Content type
Page
DGI Image Discovery Discovered Image
File
Mad Hatter Page 4
Purcell String Quartet
January 31, 1985 at 1230 hours
Purcell String Quartet
January 31, 1985 at 1230 hours
Edited Text
Mad Hatter Page 4
Purcell String Quartet
January 31, 1985 at 1230 hours
Purcell String Quartet
January 31, 1985 at 1230 hours
Content type
Page
DGI Image Discovery Discovered Image
File
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Edited Text
ae 7 i 1 a r fet a , a ‘i F ' ¥ \ aes i = ke
EY 7 of eM, wh. ! res cal” is _ . Le. i Pa ay
f Ait ‘ Wet fat Aste “yr | vey ae tail 'F
1 i _am a } ! ft s : 4 5 |
i - : u iro
d re a anak ay ol ’
i rh i ras s I, rr 7 i nd ls ee “onsint Pie z . Sag l : ' abee nt ye
ol = my *5 “a =F t ‘ - 1, u
1 I
1 i tum rm
or th 2 % t " aa - ad a
r a : 4 Pa | :
=p = in, af =} : _ a ; :
A ny ; nd oF Lo i rae
I Ui. : re |
i a | ny = ae
wll 4 ©
7 Sonne TLS rey , ne mi ii =
i ea etal 2 i
pc at “lina
eae. or : i i = win
SSO ee
1 =i ie Le , a Te | ' be
— si agi: —_iee 4 ~* 241
. *
- 4: cs i sa aie
ay I -
pa ; i
z Ts i y H ue oe
Soe sy cin
ae
1 : i 7 Ls
- = i 7 5 er je cau |
2 eee ‘ at 3 ye : ie Lilacs
: =
hl i a
I to - =
i nik y ; 3 mt me a i i 4 ,
| 4 ie i a 7
De 7c cit 7 =" Then it yee 7 ra 1 ete ia"
a. : : bing F bhi: = - Yh) ith
ir 1
r r . g : = fas -— : <=
a W be ALSO aay ag ™ f+ 7 31 ¥ = + o. / 4 f — :
= A . , “tan a0 ; f } "e = jit a or Paz a,
os a im. | i ly 7 1 ite i C
im ol z tu “eT: i! ra ee : - : i ;
Pe = iT slaii i Fi ! ; ]
= al I anal! ¥ r
1
ul
ra j ae pe! == | Prat i |
iy 1
re th Fells ~ : tat : :
if = rey ety 1
; . - 7. i I
ml B, <= : e ' ae me
i 0 : ‘i fae 1 ‘ 1 a = iu it i aL ma
—! , | Lt owt? = a naw i Ba J
eo I I - = = i
ae i a1 ¢ 2
- ; 1
—_ | _
= - I t = j
wa i 1
=a) 7 - i. a - 1 i - 1 rw 1 + alts uW
-'! = 5
7 ee -
i a a
1
:
- es i 7 =
i tn 5
a Foy }
i in : fF i
a. 7
7 , a s he Bs
i} - 1 J a: ate. é ) aia: 7 a he ; | .
Content type
Page
DGI Image Discovery Discovered Image
File
Jhe
Tuesday, January 29, 1985
Mad Hatter
_A Douglas College Newsletter
PCUIVES
4
Independence can be a big problem
for someone confined to their own
home. For many people without the
capability to do their own shopping
or housework, the community must
provide the resources to help them.
At Douglas College, graduates of the
llone Support Worker program are
learning to help people make the
most out of what could easily be
a limiting situation.
The number of seniors, or people in
need of personal care at home, is
beginning to increase. The high
costs of hospital time and care
facilities are sending more people
out looking for alternatives.
And for people who do decide to
remain at home, the maintenance of
their independence is often the
largest hurdle.
"There is still a large number of
HOME SUPPORT WORKER PROGRAM
GRADUATES HELPING .
PEOPLE IN THEIR
OWN HOMES
people in hospitals and other
facilities who would rather be at
home," says Betty Emery, faculty
coordinator for the Home Support
Worker program at Douglas College.
"But with a current lack of home
support programs, many of these
people have no other choice but to
enter a facility."
Douglas College is putting a strong
emphasis on training the best Home
Support Workers in British Columbia,
Emery says.
"The old image of our graduates
being just housekeepers and sweepers
is finally beginning to fade away,"
Emery says. "The whole field is
actually changing quite rapidly."
One of these changes is the provin-
cial curriculum award which is
acknowledged at Douglas College by
a Citation award for the graduates
of the Home Support Worker program.
Tuesday, January 29, 1985
Mad Hatter
_A Douglas College Newsletter
PCUIVES
4
Independence can be a big problem
for someone confined to their own
home. For many people without the
capability to do their own shopping
or housework, the community must
provide the resources to help them.
At Douglas College, graduates of the
llone Support Worker program are
learning to help people make the
most out of what could easily be
a limiting situation.
The number of seniors, or people in
need of personal care at home, is
beginning to increase. The high
costs of hospital time and care
facilities are sending more people
out looking for alternatives.
And for people who do decide to
remain at home, the maintenance of
their independence is often the
largest hurdle.
"There is still a large number of
HOME SUPPORT WORKER PROGRAM
GRADUATES HELPING .
PEOPLE IN THEIR
OWN HOMES
people in hospitals and other
facilities who would rather be at
home," says Betty Emery, faculty
coordinator for the Home Support
Worker program at Douglas College.
"But with a current lack of home
support programs, many of these
people have no other choice but to
enter a facility."
Douglas College is putting a strong
emphasis on training the best Home
Support Workers in British Columbia,
Emery says.
"The old image of our graduates
being just housekeepers and sweepers
is finally beginning to fade away,"
Emery says. "The whole field is
actually changing quite rapidly."
One of these changes is the provin-
cial curriculum award which is
acknowledged at Douglas College by
a Citation award for the graduates
of the Home Support Worker program.
Edited Text
Jhe
Tuesday, January 29, 1985
Mad Hatter
_A Douglas College Newsletter
PCUIVES
4
Independence can be a big problem
for someone confined to their own
home. For many people without the
capability to do their own shopping
or housework, the community must
provide the resources to help them.
At Douglas College, graduates of the
llone Support Worker program are
learning to help people make the
most out of what could easily be
a limiting situation.
The number of seniors, or people in
need of personal care at home, is
beginning to increase. The high
costs of hospital time and care
facilities are sending more people
out looking for alternatives.
And for people who do decide to
remain at home, the maintenance of
their independence is often the
largest hurdle.
"There is still a large number of
HOME SUPPORT WORKER PROGRAM
GRADUATES HELPING .
PEOPLE IN THEIR
OWN HOMES
people in hospitals and other
facilities who would rather be at
home," says Betty Emery, faculty
coordinator for the Home Support
Worker program at Douglas College.
"But with a current lack of home
support programs, many of these
people have no other choice but to
enter a facility."
Douglas College is putting a strong
emphasis on training the best Home
Support Workers in British Columbia,
Emery says.
"The old image of our graduates
being just housekeepers and sweepers
is finally beginning to fade away,"
Emery says. "The whole field is
actually changing quite rapidly."
One of these changes is the provin-
cial curriculum award which is
acknowledged at Douglas College by
a Citation award for the graduates
of the Home Support Worker program.
Tuesday, January 29, 1985
Mad Hatter
_A Douglas College Newsletter
PCUIVES
4
Independence can be a big problem
for someone confined to their own
home. For many people without the
capability to do their own shopping
or housework, the community must
provide the resources to help them.
At Douglas College, graduates of the
llone Support Worker program are
learning to help people make the
most out of what could easily be
a limiting situation.
The number of seniors, or people in
need of personal care at home, is
beginning to increase. The high
costs of hospital time and care
facilities are sending more people
out looking for alternatives.
And for people who do decide to
remain at home, the maintenance of
their independence is often the
largest hurdle.
"There is still a large number of
HOME SUPPORT WORKER PROGRAM
GRADUATES HELPING .
PEOPLE IN THEIR
OWN HOMES
people in hospitals and other
facilities who would rather be at
home," says Betty Emery, faculty
coordinator for the Home Support
Worker program at Douglas College.
"But with a current lack of home
support programs, many of these
people have no other choice but to
enter a facility."
Douglas College is putting a strong
emphasis on training the best Home
Support Workers in British Columbia,
Emery says.
"The old image of our graduates
being just housekeepers and sweepers
is finally beginning to fade away,"
Emery says. "The whole field is
actually changing quite rapidly."
One of these changes is the provin-
cial curriculum award which is
acknowledged at Douglas College by
a Citation award for the graduates
of the Home Support Worker program.
Content type
Page
DGI Image Discovery Discovered Image
File
2g, INNOVATION ABSTRACTS 23
(>,
AGA Published by the National Institute for Staff and Organizational Development
‘aa With support from the W. K. Kellogg Foundation and Sid W. Richardson Foundation
WHO HAS THE QUESTIONS?
Recently, the president of a community college queried faculty about a committee's draft of promotion and
tenure guidelines. The responses were varied. One teacher's suggestion was to initiate competency testing dur-
ing the probationary period of employment. He admitted it was an unpopular concept and further stated that if
word ever got to his colleagues that he had even thought such nonsense, the president was to look in the
department's storage room where he was surely to be found bound and gagged. The suggestion emanated from
a-concern the teacher had about the number of tenured faculty he had observed who had an inadequate com-
mand of teaching and/or the teaching of their specialization.
Several important thoughts are embedded in the preceding episode. One is the notion of competency-
integral to a discussion of excellence, quality behavior, and productivity in teaching. Another is that of com-
munication as a competency for teaching. And yet another, that of questioning and inquiry as a communication
competency, is more subtle but represents a critical issue for both teaching and its administration.
As a teaching competency, questioning and inquiry provides the teacher with a powerful tool for stimulat-
ing, students toward the higher levels of thinking frequently ignored in education. As a student competency,
inquiry skills instill responsibility as only the student can. As an administrator competency, asking the right
questions at the right time enhances the decision-making process and fosters consensual management.
In all cases, questioning and inquiry is particularly relevant to the information-seeking, information-
disseminating crest that society is riding into the twenty-first century. In the future, the person equipped with
questioning skills will be able to scan and search for answers in much the same way a fine computer does.
Questioning and inquiry, while similar, bear unique distinctions. Both are precipitated by a state of uncer-
tainty and a need-to-know. Both also suggest some form of interaction between two persons or a person and
some area of knowledge. Questioning, however, suggests the Socratic method of teaching--interrogatives which
generally presume a spoken or written response for satisfying the questions. Inquiry, on the other hand, sug-
gests a more systematic form of questioning as is used in the pursuit of scientific knowledge.
Many teachers--whether they stumbled upon a career in teaching or prepared for it--acknowledge the
incongruity between the demands of a first teaching assignment and their somewhat naive perceptions about
how students learn. The interactive nature of questioning leaps both teacher and student toward mutual
discovery, making learning organic and providing both with feedback in the teaching-learning partnership. It is
from these concepts of questioning and feedback that the new instructional technologies such as interactive
video are built. Hence, if there are financial constraints to prohibit sophisticated equipment, excellent teachers
may take solace in knowing that they can produce the same or better results through “homespun” questioning
stralegies.
Questioning, and inquiry can serve generic and content-specific functions. Some questions, for example,
have managerial functions in the classroom; that is, they facilitate group behavior (examples: Is everyone ready
to begin? OR May | have your attention, please?). Other general types of questions include:
|. rhetorical questions: broad inquiries intended to stir curiosity but not necessarily a response ”
2. recall questions: the lowest level of inquiry in which the respondent delves into acquired knowledge or
experience
3. data collecting questions: a slightly higher mode of inquiry in which the student responds to observation or
stimuli
4.0 dita processing questions: inquiries resulting in responses which are in the form of opinions, hypotheses,
comparisons, or possible solutions
certficaution questions: the highest level of inquiry requiring evaluative or judgmental responses
bh. convergent question. inquiries requiring that students explain, state relationships, or compare and contrast
7, dvergent questions: inquiries requiring students to reconstruct, predict, invent, design, or hypothesize
8. couluative questions. inquiries requiring students to judge, value, defend, or justify a choice or solution
phe
\ Dy Community College Leadership Program, The University of Texas at Austin, EDB 348, Austin, Texas 78712
(>,
AGA Published by the National Institute for Staff and Organizational Development
‘aa With support from the W. K. Kellogg Foundation and Sid W. Richardson Foundation
WHO HAS THE QUESTIONS?
Recently, the president of a community college queried faculty about a committee's draft of promotion and
tenure guidelines. The responses were varied. One teacher's suggestion was to initiate competency testing dur-
ing the probationary period of employment. He admitted it was an unpopular concept and further stated that if
word ever got to his colleagues that he had even thought such nonsense, the president was to look in the
department's storage room where he was surely to be found bound and gagged. The suggestion emanated from
a-concern the teacher had about the number of tenured faculty he had observed who had an inadequate com-
mand of teaching and/or the teaching of their specialization.
Several important thoughts are embedded in the preceding episode. One is the notion of competency-
integral to a discussion of excellence, quality behavior, and productivity in teaching. Another is that of com-
munication as a competency for teaching. And yet another, that of questioning and inquiry as a communication
competency, is more subtle but represents a critical issue for both teaching and its administration.
As a teaching competency, questioning and inquiry provides the teacher with a powerful tool for stimulat-
ing, students toward the higher levels of thinking frequently ignored in education. As a student competency,
inquiry skills instill responsibility as only the student can. As an administrator competency, asking the right
questions at the right time enhances the decision-making process and fosters consensual management.
In all cases, questioning and inquiry is particularly relevant to the information-seeking, information-
disseminating crest that society is riding into the twenty-first century. In the future, the person equipped with
questioning skills will be able to scan and search for answers in much the same way a fine computer does.
Questioning and inquiry, while similar, bear unique distinctions. Both are precipitated by a state of uncer-
tainty and a need-to-know. Both also suggest some form of interaction between two persons or a person and
some area of knowledge. Questioning, however, suggests the Socratic method of teaching--interrogatives which
generally presume a spoken or written response for satisfying the questions. Inquiry, on the other hand, sug-
gests a more systematic form of questioning as is used in the pursuit of scientific knowledge.
Many teachers--whether they stumbled upon a career in teaching or prepared for it--acknowledge the
incongruity between the demands of a first teaching assignment and their somewhat naive perceptions about
how students learn. The interactive nature of questioning leaps both teacher and student toward mutual
discovery, making learning organic and providing both with feedback in the teaching-learning partnership. It is
from these concepts of questioning and feedback that the new instructional technologies such as interactive
video are built. Hence, if there are financial constraints to prohibit sophisticated equipment, excellent teachers
may take solace in knowing that they can produce the same or better results through “homespun” questioning
stralegies.
Questioning, and inquiry can serve generic and content-specific functions. Some questions, for example,
have managerial functions in the classroom; that is, they facilitate group behavior (examples: Is everyone ready
to begin? OR May | have your attention, please?). Other general types of questions include:
|. rhetorical questions: broad inquiries intended to stir curiosity but not necessarily a response ”
2. recall questions: the lowest level of inquiry in which the respondent delves into acquired knowledge or
experience
3. data collecting questions: a slightly higher mode of inquiry in which the student responds to observation or
stimuli
4.0 dita processing questions: inquiries resulting in responses which are in the form of opinions, hypotheses,
comparisons, or possible solutions
certficaution questions: the highest level of inquiry requiring evaluative or judgmental responses
bh. convergent question. inquiries requiring that students explain, state relationships, or compare and contrast
7, dvergent questions: inquiries requiring students to reconstruct, predict, invent, design, or hypothesize
8. couluative questions. inquiries requiring students to judge, value, defend, or justify a choice or solution
phe
\ Dy Community College Leadership Program, The University of Texas at Austin, EDB 348, Austin, Texas 78712
Edited Text
2g, INNOVATION ABSTRACTS 23
(>,
AGA Published by the National Institute for Staff and Organizational Development
‘aa With support from the W. K. Kellogg Foundation and Sid W. Richardson Foundation
WHO HAS THE QUESTIONS?
Recently, the president of a community college queried faculty about a committee's draft of promotion and
tenure guidelines. The responses were varied. One teacher's suggestion was to initiate competency testing dur-
ing the probationary period of employment. He admitted it was an unpopular concept and further stated that if
word ever got to his colleagues that he had even thought such nonsense, the president was to look in the
department's storage room where he was surely to be found bound and gagged. The suggestion emanated from
a-concern the teacher had about the number of tenured faculty he had observed who had an inadequate com-
mand of teaching and/or the teaching of their specialization.
Several important thoughts are embedded in the preceding episode. One is the notion of competency-
integral to a discussion of excellence, quality behavior, and productivity in teaching. Another is that of com-
munication as a competency for teaching. And yet another, that of questioning and inquiry as a communication
competency, is more subtle but represents a critical issue for both teaching and its administration.
As a teaching competency, questioning and inquiry provides the teacher with a powerful tool for stimulat-
ing, students toward the higher levels of thinking frequently ignored in education. As a student competency,
inquiry skills instill responsibility as only the student can. As an administrator competency, asking the right
questions at the right time enhances the decision-making process and fosters consensual management.
In all cases, questioning and inquiry is particularly relevant to the information-seeking, information-
disseminating crest that society is riding into the twenty-first century. In the future, the person equipped with
questioning skills will be able to scan and search for answers in much the same way a fine computer does.
Questioning and inquiry, while similar, bear unique distinctions. Both are precipitated by a state of uncer-
tainty and a need-to-know. Both also suggest some form of interaction between two persons or a person and
some area of knowledge. Questioning, however, suggests the Socratic method of teaching--interrogatives which
generally presume a spoken or written response for satisfying the questions. Inquiry, on the other hand, sug-
gests a more systematic form of questioning as is used in the pursuit of scientific knowledge.
Many teachers--whether they stumbled upon a career in teaching or prepared for it--acknowledge the
incongruity between the demands of a first teaching assignment and their somewhat naive perceptions about
how students learn. The interactive nature of questioning leaps both teacher and student toward mutual
discovery, making learning organic and providing both with feedback in the teaching-learning partnership. It is
from these concepts of questioning and feedback that the new instructional technologies such as interactive
video are built. Hence, if there are financial constraints to prohibit sophisticated equipment, excellent teachers
may take solace in knowing that they can produce the same or better results through “homespun” questioning
stralegies.
Questioning, and inquiry can serve generic and content-specific functions. Some questions, for example,
have managerial functions in the classroom; that is, they facilitate group behavior (examples: Is everyone ready
to begin? OR May | have your attention, please?). Other general types of questions include:
|. rhetorical questions: broad inquiries intended to stir curiosity but not necessarily a response ”
2. recall questions: the lowest level of inquiry in which the respondent delves into acquired knowledge or
experience
3. data collecting questions: a slightly higher mode of inquiry in which the student responds to observation or
stimuli
4.0 dita processing questions: inquiries resulting in responses which are in the form of opinions, hypotheses,
comparisons, or possible solutions
certficaution questions: the highest level of inquiry requiring evaluative or judgmental responses
bh. convergent question. inquiries requiring that students explain, state relationships, or compare and contrast
7, dvergent questions: inquiries requiring students to reconstruct, predict, invent, design, or hypothesize
8. couluative questions. inquiries requiring students to judge, value, defend, or justify a choice or solution
phe
\ Dy Community College Leadership Program, The University of Texas at Austin, EDB 348, Austin, Texas 78712
(>,
AGA Published by the National Institute for Staff and Organizational Development
‘aa With support from the W. K. Kellogg Foundation and Sid W. Richardson Foundation
WHO HAS THE QUESTIONS?
Recently, the president of a community college queried faculty about a committee's draft of promotion and
tenure guidelines. The responses were varied. One teacher's suggestion was to initiate competency testing dur-
ing the probationary period of employment. He admitted it was an unpopular concept and further stated that if
word ever got to his colleagues that he had even thought such nonsense, the president was to look in the
department's storage room where he was surely to be found bound and gagged. The suggestion emanated from
a-concern the teacher had about the number of tenured faculty he had observed who had an inadequate com-
mand of teaching and/or the teaching of their specialization.
Several important thoughts are embedded in the preceding episode. One is the notion of competency-
integral to a discussion of excellence, quality behavior, and productivity in teaching. Another is that of com-
munication as a competency for teaching. And yet another, that of questioning and inquiry as a communication
competency, is more subtle but represents a critical issue for both teaching and its administration.
As a teaching competency, questioning and inquiry provides the teacher with a powerful tool for stimulat-
ing, students toward the higher levels of thinking frequently ignored in education. As a student competency,
inquiry skills instill responsibility as only the student can. As an administrator competency, asking the right
questions at the right time enhances the decision-making process and fosters consensual management.
In all cases, questioning and inquiry is particularly relevant to the information-seeking, information-
disseminating crest that society is riding into the twenty-first century. In the future, the person equipped with
questioning skills will be able to scan and search for answers in much the same way a fine computer does.
Questioning and inquiry, while similar, bear unique distinctions. Both are precipitated by a state of uncer-
tainty and a need-to-know. Both also suggest some form of interaction between two persons or a person and
some area of knowledge. Questioning, however, suggests the Socratic method of teaching--interrogatives which
generally presume a spoken or written response for satisfying the questions. Inquiry, on the other hand, sug-
gests a more systematic form of questioning as is used in the pursuit of scientific knowledge.
Many teachers--whether they stumbled upon a career in teaching or prepared for it--acknowledge the
incongruity between the demands of a first teaching assignment and their somewhat naive perceptions about
how students learn. The interactive nature of questioning leaps both teacher and student toward mutual
discovery, making learning organic and providing both with feedback in the teaching-learning partnership. It is
from these concepts of questioning and feedback that the new instructional technologies such as interactive
video are built. Hence, if there are financial constraints to prohibit sophisticated equipment, excellent teachers
may take solace in knowing that they can produce the same or better results through “homespun” questioning
stralegies.
Questioning, and inquiry can serve generic and content-specific functions. Some questions, for example,
have managerial functions in the classroom; that is, they facilitate group behavior (examples: Is everyone ready
to begin? OR May | have your attention, please?). Other general types of questions include:
|. rhetorical questions: broad inquiries intended to stir curiosity but not necessarily a response ”
2. recall questions: the lowest level of inquiry in which the respondent delves into acquired knowledge or
experience
3. data collecting questions: a slightly higher mode of inquiry in which the student responds to observation or
stimuli
4.0 dita processing questions: inquiries resulting in responses which are in the form of opinions, hypotheses,
comparisons, or possible solutions
certficaution questions: the highest level of inquiry requiring evaluative or judgmental responses
bh. convergent question. inquiries requiring that students explain, state relationships, or compare and contrast
7, dvergent questions: inquiries requiring students to reconstruct, predict, invent, design, or hypothesize
8. couluative questions. inquiries requiring students to judge, value, defend, or justify a choice or solution
phe
\ Dy Community College Leadership Program, The University of Texas at Austin, EDB 348, Austin, Texas 78712
Content type
Page
DGI Image Discovery Discovered Image
File
DOUGLAS COLLEGE
ARCHIVE
|
S
| Mad Hatter Page 5
Workshop on Deafness:
Communication and Culture
Dottie Rundles, instructor for
"Career and Job Exploration for
Adults with Hearing Impairments" will
be offering a workshop for interested
staff, faculty, administrators and
students. It would be good if repre-
sentatives from all service areas
would come to the workshop:
Admissions, Library, Student Services
Cafeteria, Bookstore, and C.P. & S.
Date: Thursday, January 31, 1985
Time: 0830 - 1000 hours
Room: 2802
Topic: Deafness: Communication and
Culture
a) What deafness is.
How to communicate with
deaf people.
b)
What it means to have deaf
adults on campus.
ce)
d) Information on deaf culture
New Program for Deaf Adults
On February 4, 10 12 students will
be enrolling in a new program at the
College. So what's unique about that?
These students are registering for
Career and Job Exploration for Adults
with Hearing Impairments. We have
had deaf and hard of hearing students
attend the College, but we have never
had a specific group of deaf students
Dottie Rundles has been hired as the
instructor and is currently working
on developing the curriculum. She is
located in the Counselling Centre
2790C, local 2793.
Dottie has been teaching sign language
through Community Programs and Ser-
vices division and has also been
teaching part time in the Human
Service Worker - Mental Retardation
Program.
A warm welcome is entended to Dottie,
Gladys Loewen
Coordination Duties
For the Spring Semester 1985,
Cathleen Smith is replacing Carol
Ebner as Coordinator of the Full-Time
Early Childhood Education Program.
Please direct all enquiries and
information to Cathleen at Local
2842.
Food Bank Collection
Even though the holiday season is
over, we are still collecting for
the Food Bank. Containers for this
purpose are located in Room 2300
(community Programs beside the
Cafeteria) or in Room 2600 (Nursing
Field Base).
Also, a special thanks to everyone
who brought in donations during the
holiday season. I can assure you
all that it was very much appreciated
by the Food Bank!
Susan Skinner,
Chairperson,
B.C.G.E.U., Local 59
Word Processing Service
Professional Quality at
Reasonable Rates!
For more information, please contact
Susan Skinner - Local 2603 or
596-3993 (evenings)
ARCHIVE
|
S
| Mad Hatter Page 5
Workshop on Deafness:
Communication and Culture
Dottie Rundles, instructor for
"Career and Job Exploration for
Adults with Hearing Impairments" will
be offering a workshop for interested
staff, faculty, administrators and
students. It would be good if repre-
sentatives from all service areas
would come to the workshop:
Admissions, Library, Student Services
Cafeteria, Bookstore, and C.P. & S.
Date: Thursday, January 31, 1985
Time: 0830 - 1000 hours
Room: 2802
Topic: Deafness: Communication and
Culture
a) What deafness is.
How to communicate with
deaf people.
b)
What it means to have deaf
adults on campus.
ce)
d) Information on deaf culture
New Program for Deaf Adults
On February 4, 10 12 students will
be enrolling in a new program at the
College. So what's unique about that?
These students are registering for
Career and Job Exploration for Adults
with Hearing Impairments. We have
had deaf and hard of hearing students
attend the College, but we have never
had a specific group of deaf students
Dottie Rundles has been hired as the
instructor and is currently working
on developing the curriculum. She is
located in the Counselling Centre
2790C, local 2793.
Dottie has been teaching sign language
through Community Programs and Ser-
vices division and has also been
teaching part time in the Human
Service Worker - Mental Retardation
Program.
A warm welcome is entended to Dottie,
Gladys Loewen
Coordination Duties
For the Spring Semester 1985,
Cathleen Smith is replacing Carol
Ebner as Coordinator of the Full-Time
Early Childhood Education Program.
Please direct all enquiries and
information to Cathleen at Local
2842.
Food Bank Collection
Even though the holiday season is
over, we are still collecting for
the Food Bank. Containers for this
purpose are located in Room 2300
(community Programs beside the
Cafeteria) or in Room 2600 (Nursing
Field Base).
Also, a special thanks to everyone
who brought in donations during the
holiday season. I can assure you
all that it was very much appreciated
by the Food Bank!
Susan Skinner,
Chairperson,
B.C.G.E.U., Local 59
Word Processing Service
Professional Quality at
Reasonable Rates!
For more information, please contact
Susan Skinner - Local 2603 or
596-3993 (evenings)
Edited Text
DOUGLAS COLLEGE
ARCHIVE
|
S
| Mad Hatter Page 5
Workshop on Deafness:
Communication and Culture
Dottie Rundles, instructor for
"Career and Job Exploration for
Adults with Hearing Impairments" will
be offering a workshop for interested
staff, faculty, administrators and
students. It would be good if repre-
sentatives from all service areas
would come to the workshop:
Admissions, Library, Student Services
Cafeteria, Bookstore, and C.P. & S.
Date: Thursday, January 31, 1985
Time: 0830 - 1000 hours
Room: 2802
Topic: Deafness: Communication and
Culture
a) What deafness is.
How to communicate with
deaf people.
b)
What it means to have deaf
adults on campus.
ce)
d) Information on deaf culture
New Program for Deaf Adults
On February 4, 10 12 students will
be enrolling in a new program at the
College. So what's unique about that?
These students are registering for
Career and Job Exploration for Adults
with Hearing Impairments. We have
had deaf and hard of hearing students
attend the College, but we have never
had a specific group of deaf students
Dottie Rundles has been hired as the
instructor and is currently working
on developing the curriculum. She is
located in the Counselling Centre
2790C, local 2793.
Dottie has been teaching sign language
through Community Programs and Ser-
vices division and has also been
teaching part time in the Human
Service Worker - Mental Retardation
Program.
A warm welcome is entended to Dottie,
Gladys Loewen
Coordination Duties
For the Spring Semester 1985,
Cathleen Smith is replacing Carol
Ebner as Coordinator of the Full-Time
Early Childhood Education Program.
Please direct all enquiries and
information to Cathleen at Local
2842.
Food Bank Collection
Even though the holiday season is
over, we are still collecting for
the Food Bank. Containers for this
purpose are located in Room 2300
(community Programs beside the
Cafeteria) or in Room 2600 (Nursing
Field Base).
Also, a special thanks to everyone
who brought in donations during the
holiday season. I can assure you
all that it was very much appreciated
by the Food Bank!
Susan Skinner,
Chairperson,
B.C.G.E.U., Local 59
Word Processing Service
Professional Quality at
Reasonable Rates!
For more information, please contact
Susan Skinner - Local 2603 or
596-3993 (evenings)
ARCHIVE
|
S
| Mad Hatter Page 5
Workshop on Deafness:
Communication and Culture
Dottie Rundles, instructor for
"Career and Job Exploration for
Adults with Hearing Impairments" will
be offering a workshop for interested
staff, faculty, administrators and
students. It would be good if repre-
sentatives from all service areas
would come to the workshop:
Admissions, Library, Student Services
Cafeteria, Bookstore, and C.P. & S.
Date: Thursday, January 31, 1985
Time: 0830 - 1000 hours
Room: 2802
Topic: Deafness: Communication and
Culture
a) What deafness is.
How to communicate with
deaf people.
b)
What it means to have deaf
adults on campus.
ce)
d) Information on deaf culture
New Program for Deaf Adults
On February 4, 10 12 students will
be enrolling in a new program at the
College. So what's unique about that?
These students are registering for
Career and Job Exploration for Adults
with Hearing Impairments. We have
had deaf and hard of hearing students
attend the College, but we have never
had a specific group of deaf students
Dottie Rundles has been hired as the
instructor and is currently working
on developing the curriculum. She is
located in the Counselling Centre
2790C, local 2793.
Dottie has been teaching sign language
through Community Programs and Ser-
vices division and has also been
teaching part time in the Human
Service Worker - Mental Retardation
Program.
A warm welcome is entended to Dottie,
Gladys Loewen
Coordination Duties
For the Spring Semester 1985,
Cathleen Smith is replacing Carol
Ebner as Coordinator of the Full-Time
Early Childhood Education Program.
Please direct all enquiries and
information to Cathleen at Local
2842.
Food Bank Collection
Even though the holiday season is
over, we are still collecting for
the Food Bank. Containers for this
purpose are located in Room 2300
(community Programs beside the
Cafeteria) or in Room 2600 (Nursing
Field Base).
Also, a special thanks to everyone
who brought in donations during the
holiday season. I can assure you
all that it was very much appreciated
by the Food Bank!
Susan Skinner,
Chairperson,
B.C.G.E.U., Local 59
Word Processing Service
Professional Quality at
Reasonable Rates!
For more information, please contact
Susan Skinner - Local 2603 or
596-3993 (evenings)
Content type
Page
DGI Image Discovery Discovered Image
File
Mad Hatter Page 8
RED CROSS
BLOOD DONOR CLINIC
Tuesday, February 5, 1985
Theatre Foyer
1100 to 1630 hours
All Staff, Faculty, and Students are encouraged
to participate.
POETRY READINGS
by RICHARD LEMM |
Tuesday, January 29, 1985
1900 hours
Room 3410
Admission is Free
RED CROSS
BLOOD DONOR CLINIC
Tuesday, February 5, 1985
Theatre Foyer
1100 to 1630 hours
All Staff, Faculty, and Students are encouraged
to participate.
POETRY READINGS
by RICHARD LEMM |
Tuesday, January 29, 1985
1900 hours
Room 3410
Admission is Free
Edited Text
Mad Hatter Page 8
RED CROSS
BLOOD DONOR CLINIC
Tuesday, February 5, 1985
Theatre Foyer
1100 to 1630 hours
All Staff, Faculty, and Students are encouraged
to participate.
POETRY READINGS
by RICHARD LEMM |
Tuesday, January 29, 1985
1900 hours
Room 3410
Admission is Free
RED CROSS
BLOOD DONOR CLINIC
Tuesday, February 5, 1985
Theatre Foyer
1100 to 1630 hours
All Staff, Faculty, and Students are encouraged
to participate.
POETRY READINGS
by RICHARD LEMM |
Tuesday, January 29, 1985
1900 hours
Room 3410
Admission is Free
Content type
Page
DGI Image Discovery Discovered Image
File
Content specific questions have significant functions, For example, certain types of questioning techniques
can be more clfective than others in diagnosing reading deficiencies and in assessing what a student knows
about the nature of reading. In the teaching of writing, inquiry is the basis for the production of a well-written
piece. Knowing effective syntactic structures, targeting an audience, organization, and so forth are inconsequen-
Hel if the writer does not know how to conduct the inquiry.
In the teaching of science, the way in which a teacher asks questions and relays information can influence
how a student will perceive the discipline. Since the teacher functions in a dual authority role, that is, she/he is
seen to be ve authority to doa job and an authority of science, it is possible for a teacher to present information
without scientific reasons wholly from her/his position of authority. To do so is to diverge from the ideals of
rationality toward which practicing scientists strive in their profession.
Some questioning sequences in the teaching of science place a high priority on “the right answer,” inhibit-
iny, the student's image of science as knowledge which is heuristic and open to discovery and dispute. What
one finds in some classrooms, then, are “gifted lesson learners,“ students who excel at low-order thinking skills
but who frustrate easily with tasks requiring integrative thinking. Although educators have always endorsed
high-order thinking as a critical process for learning, far too many high school and college graduates leave their
institutions with an inability to use reflective thinking when they are presented with problematic issues.
If society is depending on the development of human intelligence for the advancement of technology and
an improved quality of life, then students and society are depending on teachers for that development. In the
technological labor market, for example, service personnel working with sophisticated electronic equipment must
how possess design and application thinking skills once ascribed only to engineers. Engineers must strengthen
divergent thinking skills to reconstruct, predict, invent, and design in areas of medicine once reserved only for
physicians. Physicians and scientists of the future must be similarly prepared in evaluative skills to judge,
value, defend, or justify a choice or solution in today’s test-tube advancements.
The literature notes various levels of success in training both teachers and students to ask questions which
develop high-order skills. Research findings include: students of teachers trained in questioning techniques ask
higher-order questions, achieve and retain knowledge at a significantly higher level than those taught by teach-
ers who were not trained in questioning techniques; teachers increasing the wait times--pauses in teacher-
student dialogue--significantly produced a more conversational tone in their classrooms, more frequent student
questions, fewer failures of student response, and higher-order student questions and responses. Teachers and
students should note that knowledge is changing at such a rapid rate that perfect judgments, even when all the
information is available, are generally not possible at the higher levels of thinking. As a result, students, teach-
ers, and administrators must value interactive group situations where persons with diverse motivations and
experiences can contribute collectively to more perfect judgments during inquiry.
Teachers must become competent in questioning and inquiry strategies. They should insist that students
cling, tenaciously to individual thinking as a base for higher-order tasks. For the teachers, inquiry strategy is a
way to determine what is known by the student, to develop full-range taxonomic thinking skills in students, and
to probe the student toward always-higher levels of curiosity and reflection. For the student, the observation
and acquisition of questioning and inquiry strategy can shape behavior in analysis, synthesis, and evaluation, all
of which are essential to lifelong learning. We may find in both the classroom and the conference room that
who has the answers is not nearly as important as who has the questions!
Pessa Taple, Dean
Occupational Nducation and Technology
San Antonio College
bor lurther information, contact the author at SAC, 1300 San Pedro Avenue, P. O. Box 3800, San Antonio, TX
paerl,
DOUGLAS COLLEGE
| ARCHIVES
laa
Suanne D. Roueche, Editor
November 9, 1984, Vol. VI, No. 31
INNOVATION ABSTRACTS ts a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of Texas at Austin,
Austin, Texas 7A/T2, (512) 471-7545 Subscriptions are available to nonconsortium members for $35 per year. Funding in part by the W. K. Kellogg
Foundation and Sid Wi Richardson Foundation. Issued weekly when classes are in session during fall and spring terms and monthly during the summer.
The University of Texas at Austin, 1984
Further duphcation 1 permitted onty by MEMBER institutions for ther own personnel. ISSN O199-106X
Edited Text
Content specific questions have significant functions, For example, certain types of questioning techniques
can be more clfective than others in diagnosing reading deficiencies and in assessing what a student knows
about the nature of reading. In the teaching of writing, inquiry is the basis for the production of a well-written
piece. Knowing effective syntactic structures, targeting an audience, organization, and so forth are inconsequen-
Hel if the writer does not know how to conduct the inquiry.
In the teaching of science, the way in which a teacher asks questions and relays information can influence
how a student will perceive the discipline. Since the teacher functions in a dual authority role, that is, she/he is
seen to be ve authority to doa job and an authority of science, it is possible for a teacher to present information
without scientific reasons wholly from her/his position of authority. To do so is to diverge from the ideals of
rationality toward which practicing scientists strive in their profession.
Some questioning sequences in the teaching of science place a high priority on “the right answer,” inhibit-
iny, the student's image of science as knowledge which is heuristic and open to discovery and dispute. What
one finds in some classrooms, then, are “gifted lesson learners,“ students who excel at low-order thinking skills
but who frustrate easily with tasks requiring integrative thinking. Although educators have always endorsed
high-order thinking as a critical process for learning, far too many high school and college graduates leave their
institutions with an inability to use reflective thinking when they are presented with problematic issues.
If society is depending on the development of human intelligence for the advancement of technology and
an improved quality of life, then students and society are depending on teachers for that development. In the
technological labor market, for example, service personnel working with sophisticated electronic equipment must
how possess design and application thinking skills once ascribed only to engineers. Engineers must strengthen
divergent thinking skills to reconstruct, predict, invent, and design in areas of medicine once reserved only for
physicians. Physicians and scientists of the future must be similarly prepared in evaluative skills to judge,
value, defend, or justify a choice or solution in today’s test-tube advancements.
The literature notes various levels of success in training both teachers and students to ask questions which
develop high-order skills. Research findings include: students of teachers trained in questioning techniques ask
higher-order questions, achieve and retain knowledge at a significantly higher level than those taught by teach-
ers who were not trained in questioning techniques; teachers increasing the wait times--pauses in teacher-
student dialogue--significantly produced a more conversational tone in their classrooms, more frequent student
questions, fewer failures of student response, and higher-order student questions and responses. Teachers and
students should note that knowledge is changing at such a rapid rate that perfect judgments, even when all the
information is available, are generally not possible at the higher levels of thinking. As a result, students, teach-
ers, and administrators must value interactive group situations where persons with diverse motivations and
experiences can contribute collectively to more perfect judgments during inquiry.
Teachers must become competent in questioning and inquiry strategies. They should insist that students
cling, tenaciously to individual thinking as a base for higher-order tasks. For the teachers, inquiry strategy is a
way to determine what is known by the student, to develop full-range taxonomic thinking skills in students, and
to probe the student toward always-higher levels of curiosity and reflection. For the student, the observation
and acquisition of questioning and inquiry strategy can shape behavior in analysis, synthesis, and evaluation, all
of which are essential to lifelong learning. We may find in both the classroom and the conference room that
who has the answers is not nearly as important as who has the questions!
Pessa Taple, Dean
Occupational Nducation and Technology
San Antonio College
bor lurther information, contact the author at SAC, 1300 San Pedro Avenue, P. O. Box 3800, San Antonio, TX
paerl,
DOUGLAS COLLEGE
| ARCHIVES
laa
Suanne D. Roueche, Editor
November 9, 1984, Vol. VI, No. 31
INNOVATION ABSTRACTS ts a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of Texas at Austin,
Austin, Texas 7A/T2, (512) 471-7545 Subscriptions are available to nonconsortium members for $35 per year. Funding in part by the W. K. Kellogg
Foundation and Sid Wi Richardson Foundation. Issued weekly when classes are in session during fall and spring terms and monthly during the summer.
The University of Texas at Austin, 1984
Further duphcation 1 permitted onty by MEMBER institutions for ther own personnel. ISSN O199-106X
Content type
Page
DGI Image Discovery Discovered Image
File
Choral Concert
Douglas College Chorus,
Chamber Choir and
Community Choir
Friday, February 1, 1985
2000 hours
Performing Arts Theatre
with Directors Tatsuo Hoshina and
Diane Loomer
Firehall Theatre Productions
Flipside No. l
Men Making Dances & Dancing
an evening of dance conceived by
Kathy Ricketts.
January 31, February 1 & 2
2030 hours
280 East Cordova at Gore
Tickets: $7 regular, $5 students,
seniors and UIC
Missing Periodicals
The library is missing issues of
MACLEANS JULY - SEPT. 1983. tei
you have any issues that you wish
to donate, send them to the Library,
care of Karima Pirani.
greatly appreciated.
They will be
Mad Hatter Page 6
Photo of the Week
MARSH PRICE
Systems &
Computing Manager
Oh No Mr. Bill !!!
You found me!
Douglas College Chorus,
Chamber Choir and
Community Choir
Friday, February 1, 1985
2000 hours
Performing Arts Theatre
with Directors Tatsuo Hoshina and
Diane Loomer
Firehall Theatre Productions
Flipside No. l
Men Making Dances & Dancing
an evening of dance conceived by
Kathy Ricketts.
January 31, February 1 & 2
2030 hours
280 East Cordova at Gore
Tickets: $7 regular, $5 students,
seniors and UIC
Missing Periodicals
The library is missing issues of
MACLEANS JULY - SEPT. 1983. tei
you have any issues that you wish
to donate, send them to the Library,
care of Karima Pirani.
greatly appreciated.
They will be
Mad Hatter Page 6
Photo of the Week
MARSH PRICE
Systems &
Computing Manager
Oh No Mr. Bill !!!
You found me!
Edited Text
Choral Concert
Douglas College Chorus,
Chamber Choir and
Community Choir
Friday, February 1, 1985
2000 hours
Performing Arts Theatre
with Directors Tatsuo Hoshina and
Diane Loomer
Firehall Theatre Productions
Flipside No. l
Men Making Dances & Dancing
an evening of dance conceived by
Kathy Ricketts.
January 31, February 1 & 2
2030 hours
280 East Cordova at Gore
Tickets: $7 regular, $5 students,
seniors and UIC
Missing Periodicals
The library is missing issues of
MACLEANS JULY - SEPT. 1983. tei
you have any issues that you wish
to donate, send them to the Library,
care of Karima Pirani.
greatly appreciated.
They will be
Mad Hatter Page 6
Photo of the Week
MARSH PRICE
Systems &
Computing Manager
Oh No Mr. Bill !!!
You found me!
Douglas College Chorus,
Chamber Choir and
Community Choir
Friday, February 1, 1985
2000 hours
Performing Arts Theatre
with Directors Tatsuo Hoshina and
Diane Loomer
Firehall Theatre Productions
Flipside No. l
Men Making Dances & Dancing
an evening of dance conceived by
Kathy Ricketts.
January 31, February 1 & 2
2030 hours
280 East Cordova at Gore
Tickets: $7 regular, $5 students,
seniors and UIC
Missing Periodicals
The library is missing issues of
MACLEANS JULY - SEPT. 1983. tei
you have any issues that you wish
to donate, send them to the Library,
care of Karima Pirani.
greatly appreciated.
They will be
Mad Hatter Page 6
Photo of the Week
MARSH PRICE
Systems &
Computing Manager
Oh No Mr. Bill !!!
You found me!
Content type
Page
DGI Image Discovery Discovered Image
File
Mad Hatter Page 2
In the past, many home support agen-
cies would hire any person intersted
in the Field, regardless of profes-
Sional training, and while the
Citation is still not needed for
employment, these same agencies are
now giving preference to Douglas
College graduates.
The Douglas College program is
specifically designed to help
currently employed Home Support
Workers upgrade their skills while
remaining on the job.
All classes are offered in the
evenings, once per week and the
program is divided into four steps
from general to specific.
Communication is the focus of the
first stage of the Home Support
Worker program. "Our graduates have
to work as a team with long term
care nurses, social workers, doctors,
and the supervisors from their em-
ployers, " Emery says.
Step One also looks into working
with people who have special needs
as well as recognizing the human
needs for people between birth and
30 years.
"The legal implications are also
looked into because our students
will have to deal with the differ-
ences between being a professional,
or just another friend in the home,"
Imery says.
When the program reaches Step Two,
students look at emotional trauma.
Depression and anger are very real
problems for many older people and
llome Support Workers have to come
to terms with this, Emery says.
lleavy emphasis at this step is placed
on recognizing the older person's
needs and learning how best to re-
spond to them. Sanitation and safety
in the home are also discussed in
Step Two.
More specific problems are discussed
during the third step of this
program. All students are expected
to be able to identify common di-
seases, plus learn about nutrition
and food preparation.
"Over any length of time, our
graduates are often the only person
to visit someone confined to their
home," Emery says. "For this reason
we have to add instruction on what
to do when someone is ill."
Students are also expected to obtain
a first aid certificate during Step
Three of the Home Support Worker
program at Douglas College.
And throughout the course, all
students are given the opportunity
to do actual work with one of the
many agencies who hire Home Support
Workers. This is called the
‘practicum’ portion of the program,
and students must meet competency
levels in at least 100 hours of
successful work time.
When students reach Step Four of the
program, they will already have a
good idea of their own potential as
a Home Support Worker, and many of
their original apprehensions should
be abated, Emery says.
"Some of our students start off very
nervous about attending a college,"
Emery says. "As learning proceeds
and confidence grows, students dis-
cover that education can be exciting
and bring new insights into their
chosen career."
And the high standard for graduates
of Douglas College's Home Support
Worker program is ensured by the
model of classroom theory, lab and
practicum field work used.
"We have complete confidence in all
of our graduates," Emery says. "And
the work we are doing is being well
received, judging from the many
agencies that hire our graduates
exclusively," she says.
In the past, many home support agen-
cies would hire any person intersted
in the Field, regardless of profes-
Sional training, and while the
Citation is still not needed for
employment, these same agencies are
now giving preference to Douglas
College graduates.
The Douglas College program is
specifically designed to help
currently employed Home Support
Workers upgrade their skills while
remaining on the job.
All classes are offered in the
evenings, once per week and the
program is divided into four steps
from general to specific.
Communication is the focus of the
first stage of the Home Support
Worker program. "Our graduates have
to work as a team with long term
care nurses, social workers, doctors,
and the supervisors from their em-
ployers, " Emery says.
Step One also looks into working
with people who have special needs
as well as recognizing the human
needs for people between birth and
30 years.
"The legal implications are also
looked into because our students
will have to deal with the differ-
ences between being a professional,
or just another friend in the home,"
Imery says.
When the program reaches Step Two,
students look at emotional trauma.
Depression and anger are very real
problems for many older people and
llome Support Workers have to come
to terms with this, Emery says.
lleavy emphasis at this step is placed
on recognizing the older person's
needs and learning how best to re-
spond to them. Sanitation and safety
in the home are also discussed in
Step Two.
More specific problems are discussed
during the third step of this
program. All students are expected
to be able to identify common di-
seases, plus learn about nutrition
and food preparation.
"Over any length of time, our
graduates are often the only person
to visit someone confined to their
home," Emery says. "For this reason
we have to add instruction on what
to do when someone is ill."
Students are also expected to obtain
a first aid certificate during Step
Three of the Home Support Worker
program at Douglas College.
And throughout the course, all
students are given the opportunity
to do actual work with one of the
many agencies who hire Home Support
Workers. This is called the
‘practicum’ portion of the program,
and students must meet competency
levels in at least 100 hours of
successful work time.
When students reach Step Four of the
program, they will already have a
good idea of their own potential as
a Home Support Worker, and many of
their original apprehensions should
be abated, Emery says.
"Some of our students start off very
nervous about attending a college,"
Emery says. "As learning proceeds
and confidence grows, students dis-
cover that education can be exciting
and bring new insights into their
chosen career."
And the high standard for graduates
of Douglas College's Home Support
Worker program is ensured by the
model of classroom theory, lab and
practicum field work used.
"We have complete confidence in all
of our graduates," Emery says. "And
the work we are doing is being well
received, judging from the many
agencies that hire our graduates
exclusively," she says.
Edited Text
Mad Hatter Page 2
In the past, many home support agen-
cies would hire any person intersted
in the Field, regardless of profes-
Sional training, and while the
Citation is still not needed for
employment, these same agencies are
now giving preference to Douglas
College graduates.
The Douglas College program is
specifically designed to help
currently employed Home Support
Workers upgrade their skills while
remaining on the job.
All classes are offered in the
evenings, once per week and the
program is divided into four steps
from general to specific.
Communication is the focus of the
first stage of the Home Support
Worker program. "Our graduates have
to work as a team with long term
care nurses, social workers, doctors,
and the supervisors from their em-
ployers, " Emery says.
Step One also looks into working
with people who have special needs
as well as recognizing the human
needs for people between birth and
30 years.
"The legal implications are also
looked into because our students
will have to deal with the differ-
ences between being a professional,
or just another friend in the home,"
Imery says.
When the program reaches Step Two,
students look at emotional trauma.
Depression and anger are very real
problems for many older people and
llome Support Workers have to come
to terms with this, Emery says.
lleavy emphasis at this step is placed
on recognizing the older person's
needs and learning how best to re-
spond to them. Sanitation and safety
in the home are also discussed in
Step Two.
More specific problems are discussed
during the third step of this
program. All students are expected
to be able to identify common di-
seases, plus learn about nutrition
and food preparation.
"Over any length of time, our
graduates are often the only person
to visit someone confined to their
home," Emery says. "For this reason
we have to add instruction on what
to do when someone is ill."
Students are also expected to obtain
a first aid certificate during Step
Three of the Home Support Worker
program at Douglas College.
And throughout the course, all
students are given the opportunity
to do actual work with one of the
many agencies who hire Home Support
Workers. This is called the
‘practicum’ portion of the program,
and students must meet competency
levels in at least 100 hours of
successful work time.
When students reach Step Four of the
program, they will already have a
good idea of their own potential as
a Home Support Worker, and many of
their original apprehensions should
be abated, Emery says.
"Some of our students start off very
nervous about attending a college,"
Emery says. "As learning proceeds
and confidence grows, students dis-
cover that education can be exciting
and bring new insights into their
chosen career."
And the high standard for graduates
of Douglas College's Home Support
Worker program is ensured by the
model of classroom theory, lab and
practicum field work used.
"We have complete confidence in all
of our graduates," Emery says. "And
the work we are doing is being well
received, judging from the many
agencies that hire our graduates
exclusively," she says.
In the past, many home support agen-
cies would hire any person intersted
in the Field, regardless of profes-
Sional training, and while the
Citation is still not needed for
employment, these same agencies are
now giving preference to Douglas
College graduates.
The Douglas College program is
specifically designed to help
currently employed Home Support
Workers upgrade their skills while
remaining on the job.
All classes are offered in the
evenings, once per week and the
program is divided into four steps
from general to specific.
Communication is the focus of the
first stage of the Home Support
Worker program. "Our graduates have
to work as a team with long term
care nurses, social workers, doctors,
and the supervisors from their em-
ployers, " Emery says.
Step One also looks into working
with people who have special needs
as well as recognizing the human
needs for people between birth and
30 years.
"The legal implications are also
looked into because our students
will have to deal with the differ-
ences between being a professional,
or just another friend in the home,"
Imery says.
When the program reaches Step Two,
students look at emotional trauma.
Depression and anger are very real
problems for many older people and
llome Support Workers have to come
to terms with this, Emery says.
lleavy emphasis at this step is placed
on recognizing the older person's
needs and learning how best to re-
spond to them. Sanitation and safety
in the home are also discussed in
Step Two.
More specific problems are discussed
during the third step of this
program. All students are expected
to be able to identify common di-
seases, plus learn about nutrition
and food preparation.
"Over any length of time, our
graduates are often the only person
to visit someone confined to their
home," Emery says. "For this reason
we have to add instruction on what
to do when someone is ill."
Students are also expected to obtain
a first aid certificate during Step
Three of the Home Support Worker
program at Douglas College.
And throughout the course, all
students are given the opportunity
to do actual work with one of the
many agencies who hire Home Support
Workers. This is called the
‘practicum’ portion of the program,
and students must meet competency
levels in at least 100 hours of
successful work time.
When students reach Step Four of the
program, they will already have a
good idea of their own potential as
a Home Support Worker, and many of
their original apprehensions should
be abated, Emery says.
"Some of our students start off very
nervous about attending a college,"
Emery says. "As learning proceeds
and confidence grows, students dis-
cover that education can be exciting
and bring new insights into their
chosen career."
And the high standard for graduates
of Douglas College's Home Support
Worker program is ensured by the
model of classroom theory, lab and
practicum field work used.
"We have complete confidence in all
of our graduates," Emery says. "And
the work we are doing is being well
received, judging from the many
agencies that hire our graduates
exclusively," she says.
Content type
Page
DGI Image Discovery Discovered Image
File
DOUGLAS
ARGHI
COLLEGE
Mad Hatter Page
VES
These agencies include many of the
largest Home Support employers in
the province. Groups such as the
Simon Fraser Homemaker Agency, the
Lifeline Society, Helping Hands, Up
Homemaker Agency are sending their
current employees to Douglas College
for professional upgrading.
"With a large number of people
working in this field without pre-
vious professional training, we feel
our students are better equipped to
they'll encounter on the job," Emery
says.
Betty Imery of the Douglas College
Home Support Worker program.
John and the Maple Ridge Pitt Meadows |
handle the many and varied situations}
In Loving Memory of
DON RADSTAAK,
| his wife
KATHRYN TENEESE
and family invite friends
to a Memorial Gathering
to pay tribute to his memory
| Tuesday, January 29, 1985
Indian Center
1607 E. Hastings
5:00 - 7:00 P.M.
In lieu of flowers, donations can be
made to the Don Radstaak Memorial
Bursary. Contact Gerry Della Mattia
at Douglas College for details.
Thank you
| Thank you to all the staff, faculty
/and administrators who helped out in
the bookstore through the registra-
ition period.
| Terry Leonard
|
Noon at New West
Purcell String Quartet
Thursday, January 31
1230 hours
Performing Arts Theatre
Featuring Mozart's quintet for
Clarinet and Strings with Keith
‘MacLeod, clarinet.
Security Tip of the Week
| Lock it or Lose it
ARGHI
COLLEGE
Mad Hatter Page
VES
These agencies include many of the
largest Home Support employers in
the province. Groups such as the
Simon Fraser Homemaker Agency, the
Lifeline Society, Helping Hands, Up
Homemaker Agency are sending their
current employees to Douglas College
for professional upgrading.
"With a large number of people
working in this field without pre-
vious professional training, we feel
our students are better equipped to
they'll encounter on the job," Emery
says.
Betty Imery of the Douglas College
Home Support Worker program.
John and the Maple Ridge Pitt Meadows |
handle the many and varied situations}
In Loving Memory of
DON RADSTAAK,
| his wife
KATHRYN TENEESE
and family invite friends
to a Memorial Gathering
to pay tribute to his memory
| Tuesday, January 29, 1985
Indian Center
1607 E. Hastings
5:00 - 7:00 P.M.
In lieu of flowers, donations can be
made to the Don Radstaak Memorial
Bursary. Contact Gerry Della Mattia
at Douglas College for details.
Thank you
| Thank you to all the staff, faculty
/and administrators who helped out in
the bookstore through the registra-
ition period.
| Terry Leonard
|
Noon at New West
Purcell String Quartet
Thursday, January 31
1230 hours
Performing Arts Theatre
Featuring Mozart's quintet for
Clarinet and Strings with Keith
‘MacLeod, clarinet.
Security Tip of the Week
| Lock it or Lose it
Edited Text
DOUGLAS
ARGHI
COLLEGE
Mad Hatter Page
VES
These agencies include many of the
largest Home Support employers in
the province. Groups such as the
Simon Fraser Homemaker Agency, the
Lifeline Society, Helping Hands, Up
Homemaker Agency are sending their
current employees to Douglas College
for professional upgrading.
"With a large number of people
working in this field without pre-
vious professional training, we feel
our students are better equipped to
they'll encounter on the job," Emery
says.
Betty Imery of the Douglas College
Home Support Worker program.
John and the Maple Ridge Pitt Meadows |
handle the many and varied situations}
In Loving Memory of
DON RADSTAAK,
| his wife
KATHRYN TENEESE
and family invite friends
to a Memorial Gathering
to pay tribute to his memory
| Tuesday, January 29, 1985
Indian Center
1607 E. Hastings
5:00 - 7:00 P.M.
In lieu of flowers, donations can be
made to the Don Radstaak Memorial
Bursary. Contact Gerry Della Mattia
at Douglas College for details.
Thank you
| Thank you to all the staff, faculty
/and administrators who helped out in
the bookstore through the registra-
ition period.
| Terry Leonard
|
Noon at New West
Purcell String Quartet
Thursday, January 31
1230 hours
Performing Arts Theatre
Featuring Mozart's quintet for
Clarinet and Strings with Keith
‘MacLeod, clarinet.
Security Tip of the Week
| Lock it or Lose it
ARGHI
COLLEGE
Mad Hatter Page
VES
These agencies include many of the
largest Home Support employers in
the province. Groups such as the
Simon Fraser Homemaker Agency, the
Lifeline Society, Helping Hands, Up
Homemaker Agency are sending their
current employees to Douglas College
for professional upgrading.
"With a large number of people
working in this field without pre-
vious professional training, we feel
our students are better equipped to
they'll encounter on the job," Emery
says.
Betty Imery of the Douglas College
Home Support Worker program.
John and the Maple Ridge Pitt Meadows |
handle the many and varied situations}
In Loving Memory of
DON RADSTAAK,
| his wife
KATHRYN TENEESE
and family invite friends
to a Memorial Gathering
to pay tribute to his memory
| Tuesday, January 29, 1985
Indian Center
1607 E. Hastings
5:00 - 7:00 P.M.
In lieu of flowers, donations can be
made to the Don Radstaak Memorial
Bursary. Contact Gerry Della Mattia
at Douglas College for details.
Thank you
| Thank you to all the staff, faculty
/and administrators who helped out in
the bookstore through the registra-
ition period.
| Terry Leonard
|
Noon at New West
Purcell String Quartet
Thursday, January 31
1230 hours
Performing Arts Theatre
Featuring Mozart's quintet for
Clarinet and Strings with Keith
‘MacLeod, clarinet.
Security Tip of the Week
| Lock it or Lose it
Content type
Page
DGI Image Discovery Discovered Image
File
Mad Hatter Page 7
GROUP ADVISING SESSIONS DOUGLAS COLLEGE
FEBRUARY 4 — FEBRUARY 8, 1985 ARCHIVES
All sessions start promptly at times advertised and are approximately
ts - 2 hours in length.
Sessions are free, pre-registration is not required.
Commerce & Business Monday, February 4
University Transfer 10:00
2214
Linda
lst Year Sciences - U.T. Tuesday, February 5
Incl. Major & Pre-entry 8:30
requirements 2223
Lorraine
Social Services Tuesday, February 5
ECG, CSSW, ECH, IRT, 10:00
MR Worker, Homemaker 4247
Linda
Nursing Tuesday, February 5
RN, RPN, LTCA, ACCESS 1 & 2 2:00
Emergency & Occupational Peal ie)
Health Muriel
Business Management Wednesday, February 6
Carcer Programs 10:00
(Cert. & Dip.) L717
Muriel
ABE/Grade 12 Wednesday, February 6
Completion or Equivalency 2200
2223
Lorraine
Criminology Thursday, February 7
Certs: Bip. & Ua. 10:00
1711
Muriel
Teaching Friday, February 8
B. Ed., (Elementary & Secondary 10:00
Incl. BPE & BRE 2223
Linda
GROUP ADVISING SESSIONS DOUGLAS COLLEGE
FEBRUARY 4 — FEBRUARY 8, 1985 ARCHIVES
All sessions start promptly at times advertised and are approximately
ts - 2 hours in length.
Sessions are free, pre-registration is not required.
Commerce & Business Monday, February 4
University Transfer 10:00
2214
Linda
lst Year Sciences - U.T. Tuesday, February 5
Incl. Major & Pre-entry 8:30
requirements 2223
Lorraine
Social Services Tuesday, February 5
ECG, CSSW, ECH, IRT, 10:00
MR Worker, Homemaker 4247
Linda
Nursing Tuesday, February 5
RN, RPN, LTCA, ACCESS 1 & 2 2:00
Emergency & Occupational Peal ie)
Health Muriel
Business Management Wednesday, February 6
Carcer Programs 10:00
(Cert. & Dip.) L717
Muriel
ABE/Grade 12 Wednesday, February 6
Completion or Equivalency 2200
2223
Lorraine
Criminology Thursday, February 7
Certs: Bip. & Ua. 10:00
1711
Muriel
Teaching Friday, February 8
B. Ed., (Elementary & Secondary 10:00
Incl. BPE & BRE 2223
Linda
Edited Text
Mad Hatter Page 7
GROUP ADVISING SESSIONS DOUGLAS COLLEGE
FEBRUARY 4 — FEBRUARY 8, 1985 ARCHIVES
All sessions start promptly at times advertised and are approximately
ts - 2 hours in length.
Sessions are free, pre-registration is not required.
Commerce & Business Monday, February 4
University Transfer 10:00
2214
Linda
lst Year Sciences - U.T. Tuesday, February 5
Incl. Major & Pre-entry 8:30
requirements 2223
Lorraine
Social Services Tuesday, February 5
ECG, CSSW, ECH, IRT, 10:00
MR Worker, Homemaker 4247
Linda
Nursing Tuesday, February 5
RN, RPN, LTCA, ACCESS 1 & 2 2:00
Emergency & Occupational Peal ie)
Health Muriel
Business Management Wednesday, February 6
Carcer Programs 10:00
(Cert. & Dip.) L717
Muriel
ABE/Grade 12 Wednesday, February 6
Completion or Equivalency 2200
2223
Lorraine
Criminology Thursday, February 7
Certs: Bip. & Ua. 10:00
1711
Muriel
Teaching Friday, February 8
B. Ed., (Elementary & Secondary 10:00
Incl. BPE & BRE 2223
Linda
GROUP ADVISING SESSIONS DOUGLAS COLLEGE
FEBRUARY 4 — FEBRUARY 8, 1985 ARCHIVES
All sessions start promptly at times advertised and are approximately
ts - 2 hours in length.
Sessions are free, pre-registration is not required.
Commerce & Business Monday, February 4
University Transfer 10:00
2214
Linda
lst Year Sciences - U.T. Tuesday, February 5
Incl. Major & Pre-entry 8:30
requirements 2223
Lorraine
Social Services Tuesday, February 5
ECG, CSSW, ECH, IRT, 10:00
MR Worker, Homemaker 4247
Linda
Nursing Tuesday, February 5
RN, RPN, LTCA, ACCESS 1 & 2 2:00
Emergency & Occupational Peal ie)
Health Muriel
Business Management Wednesday, February 6
Carcer Programs 10:00
(Cert. & Dip.) L717
Muriel
ABE/Grade 12 Wednesday, February 6
Completion or Equivalency 2200
2223
Lorraine
Criminology Thursday, February 7
Certs: Bip. & Ua. 10:00
1711
Muriel
Teaching Friday, February 8
B. Ed., (Elementary & Secondary 10:00
Incl. BPE & BRE 2223
Linda
Content type
Page
DGI Image Discovery Discovered Image
File
RETHINKING POLITICS, RECREATING COMMUNITY
February 14 — 16, 1985
Robson Square Media Centre, 800 Robson Street, Downtown Vancouver
ee a
A Conference
describing, analyzing, and debating current experience
in community-based local initiatives and their implications for local economies,
social services and adult education.
|
|
|
|
e@ Thursday Feb 14(7:30- 10pm) SHAPING THE FUTURE OF COMMUNITY :
Ruben Nelson, Canadian futurist, social researcher, philosopher |
|
|
@Friday Feb 15(9am-5pm) LOCAL INITIATIVES SHOWCASE
Storytelling, commentary, and discussion of activities in areas of:
Bartering, Cooperative Organizations, Entrepreneurship, Capital
Development, Community Health, Mutual Aid, Alternative
Social Structures.
@ Saturday Feb 16 (9:30am-Spm) ACRITICAL LOOK AT LOCAL INITIATIVES:
Governmental roles, Political dilemmas, Nurturing ideas and initiatives,
Special interest workshops
Conference co-sponsors: Canadian Association for Adult Education
Pacific Association for Continuing Education
Canadian Council on Social Development
-L.
DOUGLAS COLLEG
Fee: General $50; Students, unemployed $30
A ff =
PAT Worli v Low
Detailed program available in late December, write or call: Rethinking Politics, Recreating Community a Pea, cL Co]
c/o UBC Centre for Continuing Education, 5997 lona Drive, Vancouver,
B.C. V6T 2A4
(604) 222-5262 (Beth Bosshard, Conference Planning Committee)
Rethinking Politics, Recreating Community - HU 1169-185 — February 14-16, 1985
REGISTRATION FORM LAST NAME FIRST NAME
Please make cheque payable to The University of British ADDRESS APT.
Columbia and mail, together with this form, to
Registrations CITY POSTAL CODE
Cantre for Continuing Education
5997 lona Drive PHONE (DAY)
(EVENING)
The University of British Columbia
Vancouver, BC V6T 2A4
COMMUNITY AFFILIATION(S) FEE ENCLOSED
February 14 — 16, 1985
Robson Square Media Centre, 800 Robson Street, Downtown Vancouver
ee a
A Conference
describing, analyzing, and debating current experience
in community-based local initiatives and their implications for local economies,
social services and adult education.
|
|
|
|
e@ Thursday Feb 14(7:30- 10pm) SHAPING THE FUTURE OF COMMUNITY :
Ruben Nelson, Canadian futurist, social researcher, philosopher |
|
|
@Friday Feb 15(9am-5pm) LOCAL INITIATIVES SHOWCASE
Storytelling, commentary, and discussion of activities in areas of:
Bartering, Cooperative Organizations, Entrepreneurship, Capital
Development, Community Health, Mutual Aid, Alternative
Social Structures.
@ Saturday Feb 16 (9:30am-Spm) ACRITICAL LOOK AT LOCAL INITIATIVES:
Governmental roles, Political dilemmas, Nurturing ideas and initiatives,
Special interest workshops
Conference co-sponsors: Canadian Association for Adult Education
Pacific Association for Continuing Education
Canadian Council on Social Development
-L.
DOUGLAS COLLEG
Fee: General $50; Students, unemployed $30
A ff =
PAT Worli v Low
Detailed program available in late December, write or call: Rethinking Politics, Recreating Community a Pea, cL Co]
c/o UBC Centre for Continuing Education, 5997 lona Drive, Vancouver,
B.C. V6T 2A4
(604) 222-5262 (Beth Bosshard, Conference Planning Committee)
Rethinking Politics, Recreating Community - HU 1169-185 — February 14-16, 1985
REGISTRATION FORM LAST NAME FIRST NAME
Please make cheque payable to The University of British ADDRESS APT.
Columbia and mail, together with this form, to
Registrations CITY POSTAL CODE
Cantre for Continuing Education
5997 lona Drive PHONE (DAY)
(EVENING)
The University of British Columbia
Vancouver, BC V6T 2A4
COMMUNITY AFFILIATION(S) FEE ENCLOSED
Edited Text
RETHINKING POLITICS, RECREATING COMMUNITY
February 14 — 16, 1985
Robson Square Media Centre, 800 Robson Street, Downtown Vancouver
ee a
A Conference
describing, analyzing, and debating current experience
in community-based local initiatives and their implications for local economies,
social services and adult education.
|
|
|
|
e@ Thursday Feb 14(7:30- 10pm) SHAPING THE FUTURE OF COMMUNITY :
Ruben Nelson, Canadian futurist, social researcher, philosopher |
|
|
@Friday Feb 15(9am-5pm) LOCAL INITIATIVES SHOWCASE
Storytelling, commentary, and discussion of activities in areas of:
Bartering, Cooperative Organizations, Entrepreneurship, Capital
Development, Community Health, Mutual Aid, Alternative
Social Structures.
@ Saturday Feb 16 (9:30am-Spm) ACRITICAL LOOK AT LOCAL INITIATIVES:
Governmental roles, Political dilemmas, Nurturing ideas and initiatives,
Special interest workshops
Conference co-sponsors: Canadian Association for Adult Education
Pacific Association for Continuing Education
Canadian Council on Social Development
-L.
DOUGLAS COLLEG
Fee: General $50; Students, unemployed $30
A ff =
PAT Worli v Low
Detailed program available in late December, write or call: Rethinking Politics, Recreating Community a Pea, cL Co]
c/o UBC Centre for Continuing Education, 5997 lona Drive, Vancouver,
B.C. V6T 2A4
(604) 222-5262 (Beth Bosshard, Conference Planning Committee)
Rethinking Politics, Recreating Community - HU 1169-185 — February 14-16, 1985
REGISTRATION FORM LAST NAME FIRST NAME
Please make cheque payable to The University of British ADDRESS APT.
Columbia and mail, together with this form, to
Registrations CITY POSTAL CODE
Cantre for Continuing Education
5997 lona Drive PHONE (DAY)
(EVENING)
The University of British Columbia
Vancouver, BC V6T 2A4
COMMUNITY AFFILIATION(S) FEE ENCLOSED
February 14 — 16, 1985
Robson Square Media Centre, 800 Robson Street, Downtown Vancouver
ee a
A Conference
describing, analyzing, and debating current experience
in community-based local initiatives and their implications for local economies,
social services and adult education.
|
|
|
|
e@ Thursday Feb 14(7:30- 10pm) SHAPING THE FUTURE OF COMMUNITY :
Ruben Nelson, Canadian futurist, social researcher, philosopher |
|
|
@Friday Feb 15(9am-5pm) LOCAL INITIATIVES SHOWCASE
Storytelling, commentary, and discussion of activities in areas of:
Bartering, Cooperative Organizations, Entrepreneurship, Capital
Development, Community Health, Mutual Aid, Alternative
Social Structures.
@ Saturday Feb 16 (9:30am-Spm) ACRITICAL LOOK AT LOCAL INITIATIVES:
Governmental roles, Political dilemmas, Nurturing ideas and initiatives,
Special interest workshops
Conference co-sponsors: Canadian Association for Adult Education
Pacific Association for Continuing Education
Canadian Council on Social Development
-L.
DOUGLAS COLLEG
Fee: General $50; Students, unemployed $30
A ff =
PAT Worli v Low
Detailed program available in late December, write or call: Rethinking Politics, Recreating Community a Pea, cL Co]
c/o UBC Centre for Continuing Education, 5997 lona Drive, Vancouver,
B.C. V6T 2A4
(604) 222-5262 (Beth Bosshard, Conference Planning Committee)
Rethinking Politics, Recreating Community - HU 1169-185 — February 14-16, 1985
REGISTRATION FORM LAST NAME FIRST NAME
Please make cheque payable to The University of British ADDRESS APT.
Columbia and mail, together with this form, to
Registrations CITY POSTAL CODE
Cantre for Continuing Education
5997 lona Drive PHONE (DAY)
(EVENING)
The University of British Columbia
Vancouver, BC V6T 2A4
COMMUNITY AFFILIATION(S) FEE ENCLOSED