a- ?

-

SiMON FRASER UNIVERSITY

0

?

SENATE

?

From SENATE COMMITTEE ON NONCRJTDTT

INSTRUCTION

U'ORT ON COMMITTEE ACTIVITIES

?

Date OCTOBER 19, 1973

MOTION: ?

"That Senate ratify the courses approved for offering

during the Fall Semester 1973 by the Senate Committee

on Non-Crediz Instruction, as set forth in S.73-121,

as follows:

J'

.

Offered by

Continuing Education

Continuing Education

Geography Department

Department of Modern

Languages

Kinesiology and Continuing

Education

Computing Center

Physics Department

Chemistry Department

Reading and Study Center

Reading and Study Center

Reading and Study Center

Reading and Study Center

Recreation Center

Recreation Center

Recreation Center

Recreation Center

Recreation Center

Library

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

Course Title

The Photographer's Eye

Let's Do Music

Canadian Landscape II

Chinese (Mandarin) for Beginnc

Introduction to Dance Therapy

Computer Programming for

Paraplegics

Glassblowing

Seminar Series in Forensic

Chemistry

Reaiin and Study 001

English Lihua Program

Typij uurse

Rapid

l teaiing for ti'e Business

and Professional Community

Aquatics

Fitness

Sports and Games

Combatives

Outdoor Program

Access to Information

Elementary Dance - 733-1Al202

Intermediate/Advanced Dance -

Choreographers Workshop

Super

3mm

Film - 733-W301

Introduction to Video - 7-W351

0

---

- j) -

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

English Department

Computing Ctnter

Computing Center

Computing Center

Computing Cnter

Health Services

Continuing Viuo --

Madrigal Singers - 733-W40i

Choir - 733-W402

Beginning iecorder - 733-W410

Intermediate Recorder - 733-W.

16mm Film - 733-W312

Advanced Recorder -

733-i:3

Renaissance Ensemble - 733-1,;'1:9:j

String-Wind Ensemble

Purcell String Quartet at Hom

Rehearsal - 733-W499

Acting/Directing - 733-W501

Design/Technical - 733-W531

Voice Production and Sight

Reading - 733-W4C3

English 001

Introduction to Job

Contro

l

.

L.

Computer Center Orientation

Introduction to APL 1

Introduction to APL 2

Industrial First Aid Course

.

40

---

SiMON FRASER UNIVERSITY

MEMORANDUM.

00

?

Senate. ?

.•.

.

From ...

S.enate. Committee... on.Non--Credit .,.

Instruction

Subject ?

REPQFC ON. COTtE ... AIVITIES.

?

Date ...

October. 19., . 19......................................................

SUM

V

ER

SEMESTER .1973'

The Senate Cc,mittee on Non-Credit Instruction was established during the

summer semester

1973.

For the information of Senators, a copy of the terms

of reference and composition of the Committee are attached.

At the outset, 'the members of the Committee identified two separate problems

with which they were faced. The first of these was to facilitate the offering

of non-credit courses in the University for the fall semester.

1973.

The second

was a longer term problem, that of regularizing and systematizing the offering

of non-credit courses for subsequent semesters. In attempting to resolve, the

first of these problems, the Committee requested information on all non-credit

courses proposed for offering in the fall semester with a view to examining

these offerings. In the event., severe time constraints made it impossible for

the Committee to 'meet and consider all the courses involved; and, in view of

this factand in order to expedite the approval and publication of the full

.

?

course of

?

the Chairman informed the Committee that it was his intention

to approve the submissions himself and to submit them to the Committee for

information. .A copy of the Chairman's memorandum on this subject is attached.

At a subsequent meeting, the full Committee ratified the Chairman's action.

Information on each of the courses was approved and is alsO attached to this

report. These courses are now submitted to Senate' for its ratification.

In dealing with the second 'problem, that of establishing guidelines and procedures

['or future operation, the CoinriitteC first discussed the applicability of its terms

of reference to the University's non-credit offerings.' The result of this discussion

was a document laying down the types of courses which would and would not be

considered as failing within the Committee's purview. This discussion was followed

by further consideration of operating procedures; and a document was also produced

defining the method by which the Committee would operate in future Copies of

both of these documents are attached for the information of Senators.

:1. IVhigridge

Chairman

End.

---

.

.

SENATE

COMMITTEES

May 7, 1973

SENATE COMMITTEE ON NON-CREDIT INSTRUCTION (standing)

Members ?

Conditions

?

Term

?

Expiry Date

?

Name

Vice-President,

Academic, or his

designate

?

Chairman (voting)

?

I.. Mugridge

Senator

Elected

2 yrs.

Sep

30/75

P.

M. Doherty

Senator

2

yrs.

Sep

30/75

J. F. ?

Ellis

Senator

by

2 yrs.

Sep 30.75

J. N. Munro

Senator

1 yr.

Sep

30/74

H.

Weinberg

Senator

Senate

1 yr.

Sep

30/74

E.

W. Banister

Senator

1 yr.

Sep

30/74

W. E.

?

Williams

Director of

Continuing

Education

Non-voting

M.

McClaran

TERMS OF REFERENCE:

1.

To consider for approval all non-credit

1

courses of study, instruction and

education, not otherwise approved by Senate, which are proposed under the

auspices of SFU or any of its Faculties or Departments, including non-academic

departments.

2.

Approval shall not extend to more than one offering of any such

,

course; and

any subsequent offering must receive the Committee's approval.

3.

To report promptly each semester to Senate for its ratification the non-

credit courses of study, instruction and education which have been approved

in the previous semester. Notwithstanding this regular obligation, the

Committee shall be empowered to report to Senate at its discretion and be

required to report to Senate at the request of Senate.

Notes: 'Non-credit course of study, instruction or education shall be taken to

mean courses or workshops offered under University auspices, other than

occasional lectures, colloquia or seminars offered by departments or

other units. Questions ,about the applicability of these terms shall he

referred to the Vice-President, Academic for resolution.

2

Ratification by Senate after a course has been offered suffices to meet

the legal requirements of the Universities Act, 54(d) which provides

that Senate shall have the duty 'to consider and revise the courses of

study, instruction and education in all Faculties and departments of the

University, including extramural instruction.' Thus, if a course has

been approved by the Committee, and has been offered, but is subsequently

not ratified by Senate, the effect will be to instruct the Committee not

to approve that course or similar courses in the future.

1

---

'

nate

Can

-

-

oct-0T

•

? Oi. -

Senate

q'73

/

.

non x ?

ter

?

v11

L.

0tt

a

lit

•

?

.

?

or,

i1

,cal1 tri

?

Otter

?

a

?

-

-• ?

-'ier5- '

?

e----- ?

rPzte

?

'• --•-'• ?

c'-'

4. ?

- ?

4- ?

* 0

L ?

•• ••

?

tta

--'- ?

- ?

-- --' • ?

•- -.-c ,oi

?

••

?

r ?

-' •t'- ?

CO

- ?

?

t'

iecti-ai-e&'"

-'

?

?

?

Ofte

It

i-e9e

?

'cr

?

' ?

?

cot3cr

14- ?

'

Of

'

?

CT ?

---

t

?

-

A

prO

?

.. ?

O ?

.

of

C0

?

e' '°

?

4 ?

e-' ?

to

?

tz:i

Wteflt

?

to

?

r, ?

/ ?

--

o

f

t C

?

-

?

0 110tn

cr ,

?

cr" ?

ot'

no ?

to

?

fac.t

?

ot3

j$C0' ?

CCL

?

ar 0

?

cterfl0O ?

O

?

rta1

?

ii € r1!

?

ne

to ea1'

?

'

a&

rt ?

?

were ro reP0

lt ?

to ?

' ?

t

?

the '-''--- ?

59L• • - ?

-ci'i 1.

.,.av

-

it

at

of

?

t

?

ori:jtt0r1.

?

r

?

t1r

?

co,

?

arpatta

?

l' or ?

., .'

t

?

t'L1t'

act"

a')r°2°

•

1ne

fl

'-

'

th

e

ree-

?

-for ?

c_-tt

?

ro

?

reCe ?

s

?

r

.r

?

' ?

T ?

,

0

,era t

- Pon

0r

r- ou3

tefl ?

?

be ?

soon ?

is 'Dropo jete,

?

_

P et ?

C

Of CC-LIV

?

11 ?

a

eaSO ?

itetel'.

• ?

a ?

'--e

$prt.'

?

Vroposals

?

for

.

?

• VtU$!tde

Sr

?

DOIcertY

a1tS•

AlrrO

'i:1 •

'd•. 1ter

!i•.

?

cix'

ttee

•

?

•

---

0 1$ 0 0

*o2

Dear

Department Chien

Acadenic Planner

Director •Cotiriit1n Fdüát1On.

LibrMan

Rejiztrar

Acadec 4cvIc

.o

'ffl+7'c?

C ( . '

r. S.

OL: (t

'a'. (.

?

4t1]t;•

.

0

---

S

COURSE PROPOSAL. FORM

?

(Non-Credit)

TI

Course Title:

Pull Description ct'L'ourse,:

egin.'morits for Entrants (if an:',).

Rationale for the •Curse:

"or Whom is the

coure.tnteIed:

Proposed Dates, Time atid Place-of Offering-

Proposed Instructor:

(Attach resume if not •reilP SFU Päctiiltv or Staff).

S

¶r000sed

Student Fee:

Maximum numLer of Students:

Prvsed Course de:

Expense: Intructor( s) stipend(s):

Travel & Accorrodat1on:

Rental of'Facilities:

nr rented

:pice)

Epiipmerit &

Materials:

?

Other expen.

?

(list):

'IOTAL COST

Antic1patC evenue:

Student

Net Cost of

F-''por':i

?

S

Epetal De3fl t

?

___ciire ?

--

Signaturt

ot' the Author of the Th'opoai.:

Date:

4

---

CRITERIA FDR DECISIONS ON THE APPLICABILITY OF ¶I1{E T1

V

OF REFERENCE OF

ThE SArE (O4ITEE ON NON-CREDIT INSTRUCTION

?

1.

?

'lbs Coninittee will consider the following courses or programs:

a.

Courses or programs of instru.ctional intent, offered by

administrative agencies of Simon Fraser University.

b.

Within the limits of a. above, programs such as courses,

workshops or lecture series which have instructional or

educational Intent and which are normally sore than single

events. ?

.

?

.

c.

Courses, workshops or lecture series which require formal

student registration and payment of a fee for attendance.

d.

'

Programs, courses, workshops or lecture series which issues

cërtificates or proof of attendance and/or ctipetency.

e.

Programs, courses, workshops or lecture series

which are

advertised in the larger convnity whether to specific

groups or to the' coninunity in general.

?

2. ?

It is understood that the Ccmnittee will not consider;

a.

Theatrical performances or events.

b.

Internal departmental seminars.

c.

Internal staff or professional training programs.

d.

Single special events

e.

Events offered and funded by clubs, private societies

or the Student Society.

I. Mugridge

Chairman,

Senate Conrnittee on

Non-Credit Instruction

September 13., 1973

•:'

V ? '

' ' ' V. ? V ?

•V

A'

•;' •

-

---

4 ?

4

4

4 ?

1

•

?

L

?

I

V ?

/ ?

1

..

1 ?

All ccwe proposals fr'xn departnnts, centres, programs or

ir1vialS

will be subirdtte

d

to the Chalrnan of the

y

Serte.'.

Comittee on Non-credit

Instruction on a standard form

2

• ?

All such ccrae proposals will then be reviewed by the

?

7

DirectOt of' the

Division of Continuing

&ncatiofl, who will

ensure that all proposals are in acceptable form aná forward

them, with hie;

roo ertiOfia to the Colttee.

?

v

3 ?

The Chairnafl of the Senate

Cnittee

on Non-credit instzct1m

?

-

will corm.*nicate the C*ncd.ttEe

8

deciSions to the proposers

?

&$t ?

ggestions from the

of courses, a1on with añ

?

Conmdtt e to

the proposer. The Comnittee will refer any recaneratiOfl on

fees to the Vice-President, Acaemic for his coniiderat1On an '

for referral to the President and he Board

s

Of

Governors ?

A

4. ?

The Division of' Continuing Education will arrarge for the

preparation of publicity

ter1a1s

the distribution of

publicity the pftnt offees

arI

the

registration of

?

.;

?

".

?

.

?

students (where ncessary,Y as U as other details of the

advertisement and operation of courses

in consultation with

the agency mount

?

the course.

I

Aoki

?

•0 • ?

•

0

W 5. The Cceittee will receive, course proposals on the ba18 of

planning and approving a or semester program.. The follow-

ing deadlines for submisSiOn of

cOUr&SS

will apply.:

For the Fall semester

?

June 1st

For the Spring semester

?

November 1st

For the Sr semester

?

h 1st.

It is recognized that special reeds ns' arise from

time

to time;

but the Comnittee hopes to regularize the input

of

course

proposals so that

there my be adequate 1e tim

e

to

consider .

proposals, to prepare

publicity and

80 Ofl.

I !'tgridge

Caixina

h ?

ni

Senate Cctnittee on or-oredit

ThStZUCtion.

?

4 ?

V

0

I ?

WV

I

?

I ?

'

9 fr

?

1

L ?

Zeptnber

13, 1973

?

I

?

4

Wr

?

r

?

p

•0 4

?

•

?

0 ?

(40.

?

0,

?

0•,

?

,'.?

•

?

' :'. ?

-

?

,• ?

0 ?

0 ?

0 ?

,

?

,0•,

• ?

4

:g

<1 •,

?

6

---

?c?

•

?

SIMON FRASER UNIVERSITY

• ?

.

Ian , Mugrdge' ?

From..

Don Wi Ison

Assistant Vice President

•

?

. ?

. . Assistant to the Director

Acadic ?

......................

?

'Division of Continuing Education

Subject.. ?

Non Credit ?

Fa

........

.

197.3

?

Date..

?

July 17.

?

197.3... ...... ...... .......

Enclosed

¶ s

a

copy of a memo from M. E. El lot.. Hurst,

Chairman, Geography Department.

In response to this proposal, two questions need

to be considered: ?

.

1.

The memo does not ask that the series of

lectures beapproved by the committee

(I believe it should be).

2.

The memo requests financial assistance

(I am not sure under what procedures

• ? this money can be granted).

I have also written memos to three persons who have

indicated their desire to offer courses this fall, and as

;SOOfl

as I hear from them I shall forward the information to

you. They are as follows:

1.

Photographers Eye" - Dennis Devenyi

(Previously Offered Summer, 1972,

.

?

Fall, 1972

and Spring, 1973)

2.

"Let's Do Music" -. Arv,id Grants

(Previously offered Fail, 1972

3.

'.Mandarin Chinese - Andrew Hsiao

(Proposed by Interdisciplinary Studies)

With, respect to all of the above, and relating to

our conversation of the committee meeting of Tuesday, July 17,

believe that the time hasnow come when we should no longer

receive proposals if we are expected to promote these through

one publication.

DWilson

.

7

---

Proposed By

?

Title

• Geography Department Canadian Landscape 11

Department of ódcrn Chinese (Mandarin) for

Languages ?

beginners

Kinesiotogy and

?

Introduction to Dance

Continuing Education Therapy

Computing Center

?

Computer Programming

• ?

for Paraplegics

Physics Department ?

Glassblowing

Chemistry Department Seminar Series in Forensi.c

Chemistry

Reading and Study

?

Reading and Study 001

Center ?

•

?

: ?

•

Reading and Study. ?

EnglishLanguage Program

• ?

Center

. ?

Reading and Study • • Typing Course

Center

• ?

Reading and Study

. ?

Rapid Reading for the Busine';s.

Center •

?

• ?

.

?

and Professional Community

Recreation

Center ?

Aquatics

xz

0

---

Recreation center

?

F tnss

Recreation Center

Recreation Center

Recreation Center

Sports and Games.

Combat ives

Outdoor Program

• Library

Arts Ceter

Arts C,ter

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

Arts Center

Access to information

Elementary Dance 733-W202

Interme

d

iate/Advanced Dance - 733-W204

Choreographers Workshop - 733-w208

Super 8mm Film

?

733-W301

Introduction to Video - 733-W35.

Continuing Video - 733-W352

Madrigal Singers

.

- 733-W401 ?

•

choir- 733-W462

Beginning Recorder - 733-w410

Jnterndiate Recorder - 733-W4I1

16nwn

Film - 733-W312

•

---

M ?

s ?

Center

Advanced Recorder-733W43

Arts Center

Renaissance

Arts ?

Center

String-Wind Ensethbe

Arts Center

PUrceJ)StrjngQrtét at home,

RehearsaJ-733_Wz99

Arts Center

Acting/Directing-733-W501

Arts Center

Arts Center

?

:

VoIc. Po;ductioh and Sight

Reading-733-W403'

English

D e p

artment

English 001

Computing Center.

Language

Introd ction to Job Control

Computing Center

Computing

Center Oentetibrj

Canputing Center

Jntroductio,,

?

to API ?

I

Computing

Center

Introduction to APL 2

1

Health Services

Industrial

?

First ?

Aid Course

•

0

kF

-

•

---

iMON

RASE .

UN1V.EflSTY

?

'/

73

MMiU

to ?

or.. .M.•E,..

.Ei,J.ot....Hu,rs.t.

..........

D.e.p,.t.,..o.f..::Geo.g.ráphY.;

Sjbect. ?

. .

Geog r

• phy:•

?

r..i.è.s ?

.•.

Ftm. 01-.

Milton McC!iren, Act in

•.....Séate ComHttec bn No; C;edit

•

?

. .

?

.

?

.

? Inst.

itcL

Date....

August15,

.1973

L]

The Senate .

Comniittee on Ion-Credit Courses of

Instruction has asked me to bring to your ttcnt

fOrt

the fact that at its meet.ing.o.f July 24, 1973, the.

Committee requested. certain, ãdditiona information

from the

.

Geograph.y.Department with respect to the

proposed GeographyFilmSerieS.

?

The Committee asker

whether or not

the Geography Department had respc'n

to this request for further information and

i ?

fldidLCJ

that to my knowledge no .response.hàd been received.

The Committee ha asked me to inform you that it

considers the Geography Film Series to fall within

its terms of reference as a non-credit course

Ot

inst.rüctionarid that riopiansshould be made to offer

this program. until

•

i t has been formal ly approved

by the Senate Committee on NOn-Credit Instruction.

If you ill forwrd to me the inforation requested

by the Committee, [will endeavour to have the Commi

ttec

actquickly to consider the proposed Film Series,

in

ordert.hat.you may proceed with is offering in tne

Fall semester. ?

•

i;.

?

C)

C

McClaren

kp

c. c. S. Kanehara

C..

.

-Il

---

S

'.

L

SIMON FRASER UNIVERSITY

MM

/1 C

I

T. -.

To .

?

Dr. E.M. Eliot-Hurst,

Chairman,

DepartnntofGèography

Canadian flaridsôapê Series.

Subject ?

..: ?

.

From

I. Mugridge

Chairman,

Senate Committee on Non-credit Instnct.1

Date.

July 31, 1973

.

At a recent meeting of the Senate Committee on Non-Credit Instruct

!.t

r

the

proposal of the Geography Department to offer a Series of Lectures on the

Canadian Landscape during the Fall and Spring . sérrsters was brought to the

notice of the Committee. .

After some discussion of the relationship of such a properd to

the terms of reference laid down for the Committee, It was unanimously

decided that a request be transmitted :o you for further information on thh

proposal.. At this time, it is the

opinion of

the Committee that this and

other proposals of a similar nature should be examined and approved by the?

Coriinittee before they are offered; arid, in order to make a clear deterid.nat.ic

on this question, the•Corrrnittee would appreciate receiving further info ::itlon

on the proposal. While the Committee realized that it would be impossb10 to

Ive detailed information on any of the lectures proposed, it felt th.t a

s

much

information as

possible should be made.available to.the Committee to

enable it to discuss the proposal in 'eater detail.

I. 1'IugrIdge

- ?

12

---

SLMO 1ASER UNIVERSITY

MEMORANDUM

?

rcrtor,

CanatI

j

.n stUdies ?r

p

j3r.. ?

From ?

M,J ?

Eliot Hurst

ui, rac of Interdisc

Studies

?

/ 4JD1c.tQr, Co.nuing Ldcat.oii ?

Cnairman, Geography.

Canadian

Landscapes ?

13-i:...1-97.3

Iat ?

rti1r

.4

Deprtrierit.

.

Last Fall and

bprin tne eogh

r

Department offered in co-

)peratlou with yourself, a.

serie. orjubic

lectures, entitled

"Canadian Landscapes". Becaue.ot

?

1iucess

we intend to offer

In

this coming year,

,

:

:

ix further 1etue uner the title "Canadian

lectures

.ancapes

as

II".

a

book

It i&

to

?

eventi 11.

?

a

toprint the

10th

best

anniversary

of the

l4

in 1975

This

year

an attemtt V 1

cib made to

"

'o'to the public"

by

Liix1()

the lectures

on a more convenient night

(Thursday) and

by holding some of them oif capi

?

t uoh

0

catkons as thL Burnaby

Art Gallery, etc

Gince such a series is somwhat. expensive, some financial

Lp would be needed. Since you cooperated last year,

I.

was

rc:;tr

.ouderin

icted

g

scale).

hether this could

be repàated (even

if on

a more

• :cpbember

27:

Barry Lord,.

Ryerson Institute

"The Canadian

Landscape Tradition in Canadian Art"

Location: S!U

• )ctober 25:

?

Dennis Lee

"Canadiah Cityscapes"

Location: Burnaby Art Gallery?

• !uvcmber 22:

?

Miriam 'Waddington

"The Canadian Sense of Place"

Location: VCC?

.. J;mnuary 2:

?

Margaret Atwood

"Landscapes

of Survival"

Location:

.

Vanoouver

Public

Library?

5. February 28:

?

To be decided

"The Landuape of the Quebecois"

LocatIon Caplano College?

.

or. ?

Al Purdy.

or ?

"The Geography of LI

Imagination: The

Canadian Landscape

through Poetry"

U.

March 28:

?

Pierre Berton

"The

CPR's Canadian

Location:

SPU

• Kariehara

C. Newman, Chairman, English Dept.

---

• S.MON F!ASER UNIVERSITY

S

To .,I. ...... Mugidge

?

,.

Chairman, Senate Committee on

Non-credit ?

Uor

&bc2. Canadian Landscape

From . M,E..

Eliot Hurst

Chairman, Geography D epàrtment

Date..,

?

Augus.t

?

i4,

•97

......................... ....

I delayed replying to your memo of July

31st

until I could

discuss the terms' of reference of your committee 'ith you. Now

that we have discussed the. matter I would like you and your

committee to rule on whether a' lecture series such as ours fails

under your purview. The alternative would be of course to drop

the series idea and simply bill themas separate lectures! The

department has, for Cxaniple, four other lectures scheduled for

the coming yearwhich do not fal'lunder the "Canadian"

rubric.

The detail's 'of the upcomIng series are:

Canadian Landscapes II

i. ?

September 27

?

Barry Lord, Ryerson Institute*

.

?

"The Canadian Landscape Tradition in

Canadian 'Art"

ii. *

October

25 ?

-

Scott .Symoris

"Cañadian Civic Imagery"

iii. November 22

Miriam

-

Waddington, York University*

"The' Canadian Sense Of Place"

iv. January 24

?

- Dennis Lee*

.

, . .

"Cadence, Country, Silence: Writing in

Colonial' Space"

V. ?

February 28 - Frederick Grenier, Laval University

"The Landscape of the Quebecois"

vi. March 28

?

- Al Purdy ?

• ?

'

"The Geography of th L.iagination:

the Canadian Landscape through Poetry"

* confirmed.

The series is organized by Ourselves, and co-sponsored by

the Department of

,

English and the' Canadian Studies Programme.

h

Typed & Signed in

MEEH'S absence.

14

---

o

DflPARTMFrJT OF

r1cnElN

L2\NCUACES

MANDARIN CHINES

The

Depa

rtment

.

Qf

levels

Nodern Langiaocs

?

frn

hwo

of

M

andarin Chin

'

?

will

?

io both

?

?

C1ractr

?

xt

for

(CTBC)

OOO.

anu ?

cjlnflnq

(hii-50

?

oader

?

Jcrt

?

I:

1

?

cJinn j

plan ?

ncint:

?

or

:in ?

a:.

ri ?

I

toxt-

Lbs ?

tut

?

ri ?

:;o•1Ojse

s,

e

ntonco_

Th ?

:h

?

rorE

?

for each ?

L

?

.

i:rjef

?

CS:_

l3

L ?

CUs

?

af

?

thc

I ?

tar

.i ?

th

a

cnch

nc ?

tL'

the

S ?

and

1 ?

ra ?

:cc

?

io: swh ii

xt.

i r' ?

ot ?

r ?

ad

t

. ?

portr•

?

a ?

In

?

r ?

t ?

onl

nrnn

?

no.

?

tortr

h ?

ox

t

but

rith.2r

lojrnj:

?

:in

?

?

ViaUyrclafccl

than

?

to

stun,

rith

i ?

?

tdt

?

?

This

hapI1:-'rdtha

to

?

?

is

gainn

?

not

oad

?

?

pauses

?

Sin1pi\

a:id ?

lnanc\i

rh

?

?

c

n

arnr

?

?

a

in

.ti1

.o

. .:

tjc

alaa

?

L

n:a

y

of

t ?

L

inhse

n

v' ?

.

I flc;

iding

To

le

arning to speak, the primar

?

s i

?

cJh ?

in on

01

achi

n

)

j

u

(!CL

mci

tv Inc

is

i; .in.

L

t

?

ad

rLa

1

ii

?

t

J

?

ts

i.vorne

in

of

L '

Words.

tt0l:

na

i:icj

?

crials

Si

SCfltcnc05

ill

wa

ilarl\,

h SOCoj

i

1

n&ad

nthc-

and

t:

I

g

o ?

an

?

th

I npJ.v

rcadir

by

readi

tr

translation

hru;

individual

EAD,

?

?

exLt:5j

vidual

ion

ng

READ,

?

or

.

?

rahoI:

?

?

spckjr

'l

chl

01-

?

ucc

Pi),

pra'L

ra('Lers

than

o:coding

1:RIT::,

in

process.

s

ice

in'nl.

r

eading

.

or

of

WRITE,

which

t

all

To

be

t

?

or

the

content

"know"

accocnhish

WRITE,

far

s

peakin

int

too

errelated

AND

oftn

n

with

g

irnpr.'s;

can

?

s

this

p

pa5rc;

Lii€

on

!::,

a

lv

ire

R

oqonj

OcLs

:e

hc

si

nun

for

mi

:'Hncj

achieved

:,

c:

?

Li

'PEAK.

?

Of

he

It is

Of the

used by

0

is one

and is

high time now for us tc learn Chi

f

five

?

25 of

OffCjcil

the, world's

l

angua

Oo,

g

e9 af

atior.

tho :.i ted

nes0

Nat

wh:v

h'n

---

r-

Iv-z

?

••1 ;'

?

-

COURSE PROPOSAL

FORM

(Non-Credit)

Course Title:

Chinese (Mandarin) -

Beginners

Full Description Of Course:'

See attached course outline

Requirements for. Ent.rant.s

(if any):

None

Rationale for the Course:

To take the place of Chinese 100-3 which was submitted to Senate as

a permanent credit course and has been referred back to the Arts

Curriculum Committee. A number of students have already begun

studies

in Chinese and this course will serve as a continuation, and to keep

alive any fluency which has been attained during their studies for

which no credit has been given.

For Whom is the Course Intended:

For students wishing to get a grounding in the

,

sounds, words and

expressions in Chinese Mandarin and for those with an interest in

Chinese history etc. It is intended that the: course only be offered

to students currently enrolled in courses at SFU,

Proposed Dates, Time and Place of Offering:

Each Tuesday, 2:30 - 4:30 p.m. at Simon Fraser University

.

.

Proposed Instructor:

(Attach resume if not regular SFU Faculty or Staff)

A. Ilsiao (see attached resume)

---

2.

Pro2osed_S*tudent Fee:

Maximum Nuiriber of Students:

?

10

Proposed Coure Budget:

? .

Expenses: Instructor(s) stipend(s): .

?

$7.35 per hour

(2 hrs. teaching, 1 hr. preparation = .3 hrs. total)

Travel .& Abcoimttodation ?

N/A

/ .

?

Rental of Facilities

?

: ?

N/A ?

(for off--campus

courses using

rented

space)

Equipment & Materials

?

: ?

Nil

Tapes & other written material already available

Other Expenses (list) ?

:

TOTAL COST

(9 hrs. per week - 13 weeks.= 117 hours)

Anticipated Revenue:

Student Fees:

Net Cost of Proposed Course:

$859.95

Special Details. of Proposed Course:

Senate approval for Chinese (Mandarin) courses to be offered for

credit has been delayed and the only alternative to provide those

students who have already begun their study of that language with

the opportunity to maintain the knowledge already acciuired is to

offer the courses On a non-credit basis during the Fall semester.

.

- ?

17

Signature of the Author of the Proposal:

---

RESUME

Mr. A. Hsiào.

Mr. A. Hsiao has conducted the courses applied for

in three previous semesters. He has maintained a very good

program and has succeeded in bringing a large number of

Sstudents to within an easy reach of becoming proficient

users of the Chinese language. The enrolment in most

semesters has been maintained above the ten student mark

in the lower two courses and five in the advanced courses

BAG/hg

August 24, 1973

18

---

/yt

&7;

7c•5

COURSEz Introduction to Dance Théray

DEPARTMENTS Continuing Education

SEMESTER2 Fall, .1973.

September 17-November 7.

TIKE

8

-93

0

P.M.

Monday and Wednesday

PLACEs

Gym

INSTRUCTORs

Amy Greenfield, M.Sc.

INTRODUCTION

Dance Therapy is the use and understanding of expressive

body movement for the purpose of inte

g

rating our physical and

emotional selves. Involved in the study of dance therapy is

the exploration of our own movement potentialities, and how we

communicate non-verbally in group situations. The settings in.

• which dance therapy is used are varied; they range from clinics,

hospitals, and residential treatment centres to schools-and

community recreation centres. Dance therapy has been included

in the treatment programs forphysically and emotionally handicapped

individuals, as well as being a. unique and educational movement

experience for normal adults and children.

Introduction to Dance Therapy is a course which will provide

a unique approach to human interaction. Professionals and .students

in the fields of rehabilitation, education, health sciences,

physical education, and dance will find it important and useful,

in their work and study. For others it will he a valuable

experience in further understanding movement as non-verbal

communication.

40

Video and film

will

he used as resource material.

a

---

S

?

COURSE

OUTLINE

The

course will

be

.

divided into two parts. One part will

be a seminar-discussion of basiä readings in Dance Therapy. The

other part will be

a practical session in

movement awareness,

integrating the dance therapy

principles

outlined in the seminar.

The focus of the practical 'sessions will be the exploration of

individual movement

répertoires,

and group interaction.

SEPTEMBER 17 & 19s

Where Dance. Therapy began: the origins of movement as a

therapeutic experience in primitive cultures.

SEPTEM1ER 24 & 26

?

.

.

Rhythm and music as catalysts.in the expression of emotions

through movement. . The use of .music in Dance Therapy.

OCTOBER 1

& 3:

The

training

of Dance Therapists: a. Video-Film and discussion.

OCTOBER 8 & lOs

The individual's movement repertoire: What is it? Why is it

important? A discussion and exploration of different movement

styles.

?

.'

?

.

?

.

OCTOBER 15

Discussion of the concept of Body Image, and its personality

components. Selected stüdiés in pathology. .

OCTOBER 22 & 24i

Working with specific population groups: the retarded,

physically handicapped, emotionally disturbed, autistic, etc

children.

Film: "Lookin g

at Me"- A dance. therapist

.

wOrking with autistic

S

20

---

4

Course Outline Contd

OCTO3ER 29

&31r

Discussion of Movement Observation skiils

.

a.nècessary tool

for the dance therapist, Use of Video as an educational medium

to further movement observation skills,

NOVEMBER

5

& 71

Discussion of Video

.

s personal perceptions. Concluding

summary.

.

0

.

21

---

Proposal for the Introduction of Dance Therapy.

into the Kiriésiology Curriculum

Amy Greenfield, M.Sc.

Dance therapy is the use and uriderstandinix

of expressive

body movement, fOr the purpose of physical and emotional integration.

Althoup:h dance therapy is a technique desined primarily for emotionally

disturbed individuals, it can be successfully applied to many diverse

population .roups. Dance therapy is an important

tooj

for those

students and professionals involved in rehabilitation and educational

services. Its applications are in the fields of non-verbal comminication

research, movement heha''ior observation, and self-awarenes. The

dancn therapist should have a sound background

in

t}e rhysical sciences,

0

workin

r,

knowledge of movement as a medium fOr seif-epression, band

a basic understanding

of

the! socio-psycholo

p ical variables invovied

in human interaction. The settings in which dance therapy is used

are varied; they range frOrti clinics, institutions, hospitals,

residential trea.tnient centres, to schools and community recreation

centres. Dance therapy has been prescribed as part of the intera].

treatment programs for both physically and emotionally inpai.rd

individuals, as well as affording normal children and adults with

a rnovent experience which is both enjoyable and educational. A

proposed course in dance therapy would be a. natural extension of:

the Kinesio1.opy curriculum which endeavors to explore the many facet

of human movement, among them motor development and the socio-

•psycho:Lor-ical and socio-cultural components of movement.

The study of dance therapy as it applies to non-verbal

communication has recently become an area in which much scientific

22

research and observation has taken place. The validity of dance

---

L•

therapy as an Intellectual pursuit as well as it pertinence to

?

Ib

community based work exempiifieso I believe, the re3evanc and need

for such a course. Educators are becoming more awaé of the

complexities of non-verbal communication in their teaching and

research. Studets are reuétin more and more often courses

which allow them

to

explore their

own individuality a.ndgrowth in

addition to learning skills which are

specifically vocationally

applicable.

This proposed

course

in dance therapy would be helpful

for university

students, cohtinuin ed"ca.tion student

q

, student

teachers, and teachers.

Other

professional in the fields of

physical education, health sciences, rehabilitation,

speial educa-

tion, and dance would also find dance thera

p

y Useful in terms of

their

uridersta.hding

of group interaction and Iern1n within a

classroom or

professional environment.

Throu?th the utiiizatibn

of movement observation skills

a teacher

or

professional will be

more

ensitive to the heeds of the people he is wor1cin with.

.

23.

---

/

Proposed Course: An Introducation to Dance Therapy

The objectives of this course would be twofblds 1)

To

introduce the

students to

a survey of the.

literature on dance therapy,

and to offer

them a basic understani1ifl, of the

theories

involved

in

the field.

1.lovement

observation skills will alco he

introduced.

2)

To he.io the

students become more aware of their own movement

repertoires and thou'

own

mbement

potentialities. Movement will

he

studied

as non-verbal

comnunica±ioh within the

group

context,

as well as on a petsona.l level.

structure: The course would be divided

into

two parts: one part

would involve a one

and one half

hour seminar,

revolvin c

r around

a discussion of the

literature, and theories involved

in the field

The other part

would involve a one and

one half

hour laboratory.

The laborartory would consist of practical sessions in movement

awaeness jntcra

?

the dance

thL.rpy

prinL p1cc

ut.11nd

int

eiti'ic. A f:'

:

l ten, paper would be a re

q

uired part of the cOure.

Resources: A

wide variety

Of literature on the suh,ect of dance

therapy

is available.

In addition video and film would be

utiiiYed.

24

---

- ?

Proposed Qkshbps An Introduction to

.

Dance Therapy

O

A workshop can

present only a limited scope of the material

available on the subject of dance t1erapy. However, it can serve

as

a

viable introductiod to this field.

I would introduce the student to a uelec ted survey of the

literature on dance therpy. There would also be a. r1jscusjofl :Of

moveron'L observation skills. The focus of the practi.cal laboratory

5e55i005

Would concentrate on the student's own movement

otnti] t.iès as

they

are manifested in oroup interaction, and

oh

?

persona] i.vci. These

sessions

would focus also on deve] opine;

observation skills.

Structure: The workshop

would he divided into two parts. One part

0

would

be

approximately a one and one half hour. seminar. The other

would he approximately a one hour laboratory. The purpose of ic

ahoratory, as discussed above, would he to i.nterrate the dance

therany urine iples and movement observation skills out] med

in the seminar, in a group context.

Resources: A selected

bibliography

in dance therapy road inns would

he made available. ?

in additidn, video .3nd film would he ut.Liyd,

---

-.--

?

S

•

?

Se]ectcd 13ih1iorahy in

Dance

Therapy. Read ins

tiesz

t3artenieff,

I. and Davis. IVL.A.. "Effort-Shape Analysis of

Movement." Bronx, New York: Albert Finstein College of

Medicine,

Yeshiva Unirsity,

1965.

Bender, Lauretta

and Boas, .Franziska. "Creative

Dance in Therapy,"

American Journal

of.Orthopmjchiatry, 19

L

1,"Vol .XT, No.

*

2,

2P_L4.?.

}3er,rer,

,1j

t ?

]V•

?

"The Impact

of Non-Verbal

Communication

In

PuTIfl

Interaction, ".A.D.T.A. ProceerlinFs, 1970.

Char.e, Marian.

"Dance as

Adjunctive Therapy with }!opta]Jzed.

Mental Patient

." ?

ulletin of the Mnn' ncer Clinic November,

1

e

Y, 17* 2i9-225

ChnHcIin, 3haron. "Dance Therapy," /.D.T.A. Proceedins, 19(9.

Dnviu, 11. "Movement

Characteristics of

)-ospita.i.zed

Psychiatric,

Patients," in the.Proceedings of the Fifth Annual

Conference

of the A..1.).

T.J\ . , 1970..

.5I.,

?

itcheJl, 14.. . "Reorrani'io'Lion c:"

?

'.,'H'Hc structures ?

lu

Autism: A Study Using Pody Movement

r

praoy

,

H

A.D.T.A.

iono . No. 1, 1971

Cavinc, .R. "The Use of Movement as Adjunctive Thers

p

y in 'the

RchaLl'l i tation of Psychiatric. Day, Pa

t

ient!-,

"

A. '. ?. A.

1,

?

171 .

? .

Yc' r :eL",

Judith, M.D. "Suggestions for Diaimstic

and

rhoraneutic Procedures 'in Movement Therapy," A.

T ).

T.A.

Re or in:

of Second Annual Proceeding

,

?

1967,

See A.D.T,A, Mono.

No.],

1971.

Laban, Rudn.1.ph Vor, "The ducationa.l and Theraheutic Value of.

the

Dance," The Wor...d Has Man

y

Faces, edited hy Waiter Sore]]

The World PubliShin

g

Co., New

York, l91.

Ma y

, P..A., Wox'ler, Salkin, Scho'o

p

. "NonVerbal Techniquer in

Re-establishment of ody

Image and

­

,elf Id

r

t.ity. Psy:hiaric

neirch Report, Vol. 16: 68-82, 1963

.

. ?

-

Razy, Vorla. ?

"The Place of

Dance Therapy. in a Community Mental'

}Tha]t.h Center,"

A.D.T.A.

Proceedinus, I99.

Poth

A

;e

)

in,

'r

A

fl.

?

).

rorend

"Movement

in',

Characteristic

1970

,

.-, of JTo:pi-tn...

'ied

Patients"

Will

---

I ?

I

. ?

/

Ruse]l,

R.W. "flance Therapy at Philadelphia 3tate,"_A.D.T.J\..

Proceed inrs 1970,

?

.

SSchmis, Claire and Whito,

Q.

Elia"ovement

Analysis A Must

for Dance Therapists," A.D.T.A. Proceedings, 1969.

lJmansky, Judith. "Dance Therapist in relation to the, other, members

of the therapeutic ,tearn,".,A.D.T.A..

Reprint of SecOnd Annual

Proc.

19670

See

'A,D,T.'.A.'Mbno. ?

1971

Rook-,:

JL1]piL, Coi'Jen W. and Ve'non, Philip F.

?

tuc1iesinxnressive ?

ioveinento NewYork: The

MacMillan

Company, 1933.

Bernstein, Penny. Theory and

Methodsin

Dance-iovernent

Therap,y,:

A i'ianual f'r Therapists, Students, and

:

Fdiirors.

Dubuque

Kendai./Hunt Co., Pub.., 1972.

l3irdwhisteil, R.I. Introduction

to Kinesics.. Louisville, Ky.:

Univ.

Louisville

of

Press, 1952.

Cnnron, W.P. Bcd liv C.hanges.in'Pain,J{iner, Fear and Rage.

New York: Appleton-Century-Crofts, 1939.

. ?

Dcli, C. A 'Primer Cor Movement Dëscritpion..

New York: Dance

Notation ureau Inc., 1970,

Fishcr,.3. and Cleveland, J. Pody Image and Perconality. New

JCr.;ey: P. Van Nostrand Co.,

1958.

Tncoh:on, H. Pi: ressiv Relaxation .

Chicauo: The University

of

Chic a

p

o Press, .1938.

Jacobson, 'E. :Anxlty and Tension ,ontroi: A PhvoicloH. Approach

Phi]..dolphia: Lippihcott, 1964.

King,H.E. Psycornotor Aspect..of Mental 1)inenne, An Fxperinentoi

Stud y

. Cambridge, Mass., Harvard University Press, 1954.

Kestcnberg,

Judith, M.D. The Role of

Movement

Patterns in

Development. New York: Dance

Notation Bureau, 19?0...

Laban, R.

and Lawrence, F.0 • Fffort.

London:

Macdonald ?

vans,

iQL.?.

Ror;cn, ?

i abe th. Dance In P;vc nt}teranv. ei Yo r': Teacher 's?

Collerc, Cblumbi.a University, 19'7.

.

-

?

27

---

.

*

VITAE SYNOPSIS

Amy Greenfield, M.Sc.

Amy Creenfield has an M.Sc. de

g

ree from Hunter College,

New York, and a 13.Sc. decree

from the University

of Wisconsin.

Roth degrees are in the field of Dance Therapy. Her hackround

include

extensive teaching experience in modern, dance, folk

and ballet,

as well as advanced study in the areas of?

Cl in i cal Psychology, Kinesiology, Anatomy, and Movement Observation

nalvsis.

Her most recent

assignment

has been at

Jronx

Ste t3:fl]tai, New York, where she worked as a. dance therapist

wiL

i

severely disturbed adult patients. She has been a guest

dance therapist a.t •irrhe Maples", the adolescent division of the

Purnaby

Mental Health Centre.

S

-. ?

28

---

•:

Curri.cuiuin .V1te

1L t

Grnfie1d

1'qi,I

Education:-Jat:

ColieeLNcw ii]cL..Y,

1.3..

derec

in Eduction- pecilizcition In

Donce

Tliercpy;

1973-

I

n

iv e

rsityfWIconin, Idi

son

t

WI.

B,S. dcre

.

c in Phyficfl Eiucation- Dmco Therapy,

ftycholog.y minor; 1971.

Hig h School of

Perforiing Arts

New York,N.Y..

1Jijh School dip].oc ;1967.

P. vcp T

her.

>: 'ir: tn

j

n: ?

-

Th:nce 00101W Wstern Prorcjn: Hunter Coiiee;

CO!1

'cy

OJIOJMy

!'r.:

UI

, LOV(:L(:

Thern'y,

,

0

}

1;

1flo::1o]o(y,

0 b: rv: Lion

Mto:i,r

ind Afl1yj.

• ?

lkic ?

hcro cv PretjCiuL ; FuU -t ri internship

tt

ept

Prom;

.

c.bor

?

57:-

t;'t 1;ocrit:1

Januvry 1973.

, flrox, N:w York.

?

University of

\l:irconoin:

Prcctir.iu. for Drnce

'fi1O]':

:>y !>c;jor?3 ct Ltcnciôl:.

?

S

tNte

flopitcl,

\'cconrin 3969-1970.

loner 'Purr:

o',r

Volun Leer, I31.lernc 1ioipi tl,

11m

:r1.

York,

Lee. Stru',

N.Y.,

?

Sprinr

Ucn(i

r>'

19'ii.

!\J j

Huc1\fl

vitico Thc

rd

.

i-

by

py.

It r t

e

?

c

iociro i)::cce: 1rrLhr

.

Gr2hom Stu o,

?

ew

York, 13-197.

fin

tJuivexo-j

flIh

i

vL

?

;ooi

:i

ty

.

','

of

of

?

of

:i

(:i

} 'crf

'(EI;

lolni:

o

rL.; y.

?

r ?

ct; Jvinc:

N(Vi

York

H;] lol; ?

H: I I

ot

A

rts, Mriegie fill, Nov: York

Pol

k

1

nr :

9p

lwrauLi

ntmet

?

.id

'IiV;

iLIl:e'1:

now

t.>:i:l

>ri-

?

ire(

p,jk

flr.ri

?

:

iCfl1.

Whm p

1):

?

New

c o::;.

1o::;

t.

?

:;:::.

H

7

i -

i

H::

Hio>

c

?

ro1

1

of'

Ho:

!'

:noc

con

j);

tic,;

ccc.

t l;,

H ho i

?

' I ': I t; OC CVIj VIVO :

?

I 0 : C

Ui:j.i Hr

?

l:(urc;c, IL ;::,>c.

?

''c.

I°'1: 1 .

29

---

prfcionn1 Experience:

.

Huntr College, N.Y.

1971-1972 .

?

' Adjunót_Lecturer: .Pycho1or

y

. Department

The

Lo

p Ic

9

. . . ?

. .

?

0

Youth Dve1opnent Centre,

British 6o1uiibi

9

Cnnzdc

GutDflceThrDpr't, rn cvcr1 .orhop

with ?

o1irit3,

and stoff.

Grade 3au.r8 Hospital, N.Y.

Suciicr

1.969-1.970 Rebr tior1ter;pi13t, end Iursed.

\'jettrainter college

New

'\Vi:l2ñnf;t'or,

Pa..

3xcr 1968

?

D-nce In

g

trtictoro Fine Arts ProGrfl

Prof&rionni fffiiintion:

11egiiir iemhcir:. Mnericnn J)r:nce herrpy

J•?3OciCtion,

1970- prüerit.

fleference3 forwrrcieci on request.

0 ?

:

0•'

Ij,.i ? . ?

0 ?

'0

I

.

pnge

2.

-

10

---

• ?

•' ?

:\ ?

; ;

?

••t

AO ?

0

to

'IhT(ASER UNIVERSITY

8OAP1DUM.

• ?

I

/1/C T ,;

•. — /

To

?

Mr. John Kuss

?

.

.

From. I

.

. Mugx'idge

tstez wue i.niSaw iye

Computing Centre

Subject ?

Paraplegic Project

%J44CL.J__.4 £&L1

£

Senate Committee on Non-Credit Indtr'ut.

Date.

July 31, 1973 ?

•..•

S.

This is to inform you that at a recent. meeting, the Senate

Conmittee

on Non-Credit. Instruction approved the proposed course in

Computer Prograrrining for Paraplegics. It is understood that this

course was approved as

.

a pilot, project arid that it must rot' be offered

again without prior approval by this Cannittee

I. Mugridge

:arn. ?

.

?

.

c.c. C. Snart

4

4 . ?

Ct

?

4 ?

.

-• ?

31

•

---

S

IMON F1AbR U flVERSITY BUhNAtIY

?

i

cE

p

AnTMeNr O

?

KINESiOL('

?

s

July

?

17,

?

1973

Mr.

?

Tom Parker

Canadian- Paraplegic Association

B.C. ?

Division

780 ?

S.W. ?

Marine

?

Dr.ve

Vancouver

?

14,

?

B.C.

;

eir 'Tom:

am enclosing a bricf write-up on

possible

?

physical ?

difficulties

In ?

ntrfacing paraplegics

?

to computers

Frankly, ?

I ?

don't ?

think ?

there

.ii H ?

be many problems with

?

the standard

graphic display

?

terminals

If ?

I ?

can be of any

?

further assistance,

please do not hesitate

to contact me

• ?

Sincerely, ?

•:

Thomas W. ?

Calvert

Associate Professor

C/cma' ?

S ?

•

S ?

••

?

S ? • ? • ? S

cc

?

Mr. ?

J ?

Kuss

Computing Ccntre

---

.

is

PHYSICAL PROBLEMS

Difficulties can arise in three areas: ?

input of information to

the computer, reading output from the computer and general purpose

note taking or documentation of work completed. These problems have

been solved to a greater or lesser extent by all of the potential

participants as part of their adjustment ot 'everyday living.

All 10 of the potential participants can type.

?

This is done by:

4 with their hands, 2 with their feet, and

I

t

with mouth sticks.

Input to the computer is by keypunch to produce cards and by visual

display terminal for direct entry of information.

?

In either case,

this involves typing on a keyboard similar to that on an electric

typewriter. ?

The physical effort required is small and the only

anticipated problem involves the placement of the keyboard in a

position convenient to the user. The keyboards are usually an integral

part of the keypunch or terminal, but models are available which allow

the keyboard to be removed and attached by a flexible cable to the

rest of the machine. This would be a useful feature since it would

allow each participant to adjust his work position to greatest

advantage.

All participants will probalby find that the visual display

terminal is the most convenient medium of communication with the

computer. However, it is important that they should also become

familiar with punched cardsfor input and line printer output, since

these are the standard input/output media used by the data processing

industry. ?

Any physical problems encountered will be minimized by

having a clerical assistant available to help in handling this material.

It is anticipated that all participants will be able to use the

3.3

---

. ?

Page

.2 .

visual display terminals unaided. The software system available

through these terminals is almost ideal since it allows the user to

display a stored program, edit it, run it, and display the results by

entering a very few abreviated commands on the keyboard. Indeed, this

system can also be used for entering, storing and editing English text

which is needed for documentation.

In summary, we anticipate that the only difficulty will be in

the convenient placement of the keyboard and display portions of the

computer terminal. ?

It is possible that some o the participants could

benefit from specialized attachments to certain keys on the terminals

and these can easily be provided if it proves desirable.

S

-

---

SiMON FRASER UNIVERSITY

?

MMOANDuM

J.K. Kuss, Manager, ?

•.

?

.

?

From.. ?

T.D. Sterling, Director,

Educational Services.

?

Computing Science Prograne. ?

.

Subject ?

Data Processing Program for....

?

Date.. ?

9th July, 1973.. ....................................

Paraplegics.

Dear John,

Your program outline is excellent and practical as well.

I have a number of small suggestions.

There ought to be 'some lead time to train staff on how to deal with the handi-

capped students. It is better t6 get these problems out

of

the way so that the

teaching can proceed smoothly. (Two to three months lead time would be more

than sufficient.)

?

.

?

,. . ?

.

I am not clear on your Item 6, Conversational Terminals. ?

I assume that these

arc CTRs enabling the student to get some visual display. Because

of

the

visual display problem, there ought-to be some projection facility by which

the student can read printout. Probably two pieces of such equipment would

is

?

be needed.

Instruction ard practical experience are needed also for a number of topics for

which ordnarily assumptions are made that the student has mastered them. This

includes some familiarity with record keeping procedures, arithmetic, writing of

reports, and some familiarity with "professionaP'language and demeanor. ?

Instruc-

tional personnel ought

to

be selected such that they can also handle instructions

in record keeping and arithmetic. It would be nice if the instructor could also

help with the report writing part of the program. However, it would be safer to

think of an English instructor to participate on a some part-time basis.

After reading your outline, I agree with you that.an

emphasis on instrument

building and software development would be misplaced at this time. Your.report

Is practical and feasible and hope will be implemented.

I have explored a little bit for ways and means to raise the necessary funds

and I think I have some leads. Perhaps we can meet with Wilson and Suart for

the next step.

? ,.

?

.

?

.

Best regards,

T. Sterling.

TDS/et

c.c.

?

Mr. G. Suart, Vice Pres Admin.

Doug Wilson, Canadian Paraplegic

Association.

.3.5

---

SiMON FRASER UNIVERSITY

MEMORANDUM

F.,

Mr. G Suart .

Vice-President Adjni.istratiofl

.

Subect ?

Data Processing Program for

L

?

paraplegics

From ?

'

JK. Küss,, Manager

?

.

..

Educational Services

-

Date....

?

2

.

5th, ....

197.3 ........ .. ........ ...........

.......

Attached is a copy of a report that I have sent to Doug Wilson of the Canadian

Paraplegic Association. it outlines what I feel are the requirements and

Costs for this pro

g

ram. It would be up to the Paraplegic Association to

provide the necessary funding, although we may be able to assist in

approaching governtheflt agencies or service organizations.

I--'.---'--

7

7

/

:jj

cc: i)r. '1'. Sterling, Director

Computing Science Program

Dr. T. Calvert

1)epartmdflt of Kinesiology

Miss L. Wilson

Office of the Vice President Academic

0

---

SI1'ION FRASER UNIVERSITY

?

CUTING CENFRE

UCATIONAL SERVICES

.

?

A DATA PROCESSING PROGRAM

FOR PARAPLEGICS

Prepared for: B.C. Division Canadian

Paraplegic AssociitiC:n

Prepared by:

?

J.K. Kuss

Educational Sorvicc

?

nagci

.

37

---

JNTRODUCu1ON

This proposal is in response to an inquiry by the British Columbia Division

of the Canadian Paraplegic Association to establish a computing program for

quadraplcgics at

Pearson

Hospital.

As of December 31, 1972 there were 1,241 members registered with the B.C.

Division of the Canadian Paraplegic Association. There is a constant need

to provide education and training which will lead to interesting and

productive employment for these handicapped individuals. The data pro-

cessing profession offers excellent possibilities for meeting part of this

need. Although employment opportunities in data processing are somewhat

S

less abundant now than they were three or four years ago, a substantial

requirement still exists in government, industry and education for well

trained systems analysts and prograiivners.

Several yàarsago the University of Alberta in conjunction with the University

Hospital established a program to train paraplegics in computer systems and

programming. As a result of the training received by the paraplegics at

the University of Alberta they have now set-up a successful private contract

programing business in Edmonton.

The B.C. Division of the Association has indicated that considerable 1ntoret

and enthusiasm exists for a similar project in Vancouver.

0

w

11

---

J)RO

GIWI

OIJTL] NTL

The objective.is

to develop and implement a data processing program for

paraplegics

and quadraplegics in British Columbia. Intensive training in

systems design, analysis and computer programming would be provided and

research and development would be undertaken by the University to assist

in

developing techniques and equipment to assist severely handicapped

quadraplcglcs

in performing input/output functions related to computer.

progiaJllmiflg.

Apt ilude testing, interviewing and job placement services may also be

.

?

made available to paraplegics involved in this program.

The ultimate aim is to produce well trained computer programmers and

analysts who can either be placed in full-time positions in business and

industry or can be employed on a contract basis to undertake progranuTuing

and systems assignments..

Preliminary discussions concerning this project have yielded considerable

interest and enthusiasm by a number of Simon Fraser Faculty and Staff.

Dr. T. Sterling, Director of the Computing Science program at Simon Fraser

University, has had considerable experience in developing programs and

instrumentation techniques to teach computing to handicapped individuals

(blind, deaf, paralyzed). The attached paper outlines some of Dr. Sterling's

work in

this area, lie has expressed interest in this project and has

- ?

39

---

MM

offered to assist in designing and implementing a training program for the

B.C. Division of the Canadian Paraplegic Association.

Dr. Torn Calvert, Professor of Kinesiology, at Simon Fraser has also expressed

interest in this project and has done considerable research in the development

of

Instruments

to monitor and record motor and sensory functions.

Miss Loiita Wilson, Assistant Professor of Psychology and Assistant to the

Academic Vice President was involved in establishing the training program

at the University of Alberta and has offered to assist with this program.

•

?

Mh.s' Wilson has had extensive experience in psychological and aptitude testing

and counselling and has offered to make these services available to poenti3I

candidates for this program.

The program would be coordinated by the Educational Services Section of

the Computing Centre. The Computing Centre would provide teaching and

support staff, computing resources and equipment for, this program. Clas

room space can also be made available within the Centre.

It is anticipated that the initial program would involve 12 to 15 quadrap1eJC'

for a one year period.

A full-time instructor and a half-time programmer - lab assistant wouhi be

employed for this period.

-

?

40

---

-4-

0

A preliminary outline for the course would include instruction and practical

experience in the following areas:

The Why and How of Data Processing

- Why process data

- flow are Data processed

- History of Data Proces:ing Systems

Data for Machine Processing

- Machine readable data

- Number Systems

.

?

Organization of Data

Processing Equipment-

- Major Components

- Control and Operations

- Input/Output

- Data Transmission

Programming and Processing Procedures

- Programming Languages

- COBOL programming

-. PL1 progralTnni.ng

S

?

- Data handling

- Subroutines

-

?

41

---

- Table processing

- Coding and addressing schemes

- Operating systems

Systems I)csign

- Systemsanalysis

Survey initiation and fact gathering

Systems design and layouts

- Flowcharts

- Decision tables

- Forms analysis and design

Dociunenta t ion

System Documentation

- Program Documentation

- Run manuals and operations documentation

- User manuals

?

0

E.D.P. App1catiOflS and Feasibility

?

- Need for Feasibility Studies

- Applications

- The Feasibility Study

- Analysis aid Cost Determination

- Development of System Specifications

- Selection of Equipnint

-

Development of installation costs

-

?

42

---

Project Control

- Project selection

- Project authorization

- Project planning

- Personnel assignment

- Estimating

- Scheduling

- Budgeting

Cos.I,s

IThic costs for this program could vary quite substantially depending on

the amount of development, programming and equipment costs incurred in

providing special interface systems for severey handicapped quadraplegics.

The estimate outlined below includes a nominal amount for equipment

development and takes into account all necessary expenditures to operatc

this program for one year.

.

.

-fl

---

.

.7

COST ESTIMATE

Cost

1.

Full time instructor

?

$ 15,000

2.

½ time prograimer-analyst

?

6,000

3.

Keypunch operator

?

6,000

4.

liquipment development

?

0

?

5,000

S. Keypunches 2 @ $75.00/month

?

19800

6.

Conversational Terminals 2 0 $105.00/month

?

2,530

7.

Microfilming (manuals and reference materials)

?

3,000

8.

Microfilm readers $100.00/month

?

1,200

9.

Computer

processing estimate $500.00/month

?

6,000

Total Cost

?

$ 46,530

NOI'ES:

1. A

full-time instructor would be employed for this program. This

individual would have to have a good understanding of data processing

as well asconsiderable teaching experience. Some preparation time

would be required to develop the course, particularily with regard to

instructional techniques for teaching severely handicapped individwis

It is estimated that this instructor would be employed for a period

of 15 months at an annual salary of $12,000.

.

-.44

---

-8-

2.

It is

cstiinated that approximately ½ the time of a programmer analyst

would be required to assist with the laboratory assignments in the

course. Some progranning may also be required in order to interface

special equipment to the computer.

3.

A full-time Keypunch operator would be required to assist in preparing

programs and data for computer input. This individual should also have

secretarial skills as some of the keypunching would involve transcribing

from dictating equipment.

4.

A nominal amount is included for developing special equipment to allow

quadrp1egics to interact directly with the computer. This equipment

would likely take the form of

•

a specially designed terminal which

would employ a coding system to allow severely handicapped individuals

to utilize their remaining motor and sensory abilities, to communicate

efficiently with the computer.

Since all but 3 of the initial group of quadraplegics considered for

this program have some typing ability and since secretarial help and

keypunching assistance will be available, I do not anticipate significant

costs being incurred in equipment devclopmeht for this group. However

some research should be undertaken during this project to determine

more effective mcns of preparing computer programs and data and of

handling the computer processed output. This may result in additional

funding requirements in the future to develop and implement efficient

interface terminals for specific individuals.

I

.

---

.

o

MM

S. ?

Two keypunches will he required for this program. These would be

located at Pearson Hospital. One keypunch would be used by the

keypunch operator for punching the programs prepared by the group

and the other would be available to individual students for program

corrections and practise.

6. ?

it is suggested that two conversational display terminals be installed

at Pearson Hospital. These terminals would be connected to the Siion

Fraser computer via telephone lines and would be used by the students

to prepare, modify, correct and submit programs and data directly

to the computer. All of the commonly used programming languages can

be accessed through the terminal and in addition a powerful text

editing facility is also available.

7 8 One of the problems faced by quadraplegics is handling the large

number of reference manuals required in programming and syseias

analysis. An efficient and economical solution is to microfilm al

l -

of the frequently referenced manuals. These can be stored on

cassettes which can be indexed so that specific sections of a manual

can be easily and quickly referenced and displayed on the microfilm

reader.

9.q ?

A large part of this program will involve practical exercises in

preparing, running, testing and modifying programs to solve comiierciai

---

-

10

data processing problems. It is estimated that approximately $500.00

per month will be required for computer processing. Computer time

will be billed at the rate charged to other educational jnStltUtjoflS

using Simon Fraser's facilities.

No costs have been included for counselling services, consulting and

assistance of Faculty members of the University, general adminiStratFJc

support by computing centre staff, etc. A courier service will also

be provided by the University to transport programs and output betwec

Pearson Hospital and the Computing Centre. These services will all

be provided by the University free of charge.

SiJ'1ARY

The program outlined in this proposal should take approximately one year

to

complete. At the end of that time these students should be competent in

the design and programming of commercial data processing applications.

Some interest has already been expressed, within the University Computing

Centre as well as by a local service bureau, with regard to making use of

programming services that could be provided by this group. The Provincial

government may also be able to employ these programmers, either individually

or on a contract basis, to undcrtake

,

prOjects for various government

departments.

I

.

-

?

47

---

-Il-

I

believe this is a very worthwhile project which shows excellent potential

benefits to the quadraplegics involved, the Canadian Paraplegic Association,

the Univcr;ity and society as a whole. If this project is successful it

could be continued and expanded for other groups of quadraplegics and severely

disabled individuals interested in challenging and rewarding work in Data

Processing. Consideration could also be given,. at the time, to developing

simpler and more efficient methods of communicating with the computer to

design and program data processing applications-

0

- ?

48

---

iIcpr'itcd F,

U PT1e JA,rial n

j

r ?

A,r,rcan

I,',S,c,,l Association?

May 15, 1067, VoL _NO), pp.

fi2.629 ?

Copyrii jt

1967.

by /t,ncricni* Medical A.uocMion

S.

A' New Direction in

Rehabilitation Through Advanced

Iris trümentatiOn and. Computation

T1,codrn I).

Sterling, PhD

T

he development, of instruments to aid individ-

tials

with

serious motor or sensory problems or

both has always playedan important part in re-

habituation work.

With

the additional ability for

logical processing of information presented by a

computer or b

y

what might be more properly re-

ferred to as leic circuitry, a new dimension has

been added to the concept of "aid" which may rep-

resent nn important guideline' to the thinking of the

therapist. Yet the role of processing or computa-

tion in the instrumentation field is as yet neither

appreciated nor, frankly, very well understood. The

dominant source of confusion appears to be the

.

geiwr.il misunderstanding concerning what compu-

ters are and what they do.

In the minds of man

y

individuals, computers are

still exclusivel y

identified as instruments that do

calculations, such as slide rules or desk calculators.

While it is true that computers do calculate, the

actual amount of time spent in this activity is usual-

ly

very small as compared with that devoted to the

performance of a variety of other tasks. It would be

much more suitable and much more in line with what

computers are actually doing to call them instru-

ments of "process control." They are central instru-

ments that process information coming to them from

A

variety of sources by techniques which are often

trivial as mathematical procedures, but more often

rely heavily on pure logic, heuristic methods, and

most of the time fall within a class of activities which

have been called intuitively by many people the

same name—brute force. (A thorough

(IISCUSSiOfl

of

processing techniques.and their relation to life sci-

ences can be found in

Computers

and The Life Sci-

ences, especially chapter s

1 and C.')

The Central Processor

Proce

ss

es controlled b

y

computers are putentially?

all activities connecting the instruments that

sense ?

the environment to those that

change

it. Thus

?

computers open upthe possibilit

y

to control the

?

5

powerful complex or totality that makes up our tech-

-Sciences,

Front

versily.

Si. Louis.

HeRd lm-fore the first 11ject;ng of

the

Association for

Advance-

mcidof Me,Iic,l I j

?

o,lr,,n,en,I

t,

on, Boston. .J,'ly

25, lOGO.

Lftejrin1 requests to the Dejairitnent' of Con,uter Sciences,

W.Jting ton University, St. Lnais 03130. (Dr.

Sterling).

JAMA. May 15. 1967

•

Vol

200, No

7

nology. Between sensor, recorder, transmitter, and

effector, there had to be, until now, the human mind

and

hand to evaluate the information that was

transmitted, make decisions about what actions to

take and then take. them. This has changed now.

The central processor can now take on many rou-

tine evaluative and decision-making functions and

so serve as the link between sensors and effectors

whenever rules: for actions can be clearly defined.

(Even when such rules are not too clear and not

too easy to define, a central processor may.stili be

used as such a link although with greater difficulty.)

Computing circuitry has successfully controlled the

landing of instruments on the moon or the sending

back of pictures from far off Mars. What has'been

learned about instrument control during the pursuit

of costly national hobbies has many immediate ap-

plications to all our lives. Perhaps the most striking

effect of this progress in the automatic control of

instrumentation will be in medicine and here in re-

habilitation. What does this processing ability of

computers or logic circuitry really Imply fqr reha-

bilitation?

The Computer

in Rehabilitation

With the computer there has been created a uni-

fied complex consisting of instrumentation -process-

ing-logic components. This total' complex can act

as a servomechanism and perform functions of

al-

most any complexity (as long as, the guidance of

these functions can he reduced to specific rules).

Such a reliable and useful "servant" can be created

to perform many complex action sequences with

minimum control. The existence of such a servant

is doubly important for individuals who are pre-

vented for physical reasons from evaluating the en-

vironment, reacting to information in the environ-

ment, or manipulating their situation fully. •Let

us turn to examples of some of the possibilities al-

ready realized and work in progress in the rehabili-

tation of individuals who are blind, deaf, or have

serious disturbances in the motor areas.

The "Reading"

Machine

One of the real present needs for blind individuals

is the development of a "reading" machine which

will enable the blind person to have the same ac-

?

49

---

S

fl

.

626

?

REHAB ftITATION—STERUNG

cess to information as does the'

sighted

individual.

Imaginative and

valUal)IL'

efforts to build reading

machines (late hack to the first world

var.

However,

these attempts were concentrated to translate (11-

rectly the

('uTC(:t

of light and dark areas on the

pr

i

nted

page, via photo

sen

s

itive cells, into a corn-

hina

tam of musical tones." While it had been dem-

onstrated that some individuals with considerable

training can "read" printed pages under restricted

conditions, this approach did not prove -to be prac-

tical on a large scale.

However, work done during the last few years

demonstrated quite clearly that a computer could

be used to take 'input" in the form Of letters or

characters and reformat and translate this input

into an "output" signal which could be used to

produce Braille I or Braille 11 shorthand, or, for

that matter, could be presented in any other form.

At present this work is restricted to the translation

Of English characters that are presented to the corn-

miter on magnetic tape or IBM cards into a Braille

1 or Braille ii which is either embossed by the

high speed printer" or used to drive an embossing

plate so that hooks may be made from it.'

,

This

present capability can be expanded in two direc-

lions.

On the output end, it is eminently possible to

build a reader. This reader may be a device on which

the blind person's hand rests and on which signals

travel from one end to the other and are picked up

in this fashion. The work of John Linviile has

demonstrated without a doubt that a blind indi-

vidual can be easily made to read signals presented

to him in such a fashion." A very valuable st'ries of

experiments that may open many new doors for

communications have been reported by Bliss.'

These join a long line of successful efforts to build

reading devices that "work" such as reported by

Mann, Saslow,' and by many others. Many of

these devices need not.be

expensive to construct or

difficult to maintain. A simple device by which a

signal is represented as a row of Braille and the

blind individual's hand is made to travel up and

down this row can be built in many, ways,. (The

development of such a reader is at present under-

way at this institution.)

What has held back the widespread use of such

reading machines has not been their practical use

or expenses involved in building them but the diffi-

culty encountered so far in preparing material for

them cheaply and easily After all, for the needs of

the general population of blind individuals, suffi-

cient avenues exist that prepare reading materials

in Braille anti onto audio tapes. The relatively in-

frequent blind professional who could use such a

reader desperately to gain quick access to technical

literature or the blind individual who potentially

could be trained as such a professional if he had

such a device are still effectively cut oil from rcarl-

ing because the mediating link

between

printed ma-

terial and the reading machine has been missing

so far.

1. Professor Gleser reading on-line embossed Braille

while communicating with project MAC computers.

With the advent of the high speed processor,

this obstacle is now removed. The central processor

can be used to translate and format material into

a Braille, output which can be translated onto

paper punch or magnetic tape and mailed to the

blind consumer in that form, or it could he sent

directly over telephone lines and. recorded by a

paper punch on the receiver end. in fact, it is quite

possible to build a reading machine that is based

'oii the pa,er-punch output obtained from

,

,en din,-

btailled signals over telephones. In this way the

blind professional could request. a section of sorac

available, translated articlto be sent to him either

over the telephone lines or through the mails and

take his choice depending on urgency, need, and

cost. One o'ustanding example of a working reading

machine and its uses is the one designed by and

available to Professor Giesér at Massachusetts in-

stitute of Technology. Professor Gleser is actively

involved in the study of on-line computer problems.

He communicates with the computer through a type-

writer 'console and receives communications back

in Braille I or II, translated by the computer, sent

over ordinary communication channels, and em-

bossed by a drum-type reading machine (Fig 1).

The translating or reformating ability of a pro-

cessor can be extended on the input side by the use

of a variety of devices. As typesetting becomes more

automated, tapes that drive a typesetter 'can be

used directly to produce compwier-compatible in-

put. Even more promising to fulfill the needs for

technical materials are optical scanners. While op-

tical scanners are not able as yet to read hand-

writing or flexible enough to switch from one type

of print to another with ease, there are some excel-

lent and workable models of optical scanners in

existence that

will

read a single type or print. Some

scanners can he made to differentiate between a

variety of print types. This presents the possibility

of producing a large variety of articles,

books, and

brochures on magnetic tape, so that computers can

reformat. them. in this way, the reading materials

available to the blind person for training, educa-

tion, and enjoyment c-an be expanded vastly from

the very limited libraries that exist today.

50

.tAMA. Ma y

15. 1967 • Vol 200, No 7

---

if

?

REHAB ILITATiON—STERUNG

?

627

There is

yet

another use for the immediate trans-

aLion of printed material into Braille which is made

ble by the scanner- processor- transmitter read-

oachinc

stUCneC.

A blind professional could

se

. uch an

arc, once

it has been established, to

r.

ate on liin

,

ma teri;i I that is needful for him

r

1.iie

l)(rfrtn:tn((' of his job immediately, such as

letter, nn office memorandum, an article, o

r

a

page from a hook to which

he

needs immediate

ccess. Practicall y

, such a system would work by

replacing the material to be translated on the scan-

er and sending the translated signal on-line to a.

nvenient central processor where it is reformated

nd sent back over telephone lines to the user's

'eader.

This complex has mny immediate and Obvious

plications for rehabilit

?

m. The number of blind

?

dividuals

who

read Braille is certainly much small-

than it could and ought to be. The reason for

is is not hard to find. The production of communi-

tion, literal we, and all other reading materials by

resent. m(ihwls is slow and cumbersome. As well-

meaning as tbr voluntary agencies are and as hard

s the y ma y

work on producing brailled materials,

e need so far out ,,

'

trips the ability to fulfill it so

that only a small prt of the needed services can

be

done. As a consequence, there is a great

lack-

of

material that would or could be used for training

on

professional levels. It is to be expected that easy

lability of brailled materials, especially in a

that the blind person can easily carry around

th him, will enlarge very much the number of

individuals who can take advantage of opportunities

f' ".

echnicnl occupations which are open today. We

take notice of the fact that when the proper-

lies of the higii speed printer to emboss Braille

Were discovered in 1963, there were three blind

dividuals employed as programm in the com-

puter-based industry.' 0

Within three years this

flumber has shot up to 90. Programming is becoming

line of the large intellectual outlets for blind, pro-

ssional individuals, and probably will be the largest

On

the near future, almost exclusivu y because a

method' has been found by which the central pro-

ssor can communicae its output in such a form

&o the blind person that the latter can read it with-

out

undue difficulties."

While we could continue to describe the sort of

Work in progress now that will serve as increas-

ingly useful substitutes for vision in the near fu-

we will turn to some other handicaps to en-

large our own view of the role of instrumentation

In

rehabilitation.

Rehabilitation

of the

Deal

One of the fundamental problems in the reha-

?

bilitation of the deaf individual exists early in his

?

Not being able to hear, the' (leaf ch1d has im-

?

..e difficulties in forming for himself the idea

?

Of language and words. To teach the deaf child

?

'i

communicate and Use language is a problem of

?

nost importance. It is obvious by now that the

AMA, May 15. 1967 . Vol 200, No 7

development of intelligence itself and its useful ap-

plication is very much affected by the deaf child's

inability to grasp the mea&ig of words or the role

which words play in the interchange between in-

dividuals. ?

-

It is obvious that the effort to teach the deaf

child to read lips and form words themselves is in

need of some support. By itself, lipreading is prob-

ably as difficult to teach to a child of age 2 as is

Gregg shorthand. It is also likely that a child of

this age will form just as good an ide:a about words

and language if the concept is taught to him via

shorthand rather than by lipreading. Here is an

area, obviously, in which even a small help might

prove to be of immeasurable aid;

Teachers of the deaf rely, most heavily on con-

stant repetition, pictorial materials, and signs. What

is needed is a clear and distinct visual language

which presents to the child, constantly, a clearly

discriminable display of sounds and words as they

occur in.his environment. We are speaking about a

"hearing" machine.

I wish that I could report that work on such a

hearing machine was on the way to the same ex-

tent as that on a reading machine for the blind.

However, this is not the case. Partially,, this may

be due to the old adage that while the problems of

the blind can be seen, those of the deaf cannot he

heard. The truth of the matter is that work on a

hearing machine is very much in its infant stages.

This is terribly unfortunat.e because, from the point

of view of possible instrumentation and preprocess-

ing of information, the number of opportunities to

build such a machine and test its usefuln?ss seem

to be rather large.

The interpretation of the 'spoken word and its

processing and formating by the computer is well

underway.' 4

This work derives its impetus fm

the need to build a commercial dictating machine

that will drive a typewriter.

However, the advances made in interpreting sig-

nls (derived from sound sources) on central pro-

cessors and reformating them in away that they

can drive a typewriter can be applied almost direct-

ly

to the problem of formating speech in some way

to make up a display useful to deaf individuals.

Very little work has been done on a suitable dis-

play device. A great deal of effort has been devoted

to translating speech directly to oscillographic trac-

ings on a screen .or to analyzing speech in some

other

way.e

Considering the confusing nature' of

these tracings, the success of building visible speech

in this way has probably met with as much or with

as little success as previous efforts to build reading

machines with musical notes. What is obviously

needed is a more sophisticated display device than

the cathode ray tube and preprocessing of informa-

tion for intelligible presentation.

Again the limitations on existing devices may be

surmountable by.using the high speed processor to

preprocess and reformat speech tracings and so cre-

ate signals specifically suited for a discriminable

51

---

628 ?

REHABILITATiON—STERLING

S

.

S

method of display. The processor

,

is the missing

link that may permit a translation from recording

of speech to presenting it in an "understandabl&'

language.

A number of avenues appear to be open for the

building of such a display language. One immedi-

ate possibility may he the use of color, form, bright-

ness, and movement of color or form to build a

one-to-one correspondence to speech. It would seem

possible that translating human sound into color-

form patterns in the child's environment and the

consistency of producing color-form from various

sources of sound such as parents, teachers, and sib-

lings may bring an understanding of language to

the deaf child which can be used then to develop

lipreading skills with greaterease.

We have a similar arc, then,, as we have for 'the

blind person. This arc, is between a device that scans

speech and sends its tracings to a central processor

for reformating and a device that displays the re-

forma ted patterns and thus forms a hearing machine.

While the first two parts of this arc have been

worked on intensely and have met with success so

far, it is unfortunate that practically 'no work at

all has been done on the third and very necessary

component, that of the display device.

For the next example, let us turn to individuals

who are so badly disabled in their motor areas that

the y

arc' unable to communicate at all. These in-

dividuals may not be seen often in rehabilitation

institutes for obvious reasons. Being as badly handi-

capped as they arc, there is very little they can

he taught to do for themselves. Yet, as a first step

in rehabilitation, it. would be terribly import

,

ant to

give such individuals a means of communicating,

with the world around them. While such severely

disabled individuals may be unable to perform even

the simplest daily functions, they may be able to

control some reactions. These may be the ability

to make a sound, to breathe, to blink an eyelid, or

even to send a nerve signal to a muscle." These

activities, as limited as they may be, can be picked

• up by modern transducing equipment and serve to

open and close electronic switches. Even as slight

a signal as that produced by the firing of a nerve

can be used to control instruments that will trans-

late simple signals into more complex. activities.

It is clear that a one-to-one correspondence be-

tween the action of an irstrument and the opening

and closing of an electronic switch driven by the

very limited capacity of the disabled person would

result, at best, in a very slow performance of any

job. However, even such limited communication de-

vices have been built dnd used.

2

° In fact, there are

many such instances in the vocational literature

and popular mechanical . magazines. What has de-

feated these attempts in the past has been the lack

of versatility and the slowness of all such devices.

Lt us take, for example, the problem of letting a

typewriter be controlled by a single switch.

It is possible to build a code in which a sequence

of closing or opening of a single electronic switch

I ?

'

$0

2. Paralyzed patient using console-controlled typewriter.

will be interpreted by the typewriter and result in

typing.

one

letter after the other. it

.

is clear, however,

that such a code would be extremely difficult to use

since the length of time needed to produce a inglc'

letter' would be considerable. However,, logic cir-

cuitry and small proëessing devices can he used to

present a code to the individual. The choice of re-

sponse or. no response is then unscrambled by

the

device and translated into a more complex response

by other instruments. For instance, it is possible

'to present to such an individual ah ongoing code

on some display device and let him use his singlt:

electronic switch (if this is all he can control) to

select which code be wishes

to

to

activate. By

this

method a relatively fast typing speed could' be ob-

tained. Also, speed of performance isa relative con-

cept. For. an 'individual' who could not communi-

cate at all, a rate of typing of one or two words a

minute may be extremely fast. Figure 2 shows a

patient operating such a typing robot at the Irene

Walter Johnson Institute of Rehabilitation. The

patient had bilateral cerebrovascular thrombosis

some years ago, has-been unable to recover sufficient

motor function for adequate speech, and has not

been able to regain writing skills at all. The display

device on the left presents a code to the operator.

The operator manipulates the code with any one of

a number of possible switches. Shown in the pic-

ture is a head-operated switch used with some sn -

cess by this patient. The display device also con-

tains the logic circuitry that translates the code

to the typewriter. Even 'using the crude head-op-

erated,switch, the patient obtains an average typ-

ing

.

spced of seven words a minute. The concept

of using a code can be expanded much further.

Modern shorthand, for instance,' consists of some

60 different symbols. It is possible, therefore, to

create a switch-controlled symbolic code which can

be processed by a computer very rapidly and result

in typing syllables and whole

*

words

.

in a response

to a single signal. The extent to which sophisticated

command languages can be developed depends on

human ingenuity. It should be noted that "sophisti-

cated" refers only to the ability of the high speed

processor to unscramble a code and not to any corn-

52

JAMA, May 15, 1967 • Vol 200. No 7

---

REHAE3IUTATION-STERIING

?

629

1"ch

ity of the

COdC

itself.

have

selected

my exampleS from instances

tie toctlier

er instrumentation and computers

and are feasible today,

rather

than tomorrow. There

re many other examples, of course, which all could

oc thought to fall within rehabilitation and many

of them are actually posSil)!e right now. I need only

to mention such recent achievements as the arti-

ficial heart or artificial kidneys. Yet, the efforts

leveled in the directions of rehabilitation which are

so obviously possible and needed are slight at best.

Obstacles

Why is not more work (lone in this fleld?Develop-

mont of complex instrumentation appears to face

two obstacles.

Individuals who work in rehabilitation and those

who work in the field of computer science and al-

lied in'triirncnfation arc, unfortunately, poles apart.

They €ldurn even meet., and the preparation and

training

of physical

therapists, rehabilitation coun-

selors, and, of course, that of the physician do not

include,

as

a rule, those experiences and topics

which would enable them to communicate clearly

with praciitioners of computer sciences. The same,

unfortunatel

y

, in reverse is true for most individu-

als who work in the area of computer science. Not

very

flltRh (Ifl

be accomplished until these diverse

W

1

l

)liucs meet, and establish a useful dialogue. I

convinc,

­

' that the conservatism in the rehabili-

tation field

will

turn out to be pure ignorance of

opportunities whr'n such a dialogue can be estab-

lished. It has mt.. . 'd been my experience in the past

that this turns out to bc the case in instances where

a dialogue has been established.

The second obstacle stems from, the tremendous

shortage of individuals in the area of computer

science who could devote themselves to the develop-

ment of systems and advances which will make it

possible to change practices in rehabilitation. While

one can speak lightly about "reforrnating" 'signals

coming into a processor so that they will produce a

better Braille, the actual amount of work involved

in developing the necessAry. logic for such reformat-

ing and associated programs is rather overwhelm-

ing. In addition, this is not work that can he done

by routine programming, but demands theatten-

tion of very well trained and knowledgeable systems

analysts. To produce a good program that will re -

format words, paragraphs, tables, etc, into a Braille-

sequence and do so without using overwhelming

amounts of computer time and yet follow the many

complex rules of Braille turned out to take more

than one year of programming time for a very so-

phisticated systems analyst and to consume many

'ocnsive hours of computer time for debugging

poses.. The expenses in developing such a. pro-

am are really not the major problem. The big

difficulty is to find a sufficiently large number of

individuals who can acquaint, themselves with these

problems and collaborate with rehabilitation work-

ers for their solution.

JAMA. May

15. 1967

a

Vol 200. No 7

While we may

'

decry the present lack of help

which rehabilitation therapists may be offered

through the computer professions, this help will not

be forthcoming in any large measures until a strong

demand exists for it. The first step in taking ad-

vantage of.the immense new opportunities which the

burgeoning technology offers to the handicapped

appears to be a concerted effort to, find out what

these opportunities are. Accompanying special ef-

fort will have to be a change or reorientation on

the part of the rehabilitation worker on. all levels

of practice and research. Emphasis will have to

shift from exploiting the handicappeds' remaining

sensitivity or motor abilities through substitute

training towaid the construction and building of

servomechariistns which, intelligently controlled,.can

close the gap between what the individual is 'c.a-

pable of and what he ought to be 'able to do for

himself.

References

•1. Sterling, T.D.. and Pollack, S.V.:

Computers

and

the Life

Sciences. New York: Columbia University Press, 1965.

2.

Froiberger, H., and Murphy, EY.: Reading Machines for' the

Blind,

IRE Trans on Human Factors in Electronics

'2:8-19

(March) 1961.

3.

Nye, P.W.: Reading Aids for Blind People: A Survey of

Progress With the Technological and Human Problems,

Med

Electron Biol Engin

2:247-264 (July) 1964.

4.

Boyer, J.: Brallctran: A Programming System to Trans-

late and Format Technical Material to Braille Shorthand,

Com-

munications of the ACM,

to be published.

6. Sterling, T:D., et al: Professional computer Work for the

Blind* Communications of the ACM

7:228-231 (April) 1964.

6.

Mann, R.W.: "Enhancing the Availability of Braille," in

Pro-

ceedings of the International Congress on Technology

and Blind:

ness,: American Foundation for the Blind,

1963,

vol 1, pp 409-425.

7.

Linville. J.G., and Bliss. J.C.: A Direct Translation Reading

Aid for the Blind,

IEEE Proc

54:40-51 (Jan) 1966.

8.

Stanford

Research Institute,

Experiments in Tactual

Per-

ception, Technical Report AFAL-TR-65-75, Air Force Avionics

Laboratory, Wright-Patterson AFB, Ohio, 1965.

9.

Saslow, L.: 'Tactile Communication Using Air Jets," Massa-

chusetts Institute of Technology Report No. 8768-1 of the Engi-

neering Projects Laboritory to the 001cc of Vocational Rehabili-

tation of the Departmànt of Health, Education, and Welfare,

Cambridge, Mass.

10.

Bauman, M.K.. and Yoder, N.M.:

Placing the Blind and

Visually Handicapped in

Professional Occupations.

Department

of Health, Education and Welfare, 1962.

11.

Sterling, T.D.: The Blind as Computer Programmers.

Re-

habilitation Record

7:7 .

10 Jan-Feb) 1966.

12.

Olson, HF., and l3elar. H.: Phonetic Typewriter 111,

So-

ciety

0/

America J 33:1610-1615 (Nov) 1961.

13.

Olson, H.F., Speech Processing

S:'!stems,

IEEE Spectrum.

Feb 1964, pp 90-102.

14; Olson. HF.; Belar, II.; and Rogers, ES.: Rescnrch Towards

a High Efficiency Voice Communication System,

Audio Engin So-

ciety

J

14:233-239 (July) 1966.

15, David, E.E., Jr.: Signal Theory in Speech Transmission,

IEEE Trans on Circuit

Theory

3:232

.

244 (Dec) 1956.

16.

David, E.E., Jr.: Digital Simulation in Research on Human

Comm unicatiou,

IEEE Proc 49:319-329

(Jan) 1961.

17.

Prestigiacoiuo, A.J., Amplitude Contour Display of Sound

Spectrograms,

Acoustical

Society

'

Amer J 34:1684-1688 (Nov)

1962.

18.

Schroeder, MR.: Vocoders: Analysis and Synthesis of

Speech.

IEEE

Proc

54:720734 (May) 1966.

19.

V(dovoik, h, et al: M

y

o-ckctric Control of Paralysed

Muscles,

IEEE Trans on Bin-Med Erigin

12:168-172 (July and

Oct)

1965.

20. Miller, J., and Carpenter, C.:. Electronic. for Communlim-

lion: Approaches to the Problem of Communication in QiiIdreh

With Severe Cerebral

11

stay

involvement,

Amer J Occup Thep

18:20-23 (Jan-Feb) 1964.

53

---

C

I

.,

COURSE PROPOSAL FORM

(Non-Credit)

• Course Title:

,Full Description of Course:

?

Requirements for Entrants (if arty):

Elements of Glassblowing ?

Member of the Facult

y

of Science

Rationale for the Course:

To teach graduate students, staff and faculty (Science) the basic skills of

gl:ssh1owing.

Ir

Whom i.s che course intended:

aulty of Science - staff, graduate students and faculty

ProjosedI)ates, Time and Place of Offering:

Once per semester, subject to demand.

Proposed

[nstructor:.

(Attach resume if not, regular SFU Faculty or Staff)

Peter Hatch (Supervisor, Glassblowing Shop) and staff in shop.

Proposed Student Fee:

Maximum number of Students: Nil

Proposed Course Budget:

Expenses: Instructor(s) stipend(s): ?

Nil

Travel f Accomodation:

?

Nil

Rental of Facilities: ?

Nil (for off-campus courses

using rented space)

Equipment

f

Materials: ?

Less than $300.00 (depends on number

of participants)

Other expenses (list):. ?

Nil

TOTAL COST

?

•

?

$300.00

Anticipated Revenue:

Student Fees: Nil

Net Cost of Proposed Course: $300.00

• ?

- ?

54

---

LI

.

?

COURSE

PROPOSAL

_

P)Rrvl

(Non -Credit)

C''irT1ta: Seminar Series in Forensic Chemistry

Full D

?

pt.4.onofe: Pinc:tpies and examples of the appii.:ati.bn

oL

hernica1 techniquès,to characterization of materials encounternd. 'in :

forensic conte,::t.

?

,

?

. . ?

.

?

Fe uirernent for

Er ?

tnL'

1.

ra

e 12 Science

.tonaie.::

,

e:

Appaient interest in and demand for this kind

material

conveyed through personal contacts.

For

1

410M

1

?

1rdt ?

Local law enforcement personnel

Proposed

.10

- 12 evenings, Fail

Prpo:ed_1i .tru

..

" XAt.tac

?

not ?

re -

-

.

0 !.r'

SF.

H:i

11.v ?

i

St.a f't )

D. ?

Pate, 'A.

?

C. .Oehischiáger,

plus one

other ?

.

ft

B.

i'r'r:o:d ?

tu1

?

t '.''e:

?

Q

M,txinw ?

uL' ?

:f

?

tudnt

80Jmo1g_er

auditorium requ i

kL

Ei.n.::

?

ntt()

?

ntirencI():

'rraw': ?

: ?

;c:rr)dat1 :ri: .

0

I It

t:1!

?

.

'

,

?

0

p..

?

r ?

' ?

1

0

fl

Cr

- --

'

0

St'Hr:"': :

?

.•

.0

0.

t

none

____

?

55

---

S ?

S

COURSE PROPOSAL

FORM

(Non-Credit)

Course Title:

?

Reading.and Study 001 -8 week section

Full Description of Course:

?

Reading

and Study 001 is a non-credit course for

training students in effective methods of reading

and study. It consists of a one-hour lecture, one-

hour tutorial and one-hour lab session per week.

Purposeful, flexible reading skills and planned

scheduled study techniques are emphasized. Increased

reading speed is one aspect of the training, but the

main emphasis is on speed of comprehension. A

student's present reading skills and study patterns

are assessed prior to individual programming.

Main areas of emphasis:

- rapid reading and comprehension

- correlation of lectures and reading materil for

essays or exam purposes

- critical reading

- exam writing

- notetaking and listening

- concentration and rentention

Requirements for Entrants (if any):

?

Registered in present semester at SFU.

Rationale for the Course:

?

. To help students, deal effectively with course

and degree requirements

For Whom is the Course Intended:

?

Registered SFIJ students

(course '

is also open to interested.Faculty and staff)

Proposed Dates, Time and Place of Offerings:

Sept. 17 - Nov. 2, 1973

formal lecture-tutorial time

labs continue for whole semester

Time: 9:30 - 3:30 -

see

attached schedule from

Spring '73 (each student registers for 3 hrs.

per week)

Place: AQ3058, AQ3057

Proposed Instructors: ?

Regular Reading and Study Staff'

P. L.

Franklin, Director

B. Bowman

W. Smith

L. Grants (1/2 time)

Proposed Student Fee:

?

NIL ?

.

Maximum number of students: ?

350 per semester

- ?

56

.12

---

Proposed Course Budget: Covered in regular fiscal budget

Expenses: Instructor(s) stipend(s):

?

V

Travel & Accomodation:

Rental of Facilities:

?

?

(for off-

campus course using rented space)

Equipment

& Materials:

Other expenses (list):,

?

V

TOTAL COST:

Anticipated Revenue:

?

NIJ

Net Cost of Proposed Course:

?

NIL

yciai Details of Proposed Course:

Signature of the Author of the Proposal:

Date: ?

June 21, 1973

- ?

57

---

b

COURSE PROPOSAL FORM

.

?

()Ion-Credit)

Course Title:

?

Reading and Study 001 — 4 week section

Full Description of Course:

?

Reading and Study 001 is a non-credit course for

training, students in effective methods of reading and

study. It consists of a one-hour lecture, one-hour

tutorial and one-hour lab session per week. Purposeful,

flexible reading' skills and planned scheduled study

techniques are. emphasized. Increased reading speed

is one aspect of the training, but the main emphasis

is on speed of 'comprehension. A student's present

reading skills and study patterns are assessed prior

to individual 'programming.

Main areas of emphasis:

— rapid reading and comprehension

- correlation of lectures and reading material for

essays or exam purposes

— critical reading

— exam writing

— notetaking and listening

- concentration and retention

Requirements for Entrants (if any): ' Registered at SFU for present semester

or for next semester

Rationale for the Course:

?

as for 8 week course

For Whom is the Course Intended:

?

Especially relevant to special or mature

students, in their first semester or just prior to

their first semester at SFU.

- also open to interested faculty, staff and regular

students

Pronosed Dates. Time and Place of Offerings:

Nov. 12 — Dec. 7 — formal lecture-tutorial time

— labs continue to end of semester

Time: each student registers for two, 1 1/2 hr.

sessions per week or three 1 hour sessions per

week between 9:00 a.m. and 3:00 p.m.

Pro2osed Instructors:

?

Reading and Study Staff -

P. L. Franklin, Director

B. Bowman

W. Smith

Proposed Student Fee:

?

Free to registered students

$60 to non-registered students

Maximum number of students:

?

50

.../2 ?

58

---

4

. ?

-2-

Proposed Course Budget: Covered in regular fiscal budget

Expenses: Instructor(s) stipend(s):

Travel & Accomodation:

Rental of Facilities:

?

?

(for off-

campus course using rent

space)

Equipment & Materials:

Other Expenses (list):

TOTAL COST:

Anticipated Revenue:

?

Varies depending on whether registrants are presently

enrolled at SFU.

Net Cost of Proposed Course:

?

NIL

Special Details of Proposed Course:

?

p

Signature of the Author of the Proposal:

?

-

Date: ?

June 21, 1973

---

.__

Course Title:

Rationale for the Course:

COURSE PROPOSAL FORM?

(Non-Credit.)'

Reading and Study Centre, English LanguageProgram

Reading,. Writing & Structure, Pronunciation

and Aural Comprehension Skill Improvement for

Non-native speakers of English

Requirements for Entrants (if any):

Demonstrated need (assessment)

To remove language impediments to successful.

academic performance

Full Description of Course:

For Whom is the course intended:

?

Registered students who are non-native

speakers of English and some potential Simon

Fraser University students who require

additional language competency for entrance

Proposed Dates Time and Place of Offering;

3

semesters

Jan. - Apr.; May - Aug.;; Sept; - Dec.

at the Reading. and Study Centre

Proposed Instructor: ?

Lee Lightfoot

Lyn Grants (1/2 time)

Proposed Student Fee: Free

'

?

.toregisteréd

.

students (NON-registered. ?

students $60)

Maximum number of Students:• . ?

35

Proposed Course Budget: ?

Included in regular .

Reading and Study Centre

Budget ?

.

Expenses: Instructor(s) stipend(s):

Travel & Accomodation:

Rental of Facilities:

Equipment & Materials:

Other expenses (list):

TOTAL COST:

(for off-campus

course using rentec

space)

Anticipated Revenue:

Student fees:

Net Cost of Proposed Course:

$240 per semester ?

-

NIL

. Special Details of Proposed Course:

Signature of ,

the Author of the Proposal:

Date:

j1)19

June 21, 1973

---

t ?

p

.

COURSE

PROPOSAL FORM

(Non-Credit).

Course Title:

?

Reading and Study, Typing Course

Full Description.of Course: Course designed to teach keyboard by..touch -

control and about the operating parts of a.

typewriter

Requirements for Entrants (if any):

?

NONE

Rationale for the Course: ?

To enable students to type their own papers/thesis

(assignments)

For Whom is the Course Intended: Registered SFU students (cou8e also open

to interested Faculty and staff)

Pr000sed Dates. Time and Place of Offerins: For full semester

Times: 9:30 - 4:30 •- see attached schedule for

Spring '73 (each student registered for

either 1, 2 or 3 hrè. per week)

Place: AQ3053

Proposed Instructor:

?

M. Jones

Proposed Student Fee: ?

$15/semester for 3 hrs. per week or fee arrangements

Maximum number of students: 40 - 45 per semester

Proposed Course-Budget: included in regular fiscal budget

Expenses: Instructor(s) stipend(s):.

Travel & Accomodation:

Rental of Facilities:

?

?

(for off-

?

campus course using rented.space)

Equipment & Materials:

Other expenses (list):

-

?

TOTAL COST:

? -

Anticipated Revenue: ? -

Student fees: ?

$170 - $175 ? - ?

-

Net Cost of Proposed Course:

?

NIL

Special Details of Proposed Course:

Signature of the Author of the Proposal:

- ?

Date:

?

June 21,1973

- ?

- ?

61

---

S

?

?

COURSE

PROPOSAL

FORM ?

(Non-Credit)

Course Title:

?

?

Rapid Reading

for

the Business and Professional

Community

Full Description of Course: An eight. week evening program stressing rate

and comprehension in reading for recreation and

business

Requirements for Entrants (if any): NONE

Rationale for the Course:

?

Enable the business and professional person to

process'reàding material quickly and effectively

For Whom is the Course Intended: For the business and professional person

Proposed Dates, Time and Place of Offering:

October 2 - November 20, 1973

7:00 - 9:00 p.m.

Place: AQ3057, AQ3058

Proposed InstructOr: ?

Regular

Reading and Study Staff

Proposed

•

Student Fee: ?

$65 (includes textbook)

Maximum number of students:

?

30

Proposed Course Budget:

Expenses: Instructor(s) stipend(s):

?

240.00

(depends on staff

availability)

Travel & Accomodatlon:

Rental of Facilities:

?

?

(for off-

campus course using rented space)

Equipment & Materials:

Other expenses (list):Advértising

?

130.00

Postage, Office Supplies

TOTAL COST:

Anticipated Revenue:

?

$1.80000 Course fee

Student fees:

?

150.00 Book Fee

Net Cost of Proposed COurse:

32n-nn

Special Details of Proposed Course:

?

S

Signature of the Author of the Proposal:

S ?

Date:

?

June 21, 1973

-

?

62

---

.,

eadng and Study Centre AQ 3054

.

Reading and Study 0010

Reading and Study 001 is a Non-Credit. no-fee course for

training registered students in effective methods of reading

and study. Purposeful, flexible reading skills and planned

scheduled study techniques are emphasized. Increased, read-

ing speed is one aspect of the training, but the main empha-

sIs is on speed of comprehension. A student's present

reading skills and study patterns are assessed prior to indi-

vidual programming.

Main areas of emphasis:

- rapid reading and comprehension

- correlation of lectures and reading material for essays

or exam purposes

- critical reading

- exam wilting

- notetaldng and listening

Timetable of Classes (Classes for this course

begin January 8)

Students should schedule 1 one-hour lecture, 1 one-hour

tutorial and 1 one-hour lab per week. (All sessions are for

1 hour.)

?

LECTURES

?

TUTORIALS

?

LABS

?

LABS

?

3058 AO

?

3058 AO

?

3057 AO ?

3057 AC)

I Mon

9:30

?

1

Wed 2:30 ?

1 Mon 10:30 ?

OWed 10:30

?

2Mon

11:30 ?

2Wed 3:30 2Mon '11:30

?

10 Wed 1:30

?

3Mon 2:30

?

3Thu 9:30

?

3Mon 1:30 ?

11 Thu

10:30

?

4Tue 10:30 ?

4Thu

11:30 ?

4Mon

3:30

?

12

Thu 1:30

?

5Tue 2:30

?

5Thu

2:30

.5 Tue

9:30

?

13 Thu 3:30

?

6Tue 3:30

?

8Fri

9:30 ?

6Tue 11:30 ?

14 Fri

10:30

?

.

7Wed

9:30

?

7Fri 11:30 ?Tue 1:30

?

IS Fri 2:30

?

?

8Wod

11:30

?

8Frl

2:30 ?

8Wed 9:30 ?

t8Frl ?

3:30

Students requiring assistance

on

reading and study prob-

lems during the semester are encouraged to contact the

Director of Reading and Study, AO 3054.

Non-registered students course fee *50.00.

English Language Program (for non-native

speaker)

This program is available to all registered students whose

native language is not English on a non-credit, no-fee basis.

It is designed to remove language impediments to nuccese-

fui acadethic performance and to facilitate full participation

In the university community.

After a complete assessment of the students level of lan-

guage proficiency in the areas of reading, writing, speaking,

and aural comprehension. an

Individual remedial

program is

designed. in addition to regular classes, tutoring and counsel-

beg, and individual language lab sessions are scheduled as

necessary.

Any student for whom English

13

a

second

language may

enroll. Participation In the program is a condition for univer-

sity entrance for some students who minimally most the

English Admissions Requirements.

Students may pro-register at the English Languagi Program

office in the Reading and Study Centre A03054.

One hour from each group and one lab must be scheduled

per week.

Group

?

Group ?

Lab

?

Mon 1:30

?

Wed 2:30 ?

Tue 3:30

?

.

Tue

9:30 ?

Thu

9:30

?

Thu 1:30?

?

Wed

8:30

?

Fri

8:30

?

Fri 2:30

Early registration is recommended to secure placement at

the appropriate level after assessment and evaluation.

Opportunities for participation in community cultural.

social and sports events are also provided to assist the

foreign student's orientation in his now environment.

Nor-registered students course feó $SU.00.

Reglnnei?'s Typing Course

This is a course designed to teach the koyboad by tuch

control and obout the operating parts of.the typewrltor. Esch

student works at his own speed. Students may register for

three, two or one hour(s) per week.

Class times.

Monday ?

10:30 ?

Thursday 9:30

Monday

?

1:30

?

Thursday

2:30

• ?

Tuesday . 9:30

?

Friday

?

10:30

Tuesday

?

2:30

?

Friday

?

2:30

Wednesday 10:30

As classes are limited, pro-registration Ic advisable.

Contact the Reading and Study Centre office, A030!54,

291-3194 for further information

and for

registration In the

course.

Course fee: $15.00. Arrangements regarding course tee

can be made at the Reading and Study Centre office.

Department

of Recrwition

General Education Activity Classes

-

week of January 15th to week of March 19th.

- progressive Instruction for 5 weeks, 6 weeks or 10 weeks

as noted

- enrolment priorities:

1.

students, faculty and staff (no charge)

2. family of above (10.00 fee)

3.

general public (10.00 fee).

- registration from categories 2 and 3 above

,

will be held

until

.

noon, January 11th. at which time they will be

accepted If vacancies exist.

AOUATICS

Beginning Swim

Tues. and Thorn. ?

2:30- 3:20p.m. Pool

Advanced Beginning Swim -

Tues. and Thorn. ?

10:30-11:20am.

Pool

Intermediate Swim -

Mon. and Wed.

?

2:30- 3:20 pm.

Pool

'Tues. and Thurs.

?

11:30-12:20 p.m. PoOl

Pro-requIsite: 1 width of pool

Advanced Swim -

Mon. and Wed. ??

.

10:30-11:20 a.m.

Pool

Pre

.

roquiolte:

IntOrmedlate-swim status'

Lifesaving -

'Mon.

and Wed. ?

11:30-12:20 p.m. Pool

Pro-requisite: Advanced-swim status

Comptlth,e

Swim -

Mon.

thru Fri.

?

8:30- 9:20a.m.

Pool

Attend any number.

AOLiATIC& FOR YOUNG CHILDREN

Two 5-week sessions:

?

Group 1—Jan. 15th - Feb. 16th

Group 2—Feb. 19th - March 23rd

Water Babies (6 mos. - age 3)

Mon., Wed.. Fri. . ?

9:30-10:00 am. Pool

Pro-schoolors (age 4 and 5)

Mon., Wed., Fri. ?

10:00-10:20 am. Pool

SCUBA

(Fee $20.00 payable at' swim test. Swim test Jan. 12th

and Feb. 23rd at 8:30 p.m. In the Pool.)

Two 6-week sessions:

Groups i & 2—Jan. 15th - Feb. 23rd

Groups 3 & 4—Feb.

26th - April 6th

Groups 1&3

Lecture - Monday

6:00- 8:00 pm. A03159

Practical - Monday

8:30-10:30 p.m.

Pool

Groups 2 It 4

Lecture - Monday

.m.

?

AO 31 59

Practical - Friday

6:00-, 8:00 p

1:30- 3:20 pm. Pool

¼d

---

ie p

artjnent of Recreation

-

S

Gener

a

1. 1

*^

d

u

cation

ActivlyCIa5se5

)

S

-

week of September 17th to week of

Novenibci

19th

-

progressiv6

noted..

instruction for 10 weeks

.4

unless otherwise

-

instruction offered free to

students,

facul€y and staff.

AQUATICS

Beginning. Swim

Tues.and Thurs.

??

.

1:30-.2:20 p.m.

?

Pool

Intermediate Swim

Tues.

:.

and Thurs.

?

2:30- 3:20 p.m.

?

Pool

PTm1flz'cc

^m

£ ?

S

Adult Fitness

?

( ex

ercise

plus .

jog or

swim)

Mon.

• thru Fri.

' ?

12:30-

1:20

p.m.

Wei ght'Training

?

(body

building)

Friday

2:30-

430.p.m.

Circuit Training

Mon' thru Thurs.

'

?

12:30-

1:20

p.m.

Ski Conditioning'

• ?

Tues. ?

and Thurs.

1:30-

2:20

p.m.

Yoga ?

(8weeks) ?

.

?

.

,

'Beginning:

?

•'

'Mon ?

and Wed.

.

?

H ?

'3:30-

4:20

p.m

intermediate:

?

. .

Mon. and

.

Wed.

:. ?

2:30-

3:20

p.m.

Pool

130(2k

Wcicjlit

[oO]I1

Aux. Gym

Pool Dock

Rotunda 31J

Rotunda J1:3

cont'd . . . ?

-

---

SPORTS AND GAMES

S

Golf.-

Mon

?

dnd

Wed.'

10:30-1l-

.'20

a m

Gym

Gymnastj..

?

0

Tues. and

Thurs.

6:00- ?

1:

30

p

M.-

Aux.GYTU

I3a

dm j

nt8n

'

-

Monday

.9:00-10:00

?

p.m.

Gym

Trampo1jj

.

e

?

.

Thusdáy

12:307

?

2:20 pm..

Aux.

Gym

COMBATIVES

Boxing

Mon , Wed ,'Fri.

4:

30- ?

6:

20 ?

p. '

m

Au

Fencing

Beginning:

) ?

5 ?

intermediate:

Monday

1:30- ?

2:20 ?

p.i.

Aux.

Gym

Monday

2:30- ?

3:20 pm.

Aux.

Gym

Karate

Tues. and Thurs.

8:00-10:00 P.M.

Aux.

G'in

OUTDOQR.PROGRAM

1.

by

L

ecture:

A.

Carter,

"Intro

Assistant

ductio to

D

irector

the Outdoor

of flecreation

Poyiin atS.F.u. "

Wed., Sept. 12th

?

AQ 3150

?

7:30 p.m.

2.

Whis

tlerCabjn Weekend (90 miles north of Vancouver)

Guided hikes, climbs and canoe tips' i1l operate

from

the cabin at

Whistler

on Saturday and Sunday, Sept. 1516.

Transportation

Will

leave from the gym at 6:00 p.m. on

Friday, Sept. 14th, and 8:30 a.m. on

Sa

tuday, Sept 15th.

ED

---

3. BecTi nninc;

Course

P

rerequisite: Outdoor Club mernbershi, $5.00 per student: pci:

v

Teaches the cicment of hiking,

a1flping,

mo

unta o

ineer.inc

(rock

,

and snow, ciiithing)

(a) Participate in

*

Whistler Cabin weekend;

(h)

and.

Rock

27th

climb.ing

at Lighthouse

during, the

Park

evenings

in West

of

Vancouver;

Thursda

?

'Sept. 2(ft

(c)

Snow camp and school on Mt. Bake, Sept.

22-23;

(d)

Climb Sky Pilot Pea k (rock climb), Sept.

29-30.

Seminars

• ?

Tues.,Tues.,Thurs., ?

?

?

Sept.Sept.Sept. ?

?

?

25th18th13th ???

7:30-10:00

7:30-10:00

7:30-10:00

p.m.p.m.p.m.

???

AQ

AQ

5037

5037

5037

4.

Canoe Classes

P

rerequisite:

?

Outdoor Club membership.

• Each Wednesday from Sept.

?

19th.'

?

Meet .6:00 pm

?

at

Ouf1nc

Club .Equipmen

?

Room under

Pool.

5

Mountaineering LeaqersjjipCpurse

S

emiars

.

. will he held once every two weeks on Wedned,,

starting 7:30

.

persona

seminr

a

l-skill

topics

p.m,',

will

dev

elopment,

?

be

October

announced

first24th

?

in

later.

aid

AQ

and

5020.safety.

?

Course

?

Detai:

will 1

?

ol

ror

6.

Skin Diving

?

(4 weeks)

$20.00 activity fee covers ocean dive expenses.

- Starts Tuesday, Sept. 18th, limit 20 students.

Lecues:

p

racticals

?

: ?

8

6:00-8:0:30-10:30

?

p.m.

p.m.

?

?

Tues.Tues,

??

AQ

Pool

3153

7.

Scuba

?

(.6 weeks)

- $20.00 activity foe covers ocean die expenses.

- Starts Tuesday, Oct

?

16th, limit 10 students

P

Lectures:ract

j

cals:

?

?

8:30-10:36.p.m.

6:00-. 8:00 p.m.;

?

?

Tues.Tues. ??

AQ

Pool

3153

Pr

erequisite:

?

.

Scuba

Skin

Club

Diving

membership.

Course or

eq

uivalent, plus

Swim test:

?

Friday, Oct.

?

12h

?

8:30 p.m.

?

P0M1

,.• •• ?

:. ?

.,

?

•

Ap

.•

CouIt'd

---

Lin

S

8. S

p

ortD

j

virjcr (3

weeks)

-

Prereq

uisites; Qualified diver and Scuba Club member.

.S

j

x ocean dives (3 weekends)

o.

different envIronme

i -

• ?

One. trip Will require renting

a

boat.

-.Starts

S

aturday, Sept. 22nd, limit 10 students.

Students responsible for own Vetsujt rental., share of

boat charter, and travel expenses.;

Organizational

in S.F.O.C. Equipment

meeting

Room.

on Wednesday Se

p

t. lath, 4:30

p.m.

r^

0

NOTE: •Istructor for these three diving courses is Ian flr.itt..

For

°

'more information on the OutdOor

P

rogramancl for

details of Outdoor CiuItrips and equipment rentals, obtain

the

the Outdoor.

..

Program

11

qu

i

pment

booklet

Room.

from

Both

the

are

Recreation

In the gym/pool

Office

building.

or

T

he'D

epartment of Recreation also sponsors the followincç

programs. For details, call LOcal 3675or check at the Cym.

2.

1'.

•Intrairura1s

Club sports (Soccer,.

(including

Ice

Bridge)

Hockey, Wat

e

r Polo, etc.)

•

• 4.

3.

6.

•

C

Chi1drn

Familr

Casu

hIlden's

1recreation

ecreation

's

summer

Recreation

(dro

(with

Recreatjo

(iIistructjon

p

-

instruction,

in)

•

(July and

Saturday

Sunday

August)

-

mornings)

afterno

o

ns)

The

D

iector, Martin IIendy, or Assistant

Director,

Alan

physical.

Carter,

recreatare

j

happy

o at. SimOn

to discuss

.

Fraser

problems

University.

or new ideas for

I ?

••

?

•'

? • ?

•

---

- ? S

-

O

CMM ffiO1X3AL lor1M

rit)

Course

Title: ?

ACCESS TO INFORMATION

Full Description of Course::

(See attached

description (I)

Requirements

for Entrants (If any):

Hationale for the Course:

?

Open to registered students, and

(See attached statement (II)

?

faculty or

staff.

1'or Whom is the course intended:

Undergraduates primarily

}roposed Dates, Time and Place of Offering:

5

consecutive Wednesdays beginning the second week of each semester, 12:30

& 3:30,

jl

Instructor: ?

Library Committee Room.

Rttach resume

if not regular SFU Faculty or Staff).

L. Thomas, Asst. Univ. Librarian for Collections acts as co-ordinator and gives

openin

g

lecture.; other Collection Librarians lecture as required.

PPopëd Student Pee:

•

NO

FEE

• ?

Maximum number of Students: ?

c. 100

Proposed CourseBudget:

No

additional outlay, absorbed by annual Library budget for

reference services.

Exerisos: Instructor(s) stiper(s)

. : ?

NA

?rav?i & Accorriiiodation:

?

NA

ietit •i1

of

Pac1 lit les :

?

NA ?

( fr ff-cnt:u:

courses u [rti

StS(_ ?

)

•E1o

i pr:tt'rt & r4aterials:

?

NA

Other xpe.; (

list)

?

TOTAL COST

?

NA

ArLt.

IC

pit-i1

?

ev'nu:

Stud ut. ?

NONE

Net

?

(),t. ?

1 Pi'' ?

.;I 'u:

?

NIL

Special {)t,;

?

h'j

?

..

?

Siatur ?

.Auuh •r f he

?

: ?

_____ ________

June 14, 1973

?

U:

---

I.

The Library offers a series of five one-hour sessions on how to use

its collections and services in order to help

students do

more effec-

tive research for essays, theses, and dissertations. After a brief

introduction in lecture-format students are shown how to locate in-

formation on one of several specific topics chosen as models. An

on-site search is conducted in the periodical, book, government

document, and microform collections.

II. Though the basic idea behind the organization of materials within

libraries has been to make their use as self-evident as possible,

the complex development of collections since the turn of the century

has increasingly resulted in librarians providing assistance and in-

struction to readers on the how to retrieve

information

from printed

sources. This need has been most keenly felt in academic libraries

where students are commonly assigned papers that require searching

for information in an efficient and discerning manner. Though lib-

raries offer reference

services on

a one-to-one basis, and these

. ?

services are indispensable, they have not afforded the opportunity

to present a full explanation of how the different sub-set collections

are organized, and how they are best accessed; nor is it possible,

in this context, to acquaint students with the numerous kinds of ref-

erence publications th

.

at are now available. This course was con-

ceived as means of offering more detailed instruction in library

usage for students who feel the need to develop such a skill. It has

been offered for the past six semesters, two concurrent sessions

each semester, with enrolments ranging from about 90 in the Fall

.to about 35 in the Summer sen-tester.

LET/dap

June 14, 1973

0

CE

---

Course Title: ?

733-W202

?

ELEMENTARY DANCE

Full Description .-:f Course: An

introductory, studio course, the basic elements of

Contemporary Dance

uirnt:; for Entrant-

?

any):

Rationale for

the ?

ir.e.

see

attached memo ?

non•

For Whcfn Is the cou.

,

intend-i: ?

Those without previous experience

Proposed Dates,

TLrnP ;ubiPIa ?

f OfferiY:

Mondays ?

Dance Floor - 7:00 - 8:30 p.m.

?

Sept.17,1973 - Dec.3,1973

?

Thursdays -

Dance Floor- 7:00 - 8:30 p.m/

Proposed Instructor:

(Attach e:urnt--if not Pegul:.r SFU F

1

act:ity .r :'taff).

Zella

Wolofsky

F

.___

rvpc.ed Student 'ee:

?

$24.00

(non-students, see

attached memo)

Maximum nurni r f Students:

?

50

-

PZir ?

d

(rIir.t" ?

21d ?

.

?

.

?

.

?

.

Expen:: Intrict:() stipend(s):

Travel & Acccxrnxlatlon:

d

ofciUt1es ?

- -

?

r_- ?

tPritt

E ?

'lat erials

Jthtr

Xc. ?

(1. :t )

?

(Departmental Budget

Aritictr

St ' 1

?

'.

Jet CuL

?

i :

.i:

19 June 1973

I.

Le

I

70

---

S

COURSE PROPOSAL F4

(Non..Cr'edit)

Course Ti

?

733-w204 ?

INTEIEDIATE/ADVMcED DANCE

Full

Description r('oUrse:

A

studio course. in Contemporary Dance (including both

Nikolaij and Cunningham techniques). which introdudauir

?

for

Entrants (.11 any):

the. student to the basics of performance choreoqràpEy.

Rationale for the .Lr.e:

?

Some previous dance experience

e.g. W202 or Kineèoilogy 044 or

344

For Whcn is the. c:1: inter!

:

See "Requirements"

September

18,1973 - December

3,1973

Propo;ed Dates, Time ;udPl;iof_Offer1r:

Tuesdays - Dance Floor - 4:30 - 7:00 p.M.

Thursdays - Dance Floor - 4:30 - 7:00 p.m.

Pro

posed Inst

ructo

r:

Att.ach, reurn

'

If not reul:tr

Assistant

SPU

Professor

'"aculty

Kinesioloqy

cr :Thaff).

?

Iris Garland?

Pj..ed Student "e:

?

$40.00 (Non students, see attached memo)

Max lmu.m numi

r

f Stiident3 ?

. ?

30

nçQskPi C4.Uriti

?

.

Expen: Intnict '(:) stipend(s):

Travel & Acccim.dat1on:

}enta

?

't1 lit les : ?

--

?

_______

?

1 r ;.f'!'-tr.'u

rerte

'later'Ials :

Jthr t'Yp:'! (li:t): ?

ye1by Departmental Budget

71

19th June 1973

---

S

LUIL

Course Title:

?

733-W208 ?

CHOREOGRAPHERS WORXSHOP

Full Description .f(curse: A studio

course designed to aid students with an understandino

of choreographic conceptualization. Work to ed4splayed ip rodctions

:J1ir'flt3

ior• tntrtnt ?

LV

1flyj.

Rationale for the

?

See

attached memo

?

Acceptance

in

733-W204

For Whori Is the

ccu:

?

Intended:

Student Choreographers

Fropo.;ed Jates, Tisne. and P1ac

•)f Of fer1i:

Wednesdays -

4:30 - 6:30 p.m. on

Dance Floor

Sept.19,973 - Dec.3,1973

Proposed Instructor:.

(Attach re:'urm- if not reuL"ir SFU Faculty r'taff).

5

?

Assistant Professor Kinesioloqy -

Iris

Garland

Pr)pc..ed Student

ee: ?

N/A

Maxmüxn nurnlr f

Students: ?

20

f&4 Cour

?

4iL

Expen::;: Intcti'() stipend(s):

Travel & Accornodation:

V.

r

rf

.ure:

E .

?

•r' ?

'1aterial: :

?

______

r ?

11

?

overed

by

Departmental Budget

LI

T

?

L ?

- ?

72

19 June 1973

---

COURSE

, FRDPCSAL

(Non-Credit)

Course

Title:

?

733-W301

SUPER SPIN FILM

Full

.

Descriptton.'CcrSe:

A film

production oriented

workshop, with

an

emphasis on

groups projeáts to give student experience in conception

productjon and

post-production

?

uiri':rit:s

for Entrant.- (if any):

Rat tonale for the re:

See attached memo

Admission by

personal interview

with Resident. Film samples

not

necessary,

but desirable.

For Whci is the cou:tnterTied:

Those not familiar.ywith film or

with very limited

experience

Propo.;ed

Jates, Trne ;uiP1;4

?

f Ofertr:

Th5

Y 5

?

-

1:30 - 3:30

et al

Sept.

19,1973 -

Dec.

3,1973

in

A.0.3133

poed_Instructr:

Attach reurn

if not reRul:.r SF11

Fault.y .'r :'taff).

. ?

Film

Resident - Vincent Vaitiekunas

}ed Student 'ee:

$24.00 (non-students)

plus lab fee (all participants, see attached

memo)

Maximum nurni r f' Students:

?

15

________

-

Pou ?

Coure i":

Expene:: Intct(:) stipend(s):

'T'ravel &

AcccirriodatiOfl: ?

--

?

--

?

f .'tci1.ties: ?

: ?

____ ?

r.. .-.

E ?

: r.'rt.

?

1at erial.

Jthtr ?

1. :;t )

?

ed by Departmental Budget

'Y Yi 'Ai.J

Antic ?

.

St ?

• • ti

.......

L'4t . ? .

.

?

.... ? .. ....... ?

. . ? ..

19 June 1973

?

73

---

S

Course

Title:

?

7351 ?

INTRODUCTION TO VIDEO

Th41 Description . (ourse:

A basic course in the various techniques used in video

tapinc

and projection and their possible applications

for Entrant (If any):

Rationale for

the Are:

see attached

?

Personal interview with

-

? memo

For Whc Is the

?

interiled:

Those interested in learning video techniques

Propo;ed.Jates, Tsne

;uki

?

of

Offerr:

Mondays -

12:30 - 2:30 p.m.

7:30 -

9:30 pm.

et al

Sept.17,1973 - Dec.

3,1973

Proposei Ins tructtr

?

: ?

in

A.Q.3135

(Attach reurnt If' not r'eul:r SF11 Pauity :r 't.aff).

5 ?

Resident in Video, Brian Guns

Propced Student

?

$24.00 (non-students) plus lab fee (all participants - see

attached

memo)

Maximum nurnl r f' Students*

?

12

Expen:: Intrett.-:) stIperi(s):

Travel & Accommodation:

of ?

lit les:

E

?

?

'lat erIa1:

other ?

l t

(fr

------ ?

;tr-cm'u

-

?

c

ur.t.: ?

n5T

rentt':

A by

Departmental Budget

: TC3ST

Ant;ictp

st ?

____

Net

-

S

lit, :

te: ?

___j9th Juri 197

?

74

---

.

COURSE

PROPOSAL FO14?

(HonCred±t)

?

Course Title:

733-w352 ?

CONTINUING VIDEO

Full

DescriptIon .f'Course:

An

advanced production course with the emphasis on artistic

conception

:3nt for ntrnt' (if any).

Fiat tonale for the

?

i ?

re:

see attached memo

?

Personal

Experience

interview

or

W351

with

Resident

For Whom is the cou

?

tnterrIe:

?

See "requirements"

Propo;ed Dates,

T.Inw

, and ?

of Offer1r: Puesdays -

1:30 - 3:30 p.m.

Proposed Instruct--,r:

?

September

18,1973 - Deó. 3,1973

7:30 - 9:30

p.m.

?

et al

(Attach re:urne- if not reilir SPU iult.y..r

'taff).

. ?

Resident in Video, Brian"Guns

?

-.

Pred Studeht '-e

p

:

?

$40.00 (non-students) plus lab fee (all participants - see

attached

?