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Treitel, Sven

Enders A. Robinson and Sven Treitel are well-known for their contributions to the digital processing of seismic data. The scientists met as graduate students at the Massachusetts Institute of Technology and their collaboration with on the Robinson-Treitel reader, and several books that followed, has laid the foundation of much that is done in seismic processing today. The Robinson-Treitel Reader was first published in 1969 by the Society of Exploration Geophysicists (SEG) and Seismic Service Corporation as a service to the industry. Drs Sven Treitel and Enders Robinson were the Society of Exploration Geophysicists 1969 Medal Award winners and their Reader became one of the mostly highly valued books in the profession, ranked third in the list of the top ten geophysics books by SEG as part of its 75th Anniversary celebrations in 2005. .

The Van Horne Institute for International Transportation and Regulatory Affairs was established to assist industry, governments and the public in addressing transportation and related regulatory issues that are relevant to the well-being and growth of industry and commerce. The Institute was founded as a not-for-profit organization in 1991 with the cooperation of industry, the University of Calgary and the Alberta government.

The University of Calgary involvement in solar-terrestrial physics began with cosmic ray studies in the International Geophysical Year (1957-1958) period, which predated the space era. The graduate program in Physics was initially developed using the facilities of the Sulphur Mountain Cosmic Ray Laboratories. Continuous monitoring of cosmic ray intensity was carried out at Sulphur Mountain from 1957 to 1978 and at the University of Calgary campus since 1964. Rocket and balloon borne measurements of cosmic rays were implemented during the sixties and early seventies.

University of Calgary physicists under the leadership of Dr. C.D. Anger pioneered the development of auroral imaging from space in 1971 with a novel instrument, called the Auroral Scanning Photometer (ASP), that flew on the Canadian ISIS 2 satelliete. As part of the Alouette/ISIS satellite program it helped solidify Canada's reputation in space research and the University of Calgary as a leader within Canada. A variety of ground-based instruments were subsequently developed, leading to the first use of imagers based on the new CCD area detector technology in satellite space research. In 1986 this technology was employed in an ultraviolet-sensitive imager flown on the Swedish Viking satellite. Its scientific success has been enormous, and it helped provide the impetus and justification for the formation of the Institute for Space Research (ISR) that was formally recognized in 1989 by the University of Calgary. This in turn helped attract the funding for the Canadian Network for Space Research (CNSR), 1990-1995, a 7 million element of the original Networks of Centres of Excellence program.

The ISR has expanded recently from a concentration on optical instrumentation flown on international satellites to the inclusion of plasma instrumentation flown on a variety of platforms from sounding rockets to interplanetary probes. The emphasis of the ISR is on experimental observations to address both basic and applied resarch questions. The observations are carried out largely by placing Canadian built instrumentation on international satellites, developiong Canadian, and international rocket payloads, and also using a variety of ground based measurement techniques

In December 1999, the Special Assistant to the Vice-President (Academic) External Academic Relations position came into existence when the Director of Planning position was abolished. Dr. B. Lynn Bosetti became the first Special Assistant on secondment from the Centre for Gifted Education and the Faculty of Education. The two facets of the new position were 1) Acadmic Relations with municipal, provincial and federal governments and 2) Academic Relations with other educational institutions and other bodies external to the University of Calgary. The former would include involvement with Alberta Learning regarding Campus Alberta, Access Fund proposals, new program development and Key Performance Indicators. The latter would include liaison with other institutions regarding joint program development and other projects requiring cooperation and support between institutions. The Special Assistant would also ensure, in consultation with Deans, Human Resources and the Faculty Association, that issues related to third-party agreements are identified and addressed.

The Director of Planning position was created in ca. 1990 with Dr. Barbara Samuels as the Director. The Director of Planning provided support in the areas of project management, co-ordinator, advisor, research, facilitator, representative and communicator for the Vice-President (Academic). The position also included planning responsibilities for the University's academic policies and priorities, new program development, strategic planning and improvement.

Some of the projects the Director developed and implemented were the Universal Student Ratings of Instruction, Key Performance Indicator reporting, benchmarking, space allocation, development of joint degrees, liaison with educational institutions, Post-Degree Continuous Learning and the Learning Commons.

In December 1999, the position was redefined as the Special Assistant to the Vice-President (Academic) External Academic Relations.

Duties previously done by the Student Resource Centre were taken over by the Prospective Student Office in 1997 when it became its own entity.

The Prospective Student Office is the first office that someone should contact or visit when seeking information on how to become an undergraduate student at the University of Calgary. It is responsible for the recruitment of domestic undergraduate students and has general advisors who can provide an overview of the admissions process as well as assist in connecting with other campus offices.

Services offered by the Prospective Student Office include program and admission information, one-on-one student advising, school visits and career fairs, class presentations, UofC & You, campus tours, Scholar's Advantage program, advance credit information, registration workshops, and consellor updates.

The Year 2000 Project Office existed from 1998 to 2000. It was established to coordinate the efforts of faculties and departments to address the Year 2000 issue in the major areas of information technology, embedded systems, and supply chain. Progress reports on the Year 2000 project were presented regularly to senior management, the Year 2000 Task Force, and periodically to the Board of Governors. The Project Manager was Vincent Van Hyfte.

The Office of Gender and Equity Issues is the coordinating centre for gender, sexual harassment and employment equity issues in the Faculty of Medicine. The office is led by the Director who reports to the Dean of the faculty. Upon creation, the primary goal of the office was to promote equal participation in employment and education for women, aboriginal peoples, persons with disabilites, and visible minorities. Supporting this were the goals to discourage discrimination on the basis of sexual orientation, to collaborate with other universities and community groups with similar mandates or goals, and to promote equity in the content and teaching of curricula, to foster equity in research, and to foster equity in participation in committees and leadership positions for women, aboriginal peoples, persons with disabilties, and visible minorities.

Graduate Science Education is organized into seven graduate programs that cut across departmental, institutional, and research group lines. These include Biochemistry and Molecular Biology, Cardiovascular and Respiratory Sciences, Community Health Sciences, Gastrointestinal Sciences, Microbiology and Infectious Diseases, Medical Science, and Neuroscience.

In the research-intensive environment, students untertaking masters and doctoral studies receive hands-on experience working with researchers in their fields. Graduate Science Education depends primarly on the personal mentoring of the student by a faculty member (the supervisor) assisted by a small supervisory committee. This instruction is supplemented by courses offered in the Faculty of Medicine.