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Lethbridge Herald Newspaper Archives

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Lethbridge Herald, The (Newspaper) - January 24, 1972, Lethbridge, Alberta THE LETHRXIDGE HERALD Monday, January 24, 1972- Computer science has good response bands. 'Pride in a schooF Opportunities fcr acheivement and enjoyment ore provided by differ- View of a student The Raymond High School has for many years been sire school. Its central and exeefient facilities have at- tracted students from as far as Wmtham, WeDing. and New Eayton. Not only has this in- creased the student population, but has caused a general ex- pansion in all aspects. In regards to the physical plant, the Raymond High School is well-equipped and layed-ont in proportion to its size. The library is stocked with books as varied in matter as the students themselves. Ac- cess to the library as a study hall or research center is ne- ver Encouragement is given, instead, to use its available resources. Another area amply devel- oped is the sports department. lie school a norided with an excellent grmnacinm and ac- cessories. Gymnastic materials abundant in supphr. a tether benefit, the school, in cooperation with the ton, has set up a coif program allowing the of ow golf course n conjunction with the physical program. The commercial division b aptly provided for wilJi a com- pantivdy wide selection of machines which acquaint the students with a business Kke atmosphere. Similarly, the in- dustrial arts and home eco- nomics courses are furnished with comparatively up-to-date equipment. Science and language labs are of the finest in Southern Alberta. The language depart- ment, with its soundproof booths and earphones, is just a recent addition to the school. A couple of its assets include individual tutoring and freedom from class distraction. The last partition of this phy- sical plant is also the most important the classroom. Each is equipped with sepa- rate heating units, adequate blackboard space, bulletin boards and spacious walking and seating areas. All of this a to supply both student and teacher with comfortable work- ing aeoominotfatiotts. ADVANCED LEARNING the fine tradition of Ray- mond, the school has not only expanded its premises and fa- cilities but has also advance Geophysics Aprofa er who uses mathematics, phy- sics, geology, and chemistry to study the structure and coznpo- ntian of the crust and UK in- terior of the earth, as well as its water areas and its atmo- sphere. la its broadest sense, geophy- sics is the science of the earth from the outermost ports of its atmosphere to the centre of its core. This is such a broad field that mist geopbysiosts special- ize in some aspect of the sd- Tbe largest number work in exploration geophysics. This is the application of physics to the problems cf piubpecLmg for minerals such as oil, iron, cop- per, lead, zinc, and nickel. Other branches of geophysics are meteorology, the science of the weather; hydrology, the study of water supply and con- trol; and geodesy, the measure- ment of the earth. Besides workers in these fields, whose work is confined mostly !o applied science and engineering, are a large number of ficophysicists in pure research, wording to expand our knowledge of the earth. Even the research scientist may be a specialist working in some subdivision of geophysics, each as seismology, the study of the interior oi: the earth by earthquake waves; geomagnet- ism, the study of the earth's magnetic field originating both in the earth and in the upper atmosphere; tedonophysics, the study of the buckling of the earth's crust; or oceanography, the study of the oceans and their floors. Nursing career Professional mcrsing careers are open to both men and wo- men. The nursing orderly is another trained member of the nursing team. Under the direction of the physician and the graduate nurse, he carries out treat- ments and provides nursing care, particularly for male, chronically ill and convalescent patients. The training is acquired in a thirty week course based in an adult vocational centre. learning aspects the very core of education. Many alterations have been made to the general mode of teaching across the world in a struggle Uo keep up with UK rapidly and radically changing times. In accordance with these changes, Raymond teach- ers are experimenting with new teaching techniques. Co-operative teaching, self- teaching among pupils, with the teacher acting as an advisory element, discussion groups, and short lecture sessions are bat a few examples. A differ- ent, atmosphere pre- vails in classrooms. There is much freedom both in thought and speech. Individuality and impartial- ity are stressed. The teach- ers, the counsellors, and the principals act as guides in di- recting students along these paths. a result there is an Increased emphasis on the de- velopment of the whole indivi- dual in preparation for the out- side world. Evidences of this are found m the Raymond High School. Special projects are offered to (hose students who wish to get credit for doing things that they enjoy and can later bene- fit from. The choice of new and exciting coDTses offered in- crease as pressure to follow the university line decrease. FOR INDIVIDUAL As a result a rounder type of educational system has evolved one that cares more Cor the individual student and less for the mass. This concept is alien to many of the larger schools. All of this has had a drama- tic effect on the teacher-pupil relationship. Conflict between establishment and youth is re- latively small. The majority of teachers believe in the concept of self-discipline with their pu- pils. This results in a mutual respect that each side grants the other. There are few other small town schools in Southern Al- berta that have me same out- standing record as that of the Raymond High School. Over the years it has provided stiff competition to city high schools in the way of both scholastics and sports. Many fine graduates have become prominent Canadians. The Raymond community takes deep pride in its high school which Is known to be a "par excellence" among insti- tutes of learning. By W. SCHMID Catholic Central High About a year ago the compu- ter science department at the University of Lethbridge gave a short course to teachers in- terested in learning the basics of computer programming. Since then the Mathematics teachers at CCHS have intro- duced some students to compu- ter programming and have found the response of the stu- dents very enthusiastic. Many students from Grade 8, to Grade 12, who have become interested in computer pro- gramming, have been going to the computer center at the U. of L. once a week during the post year. The student mart feed his programme to the computer either on cards or by typing it in on a teletype which connected to foe computer. This month the university has agreed to loan us a teletype for use at the school. This tele- type is connected to the com- puter by telephone line. This requires a telephone coupler and any normal telephone line. The computer itself can han- dle information or instructions from as many as thirty-two teletypes simultaneously and send back the results all at the same time. RETURNS RESULTS Our students can now enter their program on the teletype at the school and the computer will do the calculations called for and send the results back over the telephone line to be prisited out on the teletype. Although some people feel that (he comp-jtcj- is solving problems and doing calcula- tions and that the student doesn't learn anytiung, nothing could be further from the truth. The computer cannot solve problems or think out different approaches to a problem. This is the job of (he programmer. The programmer must set up a problem, determine the best step by step procedure for sol- ing the problem and then write a programme I set of instruc- tions) which will tell the com- puter exactly what to do in a language (hat (he computer has been programmed to accept. The beauty of the computer fe that is is able to do very rapid calculations. For exam- ple, me computer may do one million calculations in one sec- ond. At the high school level we are trying to give young people a start in the exciting field of computer program- ming. Once a student types in a program and ttic computer comes back with (he result it was told to obtain, the student feels a sense of .accomplish- ment and the desire to try oth- er programmes. One can also play games with (he computer such as Tic tac toe, Black Jack, Football etc. One can even play cihess with it if it has been programmed to do so. It is hoped that in the future all schools will have ac- cess to a large central compu- ter which will Iia.ve stored pro- grams on every subject mathematics, history, pyschol- ogy, economics, lan- guage arts to name only a few. Chemical engineer A Chemical Engineer may be defined as a person who ap- plies the principles of chemis- try, mathematics, physics, and economics to the designs of equipment and to the design of processes for the manufacture of chemicals. For example, Ibe manufac- ture of basic chemicals such as acids, alkalis, and organics. The chemical engineer may be involved in the design of pro- cesses (hat use chemicals to synthesize new products, or to modify products produced in nature. Examples would include OK manufacture of synthetic res- ins (synthetic rub- ber) natural rubber, fertilizers, soaps and detergents, medici- n a 1 s and Pharmaceuticals, paints and varnishes, petro- leum products and pulp and paper. The profession most closely allied with chemical en- gineer is chemist. The chemist is primarily a fundamental research scientist dealing with basic .research, such as organic chemical syn- thesis, and the analysis of com- plex molecular changes. He explores (he fundamental knowledge of chemistry with no specific product in mind. The chemical engineer is a devel- opment scientist and basically an engineer solving engineering problems in connection with chemical processing. This in- volves process design and con- trol, design or selection of equipment, and an economic consideration of the variables in the process. The distinction between an applied chemist and a chemi- cal engineer is not very clear- cut when they are employed m smaller companies where greater versatility may be re- quired. The same person may be serving in either profession. Many chemists have developed into good chemical engineers and some chemical engineers have specialized in research and become good fundamental chemists. However, larger in- dustries consider one individual incapable of embracing two professions and employ both types. The true sphere of acrtvity of the chemical engineer com- mences with (he new chemical processes conceived by re- search chemists in tiw labora- tory, and includes plant loca- tion, plant design, process de- sign, construction, and supervi- sion of others in the operation of the process on an economical commercial scale. The chemical engineer may engage in research to develop new chemical processes or to improve the existing process. As in other professions, the in- dividual chemical engineer may specialize in a distinct phase of the profession, such as research, design, construction, plant operation, product devel- opment, con.TiiHing, technical sales and, in later years, man- agement. A survey of the senior offi- cers of leading Canadian in- dustries listed in Moody's In- dustrial and Public Utilities Manuals for 1M2 showed some 30 per cent of lihese officers to be professional engineers. ;