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Burnaby Mountain Gondola Transit Project Success in Integrating Sustainable Transportation and Land Use
Burnaby Mountain Gondola Transit Project Success in Integrating Sustainable Transportation and Land Use Prepared by: Ian Fisher, Senior Transportation Planner, TransLink Robert Rollin, Senior Project Manager, CH2M HILL Paper prepared for presentation at the Success in Integrating Sustainable Transportation and Land Use Session of the 2011 Annual Conference of the Transportation Association of Canada, Edmonton, Canada Burnaby Mountain Gondola Transit Project Success in Integrating Sustainable Transportation and Land Use Abstract TransLink, with the support of the BC Ministry of Transportation and Infrastructure and P3 Canada, is reviewing the potential for a high-capacity gondola connecting Burnaby Mountain to the nearest SkyTrain rapid transit station. The mountain accounts for 25,000 daily transit passenger trips and is home to the main campus of Simon Fraser University, with 18,200 students, growing to 25,000 in future, and the UniverCity sustainable community, with residents increasing from 3,000 to 10,000. While the mountain is only 2.7 kilometres from the nearest SkyTrain station, it is almost 300 metres higher in elevation. Approximately 45 diesel buses arrive on the mountain in the peak hour but pass-ups are common and the service is often disrupted in winter weather. An initial study indicated that a high-capacity gondola could replace most of the bus service, with bus cost savings covering the gondola operating cost and a portion of capital. Additionally, a gondola has the potential to reduce greenhouse gas emissions, increase reliability, and cut travel times by one-third, attracting more riders to transit. The costs and benefits, and potential delivery models, are being reviewed in a Business Case completed in summer 2011. -
CSC Undergraduate and Graduate Student Oral and Poster Competitions
CSC Undergraduate and Graduate Student Oral and Poster Competitions Contents Terms of reference ............................................................................................................................................................. 4 Undergraduate student poster competition .................................................................................................................. 4 Eligibility ..................................................................................................................................................................... 4 Prizes .......................................................................................................................................................................... 4 Divisions ..................................................................................................................................................................... 4 Graduate student poster competition ........................................................................................................................... 4 Eligibility ..................................................................................................................................................................... 4 Deadline ..................................................................................................................................................................... 4 Prizes ......................................................................................................................................................................... -
Simon Fraser University Exchange / Study Abroad Fact Sheet: 2017/18
Simon Fraser University Exchange / Study Abroad Fact Sheet: 2017/18 GENERAL INFORMATION _________________________________________________ About SFU Simon Fraser University was founded 50 years ago with a mission to be a different kind of university – to bring an interdisciplinary rigour to learning, to embrace bold initiatives, and to engage deeply with communities near and far. Our vision is to be Canada’s most community-engaged research university. Today, SFU is Canada’s leading comprehensive research university and is ranked one of the top universities in the world. With campuses in British Columbia’s three largest cities – Vancouver, Burnaby and Surrey – SFU has eight faculties, delivers almost 150 programs to over 35,000 students, and boasts more than 130,000 alumni in 130 countries around the world. SFU is currently ranked as Canada’s top comprehensive university (Macleans 2017 University Rankings). The QS 2015 rankings placed SFU second in Canada for the international diversity of its students and for research citations per faculty member. For more, see: <www.sfu.ca/sfu-fastfacts> Campus Locations Simon Fraser University’s three unique campuses, spread throughout Metropolitan Vancouver, are all within an hour of one another by public transit. Burnaby (main campus): Perched atop Burnaby Mountain, Simon Fraser University’s original Arthur Erickson-designed campus now includes more than three dozen academic buildings and is flanked by UniverCity, a flourishing sustainable residential community. Surrey: A vibrant community hub located in the heart of one of Canada’s fastest-growing cities. Vancouver: Described by local media as the “intellectual heart of the city”, SFU’s Vancouver Campus transformed the landscape of urban education in downtown Vancouver. -
Simon Fraser University
Simon Fraser University BC Leadership Chair in Neuroscience and Technology Translation Across the Lifespan Simon Fraser University (SFU) acknowledges the Squamish, Musqueam, Tsleil-Waututh, Katzie and Kwikwetlem peoples on whose traditional territories our three campuses stand. For the sixth consecutive year, SFU has been ranked by the Maclean’s University Ranking Guide as Canada's leading comprehensive university and it has held first or second place for nearly a decade. SFU is also ranked 13th in Canada by the QS World University Ranking. With unique campuses in Vancouver, Burnaby and Surrey, SFU has deep roots in partner communities throughout the Province of British Columbia and around the world. SFU aims to become Canada’s leading engaged university through innovative education, cutting-edge research and community outreach. Answers to critical questions in neuroscience lie at a pivotal intersection between biology, psychology, computer science, philosophy, statistics and engineering. These solutions also require the engagement of end users and stakeholders in all stages of research. In order to tackle these challenges, SFU now seeks to appoint the BC Leadership Chair in Neuroscience and Technology Translation Across the Lifespan. This Chair is supported by the Leading Edge Endowment Fund (LEEF) program, a multi-million endowment established by the Government of British Columbia (BC) to assist a total of 20 permanent BC Leadership Chairs at Research Universities in the province. The Chairs are designed to attract world-class faculty, strengthen the province’s capacity for innovative research, promote British Columbia as a centre for cutting-edge research, enhance economic development and position the province as a leader in the knowledge-based economy. -
Battery Safety Science Symposium August 11, 2021
Battery Safety Science Symposium August 11, 2021 Session III Empirical and Modeling Studies: New Insights Dr. Jeff Dahn Professor of Physics and Professor of Chemistry Dalhousie University NSERC/Tesla Canada Inc. Industrial Research Chair Accelerating Rate Calorimetry Studies of the reactivity of Ni-rich positive electrode materials with electrolyte at elevated temperature Nickel-rich positive electrode materials present challenges for the safety of Li-ion batteries. Not only do they lead to cells with higher stored energy in the first place, they are more reactive with electrolytes at elevated temperatures than materials with lower Ni content. In this presentation, we will describe how accelerating rate calorimetry can be used to rank the relative reactivity of positive electrode materials with electrolyte. We will then discuss the factors that lead to the high reactivity of Ni-rich materials and give a few strategies for reducing this reactivity. About the speaker Jeff Dahn was born in Bridgeport, Conn. in 1957 and emigrated with his family to Nova Scotia, Canada in 1970. He obtained his B.Sc. in Physics from Dalhousie University (1978) and his Ph.D. from the University of British Columbia in 1982. Dahn then worked at the National Research Council of Canada (‘82-‘85) and at Moli Energy Limited (‘85-‘90) before taking up a faculty position in the Physics Department at Simon Fraser University in 1990. He returned to Dalhousie University in 1996. He has worked on lithium and lithium-ion batteries for 43 years. During his years at Simon Fraser University (‘90-‘96) he collaborated strongly with the R+D team at NEC/Moli Energy Canada (Now E-One/Moli Energy Canada). -
Burnaby Mountain Gondola Transit Technology and Alignment Alternatives Assessment
Final Report Burnaby Mountain Gondola Transit Technology and Alignment Alternatives Assessment October 2011 Prepared for Prepared by CONTENTS Executive Summary ............................................................................................................. iii Acronyms and Abbreviations .............................................................................................. v 1. Introduction ............................................................................................................ 1-1 2. Purpose ................................................................................................................... 2-1 3. Physical Constraints .............................................................................................. 3-1 3.1 Road Network ............................................................................................... 3-1 3.2 Surrounding Land Uses ................................................................................ 3-2 4. Review of Existing Transit Service ....................................................................... 4-1 4.1 Existing Bus Routes ..................................................................................... 4-2 4.1.1 Proportion of Service ....................................................................... 4-2 4.2 Capacity Requirements ................................................................................ 4-3 4.3 Travel Time and Transit Service Requirements ........................................... 4-4 4.4 Multi-Modality -
Indigenous History in Burnaby Resource Guide
Tsleil-Waututh community members paddling Burrard Inlet, June 18, 2014. Copyright Tsleil-Waututh Nation, Photograph by Blake Evans, 2014. Indigenous History in Burnaby Resource Guide 6501 Deer Lake Ave, Burnaby, BC V5G 3T6 | 604-297-4565 | burnabyvillagemuseum.ca 2019-06-03 The Burnaby School District is thankful to work, play and learn on the traditional territories of the hən̓q̓əmin̓əm̓ and Sḵwxwú7mesẖ speaking people. As we inquire into learning more about the history of these lands, we are grateful to Burnaby Village Museum for working with our host First Nation communities. The knowledge being shared in this resource guide through our local communities supports the teaching and learning happening in our classrooms. It deepens our understanding of the history of our community and will increase our collective knowledge of our host First Nations communities’ history in Burnaby. In our schools, this guide will assist in creating place-based learning opportunities that will build pride for our Indigenous learners through the sharing of this local knowledge, but also increase understanding for our non-Indigenous learners. Through this guide, we can move closer to the Truth and Reconciliation’s Call to Action 63 (i and iii): 63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Indigenous education issues, including: i. Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Indigenous peoples in Canadian history, and the history and legacy of residential schools. iii. Building student capacity for intercultural understanding, empathy, and mutual respect. We would like extend thanks to Burnaby Village Museum staff for their time and efforts in creating this resource guide. -
The Forest Carbon Cycle
The Forest Carbon Cycle: Determining the Carbon Sequestration Potential of the Burnaby Mountain Conservation Area Prepared by: Grant Fletcher For: SFU Community Trust July 15th, 2011 The Forest Carbon Cycle: Determining the Carbon Sequestration Potential of the Burnaby Mountain Conservation Area This report was prepared as part of a student internship program for SFU Community Trust by Grant Fletcher, a masters candidate in Urban Planning at McGill University. The work was completed under the direction of Dale Mikkelsen, director of development at SFU Community Trust in the summer of 2011.This report seeks to determine the carbon sequestration capabilities of the Burnaby Mountain Conservation Area. It focuses on 320ha of forested land transferred to the City of Burnaby in exchange for the development rights to UniverCity, the residential development on Burnaby Mountain. Greenhouse gasses, particularly carbon in the form of carbon dioxide (CO2), are significant contributors to changes occurring in the earth‟s climate1. The sequestration capacity of the Burnaby Mountain Conservation Area is determined by examining the absorption and dispersion of carbon through the forest carbon cycle. Background Context UniverCity UniverCity is a master planned sustainable community atop Burnaby Mountain in Metro Vancouver, BC. Designed to be compact, mixed-use and transit-oriented, the idea for the community began in 1963, when Arthur Erickson and Geoff Massey submitted their initial plan for SFU. Complementing their vision for the mountain-top campus, their plan saw the new university anchoring a dense residential community. It took another 30 years before the implementation of this initial plan would begin with SFU agreeing to transfer more than 320 hectares of University-owned land to the City of Burnaby to more than double the size of the Burnaby Mountain Conservation Area. -
Simon Fraser University Graduate Student Admission Handbook
SFU’s Burnaby Mountain campus Simon Fraser University Graduate Student Admission Handbook Effective: May 2020–August 2021 www.sfu.ca/grad 2 Simon Fraser University Graduate Student Admission Handbook | May 2020 to August 2021 Table of Contents Part I: Introduction ............................3 Welcome from the Dean and Associate Provost ....3 Purpose of This Document ..................4 Part II: Terms and Conditions of Admission ..........4 Offer of Admission ........................4 Types of Admission (Regular, Conditional, and Qualifying)...........................5 Following Admission Acceptance (What to Expect) .........................5 SFU Calendar & the Graduate General Regulations .......................6 Supervision .............................8 Part III: Terms and Conditions of Funding...........9 Offer of Funding..........................9 Regulations Governing Awards & Scholarships ... 10 Types of Awards and Funding: ............... 10 Part IV: Academic Integrity ..................... 12 Student Conduct......................... 13 Part V: Supplementary Information ............... 13 Freedom of Information and Protection of Privacy ................... 13 goSFU ................................ 13 Graduate Student Vacation Policy ............. 14 Centre for Accessible Learning ............... 14 On-Campus Housing ..................... 14 Transit & Compass Card ................... 14 Postponement of Publication ................ 15 Part VI: Information for Indigenous Students ........ 16 Welcome to Indigenous Graduate Students..... -
The Coast-To-Coast Seminar and Remote Mathematical Collaboration
REPRINTED FROM: HPCS 2007 1 The Coast-to-Coast Seminar and Remote Mathematical Collaboration Jonathan M. Borwein,David Langstroth, Mason Macklem and Scott Wilson, Dalhousie University Veselin Jungic, Simon Fraser University (Invited Paper) Abstract —We describe a shared Simon Fraser University could be done in terms of high-quality content-driven com- (WestGrid) and Dalhousie (ACEnet) seminar series which munication using this new infrastructure. is now two years old, and is gradually expanding to include other Canadian universities. More generally we discuss cur- In late 2003, as WestGrid was built and began to pop- rent and future uses of AccessGrid and related technology ulate its network with users from each member univer- as a production environment. sity, the CoLab research group moved to the Faculty of Index Terms—Remote collaboration, video conferencing, Computing Science at Dalhousie, to construct a new re- AccessGrid. search environment called D-Drive (for Dalhousie Dis- tributed Research Institute and Virtual Environment), and I. Introduction with an additional goal of assisting ACEnet, a WestGrid- style shared network to connect universities throughout The C2C Seminar (short for Coast-to-Coast) is a sem- the Atlantic Provinces. During this same period, the Co- inar run jointly at universities throughout Canada, from Lab environment at Simon Fraser was replaced by a much Simon Fraser University in British Columbia, to the Uni- larger working environment called IRMACS (for Interdisci- versity of Calgary and the University of Saskatchewan in plinary Research in the Mathematical and Computational the West, to Dalhousie, Memorial and other universities Sciences). Once D-Drive and IRMACS were completed, in the Atlantic Provinces. -
Univercity As a Complete Community: Identifying Success, Challenges and Opportunities for Increasing All-Day Use of Local Assets
UNIVERCITY AS A COMPLETE COMMUNITY: IDENTIFYING SUCCESS, CHALLENGES AND OPPORTUNITIES FOR INCREASING ALL-DAY USE OF LOCAL ASSETS By Isabelle Kim Bachelor of Arts Simon Fraser University 2014 A Major Research Paper presented to Ryerson University in partial fulfillment of the requirements for the degree of Master of Planning in the program of Urban Development in Toronto, Ontario, Canada, 2017 © Isabelle Kim 2017 Author’s Declaration I hereby declare that I am the sole author of this MRP. This is a true copy of the MRP, including any required final revisions. I authorize Ryerson University to lend this MRP to other institutions or individuals for the purpose of scholarly research. I further authorize Ryerson University to reproduce this MRP by photocopying or by other means, in total or in part, at the request of other institutions or individuals for the purpose of scholarly research. I understand that my MRP may be made electronically available to the public. ii UNIVERCITY AS A COMPLETE COMMUNITY: IDENTIFYING SUCCESS, CHALLENGES AND OPPORTUNITIES FOR INCREASING ALL-DAY USE OF LOCAL ASSETS Master of Planning Urban Development, 2017, Isabelle Kim, Ryerson University Abstract With an increasing emphasis placed on sustainable development policies and practices, ‘complete communities’ are frequently selected as the prescribed model of planning. Through a case study analysis of UniverCity on Burnaby Mountain, a designated complete community, this research investigates how an existing development aligns with policy definitions, and identifies various implementation gaps. By conducting primary research on the UniverCity residents and the surrounding community, and analyzing respondents in the context of local planning goals, this research applies a bottom-up approach, a perspective currently absent in existing literature. -
Westridge Marine Terminal Upgrade and Expansion Project Application to Vancouver Fraser Port Authority
WESTRIDGE MARINE TERMINAL STORMWATER POLLUTION PREVENTION PLAN WESTRIDGE MARINE TERMINAL UPGRADE AND EXPANSION PROJECT APPLICATION TO VANCOUVER FRASER PORT AUTHORITY Trans Mountain Pipeline ULC Kinder Morgan Canada Inc. Suite 2700, 300 – 5 Avenue S.W. Calgary, Alberta T2P 5J2 Ph: 403-514-6400 May 2017 Contents Section Page Acronyms and Abbreviations .............................................................................................................. v Introduction ................................................................................................................................... 1-1 Overview ....................................................................................................................................... 2-1 2.1 Background ...................................................................................................................... 2-1 2.1.1 Project Scope - Westridge Marine Terminal ....................................................... 2-1 2.2 Location............................................................................................................................ 2-2 2.3 Methods ........................................................................................................................... 2-5 Site Inventory ................................................................................................................................ 3-1 3.1 Activities ..........................................................................................................................