Work-Study Program

The Work-Study Program gives you the chance to work part-time on campus. If you need more money to cover all of your education-related costs, you may be eligible for this program.

Advantages

●Work experience: Last year, more than 1400 positions were available across all departments. The jobs vary from one department to the next, and in most cases, participants find a position in their chosen field.

●Money: During the regular academic year (September to April), you can work part-time and earn $3200-sometimes more-while you take courses! During the summer time, you work full-time and can earn around $6000 over 16 weeks.

●Easy access: Applying for the program is easy. There is no need for face-to-face interview. All the forms you need are online; just fill in the forms and email us; we accept no letter or phone application!

Did you know?

At the University of Ottawa, it is not necessary to receive government assistance to qualify for our Work-Study Program. You simply need to demonstrate financial need.

You could have one of these great Work-Study jobs.

●Student ambassador

●Computing and network technician

●Marketing assistant

●Sports team manager

●Researcher/translator

●Writer

And more!

The Admission Section receives and evaluates applications to undergraduate program, in addition to answering applicants’ questions.

Phone: 613-562-5315     Toll-free phone: 1-877-868-8292(#5315)

Financial Aid & Awards Service Section:

Phone: 613-562-5734     Toll-free phone: 1-877-868-8292

Regular Office Hours: Monday to Friday

September to May: 9 am to 4:30 pm

June to August: 9 am to 3:30 pm

In the short time Steve and Zach had been inside their tent packing their tools, wind-blown flame had skipped from the top of one tree to another. The long dry summer had turned the forest into a matchbox.

“Let’s go! We can make it back to the river we crossed today!” Steve kept Brady on the lead and their heads down against the fire-wind. But Brady barked a sharp warning. Ahead of them lay a thick curtain of smoke across the track. They would never make it through that. The dog was pulling at his lead trying to draw them away from the smoke, and yet Steve was uneasy. It seemed to him that they were moving away from the river.

Suddenly, Zach cried. “Zach!” Steve shouted. “Are you OK? Where are you?” Then Brady pulled Steve down a sharp slope (坡). At its base, Zach was rubbing his ankle.

As Steve helped his friend to his feet, Brady lifted his head and snuffed (嗅) the smoke-laden wind. Next moment, the dog bounded away and disappeared. The boys shouted for him, but he didn’t come back. Steve couldn’t blame Brady for panicking. He himself wanted to run even though he didn’t have a clue which way.

Steve and Zach hadn’t gone far when there was a familiar bark, and Brady came bounding, stopped directly in front of Steve and hit him with his head, pushing him back toward the slope they’d just climbed. But Steve didn’t get it. Then Brady grabbed the boy’s jeans and started pulling. The message was clear, but Steve hesitated. Of course he remembered Brady saving his uncle’s life when the dog was much younger. Was he still sharp enough to get them through this?

Nearby, a pine went up in a whoosh of smoke. Brady pulled again, urgently. “OK, big guy,” Steve gritted (咬紧牙关). Brady led them back down the slope and into the trees. Not far from them fire was touching underbrush. Several times the big dog stopped. Often he changed directions. Steve was so tired that he just wanted to rest, but Brady wouldn’t have it. The dog bullied both boys to go on. How long they’d walked Steve had no idea. He was almost numb when he heard it-the wonderful sound of rushing water!

Roughly the size of a soda can, sitting on a bookshelf, a relatively harmless gadget (小装置) may be turning friends away from your home. The elephant in your living room is your Internet-connected security camera, a device people are increasingly using for peace of mind in their homes. But few stop to think about the effect these devices may have on house guests. Should you tell your friends, for instance, that they’re being recorded while you all watch the big game together?

“It’s certainly new territory, especially as home security cameras become easier to fix,” says Lizzie Post, president of the Emily Post Institute, America’s foremost manners advisors. “I think it will be very interesting to see what etiquette (礼仪) emerges in terms of whether you tell people you have a camera or not, and whether guests have a right to ask that it be turned off, if it’s not a security issue.”

Post wants to make clear that she’s not talking about legal rights, but rather personal preferences. She also wants to explain that there are no right or wrong answers regarding manners on this front yet, because the technology is just now becoming mainstream. Besides, the Emily Post Institute doesn’t enforce manners.

When it comes to security cameras, Post says it’s a host’s responsibility to make sure guests feel comfortable within their home. “I am always a fan of being open and honest.” For instance, if the host casually acknowledges that there is a camera in the room by telling a story about it, that may be enough to provide an opening for a guest to say if they are uncomfortable.

However, if a contractor (承包商) is working in your home, you don’t need to tell them that there are cameras watching. Then again, the air of responsibility that the camera generates can also work in contractors’ favor. “If anything does go wrong while they’re in the house, they don’t want to be blamed for it,” she says. “In fact, the camera could be the thing that proves that they didn’t steal the $20, or knock the vase off the table.”

Textbooks represent an 11 billion dollar industry, up from $8 billion in 2014. Textbook publisher Pearson is the largest publisher-of any kind-in the world.

It costs about $1 million to create a new textbook. A freshman textbook will have dozens of contributors, from subject-matter experts through art editors to expert reviewers and classroom testers. Textbook publishers connect professors, instructors and students in ways that alternatives, such as open e-textbooks and open educational resources, simply do not. This connection happens not only by means of cooperative development, review and testing, but also at conferences where all the teachers of a school regularly decide on their textbooks and curricula for the coming year.

It is true that textbook publishers have recently reported losses, largely due to students renting or buying used print textbooks. But this can be chalked up to the unreasonably high cost of their books-which has increased over 1000 percent since 1977. A restructuring of the textbook industry may well be in order. But this does not mean the end of the textbook itself.

While they may not be as dynamic as an iPad, textbooks are not passive or lifeless. For example, over the centuries, they have simulated (模拟) dialogues in a number of days.From 1800 to the present day, textbooks have done this by posing questions for students to answer inductively (归纳性地). That means students are asked to use their individual experience to come up with answers to general questions. Today’s psychology texts, for example, ask: “How much of your personality do you think you were born with?” while ones in physics say: “How can you predict where the ball you threw carelessly will land?”

Experts observe that “textbooks come in layers, something like an onion.” For an active learner, engaging with a textbook can be an interactive experience. Readers progress at their own pace. They “customize (定制)” their books by engaging with different layers and linkages. Highlighting, Post-It notes, dog-ears and other techniques allow for further customization that students value in print books over digital forms of books.