87 10 13585 https://digitalcollections.lakeheadu.ca/files/original/56fef18ba2964e59630b780e7ab34037.jpg 30dfed50d4fe72f67bea9e7673870e86 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 W.F. Langworthy Collection 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/. Identifier An unambiguous reference to the resource within a given context Langworthy-15b Title A name given to the resource Lodge Meeting Subject The topic of the resource People Description An account of the resource A photograph of a group of men. Written on the back is "Lodge Meeting". Rights Information about rights held in and over the resource Public domain Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada-Ontario-Port Arthur Canada-Ontario-Thunder Bay Creator An entity primarily responsible for making the resource J.F. Cooke https://digitalcollections.lakeheadu.ca/files/original/146688c85ea024e4bd3d63de61f75dcb.jpg 776b138adeb0ae07dc1224c9af7af17d 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 W.F. Langworthy Collection 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/. Identifier An unambiguous reference to the resource within a given context Langworthy-15h Title A name given to the resource S.S Strathcona Loading Cargo Subject The topic of the resource Communities in Northwestern Ontario Description An account of the resource A photograph of the S.S Strathcona loading first cargo from the Beulah mine. Date A point or period of time associated with an event in the lifecycle of the resource November 24th 1909 Rights Information about rights held in and over the resource Public Domain Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada-Ontario-Port Arthur Canada-Ontario-Thunder Bay Creator An entity primarily responsible for making the resource J.F. Cooke https://digitalcollections.lakeheadu.ca/files/original/0dbe864624a90d55dad2a84af81f8850.jpg 6b3a11dc77eac286bf9d248bd104f663 https://digitalcollections.lakeheadu.ca/files/original/8be60d40847279cf68d8398ac0830d59.jpg 2f4e81600fcefcb16f790187bcf307c8 https://digitalcollections.lakeheadu.ca/files/original/724035d51e6493695b95c6da3342be7e.jpg 7cebc6efa5fad9ad0fbf6c450cc202b8 https://digitalcollections.lakeheadu.ca/files/original/f2e6fd4044668e9be56c6b24339ebab3.pdf d409106ccc9445e4e12e8d402baf0bda 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 LVA artist Jean Belluz Subject The topic of the resource Arts Description An account of the resource A number of Jean Belluz's watercolours. Her paintings are realistic yet faintly reflections of northern Ontario landscapes. Also included are her business card and profile Creator An entity primarily responsible for making the resource Jean Belluz Source A related resource from which the described resource is derived LVA Artists Bios & Photo Album Date A point or period of time associated with an event in the lifecycle of the resource c1989 Contributor An entity responsible for making contributions to the resource LVA Rights Information about rights held in and over the resource Public domain Format The file format, physical medium, or dimensions of the resource Photographs & PDF Identifier An unambiguous reference to the resource within a given context Scans#LVA-0023-0027 Type The nature or genre of the resource Still image artists Jean Belluz Lakehead Visual Arts oil paintings profile watercolour https://digitalcollections.lakeheadu.ca/files/original/3d4267165e5a84f9a90d5dc9688c0ee2.pdf 45aa611b25feadb936a4108be1caa4f3 PDF Text Text /. (,I ~~ u rv 1 u£ RS 1rY L4K£1-/£AO ~ C_ ~ -tl.~t 0 Ll ~ ' s le - {,. l\ \ D ( tOlrO~ jf:f\1"f7-TT'\j' GA ·L L ~ 7 ~ "- CJ / �A C K N O WL E D G E M E N T S ----------~-- ·-Many thanks to my unfortunate victims and partners in crime: Sharon Matchett - AMS Secretary Fiona Karlstedt - Administration Secretary - for the long hours put in that ONE FAITHFUL NIGHT typing this masterpiece. And to: Larry Earl - formerly Arts 11 Jim Hamil ton - formerly Arts 1 Frances Moscoll - formerly Arts 111 - for their help in the tabulation I I l Ii l ! ! ! I I I j ! l And to: Linda Martin,once again for putting up with the whole mix-up before, during and after CUS , and to all the dear friends and enemies that I shall rope into working this week-end to staple th~s calendar. �d We promised the StLtclents 0f Lakehead University an anti-calendar (a course evaluation survey) last year. Here it is. We make no apologies for what is said, no claim that it is a resounding success, no dttempt to measure the weight of its results but rather we accept the responsibility for all that has been said within these pagPs anJ we hope that in some way shape or form that our first anti-calendar will contribute snmething useful to the university for the benefit of both students and faculty. "What needb Lo be set out initially is a brief description uf our experienc~ Jn doing tl1is, our reasons for making it, a discussion of liow sti1211t1fi c it is, some of our reactions to the results, and wh a t lond of picture emerges from ti,~ survL-"Y." Editor's Note: All quotations are taken from tile U.B.C. anticalendar, Songs of f nnocence_?nd Experience, simply because 1 felt that their editor summed up what I hoped to say in a much better way than I ever could. The poorly worded but sincerely meant suggestions and comments will be my own. How To Make An Anti - Calendar Figure out what you want to know and then devise a questionnaire to get the informat1011. Get a lot of willing hands to pass out the questionnaire, hands that will later pick up the same. Phone call reminders are essential for greater response and therefore greater sucless - again more willing hands. Another important factor to note is that all questionnaires should be passed out well in advance of final exams and that work in preparation for an evaluation course should have begun in the early spring of the University year to permit more careful planning of the anti-calendar, and especially more 'people-getting'. By now you have realized one simple but basic need: 'to get an anti-calendar you need the authentic co-operation of people'. There is a start ... more is to come. From Plato To Goodman - A -~~~tl_e Philosophy Thi s section should lie short and it is. An anti-calendar should he free and available. Its purposes are to find out how goo<l the courses and teachers are, to be a guide with informau.on the administration doesn't provide, and to be a force for academ1c reform within the University. �2 Editor's Note: 1 simply cannot resist using a few of the unique subtitles from Songs of l!!_~c~n_£_e and Experience (U.B.C.) as some of you will notice. Science and Bubblegum The format of any evaluation course is constantly under fire by social scientists for its scientific failings accuracy, dependability. Some feel that it should be more than a string of little numbers to check off ... ·others attack different features ... but we shall not be moved. "This anticalendar is not a scientific document - it is a compendium of many opinions - a lot of it is hit and miss - but it doesn't pretend to be anytl1ing else. You could spend days talking about how to make it more scientific; you could spend your days doing better things. Our feeling about anti-calendar is chat it's usefulenough." Results la6, 2a6 1 Ja6, ...... '? ---On looking back now, we find it hard to believe that the anti-calendar can do mor e harm than good as many of its main critics suggest. Quite c learly this survey revealed "the r e sp e ct which most students have for their teachers, both as individuals and as professionals". Profs were treated with fairness, we believe, and few were really burned at the stake by a rdging mob or 'irresponsible' students. Our intention was to let the students know which were the better courses and profs, and to criticize both, in order to improve courses next year. At times students wrote this sort. of comment "I would have gotten more out of this course if I had attended the Jectures or done some work on the course. It was more my fault than ... " (Professor's name will be omitted to save face on all sides) At times it was the other way around. Regardless of what comments were made, however, we feel that taking all thoughts into consideration that the evaluation 'attempt' was definitely worthwhile. "When students put out more anti-calendars here (and they will) maybe the writing and tl1e information evaluating methods wiJl improve. This is a banal hope. What's seldom mentioned is the suggestion that 1f tl1ere were really frank an<l open discussions about courses, tea c hers and changes, we probably wouldn't have to bother w1th anti-calendars." �3 How To Use Tlus The courses have heen listed 1n alphabetical order in their respective years. Faculties have not been separated because in many instances students in different faculties take a few of the same courses, (i.e. as in the case of the English requirement). Time did not allow us, moreover to check with the respective departments re course and professor changes for next year. Therefore out suggestions are: 1. that you check with the profebsors concerned as to the present courses offered hetore you determine the courses that you -wi 11 take, 2. and that you read rhe summary ut the course you plan to take even if last year's prof 1s not returning - in this case for subject material criticism. We stress also the f ch.t that only courses to which we felt there had heen suffiLient response are evaluated in this anti-calendar. Because of tl1is, you will find that the courses evaluated are many for first year students, occassional for second year, hardly for third year and non-existent for Honours and hcyond. Note also that the description of the subject matter of the given courses, in all cases, is taken from last year's Calendar descriptions. Time and che format of our questionnaire have forced us into this situation and we have made only slight adjustments to it - mainly derived trom the Comment section of the questionnaire. And finally all results have been tabulated following the line of the Evaluation Questionnaire mailed to students at the end of last year's term. Please judge accordingly. What It Shows "The anti-calendar conr.a1ns a lot of commentary about teachers and this receives a great deal of attention. It would be a mistake to think this is the important part. What's important, 1t seems to us, is to determine what the university is and isn't doing in education. Th~ university ls successfully putting people through some kind of system - sometimes it relates to learning, often it provides Jobs, often 1c doesn't do anything. The survey shows there are some progressive departments actually doing a good job as far as students arc concerned and that there are some great professors - contact with them changes your life." �4 It shows that problems exist that desperately need solutions: 1. the lecture system which doesn't provide for discussion or thought 2. the grading and examination system based on idiotic notions of competition 3. the minor requirement subject that many students hate to take but are forced to 4. survey courses where content is superficial and meaningless 5. impersonal student-professor relationships because of the system (i.e. the prof with too much administrative responsibility who is not available in or outside of class or perhaps the size of the class). "These are big problems and unless we begin to get some realistic changes, the quality of education here will continue to be dismally mediocre." Where It Leads Hopefully the anti-calendar will lead students and professors to a deeper understanding of what the end of University education should be and perhaps a few suggestions on how to get there. �5 Editor's Note: Courses that were turned in late are evaluated at the end of the calendar. Check the last pages before you write off a course as not having been evaluated. Accounting la6 Mr. Elms lie INSUFFICIENT RESPONSE The accounting cycle for both service and merchandising enterprises including adjustments for deferred and accrued items; use of special journals and subsidiary ledgers; valuation of accounts receivable, merchandise inventory and fixed assets; payroll accounting; introduction to internal control procedures with special emphasis on the control of cash; accounting concepts and principles; the formation, operation, dissolution and liquidation of partnerships; formation of limited companies including the legal requirements of the Canada Corporation Act - 1965; the share capital of corporations including the accounting treatment of shares issued at a premium and nt a discount and the redemption of preferred shares; dividends and appropriations of retained earnings. Accounting Tla Mr . Zablocki, Mr. Crowe SUFFICIENT RESPONSE ONLY TO MR ~ ZABLOCKI'S COURSE The accounting cycle for both service and merchandising enterprises including adjustments for deferred and accrued items; use of special journals and subsidiary ledgers; valuation of accounts receivable, merchandise inventory and fixed assets; payroll accounting; introduction to internal control procedures with special emphasis on the control of cash; accounting concepts and principlesu Course Evaluation well, Mr. Elmslie managed to hold class interest fairly expressed his material adequately clear, encouraged �6 class participation in discussion and questioning quite often, was always available in and outside of class and was very receptive to ideas other than his own. His lectures met the •about-right 1 level of student comprehensionj his material was well organized and he followed th~ text and reading assignments 'almost' always and he assumed the right amount of prior knowledge of materialv The examination was _very much relevant to class work, reasonably difficult, required both knowledge of the course and reasoning and was marked rather strictly~ Ma r k i n g s c h em e s we r e u s. u a 1 1 y i n <l i c a t e d , q u e s t i o n s generally were clear and the percentage of term work vs. examinations was usually revealed. In general, reading assignments and term papers were usually not considered helpful, although the library holdings were considered adequateo While the course material was considered reasonably close to what was expected and the course labelled a very worthwhile course, the value of the text(s) and the seminars was realized by only half the class while the other half derive<l nothing from them . Accounting 200 The accounting cycle for both service and merchandising enterprises including adjustments for deferred and accrued items; use of special journals and subsidiary ledgers; valuation of account receivable, merchandise inventory and fixed assets; payroll accounting; introduction to internal control procedures with special emphasis on the control of cash; accounting concepts and principles . The formation, operation, dissolution and liquidation of partnerships; formation of limited companies including the legal requirements of the Canada Corporations Act - 1965; the share capital of corporations including the accounting treatment of shares issued at a premium and at a discount and the redemption of preferred shares; dividends in cash and in shares and appropriations of retained earnings; longterm obligations of corporations including the treat~ent of bond premium and discount; investments; departmental and branch accounting; statement of source and application of funds; analysis of financial statements ~ �7 Accounting T2a Mro Elmslie INSUFFICIENT RESPONSE The formation, operation, dissolution and liquidation of partnerships; formation of limited companies including the legal requirements of the Canada Corporation Act 1965; the share capital of corporations including the accounting treatment of shares issued at a premium and at a discount and the redemption of preferred shares; dividends in cash and in shares and appropriations of retained earnings; long-term obligations of corporations including the treatment of bond premium and discount; investments; departmental and branch accounting; statement of source and application of funds; analysis of financial statements ~ Accounting T3a Mr " Elmslie INSUFFICIENT RESPONSE The analysis of accounting procedures and principles to show the relationship between methods and reasons; the theory of income measurement; the evaluation of b u s i. n e s s e n t e r p r i s e s ; t h e m i n i murn s t a n d a r d s o f d i s c 1 o s u r e required in financial statements, techniques of budgeting and controls; accounting for parent and subsidiary companies; income tax problems; fund accounting; bankruptcy procedures; the integration of practice material with business cases. Accounting T3b M r ,, Z ab 1 o ck i INSUFFICIENT RESPONSE The elements of cost, material, labour, and overhead; the application of cost to work done under job cost and process cost systems; standard costs, including the analysis and accounting treatment of variances; cost and profit analysis for decision making, including gross profit analysis, break-even analysis; profit-volume and differential cost analysis; budgetary control and the flexible budget., �8 Anatomy and Physiology Tla (Nurses) Mro B., Bristowe Emphasizes anatomy and physiology of the various systems (skeletal, muscle, digestive, excreting, circulatory, respiratory, endocrine, reproductive and nervous) in man. Laboratory work consists largely of the dissection and study of the cat as a representative mammalian type and of experimentation in, and demonstration of basic physiological phenomena. Course Evaluation Mr. Bristowe held class expressed his material quite participation in discussions was usually available in anJ 'Hlmost' always receptive to interest adequately, clearly, encouraged class and questioning at times, outside of class, and was ideas other than his own " His lectures are at the 'about-rightf level of comprehension of his students, they followed the text and reading assignments fairly consistently, his material organJzation was good and he assumed the 'about-right' prior knowledge of material . The examination was fairly relevant to class work but very difficult . It required strict memorization, was marked rather strictly and the value of term work vs. examinations was not usually revealed. However, marking schemes were clearly indicated, and questions usually clearly worded ~ In general, texts coordinated with the course very well, additional reading assignments were always helpful, and term papers extremely helpful, although library holdings were poor ~ Labs proved a great help to the course . On the whole, the course material was very close to what had been expected and the course was rated as worthwhileQ �y Biology la6 Introductory lliology Dr. Ozburn Dr. Magwood Mr. Lindsay An introduction to living matter followed by surveys of the plant and animal kingdoms. The laboratory experiences include experimental biology as well as the study of both plant and animal structure. Editor's Note: Because this course was L:iught by three professors, students found the questionnaire difficult to reply to. Some attempted three separate ratings as we had hoped they would; however, the majority did not. Therefore I have devided to take all replies into account, along with the more specific comments which many students made and from this to evaluate Biology la6 as one section and not three. Course Evaluation The lectures, in general wPre considered adequately effective, expressing their material fairly well. Class participation in questioning and discussion was seldom encouraged, although the lecturers were receptive to ideas other than their own. All were usually available in and outside of class. The lectures were at about the right level of comprehension, 'almost' always following text and reading assignments. Material organization was adequate, although a little too much prior knowledge of material was assumed. The examination was rated fairly relevant to class work, reasonable difficult and requiring much memorization with some reasoning. Marking schemes were 'almost' always indicated, questions usually worded clearly, the marking fairly done and the value of term work versus examinations usually revealed. In general, the text was considered useless and strongly so, additional reading assignments, term papers and labs quite helpful and library holdings fairly good. On the whole the course material was reasonably close to what had been expected and the course was considered quite worthwhile. General comments suggested that too large an area was to be covered in the course, that wlth three different profs, �10 exam questions were more difficult to answer and that most labs did not correlate to the course. Biology Tla (Forestry) Introductory - Mrs. Skula INSUFFICIENT RESPONSE Stressing biological principles. Laboratory study of represtative species in plant and animal kingdoms, with emphasis on forestry application. Microhiology Tla (Nurses) - NO RESPONSE Survey of the physiological and morphological characteristics of micro-organisms. Biology 300 Microbiology (Nurses) - Dr. Lone - INSUFFICIENT RESPONSE Study of the role of bacteria in the biological world and their interaction with man. Special emphasis is given to the study of factors concerned with transmission of infections and attempts to control common diseases. Biology 301 - Physiology (Nurses) - Dr. Magwood (Kathleen) - INSUFFICIENT RESPONSE A course dealing with the function of tissues and organs of the human body using knowledge of scientific principles to assist the student to understand the reactions of the body to disease and to methods of therapy. Biology 2a6 - Developmental Vertebrate Morphology - NO RESPONSE The basic developmental patterns and the evolution of body form (skeleton, organ systems, etc.) of the Phylum Chordate. �11 Dissection of representative chordate types will be emphasized in the laboratory. Biology 2b3 Mycology, Phycology and Bryology Dr. Barclay-Estrup Morphology, life histories and evolutionary relationships of the principal fungi and algae. Course Evaluation Dr. BarcJay-Estrup did not redlly maintain class ~nterest during his lectures although his material was expressed clearJy. He encouraged class partiL1pat1on In discussion and questioning at times, was always available in and outside of class and was usually receptive to ideas other than his own. His lectures were at ahout the right level of comprehen,sion, usually followed text and reading assignments but not too well-organized. However, he assumed about the right amount of prior knowledge of material. The examination was quite relevant co class work, reasonably difficult, requiring almost strict memorization and marked very strictly. Marking schemes were almost always indicated, questions were usually clearly worded and the value of term work vs examinations was always revealed. In general, texts co-ordinated rather well, additional reading assignments and term papers were usually helpful but the library holdings were fairly poor. Labs were rated as very valuable to the course. On the whole, the course material was considered reasonably close to what was expected and the course was considered worthwhile. Biology 2c3 Vascular Plant Morphology Dr. Barclay-Estrup lNSUFFJCIENT RESPONSE Morphology and evolutionary relat1onsh1ps of the vascular plants from ferns to seed plants inclusive. �12 Biology 2d6 Dr. Ozburn Dr. Magwood (Course not descrihed in last year's calendar) The lectureres maintained class interest adequately, were quite easy to follow, greatly encouraged class participation in discussion and questioning, were 'almost' always available in and outside of class and very receptive to ideas other than their own. The lectures were slightly above the student level of comprehension, but followed text and reading assignments fairly consistently. They adequately organized the course material and assumed about the right prior knowledge of material. The examination was quite relevant to the course, reasonably difficult requiring strict memorization and marked fairly. Marking schemes were usually indicated, questions usually clearly worded and the value of term work vs. exams usually given. In general, the text(s) co-ordinated adequately with the course, additional reading assignments, term papers, and especially· labs were helpful and library holdings were fairly good. The course material was very much like what was expected and the course was considered quite worthwhile. �l] Business Law Tla Mr, D Martin INSUFFICIENT RESPONSE A summary of our laws of contract, employment 1 agency~ sale of goods, insurance, ba.i ]ments~ inheritance, real estate, negoiiable instruments, partnerships, corporations, bankruptcy, trade marksi business crimes and torts. BusinesK Organization 100 Mr Mott Forms of ownership, the organizational structure of a business firm; manufacturing, wholesaling; retailing; public utilities and co-operatives; the scope of the office. office organization, procedures, and equipment; location and layout of a business enterprise; personnel and labour problems; consumer and business . finance; financial institutions; business risks and insurance. Course Evaluation Mr. Mott was not consiJereJ effective in cl~ss at all, although he expressed l1is material ad~quatelyHowever, he did encourage c1.1ss participation in discussion and questioning at times, was 'almost' always available in and outsjde of c lass and wass at ti.mes, receptive to ideas other than his own. His lectures were felt to be at the 'about-right ~ level of comprehension~ they tolJowed the text(s) and assignments fairly consistently , The professor's material organization was u<lequate although he assumed a l i t t l e too much prior knowledge of material The examination was very relevant to class work and reasonable although 1t was very <liffi.cult lt required almost strict memorization, but the professorfs marking was considered fair Marking !:,Chemes were hardly ever indicated, but questions were wurded clearly 9 and the percentage value of term work vs. examinations usually revealed. In general, text(s) co 0 1ct1nJte<l adequately with the course, addit1onal reaJLng dssignments were usually l1elpful as were term papers nnd seminars There were fairly good library hoJ.d1ng~ un the cot1rse �14 On the whole, the course seemed to be reasonably close in subject matter to wl1at had been expected and was considered reasonably worthwhile. Business Manageme~t T3a Alexander INSUFFICIENT RESPONSE The princlples and practices of business management and their application to the organization and operation of enterprises; the management of the three major functions of husiness -- production, finance, and marketing . Emphasis is placeJ on the philosophy and general approach rather than on details of technique and procedures, with the aim o[ developing through classroom participation and written assignments on practical business situations the ability to recognize problem~, assemble facts, make decisions, 3nd present recommendations convincingly and conciselv~ Mr, Chemistry Tla Hru l ey, Dr . Braun INSUFFJCIENT RESPONSE A general course in cliemi_stry stressing atomic structure, periodic table, gas laws, liquids, solids, equilibrium, ionizations. hy<lrogenion concentration, a study of the representative elements, and a brief introduction to the chemistry of organic compounds Chemistry Dr .. la6 Hawlon Fundamental concepts of the atoms 1ng,. states and properties o[ mattero chemical bond- C o u r s e __ E v a 1 u a t . i o n Dr . II .:1 v.J t on ma t e r i n 1 c 1 e rl h e I d c l a s -.; ' .1 1 m o s t ' rl y , i nt .1 f! r es t , 1wn y s ex pr c ssed en c o u r a g e d hi s c l as s �15 participation in discussion and questioning, was available in and outside of class at times and was receptive to ideas other than his own usually o His lectures are at about the right level of comprehension and follow the text and reading assignments fairly consistently. His material organization is adequate and his assumption of prior knowledge of material just about right. The examination was quite relevant to class work, and was reasonably difficult and was marked fairly. Knowledge of the course, plus reasoning was essential. Marking schemes were usually indicated, questions usually clear but value of term work vs. examinations was never given. In general, text(s) coordinated very well with the course, additional reading assignments were always helpful, term papers quite helpful, the library holdings fairly good and labs proved valuable. On the whole, the course material was very close to what had been expected and the course was considered very worthwhile. Comments suggested~ - there should be more term tests experiments should be taken after the work has been covered in class and not before as was the case Chemistry 2e6 Inorganic-Analytical Chemistry NO RESPONSE A course dealing with the nature of solutes, vents, and solutions, precipitates, suspensions, general acid-base theory, equilibrium. Chemistry 2f6 Organic Chemistry sol- Dr. Orr An introductory course including the classification �16 and nomenclature of simple organic compounds, nature of the covalent bond, resonancP, stereo-chemistry ,. The following general reactions, together with reaction mechanisms, will be discussed: addition, substitution and elimination. Laboratory consists of preparation and purification of organic compounds. Course Evaluation Dr. Orr was considered to be an excellent lecturer who really maintained class interest, was very easy to follow, encouraged much class participation in discussion and questioning, was always available in and outsi<le of class and was definitely receptive to ideas other than his own. His lectures were at about the right level of comprehension, they followed the text and ~eading assignments almost aJways, his material organization was excellent and he assumed about the right prior knowledge of material. The examination was quite relevant to class work, rather difficult, required strirt memorization, but was marked fairly. Marking schemes were always indicated, questions alway worded clearly and the value of term work vs. examinations was usually given. In general, texts coordinated quite well with the course, additional reading assignments were usually helpful as were term papers, labs were quite valuable and the library holdings fairly good. The course material was very much like what had been expected and the course was considererl very worthwhile. Chemistry 2g6 Physical Chemistry Dr. Hawton NO RESPONSE An introductory course in physical chemistry dealing with, the properties of gases, kinetic theory, principles of thermodynamics anJ properties of solutions �17 Chenistry 3d6 Biochemistry NO RESPONSE /\. general course in Biochemistry including carbohydrates, proteins, lipids, enzymes, and nucleic acids. Chemistry 3e6 Inorganic Chemistry Dr. C0wdell NO RESPONSE Theoretical o1 the fl 1 em en ts , basis of nu c 1 t> n r Chemistry 3f6 the periodic table, chemistry <: hem i ~. l r y . Dr. Wilson Organic Chemistry 1 NS U FF LC I ENT RESP l) 1'1 SE Electrophillc substitution and addition reactions, nucleophilic suhstitution and a<ldltinn reactions, mo l e c u 1 a r r e a r r an g em en t s , o x i d a t i on -- .•t-' d u c t i on re a c t i on s , free radical reactions, p\1otochemical reactions. Chemistry 3g6 Physical NO Co n t i n u a t i o n o f 1~ ESP o NS E t i c c; , ~1 ;i r t o f ch em i s t r y ideal and nqn-ideal systems, t h f> r mo d y r: , 1 1~) i. c s 2g6, with application to r eac t i on k i ne ('.hem.ir;Lry a n d e 1 e c t r o - c- h e 1r. 1 s t ry. �18 NO RESPONSE Descriptive Dendrology 100 (Tlb) A syste.natic identification .::>f th£ important forest trees of Northwestern Ontario in natural and cultivated condition, supplemented by classroom study of the identifying features of the remaining important forest trees of Canada and U.S.A. Descriptive Geometry 100 (T2a) - INSUFFICIENT RESPONSE Instruction and practice in orthographic projection, solution of line and plane problems, method of revolution, curved lines and surfaces, intersection of surfaces. Design Tla - NO RESPONSE Sketching, perspective, shades and shadows, colour; design elements and principles; design and presentation of simpler architectural problems. Drafting Tla - NO RESPONSE The knowledge and skills involved in architectural working drawings and details; reference to building by-laws; standard handbooks and trade literature. Drawing and MappiB&__Tlb - NO RESPONSE Use and selection of drawing instruments, geometry of drawing, elementary mechanical drawing, charts and graphs, map drafting. Engineering Technology T2a NO RESPONSE Fundamentals of D.C. and A.C. circuits with emphasis on practical ~ndustrial, commercial and residential power distribution. The remainder of the Engineering courses did not warrant sufflcient response to merit their write-up. The following courses are in this category. Engineering Drawing Tla, Engineering Drawing T2a, Engineering Graphics 100, Engineering Laboratory Tla, Engineering Laboratory T2a and Engineering Materials Tla. �19 (. Forest Fire Control T2a - INSUFFICIENT RESPONSE Forest Geography 100 (Tla) Forest Management T2a - INSUFFICIENT RESPONSE - INSUFFICIENT RESPONSE Forest Mensuration 200 (Tla) - INSUFFICIENT RESPONSE Forest Meteorology 100 (T2a) - INSUFFICIENT RESPONSE Forest Soils 200 French Oa6 - - INSUFFICIENT RESPONSE Mrs. Rideout 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. Further practice in pronunciation in the language laboratory. In the latter part of the course students will be introduced to some aspects of French literature. Course Evaluation Mrs. Rideout holds class interest adequately, is very easy to follow, greatly encourages class participation in questioning and discussion, is always available in and outside of class and receptive to ideas other than her own. Many called her a 'very good lecturer'. Her lectures were at the 'about right' level of comprehension, her material organization was excellent with lectures absolutely following text and reading assignments. She assumed about the right prior knowledge of material. The examination was fairly relevant to class work, reasonable requiring strict memorization and marked fairly. Marking schemes were usually indicated, questions always clear and term work vs. exams usually indicated. In general, texts were very well suited to the course, additional reading assignments and term papers were hardly needed, and library holdings were very adequate as well as the labs being useful. On the whole, the course material very much like what was expected and the course was very worthwhile. Definitely an interesting course! �20 French la6 /tJ Mr. Vervonde1. Mr. Blin Reading, explanation and appreciation of French literary texts by contemporary authors. Review and application of grammar rules with oral and wriLten exercises. Some laboratory practice in French pronunciation. Course Evaluation --- Mr. Vervondel held class interest adequately, expressed his materiaJ clearly, encouraged class participation in discussion and questioning at times, was 'almost' always available in and outside of class and was 'almost' always receptive to ideas other than his own. His lectures were at about the right. level of comprehension, his material organization was adequate, lectures followed text and reading assignments 'almost' always. His assumption of prior knowledge was ahout right. The examination was 'almost' always relevant to the course, reasonable, fairly marked requiring knowledge of the course plus much reasoning. Marking schemes were given in class (but not i..lear1y indicated on the exam) while questions were 'almost' always worded c learly and the value of term work vs. exams usually given. In general tPxt co-ordin a t ed fajrly well wLth the course, additional reading assignment s wer~ not needed, labs were fairly valuable, and the l1brnry holdings rather good. This was considered a worthwhile cours e and reasonably close in subject matter to what had be en t:'xpe r.. ted. The main comment was that this lecturer would have been better-suited to a conversational language course, at least as far as course presentation was concerned. Mr. Blin held class interest 'dJmost' always, expressed his material adequately, encouraged class participation and was helpful and available at times. His 1 ec turt~S r eac lied the s l uden t level of com pr eh ens ion, his material organization was about right, lectures followed text and reading assignments tairly consistently but he assumed slightly too little prior knowledge of material. The examination was qui.te relevant to the course material, reasonable, but rather strictly marked and required knowledge of the course plus reasoning. Marking schemes were 'almost' always indicated, questions were worded clearly but the value of term work vs. exams hardly ever given. ]n general, texts proved adt>quate, additional reading assignments 'almost' always helpful and library holding good. The content ot the course was reasonably close to what had been accepted and the course was worthwhile. �21 1n general, texts proved adequate, additional reading assignments 'almost' always helpful and library holdings good. The content of the course was reasonable close to what had been accepted and the course was worthwhile. French lb6 Oral French Mrs. Moscovitch The aim of the course is to make the students proficient in the use of French language in every day life and to give them fluency in reading French. Intensive oral grammar and vocabulary building. Reading, conversation, and discussion of French civilization topics. Study of special- difficulties of French pronunciation. Practice in the laboratory. Course Evaluation Mrs. Moscovitch held class interest adequately, expressed her material clearly, encouraged class participation in questioning and discussion, was available and helpful in and out of class, and was rece·ptive to ideas other than her own, at times. Her lectures reached the student level of comprehension, her material organization was adequate with lectures following text and reading assignments 'almost' always. She assumed a little too much prior knowledge of material. Her examination was fairly relevant to the course, reasonable requiring knowledge of course plus reasoning and fairly marked. In general, texts were adequate, additional reading assignments helpful, library holdings fairly good and labs very valuable. The content of the course was not at all like what had been expected; however, it was considered a worthwhile course. The main comments suggested that there was a 'lack of enthusiasm' in her teaching and that the conduction of her class 'too authoritarian'. French 2a6 Eighteenth Century French Literature Mr. Blin INSUFFICIENT RESPONSE �22 French 2b6 - Contemporary French Theatre - Dr. Fonda INSUFFICIENT RESPONSE French 2d6 French 2rn2 The Sage Novel in the 20th Century - NO RESPONSE - Mrs. Moscovitch NO RESPONSE French 2o2 - Oral Practice in Laboratory - Mrs. Moscovitch INSUFFICIENT RESPONSE French 3a6 Seventeenth Century INSUFFICIENT RESPONSE French 3b6 French 3c6 French 3d6 - Twentieth Century Novel - NO RESPONSE - Nineteenth Century French Literature - Mrs. Moscovitch - NO RESPONSE - French Literature of the 16th Century - Mrs. Moscovitch - INSUFFICIENT RESPONSE French 3e6 - French Canadian Literature - NO RESPONSE /{)a. �23 French 3m2 - NO RESPONSE French 3o2 - Oral Practice - NO RESPONSE - The Novel in the 20th Century - NO RESPONSE - Symbolism - NO RESPONSE - Literary Criticism in France - NO RESPONSE - Honours French - NO RESPONSE - Oral Practice - NO RESPONSE French 4a6 French 4b6 French 4c6 French 4m2 French 402 �24 Geology Tlb Mr. Chisholm INSUFFICIENT RESPONSE Elementary mineralology , Crystallography, detailed physical and chemical properties, occurrences and uses of the important minerals; introduction to the study of rocks. Geology T2a NO RESPONSE Petrology, structural, economic and Precambrian geology. A study of rock types and geological structures together with an introduction to economic geology and mineral deposits. The relationship of the foregoing to the Precambrian receives greatest emphasis. Map reading and hand specimen determinations comprise the laboratory work. ' Geology T2b NO RESPONSE Exploration. A study of modern exploration methods including application of geophysical and geological methods, diamond drilling, interpretation of results and evaluation of mining properties . Geology la6 Mr. Page An introductory course in physical and historical geology primarily for Arts students. The course deals with the natural processes of vulcanism, graduation and diastrophism and their part in changing the earth's surface. The development of rocks . and continents to their present stage, past climates and life are dealt with in historical geology . Course Evaluation Mr. Page did not hold class interest at all although he presented his material quite clearly. He �2 .Jr· .f • <, C encouraged very little class participation in discussion or questioning, was hardly ever receptive to ideas other than his own but w~s usually available and helpful in and outside of class. His lectures reached the level of student comprehension, his material was adequately organized with lectures following text and reading assignments fairly consistently. He assumed about the right prior knowledge of material. The examination was quite relevant to the course, very reasonable requiring much memorization and fairly marked. Marking schemes were hardly ever shov.rn, but questions were clearly worrlcJ and the value of term work vs. examinations usually given. In general, th~ text proved adequate, additional rending ·assignments helpful, lab. reports not too valuable and llbrrlry holdings were quite poor. Labs however were fairly valuable. The content was reasonably close to what had been expected and the course was considered worthwhile. Geology 2c-16 Mr. Chisholm INSUFFICIENT RESPONSE Geology 100 (Tla) lNSUFFICfENT RESPONSE Geology 2b3 NO RESPONSE Geology 2c3 !'\O RESPONSE �lo 26 German Oa6 INSUFFICIENT RESPONSE German la6 INSUFFICIENT RESPONSE German 2a6 INSUFFICIENT RESPONSE Greek Oa6 Introductory Hydraulics T2a INSUFFICIENT RESPONSE Instrumentation T2a NO RESPONSE Italian Oa6 NO RESPONSE Italian la6 NO RESPONSE Italian 2a6 NO RESPONSE Survey of Italian Literature NO RESPONSE Latin la6 Miss Hurley The reading of prose: Cicero, Pro Archia and Pro Marcello; Sallust, CatilineA The reading of poetry: a comprehensive selection of the poems of Catullus and the Odes of Horace. Practice in prose composition and sight translation. Course Evaluation Miss Hurley held the classes' interest quite well, expressed her material clearly, greatly encouraged class participation, was always available and helpful, usually receptive to other ideas. Rer lectures reached the student level of comprehehsion, her materia] was excellently organized with lectures following text and reading assignments fairly consistently She assumed about the right prior knowledge of material A The examination was definitely relevant to the course, quite reasonable requiring strict memorization and marked �28 fairly. Marking schemes were indicated, questions worded clearly and the value of term work vs. exams usually given. In general, text(s) coordinated very well with the course, read~ng assignments were usually useful, The library holdings were faily good and the term papers were helpful~ The content was considered reasonably close to what h_ad been expected and the course rated as worthwhile . The only comment was the wish that the course had been taught less ljke high school Latin. Lt1tln 2ah Mr Alleyne I N S LI F F I C i E N T I{ E S P <>N S E Latin 2b6 NO RESPONSE Latin 3a6 NO RESPONSE Latin 3b6 Mr, Alleyne INSUFFICIENT RESPONSE Latin 4a6 Roman Philosophy NO RESPONSE Latin 4b6 Roman Lyric Poetry NO RESPONSE Latin 4c6 Roman Letter-Writers; NO RESPONSE Roman Elegiac Poetry Library Science Editor's Note: These courses were not covered in last year's calendar and insufficient response was received to cover them in the survey. My regrets . Marketing T2a Retail Merchandising INSUFFICIENT RESPONSE Marketing T2b Mr. Alexander INSUFFICIENT RESPONSE Mr. Alexander �29 Marketing T3a Advertising INSUFFICIENT RESPONSE Mathematics Tla Algebra and Trigonometry INSUFFTCIENT RESPONSE Mathematics Tlb Analytic Geometry and Calculus INSUFFICfENT RESPONSE Mathematics Tlc Business Mathematics NO RESPONSE Mathemat1cs T2a Calculus INSUFFICIENT RESPONSE Mathematics T2b Statistics INSUFFICIENT RESPONSE Mathematics T2c Mathematics of Finance INSllFFlCTf.NT RESPONSE Mathematics 100 Engineering Mathematics NO RESPONSE Mathematics 101 Calculus INSUFFICIENT RESPONSE Mathematics la6 Calculus Dr . Marchand, Dr . Whitfield Limits of sequences and functions; differentiation and integration of functions of one variable; applications to geometry and kinematics; introduction to space geometry. Course Evaluation Dr Marchand di<l not holJ class interest thac strongly, was considered a little confusing in expressing her material, seldom encouraged class participation but was 1 almost' always available outside of class an<l usually receptive to other ideas . �30 Her lectures reached the student level of comprehension, were adequately organized with lectures 'almost' always following text and reading assignments . She assumed about the right prior knowledge of material . The examination was quite relevant to class work, reasonable requiring knowledge of the course, plus reasoning but was marked rather strictly, Marking schemes, questions and the value of term work was made quite clearw In general, the text proved adequate, term papers, additional reading and lihrary holdlngs were not too helpful The content seemed to be reasonably close to what students expected , The course is considered quite worthwhile but difficult unless mathematically inclined There was insufficient response to Dro Whitfield's course Mathematics lb6 Algebra and Geometry I Dr . Whitfield Se~s, relations, functions; real an<l complex number systems; algebraic systems; groups, rings, fields; matrices; vectors and vector algebra; determinants; vector geometry ~ Course Evaluation Dr~ Whitfield held class interest, expressed his material well, encouraged class participation quite often, was 'almost' always available outside of class and receptive to other ideas c His lectures were a little ahove student comprehension, although his material organization was reasonable; he assumed too much prior knowledge of material. The exam was relevant to the course, rather difficult requiring knowledge of the course plus reasoning and marked rather strictly. Marking schemes, questions and the value of term work was usually given . In general, the text proved adequate, additional reading, 1.ah. reports, and labs were helpful but the library holdings poor The content was hardly what students expected; however, it was considered a worthwhile course. �31 Mathematics 2a6 Calculus and Linear Algebra INSUFFICIENT RESPONSE Math.ematics 2b6 Statistics INSUFFICIENT RESPONSE Mathematics 2c6 Differential Equations and Vector Analysis INSUFFICIENT RESPONSE Mathematics 3a6 Advanced Calculus INSUFFICIENT RESPONSE Mathematics 3b6 Algebra and Geometry II INSUFFICIENT RESPONSE Mathematics 3c6 Relativity and 0uuntum Mechanics INSlTFFICTENT RESPONSE Mathematics 3d6 Numerical Methods INSUFFICIENT RESPONSE Mathematics 3e6 Theory of Numbers INSUFFICIENT RESPONSE Mathematics 1f6 Introduction to Mathematical Probability and Stochastic Processes . INSUFFICIENT RESPONSE Mathematics 3g6 Mathematical Logic INSUFFICIENT RESPONSE Mathematics 4a6 Functions of a Complex Variable JNSlTFFTCTENT RESPONSE Mathematics 4bn Special Topics Mathematics 4c6 0 u ant um Mech ;1 n i c s �32 Mathematics 4d6 Numerical Analysis Mathematics 4e6 Topology Mathematics 4f6 Statistical Theory Mathematics 4g6 Advanced Algebra ( �Nursing la6 - Sister M. Rarbara - no course description available - Course Evaluation ---Sister Barhara held class interest, presented the course well and was easy to follow. She greatly encouraged class participation, was always available, helpful and receptive to other ideas. Her lectures reached the students, were well organized following text and reading assignments always. She assumed a little too much prior knowledge of fact, however. The examination was relevant to the course, rather difficult requiring knowledge of fact plus reasoning and marked fairly. Marking schemes, questions and the value of term work vs. exams were clear. In general the text proved adequate, additional reading assignments and labs helpful but the library holdi.ngs poor. The content was close to what had been expected and the course was considered very worthwhile. Philosophy la6 - Dr. Doan A study of the traditional problems of philosophy through discussion of selected reading; formal logic and scientific method. - Course Evaluation ---- Dr. Doan definitely held class interest, was fairly easy to follow, encouraged class participation 'almost' always, was always helpful outside of class and receptive to other ideas. His lectures reached the students comprehension, were organized excellently 'almost' always following reading assignments, however, he assumed more prior knowledge of material than was expected. The exam was very relevant to class work, reasonable requjring knowledge of fact and reasoning and marked strictly. Markjng schemes, questions and the value of term work, all were clear. fn general, tlile text was suited to the course, additional reading and term papers were very helpful, and the lihrary holdings were fairly extensive. The content of the course was reasonably close to what had heen expected and the course was very worthwhile. All comments indicated the prof to be excellent and the course interesting. �34 Philosophy 2a6 - NO RESPONSE Philosophy 2b6 - Systematic Ethics - TNSUFFICJENT RESPONSE Philosophy 2c6 - NO RESPONSE Philosophy 2d6 - Elementary Logic INSUFFJCIENT RESPONSE Philosophy 2e6 - Ancient Philosophy - NO RESPONSE - Philosophic Methods - NO RESPONSE Philosophy 3a6 - NO RESPONSE Philosophy 3b6 - Aesthetics - NO RESPONSE - Early Modern Philosophy - NO RESPONSE - The Rationalists - NO RESPONSE - British Empiricists - INSUFFICIENT RESPONSE - Philosophic Systems - NO RESPONSE Philosophy 2f 6 Philosophy 3c6 Philosophy 3d6 Philosophy 3e6 Philosophy 3f6 ( �35 Contemporary Philosophy Philosophy 4a6 INSUFFT CT F.NT Philosophy 4b6 Metaphysics ...: Philosophy 4c6 RESPONSE NO RESPONSE Philosophy of Science NO RESPONSE Philosophy 4d6 Analytical Philosophy NO RESPONSE Philosophy 4e6 The0ry of ValuE> NO RESPONSE Physics Ian Dr. Hart Dr. Warren Vectors, Galilean invariance, particle dynamics, . energy, momentum, harmonic oscillator, rigid-body dynamics, central forces, speed of light, Lorentz transformations, relativistic dynamics, equivalence, particles. The nature of electricity both static and dynamic, dielectrics. The nature of magnetism and magnetic fields. The energy of change and current distributions (capacitance and jnductance). Time-varying currents, simple A.D. networks. Elec tromagnetic waves, Maxwell's equations. Course Evaluation The lecturers maintained class interest quite well, expressed their material clearly, hardly ever encouraged class participation, were available at times but seldom receptive to ideas other than their own. Their lectures were a little above student comprehension, although their material was well-organized. Lectures seldom followed reading assignments. They usually assumed about the right prior knowledge of material, The exam was not really relevant to the course although �36 it was reasonable. Both knowledge of fact and reasoning were essential for the exam that was considered fairly marked. Marking schemes, questions and the value of term work were made clear. In genera~, the text served the course little, additional reading assignments and lab reports were helpful but library holdings were inadequate. The content was reasonably close to what had been expected and the course was considered worthwhile. A strong dislike for TV lectures was often voiced. Editor's Note: The remaining courses in Physics have not been evaluated or described in this calendar because of both insufficient response and of the changes made in the courses. Political Science la6 Dr. Eager A study of the basic principles of government, with reference to the governments ot selected countries. Course Evaluation Dr. Eager held class interest adequately, was fairly easy to follow, at times encouraged class participation in discussion and questionning, was almost always available and helpful in and outside of class and very receptive to other ideas. Her lectures reached student comprehension, her material was very well organized with lectures following text and reading assignments fairly consistently. She assumed about the right prior knowledge of material. The exam was very relevant to the course material, rea~ sonable requiring knowledge of fact and reasoning and marked not too strictly. Marking schemes, question and the value of term work were quite clear. In general the text proved adequate, additional reading assignments and tPrm papers were very helpful ~lthough the library holdings were hardly adequate. The Content of the course was almost as expected and the course was rated as very worthwhile. A useful course for anyone with political ambitions. All other Philosophy courses did not warrant suficcient response to merit their write-up. �37 ~chology lah (T2a) - Introductory Psychology - Mr. Harding Mr. MacDona]d - Course EvaluRtion - --- - - - - - - Mr. Harding def i nit~ly lwJ d cJ ass interest, expressed his material adequutelv, greatly encouraged class partici~ation in discussion and questioning, was 'almost' always available in and outside of class and receptive to ideas other than his own. His lectures were slightly above student comprehension but were adequately organized although seldom following text or reading assignments. lie assumed the right prior knowledge of material. The exam was quite relevant to class work, reasonable requiring knowledge of the course plus reasoning and marked fairly. Marking schemes were a]woys indicat1:d, questions quite clear and the value of term work vs. exam hardly revealed. In general, the text was considered inadequate, additional reading was always helpful, term papers helpful and library holdings f~irly good. Seminars were not considered effective. The content of tlte course wns reasonah]y dose to what had been expected and the course was considered worthwhile. Mr. MacDonald did not strongly maintain class interest although he expressed his material adequately. He seldom encouraged class participation but was usually available outside of class and was receptive to ideas other than his own. His lectures reached strident co~prehension, his material organization was adequatewitli lectures almost always following ·text and reading assignments. He assumed the right prior knowledge of material. The exam was fairly relevant to class work, reasonable requiring much memorization plus a little reasoning and marked rather strictly. Marking schemes, questjon and the value of term work were clear. In general, the ·text was we]J-suited to the course, additional rending assignments were llelpful while essays wer~ not. The library holdings were quite good. Seminars were not ef fectj ve. On the who] c· the course content was considered reasonably close to wh[lt had heen expected and the course thought very worthwhile. Snme students fe1t thnt thP lc,cturer should have put more life into liis lectures. Many felt that he did this in the, second lL·rrn. (1tJier·. s;,id '': 1:1,-!,,),1:1lJ wa~ f•ood." �38 Psychology 2ao A study of behavioral development trom conception to adolescence including physual, emut10nal, intellectual and social aspects. Course Evaludtlun ----Mr. Harding· maintained c ldss 1nLecest, expressed his material welJ, always encouraged c. lass participation, always was available, helpful d i:1d v· t"ry re'""eptive c..o ideas other than his own. His lectures reached sl i ghtly above srudent comprehension but his material was organized adequately. H1s lectures seldom followed the tt:!Xt and r ead1ng dssignn1ents. He assumed ab o u t t he r 1 g h t p r i o r kn cI wl t> d t~ e t) r ma t e r 1 a t . The exam was very relevant to class work, rather difficult requiring more reasoning thc:111 knowledge ot thE: c. oun,e and marked fairly. Marking schtm0b and qu~stions ~ere clear but the value of term work vs. exams was seldom revealed. In general, the text wds adequate, cidd1c1onal reading assignments always helpful, tc~rm paper qul.Le useful, the library holdings adeq0ate and ~eminars t rl trly effective. The course content was hardly wha[ had b e t!t1 l', xpected and the course was considered qu1ce wortllwl11le. Comments suggested the c o u rs P was 'worthwhile because the lecturer made it so.' Others found 1L 'extremely stimulating demanding much reading ~nd 1ndiv1~udl rhoughc.' The lecturer apparently mdde the Lourse the ' ... hallenge that it proved.' Psychology 2c6 - Mt. Melnyk A study of stat1st1~al con~epts and 'cec hn1ques in relation to psychological problems. Representation of data and descriptive statistics. An introduction to Lnterent1al statistics and methods Pmployed 1n the <le3ign and analysis of experiments. Cours~ - - -Evaluation ----Mr. Melnyk held c Jass 1.ncer·1~s t co a great extent, expressed his materlal cit,arly, otten encour ,iged cJ.ass pc:1rt1c1pat1on, was almost alw.:iy avaiL dblt:·, helplul c1nd recept.i.ve to ideas other than his own. • His lee tures r eac.hed s tud e:~11 t comprehension, his material was well-organized with J2Lcur~s full0w1ng reading assignments fairly consistently. He a~s11mec.l coo little prior know- �39 ledge of material. His exam was relevant to class work, reasonable requiring knowledge of the course plus reasoning and marked rather leniently. Marking schemes and the value of term work vs. exams were usually indicated although exam questions were not always clear. In general, the text suited the course, additional reading assignments, essays and seminars were helpful but the library holdings were inadequate. The content was reasonably close to what had been expected and the course considered worthwhile. Comments ranged from a 'great prof' to an 'easy course to pass'. Psychology 2d6 Mr. MacDonald INSUFFICIENT RESPONSE Psychology 2e6 Miss Wray A more advanced study of the physiological basis of behavior including comparative psychology, neurophysiology, sensation and perception, and cognitive processes. Course Evaluation Miss Wray did not maintain class interest strongly, was quite confusing but encouraged class participation at times, was usually available, helpful and receptive to ideas other than her own. Her le~tures reached student comprehension ~lthough her material was not that well-organized. However, her lectures followed reading assignments absolutely and she assumed about the right prior knowledge of fact. The exam was relevant to class work, rather difficult requiring almost strict memorization and marked fairly. Marking schemes, questions and the value of term work vs. exams were clear. In general, the text co-ordinated very well with the course, additional reading assignments, term papers and labs were helpful although the library holdings were poor. The course content was close to what had been expected but the course itself was considered to hardly be worthwhile. Frustration was often expressed in the comments made concerning this course. �40 Psychology 3a6 - Mr. Allen - Science la6 lNSUFF lCl ENI RESPONSE Dr. Hart Dean Hart held clc1s.-, rnterest adequately, tended to be rather confusing but dlways enc0uraged ciass participation. He was usually ava1lahle out of ~lass and was at time receptive to ideas other than his 01-m. His lectures were s11ghtly aho~e st~dent comprehension, his materi.al was fairiy orgc1n12.ed, al.though hit:, lectures seldom followed read1ng ass1gnm~nts. He assumed the right prior knowledge of material. The exam wr.1s ccdevant tl' ,:ldss w,.>rl<, reasonable req1.1lring more reasoning than kuowll~dge oJ c.he course but marked too strictly. Marking sct1ern~s were indicated buc neither questions nor the value of term work ~ 6. exams were clear. In g~neral, the ttxc was s~ldom used and not suited co the course, reading ass1.gnments, te1m papers and seminars were valuable and the library holdings were adequate. On the whole the content was nut whdt had been e:xpected but the course was rated as very wor thwlule. Comments suggested that this would be an ideal science course fur Artsmen slightly interested in science. Sociology la6 Dr. Chen Survey of the field of sociology: culture and society, institutions, organizations, pro c esses, control, ecology and population, disorganization and deviant behavior and other aspects ot group living. Course Evaluat10n Dr. Chen did not maintain class interest strongly, expressed her material well, ac times enLouraged class participation, was available, helpful and recept1ve to 1deds ocher than her own. Her lectures reached sludent comprehension, her material was well-organized with lect~res following reading assignments fairly cons .1 stentJy. She assumed the r.1.ght. prior knowledge of materia]. The exam was quJte relevant t0 class work, reasonabl~ requiring knowledge of the co~rse and memorization and marked �41 fairly. Marking schemes, questions and the value of term work vs. exams were clear. In general, the text suited the course fairly well, additional reading assignments, term papers and seminars were helpful although library holdings were inadequate. The course content was reasonably close to what was expected and the course was fairly worthwhile. Comments suggest that this would be an. 'easy' credit. Sociology 2d6 Dr. Chen INSUFFICIENT RESPONSE Sociology 3c6 Mr. McKee The school as a social institution and i~s relation to other institutions. An examination of cultural values and educational aims; recruitment of students and educators; social origin of students and educators; role allocation in classrooms, with peers, and in the community. Course-Evaluation ---The lecturer did not hold class interest at all but was fairly easy to follow. He encouraged class participation almost always, was available, helpful and receptive to ideas quite often. His lectures were far below student comprehension. Howeve,, his material was organized and his lectures followed reading assignments fairly consistently. He assumed too little prior knowledge of material. The exam was very relevant to class work, quite simple requiring knowledge of the course and reasoning and marked fairly. Marking schemes were hardly ever indicated but the value of term work and questions were quite clearly given. In general, the text was inadequate for the course, additional reading assignments werenot too helpful but term papers and seminars were. Library holdings were also inadequate. On the whole the course content was hardly like what had been expected and the course was not rated as worthwhile. Sociology 2c6 - Mr. Szudy - INSUFFLCIENT RESPONSE �42 Spanish Oa6 - Mr. Colina A beginner's course in the study of the Spanish language and culture. Composition, translation, grammar, readings. - Course Evaluation Mr. Colina held class interest, was always easy to follow, really encouraged class participation, was always helpful, available and 'almost' always receptive to ideas other than his own. His lectures were fairly easy to comprehend with excellent material organization. They followed reading assignments fairly consistently. He assumed about the right prior knowledge of the material. The exam was fairly relevant to class work requiring strict memorization and marked rather strictly. Marking schemes and questions were clear although term work was hardly revealed. The course was reasonably difficult. In general, the text was not suited to the course, additional reading assignments and labs were helpful, and library holdings were adequate. On the whole the course content was reasonably close to what had been expected and the course considered worthwhile. Comments suggested that Mr. Colina was a 'dynamic' lecturer. Spanish la6 - Mr. Colina Advanced grammar, composition, translation. in literature. Readings - Gourse Evaluation Mr. Colina held class interest, was quite easy to follow, always encouraged class participation, was 'almost' always receptive to ideas. His lectures reached student comprehension, were wellorganized following reading assignments fairly consistently. He assumed the right prior knowledge of material. The exam was very relevant to the course, reasonable requiring almost strict memorization and marked fairly. Marking schemes, questions and the value of term work were clear. �43 In general, the text was adequate, additional reading assignments and labs were rather useful, although the library holdings were inadequate. On the whole, the course content was what was to be expected and the course worthwhile. Editor's Note: 1. We hope to put out a supplemental edition of this calendar to cover courses that have not been covered - English, Anthropology, History and Economics. Unfortunately the evaluation have NOT YET been turned in. Perhaps the supplemental calendar can help in course changes and faculty members. This is our hope. 2. A suggestion guide will also be published in the near future listing improvements for next year's course evaluation survey. � 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 Course Guide 1967-68 Subject The topic of the resource Universities Description An account of the resource Lakehead University course and evaluation information, 1967-1968. Produced by students for students. Creator An entity primarily responsible for making the resource Jeanetty Gall Alma Mater Society 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 Identifier An unambiguous reference to the resource within a given context U10a https://digitalcollections.lakeheadu.ca/files/original/761b27d1844e39583519ead9c451c7a9.jpg 86dc4cf1dd346984712957eaba4ee88d 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. Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player HTML embed code <iframe width="480" height="360" src="//www.youtube.com/embed/m94pHylC4p4" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="allowfullscreen"></iframe> Imported Thumbnail If a thumbnail images was imported for an embedded video, its id is recorded here and the thumbnail is hidden on pages displaying the embedded video itself. https://i.ytimg.com/vi/m94pHylC4p4/default.jpg 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 Our Nordic Legacy Description An account of the resource Short film "Our Nordic Legacy" consisting of interviews and discussions of people in the Thunder Bay area of nordic (Finnish, Swedish, Norwegian, Danish) descent. Discusses immigration, labour, craft, and sport, including skiing. Produced by Jim Hyder and Thunder Bay Television, 1995, in conjunction with the World Nordic Games. Digitized from VHS, August 2022. Length: 48:02. Date A point or period of time associated with an event in the lifecycle of the resource 1995 Source A related resource from which the described resource is derived http://youtu.be/m94pHylC4p4 Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a> Publisher An entity responsible for making the resource available Lakehead University<br />published via YouTube.com Creator An entity primarily responsible for making the resource Jim Hyder Thunder Bay Television A Truly Canadian Experience Canada College craft cross country ski danish danish-canadian Finnish finnish-canadian higher education immigration labour labour templ Lakehead Lakeheadu MyLakehead nordic nordic ski northern norwegian norwegian-canadian Ontario Orillia Post-secondary Research University Scandinavian Home Society school skiing sport Study in Canada swedish swedish-canadian Thunder Bay Top University University https://digitalcollections.lakeheadu.ca/files/original/bf526d006a38a1192bce4d01586a6459.jpg 8a93047b5b9b2005d6e22a35795023d2 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 Winter view of Kakabeka Falls Creator An entity primarily responsible for making the resource John Forde 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 General Archives Description An account of the resource Archival records that don't belong to another listed collection. 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 Winter view of Kakabeka Falls Subject The topic of the resource Nature Description An account of the resource Black and white photograph of Kakabeka Falls during the winter. A group of seven men can be seen near the falls. Creator An entity primarily responsible for making the resource John Forde Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context General Archives - 86a 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 - Kakabeka Falls https://digitalcollections.lakeheadu.ca/files/original/cdc120ce8501d6a71658228239dc5116.jpg 30019cdaa95f58ce8dbf6e6dca484ebb 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 General Archives Description An account of the resource Archival records that don't belong to another listed collection. 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 Jubilee Day citizens parade Subject The topic of the resource Recreation Description An account of the resource Black and white photograph of a Jubilee day (Likely the Diamond Jubilee of Queen Victoria) parade in Port Arthur, Ontario, Canada. A parade band can be seen walking down the street with people gathered along the sidewalks. Creator An entity primarily responsible for making the resource John Forde Date A point or period of time associated with an event in the lifecycle of the resource 1897 Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context General Archives - 86f Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur Canada - Ontario - Thunder Bay Rights Information about rights held in and over the resource Public domain https://digitalcollections.lakeheadu.ca/files/original/12839059beb741ebf24e9eeb24585ac6.jpg 650ef538617da9e67a3fe6cd1b095ab0 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 General Archives Description An account of the resource Archival records that don't belong to another listed collection. 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 Jubilee Day citizen's procession Subject The topic of the resource Recreation Description An account of the resource Black and white photograph of a Jubilee day (Likely the Diamond Jubilee of Queen Victoria) citizen's procession in Port Arthur, Ontario, Canada. A large group of citizens can be seen walking in rows down the center of the street, including members of the Port Arthur Fire Department. Creator An entity primarily responsible for making the resource John Forde Date A point or period of time associated with an event in the lifecycle of the resource 1897 Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context General Archives - 86g Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur Canada - Ontario - Thunder Bay Rights Information about rights held in and over the resource Public domain https://digitalcollections.lakeheadu.ca/files/original/a6a90d1827eecdde386676af4388b11f.png 0a16091aa9e87a6129a7c66dcdde1dc8 https://digitalcollections.lakeheadu.ca/files/original/e6872b24e93d9a1e5de18eff77b31ef2.png ef2f4e8c63284bee8eb8f934a3df3753 https://digitalcollections.lakeheadu.ca/files/original/313388b47879677c96b0d1e2f3b0b526.png d5690d51d28de3c88ac34e99a4a118af 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 Letter from John L. Remus, re: McKellar - Mission Island Restoration Project Description An account of the resource A letter from John L. Remus regarding the beginning and creation of the McKellar - Mission Island Restoration Project. Creator An entity primarily responsible for making the resource John L. Remus Date A point or period of time associated with an event in the lifecycle of the resource 2006 Format The file format, physical medium, or dimensions of the resource PNG 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/d114a943de2bc67ec98a6f3075354f5f.png 79e7fae135f79295fa8800e4c6c72756 https://digitalcollections.lakeheadu.ca/files/original/f941b9e6661dd462ce0b89a3e22bb2f8.png ca1edc05355342557b1a7f9400c6d824 https://digitalcollections.lakeheadu.ca/files/original/1e685b6cbd38909690e5833831e37820.png 7f6673a057091c980472b62c51cee615 https://digitalcollections.lakeheadu.ca/files/original/642959a29534a2bca94e5f35c6d32f59.png e5ba90aa40f5525c0f0a07c699d83a1e https://digitalcollections.lakeheadu.ca/files/original/1866175725b080400047a78609395876.png 8f5496153aa2185a5dce6cac0a9af193 https://digitalcollections.lakeheadu.ca/files/original/3186c2ec6e676d058492d1a45b407129.png 71d439dcc0887bb261dbface35450e3c 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 Letters from John L. Remus to Various People, re: Friends of The Islands - McKellar - Mission Island Restoration Project Description An account of the resource Three identical letters from John L. Remus to Collin Bruce, Larry Hebert, and Fraser Dougall. These letters discuss the beginnings of the McKellar - Mission Island Restoration Project. Dr. Scott Hamilton, Chair of The Department of Anthropology at Lakehead University is mentioned and how departments at Lakehead University can assist in the project. Creator An entity primarily responsible for making the resource John L. Remus Date A point or period of time associated with an event in the lifecycle of the resource 2006-09-06 Format The file format, physical medium, or dimensions of the resource PNG 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