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UBC Publications

UBC Publications

The Ubyssey Jan 14, 1997

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Array crunched
social space for students
found lacking
them bones
a documentary that looks at
logging in a new way
and Pumpkins
a look at their at their
recent show
All rights reserved since 1918
Housing and ancillary fees top election agenda
by Sarah Galashan
It's that time of year again and the
smell of aspiring student politicians is in the air.
Candidates officially kicked off
the race for all five AMS executive
positions, Board of Governors and
Senate on Friday, complete with
posters, handbills and campaign
While this year's election fea
tures three slates that have been
fixtures in recent elections, the
surprise has been that almost half
the candidates are running as
"One ofthe problems with slates
is that you are bound to be ideologically on the same level,' said Scott
Johnston, one of four independents
mnning for the vice-presidency. "I
feel slates at the student level are
just election machines."
Any student paying attention to
the issues will likely see ancillary
fees, particularly the proposed
$100 student technology fee, and
affordable legal housing figure
prominently in the campaign.
Ryan Davis, Students for
Students' presidential candidate,
said his slate is a taking the cautious approach to ancillary fees.
"We want to hear the university's
point of view and consider why
the [technology] fee is important
and what it offers UBC students."
Action Now presidential candidate
Allison Dunnet ranked affordability
as one of her priorities; students, she
said, can not access the more expensive resources on campus.
The third candidate vying for
top spot, Jake Grey of the Radical
Beer Faction, had a very different
approach to AMS politics. "We feel
this race is about the lack of free
beer on campus," Grey told the
Ubyssey. He said that in order to
provide the beverage without cost,
his slate planned to divert funds
from other things like campaigning for global peace.
Each candidate will be given the
opportunity to voice their concerns
and proposals at the All Candidates
Forum this Friday in the SUB conversation pit. Voting will take place
from January 20-27. ♦
University axes
Child Study Centre
by Douglas Quan
After 36 years, UBC is losing its Child Study
Centre, because, administrators say, it doesn't make the grade.
In December, Faculty of Education Dean
Nancy Sheehan announced the Child Study
Centre would close at the end of June 1997.
The decision followed a report which found
■ the centre was not fulfilling its mandate.
The decision angered parents who said
the centre's unique programs are essential
to their children's development. Almost
200 parents packed a meeting last
Wednesday demanding the university consult with the facility's users before shutting
it down. The meeting, however, changed
"When it's fairly clear that there isn't an
alternative that will keep the centre open,"
Sheehan told The Ubyssey, "then the
notion of having a process where the parents and teachers are involved, raises the
anxiety level, [and] delays an inevitable
"It [also] means extra dollars are being
spent that we really don't have."
Tracie Watson, president of the Parent
Advisory Society said the closure signals the
death for early childhood education in this
province. "Rather than moving into the next
millennium, this university is moving backwards," she said.
In October, an external review found the
centre was not fulfilling the three elements
of its mandate: research, program demonstration/training and leadership in the
early childhood education field.
The report cited several problems
including a lack of a representative population of children, including those with special needs; lack of an undergraduate degree
program in the field; and lack of financial
Many parents, however, had trouble
accepting those reasons, and felt they
should have been given the chance to propose solutions prior to the quick decision.
Education students are also upset.
Phyllis Olney, who is studying early childhood education in the native education centre, spent a lot of time observing at the CSC.
"I've been motivated to prepare a first
nations  curriculum province-wide,  that's
ANGRY PARENTS confront Dean Sheehan last Wednesday night, richard lam photo
just how good I feel about what I've learned
here," she said.
Sheehan maintained she considered all
options, right from the time she received
the reviewers initial findings in early
October, to the release of the report in mid-
But when added to the bleak budget situation and the inadequate number of faculty
interested in the field, "it was very clear that
we were not going to be able to run that centre [as one that is] appropriate to a research
institution," she said.
That's little comfort to parent Patricia St.
Laurent, who noted that parents have been
left "scrambling" to find alternative
preschools for their children come
The centre currendy enrolls 150 children, aged two to five.
Future use of the facility has not been
determined. Watson says parents will push
to keep the facility as close to its present
function as possible. ♦
lech fee committee barters rough consensus
mm_^ by Chris Nuttall-Smith
Students won't pay more man $100 per
year for a new technology fee if the decision
reached by the committee studying student
technology is followed.
After much debate Thursday the Student
Information Technology Committee
(SITAC) also reached a consensus on two
other major issues: a review ofthe fee after
four years and an equal fee for all students.
But they could only agree to disagree
about whether there should be a student
referendum on the fee.
SITAC Chair Robert Goldstein Mdcom-
mittee members he worried that students
would automatically vote "no' without considering the benefits of a fee if asked to decide on
an extra student fee in a referendum.
But aAndrew Ferris, a student representative on SITAC, said the university needed
to consult students through a referendum.
'If the university thinks a student technology fee is a great idea it should be able
to convince students of that in a referendum campaign,' he said.
Goldstein said different opinions on the
issue of a referendum would be noted in
the recommendation he is drafting for
approval by SITAC.
Some student members of SITAC told
The Ubyssey they were worried some of
SITAC's recommendations would be
changed once they left the conunittee's
'By the time this recommendation
reaches the Board of Governors I highly
doubt it will have any mention of a referendum in it' Ferris said.
SITAC's recommendation will be considered by the Advisory Committee on
Information Technology (ACIT), by university administrators, and finally by the
Board of Governors.
It could also be changed after a Your
UBC forum Wednesday.
UBC Vice-President of Student and
Academic Services Maria Klawe said last
week that ACIT wouldn't rubber stamp the
recommendation. But she added that ACIT
wouldn't change SITAC's recommendation
180 degrees, either.
*We are faking every level of consultation, mduding SITAC, ACIT and the Your
UBC forum very seriously,' she said.
SITAC's tentative technology fee recommendation, drafted by Goldstein, was being
circulated among members by Friday for
changes and further recommendations.
Students will be able to voice their opinion on a technology fee to SITAC members
and university administrators at the Your
UBC forum this Wednesday at 12:15pm in
the SUB conversation pit ♦ sifieds  822-1
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Women B-Birds mauled by Pandas
by Wolf Depner
There's no reason why the women's basketball
team shouldn't make the playoffs this year;
JJ RAWLINSON goes high against Alberta's Kim
Wylee Friday night, richard lam photo
there is enough talent on the roster and former
national team captain Deb Huband has proven
herself as a coach in two seasons at the helm.
But right now, the Birds are still one or two
seasons away from being a serious championship contender. That became clear over the
weekend as the Birds were swept by the second-placed Alberta Pandas to drop to 3-5 in
Canada West action.
Counting non-conference games, UBC has
now lost seven straight games dating back to
early December. However, the Birds faced
tough competition during that stretch, playing
the Japanese Junior National team once and
Simon Fraser University twice.
But that streak raises the inevitable question: is the team getting used to losing?
"Definitely not," said forward and leading
scorer Laura Esmail. "We are really in a tough
spot right now. We're improving as a team.
"If we would have played this [Alberta] team
a month ago, we would not have done as well
as we did this weekend."
"It certainly would be nice to win a game,"
said Huband. "I think what we're trying to do is
to put the pieces together so that by playoff
time we're in top form. And the pieces are
coming together."
But not all at the same time.
With three Birds scoring in double figures,
Friday's 77-64 loss was an even contest for 35
minutes. But UBC's offence faltered badly
down the stretch, scoring just one basket in the
final five minutes.
"We just have to keep our intensity up until
the very end," said post Erin Fennell, who
played a strong game in the first half with nine ,
points and two steals. It didn't help matters
that Esmail was in foul trouble and struggled
all game long, scoring only eight points—less
than half her season average.
Huband raised some eyebrows by keeping
Esmail on the bench down Ihe stretch. Esmail
was diplomatic about the situation.
"If it goes down the wire like that you are
going to go with who is shooting well and playing well," Esmail said. "I never found my shooting touch."
However she set the record straight the next
night by scoring a game-high 23 points and
pulling down seven rebounds. Veteran Trixie
Cruz was the only other T-Bird to record double
digits. "I don't think that scoring comes that
easy for us," Huband said. "It's not a real natural thing and that's something we'll get better
at as we develop the program more."
The Birds will also have to improve their
rebounding—Alberta ruled the glass, outboard-
ing UBC 32-21.
UBC hits the road this weekend to play two
crucial games against Lethbridge, who trail the
Birds by one game for the final playoff spot. ♦
Birdmen lose chance to jump into second
Will he jump?
Should he?
An existential
comedy fest
a play by
 by Wolf Depner
The men's basketball team had a chance to
jump into second place in the Canada West this
Instead, they will remain in third place, one
game behind the Alberta Golden Bears, whom
they hosted this weekend, and two games
behind front running Victoria after they split
the series.
And as has been the case all season, the
Birds were impressive one night only to look
very ordinary the next.
Mind you, few teams would have lost to the
Alberta team that showed up Friday night in
UBC's 91-68 victory, the Birds' fourth straight
league win.
While UBC head coach Bruce Enns was
more than pleased with his team's overall performance, he conceded that that was not the
real Alberta team out there. No kidding.
Playing with little intensity and smarts, the
Alberta Golden Bears looked like, well, the
Grizzlies. The visitors from Edmonton were
forced into 29 turnovers, 18 in the first half
alone, and at times looked very disorganised
on offence.
"I think our guys just put way too much
pressure on themselves for the importance of
this series," said the Bears' head coach Don
Horwood. "We're just so uptight we couldn't
even play. We had no patience, no focus and no
defensive intensity."
The Birds broke a 39-2.2 halftime lead wide
open midway through the second half by hitting on four out of five attempts from trey land.
Guard Nino Sose, playing his best game so
far this season, put an exclamation mark on
the blowout win when he rammed home a two
handed dunk late in the game.
Four UBC players scored in double figures
and Brady Ibbetson topped all UBC scorers
with 20 points off the bench. Point guard
Gerald Cole added 16 points and was without
any doubt UBC's best player.
Cole, who replaced Brady Ibbetson in the
starting lineup on November 23, directed the
Birds' offence to near perfection and had five
steals in the first half.
"Every time I go out on the court I try to play
defence as tough as I can. I'm trying to have
the same intensity every single game on
defence. Offence can come to you, but on
defence it is all hard work."
Get more than
a summer Job..
"Gerald is a good all around player and he
has really helped us out these days." said
Ibbetson who has regained his form since
being relegated back to the bench.
And Ibbetson was the only Bird who played
somewhat up to par with twenty points as the
Birds lost a 76-74 to the real Alberta Golden
Bears Saturday night
Playing with far more fire and intensity, the
Bears took it to UBC from the opening tip-off.
Getting way too many second shot chances, the
Bears led 43-34 at halftime and led by as many
as fifteen points.
The Birds were also undone by questionable
shot selection, bad passing and early foul troubles for key forwards Eric Butler, John Dykstra
and Jeremy Adrian.
UBC went on a late 10-2 run to close within
one point with ninety seconds left. But the
Bears, who dominated for the most of the
evening, didn't lose their poise down the
stretch and Darren Semenuik's trey with 1:18
minutes left doused the Birds' comeback
Alberta finalised the win by draining five
out of six free throws in the final twenty
seconds. ♦
2nd Floor,
2174 W. Parkway
Vancouver, BC
(University Village)
directed by Roy Surette
MIWMRnj- 25,1 for I pmm jon 15th
Special Matinee Tni/rj/an. 23rd et (2:30 pm
mim ^ItheatrfJ
In the article "Security forcibly removes
activist" (Jan 10) we reported that Jaggi Singh
attempted to present the East Timorese flag to
an Indonesian delegate to the APPF. While having planned to do so, Singh in fact attempted no
such presentation.
Mr Singh had acreditation from Asian
Connections newspaper.
with the Student Work
Abroad Programme    A?T^
Experience living and working in another country
Find out more! Come to a SWAP information session:
Friday November 29th
SUB Room 207
(2nd floor) - 12:30pm
For more information on SWAP contact: ,   ,
TO AIJFI SH n^ Student Union Bldg... 822-6890
TRAVELCUI5 ubc village... 221-6221
SWAP I* a programme of the Canadian Federation »f Students
81'2X 11,
single sided
Featuring easy to use High Quality Xerox Copiers.
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Mon to Fri 8am-9pm • Sat to Sun 10am-6pm
Facility or
Facilty or Grounds
ph: 822-2173
fax: 822-6969
e-mail: tc@plantops.ubc.ca
Contact Plant Operations
by phone, fax, or e-mail to
report any campus building
or grounds problem and
request service.
Exterior Lights On/?
ph: 822-2173
fax: 822-6969
e-mail: lightsout@plantops.ubc.ca
Please give complete details including CONTACT NAME and NUMBER TUESDAY, JANUARY 14, 1997
Students get squeeze, study says
by Todd Silver
Students at UBC more closely
resemble a can of sardines than
anything else, according to a
new study on student space conducted by the AMS.
The study, which compared
UBC's social space to standards
set by the Council of Ontario
Universities, found the campus
has less than two-thirds of the
food service space and less than
60 percent of the "common use
and student activity space" than
those recommended.
AMS President David Borins
said he found the situation iron-
iThe Space
, .UBC has sirf¥ pe
set as trie
rcent of the**
of   the
'Aii|,UJl      .  ,,-tiv'itv space
use/stduent actwrey   v
nus is provided by the * ^^ ]
, AbCsW ^S'spaces are
that "lounges and * ^ distnb
basic amenrt.es and tWi   ad
"Tia^to^nout the  n**-
pleasantly 1
, .it also states
ic. A university, he said, is sup-
posed  to  be  an  environment STUDENTS STRUGGLE for social space in the student Union Building
where   people   can   meet
exchange ideas.
"If you do not provide that space you are
only doing your university a disservice," he
Kathleen Beaumont, manager of Space
Administration and Planning for UBC, said the
space shortfall is the result of the university
having gone through a period of change.
"We have had to accommodate many of our
graduate students in areas that were not necessarily designed for graduate students," she said.
to and beyond, cecelia parsons photo
Beaumont also said that some study and
activity space has been taken away from students completely. "In some cases study spaces
were located in buildings scheduled for demolition and we have not been able to replace
them at the same rate as we have been demolishing them."
The SUB cafeteria, which will close in
August 1997, is one of the AMS's prime targets
in its ongoing batde to increase student space.
If possible, Borins said, the society would
"diStnuu^" ramousso u.«-
throughoutthem--:Pe . d
at least one o"^* distance ot
the home base
the community.
like to take over the space when the cafeteria
shuts down. Last August the AMS put forward
a proposal to the university, which was rejected. A second proposal is currently in the
In tlie meantime, the university has not
made any plans for the future of the cafeteria
space. "It is still early in the ballgame,"
Beaumont said. ♦
BC students watch Guess, Minister
by Irfan Dhalla
The drop-out rate at the top of
BC's Ministry of Education
has student leaders and faculty concerned.
In the last year and a half,
there have been four different
ministers responsible for university education in BC. The
latest shuffle occurred on
January 6,  when Glen Clark
appointed Paul Ramsey to the  L
position     of     Minister     of EDUCATION MINISTERS Paul Ramsey, Dan Millar and Moe Sihota demonstrate the shrinking size of the education
Education, Skills and Training, budget in British Columbia, ubyssey file photos
Ramsey      replaced      Joy
MacPhail, who served as interim minister following Moe Sihota's resignation. Sihota himself had replaced Paul Ramsey
in the spring of 1996. Ramsey's first term in
the office lasted just four months when he took
the helm at the newly-enlarged Ministry of
Education, Skills, Training, and Labour.
Previously, Dan Miller had been responsible
for post-secondary education while Art
Charbonneau had been responsible for K-12
"[Frequent changes are] problematic for students trying to talk with and work with government officials," said Allison Dunnet, the AMS
Coordinator of External Affairs. "You set up a
meeting with someone, that takes a month.
Last time Paul Ramsey was here, it took us a
month to get him here. He got here, he spoke,
three weeks later he wasn't minister anymore.
These promises I'm getting from him, can I
put any weight in them?"
Paul Tennant, professor of political science
at UBC also worried the short stints were distracting. "The senior people [in the ministry]
have to spend quite a bit of time prepping and
educating any new minister. It's probably even
more significant if deputies change quickly,
and they have been lately. The whole principle
of cabinet is the minister should know what's
going on. He or she is giving guidance. It prob
ably takes a couple of years, literally, to get in
tune to one of these things, and then they're
always off to someplace else."
Tennant also said he thought the latest shuffle indicates Glen Clark won't lie inviting Moe
Sihota back into cabinet anytime soon.
Sihota voluntarily resigned from cabinet
following conflict of interest allegations involving his long-time friend and federal Liberal MP
Herb Dhaliwal. Dhaliwal and Sihota became
friends at UBC 20 years ago, when both were
active in student politics.
The latest education minister is out of the
country until later this month and was unavailable for comment. ♦
Law students
term saved
^_ by Paul Champ
Five UBC law students have had
their term saved by the BC
Supreme Court.
In a December injunction the
province's highest court ordered
the Legal Services Society (LSS)
to restore funding to the
Vancouver Aboriginal Justice
Centre (VAJC). The students were
scheduled to begin work at the
VAJC on January 13 for university credit in a clinical work program. Their term was jeopardized when the LSS abruptly cut
off funding to the Centre
November 8.
The injunction, delivered on
December 12, forced the LSS to
continue funding the VAJC,
which provides legal aid services
to Vancouver's aboriginal community. What began as a contract
dispute between the two degenerated into accusations of racism
and unprofessionalism last fall.
The two sides have been ordered
into arbitration, something the
VAJC wanted all along, according
to their Vice Chief Counselor
Bernice Hammersmith.
"Thomas Berger, who's one of
the best arbitrators in the
province, volunteered his services, but they [the LSS] turned
us down," said Hammersmith.
David Butcher, lawyer for the
VAJC, said he was surprised the
LSS turned down the offer since
Berger was a former chief justice
of the BC Supreme Court
In an interview with The
Ubyssey in November, LSS
Executive Director David
Duncan said the VAJC's contract
had been terminated and that
the LSS would not consider arbitration.
Hammersmith said the VAJC
was stunned when the LSS
iawyers stated in court, on
December 3 that it was the iSS
who had offered arbitration and
the VAJC who had refused.
Hammersmith said this easily
refutable position was one of the
reasons the LSS lost their case.
The injunction keeping the
VAJC open runs out in April, and
the two sides still have not been
able to agree on an arbitrator.
Until an agreement is reached,
UBC law students have no assurances that they will be able to
take part in the program next
year. ♦
Tell your Mayor and the Provincial Government to legalize
Secondary (Basement) Suites. Fill out a postcard at the
AMS Housing Fair, Jan 15-17 on SUB Concourse!
m Your UB£U
November 15th, 1996
in the SUB Conversation Pit
Does UBC Care About
Teaching and Learning?
(Forum 4)
Moderator:      Maria Klawe
Panellists: Alice Cassidy - Faculty Associate, Centre for Faculty Development, Lee Gass - Associate Professor, Zoology, Murray Goldberg - Instructor, Computer
Science, Michael Hughes - Director of Aclministration, Graduate Student Society, Pascal Odoch -Director, AMS Tutoring Service, Roger Seamon - Director, Arts O
Janet Werker - Associate Dean, Faculty of Arts
Q. I think a classroom should be a
more interactive environment, rather
than just students receiving information from a teacher. It is more useful if
you can analyze and absorb, rather
than going home and sorting through
notes. In my Computer Science class
we asked questions and there wasn't
as much lecturing in the classroom.
This really helped my understanding.
A. Interaction also makes it more fun to
teach. Some students don't like that style,
they feel that it is letting people talk too
much and ask too many questions, but
there needs to be a balance. We need to
create opportunities for interaction in and
out of the classroom. Technology can also
assist us there.
A. There is increasing acknowledgment of
the need for interaction. There is also an
increased awareness by faculty that they
don't necessarily know the best ways to
teach to large classes. Also, it is harder to
create interaction in large groups, both
between faculty and students, and between
Q. It seems like interactive learning
can be at odds with the current
approach of trying to put so much
material into one course. The problem
Is that there are too many things to
team and therefore you can't learn
well. There are many teachers who try
to teach well, but they haw to compromise to cover all the material.
A. Covering too much in one course can be
as much of a problem as having too many
courses. Instructors have an obligation to
cover all the material, and it can be hard to
find a balance. Perhaps we should look at
taking fewer courses at a time, cover less
material in each course, but have shorter
terms so over a year you can take more
A. I don't agree that we should reduce the
syllabus, but I think we should try to teach
critical thinking and foster strategies to cultivate that rather than reducing content.
A. Students need to learn particles of
knowledge, they need to know "stuff", but
they also need to learn to synthesize and to
be creative. They need time to reflect on
what they have learned. The problem is that
students are so fully occupied with a full
course load that they don't have time to
think and learn constructively.
Q. Class size Is a problem. Community
colleges can make smaller classes
work from an economic perspective,
why can't UBC? We need a class size
where human interaction is possible.
A. One answer is the priorities of the university. Large first and second year classes
subsidize the smaller third and fourth year
classes. Arts One and Science One programs are the exception to this. The university needs more funding to fund more
professors for smaller classes.
A. Programs like Science One require a lot
of teaching time on the part of faculty. It is
hard to find faculty willing to do that since
there is enormous pressure to do more than
teach. These kinds of programs are very
expensive, and there are access issues to
consider too.
A. The AMS tries to address these issues. At
the Tutoring Service, we encourage students to seek out one-on-one interactions,
and support students with tutors. At the
same time, we lobby for smaller classes.
A. These competing pressures are really
heartbreaking, especially when you look at
how much smaller classes cost. It wouldn't
work well to ask profs to only teach and not
do research as the research informs teaching and provides a different kind of insight
on the course material.
A. We need to look at other solutions too,
such as large classes with small tutorials or
discussion groups.
A. The relationship between notes taken in
large classes and grades received is
unclear. In large classes students are never
quickly and directly rewarded for learning
lecture material well. Listening over a sustained period of time is a skill. If there is a
gap in taking notes on lectures and the need
to use the material, then there is more difficulty.
Q. It Often isn't dear what parts of a
lecture are really important. In smaller classes you can ask questions and
figure out what is extraneous. This
really helps students with setting priorities.
A. It is important to remember that colleges
receive more funding per student than universities do. Also, universities are given a
dual mandate of teaching and research, and
we always struggle to find the right balance
between these.
A. There are ways to involve students in
larger classes, and to ensure we are teaching well in those classes. We need to work
on ensuring that when we teach, as
researchers there is something of value that
we can bring to a large lecture. In a large
class, it is more important to ask for feedback from students in order to make sure
students are understanding the material, or
if the prof needs to modify teaching somehow and the benefit can be immediate.
A. I think that it is really helpful to do
anonymous teaching evaluations in the
middle of term so that you can act on the
feedback or know that you are on the right
track. You can still do them again at the end
of term if necessary.
A. It is also important to give feedback
about good teaching too. If someone is
doing something well, students need to
emphasize that. Everyone teaching at UBC
would like to teach well, and you are the
best source of help.
Q. Why don't Arts and Applied Science
release their teaching evaluations so
that students can access them?
A. In Arts, part of the problem has been
small courses, small numbers are not reliable enough and they are difficult to interpret. We will be discussing how to release
evaluations for all courses with 25 students
or more.
Q. Are there othw ways that students
can feel their concerns are addressed
when teaching Is not satisfactory?
A. Faculties are not neutral about teaching.
When evaluations are poor, professors are
asked to give an explanation about what
happened, and what action is being taken to
address concerns. Every course, undergraduate and graduate, must have a teaching evaluation. Evaluations are taken into
account for tenure and promotion. Other
forms of evaluation, such as peer evaluation
and observation are also used. For example, other faculty observe instructors, or
look at the materials used,
A. Asa department head, I can tell you that
teaching is taken extremely seriously, especially for new appointments. Also, we try to
make good use of the Faculty Development
program since that is a mechanism for providing direct help and support to teaching.
A. There are faculty on campus who realty
take evaluations seriously, and the Faculty
Development staff work closely with faculty
when they get poor evaluations. More faculty members are seeking us out.
A. The Head of Computer Science looks at
all evaluations. Faculty who receive positive
evaluations are rewarded. The University
should do more to let students know that
evaluations are used. Maybe we should put
the information in the Calendar.
Q. I feel there are inherent problems
with larger classes. Individual attention is impossible, professors can't
accommodate individual learning
styles. In smaller classes, professors
can alter their teaching to learning
styles, and can see If a problem affects
more than one person's performance.
Professors need to know about other
teaching styles, and this isn't really
asked about In an evaluation. I find
sometimes when students ask for
extra help the response we get is
"that's not fair to other students".
A. At Queen's, the head of each group of
students in a class would meet with the
Head of the department to discuss the curriculum, and teaching methods. There
would be follow-up from year to year, and if
something hadn't been changed students
would know why.
A. There should be fuller course and content descriptions for students. These should
give students a feel for the instructors and
allow students to hold professors accountable for the course content. We haven't
really gone beyond making course descrip
tions more than just lists, and we need to
work on this. Maybe we should look at
videotaping instructors so students could
really get a sense of the style.
Q. I find that, sometimes, the level of
English proficiency among professors
and TA's is low. Is there any sort of
screening for this when they are hired?
A. When we are considering hiring a professor, they must come and give a lecture
and their ability to teach in English is part of
what we evaluate. They go through interviews in the department with other faculty,
and with students. That's the primary way
that we assess communication skills.
A. TA's are also graduate students, and as
such they have to pass a test of proficiency
in English. Sometimes, written skills are not
the same as the ability to teach in English,
or the ability to put on a course for students
from many other countries.
A. The English Language Institute has a
course for TA's. TA's can be directed to that
by departments if there is a problem.
Q. It can be really frustrating to come
to university and have this problem
with Instructors when you yourself are
coming here to learn the basics of a
A. Communication skills can be a real
issue. There are 2 programs for TA's, and
one is designed for TA's who are international students. Cultural differences can
mean that the TA isn't sure what the problem really is. Every graduate student should
earn some certificate in effective communication skills, whether they are a TA or not.
A. It seems like many aren't aware that
there are ways to address this, and maybe
it should be advertised more that there are
programs and help. Maybe we should put
this in the Calendar, or it should be given to
students on a handout.
A. It used to be the case that students in
every department had to be proficient writers, but when professors do grade for that,
they hear complaints back from students
that "this is not an English course". There is
often resistance to the idea of good writing,
but it is critical to effective communication
no matter what area you are in, and outside
of the university.
Q. I read a newspaper article about
whether or not universities should
focus more on outcomes for students,
rather than just the number of students
in a program. Some of the outcomes
mentioned were drop out rates, how
well students learn the material, what
students actually get out of the university experience. Does the panel have
any comments about that?
A. This isn't a direct answer, but I had a
fourth year student who wrote an essay that
looked back on his undergraduate career.
The most important thing was what he
gained through experience. He also talked
about what his profs shared of their own
experiences. I think this needs to happen
A. What is really meant by outcome? I think
we need to focus on whether students are
learning, rather than what they are learning.
How do we assess that? We need to ask
students "Are you getting something out of
A. Students may have different expectations about what university education
should be, and those may be very different
than what we actually offer. Is this a problem? Do students understand enough when
they arrive at university to really know why
they are coming here, and what they should
expect? Who should change when the
expectations don't match? I'm not sure.
Q. I came to university because I wanted to learn how to think, and to maintain some creativity. That hasn't happened in the way that I wanted. I think
that Is a problem.
A. The test should be how people feel after
3 to 5 years out of the university. We need
to also compare the feedback from those
who are here and those who are now gone,
either graduated or dropped out. A survey
done in 1992 indicated that students were
on average very positive about their university experience 5 years after they graduated.
A.  Students here feel they are learning to
think, and are exploring creative ideas.
A. I would prefer that the quality of student
experience for students was good while
they were here, as well as in hindsight.
Q. It seems like a small percentage of
professors are naturally good teachers
and can use that ability in the classroom. However, why can't all professors go through a course to learn how
to teach? Just because someone has a
Ph.D. doesn't mean they can communicate their knowledge to a class.
A. Good point! I think there is still an
emphasis on research over teaching in hiring faculty. Faculty Development offers a 3
day workshop for faculty and TA's on how to
improve teaching. I wouldn't want to force
people to take it, but I would like to see
more enrollment. We get really positive
feedback from those who take it.
A. This is a very good course, and it is
something TA's can get on their transcripts.
Teaching and Learning Enhancement funds
this, and so there are some limitations on
the money. It should be moved into core
funding and departmental budgets.
A. We should have instructors that teach
instructional skills, and have them evaluate
teachers jn the classroom too.
A. Another thing we shouldn't forget is the
quality of some of the facilities, the air quality, the poor acoustics, and overcrowding so
that students can't see the boards. There is
our UBC Forum 5:
lion and Other Fees
y, January 15
iversation Pit
-2:00 PM
The next Your Of f|
Tuition and Otfiet:^^
held on January|1§|1
Please plm:^^^'
and bringiljL,
Speak Your Mind...>iiiH TUESDAY, JANUARY 14, 1997
Picking Bones
by Peter T. Chattaway
Jan 17-20
at the Pacific Cinematheque
Films that set out to criticise the "industrial and commercial world" must
always be taken with a grain of salt.
Film is very much an industrial art-
form, its gears forged in a time when
machines were asserting their place in
society. And no matter how much a
film tries to capture, imitate or corn-
modify nature, it is ultimately unnatural, even when the film in question is as
offbeat, specialised and, dare I say it,
uncommercial as Bones ofthe Forest.
Fortunately, the latest documentary from Heather Frise and Velcrow
Ripper makes no pretense of realism.
Footage of forests and their post-
clearcut remains is presented in a
variety of formats: clear, grainy, sped
up, slowed down, or edited in strobe-
like flashes of split-second vegetation
with a resounding bass drum dominating the soundtrack.
Bones of the Forest wears its politics on its sleeve from the opening,
cheeky title on. The forest, one speaker argues, "is a communion of subjects, not a collection of objects," and
Bones forces its several subjects—the
arrival of Columbus, the corporate
conquest of old growth forests, the
flight of Mennonites from Tsarist
Russia a century ago—into a dialogue
of sorts through talking heads and frenetic cross-cutting.
When the directors ask Grant
Ainscough, MacMillan Bloedel's Chief
Forester, how it feels to be responsible
for the "sculpting" of British
Columbia, his answer—"Oh, I thought
you said scalping!"—is both funny and
scary. Most provocatively, one elderly
native woman complains that even
environmentalists don't care much
for the Native people. Some, she
implies, are practising colonialism
under a different name, refusing to
see the Natives as human beings and,
instead, using them for their symbolic
value as little more than part of the
What audiences will make of this is
hard to say Bones offers no easy
answers on that score, nor should it.
For my part, I could not help cringing
whenever disgruntled ex-logger Jim
Gillespie and others claimed that
Natives oncelived in Edenic harmony
with nature: "They didn't destroy a
thing!" Historically, this just ain't true;
the earliest European explorers to the
Pacific Northwest were impressed by
the forest fires and excessive foraging
that ravaged the land even then.
Of course, that doesn't justify the
European invasion nor the damage
wrought so carelessly—and on such a
grand scale—today. But it does, at
least, offer a point of contact, of common humanity, between Natives and
those who trace their lineage to other
continents. Hopefully, instead of
using, abusing, or trivialising each
other, we can learn to build on that
Heather Frise and Velcrow Ripper
will be at the Pacific Cinematheque in
person when Bones of the Forest
screens this Friday.*
TREES SCROUNGE: Skeletons and branches meet in Bones of the Forest.
Striking out with Jackie
by Byrun Stedmann
at the Granville 7 theatre
Jackie Chan's recent explosion into mainstream
North America has always seemed like a bid to
break out of the Asian market, particularly Hong
Kong's before the arrival of 1997.
Now that '97 has arrived, Jackie Chan has made
himself felt in whitebread North American homes
with Rumble in the Bronx.
No action hero in show business goes to such
lengths to entertain his audience. Jackie has been lit
on fire and towed through the air by helicopter, and
through the water by a hover craft. He has raced a
car through a shantytown; jumped off bridges,
buildings, balloons, and mountainsides; broken
every bone in his body in order to deliver his brand
of quality entertainment.
The beginning of First Strike (AKA Police Story V)
jump-kicks the viewer into the usual threadbare
plot-line. What strikes the fan is that Jackie Chan's
character, Kevin Chan, is now just called Jackie.
Whatever. Jackie, a Hong Kong cop, must help the
CIA track a woman to the Ukraine. He soon finds
himself embroiled in a 007 -type caper involving a
defected CIA agent, the new Russian Mafia, a
nuclear device, and a tank full of animatronic
Jackie Bond is an appealing concept, but it just
doesn't work here. Chan doesn't really let loose
with the slapstick or the stunts.
He often seems to be stealing ideas from shows
like Magnum P.I., leaping onto a helicopter and
then into the (albeit freezing) water below, or driving a sports car off a ramp and onto a moving
yacht. Even the fight scenes are few and far
between, though the one involving a ladder and bo
sticks is worth catching on a cheap night.
While Jackie co-ordinates his own stunts, the
main problem is director Stanley Tong. Chan just
doesn't come across the same when he works with
any other director. Fighting animatronic sharks is
just a bit too hokey even for Jackie. Chan doesn't
even have a worthwhile female counterpart. There's
Annie Wu, but all she does is show her teeth, smile,
cry, look hurt and vulnerable, and swim in a shark
tank. Even the women in Rumble had more chutzpah.
You deserve better. Go to your video store and
look up his other films. Drunken Master II, for
example, would be far worthier of the big screen
and your student loan dollars.♦
Your UBC
Does UBC Care About
Teaching and Learning?    (cont)
a plan to improve facilities over the next
few years, but it is slow.
Q. There is one class I'm taking, and I
really don't see the point of it. We just
get lots of information, but it isn't
linked to application, or practical use.
Practical use enhances appreciation
of course material. If you don't
understand why you are learning
something, then you won't follow-up
on it
A. We should also teach problem solving,
_ understanding and integration.
A. Everyone wants to understand. People
learn before they come to university and
they learn while they are here. However,
sometimes, people learn that university
doesn't necessarily have anything to do
with what matters in life. I think we need
to consider the issue of relevance.
A. Communication in both directions
makes it possible for all to understand. As
a faculty member, I sometimes find it hard
to get students to talk to me about these
kinds of issues. Most students care, but
can't find a mechanism to feel that they
can change things.
A. Students do care, but lots of faculty
think that students don't care. There is
alienation on both sides.
A. I think we must work on creating a culture where students know that the university cares. We should look at different
opportunities for people to express their
views, websites, bulletin boards, these
kinds of forums, ongoing ways to provide
A. AMS Tutoring Service realizes that students do care. We find that students do
demand excellence at some level.
A. Students need to talk to us, but we also
have to give them assurance that someone
is listening.
Q. I am in the Faculty of Science, and
I spent the first 2 years feeling really
disconnected from the material. In
the upper level courses, I got to do
more work in the lab, manipulating
materials, interacting more with
instructors, doing directed studies. I
think that lab work should start in
earlier years in order to have this kind
of experience. Also, high school has a
real impact on how well you will do at
university. Professors here can be
really condescending if they think you
don't know something you should
have learned in high school, or if you
have a different level of knowledge.
A. I think we all agree that everyone is
deserving of respect in the classroom and
there is no excuse for treating people without respect.
A. Perhaps some sort of a placement or
entrance exam would help, students would
be directed to the right course.
A. A point of clarification, students in
Science do have labs at the lower levels.
We are talking about the importance of
making a personal connection, and I think
we are finding that there is increasing
agreement about that. Nothing can
replace the opportunity to have interaction
with a professor who has first-hand
knowledge about a problem and the materials.
Q. For first year students, there Is a
great deal of tension and anxiety.
There needs to be more help with the
adjustment to university, for example,
more personal counselling and one-
on-one advising. How are you going
to help students who really need it if
someone doesn't see them and get to
know them?
A. A First Year Experience Program would
be very helpful. There are some models in
place at other universities. Students get
advising, time management and other
information. Sometimes the programs are
voluntary, and if you sign up you are
assigned to a faculty member as a personal advisor.
A. Arts has a Mentoring Program like this,
4 or 5 students are assigned to a faculty
A. There is a big transition from high
school, and we need to bridge that gap.
University can be faster paced, and students can find that suddenly they have no
support. Tutoring is provided to support
students in first year courses, and the AMS
Orientation program gives a lot of other
information prior to classes starting in
A. There should be more interaction
between UBC and the high schools, so students know what to expect, and what they
can access when they get here.
Q. Programs need to be advertised
mora Students in residence get a lot
of Information, but lots of students
don't live In residence. What Is the
university giving us? It sometimes
seems that the only thing is marks.
A. The university should give more than
marks, but if there is going to be something like a First Year Experience course, it
should be for credit.
A. The Arts Undergraduate Society did a
phone survey of every student in first year
going into second year to ask how they
were doing. Perhaps the Alumni
Association could be involved in something
like that. This kind of interaction would be
really helpful.
A. We need to get more information about
existing programs to incoming students.
When you leave it to high school students
to sign up for things, only some do.
A. It is possible to do electronic mentoring,
by e-mail, so that high school students can
ask questions of current students.
A. Queen's sends out volunteer student
ambassadors to high schools. They also
interact with other groups, like debating
clubs. When funding is an issue, we need
to make better use of volunteers.
The following written comments were
also received:
Regarding the 3 day course for instructors, I
suggest that each department or Faculty
train a number of trainers within their units
who will be responsible to organize and present an in-house course on an ongoing basis.
This ensures that the departments take ownership for the improvement of teaching. We
don't have 20 years to address this problem
by training only 80 faculty per year.
The time management idea is good, but I
think that to offer it as a required course for
first year students would be a mistake. As a
fourth year student I did not care about certain aspects of my university education
enough in my first year to take a course
about it. Now, if one was available, I would
take it. Therefore, if such programs are available, they should be open to all years.
Making a relaxed environment would be key.
As soon as a course is required, enthusiasm
drops. I also wish I knew more professors
than I do, but I wouldn't have felt comfortable
to approach them alone in my first years.
Maybe a "buddy system" is needed, perhaps
with graduate students instead of profs,
because the grad students would be more
into helping undergraduates. They are students and they can relate better, and they can
help expose undergraduates to professors.
Every course has evaluations tilted out at the
end of the term. But every year the poorly
rated professors are still teaching ineffectively, causing the students much frustration.
There needs to be a greater response to the
evaluations when certain profs are obviously
not paying attention to evaluations.
I'd like to see more thinking and problem
solving in classes. As someone said, often
there is no time to think about what we are
learning. One way to inspire thought about
the information we're receiving is to do problems that require the use of the information
and gives an understanding of how it all
works. This would require cutting out some
I am a first year student. I went to the orientation in the summer and I enjoyed it. I think
however, that it was a very general orientation that focused too much on the location of
places rather than resources.
As a student for 4 years, I filled out evaluations with the belief that it didn't matter what
the evaluations said. I know that students
would fill out evaluations with more care and
seriousness if we knew that they make a difference.
I appreciate that teaching is used as a factor
in determining tenure, etc., but what about
profs who have tenure and are ineffective?
Once students have had a term or a year of
bad teaching, it can really set them back. I
took one course last year, and have since
learned that the material taught was very
inappropriate, and that the prof has been terminated. That's great, but it doesn't help me
now that I lack the basic knowledge I need
for subsequent courses.
Make sure TA's learn appropriate levels of
English. If the goal is to teach your undergraduates, consider helping them learn, not
hindering them by giving them non-English
speaking TA's.
Professors play a major role in student learning experiences. In my major, I have come
across many quality teachers who were
excellent in their ability to communicate.
However, there are 2 or 3 profs who I dread,
and I can't avoid since they are the only profs
who teach their courses year to year. Even
though the poor teacher can have a hard time
communicating their ideas or arguments, I
feel that nothing is being done about this
problem. I wish that there was a requirement
that profs who have difficulty expressing
themselves get some extra help. When I get
a bad prof I suffer greatly. I'm discouraged
from going to class, since I feel I'm wasting
my time. My marks suffer and I've even
failed courses because of this problem. I also
think that in a class with a bad prof, you will
find that there's a larger percentage of students who do poorly or fail. 6 THE UBYSSEY, JANUARY 14, 1997
JANUARY 14, 1997 • volume 78 issue 25
Editorial Board
Coordinating Editor
Scott Hayward
Ian Gunn and Sarah O'Donnell
Peter T. Chattaway
Wolf Depner
federico Araya Barahona
Richard Lam
Joe Clark
The Ubyssey is the official student newspaper of the University of British Columbia. It
is published every Tuesday and Friday by
the Ubyssey Publications Society.
We are an autonomous, democratically run
student organisation, and all students are
encouraged to participate.
Editorials are chosen and written by the
Ubyssey staff. They are the expressed opinion of the staff, and do not necessarily
reflect the views of The Ubyssey
Publications Society or the University of
British Columbia.
The Ubyssey is a founding member of
Canadian University Press (CUP) and firmly
adheres to CUP's guiding principles.
Letters to the editor must be under
300 words. Please include your phone
number, student number and signature
(not for publication) as well as your year
and faculty with all submissions. ID will be
checked when submissions are dropped off
at the editorial office of The Ubyssey, otherwise verification will be done by phone.
"Perspectives" are opinion pieces over 300
words but under 750 words and are run
according to space.
"Freestyles" are opinion pieces written by Ubyssey staff members. Priority
will be given to letters and perspectives over freestyles unless the latter is
time senstitive. Opinion pieces will not
be run until the identity of the writer has
been verified.
Editorial Office
Room 241K, Student Union Building,
6138 Student Union Boulevard,
Vancouver, BC. V6T 1Z1
tel: (604) 822-2301   fax:822-9279
Business Office
Room 245, Student Union Building
advertising: (604) 822-1654
business office: (604) 822-6681
Business Manager
Fernie Pereira
Advertising Manager
James Rowan
Working on a deadline, Wolf Depner,
Sarah O'Donnell and Robin Yeatman are
frustrated at the lack of volunteers for
the reindeer story. In walk John Zaozirny
and Joe Clark, fresh off the igloo story.
But Peter T. Chattaway takes the assignment before they can speak. Soon after,
Richelle Rae and Federico Barahona
steal an umbrella for a new story.
Unfortuanately, it's Ian Gunn's. Chris
Nutall-Smith, Emily Mak and Scott
Hayward flare their nostrils in hopes of
recovering Ian's precious possesion. But
Richard Lam will have none of it. "Peace
and Love!', he shouts. Sarah Galashan
and Neal Razzell harrumph in approval.
James Brainbridge mysteriously declares
himself vehemently opposed to anything, winning over Andrea Gin, Todd
Silver and Irfan Dhalla. Naming themselves the ".Alternative to -Alternative"
party, they storm the campus radio,
where Afshin Wehin and Douglas Quan
listen in horror to their demands:
"Release Bruce Arther!" Outside, Stanley
Tromp lights a fuse, turns, and quickly
walks away.
Habitat loss threatens community
When the appointment of Dr. Martha Piper as
UBC's next president was announced late last
term, members of UBC's presidential search
committee went to some lengths to stress
what a sense of community the president-in-
waiting was going to bring to UBC.
This is an encouraging sign because a
sense of community is something this campus needs very desperately indeed.
How Dr. Piper intends to solve the problem next year should be interesting to watch.
What the problem stems from is easy enough
to see now.
According to a study recently completed by
the Alma Mater Society, UBC falls far short of
the mark when it comes to social and food
service space for students.
BC universities have adopted guidelines
set by the Council of Ontario Universities
(COU) for social space; yet UBC has less than
two-thirds of the food service space and just
over sixty percent ofthe common use and student activity space recommended.
And it shows.
The university-run SUB cafeteria is so overwhelmed at lunchtime that Pacific Spirit Place
becomes a battleground over tables. The situation has degenerated to the point that people
spend all their free time in their respective
groups, cut off from other students for the
sake of a place to sit. Things are especially
tough for first and second year students—
seemingly never much of a concern to the university—who resort to sitting on the SUB floor
simply to have somewhere to eat lunch.
As a result, students lack a place to meet
and interact in a comfortable environment,
making any community feeling impossible.
A major part of university life is social
interaction. Sadly, the average student is currently far more likely to pack up her or his
books and head home than stay and contribute to our elusive sense of community.
By their own admission, UBC's planners
are knocking down social space faster than
thev are putting it back up, so the situation is
>• jiiiv getting worse.
The  multi-million dollar Koerner iibrarv
offers little respite at the moment. Things will,
planners say, improve once all the library's
multi-stage construction is complete. So the
good news is that there may be some relief for
our children when they make it to university.
UBC clearly needs to make a concerted
effort to provide space where all students can
meet, eat and mingle in an environment that
less resembles a shopping mall at Christmas.
And it should preferably be provided in a
variety of locations around campus. The student study shows that almost half of all UBC's
common space is currently provided by the
AMS, ali of which is concentrated in one
small area of a sprawling campus.
Interestingly little of this is really news to
the university administration. Planning documents—both 1992's Main Campus Plan
and the new and much-debated Official
Communitv Plan—repeatedly stress the need
for sociai space.
.',' 'he umversitv is frulv concerned with
i.'BC^ sense oi cornmunnv il needs to give
■■■indents a oiace lo socialise, .Ana soon. ♦
Canada Post Publications Sales Agreement Number 0732141
A plea for
poster etiquette
January is upon us. And if January
is upon us, it must mean elections. And elections must mean
huge posters plastered over every
square cm of bulletin board
space. To all candidates, I would
say this: Please have some sympathy for those of us who eke out a
small, part-time living putting up
posters. Please use postering etiquette: Post 'around'. Not 'on top
of. You'll have our enduring
David M.Johnson
GSS council
In consequence ofthe snowballing
affect of initiatives taken by
the Graduate Student Society
Executive, the GSS is in danger of
losing its core service: the Food
and Beverage operations at the
Graduate Centre. In November,
the new manager quit, the assistant manager was fired, senior
staff at Koerner's pub in the
Graduate Centre were cut off or
resigned, food service and staff
hours cut. This coincided with the
reported theft of $2700 from the
pub tile cabinet and substantial
damage to the facility during a private party. This turmoil follows
the suspension of the previous
Food and Beverage Manager and
the expenditure of $8000 on a
forensic audit by the Executive,
last June. Findings by the auditor
were used retroactively to justify
the Executive's actions and convince GSS Council to fire the manager even though his contract was
only in affect until December 31.
These precipitous decisions triggered a wrongful dismissal claim
by the former manager and a
counter-suit by the Society (costing
$8000 as of November and climbing). The Executive's clumsy handling of this matter aggravated
relations with pub staff, precipitating union complaints, dismissals,
resignations and a dramatic deterioration in the work environment. The audit and court action,
plus the costs attending to turmoil
in the food and beverage operations, worsened the ongoing central problem of the Society's
deficit/debt. Since the university
carries this debt, we are vulnerable to closure, as happened
already to the Faculty Club.
Why has the elected Graduate
Council acquiesced to the dubious
leadership of the GSS Executive in
this activity? By declaring Council
meetings in camera, Ihe Executive
has been able to manipulate and
intimidate councillors. During
these closed and secret sessions,
the Executive provides Councillors
with limited information heavily
laced with innuendo that attendees are then obliged to keep confidential under threat of unseating
or libel suit. In the process, the
Council has been persuaded that
the financial and other problems
facing the Society are due to
wholesale malfeasance by past
and present pub staff, and a subsequent conspiracy among pub
staff against the Society. Suggestions that the problems may be
due to lackadaisical management
of the Society's affairs and management by crisis have received
short shrift. The next stage of the
Executive's strategy appears to be
targeting of Koerner's ad society
staff, either through release of
non-union employees or gutting
the unionised staffs collective
The graduate student body has
been relatively quiescent during
this crisis: no doubt due to the
quarantining of Council debate.
Executive iniiuence over Lhe
Society journal, The Graduate, and
the recent suspension of its publication contributes further to the
generai ignorance. Upcoming
Council elections will provide an
opportunity for an open debate of
the issues around the crisis.
Hopefully, the Food and Beverage
operations, and the Society itself
will survive until the membership
are able to reassert control over
the Society.
David G. Murphy
GSS councillor
profs responds
We would like to correct the misleading impression contained in
the letter from Erin Haddock
(Ubyssey, January 7). The research
on responsibility is carried out
with care and consideration and,
contrary to the letter, no coercion
of any kind is used at any stage.
All subjects who take part in
this research are volunteers and
are fully informed at all stages.
None of the actual participants
has ever complained.
Professors S. Rachman
and Dr. R. Shafran
Psychology Dept. tun ipf*
THE UBYSSEY, JANUARY 14, 1997    7
Coin' through changes as the
devil rises again at Glastonbu
ZUMPANO-Coin' Through
Changes [SubPop/Warner]
If this CD was put in a time capsule, some future generation
might get the idea that pop-rock
from the late '90s was a twisting
labyrinth of layered melody, both
confusingly familiar and inaccessibly foreign at the same time.
And they'll think it was really cool.
The follow-up to the unique and
classy pop of their debut, Look
What The Rookie Did, Goin'
Through Changes is a more
sophisticated effort, and unlike
that first one, the new disc
requires some concentration. It
seems as though their quest to
compose the "perfect pop song"
hasn't changed, but their definition of such a tiling might have.
Zumpano's sound is hard
to describe—names like Burt
Bacharach, Dionne Warwick, and
the Beach Boys have been used in
the past—but their songs are centered around thoughtful songwrit-
ing in a keyboard-heavy instrumental mix. Add some pleasing
multi-layered vocal harmonies
and a catchy beat with a '90s edge,
and you've kind of got the idea.
Of all the 1996 releases I've
heard, Goin' Through Changes
sticks out as a bit of a musical
anomaly. These guys have made
an album that is either way behind
the times or way ahead of it.
—Andrea Gin
Banco de Caia-
Live at Glastonbury [Planet
Banco de Gaia, AKA Toby Marks
from inappropriately uninspiring
Leamington Spa (somewhere near
Birmingham in Britain), attracts
one of those labels that are casualties of modernity. Like
Transglobal Underground and
barking Planet Dog labelmates Eat
Static and Children of the Bong,
Banco is "ethno-ambient."
His latest studio album, Last
Train to Lhasa, is a rich tapestry of
monks chanting, water running
and all that hippy stuff. While that
can become, like hippies, rather
tired and dull, this set on the
Avalon Stage, Glastonbury, June
24 1995, cuts to the beat.
This features material from all
his albums, with a 'Heliopolis' as
dancey as anything on the similarly indued Heliopolis Remixes
album.   This   track   features   a
flautist and even an oldenday
musical instrument. When Banco
lays  off the monk samples,  he
finds  a perfect
balance between   .
interesting ambi
ent   music    and
catchy trance. This
would be an ideal
introduction  for  am
one intrigued by "ellmo
Banco remains true to his
favorite clubs, Whirl-Y-Gig and
Megadog, and their travelling,
crusty communities in noting,
"We have tried to capture the spirit of the occasion rather than
achieve technical perfection. No
blame." This may be true, but they
don't include tlie delay from 1 to 3
AM, peppered with explanations
the power needed for Banco's
computers, equivalent to that for
Albert Hall, just wasn't coming
from defunct solar power and two
stoners 'round tlie back on bikes.
—James Bainbridge
MACKEREL-High Ball with the
Devil [Interscope]
Les Claypool and the Holy
Mackerel have spent a lot of time
listening to the Beatles if High Ball
with the Devil is any indication. If,
like me, you utterly detest the
Beaties, you'll treat this CD
like that used syringe I
found in my petunia patch
last summer. On the other
hand, if you're the sort of
person who believes the
Beatles were the best
thing since Jesus Christ,
and their demise was
akin to Adam 'n' Eve
getting the old heave
ho, you might want to
give this CD a ...
Hang on. Song #2
doesn't sound anything like the goddamn Beatles!
Come to think of
it, song #3 doesn't sound like the
Beatles either. In
fact, none of the other songs
sound like the Beatles. Hrnmm...
The more I listen to this CD, the
harder it becomes to pin it down
to any specific thing I've heard
before. How can I possibly write a
review when this stuff is just too
damn wacky and weird to stick to
a decent label?
Look,   dumbfuck,  whyn't ya
just say "Les Claypool and the
Holy Mackerel don't sound
like    somebody
else,  unlike  the
vast majority of
bands whose CDs
come your way?"
Are you kidding! A
CD reviewer's
bread    'n'    butter
involves        finding
ever new, ever original ways of saying Joe
Blow and the Red Hot
Turkeys sound a heck
of a lot like Dinky Dufus
and the Fleabags from
Mars, if you know what I
mean. If every Tom Dick
J.jii'j came up
with their own unique,
never before heard sound, what
the hell could reviewers like me
say about them? We do have our
traditions to uphold, you know.
Just do it goddamnil! Yeah, yeah,
okay. Don't get yer knickers in a
—Andy Barham
The MAHONES-Rise Again
Something about Rise Again just
doesn't compute. For one thing,
the band hails from Kingston,
Ontario, yet lead singer Finny
McConnel sounds distinctly
London (as in England) Irish. For
another, he sounds suspiciously
like the original singer for a band
originally called Pogue Mahones,
now known as The Pogues. The
fact that The Mahones repertoire
consists largely of boozing-it-up
songs with strong references to
Ireland only fuels my suspicions.
Now, if only I still had a copy of
the New Musical Express circa
late summer or early fall 1982
when Pogue Mahones was the featured band for the week ...
I suppose I should just phone
the record company and ask, but
hell, I'm a lazy sod at the best of
times. It ain't that important. What
is important is the band's music.
It's Celtic punk of the best kind.
Imagine The Pogues if Shane
McGowan sobered up long enough
to produce an album or two, and
you'll get a pretty damn good indication of what The Mahones sound
like. Yeah. If only Shane McGowan
could sober up long enough to put
together a decent CD or two.
—Andy Barham
Dr. Patricia Rupnow, Optometrist
General Eye
and Vision Care
4320 W. 10th Ave.
Vancouver, BC
(604) 224-2322
UBC UHiqUe    Two Minutes Walk from UBC|
Hair Design
203 A University Plaza-5728 University Blvd
Second Floor • Beside McDonalds
Men, Women ft Chgdroi
Hair Cut $12
We accept all our competitors coupons
Perm & Hair Cut $45 JC
Colour $27
Highlight $38
s^Mihn UBC filmsoc
Wed.-Thurs., Jan. 15-16, Norm Theatre, SUB
Star Trek
rlhtiSo^Wovie Line,
Mhre,8tt2-3697       Star Trek II: The Wrath of Khan
LIVE     AT     KITS     BEACH
JANUARY 16 & 17
Vancouver Film School
Movie Night
Nigel Mack
i^BlEMaa..,^M STAGE
^n!ll!!!? Palm Sisters
MONDAY/TUESDAY January 20/21
with Dave Burton
All Poets, Comics
and Musicians
1516 YEW STREET •737-7770
No Cover Sun. to Wed. & before 8:30 pm Thur. to Sat. 8   TUESDAY, JANUARY 14, 1997
vlUL U-JL t^
Research cripples "Journey"
William Trevor - Felicia's Journey
Publisher's Weekly rather pompously and
unimaginatively describes Felicia's Journey as
"a thriller lifted to the level of high art." Were
it not for the subsequent character development towards the end of the novel, I would be
inclined to dismiss Felicia's Journey as a third
rate version of The Collector, that John Fowles
novel about a tightly repressed butterfly collector who collects young women.
In Felacia's Journey Mr Hilditch also collects young women, the sort of homeless girls
who are part of the fallout of our declining
civilisation. In Fowle's novel, written sometime in the early 60s, the people and events
are all decidedly middle class—English
Middle Class—at a time when England had
finally begun recovering from the Second
World War, a time during which London
evolved into "Swinging London": the imaginative as well as the geographic centre of the
modern cultural universe, and Fowle's novel
formed a brilliant metaphor for the clash
between the emerging swinging culture and
the older, declining Victorian one. Thus,
there are significant differences in the world
these two writers move through as they map
out the events shaping the lives of their protagonists.
Merry Olde England ain't quite so merry
since the Thatcher revolution, and its streets
are filled with aimless homeless children and
youths. It is very definitely a land in decline;
the pervading sentiment is a resigned,
almost fatalistic pessimism as the whole
country grows ever dingier, ever more gritty
and dysfunctional. William Trevor sets his
story in this increasingly solipsistic world
describing the coincidence of Felicia, a
young, pregnant Irish girl with an overweight
catering manager for a small factory in the
Mr Hilditch specialises in collecting desperate homeless waifs like Felicia, but there is
something different about this particular waif,
something he can't quite pin down which
moves him to take unusual risks. It's
an interesting variant on a now ;
classic theme and, were it not for a      'v-.
few flaws, the novel would actually
work. They are the sorts of faults the
average reader likely wouldn't pick
up on, since they are not likely to
experience homelessness, dereliction
or drug addiction first hand. It's clear
from a reading of Felicia's Journey that
William Trevor has never experienced
these things either.
Trevor's  inexperience  with  the
reality he is trying to describe is
most evident in a scene in which
Felicia is taken by two street people to
a squat they share with a couple of
heroin   addicts.    The    addicts    are
described as a young man and a girl
"lying on their backs, staring at the
ceiling." They do this all night, pausing   in   the   morning   only   long
enough to inject themselves.  It's
pure fantasy, bearing no similarity
whatsoever to the reality of either
addiction or the effects of heroin,
and   it's   manifestly   clear   that
William Trevor knows nothing of
what he speaks. It's this kind of/
glaring fault which spoils Felicia '8
Clearly, Trevor was too damn lazy to
research his novel thoroughly, believing, no
doubt correctly, that most of his readers
wouldn't know the difference anyway.
—Andy Barham
3maSning CiYOn a IMG
melancholy and sadness
Jan 8 .at GM Mace
It's somehow fitting that the Smashing PtEBS^iaiis, a band with such a
public, operatic history, should turn their live show into one a prime
example of modem rock opera. With a four-story revolving light tower,
experimental video projections and excerpts from
Planet of the Apes, the Smashing Pumpkins aim to
entertain. Yet despite all the giinmicks and trick lighting, the greatest entertainment came from
singer/songwriter Billy Corgan as he played the part of
Rock God Hero. Whether it was striking a pose or acting as
the personification of the audiences' feelings, Corgan
ensured his place as the centre of attention.
Opening with 'Tonight, Tonight', the Pumpkins concentrated on material from Mellon CoHie and the Infinite
Sadness, even ignoring the song that first brought them to
stardom, the guitar anthem Today.' Those expecting a plethora of rarities and b-sides, since this was the last show on the
tour, had to settle for the show-ending, half-hour jam session.
The Aeroplane Flies High.'
What the Pumpkins did play, however, was more than satisfy-
Itjg. With a freshness and enthusiasm that carried them through their
two-and-a-half hour set the band dove into all their current singles,
frota the nostalgic' 19 79' to that ever-present crowd-pleasing nihilistic
baiad, 'Bullet wilh Butterfly Wings.'
As the evening drew to a close, an air of satisfaction settled on
GM Place. The audience had seen a lull-fledged performance by a
band that a few months ago, seemed ready to explode at any
moment And the Pumpkins had capped off, eight days late,
what Billy Corgan called'the most happy and joyous, mournful and sad year* he had ever known. If there was anything
wrong, it had to be the disconnectedness between Billy
Corgan, who sang his songs of loneliness and alienation,
and the thousand or so lighters that singed the air while a
Oh, well The spectacle mat is the Smashing Pumpkins is bound to be a
btt overwhelming, and if that feeling is disconcerting, just chalk it up as part
See How
Friday, January 17th, 1997
12:30 pm to 2:00 pm
SUB Conversation Pit
Cool Date to Remember:
Saturday, January 1 8th '97 -
(|ill(|Cr with guests Juniper Daily
at The Pit Pub. Tickets only $5.00.
Call 822-8998 for more info.
Brought to you by:
REFERENDUM 97 - Vote "YES" For Your
AMS Clubs and Affiliated Schools
Support your local clubs and affilated schools, Regent
College and the Vancouver School of Theology, by
voting "YES" in next week's referendum.
Here are the official referendum questions:
1) I support a SI -50 fee increase to be allocated to student
initiated projects and activities in the following manner:
a) $0.50 towards the Walter Gage Memorial Fund
b) $1.00 towards the AMS Clubs Benefit Fund
The Walter Gage Memorial Fund and the AMS Clubs
Benefit Fund are disbursed at regular times throughout
the year for the purpose of supporting students and
student groups.
Yes No 	
2) Whereas Regent College and the Vancouver School of
Theology are Affiliate Institutions of the University of
British Columbia, and
Whereas, the students of these Affiliated Institutions are
active members and pay the $39.50 annual fee,
I agree to add Regent College and the VST as voting
members of the AMS Student Council.
Therefore, Bylaw 5.2(a)(v) shall read:
v) the duly elected represented of the following Affiliated
Institutions provided that such representatives are elected
in accordance with the constitutions of the Affiliated
Institution and are recognized as an Affiliated Institution
by the University:
1) Regent College   2) Vancouver School of Theology
Yes No	
H®y     *       Imagine if your
^7 ■'       education was
It is now.
sji «■■
Pick up your entry form at any poll
station between January 20th and
24th, 1997 and enter to win FREE
TUITION for one year!
Details available at the poll stations as
well as via Internet at http://
For Your Information...
Science students are advised that your
Science Undergraduate Society has
been increased by 52.00 and will be
collected along with your January tuition...
Your UBC Forum, which will focus on
Tuition and Other Fees, will be this Wednesday, January 15th at 12:30pm in the SUB
Conversation Pit...AND don't forget to vote
in the 1997 AMS Elections next week — you
can find candidate profiles and other important information by visiting the Elections site
at http://www.ams.ubc.ca.


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