chaired by a �17 16 Native Elder and advises on the role and structure of Native Support Services, staffing, and other matters that enhance the quality of support for Native students. Native Engineering Access Committee A Native Engineering Access Program began in 1992 following extensive consultation with the Native community and with the support of the Aboriginal Management Committee. A member of the AMC site as a regular member on the Engineering Management Committee. Native Teacher Education Management Committee The School of Education has reestablished its Aboriginal Management Committee and a member of the AMC sits as a regular member on the Committee. B. ACADEMIC PROGRAMS Native Studies Programs The programs in Native Studies, housed in the newly created Department of Native Studies, offer students fundamental knowledge of First Nations' history, cultural and traditional values, political, constitutional, and sociological issues, and economic relationships with the mainstream society. The programs include a double major, a minor a certificate in Native Studies. The program in Native Studies combines courses in the existing curriculum of various departments with core courses in Native Studies. The double major in Native Studies consists of five courses in Native Studies and must be taken in combination with another Major whose requirements must be met. A minor concentration in Native Studies consists of at least three full-course-equivalents in Native Studies including Native Studies 1100 and any two other Native Studies elective courses at the Second Year level or above. The certificate program consists of four full-course-equivalents in Native Studies. Native Teacher Education Program (Bachelor of Arts (General Program) - Bachelor of Education (Native Education)) Lakehead University's first experience in programming specifically addressed to Native students began in the early l 970's when it became increasingly apparent that the Ontario education system was not meeting the needs of Native students. In 1974, the Native Teacher Education Program was introduced and graduated Native students with a diploma and certificate for primary/ junior teaching in Ontario elementary schools. The program was revised in 1987 to become a four year BA/Bed program. The purpose of the Native Teacher Education Program is to increase the number of qualified Native teachers through an alternative program which will prepare them to meet the special social and cultural needs of Native communities, taking into account such factors as heritage and language. Native teachers who have an intimate understanding of Native traditions, psychology, way of life, and language are best able to create a learning environment suited to the habits and interests of the Native child. The Native Teacher Education Program prepares teachers to provide educational programs that assist Native people in sustaining their culture and language while at the same time teach school pupils the skills necessary to pursue further education. In addition to educational methodology and theory, it includes courses in Native culture trad_itions and language. Students are also required to do some student teaching i~ Native schools. St~dents who successfully complete the program are eligible for an Ontario Teacher's Certificate. Native Nurses Entry Program The Native Nurses Entry Program began in 1987 in response to the need for improved health care delivery in Native communities. It is a one-year program designed to provide the skills and academic preparation required for successful completion of the four year Nursing Degree Program. The program is organized as two semesters of twelve weeks each, in addition to a two week field experience. The student may choose field experience in their own community or another Native health setting. Upon successful completion of their preparation, the student enters the First Year of the Honours Bachelor of Science in Nursing program at Lakehead University. A recent evaluation of the program noted that the majority of students entering the program complete it successfully. Native Access Program The Native Access Program introduced in 1990 on a restricted basis pending funding for development of a complete program. The program will be developed in such as way as to: 1) 2) 3) 4) 5) encourage Native students to enrol in any Lakehead University program, incr~ase the participation rate of Native students of Lakehead University, provide a framework for successful integration and completion of programs, provide academic support while in the programs, and provide a supportive social and cultural environment important for success. Core courses in English, Study Skills/Logical Reasoning, and Mathematics will be developed using a culturally sensitive pedagogy. Additional courses in the program would depend on the proposed career objectives of the student. Two parallel streams are possible in Health Sciences Access, or Arts, Science and Professional Studies Access. Native Language Instructors' Program The purpose of the Native Language Instructors' Program is to increase the number of Native Language teachers through summer programs which will prepare them to instruct in "Native As a First Language" or "Native As a Second Language" courses. Native Language teachers who have an understanding of the structure of the Native Languages, pedagogical principles and the basic methods and techniques for teaching Native Languages will promote and maintain the teaching of these Native Languages. Course requirements are met through a combination of course work and student teaching. The Native Language Instructors' Program has three components: �19 18 Native As a First Language (NAFL) Diploma Native Studies 2433 -- (Anthro.3433) Native People and the Government -a four-summer program; training in Native language enrichment and literacy skills; preparation of teachers who will be teaching Cree, Ojibway or another Algonquian language. Native Studies 3435 -- (Anthro.3435) Native People and the Land Native Studies 3437 -- (Anthro.3437) Native People and the Issues Native As a Second Language (NASL) Diploma Ojibwe 1010 -- Introduction to Ojibwe I -a four-summer program; training in teaching Native as a second language; preparation of teachers to teach students whose first language is English. Cree 1010 -- Introduction to Cree I Ojibwe 1012 -- Introduction to Ojibwe II Native Language Teacher's Certificate (NLTCJ Cree 1012 -- Introduction to Cree II -a three-summer program; training in teaching Native as a second language to students whose first language is English. A Permanent Letter of Standing in NL TC is issued by the Ontario Ministry of Education upon successful completion of this program. Native Language Minor Program The Native Languages of Cree and Ojibway are offered as a minor program that can be taken in conjunction with other programs. For example, both Native and nonNative students, enroled in programs such as Social Work, Nursing, and Education, or other Arts and Science or Professional Studies programs may enrol in the Native language minor. Native Engineers Access Program The University has determined in consultation with Native communities and organizations the need for a Native Access Engineering Program and obtained advice on the nature and development of such a program. The program began in July 1992. Native Teacher Education On-Site Delivery The University is delivering on-site in Sandy Lake, Ontario the Native Teacher Education Program. With on-site delivery, courses are offered in Sandy Lake by faculty members of the School of Education. This program is offered in conjunction with the Continuing Education B.A. program which has been under way for three years and will allow Native students to complete the BA/Bed degree and to become fully qualified teachers. Algonquian 1210 -- Written Algonquian Structure Part I Algonquian 1212 -- Oral Algonquian Structure Part I Algonquian 1230 -- Written Algonquian Structure Part II Algonquian 1232 -- Algonquian 1232 -- Oral Algonquian Structure Part II Ojibwe 2001 -- Intermediate Ojibwe Cree 2001 -- Intermediate Cree Ojibwe 2011--Field study Cree 2011 -- Field Study Algonquian 2231--Written Algonquian Structure Part III Algonquian 2213 -- Oral Algonquian Structure Part IV Algonquian 2231--Written Algonquian Structure Part IV Algonquian 2233 -- Oral Algonquian Structure part IV Native Language 2711 -- Introduction to Native American Linguistics Native Language 2713 -- Algonquian Linguistics C. NATIVE SPECIFIC COURSES Native Studies 2060 -- (Visual Arts 2060) -- Native Arts and Crafts The following courses are Native specific courses in the Faculty of Arts and Science. These courses are available to all students. Additional program specific courses, listed in the Native Studies 2103 -- (Anthropology 2103) -- The Archaeology of North America C_alendar in Native Teacher Education, Native Engineering Access, Native Nurses Entry and Native Access, are not listed here. Native Studies 2401 -- (Anthropology 2401) -- Introduction to Native Canadian Studies Native Studies 2702 -- (English 2702) -- Canadian Indian Literature Native Studies 1100 -- Introduction to Native Studies Ojibwe 3001 -- Advanced Ojibwe Native Studies 2431 -- (Anthro.3431) Native People and the Past �21 20 Cree 3001 -- Advanced Cree students, (3) promotion of Native interests on campus, and, (4) enhancement of research and programs in Native Studies. Ojibwe 3011 -- Ojibwe Immersion Cree 3011 -- Cree Immersion 0 ji bwe 3211 -- Translation Cree 3211 -- Translation Native Language 3251 -- Translation Native Studies 3304 -- (History 3304) -- The North American Fur Trade Native Studies 3351 -- (Political Studies 3351) -- Aboriginal Peoples and the Law Native Studies 3411 -- (Social Welfare 34ll) -- Social Policy and Indian People Native Language 3511 -- Literature: The Oral Tradition Native Language 3531 -- Composition Native Language 3553 -- Literature Native Language 3711 -- Native American Applied Linguistics Native Language 3751 -- Linguistics Native Language 3801 -- Special Subject Native Studies 4203 -- (Political Studies 4203) -- Politics in the Canadian North Philosophy 2805 -- Native Canadian World Views D. SUPPORT GROUPS Native Studies Study Group The Native Studies Study Group was formed in 1987 following a recommendation in the University's Academic Plan prepared by the Senate Academic Committee and approved by the University Senate in February 1987. The Academic Plan recognized the need to increase the University's activities in Native education and Native Studies and recommended the formation of a Native Studies Study Group to analyze and co-ordinate existing activities and to propose new ones. The Study Group includes faculty, staff and students both Native and non-Native as well as Native persons from the community who have helped to guide the group in its deliberations. The Study Group identified four specific areas it wished to pursue. These are: (1) interaction with Native people and organizations, (2) an access program for Native As a result of recommendations from this Study Group, the Native Advisory Committee was formed, the Native Programming Office was put in place, and the Native Access Program was implemented. As well, work continues on additional programs and support initiatives, many of which are presented in this submission. Native Programming Office/Native Studies and Access In response to recommendations from the Native Studies Study Group the Office of Native Programming was established and staffed on a half-time basis for the 1989/90 academic year to coordinate programs which enhance the value of the University to Native people. The office was responsible for devising mechanisms for effective consultation with Native people and developing long range plans. On l July 1990, the position of Coordinator of Native Programming was made a full-time appointment in order that the office could implement and co-ordinate the Native Access Program. The Native Access Program is a bridging program offered to Native People who do not meet regular admission criteria and who require additional academic preparation to become eligible for admission. The activities of the Native Programming Office have been subsumed by the Native Studies and Native Access Departments with the implementation of this department July 1992. Native Support Services Native Support Services assists Native students in every way possible by offering support, advice, counselling, information on programs and facilities and whatever else is necessary to promote the academic and personal success of Native Students. These services are flexible to accommodate the needs of each individual student as the school year progresses. Services include student orientation, academic counselling, financial counselling, study counselling, personal counselling, tutorial services, social support system, student advocacy, cross-cultural awareness, Native community liaison, career and employment counselling, the Student Centre and the Lakehead University Native Students' Association. Special programs such as the Elders Program and the Learning Assistance Tutorial Programs are also provided. Lakebead University Native Students' Association The Native Students Association (LUNSA) is an organization of students which provides academic, cultural and social support to the Native student body. This group organizes activities for social events, sponsors Native speakers and elders and provides special activities that enhance the Native students experiences at the University. It also sponsors activities that enable the University community to understand and appreciate Native culture. LUNSA supports its members in their quest to complete their academic programs successfully. It is actively involved in maintaining contact with Native organizations and the Native community generally and providing culturally sensitive encouragement to fellow students. �22 12. 23 CURRENT ENROLMENT According to statistics supplied by DIANO, in 1990/91, 432 Native students were supported at Lakehead University. This represents 10.2% of full-time enrolment at Lakehead University comprising almost double the percentage of Native students at any other Ontario university. When the non-status population is added it is estimated that as many as 600 to· 700 students attend Lakehead. Approximately 250 students are registered with Native Support Services. In addition, approximately 225 attend the Native Language Program each summer. 13. ABORIGINAL FACULTY Four Aboriginal faculty members are employed by Lakehead University. There are two positions in Education, one in Social Work and one in Native Studies. All positions are Establishment (tenure track) positions; one is filled by a tenured faculty member and three are term appointments. 14. SENSITIVITY AND AWARENESS PROGRAMS Sensitivity and awareness programs are offered by Native Support Services to the university community, senior administration, academic departments and to faculty and staff. Public lectures by noted Native people are offered to all members of the university community and are open to the public. Powwows and other cultural activities are advertised and the public is welcome to attend. SPECIAL PROJECTS FUND 1. NATIVE STUDIES PROGRAMS 2. NATIVE ACCESS PROGRAM �24 , -·, ·§& QQVER§HW Plea.so aubmit a scparat.o cover sheet for Aboriginal Bduc:ation and Tmlnlns Stnltegy. atJ1 proposal submitted under the MCI; Institution Lakehoa~ University Name of 1be Proposal Sp~oiel Project• - Progr,-m O.V•l~~ent (Mtt1Ye St11.Q~Hl - N,W - MctJ Pnuds Bequest«cd, XMt J Xc1L2 YearJ Support Services Core Fund s s s Special ProjedS Fund • Su.ppon Services s $ s - Progtma Devt. Component <NEW> $ 14(', 206 $ 1B1 1 170 $ 154,193 Suppl•montary Grant Fund $ s $ Enh~maocComponollt Please RANK this proposal In relation to the odler proposals for which tunds have been requestc:',1 \lnder the sttAtcgy, 10 • This prQpO...u Is llillkcd # 6 Qdt of propows submittcdt • Is this proposal dcpendimt upon Uae approval of any other propo_sal subm.ftted? If yes, which one and Wh)'? · Project y~er: Name Dr. Raoul McKay T"J.tle Chair, Departmvnt or N«~tve Studi~a & Aoae■s (807) 343-8984 November 27, 1992 Date November 27, 1992 Date Cnllcge/Univcrsity Aboripnal committee Attfsb the rcmlutf on appmvod prgposa]. by the la,tJtuiiwwJ AbodsinAJ comnunce sup.portin1 this �::' .... . . . 25 Please submit • &cparate <:OYer sheat for as;b proposal submitted under the MCC Aborigfual Edueatlon ud TralniDg Strate&Y• · ~titutiott ~cdceh&ad Univer~ity Name of the Proposal Nati~~ Studies - Continuing Program Developm•nt MCLl Eunds BeQJ.1t~1ed; ~ar 1 ,;;~A $ $ 19921,, Support Strvicc:1 Core Fund RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - CONTINUING SUPPORT FOR THE PROGRAM IN NATIVE STUDIES ,~125~ s WHEREAS: the Native Studies program has the foundation on which continued growth and enhancement of programming for Aboriginal students will continue; WHEREAS: this program plays a significant role in the success of Aboriginal student. Special Projecu Fund • Support Services Enhancement Component - Ptogram. Devt, Component $ s s 551,!00 $ 58,350 $E,SOO Supplementary Gram fund $ $ s Please RANK thfs proposal in relation tO the other prop~ for whjcb funds hAve been requested under the strategy. "rhu proposal is ranked # 1 out of 1 o proposals aubmiited. Is this proposal dependent upon the approval of any otbor propo_sal submitted? If yes, whi~h one and why? BE IT RESOLVED: that the program be resubmitted for continuing funding. RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - NATIVE STUDIES PROGRAM WHEREAS: the Native communities within the Lakehead University catchment area have requested the University to offer a Native Studies program; WHEREAS: the university has successfully launched the program and its introductory course in 1992 attracted over sixty students; and, WHEREAS: additional support is necessary to expand further the department; Project Leader: Name nt1e Phone Dr. Raoul McKay ________ _________ Chair, Nativ• Qtudiae & ACCQJHI ..,.... November 27. 1992 Date November 2?, 19~1 Date College/Uni¥er!fty Aboriginal Attach (:Omm1ttoe the rosolutjpn approves;! bv thp fmdtutf onal Allmisiu@J cnmmittec supponjlli tlYs propoSal BE IT RESOLVED: that the Lakehead University Aboriginal Management Council seek funding from the Ministry of Colleges and Universities to maintain and expand the Department of Native Studies for the benefit of the Native communities and students of Native Studies. �27 26 First Year Second Year Third Year SPECIAL PROJECTS FUND Native Studies 1100 Native Studies 2431 and 2433 Native Studies 3435 and 3437 PROGRAM DEVELOPMENT COMPONENT 2. A minor concentration in Native Studies consists of at least three full-courseequivalents in Native Studies. A minimum average of 60% is required in Native Studies 1100 and any two other Native Studies elective courses at the Second Year level or above. NATIVE STUDIES PROGRAMS 1. TYPE OF INITIATIVE Curriculum development initiative to develop the Native Studies curriculum in the Department of Native Studies. 3. The University established a Department of Native Studies in the Faculty of Arts and Science with the assistance of the Aboriginal Education and Training Strategy in 1992. This proposal will allow the University to continue its program and curriculum development in this new department and allow for consultation with the Aboriginal community during this development stage. It is anticipated that the initial development will have a five-year horizon. a) b) c) 4. 2. Certificate in Native Studies The program consists of four full-course-equivalents in Native Studies: Native Studies l 100 Native Studies 2431, 2433, 3435 and 3437 one full-course-equivalent Native Studies course On completion of all four courses with an overall average of 60%, registrants will be awarded a Certificate in Native Studies. EVIDENCE OF PROGRAM NEED NAME OF PROGRAM NATIVE STUDIES PROGRAMS 3. B.A. (Minor in Native Studies) DESCRIPTION OF THE PROGRAM The Native Studies programs below are designed first of all to off er academic courses in the developing field of Native Studies to Native and other students. Moreover, these programs are designed to enable Native students from Northwestern Ontario and other areas both to explore their own cultures and to develop the specialized skills they need to develop their societies. The program recognizes the fact that, although Lakehead University offers a number of important professional programs to Native People and is developing others, the education needs of many Native people can only be met within the Faculty of Arts and Science. This represents an acceptance of the Native Studies challenge stated by the Academic Plan of 1987 and will enable the Faculty of Arts and Science to enter a new phase in its academic service as the new Academic Plan is being formulated. It also reflects the determination of Native people in the region to have Lakehead University meet their own needs for academic study and professional preparation. Native people in this region and across Canada are actively pursuing the benefits of post-secondary education. The Assembly of First Nations declared in 1990 that "postsecondary education is essential to all First Nations activities that share the objective of set/determination" (Tradition and Education: Towards a Vision of Our Future, 92). The expectations of Native people with regard to post-secondary education involve the training of Native professionals to meet the needs of developing and implementing strategies that will contribute to self-determination. Moreover, there is an expressed desire among Native people to exercise jurisdiction over their own education, including post-secondary education. Post-secondary education should prepare students, Native and non-Native, for the job market. Native people are aware of the levels of education required in today's employment situation in Canada. Moreover, they are aware of the need to foster a greater understanding among Native and non-Native students of the needs of Native people with regard to cultural identity and awareness, Native Language retention, and Native self-determination and self-government. The Nishnawbe-Aski Nation All-Chiefs Conference in August 1990 identified three important and related goals in the delivery of post-secondary education: a) b) 1. B.A. (Native Studies Double Major) Three Year Program c) The double major in Native Studies includes five courses in Native Studies and must be taken in combination with another Major whose requirements must be met. The following courses are required: to increase Native participation and completion rates in university and college programs,· to increase the sensitivity and awareness of post-secondary institutions to Native cultures and issues, and; the increase the extent and participation of Native peoples in decisions affecting Native post-secondary education ( Keewatin Report, 32). �29 28 a "mascot" status by traditional departments in certain universities. Only so long as their Indian "mascot" generated Indian program funds were these programs supported. Very seldom do we find any of these programs generating tenure track positions to help to ( 1) truly institutionalize the federal program, and ( 2) to help to attract and hire Indian professors. The serious under-representation of Native people in Ontario post-secondary education institutions can only be rectified by concerted action. In their guidelines for the development of a Native Education Strategy, the Aboriginal Council to the Ministry of Colleges and Universities, which includes representatives of the Chiefs of Ontario Joint Indian Association, Association of Iroquois and Allied Indians, Nishnawbe-Aski Nation, Union of Ontario Indians, Ontario Federation of Indian Friendship Centres, Ontario Metis and Aboriginal Association and Ontario Native Women's Association has called for "the use of expanded and more flexible mature student admission and selection criteria, the development of special access or bridging programs, the active recruitment of interested Native students and the expansion of distance education opportunities, particularly for people in northern Native communities," (p. 16). It is this exact syndrome which Lakehead University wishes to avoid by supporting the development of a Native Studies program. The Aboriginal population of Northwestern Ontario continues to grow, and with it the expectation that culturally sensitive courses an approaches will continue to be offered. Rouillard continues his discussion: Beatrice Medicine, in the Indian Historian, has identified three major types of Indian Studies programs. The first type was started as a part of the Third World movement. These are typically urban programs which concentrate on social activism within the Indian community. The second type is organized within the university as a traditional academic department. The third type is organized to provide remedial and support services to Native students. All three major types of Indian Studies programs are found in most Indian Studies programs, although most have evolved away from the radical activism type. ... Programs that do not have the status of an autonomous department. or something similar, will never have the protection that accrues with tenured faculty or the ability to provide academic policy at the department level. Of course, my present experience teaches me that departmental status and tenure is not sacrosanct in the face of planning for cutbacks which relate to enrolment decline or other factors related to the economic crisis faced by education and society at large. The Aboriginal population in Northwestern Ontario well understand the implications of autonomy outlined by Rouillard in the excerpt of the article, American Indian Studies and the Future. Autonomy in program development and in policy development are part and parcel of the same struggle to become autonomous and self determining in the maelstrom of Canadian evolution. Anthony D. Brown, in his article, Adjustment Programs For The American Indian College Student, refers to a typical program: The Indian Studies Program at California State University at Long Beach is a representative example of the Indian Studies programs found across the nation. The academic staff consists of one full time individual at the associate professor level, and one person who serves jointly as faculty and as the program's director ...Courses are offered in Indian law, history and culture ... Native People in this region and across Canada are actively participating in and directing the future of Native post-secondary education. This activity will provide Native students with the skills required to succeed in both Native and mainstream communities. In this spirit, the proposal for a Native Studies Program at Lakehead University is an important step in meeting the needs of Native communities. While acknowledging that Indian Studies programs are firmly ensconced at institutions of higher learning, there are persistent problems: 5. The identity problems of many students who have come from urban backgrounds and thus do not fully know their tribal culture; The problem of creating a curriculum that encompasses the diverse tribal backgrounds of the nation's Indians. The problems outlined are those which need to be addressed through the proposed project: affirming the identity of the Aboriginal student, and creating a curriculum which envelopes the many Nations represented at Lakehead University. Professor John Rouillard, a distinguished educator and former Chairperson of North American Indian Studies, San Diego State University in American Indian Studies and the Future, discusses a crucial issue in planning Native Studies Programs: ... I hope that we have learned a lesson that teaches us to be resourceful in the face of a gradual or an abrupt loss of funding. For far too long, many Indian programs have been accepted only so long as these programs are maintained as (what I refer) INVOLVEMENT OF ABORIGINAL COMMITTEE The goal of direct participation in the formation of post-secondary educational policy has been expressed by a number of Native organizations. Their ambition is to create and administer programmes which reflect the needs and concerns of Native people across the country. Because the quality of post-secondary education is important to the development of self-government and self-determination, Native people have specified cultural input, building on existing post-secondary programmes, teacher training, curriculum content and development, counselling, programme delivery to Native communities, and funding to be the most important areas of immediate concern. The overall aim of this involvement in the policy-making process is improvement of the quality of Native post-secondary education. Quality education has been defined by the Assembly of First Nations as "the means by which history, values, beliefs, and knowledge are transmitted and new ideas are incorporated" (Tradition and Education: Towards a Vision of Our Future, 93) . The overall scheme to develop the curriculum and to establish rapport with other academic units has been discussed and discussions will continue by the Aboriginal �31 30 University has received a proposal from Animkee, a local Native education group, for the creation of a Native Community Development Program. This proposal needs to be developed for approval by the University and the Ontario Council on University Affairs. Management Council on December 11, 1992. It established a sub committee including the Chairperson, Richard Morris, Dr. Raoul McKay, Chair, Department of Native Studies and two other committee members to set an agenda for a two-day meeting in January 1993 to plan the overall-strategy for further development of the Native Studies program. 6. The time frame pr~posed for which a Native Studies curricula will be developed is: SHORT AND LONG TERM RESULTS 1993/94 Development of second year courses begins. Entry interviews with students regarding curricula. Consultation with Aboriginal Management Council continues. Literature search conducted. Needs Assessment begun. Begin development of curricula content. Network to access print and audio-visual resources. 1994/95 Development of third year courses begun. Monitor resource materials usage patterns. Arrangements with illustrators and printing. Conduct exit interviews with first graduating class regarding course development. 1995/96 Extension of the program from a BA program to an honours program. Will require development of fourth year level courses in accordance with the Strategic Plan of the University to develop to as a minimum an honours program. Continue to monitor development of course, i.e. effectiveness of materials chosen, impact of audio-visual supports, etc. Ongoing The Strategic Plan of the University addresses the development of Masters programs in Native Studies. Begin evaluation process which takes place in accordance with University undergraduate program review policy which provides for a review every five years. Short Term Results: Lakehead University introduced the Department of Native Studies (the first phase in development) in 1992. An introductory course was taught allowing students to plan to complete their minors and majors in Native Studies. The Native Studies Department included in its curriculum Native languages. In the 1992/93 calendar entries, it cross-listed courses from other departments. The B.A. Native Studies Program was submitted to the Ontario Council on University Affairs for consideration for funding approval. The Council approved the program and made a recommendation to the Minister of Colleges and Universities that the program be approved for funding and the Minister has accepted the recommendation. The Program can now be developed within the University with the guidance of the Aboriginal Management Council. Long Term Results: The long term results which are anticipated are: - the development of additional courses to reflect the desire of Aboriginal people to meet the needs of their communities through the execution of an Aboriginal Community Development Program; - the development of curricula which reflects the contributions of Aboriginal societies to the development of Canada; - the development of graduate programs in Native Studies; - the establishment of tenure track positions for Aboriginal faculty of Lakehead University; - the development of up-to-date print and audio-visual resource materials prepared by and about Aboriginal people; 8. CURRICULUM DEVELOPMENT/START-UP INITIATIVES INVOLVEMENT OF ABORIGINAL DEVELOPMENT AND REVIEW COMMUNITY IN CURRICULUM The Aboriginal Management Council is an excellent source of information to facilitate community and university consultations. In developing a Native Studies Department and an Access Program, consultation with the Native, University, business and service industry communities is essential. The Aboriginal Management Council provides an excellent forum for the development of the Native Studies program. It also provides numerous community contacts of "front line" advocators and staff providing services to First Nations, Metis communities, tribal councils with portfolio's in education, health care, social services and community and business management. POTENTIAL USE OF PROGRAM THROUGHOUT THE SYSTEM 7. WORK PLAN Native Studies Department - C~rriculum Development The funding in 1992 allowed for the development of Native Studies 1100. The other courses in the major, minor and certificate programs will be developed in consultation with the Native community to meet their needs. As well, Lakehead The University is willing to share its expertise in Native Studies with other universities and colleges in the system to promote the accessibility of native people to post-secondary eduction in Ontario. �33 32 Department of Native Studies for the benefit of the Native communities and students of Native Studies. EDUCATION AL MATERIALS AV AIL ABLE TO OTHERS Lakehead University acknowledges that copyright of materials developed will be vested with the Aboriginal authors and developers of culturally appropriate curricula and can be shared with their concurrence. BUDGET INSTITUTION AL AND MINISTERIAL APPROVAL Native Studies Department The proposal to establish a School of Native Studies to house the Department of Native Studies in the Faculty of Arts and Science and the Department of Native Support Services was approved in principle by the Aboriginal Management Council in July 199 I. The complete proposal submitted to the Native Education Strategy was approved by the Aboriginal Management Council and the Senate in January 1992. In addition, the Faculty of Arts and Science approved the establishment of the Department of Native Studies in November 1991. Salaries: The B.A.(Native Studies) program has been approved by the Ministry of Colleges and Universities. 9. 12. EXCEPTIONAL COSTS INITIATIVES Through its Department of Continuing Education, Lakehead University operates an extensive network of community-based sites in which it delivers the Bachelor of Arts program as well as programs in Nursing, Education, and Library and Information Studies. The expectation is that the B.A. (Native Studies) will also be offered through the Department of Continuing Education in the future. Although there are exceptional costs involved in this community-based delivery, the program would be offered as the demand arises and can be met within the University's northern mandate and commitment. Chair, Native Studies Program Aboriginal Professor Secretary Benefits $74,000 55,000 30,000 31,800 $190,800 Other Costs; Community Liaison/Council/Management Materials, Supplies Travel Publishing Costs Communications (Telephone, Fax) Materials, Supplies Memberships Books & Periodicals Computer Equipment & Software (students) Total Other Costs $45,000 TOTAL COSTS 10. $15,000 $ 3,500 10,000 6,000 2,000 3,500 500 1,000 3,500 $235,800 INITIATIVES INVOLVING MORE THAN ONE INSTITUTION SUMMARY: N/A 11. COPY OF RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL 1992-93 DEPARTMENT OF NATIVE STUDIES WHEREAS: the Native communities within the Lakehead University catchment area have requested the University to offer a Native Studies program; WHEREAS: the university has successfully launched the program and its introductory course in 1992 attracted over sixty students; and, WHEREAS: additional support is necessary to expand further the department; BE IT RESOLVED: that the Lakehead University Aboriginal Management Council seek funding from the Ministry of Colleges and Universities to maintain and expand the Budget 1992/93 Less LU contribution Total AETS $90,500 (33,300) 57,200 1993/94 Continuing 58,350 LU contribution 34,000 Additional Request 143,450 Total $235,800 1994/95 Continuing LU Additional AETS 59,500 34,700 146,300 Total $240,500 1995/96 LU /Continuing Additional AETS 96,000 149,300 Total $245,300 �35 34 SECTION II A Search Committee was established to screen and interview candidates. The Committee consisted of members of the Aboriginal Management Council, the Dean of Arts and Science, a faculty member and was chaired by the Vice-President (Academic). 13. REPORTING RELATIONSHIP ACTIVITY REPORT With the support of the Aboriginal Education and Training Strategy, the University was able to hire Dr. Raoul McKay, an historian with several years of experience in Native education. Dr. McKay is chairing the new Department of Native Studies and has begun to work on the development of the programs in Native Studies that will truly reflect the needs of the Aboriginal community. The Native Studies 1100 YA course is taught by Dr. McKay. CURRICULA The curricula for the first course in Native Studies was developed by Dr. R. McKay. The Native Studies 1100 YA is a first year introductory survey course outlining the tribal grouping of Native Canadians in pre-contact times, the historical relationship between Indians and EuroCanadians and the impact of legislation on Native people. ENROLMENT This position reports to the Dean of Arts and -Science and to the Lakehead University Aboriginal Management Council. 15. FINANCIAL STATEMENT Native Studies Program Statement of Receipts and Expenditures as at October 31. 1992 Advances from the Ministry of Colleges and Universities Expenditures: Salary and related costs Other Costs Overhead The initiative began with the approval of the program outline which is listed in the university calendar. A faculty tenure track position was created, a Chair of the Native Studies Department installed, students enroled in courses and curricula development begun. The initial impact of this course on the Native students suggests that major revelations have occurred in understanding the role of Native people in Canada's historical development. 14. PERSONNEL JOB DESCRIPTION The position is a tenure track appointment as a faculty member whose responsibilities are described in the Collective Agreement with the Faculty Association. Duties include the tradition tripartite tasks of Teaching, Research and Scholarly Activity, and Service. The incumbent also serves as the Chair of the Native Studies Department RECRUITMENT PROCEDURES This position was advertised in academic periodicals, Wawatay News and the Globe and Mail. SII,312 3,302 6,864 There are 65 students enroled in Native Studies. SUMMARY $57,200 Total Expenditures Funding to be used in the remainder of 1992/93 fiscal year $21,478 $.15,722 �36 ... .. , ' :. ,----. ... ,, l . . .. 37 ~ Please submit a acparate cove,:- sheet fo1· ~ prupuui momlued unoer me MCLi .Aboriginal Education and Tr.iiniug Strategy, ~Dkeh•ad OnivecBity Institution ·S pecial l'J:ojecta - ProQraDI Dev•lopraent Name of the Proposal RESOLUTION OF THE LAKEHEAD UNIVERSITY COUNCIL - NATIVE ACCESS PROGRAM ABORIGINAL MANAGEMENT (Native AcceAe} - New 3 WHEREAS: there is a large number of Native adults who have not completed high school and remain uneducated and unskilled; MCII fnnm Requested; Year 1 Xe&i:2 Yelf Support Service$ Core Fund s $ $ WHEREAS: there is a growing demand for trained professional workers in Native communities; and, s s s WHEREAS: Lakehead University is capable of delivering an Access Program within the Department of Native Studies; S 102,800 S 104_.900 Special Projects Fund - Support Services Enhancement C~pbncpt - Progi·aua Devt. Component $100,800 Supplcmen$ry Orm1t Fund s 0 , . s s Please RANK this proposal mrelation to the other prop;>sals for which funds have been requcmed under the $tratel)'. • 1bis proposal Is ranked# 6 out of 10 ptopoaals submitted. " Is this proposal dependent \lpou Iha approval of any other propo,sal submitted? If yos, which ono and why? Project Leader: Name nr. Raoul t,e!Qy Title . Phone -----------------~80'7) 343-8984 Date November 29. 1992 s Date C:Ollcge/Univershy AborigiIJ,,. conurdttee Attach tho rosolytign AJlPfPYOd h;v 1be ·1nstjrutfpnat Aborfglnal committee suPJ>ooins thh pmpo1nl, BE IT RESOLVED: that the Lakehead University Aboriginal Management Council support Lakehead University's grant application to the Aboriginal Education and Training Strategy, Ministry of Colleges and Universities for the development of its Access Program. �38 Figure 2 - Native Students Access Program Year I SPECIAL PROJECTS FUND PROGRAM DEVELOPMENT COMPONENT Core Courses 30 - 45 Students NATIVE ACCESS PROGRAM 1. TYPE OF INITIATIVE Curriculum development initiative Englis·h l 8XX 1.0 FCE Study Skill/Logical Reasoning 0.5 FCE Mathematics 0.5 FCE Total 2.0 FCE Course Equivalents 2. NAME OF PROGRAM Native Access Program 3. DESCRIPTION OF THE PROGRAM The Native Access Program is a bridging year structured in such a way as to provide academic skills and special preparation to enable students without the usual educational background required for university admission to make a successful transition to university life. The program has several discrete elements consisting of an appropriate recruitment and admission process, special Year 1 skill based courses, directed Year 1 and 11 academic programming, possibly at a reduced rate of progress initially, and culturally sensitive counselling, tutoring and social environment. Special academic programming is offered along with tutoring, academic counselling, and a related support network to provide the student with an atmosphere conducive to successful program completion. Arts, Science, Professional Studies 15 - 20 Students Heal th Sciences Core 15 - 25 Students Three courses chosen in consultation with a counsellor designed for specific career goals. Chemistry I 060 Human Biology Up to 3 Full Course Equivalents Total 1.5 Full Course Equivalents 1.0 FCE 0.5 FCE The academic portion of the Native Access Program is presented in Figure 2. In addition to a limited number of first-year degree courses, the curriculum includes core courses in English, Study Skills/Logical Reasoning and Mathematics. Students also will take regular Arts and Science courses designed for their specific program objectives. 4. EVIDENCE OF PROGRAM NEED Lakehead University wishes to improve the participation and success rate of Natives in higher education. Although we are pleased with the increase in Native enrolment in the past few years, the rate of participation should be much higher to approximate that of the rest of the population. In the report entitled Commission of Inquiry on Canadian Education ( 1991 ), Dr. Stuart L. Smith stated that "Native peoples are seriously under-represented at Canada's universities. Native peoples are one-third as likely to attend university as non-natives and for those who do, less than half as likely Nursing Stream 10 - 15 Students Pre-Medical Program 10 Students Professional Orientation 0.5 FCE Communication for Nurses 0.5 FCE Nursing Theory Develop. 0.5 FCE + Nursing Practicum 1.5 courses chosen in consultation with a counscJlor designed for specific career goals. Tota! 1.5 Full Course Equivalents Total 1.5 Full Course Equivalents �41 40 to earn a degree. In I 986, 1.3 percent of the native population in Canada over fifteen had a degree, compared to 9.6 percent of the general population." 7. WORK PLAN Native Access Program - Curriculum Development Northwestern Ontario has a significant Aboriginal population which is increasing due to impact of Bill C-31 and a higher birth rate among Native people. In the report on Native Student Drop-Out in Ontario Schools ( 1990 ), it was noted that northern Native students are in general at greater risk of dropping out of school than are their southern counterparts. "There are particular geographical, social, economic, educational, and historical factors present in northern Ontario which both singly and together mitigate against a northern Native student experiencing the same chances of academic success as his or her southern counterpart". In spite of shortcomings in statistical information, a report on Native student drop-outs in high schools estimated that in the past 10 years, the number of status Indians who attend secondary school and successfully graduate from Grade 12 is as few as 10%. This is particularly true in Northwestern Ontario remote communities (Figure 3) where there is often no secondary school in the community and students must move to a larger community such as Thunder Bay. In the 1986 Boarding Home Study, it was found that in the Lakehead District, only thirteen Native students out of three hundred graduate from secondary school. This study was concerned with students in off-reserve living situations as well as commuter students. The idea of introducing a Native Access Program was presented to the University by the Native community. It followed from the implementation of the Native Nurses Entry Program. As the coordinator of the Native Nurses Entry Program travelled throughout the northern regions of the province, she was approached on several occasions by people who were interested in a university education but looking for alternatives. 5. INVOLVEMENT OF ABORIGINAL MANAGEMENT COUNCIL As noted earlier, the goal of direct participation in the formation of postsecondary educational policy has been expressed by the Native community and is being addressed through the Aboriginal Management Council. All activities are brought to the Council. 6. SHORT AND LONG TERM RESULTS The intent of the program is to address the needs of the mature Native student who would not normally qualify for admission to the University. The short term result will be to provide an opportunity for immediate participation by Native students in this situation. Continuation of the program will be determined by the demand for the program. In an ideal world, Native students will eventually qualify in the regular way and Access will no longer be needed. The work plan with time frame is more particularly described in the section called Time Frame. There are three main features of the Access Program which require further review and development so that a maximum number of students may be accommodated from year to year at Lakehead University. The Curriculum now consists of the following preparatory courses: Study Skills/Logical Reasoning, English for Native Access Students, Mathematics for Native Access Students. During the 1992-93 academic year, these courses will be reviewed and revised according to the needs of the student. It may be desirable to expand the three credit half courses to full courses so that more in depth studies maybe done in Mathematics and Study Skills. It is generally accepted that the Study Skills should be a full course so that students can better develop these important skills. Through research and further course development, the Access Program will give mature students sound educational skills upon its completion. In response to student requests, the Department has set up an optional computer tutorial for .Access students during the 1992-93 academic year to assist them in their courses. Considerably more research is required to determine the most effective methods of combining preparatory courses with first year university credit courses at Lakehead University. This is a crucial point because the students' academic standard and ability to cope with a regular university work load has to be taken into consideration in relationship to their funding. It is pointless to have students take a full course load during an eight month period to meet the requirements of funding agencies if they are going to fail. It may be possible to further enhance the students' potential of improving their academic skills while gaining credits by taking spring or summer session courses. The Department needs to explore the points raised above. In cooperation with the Native Student Support Services will develop an appropriate tutorial system to better meet the needs of the Access students. The two key points to be considered here are: improvement of the students' academic achievement and student retention from first year to the upper university years. The department may off er students individual and group tutoring extending beyond the first year so that students may maximize their chances of completing the courses and academic program with minimal failures. The Department will also explore the most effective way of delivering the Access program so that Native learning styles are better accommodated. For instance, a combination of lecturing and tutorials may be developed. In certain courses a tutorial system with competency-based learning may meet the needs of the Native adult learning more effectively. In any case, self-directed learning for adults should be taken into consideration. The process of curriculum development is an ongoing process. The time frame proposed here would see initial development in the first year, testing of the revised �Figure 3 REMOTE NORTHERN COMMUNITIES IN ONTARIO 43 curricula in the second year and development of a process for follow-up and evaluation of student progress in the third and subsequent year. Progress of students would be evaluated as they move through their academic programs and success and retention evaluated vis-a-vis the curriculum. In this way, over the initial period of the program, restructuring will take place to meet need. The time frame for this activity is as follows: Year 1 Begin development of curricula content; Literature search conducted; Begin needs assessment; Begin literature search; Request permission of publishers for use of published materials; Networking to access print and audio-visual resources; First draft begun; 8"'.'"-,i,RSKJN L.Al<E • ■ ■ ~AT LAKE •RED LAKE ... NEVI Year 3 Follow up on progress of students in academic programs to track student progress and evaluation of curriculum in meeting student needs. ■ i..AKE POPLAR Hil.L A. A MAC~OW:'.U. !..AKE • Testing of revised curricula; Revisions begun after testing; Final draft completed and distributed. WAflEKEKA • 21G lRCUT KASABONIKA ,A. LAKE ■ SANDY LAK! MUSKRAT DAM aLCNG 0:-OG LAKE ■ KINGFlSHER 1£1.CAMOW ■ ■ Iii ■ VteEQUIE WJNNUMMIN ID a. NC~TH SFIRIT LAKE SUMM~ BEA VER PIKANGIKUI-' Year 2 • LAKE PICKi.£ LANSOO'NNE HOUSE FORT HOPE ® SL.A1E ~ALLS 8. CURRICULUM DEVELOPMENT AND START-UP INITIATIVES a) Involvement is assured as described earlier in this document through the Aboriginal Management Council and the Native Studies Study Group . (!l OGCIO/\IARTIN F'ALLS b) ARMSlRONG ;-~r,I"" BAY Potential Use of Program Throughout the System: The University is willing to share our expertise in Access programming with other universities and colleges in the system to promote the accessibility of Native people to post-secondary education in Ontario. The University has expertise in the delivery of Native Access Programs through the access components of the Native Teacher Education Program and the Native Nurses Entry Program and is continually called upon to share this expertise. ~OWN-c: & _..t.L.'DEN GULL Involvement of Native Community in Development and Review G£RA1.DTON NIPIGON c) Educational Materials to Government, Native Education Council and Other Institutions: The University is willing to make materials available subject to conditions of the copyright laws and contractual obligations to our faculty. u. s. >- d) Institutional and Ministerial Approval: The proposal to establish a Native Access Program was approved in Senate in 1989 and begun on a limited basis in an attempt to demonstrate the need and viability of running the program. Continuation is contingent on receiving funding to adequately address the special needs of students and to develop a suitable curricula tested against needs, retention and success of the students. ~ e 11'18CS CIH a.a:lltlc.M. al> ■ RDIOtt COMMUNmE! -.m COMMIINlTY,EU:Cff!IC.AL. S"'1&1S (CNT. H'l'DRO) i3 UMGtt COl,IWUS111£5 'MlM CCW.nr.TY a.E~l:::AL S'l'S'TDIS (BAH~ ~ .. RSIOlE CCl,ulWflTIES ',OIJ™CUT Cf)UI.IUNITY !LLC'!ftl'-'I. sn':EMS Students in the Access Program are enroled in the B.A.(General) degree and is therefore approved. The Access part of the program is not funded. �44 45 12. 9. The exceptional costs are those associated with providing the special needs of Access, such as skills courses, tutoring, and counselling. These expenses are noted in the budget submission .. 10. BUDGET EXCEPTIONAL COSTS INITIATIVES INTER UNIVERSITY INITIATIVES Native Access Program Salaries Coordinator /Curriculum Developer Sessional Stipends Benefits $45,000 14,000 11,500 N/A 11. RESOLUTION - NATIVE ACCESS PROGRAM WHEREAS: there is a large number of Native adults who have not completed their high school and remained uneducated and unskilled; WHEREAS: there is a growing demand for trained professional workers in Native communities; and, WHEREAS: Lakehead University is capable of delivering an Access Program within the Department of Native Studies; BE IT RESOLVED: that the Lakehead University Aboriginal Management Council support Lakehead University's grant application to the Aboriginal Education and Training Strategy, Ministry of Colleges and Universities for the development of its Access Program. $70,500 Administrative Costs AV Material Development Print Material Development Print Shop Charges Consumable Supplies Miscellaneous Books & Periodicals (Library) Telephone - Long Distance Fixed Costs Office Equipment/Software Travel Expenses 5,000 5,000 1,500 1,500 750 1,000 500 250 1,000 3,000 $19,500 Sub-Total Overhead 12% Total Year I $90,000 $10,800 $100,800 Total Year II ( +2%) $102,800 Total Year III (+2%) $104,900 �46 SUPPORT SERVICES CORE FUND �47 Please submit a soparate cover sheet for Aborigmal E4.,.~tion -11d 1ndoing S"1\t.gy.. am propos;u ...~....;.__;,::~-~•~~ ;;~>:::: ·_;: :. i -1CU Instituti~ t.6Jtehead Universi~Y Name of the Proposal . S~pport servioa~ MCJ ZFnnd5 BcQvsuncd; xar 2 ~ Year - continuil!i 3 Year• $69,250 $70,650 $'121000 Special Projects Fund ... Support Services Enhancement Component s $ $ - Program Devt. Component $ Supplementary Grant Fund s s s Suppon Services O>re Fund !61 , goo $ s Please RANK this proposal in relation to the other proposals for which funds have bee;; roquuted under the strategy. • This proposal is iankcd # a out of 1 0 • Is this proposal dependent upon thd approval If yes. which one t1.0d why? Project Leader: proposals submitted. ot any other proposal submitted? Name Mr. Ot>rd Bruyere Title C(tQrdinotor, tfaH va Support Serv,lces Phone (807) 343-8084 November 27. 1992 Mc,vember 27, 1992 Date College/University Aborisinal committee Auacb the rcsQlutign approvod RY the ·•uwurlonal Abcm&jnal mmrn;uee sup,pnntn1 sbia pmposat, �49 48 SUPPORT SERVICES CORE FUND SECTION I RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - NATIVE SUPPORT SERVICES CORE 1. NATIVE COUNSELLORS CURRENTLY EMPLOYED ON-CAMPUS Lakehead University currently employs two full-time counsellors for Native students on campus in Native Support Services. Native Support Services operates under Student Services and are available to all Native Students. Native Support Services also employs one part-time Receptionist. WHEREAS: the Native Support Services Department is one of the foundation on which continued growth and enhancement of programming for Aboriginal students will continue; WHEREAS: this program play a significant role in the success of Aboriginal student. Funding for the Coordinator and the Secretary/Receptionist positions of Native Support Services is allocated from the University's operating budget. BE IT RESOLVED: that this program be resubmitted for continuing funding. 2. DESCRIPTION OF THE POSITION It is hoped that this strategy will provide continued funding for the full-time position of Counsellor, Native Support Services. Attached are descriptions of the classification, job description, reporting structure and recruitment strategy for the Counsellor. (Please ref er to Section II). 3. EVIDENCE OF THE NEED FOR POSITION . . . . In l 98~, before the existence of Native Support Services, and during early m1t1attves to implement programs for Native students, Native students presented a proposal to the President of Lakehead University identifying the need for ongoing assistance to Native students attending the University. The proposal described the specific obstacles encountered and students' perceptions of how a counsellor could ameliorate opportunities for success. This proposal is recognized as the foundation for the support services that have since evolved. Native Support Services offers a diverse range of services providing cultural activities, academic support, and personal counselling. Academic and personal counselling for students is simply a genesis for provision of services to meet the unique needs of Aboriginal students. It has been the experience of those associated with Native Support Services that effective program delivery necessitates viewing those needs in a holistic manner, addressing not only academics but also physical, emotional and spiritual well-being. When these qualitative aspects of a person's life are in balance it . . ' 1s more likely that academic success can be pursued without hindrance. Students making the transition from Native communities to an urban setting must confront the need to find housing, day-care facilities, bus routes and schedules, not to mention acclimating themselves to the university environment. The addition of a second Counsellor to Native Support Services has allowed for ~o.re time to be devoted counselling needs. The Counsellor has initiated a community liaison role by visiting community organizations and local high schools to sensitize potential students to the challenges they face during post-secondary education. This helps to establish an initial link to Native Support Services and Lakehead University �51 50 in general. The Coordinator is pursuing ways to improve the range and quality of specialized support services for Native students such as organization of traditional cultural ceremonies and academic program planning. 5. BUDGET FOR COUNSELLOR OF NATIVE SUPPORT SERVICES Year I AETS Counselling Foundation Lakehead University TOTAL There has been a substantial increase in Native students attending Lakehead University in recent years and this trend has continued with the demand for transitionyear programs and with the implementation of the program in Native Studies. Since the inception of Native Support Services in 1987, the proportion off emale Native students has increased annually to the current estimation of 75% of the total population. Female students now have a choice if they feel their needs are better met by a female Counsellor. 67,000 13,200 45,000 Year II (Portion supported from AETS Salary Benefits Overhead (12%) Subtotal 4. LONG TERM PLANS FOR NATIVE SUPPORT SERVICES AT LAKEHEAD UNIVERSITY Aboriginal Resource Library Materials Consumables/Print Shop Cultural Events Advertising/Promotion Memberships Travel/Community Liaison Subtotal Other considerations that demonstrate this long-term commitment are initiatives being undertaken to expand Native Programming as noted in the University's proposal for programming support. In concert with the social support available in the Native Student Centre from their peers and from Native Support Services, Lakehead University is seeking to reduce the attrition rates among Native students. The permanency of Native Support Services place within the structure of Lakehead University is illustrated further by established protocol that enables Native students unrestricted access to services provided through the Learning Assistance Centre and other components of Student Services, such as Financial Aid and the Career and Counselling Centre. Free tutoring and access to emergency loans are examples of how the University attempts to allay the impediments to academic success for Native students. In addition, it is hoped that Government will show its commitment to the Strategy by establishing a permanent funding Envelope to support these initiatives. 38,500.00 7,500.00 5,520.00 51,520.00 Other Costs: In 1991-92 Native Support Services moved to the new Student Centre giving it high visibility and readily accessible for Native students. In addition to the capital investment, the Centre was equipped with supplies and furniture and such equipment as a television and video-cassette recorder and two computers. These developments recognize the needs of Native students and are an indication of the University's commitment to providing services to Native people attending the University. As part of long range plans to develop programs for Aboriginal people, the University has implemented an infrastructure to allow for input from the Native community, including Elders. The University established the Aboriginal Management Council which is comprised of representatives from Native organizations, Elders, student representatives and University administration. This Committee provides Native people a forum to advise the University on program development, to work in partnership to enhance the value of the University to the Native community. Within Native Support Services itself, an Advisory Committee has been established, consisting of three Elders, two students, the Coordinator of Native Support Services, and the Director of Student Services. The mandate of this Committee is to ensure that Native Support Services provides relevant service to Native students in accordance with Anishinabe cultural values. 115,200.00 1,500.00 1,000.00 2,000.00 1,000.00 230.00 12,000.00 17,730.00 Year II - TOTAL $69,250.00 Year III $70,650.00 Year IV $72,000.00 SECTION II 6. DESCRIPTION FOR COUNSELLOR, NATIVE SUPPORT SERVICES GENERALLY Reporting to the Coordinator, Native Support Services, the Counsellor is responsible for providing personal, career and educational counselling to prospective and enroled Native university students; advising and consulting with University faculty and staff regarding counselling services to Native students; liaison with individuals, high schools, First Nations, and Native organizations in the communities of Northwestern Ontario. �53 52 COUNSELLOR, NATIVE SUPPORT SERVICES SPECIFICALLY The incumbent will be responsible for offering personal and cultural support by providing counselling, programming and information services to enroled and prospective Native students at Lakehead University; liaising with community schools and First Nations to off er guidance and information to potential Native students in Northwestern Ontario. Duties to include: assisting students through formal and informal orientation to the University. educational° counselling (e.g. study skills, test anxiety, etc.). developing and leading group programs and information sessions that are relevant to Native students. Applicants should possess a university degree or a combination of formal education and relevant work experience; excellent communication and personal relation skills; demonstrated ability to establish helping relationships; and, an appreciation and sensitivity to Native cultures. participating in and/or facilitating programs in spirituality, wellness, Native culture, etc. This position requires applicants of Native ancestry who possesses intimate knowledge and experience in women's issues. telephone advising and counselling. Interested candidates are invited to submit a resume, including references, by Wednesday July 14, 1992. personal counselling to Lakehead University students. liaising with relevant University departments and community agencies to coordinate services to individual students. 7. working with professors, housing officials, and other student services professionals regarding individual student needs. Lakehead University sends copies of all advertisements for Native positions to Native Band's and Organizations in Northwestern Ontario. Potential positions are also advertised in Thunder Bay and regional newspapers (Chronicle Journal, The Post, Wawatay). advising the Coordinator of Native Support Services on changing student needs, programming and services. consulting with and advising the Coordinator of Native Support Services on individual cases, programs for Native students, counselling issues, etc. 8. 9. a person of Native ancestry; willingness to travel. Applications are invited. for the following one year term position, effective as soon as possible, in Native Support Services, a division of Student Services. REPORTING STRUCTURE The Counsellor is classified within Lakehead University's internal structure as Schedule 2, Grade 9. The Counsellor reports directly to the Coordinator of Native Support Services. The Coordinator's position within the University structure is Schedule 2, Grade IO. This places the position within the Management/Professional module. The Coordinator reports directly to the Director of Student Services, as Native Support Services is a division of Student Services. The Director of Student Services is accountable to the University's Vice-President (Academic). excellent communication and personal relation skills, intimate knowledge and experience in women's issues and demonstrated ability to establish helping relationships with women; ADVERTISEMENT FOR POSITION COUNSELLOR'S POSITION STATUS The Counsellor has been hired on a contract basis effective from August 24, 1992 to the University's fiscal year-end of April 30, 1992 with the expectation of renewal. POSITION QUALIFICATIONS a university undergraduate degree in the Social Sciences or a combination of formal education and relevant work experience; RECRUITMENT STRATEGY 10. COUNSELLOR ACTIVITY REPORT The Counsellor began her contract on Monday, August 24, 1992. The following two weeks were spent in acclimating to the University environment and establishing initial links to various support staff and resource personnel necessary to carry out the counselling role. �55 54 L··· ,:. ··.- ·.... . _ M:fl SHEEt Registration Week was spent in assisting students in course selection and scheduling their classes and negotiating through the registration process. The Counsellor also conducted orientation sessions for the students in the Native Access Program and offered similar sessions to the general Native student population. The Counsellor's outreach to students included attendance at classes in Native Studies, Ojibway L·anguage, and Native Teacher Education Programs. Other outreach activities include communication with Native organizations (e.g. Ontario Native Women's Association and Aboriginal Education Councils). lnstinltfon L:lkehead University Name of the Proposal Support Services Enhancement (Slde:e-s/Tutors) - Continuin\l Mcu Fun4, Boqu<-Sted; Year 1 Ysat2 Yoar~ Suppon Senices Core Fund $ s s Special Projects Fund .. Support ScrYl* 5.i,,,00 $50,850 s s $ In November, the Counsellor will attend a local high school's Career Day for Native Students and the development of pr~grams for Native women such as the proposed Women's Circle. • Program D~vt. Component $ Supplemental)' Orant Fund s s 5 FINANCIAL STATEMENT Plea,~ RANK this proposal in relatioa. to the other proposals for which funds bave 'bee"·, rcqueated under th~ 1traiegy. · · • This proposal Js raokod # 3 out of 1 o proposals submlttod. • la this proposal dependent '1.PQD cha approval of any other prop~sal submitted? Individual counselling sessions comprised the Counsellor's greatest time commitment. In September, the bulk of enquiries were of academic concerns and questions on programs. During the month of October, counselling appointments were increasingly concerned with personal issues as well as academic issues and appointments continued to increase. Seventy-five percent of the formal contact has been with female students. 11. Pl~. submit a ~parate a:wer &beet for ~ proposal 111bmittcd unaer tile MCU Aboriginal Sducatioll ad Tn.hJJ.Dg Semtcgy. · If yes, whfoh Statement of Receipts and Expenditures as at October 31. 1992 $67,900 13,207 45,000 Advances from the Ministry of Colleges and Universities Counselling Foundation Lakehead University Contribution Enhancement Component Project Leader: oDc and Name Title why? 51,900 • ------~----- $126,107 Phone Coorclinator, Native Support Se.r11.i.o•• ·c so,> 343-aoa4 Expenditures: Salary and related costs Overhead Other Costs $7,500 8,148 12,700 Novembe~ 27, 1992 $28,348 Funding to be used in the remainder of 1992/93 fiscal year ~~ • Date tl/41, 'itJ/7L• , 1 ~llege/Un1Yer$ity Aborlgmal commlttcc Salaries and related costs funded by LU $31,315 Total Expenditures Date ead $59,663 $66,444 Attach ¥30 resotutian mroyec, 1lY the 1ns111ut1ona1 Ahori,Jnal committa mmwnJ111 this pro,ppsfi,, �57 56 SUPPORT SERVICES ENHANCEMENT COMPONENT (SPECIAL PROJECTS FUND) RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL- NATIVE SU~PORT SERVICES ENHANCEMENT-TUTOR/ELDER PROGRAM WHEREAS: the Elder /Tutors program is a foundation on which continued growth and enhancement of programming for Aboriginal students will continue; SECTION I 1. COUNSELLORS ON CAMPUS WHEREAS: the program play a significant role in the success of Aboriginal student. Two full-time counsellors, the Coordinator and Counsellor of Native Support Services, are available to all Aboriginal students at Lakehead University. BE IT RESOLVED: that the Elder /Tutors Program be resubmitted for continuing funding. 2. NAME OF THE PROJECT FOUNDATIONS IN TRADITIONS: ELDERS-IN-RESIDENCE and AANKOKINOMAHGET STUDENT TUTORING. 3. PROJECT DESCRIPTION The FOUNDATIONS IN TRADITIONS project is becoming part of a learning circle where Elders, tutors and students share their skills and experiences to reinforce individual strengths and thereby build a supportive group network. This project seeks to enhance the well-being of Native students on campus by addressing spiritual and cultural needs and by providing reinforcement for academic issues. a) The ELDERS-IN-RESIDENCE component brings Elders and other traditional teachers from diverse Aboriginal cultural groups to Native Support Services. The program provides students with .another source of support and adds another dimension to the University learning experience. b) AANKOKINOMAHGET is an Ojibway word that means "a person helpful in teaching " and "a chain to what is going on already". In order for Native students to receive the comprehensive tutoring that is required, AANKOKINOMAHGET provides a number of Native tutors who spend their time exclusively with Native students. Tutoring is done by a combination of Learning Assistance Centre tutors and peer tutors with each student being matched with a tutor who is particularly skilled in the subject in which the student is having difficulty. Tutorial services expand to include tutoring in course content, presenting workshops on topics such as study skills and essay writing, and training peer tutors. The tutors bring their own learning styles and study skills to the program which models success for students who may be struggling academically. 4. EVIDENCE OF PROJECT NEED The University's Native student population is constantly increasing. In addition to the number of students entering programs directly from high school, the number of mature students is rising. Mature students face unique challenges. Typically they have been out of the classroom for some time and often are poorly prepared academically. �58 They also incur stress related to family and personal responsibilities. The balancing of these stressors can be alleviated by services sensitive to student needs. pass on traditional teachings helps to complete a circle of sharing where students can demonstrate their respect and honour for traditions. Due to the large numbers of Native students attending Lakehead University, the Learning Assistance Centre has seen a constant rise in demand for the tutoring services it provides. The a~ount of tutoring allotted to each student is limited by the number of tutors available and by fiscal considerations. In the case of Native students this limitation is a concern. Demands are being made from regular Native students as well as the growing numbers entering the University via transition programs who need to build the foundation of study skills and written communication skills. These students need ongoing academic support in course content to complete assignments and to succeed on tests and examinations. Commitment is essential to a student's success. Any student who seeks tutoring does so on a voluntary basis which is an indication of a student's commitment to his or her studies. Tutoring most effectively improves academic performance and lowers the attrition rate of Native students. Native students use tutoring as a means to "keep up" rather than to "catch up" with material. In its declaration of jurisdiction over education, Traditions and Education. the Assembly of First Nations states that, "Education of First Nations students includes instructions in the values held in esteem by First Nations communities and families so that education is clearly an extension of the culture and the instruction provided by the family. Education helps the student to develop a strong sense of pride and respect for the First Nations community, culture and family." The Elders are the holders of knowledge, the teachers of Native culture, songs, heritage and survival, and are held in the highest esteem and respect. In a I 986 proposal, the Native students of Lakehead University identified the need to weave the presence of Elders as role models into the fabric of Native Support Services to assist in the transition to urban living and the University environment. Elders have met with students through Native Support Services and were well received. These responses are an indication of the importance attached by students to their cultural values and spirituality. Since 1987, Native Support Services, in cooperation with the Lakehead University Nishnabek Students Association have organized Feasts and Pow-Wows during both the Fall and Winter terms of each year. These functions are well attended, not only by the students, but also by families and friends from Thunder Bay and the surrounding region. Attendance by University faculty and the non-Native population demonstrates interest in and support for Native cultural activities. The combined elements of this project must be available for students in need of support and to assuage the challenge of learning to balance numerous course requirements and personal commitments outside the classroom. S. 59 SHORT AND LONG TERM BENEFITS In the short term, Elders serve an informal counselling role for students, offering support and encouragement during the academic year. Attending ceremonies held on campus affords Native students the opportunity to interact with peers outside the classroom setting. Elders often speak of the importance of having a sense of identity and believe that to make full use of the tools and knowledge gained from a university education, there must be a parallel education - a holistic approach to life is necessary to balance physical, mental, emotional and spiritual needs. Education in cultural traditions encourages Native students to return to their home communities and share their cultural and educational experiences with other Native people. Inviting Elders to The appointment of Native tutors to complement the staff at the Learning Assistance Centre augments the process of establishing rapport with Native students and helps raise the comfort level of Native students seeking tutoring. Native tutors serve as role models and encourage Native students to take advantage of this learning experience. 6. WORK PLAN ELDERS-IN-RESIDENCE The following identifies the tasks to be completed in order to ensure weekly visits by Elders during the Fall and Winter terms at Lakehead University. a) In May /June, begin identifying potential Elders to be invited by gathering input from students via the annual survey conducted by Native Support Services in April. Further input may be elicited from Native members of the University's Aboriginal Management Council and from the Native Support Services Advisory Committee during their regular meetings. b) In July and August, hire a Native University student to initiate contact with Elders by attending Pow-Wows and consulting with the local and regional Native community. Establish tentative dates. c) In August, schedule weekly sessions by setting up exact dates for specific Elders and arrange for interpreters if necessary. Advertise the schedule. d) Monitor the project implementation and provide a mechanism for student feedback. AANKOKINOMAHGET a) June/July- Begin ongoing recruitment of Native tutors. b) August/September- Orientation and training under the supervision of the Coordinator of the Learning Assistance Centre. c) September- Begin ongoing advertisement of tutoring services for Native students to the University community, including academic departments. Offer individual and group tutoring to Native students. �61 60 d) Ongoing- Assess needs and offer workshops in essay writing and develop workshops as required, in consideration of mid-term and examination periods. 7. ELDERS-IN-RESIDENCE SCHEDULE October 21 29 Richard Lyons Edna Manitowabi November 4 John Pierre PROPOSED BUDGET This budget describes a detailed three year plan to implement the FOUNDATIONS IN TRADITIONS project. Tutoring salaries in the Learning Assistance Centre ranges from $10.03/hour to $24.06/hour depending upon qualifications and functions of the tutor. For the purpose of estimating the cost of AANKOKINOMAHGET, $18.50/hour for 1650 tutoring hours is used. $36,000 Salaries, Honouraria, Benefits Meals, Accommodations, Materials 8,500 5,400 Overhead Total Year I $49,900 Total Year II $50,850 (+2%) 11 Michael Thrasher 18 Vern Harper 25 Liza Mosher December 2 Freda McDonald January 13 Ernie Benedict 27 Total Year III (+2%) February 10 8. Ann Jock $51,900 CONTINUED PROJECT FUNDING The University commitment to Native Support Services is illustrated by the fact that it is currently making a significant contribution to this office. It is anticipated that this support will continue at least at the current level through the combined efforts of the Government and Lakehead University. Alex Skead 24 Vera Martin March IO Art Solomon 24 Janice Longboat NOTE: During the Winter term, additional Elders will be invited to attend. SECTION II 9. ACTIVITY REPORT AANKOKINOMAHGET ELDERS-IN RESIDENCE Recruitment of tutors began in August on campus and in the community. The Learning Assistance Centre Coordinator is responsible for administration of tutorial services and worked with the Coordinator of Native Support Services in the recruitment process. A tutoring schedule was established for Native Access students to receive tutoring in course content, essay writing, microcomputer use, and study skills. In addition, Native peer tutors have been recruited to supplement the tutors of the Learning Assistance Centre; one to tutor in Native Studies and one to tutor in an Ojibway language course. The majority of tutoring takes place between October and April of each year. In the first few weeks of classes, 48 Native students sought the assistance of 18 Native and Non-Native tutors for a total of 392 hours. A list of the courses for which students have sought tutoring is included. In addition, Native students attended a workshop on Essay Writing in early October. This workshop will likely be repeated in the Winter term and it is hoped that tutoring services will be available to students year round. In July, 1992 a summer student was hired by Native Support Services to develop this project for the 1992-93 academic year. The student attended Pow-Wows in Northwestern Ontario and Minnesota, and consulted with local Elders to get advice on how to proceed. During July and August this student contacted Elders and determined travel costs and liaised with Confederation College to explore possible joint ventures. By September 1992, the program was tentatively established and began on September 16 and continues weekly thereafter during the Fall/Winter terms. The summer student was retained on a part-time basis to enhance his experience and to assist project implementation. The schedule of Elders' visits follows. The project completion date will be March 1993 and an accurate accounting of project cost will be available at that time. �63 62 _. . ·-.· fl.SHEET RECRUITMENT STRATEGY All tutoring on campus is done through the Learning Assistance Centre. Peer and full-time Centre tutors report to the Coordinator of the Learning Assistance Centre, a division of Student Services at Lakehead University. Recruitment of Native tutors have proceeded on two levels. Recruitment of peer tutors requires advertisement on campus through the local Canadian Union of Educational Workers. Subsequent to this procedure, newspaper advertisements in community newspapers was implemented through the University's Human Resources Department. Ongoing recruitment of Native peer tutors is undertaken in the Native Student Centre by the staff of Native Support Services. 11. Please submit a separate covor &hGat for Aboriginal Education a:aid Tl'alllll'lg Stratety. .IIIGb prOJ>OSIU suiJDllm:li unu=t w~ """""u Lakehead Unviex-$it)' lnstitution SUppor~ ~ie('ral!I Bnhancemant Name of tbe Proposal Native Acc1@e 'J:utors - WW MCJ J Funds Requested; Year J Y•;at~ Year~ Suppon Services Core Fund s $ $ J2!S, f'JOO $ 25 ,!500 5H,000 Elders were contacted by telephone and mail for those residing outside of the Thunder Bay area and were approached in person if they resided in Thunder Bay. All Elders committed verbally to participate after being offered tobacco in the traditional manner. • Pi-o,ram Dcvt. Component s s s FINANCIAL STATEMENT Supplementu)' Grant :Fund $ $ $ Statement of Receipts and Expenditures as at October 31, 1992 Advances from the Ministry of Colleges and Universities $49,900 Exp en di tu res: Tutors Elders Overhead Special Projects Fund • Support Serrices Enhancement Component Please RANK this proposal in relation io the other proposals for which funds have b"n requested under the strategy. • This proposal i& ranked # 9 out of 10 proposals submltt$CI. • Ia tbi4 ptopasal depcmdent upon the approval of any otb" pn>posat submitted? IC yes, which one and why? $4,400 2,000 5,988 Total Expenditures $12,388 Funding to be used in the remainder of 1992/93 fiscal year $37,512 Project Leader: Name ntle "8, C.rAldirt.o Wbito --------------------- ----------------Ooor4!neot.r, t.e•rning Assistance Centre Diltc _J"· ~~~~,J£,1-:M~~~..L,J.,S:.~~.:::: ii'S1r::, Novombe~ 27, 1992 Date 0,llege/Umversity Aborlsinal oQmqUH Attach the resolution &Rmved b,y tho,.inmwdonaI Aborlstna.1 c;pmmtttee mm,outng thf& prnprnml, �64 65 SPECIAL PROJECTS FUND SUPPORT SERVICES ENHANCEMENT COMPONENT RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - TUTORING OF STUDENTS IN THE NATIVE ACCESS PROGRAM WHEREAS: the Native Access program is a means of access to higher education for students who would not otherwise qualify to enter university; .NATIVE ACCESS PROGRAM TUTORS 1. WHEREAS: without significant tutorial assistance, these students chances of success will be limited; BE IT RESOLVED: that the Lakehead University Aboriginal Management Council support the grant application for the Access Tutoring Program. COUNSELLORS ON CAMPUS' The Coordinator and Counsellor of Native Support Services are the two full-time counsellors available to all Aboriginal students at Lakehead University. 2. NAME OF THE PROJECT Tutoring of students in the Native Access program 3. DESCRIPTION OF THE PROJECT This project to tutor students in the Native Access program is designed to provide the academic support so of ten necessary for successful post-secondary studies. The project will provide initial orientation to university life and in particular to the lecture mode, the teaching method most employed by universities. Further assistance will be provided in the content of individual courses and in gaining skills for successful learning. Thus, help will be provided at the beginning of the students' academic program, and on-going assistance will aid students in succeeding in their academic plans. 4. THE NEED FOR THIS PROJECT Students who enter university from high school have difficulty adjusting to the new academic environment which exists in universities. Students who enter under the Mature Student admission process have even greater difficulty because of the length of time they have been away from formal education and those who enter under special status such as in the Access Program have an even more difficult time. Further, Native students who have the opportunity to study at university and who are inadequately prepared for the transition to this new experience, need support in many areas. One of the most useful ways to help Native students is to provide tutoring help, both in gaining learning skills and in better understanding the academic content of individual courses. 5. SHORT AND LONG TERM BENEFITS EXPECTED FROM THE PROJECT The aims and benefits of the Tutoring Project are both short and long term. Initially, it will be important to help the Native students in the Access program to become as comfortable as possible with the university environment. The students will learn of the support available to them from the Program tutors and from other areas of the University. This initial part will be important in convincing the students that they �66 67 should stay in the Native Access program. The long term aim of the project is for the Native students be successful in whatever academic route they choose at the end of the Access program. Benefits 2,400. 2,520. 2,640. Supplies 600. 700. 800. 2,760. 2,900. 3,052. $25,760. $27,120. $28,490. Admin/OH 6. WORK PLAN This tutoring project involves many components including: TOTAL Summer - hiring tutors who will provide tutoring to students in the Native Access program. It should be noted that, as these students move on to higher years of study, tutoring will continue to be available to them through the Tutoring Program available to all Native students. The project being presented here is only for students in the Native Access program. Early Fall - training these tutors in the skills and methods of tutoring. - providing sensitization to Native culture and learning modes for any tutors who are not of Native ancestry. Late Summer and Early Fall - providing assistance to the students in settling into life in a new location, especially in a bigger city. - orientating the students in the Native Access program to the University environment. - providing skills to the students to help them adjust to courses at the post-secondary level (for example, the skill of taking notes in lectures). 8. CONTINUED FUNDING The University commitment to Native Support Services is illustrated by the fact that it is currently making a significant contribution to this office. It is anticipated that this support will continue at least at the current level through the combined efforts of the Government and Lakehead University. - providing coping skills for integrating their academic and personal lives (for example, time management). On-going - providing on-going academic support in course content for the individual courses being taken by the Native Access students. - teaching the students various learning skills which are held by successful students. - building confidence on the part of the students, which is one component of the tutoring program. - teaching learning skills to the students, which is another component of the tutoring program. 7. BUDGET FOR THE WORK PLAN The salaries of tutors in the Learning Assistance Centre at Lakehead University vary according to the qualifications of the tutors. Currently tutors are paid salaries ranging from $10.03 per hour to $23.10 per hour. For the purpose of estimating a budget, the rate of $20.00 an hour will be used since it is expected that senior tutors will be needed for this project. Year 1 Salaries $20,000. 1000 hrs.@ $20./hr. Year 2 Year 3 $21,000. $22,000. ll �69 68 Please submit a separate mver sheet 1:;:, ~·:-__ .·}. •,-, ,.; .. ·_.· · .- : . ·--=-. < . . •, -,.:- -,,. MCU Al>orisinal .Bducatic;m and Traiuiug Strategy~ ~akehaaa Unvierbity Institution ~ Name of the Proposal '1App~t. f?l'N"v.lce ■ Bnhono~ent eircle - New MCU Funds Bcaquesred: Year t Year2 fiai:a Support Services Core F\lIJd $ $ s Sp~i\l Projcc;t& Fund - Support Services Enhanecmcnt Component $10,S00 $10,500 $ 10 .100 - Prograin DcM. Component s $ Supplementary Grant Fuo.d $ $ s s RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - HEALING CiRCLES WHEREAS: the Healing Circles will play a significant role by providing culturally sensitive support for students; BE IT RESOLVED: that the Healing Circles Program be supported. Pleo.se RANK ibis proposal in relation to the other proposals for which funds have bf.sn requested under the strateS)'. • Thia propo5-J its ranked # 1 0 out of 10 proposals submined. la this proposal dependent upon the approval Qf any other propo~al submitted? If yes, which one bet why? Project Leader: Name M;r ~ OQi-c,1 Title Coordinator. Native support SerYiC6a 'Rruyere teO"I) 343-8084 1I Date Date Attach lht woJutlon IPJ)l'.PYM by Jbc ·iPitimtiOJ11J Mod,toal sommlttee gpporttns Jht~ r,~::.~,;;~'. �71 70 Many issues arise for these students during the academic year. Some are challenged as single parents, others struggle with non-supportive partners, and others are also trying to resolve personal issues related to sexual abuse or addictions. These issues have varying degrees of effect on a person's well-being and on success in the classroom. SPECIAL PROJECTS FUND SUPPORT SERVICES ENHANCEMENT COMPONENT 1. At present there are no formal support groups on campus that can help to address these issues. Individual departments of Student Services offer a variety of workshops to help deal with stress, eating disorders, separation and loss, and there two mental health counsellors and a psychiatrist available for all students. However, Native students are often hesitant to make use of these services: Healing Circles would provide the choice of a culturally sensitive source of guidance and healing. COUNSELLORS ON CAMPUS The Coordinator and Counsellor of Native Support Services are the two full-time counsellors available to all Aboriginal students at Lakehead University. 2. Financial constraints are one of the main stressors Native students face and the secondary element of this project, the Children's Circle, is necessary to provide a free alternative childcare arrangement to the students who wish to attend the Healing Circles. By designing a children's program that is entertaining and meaningful for Native children, the hope is to give further incentive for students to participate. NAME OF THE PROJECT HEALING CIRCLES 3. PROJECT DESCRIPTION 5. This project will assist Native Support Services to host regular gatherings for the Native students at Lakehead University. These groups processes will provide a safe, confidential atmosphere students can share their experiences and seek healing and the support of their peers. The Women's Circle will be organized and conducted on a biweekly basis by the Counsellor of Native Support Services with the guidance of a female Elder. The Coordinator will assist a male Elder conduct a Men's Circle, also on a bi-weekly basis. The major benefits to this project are both short term and long term. It will allow Natives to explore changes within their lives, to cope with these changes, and to integrate these changes into personal growth. Not only will it strengthen the individual but may also serve to strengthen the families of these students. It may be difficult to quantify, but the positive effect on academic success is likely to be felt on two levels: Healing Circles will alleviate stress affecting academic performance and will allow men and women to learn more about the Native way of healing and learning. In sharing their experiences with other female students, the Healing Circles may enrich the student's peer support network, which is of particular benefit where there is hesitation to seek out formal means of support. A critical component of this project is the Children's Circle to be conducted simultaneously at Native Support Services. The initiation of a children's program will encourage students with childcare responsibilities to participate in the Healing Circles. The Children's Circle will make use of craftspeople, artists, and Elders to off er demonstrations of Native crafts, painting, Legends and storytelling. A variety of games and activities will complete the program. This part of the project will be organized and implemented by a group of Native University students to provide a meaningful work experience during the academic year and to provide a secure and responsible level of care for the children. 4. The project will also provide some respite from childcare responsibilities for those students with children and will give these children an opportunity to learn different elements of Native culture. From the logistical point of view, this project will integrate the services offered to Native students at Lakehead. It will serve as a means of outreach to students for the Counsellor, provide income and experience for students assisting with the Children's Circle~ entrench the presence of Elders on campus, and provide an alternative means of support to complement the services already in place. EVIDENCE OF PROJECT NEED Lakehead University has acknowledged the need for special support services for Aboriginal students with the permanent establishment of Native Support Services. The attempt to enhance these services must take into consideration critical demographics of the Native student population at this institution. Information voluntarily supplied by Native students each year suggests that approximately 70% are female students. In particular, an effort must be made to provide support to the women who enter as Mature students and whose academic responsibilities must be balanced with family and childcare responsibilities. SHORT AND LONG TERM BENEFITS 6. WORK PLAN a) July/ August- The Coordinator of Native Support Services will hire one student with experience in organizing and delivering youth programs. This student will work with the Counsellor of Native Support Services to develop a varied program of activities for the Children's Circle by gathering games, arts and crafts materials, videos and appropriate resource people to assist in the program. �73 72 b) August- The Counsellor will approach Elders in the traditional manner with a gift of tobacco to seek aid in conducting the Women's Circles. A schedule will be devised and finalized for bi-weekly sessions including when each Elder is to attend and where the Men's Circle, Women's Circle and Children's Circle will take place on campus. Contact local Native organizations and student sponsors to advertise the project. c) September- ·Retain summer student on a part-time basis and recruit a pool of part-time students to assist in the supervision of children and the delivery of the Children's Circle program. Begin project activities in the second half of September. The Counsellor will attend Native programmes and classes to invite student participation. 7. PROPOSED BUDGET SUPPLEMENTARY GRANT FUND Honorariums -Women's Circle Elders (14 sessions x $150.00/diem) 2100.00 1. NATIVE TEACHER EDUCATION l. NATIVE NURSES ENTRY PROGRAM -Mean's Circle Elders (I 4 sessions x $150.00/diem) 2100.00 3. NATIVE ACCESS PROGRAM -Children's Circle Resource People (14 sessions x $150.00/diem) 2100.00 Student Wages-Children's Circle -Four part-time positions (224 hours x 9.00/hr) 2000.00 Resource Materials-Children's Circle (moosehide, beads, assorted craft supplies board games and children's toys, video rentals) 2000.00 Total $10,300.00 TOTAL YEAR I $10,300 TOT AL YEAR II $10,500 TOT AL YEAR III $10,700 �74 Ple~~ submit a acparate cowr sbeet for .am proposn.i Aboriginal :Education aad 'n'ainiag Suategy. .~~ · ~:·: lnr.titlltion ~•head tJniveraity Nwne of the Proposal r_etive Teaotter Education~ Hew • -.•. - Supplementary Grant MCU fu.ndo Rcqpesnd; Year l Yeat,2 Xcm:3 S'Llpport Services Core Pund s s s Special Project.\ FllDd .. S\lpport Sernoes s $ s $ __ s $ $1 U,468 $129,509 $153,366 Enhancenumt Component - Program Devt. Component Supplementary Grant Fuud Ple&se RANK this proposal in rclati9n to tbe other propoaals for which funds have been requested under the strategy. • This proposal Is ranked t# 1 ou, of 10 proposals submitted. 1s this proposal dependent upon the approvil ol any other propo,al submitted? Ir yes. wbfoh one ud why? . Project Leader: Name Profe••~r Ruby 8lipperj~ek-Farrell Title coorclintatot', Native Teaoher Education {807) 343-8720 Date Movl!lllber 27, 1992 Daw C:.Ollegcs/Unfvcrsity Aoorfginal committee &tub th, tff<>Jutinn am,mveo kY the inmtu1tona1 AbQriaiJU!I ~mmfttec wwortJni th·~~ pro,posal, · �76 75 NATIVE TEACHER EDUCATION PROGRAM 1. RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL COUNCIL - NATIVE TEACHER EDUCATION (SUPPLEMENTARY) MANAGEMENT WHEREAS: Aboriginal teachers are the basis on which the education of future generations will be founded. BE IT RESOLVED: NAME OF THE PROGRAM The first program requested for designation as a Native Specific Program under the Supplementary Grant Fund is the Native Teacher Education Program. 2. DESCRIPTION OF THE PROGRAM that the Native Teacher Education Supplementary Grant be supported. The Native Teacher Education Program is a concurrent Bachelor of Arts (General Program)/Bachelor of Education (Native Education) degree program. In order to be admitted to the Program, students must be of Native ancestry and be recommended by a Native organization. Students who successfully complete the Program are eligible for an Ontario Teacher's Certificate and are then fully qualified teachers. The purpose of the Native Teacher Education Program is to increase the number of qualified Native teachers through an alternative but equal program which will prepare them to meet the special social and cultural needs of Native communities, taking into account such factors as heritage and language. Native teachers who have an intimate understanding of Native traditions, psychology, way of life, and language are best able to create a learning environment suited to the habits and interests of the Native child. The Program prepares teachers to provide educational programs that will assist Native people to sustain their culture and language and at the same time to teach school pupils the skills necessary to pursue further education if they so desire. In addition to educational methodology and theory, the Program includes courses in Native culture, traditions and language. Students are required to do student teaching in Native schools. In order to provide positive role models and a culturally sensitive approach, the Native Teacher Education Program has a core staff of two Native faculty members, one of whom serves as the Coordinator of the program. 3. DEMAND FOR THE PROGRAM The Native Teacher Education Program was introduced in 1974 following extensive consultation with the Native community. The program was initiated as a diploma program to graduate Native students with a diploma and certificate for elementary school teaching. Students graduated from the program with the first year Arts and could continue to complete their degree as many have done over the years. In 1987, at the urging of the Native community and the federal government, the program was revised to the four year BA/Bed degree program. The Native community urged the University to provide a program equal to the regular teacher education program and to graduate Native students as fully qualified teachers holding both an Education degree and an Arts degree. �78 77 Until this year, enrolment in the program has been steady since its inception. Approximately 25 to 30 full time students were enroled between 1983 and 1987. With the change to a degree program, enrolment has gradually increased to 37 students in 1990/91 and 42 in 1991 /92. While first year intake has in the past been approximately 15 students, this year first year intake was 29 students. With increased emphasis on the importance of having fully qualified, culturally sensitive teachers, it is anticipated that demand will continue and first year intake will average 20 to 30 students. 8. CULTURAL CONTENT In addition to educational methodology and theory, the program includes courses in Native culture, traditions and language. Students teach in Native schools and are of Native origin. 9. Interest also has been expressed by northern communities for community based delivery of the Native Teacher Education Program. Unfortunately, funding for such a project has not been available and the program could not be offered at the expense of the regular program. Recently, the University was approached by the Sandy Lake Education Authority to offer a community based delivery of NTEP. Pending funding approval (from an alternate source), the program will begin in March 1992. The delivery would consist largely of on-site courses in Sandy Lake combined with campusbased sessions and practice teaching in Thunder Bay schools. A very important consideration for the University in providing on-site delivery in Sandy Lake is the fact that our Continuing Education Department has been offering on-site credit courses toward a B.A. degree in Sandy Lake for the past three years. By combining the B.A program with the Education program, Sandy Lake residents will become fully qualified teachers holding a BA/Bed degree. PROJECTED ENROLMENT FOR PERIOD 1991/92 TO 1994/95 If current interest is maintained in Native Teacher Education and first year intake is 25 to 30 students, enrolment in the program will increase over the next three years to approximately 70 to 75 students as noted below: 1992/93 1993/94 1994/95 - (Minimum estimated enrolment) FUNDING PRIOR YEARS N/A 4. ROLE OF PROGRAM MANAGEMENT COMMITTEE 11. The Program Management Committee has been struck and in the early stages the Committee will devise the terms of reference under which it will function. 5. PROGRAM MANAGEMENT COMMITTEE COMPOSITION The Aboriginal organizations represented on the committee are: Northern Nishnawbe Education Council Rainy Lake Ojibway Education Authority Treaty 3 6. I. May M Sault Lou Ann Bruyere STATUS OF PROGRAM The Native Teacher Education Program is an existing program which was initiated in 1974 as a diploma/certificate program. In 1987, the program was revised to a four year BA/BEd program. Students who graduate from the program are eligible for Ministry of Education certification and are then fully qualified teachers. 7. ELIGIBILITY FOR MCU OPERATING GRANT FUNDING The Native Teacher Education Program is eligible for MCU grant funding. 66 students 72 students 90 students PROGRAM EVALUATION N/A �80 79 Lakehaad Institution Oniv~raity 9upp1omont4ry Gran~ - Native Name of the Proposal MCJJ funds Reguested; l:,11: l 1992/93 Support Services Core Fund s Special Projects Fund • Support Services Enhancement CompotiaiU: $ s s 22,soo - Program Dcvt. Component Supplemmnwy GraDt Flllld Yem: 2 ~•Q~ - conttnUihS x,1[J 1993/94 $ 1994/95 $ s $ s s $15,000 S 20z500 Projc:ci Leader: · Name Me, Jone 'ritJe Acting Coordinator, Native Nurses o I k-1.n . Entry Pror.3i~am (8()7) 343-88'146 November 2D , . 1992 Date Signature o au o · le Date Colle1c/Unfvc~ity Aboriginal commlttcc Attach the resoJurlon approved by Jhe ·1nstJtutlona1 AbpriginaJ committee ,u~aJjiDJ tllt.~~. ~; :~I , : .. \ ·. ,, • {' : WHEREAS: the Native Nurses Entry program is the foundation on which continued growth and enhancement of such programming for Aboriginal students will continue; WHEREAS: this program plays a significant role in the success of Aboriginal student in the Nursing Program. BE IT RESOLVED: that the Native Nurses Entry program be resubmitted for continuing funding. Please RAN1' ibis propaal in relation to the c,ther p r o ~ for whfoh funds havo beien requested under the strategy. · 4 1 0 • This proposal is ranked # out of proposals submJtted. • Ia this F.O.P~ dependent upon tbe approval of any Other propo,sal submitted? If yes, which o~ and why? RESOLUTION/MOTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL MANAGEMENT COUNCIL - NATIVE NURSES ENTRY PROGRAM �81 82 5. The following is a list of the individuals and organizations represented on the Native Nurses Entry Program Management Committee: NATIVE NURSES ENTRY PROGRAM 1. New Credit First Nation Nishnawbe-Aski Nation Sandy Lake First Nation Iroquois and Allied Indians Aboriginal Health Authority Nishnawbe-Aski Nation . Windigo Tribal Council Indian & Inuit Nurses Northern Nishnawbe Educ. Council NAME OF THE PROGRAM Native Nurses Entry Program. 2. DESCRIPTION OF THE PROGRAM The Native Nurses Entry Program is designed to provide students with the necessary skills and academic preparation required for successful completion of the four year nursing degree program. The program utilizes specialized recruitment and admission procedures undertaken in conjunction with the Native Nursing Advisory Committee, program orientation and personal counselling, a curriculum that addresses deficiencies in preparation, a tutoring program for academic courses, and specialized assistance for social and cultural support. Students are admitted through the University's mature or extraordinary admission regulations to the BA(General) program. Students take a combination of degree and non-credit courses designed to prepare them for entry to the regular Nursing program and to provide them with the necessary skills and attitudes for success in a very challenging program. 3. DEMAND FOR THE PROGRAM The Native Nurses Entry Program began in January 1987 in response to a well documented need for improved health care delivery in Native communities. In I 983, the Nishnawbe-Aski Nation, a Native organization representing 25,000 Ojibway/Cree in 43 northern communities, approached Lakehead University's School of Nursing to explore the feasibility of establishing a program to prepare Native people for the nursing profession. In May 1985, Lakehead University held a consultation workshop with Native leaders. In making its recommendation that a preparatory program be implemented that enabled Natives to proceed to a degree nursing program, this committee considered the importance of the role of a nurse in northern communities. The intent of the program was to provide Native people with the opportunity to attain the credentials and knowledge necessary for them to assume a leadership role in health care within their own communities. L Angeconeb H. Cromarty N.Day C. George J. Gordon M Katt S. Melvin M. Ross TBA The Committee consists of Registered Nurses of Aboriginal origin, the Director of the Indian and Inuit Nurses of Canada, representation from Native Education Authorities, Native community representation from Northwestern Ontario, and the Director of the School of Nursing. Native Nurses represent all areas of the province, both northern and southern Ontario. In addition, members are seconded from government, community, education and Native organizations to address specific issues. A member of the University's Advisory Committee sits on the Nursing Committee as a liaison person between the two committees. 6. STATUS OF PROGRAM The Native Nurses Entry Program is an established program. 7. ELIGIBILITY FOR MCU OPERATING GRANT FUNDING The Native Nurses Entry Program is eligible for MCU grant funding by virtue of the fact that students are registered in the BA(General) program. However, only a very small portion of the programs support actually comes from operating income because of the fact that with the particular design of the program, only a small percentage of the program is comprised of degree credit courses. Much of the emphasis is on bridging, skills improvement and professional orientation courses. 8. 4. PROGRAM MANAGEMENT COMMITTEE COMPOSITION CULTURAL CONTENT ROLE OF PROGRAM MANAGEMENT COMMITTEE In addition to advice from the University's Aboriginal Management Committee, the Native Nurses Entry Program Advisory Committee is the Program Management Committee dealing specifically with matters concerning the Nursing program. The Committee was established at the inception of the program to provides advice on curriculum, recruitment, candidate selection, application procedure, program promotion, and evaluation of the program. It acts as a resource and support for the Coordinator of the Program and the Director of Nursing and as a community liaison body. The content of NNEP is pertinent to Aboriginal students and reflects Aboriginal culture in many ways. While subjects such as Chemistry, Biology, English, Math, Study Skills/Logical Reasoning do not lend themselves readily to a reflection of Aboriginal culture, the teachers of these subjects meet on a regular basis to discuss each individual's problems and progress, and receive materials to help them come to some understanding of Aboriginal history, ways of learning styles, values, child rearing practices, etc. Specific handouts as for this year include: �84 83 l. "Characteristics of Teachers who have Been Successful with Native Students" 5. The health status of Native people compared to the general Canadian population. 2. "Areas of Tension Between Native Values and School Practices" 6. The role of the community health nurse in adolescent health issues in the community. 3. excerpt from the "Hawthorne Report: A Survey of the Contemporary Indians of Canada" 7. Community participation: the role of the Native Nurse in community health action and planning. The Communications 1090 and Professional Orientation 1091 courses do reflect Aboriginal culture and do include a text, program material and methods of teaching pertinent to Aboriginal students. 8. The relationship between the community, its organization, and its health. The text "The Sacred Tree" from the Four Worlds Development Project Series is used to discuss concepts, teachings and principles of the Sacred Tree and the Medicine Wheel. 9. Since its inception, the Native Nurses Entry has admitted approximately 15 students each year. The design of the program is such that small classes are necessary to assure student/faculty interaction and specialized attention that is necessary for these students to succeed. Classes are expected to remain at this level. Articles related to subject matter and content that reflect Aboriginal issues include: I. "Walking two trails" (from Old Sun Community College Health Sciences Program) 2. "Use of personal power: a self-inventory" (from the Teachers' Guide to "The Sacred Tree") 3. "In the Spirit of the Family" (Canadian Living, Oct. 199 l) PROJECTED ENROLMENT 10. FUNDING PRIOR YEARS Funding in 1992/93 was $22,500 Videos used include: l. "Walking with Grandfather: Great Wolf and Little Mouse Sister" 2. "The Honour of All" Elders, traditional teachers and Aboriginal guest speakers are invited to participate in the program on a regular basis, and students are encouraged to make use of Native Student Support Services and to maintain their culture by attending Powwows, feasts, gatherings, etc. that occur at the university and the community. Classes are conducted in a circular format, and each seminar class begins with an "opening" done by a different student each week. This is followed by the "circle check" in which each student and the teacher pass sweet grass in tern and relate their feelings, problems, concerns and comments to the group. Further, many of the assignments done by the students relate to Aboriginal issues. The best example here would be the group project assignment in Professional Orientation. Topics they work on are: I. Primary Health Care: making it work at the community level 2. Health Promotion: Native traditional and modern concepts 3. Caring for the Dying in the Community: professional and ethical issues 4. Issues in the history of Native health care. 11. PROGRAM EVALUATIONS One copy of the Final Report "An Evaluation of the Native Nurses Entry Program, Lakehead University, dated February 29, 1990 is enclosed �85 86 Pleqc submit a separate cover sheet for Aboriginal Education and Tnww:ag Strategy. am pro~ lliJLIU~,~..:. Imtitutl011 LakobAAd Vniv~•ity Name of th~ Proposal Supplementary Grant. (Netive Acoess) - New .. . • .. 1 >'•• ·- - • ... RESOLUTION OF THE LAKEHEAD UNIVERSITY ABORIGINAL COUNCIL - NATIVE ACCESS PROGRAMS (SUPPLEMENTARY) WHEREAS: the importance of the Access program is duly noted in the Aboriginal Management Councils' submission in support of the Access Program. Mcu Funds Bequest£d; Year 1 YQBLZ xear3 Support S4ivicm1 Cote Fund s s $ Speclal Projects Fund - 5upport Scrvi=a :Enhancement Component $ s s .. Program Dcvt. Componen& s $ $ Sup_p1emantary Orant Fund s:u,ooo $27,265 $ 34 ,ODO PleNc RANK lhis proposal in relation to requMtcd under thJ strai..,;gy. • • -me other proP9Sals for which funds have been Th!s proposal II ranked 1/1 8 out of 10 proposals submitted. ls this proposal dependent upon tho approval of any other propo,sal submitted? If yes, which ono and why? Project Leader: NalDe Dr - Raoul McKay Title ittrllb,·man, Department o~ Native Studies Pbone ceo7 > 343-8984 Date November 27, 1992 s Pate College/Univenity Aborigiui\l oo.Q).U).ilt.o Attssb tbf t0$obJtigp aJ;Zproved by the,.hwitutfgnaJ Aborl&lnaJ MANAGEMENT commtnee mgpgninz thfa BE IT RESOLVED: that the Native Access Program Supplementary Grant be supported. �87 88 6. STATUS OF PROGRAM NATIVE ACCESS PROGRAM 1. The Native Access Program is currently being offered on a limited enrolment basis pending funding arrangements and is hereby submitted for funding approval as an Access Program. NAME OF THE PROGRAM Native Access Program. 7. 2. Students enroled in the Native Access Program are eligible for MCU grant funding by virtue of the fact that they are registered in the BA(General) program. However, because only a limited component of the program is comprised of BA degree credit courses, the money that accrues to the University is limited to the traditional programming elements. DESCRIPTION OF THE PROGRAM The Native Access Program is a bridging year structured in such as way as to provide academic skills and special preparation to enable student to make a successful transition to university life. Special academic programming is offered along with tutoring, academic counselling and a related support network to provide the student with an atmosphere conducive to successful program completion. In addition to a limited number of Year I degree courses, the curriculum includes core courses in English, Study Skills/Logical Reasoning and a recommended course in Mathematics. ELIGIBILITY FOR MCU OPERATING GRANT FUNDING 8. CULTURAL CONTENT The program is culturally sensitive and addresses the needs of mature Native students. See Access Program proposal for further information. 3. DEMAND FOR THE PROGRAM With the inception of the Native Nurses Entry Program, demand began to generate from the Native community for a program that would allow students with interests in programs other than Nursing an opportunity to bridge to university programs. The matter was pursued with the Native Studies Study Group and in 1989 a proposal to establish a Native Access Program was submitted to Senate and approved. 9. The design of the program is such that small classes are necessary to assure student/faculty interaction and specialized attention that is necessary for these students to success. Enrolment is anticipated to range from 20 to 30 students per year. In 1992/93, 17 students are enroled. Pending finding a source of funding to support the Access Program, the University has offered as a pilot project on a very limited basis. The framework is in place, however, there is much to be done to incorporate input from the Native community and to develop culturally sensitive methodology and material. In the event that a stable source of funding can be found, approximately 20 to 25 students per year will be admitted. PREVIOUS FUNDING N/A 11. 4. PROJECTED ENROLMENT PROGRAM EVALUATION ROLE OF PROGRAM MANAGEMENT COMMITTEE N/A The Native Access Program receives it Program Management advice from the University's Aboriginal Management Committee. 5. PROGRAM MANAGEMENT COMMITTEE COMPOSITION See Aboriginal Management Committee. � 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 Native Education Strategy: A Submission to the Ministry of Colleges and Universities Subject The topic of the resource Universities Description An account of the resource A major document titled "Native Education Strategy" prepared for the Ministry of Colleges and Universities, prepared by Lakehead November 1992. 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 1992-11 Format The file format, physical medium, or dimensions of the resource JPG Language A language of the resource English Type The nature or genre of the resource Text 1992 Indigenous access program Indigenous education strategy https://digitalcollections.lakeheadu.ca/files/original/ef32259eaf2189a69443b03071bd82f0.pdf 1ae3c8c2761627421a10e96dd8eb4460 PDF Text Text �������������������������������������������������������������������������� 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 P.E. Yearbook, 1992 Subject The topic of the resource Universities Description An account of the resource Physical Education yearbook for the year 1991-1992. Contains class photos and names by year, photos and memories from the school year and professor 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 1992 Language A language of the resource English Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Text 1991 1992 Alumni Lakehead Alumni Lakehead athletics Physical Education Yearbook https://digitalcollections.lakeheadu.ca/files/original/d5eb4d081c736af0003f953bc1cae56b.pdf fb231e6dacbbbe6e82f8ae7016119859 PDF Text Text . .. . .. ~ LU Women and Men's Teams Split with Western-p6 - . ., ~ • • ' • . # i �·- 'Ibe Argus Page 2 Febnwy 13. 1992 NEWS Afac~nzie '£ et£ition Sin/<in Student Votes 3 Tim.es: A-Criminal Offense by: Rick Cox IJu: 'J'an)ICI .RlntouJ and Douglas StearJI tumedoutforthellrstpre-tratntng Peace River Alberta. From the sessions on January 17 and $450,000 the ·stay 1n School· Funding deadltnes pass and January- 24 In the Agora. 1nlt1attve Is most positive wtth the Mackenzie Expedtuon On Febnuuy 3 a notice was $200,000 support on the basis capsizes under the weight of the posted that sliced through all the that the expedition raises the other recession, dreams, stating clearly that the $250,000. The Alexander Mackenzie aelecUon process ls cancelled due It Is this $250,000 that has Canada Sea-to-Sea Bicentennial to lack of funding. struck the expedition hardest. 150 Expedition la a ftve phase project Dr.Jfm Smithers, expedition letters and numerous follow-up recreating S ir Alexander leader and planner said that the calls could not punctgre the MacKenzies 1789 Journey to the notice had to be put up now to barrier surrounding the Padflc by way of the Northwest avoid greater disappointment recession, and consequently the passage. later. •u Is unfair to get students deadline passed. Owing 1991, 41 participants Involved, training, turning down Dr.Smlthere said that the (32 LU students) paddlecf36 foot summerJobs when we an:W1Sure• expedition may go ahead wtth a canoes over 3,400 kilometres. he said. ·aman group (15) of oldttmem Over the four months travelling Dr.Smlthe111 also added that (veterans) aa acheapaltemattve.• between Montreal and Winnipeg, -no one thinks (that theexpedlUon Thia smaller expedition would on the Voyageur fur trade route, Is a) stupid Idea·. yet no one wt1I cover the distance necessary but the expedition performed In 60 0rmly commit to funds. ·we would be Without fl1lls such as communities. haven't got any money from the •stay In school" program, The performances were a anybody. times are tough • be • songs, dances and other method of communfcaUng the stated not expecting any further community wd.tatlon programs. expeditions three objectives: to , ftnanctal response. Thia amallerexpedltfon would create an Interest In Canadian $450~000 is the total required be against the orlgtnal Intent of history, to promote Stay ln school revenue necessary tor phase four the expedition Dr.Smithers and to reinforce national unity. to take place In the s\Unmer of repllecl. Over 50 hopeful candidates 1992 from Winnipeg. Manitoba to The ortglnal purpose was that of tcachtng and to have each expedition a unique learnlng experience, each trips would Computers Involve new students, however wtth Ume pressures no new ~ "! .:i s . AJr....~ 1 ~ ~t't"t r. Touaix: 1l.1), 0m ...•x-. C.l!.lid:; P7R x:,amJ.4S-:,(,f, t people will be incorporated. lbls s1,"ft h..•rs.~ T1,-:,,,j _y • s ... i W'~.,,.. 111:n(• iU11 • s:.J.:.• r:-u year. Non.hem Mosaic INTtl. 386 32 bit CPU. 25 ~ The economic situation of t Mes ltAM. ~ to 8 M[(i ·the expedition Is perhaps &fmllar 5.2.S' 1.2Mb floppy Drive fast 43Mb, 28rN. Hard DIM= to the challenges Alexander I 024 JC 768 .Z8m Super VG>. Colour Monltar _ MacKenzie faced In 1793. The 1024 JC 768 SIZK S'4)e" VG,-\ video card Z Se!MI, I Pwalld Mid 1 GlmP ~ sum.mere outcome wtll be the 200 Watt CSA Cen14ad . , _ SUpp!y true test of perseve,rance. 101 tnlwlced Kcyborad (<;:IQOf ~ Cross-checkofthevot.er"alpha hsr reveals a student voted three times, a criminal offence. The annual LUSU Executive ElecUons l8 earned out under a format designed to facilitate maximum voter turn out. Maximlztng tum out Is Important to the candidates for obvious reasons, but It Is also Important that the elected lndtvlduals have as clear a mandate as possible: a 5% voter tum out does not guarantee that the winners of the election actually are the clear cholceofmostofthe student body. For that matter, neither does the better than 25% tum out we had last week. but the confidence level Is much ~er that the results reflect the maJortty of students· opinions. The system cummtly In place to regulate against people voting more than once depends to an extent on the honesty of the lndMdualstudentStudentcards ~ marked by the polling clerks, and names are crossed off of the alpha list at the booth where the tndtvldual votes, but for those of us who have more than one LU student card tt would not be difflcult to push the syatem. That ts why the Deputy Retum1ng ,Offlcercross-checks thealphabsts to see If anyone hae wted more than once. This past election, one Individual voted three separate times at three separate polllng stations. Multiple voting Is a crlminaloffence under the Ontario El.ecttonsAct. the leglslat.ton which regulatea any clecUon held by LUSU. The Elections Act stipulates a fine of up to $1000.00 or a 6-month jail term or both as penalties for an ellglble voter who votes more than once. WSU Elections, however are not Provincial Government elections, which is what the Elections Act was designed for, so tt Is Inappropriate for further actlon to be taken against the individual who voted three times In our relattvely inslgnlflcant elecUon. Because the election results were not close, the 2 extra votes had no effect on the outcome of the voting, so Jt Is difflcult to see , what the lndtvldual concerned hoped to accompbsh. SlmJlarly, because the elecUon results were not close, the fact that someo.ne voted more than once does not put the outcome Into question. It does however, put the reputation of the indtvldual concerned Into question. As this ls betng written, the cross-checldng of the alpha IJsts continues. Ifyou voted more than once, the cross-check w1II detect It, and during the next electlona, your name wtll be part1cularly scru.Uruzed. Be aware that vottng more than once In the same election•~ a a;trnlJ}a] otrence. Mosaic 1 386-25 Qg I )'11111 pmts .rid labour -,.:-rty T~• , $l55t.OO 8et the■ whlle they last I LIMITED EDITION WINTER CARNIVAL TOQUES FOr the LOW LOW •.~ Priee . ol ~····· " · de ~'USU.. (/)/pee late Nigtt Ballot·eountif!g phol> br, Douglas S19Ely WITCH FIi............. -- , . , , , l■ml■ aan• ■■-11111 D11111 ■- 1- 1-13 ' l■D alLWIE II: 1111 lca:E --- ·- 1 �The Argus Page 3 February 13. 1992 ACROSS. CANADA ... LU Student Selected For Youth Challenge International by:Argus News Stqff Second year Outdoor Recreation student. Sarah Wing has been selected to participate ina three month Youth Challenge project This summer. 80 Canadians will join forces with 40 •1nternational Challengers.. from Guyana. Costa Rica and Australia for Youth Challenge•s projects 1n Guyana and Costa Rica. Sarah will be heading to Guyana inAugust. A fairly new Canadianbased initiative. Youth Challenge :Is a non-profit organization cosponsored by the Canadian International Development Agency (CIDA) and the private sector. Youth Challenge works with scienttftc institutes. universities. government agencies and service groups. focusing expertise upon a spectrum ofrecognJzed problems 1n developing regions. Applicants like Sarah are J shortl:lsted from a comprehensive written application and must participate 1n a r:tgorous outdoor selection weekend. Here. their resourcefulness and determination are evaluated by a panel ofjudges in a series of initiative tests. Finalists are pushed tothekphysicaland mental limits to determine their suitability for prOjects which combine community service. medical work and environmental research. Some Challengers have ass:lsted eye surgeons with sight-restoring cataract operations in Equatorial Jun- BC Wants . Pot Legal gles. Others have found themselves constructing bridges to link Isolated villages. or improving school facilities or drinking water in remote communities. Some have worked with scientists to study wildlife or collect h:nportant environmental data in areas as diverse as the Canadian tundra. the South American rainforest. or the Soviet High Arctic. •1 am very interested in international development as well as youth development.· says Sarah. "I hope this experience will help provide me a direction careerwfse. I look forward to the challenge." Youth Challenge relies on the ongoing partnership of business. governments. service organizations and local communities. Sarah must ra:lse the necessary $3000 in community support for their participation. TORONTO (CUP) - Toronto abortion clinics are still under attack. fouryears after the Supreme Court of Canadastruckdownthefederal law on abortion. An entranceway to the Morgentaler clinic was set onftre by a gasoline bomb at 2 a.m. Jan. 24. causing $5.000 worth of damage. Three days later. a woman posing as a patient set off a stink bomb in a clinic bath-. room. Neither incident shut the clinic down. And earlier th:ls month. Campaign Life - an antiabortion group - estab1:lshed a storefront office next door to the Cabbagetown Women's clinic. which performs abortions. Workers at the clinic say members of Campaign Life have been harassing women as they enter the clinic. Henry Morgentaler said he believes the violence :Is commgfrom a group of people who are frustrated. "They are acts of people whose cause :Is lost.,. he said. -rhey are crazy. This is speculation. but perhaps they want to commemorate 'the Jan. 28 (1988) Supreme Court decision on abortion.,. The court struck down the federal law on abortion. saying it violated a woman's right to privacy. Carolyn Egan. spokesperson for the Ontario Coalition for .t\.bortion .GIµµc~ . .. agreed with Morgentaler. ·1t shows the frustration of anti-choice individuals because they are losing their battle. They are now trying to intimidate staff and patients through violent means.'" The Morgentaler clinic has a court injunction prohibiting anti-abortion protestorsfrom demonstrating within 500 metres of the clinic. The clinic. open since 1983. had been the focus of many protests in which demonstrators attempted to block access to the clinfc. - Jim Hughes. national president of Campaign Life. said although he was aware • of the attacks on the Morgentaler clinic. the everyday business of the clinic Is far worse. "Whatever happened :Is nowhere near the violence employed in the abortuaries,,. he said. Hughes said h:ls organization was not responsible for the incidents. "No pro-lifer person a~sociated with Campaign Life would have done that,,. he said. "At Campaign Life we are non-violent." • Barbara MacFarlane. a nurse at the Cabbagetown Women's Clinic. said having a Campaign Life office next door makes clients and staff nervous. The renewed focus on abortion inay l;>e due to the attention the issue ~ getting .in, the United States. us T ff EAT R E ABORTION: TORONTO CLINICS UNDER ATTACK (Source: The Varsitg) Source: SFU PEAK tion of the question was BURNABY. B.C. (CUP) ·1typocrttical... Legalized dope :Is the latest North Island delegate Dan addition to a British Colum- .Anfteld agreed. , bia student lobby group's ..Let's smoke a Joint and list of demands. think about it.· he said. In addition to calling for The federation also free tuition and improved adopted a policy calling for financial aid for students. "free access to drug rehathe B.C. wing of the Cana- bilitation.,. dian Federation of Students CFS-BC chair Brad adopted a policy advocating Lavigne doesn't think the the decriminalization of policy Is out of ord~r. mar:guanaatitsannualgen•1 don't think it (the moeral meeting Jan. 26. tion) will hurt the credibility Langara College's stu- of the CFS.• he said. dentcouncil led the charge. ~ - - - - - - - - - - - , citing "uncounted revenue" I\•A lostbytheillicttsaleofmariIV 1aon· · Juana which could be used V~ • to fund colleges and universities. 639 McLaughlin St. Only the North Island's student association opposed the policy. The CFS-BC policy review committee examined w(,~ the proposal. and recommended referring it to the provincial executive rather than debating it on the plenary floor. The committee said it "did not want to risk being de-legitimized by the IA @[}{]@~1J' ~1J'@!IBY! mediafortakfnga stance on the decrtmfnalization of a Feb. 13 - Feb. 29 currently-illicit drug." Do you believe But Langara delegate Paul Keet said referring the in Ghosts? proposal in order to sidestep an immediate resoluTickets on Sale at the Box Office ARTHUR'S USED Tk ,~ she said. The U.S. Supreme Court is hearing cases which may erode women's right to an abortion guaranteed by the 1973 Roe v. Wade dec:lsion. A number of states are attempting to legiSlate parental conserit laws. or outlaw abortion except in cases of rape or incest. Abortion rights also garnered international media attentionlastsummerwhen anti-abortion demonstrators flooded Wichita. Kansas in attempt to shut down area clinics. Hughes said Campaign Life Is working with politicians at a grassroots level to create new Canadian legts- EW #303-The Chapple Building 101 N. Syndicate Ave. or Call 623-1321 FURNITURE 191 N. Cumberland St. (Basement of Cumberland Wash and Dry) Canadh1n Buy and Sell 345-9592 Tues.-Sat 11 am - 5 nm lattononabortlon. ~~~~~~~~~~~~~~~~~==~===~7' ::rso~== for pregnant women and attempts to talk them out of abortion. he said. "We help =:~~s::al~=f~ them to stop from killing their babies.,. he said. Police said they have not caught the arsonist who set the fire at the M or gen t ·a 1six er clinic. but say youths were seen running from the scene. ff~V' _, .... MCA ~t!·- ..·- ~~E-R■TS-■AND--L■U■S■U-E■VE-N■TS-• . I \ • .--- l . I, . , , • IT·L - ~--CH!.·L A'.N ! '. : 1 I• . 1; _ I 1 ·, 1I . IN C <>NC E RT --~•T~'l!!!!!!'B!!!!!!ii~:THUND!l!!l!!!!!!~~ER~BA~Y~C!IO!!!!MMUNITY~!!l!!!l!!!~A~UD!!!IT~O!RIUM!!!!!!II- WEDNESDAY., FEBRUARY 26 - 8:00 P.M. or more information visit the Auditorium Box Office, Ticket Express in Keskus, LUSU Events or call 343-2300 7icket E ress: 346-9495 �TheArgus Page 4 Februaiy 13. 1992 LE11ERS Upset With Beckford Comment rm wrtttng this letter in response to the article ·student Perspective: On Foul B.O.D. Language" (The Argus, page three, Februaiy 6. 1992). As a regular Argus reader, I am aware that the entire story did not appear in just this particular issue. The previous issue had an article about the longest B.O.D. meetJng in L. U. 's history. As I recall, the main reason for the duration of the meetlng was that Mr. Fleguel and Mr. Squires were opposed to a motion brought forth by Mr. Beckford. Could this possibly be the reason that .Mr. Beckford called Mr. Fleguel an "asshole" during the next meeting? If so, then I can certainly understand why Mr. Beckford was so upset. Mr. Fleguel must certainly be an asshole of the highest calibre if he had the gall to disagree with one of Mr. Beckford's motions. Isn't it understood that the Board of Directors exists only for the purpose of passing those motions which Mr. Beckford agrees with? Unfortunately Greg (may I call you Greg?), this university is populated by people who have opinions and ideas of their own which may or may not agree with yours. Your motion was passed ina democratic and orderly fashion and you can be proud of the fact that other opinions were considered by the BOARD of Directors before the vote was taken. However. I think that your actions during the next meetJngwere petty and childish and that you have smeared the honour and integrity of our llttle comer of democracy. At the very least. you owe an apology to~. Fleguel and the B.O.D. Should you consider yourselftoo proud (stubborn?) to apologize then I think that you should seriously reconsider your position on the B.O.D. until'you learn to play by the rules of an adult rather than as a spoiled child. Michel ll'lgeat • Mech. Eng. II UR HEAD MUST BIG TO ENTER_! Hair ya doing? Letter to the Editor: We. the Hair Party, would like to thank all those who were Involved. voted and participated in the LUSU elections. We would like to express our gratitude to everyone who supported our ideas. Congratulations to the new LUSU executive and best wishes in the upcoming year. Thank-you. . Cluu IDlmmhlto lllkeBeqott BrlaDTony !his space Is dedicated ro all of those who tore down 1he Pink Triangle Day posters �The Argus Page 5 Februmy 13, 1992 frtiEARGUSI The Student Newspaper of Lakchead Untvcrsity Volume #28 Issue #18 Febn.uuy 13, 1992 RoomUC0019 Lakchead Untvcl"Bity Thunder Bay Ontario, P7B5El Telephone: (807) 343-8110 (ext. 8803) {8:30 am - 4:30 pm) (807) 344-6911 (Anytime} Fax: (807) 343-8598 ATl'N:AROUS C1rculatton - 4000 copfes diatribut.ed wmdy Edltor-ln-Chllf Travts Belrose Proclucllon lllnlger RonMwphy Interim NIWI Editor Douglas Steary Enterlmmtnl Ecltor Greg Oppedtsarw Sportl Editor IanT.Fero CoPlloto ........ Douglas Steary cp (H.S.G.J Walsh Graplllol Michel Dumont Office llanlgtr Bruce Hou.stowt .Adlluaager Karl Clement TbaDb to ourCoatrlbutonl CoDDie Gordon & Co (Jenn Vandersc)Jaaf Christa Sadler), Noe Ward, Sue Kemp, Pa VanVeen, Coll McKbmon. BrlanLudal 1 TanyaMclDtyre, BrlaDB. Wes Malo, Andie Burk TanyaRlntoul, Rlck Coz Cover photo of Lesli Raguette by Ian Fero. The Argus Is produced weekly over the fall and winter sessions by students at Lakehead University. The Argus is a non-profit organization published by the ' Lakehead University Student Union and Is funded through the student activity fee. The: Argus remains editorially Independent - editortal policy Is set by an elected representative as provided for In the Argus Constitution. Arrycommentaryoreditortalmessages are those of the authors and are not necessarily those of LUSU or Lakehead University, and may not reflect the views of the entire Argus membership. Membership Is open to any studentatLakehead University. The executive ofthe Argus ls made up of elected representatives as provided for in our policy. The Argus welcomes signed letters to the Editor-In-Chief; however the paper reserves the right to reject or edit any submission.. The Argus Is also a member In good standIng of the Canadian University Press (CUP) .. ForNattonalAdverttsing, the Argus Is serviced by Campus Plus Canadian University Press Media Services Ltd, 124 Merton St, (416) 481-7283. The Argus follows the Canadian University Press code of ethtca, and guidelines set by the CanadianAdvertlstngFoundatfonand will therefore not print offensive articles or advertising. This Ncwspapertscopyrfgbtt:d (c) 1991 underFederallawguidcllnes and nothing may be reproduced from It without the express permfssion of the F.dltortn-Chief: All Rights~- Sometlmea you're the wlndahelld Sometlmea you're the bq. ·llukKM ,., EDITORIAL • Facism··1n Fashion Pink Triangle Day l--iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii.iiij;j-iiiiiiiiiiiiiiiiiiiiiiii~~~~~~~~--iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii-iiiiiiiii..=--iiiiiiiiiiiiiii Have you seen the Pink Triangle Day posters? Probably not. Febrwuy 14th is a day designated by the Canadian Ari informal anti poster campaign has defaced and/or tom Fede~tion of Students as "Pink Triangle Day·. Ifs ptµl)ose down the hundred posters down so quickly that anyone who is to promote awareness and inspire a -rise against was interested enough to find out what Pink Triangle Day~ homophobia on campuses across Canada. Hopes are to end all about would be stymied. Whoever did this made a mis~e. discrimination and the threat of violence against students' Now rm going to restate the message that was on those posters sexual cho~es. in 4000 newspapers that could be read by as many as 8000 It is important that students, as well as the surrounding people. The power of mass media... community, make this an issue. Hostile, uncomfortable The pink trtangle first surfaced in Adolph Hitler's Germany. homophobic barriers must be eliminated, so that lesbians, He did much more than single out and persecute the J~. gays and bisexuals may access their nght to an open Hitler extended his persecution to homosexuals who could be education. This is an issue which concerns and affects all easily identifled by the inverted pink isosceles triangle stiched students and is one in which all campus leaders must be on their shoulders. Once a symbol of Horror, it has become a symbol of Pride. vocal. Toe CFS (Canadian Federation of Students) poster states,' On our campus, B-G.L.L. U. posters have been vandalized 'Today, to commemorate those victims of Nazi hatred and as with comments such as "fags should die•. Obviously, bia reminder that they are still targets for bigoby, Gays, Lesbians sexuals, gays, and lesbians are made to feel uncomfortable. and Bisexuals have defiantly reclaimed the Pink Triangle as a Heterosexual behaviour, includingjokescondemntnggays, symbol of plide. • are present all over campus-even during our events. They Let's be honest, many people are still uncomfortable with have become so prevalent that people are begtnntng to · homosexuals and feel that they cannot understand their ignore them. lifestyle. I don't know what to say to that, but I do know that as AsL. U.'sLesbtan, Gay, and Btsexualgroup, we would like a group and as individuals, they have a light to not be to see w9rk done to rid the campus of persecuted. They also have a light to freedom of speech that is homophobic\heterosexist attitudes and behaviour. We currently restricted when the posters are removed from camwould like L. U.S. U. to make "Pink Triangle Day• a reality pus walls. here. Hopefully, with the student body's co-operation, It ts this right to freedom of speech that ts most n:oublesome events will increase both awareness and open-mindedness. concerning this poster destruction campaign. It's ~ot hate B.G.L.L.U. hopes that L.U.S.U. will use the Canadian literature, we m:c in Canada: these posters should neyer have Federation of Students urging to utilize this campaign to been tom down. The very laws that glve us the tight t9.speak free our campus of discrJmination. freely and express our opinions are threatened when these "LOVEBE'IWEENWOMEN. LOVEBE'IWEENMEN. LOY.posters disappear. ING EITI-IERWOMENORMEN. WHATEVERYOURKIND OF It would have been the smallest gesture that a person <;ould make in support of the liberal society that we are products of LOVE....8E GI.AD!!!!!!!!!!!!!!!!! 11!!! 11. if more of the posters would have remained. It is diflict.Jlt to B-0.L.L.U. accept that in a university environment we cannot even extend this much tolerance to an educational poster campaign. Long live facisml communism! totalitarianism! All silencers wry observations from the wes- side be commended! TGB • I wish to be known as a Finntsh-Scottlsh-lrish-GuyLivtng-With-His- Parents-In-A-Nice-Neighbourhood-AndHa~-Short-Hair-Canadi;µi. furthermore, fr I. am not addre~~~-f!#s B.er(ect 9~~bless_: I WfllJ ~lk.e".~exy·person\ who doesn't'use fti1s refrain at least twice.when addressing me, to the hJghest court in Canada. I will no longer tolerate being part .of such a repressiVe society which does not recognize my greatness. The constitution must be changed so that, I as an individual, am satisfied to the fullest. My every whfm should be satisfied by all people living in Canada. as they are merely the puppets to with as I wish. I do not have a need to concede to any of the norms of Canada as my rights as an individual come before the lights of all others around me in society. I shall speak, read, and wrtte ~EltUAL Off£NOC~ in my Greatness tongue which will entail the translation of ? ='15' all speeches and documents into Greatness, including all '1"00 studies done -on the topic of navel hair removal. All signs 10:00 11'20 displayed within on hundred kilometres of my person shall 11'30 12' 30 F3o be erected in the tongue of Greatness. Once again, failure to WOl<IN ... l<J£ •~ R><',._.,. tEt•"Nt). Vou . •_· do so will result in the persecution in the hJghest courts, so don't screw with me you racist piece of filth. I know your ideas of keeping me down. I know your plan. You will be stopped and forced to embrace my way for your sins in court. Wes - E - World •' t,ou•,- Can't happen you say. What a racist bastard His Perfect Greatness is, others chime in. Maybe. Not really. Doubtful. No. I am protected by Greatness. I want all to join me in my cause of stopping those that do not heed my message. Complain to all politicians, the police, Greatness groups, to whoever will listen to your point and flog it to death in public. We need to divide this country into bits so that Greatness will rule. All will become Greatness and Greatness will become all, forcing this weak and pathetic country to its knees. No longer will national unity even be thought of as practical, as Greatness of all groups will allow for unity under Greatness. Remember the one thing that will bring about Greatness. Repeat it often and loud and others will follow you to the Greatness. Repeat "I am better that you. You are oppressing me. I shall show you your true place. The government is on my side. You will be shown to be the lesser. I will take my rightful place. I am better than you.· With these few statements you will come into Greatness for yourself. And for me. I, as His Perfect Greatness, decide that the name of this country, Canada, IS offenstve to me. From now on it shall be called Wes-E-World in tribute to my greatness. Wes&Jfalo • . , • , • • • , • .. ~ • • • • • • , ~ • ... ' • • I • • . •· .. ~ • • .. • ♦ • • • • • • ., • I ' • • • • .. C - ~ .. • v • t .. • • • I • • • ,1, ~ • • • 1 • • ~ • • I • On "Healthy Alcoholism" This is in response to a letter by Mr. Grant that appeared last issue in _the ARGUS concerning Beckford's "healthy alcoholism" comment made at the Januacy 16 LUSU Board meeting (See ARGUS, Jan 23, "EPIC LUSU MEETING"). Grant wanted to know what was meant by the term "healthy alcoholism." That particular LUSU meeting was the longest on record, lasting six and a half hours. Many Important issues were debated at that meeting. The "Pub Policy" debate, the one where Beckford made the comment, was the last one. Beckford used the term at about midrught, as the argument was coming to an end. He was defending the motion from much cliticism, and a combination of this and six hours of previous business had made hfm, and indeed the entire board, a little tired. Beckford was repeating his argument concerning the unrest that sometimes occurs in the long lines for the Pub He said that by decreasing the size and wait ofthe lines, then -one could decrease the tension and "try and promote healthy alcoholism.• To1S last line was an amusing slip of the tongue which broke the tension ofthe debate for a moment. Beckford was tiying to promote •healthy aJcohol consumption,• not aJcoho~ 1'ee.t1Vanl .. ::.· . --:·.· ·_ ~·-•_:···. ·. ·: ~~·:···.: :--:.::'"',, ~·._,:.~, - • ~ • .. " ... , & • ..... ., ' • # ' ~ •• • ... +, \ ., ' ~ ~ .. 4 ... .. , ~-., '• .. • - • ,l ,. .... .. (I. • '!' ".-. ... • <,,, .. • ·• .... "'-~t-... • • �1be Algus Page 6 Februmy 13, 1992 SPORTS Men•s Baske-tball Ea1•■1s SpDt With Western by Ian T. Fero PBTBRBROWN RAYFOSTBR The LU mens basketball squad put fn a fine weekend against the defending national champions, the University of Western OntarloMustangs, splittlngthe two game series at the Thunderdome. Riding a wave of recent success (after beating national #4 Brock the previous weekend) the NorWester men came fn to the game knowingthat they could playwtth the Mustangs, and as Friday's outcome showed they did indeed. -We played very well Friday.• exclaimed head coach Lou Pero on the team's 80-77 victory Friday. The game was exciting from the get go. With the womens team squeaking out a narrow and excitingvtctoryjust minutes before, the capacity crowd was treated to another thriller. It was a quick game, lots of transition, lots of shots and powerful rebounding. It was a game dominated by the fast break finishers and LU ran With UWO for •the whole game. The only real fault was the perimeter defence of the NorWesters, as Western seemed to live and die With clutch three pofnters. The key for the Enjoy a full order of your favourite pasta fettucini, lasagna, linguini, rotini, tortellini or spaghetti. Crown it with one of our four fabulous sauces: alfredo, meat, seafood or marinara. Or try one of our baked pasta delights. Only $4.25 each. Tuesdays are Terrific at.Boston Pizza. .B(NOf)~ Wen1 notjustpizza anymore. 21'1 AKl'HUlt ff W 505 MEMORIAL AV Nor'Westers was the play of their quick guards, sophmore Peter Brown controlled the game, easily outdriblinghis defender and often finding the lane fo ran easy penetration or dish. Brown ended the nfght with a magruflcent 23 pofnts and 5 assiSts, while managtngto haul down 4 rebounds, reasserting his February athlete-of-the-monthacknowledgement. Les Ragguette found his grove and was fnstrumental on both ends of the court, hitting clutch baskets down the stretch. Ray Foster was the hottrfggermanforthe home team dropping 16keypofnts and hauling down 8 rebounds. Foster held his own devenstvely (as usual) and showed presence, both on the boards and from trt-fecta land. Guard Glen Eastland had 23 points for Western. Their offence was limited to the outside with LU's four big men Grace, Lalonde, Randall and· Law outplayfng their Mustang counterparts. UWO tree John Verneeren was held to only 8 pofnts on Friday and 4 on Saturday and provided no real help to the Western post game. With all the success on Saturday night, and the excitement and anticipation . building for the •rematch, any fan may have been thinking "sweep" as the teams hit the court on Saturday. However LU ran into a fast rut courtesy of a hot rookie guard, Brad Campbell. Western raced out to build a 16 pofnt bulge and the NorWestersfound themselves playing catch-up for the rest of the game. "He just had one of those games." said Pero on Campbell, who achieved 36 points on 69% field goal shooting and 90% from the ' lfne. "He showed signs of a hot hand late on Friday so we focused fn on him a bit in the pre-game speech" added Pero. With Campbell playing well, Eastland found himself open for a few easy buckets en route to another 23 pofnt performance. Once again the NorWester big men did theirpart, but again the pertmeter,.gaine paced the Mustangs. The Mustangs staked a 90-79 victory fn a gamewhfchneversaw Lakehead get withfn 5 points, a mark they achieved at the haJf. "We were a little late defensively• added Pero, it showed at times, but there isn't much you can do when you run fnto a hot shooter. The split left the NorWesters with a 5-5 conference record and the Mustangs with a 6-4 mark. The next test for LU will be the 19 Launer Golden Hawks. "If we play well we should win two.· remarked Pero modestly. "Les [Ragguette] is starting to play well, (Ray] Foster is getting steady, and (Dave] Pineau is playfngvery well... we're getting better with every game• he added. Right now the NorWesters are in 6th place in the confernce and have not lost hope of gaining a home playoffgame, a dream which may become reality if the team sweeps Laurter this weekend and hopefully gains a split with 1st place, and national runner-up, Guelph at home Feb 21-22. "Right now• exc~ Pero "we're just taking one game at a ttme: If the team accepts this philosophy there can only be better things to come. · Rankings Basketball OUAAWEST (Men) l)Guelph (8-2) 2)Brock (7-3) 3)McMaster (7-3) 4)Waterloo (6-4) 5)Westem (6-4) 6)Lakehead (5-5) 7)Laurier (1-9) 8)Windsor (0-10) OWIAAWEST (Women) !)Western (9-1) 2)Lakehead (8-2) 3)Brock (6-4) 4)Guelph (6-4) 5)McMaster (5-5) 6)Waterloo (5-5) 7)Laurier (2-6) 8)Windsor ( 1-7) �1be Aigus Page 7 February 13. 1992 SPORTS CAMPUS RECREATION REPORT By Derek BatJield Pool Tournament Results Th.is past weekend in the Study a brilliant display of pool skills were demonstrated by all of the participants in the tournament. Dean White walked away with top honours by defeating all comers. Rob Strudeski finished second. Robin Johnston and Rick Lee receive honourable mentlonforfini$1ng third an1 fourth respectively. Beware of these pool sharks! Women's"'Basketball Results In the past week the Individuals defeated the Bullsters with a score of29 to 18. In other gamos. The Has Beens overcame the Phys. Ed'erswithaclose score of 35 to 31. In the final game the Locals blew away the Dunksters at a score of 56 to 2. The Duluth Trip is just around the corner. If you would like to go you better sign up soon. The date is Fri. Feb. 21st. The bus will leave at 7am and return 8pm. The fee is $22 per individual. B11-dmtoton Tournament The badminton tournament is not far away. You can sign up for doubles and sfngles,just specify when you sign up. If you want to play doubles, specify your partner or you will be set up with one. The tournament will take place on Sat. Feb. 29th, from 2pm till 8:30pm. Fee 1s only $3 per indMdual. Bowling Tournament The date for the tournament 1s Feb. 26th at Mario's Bowl. For only $5, you get 3 games. Deadline for sign-up is Tuesday Feb. 25th at 4:30. Cross Coun~ Sid Cllnlc There will be a ski clinic on Sat. Feb. 29th from 9:3b to 12:30. Please meet in the Fieldhoqse at room SB 1016. Fee is only $5 per individual. _ Bring out your pegs! On Sat. March 7, there will be a cribbage, tournament. It will take place in the Study from 1 to 5pm. The fee is a mere buck! Prices can't get any lower. •Ball Hockey Tournament By Jamf.e Oltsher On Sat. March 7th, a ball hockey tournament will be held in the fteldhouse to determine who will represent L.U. in a ball hockey challenge against Confederation College. Due to limited gym time, only 6 teams will be allowed to enter. So sign up quickly at the Campus Recreation Office. Sno-Golf Tournament Is your swing a little frosty? Come out and join L.U. at the Thunder Bay Golf Country Club on Sat. March 28th. Fee is only $12 for a 9 hole round, BBQ dilµler plus prizes! Th.is is a 4-man scramble tournament. Couch Potato Trlathalon The infamous couch potato triathalon will take place on Sat. March 7th. Fee for a two person team is $4. The triathalon will take place from 1 to 5pm in the Study. For any Information on any event come ancl see us ID our new office upstairs, where LUSU used to be, UC 2014A, or phone us at eztenslon 8808 (3438808). • · "More Than Just Sports" CD'S SPORTSfATINGTIP 1 -- The Lakehead varsicy wrestling-team will be travelUng to McMaster Universicy to compete at the 1992 OUAA wrestling championships. Each Universicyls only allowed on wrestler per weJgbt class at the championships. The tour• nament format ls a one pool . system with double el1mlnaUon. The top 3 wrestlers in - each weJgbt will advance to . this. CIAU championships held at St. C&therlnes Feb. 28 and 29. Lakehead will be filling 9 of 10 weJght classUlca- •• Uons only blanking 52 kg. The final team selection was made Jast week with Uie exception of 82 kg. The Lakehead line-up will be: Duluth Trip Cribbage Tournament Wresd.ersOffToOUAA·C bampionships read about the Canadiens' loss whilst munching on a pe~ut butter chocolate chip cookie, .1.wasq. tt all down With apple.Juice. • •57 kg Sheldon Muir, 61 kg QulntonMaechtel, 65kgEddie Zmger, 72 Kevin Wallen. 76 kg Simon Lampi, 82 Brock Lambert or John Burke, 90 kg Lee Pine, and HWT. Scott Pepper. At82kgJohnBurkels presently on the sidelines with a knee injwy if he ls able there will be a wrestle off' later this week between Burke and Lambert to decide who will represent LU at the championships. Going to the championships: 57 kg- Sheldon Muir: In bis freshmen year, a graduate from Lakeview high school in Thunder.Bay where he was coached by Reno Nebnl. Going Into the 1992 championships Sheldon has a win-loss 14 and 9, and tournament placings in the RMC (silver), Garvie memortal (bronze) and Manitoba (silver) meets. Sheldon was also named wrestler-of-the-month for January. 81 kt· Quinton llaechtel: Afreshman. graduate from Barrie Central, - coached by Brad Chestnut. 'Going into the championship Quinton has won 12 matches and tournament placings in Mt. Allison (silver), Garvie Memortal (bronze), Manitoba Open (silverj. as kg- Ed.die Zinger: a senior. 1b1s Is Zlnger's 3rd visit to the OUAA. Ed Is coming off'a first term shoulder injwy. Going into this years championships Ed's career record is 30 wins and 20 losses. This year he place 2nd at the Manitoba Open. 88 Jrg- Mike Kitchen: a eophmore, this ls Mike's second trip the the OUAA's, last year he place 5th. Going into this years championships Mike had an impressive 17 and 7 won-loss record with tournament placings in RMC (gold), Mt.Allleon (bronze), Manitoba Open (bronze), Garvie Memortal (sllverj, and Huskle Open (bronze). Mike was the wrestler-of-the-month for October. 72 kl· Kevin Wallen: a freshman out of Westwood secondaly, Toronto, where he was coached by Johnathan Graham. Going into his first OUAAchampionshipKevlnhas ,a9win, 9lossrecordand tournament placings In, RMC (bronze), and the Garvie Memortal (bronze). 76 q- Simon Lampl: The eophmore placed 3rd at last years OUAA championships. Going Into this years - . meet Simon has had llm1ted action due to some nagging injurtes. He Is healthy and ls looking to improve on lastyears performance. _ 821qf-BrockLambert: eophmorewho place 5th at last years OUAA championships. Going Into the championships Brockhas tournament placings at Garvie Memortal (bronze), and Manitoba Open (bronze). or... ...John Burke: Garvie Memortal (silverj. Freshman, graduate of Smithfalls Collegiate a>ached by Steve Needam. Scott also plays for the Thunder Bay Giants football team. Going into the championships Seott placed second at theRMp open. The Lakehead wrestlers that will not make it to this seasons championships are CraJg Hardy, last years OUAA silver medallist and OUAA allstar. Craig dislocated his shoulder earlier this season. Chris Robertson. a freshman from Churchill high, coached by Norm Sakamoto, had a good season tlnishing up with a bronze at the Manitoba Open. Lance Hill and Richard Noob, both freshmen suffering from shoulder and elbow injurtes. Ron Wilson Is redshirtlng this season and plans to compete next year with the team. Good luck to the team members. freshman from SamJa. John's win-loss record Is 12 and 9 with tournament placings at RMC (silver), Mt. All1son (silver), and Manitoba open (3rd). John was wrestler-of-themonth for November. 90 kt- Lee Pine: Freshman, graduate of Bewatttng high In Sault Ste. Marie and coached byTed Fiya. OotngintohisflrstOUAAchamplonshipwith a win-loss record of 10 and 8 and tournament placing in RMC (gold), and -----------------------. *SAVE UP TO 40% AND MORE BY BREWING YOUR OWN BEER. *BREW-CANADIAN, AMERICAN, AUSTRAIIJAN,GERMAN,DlITCH AND ENGIJSH FAVOURITFS. *CANADA'S IARGFSI' CHAIN OF "DO IT YOURSELF BREWERIFS." * EXPERIEN~, SERVICE, QUALI'Jl 667 BEA.VERHALL PL. BEHIND THE AIRLANI DOWN PROM 'lrHE lWCK. lPHONI AT 475-8488 BREW TIMU: MONDAY 1'0 FRIDAY NOON TJllLlL LAS1'· BREW AT 8:00 lP'.M. SATUIDAY 9:00 A.M. TILL 11:00 A.M.. i I BRICK I - IAIRLANE I § BREWING EXP. BEAVERHALL PLACE 1 5 MOUNTDALE .._. THE -..-:.;,: ~ _ TM BREWING EXPERIENCE The place where YOU make great beer! �The Argus Page 8 Februaiy 13. 1992 ~ I PreSents: Listen and Win for... 11 11 ·FREE TICKETS &CD GIVEAWAYS n So listen up until tbe Day of tbe shows! Our Request & Giveaway line is 34J-8881 Operating Hours are from 9:30am - 9:30pm 343-8881 ot all of our fields are on the ground. You could be leading a team of top flight technicians testing state-of-the-art equipment and keeping installations at combat readiness. If you're an engineering or science graduate, there are challenging careers open in the C.anadian Armed Forces now. And degree subsidy programs are available for tomorrow's graduates. N We offer many officer positions for men and women in engineering and selected science disciplines in several fields of military employment. Start with an attractive salary, fringe benefits and a secure future. ... The Canadian Armed Forces. It's a serious job. This is a serious offer. Check us out. After hours ·can our request line and voice your opinion on any matter and we'll play 'em back to you tuesdays at 6:30 pm. lE For more lnlOnnaUon. vtsll yow nearest reaulllng oonlr8 0[ call <X>llect we·re In 1118 'illllow Pages (TM) ·-:_,_. ' CANADIAN ARMED FORCES ... == --- I Canad:1 �TheArgus Page 9 February 13. 1992 ENTERTAINMENT Music ••,,, • • by Travis Belrose Contrary to uninformed opinion, King Apparatus ts not the new ska ·band being fronted by the vocalist of Doug and the Slugs. The -King's singer/songwrtter, Chrts Murray, may sound a little bit like Doug, but that's where the stmtlartty ends. What ts· ska?. Quick definition: Reggae on speed. (Actually, reggae ts ska slowed down, but 1n the end, what's the difference?) Who plays ska? King Apparatus: An independent five man band from Toronto. The album says five, the press release says six. I don't know what to think. The band has recentlyreleased their first full length album on the Raw Energy Records label. The album ts also called.King Apparatus. They collaborate on this Indie effort with other bands on the Toronto scene, most notably One, an T.O. reggae group. King Apparatus ts a hard working band that has visited Thunder Bay often at Crocks Y&bbead Un1varsit,'s D&noe lluslo k. The cover of King Apparatus' latest album and Rolls and at our Outpost Into a studio release? (before it was named). Anyone Basically, the answer ts yes. who has seen them play knows It's a fun, eqloyablealbum, but that they put on an en~ettc you have to be Ina hyper mood show that can even get the tofullyenjoyit. Ifyou~tn the most lead footed people on the mood for it. makesurethatyou planet dancing (i.e. myself, MC are standing 1n an open space, HammerJr). breakables secured, preferably The bwntngquestion... Can with the blinds shut tfyou don't they translate their live energy want your neighbours thinkIng that you're going Into convulsions or offertng sacrtftces to some nameless, bloodthirsty god. But If you're not tn that •partying" mood, this album will not sound like a classic to you. The songs are good, but not very substantive. It's not that the lyrics are banal; the album Just lacks the thematic unity and consistency found on a Grapes Of Wrath album for example. Enough band bashing. This album is a must for anyone who has seen the band and liked them. The production values are a quantum leap beyond thetrlastE.P. Loud.Party. You'Drecognfzealotofthesongs you heard when you saw them last. And Just think. next time they come through you will be able to stng along ltke a True Fan. King Apparatus ts the perfect summer party album. A Cult E1ectrlc with the power chords replaced bystrummtng on the offbeat. Songs Include the bouncy •MadeFor-rv-, the honest •auy Our Stuff", and a song almost all LU- students can relate to •Non-Stop Dr1nktng". "Wasteland• ts a likable tune, With lyrics slightly more decipherable than T.S. Eltot's ortgtnal effort. The song •Ktng Apparatus• (not the band, or the album, Just the song) is a mellow reggae effort that works. \1@E QWJQ ~ •Hang1n' on· ts one of the finest ~~ songs on the album. Asltls,tfyoultkeska,Jump~ (W 001@ ~ ~ tng, or Infectious music, then buy this disc. Make them rtch. Allyourfrtends will think you're really cool. Now. N.B. The only place that I've ®00 []3rnfil][lill]3 1 seen the album so far is at St. James Stereo, across the street mJDJmnnILffl~ l]lij_) ®[]3 ~~ I fromKeskus on Red River Road. lllVi!iil1 lllffilffi 1 I $3 II ffilM HOUSE [Hfil□®[ID) ·- ----------- ---~ Okay... tt's under control. .. no filler crap for the party people this week, Just pure grade A dope... B's back and 1n full effect. money! Hype fresh news for ya on the dan~ music tlp ...Ce Ce Peniston. Twenty-one years old, from Phoenix, Arizona, former Miss Galaxy... shall I go on? Sure, why not Her current hit single •Ftnally" ts hanging on tight at number 4 on the Streetsound charts... ·1t·s overwhelmtng· she said. •1 knew that, through my perseverance and wanting to succeed, one day I would have something that would make me very happy, such as a hit record. I Just never knew tt would happen this quicklyr Discovered and produced by hip hop / dance producer Felipe Delgado (D.J. Wax Dawg), Ce Ce has held singing 1n her heart as a goal since she was a little gtrl. She did the school concert thing for a few years, did the acting·thing through hlghschool, and then 1n 1989 she won the Miss Black Arizona contest. and continued on 1n the pageant mode to be crowned Miss Galaxy tn 1990. Then. D.J. Wax Dawg invited her to do some background work With female .rapper Overweight Pooch, and scouts atA&M Records were so Impressed With hervocals that they offered her a deal and writing assistance from Steve •silk· Hurley and David Morales...and there you have tt •Flnally" was wrttten by Ce Ce herself, and her new album ts due out fairly soon, agatn With help 'from the two remtxer/producers Silk and Morales. Look for her new single •It's A Love Thang" to hit the charts on the freak tip. Flnally, (or lastly, since I've already talked about Finally,) C&C Music Factory producers Robert C ~ and David Cole have released a new cover version ofU2's 1984 hit •Pride (In The Name OfLove)9. Remixed on the traditional C&C house-techno-acld-funk-rockn'roll tip, mymalnsource Chrts tells me that It's doing real well on the dance floor tn bigger urban areas ... namely Toronto...Thunder Bay probably won't discover tt for another couple of months! Also notable on the 02 remix tip is the Pet Shop Boys cover of-where The Streets Have No Name•, even though It's been out for a long time. Nonetheless, I'm sure not to many folks up here heard tt. so there. Hey Athelntckulous - why doncha rccord'em on a cassette tape and send 'em on up here... maybe someone will get confused and put the wrong tape 1n the deck and ooops - It's some fresh new vibes to clear the dancefloorwithl Ha ha...yeah boycc...peace out on the B tip! The Purple Haze Daze A Hendrix bio of sorts by Colin Mckinnon He seemed larger than life. Hts command of the electric guitar, his onstage antics, and the instant recognition of any of his songs made Jame• Manball Benclrlz a legend, and his stature as the premiere guitartst of the rock era remains unchallenged. While starttng to play guitar when he was 12, Hendrtx tmttated other guitartsts and tried to pick up their pieces and licks, usually playing lefthanded, butoccasionallyplaytngrtght-handed as well. Years later, after his early discharge from the army 1n 1962 for a reputedfakedtnJuryonaparachuteJump, hebecamea •guitar for hire,• tourtng on the R&B Circuit With the likes of Uttle Richard, Jackie Wilson, James Brown, Wtlson Pickett, B. B. King, the Isley Brothers, and many others. Eventually 1n 1965, formed his own band called the Blue Flames, callIng himself by the new name of Jimmy James. After a failed career as a televangelist, Hendrix reunited the group 1n 1966, playingtn Greenwtch Village, pop msuic's headquarters for artists tn that day. He made a bigger name for himself than the other respected guttartsts of the day, ltke Mike Bloomfield and John Hammand. His big break occurred during a visit by the former bass player of the Brtttsh band the Antmals, Chas Chandler, who put Hendrtx on a plane to England With a promise of meeting the rtstng Ertc Clapton. Chandler also reverted Hendrix's name to its ortgtnal state from Jimmy James yet altered the spelling of the first to read ·J1m1.· The stage has now set for Hendrtx to explode upon the unsuspecting Brttish music scene, which was more and more demanding a heavier sound. Upon being linked with drummer, Mitch Mitchell and continued over page-. .. �TheAigus Page 10 Februmy 13. 1992 E"NTERTAINMENT Movies & Theater LAXDAL AT THE MOVIES by Brian Laxdal • . Is any movie worth $7.50 anymore? It seems that the onlywayyoucangetyourmoney's worth Is to see movies on the dreaded •cheapydays. •This sums up my feelings about two of the three movies I saw this weekend. In Medicine Man Sean Connery plays a divorced scientist that has discovered a cure for Cancer in the Brazilian rain forests. When a new assistant (Lorraine Bracco) arrives the two must stop the government from destroying the forest before they can redevelop the cure. Connery gtves a good performance as a reclusive scientist while Bracco seems to whine her way through in a non-Oatterlng female role. Wh1le the scenery Is incredible the novelty of shooting in a rain forest wears off before the movie ends. We then are left to discover an overused plot and dull dialogue. Even the fire works at the end only Inspire us to wonder Ifburning the rain forest to make the picture was needed in a plot to save them. This movies needs medical help. (out of $8.00 this movie rates $4.50) • l'lnal Analysis ts a movie that tries to tap the adult mystery thriller but fa11s•to deliver much suspense. Kim Basinger gl.ves a good performance as a disturbed women that w1ll use anyone to getherway and cleverly tricks Richard Gere 1n to helpingherecommltamurder. Gere Is rather dull here and Uma ~upnan who Is credited The women from the movie Fried Green Tomatos. in a starring role barely shows up 1n the ftlm. If this movie Is analy7.ed there are a few good moments but not enough to Justify a $7.50 price tag. Ifyour in the mood for a thriller go~ The Hand That Rocks the Cradle instead. (this movies rates $4.75 out of $8.00) The real winner this week Is Fried Green Tomatoes. It stars Oscar winners Cathy Bates and Jessica Tandy who play middle aged women going through mtd-llfe crtsts'. However the real story ts about a TJte Purl!J!J!'t~ continued from page 9... lead guitarist, turned bassist Noel Redding, the Jlml Hendrix Experience released •Hey Joe• and "Purple Hau" which became Instant hits. His ballad "The wind Cries Mary• (a ballad as only he could perform) also broke Into the UK Top 10, yet North American success has still not been attained. Unleashing the Experience at the Monterey Pop Festival In Callfornla, Hendrix left the aqdtence slack-Jawel with his performance, no one had lit•erally lit their guitar on fire before, not even the Who, notorious for end-of-concert destruction. · The next look America hadwas perhaps through the wrong eyes, as teenagers waiting to see the Monkees (Hey, Hey, We're the...) saw theappametlyout-of-control Hendrix perform. The tour combination did not work, and the Experience was dropped off this tour package, with a fabricated exc..tse that the Daughters of the banned. Nonetheless, Hendrix had ~ded and Intended to stay. The Experience returned to England, where their populartty was still high, and toured until the memory of the Monkees farce had passed. At the passage, his continued expertmentation with various effects, such as distortion, Fuzz Face, and the wah-wah pedal, all devices which 1n the past had been shunned for their unpredictability, led to even more Innovation on his new album ..EJectrlc Lad:,land" 1n 1968. His cover of Dylan's •AU AlongtheWatchtower•featured many changes from the orlglnal, and Robbie Robertson, playing in Dylan's backup band at the time, Incorporated some of the licks Into Dylan's set. •vookdoo Chile• and • 1983 (A Mennan I S1wuld Tum to Ber stillremalnussomeofhtsmore viable tracks today. . However successful The Expepence was, the pressure o( success weighed heavily on Hendrlx,andledtothebreakup of the band 1n mtd-1969, yet Hendrix contlued to perform, recording the unmemorable past murder and Oashbacks to the events. Mary stuart Masterson and Maiy-Loutse Parker steal the movie as two women that share a love for each other. This movie has much to offer. It has some nice humour scenes that help carry a well told story along to the end. This movie ts a triumph for Mary stuart Masterson an often forgotten talent who should not be Ignored. So do not let the title turn you off Fried Green Tomatoes really tastes great. (Out of $8.00 tbla movie rates &7.00) The woman from the Woman in Black by Sue Kemp Magnus Theatre's latest play "lbe Woman 1n Black. opens on Friday evening. It ts a story of suspense and mystery, set 1n Victorian England. I had the pleasure of speakIng with Sheryl Gardner, the actress who plays the Woman 1n Black. Shetsvtvactousyoung ~oman who _Is very excited about her work. Sheryl started out 1n the Performing Arts as a ballet~ancer, and actually had not done any acting until her firstyearofuntverstty. Shewas working on a degree In Music Education and decided to take a first year acting course to broaden her horizons. As luck would have It. she ended up with •a great prof who really sparked [her) Interest 1n acting•. Ironically, Sheryl has Just flnlshed her acting and directing degree at the University of Saskatchewan, but still has a year left until the completion of her Music degree. A native of Saskatchewan, Sheryl has not been to this part ofOntario before. She has been 1n shows in the past that toured within Saskatchewan, but this Is her first show that has travelled to other provinces. Her Sweat It Out In Finland, Chill Out In Morocco Q'!:!-u.c&OOm with new muslca.ns. Hts performance at Woodstock led to new-found critical acclaim, despite his rendering of the Amertcal national anthem (now considered classic), and he returned to Europe 1n 1970 to tour after setting up his own New York studio. On September 18 of that year, while still In England, Jlml accidently overdosed on sleeping pills. The tablets he took, German 1n make, were supposed to be broken Into quarters before ingesting, yet. obviously unfam1liar with the process took two and went to bed. ' Although some whispered thatsulcidemayhavebeenthe motive, most conclude Hendrix was more exited about life than e\".er, as a new era outside The Experience's shadow was beglnnlng to develop. However successful he might have been 1n this era, his death"left these questions unanswered, as pasthumansalbumshavebeen letdowns. Hts death marked a pause 1n the Innovation of the guitar, and to this day, an tnnovator has not been found to take up the reins as rock's greatest guitarist. role 1n "1be Woman 1n Black• ts not a large one but she enjoys It, and sees It as good experience. •My role Is a non-speaktngone. The Woman In Black ts an apparition that appears throughout the play". The actors she works with are both qutteexpertenced, and she feels she Is gaining knowledge and skill from working with them. Sheryl says her most challenglngrole to date was as Beth in Sam Sheppard's •AUeofthe Mind•. Beth Is a woman who has been beaten by her husband, and as a result Is braindead. Sheryl had to do a lot of research, bothspeakingtopsychologtsts and reading In journals, to prepare herself for the part. Sheryl still has a year left at schooL and afterthatshehopes to continue with her acting career. Although her second degreewlll be 1n Music Education she really has nodestreto teach 1n the pubftc school system.as shedoesn'tltkethetdeaoC-havlng to adhere to a curriculum•. She would like to work with children but 1n an atmosphere that Is more relaxed, where there Is more room for Interaction and spontaneity. Turn up the heat in our open doors to over 6,000 traditional Finnish sauna, hostels around the world then travel south to cool including castles chalets off in the shade of a and beach houses' at pri~ Moroccan courtyard. The you can afford. Find out experience of these more by calling our toll refreshingly different free number or writing: environments can ~ e Canadian Hostelling yours by joining the Assoc., 1600 James Canadian Hostelling Naismith Dr. Suite Association. A CHA 608, Glouc'ester 1 membership will HOSTELLING Ont., KlB SN4 INTERNATIONAL 1-800-663-5777 Hostels - The Affordable Adventure MARVEC COMICS' NEW #I IS AVAILABLE AT: HILL CITY tOMia &rm POS!m, Tm, GAMING SUPPJ.m WER DISC SAli ; ROOAlS 31 N. CO\a't St. 4-Bn4 \ �The Argus Page 12 February 13. 1992 • - Seeing that coin Is getting a lffHe low tor everyone, we're proud to present ..... '9 • .... _, I- j,,, . . I Mon. Feb. 24 - WELCOME BACK BEACH BASH Yllth • • The West End Glrla • ( $2 / $4 ) cash prizes for the ·b eat tan, loudest shorts 1/2 price fOOc:I nerna. Feb. 25th n,e •Return of 1he lncredlble • Mike Mandel • absolutely free Feb. 26 / 92 LUSU and MCA Cone a rte . praeant Sar h Mclachlan MIKE MANDEL In the TICA t10 plus· llud■nt / t11 non stand~up mentalist • 1he Freakers Ball • Open Stage Nie ) , at 1he Outpost Feb. 27th , TOGA TOGA TOGA PARr( cash prizes tor best Toga and the movie Anlmal House. show , starts at 7:00pm • Feb. 28th KAREOKE NIGHT cash tor best performance .-.-• .~ prizes tor every performance ---==~~ Feb. 29111 , Dance - A - 1hon check out the Pub tor detalll ••. II I I I ! 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 Argus Vol. 28 No. 18 February 13, 1992 Subject The topic of the resource Universities Description An account of the resource This issue contains articles on voting scandals in LUSU elections, a campaign against homophobia, and success of the Men's basketball team against Western. 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 1992-02-13 1992 argus Argus Magazine https://digitalcollections.lakeheadu.ca/files/original/e144b7c2d5a666d87855b764b5376ab1.pdf ed6edc8bd18aab7b6661003779869d3c PDF Text Text �The Argus Page 2 January 30. 1992 NEWS ALL ABOARD FOR SPRING BREAK The SpringBreakTripthis year, has been plagued by questions concerning the choice oftrtp commissioner, and LUSU's handling of the trtp. Said Cass Koenen, V.P. Stuqent Issues: -We have 83 students going; the second bus is ftve short of being ftlled. • Koenen will be accompanying the trip. Previous to this year applicaUons were received from students who were supposed to be in charge and monitor the trip on behalf of LUSU. -We had some complaints last year•. Koenen said,·just about the people who were supposed to be the 'chaperons' were never to be found·. ~avtng a S . AJr,1..,:11,1 ~,._..,. tk."W'S: SU""t:, Tu,:-"-'.i.•v Northern Mosaic 386-25 Qg Thu:kk : - A lack of volunteer she said reasonably. and added that 2 to 4 "free trips" will be given away as prizes during winter carnival. The Howard Johnson Hotel is destination for the sun-starved students. which is also home base for Much Music. Koenen feels that there shouldn't be a problem with providing accommodations for everyone at the same hotel. but "if we were moved. we would be moved to an equitable accommodation." Last year all students ended up in the hotel they were Computers Mosaic 2'"'":i By Sharon Docherty LUSU executive member present is also expected to recommend improvements to future trips. When asked about inquiries into why there were no applications for the spring break chaperons. Koenen replied that it was important to LUSU that "somebody who organized the trip and was involved with it from the very beginning and understands everything that will be happening will be down there to cover any problems that may occur." Gratis trips are given by the travel company when a certain number of students are signed up. Koenen's passage to Daytona is provided by one of the gratis trips. "I know a lot of people think it's kickbacks, but I don't". By Fe DeOagne "'1C". rt~). O n u.. s~1urd.n· C..r.,H".;. lil:0<1 .ut: - P1B ."-.":' (iWi).~.5- ~«.l .t 5:3(• p:-u ~'l'El. 386 32 bit CPU, 2S Mhz I Meg RAM. e,c;,and&blc to 8 MEG 5.25' 1.2Mb Floppy Dltve Fast 43Mb. 2.Brns, Hard DrM, 1024 lC 768 .Z8m Supet VGA Colour Monttor 1024 lC 768 512.K Super VGA video card 2 Sena!, l Parallel and I Garn,, poru 200 Watt CSA Certlfted " - : Supply 101 Inhana!d Keyborad (omor ~ 1 year parts and labour ~a:rty -r-~- • GENDER CENTRE AN ISSUE supposed to be at. February third is the final day for spring break stgn-ups. $1551.00. support. funding and collaboration betweenLUSU and the Gender Issues CoOrdinator are to blame for problems surrounding LUSU's new Gender Issues Centre. Students are frustrated by the centre not being open when they need to use it during regular school hours. Blame can be mostly laid on LUSU. Due to financial restraints. the Board of Directors and the Financial Management Committee decided to only hire a part time Co-ordinator for the centre. Valerie Lelleva. the person hired, has been working for the required 15 hours per week since the summer and more. As a result Lelleva was given vacation time during the week before and the two weeks after the Christmas Break. At the January 16. 1992 Board of Directors meeting. a motion was put forth by Cass Koenen. V.P. Student Issues. to increase Lelleva's status to full time. The motion was put on hold until a full evaluation ofthe centre is completed. Currently. Lelleva is in the centre for ftve hours per day for three days a week. On the other two days it was hoped that volunteers would keep the centre open. nus has not been the case to date. According to Koenen. U):SUhoped that the "centre would be able to be open fullUme with volunteer support. but unfortunately we haven't had that base support around." Lelleva agrees adding that the volunteers who did work in the centre were unsupervised and not really clear on what they had to do. Another major problem cited by Lelleva was a lack of "collaboration between Cass and myself." According to Koenen. the major problem is confusion caused by a lack of advertising. she stated "I think that ... we haven't advertised it enough. I'm not sure everybody knows why its there and what out there for." Note: Ms.Lelleva has resigned her position! ----------------------------------------------------· ·-------------------------------------------------------------------------------------------------------· ·---------------------------------------------------:---------=--:.-=-------=--=---=-----=----=------ __.. -J I "'-:.•--==-----=-----------=-----=--=----:.-----= -------------------~--~~-~-----~--------------------· ·----------------------·-· ----------------------------------------· --· _, ------------------· ·----------------------~ -------------------· --------------------------------------· --· ·-------------------------------------------------------------- -·-· ----· ----------------------· ·--------------------~ ---------------------·---------------------------------------------------------------~-----------------------------· ·-------------------------------------------------------------------------------------------------------· ·-------------------------------------------------------------------------------------------------------· •-■-------------------------------------------------•-----•• --·-· --·----~1--• -----· __--, ~"i:ir -·• --·• -•■ 11---·------·i ----A ---• --· -_... &.Ji!' --~-. 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Cumberland St. {81\,"ffl!Cnt of Cumberland Wash and Dty) Buy and Sell 345-9592 Tues:-sat. 11 am·- '5 nm �The Argus Page 3 January 30. 1992 NEWS []J] •'Bod ha;,-..." The.Hair Parry. ~Svbve.rt fhc. dominont ,, paradij""• Conif"'S p1,t1erdl,ness Wolsh ,, 2 tftv..,bs dowt1. 5,s;;el + £ber * inclvdes Col/~e Studer.1s_, -fuculty, Qlvmni,staff, vnsh,dents,LuSIJ ex.ew/1ves, ard emperors ... " Hwc youft 1.D fleatly... • ofl el,e ... PUB MOTION PASSES by Noel Ward It's now official. Confederation College students can no longer enter the Outpost just by showing the pub staff their student cards. The motion passed at the last LUSU Board meeting states that any non-Lakehead student must pay a $2.00 cover charge to enter the pub. Unfortunately, non-LU students include staffand alumni. The motion passed 18/2. Opposed to the motion were Ian Middleton, who voted by proxy, and Sara Friar. Ttm Fleguel and Robin Squires also opposed the motion, yet neither were present for the vote. Greg Beckford and cass Koenen put forth the motion. Beckford supported the motion I with a 500 name petition signed by students living In residence. Jeft'Dockerty, pub manager, commented that this was a good motion in some respects. Dockerty argued It would be in the Outpost's interest if Sharky's (Con College's pub) were to stay open, as the two barssplitthecostsofimporttng various groups or comedians. Dockerty also felt that people would come to The Outpost, even ff they have to pay the $2 cover charge, as the pub is a popular novelty in Thunder Bay. However, as a long term arrangement. this policy could be damaging. Dockerty pointed out this would be one of the vecy few pubs in Ontario that have a cover charge, and that could hurt business during the spring break and especially during the summer. He commented thatasLU students go home for the break, and students from Thunder Bay, attendingotheruniversitles, come home, there will be a drop in business, as no one is here to sign in the non-LU students. Board member Friar said, "The repercussions of this motion should be thoroughly investigated before any Irrevocable diun1gc ts done to the important relationship between LU and Con College (students). I wouldn't tell my best friend off over a drink.• ... , PUB ,RESTRICTIONS CONDEMNED BY LUSU PRESIDENT byR. Murphy Ian Middleton, Lakehead University Student Union (LUSU)presldent, condemned the LUSU Board of Directors (BOD) motion to raise barriers to admission to The Outpost, the LUSU operated pub in the new Students Centre. He was unable to attend the meeting, Januacy 23, 1992, because of his attendance at an Ontario Federation of Students conference at the University of Guelph, but did cast one of two dissenting votes by proxy. In an interview after reading the minutes, Middleton remarked that, as the motion currently reads, • ... this means that at any time, faculty and staffhave to pay $2 to come in here (The Outpost) ... the Chairman of The Board of Governors, who technically owns this building, can'tcometnherewithout paying $2. Bob Rosehart (Lakehead University President) can't come in here for a coffee unless he pays $2. There is no time limit.• Middleton was referring to the fact that there is no mention of hours of enforcement in the new LUSU Outpostpolicy'Technically it (the policy) came into force as soon as it passed the board• "I have lived here 1n Thunder Bay all my life. Some high school friends went to work, some went to other universities, some went to Con (Confederation) College. LUSU ts telling me that I can't bring my best friend in here (The Outpost) without them paying the $2. This motion is a slap in the face of evecy student from Thunder Bay.• Middleton made a reference to Alumni by saying that •:.some of whom have paid much more tbward'ti 'tlie 'Sttlctc!rttii . :.C!ntft! • than any first year student, cannot come in here without paying $2 and being signed in?I• Middleton also attacked the motion because of the lack of consultation with the students and other interested groups, when this policy was being considered •.. administration, who holds the liquor license, was not consulted. There was no consultation with Confederation College Students Union. What happens in the summerttmer Middleton also questioned the residence angle--• ...where will all the residence students bethenr Mtddletonalsoreferred to The Study, which was the notoriously crowded pub operated by LUSU before The Outpost opened. 'There was no outccy then ... • said Middleton. ·1 don'tknowaboutMcMaster orTrent (universities), because I have not been there, but I have not been to any other (postsecondaiy) institution in Ontario that does this. Only grad student associations tend to do this.• He explained that for many years LUSU has tried to foster closer relations with the Confederation College student's union and that this motion does nothing to help. Middleton said, "We have visited their Board of Directors and, with their president, made joint presentations toThunder Bay City Council. We made one about student fares for dty transit, and one to form a committee to develop affordable student housing. The housing proposal was rejected so we formed our own committee that includes representatives from the administrations of both institutions. For years we have tried to work out a reciprocity agreement over athletic f'acilities. It is currently 1n place for faculty and staff.• Middleton has decided not to seek office again next year, but will be working toward the reevaluation of this policy. HELP COMBAT UNIVERSITY AND COLLEGE DATE AND ACQUAINTANCE RAPE ... ENTER APOSTER DESIGN COMPETITION The winning poster wlll: Be bilingual, be designed by Ontario University and/or college student(s), address the serious crime of ~ate and acquaintance rape, be directed to a male audience. ADOPTION Three prizes of $250/each. First prize winner may be included in a training package on Date and Acquaintance Rape (June 1992) ARE IDU PREGNANT? THINKING ABOUT ADOPI10N FOR IDUR CHIU>? Competition Closes: March 1, 1992 Winners Announced: March 31, 1992 We would like to tall: to you. We want to be pan:nta. and would like to adoc a new-bom or toddlc:r. We an: a ~ u c a t e d c:ouflle with ~itbed )J!Ofessional careen, and an: able to provide a goocl home and much lcm:.H you call, we'll tell you more ~ us, and. can refer you to our adoption wo1m, who can provide eo1mseffing. We hae completed our nomHIUdy, and are willing to meet with you. Send entries with name, address, telephone/fax numbers and proof of Ontario status to: "Poster Design Competition", Centre for Women Studies in Education, OISE, 252 Bloor Street West, Toronto, Ontario, MSS 1V6. Tel: (416) 923-6641 PLEASE CALL US( MICHAEL or LUCTIJ.E) A POSTER'S WORTH A THOUSAND WORDS COLLECT IN TORONTO AT 416-462-0804 The "Campaign to Combat Date and Acquaintance BETWEEN 8 AND 10 pm Rape" is funded by the Ontario Ministry of Colleges and any Monday_through., Th~>: -~~~~'.'~.• ., ________ .__ ·_.·. _. __ __.·. u_n_iv~~i~i~s~ . . . . _ .. . - . -- - - - ... - - - - - ... - �TheArgus Page 4 January 30, 1992 WELCOME CON CO ~L. STUDENTS I LI::11 'ERS iiiiiiiiiiiiiii•~tud~en~ta~fln~tiiii-iiiiniiiioiiiioniiiiiiiieiiiieveiiiiiiiiniiiimiiiiaiiiid~eiiiiiiiiiiiiiiiiiiiiiiiiiiiiiuliiiidiiiibeiiiiiiiiaiiiiaerfoiiiiiiiiiiiiiiiiusiiiiiiiiftnaniiiiiiiiiiiiiiiicialiiiiiiiipiiiiroiiiiiiiib-iiiiiiiiiiiiiiiiiiiiiiiiiiii>iiii>iiii>iiiiliiiiamiiiiiiiiaiiiisiiiiikingiiiiiiiiiiiiii;ithiiiieiiiisiiiituiiiidiiiiieiiiiniiiiitsiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii$iiiiiiii$iiiiiiiiiiiiiiiiiiiiiiiii 00 an effort to communicate to the College that the change in policy was to take place. And so, on Friday the 24th, over fifty angxy Con College students were turned away at the door. And those fifty students took with them when they left a new image of the Outpost. No more is it, to them, a great place to go and drink and dance and spend their money. It is now a place reserved for the privileged few who hold L.U. student cards. And you can bet that the new image of the Outpost was passed on to their friends and to theirfriendsandsoonandsoon. Andratherthanspendtheirmoncy in the Outpost they will now spend their money at the lnntowner or at Gilley••· •5o wha~ you ask. ·u·s not their bar, it's ours.• You're right. Itis. But when you go away for spring break, or when the Outpost has a bad week, or when summer comes, we may well depend on the business of the college students. And we will probably change our policy again to allow them. But they may not come back Just because we're whining that we need them. They may never come back. And that ■ An open message to all LU.Students: Have you ever signed a stranger into tlie Outpost? It's really no big deal. After all, what are the chances that the individual you sign in is going to beat someone up, break something, or piss on the dance 0oon' I don't pretend to lmow. • But I do lmow this. L.U. studentshad better start signing Confederation College students in. Because until now, the College students have been let in at par with L. U. students. And in one fateful vote at the LUSU Board of Directors meeting on Thursday the 23rd, that privilege was taken away. Not because it was being misused. But because the lineups on the weekends were too long after eight o'clock; and L.U. students couldn't get into their own bar. So now, on all Thursday nights, and on all weekend nights when the varsity basketball team is playing at home, Con College students must be signed in in order to gain entrance. No one talked to the College lemforLUSU. And.neediremfnd you, LUSU is you. • So, the next time you see a ConfederaUon College student being turned away at the door of the Outpost, take them UD4er your wing and a1gn them In for the night. Show the College students that L.U. students aren't really so bad, and do a good deed for the Outpost and for LUSU. Lord lmows the Board of Directors didn't. Robin A. Squire• Director, LUSU DIS Ikes Art 1 ■ ■ _I've Just ftnfshed reading the article in the last Argus about the theft and vandalism of the ·art· around the University Campus, and I Just had to wrtte you this letter. First, I didn't know that we had the largest collection from the CanadianArtbankthananyother university, but at the same time could you really call it art? I've walked all over the university and looked at the art that has been placed around the campus, and the beat thm, that I could say about lt l• , , , "UGLY".»> 6CHO)) PR6S6NTS THe St.COND ANNUAL ENVIRONMENTAL AWARENESS WEEK & INTERNATIONAL DEVELOPMENT WEEK Mt,tsic, Comed)!, Dt4a.ma Ke)! Note Speakers \Jnfot4mation I Displa)! Booths Slide Pt4esentations Monday, P e ~ 5 to l'ltday, P e ~ 7 AGORA All eventa are Free! lll'ln8 a Friend Call -. . lor lartller lnloruaaaoa 5G-ll800 rroruoy Information and Display Booths! 7 oopm 'uesdoy_ Information and Display Booths! 7 ooom 7 oopm wf'dnesdny, Dr.Robert Roschart -around Cdtnpus Mr.Elij,1.h Harper -r:iative issues Mayor David Hamilton Mr joe Commul.l -the community -the reg ion • Ms.Julia Langer Dr. Ken Deacon - Role of • Mr.Mike Kaul bars - Earth First! Developed Nations tnursdoy, "inny 7 oopm M BO b w bb r e -recycle Gi.nada , Ruckus m the Rainforest" 3 ooom Stucie11t Action for a Viable Envir onmen t j • •• ffon .Clmle~ G1tch,1 -s ustainabl e developmen t r , , t 'Ruckus in the Rainforest ' Worli:1 Wllcillfr f Ulld -s licie nrese11tation ' oftheuniversitytolookattheart and ask yourself if you feel inspired or appreciate the works that have been placed around the university. I understand the meaning behind the pictures of twisted wire that are near the LUSU offices, but the pictures wo_u ld be better situated in a preschool setting than a university setting. . If you want to Inspire atudenta by tbla artwork, why not put up something that la attractive, or eye-catching. Instead of placing ugly metal sculptures in theAgora, and bent-overcondoms where the buses tum around, not to mention the noses in front of the fieldhouse. As for stopping the theft of art aroundthecampus, the best thing to do is not to rely on Lakehead security.Ifyouwantedtostealart from the university, you would not have to wony about security, actually they may even open the door for you. c. Mills Syr, Arts NO Wester sUpport In the last issue of the Argus, someone.made a comment about the lack of fan support at NorWesters basketball games. I totally agree. La.st year fan support was awesome, and even though I wasn't a student I attended, and had a great time. The first couple of games this year did lack fan support, but this past weekend's games were super! I have only one small problem with the fans, thatl've noticed through two years of attending the games. IfLU is losing near the end, eveiyone gets up and leaves. Heck, what do these people think they are going to do with theirextraflve seconds? I say, a BE& fan should stick with the team until the endl I lmow that I do! Darren Foulds SUPPORT CAN SORT Letter to the Editor: No, thisfsn'tanothercomplafnt about the Outpost. and it's not really directed to the Argus itself. Quite sfmp)y tt•s a letter directed to the maaaes. In Southern Ontario recycling is now commonplace, most of the population is aware and is able to recycle aluminum, steel, glaaa, plastic, and paper. However, this is not ao ro.- Thunder Bay; because the dty is so ISOiated this has proven quite ari obstacle in getting a full recycling program underway. Pfty... andIJustheard that the city council is looking into not having full curb-side recycling. Craziness! Here at L. U. eveiyone Is pretty aware of the presence of the blue bins around for depositing pop cans, and a lot of people are taking advantage of the blue bins, yet some people still don't care and almply ton their can in the garbage. I won't bother getting into to tl;ie rationale behind why one should recycle aluminum and the energy saved, if anyone wants information on that contact ECHO)) via the LUSU mailbox. On another note, whether it's just apathy (but rd rather believe it's Just plafn1gnorance) students here at LU. have no concept of what happens to the cans after they're placed into the appropriate bins. VIDEO -? Regarding my concerns regarding the monies generated by video games. The reply by Cass Koenen, Vice-President Student Issues confirms my concerns over theapparentlackofcontrolsLUSU has over the entire video game operation. I am nm. concerned and may I repeat. I am nm concerned whose machines and pool tables at LU. I am only concerned over the lack of controls which should be present in any business operation whtch deals in cash in the thousands of dollars. Presently, as indicated, these are no controls in effect except for a 'superficial' check of materials. How does LU "check" the return on pool tables? Tony LeBlanc mentioned the difference in monies generated by thepresentvendorversus the previous vendor. l believe this figure is an error and not taken from the books. Regardless, Tony does not indicate that the previous vendor was only allowed 10 machines versus today's 30 or 40 plus the enrolment is approximately 50% higher today than previously. If this is prorated, is LU receiving maximum return per machine as previously? As indicated earlier, let's be sure maximum dollars are being generated for the students. Any well_run professional business does not run on trust, They run on controls. As a suggestion, LUSU should keep their own records, sheetswith meter numbers recorded weekly in the presence ofvending people during pick-up of monies. Monies from pool tables should be picked up in labelled bags and rolled in the presence of L-U,Su reps immediately after plck-up. Surely, the hour necessaiy to put these controls in operations are worth the time and effort to assure proper collection and asse8Sment for now and in the future. In God we trust, maybeworks for Americans but good business sense is to limit or elfmfnate trust and temptation. C'mon WSUI We are future leaders of Canada. Let'• show the wor14 our bualneas ablllty to have the most efficient control -,.tem aftllal,le. A Fellow 8tuclent Presently ECHO)), the Envi· ronmental Choice group here on campus fa responalble for aortlng the cans and then sending them to the appropriate depots to be recycled. For those who haven't heard our cries for help, can sorting is done the last Friday ofeYe'tf month: tt only takes a little over . an hour, and there's FREE DONUIS to boot! It•s really easy too, folks, you just take a magnet and separate the cans into steel {which sticks to the magnet), and aluminum (which doesn't stick). Before the Christmas break the turnout of people to sort cans was pretty good, we had about twelve to eighteen people. When we returned after Christmas there was a huge pile up of cans. ECHO)) held two emergency can sorts to try and battle the pile--to no avail. Only six people showed up for each can sort. What's that?! Six people! To those who put their cans in the blue bins, thank you, I want peopletosupportrecycling. However, before you can enjoy that warm fuzzy feeling ofdoing something good for the environment-Why don•t come out to a can ■ortl The next can sort is the last Friday 1n Febnuuy, check the Argus ECHO)) column for more details. Andreallmk ~ . , . . ' •. ' : . . .. . . ... . . ' . ! �·-1™-EAR---G-u-sr------E-D-IV_O_R_I____;ALTheAigus 5 Page 1992 Janua,y30, fiiiii-iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii;;;;;;;;;;;;;~~iiiiiiiiiiiii~~~~~~~iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii The Student Newspaper of Lakehead University Volume #28-Issue #16 Januaiy 30, 1992 RoomUC0019 Lakehead University Thurxler Bay Ontario, P7BSE1 Telephone: (807) 343-8110 (ext. 8803) (8:30 am - 4:30 pm} (807) 344-6911 (Anytime} Fax: (807) 343-8598 ATI'N:ARGUS Circulation - 4000 copies distributed weekly Editor-In-Chief Travis Belrose Production Manager RonMwphy Interim News Edllor Douglas Steary Entertainment Editor Greg Oppedisano Spol'l8 Editor Ian T.Fero Co Photo Manageni Douglas Steary cpWalsh Graphics Michel Dumont Office Manager Bruce Houstowt Adllaaager Karl Clement Tlumb to ourContrlbutont Connie Gordon. Graham Strong (EC 8889). Noel Ward. J.l'C De Gagne. Alan Vanderwater. Sharon .;Docherty. Andrea Burk-, Laura Beeby. Ian Middleton. Pauala Van Veen. Patti-Jo Pessola, TanyaRlntoul. Colin McKinnon. John Aegard. Olaf Jensen. Todd Lahaye. The Argus fs produced weekly over the fall and winter sessions by students at Lakehead University. The Aigus is a non-profit organization published by the Lakehead University Student Union and is funded through the student actfvfty fee. The Algus remains editorially independent - edttorfal policy is set by an elect.eel representative as provided for in the Argus Constitution. Anycommentaiyoreditorialmessages are those of the authors and are not necessarily those of LUSU or Lakehead University, and may not reflect the views of the entire Argus membership. Membership is open to any student at Lakehead University. The executtveoftheArgusismadeup ofelected representatives as provided forin our policy. The Argus welcomes signed letters to the Editor-in-Chief, however the paper reserves the right to reject or edit any submission.. TheAigus is also a member in good standing of the Canadian University Press (CUP) .. For NattonalAdverttstng, the Argus is serviced by Campus Plus Canadian University Press Media Services Ltd, 124MertonSt, (416)481-7283. The Argus follows the Canadian University Press code of ethics, and guidelines set by the Canadian.AdverttstngFoundatlonand will therefore not print offensive articles or advertising. ThfsNewspaperfscopyrlghted (c) 1991 underFederallawgutdelfnes and nothing may be reproduced from ft Without the express permission of the Editorin-Chief: All Rights Reserved. ROCK THE VOTE! -MTV Student Perspective T!!J~!J!'!l.~<?n~'!!!~~ a system of social organization based on the ideals of domination and competition rather than co-operation have produced an ecological crisis that threatens our very existence. Humanity is now faced with a crisis that transcends theboundariesofanyonefteldofstudy. Thesolutiontothis many faceted problem lies not only in rectifying the abuses in the ecological domain but more importantly, in assessing the ideological faults of the social, political and economic domains. The class structure of society is a competitive hierarchy: each level of the hierarchy continually strives to outcompete each other to maintain or increase its influence and power on each successive layer. Our political system is a reflection of this competitiveness; It is a system we call capitalism, orfree enterprise. In North.America this system - of political organization tends to be dangerously headIng towards a plutocracy rather than evolving into an egalitarian d~mocracy. Competitive free enterprise is retarding the process of social and political evolution. In our society the values of mutual co-operation, spiritual satisfaction and intellectual development have been stifled and even replaced by economic competition. material satisfaction as a means to happiness and the repression of the intellect, denying its development to be an integral part of the development of the whole self. The void of intellectual development has been filled with what can be referred to as )unk ideas•, intellectually comparable to the.nutiitive emptiness ofJunk food. This junk ideas are the mindless media productions on our television and radio, which are meant only to reinforce our sense of security in what the capitalist state considers socially and morally right. The people who hold positions of power and wealth in today's society are completely dependent on the preservation of the system of domination and of social and economic inequality to maintain their positions of power and wealth. In doing so, they advance the complexly intertwined ecological and social crisis to appalling and dangerous proportions. The greatest threat to this system of social, political and economic inequality is the development of the individual's ability to reason, to critically assess every aspect of society which the bulk of humanity has formerly accepted unquestioned as being the unalterable laws governing our existence. Our political system allows for a very small proportion of society to control a very large portion of its wealth; there is social inequality and injustice. human beings have become commodl8ed, reduced to an equation and absorbed into the colossal machinery of the capitalist system. Reason and critical thought shows us that this system of intellectual and social repression should not and will not indefinitely exist. It ls therefore in the best interest of the ruling class to stifle intellectual development, because it threatens the existence of that very class. Our schools do not teach us critical thought or reason. rather, we are taught to function within the system. how to think like the status quo and at the same time it offers humanitywith the-greatest opportunity for ecological and social salvation. Our own freedom rests in our ability to free ourselves from the confines and constraints. both physical and intellectu.al. of the existing intellectually repressive system. We stand on the threshold of the greatest social revolution of all time, rectifying our ecological abuses is a healing process that transcends the boundaries of any one field.. The healing of the Earth involves eliminating poverty. social inequality, economic abuse and above all replacing ignorance with enlightenment, exchanging blind acceptance with questioning and substituting intuition with reasoning. This next social revolution offers humanity with the opportunity for true equality and happiness. British conservationist Norman Moore said it best when he said that the universal acceptance of conservation ls one of the most potent political forces since Mamsm. but one that wlll ultimately unite rather than divide humanity. OlqfJensen I I ELECTION -PREDICTIONS 3:25 A.M. Less than half an hour ago I saved a new file in place. of my800word editorial. Irresponsibleyes. Correctable No. 11:·s probably unprofessional to even be discussing this in print, but Ijust thought I'd let you lmow I had tried. Here's a quick summary. The LUSU elections for the Executive will be held Febmary 4 & 5 next week. 13 people are running for three positions. Show you care, educate yourself, read the Argus, phone the candidate etc. Don't forget to vote. Turnout last year was approximately 18%. Let's get off this apathy train. Here's a list of suspected results going in to the candidate's forum yester.day (projected by committee). President: VP Finance: VP Stud~t Issues: Koenen, Cass Tougas, Tanya Fisher, Christine Moniz, Paul Tilbury, Mark Grice, Craig George, Peter Dawdy, Tim Walsh, Colin Torry, Brian Hergott, Mike Klimushko, Chris Matthews. Adam Aft~r the forum, the deck was shuffled a bit based on performance. President: Koenen is still the candidate to beat. Moniz and Tony are the main challengers. George has slipped. and Matthews may not be able to climb out of last place after alienating certain clubs. VP - F: Tilbury staged a strong charge and has made this essentially a two way race between himself and Tougas. Dawdy and Hergottmade a good showingforthemselves but a win seems unlikely at this point. VP - SI: Fisher's strong base in rez could carry her. but an unspectacular forum performance has opened the door for a dark horse candidate such as Walsh orKlimushkotomake a surprising breakthrough. Grice was inconsistent. In this race fourth is as hard to call as first. This could be the most interesting race. The vote is less than a week away. and political fortunes can rise and fall many times in just a few days. Early indications point towards an all female executive, but we won't lmow for sure until Wednesday night. The results will be available in the Argus next Thursday. TGB VOTE! 3:42AM (327words) POTENTIAL ELECTION PROBLEM Argus News Staff Editorial/News Item Questions have been raised regarding the "Tougas Two Buck" coupon being used by VP Finance Candidate Tanya Tougas on the flipside of her election handbills. Each handbill contains a $2.00 coupon on it that can be redeemedatalocalrecordstoiefromFebruary 10-22, 1992. The questions raised in regards to this questioned whether this campaign was akin to "pork barrel politics" or "vote buying". If this is in fact the case, evidence indicates that Tougas, . an aclmowledged frontrunner, is not at fault. ln a conversation with an Argus reporter Tougas pointed out that her campaign idea was cleared by the LUSU Elections Committee. a fact confirmed by Chief Returning Officer Rick Cox. When Cox was asked about the "vote buying" allegation. he said that the coupon did not contravene specific LUSU policy regarding elections. He also aclmowledged that the Election Committee did not confirm the legality of this practice with the Ontario Elections Act. Tougas printed approximately 600 coupons. but she says that she has not distributed them in wide quantities yet. She also mentioned that if one of her fellow candidates had a problem with them she would not distribute them on campus. Tougas defended the coupons saying that they reflected her "innovation" and "originality" which she would bring to her job if elected. If she distributes a large portion of her coupons and goes on to win the election, the possibility exists that the election could be contested if the Ontario Elections.A'ct does prohibit ···carnpatgntngpractices of~ ~U!. -------·---·· ... - - . . rni.:.m,:.m.. ,. ,,.. ,.,._., ,,.,.... • • ·• ••• ·--- --··- · ·- · ···· ·· -· • - • �Toe Argus Page 6 January 30. 1992 SPORTS Redskins Do111inate Bills to Win Super Bowl XDI Mens Baskethall Squad Drops a Pair atH01ne by Anthony Hewitt Toe mens basketball team dropped their record to 3-3 with two home losses to McMaster University this past weekend. Coming off a sweep of WindsoronJan. 18th and 19th the NorWesters were looking strong and were expecting at least a split with.Mac. Frtday's game was a losing effort with the final outcome seeing the NorWesters lose 81-76. Strong performahces were turned in by Dave Pineau ·with 15 points. Anthony Randall, Mike Lalonde and Ray Foster hitting for 11 and Peter Brown sinking 10. Saturday was a repeat loss with the NorWesters falling short MIKE LALONDE again by the score of 82-75. ' Top performers for LU were Randall and Brown with 13 points. Les Ragguette with 11 and Foster and Lalonde with 10. Toe next action for the men is this weekend at Brock while the next home game is the following weekend versus Western. CP'S SPORTS EATING TIP The recent candidates forum reminded me of a vigorous hockey game in the Montreal Forum. Although i've never witnessed a game in the Forum. i felt invigorated during the forum. Canada Dry ginger ale: Good forum-in and forum-out. by Ian T. Fero As a little side bet between Travis and myself concerning our official predictions on Super Bowl XXVI. in last weeks issue, we decided that the loser would write a review of the game, hence the burden has fallen upon my shoulders. First of all I would like to apologize for a brutal prediction on my part, an NFL guru it seems I am not. From the outset the game was a lock for the 'Skins. The way I see it was a combination of ,the Redskins doing everything they needed to do. and the Bills doing everything they shouldn't have. The hoITid performance of the Bills seems to stem from three factors: 1) Jim Kelly-I knew when I saw him running out on to the field that he Just wasn't primed. he never was. He threw a Super Bowl record four INT s to an opportunistic 'Skins defence and was 0 • never able to hit his receiversfor any real gains, as well Kelly could assemble no prolonged drives. 2) Thurman Thomas-was he in the bloody game? I didn•t even notice him. The self proclaimed "MichaelJordan of the Bills" did absolutely nothingtoliveuptohisown billing. I feel bad for picking him as a decisive factor. 3) The inability ·of the defence to shut down the Mark Rypien passing attack. I totally underestimated Rypien and the Posse, you•d think the Bills would have figured out the 'Skins pass orientated offence but they didn't. The Bills may have the best front seven in the NFL, but the other four were brutal although the line managed to put some quality pressure on Rypien. It seems Travis had the correct formula for success in predictlngWashington's decisive factors. unlike myself who seemed to devise an idealistic game plan. if the Bills could have done half of what I thought they were going to it would have been a lot closer. Oh well! I hope none ofyou readers lost money on my account. Hats off to Rypien and the 'Skins. as well as my colleague Mr. Belrose. All I have to say is watch out for the Lions in '93. Varsity Statistical Leaders conference play Mens Basketball 6Games Scoring (PPG) Lalonde 13.17 Foster 11.5 Brown 11.5 Randall 11.17 Ragguette 10.67 Rebounding(Total) Lalonde Randall Foster Pineau Law Assists Brown Ragguette Lalonde Foster Pineau 22 15 11 9 7 Womens Basketball 6Games 51 Scoring (PPG) 44 Leitch 16. 17 Harrison 13.5 Hill 7.17 Burgess 5.33 Forman 5.00 33 22 20 Reboundlng(Total) Burgess 36 30 Fitzgerald 29 Forman 27 McAlpine 27 Hill Assists Harrison Leitch Johnston - Forman Altieri 22 18 13 12 7 Canadian Mental Health Association Thunder Bay Branch - PBOPI.B SUPPORT NBBDBD There are people living in your community who live daily with the effects of mental health problems. Enjoy a full order of your favourite pasta fettucini, lasagna, linguini, rotini, tortellini or spaghetti. Crown it with one of our four fabulous sauces: alfredo, meat, seafood or marinara. Or try one of our baked pasta delights. Only $4.25 each. Tuesdays are Terrific at Boston Pizza. B<Hol)ffua Were notjustpizza anymore. TOUll SUPPORT CAN MA.KE A DD'PEBENCEI • •217 ARTHUR. ST W 505 MEMORIAL AV All it takes is one phone call! Do you have a couple of hours a week to share with someone to participate in social/recreationalactivities? Call us now at R.A.P. - REHABILITATION ACTION PROGRAM of the Canadian Mental Health Association, 345-5564. "If you want me to stay employed at The Argusyouhavetowrite letters. I don't think there's anyone without problems, come on." �ARGUS ELECTION ISSUE-'92 LIVE AT THE FORUMll An Argus News Supplement PRESIDENT: compiled by Douglas ple running co-operatively. They feel that If they are elected, then they could work together and get things doril : _ Tony opposed the pub policy ofchargtnga $2 cover charge to all non-LU students. Tony felt that this was insulting towards the Confederation College students and all those living in Thunder Bay. He also said that it was bad bustness, as we need the Con College student dollars in the Pub, especiallyin the summermonths, when there are few LU students to gtve the place business. Tony felt that because of this and other problems on campus, LU's reputation in Thunder Bay is not as good as it could be. Peter George. George. who was appointed to the BOD on February 14 of last school year. George said that he sits on the Flnancial Management Committee (FMC) and Policy Development and Review (PD&R). and various Senate committees. George supported such things as Study renovation, and said he suggested to Tony LeBlanc that a student work program be initiated to do the work on the Study. The collective agreement with the unions on campus state that this work is to be done by union people. George said that he opposed the WUSC program that would sponsor two refugee students to attend LU. He said that he could not agree with a program that wastes$11,000ofstudentmoney. The WUSC proposal asks for $6,000 over a two year period, meantngLUSU would have to pay $3,000 next year. Steary, Noel Ward, n-<Wis Belrose. VP J'Df.Al'fCE: 11mDawdy. He ts a second year rep for LU Business Association, and a BOD member this year. After a brief explanation of his qualitlcations, Dawdy proceeded to explain his goals for LUSU as an executive. Dawdy supported the $15,000 plan for. a proposed climbingwall, which was put forth to the BOD by the Alpine Club on Januaiy 16. No vote was taken on the proposal. Dawdy argued that at the beginning of the year we paid a (sic) $75 student fee. For this reason, he felt that prices in the pub should be lowered, and more entertainment should be offered in the pub, and some of that should be free. Dawdy supported the Travel Cuts office at Lakehead University. Mike Hergott. "Vote for Hair," was repeated by the second candidate of the "Hair Slate." Hergott, a second year Outdoor Recreation student, promised his support for clubs. He felt this support should not necessarily mean the funding of these clubs. Each club on campus should be able to fund-raise, yet Hergott stated that he would continue to fund LU clubs. Cue Koenen. Pete George Prez Cass Koenen Prez Koenen opened with a list of qualiftcations for the Job as LUSU president. Koenen has been on the BOD for two years, and this year she sezved as VP Student Issues. She also sits on PD&R, and is an active member on many other committees and organizations, like SUDS and COCA. Koenen announced that her main priority would be to fight high tuition for the student body as a lobbyist. Koenen also said she would like to work with city council to improve the situation for students in Thunder Bay. When listing her accomplishments, Koenen cited the Mentor , Program, whichshesaidshewould like to see continued. Adam Matthews. Matthews admitted that he had no experience with LUSU and student politics, but he said that this would give him a fresh unbiased perspective as President. Matthews supported LUSU's new pub policy, which limlts non-LU students, saying thattt can create a yearly income of $15,000 to supplement the Pub's million dollar budget. Matthews said that he applled foraJobattheOutpost.yethewas turned down. Matthews, who manages a similar operation at home, felt that he was turned down because his knowledge of pub operations may conflict with that of the pub manager. Matthews also supported the climbing wall which was proposed to LUSU recently, yet not voted on. Matthews felt that this would increase enrolment in Outdoor Recreation. Administration has placed a cap on enrolment in this school, as it ts already full. Throughout his sp~ech, Matthews campaigned against vandalism. Paul Moniz. Moniz, who has sat on the BOD for two years, was a CFS and OFS delegate, and sits on several committees, including FMC. Moniz wishes to see a Travel Cuts office created on campus. This office deals with various companies to offer student travel discounts. Many Thunder Bay business have previously stated that , they would not give Travel Cuts any special consideration. Also, in order for Travel Cuts to consider an office, they must be guaranteed $2 million in sales, which LU cannot provide. Moniz also promised he would campatgnforcheaperstudentbus passes. Br:lanTOrrJ. Tony ts running as part of the ·Hatr Slate: a slate of three peo' ~ , • • . • I . . .... i'• • • I • Mark Tilbury. Tilbucy is a second year Honours Bachelor of Commerce student. He is also the general manager for AEISEC. Tilbwyalso said that he was the financial officer for his high school, the treasurer oftheStPatrick'sCathedral Youth Council, and the chief financial officer fora local political riding of the Progressive Conservatives. On the spacing issue, Tilbwy felt that the .Aesthetics Lounge could be turned into good club space. This area has been noted for its poor ventilation. and it has been suggested asa possible sight fortheproposedPeerCouncilcentre. Tilbwy also felt that the office of Summer Manager should be created for clubs. He commented that AIESEC benefited from such a post. The hiring of 30 Summer Managers for each club on campus could prove to be an expensive venture. Tilbury comqiented on the problem with the Student Handbooks being so late. He felt that LUSU using a firm that was farther away from Thunder Bay was irresponsible. Ifa nearby firm wold have been used then the books would have been available sooner. The main reason provided by the LUSU executive was that this year's firm was used because they printed the books on recyclable paper. Tanya Tougas. Tougas has two years experience as a BOD member, and sits on the Ftnanctal Management Committee. Tougas has also been a summer executive for LUSU, . .. •• - • - • • • • - - .. • • • .. • • • ~ - . . . . .. ... .. . . - .. - " J. ....... " . . . . . . . . . . . . .. ... . and a delegate for OFS and CFS conferences. Tougas, a marketing student fn the business administration program,saidthatshewouldconsider all student proposals for the pub and for clubs. She also claimed that she had numerous contacts in theadmfnistrationand in the business community. Tougas realised that there ex:ists a delicate relationship between LUSU and the administration, and she promised that she would avoid going in conflict with the administration on commercial ventures. H.B. All the candidates at the Forum agreed they would work closely with the auditors, as they consider their recommendation invaluable. All of the candidates also agreed on the issue of clubs. They would like to see the clubs get involved more on their own fund-raising, yet they promised flnancial or moral support for all LU clubs. W STUDENT ISSUES: Christine Fisher. Flsherbeganbyexplaintngthe experience that she has accumulated as a leading figure in residence. She was the Residence Programmer and was heavily involved in Orientation. She also has experience on various committees and she stt.s as a student senator. Immediately, Ftsherrewgnised the problem with the professor evaluation forms, whichare being abused and misused by the staff. Fisher would like to see these forms becoming important in the evaluation of profs by the deans. yet she admitted this would be hard work, but she was committed to it. Fisher was also embarrassed at the lack of wheelchair accessabillty in the university. She commented that she would like to see something done, spectflcally, an elevator made available so that disabled students can go from the Agora to the cafeteria without any problem. Craig Grice. Grice commented on the problem of vandalism and the image thatiscreatinginthemindsofthe citizens of Thunder Bay. He also felt the pub policywas disgraceful and a slap in the face not to Just Confederation College students, but of university students evecywhere. Grice also complained about he poor advertising of the Winter :::arruval, and commented on how >f all the classes that he had lisited, only a handful ofstudents Nere aware of the events of that :fay, and only one knew how to register for specific events. GricecomplainedaboutVersa Foods, accusing them of wasting food that could be donated to shelters in Thunder Bay. Grlce's final comments were on orientation. Grice felt that orientation was good for those living in restdence, yet those living offcampus were left out. and have no idea of what ts going on. Here, Grice felt that the faculty could announce what ts going on over the orientation period. Chris Klimusbko. Klimushkowas thethirdmemher of the •HatrSlate.•Asa memberofthis slate he promisedcohesion if all three members were elected to executive. Klimushko felt that issues such as the Gender Issues Centre. vandalism, the pub, and bus passes would be dealt with this term, and not be an lssue in the next term. Colin Walsh. The •ostentatiously dressed· .. .. · . • : "' ~ · . · . ~ ~ . . . . :.-~_,.~ . . ·.- : ► : • - ~~· ............. Colin Walsh VPSI Hair Today, Gone Tomorrow No photos submitted by Torry, Hergott, Klimushko cp Walsh, as he is more popularly known, stood on a platform of the eight ·cPs, • which he named •collective philosophy, • creative progressive, club phrtendliness, consistent pragmattst, campus propinquity (nearness), cognitive provocation, conservation preeminence, and, in honour ofT.S.Eliot and all English students, the correlative polyphiloprogenitive. • Walsh expressed a genuine concern for environmental tssues, which seemed to be his predominantissue. He alsosupported grassroots clubs, such as BGILU. or the Bisexuals, Gays and Lesbians of LU, and hoped this organization would help eliminate attitudes of homophobia and heterosextsm. Walsh also promised to •subvert the dominant paradigm," and expressed an empathy to the student body. ·'1' · .. :- ... · + .. t'"',.: .. • ... • ... .,,,·\ ....... ♦--: •·•"', �TheArgus Page 2 January30. 1992 PROFILE PRESIDENTIAL WHAT DO YOU BELIEVE ARE TWO MAJOR CAMPUS RELATED ISSUES OF 1991? WHAT IS YOUR PERCEPTION OF THE RELATIONSIDP BETWEEN LUSU PRESIDENT AND THE STUDENTS? WI\AT ARE YOUR GOALS FOR THE UPCOMING YEAR? WHAT 18 YOUR BEST AND WORST QUALITY? ·Peter George 11 BREVITY IS THE SOUL OF WIT 11 TWO MAJOR CAMPUS ISSUES The two issues that stand out in my mind are: a) Provincial cut back in education transfer payments. b) Tuition hikes and the freeze on hiring any new faculty. PERCEPTION OF THE RELATIONSHIP The relationship between the two is essential. I cannot stress enough of how important communication is. We need to work together to make the change required. We are a team and without team effort nothing ts accomplished. • GOALS My goals are to represent the needs and wants of the students and to be accessible! Since Lakehead ts geographically unique, with transportation being by air and car only, posting of exam notices durlng registration, this way you can book the seat sales from the airline. BEST/WORST QUALITY My best qualities are that I have excellent communication skills and delegate effectively. My downfall ts that I get to involved and llke to see all projects completed personally. Therefore, time-management is crucial. A WORDY CANDIDATE" 11 Cass Koenen TWO MAJOR CAMPUS ISSUES The vandalism that ts occurring on campus this year has to be one of the largest issues we have had to deal with. The violence and destruction that is occurring ts costing the University and the students of this University more and more money every month. In the past there has always been a history of what has been thought to be act of drunken stupidity. This year however we have seen an increasing number ofdeliberate acts, such as the destruction of the entrance signs. It is important that we as students take pride in our University and all :work together to help stop this wave of vandalism. In a time where the government has cut back it's funding towards Universities we can •not afford to be spending our money on senseless vandalism. The other Issue that is facing the University ts the cutbacks in transfer payments from the government and the seven percent increase in tuition. This past fall, the government "clawed back" money that had already been promised to the University. Last Tuesday the Rae Government announced that they were only increasing the transfer payments to one percent this year and two perrent for the next two years, tuition was also raised another seven percent. This Will put the University in a very tight financial situation. What it will mean to the students of Lakehead is a cut back in services and freeze in the hiring of staff and faculty. The tuition increase was only announced for one year, however the transfer payments were announced over a three year period. This will cause the Ontario Council of Universities, the Unions.the faculty associations etc. to put pressure on the government to increase tuition again next year and the year after that to make up for the shortfall. PERCEPTION OF THE RELATIONSHIP The relationship between the students and the President of the Student Union ts one where the President acts as a spokesperson and negotiator on behalf of the Students with administration and the Community. It ts very important that the President ts aware of what the students on campus are feeling and what their needs are. The President often is the sole representative on Administrative committees and it is important the s \he represents the views of the students accurately. As well the president acts on behalf of the students in the community at large, the city council and both the Federal and Provincial governments. It is the responsibility of the President to fight council for Student Bus passes, and affordable student housing, to lobby the government against tuition increases and to make administration aware of what the students of this campus need. I feel that it is the responsibillty of the President to make the students on campus aware ofwhat and who WSU is ~d what the Student Union does for them. . Through the various conferences, both the Canadian Federation ofStudents and the Ontario Federation of Students, and by sitting on Senate Executive and the Decanal Search Committee that ts looking into the restructuring of the department of Professional Studies, I feel.that I have already established these llnes of communication and that this experience would be invaluable in the upcoming year. GOALS In the coming year I would continue to work on several projects that have already been started, those being the student bus pass and affordable student housing. I feel that coalition building between the faculty association and the other Unions on campus is going to become increasingly important as we need their support to keep tuition increases to zero over the next three years and .I would work towards building those relationships. With the OUTPOST doing as much business as it has over the last four months I feel that it ts important that LUSU looks at future of our business and begin to make some long distance financial planning for our operations. Last year during orientation I started the ground work for a program of pairing first year off-campus students with upper year ~tudents. In the coming year I would like to work towards improvtng this program and to generally make off-campus students feel more apart of the University community in general. Finally, I also will continue to lobby the University for a safer, more secure environment. ,B EST/WORST QUALITY I feel that my worst quality is being impatient. I tend to want to do too much myself and have to ,earn to delegate tasks to others. Over the last year I have gotten better, but could still improve some. My best quality is the abillty to communicate with administration what the students on this campus need. I have been able to develop the skills necessary to lobby admintstratlon in•a professional and effective manner. The networking that I have done over the past year has been able to help me seive the students better. 11 11 '' Adam Matthews TWO MAJOR CAMPUS ISSUES IT S THAT SIMPLE? 11 JMreiyone knows that there are numerous issues to be looked at and dealt with in order to help our students. My major concerns have to deal with the cost of tuition and also affordable housing. Tuition pri_c es and housing costs are increasing every year and numerous people feel there is nothing they can do about it, well they're wrong! If I'm elected 111 show you how to do it! -=PERCEPTION OF THE RELATIONSHIP I feel that the president ofLUSU should be there at all times for the students. The LUSU president ts a voice for the students and in o~~r for the president to voice the students opinions there has to be a constant flow of communlcatiori. I am prepared to listen and treat each student concern on an PRESl'DENTIAL GOALS Every candidate proposes numerous goals which they promise to achieve in the upcoming year, knowing that there is only a few capable of achieving! Myself on the other hand would like to see an end to the increasing amount ofvandalism, because let's face it it's a waste of our money! Ifl have to go as far as to patrol the campus myself to catch the vandals I will! Also let's work toward a Varsity team that the spectators and players of LU have been waiting for for years ... HOCKEY! BEST WORST QUALITY My best and worst quality fall into the same bracket. being that I don't quit. When I see something capable of achieving I go after it until I achieve it even if it gets myself in trouble. I feel it's about time LUSU gets someone llke myself who is willing to stick their hand in the fan and accomplish something to LAKEHEADI Paul Moniz 11 2ND TRV 11 TWO MAJOR CAMPUS ISSUES There are 2 major issues facing LU students today. The first and most important. will be the reduction of "transfer payments· to universities, recently announced by the Ontario Government. The ramifications from these cuts will drastically effect us considering LU will most likely compensate for the lost revenue by reducing services, not faculty salaries. Services taken for granted llke Student Security, the Fieldhouse swimming pool, intramurals, Varsity sports ect... could be reduced if not ellminated. This ts why electing someone who keeps up with current issues and, with the experience to effectively represent :,our needs, is of essence. Another major issue that cannot be overlooked is the need for an affordable student health plan. Subsidised health care is available through the "Canadian Federation of Students" and I am completely devoted of bringing this to a referendum. IfLU students are in favour, then I ensure you that it will be properly administered and quickly implemented. PERCEPTION OF THE RELATIONSHIP The LUSU President should when possible, be in his/her office to hear student concerns. They should also know exactly who he/she is (not like the "who ts Ian Middleton" problem) and that the office has an open door policy. It is also imperative that the President voice these concerns at the "Board of Governors" level and, if necessary, take the initiative to organize protest rallies. Because the LUSU President is the chief llaison between the students and LU Administration, it ts crucial that information be related back in the form of Argus reports, class visits ect. .. GOALS A number of my goals for the upcoming year ls to see a wi'ravel Cuts• office on campus so the students may receive discounted air fares. I am also committed to implementing a student health plan for those who need it and, meeting with the new Thunder Bay mayor to ensure he does not neglect his promises towards affordable student housing and student-rate bus passes. Ensuring that the Outpost does not run a deficit and, obtaintng a transmitting licence for our radio station, ts also among my priorities BEST/WORST QUALITY I believe that my best quality is that I am focused and persistent. If a concern is brought to my attention, I will see to it that its resolved no matter how Jong It takes. Of my worst quality, I am unable to pin point anything major which might effect my role as President, yet, I invite eveiyone to come and get to know me so you may discover for yourselves. 11 Brian Torry TWO MAJOR CAMPUS ISSUES HAIR FORCE 11 The issue of improved Student Services, especially in the area of Health Care and also in off campus housing and improved services. Probably the greatest issue of present times, is one of exceptional importance, is the disastrous financial situation presented to us through higher tuition and reduced gov't spending and it will be necessary to deal with these problems to ensure continued success for students. PERCEPTION OF THE RELATIONSHIP ' In recent years LUSU has become more of a giant corporation than a Student Union. Though it is important to run the organization as a business the LUSU president should be a representative of the students not their CEO. • GOALS -Get students involved in LUSU - pride in LU. -Better off-campus housing services for students -Big brother/sister programs for all departments (voluntary) -Merchandising/promotion campaign to raise awareness within Thunder Bay and other Universities -Upgrading of Residence facilities - allowing married couples to cohabitate in residence ·Declare LU bilingual BEST/WORST QUALl'IY Best-hair Worst-hair PROFILE �The Argus Page 3 January 30, 1992 VICE PRESIDENT - FINANCE CAMPUS. 'How Tim Dowdy SPACE CONTINUES TO BE A PROBLEM ON .WILL You DEAL WITH mis IN RELATION TO CLUBS AND ORGANIZATIONS? "RUNNING FOR VP - F" WHAT ARE YOUR GOALS FOR THE UPCOMING YEAR? WHAT IS YOUR BEST AND WORST QUALITY? D' THE OUTPOST MAINTAINS A DEFICIT WHERE DO YOU PROPOSE TO MONEY C011E FROM? AND D' IT DEVELOPS A PROFIT WHERE WILL IT GO? • OUTPOST DEFICIT If the Outpost were to develop a deficit, I propose the monies to come from the LUSU Contingency Fund, until such time that the Outpost can repay the monies. If the Outpost develops a profit the monies will stay in the Outpost for upgrading and repairs to help better service the students. SPACE PROBLEM Every year more and more clubs and organizations approach LUSU for office space. Since there is limited space for offices, some clubs are paired with another similar interest club and put in one office (ie. LUBA and ACE). GOALS My goals for the upcoming year are to increase club funding. help maintain the low prices in the Outpost. and give the students their monies worth in services they want. BEST/WORST QUALITY My best quality is my ability to handle and coordinate finances. My worst quality is the fact that I spend too much time specializing with other people regarding their viewpoints on student issues. Mike Hergott "HAIR. PERIOD." OUTPOST DEFICIT Money to cover the deficit if there is one. should come from the newly created Outpost Slush Fund. Any profits will be directed back towards L.U.S.U for distribution to the clubs and creation and maintenance of services. SPACE PROBLEM With only a 1% increase from the provincial government all clubs and organizations will have to make do with what they have and utilize the available space better. GOALS Get students involved in L.U.S.U-"pride in LU." Better off-campus housing services. Voluntary bib brother & big sister programs. Declaring ·Lu a bilingual campus within a unilingual municipality. BEST/WORST QUALITY Mark Tilbury "RUNNING FOR VP - F 11 would be to renovate the Aesthetics Lounge OUTPOST DEFICIT If the Outpost maintains a deficit where do • into offices. There is room for 3 or 4 good you propose the money come from? And if it size offices in the Lounge: and, with the space cut by a third because of the Camdevelops a profit where will it go? pus Rec. office, it is no longer feasible to I have tremendous confidence that the use it for guest speakers. Using partitions current deficit situation with the Outpost will tum around. However, should the deficit instead of walls, and filing cabinets with remain for the short term I believe there are locks for security, the cost would be minitwo options to deal with it. First. any excess mal. collected from the Building Fund over what is GOALS needed to pay for the mortgage, should be put 1) To have Student Handbooks distributed during Registration Week. I will toward the deficit. Second, if there is still a portion to pay off, it should come out of the accomplish this by starting to work on the handbook early, and finding a Printer that LUSU Contingency Fund: which should be used for unusual circwnstances. At no time will deliver the book on time. should there be an attempt to divert Student 2) To Hold monthly Club President's Fees toward paying for the Outpost deficit. meetings to help make LUSU more responStudents provide funding for LUSU to prosive to its members needs. vide services for them. Pouring money into a 3) To make sure ALL students receives Pub that not all students use, when it could the maximum benefit for each dollar they be better spent elsewhere, is unacceptable. put into LUSU. When the Outpost turns a profit, LUSU, BEST/WORST QUALITY the Board of Directors and the OutBQ am a team player. This is important post management should decide on a perbecause as a LUSU executive, you are centage to remain in a contingency fund to constantly a member ofcommittee or group, offset future deficits and a percentage to be etc. spent on services for students. WQ am a very demanding person. I want SPACE PROBLEM everyone to give 100% in order to reach a Space continues to be a problem on camgoal pus. How will you deal with this in relation to clubs and organizations? Club Space is one of the primary issues in my campaign. Being a member of a club, I lmow the Importance of having an office. I think LUSU and the V.P. Finance should work more closely with University Administration to help alleviate the lack of office space. One concrete proposal that I have, Best-hair Worst-hair Tanya Tougas "RUNNING FOR VP - F .. OUTPOST DEFICIT The intent of the OU1POST ls not that it be supported by additional funds, the OUTPOST should be operating at break-even or at a profit And if it is not, it is essential to determine what exactly is the source of the problem and talce correctlve measures to alleviate the financial burden. In light of the recent financial deficit, primarily caused by start-up costs of the OUTPOST, an Operating Fund has been established for the OUI'POST. The $2 cover-charge collected from non-LU students to the OUTPOST will go directly to this fund as well as any surplus (or profits) the OU1POST will make. This fund is a ve-cy important financial move for the OUI'POST. This fund will grow to a predetermined level (dollar amount). It Is Important to have this fund available in the case of an unforseen event so money will be available to cover the daily overhead expenses that must be paid. For example, a situation may arise such as a faculty strike. This may mean many students leave campus, forcing the OUI'POST to be closed for a couple of weeks. It wotJ:1d be a situation like this, not forseeable, that the management of the OUTPOST and LUSU can draw from this fund in order to remain above water until the normal revenues (profits) can be realized from regular operation. When this operaf:1ng fund reaches the pre-determined level, the money's over and above will go back to the students in the way of new services or events from the OUI'POST. SPACE PROBLEM This year LUSU has had a plethora of new clubs developing on campus. This is great! However, the problem of limited space has magnUled. I have ideas of my own to accommodate this problem. For example, we may be able to set up a common club headquarters for clubs that don't require as much office space. These clubs can share office equipment, and hold club meetings in the LUSU club room. I feel however, the people involved in clubs are most aware of their requirements and have many ideas of their own. This Is why I intend to organize a committee of club reps to address such issues as space, key and funding allocation. GOALS As V.P. Finance, there are many initiatives I will address. Among which include: Fall and Summer operations of the OUI'POST, short and long term planning for the OUI'POST and LUSU, Phase II of the Radio Station, and the implementation of a Climbing Wall. As V.P. Finance, I will continue to emphasize funding toward FREE and/or subsidized ticket prices for events held by the OU1POST. In addition, I will support funding of a variety of entertainment. As V.P. Finance This spring I will explore many alternatives for the summer operation of the OUTPOST. I feel it is Important that we choose an alternative that is financially stable, as well as in the best interest of our shareholders (YOU)! LUSU has undergone substantial growth in infa-structure, prtmarily due to the OU1FOST. At this point, I feel it is essential that as V.P. Finance, I initiate the development of short and long-term planning. In doing so, we can identify any potential opportunities or problems we may face in our operations. Uke you, I don't want any surprises! This coming year, the LU Radio Station will be advancing into Phase II & III. We will be applying for a transmitting license. I feel this is an excellent venture, and will support your views and interests when considering fund allocation. Finally, indMduals on campus are pursuing the implementation of a Climbing Wall. Providing a few wrinkles are ironed out, I feel this is a good investment for Lakehead Students to talce on. It's a healthy alternative form of recreation! BEST/WORST QUALITY' My best and worst quality can be seen as similar, thatls I am living off campus. This is my best quality because I can best represent the concerns of students from Thunder Bay (like myselQ as well as students living off-campus. However, I am aware of the needs and interests of on-campus students, and will be available to see all students. VICE PRESIDENT - FINANCE �The Argus Page 4 January 30. 1992 VP-STUDENT ISSUES VANDALISM ON CAMPUS IS A BIG ISSUE, WILL YOU ADDRESS THIS ISSUE? WIDCH SOCIAL PROBLEMS ON CAMPUS WOULD YOU LIKE TO DEAL WITH? WHAT ARE TOUR GOALS FOR THE UPCOMING YEAR? WHAT IS TOUR BEST AND WORST QUALITY? Chris Klimushko 11 COHESIVE HAIR 11 VANDALISM -Keep students aware of the effects of vandalism (cost) -Education via various avenues ofcommunication (Argus. Radio Station. Poster Campaign) -Implementation of campus. crime stoppers program -More co-operation with Thunder Bay Police-more care patrols. Joot patrol for events SOCIAL PROBLEMS 1. Women•s Issues-make sure that women feel safe on campus at all times. -participation of women to assist in implementing programs and services that will create a new ideal atmosphere. 2. Health Care-getting on health care plan that will cover off campus health services. i.e. dental. prescriptions etc. 3. Alcohol Awareness-continuing the campaign to encourage responsible drfnklng-encouragtng designated drivers program. GOALS -Get students involved in LUSU-pride in LU -Better off-campus housing services for students -B:lg brother/sister programs for all departments (voluntary) -Merchandising campaign to raise awareness and make others aware of LU in T.Bay and across Canada. -Upgrading of Residence facilities-allowing married couples to cohabitate in Residence BEST/WORST QUALITY Hair THE FISHER QUEEN 11 VANDALISM Vandalism is of major concern especially this past year, the foremost example is the childish action which took place in EarFalls Residence. It was from the vandalism here which saw the expulsion of sfx students from all parts of residence . I believe their ban is justffted and that this action was a step in the right direction. Vandalism is not going to stop and we shouldn't kid ourselves or anyone else. The question arises thus, how far do we go to punish the masses for acts of few, if they can not be found out? I personally do not like the idea of •passing the buck.. as it were, it can•t even be said that the vandalism taken place on campus is done by our student body. Thus it becomes hard to Justify any action against our student community. My best solution is show students right at the beginning of the year the costs of vandalism, the money comes from ie: cutting out of further and better education and higher student fees. Hey were all adults. Lets act that way! Before we lose privileges such as a licensed bar, lets not kid ourselves it could happen! SOCW, PROBLEMS I believe that Lakehead has to worry more than just social problems on campu~What i mean is that, I am particulartty concerned about the fact every two days one garbage bin full ofgood food coming from Versa is thrown away quite hastily. Do we not have a "shelter.. here in ThunderBay? Yes, I believe so! This is a major social problem especially when this campus can come out and provide some very much needed food, it probably wouldn't even cost us anything as they would gladly come to pick it up every day for free. Here we do the community a great service and we as students lend a hand in waste management and we gain in the appreciation of the citizens ofThunderBay, who may now open their doors and homes to future students. As for on campus social problems, I believe that people in different faculties don't know anything or little about another faculty, thus we arrive at the constantly put down of Outdoor recreation students who's course load is two times that of any Arts students. There course sounds easy by name but thats all. Thus basically we have to learn about each other. GOALS My goals for the upcoming year are to give students the best responsible secure time that cp Walsh THAT S CORRELATIVE POLYPHILOPROGENITIVE TO VOU VANDALISM 11 Christine Fisher 11 11 11 We should be using the Argus as a medium for exposing the perpetrator and ensurtng that they are persecuted to the full extent of the law. i would also suggest an increase in student security on the prtme nights (thursdays). Vandalism seems to stem from drunken folks' propensity for a primordial response to personal frustration. Perhaps these folks would find other means of venting their frustration (self-manipulation) if they knew that they may be exposed to their peers via the Argus. SOCIAL PROBLEMS Environmental concerns continue to be the most pressing issues on the planet for obvious reasons. At a local level. ECHO)) continues to lead the way with activities such as the upcoming Environmental Awareness Week. The environmental problem is one facet in a greater social problem that can only be resolved through a change in people's thinking. With the rtse of grassroots clubs such as B.G.L.L.U., heterosexist and homophobic attitudes may eventually -change. If people had a little more humility about themselves and their place in the universe, many would not be as frustrated or insensitive to changing times. Student apathy is obviously a problem which stifles any attempt to effect change. An innovative and creative way of approaching the aforementioned social problems will have to be sought. We must"attempt to remove the rigid bind of massproduced solutions. GOALS ·,As with past years, i'd stlll enjoy attempting to subvert the dominant paradigm. In the words of NOMEANSNO: Question the answers, stir the solutions; in the end, for light, you must burn your conclusions. BEST/WORST QUALITY Best Quality: A humorously creative yet strident belief in reform. Worst Quality: i'm a procrastinator. they can achieve in one year and hopefully years to come. Another goal is to ensure that the courses offered in the calender are actually offered in the up coming year for students now find that because of courses not offered the year , disallows them to take a desired course in the next academic year, thus a crucial m1nn could be lost and future employment as well. BEST/WORST QUALITY · • My best quality would have to be that i'm very approachable and open to ideas and critlcism while maintaining a sense of humour to keep the edge off. My worst quality pushing my point too far, which could be a good thing in the position of V.P. Student Issues. 11 Craig Grice DOES BO KNOW LUSU? 11 VANDALISM As everyone knows vandalism has become quite a hot topic around campus. Rumours have it, they may even closel he Outpost. However, the Outpost is not just a service to the small handful of people vandalizing but a service to the entire student body. Idealistically, increased securtty and lightlng:yvould best solve the problem. Realistically, because of budget constraints, it depends upon the students to take action against vandalism. We must police ourselves. Many concerned students have brought forth the idea of a "clime stopper" program. The university would give a small financial reward for any tips leading to the arrest of a vandal. On a larger scope. it would be most effective for not only the students safety but to the protection of our university community. SOCIAL PROBLEMS Although vandalism is a social issue, there are other social . problems which are frequently mentioned. As Residence Programmer, I see a large gap between residance and off-campus student. Both share the university facilities, yet one goes way and one goes the other. As a student senator and residance programmer I have learned concepts that could bridge the two groups. Another social problem is the Outpost. Many people have complained about service items that include food, waitstaff and doorstaff. There are also many complaints I have heard. What I would like to see is more consistency witl1 service and regulations. Some other socila grievances I would like to deal with are better accessibility for thhe physically challenged, better communication between facilities, and more organized registration week. GOALS As for goals for next year. I would like to see a health plan implemented. and a men's volleyball team. By working with administration I want birthdates on student cards, an increased budget for off campus housing and to increase security regardless of budget constraints. W«unust work around the situation to make our campus look and feel safe. BEST/WORST QUALITY As for myself, I would say my worst quality would be the constant work I take on. I have a difficult time delegating authority. Mt best ·quality would be my dedicated, personable attitude toward.every single issue I acquire. VP - STUDENT ISSUES �The Aigus Page 7 January 30. 1992 SPORTS ,_...r.tPUS RECR~~ION . Rl!PORT by Derek Hatfield Basketball Challenge The Challenge between L. U. and Confederation College will take place this upcoming Wed. Feb 5th from 10am to 4pm. L. U. has lost in the last two years but we're not going to let Confederation beat us this year! Are we? The participation is all that matters, and to participate in this event is free. All you need to do is throw a basketball and sign your name. There will be three sites set up around the University, so look for us on Wednesday. Welghtllftlng Competition The weightlifting competition will take place on Sat. Feb. 8th. The fee is $2 per individual. Come on out and have some fun here. Duluth Trip Oh yes, its back. Sign up while the seats are available! The date is Fri. Feb. 21st. The bus will leave at 7am and return 8pm. The fee is $22 per individual. More details will be coming up in the future. Couch Potato Triathalon This triathalon is for everybody. You don't even need to prepare for this one, just sign up a~d show up. Th~ place is The Study (old Pub). and it takes place on Sat. Feb. 1st from 1pm tlll 5pm. Sign up is only $4 a team. a team consists of two people. This works out to only 67 cents for an event per person. Pool Tournament The pool tournament ts taking place in The Study on Sat. Feb. 8th from 1pm to 5pm. Fee is only $3 per individual, and the event is open to men and women. Badminton Tournament Just an early·notice to all you badminton lovers out there. The badminton tourney will take place on Sat. Feb. 29th, from 2pm t1ll 8:30pm. Bo~ doubles and singles will be taking pla~e. The Squash Ladder by Michael Dela Cruz Allan Vice and John McDonald initiated the squash ladder this term. John (ranked #3) challenged Allan (ranked # 1) but Allan took John in three straight games to retain his rankings. The second squash ladder match was held between Angela Cybulaski (#4) and James Boileau (#2). James showed no mercy as he took Angela in three ~traight. Tom Wilkinson (#6) and Sean Appleton (#7) performed the best squash ladder match yet. The match went to a fifth game with Sean defeating Tom. Men's Basketball by Jam.es Marrinan The 1992 intramural men's basketball league shot the first hoop on January 6th. This year we see several strong teams with unending speed and agility. This year the league has 14 teams in A and B divisions. This week we saw Chicken Noodle Hoop remain undefeated and a loss being handed to the LUSU Bucks, the first loss to a well aged team. Standings are as follows: Division A Division B Team 1 (1-4) Team 2 (0-4) Team 3 (2-2) Team 4 (3-1) Team 5 (4-0) Team 6 (1-3) Team 7 (5-0) Team 1 (4-1) Team 2 (3-1) Team 3 (2-2) Team 4 (2-2) Team 5 (1-3) Team 6 (1-3) Team 7 (2-2) Women's Basketball In basketball this week the Has Beens defeated The Dunkers 48-41. The Phys. Ed'ers triumphed over the Individuals by a score of 42-29. In the final game the Locals beat The Btillsters by a score of 68-18. 11 llont Tlllln Just Sp0il• 11 L:... /1,,...& ,.,. • WIDlan1s Responds In theJan.23, 1992 issue of The Argus I ran a story entitled "WtJUaros and Peterson Leave Volleyball Squad". In that article I took it upon myself to speculate to why Kelly W1ll1ams had decided to leave the team as I wrote; "Veteran Kelly Williams has quit the volleyball squad asofWednesday. It is presumed that Wt1Jtams was upset after losing her starting setter position to second year player Jo-Anne Hood." In response Wt1Jtams has written a formal letter to myself explaining her situation. As this article originally appeared in the Sports section I feel it is necessary to reprint part of Kelly's letter and I do so at her discretion. Hopefully this letter will clear up the situation.- Sports ed. -nie fact that! am not playing volleyball any longer has absolutely nothing to do with losing my position as setter. As disappointed and upset as I was about the change. I thought that for whatever reasons. Claude naa uu:au~ a change Uiat was ,:. best for the team. I accepted this and practised for two weeks, playing over 5 matches ion offside. OnSaturday, January 18 while playing at home against Windsor I played one set and then found myself sittlngon the bench. This is what I was upset about, after putting three and a half years into the volleyball program at LU I felt the last place I deserved to be was on the bench. When I spoke to Claude [Lapre, head coach) ·on Monday, January 20th concerning my departure from the team, I explained to him that I was unhappy sitting on the bench, however, there were other factors which brought me to my decision.· - Kelly V-Ball Squ.ad. ~w•ps Waterloo The LU Womens volleyball squad once again asserted itself this past weekend wtth yet another sweep, this time versus the home Waterloo team. The first match saw the NorWesters play Without head coach Claude Lapre, on account of suspension. Lapre, who later w.tthced the tapes of the games, said the girls "lacked concentration" and took a long time to really get into the match, although the team was delayed about four hours at the Thunder Bay airport after their plane was struck by the wtng of another. The team pulled out a 3-0 set Win by scores of 15-13, 15-9 and 15-13. Leading the strlkewere Kelly Breutlgam who had 29 kUls. On Saturday the ladies took the match by an identical 3-0 set score, Winning by the scores of 15-12, 15-11 and 157. The LU squad was able to empty the bench and all the ~ KERRI-ANNB BWAC~ players made a solid contribution with Kerri-Anne Ewacha recording a stuff. dig, k1ll and seIVicewtnnerto seal the match 1n only her third time on the court. This weekend the team will be playing at home versus Brock who is 1n tight contentio for a playoff berth. The Brock squad fetures a quality 5th year starter, Leanne Gotto. The action should be fast and furious. * SAVE UP TO 40% AND MORE BY BREWING YOUR OWN BEER. * BREW CANADIAN, AMERICAN, AUSTRAIIJAN, GERMAN,- DUfCH AND ENGLISH FAVOURITFS. * CANADA'S LARGFST CHAIN OF ' DO IT YOURSELF BREWERIES." * EXPERIENCE, SERVICE,·QUALI'IY '1Plliam& ,. . -...- 6fJ7 BEA'VlElRHALL PL BEHIND Tim AIRLANlE OOWN FJROM THI& BR][CK, moNE AT 475-8488 BREW 'lllMlES: MONDAY TO lFJRIDAY NOON mL lLAS'r BREW AT 8:00 lP.M. SATUlIDAY 9:00 A.M. mL 1:D.:00 A.M. T "'·i-1--E TM BREWING EXPERIENCE _The place where YOU make great beer! �The Aigus Page 8 January 30, 1992 _ ARG·US AD NEWS EDITOR POSITION IS OPEN *NOMINATIONS OPEN JAN 30 *NOMINATIONS CLOSE - FEB 7 2:30PM LUSU ELECTIONS f VOTE FEB 4 & 5 f ***VOTE FOR*** - *PRESIDENT *VP FINANCE *VP STUDENT ISSUES 1 POLLING STATIONS 0 'POU.S ARE OPEN FROM 10 am TO 7 pm FEB 4 & 5 LOCATIONS 1) THE WINDOWS eETWEEN THE CAFITERIAS *CANDIDATES FORUM FEB 7 2:31 PM 2) AGORA AREA 3) REGIONAL ED FOYER • ADDfflONAL POLLING STATIONS ELECTIONS WILL BE HELD FEB 10 FEB 4 - EDUCATION BUILDING (11AM TO· 3PM) FIELD HOUSE (11AM TO 3PM) FEB 5 - CORNWALL SCHOOL (11AM - 3PM) BRAUN BUILDING OUTSIDE 881021 '''BRING YOUR STUDENT CARDS WHEN YOU VOTE''' -ON FEBRUARY 4th & 5th VOTE!!! • WE'ii ■AIR na YIU! CHRIS KLIMUSHKO FOR V.P. STUDENT ISSUES MIKE ·B RIAN TORRY HERGOTI . FOR FOR V.P. F1NANCE PRESIDENT SPEAK NO EVIL, •SEE NO '"EVIL, HAIR NO EVIL. ' -... ,- SHOW. YOU CARE, VOTE HAIR!!! �The.Argus ·Page 9 January 30. 1992 ENTERTAINMENT Books: Cosby~ Childhood by Patti,:Jo Pessola What doesn't this man do? Whileactlng. directing, producing. raising a family and travelling abroad, BW Cosby stlll ftnds the tlme to write books. Why does he do it? (you might ask) after reading his latest book entitled Childhood, the answer in his own words is quite simply "to entertain.• Childhood does not have a distinguishable plot, cllmax, hero or even a lady in distress for that matter, it is not a romance, a mystecy, or a drama. It is a very interesting collection of stories from the childhood of Bill Cosby. Cosby relives his boyhood and is kind enough to share it with the reader in the style he is famous for. Regardless of how the experience effected him at the tlme Cosby ftnds in each situation a abundance of humour and forces the reader to laugh alongwithhim. He shares some of his most embarrassing moments. (Uke bedwetting) and some of his most glorious {such as being a school cross guard); Cosby does not Just tell one BIJO(IJS IN TUt~. stocy atkr- another - he compares childhood back then with childhood of today. He humorously points out how children have changed from when he ~ a kid. By giving insight into tales from his own children, he mocks the difference , between then and now. One can only conclude that there is as confusing a lack of understanding between adult and child back then as there is today. Cosby's writing is a lot like his acting. and his stand up. If you are looking for a book rich in plot and literary device perhaps this is not the novel for you. If however you are in for some light. enterta1n1ng reading, look for Bill Cosby. that is what he does best. BOOGIE CHILLUN' Music: WITH THE HOOK 1960's. Hooker was born in Over the years, John Lee Clarksville in the rural MissisBooker has remained a benchsippi, spent his teenage years mark for longevity as a blues in Memphis, and eventually man, and his ubiquitous presmade his way to Detroit, playence has affected rock iming in various nightclubs until mensely. Although he is now his discovecy by a record com74 years old. he continues to pany talent s<:0ut His unique produce excellent music. for style of playing, which later last year saw the release of "Mr. came to be known as the boogie, Lucky•; .subsequently, his enabled him to have relatively popularity has returned to th~ early success with the song height he achieved in the "Boogie Chillun••, a million seller in 1948, and Hooker parleyed this success to further his career. appearing on televisionin 1949, rare for a blues man, and re-issuing or re-maktnghis original tracks. He began a lengthyJob as a disc Jockey. yet oontinued to record, sometimes _releasing these singles under pseudonyms. In the 1960•s. Hooker began exten1NIPU1UIIIGIIATIST IOUN1YNanl sively touring. d1VidCANU FOUND A'ft ing his tlme between North America and Brit.am. White musicians began to take am&a1m notice of his raspy, Pmm, GAMING ffllJPS bullhorn voice and UH DI: SAIi i B charismatic presence on stage; many of these bands acted as opening acts to Hooker. borrowing by Colin McKinnon from his style, indeed, sometimes his own songs, incorporatlng it into their own style, and subsequently releasing records with theiruniquequallty to them. The Spenser Davis Group, featuring Steve Winwood. covered the song "Dimples•, and in response to the popularity, Hooker's original was re-released and promptly passed Davis' cover to land in the UK Top 30. "Dimples• and other songs, such as "Boom Boom• and "rm Mad Again•, became favourites of the British rock scene. Bands like the Yardbirds {which eventually spawned Eric Clapton, Jeff Beck, and Jimmy Page), the Animals, and Them {featuring Van Morrison) incorporated many of Hooker's songs into their sets. and some still exist among these bands' greatest hits. Amertca also began to take nottceoC-theHook•, as he came to be called. and 1971 was certainlyoneofthebetteryears for him. In a recorded pelform'::-ance with Canned Heat in the Fox Venice Theatre in Venice. Califomta. a subsequent double album (called Hooker n• Heat) reached number 73 in the US Top 100 Album chart American bands also felt his powerful effect upon the industry and began to cover more of his songs. J. Geils Band. Sam the Sham and even the HILL CI1Y r• .~---~---~---~---~---~. 1•~~.z;.z..».».z;z~~z~: •~1 I~ • $$$ TRAVEL SAVINGS $$$ :z~ : -~ ~ ~· ~~I LAKEHEAD ~~SI1YSTUDENTSJ9V ~: Book the least expensive airfare.. I~ •p ' ■ Thunder Bay 202RadRlvarRd. 122 Centennial Sq. :~ :,;·::.nCenlraLlaO 1 ~ I . . I . I I a1u{save up to 60% off. Pfus ive'(( ta~ off an aaaitiona( 2% wlien you present tliis coupon at any one of our focations. I~~~ I, ~: 1 ' ~ Travel Limited . , • l.oasl 1 1 • ~ la,111 on avait;ability bil;i,;, ,n txu,king ,~s~icllOns. Qppiy.. __ _ . __ 345-2535 623-7473 1-800-4~!: • . ·- _ . • II I I ·---------------------------------· ~ORES 'f)1J Tanya Rintoul Ruckus in the Rainforest, a zany drama group, is presenting two shows on Thursday February the 6th. Both the afternoon and evening shows will be FREE of charge. The group focuses on the causes, the problems and the results of deforestation of the rainforests around the world. Although humour is their presenting technique the importance of therainforestissueis very clear. Ruckus in the Rainforest is based out of Guelph and is associated out of Guelph University. They have gained the reputation of a very entertaining yet informative group. Any of the many people who saw them last year, during Lakehead's first annual EnViroiunental Awareness Week. knowsthecomicqualityoftheir performance. This year's performance promises to be even better. The cast contains more people and there are a variety of new skits. Ruckus in the Rainforest has a dynamic flare that encourages interaction with the environment and·provokes the mind. They are musical and have a very lively seventy minute act. Their show is an entertainment mustlll The afternoon show. starting at 2:00 pm, takes place in the Agora. The evening show, starting after 7:00, in The Study, other programs will be in process. •• The bar will be open in The Study so you can sit back and enjoy the show and hang around after their performance. Ruckus in the .Rainforest is being brought to you by LUSU and ECHO))) so come out and enjoy!!! Doors released arrangements of Hooker's compositions. In love in "Rocking Ch.air• and yearning for love in "No Substi- fact, Hooker·s original "CrawlingKing Snake•, a perfect vehicle for his powerful bark, was the Doors' selection for the bluesy "L.A Woman· album, yet Hooker recla1ms his song with a tremendous performance on "Mr. Lucky•, with help from Keith Richards of the Stones. Hooker has released over 100 albums and has been per-· forming for roughly 50 years. In recent times, he is not diminishing his production. His 1989 release, the critically accla1med "The Healer·. peaked at 62 on billboard and won him a Grammy for the duet with Bonnie Raitt of his classic, "I'm in the Mood•, which, amazingly. was done in only one take. Other performers came out in support. like Carlos Santana. Robert Cray and Canned Heat. yet the album•s most powerful tracks occur in his solo tracks. like the brlWant piece of reminiscence (orls It pining?) oflost tute•. The aforementioned "Mr, Lucky• is also a success, both commercially and crtticallv. Hooker has decided to stop touring this year, yet contln'ues to keep busy, even appearing in a Budweiser television ad playing their Jingle {"This Bud's for you .. •) on slide guitar, adorned with his trademark fedora and dark sunglasses. These sunglasses are worn because he claims to be moved so deeply by his "heavy" songs (•so heavy I can hardly carcy them1, and he confesses to ccying while performing them on stage, thus the dark shades. However hypocritical oneis.onecannotexcludeJohn Lee Hooker from rock's hierarchy, for his stamp on the genre is ensured, as evidenced by his resurgence in popularity and election to the Rocle n· Roll Hall of Fame. •As a popular phrase is mentioned about the roots of rock. •Blame it on the boogie•. one cannot leave the •biame•-otr John Lee Hooker. �Tue Argus Page 10 January 30, 1992 ENTERTAINMENT STBAHGIATO: Humour: 91 tUotee ffoaa ~e Sddjellb Utthleeie 11JI.B. Zfotn, llmmanuel Ouenfrfve, 1992. The stranger took me by surprtse as I tottered out of the Argus office. He was concealed behind one of the mammoth orange refuse containers that so enthusiastically domJnate the Vending Room. Out he sprang, clutching a cheap handgun. Was some gun control coalition shooting a commerctal at my expense? His gun went off, the bullet struck me square In the belt buckle and knocked me flat onto the Vending Room Floor. I crtnged as he loomed over me, preparing the coup de grace. "You're not Brtan B.,· he said. -You're no Jack Ruby your-· seJ.f, • I replied. The bullet had ricocheted tnto a coffee machine and now fresh versa-brewed mud was pouring out onto the floor. A couple of bearded students 1n engtneertngjackets were helpIng themselves. My assaulter offered a hand which I graciously refused. Brushing otf any of his halfwitted apologies, I hastened to the bookstore. where I fantasized about the textbooks I couldn't afford. Then It was off to the Agora, where now I sit composing. Apparently there's a little too much empty space here In the Agora. The space committee, an agoraphobic organization presumably tn charge of such things, has decreed that a lot of this empty space be destroyed to make way for artificial trees, plants, furniture, and Looking Up magazine stands. I wonder If the space committee Is aware ofa more sert- ous empty-space excess on campus. On Analyst Annie's mallbox, to be exact AA Is getting awfully lonely here. When questioned about the situation, WSU president Ian Middleton cited the Native Student's proposed Pow-wow and ECHO's EnvtronmentalAwarenessdtspJayas events that may suffer from the empty space destruction. Presumably, all such events could be moved to other high-traffic areas such as the tunnel Just outside the LUSU office or the dance floor of the Outpost. The Outpost has also been generating optnlons among the socially conscious Journallsts of Thunder Bay. When I sat down In the space-dominated Agora today, the first thing I noticed was a trampled bit of newsprint covered tn mud and graffltlatmyfeet lthadseemed unimportant at the time, but now, as I examine It. what should It be but a copy of the Januaiy 10th Chronicle Journal? The word 'pub' was featured on the opinion page. I scanned the underlying editorial. The uncredited author of the piece was under the delusion that the 'Post was built from taxpayer's dollars. Yes, th1s Js circuitously true, as a great number of students are now mournfully taxed on their OSAP loans, and no student can escape the almighty GST. Student Union elections are next week; even though I have little faith in democracy as practised by the U.S., Cap.ada. and LUSU, I will vote and I encourage you to do so as well. Which Is worse, voting a few loose cannons Into positions of au- thortty or not havtng the opportunity to dump those same cannons the next year? As Steve Earle says. "If you don't vote, don't bttch.• From the Agora I can look up and see that I'm tn the shadows of the Exam office. Perhaps someone up there will tell me why I'm not allo~ to write my supplemental (whoops, special) examination until July when I've had an ample chance to forget everything I didn't know the first time. Maybe It's because 111 be working full time and I'll be able to afford my textbook. Maybe on another day I'll go up there. This orgy of opinion has left me famished. As I'm alone, I'll opt for the cafeteria, home of the Department of Cullnaiy Forensic Cutslne, but that's a later column. INVASION OF THE TEDs by Todd La Haye ~&Noll.Pilla l~h? no/justpiz:za anymore. BEAT THE CLOCK This is One Timely and Tasty Offer! HOW IT WORKS, IT' SIMPLE! . Come in to Boston Pino between 3:00 p.m and 5:00 p.m.: Sunday thru Thursday. The lime you c,rrive is the price you pay for any one of the 10 tasty items from our selected menu. For Example: If you arrive at 3:05 p.m .. then you poy $3.05 far each item. Arrive at-': 12. pay $.4. 12, etc. - it's easy, a great Value and it's only for a limited time. Television c-ommercials promoting TEDs or thigh-enhancing devices have been broadcasted tnto our living rooms for thepastcoupleofmonths. The two most popular TEDs currently adverUsed are Thigh Master (plugged by SU2.arule Somers) and Thigh Toner. From these commercials, it would seem that thighs are the trendy part of the anatomy right now. Fat, flabby thighs are out and well-toned thighs are In. However, a big problem With 1EDs Js they only concentrate on flabby thighs. After people use these devtces their thighs become toned, but what about their double chins, their droopy butts and most Importantly, their beer bellies? I can Justtmagtne 1ED users' friends saying, "Gee, she's got a nice pair of thighs, but get a load of that beer belly.· So Individuals seeking the perfect body must wait for as yet uninvented devices such as the Chin Chiseler, Butt Buster and Belly Beater. Another problem for TE,D users ts the Oprah Effect. This condition Is named Jn honour of the talk show host, Oprah Winfrey. You will remember that Oprah went on a liquid diet and after a couple months. she almost disappeared. and became known as Little Opie to thousands of adoring fans. However, when she went off that diet, she practically doubled tn stze and earned the nickname, The Grand oi· Oprah. (That terrible pun is for all the Country and Western fans out there). Tots boomer- . ' ang process became known as the Oprah Effect, and It applies to anyone who stops usIng some trendy diet food or exercise device, For 'JED users, il means that once they,· stop using their 1EDs, their thighs will became twice as flabby as they were originally. Although most women will probably quit using the1r1EDs shortly after purchasing them, dlehard users who over-tn-dulge tn the thigh-enhancing process will develop more than toned thighs. Aftera while their ·-legs will look like those of female Bulgarian shotputters. You know the kind of legs I mean, like Arnold Schwarzenegger's -- all knotted with veins sticking out. And women purchaslng'IEDs probably don't want legs like that. That's why I think lEDs should be promoted to people Interested In body building. Arnold Schwarzenegger would be an excellent spokesman for such devices. He could hold up a 1ED and say something like, "Look at my thighs. Are ~ not bulgtng and taut? If you vantmanlythighs llkemlne you must buy zls or you vill have liWe gtrly-man thighs for the rest of your pathetic life and ze gtrls wtll loffat you on ze beach. But. if you use zts TED zing. 'O:!'J will loff no longer.· Unfortunately, I have to end zls column now, but In ze words of zat legendary screen star, ze Arnold, "111 be backr ■ Selected Menu 1:Nachos 2. Soup &Choice ol salad 3. Mt1I Casear salad 4. Boston bruit sandwich wilhdlp 5. lndivldual Deluxe Plzz:a 6. lndlvldual Rawaiin Pizza • 7. Fettucclnl AHredo 8. Baked Tortellinl 9. Potato $tins 10.Calzone SO TAKE TIME OUT and BEAT THE CLOCK at ... i,Jl(NOl}l>flla lfi> it' notjust pizza anymore. 217 W. Arthur St. 505 Memorial Ave. . .~ . . '.'· .,.517.-4201 _ -···· ___ . . ... MS,6622 SUMMERJOBS Applications are now being accepted for summer jobs on cruieeshipa, airlines and resorts. No experience necessary. For more information send $2. and a eelf-addreBBed stamped envelope to: World Wide Travel Club 5384 Yonge Street Suite 1407 Toronto, Ontario M2N8M2 . . . -~ �ToeArgus Page 11 January3O, 1992 CLUB, N~EW.~S- - - - = - = - = - ~ - : - - : - - : - ECHO)) AIESEC Well this 1s it, as you read this there will be only hours left until the startoC-Enviro Week2•. Tum out last year was incredible and we anticipate will be better this year. As you can see by the posters and advertisement our bigggest attraction ls the numerous speakers offering a diverse subject matter. Every night 1s a new speaker with a different topic and varied perspective. Come out and bring two or three friends. Don't forget "Ruckus 1n the Rainforest·, two shows Thursday including an evening show lnthestudy. Wewillbestaytng all night 1n gala celebration so come out and have a great time tool Enviro Week 1s not the only thing happening this week. On FridayJanwuy31 wewillagatn participate in Versa foods "Friendly Friday• 1n the main cafe. No disposables will be available all dayl If you would like to help educate on the perils of disposables leave us a note 1n our WSU mail box. And one flnal plug before you go, our school visitation program 1s developing solid proposals. If you are interested 1n educated young Canadians ('lbunderBayttes) or Just want to have a good time drop us note or come by our next meeting; Friday mornings at 10:30 1n UC0020A Oust across from tunnel tech). Have a good weeklt What to we want? 10 RAISE MORE TRAINEESHIPSON's)II It's up to us to market AIESEC to our local businesses. The more 'IN's we raise, the more students that we can send to any of our 71 participating countries. Yes, we'remorethan Just fun and games and conference goers. The international experlencewillnever be overrated -- maybe Just underestimated 1n it's value -- but deftnltely not by our future employers. For marketing Information and how you can easily participate contact Brad c/o AIESEC 3438817. This will not only give you valuable contacts, but also an excellent opportunity to experience the real business world. Increase your personal power by increasing your actual abilities without risk or much time. AIESEC also gives you the opportunity tho socJaliZe with more people with your slmilarlnterestsandgoals. You can belong to any faculty and be of any persuasion. Next, More Elections ....These will take place during the last meeting ofFebruaxy. Many are invited to learn the posltlons (VP Finance, VP Communications and VP Special Projects) and to run for office. It doesn't involve much time, it's great experience and need I say it's lots of FUN. Contact me, Janet c/o MUCHMUSIC SPRING BREAK 1992. DAYI"ONABEACHFLORIDA; Feb 15th to 29th. Be part of the biggest SPRING BREAK SHOW EVERIII FREE UVE CONCERTS by Canada's top bands, pool parties, daily contests &poolside events, MUCHMUSIC'S CRAZY VJ'S...ONLY available from HAPPENlNG HOLIDAYS. BAKE on the beach' don't be left out in the Snow. Book today, limited space. Final paymentsdueJan. 30th. For info: TAKI 4 75-5810 Cla.ssiftcdAds: $2.25 (OST included). 25wordsand 5 cents for each additional word. Submit ads to LUSU In the tunnel. WantfngToAdopt Warm loving Professional couple looking to adopt new born or toddler. We already have our home study and legalpaperscompleted.Pleasecall Susan collect(reverse the charges we will pay); 416-731-3858 in Toronto. We can come to TI-IUNDER Bay to meet you. A24yroldwomanw1thdisability seeks attendant for overseas exchange in Developing Country. 4 mon. Depart in May. more info (807)-767-0102. Lost: Ladies engagement ring Diamond in a round setting. REWARD 344-5138. FLOOD FOR FINANCE * SBRVBD OD YBAR ON BOARD OF DilOO.OORS * FOR SECOND YEAR REPRBSENTATIVB BUSINESS ASSOCIATION * ACCOUNTABLE TO DIFFERENT FACULTIES AND STUDENTS VOTE FEB W AIESEC 343-8817 and 111 tell you all you want and need to lmow. Flnally, CONGRA1UI.A11ONS 10 1HE CURRENr EXECII After labouring for many long hours (years for the club), AIESEC-Thunder Bay has achieved the positlon of full-status in AIESECCANADA. Before we were a perspective club nationally and, therefore, did not have voting rights 1n national congress. Many thanks to all involved 1n this well-desenred accomplishment. the location by call1ng the youthllneaforementioned, this Monday evening. Conftdentlalityls nota problem - stop 1n to say "Hir or to grab a quick coffee/tea. Leave all your biases and hang-ups at the door! Watch "Club News• for up • and coming events - Come on out and help organ17.e them Give us your Input - let us lmow what you'd like to seel Thanks for reaching out! P.S.. . We arc reachable through our LUSU mailbox. Be Glue Jen Metcalfe (club rep.) B-G.L.L.U We're together! It's real! It's ESS true! Bisexuals, Gays and Lesbians of LU has become a living, breathing organism. The number offered on the posters around campus was for the local T-BayYouth Group (ages 16-25), and on Monday evening from 4-9 pm. They will be open forcalls-Peercounselllng, community happenings or Just someone to talk to. On Wednesday, Februaxy 5th we will be hosting a dropln/phone-llneevenlngtowhlch !!!l Gays, Lesbians, Bisexuals or Gay-Positive "Bets• w1ll be openlywelcomed ... NO PRESSURE, Just an opportunity to re-assure yourself that you ARE NOT alone, We don't have to be alone anymore! This eveningwillrunfrom 7:30pm10:30 pm -call the Gender Issues Office (or stop by) to find out the location of this Happy Llttle event. You can also get E WEEK 1s 1n full swtng. Several people found their match at the STIMUIATOR and the CPFP mill tours were very popular. Tomorrow (Friday, Jan. 31) will be a ldcker, because The Mystery Tour has a lot of Eng. Students talking. If you don't lmow what it ls, ask you:c year rep or drop 1n the ESS office, UC00 17. VEN The Ven 1s pleased to announce its "Another Poeuy Improv• happening on Feb. 10th between 7:00 and 10:30 p.m. 1n the Study. We11 be introducing some new catagorles, so lfyou were there last time you don't have to wony about repetitiveness. If_ you didn't make it to the lmprov 1n Nov. but are interested 1n finding out what an lmprov ls all about, be sure to stop by. Good News... the first Ym 1s ftnalJy ready for print: Be sure to watch for it around campus 1n early Feb. We stlll need submissions for our Mar. Issue, so please drop off_your materials at WSU or stop by the office. As usual, the Ven 1s holding a poeuy/prose contest, so if you're interested 1n entering be sure to read our next Issue of the ~ for details, or stop by our office and ask. Until Next Tune, The2Eds LUF We're back 1n action with a number of forthcoming presentation for this winter term. On Friday, Jan. 24th Dr. S. McBride w1ll be making a presentation of the Constitution dealing with our economic union. On Thursday Jan. 31st Dr. D. West w1ll be talking on the Constitution as it deals with Canada's native peoples. This Thursday at 2:30 pm there w1ll be a general meeting to talk about the conference which was attended 1n Toronto over Christmas "Has Canada Made a Difference•, also to be discussed, Joe Comum, Ian Angus and the Reform Party, as each·w1shes to talk to our club members and any other Interested people. For the location of the meeting look on the second floor bulletin board. The constitutional talks are being held 1n SN 2011 at 2:30 both times. PIZZA CDVXTV · 270 JaAY' ST MAILlL JFJR1EE DEUVJE.RY OR J?JICK -UI? Ol?EN 4PM TO :MlIDMGlfIT SUN TO ~ 41:]p>M TO 2AM: lFR][ .- SAT **WE DJElLJDEVER TO lLU** For FOE[ delivery or pick-up CALL: 345-345-5 PIZZA COUXTY lD>ARN OOOlD> EATEN' lD>ANlD>Y JP>Rl[CE 13" Pizza ... $ 8.45 16 " .P i zza . . . $12 .65 ( olus GST and PST ) All our toppings are FDEE Topping$: pepperoni. mushroom. ham. bacon. onion. green pepper & pineapple (double lopplngs 80 cenls exlra) �The Argus Page 12 January 30, 1992 • • ;:· / •-..❖.:?- · '' • - __ .,- :wf--.... � 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 Argus Vol. 28 No. 16 January 30, 1992 Subject The topic of the resource Universities Description An account of the resource This issue contains articles on issues with the Gender Centre on campus, the spring break trip, and restrictions on the Outpost pub. 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 1992-01-30 1992 argus Argus Magazine https://digitalcollections.lakeheadu.ca/files/original/8/1981/Thunderstorm_Vol._2_No._4_-_February_1992.pdf 52a216d66f086202ed72baf7abd8e8e8 PDF Text Text T V D • • , T 0 •• Magazine Vol.2.#4 Februaly. 1992 Depatment of Athlettcs ��������� 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 Thunderstorm Athletics Magazine Vol. 2 No. 4 - February 1992 Subject The topic of the resource Universities Sports Description An account of the resource This issue contains articles on the volleyball team overcoming adversity, the mid-season status of the men's basketball team, and a playoff run for the women's basketball team. 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 1992-02 1992 Athletics Basketball Coach Lady Nor'Westers Men's Basketball varsity athletics volleyball Women's Basketball Wrestling https://digitalcollections.lakeheadu.ca/files/original/8/1967/Men_s_and_Women_s_Basketball_Tournament_Program_-_Pizza_Hut_Invitational_1992.pdf c372148d08c6ca49c82c482e9bd919eb PDF Text Text �������� 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 1992 Men's and Women's Pizza Hut Invitational Basketball Tournament Program Subject The topic of the resource Universities Sports Description An account of the resource Program contains a schedule of all games, rosters for each team, and a home schedule for Lakehead University. 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 1992 1992 Men's Basketball Pizza Hut Invitational roster varsity athletics Women's Basketball https://digitalcollections.lakeheadu.ca/files/original/8/1965/LU_Vollyball_Program_1992-93.pdf 7b18a0a015890b2d0de95254a00a483f PDF Text Text ��� 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 1992-93 Lakehead University Volleyball Brochure Subject The topic of the resource Universities Sports Description An account of the resource This handout contains the athlete and coach line-up as well as the year's schedule. 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 1992-1993 1992 1993 Athletics Coach varsity athletics volleyball https://digitalcollections.lakeheadu.ca/files/original/8/1963/LU_Varsity_Men_s_Basketball_Program_1992-93.pdf 31a980bb95ff476ced7ac2e4312fa5c7 PDF Text Text ��� 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 1992-93 Nor'Wester Men's Basketball Brochure Subject The topic of the resource Universities Sports Description An account of the resource This handout contains the athlete and coach line-up as well as the year's schedule. 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 1992 1992 1993 Basketball Coach Men's Basketball Nor'Westers varsity athletics https://digitalcollections.lakeheadu.ca/files/original/8/1958/LU_Nor_Westers_Men_s_Basketball_Team_Profile_1992-93.pdf c76dd2dbf4907f0a4159dc7d484b368a PDF Text Text � 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 1992/93 Lakehead University Men's Nor'Wester Basketball Team Profile Subject The topic of the resource Universities Sports Description An account of the resource This News Release from the Nor'Westers contains a small write-up of each player and a write-up of the team. 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 1992 1992 1993 Athletics Basketball Nor'Westers roster varsity athletics https://digitalcollections.lakeheadu.ca/files/original/8/1950/LU_Lady_Nor_Wester_Basketball_Program_1992-93.pdf 6514f3ae9ab0719b7fcaf2976a10d065 PDF Text Text ��� 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 1992-93 Lady Nor'Wester Basketball Handout Subject The topic of the resource Universities Sports Description An account of the resource This handout contains the athlete and coach line-up as well as the year's schedule. 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 1992-93 1992 1993 Athletics Basketball Lady Nor'Westers varsity athletics