FACULTY OF ENVIRONMENTAL STUDIES
York University
BES Program
UNDERGRADUATE COURSE SYLLABUS
Course: ENVS 4011. 3.0 Food Land and Culture
Term: Fall 2012
Calendar Description
This course examines food, land and people from a critical interdisciplinary environmental
perspective. Students will have the opportunity to pursue their own interests related to food politics,
planning, education, sustainable and alternative agriculture, human-animal relationships, and ethics,
from a local and/or global perspective.
Prerequisite
Fourth year standing and completion of 6 credits in Environmental Studies or by permission of
the instructor
Course Director
Rod MacRae
Office: HNES 238
rmacrae@yorku.ca
York office: 416-736-5252x22116
Home office: 416-465-1011
Course consultation hours: Email anytime; in person, Tuesdays, usually available between 10 and
12 but make an appointment by email to be sure
Teaching Assistants
Mark Holmes, markrh@yorku.ca
Available by email or by appointment on tuesdays
In this course, the Course Director and the Teaching Assistant form a Teaching Team. The Teaching
Assistant, a PhD Candidate in the Faculty of Environmental Studies, shares with the Course Director
responsibility for the overall shape and direction of course activities. He will be your primary
contact for the course and in particular will be responsible for assisting you with your assignments.
He will consult regularly with the course director on more complex questions you might have.
Time and Location
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Class: Tel 0005: Tuesday 2:30 – 5:20
Purpose and Objectives of the Course
Brief statement of the purposes of the course
In this course, we will organize our discussion around how environmentalists typically look at
the food and agriculture system, both the common criticisms and the proposed solutions. Are
these common perceptions legitimate? To what extent are they accurate or feasible? Is a more
nuanced understanding required if proposed solutions from environmentalists are to be taken
seriously by policy makers? How does the food and agriculture system really work and where is
it open for or vulnerable to change?
Brief list of the specific objectives of the course
At the end of the course, students will have:
1. Developed a deeper understanding of the Canadian food and agriculture system, through
an interdisciplinary lens
2. An appreciation for what can be changed in the food system in the short, medium and
long terms with a range of program and policy developments
3. A sense of where each of us fits in the food system and potential actions we can take to
effect change
Organization of the Course
Each week there will be a few readings, some lecturing and discussion, either in class or via the
course web site. The first half of the course will focus on the current problems of the food and
agriculture system. The second half will focus on solutions. At the mid-point of the course, groups
will make poster presentations on their research project (see assignment section below). Learning
will result from journal-writing, on-line discussion, a poster presentation, readings, and a take home
final exam.
There is a course web site at: http://moodle12.yorku.ca. Course materials will be posted there, as
well as on-line discussion, the final take home exam, and your poster presentation group can use the
course web site to organize your research and presentation.
Note that the course is being offered this year in combination with the graduate student version of the
course, ENVS5011 Food, Land and Culture. A winter term version of this course is offered as well,
by a different course director.
Evaluation
Group poster presentation and group log (20 marks) and short individual
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reflection (5 marks) (Oct. 23)
Participation based on required reading (on-line)
Journal (reading logs) Due: Oct. 2, Nov. 6, Dec. 3, 8 marks each (plus 1 bonus)
Take home exam, released Nov. 30, due Dec. 7
25%
20%
25%
30%
(For assignments submitted on the last day of class, please refer to “Instructions for Submission and
Return of Final Assignments” section below)
Final course grades may be adjusted to conform to Program or Faculty grades distribution profiles.
Assignment: group/individual poster presentation and activity log (Oct. 23)
This assignment is designed to help students understand the complexity of the food and agriculture
system, and the challenges involved in changing it. Working in groups of 3-4 people (individuals
will be permitted if you really dislike group work but the expectations will be onerous), you will
collaboratively undertake the research and make a poster that will be presented in class. We will
hold the class just like poster sessions at conferences where you stand by your poster and the
circulating students ask you questions about it. We will organize the 3 hour class so that half the
groups will have their posters up while the other half circulate to view them, and then reverse roles in
the 2nd half. We will be asking you to provide feedback on the other posters you look at (instructions
to follow). Your group will provide an activity log documenting how you did the research and who
did what (maximum 3 pages). Do not submit individual logs, rather hand in one integrated log. You
can run a ppt presentation off your lap top with the poster if we have a room with enough outlets (or
we may try to do it in the ZigZag Lounge or 141/142 if available). Our TA will be available to
advise on how to present your information on a poster. You will also need to provide us with the
content of your poster presentation (not your actual poster, but the component pieces in electronic
format that you can email to your TA) and a photo of the entire poster board. Files should be
submitted within 2 days of the poster session class. Wait for a confirmation email from the TA that
the files have been received, since sometimes large files of this type get blocked.
At the beginning of the second class, we’ll divide up into groups. Each group will take one of the
following subjects and trace it back to its source.
Take a conventional food product and follow it (or the principal ingredient if a processed food):
1. Box/bag of spaghetti from a mainstream supermarket
2. Bottle or can of apple juice (e.g., Allen’s, PC, No-name, etc)
3. T-bone steak from supermarket
4. Order of chicken wings from a York U. cafeteria or food service operation
5. Carton of eggs from a supermarket
6. Tub of margarine with either corn, soy or canola oil as its main constituent
7. Box of corn starch from the supermarket
8. Package of frozen shrimp
9. Carton of 2% milk from a supermarket
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10. Hershey’s chocolate bar from supermarket or convenience store
11. Bunch of Chiquita bananas
12. Cup of Tim Horton’s coffee
13. California fresh strawberries
14. Bottle of Jackson Trigg’s Ontario wine from the LCBO
15. Apples from New Zealand
16. A container of Tropicana Florida organic juice
17. A package of Maple Leaf bacon
18. A package of frozen Atlantic salmon (not wild)
19. A package of tofu
20. A Heinz or Alymer can of tomatoes
21. A loaf of sliced white bread
22. A thanksgiving turkey
23. A bunch of bok choi
24. A can of Mr. Gouda’s chick peas
Elements of your poster presentation:
1. Product and where it is found
2. Ownership of the brand, if applicable – is the owner on the label or is that company part of a larger
conglomerate? Does the owner make the product or is it co-packed by someone else?
3. Trace the supply chain: read Hawkes, C. 2009. Identifying Innovative Interventions
to Promote Healthy Eating Using Consumption-Oriented Food Supply Chain Analysis. Journal
of Hunger & Environmental Nutrition, 4:336–356. Use the first 4 steps of her 5-step approach
to describing supply chains (step 5 you will do individually, see below). You may not be able to
find the information to answer all her questions, but that’s ok. Note what you can and cannot
find in your log.
4. The agricultural commodity – what varieties, classes, grades, or cuts are tailored to the end
product?
5. Commodity and marketing organizations that influence the supply chain and what they do
6. Consumer price of the product and how much the farmer is likely to see of the consumer dollar
7. How does what you’ve learned affect the creation of an environmentally sustainable and health
promoting food system? First impressions – I don’t expect you to have a full analysis of this, given
where we are in the course.
Possible sources of information:
Agriculture and Agrifood Canada web site commodity and import/export reports
Provincial government web sites on the state of a commodity
Company web sites
Commodity and marketing organization web sites
Retail and manufacturing industry trade journals
Sometimes there are Life Cycle Analysis academic journal articles on these products
Provide an annotated outline of your group project and who’s doing what for class in week 5 (Oct.
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9). If we have any concerns about the progress of your project, we’ll alert you that week.
Grading:
Your group will be given a group grade out of 20, based on the quality of your group research and
your poster presentation. Give some thought to who will take the lead in answering people’s
questions when they view your poster presentation, you don’t all need to be active discussants (it’s
fine to share the work, some of you may want to circulate and look at other posters). The activity log
will show us how everyone has contributed. The TA and I will divide up the posters for evaluation
purposes, and then compare notes. Plus, we’ll look at your assessments of the other posters you
commented on (details to come later).
The last part of the project you will do individually for 5 marks (500 word submission). Step 5 of
the Hawkes 5 step process is to identify where there are opportunities to leverage change for health
and environmental sustainability in the supply chain. Your task is to give us your best thoughts from
what you’ve learned from the group research. This activity helps everything think about the second
half of the course where we shift to discussing solutions. Submit your individual report on this to the
TA at the poster session. Be sure to write your name and group at the top of the page.
Grading for the group part of this assignment is based on the following. Top marks when:
Group research (including challenges identified in log)
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a) All the main areas of research are addressed
b) with insightful observations on the themes, with sophisticated analysis of the issues
surrounding the product
c) clear evidence of deep digging, especially in the face of challenges finding pertinent
information
d) Creativity in linking specific information to more general product themes when brand
specific data can’t be found
e) effective application of some of the course themes to the analysis
Quality of the poster presentation /5
a) Poster is very visually interesting, with a creative way of presenting (can include use of
ppt or video to supplement poster elements)
b) The organization of the poster is appealing and easy to follow
c) Material is easy to read and digest
d) The gist of the analysis can be digested in 10 minutes or so
Interaction with those viewing posters /5
a) Presenters are clearly comfortable with the material
b) An informative and conversational style with those coming by
c) Very easily handle questions with significant and interesting elaborations on the poster
material
Participation - guidance
5
Our TA will be facilitating on-line discussion. Each week (11 weeks in total not counting the
first week) you will read a chapter from the required text, Critical Perspectives in Food
Studies. There are 22 chapters and you can choose which 11 you read for this assignment. Each
chapter has discussions questions at the back. Post on line your quick thoughts on 1 of the
discussion questions (keep it to less than 100 words). Then offer at least one brief comment per
week on one other student’s posting. The TA may also respond to posts and ask supplemental
questions. There are 20 marks for this assignment so each week’s submission is worth 2% (we’ll
not count 1 week – your lowest grade or if you don’t submit one).
Note that a few of the chapters are also in the weekly reading list. Do not use the same chapters
for this activity and the journals (see below).
Overall grading guidelines for this activity
The student:
18-20 marks
- participates frequently with obvious signs of digesting the readings
- makes contributions of a high quality (are well conceived and presented,
insightful, or beneficial to the group) and are offered in a timely way
- offers new ideas and responds to others ideas in a positive manner
16-17
- offers consistently relevant contributions related to the readings
- offers new ideas and responds to others ideas in a positive manner
- makes information available to others in a timely way.
14-15
- offers relevant contributions related to the readings
- offers some new ideas and responds to others ideas
- contributes information and does so in a timely way
12-13
- makes some relevant contributions
- occasionally offers ideas and responds to others ideas.
- contributes some information to group and does so on time
10-11
- contributions are inconsistent
- doesn’t offer new ideas and responds to others ideas only when asked to do
so.
- contributes information only after it has been requested
- OR is monopolizing discussion without listening to others’ contributions
8-9
- provides passive or reluctant interaction with others
- offers little participation
- has difficultly understanding content
- is contributing little information and rarely on time
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7 and under
- ignores responses of others and is disagreeable when participating
- participates little in discussions
- contributes information only when insisted upon.
- doesn’t contribute information on time
Journal - guidance on what I’m looking for
Here, I’m looking for your interpretation of the weekly readings, what you’ve distilled from
them, what you like or dislike about what the different authors say; in particular, you should
touch on whether the reading makes you think differently about your relationship with food.
Your grade is split between the quantity and insightfulness of your observations. Top marks go
to regular and consistently insightful observations on what you read. Low marks go to journals
with sporadic entries and observations that are largely descriptive rather than interpretative. In
other works, don’t summarize the readings for us, but tell us what you think and feel about them.
You should read all the materials available each week even if you do not write about them all.
Journals are due on readings the previous few weeks on Oct. 2, Nov. 6, Dec. 3 (you do not have
to submit your analysis of the readings for the week they are due). You can submit them to the
TA in class. Only submit via the drop box near room 114 if you are unable to be in class and do
make sure to have a date stamp from reception (the TA will only be checking the box one week
after the due date and you don’t want to be penalized for being late).
Make sure your journal does not exceed 3000 words once you’ve added up all 3 submissions
(roughly 1000 words per submission).
Take home exam
On Nov. 30, we will send you via Moodle the take home exam. There will be three questions
and you must answer 2 of them. Each answer should be up to 1000 words (up to 2000 words in
total). The exam must be resubmitted via Moodle by Dec. 7 at midnight. Note that submissions
will not be permitted after the closing time. We will provide you detailed instructions on how to
upload your exam to Moodle. Your graded exams will be returned to you via email.
Required Reading
Koc, M., Sumner, J. and Winson, A. (eds). 2012. Critical Perspectives in Food Studies. Oxford
University Press.
Available as an E-book in the York library and also for purchase at the York Bookstore.
Supplementary Reading
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Most weeks there are some readings that go with the lecture topic. See the schedule for details.
Schedule of Topics and Readings
Week
1. Intro to the course and the Food & Agriculture (F&A) system (Sept. 11)
Introductions
Review of the course
Some basics on food system structure and organization
2. The F&A system uses too many chemicals (Sept. 18)
Lecture and discussion
Organizing presentations
Identify student representative
Readings:
Tony Weis, A political ecology approach to industrial food production, pp. 104-121 in Critical
Perspectives in Food Studies.
Tegtmeier, E.M. and Duffy, M.D. 2004. External costs of agricultural production in the United
States. International Journal of Agricultural Sustainability 2:1-20
http://www.leopold.iastate.edu/sites/default/files/pubs-and-papers/2004-01-external-costsagricultural-production-united-states_0.pdf
3. The F&A system perpetuates unhealthy eating (Sept. 25)
Lecture and discussion
Readings:
Antony Winson, Spatial colonization of food environments by pseudo-food companies:
precursors of a health crisis, pp. 186-207 in Critical Perspectives in Food Studies
Jaffe, J. and Gertler, M. 2006. Victual vicissitudes: consumer deskilling and the (gendered)
transformation of food systems. Agriculture and Human Values 23:143-162.
Available electronically in York library system
4. The F&A system ignores the hungry (Oct. 2)
Lecture and discussion
First journal submission due
Readings:
Drewnoski, A. and Barratt-Fornell, A. 2004. Do healthier diets cost more? Nutrition Today
39:161-168. Available electronically in York library system
TFPC. 1996. Food Retail Structure and Food Security. TFPC, Toronto.
http://www.toronto.ca/health/tfpc_food.pdf [For an update of some of the data in this older
report, take a look at: http://www.martinprosperity.org/insights/insight/food-deserts-and-priority8
neighbourhoods-in-toronto]
5. Farmers can’t make a decent living (Oct. 9)
Lecture and discussion
Provide an annotated outline of your group project and who’s doing what
Readings:
Nettie Wiebe, Crisis in the food system: the farm crisis. Pp. 155-170 in Critical Perspectives in
Food Studies.
Roppel, C. et al. 2006. Farm Women and Canadian Agricultural Policy. Status of Women
Canada, Ottawa. http://www.aic.ca/gender/pdf/Farm_Women.pdf . Read chapter 3 (Farm women
analyze their current reality)
6. Agribusiness has too much power (Oct. 16)
Lecture and discussion:
Readings:
Guptill, Amy and Jennifer L. Wilkins (2002) “Buying into the food system: Trends in food
retailing in the US and implications for local foods.” Agriculture and Human Values 19: 3951. Available electronically through York Library
Hendrickson, M.K and W.D. Heffernan (2002) “Opening Spaces through Relocalization:
Locating Potential Resistance in the Weakness of the Global Food System.” Sociologia Ruralis
42(4): 347-369 Read first half on agribusiness up to Kansas Food Circle Case Study. Available
electronically through York Library
7. Poster Presentations (Oct. 23)
Assignment: poster presentations by groups
8. Solutions – go organic (Oct. 30)
Lecture and discussion
Readings:
MacRae, R. et al. 2004. Does the adoption of organic food and farming systems solve multiple
policy problems? A review of the existing literature. Organic Agriculture Centre of Canada,
Truro, NS. http://www.organicagcentre.ca/DOCs/Paper_Benefits_Version2_rm.pdf
MacRae, R. et al. 2009. Ten percent organic within 15 years: Policy and program initiatives to
advance organic food and farming in Ontario, Canada. Renewable Agriculture and Food
Systems 24(2); 120–136. Available electronically through York Library
9. Solutions – go local and direct (Nov. 6)
Lecture and discussion
2nd journal submission due
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Readings:
Kloppenburg, J. et al. 1996. Coming into the foodshed. Agriculture and Human Values 13(1):
33–42. http://www.cias.wisc.edu/wp-content/uploads/2008/07/comingin.pdf
Johnston, J. and Baker, L. 2005. Eating outside the box: FoodShare’s Good Food Box and the
challenge of scale. Agriculture and Human Values 22:313-325. Available electronically
through York Library
Browse the Local Food Plus (LFP) web site: http://www.localfoodplus.ca/
10. Solutions – go vegetarian (Nov. 13)
Lecture and discussion
Readings:
Barnard N.D. et al. 1995. The medical costs attributable to meat consumption. Preventive
Medicine 24:646–55. Available electronically in York library
Peters, C. et al. 2007. Testing a complete-diet model for estimating the land resource
requirements of food consumption and agricultural carrying capacity: The New York State
example. Renewable Agriculture and Food Systems 22:145-153. Available electronically in
York library
11. Solutions – make food part of health care (Nov, 20)
Lecture and discussion
Readings:
TFPC. 1997. If the Health Care System Believed You Are What You Eat. TFPC, Toronto.
Table of contents at: http://www.toronto.ca/health/tfpc_health.pdf. Earlier draft copy to be
posted on course web site.
Harvie, J. et al. 2009. A New Health Care Prevention Agenda: Sustainable Food Procurement
and Agricultural Policy. J. Hunger and Environmental Nutrition 4(3/4):409 – 429. Available
electronically in York library
12. Solutions – education, food citizenship and food sovereignty (Nov. 27)
Lecture and discussion
Course summary and review
Final journal submission due Dec. 3
Take home exam released Nov. 30, due Dec. 7
Readings:
Lockie, S. 2009. Responsibility and agency within alternative food networks: assembling the
“citizen consumer”. Agriculture and Human Values 26:193-201. Available electronically
through York Library.
Annette Desmarais, Building food sovereignty: a radical framework for alternative food systems,
pp. 359-378 in Critical Perspectives in Food Studies.
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Grading Scheme, Assignment Submissions, and Lateness Penalties
The grading scheme for ENVS courses conforms to the 9-point system used in other undergraduate
programs at York. Assignments and tests will bear either a letter grade designation (e.g., A, B, C+,
etc.) or an equivalent percentage grade. (See detailed descriptions in the FES Regulations or in the
BES Handbook) The final grade for the course will be calculated using the weighting formula
established above for this course.
Instructions for Submission and Return of Final Assignments
In cases where students will be handing an assignment late in the term and the Professor or
Teaching Assistant will not have an opportunity to return the graded assignment in a subsequent
class/tutorial, special arrangements must be made to accommodate students’ wishes to have the
graded assignment returned to them:
a) students must submit their final assignment with a self-addressed, stamped, envelope if
they want to receive the graded assignment. If the assignment is more than 5 pages in
length they are advised to have the post office weigh the package to determine
appropriate postage required.
b) if students do not attach a self-addressed stamped envelope, they must attach a document
with their course details, their name and student number and their signature and a
statement confirming they do not wish to have the assignment returned to them.
Proper academic performance depends on students doing their work not only well, but on time.
Accordingly, the assignments for ENVS courses must be received by the Instructor or
Teaching Assistant on the due date specified for the assignment. Journals can be handed in
during class or in the course drop box located across room 114 HNES if you are unable to attend
class. Other assignments will be submitted differently, see above for details.
Note: students must have their essay or assignment date stamped by Reception staff in HNES
109. Once date stamped, Reception staff will deposit the essay or assignment in the course drop
box on behalf of the student. Assignments should not be deposited in the Instructor’s or TA’s
mailboxes in the HNES building, nor will they be accepted by OSAS staff.
Lateness Penalty
Assignments received later than the due date will be penalized 5% of the value of the assignment per
day that the assignments are late. For example, if an assignment worth 20% of the total course grade
is a day late, 1 point out of 20 (or 5% per day) will be deducted. Exceptions to the lateness penalty
for valid reasons such as illness, compassionate grounds, etc. will be entertained by the Course
Director only when supported by written documentation (e.g., a doctor’s letter).
Missed Tests
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Students with a documented reason for not completing the take home exam as scheduled, such as
illness, compassionate grounds, etc., which is confirmed by supporting documentation (e.g.,
doctor’s letter) may request accommodation from the Course Instructor, typically a modified take
home exam period. Further extensions or accommodation will require students to submit a
formal petition to the Faculty.
Inclusivity in the BES Program
The BES Program strives to include a broad range of perspectives and substantive material in its
course offerings. Central to a clear understanding of environmental problems is the link between
exploitation of the natural world, and justice issues related to racism, gender inequity, and poverty.
An inclusion of non-western perspectives is therefore essential to a fruitful discussion of NorthSouth issues, and environmental debates generally.
Religious Observance Days
York University is committed to respecting the religious beliefs and practices of all members of the
community, and making accommodations for observances of special significance to adherents.
Should any of the dates specified in this syllabus for in-class test or examination pose such a conflict
for you, contact the Course Director within the first three weeks of class. Similarly, should an
assignment to be completed in a lab, practicum placement, workshop, etc., scheduled later in the
term pose such a conflict, contact the Course director immediately. Please note that to arrange an
alternative date or time for an examination scheduled in the formal examination periods (December
and April/May), students must complete and Examination Accommodation Form, which can be
obtained from Student Client Services, W120 Bennett Centre for Student Services or online at
http://www.registrar.yorku.ca/pdf/exam_accommodation.pdf
Academic Honesty
York students are required to maintain high standard of academic integrity and are subject to the
Senate Policy on Academic Honesty as set out by York University and by the Faculty of
Environmental Studies. Please read the Senate Policy on Academic Honesty (which can be found
as Appendix One of the Academic Regulations of the Faculty of Environmental Studies or in the
University Policies and Regulations section of the York University Undergraduate Programs
Calendar), available at:
http://www.yorku.ca/secretariat/legislation/senate/acadhone.htm
There is also an academic integrity website with complete information about academic honesty.
Students are expected to review the materials on the Academic Integrity website at:
http://www.yorku.ca/tutorial/academicintegrity
HPRC Review Process
FES GUIDELINES AND PROCEDURES FOR ETHICAL REVIEW
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OF RESEARCH INVOLVING HUMAN PARTICIPANTS IN UNDERGRADUATE
COURSES
York students are subject to the York University Policy for the ethics review process for research
involving Human Participants. All research activity with human participants and minimal risk as
part of this course has to undergo ethical review. Please consider the following definitions:

“Human participants” in research will be defined as persons who provide data or
information to the researcher which are typically not part of their professional capacity.

The draft definition of funded research from the Human Participants Review SubCommittee [HPRC] is: “‘Funded’ will refer to all research that is receiving money that
is in response to a specific proposal and administered by the university. Research using
monies not administered by the University, and/or not in response to a specific
proposal, will be considered ‘unfunded’.”

The definition of minimal risk being used is the one given in the
SSHRC/NSERC/MRC Tri-Council Policy Statement Ethical Conduct for Research
involving Humans (August, 1998): “If potential subjects can reasonably be expected to
regard the probability and magnitude of possible harms implied by participation in the
research to be no greater than those encountered by the subject in those aspects of his or
her everyday life that relate to the research, then the research can be regarded as within
the range of minimal risk.” (p. 1.5)
Note that the poster presentation assignment does not involve interviewing human participants. You
may in the course of your research exchange emails with employees of firms and organizations and
even gather information on the phone, however, this type of basic research does not involve human
participants.
HPRC review forms are available at: http://www.yorku.ca/fes/resources/acadreg/
Student Conduct
Students and instructors are expected to maintain a professional relationship characterized by
courtesy and mutual respect and to refrain from actions disruptive to such a relationship.
Moreover, it is the responsibility of the instructor to maintain an appropriate academic
atmosphere in the classroom, and the responsibility of the student to cooperate in that endeavour.
Further, the instructor is the best person to decide, in the first instance, whether such an
atmosphere is present in the class. A statement of the policy and procedures involving disruptive
and/or harassing behaviour by students in academic situations is available on the York website
at: http://www.yorku.ca/secretariat/policies/document.php?document=202
Access/Disability
York provides services for students with disabilities (including physical, medical, learning and
psychiatric disabilities) needing accommodation related to teaching and evaluation
methods/materials. It is the student's responsibility to register with disability services as early as
possible to ensure that appropriate academic accommodation can be provided with advance
notice. You are encouraged to schedule a time early in the term to meet with each professor to
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discuss your accommodation needs. Failure to make these arrangements may jeopardize your
opportunity to receive academic accommodations.
Additional information is available at http://www.yorku.ca/cds/ or from disability service
providers:
• Office for Persons with Disabilities: Room N110 of the Bennett Centre for Student
Services , 416-736-5297,
• Learning and Psychiatric Disabilities Programs - Counselling & Development Centre:
Room N110 of the Bennett Centre for Student Services, 416- 736-5297,
http://www.yorku.ca/cdc/
• Glendon students - Glendon Counselling & Career Centre: Glendon Hall 111A, 416487- 6709, http://www.glendon.yorku.ca/counselling/personal.html
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