1. INTRODUCTION THE STAFF DEVELOPMENT PANEL WAS SET UP BY THE ACADEMIC AFFAIRS COMMITTEE OF THE COLLEGE COUNCIL TO INVESTIGATE AND REPORT ON A POLICY FOR STAFF DEVELOPMENT FOR THE COLLEGE. THE PANEL CONSISTED OF MR. S. BARRATT, DIRECTOR OF EDUCATIONAL RESOURCES (WHOSE PLACE WAS TEMPORARILY TAKEN BY MR. H. PROCTOR, THE VICE-PRINCIPAL), MR. D.E. OLIVER, SENIOR LECTURER FOR STAFF DEVELOPMENT, MR. E. HYLAND, LECTURER IN THE DEPARTMENT OF MANAGEMENT, BUSINESS AND SECRETARIAL STUDIES, AND MR. H.R. LOYELL, PRINCIPAL LECTURER IN CHARGE OF FOOD TECHNOLOGY. THE LATTER PAIR HAVE HAD EXPERIENCE OF STAFF DEVELOPMENT PRACTICES IN INDUSTRY. THE COLLEGE HAS ALWAYS BEEN CONCERNED WITH STAFF DEVELOPMENT. WHAT IS NEW IS THE PROPOSAL TO FORMULATE A DEFINITE POLICY AND A FRAMEWORK IN PLACE OF TREATING EACH REQUEST AD HOC. STAFF DEVELOPMENT HAS BEEN GIVEN IMPETUS BY THE PUBLICATION OF THE JAMES REPORT, WHICH RECOMMENDS AN EXTENSION OF IN-SERVICE TRAINING, WHILST THE PUBLICATION OF A REPORT ENTITLED STAFF DEVELOPMENT IN FURTHER EDUCATION BY THE A.C.F.H.E. AND THE A.P.T.I. JOINTLY, MORE OR LESS COINCIDED WITH THE SETTING UP OF THE PANEL. (INCIDENTALLY THIS REPORT IS ESSENTIAL INITIAL READING FOR ANYONE WISHING TO ENLARGE HIS IDEAS ABOUT STAFF DEVELOPMENT IN FURTHER EDUCATION). 2. A PHILOSOPHY OF STAFF DEVELOPMENT WHAT WE MEAN BY STAFF DEVELOPMENT IS, AT THE MINIMUM, THE CONTINUOUS DEVELOPMENT OF EACH MEMBER OF STAFF'S KNOWLEDGE AND AWARENESS ABOUT THOSE ASPECTS OF A PERPETUALLY CHANGING WORLD WHICH TOUCH ON HIS SUBJECT MATTER, AND CHANGING METHODS OF COMMUNICATING THAT KNOWLEDGE, TO ENABLE HIM TO MAINTAIN HIS ABILITIES AS A TEACHER. ALL TEACHERS HAVE THIS DUAL RESPONSIBILITY TO UP-DATE THEIR SUBJECT MATTER AND TO UP-DATE THEIR TEACHING METHODS. THIS IS NECESSITATED BY THE RAPID CHANGE IN MOST "PROFESSIONAL" TECHNIQUES AND PRACTICES WHICH HAVE TO BE TAUGHT, AND ALSO BY THE FACT THAT TEACHING AND ASSESSMENT TECHNIQUES ARE CONSTANTLY SUBJECT TO CHANGE THROUGH THE MULTIPLICITY OF EXAMINING BODIES. BEYOND THE MINIMUM, STAFF DEVELOPMENT SHOULD INCLUDE EXTENSIONS OF EXISTING SKILLS, KNOWELDGE AND ABILITIES, SOMETIMES AS A PREPARATION FOR CHANGING RESPONSIBILITIES OR DUTIES OR FOR ADVANCEMENT. PERSONAL AMBITION IS PERFECTLY REASONABLE AND SHOULD BE ENCOURAGED. 3. ESSENTIAL COMPONENTS OF STAFF DEVELOPMENT (IDENTIFYING A POLICY) (A) THE BASIS. WHEN TRYING TO IDENTIFY A POLICY WE REALISED THAT THERE ARE THREE ELEMENTS - THE COLLEGE, THE DEPARTMENT (OR SECTION), THE INDIVIDUAL MEMBER OF STAFF. AS THE AIMS AND OBJECTS OF THE COLLEGE HAVE ALREADY BEEN DEFINED AND APPEAR IN THE "GENERAL INFORMATION" PROSPECTUS, IT IS THEREFORE NECESSARY TO CONSIDER AND LIST THE PRESENT PURPOSES AND FUTURE INTENTIONS OF EACH DEPARTMENT WITHIN COLLEGE POLICY. (FUTURE INTENTIONS CAN INCORPORATE BOTH THOSE INITIATED BY THE DEPARTMENT AND ONES NECESSITATED BY NATIONAL POLICIES, SUCH AS THE CREATION OF =BEC AND =TEC). THE REQUIREMENTS OF BOTH COLLEGE AND DEPARTMENTS IN ORDER TO ACHIEVE THEIR OBJECTIVES SHOULD NEXT BE CONSIDERED. IT MUST THEN BE DECIDED WHO, OR WHAT "POST", SHOULD PERFORM WHAT FUNCTION TO ENABLE THE COLLEGE AND THE DEPARTMENT TO ACHIEVE THEIR OBJECTIVES. (B) TASK ANALYSIS. THIS LEADS TO TASK ANALYSIS AND RESULTANT JOB SPECIFICATION. IT MIGHT INVOLVE DISCUSSIONS ABOUT OTHER MATTERS, SUCH AS NUMBERS OF ANCILLARY STAFF, AND THE NATURE OF DUTIES WHICH SHOULD FALL WITHIN THE PROVINCE OF ACADEMIC STAFF, BUT WE ARE HERE CONCERNED TO KEEP OUR EYES ON THE BALL - TEACHING STAFF DEVELOPMENT. NO-ONE CAN REALLY BE APPRISED OF THE NEXT STAGE OF HIS DEVELOPMENT UNLESS HE IS QUITE CLEAR ABOUT THE NATURE OF HIS DUTIES, OR THOSE THAT MIGHT BE REQUIRED OF HIM LATER IF HE IS TO BE EQUIPPED FOR PROMOTION. HERE, OF COURSE, WE ARE ON DANGEROUS GROUND. IT CANNOT BE ASSUMED THAT BECAUSE SOMEONE HAS TAKEN A SPECIFIC COURSE, OR READ PARTICULAR BOOKS, HE WILL GAIN PROMOTION, OR THAT ANY STAFF ARE NOT ALREADY FIT FOR PROMOTION, OR THAT TASKS IN ONE GRADE ARE NECESSARILY MORE COMPLEX THAN SOME ALLOCATED TO LOWER GRADES, ESPECIALLY ACROSS DEPARTMENTS. IT IS ALSO A KNOWN FACT THAT SOME MEMBERS OF STAFF ARE CONSIDERED BY THEIR HEAD TO BE BOTH WILLING AND COMPETENT IN THE PERFORMANCE OF ADMINISTRATIVE DUTIES, AND THAT FUNCTIONS ARE THEREFORE OCCASIONALLY ALLOCATED TO THE PERSON RATHER THAN BEING ATTACHED TO THE POST. (C) INITIAL APPRAISAL OF EXISTING STAFF. THE APPRAISAL WILL NEED TO BE SET AGAINST THE JOB SPECIFICATION OF THE POST. IN VIRTUALLY ALL ACADEMIC POSTS, THERE ARE TWO ELEMENTS - TEACHING AND MANAGEMENT. IT IS IN THE NATURE OF THINGS THAT AS POSTS BECOME MORE SENIOR, MORE ADMINISTRATION AND LESS TEACHING IS INVOLVED AND APPRAISAL IS BOUND TO INCLUDE BOTH TEACHING AMD MANAGEMENT SKILLS. THE COLLEGE HAS ALWAYS BEEN CONCERNED WITH APPRAISAL. WE ALL "APPRAISE" EACH OTHER. BUT UP TO THE PRESENT APPRAISALS HAVE BEEN INFORMAL AND SUBJECTIVE, AND STAFF ARE NOT ALWAYS AWARE OF THEIR SUPERIORS' OPINIONS ABOUT THEM. APPRAISAL FOR A SPECIFIC PURPOSE MIGHT RECTIFY SOME OF THESE DEFICIENCIES. STAFF HAVE RAISED QUESTIONS AS TO WHO IS TO UNDERTAKE APPRAISAL, HOW IT IS TO BE DONE, AND TO WHOM THE FINAL STATEMENT IS TO BE MADE AVAILABLE. IN THE FIRST PLACE IT WOULD NOT BE INTENDED THAT THE SENIOR LECTURER FOR STAFF DEVELOPMENT SHOULD APPRAISE, THOUGH AT FIRST SIGHT BE APPEARS MOST SUITABLE. IF HE DID, HE MIGHT BE SEEN AS A "TOOL OF MANAGEMENT" AND LOSE HIS TUTORIAL ROLE AND FRIENDLY RELATIONSHIP WITH STAFF. NEITHER IS IT INTENDED THAT MR. LOVELL AND MR. HYLAND SHOULD DO SO. THE FIRST STEP IS SELF-APPRAISAL. LOGICALLY THE HEAD OF DEPARTMENT, WHO ALREADY MUST "APPRAISE", EVEN IF IN AN INFORMAL WAY, WILL NEXT BE INVOLVED. BELOW SECTION LEADER LEVEL, PERHAPS THE SECTION LEADER SHOULD TAKE PART, AND THE PRINCIPAL OR VICE-PRINCIPAL OR DIRECTOR OF EDUCATIONAL RESOURCES SHOULD BE PRESENT AT LEAST FOR THE FIRST SERIES OF APPRAISAL DISCUSSIONS. AN APPRAISAL DOCUMENT WOULD BE NEEDED FOR EACH MEMBER OF STAFF. EACH SHOULD BE FULLY AWARE OF ITS CONTENTS. POSSIBLY A STATEMENT COULD BE ADDED BY THE MEMBER OF STAFF CONCERNED IF HE WAS IN DISAGREEMENT WITH WHAT WAS WRITTEN. THE DOCUMENTS WOULD BE CONFIDENTIAL TO THE PARTICIPANTS AND THE PRINCIPAL, VICE-PRINCIPAL AND DIRECTOR OF EDUCATIONAL RESOURCES, AND BE KEPT BY THE CHIEF ADMINISTRATIVE OFFICER OR THE PRINCIPAL'S SECRETARY. WHILST THE PRIMARY AIM OF APPRAISALS IS STAFF DEVELOPMENT, OBVIOUSLY THEY ARE LIKELY TO BE TAKEN INTO ACCOUNT WHEN PROMOTIONS WERE BEING CONSIDERED OR REFERENCES WRITTEN, BUT THIS WOULD BE BETTER THAN THE PRESENT POSITION WHERE A MEMBER OF STAFF IS LESS AWARE OF OPINIONS EXPRESSED, AND LESS ABLE TO CORRECT FALSE IMPRESSIONS. INITIAL APPRAISAL SHOULD REVEAL IMMEDIATE INDIVIDUAL NEEDS AND EQUALLY MAY ALSO REVEAL HIDDEN POTENTIAL. IT IS BELIEVED THAT IN THE GREAT MAJORITY OF INSTANCES THERE WOULD BE MUTUAL RECOGNITION BETWEEN STAFF AND APPRAISERS AS TO WHAT THE NEXT STAGE OF DEVELOPMENT WAS. THERE MAY BE REVEALED GENERAL COLLEGE NEEDS, WHERE AN INTERNAL COURSE COULD BE PUT ON TO MEET A SPECIFIC DEFICIENCY THROUGHOUT THE COLLEGE. THE MEETING OF THESE NEEDS IS DISCUSSED UNDER "METHODS". (D) CONTINUOUS APPRAISAL AFTER THE FIRST APPRAISAL THERE SHOULD BE AN ANNUAL APPRAISAL, CARRIED OUT AT A CONVENIENT TIME IN THE YEAR. AT THIS APPRAISAL, THE RESULTS OF THE PREVIOUS ONE, OR THE FULFILMENT OF RECOMMENDATIONS OR SUGGESTIONS, WOULD BE CONSIDERED. (E) CONTINUOUS DEVELOPMENT. THIS WOULD OF COURSE BE CONSIDERED ANNUALLY AT THE TIME OF THE APPRAISAL. IT IS NOT ASSUMED THAT THIS ANNUAL APPRAISAL WOULD BE THE ONLY TIME WHEN ATTENDANCE AT COURSES WOULD BE CONSIDERED. OBVIOUSLY IF A MEMBER OF STAFF SAW A COURSE ADVERTISED AND WISHED TO ATTEND, HE WOULD BE ABLE TO APPLY AS AT PRESENT. BUT BOTH HE AND THE HEAD COULD SEE THE COURSE IN THE CONTEXT OF THE LAST APPRAISAL. (F) STAFF SELECTION AND INDUCTION PROGRAMME. STAFF DEVELOPMENT BEGINS WITH STAFF SELECTION AND INDUCTION. THERE WILL BE NEED TO CONSIDER BOTH THESE IN THE LIGHT OF ANY DEVELOPMENT POLICY WHICH MAY BE INTRODUCED. THERE IS, FOR EXAMPLE, NEED FOR A MEMBER OF DEPARTMENTAL STAFF TO ASSUME A POSITIVE "PASTORAL" ROLE WITH LECTURERS NEW TO THE COLLEGE IN ADDITION TO THE SENIOR LECTURER FOR STAFF DEVELOPMENT'S INVOLVEMENT. 4. PRIORITY RECOMMENDATIONS. THE INITIAL TASK IS SIZE ABLE. CONTINUANCE WILL ALSO INVOLVE CONSIDERABLE ORGANISATION. IT IS THEREFORE NECESSARY TO IDENTIFY PRIORITIES, AND TO USE OUR RESOURCES PRIMARILY TO ACHIEVE OUR PRIORITY OBJECTIVES. IT IS AS IMPORTANT TO CONSOLIDATE AS IT IS TO EXPLORE NEW AREAS OF ACTIVITY. AS THE INFLUENCE FROM THE TOP CAN HAVE THE GREATEST EFFECT ON THE COLLEGE AS A WHOLE, WE BELIEVE THAT PRIORITIES SHOULD WORK DOWNWARDS, STARTING WITH THE PRINCIPAL, VICE-PRINCIPAL, HEADS OF DEPARTMENTS AND SECTION LEADERS OF LIBERAL STUDIES AND FOOD TECHNOLOGY. WE BELIEVE THAT NOTWITHSTANDING EXISTING ABILITIES, AS APPRAISALS ARE GOING TO BE SO IMPORTANT, THEY SHOULD ATTEND A SHORT TAILOR-MADE COURSE ON APPRAISAL METHODS, INCLUDING APPRAISAL OF TEACHING SKILLS. THIS SHOULD BE FOLLOWED BY A SECOND COURSE FOR DEPUTY HEADS AND POSSIBLY SECTION LEADERS OF LARGE SECTIONS. SUBSEQUENT PRIORITIES SHOULD BE REVEALED BY APPRAISALS THEMSELVES. WE SUGGEST, HOWEVER, THAT WHERE CHOICES HAVE TO BE MADE BECAUSE OF TIME AND FINANCIAL RESOURCES, INTERNAL TAILOR/MADE COURSES COVERING SPECIFIC NEEDS FOR TEACHING SKILLS WILL BE MORE IMPORTANT THAN, FOR EXAMPLE, LONG SECONDMENTS FOR QUALIFICATIONS NOT OPPOSITE TO COLLEGE REQUIREMENTS. FURTHER, THAT PRIORITY SHOULD BE GIVEN TO STAFF DEVELOPMENT WHICH IS SEEN TO BE OF DIRECT ADVANTAGE TO THE STUDENTS AND THE COLLEGE OVER COURSES WHICH HAVE NO DEMONSTRABLE BENEFIT TO THE COLLEGE. 5. METHODS. METHODS OF STAFF DEVELOPMENT ARE LEGION. SOME ARE FORMAL, SOME ARE INFORMAL. SOMETIMES STAFF DEVELOPMENT OCCURS AS A SPIN-OFF FROM OTHER ACTIVITY, SUCH AS CURRICULUM DEVELOPMENT EXERCISES. IN THE BROADEST SENSE, ALL PERSONAL DEVELOPMENT IS STAFF DEVELOPMENT, E.G. THE ACQUISITION OF ADDITIONAL SOCIAL SKILLS, OR CULTURAL ACTIVITY RIGHT OUTSIDE THE SCOPE OF THE SUBJECTS TAUGHT. STAFF HAVE SUGGESTED MANY METHODS, AND THESE ARE LISTED, NOT IN ANY SIGNIFICANT ORDER. (1) ONE YEAR SECONDMENT TO ACQUIRE A DEGREE OR ADDITIONAL PROFESSIONAL QUALIFICATION. (2) ONE-YEAR OR "SANDWICH" COURSE OF TEACHER TRAINING. (3) PART-TIME COURSES BY DAY RELEASE OR EVENING STUDY. (4) SHORT COURSES RUN BY THE COLLEGE. (5) SHORT COURSES RUN BY THE D.E.S., PROFESSIONAL OR OTHER BODIES. (6) CORRESPONDENCE COURSES. (7) ATTENDANCE AT CONFERENCES. (8) INDUSTRIAL EXPERIENCE - ONE TO THREE WEEKS, OR A YEAR. THIS COULD INCLUDE EXCHANGE ARRANGEMENTS WITH INDUSTRY. (9) EXCHANGE VISITS WITH FOREIGN COUNTRIES. (10) RESEARCH. (11) OPEN UNIVERSITY COURSES. (12) MORE DEPARTMENTAL STAFF MEETINGS. (13) INTER-DEPARTMENTAL MEETINGS TO "CROSS-FERTILIZE". (14) LIBRARY FACILITIES. (15) PERIODICALS. 6. CONSTRAINTS AND PROBLEMS. (A) AT PRESENT A MEMBER OF STAFF GOING ON A COURSE IS REIMBURSED 75 PERCENT OF COST, UNLESS HE IS SENT BY THE COLLEGE, WHEN HE RECEIVES 100 PERCENT. ALL SHORT COURSE ATTENDANCE SHOULD BE FULLY REIMBURSED. (B) ALL OTHER EXPENDITURE (E.G. CORRESPONDENCE COURSE) WHICH IS RECOGNISED AS "STAFF DEVELOPMENT" SHOULD BE REIMBURSED FULLY. (C) STAFF GIVEN DAY RELEASE TO ADVANCE THEIR PROFESSIONAL KNOWLEDGE OR TEACHING SKILLS SHOULD BE GIVEN A CORRESPONDINGLY LIGHTER TEACHING LOAD. (D) COST OF COURSES ABROAD SHOULD BE FULLY MET. (E) STAFFING RATIOS SHOULD BE SUCH AS TO ENABLE LECTURERS TO GO ON COURSES WITHOUT FEELING THAT THEY ARE PUTTING AN INTOLERABLE BURDEN ON THOSE REMAINING. STAFF DEVELOPMENT ACTIVITIES SHOULD BE ONE OF THE FACTORS TO BE CONSIDERED IN PLANNING DEPARTMENTAL TIMETABLES. (F) THERE HAVE BEEN QUESTIONS AS TO WHETHER THE SYSTEM SHOULD BE VOLUNTARY OR NOT. WE BELIEVE THAT IF A STAFF DEVELOPMENT POLICY IS TO BE REALLY EFFECTIVE, EVERYONE SHOULD BE INVOLVED IN THE APPRAISAL PROCEDURE, BUT PRESUMABLY NO-ONE COULD BE FORCED INTO A COURSE OF ACTION RECOMMENDED BY A PANEL, SUCH AS ATTENDANCE AT A COURSE, IF HE WAS NOT PREPARED TO ATTEND. (G) (A) TO (E) ABOVE MAY NECESSITATE NEGOTIATION WITH THE L.E.A., BUT IT IS NOT SUGGESTED THAT ANY PROBLEMS INVOLVED IN SECURING APPROVAL SHOULD INHIBIT THE PROGRESS OF A STAFF DEVELOPMENT POLICY. 7. CONCLUSION. THE TWO MOST IMPORTANT ELEMENTS OF A GOOD COLLEGE ARE THE QUALITY OF THE TEACHING AND THE QUALITY OF MANAGEMENT. ANY POSITIVE AIM TO IMPROVE THEM IS BOUND TO BE BENEFICIAL TO STUDENTS AND WILL ENHANCE JOB SATISFACTION. WE SHOULD LIKE TO THANK ALL THOSE MEMBERS OF STAFF WHO HAVE CONTRIBUTED BY THEIR ATTENDANCE AT MEETINGS OR BY OTHER MEANS, TO THE PREPARATION OF THIS REPORT. IT IS STILL AT THE DISCUSSION STAGE, AND MEMBERS OF THE PANEL WILL BE PLEASED TO HAVE PERSONAL VIEWS UPON IT ON 4TH APRIL, 1974, BEFORE IT IS DISCUSSED BY THE ACADEMIC AFFAIRS COMMITTEE AND THE COLLEGE COUNCIL. THE ACADEMIC AFFAIRS COMMITTEE MEETS ON 23RD APRIL. S. BARRATT; H.R. LOVELL; D.E. OLIVER; E. HYLAND; H. PROCTER.

THE BASIC SKILLS PROGRAMME IS FOR THOSE WHO WANT TO FURTHER THEIR EDUCATION, BUT WHO FIRST NEED TO STUDY OR REVIEW "THE BASICS". THESE BASIC SKILLS INCLUDE: ENGLISH, MATHEMATICS, AND SCIENCES AT LEVELS UP TO GRADE 12 OR COLLEGE PREPARATORY. STUDY SKILLS, SUCH AS READING, NOTE-TAKING, ESSAY-WRITING, AND LIBRARY USE. LIFE SKILLS, SUCH AS CHOOSING A CAREER. FOUR WAYS TO FURTHER YOUR EDUCATION. THERE ARE FOUR WAYS TO FURTHER YOUR EDUCATION, USING THE MALASPINA BASIC SKILLS PROGRAMME, EITHER PART-TIME OR FULL-TIME. 1. THE COLLEGE FOUNDATIONS OPTIONS: YOU CAN ENROL IN A GROUP OF COURSES WHICH PREPARE YOU TO ENTER THE FIRST YEAR OF A UNIVERSITY TRANSFER PROGRAMME OR OF A COLLEGE DIPLOMA OR CERTIFICATE ROGRAMME. THIS OPTION MAY BE PARTICULARLY SUITABLE FOR STUDENTS NEEDING TO FILL GAPS IN THEIR ACADEMIC BACKGROUND, AND FOR MATURE STUDENTS RETURNING TO LEARNING. 2. THE B.T.S.D. OPTION: N.T.S.D. MEANS BASIC TRAINING FOR SKILL DEVELOPMENT. IT IS A FULL-TIME PROGRAMME OF ENGLISH, MATHEMATICS, AND SCIENCE. THE AIM IS TO ENABLE YOU TO UPGRADE THE BASIC SKILLS, IN AS SHORT A TIME AS POSSIBLE, IN ORDER TO: (A) MEET EMPLOYERS' STANDARD EDUCATIONAL REQUIREMENTS, OR (B) PREPARE TO ENROL IN A VOCATIONAL TRAINING PROGRAMME. 3. THE CONTINUING EDUCATION OPTION: YOU CAN CONTINUE YOUR EDUCATION ON A PART-TIME BASIS BY TAKING COURSES IN MALASPINA'S CONTINUING EDUCATION CENTRES. THESE MAY INCLUDE: ADULT SENIOR SECONDARY SCHOOL COMPLETION (GRADES 11 AND 12) ADULT BASIC EDUCATION (GRADES 1 TO 8) ENGLISH AS A SECOND LANGUAGE. ENGLISH FOR NEW CANADIANS. ENGLISH, MATHEMATICS, AND SCIENCE IMPROVEMENT UP TO THE GRADE 10 LEVEL. 4. THE G.E.D. OPTION: G.E.D. MEANS GENERAL EDUCATIONAL DEVELOPMENT. BY A SERIES OF FIVE COMPREHENSIVE EXAMINATIONS IN ENGLISH, SOCIAL STUDIES, NATURAL SCIENCES, LITERATURE AND MATHEMATICS, THE DEPARTMENT OF EDUCATION MEASURES YOUR PRESENT LEVEL OF EDUCATION. ADULTS REACHING THE REQUIRED STANDARDS ARE AWARDED A CERTIFICATE OF GRADE 12 EQUIVALENCY. ADVICE AND INFORMATION: YOU CAN OBTAIN ADVICE AND MORE INFORMATION ABOUT THE BASIC SKILLS PROGRAMME FROM THE CO-ORDINATOR, MR. DAVID HARRISON AT THE KENNEDY STREET CAMPUS (753-3245), FROM ANY COLLEGE COUNSELLOR, OR FROM A CONTINUING EDUCATION OFFICE. YOU MAY ALSO ARRANGE FOR: EVALUATION OF YOUR PREVIOUS EDUCATION AND EXPERIENCE. TESTING OF YOUR PRESENT ABILITIES IN MATHEMATICS AND ENGLISH. CAREER COUNSELLING.

THE GENERAL EDUCATIONAL DEVELOPMENT TESTS ARE A SERIES OF FIVE COMPREHENSIVE EXAMINATIONS IN THE AREAS OF ENGLISH COMPOSITION, SOCIAL STUDIES, NATURAL SCIENCES, LITERATURE AND MATHEMATICS. THEY ARE DESIGNED TO MEASURE AS DIRECTLY AS POSSIBLE THE MAJOR GENERALIZATIONS, IDEAS AND INTELLECTUAL SKILLS THAT ARE NORMALLY GAINED THROUGH SECONDARY SCHOOL. WHY TAKE THE =GED TESTS? MANY ADULTS WHO DID NOT GRADUATE FROM SECONDARY SCHOOL MAY HAVE ACQUIRED SKILLS, THROUGH WORK AND STUDY EXPERIENCES, AT OR ABOVE SECONDARY SCHOOL LEVEL. THE =GED TESTS PROVIDE AN OPPORTUNITY FOR THESE PEOPLE TO EARN AN OFFICIAL DOCUMENT STATING THEY HAVE A GRADE =XII SECONDARY SCHOOL EQUIVALENCY STANDING WHICH MAY ASSIST THEM IN QUALIFYING FOR BETTER JOBS, FOR PROMOTIONS WITHIN THEIR OWN ORGANIZATIONS AND IN APPLYING FOR ADMISSION OT POST-SECONDARY EDUCATIONAL INSTITUTIONS. SOME PEOPLE MAY WISH TO TAKE THE TESTS FOR PERSONAL SATISFACTION. WHILE THE DEPARTMENT OF EDUCATION CAN NOT GUARANTEE THAT THE =GED CERTIFICATE WILL BE ACCEPTED BY EVERY EMPLOYER OR POST-SECONDARY INSTITUTIONS, IT MAY BE OF CONSIDERABLE ASSISTANCE. WHO CAN TAKE THE TESTS? APPLICANTS MUST BE, AT THE TIME OF APPLICATION: AGED 19 OR OVER, AND B.C. RESIDENTS FOR AT LEAST SIX MONTHS, AND OUT OF SCHOOL FOR AT LEAST ONE FULL ACADEMIC YEAR. SHOW SHOULD ONE APPLY? APPLICATION FORMS ARE AVAILABLE FROM ANY MALASPINA COLLEGE OFFICE. ADDITIONAL INFORMATION WILL BE AVAILABLE THERE, INCLUDING BOOKLETS OF SAMPLE TEST QUESTIONS AND ADVICE ON HOW TO PREPARE FOR THE TEST. THE TESTS ARE SCHEDULES SEVERAL TIMES EACH YEAR, AT NANAIMO AND OTHER VANCOUVER ISLAND CENTRES. THE 5.00 ADMINISTRATION FEE FOR ALL OR ANY OF THE TESTS IS PAYABLE AT THE TIME OF APPLICATION. IT IS NOT REFUNDABLE.

THE COLLEGE FOUNDATIONS OPTION IS MAINLY FOR STUDENTS PLANNING TO ENTER THE FIRST YEAR OF A UNIVERSITY TRANSFER, COLLEGE DIPLOMA, OR COLLEGE CERTIFICATE PROGRAMME, AND WHO WISH TO TAKE FURTHER PREPARATION. IT IS NOT REQUIRED FOR ENTRY TO ANY OTHER PROGRAMME. ADMISSION: SAME AS FOR COLLEGE TRANSFER, DIPLOMA AND CERTIFICATE PROGRAMMES STUDENTS ARE REQUIRED TO HAVE AN ADMISSIONS INTERVIEW WITH A COUNSELLOR OR THE BASIC SKILLS CO-ORDINATOR. LENGTH OF PROGRAMME: VARIABLE; ONE OT TWO SEMESTERS. MAY ALSO BE TAKEN PART-TIME. CREDITS: EACH COURSE CARRIES MALASPINA COLLEGE CREDITS. THESE MAY BE COUNTED TOWARDS MOST COLLEGE DIPLOMAS BUT NOT TOWARDS UNIVERSITY TRANSFER. STUDENTS WISHING TO OBTAIN OFFICIAL GRADE 12 STANDING IN ANY SUBJECT SHOULD CONSULT WITH THE BASIC SKILLS CO-ORDINATOR. COURSES: UP TO 15 CREDITS PER SEMESTER FROM THE FOLLOWING (CREDITS SHOWN IN BRACKETS): ADMINISTRATION 111=T (3) - INTRODUCTION TO BUSINESS BIOLOGY 111* (3) - PRINCIPLES OF BIOLOGY BIOLOGY 112* - (3) PRINCIPLES OF BIOLOGY (CONTINUED) CHEMISTRY 100=G (3) - INTRODUCTORY COLLEGE CHEMISTRY CHEMISTRY 101=G (3) - INTRODUCTORY COLLEGE CHEMISTRY (CONTINUED) COUNSELLING 100=G (2) - INTERPERSONAL COMMUNICATION. COUNSELLING 120=G (2) - CAREER PLANNING. COUNSELLING 150=G (1) - PROJECT SECOND LOOK DRAFTING 111=T (2) - GENERAL TECHNICAL DRAFTING DRAFTING 112=T (2) - GENERAL TECHNICAL DRAFTING (CONTINUED) FOUNDATIONS 100 =G (3) - EFFECTIVE THINKING. FOUNDATIONS 101=G (3) INFORMAL LOGIC FOUNDATIONS 102=G (3) - INTRODUCTION TO THE SOCIAL SCIENCES MATHEMATICS 90=G (2) - QUANTITATIVE SKILLS MATHEMATICS 100=G (3) - INTRODUCTORY COLLEGE MATHEMATICS (CONTINUED) MATHEMATICS 151=G (3) - ELEMENTARY FUNCTIONS AND ANALYTIC GEOMETRY MATHEMATICS 152=G (3) - ELEMENTARY FUNCTIONS AND ANALYTIC GEOMETRY (CONTINUED) PHYSICS 100=G (3) - A FIRST COURSE IN PHYSICS. PHYSICS 101=G (3) - A FIRST COURSE IN PHYSICS (CONTINUED) PSYCHOLOGY 151=G (3) - THE STUDY OF BEHAVIOUR. READING 151=G (2) - DEVELOPMENTAL READ) - SPELLING IMPROVEMENT STUDY SKILLS 101=G (1) - GRAMMAR IMPROVEMENT. STUDY SKILLS 102=G - (1) LISTENING AND NOTE-TAKING. STUDY SKILLS 104=G (1) - ENGLISH LANGUAGE IMPROVEMENT STUDY SKILLS 106=G (3) - COMPREHENSIVE STUDY TECHNIQUES WRITING 110=G (2) - WRITING IMPROVEMENT. * THIS COURSE ALSO CARRIES UNIVERSITY TRANSFER CREDIT. ELECTIVES - ADDITIONAL COURSES MAY BE CHOSEN FROM THE GENERAL COLLEGE CURRICULUM. PARTIAL PROGRAMMES - MOST OF THE COURSES IN THIS OPTION ARE ALSO AVAILABLE TO STUDENTS ON OTHER PROGRAMMES. STUDENTS WITH HALF OR MORE OF THEIR SEMESTER CREDITS TAKEN FROM THE ABOVE LIST WILL BE CONSIDERED AS BEING ON THE BASIC SKILLS PROGRAMME.

CONTINUING EDUCATION OPTION. A VARIETY OF COURSES ARE AVAILABLE, THROUGH CONTINUING EDUCATION DIVISION, TO ADULTS WISHING TO UPGRADE THEIR EDUCATIONAL QUALIFICATIONS. INTENDING STUDENTS SHOULD CONSULT THEIR NEAREST CONTINUING EDUCATION OFFICE FOR DETAILS OF COURSES, FEES AND DATES. WHILE ACTUAL OFFERINGS WILL VARY FROM ONE CENTRE TO ANOTHER, THE FOLLOWING BASIC SKILLS COURSES ARE USUALLY AVAILABLE, SUBJECT TO DEMAND: ADULT SECONDARY SCHOOL COMPLETION (GRADE 11 AND 12). THIS PROGRAM OF PART-TIME STUDY LEADS TO A DEPARTMENT OF EDUCATION GRADE =XII CERTIFICATE. SEVEN COURSES ARE REQUIRED: ENGLISH 12 OR EQUIVALENT, SOCIAL STUDIES 11 OR EQUIVALENT, PLUS 5 OTHER COURSES, THREE OF WHICH MUST BE AT THE GRADE 12 LEVEL. ADULT GRADE 8-10 EQUIVALENCY. ADULT BASIC EDUCATION (GRADE 1-7) ENGLISH AS A SECOND LANGUAGE. ENGLISH FOR NEW CANADIANS. ENGLISH, MATHEMATICS AND SCIENCE IMPROVEMENT SHORT COURSES, ADAPTED TO MEET THE NEEDS OF ADULT STUDENT GROUPS. SHIFT WORKERS, PEOPLE IN REMOTE AREAS OR WITH MOBILITY PROBLEMS, AND OTHERS WHO FIND DIFFICULTY ATTENDING CLASSES ON A REGULAR BASIS MAY BE ABLE TO MAKE SPECIAL ARRANGEMENTS WITH THE BASIC SKILLS CO-ORDINATOR. INFORMATION IS ALSO AVAILABLE ABOUT THE CORRESPONDENCE COURSES DIRECTED BY THE B.C. DEPARTMENT OF EDUCATION, MANY OF WHICH ARE DESIGNED FOR ADULTS. ADMISSION REQUIREMENTS: ADMISSION REQUIREMENTS ARE NORMALLY THE SAME AS FOR GENERAL COLLEGE ADMISSION. STUDENTS WHO DO NOT MEET THESE REQUIREMENTS MAY BE ADMITTED UPON APPLICATION TO THE LOCAL DIRECTOR OF CONTINUING EDUCATION.

THE AIM OF THIS PROGRAMME IS TO ENABLE STUDENTS TO UPGRADE BASIC ACADEMIC SKILLS IN AS SHORT A TIME AS POSSIBLE, IN ORDER TO: (A) MEET EMPLOYERS' BASIC EDUCATIONAL REQUIREMENTS, OR (B) PREPARE TO ENROL IN A SPECIFIC VOCATIONAL TRAINING PROGRAMME. THE SUBJECTS ARE COMMUNICATIVE ENGLISH, APPLIED MATHEMATICS AND ASIC SCIENCE. THERE ARE THREE LEVELS OF TRAINING: B.T.S.D. LEVEL =II - UP TO GRADE 8 EQUIVALENCY B.T.S.D. LEVEL =III - UP TO GRADE 10 EQUIVALENCY B.T.S.D. LEVEL =IV - UP TO GRADE 12 EQUIVALENCY. ADMISSION REQUIREMENTS: AGED 17 YEARS OR OVER, AND AWAY FROM PUBLIC SCHOOL SYSTEM FOR AT LEAST ONE YEAR. WHILE THERE IS NO SET MINIMUM EDUCATIONAL REQUIREMENTS FOR ENTRY, STUDENTS SHOULD HAVE A SUFFICIENT COMBINATION OF EDUCATION, EXPERIENCE AND MOTIVATION TO COMPLETE THE PROGRAMME SUCCESSFULLY. LENGTH OF PROGRAMME; VARIABLE, TO SUIT INDIVIDUAL NEEDS, BUT APPROXIMATELY 5 MONTHS. CERTIFICATE: A CERTIFICATE OF ACHIEVEMENT IS AWARDED SHOWING THE B.T.S.D. LEVEL COMPLETED. FEES: TUITION 15.00 PER MONTH SUPPLIES 5.00 PER MONTH DEPOSIT 10.00 (REFUNDABLE) SPONSORSHIP: UNDER CERTAIN CONDITIONS, TRAINING COSTS AND FINANCIAL AID MAY BE AVAILABLE FROM CANADA MANPOWER, THE DEPARTMENT OF HUMAN RESOURCES, INDIAN AFFAIRS, BAND DISTRICT COUNCILS, AND OTHER AGENCIES. ENQUIRIES SHOULD BE DIRECTED TO THE AGENCIES CONCERNED. THE COLLEGE STUDY SKILLS CENTRE OFFERS TUTORIAL HELP IN NEARLY ALL SUBJECT AREAS. IT IS OPEN TO ALL STUDENTS ON A FREE, VOLUNTARY BASIS, AND IS STAFFED BY REGULAR MEMBERS OF THE COLLEGE FACULTY AND STUDENT AIDES. NO GRADES ARE ASSIGNED. THE OVERALL AIM OF THE CENTRE IS TO HELP STUDENTS INCREASE THEIR CAPACITY FOR LEARNING. STUDENTS USE THE CENTRE IN A VARIETY OF WAYS INCLUDE: COLLEGE ORIENTATION: THE CENTRE COOPERATES WITH THE COUNSELLORS IN ORIENTATION PROGRAMS FOR FRESHMEN AT THE BEGINNING OF EACH SEMESTER: IT IS PARTICULARLY CONCERNED WITH HELPING NEW COLLEGE STUDENTS ADJUST TO METHODS OF TEACHING, LEARNING, AND STUDY WHICH MAY BE DIFFERENT FROM WHAT HE ENCOUNTERED AT SECONDARY SCHOOL, OR OTHER INSTITUTIONS. STUDY SKILLS MINI-COURSES: SHORT COURSES TO INDIVIDUALIZED PROGRAMS MAY BE OFFERED FROM TIME TO TIME WHICH DEAL WITH SPECIFIC PROBEM AREAS SUCH AS: TERM PAPER WRITING, PROBLEM SOLVING, LISTENING AND NOTE-TAKING, REMEMBERING AND FORGETTING, TECHNIQUES FOR EXAMINATIONS. TUTORIAL CENTRE: A NON-CLASSROOM ENVIRONMENT IN WHICH STUDENTS AND FACULTY CAN MEET IN SMALL GROUPS OR INDIVIDUALLY TO TALK OVER PROBLEM AREAS IN COURSES. SPECIFIC HELP IS ALSO PROVIDED IN PREPARING TERM PAPERS, RESEARCH REPORTS OR SEMINAR PRESENTATIONS. SPECIAL FACILITIES FOR THE PHYSICALLY HANDICAPPED TO STUDY PART-TIME OR FULL-TIME, MAY BE AVAILABLE THROUGH THE COLLEGE. CONTACT ANY COLLEGE COUNSELLOR, THE BASIC SKILLS CO-ORDINATOR OR YOUR LOCAL CONTINUING EDUCATION DIRECTOR FOR MORE INFORMATION.

COMMUNICATION AIDS FOR THE DEAF-BLIND J.M. GILL AND J.L. DOUCE, JANUARY 1978 WARWICK RESEARCH UNIT FOR THE BLIND, UNIVERSITY OF WARWICK, COVENTRY INFORMATION FLOW TO AND FROM THE DEAF-BLIND INDIVIDUAL IS CRUCIAL TO ENABLE HIM OR HER TO COPE IN ALL OF THE DOMAINS OF LIFE, RANGING FROM SIMPLE SELF-MAINTENANCE ACTIVITIES, TO THE GREATER DEMANDS OF LEARNING MORE ABOUT THE WORLD, AND ON TO THE POSSIBILITIES WHICH MAY EXIST FOR THE MAXIMAL DEGREE OF CONTRIBUTION TO SOCIETY. THE SCOPE OF THE DIFFICULTY IS ONLY SUGGESTED BY INDICATING THAT SOME 90 PER CENT OF THE INFORMATION ABOUT THE WORLD IS ACQUIRED BY THE NON-IMPAIRED THROUGH THE VISUAL SENSE, AND A SIGNIFICANT FRACTION OF THE REMAINDER IS ACQUIRED THROUGH THE AUDITORY SENSE. REDUCED ONLY TO THE TACTUAL AND OLFACTORY CHANNELS, THE KIND AND QUANTITY OF INFORMATION THAT THE DEAF-BLIND INDIVIDUAL CAN ACQUIRE IS SEVERELY LIMITED. IT IS IN THIS SENSE THAT IT IS TRUE THAT COMMUNICATION IS THE KEY TO PROVIDING SERVICES TO THE DEAF-BLIND POPULATION. THERE IS A SERIOUS GAP BETWEEN WHAT TECHNOLOGICAL APPROACHES CAN NOW DO POTENTIALLY TO REMEDY THIS LACK OF INFORMATION FLOW AND WHAT IS ACTUALLY AVAILABLE TO THE DEAF-BLIND PERSON. IT IS CERTAINLY POSSIBLE TO ACHIEVE A SIGNIFICANT IMPROVEMENT OVER WHAT IS NOW AVAILABLE. THE FIRST STEP IN THIS PROJECT IS TO IDENTIFY AND QUANTIFY THE DEMAND FOR VARIOUS TYPES OF COMMUNICATION AIDS FOR THE DEAF-BLIND. TO INVESTIGATE HOW THE DEMAND CAN BE MET, PROTOTYPE AIDS WILL BE DEVELOPED CONSISTING OF A NUMBER OF BASIC COMPONENTS WHICH CAN BE ASSEMBLED TO MEET THE INDIVIDUAL'S SPECIFIC NEEDS. INFORMATION MAY BE SUPPLIED TO THE DEVICE IN A VARIETY OF WAYS, INCLUDING: (A) A TYPEWRITER KEYBOARD (B) A BRAILLE KEYBOARD (6 KEYS PLUS SPACE KEY) (C) AN ADAPTOR TO PERMIT INPUT FROM SIGNALS TRANSMITTED OVER AN ORDINARY TELEPHONE LINE. (D) A CASSETTE RECORDER WITH THE INFORMATION RECORDED DIGITALLY. THIS INFORMATION IS CONVEYED AUTOMATICALLY TO THE INDIVIDUAL FROM THE DEVICE USING ONE OR MORE, OF THE FOLLOWING TECHNIQUES: (1) A TRANSITORY BRAILLE DISPLAY (2) A VIBRATOR (MORSE CODE) (3) A VISUAL DISPLAY FOR THOSE WITH SEVERELY IMPAIRED SPEECH (4) A TELEPHONE ADAPTOR (5) A CASSETTE RECORDER POSSIBLE MODES OF OPERATION: 1. A SIGHTED PERSON INPUTS TEXT ON A CONVENTIONAL TYPEWRITER KEYBOARD AND THE DEAF-BLIND PERSON READS IT AS A LINE OF BRAILLE (TRANSITORY DISPLAY) OR AS VIBRATIONS (IN THE MORSE CODE). IN EACH CASE, THE SPEED AT WHICH LETTERS OR WORDS ARE PRESENTED IS CHOSEN APPROPRIATELY BY THE DEAF-BLIND USER. 2. THE SAME AS ABOVE BUT TWO PEOPLE COMMUNICATE OVER A TELEPHONE LINE. THE DEAF-BLIND PERSON COULD HAVE A RECORDED MESSAGE ASKING THE CALLER TO RING ANOTHER NUMBER; THE INTERMEDIARY WOULD THEN PASS ON THE MESSAGE USING THE TYPEWRITER KEYBOARD. 3. THE ADDITION OF A STORAGE DEVICE WOULD PERMIT THE DEAF-BLIND PERSON TO READ MESSAGES AT HIS OR HER CONVENIENCE. IT WOULD ALSO PERMIT THE INEXPENSIVE AND COMPACT STORAGE OF INFORMATION SUCH AS THE NEWS (NATIONAL OR LOCAL). IT WOULD BE A SIMPLE MATTER TO QUICKLY MAKE MULTIPLE COPIES CENTRALLY, AND THE CASSETTES CAN BE RE-USED MANY TIMES. THE PERMUTATIONS ARE ALMOST ENDLESS AND THE OPTIMUM CONFIGURATION WILL DEPEND ON THE SPECIFIC REQUIREMENTS OF THE DEAF-BLIND INDIVIDUAL. ONE IMPORTANT ASPECT OF THIS PROJECT IS TO IDENTIFY THESE REQUIREMENTS AND TO MATCH THEM WITH PRACTICAL TECHNOLOGICAL SOLUTIONS. ALTHOUGH THE FIRST PROTOTYPES REQUIRE APPRECIABLE FINANCE FOR DEVELOPMENT AND TESTING, THE PRODUCTION DEVICES SHOULD COST ABOUT THE SAME AS A GOOD ELECTRIC TYPEWRITER. (1) IDENTIFICATION OF THE COMMUNICATION PROBLEMS OF THE DEAF-BLIND. THIS WILL INVOLVE PERSONAL CONTACT WITH MANY DEAF-BLIND INDIVIDUALS. (2) DEVELOPMENT OF SPECIFICATIONS FOR A MODULAR SET OF COMMUNICATION AIDS. (3) DEVELOPMENT OF A NUMBER OF PROTOTYPES. (4) EVALUATION OF THESE PROTOTYPES WITH A CROSS-SECTION OF THE POTENTIAL USER POPULATION. (5) DEVELOPMENT OF PRE-PRODUCTION DEVICES. (6) LIAISON WITH POTENTIAL MANUFACTURERS. THROUGHOUT THIS PROJECT CLOSE CONTACT WILL BE MAINTAINED WITH ORGANISATIONS FOR THE DEAF-BLIND, FOREIGN RESEARCH WORKERS AND THE DEAF-BLIND THEMSELVES. THE RESULTS OF THIS PROJECT WILL BE PUBLISHED IN THE RELEVANT JOURNALS. THE THREE YEAR PROJECT WILL REQUIRE: (THE HEADINGS ARE, YEAR 1; YEAR 2; YEAR 3.) RESEARCH OFFICER; L3666; L3901; L4137 NATIONAL INSURANCE ETC. (20.75 PERCENT); L761; L809; L858 ASSISTANT RESEARCH OFFICER: L3194; L3430; L3666 NATIONAL INSURANCE ETC. (20.75 PER CENT); L663; L712: L761 EQUIPMENT, CONSUMABLES AND TRAVEL; L2300; L2700; L2400 INFLATION (15 PER CENT); 0; L1733; L3812 TOTAL; L10,584; L13,285; L15,634 EQUIPMENT AND CONSUMABLES INCLUDES KEYBOARDS, CASSETTE DRIVES, MICROPROCESSORS, MODEMS (TELEPHONE CONNECTORS), BRAILLE DISPLAYS AND ELECTRONIC COMPONENTS. THE PROJECT SUPERVISOR WILL BE DR. J.M. GILL WHO HAS DONE A FIVE YEAR APPRENTICESHIP IN ELECTRONICS AND HAS A B.SC. (ELECTRICAL ENGINEERING), M.SC. (CONTROL ENGINEERING), PH.D., C.ENG., M.I.E.E. HE HAS BEEN WORKING FULL-TIME ON AIDS FOR THE BLIND AT WARWICK UNIVERSITY SINCE 1971. P. DAMIRAL, WHO WILL BE THE RESEARCH OFFICER ON THIS PROJECT, HAS A B.SC. IN ELECTRICAL AND ELECTRONIC ENGINEERING. HE WORKED FOR A YEAR AND A HALF AS A PROJECT ENGINEER IN INDUSTRY. OVER THE LAST THREE YEARS HE HAS BEEN CONCERNED WITH DEVELOPING A COMMUNICATION AID FOR THE DEAF-BLIND.

THE UNIVERSITY OF WARWICK LIBRARY BASIC INFORMATION FOR STUDENTS IN TERM THE LIBRARY IS OPEN AT THE FOLLOWING TIMES: MONDAY TO FRIDAY - 9.00 A.M. - 9.30 P.M. SATURDAYS - 9.00 A.M. - 6.00 P.M. SUNDAYS - 10.00 A.M. - 9.30 P.M. AT WEEKENDS (AFTER 12.30 ON SATURDAYS) THE LIBRARY IS OPEN FOR READING AND BORROWING, THOUGH OTHER SERVICES MAY NOT BE AVAILABLE. THE READING ROOM ON THE FIRST FLOOR OUTSIDE THE ENTRANCES IS OPEN UNSUPERVISED, USUALLY UNTIL MIDNIGHT, AND IT IS THE ONLY PLACE WHERE SMOKING IS ALLOWED IN THE LIBRARY. TELEPHONES THE LIBRARY'S NUMBER FOR GENERAL ENQUIRIES AND READER SERVICES IS COVENTRY 24011 EXTENSION 2026, DEPARTMENTS WITHIN THE LIBRARY ARE LISTED IN THE UNIVERSITY DIRECTORY. TELEPHONES FOR PUBLIC USE ARE ON THE GROUND FLOOR BEYOND THE COFFEE BAR. CLOAKROOMS BAGS, COATS AND UMBRELLAS MUST NOT BE BROUGHT INTO THE LIBRARY, BUT LEFT IN THE GROUND FLOOR CLOAKROOM. BORROWING AS EARLY AS POSSIBLE IN THE SESSION BEGINNING OCTOBER 1973 THE LIBRARY WILL BEGIN TO OPERATE AN AUTOMATED ISSUE SYSTEM. EVERY MEMBER OF THE UNIVERSITY WILL HAVE A CARD WHICH CAN BE USED TO BORROW BOOKS AS WELL AS FOR OTHER PURPOSES, AND EXISTING LIBRARY TICKETS WILL BE WITHDRAWN. AS SOON AS THE AUTOMATED SYSTEM IS IN OPERATION THE STANDARD LOAN PERIOD FOR STUDENT BORROWERS WILL BE A FORTNIGHT. THE DATE OF RETURN WILL STILL BE STAMPED IN THE BOOK AND RENEWALS WILL BE ALLOWED FOR UNRESERVED BOOKS. THE UNIVERSITY CARD MUST BE PRODUCED WHEN BORROWING A BOOK. UNDERGRADUATES MAY BORROW UP TO 5 BOOKS, GRADUATES ON TAUGHT COURSES UP TO 10, AND RESEARCH STUDENTS UP TO 20. STUDENT RESERVE COLLECTION A SEPARATE COLLECTION OF EXTRA COPIES OF BOOKS AND ARTICLES ON READING LISTS IS KEPT ON THE FIFTH FLOOR. LOANS FROM THIS COLLECTION ARE RESTRICTED FOR MORNING, AFTERNOON, EVENING AND OVERNIGHT PERIODS SO THAT THE MAXIMUM USE CAN BE MADE OF LIMITED RESOURCES. A LEAFLET IS AVAILABLE IN THE SRC ROOM AND AT THE COUNTER. SECURITY LIKE MOST EDUCATIONAL LIBRARIES WE LOSE MANY BOOKS EVERY YEAR THROUGH UNOFFICIAL BORROWING AND SIMPLE THEFT. IN THE LONG RUN IT IS IN THE INTEREST OF ALL STUDENTS TO RESPECT RULES WHICH EXIST FOR THE COMMON GOOD AND TO SPEAK AGAINST THE SMALL NUMBER OF PERSONS WHO DAMAGE FACILITIES FOR OTHER USERS. THE UNIVERSITY HAS AGREED ON STRINGENT REGULATIONS UNDER WHICH ANYONE DETECTED IN THE UNOFFICIAL REMOVAL OF BOOKS, EVEN WHERE DELIBERATE THEFT CANNOT BE PROVED, MAY BE HEAVILY FINED AND SUSPENDED FROM USE OF THE LIBRARY. BECAUSE OF THE NEED TO SAFEGUARD LIBRARY COLLECTIONS, MOST OF ALL THE BOOKS WHICH ARE IN HIGH DEMAND, A TURNSTILE IS OPERATED AT THE LIBRARY EXIT. USERS ARE REQUIRED TO OPEN FOR INSPECTION ALL THE BOOKS AND PAPERS THEY ARE CARRYING, WHETHER THEIR OWN PROPERTY OR THAT OF THE UNIVERSITY. ARRANGEMENT THE MAIN (FIRST) FLOOR CONTAINS CURRENT PERIODICALS, GENERAL REFERENCE BOOKS, AND VARIOUS SPECIAL FACILITIES. THE REST OF THE LIBRARY IS ARRANGED IN SUBJECT DIVISIONS AS FOLLOWS:- 2ND FLOOR - SCIENCE AND TECHNOLOGY 3RD FLOOR - HUMANITIES (PHILOSOPHY, HISTORY, LANGUAGE AND LITERATURE, FINE ARTS). 4TH FLOOR - SOCIAL SCIENCES (LAW, POLITICS, EDUCATION, SOCIOLOGY, ECONOMICS AND BUSINESS STUDIES). BRITISH LAW REPORTS AND OFFICIAL PUBLICATIONS WILL ALSO BE FOUND ON THIS FLOOR AS PART OF A COLLECTION OF REPORTS AND STATISTICS. 5TH FLOOR - CONTINUATION OF REPORT AND STATISTICS, INDIVIDUAL FOREIGN COUNTRIES. STUDENT RESERVE COLLECTION. CLASSIFICATION FOR BOOKS (ONLY) THE CLASSIFICATION SCHEME USED IN THE LIBRARY OF CONGRESS AT WASHINGTON IS USUALLY FOLLOWED, THOUGH WITH CONSIDERABLE REVISION IN THE SOCIAL SCIENCES. IN THIS SCHEME EACH SUBJECT HAS A DISTINGUISHING LETTER, E.G. K FOR LAW, AND EACH TOPIC IS GIVEN A SPECIFIC NUMBER, E.G. KM 542: HOMICIDE. CATALOGUES AND INDEXES THE BOOK COLLECTION IS LISTED BY NAME OF AUTHOR OR ISSUING BODY IN THE _MAIN _CATALOGUE ON THE FIRST FLOOR. THE _LOCATION OF ANY PARTICULAR BOOK IS GIVEN BY THE LIBRARY OF CONGRESS NUMBER IN THE TOP LEFT-HAND CORNER OF THE CARD. THE PLAN OF THE LIBRARY HAS A KEY TO CLASS LOCATIONS. AN ADDITIONAL SET OF CARDS IS FILED IN SUBJECT OR CLASSIFIED ORDER; CABINETS CONTAINING THESE _CLASSIFIED _CATALOGUES ARE PLACED ON THE UPPER FLOORS IN THEIR APPROPRIATE DIVISION. EACH DIVISIONAL CLASSIFIED CATALOGUE HAS A SEPARATE _SUBJECT _INDEX. THESE INDEXES ARE DUPLICATED IN A SEPARATE CABINET ON THE FIRST FLOOR, NEXT TO THE AUTHOR CATALOGUE. IT IS THUS POSSIBLE TO CHECK ANY NAME OR TOPIC ON THE FIRST FLOOR, BUT __IT IS NOT USUALLY POSSIBLE TO FIND A BOOK BY ITS AUTHOR'S NAME FROM THE CATALOGUES ON THE UPPER _FLOORS. HOWEVER A SEPARATE COMPUTER-PRODUCED LIST OF SRC BOOKS IS AVAILABLE ON EACH FLOOR. PERIODICALS ARE NOT INCLUDED IN THE CARD CATALOGUES. A VISIBLE INDEX OUTSIDE THE PERIODICALS OFFICE ON THE FIRST FLOOR GIVES UP-TO-DATE INFORMATION ABOUT HOLDINGS. THIS LIST IS PHOTOCOPIED EVERY YEAR AND COPIES ARE PLACED ABOUT THE LIBRARY AND IN TEACHING DEPARTMENTS. MUSIC IS INDEXED SEPARATELY. ENQUIRE ON THE THIRD FLOOR. REPORTS AND STATISTICS ARE GATHERED TOGETHER AND ARRANGED BY A GEOGRAPHICAL SCHEME WHICH USES NUMBERS FOR COUNTRIES (4 = EUROPE, 41 = GREAT BRITAIN) AND THE ABBREVIATION INT FOR THE INTERNATIONAL SERIES. WITHIN EACH GEOGRAPHICAL DIVISION THERE IS A BREAKDOWN BY TYPE OF MATERIAL WITH STATISTICAL SERIALS COMING FIRST (SECTION A-J) THEN OFFICIAL PROCEEDINGS (E.G. GERMAN PARLIAMENTARY REPORTS) AND FINALLY POLITICAL PARTIES AND TRADE UNION MATERIAL. THE OFFICIAL INDEXES AND HMSO CATALOGUES ARE MAINTAINED FOR BRITISH OFFICIAL PUBLICATIONS. STAFF ALL THE ARRANGEMENTS CONCERNING BORROWING AND CIRCULATION AND GENERAL READER SERVICES ARE UNDER THE GENERAL SUPERVISION OF MR. R. OLDROYD, WHOSE OFFICE IS ON THE FIRST FLOOR. ENQUIRIES ABOUT PERIODICALS SHOULD BE MADE AT THE PERIODICALS ENQUIRY POINT TO MISS PERCY OR ONE OF HER ASSISTANTS. ENQUIRIES ABOUT USING REPORTS AND STATISTICS ARE BEST MADE ON THE FOURTH FLOOR. ON EACH FLOOR A REFERENCE POINT IS STAFFED MOST OF THE DAY DURING TERM TIME Y SUBJECT LIBRARIANS WHO ARE FAMILIAR WITH THE BOOK NEEDS OF COURSES. ALL STAFF MEMBERS, PARTICULARLY THOSE AT ENQUIRY POINTS, WILL GLADLY ANSWER ENQUIRIES AND HELP READERS TO FIND WHAT THEY WANT. LIBRARY FACILITIES AND GENERAL INFORMATION MAIL. THE LIBRARY SENDS OUT NOTICES TO READERS TO THEIR DEPARTMENTS - E.G. BOOKS AWAITING COLLECTION, OVERDUES AND RECALL NOTICES. MAKE SURE YOU LOOK REGULARLY IN YOUR DEPARTMENT PIGEON-HOLES. COPYING FACILITIES. A SELF-SERVICE COIN-OPERATED COPYING MACHINE IS AVAILABLE ON THE FIRST FLOOR. DEPARTMENTAL LIBRARIES. THE COURTAULDS LIBRARY OF CHEMISTRY JOURNALS AND BOOKS IS OPEN TO THIRD YEAR UNDERGRADUATES ON APPLICATION. COLLECTIONS OF DUPLICATES FOR UNDERGRADUATE USE ARE MAINTAINED IN PHYSICS AND MATHEMATICS. DICTIONARIES AND ENCYCLOPEDIAS. LANGUAGE DICTIONARIES ARE ON THE THIRD FLOOR. THERE IS A GENERAL COLLECTION OF REFERENCE BOOKS ON THE FIRST FLOOR, BUT REFERENCE BOOKS RELATING TO PARTICULAR SUBJECTS ARE SHELVED NEAR THE REFERENCE POINT IN EACH DIVISION. FIRST AID. FACILITIES ARE AVAILABLE IN THE LIBRARY AND READERS ARE ASKED TO REPORT ANY ACCIDENT OR SICKNESS TO A MEMBER OF THE LIBRARY STAFF. INSTRUCTION AND SEMINARS. IN ADDITION TO THE INTRODUCTORY SESSIONS A NUMBER OF BRIEF TALKS ARE GIVEN BY MEMBERS OF THE LIBRARY STAFF FOR STUDENTS IN SOME OF THE SOCIAL SCIENCES. MORE EXTENDED COURSES ARE OFFERED FOR RESEARCH STUDENTS. LIBRARY GUIDES. LEAFLETS AND BOOKLETS LISTING SOURCES OF INFORMATION AND USEFUL REFERENCE WORKS ARE ISSUED BY SEVERAL SUBJECTS WITHIN THE LIBRARY. READERS SEEKING MORE LIBRARY INFORMATION ABOUT PARTICULAR SUBJECTS ARE INVITED TO ASK THE APPROPRIATE SUBJECT SPECIALIST. LISTS. TWO LIFTS ARE AVAILABLE FOR READERS. PLEASE LEAVE THE THIRD FOR SERVICES. LISTENING FACILITIES. WE HAVE A COLLECTION OF ENGLISH AND ITALIAN PLAYS AND OTHER MATERIAL ON RECORD AND TAPE FOR USE IN THE LIBRARY. PLEASE ENQUIRE AT THE COUNTER. RECORDED MUSIC IS KEPT IN THE LANGUAGE LABORATORY FOR USE THERE. LOCAL LIBRARIES. PUBLIC LIBRARIES IN COVENTRY, KENILWORTH, LEAMINGTON AND WARWICK (COUNTY LIBRARY HQ) MAY ALL BE USEFUL TO YOU. LOST OR DAMAGED BOOKS. IN YOUR OWN INTEREST REPORT IMMEDIATELY ANY BOOK LOST OR DAMAGED WHILE IN YOUR POSSESSION. REMEMBER THAT YOU ARE RESPONSIBLE FOR ANY BOOK ISSUED IN YOUR NAME. MACHINE ROOM. CALCULATING MACHINES AVAILABLE. ENQUIRE ON THE FOURTH FLOOR. MAPS THERE IS A COLLECTION OF ATLASES AND A COMPLETE COLLECTION OF CURRENT ONE-INCH ORDNANCE SURVEY MAPS NEAR THE CURRENT PERIODICALS. MICROTEXTS. SOME PRESCRIBED READING FOR STUDENTS EXISTS ONLY IN MICROFILM AND MICROCARD FORM. ENQUIRE FIRST AT THE APPROPRIATE SUBJECT REFERENCE POINT. MISSING BOOKS. A BOOK WHICH YOU CAN TRACE IN THE CATALOGUE BUT CANNOT FIND ON THE SHELF MAY BE OUT ON LOAN, IN USE IN THE LIBRARY, AWAITING SHELVING, ON THE NEW BOOKS DISPLAY OR BEING CATALOGUED OR BOUND. A RESERVATION FORM CAN BE FILLED IN AT THE COUNTER AND IF A BOOK STILL CANNOT BE FOUND THE COUNTER WILL PLACE IT ON A SEARCH LIST. NEWSPAPERS. CURRENT AND RECENT PARTS ARE USUALLY EXHIBITED. ENQUIRE AT THE PERIODICALS OFFICE FOR BACK ISSUES. PHOTOGRAPHIC SERVICE. THE LIBRARY MAINTAINS A PHOTOGRAPHIC DEPARTMENT FOR THE UNIVERSITY. DETAILS OF FACILITIES CAN BE OBTAINED FROM THE COUNTER. SUGGESTIONS AND COMPLAINTS. THE LIBRARY IS GLAD TO HAVE SUGGESTIONS FROM READERS, NOT ONLY FOR BOOKS WORTH BUYING BUT ALSO ON THE GENERAL RUNNING OF THE LIBRARY'S SERVICES. SPEAK TO YOUR SUBJECT LIBRARIAN OR TO THE SUPERINTENDENT OF READER SERVICES. TYPING. THE LIBRARY HAS A ROOM WITH MACHINES PROVIDED IN WHICH READERS CAN DO THEIR OWN TYPING. APPLY AT THE COUNTER. REGULATIONS A LIBRARY HAS TO HAVE REGULATIONS AND THEY HAVE TO BE CAST IN AN OFFICIAL STYLE. THIS LEAFLET IS DESIGNED TO GIVE USEFUL INFORMATION BRIEFLY, RATHER THAN TO CIRCULATE A LIST OF PROHIBITIONS. READERS ARE ADVISED, HOWEVER, TO LOOK AT THE REGULATIONS AND, IF THEY WISH, TO TAKE A COPY WHEN SIGNING THEIR REGISTRATION CARD. BECAUSE THE LIBRARY IS AN OPEN SERVICE FOR THE UNIVERSITY IT TENDS TO SUFFER A LITTLE FROM ABUSE OF THE RULES FOR PRIVATE GAIN. FOR THIS REASON THE UNIVERSITY INSISTS ON STRICT OBSERVANCE OF RULES GOVERNING LOANS, RECALLS AND FINES. NO BOOK MAY BE REMOVED FROM THE LIBRARY UNTIL THE LOAN HAS BEEN PROPERLY RECORDED AND IN THE GENERAL INTEREST READERS ARE ASKED TO CO-OPERATE IN THE FORMALITIES OF THE CHECK AT THE EXIT TURNSTILE.

THE UNIVERSITY OF WARWICK LIBRARY STUDENT RESERVE COLLECTION FIFTH FLOOR. STUDENT RESERVE COLLECTION THE STUDENT RESERVE COLLECTION (S.R.C.) IS TO BE FOUND ON THE FIFTH FLOOR. THE COLLECTION CONTAINS DUPLICATE COPIES OF BOOKS AND OF PERIODICAL ARTICLES WHICH ARE IN GREAT DEMAND FOR UNDERGRADUATE READING. SO THAT EVERYONE SHALL HAVE FAIR USE OF THEM, THEY ARE KEPT IN A SEPARATE ROOM AND ISSUED ON SIGNATURE FOR LIMITED PERIODS. SCIENCE S.R.C. BOOKS, BUT NOT ARTICLES, ARE KEPT ON THE SECOND FLOOR ON THE OPEN SHELVES - THESE BOOKS HAVE A BLUE BOOK CARD HEADED "SHELF RESERVE". MOST READING LISTS FROM TUTORS ARE MARKED TO SHOW WHICH ITEMS ARE "S.R.C." AND THE SELECTION OF ITEMS IS MADE JOINTLY BY TEACHING STAFF AND LIBRARIANS. A COMPUTER-PRODUCED LISTING IN ALPHABETICAL ORDER BY AUTHOR OF ALL ITEMS IN S.R.C., BOTH BOOKS AND PERIODICAL ARTICLES, IS ISSUED REGULARLY THROUGHOUT TERM. COPIES ARE AVAILABLE FOR CONSULTATION IN S.R.C., AT THE MAIN CATALOGUE, AND ON EACH FLOOR. ONE TICKET PER PERSON IS ISSUED FOR USE IN S.R.C. READERS SHOULD REGISTER WITH S.R.C. AND OBTAIN A TICKET IN RETURN. TO BORROW A BOOK OR AN ARTICLE FROM S.R.C. TELL THE ASSISTANT THE AUTHOR AND TITLE. HAND OVER YOUR BORROWER'S TICKET. THIS ENTITLES YOU TO BORROW THE BOOK FOR THE DURATION OF THE LOAN PERIOD. THE LOAN PERIODS IN TERM ARE: DAILY, MONDAY-FRIDAY MORNING 9.00 A.M. - 1.00 P.M. AFTERNOON 12.00 P.M. - 4.30 P.M. EVENING 4.00 P.M. - 9.00 P.M. OVERNIGHT 8.30 P.M. - 10.00 A.M. NEXT MORNING SATURDAY MORNING 9.00 A.M. - 1.00 P.M. AFTERNOON 12.30 P.M. - 5.00 P.M. OVERNIGHT 5.00 P.M. - 10.30 P.M. SUNDAY MORNING SUNDAY 10.00 A.M. - 9.00 P.M. OVERNIGHT 8.30 P.M. - 10.00 A.M. MONDAY MORNING AN ITEM ALREADY OUT TO SOMEBODY ELSE MAY BE RESERVED FOR ONE OF THE NEXT THREE PERIODS. IF IT IS NOT CLAIMED WITHIN HALF AN HOUR OF THE BEGINNING OF THE LOAN PERIOD IT MAY BE ISSUED TO ANOTHER READER. IN TERM, THE S.R.C. IS CLOSED (E.G. DURING VACATIONS) PLEASE ASK FOR BOOKS AT THE MAIN COUNTER ON THE FIRST FLOOR. IN THE INTERESTS OF SATURDAY AND SUNDAY USERS, S.R.C. BOOKS AND ARTICLES ARE NOT AVAILABLE ON WEEKEND LOAN. EACH EVENING A BASKET FOR RETURN OF S.R.C. BOOKS IS PLACED OUTSIDE THE MAIN LIBRARY DOOR. OVERNIGHT LOANS MAY BE RETURNED TO THIS BASKET WHEN THE LIBRARY IS CLOSED. STUDENTS ARE URGED IN THE GENERAL INTEREST TO RETURN S.R.C. BOOKS PROMPTLY. FINES ARE LEVIED FOR FAILURE TO MEET THE DEADLINE, AT THE FOLLOWING RATES: 1. DAILY, 5P FOR THE FIRST 30 MINUTES AFTER THE END OF THE BORROWING PERIOD; THEREAFTER 25P EACH FURTHER BORROWING PERIOD OR PART OF BORROWING PERIOD 2. OVERNIGHT, 25P IF RETURNED BETWEEN 10.00 A.M. AND 11.00 A.M., PLUS 5P PER HOUR AFTER 11.00 A.M. 3. THE MAXIMUM FINE WHICH MAY BE LEVIED FOR FAILURE TO CONFORM WITH LOAN REGULATIONS SHALL BE L5 PER BOOK OR THE VALUE OF THE BOOK, WHICHEVER THE HIGHER. (REGULATION 8E). THESE CHARGES ARE STRICTLY ENFORCED SO THAT ADVANCE RESERVATION FACILITIES WORK FAIRLY FOR EVERYONE.

STANDING ORDERS OF THE ASSEMBLY REF. 3685. 1. ORDINARY MEETINGS. ORDINARY MEETINGS OF THE ASSEMBLY SHALL BE HELD TWICE A TERM AND SHALL NORMALLY TAKE PLACE AT LEAST TWO WEEKS BEFORE ORDINARY MEETINGS OF THE SENATE. THE DATES FIXED SHALL BE PUBLISHED EACH YEAR AT THE BEGINNING OF THE ACADEMIC SESSION. NOTE: ASSEMBLY WILL BE TIMETABLED FOR THE WEDNESDAY OF THE THIRD AND SEVENTH WEEKS OF TERMS, WITH SENATE MEETING ON THE WEDNESDAY OF THE FIFTH AND NINTH WEEKS. 2. SPECIAL MEETINGS. SPECIAL MEETINGS SHALL BE CALLED BY THE GENERAL PURPOSES COMMITTEE OF THE ASSEMBLY WITH NOT LESS THAN FOURTEEN DAYS' NOTICE. 3. EXTRA-ORDINARY MEETINGS. THE CHAIRMAN OF THE ASSEMBLY MAY AT ANY TIME AT HIS DISCRETION AND SHALL UPON THE REQUISITION IN WRITING OF NO FEWER THAN TWENTY-FIVE MEMBERS OF THE ASSEMBLY STATING THE PURPOSE FOR WHICH THE MEETING IS TO BE CALLED, SUMMON AN EXTRA-ORDINARY MEETING OF THE ASSEMBLY. 4. NOTICE OF MEETINGS. ALL MEETINGS SHALL BE CALLED BY NOTICES SPECIFYING THE BUSINESS TO BE CONSIDERED, AND ISSUED BY THE REGISTRAR NOT LESS THAN FIVE CLEAR DAYS BEFORE THE TIME OF MEETING. 5. CHAIRMAN OF MEETINGS. THE VICE-CHANCELLOR SHALL BE THE CHAIRMAN OF THE ASSEMBLY AND SHALL PRESIDE AT MEETINGS OF THE ASSEMBLY. THE DEPUTY CHAIRMAN OF THE GENERAL PURPOSES COMMITTEE SHALL BE THE DEPUTY CHAIRMAN OF THE ASSEMBLY; HE SHALL PRESIDE AT MEETINGS OF THE ASSEMBLY IN THE ABSENCE OF THE VICE-CHANCELLOR AND MAY PRESIDE FOR PARTICULAR ITEMS OF BUSINESS AT ANY MEETING OF THE ASSEMBLY IF THE CHAIRMAN OR THE ASSEMBLY SO DECIDE. IN THE ABSENCE OF THE DEPUTY CHAIRMAN, SUCH MEMBERS OF THE GENERAL PURPOSES COMMITTEE AS THE VICE-CHANCELLOR, IN CONSULTATION WITH THE DEPUTY CHAIRMAN, SHALL NOMINATE SHALL ACT FOR HIM AT THAT MEETING. IF NO NOMINATION BE MADE, OR IF THE NOMINEE BE ABSENT, SUCH MEMBER AS THE MEMBERS PRESENT SHALL CHOOSE SHALL ACT FOR THE DEPUTY CHAIRMAN. 6. AGENDA. (A) ASSEMBLY MAY, AT ANY PROPERLY CONSTITUTED MEETING, DISCUSS ANY MATTER RELATING TO THE UNIVERSITY EXCEPT THAT NO MOTION OF ANY KIND SHALL BE INTRODUCED WHICH IS NOT OTHERWISE PERMISSIBLE UNDER THESE STANDING ORDERS. THE ASSEMBLY MAY MAKE RECOMMENDATIONS TO THE COUNCIL OR TO THE SENATE ON ANY MATTER WHATSOEVER RELATING TO THE UNIVERSITY AND INCLUDING ANY MATTER REFERRED TO IT BY THE COUNCIL OR THE SENATE. (B) ANY MEMBER OF THE ASSEMBLY HAS THE RIGHT TO PLACE ON THE AGENDA A MOTION OR TOPIC FOR DISCUSSION, PROVIDED THAT IT IS RECEIVED BY THE REGISTRAR, IN WRITING, AT LEAST NINE CLEAR DAYS BEFORE THE MEETING OF THE ASSEMBLY. SHOULD THE ITEM FOR THE AGENDA BE A TOPIC FOR DISCUSSION AND NOT A MOTION, THEN THE NOTICE TO THE REGISTRAR SHALL INCLUDE AT LEAST ONE SENTENCE DESCRIBING THE TOPIC. A MOTION WHICH IS CLEARLY RELEVANT TO SOME ITEM ALREADY ON THE AGENDA, AND WHICH REACHES THE REGISTRAR AT LEAST SEVENTY-TWO HOURS (EXCLUDING SATURDAY AND SUNDAY) BEFORE THE MEETING OF THE ASSEMBLY SHALL BE ADDED TO THE AGENDA AND PUBLISHED UNDER STANDING ORDER 16 (B). 7. VOTING. ALL ACTS OF THE ASSEMBLY AND ALL QUESTIONS COMING OR ARISING BEFORE THE ASSEMBLY SHALL BE DONE AND DECIDED BY A MAJORITY OF THE MEMBERS PRESENT AND VOTING THEREON AT A MEETING OF THE ASSEMBLY, UNLESS A POSTAL BALLOT OF ALL MEMBERS IS REQUESTED PRIOR TO ANY VOTE BY A MAJORITY OF THE MEMBERS PRESENT AND VOTING. IF SUCH A POSTAL BALLOT IS AGREED THE ASSEMBLY SHALL NOT PROCEED TO TAKE A VOTE AT THE MEETING ON THE QUESTION TO BE BALLOTED. IN THE CASE OF EQUALITY OF VOTES THE CHAIRMAN OR OTHER PRESIDING MEMBER SHALL HAVE A CASTING VOTE WHETHER OR NOT HE HAS VOTED BEFORE ON THE MOTION. A RECORD OF THE NUMBER OF VOTES CAST, INCLUDING THE NUMBER OF ABSTENTIONS, SHALL ACCOMPANY A RESOLUTION OR MOTION TRANSMITTED TO THE COUNCIL, THE SENATE, OR ANY OTHER UNIVERSITY BODY. 8. MINUTES. THE REGISTRAR SHALL PREPARE MINUTES OF THE PROCEEDINGS OF ALL MEETINGS OF THE ASSEMBLY AND OF ALL COMMITTEES THEREOF. 9. QUESTIONS FOR ANSWER AT ASSEMBLY. (1) A OOPY OF ANY QUESTION TO BE ASKED UNDER THIS STANDING ORDER SHALL BE SENT TO THE REGISTRAR SO AS TO BE RECEIVED BY HIM NOT LATER THAN FOURTEEN CLEAR DAYS BEFORE THE MEETING OF THE ASSEMBLY AT WHICH THE QUESTION IS TO BE ASKED. WITH THE CONSENT OF THE MEMBER ASKING THE QUESTION AN ANSWER MAY BE PROVIDED BEFORE THE MEETING AND THE QUESTION WITHDRAWN. THE REGISTRAR, IN CONSULTATION WITH THE DEPUTY CHAIRMAN OF THE GENERAL PURPOSES COMMITTEE, SHALL DIRECT THE QUESTION TO THE APPROPRIATE INDIVIDUAL, WHETHER THE CHAIRMAN OF A UNIVERSITY COMMITTEE OR A UNIVERSITY OFFICER. (2) A COPY OF EVERY QUESTION TO BE ASKED AND ANSWERED UNDER THIS STANDING ORDER SHALL BE CIRCULATED TO MEMBERS WITH THE NOTICE SPECIFYING THE BUSINESS OF THE MEETING. (3) A SUPPLEMENTARY QUESTION BY THE SAME MEMBER, PROVIDED IT INTRODUCED NO NEW MATTER, MAY BE ASKED WITH THE CONSENT OF THE CHAIRMAN. SUBJECT TO THIS PROVISO, AND SUBJECT TO SECTION (4) BELOW, DISCUSSION ON THE QUESTION MAY OCCUR AS ON ANY OTHER ITEM ON THE AGENDA. (4) UNLESS THE ASSEMBLY DETERMINE OTHERWISE, NOT MORE THAN THIRTY MINUTES OF ANY MEETING SHALL BE GIVEN UP TO ANSWERING QUESTIONS ASKED UNDER THIS STANDING ORDER. 10. PROCEDURE. NO MOTION SHALL BE CONSIDERED BY THE ASSEMBLY UNLESS IT BE ON THE AGENDA, OR BE BY WAY OF AMENDMENT OR ADDITION TO A MOTION, OR BE MADE IN PURSUANCE OF A RECOMMENDATION CONTAINED IN A REPORT OF A COMMITTEE OF THE ASSEMBLY, OR BE CLEARLY RELEVANT TO AN ITEM ON THE AGENDA, OR UNLESS THE ASSEMBLY RESOLVE THAT IT IS URGENT. A MOTION THAT A MATTER IS URGENT OR RELEVANT SHALL BE VOTED UPON WITHOUT DEBATE. 11. EVERY MEMBER OF THE ASSEMBLY SHALL ADDRESS THE CHAIR. IF TWO OR MORE MEMBERS WISH TO SPEAK AT THE SAME TIME, THE CHAIRMAN SHALL DECIDE TO WHOM PRIORITY SHALL BE GIVEN. 12. EVERY MEMBER, IN SPEAKING, SHALL CONFINE HIS REMARKS TO THE QUESTION BEFORE THE ASSEMBLY, AND SHALL NOT SPEAK MORE THAN TWICE UPON ANY QUESTION EXCEPT THAT: (1) THE MOVER OF AN ORIGINAL MOTION SHALL HAVE THE RIGHT OF REPLY UPON THE ORIGINAL MOTION AND UPON ANY AMENDMENT TO THE MOTION, AND THE MOVER OF AN AMENDMENT WHICH HAS BECOME THE SUBSTANTIVE MOTION SHALL HAVE A SIMILAR RIGHT OF REPLY, PROVIDED THAT ANY REPLY AS AFORESAID SHALL BE CONFINED STRICTLY TO ANSWERING PREVIOUS OBSERVATIONS, AND NOT INTRODUCE NEW MATTER. (2) A MEMBER MAY SPEAK BRIEFLY TO A POINT OF ORDER OR A POINT OF INFORMATION. (3) A MEMBER MAY EXPLAIN ANY PART OF HIS SPEECH, PREVIOUSLY DELIVERED, WHICH MAY APPEAR TO HIM TO HAVE BEEN MISUNDERSTOOD. (4) A MEMBER MAY BE EXEMPTED FROM THE REQUIREMENT NOT TO SPEAK MORE THAN TWICE BY THE CHAIRMAN. 13. MOVING OF MOTIONS. EVERY MOTION AND AMENDMENT SHALL BE READ OUT BY THE MOVER BEFORE HE SPEAKS TO IT, AND NO OTHER MEMBER SHALL SPEAK TO IT UNITL IT HAS BEEN SECONDED. 14. A MEMBER MAY SECOND A MOTION OR AN AMENDMENT RESERVING HIS SPEECH FOR A LATER TIME IN THE DEBATE THEREON. 15 MOTIONS TO LAPSE. IF A MOTION, NOTICE OF WHICH IS SPECIFIED IN THE AGENDA, BE NOT MOVED EITHER BY THE MEMBER WHO GAVE THE NOTICE, OR BY SOME OTHER MEMBER OF HIS BEHALF IT SHALL (UNLESS POSTPONED BY LEAVE OF THE ASSEMBLY), BE CONSIDERED AS DROPPED, AND SHALL NOT BE MOVED WITHOUT FRESH NOTICE. 16. FORMS OF AMENDMENT. (A) EVERY AMENDMENT SHALL BE RELEVANT TO THE MOTION ON WHICH IT IS MOVED. (B) AMENDMENTS RECEIVED NOT LESS THAN 72 HOURS PRIOR TO THE COMMENCEMENT OF A MEETING SHALL BE POSTED ON APPROPRIATE NOTICE BOARDS IN THE SENIOR COMMON ROOM, ARTS AND SCIENCE BUILDINGS. AMENDMENTS RECEIVED LESS THAN 72 HOURS BEFORE A MEETING SHALL BE DEALT WITH AS IF RECEIVED AT THE MEETING. 17. FURTHER AMENDMENTS. WHENEVER AN AMENDMENT UPON AN ORIGINAL MOTION HAS BEEN MOVED AND SECONDED, NO SECOND OR SUBSEQUENT AMENDMENT SHALL BE MOVED UNTIL THE FIRST AMENDMENT SHALL HAVE BEEN DISPOSED OF; BUT NOTICE OF ANY NUMBER OF AMENDMENTS WHICH HAVE REFERENCE TO THE SUBJECT MATTER OF THE ORIGINAL MOTION MAY BE GIVEN. 18. IF AN AMENDMENT BE REJECTED, OTHER AMENDMENTS MAY BE MOVED ON THE ORIGINAL MOTION. IF ANY AMENDMENT BE CARRIED, THE MOTION AS AMENDED SHALL TAKE THE PLACE OF THE ORIGINAL MOTION, AND SHALL BECOME THE QUESTION UPON WHICH ANY FURTHER AMENDMENT MAY BE MOVED. 19. MOTIONS TO PROCEED TO NEXT BUSINESS, ADJOURNMENTS, ETC. ANY MEMBER OF THE ASSEMBLY MAY AT ANY TIME MOVE "THAT THE ASSEMBLY DO NOW PROCEED TO THE NEXT BUSINESS", OR "THAT THE ASSEMBLY DO NOW ADJOURN", "THAT THE DEBATE BE ADJOURNED", OR "THAT THE QUESTION BE PUT". SUCH A MOTION MAY BE OPPOSED BY ONE SPEECH LASTING NOT MORE THAN ONE MINUTE AND, FOLLOWING SUCH OPPOSITION, MAY BE SUPOORTED BY A SPEECH LASTING NOT MORE THAN ONE MINUTE. THE PROCEDURAL MOTION SHALL THEN BE VOTED ON BY A SHOW OF HANDS, AND STANDING ORDER 20 SHALL NOT APPLY. 20. METHOD OF VOTING. ALL QUESTIONS PUT TO THE VOTE SHALL BE DECIDED BY A SHOW OF HANDS, EXCEPT THAT: (A) THE CHAIRMAN MAY ORDER A BALLOT. (B) A BALLOT SHALL BE HELD IF REQUESTED BY NOT LESS THAN ONE TENTH OF THE NUMBER OF MEMBERS OF THE ASSEMBLY PRESENT. (C) A POSTAL BALLOT MAY BE HELD UNDER STANDING ORDER 6. 21. DECISION OF THE CHAIRMAN. THE DECISION OF THE CHAIRMAN OF THE MEETING ON ALL QUESTIONS OF ORDER, RELEVANCE AND REGULARITY AND HIS INTERPRETATION OF THE STANDING ORDERS SHALL BE FINAL, WHERE SUCH QUESTIONS ARISE IN THE COURSE OF A MEETING. 22. ADJOURNMENT BY CHAIRMAN. THE CHAIRMAN MAY, WITH THE CONSENT OF THE MEETING, ADJOURN A MEETING OF THE ASSEMBLY FOR SUCH PERIOD AS HE MAY NAME, AND ON THE EXPIRATION OF THE PERIOD NAMED, THE ASSEMBLY SHALL RESUME THE BUSINESS WHICH WAS UNDER DISCUSSION. 23. COMMITTEES. (A) THERE SHALL BE A GENERAL PURPOSES COMMITTEE OF ASSEMBLY AND SUCH OTHER COMMITTEES AS THE ASSEMBLY MAY FROM TIME TO TIME APPOINT. (B) THE CHAIRMAN OF THE ASSEMBLY SHALL BE EX OFFICIO A MEMBER OF EVERY ASSEMBLY COMMITTEE. (C) EVERY COMMITTEE SHALL ELECT A CHAIRMAN AND IF IT THINKS FIT, A DEPUTY CHAIRMAN. (D) THE GENERAL PURPOSES COMMITTEE: (=I) THE MEMBERSHIP OF THE GENERAL PURPOSES COMMITTEE SHALL BE: THE CHAIRMAN OF ASSEMBLY. SIX OTHER MEMBERS OF THE ASSEMBLY AS THE ASSEMBLY SHALL APPOINT IN ACCORDANCE WITH THE FOLLOWING PROCEDURE. ANNUAL ELECTIONS. 1. EACH YEAR TWO MEMBERS OF THE ASSEMBLY SHALL BE ELECTED TO MEMBERSHIP OF THE GENERAL PURPOSES COMMITTEE OF THE ASSEMBLY FOR A PERIOD OF THREE YEARS COMMENCING ON THE FIRST DAY OF AUGUST IN THE YEAR OF ELECTION. 2. NOTICE OF AN ELECTION SHALL BE GIVEN BY THE REGISTRAR NOT LESS THAN TWO WEEKS IN ADVANCE OF THE DATE OF THE ELECTION. CANDIDATES FOR ELECTION MUST BE PROPOSED AND SECONDED BY MEMBERS OF THE ASSEMBLY. 3. NOMINATIONS MUST BE RECEIVED BY THE REGISTRAR NOT LESS THAN TWO WEEKS IN ADVANCE OF THE DATE OF THE ELECTION AND MUST BE MADE WITH THE WRITTEN CONSENT OF THE NOMINEE. CANDIDATES FOR ELECTION MUST BE PROPOSED AND SECONDED BY MEMBERS OF THE ASSEMBLY. 4. THE FULL LIST OF NOMINATIONS RECEIVED SHALL BE SENT BY THE REGISTRAR TO EACH PERSON NOMINATED WITH A REQUEST THAT ANY WITHDRAWALS REACH HIM NOT LESS THAN TEN DAYS IN ADVANCE OF THE ELECTION. 5. THE ELECTION SHALL BE CONDUCTED BY MEANS OF A POSTAL BALLOT AS FOLLOWS: BALLOT PAPERS LISTING THE NAMES OF ALL THE CANDIDATES VALIDLY NOMINATED, TOGETHER WITH THE NAMES OF THE PROPOSERS AND SECONDERS, SHALL BE CIRCULATED BY THE REGISTRAR TO ALL MEMBERS OF THE ASSEMBLY NOT LESS THAN ONE WEEK IN ADVANCE OF THE ELECTION. EACH BALLOT PAPER MUST BE SIGNED BY THE ELECTOR AND HIS SIGNATURE WITNESSED BY ANOTHER MEMBER OF THE ASSEMBLY. 6. THE REGISTRAR, OR HIS APPOINTED DEPUTY, SHALL ACT AS RETURNING OFFICER IN THE ELECTION. THE CANDIDATE OR, IF THERE IS MORE THAN ONE VACANCY, THE CANDIDATES RECEIVING THE HIGHEST NUMBER OF VOTES SHALL BE DEEMED ELECTED. IN THE EVENT OF A TIE THE CANDIDATES TO BE ELECTED SHALL BE DETERMINED BY TOSS OF A COIN. 7. THE REGISTRAR SHALL POST THE RESULTS OF THE ELECTION IN THE SENIOR COMMON ROOM AS SOON AS THE COUNTING OF THE VOTES HAS BEEN COMPLETED. BY-ELECTIONS. 8. ANY CASUAL VACANCY SHALL BE FILLED BY BY-ELECTION WITHIN FOUR WEEKS, OR IN THE FIRST FOUR WEEKS OF THE FOLLOWING TERM SHOULD THE VACANCY OCCUR LESS THAN FOUR WEEKS BEFORE THE END OF A TERM OR DURING A VACATION, UNDER THE PROCEDURE SET OUT IN PARAGRAPHS 3-7 ABOVE. (=II) THE VICE-CHANCELLOR SHALL BE THE CHAIRMAN OF THE GENERAL PURPOSES COMMITTEE. THE GENERAL PURPOSES COMMITTEE SHALL AT THE BEGINNING OF EACH ACADEMIC YEAR, ELECT A DEPUTY CHAIRMAN WHO SHALL ALSO BE THE DEPUTY CHAIRMAN OF THE ASSEMBLY. (=III) THE TERMS OF REFERENCE OF THE COMMITTEE SHALL BE: 1. SUBJECT TO STANDING ORDER 6(B) ABOVE, TO DETERMINE THE AGENDA FOR MEETINGS OF THE ASSEMBLY, EXCEPT THAT WHERE AN EXTRA-ORDINARY MEETING IS CALLED AT THE DISCRETION OF THE VICE-CHANCELLOR, AS PROVIDED FOR UNDER STATUTE 24(6), THE VICE-CHANCELLOR SHALL DETERMINE THE AGENDA. 2. TO DETERMINE THE DATES AND TIMES OF SPECIAL MEETINGS OF THE ASSEMBLY. 3. TO ADVISE THE ASSEMBLY ON ALL MATTERS RELATING TO STANDING ORDERS, INCLUDING THEIR INTERPRETATION EXCEPT AS PRESCRIBED IN STANDING ORDER 21 ABOVE. 4. TO UNDERTAKE SUCH OTHER DUTIES AS THE ASSEMBLY MAY FROM TIME TO TIME DETERMINE. 25. SUSPENSION OF STANDING ORDERS. ANY ONE OR MORE OF THE STANDING ORDERS MAY, IN CASE OF URGENCY, OR UPON A MOTION MADE ON A NOTICE DULY GIVEN, BE SUSPENDED FOR THE WHOLE OR PART OF ANY MEETING, PROVIDED THAT A MAJORITY OF THE MEMBERS PRESENT AND VOTING SHALL SO DECIDE. 25. AMENDMENT OF STANDING ORDERS. ANY OR MORE OF THESE STANDING ORDERS MAY BE AMENDED BY RESOLUTION OF THE ASSEMBLY PASSED AT ONE MEETING AND CONFIRMED AT AN ORDINARY MEETING HELD NOT LESS THAN ONE CALENDAR MONTH NOR MORE THAN SIX CALENDAR MONTHS AFTER THE FIRST MEETING, THE RESOLUTION TO BE PASSED AT EACH MEETING BY A MAJORITY OF THE MEMBERS PRESENT AND VOTING. 26. TEMPORARY PROVISION FOR THE APPOINTMENT OF MEMBERS OF THE ASSEMBLY TO MEMBERSHIP OF THE GENERAL PURPOSES COMMITTEE: NOTWITHSTANDING THE PROVISION OF NEW STANDING ORDER 23 (D) (=I) THAT MEMBERS OF THE GENERAL PURPOSES COMMITTEE SHALL HOLD OFFICE FOR A PERIOD OF THREE YEARS, THE SIX MEMBERS OF THE ASSEMBLY APPOINTED TO MEMBERSHIP OF THE GENERAL PURPOSES COMMITTEE WITH EFEECT FROM THE FIRST DAY OF AUGUST ONE THOUSAND, NINE HUNDRED AND SEVENTY-THREE SHALL BE APPOINTED AS FOLLOWS: TWO TO HOLD OFFICE FOR THREE YEARS, TWO TO HOLD OFFICE FOR TWO YEARS, AND TWO TO HOLD OFFICE FOR ONE YEAR. THIS STANDING ORDER SHALL CEASE TO HAVE EFFECT ON THE FIRST DAY OF AUGUST ONE THOUSAND, NINE HUNDRED AND SEVENTY-FIVE.

FOR THE STAFF MEETING ON 1 MAY, 1975. WORKING PARTY ON THE THIRD STREAM REPORT. 1. WE WERE INSTRUCTED BY THE DEPARTMENTAL MEETING OF 6 MARCH 1975 TO CONSIDER MEASURES FOR IMPROVING THE THIRD STREAM OF THE HISTORY DEGREE, WITH REFERENCE TO POSSIBLE NEW DEVELOPMENTS IN THE ARTS. WE HAVE MET FIVE TIMES AND HELD INDIVIDUAL DISCUSSIONS WITH COLLEAGUES IN THE DEPARTMENT. OUR AIMS HAS BEEN: (A) TO GIVE AN INDEPENDENT ATTRACTIVENESS AND COHERENCE TO THE THIRD STREAM WHICH WOULD DISTINGUISH IT SUFFICIENTLY FROM THE OTHER TWO STREAMS; (B) TO GIVE THE STUDENTS A SENSE THAT THEY WERE NOT JUST A RESIDUUM; (C) TO AVOID UNNECESSARY COMPLEXITIES OF ADMINISTRATION FOR THE DEPARTMENT. 2. WE PROPOSE THE FOLLOWING RECONSTRUCTION OF THE THIRD STREAM, TO BE CALLED THE SOCIAL AND CULTURAL HISTORY OF MODERN EUROPE. YEAR 1 1. BASIC HISTORY =I. 2. TEXTS AND METHODS (WITH NEW TOPICS IN INTELLECTUAL HISTORY FOR WHICH SEE PARA. 4 BELOW). 3. A PART =I OPTION. 4. A PART =I OPTION. YEAR 2. 1. AND 2. BASIC HISTORY =II. 3. EITHER DEBATES IN INTELLECTUAL HISTORY, 1750 TO PRESENT OR DEBATES IN INTELLECTUAL HISTORY (ROUGHLY IN THE PART =II PERIOD. 4. AN OPTION SELECTED FROM THE PART =II LIST OF OPTIONS DEALING WITH SOCIAL/CULTURAL HISTORY THEMES, OR AN OPTION OUTSIDE THE DEPARTMENT IN THE FIELD OF CULTURAL HISTORY (SUCH AS RENAISSANCE ART), OR AN OPTION FROM THE PROJECTED DEGREE IN NEW MEDIA STUDIES. 5. A LANGUAGE. IN THE SUMMER VACATION OF THE SECOND YEAR, STUDENTS SHOULD BE HELPED TO GO ABROAD TO TAKE A FOREIGN LANGUAGE COURSE, E.G., $G AIX-EN-PROVENCE. $G YEAR 3. 1. A HISTORY SPECIAL SUBJECT, DOUBLE-WEIGHTED. 2. AN ADVANCED OPTION IN EITHER THE LIST OF HISTORY ADVANCED OPTIONS WHICH DEAL WITH SOCIAL/CULTURAL HISTORY, OR THE COURSE IN DEBATES IN INTELLECTUAL HISTORY NOT TAKEN IN THE SECOND YEAR, OR AN OPTION IN THE FIELD OF CULTURAL HISTORY OUTSIDE THE DEPARTMENT, OR AN OPTION FROM THE PROJECTED DEGREE IN NEW MEDIA STUDIES. 3. RATIONALE OF THE PROPOSALS. WE ARE ALL AGREED THAT THESE PROPOSALS, OR PROPOSALS CLOSELY RESEMBLING THEM, WOULD AFFORD INTELLECTUAL DISTINCTIVENESS AND COHERENCE TO THE THIRD STREAM, WHILE RETAINING THE WARWICK CHARACTERISTIC OF A LARGE AREA OF STUDENT CHOICE. WHILE REMAINING FIRMLY ROOTED IN THE METHODS OF HISTORICAL DISCIPLINE, THE DEGREE WOULD EQUIP THE STUDENT, THROUGH THE STUDY OF INTELLECTUAL HISTORY TO UNDERTAKE INVESTIGATION IN A WIDE RANGE OF OPTIONS IN CULTURAL HISTORY, IN SOCIAL HISTORY WHERE THE STUDY OF IDEAS IS CRUCIALLY RELEVANT, AND IN A SERIES OF NEW MEDIA STUDIES RELEVANT TO THE EXPERIENCE AND FUTURE CAREERS OF THE CURRENT GENERATION OF STUDENTS. 4. FROM THE BEGINNING OF THE DEGREE, THE STUDENT WOULD BE ENCOURAGED TO TAKE A DEEP INTEREST IN INTELLECTUAL HISTORY. THIS COULD BEGIN IN THE TEXTS AND METHODS COURSE, WHERE, BESIDES THE EXISTING EMPHASIS ON TEXTS IN POLITICAL AND SOCIAL HISTORY, THERE MIGHT BE AN INTRODUCTION TO TOPICS RELATING TO INTELLECTUAL HISTORY. WE THINK THESE INNOVATIONS SHOULD BE A MATTER FOR FURTHER DISCUSSIONS BETWEEN TEXTS AND METHODS TEACHERS AND OTHER MEMBERS OF THE DEPARTMENT. 5. THE INTEREST IN INTELLECTUAL HISTORY WOULD BE CONTINUED IN THE DEBATES IN INTELLECTUAL HISTORY COURSES IN THE SECOND YEAR, ONLY ONE OF WHICH, IT SHOULD BE NOTED, WOULD BE COMPULSORY FOR ANY STUDENT. STUDENTS WOULD BE CAREFULLY ADVISED AT THE END OF THE FIRST YEAR TO HELP THEM UNDERSTAND WHICH OF THE TWO PERIODS SUGGESTED WAS RELEVANT TO THE OPTIONS THEY WERE LIKELY TO PURSUE. THUS A STUDNET WITH AN INTEREST IN LATE MODERN ADVANCED OPTION AND/OR NEW MEDIA OPTIONS, WOULD BE GUIDED TOWARDS THE LATER PERIOD, AND A STUDENT WITH EARLY MODERN INTERESTS WOULD BE GUIDED TOWARDS THE EARLY MODERN DEBATES IN INTELLECTUAL HISTORY. NONE OF US REGARDS HIMSELF AS AN EXPERT IN INTELLECTUAL HISTORY AND WE ARE SURE THAT THE SUCCESSFUL OPERATION OF THESE PROPOSALS REQUIRES THE APPOINTMENT OF TWO MEMBERS OF STAFF, AS AND WHEN RESOURCES BECOME AVAILABLE TO TEACH THESE COURSES. IN ANY CASE, WE DO NOT ENVISAGE THE INTRODUCTION OF THIS DEGREE UNTIL 1978-9. IT WOULD BE FOR THESE SUBJECT SPECIALISTS TO DETERMINE THE CONTENTS OF THE TWO NEW COURSES. WE CONTENT OURSELVES WITH THE GENERAL GUIDELINES THAT THEY SHOULD NOT BE SURVEY COURSES, BUT SHOULD EXAMINE CENTRAL DEBATES IN INTELLECTUAL HISTORY. THUS SOME POSSIBLE TOPICS ARE: FREE WILL IN RELIGIOUS THOUGHT UP TO AROUND 1700; THE CONCEPT OF A SOCIAL CONTRACT IN POLITICAL THEORY; DIALECTICAL MATERIALISM IN THE PROBLEM OF HISTOICAL INQUIRY; NATURAL SELECTION AND EVOLUTION; PSYCHOLOGY AND THE CONCEPT OF THE UNCONSCIOUS MIND, ETC. THE UNDERLYING AIM OF THESE TWO COURSES SHOULD BE TO INTRODUCE THE STUDENTS TO LINES OF INTELLECTUAL ENQUIRY WHICH WILL BROADEN THEIR APPROACH TO THEIR SOCIAL/CULTURAL HISTORY OPTIONS, OR CULTURAL HISTORY, OR NEW MEDIA STUDIES. 6. FOR THE OPTIONS, WE PROPOSE TO DRAW ON BOTH THE EXISTING STRENGTH OF THE DEPARTMENT, THE RESOURCES OF OUTSIDE DEPARTMENTS AND THEIR FUTURE RESOURCES. AMONG HISTORY OPTIONS WHICH WE WOULD REGARD AS SUITABLE FOR INCLUSION IN THE SECOND AND THIRD YEAR LIST WOULD BE, RELIGION AND SOCIETY 1500-1618; ASPECTS OF ENGLISH SOCIAL HISTORY 1500-1700; PROBLEMS IN HISTORY AND LITERATURE; NATIONALISM, ETC. OUTSIDE THE DEPARTMENT, STUDENTS MIGHT OPT FOR COURSES IN LITERATURE (ENGLISH, AMERICAN OR EUROPEAN), IN THE HISTORY OF PHILOSOPHY OR THE HISTORY OF ART, FILM, THEATRE AND MUSIC. THE PROJECTED DEGREE IN NEW MEDIA STUDIES, CONCERNING WHICH DISCUSSION IS ACTIVELY UNDERWAY, WOULD OFFER A FURTHER ALTERNATIVE IN SUCH SUBJECTS AS TELEVISION AND FILM CRITICISM, REVOLUTIONARY ART AND PROPAGANDA, ETC. 7. SOME POSSIBLE OBJECTIONS CONSIDERED. (=I) THE THIRD STREAM SHOULD REMAIN AS AT PRESENT BECAUSE IT OFFERS STUDENTS A WIDE RANGE OF CHOICE. WE CONSIDER THAT OUR PROPOSALS WOULD NOT SIGNIFICANTLY REDUCE CHOICE. ONLY ONE OPTION, IN THE SECOND YEAR, HAS BEEN WITHDRAWN, AND THE PROPOSED INTELLECTUAL HISTORY COURSE WOULD ITSELF OFFER ALTERNATIVES. (=II) THE THIRD STREAM SHOULD NOT BE CHANGED BECAUSE IT ALREADY HAS SUFFICIENT IDENTITY. WE CONSIDER THAT THIS WOULD LEAVE STUDENTS, AS AT PRESENT, ILL-PREPARED FOR THE OPTION WORK WHICH THEY UNDERTAKE, ESPECIALLY IN THE SECOND AND THIRD YEARS. HISTORY AT WARWICK IS TAUGHT VERY MUCH IN TERMS OF THE CONTEXT OF SOCIAL CHANGE IN WHICH MOVEMENTS OF IDEAS RE RELATED TO THE INTERESTS AND SHIFTING ALLIANCES OF SOCIAL GROUPS. THE INCLUSION OF SOME INTELLECTUAL HISTORY AND A WIDENING OF THE RANGE OF OPTIONS WHICH NECESSITATED THE SIMULTANEOUS STUDY OF IDEAS AND OF SOCIAL HISTORY WOULD, IN OUR OPINION, BE A LOGICAL DEVELOPMENT. (=III) THE IMMEDIATE PROBLEM IS HOW TO REPLACE CONTEMPORARY HISTORY. WE WERE ASKED, DURING THE COURSE OF OUR DISCUSSIONS, TO CONSIDER WHETHER A COURSE IN INTELLECTUAL HISTORY COULD BE DEVISED TO REPLACE CONTEMPORARY HISTORY FOR HIST/POL STUDENTS, WE ARE OF THE OPINION THAT THIS COULD NOT BE DONE WITH OUR EXISTING STAFF RESOURCES. A COLLECTIVELY TAUGHT COURSE, DRAWING WHEN NECESSARY ON EXPERTS FROM OUTSIDE THE DEPARTMENT, WOULD BE UNSATISFACTORY, LACKING THE UNIFYING MIND HITHERTO ENJOYED BY THE CONTEMPORARY HISTORY COURSE. (=IV) THERE IS NO CHANCE OF OBTAINING EXTRA STAFF. WE HAVE HEARD 1978-9 SUGGESTED AS THE EARLIEST DATE WHEN HISTORY COULD EXPECT TO APPOINT ANY NEW STAFF. WE DO NOT CONSIDER IT UNREASONABLE TO WAIT UP TO FIVE YEARS TO BRING ABOUT A DESIRABLE AND PLANNED OVERHAUL OF THE THIRD STREAM. THE EXPANSION OF TEXTS AND METHODS COULD PROCEED INDEPENDENTLY AND NEW MEDIA STUDIES WOULD HAVE TIME TO CRYSTALISE AND DEVELOP. THE NEW HISTORY PROFESSOR WOULD HAVE TIME TO CONSIDER THE PROPOSALS. ON THE OTHER HAND, WE DO CONSIDER THAT IT IS UNREALISTIC TO HAZARD FORECASTS, BEYOND FIVE YEARS. F. REID G. LEWIS J. DAVIS R. LENMAN.

THESIS SYNOPSIS - CHRIS FISHER. (A) OF THE POPULAR DISTURBANCES WHICH TOOK PLACE IN BRITAIN IN 1830-31, ONE HAS BEEN OVERLOOKED BY HISTORIANS: THE RIOT OF FOREST OF DEAN COAL MINERS IN JUNE 1831. HOBSBAWM AND RUD[E, FOR EXAMPLE, HAVE NOT INCLUDED IT IN THEIR "TABLE OF INCIDENTS" FOR 1830-31, ALTHOUGH THEY HAVE INCLUDED A MINOR ELECTION RIOT WHICH HAPPENED AT THE FOREST VILLAGE OF COLEFORD EARLY IN THE SAME MONTH. (E.J. HOBSBAWM AND G. RUDE, CAPTAIN SWING, PENGUIN 1973, APPENDIX =III.) THE PURPOSE OF MY PAPER IS TO ANALYSE THE MINERS' RIOT AND TO ASK WHY IT HAPPENED. MORE PARTICULARLY, I WILL EXAMINE THE TRADITIONAL MINING LAWS OF THE FOREST AND THEIR PART IN THE RIOT AND THE EVENTS LEADING TO IT. THE GENERAL THESIS OF THE PAPER WILL CONCERN THE RELATIONSHIP BETWEEN TRADITIONAL RIGHTS AND CUSTOMS, POPULAR DISTURBANCES AND ECONOMIC CHANGE. SOME HISTORIANS HAVE PLACED GREAT EMPHASIS ON THE PROBLEM OF THE EROSION OF TRADITIONAL WAYS OF WORKING AND LIVING BY NEW FORMS OF INDUSTRIAL ORGANISATION. MANY POPULAR DISTURBANCES HAVE BEEN SEEN AS THE RESULT, IN PART AT LEAST, OF CONFLICT BETWEEN THE NEW AND THE OLD. E.P. THOMPSON, FOR EXAMPLE, WROTE THAT THE POPULAR DISTURBANCES OF THE EIGHTEENTH CENTURY FAVOURED SOCIAL CONSERVATISM. THEY WERE: ... GENERALLY MOST EVIDENT WHEN RESISTING CHANGE, DEFENDING ESTABLISHED RIGHTS OR CUSTOMS OR CONDITIONS; AND THE CHARACTERISTIC IDEOLOGY IS IN THE APPEAL TO PRECEDENT. LEGITIMATION IS SOUGHT IN APPEAL TO STATUTE OR ANCIENT RIGHT: FOR FOOD RIOTERS THE LEGISLATIONS AGAINST FORESTALLING, OR EVEN THE OLD BOOK OF ORDERS: FOR SPITALFIELDS WEAVERS OR LANCASHIRE WEAVERS TO WAGE ASSESSMENT: FOR FRAMEWORK KNITTERS TO THE CHARTER OF THE COMPANY: FOR SHEARMEN TO THE ACT OF KING CHARLES ... (E.P. THOMPSON, "ENGLISH TRADE UNIONISM AND OTHER LABOUR MOVEMENTS BEFORE 1790", SOCIETY FOR THE STUDY OF LABOUR HISTORY, BULLETIN, NO. 17, AUTUMN, 1968, P. 21.) MY PAPER WILL ARGUE THAT, ALTHOUGH SUPERFICIALLY VALID AS A PARTIAL ANSWER TO THE QUESTION OF WHY THE DEAN RIOT HAPPENED, A SIMPLE MODEL OF CONFLICT BETWEEN ESTABLISHED RIGHTS AND CUSTOMS AND NEW INDUSTRIAL MODES OBSCURES MUCH OF IMPORTANCE ABOUT THE WAYS IN WHICH THOSE TO WHOM THE RIGHTS ACCRUED RESPONDED TO ECONOMIC CHANGE. (B) I WILL PROBABLY DIVIDE THE PAPER INTO THE FOLLOWING SECTIONS: 1. THE RIOT. THIS SECTION WILL CONTAIN AN ACCOUNT OF THE RIOT AND ATTEMPT TO ANSWER A NUMBER OF QUESTIONS ABOUT IT: WHO WERE THE RIOTERS AND HOW MANY OF THEM WERE THERE; WHO WERE THE PROMOTERS (IF ANY) OF THE RIOT AND WHO WERE ITS LEADERS; WHAT AND WHO WERE THE TARGETS OF THE RIOT; WHAT WERE THE INTENTIONS OF THE RIOTERS AND HOW FAR DID THEY SUCCEED IN DOING WHAT THEY HAD INTENDED; WHAT WAS THE RESPONSE OF THE AUTHORITIES TO THE RIOT AND HOW DID THEY SUPPRESS IT? WHAT MOTIVES AND BELIEFS LAY BEHIND THE RIOT? AN EXAMINATION OF THE REASONS GIVEN BY THE RIOTERS FOR THEIR ACTIONS AND OF THE COMMENTS OF OBSERVERS, FOREST OFFICERS, AND MAGISTRATES, WILL SUGGEST THAT THE RIOT WAS DUE, IN PART, TO IMMEDIATE ECONOMIC PRESSURES AND PERHAPS ALSO TO POLITICAL AGITATION. HOWEVER, IT WILL ALSO SUGGEST THAT THE RIOT FOLLOWED FROM A COMPLEX PROCESS OF SOCIAL AND ECONOMIC CHANGE IN WHICH A BODY OF TRADITIONAL RIGHTS, AND THE OCCUPATIONAL COMMUNITY WHICH THEY SUPPORTED, HAD BEEN DESTROYED IN CONFLICT WITH THE ALLIED INTERESTS OF THE CROWN AND "FOREIGN" CAPITALISTS (I.E.: CAPITALISTS FROM PARISHES BEYOND THOSE IN THE HUNDRED OF ST. BRIAVELS). THE PRINCIPAL CONCERN OF THE BALANCE OF THE PAPER WILL BE TO EXAMINE THIS SUGGESTION. 2. THE FREE MINERS IN 1788 AND 1831. (A) 1788 THIS SUBSECTION WILL ASK: WHAT WERE THE RIGHTS OF THE FREE MINERS; WHAT WAS THE SOURCE OF THE RIGHTS; HOW DID THEY PRESCRIBE THAT COAL SHOULD BE WORKED IN THE FOREST; AND, HOW WERE THEY ENFORCED? THE PAPER WILL THEN GO ON TO EXAMINE THE OPERATION OF THE RIGHTS IN PRACTICE: WERE THEY OBSERVED BY THE MINERS, AND IF NOT, WHY NOT; HOW HAD THE RIGHTS BEEN EXTENDED OR MODIFIED IN PRACTICE, AND WHY? WHO OWNED, CONTROLLED AND WORKED THE FOREST MINES? IS THERE ANY EVIDENCE OF MARKED INEQUALITIES OF WEALTH AND PROPERTY AMONG THE FREE MINERS? IS THERE ANY EVIDENCE OF CONFLICT (OR COOPERATION) AMONG MINERS, THE CROWN AND FOREIGNERS (IF ANY). (B) 1831 THIS SUBSECTION WILL EXAMINE THE CHANGES WHICH HAD TAKEN PLACE IN THE ORGANISATION, CONTROL AND TECHNIQUES OF FOREST MINING BETWEEN 1788 AND 1831, AND ASK HOW THE RELATIONS OF FREEMINERS, THE CROWN AND FOREIGNERS HAD ALTERED OVER THAT PERIOD. THE PROBLEM OF HOW AND WHY THOSE CHANGES TOOK PLACE, AND THE ROLE IN THEM OF THE FREE MINERS' RIGHTS, WILL BE EXAMINED IN THE FOLLOWING TWO SECTIONS. 3. THE FOREIGNERS. THIS SECTION WILL DISCUSS THE WAYS IN WHICH FOREIGNERS ACQUIRED CONTROL OF, AND DEVELOPED, THE FOREST MINES, WITH PARTICULAR REFERENCE TO THE USE OF RAILWAYS, STEAM ENGINES, DEEP MINING TECHNIQUES, AND THE GRADUAL ATTACHMENT OF THE FOREST MINES TO THE SOUTH WALES IRONMAKING INDUSTRY. IT WILL ALSO DISCUSS SOME OF THE PROBLEMS WHICH CAME WITH THE FOREIGNERS: THE GROWTH OF POPULATION, THE DEVELOPMENT OF A LARGE CLASS OF WAGE EARNERS, AND THE EMPLOYMENT OF FOREIGNERS IN SUPERVISORY JOBS IN THE MINES. HOWEVER, THE PRINCIPAL TASK OF THE SECTION WILL BE TO ASK HOW IT WAS THAT DESPITE THE PRESCRIPTIONS OF THE FREE MINERS' RIGHTS, THE FOREIGNERS WERE ABLE TO ACQUIRE CONTROL OF THE MINERAL RIGHTS AND HOW THEY EXERCISED THEIR CONTROL. IT WILL BE ARGUED HERE THAT THE MINERS' RIGHTS WERE NOT SIMPLY OVERRIDDEN BY FOREIGNERS, NOR MAINTAINED BY THE MINERS AS AN INFLEXIBLE BARRIER TO THE LARGE SCALE DEVELOPMENT OF THE MINES, BUT RATHER THAT SOME MINERS MANIPULATED THEIR RIGHTS IN FAVOUR OF THE FOREIGNERS, WITH WHOM THEY ACTIVELY COOPERATED. 4. THE ENCLOSURES. THE CHANGING ROLE OF THE CROWN IN THE FOREST, THE INCREASING FIRMNESS OF THE CROWN'S REGULATION OF THE FOREST LANDS, WILL BE EXAMINED HERE. IN PARTICULAR, THE SECTION WILL EXAMINE THE CROWN'S ENCLOSURE OF ABOUT HALF THE FOREST IN 1810, AND ITS CONSEQUENCES. HOW WERE THE MINERS' RIGHTS OF COMMON AFFECTED BY THE ENCLOSURES? WHAT WAS THE RELATIONSHIP BETWEEN THE CROWN AND THE FOREIGNERS? WAS THERE SOME ALLIANCE OR AGREEMENT BETWEEN THEM? WHAT WAS THE ATTITUDE OF THE FOREST OFFICERS AND TREASURERY OFFICIALS TO THE DEVELOPMENT OF DEEP MINING AND TO THE COMPETING CLAIMS OF FREE MINERS AND FOREIGNERS? 5. THE APOTHEOSIS OF THE FREE MINER. THE SECTION WILL BEGIN WITH A FURTHER, MORE DETAILED EXAMINATION OF RELATIONS AMONG MINERS, FOREIGNERS, AND THE CROWN AT THE END OF THE 1820'S, IN THE LIGHT OF THE THREE PRECEDING SECTIONS. IT WILL DISCUSS THE MINERS' USE OF THEIR RIGHTS, AS THEY UNDERSTOOD AND PRACTICED THEM, IN JUSTIFICATION OF THEIR ACTIONS AND ATTITUDES, AND ARGUE THAT THE IDEA OF THE FREE MINERS' RIGHTS HAD BEEN TRANSFORMED OVER THIRTY YEARS INTO A POTENT MYTH WHICH COULD SERVE EQUALLY WELL THE PURPOSES OF THE NEW GROUP OF WAGE EARNERS AND OF THE SURVIVING SMALL PROPRIETORS. 6. CONCLUSIONS. BROADLY, THE SECTION WILL ATTEMPT SOME ASSESSMENT OF THE HYPOTHESIS WITH WHICH THE FIRST SECTION CONCLUDED AND ATTEMPT TO SEE THE RIOT IN A BROADER PERSPECTIVE: PROBABLY BY MAKING USE OF RUD[E'S DISCUSSION OF THE "UNDERLYING MOTIVES AND TRADITIONAL MYTHS AND BELIEFS" OF THE "PRE-INDUSTRIAL CROWD". (G. RUD[E, THE CROWD IN HISTORY, WILEY, 1966, 2ND ED.) (C) SOURCES. SINCE THE FOREST OF DEAN IS A ROYAL FOREST, ITS ADMINISTRATION AND REGULATION HAVE GENERATED A VERY LARGE BODY OF MINUTE BOOKS, REPORTS, SURVEYS AND CORRESPONDENCE. AS WELL, THE FOREST HAS BEEN THE SUBJECT OF SEVERAL INQUIRIES BY PARLIAMENTARY COMMISSIONERS AND OF THE MUSINGS OF A NUMBER OF MIDDLE CLASS ROMANTICS. SOME OF THE MOST IMPORTANT SOURCES ARE: 1. THE SEVENTEEN REPORTS OF THE COMMISSIONERS OF INQUIRY INTO THE WOODS, FORESTS, AND LAND REVENUES OF THE CROWN, 1786-93, AND THE FIVE REPORTS OF THE DEAN FOREST COMMISSIONERS, 1834-35. DETAILED SURVEYS OF THE FOREST AND MINUTES OF EVIDENCE TAKEN FROM MINERS, FOREIGNERS, FOREST OFFICERS AND LOCAL GENTRY AND CLERGY, ACCOMPANY THESE REPORTS. THE SURVEYS ARE ESPECIALLY VALUABLE. THAT FOR 1786, FOR EXAMPLE, INCLUDES: THE NAMES OF THOSE HOLDING ENCROACHMENTS IN THE FOREST, THE NUMBER OF COTTAGES ON EACH ENCROACHMENT, THE MATERIAL OF WHICH THE COTTAGES WERE MADE, THE ANNUAL VALUE OF THE ENCROACHMENT, AND THE LENGTH OF TIME THE LAND HAD BEEN ENCLOSED. IT ALSO LISTS THE NAMES OF THOSE HOLDING COAL MINES, LIME KILNS, STONE QUARRIES, BARNS AND BLACKSMITHS' SHOPS. COMPARABLE MATERIAL IS AVAILABLE FOR 1831. 2. OF EQUAL VALUE ARE THE RECORDS OF THE PERMANENT COMMISSIONERS OF WOODS AND FORESTS. THE COMMISSIONERS ENTERED ALL THE LETTERS SENT AND RECEIVED BY THEM IN FAT VOLUMES, ALL OF WHICH SURVIVE IN THE PUBLIC RECORD OFFICE. THE DEPOSIT ALSO INCLUDES FILES OF CORRESPONDENCE AND REPORTS RELATING TO THE PREPARATION OF SEVERAL ACTS OF PARLIAMENT WHICH CONCERNED THE MINES AND RAILWAYS IN THE FOREST. 3. USEFUL COLLECTIONS OF PRIVATE PAPERS INCLUDE THOSE OF LORD GLENBERVIE, ONE OF THE SURVEYORS-GENERAL OF WOODS AND FORESTS AND DAVID MUSHET ONE OF THE MOST IMPORTANT OF THE FOREIGNERS. 4. I HAVE LOOKED AT THE FOLLOWING NEWSPAPERS: GLOUCESTER HERALD, 1827-28; GLOUCESTER MERCURY, 1828-29; GLOUCESTER JOURNAL, 1800-31; THE TIMES, 1831; MONMOUTHSHIRE MERLIN, 1829-31; THE FORESTER, 1831; COBBETT'S WEEKLY POLITICAL REGISTER, 1831. 5. INFORMATION ABOUT THE RIOT IS CONTAINED IN THE USUAL P.R.O. DEPOSITS; (A) H.O. 40 & 41: DISTURBANCES - CORRESPONDENCE AND PAPERS, AND ENTRY BOOKS. H.O. 43 & 44: DOMESTIC LETTER BOOKS. H.O. 52: COUNTIES CORRESPONDENCE (B) ASSIZES 1 & 6: MINUTE BOOKS AND DEPOSITIONS. 6. LOCAL HISTORIANS HAVE PRODUCED A NUMBER OF WORKS OF VARYING MERIT ON ASPECTS OF THE FOREST'S HISTORY. THE MOST USEFUL OF THESE FOR MY PURPOSES ARE C.E. HART'S THE COMMONERS OF DEAN FOREST, 1951, AND THE FREE MINERS, 1953. THEY ARE CHIEFLY USEFUL FOR THEIR EXTENSIVE REPRINTING OF PRIMARY SOURCE MATERIAL. 7. THERE IS, AS WELL, SOME INTERESTING LOCAL VERSE. HOW BETTER TO CONCLUDE A SYNOPSIS THEN WITH AN EXCERPT: DEEPER THEY PITS THAN ANY HERE BEFORE,THE LOWEST VEIN OF COAL FOR TO EXPLORE.THEY WERE BUT SHALLOW PITS IN DAYS OF OLD-THEY'D NOT THE KNOWLEDGE THEN, AS I AM TOLD;BUT HERE WAS NOT THEN GREAT LEARNING'S STORE,IT WAS MUCH BETTER FOR THE LABOURING POOR;MEN LOVED THEIR MASTERS - MASTERS LOVED THEIR MEN,BUT THOSE GOOD TIMES WE NE'ER SHALL SEE AGAIN. (CATHERINE DREW, THE FOREST OF DEAN IN TIMES PAST, CONTRASTED WITH THE PRESENT, 1841.)

TO: D.J. MOORE & N.F. KERSHAW (LATER FOR DISCUSSION WITH P. WOODS, P. WIDDOP. T. TAMSBOTTOM, W. MACDONALD & M. LEESE) FROM: MISS M. BOYS. 22ND SEPTEMBER, 1975 A PROGRAMME FOR CONSOLIDATION AND FOUNDATION COURSE STUDENTS 1976-7. THE CALIBRE OF CONSOLIDATION COURSE STUDENTS HAS RADICALLY CHANGED SINCE 1972: THE STUDENTS ARE NO LONGER THOSE WHO HAVE "DROPPED OUT" FROM THEIR EXISTING SCHOOLS, BUT THEY CONSIST OF TWO MAIN CATEGORIES. (A) THOSE WHO HAVE SAT "O" LEVEL AND C.S.E. EXAMINATIONS WITH COMPLETE OR PARTIAL SUCCESS, AND WHO, GIVEN A SUITABLE PROGRAMME, CAN GO ON TO "O"'S IN ONE YEAR, AND TO O.N.D. OR "A" LEVELS SUBSEQUENTLY, WHICH IS THER WISH. (B) THOSE WHO HAVE LITTLE OR NO EXAMINATION SUCCESS, AND WHO SHOULD ENTER THE FOUNDATION COURSE OR THE VOCATIONAL COURSES WITHOUT EXAMINATION ENTRY. FOR BOTH GROUPS OF STUDENTS, THE COLLEGE AS A WHOLE SHOULD WORK AGGRESSIVELY FOR THEIR SUCCESS, AND THE BURDEN SHOULD NOT FALL ONLY ON P. WOODS; T. RAMSBOTTOM; AND OTHERS WHO HAVE INHERITED THE RESPONSIBILITY FROM THE TIME WHEN SUCCESS WAS ALMOST IMPOSSIBLE TO ACHIEVE. (AS UP TO 1973). I SUGGEST THAT THE FOLLOWING MEASURES ARE TAKEN: 1. CONSOLIDATION COURSE. (A) THIS SHOULD CONSIST ONLY OF STUDENTS WHO HAVE SOME PROMISE OF SUCCESS IN REPEATING "O" LEVELS, I.E. OF STUDENTS WHO HAVE 2, 3, OR EVEN 4 "O" LEVEL PASSES, OR THE EQUIVALENT C.S.E. GRADE 1. (B) THE TIMETABLE SHOULD BE INTEGRATED WITH THE "A" LEVEL TIMETABLE, IN THE BLOCK SYSTEM, SO THAT A STUDENT WITH 2, 3 OR 4 "O" LEVELS CAN DO 1 OR 2 "A" LEVEL SUBJECTS CONCURRENTLY WITH HIS "O" LEVEL REPEATS* (EXAMPLES APPENDIX =A) (C) THE STUDENT COULD PROCEED TO "A" LEVEL EXAMINATIONS WITH THE STUDENTS OF HIS OWN YEAR, BUT HE WOULD ONLY BE ABLE TO TAKE 2 SUBJECTS AT THE MOST, AND HE WOULD NOT HAVE THE WIDTH OF CHOICE THAT PURE "A" LEVEL STUENTS WOULD HAVE. THIS TIMETABLE INTEGRATION HAS OTHER IMPLICATIONS. (1) IT WOULD BE _ESSENTIAL FOR CONSOLIDATION COURSE STUDENTS TO BE ON THE SAME SITE AS "A" LEVEL STUDENTS. THIS IS EASILY POSSIBLE NEXT YEAR FOR TWO DAYS IN THE WEEK IF THEY ARE MOVED INTO COLNE GRAMMAR SCHOOL, AS TWO EXTRA ROOMS WILL BE AVAILABLE WHEN THE SCHOOL FINISHES. IT IS OVERWHELMINGLY DESIRABLE FOR THE FOUNDATION COURSE TO MOVE WITH THE CONSOLIDATION COURSE AND THEREFORE THREE ROOMS ARE NECESSARY. THIS SPACE COULD BE FOUND BY MOVING VENEZUELANS (GROUP 2) TO LINDEN ROAD, AND BY FULLY INTEGRATING NEXT YEAR'S VENEZUELANS (GROUP 1) WITH "A" LEVEL GROUPS, AS WELL AS WITH O.N.D. GROUPS. IT IS NOT EASY TO SEE HOW THEY COULD BE ACCOMMODATED AT REEDYFORD. (2) INTEGRATION WITH "A" LEVEL STUDENTS WOULD GIVE A MORALE BOOST. (3) "O" LEVEL TEACHING AND "A" LEVEL TEACHING WOULD BE OPENLY SEEN TO BE OF EQUAL VALUE. (4) THE MATHS/SCIENCE AND HUMANITIES DEPARTMENTS SHOULD SHOULDER THE RESPONSIBILITY FOR TAKING THESE STUDENTS SUCCESSFULLY THROUGH EXAMS, AND SHOULD NOT MAKE CONSOLIDATION TIMETABLING THEIR LAST CONSIDERATION, OR LEAVE IT TO BE CARRIED OUT BY WHATEVER PART-TIME TEACHERE ARE AVAILABLE. (5) THE STUDENTS' TIMETABLE MIGHT HAVE TO INCLUDE CLASSES IN THE EVENING, TO ALLOW SOME CHOICE IN "A" LEVEL SUBJECTS. IT WOULD PROBABLY MEAN THAT BASIC "O" LEVEL SUBJECTS SUCH AS ENGLISH LANGUAGE AND MATHEMATICS WOULD HAVE TO GO TO TWILIGHT OR EVENING. (IN WHICH CASE, IT RELIEVES THE DAY-TIME ACCOMMODATION PROBLEM AT REEDYFORD). OTHER OBSERVATIONS. THE NUMBER OF STUDENTS REQUIRING TO COMBINE "O" AND "A" LEVELS MAY WELL INCREASE IN SUBSEQUENT YEARS WHEN THE FULL COMPREHENSIVE STREAMS COME THROUGH, AND THE HIGH SCHOOLS MAY NOT ALWAYS BE ABLE TO PROVIDE APPROPRIATE TEACHING IN ALL SUBJECTS. IT SHOULD BE CLEARLY UNDERSTOOD THAT STUDENTS CANNOT TAKE UP A SUBJECT (SUCH AS CHEMISTRY) AND TAKE IT FOR AN "O" LEVEL EXAMINATION IN ONE YEAR. MODIFICATION OF THE TIMETABLE IN SOME SUBJECTS MAY BE POSSIBLE, TO GAIN PERIODS OF 3/4 HOURS INSTEAD OF 1 1/2 HOURS ( IN THE MANNER OF COLNE GRAMMAR SCHOOL 5TH FORM TIMETABLE). THE SHORTER PERIOD IS BETTER IN SUBJECTS LIKE ENGLISH LITERATURE, FRENCH EXT. THERE WILL BE SOME STUDENTS WHOSE EXAMINATION RESULTS DO NOT CLEARLY INDICATE WHETHER THEY SHOULD BE "O", "A", =C OR =O, =C. SCHOOLS SHOULD BE CONSULTED. STUDENTS SHOULD NOT ENTER CAREERS WHERE THEY WILL UNDER-AHCIEVE. 2. FOUNDATION COURSE. IT WAS ENVISAGED THAT STUDENTS WOULD ACCEPT ADVISE TO FOLLOW THIS COURSE RATHER THAN THE CONSOLIDATION BUT THE LOW NUMBER OF STUDENTS WISHING TO ENTER THE COURSE IN SEPTEMBER 1975 SHOW THAT A DIFFERENT APPROACH IS NEEDED. THEREFORE: (A) INTERNALLY, WE NEED TO CONSIDER WHERE C.E.E. (AS A FOLLOW-ON FROM C.S.E.) WOULD BE MORE ATTRACTIVE - BOTH TO STUDENTS AND SUBSEQUENTLY TO EMPLOYERS. (D) WITH THE SCHOOLS IN THE COMMUNITY, WE NEED TO MAKE THE COURSE KNOWN AT AN EARLIER STAGE, WITH THE SUBSEQUENT EMPLOYMENT PROSPECTS. (C) ON THE OPTIONS SHEETS AND THE APPLICATION FORM, THE COURSE NEEDS TO BE SET BESIDE CONSOLIDATION COURSE. I.E. CONSOLIDATION/FOUNDATION COURSE. (D) FOR MORALE PURPOSES, IT SHOULD WORK ALONGSIDE "A" AND "O" LEVEL COURSES. (E) THE WORKS-EXPERIENCE PART SHOULD BE CLEARLY MADE KNOWN IN THE SCHOOLS, AT AN EARLY DATE. (F) THE STAFF RESPONSIBLE FOR THE COURSE, SHOULD BE ENTHUSIASTIC. (G) TIMETABLES SHOULD BE IN SHORTER PERIODS FOR SOME SUBJECTS.

EXAMPLES OF HOW A STUDENT COULD COMBINE "O" AND "A" LEVELS FROM THIS YEAR'S RESULTS. REF. PAGE 1: 1. MARTIN POLLARD WISHES A CAREER IN MUSIC. HE HAS ACHIEVED GRADE =B IN MUSIC, AND 2 GRADE =C'S. HE HAS NOT ACHIEVED ENGLISH LANGUAGE OR MATHEMATICS. HIS COURSE WOULD CONSIST OF: "A" LEVEL COURSE IN MUSIC AND NO OTHER SUBJECT. "O" LEVEL REPEATS IN ENGLISH LANGUAGE AND MATHEMATICS. 2. IAIN HEALD COULD PURSUE HUMANITIES COURSE WITH 3 C.S.E.'S GRADE 1 AND CLASSES TO BRING UP ENGLISH LANGUAGE TO GRADE 1 (AT PRESENT GRADE 2).

WORKING PARTY ON THE HISTORY THIRD STREAM. NOTE OF THE FIRST MEETING HELD ON FRIDAY, 21ST MARCH, 1975. PRESENT: FRED REID (CONVENOR), GWYN LEWIS, JOHN DAVIES, ROBIN LAINMAN. F.R.'S PROPOSAL DISCUSSED. F.R. PRESENTED AN OUTLINE SUGGESTION FOR IMPROVING THE THIRD STREAM AND GIVING IT GREATER INTELLECTUAL COHERENCE. A LENGTHY DISCUSSION FOLLOWED DURING WHICH THE FOLLOWING COMMENTS WERE MADE: J.D. THOUGH THE PROPOSAL MERITED SERIOUS CONSIDERATION, BUT FELT SUCCESS WOULD DEPEND ON REVERSING THE ORDER OF THE TWO BASIC COURSES, AT LEAST FOR THIS STREAM. HE WAS ALSO NOT ENTIRELY CONVINCED THAT THERE WAS NEED FOR THREE SEPARATE COURSES IN INTELLECTUAL HISTORY. R.L. ALSO APPROVED OF THE PROPOSAL IN GENERAL, BUT WAS WARY OF BEING OVER-AMBITIOUS IN THE PRESENT FINANCIAL CLIMATE. HE THOUGHT THAT, RATHER THAN NECESSARILY SEEKING NEW STAFF, EXISTING STAFF COULD COLLECTIVELY OFFER A COURSE ON EUROPEAN CULTURAL HISTORY. G.L. WELCOMED THE PROPOSAL IN GENERAL, BUT THOUGHT THAT IT ONLY MADE SENSE IN THE CONTEXT OF THE GENERAL DEVELOPMENT OF EUROPEAN CULTURAL STUDIES IN THE ARTS FACULTY. HE WAS AGAINST HISTORY GROWING MUCH LARGER AND THOUGHT THAT ADDITIONAL STAFF FOR INTELLECTUAL HISTORY MIGHT BE JUSTIFIED IN TERMS OF CONTRIBUTING TO THE DEVELOPMENT OF CULTURAL STUDIES IN THE ARTS. ENSUING DISCUSSION CONCENTRATED ON THE FOLLOWING ISSUES: 1. CONTENT OF THE COURSES IN INTELLECTUAL HISTORY. IT WAS FELT THAT THE KEY PHRASE IN REID'S PAPER WAS "DEBATES IN INTELLECTUAL HISTORY". R.L. WANTED THE COURSES TO CONTAIN REFERENCES TO CULTURAL HISTORY AS WELL AS PHILOSOPHY, SCIENCE,ETC. 2. STRUCTURE OF THIRD YEAR. G.L. QUESTIONED WHETHER THE THIRD STREAM WOULD BEEN HISTORIOGRAPHY. HE HOPED ROOM COULD BE MADE FOR SPECIALLY-DESIGNED THIRD-YEAR OPTIONS. HE THOUGHT DEVELOPMENT OF CULTURAL STUDIES IN ARTS MIGHT CONTRIBUTE SOME ADDITIONAL ONES. HE WAS UNHAPPY ABOUT REID'S IDEA OF PAIRING OPTIONS. J.D. ON THE OTHER HAND WAS ATTRACTED BY THIS IDEA. ALL THOUGHT THAT EUROPEAN LANGUAGES SHOULD BE TAKEN VERY SERIOUSLY. 3. CULTURAL STUDIES IN THE ARTS. G.L. THOUGHT THE BEST WAY TO DEVELOP THESE WOULD BE TO SET UP A NEW DEGREE CALLED, SAY, MODERN EUROPEAN STUDIES, WITH ITS OWN PROFESSOR. THE MEETING CONCLUDED WITH AGREEMENT ON THE FOLLOWING POINTS: 1. THAT THE DEVELOPMENT OF INTELLECTUAL HISTORY WOULD STRENGTHEN THE THIRD STREAM AND GIVE IT COHERENCE. 2. THAT THIS WOULD REQUIRE THE APPOINTMENT OF A LECTURER IN INTELLECTUAL HISTORY, PERHAPS TO WORK WITH ASSISTANCE FROM EXISTING STAFF WHO WOULD PARTICIPATE IN THE TEACHING OF INTELLECTUAL HISTORY COURSES. 3. THAT THE PRESENT ORDER OF BASIC HISTORY TEACHING SHOULD BE REVERSED FOR THE THIRD STREAM. 4. THAT THE PERIODISATION OF TWO COURSES IN INTELLECTUAL HISTORY, COMPULSORY FOR ALL STUDENTS IN THE FIRST AND SECOND YEARS, SHOULD BE C. 1650 TO C. 1850 TO THE PRESENT DAY. 5. THAT GREAT EFFORTS SHOULD BE MADE TO GIVE THE THIRD YEAR MORE DISTINCTIVENESS. DATE OF NEXT MEETING. MONDAY, 14TH APRIL, 1975, AT 11 P.M. IN ROOM 330.