645 10 13343 https://digitalcollections.lakeheadu.ca/files/original/82068a61f2c87b5b39e016f80d8ba382.mp4 a80bdc490c200168c19c3ade2cddd9e4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University - Promotional Film 1999 Subject The topic of the resource Universities Description An account of the resource Promotional video for Lakehead University. Released 1999. Produced by Lakehead University. 7 min 35 seconds. 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 1999 Format The file format, physical medium, or dimensions of the resource Video Language A language of the resource English https://digitalcollections.lakeheadu.ca/files/original/72eb1662af7fdbf3737b8ca2aa66dcf1.mp4 eff9f855a5801b202e9096937ffa2e82 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University - Promotional Film 2001 Subject The topic of the resource Universities Description An account of the resource Promotional video for Lakehead University. Released 2001. Produced by Lakehead University. 4 min 53 seconds. 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 2001 Format The file format, physical medium, or dimensions of the resource Video Language A language of the resource English https://digitalcollections.lakeheadu.ca/files/original/deb146a4772d79b2c1a6a9f0ae225bf6.pdf 15777051eb427653743bab94922e6209 PDF Text Text Lakehead University �SEMINAR OBJECTIVES Contary to opinion, students who fail at university (50% of those entering according to a recent report) do not fail because of lack of talent or intelligence; they fail simply because they do not know how to apply themselves or how to study. Thus, the Seminar has two major objectives: To motivate the student and give him assistance on how to motivate himself. To introduce him to the study skills: reading, listening, scheduling, taking of examinations, using the library and writing essays and papers. RECOMMENDED TEXT On Becoming an Educated Person, by Virginia Voeks (J,/. B. Saunders Company, $3.00). �PROGRAMME AND INSTRUCTORS MOTIVATION, ATTENTION AND CONCENTRATION October 13: 8:00 p.m. Dr. Jim Evans, Department of Psychology HOW TO STUDY 9:00 p.m. Dr. Frank Colman, Department of Psychology HOW TO USE THE LIBRARY October 14: 8:00 p.m. Library Staff HOW TO WRITE ESSAYS AND PAPERS 9:00 p.m. Dr. George Merrill, Department of English �THE ARRANGEMENTS: DATES: October 13 and 14, 1971 TIME: 8:00 p.m. each evening PLACE: University Centre Theatre COST: Free Please direct inquiries to: DEAN, FACULTY OF ARTS, LAKEHEAD UNIVERSITY, THUNDER BAY, ONTARIO � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University "Seminar on Survival: how to do well at university" Subject The topic of the resource Universities Description An account of the resource Brochure for Seminar, including objectives, programme, and instructors. 1971 two-day seminar to provide support for university students in their work. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1971 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/ea0b4870c38cd4e6ee2d715b67698ecb.mp4 b786054d0b11bc6d19d595d2e4057bbf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University & Thunder Bay - Promotional Film 1994 Subject The topic of the resource Universities Description An account of the resource Promotional video for Lakehead University. Released 1994. Produced by Lakehead University. 6 min 18 seconds. 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 1994 Format The file format, physical medium, or dimensions of the resource Video Language A language of the resource English https://digitalcollections.lakeheadu.ca/files/original/8/2469/40th_Anniversary_Weekend_Schedule.pdf cc9603e31e1660236ec9e49b62afaf1f 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 40th Anniversary Weekend Schedule Subject The topic of the resource Universities Description An account of the resource A schedule of weekend events for the celebration weekend of Lakehead University's 40th Anniversary 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 2005 2005 40th Anniversary event schedule https://digitalcollections.lakeheadu.ca/files/original/8/1699/Lakehead_Univerity_A_Northern_Vision_1989.pdf 670f6671e405ed72d25f60688cf83e11 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 A Northern Vision Subject The topic of the resource Universities Description An account of the resource This publication contains the name of businesses who have donated to Lakehead University in 1989. 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 1989 A Northern Vision Alumni Alumni Annual Fund Alumni Association Alumni Association of Lakehead University Lakehead University Lakehead University A Northern Vision Lakehead University Alumni Lakehead University Alumni Association https://digitalcollections.lakeheadu.ca/files/original/229607300a94bed2e17fc898ea22e529.pdf 3c953170e99b98a54f1fc15cf115fb44 PDF Text Text - Lakehead ~ UNIVERSITY �PARTICIPATING STUDENTS AND THEIR FAMILIES ARE PROVIDED WITH: • + ,.;;, .· ~~ ;~ ~ 6' - ~ - FINANCIAL LITERACY AND EDUCATION WORKSHOPS STUDENT SPEAKER SERIES ATHLETIC MENTORS AND ACADEMIC TUTORS ., ......,:. HOW STUDENTS EARN FINANCIAL SU PPORT + + + EXTRA-CURRICULAR ACTIVITIES IN THEIR SCHOOL AND COMMUNITY ON-CAMPUS, GRADE-SPECIFIC PROGRAMMING AT LAKEHEAD UNIVERSITY ACADEMIC SUCCESS 8 1ir;,. ~ . Lakehm Pubhc Schools /'7..,_ l:::::Ml ,~aa,t .. -... --- ~ ·:~~ ;\ .;;... .. ..."' \ , : , x, -' TO LEARN MORE: Amanda Stefanile Achievement Program Coordinator (807) 346-7724 achievementprogra m@lakeheadu.ca � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Achievement Program Subject The topic of the resource Universities Description An account of the resource Brochure for the Lakehead University Achievement Program. Circa 2020-2021? Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/fce4db93896f540563b14ea10fcb4e3d.pdf b2d928ee70f31e1bb71d36236adf98ca PDF Text Text ' ADDRESS TO FACULTY OF SCIENCE BY JOHN HART A PR IL 11, 19 6 8 ti b �ADDRESS TO FACULTY OF SCIENCE it is with considerable trepidation that I attempt a "state of the union 11 message The end of the year is a good time as any to think about the past and the future of the Faculty and the University o There are a number of things that I want to say, some of them very much on the minds of all of uso O I would like to recaU the faculty meeting of September 24, 1965 o It might be worthwhile to have a look at the goals that were defined in the minutes of that meeting; see how many of them have been achieved, and define realistic targets that we should aim for over the next two yearso First, researcho The aim was, that we should develop the small research programs that were already in existence; add to them, and, in particular, approach NoRoCo and other co-operaUve groups for fundso We now have lively research programs ~n every department, and for two years in success~on have received more than $100,0000 in grants from N. RoC. and other bodieso The Department of Biology have, or are just on the point of having a co-operative project with all the Universities of Ontario and other institutions in the Prov~nce in the Research Station at Black Sturgeon Falls .. Second, but not less important, teachingo An attempt would be made to initiate honors work in all existing departments. Honors programs are now well established in most departments in the Faculty of Science. Third, graduate work. It was proposed that the Masters program should begin shortly after the Honors program had been initiated. There are now Masters students in most departments, and PhoDo students are also working in the laboratories of the Facu I ty. Fourth, Computer Science. The addition of Computer Science faculty members and equipment was mentioned as a likely developmenL We have an Honors program in Computer Science and a computer that is being used ~nter alia by the Faculty of Science for teaching and research 0 The faculty, demonstrators, instructors, technicians and the administration have pulled together magniflcently to achieve this almost incredible development (without, incidentally, the benefit of the long-range planning teams that other new universities appointed long before they even opened their doors) o The University, I trust, appreciates the strength and expertise of this Faculty and wH I continue to give it the support and encouragement it deserves. The time is ripe for a re~assessment of our goals and a personal statement by me, to perhaps be regarded as semi-official, might be useful o After all, it is two and a half years si nee a similar statement was made .. Teaching .. A Dean has to balance research versus teaching. He has to do �it in various ways--by ~ndhdduals, by departments, or even by Faculties; and ~tis a lucky Dean j ndeed who is able to get somebody who i s a first-class teacher, enjoys teach !ng 600 first-year students, organises the teaching laboratories, undertakes wonderful new research and at the same time, manages to serve on fifteen different comrrinttees In practke, therefore, what a Dean looks for is a balance between var~ous ind~viduals; and during the appo~nting procedure he examines with some care the relationship between the present state of the Department and the applicant's published works, his teaching performance 0 I try to assess where particular strengths are needed .. 1t is not al ways easy; sometimes we over-estimate and sometimes we under-esUmate. The advice of the Chairmen and other faculty members is a help to the Dean in making this assessment, particularly when there is doubt as to whether a man is suitable for elementary teaching 0 0 The AO U C C .. , ~ might interject ,, has made a number of statements about univers~ty teaching that are equivalent to being ~n favour of academ~c motherhood.. One statement, in partkuiar 1 which we often hear band ied about is that the top people (w~thout defining who these top people are) should be teaching first-year courses.. This i flnd naive in the extreme 0 First year courses are important: we al I realise thaL But 8 on the other hand, an expert in a discipline teach~ng a first year course may turn out to be disastrous: he simply may not have the flanr or the vocabulary to inspire his studentso My views about the teaching of these important year one courses are simple .. Instructors who undertake them try, if it is at al I possible, to get to the level of the students, hold their attention and keep them busy with relevant work: some instructors, as they themselves are aware 8 lack knowledge of rudimentary instructional techniques and we might be able to supply them with some expert guidance during the early part of each academic year .. G 0 The Dean has the problem of deciding how many instructors should be allocated to a Departmentu how many people he should ask the President for.. We have to examn(le the criterion to be used for assessing the size of a departmental staff: I have made one point repeatedly, which is that the number of instructors in a Faculty does not depend merely upon the number of students.. The number of instructors depends uponthe number of courses being offered, and upon the amount of work other than direct classroom instruction that a faculty member ~s undertak~ng This means that any formula used internally or externally must be non=linear and must be heavHy weighted in favour of the smal I Department, the small Faculty and the small Un!versity .. Formula financing on a linear basjs is irrational. O The Committee on University Affa~rs, through its Chairman has rnad,e some most extraordinary statements 0 One of them proposes a model for a university of the size of Lakehead whkh is clearly, to the dimmest intellect, unworkable .. The figures on which the proposal is based, however one tries to rationalise them, are absurd; the administration, and in parUcular, the President, are losing no opportunity to point out the absurdity of these figures. At the last meeting of the Council of Deans of Arts and Science of the Universities of Ontario, I think the new universities, for the flrst time, made their col leagues in the older institutions understand something of their problems .. �Part of my responsibility is to keep the demands of individual departments down to a reasonable size that I can justify to the President and the Senate o I have to ask that the number of options be kept down: I include, not only the number of options within a department, but duplication between departments and between Faculties Whatever formula we use, we cannot afford to permit two instructors to duplicate classes that are relatively small, Leo to classes with enrolments well below the maximum (perhaps the optimum would be a better word). We ml.1st remember, al so, however regretful I y, that large first-year courses make money o The money makers are English la6, Psychology la6 and so on; which probably contribute very heavily to our grant on a formula basis, but the warn~ng has to be made that neither within this Faculty ow across the University as a whole should formulae in any way be used to determ~ ne what resources a department needs. O We need the number of instructors necessary to teach the undergraduate lecture and laboratory courses that have been approved over the past three years o We have the approval of Senate to proceed to the Masters programo I would remind you that these Masters programs would be heavy on faculty and that the Faculty stated clearly that it is my job to make representation to the President or to the Senate, or to whatever body is to decide on the distribution of funds, to ensure that these programs come to full fruitiono A Ph.Do program, which I envisage, is not heavy on staff (this may surprise the uninitiated), and once we have a good Masters program going, the staffing of the Ph.D. program will not be a serious problemo I should mention that one proposal made by the Committee on Univers~ty Affairs was that we concentrate on inter-disciplinary subjects at the undergraduate level o For example, there would be no Physics, Chemistry, but Chemical Physics, no Physics, no Biology, but Biophysics. In practice, however, a small un~versity, especially a new small university, must recognise the professional divisions that exist in the scienUflc world. These divisions are perpetuated in professional associations--the Association of Physicists, the Chemical Institute of Canada, the Institute of Electrical Engineers and so on.. We would, indeed, be foonsh to attempt to start graduating students with no clearly recogn~sed status in their discipline. I am not suggesting that inter-disciplinary subjects are to be frowned on, and like most of you I believe that the major advances lie in the interdisciplinary fields, but to suggest that we specialize in joint fields because we do not have an adequate faculty to offer each one individually is absurd .. Researcho In research, we expect to develop interdisciplinary problems, with strictly Iimited objectives.. The pulp and paper project and the Biological Field Station have involved and will continue to involve a lot of people and a lot of hard work as well. I would like to say a few words about the changing status of research in this faculty. Research needs continuous encouragement of al I kinds including a I ittle bit of need I ing and strong material support. It is always easier not to do research than to do it: it is the job of each one of us to provide this material encouragement and support. The professional status of this Faculty outside the university, as you well know, rests on your individual satisfying relationships with scientists in Canada and �-4outside Canadao These satisfying relationships develop only if reputation in a particular field is established This is true of a department, of a faculty or of a university as a wholeo In certain I imited fields, I have no doubt whatever that the staff of this university, not only is capable of international status but will achieve international status and wi II achieve it quite soon. In every other university (with perhaps one or two smal I exceptions) research is a normal function, reflected in conversation, correspondence and publication.. Teaching is not to be under-estimated: it is an equal function with the research, perhaps a little more or a little less important in various universities, but always in a Faculty of Science a normal function is research, discussed on an informal basis at least as often as teaching iso O To cover undergraduate teaching effectively, we must have instructors with wide interestso Not only do we have to have the teachers and the research workers, but within fields, we have to have people interested in the different specialities within each department so that we can truly say that our students are turned out with a good undergraduate education But, paradoxically, the best results in research often come when specialists work closely together in one fieldo The only cure is size--a srr.all faculty will be below critical mass for both teaching and research .. O Administration. In the administration there are clear weaknesses and to combat these, I would like to reiterate that we have two channels for communication .. For day-to-day administration, the channel is from the instructor to the Chairman 0 the Dean and the PresidenL I would I ike to emphasize that, attractive as such a course might appear to be at the time, a short-circuit in this system weakens it in the long run, and I would ask you to avoid a step in it only in emergencieso The second channel is the one that we are using right now--for academic matters the channel is from the instructor through the Faculty to a Senate Committee or the Senate., We have to develop this channel in the next year or two, starting with formal recognition of Faculties by the Senate: at the moment there is no such recognition., The Senate wil I consider new courses in a Faculty despite the fact that these courses have not been discussed in the Faculty itself; and I made the point, and I will continue to make it, that the opin~ons of all faculty members are valuable: often a man will spot something that has been missed by the people preparing the courses You saw two good examples of that to=day o So I look for some more formal statements as to the function of the Facultyo I have obtained from another university the constitution of a Faculty of Science which we might have time to consider next year, subsequently presenting our own constitution to the Senate for ratification e O One ward on the key to academic administration is registration, and we know that next year the registration will be far more efficiently organised than it was this year. The Calendar will be available, the regulations will be relatively well known and furthermore, the students will be aware that they have certain responsibilities. I have taken the liberty of asking Dr. Talbot and Professor Green to act as Deputy Deans at registration, and directly the new calendar comes out they will sit down and learn it from cover to cover. Their signatures on the forms wi II be approval of a student in a course. The only students that come to me will be the extremely difficult cases that they feel they would rather not rule on. �-5I would like to make a plea at this time for restraint in the proliferation of our regulations: they should be kept si mple o It is easy to pass a motion requiring a student to meet yet another criterion: it is quite another matter to ensure that he meets iL We have a Faculty of s~1ence CommJttee which is examining some of the regulations, and I hope that committee will always keep !!1 mind the necessity for cutting out, rather than instituting new regulaUons o ----------"---------Speaking more generally now, this faculty is under considerable pressure. We talk here about events that are taken as normal in other universities, as though they were quite extraordinary and abnormal. In well-established universities, it is wel I recognised that there are imbalances in budgets and course loads, and horror of horrors I there are even imbalances in salaries: these facts of I ife, regarded as perfectly normal at the larger more established institutions o I cannot pass this opportunity without mentioning the documents presented by the senior members of the Faculty of Arts. A number of staUstics are mentioned in those documents. Some of them are correct and some of them are wrong; but that is not the point: the point is that no author of this document has, to my knowledge, conducted a serious study to discover whether, in fact, there is any true disparity. I hesitate to use the trite phrase, 11 1ies, damn I ies and stati sties II but the function of the University is not demonstrated by figures on a piece of paper. For example, what is the weight of a published text book? An inspired student? A perfect lecture? A model examination? What, for that matter is the weight of a laboratory course: is it the nominal one-third that we allow in the Calendar or should it have full weight as a lecture course? What is the relat~onship of the problem marking assist.ants, essay markers, laboratory markers, laboratory instructors and television assistance, what is their relationship to the faculty employed? Wnat is the function of a Dean or Chairman? Tiiehousekeeping chores alone in a science department; the ordering, the keeping of inventory, the chasing down of recalcitrant members who phone orders in without covering them with a purchase request, all these things take a phenomenal amount of time on the part of the Departmental Chairman; and these functions do not exist to the same extent in other Faculties .. One statement that I see in the brief of these senior members of the Faculty of Arts with which we can live is that the Faculty of Science should not increase its ratio of the total budget which it received. This statement! agree with and I would certainly be prepared to act upon it, though it may cause us all some hardshipo In this connection, the Senate is examining the necessity for a Budget Commit.teeo I have just one observation about the Senate Committees, and that is that we should be careful of imbreeding o In other words we should be careful that we have members on our most influential committees who have not spent an inordinately large proportion of their time in one university. We have to show our colleagues in the other Faculties and Schools three things. One is that research is essential to scientistso The second thing is that we need continual financial support from the Universityo I do not mean from other Faculties, and I eschew the use of a formula internally. It is a great pity that �-6- the Department of University Affairs, despite an explicit warn i ng that the formula should not be used for that purpose, is using it, at least implicitly, on an internal basis. The third thing, is that we need recognition that a full course load for a scientist is at the very most two courses plus one full laboratory session , and we have to discuss and discover what a full laboratory session iso What developments do I see? So far as individual faculty members are concerned, I see a change in the explicit statements to be made about tenure and promotion procedures .. Whatever these procedures may be (and this is a matter for the Faculty Association and the Administration) I mention only the academic requirements that I forsee., First, a recognition of research to be assessed on a basis not dissimilar to that used by NoR . C., Committeeso Second, but not less, recognition of outstanding teaching. By outstanding, I want you to understand exactly what I mean: I do not mean an attendance at class, a bare minimum of problems marked and handed back, presence in the office at specified times: that I do not regard as outstanding teaching., Outstanding teaching is very much more than that.. It is a concern for the student, it is an ability to be recognised as a fine teacher by ones colleagues inside and outside this university; and it is the ability (and I would not attempt to define this ability) above all to communicate enthusiasm for a subject to a student., The third requirement that we look for is administration as a proper function. In other words, if someone is working on committees and really working on them, then obviously this is a factor that must be taken seriously into account.. On the other hand, if a person is a "joiner 11 , and contributes very little, then clearly this is not a criterion that can be used by the Chairman of a Department or a Dean in making the recommendations., These are personal statements from me and no doubt there wil I be reactions to them which I look for and welcome., Our business at hand is then as follows:We have to develop our good research projects., In passing, I would like to ask you to consider whether in fact the faci I ities for research are not much better than some of you are prepared to admit. The climate for research is not just provided by the physical plant that is available: it is provided by the encouragement that senior members of the faculty give to the junior members of the faculty in conducting their research projects, and it is important that this climate should be fostered by the senior members of the departments., Second, we must continue to improve the existing undergraduate programs: immediately an instructor thinks that a course is perfect, that is the time for him to stop lecturing., More specifically, we hope to develop the Geology and Computer Science programso We have to develop and have assessed Masters programs and we must institute Ph.Do programs possibly on a co-operative basis. I have attempted to make projections for the number of faculty members �-7that we shal I need over the next few years.. These are what I would consider to be the minimum number with whom we can run the existing programs o The number of students in the faculty being forecast to double by 197 0 it turns out that the total number of faculty rise by about 37%. The faculty will rise for 1968 - 43; 1969 - 53; 1970 - 59. This is the minimum with which we can operate the present and planned programs. (The number of students will rise from 220 th i s year to 440 by 1970J Whether we can achieve even these figures under formula financing remains to Ee seen .. In closing I would just like to make one further remarko It is not trite to say that we are fighting for the University.. We are a university, we have a charter, we are required or charged with offering al I degrees-:-We need to turn our attent~on outward. The President is our official representative so far as our external administrative problems are concerned and I want not just to re-assure you but to reinforce very strongly the impression that he is doing his damnedest outside the University. In so far as he represents us administratively, it is our job to represent him academkal ly at our academic and professional meetings, and especially in the learned journals .. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Address to Faculty of Science by John Hart. Subject The topic of the resource Universities Description An account of the resource Address by Dr. John Hart, 1968, regarding teaching, faculty, research, administration. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1968 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur https://digitalcollections.lakeheadu.ca/files/original/8/1693/Lakehead_University_Admissions_Handbook.pdf 2a551c8f12a59993c44336d8973ecb15 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 Admissions Handbook Subject The topic of the resource Universities Description An account of the resource This publication contains descriptions of the programs offered at Lakehead University and information on the Thunder Bay Campus. Creator An entity primarily responsible for making the resource Lakehead University Admissions Handbook Alumni Association Alumni Association of Lakehead University Lakehead University Lakehead University Alumni Lakehead University Alumni Association https://digitalcollections.lakeheadu.ca/files/original/6a4555d6ab51eb6fe10f17c7c5a5a879.pdf 3af3540152dac5fb18535f5758f010b2 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 Agora - October 16th, 1985 Subject The topic of the resource Universities Description An account of the resource News clipping from October 16th, 1985. Articles included: 'A $100, 000 Surprise', 'The Banks are on our Side' and 'Canadian Forestry Service Awards $46, 000 to LU Graduate Students'. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text 1985 Agora Agora Magazine funding Lakehead University Newspaper Article