(JT:  Jim Tagg, Interviewer)

GB:  The other thing that comes to my mind, (before we finish the interview) maybe, was the clear process of being educated by the University of Lethbridge to ... and by going over what I did, you’ll understand that the University of Lethbridge helped continue my feel for being involved in the total development of the person.  And I always found it sometimes difficult with my colleagues at the University to get them to see the importance of the whole physical education realm of things, that this was an important part of the development of the person.

JT:  Of the whole person, yeah.

GB:  And so, that was always interesting trying to get people to understand that sort of thing.  But one of the things the University ... that was one of the things the University did for me, was to ... or to push the idea that I should not only be involved in the research end, the academic end, but I should be involved also in teaching, and be concerned about the teaching end, which I took very serious.  And got myself involved with the National Coaching Certification Program and was involved with that for 30 some years in which I helped develop some of the National Coaching Certification Programs and taught in it.  And so, I learned oh so much from that.  You know, I learned different strategies in how to teach and so forth.  And some real interesting strategies came up along the way for me in my one course, and that was Management of Sport and Physical Education, where I got them out in the community doing things and getting involved in things and so forth.  But then that whole area of service, you know?  By having it set-up the way it’s set-up, I think it’s a little bit light on the side of service, but that’s understandable.  I understand that, but it helped push me into things in the community, that I would have been doing some but I wouldn’t have been doing quite as much, I don’t think, because hey, this is all part of my profession.

JT:  It’s just a continuation.

GB:  A continuation of my profession.  Of being involved in the community.

JT:  And that is the correct use of the term profession. That’s what you profess.

GB:  That’s right.

JT:  That’s great!

GB:  And so I went on School Board (No. 51) for 15 years and no one ever, ever said to me, ‘Hey, you’re doing too much over there.’  Never, you know?  And I put in some time over there.  And I got involved in community sports things and community activities and just as I was getting to the point of retiring, I got involved on a committee with the City in Community Services.  And they were studying the whole concept of ‘the hard to serve.’  And I was still with the University and so I said, 'Hey, I will go a little bit further on that area.'  So it was hard to serve in the downtown, so basically it was looking at people who were homeless.  And so using some of my research background and so on and so forth, we did some studying with regard to what constituted the homeless and worked with the Aboriginal community and so on and so forth, and eventually realized that we had to work on coming up with a appropriate shelter and so on and so forth.  And that whole thing is basically, you know, part of the continuation of being involved in community service.  Now that’s I think that helps me move in that direction a little further than I probably would have moved even though my upbringing is service, my religious upbringing is service and so on and so forth.  But the University always helped me see that that was part of my profession too.