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New ULSU executive council has big plans

trevor.kenney — Thu, 16 May 2013 20:50:17 +0000

The time of year has come when the ��Ѹ��Դ��߿�Ƭ of Lethbridge Students' Union (ULSU) has to say goodbye to the executive council members they've worked with all year and welcome a new group of council members.

This year marks a significant change for the ULSU because of a new executive council structure that has been developed that includes a vice-president external position. This new position will play an active role in advocating to all levels of government, one that until now was spread out among all the executives.

Despite the challenges the ULSU will face adjusting to this new structure and lobbying the government regarding the recent post-secondary education budget cuts, the ULSU is lucky to have such qualified and compassionate executive council members for this term.

The new ULSU executive council (L to R) Shuna Talbot, Sean Glydon, Adam Long, Michael Kawchuk and Katie Kalmar.

The new president of the Students' Union, Shuna Talbot, was previously the VP of internal affairs and is very familiar with the importance of her new role. Talbot's platform for presidency revolves around the three pillars of the ULSU, advocacy, representation and service. More specifically, her plans as president include establishing a multi-faith prayer space on campus and strengthening the ULSU's relationship with the Lethbridge College Students' Association.

Taking over Talbot's role as VP internal affairs is Adam Long, whose position has become the VP of student affairs. Over the last four years, Long has been actively involved in planning and organizing a number of events on campus, including Fresh Fest, and has also been president of the Board and Ski Club for the last two years. His goals for his term in office are to organize a club fair to take place during the middle of the first semester and to create more of a community between clubs so that they can collaborate on future endeavours.

The new VP external position is held by Sean Glydon, who has most recently been the founder and president of the Environmental Science Club, as well as an arts and science representative. Glydon's main responsibilities in this new role will be representing the ULSU at both the lobby organizations CASA (Canadian Alliance of Student Associations) and CAUS (Council of Alberta ��Ѹ��Դ��߿�Ƭ Students). During his term, Glydon expects to complete the ULSU external policies, achieve regulation of non-mandatory instructional fees and realize the removal of residence property taxes.

Former arts and science representative, Katie Kalmar, has become the new VP academic, a position she has been training for under the previous VP academic, Julia Adolf, acting as the student commissioner for the last year. The VP academic sits on a number of different ��Ѹ��Դ��߿�Ƭ committees and is responsible for representing students in all aspects of the ��Ѹ��Դ��߿�Ƭ community. Kalmar plans to increase the number of academic events available to students by partnering with ��Ѹ��Դ��߿�Ƭ departments such as counselling services, the library and the writing centre to develop more diverse academic workshops.

Last but not least is the new VP operations and finance, Michael Kawchuk. Last year, Kawchuk sat on the ULSU's general assembly as the management representative. As a finance major, he wants to address some of the cost issues that are not deemed 'value added' costs for students and reduce these. He also wants to make the ULSU's finances more clear for the other executives and to work on finding areas where the ULSU can save money.

The ULSU is looking forward to working with all the new executive council members and is excited for the events they will organize for students, as well as the advocacy issues they will address during their terms.

This story first appeared in the May 2013 edition of the Legend. For a look at the full issue in a flipbook format, follow this link.

Lobbying Act must be kept in mind

trevor.kenney — Mon, 07 Nov 2011 20:46:55 +0000

More and more often, grant applications contain sections warning applicants that they are responsible for ensuring that anyone lobbying on their behalf is doing so while in compliance with Canada's Lobbying Act.

As individuals seeking grants complete applications across campus, I will take this opportunity to provide a cursory overview of what the Lobbying Act is and the measures the ��Ѹ��Դ��߿�Ƭ must take to ensure compliance. Further, I would encourage anyone who has questions about the act to visit the commissioner's website. The U of L Government Relations Office (A764) is available to answer questions that faculty or staff may have regarding the registry.

The Federal Lobbying Act dictates that universities (and a myriad of other private-sector and public organizations) must report specific lobbying encounters when speaking with Designated Public Office Holders (DPOHs). These individuals include cabinet ministers, deputy ministers, associate deputy ministers, MPs, Members of the Senate and any exempt staff working in the offices of these members.

The U of L is required to update its lobby registration on an ongoing basis. This registration contains general information about the institution, the grants it receives, the individuals that act in a lobbying capacity for the institution and the subject matter on which the U of L intends to lobby the federal government. The ��Ѹ��Դ��߿�Ƭ is also responsible for reporting its "oral and arranged" communication after a listed employee advocates for a benefit (whether financial or to influence policy or legislation) for the institution. These monthly communication reports must be submitted by the 15th day of the following month from when the interaction occurred. This is done through the Government Relations Office.

Faculty members have the academic freedom to speak to members of the federal government as persons with expertise. If a faculty member lobbies for a benefit to the ��Ѹ��Դ��߿�Ƭ, they, and their subject matter, must be included in the U of L's registration. However, if an employee or faculty member is advocating for the greater public good (and not a specific benefit) they are not required to register or report their interaction.

At various times, individuals throughout campus are involved in projects that involve interacting with the Federal Government. Again, the Government Relations Office can help to ensure you are fulfilling the legal requirements of the federal Lobbying Act. More information can be found online at www.ocl-cal.gc.ca/eic/site/lobbyist-lobbyiste1.nsf/eng/home.

Richard Westlund is the Director of Government Relations at the U of L. In an effort to better inform different parts of our campus and external communities about the various government relations activities that occur at the U of L, he has started a blog. Visit it at blogs.ulethbridge.ca/government-relations

This story first appeared in the November issue of the Legend. For a look at the Legend in a flipbook format, follow this link.

Examining the Indian Commissioners

trevor.kenney — Tue, 10 Mar 2009 15:24:59 +0000

Dr. Brian Titley spends a good portion of his research time delving into the past. That doesn't mean his findings are short on relevance today.

A Faculty of Education professor at the U of L since 1991, Titley just authored his fifth book, The Indian Commissioners: Agents of the State and Indian Policy in Canada's Prairie West, 1873-1932. The themes he explores, such as the implementation of policy through the Indian Act, political patronage, and the manipulation and fraud of treaty settlements still resonate today.

"If you're trying to get at the roots of present-day circumstances, whether it's poverty or unemployment or even patterns of abuse that have been learned in residential schools, I think you have to go back and start at the beginning and ask how did we get here," Titley proposes.

"These issues that are still going on, you can go back and see their roots right here."

Titley tells his story through a series of biographical portraits of the individuals who held the position of Indian Commissioner – the men in charge of operations in what are now the Prairie Provinces between 1873 and 1932, with the exception of one decade. By sketching their lives, what they did and how they implemented policy, he creates a portrait of the blueprint from which many of today's issues stem.

"I'm not sure most people understand how we got into the present situation. Why are reserves there and what is their purpose," Titley asks. "Treaties, a lot of people don't know what they are all about. Residential schools are another topic that has been in the news in recent years, but how much do people really know about them other than they were 'bad'?"

The ��Ѹ��Դ��߿�Ƭ of Lethbridge has a unique understanding of Aboriginal issues. As Titley's book was being released, the campus was celebrating Native Awareness Week and with a vibrant and growing Native American Studies Department, there continues to be a thirst for knowledge of Aboriginal culture. He says his research greatly adds to his ability to teach.

"I think it's just a different level of understanding when you've actually done the research," Titley explains. "You just understand things so much more completely than if you simply read someone else's work."

He's able to apply this research knowledge in a variety of ways but his work is most apparent in a required Professional Semester II course he instructs, Education 3603, Social Context of Schooling. Exploring the social and cultural influences that affect learning, teaching and the process of schooling, Titley says teaching must adapt itself to students and take into account the societal influences that shape their behaviour.

"The Aboriginal population is the fastest growing young demographic group in the country," he says, noting more than half of the country's status Indians are now living off reserves.

"Our (education) students are increasingly going to encounter them in the classroom, so what does that mean? How do you relate to them; how do you relate the curriculum to them? I try to emphasize the notion that traditional schooling can work but they have to be a little bit creative, they have to find a way to understand the young people of today and find a meaningful learning experience for them so that students have a sense of success."

With a basic understanding of what has shaped a student's culture and values, a teacher is therefore better equipped to connect with that student.

GET THE FACTS

• Titley, a native of Cork, Ireland, spent 10 years teaching at the ��Ѹ��Դ��߿�Ƭ of Alberta before coming to the U of L in 1991

• He was appointed the Faculty of Education's first ��Ѹ��Դ��߿�Ƭ Scholar in 2008

• The Indian Commissioners is published by the ��Ѹ��Դ��߿�Ƭ of Alberta Press. Two of Titley's earlier books were published by McGill-Queen's ��Ѹ��Դ��߿�Ƭ Press, and two others by the ��Ѹ��Դ��߿�Ƭ of British Columbia Press

• Titley has served as a historical consultant on Aboriginal issues for a number of media outlets, including CBC's The Fifth Estate

• His latest research is on the history of Magdalene asylums in North America

UNews - commissioner

New ULSU executive council has big plans

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Lobbying Act must be kept in mind

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