Le défi de la Charte, printemps 2012

La classe de droit de 11e année a participé à un concours d’écriture de mémo pour la Cour d’appel de l’Ontario intitulé le défi de la Charte.

Ce concours est organisé par l’organisme ontarien OJEN.

Le cas faisait référence au projet de loi fédérale C-31 sur les nouvelles procédures en matière d’immigration. Notre groupe devait prouver la constitutionnalité de ce projet de loi en répondant à quatre questions reliées à la Charte des droits et libertés.

Les élèves, après avoir vécu trois semaines « d’intense labeur », ont été récompensés par une troisième place. Il est important de noter que les recherches sur les jurisprudences et l’écriture du mémo de 28 pages se sont déroulées en français.

Voici le message qui a annoncé les résultats :

I am very pleased to announce that the selected finalist teams for the Spring 2012 Charter Challenge are:

Appellant: Badal, Johnston, Nolan & Maligaya Law Firm from St. Mary’s High School in Kitchener, Ontario

Respondent: Dewy Cheatham and Howe from Cawthra Park Secondary School in Mississauga, Ontario

Six teams were shortlisted, so in addition to the two teams indicated above, the judges would like to recognize the following four teams for making the “top three” (in no particular order) on the Appellant and Respondent sides:

  • T.H.C. & Associates from Notre Dame College School in Welland, Ontario
  • EZBAKE Law Firm from Cawthra Park Secondary School in Mississauga, Ontario
  • Low, Ball & Lynch from Sacred Heart High School in Walkerton, Ontario
  • La Belle Province from Lower Canada College in Montreal, Quebec

Thank you for the hard work and support you gave your students. It is evident in the high quality of factums that you are each doing a wonderful job of helping your students navigate difficult Charter issues.

The OJEN Charter Challenge Team

Ontario Justice Education Network – Réseau ontarien d’éducation juridique

A civil society through education and dialogue.

Commentaires des élèves :

Je crois que le concours de la Charte était une des expériences les plus enrichissantes et importantes du cours de droit. La quantité d’informations apprises en faisant ce projet était étonnante. Le fait d’avoir pu écrire un mémo et apprendre cette habileté dans notre cours de droit de 11e année est simplement incroyable.–André Capretti ’12

Ce projet, malgré toute la lecture, était très intéressant et m’a appris beaucoup de choses comme; citer la jurisprudence, formuler mes arguments, mentionner les lois et les articles de la Charte.–Cole Elicott ’12

Ce travail m’a permis d’apprendre beaucoup à propos de la justice constitutionnelle et la rigueur qu’il faut pour rédiger un mémo. J’ai mis beaucoup d’efforts et de temps à rechercher des jurisprudences qui étaient pertinentes à ma question.–Dylan Garber ’12

Nous avons fait la question 1 qui traitait de la violation de l’article 7 de la Charte canadienne des droits et libertés. À première vue, on était effrayés par le nombre de pages qu’on devait lire et écrire. Mais une fois qu’on a surmonté cet obstacle, on a commencé, le travail.–Adam Palayew ’12

J’ai beaucoup appris en faisant le projet du défi de la Charte. En faisant ce projet, j’ai compris la vraie vie d’un avocat. Pour ma partie, je devais rechercher la section 15 de la Charte des Droits et Libertés, pour prouver que les droits de Benita Suarez n’avaient pas été violés. Le montant monumental de lecture, et de recherche sur des jurisprudences m’a certainement surpris, mais j’ai réussi à tout faire. L’aspect le plus difficile était de trouver des jurisprudences qui appuyaient mon point de vue.–Elena Pappas ’12

Toute la classe représentait la couronne (appelant dans ce cas). Nous devions répondre à la deuxième question et prouver que Benita ne fut pas arrêtée arbitrairement en faisant référence à des jurisprudences et en donnant plusieurs arguments constructifs. Cela fut une très lourde tâche, car il n’y avait pas énormément de cas similaires. Après beaucoup d’heures de travail, je pense que le résultat final est très bon.–Alexandre Sinor ’12

Career Landscape

Blog_CareerDay_03Apr2012Our grade 10 and 11 students are eagerly participating in Career Day this week.  It’s something we have done for a long time—long enough for the ground to have actually shifted from under our feet.  It has always made sense for students to aspire to traditional professions: lawyer, doctor, engineer. However, the concept of career has changed and fragmented a great deal in the past decade. Young people should no longer expect a long career with a single firm or institution. Change and transience are now the norm. We have also learned a lot from university dropouts, Bill Gates and Steve Jobs, that has shattered well-entrenched notions of success.

With the development of the Internet, businesses, governments and learning institutions can now communicate directly with potential clients. Ingenuity and new digital tools have essentially redefined the world of work. Yes, there is still a need for traditional professions. However, even those professions are having to adapt.

As we move forward, noted Harvard educator Tony Wagner in his book, The Global Achievement Gap, stresses that it is now less about preparing for a specific profession and more about teaching and refining the following core skills:

  1. Critical Thinking and Problem Solving
  2. Collaboration across Networks
  3. Agility and Adaptability
  4. Initiative and Entrepreneurialism
  5. Effective Oral and Written Communication
  6. Accessing and Analyzing Information
  7. Curiosity and Imagination

—Christopher Shannon, Headmaster

Duke of Ed Gold Trip 2012: Peru Expedition Update

March 8, 2012

Upon my return to Peru, I did not know what to expect. I would soon find out that, although many landmarks were familiar to me, I was seeing everything in a completely new light. I was wiser and the shantytowns of Lima didn’t shock me. Rather they incited me to want to get to work immediately!

We spent four days in Las Palmas completing our community service project, which included a new set of stairs, a new fence, a fresh coat of paint and a new roof. By the fourth day, every student had mixed feelings about leaving Las Palmas. Although we may have been filled with excitement with the prospects of beginning the hike in Cusco, we would be leaving behind a community to which we had grown very close.– Emily Tiberi ’12

Five days ago, eighteen LCC students who would work on the service project in Las Palmas flew into the desert city, Lima. With last years experience doing the service project and the Salkantay Trek, I didn’t feel nervous. I was rather excited to see how things had changed over a year.

Every morning, when driving to Las Palmas, I noticed that the poverty levels hadn’t changed. The chaotic way of life and the number of shantytowns stacked on the desert was the same. It seemed as if I had not left Peru last March. When working at the community, the locals treated us with the same respect and warmth they had shown us in 2011. I remembered their names and faces and so did they. Under the scorching heat, we worked on the concrete roof until the very last minute. Today, we fly to Cusco. We are anxious about the hike, but at the same time, excited to walk the same path where Incas and adventurers explored.– Kenya Shatani (Pre-U ’12)


Discovery Day at the Montreal Neurological Institute

Last Tuesday, LCC’s grade 11 enriched physics and chemistry class went to the Montreal Neurological Institute for an exciting day of seminars and presentations given by doctors, researchers and grad students. Along with approximately 300 students from Montreal-area schools, we participated in the annual regional edition of the TD Discovery Day. The Discovery Day is a program funded by TD Bank that gives students from across Canada, who are interested in pursuing careers in health sciences, the opportunity to visit hospitals and also talk with doctors and other health care professionals to get a better sense of what the field is actually like.

In the morning, upon our arrival, we sat down in a large auditorium at the Neuro to listen to the chairman of the Discovery Days program tell us about the goals of the program. She then introduced the first keynote speaker, Dr. Phil Gold, who talked about his career as a doctor and about how he got into medicine. After that, we attended our first seminar session, of which there would be two. My first seminar was called “Anatomy of the Human Brain,” and it proved to be very interesting. It was taught by four McGill neurology students and for an hour and a half they lectured about the brain and the various functions of the different cortexes, or zones. At the end of the seminar, we even had the chance to touch a real human brain and see what the different cortexes actually look like in real life. That was really cool!

After lunch, we attended our second seminar, which was given by a speech pathologist who spoke about speech impediments and, more specifically, how to treat them. We got to see and touch all of the various devices that speech pathologists use to do their jobs, such as artificial larynxes and text to speech converters, which was very interesting. When that was over, we returned to the auditorium for a final keynote. It was a panel of five health professionals who talked about their jobs and listened and responded to questions asked by the audience. This was cool because we got to hear about the daily lives of real health professionals and ask them questions about their jobs.

At the end of the day we returned to school, wiser, more experienced, and, for some of us, more passionate about what we want to do with our futures. — Giulian Etingin-Frati ’12

Our African Experience and HIV/Aids

This past summer, Melissa and I embarked on the trip of a lifetime. Not knowing anyone, we signed up to go on a community service trip to South Africa, Botswana and Zambia. All we knew was that the food may or may not be good, the people we’d meet may or may not speak English and the bugs may or may not give us malaria. What we didn’t know was that HIV/Aids would be the topic of conversation for 12 days out of our 25-day trip. We had known that Sub-Saharan Africa was more infected with Aids than the rest of the world. Out of all 35 million people infected with HIV/Aids, 25 million of them live in this region. But we didn’t understand that the majority of the people infected had little to no understanding of how to save their own lives.

To our knowledge, the first community we visited was where HIV/Aids had the most impact out of the rest of the towns we went to. This township was called Acornhoek, located just west of the famous Kruger National Park in South Africa. Acornhoek has a population of 150,000 people. 50% of this community is infected with HIV/Aids, which means 75,000 people are infected. The average income in this region is 300 to 1000 rand a month, which translates to a maximum of 120 dollars per month, which only covers 14% of the monthly cost of ARV’s, the aids treatment medication that lessens the symptoms. The cost of ARV’s is from $10,000 to $15,000 a person PER YEAR or $833 PER MONTH.  This fact is not only extremely sad, but it is also very scary.

We worked five days in a smaller village within Acornhoek, at  the Sihlekisi Primary School. This school was government funded, however, the caliber of the teachers and the curriculum was questionable. In the schools, they learn very basic things about HIV/Aids prevention, but it is often times countered by the stigmas in their culture. Another problem is that the things they learn about HIV/Aids are in English, and the children understand very little English. The children were on their break when we were there, so they came to schoolyard everyday to play, and everyday they returned wearing the same dusty clothes, the same bare feet and the same smile running from ear to ear. Despite the 50% chance that these kids were fatally ill, and that they were extremely poor, they always had a smile on their faces and were ready for any game of soccer or any hand game we had prepared. The hardest part was that we couldn’t believe that our new little friends might be sick. It didn’t make sense to us that a child so happy and so pure could have HIV/Aids. The realization when we were given the 50% statistic hit us like a brick. It just made no sense.

One of the nights we spoke with an older Afrikaans man named Pieter; he owned the lodge that we stayed at near Acornhoek. He was the man who told us of the fate of 50% of the children, and he explained the stigmas of the native African people in Acornhoek. The first stigma he explained was the city theory. This theory is that women believe HIV/Aids come from the city, mainly Johannesburg. They believed this because the men often go away to work in Johannesburg for six months at time. When they are there, the women believe that they get lonely and hire prostitutes. When they come back home to their isolated villages, they force their wives to have unprotected sex because they view condoms as a symbol of betrayal and distrust. More often than not the women, the men and their children wind up getting infected, which only validates the assumption women make that their husbands are cheating on them.

Once contracting HIV/Aids, the people view it as a consequence to sinning and are completely shunned. Women will hide when they bottle-feed their children, as using bottles is a sign of sickness. Another reason to be shunned in these types of villages is to want a better life. The people who leave to get higher education in Johannesburg or Cape Town often times cannot return home, because they are seen as traitors who leave their families behind. This causes a lot of trouble because we all know that with education comes knowledge on prevention and, obviously, success. A successful person within these communities is exactly what they need for motivation, and that very rarely happens because people do not want to be excommunicated.

Another one the major problems is the government’s release of false prevention tactics. In 2005, a 31-year-old woman who was known to have HIV accused Jacob Zuma, who is now president of South Africa, of rape. Jacob Zuma insisted that it was consensual, however the girl still kept pressing charges. The problem in all this was that it came up that he did not use a condom, even though he knew she had HIV. In response to that, Zuma stated that he took a shower to, quote on quote, “cut the risk of contracting HIV.” HIV/Aids specialists and health educators tried desperately to clear this mess, however, in a country where HIV/Aids is so widespread, it is RIDICULOUS that a political leader would say something so untrue and detrimental to the health of his own country.

Many of the children in these towns have been orphaned by the HIV/Aids epidemic. Since many of middle-aged parents are dying due to the sickness, the grandparents of the children end up being their caretakers. The elderly have no source of income because they are too old to work. Essentially, this also makes them too old to care for children, and the government has no pensions or funding for guardians. Currently, there are very few organizations that care for the elderly. Since the grandparents and parents of children have such a high mortality rate, children very often become orphaned, which has grave consequences. When children, mainly young girls, cannot support their families, they resort to prostitution. This leads us back to the spreading of HIV/Aids mentioned before. The entire process seems to go around in circles.

After our trip, we came home with so much more insight on what our role was in the future pertaining to HIV/Aids prevention. This trip has forever made us activists on what Africa really needs in order to stop this epidemic. They don’t need shoes, because they won’t wear them. They don’t need toys, because that causes dependence. They need money for ARV medication, they need care for the elderly, and they need knowledge and a change of view on condoms. What they really need is access to education – not the tangible things we can give them. They need to learn how to take care of themselves, because if we do it for them, they will never learn. The money you all have donated to the Stephen Lewis Foundation will give them treatment, care for the elderly and education. When it comes to Africa, give back in ways that will improve health and education, because with health and education comes a better life.

Help prevent HIV/Aids, help save Africa, help save the world. Thank you.—Melissa Cape ’12, Alexandra Storozum ’12