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Open Session Meeting Agenda
Board of Governors Open Session Agenda Pkg - Nov. 24, 2020 Page 1 of 124 Board of Governors Open Session Meeting Agenda Tuesday, November 24, 2020 Meetings to be held via the Zoom Conference System (www.zoom.us) 9:00am-9:10am • To join the meeting, click HERE • Meeting ID: 650 5160 5949 • To join by phone dial: 1-778-907-2071 (Vancouver) and use meeting ID: 650 5160 5949# **please note that long distance charges may apply 10:35am-12:00pm • To join the meeting, click HERE • Meeting ID: 691 2777 3815 • To join by phone dial: 1-778-907-2071 (Vancouver) and use meeting ID: 691 2777 3815# **please note that long distance charges will apply We respectfully acknowledge that we are meeting on the unceded traditional lands of the Indigenous people who have inhabited and used the lands since time immemorial. Related Time Pages APPROVAL OF AGENDA Recommended Motion: 9:00am “BE IT RESOLVED THAT the November 24, 2020, Okanagan College Board of Governors Open session meeting agenda is approved.” INTRODUCTION OF NEW MEMBERS 9:05am OATH OF OFFICE DECLARATION OF CONFLICT CONSENT AGENDA 10:35am Recommended Motion: “BE IT RESOLVED THAT the Consent Agenda be approved as presented.” Previous Minutes – September 29, 2020 6-9 Written Reports 5.2.1. President’s Report (J. Hamilton) 10-11 Board of Governors Open Session Agenda Pkg - Nov. 24, 2020 Page 2 of 124 Related Time Pages Approvals 5.3.1. Board Observers Recommended Motion: “BE IT RESOLVED that the be following persons be appointed as Board Observers for a one-year term from November 24, 2020 to November 23, 2021: Sharon Mansiere, representing Okanagan College Faculty Association (OCFA), Cam McRobb, representing BCGEU Vocational Instructors, Paula Faragher, representing BCGEU Support Staff, Inga Wheeler, representing Okanagan College Admin. -
SCHEDULE B – RECOGNIZED PRACTICAL NURSING EDUCATION PROGRAMS (Sections 88, 91, 93) ______
SCHEDULE B – RECOGNIZED PRACTICAL NURSING EDUCATION PROGRAMS (Sections 88, 91, 93) ___________ Educational Institution Campus Program Type Camosun College Victoria Generic CDI College Richmond Generic CDI College Surrey Generic Coast Mountain College Terrace Access College of New Caledonia Burns Lake Generic College of New Caledonia Prince George Generic College of the Rockies Cranbrook Generic Discovery Community College Campbell River Generic & Access Discovery Community College Nanaimo Generic & Access Nicola Valley Institute of Technology Merritt Access North Island College Campbell River Generic North Island College Port Alberni Generic Northern Lights College Dawson Creek Generic Okanagan College Kelowna Generic Okanagan College Penticton Generic Okanagan College Salmon Arm Generic Okanagan College Vernon Generic Sprott Shaw College Abbotsford Generic Sprott Shaw College Downtown Vancouver Generic & Access Sprott Shaw College East Vancouver Generic & Access Educational Institution Campus Program Type Sprott Shaw College Kamloops Generic & Access Sprott Shaw College Kelowna Generic & Access Sprott Shaw College New Westminster Generic & Access Sprott Shaw College Penticton Generic & Access Sprott Shaw College Surrey Generic Sprott Shaw College Victoria Generic Stenberg College Surrey Generic Thompson Rivers University Williams Lake Generic University of the Fraser Valley Chilliwack Generic Vancouver Career College Abbotsford Generic Vancouver Career College Burnaby Generic Vancouver Community College Vancouver (Broadway) Generic & -
Program Guide
NORTHERN LIGHTS COLLEGE REGISTRAR’S OFFICE PROGRAM INFORMATION AND COMPLETION GUIDE Program Name: Education Assistant Credential/Certification: Diploma in Education Assistant Date Submitted: September 2020 Effective Date: January 2021 Program Contact: Cindy Page/Sharon Strasdin Dean: Steve Roe Document Author: Shari Harrison/Cindy Page/Sharon Strasdin/Steve Roe Program Description: The Diploma in Education Assistant prepares learners to support children and youth with diverse abilities in British Columbia K-12 classroom settings. This credential is grounded in the principles of positive, person-centred support and holistic development of individual potential. The importance of making personal connections to knowledge, content, and ways of being are reflected in course design, enabling Education Assistants (EAs) to support children and youth to become connected, competent, caring, and autonomous individuals. The Diploma in Education Assistant comprises 20 courses, blending theoretical, practical, and experiential learning while supporting students as they continue to develop an Integrative Learning Portfolio. Admission Requirements: A. Standard Admission Requirements Are As Follows: 1. Completion of a Northern Lights College Application Form and payment of the related fee. 2. Copy of government issued picture ID with current full legal name. 3a. Students from countries that practice Standard Written English must have official transcripts demonstrating successful completion of one of the following English courses with a “C” or higher: English Studies 12, English 12, English Literature 12, English 12 First Peoples, English 050, English 099, or an equivalent course. OR 3b. Any university-level English course with a "C" grade or higher. OR 3c. Completion of the NLC Writing Assessment with 100-level course placement. -
Development of a Hospitality Management Program, in the East Kootenay Region Of
1 Development of a Hospitality Management Program, in the East Kootenay Region of British Columbia (Canada), to Address the Employment Needs of the Region Abstract College of the Rockies (Canada), guided by its strategic initiatives, explored the potential of introducing a two-year Hospitality Management Diploma program in Invermere, British Columbia. After a successful feasibility study, the program was developed and introduced during the Spring semester of 2018. The program content is aligned with the provincial core curriculum for Hospitality Management and developed in collaboration with local Hospitality industry inputs. The distinctiveness of the program lies in its design and structure, focused on regional industry employment needs and includes a 500-hour Co-operative education semester to further enhance students’ employability skills and job-readiness for the Hospitality industry. Key words Industry Employability Partnership Collaboration Education Development 2 Introduction Job-ready graduates as well as filling employment gaps are essential focus areas and desired outcomes for tertiary education institutions. College of the Rockies (COTR), British Columbia (BC), Canada explored the local Hospitality industries’ needs to design an academic program to do just that. The Kootenay Regional Skills Training Plan (2013) indicates the demand for workers to increase from 78 560 in 2012 to 83 240 in 2020, thus predicting a 5.6% increase, as indicated in Figure 1.1 Kootenay Labour Demand and Supply Projections 2012 to 2020. The Kootenay Regional Skills Training Plan (2013) further reveals the shortage of qualified employees in the Tourism and Hospitality industries in the Kootenay region. The region, with an already shortfall of qualified employees, has a projected Tourism and Hospitality employee growth, potentially similar to the 1.6% estimated for the province as well as business development that support the claim of a desired increase of qualified employees. -
People, Parks, and Dogs Strategy Report
A strategy for sharing Vancouver's parks 1 PEOPLE, PARKS & DOGS: A STRATEGY FOR SHARING VANCOUVER’S PARKS Prepared for the Vancouver Park Board, October 2017 by space2place design inc. in collaboration with: Kirk & Co Consulting Ltd. PUBLIC Architecture + Communication MountainMath Software Pet Welfare Cover image: Michael Wheatley / Alamy Stock Photo CONTENTS PEOPLE, PARKS + DOGS STRATEGY REPORT EXECUTIVE SUMMARY A 10-Year Framework 2 Recommendations Overview 2 INTRODUCTION Purpose of the Strategy 5 Process Overview 6 BACKGROUND What's Working Well (and not) 8 Existing Dog Off-Leash Areas 11 Population and Licensing 11 Service Analysis 12 Analysis of 3-1-1 Calls 13 RECOMMENDATIONS 01 Access 16 02 Design 21 03 Stewardship 33 04 Enforcement 39 Considerations for Other Agencies 43 DELIVERY Quick Starts 45 Renewal of Existing Dog Off-Leash Areas 46 New Dog Off-Leash Areas 47 Pilot Projects 49 Partnership Opportunities 49 Monitoring and Evaluation 51 COMPANION DOCUMENTS Appendix Implementation Guide - Considerations for Delivery Round 1 Consultation Summary Report Round 2 Consultation Summary Report EXECUTIVE SUMMARY As in many other major A 10-Year Framework North American cities, the number of people The Vancouver Park Board's People, Parks & Dogs Strategy provides a framework and dogs in Vancouver is for the next ten years and beyond, to deliver well-planned and designed parks that accommodate park users with and without dogs and minimize conflict. growing. With population Recommendations fall into four themes: Access, Design, Stewardship -
Self-Guiding Geology Tour of Stanley Park
Page 1 of 30 Self-guiding geology tour of Stanley Park Points of geological interest along the sea-wall between Ferguson Point & Prospect Point, Stanley Park, a distance of approximately 2km. (Terms in bold are defined in the glossary) David L. Cook P.Eng; FGAC. Introduction:- Geomorphologically Stanley Park is a type of hill called a cuesta (Figure 1), one of many in the Fraser Valley which would have formed islands when the sea level was higher e.g. 7000 years ago. The surfaces of the cuestas in the Fraser valley slope up to the north 10° to 15° but approximately 40 Mya (which is the convention for “million years ago” not to be confused with Ma which is the convention for “million years”) were part of a flat, eroded peneplain now raised on its north side because of uplift of the Coast Range due to plate tectonics (Eisbacher 1977) (Figure 2). Cuestas form because they have some feature which resists erosion such as a bastion of resistant rock (e.g. volcanic rock in the case of Stanley Park, Sentinel Hill, Little Mountain at Queen Elizabeth Park, Silverdale Hill and Grant Hill or a bed of conglomerate such as Burnaby Mountain). Figure 1: Stanley Park showing its cuesta form with Burnaby Mountain, also a cuesta, in the background. Page 2 of 30 Figure 2: About 40 million years ago the Coast Mountains began to rise from a flat plain (peneplain). The peneplain is now elevated, although somewhat eroded, to about 900 metres above sea level. The average annual rate of uplift over the 40 million years has therefore been approximately 0.02 mm. -
Camosun College Transportation and Parking Management Plan
Camosun College Transportation and Parking Management Plan By Todd Litman Victoria Transport Policy Institute 2009 Revised June, 2009 Camosun College Transportation and Parking Management Plan Victoria Transport Policy Institute Camosun College Transportation and Parking Management Plan 18 June 2009 By Todd Litman Victoria Transport Policy Institute Summary The Camosun College Transportation and Parking Management (TPM) Project includes a planning process to identify optimal solutions to campus transportation and parking problems. Through the TPM project, specific ways to improve transportation and parking management in order to create a more sustainable campus will be identified. The plan will be flexible and responsive to future demands and conditions. This TPM plan describes existing transportation and parking conditions, identifies current and future challenges, and recommends specific transportation and parking policies and management programs. The TPM Project will continue beyond this plan through the implementation phases. 2 Camosun College Transportation and Parking Management Plan Victoria Transport Policy Institute Contents Introduction .................................................................................................................................................... 5 Planning Goals and Objectives ....................................................................................................................... 5 Camosun College Campuses .......................................................................................................................... -
VPS Financial Statements, 2019
Vancouver Pride Society Financial Statements For the year ended August 31, 2019 Vancouver Pride Society Financial Statements For the year ended August 31, 2019 Contents Independent Auditor's Report 2 - 4 Financial Statements Statement of Financial Position 5 Statement of Operations 6 Statement of Changes in Net Assets 7 Statement of Cash Flows 8 Notes to Financial Statements 9 - 13 Independent Auditor's Report To the Members of Vancouver Pride Society Report on the Audit of the Financial Statements Qualified Opinion We have audited the accompanying financial statements of Vancouver Pride Society (the "Society"), which comprise the Statement of Financial Position as at August 31, 2019, and the Statements of Operations, Changes in Net Assets and Cash Flows for the year then ended, and notes to the financial statements, including a summary of significant accounting policies. In our opinion, except for the possible effects of the matter described in the Basis for Qualified Opinion section of our report, the accompanying financial statements present fairly, in all material respects, the financial position of the Society as at August 31, 2019, and its results of operations and its cash flows for the year then ended in accordance with Canadian accounting standards for not-for-profit organizations. Basis for Qualified Opinion In common with many charitable organizations, the Society derives revenue from donations and fundraising events the completeness of which is not susceptible to satisfactory audit verification. Accordingly, our verification of these revenues was limited to the amounts recorded in the records of the Society and we were not able to determine whether any adjustments might be necessary to donations and fundraising events revenue, excess (deficiency) of revenue over expenses, assets and net assets for the years ended August 31, 2019 and 2018, current assets as at August 31, 2019 and 2018, and net assets as at September 1 and August 31, for both the 2019 and 2018 years. -
Vancouver by Tina Gianoulis
Vancouver by Tina Gianoulis Encyclopedia Copyright © 2015, glbtq, Inc. Entry Copyright © 2006 glbtq, Inc. Reprinted from http://www.glbtq.com Cosmopolitan Vancouver, nestled on Canada's west coast in a picturesque triangle between English Bay, Burrard Inlet, and the Fraser River, has developed in less than 200 years from a frontier outpost in an untamed land to one of the fastest-growing cities in North America. With a constant influx of immigrants and a vigorous and adaptable economy, Vancouver is a progressive city with a large and active queer community. That community began organizing in the 1960s, with the founding of Canada's first homophile organization, and has continued into the 2000s, as activists work to protect queer rights and develop queer culture. With its sheltered location, fertile farmland, and rich inland waterways, the southwestern corner of British Columbia's mainland attracted settlers from a variety of native cultures for over three thousand years. More than twenty tribes, including the Tsawwassen and Musqueam, comprised the Stó:lo Nation, the "People of the Water," who farmed and fished the Fraser River Valley before the arrival of European explorers in the late eighteenth century. From the first European trading post, established by the Hudson Bay Company in 1827, the small community soon grew into a boomtown with a thriving economy based on its lumber and mining industries, fisheries, and agriculture. By the late 1800s, the settlement had become a hub for a newly developing railroad network, and in 1886, the City of Vancouver was incorporated. The city grew rapidly, tripling its population within a few decades and spawning a construction boom in the early 1900s. -
BC's Faith-Based Postsecondary Institutions
Made In B.C. – Volume II A History of Postsecondary Education in British Columbia B.C.’s Faith-Based Postsecondary Institutions Bob Cowin Douglas College April 2009 The little paper that keeps growing I had a great deal of fun in 2007 using some of my professional development time to assemble a short history of public postsecondary education in British Columbia. My colleagues’ interest in the topic was greater than I had anticipated, encouraging me to write a more comprehensive report than I had planned. Interest was such that I found myself leading a small session in the autumn of 2008 for the BC Council of Post Secondary Library Directors, a group that I enjoyed meeting. A few days after the session, the director from Trinity Western University, Ted Goshulak, sent me a couple of books about TWU. I was pleased to receive them because I already suspected that another faith-based institution, Regent College in Vancouver, was perhaps BC’s most remarkable postsecondary success. Would Trinity Western’s story be equally fascinating? The short answer was yes. Now I was hooked. I wanted to know the stories of the other faith-based institutions, how they developed and where they fit in the province’s current postsecondary landscape. In the ensuing months, I poked around as time permitted on websites, searched library databases and catalogues, spoke with people, and circulated drafts for review. A surprisingly rich set of historical information was available. I have drawn heavily on this documentation, summarizing it to focus on organizations rather than on people in leadership roles. -
Aboriginal Learners in British Columbia's Public Post-Secondary
Aboriginal Learners in British Columbia’s Public Post-Secondary System June 2018 Ministry of Advanced Education, Skills and Training Introduction ................................................................................................................................................... 3 Scope ......................................................................................................................................................... 5 Demographics of the Aboriginal Population in British Columbia ............................................................ 5 Overview of the Public Post-Secondary System in British Columbia ...................................................... 6 Section 1: K-12 Completion and Transitions ................................................................................................ 9 Six Year Completion Rates: Aboriginal and Non-Aboriginal Learners ................................................... 9 Dogwood Diplomas and Evergreen Certificates ..................................................................................... 10 Post-Secondary Transitions: Aboriginal and Non-Aboriginal Learners ................................................. 12 Section 2: Aboriginal Learners in the B.C. Public Post-Secondary System ............................................... 16 Student Full-Time Equivalents (FTEs) ................................................................................................... 16 Headcount .............................................................................................................................................. -
Advance Program
1 Advance Program N O L O G H Y C E T I N S P I R A T I O N N I N I O N O V A T The 41st International Conference and Exhibition on Computer Graphics and Interactive Techniques Table of Contents s2014.siggraph.org Table of Contents 2 3 Conference at a Glance 27 Real-Time Live! 4 Reasons to Attend 28 Studio 5 Conference Overview 32 Talks 7 Conference Schedule 37 Technical Papers 10 Art Gallery: Acting in Translation 50 Exhibitor Tech Talks 12 Art Papers 51 Exhibitor List (as of 6 June) 13 Computer Animation Festival 52 Job Fair Participants (as of 6 June) 14 Courses (See Studio for more Courses.) 53 General Information 18 Emerging Technologies 54 Registration Fee Information 20 Panels 55 Conference Committee 22 Production Sessions 56 Co-Located Events Cover images left to right: 1. Mesh Denoising via L0 Minimization © 2013 Lei He & Scott Schaefer, Texas A&M University. 2. ORU BURUS © 2013 Supinfocom Valenciennes, Autour de Minuit. 3. Weighted Averages on Surfaces Using Phong Projection © 2013 Daniele Panozzo, ETH Zürich. 4. not over © 2013 Toru Hayai, Taiyo Kikaku co., ltd. 5. The Octopus and the Geisha © 2013 Edward Dawson-Taylor, EDJFX. 6. Realtime Facial Animation with On-the-fly Correctives © 2013 Hao Li, University of Southern California, Industrial Light & Magic. Table of Contents s2014.siggraph.org Conference at a Glance 3 Conference Registration Categories Schedule subject to change. F Full Conference Access S Select Conference Access E+ Exhibits Plus Ex Exhibitors 10 August 11 August 12 August 13 August