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The Engineering Society's Student forum November 1986

Don't Worry... Profs


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2
IRON WARRIOR
Editorial
When someone picks up a news-
paper such as the Iron Warrior, he
or she will look through to find ar-
ticles of specific interest and, natu-
rally, judge the paper based on those
articles. Only subconsciously does
the so-called "character" of the issue
make an impression. This character
is the focus of our efforts as editors,
and our final editorial provides an
opportunity to reflect upon it.
The purpose of the Iron War-
rior as we perceive it largely deter-
mines the content. The stated pur-
pose is to provide a forum for ideas,
and as such any submitted article, if
appropriately written, will be pub-
lished. In such cases, we as editors
don't influence the content. How-
ever, may be because people do not
have a clear idea of what the charac-
ter of the paper is, they don't know
what to write, and therefore few
wholly unsolicited articles are re-
ceived. This problem became clear
when in response to an inconspicu-
ous request for short stories in the
October issue, we received six sub-
missions in two weeks. Once people
had a. starting point from which to
write, the response was excellent.
Beyond publishing what articles
we receive from students (from any
faculty, incidently), the paper has
other purposes. It is a channel of
communication, in addition to class
The Iron Warrior is a forum for ideas
presented by the Engineering Societies of
the University of Waterloo. Views
expressed in the Iron Warrior other than
editorials, are those of the authors and do
not necessarily reflect the opinions of the
editors or the Engineering Societies.
All submissions should be forwarded to;
The Enpneering Society
CPH 1327
exL 2323
reps, between the Engineering So-
ciety and the student body. Our
president, Bill Jackes, uses the Iron
Warrior to bring students up to
date on certain topics that affect
them. The expansion of POETS
and ownership of the C &: D are ex-
amples of these topics.
Engineering Society regu-
larly sends delegates to student con-
ferences. These are meant to bene-
fit not only those who attend but
the rest of the student population
as well. In this issue are included
reports on two recent conferences,
RESSA in Montreal and APEO in
Kingston. The Dean of Engineering,
Bill Lennox, uses the Iron Warrior
to keep students informed on issues
such as underfunding.
The purpose of pub-
lishing unsolicited submissions and
Engineering-related information re-
mains the same every term. How-
ever, a large part of the character of
the paper is a reflection of the values
of the editors.
This issue is a good example. It
is important for students in techni-
cal disciplines such as engineering
to think from time to time from a
global, more phil($Ophical perspec-
tive. We constantly need to ques-
tion the role of education in society,
and ask what we as students expect
from our university education. Arti-
IRON WARRIOR
cles in this month's issue encourage
this sort of thinking.
The point of view which ques-
tions engineers' tendency to pro-
pose a technological fix for every-
thing must be understood and re-
spected. As noted in Engineering,
Magic . and Other Technologies, we
in this faculty all have a vested in-
terest in technology. However, if we
recognize this, we may think twice
when our first reaction is to throw
money (in the form of technology)
at it.
As a result of our feelings on these
issues, we have tended to solicit ar-
ticles which were more "thoughtful"
than "technical." It was important
to us to portray engineers as people
with diverse interests and intelligent
points of view. Yet another attempt
to tear down the cliche image with
which we are all so familiar.
Rather than only distribute the
Iron Warrior in the Engineering
buildings we have left copies in
many buildings on campus. This is
a step in the right direction, made
by other editors in the past as well.
In our perspective, the Iron War-
'rlor is not only a (orum (or engi-
neers communicating to engineers,
but also for engineers expressing
their attitudes and ideas towards ev-
eryone with whom they interact.
All submissions become the property of
the Iron Warrior which reserves the
right to refuse publication/circulation of
material which it deems unsuitable. The
Iron Warrior also reserves the right to
edit grammar, spelling, and portions of
text that do not meet University standards.
Authors will be contacted for any major
changes that may be required.
All submissions must be legible and must
include the author's name, class (if
applicable) and a phone number where
helshe may be reached.
NOVEMBER 1986
Iron Warrior
Staff
EDITORS
Brian Hamilton
Elias Moubayed
WRITERS
Anna Wright
Steve Pltkanen
J.P. Hayashida
Matt Snell
Joe Sowan
James Abraham
Wedge
BilUackes
Diana del Bel Belluz
Tim Kitagawa
Rlldlger Funke
Martin Konemund
Hans Sander
Jorg Schulte
Claus Werninger
Rob Hlldred
Norma Secord
Anne Fearnley
lillian Benoit
LAYOUT
Tom the Crazy Korean (director)
Wedge
Steve Pitkanen
Barbara Adey
Susan Mcintyre
AJ Fong
Dave Ketchum
Diana det Bet Belluz
Carolyn French
Kathy Fong
Anna Wright
Tracey Renaud
Mike Lessard
Ron Ing
Carolyn Anglin
Jojo
Susan Bot
Oal Fwahthaid
Fritz the Dog
PHOTOGRAPHY
Wedge (director)
Ian Worland
Matt Powell
ADVERTISING
Dave Ketchum (director)
lindsay Patten
NOVEMBER 1986 IRON WARRIOR
3
President's Desk
Referendum Results by Bill J ackes
By now you are probably be-
ginning to consider the ominous
amount of work that awaits you in
preparation for the finals. All I
can suggest to you is to forget that
for a little while longer and think
about the term that just flew by.
Several changes have occurred this
term. The first is to Rm. 1334 in
CPH, previously known to the older
students as the C&D and now soon
to be known as the Apple terminal
room. I bet there are a few com-
ments flying around out there like
"What? Another terminal room?
I'd rather have had a back up C&D
in case the other one is bombed by
angry terrorists!" Although I agree
that we do need a back up C&D for
such unexpected catastrophes, this
terminal room is different. From
these 15 networked PC's, the in-
dividual has access to laser qual-
ity output within CPH which could
come in handy for the resume dead-
line and work term reports. This is
a service that has never been offered
to students before in the Engineer-
ing buildings.
Changes are also pccuring to po-
ETS. Starting in the last week of
November a storage room and bal-
cony above it are being built in the
back of POETS. The purpose of this
construction is two-fold; first it al-
lows for a greater seating and stand-
ing area for tv viewing, and second,
the C&D and POETS will no longer
be lacking in storage space because
of it. Along with this construction
will cor,ne a change to the liquor li-
cense of POETS. By January, 1987
the balcony that forms the roof of
the C&D will be licensed. This will
provide a quiet licensed area away
from the movies for those who are
more interested in social drinking
than movie watching.
Three months of work on the
part of students and other univer-
sity community members will be
coming to a close next week when
the play The Mousetrap is staged
in the Theatre of the Arts. Direc-
tor Ian Chaprin (UW alumnus) and
producer Andrew Coghill (student)
have been working with cast and
crew since September to prepare
for opening night. These prepara-
tions have included trying to get the
whole university aware of and/or in-
volved in the production of The
Mousetrap. This has meant get-
ting the assistance of an architecture
student in designing the set, having
a life-size mouse appear in the Octo-
berfest Parade and then at the En-
gineering Society'3 "Who Can Build
A Better Mousetrap" Contest last
week.
Events were occuring constantly
this term, some new and some not
so new. The road trip to Buffalo
to watch the NFL football game (1
along with most of the people who
went can't remember who was play-
ing but that was irrelevant any-
wa; ), the SEMI-SEMI, and the
curity guards protesting the Engi-
neering Week parade were a few. of
the new events. These along With
the multitude of others were suc-
cessful in one way or another. All al-
lowed those who participated to find
some enjoyment away form the has-
sles of studying, and that in itself is
a success.
In closing I want to thank all
those who helped to make this the
action packed term that it was. It
was a lot of fun working with you
and I hope to see you next summer
On Tuesday November 18th, En-
gineering Society I A I held a consti-
tutional referendum proposing that
future amendments to the consti-
tution only require a 2/ 3 majority
vote in both the A soc and B soc
councils. At the present a constitu-
tional amendment requires this 2/3
vote of both councils plus a referen-
dum conducted among all members
of the Engineering of both streams,
also with a 2/3 majority. The Engi-
neering Society Council viewed this
change as easing the procedure of
amendment noting that there are
about 50 proposed changes already
approved by the B society council.
!
i
,
Results of the vote, listed below,
proved that the Engineering Society
values their right to vote in consti-
tution amendments and do not want
to forfeit this power to the Engineer-
ing council.
Results
In Favour 105
In Opposition 114
Spoiled 4
47.1%
51.1%
1.8%
Note: The amendment
2/3 majority to pass.
required a
\
Orifice, ready to
events that are being planned now
for then. To the graduates who are
leaving' A' stream to finish in April,
good luck, we'll miss ya, and don't
forget to donate.
The Mousetrap

IS Set
The closing Saturday night per-
formance will be held as a special
benefit performance for the Rick
Hanson Man In Motion TO!-lr. One
dollar from every ticket sold will be
donated to this fund and will be
used for spinal -cord research and
wheelchair sports. So, the cast
hopes to have students and area res- .
idents to perform for.
The Mousetrap is a mys-
tery /comedy which has been billed
as "Agatha Christie's immortal
mystery." This immortality is
demonstrated by the fact that the
play is still alive and playing in LOll-
don, and is the city's longest run-
ning play ever. This ' University of
Waterloo production is sponsored
by the Creative Arts Board of the
November 27,28 & 29 8:00 p.m.
Federation of Students, and runs
from Thursday, November 27th to
Saturday, November 29th at 8:00
p.m. Tickets are $3.00 (Feds) and
$5.00 (others). If you can get your
class or any group of 20 or more to
go, the Fed rate is only $2.50. Tick-
ets may be the Fed Of-
fice, at t.he U W Arts Centre Box Of-
fice, or at any BASS outlet (even in
New York cityl).
4
IRON WARRIOR NOVEMBER 1986
RESSA

In
by Bill Jackes
On Nov. 7 Karen Hubbard,
Steve Pallen, Pete Pfingst and my-
self hopped into the classiest ma-
chine ever to come from Russia,
and headed to Montreal to represent
Engineering Society A at the an-
nual Regional Engineering Society
Student Association (Ressa) confer-
ence. The purpose of this confer-
ence is to provide a chance for dele-
gates from the Engineering Societies
of every engineering institution in
Ontario and Quebec to meet and ex-
change ideas on how each engineer-
ing society functions, the problems
they have encountered and the so-
lutions they have come up with to
get around these problems. This is
the major goal of RESSA, but much
more than just this happens.
To start with, we thought the
classy LADA might not make it to
Quebec, and rather than exchang-
ing ideas at the conference, we'd be
exchanging money for a tow truck.
So after a car swap in Toronto we
were on our way to Montreal.
The conference was held at
L'ecole Poly technique, a beautiful
engineering institution that is asso-
ciated with the University of Mon-
treal. This university seemed to
have everything; an excellent phys-
ical activities complex, well fur-
nished offices and classrooms, and
more than adequate labs. Appar-
ently this was the jewel in the crown '
of Quebec engineering universities
and after looking at the view from
the front steps of its building atop
Mount Royal, it certainly seemed
that way.
After a restful night of getting to
know the delegates from the other
Before you head out
into the COLD of
winter ...
I
Get down to
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Gortex Shells a Sweaters
Thlnsulate Parkas. Hats. MIHs a Socks
Goose Down Vests a Parkas
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BEST OF ALL. MRY TUESDAY, STUDENTS GET 10% OFF
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THE LEADERS IN QUALITY OUTDOOR
EQUIPMENT AND CLOTHING.
Montreal
universities back at the hotel and
seeing if they could drink as fast
as Steve the 'Wedge' Pallen, the
conference itself began. All Satur-
day morning several workshops were
organized to discuss different top-
ics pertaining to Engineering soci-
eties. The first was on frosh re-
cruitment (orientation techniques).
Obviously every institution concen-
trated their efforts during the first
week on making sure the frosh had
a good time and became fa!Yliliar
with the campus and the engineer-
Il " ',I ' i.,. . t,... . ~ u
ing society. The idea of assigmng
certain upper years specific respon-
sibilities was discussed and strongly
supported by, Queen's, who use this
technique presently. For instance,
2nd year is responsible for Frosh
week, 4th year for the formal etc.
The budgets for frosh week were
compared, with that of Queen's be-
ing the largest ($55,000 or $65/stu-
dent) .
Other workshops discussed cur-
rent events in each university; all
seemed to be affected by an un-
derfunding problem and some had
unique ways to alleviate this prob-
lem. Several Eng. Soc's had in-
come from establishing book s t r ~ s
and cafeterias and others from solic-
iting from their Alumni . All had a
basic income from a per student fee,
as we do at Waterloo.
Another workshop focussed its
discussion on Women in Engineer-
ing. Several ideas of why there is
a lack in the number of women in
Engineering were discussed. It was
thought that there is a general un-
awareness at the high school level of
what engineering is all about, and
that it is important to increase this
understanding for both men and
women in order for enrollment of
females to increase in engineering.
Waterloo is making a conscious ef-
fort to do just this through a coop
position who's responsibility is to
visit Ontario high schools and de-
scribe the faculty of engineering at
an undergraduate level.
Still another workshop focused on
the evaluation of the educational
programs and its teachers. The
"Poly" as the host school is called,
has strict entrance requirements;
not for its students, but for the pro-
fessors. First, they had to have
three years experience in teaching,
have references from those three
years experience, be able to speak
french, and complete a 100 hour en-
trance course. It seemed harder for
the profs to get in than the students.
This discussion showed the useful-
ness and importance of our course
critiques as a source of feedback for
the profs and information for the
students.
After the workshops we listened
to three (trois) speakers speak
mainly in french, which Karen found
informative, and the rest of us
lulling. .. ,... . 1' ;1" 1 '" "
Once all the workshops" were
worked out, it was time to do
some serious sightseeing in down-
town Montreal. Our first stop was
the Old Munich. We found this to
be a quaint spot, with people hang-
ing from the balcony, beer flying ev-
erywhere and a German band in the
middle of this bedlam. The whole
scene reminded us of Oktoberfest
and we loved it. ,After the Old Mu-
nich we headed to the French section
of town and the Key club, and then
on down to Crescent Street, and the
more predominant English section.
Montreal is definitely a great
place to visit and to drink . Sunday
morning, after another restful night
on 2 hours of sleep, we headed back
to L'ecole Poly technique for a wrap
up session on the weekend. The Wa-
terloo contingency provided several
laughs for the hung over group be-
fore we had our last mea.l at the
school, and left to return to the
booming Metropolis of Waterloo. It
was definitely a worthwhile confer-
ence that allowed us to meet the
other Engineering Societies in the
region and see what Montreal is re-
ally like, at all hours of the day and
night.
WORDSMITH
TYPING, WORD PROCESSING
Resumes
Letters
Mailing Lists
232 King N.
Waterloo
Term Papers UCP A's
Reports Engineering Fonnulas
Theses Photocopying, Binding
746-2510
NOVEMBER 1986
APED

In
by Matt Snell
The date: Thursday, November
7th, 1986
The Mission: Assault Royal
. Military College in Kingston and at-
tain as much information as possible
on the Association of Professional
Engineers of Ontario (APEO).
The EngSoc A Team: Bill
Daly, Elias Moubayed, Steve O'Neil,
Steve Pitkanen, Al Plaunt, Sarah
Rocchi, and Matt Snell.
Report: We struck out in
our Astro Van (actually a Ford
Aerostar) mid-afternoon on Thurs-
day arriving in Kingston around 7
p.m. After we settled into our bar-
racks the conference began.
The first evening and much of the
other two evenings were taken up by
social activities and I could enter-
tain you with stories of piano players
and pillow fights but are bet-
ter left to be discussed over a beer
or two at Fed Hall. Therefore, we
move on to the meat of the confer-
ence.
The theme of this year's confer-
ence was Engineers and Careers.
Three areas within this topic were
presented by way of the workshops
and speakers which made up the
conference. The areas covered were:
What is important to engineers in
their careers, Career options for en-
gineers, and the APEO's involve-
ment in careers of engineers.
The first area of discussion
stressed the importance of two top-
ics as they relate to engineers. The
first was communication. Prof. D.
Pilfold spoke to us on the neces-
sity of good communication within
engineering. In particular the abil-
ity to express oneself with the writ-
ten word in technical reports and
project proposals. During his talk
I found myself rethinking my ap-
proach to workterm reports. I know
many of us think of them as a chore
IRON WARRIOR 5
Kingston
to be rushed through but in many
circumstances this is the only tech-
nical report writing experience we
have on a regular basis. To give you
an idea of how important this is con-
sider the fact that Bristol Aerospace
spent around $5 million on propos-
als for the CF-18 maintenance con-
tract and they didn't get it. Many
companies live or die on their abil-
ity to communicate especially those
who rely totally on bidding on con-
tracts for their business. In this new
light I think it is very important
for each of us to look for new ways
to improve our communication skills
thereby improving ourselves as engi-
neers.
The second speaker in this area
was Prof. Sadinsky of the Queen's
Law school. As you may guess he
spoke to us on law and the engi-
neer. The underlying theme of his
talk was the accountability of our
profession. Much of the law today,
as you would expect, is designed to
protect the average citizen. Should
individuals or property be harmed
due to the mistake of engineers, the
full power of the law can be brought
to bear on the individual engineer
or his company. How do we protect
ourselves from abuse of these" mal-
practice" laws? The answer is two
fold; do it right and write it down.
The of design and
construction procedures is an engi-
neer's best defence.
During the workshop sessions of
the conference, small discussion
groups met with individuals who
had taken different career routes but
who had all started with and engi-
neering degree. The areas discussed
were; Medicine, Law, Business (via
MBA), Graduate work leading to
teaching, and consulting engineer-
ing. This was the weakest part of
the conference. Many of the work-
shop speakers lack a clear under-
standing of the reasoning behind
the use of workshop groups. An-
other clear shortfall was pointed out
by one of the female delegates, of
which there were a fair number.
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None of the workshop speakers, and
for that matter none of the speak-
ers throughout the conference, were
women. However, putting these
shortfalls aside, there was one clear
message conveyed in this area of the
conference. There are any number
of career directions which one can
take with an engineering degree and
yow should not feel that you have
cut off your options by being in en-
gineering.
The final aspect of the confer-
ence which I would like to discuss is
the APEO presentation. Of course
this being their. conference, they had
a bit of a selling plug. The ob-
jective of which was to get each
of us to join the association upon
graduation. Well it worked, but I
was probably an easy sell 80 let me
reiterate some of the things they
told us. As you mayor may not
know, The Professional Engineers
Act (Bill 123), states that any act
of designing, composing, evaluating,
advising, reporting, directing, or su-
pervising wherein the safeguarding
of life, health, property or the pub-
lic welfare is concerned and that re-
quires the application of engineering
principles shall be considered the
"practice of professional engineer-
ing". To do this in the province of
Ontario you must have a license; in
other words you must be a member
of the APEO.
To gain membership one must
have two years related work experi-
ence and pass the three hour Pro/te-
sional Practice Examination (PPE).
I will not take the time to go into the
details of application, dues, etc.. If
you have further questions you can
look at the information package in
the orifice. However, I would like
now to outline some points brought
up in the APEO discussion.
- Try to write the PPE as early
as possible. You must wait at least
one year after graduation. - Make
sure your work experience can be
counted towards the required two
years. - Co-op work terms do Dot
count towards your experience re-
quired. - Graduate work in en-
gineering can, under most circum-
stances, count for up to one year of
expenence.
If you have jU8t graduated, you
can apply to th association as
an Engineer-in-Training (EIT). The
reasons for this would be to facili-
tate you full application when if oc-
curs and as an ElT, you can take ad-
vantage of the insurance plans and
career counseling services of the as-
sociation. This was a strongly rec-
ommended option and one which I
feel is of great benefit.
Of course there is no way I could
communicate all that was presented
at the conference within this article.
For instance, I left out the tours of
Alcan and Northern Telecom. If you
want more information on the con-
ference or the APEO, please feel free
to contact any of the delegates.
The APEO is our only governing
body and as such is something very
important to each of us. It is there-
fore in you best interests to investi-
gate it so that it can serVe you to
the fullest now and in the future.
X2S@]J
Thanks All Those Who
Helped Out This Term ... See You in May
6 IRON WARRIOR NOVEMBER 1986
Reflections on Weizenbaum
by Diana del Bel Belluz
It was certainly a pleasure to hear
the two Hagey lectures Dr. Joseph
Weizenbaum gave on November 28
and 29. His talks were insight-
ful, provocative, and moving. He
spoke openly, honestly and in sim-
ple, straight forward terms. Most
importantly, he addressed his audi-
ence with respect and gave thought-
ful answers in the discussion peri-
ods. What a refreshing switch from
the slick propaganda-style speeches
to which we are usually exposed. It
was clear that this man gave his crit-
icism after having done some serious
soul- searching.
The titles of the lectures were
Prospects for Artificial Intelligence
and Computer Scientists and the
Arms Race. There was heavy
emphasis in both lectures on the
prospects of the world in the face
of the threat of nuclear war.
The following is not a review but
a collection of reflections on the dis-
cussions provoked and inspired by
the Hagey lectures.
The fact that the possibility of
nuclear war exists is certainly one
of the most frightening prospects
of our times. However, there are
many other "evils" whose harmful
effects are already a reality. In-
difference and apathy are evils of
the mind which produce Bocial prob-
lems such as pollution, economic op-
pression, political oppression, illiter-

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ocy, and degradation of humanity,
just to name a few. People argue
over the relative severity of all these
problems, the arms race included.
Which is the greater evil? Is de--
termining which problems are more
severe important? What is impor-
tant? It is important that we ac-
knowledge the existence of all these
problems and that all of them de-
serve our profound attention.
It is easier to be concerned about
nuclear winter than about the acid
rain that is falling into our lakes or
the atrocities of war that are occur-
ring in central America. If we per-
ceive ourselves as being powerless in
the elimination of nuclear arms, we
can lay the blame on those who we
perceive as having power . We dis-
tance ourselves psychologically from
the situation. On the other hand,
when we see a situation closer to
home, (like acid rain) one which we
know we could influence, we feel un-
easy about our lack of involvement.
Often, we choose to ignore the prob-
lem and refuse to acknowledge our
relationship to it, thereby making
ourselves part of the problem.
Even without nuclear weapons,
war and violence have always been
part of our history. The weapons are
only a manifestation of the hatred
and fear that consumes us. What
we must do is to open our minds to
the possibility of peace. This will
truly revolutionize our world.
Although awareness is of great
importance, it is not enough. Hu-
man caring is the key. We must care
enough to keep informed, to be in-
terested in the lot of those less fortu-
nate, to form opinions, and to speak
out and let our voices be heard on
issues of social justice.
We must be very careful not to
fall into a trap of despair. One can-
not deny that evil exists. Our world
is not perfect. Nor does it consist of
only evil and hate. There are many
people trying to make their world
(our world) better and ' to capital-
ize on what good there is. We are
not alone. Many other people are
concerned about the many problems
that exist in our world today and
are actually doing sOI)lething about
them.
Is this a false hope, a misplaced
optimism?
Dr. Weizenbaum made a distinc-
tion between hope and optimism.
He said that optimism refers to sta-
tistical probabilities (like flipping a
coin where heads is nuclear holo-
caust and tails is peace) and that
hope refers to what one believes can
happen ( even though the outcome
for which we hope may be statisti-
cally unlikely). He stltoted that he
was pessimistic about the likely hood
of nuclear war but hopeful that this
outcome would not occur. He didn't
think the odds were in mankind's
favour; but, he was hopeful that
some kind of peace--bringing miracle
would occur despite the odds.
Dr. Weizenbaum urged all com-
puter scientists to examine the end
uses of their work and to decide
for themselves whether or not they
should continue it. He pointed
out that computer scientists and
universities have a leadership role.
He stressed th.e social responsibility
that goes along with that role.
Each of us is a member of society
and all of us have a special role to
fulfill in society. On the issue of nu-
clear arms, computer scientists and
universities playa special role. But,
that doesn't mean that the rest of
us can go back to sleep and ignore
or write off the threat of nuclear war
or any other evil in our society. Nor
can we afford to despair. We must
remain open to the possibility of a
miracle. This is not a passive open-
ness but an active analysis and ex-
amination of ourselves and our so-
ciety. We must constantly remain
open. Being open and informed is
not enough. We cannot stand idly
by and watch our world deteriorate.
After a sufficient amount of reflec-
tion, we must decide how we' wish to
react. Ultimately, we each face this
decision and we face it alone. We
are confronted with it , many times
daily and each individual must live
with his own choice.
We face a tremendous dual chal-
lenge. It is like the two branches of
the tree in which we plant our fu-
ture. The one branch challenges us
to make the most of ourselves and of
the world around us. And the other
branch is perhaps an even greater
challenge: to never give up on the
human race.
Canada" as a Trading Nation
by Steve Pitkanen
_ ada.pted from tt Exports Build
Ca.na.da" , by Cynthia Speer8
According to the 1984 United Na-
tions statistics, Canada ranked sev-
enth in total trade and exports
among all countries in the world.
Only the United States, Japan,
West Germany, the United King-
dom, France, and the USSR placed
higher.
What this means is that Canada
ranks right up there with the other
modern and industrialized nations
as one of the world's leading trading
nations. In 1984, Canada accounted
for 4.6% of the dollar value of world
exports.
How important is foreign trade to
Canada? It's vital to our financial
and economic well-being, for a num-
ber of reasons.
Firstly, for most large producers,
the Canadian market is too small
to maintain, their levels of produc-
tion of goods. Trading to the U.S.
alone opens up a market about ten
times the size of the Canadian mar-
ket. This creates opportunities for
economic growth, expansion of busi-
nesses and creation of jobs.
Canada also exports so that it can
import. If you subscribe to the ar-
gument that the ultimate goal of
economic activity is to provide the
maximum variety and availability of
goods and services to consumers,
then imports are a necessity. For-
eign trade allows us to specialize in
those industries in which we are ef-
ficient. If we cannot compete in
certain areas, then we import those
goods or services so that they will be
available to consumers. However, if
we do not sell our exports, how can
we pay for our imports?
Japan, one of the leading chal-
lengers to world trade dominance,
has a different problem: it has a
large trade surplus. That is, it has
incredibly strong exports but its im-
ports are small by comparison. [n
effect, it is giving away goods but
getting nothing in return.
Last month was the
fourth Canada Export Trade Month
(CETM). Business leaders and lead-
ing industries participate in CETM
to promote the following objectives:
1. To create an intensified focus
on the benefits of export trade,and
2. To encourage increased partici-
pation in export trade.
One of the main goals of CETM
is to demonstrate the large oppor-
tunities in export trade for "en-
trepreneurs willing to break out of
the home market mind- set and to
(go for it' abroad."
So, how does all this information
relate to us at the University of Wa-
terloo?
Firstly, it should serve our collec-
tive interest to recognize that we, in
Canada, live in one of the world's
stronest tradinll: nations. We make
certain products here (yes, Canada)
better than any other nation in the
world. It is desirable for us as co-op
students or in our future careers to
be aware of the economic environ-
ment in which our businesses exist.
This information may also serve
to dispel any unfounded fears that
Canada is an uncompetitive "small-
fry" in foreign trade. Those of
us who will go on to be involved
with new entrepreneurial ventures
or even large production companies
should keep in mind that the. inter-
national market is not so far out of
reach.
..... . ........... a ................................ _ .................................... _ ......... .: ..... . _._ .. _._ ..... _ ... __
NOVEMBER 1986
IRON WARRIOR
7
The Truth About Chris
by Anna Wright
In the last issue of the Iron War-
rior I wrote an article about Portu-
gal. In this article I claimed that
Christopher Columbus was Por-
tugese. Okay, I was wrong. There
is however no denial of a Portugese
- Columbus connection.
Christopher Columbus was born
in Genoa (Italy) in 1451. At the age
of fourteen he was already navigat-
ing.
In August 1476 Columbus was in
a battle off Cape St. Vincent. His
ship caught fire and with the aid of
an oar he swam to the Portugese
coast. In this battle Columbus
fought on the Portugese side against
Genoa. Columbus was no Genoese
patriot (the fact that Columbus
came from a Spanish-Jewish family
who settled in Genoa may explain
this) .
Portugal at this time was consid-
ered the end of the western world.
From Lisbon the Portugese had dis-
covered Madeira and had reached
the Tropic of Cancer by passing
Cape Bojador. Lisbon was the
meeting place of sailors with dreams
of discovery. There past and future
exploits were talked about, planned,
and financed.
For a while Columbus settled
in the Madiera islands with his
wife Filipa Perestrello. In Madeira
Columbus increased his sailing ex-
perience and discovered hints (ie.
pieces of wood, tree trunks) of a
land to the west . Columbus eventu-
ally returned to Lisbon to continue
his studies of navigation.
Common sense and teaching of
the Church at that time said the
earth was flat and if one ventured
too far one would fall off. Columbus
(with others) questioned this belief.
Reading about Marco Polo and the
prophet Edras Columbus developed
his own ideas. Generally these ideas
were: the earth is round, the dis-
tance by land from the Edge of the
West to the Edge of the East (ie.
India) is large, therefore the dis-
tance by sea between these lands
is short . More specifically, Colum-
bus calculated the distance between
Spain and India as 282 degrees (a
degree is 56 2/3 miles and by Ital-
ian standards one mile was equal to
1477.5 m) . This calculation left only
78 degrees to India. These results
led Columbus to believe that India
was 3900 miles from the Canaries
(ie. just about where America hap-
pens to be).
In 1484 Columbus put a proposal
to the King of Portugal. The King
rejected it. Columbus then went to
the court of Spain looking for finan-
cial backing. Several years later his
proposal was accepted by King Fer-
dinand and Queen Isabella (envy of
the Portugese maritime success may
Hamburgers
by Rudiger Funke
Martin Konemund
Hans Sander
Jorg Schulte
Claus Werninger
There certainly are a lot of Ham-
burgers at the University of Water-
loo. Every second day in the village
cafeteria, every day in The Wild
Duck Cafe and every day in Engi-
neering! The Engineering ones are
actually born in the city of Ham-
burg. They are participating in the
exchange program with the Tech-
nical University of Brauncshweig.
Braunschweig, as is Hamburg, is
cated in the northern part of West
Germany.
This year we are nine fourth and
fifth year students in Engineering
who were lucky enough to be
sen to study at UW. Our studies
in Braunschweig lead to a diploma
which is similar to a Masters degree.
It usually takes six years to get this
degree in Germany. The exchange
program gives us the opportunity to
ful611 twelve course requirements for
our German degree. We are staying
After our arrival in September
we spent our first week assembling
our schedules which turned out to
be very difficult. Since we choose
(or three university terms in a row,
as they don't have a program
in Braunschweig.
courses from different years and de-
partments of the faculty of En-
gineering, we had to avoid con-
flicts. For the next three weeks
we explored the surroundings which
included the campus, Kitchener-
Waterloo, Elmira, Toronto, Minden,
and Algonquin Provincial Park ....
Then we were struck by the /Wa-
terloo system of studying and have
not yet recovered from all the as-
signments, mid-terms and projects.
Can you imagine four years of stud-
ies without any of these? We canl!
That is the way it is in Braun-
schweig. Our Professors expect us
to work on our own and be prepared
for 100% finals.
Beside our studies we discovered
some strange "things" about Cana-
ISToPHEI2

'P IS COv.;e. 5
Tt\6 >Ie-vi ",",oe>-P
have spurred Spain into supporting
Columbus) .
Columbus sailed out of Palas
(Spain) in 1492 with his small fleet,
the Santa Maria, the Pinta and the
Nina.
Columbus thought himself di-
vinely selected for a mission.
In October, 1492, Columbus
landed in the Bahamas by what he
believed to be prophecy rather then
astronomy.
In his three voyages Columbus
discovered Puerto Rico, Trinidad,
Jamaica, and South America. In
South America Columbus learned of
a great sea only nine days march
from the Atlantic. Columbus as-
sumed it was the Indian Ocean.
His belief that had he had' reached
the Indies was so strong Columbus
failed to recognize a new continent.
It was because of this mistake that
the Caribean Islands came to be
called the West Indies and the na-
tives the Indians.
Columbus lost favour with the
Spanish court and died a poor and
unhappy man in 1506. The conti-
nent he had found did not even bear
his name but that of another Italian
sailor, Amerigo Vespucci .
at u of W
dian students' everyday life. On one
of the nights we could afford to take
our class or school spiriL by wearing
shirts, jackets and simi lar garments.
Anyway, we are glad to be here
and we are interested in getting to
know more about Canadians and
their customs. If you want to chat
with us or if you want more informa-
tion about the exchange program,
pleaae feel free to contact one of the
German looking guys who you see
around or the sponsor of the
gram, Prof. Reinhold Schuster, Civ.
Eng. (CPH 1325h, ext . 3713).
off we went to Fed Hall. There, ... ___ ....... _ ....... -'
we found ourselves in a lineup that
was not even moving. When we fi-
nally managed to get in, there were
hardly any people inside compared
to similar pubs in Germany. The
only purpose of lineups seems to be
to increase people's interest in these
places. Another thing we were sur-
prised about is the way people dress
up, 88 we are not used to displaying
.yphon hOM
.terilent
bMr kit (ye .. t included)
com .ular
cap.
hydromete1'
mak .. 60 boUI .. ,
value'M.31
.tud.nt price $2 . 96
renll. approximately 'IS
vbl' Dr_.kl'. a' Waterloo Town Squ ....
or phone Donna at IIS-4010
8
IRON WARRIOR
NOVEMBER 1986
Homecoming SCHMUB!
by Tim Kitagawa
On Saturday, November 22, En-
gineering hosted an event which
proved to be most enjoyable, at least
on behalf of the participants.
Picture:
Student vehicles, each with
driver and navigator
seven very local pu bs
some of the finest roads in Wa-
terloo / Wellington county
navigators doing a fine job at
consuming liquids at various
pubs
navigators navigating?
Get the big picture, yepl SCHM-
UB. By the way, to quote my dear
friend Sherrif T. Pepper, "What
the Hell is . that boy, some kind of
Doomsday Machine?"
The Fall '86 rally proceded rather
well with only one entrant not
finishing and another more ambi-
tious team putting their car in a
ditch, getting towed out and resum-
ing competition within 15 minutes
to successfully complete the event.
(honourable mention to Rod Plea-
sance and Kent Schachowskoj of 3B
Civil Engineering) Winners of the
event were Kevin Bebenek and Pat
.......
Smith (3B Civil) with second prize
going to Elias Moubayed and Brian
Hamilton (4A Systems Design) and
third to F.S. Farkas and D.O. Gib-
son (3B Electrical).
The purpose of the rally is to
have fun. It allows participants to
take in the scenery of the area in
which they attend University. Many
are not aware of the character of
many of the unique rural commu-
Brick Brewing CO. Limited.
Established to serve the region good beer.
nities in the region. The pubs are
warm and friendly and sell some de-
licious and hearty home foods often
made with local produce and cooked
with a German flavour. Some even
brew their own house beer. The
geography has much to offer with
its many rolling hills, meandering
streams and rivers and the only cov-
ered bridge remaining in Ontario
built almost two decades before the
turn of the century. This setting
offers a nice change from the more
urban "fast lane" and pressures re-
lated to academia.
The objective of rally participants
is to safely and legally negotiate
a route described by various clues
and encoded instructions. Perfor-
mance is based not by speed but by
whether each section is completed in
the proper time and on the proper
route. Competitors receive penalty
points for each minute early or late,
have points deducted for correctly
answering questions about the route
or for treating rally officials with ap-
propriate kindness. The team with
the lowest score wins. In this years
rally penalty points were also de-
ducted for creative rally dress and
car appearance.
The Fall '86 SCHMUB was also
open to alumni since it co-incided
with Homecoming Weekend and
thus was entitled the Homecoming
SCHMUB. Thanks to all involved
and to Lori Neufeld of Alumni Af-
fairs for provision of some of the
prizes. The SCHMUB was orga-
nized and marshalled by Systems
Design '87 (Sys Pistols) as was the
Winter '86 SCHMUB. Look for the
Winter '87 SCHMUB next term.
Automobile Sports
Clubs in KW
by Tim Kitawawa
Many students at U of Ware
proud of their finely tuned and pol-
ished automobiles and their pro-
ficiency at driving and navigating
them. To these types what is
more inviting than to take part in
competetive events with others who
share the same interests.
There are two major clubs in K-
W which continuously run and par-
ticipate in events of this nature.
These clubs are listed below with
contacts and regular meeting times.
Membership fees are minimal and
basically cover mailing costs and
membership in larger affiliations on
the national/provincial level. Each
event also has a small entrance fee,
again to cover costs of the event.
The types of events are essentially
rallies but their are other unique
events which are good for increas-
ing driving skills. These include the
Autocross which is typically a race
against time in a rough terrajn cir-
cuit such as a gravel pit and lce-
dices" which are again a race against
time except this time on 8 frozen
lake in 8 predetermined circuit.
Rallysport, however, is the meat
and potatoes of the club members.
In these events, 2 people per vehi-
cle (driver/navigator) try to work as
a team to maintain a target speed
over a predetermined route. The
winner is determined as the team
which arrives at each of the hidden
checkpoints at the ideal target time.
Events are held on public roads and
require drivers to observe all traffic
laws. For further information con-
sult the numbers below. Inciden-
tally many club members are U of
Walumni.
Grand Valley Car Club
Roger Sanderson 885-2122
Kitchener- Waterloo RallyCiub
Dennis Quinn 893-3603
Meeting 1st Thes. of every month
at the Duke of Wellington.
NOVEMBER 1986
IRON WARRIOR
ENGINEERING WEEK
17.86 seconds ... clean.
I want to be a housewife, just like my mom.
The Arms Race
Check out that outfit!
Congratulations to the winners
of Engineering Week!!
38 Chern 1st
,28 Civ 2nd
28 Chern 3rd
4A Chern 4th
28 EE 5th
38 EE 6th
Thanks for corning out ...
That'll be $.50 extra for the wrench.
9
10 IRON WARRIOR
NOVEMBER 1986
Education and the Man

I S C I T ION
OPEN DAILY
9 am to 10 pm
SUNDAYS & HouDAYS
11 am to 9 pm
WESTIIOUNT KItG
CENTRE PHARIIP

KIng Cenn
OPEN DAILY
MTWS 9:30 5:30
Thu & Frt. t:3O - 9:30
CIoMd SundayI
by J. P. Hayashida
Education is not knowledge. It
is not the possession of knowledge,
nor is it the simpJe acquisition of
knowledge. If this were true, com-
puters would be the most intelligent
"beings" on this planet. Education,
as it pertains to man, proposes a
relationship between man and soci-
ety. It pertains to the development
or growth of the individual within
the context of a social environment.
And as an active social process, it
must be carefully scrutinized.
The relationship between educa-
tion and society is firmly estab-
lished. The continuity of social or-
ganizations, whether community or
country, rests with the education of
its citizens. The moral practices,
social customs, ideas and concepts
are cultivated in us through a highly
structured learning system. Our ac-
tions and experiences use society as
a reference point so that we develop
as social beings who will help our re-
spective societies to grow and pros-
per.
Plato, one of the earliest educa-
. tional theorists, recognized the im-
portance of education as a tool in
creating and maintaining an ideal
society. In the Republic, Plato sug-
gests that for society to be just, man
must develop reason, appetites, and
a spirit which compJ.ements the so-
cial system. He proposed the use
of a combinati.on of training and
censorship with a structured envi-
ronment to educate man. The ex-
istence of an enlightened philoso-
ON EDUCATION
He always wanted to explain things,
But no one cared.
So he drew.
Sometimes he would draw and it wasn't anything.
He wanted to carve it in stone or write it in the sky,
And it would only be him and the sky
and the things inside him that needed saying.
And it was after that that he drew the picture. It was a beautiful picture.
He kept it under his pillow and would let no one see it.
And he would look at it every night and think about it.
And when it was dark and his eyes were closed, he could still see it.
And it was all of him.
When he started school, he brought it with him.
Not to show anyone, but just to have it, like a friend.
It was funny about school.
He sat at a square brown desk.
Like all other square brown desks.
And he thought it should be red.
And his room was a square brown room.
Like all the other rooms.
And it was tight and close
and stiff.
He hated to hold the pencil and chalk
With his arms stiff and feet ftat on the floor.
Stiff.
/
pher king was key in directing so-
ciety, for it is from the knowledge
of the leaders and by their direc-
tives in the education of their sub-
jects that the good and just society
is maintained. Plato believed that
the study and understanding of the
"universal" truths or Forms would
guide man in creating his ideal state.
In the eighteenth century,
Rousseau's Emile focused on the ed-
ucation of the individual, not to
maintain society, but to alter it.
Rousseau felt that man was nat-
urally good but became corrupted
by society. It was his aim to edu-
cate man outside of society that he
might preserve man's natural good-
ness, protect him from society's in-
fleunce. Such an educated man
would be able to slowly transform
society into a wider and freer social
structure, a state closer to nature.
Here education sought to develop
an individual's natural endowments
to prepare him for a changing envi-
ronment. Rousseau recognized that
the individuality of a child is wholly
differentfrom the adult, and thus
his education should be structured
differently. The needs of the in-
dividual were thought to be above
those of organized society but not
seperate from it. The individual's
education was a fostering of natu-
ral virtues and the sense of true so-
cial equality. Education formed men
who would form and not be formed
by society.
The more modern theories of edu-
cation are presented by John Dewey
in Democracy and Education. His
approach is an analytic synthesis of
theories which develop the concept
of education, its aims and meaning.
Today man, education and soci-
ety function as one whole. Men join
together to create a society. Society
influences and directs man's educa-
tion. Education, in turn, forms and
transforms man to become part of
a society. John Dewey's work re-
lates directly to the interaction of
man with education, education with
society, and society with man. His
views reflect the concerns of both
pupil and teacher in considering the
future of education.
Man and society are linked by
education as a means of mutual
growth. It has been one of edu-
cation's long standing goals to see
world grow together as one.
It will begin with the realization on
the part of the individual of the im-
portance and significance of the edu-
cational process, and recognition of
the individual's responsibility to so-
ciety to maintain and improve upon
the educational system. In this way,
both the educational system and so-
ciety will continue to grow and im-
prove upon themselves. Dewey sum-
marized this sentiment as he wrote,
"Each generation is inclined to ed-
ucate its young so as to get \llong
in the present world instead of with
the view to tlfe proper end of ed-
ucation: the promotion of the best
possible realization of humanity as
humanity."
Education (n): That which dis-
closes to the wise and disguises from
the foolish their lack of understand-
mg.
With the teacl;ler watching and watching.
The teacher came and spoke to him.
She told him to wear a tie, like all the other boys.
And he said he didn't like them,
And she said it didn't matter!
And after that they drew.
And he drew all yellow and it was the way he felt about morning.
And it was beautiful.
The teacher came and smiled at him.
"What is this?" she said, "Why don't you draw something
Like Ken's drawing, isn't THAT beautiful?"
After that his mother brought him a tie,
And he always drew airplanes and rocket ships like everyone else.
And he threw the old picture away.
And then he lay alone, looking at the sky.
It was big and blue and all of everything,
But HE wasn't anymore.
He was square inside.
And brown.
And his hands were stiff.
And he was like everyone else.
And the things inside him that needed saying
didn't need it anymore.
It has stopped pushing.
It was crushed.
Stiff.
Like everything else.
NOVEMBER 1986 IRON WARRIOR
11
Education and
the University
by J. P. Hayashida
Education. Society. Man. The
significance of the relationships have
been expressed in the article on Ed-
ucation and Man. For the engineer,
these relationships must be thor-
oughly investigated. For the engi-
neering student at a university, care-
ful examination of his or her envi-
ronment and the educational struc-
ture must be made. What is the role
of education for the engineer? What
is the role of the university? What
is the aim of education?
Education is not so narrow or di-
rective as to have one singular and
static goal for the individual. It
is a dynamic process which relates
objects and ideas with experiences
in efforts to further the growth or
development of the mind. In one'
sense, the ideal of education is to
provide an environment or condi-
tions which insures growth. This is
not to say that education is simply
for the sake of education, or that
knowledge is attained simply for the
sake of knowledge. What this does
state is that implicit to the process
of education is learning to learn.
There is no end to the learning
process, and once removed from the
formal structure of the university
environment, the impetus for learn-
ing is placed upon the individual.
It is expected that a skill of self- '
teaching or self-education has been
learned so that the engineer in soci-
ety may continue to grow with tech-
nology.
The ultimate goal of education
for the engineering student is not to
"get ajob". A goal should not be ex-
terior to the educative process such
that education becomes subordinate
to that goal. Dewey suggests that if
such a goal is established, we limit
intelligence as we become trained to
perform mechanical duties imposed
by some external authority. This
would be the case if the university
simply taught, computer engineers
how to use different computer sys-
tems and operate different programs
as required by industry.
The aims of education should be
based upon the intrinsic needs and
activities of the individual. Engi-
neers must learn to solve problems,
not necessarily a particular prob-
lem, Our technological studies must
be directed towards an understand-
ing of objects with an awareness of
the object's application in society.
In the selection of courses, the in-
dividual wishes to establish a rea-
sonable comprehension of a field of
study, which upon graduation, he or
she would now be able to call upon
in their role in society.
Dewey notes that, "A person may
become expert in technical philos-
ophy, or philology, or mathemat-
ics or engineering or financiering,
and be inept and ill-advised in his
actions and judgement outside of
his specialty. If however his con-
cern with these technical subject
matters has been connected with
the human activities having social .
breadth, the range of active re-
sponses caned into play and flexi-
bly integrated is much wider. Iso-
lation of subject matter from a so-
cial context is the chief obstruction
in current practice to securing a gen-
eral training of the mind. Litera-
ture, art, religion, when thus disso-
ciated, are just as narrowing as the
technological things which the pro-
fessional upholders of general edu-
cation strenuously oppose." Here
Dewey clearly states that engineers
in society are responsible for the
technology they employ. The aware-
ness of this responsibility should
come from our experiences at the
university where technical subjects
are first dealt with.
This theme of social responsibility
relates to the need for students, par-
ticularly students of technical stud-
t cr<'. k!. "Bef.
"social curriculum" is as valuable a
part of education as is the technical
curriculum.
Now a university provides the stu-
dent with a meeting place to inter-
act with other students with con-
necting or related interests. It pro-
vides resources to allow students to
freely pursue activities and areas of
interest. This alone is not sufficient
to insure the proper development 01
the individual. The university as an
educational institute has a respon-
sibility to provide guidance in di-
recting both the technical and social
studies of the student. This respon-
sibility is met largely by a faculty
within the university which shares
common interests with the student .
This discussion began by stating
that education is not simply knowl-
edge. Consequently, students re-
quire more than simple facts in the
learning process. Direction, guid-
ance, incentive, interest, these are
what the professor must provide as
they work with the students.

C I
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T""IE: 1Nve::NTION. ot-- Ttie Fi..I
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ME:TttOD
ies, to be "well-rounded". The ob- In the transition from high school
jective of individual growth is to be to university, students feel the
able to relate to other individuals in tremendous change in attitude. No
society and their experiences in or- one is going to force you to learn. In
der to be better able to deal with a class of a hundred or more, your
society oneself. Thus there exists professor does not know you indi-
a definite need for social as well as vidually. There is a feeling that no
technical training for the engineer- one cares if you learn and that you
ing student. The growth of the in- are left essentiatly on your own. You
dividual should result from the in- pay your tuition for a book list.
teraction within the university envi- This should not be the case, and
ronment. if you are being instructed by a
Plato, Rousseau, and Dewey all good professor, this will not be the
note the importance of the en- case. The idea of many technical
vironment in shaping individuals. courses is to provide an introduc-
From the day we are born, we be- tion and fundamental understand-
gin to learn from our environment. ing of a subject. The professsor will
Dewey recognized the invaluability guide your study in the course in
of schools, "in that each individual order that you may learn what it
gets an opportunity to escape from is you need to study, to find out
the limitations of the social group in what interests you, and to help you
which he was born, and to come into to pursue it. Too often it seems
living contact with a broader envi- that professors believe that simple
ronment." The university has the regurgitation of fact is teaching. It
greatest potential to broaden the en- is as if the possession of knowledge
vironment of students as we meet is enough to make an individual a
with people from different regions of teacher,
Canada, or from different countries, The simple possession of knowl-
with new ideas and interests. The edge is not sufficient criteria for de-
termining what constitutes a good
teacher. Unfortunately, it seems to
be the minimum criteria used within
the university to assign professors
to courses. The absurdity of hav-
ing a dental technician teaching al-
gebra to university students is obvi-
ous; and yet, if the sai.d dental tech-
nician had taken a first year algebra
course, some might say he is "qual-
ified". I have often questioned the
assignment of professors and T.A.s
to courses which, though "qualified"
to teach, lie well outside their field of
specialty or more importantly, their
field of interest. I do not believe
that a graduate student in engineer-
ing who has taken a single course
in economics at the undergraduate
level is qualified to be the teaching
assistant for the s.ame undergradu-
ate course, any more than he will be
qualified to teach the course once he
becomes a professor.
I recognize that teaching is only
part of the responsibilities of a pro-
fessor at a university. How impor-
tant that reponsibility is viewed to
be depends upon the individual edu-
cator and the administrative system
that guides him or her. It is im-
portant, however, that the educator
be as aware of his responsibilities as
is the- student. They too must ask
themselves what the purpose of edu-
cation is. They must consider their
role as an ed ucator. As their ac-
tions have a greater sphere of influ-
ene , they hold 1\ gr('at r social obli -
gation . A poor t('acher ('an d st,roy
th(' illt('rcat of a stud nt in a
of study whi('h may result in a Rub-
stantial los8 to so iety. As Dewey
noted, "it is th business of educa-
tion to discover these [the student's]
aptitud s and progressively to train
them for social use." It is 1101. to
destroy or malign these inter sts.
The existence of a university is
not justified by technology alone.
Society's objecti ve is not the growth
of technology in isolation. It is
concerned with the development of
technology as it pertains to society.
Similarly, it eupports universities as
institutions of learning where indi-
viduals can be taught technical and
social skills which can be brought
back and employed in a social set-
ting. Research leading to the cre-
ation of experts who are removed
from society has no place being sup-
ported by society or by the univer-
sity. As Rousseau acknowledged,
man outside of society 'is free to
do as he chooses, but a man living
within and supported by society has
an obligation to society. It is the
duty of administrators, professors,
and students to see that the true
goal of education and of the univer-
sity is pursued.
12 IRON WARRIOR NOVEMBER 1986'
Engineering, Magic
and Other Technologies
by Rob Hildred
Being engineers aspiring for either
greatness or a job, each of us has
a vested interest in technology. In
fact, if technical advancement were
to stop dead tomorrow, our degrees
would be as useful as equivalent
credentials in classical civilization.
Even slowing the pace of techni-
cal evolution would have profoundly
bad implications on the standard of
Jiving and lifestyles we could pos-
sibly achieve. Ironically, with so
much dependence on technology, as
a group, we are wholly uninterested
in its management. As you will see,
this is extremely unfortunate.
In the past,
witchcraft was far more
popular than engineering
About 1,500 years ago, in a time
congenially referred to as the dark
ages, witchcraft was far more popu-
lar than engineering. In fact, at the
time, engineering was good for lit-
tle more than holding up buildings.
When it came to saving human-
ity or devising an instant solution
for an unsolvable problem, magic
was more popular than the fear of
god. Like any good thing, magic
was soon franchised throughout the
land, creating a boom for those of-
fering witchcraft services and a cor-
responding demand for more prac-
titioners. Initially magic was a
tool for the authorities. A king
could buy safe passage for his raid-
ing or defending parties, just as the
Church could buy a curse for any
particular person who sang off key
at mass. Needless to say, with
endorsement from such prominent
levels, consumer magic was quickly
spun off, and in short order every-
one was talking, eating, breathing,
and believing in magic.
The concept of "better magic"
and "more effective magic" quickly
developed as more and more people
bought curses against each other.
As you might imagine, it was a
rare case when both sides walked
away vindicated. More likely each
side would see themselves as some-
what more disadvantaged by the
other's magic. Of course things
snowballed from there until people
began to blame all their misfortunes
on magic. After all, since it wasn't
making their lives wonderful, it had
to be responsible for the reverse.
Needless to say, magic suddenly be-
came a very. poor profession to be
in unless you knew a good curse for
putting out the fire you happened to
8\andin in. From this rather Be-
vere setback, witchcraft moved from
its position of prominence to that of
a scapegoat.
As an engineer, this is important
to you right this minute for two
reasons . Right now people believe
in technology in exactly the same
way as their ancestors believed in
magic. More specifically, the vast
majority believes, in a completely
irrational manner, that technology
will end human discomfort and suf-
fering. Rather than being excited
by the prospective new business this
seems to entail, we might have rea-
son to be a little concerned about
the basic illusion. Technology deals
with the production of a large but
finite number of products, much the
same way that magic deals with the
uttering of a large but finite num-
ber of charms or curses. In either
case, the relationship between out-
puts and society's well being is at
best very indirect, yet societies have
heralded both as all encompassing
saviors.
Are we by delinition negligent?
The second reason that lessons
from the dark ages are important
to you is because right now there is
a literally unmanageable trend to-
wards assessing blame. Forget the
fact that insurance rates are going
up. Forget the fact that there is a
growing pressure on the judicial sys-
tem to assess full responsibility (in-
cluding damages for physical, finan-
cial and mental suffering) for cases
of professional negligence. What
you should realize is that the defi-
nition of negligence is changing. In
California (second only to Water-
loo in social trend setting circles)
lawyers have begun to sue other
lawyers for malpractice on behalf of
ex-clients. While this might seem
only a little bit odd (it is California
after all), it is remarkable because
malpractice in these cases means
failing to obtain the absolute best
possible verdict for any client. To
digress back to magic, this means
that there is no longer good magic
and better magic. Instead there is
only perfect magic and faulty magic.
To move the concept to engineering,
there are only perfect or faulty (due
to malpractice) solutions.
This development should worry
you unless you are perfect; but the
concept of "perfect" is somewhat
elusive to the engineering profes-
sion. Firstly, engineering work is of-
ten done to solve one specific prob-
lem and the resulting technology is
then used to solve another. If the
technology doesn't work in the sec-
ond case because something was not
considered, it doesn't matter how
well engineered the original prod-
uct was. Quite simply the technol-
ogy is inappropriate. Secondly, for
economic and probabilistic reasons,
engineering is not an exact field.
Rather than building ultimates we
tend to build realizable alternatives,
so in this respect we are never per-
fect. Does this mean we are by def-
inition negligent?
The other potentially scary prece-
dent is that ignorance is no ex-
cuse. Imagine if a component nor-
mally used in a washing machine
were instead incorporated into some
grander product and subsequently
failed. Now suppose that the sup-
plier had no idea that his equipment
was doing anything more than keep-
ing May tag repairmen lonely and
as a result manufactures it loosely
within allowable tolerance ranges. If
the device causes undue damage on
a grand scale, can the supplier ex-
pect to get off for the price of a pair
of Levis because he never knew any-
thing worse could happen? Proba-
bly not. .
Society sees technology as
a magic pill.
All this is important because it
signals changing attitudes. No
longer is it enough for profession-
als to be dedicated towards utopian
goals. In quite the reverse of this;
it is now being assumed that pro-
fessionals, and particularly technol-
ogists, have a duty to realize this
utopia. Failure is then defined as
results of any less calibre.
As mentioned previously, the gen-
eral population, including its ad- .
ministrators, sees technology as a
"magic pill" for their well- be-
ing. As an consider that
our current government is feed-
inR us a constant stream of pro-
paganda claiming that mechaniza-
tion and automation is the way
to our socio-economic prosperity.
Certainly, none of us doubt that
these techniques can be an effec-
tive tool towards better productiv-
ity and higher revenues. Where we
should be concerned is in the flip
side of this policy statement. The
government also claims that any re-
sulting unemployment will be ab-
sorbed by resulting technology. But
by what technology? We do our-
selves a disservice by letting tech-
nology take on its own identity. If
automation does occur, and soar-
ing unemployment does result, such
arguments put the blame solely on
technology. As the practitioners, we
are put in a no-win situation.
I would like to think that the
comparison between technology and
witchcraft is unfounded. I would
also like to think that both don't
attempt to offer {In easy solution to
insatiable human desires and weak-
nesses. Finally I would like to think
that humans really do learn from
their history.
Social responsibility is a popular
topic of discussion because it is so
big, and so far away that most en-
gineers can faithfully take any sort
of stand on it without it ever affect-
ing their lives. On the other hand,
trends and public opinion will affect
you even if you try to totally ignore
them.
- Why should you care?
In the interest of your own well-
being, you should consider closely
following current events so you know
what kind of a political and social
environment your technology will be
exposed to. Further, for your own
protection, you should assert your
right to know exactly where, when
and why anything you work on is
going to be used. Asking your boss
such pointed questions forces him to
consider the same questions, and by
osmosis a healthy state of informa-
tion permeates throughout the line
of command. Insignificant you say?
Can you answer what product the
last thing that you designed went
into? Do you know who bought the
product or why it was designed, or
where it ended up? Do you know
what it replaced, how well it was ac-
cepted or whether it was any good
at all? By not having infor-
mation both your and your
ability to protect yourself is severely
compromised.
Why should you care? Simply
because being a legal test case, or
sole or collective scapegoat for some
piece of technology gone awry is an
educational experience you can do
without.
NOVEMBER 1986
by Jojo
Diplomatic moderation, flashy
handwaving, planned avoidance and
sheer accident all play a role in
the often muddled practice of hall-
way etiquette. You are both master
and victim. Your cunning tactics
of self-misrepresentation and pro-
tection, or outright deception can
make you a master of the game. The
victim position is inescapable. You
must face up to the continual stream
of human entities crossing your path
- and deal with it .
The problem is that hallway situ-
ations can be annoying. Don't you
sometimes feel, when walking down
the same halls and crossing paths
with a new variety of a very large
group of the same people every day,
that maybe you're not greeting ev-
eryone the way in which you would
like to? Or perhaps you are not even
sure of how to acknowledge some of
these passing ships? This is the
corrider conflict.
In considering this conflict, let
me start with the obvious. Cer-
tainly everyone wants to be Mr. or
Ms . Personality, the warm, sociable
super person whom everyone else
wants to be ' t6 k1i IW'

ever, it is not possible to greet every-
one you meet with a warm, sincere
smile, and always show a desire to
stop, socialize and display your real
personal interest in them. The re-
strictions of time and responsibility,
and the number of truly ugly people
that surround you, do not permit
it. Nor is there anyone who is not
prone to the effects of stress, lack of
sleep, and some measure of moodi-
ness. A practical examination of the
bounds of hallway etiquette is there-
fore needed to deal with the cruel
truths of the real world. In this way
people will be better able to under-
stand each other, as they continue
to ignore and offend one another .
Intercepting the people lying on
the extremes of your personal so-
cial scale - your close friends and
those whom you don't know at all -
is relatively easy. If you have many
friends, you'l1 probably greet all of
them in your own preferred man-
ner. If you have very few friends, it
could be because you're inappropri-
ately greeting everyone. can
spot an idiot so much easier when
he's talking. The most interesting
situations occur, nonetheless, be-
tween people who are somewhat ac-
quainted, especially when the other
person is one whom you would like
to get to know or, conversely, would
prefer never to have met.
Imagine turning a corner quickly
and suddenly passing by Ms. X. If
you never did like Ms. X, you're
IRON WARRIOR
Saying Hi
probably thinking, 'Good thing that
I didn't have to look at her for
very long before she was behind me'.
What you'll probably do is either
totally ignore her or bark out a
quick 'Hi', without turning around
for a second look. This is totally
acceptable behaviour according to
hallway etiquette. Unlike under ta-
ble etiquette, complete considera-
tion for your neighbour is not re-
quired. Nevertheless, making rude
sounds such as gagging, beltching ,
forced wretching , or loud flatulation
is unfortunately not acceptable be-
haviour. Unless, of course, this type
of action is a normal everyday state-
ment of your own character.
If Ms . X is someone with whom
you strongly desire to become better
acquainted, the situation changes
astonishingly. Your instantaneous
thoughts turn to 'Damn, I would
hate to let her by without being able
to say something'. Therefore, the
confident individual will rhythmi-
cally turn, direct a clear and pleas-
ant 'Hi' toward Ms. X, and plant on
himself an unwavering positive ex-
pression to provoke the desired re-
ply. This is all very acceptable, even
superb, hallway etiquette. Knowing
Ms. X's real name and using it by
saying 'Hi, Ms. X' makes for an even
more polished performance.
The bonafide c1utz will be sure
to blow the whole opportunity. He
will spin around carelessly and not
be able to decide on time whether
or not to say something. He may
step on his own shoelace and fall
sprawling, all by himself. Worse,
he may spin around without pay-
ing attention and knock over Ms.
X's best friend, which could be any-
one from a petite female to a 240-lb
linebacker. This is all not only un-
acceptable, but also very dangerous
practice of hallway etiquette. If the
nervous interloper ever does manage
to say something in this situation, it
may unfortunately be remembered
as his last utterance. One more
word to the unsure: do not attempt
to greet a person by saying 'Hi, Ms.
X' when her real name is Veronica.
Not that this is unacceptable, just
silly.
Long, straight corridors are the
ultimate testing grounds of hallway
etiquette. Given t.he long unob-
structed view of the people com-
ing towards you, you make visual
contact with these people well be-
fore you reach civilized speaking dis-
tance. This presents the multiple
problems of what to do and where
to look before you are close enough
to each other to comfortably speak,
and what to say, if a.nything, once
this distance has been covered.
If the acquaintance approaching
is someone you are not loath to
acknowledge, you force yourself to
make some quick, initial calcula-
tions. Considering the somewhat
limited extent of my interactions
with this person, is it appropriate
for me to acknowledge his or her
presence? Does the person remem-
ber who I am? Does he or she
seem to be in the mood to say 'Hi'
to a slim acquaintance, or is he or
she absorbed by other, more impor-
tant, matters? Do I feel ready to
strike up a conversation and create
an impression on this person, or am
I weary and down-trodden? Thus,
subconsciously you assess the situa-
tion right to the critical point, the
point at which the greeting should
be made. At this time you sub-
sequently ignore all that calculated
thought, because either that person
is not even looking at you, or else he
or she says 'Hi' to you first. Your
conHict has been solved, and you
can relatively easily proceed to re-
turn the greeting, or stop to talk,
13
depending on how much time both
of you have. In any case, it is gen-
erally accepted that some response
must be given.
Meeting a person with whom you
are not really acquainted but gener-
ally come across on an on-going ba-
sis is a particularly touchy area of
hallway etiquette. Not to actively
acknowledge such a person's pres-
ence may be taken as a sign of aloof-
ness. To greet such a person may
be considered a sign of overt ea.ger-
ness or slight aggressiveness. There-
fore, you are forced to somehow take
the middle road between these two
extremes. The principals of good
\ etiquette favour looking for signs of
openness in the person as he or she
approaches, and making an unspec-
tacular but friendly gesture of greet-
ing. It is considered unacceptable to
stop the person to ask him or her
what month it is.
The tactical aspect of greeting
someone in a straight hallway is
worth mention. When the person is
too far away to talk to but in clear
view, you tend to do everything you
can to make the situation seem less
awkward: looking straight down to
the Roor, staring longer than neces-
sary at the clock overhead or other
inanimate objects in view, looking
at your watch when you are actu-
ally fully aware what time it is, pre-
tending to look absorbed in thought
whi\(' Y()II htw('!l't done I\ny thinking
sin (l 1973, r pret nding t.o
bla.nk ly st.raight. ahc d wh II wha.t.
you're really doing il'l trying to guagt>
the other person's thoughts. When
the oLlter person 1'Il.arts to come into
normal speaking distanc.e, the tim-
ing of your grMting is critical. If
your 'Hi' iR too abrupt, both of you
arc forced to look at. ('I\ch other
stupidly until you really are c1osf'
enough to talk to each other. 1f your
greeting is too late, the other per-
son has not been given a reasonable
chance to reply in kind; that is, if h
or she ever did realize that the greet-
ing was indeed intended for bim or
her . This is clearly an example of
poor practice of hallway etiquette.
Finally, trying to avoid the person
approacbing you in a hallway is an
exercise that requires some bounds
of acceptable behaviour . Several
clever, moderate approaches are
available, such as impairing your
ability to speak by stuffing food in
your mouth well before any greeting
is to be expected; putting your head
down to fix your tie or light your
cigarette; looking behind you as if
you're being followed; or, turning
into the nearest doorway available
to throw an imaginary piece of pa-
per in the wastepaper basket. But,
of course, you wouldn't be so decep-
tive as to actually try any of these,
now, would you?
14 IRON WARRIOR
NOVEMBER 1986
Pepi Ie Pieu vs. The Shadow
by Norma Secord
Last saturday we paid a lot of
money to have our carpets cleaned
and deodorized .Last Sunday, our
Tomcat, Shadow, met up with an in-
dignant skunk. Yessir! And he got
the skunk upset right on the front
step under our living room windows.
Well! We learned a few things.
Do you know how many ap-
pendages a large and wiry tomcat
sprouts when it knows contact with
liquid is imminent? Did you know
that when one paw of said cat is
spread to the limit, not even a very
large washtub can accomodate it? .
Do you know what skunk and
tomato stew smells like? Do you
know that blood and tomato juice
look identical when splashed over
a wall? Do you know what kind
of noise a tomcat makes when cool
tomato juice dribbles over his pri-
vate phrts and you try to rinse it
off? Now I know that, if someone
00 t

L

broke into my house and tried to
murder me, the neighbours wouldn't
hear me screaming. They obviously
didn't hear Shadow, since the SWAT
team didn't show up.
Do you know how delicately a 38
year old man can pour water over
a howling tomcat? Especially when
he is almost in tears over what his
poor sodden cat is going through.
And do you know how patient I can
Nobody Expects
by Matt Snell
At least that's what it looks like
from where I sit. No one seems to
know what it is or why it's there.
Well, I hope to shed some light on
this subject by way of this article.
The Co-op SAC is the only of-
ficial student voice i.tO the depart-
ment of Co-operative Education and
Career Services. It is made up of
student reps from each of the co-
op programs on campus. There
are currently 5 engineering reps:
John Coleman - 2BEE, Tom Corn -
2BEE, Sarah Rocchi - 2BCIV, Matt
Snell - 2BSD, and Christina Tague
- 2BSD.
Now that you know what the co-
op SAC is you may well your-
self what does it do? The SAC
tries to identify and solve problems
associated with the co-op program
which are somewhat common across
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be with this man and this stupid
cat? (I say stupid because, not 5
minutes after he was sprayed, he was
out of the house and after the skunk
again!)
Oh glory! It has taken me 10
minutes to write these last few
lines. I had to make 3 trips to
the kleenex 'box to wipe my eyes
. and now Shadow is staring at me
over his shoulder. My squeals of
The Co-op
campus. The SAC is also a body
through which the department can
communicate to the co-op students.
Some of the projects which are cur-
rently being undertaken are:'
- Checklist poster highlighting the
Co-op student's responsibilities
- Student-Employer feedback ses-
sIons
- Student Co-op handbook
So now you've got an idea of why
we're here. Then why not come and
laughter woke him up. There he
lies - this stinking bundle of fur, so
smelly that you can almost see the
odour bending the air around him.
(Tomato juice does not work.) At
least the house doesn't smell any-
more, except for wherever shadow
is. We haven't stepped on him since
his little accident because we can
smell him lying right behind our
feet.
That isn't all we learned. Do
you know how much forgiveness is
in that cat? We wrapped him up
in a towel and rubbed him and
hugged him (which he hates) and
put him down on the floor, and
he immediately rubbed against my
legs. That's when I got tears in my
eyes.
Now I am wondering - we also
have a fat old lady cat who loves to
eat tomato sauce. If she had been
sprayed, would she have tried to eat
tomato juice before we could wash
her in it?
SAC!!
.
make us work. If you've got a ques-
tion or problem about co-op contact
one of the reps through the orifice,
only to happy to hear from you.
The co-op SAC can only be effec-
tive if the problems with the system
are identified. Please, take the ini-
tiative to speak out if you have a
question about co-op. Since the co-
op program is what makes Waterloo
so different and so great, making it
better 'should be a goal for all of us.
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IRON WARRIOR 15
Contest Winner:
Autumn
by Anne Fearnley
In the October issue of Iron War-
rior we announced a short story con-
test (we supplied the opening sen-
tence)' A large number of submis-
sions were received and the Editors
thank all those who submitted entries
(P5 points hatJe been awarded to all).
home.
After the evening meal, Neshel
had to listen to a long lecture
on proper behaviour for a young
woman of her age. Her m6ther
went on and on, while outside the
storm was brewing. Neshel sub-
mitted to her mother's quiet repri-
mands meekly enough on the out-
She opened the window hesi- side. But in her heart, she was im-
tantly, and the sun streamed in. patient and wished the talk would
The sky was of a deep blue, the end, for her friend had arrived at
air was crisp, and it was the be- last.
ginning of Autumn. Inwardly she Neshel was confined to the at-
sang'and laughed, and wind came in tic for the remainder of the night,
the room and blew her hair about, there to meditate on her lesson. In
"Close the window, you are making truth she was waiting, waiting un-
a draft" called her mother from the til the household was asleep so that
next room, "and come and join us she could sneal out and meet him.
by the fire where it is warm." Neshel She would see Antwo at last after
closed the window carefully and the almost four months of separation!
room seemed drab in comparison. Maybe he would let her ride and
The wind battered against the thick they would see the whole country-
shutters and was still. She picked side together, that would be great!
up her spindle absently and joined Alei' and Alag would be there too of
her sisters. course, and so would the quiet ' Alaf,
The three other girls chatted but they stayed here all year. It
and teased each other while they was their leader that she especially
worked, usual girl talk. But Neshel wanted to see, he was her favourite
stayed apart and kept her thoughts among them all.
to herself. Today, her friend was At last all was quiet below. She
coming back, she just knew it! She waited a bit longer just to make sure
hid' her joy and excitement behind that it was safe, straining to hear
her usuat"TIlask of- boredom"a ..... u was 1.
the-eldest, tried Even outside the world seemed to be
to draw Neshel into the conversa- holding its breath before t'he storm.
tion. She told of a certain Frei 'who Carefully, she clambered down from
was supposed to have been heard to the attic and got her cape. She
whisper Neshel's name at the moon. also gathered up the heavy rug that
Neshel ignored it, she didn't care was used for travelling in the win-
about Frei, no matter how hand- ter, Noiselessly she left the house,
some he was, she could only think her heart racing with excitement.
of her friend who had been away It was very cold and the ground
so long. The three girls playfully felt hard beneath her feet. Between
discussed the merits of Frei, ' and the clouds, the stars shone brightly
Neshel, exasperated, stormed out of and she recognized the winter con-
the house, They had meant well , stellation. She walked slowly and
Her mother called to her in vain silently past the sleeping houses.
and then shrugged; who could un- But as soon as she reached the end
derstand that girl's moods. of the street, she ran towards the
Outside it was cold, but she had forest, where she would meet her
no wish to go in for her cape and friend. It was very dark, but she
face again the mockeries of her sis- kI)ew the forest well and did not
ters. The strong east wind died off stumble or lose the faint trail. She
and became a mere whisper. She found the clearing , the meeting
wandered to the green' just out- place and there she stood and her
side the town. "Soon, I will see voice rang out in a song, 'a call.
him! ", she thought and the thought She called the winds each in turn,
warmed her. And she sang,' softly each by it's name ... and they came!
at first, then louder and louder, and First came Alllf, so gently that the
the wind blew strongly again and leaves never rustled. Then came
drowned her voice. She ran for the Alag, the storm and Alei came close
sheer pleasure of it, her skirt and behind him. They crashed together
hair fiying wild in the wind. She and the forest shook and swayed un-
ran to the forest at the edge of the der the blast. They teased Neshel
green and listened to the trees. At by trying to blow her hood off, it
dusk, her father me_t her there as he was their usual prank. And laugh-
returned from gathering wood and ing, Neshel played the game Fi-
scolded her sharply for being so dis- nally Antwo arrived and the air
orderly. Neshel -could only smile grew very cold. 'The' sky cleared
and think of her friend. He was and the moon appeared. Under the
near nowl She wondered if he would stars, they danced. Their mUBic waS
dance with' her tonight. Her father rustling ot the leaves and Neshel's
shook her firmly and marched her song. It was a swirling, flowing
dance, a dance of joy at meeting, a
dance of wind.
At last, the sky brightened for the
approaching dawn and Neshel asked
: Antwo, may I ride? " and stood
expectantly. She held the rug in
front of her, stretched out at arm's
length, it reached to her feet and
was draped over her head. The wild
dance stopped and for a moment all
was still. Then suddenly, the air
rushed at her and she leaned into
it. She rose in the sky by the force
of the wind, She flew! When she
was high enough, she wrapped her-
self tightly in 'the .rug and looked
down. The countryside spread out
below her, still dark in the early
morning. She could just make out
the river that flowed south through
the town but the town itself was too
far away to be seen.
On the right, the great moun-
tains shone in the growing light,
and to the left, the sun rose red
and cold. Water met water until
it formed the wide meandering river
that fiowed to the sea. And there
at its mouth, Neshel thought she
saw the great city. They turned
and faced the mountains. Below the
proud forests climbed and thinned
and made wau to ice and bare
rock. There the winds separated
and Neshel and Antwo alone crossed
the majestic peaks, Beyond these
was the great sea rough and dark
beneath the clouds. Antwo sped
north along the coast and Neshel
saw the little fishing villages and
their sheltered ports nestled safely
beneath the towering cliffs, And it
seemed to her that the mounta.ins
stretched out protectively embrac-
ing the sleeping homes. But all this
was a peak higher than the rest and
there they turned again. For
a brief moment she saw a tall wa.ter-
fall cascading down the side of that
mountain, down to the sea. As they
returned south, Neshel saw below
her, forests of gold and green and
brown alternating with the villages
and farms.
Soon, she recognized in the dis-
tance a familiar pattern of rivers,
her homeland. They descended
toward the ground and Neshel
thought she heard the sounds of
awakening below her, it was morn-
ing. Antwo deposited her as care-
fully as he could on a pile of leaves
near where the trip had begun and
hovered above waiting for her to ger
up, thereby indicating that she was
unhurt. This was always the rough-
est part of fiying. She stood and
waved and Antwo left. He would
be near now until the returning of
the birds and they would meet again
many times this winter.
Neshel gathered up the rug and
brushed off the leaves from her
clothes. The sun was above the hori-
zon now and the sky covered itself
in the clouds in Antwo's wake. It
began to snow heavily in the still
air. She headed home, light-hearted
and happy. And in her mind, she
thanked the winds for a most won-
derful night . When she got home
she shook the rug and put it a.t its
usual place. iRjn theb4tarlli
and lit the fire for the day. This
was really Teria's chore, but Neshel
didn't care, she wanted to
Then she remembered her
kindness for her the previous day
and ah emil d.
Throughout Lhe winter, Rbe still
showed an indifferent face to every-
one, but all noticed her bright eyes.
Often too, sbe would rush outside
on some small errand on the cold-
est days and wander arQund in the
howling wind. Her mother would
call to her in vain and shrug; who
could understand thaL girl.

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16 IRON WARRIOR
Vive Ie Jrant;ais!
par Lillian Benoit
n y a beaucoup de gens ici a Waterloo qui ne sont pas au courant qu'il existe un club franc;ais
sur Ie campus. Le cercle est un club ouvert a toute personne qui s'interesse a la langue
franc;aise! Tous ceux et celles qui veulent, Boit ameliorer leur niveau de franc;ais, soit simplement
parler franc;ais peuvent participer aux diverses activites.
Nous organisons au moins deux activites par mois en plus des projets hors du campus. Par
exemple, ce trimestre nous sommes sortis deja deux fois a Toronto pour voir une piece de theatre
et un film franc;ais. Sur Ie campus, on montre des films franc;ais regulierement (les vendredis
soirs it. 18h30) au college St. Paul, et tous les lundis soirs vous pouvez venir diner au college
St. Paul a 17h30 pour la modique somme de 4 dollars 75. Nous offrons aussi des soirees vin et
/romage pendant lesquelles on a l'occasion d'apprecier la culture franc;aise.
Le trimestre prochain Ie cercle franc;ais pensent participer au carnaval de I'Universite en
recreant l'ambiance d'un cafe franc;ais. Des crepes, des patisseries, des plats typiquement franc;ais
et bien sur du yin franc;ais seront offerts.
Pour tout autre evenement, signalons qu'il y aura une autre soiree rencontre Ie mecredi 3
decembre. Cherchez l'affiche avec Ie symbole du clubl Pour d'autres j:.enseignements, veuillez
visiter Ie departement de franc;ais, au 3ieme etage de Modern Languages.
Eng Soc's Book of the Month Club
BOBBIES
NOVEMBER 1986
Do yon want to stop being socially stupid? Were the last three things you read
delivered to your mailbox in incoJl8picuoU.8 brown paper wrappers? Get literate!
Join Eng Soc's Book of the Month. Club now! Here is a partial list of this month's
offerings:
Self-ActualisatioD Through Macrame
Needlecraft for Junkies
SELF IMPROVEMENT
Creative Suifering
Overcoming Peace of Mind
You and YOUJ' Birthmark
Guilt Without Sex
The Primal Shrug
Ego Through Violence \
Molding Vour ClUld's Behaviour Through Guilt and Fear
Dealing WRh Post-R.wational
Whine Your Way to Alienation
How to Overcome Self-Doubt Througb and Ostentation
The Sandford Fleming Foundation
Waterloo Chapter
The Waterloo Campus Awards Committee is pleased to announce the winners
of the Teaching Assistantship Awa.rds for the 1985/86 academic year. They
are:
Barry J. Cott
Robert Maaskant
Gregory E. Howard
Mark S. Kozdras
Robert R. Dickson
Chemical Engineering
Civil En'gineering
Electrical Engineering
Mechanical 'Engineering
Systems Design Engineering
There were 9 nominations received over the three terms F /85 W /86 and S/86.
We gratefully acknowledge the assistance of the Engineering Society in dis-
tributing the Teaching Assistantship Awards information (description and
nomination forms) each term with the course critiques.
For more information about the
Foundation or any of its programmes,
please contact:
The Sandford Fleming Foundation,
Room CPH-4332
Telephone Extension 4008
Gifts for the Senile
'Bonsai VOUJ' Pet
1001 Other Uses for your Vaeutlm CleaDer
Christianity and the An of RV Maintenanee
Tap Due. YOUJ' Way ro Social Ridicule
BUSINESS AND CAREER
Money CaD Make You Rich
-I Made $100 in Real FAtale"
A Sophisticated Tool
for the Professional
Engineer
PC-1403
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University of Waterloo
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