One Difference Between Canadian and American Media

I want you to take a look at these two articles. Obviously on different topics for different audiences, but it is an example of American media going for the shocking headline with no real newsworthy, in-depth reporting while...at least in this case, Canadian media has something a bit more meaningful.

Steven Page buys house near his arrest site
Barenaked Ladies singer faced cocaine possession charges last July
The Associated Press
updated 9:42 p.m. ET, Mon., July 20, 2009
FAYETTEVILLE, N.Y. - Former Barenaked Ladies singer Steven Page has bought a new home in central New York next to the apartment where he and his girlfriend were arrested last July for cocaine possession.

Onondaga County real estate records show Page and girlfriend Christine Benedicto paid $265,000 for the four-bedroom house in Fayetteville, in suburban Syracuse. The sale closed June 30.

Cocaine possession charges against Page, Benedicto and Benedicto’s roommate were dismissed in April after they sought counseling and passed drug tests.

Benedicto says Page decided to settle in Fayetteville to accommodate her. Her daughter attends school there.

Page quit the Barenaked Ladies this year to pursue a solo career. The Canadian alternative rock band’s hits include “If I Had $1,000,000” and “Brian Wilson.”

And here's the Canadian coverage of what Page has been up to since his split from BNL.

Steven Page stripped bare

Former Barenaked Lady opens up about his split with the band that made him famous

BY HEATH MCCOY, CALGARY HERALDJULY 22, 2009


Former Barenaked Lady Steven Page split with his band after a much publicized drug bust.
Photograph by: Courtesy, DavidBergman.net
Calgary Folk Music Festival

Steven Page performs Saturday at the Calgary Folk Music Festival. For full details and ticket information go to calgaryfolkfest. com

---

Would Steven Page still be a member of the Barenaked Ladies had it not been for that notorious drug bust in July 2008? That's the million-dollar question put to the very man who famously sang a silly pop song about the joys of possessing such cash with the Ladies' breezy 1992 hit If I Had $1,000,000.

And Page's reply?

The bespectacled singer-song-writer, who will be performing as a solo artist July 25 at the Calgary Folk Music Festival, says that in all likelihood he would still be a Barenaked Lady had it not been for his high-profile, all too uncomfortable brush with the law.

We all know the story. In July 2008 Page, his girlfriend and her roommate were arrested in Fayetteville, N. Y. and charged with cocaine possession. Page found himself facing up to 5½ years in prison.

The charges were dropped last May, but not before Page found himself embarrassingly dragged through the media mud.

That unfortunate incident was most certainly a catalyst, acknowledges Page, hastening his departure from the beloved, humour-oriented Toronto band that brought him fame on an international scale.

But talking to the 39-year-old, it's clear that his eventual split with the Ladies was inevitable.

"The band started when (co-founder) Ed (Robertson) and I were 18. We grew up together," says Page in an interview from his home in Syracuse, N. Y. "At a certain point you grow apart and you have to deal with that. We worked together as a great unit for a long time. . . . But we ended up having different goals. It reaches a point where you think 'How long do we do this for the sake of making it sustainable if, in the end of the day, we don't want the status quo?'

"It's a painful place to come to but . . . you have to make that break."

And now that the break has been made, the differences between Page and his former bandmates are becoming glaringly apparent.

Of his last disc with the Ladies, the children's record Snacktime! (released just two months before the not so kid-friendly drug scandal) Page says: "It was a lot of fun to do, but it wasn't my idea. I was along for the ride."

He felt a similar way about the band's Christmas record in 2004 and the theme song they wrote for the CBS-TV nerd sitcom The Big Bang Theory.

"It wasn't where I imagined I wanted to be," he says.

It might be said that Page had loftier goals for himself as a songwriter.

Since leaving the Barenaked Ladies last February, after accompanying the band on its Ships and Dips tour--in which they played for their fans on a cruise ship--Page has scored music for Ontario's prestigious Stratford Shakespeare Festival.

He's also recorded an orchestral chamber-pop record with a group called the Art of Time Ensemble, which will include interpretations of songs by the highbrow likes of Leonard Cohen, Radiohead and The Weakerthans. "Some of it's very challenging . . . more on the avant-garde side," Page says.

All of that is a world away from the Barenaked Ladies' stock in trade, the group known for such cleverly goofy, offbeat pop hits as Be My Yoko Ono, One Week and Brian Wilson.

Page is well aware that no matter what happens with his solo career, people will be loudly requesting that he play those songs for the rest of his life.

He's fine with that, he says, and he's planning to play a fair selection of Barenaked Ladies material when he performs his solo acoustic set at the Calgary Folk Music Festival this weekend.

"I'm not going to do something like One Week," he clarifies. "That's kind of Ed's thing. And (If I Had $1,000,000) is a duet between me and Ed. I can't imagine doing it on my own or with somebody else. But stuff like Brian Wilson and What A Good Boy easily falls into everything else I do. It's part of my identity. It's where I come from and I'm certainly not ashamed of that by any means.

"It would be false for me to pretend that stuff wasn't a part of me."

While Page admits that he's terrified to be venturing out on his own, he's also relieved to be away from a band that he feels was often unfairly stigmatized.

"The fun, goofy, quirky thing we did, we did incredibly well," he says of the Barenaked Ladies.

"But we were also really proud of the songcraft and the range of emotions and ideas that we explored. I think diehard fans understood, but casual observers didn't give us a lot of opportunities to express those things. . . . We felt like a lot of what we did that was really good didn't get the attention it merited."

One particular attack from a critic packed a sting that Page still feels today.

"He said 'The only thing worse than a comedy band are a comedy band's serious songs,' " Page recalls. "I thought 'Oh God, that hurts.' "

The Barenaked Ladies had a lot more to offer than just giggles, Page says. They had depth, and that's a side he hopes to delve deeper into as a solo artist.

"A lot of my favourite artists, whether it's Leonard Cohen or Tom Waits or Elvis Costello . . . they all have a sense of humour in their music even though they're not necessarily known as humorists. But they have moments of levity and black humour . . . and I feel like I have to explore more of that. Not that I'm on their level, but the place they come from is a place I identify with."

Even so, had it not been for the drug arrest, Page believes he'd still be trying to make his artistic visions work within the context of the Barenaked Ladies.

"(The breakup) wouldn't have happened when it did," he says.

Page regrets the impact his ordeal had on his former bandmates, the group cancelling a string of Disney Music Block Party gigs following the bust.

"They were scared just like I was," he says. "They were nervous. But they were willing to wait and see what happened. . . . This is not how anybody imagined our life together or our image going and it was tough for everybody. . . . You just kind of roll with it as friends and brothers do."

But once the smoke cleared, it was time for everybody to sit down together and figure out whether or not Page had a future with the Barenaked Ladies.

"When you're on the career treadmill together, you keep moving forward," he explains. "But when something like this derails you, it forces you to take a good hard look.

"The criminal charges for me, and for those guys too, it made us take a really hard look at what we wanted and didn't want."

Mount Allison Graduate Nonie Lesaux (’99) Honoured by President Obama

If you've been to Mount Allison University's website you may have noticed this little news item:

Allisonian honoured by President Obama
2009-07-14 11:39:12
Congratulations to Nonie Lesaux (’99) who has been named a recipient
of the Presidential Early Career Award for Scientists and Engineers,
the highest honour bestowed by the United States government on young
professionals in the early stages of their independent research
careers. Nonie, a Mount Allison psychology graduate, is currently a
researcher at Harvard University and was one of only two educators to
be recognized at this year’s awards. Read more from the White House at
www.whitehouse.gov (July 13, 2009).

Although Mount Allison University graduates have received more Rhodes Scholarships than any other liberal arts university in North America among other accolades Mount Allison isn't well known outside of well... Atlantic Canada and New England. So while it isn't really breaking news that Mount Allison graduates are successful to those who are in the know it may be useful to highlight this example for those who don't see Mount Allison as academically rigorous or who think they'll only be successful if they go to UofT or McGill.

Here's a Harvard Gazette article about her earlier work:

HARVARD GAZETTE ARCHIVES

Nonie Lesaux's ESL study looked at a group of Vancouver children who
together spoke over 30 languages. (Staff photo Justin Ide/Harvard News
Office)
Research on ESL children has surprising results
GSE's Nonie Lesaux says non-native speaking kindergartners may read better
By Beth Potier
Harvard News Office

For an increasing number of children whose first language is not
English, learning to read - arguably one of school's most important
and most difficult lessons - can be an especially high hurdle.

New research from Harvard Graduate School of Education (GSE) Assistant
Professor Nonie Lesaux, however, finds that with proper intervention,
children who speak English as a second language can learn to read
English as well as or even better than their English-speaking peers.

Lesaux's study, published in the journal "Developmental Psychology"
this month, tracked 1,000 children speaking native English and English
as a second language (ESL) in mainstream English classrooms from
kindergarten through second grade. With participants from across an
entire school district in North Vancouver, Canada, the research is the
first-ever longitudinal study to look at a population-based sample
that took in a citywide sweep of social classes, immigrant
populations, and native languages - 33 of them.

"The ESL group as a whole did better in grade two on a number of
reading and language measures ... than their native-speaking
counterparts," says Lesaux, adding that the achievement of the ESL
students "stunned" some of her professional colleagues. The
implications on the expectations of ESL students could be
far-reaching, she says.

The success of the young readers - ESL students as well as native
English speakers - turned on an intensive literacy curriculum that the
school district developed in partnership with Lesaux and her
co-author, University of British Columbia professor Linda Siegel, who
lent their research-based expertise to the process. "It was a very
bottom-up approach, an amazing collaboration, " says Lesaux of the
research-to-practice development. Dubbed "Firm Foundations," the
curriculum draws from a number of proven literacy techniques and adds
constant monitoring, assessment, and intervention.

"It's a combination of everything we know works well," says Lesaux,
"but everything happens in a really systematic way." So while many of
the literacy activities - storybook reading, work with vocabulary and
the alphabet - may be at home in a kindergarten classroom, what's
unique to this program is that all students, including those who spoke
no English when they entered kindergarten, are held to particular
benchmarks.

"It's a very preventive model," says Lesaux. "For years we've been
pulling these kids out in grade two, grade three, when they're having
difficulties. Instead, the idea was, kindergarteners love to learn,
they love to play around their learning, so let's do it in the
classroom and target those kids who might have difficulties down the
road."

In addition to the Firm Foundations curriculum, which guides the
entire class, Lesaux and Siegel applied a more focused intervention to
the children (including but not exclusively the ESL students) who
demonstrated difficulties. In small groups, students received
intensive training in phonological awareness, the understanding of the
sound system of a language. Progressing systematically through oral
language processing, they would play with how words sound: If they see
a picture of a cat, and pictures of a sun, a fish, and a hat, can they
identify which rhymes with cat? Do they know that the sounds in "cat"
are "k" and "at"? That when you take the "b" sound off "bus," it
becomes "us"?

Lack of English proficiency an advantage

The study found that such intensive phonological awareness in
kindergarten gave students a solid foundation on which to build
reading skills in first grade. But why, by second grade, were some
students who spoke no English in kindergarten achieving higher reading
skills than their native English-speaking peers?

Lesaux credits what she calls a metalinguistic awareness of the
bilingual kids that exists precisely because they are learning English
as a second language. "They're much more tuned into language than the
other kids," she says. "In many ways, they were doing a lot more work
around language than the monolinguals, for whom language is much more
unconscious."

While Lesaux, who started teaching at the GSE just this fall, and her
colleagues have trained other school districts in Canada on this
prevention/intervention model, she doesn't know of any U.S. school
districts that have adopted it. Despite its proven success in
Vancouver, she's not sure it will catch on without a mandate.

"It's not a quick fix," she cautions. "It was short-term pain for
long-term gain." The program owes its success in no small part, she
says, to extraordinary district-wide buy-in. Early literacy was a top
priority that required extensive teacher training and professional
development. "This isn't a program you can just purchase and use," she
says.

Yet the model shouldn't demand significant extra resources from
budget-strapped school districts. Lesaux and her colleagues worked
flexibility into the curriculum, tapping parent volunteers as well as
classroom teachers and reading specialists. With this intervention
providing such a solid reading foundation in kindergarten, the
Vancouver schools were able to shift their reading resources to
younger grades rather than invest in additional resources.

"What decreased over time was the number of kids who had to go down to
the resource center in the later years," says Lesaux. "It's pay now or
pay later."

Timely and controversial

With bilingual education in the political crosshairs and states,
including Massachusetts, legislating its demise, Lesaux's research has
a timely and controversial edge. Yet she insists that rather than
advocating for or against bilingual education, her study provides a
model for effectively teaching the growing number of ESL students that
are a reality for schools.

"It's saying that if you are going to move to an English-only
immersion model, then it has to be guided by really systematic
instruction with an understanding that this is another risk factor for
these kids," she says. Providing enough support, intervening early,
and monitoring development and achievement are key to helping ESL
students - as well as English speakers with reading difficulties -
learn to read.

Lesaux is currently analyzing the fourth-grade data from this
continuing study, and then she will turn the rest of the study to the
Canada-based researchers while she digs into collaborations with some
of her GSE colleagues. She also plies her expertise as a research
associate on the U.S. Department of Education-funded National Panel on
the Development of Literacy in Language Minority Children and Youth.

While Lesaux is quick to note that this model does not create
biliteracy - it only teaches students to read in English, leaving
literacy in their native language to instruction outside the schools -
it makes a strong statement about the capacity for ESL children, whose
lack of English fluency puts them at risk throughout school, to learn
to read and achieve.

"It certainly does say that their English language-learner status
doesn't have to be a negative thing," she says, "nor does it
presuppose poor reading."

beth_potier@harvard.edu

Snippets from her CV. I find it interesting that the Mount Allison Gold A Award and Student Life Committee Contributions are still listed a decade later despite the much more well-known accomplishments.

Nonie K. Lesaux
...
1999 B.A. (Hons). Mount Allison University. Sackville, N.B.
Department of Psychology
Thesis: Persistence of phonological processing deficits in university
dyslexics with age-appropriate reading skills.
...
Mount Allison Gold A Award. Annual award for contribution to Mount
Allison University. 1999.
...
Student Life Committee, Board of Regents, Mount Allison University.
(1998-1999).

The White House Press Release (minus the 99 other recipients of the award):

THE WHITE HOUSE

Office of the Press Secretary
__________________________________________________________________________
FOR IMMEDIATE RELEASE
July 9, 2009

PRESIDENT HONORS OUTSTANDING EARLY-CAREER SCIENTISTS

President Obama today named 100 beginning researchers as recipients of
the Presidential Early Career Awards for Scientists and Engineers, the
highest honor bestowed by the United States government on young
professionals in the early stages of their independent research
careers. The recipient scientists and engineers will receive their
awards in the Fall at a White House ceremony.

The Presidential Early Career Awards embody the high priority the
Administration places on producing outstanding scientists and
engineers to advance the nation’s goals and contribute to all sectors
of the economy. Nine Federal departments and agencies join together
annually to nominate the most meritorious young scientists and
engineers—researchers whose early accomplishments show the greatest
promise for strengthening America’s leadership in science and
technology and contributing to the awarding agencies' missions.


"These extraordinarily gifted young scientists and engineers represent
the best in our country," President Obama said. "With their talent,
creativity, and dedication, I am confident that they will lead their
fields in new breakthroughs and discoveries and help us use science
and technology to lift up our nation and our world."

The awards, established by President Clinton in February 1996, are
coordinated by the Office of Science and Technology Policy within the
Executive Office of the President. Awardees are selected on the basis
of two criteria: Pursuit of innovative research at the frontiers of
science and technology and a commitment to community service as
demonstrated through scientific leadership, public education, or
community outreach. Winning scientists and engineers receive up to a
five-year research grant to further their study in support of critical
government missions.

This year’s recipients are:

...
Department of Education
Nonie K. Lesaux, Harvard University

...and what Harvard had to say about their award recipients:

Four from Harvard win Presidential Early Career Awards in Science and
Engineering
Highest such honor bestowed by U. S. government
July 9, 2009

Four Harvard researchers have been named among the winners nationwide
of this year’s Presidential Early Career Awards for Scientists and
Engineers (PECASE). They are Roland G. Fryer Jr., Patrick J. Wolfe,
Robert J. Wood, and Nonie K. Lesaux.

The announcement came today from the White House.

The PECASE program recognizes outstanding scientists and engineers
who, early in their careers, show exceptional potential for leadership
at the frontiers of knowledge. This presidential award is the highest
honor bestowed by the U.S. government on scientists and engineers
beginning their independent careers.

...

Nonie K. Lesaux, Max and Marie Kargman Associate Professor of Human
Development and Urban Education Advancement at the Harvard Graduate
School of Education:

Lesaux received a B.A. from Mount Allison University in 1999, and an
M.A. (2001) and Ph.D. (2003) from the University of British Columbia.
Her areas of expertise include bilingual education, child development,
learning disorders, psychology, and reading development.

She leads a research program that focuses on the reading development
and difficulties of children from linguistically diverse backgrounds;
her developmental and instructional research has implications for
practitioners, researchers, and policymakers. Her research has focused
on the reading development and the health and well-being of children
who are at risk for learning difficulties, including children from
language-minority and low socioeconomic backgrounds, and children with
language impairments. Lesaux’s program of research is supported by
research grants from several organizations, including the National
Institute for Child Health and Human Development, William T. Grant
Foundation, William and Flora Hewlett Foundation, and the Spencer
Foundation.

From 2004 to 2006, Lesaux was senior research associate of the
National Literacy Panel on Language Minority Youth and contributing
author to three chapters in that national report. In the spring of
2007, Lesaux was named one of five WT Grant scholars, earning a
$350,000 five-year award from the WT Grant Foundation in support of
her research on English-language learners in urban public schools.
Lesaux is a member of the Society for the Scientific Study of Reading,
International Academy for Research in Learning Disabilities, and
Society for Research in Child Development. She is also a member of the
Reading First Advisory Committee for the Secretary of Education, U.S.
Department of Education.

Her award was sponsored by the Department of Education.

Welcome to the Class of 2013/Residences:North and South/Grammar Lesson/Student Center

I've been checking on the incoming class of 2013 through the Facebook group| every now and then and I've noticed that every year seems to be the same...constant anxiety, excitement, confusion and happiness about coming to Mount Allison University. Recently the school has mailed housing letters...which students have impatiently waited for.

This year things are going to be a little bit different than last year considering the housing situation and lessons learned from last year, but chances are you'll get your letter by the end of August. Haha. Just kidding. If they were all sent on the same day then the day you get your letter will depend on your location...but if not it could end up that people in India get their letters before those in New England...but you'll get your letter soon (but not soon enough, I was there too). And in most cases you'll be more than happy in your living arrangements...unless of course you live on south side...then...I'm sorry. Just kidding.

You'll notice there's a bit of a rivalry fought out between the "North" and "South" sides of campus seen most intensely during orientation week and especially at the North Side/South Side water fight (which...not surprisingly North Side has won every year since I've been a student at Mount Allison. But after the drama and excitement of the first few weeks things calm down a bit with the implicit understanding that North Side is better.

I just wanted to be sure to point out a couple things to new students. Mount Allison University is never referred to as MAU. Ever. Don't call it MAU. The correct names for Mount Allison University are Mt. Allison, Mount Allison, Mt. A, or even MTA but never, under any circumstances should you refer to it as MAU.

Secondly the SAC stands for Students' Administrative Council. Not the Student's Administrave Council or Student Administration Council. Just thought I'd clear that up. You'll notice things like that if you have a grammar book for your first year english class as well.

Also, since your class is lucky enough to be entering with the Student Center fully functional there is some information you should know. There is a lot of information that this year's orientation team has put together that has improved over last year. Make sure you check out the Orientation Newsletter because it is one of the most complete sources of information you'll need to know.

Below is a welcoming letter from President Campbell (he really is as nice in person as he is on paper) and for your convienince is the directory for the Student Center...you lucky rascals.

Dr. Robert Campbell
President
WELCOME TO MTA
On behalf of the entire Mount Allison community, I would love to
welcome you and wish you a wonderful orientation to the university.
This program is a wonderful opportunity to familiarize yourselves
with the institution - its people and places. I hope that you can take
every opportunity that the Orientation Committee has provided for
you. This experience can be a solid and useful basis for success this
year and in coming years at Mount Allison.
I look forward to meeting you all during this period and at future
events. Have a great Orientation, and a wonderful year. Welcome,
and good luck! Don’t hesitate to contact me - even if it’s just for a
good chat.

Sincerely -
Robert Campbell, President.

Wallace McCain Student Centre

From the Ground Up:

Ground Floor:

Book Store ‐ Open 8:30–4:30 Monday to Friday Offers Mount Allison University clothing, MTA miscellaneous items, Parcel pick‐up, fine Arts Supplies, Picture ID, copy centre, and binding.

Wellness Centre – Career Counselling, Academic Skills Workshops, Personal Counselling, Disability Services, Academic Mentors, Writing Resource Tutors, Beautiful Minds Online peer support forum, S.H.A.R.E. (Sexual Harassment & Assault Response & Education) Health Services, Clinical Services, Health promotion initiatives, health knowledge, testing, counseling, and referrals. Please see website for details.

Laundromat ‐ Of all the places to find washers and Dryers! Here is an on‐campus Laundromat where you can also observe from your computer the time remaining on the machines.

Banking Machine – Located in alcove with the vending machines

Vending Machines – Located in alcove

Mail Boxes – Assigned Mail box holds individual students mail

Café – Open – Monday‐Wednesday 8am‐6pm Thursday‐ Friday 8am‐12midnight Saturday 11am‐12 midnight Closed Sunday Cash or MTA money Provides a variety of food items and services.

Tantramarsh Pub – Open 11 am to 2 am. Offers beer, mixed drinks and draft, pool tables, entertainment on Wednesday nights

Fitness Centre – Open 6 am‐10 pm Monday to Friday See web page for Weekend hours. Offers dance Society, Yoga (drop‐in & classes) Salsa Club, Aerobics, Step & Sculpt MTA Identification Card required for admission

First Floor:

Main Entrance

Student Administration Council (SAC) – Office of Student Administration Council provides representation for entire student body on National, Provincial, and Municipal levels of Government as well as within Mount Allison University. Home to all University Clubs, Entertainment,Year Book, Orientation, and Bar Services.

Tweedie Hall – Conference room

Bermuda Wing – Conference and meeting rooms

Security ‐ Security Office Information centre

Second Floor:

Student Life – VP Student Affairs Office, Chaplain’s Office, Manager of Student Affairs Office, Provides services for students seeking assistance with all aspects of University Life – off or on campus students

All Nations Lounge – space for all students to utilize.

International Centre ‐ services offered through the International Centre are concerned: For Inbound International Students (Pronoti): ‐ Pre‐departure information and orientation ‐ Upon arrival, academic orientation + introduction to residence and social life ‐ Information about and help with applying for study permits, work permits and Temporary Resident Visas ‐ Help with purchasing and using Mount Allison's recommended health insurance plan ‐ Support for students who require extra time to complete mid‐terms and exams ‐ Develop and maintain initiatives and programs to promote internationalization on campus ‐ First point of contact for students facing any issues which may require a referral to other departments or colleagues on campus For Out Bound Study‐Abroad & Exchange Students (Adam & Pronoti): ‐ Providing students with information about MTA's study‐abroad and exchange programs (A&P) ‐ Help students with completing MTA's study‐abroad and exchange program application form (A&P) ‐ liaising with faculty and Student Services throughout and following the selection process (A&P) ‐ ensuring successful study‐abroad and exchange candidates complete the necessary pre‐departure paperwork and training (A&P) ‐ following up formally with students following the completion of their international program Study‐Abroad and Exchange Programs in General (Adam): ‐ working with staff and faculty to develop new study‐abroad and exchange opportunities; ‐ drafting, revising, and concluding formal agreements with new study‐abroad and exchange partners; ‐ working with other branches of the university to find internal and external sources of funding for student mobility (e.g. bursaries & scholarships for int'l programs); ‐ helping to coordinate the visits of representatives of partner institutions and associations; ‐ promoting international events and greater international awareness among staff, faculty, and students on campus ‐ representing MTA at national and international conferences (A&P) For Mount Allison Sophomore Semester in English (MASSIE) Students (Adam): ‐ pre‐departure information for visiting Japanese students (while they're still in Japan); ‐ general orientation once the students are on campus;

‐ hiring teachers for MASSIE's ESL program; ‐ assigning MTA student volunteers as roommates and conversation partners; ‐ hiring MTA students as summertime residence monitors; ‐ overseeing the planning and direction of MASSIE students' trips and activities (including collecting money for optional trips); ‐ overseeing the academic component of the MASSIE program; ‐ overseeing the MASSIE students' 2‐week volunteer schedule at the end of the program; ‐ overseeing the KGU exchange aspect of the MASSIE Program; Student Services – Registrar, Admissions, Fee Payment, Financial Aid, Student Records, Continuous Learning, Campus Tours, Data Analysis.

Third Floor:

Meighen Centre ‐ Provides the following services to students with learning disabilities: Accommodations for writing tests and examinations; academic counseling; peer tutoring; note taking services; help applying for Canada Study Grants; help applying for Canada Access grants for Students with Permanent Disabilities; help obtaining alternate format texts; and advocacy with faculty and staff.

Argosy Student Newspaper – Office of the Argosy staff.

CMHA Radio Station – Independently operated radio station providing live and recorded coverage of campus and greater Sackville including tourist information, workshops and training in all aspects of radio, exposure to local artists, recording studio, play high percentage of Canadian content.