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• November 2011
Award-winning author Jospeh Boyden will visit the Brantford campus.
Laurier's year-long centennial celebration wraps up with a weekend of gala events.
VOL. 1 | NO. 1 | APRIL 7,2008 Kim Anderson studies indiginous storytelling and its healing powers.
New Laurier statue already a campus favourite
Photo: Tomasz Adamski
A life-size bronze statue of Sir CAMPUS | CONNECTIONS | COMMUNITY VOL. 1 | NO. 1 | APRIL 7,2008 Wilfrid Laurier, portrayed as a | CONNECTIONS CAMPUS | COMMUNITY
Artist Marlene Hilton Moore sits next to the youthful Sir Wilfrid Laurier statue she created to commemorate the university's centennial.
Heavyweights on hand at fall convocation Lee-Chin installed as chancellor, boxer Lennox Lewis honoured role from former chancellor John Pollock. In his address, Lee-Chin, one of Canada's foremost entrepreneurs, investors and philanthropists, encouraged graduands to identify their cause and to aim high in hope and in work. "Ships are safest in harbours, but they are not meant to be there. They have to sail long and hard and face many stormy seas to reach the comfort of their desired destination," he said. "I challenge you today, at a pivotal point in your lives, that you enter tomorrow being prepared." Lennox Lewis, former world heavyweight boxing champion and Olympic gold medalist for Canada received Lennox Lewis, left, receives an honorary degree from Laurier President Max Blouw as Michael Lee-Chin looks on. an honorary
Photo: Tomasz Adamski
Laurier graduated approximately 1,120 students from its Waterloo and Brantford campuses at the university's largest fall convocation in history on Friday, Oct. 28 at the Waterloo Memorial Recreation Complex. During the morning ceremony, School of Business and Economics students witnessed the installation of Laurier's eighth chancellor, Michael Lee-Chin, who took over the
doctor of laws degree during the afternoon ceremony for the Faculties of Arts, Music, Science, Social Work, Education; the School of International Policy and Governance; the Waterloo Lutheran Seminary and Laurier Brantford. "Sacrifice, hard work, winning attitude and knowledge are the key to achieving life's purpose," said Lewis. Joanna Burzynski, a Contemporary Studies and Health Studies graduate, received the Alumni Gold Medal for the Brantford campus and the honour of being Laurier Brantford's 2,000th graduate, only two years after its 1,000th graduate. Biologist Lucy Lee received Laurier's University Research Professor award, and Tammy Rowe and Emily MacDonald were recognized with the Teaching Assistant Awards of Excellence.
young man seated on a granite whose belief in conciliation and bench, has attracted lots of inclusivity overcame the political, attention since it was unveiled geographic and cultural divisions Oct. 18 before a delighted crowd of his day to unite a promising of more than 150 people on the young country. Waterloo campus. "He was a nation builder, with Commissioned by the values and ambitions that we university to commemorate its admire and that we celebrate centennial, the statue was created as a university," Blouw said. "I by renowned artist Marlene am delighted that Laurier is Hilton Moore. It is situated next here at home with us now. His to the amphitheatre and along presence among us will remind the walkway leading between us to protect our high ideals, to Mid-Campus Drive and the Fred reconcile differences in pursuit | | COMMUNITY CAMPUS CONNECTIONS Nichols Campus Centre. of a higher mission and vision, At the unveiling, Hilton Moore to nurture our ambition, and to told the crowd that a youthful Sir maintain our light and energetic Wilfrid seemed most appropriate hearts." given the many students who Laurier has launched a populate a university campus. fundraising campaign for the statue. To date, more "I wanted him to be young, than $30,000 has been raised, when he had a tremendous vision including a significant donation and passion of where he might from Laurier's Alumni Associbe going," she said. Sir Wilfrid Laurier was Canada's ation. A donor wall commemorating the names of everyone seventh prime minister and one of who donated $100 or more will the most respected politicians to be installed near the statue at hold that office, serving from July the end of the year. Donations 11, 1896 to Oct. 6, 1911. will be accepted until Dec. 31, In his remarks, Laurier 2011. For more information, visit President Max Blouw praised www.laurier100.ca/statue. Sir Wilfrid as a man of passion
Laurier unveils new visual identity The results of Laurier's visual identity review were unveiled at two special events in October and will be phased into use starting in January 2012. The visual identity review, which included extensive input from alumni, students, staff and faculty, resulted in: • subtle refinements to the university's official round seal, which was originally developed in 1989 • an evolved LAURIER mark, which combines an updated LAURIER wordmark, a maple leaf in three different colour options, and the tagline "Inspiring Lives." The university colours — purple and gold — remain the same, and red is being retained as the third official colour. As well, the Golden Hawk logo — an icon for genera-
tions of Laurier students and alumni — was not part of the visual identity review and thus remains the same. The results of the visual identity review were unveiled to Laurier's internal audiences on Oct. 21 at events on the Waterloo and Brantford campuses that were held simultaneously, thanks to digital projection technology. The new look was unveiled to external audiences at the concluding centennial gala on Oct. 29. "A visual identity is vital to how an organization sees itself and how it is seen by others," Laurier President Max Blouw said at the Oct. 21 event. "I am very excited by the work that has been done. I believe it is a truly authentic reflection of Laurier." VISUAL IDENTITY see page 2
November 2011
president's message
students. He is also passionate The past year has been an about the importance of develextraordinary success for oping a global perspective and the Laurier community. A the need for individuals and centennial is a significant organizations to give back to milestone for any organisociety. zation, and Laurier marked its Indeed, his passion in these 100th anniversary with style, areas aligns extremely well exuberance and what I would with a number of Laurier's describe as a reinvigorated institutional values and goals, confidence and sense of self. including "community focus It was a year of celebration, and global engagement" and reflection and community our related desire to challenge building. It was also a year "people to become engaged and in which the university aware citizens of an increasembraced its heritage, took ingly complex world." stock of its present, and laid As Laurier moves into its the groundwork for a new and second century, these twin exciting century. concepts — community focus It was certainly a busy year. and global engagement — will The impressive array of events become increasingly important and developments that took elements of who we are as a place in the past month alone university community. Not are too numerous to list here only are we reaching out to individually. However, I would expand our links internalike to comment on two. tionally through such initiaThe university installed tives as our China office, we a new chancellor, Michael Lee-Chin, at its fall convocation. are increasing our capacity at home to connect with students Like his predecessor John and academic partners around Pollock, Michael Lee-Chin has a keen interest in education and the world through leading-
edge projects such as the new Global Innovation Exchange building. Other areas that will define Laurier in the future include a strategic effort to develop research capacity and maintain teaching excellence; improvements in the way we manage our multi-campus reality; and an ongoing focus on delivering a truly integrated and engaged learning experience for our students. The other event from the past month that I would like to touch on is the unveiling of the university's newly evolved visual identity. A visual identity is vital to how an organization sees itself and how it is seen by others. The design that was unveiled in October was developed after numerous input sessions involving faculty, alumni, staff and students. It was also informed by the consultative research conducted during the Envisioning Laurier initiative. Consequently, I believe it is an
Photo: Tomasz Adamski
A centennial year of reflection and reinvigoration
Laurier President Max Blouw celebrates fall convocation with honorary-award recipient Lennox Lewis, middle, and new Chancellor Michael Lee-Chin, right.
Dr. Max Blouw, President and Vice-Chancellor
look forward to seeing the new identity on Laurier materials beginning in early 2012. A
visual identity standards manual will be available early in the new year on Laurier's website, and Laurier's Department of Communications, Public Affairs and Marketing will make presentations to university groups to explain the guidelines. To view the new visual identity, and for more information about it, visit the website at www.wlu.ca/vir.
VISUAL IDENTITY continued
Planning for the visual identity review began more than a year ago and was intended to coincide with Laurier's centennial and the start of the university's second century. The full process, however, began even earlier when Blouw launched the Envisioning Laurier initiative in 2007. The Envisioning Laurier consultations led to the development of the university's new statement of values, mission and guiding principles, as well as an institutional proposition (IP): inspiring lives of leadership and purpose. "The foundation was laid with the Envisioning Laurier exercise and the development of the IP," said Jacqui Tam, assistant vice-president of Communications, Marketing and Public Affairs. "The institution had a clear mission
and vision, a strong narrative, and we needed to ensure the way we visually present the university was in alignment." Through an official request for proposals (RFP), the university hired renowned design firm Scott Thornley + Company to conduct the review. STC consulted widely with alumni, students, faculty and staff prior to developing design recommendations. There were face-to-face input sessions with specific Laurier groups; face-to-face input sessions open to anyone in the Laurier community; and opportunities to leave comments on
Laurier's website and social media sites. After developing a draft design, STC invited those who participated in the initial input sessions to reconvene and comment on the proposed new look. "The reaction has been overwhelmingly positive," said Tam. "The new visual identity package is very much an evolution, as opposed to a radical departure. It's an important move forward, but it's rooted firmly in the past. It's also bold, proud, joyful and full of spirit." The Laurier community can
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InsideLaurier Volume 5, Number 5, November 2011 Editor: Stacey Morrison Assistant Editor: Lori Chalmers Morrison Design: Erin Steed Contributors: Kevin Crowley, Nicholas Dinka, Sandra Muir, Lori Chalmers Morrison, Mallory O'Brien, Vanessa Parks
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a legacy for those who will follow us in the years ahead.
authentic visual representation of this university and will serve us well as we embark on a new and exciting century. Finally, I would like to thank each and every one of you for making our centennial year such an extraordinary success. By participating so enthusiastically you strengthened our community and created
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December 2011 CAMPUS | COMMUNITY | CONNECTIONS
November 2011
Centennial celebrations end on high note Author Joseph Boyden to visit Brantford campus educational entity, the Waterloo Lutheran Seminary, remains an enormously valued partner in our current work and in our future, and our celebrations this year have commemorated our rich and constantly evolving past." On Friday, Oct. 28, Archibald performed opera excerpts with Laurier alumnus and tenor Adam Luther, the WLU Choir, the WLU Orchestra and Laurier Opera students at Knox Presbyterian Church in Waterloo. On Sunday, Oct. 30, she performed in the Maureen Forrester Recital Hall with the WLU Orchestra, presenting Strauss' Four Last Songs and other orchestral repertoire for an event titled "Sunday in the Hall with Jane." "Jane has a major international career and has sung leading roles in the outstanding opera houses of the world," said
Photo: Sandra Muir
Wilfrid Laurier University capped off its 100th anniversary celebrations with four events the weekend of Oct. 28-30: two concerts featuring alumna and soprano Jane Archibald, a one-ofa-kind "Ahead by a Century" centennial gala and a video featuring highlights from the centennial year. The Ahead by a Century event was a unique celebration of Laurier's 100-year history. The energetic evening for alumni and community members took place Saturday, Oct. 29 at Bingemans Ballroom in Kitchener. Sir Wilfrid Laurier made a special appearance and ushered guests through decades of Laurier's history. "Tonight we are celebrating the 100th birthday of the antecedent to the antecedent to the antecedent of Wilfrid Laurier University," Laurier President Max Blouw said at the event. "Today our founding
Glen Carruthers, dean of the Faculty of Music. "I'm very grateful that she made room in her hectic touring schedule for two very special performances. It was invaluable for our students to work alongside her while preparing terrific and challenging programs." The eventful weekend capped a year of celebration. Since Laurier's centennial launch on Oct. 18, 2010, dozens of special events, performances, lectures, conferences, contests and parties paid homage to the university's long and rich history. Laurier's centennial celebrations also engaged the broader community. The Kitchener Horticultural Society created a version of Laurier's crest with plants in Rockway Gardens, Tim Hortons created a centennial donut, and community members got involved in many centennial initiatives, including monthly contests and the 100 Words Drabble Contest. On Sunday, Oct. 30, the official anniversary date of Laurier's centennial, a video highlighting the numerous special events that happened during Laurier's centennial year was released on the university's YouTube channel. Relive Laurier's special year by visiting youtube.com/LaurierVideo to watch the video.
Adam Luther and Jane Archibald perform with the WLU Choir and WLU Orchestra.
Laurier moves up to 'comprehensive' status in Maclean's annual university rankings For the first time in the 20-plusyear history of the publication, Wilfrid Laurier University is included in the comprehensive category of the annual Maclean's University Rankings. Maclean's moved three universities from primarily undergraduate to comprehensive — Laurier, Ryerson University and Brock University. Laurier placed 7th out of 15 in the reputation category, and 11th in the overall ranking. In the national reputational rankings of all 49 universities, Laurier is in the top half for best overall, highest quality and most innovative. Other highlights of Laurier's first comprehensive ranking include: 4th in medical/science research grants, 5th in awards per full-time faculty, and 5th in student services as percentage of budget. "We've been moved onto an entirely new and exciting playing field this year," said Deborah MacLatchy, vicepresident: academic and provost. "The move acknowledges the growth in both our undergraduate and graduate student populations, as well as our increasing research profile and strong professional programs. It also more accurately reflects the direction the university is
Celebrated author Joseph Boyden will visit Laurier's Brantford campus Nov. 17 and 18 to give a public lecture, discuss his work, and talk to students and faculty about writing. Boyden is an award-winning novelist whose work to date has been influenced by his Métis heritage. His first novel, Three Day Road, won the McNally Robinson Aboriginal Book of the Year Award, the Amazon/Books in Canada First Novel Award, and the Rogers Writers' Trust Fiction Prize in 2006, and was a nominee for the 2005 Governor General's Awards. His second novel, Through Black Spruce, won the 2008 Scotiabank Giller Prize. Boyden also wrote the non-fiction Louis Riel and Gabriel Dumont, a dual biography published as part of the Extraordinary Canadians series. Boyden's visit to Brantford includes a public reading on Nov. 17 from 1 to 2:30 p.m. at the Brantford Public Library; a public lecture Nov. 17 from 7 to 9 p.m. in Room 002 of Laurier Brantford's Research and Academic Centre West; and a public
reading Nov. 18 from 11 a.m. to noon in the Grand River Room of the Six Nations Polytechnic, located in the Six Nations of the Grand River Territory, southeast of Brantford. Boyden will also be meeting with Laurier Brantford students and faculty during his two-day visit. Boyden is scheduled to visit Laurier's Waterloo campus in early 2012. Both visits are sponsored by the Office of the Vice-President: Academic and Provost, with the assistance of Laurier's Office of Aboriginal Initiatives.
Joseph Boyden
What's new and notable at Laurier
heading as we enter our second century."
True North Brass arrives at Laurier as distinguished guest ensemble Laurier's Faculty of Music welcomes the True North Brass chamber ensemble as Laurier's distinguished guest ensemble for 2011-2012. Known internationally, the performers and pedagogues will be in residence at Laurier for master classes and workshops on Nov. 4 and 5, 2011 and March 2 and 3, 2012. True North Brass burst onto the scene in 1997, and has since solidified its reputation as one of the world's finest brass ensembles. Its membership includes two outstanding composer/arrangers who create the ensemble's fresh and unique programming. The ensemble has performed in Canada, China and throughout North America. It has released four critically-acclaimed recordings, has been featured on CBC Television's Opening Night program and is heard frequently on public and private radio. True North Brass also accompanied former prime minister Jean Chrétien's 1998 trade mission to China, performing recitals in Beijing and Wuhan, and directing master classes at the Beijing Conservatory.
WLU Press launches Laurier retirees' book A book of stories about what it
was like to work at Laurier back in the day was launched at an event held Oct. 13 in the Paul Martin Centre. I Remember Laurier: Reflections by Retirees on Life at WLU contains 37 stories of "the little university that could," told by staff and faculty members who made Laurier's success possible. A photo album at the back of the book contains vintage prints of the authors and of many others mentioned in the book. The book was edited by Harold Remus (professor emeritus and former executive officer of the Council on the Study of Religion), Boyd McDonald (pianist and composer, Faculty of Music), and Rose Blackmore (Faculty of Social Work), and was published by Wilfrid Laurier University Press with support from the centennial steering committee.
Laurier professor pays tribute to Dr. Seuss in new spider's name Laurier Professor Tristan Long has won a contest to name a new species of jumping spider. The winning species name is "Lorax," after the Doctor Seuss character. The spider's full name (genus and species) is Lapsias Lorax. The spider has yellow markings on its face that resemble the Lorax's bushy yellow mustache. Wayne Maddison, director of the University of British Columbia's
The Lapsias Lorax, left, has markings that resemble the Lorax's yellow mustache.
Beaty Biodiversity Museum and the contest's organizer, discovered the spider in Ecuador in 2010. It is the only known species of its kind. In an interview with The Record, Long said it's an
honour to have a name in the hierarchy of species, the classification system devised by Carl Linnaeus in the 18th century. "To be a little part of such a long and distinguished history is quite amazing," he said.
Our Community, Our Laurier campaign update Our Community, Our Laurier is Laurier's annual internal community fundraising campaign, which encourages Laurier staff, faculty, retirees and members of the Board of Governors to donate to the university. Donors have the ability to specify which area of campus they are most passionate about supporting. This can be done through automatic payroll deductions or a variety of other methods. More information about the campaign can be found at www.wlu.ca/ocol.
November 2011
Paul Davidson, president of the AUCC, speaks at the RE-imagine conference.
In his keynote address, the AUCC's Paul Davidson discussed a range of issues, but his primary focus was on Canadian universities in the global context. Davidson urged the audience to consider the dramatic investments in education in countries such as China, India and Brazil. Canada, and the AUCC itself, has reached out to establish stronger links with these fastgrowing countries, but more needs to be done, Davidson said. "In the area of international investments in research, Canada needs to be much more intentional in pursuing emerging economies," he noted. The Univeristy of Southern California's Bill Tierney delivered a keynote address in the afternoon that looked at the impact of some of the key forces that are currently changing the traditional model of university education. Tierney noted that changes in technology, changes in student desires and expectations, and a dramatic change in the public's willingness to financially
support higher education has had a profound impact on the environment in the United States. He noted technology as one positive force. "We need to realize that the wonderful kind of teaching experience that I got in class is going to change, and it's not a terrible thing," he said. The day's panel discussions often addressed the forces driving change, such as the huge increases in student numbers, funding challenges, the dramatic impact of communications technology, and the pressure to deliver jobs-focused curricula. But in his closing remarks, President Blouw struck an optimistic note, concluding that in Canada there is a remarkable similarity and consistency in the expectations that our students, governments and public have for higher education. "It occurs to me that this homogeneity of expectations enables us to maintain a very high quality and affordable university system," he said. " I am quite buoyed up by that. There is real reason for optimism."
Laurier takes a Lucid look at energy consumption Online dashboard monitors statistics building by building By Sandra Muir Laurier's colours may be purple and gold, but the university is about to get a lot greener as it initiates one of the most comprehensive energy management projects among post-secondary institutions in North America, made possible in large part by a $150,000 investment from the President's Innovation Seed Fund (PISF). As part of this project, Laurier will capture data on electricity, natural gas and water usage by submetering 40 buildings at its Waterloo and Brantford campuses, and its Kitchener location. All of the information captured by the submeters will flow into a software system by Lucid Design, which will show a public, real-time dashboard view of energy consumption in each building at http://buildingdashboard.net//wilfrid/#/wilfrid. "Our goal was to implement a system that would capture energy data to help us identify conservation initiatives, engage the university community 4
and promote sustainability awareness," said Ray Robichaud, director of business and facilities operations for Laurier's Physical Resources Department. It is only the second time a Canadian university has implemented the Lucid energy dashboard to capture and communicate energy data. Laurier will also have one of the most comprehensive energy capture programs using the Lucid software among many North American universities in terms of the number of submetered buildings and the types of energy consumption being captured by the software. Typically, universities only capture electricity use. Robichaud said the project was made possible due to the PISF investment — the largest since the fund was established in 2009. "This grant is an important investment in energy conservation and ensures a stronger and more sustainable future for Laurier," said Steve Farlow, chair of the fund's implementation committee. "This project
also exemplifies the guiding principles of the fund, especially showcasing the culture of innovation at Laurier." Claire Bennett, Laurier's sustainability coordinator, will administer the energy dashboard as well as an awareness campaign through a new Sustainability Reps residence program. She plans to host competitions between residences starting this fall. "The Lucid software is a conservation awareness tool that can be used to help change behaviour," said Bennett. "These competitions will institutionalize energy management within the student experience." About 30 buildings on Laurier's Waterloo campus have already been submetered, with the goal of completing 40 buildings, including several sites at the Brantford campus and Kitchener location, by next summer. In terms of energy information, the dashboard is currently capturing electricity use, and will also capture water use and natural gas use by December.
Photo: Mallory O'Brien
University leaders, professors, administrators, students and others met to discuss the future of universities at an international conference entitled RE-imagine, which was hosted Oct. 20 on Laurier's Waterloo campus. The full-day event featured panel discussions as well as keynote addresses by Paul Davidson, president of the Association of Universities and Colleges of Canada (AUCC) and Professor Bill Tierney, director of the Centre for Higher Education Policy Analysis at the University of Southern California. "In the last 15 years, universities have experienced enormous changes as we've moved from an elite system to a near-universal system," said Laurier President Max Blouw in his introductory remarks. "Is the traditional model an unsustainable model, and if so what do we replace it with?" The event's three panel discussions approached these questions from different angles. A panel led by Blouw looked at potential changes to the current model of university systems, including the role of private institutions and the possibility of differentiating between teaching and research universities. A second panel, led by Deborah MacLatchy, Laurier's vice-president: academic and provost, explored the sometimes uneasy relationship between universities' teaching and research priorities. The day's final panel, led by Laurier Brantford Dean Bruce Arai, explored how student expectations have changed and addressed new ways in which universities are working to improve the overall student experience.
Photo: Sandra Muir
Conference explores future of universities A tasty tribute to Laurier
Mmmmm...centennial sprinkles. Colourful custom donuts arrived at Laurier Tim Hortons locations in October, featuring the Laurier 100 logo and a custard filling. A football-shaped donut in honour of the Golden Hawks is also available.
What are you reading
Name: Shereen Rowe Job Title: University Secretary & General Counsel Book Title: Solar Author: Ian McEwan
What are you are reading What you listening to?
Solar is a satirical novel broadly about climate change and the business of global warming, but it really explores the foibles of a smart and arrogant man who proceeds to do some very dumb things. Michael Beard is a Nobel prize-winning physicist who is resting on the laurels of an award many years in his past. As his personal life unravels, Beard moves through a series of blunders, both personal and professional, to often very funny ends. Ian McEwan is one of my favourite authors and Solar has the wonderfully crisp language that I expect, as well as some laugh-out-loud scenes that I loved.
What are you What are listening to? you eating? Name: Kandice Baptiste Job Title: Aboriginal Students Recruitment and Retention Officer Album: 21 Artist: Adele
What are you eating?
I'm listening to Adele, mainly her newest album 21. My personal favourites are: "Someone Like You," "Turning Tables" and "Set Fire To The Rain." If you appreciate a voice that is so naturally beautiful it gives you goosebumps, then you will appreciate Adele. This British singer's lyrics strongly connect with her audience, making her songs even more powerful.
November 2011
people at Laurier
New Appointments Yumna Al-Adeimi, associate coordinator, MSW Internship Practicum (Waterloo). Amanda McGowan, co-ordinator, student leadership, Student Leadership Centre (Waterloo). Christina Neufeld, residential services assistant, Residential Services (Waterloo). Lauren Price, invigilation assistant, Accessible Learning Centre (Waterloo). Amanda Taylor, co-recreational programs, aquatics, clubs, camp, Athletics & Recreation (Waterloo). Laura Davey, Congress 2012 project assistant, Student Services (Waterloo).
Leadership and Purpose: A History of Wilfrid Laurier University, written by historian Andrew Thomson in celebration of the university's centennial, was launched Oct. 21 at a "Turning the Page" event. The ceremony was held simultaneously at Laurier's Brantford and Waterloo campuses, via digital projection and transmission technology, the first event of this kind at the university. "I wanted the book to be a positive and warm story of a place that I love," said Thomson in his opening remarks at the launch, before reading a selection from the book. "I'm very fond of WLU, and I'm very proud and flattered to be part of the centennial." The 180-page book covers such events as the early decision by the Seminary to offer a BA program, the break away of several faculties from the university to form the University of Waterloo, and the decision to become a public institution and adopt the name Wilfrid Laurier University in 1973. It features dozens of historical photographs
For a complete list of appointments visit www.wlu.ca/hr
Development & Alumni Relations (Waterloo).
Patricia Rogers, assistant vice-president, Teaching & Learning (Waterloo). Maggie Allan, recruitment and admissions coordinator, Faculty of Education (Waterloo).
Kim Neutens, manager, special projects and administration, Office of the Vice-President, Academic (Waterloo).
Jason Tackaberry, academic advisor (Brantford). Carol Jankowski, acting manager, communications,
campus decoder
Andrew Thomson reads at the centennial book launch.
material is so rich and accessible. "Laurier's story is often a story of survival. It's a story of struggling against all sorts of challenges, struggling to keep the doors open, struggling to continue to grow, struggling to maintain the success that they'd had," Thomson said. "It's a story of challenge, and in the end of triumph over challenge." Leadership and Purpose: A History of Wilfrid Laurier University, by Andrew Thomson, is available for sale at Laurier bookstores and on the WLU Press website www.wlupress. wlu.ca/catalog/thomson.shtml. The price is $29.95.
Got a question? Send it to email@example.com
Tracey Watson, counsellor I, Counselling Services (Waterloo). Michael Welk, acting manager, facilities operations, Physical Resources (Waterloo).
Emily MacDonald, lab technician A and B, Science (Waterloo).
Richard Brown, information specialist – data entry, Office of the Registrar. (Waterloo).
Lynsay Wellhauser, supervisor, Techshop/Printing Services (Brantford).
Stephanie Giddings, development assistant, University Development (Waterloo).
Christopher Hewitt, Manager, ICT Support (Brantford). Joseph Meissner, lab coordinator (biochemistry), Chemistry (Waterloo).
Johanna Romero, coordinator: space administration, Physical Resources (Waterloo).
Adriana Papp, payroll administrator, Human Resources (Waterloo).
: I've seen the photo of the Seminary opening in several different places during the centennial this year. Where was this original seminary building and what's there now?
Changes in staff appointments
Breanna Flynn, financial/retail operations assistant, Bookstore (Waterloo). Nicole Gerry, course materials sales associate, Bookstore (Waterloo). Christine Nichols, nurse, Health Services (Waterloo). Rachel Dann, administrative assistant, Research Services (Waterloo).
and sidebars on interesting and important figures from the university's past. "You've brought to life a great many of the stories of the place," said Laurier President Max Blouw at the event, noting his enjoyment of a colourful passage on the student tradition of climbing around on the roof of old Willison Hall. "Those stories will stay with us all." Thomson, who started work on the project in June, 2010, did extensive research in the Laurier archives, conducted interviews with key university figures past and present, and relied on personal knowledge of the university as a Laurier grad. He first came to Laurier in 1976, completing BA and MA degrees in history before going on to complete a PhD at the University of Waterloo. Thomson has taught at Laurier's Waterloo and Brantford campuses, and at Laurier Toronto over the years. Now that the book has been launched, he will be speaking about it at on- and off-campus events. He says he's looking forward to that part because "I love talking" and because the
Ben Waite, food services associate, Food Services (Waterloo).
Photo: Sandra Muir
Heather Gemmill, alumni relations officer, Alumni Relations (Waterloo).
Photo: Sandra Muir
By Nicholas Dinka
and she will part of Laurier's Biology department. Her research involves quantifying tree species' and forested ecosystems' responses to climate change and human population pressures with the ultimate aim of improved forestry management and conservation. Baltzer has also been awarded $117,349 by the Canada Foundation for Innovation for infrastructure that will be used for the comparative analysis of boreal forest dynamics and water use. Gill comes to Laurier from the University of Ontario Institute of Technology. He will be part of Laurier's School of Business & Economics. Gill is investigating why we are resistant to innovative products that disrupt ordinary category stereotypes. For example, is a Smartphone a phone or a camera or a game console or a computer? Understanding the different psychological barriers to the adoption of such new products will help marketing managers with the strategies they use to communicate with consumers. Gill has also been awarded $36,466 by the Canada Foundation for Innovation to establish a consumer research lab.
What are you watching?
Jennifer Ferfolja, admin assistant, SBE (Waterloo).
Laurier launches centennial history book
University announces four new Canada Research Chairs As part of the federal government's recent Canada Research Chair appointments, Laurier is pleased to welcome three new Canada Research Chairs (CRCs) and the re-appointment of a fourth. Laurier is now home to nine Canada Research Chairs. Laurier's new CRCs are: • Canada Research Chair in International Migration (tier 2), Alison Mountz • Canada Research Chair in Forests and Global Change (tier 2), Jennifer Baltzer • Canada Research Chair in Market Insight and Innovation (tier 2), Tripat Gill • Canada Research Chair in Mathematical Modeling (tier 1), Roderick Melnik, has had his CRC appointment renewed Mountz comes to Laurier from Syracuse University. She will be a part of Laurier's Geography and Environmental Studies department. She is an expert in human geography, specifically in the area of refugees and asylum seekers, along with a focus on the role of international bodies, states and non-state actors in the management of migration and refugee processes. Baltzer comes to Laurier from Mount Allison University
The Sir Wilfrid Laurier statue gets bundled up for the colder weather.
: Laurier traces its roots to October 30, 1911 when a group of about 1,500 people gathered to celebrate the opening of the Evangelical Lutheran Seminary of Canada in Waterloo. This photograph, taken on that day a century ago, has been a popular image during the centennial. The original Seminary building was purchased to add to an initial five acres of land along Albert Street, which was donated by the Board of Trade of Waterloo on behalf of its citizens. The Devitt House, as it was called by locals, stood slightly further in from the road in roughly the same spot where the Seminary building is today, at
the corner of Albert Street and Bricker Avenue. Until the construction of "Old Main" in 1915 (later named Willison Hall), this was the only building on campus. In 1952, the house was renovated for use as the first permanent women's residence and renamed Conrad Hall in honour of Clara Conrad, long-time president of the Women's Auxiliary. More than 50 years after it was acquired, Conrad Hall was torn down to make room for a new Seminary. That building, constructed in 1963, still stands today amidst the many administrative and academic buildings that now make up Laurier's bustling Waterloo campus. In 1911, the Seminary was on the outskirts of town, bordered by farmland. Today, that same land is in the middle of the action, nestled in the heart of the city. 5
November 2011
coffee with a co-worker Name: Melanie Will Title: Manager, Learning and Organizational Development Where you can find her: 255 King St., 3rd floor
Photo: Sandra Muir
Drink of choice: I drink a lot of water. I don't like coffee or tea, so I try to drink about a litre of water every day. How long have you been at Laurier: I've been at Laurier for just over 10 years. Melanie Will lived on a sailboat with her family for five months between high school and university.
Can you tell us a little about your background?
What is a typical workday like for you?
A lot of people assume I started out at Laurier as a student, but I actually started here as a Residence Life Area Coordinator (RLAC). I applied for the role shortly after graduating from teacher's college. At first I thought I would just be here for a year and then pursue teaching, but I loved working at Laurier and never looked back. I was an RLAC for three years. When the Student Leadership Centre was created in 2004 I was hired to run it. Three years later I moved into my current role.
There isn't really a typical day. I spend a lot of time meeting with different employees and managers to discuss their needs and how we can provide training or learning opportunities. This can include everything from designing group problemsolving sessions to administering personality dimension assessments for a team. What do you like to do in your spare time?
also completing my Master of Education in post-secondary studies. It's extremely relevant and helpful. I completed most of it before the boys were born, so now I have the last four courses left. I'm aiming to complete them by April 2012. People always tell me they think I'm crazy trying to do this with two kids, but I'm pretty laid back. When I do have an hour to myself, I like to make my own cards. And of course, we love to spend as much time as possible with family and friends.
I have twin boys who are two (James and Allan), so I don't have a lot of spare time. I'm
What is something people would be surprised to learn about you?
coming Events
Heard on Twitter Check out what the Laurier community has been tweeting about at twitter.com/lauriernews. Laurier also has official sites on Facebook at www.facebook. com/LaurierNow and YouTube at www.youtube.com/LaurierVideo.
@rob_donelson: Wilfrid Laurier is now home. Statue unveiled today on campus. Beautiful! yfrog.com/hsykssfj Oct. 18, 2011 @LaurierNews So glad you like the new donut! Great photo RT @realseanny: Tim Hortons + Laurier = Amazing #Laurier100 http://t.co/vnWbXlG5 Oct. 17, 2011 @wrdsb Director of Education, Linda Fabi, was named one of Laurier's 100 Alumni of Achievement! http://t.co/ VVks2t3u #Laurier100 Oct. 11, 2011 @LaurierTO Great work Hawks! RT @LaurierFootball: Make sure to get the full recap of last night's 69-3 victory over UW bit.ly/nZuxzR Oct. 11, 2011 @wlupress great celebration of #Laurier Research tonight @tannerydistrict Nobody wanted to leave! Oct. 3, 2011
Music at Noon When: Nov. 17, noon Where: Maureen Forrester Recital Hall, Waterloo campus Cost: Free Enjoy Marcus Scholtes, violin and piano, in this edition of the weekly Thursday concert series. Teaching and Technology Community of Practice When: Nov. 16, 10 a.m. Where: GSA Grad Lounge, Waterloo campus Cost: Free This community in practice is a forum where faculty and educators from multiple disciplines can come together to share experiences and lessons learned about how to engage and interact with technology in the classroom (or as the classroom). Contact Mary Neil at firstname.lastname@example.com or visit http:// wluteachingandtechnology. wikispaces.com for more information. Physical Activity Discussion When: Nov. 16, noon Location: 111 Darling St., Brantford campus Cost: Free Join the Aboriginal Student Association and the Southern Ontario Aboriginal Diabetes Initiative (SOADI) as they discuss physical activity. Learn activity tips, some facts, and meet someone new. Contact Marnie Antoniow at email@example.com for more information.
different side of the island.
I think most people would be surprised to learn that I lived on a 34-foot sailboat for five months before I went away to university for my undergrad. My parents are very adventurous, and when I was 19 they sold our house and decided to live on a boat full time. So every time I came home from university I stayed on the boat. We lived on it for three years. My parents also sailed it to the Bahamas. That was probably the best vacation I've ever had. We stayed on the sailboat and would just jump out and snorkel. We went to these spectacular beaches away from the touristy areas and got to see a whole
What do you like most about working at Laurier? I love the people. I always tell people when I talk about my job that there is so much support for new ideas, initiatives and new programs. There are so many opportunities to be creative. I'm also very fortunate in my role that I get to interact with so many different types of employees. I really feel like what I do impacts how employees feel about Laurier, which I find very rewarding.
By Sandra Muir
For a complete list of events visit www.wlu.ca/events
Laurier Brantford Brown Bag Faculty Research Talk When: Nov. 22, noon Location: CB 100, Brantford campus Cost: Free Kate Rossiter of the Faculty of Health Studies gives a talk on using theatre to engage bioethical thinking. Contact Gary Warrick at gwarrick@wlu. ca for more information.
This open forum allows Laurier faculty and educators to come together from multiple disciplines to share experiences, best practices, and lessons learned about how to develop and integrate writing assignments into the learning environment. Contact Mary Neil at firstname.lastname@example.com or visit http://wluwritingcircle. wikispaces.com for details.
Dr. Zhivago When: Nov. 24, 7 p.m. Where: BA 101, Waterloo Campus Cost: Free As part of its popular Free Film Series, the Department of English and Film Studies presents Dr. Zhivago. Organized around the theme "Cinema With a Social Conscience," the 10 films selected for this term emphasize social and political subjects that have shaped the distinctive spirit of particular times and places.
WLU Symphony Orchestra: NUMUS Series When: Nov. 26, 8 p.m. Where: Theatre Auditorium, Waterloo campus
Music at Noon When: Nov. 24, noon Where: Maureen Forrester Recital Hall, Waterloo campus Cost: Free This edition of the free weekly concert series features Ton Beau String Quartet. Writing Circle When: Nov. 25, 11 a.m. Where: Hawk's Nest, Waterloo campus Cost: Free
Cost: $10 - $24 NUMUS, one of Canada's foremost new music organizations, joins the Wilfrid Laurier University Symphony Orchestra for a show that features a stellar collection of virtuoso instrumentalists performing major recent works for soloists with orchestra. Laurier GMAT Information Session When: Nov. 29, noon Location: Laurier Toronto Office, The Exchange Tower, 130 King Street West, Toronto Cost: Free
In the media "The 'aha' moment comes when they (students) say, 'I see how those skills I learn in the classroom transfer into the economy." – Gail Forsyth, director, Learning Services From "10 things we love about university" published in The Globe and Mail's Canadian University Report in October 2011. For the No. 6 reason — "It will help you get a better job (really)" by Jennifer Lewington — which discusses how universities are preparing students for the working world, and specifically how Laurier is combining theory and practice to do so. Laurier community members are frequently featured in the local and national media. To see more coverage, visit www.wlu.ca/Laurierin thenews, and find out about our Experts at Laurier program, visit www. wlu.ca/experts.
November 2011
Storytelling as medicine to heal the community soul Kim Anderson studies stories told by female native elders and the lessons they contain By Mallory O'Brien Kim Anderson, associate professor of Indigenous Studies at Laurier's Brantford campus, believes that all societies can learn from Aboriginal teachings. Her hope is that her new book, Life Stages of Native Women: Memory, Teachings and Story Medicine, will provide valuable lessons for everyone. The Cree/Métis professor has spent the majority of her life teaching communities about family wellness, literacy and health, and working on social justice issues for Aboriginal Canadians. As an undergraduate at the University of Toronto, she began volunteering as a literacy tutor in urban-Aboriginal communities, and her graduate research on Aboriginal history let her continue to be involved in the community as a speaker and teacher. She recently spoke at The Wabano Centre for Aboriginal Health, teaching a class that was part of a traditional parenting course. She spoke about the role of fathers and men's roles in general before the forced assimilation of children in residential schools interrupted healthy Aboriginal families. "We live with the legacy of residential schools today," said Anderson. "They took 75 per cent of children and forced them out of the community and into the schools — that is devastating for a community. And, of course, the schools themselves had a history of psychological and physical abuse." Anderson says communities have tried to cope and deal with the pain, which is often the cause of social dysfunction such as violence or alcoholism. Children didn't have the opportunity to learn healthy parenting at the residential schools, and those skills have to be relearned as adults. For Anderson, becoming a mother pushed her to help recover healthy Aboriginal community interactions. At the
Kim Anderson has researched the Ojibwa theory of life stages, which includes ideas about who people need to be and what they need to be contributing to their communities at different stages of their lives. Children, adults and elders all have unique roles to play in keeping the community healthy.
time she was pregnant with her first child, she was working on her master's degree and was also a board member at Native Child and Family Services of Toronto. "While interviewing people, I became upset in a way I had never been before," she said. "I thought, 'This isn't right that women and children are so marginalized.' "I needed to fill myself up with hope and find my identity as a native women and mother." She began searching for ways to "tease out healthy relationships" from Aboriginal cultural traditions. This became her first book on native female identity, the obstacles native females face and how they can reclaim Aboriginal traditions in a modern society. Still intrigued by identity issues, she continued her research into the specific roles and responsibilities of females through the "life stage continuum" — the different roles and responsibilities of people throughout the various stages of their life. Many cultures have theories about life stages, but Anderson based her research on the Ojibwa theory, which includes the process of visioning what people's purposes are at different stages of their life, and what they need Kim Anderson's new book contains stories and to be contributing to make teachings from 14 native elders.
their community healthy. For example, the role of babies is to bring joy to the community. "When you are a child it is sort of like a paradise where everything is provided for you, but yes, you have a role too," said Anderson. "Even naming ceremonies, where children are given a spiritual name by an elder, connect families and instill a sense of belonging in the community. "Everyone has a valued role, not only based on your gender but also your age." Anderson set out to find more about these roles and what they look like in "land-based communities" (communities that live off the land day-to-day, hunting, gathering, etc.). She worked with 14 elders from Métis, Cree and Ojibwa and Saulteaux communities. She spoke to them about what they remember from being a child in a healthy Aboriginal community in the 1930s-1960s. She asked questions like, what kind of ceremonies were there for babies? What were the roles of women? The elders shared their stories, practices and protocols, and she collected their oral histories for Life Stages of Native Women, which was released in September by the University of Manitoba Press. The role of elders is to teach and to lead, but specifically, the female elders are "door keepers to the spirit world," managing both life and death. Until
about the 1950s, they acted we relearn that after patriarchy as midwives in most native and colonization came into our communities, ushering new communities?" babies into the world. Not only But it's a concern not only for was there an elder "catching" a Aboriginals. Anderson wonders baby in this world, there was if other cultures can embrace an elder in the spirit world this way of thinking as well. sending the baby forward. "Look at Parliament Hill, how Female elders also dealt with many women do you see?" she the dead, essentially acting asked. as undertakers, washing and Anderson will begin preparing bodies for burial. teaching Indigenous Studies Just as it is with babies, there courses at Laurier's Brantford were two grandmothers to campus in January. She will send you on your way in also continue her research of death: one in this world to Aboriginal issues. She was send you off and one in the recently awarded a three-year spirit world to welcome you on grant from the Social Sciences the other side. and Humanities Research "I loved hearing the old ladies' Council to study issues of stories," said Anderson. "In masculinity among indigenous these communities, they are men, answering questions not marginalized or deemed such as, how do men find their not worthwhile. In Aboriginal sacredness in a non-patriarchal culture, elders are honoured world? How do they find an instead of seen as a burden." identity that isn't based in These sorts of important roles dominance or violence? Again, validate what Anderson refers Anderson is looking to the past to as "sacred feminine," which to figure out how men estabrecognizes the roles of females lished identities in a world that in the life-giving process. embraced the feminine. Anderson uses the metaphor "I hope my research offers of Mother Earth and her lifea vision of how we can be giving abilities. This is related healthier people by taking on to the power of women to give these traditional roles and by birth. A traditional Aboriginal connecting to families and ceremony occurs when girls communities," said Anderson. have their first menstruation. "The way generations connect "It's a power that helps and validate children and the universe, a force that's elders — can we translate respected," said Anderson. these into the modern context "This is different from patriof 2011? In both Aboriginal archal societies, where that communities and beyond? power is threatening. The "It's an utterly different world, question is, as natives, how do and one we can learn from." 7
November 2011
In the classroom
A look inside the lecture hall
Politics with a plot twist Professor: Christopher Alcantara Class: PO264, The Practice of Politics in Canada
The management of diversity, the response of state institutions to a more active citizenry and the engagement of Canadian actors in the global community are some of the topics students might explore in Assistant Professor Chris Alcantara's class. "I try to bring in as many examples as possible," he says. "Students respond to course materials delivered to them in a story format — with a beginning, a middle, and ending, and with interesting characters and plot twists in between." Alcantara structures his lectures to allow for many moments of student-teacher interaction. He uses blended learning assignments to give students frequent opportunities for interaction. In his lectures, Alcantara introduces students to the theories that political scientists regularly use to make sense of the world. "I want students to see that 'everyday politics' is not random or chaotic," he says. By Mallory O'Brien
Photo: Tomasz Adamski
Description: This course confronts the real world of Canadian politics and government through an examination of enduring and contemporary political challenges.
Christopher Alcantara finds that students respond well when course materials are delivered in a story format with interesting characters.
October wrap-up: a month of merriment and milestones 2
October was a busy month of events for Laurier. From bottom left (clockwise) 1-3: Students graduate at fall convocation. 4: Alumni Relations staff pose with the new Sir Wilfrid Laurier statue. 5: Sir Wilfrid Laurier makes an appearance at the Ahead by a Century centennial gala. 6-7: Almuna and opera singer Jane Archibald, and Professor Kimberly Barber, perform with the WLU Choir and WLU Orchestra.
Photos: Tomasz Adamski, Sandra Muir, Mallory O'Brien
Published on Dec 21, 2011
The November 2011 edition of InsideLaurier.


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Tod Goldberg writes short stories (Simplify) and novels (Living Dead Girl), in addition to just being a hilarious guy (see: blog). He's also the Director of the MFA program at UC Riverside Palm Desert.
BookFox had the opportunity to interview him by email for the release of his latest collection, "Other Resort Cities."
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BookFox: So many characters in "Other Resort Cities" are living in or haunted by the past in some way. Why is nostalgia such a powerful theme in these stories?
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Tod Goldberg: I think we are all possessed by the past, whether we are aware of it or not. Every thing I do on daily basis — be it ordering the same damn thing at Starbucks every day, even after spending several seconds examining the menu as if I might make a different choice, or something more profound, like, say, finding myself feeling regret for some stupid decision I made ten years ago — is colored by my previous experiences, be they emotional or physical. And that troubles me just as a human being, that it's impossible for me to exist outside of my past, and so that's a bit of an obsession for me.
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But as it relates to this book specifically, I think the stories tend to be about the aftermath of cataclysm, so the characters are naturally bound to be scarred by that and trying to reckon with the results of their choices (or their pointed lack of choices — which is to say their passivity — which I think is a choice in itself). Where I found myself really struggling with this idea was in the story "Walls" which is told from the "we" perspective and which is about the past but also about the effect other people's bad choices — in this case a parent's — have on another group of people (namely, children). This can be a kind of inert way of telling a story, so I really wanted to find a way to tell a story where the drama really belongs to one person but trickles down into several people's lives.
BF: There's a few stories that take place in deserts. What attracts you to desert locales?
TG: The smell of tanning lotion is very inspiring to me. As is the sight of octogenarians driving enormous American cars dangerously slow. Plus, I've lived in the desert for a long time: My family moved to Palm Springs when I was in 8th grade — my mother was a society columnist in town for many years – but prior to that I'd visited Palm Springs on a yearly basis since birth, as both sets of my grandparents had winter homes in the area. Later, I lived in Las Vegas as well, and have lived for the last ten years back in the Palm Springs area, so in a tangible way, I simply know these locales well and so it's easy for me to imagine my stories in places that are familiar to me.
But I also find the deserts of the West to be odd and mysterious places. There's no good reason anyone should live in a place where the temperature is routinely above 110 for weeks at a time, and yet people have inhabited these parts for hundreds of years by choice and before the advent of central air conditioning. Why would anyone choose that way of life? And yet here I am and here so many other have been. And then there's the way people tend to disappear into these landscapes and how people in resort cities like Palm Springs and Las Vegas come to these searing places to recreate themselves. These can be anonymous places, places where you go to escape or to lose yourself and find that very compelling indeed.
BF: Some of these stories are hilarious — darkly so. But do you find that literary journals are prejudiced against humor?
TG: I think generally there is a prejudice against funny things — when was the last time a comedy won the Academy Award? — in terms of taking them…well…seriously. And so if a short story is funny, it also has to do other things well to be taken as literature with a capital L, which is typically what literary journals are aiming to publish.
But I can't say that I've faced this personally. I've been publishing short stories in magazines and journals since 1996 and a great many of them have had elements of black comedy in them and I've managed to publish them. Though I don't think anything I've written is straight madcap comedy and maybe that's why as the stories are still fairly, you know, depressing. The stories in Other Resort Cities that I think are probably more humorous than the others — "Mitzvah" and "Rainmaker" — are still about people staring down a pretty uncertain future brought on by fairly awful, violent consequences of their own bad decisions.
BF: How did you decide to order the collection this way?
TG: I think a story collection has to be ordered in such a way that two things can be achieved: A reader can read the book straight through and, by the end, feel like they've experienced an actual arc, as if the book itself is a character. And, secondly, they need to be able to pick it up and read it out of order and still enjoy it.
The second goal can be achieved simply by selecting the right stories for the book — I wrote 16 stories over the course of about 3 years to get to the 10 stories we (and by 'we" I mean me and my two excellent editors at OV Books, Gina Frangello and Stacy Bierlein) ended up selecting for the book. So it was a process of making sure we weren't putting stories into the book that were overly similar or which were weaker than others or even which were similar to the stories in my last collection, Simplify. And then when we did all that we eventually ended up putting in a story — "Granite City" — that I wrote more than 10 years ago because it fit in particularly well with the other stories.
In terms of the idea of arc, however, it was important for me that the book ebbed and flowed and that it started in one emotional place and ended in another, so we really toyed with the order so that the surprises in the collection — there are a few characters who reappear in the book and I think readers will be intrigued by the stories these people have to tell — came at the right emotional moments of the read. So I try to imagine what the reader is experiencing from the stories, the emotions they are having, and, particularly, whether or not the reader is getting ready to kill themselves from depression since I tend to write about people who aren't exactly living the glamorous life, as Sheila E. once so adroitly sang. And so we matched stories up so that the book builds to certain revelations, pauses, lets you laugh a little bit, and then starts climbing towards a new revelation. A lot of this is just about feel — like when we were kids and made mix tapes. You just knew that you didn't put "Somebody" by Depeche Mode next to "Fuck Tha Police" by NWA. You had to keep one of those on side A and the other on side B.
BF: What about the UC Riverside's Palm Desert MFA program gives you joy?
TG: Pretty much all of it. Directing an MFA program is certainly a lot of work and I'm going to go out on a limb here and say that most writers are writers because they aren't very good businessmen, so learning the business side of education has been a unique and ever expanding challenge, but I am surrounded by great people who know much more than me on these topics and they humor my general ignorance quite well and then let me make decisions based on what I feel are the artistic aims of the program combined with the business end and, fortunately, things have worked out very well.
The opportunity to work with a great faculty — writers I admire like Mary Yukari Waters and Mark Haskell Smith and David Ulin, to name three — and to recruit excellent students is a real dream. Plus, the ability to direct the movements of two programs — we have a low residency and a regular program — allows me to really investigate new and innovative teaching methods and to give these students a tremendous opportunity to get published and produced. Writing is one of the few arts that truly isn't proprietary and the ability to give back what little I know is exceptionally gratifying.
BF: How difficult is it to switch between writing novels and short stories? What different writerly faculties does each require?
TG: It's all writing, so it boils down to what kind of writing it is and for me a short story is a place where I can really stretch myself. If I fail miserably or get irrevocably stuck, I've lost a month of my life. If I do the same in a novel, I've lost a year. Maybe more. I have a novel in a drawer that, while I was writing it, I sort of knew wasn't quite working but I just kept going because I already had a year invested in it and I was going to see it through for better or worse. This was probably a mistake but I just felt like I could write my way out of the intrinsic problems in the novel, which were several.
With a story, I'd be more inclined to just say, Oh, fuck it, and try something new. I think the best short stories have all the weight and depth of a great novel — and when I think of my favorite stories I think of them in the same emotional way as my favorite novels, too — and so I think the difference in actual writing is pretty negligible usually. Now, when I write Burn Notice books I tend to use a style that is completely different than what I use in my other novels or stories because the stories in those books are really plot driven whereas my other novels and my stories tend to be really character based, so in that regard, yeah, I do make a conscious choice to write in a more accessible and, really, commercial way which requires me to stop being so interior and really focus on what the reader wants from those novels, which is action, quips and maybe a bit of romance, but not ruminations on the human soul.

subset: commoncrawl


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Rocket and White Bean Dip With Spiced Flat Bread
Be the first to review
READY IN: 25mins
Recipe by Rhiannon and Matt
Note: Za'atar is a spice blend of thyme, sesame seeds, salt and sumac. Look for it in Middle Eastern delis. Source: Notebook magazine March 2006
See Discussion:
Ingredients Nutrition
- 2 (400 g) cans cannellini beans, rinsed & drained
- 1⁄4 cup extra virgin olive oil
- 75 g wild rocket
- 1 garlic clove, crushed
- 1⁄4 cup lemon juice
- 6 -8 pieces middle eastern flat bread (such as Afghan, Turkish or pita bread)
- olive oil, for brushing
- 1⁄4 cup za'atar spice mix (see note)
- 1⁄3 cup pine nuts, roasted
- 1 lemon, rind of, finely grated
Directions See How It's Made
- Combine beans and 2 tablespoons extra virgin olive oil in a large bowl.
- Using a potato masher, mash to a paste. Finely chop 50g rocket and add to bean mixture with garlic and lemon juice and mash until well combined.
- Season to taste with salt and pepper. Dip can be made up to this stage and refrigerated in an airtight container until ready to serve. Return to room temperature before serving.
- When ready to serve, preheat oven to 200°C Place bread on an oven tray. Brush with a little olive oil and sprinkle with za'atar, then bake for 5-8 minutes or until crisp.
- Cut into thin wedges.
- Spoon dip on to a plate and combine remaining extra virgin olive oil, rocket and pine nuts in a small bowl then scatter over dip with lemon rind.
- Serve with spiced flat bread wedges.


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Olly Sweater by Corinne Niessner
Welcome! You are browsing as a guestWould you like to see 31 projects made from this pattern and much more? create a free account What am I missing?
Olly Sweater
A "sleeveless" sweater for a short legged dog, with a ribbed underside to accomodate a large doggie chest. A good choice for a dachshund or other short legged dog.
Additional yardage as follows: Contrast color 1, 100-150 yards. Contrast color two 2, 30-50 yards. Yarns used for samples were Lorna's Laces Bullfrogs and Butterflies, Brown Sheep Lamb's Pride, and Peace Fleece.
From Doggie Knits, Sweaters and Accessories for Your Best Friend.


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Operation bicycle-bus between Orléans and Gien
From May 1st to September 28th 2014, the Loiret department hopes to encourage bicycle-bus links by allowing bikes onto certain buses running on the Ulys network.
Available on weekends and holidays only, and on specific trips on the Line 3 bus between Orléans and Gien, taking a bicycle on board requires advance reservation with Ulys on 0 800 00 45 00 (free from a landline), 48 hours before your journey.
Please note: for journeys on Sunday you must book before midday Friday, to allow us to make arrangements for a special trailer if there are a large number of reservations.
To get to Saint-Brevin-les-Pins from Saint-Nazaire (and vice versa):
To avoid crossing the Saint-Nazaire bridge by bike, a few cyclists at a time are allowed on the N°17 between Saint-Brevin-les-Pins and Saint-Nazaire.
Compulsory reservation on: 02 40 21 50 87.
To see the timetable: http://sedeplacer.loire-atlantique.fr


text: If you can put a bunch of D-cell batteries in a flashlight, why can't you put more than one battery in a cordless tool? Makita asked the same question and came up with the BCV01 Dual 18-volt Lithium-ion battery adaptor, which allows the user to power 36-volt Makita tools with a pair of 18-volt LXT batteries. You can't get the adapter here, but it's available in the U.K and Canada. Like other tool companies, Makita has been pushing everything they can to the 18-volt platform so they have a limited number of 36-volt tools – rotary hammers, brush trimmers, and other garden equipment. But as you might have guessed, most of those products are not available here - though you can get a rotary hammer.


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The dream giver / Bruce Wilkinson with David & Heather Kopp.
- Book
- Description: 157 p. ; 22 cm.
- Publisher: Sisters, Or. : Multnomah Publishers, c2003.
Available copies
- 1 of 1 copy available at NOBLE (All Libraries). (Show all copies)
- 1 of 1 copy available at Gordon College.
Current holds
0 current holds with 1 total copy.
|Call Number
|Due Date
|Gordon College
|Stack Level 1
|BV 4598.3 .W54 2003 (Text to Phone)
Content descriptions
|Contents Note:
| Pt. I. The parable of the Dream Giver. Ordinary embraces his big dream ; Ordinary leaves his comfort zone ;- Ordinary meets bullies in the BorderLand ; Ordinary enters the WasteLand ; Ordinary finds sanctuary ; Ordinary reaches the Valley of Giants ; Ordinary thrives in the Land of Promise -- Pt. II. The journey to your big dream. Meet your dream coach ; You were born for this : how to identify and embrace your own big dream ; Living past the edge : what you need to know to break through your comfort zone ; Unexpected opposition : how to talk to and benefit from your Border bullies ; Diamonds in the desert : why the WasteLand is anything but a waste ; A surprising invitation : how the oasis of sanctuary transforms you and your dream ; The heart of a warrior : what it takes to defeat the giants in your path ; Living out your big dream : why the Land of Promise is only the beginning.
| A modern-day parable explains how to achieve one's dreams and overcome the obstacles that stand in the way of leading the life God intended.
Search for related items by subject
|Success > Religious aspects > Christianity.
Wilkinson, Bruce. "The dream giver." Sisters, Or. : Multnomah Publishers, 2003.
Link to this record:http://evergreen.noblenet.org/eg/opac/record/3281428?locg=20


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Matthew J. Sergot, age 37, of Hastings, formerly of Cottage Grove and St. Paul, passed away peacefully on Oct. 12 surrounded by family and friends. Memorial service will be held at 7 p.m. Thursday, Oct. 18, at Mueller-Bies Funeral Home-Roseville, 2130 N. Dale St. at County Rd. B. Visitation at the funeral home from 4-7 p.m. In lieu of flowers, memorials preferred.
Irene Sherry (nee Fritzke) died Friday morning, Feb. 3, at Regina Nursing Home in Hastings. Irene was born Dec. 22, 1923, in West St. Paul, the daughter of Margaret (Harders) and Alvin Fritzke. She was raised in Red Wing. On Jan. 22, 1944, she was united in marriage with Joseph at Fort Knox, Ky. She enjoyed cake decorating, crocheting, playing cards, gardening, baking, and having a clean home. She loved her church. Preceded in death by husband, Joseph; sisters Jean Broos, Karen Linder; brothers John "Jack" Fritzke, Donald Fritzke.


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Or at least he would be receptive to those arguments if someone made them to him during a hearing.
But interviews by the Los Angeles Times indicate that many voters were less than receptive to him.
It remains the receptive petri dish to any and all sorts of colonies of humanity that finally managed to find one another.
And as luck would have it, a warm and receptive audience showed up that night.
"I think people are receptive to change, and the media has played an important role," Mohseni told me.
Its existence in us dignifies us and makes simple, purposeful, and receptive living almost inevitable.
But their influence for good or evil comes to receptive characters.
He had spent the four most recent and most receptive years of his life in an atmosphere in which religion had no existence.
There was no limit save that imposed by the receptive capacity of the guest.
About horror and pain making you receptive to whatever it was.
1540s, from Medieval Latin receptivus, from Latin recipere (see receive). Related: Receptivity.


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My eldest was in school until he was 8 we school at homed him for a couple of years after that (worst years of all!) then we discovered deschooling which took way longer than most people said it would he's 14 now it took a good two and a half years to deschool (him and us). He's now beginning to relax and trust that he won't have to go back to school and jump through all those hoops. It takes time trust and lots of initiative and strewing to get there but if YOU are prepared to put in the work SHE will get there eventually.
Lauriem, I wanted to encourage you and your daughter: the way she's feeling seems a lot more about being a creative person who's stuck, than a person in need of external motivation, like writer's block. I just recommended this book in another thread, and it does contain some non-p.c./generally judged to be "bad" language and content in places, but the author addresses what your dd is experiencing and calls it "weakened-mind anxiety." It's called Fearless Creating.
I am an adult, and while I am certainly not externally motivated in my creative pursuits, I do experience this very thing- the guilt that comes from not creating, alongside the inability to start creating, actually do the work. If this is what she's experiencing, it's not going to go away, and having the tools to move into, through, and out of this phase in the creative process is more than invaluable. I have consciously experienced this since I was almost four years old, and I'm only now beginning to consistently succeed at beginning the work, in spite of the stage of weakened-mind anxiety. Previously, during my schooling, the looming deadline, grades-related punishment and potential shaming motivated me adequately, but nearly always the day and night before things were due. I hated that then and didn't understand why I could suddenly find it within me to pound out what should have taken me weeks to accomplish in just one day, at the last possible moment. Now I can and do create without a deadline, or any possibility of punishment. I also work to deadlines (for commissions), but I don't need them; I can work steadily with or without.
Anyway, it might be something to look at together. It's an easy read in one sense, and a very hard one in its paradigm-shifting, if it does that for your dd. It's very inspiring. The interests you listed (I am sure it was not a comprehensive list), are all perfectly productive things with which to occupy ones time. Something is stopping her from doing her thing. And she needs to do her thing, just like everybody else.
Amazon lets you read quite a bit of this book before buying, but the book goes through each step of the process individually, so if you are unsure, you might try the library. I recommended it after borrowing it, to several people, and after months and months of it being out, I've borrowed it again, and while it was in new condition when I returned it, it now is a very, very well-loved book. I am unaffiliated. It's just a fantastic book. :)
Well, I've been absent for 8 months, and during that time, it turns out that I have completely transformed. You are all precious. Thank you for being here and sharing your lives. You are truly a gift. Jan. 23, 2012
<<<< Her idea is that if she were back in school where there were punishment for not doing it, that would be what she needs>>>>
To me it seems like the OP's dd thinks school is a good idea because it would force her to learn-otherwise she would get punished. She has not gotten to the point where she is able to self motivate,and yet resists suggestions/help from her parents. She might also be concerned about her lack of progress as she sees her friends continue to learn. Hopefully these concerns will motivate her to learn on her own.The freedom she has is something many child wish for,but once they have it they are a bit overwhelmed.
I do hope the OP's dd will find her way.Perhaps she will return to school.That is OK too. I give my children the choice about where they want to learn,and if they were to try school then ask to come home I would allow it.
to the OP:
i am wondering if there is a way you can help her find her passion? maybe arrange a bunch of "field trips" for her? take her around on little day trips? do some searching, exploring and delving?
teens can be restless and moody as a matter of course, having a focus can steady their boat, so to speak. it gives them something to focus on when everything else in their world is changing. remember that socializing is of upmost importance too a teen, so make sure she is getting lots of opportunities to socialize.
has she read the teenage liberation guide? oh, has she seen the khan institute? http://www.khanacademy.org/ maybe this might help her with her feelings about math.
"Someone I loved once gave me a box full of darkness. It took me years to understand that this, too, was a gift." -- Mary Oliver
New to this board.
I just want to imagine that a child is forced into a relatively large cage every day, from 8am-3pm. With her in this cage come other people her age and authority figures that threaten her and coerce them all into submission. This child is taught incessantly and perpetually that this cage is good for her. She befriends many of her peers, most of whom are made to believe the propaganda. She has to do Cage-Work, even when she goes home at night to her family. It is tireless. She is promised a life of success if she obeys the Cage Masters. She is told that parroting droning information is the only way for her to feel good about herself. The cage is wrought with adultism, classism, racism, sexism, homophobia, and abuse of privilege. She is told that every "right" she has, from urinating to engaging in conversation, is a privilege granted to her based on her ability to submit. She and her peers are manipulated into truly believing that this is all for their own good !!! Under this stress, her peers in the cage begin practicing unhealthy social behaviors, making clique-y alliances and competing with each other for Cage Master approval. They even compete for the approval of each other, singling out the "weakest" of the bunch and making them scapegoats for their pain. This habit carries over into family life and, then, life itself. Cage alumni never quite get over the things they learned in the cage, and, in a pro-cage environment, they never learn to read these behaviors as unhealthy. Their caged ways follow them everywhere forever, unless they are by chance exposed to a new way.
Now, the child's parents are somehow exposed to a new way. They begin to think harder about the effects that the cage is having upon their child. They begin educating themselves, against the odds, and become aware that she and her peers are being coerced, threatened and unwillingly forced to do things because of pro-cage culture (and, ultimately, money). They begin to understand this as unhealthy and traumatic. They find the strength, even in the face of their own pro-cage peers (many of them proud cage-alumni themselves), to tell their dear child that she can leave the cage forever.
So, what to do when life outside the cage is not all roses? What to do when freedom is a big responsibility and the child feels guilt that she is not doing the work that was forced upon her in the cage? What to do when your parents, unlike other kids' parents, are suspiciously trusting of you, when you're not entirely sure that you can trust yourself. What to do when conditioned peers speak comfortably of the warped sense of conditional self-value and accomplishment... What happens when cage culture is so ingrained in her that she feels insignificant and unable to learn outside of the cage? What if she attributes her very worth to the conditions of the cage???
Surely, you wouldn't send her back to the cage ?!?
Perhaps some will feel this example is on the extreme side. I certainly don't want to insult mindful parents who allow their children to go back to school. I'm not proposing that unschooled kids who eventually choose to try school are being subjected to torture by their parents, but I do want to suggest that child-led education is not, in my eyes, a well-conceived reason to send a detoxing child back to an oppressive institution, because of which they have already suffered.
At 13, even though school could have eventually killed me (literally), I may have attended even if given the choice. I may have wanted to avoid being stigmatized. I may still have been craving the approval of my teachers. I may have been afraid to leave "the cage". But the stress of school still gave me suicidal thoughts. It led me to get prescriptions to medicate for these thoughts, which were influenced by a series of core beliefs that are perpetuated even beyond school walls. I am not the only one. Prison inmates who were abused within the prison industrial complex for a huge chunk of time, feel uncomfortable out from behind bars for *years* - often forever. What does this say about the power of an oppressive environment? I have PTSD from my school days, truly. It will affect me for the rest of my life. I think it must be understood that whether you personally adapted well to an oppressive environment, it is a war zone.
BUT, of course, this whole point is moot, because the OP doesn't even state that the child wishes to go back to school or has asked to do so. It only states that she says she feels she "isn't learning anything", which isn't the same thing. Feeling like you're not learning anything is easy. Being self-conscious is a breeze. Feeling inadequate is only natural, when after seven years of having your "learning" measured out for you and used as a carrot, you are finally behooved to be self-motivated. She's lost out on 7 years of self-motivation experience. Give the girl a break!
In short, no. She's not too old or conditioned to transition healthfully into life learning, especially with understanding support. My thoughts are to just work on your relationship with her, and her mental health. She's 13 and her body is going through crazy changes, which may make it harder for her to focus, as well as amp up her self-consciousness. This particular time in our lives is always going to be hard. But, if she feels like she's vegging out too much, it also might be helpful if she is doing some kind of super-cool enjoyable project based on her interests. You could gently suggest "cool" things that might connect with where she's at.
Some suggestions, based only on what you said about her being into fashion magazines.!: Perhaps she'd like a pattern-making/fashion/fashion drawing/fashion photography/sewing class? She also might be interested in looking up fiber arts or textile design. There are magazines about those, too! Or just get a sewing machine and have her do some looking online to try it out herself? There are books on beginner pattern-making. Learning to screen print images onto tee shirts, etc. Intern with a local dressmaker? If she's into magazines, could you look for a graphic design/layout program for her and see if she wants to make her own? There are free, open-source programs that you can download for that. I have one. Start or join a local fashion club or meetup? Or publish a DIY fashion zine and distro it online? Or a fashion blog? Does she frequent fashion blogs? I have a lot of neat suggestions for blogs if she'd like some. She might be interested in jewelry making? She could find a fashion correspondent or mentor. There's actually a lot of academic work in fashion - Fashion theory, historical fashion, world fashions, etc.
If you'd like more resources for any of these things, just PM me.
Forest For The Trees Radical Family Support Consulting for Growing Families (ask me!)
10+ Years in Professional Holistic Childcare and Support / Alternative Education / Unschooling my Friend, Z (4)
Future Community-Dwelling, Stay-at-Home, Sole-Parent by Choice!
Sore back? Send your kids to school!
Introvert? Send your kids to school!
Kid likes to sleep late, or early, or all the time? Send your kids to school!
Don't like your job? Tired? Ambitious? House a mess? Don't have a house? Allergic to latex? SEND YOUR KIDS TO SCHOOL!
There. That fixes everything.
Kids aren't learning at home? Send them to school!
She is learning! She can't be living and not be learning. But she's being inundated with messages from every which way, telling her that there's one way to measure learning: curricula and grades. This is an unhealthy, toxic way to learn, IMHO, and being a responsible parent would mean having more than 2 days to discuss this with her.
Forest For The Trees Radical Family Support Consulting for Growing Families (ask me!)
10+ Years in Professional Holistic Childcare and Support / Alternative Education / Unschooling my Friend, Z (4)
Future Community-Dwelling, Stay-at-Home, Sole-Parent by Choice!
I had to stop and respond to this statement, because I have recently been confronted with my own learning habits and thought how closely it mirrors the patterns of natural learning I see in my children. In short, it seems that kids learn by becoming deeply interested in (almost obsessed) with a certain subject (in our house that has been ladybugs, dinosaurs, marine mammals, lego miniatures, clay miniatures, drawing, etc). They focus on that intensively for several weeks or months and then, one day, it appears to have been dropped and they are on to something else. Sometimes after a pause of months they then take a renewed interest in the subject. What I find particularly interesting is whether it's math or skating I've noticed that when they pick it up again they are ahead of where they left off. It's as if during the "off time" their brains have been processing the knowledge amassed, sorting it perhaps. I myself have recently come off a 3 month kick to learn about permaculture where I got my hands on every book, blog, movie, video I could find on the subject. Just recently I found myself feeling "done" with the subject. But I know that taking a break means I'll pick it up again in a while (because there's still much more to learn) and probably gain a new perspective and understanding from taking time off and letting the information percolate in my brain.
So when I read the above quote I immediately thought that her delving into it, blowing through a large part of it, then stalling it is exactly what natural learning looks like. Perhaps if you explained to her that taking a break is normal (thought not in the school world) and that she might actually benefit from working on something else and then picking up the math again when she feels ready for it, this might alleviate her fears that if she doesn't do it all now she might never learn what she needs to know for college.
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She is learning! She can't be living and not be learning. But she's being inundated with messages from every which way, telling her that there's one way to measure learning: curricula and grades. This is an unhealthy, toxic way to learn, IMHO, and being a responsible parent would mean having more than 2 days to discuss this with her.
I agree with this. I can see daily that just by living, she is learning. The problem is her own perception of it because it does not look like compartmentalized 50 minute segments broken down into "subjects" of history, math, science, etc... I know that now at 13 she spent more than half her life in public school (age 5-11) and that is going to have an extremely strong effect on her ideas about life and learning. But for how long? Forever? I do think the freedom is still very overwhelming for her, yet she resists doing anything with more structure.
I feel like I've done my own de-schooling, and at a super quick rate given that I was also in school for 18 years, but I have the advantage of perspective. I'm years past any type of institutional schooling, but became a very self-directed learner as an adult. I suppose ultimately that is what I want for her. To see the validity of her own choices and take the initiative to follow them as long as she wants to, switch gears if she wants to, drop something and find something new if she wants to.
I think that, at least to some teenagers, the parental message, "You are in control. You in charge of your own choices." sounds a lot like, "Do whatever you want, I don't care."
OP, if your dd is now saying she wants to return to school, she might be saying that she is not ready for the really, honestly, huge responsibility of making all of her own educational decisions, and she feels she needs more adult support. School might be the only solution she knows for that problem. What about trying some structured learning at home?
I agree with this. I can see daily that just by living, she is learning. The problem is her own perception of it because it does not look like compartmentalized 50 minute segments broken down into "subjects" of history, math, science, etc... I know that now at 13 she spent more than half her life in public school (age 5-11) and that is going to have an extremely strong effect on her ideas about life and learning. But for how long?
For several years we were part of a funded homeschooling program which was philosophically very unschooling-like. They recently expanded their programs into secondary education and were very interested in encouraging their adolescent students to really embrace the opportunities for self-determination and following their own bliss. A proportion of these kids had been in school previously. The program encourages such students to create blogs in which to post weekly reflections on their own learning. If kids had writers block, or couldn't think of any interests or anything to write about, the facilitators would give them a bunch of prompts that they could choose from. "Something made me go 'hmmm...' this week was ___, Something that energized me was ____, This week I was surprised by ____, An unexpected conversation I had this week was ___, The song that would make the best soundtrack for my week is ____, etc." Or they would be encouraged to use photos to show what had occupied their interest or made them think. Or use some other medium ... video, audio, cartooning, prezi presentations, whatever.
The idea was that by asking learners to take a little time to actively reflect on what had held their interest over the previous week, they would become more aware of what motivates them, of who they are, of where their interests lie, and more aware and appreciative of their natural learning.
Would something like that appeal to your dd? My kids haven't needed to deschool but even they occasionally enjoy documenting their natural learning as an antidote to the feeling that they have nothing to "show" for their learning, no tidy tick-lists of courses and grades to document that it's happening.
Mountain mama to one great kid and three great grown-ups
Another possiblity is she is at a stage that her life needs to be compartimentalized: this is learning and this is fun. Some kids are always this way, my son learns best this way. I am not saying he never teaches himself things but he is very happy and thrives on structure.
I loved the idea of unschooling but it was not a match for my oldest child. He could better see his steps, look at his improvement, and see what he learned by having structure.
We have a friend whose 16 year old child refused to go to school any longer. This child has ADD. She found having reading, writing, and math structured made her happy. The rest she has let go as unstructured because this is what her child needs, not necessarily what mama wants for the child.
Your 13 year old might like the feeling of being able to get work done in 1-2 hours then have her time to herself. She will not realize she is learning in this time (yet) but in a few years or months she might get it. 13 emotionally and hormonally can be a very hard time. IMO, it is a "flakey" stage because the mind is so busy with a million things. My girls did not require the structure my son did early but have loved and thrived on it the starting the preteen years. They need something "organized" for them because their head is so crazy due to growing. IMO, it is like when they are 2-3 years old on growing. Mind and body are growing so fast they need some structure someplace. Some kids do great with little structures others need more and you should respect your child needs not look at them as failures or as your child is "ruined".
I think you are being intuitive about your child's education. We are unschooling, or road schooling, which we find to the best choice for us. We are actually taking an extreme approach by backbacking around the world for 8 years, letting the world be my son's classroom.
We've been on the road now for 2 years and there is one thing I know for sure:
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