So, this is my first time... I started to try Vloging (Video + blogging) last winter but never felt confident enough to follow through... not to mention, I had NO WHERE quiet to do it!
I don't feel super great about the screen shot! BUT, it isn't about "me"!
Jen's challenge at "FindingHeavenToday.com" (isn't that a lovely blog title?) is to Vlog... and to visit other Vlogs! I loved her idea so much, I felt encouraged to start... even if I don't have my kitchen table set up yet!
She will be glad to help you work through the HOWs and provide a platform for you to speak.... literally!
Don't forget, drop back by here and let me know if you did it, pop a link in the comment section so I can come say HI! It is OK if you miss Jen's meme... just do it anyway! Your sister bloggers want to meet you!
Linking up with Jen at Finding Heaven Today.
Hi, Amanda! Your words and voice encouraged me today. I'm too chicken to vlog. I thought you did a GREAT job!
PS: Both our sons were born in Phoenix.
If I can do it... you can too :-) I hope to "see" you sometime! And I humbly thank you :-) Phoenix has been quite a wonderful experience. We are going to miss it.


text:
Andy Mikula Correspondent
PALM COAST — Zach Branning came to the Flagler Palm Coast wrestling program rather late but the recent graduate sure made his mark in two seasons.
Branning's hard work and accomplishments on the mats, including an 84-18 record in two seasons with the Bulldogs, have rewarded him with a scholarship to attend Southeastern University in Lakeland, which is a brand new NAIA program.
Branning signed last week during a ceremony at the high school attended by his parents, John and Stacey Branning, well wishers, former teammates, coach Tom Bartolotta, and FPC athletic director Steve DeAugustino.
In an interesting twist, Bartolotta and John Branning were teammates on the 1993 FPC wrestling team that won the first of three consecutive state titles under coach DeAugustino.
Bartolotta said the younger Branning, who had a stellar senior season, has a chance for a successful collegiate career.
"Zach is very powerful and hard to score on. He has tremendous enthusiasm for the sport. He has a huge potential to get better and become a great wrestler in college," Bartolotta wrote in an email commenting on his charge's good fortune.
This past season was a banner year for Branning, who wrestled at 106-pounds. He won five tournament championships in 2014-15, including FPC's Rotary Wrestling Invitational, the Five Star Conference and District and Regional weight class titles. He was a top seed at the Class 3A state tournament in Kissimmee, where he reached the quarterfinals. He and teammates accumulated enough team points to help FPC to a fifth place finish in the big school wrestling class.
Branning was undefeated at 22-0 in dual meets and during district and regional competition in the 106 pound bracket. He had 47-5 overall record including the state tournament. At Southeastern he will wrestle at 125-pounds.
A fine overall athlete, Branning was a key catalyst with the Bulldog baseball team as well. Branning joined the club at midseason after wrestling ended and became the team's starting catcher, regarded highly by FPC baseball coach Jordan Butler for the way he handled Bulldog pitchers during the team's district championship run.
"Wrestling helped him immensely because of the toughness aspect and the quickness aspect," Butler said of Branning.
Southeastern is the first new collegiate wrestling program in Florida in some time and is an NAIA-affliated school. The Southeastern Fire is coached by Javier Maldonado, who didn't get to sign his first wrestler to the program until March 24.

redpajama_set_name: RedPajamaCommonCrawl


text:
President and Vice-Chancellor
Reports and accountability
Strategic Academic Plan
University honours
Strategic Roadmap
In 2019, President Jean-Paul Boudreau, in wide consultation with the University community, established a strategic roadmap from which to frame the next stages of Mount Allison's development. The Strategic Roadmap lays out a direction for Mount Allison centred around four main pillars:
21st-century learning environment
community-minded university
student life, support, and wellness
strengthening academic opportunities
The Strategic Academic Plan — Liberal Arts for the 21st Century 2022-25 was approved by University Senate in February 2022. The plan was developed by faculty and academic staff with input from students and key staff members. The plan is divided in thematic areas and includes a total of 66 recommendations.
Strategic Academic Plan 2022-25
Alumni Engagement Strategic Plan
The vision, values, mission, tactics, goals, and objectives in the Alumni Engagement Strategic Plan 2022-2025 were informed by research conducted by the ad-hoc Alumni Engagement Strategic Plan Committee in spring 2022. Over 360 alumni participated in the consultation process with a heavy emphasis on recent graduates, Indigenous alumni, and volunteers.
Alumni Engagement Strategic Plan 2022-2025
Beginning with a single academy building, the Mount Allison campus has evolved and changed over time and currently includes 38 buildings on 72 acres.
In order to maintain and support the quality of the Mount Allison experience for current and future students, we must ensure the sustainability of our physical environment.
The Campus Master Plan helps establish priorities for campus infrastructure so we can move ahead with improvements in a planned way. It also seeks to determine and anticipate the University community's needs over the next number of years.
The current campus plan was completed in 2002 and updated in 2016-17. The update was developed with the assistance of a consultant whose expertise is in campus planning.
Campus Master Plan update — February 2017
Download the plan: Campus Master Plan update (pdf)
In 2015-16 and 2016-17 the University undertook an integrated planning process to assist and guide University planning and decision-making. This integrated planning process involves an overall Presidential Advisory Committee (PAC) and five working groups focused on academic matters, research, student affairs, advancement, and campus facilities.
The Presidential Advisory Committee drafted the following mission, vision, and values statement:
Mount Allison University is committed to learning, to creating and disseminating knowledge, and to engaging critically in the liberal arts, so that members of our community are prepared to make meaningful contributions as citizens in our community and the wider world.
Mount Allison University will enhance its position as one of Canada's best undergraduate universities through creative and innovative teaching and research. We will be a national leader in engaged, active learning.
Excellence and integrity: Individual and institutional goals are fully realized by empowering the members of our community (students, faculty, and staff) to apply the highest standards in all of their activities.
Academic freedom: Intellectual freedom, which includes both free inquiry and scholarly responsibility, is a foundation of quality education and scholarship.
Collegiality and University governance: We are committed to shared governance. This includes transparency and collegial processes involving members of our community.
Equity, diversity, and inclusion: In all aspects of our academic mission, we affirm our belief in the fair treatment of all persons. We embrace diversity, and we seek to ensure an educational and work environment that is inclusive for all members of our community.
Respect: We are a diverse community with different experiences and backgrounds, and we perform different roles in the university. Everyone at Mount Allison is to be treated with dignity and respect.
Community and connection: Personal relationships are central to the Mount Allison experience. These connections span the local — where the University is an important anchor in the community of Sackville and the Tantramar region — through the global, and are aimed at improving our world. Our relationships provide the basis for building and sustaining connections through our teaching, through our research and creative activities, and through our service and outreach.
Sustainability: We are committed to sustainability and stewardship. We are guided by the principle of intergenerational equity.
Facilities plans
The University's overall Campus Master Plan was completed in 2002 and divides the campus into three sections: the north side (north of Main Street), the south side (south of York Street), and a central campus area between York and Main Streets. The north side of campus is dedicated to large student residences and the University dining hall (Jennings Dining Hall), the south side to student life and student service facilities along with smaller residences, and the central section to academic and administrative facilities.
From 2002 to 2015 various projects were completed consistent with this master plan. This report is primarily focused on facilities planning related to the centre of campus.
The campus facilities working group — the Facilities Plan Advisory Committee (FPAC) — report is based on and informed by the work of the Presidential Advisory Committee along with the other working groups, plus interviews, town hall sessions, and data and reports concerning classroom and lab use. This report is also based on previous facilities plans along with support from an external consulting firm. The consultant's report is attached as Appendix A (pdf).
Space development and utilization at Mount Allison must first and foremost support the broad mission of the University. In addition to providing the best possible environment for students to reach their academic goals, adequate and well-maintained facilities help attract and retain students.
Building and maintaining facilities carries a significant cost. The facilities plan must take into account the quality and long-term sustainability of the physical space, the short and long-term financial implications of our space, and our environmental footprint.
Findings and recommendations
A. Campus Plan
Work completed by the FPAC with assistance from external consultants is based on the current Campus Master Plan. It is recommended that:
A1 this overall approach be maintained.
A2 the intimate and pedestrian nature of the campus be maintained with a people-first approach and with vehicle access restricted to the rear of buildings subject to the needs of emergency vehicles to access facilities.
A3 efforts be undertaken to improve and increase exterior directional signage and address signage issues inside buildings (eg: Wallace McCain Student Centre).
A4 campus signage be focused on the needs of visitors to campus, particularly potential students and their families.
B. Accessibility
For the purposes of this report accessible space can be thought of as space where everyone is afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services in an equally effective and equally integrated manner, with substantially equivalent ease of use. (Adapted from Resolution Agreement South Carolina Technical College System OCR Compliance Review No. 11-11-6002)
As noted in the consultant's report, a number of facilities are not physically accessible. The University is guided by its Accessible Facilities Policy (Policy 7610 – see Appendix C) in which larger or more significant accessibility projects are undertaken as part of overall facility renovations.
The academic and administrative facilities lacking barrier-free access include Avard-Dixon, Flemington, Hart Hall, Chapel, Owens Art Gallery, and Centennial Hall. In addition, only a portion of the Music Conservatory is accessible.
The FPAC recommends that:
B1 the University prioritize accessibility projects to academic facilities used by many students, faculty, and staff.
B2 stand-alone accessibility projects be considered with specific focus on all-gender washrooms and elevators/physical access. These projects would be in spaces that do not require a significant and complete upgrade in the near future. Consistent with this recommendation, it is recommended that design work for an elevator and one or more all-gender washrooms be completed for the Avard-Dixon Building and such a project be scheduled in the medium term.
B3 the University consider universal design, in addition to compliance with building codes, when planning and designing facilities projects. Universal design is an approach that creates environments designed to respond to the needs of the widest possible range of the population. [International Best Practices in Universal Design, Canadian Human Rights Commission (page 5)]
C. Classrooms and laboratories
The University has numerous classrooms and laboratories of varying quality and functionality.
Significant data concerning classroom and laboratory space was obtained during the Committee's work [see Appendix A (pdf)]. In order to make evidence-based decisions, data needs to be complemented with qualitative analysis. In the past, improvements to classrooms and laboratories have been implemented on an ad hoc basis or when an entire building has been updated.
C1 a separate teaching space committee, including various stakeholders, be established to ensure that classroom upgrades are completed in a planned manner designed to meet the current and future pedagogical needs of the University. This committee should work with existing committees, such as the Senate Teaching and Learning Committee.
C2 teaching space improvements be consistent with and support actions to increase experiential teaching and learning activities consistent with recommendations made by the other working groups.
C3 the University attempt to complete some classroom upgrades each year so each generation of students benefits from improved teaching facilities.
C4 not all classrooms be upgraded in the same way with the same resources. Rather than uniformity, the aim should be to provide classrooms of various types and sizes to suit the teaching and learning taking place at Mount Allison. This may mean certain equipment and resources are located only in certain classrooms, that some classrooms may receive more upgrades or more costly upgrades than others, or that some classrooms may not be upgraded at all.
D. Science facilities
The receipt of funding from the Federal Government's Post-Secondary Strategic Infrastructure Fund and related provincial funding has allowed the University to proceed with work in the Barclay Building as well as conversion of the Gairdner Building into a research and learning space. This is consistent with recommendations in the University's draft strategic research plan and with information from the Master Plan update summarized in Appendix C.
As this work progresses, and given the expected retirement of a number of faculty in the Department of Biology, it is recommended that:
D1 consideration then turn to the Flemington Building with a view of updating that space consistent with research needs, work completed in the Barclay Building, and the goal of improving physical accessibility.
D2 depending on the needs of our academic programs and researchers, a review of the functionality of the Flemington greenhouse be completed to determine if that space can be returned to its original purpose.
E. Library facilities
The Ralph Pickard Bell Library is in need of a refurbishment and replacement of building systems. No significant work has been completed in this space since it opened in 1970. The building's systems are past their expected life span and public spaces do not reflect current library design.
Updating the Library's systems and spaces while maintaining the Library's operations requires a phased approach covering a number of years. The entire building cannot be closed during construction. Instead, spaces in the library will be closed as they are renovated, and services and collections will need to be moved during phases of the project. It is anticipated that each floor will require one summer of intense work with additional work taking place from September to April. This would mean it could take five to six years of construction to complete the entire project.
It is recommended that:
E1 the draft space plan be confirmed to allow for design work to begin.
E2 the Library project be scheduled after completion of the Barclay and Gairdner projects, subject to availability of financial resources.
E3 the refurbishment of Library spaces centre around the Library's primary mission while accommodating, to the extent feasible, related functions. This reflects the Library's location in the centre of campus, the linkages between the Library's functions and other learning activities, and the fact the Library is open and staffed longer than any other facility at the University.
F. Student space
There are a number of unused common spaces in various buildings that offer the potential to become study and/or gathering places for students with the purchase of appropriate furniture. This is noted in Appendix B.
The FPAC recommends:
F1 the completion of the pilot project to purchase study-type furniture for common spaces in the Wallace McCain Student Centre. This project should include receiving feedback from students for incorporation into future projects, including work in the Library.
F2 identification and prioritization of further spaces that would benefit from the addition of furniture when significant modifications to buildings are completed (eg: the Library).
F3 a review of space currently occupied by the individual student mailboxes in the basement of the Wallace McCain Student Centre.
G. Other central campus facilities
The Committee recognizes that deferred maintenance and facilities challenges exist in other central campus buildings not specifically mentioned in this report. The FPAC recommends:
G1 building assessments and, as appropriate, design work should be completed for projects that can be accomplished while other larger projects are undertaken. Furthermore, having the assessment and design work completed in a proactive manner will assist in attracting funds should new fund raising or other opportunities arise.
H. Co-location and underutilized space
The Committee notes that there are departments that may benefit from being physically adjacent (eg: Modern Languages and Literatures with other Humanities departments and Computing Services with Facilities Management), that the University has underutilized space in some buildings, and that maintaining space requires significant financial resources. It is recommended that:
H1 co-location of departments be considered where such a change supports the overall goals of the integrated plan and is financially supportable.
H2 opportunities should be explored to remove the cost of some facilities from the Operating Fund by repurposing the building. For example, if Computing Services and the PCTC could be moved from the Bennett Building, that facility could be leased or otherwise used for an activity that would support the cost of the building, as has occurred previously.
I. Conclusion
Mount Allison's facilities range in age from three to 160 years old. Maintaining and adapting these facilities to best support the mission of the University is a continuous process. The intent of the 22 recommendations made in this document is to provide support and guide this process.
Appendix A (consultant's report — pdf)
Appendix B (Policy 7610 — Accessible Facilities Policy)
The Master Plan update report (Appendix A) provides information on both current use and the most appropriate use (fit for function) for a number of buildings. The following table provides a synopsis of that information.
Note: The report did not consider the Marjorie Young Bell Conservatory of Music or the Purdy Crawford Centre for the Arts. Both of these buildings are dedicated to a particular function, are suited to their current use, and there are no plans to change their use.
Optimal Use
Chemistry and Biochemistry department
Teaching and research labs, offices, and support space Laboratory space (teaching and research) related to "wet" activities
Sir James Dunn
Mathematics and Computer Science and Physics departments
Physics laboratories, offices, and support space
Common use classrooms
Common use computer lab "Dry" activities such as classrooms, offices, and dry research
Teaching and research labs, offices, and support space
Large auditorium space "Dry" activities such as classrooms, offices, and dry research activities consistent with cellular layout
Gairdner
Vacated in 2013 by Fine Arts department "Wet" lab spaces with requirement for large column-free spaces
Avard-Dixon
Faculty of Social Sciences departments
Social Science research space, offices, and support space
Common classroom space Dry activities such as office, classroom, seminar, and computational research
Psychology and Modern Languages and Literatures departments
Psychology and Modern Languages and Literatures research, teaching labs, offices, and support space
Animal research area (psych/bio), common classrooms, vacated offices and small cubicles, storage space Basement level best suitable for storage/ low usage.
Ground floor best suited to research, teaching, and office space.
Main floor suited to high-quality large and small teaching spaces. 2nd & 3rd levels most suitable to small instructional, office, and support space
Hart Hall
Focus small common classrooms, small Humanities libraries, offices, and support space for Humanities Best used for office and smaller meeting/seminar spaces
More about the Campus Master Plan
In 2002 the Board of Regents approved a Facilities Master Plan.
The plan helped:
ensure that maintenance and construction work would be carried out in a co-ordinated fashion
provide guidance on how to meet the University's evolving program needs
assess the condition of facilities and space requirements
The core of the plan was that the campus would be divided into three primary areas:
Residential area: Residences and the dining hall would be concentrated on the north side of campus
Academic area: The central block of campus would be dedicated to academic and administrative functions
Student life area: Student life facilities, such the student centre and recreation and athletic facilities, would be concentrated on the south side of campus
Projects completed to date
Renovations and new construction
Construction of Campbell Hall (2005)
Renovation and opening of the Wallace McCain Student Centre (2008)
Construction of the Purdy Crawford Centre for the Arts (2014)
Space rationalization
Administrative services consolidated in Centennial Hall
Student services consolidated in the Wallace McCain Student Centre
Fine Arts and Drama Studies consolidated in the Purdy Crawford Centre for the Arts
Hammond House restored as the President's residence and former President's residence sold
Since 2000, the following infrastructure has been decommissioned, is being maintained by a budget other than the operating budget (ex. Anchorage is now a residence and falls under the ancillary budget), or has been sold to a third party:
Allison Gardens (arena)
The Anchorage
Baxter House
Cranewood
Cuthbertson House
Hillcrest House
MacGregor House
Sprague House
University Centre
Current facilities and square footage
Academic, administrative, facilities, and recreation
Total square footage: 689,770
Building/facility Year built Square footage
Athletic Centre 1961 53,168
Athletic Centre trailers
(Social Sciences and Ron Joyce Centre for Business Studies) 1958 36,073
(Chemistry and Biochemistry) 1967 57,856
Bennett (Computing Services) 1956 10,246
(administrative offices) 1883 17,441
Chapel 1965 10,427
Colville House 1879 3,500
Convocation Hall 1966 48,563
Crabtree (Psychology, Modern Languages and Literatures) 1979 43,504
Daycare 1954 3,150
Facilities Management 1931 4,144
Fawcett Building 1960 5,732
Flemington (Biology) 1931 32,008
Gairdner (research facility) 1965
Hammond House (President's residence) 1896 10,025
Hart Hall (Arts) 1910 38,000
Heating plant 1931 2,583
Marjorie Young Bell Conservatory of Music 1966 31,165
Owens Art Gallery 1895 22,545
President's Cottage 1857 6,468
Purdy Crawford Centre for the Arts (Drama and Fine Arts) 2014 52,000
Ralph Pickard Bell Library 1970 76,243
Sir James Dunn Building (Aviation, Physics, Math & Computer Science) 1957 36,154
Wallace McCain Student Centre 1944
Wetlands Research Facility 2000 4,807
Residence buildings
Residence Year built Square footage
The Anchorage 1893 5,434
Bennett House 1958 18,660
Bermuda House and Hammond Studio 1920 9,196
Bigelow House 1958 18,660
Campbell Hall 2004 64,000
Carriage House 1893 3,300
Edwards House 1968 19,883
Harper Hall 1964 57,150
Hunton House 1958 18,660
Jennings Hall 1965 22,000
Pavillion Bousquet (Monastery) (closed) 1920 9,200
Thornton House 1969 20,310
Windsor Hall 1962
The Senate Research and Creative Activities Committee developed the University's Strategic Research and Creative Activities Plan, which was approved by Senate on Nov. 15, 2016 and most recently updated in September 2021.
The plan identifies:
strategic objectives and action items to increase the capacity for research and creative activity success at Mount Allison University
strategic areas of research intensity and emphasis which guide future nominations and appointments in the Canada Research Chairs (CRC) program and which justify future investments through the Canada Foundation for Innovation (CFI)
The plan also outlines areas of research intensity and emphasis — thematic areas where Mount Allison has a critical mass of researchers and impact or where there are latent and emerging opportunities.
Strategic Research and Creative Activities Plan 2021
» Strategic Research and Creative Activities Plan (pdf)
Intro and mission, vision, principles, and values
Mount Allison University is known for excellence in teaching and high quality, well-rounded liberal arts and sciences education for undergraduate students.
At the same time, our researchers are well-respected for their research and creative contributions in the arts, humanities, social sciences and sciences, and in the fine arts, music, and drama.
Mount Allison University recognizes that continued excellence in teaching and research is best achieved through proactive and sustained efforts to identify and eliminate barriers that would otherwise limit full participation of our community members.
One aspect of this is the provision of exceptional experiential learning opportunities for our students which is directly correlated to a safe, supportive, diverse and inclusive learning environment.
This not only ensures that our future leaders are capable of responding intelligently and compassionately to global challenges, but it also further stimulates innovative and impactful research and creative activities for which Mount Allison University is well known.
This plan serves two purposes. First, it identifies strategic objectives and action items to increase the capacity for research and creative activity success at Mount Allison University. Second, it identifies strategic areas of research intensity and emphasis which guide future nominations and appointments in the Canada Research Chairs (CRC) program, and which justify future investments through the Canada Foundation for Innovation (CFI).
The creation of new knowledge — ideas, theories, practices, solutions, works of inspiration — distinguishes universities from other forms of education and learning. Mount Allison University is committed to excellence in research and creative practices, to the support of our researchers and students in the pursuit and dissemination of new knowledge and creative activity, and to the development of the next generation of researchers, creative artists, and leaders. This mission is rigorously supported by providing:
A safe, supportive, and inclusive environment that encourages full participation from a diverse complement of faculty, staff and students.
Internal research and creative activity grants for faculty and librarians.
Conference travel funding support for faculty and librarians.
A generous professional development allowance for faculty and librarians.
Options for regular full and half-year sabbaticals for faculty and librarians.
Early career release from teaching for one semester.
Course releases for the express purpose of conducting research.
Dedicated funding support for fine and performing arts projects.
Internal research and creativity grants for students.
Experiential learning and travel funds for students.
Strategic infrastructure investments through the Canada Foundation for Innovation.
A vibrant teaching centre connecting research, creative practice, and teaching pedagogy.
Mount Allison's long history and tradition of liberal arts and science education support a diversity of research, creative, and professional activities within its faculties. Creative practice, theoretical and applied research, community-based research, and research relating to arts and culture, public and social policy, social structures, and scientific discovery provide many opportunities for researchers and students to engage in contemporary issues across all disciplines, from both established and innovative approaches to the acquisition and dissemination of knowledge. As a small undergraduate university Mount Allison offers a special relationship between research and teaching, and a unique context for research and creative activity collaboration and partnerships across disciplines.
Moving forward, Mount Allison envisions that research and creative activity at the university will:
Engage researchers and students in a variety of scholarly activities that produces new knowledge and creative outputs.
Make a recognized and valued difference in the world around us.
Raise the external research reputation of the university.
Increase the profile of our researchers and creative artists.
Strengthen existing, and lead to new, collaborations regionally, nationally, and internationally.
Support efforts to provide international experiences for researchers and students.
Attract high quality faculty, librarians and students from Canada and around the world.
Attract increasing amounts of monetary support from granting programs, governments, communities, and foundations for all types of research and creative activities.
Principles and values are the foundation for identifying and acting on strategic priorities in pursuit of our research and creative activities vision. These principles and values also provide orientation to the ways in which our researchers pursue their research and creative activities.
At Mount Allison, research and creative activities:
Inform our teaching and pedagogy.
Our classroom experiences are enriched when our researchers bring their research findings and creative outputs into the teaching and learning environment. Students benefit from the latest work of their professors and librarians, and are fueled by their passion and knowledge.
Provide opportunities for undergraduate students to engage in research and creative processes and outputs.
Researchers engage their students in the pursuit of new knowledge and in the creation of new artistic outputs. They provide training and development opportunities not typically available to undergraduate students at other universities.
These opportunities present students with enriched experiences that lay the foundation for graduate school or meaningful work after graduation, and that contribute to the development of the whole person.
Furthermore, the opportunities afforded to undergraduate students provide Mount Allison University with a competitive advantage in recruiting the best and brightest students from around the world seeking an enriched undergraduate experience.
Extend and enhance our external reputation.
The reputation of our research and researchers at Mount Allison is enhanced by each success in funding competitions, by the presentation and publication of findings, by the production of art, music, and drama, and by the development of scientific, community-based, social policy, and public policy solutions to pressing problems. This reputation extends to other aspects of the university and contributes to efforts to recruit new faculty and students.
Have impact on our society through dissemination to relevant audiences.
Researchers and students present their findings and their art, music, and dramatic productions, to many different audiences. We have impact in communities, in government, in society, and within disciplines. Our research and creative activities generate recognition by external audiences.
Are supported by University investments that build the capacity of both researchers and students.
The University makes strategic investments of operating funds, research funds, and infrastructure funds to support researchers and students in accomplishing their research and creative activity objectives.
Researchers across most disciplines require equipment, software, datasets, information-based resources, and other "tools" (infrastructure) to carry out their research and creative activity programs. Ongoing and new investments will be needed to sustain and grow the capacity for quality research and creative activity outputs, to continue to offer a competitive environment for researchers, and to provide meaningful student experiences.
Maximize the use of resources through collaborative and interdisciplinary approaches.
Owing to its size and undergraduate focus, Mount Allison offers researchers the opportunity to engage in interdisciplinarity or multidisicplinarity, and collaboration, both on campus and externally. New insights, perspectives, and knowledge can be gained from collaborative processes. In many cases, research and creative activities have a higher impact when done jointly with others, including with those at Mount Allison and with those at other institutions and in other organizations and communities. The collaborations benefit from interdisciplinary and multidisciplinary perspectives to address complex problems or to present unique, creative interpretations of our society.
Strategic objectives and priorities
Over the next five years, Mount Allison University will implement actions associated with strategic objectives that will improve the capacity for, and move the University closer to achieving its vision for, research and creative activities.
Our strategic plan recognizes that there are many different approaches to research and creative activity.
Some researchers work alone, while others work in collaborative teams with colleagues on campus and/or at other universities. Some research programs require performance, creation, and laboratory spaces and equipment, while others require access to field locations near and far; all require access to information resources.
Our strategic plan further recognizes that some of our science-based research programs provide opportunities for integrating graduate students owing to the presence of a science-based Master's degree program, and that researchers in the arts, humanities, social sciences, and in some sciences do not have access to graduate students on campus and some of them choose to engage graduate students from other institutions. (Note: The central role of undergraduate students in research and creative activities is articulated in the Principles and Values section and most, if not all, researchers at Mount Allison University engage undergraduate students in one way or another in their research and creative activities.)
Regardless of the discipline, subject matter, and resource requirements and use, all activities are valued and contribute to our collective knowledge and development.
Institutional environment
1. Objective: Enhance and extend the external perception of Mount Allison University to one that excels in arts, social science, and science research.
a. Action: We will increase efforts to use both traditional and social media platforms to share stories of research and creative activity opportunities, experiences, outputs, and outcomes.
b. Action: Create "research and creative activity" links for prospective students on the University's website as a means to support recruitment of new students.
2. Objective: Encourage and support, where appropriate, multi-, cross-, and inter-disciplinary collaboration, both on campus and externally.
a. Action: The Office of Research Services will co-ordinate and/or implement workshops and development sessions focused on these methodological approaches.
b. Action: The Office of Research Services will identify and provide access to funds that can be used for networking and collaboration development.
3. Objective: Support faculty, librarian, and student efforts to share research results and creative activities with both academic and non-academic audiences.
a. Action: Libraries and Archives will create repositories that meet national policy standards for open access publishing and for open data.
b. Action: Libraries and Archives, and the Office of Research Services will provide ongoing information sessions and support for researchers in complying with open access and open data policy requirements.
c. Action: Researchers will make use of open access and open data repositories.
d. Action: Marketing and Communications, with the Office of Research Services, will offer regular training opportunities for researchers and students for media engagement, developing relationships with knowledge mobilization intermediaries, social and public policy engagement, and more general knowledge mobilization activities.
e. Action: Expand the range of social media streams used to promote research and creative activity outcomes of researchers and students.
Researcher capacity
1. Objective: Enhance the unique Mount Allison environment in order to attract and support postdoctoral fellows who have their own funding (Tri-agency postdoctoral funding, or equivalent) to come to Mount Allison University.
Postdoctoral fellows have the potential to play an important role within research programs headed by our researchers, regardless of the discipline. This is especially the case in the arts, humanities, and social sciences where no graduate programs exist. The opportunity to make a difference in teaching activities and research programs at a small university can be extremely attractive.
a. Action: We will provide a small research stipend and reasonable office space to each postdoctoral fellow who comes to Mount Allison University with their own external funding.
2. Objective: Create a fund for providing matching funds to researchers who wish to attract and financially support a postdoctoral fellow to work within their research program.
The internal funds may come from existing sources or from new sources of funds through donors. These postdoctoral funds will support research-intensive postdoctoral appointments and will be complementary to the existing McCain postdoctoral fellowships.
a. Action: University Advancement will seek funding for postdoctoral support as part of its list of fund raising priorities.
3. Objective: Leverage the Marjorie Young Bell Faculty Fellowship program to provide research and creative activity resources in a strategic manner to position promising early career scholars for success in external funding programs.
This program provides additional support for promising early career researchers to rapidly enhance their productivity, to leverage external funding support, to obtain success in external funding programs, and to lay the foundations for possible nomination for a Canada Research Chair or other externally funded chair positions.
a. Action: The Research and Creative Activities Committee will review the current fellowship to ensure that it meets the strategic objectives of the university, and make recommendations, if necessary, for enhancement.
4. Objective: Evaluate the appropriateness of the current tuition and funding model for graduate students to reduce the overall financial burden of faculty members to support graduate students.
Even with the relatively small size of the graduate studies program at our University, graduate students at the Master's level play an important role in the success of many research programs. Finding adequate financial support for all potential graduate students who might be admitted to our programs can be challenging.
a. Action: The Graduate Studies Committee will review and act on recommendations from the 2016 external review of the Graduate Studies Program, with a view to finding sustainable and cost-effective solutions for graduate student funding support.
5. Objective: Encourage and support faculty and librarians to seek adjunct appointments at other institutions in order to expand their capacity for accessing specialized information and collections, including research resources and supports not available locally, and for expanding the possibilities for supervision and training of students and others at all levels.
6. Objective: Build capacity in arts, humanities, and social science areas identified as having research intensity or emphasis by making strategic use of the SSHRC Institutional Grant program.
a. Action: The Research and Creative Activities Committee will develop a multi-cycle planning approach to build capacity in identified areas (priority will be given to those found in the Areas of Research Intensity and Emphasis) on a rotational basis, every three years. Subject to specific proposal development, each application will strive to include resource allocations for faculty projects, student projects, capacity building and training activities, and knowledge mobilization activities.
Infrastructure and funding
1. Objective: Attract researchers with an interest in innovative and creative approaches to critical inquiry and who value the integration of research, creative activity, and teaching in an undergraduate university setting.
a. Action: We will evaluate the adequacy of the current funding model for startup funding support. Appropriate stakeholders (including tenure-track faculty members hired since 2010) will be engaged in the evaluation.
b. Action: We will access NBIF Talent Recruitment funding support for new tenure-track appointments in sciences.
c. Action: New tenure-track appointees who require equipment and infrastructure will be provided with a reasonable allocation from our CFI John Evans Leaders Fund, and will be expected to utilize a portion of their startup funds, where necessary, to secure the necessary matching funds.
2. Objective: Develop a policy (and associated guidelines and processes) to manage, in a strategic manner, the distribution of internal funding support for research equipment, software and infrastructure.
a. Action: The Research and Creative Activities Committee will develop this policy.
3. Objective: Strengthen financial resources to invest in the upgrading of existing research and creative activities infrastructure, and to support the leveraging of financial resources for investments in new infrastructure.
a. Action: We will make strategic and effective use of the CFI Infrastructure Operating Fund to respond to needs for repairs and upgrades to CFI-funded equipment.
b. Action: Internal and external sources of financing will be sought for dealing with non-CFI-funded research equipment, software, and infrastructure that may require repairs, upgrades, or replacement.
c. Action: The Office of Research Services will work with University Advancement to identify external funding sources to support new investments in research equipment, software, and infrastructure.
4. Objective: Identify and support a solution that provides enhanced and improved facilities for biology, biochemistry, chemistry, and environmental science research.
It is acknowledged that the Barclay and Flemington buildings are aging and do not provide optimal space for research labs, owing in part to the fact that core internal systems, such as ventilation and electrical, are at maximum capacity, and that some spaces that were never designed for some types of laboratory use or equipment installation are being used with less than maximum efficiency.
a. Action: Through the Campus Master Plan process, investments in existing buildings that can address the pressing limitations, or a new science building, will be considered.
i. Update: Supported in part by the Government of Canada's Post-Secondary Strategic Investment Fund (SIF) program and the Province of New Brunswick, extensive renovations to the Gairdner and Barclay Buildings have been completed. The Gairdner Building now serves as a research facility focusing on life and environmental sciences, while the labs and classrooms of the Barclay Building have been modernized for improved accessible research space for students, faculty, and staff members.
5. Objective: Enhance and strengthen the role of the Libraries and Archives in support of the research mission of the University.
Libraries and Archives is committed to supporting the teaching and research needs of faculty and students. Librarians work to ensure researchers and students have access to the best information resources possible.
The Libraries and Archives was not originally intended to serve as a research library; its focus has traditionally been in support of the teaching mission of the University. The increasing emphasis on research, accompanied by the differing information needs of research and teaching and the rising cost of information resources, has highlighted the need for increased support for library and information resources.
a. Action: The Libraries and Archives will undertake a campus-wide consultation to seek input on its roles in support of both the teaching and research and creative activity missions of the University. This consultation will identify existing and potentially new or different support roles, and the required financial and staffing resources to succeed in those roles.
b. Action: The Libraries and Archives will promote its unique, special, and local collections and archival fonds, any of which might be used by researchers and students for new areas of inquiry. It will support the availability of specialized resources such as statistical databases provided through the Data Liberation Initiative.
The undergraduate experience
1. Objective: Leverage the Independent Student Research Grant (ISRG) program for recruiting new students to attend Mount Allison University, and ensure the program has adequate financial resources to be sustainable.
The ISRG program provides a unique opportunity for 45-50 students with third-year standing to receive their own research grant to pursue their own research or creative activity project. These opportunities are in addition to research opportunities available to students through other means, including, but not limited to, paid research assistantship positions through research grants held by faculty.
a. Action: The Research and Creative Activities Committee will review the number, value, and distribution of awards every three years to ensure that the program continues to provide meaningful experiences for students and their mentors.
b. Action: The ISRG program will be promoted as part of the opportunities presented to prospective students during recruitment activities and in recruitment information resources.
2. Objective: Expand the profile of the Office of Research Services as a source of information and support for students.
a. Action: We will create "research and creative activity" links for current students on the University's website.
b. Action: The Office of Research Services will work with the Mount Allison Students' Union and student societies to develop a plan for building awareness among students about the role of the Office in support of undergraduate research and creative activities.
c. Action: The Office of Research Services will offer information sessions and workshops aimed at second and third year students on funding support, ethics, responsible conduct of research, grant writing, CV development.
It is recognized that individual strategic objectives and priorities do not necessarily apply to all researchers or to all programs of research or creation; this does not preclude researchers from pursuing their goals or from accessing internal research and creative activity program supports. Acting on these strategic objectives and priorities will lead to the following outcomes:
Researchers will achieve greater success in advancing their individual and collective research and creative activity programs.
Researchers will achieve greater success in accessing funding they may seek for their research and creative activity programs.
New knowledge and creative outputs will have been produced and will have made a difference.
The external (national and international) research and creative activity reputation of the University and its researchers and artists will be enhanced.
Research and creative activity infrastructure will be enhanced.
Students will have meaningful opportunities to discover and learn research and creative activity skills.
Students will be prepared for future graduate studies and for careers in the private, public, and non-governmental sectors.
Areas of research intensity and emphasis
Mount Allison University's Areas of Research Intensity and Emphasis reflect thematic areas where we have a critical mass of researchers and impact, or where there are latent and emerging opportunities on which researchers can build. These are also areas where future Canada Research Chair appointments, and future Canada Foundation for Innovation investments, will be made.
Our Areas of Research Intensity and Emphasis are framed by two broad conceptual areas: quality of life and human endeavour. Indeed, all of the research and creative activities at Mount Allison University contribute to an improved quality of life on campus and in society, and represent significant contributions to society through various human endeavours.
Quality of Life examines how we understand the world around us and identifies the underlying factors that lead to a better quality of life for all.
Human Endeavour drives culture and humanity forward, pushing the boundaries of scientific exploration and creative pursuits. We seek an understanding of our world and human experience from a variety of approaches, including creative practice and critical analysis, and testing the limits of our current understanding.
The areas of research intensity and emphasis are listed below in alphabetic order.
Researchers make use of two key laboratories and several outdoor field sites to explore issues related to habitat change, species health and development, and much more. These critical research programs contribute significantly to our understanding of how changes in our environment have real life impacts on species, livelihoods, and communities.
Citizenship, Culture, and Civil Society
Researchers investigate who we are as citizens, about our place in the world, and the personal, human, economic, political, and structural conditions which shape our interactions with each other. These explorations take place at many different scales — local, regional, national, and international — and in historical and contemporary time periods. Social justice, gender, culture, Indigeneity, social inclusion, and political power and resistance are key issues that inform these interactions and explorations.
One area is clustered around phytoplankton research; members from several departments investigate key issues associated with climate change by examining how this key element of the ocean's composition responds to, and changes with, changes in our climate.
Another area is clustered around coastal changes and resource use and protection, and corresponding community and government policy and program response. Researchers explore the intersection of science and human activity, and develop community and government response options.
Creative Practice and Performance
Our fine arts, drama, and music programs draw exceptionally talented students who are motivated by the creative works of our award-winning researchers and creative artists.
The fine arts and drama programs are supported by a new, state-of-the-art teaching and production space within the Purdy Crawford Centre for the Arts. The fine arts program benefits from the presence of the oldest university-based art gallery. The drama program creates high quality productions which challenge society's thinking about economic, social, and environmental issues.
Music teaching and production is located in the Marjorie Young Bell Music Conservatory, a music-dedicated space for performance, teaching, and student practice. Our music faculty mount performances in multiple genres, create high-quality audio and video recordings, and contribute to current Canadian musical discourse through many channels.
Health and Aging
Researchers examine how we manage our individual health, how we age and how our systems respond to needs — whether we are talking about our physical health, our mental health and well-being, our individual and collective program supports for an aging population, or end-of-life care issues.
Our researchers explore how we are recognizing, accommodating, and integrating those with disabilities — physical, cognitive, and other — as part of a comprehensive and holistic examination of society.
As we are challenged to develop new solutions to our environmental challenges and energy needs, our researchers explore the creation of new materials and processes that can offer necessary and sustainable solutions to these pressing problems.
These processes include developing greener routes to more effective anti-bacterial and anti-cancer treatments, developing better materials for devices, and understanding how current materials can interact with different environments (natural and/or biological).
Innovation and creativity, and the engagement of talented undergraduate students, are the foundations of the ongoing search for new solutions.
Researchers across many disciplines link their research and creative activity outcomes with their teaching curricula, providing undergraduate students with unique and grounded learning experiences.
Many engage in purposeful and reflective research on their own teaching as a way of improving the student experience and enhancing student learning. As a small institution with a focus on high-quality undergraduate experiences, we are poised to be leaders in the field of scholarship of teaching and learning.
Visual and Material Culture
Our world is full of objects and artifacts of our existence here on earth; our researchers take unique approaches to the telling of relationships between people and what they have created. The story of the making, history, preservation, and interpretation of objects in many different temporal periods and cultural settings is fertile ground for our researchers and creative artists.
The University archives hold a unique collection of materials from across the disciplines and offer many interesting possibilities for in-depth research, and the Owens Art Gallery holds a vast collection of visual material that is incorporated into many teaching and research and creative activity programs.
Strategic use of CRC and CFI allocations
Strategic use of Canada Research Chair allocations
Our Canada Research Chairs allocations are used to build a diverse and inclusive research enterprise across the campus. Our nominations for Chairs are designed to build on our Areas of Research Intensity and Emphasis, as outline above, and to foster cross-disciplinary collaborations.
We will continue to use a hybrid approach for identifying and nominating Chair appointees:
Selective internal appointments coupled with new bridging faculty appointments made possible by the liberation of salaries.
Selective nomination of externally recruited researchers, where opportunities, resources and circumstances permit.
Collegial discussions in association with other University processes will continue to be used to identify the focus/theme (within one or more of our areas of research intensity and emphasis) of any new nomination, and to determine if such a nomination would involve an internal nomination, an external recruitment and nomination, or a combination of the two.
Our processes for new nominations will adhere to University tenure-track hiring practices, which include provisions to address employment equity, diversity and inclusion. Our efforts will meet or exceed the equity, diversity and inclusion requirements of the Canada Research Chairs program, and will be informed by best practices in these areas.
As of March 2021, our current Canada Research Chairs are as follows:
Tier 1, Phytoplankton Ecophysiology (expires April 30, 2025)
Tier 1, Green Boron Chemistry (expires Nov. 30, 2025)
Tier 2, Intercultural Encounter (expires April 30, 2022)
Tier 2, presently vacant; an external recruitment and nomination is currently underway
Strategic use of Canada Foundation for Innovation allocations
We will continue to use our Canada Foundation for Innovation funds to primarily support the needs of Canada Research Chair holders and researchers working in tandem with them. We will also provide new tenure-track appointees who require equipment and infrastructure with CFI allocation support. These approaches will permeate benefits across the institution and enhance our research capacity and profile.
Plan approval, review, and update
This strategic plan was developed by the Senate's Research and Creative Activities Committee and adopted by Senate on Nov. 15, 2016. It is a living document and will be reviewed and updated regularly, at least once every two years, by the Research and Creative Activities Committee. This plan was last updated in September 2021.
Student Affairs Strategic Plan
The Student Affairs Strategic Plan was established in 2016.
Mission statement and guiding principles
Work collaboratively to provide supportive and challenging experiences that lead to the holistic development of students.
Purpose and guiding principles
Complement and reinforce the academic mission through innovative learning support programs
Individually and collectively embrace diversity and support inclusion
Open up the dialogue about health, wellness, and mental health
Support the growth of co-curricular, experiential, and service learning
Challenge students to become leaders as local and global citizens
Facilitate mentorship opportunities for students to actively participate in research and creative activities
Offer enriching international experiences and study abroad options
Become identified as a destination of choice for international students and scholars
Enable students to pursue their studies through proactive and responsive academic, financial, and social support
Contribute to a well rounded, positive student experience
Work collaboratively with faculty and staff to support the Student Affairs mission
Support the social, cultural, spiritual, academic, and leadership development of students
Foster and ensure a safe and respectful campus
Student recruitment and retention
A multi-year Strategic Enrolment Management Strategy
Identify barriers and build student persistence
Outreach strategies for aboriginal, first generation, transfer students
Develop an internationalization strategy
Scholarship and Financial Aid Impact Assessment
Develop an integrated marketing and recruitment plan
Retention analysis and framework
Develop a plan focusing on first year retention
Retention of Meighen Centre students
Analyze enrolment trends and prepare enrolment projections based on institutional and external data
Work with alumni on recruitment initiatives
Collaborate with faculty on recruitment
Work with Athletics on recruitment and retention
International recruitment — student mobility
Analyze impact of scholarship and financial aid on conversion and retention
Work with Marketing and Communications and Admissions on a national, regional and international recruitment plan
Work with Early Alert Advisory Group on retention initiatives
Introduce Students of Concern Case Team
Data generation and analysis by Institutional Research & Enrolment Analysis (IA) and Financial Services
Co-ordination of activities between Admissions and alumni
Identify specific program areas for recruitment
Work with indigenous affairs co-ordinator and departments on outreach initiatives
Identify target markets
Measures of success
Strategies and tactics to be implemented in 2015-2016 and beyond
Achieve enrolment targets
Improved retention rate for first year students
Improved retention for international students
Improved support services and retention
Data used to inform strategy and decision-making
Number of engaged alumni and prospective students
Increased prospects and applications
Achieve goals as outlined in Athletics Strategic Plan
Improved access for students
A diversified international student population and expanded international activities
Financial support contributing to recruitment, retention, and student success
Support student success and academic progression
Co-ordination, collaboration, and sustainability of academic support services
Contribute to experiential education
Support student mobility and international experiential learning opportunities
Profile student research in recruitment messages
Online modules for academic support and academic integrity
Support academic accommodations for students with disabilities
Analysis of academic progression and graduation rates
Develop a model for academic support services
Assist students with skills acquisition
Student support and faculty liaison
Academic advising and Student Affairs to develop a model for academic support services
Career services co-ordinator to work with academic departments
International Affairs to liaise with academic departments on new international initiatives
In collaboration with academic support services provide students with access to support online
Interventions designed to support student success.
Student-centered services, programs, and resources to support academic success
Increased participation and skills enhancement in experiential learning opportunities
Expand selection of international options for students, faculty, and staff
Enhanced profiles of student-faculty interactions
Student-centered online resources to support student success
Enhanced awareness of resources for students with disabilities
Integrated extracurricular experience
Develop integrated reflective, extracurricular learning experiences
Support diversity and inclusiveness programming
Align student programming with the President's Speaker Series
Comprehensive health, wellness, and mental health strategy
Design Orientation and training sessions on themes of inclusion and diversity
Involve residence students, MASU clubs in the key themes
Accessible resources and programs for health and wellness
Inventory and tracking of experiential learning opportunities
Improved NSSE results
Increased student participation in President's Speakers Series
Recommendations for mental health implemented
Faculty experience, teaching, research service
Collaborate with faculty on co-curricular and experiential programming
Engage with faculty in supporting the classroom experience
Support volunteer and service-learning
Promotion of academic support services
Match students with opportunities
Create incentives for experiential learning
Resources for dealing with complex student cases (mental health, accommodations)
Enhanced community engagement amongst students
Greater awareness and utilization of resources
Increased student participation
Alignment of Students Affairs programs with academic mission
Organization and capacity for sustainability and quality
Identify external sources of funding and potential donors
Engage MASU in priorities
Review services for effectiveness and efficiency
Quality and sustainability in Student Affairs services and programs
Identify student needs and recommendations
Assess what we should stop, keep, change, or start
Additional external resources to support Student Affairs goals and priorities
Engaged students and student satisfaction
Assessment of Student Affairs programming
Governance accountability performance
Introduce performance review and planning within Student Affairs
Conduct NSSE survey
Policy and protocol development
Performance metrics aligned with the strategic statement
Use tools to set goals and monitor performance
Measure student engagement
Review and revise student governance, sexual assault policies
Develop students of concern, crisis management protocols
Further develop risk management processes (student events, students at risk, judicial processes)
Develop and report on performance measures and benchmarks for Student Affairs units
Clearly articulated plans, ongoing assessments
Mitigate risks and outline transparent policies and protocols
Continuous improvement through assessment and evaluation
Internationalization Strategy (pdf)
Student Affairs Mental Health Strategy (pdf)
Student Affairs Mental Health Strategy Progress Report (pdf)
Student of Concern Protocol (pdf)


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Elkhart County Living Magazine
The Hart News
The Hart Magazine
Goshen, IN (46526)
A mix of clouds and sun early followed by cloudy skies this afternoon. High around 35F. Winds SSW at 10 to 20 mph..
Overcast. Low 29F. Winds S at 5 to 10 mph.
Jeanette Hess of Goshen is assisted by Goshen paramedics Thursday morning after she was struck by a car while in the crosswalk at Fifth Street and Lincoln Avenue.
Roger Schneider | The Goshen News
POLICE NEWS: Vehicle strikes pedestrian in downtown Goshen
THE GOSHEN NEWS
A pedestrian was injured Thursday morning when she was struck by a vehicle while walking in downtown Goshen.
According to a report, a 2015 Toyota Corolla driven by Evan Bennet, 23, of Goshen, was traveling north on Fifth Street and turned left onto Lincoln Avenue around 8:30 a.m. Bennet told police he began his turn and did not see Jeanette Hess, 79, of Goshen, crossing due to his door frame. Bennet's vehicle struck Hess, who complained of hip/upper leg pain. The report indicates no citation was issued.
Elkhart police were dispatched to Caribbean Auto Spa, 2623 S. Nappanee St., around 7:21 p.m. Thursday in reference to suspicious activity. According to a report, a woman, her 8-year-old daughter and 4-year-old son were cleaning a vehicle.
The mother looked over to see a white man, believed to be between 60-70 years old with a gray beard and pock marks or scars on his cheeks, in a late-'90s GMC Safari van. The man was sitting in the driver's seat of the van and had his arm out the window with candy in his hand, talking to the children. The mother yelled at the man, and he drove off.
Anyone with information regarding the suspect or vehicle is asked to call EPD detectives at 574-389-4728, the department's main line at 574-295-7070, the tip line at 574-389-4777 or email tips@elkhartpolice.org.
An employee of Forest River, 3010 College Ave., reported to Goshen police vandalism to the business around 6:42 a.m. Thursday.
Michael Essig, Goshen, reported to Goshen police fraudulent use of his credit card around 1:06 p.m. Thursday.
Carolyn Borntrager, Goshen, reported to Goshen police the theft of a package in the 100 block of Roxbury Park around 5:27 p.m. Thursday.
• Mariana Nicasio, 24, 410 W. Main St., Niles, Michigan, was arrested and jailed by Goshen police around 2:25 p.m. Thursday on a charge of operating a vehicle while intoxicated after officers responded to a report of a suspected drunk driver at McDonald's, 1706 Elkhart Road.
• Kevin Reiff, 34, 357 E. 300 South, Warsaw, was arrested and jailed by Goshen police around 4:12 a.m. on a charge of being a habitual traffic violator following a traffic stop in the 2400 block of Kercher Road for operating with expired plates.
• Crystal Moffatt, 30, 525 Clarinet Blvd. W., Elkhart, was arrested and jailed by Goshen police around 10:10 p.m. Thursday on a charge of domestic battery in the presence of a minor after police were called to her residence in reference to a fight.
React to this story:
Evan Bennet
Jeanette Hess
HAVENS, Billy Nov 28, 1935 - Jan 18, 2020
NICHOLS, Opal Apr 21, 1916 - Jan 18, 2020
TABOLT, Christopher Feb 22, 1956 - Jan 18, 2020
SHIELDS, Jeffery Mar 15, 1961 - Jan 18, 2020
HELMUTH, Marlin Sep 24, 1951 - Jan 20, 2020
SHIPSHEWANA [mdash] Marlin J. Helmuth, 68, Shipshewana, died at 11:37 a.m. Monday, Jan. 20, 2020, at his residence. He was born Sept. 24, 1951, in Nappanee, to Oscar and Barbara (Yoder) Helmuth. On Oct. 14, 1975, in Middlebury, he married Katie S. Wingard. She survives. Survivors, in additio…
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text:
Gays Protest Being Forced Out of Bars and Onto Street
Patrons of Sydney's Oxford Street are this week said to be in discussions with Mardi Gras organisers to re-theme the city's annual pride parade, following new opening hours restrictions put in place by the O'Farrel government. If adopted the new theme will see the thousands of marchers unite in cries of "Off of the streets, and into the bars!" as a harsh criticism of the government's actions.
The O'Farrel government has been forced to strenuously defend its plans, following criticism that locking people out of popular gay venues in the early hours of the night was probably not going to reduce the incidence of people getting beaten up in the street. "We all focus on those 95% of gay bashings in Oxford Street that happen outside of gay bars, without ever addressing the fact that a whole 5% occur inside these bars," said one government spokesman, "and frankly I think the gay community should be applauding us for finally doing something about that."
However the government has since made some direct concessions to the LGBT community in their plans, pledging to reduce the number of police at this year's Mardi Gras, as their own personal contribution towards reducing street violence against gay teens.
This Sauce report originally aired on 2ser FM as part of the 2014 Mardi Gras special.


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The Breakfast Club (Haircuts)
The Breakfast Club (Light Despite The Darkness)
Pondering the Pundits
By TMC in Opinion
Pondering the Pundits" is an Open Thread. It is a selection of editorials and opinions from around the news media and the internet blogs. The intent is to provide a forum for your reactions and opinions, not just to the opinions presented, but to what ever you find important.
Thanks to ek hornbeck, click on the link and you can access all the past "Pondering the Pundits".
Follow us on Twitter @StarsHollowGzt
Preet Bharara: The Wrong Justice Department Official Lost His Job This Weekend
The attorney general, Bill Barr, undermined the rule of law by forcing out Geoffrey Berman, the United States attorney in Manhattan.
President Trump has long made clear that, for him, "rule of law" is a limited-utility slogan. By word and deed, he has demonstrated his belief that the law and its instrumentalities exist to serve him, personally and politically.
He has pressured individuals and institutions to pervert their usual independent government missions to comply with a mandate of pure self-interest to protect the president's friends and pursue the president's adversaries. This explains Mr. Trump's ire at his former attorney general, Jeff Sessions, for recusing himself from the Russia investigation; recusal made the protection part of the mandate harder to accomplish. [..]
Mr. Trump's latest domestic political errand involves the office I led for almost eight years — the United States Attorney's Office for the Southern District of New York in Manhattan, commonly known as S.D.N.Y., a place where politics is supposed to be off limits. The United States Attorney Geoffrey Berman was fired on Saturday in a manner and under circumstances that warrant criticism and scrutiny.
Jennifer Senior: America's Wannabe Autocrat Is in the Home Stretch. How Worried Should We Be?
Beware a despot when he's cornered.
Two weeks ago, I wrote that perhaps, at long last, we had reached a tipping point in Trump's popularity, and I stand by it. On Thursday, a poll conducted by Fox News (Fox!) showed him trailing Biden by 12 percentage points; the Tulsa arena hosting his comeback rally on Saturday was two-thirds empty. The man is ripe for the ultimate "Downfall" video. Especially given his recent sojourn in an actual bunker.
Yet it's precisely because Trump feels overwhelmed and outmatched that I fear we've reached a far scarier juncture: he seems to be attempting, however clumsily, to transition from president to autocrat, using any means necessary to mow down those who threaten his re-election.
Whether he has the competence to pull this off is anyone's guess. As we know, Trump is surpassingly incapable of governing. But he has also shown authoritarian tendencies from the very beginning. For over three years, he's been dismembering the body politic, institution by institution, norm by norm. What has largely spared us from total evisceration were honorable civil servants and appointees.
Trump has torn through almost all of them and replaced them with loyalists. He now has a clear runway. What we have left is an army of pliant flunkies and toadies at the agencies, combined with the always-enabling Mitch McConnell and an increasingly emboldened attorney general, William Barr.
Charles M. Blow: 'Law and Order' for 'Blacks and Hippies'
Trump's tough talk doesn't seek to address the rage that inequity has bred, but rather to contain it.
Last week, Donald Trump stood in the White House Rose Garden and announced an executive order on police reform — a list of minor, unfunded actions that incentivized some changes but mandated none.
This was his response to the anti-racism, anti-police brutality Black Lives Matter protests sweeping the country. I don't think it was an action he wanted to take, but one that he had to take at this moment when his poll numbers are dipping and people are demanding change.
Not once in his speech did he say the words "protests" or "protesters."
Instead, it was a whiplash speech that swung from acknowledging the pain of families who've lost loved ones to police violence and promising "to fight for justice for all of our people," to more law-and-order talk and condemnation of riots, looting and arson.
Those lawless acts occurred in some cities in the beginning, but the protests have moved well beyond that now.
Jennifer Rubin: Trump's campaign has no clue how to solve this problem
President Trump's disastrous rally in Tulsa is arguably more than a one-time embarrassment. Rather, it revealed a central problem for a campaign already taking on water: What is Trump going to do with his time for five months?
Remember, before the Tulsa debacle, he was frantic to return to rallies with his die-hard supporters. Without them, he was becoming extra grouchy, according to news reports. Tulsa was supposed to kick off a series of these showstoppers, but the show is now stopped indefinitely. [..]
Trump has painted himself into a corner of the electorate, namely the true believers in red states. His access to other voters is curtailed or ineffective. When he does reach a broader audience, disasters tend to ensue (e.g., saying during his Tulsa rally that he ordered testing be slowed down, the horrific optics at his West Point speech, his attack on peaceful protesters in Lafayette Square followed by a cheesy photo op with a Bible).
Someone versed in reality TV should have seen this coming. Trump has been overexposed for 3 ½ years and has nothing new to offer. His racist appeals, a mainstay of his message, are even less tolerable in the current political environment. His act has gotten old and tired. The way to solve this, Trump surely knows, is to fire the "host" and get someone new. It's reality TV 101.
Robert Reich: What Defund the Police really means: replacing social control with investment
Protests over brutality and racism highlight how far the US has travelled from any sort of equality. Real change is needed
Some societies center on social control, others on social investment.
Social-control societies put substantial resources into police, prisons, surveillance, immigration enforcement and the military. Their purpose is to utilize fear, punishment and violence, to maintain what they consider order.
Social-investment societies put more resources into healthcare, education, affordable housing, jobless benefits and children. Their purpose is to free people from the risks and anxieties of daily life and give everyone a fair shot at making it.
Donald Trump epitomizes the former. He calls himself the "law and order" president. He even wants to sic the military on Americans protesting against police brutality.
Trump is really the culmination of 40 years of increasing social control in the US and decreasing social investment.
Open Thread, Opinion, Pondering the Pundits, TMC Opinion


text:
The Art Of Sleeping
4 Comments on The Art Of Sleeping
By Atreyo Chowdhury
Courtesy: Creative Commons
"Mr Ghosh!"
Mr Ghosh sat up startled. His colleagues were staring at him. He glanced at them and returned to his boss standing arms akimbo in front of the cubicle. "Do I pay you to sleep on the job?" he bellowed, his nostrils flaring.
"I'm sorry," Mr Ghosh mewed, wiping the streak of saliva that had dribbled from the corner of his mouth onto the desk.
A pink ball on the dark computer screen bounced about, and Mr Ghosh waited for his boss to march off. He then stretched in his chair, yawned, and rose. Caught sleeping twice in the very first week, not bad, huh? he thought, letting out a silly chuckle as the coffee machine sputtered out a cup.
All of a sudden, the odds of surviving this job appeared far better than the last company he worked for. There, he had been fired after a month-long sleeping streak. Following a miraculous stint of three years and thirty-three days in that miserable dump, his luck finally ran out, and matters snowballed when a colleague posted a video of him on Facebook. The caption read: The Art of Sleeping. The post spread through the office like wildfire. In the video, Mr Ghosh was seen with his head cupped in his hands, elbows on the desk, eyes shut, an innocent smile on his lips. It was hard to discern if he was dozing as the computer screen reflected on his glasses. But in the two-minute-long video, many of his colleagues made necessary appearances; some dancing, doing the pelvic thrust near his face, others miming and gesticulating obscenity. Eventually, the video made it to his supervisor, who laughed his head off, falling off the chair and rolling on the floor. He decided to not summon Mr Ghosh and instead ordered the CCTV cameras to be focused such that he could keep a watch.
On payday, Mr Ghosh was the only employee to not receive his salary, and he went to his supervisor to enquire. His supervisor ushered him into the conference room, where a couple of board members were present. They commended him for his hard work and dedication to the company, enthusing that he deserved a promotion or a hefty bonus at the very least. This continued for a while as Mr Ghosh spent dreaming of the car he fancied. At the end of it all, his supervisor slipped a DVD into the video player. In the footage, Mr Ghosh was seen in his cubicle sound asleep. The dates at the corner of the screen changed through the month, fast-forwarded, only to be slowed down in stretches when his supervisor gleefully appeared to wave his hand between the computer screen and Mr Ghosh to let the viewers know that Mr Ghosh was indeed asleep.
The room convulsed in the laughter of those men; old, haggard and disgusting, so much so that Mr Ghosh felt sick deep in his gut. He dashed out of the room and didn't bother to collect his belongings. He ran to the street and caught a taxi home, to his bed, to hide under the blanket and cry, sleep, cry—repeat.
His wife, pregnant at the time, was so alarmed to see him in this state that she urged him to visit a doctor. When he wouldn't, she grabbed him by his arm and dragged him to the neighbourhood physician. The doctor examined Mr Ghosh and dispatched him home with pills to boost his vitality. However, Mr Ghosh did not show any improvement whatsoever, and one could argue that his condition deteriorated for the worse. He neither ate nor uttered a word and simply stayed put in his bed, awake like an owl all night and repeating the cycle; cry-sleep-cry, during the day.
Terrified, his wife hauled him to a psychiatrist next. Alone in his chamber, Mr Ghosh burst into tears. He trembled, recounting the brutal, inhuman act, choking between sobs and gulping through a jug of water.
The doctor adjusted his spectacles and asked. "Do you doze off almost anywhere?"
Mr Ghosh nodded, blowing his nose in a handkerchief.
"Is the urge to sleep irresistible, almost uncontrollable?"
"Do you dream during these episodes? Do they seem real, life-like?"
Mr Ghosh straightened up in excitement. "Yes, yes!"
The doctor rose and circumambulated his desk three times. He then came to a stop beside Mr Ghosh and asked, "Would you describe your night-time sleep as disturbed, incomplete?"
Mr Ghosh almost leapt out of his chair, but the doctor patted him down in place. He made a grave face and informed Mr Ghosh that he seemed to suffer from a rare neurological disorder—narcolepsy. It was quite a mouthful for Mr Ghosh, and the doctor had to break it down into syllables.
Mr Ghosh's shoulders drooped, and the doctor paced about the room, explaining the complexity of it. "Narcolepsy affects just two in ten thousand people. You see, it's quite rare. Presently, there's no cure available, and we can only work towards mitigating the symptoms… Orexin is a hormone that helps us stay awake; it is produced in the brain, and in patients with narcolepsy, the cells in that region are irreversibly damaged. The culprit is none other than the patient's own immune system. Isn't that fascinating?"
Mr Ghosh tried his best to follow, but the doctor seemed elusive, not only in his movement but also in his explanation. "In general, we progress through multiple sleep cycles every night, each composed of four stages." His body and arms swayed gracefully in tune with the rhythmic drone of medical jargon he expressed in his silky voice. It was as if he was singing a lullaby and not describing a disease. "…a normal person would enter the fourth stage, thedreaming phase, only after ninety minutes. But a patient with narcolepsy would go into it within minutes of falling asleep…"
A vortex of images tumbled inside Mr Ghosh's brain, and he found it impossible to keep his head upright. The doctor's chamber turned misty; it began receding from his vision. The doctor's voice, now garbled, trailed off into silence.
Mr Ghosh heard a faint tinkling of an anklet approaching, and he looked up to see his mother bear down upon him with a sweaty face and wild flowing hair. She screamed, and a gust of wind blasted across his face. A chill ran up his spine, and he cowered into a ball, shivering. He shut his eyes, and he was at his desk, studying. The room was dark except for the light from the table lamp. His pen kept slipping from his fingers, and his head kept drooping. From the corner of his eyes, he noticed a hand creep towards him as if not to disturb him, yet with a fearful intention. It picked up speed, and whack, it struck him on the back of his head. His heart leapt to his throat, and he swivelled to see his father's face emerge out of the shadow, large angry eyes, bared gritted teeth. He could smell his breath.
In the calm after the storm,
She walked away.
Drenched in love,
I scaled the peaks, but alas…
Ms D'Souza turned from the blackboard, and the boys drooled at her sight—her curly hair and dreamy eyes. Mr Ghosh grinned, standing on a bench, holding his ears. The scent of bél flowers in her hair sent his senses into a tizzy as she walked past, reciting the poem. He closed his eyes…only to be violently roused by a thunderous cheer of a football match. He stood leaning against the goalpost, his hair ruffled by the summer breeze that carried the smell of fresh-cut grass. The scores were tied with only a minute to go, and his team fought on. He could hear the crowd applause; scream with frantic passion but could only figure out Ms D'Souza, standing amidst them, beckoning him. She looked beautiful in a simple white gown, a yellow lily behind her ear. He grinned coyly and stretched out his arms, but… whoosh, the ball whizzed past, barely missing his face. He opened his eyes to discover that the ball lay tangled inside the net as the opponent team huddled in jubilation. He had dozed off yet again, leaning against the goalpost…
"…Someone with your condition can carry on with day-to-day activities in half-asleep states, and, and…they often experience sleep paralysis while awake, conscious… Mr Ghosh? Mr Ghosh!"
Mr Ghosh sprang up in his seat.
"Was it another of your episodes?" the doctor asked.
"Um, I don't know. It might have been."
Outside, his wife was reading a film magazine. She looked at him quizzically, but he said nothing. He simply smiled and helped her onto her feet as she struggled with her skewed centre of gravity. Then as they returned home in a taxi, holding hands, Mr Ghosh, gazing at the passing vehicles, shops and buildings, lamented about their future. He predicted it. "I don't know how present I'd be when you'd give birth to our child. I'd probably miss her subsequent birthdays too, his—if it's a boy, doze off in a corner and wake up when they sing the birthday song. I'd miss the precious moments in life, like when our kiddo takes her first step or calls me papa. I'd be fired from jobs, only to keep moving from one company to another. I might not even be there for you when you need me, and you may find me snoozing on the couch as you recount your day or grouse about your friends. I'd someday purchase a car but never get to drive it, take you on a long, romantic drive. I'd create awkward and embarrassing situations, both in private and public, be a burden, and multiply your troubles as I grow old. For all that, I am sorry. I understand that those incidents would leave you helpless, angry, frustrated or even disgusted at times. But in the end, I'm certain you'd always awaken me with a smile, not with a hoot or a slap. You wouldn't mock my imperfections or take me as lazy, clumsy or socially awkward. And for that, I'd forever be grateful…"
Atreyo Chowdhury was trained to be a mechanical engineer and has a postgraduate degree from IIT Guwahati. Besides writing, he shares an equal passion for music and travelling. He can be found at https://atreyochowdhury.wordpress.com/
Tags Atreyo Chowdhury
← Retirement → 'What remains is darkness and facing me – Banalata Sen!'
4 replies on "The Art Of Sleeping"
Kausik Dutta Guptasays:
I really liked the way it started from a casual comic plot and then slowly drifted into a serious medical complexity .The writing is surely praiseworthy as it made the readers swayed between really and dream.
Atreyosays:
Thank you so much… @Kausik Dutta Gupta
Moumita Guchhaitsays:


text:
Ya'akov Shefi (, born 25 January 1941) is an Israeli former politician who served as a member of the Knesset for the Labor Party from 1992 until 1996.

Biography
Born in Petah Tikva during the Mandate period, Shefi was educated at the Israeli Air Force's technical school. He worked as an administrator, and was a member of the Petah Tikva Workers Council and the central committee of the Histadrut trade union. He was also a member of the board at Hapoel Petah Tikva and of the Israel Football Association's administration.

A member of the Labor Party, he was elected to the Knesset on the party's list in 1992. He was a member of several committees until losing his seat in the 1996 elections.

References

External links

1941 births
People from Petah Tikva
Jews in Mandatory Palestine
Israeli trade unionists
Living people
Israeli Labor Party politicians
Members of the 13th Knesset (1992–1996)

redpajama_set_name: RedPajamaWikipedia


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This course will give you the confidence to go home and make your own Cala Lily and Sea Holly. You will learn how to use leaf & petal cutters, impression veiners, floristry tape, and Leaf glaze. You will learn the technique of wiring the stamen, sea holly centres and leaves. You will then bring it all together to make your finished Cala Lily and Sea holly. You will be amazed at your ability.
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Ten things to know about new car sales so far this year
Home » Latest » Ten things to know about new car sales so far this year
For the third month in succession car sales are down writes Geraldine Herbert
To the end of March this year, 75,967 new private cars have been licensed, down from 93,205 in the same time last year.
Toyota maintained its position as Ireland's favourite car manufacturer with a 9.87% market share ahead of Ford, Volkswagen, Hyundai and Nissan.
The most popular new car is the Hyundai Tucson followed by the Nissan Qashqai, Ford Focus, Skoda Octavia and Volkswagen Golf
Used Car imports are on the rise and 23,800 cars were imported in the first three months of year compared with just over 15,000 for the same period last year
Despite the popularity of SUVs/Crossovers hatchbacks, MPVs and saloons are the most common body types accounting for almost 80% of all new cars.
While diesel still takes the lion's share of sales petrol's share of the market grew slightly – from 27.66% in 2016 to 29.59% in 2017
Electric cars on the increase and 299 have been sold so far this year.
When it comes to colour we are a conservative bunch. Grey is the most common new car colour, followed by Black, White, Blue and Red.
Hybrid cars are also up over 60% with 2,363 sold in the first three months of this year compared with 1,470 in the same period last year.
74% of all new cars sold are in the lowest A band for CO2 emissions.
4th April, 2017
171's Best New Car Deals My Car of the Year As New Car sales soar 3,250 new Jobs expected in the Motor Industry in 2016 10 things to know about new car sales so far this year The Year in Figures so far … The Winners of the APMP Car & Van of the Year Awards 2015


text:
require 'net/http'
require 'uri'

class DiscoveryMission
  attr_accessor :roadmap

  def self.for(domain, &block)
    new(domain).launch(&block)
  end

  def initialize(domain)
    @domain = URI(domain)
    @domain.path = "/" if @domain.path == ""
    reset
    puts "\nDiscovery Mission Planned for #{@domain}\nEverything is under control Dave\n\n"
  end

  def launch
    while destination = @roadmap.find {|k,v| v==false}
      response = land_on(destination.first)
      yield(destination.first, response) if block_given?
      explore(destination.first, response)
      @roadmap[destination.first] = true
    end
    uri_list = @roadmap.keys
    reset
    uri_list
  end

  def reset
    @roadmap = {@domain.path => false}
  end

  def land_on(destination)
    begin
      response = Net::HTTP.get_response(@domain.host, destination)
    rescue Exception
      puts "Error: #{$!}"
    end
    return response
  end

  def explore(destination, response)
    html = response.body
    html.scan(/<a href\s*=\s*["']([^"']+)["']/i) do |w|
      uri_found = URI("#{w}") rescue nil
      unless (uri_found.nil? or (uri_found.absolute? and uri_found.host!=@domain.host) or (uri_found.path=='' or uri_found.path=='#' or uri_found.path[/^javascript/]))
        destination += '/' unless destination[/\/$/]
        uri_found.path = destination + uri_found.path unless uri_found.path[/^\//]
        unless @roadmap.key?(uri_found.path)
          @roadmap.store(uri_found.path, false)
        end
      end
    end
  end
end

redpajama_set_name: RedPajamaGithub


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