DOCSLIB.ORG

2016-2017 Annual Report

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Annual Report WHY HUMAN 2016-2017 RIGHTS EDUCATION MATTERS EQUITAS – INTERNATIONAL CENTRE FOR HUMAN RIGHTS EDUCATION HEAD OFFICE IN MONTREAL, CANADA 666 Sherbrooke West, Suite 1100 Montreal, Quebec, Canada H3A 1E7 Tel.: 514.954.0382 [email protected] OUR MISSION BRITISH COLUMBIA REGIONAL OFFICE Based in Montreal, Equitas is Canada’s most recognized and active human rights education 726 -736 Granville Street, organization. We work for the advancement of equality, social justice and respect for Vancouver, BC, V6Z 1G3 human rights. Through transformative education programs, we empower people to challenge inequality and discrimination, and take action to make their communities better Tel.: 604.876.4881 places to be. In the last 50 years, we have reached over 3.2 million people worldwide. FOLLOW US /equitas EQUITAS AT A GLANCE @EquitasIntl FOUNDED IN 1967 You can help provide support for social STAFF OF 40 PEOPLE change by giving to Equitas today! 18 BOARD MEMBERS Visit our website at www.equitas.org AN OPERATING BUDGET OF $5.4 MILLION IN 2016-2017 MORE THAN 5,000 HUMAN RIGHTS DEFENDERS TRAINED FROM 140 COUNTRIES MORE THAN 800,000 CHILDREN AND YOUTH REACHED IN CANADA IN 45 COMMUNITIES This year marked the end of the Chairmanship of the Equitas Board by Melissa Sonberg. Over the past 4 years, Melissa has done outstanding work in bringing Equitas to what it is today, a strong and innovative organization recognized in Canada and around the globe. Under Melissa’s leadership, new partnerships were fostered, public engagement was increased and financial stability was reinforced. Strategic thinking, collaboration and passion for positive social change were at the heart of her stewardship, and are a part of her legacy as she continues COVER PHOTO: to act as a Board member and, above all, remains a dear friend and supporter. Participants at the 2016 International Human Thank you, Melissa! Rights Training Program in Montreal, Canada. © Mikaël Theimer (www.mikaeltheimer.com) 2 WE ARE HUMAN RIGHTS CHANGEMAKERS 2017 is a big year for Equitas and we are excited about using our 50th Anniversary to propel us into the next half century. 50 years ago, human rights visionaries like John P. Humphrey, Thérèse Casgrain, Gustave Gingras, Harry Batshaw and Paul-André Crépeau came together to establish Equitas (originally the Canadian Human Rights Foundation) as an organization dedicated to education about the principles and values of human rights. We are proud today that we have stayed true to the vision of our founders and Equitas is recognized as a global leader in the field of human rights education and training. Equitas continues to be rooted as a groups that have been marginalized – to Montreal-based organization, with an become leaders in their communities important national and global impact. Our and to engage decision makers to bring team of 40 delivers innovative human about positive change. We’ve developed rights education programs in Montreal, in new programming to protect the rights over 45 communities across Canada and of LGBTQI persons, built the leadership in 11 countries overseas. Our programs skills of young women and used new benefit over 100,000 Canadian children technologies to engage youth and and youth and over 250,000 people build more welcoming communities for overseas every year. newcomers and refugees. We’ve also put in place new tools and approaches to Our success has been built over 50 years evaluate the impact of our work and to because of the dedication and hard work share the wealth of knowledge and good of our partners, supporters, volunteers, practices emerging between our national board and staff members. For this reason, and global networks of human rights we have chosen to mark our anniversary educators. by documenting and sharing the stories of 50 of the many people who have been To cap off our 50th anniversary celebration instrumental in helping us have such an year, we are bringing together over 300 important global impact. These inspiring human rights changemakers, as we André Beaulieu stories spanning 5 decades showcase the host the 8th International Conference Chair concrete changes that result from human on human rights education in Montreal, rights education and remind us that we at the end of 2017. This global forum can all be human rights changemakers. will provide a platform for documenting We take this opportunity to thank all the good practices and will help to illustrate changemakers who are part of the Equitas how human rights education can be a community and everyone who is working response to global challenges. The results to make the values of equality, inclusion of the Conference and partnerships that and respect for diversity a reality for all. result will help to solidify Equitas’ position as an innovator in the field of human Ian Hamilton 2017 also marks the end of Equitas’ rights education, ensuring we continue Executive Director most recent 5-year strategic plan and to play a leading role in the human rights we are excited by the opportunities and movement for many years to come. We challenges in front of us as we launch a hope you will join us in this endeavor. new strategic reflection in 2018. Over the last 5 years, Equitas has focused Sincerely, on building the ability of women, girls, men, boys – particularly those from 3 Gender equality and a human-rights based approach are front and center in all Equitas HIGHLIGHTS 2016-2017 human rights education programming. Equitas launches its national youth In Montreal, the International Human 18 new coaches are trained engagement model (Speaking Rights) Rights Training Program welcomes in Senegal to support the with 15 key partners. 6,000 youth 100 human rights defenders from implementation of Community (15-24 yrs) across Canada gain 50 countries dedicated to being Action Projects that promote valuable knowledge about rights and drivers of social change globally. access to education for girls and responsibilities, and are active leading the reduction of violence against youth projects to build inclusive and women and girls through a welcoming communities nationally. human-rights based approach. The Government of Canada provides more than $1 million in support. REMERCIEMENTS CANADA Over 200 Syrian children participate in weekly Equitas activities aimed at building a sense of connectedness and belonging in their new communities in British Columbia. UNITED STATES MOROCCO ALGERIA HAITI MAURITANIA MALI HONDURAS SENEGAL BURKINA 71 community leaders and state FASO actors commit to strategic actions IVORY COAST NIGERIA TOGO during the National Policy Dialogue in COLOMBIA LIBERIA GHANA Haiti to address human rights issues such as gender inequality, violence against children and marginalization PERU of people living with disabilities. BOLIVIA 19 defenders of the rights of LGBTI Inclusion and empowerment play a persons are trained to be more key role in the peace building process effective in their efforts to raise in Colombia. Through human-rights awareness about equality and respect based Community Action Projects, for diversity in Haiti. more than 2,000 people are mobilized to challenge inequality and take action to promote greater participation of women, children and youth in their communities. 4 Close to 40 human rights leaders The 2016 East Africa Human Rights Our Joussour Project provided in Francophone Africa, including Program brings together 26 human opportunities for 93 youth – including representatives from civil society, rights defenders and educators 53 young women – and decision national human rights institutions, working on a diverse range of issues makers in the MENA region to law enforcement authorities and from across the region. Participants collaborate to build more inclusive governments, participate in the came from Uganda, Tanzania, South democracies. Youth leaders actively Regional Training Session on Human Sudan, Rwanda, Kenya and Burundi. designed and implemented human Rights, Prevention of Torture and rights Community Action Projects Promotion of Gender Equality in across the region. Cameroon. REMERCIEMENTS Equitas programming in Sri Lanka focuses on promoting human rights, inclusion and religious harmony, and equipping communities to resist violent conflict. Canada’s Minister of Foreign Affairs referenced Equitas at the United Nations in 2016 as an example of Canada’s commitment to advancing inclusion and preventing UKRAINE inter-religious conflict in Sri Lanka, where communities are still trying to ALBANIA recover after the civil war. TURKEY ARMENIA CHINA TUNISIA LEBANON AFGHANISTAN ALGERIA JORDAN PAKISTAN NEPAL EGYPT INDIA BANGLADESH MALI MYANMAR LAOS VIETNAM BURKINA SUDAN THAILAND PHILIPPINES FASO CAMBODIA NIGERIA CENTRAL AFRICAN REPUBLIC TOGO CAMEROON SRI LANKA MALAYSIA CONGO RD UGANDA After an Equitas training on how to RWANDA KENYA INDONESIA use a human rights-based approach BURUNDI TANZANIA for social change, 19 organizations collaborate with community leaders and marginalized groups to tackle violence against women and children in communities in Tanzania. SOUTH AFRICA IHRTP PARTICIPANTS EQUITAS PRESENCE 5 WE PROVIDE INCREASED OPPORTUNITIES FOR WOMEN AND GIRLS TO BE AGENTS OF CHANGE HOW CAN WE ENSURE WOMEN AND GIRLS HAVE EQUAL OPPORTUNITIES TO REACH THEIR FULL POTENTIAL? HOW CAN WE SUPPORT THE FULL PARTICIPATION OF ALL WOMEN, MEN AND LGBTQI PERSONS? PROMOTING GENDER Strengthening human rights is essential the first time, brought together state to advancing gender equality. authorities and community members to EQUALITY IS AT THE HEART OF That’s why more than 1,380 women find solutions to discrimination. More than HUMAN RIGHTS EDUCATION, and girls in Tanzania used a human- 11,000 people – including 5,400 women rights based approach in 2016-2017 to – were reached by the Community Action AND IMPLEMENTED IN challenge inequality. The Community Projects following the Dialogue. EVERYTHING WE DO. Action Projects have empowered them to be more confident to report human rights violations, interact with local leaders on issues that affect them and participate in Working in close collaboration with our local decision-making.
Recommended publications
  • F POSJGRAD TINGS and PIPING VALVES1 FIT Plumbing and Heating Equipment ::::·~;;~~;~:T:·::::C RANE F Thumb Lo Follow: If It's Here' S a Grand Rule O

    F POSJGRAD TINGS and PIPING VALVES1 FIT Plumbing and Heating Equipment ::::·~;;~~;~:T:·::::C RANE F Thumb Lo Follow: If It's Here' S a Grand Rule O

    f POSJGRAD TINGS AND PIPING VALVES1 FIT Plumbing and Heating Equipment ::::·~;;~~;~:T:·::::c RANE f thumb lo follow: if it's Here' s a grand rule o . ent count on CRANE. plumbing or heallng equ,pm ' anythi~g in p1p1ng, An unequalled selection of VALVES AND FITTINGS is offered for your selection in the complete C rane line­ for every power, process or general service need. Crane brass, iron, steel and alloy piping materials are recognized for durable and dependable performance. Crane Quality means long service life . .• less maintenance ... low ultimate cost. ~------------------------------- In PLUMBING FIXTURES, as with valves and fittings, the name CRANE is synonymous with fin es t q uality-in beauty of design, durability and convenience feat ures. Ba thtubs and lavatories, toilets and urinals, kitchen sinks and laundry tubs . all arc available in a wide choice of styles, materials and prices. Many o! these fixtures arc available in eight attractive colours as well as white. I I I r-- ------------------------ In HEATING, t oo, you can depend on Crane to meet the specific need-a bot water or steam boiler of the right type and capacity-hot water hea ters- st and ard or concealed radiators, or radiant baseboard panels. Whether it be for home or apartment, for school, church or store, there is a Crane installation · to assure depend able heating service, De.~criptive literature on any p1iase of Cran e Service t,ladly supplied. Ask any P /umbint, and Heatine, Ccmtractor or Cra ne CRANE LIMITED Branch-or write direct to Cran e Limited, 11 70 Beaver Hall Square, M ontrcul.
  • Theory, History, and Practice of Education: Fin De Siècle and a New Beginning

    Theory, History, and Practice of Education: Fin De Siècle and a New Beginning

    Reginald Edwards McGill University Theory, History, and Practice of Education: Fin de siècle and a new beginning Abstract The history and development of normal schools is traced through a summary of events that transpired in France, the United States, Britain, and Canada. The author examines the roots of several systems ofteacher training and identifies specifie institutions (normal schools) that played an important role in bringing to McGill University key persons interested in the training of teachers. Much of the article is devoted to linking the diverse influences that culminated in the establishment of the McGill Normal School, the Macdonald CollegeforTeachers, and the Macdonald Chair ofEducation. Whilethearticle outlines the history of McGill's role in teacher education in Quebec and Canada, it also gives a broad perspective on the history of normal schools in Europe and North America, and their influences on teacher education today. Résumé L'histoire et le développement des écoles normales est retracée par un résumé des événements qui se sont produits en France, aux États-Unis, en Grande-Bretagne et au Canada. L'auteur analyse les racines de plusieurs systèmes de formation des maîtres et se penche sur certains établissements (écoles normales) qui ont contribué àfaire venir à l'Université McGill des personnes clés s'intéressant à la formation des maîtres. Une bonne part de l'article est consacré aux diverses influences qui ont abouti à la création de la McGill Normal School, du Macdonald Collegefor Teachers et de la Chaire Macdonald des sciences de l'éducation. Si l'auteur dresse l'historique du rôle joué par McGill dans laformation des maîtres au Québec et au Canada, il propose une vue d'ensemble plus étendue de l'historique des écoles normales en Europe et en Amérique du Nord et de leurs incidences sur laformation des maîtres telle qu'elle est dispensée aujourd'hui.
  • English Catholic Education in Quebec: an Annotated Bibliography

    English Catholic Education in Quebec: an Annotated Bibliography

    Bibliographie Sources Jean Runtley-Maynard Marianopolis College English Catholic Education in Quebec: An annotated bibliography Abstrad Catholic educationfor English-speaking students has never had offi­ cial and legal status in Quebec,' rather, it has had to find an accomodation within the context of the predominantly French-speaking Catholic school system, and therefore kas constituted a "third solitude" in Quebec education. Relatively little researchfocusing primarily on English Catholic education kas been done to date. This anniJtated bibliography presents the principal sources ofinformation available to the researcher, excluding newspaper files and archives. Résumé L'enseignement catholique destiné aux élèves anglophones n'a jamais été reconnu officiellement et juridiquement au Québec; il a plûtot dû s'adapter au sein d'un système scolaire catholique principalement francophone, devenant ainsi une «troisième solitude» dans le domaine de l'éducation au Québec. Jusqu'ici, peu de recherches portant principalement sur l'enseignement catholique anglophone ont été effectuées. La bibliographie annotée présente les principales sources de renseignements à la disposition des chercheurs, à l'exception des fichiers de journaux et des archives. English eatbolic education in Quebec. has nevet' had any official, legislated existence. Section 93 of the British North America Act provided for McGilI Journal of Education, Vol. 28 No. 1 (Winter 1993) 133 134 Jean Huntley-Maynard Catholic and Protestant education, but said nothing about linguistic divi­ sions. As a result, throughout the last century, English Catholic education has existed on the sufferance of the predominantly French-speaking Roman Catholic school boards, and has had a tenuous existence at best. Various studies point out that English-speaking Catholics were present in Quebec from the early days of New France, but to the present day, there is no legal provision for their education in English.
  • T Her Allies

    T Her Allies

    The EDITORIAL By Tony Whitehead Ground, with the ugliest aluminum supports held by large hideous concrete Evangelist It was a great disappointment to me, that bases to support silly wires from which so few Parishioners seem to have wanted to hang flags. Why not put the Flags on to express their Happiness at Easter by Wooden Flag Poles which would look sending me articles. more authentic and be recycled easily? Still, you will find Mtr. Wendy expressing Then the art, so called, is some of the the happiness seen in Dancers, Father worst insults to a person’s intelligence Keith on His Easter and Lent Reflections, ever collected in one location; The Wolf and Kieran Wilson exploring the should devour the hideous Fat Lady and wonderful History of the Tabernacle on run amok through the rest of the rubbish! St. Anne’s Altar. Anyway, 375 years is not a Celebratory Then an Abstract of the talk on one of our Year! St. John’s is Lucky to be surrounded Assistant Clergy, Rev. Dr. William Wright by more interesting and human activities. (1827-1908) who was also a Doctor in the McGill Medical Department, given by Frank Mackey, and sponsored by The Tony Edmund Wood Foundation, who are to be commended for the Inititive. Lastly, Beth Reed has written a nice introduction to our Recent New Members of St. John’s, and with Afra June Tucker, an interesting Article on the Diocesan College’s Convocation. 2017 One of the most Elegant Streets in The Church of Montreal, despite recent building of New Saint John rather large Modern Structures, has been the Evangelist, reduced to a street looking like a Fair Montreal 1 Preaching joy Reflections By Mtr.
  • “J'y Suis. Pour De Bon.”: Montreal Jewish Education and the Social

    “J'y Suis. Pour De Bon.”: Montreal Jewish Education and the Social

    “J’y suis. Pour de Bon.”: Montreal Jewish Education and the Social Construcion of Diaspora Identity by Jamie Anne Read A thesis presented to the University of Waterloo in fulfilment of the thesis requirement for the degree of Doctor of Philosophy in Religious Studies Waterloo, Ontario, Canada, 2015 © Jamie Anne Read 2015 Author’s Declaration I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I understand that my thesis may be made electronically available to the public. ii Abstract This work examines the meaning of the State of Israel in diaspora Jewish education in contemporary Montreal, Canada. It does so by asking three central questions: “Is there a common idea of the nation?” “How is the idea of the nation made compelling and transferred from one generation to the next in a diaspora context?” and “Does the local context of a given diaspora community affect how the idea of the nation is taught?” The first part of this study draws on Anthony Smith’s theory of ethnosymbolism to investigate how symbols and myths provide the cultural foundations necessary for the social construction of modern national consciousness. Particularly, it reveals the process through which the political myth of the State of Israel expanded on pre-modern religious narrative frameworks in order to elicit communal will and emotion and unify highly divergent Jewish communities around the idea of the nation. Taking Montreal Jewish day schools as a site of inquiry, the second dimension of this research analyzes how the process of nation building occurs in a diaspora setting.
  • Lucian Turcescu Page 1 of 38 9 July 2020 Professor Dr. LUCIAN

    Lucian Turcescu Page 1 of 38 9 July 2020 Professor Dr. LUCIAN

    Professor Dr. LUCIAN TURCESCU Mailing Address Tel: (514) 848-2424 ext. 2341 Department of Theological Studies E-mail: [email protected] Concordia University, S-D-201 http://www.concordia.ca/artsci/theology.html 1455 de Maisonneuve Blvd. W. Citizenship Montreal, QC H3G 1M8 Canada Canadian and Romanian (European Union) EMPLOYMENT HISTORY Full Professor, Historical Theology, Department of Theological Studies, Concordia University, since 1 June 2010. Graduate Program Director, Department of Theological Studies, Concordia University, Montreal, January 2007-May 2011, June 2016-March 2018. Chair, Department of Theological Studies, Concordia University, Montreal, June 1, 2011-May 31, 2016. Associate Professor (Re-tenured at Concordia on June 1, 2007), Historical Theology, Department of Theological Studies, Concordia University, July 2005-May 2010. Adjunct Professor, Faculté de théologie et de sciences des religions, Université de Montréal, Canada, 2008-2014. Chair, Department of Religious Studies, St. Francis Xavier University, Antigonish, Nova Scotia, Canada. May 2004-April 2005. Associate Professor (Tenured effective 1 September 2004), Department of Religious Studies, St. Francis Xavier University, Antigonish, NS, Canada. Sep. 2003-June 2005. Assistant Professor (tenure track), Department of Religious Studies and Catholic Studies Program, St. Francis Xavier University, Antigonish, NS. July 2000-Aug 2003. Assistant Professor, Catholic Studies Program, St. Francis Xavier University, Antigonish, NS, Canada. July 1999-June 2000. Adjunct Professor, Ignatius University (distance learning), Staten Island, NY, Spring 1999. Sessional Instructor, Continuing Education, University of St. Michael's College, Toronto, Fall 1998. Sessional Professor, St. Paul University, Ottawa, ON, Fall 1996. Research Assistant to Dr. Paul J. Fedwick's SSHRC-funded Bibliotheca Basiliana Vniversalis: A Study of the Manuscript Tradition of the Works of Basil of Caesarea.
  • Immigrant Children‟S Academic Development in Majority School Settings and Facilitating Their Socio-Economic Integration Into the Wider Society Of

    Immigrant Children‟S Academic Development in Majority School Settings and Facilitating Their Socio-Economic Integration Into the Wider Society Of

    Korean Canadian Students‟ HL & Identity Maintenance 1 The linguistic and cultural influence of Korean ethnic churches on heritage language and identity maintenance among Korean Canadian students in Quebec by Seong Man Park Department of Integrated Studies in Education Faculty of Education McGill University, Montreal September 2009 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Doctor of Philosophy © Seong Man Park 2009 Library and Archives Bibliothèque et Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l’édition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre référence ISBN: 978-0-494-66529-9 Our file Notre référence ISBN: 978-0-494-66529-9 NOTICE: AVIS: The author has granted a non- L’auteur a accordé une licence non exclusive exclusive license allowing Library and permettant à la Bibliothèque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par télécommunication ou par l’Internet, prêter, telecommunication or on the Internet, distribuer et vendre des thèses partout dans le loan, distribute and sell theses monde, à des fins commerciales ou autres, sur worldwide, for commercial or non- support microforme, papier, électronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L’auteur conserve la propriété du droit d’auteur ownership and moral rights in this et des droits moraux qui protège cette thèse. Ni thesis. Neither the thesis nor la thèse ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent être imprimés ou autrement printed or otherwise reproduced reproduits sans son autorisation.
  • Working Families, Children, and the British & Canadian School In

    Working Families, Children, and the British & Canadian School In

    22 Historical Studies in Education / Revue d’histoire de l’éducation ARTICLES / ARTICLES “Proper Objects of This Institution”: Working Families, Children, and the British & Canadian School in Nineteenth-Century Montreal 1 Roderick MacLeod and Mary Anne Poutanen ABSTRACT Established in 1822 “for the education of the children of the labouring class,” Montreal’s British and Canadian School Society enabled working families of various ethnic backgrounds to have their children receive free schooling in a non-denominational setting. Located at the edge of the old town in a purpose-built structure, the British and Canadian School figured prominently within the array of early educational establishments studied by Bruce Curtis, Andrée Dufour, and others. In the wake of the rebellions in Lower Canada and the resulting separation of institutions along religious lines, the school became increasingly identified with the Protestant community and in 1866 was formally incorporated into the city’s emerging Protestant school system. Despite this apparent loss of its non-denominational character, the school continued to attract substantial numbers of children from Catholic and Jewish families, the latter resulting from an agreement between the synagogues and the school board. The school also retained its particular attraction for working-class families, who appear to have applied regularly with some determination to see their children exposed to learning even if only for short periods. A Registry of Admissions to the British and Canadian School from the mid-1870s reveals a pattern whereby schooling formed part of long-term strategy within the working class family economy; as such, it sheds light on the work of historians such as Bettina Bradbury and Terry Copp.
  • Mcgill University

    Mcgill University

    MCGILL UNIVERSITY FACULTY OF EDUCATION DEPARTMENT OF POLICIES AND ADMINISTRATION Thesis Secular and Parochial Education of Ashkenazi and Sephardi Jewish Children in Montreal: A Stlldy in Ethnicity by Jack Jacob Hirschberg (M.A., University of Manitoba, 1971) Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy 1988 Abstract The objective of this study was to determine whether the type of primary school that children attend has an impact on the their level of ethnicity. The study involved one hundred Jewish children from Montreal and its surroundings who were completing grade six. Half the children had received their full education in private, parochial schools, while the other half had attended public, secular schools. Furthermore, half the children were of Ashkenazi descent and half were of Sephardi descent. The children and their parents were measured on a series of instruments designed to evaluate their levels of ethnicity. The data were subjected to a multivariate analysis of covariance wherein the variance attributable to the parents was partialled out. The results indicated that, while the type of school the children attended did affect their level of ethnicity, parochial education did not increase the level. In fact, the children who attended the secular schools had ii higher levels of ethnicity. Furthermore, the results indicated that parental and community factors were more important determinants of a child's ethnie identity. The results also demonstrated that the Sephardi children, despite their affinity to the Jewish people, have a less posi.tive image of the Jewish community when compared to the Ashkenazi majority.
  • A History of Physical Education in the Protestant Schools of Quebec

    A History of Physical Education in the Protestant Schools of Quebec

    A HISTORY OF PHYSICAL EDUCATION IN THE PROTESTANT SCHOOLS OF QUEBEC by Graham Ivan Neil, B.Ed.(P.E.) A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of .Master of Arts. Institute of Education, McGill University, Montreal. August 1963. DEDICATION The author dedicates his thesis to his parents and family whose help and co-operation have made his education possible. ACKNOWLEDGMENTS The writer expresses his appreciation to all those who helped him in his quest for the information upon whieh this thesis is based. He thanks all those who read and reread his handseript, particularly Miss Christine Johnston and Miss Joy Grant. Indebtedness is also acknowledged to Professors H. Morrison and R. Edwards who gave of their time and energies to provide valuable suggestions as his thesis advisors. APPENDIX C INSTITUTE OF EDUCATION (DIV.VI: PHYSICAL EDUCATION) MACDONALD COLLEGE -- McGILL UNIVERSITY OUTLINE OF COURSE OF STUD! 1962 -1963 PREFACE This thesis attempts to trace the development of physical education in the Protestant public elementary and secondary schools of the Province of Quebec from its beginning up to the present day. Research reveals no previous comprehensive study done on this topic. Physical education is taken to be physical education as it is known today, including those activities and processes whereby education of and through the physical takes place in and as a result of instructional, intra­ mural and interscholastic programmes. This history then, includes physical training, games and recreative activities which together have given us our concept of physical education.
  • Fall / Winter 2 0

    Fall / Winter 2 0

    015 4090, avenue Royal Montréal, Québec H4A 2M5 WINTER 2 T 514 482 9916 / F 514 482 0195 FALL www.lcc.ca Students first • L’élève avant tout LION HEADMASTER TABLE OF CONTENTS FALL 2015 CHRISTOPHER SHANNON (PRE-U ’76) LION EDITOR DAWN LEVY 40 CLASS ACTS Bridge of Reflections: Dr. Victor C. COPY EDITORS Goldbloom ’39 Releases his Memoirs JANE MARTIN LOUISE MILLS 47 REPORT TO DONORS JENNIFER NAULT 48 MESSAGE FROM THE HEADMASTER ARCHIVES, RESEARCH & THE CHAIRMAN OF THE BOARD & DATABASE MANAGEMENT FUTURE OF GOVERNORS JANE MARTIN A Year Focused on Remaining LOUISE MILLS 04 at the Forefront of Education ADRIANNA ZEREBECKY TRANSLATION VERONICA SCHAMI 02 HEAD LINES / À LA UNE It’s All in the Planning / CONTRIBUTORS Tour est dans la planification KIRK LLANO JANE MARTIN JENNIFER NAULT 04 INTRODUCTION CHRISTOPHER SHANNON (PRE-U ’76) Our Shared Success, KYLE WILLIAMS Our Sustainable Future ONE YEAR PHOTO CREDITS 06 PILLAR 1: PROFESSIONAL STAFF BRIDGE CHRISTIAN AUCLAIR LCC Teachers Practice What They Teach: PLAN A. VICTOR BADIAN ’61 New Horizons in Faculty Growth at LCC ANABELA CORDEIRO 34 LCC ARCHIVES 10 PILLAR 2: LEARNING CHRISTINNE MUSCHI An LCC First - 50 A GOOD TURN KYLE WILLIAMS LCC’s IB Diploma Programme: LCC Marks a Big Turning Point for Opening a World of Opportunities Noah Romoff ’11 (Pre-U ’12), MAILING for Graduates Inspiring him to Give Back AUTOMATIC MAILING & PRINTING INC. 14 PILLAR 3: STUDENT OPPORTUNITIES 52 A SPOONFUL OF SUGAR... DESIGN AND SKILLS SUPPORTS THE ABC FUND A World of Student Opportunities Sugar Sammy Fills the Assaly Arts
  • Annual Report 2017-2018 Vision

    Annual Report 2017-2018 Vision

    ANNUAL REPORT 2017-2018 VISION TABLE OF CONTENTS ACCM envisions a society free from the stigma of HIV/AIDS and hepatitis C. We are committed to building a community where all people living with or affected by HIV/AIDS and/or hepatitis C receive the support they need. We are dedicated to empowering individuals to make informed decisions related to their health. & MISSION ACCM is a volunteer-based community organization working to enhance the quality of life of people living with HIV/AIDS and/or hepatitis C, to prevent HIV and hepatitis C transmission, and to promote community awareness and action. 1... TABLE OF CONTENTS 2... VISION & MISSION 3... STAFF & BOARD 4... MESSAGE FROM THE PRESIDENT & DIRECTOR 5... SUPPORT SERVICES 7... EDUCATION FOR PREVENTION 9... VOLUNTEERS 10... COMMUNICATIONS 11... FUNDRAISING & EVENTS 13... FINANCES 14... PARTNERSHIPS 1 2 STAFF & BOARD MESSAGE FROM THE PRESIDENT & DIRECTOR Our family celebrates three decades of history, joy and tears. To those who have contributed to this growth and success, you are remembered and celebrated. It is thanks to our members, volunteers and key partners that we have the privilege of highlighting such a milestone. Through community leadership and cooperation, we’ve tackled criminalization of HIV non-disclosure, raised awareness of ground breaking campaigns such as #UequalsU, and thrived through financially strenuous political climates. What a journey we’ve had! It is with great pleasure that we present this year’s accomplishments. We sent a dozen staff, members and volunteers to Canada Pride Montreal’s National Human Rights conference. We fostered discussions around by-and-for queer and trans youth-focused sex education.