656 10 13343 https://digitalcollections.lakeheadu.ca/files/original/702bb49b056bc6d471913d57834be7d5.pdf 3cbed5f0744685efdec38841208a8a91 PDF Text Text ~ 2 r, / ~~u I/~ 6 m LAKEHEAD UNIVERSITY SUMMER SCHOOL �CLIMATE Lakehea,d's a Pleasant Place to be in the Summer. Why add heat to the tribulations of taking a summer course? In the Lakehead, cooled by breezes from Lake Superior, it never gets unbearably hot. The mean July high is just 75 degrees F., and the mean low is 57.8 degrees F. making for comfortable work and study in the day and sound blanketcovered sleep at night. If you want it a bit warmer for camping and swimming you can get the temperature you want only a few miles further inland. Lakehead University Student Residences are attractively situated on the banks of the McIntyre River close to the main university bui!c.lings. There are forty-six single rooms and thirty-two double rooms and two suites available to rent. The cafeteria in the residence will provide food services for residents. Fees: Option 1-Meals for seven days a week Single room $225 for the session Double room $21 0 for the session Option 2-Meals for five days a week only Single room $190 for the session Double room $175 for the session Application for rooms should be submitted to the Director of the Summer School along with a $25. deposit. �NEW AGE TEACHING Discovery versus Instruction This is an experimental course which will attempt to give experienced teachers new insights into the climate of learnings in the classroom, teacher and pupil attitudes, motivation and resistance to learning, the problems of changing and conflicting values, and our philosophy of education. New research and new thinking in these fields will be stressed. The course is being offered in co-operation with the Quetico Centre which has an outstanding record for forward-thinking projects in adult education. New Age Teaching will include a week-end at the Quetico Centre all expenses paid. The Centre is beautifully situated on the edge of Quetico Provincial Park. Course duration: July 3 to July 28. l :00 to 3:00 daily. Fee: $100. Course Co-ordinc1tor. Mr. Ray Wittenberg, Community Programs Branch, Department of Education. Course Consultant. Mr. R. R. Stee!e, District Superintendent Department of Education. Mini-mum Enrollment: 20. �NURSERY SCHOOL TEACHERS' COURSE This summer Lakehead University will offer the first of the three courses required to be certified by the Nursery Education Association of Ontario. The second and third parts of the course will be given in subsequent summers if there is sufficient interest. Course Content: 1. Elementary Psychology ............ 36 hours 2. Child Development .................. 36 hours 3. Pre-school Education I ............ 36 hours 4. Observation 30 hours. A model nursery school will be established at the University and students will have an opportunity to observe in this setting. 5. Practice Teaching. Students shall engage in at least 100 of teaching in an accredited nursery school before being given credit for the successful completion of this course. . Admission Students will be admitted who have an average of 60% in Grade 12 of the five year program, or who meet the University's adult admission requirements (see admission qualifications). Fees: $125. Minimum enrollment 20. Model Nursery School Summer school staff and students are invited to enroll their pre-school (age 3-5) children in the model nursery school. The school will run 9:30 to 12:00 every morning from July 5 to August 4. The fee will be $20 per child. �GENERAL INFORMATION 1. Last day for Registration June 16th, 1967. Late registrations may be accepted foi courses in which there are still vacant places. 2. Most courses consist of two hours per day, five days per week. 3. Any student desiring a course changa after the commencement of classes wi!I be charged $3.00 per change. 4. The University reserves the right to cancel any course due to inability to obtain an instructor, or a course in which less than ten students apply; or alternatively to limit the number of students in any course in which more apply than can be accommodated. In the latter case applications will be approved on a first come first served basis. 5. Additional courses may be arranged if a sufficient number of students apply. Sug" gestions should be forwarded directly to the Summer School Directors. 6. Normally a student will be permitted to regi3ter for two courses in the Summer Session, if his previous record of achievement is satisfactory. By decision of the council of the Faculty of Arts any department may, at its discretion, limit a student to take only one summer course if its subject is included: Students taking Oa6 and 1a6 language courses must get permission of instructor before taking a second course. �As a part of its Summ enlist specialists in the groups and practical thi A SCENE FROM A WORKSHOP SESSION �SHAKESPEARE SEMINAR & JULY 3rd to AU mmer Session offerings Lakehead University is establishing ·he field tc give the students an understanding of Shakespe theatre work will enrich the program. ENGLISH 2a6 (2h6)* Shakespeare and Pre-rest6ration Drama The rise of the drama and the dramatic form; the work and influence of Shakespeare's predecessors; the life and works of Shakespeare; the post-Shakespearean drama to the closing of the theatres. Emphasis in the classes will be placed upon those Shakespearean plays which are most often studied in high schools: The Merchant of Venice, Romeo and Juliet, Julius Caesar, Hamlet, Macbeth, and King Lear, as representative of Shakespeare's artistic and theatrical development and as typical of the age in which he lived. Those wishing to offer this course as part of an Honors Program must have the approval of the Dean of Arts. In such a case there will be mandatory preliminary work, and the student may register for this course only. Prerequisite: English 1a6 (Survey of English Literature), or permission of the Department of English. ENGLISH 3u6 (3v6)* Prerequisite: English 1a6 and 2a6 or permission of the Department. An examination of selected works of Shakespeare as typical of his development, times, and thought. Plays to be surveyed include those not treated in English 2a6, and an �t & THEATRE WORKSHOP t AUGUST 16th ishing a centre for the study of Shakespeare and his. Thea kespeare and the times in which he wrote. Guest lectures, films in-depth study of Shakespeare's great tragedies. Text-The Complete Works of Shakespeare edited by Craig, (Scott, Foresman). Fees: Fee for this Course $115.00. OPTIONAL EXTRA: The Shoemaker's Holiday at the Guthrie Theatre, Minneapolis, Minnesota, July 15th, 1966. (Transportation, theatre tickets, hoteltwo nights $30.00.) FACILITIES: Classes will be held in the University Centre which will permit the use of the excellent stage facilities for practical theatre work, as well as for the presentation of films and recordings. Seminar groups dealing with individual interests will also meet in classrooms in the University Centre. TIMES; Lectures for 2a6 will be held in the afternoons from 1:00 - 2:50 p.m. and for 3u6 from 12: l 02:00. Seminars and practical work will be held on selected mornings. THE FACULTY: GEORGE J. MERILL, B.A. (Boston), Ph.D. �atre. The course will Is, exhibits, discussion (Birmingham). Dr. Merrill specialized in American Literature in his undergraduate work. His graduate research on Elizabethan studies was done at the Shakespeare Institute iri Straford-on-Avon, England. JOHN RIPLEY was born in Nova Scotia and graduated with B.A. and M.A. degrees from the University of New Brunswick. He later attended The Shakespeare Institute, University of Birmingham, where he studied Stage History, receiving the degree of Ph.D. in 1963. He has acted in numerous productions both in Canada and Europe. His first stage appearance was in liens, liens with the Jeunexpo Company at the Brussels World's Fair in 1958; his most recent part was the title role in shapespeare's Richard II at Dalhousie University. He has directed a number of classical productions ranging from Shakespeare to Chekhov, and is well-known in Eastern Canada for television and radio talks and interviews on theatre subjects. Dr. Ripley is Director of Dalhousie University's Drama Workshop, a member of the Canadian Theatre Centre's Playreading Committee, Chairman of the Canadian Universities.' Centennial Theatre Project, and for the past two years has directed the DalhousieNeptune Theatre Conference and Works.hop. GORDON S. VICHERT, B.A. (McMaster), M.A. (Toronto), Ph.D. (London) is former head of the graduate programme in English at McMaster University, and is returning to Lakehead University's Shakespeare Seminar and Theatre Workshop for a second visit. He presently is working on a critical volume on Sir John Mandeville. �7. Courses taken in. the Summer Session are a part of the B.A. Program. Those courses marked with an asterisk (*) may be taken as part of an Honors Program at Lakehead. Registrants wishing information regarding an Honors program or the upgrading of Teachers' Certificates should correspond with the Dean of Arts in order to draw up an acceptable program. Students taking a coursa marked with an asterisk as part of an Honors program may register for this one course only. In such cases a schedule of preliminary reading and assignments will be forwarded to each applicant, upon receip1 of his application. 8. In the case of Anthropology l a6 or 2a6 Russian Oa6 or 1a6 and French 266 or 3b6 the courses with the largest registration will be offered. 9. By a recent decision of the Senate of the University it is no longer necessary to have a first year NQtural Science option in Arts providing the student had a natural science in Grade 13. Most second and third year courses require as a prerequisite the 1a6 credit of that course. For exemptions consult the chairman of the department concerned. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Summer School, 1967 Subject The topic of the resource Universities Description An account of the resource Lakehead University Summer School 1969: course and workshop information. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1967 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur https://digitalcollections.lakeheadu.ca/files/original/c1f33dbcdaa8e500583112ce774f2759.pdf 12f319f29f90e5c7240f71bc83b577bf PDF Text Text LAKEHEAD UNIVERSITY JULY 2nd -· AUG'UST' 17th I' �Lakehead University Summer School .;;a Oliver Road, Port Arthur, Ontario �COURSES Anthropology la6-lntroduction to Anthropology Mr. M. Greenwood 8:00- 9:50, Room 1149 The biological and cultural history of early man, leading to a study of the migrations and cultural characteristics of non-European people. (The same as Sociology 1b6.) Biology 3a7-Plant Taxonomy To be announced 10: 10 - 12:00, Room 1043 Principles of plant taxonomy; identification and study of major seed plant families with emphasis on local flora. The student is expected to collect and identify at least 7 5 plants. Prerequisite: Biology la8 or 2c3 Benson, Plant Taxonomy (Ronald); Lakela, Flora of Northeastern Minnesota ( Copp Clark) .. TEXT: Economics la6-Principles of Economics Mr. D. M. Astwood 1 :00- 2:50, Room 1025 The nature of economics; economic organizations; price determination; money and banking; national income determination and employment theory; economic fluctuations; International trade and Canadian economic problems. Economics 2b6-Statistics for Economics To be announced 3:10-5 :00, Room 1025 Aspects of statistical analysis relevant to economic research and policy decisions are emphasized. Sources and presentation of data; time and frequency series; estimating parameters; tests of hypotheses; regression and correlation; index numbers and the testing of economic principles are some of the subjects covered. Prerequisite: Economics 1a6 1 �..., Economics 2c6-Microeconomics Mr. F. J. Anderson 10: 10 -12:00, Room 1025 Theory of the firm; Perfect Competition; Monopoly; Imperfect Competition; a study of the price system and the allocation of resources. Prerequisite: Economics 1a6 Economics 3e6-History of Economic Thought Dr. P. G. K. Panikar 8:00-9:50, Room 1025 A study of the development of economic doctrines, and a detailed examination of some of the great works in economics. Students will be expected to read selected parts of the original sources, and the available commentaries on these books. Prerequisite: Economics 1a6 English la6-lntroductory Mr. S. R. MacGillivray 10: 10 - 12:00, Room 1029 General survey of English Literature from medieval to modem times. The course covers selected major British writers together with one play by Shakespeare and a novel. Witherspoon, The College Survey of English Literature (Harcourt, Brace). TEXT: English 2a6 (2h6)*-Shakespeare & Pre-Restoration Drama Dr. G. J. Merrill and Dr. J. Ripley 10: 10 - 12: 00, University Theatre See: Shakespeare Seminar and Theatre Workshop. TEXTS: Hardin Craig, The Complete Works of Shakespeare; Esther Cloudman Dunn, Eight Famous Elizabethan Plays. 2 �English 2b6--The Romantic Movement Miss R. A. Alexander 10: 10 - 12: 00, Room 1020 This course involves a study of the principal English Romantic writers. The Romantic Movement will be examined in view of its political and social implications as well as for its literary values, as a revolt against neoclassicism of the preceding age. Prerequisite: English 1a6 or permission of the Department TEXTS: Wordsworth, Byron, Shelley, Keats, Oxford Standard Authors. English 2d6 (2e6)*-The Renaissance Dr. F. M. Ishak 1:00-2:50, Room 1058 Studies in the non-dramatic literary forms, conventions, and ideas of the Renaissance in England. The development of the major types of poetry and prose will be studied through the works of writers including Skelton, More, Wyatt, Surrey, Lyly, Spenser, Sidney, Marlowe, and others. Prerequisite: Pem1ission of the Department TEXT: Roy Lamson and Hallett Smith, Renaissance England. English 3b6 (3k6)*-Modern Poetry and Drama Mr. A. Menhart 3:10-5:00, Room 1058 A study in the main developments in the work of modern English and American poets and dramatists. The authors to be studied will include Hardy, Yeats, Hopkins, Eliot, Pound, Auden, Shaw, O'Neill, Miller and others. Prerequisite: English 1a6 English 3d6-Canadian Literature Mr. D. F. Crozier 10:10-12:00, Room 1024 A survey of the rise and development of poetry and prose literature in Canada from the beginnings to the present time. (Open to second year students with the permission of the Instructor.) TEXT: Klinck and Watters, Canadian Anthology; MacLennan, Barometer Rising; CaJlaghan, Such is My Beloved; Mitchell, Who Has Seen the Wind?; Wilson, Swamp Angel. 3 �English 3u6 (3v6)*-Advanced Shakespeare Dr. G. J. Merrill and Dr. J. Ripley 12: 10 - 2 :00, University Theatre See Shakespeare Seminar and Theatre Workshop. TEXT: The Complete Works of Shakespeare, edited by Craig. English 3x (3y)*-Literature and Society: 1945 to Present Mr. R. M. Shankman 8:00- 9:50, Room 1058 An eclectic study of selected works in fiction, drama, poetry and periodical writing, attempting to analyse literature as an art form and as it relates to various social and literary movements in today's society. English 4a6*-Literary Criticism 8:00- 9:50, Room 411 Mr. J. F. Futhey An analysis of major critical theories. Prerequisite: English la6, 2a6 and 2b6 TEXT: W. J. Bate, Criticism: the Major Texts (Harcourt, Brace). (Open to Third Year Students, general and honor.) French Oa6 Mr. P. Cornell-d'Echert 10: 10 - 12:00, Room 009 Elementary course in the study of the French language and culture. Explanation of French elementary grammar. Class exercises in translation. Dictation. Practice in conversation and pronunciation. In the latter part of the course students will be introduced to some aspects of French literature. Prerequisite: Grade II French French lb6 Mme. A. Moscovitch 1 :00- 2:50, Room 023 This course is primarily intended for students who do not wish to specialize in French literature. Its aim is to make the students proficient in the use of the French language in every day life and to give 4 �them fluency in reading French. Intensive oral grammar and vocabulary building. Reading, conversation. Study of special difficulties of French pronunciation. Practice in the laboratory. Prerequisite: French 0a6 or Grade 13 French French 2c6-Advanced Grammar, Diction, and Explication de Textes Mr. G. Courtiex 8: 00 - 9: 50, Room 022 Advanced study of French Grammar. Dictation, Composition, translation, explication de textes, diction. Geography la6-(a) Introductory Cartography (b) Natural and Human Resources To be announced 1: 00 - 2: 50, Room 1020 (a) Introductory Cartography. A course designed to study the principles of cartographic representation and analysis. (b) Natural and Human Resources. An examination of the natural and human resources of the world with particular concern being given to their nature, localization, and ecologic interrelatedness. Geography 3b6-Regional Studies Mr. T. M. Ness 10:10-12:00, Room 415 The concept of the "region" will be examined with reference to a broad appreciation of the physical, political, social and economic geography of Europe and North America and will include the study in depth of selected areas drawn from both continents. Prerequisite: Geography 2b6 German Oa6-lntroduction to the German Language Dr. J. Whittle 7:00 - 9:00 P.M., Room 021 Elementary German grammar. Exercises in translation, dictation. Practice in conversation and pronunciation. or German la6-An Introduction to German Literature Dr. J. Whittle 7: 00 - 9: 00, Room 021 Reading, explanation and appreciation of German literary texts by contemporary authors. Oral and written exercises. Laboratory practice. Prerequisite: German 0a6 or Grade 13 5 �History la6-European Dr. M. ]. Roberts 3: 10 - 5:00, Room 1035 European History as an introduction to the contemporary world and to historical studies. History lb6-Greek and Roman (formerly calendared as History 2c6) Mr. S. A. Alleyne 8:00-9:50, Room 1006 A survey of Greek and Roman history from the Indo-European migrations to the decline of the Roman Empire. History 2a6--Canadian Dr. T. B. Miller 10:10-12:00, Room 1021 Canadian History from its French and British colonial origins to the present. Prerequisite: History I a6 History 3a6-Modern European Mr. E. R. Zimmerman 1:00-2:50, Room 1035 European history from the late 18th Century to the present. Prerequisite: History I a6 Mathematics lc6-Calculus and Algebra Mr. D. Connolly 8:00-9:50, Room 1100 Mathematics 2k6--Calculus and Differential Equations Mr. G. W. Conn 10: 10- 12:00, Room 1100 A continuation of Mathematics lk4. Sequences and series. The comparison, ratio, n-th root, and integral tests. Absolute and conditional convergence. Alternating series. Infinite products. Differential equations of the first order. Linear differential equations. Integration in series. 6 �Natural Science la6 Mr. T. Northcott 10:10-12:00, Room 1039 A course that is specifically designed for the student who does not intend to take further courses in geology. Topics covered include the origins of the earth and life on it, the characteristics and varieties of life, geomorphology, plant and animal geography, and ecology. TEXT: Pimentel, Natural History (Reinhold). Nursing 400--Leadership in Nursing Mrs. C. White 10: 10 - 12:00, Room 433 A study of the concepts essential to understanding the objectives, the organization and the administration of patient care. Included is the development of skills in teaching, human relationships and communications. Prerequisite: Nursing 300 Philosophy 2b6-Systematic Ethics Mr. R. C. Ripley 8:00- 9:50, Room 1035 Ethical systems of past and present; problems of moral choice. Physics 3a6* Mr. B. Lam 10: 10 - 12:00, Room 1004 Quantum Mechanics and Relativity with Applications. Modern Physics. (i) Quantum Mechanics The electron and Bohr atom, atomic spectra, photoelectric effect, semi-classical explanations, Schrodinger equation, uncertainty, operators, potential steps and wells, harmonic oscillator, angular momentum, hydrogen atom, tunnel effect, a-decay. (ii) Relativity The Michelson-Morley experiment, coordinate systems and inertial frames, Galilean and Lorentz transformation, proper time, massenergy equivalence, momentum and energy, relativistic Doppler effect, Compton scattering. NOTE-This course is open only to teachers with the requisite background in mathematics and physics. It is not open to students registered in a faculty of science degree program. 7 �SHAKESPEARE SEMINAR As part of its Summer Session offerings, Lakehead University has esta course enlists specialists in the field to give students an understanding , exhibits, discussion groups and practical theatre work will enrich the ENGLISH 2a6 (2h6)* Shakespeare and Pre-restoration Drama The rise of the drama and the dramatic form; the work and influence of Shakespeare's predecessors; the life and works of Shakespeare; the post-Shakespearean drama to the closing of the theatres. Emphasis in the classes will be placed upon those Shakespearean plays which are most often studied in high schools: The Merchant of Venice, Romeo and Juliet, Julius Caesar, Hamlet, Macbeth, and King Lear, as representative of Shakespeare's artistic and theatrical development and as typical of the age in which he lived. Prerequisite: English 1a6 or permission of the (Department) ENGLISH 3u6 (3v6)* Advanced Shakespeare An examination of selected works of Shakespeare as typical of his development, times, and thought. Plays to be surveyed include those not treated in English 2a6, and an in-depth study of Shakespeare's great tragedies. Prerequisite: English la6 and 2a6 or permission of the Department. FACILITIES: Classes will be held in the University Centre which will p~rmit the use of the excellent stage facilities for practical theatre work, as well as for the presentation of films and recordings. Seminar groups dealing with individual interests will also meet in classrooms in the University. \ i I Summer School Theatre Trip to tl Ibsen's The Master Builder is offered in the afternoon, and Shakespeare's Twelfth Night in the evening of July 20th. The bus leaves the University at noon on July 19th and returns on Sunday, July 21st. The cost of two nights in a hotel, the bus, and one first-class theatre ticket is $35. �& THEA TR£ WORKSHOP ;hed a centre for the study of Shakespeare and his Theatre. The Shakespeare and the times in which he wrote. Guest lectures, films, ,gram. TIMES: Lectures for 2a6 will be held from 10: 10 - 12: 00 and for 3u6 from 12: 10 - 2: 00. Seminars and practical work will be held on selected afternoons. THE FACULTY: GEORGE J. MERRILL, B.A. (Boston), Ph.D. (Birmingham). Dr. Merrill specialized in American Literature in his undergraduate work. His graduate research on Elizabethan studies was done at the Shakespeare Institute in Stratford-on-Avon, England. JOHN RIPLEY was born in Nova Scotia and graduated with B.A. and M.A. degrees from the University of New Brunswick. He later attended The Shakespeare Institute, University of Birmingham, where he studied Stage History, receiving the degree of Ph.D. in 1963. He has acted in numerous productions both in Canada and Europe. His first stage appearance was in Tiens, Tiens with the Jeunexpo Company at the Brussels World's Fair in 1958; his most recent part was the title role in Shakespeare's Richard II at Dalhousie University. He has directed a number of classical productions ranging from Shakespeare to Chekhov, and is well-known in Eastern Canada for television and radio talks and interviews on theatre subjects. Dr. Ripley is currently a member of the Drama Department at the University of Saskatchewan, a member of the Canadian Theatre Centre's Playreading Committee, former Chairman of the Canadian Universities' Centennial Theatre Project, and for the past two years directed the Dalhousie-Neptune Theatre Conference and Workshop. ? Guthrie Thearte, Minneapolis All Summer School Students are Welcome Those interested please advise the Director of Summer School as soon as possible, and in any case no later than July 2. (For baseball fans: The Twins are playing Oakland on the 20th in the afternoon. If there are any seats in the bus available these may be used.) �Political Science la6-lntroduction to Political Science 10: 10- 12:00, Room 023 Dr. P. Sarbadhikari An introduction to the scope, concepts and methods of political science, including a comparison and contrast of institutions with special reference to the governments of Canada, United States and Britain. Political Science 2e6-Western European Government Mr. A. Alexander IO: 10 - 12 :00, Room 022 A study of the political institutions and processes of the major countries of Western Europe, together with a consideration of the movement towards political integration. Prerequisite: Political Science 1a6 Psychology la6-lntroductory Psychology Mr. P. Wesley and Mr. W. McKim "A" 8: 00 - 9: 50 a.m., "B.B." 7: 00 - 9: 00 p.m., Room 1004 A general survey of the subject matter of psychology; psychology as the science of behaviour, growth and development perception and learning, motivation and emotion, human abilities, personality and adjustment, social behaviour. Psychology 2a6-Child Psychology Mr. L. Anderson 10: 10 -12:00, Room 1149 A study of behavioural development from conception to adolescence, including physical, emotional, intellectual and social aspects. Corequisite or Prerequisite: Psychology 1a6 Psychology 2b6-Educational Psychology Mrs. H. H. Hamilton 1:00- :2:50, Room 1004 The application of psychological principles to education; growth and development, learning, personality, teaching, guidance, psychological measurement. Corequisite or Prerequisite: Psychology 1a6 10 �Psychology 2c6-Method and Analysis in Psychology Mr. W. T. Melnyk 8:00-9:50, Room 1024 A study of scientific methods, experimental designs, and statistical analyses as they apply to psychological and educational problems. TEXTS: Ferguson, G. A., Statistical Analysis in Psychology and Education; 2nd ed., 1966, Bachrach, A. J., Psychological Research, 1963. Corequisite or Prerequisite: Psychology 1a6 Psychology 2f6-Theories of Personality Mr. R. Tweney (formerly calendared as 3d6) 3: IO - 5 :00, Room 1004 A treatment of the major views and problems in the area of personality research and testing. Corequisite or Prerequisite: Psychology la6 Psychology 3a6-Abnormal Psychology Mr. K. Allen 8:00-9:50, Room 1021 Concepts and criteria of abnormality in personality. The organic and functional aspects of the psychoses and psychoneuroses, with particular reference to therapies. A critical examination of case histories and current research. Corequisite or Prerequisite: Psychology 2d6 and Psychology 2f6, or the permission of the department Psychology 3b6-Social Psychology Dr. A. Akram 1 :00- 2: 50, Room 1006 An interdisciplinary approach to the study of human behaviour as influenced by the group. Corequisite or Prerequisite: Psychology la6 Psychology 3c6-Psychological Tests and Measurements Mr. E. Bauman 10: 10 - 12:00, Room 1035 Theory and principles underlying the construction and use of psychological tests. A critical evaluation of intelligence, learning, achievement, aptitude, interest, and personality tests. Corequisite or Prerequisite: Psychology la6 11 �Russian la6-lntermediate Mr. W. Bassil 8:00- 9:50, Room 018 This course provides for further study of grammar, composition and oral drill. In the second term, there is reading of selected poetry and prose. In the classroom, there will be time assigned for practice in idioms, conversation and composition. Translation from English into Russian is stressed. Prerequisite: Grade 13 Russian or Russian 0a6 Sociology la6-lntroduction to Sociology Dr. A. Asimi and Mr. V. G. Wightman "A" 10:10-12:00, "BB" 7:00-9:00 p.m., Room 1006 Survey of the field of sociology, culture and society, institutions, organizations, processes, control, ecology and population, disorganization and deviant behaviour, and other aspects of group living. Sociology 2f6-Social Problems Mr. P. D. Chimbos 8:00-9:50, Room 1039 A study of the nature and cause of contemporary social problems: crime and delinquency; mental illness; sex offenses; suicide; alcoholism and vice; family disorganization; racial conflict; political corruption; war and revolution. Prerequisite: Sociology 1a6 Sociology 3b6-See Psychology 3b6 Spanish Oa6-Beginners To be announced 3:10-5:00, Room 023 A beginners' course in the study of the Spanish language and culture. Reading, conversation, grammar. Spanish la6-lntermediate Mr. M. Colina 3:10- 5:00, Room 021 Advanced conversation, reading, grammar. A course designed to review and expand knowledge acquired in elementary courses. Ability to use the spoken language is a basic aim of the course. Prerequisite: Spanish 0a6, Grade 13 or equivalent 12 �INTRODUCTION TO COMPUTERS AND COMPUTER PROGRAMMING (Not for Credit) JULY 2 - JULY 22 Structure and organization of digital computers-Programming concepts-flowcharts-Introduction into programming with the high-level language PL/I. This course will provide background information in the operation and applications of Computers. A working knowledge of PL/I programming will be taught. This course will be of benefit to students who wish to gain a background knowledge of computers and who wish to use the computer for problem solving. The University's IBM Series 360/40 computer will be used to process the student programs. Grade 12 mathematics is required. An examination will be held at the termination of the course. Maximum enrollment 30. If demand is sufficient a second section will be offered, July 23 to August 12. Room 1024, 1 :00 - 2: 50 p.m. FEE $50.00 13 �GENERAL INFORMATION DATES AND EXAMINATIONS The Summer School will run July 2 to August 17 inclusive excluding week-ends and August 5. Examinations will take place as follows: Class Time 1 : 0 0 - 2 : 50 classes Date Exam Time August 14: 9:15-12:15 8 : 00 to 9 : 5 0 classes excluding August 15: 9:15-12:15 Psychology 1a6 3: IO to 5: 00 classes August 15: 2 :00 to 5:00 10 : 10 to 12 : 0 0 classes Excluding Sociology 1a6 August 16: 9: 15 to 12: 15 Sociology 1a6 August 16: 7 : 00 to 10: 00 Psychology la6, German 0a6 and la6 August 17: 9:15-12:15: ADMISSION REQUIREMENTS Ontario Secondary School Honors Graduation Diploma (Senior Matriculation) or its equivalent, showing an overall average of 60% in the following: English or Fran~ais Another language At least two other subjects, comprising three credits. ARTS ADMISSION: Adult Students: Any student who is twenty-one years of age or older, who has been away from formal education for more than two years, who does not meet the minimum admission requirements, may apply for admission as a special adult student. If such a student is not qualified to take the required First-Year course in a language other than English, he may prepare for it by taking an 0a6 course in that language at Summer School. An Adult Student who does not meet the admission requirement of a grade 13 language must complete a language course before being permitted to register in any other university course. If he is successful in this course, the remaining grade 13 entrance requirements may be waived. 14 �Applicants who lack Arts admission requirements may be allowed to take 0a6 (prerequisite) language courses providing they have completed at least grade 11 of the five year program in high school. SCIENCE AND NURSING ADMISSION REQUIREMENTS -See the University Calendar. REGISTRATION Final day of registration is June I. Applications should be accompanied by a cheque for the full fee for the courses to be taken dated not later than July 3, 1968. Applications received after June 1st will be charged a late fee of $5.00. Students making a course change after the commencement of classes will be charged a fee of $3.00. No course changes or withdrawals with refund are permitted after the first week of classes. COURSE LOAD Students who have achieved an average of 63 % in their previous courses taken at Lakehead or another university ( where the number taken is over five, the last five only need be considered) are eligible to take two courses during the Summer School. Beginning students, and students taking an honors course may take only one course. ADVANCED READING Applicants are urged to do as much advanced reading in preparation for their courses as possible. Reading lists will be supplied to registrants as quickly as they become available. The University Bookstore will stock the required texts and they may be procured either during the regular Bookstore hours (9 a.m. to 5 p.m.) or by the ordering, C.O.D. PREREQUISITES AND PROGRAM ORDER Students are asked to note carefully the prerequisites for senior courses as listed in the Calendar and in this brochure. In addition, the University Senate has recently ruled that "except in the case of off-campus courses, degree students (regular and partial) may not register for courses in Year II of their program unless the requirements of Year I have been or are being completed, and that the same rule applies with regard to the requirements of Year II in relation to the courses in Year III of a degree program." 15 �Students having a Grade 13 science are no longer required to take a natural science in Arts I although such courses may be taken as electives. Adult students who lack Grade 13 are no longer required to take extra credits to a degree, but they must clear off the language prerequisite (0a6 course) before proceeding to further courses in the Arts program if they hope to proceed to a degree. HONORS COURSES Those courses marked with an asterisk (") may be taken as part of the Honors Program at Lakehead. Students taking such courses may register in one course only. PARKING Owing to the extensive construction around the University it is impossible to arrange for reserved parking. Summer School students may park anywhere in the University parking lots except in those areas clearly marked as reserved for faculty and staff. For the same reasons it is impossible this year to operate a nursery school for the children of staff and students as was done in 196 7. It is hoped that when the current phase of construction is completed that this service may be revived. CANCELLATIONS OF COURSES The University reserves the right to cancel any course due to the inability to find an instructor, or due to insufficient registration; or to limit the enrollment in a course where more students apply than can be accommodated. In the latter case places will be filled on a first come, first served basis. Additional courses will be offered if enough students apply and make a deposit of $25. to indicate serious intent. LIBRARY The library will be open from 9: 00 a.m. to 10: 00 p.m. on all Summer School lecture days. In addition, commencing Saturday, July 13th and each Saturday thereafter, to the close of Summer School, the library will be open for study from 9 a.m. to 5 p.m. TIMES OF EVENING CLASSES The 7: 00 - 9: 00 p.m. time for evening classes is tentative only. These hours may be changed to the mutual convenience of instructors and students. 16 �FEES 1 course--$113.00 2 courses-$223.00 Lab Fee--$10.00 Extra for Shakespeare Workshop $15.00 (Fee include $3.00 student activity fee) RESIDENCE Lakehead University Student Residences are attractively situated on the banks of the McIntyre River close to the main university buildings. There are forty-six single rooms and thirty-two double rooms available. The cafeteria in the residence will provide food services for residents. FEES: Option I-Meals for seven days a week Single room $2 50. for the session Double room $230. for the session Option 2-Meals for five days a week only Single room $200. for the session Double room $190. for the session Application for rooms should be submitted to the Dean of Students along with a $25. deposit. CLIMATE Lakehead's a pleasant place to be in the summer. The mean July high is just 7 5 degrees F., and the mean low is 57.8 degrees F., making for comfortable work and study in the day and sound blanket-covered sleep at night. If you want it a bit warmer for camping and swimming you can get the temperature you want only a few miles further inland. �LAKEHEAD Registration Form fo This form must be completed and returned to th $TATEMENT OF MARKS THIS STATEMENT HAS NO VALUE AS A CERTIFICATE 1. If applying for the first time state High School matriculation marks and attach confirming documents when possible. 2. If applying to take 2 courses, list last courses up to 5 passed in this or another University. 3. If applying as an "ADULT STUDENT" please state. Course DESCRIPTION No. Grode : Fee Statement: TUITION ... .... LABORATORY .. $ ............ .. ..... .... .... . $ ................ .......... . Cheques must be doted not later than JULY 3rd, 1968. Certificates check by ENTRANCE C Admission approved by Date �School's Office by June 1, 1968. PROVINCE PHONE if different from above. PROVINCE I.D. NUMBER Sought I SOCIAL INSURANCE NO. Home University if Visiting ROUTE, BRANCH, SEQUENCE OR DEPARTMENT Honours Yeor of Programme Degrees Held POSED COURSE REGISTRATION COURSE NUMBER Yes □ No □ and complete in all respects and that ......., 19 ... .... . ... .. ........ ..... .............. ..... ....... . Sig~~t;,-r~ �CJH~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Lakehead University Summer School course information, and workshops. Title A name given to the resource 1968 Lakehead University Summer School Subject The topic of the resource Universities Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1968 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur https://digitalcollections.lakeheadu.ca/files/original/7e9923021b6d02fff34cd8307d6a42db.pdf a1bbd0acb1d419775efaca54207f2249 PDF Text Text ��Faculty of Science biology chemistry physics geology mathematical sciences liberal science geography energy and fuel science COVER PHOTOS: Bottom Left, Top Left: Diffraction Patterns from Glycerine drops illuminated with lasers. Top Right: Compound eye of a fly, gold coated, seen in the scanning electron microscope. Bottom Right; Bacteria, transmission electron microscope. ��Lakehead University is ideally situated at the head of Lake Superior in Thunder Bay, Ontario. This thriving community is the working hinge of all Canada. The great bulk of Canada's natural wealth grain, minerals, wood pulp - are distributed through this vital inland port. The immediate environment comprises one of the world's outstanding natural laboratories. The boreal forest, the Pre-Cambrian Shield, and the massive water-shed of Northern Ontario, provide a limitless challenge to man's thirst for knowledge and to his capacity for improving his way of life. Vital decisions regarding the future of Canada's natural resources will be based, in part, on research which is going on at Lakehead University right now! Facilities at Lakehead University include: residence accommodations for over 600 students; a university centre complex which includes lounges, cafeteria, student government office, a shopping mall, and a 380-seat theatre; an athletic complex which compares in versatility to any in Canada. Of more immediate concern to the students of science, the Centennial Science Complex represents an investment in excess of $20 million in buildings and equipment; an excellent library provides nearly 200,000 volumes and a seating capacity over 1,000; a Model 50H computer is available on a twenty-four hour basis for the use of the entire University community. �faculty of science Teachers and researchers in the subjects.of Biology, Chemistry, Geology, the Mathematical Sciences, Physics and Geography are intensely committed to the disciplines of science. But they are also oriented toward the individual student. Comparatively small classes, which prevail in the Sciences at Lakehead University, provide a setting for easy rapport between and among students and faculty. Close individual attention ensures more effective learning, Should problems of an academic nature arise, the Dean of Science, his deputies, and the department chairmen are constantly available for counselling. The active personal contact which students enjoy with their professors in the Faculty of Science is supplemented by a formal structure of student/faculty liaison committees, organized on the departmental level, which keep students and faculty aware of each other's problems and viewpoints. Nearly every four-year program in the Faculty of Science gives students the opportunity to become involved in practical research projects. Special research facilities in the Faculty of Science include a well-equipped machine shop, glassworking laboratory and an instrument division which houses the latest scientific instruments including electron microscope, spectrometers, diffractometers, etc. These facilities are all managed and staffed by professional personnel. The faculty of Science maintains close liaison with industry and scientific associations in order to ensure that academic and professional standards are met or surpassed in every program. There is a growing awareness of the important role that science can play in the development of Canada's future. This awareness has kindled greater cooperation among different disciplines in the Faculty of Science. This fact is reflected, not only in the trend toward inter-disciplinary research, but also in programs specially designed to provide a knowledge of many Science subjects in breadth rather than in depth. The Inter-departmental Program is a three-year general program in which a student selects courses from within the departmental offerings in the Faculty of Science, and supplements these with electives from the Humanities and Social Sciences. And the Liberal Science Program consists of courses designed to cover all aspects of science in order to promote an appreciation of our environment among those who are not interested in specialized study. Whatever your interest in science, the Faculty of Science at Lakehead University can help you choose a satisfying program. The Faculty of Science offers three-year programs leading to the Bachelor of Science degree in the following disciplines: Biology, Chemistry, General Science, Geology, Liberal Science, Mathematics, Natural Sciences, Physics, Geography and Energy and Fuel Science. Also offered are four-year programs leading to the Honours Bachelor of Science degree in the disciplines listed below: Biology, Chemistry, Geology, Mathematics, Mathematical Physics, Physics and Geography. Admission to the first year of the Faculty of Science will be granted to candidates who have completed their final year of secondary school studies in good standing. Evidence of a candidate's standing shall include: 7. A recommendation by the principal of the secondary school last attended regarding fitness for university studies. 2. A complete academic report for the final three years of secondary school. 3. The results of standardized test offered by the Service for Admission to College and University. The general principles of course selection in grade 12 and 13 remain unaltered. Should you require further information, please contact: Dr. R. A. Ross, Dean, Faculty of Science, Lakehead University, Thunder Bay, Ontario, Canada. Close individual attention and a place to learn "naturally" are hallmarks of instruction in the Faculty of Science at Lakehead University. ��department •of chemistry Why study Chemistry? What does a chemist do that inspires you to be one or prompts you to learn something about the subject even if you do not plan to pursue it as a career? Specifically, the science of chemistry is involved with the properties and structures of substance, and their preparation from and interaction with other substances that constitute man and his environment. Since Chemistry is a very broad subject the boundaries that separate it from engineering, geology, pharmacy, physics and the biological sciences are often indefinite. The importance of Chemistry in your daily life is abundantly evident. Chemical changes in your body produce energy and growth from food and air; bodily functions themselves are control led by sets of complex chemical substances called vitamins, hormones and enzymes. The food you eat is indirectly produced by the chemical reaction cal led photosynthesis, and the clothes you wear consist in large part of synthetic fibres produced by chemical processes. The metals for automobiles and machines are produced by chemical processes, and the operations by which glass, bricks and pottery are made are further examples of chemical processes. More recent triumphs of Chemistry include the development of antibiotics and other drugs to combat pain and disease, the production of improved gasoline from petroleum, and the synthesis of many new plastics. Entire industries have evolved from the development of these new materials, giving employment to many thousands of people. Chemistry operates in and around us every moment of our lives, and thus we need to know something about it. Many of today's most pressing problems, such as air and water pollution, malnutrition, drug addiction, mental and physical sickness and over-population rage out of control because the citizenry has not proceeded with imaginative application of chemical knowledge. To the question, Why study chemistry?, there is a practical and an intangible answer. The practical answer is not the same as that of a generation ago; in part, today's answer is a need to make up for the blunders of the past. The intangible answer arises from the things we can know from Chemistry that we had no hope of knowing a generation ago: what life is, where it came from, how it operates, what our solar system is like and how it arose. A Chemistry graduate may become involved in such areas as plastics, drugs, pollution, paper, metals and atomic power. Chemistry is also a key requirement for entering the fields of medicine, dentistry, pharmacy, some areas of engineering and almost any branch of the sciences. A degree in Chemistry can lead to involvement at a number of business, industrial and academic levels, including manufacturing, product control, technical service, sales, marketing, teaching, research, and governmental employment. In fact, chemistry provides a student with a broad training which enables him to tackle a wide variety of jobs. Lakehead University offers courses in most branches of Chemistry: Analytical - almost everything we eat, wear or handle has been subjected to chemical analysis at some stage of production. It is the key to pollution control. Biochemistry - the study of life processes, vital to medical students, biologists, etc. Inorganic - a rapidly developing area of Chemistry. It deals with the structure, properties and uses of metals, non-metals and their compounds. Organic the branch of Chemistry which fulfills the basic need of society in the form of chemotherapy (drugs), manufacture (plastics, man-made fibres) and food (agriculture and forestry). Physical - deals with the determination of the properties and structure of matter and the laws and theories of Chemistry. Polymer - industries associated with polymeric materials are the major employers of al I chemists and chemical engineers. The courses at Lakehead University examine the synthesis, structure and properties of synthetic and natural macromolecular substances. The Department of Chemistry at Lakehead University, offers some unique advantages, the most important of which is the combination of highly qualified staff with the availability of excellent laboratory and instrumentation facilities. This allows instructors and staff to provide the individual student with a large degree of personal attention and gives the student frequent access to modern instruments. An apparatus used in the field of Physical Chemistry to sample gases. ��department of physics The most imcomprehensible thing about the universe is that it is comprehensible. The primary concern of ~he Physics Department at Lakehead University is the development of a sound and interesting undergraduate program. Because the number of students is relatively smal I, instructors can give each student individual attention. Personal contact is also emphasized in the labs where students are encouraged to do progressively more independent work. Physics is a systematic study of the properties of al I things, from nucleus to the stars. There are only a few fundamental laws. The physicist is not required to memorize a body of facts, but only to pit his mind against ideas. His theory is meaningful only if it makes correct predictions about the physical world. A great deal of ingenuity is required to devise experiments to verify these predictions. A study of physics provides insight into technology, natural phenomena and the basic nature of things. In contrast to other disciplines which study specific areas in detail, physics gives a broad understanding of our world. It teaches one how to think logically and objectively about any given problem. This, combined with the proper design and interpretation of experiments, is the essence of the scientific method. The power of this method when applied to physical science is indisputable, but its application to social problems is fairly recent. A physicist contributes to the technological advancement of society; as examples physicists are eagerly searching for new sources of energy, studying ways to improve the efficiency of existing energy sources and are deeply involved in the problems of pollution control. . Do you find excitement in understanding the w·b rld and in contemplating the universe? Perhaps you are a bit skeptical when told "the facts". Then you should enjoy the study of physics. Physics forms the basis for most of the physical sciences and graduates can embark on worthwhile endeavours, not only in physics, but in a variety of allied fields, such as astrophysics, geophysics, chemical physics, biophysics and engineering. Some of the careers to which a degree opens the door include high school teaching, meterology, astronomy and cosmology, computer programming, atomic energy, acoustics, radiation physics, industrial research and development, sale of scientific equipment, laser Albert Einstein. technology, space science, theoretical chemistry, environmental protection, energy production and many others. A wide range of programs in the Department of Physics accommodates both the group of students who have the experimental and theoretical skill to fol low a highly concentrated and rapidly moving program in preparation for graduate studies, and also those students who like a challenge but are not so certain that they want to devote themselves singlemindedly to the subject. A good variety of options makes it possible for students, particularly in the general degree program, to choose courses of particular interest to them. It is impossible to cover more than a bare fraction of the field of physics. The Department of Physics therefore offers a good basic course, with few frills. Consequently, students enjoy more personal attention than is customary in unversity studies. Whether your bent is towards laboratory research or theoretical physics, opportunity for development is assured. The essence of both these approaches is a judicious combination of basic concepts and challenge to initiative, both of which are stressed in physics at Lakehead University. Although the main emphasis is upon undergraduate teaching, lively research projects take place in physics at Lakehead University. Many faculty members are involved in research concerned with solid state physics, which refers to the search for new materials, and new uses for old ones. Specifically, this research is restricted to areas closely allied to electronics . Transistors and devices like them are closely studied and analysed. Results of such experiments are of particular interest to radio, television and communications equipment manufacturers. Another research project involves a search for methods of improving the electrical properties of capacitor paper produced by a regional mill. In addition, a group of physicists is applying a scanning microscope to the study of chromosome behaviour. Some upper year undergraduate students become directly involved in these projects and all students benefit from the up-to-date knowledge that active research provides for faculty members. ��department of mathematical sciences Mathematics is exploding. Where 50 years ago mathematics could aptly be cal led the "hand maiden of the sciences", there is now hardly a field of human endeavour which escapes the interest and contribution of mathematics, and the mathematical method. It has far outstripped its description as the "science of number", and non-numerical mathematics studies subjects from the essential properties of knots and communications systems to the workings of the human mind. Everyone involved in science must be able to use the tools that mathematics provides. It would be impossible to study physics, chemistry or any science subject without some knowledge of calculus, algebra and statistics. But it is a mistake to believe that a mathematician's role is simply to provide tools for other people to use. An important value of mathematics to a mathematician lies in the fact that it gives him pleasure. It may reveal the harmony of the universe; it may result in great technical advances; it may even lower the cost of groceries. But, in the end, mathematics is studied by people because they enjoy it. If you liked mathematics at school, and were good at it (for it is one of the most difficult and demanding courses at University) then you should consider taking a degree in it. The faculty at Lakehead University would be pleased to discuss this with you and to offer counsel in your choice of courses. A serious mathematics major graduate will have little difficulty in obtaining good employment. There is a continuing demand in teaching with a strongly developing trend towards the applications of mathematics to industry, commerce and government. There is always a demand for the person who can accomplish what others consider difficult, and in the longer range. the demand for mathematicians may well outstrip the supply, as more disciplines and activities become mathematical in nature. Who could have seen, a few years ago, the extent to which mathematics is now used in economics, the social and behavioural sciences and business, and the opportunities that these disciplines now provide to mathematics graduates? At Lakehead University, class sizes in mathematics are generally sufficiently small that students have an excellent opportunity to get to know one another and to consult faculty members. Students are encouraged to participate in the life of the department, to attend the seminars, use the reading room, and work closely with the faculty, so that their education need not be bounded by the classroom and the library. A prospective university student should weigh carefully whether his, or her, potential will be better developed in a large (and often impersonal and highly competitive) university, or in the freer atmosphere of small classes, close faculty contact, and close working relations with other students. A great deal of mathematical learning comes about through trading ideas and criticizing the work of one's fellow students. At Lakehead University the mathematics program is being reorganized around the concept of "applicable mathematics". This includes the mathematics which is useful in the new and expanding fields of applications, as well as the older applications to physical science and engineering. We are interested in teaching any branch of mathematics which might be applied, and this means we must also provide an introduction to "pure" mathematics, because history has amply proved that it very quickly becomes tomorrow's "applied" mathematics. The greatest surge of the pres·ent is to the mathematics of computing, and modern high speed computation is revolutionizing mathematical thinking. We believe that it is important to reorient almost all mathematics teaching to this important new development so, while we have courses just in computer science, we also have computer science in most of our courses. Lakehead University has been able to maintain an extremely favourable computer/ student ratio, and our students probably have better access to modern high speed computer facilities than those in any other Canadian university. A mathematical ''problem" can be solved in many ways and in many places. ��the liberal science programme It is impossible to over-estimate the importance of science in today's careening technological world. Science is the only branch of human enquiry which applies itself to the systematic observation and interpretation of our physical environment. As such, science provides a fountain of wel I-defined data upon which to base important judgments which must be made now if we are to survive. The influence of science and technology upon modern man staggers the imagination And yet, there have been very few systematic attempts to bring this home to future teachers, legislators and decisionmakers. The Liberal Science Program aims at giving such people a broad view of science, rather than producing professional scientists. The program brings science out of the confines of the laboratory in order to explain its effects upon man and his environment, and also to explore ways in which science can influence our daily lives for the better. Students entering the Liberal Science Program must have successfully completed Grade 13. But science and mathematics are not prerequisite, as they are for other programs in the Faculty of Science. Requirements include a mature mind and a desire to understand the role of science. Liberal Science students may concentrate on any Arts subjects to meet the requirements of the program. Indeed, it is essentially designed to provide a broad background in science study for students specializing in the social sciences, humanities, or education. It is extremely flexible, allowing easy transfer in and out of the program from other Arts and Science programs. In addition to at least three subjects from the Faculty of Science and up to seven from the Faculty of Arts, the three-year Liberal Science Degree Program requires at least five of the fol lowing courses: L.S. 7720 Physics for Poets - An introduction to classical and modern physics without extensive use of mathematics. Biology 772 7 Natural Science - A course which integrates the earth's physical feature with plant and animal life on earth by emphasizing the relationships of the three. The course deals with the origin of the earth and development of its physical features; origin, structure and function of living organisms; organisms and the environment, evolution; the future. Geology 7707 Fundamentals of Geology - The external and internal processes which have formed the crust of the earth, the ocean basin and the hydrosphere; and the general physical and chemical principles relating to the origin and development of the earth as a whole. Laboratory work will include the mineralogy of the main rock forming minerals and economic sulphide and oxide deposits, the petrography of the principal rock types in the earth's crust, the identification and use of fossils as indicators of relative time, and the interpretation of geological maps. Mathematics 07 20 Mathematics, the Analytical Tool of Science - The role of mathematics in formulating and solving problems, both from the traditional sciences and the newer areas of the social sciences. The emphasis is on the "mathematical method", rather than the mathematics. The topics chosen range widely to accomplish this goal and will include history and the development of geometry. L.S. 2 700 Science and Man --. The profound influence of science on the individual and society is the central focus of this course. The effects of great experiments and theories on the development of civilization are studied in detail. The relationships between science, technology, philosophy and politics are identified and discussed. Also, the role of science in determining the way we think and act is probed as far as possible. L.S. 2200 Chemistry and Everyday Life - This is a survey of those aspects of chemistry which affect our lives every day. The material will include a general historical introduction. Following this, a basic understanding will be provided for such popular activities as photography, wine-making and pottery. Also, such topics as the energy crisis, birth control, pollution, physical and mental health, the use and misuse of drugs will be discussed from a chemical viewpoint. L.S. 2080 Contemporary Physical Thought - Important scientific literature is often ignored because its language is too technical or mathematical for the general reader. This course purposes to interpret such writings to promote understanding in the theories of the Universe and its creation, in the laws of physical science, and in recent scientific thought. Proficiency in mathematics is not required. �L.S. 2300 Astronomy - This course is designed to acquaint the student with the principal features of the Solar system, our Galaxy, and the known Universe. The student wi 11 make observations of the moon, planets and stars, plot their movements and deduce some of their properties. Photographs from observatories will supplement the student's observations. No previous background in physics or mathematics is required. L.S. 3700 Canadian Science and Technology - The organization of science and technology in Canada with special reference to energy distribution and communication networks. L.S. 3400 Problems in Pollution - I nterdepartmental course on problems of land, water and air pollution. Effects on the environment and its conservation. �the energy and fuel science programme Universities have a vital part to play in the resolution of the energy crisis by producing those (people) with the necessary skills to meet future demands. The problem of energy seems destined to take on a less ephemeral nature within the curriculum than the current fashions of environmentalism. David Dickson This programme will be offered initially in September 1975. Our future on this small planet will be largely determined by the manner in which we meet the energy crises that surrounds us and, at times, threaten to en-gulf us. Can we find effective solutions to energy problems? Are the solutions economically and technologically possible? How drastically will our lifestyles be altered by the introduction of new and perhaps radically different forms of energy? If these questions are to be met and answered, intelligent men and women possessing a broad range of knowledge must do the seeking. That is why Lakehead University has developed the Energy and Fuel Science Programme. The Energy and Fuel Science Programme follows an interdisciplinary approach to energy science. It combines courses on the basic scientific aspects of energy with applied scientific, engineering and economic approacnes to the solution of energy problems. Thus, this programme will give _you an effective, cohesive knowledge of scientific principles which cover a broad spectrum of subject areas - Physics, Chemistry, Biology and Mathematics. It will give you an understanding of the engineering principles which are necessary to make a reality out of a dream. And, the Energy and Fuel Science Programme will give you a solid grounding in the principles of economics and social dynamics. Laboratory and plant work will have a special emphasis in the second and third years of the programme and specialized courses in "Energy and Fuel Science" will be taken each year. The present programme requires three academic years and plans for an honours year are at an advanced stage. �integrated science programme The important thing is not to stop questioning. Curiosity has its own reason for existence. One cannot help but be in awe when one contemplates the mysteries of eternity, of life, of the marvelous structure of reality. It is enough if one tries merely to comprehend a little of this mystery each day. Albert Einstein. Today the physical and natural sciences are becoming increasingly interdependent and in recognition of this, Lakehead University is offering a unique science programme at the first year level. It combines biology, chemistry, geology, mathematics and physics and will be given from February to April primarily for the benefit of high school semester graduates. It will consist of twelve weeks of lectures and laboratories fol lowed by a week of field work. If you graduate in January, you can begin your post-secondary education immediately by enrolling in the Integrated Science Programme. Think about it: Instead of waiting until September to begin your first year of university, you could be entering second year. There are many advantages to an integrated approach to science. It is possible to gain a better concept of the natural unity of science and of the co-ordinate material that, traditionally, has been treated by different departments. The student need not decide on a major until the second university year when he or she has a better appreciation of science as a whole. At the same time, it is very probable that much of the most exciting work and opportunities in science in the future will occur in interfacial or overlap areas among the classical divisions. If you are thinking about a university major in any science subject, or if you want a general background in science, then the Integrated Science Programme is for you. (An understanding of reality, from the elementary particle to the living world, is the ultimate challenge to the human mind. It can provide you with challenge for the rest of your life. In addition, it can offer you a livelihood and a means of solving many of the problems of modern society. The first step towards the solution of any problem is understanding, and the goal of science is the understanding of the world.) cu 'E E ~ O'l e Q.. a, (J C a, ·c:; Cf) ..... 0 > -== ::::, (J co LL a, .s:::. +-' C 0 C 0 "_;j co E .... .....0 C .... a, l:) .... z a, II- z .s:::. c:i +-' .....::::, w E <! "C >I- C a, Cl) C/) 0: 1- w w w 0: >1- > C/) (.) ::> I- z 0: <! w >1...J ::> (.) <! u.. >w w 0: l:) w 0 I �Lakehead University rests at the heart of Canada in the rugged and beautiful Superior Country. The photograph at right shows but a small portion of the country that surrounds the university - a place to find enjoyment through canoeing, skiing, backpacking, or simply looking; a place to seek knowledge in the thousands of miles of natural laboratories to be found at random in this Canadian Shield country; and a place where many important events in Canadian history have happened (that's a reconstruction of the Old Fort William Fur Trading Post in the foreground) and where an important part of Canada's future will be determined by the faculty and students at Lakehead University. ---------------7 ""0 -i r...., :c )> C0 C: 0'1 z m ,,)> ,,0 ,, (') ":c rm m m - C C: (') -i :c m Cl) m m )> :::0 -< 0 (') :::0 C m 0 C0 -i -i )> C: -< z < 0 m ,, Cl) (') ,, -i )> :c :::0 m C z :::0 m z m -i ~ (') )> )> -i m z :::0 0 (') )> z )> C )> -< -< ��� 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 Faculty of Science, Lakehead University Subject The topic of the resource Universities Description An account of the resource Booklet promoting the Faculty of Science and its departments to future students. Includes information and photographs. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/af2af54eb769cdc169866b3fa19043f2.pdf 2cecbe2736db73e8207020d7ff6db5aa PDF Text Text LAKEHEAD UNIVERSITY •I I I I I • Introduction To The COMPUTER CENTRE �I I I I • • P RE F ACE This manual is intended to provide a brief introduction to the Lakehead University Computer Centre. Included is a history of the Computer Centre, the functions of the Computer Centre, the computer configuration, the personnel list of the Computer Centre, and a short resume of sor.:e of the Academic and Administrative Systems which are in use. Further information on the use of the Computer facilities is available in the Comp~ter Centre Users Manual. In addition, the Computer Centre publishes a newsletter called LUCIFER in order to keep the users informed on new policies, procedures, and computer systems. W. Bilyk Assistant Director Computer Centre May 29th, 1970 Revised September 1970 �C ONT E NT S HISTORY OF THE COMPUTER CENTRE 1 FUNCTION OF THE COMPUTER CENTRE 2 COMPUTER CONFIGURATION 4 COMPUTER CENTRE PERSONNEL 6 SUMMARY OF ACADEMIC SYSTEMS 8 CJMPUTER LANGUAGES AVAILABLE 13 PROCEDURES FOR USING THE COMPUTER FACILITIES 15 COMPUTER CENTRE LIBRARY 17 SUMMARY OF ADMINISTRATION SYSTEMS 18 �HISTORY OF THE COMPUTER CENTRE The Lakehead University Computer Centre came into existence during the early months of 1967 with the appointment of a Director and the placing of an order for a medium-size computer, an IBM Series 360 Model L~Q H. This was made possible as the result of the awarding of an Ontario Provincial Government Capital Grant to the University to provide computer facilities for undergraduate teaching, academic research and administrative data processing. By January, 1968, the computer had been delivered and installed. Throughout 1968 and 1969 there was a continuing growth in the number of personnel in the Computer Centre. A restructuring of the Computer Centre was performed to separate the main areas of responsibility and service into four sections: Academic Services, Administrative Data Processing, Operations, and Systems Software, with a manager .· responsible for each section, The increased and varied use of the Computer facilities resulted also in the acquisition of additional computer equipment; mainly typewriter and cathode ray tube terminals and a 2314 auxiliary disk storage unit. During the late months of 1969, the work load on the Model 40 Computer was rapidly nearing full capacity and all projections on future usage indicated a definite requirement for a larger computer. An order for an IBM Series 360 Model 50 H was placed, and the machine was installed in April, 1970. Plans were also formalized to add a further one million positions of large capacity storage in September 1970. This would enable the use of on-line terminals by students, faculty, and administration personnel. 1. �I • • • • • Operations The Operations group is separated into three sub-groups as follows: (1) Data Preparation. This group provides keypunch and verifying services for Faculty, Administration, and Computer Centre Personnel, in addition to the bursting, decollating, and binding of computer output. (2) Data Control. The functions of this group include the following: (3) (a) maintenance of production systems' documentation, (b) maintenance of a magnetic tape library, (c) obtain and maintain statistics of jobs processed. Computer Operations. This group is responsible for the actual operation of the Computer equipment, maintaining a liason with the computer users, recording statistics on equipment usage, and the scheduling of all computer jobs. Systems Software Services The Systems Sof~ware group is responsible for the development and maintenance of the Operating System and other system programs. This includes the modifications and additions to IBM supplied programs as well as the design of system programs for the special requirements of the University. They also carry out performance evaluations on the computer systems and the computer hardware. 3. �• •I 1 IBM 082 card sorter 1 IBM 557 card interpreter I I •I 5. �COMPUTER CENTRE PERSONNEL Extension Director Mr. A.T. McEwan 354 Secretaries Miss M. Sliskovich 354 Miss H. Sadowski 354 Academic Services I w. Bilyk Department Head Mr. Faculty Advisors Mr. D. Watson 383 Mr. G. Davis 525 Department Head Mr. G. Candido 316 Senior Programmer Mr. P. Kempe 532 System Analyst Mr. J. Edwards 436 Programmers Mrs. L. Raty 435 Mr. J. Hansen 435 407 Administrative Data Processin~ c. Morrison 436 Mr. D. Domansky 408 Supervisor Mrs. M. Wilkins 405 Keypunch Operators Miss M. Horbow 405 Mrs. F. Green 405 Mr Operations Department Head Data Preparation: Mrs. 6. c. Shivcharan 405 Mrs. M. Lai 405 Mrs. J. Jewett 405 �I II SUMMARY OF THE ACADEMIC SYSTEMS A major part of the computer time and the Computer Centre services is dedicated to the processi.ng and support of systems for the Academic community of the University. The interests and the needs of this community vary and they require a wide range of computer applications and support from the Computer Centre. There are two main areas of use for the Academic systems: teaching and research. Teaching: There are several programming and Computer Science courses available at the University for undergraduate students. The computer languages covered in these courses include PL/1, COBOL, FORTRAN, HYPO, and APL. In addition, the Computer Centre is preparing a number of service courses utilizing television video tapes and typewriter terminals in a conversational mode. In this way, individual classes may obtain short introductory courses into various computer systems. Research: Faculty members and graduate students who are involved with research work require a large variety of systems including: FORMAC (a language for the algebraic manipulation of systems) and CSMP (Continuous System Modelling P~ogram) used in research on lunar theory computations aimed at predicting the position of the moon; SYMAP, a computer mapping system used by ' the Geography Department in producing contour, conformal, and proximal maps on the line printer; BMD (Biomedical Statistical programs) used by many departments for statistical analysis of data; SSP (Scientific Subroutine Package) which contains a large variety of scientific subroutines. 8. �Resume of Some Academic Systems Continuous System Modelling Program(CSMP) This system allows problems to be prepared directly and simply from either a block diagram representation or a set of ordinary differential equations. The program provides a basic set of functional blocks with which the components of a continuous system may be represented. IV statements to handle very complex problems. It also accepts FORTRAN The system has many featur~s to allow the user to do a simulation run, and to concentrate on the phenomenon being simulated rather than the mechanism for implementing the simulation. Biomedical Statistical Programs(BMD) These programs were developed and distributed by the Health Sciences Ccmputing Facility at the University of California at Los Angeles. The programs are arranged in eeven classes: DESCRIPTION AND TABULATION MULTIVARIATE ANALYSIS REGRESSION ANALYSIS SPECIAL PROGRAMS TIME SERIES ANALYSIS VARIANCE ANALYSIS NEW PROGRAMS A knowledge of computer programming is not required for the use of these programs but a knowledge of statistics relevent to particular programs is recommended. 9. �l'ORMAC This system is an ~xtension of the PL/1 compiler which is used for synlbolic manipulation of mathematical expressions (ie, differentidtion). An expression may contain variables, user-defined functions, integer constants, symbolic constants, and functions such as SIN and COS. differentiated, compared, and replaced. The expressions can be Also, all of the normal features of PL/1 are available to the FORMAC user. General Purpose Systems Simulator(GPSS) This system is used to conduct evaluation and experiments of systems, methods, processes, and designs, Simulation is a technique to provide an effective means of testing and evaluating a proposed system under various conditions in a laboratory environment. STATPACK This is a system of statistical programs written in the APL terminal oriented language developed at the University of Alberta. Most of the standard statistical methods can be used, in addition to programs to solve linear programming, transportation and critical path problems. The user can use a remote typewriter terminal to access these programs and enter the data. Synagraphic Mapping Program(SYMAP) SYMAP was designed at Harvard University and is a system designed to allow city planners, geographers, and others to produce low cost graphic displays of spatial patterns using standard computer line printers. The advantage of the program are its speed, low cost, accuracy, and flexibility. Student Monitor A monitor program for student programs was designed and written at Lakehead University. It is capable of accepting student programs written in PL/1, FORTRAN, COBOL, ASSEMBLER, and ALGOL and processes these programs in a batch. 10. �I I I In this way) there is a saving of over 50% in the run times of the jobs. Also, the system allows students to enter their own jobs into a card reader and obtain very fast turnaround. APL Terminal System I I A widely used teaching and research language is the APL programming language using remote typewriter terminals. The APL language is very different from any other language and is ideal for use in computer assisted instruction, statistical and mathematical programs, game playing programs (including business games), and many other applications. A set of teaching programs have been prepared in this language to allow a beginner to converse with the computer while learning the basic concepts of using the language. This can easily be extended to provide a conversational course in any discipline. Experiments conducted at the University have shown that students at High School and Primary School level react very favourable to the use of this type of system. To date many undergraduate students have made use of the APL system including all first year calculus students. For the coming year, the University students and faculty will be able to use the system on an all-day-basis. Academic Computer Courses Various Academic Departments provide courses in computer programming and computer systems. The Mathematics Department provides 3 Computer Science courses at the second, third, and fourth year level. The second year course is an Introduction to the Theory of Computer Science including a comprehensive coverage of the PL/1 language; the third year course covers Problem Oriented Programming Languages: a comparison of PL/1, FORTRAN, COBOL, ALGOL, and APL; the fourth year 11. �I I I I I course covers Machine Languages and Computer Organization. In addition, a new course in computer programming is available. The Business Department offers a Diploma program in Computer Systems which includes: a first year basic computer course, a second year course in PL/1 programming, and a third year course in systems design. The Computer Centre offers a number of non-credit service courses and seminars for students and faculty. Some of the courses are: introduction to APL, introduction to PL/1, the use of statistical programs, and FORTRA~ programming. Courses are also being developed for presentation by television video tape utilizing typewriter terminals. I I 12. �I • COMPUTER LANGUAGES AVAILABLE A large variety of computer languages are available for general use by faculty and students. The Computer Centre provides a consultation service for most of these languages. A brief summary of the languages available at the Computer Centre follows: PL/1 - The IBM PL/1-F compiler is fully supported by the Computer Centre. Most of the Administrative Systems are written in the PL/1 language. PL/C is an in-core PL/1 system developed at Cornell University. PL/C is a true subset of the IBM PL/1 compiler offering very fast compilation times with additional diagnostic and error correction facilities. Most of the University and High School student PL/1 programs should utilize the PL/C system. PL/C programs can be processed in a batch mode. FORTRAN The IBM fortran IV level G and H compilers are available and are supported by the Computer Centre. WATFOR is an in-core FORTRAN-IV system developed at the University of Waterloo. It includes most of the features of the IBM Fortran IV compiler and offers very fast compilation times with additional diagnostic facilities. All of the University and High school student FORTRAN programs should utilize the WATFOR 13. �system. WATFOR programs can be processed in a batch mode. The IBM Cobol level U and F compilers are avail- COBOL able but the Computer Centre does not provide full support for problems in COBOL programs. Users are encouraged to use Cobol level U. ASSEMBLER The IBM Assembler level F system is available and is fully supported by the Computer Centre. HYPO is a basic one-address machine language and assembly language system and is fully supported by the Computer Centre. HYPO programs can be processed in a batch mode. ALGOL The IBM Algol compiler is available and is partially supported by the Computer Centre. RPG The IBM RPG (Report Program Generator) compiler is availaple but is not supported by the Computer Centre. NOTE: A procedure has been set up to allow instructors the facility of the computer for the marking and analysis of multiple choice objective tests. Any instructor who wishes to use this facility can obtain detailed information and the necessary materials from a member of Academic Services. 14. �PROCEDURES FOR USING THE COMPUTER FACILITIES A number of procedures have been set up to allow the Computer Centre to classify and record all of the jobs processed. If you intend to use the computer or data processing facilities in any way, the procedure which you should follow is: 1) Students who are registered in a course which involves the use of the computer require the approval of the course instructor. Other students who wish to use the computer should obtain the approval of the Department Head of their major subject. 2) Go to the Data Preparation section of the Computer Centre (Room MB-1O47) and obtain a user account number. The function of the 7-digit number is to uniquely define all of the jobs of a particular user. The same account number is also used as an APL identification number. The account numbers are coded to identify each Department and course (if required). 3) Obtain infcrmation regarding the preparation of job con- trol cards. If you are a student, this information should be obtained from your course instructor. If you are a faculty member, the information can be obtained from a member of the Academic Services section of the Computer Centre. 15. �4) If required, obtain advice regarding the use of a particular programming language. Students should confer with their course instructor to obtain this advice. Faculty members can obtain this advice and further consultation from a member of Academic Services. I 5) Jobs to be processed on the computer may be submitted in the Data Control area (Room MB-1045B). Upon completion of the job, the output may be picked up at the wickets in the Data Control area. Alternatively, the user may process his job using the Student Monitor. Under this procedure, the user may enter the Computer Room and following completion of his job, the output may be retrieved directly from the printer. NOTE: Complete details on all of the procedures may be obtained from the Computer Centre Users Guide. 16. �I • COMPUTER CENTRE LIBRARY The Computer Centre maintains a library of Computer manuals, journals, and books in Room MB-1043C. Initially, the library was set up to serve the internal needs of the Computer Centre Personnel, but recently it has been expanded to provide reference materials to all of the computer users. Procedures have been set up for allowing users to borrow materials from the library for short periods of time. A brief resume of some of the materials available in the library follows: IBM Reference Manuals on languages and systems. IBM Programmed Instruction Manuals. Various technical and non-technical computer journals . Computer Science books. 17. �Summary of Administration Systems A large variety of Administrative Systems have been developed at Lakehead University for the Administrative Departments. The systems have been designed and written by the Administrative Department of the Computer Centre: Resume of Administrative Systems General Ledger: The General Ledger was the first system developed at the University and has been in operation for 3 years. The system includes programs to accept and edit data from cards or paper tape on a daily basis and programs to produce monthly reports giving a list of outstanding purchase orders, a balance sheet, and detailed Departmental reports. Accounts Payable: In the Accounts Payable system, a transaction file of purchase orders is updated daily, invoices are processed on a weekly basis and cheques are printed. Facilities are also available for cheque reconciliation, and entries are made automatically into the General Ledger system. Accounts Receivable: This is part of the Student Record System. Students are assessed payments and charges and reminder notices are produced for students. In addition, income tax receipts are produced for students. Student Record System This system has been re-designed and is; scheduled for completion in August, 1970. The system will process and record student information through the periods of Admission, Registration, and course completion. Marks are recordeG for each course and stored in a comprehensive history file. Graduating students' lists and marks are produced. 18. �Payroll System The Payroll System was implemented in January, 1970. The normal functions of printing cheques, a payroll register, and cheque reconciliation are performed. Automatic entries are made into the General Ledger System. Space Inventory System The Space Inventory System produces reports showing available space, non-available space, and assigned space. Lists are provided showing the location of every room and includes the characteristics of the room. Management Information System Work is currently under way to design a Management Information System which will allow Administrative personnel to use remote typewriter and display terminals for information retrieved and update facilities. The major administrative files will be incorporated into an integrated data base from which information may be extracted, related, deleted, changed, and put into report form directly from a terminal. fjle Management System MARK IV is a file management system capable of producing reports, creating and updating files and is designed for use by non-programmers. The system enables the user to extract information from an existing file or files and to produce many reports with only one pass of the fjle. �� 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 Introduction to the Computer Centre Subject The topic of the resource Universities Description An account of the resource Introduction to Lakehead Computer Centre. Including the centre's function, history, personnel, and computer configuration. 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 1970 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/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/8/1107/1990_Alumni_Association_of_Lakehead_University.pdf 12dba52ef6704b56370bbeaffbfb8f53 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 1990 Alumni Association Brochure Subject The topic of the resource University Life Description An account of the resource Brochure inviting new graduates (1990) to join the Alumni Association. Creator An entity primarily responsible for making the resource Lakehead University Alumni Association Date A point or period of time associated with an event in the lifecycle of the resource 1990-05 Alumni https://digitalcollections.lakeheadu.ca/files/original/6b0c30f5c232f45b493f55ae6757acab.jpg b8c31b9a9546310a01491bd1ff6b5726 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 Student listening to lecture. Subject The topic of the resource University Life People Description An account of the resource A student sits and listens to someone speaking. He holds his arm in the air while listening. Creator An entity primarily responsible for making the resource Lakehead University Awards Type The nature or genre of the resource Still Image Identifier An unambiguous reference to the resource within a given context UG6-B-II-52 Awards People Portrait https://digitalcollections.lakeheadu.ca/files/original/4/1654/UG6-B-I-1.jpg bcf8912404a4e87344832b57ec140856 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/. Subject The topic of the resource People University Life Sports Creator An entity primarily responsible for making the resource Lakehead University Awards Identifier An unambiguous reference to the resource within a given context UG6-B-I-1 Title A name given to the resource Basketball Awards Basketball People Portrait sports Unidentified Person https://digitalcollections.lakeheadu.ca/files/original/4/1655/UG6-B-I-2.jpg 3a4238db9582decb307bd127fd4700a0 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/. Subject The topic of the resource People University Life Creator An entity primarily responsible for making the resource Lakehead University Awards Identifier An unambiguous reference to the resource within a given context UG6-B-I-2 Title A name given to the resource Awards Awards People Unidentified Person https://digitalcollections.lakeheadu.ca/files/original/4/1656/UG6-B-I-3.jpg 531667ceea94c363a4c62b4bca13b272 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/. Subject The topic of the resource People University Life Creator An entity primarily responsible for making the resource Lakehead University Awards Identifier An unambiguous reference to the resource within a given context UG6-B-I-3 Title A name given to the resource Awards Awards People Unidentified Person