High School: Specialized Programs & Certificates
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Toronto District School Board
ON PUBLIC COED CITY PRODUCED SPORTS FRENCH FOUR BY EDUCATIUS IMMERSION SEASONS Toronto District School Board Toronto, Ontario LOCATION: DISTRICT HIGHLIGHTS: • Population: 3,000,000 • Offers AP courses TORONTO DISTRICT • Located in Toronto • Specialist High Skills Majors SCHOOL BOARD • STEM Programs ELIGIBILITY: • Enrollment Restrictions: ACADEMICS AND FACTS: Academic Average of C+ • Grades at Schools: 9-12 • English ability: Intermediate or higher • International Students: 10% TORONTO level of English Language Proficiency • Choose High School in District? YES** • High Schools Accepting Students: 28; See below SPECIALTY PROGRAMS*: DISTRICT PROFILE Bloor CI: AP Courses, SHSM: Buisness, With more than 588 schools, the Toronto District School Board (TDSB) is the English ed- SHSM: Health and Wellness, SHSM: ucation school board for the city of Toronto. As the fourth-largest school board in North Information and Technology, Talented Offerings in the Programs of Sciences America, it is home to a number of high-performing high schools with numerous Spe- (TOPS) cialist High Skills Major (SHSM) programs, French Immersion programs, and AP courses. ESL: YES (Levels A-D) FACILITIES Central Toronto Academy: French Facilities vary from school to school, but state-of-the-art classrooms are consistent Immersion, Revitalizing Education throughout the district. Most schools have on-site athletic facilities as well, including Athletics Commitment and Health (REACH), SHSM: Business Social playing fields and outdoor running tracks. Entrepreneurship SPORTS AND ARTS ESL: YES (Levels A-E) There are plenty of athletic opportunities for students to engage in throughout the three Dr. Norman Bethune CI: SHSM: Business athletic seasons. There are plenty of mainstream sports such as hockey, soccer, and track ESL: YES (Levels A-E) and field, as well as more unique sports, like dragon boat racing (invented at L’Amoreaux Etbobicoke: SHSM: Digital Design, SHSM: Collegiate Institute) and ultimate frisbee. -
Toronto District School Board
CENTRAL TECHNICAL SCHOOL TORONTO DISTRICT SCHOOL BOARD ABOUT THE SCHOOL Central Technical School is a full service secondary school that provides programming at every level! Their motto: "To strive, to seek, to find, and not to yield" has inspired thousands of students to seek the best in themselves. Located in the heart of downtown Toronto, they serve a diverse student population of almost 1,600 students. CTS boasts outstanding technical programs and a top visual arts center. CTS staff, in partnership with families, employers and community agencies is committed to the cultural and moral development of it's students. CURRICULUM AND ACTIVITIES ABOUT THE LOCATION Toronto is the largest city in Canada and the fourth largest city in Courses Oered: Arts, Business, Computers, Drama, English, Science, North America. The city is full of cultural diversity and is highly Mathematics, Music, Physical Education, Social Science regarded for being welcoming to the international community. The Toronto International Film Festival is held each September, bringing Specialty Courses: Automotive, Carpentry,Cisco/Nortel Systems, some of the most talented individuals in the lm industry to the city. Cook, Electrical, Plumbing, HVAC, Art Center, Law, Plumbing Toronto is also home to several professional sports teams, including AP Courses: Biology, Calculus, Chemistry, English Language & the Toronto Raptors of the NBA, the Toronto Blue Jays of MLB, the Composition, European History, Physics1, Physics C, Studio Art Toronto Maple Leafs of the NHL, and Toronto FC -
Project Folder: Honour Without Courage
Project by Levi Orta Montreal, 2013 In Quebec, 85% of the population rejects the monarchy as a model of representation for Canada; the monarchy justifies itself as a cultural tradition of the country. I am interested in linking the concepts of “representation” in art and “representation” in politics, triggering a perversion of both. The project uses a fictional event where I save the life of a woman disguised as Queen Elizabeth II in order to apply for the “Star of Courage”, a decoration awarded by the representative of the monarchy in Canada by order of the Queen. The whole application process, the proofs of the heroic action, and the expected granting of the medal are part of the project. It is one representation that meets another, the realities of art and politics dissolving into each other and becoming accomplices. … Au Québec, 85% de la population rejette la monarchie comme modèle de représentation du Canada ; la monarchie justifie l’implémentation de ses pratiques comme un sujet de tradition culturelle du pays. Je suis intéressé à lier les concepts de « représentation » dans l’art et de « représentation » dans la politique, afin de provoquer une perversion de ces représentations. Le projet consiste à utiliser un incident fictif lors duquel je sauve la vie d'une femme déguisée en Reine Elizabeth II afin de soumettre ma candidature à la nomination de la « Star of Courage », une décoration décernée par la monarchie canadienne sur ordre de la Reine. Tout le processus d’application, les preuves de l’action héroïque ainsi que l’octroi tant attendu de la médaille font partie du projet. -
Technical School in Toronto: Growing up in the Trades During the Second World War
53 Historical Studies in Education / Revue d’histoire de l’éducation ARTICLES / ARTICLES Technical School in Toronto: Growing up in the Trades during the Second World War John Allison Nipissing University ABSTRACT This article examines technical education in Toronto, Canada during the Second World War. Research on this topic reveals that there were enhanced links and patterns of interactions be- tween the Toronto schools and the Canadian Armed Forces during the war. In particular, it was found that the war effort had a profound effect on technical education in Toronto because it strengthened links between the military and technical secondary schools, changed the curricu- lum and the school calendar, and helped attract technical students towards work in the armed forces and industry. The author examined these questions using primary sources from Toronto school archives and other City of Toronto archives. RÉSUMÉ Cet article s’intéresse à l’enseignement technique à Toronto (Canada) pendant la Deuxième Guerre mondiale. Cette recherche révèle qu’il y a eu des relations étroites et des modèles d’inte- ractions entre les écoles torontoises et les Forces armées canadiennes durant la guerre. Entre autres, on a découvert que l’effort de guerre a eu des répercussions profondes sur l’enseigne- ment spécialisé à Toronto. Il y a eu des rapprochements entre les militaires et les écoles tech- niques secondaires, on a modifié les programmes d’études et le calendrier scolaires et on a stimulé l’intérêt des élèves pour le travail dans l’armée et l’industrie. Cette recherche s’appuie sur des sources primaires provenant des archives des écoles torontoises et de la ville de Toronto. -
Jean Vanier Was a Canadian Humanitarian and Social Visionary
Jean Vanier was a Canadian humanitarian and social visionary. Founder of L’Arche and co-founder of Faith and Light, Vanier was a passionate advocate for persons with intellectual disabilities and a world where each person BACKGROUND is valued and belongs. EAN VANIER was born on September 10, 1928, in Geneva, JSwitzerland, the fourth of five children of Canadian parents, future Governor General Georges Vanier and Madame Pauline Vanier. Jean received a broad education in England, France, and Canada. At age 13, he informed his parents of his intention to leave Canada to join the Royal Navy in Great Britain. His father responded, “I don’t think it’s a good idea, but I trust you.” Jean said that his father’s trust in him touched him deeply and gave him confidence in his inner voice throughout his life. Vanier entered the Royal Navy at Dartmouth Naval College in 1942. From 1945 to 1950, he served on several warships, accompanying the British royal family in 1947 on their tour of South Africa aboard the HMS Vanguard. He transferred to the Royal Canadian Navy in 1949. During this period he began to pray during long stretches serving watch on the ship’s bridge and came to realize that his future would move beyond the life of a naval officer. He resigned his naval commission in 1950 and devoted “Jean Vanier’s inspirational himself to theological and philosophical studies, obtaining his work is for all humanity, doctorate in 1962 from the Institut Catholique in Paris with a including people with widely praised dissertation, “Happiness as Principle and End of intellectual disabilities. -
University of Calgary on April 1 the Universities Act Is Passed, Creating the University of Calgary As an Autonomous Institution
1966 University of Calgary On April 1 the Universities Act is passed, creating the University of Calgary as an autonomous institution. President: Herbert Stoker Armstrong Chancellor: Honorable Chief Justice C.C. McLaurin Honorary Degrees: Andrew L. Doucette Ruth L. Gorman Robert Warren Enrollment: Full time undergraduates: 3740 Full time graduate students: 334 Degrees Awarded: 593 Library holdings : over 120,000 volumes and 1,800 periodicals. Tuition: Undergraduates - $300 – 350 per session for Arts and Science. Education and Physical Education - $300 per session. Engineering - $400 per term. Employees: Full time faculty and staff: 1098, part time: 755 Total persons employed by the University: 1868 Faculties: Arts and Science, Education, Engineering, Graduate Studies, Department of Physical Education, Division of Continuing Education, School of Social Work, Banff School of Fine Arts and Centre for Continuing Education New Faculties: Banff School of Fine Arts becomes part of the University of Calgary. Buildings: Arts and Education, Calgary Hall, Dining Centre, Engineering Building, Library, Physical Education Building, Science Building (Block A & B), Men’s Residence, Women’s Residence The residences are able to accommodate 400 men and 400 women. The Bookstore is located in the Arts and Education building. New Buildings: The University Theatre. The Science Complex, Stage II opens. The Environmental Sciences Centre at Kananaskis is established. Groundbreaking ceremonies for the Students’ Union Building (SUB) are held. The Central Heating and Cooling plant is begun. Organizations : The Campus Child Care Cooperative is formed. The University Senate is established. The first informal meeting of the Alumni association is held. Events: Visitors to campus : Irving Layton (Canadian poet) Dalton Camp (Canadian politician) Sports: UAC Dinosaur men’s basketball team wins the Western Intercollegiate Athletic Association Championship Stories: Stay and Study sit-in: The Students’ Union supports a proposed motion to extend library hours. -
Full Package TTBU Council June 10, 2021
Elect CHRIS CHANDLER on June 10 web: chrisforvicepresident.ca For TTBU Vice-President Chris’s ability to communicate clearly and sympathetically has made his visits popular with staff, even those who are wary of union meetings. Whenever I have had concerns about Member rights or questions, Chris has been quick in his responses and they are always thoughtful and insightful in ways that have helped me to re-open the lines of communication with administration. I have always felt heard and valued by the union when speaking with Chris and I think he will be an asset to improving Member engagement. -- Maggie Borch, Branch President, Albert Campbell Collegiate Institute Chris has won the respect, admiration and support of Silverthorn Collegiate Institute. Whether he is holding an informative and interactive lunch meeting or engaging with young members and dealing with their concerns, Chris is second to none. In 16 years being Branch President I have worked with many Executive Officers; Chris is one of the best. Chris's proven track record will make him a Vice- President who listens, responds and effects much needed change for the betterment of us ALL in D12. -- Mitch Bubulj, Branch President, Silverthorn Collegiate Institute Endorsements Mira Gerhard, Branch President, AY Carolyn Brett, Branch President, Frank Terry Maguire, Branch President, Parkdale Jackson Secondary School Oke Secondary School Collegiate Institute Michael Stevens, AY Jackson Secondary Steve Ross, Harbord Collegiate Institute Scott Schillaci, Co-Branch President, RH School -
Investing in Tomorrow. by Developing Capable, Next-Generation Technology Talent Today
( Ontario Investing in tomorrow. By developing capable, next-generation technology talent today. Global Outcomes 94% of our students got a Cisco’s technology and career skills program better job or entered a higher ed is our largest social investment, based on our Canada level with a Cisco certification. thought leadership in digital transformation. Don’t let your students miss out. 211,887 Students since inception FREE. Our courses are free to nonprofit high 28,776 Current students / 18% female Global Skills Gap schools, colleges, libraries, military and veteran 212 Education partners groups, and many non-traditional learning $92.8 million Cisco’s In-Kind* Investment environments. We offer: = shortage of 3 million • innovative, globally-consistent curriculum cybersecurity professionals • ongoing alignment with new technology globally. The skills gap in • preparation for industry certifications Ontario North America is half a million. 2 ISC study 97,673 Students since inception The Global Knowledge 2019 IT Skills & Organizations that do not 15,684 Current students / 20% female Salary Report says that IT compensation strengthen their STEM 84 Education partners is the highest it’s ever been. The average or training programs salary in North America is $110,000. $40.7 million Cisco’s In-Kind* Investment may be left behind. World Economic Forum Workforce development and Students not only learn technology, they reskilling increase regional economic learn on a team, helping others, discovering strength. WEF’s Future of Jobs Report their strengths. - Engineer / Cisco instructor ( Discover our diverse estimates that of all employees will 54% learning pathways, and require significant reskilling by 2022. Networking Academy data from 7/31/2019 try out a course demo! Alabama © 2019 Cisco and/or its affiliates. -
Secondary Schools in Canada: the National Report of the Exemplary Schools Project
DOCUMENT RESUME ED 430 750 RC 021 971 AUTHOR Gaskell, Jane TITLE Secondary Schools in Canada: The National Report of the Exemplary Schools Project. INSTITUTION Canadian Education Association, Toronto (Ontario). ISBN ISBN-0-920315-72-0 PUB DATE 1995-00-00 NOTE 305p. AVAILABLE FROM Canadian Education Association, 252 Bloor St. West, Suite 8-200, Toronto, Ontario M5S 1V5, Canada ($35 Canadian dollars). PUB TYPE Books (010)-- Reports - Research (143) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS Accountability; Collegiality; Education Work Relationship; *Educational Environment; Educational Policy; *Educational Practices; Educational Research; Faculty Development; Foreign Countries; *High Risk Students; School Community Relationship; *School Culture; Secondary Education; Secondary School Curriculum; *Secondary Schools; Student Attitudes; Student School Relationship; *Success IDENTIFIERS Canada; *Exemplary Schools Project (Canada) ABSTRACT The Exemplary Schools Project was a national cooperative project that identified successful Canadian secondary schools and analyzed their practices to suggest policy implications. Five issues were examined: the meaning and recognition of success; interactions between the school and its context; the influence of school structures, processes, and culture in fostering success; characteristics of student life in school; and services provided to at-risk students. From over 260 nominations, 21 diverse secondary schools were selected, including large urban schools, small rural schools, minority-language schools, and Aboriginal schools. A research team spent 20 days at each school gathering information, from which case studies, a national report, a video, and a resource archive were developed. Chapter 1 discusses challenges facing secondary education in Canada in the 1990s. Chapter 2 describes the origins of the project, research design, school selection process, data collected, and framework for analyses. -
Escribe Agenda Package
Finance, Budget and Enrolment Committee Agenda FBEC:003A Wednesday, January 20, 2021 4:30 p.m. Electronic Meeting Trustee Members Parthi Kandavel (Chair), Shelley Laskin, Zakir Patel, Robin Pilkey, David Smith, Jennifer Story, Manna Wong Pages 1. Call to Order and Acknowledgement of Traditional Lands 2. Approval of the Agenda 3. Declarations of Possible Conflict of Interest 4. Delegations To be presented 5. Contract Awards 5.1. Contract Awards, Facilities [4011] 1 5.2. Contract Awards, Operations [4012] 17 6. Emergency Purchasing During Pandemic Follow-up: Update [4013] 29 7. 2020-21 Revised Estimates and COVID-19 Resilience Infrastructure 35 Stream Funding: Update [4014] 8. 2021-22 Education Funding Guide: Draft Response [4015] 65 9. 2021-22 Budget Meeting Schedule: Update [4016] 83 10. Adjournment Blank Page Agenda Page 1 Contract Awards, Facilities To: Finance, Budget and Enrolment Committee Date: 20 January, 2021 Report No.: 01-21-4011 Strategic Directions • Allocate Human and Financial Resources Strategically to Support Student Needs Recommendation It is recommended that: 1. the contract awards on Appendix A be received for information; and 2. the contract awards on Appendices B and C be approved. Context In accordance with the Board’s Policy P017 - Purchasing: • The Director or designate may approve facility related contracts over $50,000 and up to $500,000 and report such contracts to Finance, Budget & Enrolment Committee; • Finance, Budget & Enrolment Committee may approve facility related contracts in excess of $500,000 and up to $1,000,000; and • The Board shall approve all facility related contracts over $1,000,000. All contracts for Consulting Services in excess of $50,000 must be approved by the Board; The recommended suppliers and the term of each contract are shown in the attached appendices. -
Canadian Blasphemy Law in Context: Press, Legislative, and Public Reactions Jeremy Patrick
Annual Survey of International & Comparative Law Volume 16 | Issue 1 Article 9 2010 Canadian Blasphemy Law in Context: Press, Legislative, and Public Reactions Jeremy Patrick Follow this and additional works at: http://digitalcommons.law.ggu.edu/annlsurvey Part of the Other Law Commons Recommended Citation Patrick, Jeremy (2010) "Canadian Blasphemy Law in Context: Press, Legislative, and Public Reactions," Annual Survey of International & Comparative Law: Vol. 16: Iss. 1, Article 9. Available at: http://digitalcommons.law.ggu.edu/annlsurvey/vol16/iss1/9 This Article is brought to you for free and open access by the Academic Journals at GGU Law Digital Commons. It has been accepted for inclusion in Annual Survey of International & Comparative Law by an authorized administrator of GGU Law Digital Commons. For more information, please contact [email protected]. Patrick: Canadian Blasphemy Law CANADIAN BLASPHEMY LAW IN CONTEXT: PRESS, LEGISLATIVE, AND PUBLIC REACTIONS JEREMY PATRICK† I. INTRODUCTION Canada has always outlawed blasphemy. From the earliest days of the New France period, through the era of “Upper” and “Lower” Canada, past Confederation and the eventual enactment of the original Criminal Code, and still today, blasphemy has been considered a criminal offence in the Canadian legal system.1 However, this prohibition, whether expressed through common law or statute, has rarely been enforced through actual prosecution.2 In the 117 years since the Criminal Code was enacted, its prohibition on blasphemous libel has been enforced only five times in reported cases.3 A study of the Criminal Code provision and these five prosecutions provides valuable information on the legal treatment of blasphemy throughout Canadian history. -
2015 Annual Report
2015 ANNUAL REPORT 2015 ANNUAL REPORT | 1 We believe in finding and nurturing the next generation of leaders of character: mission young people who act with integrity, courage, compassion, determination and a high level of personal autonomy. Canada will thrive if we ensure that high-potential students are given the opportunity to imagine, explore and create the future. The Loran Scholars Foundation, founded in 1988, is a national charity that works in partnership with universities, donors and volunteers throughout the country to invest in young Canadians who demonstrate character, RIGOROUS SELECTION PROCESS commitment to service and leadership potential. The foundation is governed by an independent board of directors. We look for qualities in our scholars that a transcript alone cannot show: personal integrity and character; commitment to service and an entrepreneurial spirit; breadth Formerly known as the Canadian Merit Scholarship Foundation, the Loran in academic and extra-curricular interests; strongly developed inner-directedness; and outstanding overall potential for leadership. Through a series of assessments and Scholars Foundation changed its name in 2014. personal interviews, we select the top 30 from 3,800 applicants as Loran Scholars. We also grant up to 80 one-time entrance awards. MISSION STATEMENT LONG-TERM INVESTMENT IN POTENTIAL We are committed to the greatest of Canada’s resources: our youth. We work to identify and support talented students who show promise of We provide Loran Scholars with a renewable award comprising an $9,000 living leadership and a strong commitment to service in the community. stipend and a matching tuition waiver from one of our 25 partner universities.