UWI today
Full Citation
Permanent Link: http://ufdc.ufl.edu/UF00094180/00033
 Material Information
Title: UWI today
Physical Description: Book
Language: English
Publisher: UWI Marketing and Communications Office
Place of Publication: St. Augustine, Trinidad and Tobago
Publication Date: 08-28-2011
Genre: newspaper   ( sobekcm )
 Record Information
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
System ID: UF00094180:00033


This item is only available as the following downloads:

( PDF )

Full Text


Roots that went DeepA man of strength and courage braced by intellectual vigour and ethical rigour, Professor Julian Stanley Kenny stood for much in many ways. He was the full and true embodiment of the nest ideals to which this University aspires. Professor Kenny spent 29 years at the Department of Life Sciences at UWI, St. Augustine, where he le an indelible mark. As a zoologist, he was a remarkable teacher (one former student has bloggingly paid tribute to the classroom doors that were locked at 8am so that stragglers had to nd other places to absorb knowledge), continued on Page 3 RESEARCH 4Views from Within Women tell a story dierently BOOKS 12Human Resources e local climate CONFERENCE 8Fragments Reassembled A look at the honorees RESEARCH 11Fishy Business Students explore regional industries e photograph on our cover is reproduced here with the kind permission of the National Library and Information System (NALIS) from the Julian Kenny Collection which had been donated by Professor Kenny in 2004. It is one of over 2500 that were meticulously labelled by the scientist and made available for researchers in all his generosity. is one, taken between 1975-1977 and described as a Close-up of the complex branching prop root system of the red mangrove in the water, is a tting reminder of the man he was.


SUNDAY 28TH AUGUST, 2011 UWI TODAY 3 e Finest of Minds FROM THE PRINCIPA L EDITORIAL TEAMCAM PUS P RIN CIPAL Professor Clement Sankat D IREC TO R OF MARKET I NG AND COMM UN ICA TI ON S Mrs. Dawn-Marie De Four-Gill E DI TO R Ms. Vaneisa Baksh C ONT AC T US The UWI Marketing and Communications Ofce Tel: (868) 662-2002, exts. 82013 / 82014 Or email: uwitoday@sta.uwi.edu Fiy years measure something of an entry into the realm of maturity; for an institution, the experience accumulated over the years can be distilled into wisdom. When this St. Augustine Campus crossed into that realm last year, it served to reinforce the goal that research would be our main pillar. As we retraced steps, reected on the journey, analysed the present and projected for the future, it was possible to refresh our minds as to the enormity of our responsibility. One of the initiatives of the 50th anniversary celebrations was an attempt to identify some of the marvellous research that has taken place here at St. Augustine over ve decades. A book, Decades of Research: UWI St. Augustine at 50, was produced under the editorial eye of Professor Patricia M ohammed, the Campus Co-ordinator of G raduate Studies and Research. As I have said in the publication, it encapsulates in a succinct way the wealth of institutional research, intellectual engagement and scholarly activities of our professoriate. Accompanied by a fascinating historical lm directed by Prof M ohammed and F rancesca Hawkins, An O asis of Ideas, it is a splendid account of our accomplishments. And as we celebrate the decades of research, I would like to pay tribute to someone who was a superb exemplar of the highest quality of academic rigour and commitment, Professor Julian Kenny, who spent almost three decades of his life being of service to the Department of Life Sciences in the F aculty of Science and Agriculture. His contributions have been so many and so wide ranging as teacher, as environmentalist, as a scientist well known for his work in zoology, as a public voice on issues of national importance, and as a tireless campaigner for doing the right thing he represented all the ideals to which this University strives, and we are forever grateful to have had this beacon in our midst. CL EMEN T K. S ANKA TPro Vice Chancellor & Principal and he opened many young minds to the importance of environmental vigilance even as he introduced them to the world of natural sciences. F rom freshwater sh species to frogs and toads, his research added signicantly to the body of knowledge regarding the Caribbeans animal life. Yet as substantial as that was, it was only a part of the life work that he continued right up to the end. As the N IHE RS T website noted, he spearheaded research that highlighted information on the ecological dynamics of some of the countrys natural areas, including its savannas, wetlands, cave systems, marine systems and coral reefs, work which shaped policies regarding protection of our ecosystems and the management of sheries. In the 1950s, he had worked as a F isheries O cer at the F isheries Division, where he contributed among other things, to the establishment of a ying sh industry in T obago. He was a tireless campaigner on environmental issues, and was the force behind the setting up of the National Trust. He sat on the Board of the Institute of M arine Aairs, was an advisor to the Interministerial Committee on the Law of the Sea Convention, he helped dra legislation to create N ational Parks, and for six months, until he resigned in frustration, he chaired the E nvironmental M anagement Authority. He also served as a Senator. His ercely independent grit was fuelled by a penetrative mind that went into several dark and dusty corners, to the chagrin of their keepers. His sharp columns appeared regularly in the E xpress newspaper (the nal one appearing the day before his passing), and they were always scientically precise, deeply informed and beautifully written. His knowledge was astonishing not only because of its breadth, but because of its intimacy with detail. N o one, it is said, knows the environmental legislation the way Professor Kenny did and none could explain it better. He was also an excellent photographer, as the photograph on our cover shows, spending hours and hours capturing images of ora and fauna that he donated to N ALIS in July 2004 so that researchers could benet from his work. It is a large collection, estimated by the Library to include 2700 images in the form of slides, negatives and photographs taken from as early as 1960. He had also published photographic collections such as Views from the Bridge: A M emoir on the Freshwater Fishes of Trinidad and T obago, A View from the Ridge: E xploring the N atural History of T rinidad and T obago and e N ative Orchids of the Eastern Caribbean. As e UWI joins the national community in mourning the passing of Professor Kenny on August 9, we salute him for the formidable contribution he made, for the indomitable spirit that tirelessly made its way through the world, always pointing towards the humane path.Professor Julian Stanley Kennyfrom Page 1is photograph, also from the Julian Kenny Collection which was donated to the National Library and Information System (NALIS), is reproduced here with their kind permission. It is described as Water channel with overhanging trees, central focal point, large trees with buttress or prop roots at the waters edge, under the subject, Swamp Forest. COURTESY: TRINIDAD EXPRESSA Truly Independent Mind


4 UWI TODAY SUNDAY 28TH AUGUST, 2011 RESEARCH A thousand words come to mind when one sees the photographs of the E ast Port of Spain Photovoice Project. On display were images, captured by 12 women, depicting various elements of their communities, including poverty and gang violence nestling between scenes of natural beauty. e project, coordinated by Dr Kishi Animashaun Ducre, a F ulbright Scholar, tried to accomplish two goals the academic one of trying to understand the lives of women forced to endure environmental burdens, and a social one of empowering its participants by amplifying their voices and priorities through the exhibition.Tell It Like It IsPhotovoice Project gives women a forum


SUNDAY 28TH AUGUST, 2011 UWI TODAY 5 (TOP) PHOTO GRAPHER: AFDERA SCO TT HUSTLERS Afdera Scott is a mother of three children. She is 24 years old and she has lived in Beetham Gardens for most of her life. (LEFT) PHOTO GRAPHER: NICOLE WALKER SAVANNAH AND ITS ENVIRONS Nicole has been a resident of Laventille, near Belmont and St. Barbs most of her life. She is 27 years old. (OPP. P AGE TOP) PHOTO GRAPHER: NICOLE WALKER BACKYARD VIEW (OPP. P AGE BOTTOM) PHOTO GRAPHER: DAPHNE LABORDE FAMILY TIES Daphne LaBorde is a married mother of four from the neighborhood of Port of Spain South. She has lived in the area for four years. She is 24 years old. Dr. Ducres project included women from Beetham G ardens, St. Barbs, Laventille, N ever Dirty and Mon Repos amongst other areas of Port of Spain. Participants were encouraged to focus on transmitting images of their lifestyles, visually representing how they adapt and create homes amidst adverse circumstances. ey were given cameras to capture the elements in their communities which they perceived as representing the communitys strengths and areas in need of improvement. e Photovoice project was hosted by the Institute of G ender and Development Studies (I GDS) at e UWI in collaboration with the E ast Port of Spain Development Company and featured an exhibition which ran at NALIS from July 18 to August 5, 2011. Dr. Ducre says she was driven to embark on this project by her passion for environmental justice, which involves studying unequal patterns in the distribution of environmental burdens like landlls, dumps, power plants, chemical complexes and any type of land use that people ght to keep out of their communities. E ast Port of Spain was a good case study. e project reshaped her thinking, she said. She had to confront her narrow view of the environment, as it encompassed more than the presence of unwanted facilities, but also served to be broadly defined as urban decay, crumbling (or nonexistent) infrastructure, violence as a result of gang and drug activities, grati, etc. Dr. Ducre describes the hosting of the exhibition by N ALIS as a tremendous boost; it was well attended and the response from the public was astonishing. She felt it had done something to raise public consciousness. You should have seen the faces of the participants when they entered the space for the exhibition for the rst time It was one thing to look at the 4x7 print of a picture and then another to see images enlarged and mounted in a gallery space. I think that the participants were in awe of the presentation and then, during the opening, the level of engagement of the general audience to the photographs It was an amazing experience, she said. She hopes to be able to repeat the exhibition at dierent locations.Participants were encouraged to focus on transmitting images of their lifestyles, visually representing how they adapt and create homes amidst adverse circumstances.


6 UWI TODAY SUNDAY 28TH AUGUST, 2011 ENERGYT he first group of students enrolled in T he UWIs Certicate in Journalism programme will start classes this September, and according to the Programme Coordinator, Patricia Worrell, theyre on a journey that will change the culture of journalism in T rinidad and T obago. is programme has a mandate from the media industry itself to produce competent graduates who will be able to carry their weight in any newsroom, certainly, and who, above all, will behave professionally and ethically, Worrell says. I think everybody recognizes that while there are excellent journalists in this country, a fundamental change in the culture of journalism is urgently needed. e 30 students who make up the class are a diverse lot, ranging from total novices to practising journalists, from students who have just le secondary school to persons in mid-career who believed that it was time to make a change, and who seized the opportunity to fulll a long-time aspiration. e programme was developed at the request of representatives of the media industry, Worrell recalls. ey approached us, not for the rst time, and asked us to do this, because, as they told us, they themselves felt the urgent need to improve the standard of journalism in the country. What we told them, basically, was that we would work with them, but if they really needed the programme, they should commit to funding it and they did. M r. Ken G ordon himself approached the people in the industry, and they responded beautifully. And we, in turn, have done our part. We produced a programme that was developed at every step of the way in collaboration with representatives from the media. E very decision was discussed with them, and every decision was assessed against one basic principle: it had to prepare our students to work eectively in the industry. T he one-year, full-time programme, which was approved in 2010, includes courses that introduce students to fundamental principles of journalism, to the laws and ethical dilemmas that will inform the decisions they make, and to knowledge about the social context in which they will practice their profession. However, most of the courses seek to develop practical skills and knowledge reporters need: how to conduct eective interviews, and the skills and strategies needed for investigative reporting. Above all, however, students are being taught how to tell an eective story. I remember, Worrell says, that when we were developing the courses, one member of the sub-committee a very experienced journalist was lamenting that there were so many journalists who could go out and do a really excellent job obtaining the facts. And theyd come back to the newsroom and tell us the story, and it would be fascinating, she told us. And then theyd sit down to write, and you know, the story would just lose all its appeal when they started writing it. ey simply didnt know how to make the story come alive. So it was quite clear to us what we needed to do. T he students in the Certificate programme are learning how to make a story come alive. T hey are learning, too, that they must nd and produce stories MAKING T OMORRO WS NEWSUWIs Certicate in Journalism beginswhile working in newsrooms with all the organizational challenges and supports provided there. In their second semester, students will be doing internships at dierent media houses. Worrell has no illusions about the challenges to which the journalism programme must respond. People come up to her, she says, and complain about the grammatical mistakes they have identied, the sometimes supercial interviews, some journalists apparent inability to probe and question, and about the total lack of objectivity that so oen characterizes news reporting in this country. It is clear, she says, that they expect that these things will change overnight, once this group graduates. irty students will be graduating next year, she says, and even if they perform superlatively well, thirty journalists cant change the face of journalism overnight. But we will have started the journey towards excellence. And thats the focus we intend to maintain. e Institute of Gender and Development Studies/ Women G ender Water N etwork of T he UWI St Augustine Campus, coordinated water-education programmes in Biche, Icacos and M atelot during the July/August vacation. e camps, which lasted for two weeks in each of the communities, involved children from seven to 12 years. ey seek to provide a practical environment for children to understand the importance of water and gender sensitive sustainable water management and conservation and help them to engage in healthy water practices. T he 2011 Camp, Climate Change and M e encouraged campers to investigate weather, climate and climate change in the context of themselves, their community and the surrounding ecosystems. is project has been developed in collaboration with: the primary school principals in the three communities, community leaders, the F ondes Amandes Community Reforestation Project (F ACRP), the Kairi Institute of Knowledge (KIK) and the Trinidad and Tobago Red Cross. Campers at childrens vacation water camp in M atelotWA TER WIS E CAMPUS NEWS


8 UWI TODAY SUNDAY 28TH AUGUST, 2011 Parts of the Wholeis past week, from ursday 25th to Saturday 27th August, 2011, e UWIs F aculty of Humanities and E ducation, through its Departments of Liberal Arts and History, paid tribute to three of its retired professors Ian R obertson Professor of Linguistics; Bridget Brereton Professor of History; and Barbara Lalla, Professor of Literature in the form of a conference. Reassembling the Fragments, was held in recognition of their work and contributions to e University, the country and the region. e conference, held at e UWIs Centre for Language Learning Auditorium, presented an opportunity for scholars and practitioners in their respective elds to interrogate the body of work compiled by each of the three honorees over their academic careers. e three-day conference included speeches by David T rotman Associate Professor at York University; Velma Pollard, retired Senior Lecturer at e UWI M ona Campus; and Lise Winer, Professor at McGill University. Serah Acham spoke with the three professors, getting their perspectives on their way in the world and the way of the world. REASSEMBLING THE FRAGMENTS Professor Ian R obertsons foray into the eld of Linguistics began with a deep interest in the E nglish language, which he began to full with an undergraduate degree in Literature at e UWIs M ona Campus. F ollowing its completion in 1969, he returned to his home in G uyana and began teaching English at a secondary school. It was this experience that propelled him to pursue Linguistics, he explained. It just struck me that my degree in Literature was not really helping me to deal with the issues that would come up in the classroom. I didnt understand them in a way that would help me to teach and that led me towards the two things I love Education and Linguistics ... I needed the one to teach properly and I needed the other one to understand what I was supposed to be doing. T wo years aer his graduation from e University, he returned to its St. Augustine Campus where he began a M asters degree with a focus on students problems learning English. It had to do with trying to understand whether it was a problem of knowledge or whether it was just a problem with their ability or willingness to use English structures. In 1973 he returned to G uyana, and became a teacher of Linguistics at the University of G uyana. When that happened, he said, I had just been reading on the Creole languages and ... I had just completed my eld work in the schools and I abandoned it to go to look for something that people said did not exist because I didnt believe that it didnt exist ... a Dutch Lexicon Creole. Six months later, he had proof of not just one, but two Creole languages based on Dutch, spoken in G uyana Berbice Dutch and Skepi Dutch. T hus began his journey into the history of the Caribbeans languages. Actually, that was my PhD study eventually. I gave up the education side of it and spent the next three years doing a description of the Berbice language and much of my academic work in linguistics has been attached to those Creole languages and their signicance to languages in general the Creole languages in the Caribbean area. is, he reects, is my single contribution to Linguistics ... If you pick up a book ... a paper ... youre not going to nd too many things written about Berbice Dutch without my name being included in it. In 1983, Professor Robertson returned to e UWI, St. Augustine where he continued teaching at the School of E ducation. I was responsible for training teachers of language education, he says, and in 1989, he became the Head of the School, a post which he held until 1994 when he switched to Linguistics, my home discipline. In 2000, he was appointed Dean of the Faculty of Humanities and Education (FHE). Having spent much of his career in E ducation at e UWI, St. Augustine Campus, Professor Robertson has seen the development of teaching over the years. F or one thing, he begins, the classes are so much larger now. T heyre frighteningly large which means that you have to have a whole set of dierent skills and approaches. e number of Linguistics courses taught at T he University has also signicantly increased, he says. Another major development is that the M inistry of E ducation has now acknowledged the significance of linguistics for the teaching of English. He explains that, for a long time, we couldnt convince the M inistry of Education of the need for teachers to understand the nature of language. But, he elaborates, in order to teach eectively, You need to understand how language is learnt ... what languages the students bring into the classroom. You need to understand how ... you can help them move from what theyve brought in to what youd like them to use. He concludes that this is probably the most signicant change. But Linguistics isnt the only area on the Campus that has seen improvements. When Professor Robertson became the Dean of the FHE, he noticed that there was a need for the F aculty to believe in itself ... I dont think it had a positive self-concept. At the time, he says, I dont think people believed that the F aculty could do things, so as the Dean, one of the things I found it necessary to do was to stand up for the F aculty to encourage people to begin to believe in themselves. T o achieve this, he set about making the FHE the rst major step upwards in technology, for e University. In 2000, he says, no lecturer had a computer in his oce, but by the end of his rst year as the Dean, seeing to this was only a part of the solution. He had all the classrooms refurbished, the furniture changed, drop-down screens added and ensured that everyone in the Faculty had access to a large television screen, a DVD player and a VHS player so that people could view things, as well as, a number of cameras. T oday, he says, you can go into one of those classrooms and deliver a lecture via videoconferencing to anyplace. e F acultys new building is another product of his endeavours. I remember speaking to the Deputy Dean in my rst year as Dean, about the open space between the old FHE building and the cafeteria, and wondering why cant we put up a building here that would be real state of the art? us the F aculty gained a new space, and now it is a landmark, he proclaims, referring to the clock at the top of the building. What needs to be done now, he declares, is to develop a much more robust foreign language prole, to allow us to better interface with the wider world. We need to recognise the potential of our location, he stresses. I mean here we are boasting that we are the meeting place of all these dierent trade routes. Were sitting in the middle of Latin America, how many of us have good control of Spanish? We have F rench neighbours ... how many of us are fluent in F rench? He attests that the Centre for Language Learning is doing an excellent job to my mind, but on a smaller scale. What we need, he says, is to develop a greater consciousness of the role of language in our dayto-day operations so we begin to use language the way that it should be used. You need to understand how language is learnt ... what languages the students bring into the classroom. You need to understand how ... you can help them move from what theyve brought in to what youd like them to use.T he Search for AN OTHER TO NG UEProfessor Ian Robertson discusses the careful use of languageProfessor Ian R obertson


SUNDAY 28TH AUGUST, 2011 UWI TODAY 9 Ask Professor Barbara Lalla how she was drawn into the elds of E nglish Language and Literature and youll be greeted with a bemused expression and a simple explanation: that is what interested me. Shell tell you about her fascination with literary writing, for the usual reasons that people are interested in Literature the way in which it represents life, the way in which it creates worlds. But specically, she says, its the language of the writer that has always held her interest. So she had no trouble deciding what to get her degree in when she applied to e UWIs M ona Campus in the late 1960s. I did the BA Special Honours in English, she says, which comprised mainly of Literature courses, a lot of British Literature and I liked it, but also included a few in Linguistics. Aer earning her Bachelors degree, she continued her studies at M ona, pursuing her M Phil which she later upgraded to a PhD. While there, she says, I was also interested in language history and so I ended up doing my graduate work in M edieval Studies Language and Literature. In 1976, Professor Lalla came to T rinidad as an assistant lecturer at e UWIs St. Augustine Campus. She began her career as a teacher of Linguistics and, in 1999, was appointed Professor of Language and Literature. N ow, looking back on her time teaching at e UWI, she says, I spent most of my time at UWI in Linguistics really, so I work at the intersection between Linguistics and Literature. She says that in the 35 years between when she rst came to the St. Augustine Campus in 1976, and now, there have been developments in both Literature and Linguistics. T here has been a growth of understanding in both disciplines of the mutual importance of them. In the area of Literature, she says, the signicance of studying Literature as discourse, of critiquing Literature by applying tools of language analysis ... we have really built that over the past few years. Its similar with Linguistics she continues, where the applied areas of Linguistics have gotten increasingly important, and there has been growth particularly in the area of Literary Linguistics. So the intersections of the two disciplines, Language and Literature, have developed in ways that have interested me a great deal. As a professor of Literature, Professor Lalla says that there have been some signicant changes in how it has been taught since she was a student. When I was studying it at an undergraduate level, it was very much associated with literary periods, the M edieval, 17th century, 18th century and so on, and then of course, more and more attention began to be paid to other literatures besides British Literature ... and a great deal of attention started to be given to Indian ... African ... Latin American literature. is, she adds, was quite apart from West Indian literatures in English, since, obviously we had to pay attention to that. e result is that we developed here, not just a Department of English Literature, but of Literatures in English. N ever static, the teaching of Literature has continued to evolve. She calls on recent discussions with those in her eld, about the ways in which we might begin to look at particular topics without looking specically at the geographical spread, American or Indian or African, or the historical spread. She says that theyre exploring, more creative ways of looking at (Literature) in terms of topics. F or example, how a particular topic, like love or death, has developed over the ages and across geographies and across genres. e outcome of this, she says, is that we have diversied our ways of thinking about the teaching of Literature and categorizing it. ere are improvements yet to be made, however. With regards to teaching, Professor Lalla says that, I would like to see a greater independence of learning, and to achieve this, we have to get our students to think more independently, to actually read and we have to nd ways of encouraging that. She recommends that her colleagues nd ways of not answering the questions so much as prompting the students to develop their answers. She also thinks that e University should build on the interconnections between the disciplines, for example, between literature and lm, literature and cultural studies, literature and linguistics. But, she says that in doing that, its also important that the the integrity of the disciplines is maintained. Professor Lalla continues that another thing shed like to see is a development in the strength of Caribbean interpretation and attention to other literatures. She I would like to see a greater independence of learning we have to get our students to think more independently, to actually read and we have to nd ways of encouraging that.At the IN TERSECTIONProf Barbara Lalla has been catching the voices of real and dierent peopleasserts that, in the very same way that we have British and American critics critiquing the Caribbean, I would like to see a greater development in the Caribbean critique of other literatures. She maintains that such critique does occur, citing an example from one of her classes in Shakespeare, when I taught O thello we talked about race. But, she says, more of what were doing, should percolate down into the schools. Students may be more interested if, when studying something really remote, like Chaucer ... they could be encouraged to see the similarities between the 14th century pilgrimage and T rinidad Carnival ... the infusion of our perspective on other literatures would assist people in connecting and relating to other literatures. N ow retired, Professor Lalla believes her most signicant contribution to West Indian literature is her research on the analysis of its language. We have a multivocal situation in the Caribbean with the inuence of so many dierent languages and registers Standard English and Creole and so on, she explains, and what particularly interests her, are the ways in which that multi-vocal literary discourse of the Caribbean, denes literature. She hasnt abandoned her interest in language history, however. Ive also been particularly interested in contributing to our knowledge of language history in the Caribbean, by nding and analyzing textual evidence of it ... to nd actual representations of Creole so as to be able to trace the development of and the changes in Caribbean language. But the creative writer in Professor Lalla cant be neglected. She has published two novels Arch of Fire published in 1998, and Cascade: A Novel, published in 2010. M y interest in language ... has assisted me in writing because I am particularly interested in trying to catch the voices of dierent people of dierent ages and dierent regions ... that sense of representing the voices of real people. Professor Barbara Lalla


10 UWI TODAY SUNDAY 28TH AUGUST, 2011 Professor Bridget Brereton. Hers is a name almost synonymous with Caribbean History and one thats xed in the history of the St. Augustine Campus of e University of the West Indies. But how did she come to be the resident historian of the Campus? Her journey began in 1963 where, as an aspiring undergraduate at e UWIs M ona Campus, she was tasked with choosing between her two loves: History and English Literature. It was partly a quirk of fate, she says. While she always loved History and reading historical works, she felt she was better at Literature since, it came more easily to me. However, fate intervened when her father, a professor of E nglish Literature, accepted the position of Professor of English at the Mona Campus. N either he nor me wanted me to do a degree in E nglish when he was the Head of the English Department and the Senior Professor. We both thought that was awkward, so I turned to my second love which was History. Aer completing her undergraduate degree in 1966, she went on to pursue her M asters in History at the University of T oronto, Canada. She then to moved on to e UWIs St. Augustine Campus for her PhD. M y claim to fame is that I was the rst person to get a PhD at St. Augustine in any subject outside Engineering and the Sciences. is was in 1972, she says, and ever since then I have actually been at the History Department at St. Augustine here, teaching at one level or another. In 1995, she was promoted to Professor of History. O ver 40 years (she taught part-time at e UWI St. Augustine while studying her PhD) and countless students later, Professor Brereton has witnessed and experienced the progression of teaching and student learning at the St. Augustine Campus. O ne development, she says, has been the massive explosion in the amount of scholarly work, publications and research on Caribbean and T rinidad and T obagos history. When I was an undergraduate in the middle 1960s, she relates, the booklist was quite limited because relatively little had been published of a scholarly kind on Caribbean history. ats denitely not the case now, she asserts. eres now a huge amount of work and its increasing all the time. She also notes that there has been a signicant increase in the number of graduate students of History. When I was a PhD student at St. Augustine in the late s and early s, I was one of a very very small group. N ow, she says, there are considerably more graduate students across all disciplines at e UWI St. Augustine. In History we have had, over the last ten years, quite a large body of very active students doing MAs, MPhils and PhDs. Unfortunately, she says, the most signicant change that she has noticed is not positive. O ur students are less well prepared for university studies, less intellectually curious, less well prepared to read anything except for short short pieces. She does assert, however, that not all students fall into this category and that this phenomenon is not unique to e UWI. eres a worldwide decline in the ability to read more dicult material, which she attributes to the burgeoning social media trend. e tiny little tweets that are gaining popularity as a regular mode of communication she says, contribute to the the loss of the ability to write whole paragraphs in proper English. What this means for teachers, she explains, is that you have to change your teaching methods and basically simplify, simplify, simplify. What she would love to see, are students who are more intellectually curious ... more interested in exploring their subject ... who are not just prepared to do the minimum little bits of reading o the internet and think that they can coast along on that. T o achieve this, she says, reforms need to begin at the secondary school level and particularly with the Caribbean Advanced Prociency E xamination (CAP E ). She says that, while she knows the CAP E History syllabus is quite good, she isnt convinced that our CAP E graduates who come to UWI are very well trained to cope with dicult material ... at the university level. T o accommodate for this, she says, teachers at e University have to redouble our eorts to train students to read properly, to study properly and to write. She also recommends that her colleagues continue what theyre already doing using all the ICTs (Information and Communications T echnologies) in order to engage the interest of their undergraduates. Additionally, she believes that UWI should put more focus on graduate teaching. I would like to see more of the resources ... devoted to nurturing, helping, funding and encouraging our graduate students, particularly our e tiny little tweets that are gaining popularity as a regular mode of communication contribute to the the loss of the ability to write whole paragraphs in proper English. T he F uture OF HIS TORYProfessor Bridget Brereton reects on her career and the times ahead REASSEMBLING THE FRAGMENTS M Phil and PhD students. In doing this, youre sort of encouraging your own future sta. She draws an example from the History Department. I think we have a very good group and we have for the last few years. is, coupled with the Departments very good tradition of research ... N early all its members have been active researchers and ... publishers of their work, can help foster and strengthen this tradition, so that the body of work on Caribbean history will continue to increase and, she avows, UWI should be at the forefront of researching and publishing good work on Caribbean history. Professor Brereton, herself, has been one of these active publishers. In fact she believes that her publications, particularly her books on the social history of T rinidad and T obago and the Caribbean, have been her most signicant contributions to her eld. Yet, her talents, interest and inuence are not solely centred on Caribbean History. Ive also helped to pioneer the eld of G ender and Womens History in the Caribbean, she says a feat that was not without its challenges. When we began in the s, she recalls, it hadnt yet become a part of basic academic life, at least not in this part of the world ... so we did have to face some scepticism and perhaps some mild patronising attitudes. ese didnt last long, however, since, there were obviously serious academics, such as myself and Dr. M arjorie orpe ... who were involved. She adds that because, relatively little had been published on the eld at the time, there was also the challenge of creating decent courses. In fact we had to write a lot of the material ourselves ... we wrote papers, articles and book chapters ... edited and co-edited books in order to produce the sort of materials that we could base a respectable course or courses on. And since then, its become a very respectable and growing eld in Caribbean history. N ow, Professor Brereton says, their only challenge is balancing the gender distribution in the classes. O ur classes have almost always been entirely female which is not what we wanted. Weve always wanted men as well as women.Professor Bridget Brereton


SUNDAY 28TH AUGUST, 2011 UWI TODAY 11 FISHY B USI NESSStudents compare regional industries RESEARCH T o get some exposure to the agricultural sectors of other countries, postgraduate students of the Department of Agricultural E conomics and E xtension (DAEE) went o to Guyana and Suriname recently. Done in conjunction with the Agribusiness Society of e UWI, St. Augustine Campus, this study tour also facilitated a regional project meant to develop fishing industries. e project, An Assessment of T rinidad and T obago F ish Industry: G aining access to the European Union, measures the readiness for export of sh products via a comparison of sh landing sites within T rinidad and T obago, Guyana and Suriname. F rom M ay 29 to June 5, 2011, the delegation visited fish landing sites, port facilities, agricultural based institutions and a variety of agricultural production and agro processing sites. e delegation 12 postgraduate and two undergraduate students and Dr. G ovind Seepersad returned and began working on creating Re-useable Learning O bjects (RL O ), a conceptual tool shared by the lecturers of the T exas Agricultural and M echanical University (T exas A&M) delegation who visited the DAEE earlier this year. e students will use these RL O s to share their practical experiences with as many students of the DA EE as possible. e tour was made possible by nancial assistance from the Department of Agricultural E conomics and Extension, the F aculty of Science and Agriculture; Deans Oce, e Inter-American Institute for Co-operation on Agriculture (IICA), and the UWI G uild of Students. T he students themselves held numerous fundraisers. BONASIKA G UYANA Through Ms. Ida Sealey Adams and Mr. Christopher Anan of the New Guyana Marketing Company, the delegation visited the Bonasika region, which is accessible via the Essequibo River. Students saw the sustainable, agri-based lifestyle which relies on transport via the river a small tributary enables the people to conduct their affairs regarding school, religion, sport and social activities. The group also met a pineapple farmer there who highlighted factors affecting agricultural production, most importantly the issue of transportation of inputs and produce. PHOTO: TRISTAN ALVAREZ PARIKA G UYANA The delegation rst stopped in the town of Parika, an agricultural hub for many communities such as the one in Bonasika. Driven by the ferry service along the Essequibo River, the town acts as a port for much business and so has a large populace. The agricultural communities supply the Parika Market with a multitude of products. PHOTO: TRISTAN ALVAREZ SURINAME SWITIE BANANA COMPANY This banana plantation and processing plant illustrated how size can be efciently managed through the combination of traditional cultivation practices and careful selection of agricultural innovations. Field upgrades included replacing conventional irrigation techniques with drip line irrigation. Despite the tremendous cost of this upgrade, concurrent reductions in pest control and soil management make it an extremely successful measure. PHOTO: TRISTAN ALVAREZ SURINAME FISH LANDING AND PROCESSING F AC ILITY Approaching a seemingly innocuous dock in the early morning in no way prepared this group for the world class operation we were about to witness. The courtyard of the processing plant gave way to a private dock at which a multitude of ships of varying sizes and points of origin were moored. An astonishing array of seafood was unloaded before the group. The strict adherence by all vessels to cold chain and hygiene protocol was compellingly in evidence as even when sh were being moved from water to land, they remained in iced containers and were almost immediately packed in refrigerated trucks. Yellow n tuna was the prize catch on this day. PHOTO: MALCOLM WALLACE


12 UWI TODAY SUNDAY 28TH AUGUST, 2011 BOOKS Dr R oland Baptiste considers the dismantling of the Central T raining Unit (CTU), which was primarily responsible for training and developing sta of government ministries, an indelible loss to T rinidad and T obagos Public Service. Under the mantle of Public Service Reform, ministries began training their own sta; however, it lacked the scope and width provided by the CTU. F or those like Dr Baptiste who were intimately involved with the workings of the C T U, the closing of the Unit le a void in the Public Service that is yet to be lled. His extensive career in the Public Service began in 1975 with the post of Training Ocer of the CTU, progressed to Assistant Director of the Unit (1981-1987) and then to the Chief Personnel O cer of the Personnel Department, a position he held for ve years before moving on to become the Deputy Director of the then UWI Institute of Business, before transferring to the St. Augustine Campus. A senior lecturer in the M anagement Studies Department since 1997, Dr Baptiste lectures in Human Resource M anagement, O rganization Behaviour, O rganization Development and Human Resource Development. He will be launching his rst published book for which he is also the editor, Human Resource M anagement: A Reader for Students and Practitioners, in time for the new academic year. So what prompted him to conceive and produce a text on Human Resource M anagement when so many others already exist? Well, according to Dr Baptiste who has been assisting with the theses of postgraduate students in the M anagement programme, a lot of research and work on Human Resource M anagement in T rinidad and Tobago was being developed, and he thinks the publication of the accumulation of this work is a good way to bring it to the attention of those interested in the subject. In addition, Dr Baptiste also views the text as an opportunity to showcase the quality of work produced by postgraduate students of the M anagement Studies Department, of which he is evidently pleased. Human Resource M anagement (HR M ) may be considered a cycle of interdependent processes that begins with the entry of employees into a rm and end with their exit, writes Dr Baptiste. In fact, there are dierent kinds of Human Resource M anagement practices; a major insurance company that does business on an international scale will have a more sophisticated HR method than a micro enterprise run by a family. is is but one of the topics discussed in the text. T he first two articles are authored by Dr Baptiste himself. e rst, What is Human Resource Management (HRM)? is a comprehensive discussion on the eld and provides valuable information to those not familiar with the subject. I am of the view that we should look at the full context of how this area of management has been established and how it has evolved in the T rinidad and T obago context as opposed to the British context, he said during our interview. T he second article, Labour Disturbances in T rinidad, 1937: e Views of T wo Inuential O bservers, deals with employment relationships and seems to reect the inuence of his rst degree in History and Political Science and a M asters in History both of which he attained at Howard University. In this article, Dr Baptiste gives a fascinating history, from the perspectives of the then G overnor and American Consul, of the social and political change which led to a shi in employment relations and the eects upon the labour situation in T rinidad and T obago which can still be seen. AN EX PLA NATI ON OF SE LFNew HR reader brings local perspectivesBY ASHA CHAS TEAU Human Resource Management: A Reader for Students and Practitioners will be ocially launched on September 7, 2011 at the Oce of the Campus Principal, e University of the West Indies St. Augustine Campus. It will be available at the UWI Bookshop. Shazara Ali and Daniel Sammy open a rotting log on the forest oor in search of subsocial passalid beetles. E very summer the Department of Life Sciences conducts its eld course in N eotropical E cology for a select group of nal-year undergraduates. is year the course took place at Simla, a research station in the Arima Valley and had as its focus social insects. e students presented the ndings of their research projects (accounting for about half of the course) during the biennial meeting of the Bolivarian IUSSI recently held at e UWI. e regional conference on social insects drew participants from Belgium, Brazil, Colombia, T&T and the USA. O ver three meeting days and one eld-trip day in early August, experts on social wasps, social bees, ants and termites met to present research results and discuss ways to better integrate colleagues working in the New World tropics. PHOTO: KATRINA KHAN Beetle Busterse subsequent chapters consist of essays by former postgraduate students of the M anagement Studies Department and are abridged versions of their MSc theses. ey cover a range of topics, providing information employee relations, management practices and other issues relating to the national labour environment. O ne contribution I found particularly interesting pertains to the perception of the glass ceiling and its eect on female career advancement in T rinidad. Submitted by Shonda M oore, e G lass Ceiling E ect: Sex Dierences in E xplanations for Career Progress in T rinidad, found that there is little indication of a sex-based barrier which prevents women from progressing to senior management positions in T rinidadian companies. is nding may be of great national interest in light of Prime M inister Kamla Persad-Bissessars focus on the importance of gender equality to national development. And as the person who has brought all this work to fruition, what does Dr Baptiste hope readers take away from his book? T wo things. e concept that we as people are the most reliable contributors to competitive advantage if you do right by the people you have, you can develop a sta with a culture that is very dicult to imitate. It is sustainable. e second thing is that the general public should know about work that is being done by UWI students to generate knowledge about ourselves as a society. We have to explain ourselves to ourselves.Dr Roland Baptiste


14 UWI TODAY SUNDAY 28TH AUGUST, 2011 About 20 years ago, I wrote, With each passing year, I see more evidence of the devastation the emphasis of our current education system has wrought on the best young minds in the country. E instein once said that there is born into the minds of all men and women an intense curiosity and desire for knowledge, but for most people, this is soon educated out of them. We are all born with remarkable natural capacities but, unfortunately for many, these deteriorate over time. As E instein suggested, the irony is that this happens because of education and our education systems. e result is that too many people never connect with their true talents and therefore dont know what they are really capable of achieving. In his book e Element, Ken Robinson tells the story of G illian, an eight-year-old whose future was already at risk. Her schoolwork was a disaster and she was disruptive in class. e school was very concerned and suggested her parents take her to see a psychologist. e psychologist and her mother spoke for about 20 minutes and then he said to G illian, I need to speak to your mother privately now. Were going to go out of the room for a few minutes. Dont worry; we wont be very long. As they le the room, he turned on the radio. F rom outside, they could see into the room without being seen. N early immediately, G illian was on her feet, moving around the room to the music. e two adults stood watching quietly for a few minutes, transxed by the girls grace. ere was an expression of utter pleasure on her face. At last, the psychologist turned to G illians mother and said, You know, M rs. Lynne, G illian isnt sick. Shes a dancer. T ake her to a dance school. Her mother did and G illian Lynne went on to become one of the most accomplished dancers and choreographers of her time. She became a soloist dancer at the Royal Ballet School in London, performing all over the world. She eventually worked with Andrew Lloyd Webber to produce Cats and e Phantom of the Opera, two of the most successful musicals of all time. is happened because someone looked deep into her eyes someone who had seen children like her before and knew how to read the signs. Someone else might have diagnosed her as having ADHD, put her on medication such as Ritalin or Concerta, and told her to calm down. But G illian wasnt a problem child. She didnt need to go away to a special school. She just needed to nd expression for her true talents. e book tells similar stories about Paul M cCartney of e Beatles fame, M att G roening (creator of e Simpsons ), Dr. Paul Samuelson (the rst American to win the N obel Prize in Economics), E lvis Presley and many other famous and notso-famous people. And Robinson cautions that these are not isolated examples. We all know stories of people who became very successful without ever having had much formal schooling or who dropped out of school at an early age. When such stories are told, we tend to hear they became successful despite not having a formal education. I believe the opposite is true: they became successful because they dropped out of school, before the school system had a chance to strangle their creativity. M any people blame the school system for a number of our ills, sometimes with good reason. When we talk about the school system, the implication is that there is one system for all. N obody can argue with the nobility of the vision of school for all. What is terribly wrong with that notion is that we have interpreted it to mean same school for all. School for all is a worthy social and political goal but dont you think we were better o when fewer students actually went to high school? Dont misunderstand me. I believe that everyone should be given the opportunity to pursue their ambition. However, the mistake weve made is to believe that school (the way it is structured) is for everyone. e result is that large numbers of students are deemed qualied to attend high school, but once there, are literally forced to try to learn things for which they have neither the aptitude nor the inclination. Imagine a whole class (or an entire school!) of G illian Lynnes! Clearly, we would think we have a discipline problem when the issue is simply that these students are in the wrong place. Before school for all those who didnt make it to high school would nd employment learning to be mechanics, carpenters, masons, tailors, seamstresses, etc. e society was better o for it we all know how dicult it is to nd a good mechanic or plumber these days and there were fewer indiscipline problems in schools. I believe that many of these problems arise from the great disconnect between what the student is being asked to do and what he/she really wants to do or is capable of doing. N o wonder we are wasting such a high proportion of our human capital. e major reason for this vast waste is what Robinson calls academicism, the preoccupation with developing certain sorts of academic ability to the exclusion of others, and its confusion with general intelligence. M any people do well in the school system as it is and enjoy what the education system has to oer. But too many leave school unsure of their real talents and of what direction to take next. T oo many feel that what theyre good at isnt valued or encouraged by schools. T oo many are led to believe that theyre a waste of time and not good at anything. E ducation systems across the world were developed to meet economic interests in the 18th and 19th centuries, interests that were driven by the Industrial Revolution (roughly 17601850) in E urope and America. M ath, science, and language skills were essential for jobs in the industrial economies. Our education system is derived mainly from the British model. While this system has worked well for the purpose for which it was intended, times have changed, and changed quite dramatically in the last 20 years. e one-size-ts-all approach to education stopped working a long time ago, yet we persist with it even as it becomes less relevant and eective. How many schools teach dance and music every day as a formal part of the curriculum they way they teach math? Come to think of it, how many schools teach computer programming every day to all students they way they do science? I can make (and have made) a compelling case that all students, starting from elementary school, should learn computer programming. I would wager that, in some of our schools, very many more students would be interested in dance and music than math. Interestingly, G illian Lynne said that she did better in all of her subjects once she discovered dance. She was one of those people who had to move to think. Unfortunately, most children dont nd someone to play the role the psychologist played in G illians life. When they dget too much, theyre reprimanded or drugged and told to calm down. e changes now sweeping the world are unprecedented. In terms of technological change and innovation, no other period in human history could match the present one for size, speed and complexity. We live in a world that none of us can predict what it would be like in ten years, much less y, when current secondary school students would be retiring. Given such uncertainty, those who can creatively adjust to a changing world are the ones who will survive. In such a world, we will not succeed with business as usual school systems. We are preoccupied with preparing students for the world that existed two hundred years ago when we should be preparing them for the world of their future: a world in which many will have multiple careers over the course of their working lives and many will have jobs that havent been conceived as yet. All we know is that the future will be very dierent from it is now. Shouldnt we be encouraging our students to explore as many avenues as possible with an eye to discovering their true talents and passions? At graduation time, children will hear many speeches exhorting them to follow their dreams and pursue their passions all good advice. But one gets the impression that they are supposed to do this only aer they have le the school system. I submit that we should change the way we view education and restructure our education system so that many more of our young people can begin to pursue their dreams and ambitions during their school years. If we do that, we will produce happy people whose lives have meaning and purpose in and beyond the work that they do. If we do not, many of our children will be le behind, leading to more crime and violence among the young; we would not be able to produce the problem-solvers and creative thinkers this country so desperately needs, and our society would descend to a level of anarchy and chaos we cannot even begin to imagine.Dr Noel Kalicharan is a senior lecturer in Computing & Information Technology at e UWI, St. Augustine Campus. is is an edited excerpt of an address given at Naparima College on July 8, 2011. e full text of the address can be found online at http://sta.uwi.edu/uwitoday/default.asp. EDUCATIONON E SI ZE D OE S N OT FIT ALLSystem needs to meet dierent needsBY NOE L KALICHARAN


SUNDAY 28TH AUGUST, 2011 UWI TODAY 15 In 2009, the Conference of the E conomy (C OTE ) opened itself up to a key component of development of T rinidad and T obago. is was done by inviting participation from CAP E students who must be seen as the future students in the E conomics undergraduate programme. In doing so, the C OTE essentially welcomed young people into the intense discussion of development. is has given them a valuable opportunity to connect economic concepts from the CAP E syllabus with challenges and problems in the economy as well as to see themselves as part of bigger picture. It is hoped that these future leaders keep in mind the idea of what true development is. ey must be the perpetuators of these discussions and issues that are put forward through C OTE T his years C OTE will feature a debate competition which will take place on September 29th, 2011, one week before the conference begins. Like the C OTE the debate will be held at the Learning Resource Centre, UWI St. Augustine. e C OTE will also feature an essay competition targeted at secondary school students across the country. ese competitions, like the conference, seek to bridge the gap between economics and the people. ey develop and create an awareness of economic theories in the younger generations, which in essence, make the subject come alive for them. ese new components of the Conference promise to provide an even greater sense of enlightenment and in their own way also keep with the aim of encouraging meaningful dialogue so that solutions can be advanced. e theme of this years conference is M anaging in a Volatile Economic Environment Addressing the Challenges before us. It promises to provide an enlightening experience for the audience. is year also sees Dr. Eric St. Cyr joining the company of men such as Dr. T revor F arrell and Dr. Roy omas as a distinguished honoree at the conference. Dr. St. Cyr worked closely with Lloyd Best on his nal publications. At C OTE 2007 Dr. St. Cyr produced his paper, T rinidad and T obago T he Case for O nshore T ransformation, which posited that the Trinidad and T obago economy was yet to experience its transformation. He cited the misunderstanding of the Plantation E conomy as a key component of this. Dr. St. Cyr asserted that historically, Trinidad and T obago was primarily driven by external forces, which in turn, caused it to have massive vulnerability to external shocks. His solution was for the focus to shi from the oshore sector to an expansion of the onshore sector. He believed that the investments necessary to develop the oshore sector will come on its own and questioned why we should be putting more of our surpluses in that direction. COTE 2011 October 5-8, 2011 at the Learning Resource Centre, UWI St. Augustine.BY TIMOT HY WOO L FORD EC ON OM IC EMBR AC E F OR YOUTH CAMPUS NEWS


16 UWI TODAY SUNDAY 28TH AUGUST, 2011 UWI CALENDAR of EV ENT SSEP TEMB ER OC TO B ER 2011UWI TO DAY is printed and distributed for e University of the West Indies, St Augustine Campus, through the kind support of Trinidad Publishing Co Ltd, 22-24 St Vincent Street, Port of Spain, Trinidad, West Indies. UWI LIFE August September, 2011 Sport & Physical Education Centre (SPEC) UWI St. Augustine Campus Show your true colours! Be part of the UWI life orientation experience! Join us at UWI Sport & Physical Education Centre (SPEC) for: MONDAY 29TH AUGUST AT 5PM UWI LIFE SUPPORT for parents, guardians, spouses of rst year undergraduate and postgraduate students ONLY FRIDAY 2ND SEPTEMBER AT 9AM UWI LIFE STUDENT for rst year, full time undergraduate students ONLY SATURDAY 3RD SEPTEMBER AT 9AM UWI LIFE EXTENSION for rst year part time, evening, mature undergraduate students ONLY SATURDAY 3RD SEPTEMBER AT 1PM UWI LIFE POSTGRADUATE for rst year postgraduate students ONLY For more information on UWI Life 2011 and orientation activities: Log on to: www.sta.uwi.edu/uwilife Join: UWI St. Augustine on Facebook Email: uwilife@sta.uwi.edu CO TE 2011 5-8 October, 2011 Learning Resource Centre UWI St Augustine Campus is years Conference of the E conomy (C OTE 2011) pays tribute to Dr. Eric St. Cyr, a former Lecturer and Head of the Department of E conomics. It will focus on the challenges facing regional economies as these seek to establish a path to sustainable growth and development in the existing volatile economic environment. C OTE 2011 will highlight the key economic, and related developmental issues facing the region in this context. For further information, please contact e Department of Economics at 662 2002 ext. 3231, 3582, or via email at uwi.cote@gmail.com. UWI ST. A UGUSTINE GRADUATION 2011 27-29 October, 2011 SPEC UWI St Augustine Campus THURSDAY 27TH OCTOBER, 2011 F aculty of Science & Agriculture/Pure & Applied Sciences Faculties of Engineering & Law FRIDAY 28TH OCTOBER, 2011 graduands of the F aculty of Social Sciences (F SS) with surnames beginning with the letters A-L and graduands of the Arthur Lok Jack Graduate School of Business (ALJGSB) graduands with surnames beginning with the letters M -Z and Postgraduate graduands from the Departments of M anagement Studies, E conomics, Behavioural Sciences, Institute of International Relations and Centre for Gender & Development Studies SATURDAY 29TH OCTOBER, 2011 Faculty of Humanities and E ducation Faculty of Medical Sciences For further information, please contact Examinations at 662-2002 ext 2155 or 3008. HUMAN RESOURCE MANAGEMENT 7 September, 2011 Ofce of the Campus Principal UWI St. Augustine Campus Dr. Roland G Baptiste, Senior Lecturer at the Department of M anagement Studies, F aculty of Social Sciences, e UWI, will launch his new book, Human Resource Management: A Reader for Students and Practitioners. is book will contribute to Caribbean scholarship in the area of Human Resource M anagement by adding to the small body of empirical Human Resource Studies conducted in T rinidad and T obago. e book will be available in all major book stores as well as the UWI Bookshop following its release. For further information, contact Dr. Baptiste at 662-2002 ext. 83301. 30TH ANNUAL WEST INDIAN LITERATURE CONFERENCE 13-15 October, 2011 e UWI Department of Liberal Arts hosts the 30th Annual West Indian Literature Conference, themed I Dream to Change the World: Literature and Social Transformation. is conference will take place from the 13th-15th October, 2011. For further information, please contact Dr. Geraldine Skeete at Geraldine.Skeete@sta.uwi. edu, or Dr. Giselle Rampaul at Giselle.Rampaul@ sta.uwi.edu UWI/GUARDIAN LIFE PREMIUM OPEN LECTURE 2011 30 September, 2011 Daaga Auditorium UWI St. Augustine Campus T he Instructional Development Unit at T he UWI, collaborates with G uardian Life of the Caribbean Ltd, to host the UWI/ G uardian Life Premium O pen Lecture 2011. is lecture is themed Maximum Impact: Using Feedback to Drive Assessment, and will feature key speaker Dr. M aryellen Weimer, Professor E meritus of T eaching and Learning at Penn State University, Pennsylvania, USA. For further information, please visit www.gloc.biz or Instructional Development Unit at 662-2002 ext 82611, or via email: idu@sta.uwi.edu

University of Florida Home Page
© 2004 - 2011 University of Florida George A. Smathers Libraries.
All rights reserved.

Acceptable Use, Copyright, and Disclaimer Statement
Last updated May 24, 2011 - Version 3.0.0 - mvs