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religion-is-a-mental-illness · 8 months

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By: Nicole Brockbank, Angelina King

Published: Sep 13, 2023

Harry Potter, The Hunger Games and Roll of Thunder, Hear My Cry.

Those are all examples of books Reina Takata says she can no longer find in her public high school library in Mississauga, Ont., which she visits on her lunch hour most days.

In May, Takata says the shelves at Erindale Secondary School were full of books, but she noticed that they had gradually started to disappear. When she returned to school this fall, things were more stark.

"This year, I came into my school library and there are rows and rows of empty shelves with absolutely no books," said Takata, who started Grade 10 last week.

She estimates more than 50 per cent of her school's library books are gone.

In the spring, Takata says students were told by staff that "if the shelves look emptier right now it's because we have to remove all books [published] prior to 2008."

Takata is one of several Peel District School Board (PDSB) students, parents and community members CBC Toronto spoke to who are concerned about a seemingly inconsistent approach to a new equity-based book weeding process implemented by the board last spring in response to a provincial directive from the Minister of Education.

They say the new process, intended to ensure library books are inclusive, appears to have led some schools to remove thousands of books solely because they were published in 2008 or earlier.

Parents and students are looking for answers as to why this happened, and what the board plans to do moving forward.

Prior to publication, neither Ontario Education Minister Stephen Lecce's office, nor the Education Ministry, would comment on PDSB's implementation of Lecce's directive when contacted by CBC Toronto.

But in a statement Wednesday, the education minister said he has written to the board to immediately end this practice.

"Ontario is committed to ensuring that the addition of new books better reflects the rich diversity of our communities," said Lecce.

"It is offensive, illogical and counterintuitive to remove books from years past that educate students on Canada's history, antisemitism or celebrated literary classics."

Weeding books by publication date raises concerns

The process of weeding books from a library isn't new.

Libraries across the country follow weeding plans to dispose of damaged, mouldy and outdated books and to ensure their collections remain a trusted source of current information.

But Takata, who is of Japanese descent, is concerned weeding by publication date doesn't follow that norm and will erase important history.

"I think that authors who wrote about Japanese internment camps are going to be erased and the entire events that went on historically for Japanese Canadians are going to be removed," she said.

"That worries me a lot."

Libraries not Landfills, a group of parents, retired teachers and community members says it supports standard weeding, but shares Takata's concerns about both fiction and nonfiction books being removed based solely on their publication date.

The group is also concerned about how subjective criteria like inclusivity will be interpreted from school to school in the later stages of the equity-based weeding process.

Tom Ellard, a PDSB parent and the founder of Libraries not Landfills, said teachers reached out to them to help raise awareness about the weeding process.

"Who's the arbiter of what's the right material to go in the library, and who's the arbiter of what's wrong in our libraries? That's unclear," he said. "It's not clear to the teachers who've provided us this material, and it's not clear to me as a parent or as a taxpayer."

Ellard says he's talked to the parent council, his son's principal and his school board trustee. He's also contacted members of the provincial government, but says he hasn't received a substantial response about what happened in the spring and how the process is intended to work.

School board defends process

CBC Toronto requested an interview with the PDSB to discuss how the weeding process works and how the board plans to proceed in the wake of concerns from parents and students. A spokesperson said staff were not available to speak as they were "focusing on students and school families this week."

The board did not address questions about empty shelves, the volume of books removed and reports about weeding books based on the date of publication.

Instead, the board issued statements explaining that the process of weeding books from school libraries was completed in June and has always been a part of teacher librarian responsibilities within PDSB and at school boards across the country.

"Books published prior to 2008 that are damaged, inaccurate, or do not have strong circulation data (are not being checked out by students) are removed," said the board in its statement.

If damaged books have strong circulation the board says they can be replaced regardless of publication date, and older titles can stay in the collection if they are "accurate, serve the curriculum, align with board initiatives and are responsive to student interest and engagement."

"The Peel District School Board works to ensure that the books available in our school libraries are culturally responsive, relevant, inclusive, and reflective of the diversity of our school communities and the broader society," said the board.

Weeding a response to minister's directive

CBC Toronto reviewed a copy of the internal PDSB documents Ellard's group obtained, which includes frequently asked questions and answers provided to school staff by the board, and a more detailed manual for the process titled "Weeding and Audit of Resource in the Library Learning Commons collection."

The documents lay out an "equitable curation cycle" for weeding, which it says was created to support Directive 18 from the Minister of Education based on a 2020 Ministry review and report on widespread issues of systematic discrimination within the PDSB.

Directive 18 instructs the board to complete a diversity audit of schools, which includes libraries.

"The Board shall evaluate books, media and all other resources currently in use for teaching and learning English, History and Social Sciences for the purpose of utilizing resources that are inclusive and culturally responsive, relevant and reflective of students, and the Board's broader school communities," reads the directive.

How weeding works

PDSB's "equitable curation cycle" is described generally in the board document as "a three-step process that holds Peel staff accountable for being critically conscious of how systems operate, so that we can dismantle inequities and foster practices that are culturally responsive and relevant."

First, teacher librarians were instructed to focus on reviewing books that were published 15 or more years ago — so in 2008 or earlier.

Then, librarians were to go through each of those books and consider the widely-used "MUSTIE'' acronym adapted from Canadian School Libraries. The letters stand for the criteria librarians are supposed to consider, and they include:

• Misleading – information may be factually inaccurate or obsolete. • Unpleasant – refers to the physical condition of the book, may require replacement. • Superseded – book been overtaken by a new edition or a more current resource. • Trivial – of no discernible literary or scientific merit; poorly written or presented. • Irrelevant – doesn't meet the needs and interests of the library's community. • Elsewhere – the book or the material in it may be better obtained from other sources.

The deadline to complete this step was the end of June, according to the document.

[ Dianne Lawson, a member of Libraries not Landfills, says teachers told her The Diary of a Young Girl by Anne Frank and The Very Hungry Caterpillar by Eric Carle were removed from their school libraries as part of the PDSB weeding process. ]

Step two of curation is an anti-racist and inclusive audit, where quality is defined by "resources that promote anti-racism, cultural responsiveness and inclusivity." And step three is a representation audit of how books and other resources reflect student diversity.

When it comes to disposing of the books that are weeded, the board documents say the resources are "causing harm," either as a health hazard because of the condition of the book or because "they are not inclusive, culturally responsive, relevant or accurate."

For those reasons, the documents say the books cannot be donated, as "they are not suitable for any learners."

A PDSB spokesperson said the board supports its schools "in the disposal of books in a responsible manner by following Peel Region's recycling guidelines." Peel Region allows for the recycling of book paper, as long as hard covers and any other plastics are removed first and put in the garbage.

Books removed based on date, board heard

It was during the first stage of the new equitable curation cycle, that Takata, Libraries not Landfills, and at least one trustee, say some schools were removing books strictly based on publication date.

CBC Toronto recently reviewed a recording of a May 8 board committee meeting focused on the new equitable weeding process. In it, trustee Karla Bailey noted "there are so many empty shelves," when she walks into schools.

"When you talk to the librarian in the library, the books are being weeded by the date, no other criteria," Bailey told the committee.

"That is where many of us have a real issue. None of us have an issue with removing books that are musty, torn, or racist, outdated. But by weeding a book, removing a book from a shelf, based simply on this date is unacceptable. And yes, I witnessed it."

Bernadette Smith, superintendent of innovation and research for PDSB, is heard responding on the recording, saying it was "very disappointing" to hear that, because she said that's not the direction the board is giving in its training for the process.

Dianne Lawson, another member of Libraries not Landfills, told CBC Toronto weeding by publication date in some schools must have occurred in order to explain why a middle school teacher told her The Diary of a Young Girl by Anne Frank was removed from shelves. She also says a kindergarten teacher told her The Very Hungry Caterpillar had been removed as well.

"She has read it to her classes for years, they love it," Lawson said, referring to the Eric Carle picture book.

"I can't find any sedition in it, or any reason why you would pull this book."

Process 'rolled out wrong,' trustee chair says

Trustee and chair of the board, David Green, told CBC Toronto the weeding process itself "rolled out wrong."

That's why he says trustees briefly paused the process until the board could get a better understanding of what was actually going on.

A motion was passed at a May 24 board meeting to ensure that, going forward, those weeding books during the anti-racist and inclusive audit in the second phase of the curation cycle would need to document the title and reason for removal before any books were disposed of.

"We have to make sure that we are meeting the needs of the students and not just rolling something out because we were told to do it," said Green.

When it comes to removing all books published in 2008 or earlier, Green said the board of trustees has heard that, too.

"We have asked the Director [of Education] again to make sure that if that is taking place, then that is stopped, and then the proper process is followed," he said.

Green also said they have plans to communicate with parents about the weeding process.

In the meantime, students like Takata are left with half-empty shelves and questions about why they weren't consulted about their own libraries.

"No one asked for our opinions," she said. "I feel that taking away books without anyone's knowledge is considered censorship."

Even given it was "rolled out wrong," it's interesting that some librarians saw no issue with the actions they took.

Which doesn't bode well for the overtly ideological "second phase," in which classic and of-the-time literature is judged through the shallow, postmodern "microaggressions" of present-day activist librarians.

It's always been the people who most want to ban books like "To Kill A Mockingbird" who are the ones who most need to read them.

This is what a purge of history looks like.

#libraries #censorship #literature #microaggressions #history purge #diversity #equity #inclusion #diversity equity and inclusion #antiracism #antiracism as religion #woke #wokeism #cult of woke #wokeness as religion #religion is a mental illness

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rogersonlaw · 11 months

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All About Bullying in Ontario Schools

Bullying in Ontario schools, as in many other parts of the world, is a significant concern that affects the well-being and safety of students. The Ontario government and school boards have taken steps to address this issue and create safe and inclusive learning environments. Here are some details regarding bullying in Ontario schools:

Definition of bullying: The Ontario Ministry of Education defines bullying as "a form of repeated, persistent, and aggressive behavior directed at an individual or individuals that is intended to cause (or should be known to cause) fear and distress and/or harm to another person's body, feelings, self-esteem, or reputation."

Legislation and policies: The province of Ontario has implemented legislation and policies to address bullying in schools. The Education Act and the Safe Schools Act provide a legal framework to address bullying and promote safe school environments. Additionally, the Ontario Ministry of Education has developed the Provincial Code of Conduct, which sets clear expectations for behavior and consequences for bullying.

Reporting and support systems: Ontario schools have procedures in place for reporting bullying incidents. Students, parents, and staff members are encouraged to report incidents to school administrators or designated individuals. Schools should also provide support to students who have been bullied, including access to counseling, resources, and referrals to community services if necessary.

Cyberbullying: With the increasing use of technology, cyberbullying has become a significant concern in Ontario schools. Cyberbullying refers to bullying that takes place through electronic means, such as social media, text messages, or online platforms. Schools have a responsibility to address cyberbullying incidents and provide education on responsible digital citizenship.

Collaboration and partnerships: Addressing bullying requires collaboration among various stakeholders, including educators, students, parents, and community organizations. Schools in Ontario often collaborate with community partners, mental health services, and local law enforcement to address bullying and create safe school environments.

It is important for individuals to be aware of the policies and procedures in place within their specific school or school board to effectively address and prevent bullying. Students and parents are encouraged to report incidents of bullying promptly, and schools should take appropriate action to ensure the safety and well-being of all students.

Contact with Rogerson Law Group to know more about the laws on bullying at schools in Canada.

https://www.rogersonlaw.com/child-bullying-litigation-toronto/

#bullying in schools canada #law on bullying in schools

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coochiequeens · 1 year

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A Canadian college invited a trans-identified male to speak on violence against women in observation of the 33rd anniversary of an act of mass femicide.

Fae Johnstone, a trans-identified male, gave a keynote address today at Durham College in North Oshawa, Ontario as part of the school’s National Day of Remembrance Ceremony marking the anniversary of a massacre that left 14 women dead.

Johnstone, who describes himself as “trans feminine and non-binary,” is the Executive Director at Wisdom2Action, an LGBT-focused consulting firm. Johnstone’s website lists him as a “public speaker, consultant, educator and community organizer on unceded, unsurrended Algonquin territory.”

On Twitter, Johnstone announced his speech was part of the school’s “16 Days of Activism” to end “GBV [gender-based violence].”

The event Johnstone spoke at today is described on the Durham College website as commemorating the National Day of Remembrance and Action on Violence against Women in Canada.

The Day was first inaugurated by Parliament in 1991 as a way to honor the lives lost during the École Polytechnique massacre, which took place on December 6, 1989 in Montreal, Quebec. On the campus of the scientific university, a man identifying as an “anti-feminist” targeted female students for slaughter.

Prior to shooting all of the women in a mechanical engineering class, Marc Lépine, born Gamil Rodrigue Liass Gharbi, told the male students to leave the room. He then told the women he was “fighting feminism” and expressed a hatred of women’s rights to an education.

“You’re women, you’re going to be engineers. You’re all a bunch of feminists. I hate feminists,” Lépine said, before opening fire on the female students. Lépine later committed suicide on the campus after taking 14 women’s lives, and injuring 10 more people.

In total, Lépine murdered 14 women in an act that has since been recognized an act of terrorism.

After his speech at Durham College tonight, Johnstone was confronted by Jennifer Anne, a Canadian women’s rights advocate who has been working to secure the release of the analysis that was done on gender self-identification legislation in Canada.

Anne attended the event and recorded some of Johnstone’s address before proposing a question when given the opportunity by the event’s host.

“Today is the day we mark 14 women who were killed in Montreal by a man who subjected them simply because they were female. It is sex-based violence, not gender based violence. I am a female,” Anne is heard saying, before listing off examples where self-identification lead to the victimization of women.

“I am wondering why, on this day, we would have a man dressed in women’s garb to talk to us about sex-based violence and keeping women safe? How can women stay safe in this environment?”

Johnstone replies curtly: “Thank you. Next question!”

“Really? So you’re not going to answer it because you know I’m right?” Anne responds. The host of the event, as well as other administrators, are then heard trying to discourage Anne from continuing to assert her question.

Anne uploaded the recordings to her Twitter account.

Johnstone’s consulting firm, Wisdom2Action, marked the anniversary of the women’s deaths by posting an infographic titled “Queering GBV,” which asserted that “gender based violence disproportionately impacts 2SLGBTQ+ people who are BIPOC, transfeminine, bisexual, youth, newcomers, disabled, homeless, and/or involved in sex work.”

For Canadian Women’s History Month in October, Johnstone was “honored” by a Government ministry for his work with “2SLGBTQI+” people.

Johnstone had previously slammed the Canadian Femicide Observatory for “retweeting TERF and TERF rhetoric.” TERF is a derogatory term most frequently applied to women who acknowledge two distinct sex groups.

He also claimed the Declaration on Women’s Sex Based Rights was a “roadmap for erasing trans people from public life, denying our rights and restricting our healthcare.”

Johnstone is not the first trans-identified male be given a platform to speak on the National Day of Remembrance and Action on Violence against Women.

Last year on December 6, the Prince Edward Island Advisory Council on the Status of Women invited Anastasia Preston, a biological male who identifies as a woman, to speak on “gender-based violence” at a vigil honoring the women murdered in the École Polytechnique massacre.

Preston, a “trans community outreach coordinator” at a sexually transmitted disease resource service, became the subject of widespread outrage on social media after he was interviewed by the Prince Edward Island branch of the CBC and claimed that trans-identified males were not given enough opportunities to speak on violence against women.

“For decades, trans women have been kept out of the conversation around gender-based violence,” Preston was quoted as saying, going on to assert that he intended to “speak about some of [his] experiences of harassment on P.E.I.” at the event memorializing the 14 women who were murdered.

After the article began to circulate, CBC P.E.I was so inundated with backlash they had to turn off their Twitter comment section. Johnstone defended Preston at the time, calling him a “hero and a champion.”

By Jennifer Seiland Jennifer is a founding member of the Reduxx team, writing with a focus on crimes against women and sex-based rights advocacy. She is located in the American south where she is a passionate animal welfare advocate and avid coffee drinker.

#Canada #Montreal massacre #december 6 #Durham College #North Oshawa #Ontario #National Day of Remembrance Ceremony #Fae Johnstone is a man #Wisdom2Action #École Polytechnique massacre #14 women killed by male violence #Jennifer Anne is a heroine #Queering sex based violence is just men making any issue about themselves #Canadian Femicide Observatory

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qwschoolca · 1 day

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Ontario Virtual High School For Canadian Students

QW School leads the league of the best Ontario Virtual Highschools with an effective policy for Ontario School Record, Ontario Student Transcript, Ontario Secondary School Diploma, Community Service Hours, Ontario Secondary School Literacy Test, Ontario University Application, Ontario Secondary School Program, Ontario Secondary School Literacy Course, and a lot more. Visit our official website to know about our policy for all these things. Those who have questions in their mind should email or call our Support Staff for instant answers.

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rutherfordschool1 · 12 days

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The Best High School Credits in Ontario - Rutherford School

Ministry of Education-approved courses for high school credits in Ontario. For students in grades 11 and 12, Rutherford School provides High School Credit Courses in Computer Science, English, and Mathematics. Our goal is to help students raise their grades and get ready for entrance to the universities of their choice.

#credits to graduate high school #ontario high school credits online #summer credit programs high school #high school credits online

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evoldir · 12 days

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Fwd: Postdoc: TrentU.CaribouConservationGenomics

Begin forwarded message: > From: [email protected] > Subject: Postdoc: TrentU.CaribouConservationGenomics > Date: 18 April 2024 at 07:16:38 BST > To: [email protected] > > > > Post-Doctoral Fellows (PDFs) > > The EcoGenomics (https://ift.tt/5d1TRm7) research group under > Principal Investigators Dr. Paul Wilson (Trent University) and Dr. > Micheline Manseau (Environment & Climate Change Canada) is recruiting > multiple PDFs in support of a nation-wide genomics research and > monitoring project on caribou. The partners supporting this position > include Canadian Wildlife Service (CWS); the Ontario Ministry of > Environment, Conservation & Parks (MECP); Ontario Ministry of Natural > Resources & Forestry (OMNRF), and other provincial and territorial > jurisdictions; Indigenous organizations; industry; and funding > agencies such as Genome Canada and NSERC. > > The PDF positions will be based out of Peterborough, Ontario at > Trent University or Ottawa, Ontario at the National Wildlife Research > Centre (Science and Technology, ECCC). > > Different areas of research for PDF recruitment include: > > 1. Wildlife conservation, population modelling for individuals with > advanced experience in spatial/network analysis, population > modelling, or deep learning. These methods will be used to model > animal density using fecal DNA-based capture-recapture data > along with a range of environmental variables. The research will > contribute to 1) our understanding of the environment and its > change on caribou population density and 2) the development of > best practices for efficient sampling related to factors such as > stratification and sample size needed for monitoring caribou > density and various genetic indicators. > > 2. Conservation genomics for use in establishing metrics for large- > scale and long-term Genomic Monitoring of caribou through the > implementation of sequencing technologies, e.g. high/low > coverage genomes, amplicon sequencing and the development of > analytical pipelines supporting genomic indicator metrics. > Strong genetic, genomic and bioinformatic skills are required. > Areas of research focus will include indicators of diversity > (e.g. inbreeding, genomic erosion and load) and genetic > connectivity. > > 3. Laboratory-based molecular genomics to implement protocols > including processing high- and low-coverage genomes; > characterizing a range of informative markers (e.g. SNPs, CNVs, > Microhaplotypes); ageing from non-invasive sources; improving > DNA extraction protocols through automated processing; protocol > development on multiple platforms, e.g. Illumina and Oxford > Nanopore MinIon; integration of workflows with an established > database and automated scoring platform. > > Education & Experience: The PDF positions requires a minimum of a > PhD with work experience being considered an asset. Salary: $55,000 > - $70,000 per year depending on qualifications. Positions to start > as soon as possible. > > To apply send a cover letter and CV to Dr. Paul Wilson ([email protected]) > or Dr. Micheline Manseau ([email protected]) by May 17th, > 2024. Please note your full name and the job title in the subject > line of your email (i.e. First and Last Name ??? Job Title). > > Bridget Redquest

#IFTTT #Email

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rutherfordschoolsblog · 2 months

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Everything you need to know about High School Credits Ontario

In Ontario, high school credits are indispensable for students aiming to graduate and pursue higher education or enter the workforce. A comprehensive understanding of how high school credits function can assist students in effectively planning their academic trajectory. This article will comprehensively address everything individuals need to know about high school credits in Ontario, encompassing fundamental concepts to their impact on post-secondary opportunities.

Definition and Significance of High School Credits

High school credits symbolize the successful completion of a course meeting the Ontario Ministry of Education's requirements. Each credit typically corresponds to around 110 hours of scheduled classroom instruction, although this duration may vary depending on the course's nature and intensity.

Credit Requirements for Graduation

To achieve an Ontario Secondary School Diploma (OSSD), students must earn a minimum of 30 credits. These credits are classified into specific categories:

18 compulsory credits encompassing subjects like English, math, science, French as a second language, Canadian history, Canadian geography, the arts, health and physical education, and civics.

12 optional credits, allowing students to tailor their course selection based on their interests and post-secondary aspirations.

Earning High School Credits

Students accumulate credits by successfully completing courses offered by their high school. Each course typically earns one credit, though certain courses may be worth more if they are conducted over an extended period or cover more complex material.

Specialized Credits

In addition to standard credits, students have the opportunity to earn specialized credits, including:

Dual credits: Credits earned for courses offered in collaboration with a college or university, allowing students to earn both high school and college/university credits.

Co-op credits: Credits obtained for completing a cooperative education placement, providing students with practical experience in a workplace relevant to their career objectives.

Online credits: Credits earned for successfully completing an online course offered by the school board or another accredited institution.

Impact of High School Credits on Post-Secondary Options

High school credits Ontariosignificantly influence a student's post-secondary opportunities. Universities and colleges in Ontario have specific credit requirements for admission to their programs. For instance, most programs necessitate completion of certain courses, such as English and math, at the university or university/college preparation level.

Transferring Credits from One School to Another

Transferring high school credits from one school to another in Ontario can be a straightforward process if executed correctly. The following steps outline how to transfer credits:

Notify your current school of your intention to transfer to another institution.

Familiarize yourself with the credit requirements of the new school.

Submit your transcript from your previous school to the new institution for review.

Schedule a meeting with a guidance counselor at the new school to discuss credit transfer and plan your course schedule.

Fulfill any additional requirements, such as assessments or documentation, as requested by the new school.

Monitor your academic progress closely to ensure all transferred credits are correctly applied to the new school's requirements.

Conclusion

High school credits Ontario serve as the cornerstone of a student's academic journey in Ontario. By comprehending how credits operate and carefully planning their course selections, students can ensure they meet graduation requirements and possess the necessary prerequisites for their desired post-secondary programs. For personalized advice and support regarding high school credits in Ontario, students are encouraged to consult their guidance counselor.

#High School Credits Ontario

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allthecanadianpolitics · 1 month

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Pierre Poilievre’s newly elected Conservative MP took a victory lap Monday night by using the opportunity bash his former employer, Ontario Premier Doug Ford’s conservative government, as “liberal elites.” Jamil Jivani, a right-wing political activist turned media personality, was elected in a long-awaited by-election held in the safe Conservative riding of Durham, previously held by former Conservative leader Erin O’Toole. Before seeking public office, Jivani’s résumé included a special advocacy position created by Doug Ford’s government to advise Ontario’s Ministry of Education — a job that ended in drama and name-calling with Jivani publicly feuding with his ex-boss. During his by-election victory speech in Durham, Jivani railed against “liberal elites,” a group he insisted that goes beyond the Liberal Party of Canada.

Tagging @politicsofcanada

#cdnpoli #canada #canadian politics #canadian news #ontario #conservatives #jamil jivani

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bron0036 · 3 months

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Workshop Reflection #2: Story Walks

Story Walks support children's curiosity and connection to nature. According to How Does Learning Happen? Ontario's Pedagogy for the Early Years (2014), "Opportunities to experience nature enhance children's sense of wonder and joy in the world around them" (p. 21). Spending time in nature naturally evokes a sense of wonder in children. Story Walks support children's connection to nature by providing the children with an opportunity to explore the natural world using all five senses. Story walks also support children's curiosity by providing the children with an opportunity to investigate the natural world and ask questions about why and how things happen.

Patrick and I Participating in Story Walk.

Brondum-Pedersen, M., personal photograph, January 26, 2024.

Story Walks can also be used to support children's science learning. According to Howard and Mayesky (2022), "For young children, science is about trying to understand the world. Children are natural scientists who observe the people, animals, and objects in their environment, conduct experiments, and report on their discoveries" (p. 362). Story Walks provide children with an opportunity to be scientists. While participating in a Story Walk, children are able to investigate the natural world and ask questions about why and how things happen. To expand on children's learning, educators may choose to create a Story Walk using a book that discusses a specific topic or theme (e.g., mushrooms, moss, snowflakes, weather, seasons, etc.). Educators may also choose to create activities that invite the children to take in greater detail while exploring the natural world. For example, educators may create an activity that invites the children to examine a patch of moss with a magnifying glass. Story Walks are a wonderful tool for supporting children's science learning; The learning opportunities are endless.

Story Walk Activity #1.

Brondum-Pedersen, M., personal photograph, January 26, 2024.

Story Walk Activity #2.

Brondum-Pedersen, M., personal photograph, January 26, 2024.

The activities that we have created support the children's engagement in the story and in the Story Walk activity. We believe that our activities will help create an immersive experience for the children by encouraging them to act like the characters in the story. For example, the second illustration in The Paper Bag Princess depicts the dragon flying off with Prince Ronald. For this page of the story, our activity invites the children to "fly like a dragon to the next page." We believe that this is an engaging activity for the children as it encourages them to imagine that they are a dragon. Our activities also encourage the children to think like the characters in the story. For example, we have asked the children, "What would you do if you were a dragon?" We believe that this is an engaging question for the children as it encouraged them to think about what they would do if they were transported into the story. Activities that help create an immersive experience for the children support children's engagement in the story and in the story walk activity.

Other Group's Story Walk.

Brondum-Pedersen, M., personal photograph, January 26, 2024.

References

Howard, R., Mayesky, M. (2022). Creative activities and curriculum for young children (12th ed.). Cengage.

Ontario Ministry of Education. (2014). How does learning happen? Ontario's pedagogy for the early years. Toronto, ON: Ministry of Education.

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religion-is-a-mental-illness · 29 days

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By: Mike Ramsay

Published: Mar 7, 2024

Late last month, the public learned that the Toronto District School Board (TDSB) through its Equity, Anti-Racism & Anti-Oppression Department issued a teaching guide claiming the Canadian education system is “colonialist” and designed to uphold the dominant white culture. The document, entitled “Facilitating Critical Conversations,” specifies that “education is a colonial structure that centres whiteness and Eurocentricity and therefore it must be actively decolonized,” and “schooling in North America is inherently designed for the benefit of the dominant culture (i.e., white, middle-upper class, male, Christian, cisgender, heterosexual, able-bodied, neurotypical, etc.)”. It adds that, “race matters—it is a visible and dominant identity factor determining people’s social, political, economic, and cultural experiences.”

While the school board has since temporarily removed the guide pending review after the Ontario Ministry of Education called it divisive, it is important that this thinking which has captured our school systems not be ignored.

That this handbook was actually produced and distributed by the TDSB did not come as a shock to me, because, in my view, it is representative of what is taking place at other school boards right across Ontario. A reasonable question to ask is how all of this came about.

Having served as a trustee for 24 years, I would suggest it emerged because of the work of frontline activists who truly believe in their cause and that the system is stacked against racialized students. However, many others in leadership positions, who have other motives, simply see this as an opportunity to enrich themselves. They did this by pretending to address the activists’ perception of the issues.

As a Black trustee and past chair of a large school board (WRDSB), I often wondered what good could come from paying DEI consultants upwards of $500.00 an hour to teach kids that if they are white, the successes they experience are not due to personal effort. Meanwhile, racialized students are being taught that despite personal effort, their chances of success are diminished because society is racist and therefore biased against them.

The fact is that we have both white and racialized kids who are doing well academically. Conversely, we have white and racialized kids who are not doing so well. What I have found as a member of my board’s discipline committee is that the kids (from all backgrounds) who are not doing well usually have other issues that are at play, including, but not limited to significant behavioural issues that are impacting their ability to learn. However, you can’t tell this to the proponents of DEI, who have been busy organizing events to celebrate and take credit for the academic success of racialized students who I believe were, for the most part, never in danger of failing school in the first place. The credit should go to the parents and caregivers who worked and continue to work hard to encourage and support their children.

Thankfully, with the passing of each day, more and more people are beginning to question the need for school initiatives that are fixated on identity politics. They are coming to realize that certain aspects of DEI instruction can actually lead to greater prejudice and even harm, as highlighted in a recent study released by the Aristotle Foundation and authored by Professor David Haskell.

Haskell’s report shows that DEI related to “anti-racism” education and its promotion of “white privilege” doesn’t make participants more sympathetic to disadvantaged Black people as DEI trainers claim, and can in fact make them more hostile toward poor white people.

As he elaborates, “Teaching students about white privilege, a core component of the DEI curriculum, does not make them feel more compassion toward poor people of colour but can reduce sympathy [and] increase blame…for White people struggling with poverty.”

In light of Haskell’s overwhelming evidence, I feel school boards should be required to justify the expense and existence of DEI in their organizations. Moreover, if it is doing harm as his research shows, do we not have an obligation to use legislation to stop the practice immediately in our classrooms?

I would say we do. And that is why I agree wholeheartedly with parent Liz Galvin who recently told the Halton District School Board: “Trustees, when your equity and inclusion policies are used to generate administrative procedures by un-elected DEI proponents that contradict the aims and prescribed goals of said policy, then you have an obligation to insist that they be scrutinized, amended and or removed.”

It seems straightforward, but the practice will not stop if it is left solely to the discretion of the Ontario NDP supporting majority which dominates most school boards.

This is where the Progressive Conservative government of Premier Doug Ford comes in. Even though his government has made it clear through their 2023 Better Schools and Student Outcomes Act (Bill 98) that they want boards to be dead focused on tangible measurable learning achievement, rather than on faddish so-called “social justice” experiments, boards continue to double down on these DEI initiatives. I don’t know if the government is tiptoeing around the issue out of fear that the far-Left radicals entrenched in our education system will attack them. More and more parents and education workers from all backgrounds across our province are paying closer and closer attention to the damage being done. It is time for the Ford government to respond firmly and issue clear directives to boards to end these divisive practices.

You can tell it's a cult because they don't care about evidence.

The way to combat this is the same as combatting religion. You say, prove it. You're asking us to sink a tub of taxpayer money into your program. So, let's see your statistics. Let's see your before and after metrics. Let's see how you measured the success of your training program and the results. Let's see what we can expect for ourselves based on your success elsewhere.

They can't and won't. They'll instead morally brow-beat you with words like "white supremacy" and "danger" and "harm." Despite them making truth claims - that is, statements that are supposed to be taken as factually true - part of the scam is that they'll even claim that asking for this sort of evidence is itself part of the problem. This is the same tactic as a priest threatening you with hell to sell you salvation, or a salesman frightening you with murder and rape to sell you an alarm system.

At that point you say, so, no statistics, no metrics, no results, huh? And you invite them to leave.

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internationaldriving · 3 months

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realoldremedies · 3 months

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An In-Depth Exploration of Diabetes Regulation in Canada, with a Focus on Ontario

Within the broader field of healthcare, diabetes control and management are major areas of focus, particularly in a nation such as Canada, where provinces have a major influence on decentralized healthcare systems. We examine the complexities of Canada's diabetic regulatory environment in this in-depth analysis, focusing on the province of Ontario.

Understanding Diabetes Regulation in Canada:

Diabetes, a chronic medical condition characterized by elevated blood sugar levels, requires a multifaceted approach to regulation. In Canada, the regulatory framework is designed to ensure comprehensive care, encompassing prevention, diagnosis, treatment, and ongoing management of diabetes. The responsibility for these aspects is shared among federal, provincial, and territorial authorities, each playing a unique role in the diabetes regulatory ecosystem.

Federal Initiatives:

At the federal level, Health Canada takes the lead in shaping national policies and guidelines related to diabetes. The agency collaborates with various stakeholders, including healthcare professionals, researchers, and patient advocacy groups, to develop evidence-based strategies for diabetes prevention and management.

Health Canada also oversees the approval and regulation of medications and medical devices related to diabetes treatment. This includes ensuring that pharmaceuticals meet stringent safety and efficacy standards before they enter the market.

Provincial Dynamics: Ontario's Approach:

In the context of diabetes regulation, provinces have a significant degree of autonomy in tailoring strategies to address the unique needs of their populations. In Ontario, the Ministry of Health and Long-Term Care (MOHLTC) spearheads efforts to regulate and manage diabetes within the provincial borders.

The Ontario Diabetes Strategy (ODS):

One of the cornerstones of diabetes regulation in Ontario is the Ontario Diabetes Strategy (ODS). Established by the MOHLTC, the ODS is a comprehensive framework that outlines the province's approach to diabetes prevention, detection, and management. It encompasses a wide range of initiatives, including public awareness campaigns, screening programs, and support for healthcare professionals.

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A fundamental aspect of diabetes regulation involves preventive measures and public education. Ontario's approach emphasizes raising awareness about the risk factors associated with diabetes and promoting healthy lifestyle choices. The ODS allocates resources for community-based programs, school initiatives, and online resources to educate Ontarians about diabetes prevention.

Screening and Early Detection:

Early detection plays a crucial role in managing diabetes effectively. Ontario has implemented screening programs to identify individuals at risk of diabetes or those with undiagnosed conditions. These programs are often integrated into primary care settings and target specific demographic groups with a higher susceptibility to diabetes.

Healthcare Professional Support:

Ensuring that healthcare professionals are well-equipped to address the complexities of diabetes is paramount. Ontario invests in training programs, continuous medical education, and support networks for healthcare providers to enhance their capabilities in diabetes management. This includes specialized training for primary care physicians, nurses, and other allied health professionals.

Patient-Centered Care:

Recognizing the importance of patient empowerment, Ontario's diabetes regulation strategy emphasizes patient-centered care. The province supports initiatives that encourage self-management, providing individuals with diabetes with the tools and resources needed to actively participate in their healthcare. This includes access to diabetes education programs, support groups, and digital health solutions.

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While significant strides have been made in diabetes regulation in Ontario, challenges persist. Limited resources, an aging population, and the rising prevalence of diabetes pose ongoing challenges to the healthcare system. Future directions may involve increased collaboration with technology providers to harness digital solutions for remote monitoring and management of diabetes.

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