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Canada: Critical thinking, not fear, key to drug abuse education, teacher says

Canadá/Diciembre de 2016/Fuente: CBC News

RESUMEN: Un maestro de Sooke, BC, especializado en educación sobre drogas, dice que el miedo está en camino cuando se trata de enseñar a los niños sobre el abuso de sustancias. Jennifer Gibson dice que los educadores en B.C. No debe enseñar a los niños acerca de lo que su cerebro se parecen a las drogas más: en su lugar, el foco debe estar en pensar críticamente sobre el uso de sustancias. «Tenemos niños capaces de pensar cuáles son las razones que llevan a las personas a tomar drogas», dijo a Robyn Burns, anfitriona de All Points West.

A Sooke, B.C., teacher who specializes in drug education says fear is on the way out when it comes to teaching kids about substance abuse.

Jennifer Gibson says educators in B.C. shouldn’t be teaching kids about what their brains look like on drugs anymore: instead, the focus should be on thinking critically about substance use.

«We’ve got kids that are able to think about what are the reasons that lead people to take drugs,» she told All Points West host Robyn Burns.

We focus on building community in our schools, making sure they know there’s people they can talk to or if they’re feeling isolated or if they’re feeling traumatized by an event in their lives, really looking at what are the natural human relationships they have in their lives rather than just running to illegal drugs.»

She says by focusing on the factors that lead to substance abuse, they can also explore what leads to other addictions as well, like gambling.

Kids have questions about overdose crisis

Gibson says the importance of context is being recognized when it comes to substance abuse education.

She says as kids grow more aware of the fentanyl crisis taking place in B.C. and the resulting overdoses, they have lots of questions, especially when fentanyl and other opiates have legitimate medical uses.

«For example, with [one] student, he had surgery, and that was a positive reason to have drugs,» she said. «We talked about the drugs he was given during surgery so he wouldn’t have to experience the pain and have the memories and so on.»

She says drug abuse education is starting in Grade 4 and lasts through to Grade 12, but the amount of time spent on it largely depends on the teacher and the circumstances in a particular classroom.

For example, she knows of one situation where a student died in a car crash. The experience of losing someone then led the rest of the class into discussions about grief and stress and the relationship of those feelings to substance abuse.

Fuente: http://www.cbc.ca/news/canada/british-columbia/drug-abuse-education-1.3912172

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3 Canadian teachers nominated for global prize

America del Norte/ Canada/ifpress.com

Resumen: A partir de la transformación de las aulas en las escenas de las novelas de Harry Potter , tres maestros canadienses han ayudado a sus estudiantes a aprender por encima de lo esperado y sus esfuerzos no han pasado desapercibidos. Armand Doucet, Yvan Girouard y Maggie MacDonnell están entre 50 profesores de todo el mundo para ser nominados para el Premio Global Maestro. El premio, establecido por la caridad educativo de la Fundación Varkey, pone de relieve la importancia de los maestros, mientras que la adjudicación del educador ganador se premia con US $ 1 millón.

From transforming classrooms into scenes from the Harry Potter novels to coaching kids in a northern community to run half-marathons, three Canadian have gone above and beyond the curriculum to help students learn — and their efforts have not gone unnoticed.

Armand Doucet, Yvan Girouard and Maggie MacDonnell are among 50 teachers around the world to be nominated for the Global Teacher Prize. The prize, established by the education charity Varkey Foundation, highlights the importance of teachers while awarding the top educator with US$1 million.

The nominees were selected from over 20,000 applications from 179 countries. They were chosen for demonstrating innovative teaching practices in the classroom, contributing to the broader community and providing students with valuable life and work skills.

A shortlist of 10 nominees will attend the Global Education and Skills Forum in Dubai in March, where the winner will be announced.

In just five years of teaching, Armand Doucet has tackled challenges in his two schools in Riverview, N.B., with creative programs that make learning fun and empowering for his students.

“I’ve always sort of thought outside the box and wanted to bring innovation to the classroom and try to reach everybody,” he said.

When literacy scores were a concern at Riverview Middle School, Doucet said he had the idea to create “Harry Potter Week”, transforming the school into the fictional Hogwarts. Teachers dressed up as characters from the series and curriculum-based lessons were re-imagined with a magical spin.

“We were looking at owl pellets in science, dissecting owl pellets, we were looking at how you could make a broom fly,” he said.

Footage of the week went viral, garnering nearly 2 million views online and raising over $100,000 for the school. Doucet said the event got students excited and made them proud of their school and community for all the attention received.

Now teaching a high school, he’s handed his think-outside-the-box philosophy over to his students. In his modern history and world issues classes, he said he teaches students about global events and problems and then encourages them develop practical solutions.

“I’m a firm believer that curriculum outcomes is one half of my job. The other half is to create or help them develop the skillset they need for when they get out to the real world,” he said.

When Quebec changed its curriculum in 2009, Grade 10 science teacher Yvan Girouard said he was thrilled at the prospect of being able to cover more topics.

“I can have aquariums in my classroom, I can put up posters of every science (subject) because with the new curriculum I teach everything in a year,” he said.

He decided to bring in his personal collection of scientific artifacts that include 100 taxidermy figures, turning his classroom at Ecole Secondaire Les Etchemins in Levis into a museum.

Since 2011, his students help put together an exhibit based on the collection — which features a nine-foot long shark. The exhibit is opened up to students from other schools to see.

His passion for science has influenced his students. He said his door is open all time and students who aren’t even in his class come in during lunch to ask questions, work on projects and get help with their studies.

Despite all his involvement at the school, Girouard said he didn’t see the nomination coming.

“I’m just a science teacher in a high school in Quebec,” he said. “Really, I am surprised.”

Maggie MacDonnell said she has always been interested in the way sport and recreation can improve many aspects of a person’s life. When she was asked to develop a life-skills program to improve school enrolment for the Kativik School Board in the arctic region of Quebec six years ago, she did much more by establishing fitness programs as well.

In a community where the risk of developing diabetes is high and youth suicide is a concern, MacDonnell said she wanted to teach kids healthy coping strategies.

She worked with the municipality to have build a fitness centre that is open to adults and the local schools, and she started a running club to keep kids motivated.

Her runners decided they wanted to train and compete in half-marathons. She’s taken a group of teens to compete in the Blue Nose race in Nova Scotia three times and to races in Hawaii twice.

The runners are now the faces of the Healthy Choices tour, visiting schools across the region to offer peer-to-peer presentations about issues of mental health, addiction, dropping out of school, and using physical activity to help overcome some of these challenges. The runners are gaining new skills of leadership and public speaking in the process.

“They’re starting to see themselves as role models which is a really magical moment for them,” she said.

If they win, Doucet said he would reinvest the money into his school and community programs. Girouard said he would split the winnings evenly with the other nine short listed teachers, while MacDonnell said she would establish a non-profit the runs environmentally-focused programs for northern youth.

With files from Terri Theodore.

Fuente: http://www.lfpress.com/2016/12/25/3-canadian-teachers-nominated-for-global-prize

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Canadá: El profesor Michael Hoechsmann aboga por una educación «híbrida» en el aula

América del Norte/Canadá/18 Diciembre 2016/Fuente:eldiariomontanes /Autor:EFE

El profesor canadiense Michael Hoechsmann, que participa como invitado en el Programa de Profesores Visitantes de la Universidad de Cantabria (UC), aboga por una educación «híbrida» que potencie las oportunidades de las nuevas tecnologías en el aula.

Para Hoechsmann la escuela actual «tiene todavía la quietud de otro siglo» lo que produce en los jóvenes un «choque cultural» que, a su juicio, habría que contrarrestar «abriendo un espacio que dé más participación a los estudiantes».

«Hay que dar a los jóvenes formas de pensamiento críticas con las que puedan buscar la verdad», ha opinado Hoechsmann, quien cree que «hoy hay más riesgo, pues cualquier fulano puede decir lo que quiera sin que eso sea verdad y millones de personas repetir este mensaje».

Según ha informado hoy la UC en una nota de prensa, el profesor analiza en sus investigaciones la alfabetización en los distintos medios de comunicación desde una perspectiva crítica.

El profesor de la Universidad de Lakehead (Canadá) ha impartido una conferencia sobre «Generación Remix: ¿estudiantes del siglo XXI en las aulas del siglo XX?.

También ha expuesto el proyecto de investigación que codirige, «Youth Digital Media Ecologies in Canada», en el que analizan 175 grupos que desarrollan tareas de producción en medios gestionados por jóvenes en tres ciudades para determinar cómo éstos colectivos están dando forma a la ecología urbana de esas ciudades.

Fuente de la noticia:http://www.eldiariomontanes.es/agencias/cantabria/201612/16/profesor-michael-hoechsmann-aboga-847351.html

Fuente de la imagen:https://i.ytimg.com/vi/asvwkRdlx4w/maxresdefault.jpg

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Justin Trudeau le quiere cumplir a los indígenas canadienses

América del Norte/ RCI/Radio Canadá/CBC/Presse Canadienne

Un año después de la presentación del informe sobre el trágico episodio de las escuelas residenciales, tres jefes de organizaciones indígenas se reunieron este jueves con el Primer ministro de Canadá en Ottawa. Justin Trudeau quiere pasar de las palabras al acto y anunció la creación de un Consejo nacional destinado a implementar las 94 recomendaciones de laComisión de Verdad y Reconciliación.

Después de 6 años de trabajos, la Comisión de Verdad y Reconciliación presentó el año pasado un informe con copiosas investigaciones y conmovedoras declaraciones sobre la tragedia humana que dejaron los pensionados indígenas en Canadá.

Para poner en relieve este aniversario y hacer el balance, Justin Trudeau se reunió este jueves durante dos horas con Perry Bellegarde, Jefe nacional de la Asamblea de Primeras Naciones (APN); Natan Obed, presidente de la Asociación Inuit Tapirit Kanatami y David Chartand, presidente de la Reagrupación Nacional de Mestizos (RNM) y presidente de la Federación de Mestizos de Manitoba, MMF.

Las necesidades de las comunidades indígenas son apremiantes y fueron trágicamente ilustradas una vez mas, por el incendio de una residencia ocurrido este miércoles en una reserva de la Primera Nación Oneida of the Thames, en Ontario, que cobró la vida a un adulto y 4 niños.  Esto incitó al Primer ministro a declarar en conferencia de prensa lo que el gobierno ha hecho y lo que le queda por hacer en favor de estas comunidades.

“Hemos tomado medidas significativas. Concretamente para encontrar soluciones y asociaciones con las comunidades indígenas”, dijo el Primer ministro. Pero en vez de contentarse con soluciones a corto plazo, Justin Trudeau desea establecer una verdadera relación de trabajo con los indígenas.

© Archivos SRC

Adopción de tres medidas

Entre las tres medidas anunciadas este jueves, una de ellas apunta a crear un comité de enlace que reagrupe a líderes indígenas y ministros federales. Anualmente, el Primer ministro canadiense se reunirá formalmente con los jefes de la APN, de los Inuit y los Mestizos. Ministros de su gobierno se encontrarán también con ellos dos veces al año.

Ottawa crea también un Comité provisional que debe llevar a la creación de un Consejo Nacional para la Reconciliación con las Primeras Naciones.

Y finalmente, Ottawa otorga un subsidio de 10 millones de dólares al Centro Nacional por la Verdad y la Reconciliación. Inaugurado en 2015 en la Universidad de Manitoba, este centro tiene por misión de conservar los archivos orales y escritos de los 7.000 sobrevivientes de los pensionados indígenas, para conservarlos como herencia y continuar el proceso de sanación.

Los líderes indígenas que se reunieron con el Primer ministro afirman que la este nuevo Consejo Nacional para la Reconciliación con las Primeras Naciones contribuirá a que el informe de la Comisión de Verdad y Reconciliación no caiga en el olvido, como sucedió con otros  informes sobre la situación de los indígenas en el pasado.

Compromiso “sin precedentes” del gobierno Trudeau

El gobierno liberal de Justin Trudeau aprobó las 94 recomendaciones de la Comisión de Verdad y Reconciliación. Hasta el momento, entre las 45 recomendaciones que dependen directamente del gobierno federal o de las provincias y territorios, 41 ya se concretaron o se están concretando, declaró el Primer ministro.

El gobierno canadiense permitió la apertura de la Investigación nacional sobre las mujeres y las niñas desparecidas o asesinadas. Y otorgó 8.400 millones de dólares al ministerio de Asuntos indígenas en el último presupuesto. Este “compromiso sin precedentes”, como lo llama el jefe Perry Bellegarde, será escalonado en 5 años.

Justin Trudeau anunció también la presentación de un proyecto de ley destinado a salvaguardar y promover las lenguas indígenas en Canadá. Y finalmente, se construyeron escuelas nuevas para las comunidades indígenas y el agua potable se convirtió en una realidad en 14 reservas, que debían en el pasado hervir el agua antes de consumirla.

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Les niegan acceso a escuela a hermanos mexicano-canadienses en Vancouver

Canadá/Diciembre de 2016/Fuente: El Sol de Cuernavaca

A pesar de haber nacido en Canadá, el Distrito Escolar de Langley, en Vancouver, impide el acceso escolar a dos niños de cinco y siete años por la situación migratoria de sus padres mexicanos.

De acuerdo con un reporte del diario Vancouver Metro, los niños nacieron en Canadá y cuentan con una visa de visitante que les permitiría ser registrados en la escuela North Otter Elementary School.

Según el testimonio de la madre, los pudo registrar en la escuela, mientras su esposo se encuentra en México renovando su permiso de trabajo para Hastings Racecourse.

“Envié todos los papeles, nunca mentí. Ellos me preguntaron por mi estatus y me enviaron mi visa”, explicó al diario la madre mexicana, quien añadió que en el primer día de clase la llamaron para que recogiera a sus hijos argumentando que no podían estar en la escuela.

El Ministerio de Educación de Columbia Británica informó que la elegibilidad para que los niños entren a la educación pública está basada en el “estatus de residencia más que en el de ciudadanía o inmigración”.

El decreto de Educación de esta provincia en la costa del Pacífico canadiense indica que los padres deben ser “residentes ordinarios” de la misma.

Las autoridades educativas no han dado mayores detalles al respecto.

Alejandra López Bravo, de la organización Sanctuary Health, señaló que el problema va más allá de la situación de esta familia en la localidad de Langley.

Fuente: https://www.elsoldecuernavaca.com.mx/mundo/les-niegan-acceso-a-escuela-a-hermanos-mexicano-canadienses-en-vancouver

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Canada: Should Canadian universities ban relationships between profs and students?

Canadá/Diciembre de 2016/Autor: Maryse Zeidler/Fuente: CBC News

RESUMEN: Es un cliché común: el profesor mundano que encanta y hipnotiza a su joven y adorador estudiante. El matemático John Nash, capturado en la película de Hollywood: A Beautiful Mind, fue uno de ellos. Al igual que el biólogo y el sexo investigador Alfred Kinsey. Recientemente, el profesor de escritura creativa de la Universidad de Columbia Británica, Steven Galloway, se unió oficialmente al club cuando se disculpó con su abogado por tener un asunto de dos años con uno de sus estudiantes. La revelación se produce después de una controversia de un año de duración que rodea el despido abrupto de Galloway sobre «acusaciones serias». Pocos detalles han sido revelados; El asunto está siendo revisado. Al igual que otras grandes universidades canadienses, UBC no prohíbe a los profesores de citas con estudiantes, aunque las reglas de conflicto de intereses les obligan a revelar la relación con un superior ya recusarse de cualquier decisión que pueda afectar al estudiante.

It’s a common cliché: the worldly professor who charms and mesmerizes his adoring young student.

Mathematician John Nash, captured in the Hollywood film A Beautiful Mind, was one of them. As was biologist and sex researcher Alfred Kinsey.

And recently, University of British Columbia creative writing professor Steven Galloway officially joined the club when he apologized via his lawyer for having a two-year affair with one of his students.

The disclosure follows a year-long controversy surrounding Galloway’s abrupt dismissal over «serious allegations.» Few details have been revealed; the matter is currently under review.

Like other major Canadian universities, UBC doesn’t prohibit professors from dating students — although conflict of interest rules require them to disclose the relationship to a superior and recuse themselves from any decisions that may affect the student.

But it prompts the question: In an era of increasing discussion of sexual harassment on campus, should universities allow relationships between faculty and students at all?

Changing landscape

Earlier this year, B.C. passed legislation making it mandatory for universities to have sexual assault policies in place by May 2017. In Ontario, provincial law requires universities to have similar policies in place by January 2017.

But those laws don’t cover consensual relationships between professors and students, despite the power dynamic.

«We’re working right now to create the best sexual assault policy that we can, and then there would be consideration about the necessity for … a policy that addresses professor and faculty and student relationships,» said Sara-Jane Finlay, UBC’s associate vice-president for equity and inclusion.

CBC News asked UBC’s faculty association for its take on the matter, but it didn’t respond.

Like UBC, other major universities in Canada also do not have policies banning such relationships, although they do strongly advise professors against them because of their high risk of inviting sexual harassment accusations.

Bans at major U.S. universities

In the U.S., however, a handful of prominent universities like Stanford, Yale and Harvard were prompted to prohibit these relationships after a change in national education law, Title IX, which parallels upcoming changes in Ontario and B.C.

Title IX prohibits gender discrimination in any federally funded education program. Originally aimed at athletics programs, it has since been increasingly interpreted to include sexual harassment and assault.

«That’s the context in which Harvard University revised its sexual harassment policy and procedures,» said Alison Frank Johnson, former chair of the committee that put forward Harvard’s policy on the matter.

«In some ways we just codified broad cultural expectations on our campus about what the relationship between teachers and students should be.»

Nobody objected’

Harvard now prohibits any intimate relationships between faculty and any undergraduate student.

Infractions can lead to a professor’s dismissal from the faculty.

Johnson says the laws were put in place to protect young students from unwanted advances from professors.

She says the policy was «completely and totally uncontroversial.»

«Nobody objected. Nobody objected in theory. Nobody objected for other people,» she said.

Sexual paranoia

But controversial American cultural critic, academic and essayist Laura Kipnis has written about the problems she sees with laws passed by universities like Harvard in her upcoming book, Unwanted Advances. 

«It’s an indication of how much sexual culture has changed. And I think it’s changed in a direction of sexual paranoia,» Kipnis said.

«That’s partly why I ended up writing this book — to talk about the other side of these new forms of protections, which is that they really invite accusations.»

Kipnis isn’t advocating for professors to date students. Nor is she denying that there are a lot of legitimate accusations of sexual assault.

«But there are also a lot of cases where something gets charged as sexual assault that a few years ago wouldn’t,» she said.

That is turning students into victims, instead of encouraging them to stand up and take charge of a situation, she says.

«Part of my thinking is it’s increasing students’ objective sense of their own vulnerability.»

Ban not the solution

Shahin Imtiaz, vice-president of campus life with the University of Toronto Students’ Union, agrees that a ban is not the solution.

She says power differences can exist in any relationship and a ban on relationships between faculty and students doesn’t necessarily address sexual assault and harassment issues.

«Affirmative consent is what we need to push for, regardless of who the people involved are,» she said, adding that more support for victims is needed on campus.

«To instate blanket policies and promises and ways of reducing liability for universities doesn’t address a much larger concern.»

Are students adult enough to make own decisions?

Finlay says the climate is different at Canadian institutions like UBC, but that could be changing.

Last spring, former interim president Martha Piper indicated UBC would consider a ban on relationships between professors and students as part of its sexual assault policy.

In the end, the ban didn’t make it into the latest draft of the policy, but both Finlay and Sioban Nelson, the University of Toronto’s vice provost of academic life and academic programs, agree new sexual assault laws in their provinces will likely prompt further discussion, just as Title IX changes did at some U.S. institutions.

«I think there’s a public discourse around whether we consider students vulnerable and whether we consider students adults who make their own decisions,» Nelson said.

«That pendulum may be shifting.»

Fuente: http://www.cbc.ca/news/canada/british-columbia/university-policy-professors-dating-students-1.3890684

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Canadá: Why education is challenging but crucial for Syrian refugees

Canadá/Diciembre de 2016/Autoras: Caroline Alphonso, Simona Chiose/Fuente: The Globe and Mail

RESUMEN:  Alrededor de la mitad de los refugiados que han llegado de Siria a Canadá sólo tienen una educación secundaria. Otros carecen de pruebas de que han completado la educación superior o deben encontrar una manera de validar grados de un país sumido en un conflicto. Si tienen sus credenciales, a menudo deben actualizarlos para cumplir con los requisitos de acreditación de los organismos profesionales aquí, o enfrentar el trabajo en puestos de trabajo para los que están sobre-calificados. En estas situaciones, las generaciones más jóvenes que asisten a la escuela en Canadá se convierten en una línea de vida inmediata para sus familias. Los estudiantes de Siria son diferentes de los refugiados de otros países en que muchos todavía tienen familia y amigos dejados atrás. «Hasta cierto punto, hay presión para apoyar a las familias que todavía están en un campo de refugiados o en Siria», dijo Michelle Manks, coordinadora del programa de estudiantes y refugiados para el Servicio Universitario Mundial de Canadá.

About half of the refugees who have arrived in Canada from Syria have only a high-school education. Others lack proof that they completed higher education or must find a way to validate degrees from a country plunged into conflict. If they have their credentials, they must often upgrade them to meet the accreditation requirements of professional bodies here, or face working in jobs for which they are overqualified.

In these situations, younger generations who attend school in Canada become an immediate lifeline for their families. Students from Syria are different from refugees from other countries in that many still have family and friends left behind.

“To an extent, there is pressure to support the families who are still in a refugee camp or in Syria,” said Michelle Manks, co-ordinator of the student-refugee program for World University Service of Canada.

So far, Canada has not had to plan for or accommodate the large-scale education issues faced by Germany, where hundreds of thousands of refugee students are expected to arrive within a year or two, or Sweden, where tens of thousands of people under 18 have come alone.

The demand for Canada’s refuge may grow if the United States cuts foreign aid or reduces the number of refugees it accepts, as president-elect Donald Trump has stated he would do, Ms. Manks said, echoing warnings from other international refugee groups.

“The United States is the biggest funder by far of the United Nations High Commissioner for Refugees,” she said. “If Trump makes changes to that, it will have a huge impact on refugee protection around the world.”

Should the number of refugees enrolling in elementary, high-school and postsecondary education increase, the programs currently in place provide one model for what works and the scale of the investment needed.

Fuente: http://www.theglobeandmail.com/news/national/syrian-refugees-to-canada-and-education/article33237207/

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