We love to hear from you! Send your questions and comments to voice@ausu.org, and please indicate if we may publish your letter in the Voice.

Dear Voice Editor:

As a member of Council, I am pleased to see The Voice invite feedback from AUSU members regarding what members want to hear about recent Council events. However, I became concerned when I read the following: “I’ve respectfully asked AUSU council to shut their well-meaning traps and let the students have their say!”

I think that phrase sets the tone of the invitation and invites and provokes the negative. I believe that by that statement, The Voice is projecting an image of Council as a group of empty-headed “trap flappers” who mean well, but who speak without substance and without hearing our members. I hope that I am pleasantly surprised by the feedback that The Voice receives, but now, I fully expect member feedback to be only negative.

Perhaps The Voice meant to interject some humour into what could be tense feedback from our members. However, I believe that if a member wrote to The Voice and said that Council needs to “shut its well-meaning trap,” that is an unbiased opinion from a member. If The Voice writes that Council has been asked to “shut its well-meaning trap,” then I believe that statement biases the tone of the responses, whether the bias is intentional or not.

Council should always be receptive to feedback from its membership. I would prefer that member feedback be solicited in as unbiased a manner as possible.

Teresa Neuman
Ottawa, Ontario

The comment in my last editorial was indeed meant as a joke, but in retrospect the word choice was poor and I revised this article when it became apparent that several council members had been offended. I would like to apologize to AUSU council for my comments, and assure council and the readers that I did not intend to denigrate council in any way.

Life experiences provide many learning opportunities, and the skills from this learning are applicable to work or education. Workers are returning to school to gain standing for professional advancement. Athabasca University students can access the Prior Learning Assessment and Recognition (PLAR) process to receive credit towards Athabasca University degrees and diplomas, reducing the time it takes to earn their degree. This optional process provides students the opportunity to identify past learning and present it for recognition towards formal education. In the adult education field, this process is considered to be an idea whose time has come (Young qtd. in Sansregret, 9).

When I enrolled at Athabasca University in the Bachelor of Professional Arts (Communications Studies) Undergraduate Degree program, my academic advisor suggested that once I had completed the challenge for credit process and had my previous diploma evaluated, I could submit a PLAR portfolio towards 30 further program credits. If I chose to use the PLAR assessment process, I could obtain my degree in as little as 10 courses. It seemed unbelievable, until I started investigating the theory and processes behind PLAR.

PLAR is a method of evaluating prior learning. Susan Kemper observes that learning can occur in the classroom, on the job, and through personal experiences and activities (Kemper qtd. in Sansregret, 7). In the book, Prior Learning Assessment: The Portfolio, adult educator Marthe Sansregret presents a clearer definition of the PLAR process. “Prior learning assessment is defined as the process by which an individual identifies learning acquired at different times in his life in various places and by different methods in order to eventually receive official accreditation by a reputable learning institution” (Sansregret, 13). Usually, PLAR refers to learning outside of the academic institution, but it can include prior post-secondary learning that has not been evaluated for credit for any other diploma or official accreditation. PLAR is not awarded based on years of work, taking workshops, or for writing and publishing. It is a method of assessing how life experiences link to the courses in a person’s chosen area of study. Sansregret observes that PLAR can apply to anyone, of any age, or social, religious, and economic background who wishes to review their life experiences to plan their future and possible receive academic credits (5).

Athabasca University recommends assembling a PLAR once some learning outcomes of the student’s program are achieved. Having successfully completed some classes in my program and having challenged as many classes for credit as I could, I knew that I had reached the point where it was time to assemble my PLAR portfolio.

Students considering PLAR should read Athabasca University’s web site where a comprehensive FAQ and overview of PLAR are provided. Athabasca University recommends that students purchase a copy of Sansregret’s book Prior Learning Assessment: The Portfolio, prior to starting the PLAR process. It is not a requirement that this book be purchased; a portfolio could just as easily be assembled without it. Further, students can access a portfolio development class, Psychology 205 – Prior Learning Assessment and Portfolio Development. I opted not to take the class, but I did purchase the book. It was helpful in assembling the PLAR portfolio and I probably would have missed some details had I proceeded without it.

The initial steps of the PLAR process caused me to reflect on my life’s work, what I had learned, who I was, and how my attitudes from these experiences became defined. I had to determine how my life’s experiences were applicable to my course of study. I ripped apart boxes to find pay stubs, transcripts, and proof of sports and leisure activities spanning over twenty years. I had to determine how these materials applied to who I am now. As a starting point, I created a detailed biography of my life and defined my educational goals. I then assembled my portfolio and wrote the essay for assessment required by my program. This process took three months to complete. The PLAR process might take less time for other students; it is worth taking time to complete the portfolio to your own level of satisfaction.

Outside of the academic environment, employers and unions are starting to examine PLAR. In Saskatchewan, the Saskatchewan Labour Force Development Board (SLFDB) views PLAR as a method of providing employers a means to maximize the potential of current and future employees. (SLFDB website) The Board, which is an advocate of building a learning culture in Saskatchewan, (SLFDB website) believes that the benefits of PLAR can apply to both small and large business. As part of its mandate, the Board provides leadership in areas of training and socio-economic development in the areas of Career Education, Promotion of Training Partnerships for Aboriginal People, Workplace Literacy, and Prior Learning Assessment and Recognition. The Board includes increased profitability, higher employee satisfaction, and efficient employee training as potential benefits from the PLAR process. With time and money in short supply for employers, the PLAR process could help employers respond to current and future skill shortages and access the non-traditional labour pool (SLFDB website).
PLAR is still under study in Saskatchewan, but the benefits of PLAR in the workplace are becoming clear. Resources and financial support must be available in Saskatchewan before PLAR can be fully implemented. More information on PLAR and the final report for pilot projects in Saskatchewan are available at the Saskatchewan Labour Force Development Board web site at http://www.sfldb.com.

Assembling the PLAR portfolio has been an interesting exercise and I await the comments of the evaluators. I condensed a lifetime of learning into a binder for evaluation for credit. The PLAR process identified the skills that I bring to my work and studies and showed that I continue to learn both in and out of the classroom. To me, that is what education is about.

UPDATE: The PLAR Assessment Committee awarded 7 out of a possible 10 credits towards my degree. The committee recommended classes that filled gaps in my course plan and suggested that I join a professional association like the International Association of Business Communicators. I have incorporated these suggestions into my studies. When I started my PLAR project, I wasn’t sure what outcome to expect. I gained credit towards my degree, but more importantly, I learned that my past experience provides skills that are transferable to any work environment.

Teresa Neuman

Reference:
Prior Learning Assessment: The Portfolio. Marthe Sansregret. Hurtubise HMH Ltd. (Montreal): 1993. ISBN 2-89045-972-1

Teresa is enrolled in the Bachelor of Professional Arts Program, Communications Studies, at Athabasca University and is enjoying returning to school after 18 years. Teresa enjoys writing, union activism and gardening, and lives and works in Regina, Saskatchewan, with her partner Kevin and son Adam.

I have always been a nail biter, starting as a child. My parents diligently tried to entice me to quit biting my nails. They painted my nails with bad tasting polish and even resorted to bribery. Every week, my mother would inspect my hands and pay me 10 cents a week per nail (which was a fortune in 1970) for the nails that I let grow. It worked for a while. But money wasn’t enough and eventually, I broke down and chewed my nails again.

When I started playing piano, an opportunity to bite my nails presented itself. At the same time my parents wanted me to grow my nails, my piano teacher wanted me to have short nails as my new, long nails clicked too loudly on the piano keys when I was playing scales. The piano teacher won out and I chewed off my long nails happily.

I come by the habit by example. I will never forget the look on my father’s face as he came home one day to find both my mother and I together in the living room, me chewing my nails and my mother picking her fingers. He knew that he was facing a losing battle, threw his hands up in the air, and gave up.

Nail biting is not all that uncommon. Today’s Parent (http://www.todaysparent.com), says that 40 percent of children between the ages of 5 and 18 bite their nails. According to their experts on child behavior, some children bite their nails due to stress, but most bite their nails because they find it soothing, or because they are bored. Most children stop when they are ready, usually once they start school, or when their peers make fun of them for nail biting.

The American Academy of Dermatology (http://www.aad.org/pamphlets/nailhealth.html) website contains useful information about nails and nail health. I learned that nails are produced by living cells found on fingers and toes and are made up of keratin, a hardened protein, which is also found in skin and hair. Finger nails grow at a rate of 0.1 mm per day, toe nails grow at a much slower rate. The rate at which nails grow can also depend on age, time of year, and heredity. I thought otherwise, but nails grow faster on a person’s dominant hand. Men’s nails generally grow faster than women’s, but women’s can grow faster during pregnancy and old age.

Nails reflect the state of a person’s health and can indicate the presence of diseases affecting the liver, kidneys, and the heart. Doctors often check their patient’s nails during physicals. For example, yellowish nails with a slight blush at the base would indicate to the physician to check the patient for the indicators of diabetes.

The American Academy of Dermatology links nail biting in older children and adults to stress and I fit perfectly in that category. Although I bit my nails out of stress, I got tired of sore hands and nails so short that I could not pick up coins or pencils. I decided that it was time to quit. I began by visiting a professional manicurist who cleaned up and shaped my short nails and offered advice about nail care. My husband offered to pay for the manicures as an incentive for me to stop biting. Following the advice of friends, I now keep a supply of emery boards stashed everywhere – in the car, by my desk, on the piano. When I find a rough spot on my fingers, I sand it, eliminating the temptation to bite that rough spot. Hand lotion is another weapon in the arsenal against biting; by keeping my skin soft, I can eliminate further temptation to pick or bite. Finally, I have purchased several nice bottles of nail polish and take the time to keep my hands looking nice. I have discovered that if my hands look nice, I am less tempted to ruin the look by biting my nails. If I am too lazy to take the time to apply nail polish, I wear a base coat of clear nail polish or a nail hardener such as Sally Hansen “Hard as Nails.”

Unfortunately, I don’t have any before and after photos to show the transformation of my hands. It always makes my husband giggle when I pull out all the nail care paraphernalia. It’s worth enduring the giggles not to hear the comments about the sorry state of my hands. I like how my hands look now. I am still tempted to bite my nails, but realize that healthy hands are worth the effort to stop.

Teresa is enrolled in the Bachelor of Professional Arts Program, Communications Studies, at Athabasca University and is enjoying returning to school after 18 years. Teresa enjoys writing, union activism and gardening, and lives and works in Regina, Saskatchewan, with her partner Kevin and son Adam.

1:00 pm – Sunday, November 2
The Royal Oak – 318 Bank St. Ottawa
Contact: tneuman@ausu.org for more information
See you there!

My grandmother, Emma, loved to cook. My mother says that of the four grandchildren, I am most like Emma, not only in appearance and manner, but in culinary skills as well. My mother jokes that this talent has skipped a generation, but mum got her use out of the cookbook, before passing it on to me.

The book, my grandmother’s favorite, is worn and stained. Unfortunately, volume 1 of the two-book set is missing. Out of print, I was able to find used copies of the set for sale on Amazon.com. But I was more interested in the reviews by people who still rely on their copy of the book. LO from Arkansas exclaims, “I couldn’t even boil water when I married. I purchased this cook book in about 1952 and learned how to cook from it. It was my cooking bible. … I used this book to teach my children the proper way to set a table. I’ve used the menus. I used it to find out how to dress out ducks that my husband brought home from hunting.” RO from Minnesota gushes, “My wife and I received Meta Given’s cook books, volumes I and II, as a wedding gift 35 years ago. … When we are stuck with a cooking question we go to “Meta” and there is the answer.”

These enthusiastic reviews are from people who aren’t even considering selling their copy of the book. I couldn’t wait to join their ranks.

The cover page of the cookbook promises to make the home cook’s day easier. “A modern cookbook, complete in every detail, brings the latest developments in home economics into your kitchen for a simpler, better and richer life.” Beginning with the very basics of cooking, Volume II starts with simple egg dishes and progresses to more complicated egg recipes like “Spaghetti ring soufflé with creamed Ham” (Page 880).

Once the skills required to cook eggs have been mastered, more complicated dishes follow. “Fish” includes a recipe for Pan Fried Frogs Legs (Page 919). “Game” provides recipes for muskrat, elk, opossum, raccoon, and turtle; “Meat” features recipes like Jellied Veal Loaf (Page 1085). “Variety Meats” details how to clean and prepare brains (Scrambled brains, Brains a la Newburg), sweetbreads, heart, kidney, and liver. All sections are complete with instructions and how-to photographs. This obviously was the most complete cookbook of its day.

This book is not geared to the “light” diets of today. Given suggests using chicken fat as a “delicious substitute for butter in cakes or cookies or wherever small amounts of fat are used for cooking” (Page 1546). “Larding” or inserting strips of fat salt pork or bacon into lean meat is recommended to retain meat’s natural juices during roasting. A section titled “Deep Fat Frying” has 10 pages of recipes. Unfortunately, my health conscience brain has put the brakes on deep-fried “Sour Cream Doughnuts” (Page 1534) or I would be in the kitchen making them right now, instead of finishing this column.

Most importantly, as a home economist, Meta Given understood the importance placed on family life, especially post-WWII. Cooking styles and preparation methods have changed since 1949, but emphasis on family remains. While it seems outdated to me, Given’s “Family Hostess’ Creed” (page 1551) reflects my Grandmother’s attitude towards her kitchen:

Happy family relationships are part of my responsibility; therefore I will save enough energy to do the job of being a happy and helpful hostess to my family day after day.

Enjoyment of each other and of their food is an important part of successful family life; therefore I shall use intelligence, skill and love in serving food to my family.

The Thanksgiving holiday is approaching. Along with the turkey, I plan to make my Grandmother’s favorite recipe, Pork Chop Suey (Page 1073). I wish that she was still alive to see my mother and I use her cookbook. If I was to review this cookbook on Amazon.com, my review might read: Owned by Emma Jones, now in use by its third generation, this cookbook will remind Teresa of her grandmother for years to come. A must own, never to be sold.” Emma would be pleased.

I can smell the chop suey already.

Photo of Teresa and her grandmother, courtesy the author.

REFERENCES

Amazon.com website, Books tab, search under Meta Given.
http://www.amazon.com/exec/obidos/ASIN/0385029195/qid%3D1063619325/sr%3D11-1/ref%3Dsr%5F11%5F1/102-0120871-0961767

Given, Meta. Modern Encyclopedia of Cooking, Volume II. J.G. Ferguson and Associates, Chicago, USA. 1949

4:10 p.m. Still at the office, I rushed to finish one last job at the end of the day. Barely noticeable, the office lights flicked once, twice, three times. I wondered if I had imagined it. Then it went dark. We waited. The power had gone out in our building the week before; we assumed that this time would be no different.

We were wrong. We soon found out that we were experiencing the largest power blackout ever to hit the eastern seaboard. Most of Ontario, and eight American states including the cities of New York City, Chicago, Detroit and Cleveland had been affected by a failure somewhere in the power grid. An estimated 50 million people were plunged into darkness in a matter of nine seconds.

We patiently waited for the lights to come on. Some people in the building had access to battery operated radios. As the scope of the blackout became known, rumours began to spread; a blackout of this magnitude could only be the work of terrorists. My thoughts flashed to my parents. They would want to know that I was safe. I tried to call but neither my cell phone nor the office phone was working. I would just have to wait to get word to the outside that I was OK.

I looked out the office window and saw the growing traffic jam. Traffic control lights were out as well. I sat in the car and listened to the radio as the government assured Ontarians that the blackout was not caused by acts of terror. It was caused by a fault in the power grid at an undetermined location. Immediately, both the American and Canadian leaders began pointing fingers at each other, as if assigning blame would somehow reassure the people and restore the power. As I sat in snarled traffic, I realized that I had to get my room packed while there was still daylight.

Our recent move to Ottawa created some logistical problems, one of them being housing. Although I arrived in Ottawa on July 7, our townhouse was not ready until August 15. The residence at Carleton University had been a perfect short-term solution for my accommodation problem. I had planned to move out Friday morning, go to work as usual, and pick up the keys to our house at 5:00 p.m. Of course, I had not planned for a power blackout of such a massive scale. Luckily, when I arrived at the university, a back-up generator was functioning. The residence store stayed open long enough to sell basic emergency supplies to the residents, and I was fortunate to purchase a battery for my radio. The power still had not returned, and seeing no other option; I packed my room and loaded the car while there was still daylight. As night came, the residence hallways were lit by emergency power but there was no power in the rooms so the residents sat in the common areas under the emergency lights socializing, reading or doing homework. Needing to find some dinner, I ventured out into the streets. Ottawa’s skyline was completely dark; the lights from Gatineau across the river beckoned seductively. Any thoughts I had of going to Quebec quickly vanished. The bridges crossing the river were packed solid with traffic as Ontario citizens flooded to Quebec in search of a hot meal and a tank of gas. Instead, I listened to CBC radio on my battery operated radio and as the blackout continued, eventually went to bed.

I woke up early on Friday morning. Power had still not been restored. I was fairly hungry as supper the night before had consisted of Sun Chips from the residence store. Luckily, the university had used one of its generators to fire up what it could in the residence cafeteria. The staff had managed to cook hash brown potatoes and had a toaster working. They also had made some coffee. While I am normally not a morning person, I figured that I had better eat as who knew what the day might bring or when my next meal might be.

I checked out of the residence and considered my options for the day. The university had closed the classrooms, library and all other non-essential buildings to conserve power. All non-essential workers were advised to stay home. Now homeless, I went to work to see if I could find a working phone. I thought that perhaps, given the circumstances, I could move into our townhouse early. I managed to get a call into the rental company, who said that as long as I didn’t need an elevator, I should be able to move in as scheduled. I just had to wait and see.

Not knowing where else to go, I stayed at the office. I took advantage of the quiet to do some PHIL 333 homework. About 12:10 p.m. the phone rang. The power had come back, 20 hours after it went out. We had been warned to expect rolling blackouts all day; I hurried to make a cup of tea and microwave some lunch before I was plunged into the dark again. Luckily, the power stayed on. It seemed anti-climatic at the end of the day, when I was able to pick up my keys and move into my new place. I was extremely lucky that the blackout of 2003 had ended for me without one bit of drama.

Ultimately, I was reasonably unaffected by the blackout. Through sheer luck I had enough fuel and was able to have a meal. I did not have an emergency kit, but there was a flashlight in the car, I had access to clean water and I was able to buy a battery for my radio. It took a few days for cellular service to be restored, but I was eventually able to let my parents know that I was safe. This experience reminded me that a blackout can happen at any time and that I should be prepared. There are probably 50 million other people like me who learned the exact same thing.

Tips on how to prepare for the next blackout and energy conservation tips can be found online at the Toronto Star. Under Special Reports, click on Blackout.

Are you “sexy and savvy?” Like to do stunts? Would an extra $25,000 help your household budget?

Is reality meeting your expectations? If not, turn on the television. Any one of a number of shows might provide a reality you like better than your own. Currently living in a four channel universe, I see a lot of reality shows and find myself wondering, whose reality do they portray?

Not mine, that’s for sure.

Cupid is the latest entry in the reality show ratings grab. The premise is relatively simple. Lisa, 25 and single, auditions thousands of prospective husbands and hopes to choose Mr. Right from those who made the “cut.” I have a hard time believing Lisa can’t find a husband. Lisa is attractive and has a successful career. To entice Mr. Right, the producers have provided a million dollar dowry, if Lisa and her new husband can stay married for one year. Some of the guys who auditioned for Lisa’s hand reminded me of some pretty bad dates that I had been on. But that is where my connection to Lisa ended. I didn’t meet Mr. Right until I was 34. And I didn’t have a million dollars or a television producer to help me.

Relationship shows seem to be the most popular and the airwaves are full of them. Mr. Personality, Paradise Hotel, and For Love or Money, are just a few competing for ratings. It appears that the United States is full of lovelorn twenty-somethings. However, real people must be meeting and falling in love. Daily programming on The Learning Channel (TLC) features the popular reality shows A Wedding Story and A Baby Story. These shows portray everyday people falling in love, getting married and having babies. I wonder if the people featured in the TLC shows could pass along some relationship advice to Lisa and the other network lovelorn.

Stunt-based reality shows seem to be as popular as relationship shows. Dog Eat Dog is the latest entrant in the stunt show category. This show is similar to Fear Factor except that the stunts are performed in a television studio. According to Dog Eat Dog rules, (http://www.nbc.com/nbc/Dog_Eat_Dog/index.shtml) “sexy and savvy players” perform stunts and use strategy to eliminate each other from winning the top prize of $25,000. After watching about 20 minutes of the show, I just couldn’t see the point. While the contestants didn’t have to eat bugs or eyeballs or bull parts like the contestants on Fear Factor, the stunts on Dog Eat Dog were just ridiculous. And worse, the contestants were vapid. One contestant, when asked why she wanted the prize money, replied that she didn’t want her parents to support her any more. As it turned out, she only won $5,000. Her parents will be supporting her for a while yet.

After watching a few of these shows, I wondered what my life would be like as a reality show. “My Big Fat All Too Real Reality Show” would go something like this:

About 7:00 am, guest hosts Anna Nicole Smith and David Hasselhoff, while making coffee and packing lunches, would welcome viewers and explain the rules. David and a camera team would follow me at work, attending meetings and wading through office politics. With the goal of not being voted out of the coffee room, co-workers would earn extra breaks by performing complicated photocopying jobs. At home, Anna Nicole would follow the arrival of a crew that would repaint and decorate the house. Then, contestants competing for cash and prizes would race against the clock to perform “harrowing” stunts such as trying to find a plumber on a Sunday night to fix the leaking water heater or racing to the pharmacy before it closes during a Saskatchewan blizzard to replace a lost asthma inhaler.

At 5:00 pm, Anna and David would engage in witty dialogue with a guest chef who would create a gourmet meal using only supplies found in our cupboards. After dinner, “sexy and savvy players” would come over. Instead of performing dangerous stunts, contestants would compete for cash prizes by doing yard work, taking out the garbage and helping with homework. The contestant with the most cash would win the grand prize of watering the new sod while my husband and I relaxed with tall, cool drinks.

My “real” reality show is pretty dull compared to the glamorous network reality shows, which probably explains why viewers are watching so many. Cupid’s Lisa is in for a big shock. Her glamorous life will change once she marries Mr. Right. Even with a dowry of a million dollars, one of them will have to take out the garbage and walk the dog. Everyday life just isn’t as glamorous as the networks would have us believe. A Lisa Story might be more credible than Cupid. And, in the eyes of viewers, closer to “reality.”

Teresa is enrolled in the Bachelor of Professional Arts Program, Communications Studies, at Athabasca University and is enjoying returning to school after 18 years. Teresa enjoys writing, union activism and gardening, and lives and works in Regina, Saskatchewan, with her partner Kevin and son Adam.

Adam, my ten-year-old son, attends Sacred Heart School in Regina, Saskatchewan. This year, through hot dog and “freezie” sales, Adam’s Grade 4/7 class raised enough funds to finance a class camping trip as part of their Environmental Studies program. Chaperones were needed and I didn’t want to turn down a great opportunity to spend some quality time with my son. Adam was thrilled when I volunteered to go.

Along with having fun, the purpose of the trip was to connect with the natural environment and learn new skills. The students planned their own menus, and prepared to do their own cooking. The equipment list grew as Adam was elected to supply the pots and pans, juice containers, and cooking implements for his group. I had to take the truck to haul it all.

The day of the trip dawned and we traveled southwest to Avonlea, Saskatchewan. The students managed to set up their own tents, organized their gear and tested their menus by cooking lunch. Charred on the outside and raw on the inside, meals that would have been rejected by the adults were wolfed down by the students who were proud of their culinary efforts. The rest of the day passed quickly as the class learned how to read a compass and practiced their new orienteering skills.

At sunset, the adults took the group to the beach to skip stones. The students competed for the best round and flat stones. Those who had more patience and found the right one were rewarded by a good skip, discovering one of the joys of childhood in the process. The impatient children contented themselves with tossing large rocks into the water, probably resulting in many fish suffering concussions.

The second day was spent at the Claybank Brick Plant, located in the “Dirt Hills” just outside of Avonlea. Now a Saskatchewan Heritage site, in its heyday, the brick plant manufactured bricks made from the rare “refractory” or heat resistant clay found in rich deposits in the area. The original homesteader hauled the clay 50 kilometers to Moose Jaw by horse and carriage for manufacture. The arrival of the railroad about 1910 made it possible to build a plant at the site of the clay deposits. Due to the low water content of the clay, the bricks could be formed by machines and fired on-site in large kilns. These “refractory” or “fire” bricks were suitable for use in furnaces and other areas where high heat needed to be sustained for long periods of time. Bricks from the Claybank plant were even used to line the rocket launch pads in Cape Canaveral, Florida. The varieties of bricks manufactured at the plant expanded to include “face” brick suitable for use in construction. One of the best examples of face brick produced by the Claybank plant can be seen in the facing of the Chateau Frontenac Hotel in Quebec City.

As part of the outdoor education program, the students had the opportunity to explore the Massold Clay Canyons and Clay Pits; where the clay for the plant was mined. Divided into groups, Adam and his classmates were given maps, compasses, and digital cameras. The students went into the hills to explore and learn about the unique features of the area. The boys mainly wanted to explore the many quicksand pits, but some diversionary tactics on my part steered the boys away from these traps. The boys explored caves, hunted for rocks, discovered flowering cacti and took pictures until the memory on the camera was filled (These pictures would be made into a CD for the boys to take back to school.). Two hours later, we came down from the hills; sun burnt and thirsty, and took advantage of a cool drink and a chance to relax in the air-conditioned interpretive centre.

The group toured the brick plant, where bricks were manufactured from 1914 until 1989 when modern technology rendered the machinery at the plant obsolete. A reminder of the past, the time clock still blows the plant whistle on a regular schedule. The brick-making machinery is still operational and the Interpretive staff manufactures bricks once a year during Heritage Day activities. The plant is set up as it might have been found during the early part of the century. Employee pay scales were posted by the time clock and the students were surprised by the wages earned by the workers during the early part of the century. Specially designed bricks were hand-made by skilled craftsmen. These workers had to remain on the job until each one had completed a quota 400 bricks daily. Accuracy was important as faulty bricks were rejected and would have to be redone. Paid only pennies per brick, it was hard labour for these workers.

In Adam’s opinion, the trip was a huge success. He connected with his natural environment and had a great time. As I drove my tired and sun burnt child across the spectacular beauty of the prairies towards Regina, I was grateful for the opportunity I had to reconnect with nature, if only for a short time. Adam expressed his feelings with that perception that ten-year-olds sometimes have, “You know mum, I’m not ready to be back in the city yet.” And as we sat in the five o’clock traffic jam, neither was I.

The Claybank Brick Plant is located about 10 kilometers west of Avonlea, Saskatchewan, on Highway #339. Information on the plant and the programs it provides can be found at http://www3.sk.sympatico.ca/cbphm

Teresa is enrolled in the Bachelor of Professional Arts Program, Communications Studies, at Athabasca University and is enjoying returning to school after 18 years. Teresa enjoys writing, union activism and gardening, and lives and works in Regina, Saskatchewan, with her partner Kevin and son Adam.

The City of Regina landfill operates year round, with extended hours from April 1 to October 31; perfect for homeowners embarking on renovation projects or yard work. We weren’t the only ones to take advantage of the bargain price of $2.00/load for the first three loads, the line to the weigh scale snaked out of the landfill and back to the highway. Trucks of every description were full of garbage, building supplies, and tree branches.

As we pitched the contents of our truck onto the smelly pile, I was amazed by the amount of garbage in the landfill. According to the City of Regina, one third of the waste in the landfill is generated by the residential sector, the non-residential sector accounts for the rest. About 40 percent of the landfill is garbage and the rest is dirt and asphalt to cover the garbage. About 420,000 tonnes of material is put into landfill each year. The average Regina home generates about 42 lbs of garbage each week, or about 51,000 tonnes annually. A 1996 survey by the City of Regina showed that citizens are concerned about their environment; about 80 percent of Regina citizens use the Big Blue Box for paper recycling. Even with this program, the City estimates that twenty seven percent of residential garbage in the landfill consists of paper that could have been recycled

Not all of Regina’s waste is buried in the landfill. The City of Regina operates a White Metal Recycling Program, where appliances like BBQ’s and fridges are recycled. Freon gas is extracted and the metal is sold for scrap. According to the City website, in 1999 the City recycled 579 tonnes of material and brought revenue of about $36,000 back into the city coffers. Along with appliance recycling, the City operates Christmas tree mulching and paper recycling programs. Since 1991, the Big Blue Box program has recycled about 30 tonnes of paper saving about 420,000 trees a year.

In spite of appliance and paper recycling programs, minimal programs exist in Regina to deal with household hazardous waste (HHW). The “Paint It Recycled” program operates throughout the summer with the goal of keeping environmentally toxic paint out of the landfill. As an alternative, residents are encouraged to donate old paint and building supplies to the Habitat for Humanity ReStore and the Salvation Army. Residents of larger centres seem to have more options for disposal of their HHW. Edmonton residents can drop off household wastes, paints, fridges, and furniture at “EcoStation” depots. The City of Calgary operates programs to recycle used tires, electronics, and computer equipment.

Composting is another alternative to reduce household waste. City of Regina statistics show that nearly half of the residential garbage produced each week consists of yard waste and organic material. Many cities have established composting programs as part of their waste management plans. Due to the closure of the Keele Valley Landfill site, the City of Toronto is phasing in a Green Bin program where household organic waste can be processed into compost for farm and other uses, avoiding expensive hauling and dumping in American landfills. Halloween pumpkins are collected in Calgary and composted for use in the city’s parks. Christmas tree mulching is another way to save landfill space. About 15 percent of Regina residents still use natural Christmas trees. The Tinsel Mulch program recycles about 10,000 Christmas trees each year. The City gives the mulch away at no charge to residents for use in flowerbeds and gardens.

Even with composting and recycling, the reality is that some household garbage will end up in the landfill. My husband and I still have to clean our garage, and not everything can be recycled or given away. It would be easy for Regina residents to blame the City for not setting up household hazardous waste collection depots and continue to load up the landfill with all their household waste. Some people may simply be unaware of how much unnecessary garbage goes into the landfill. A possible solution could be to have every resident go to the landfill at least once a year. Each time I go, I am reminded of how much garbage Regina produces. It’s time that we all do something about it.

With information from:

City of Regina: http://www.cityregina.com
Landfill: http://www.cityregina.com/content/info_services/waste_landfill/index.shtml
City of Regina Solid Waste Management plan:
http://www.cityregina.com/pdfs/solid_waste_mgt_plan_update_june2000_1.pdf

City of Toronto: http://www.city.toronto.on.ca/index.htm
Green Bin Program: http://www.city.toronto.on.ca/greenbin/index.htm

City of Calgary: http://www.calgary.ca

City of Edmonton: http://www.gov.edmonton.ab.ca/index.html
Landfill: http://www.gov.edmonton.ab.ca/am_pw/waste_management/sanitary_landfill.html

Teresa is enrolled in the Bachelor of Professional Arts Program, Communications Studies, at Athabasca University and is enjoying returning to school after 18 years. Teresa enjoys writing, union activism and gardening, and lives and works in Regina, Saskatchewan, with her partner Kevin and son Adam.

When I enrolled at Athabasca University in the Bachelor of Professional Arts (Communications Studies) Undergraduate Degree program, my academic advisor suggested that once I had completed the challenge for credit process and had my previous diploma evaluated, I could submit a PLAR portfolio towards 30 further program credits. If I chose to use the PLAR assessment process, I could obtain my degree in as little as 10 courses. It seemed unbelievable, until I started investigating the theory and processes behind PLAR.

PLAR is a method of evaluating prior learning. Susan Kemper observes that learning can occur in the classroom, on the job, and through personal experiences and activities (Kemper qtd. in Sansregret, 7). In the book, Prior Learning Assessment: The Portfolio, adult educator Marthe Sansregret presents a clearer definition of the PLAR process. “Prior learning assessment is defined as the process by which an individual identifies learning acquired at different times in his life in various places and by different methods in order to eventually receive official accreditation by a reputable learning institution” (Sansregret, 13). Usually, PLAR refers to learning outside of the academic institution, but it can include prior post-secondary learning that has not been evaluated for credit for any other diploma or official accreditation. PLAR is not awarded based on years of work, taking workshops, or for writing and publishing. It is a method of assessing how life experiences link to the courses in a person’s chosen area of study. Sansregret observes that PLAR can apply to anyone, of any age, or social, religious, and economic background who wishes to review their life experiences to plan their future and possible receive academic credits (5).

Athabasca University recommends assembling a PLAR once some learning outcomes of the student’s program are achieved. Having successfully completed some classes in my program and having challenged as many classes for credit as I could, I knew that I had reached the point where it was time to assemble my PLAR portfolio.

Students considering PLAR should read Athabasca University’s web site where a comprehensive FAQ and overview of PLAR are provided. Athabasca University recommends that students purchase a copy of Sansregret’s book Prior Learning Assessment: The Portfolio, prior to starting the PLAR process. It is not a requirement that this book be purchased; a portfolio could just as easily be assembled without it. Further, students can access a portfolio development class, Psychology 205 – Prior Learning Assessment and Portfolio Development. I opted not to take the class, but I did purchase the book. It was helpful in assembling the PLAR portfolio and I probably would have missed some details had I proceeded without it.

The initial steps of the PLAR process caused me to reflect on my life’s work, what I had learned, who I was, and how my attitudes from these experiences became defined. I had to determine how my life’s experiences were applicable to my course of study. I ripped apart boxes to find pay stubs, transcripts, and proof of sports and leisure activities spanning over twenty years. I had to determine how these materials applied to who I am now. As a starting point, I created a detailed biography of my life and defined my educational goals. I then assembled my portfolio and wrote the essay for assessment required by my program. This process took three months to complete. The PLAR process might take less time for other students; it is worth taking time to complete the portfolio to your own level of satisfaction.

Outside of the academic environment, employers and unions are starting to examine PLAR. In Saskatchewan, the Saskatchewan Labour Force Development Board (SLFDB) views PLAR as a method of providing employers a means to maximize the potential of current and future employees. (SLFDB website) The Board, which is an advocate of building a learning culture in Saskatchewan, (SLFDB website) believes that the benefits of PLAR can apply to both small and large business. As part of its mandate, the Board provides leadership in areas of training and socio-economic development in the areas of Career Education, Promotion of Training Partnerships for Aboriginal People, Workplace Literacy, and Prior Learning Assessment and Recognition. The Board includes increased profitability, higher employee satisfaction, and efficient employee training as potential benefits from the PLAR process. With time and money in short supply for employers, the PLAR process could help employers respond to current and future skill shortages and access the non-traditional labour pool (SLFDB website).
PLAR is still under study in Saskatchewan, but the benefits of PLAR in the workplace are becoming clear. Resources and financial support must be available in Saskatchewan before PLAR can be fully implemented. More information on PLAR and the final report for pilot projects in Saskatchewan are available at the Saskatchewan Labour Force Development Board web site at http://www.sfldb.com.

Assembling the PLAR portfolio has been an interesting exercise and I await the comments of the evaluators. I condensed a lifetime of learning into a binder for evaluation for credit. The PLAR process identified the skills that I bring to my work and studies and showed that I continue to learn both in and out of the classroom. To me, that is what education is about.

Reference:
Prior Learning Assessment: The Portfolio. Marthe Sansregret. Hurtubise HMH Ltd. (Montreal): 1993. ISBN 2-89045-972-1

Teresa is enrolled in the Bachelor of Professional Arts Program, Communications Studies, at Athabasca University and is enjoying returning to school after 18 years. Teresa enjoys writing, union activism and gardening, and lives and works in Regina, Saskatchewan, with her partner Kevin and son Adam.