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UBC Reports Nov 19, 1970

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UBC faculty members in many varied disciplines
are currently involved in pollution teaching and
research and additional courses and meaningful
research projects are in the planning stage.
These are the main findings of a four-man
committee on pollution established by President
Walter H. Gage as the result of a Senate resolution in
January of this year.
The committee report, submitted to Senate last
night (Nov. 18), also points out that "the overall
problem  of  pollution  as  a   long-range  problem  of
Vol.16, No.23/Nov. 19,1970/Vancouver8,B.C.
mankind should be approached on an
interdisciplinary basis so that all aspects of the
problem and the possible effects of a suggested course
of action may be considered."
The committee, chaired by Prof. F.E. Murray,
head of the Department of Chemical Engineering, was
asked "to prepare a report that would be brought to
Senate on what the University is currently doing to
solve the problem of pollution of the environment
and on what its program is for continued research and
teaching in this area of national concern."
Many faculty members, the report says, in replying
to the committee's request for information, made
comments on what they felt the University should be
doing about the pollution problem.
"As expected," the report says, "The applied
scientists felt that an expanded program in
technology was required, the ecologists felt that a
better understanding of ecology was required and the
social scientists felt that a greater social science input
was required."
The report describes three interdisciplinary
projects underway or in the formative stage on the
UBC campus and says that a number of individuals
had expressed the feeling that a meaningful
interdisciplinary approach to pollution research was a
definite requirement.
Members of the committee, in addition to Prof.
Murray, were Dr. Jan de Vries, assistant professor of
Soil   Science;   Prof.   C.S.   Holling,   director   of  the
w» tmn
HIERARCHY of pillars designed to aid students and
strangers in finding their way around UBC is now
visible on the campus. This grouping, at the corner of
Southwest Marine Drive and University Boulevard,
shows   an   entrance   pillar,   center,   an   infonmation
pillar, left, directing visitors to one of four control
kiosks where assistance is available, and an
intersection pillar, right. For full details of UBC's new
graphics program, see story beginning at right. Photo
by Meredith Smith, UBC Photo Department.
Institute of Animal Resource Ecology, and Dr. W.K.
Oldham, assistant professor of Civil Engineering.
The committee distributed a printed form and
received replies from 23 faculty members which
indicated "a very broad spectrum of individual
interests and of individual involvement in the
pollution field," the report said in its introduction.
A total of nine campus departments — the bulk of
them in the Faculties of Agricultural Sciences and
Applied Science — are engaged in "substantial
technical work in the area of pollution control" with
two or more faculty members involved in teaching
and/or research, the committee found.
Here is a summary of what each department is
1. Departments of Agricultural Engineering and
Food Sciences — two courses directly applicable to
pollution problems and four research projects either
in progress or in the start-up stage.
2. Dept. of Chemical Engineering — three courses
have content related to pollution control and three
in-progress research projects.
3. Dept. of Civil Engineering — nine courses,
inaugurated in 1969, wholly devoted to water
pollution control, five courses which deal peripherally
with water quality and four research projects
"oriented towards real problems."
Please turn to Page Two
One of Canada's top graphic designers is the man
behind the new entrance pillars and street signs that
are the harbingers of a program designed to help
visitors and students find their way around UBC's
sometimes confusing campus.
Paul Arthur and Associates, the Toronto firm
which has developed the new system for UBC, has
not only designed similar programs for United States
universities and colleges, but was the organization
behind the graphics at Expo 67, often held up as an
example of clarity and simplicity.
The UBC graphics program was worked out over
the past year by the firm working in conjunction with
a committee for the development of graphics
standards chaired by Mr. Arthur Slipper, assistant
director of design and planning in UBC's Department
of Physical Plant.
Mr. Slipper explained the need for a campus
graphics program this way: "The committee was set
up in response to complaints from a variety of people
— visitors, students and faculty members — over a
long period of time about the poor quality or absence
of signs on the campus.
"The problem has become increasingly critical in
recent years as the campus has expanded and as the
University has been forced to alter traffic patterns as
a result of the construction of new buildings and the
creation of new parking lots.
"The committee established by the University
consists of representatives of Physical Plant, the
Office of Academic Planning, the Traffic and Security
Department, the University's fine arts committee and
the Alma Mater Society."
The committee also sent a letter to all deans
informing them of the committee's terms of reference
and asking the deans to bring the work of the
committee to the attention of department heads, who
were invited to submit suggestions. Similar letters
were sent to the Alma Mater Society and the Housing
Early in its deliberations, Mr. Slipper said, the
committee decided that the services of an outside
consultant would be desirable. "We wanted someone
Please turn to Page Four
Continued from Page One
4. Dept. of Microbiology — two courses directly
applicable to pollution control and research projects
which could lead to a "significant improvement in the
combined treatment of garbage and sewage sludge."
5. Dept. of Mineral Engineering — five courses
include material related to improvement of waste
water qualities in the mineral processing industry and
three related research projects.
6. Dept. of Plant Science — two courses on the
effects of pollution on plants and crop production
and a new research program to augment course
7. Dept. of Soil Science — one course dealing
specifically with pollution and a second relevant to
pollution control. One research project deals with
recycling domestic water by applying it to land with
irrigation sprinkler systems.
8. Institute of Animal Resource Ecology and Dept.
of Zoology — five courses covering areas such as
population dynamics, the role of man in disturbing
the ecosystem and biological aspects of air and water
pollution. Three research projects dealing with lake
ecosystems, nutrient enrichment of natural waters
and the effects of pollution on fish.
The report also lists five departments, faculties and
Institutes which have a peripheral technical
involvement in pollution control problems.
The Faculty of Forestry offers a course in forest
environmental management and graduate work has
been underway for some time on the rehabilitation of
land disturbed by strip mining.
The Department of Chemistry and Institute of
Oceanography, while they have no programs directly
related to pollution, provide background information
to researchers involved in pollution research or offer
courses which benefit students interested in marine
In the area of the social sciences the committee
found that the Faculty of Law, the Dept. of
Economics and the School of Community and
Regional Planning were involved in teaching and
research programs related to pollution.
The report also points to recent activity in
establishing "interdisciplinary pollution research
endeavours." The following programs are listed.
1. Water Resources Research Center — a proposal
to establish such a center has been submitted to the
federal government and an interim grant of $50,000
is currently being used to carry out a management
study on how best to set up such a center at UBC.
The center would concern itself with the broad field
of water resources, which touches on many different
2. Pollution Control Engineering Research Center
— established by the Depts. of Chemical and Civil
Engineering with a grant from the provincial
government to participate in solving pollution
problems of immediate concern to western Canada.
Staff is currently being recruited and full-scale
activity will commence within six months.
3. Environmental Crisis Operation — an
organization founded in 1969 by concerned faculty
members, graduate students and undergraduates to
provide a focus for information and action on
environmental quality. Projects include creation of an
information file of facts on pollution, answering
pollution queries and directing them to appropriate
agencies for help and an on- and off-campus lecture
■■■fcjfc Volume 16, No. 23-Nov. 19,
IIIk|^ 1970. Published by the
Iflllll University of British Columbia
^arWaJ^aT anrj distributed free. UBC
Reports appears on Thursdays
University's winter session. J.A.
Banham, Editor. Ruby Eastwood, Production
Supervisor. Letters to the Editor should be sent
to Information Services, Main Mall North
Administration Building, UBC, Vancouver 8,
during   the
Dr. Sam Smith is the first president of the
University of Lethbridge, a four-year,
degree-granting institution which opened its
doors in southwest Alberta in July, 1967.
President Smith, widely known for his
provocative statements on university affairs,
visited UBC early in the current academic year
to take part in one of a series of panel
discussions during Orientation Week, arranged
by the Alma Mater Society. While he was on the
campus UBC Reports spoke to him at some
length about the changing role of the university
president in contemporary Canadian education.
An edited version of the conversation begins
below. President Smith was born and educated
in the United States and joined the faculty of
the University of Alberta In Edmonton In 1963.
While at the University of Alberta he was a
member of the Department of Sociology,
assistant dean of the Faculty of Arts and
executive secretary of the academic planning
UBC REPORTS: You said in your recent remarks to
UBC students that the function of the university
president had altered enormously in the last decade.
How do you account for this and what new role does the
university president have in Canadian education?
DR. SAM SMITH: My conception of the effective
leader in a university context is really identical with
what I think are the leadership requirements for all
social institutions today. I think that there is a
recognizable trend away from the traditional hierarchial
organizational pattern which produced strong men in the
university world in the past. Today there is a much
stronger demand for all persons to be part of an
organizational structure, to have a real voice in what
happens to that organization and to ensure that the
institution's organization does not assume a life of its
own, independent of, if not in opposition to, the real
human needs of the people that comprise the
organization. You can point to organizations and social
institutions in our society that have somehow gone off
totally on their own. They have a structure and a
decision-making apparatus for which there is literally no
rationale, in terms of the human needs of the people
comprising the organization.
Let me qualify this by saying that I sure as hell don't
presume to say that the notions that I have about the
concept of the university presidency are universally
applicable. But I also deeply believe that the new
concept of leadership that I envision will be the
prevailing leadership style not only for some universities
but for many other social institutions.
UBC REPORTS: What specific policies do you see
the university president following in what you described
as a human social institution?
DR. SMITH: I am in agreement with people like
Warren Benny who have observed that leaders in social
institutions are going to have to be much more skilled in
what are called interpersonal competencies than they
generally are today. These skills will become more
important than substantive knowledge of the particular
operation of the organization. This is easiest to point to
in industrial, production-oriented operations. In the
past, the man who reached the top was the guy who
could almost literally step into any particular job in the
2/UBC Reports/Nov. 19. 1970
entire organization and do it as well, if not better, than
anybody below him.
Sure, it is critically important that a man know what
the operation is about but I don't think that in the
university context one can mount any kind of a sensible
argument that a university president ought to be able to
step into every position, whether on the faculty or the
operational side, and do the job. I think it's much more ^
critical that the president have the capacity for
developing the people who work for him into a
coherent, human team with each doing a specialized job.
That is what I mean by the expression "interpersonal
competency." Such things as the ability to understand
large, complex human systems is critical, I think.
The hierarchial chart that used to exist, and still does
in some cases, must be redefined. I look toward a mu|^fc
more horizontal kind of organizational chart. Fc^^
communication purposes and general "efficiency,"
someone has to be the route through which
communications with various publics are made in the
university context, but to consider the president as the
authority puts too much emphasis on the old
authoritarian approach to leadership.
I'm trying to put some of these ideas into effect in
Lethbridge. As an example, I think we really have a
co-presidency there. The vice-president is really a
co-president in charge of certain phases of the operation. *■
I, in turn, am responsible for certain other phases and as
we grow we envision bringing in a larger leadership team.
The notion that one man can be aware of all the
complex details, even in a small university, is, I think,
illusory. It means that the president gives up some of his
so-called power and a little bit of sovereignity, butj
believe in the systems approach to modes
organizational theory and I think that this approach in
turn means that we have got to be willing to give, even,
sometimes at the personal satisfaction level, in the
interest of over-all organizational health.
It might be more fun for me to be able to issue a
series of edicts every morning and know that they were
going to be followed, but it just isn't going to happen.
People are not going to accept that role for themselves,
and they shouldn't. There is too much awareness of the
non-physiological human needs these days and people
today are demanding their full rights as human beings
and I am for it.
Now there is a third thing in this interpersonal
competency area that I would like to get to in this
rambling statement. For all the fears that many people
have about what are called the encounter group kinds of ^
approaches, e.g., sensitivity training, I think there is
some real merit in some of these kinds of skills. I worry
at times about the "religious" overtones and the
"we-they" thinking of many new converts to this kind
of thing.
But given these reservations what it really means is
that I, as coordinator of an organization, have to be
daily, hourly and by the minute aware of what effect my
personality, my behavior is having on the people I work
with. I think that in some cases university presidents
have been the source of organizational difficulties rather
than the problem-solver, the curer of them. And that is
probably the understatement of the decade.
And, of course, the president has got to have a set of
values which  tell   him  when  to  engage  in  a specific '*-
approach to a problem, when to attack, when to back
off and compromise or support people. There is another phase that bothers me about this
concept of leadership. We talk about modern university
presidents being crisis managers. I don't think that crisis
management is the single most important attribute that
we ought to be looking for in university presidents. The
notion, the concept, of crisis managers implies "keep the
thing together, keep the pieces glued together at all
costs." In a sense I am prepared to say there are fates
worse than death for a social institution. There may be a
time when the best leadership is to bring about the
demise, if not of an entire institution, certainly of some
of its components.
UBC REPORTS: If power has shifted away from the
presidents where has it shifted to? Who now in the
university holds the balance of power?
DR. SMITH: In our present situation in Lethbridge
the power clearly is in the hands of the faculty and
students. I think Boards of Governors are an
anachronism in many contemporary universities. Indeed,
our Board of Governors recently had a special retreat to
wrestle with an identity crisis, if you want. Many of
th*6m, desperately committed to the University, honestly
concerned about it, wondered "what the hell are we here
for, what are we really doing?" The answer was not all
that satisfactory in the minds of many of them, I am
sure, but in general they came out of that particular
meeting with the feeling that their major role was that of
the ultimate legal authority by virtue of our Act and as
the sometimes agent of the University in its external
relations, but far too often for many of them, simply a
rubber stamp.
That puts it a bit harshly but that is in effect what
their function has become. I think that some of the
experiments — the single-governing-body approach to
university government - may be a recognition of that
UBC REPORTS: Do you think the
single-governing-body idea is one possible answer for
DR. SMITH: Yes, I do. I think universities provide a
prime opportunity for a variety of governmental
experiments within a single institution. We live in an era
of temporary organizations where the rapidity of social
change is so enormous that to talk about fixing a
governmental structure of one kind for even a single year
is almost an illusion. While it sounds like I am advocating
anarchy and chaos, I am only saying that we have to live
in terms of what has been called "provisional certitude."
We have got to make decisions, we have got to say.
"This we believe for this month, this year, this is how we
are going to operate this year in this phase of the
university." I hope that in our small context at
Lethbridge we can begin to try some of this sort of thing
and this is why I said earlier that the leadership role is, I
think, one of encouraging risk-taking, of experiments in
governmental structures. A lot of people claim
universities have resisted experimentation and I hate to
point to nasty old industry as a model, but there is a hell
of a lot more risk-taking and experimenting going on
outside the university in organizational terms than there
is within. And that shouldn't be.
UBC REPORTS: What role do you see the students
taking in university government? Just how are they
involved at Lethbridge?
DR. SMITH: We have, I think, been among the
leading educational institutions in Canada in involving
students, which is always possible to do when you are
brand new and have no tradition to build on. So we
can't piously claim that we have done what nobody else
could possibly do and that we are to be emulated in
every sense. I am damn proud of what we have done and
I don't think it has been tokenism, even though some of
the students have felt that way, I suspect. The principle I
would use to guide decisions about increasing or
decreasing the involvement of students in the decision
structure is that of involvement on the basis of
We have involved students in tenure, promotion and
salary determination questions as well as appointments,
but not on a parity basis or in terms of their
proportional size in the total university community.
Some students will, I am sure, see that as reactionary.
"He talks liberal but he acts conservative." The
principle, again, is involvement where there is evidence
that there is a significant and important and relevant
input to be made. In the case of tenure we see no
grounds for denying that a student ought to have
something to say about the most important decision
made about a university professor. A promotion is
important, but not nearly as important as a tenure
decision. And I can't see any grounds for arguing that
students are transients, that they have no experience,
that they are ignorant. This just doesn't seem to me to
be a valid argument. Our experience is that the students
make a healthy, significant, appropriate input.
The red herring^that is frequently dragged across the
path is that students would violate confidentiality. They
don't. I have a grejt belief in the essential goodness of
man if given th* opportunity to display it and I really
think you get what yau expect. If you expect devious,
sneaky, hostile behavior you are probably going to get it.
We've expected responsible, mature behavior and thus
far we have got it.
Just one more thing on this student involvement
business. I really do worry about the pay-off to the
student for involvement in the various government
structures. I am really talking about undergraduate
liberal education at the university. The graduate
professional schools are another kettle of fish. They have
a mission and a role that is in some sense antithetical to
the undergraduate, liberal arts kind of university or
college. Frankly, if I were calling the shots, I would
separate the two functions, institutionally. I think that
the kind of leadership that is required, the kind of
involvement of students and the kind of governmental
structure, are quite different.
So I am talking about the undergraduate institution.
And at that level, there's solid, strong evidence that it is
good for the institution to have brought students into
the decision-making structure. But I'm not sure that
there is pay-off right now for those students. They do
spend a hell of a lot of hours in activities in which one is
hard pressed to find an educational value.
On the other hand if we refuse to let them in on the
grounds that we are cheating them and misusing their
time, we are somehow dehumanizing them. We are
refusing to treat them as free and independent human
beings. There doesn't seem to me to be any alternative
to student involvement if one is committed to the goal
of creating a human institution that is sensitive, at every
step in its development, to the maximum development
of all the people within the institutional community.
You just can't turn freedom and involvement off and on
like a faucet. So I am prepared to live with the
occasional twinge of conscience on the grounds that all
members of a genuine community benefit from truly
human interaction, even if the pay-off for those
temporarily called students is not measurable in
conventional educational indices.
UBC Reports/Nov. 19, 1970/3 CONTINUED FROM PAGE ONE
UBC Becomes Color-Coded Campus
with special qualifications to develop the program,
but it was also felt that an outsider would be able to
look at the campus with a fresh eye and develop a
plan to fit UBC's special needs," he said.
The committee first asked a number of graphic
design firms to indicate their interest in developing a
program for UBC. The committee carefully screened
the past work of those who expressed interest in the
project and voted to ask Paul Arthur and Associates
to prepare a proposal.
Mr. Arthur visited the UBC campus, conferred
with members of the graphic standards committee
and developed a proposal for a total graphics program
for the UBC campus in the spring of this year.
"The first problem which the firm faced," said Mr.
Slipper, "was to provide a system which would allow
strangers and partial strangers to pinpoint their
location on the campus and a way of getting to their
Mr. Slipper pointed out that even students can be
defined as partial strangers at some times. "Most
students," he said, "move about in a relatively
confined area during the university day. An Arts
student may only use such facilities as the Buchanan
Building, the Main Library and the Student Union
Building in any one day.
"But students may also want to use other campus
facilities such as the Thunderbird Winter Sports
Center. The graphics are designed to aid the student
or stranger in locating facilities that he uses only
"At the same time," he added, "the system has to
be one which is instantly recognizable to strangers
and adds to the visual qualities of the campus."
The first phase of the program, which will be
completed in four years providing funds are available,
involves the erection of entrance and intersection
pillars, information indicators and control kiosks and
a series of information centers where visitors can
consult a map and where there are notice boards for
posting of student and University notices.
"The first response to the problem," said Mr.
Slipper, "was to divide the campus iato seven zones,
each associated with a color.
"The purpose of this is to identify a portion of the
campus and to use the color assigned tb that area in
all the graphics associated with if, including entrance
pillars, street and building signs and the proposed
information centers."
The seven color-coded zones presently designated
under the plan are as follows:
1. Yellow — this zone is the north half of the
academic core bounded by University Boulevard on
the south. Southwest Marine Drive on the north and
the East and West Malls.
2. Blue — the south half of the academic core
bounded by University Boulevard on the north,
10th Avenue on the south and the East and West
3. Pink — the area which includes the Student
Union Building, the General Services Administration
Building and the War Memorial Gymnasium and
Empire Pool.
4. White — this color has been assigned to the
theological college area, parking lots and residences.
5. Orange — this area includes the entire Health
Sciences Center.
6. Green — Physical Education facilities south of
the 10th Avenue Extension and including the
Thunderbird Winter Sports Center, the new
Education Gymnasia, playing fields and the
Thunderbird Stadium.
7. Brown — the South Campus research and field
facilities south of the extension of 16th Avenue.
At the moment, Mr. Slipper said, only a few of the
graphic elements which will be included in each of
the color-coded areas are visible and, as a result, the
system does not carry its full impact.
As the plan is developed to include building signs,
maps and notice boards, all of them color-coded, the
system will become more obvious, he said.
At the moment, the visible elements of the
program are six 18-foot pillars at some of the main
4/UBC Reports/Nov. 19, 1970
entrances to the campus, a series of 12-foot pillars
which direct visitors to four control kiosks and a
series of 9-foot pillars to indicate street intersections.
(The pillars, incidentally, are made of laminated,
rough cedar, which was chosen for its sturdiness,
weathering and low maintenance qualities and
because it is so closely linked with the B.C. landscape.
The signs on all the poles are made of fibreglass).
"There is a hierarchy of size involved in the
pillars," Mr. Slipper said. "The 18-footers are
designed to say, 'I am a campus entrance,' and they
will be useful in directing people to enter at a point
which will get them to their destination with the least
possible trouble. They are topped by a color patch to
indicate which area of the campus is being entered.
"The 12-foot information pillars are designed to
guide people to strategically-located control kiosks
which will be manned during the day and in the
evening by people who will direct strangers to their
destination. Maps of the color-coded area in which
the visitor finds himself and maps of the entire
campus will be available at the kiosks."
Initially, four of the kiosks will be in operation.
They will be located on the West Mall adjacent to the
Armory, on the Main Mall adjacent to the
Forestry-Agriculture Building and there will be two
on University Boulevard, one adjacent to Empire Pool
and the other adjacent to the Place Vanier Residences
just off Southwest Marine Drive.
On weekends the kiosks will not be manned but
campus maps will be available in external boxes for
visitors who wish them.
Mr. Slipper points out that the system at this time
is only partially complete. "When we add the
color-coded buildings signs and establish the
sub-information centers where there will be large
campus maps and notice boards, the system will be
much more apparent.
"Some people have asked why the lettering on
street signs has been placed sideways," Mr. Slipper
said. "I don't really think this should be a problem.
The titles of most books are printed this way on the
spine and people are used to reading a few words in
this way."
There is a second reason for placing the lettering
sideways:" If the letters were in a vertical
configuration," Mr. Slipper said, "a person
approaching would tend to relate the street name to
the street on which he is walking, rather than the
intersecting street."
There have also been complaints that the lettering
on sign posts in the yellow zone of the campus is
illegible. "This will improve as time goes by," Mr.
Slipper counters, "because the color of the cedar will
change as it weathers. When that happens the yellow
background and white letters will become more
He said the program will be assessed from time to
time and adjustments made to meet criticisms and
changing conditions.
"The costs to date for the fabrication and erection
of the entrance and information pillars and sign posts
has cost approximately $16,500," he said, "and this
cost is lower than we had anticipated. Further
developments will depend on the allocation of funds
by the Board of Governors."
Bikers/Hikers Aided
With car congestion on the UBC campus increasing
annually, many commuters are turning to alternate
methods of transportation.
Bicycling is believed to be the best way to beat the
traffic by increasing numbers of students and faculty,
while for many students "thumbing it" is the
accepted mode of transport.
Two innovations currently being implemented by
the UBC Department of Physical Plant should help to
improve conditions on the campus for both bikers
and hitchhikers.
To meet the needs of biking buffs, it has been
decided to install an additional 540 bicycle parking
Mr. A.W. Slipper, assistant director of design and
planning, Physical Plant, said that the new parking
spaces should be installed early in the new year and
that they will be mainly located in the area of the
Buchanan Building and the Library where demand is
the heaviest.
It is urged, however, that those making use of the
new bicycle parking spaces be careful to lock their
bicycles securely to the parking stalls, because
bicycles, particularly ten-speed models, seem to be a
popular target for thieves.
Both the UBC Traffic Office and the University
Endowment Lands detachment of the RCMP confirm
that thefts of bicycles on the campus this year have
been "quite heavy." Any thefts should be reported to
both the UBC Traffic Office and the local RCMP
It is recommended that bicycle owners use a
quality short-shank lock and a chain secured to an
immoveable part of the bicycle to guard against
possible theft.
Despite the high risk of theft, UBC bikers seem
dedicated to their mode of transport. Long-time
bike-rider, Librarian Basil Stuart-Stubbs, voiced an
apparently universal sentiment among bicyclists: "I
ride it because I like it."
Mr. Stuart-Stubbs, who calls his bicycle the "poor
man's convertible," has been riding back and forth
from his home to his office for the past twelve years.
Like other bicycle converts, Mr. Stuart-Stubbs
thinks that if more people brought bicycles to the
campus it would "cut down on the clutter of cars and
the University would have fewer parking problems."
Mr. Stuart-Stubbs also thinks bike-riding is
healthy, and he is supported in this by Dr. Stanley R.
Brown, Professor of Physical Education and
Recreation who, until his bicycle was stolen, was also
a biking buff.
Dr. Brown says that although not much is known
about the fitness aspects of bicycle riding through
controlled studies, investigation done at UBC would
seem to indicate that bicycling is very beneficial in
terms of improving circulation.
Dr.  Brown also recommends bicycling for those
advancing in years because it is not a weight-bearing
"It is easy on vulnerable ankle and hip joints and is
very beneficial for those people who can't run or
jog," he said.
He also pointed out that the stimulus to the
nervous system provided by exposure to weather is
very healthy. As a final comment on the benefits of
bicycling, Dr. Brown noted that it "saves shoe
For those who choose to save shoe leather by
hitchhiking, the Traffic and Security Department in
conjunction with the Department of Physical Plant
has instituted a new system which should streamline
the process of getting and giving rides.
Hitchhiking signs have been erected on Wesbrook
Crescent south of University Boulevard indicating
major off-campus destinations: Fourth Avenue and
the West End, and Tenth Avenue and Granville.
By standing near the appropriate sign, hitchhikers
have a better chance of knowing that the ride they
are offered will take them in the direction they want
to go.
On the opposite side of the street, two
hand-shaped signs with thumbs turned down indicate
a convenient drop-off point for motorists bringing
passengers to the campus.
Mr. Slipper and Mr. Hugh Kelly, director of
Traffic and Security, explained that the purpose of
the new system was to help expedite hitchhiking by
providing a pickup and drop-off zone that would
minimize interference with the free flow of traffic.
The act of picking up or letting off hitchhikers was
creating a problem in the flow of traffic around the
campus, especially at busy corners, they said. By
placing the hitchhiking zone away from the corner,
drivers are able to jockey into position with a greater
degree of safety and without holding up traffic
Mr. Slipper said that the Department's decision to
designate a hitchhiking zone was made partly in
response to representations made by the Alma Mater
Society to the parking and traffic committee.


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