Coat of Arms Patent

Dr. Gibson receiving the Letters Patent. l to right E.R. Davey, retiring Chairman of the Board of Trustees Dr. James Gibson, President D.W. Lathrop, Chairman of the Board of Trustees C.A. Sankey, Chancellor

Coat of Arms Designs

Dr. Gibson was truly involved in nearly every aspect of the formation of Brock University. Pictured here is Dr. Gibson's preliminary design sketches and ideas for the Brock Coat of Arms.

Coat of Arms Final Sketch

The final sketch for the Brock University Coat of Arms. The actual Coat of Arms was based off of this sketch.

Brock University Coat of Arms

The armorial bearings for Brock University, or more simply the University Coat of Arms, or crest, was designed in a large part by Presdent Gibson, assisted by other members of the Board of Governors (A preliminary design can be seen here). The Coat of Arms was granted to Brock University on March 17th, 1965. The Coat of Arms consist of an eagle, taken from General Brock’s own arms, displayed against a scarlet background - one of the official colours of Brock University. Immediately above it on a chief argent is displayed a maple-leaf (for Canada), a scallop shell (from the Lincoln and Welland regiment), and a trillium (for the province of Ontario). An open book fronts the eagle representing learning and knowledge. The crest itself is made up of a torch symbolizing learning, surrounded by a serpent for wisdom, with two calumet or North American pipes of peace, to symbolize Canada, friendship and agreement. The supporters consist of a beaver on the dexter side, emblematic of Canada and representing work and industry in learning. On the sinister side, a brock or badger (also in commemoration of General Brock) represents tenacity of purpose. The motto 'Surgite' is visible just below the arms.

Leaf from a Liturgical Music Manuscript for Holy Saturday

The text reads as follows: nomen Domini invocabo. V. Date magnitudinem Deo nostro: Deus, vera opera eius, et omnes viae eius indicia. V. Deus fidelis, in quo….. Translated: I will invoke the name of the Lord. V. Give ye magnificence to our God: The works of God are perfect, and all his ways are judgments. V. Let my doctrine gather as the rain…..

In search of the Holy Grail : how viable is John Rawls' purely political conception of justice?

Please consult the paper edition of this thesis to read. It is available on the 5th Floor of the Library at Call Number: Z 9999 P65 Y68 1995

Place Card - Girl in Blue Coat and Bonnet

A place card with an illustration of a girl in a blue coat and bonnet.

Metal Stamp - Woodruff Coat of Arms

Square metal stamp, 2 1/2 cm x 6 1/2 cm, with the words "P.C. Band, Toronto, Ontario" engraved on it. The bar is 1 cm thick.

Woodruff Coat of Arms

Woodruff coat of arms (rough sketch - labeled), including a letter to Margaret from “Uncle Tom” regarding the coat of arms. Also included are 4 small cards and one Easter card bearing the coat of arms. [The Woodruff/Woodroffe crest originated in England. Sit Dux Sapientia (Wisdom be our guide). The arm holding a plant is supposed to be a dexter [right] arm, bent, holding a branch of honeysuckle vertically. Some members of the family believe that the plant is actually woodruff], Jan. 18, 1926.

Drawing and Explanation of the Cleveland Family Coat of Arms

Drawing and explanation of the Cleveland Family coat of arms. Pro Deo et Patria means For God and Country. The name is Saxon in origin and in 1403 the “de” was dropped from the name. The drawing and text are said to be from Cleveland Genealogy by J.B. Cleveland, 1881. It can also be found in An Account of the Lineage of General Moses Cleaveland (founder of the city of Cleveland, Ohio) of Canterbury, compiled by H.G. Cleveland, n.d.

Receipt from McLaren and Co. of St. Catharines for a suit and repairs to a coat

Receipt from McLaren and Co. of St. Catharines for a suit and repairs to a coat, Aug. 21, 1886.

Watercolour painting of the Woodruff coat of arms on paper

Watercolour painting of the Woodruff coat of arms on paper. This measures 43 cm. x 31 cm., n.d.

The holy Biblie, containing the old and new testaments : traslated out of the original conques: and with the former translations diligently compared and revised, by his majesty's special command.

UANL

Rebuilding less vulnerable communities : the case of Holy Cross

La résilience est la capacité à s’adapter aux menaces et à atténuer ou éviter un risque, elle peut être trouvée dans des bâtiments résistant aux dangers ou dans des systèmes sociaux adaptables (Pelling, 2003). Par conséquence, ce concept peut aussi être compris comme la capacité de reconstruire un quartier avec des composants plus solides et plus viables. Presque quatre ans après l’ouragan Katrina, la Nouvelle-Orléans est considérée comme un laboratoire à ciel ouvert. Le niveau de résilience de ses communautés peut y être examiné. L’état actuel de la reconstitution de ses quartiers diffère largement des uns aux autres. L’arrondissement historique de Holy Cross est l’un des plus vieux quartiers de la ville, cette communauté vulnérable est connue pour son patrimoine culturel, apparent non seulement dans son architecture unique, mais aussi ses relations sociales. Un des principaux défi de la reconstruction du quartier de Holly Cross est de trouver une façon de concilier la préservation du patrimoine bâti et de son tissu urbain ancien avec de nouveaux plans de développement, afin de créer une communauté durable. Cette étude examine les rôles des acteurs impliqués dans le processus de reconstruction et leur efficacité sur la création d’un Holy Cross plus durable, résistant et abordable, afin d’encourager le retour de ses résidents. Elle présente également les efforts actuels pour proposer des projets de reconstruction durables tout en préservant le caractère patrimonial du quartier.

Research and teaching: a holy or an unholy alliance?

Much of the self-image of the Western university hangs on the idea that research and teaching are intimately connected. The central axiom here is that research and teaching are mutually supportive of each other. An institution lacking such a set of relationships between research and teaching falls short of what it means to be a university. This set of beliefs raises certain questions: Is it the case that the presence of such a mutually supportive set of relationships between research and teaching is a necessary condition of the fulfilment of the idea of the university? (A conceptual question). And is it true that, in practice today, such a mutually supportive set of relationships between research and teaching characterises universities? (An empirical question). In my talk, I want to explore these matters in a critical vein. I shall suggest that: a) In practice today, such a mutually supportive set of relationships between research and teaching is in jeopardy. Far from supporting each other, very often research and teaching contend against each other. Research and teaching are becoming two separate ideologies, with their own interest structures. b) Historically, the supposed tight link between research and teaching is both of recent origin and far from universally achieved in universities. Institutional separateness between research and teaching is and has been evident, both across institutions and even across departments in the same institution. c) Conceptually, research and teaching are different activities: each is complex and neither is reducible to the other. In theory, therefore, research and teaching may be said to constitute a holy alliance but in practice, we see more of an unholy alliance. If, then, in an ideal world, a positive relationship between research and teaching is still a worthwhile goal, how might it be construed and worked for? Seeing research and teaching as two discrete and unified sets of activity is now inadequate. Much better is a construal of research and teaching as themselves complexes, as intermingling pools of activity helping to form the liquid university that is emerging today. On this view, research and teaching are fluid spaces, ever on the move, taking up new shapes, and themselves dividing and reforming, as the university reworks its own destiny in modern society. On such a perspective, working out a productive relationship between research and teaching is a complex project. This is an alliance that is neither holy nor unholy. It is an uneasy alliance, with temporary accommodations and continuous new possibilities