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Emily Liu honoured as 2021 Hunting Hills High School Valedictorian

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Hunting Hills Valedictorian looks to pursue career in the medical field

This year has been like no other for the Graduating Class of 2021, but the valedictorian at Hunting Hills High School is not letting the pandemic stop her from achieving her goals.

Grade 12 student Emily Liu has been named this year’s Valedictorian at Hunting Hills High School.

“It’s an incredible honour to be named valedictorian. I was very proud of myself when I learned that I was going to be this year’s valedictorian,” she said. “In Grade 9 when I first received the honour of being the top academic student in my class, that really came as a huge shock to me because I always knew I performed well in school, but I never imagined I could be the top academic student. After that, it was something that I was really inspired to work towards, and it’s kept me motivated ever since.”

Emily added when she reflects on her high school experience, she could never have predicted we would be in the midst of a global pandemic.

“I don’t know if it necessarily took away from my high school experience, but it’s definitely hindered me in my day-to-day life whether it’s trying to pay attention during online school, or being able to hang out with my friends,” she said.

Graduation ceremonies for Hunting Hills High School will take place on June 25 at the Centrium. The day will include staggered ceremonies with three groups of graduates at a time in compliance with Alberta Health Services guidelines.

Emily said her message to fellow graduates is one they can carry into the future.

“If there’s one thing that this pandemic has taught me it’s that the relationships we have in our lives are so incredibly precious. When your only way of communicating with your friends or your family is through a screen or a phone call, there’s aspects of simple physical interaction that you really can’t get through in an online medium,” she said. “We need to treasure the relationships we have in our lives, maybe a little more. It may be a little clichè, but you really don’t appreciate what you have in your life until they are gone.”

Looking to the future, Emily said she hopes to soon be able to explore the world once restrictions allow. She has also been accepted to the University of Alberta.

“I’m going to study biochemistry. It’s one of my hopes to pursue a career in the medical field in the future,” she said, adding her volunteer work has given her an interest in that field. “I have been volunteering at the Red Deer Hospital for the past four years, and I’ve also been volunteering as a piano player at the Red Deer Hospice. I think my time at the hospital and hospice has been really enriching in the way that I am able to interact with people and learn more about people’s lives and maybe provide them some kind of comfort or support when they are in a really vulnerable moment.”

Christine Chappell, Vice Principal at Hunting Hills High School, said she is proud of Emily’s achievements.

“An accomplished pianist, community volunteer, and HHHS Leadership student, Emily possesses an incredible work ethic. In every endeavour, whether it be academics or extracurricular activities, she embodies kindness, determination, and tenacity,” she said. “Along with excelling in academics, Emily has completed her Grade 10 Piano with First Class Honours (Royal Conservatory). As a Leadership student, she has dedicated countless hours to our Bikeathon, Enviro Club and school activities. HHHS is honoured to recognize Emily as our 2021 Valedictorian and Governor General’s Medal recipient.”

Education

40 Canadian professors urge Trudeau government to abolish DEI mandates

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From LifeSiteNews

By Clare Marie Merkowsky

“Many agree with us – including senior, tenured faculty – but will not speak publicly for fear of repercussions”

Dozens of Canadian professors have joined together to call for an end to the pro-LGBT diversity, equity, and inclusion (DEI) mandates in universities. 

In a May 24 letter to Parliament, 40 Canadian university professors appealed to Prime Minster Justin Trudeau’s Liberal government to abandon DEI initiatives in universities, arguing they are both ineffective and harmful to Canadians.  

“While some may view this as a weakness, we hope most will see it simply as an act of conscience from academics no longer able to remain silent,” the professors began.  

“These policies disproportionately punish small institutions, are not supported by evidence, employ flawed metrics with no end goal, and are unpopular with the public who funds the research,” the letter explained.  

“Many agree with us – including senior, tenured faculty – but will not speak publicly for fear of repercussions,” the letter revealed. “Specifically, they are scared even to question Tri-Council policies relating to equity, diversity, and inclusion (EDI).” 

Currently, DEI quotas are mandated across Canada through the Canada Research Chairs program. Under the program, universities must meet specific hiring requirements, skewed in favor of racial minorities and those who identify as “LGBT.”

The letter cited various studies which revealed that the DEI mandates not only harm universities but lead to more discrimination.   

The professors referenced a case at Laurier University in Ontario where the institution sought to hire six black and six indigenous faculty. 

“During the process, an informal outside inquiry made on behalf of a promising black candidate had to be rebuffed because black people were ineligible,” the letter explained. “This open racial discrimination in the name of fighting systemic racism is one concrete example of negative impacts of EDI.” 

Similarly, a February research report from Wilfrid Laurier University social scientist David Millard Haskell, a signatory of the letter, found that there is “no evidence that EDI reduces bias or alters behavior.” 

“In fact, DEI interventions have been shown to do harm by increasing prejudice and activating bigotry,” the letter declared. 

The professor’s recommendation comes as Trudeau recently pledged $110 million of taxpayer money to hire DEI consultants tasked with looking into a supposed problem of “racism” in Canada. 

Indeed, the Trudeau government has spent over $30 million on DEI-affiliated contracts among many federal ministries since January 2019. 

This has led to an increase in woke ideology creeping into all parts of society. As LifeSiteNews reported recently, the University of British Columbia (UBC) Vancouver campus posted an opening for a research chair position that essentially barred non-homosexual white men from applying for the job. 

Signatories:

Geoff Horsman, PhD
Associate Professor of Chemistry & Biochemistry, Wilfrid Laurier University

David Haskell, PhD
Associate Professor of Digital Media & Journalism, and Religion & Culture, Wilfrid Laurier University

Zachary Patterson, PhD
Professor, Concordia Institute for Information Systems Engineering, Concordia University

Stephen Lupker, PhD
Professor of Psychology, Western University

Lawrence M. Krauss, PhD
President, The Origins Project Foundation
Foundation Professor, School of Earth and Space Exploration, Arizona State University, retired

Kirsten Kramar, PhD
Mount Royal University

Stephen Quilley, PhD
Associate Professor of Social and Environmental Innovation, University of Waterloo

Scott Davies, PhD
Professor of Leadership, Higher and Adult Education, University of Toronto

Edward Vrscay, PhD
Professor Emeritus of Applied Mathematics, University of Waterloo

Martin Drapeau, PhD
Professor of Counselling Psychology and Psychiatry, McGill University

Frances Widdowson, PhD
Political Science professor

Brian F. Smith, PhD
Professor of Business and Economics, Wilfrid Laurier University

Christopher Dummitt, PhD
Professor of Canadian Studies, Trent University

Altay Coskun, PhD
Professor of Classical Studies, University of Waterloo

Ron Thomson, PhD
Professor and Chair of Applied Linguistics, Brock University

Chet Robie, PhD
Professor of Organizational Behaviour & Human Resource Management, Wilfrid Laurier University

Mark Collard, PhD
Canada Research Chair in Human Evolutionary Studies and Professor of Archaeology, Simon Fraser University

Janice Fiamengo, PhD
Professor of English, University of Ottawa, retired

Philip Carl Salzman, PhD
Professor Emeritus of Anthropology, McGill University

Laurence Klotz, CM, MD, FRCSC
Professor of Surgery, University of Toronto
Sunnybrook Chair of Prostate Cancer Research
Chair, Council for Academic Freedom at University of Toronto (CAFUT)
Member, Order of Canada
Division of Urology, Sunnybrook Health Sciences Centre

Brad Fedy, PhD
Associate Professor, School of Environment, Resources and Sustainability, University of Waterloo

Scott Smith, PhD
Professor of Chemistry & Biochemistry, Wilfrid Laurier University

Henry Wolkowicz, PhD
Professor of Combinatorics and Optimization, University of Waterloo

Gail S. K. Wolkowicz, PhD
Professor of Mathematics and Statistics, McMaster University

François Charbonneau, PhD
Associate Professor, School of Political Studies, University of Ottawa

Rima Azar, PhD
Associate Professor of Health Psychology, Mount Allison University

Douglas W. Allen, PhD
Burnaby Mountain Professor, Department of Economics, Simon Fraser University

Rachel Altman, PhD
Associate Professor, Department of Statistics and Actuarial Science, Simon Fraser University

Alexandra Lysova, PhD
Associate Professor, School of Criminology, Simon Fraser University

Richard Frank, PhD
Associate Professor, School of Criminology, Simon Fraser University

John Craig, PhD
Professor, Department of History, Simon Fraser University

Dennis Sandgathe, PhD
Senior Lecturer, Department of Archaeology, Simon Fraser University

Mike Hart, PhD
Professor, Department of Biological Sciences, Simon Fraser University

William McNally, PhD
Professor of Finance, Wilfrid Laurier University

Yannick Lacroix, PhD
Professor of Philosophy, Collège de Maisonneuve

Julie Guyot, PhD
Professor of History, Cégep Édouard-Montpetit

Leigh Revers, PhD
Associate Professor, Department of Chemical & Physical Sciences, Institute of Management for Innovation, University of Toronto

Rob Whitley, PhD
Associate Professor of Psychiatry, McGill University

François Caron
Professor of Chemistry, Royal Military College of Canada, Kingston
Emeritus Professor, Laurentian University

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Alberta

Alberta government’s new smartphone restrictions won’t eliminate digital distraction in classrooms

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From the Fraser Institute

By Paige MacPherson and Tegan Hill

Research has shown that simply having a smartphone nearby is enough to distract students from completing a task, and that it takes students 20 minutes to regain focus on learning after being distracted. And when schools removed smartphones from the classroom in the United Kingdom, Belgium and Spain, learning outcomes improved, especially for underperforming kids.

According to a new directive from the Smith government, beginning next September there will be restrictions on smartphones in Alberta schools. While the directive is light on details, one thing is clear—given mounting evidence that smartphone distraction can hinder academic performance, unless the province (or individual school authorities) ban smartphones in the classroom, students will continue to suffer the consequences.

Indeed, research has shown that simply having a smartphone nearby is enough to distract students from completing a task, and that it takes students 20 minutes to regain focus on learning after being distracted. And when schools removed smartphones from the classroom in the United Kingdom, Belgium and Spain, learning outcomes improved, especially for underperforming kids.

Moreover, the latest Programme for International Student Assessment (PISA) report found a clear connection between smartphone distraction and declining student achievement, particularly in math. Specifically, 80 per cent of Canadian students report being distracted by the devices of other students in math class—and students who were distracted by smartphones in math class scored 15 points lower on PISA math tests than those who were not distracted. (PISA equates a 20-point drop in student test scores with one year of lost learning.)

Again, this is not just students distracted by their own devices, which are obvious attention-zappers for kids and teens. This is students distracted by the devices of other students. The research on digital distraction and its impact on student achievement makes clear that only a smartphone ban—with very few exceptions—will save kids from digital distraction.

And notably, Alberta’s PISA math scores have fallen 45 points in the last two decades, from 2003 to 2022, which PISA equates with more than two years of lost learning, with the decline predating COVID school closures.

The empirical evidence against smartphones in schools is mounting. But it’s also common sense, and people understand. The Alberta government’s own survey revealed that 90 per cent of more than 68,000 respondents—including parents, teachers, students and principals—had concerns about phone use in schools. This is consistent with other public opinion research in Canada. One survey showed 80 per cent of Canadians support banning phones in public schools. Another found that 51 per cent of Albertans said that phones should be banned in K-12 classrooms, and another 40 per cent said they should not be allowed unless directed by a teacher.

In 2019, the Ontario government issued a similar directive restricting smartphones in K-12 schools, which was nearly pointless because the government left the specifics up to school boards (just like the Smith government is now leaving the specifics up to school authorities in Alberta). Without being able to point to an overarching policy, Ontario teachers said they spent too much time surveilling and nagging in class, and many stopped trying altogether.

In its directive, the Smith government indicated there will be exceptions not only for reasonable health and medical needs (e.g. blood sugar monitoring) but also for “learning needs, and for educational purposes.” To actually eliminate digital distraction in the classroom, the provincial education ministry must support school authorities, who must support principals, who must support teachers to help enforce an actual ban.

While we should be skeptical of reflexive government “bans” in general, smartphones clearly impede student learning and socialization in schools. Banning smartphones in K-12 public government schools is the right move. But a patchwork approach, which accommodates endless exemptions, won’t free Alberta classrooms from the negative effects of digital distraction.

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