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Chromosomes: The ENCODE Project seeks to unravel mysteries of the human genome. (www.mun.ca )
a, Science & Technology

Translating the human instruction manual

by Bharat Srinivasa on

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Humans are a complicated bunch. We all have different hopes and aspirations, likes and dislikes, dreams and realities. We like to think of ourselves as the most complicated and advanced species on this earth.

Given this presumed complexity, the results of the Human Genome Project—a massive effort to record every sequence of human DNA, and a precursor of the ENCODE project—showed a pitiful number of protein coding genes, which came as a surprise.

The Human Genome Project was expected to demonstrate that humans have a huge number of genes in our DNA, but as it turns out, we have only about 21,000 protein coding genes. Drosophila, the annoying little flies that hover over our overripe fruit, have 15,000. Daphnia, a water flea barely visible to our eye has 31,000. So what makes a human so complex?

The Human Genome Project was intended to uncover the blueprint of our species—the instructional manual that would tell us who we are and how we work. Disappointingly, the information discovered was incomplete; the project gave us only the index page of the human instruction manual. These 21,000 genes that set us apart account for little more than one per cent of our entire genome. The remaining 99 per cent  is often referred to as ‘junk.’ Identifying a role for this ‘junk DNA’ was the task undertaken by the ENCODE (Encyclopedia of DNA Elements) consortium.

The ENCODE consortium, formed soon after the publication of the Human Genome Project, includes 32 research groups and 440 scientists. ENCODE published their work in 30 journals earlier this month.

One of the key findings of the ENCODE project was that a large portion of our genome has a functional role—as high as 80 per cent, though some believe this number is exaggerated. According to critics, the real proportion of our genome that is functionally active is around 20 to 30 per cent.

Nevertheless, this functionally-active portion of our genomic expanse is encoded for multiple regulatory sites, thereby controlling the production of the previously identified 21,000 genes.

“Think of these regulatory sites as switches,” Daniel Tessier, vice-president of the Technology Centres at McGill University and Genome Quebec, said. “The Human Genome Project gave us a two-dimensional version of the human genome, while ENCODE gives us a three-dimensional version of our genome. We now know the regulatory hotspots that control our protein coding genes.”

The preliminary data from the ENCODE project was first published in 2007. Since then, advances in techniques and tools have enabled researchers to further delve into the vast expanses of our genome. The work involved investigating how the four nucleotides: A, C, T and G—the backbone of our DNA—form regulatory sequences that interact with other sites of our genome.

The work published this month arises from studies on multiple laboratory cell lines, “the appropriate model system,” according to Tessier, “since we can’t really go around sampling humans.” The work of the ENCODE project is far from complete, and the next steps will involve human samples.

“For instance,” Tessier said, this would involve “taking two different biopsies from a person suffering from cancer, so that we can compare and contrast changes in the regulatory regions, and how these relate to the development of disease.”

Tessier said that work such as this could lead to personalized medicine.

“In 10 years, we might all have a little chip in our health care cards that holds our personal human genome sequence,” he said. “Personalised medicine is a buzzword right now, but it is what the future holds. This work sets the foundation for the future, similar to how we are now enjoying the fruits of technology that were created a couple of decades ago.”

There is some criticism leveled at the ENCODE consortium, notably on their broad definition of ‘functional’ that resulted in the large figure of 80 per cent. Additionally, according to CNN, the ENCODE project has already recieved over $288 million in funding. Given the amount of work left to fully map out the three-dimensional structure of our genome, completing ENCODE could be costly. Despite these drawbacks, researchers argue that the data coming out of this project are fundamental to understanding the true nature of our genomes.

“The Human Genome Project was an endeavour similar to putting man on the moon,” Tessier said. “It is just as elaborate, extravagant and forward thinking.”

This month’s deluge of data on the ENCODE project is only the beginning; there are still an infinite number of questions to be asked about the vast universe that lies in each and every one of our cells. The ENCODE Project puts us on the cusp of an incredibly exciting phase in our understanding of the human species.

(Simon Poitrimolt / McGill Tribune)
a, Creative

Vol. 32 Issue 2

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Check out some of the photos from Issue 2 of 2012-2013!

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a, Features

FEATURE: Free Education Goes Online

by Leigh Miller on

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Many McGill students see recorded lectures as an invitation to take courses from the comfort of their sweatpants and couch. While many students just don’t want to get out of bed, professors at Stanford and educational researchers are thinking bigger: why not offer a course that can be taken from a remote village, a retirement home, or a high school library?

Massive Open Online Courses (MOOCs) offer students free education, accessible from anywhere in the world. All a student needs is an internet connection.

Three main providers of the online goods are Coursera, edX, and Udacity. All three have been in the news lately, with recent profiles of the sites and their founders in the New York Times, The Atlantic, NPR. The attention is focused on the rapid ascent of these online courses and what that may mean for the delivery of higher education. Indeed, Udacity calls itself “a growing group of educators and engineers, on a mission to change the future of education.”

A New Way to Educate

Rising demand for higher education coupled with increasing costs led universities to look for smarter ways to deliver courses.

Better teaching techniques mean courses can be scaled to reach more students without losing quality. MOOCs can be used to develop these techniques as they are open-source, online platforms.

One area where MOOCs might break through is “flipping the classroom,” a teaching technique by which content is learned outside of class, and classtime is used for problem solving. In the past, this content would have come from a textbook, but now, instructors can use the growing library of online lectures provided by MOOCs.

Carl Wieman, a Nobel Prize winning physicist, co-authored a study that concluded students in a “flipped” large-enrollment physics class learned more than twice as much as their peers in conventional lectures.

“The traditional lecture is simply not successful in helping most students achieve mastery of fundamental concepts,” writes Wieman in his charming article “Why Not Try A Scientific Approach to Science Education” on science20.com.

The MOOC Experience

Students in massive McGill courses (e.g. any course held in Leacock 132) are familiar with the components of a MOOC: recorded lectures, discussion forums, and assignments graded by computers. MOOC providers seek to improve on these teaching tools with the help of pedagogical research. One classic education problem is the limited short-term memory of the human brain. The average McGill lecture presents more information than a student is physically capable of absorbing. Most students work around this problem by reviewing slides or notes to remind themselves of information.

Since MOOC lectures aren’t limited by scheduling or room availability, information can be presented in small, 10-18 minute segments. This allows students to absorb the information at their own pace.

Constant feedback is another strategy that MOOCs use to help students. In-lecture quizzes evaluate comprehension every few minutes. Since assignments are graded instantly, students can re-submit them until they receive full marks. The focus is on mastery and not initial success.

All these forms of feedback could be used in a conventional class. Unfortunately, that’s not the case in many McGill courses. A student might wait weeks between learning a concept and getting back a graded assignment; by that time, the professor has probably moved onto a new topic.

One area where MOOCs fall short is their lack of personal interaction. MOOC sites have tried to compensate with discussion boards and social networking for users who want to start study groups in their own cities. The lack of personal interaction means lecturers can’t ensure that students are turning in their own work—a huge obstacle for MOOCs hoping to provide credit to students.

Another problem for MOOCs is providing a wider range of subjects. Computers can easily grade assignments for basic computer programming or engineering classes, but essays are another story.

To solve this issue, MOOC providers are experimenting with a system of peer-reviewing. Students practice grading until they are able to match the score the professor would give on a series of assignments. Every assignment is graded by five students who have passed the marking test, and the final score is an average of the five marks.

Will McGill Launch a MOOC?

The rise of MOOCs shows that universities and educators are eager to experiment with new teaching methods.

The growing list of big name universities that have embraced the MOOC trend means schools should ignore it at their own peril.

The University of Virginia sees such potential in MOOCs that board members temporarily ousted president Teresa Sullivan in June, only to reinstate her two weeks later. Emails between board members reveal that her percieved lack of aggressive action on developing MOOCs contributed to their call for her resignation.

In an interview with the Tribune, McGill Director of Content and Collaboration Solutions Sharon Roy said that McGill has established a working group to learn more about MOOCs and whether they are right for the university.

“We’ve just started investigating MOOCs and what kinds of opportunities they might provide and what would be involved in setting them up,” Roy said.

Although the work group is still in its early stages, Roy said McGill already has online teaching capabilities.

“We’re really familiar with online learning technologies at McGill. We make really extensive use of it,” she said. Roy noted that while online courses have their advantages, many students have commented that there is no substitute for one-on-one time with a professor.

“We haven’t been aggressive in developing online learning courses where there is none of that contact between instructors and students.”

Another challenge is the cost of setting up the courses. “They’re not free—that’s for sure—and as you know we want to be very careful with where we spend our money and how we spend it,” Roy said.

In the meantime, McGill students can benefit from the growing list of MOOCs already available.

Finding a MOOC

This fall, courses on all three sites are free, though you must pay Udacity a small fee for a certificate that confirms you took the class. Edx has plans to implement a similar fee. Udacity also charges businesses to view the resumes of top students in certain classes—students pay nothing to give their resume to Udacity. Both Coursera and Udacity use a social networking site called Meetup to organize study groups. Montreal groups on both sites have already scheduled meetings this month.

The Future of Higher Education?

It’s still unclear what role MOOCs will play in the coming years. Will they remain a niche for pure learning, come to replace universities, or wither under financial pressure? Certainly, they are already forcing universities to re-think the value of higher education.

The internet has led us to expect free information, and free education seems to be the next logical step. With that said, however, will students be willing to continue to pay thousands of dollars for classes they can take free online?

Yes, say many MOOC site founders and educators, as the true value of a university lies in the campus environment. Students are paying for the chance to meet one-on-one with their professors, study with a diverse group of peers, and benefit from the university’s network.

One thing is clear—MOOCs are still growing in popularity. Over a million students have already registered to take one this fall. Whether this will lead to an exodus out of class and back into bed, only time will tell.

[divide]

Coursera

Coursera was founded by two Stanford professors and is backed by Silicon Valley venture capitalists. The site stresses the social good of MOOCs: “We envision a future where the top universities are educating not only thousands of students, but millions.”

The site offers classes from an impressive list of schools including Caltech, Princeton, and Stanford. Another school offering classes on the site, the University of Washington, will be the first to give students credit for Coursera courses.

Notable course: Modern and Contemporary American Poetry is an example of a MOOC that can’t use computers for grading. Assignments will be graded by peer evaluation.

Edx

EdX is a joint venture between the Massachusetts Institute of Technology and Harvard. The site uses an open-source online learning platform to offer courses from MIT, Harvard, and UC Berkley.

According to the site: “Along with offering online courses, the institutions will use edX to research how students learn and how technology can transform learning—both on-campus and worldwide.”

Notable Course: 6.002x Circuits and Electronics was the first course offered by MITx and boasts a diverse classroom. According to the edX site the course attracted more than 150,000 students from over 160 countries and those certified in this course range from 14 to 74 years-old.

Udacity

Udacity is an online university founded by three roboticists, as they call themselves, one of them a Stanford professor. Rather than partnering with existing universities, it deals directly with instructors to find content for courses.

Udacity offers a free job placement program through partnerships with more than 20 high tech companies.

Notable Course: Artificial Intelligence taught by Sebastian Thrun is one of the original MOOCs. Thrun decided to offer the Stanford class online in 2011 and was shocked when it attracted more than 160,000 students.

Lola Rosa Xpress and Bamboo Bowl now open to students. (Alexandra Allaire / McGill Tribune)
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Renovated Gerts and SSMU cafeteria feature new options

by Christos Lazaris on

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Following a summer of renovations, the Student Society of McGill University (SSMU) Building now features a new selection of restaurants in its second-floor cafeteria as well as a refurbished Gerts bar. While SSMU executives have been planning changes to Gerts for three years, the new restaurants in the food court were only selected within the last year, after the previous tenants’ contracts expired.

According to Shyam Patel, former SSMU VP Finance and Operations, the bar in Gerts was relocated to the center of the room to allow more efficient service through a better use of space.

“Before, the bar was sort of against the wall … It took up a lot of space,” said Patel, who was involved in the decision-making process for the renovation. “There are more seats now, it’s on the opposite side of the room, and it’s shaped like a horseshoe.”

The new shape of the bar is designed to facilitate the movement of the Gerts staff, and to help them serve more customers faster. Other changes include the removal of a wall to make room for a kitchen, where food is now sold.

Despite the changes, Gerts Manager Natasha Geoffrion-Greenslade said efforts were made to ensure that Gerts still felt like the same bar students were used to in previous years.

“My one hope in this project was to preserve the essence of Gerts while updating it a little bit, giving it a fresh look,” Geoffrion-Greenslade said. “But it definitely still feels like Gerts.”

SSMU President Josh Redel estimated the cost of the renovations to be around $450,000.

Unlike the student bar, the second floor cafeteria has not changed its layout. The cafeteria’s three restaurants have been replaced with three new ones chosen by SSMU executives over the past year—Lola Rosa Xpress, Bamboo Bowl, and Bocadillo.

The new tenants of the SSMU cafeteria have signed a one-year, short-term contract, so that SSMU executives can receive student input regarding what they like or dislike about the new selection of restaurants, enabling them to adjust accordingly for the following year.

“[The contracts are] just for the year so that we can actually get student consultation,” SSMU VP Clubs and Services Allison Cooper said. “We really want to gather information on what students want in their cafeteria, and if they want the [restaurants] that we selected.”

Problems arose this summer, however, when one of the planned tenants dropped out, requiring executives to find a new business to fill the empty space in the cafeteria.

“It was a big change from the original plans,” Cooper said. “One of [our original choices] fell through, so we had to find a third one. It was hard to get a new tenant so last minute, but we’re generally really excited.”

Lola Rosa’s Manager Pascal Hourriez emphasized the restaurant’s assortment of healthy, home-made, and freshly-served foods.

“We have a restaurant on Milton already, and we want to respect its image as much as possible,” Hourriez said. “Our mission is to be the best vegetarian restaurant for non-vegetarian people.”

Communications student Joceline Andersen expressed appreciation for the vegetarian emphasis in the new selection of cafeteria restaurants.

“I liked that there were lots of vegetarian options,” Andersen said. “It’s better than what I expected. I expected something mushy and bland, but it was good!”

a, Opinion

Why I eat organic

by Bea Britneff on

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I prefer to buy organic products as opposed to non-organic products.

“Why?” you might ask. Although the concept of “organic” is an attractive one, it is an expensive diet and lifestyle to uphold. Some people wonder if it really makes that much of a difference.

However, the “expensive” argument is a fair one. It’s true that many organic products are outrageously over-priced and are therefore inaccessible to those working with limited budgets. With only these short-term costs in mind, then sure, how does one justify buying organic? Why spend $5.79 (plus tax) on two litres of organic Lactantia milk when you can spend $2.85 on two litres of Québon?

The thing is, I have learned to think in the long-term. I choose to go organic—not for the sake of making a statement, but because of my own beliefs regarding quality, the environment, and my personal health. In my opinion, these concerns demonstrate how buying organic foods can make a significant difference in one’s diet.

I believe the quality of organic foods is higher than that of non-organic foods. To this day, I still remember when my dad presented me with what I like to call “the strawberry test.” He first asked me to taste a non-organic strawberry. It was a little dry, but a decent strawberry nonetheless. He then asked me to try to the organic strawberry. I was delighted by its intense sweetness and juiciness; it was certainly more satisfying for my palate than the first.

These differences in taste are largely a result of different agricultural practices. For instance, organic fruits and vegetables are often grown in soil containing better micronutrients and genetic diversity. As a result, they are much richer in flavour. I derive a lot more joy from cooking and eating if my food is of a higher quality.

Similar to local farming, organic farming methods have also been proven to be significantly more environmentally sustainable than conventional farming. This is because they use less fossil energy, conserve more water in the soil, and increase the efficiency of energy use per unit of production.

Take the case of livestock. For example, organic, seasonal grazing systems have proven to be more efficient because the animals eat more grass and less grain, leaving more grain available for humans to consume. Organic meat production has also been shown to emit fewer greenhouse gases. Taking into account the numerous environmental challenges our planet is facing today, I feel that I am doing my bit for the earth by eating in a manner than is more eco-conscious and sustainable.

The most notable reason why I eat organic foods is for my own personal health. I feel infinitely more comfortable purchasing products that have not been subject to pesticides, fertilizers, antibiotics, hormones or bioengineering­—the effects of which are transferred to our bodies when we consume those foods.

While organic farming is not completely pesticide or fertilizer-free, the use of synthetic pesticides and fertilizers is strictly limited or forbidden altogether. These limitations on pesticides have positive implications for the nutritional value of the foods in question. Produce grown organically or without pesticides has been proven to contain higher levels of anti-oxidants, vitamins A, C and E, phosphorus, and potassium.

Although a recently published  Stanford study contested these findings and other health benefits of eating organic, I think you’ll always find studies that suit your own preferences. That being said, I like buying organic produce because I think it gives me a better chance of receiving the important nutrients my body requires.  Furthermore, I believe it decreases the amount of harmful chemicals entering my system.

I am most religious about buying organic dairy products, because I know that they were taken from cows that have not been treated with antibiotics or growth hormones to increase milk production. When so many cancers and other illnesses are hormone-dependent. I simply want to avoid having any more hormones in my body than what is natural. The case is similar with meat and eggs.

With these three main concerns in mind, it wasn’t hard for me to cement my commitment to the organic movement. Maybe it’s because I hail from British Columbia, where the prevailing culture is, supposedly, “eat green and love nature.” Geography aside, I do think we have a lot to gain from eating organic, and it is my hope that governments and companies will do more to encourage organic practices.

OAP management team presents cheque. (Simon Poitrimolt / McGill Tribune)
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Open Air Pub donates $15,000 to children’s charity

by Bea Britneff on

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Last Friday, the Open Air Pub (OAP) management team donated $15,000 to the President’s Choice Children’s Charity (PCCC), a national organization dedicated to helping disadvantaged kids across Canada. The cheque, composed entirely of profits from OAP Lite this past spring, was presented to Loblaw Companies Limited Senior Vice-President Roch Pilon and Provigo du Parc Store Manager Eric Robillard.

Run entirely by student volunteers from the Faculty of Engineering and organized by the Engineering Undergraduate Society (EUS), OAP is held every year in Three Bares Park at the start of September and again for two days in late April under the moniker OAP Lite.

The money raised from last year’s OAP Lite further fortifies the existing relationship between EUS, Provigo, and President’s Choice. According to OAP Head Manager Michael Mizrahi, Provigo began sponsoring the event in 2002, and now supplies food, condiments, napkins, charcoal, as well as a freezer truck for storage.

Mizrahi said the profits from OAP Lite have always been donated to charity. Before 2009, profits went to Centraide, an independent philanthropic organization. Mizrahi explained that OAP decided to shift from Centraide to the PCCC in order to strengthen its relationship with Provigo.

“That decision was what has allowed [OAP] to break revenue records the past few years and grow larger than we could have imagined five years ago,” Mizrahi said. “Provigo has been able to sponsor us to a much larger effect, and in return, we’ve been able to raise much more money for the EUS in the fall and for charity in April.”

Founded in 1989, the PCCC focuses on giving aid to children with disabilities, as well as improving childhood nutrition. The PCCC financially supports other similar organizations such as Breakfast for Learning, which educates and empowers communities to deliver school-based nutrition programs.

All PCCC funds are raised regionally and managed nationally, ensuring that all provinces get a share. Pilon emphasized that Loblaw Companies Limited also assumes all administrative costs, allowing 100 per cent of all contributions received by the PCCC to go towards the charity’s projects and programs.

“Since 2004, [the PCCC] has [given] $10 million to Quebec, and helped over 1,700 families,” Pilon said. “Your entire dollar goes to [children in need] … that’s the beauty of our charity.”

Provigo and President’s Choice representatives were thrilled about the donation.

“I was really impressed tonight,” Pilon said. “Fifteen thousand dollars is not peanuts … it’s going to help a whole bunch of kids.”

Students reacted to the presentation of the cheque with a mixture of surprise and approval.

“I didn’t know that [OAP Lite profits] went to charity,” Will Caron, U3 anatomy and cell biology, said. “I think it’s great.”

(Simon Poitrimolt / McGill Tribune)
(Simon Poitrimolt / McGill Tribune)

“It’s exciting to have been a part of that, and I think that it was a very generous donation,” Kristen Bailey, U2 psychology, said.

Both Mizrahi and Pilon emphasized the importance of creating and maintaining strong, reciprocal relationships between the university and local businesses.

“At the end of the day, you always have to give back to your community,” Pilon said. “Offering a discount [to students] is not enough to show a good partnership … so we participate in [initiatives] like [OAP].”

While no new projects have been planned for the future, the involved parties expressed enthusiasm and commitment towards building on their relationship.

In the future, Mizrahi said that the organizations will be working together again in the spring, with profits from OAP Lite also going to the PCCC.

“I think there’s huge potential for what we could do here,” Robillard said. “We feel like we’re a team, and next year … it’s going to be even bigger.”

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J-Board to hear case on AUS referenda

by Erica Friesen on

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The Judicial Board (J-Board) of the Students’ Society of McGill University (SSMU) is preparing to hear the case of Bangs v. Calver and Cheng, regarding the potential invalidation of the 2012 Winter Referendum for the Arts Undergraduate Society (AUS).

The petition was filed by Chris Bangs, an U3 economics, urban systems, and political science student who was the chair of the ‘No’ committee for two questions in the Winter Referendum Period. In his petition, Bangs wrote that Jade Calver, then-AUS President, and Victor Cheng, then-Chief Returning Officer of Elections AUS, violated the AUS by-laws during this period, and thereby compromising the results.

According to Bangs, these violations included the failure to properly submit the referenda questions to AUS Council, as too many abstentions at the General Assembly obstructed the vote count; the failure to put notification of date, time, and place of polling in an approved student publication, as this information was only released in the listserv; and the reduction of the campaign period, which ended four days before voting began.

According to Bangs, these alleged violations would justify the J-Board invalidating the results of all six referendum questions. However, Bangs only requested the invalidation of the two questions for which he was chair of the ‘No’ committees—“Online Ratification for the decisions of the AUS General Assembly” and “Amending the Constitution.”

In their response to Bangs’ submission, Calver and Cheng cited Bangs’ challenge of only two referenda questions as “a blatant reflection of [Bangs’] bias in submitting this case,” which they said is also reflected in the incidents he chose to highlight in his report.

“The supposed ‘systematic violations of the by-laws’ are unwarranted and in no way affected the validity of the 2012 AUS Winter Referendum,” Calver and Cheng wrote. “The Respondents believe that the motives of the Petitioner are not those of democracy, but rather are fuelled by the Petitioner’s position on the questions.”

According to Bangs, his request for the invalidation of only two questions was influenced by the AUS by-laws, which allow a referendum question to go forward despite violations as long as campaign committees agree that it can move forward. The remaining four questions did not have campaign committees, and therefore could move on without objection. However, as the chair of the ‘No’ committee, Bangs did not believe that the two questions he was involved with should move forward unchallenged.

Although Bangs suggested that the alleged by-law violations could have affected the results, many of last semester’s referendum questions passed with a wide margin of student support. For the question regarding online ratification, 71.7 per cent of students voted ‘yes,’ while only 20.9 per cent voted ‘no.’ Bangs, however, told the Tribune that the numbers aren’t as important as the fact that the referendum period did not follow a fair electoral process.

“This case is not just about the individual questions at hand, but about a larger belief in the need for accountable student unions,” he said. “AUS members deserve a fair election, regardless of the outcomes.”

Calver and Cheng, however, pointed towards their actions during the election period as proof that concerted efforts were made to respect the AUS by-laws, and said that Bangs was unwilling to find times to meet with them to discuss his concerns.

“[We] are of the opinion that all other measures for mediation were not respected by [Bangs],” they wrote. “Furthermore, [he] was set on resorting to the use of the Judicial Board from early in the process.”

Beni Fisch, a member of the ‘Yes’ committee for the question of online ratification of the General Assembly, agreed  that the outcome of the referendum was not affected by Calver and Cheng’s actions. Fisch said he was in contact with both Calver and Cheng throughout the referendum period.

“All [the Respondents’] actions were fair, unbiased, and in no way compromised the integrity of the referendum or its results,” Fisch said.

Because the J-Board has accepted Fisch’s application for intervener status, he will be present at the hearing as a third-party whose intervention is necessary for a complete solution to the case.

Regardless of the effect on the specific questions of last year’s referenda period, Bangs said the alleged violations of the by-laws are symptomatic of other problems within the AUS.

“Every year that I have been at McGill, there has been at least one major scandal involving the AUS,” Bangs said. “We need to stand up for the integrity of this organization, and encouraging fair, responsible elections is just one step forward.”

Calver declined to comment on the upcoming J-Board case.

 

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McGill to offer new Liberal Arts program

by Ivy Tang on

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A new Liberal Arts program,  approved by the McGill Senate last May, could be offered by McGill in the near future.

According to Associate Dean of Arts (Student Affairs) André Costopoulos, the new bachelor’s degree was created in response to the discontinuation of the Humanistic Studies program in 2009 and the Arts Legacy program in 2011.

“Both programs had real strengths, but also problems,” Costopoulos said. “The Humanistic program gave students very broad training, but didn’t have a depth requirement. The Arts Legacy program gave [first year] students real grounding in the humanities discipline, but the numbers we could accommodate were very small […] because it was an expensive program to run.”

Costopoulos said that the discussion to create a humanities program that emphasized the strengths of both the Humanistic Studies and Arts Legacy programs—while also addressing their drawbacks—started almost three years ago.

An Academic Policy Committee report to the Senate advised that the new program be suited to the needs of a research-intensive university. Prospective students will study a large assortment of cultural texts, learn a new language (English excluded), and take a variety of history, literature, art, ethics, and philosophy courses covering a wide range of historical eras.

Students are also required to take 15 credits of complementary courses in one of four specialized streams: languages and literature; fine arts and histories; ethics and social thought; or history and liberal arts. The program also places high importance on preparation for creative leadership and for public service.

The difficulty of establishing a new program—especially an interdisciplinary one—lies in the matter of commitment and resource sharing.

“Interdisciplinary programs don’t have their own faculty and teaching resources,” Costopoulos explained. “Departments decide how to allocate teaching resources. This means people have to be committed and make the case that this is a worthy investment.”

According to Costopoulos, the program will only be offered once several faculties or departments step forward and offer to teach the interdisciplinary program.

“In some programs, like International Development Studies, departments share the load,” Costopoulos said. “That kind of arrangement hasn’t emerged yet for the Liberal Arts. But I don’t think it should be a hard sell. It went through all the multiple levels of approval, and the staff is happy with it. I think it’s a strong [and] good program.”

Based on preliminary evaluation, Costopoulos said he expects up to 300 students to enroll in the program.

Haley Dinel, Student Society of McGill University (SSMU) Vice-President University Affairs, said that SSMU would be more than willing to listen to student feedback about the program.

“It’s frankly out of our hands,” Dinel said. “It’s been through Senate and gotten the check marks. That being said, when the program starts, and [if] there are lots of issues and students want to talk to us, we will absolutely do something about it.”

Dinel placed emphasis on the importance of student-university communication and student advocates for the program.

“What’s great with having a new program is that it’s so nascent and new,” Dinel said. “If [the university] wanted to identify any problems quickly, all it would take is 40 or 60 [student voices].”

Costopoulos agreed that student support is important for the implementation and development of the Liberal Arts program.

“Students need to go to their departments and say ‘I think this should be one of your priorities’,” he said. “If there are faculty members to form a committee, find the resources, and administer and teach the program, it will happen.”

Chloe Sauder, U2 English literature and previous Arts Legacy student, said the increased capacity of the new Liberal Arts program will benefit students as long as professors and TAs are still able to give them individual attention.

“An interdisciplinary program can enable one to see from a new perspective how his or her discipline is linked to other departments within the faculty,” she said. “The more students who are able to participate in the new program, the better.”

(Simon Poitrimolt / McGill Tribune)
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Fitness centre reopens after summer renovation

by Natasha Fenn on

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This past summer, the McGill fitness centre in the Currie Gym underwent a four-month long renovation. Since its conception in 2008, this project aimed to increase the available workout space in the fitness centre. Renovations were completed in time for the start of the fall semester.

Construction of a new 2,000 square foot mezzanine began in late April. The raised work out space is above where the treadmills and other cardiovascular equipment were previously located.

Angelo Battista, assistant manager of operations and project manager at the McGill Fitness Complex, said the renovation was deemed necessary for several reasons.

“[The centre] needed space for less classical workouts,” Battista said. “We wanted areas dedicated to stretching [and] plyometric workouts … [McGill athletics administration] was not satisfied with just a weight room.”

Although the original project was to extend the old, smaller upstairs area, this plan did not meet building safety regulations. Thus, the project was altered to construct a competely separate, larger mezzanine instead.

According to Battista, the fitness centre remained closed for the entirety of the construction period because its location—the junction between Avenue du Parc and Avenue des Pins—posed quite a challenge for the renovators. Situated below street level, this junction only permitted construction equipment and crews to access the facility through its windows, affecting the mobility and safety of those using the fitness centre.

Margaret Markin, U2 arts and science, said she was disappointed that the construction prevented her from exercising at the fitness centre over the summer months.

“It’s beautifully done—no one can argue that—[but] it was just a huge inconvenience to McGill summer students,” she said. “Especially considering how minor the change was.”

According to Battista, the administration was happy with the result, as the renovations were finished on time—the Centre reopened Sept. 1—and within budget. With money left over, McGill Athletics was able to purchase new, environmentally friendly flat screen televisions, which use one quarter of the energy consumed by the previous ones.

While many students expressed satisfaction with the previous layout of the fitness centre, others said the space was a bit limited in peak seasons. Cameron Dagg, U2 engineering, appreciated the new, spacious work out area.

“It’s really nice not to feel overwhelmed for a change when using the [weight training] equipment,” he said. “I can’t wait to try out the [new] TRX machine!”

The TRX machine is another addition to the mezzanine. These machines employ the manipulation of harnesses, and encourage athletes to use their own body weight to modify their workout regimes. Previously, students could only rent TRX bands, but now the fitness centre has its own apparatus. Furthermore, the centre will also be hosting classes to teach students how to use the machine.

For more information about what the McGill fitness centre has to offer, visit http://www.mcgill.ca/athletics/facilities/fitnesscentre/

a, Opinion

What’s next for the Parti Québécois?

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The Parti Québécois won last week’s election with 54 seats and by a margin of .73 per cent  of the popular vote. Marois is set to be Quebec’s first female premier, and will head a minority government. The party has just announced a plan to reverse the tuition increases of the last administration and expand the purview of Bill 101, the law that governs Quebec’s language policy. As stated in Marois campaign, these changes would close access to English CEGEPs for francophone and allophone Quebeckers.

Despite limited discussion on the student movement during the election itself—the topic of last week’s editorial in the Tribune—the PQ announced last week its plan to throw out the previous government’s tuition increases immediately after its victory. Students who have already paid in accordance with the raise are to be reimbursed by their universities.

Cautious but celebratory steps have been taken within the student movement, particularly by the Fédération Etudiante Universitaire de Québec (FEUQ) and its younger sibling, the  Fédération Etudiante collégiale de Québec (FECQ), declaring the fight “over,” while only the hardline CLASSE remains skeptical of the annoucement. Classes have resumed in Quebec universities and CEGEPs. This seems to be a hasty end to a drawn-out struggle. The Tribune notes that this is not a clear victory for anyone, and the implications for the student movement are particularly hazy.

First, the PQ is only a minority government. Its ability to get the freeze through the National Assembly is affected by the lack of a decisive majority. The easy way out for Marois and the PQ would be to try and push this through by holding a likley unsuccessful vote in the National Assembly. This is a good way to place the responsibility on other parties for failing to resolve the issue without having to deal with the actual difficulties of balancing a budget and finding that money somewhere else.

The PQ can also bolster support for the freeze, by forming a coalition government with the appropriately-named Coalition Avenir Québec (19 seats), headed by François Legault. While a coalition government is unlikely, it would likely require modifications to the original proposal, as compromises are to be expected in coalition-building.

Finally, the less diplomatic route for the PQ is to repeal the tuition hikes through an order-in-council, an executive decree that doesn’t need the consent of the legislature. The PQ has already hinted at this course of action in the past.

This is problematic for the Tribune, in light of the PQ’s minority government, narrow margin of victory in terms of the popular vote, and the overwhelming support for the tuition hikes in the province (64 per cent, according to a poll in La Presse in May 2012). An order-in-council is the option that is the least representative of the opinions of those who voted in the polls last week.

Therefore, it’s unclear whether the tuition freeze will be overturned, or if Charest’s raise will persist. Furthermore, there remains the logistical question of having schools reimburse students for tuition already paid. In an interview with the Gazette last week, Principal Heather Munroe-Blum noted that McGill’s budget for this year was established on the base set by the Quebec government in anticipation of the hike. McGill, in particular, has a different relationship with the government of Quebec than do other schools in the province; this is particularly due in part to its international reputation and student body, its independent sources of financing (research, well-placed alumnae), and its anglophone nature. Although no spokesperson from McGill has said anything to make us think the university won’t comply, its clear repayment will be a contentious issue in the weeks to come.

It seems the Parti Québécois does not really have a plan for students—this is the Tribune’s issue with all of these possible actions. Representatives at Marois’ election-night party had vague, ready-made, and politically safe statements on what was next for the student movement in Quebec: promising to resolve it, to take it seriously, and to stick to their guns. Marois has already teetered towards support for students, then shifted back. It’s clear that the issue is not settled, and the Tribune urges students to remain cautious.

The online edition of this editorial has been edited from the print in order to fix typographical errors.

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