Science Complex Opening

Pictured here from left to right are Henry Tomarin, Board of Trustees, St. Catharines Mayor Roy Adams, R. Campbell, Niagara Region chairman, Peter Misener, and R. Misener, Chancellor, during the 1984 Science Complex opening - an addition to the Mackenzie Chown Complex now simply known as H Block.

Science Complex Opening

Dr. Earp unveils a sign at the joint Science Complex opening ceremony and the Academic Staging Building renaming ceremony. The Academic Staging Building was henceforth called the Mackenzie Chown Complex.

Science Complex Opening

Dr. Alan Earp speaks at the opening ceremony for the Science Complex addition in 1984.

Science Complex Opening

Doris Chown speaking at the Science Complex Opening and the unveiling of a sign in conjunction with the renaming of the Academic Staging Building to the Mackenzie Chown Complex.

Science Complex Opening

Robert S. K. Welch celebrates the opening of the new Science Complex wing, an addition to the Mackenzie Chown Complex, as Dr. Alan Earp (pictured behind Welch) and others look on. The new name for the Academic Staging Building was also unveiled. It was renamed after former mayor Mackenzie Chown.

Science Complex Opening

Rather then cutting a piece of red tape with scissors, the Science students at Brock prepared a laser devise to cut through a specially made piece of metallic ribbon for the opening ceremony of the Science Complex addition. Pictured here is Robert Welch with the laser device as he attempts to 'cut' the tape. Unfortunately the device failed and Dr. Earp resorted to cutting the tape with a Swiss Army knife he had on hand.

Official Opening Programme

The programme for the official opening held in 1964.

Official Opening

Pictured here at the Official Opening from left to right are: Mrs. J. A. Gibson; D. G. Willmot, Chairman Founders' Committee; His Excellency Governor General Vanier; Dr. J. A. Gibson; Madame Vanier; Honourable W. G. Davis, Minister of University Affairs; Mrs. Willmot.

Official Opening Ceremony

Dr. Gibson addresses the audience at the official opening ceremony at the Glenridge Campus.

Official Opening

Madame Vanier, General Vanier, Dr. Gibson and others at the opening of Brock.

Official Opening Outdoors

A photograph at the official opening in 1964 either before or after the ceremonies.

Harrison Hall Opening (January 1999)

The people involved in opening Harrison Hall.

The influence of investigator disturbance on aggressive behaviour and breeding success of ring-billed gulls (Larus delawarensis) /

Increased losses of eggs and chicks resulting from human intrusion (investigator or other) into seabird colonies has been well documented. In 1990/91, I studied the effects of investigator disturbance on aggressive behaviour and breeding success of individual pairs of ring-billed gulls nesting at two colonies near Port Colborne, Ontario. The insular colony was on an artificial breakwall, associated with the Welland Ship Canal, approximately 1 km off the north shore of Lake Erie. The mainland colony was adjacent to the canal approximately 1 km east of the breakwall. The frequencies of adult threat and assault behaviours, chick movement and adult attacks on chicks were recorded by continuous scan sampling 30 min prior to, 30 min during and 60 (2 X 30) min after investigator disturbance. The frequency of threat and assault behaviours increased during the period of investigator activity in the colony while the duration of wingpulls and beakpulls decreased. Significantly more chicks ran ("runners") from their natal territories during disturbances and "runners" were more frequently attacked than "territorial" chicks. No chicks were fatally attacked during disturbance and "runners" returned to their natal territories quickly after disturbance. Breeding success was determined for pairs nesting in study plots subjected to two levels of disturbance (normal and moderate). The disturbance level of each plot differed in visitation frequency and activities performed on each visit. Investigator disturbance had no effect on the hatching success or fledging success (taken as 21 days of age) of ring-billed gull study pairs at either colony.

Opening truth to imagination : the pragmatism of John Dewey and Richard Rorty

This study explores in a comparative way the works of two American pragmatist philosophers-John Dewey and Richard Rorty. I have provided a reading of their broader works in order to offer what I hope is a successful sympathetic comparison where very few exist. Dewey is often viewed as the central hero in the classical American pragmatic tradition, while Rorty, a contemporary pragmatist, is viewed as some sort of postmodern villain. I show that the different approaches by the two philosophers-Dewey's experiential focus versus Rorty's linguistic focus-exist along a common pragmatic continuum, and that much of the critical scholarship that pits the two pragmatists against each other has actually created an unwarranted dualism between experience and language. I accomplish this task by following the critical movement by each of the pragmatists through their respective reworking of traditional absolutist truth conceptions toward a more aesthetical, imaginative position. I also show how this shift or "turning" represents an important aspect of the American philosophical tradition-its aesthetic axis. I finally indicate a role for liberal education (focusing on higher nonvocational education) in accommodating this turning, a turning that in the end is necessitated by democracy's future trajectory

Opening a can of worms : perceptions and practices of teachers in Newfoundland and Labrador incorporating the role of a therapist

Educational trends of inclusion and collaboration have led to changing roles of teachers, including an emphasis on personal support. To provide for social, emotional, and behavioural needs, teachers may adopt a therapeutic role. Many models for such support are proposed, with most models including the importance of student-teacher relationships, a focus on social, emotional, and behavioural development, and direct instruction of related skills. This study includes 20 interview participants. In addition, 4 of the 20 interview participants also took part in a case study. It examines whether participants adopt a therapeutic role, their beliefs about student-teacher relationships, whether they provide interventions in personal issues, and instructed social, emotional, and behaviour skills. Findings show that teachers adopt an academic role as well as a therapeutic role, believe student-teacher relationships are important, are approached about personal issues, and instruct social, emotional, and behavioural skills. Talking and listening are commonly used to provide support, typically exclusive of formal curricular goals. The challenges in providing front-line support issues that may be shared within an established student-teacher relationship are considered. Support in turn for teachers who choose to provide support for personal issues in the classroom within a therapeutic role are suggested, including recommendations for support and referral related to specific social, emotional, or behavioural scenarios that may arise in the school community.