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UBC Reports Nov 6, 2003

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 THE  UNIVERSITY  OF  BRITISH  COLUMBIA
[UBC
VOLUME  49      NUMBER   11   I  NOVEMBER  6,2003
UBC REPORTS
2 UBC in the News  4 New Science Dean   5 Homelessness and Health       Institutional Memory   9 New Faces    n Shanghai Cyber Class
Sacha Trudeau on
Global Citizenship
Documentary filmmaker tells UBC AGM it's never
been more difficult to understand each other as humans
Speaking at UBC's annual
general meeting, Alexandre (Sacha)
Trudeau, filmmaker and board
member for the Pierre Elliott
Trudeau Foundation, told the
capacity Robson Square crowd
that while we live in an age of
information, our limited understanding of each other remains a
fundamental problem. That
concern is the driving force behind
his journalism, he said, and the
research foundation that bears his
father's name.
The challenges facing our global
community were addressed by a
range of speakers, including Ginger
Gibson, a UBC PhD student in
mining engineering and Trudeau
Foundation scholar, who described
her research experiences in
Northern Canadian and Latin
American communities impacted
by harmful mining practices.
President Martha Piper, in her
report on the year, shared her
conviction that universities have a
key role to play in preparing
students to overcome these
challenges.
To read UBC's 2002/03 annual
report, titled Influencing a New
Generation of Global Citizens,
visit: www.ubc.ca/annualreport. □
Alexandre Trudeau (above) speaking at UBC's annual general meeting; Trudeau scholar Ginger Gibson (above right) with her son Haimish, a member ofthe next generation of global citizens;
Anthony Chung (right) playing the violin with the Infinitus String Quartet at the AGM. 2       |      UBC      REPORTS       |      NOVEMBER     6,     2003
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IN THE NEWS
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Murdering Holiness
The Trials of Franz Creffield
and George Mitchell
Jim Phillips and Rosemary Gartner
A fascinating case study of the bizarre trial
and subsequent assassination of Franz
Creffield, the charismatic leader of Oregon's
infamous Holy Roller sect. It is a riveting tale,
even as it also investigates the social and
cultural assumptions that have historically
influenced - and at times, perverted - the
"fair" application of the law and the operation
of the justice system.
360 pp I he, $45.00 I ISBN 0-7748-0906-X
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Jim Phillips and Rosemary Gartner
Saturday, December 6 @ 8:15 p.m.
Lecture Hall No. 2
Woodward Instructional Resources Centre
SPONSORED BY THE VANCOUVER INSTITUTE
www.ubcpress.ca
Victoria Bell
Your University
Area Specialist
www.victoriabell.ca
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UBC cuisine and culture instructor Eric Arrouze uses the Internet to teach cooking.
Highlights of UBC Media Coverage in October 2003. compiled by brian lin
Papal Illness Shows
Dr. Jon Stoessl, director of UBC's
Pacific Parkinson's Research
Centre, told the Globe and Mail
that the Pope's doctors may be
under-medicating him in order to
reduce the risk of the drug's side
effects, and as a result, making his
symptoms more apparent.
Stoessl said medical scientists
know how much L-dopa, a
Parkinson's medication, to administer, but haven't figured out how
to target the drug effectively to the
part of the brain where it's needed.
"So as the medication wears off,
the speech could decline." And
when it improves, "it is also possible that his medication dose [has
been] adjusted in response to poor
performance the day before."
New Discovery in HIV
A study in the October issue of the
journal Nature Neuroscience
shows that HIV can activate a
previously unknown biochemical
pathway that leads to nerve cell
destruction in the brain.
Researchers from UBC and the
University of Calgary have found
that activation of the pathway
could be a major contributor to
such HIV-related conditions as
dementia, seizures, depression, loss
of memory, and loss of motor
skills, reports The Advocate
magazine.
Benefits of Working in
Antarctica
UBC psychology professor Peter
Suedfeld is taking advantage of
Antarctica's effects on those who
work there.
Suedfeld studies the psychological impact of sensory deprivation
and separation from family and
friends at home.
Suedfeld told the Toronto Star
that the beneficial long-term
psychological effects of working in
such remote circumstances outweigh some adverse short-term
impacts.
Many people return from stints
in Antarctica with significant
changes to personal philosophies
or religious beliefs, Suedfeld
added. And that can cause friction
with families who stay home and
don't have similar profound expe-
Online Chef Lends Help in
Kitchen
UBC Continuing Studies instructor
Chef Eric Arrouze offers a safety
net for new cooks, and a place for
kitchen enthusiasts to connect with
an expert, on his online cooking
school, 911cheferic.com.
Arrouze told the New York
Times that a couple of hundred
students have signed up for his
online service, which costs $7 a
month. For that fee, they get
unlimited access to several hundred QuickTime clips showing
Arrouze at work.
In addition to basics, he offers
tutorials on making exotic fare like
escargots a la bourguignonne and
pan-seared duck breast.
Bugs in the Forest
After the tough summer B.C.'s
forests have just endured, there's
word that a huge infestation of a
tiny and treacherous beetle is
beginning.
Barely larger than a pinhead, the
mountain pine beetle is destroying
hundreds of millions of pine trees
every year.
"What it lacks in size it makes
up for in numbers," UBC forestry
professor John McTean told CBC
Television.
" Right now the area that's being
attacked in the interior is four
times the size of Vancouver Island.
That's a huge amount of our forest
industry or forest inventory which
is at risk."
Newest Airline Holds
Promise
UBC Sauder School of Business
professor Tae Oum tells Canadian
Business magazine that as a small,
private operation, HMY Airways
has an inherent cost advantage
over some rivals.
Oum estimates that with low
overhead, HMY could operate in
the first few years at about 50 per
cent of Air Canada's overall per
passenger cost.
"If they can sell tickets, say 80
per cent or 90 per cent of the seats,
then they will make money."
University Report Card
1,217 UBC students participated in
the Globe and Mail's University
Report Card 2003 survey.
One student told the Globe and
Mail that UBC is a "highly competitive university."
According to one student,
"intramurals at UBC rock!" with
"great choices and the "biggest...
program in Canada."
Described as a "very reputable
university," most UBC students
take pride in their soon-to-be alma
mater. The future appears bright in
the opinion of most UBC grads,
thanks to co-op placements in
some programs and a "faculty that
will open doors for you."
Bioethics Legislation
Needed
UBC medical geneticist Patricia
Baird told Canada.com that she's
concerned the long-debated federal
legislation banning human cloning
is headed for the back burner
again.
"It's tragic," said Baird, who
headed a $30-million royal
commission that called for a ban
on human reproductive cloning
more than a decade ago.
Baird added that the lack of
legislation would result in greater
commercialization of such reproductive technologies as surrogacy
and egg and sperm donations,
something the bill would outlaw.
"If we really want to have social
policy decide how we use these
technologies, rather than the
market, we really need to put in
place some kind of regulatory
agency," she said. □
REPORTS
Director, Public Affairs
Scott Macrae  scott.macrae@ubc.ca
Editor
Paul Patterson  paul.patterson@ubc.ca
Design Director
Chris Dahl  chris.dahl@ubc.ca
Designer
Sharmini Thiagarajah  sharmini@exchange.ubc.ca
Contributors
Cristina Calboreanu  mccalbor@exchange.ubc.ca
Michelle Cook michelle.cook@ubc.ca
Brian Lin  brian.lin@ubc.ca
Erica Smishek erica.smishek@ubc.ca
Hilary Thomson  hilary.thomson@ubc.ca
Advertising
Cristina Calboreanu  mccalbor@exchange.ubc.ca
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Publications Mail Agreement Number 40775044 UBC      REPORTS       |      NOVEMBER     6,     2003      |      3
Newest CRCs Part of
National Milestone
BY HILARY THOMSON
An expert in natural disasters,   a
wine yeast researcher and a specialist in consumer behaviour are
among UBC's six new Canada
Research Chairs.
Designed to build Canada's
research capacity, the program of
federally funded research positions
is now halfway to its goal of establishing 2,000 Chairs at universities
across the country by 2005. The
behaviour. She will focus on personality traits, self-image and situational factors that determine spending patterns and attitudes about
material goods.
Stephanie Chang, from the
University of Washington, is an
expert in natural disasters. As
Canada Research Chair in Urban
Sustainability and Disaster
Management,  she will study and
Stephanie Chang will be helping the GVRD become more resilient to
disasters such as this 1999 earthquake in Taiwan.
federal government has invested
$900 million to support the
program.
"We are delighted to mark this
milestone by adding to our
growing body of outstanding
recruits," says Barry McBride, UBC
vice-president, Academic and
Provost. "To gain these individuals
when top universities around the
world are competing for them is a
testament to the academic research
environment in this
country and this university."
The UBC chairs are among 118
such positions at 37 universities —
representing an investment of
$102.2 million — that have been
distributed across Canada to
universities, their affiliated research
institutes and hospitals. UBC has
now designated 83 Chairs of the
155 allocated to the university.
Kathleen Vohs, who comes to
UBC from the University of Utah,
is the Canada Research Chair in
Market Research and Consumer
Science. She will investigate the
psychological basis  for consumer
Fall Congregation
Starts Nov.26
More than 2,600 students will
graduate at UBC Fall Congregation,
to be held Nov. 26 and 27 at the
Chan Centre for the Performing
Arts. Ceremonies will take place at
8:30 a.m., 11 a.m., 1:30 p.m., and 4
p.m. each day.
Honorary degrees will be
conferred upon microbiology
researcher Julian Davies, UBC
Professor Emeritus, on Nov. 26 at
11 a.m. and upon Rafael Rangel
Sostmann, president of Sistem Tec
de Monterrey, Mexico's 33-campus
technical institute that has
partnered with UBC on a 200-bed
residence on campus, on Nov. 27 at
1:30 p.m.
Live webcast of the ceremonies,
detailed schedule and other
information can be found at
www.graduation.ubc.ca. □
develop disaster mitigation
programs that have environmental,
social and economic goals. Her
work in looking beyond
dollar losses to planning for
disaster-resilient cities will help
guide more effective public
spending on disaster preparedness.
Vivien Measday is the Canada
Research Chair in Enology/Yeast
Genomics. Part of her research
involves identifying genes in yeast
that are most important for wine
fermentation, key information for
the B.C. wine industry. In
addition, her studies of chromosome segregation in wine yeast will
provide insight into diseases —
such as cancer and Down syndrome — whose hallmark is
abnormal chromosome numbers.
Other chair appointments are:
Geoffrey Wasteneys is from the
Australian National University. As
Canada Research Chair in Plant
Cell Biology, he will study how to
improve plant cell walls, information that will help the forestry
industry to improve fibre proper-
Accommodation
on Campus
TRIUMF House
Guest House on Campus
Close to UBC Hospital
and University Village
5745 Agronomy Road,
(at Western Parkway)
604-222-1062
housing@triumf.ca
www.triumf.ca/thouse.html
ties. He will also develop methods
for hybrid seed production in crop
species.
Dominik Schotzau, Canada
Research Chair in Numerical
Analysis of Multiphysics Problems,
is from the University of Basel in
Switzerland. He is a mathematician
who is developing new computational tools for mechanical engineering and science.
Jeremy Heyl, from Harvard
University, is the Canada Research
Chair in Origins. He is a physicist
who studies the early universe and is
an expert in neutron stars and black
holes.
For more information on Canada
Research Chairs, visit
www.chairs.gc.ca. □
Campus
Energy
Boosts
United Way
Efforts
It's now the mid-point of the 2003
UBC United Way campaign, and
support is building in the quest to
meet this year's $500,000 target,
according to co-chairs Eilis
Courtney and Deborah Austin.
"Support from the campus
community has been tremendous-
we're already halfway to our goal
and the donations continue to
come in," says Courtney.
"What's really exciting is that we
have a number of departments who
are running first-time campaigns in
addition to continuing efforts in
places like Supply Management,
the Faculty of Arts and Brock Hall
that are growing again this year
through tremendous boosts of
energy."
And for the second year in a row,
volunteers from across campus
have participated in a Days of
Caring event to offer direct and
very personal help to a United
Way-funded agency. This year, the
UBC team was matched with
Camp Alexandra, a Crescent Beach
Community Services operation
that caters to seniors, school-aged
children and toddlers. UBC's volunteers gave a day of scrubbing,
cleaning, painting, plumbing and
doing general fix-it jobs.
"The reactions were outstanding
from the staff at Camp Alexandra
— they really appreciated the work
we were able to get done — and
the UBC staff walked away with an
unforgettable experience," Austin
says.
For more information about this
year's United Way campaign and a
full report on this year's Days of
Caring event, have a look at
www.unitedway.ubc.ca. □
Guest Accommodation
near UBC
A Harbourview Retreat
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Ask about our UBC Discount!
4675W.4th(atBlanca)
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604.221.7273
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West Coast Suites
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Here is the perfect alternative for a stay in Vancouver. Surrounded by the
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offer convenience and comfort for visiting lecturers, professors, family,
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from downtown Vancouver, the West Coast Suites is a wonderful retreat from
which to visit friends or make your stay on business a pleasure.
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Reservations   Tel 604 822 1000   Fax 604 822 1001
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IMPORTANT ANNOUNCEMENT
REGARDING GRADUATE THESIS SUBMISSION
Effective Monday, December 1, 2003, the Dean's Office in the Faculty
of Graduate Studies (FoGS) will assume the responsibility for accepting
and processing all final copies of Masters and Doctoral theses. Rare
Books and Special Collections, located in Main Library, will continue
to accept theses until November 30, 2003. Microfiche copies of theses
will continue to be catalogued and shelved as they are now.
This change is being implemented to improve service to students and is
part of FoGS ongoing commitment to review and revise their systems to
ensure that graduate students receive the best service possible. The new
procedure will enable FoGS to incorporate thesis submission into the
overall process of graduation eligibility checking. This will streamline
the entire graduation process and provide a single reference point for
graduate students with respect to thesis formatting, thesis submission,
and in the case of doctoral students, the coordination of their final
doctoral oral examination at the Faculty of Graduate Studies.
For more information on thesis submission at FoGS, please contact
Teresa Jones, Doctoral Exams Coordinator, at teresa.jones@ubc.ca.
Frieda Granot, Dean of Graduate Studies
Catherine Quinlan, University Librarian 4     I
\  C      REPORTS      |       NOVEMBER      6,      2003
New Science Dean: More Research
Funding, Less U of T Envy
John Hepburn charts a new course for the faculty, by Michelle cook
John Hepburn is an internationally
recognized powerhouse in the
fields of laser chemistry and laser
spectroscopy research who studied
under Nobel prize-winning chemist
John Polanyi at the University of
Toronto. He's also a 48-year-old
father of three who commutes to
campus daily by bike.
Now, almost three years after
arriving at UBC from the
University of Waterloo to head up
the Chemistry department,
Hepburn has taken the reins as
dean ofthe Faculty of Science.
UBC Reports sat down with
Hepburn shortly after he accepted
the job.
When did you decide to
become a scientist?
I've always been interested in science. When I was quite young, my
dad came back from a business trip
with a glossy book on dinosaurs. It
was something like Walter
Cronkite Talks About Dinosaurs
and it came with a little plastic 45-
rpm record narrated by Cronkite
and I just loved that. From that day
on, I was going to be a paleontologist, which is not so unusual for a
seven-year-old boy, but I kind of
stuck with it.
Throughout high school, I had
the good luck to have good and
enthusiastic science teachers much
more often than disinterested ones.
As a result, I hadn't decided what
kind of scientist I wanted to be
other than I wanted to be one.
Then I got a scholarship [from the
University of Waterloo] to study
chemistry so, in Grade 13, I said,
"Well, I'm going to be a chemist."
y As the new Dean of Science,
you 're following in the footsteps of
Maria Klawe, a dynamic force who
championed women in science and
spearheaded innovative science
programs at UBC. What are your
top priorities for the faculty?
What I want to tackle is raising
both the profile and substance of
the research effort at UBC. I think
that Maria did a tremendous job of
invigorating the science faculty as a
whole. I see where we could now
have really explosive growth is in
the research effort and that's very
challenging because that's a much
more expensive enterprise.
In terms of improving the
research efforts here, I view as a
top   priority   forging   a   stronger
partnership with the provincial
government, which up to now has
been a bit on the sidelines with
research. They tend to put money
into research through things like
the B.C. Knowledge Development
Fund but they don't really involve
themselves in the research enterprises at universities — not in the
basic sciences — and that's something I'd like to change.
How could the B.C. government be more involved in research?
The example would be in comparison to other provincial governments. In Ontario, the equivalent
of the B.C. Knowledge
Development Fund is the Ontario
Innovation Trust, a stand-alone
fund that only exists to match CFI
[Canada Foundation for
Innovation] grants. And that's an
automatic thing; you don't even
have to apply. You just forward
your CFI application to them. In
B.C., you have to write a separate
application that's time consuming
and, in the end, they match the CFI
grant anyway.
Ontario has the Research and
Development Challenge Fund [a
fund that supports non-CFI supported research projects]. Ontario
has always had a system of graduate scholarships. Ontario has
provincial Centres of Excellence
that existed before the federal
Networks of Centres of Excellence.
The Quebec government has an
independent funding agency for
scientific research in universities
that is, in some ways, superior to
Ontario, and Alberta has a very
strong history of funding university and medical research.
y So in order to compete with
institutions in those provinces and
ensure we're also attracting the
best and the brightest we need similar funding?
There are people at the University
of Toronto who I would love to
attract to UBC. . . but you'd have
to convince them not only to give
up the infrastructure that's available there, but to give up literally
hundreds of thousands of dollars
per year of Ontario government
funding for their research programs. This is not an exaggeration.
Researchers at UBC can get
money through the federal Centres
for Excellence, but there are no
provincial   Centres   of  Excellence
and there's no Research and
Development Challenge Fund, no
[provincial] graduate student scholarships. When you look at the level
of support available to someone at
the University of Toronto, you can't
duplicate that level of support here,
so there's no point in offering them
a job.
• Will you be spending a lot of
time in Victoria?
I'll spend as much time in Victoria
as I have to, if necessary. I don't get
the impression that the provincial
government hates us. I think they
see the value of universities but they
still haven't worked out the details
of what it is to "like" universities. It
would be good to convince the
province to go that next step.
D
y You 've been appointed for a *
six-year term. What's your vision <
for the faculty by the end of your 0
term? 2
I think that being successful would
be not bothering to compare ourselves with the University of
Toronto but comparing ourselves
— without having people smirk at
us — with major American universities. Why can't we be compared
with the University of Washington?
Right now we wouldn't do that
because the University of
Washington is a monster research
enterprise. I don't see any reason
why we can't be a monster research
enterprise. It's going to be a little
difficult to become a Caltech or a
Harvard because we don't have the
multibillion dollar endowments but
I don't see any reason why we can't
aspire to be as good as any of the
big state universities in the U.S.
It's an admitted sign of inferiority
when you constantly worry about
how you're doing compared to
University of Toronto because they
don't lose any sleep about what
UBC is doing. If, at the end of six
years, I can be in a position of not
really caring what the University of
Toronto does, except if it's academically interesting to me, then that
would be successful.
y What are your academic plans
for the faculty?
I'd like to expand the size of the
graduate program in science. We get
very good students now, but I'd like
to get more of the good ones and
larger numbers. The mark of suc-
John Hepburn balances his new duties as science dean with a daily bike commute.
cess would be if a Canadian graduate student would agonize over the
choice of going to the University of
California, Berkeley or UBC. They
would weigh the pros and cons,
and it would involve a head-on
comparison of what kind of
research they would get done at the
two universities. I'd like to have
UBC win a large fraction of those
comparisons.
What about undergraduates?
We already get extremely high
quality students but I don't think
we give them a great undergraduate experience because the labs are
in terrible condition. They've been
under-funded for so long that people have forgotten what properly
funded labs are.
Right now, it's clear that the
honours bachelors degree — the
top quality undergraduate degree
— is considered by some to be a
booby prize compared to getting
into medicine. I'd like students to
enter first-year science with the
idea that they'd be equally happy
getting into medical school or getting an honours bachelors degree.
Science is a key discipline and if
our society is going to move forward we need to have excellent
students interested in studying science  for itself.  That's what  they
should take away from UBC
Science; that it was a wonderful
experience.
► What role does a UBC-indus-
try partnership play in your vision
for the Faculty of Science?
It plays a very strong role. We want
to have high-level technical jobs
available for our graduates. Beyond
that there's a natural tie because the
driving force — particularly in the
high-tech industry — is research. If
B.C. is going to move forward as a
modern economy, we need more
high-tech industry and historically,
everywhere else in the world where
high-tech industry has prospered,
there's a university which produces
a skilled labour force and also
produces ideas. Small companies
can't do all their own research and
large companies, even if they can
do their own research, need a constant supply of fresh ideas.
If those in industry say, as they
recently did with the [B.C.
government's] "Doubling the
Opportunity" initiative, that
they're going to die unless something is done to help UBC prosper,
you've got two groups — the
university and industry — telling
the government they've got to give
us more money and support. That's
critical. □
Way Finding
Easier at
maps.ubc.ca
A big place just got
smaller, by brian lin
Ifyou've ever gotten lost in UBC's
vast 600-hectare campus,
memorize the following Web
address: www.maps.ubc.ca.
The new site, built using PHP
and mySQL, two open-source
programming tools, is completely
database-driven. The foregoing
tech-talk just means that the site is
very easy to update, an important
feature for a campus undergoing
more than $600 million in new
construction.
Based on the user's query, a
unique Web page is dynamically
generated     for     every     request
from a massive database of more
than 500 campus buildings and
landmarks.
Users can search by building
name, address and keywords or
simply click on any point on a map
to zero in on their destination.
The site also allows users to map
two locations simultaneously and
displays information on
nearest parking, occupants, accessibility,
I -pi. road closures and
even a brief history of
the buildings and
locations of pay
■    phones.
For John Lane, who
spearheaded the massive revamp, the
improvements represent an ideological
shift in the site's
design.
"The    idea    is    to
design things to meet
the needs of the maximum     number     of
rather than
making stereotypical assumptions
about a subset of the population
and provide a remedy especially
for them," says Lane, a physical
access advisor from UBC's
Campus & Community Planning
department.
In   other   words,   rather   than
building   a   series   of  customized
users,
Web sites, all accessibility information is available from one
source.
Minute details such as entrance
location, names of building occupants and operating hours give
users all the information they need
to access a building. Cross-linkages between other UBC Web
sites, including Student Services'
online course schedule, means
directions to classroom and exam
locations — complete with photos
— are just a click away.
"The project isn't complete
yet," says Lane. "There are gaps
in the data we need to fill and we
are working on the addition of
updated main and building footprint maps. These will provide
users with a graphical view of
building entrances and accessibility features," he noted.
For the amount of functionality
available on the site, the cost to
inventory campus buildings and
build the site — at $21,000 — was
quite reasonable, says Lane, who
asked UBC Public Affairs Web
Strategist Rob Wilson to develop
custom software to run the site.
"We chose Public Affairs over
two external proposals because
they already know how the
university systems work," says
Lane. "They also put together a
package that involved summer
students and turned out a site better than we had anticipated, under
budget, and ahead of schedule."
Wilson's involvement is part of
a Public Affairs initiative to
provide counsel to campus units
that are redeveloping or redesigning their Web presence.
"We try to suggest intelligent,
cost-effective, and, where possible, collaborative alternatives,"
says Wilson, who is working with
other campus Web professionals
to develop common tools and
standards for UBC Web sites.
More information on Public
Affairs' Web initiatives can be
found at www.publicaffairs.-
ubc.ca/ubcweb/. □ REPORTS      |      NOVEMBER     6,      2003      |      5
What we Don't Know about the Homeless
Children, seniors and single parents are joining the ranks, by Hilary Thomson
They are cold, dirty, hungry men
huddled under cardboard and
blankets with buggies full of pop
cans at their side.
That image is what most people
associate with the word homeless.
But the image is out of date,
according to researchers at UBC's
Institute for Health Promotion
Research (IHPR) who are working
to gather data that will improve
the plight of B.C.'s homeless.
recently completed a review of
research data concerning home-
lessness in the GVRD for Human
Resources Development Canada.
The work led to a provincial
research resource called the
Homelessness Virtual Library and
laid the foundation for the creation of the B.C. Homelessness
and Health Research Network.
Network   partners,   including
IHPR    members,     are    holding
risk of homelessness rose from
39,000 to 57,600. Almost half of
those at risk were immigrants and
refugees. Elements of risk include
living in substandard or unsafe
housing, spending half or more of
gross household income on housing, or staying temporarily with
friends or family — a practice
known as couch surfing.
Also, use of emergency shelters
and housing is skyrocketing with
friends I had let me sleep on their
couches but I felt uncomfortable
and started to become very
depressed. When I finally got
some social assistance they only
allowed my $325 for a place to
call home — where does such a
place exist?"
It is not surprising that
Vancouver is a leader in homelessness research. In one of Canada's
poorest   neighbourhoods,   Van-
about $125 per day.
Housing that offers counseling
and other support, however,
ranges from only $20 to $90
per day.
"Supportive long-term housing
would reduce the burden on
health services," says Frankish.
" Decent housing is cheaper in the
long run than emergency room
care and ambulances."
In addition, supported housing
"Social housing is not available for me because I'm a single father. It's only for single mothers. There should be services for all single parents," said Vince, a homeless man in Prince George.
Jim Frankish, IHPR associate
director, notes that persons with
disabilities, seniors and single parents are among today's homeless.
Also, more children are homeless
now; in a 24-hour Greater
Vancouver Regional District
(GVRD) survey of homeless people, 71 kids were found to be living on the street.
"Homelessness is more complex
and diverse than it used to be even
10 years ago," says Frankish. "The
old solutions just don't work any
more. We need to take another
look at what's happening on the
street."
Community-based research data
is urgently needed to help service
and housing providers, program
planners and policy-makers create
effective interventions, says
Frankish.     He    and    colleagues
forums throughout B.C. to gain
information on homelessness
experienced in communities outside the GVRD, raise awareness of
homelessness and build research
capacity by connecting with local
hospitals, colleges and others
interested in reducing homelessness and improving the quality of
life for homeless people.
Encampments of homeless people in Vancouver — including a
tent city camped outside Science
World, one of the city's major
tourist attractions — have
sparked recent media coverage
and much debate, however, the
facts about today's homelessness
may be surprising.
A July 2002 report prepared for
the GVRD by a local consulting
firm showed that between 1991
and 1996 the number of people at
Giving Voice
to Sick Kids
BY HILARY THOMSON
You've been ill for years, seen
dozens of doctors and live with
symptoms that affect every
aspect of your life. Yet it often
seems you have little to say
about any of it.
That's the usual scenario for
many kids with chronic illness.
It's a situation that Gladys
McPherson wants to improve.
"Children tend to be excluded
from many decisions where they
could reasonably be involved,"
says McPherson, a School of
Nursing PhD student and pediatric nurse. "Kids' voices often
get lost in the dialogue between
parents and health-care professionals. Especially in our highly
technological medical environment, a child's opinion may be
the last thing to be considered."
In an 18-month study,
McPherson will interview 40
Lower Mainland children aged
seven to 11 who are suffering
from chronic illnesses that
include diabetes, epilepsy, asthma and rheumatoid arthritis. She
will also interview their parents.
Participants from a variety of
cultural backgrounds will be
recruited.
She wants to know how
children see their contribution to
decision-making and to understand parents' views of children's
participation. She will also
analyze how participation varies
according to the type of decision
and the nature of the illness.
Kathy O'Flynn-Magee's
daughter, now 14, was diagnosed
with Type I diabetes at age three.
"The actual choices have
changed over time, but I've
always tried to give her some
input," she says. "Even when she
was little, she could make the
choice of where to inject her
insulin.   Now,   she   makes   daily
choices about food, exercise and
insulin doses by herself. It's been
a bit hard for me to make that
transition, but I think it's crucial
for me to think about her as an
adolescent first and as an adolescent with diabetes
second."
There is little guidance for
health-care professionals to
understand and evaluate what
chronically ill children want and
need. McPherson's research will
expand and deepen insight into
what children think about their
opportunities and abilities to
make decisions about their treatment. Findings will also guide
policy-makers looking for ways
to provide optimal health care.
"Some people would say it's
inappropriate to have kids
contribute to decisions about
serious illness," say McPherson.
"We have an ethical
commitment, however, to make
sure that children's perspectives
are considered in all matters that
affect them."
Parents are often torn between
their beliefs about the child's
needs and the child's wishes and
feelings, says McPherson. Parents
and health-care providers tend to
look at long-term health requirements, but kids focus on day-today experiences like wanting to
share in birthday cake or hoping
to fit in with their friends.
Many chronically ill children
have very regimented routines
and are eager to have some
control in their own lives. Their
input can be as simple as
determining timing of therapies
or the way therapy is delivered.
"It may be something as simple
as being able to say 'I'll take the
medicine in 10 minutes — not
right now,'" says McPherson.
Research participants will be
identified with the help of Surrey
Memorial Hospital, part of
Fraser Health Authority, as well
as BC Cancer Agency and B.C.'s
Children's Hospital, sites of the
Provincial Health Services
Authority. □
almost 6,000 people turned away
in 2002/03 from Vancouver's
Lookout shelter alone. Turnaways
in the previous year were 2,200.
Reasons for homelessness are
also changing, according to those
interviewed for The View From
the Sidewalk, a 2001 research
study on homelessness conducted
by homeless people.
"Social housing is not available
for me because I'm a single father.
It's only for single mothers. There
should be services for all single
parents," said Vince, a homeless
man in Prince George.
A single, middle-aged woman
said that she is "in a jam of seven
jobs in five years. The bit of savings I had vanished even though I
tried my hardest to go without,
but finally I had nothing and had
to move out of my home. The few
couver's Downtown Eastside,
housing and health issues are a
daily reality. There are homeless
people in every municipality in
the GVRD and the high demand
for affordable and safe housing is
reflected in the region's
13,000-person wait list for social
housing.
Poor health, assaults and
injuries combine with ambulance
calls, trips to the emergency room
and other medical attention to
create an expensive revolving
door of ill health among homeless
people. Some researchers have
called it the "$800 ham sandwich", referring to the costly
practice of addressing homelessness through emergency health
facilities. A bed in a psychiatric
ward costs approximately $500
per  day  and  a jail holding  cell
offers opportunities to stabilize
illnesses and reduce the need for
more intense levels of service —
benefits not realized by construction of more shelters.
Community and government
partners in the new research network include Vancouver Coastal
Health; GVRD; Canada Mental
Health Association; Social
Planning and Research Council;
Three Bridges Health Clinic;
Lookout, Triage and Covenant
House shelters; ShelterNet, the
United Chinese Community
Enrichment Services Society
(SUCCESS); the Multilingual
Orientation Services Association
for Immigrant Communities
(MOSAIC), and Solutions.
For more information on homelessness, visit www.hvl.ihpr.ubc.ca
or www.bchhrn.ihpr.ubc.ca. □
I   M   E      PIECE      1927—   reprinted from the 1927 issue of TOTEM
TN£    VfftVERSiTY   OF   R R I T I 5 H    COLUMBIA
University Hill
A C\ofinui Gutddwri Example to Endow A GJmntj
Ctfjtildunl UrtovtrMy.
UNIVERSITY HILL, immediately adjoining the University of B.C.,
is the first section of residential property which is on the : 11.11 L 1
to endow the U.D.C This tract of 10S acres is laid out in residential lots.
On account of its proximLty to the Varsity, its location is as far west
as yoo can build on the Mainland of Canada. The ujunderiu] panorama
of mountains and watet. which can he seen from any point, since the
tract is L'out of the smoke zone., in the ozone," and the fact that it is zoned
and wisely restricted, makes it the most logical location, for the home'
seeker, and doubly attractive to everyone connected with the U.B.C.
and rhOJte who have the interest* of this institution at heart.
AElthe puhlic utilities are m Ml the property—water, light, telephone,
gasf and sewers, streets and sidewalks, and the houlevards planted with
ue** and shrubs.
The bnd can be bought or leased, and the Government leans money
on easy terms for building.
The transportation system at present U by buaand will be augmented
a* conditions require. The site is only twenty minutes from the Post
Older by motor.
It i* up to the student body to boost this property to then- relatives
and friends. The faster this desirable community of homes builds up,
the better it will be for tine U-H,C- Do not forget that ihrae are "University
Endowment Lands/'
Any information rcjprdmjr this property will be gladly supplied by —
JACKSON ^ MILLS
The Gables
UsuvERsarv Hjll
Phone: Point Grey 1452
Pujl'  Of*   ItllititfrJ dlhf fihTu-ullw 6      |      UBC     REPORTS      |      NOVEMBER     6,     2003
THE   UNIVERSITY   OF
UBC
IRITISH   COLUMBIA
w
Student Discipline Report
(01 September 2002 to 31 August 2003)
Under section 61 of the University Act, the President of the University has authority to impose discipline on students for academic and non-academic offences (see pages 48 & 49 of
the 2002/2003 University Calendar). Discipline cases are summarized on the website ofthe office ofthe University Counsel, www.universitycounsel.ubc.ca, on a regular basis, and
this annual report is published in the UBC Reports.
In the period September 1, 2002 to August 31, 2003, 75 students appeared before the President's Advisory Committee on Student Discipline and 66 were subsequently disciplined.
For each case, the events leading to the imposition of the discipline and the discipline imposed are summarized below. Discipline may vary depending upon the circumstances of a
particular case.
1. A student cheated on a midterm examination by copying the work of another
student.
Discipline: A mark of zero in the course and a suspension from the University
for 4 months*.
2. A student substantially altered answers on his/her quiz paper and returned the quiz
paper to the instructor requesting that it be re-evaluated.
Discipline: A mark of zero in the course and a suspension from the University
for 8 months*.
3. A student was involved in two incidents of academic misconduct; specifically that
(1) he/she brought unauthorized material (printed notes) into a final examination;
and (2) he/she plagiarized from the unauthorized material.
Discipline: A mark of zero in the course and a suspension from the University
for 8 months*.
4. A graduate requested to have his/her degree, which was conferred many years
earlier, rescinded by the University, due to an academic misconduct he/she
committed.  In particular, as a student he/she submitted someone else's essay as
his/her own material in a course.
Discipline: A mark of zero in the course, with transcript being amended
accordingly, and a suspension of the degree until the course, or an
equivalent, is successfully completed.
5. A student allegedly plagiarized a paper from papers found on the Internet.
Discipline: A mark of zero in the course and that the student's major be removed
from his/her degree*.
6. A student (1) brought unauthorized material (handwritten notes)in to a final
examination and (2) he/she submitted work as his/her own that was the work of
another person, which was substantially plagiarized from the web.
Discipline: A mark of zero in the course and a suspension from the University
for 12 months*.
7. A student copied material from the examination paper of another student
during a final examination.
Discipline: A mark of zero in the course and a suspension from the University
for 12 months*.
8. A student was intoxicated and acted in an inappropriate manner in front
of a Campus building and failed to show respect to the Campus Security
personnel.
Discipline: A letter of reprimand.
9. A student submitted a paper that was completely plagiarized from two sources
on the Internet.
Discipline: A mark of zero in the course and a suspension from the University
for 8 months*.
10. A student committed plagiarism in four incidents.
Discipline: A mark of zero in the four courses and a suspension from the
University for 12 months*.
11. A student cheated during an examination by verbal communication with
two other students.
Discipline: A mark of zero in the course and a letter of reprimand*.
12. A student cheated during an examination by verbal communication with
two other students.
Discipline: A mark of zero in the course and a letter of reprimand*.
13. A student cheated during an examination by verbal communication with
two other students.
Discipline: A mark of zero in the course and a letter of reprimand*.
14. A student cheated during an examination by verbal communication with
another student.
Discipline: A mark of zero in the course and a letter of reprimand*.
15. A student cheated during an examination by verbal communication with
another student.
Discipline: A mark of zero in the course and a letter of reprimand*.
16. A student altered answers on a midterm examination and returned the exam
to the instructor requesting that it be re-graded.
Discipline: A mark of zero in the course and a suspension from the University
for 12 months*.
17. A student submitted an assignment that was essentially identical to the same
assignment submitted by another student, and both students exchanged sections
of the assignment and copied from each other's work.
Discipline: A mark of zero in the course and a letter of reprimand.
18. A student submitted an assignment that was essentially identical to the same
assignment submitted by another student, and both students exchanged
sections of the assignment and copied from each other's work.
Discipline: A mark of zero in the course and a letter of reprimand.
19. A student requested to have his/her undergraduate degree, which was conferred
years earlier, rescinded by the University due to his/her academic misconduct
during his/her last two academic years.  In particular, the student submitted essays
and dissertations written by someone else
in a number of courses.
Discipline: A mark of zero in all of the courses with the transcript being amended
accordingly and the degree be annulled.
20. A student cheated during an examination by copying answers from a student
sitting in front and from a student who sat beside him/her.
Discipline: A mark of zero in the course and a suspension from the University for
12 months*.
21. A student allegedly cheated during a final examination by attempting to consult
notes in a washroom during the exam. The notes were left in the washroom prior
to the exam.
Discipline: A mark of zero in the course and a letter of reprimand.
22. A student failed to disclose his/her previous attendance at a college, where he/she
was under academic probation, at the time he/she applied for admission to UBC.
Had the student's academic record from the college been taken into account,
he/she would not have been admitted into UBC.
Discipline: In order for the student to be readmitted to his/her program at UBC,
he/she must re-apply for admission as a new applicant and that he/she
must meet the requirements for a new applicant.
23. A student allegedly altered some answers on a midterm examination that
had been returned to him/her and that he/she submitted the examination
for re-grading.
Outcome: The allegation was dismissed and no disciplinary action imposed.
24. A student cheated by submitting his/her midterm examination for marking, claiming that it had been handed back unmarked, when the exam in fact had been
taken from the examination room and not submitted at the time of the exam.
Discipline: A mark of zero in the course and a suspension from the University
for 12 months*.
25. A student collaborated inappropriately with another student in producing his/her
assignment answers.
Discipline: A mark of zero in the course and a suspension from the University for
4 months*.
26. A student collaborated inappropriately with another student in producing his/her
assignment answers.
Discipline: A mark of zero in the course and a suspension from the University for
4 months*.
27. A student submitted a forged enrolment letter in support of an application for
employment and forged the signature of a university employee.
Discipline: A suspension from the University for 8 months*.
28. A student: (1) altered some answers on a midterm examination and returned the
examination to the instructor for re-grading; and (2) collaborated with another
student on some assignments.
Discipline: A mark of zero in the course and a suspension from the University
for 12 months*.
29. A student plagiarized a portion of his/her assignment.
Discipline: A mark of zero in the course and a letter of reprimand.
30. A student misappropriated laboratory specimens belonging to other students
in the course and submitted them as having collected them him/herself.
Discipline: A mark of zero in the course and a letter of reprimand*.
31. A student cheated by bringing unauthorized notes (crib sheet) into an examination
and referred to them during the exam.
Discipline: A mark of zero in the course and a suspension from the University
for 4 months*.
32. A student allegedly did not hand in his/her examination to the invigilator at the
termination of the exam period and that he/she removed the examination from
the exam room.
Outcome: Allegation could not be substantiated by the available evidence and
was dismissed.
33. A student plagiarized an essay from an Internet source.
Disciplined mark of zero in the course and a suspension from the University
for 8 months*.
34. A student allegedly: (1) plagiarized an assignment by using answers obtained from
an official marking guide for a similar assignment used in the previous year in the
course; (2) had unauthorized access to an official marking guide for a final examination; and (3) his/her official grade for a course that was contained in a file in an
office computer was altered in an unauthorized manner and his/her grade raised.
Outcome: The allegations could not be substantiated due to the lack of clear and
convincing evidence.  However, the President's Advisory Committee on
Student Discipline concluded that the student had lied to a Professor
when he/she denied knowledge of any other classmates in the course UBC     REPORTS      |      NOVEMBER     6,     2003      |      7
and that the student's answers were evasive and unconvincing.  A letter of reprimand
was issued.
35. A student allegedly cheated in a final examination by breaching the regulations
for the exam that forbade having at the place of writing a calculator, and by
havingchemical formulae written in pencil on the calculator.
Outcome: Allegation could not be substantiated by the available evidence and
was dismissed. No disciplinary action imposed.
36. A student committed plagiarism by submitting work that was nearly identical
to another student's.
Discipline: A mark of zero in the assignment and a letter of reprimand.
37. A student allegedly committed several academic misconducts in four courses,
and failed to respond to the President's Advisory Committee on Student Discipline
with respect to these allegations.
Outcome: The student is not permitted to register at the University until he/she
meets with the President's Advisory Committee on Student Discipline
and that a freeze be placed on his/her academic transcript pending the
meeting.
38. A student allegedly failed to disclose his/her previous attendance at a Canadian
University at the time he/she applied for admission to UBC, as he/she was required
to do.
Outcome: Allegation was dismissed and no disciplinary action imposed.
39. A student cheated during an examination by collaborating with another
student.
Discipline: A mark of zero in the course and a suspension from the University
for 8 months*.
40. A student cheated during an examination by collaborating with another
student.
Discipline: A mark of zero in the course and a suspension from the University
for 8 months*.
41. A student submitted falsified transcripts from an out-of-country language institute
in support of his/her application to UBC.
Discipline: A suspension from the University for 12 months*.
42. A student failed to disclose his/her previous attendance at a Canadian College
at the time he/she applied for admission to UBC, as he/she was required to do.
Discipline: A suspension from the University for 12 months*.
43. A student allegedly committed plagiarism by submitting work that was nearly
identical to another student's.
Outcome: Allegation was dismissed and no disciplinary action imposed.
44. A student plagiarized an answer to a question on an assignment by copying
material from a website.
Discipline: A mark of zero on the assignment and a letter of reprimand.
45. A student cheated during an examination by having unauthorized material (a cheat
sheet of notes) relating to the course material in his/her possession and by referring
to it in the locker room while the exam was in progress.
Discipline: A mark of zero in the course, a suspension from the University for
12 months* and a recommendation that the student seek counselling.
46. A student allegedly committed an act of plagiarism in that several answers on his/her
assignment appeared to be in the same order and often contained the same wording
as on a marking guide used in the previous year.
Outcome: The allegation was dismissed, and no disciplinary action imposed.
47. A student collaborated with another student beyond the agreed-upon course limits
when submitting his/her assignment. The student signed a statement that he/she was
aware of the course policies, but failed to report the
collaboration on the submission of the assignment.
Discipline: A suspension from the University for 4 months*.
48. A student collaborated with another student beyond the agreed-upon course limits
when submitting his/her assignment. The student signed a statement that he/she was
aware of the course policies, but failed to report the collaboration on the
submission of the assignment.
Discipline: A suspension from the University for 4 months*
49. A student committed an act of plagiarism by handing in an essay that included
sections taken from sources on the Internet that were not credited in the essay or in
the bibliography.
Discipline: A mark of zero in the course and a letter of reprimand.
50. A student committed two academic misconducts:   (1) he/she committed plagiarism
when he/she produced an assignment using information obtained directly from a
student who had taken the course previously and (2) the student cheated on
another assignment.
Discipline: A mark of zero in each course and a suspension from the University for
12 months*.
51. A student committed an act of plagiarism by copying answers to a series of
assignments from another student's answer key and submitting them as his/her own
work.
Discipline: A suspension from the University for 2 months*.
52. A student cheated in two incidents: (1) by writing a quiz in another tutorial section
the day before his/her actual quiz was to be written, and handing in his/her exam
with a false name and fake student number; and (2) by speaking to another student
during a quiz in the actual tutorial section in which he/she was registered.
Discipline: A mark of zero in the course and a suspension from the University
for 12 months*.
53. A student brought unauthorized material (hand-written notes) into a final
examination.
Discipline: A mark of zero in the course and a suspension from the University
for 6 months*.
54. A student forged a note from a doctor and submitted it as grounds for being
allowed a standing deferred examination.
Discipline: A suspension from the University for 6 months*.
55. A student plagiarized a term paper by using material copied directly from websites
and submitted the paper as his/her own work.
Discipline: A mark of zero in the course and a suspension from the University
for 6 months*.
56. A student falsified facts in a report for a course.
Discipline: A mark of zero in the course and a suspension from the University
for 12 months*.
57. A student stole money from another student while they were in a co-op placement.
Discipline: A suspension from the University for 12 months*.
58. A student arranged for another person to write his/her examination.
Discipline: A suspension from the University for 12 months*.
59. A student arranged for another person to write his/her examination.
Discipline: A suspension from the University for 12 months*.
60. A student arranged for another person to write his/her examination.
Discipline: A suspension from the University for 12 months*.
61. A student submitted a term paper that was substantially plagiarized from the
text of two books.
Discipline: A mark of zero in the course and a letter of severe reprimand*.
62. A student submitted an essay that was substantially plagiarized from a publication
found on the Internet.
Discipline: A mark of zero in the course and a letter of severe reprimand*.
63. A student submitted a term paper that was substantially plagiarized from
a journal article.
Discipline: A mark of zero in the course and a suspension from the University
for 8 months*.
64. A student submitted a term paper that was substantially plagiarized from
a number of websites.
Discipline: A mark of zero in the course and a suspension from the University
for 8 months*.
65. A student submitted a term paper that was substantially plagiarized from
a number of websites.
Discipline: A mark of zero in the course and a suspension from the University
for 4 months*.
66. A student admitted to submitting a term paper of which a substantial portion
was copied from a published book.
Discipline: Taking into account extenuating circumstances, a letter of reprimand
was issued.
67. A student arranged for another person to write his/her exams.
Discipline: A suspension from the University for 12 months*.
68. A student brought unauthorized material (a computer disk) into a final
examination and made use of it during the exam.
Discipline: A mark of zero in the course and a suspension from the University
for 12 months*.
69. A student committed plagiarism by gaining access to another student's assignment
solutions from the previous term, without his/her knowledge and consent, and
using the solutions to draft his/her assignments and submitting the assignments as
his/her own work.
Discipline: A mark of zero in the course and a suspension from the University
for 12 months*.
70. A student was suspected of giving another student access to assignment solutions
from the previous term which were used by another student to commit plagiarism.
Outcome: The student was found not to have given access to the assignment
solutions and the allegation was dismissed and no disciplinary action
imposed.
71. A student breached course policy by giving his/her user name and password to
his/her computer account to another student.
Discipline: A letter of reprimand.
72. A student brought unauthorized material (index cards) into a final examination
and made use of the material during the exam.
Discipline: A mark of zero in the course and a suspension from the University
for 8 months*.
73. A student arranged for another person to write his/her exam.
Discipline: A suspension from the University for 12 months*.
74. A student marked several questions of his/her exam paper in red pen during
the exam in order to falsify grades and then handed it in to the invigilator.
Discipline: A mark of zero in the course and a suspension from the University
for 12 months*.
75. A student was verbally abusive towards a Professor; struck the Professor's cabinet
with his/her fist; and threatened and spat at a Teaching Assistant.
Discipline: A letter of severe reprimand.
* In all cases indicated by an asterisk, a notation of disciplinary action is entered
on the student's transcript.  At any time after two years have elapsed from the
date of his or her graduation the student may apply to the President to exercise
her discretion to remove the notation.
Students under disciplinary suspension from UBC may not take courses at other
institutions for transfer of credit back to UBC. I      UBC      REPORTS       |      NOVEMBER     6,     2003
FACULTY OF ARTS
UBC KILLAM TEACHING PRIZES
Once again the University is recognizing excellence in teaching through
the awarding of prizes to faculty members. Five (5) prize winners will be
selected in the Faculty of Arts for 2004.
Eligibility:  Eligibility is open to faculty who have three or more years of
teaching at UBC. The three years include 2003 - 2004.
Criteria: The awards will recognize distinguished teaching at all levels;
introductory, advanced, graduate courses, graduate supervision, and
any combination of levels.
Nomination Process:  Members of faculty, students, or alumni may
suggest candidates to the Head of the Department, the Director of the
School, or Chair of the Program in which the nominee teaches. These
suggestions should be in writing and signed by one or more students,
alumni or faculty, and they should include a very brief statement of the
basis for the nomination. You may write a letter of nomination or pick
up a form from the Office of the Dean, Faculty of Arts in Buchanan
B130.
Deadline: 4:00 p.m. on January 19, 2004. Submit nominations to the
Department, School or Program Office in which the nominee teaches.
Winners will be announced in the Spring, and they will be identified as
well during Spring convocation in May.
For further information about these awards contact either your
Department, School or Program office, or Dr. J. Evan Kreider, Associate
Dean of Arts at (604) 822-6703.
Preserving our Collective Memory
Do You Recall an Excellent Teacher
From Your Past?
FACULTY OF APPLIED SCIENCE
UBC KILLAM TEACHING PRIZE
The University is again recognising excellence in teaching through the awarding
of teaching prizes to faculty members.   Two prize winners from the Faculty of
Applied Science will be selected for 2004.
ELIGIBILITY: The prizes are open to full-time tenure-track faculty in Architecture,
Engineering or Nursing who have five or more years of teaching experience at
UBC.
CRITERIA: The awards will recognise sustained teaching accomplishments at all
levels at UBC, and will focus on those faculty who have demonstrated that they
are able to motivate students and are responsive to students' intellectual needs,
or have developed innovative laboratory or lecture materials.
NOMINATION PROCESS: Students, alumni or faculty members may nominate
candidates to the Head of their department, the Director of their School, or the
Head of the unit in which the nominee teaches. Letters of nomination and
supporting information may also be sent directly to:
Dr. Helmut Prion
Chair, Killam Teaching Prize Committee 2003-2004
Department of Civil Engineering, 2324 Main Mall
The University of British Columbia, Vancouver, BC, V6T 1Z4
E-mail: prion@civil.ubc.ca; Tel: 604-822-3864
DEADLINE: January 12, 2004
WINNERS: Winners will be identified in Spring 2004, and will be honoured
during the Congregation in May.
For further information about the awards, please contact the Dean's Office,
Faculty of Applied Science, your Department or School office, or the Killam
Teaching Prize Committee Chair.
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Remember the  last time   you
went through your old papers
and photographs looking for
that something you just couldn't
find and you promised yourself
you'd figure out a way to keep it
all organized? Just imagine how
daunting a task it is to try to
preserve the organizational
memory of an institution like
UBC.
This      task     falls      to      the
University   Archives,   home   to
BY CRISTINA CALBOREANU
when it comes to centralizing the
control of the records, because
this goes against the grain of the
academic mindset."
One of the most important
issues for the survey is the classification, use, and preservation of
electronic records. The amount
of electronic records is growing,
but, according to Records
Survey Project Coordinator
Alan Doyle, paper is still predominant. "Where there are two
major initiative in which archival
scholars, computer engineering
scholars, music, moving images,
photographs, theatre and dance
scholars, national archival institutions and private industry representatives are collaborating to
develop the knowledge required
for long-term preservation of the
authenticity of electronic
records.
The       InterPARES       Project,
whose first phase was concluded
Even though UBC is home to the world's leading project
to preserve electronic records, keeping good digital and paper institutional
memory is no task for the faint-hearted.
institutional records of the
university, the Alumni
Association, and the Alma
Mater Society, as well as personal papers of individual faculty
members, administrators, and
alumni.
Although records are created,
altered and destroyed every day,
it is the identification and
preservation of the permanently
valuable, reliable and authentic
records that most interests the
University Archives.
To this end, this summer, the
University Archives has begun a
Records Survey to determine
what records are being created,
used, and maintained by the
University's approximately 225
record-creating units. This
survey, explains University
Archivist Chris Hives, will help
determine the steps needed to
encourage the use of standardized records management
principles.
"The University is a largely
decentralized bureaucracy where
units operate independently,"
Hives says. "We need to provide
some guidance as to what sorts
of records should be preserved
and how."
Dr. Luciana Duranti, professor in the UBC School of
Library, Archival, and
Information Studies, agrees that
the most difficult obstacle to
overcome is institutional rather
than technological.
"The main challenges are
related to the nature itself of the
university," she explains.
"Unlike government, the university    hierarchy    breaks    down
copies of a record, one electronic and one paper," says Doyle,
"the paper one is going to trump
as far as being preserved,
because the systems are in place
to preserve it."
Preservation of electronic
records is complicated by their
unique nature: digital materials
are fragile, and their viability
depends on technologies that
change rapidly and continually.
"With electronic records,"
explains Duranti, "preservation
is an active endeavour. You
could put a piece of paper in a
box in the basement and forget
about it for twenty years — but
if you forget about an electronic
record, it's lost. Preservation of
electronic records is possible,
but very expensive, because it
requires refreshment of the
media every year, and migration
to new technology every three to
five years."
Further complicating the issue
is the fact that electronic records
can be easily altered. "The
problems are enormous, " says
Duranti. "They are particularly
significant not so much in
relation to the preservation of
information as such, but in
relation the preservation of the
ability to prove, for accountability purposes, that that
information is the original one,
that it has not been tampered
with, manipulated, or
accidentally changed."
Prof. Duranti is the Project
Director of the InterPARES
(International Research on
Permanent Authentic Records in
Electronic   Systems)   Project,   a
GREEN COLLEGE THEMATIC LECTURE SERIES
Green College invites applications from members of the UBC
community to hold an interdisciplinary thematic lecture series during
the 2004-2005 academic year. The series can be on any interdisciplinary
theme, and should consist of eight lectures over the period September
2004 to March 2005. The organizers will edit an anthology to be
published in The Green College Thematic Lecture Series. The College will
support travel expenses of invited lecturers to a maximum of $10,000,
and publication. Wherever possible, applicants should seek
co-sponsorship ofthe series with other relevant bodies.
Applications must include thefollowing:
1.Title, brief description ofthe series, and a list of proposed speakers and
topics.
2. A budget that estimates the total cost of least expensive excursion
airfares for all invited speakers. (Speakers will be accommodated at
Green College. No honoraria will be offered.)
3. Actual or potential co-sponsors.
One or two lecture series will be funded. Questions about this program
should be directed to Carolyn Andersson, Event Coordinator.
E ma il:cmtander@ interchange, ubc.ca.
Send completed applications by no later than January 31,2004 to:
The Academic Committee, Green College
6201 Cecil Green Park Road
Vancouver, BCV6T1Z1
■    ■
in 2001, is based in the UBC
School of Library, Archival and
Information Studies, and,
according to Duranti, it is "the
leading project in preservation of
electronic records in the world."
Governments and institutions
around the world (from the
National Archives of the United
States to Yale University) have
implemented the InterPARES
findings, but Canadian universities still have a long way to go.
"We have had enormous financial and moral support from the
university for this research," says
Duranti. "What we don't have,
because it would require money
well beyond any money we have
for research, is the ability to
implement the findings of the
research project in the context of
the university."
But if we are to preserve the
institutional memory of the
University, Duranti cautions, we
must act soon, because,
in her words, "time is
running out and we are losing
more records than we are
keeping." □
Remembrance
Day Ceremonies
The university's Annual
Remembrance Day Ceremony
will be held on Tues. Nov. 11 in
the foyer of UBC's War
Memorial Gym for members of
the campus and surrounding
communities as wells as veterans
and members of the Armed
Forces.
The 45-minute ceremony will
start at 10:50 a.m.
The program includes readings
and music by a brass quintet
from the UBC School of Music,
as well as guest speaker Richard
Vedan, director of the First
Nations House of Learning.
During the ceremony, wreaths
will be laid by 14 community
organizations, including the
RCMP-University Detachment,
UBC Locals of the Canadian
Union of Public Employees and
the Royal Canadian Legion,
Branch 142.
Doors open at 10 a.m. Light
refreshments will be served following the ceremony.
The university has held a Nov.
11 ceremony since the opening of
the War Memorial Gym in 1951.
For more information visit
www.external-affairs.ubc.ca/
ceremonies. □ 1C      REPORTS      |      NOVEMBER      6,      2003      |      9
'<>  NEW FACES >
From Toe Shoes
to Tenure Track
Ballerina turned Historian of Latin
America joins UBC. by erica smishek
You'd be hard pressed to find another historian with an
acting credit on the Internet Movie Database, the popular
entertainment industry Web site.
But check the listing for Nutcracker: The Motion
Picture and you can spot Alejandra Bronfman's name
beside the role of Commedia in the 1986 production.
"It was very interesting to see how a film was made,"
says Bronfman, one of five new faculty additions to UBC's
history department. "I had never witnessed the process
before. It was a lot of sitting around all day, very stop-
and-start. We had these extraordinary sets designed by
Maurice Sendak, who wrote Where the Wild Things Are.
"It ended up being a really bad movie. But it was a fun
experience — and I made a lot of money."
At the time, Bronfman was a soloist with the Pacific
Northwest Ballet in Seattle. She had joined the company
in 1984 following stints with the Washington Ballet in
Washington, D.C, and Finis Jhung's Chamber Ballet in
New York City.
"I felt drawn to it. I guess I'm a tiny bit of a masochist,"
she says of her dance career, which began once she
completed high school. "It is very hard work and you
have to be really self-critical."
While she loved to perform and travel, Bronfman decided to hang up her point shoes after a decade at the barre.
"I always knew I wouldn't do it forever," she says. "I
didn't want to be on the stage longer than I should. It
became clear I had to do something else."
At 28 years old, college beckoned. She completed a
Bachelor of Arts in History at Cornell University in
Ithaca, New York, and her Master of Arts and PhD in
History at Princeton. After a preliminary interest in early
modern Europe, she soon switched to Latin America.
Alejandra Bronfman spent 10 years on the professional dance stage before turning her attention to academia. She joins UBC's
history department as an assistant professor specializing in Tatin America, with an emphasis on 20th century Cuban history.
"I wanted to be more connected to what I was
researching," Bronfman explains. "In part it was my
background [she was born in Argentina and raised
outside Washington, D.C. by a Spanish mother and an
Argentinean father, and speaks fluent Spanish]. But when
I thought about what kind of writer I wanted to be, I
wanted to be more political.
"The cultural history of Latin America appealed to me,
the way that people understand the world they live in and
how it's constructed. I was interested in race and racial
ideology — and how scientists write about it."
Bronfman specializes in 20 century Cuban history
and has conducted extensive field research in the
Caribbean country, to which travel is restricted for most
Americans.
"The access was fine. I never had any problem going
there and getting into the archives. I have a strong
relationship with Cuban scholars. But when I was
teaching at the University of Florida and at Yale, I had to
get over people's stereotypes of Cuba. There are so few
really good ideas about Cuba in the United States. People
spin these ideas without knowing anything about the
country, its people or its culture."
Bronfman has settled in Vancouver with her
nine-month-old daughter and her husband, Alexander
Dawson, also a historian of Latin America and a new
faculty member at Simon Fraser University.
"I didn't know much about the city before moving
here," she says. "I had performed here with the Pacific
National Ballet and my husband, who is Canadian, had
prepped me a little bit. Now I'm interested to discover
new places and new cultures. It's all good." □
He Shoots! He Scores!
Here's How!
Kenji Okuma's computer software program could
help hockey coaches.
In the fast-paced world of hockey,
there isn't a coach — or fan — alive
who hasn't at one time wished for
more insight into why some plays
unfold perfectly while others end in
disaster.
Now, thanks to a UBC computer
scientist who can't even skate,
coaches may soon have a sophisticated new tool to help them
analyse and predict how players
will perform during a game, or
even choose their top draft picks.
Before Kenji Okuma, 25, came
to Canada from Japan in July
2000, he'd never seen a hockey
game or set foot on a rink. Three
years later, he's watched hundreds
BY MICHELLE COOK
of hours of NHL
action on videotape —
paying special attention to goal highlights
— in order to build an
unusual database.
Okuma is part of a
team of UBC
researchers working
to develop a computer
system capable of
plotting player movements in hockey
games. Its members
include computer
vision specialists
James Little, David
Lowe and Robert
Woodham, and data
mining expert
Raymond Ng — all
professors in the
computer science
department. Okuma
completed his MSc in
computer science
earlier this year, and
has been working as a
research assistant in
the department's Lab
for Computational Intelligence
since then.
The research team's goal is to
create a large database of NHL
players in motion that can be
queried to extract the paths — or
motion trajectories — of individual players. The patterns could
then be analysed to determine how
a player moves and how he would
be likely to move in future plays.
Similar systems already exist for
baseball, soccer, football and tennis.
Woodham says that hockey was
the sport of choice for the project,
in part, because of the interest in it
here in B.C. and also because he
and   fellow   researcher   Little   are
die-hard fans of the game.
Nonetheless, Okuma says he was
drafted for his off-ice skills.
"Jim (Little) was my thesis
advisor. I told him I knew nothing
about hockey," Okuma says. "I'd
never played hockey but I was
living in Canada and thought I
should know what Canada's
favourite sport was like."
Okuma quickly learned what
avid fans already know: professional hockey is a fast sport, and keeping an eye on the puck can be hard
work. When a game is broadcast,
cameras tilt, zoom and pan and
switch between different locations,
but they only capture a side or end
view of the rink. To accurately
understand the way players move
around the ice, the best viewpoint
for a coach is looking down on the
rink from above.
With little overhead game
footage available to the researchers,
Okuma created software that
removes the camera motion, and
isolates and tracks each player's
route. The software then
transforms regular broadcast video
footage into a digitized top-down
view ofthe players' movements that
is useful for coaches and other analysts.
"The human eye can only track
three people at a time so this data
would give a coach a fuller picture
of where and how most plays
occurred in a game," Okuma says.
He adds that the research team
would like to get access to more
game footage than is currently
available on television broadcasts.
An increased number of camera
angles around hockey rinks would
allow them to capture a greater
range of movement on the ice, and
help them to more accurately replicate human motion in digital form.
The researchers would also like to
get professional coaches interested
in trying out the system.
Hockey    coaches    and    sports
analysts are the most obvious
end-users of the research, which is
being funded by the Institute for
Robotics and Intelligent Systems
(IRIS) as part of a larger
nationwide project of intentional
motion and data archiving, but the
work being conducted has wider
applications.
Sports broadcasters could use it
to give TV viewers a more dynamic experience by providing new
vantage points and analysis of
game play. Off the rink, the system
could aid the computer game and
film industries to create more
realistic animated characters, or be
used in the development of smart
robots capable of imitating human
motion or anticipating people's
actions.
With his contribution to the
project almost complete, Okuma
will be heading back to Tokyo in
December with plans to pursue a
PhD. And, he says, after watching
two full seasons of NHL action on
tape, he's had his fill of TSN
broadcasts and Hockey Night in
Canada and will be happy to get
back to his sport of choice
— soccer.
Still, he thinks he might like to
go down to GM Place just once
before he leaves. Despite the
hundreds of games he's viewed,
he's never seen a game of hockey
played live. □
Dicfens Buffet 2003
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1C      REPORTS      |      NOVEMBER     6,      2003
The path you choose can make all the difference.
Economic Crime Studies
Traditionally called "white-collar" crimes,
financial crimes involving fraud,
embezzlement and the like are steadily
on the rise. So, too, is the demand for
professionals trained to detect, identify
and investigate these types of economic
crimes.
At BCIT we offer a unique blend of
academic learning and applied skills. A
different path of learning. Our instructors
are highly qualified and have industry-
specific credentials and experience.
If you have the prerequisite academic or
professional foundation in the areas of
business, economics or accounting,
consider this distinct program of studies.
Attend one of our upcoming information
sessions or contact us to learn more about
the economic crime studies option of the
Forensic Science Technology program.
For more information:
604.453.4098
forensic@bcit.ca
www.economiccrimes.ca
A POLYTECHNIC INSTITUTION
^     EWS TV I RADIO
UBC Public Affairs has opened both a radio and TV studio on campus
where you can do live interviews with local, national and international
media outlets.
To learn more about being a UBC expert, call us at 604.822.2064 and
visit our web site at www.publicaffairs.ubc.ca/experts/signup
UBC ALUMNI
The UBC Alumni Association will honour accomplished members of
the UBC community at its Ninth Annual Alumni Achievement Dinner
on November 20 at the Fairmont Waterfront in downtown Vancouver.
For more information and to purchase tickets, please visit the website
at www.alumni.ubc.ca or call 604-822-3313.
Outstanding Young Alumnus Award
Alice Low-Fung Mui,
BSc'86, PhD
Mui is an assistant professor in
the department of surgery at
UBC, as well as a research
scientist for both the Vancouver
Hospital Sciences Centre and
the B.C. Transplant Society. She
has distinguished herself in
research that examines how
hormones produced by certain
cells in the immune system
regulate the function of other
cells. The research may lead to
a better understanding of the
proliferation of cells in blood
diseases such as leukemia, and
to effective approaches for
preventing rejection in organ
transplants. A paper describing
her research was featured in the
" Hot Paper" section of the
journal The Scientist, a spot
reserved for findings that have
an unusually high impact on the
research community.
She completed post-doctoral
studies in California before
being recruited by UBC in
1999. In the department of
Surgery, she works with clinical
researchers to translate her
work into improvements in
patient care.
Respected for her outstanding
science, Mui has been a keynote
speaker for three international
scientific societies and is sought
by several professional journals
as a manuscript reviewer. She is
assistant editor of Experimental
Hematology, an international
journal on blood disorders, and
a reviewer for the journal
Blood. She is a magnet for
grants and awards and is a
current recipient of a Canadian
Institute of Health Research
Scholarship.
Mui is supervisor and mentor
to masters and doctoral candidates and is a keen teacher with
consistently high evaluations:
students often seek her out for
help. Two of her graduate
charges were chosen for podium
presentations at international
scientific symposia in Montreal
and Torino. She sits on five
provincial and national scientific
grant review panels, is a
member of the department of
surgery's division of General
Surgery Resident Education
Committee, the Advisory
Committee of the Vancouver
Hospital, the Grant Review
Panel for the Canadian Cancer
Research Society and many
other scholarly committees. □
WHAT'S IN A NAME?
WHAT WOULD YOU CALL AN OUTDOOR SPACE THAT'S LARGER THAN MANY LIVING ROOMS?
You probably wouldn't call it a balcony. Similarly, if you'd like
the space of a second bedroom, but don't need the bedroom,
it'd be up to you to call it what you like. Study. Entertainment
Room. Guest Room. It's your home. Use it, and name it, however you choose. So, what's labeled as a study could become a
wine cellar, or a tech room. But whatever you call it, there are
two names that you won't want to change - Chancellor House
and West Point Grey.
And with over 70% of the homes sold, you'll want to act
soon or you'll just have to call it gone. Remaining homes are
priced from $439,900.
Stop by our Discovery Centre at 1715 Theology Mall
(at Chancellor Blvd)
Open noon til 5pm daily (except Fridays)
www.chancellorhouse.ca
or call 604.228.8100
CHAhicmoii
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INTRACO RP
X
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CHANCELLOR
HOUSE UBC      REPORTS      |      NOVEMBER     6,     2003      |
Hands across the Ocean,
Bytes across the Sea
Grounded by SARS travel advisory, technology allows professor in UBC studio to
teach students in Shanghai classroom, by erica smishek
Retiring Within 5 Years?
Carson Woo, of the Sauder School of Business, was the first UBC faculty member to use Internet videoconferencing
to teach an entire course to a class in a distant location.
The SARS outbreak may have
suspended physical travel to Asia
earlier this year but it never stopped
virtual travel.
Thanks to new technology and
some determined creative minds, the
Sauder School of Business at UBC
was able to use the Web and video
broadcast technology to offer a
course in its International MBA
(IMBA) program in Shanghai.
For two very early mornings and
two brutally long nights in July,
Assoc. Prof. Carson Woo stood in
front of a camera, computer at
hand, in a television studio at UBC's
Point Grey campus and taught 21
IMBA students seated in a
classroom at Shanghai Jiao Tong
University.
It was done by Internet Protocol
(IP) videoconferencing, a system
that uses the Internet to transmit
video and audio data, and allows for
interactive, two-way communication. Students had two computer
screens in front of them — one for
Woo's videoconference and another
for his PowerPoint presentation —
as well as a camera, which they activated with a button to relay their
questions or responses back to Woo.
While UBC has been using the IP
videoconferencing system for about
two years, it was the first time it had
been used by an instructor to teach
an entire course to a class in a distant location. Everyone involved
termed the innovative experiment a
success.
"It was a good example of collaboration among many individuals. It
took a lot of people to pull off," says
Mark Zuberbuhler, executive producer and director for UBC
Telestudios, the new-media produc-
Accommodation for
UBC Visitors
Toint (grey
Quest House
tion facility that utilizes technologies
for the creation and development of
e-Learning initiatives.
"The professor had never done it
before. The students had never done
it before. We were utilizing new technology in a new way for teaching."
The 24-month IMBA program
begins each January with 12 class
days in Shanghai. Students then
reside at UBC for four weeks in
February to attend full-time classes.
The program continues on a part-
time basis with 18 four-day monthly
modules, with Sauder faculty members travelling to Shanghai to teach.
All classes are offered in English.
Following the SARS outbreak and
subsequent travel advisory by the
World Health Organization, no
modules were offered in April or
May of this year. By June, students
were getting restless and frustrated,
and approached both Grace Wong,
assistant dean of International
Programs at Sauder, and representatives of the Master's program to discuss alternatives.
"The students were getting very
anxious," Wong says. "So we presented them with the option of a
videoconference module. It's something that could be a good model
anyway, not for full-time teaching
but certainly as an alternative."
Students suggested that the
Information Technology course
might particularly lend itself to the
trial, so Woo, who teaches Business
Modeling for Information Systems in
the IMBA program, was brought
into the mix.
After three tests and the purchase
of some new software in Shanghai,
the kinks were ironed out and it was
time for Woo to really get to work.
Given the time difference between
Vancouver and Shanghai, he taught
from 3 a.m. to 6:45 a.m. on a
Thursday and Friday. Then he went
home for a sleeping pill and a long
nap before starting again on Friday
at 5:30 p.m. and teaching until 1:30
a.m. Saturday. He did another 8-
hour stint Saturday evening through
Sunday morning.
"Friday was very painful," Woo
admits. "By the time I got to midnight, I didn't know what I was
talking about.
"I was eating dinner at breakfast
and breakfast at dinner. By the end,
my stomach was really complaining. "
Despite the physical challenges,
Woo says the project went smoothly. The system was only disconnected twice due to network traffic collisions and took only five minutes
each time to reconnect. He had sent
his PowerPoint notes to Shanghai
long in advance so they would have
background information if technology failed. And students were supportive of the initiative from the
beginning.
"One wrote to me afterward and
said he was very happy to be in the
first group to ever experience this."
While Woo acknowledges it is an
intriguing learning alternative, he
would prefer to teach his students in
person or at least be able to meet
them face-to-face prior to ever
appearing on video.
"I lost the shy student who normally would come up after class or
during a break to discuss things," he
says. "Some students were just too
shy to speak when everyone else
could see or hear them. They did
have the option of emailing me
questions after the class but I
received very few. So I lost that
whole touch with those students. To
me, that doesn't feel good."
Given the experiment's success,
Wong says the Sauder School is
exploring other possible applications for the videoconferencing
technology, including meetings and
interviews.
While it cannot replace the
unique nuances of interpersonal
contact, she says it's an appropriate
alternative when travel is not an
option.
For more information on UBC's
strategy to support work, learning
and research through the use of new
Internet and Web technologies, visit
www.estrategy.ubc.ca □
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Vancouver, B.C.
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www.mediagroup.ubc.ca 12      |      UBC      REPORTS      |      NOVEMBER     6,     2003
WHY A  UNIVERSITY TOWN?
You care about your child's future. So do we.
It's why we're building University Town, for future UBC
students, faculty and staff who will need more from a
university campus than just a destination with classrooms.
University Town will consist of eight neighbourhoods to
enrich campus life with a mix of housing, shops, parks
and other amenities that will make the campus as vital in
the evening as it is during the day.
While half of the new housing is earmarked for
campus members, our vision is to make University Town
a true community that allows others to enjoy the breathtaking surroundings and live closer to attractions such as
the Museum of Anthropology and the world-class Chan
Centre for the Performing Arts.
Plans are proceeding carefully with widespread
public consultation to create an environment that is as
sustainable as it is vibrant, while preserving the most
beautiful university campus in Canada.
UBC's innovative U-Pass transit discount for students
has already dramatically reduced car traffic to
campus. By building housing where students, faculty and
staff can live where they work and study, traffic will be
reduced even further.
Revenues from University Town will be used to create
endowments to ensure that UBC remains affordable
and accessible with leading-edge teaching and research,
placing B.C.'s largest post-secondary institution in the
forefront of Canadian universities.
University Town. Preparing for the future.
UNIVERSITY TOWN
For more information visit www.universitytown.ubc.ca or call 604.822.6400

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