2021 Cv Main
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
My Favourite Professor Alumni Write About Some of Their Most Memorable Teachers HEARSAY the SCHULICH SCHOOL of LAW ALUMNI MAGAZINE
VOLUME 35 WINTER 2013/14 HEARSAYTHE SCHULICH SCHOOL OF LAW ALUMNI MAGAZINE My Favourite Professor Alumni write about some of their most memorable teachers HEARSAY THE SCHULICH SCHOOL OF LAW ALUMNI MAGAZINE DEAN Kim Brooks EDITOR & DESIGN Karen Kavanaugh COPY EDITOR Judy Kavanagh GRAPEVINE EDITOR Tammi Hayne CONTRIBUTING WRITERS Professor David Blaikie ('92) Dean Kim Brooks Professor Bill Charles ('58) Jane Doucet Dr. Brian Flemming ('62) Professor Diana Ginn Alan MacLeod Anne Matthewman donalee Moulton Rohan Rajpal (candidate '15) The editors of Hearsay and the managers of the Law School’s website welcome editorial contributions and ideas from alumni. Please direct your submissions to: Editor Hearsay SCHULICH SCHOOL OF LAW Dalhousie University Weldon Law Building 6061 University Avenue PO Box 15000 Halifax, NS Canada B3H 4R2 email: [email protected] tel: 902-494-3744 fax: 902-494-4222 Correction: In the 2012 issue of Hearsay it was reported that alumnus Mr. Irving Pink (LL.B.1936) practised with Mr. Claude Sanderson (LL.B.1905). In fact, Mr. Pink started with Mr. R. Wilfred E. Landry (LL.B.1910) and Mr. Vincent Pottier (LL.B. 1920). WELDON BUILDING 1987 - PRESENT (POST-FIRE) Mailed under Canada Post publications agreement #41890527 2 HEARSAY WINTER 2013/2014 HEARSAY TABLE OF CONTENTS A MESSAGE FROM DEAN KIM BROOKS .................................................................. 5 A NOTE FROM THE PRESIDENT OF THE ALUMNI ASSOCIATION ............................. 4 COVER STORY: MY FAVOURITE PROFESSOR ......................................................... -
Purdy Crawford Chair in Aboriginal Business Studies
The Purdy Crawford Chair In Aboriginal Business Studies Partnering for Successful Economic Development: Lessons Learned and Best Practices October 25-26, 2012 Cape Breton University WWW.CBU.CA/CRAWFORD The Purdy Crawford Chair in Aboriginal Business Studies was established at Cape Breton University in 2010 in response to Aboriginal community leaders’ expression of the need for entrepreneurship, business investment, and corporate skills training for the purpose of creating a model of self-reliance. Named in honour of Canadian lawyer and corporate boardroom leader, Mr. Purdy Crawford, the Chair aims to promote interest among Canada’s Aboriginal people in the study of business at the post-secondary level. The Purdy Crawford Chair in Aboriginal Business Studies focuses its work in four areas: Research on what “drives” success in Aboriginal business National student recruitment in the area of post-secondary Aboriginal business education Enhancement of post-secondary Aboriginal business curriculum Mentorship at high school and post-secondary levels Cape Breton University is uniquely positioned to engage in such community-based research, as it holds a memorandum of understanding with the First Nation community of Membertou and is Atlantic Canada’s leader in Aboriginal post-secondary education with more than 500 Aboriginal graduates holding Cape Breton University degrees. The Chair is currently held by Dr. Keith G. Brown, Vice President, International and Aboriginal Affairs at Cape Breton University. Mary Beth Doucette is the Associate Chair. Purdy Crawford Chair in Aboriginal Business Studies Shannon School of Business Cape Breton University Box 5300, 1250 Grand Lake Rd. Sydney, NS B1P 6L2 Web: www.cbu.ca/crawford Twitter: @CBU_Aboriginal Facebook: Canadian Aboriginal Business Network YouTube: Purdy Crawford Chair Report edited by Janice Esther Tulk, 2014. -
2019 Toronto Program
2019 TORONTO PROGRAM WESTERN MICHIGAN UNIVERSITY COOLEY LAW SCHOOL ’S 20 TH ANNUAL STUDY ABROAD PROGRAM MAY 16 – JUNE 28, 2019 Western Michigan University Cooley Law School is pleased to announce its 20 th annual American Bar Association (ABA)-approved study abroad program in Toronto, Canada, during the summer of 2019. Law students will study and live in Toronto for either three or six weeks beginning May 16 and ending June 28. This program is offered in cooperation with the University of St. Michael’s College in the University of Toronto. Seven international and comparative law courses will be taught by law professors, and Canadian jurists and barristers. THE ACADEMIC PROGRAM outstanding museums like the Royal Ontario Museum, the Art Gallery of Ontario, and the The WMU-Cooley foreign study program in Ontario Science Centre. Toronto has been approved by the American Bar Association’s Accreditation Committee of All classes will be conducted on the campus of the Section of Legal Education and Admissions The University of St. Michael’s College. The to the Bar. The program was re-inspected in program director’s office will be on campus June, 2012, receiving approval through 2019. too. St. Michael’s is located on the eastern Classes do not have prerequisites. Each course edge of the University of Toronto’s campus. It is conducted in English by law professors, is just a short walk from the shopping and Canadian attorneys or a jurist and meets the theatre amenities along Bloor and Yonge requirements of the ABA. Streets in the heart of downtown Toronto. -
Resources on Canada's Universities and Reconciliation
Resources on Canada’s universities and reconciliation October 2016 Resources on Canada’s universities and reconciliation Table of contents A. Examples of promising practices at Canadian and other institutions ...................................... 3 1. Implementing strategic vision and institutional Indigenization .......................................... 4 2. Honoring Indigenous peoples and cultures through commemorative and symbolic gestures ............................................................................................................................ 6 3. Increasing Indigenous representation within institutional governance and leadership mechanisms ...................................................................................................................... 7 4. Indigenizing teaching and learning practices and the curriculum ..................................... 9 5. Enhancing Indigenous research capacity and indigenizing research practices ............. 11 6. Deepening engagement with Indigenous communities .................................................. 13 7. Indigenizing staff and faculty, and recognizing other ways of knowing for faculty and students .......................................................................................................................... 13 8. Creating opportunities for intercultural dialogue ............................................................. 15 9. Hosting archives and artifacts .......................................................................................