December 2015 by The Gradzette

Gradzette The university of mANITOBAâ&#x20AC;&#x2122;S GRADUATE STUDENT Magazine DECEMBER 2015

Bringing together writers and archivists Page 4-5 U of M grad student conducts combined orchestra at Mahlerfest Page 6-7

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DECEMBER 2015 Gradzette c/o The Manitoban Newspaper Publications Corporation 105 University Centre University of Manitoba Winnipeg, MB, R3T 2N2 General inquiries and advertising Phone: (204) 474.6535 Fax: (204) 474.7651 Email: editor@gradzette.com Editor:Tom Ingram Copy Editor: Katy MacKinnon Designer: Marc Lagace Contributors: Megan Colwell, Mary Horodyski, Aleah Isaak, Sydney Kingston, Lauren Siddall Cover: Megan Colwell

The Gradzette is the official student magazine of the University of Manitoba’s graduate student community and is published the first week of each month by the Manitoban Newspaper Publications Corporation. The Gradzette is a democratic student organization, open to participation from all students. It exists to serve its readers as students and citizens. The magazine’s primary mandate is to report fairly and objectively on issues and events of importance and interest to the graduate students of the University of Manitoba, to provide an open forum for the free expression and exchange of opinions and ideas, and to stimulate meaningful debate on issues that affect or would otherwise be of interest to the student body and/or society in general. The Gradzette serves as a training ground for students interested in any aspect of journalism. Students and other interested parties are invited to contribute. Please contact the editor listed above for submission guidelines. The Gradzette reserves the right to edit all submissions and will not publish any material deemed by its editorial board to be discriminatory, racist, sexist, homophobic or libelous. Opinions expressed in letters and articles are solely those of the authors.

In this issue

‘A master’s with an indigenous perspective’

by Aleah Isaak

Archives and Poetry Symposium

4-5

by Mary Horodyski

6-7 8-9 Words, Crossed.

10 1

14 15

By Shane Gibson (@tsgibson) 13

Across 1. Like Bettie Page 6. Can’t pay the bill 11. By yourself 12. “The Raven” author, briefly 13. Debussy’s “___ de Lune” 14. Arrive, in Quebec 15. Hamilton player 17. June bug 20. Took the title 21. 2009 Hilary Swank flick 23. Toronto player 27. Use pressure 29. Perform with a choir 30. Hall of Fame members 31. “The Fox and the Hound” fox 32. ___ Speedwagon

16 20

30 31

2-9

5. Washington’s hairpiece 6. Brad Pitt thriller 7. It’s cut and dried 8. Oil cartel letters 9. Place to start a home

34. Chemical ending 35. Capital of Norway 36. Like some whisky orders 37. In the

Music to her ears by Lauren Siddall

A student’s guide to knowledge transition by Sydney Kingston

Steven Fletcher and the secession vote by Tom Ingram

Diversions Page 11

DECEMBER 2015

‘A master’s with an indigenous perspective’

Students, faculty enthused about proposed program

Aleah Isaak

oug Park is currently in his third year of the U of M’s inner-city social work undergraduate program. He had already been contemplating taking his master’s at the university when he heard about the potential for a master of social work program in indigenous knowledge (MSW-IK).

Park has been working in the community development field for about seven years in a number of organizations that work within the inner city, such as the Bear Clan Patrol and Métis Child and Family Services. He is passionate about empowering youth through cultural practices and participating in traditional ceremonies such as sweats and the Sundance ceremony, and he aspires to create his own program to work with youth and allow them to connect with hunting and fishing. “The work that I do is to get youth involved in their culture. It helps with identity and [...] to do a master’s with an indigenous perspective just makes so much sense. I think that it is so needed.” Park is one of many prospective students interested in the MSW-IK program. The program proposal has been in development for years. It was approved by the faculty of graduate studies in January 2014 and by the

Inner-city social work student Doug Park has a keen interest in the MSW-IK program. Photo by Aleah Isaak.

senate that summer. It is currently awaiting funding approval by the province’s Department of Education and Advanced Learning. When launched it will be the only the fourth program of its kind in Canada. The Gradzette spoke with Michael Hart, who holds the U of M’s Canada Research Chair in Indigenous Knowledges and Social Work. Hart has been the chair of the MSWIK development committee since 2010. Hart explained how the MSW-IK program developed out of conversations within the faculty about the master of social work program and its indigenous content in 2009. This led to a larger discussion with indigen-

ested in providing feedback. Creating a program like this requires extensive work and time. It includes the approval of the faculty of social work, the faculty of graduate studies and the university senate as well as provincial review boards and meeting social work program requirements of the Canadian Association for Social Work Education. “Through out that time I have always been at work on it”, says Dr. Hart. “And it is not just me, it is our Indigenous Caucus [...] It is a group of people who have been working at it constantly. Including some elders from the community.”

“We have had interest from people from other places, Belize for example. So there is a wide interest” – Michael Hart, professor, U of M faculty of social work

ous professors from a variety of faculties at the U of M. “Why would we just tinker when there should be a separate program?” Hart said. This began the more detailed process of creating course outlines for all thirteen core courses. Community consultation was integral throughout the whole process. This has included seeking out specific community elders, as well as hosting consultations that were open to anyone in the community inter-

The program recognizes that Indigenous, Métis, and Inuit people tend to have a stronger sense of community than what is experienced in the city. This is why there are many opportunities for student collaboration with elders, who will teach courses and be available for discussion and support. “We have had interest from people from other places, Belize for example. So there is a wide interest,” said Hart.

Gradzette

Dennis Cooley and David Arnason, 1977.

Photo provided by U of M Archives.

Archives & Poetry Symposium turns over pages from the past Event brings together writers, scholars, bookworms

Mary Horodyski

s Canada’s first Parliamentary Poet Laureate, an officer of the Order of Canada and author of more than 100 books, George Bowering was the special guest at the Archives & Poetry Symposium in late October. The symposium was held at the University of Manitoba’s Archives and Special Collections.

The symposium examined the intersections of Canadian poetry and archives with leading scholars, poets, and archivists, including Dennis Cooley, Warren Cariou, Barbara Romanik, Shelley Sweeney and Jean Baird. A related event on Nov. 5 included a reading and discussion by Winnipeg-based poets Méira Cook, Jennifer Still, and Kegan McFadden. As Bowering has been an inveterate list-maker and avid baseball fan since childhood, it is perhaps no coincidence that Library and Archives Canada has collected 22.7 metres of his notebooks, draft manuscripts and correspondence – almost enough to stretch from home plate to first base on a baseball field.

Like most archival collections, Bowering’s are mostly paper. But Baird explained that an archive can also be a house. Baird heads the Al Purdy A-Frame Association, a non-profit group that is preserving poet Al Purdy’s hand-built A-frame house in Ameliasburgh, Ont. It is an “archival house,” she said, that is “off the charts in terms of being of heritage importance.” For Baird, preserving the house as Purdy arranged it means that the house is a “living poem.” Romanik, a recent PhD graduate from the English, film and theatre department at the University of Manitoba, connected with the late indigenous poet, playwright, and artist Marvin Francis through the U of M archive of his work. Romanik’s dissertation explored Francis’s work and his relationship to the indigenous writing and artistic community in Winnipeg. As Romanik showed at the symposium, Francis’s archival collection is emblematic of the way “his form, technique, and content went hand in hand.” Francis’s archive includes comics and drawings, poems written on cigarette packages and an “arrow poem” written on the back of an Aero chocolate bar wrapper.

Romanik admires Francis’s archives as a rare example of indigenous material collected with the support of the indigenous community. She extended a challenge to Western-based archival practices and suggested that bringing material from indigenous people into archives is not enough; when possible, archivists should venture out into communities and learn on indigenous ground. Storytelling

DECEMBER 2015

Shelley Sweeney and George Bowering.

traditions related to the stories cannot be saved to the digital archive. Although Cariou believes that audiovisual recordings are useful “to capture the physical presence of the storyteller, their cadence and expressions,” he is concerned that the digital recording fixes the performance as singular and definitive and therefore the archive fails to include the fluidity of meanings that emerge each time the story is told.

“What we have in this house is a living poem” – Jean Baird, president, Al Purdy A-Frame Association Cariou also questioned how standard archival practices of preservation relate to traditional indigenous storytelling. Cariou teaches at the U of M in the department of English, film and theatre and directs the Centre for Creative Writing and Oral Culture. Although the centre stores over one terabyte of storytelling recordings, Cariou wondered whether archiving oral stories is always appropriate. For some indigenous storytellers, the act of storytelling may be part of ceremonies where digital recording is prohibited and so important contextual

For senior scholar, poet, editor, and publisher Cooley, archives can enhance the meaning of poems by allowing exploration of poets’ lives. Cooley described how his research into the Robert Kroetsch archives at the University of Calgary revealed hidden pain and emotion behind some of Kroetsch’s most well-known work. Poets and posthumous privacy But not all poets want to have their draft manuscripts and correspondence archived. Cook, an award-winning poet, novelist, and

Photo by Mary Horodyski.

literary critic who read at the poetry event on Nov. 5, said that after the first part of the symposium she went home and burned all her papers, “including some I hadn’t even written on yet.” Her tongue-in-cheek response reveals her discomfort with publishers and correspondents who choose to archive early drafts of books or personal letters without the express permission of the poet. Sweeney, head of Archives and Special Collections at the U of M, said that in her experience, there is often “a push and pull between what the writer wants to reveal or conceal,” but archivists try to be very mindful of donors’ privacy. Jan Horner, coordinator of collections management for the U of M Libraries and an organizer of the symposium, noted that within the collections held in archives “what might be truly interesting is not necessarily personal; it might be what they reveal about the influences upon them, what they reveal about their fellow writers, the subjects they write about, or what they reveal about the community they live and work in.”

Gradzette

Music to her ears

Mariana Menezes rehearsing the orchestra.

Photos by Megan Colwell.

U of M graduate student sounds off on orchestral conducting

Lauren Siddall

niversity of Manitoba music graduate student Mariana Menezes first became interested in conducting in high school. The conductor of the small ensemble she was a part of sparked her interest in the field.

“I always thought that he was performing the music of everyone, not just mine or my colleague’s music. And everything that he was feeling was being projected. I’ve always been a passionate musician so I want to pass my feelings to everyone and make it possible to communicate with music,” said Menezes. “It’s very difficult because music is transmitted in space. That’s why we have scores – to translate the music. Then it’s up to the conductor to help the orchestra with the translation.” Menezes, originally from Brazil, chose

to complete her degree at the U of M due to the opportunity to practice her craft with professionals in her field. “Canada has a sense of community that I think is amazing; everything is connected. I can go to Winnipeg Symphony Orchestra rehearsals and I can practice here at the university. The most amazing thing about Winnipeg is that artists in general – from a musician to an architect – can have time to reflect about what they are doing, about how to be more creative, and about how to be more expressive,” said Menezes. “One of the reasons I am here is because I have the opportunity all the time to build my repertoire. At most schools, conducting students can only watch, then they don’t have much opportunity to practice – and musicians need to practice.” At the U of M, Menezes has the opportunity to work with Julian Pellicano – an instructor in the faculty of music who serves as resident conductor for the Winnipeg Symphony Orchestra (WSO) and mu-

Mariana Menezes conducting the combined Mahlerfest orchestra.

“I’ve always been a passionate musician so I want to pass my feelings to everyone and to make it possible to communicate with music” – Mariana Menezes sic director of the University of Manitoba Symphony Orchestra (UMSO). Alongside Pellicano, Menezes recently worked with UMSO and the Brandon University Orchestra to perform at the WSO’s Mahlerfest. At the festival, Menezes conducted Schubert’s eighth symphony (the “Unfinished”), and also worked in tandem with Pellicano to conduct Mahler’s first symphony. While Pellicano conducted the orchestra on stage, Menezes worked with the trumpet section that was situated backstage. “I conducted Schubert, but it was really difficult for everyone because we were playing Mahler that night – a very hard piece to play – and they had to rehearse Schubert too, which everyone knows really well,” she explained. “The musicians worked really hard; they did an amazing job. The project that my professor created for Mahlerfest was amazing, it was huge.” For conducting projects, such as the pieces for Mahlerfest, Menezes has a rigorous preparation routine. “First, I spend hours with the score trying to figure out what the composer really wanted. I research a lot about the composer’s life, especially their life at that moment – how the work he did in this moment compares to another work he created in that same moment. I research a lot, I spend hours with each score.” “Then I study in silence, moving my arms and trying to project what I have in my mind and in my heart through my hands, and make it clear to the orchestra.” While working to gain as much practical

Mariana Menezes shakes hands with concertmaster Greg Lewis after the performance.

experience conducting as possible, Menezes is also writing her thesis on conducting ballet. When conducting an opera, according to Menezes, the orchestra is able to hear the performers on stage and play accordingly. During a ballet, the conductor is the integral connecting piece. “I find it very interesting because everything relies on the conductor. For the ballet, they can’t see anything; the conductor is the only connection between what is happening with the orchestra and what is happening with the dance on stage,” said Menezes. “There is almost nothing written about it. I’m researching with newspapers and interviews, and observing, basically. We

see conducting of orchestras, operas, wind ensembles, but not ballet.” As Menezes wraps up writing her thesis, she has started to look forward to the next semester of her studies and her upcoming projects. Over the winter break, she will be working with UMSO on the U of M Opera Theatre’s production of La Cenerentola before transitioning into her final semester at the U of M. “Next term, I’m going to conduct a lot – it’s my last term here. I’m going to conduct a piece from a new composer, who is a student here. And I’m going to conduct two overtures; I’m going to work a lot to finish my degree happy.”

Gradzette

A student’s guide to knowledge translation

What it is and why it’s important

Sydney Kingston

s an undergraduate student pursuing an honours degree in psychology, I am becoming increasingly familiar with the world of academia. I’ve learned that conducting research and communicating findings to the public and other academics is of great importance.

Peer-reviewed articles, while suitable for the scientific community, are often not geared toward the larger population – they frequently involve scientific jargon and statistics. Even academics have to take specific courses to develop the skills needed to understand the statistics and jargon used. There is a clear need to make research more accessible for practitioners, families, and any other stakeholders who are interested but lack the scientific background needed to understand the research. This is where knowledge translation (KT), comes in. Under the direction of Janine Montgomery, a professor in the department of psychology, I interviewed three people who have been involved with KT projects at the University of Manitoba: psychology professor C.T. Yu, nursing professor Bev Temple, and Brenda Stoesz, former KT student researcher and faculty specialist at the Centre for the

Advancement of Teaching and Learning. Researcher perspective “We have all this great research happening in the world and often it results in an article in a journal that is not necessarily accessible by the people who really need it,” Temple said. By using a KT approach, researchers can make their findings accessible and avail-

interest and assess each study’s strengths and weaknesses. Once the information has been synthesized, researchers disseminate it to knowledge users. Researchers have traditionally shared their findings by publishing them in a scientific journal. However, Temple said it has become apparent that we need to share information in an accessible for-

“Most knowledge users are extremely busy people. Not only may they not have the training to dig up scientific journal articles and read them and understand them, they simply do not have the time” – C.T. Yu, professor, U of M department of psychology able to these individuals. The way this occurs can differ depending on the knowledge users and the information needed. According to Yu, the process of KT can be conceptualized as a cycle involving a few general steps. First, researchers need to work with knowledge users to figure out what information they feel is important. Together, researchers and knowledge users form the KT team who then, in a process called synthesis, search the literature to retrieve information regarding the topic of

mat and understandable language for the people who need it. Sharing research findings can occur in many different forms depending on which method will be most appropriate for the target audience. These forms can include summaries of the research, deliverables such as books or booklets, posters presented at conferences, and face-to-face workshops. Yu believes that an important aspect of dissemination is the length of the summaries. “Most knowledge users are extremely busy

people,” said Yu. “Not only may they not have the training to dig up scientific journal articles and read them and understand them, [...] they simply do not have the time.” Therefore, he recommends that KT teams prepare knowledge synthesis in several different lengths such as one-page, five-page, or 10-page versions. After researchers disseminate their knowledge, the process comes full circle when the researchers survey the knowledge users to see if the information met their needs, and if they have any new questions. If new questions have arisen, the KT cycle begins again. According to all the researchers I interviewed, KT is an effective means of communicating research findings to those who need them. This shift in focus is key if researchers really hope to impact the practice. According to Yu, who has experience as both a practitioner and an academic, practitioners have an obligation to stay up to date on the latest techniques and therapies based on sound research. If practitioners do not remain up to date, they risk using methods that are outdated and possibly harmful, and in turn they would be doing a disservice to their clients. It is evident there is a need for KT, because factors such as limited time and unavailable academic databases can hamper practitioners’ access to information. Yu believes that KT helps to solve this dilemma as it brings scientists and knowledge users together. While KT is an effective method to provide knowledge users with accessible information, Temple pointed out that it can take a long time to change large organizations and their practices. She believes that it is important for students to be involved with KT so that it is valued from the outset of their university career. Student perspective Stoesz is a former student who was involved with the KT project since 2011. Through this involvement, she saw the development of KT-oriented work from start to finish. Stoesz indicated that initially, this large, multifaceted project seemed daunting. When she decided to get involved, she was initially assigned to be a research assistant with small, manageable tasks in order to give her ample time to absorb what the KT project was about. She soon realized that as the project was fairly new, it was a steep learning curve for everyone involved.

DECEMBER 2015 “I found it really interesting that there were people with a variety of research backgrounds and disciplines working on a single team and that there were so many different perspectives,” said Stoesz. “Even as a student I had a perspective about how to answer questions that the others didn’t.” Eventually, the opportunity blossomed into something bigger as she progressed from being a research assistant to leading two papers and earning a CIHR fellowship that supported one year of her PhD studies. Stoesz said she initially had no idea where

As demonstrated by Stoesz’s experience, student involvement in KT allows students to develop crucial skills for their academic career. Student participation in such a project is valued by seasoned researchers as different perspectives can be offered and hopefully result in students appreciating the importance of KT from the outset of their schooling. In turn, this will help to increase the value of KT in the eyes of the large organizations these students may one day be a part of. Evidently, it is important for students to consider their research not only from a sci-

“We have all this great research happening in the world and often it results in an article in a journal that is not necessarily accessible by the people who really need it” – Bev Temple, professor, U of M college of nursing the opportunity of involvement as a student with a KT project would lead her, but she was both developing new skills and honing her writing and research, teamwork, and communication skills. Eventually, through a progression of roles, her experiences led to employment after graduate school, reflecting the demand for graduates trained in KT.

entific perspective, but also in terms of the potential impact their research could have on knowledge users’ lives. Through doing so, a greater appreciation and integration of KT into student research will likely follow, and in turn allow their research to produce a greater impact on those who need the information most.

Get involved! The Gradzette is a venue for articles about research and academic affairs of interest to graduate students at the University of Manitoba. We are always looking for new contributors, including writers and photographers. We’re interested in research projects, research methods, education policy, career advice, first-person perspectives, new technology, and instructional writing. We publish news, essays, interviews, profiles and other materials and are always open to new things. Contact editor@gradzette.com to get involved.

Gradzette

Steven Fletcher and the secession vote An important moment in UMGSA’s history

Tom Ingram

he University of Manitoba Graduate Students’ Association (UMGSA) has had a rocky organizational history. This was most evident in the 2000-2001 school year, when the graduate student union was at the centre of a number of controversies and upheavals driven by their nemesis and president of the University of Manitoba Students’ Union (UMSU), Steven Fletcher.

Fletcher is now better known as the former Conservative Member of Parliament for Charleswood-St. James-Assiniboia, ousted in a surprise upset in the Oct. 19 election. He was a busy backbencher, perhaps now most famous for his advocacy on disability issues and his well-considered opinions on assisted suicide and end of life. But in 2000, Fletcher was a fiery MBA student with rhetorical flair and a ruthless mind for business. And he was president of the University of Manitoba Students’ Union (UMSU), of which UMGSA was then a subgroup. There had been talk of UMGSA’s separation from UMSU for many years before Fletcher – there were even several motions carried to that effect, but none of them stuck. This talk intensified in the combative climate of Fletcher’s second year at UMSU’s helm. Though Fletcher criticized the voting process and threatened not to recognize the results, a separation referendum was set for Oct. 26-30. An overwhelming 92 per cent of voters were in favour of secession from UMSU, with 19 per cent voter turnout (unusually high for student elections of this period). Only 36 students voted against secession. This election did not remove UMGSA from UMSU, but it gave them an unmistakeable mandate to pursue autonomy as far as they could. At a Nov. 30 council meeting, UMGSA announced that it would unilaterally end an agreement with UMSU – the first step in leaving the union, as the university’s board of governors would not

consider an independent UMGSA as long as the contract stood. Through this process, Fletcher maintained that UMGSA was mismanaging money and that an independent graduate student union would have higher fees, fewer resources, and less representation in university governance. He distributed literature to that effect and frequently appeared in the pages of the Manitoban to oppose the secession. Membership in CFS At this time, UMSU was a member of a right-leaning national organization known as the Canadian Alliance of Student Associations. There was talk in the air of joining the Canadian Federation of Students (CFS), the demonstrative left-wing national union of which the University of Winnipeg and Brandon University student associations were already members. Fletcher’s opponents at UMGSA were very much in favour of CFS membership, with Fletcher’s arch-enemy on the UMGSA council Krishna Lalbiharie explicitly stumping for them on several occasions. UMGSA decided to hold another referendum in January 2001 on whether to pursue membership in CFS. Fletcher would have none of it. He decried CFS as “the terrorists of the student movement” and wrote a lengthy article in the Manitoban opposing UMGSA’s separatism and any association with CFS. In the lead-up to the referendum, the Canadian Alliance of Student Associations mailed out anti-CFS literature to U of M grad students and U of W students in joint graduate programs. However, this had little effect – the referendum was 80.5 per cent in favour of CFS membership with 18 per cent turnout. Fletcher continued to criticize UMGSA and questioned the legitimacy of the referendum. He alluded to a written complaint he had received from a student who claimed to have been “intimidated by hired goons from across the country.” The UMSU election With UMSU’s support critical to the projects of secession and CFS membership, UMGSA hoped for Lalbiharie to win the

presidency in the 2001 UMSU general election. Though Fletcher was not running in the election, he still did not want Lalbiharie to win, and he continued to write anti-UMGSA and anti-CFS articles in the Manitoban. On Feb. 24, with the assistance of UMSU vice-president Colleen Bready and a security services officer, Fletcher entered the offices of several student groups he said were suspected of hiding illicit pro-Lalbiharie campaign materials. These groups included the Womyn’s Centre, Rainbow Pride Mosaic, the U of M Recycling Group, and UMGSA. The groups were not notified in advance, and at least one of them was unaware of the search until the Manitoban contacted them to interview them about it. Although most of the offices searched belonged to student groups overseen by UMSU, one was the Manitoban – which has a special agreement that guarantees funding from students to be collected by UMSU while allowing the paper to exist as a separate corporation in order to preserve editorial integrity (the Manitoban has a broadly similar arrangement with UMGSA to produce the Gradzette). Bready entered the Manitoban’s office over the objections of then-editor-in-chief Phil Koch. Koch had offered to walk her through the office, but she entered unilaterally before he arrived on campus, claiming that he had in fact given her permission. No campaign materials were found. In the end, Lalbiharie lost the election by a few hundred votes. However, UMGSA’s president and vice president were re-elected, and the new UMSU president and vice-president, while sharing many of Fletcher’s policy positions, were less committed to his aggressive and confrontational style of conducting business. Though the new executive continued to oppose the graduate students’ independence, they promised to work with UMGSA on a number of issues.Engineering student Chad Silverman, the sole outspokenly anti-secession candidate for UMGSA council, lost an uncontested race for his seat. Check out gradzette.com for an expanded version of this article, with more historical details and information about how it pertains to UMGSA’s future.

DECEMBER 2015

Diversions Words, Crossed.

By Shane Gibson (@tsgibson) 13

Across 1. Big name in jeans 5. Cast ___ (bewitch) 11. Nordic name 12. And others, in Latin 13. Bug repelling compound 14. Comic Charles Nelson ___ 15. Cafeteria worker needs 17. Open-minded 20. Kettledrum 21. Nickname for Streisand 25. Baton-passing race 26. Normand of silent films 27. Fall birthstone 28. Swank of movies 29. Daily Planet reporter 31. Children’s jumping game 34. “Peel me ___” line from Mae West 35. Hard on the eyes 39. King classic 40. Must have 41. Some rattle 42. Avg. levels Down 1. A hallucinogen 2. Night before 3. Neckline shape

15 17

20 25

28 29

2-12

4. Getting very close 5. Reception aid 6. Howard of satellite radio 7. T-shirt ruining projectile firers 8. Fashion magazine 9. Cheerful tune 10. Chip brand 16. Have ___ of hope 17. Paddy product 18. L.A. heavy metal band 19. Fa followers 22. Simple rhyme scheme 23. Swiss capital 24. Roy Rogers’ real last name 26. Japanese soup 28. Ones newly added to the payroll

30. “Have another slice ___” 31. French bodies of water 32. Richard of “A Summer Place” 33. Pianist Claudio 36. Understand 37. Showed the way 38. Gridiron gains, for short A G U A

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E A S T D D E R O A P Y M T A S N I A N O R D E A D E I L O S S I D E A A R E I C A L D

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