Archive for Cameron Ainsworth-Vincze

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Religious extremism in the schools

Some startling revelations about the radical nature of the curriculum being taught

An investigation into more than 40 part-time Muslim schools and clubs in the U.K. has uncovered some startling revelations about the radical nature of the curriculum being taught. Materials obtained by the BBC include textbooks that detail the application of sharia law, such as how to chop off a person’s hands and feet if they are caught stealing, along with whether the best punishment for homosexuals who engage in sexual activities is for them to be stoned, burned or thrown off a cliff. Other materials ask children to list the “reprehensible” traits of Jewish people and note that non-believers will end up in “hellfire” when they die.

This isn’t the first instance of extremist undertakings occurring at schools in the U.K. In 2007, at the prestigious King Fahad Academy in west London, one teacher reported that pupils as young as five were being taught from Arabic textbooks that described Jews as “monkeys” and Christians as “pigs.” And this past August, a Muslim women’s group reported that an increasing number of female students at universities were being recruited by their peers for violent endeavours.

To stop the spread of extremist activities and teachings in academia, the government needs to start enforcing the law, says Douglas Murray, director of the London-based think tank Centre for Social Cohesion. “It is already illegal to teach racist, sectarian and bigoted attitudes in schools. If these were neo-Nazi schools, whether private or not, the government would have sent in the police at the start.”

Yet for decades, such hateful literature was largely ignored by civil society and considered just part of Muslim culture, adds Talal Rajab with the counter-extremism organization Quilliam. “Such ideas therefore went unchallenged, creating a climate where extremism could foster.” To curtail the problem, Rajab believes teachers should be heavily scrutinized to ensure that they are not extremists themselves, then equipped with the necessary training to spot the early signs of radicalization among pupils. Unfortunately, many of the Muslim schools are not funded by the state, which makes them difficult to monitor.

A ‘holy’ education for hockey lovers

In a new course, a Montreal professor equates devotion to the Habs with religion.

Almost every religion has its sacred places of worship. For Tibetan Buddhists, it’s the Jokhang temple at the foot of Mount Gephel in Lhasa; for Hindus, the shrines of Varanasi on the Ganges River in northern India; and according to one professor, the Bell Centre in downtown Montreal for the pious and devoted followers of the Montreal Canadiens.

The idea that the Canadiens are a religious institution, with the Bell Centre serving as its cathedral, came to Olivier Bauer, a theology professor at the Université de Montréal, as a “divine inspiration,” he says, when he first arrived in the city to teach at the faculty of theology and religious studies in 2006. He decided to write a book to explore the subject, The Religion of the Montreal Canadiens, that coincided with the team’s 100th anniversary last year, and he started a course on the subject to further examine Quebec’s century-long bond with the city’s legendary hockey club.

Bauer, who was born in Switzerland and played goal when he attended the Université de Neuchâtel, has some overwhelming evidence to support his assertion. “It starts with the jersey,” he says, “which is often referred to as la Sainte-Flanelle, the Holy Flannel.” He then points to the media and general public in Montreal who often assign religious names to certain players: Guy Lafleur was affectionately known as le Démon Blond (the Blond Demon); Patrick Roy was St. Patrick—until demanding a trade in 1995 got him labelled a heretic; and Carey Price, the team’s young goaltender, is hailed as Jesus Price. The mercurial Andrei Kostitsyn is Frère André.

And who might be God? “Maurice Richard, for sure,” says Bauer, and “Don Cherry is Lucifer because real Habs fans don’t like him. But if they want to be honest, they have to admit that he brings light to the dark world of hockey.” The fans, meanwhile, are the “priests celebrating the liturgy,” some of whom climb Saint Joseph’s Oratory on the northern slope of Mount Royal before important games to pray.

Bauer’s inaugural class last year drew theology students in the pastoral stream along with hard-core Canadiens fans. Taught in three parts, its first section addressed relics. As an example, Bauer points to Maurice Richard, considered by some to be a sort of divine entity possessed of healing qualities. Legend has it that a mute man began to speak after seeing Richard score a goal. The second segment looked at rituals, including whether or not there are similarities between a Canadiens game and a religious mass. (Apparently one student thinks so: he showed Bauer a picture of his living room complete with an altar adorned with pucks, red candles and a miniature Stanley Cup. A seat from the old Montreal Forum is his chair of choice when watching playoff games.) The final section addressed certain pastoral questions, such as: “If I’m in charge of a religious community, how do I deal with the Habs religion?” Assignments ranged from studying media coverage of the team and examining religious metaphors, behaviours and ethics, to drawing links between these religious elements and devotion to the Habs. When the course starts up next semester, Bauer wants to bring in guest speakers to share their own ideas about the Canadiens religion. Don Cherry is tops on Bauer’s list of potential candidates.

Surprisingly, Bauer doesn’t ascribe to the religion of the Montreal Canadiens, despite promoting its existence. “It is a very tribal religion and could be a violent religion because if you are a fan of the Canadiens you have to hate the Bruins or the Leafs, and I don’t think that is a value that religion should promote,” says Bauer, who before coming to Montreal worked as a Protestant pastor in Washington. “I think religion is love and it’s important to remember that you play with someone, not against someone.”

Set for release next month is Bauer’s latest book, A Theology of the Montreal Canadiens, in which he further explores the unfavourable aspects of the Habs religion. In addition to its tribal nature, Bauer feels that it’s too exclusive because only fans who can afford the pricey tickets can attend games, and average players are largely ignored. He also thinks it plays too much into human frailty. “Fans think that performing some rituals will convince God to do exactly what they want,” says Bauer. “I prefer to let God be free to surprise me and give me what I really need.” In June, Bauer will present a paper in Buffalo at an international scholarly conference, Hockey on the Border, where he will argue that the province’s passion for the Canadiens walks a fine line between faith and idolatry.

As for the Canadiens biggest rivals, the Toronto Maple Leafs, Bauer says the faith of their followers is being tested as the team approaches a 43-year Stanley Cup drought. “Cheering for the Leafs,” he adds with a devilish laugh, “is like going to church when you know there is no God.”

How to fight back

The dos and don’ts of appealing an unsatisfactory grade

It’s inevitable: at some point in your academic career, you will receive a grade that you will be less than thrilled with. It might be of your own doing. Maybe you decided to throw a toga party the night before an exam, or skipped so many classes that when you showed up for a cameo appearance on the last day of school the professor asked: “And you are . . . ?” Yet a situation may arise where you feel convinced you’re the victim—where you just don’t deserve that crummy mark. In that case—before you go totally berserk—remember that you have the right to ask why you received the grade and, just as importantly, to take action if you disagree with the answer.

To understand your options and how best to proceed, take a lesson from one student’s attempt to change two failing grades. Tom (real name withheld for privacy) was in his second year at St. Francis Xavier University in Antigonish, N.S., when he went through one of those life experiences that can knock you off your feet for a while. After finishing his Christmas exams, Tom returned to his family home in northern Ontario, where his parents sat him down in the living room and told him that after 22 years of marriage they had decided to separate. Tom was stunned by the news, but he returned to Antigonish and resumed his studies, believing he could handle the turmoil and complete his academic year.

Upon returning, Tom sought counselling and even informed his professors about his family situation. But just when things were starting to improve as winter turned to spring, he received another blow: he logged onto his student account in May and discovered that he had failed two courses. “I got a 48 (per cent) in a history and an English course,” recalls Tom, “and they were both full-year courses.”

Beside the history mark was a note indicating that he could write a supplementary exam, so he accepted the option, wrote the exam three weeks later, and eventually received a passing grade. He wasn’t so lucky when it came to his English mark. After several emails to the professor went unreturned, he officially appealed the grade online by paying a $10 administration fee through his student account. “That was a mistake,” says Tom. “I should have spoken to the dean’s office first to see if there were any other options.” The professor told the dean’s office that she never received Tom’s final paper, which was worth 20 per cent of the term mark, and Tom was notified later in the summer that the appeal had been denied. (Tom is positive he submitted the final paper on time, but he had no way of proving it because he didn’t save the email—another mistake.)

Upon returning to school in the fall, Tom wanted to discuss the issue with the professor. But the professor was gone. As a last resort, he approached the dean to look into the matter one last time. But the dean turned out to be “not exactly the most accommodating person to deal with,” recalls Tom. He waited, and waited some more, but he never followed up with the dean. (Yet another mistake.) When the dean finally did get back in touch, he told Tom there was nothing he could do.

No campus like it

Tough. Challenging. Rewarding. That’s student life at the Royal Military College

At precisely 7:30 on a cool, damp morning in late October, moments before the sun begins its ascent into an overcast sky, the Parade Square on the campus of the Royal Military College in Kingston, Ont., is filled with about 1,000 cadets wearing camouflage uniforms. They are aligned in a giant U formation, and in the middle stands their cadet wing commander, 21-year-old Nicolas Bouchard, a fourth-year chemical engineering student and army combat engineer.

“I’m throwing you a challenge,” says Bouchard into a microphone. “Anyone who gets either a 95 per cent average at the end of the semester, or anyone who gets 500 on the next PPT [Physical Performance Test], will have an award created in your name.” A hush falls over the cadets. “Correct me if I’m wrong,” Bouchard continues, “but I believe that’s what Russell Crowe really meant [in the movie Gladiator] when he said, ‘What you do in life echoes in eternity.’ ” The speech ends, but a buzz filters through the crowd. At RMC, cadets are used to big challenges, and this one is no exception.

Just getting into the college is difficult. In any given year, the 39 Canadian Forces recruitment centres across the country receive as many as 1,500 applications for the Registered Officer Training Program (ROTP); only about 300 make it into the college. Applicants need at least a 70 per cent high school average, although most have an average greater than 80. And they must successfully complete a series of aptitude tests, interviews and medical examinations. Being well-rounded is also imperative. “A person who has a 95 per cent average but never had a part-time job, played a sport or had a hobby will really struggle here because they have never multi-tasked,” says Commodore William Truelove, RMC’s commandant, who is the head of the institution.

Anyone who makes the cut had better not expect a laid-back transition into university life. Before classes begin in the fall, all first-year cadets take part in their first military training exercise: a three-week boot camp. If you hail from Ontario or the West, the training takes place at RMC; those from Quebec and the Maritimes travel to the Canadian Forces Leadership and Recruit School in Saint-Jean-sur-Richelieu, Que., which also serves as a preparatory school for Quebec students who want to complete their first year of CÉGEP and then attend RMC. “The boot camp is a bit of a transition, to say the least, if you just came from sitting on your couch,” notes Bouchard, who was born in Summerside, P.E.I. “It’s like nothing you’ve ever experienced before.”

Upon arrival, cadets have their hair cropped, their cellphones and computers taken away, and their civilian clothes exchanged for military fatigues. Each day brings intense physical training exercises and lectures designed to teach the basics of military life and the officer-like qualities needed to be an effective leader and comrade.

They are also introduced to an idea that could one day alter, or even end, their lives: unlimited liability. “It means you agree to go off and serve your country at the risk of potentially losing your life, as some of our countrymen have done,” says Truelove. “Over the next four years, and through their summer training and courses, you instill in them that reality.”

Brain Candy: Can Ritalin turn you into an A student?

Thousands of students are using the drug illegally—but are they on to something?

To improve their chances of being accepted into university, students rely on a variety of tactics. Some do charity work. Some play on sports teams. Some turn to tutors or learning centres. Dale Jones tried a different approach: he took drugs.

Dale (not his real name) was in Grade 12 at the time, and he wanted to go to university. But the Calgary, Alta. native was struggling in school. He was bored and wasn’t applying himself. Looking for ways to raise his grades and ensure university admission, Dale discovered Ritalin—a prescription drug that stimulates the central nervous systems and is used to treat Attention Deficit Disorder (ADD). Many people believe that it can also be used by everyone else to improve concentration and focus. Dale decided to give it a try. Getting the drug was surprisingly easy: he says he researched the symptoms for ADD on the Internet, walked into a doctor’s office, regurgitated those symptoms—and within minutes walked away with a prescription.

Over the following months, whenever Dale’s high school workload swelled and he needed to concentrate for an extended period of time, he would cut a 10 mg pill in half and pop it in his mouth. Then he would sit down and study, with what he claims were remarkable results.

“I felt like I had binoculars on and nothing could distract me,” says Dale. “I went from basically doing nothing to performing at honours level.” By the end of Grade 12, Dale held a 90 per cent average in a number of classes and was on his way to the University of Victoria. He graduated in 2008 and now works in banking.

Dale’s story is apparently not unique. According to the Canadian Centre on Substance Abuse, thousands of high-school students are taking prescription drugs like Ritalin, Adderall and Dexedrine for non-medical reasons. The 2007 Ontario Student Drug Use and Health Survey found that about 1 per cent of Ontario high-schoolers (nearly 10,000) reported using ADHD drugs for purposes that included staying awake and improving focus.

A study by the province of Nova Scotia and Dalhousie University found five per cent of high school students using methylphenidates (Ritalin) for non-medical purposes, and four per cent using amphetamines (Adderall). A Quebec government survey in 2002 pegged the number of high-schoolers experimenting with amphetamines at seven per cent. And Last October, a survey by the B.C. Centre for Social Responsibility found that about one-third of students at two B.C. universities were misusing prescription drugs, with the most popular being opiates and stimulants.

The practice may not even be all that new: a decade ago, McGill University’s director of mental health services told the Montreal Gazette that he believed that five to 10 per cent of the university’s students were using Ritalin to help them study.

Just another night in major emergency

Before you apply to medical school, spend eight hours in this doctor’s shoes

By the age of three it was apparent that Telisha Smith-Gorvie would become a doctor. Growing up in Winnipeg, one of four sisters, little Telisha would mix household items into margarine jars, then place them in the freezer overnight in hopes that they would turn into a magical remedy that she could use to treat an illness. Today, Telisha is more often referred to as Dr. Smith-Gorvie, a 28-year-old, fourth-year resident in the emergency wing of St. Michael’s Hospital in downtown Toronto. It’s shortly after 4 p.m. on an early August afternoon, and her eight-hour shift has just started.

She pulls a yellow hospital gown over her clothes, straps a medical mask around her head and enters Room 5 of St. Mike’s major emergency ward. Inside, doctors from the intensive care unit and internal medicine are tending to a man in his late 30s who is dry heaving violently. He was en route to the intensive care unit after being brought in with severe breathing problems, but in the past few moments his symptoms have worsened to the point where he may need to be intubated—a process that involves inserting a plastic tube down the throat directly into the trachea to protect the patient’s airway while providing a means for mechanical ventilation. He frantically sways from side to side on the bed, struggling to inhale while constantly lunging forward as the doctors attempt to restrain him. Smith-Gorvie hovers at the foot of the bed staring at the heart monitor over the patient’s left shoulder, ready to help out with the intubation procedure if needed. And then the man’s symptoms abruptly subside and the doctors and nurses gently lie him down to rest. Smith-Gorvie realizes that her presence is no longer needed and leaves the room. “They have enough people in there,” she says. “I’m not totally sure what the problem is. Might be an asthma attack or an infection of some sort.”

As a fourth-year resident doctor, Smith-Gorvie is hardly ever on the periphery. In the first two years of her five-year residency program she, like all other resident doctors across Canada, worked under more senior residents and full-time staff doctors to learn the ropes. But as a senior resident, she is responsible for running the department under the supervision of a staff emergency doctor, and she handles her own patient load while working side by side with more junior resident doctors, helping them develop their skills.

To get to this stage of her career, Smith-Gorvie put eight years of university education under her belt—four years of undergrad and four years of medical school—followed by this ongoing residency experience. She did a bachelor of science in microbiology at the University of Manitoba, graduating with an average of between A and A+. She stayed on to pursue her MD. And when Smith-Gorvie graduated in the spring of 2005, she moved to Toronto after one of her tutorial leaders at U of M suggested that it was a great place to begin a career. “I spent the first 25 years of my life in Winnipeg,” she says. “I love the city, but I wanted a change.”

After exiting Room 5, Smith-Gorvie walks toward the main desk of the major emergency wing, and sits down with first-year resident Dr. Albert Allen to review the status of patients who have recently been admitted. His shift ended 20 minutes ago and Smith-Gorvie needs be brought up to speed before he heads out. The first case is Margaret (first names only are used throughout this story to protect patient privacy), a 58-year-old diabetic with a history of strokes. Allen ticks off her symptoms: weakness in both legs, blurry vision, sore throat, loss of voice. He then reviews her medical history. Margaret has high blood pressure and cholesterol levels, and just three weeks ago suffered a stroke. Her symptoms began to worsen at around noon today. Allen does most of the talking while Smith-Gorvie listens. She then asks for Margaret’s electrocardiogram (ECG), which traces a person’s heart rate to pick up abnormalities, and probes him about Margaret’s trouble with her vision. “Is she having problems seeing out of both eyes, or just one in particular?” Allen is unsure. “Let’s go see her then,” says Telisha, quickly rising. She heads toward the end of the emergency department, where Margaret is lying on a stretcher in the hallway corner, her husband by her side. Allen follows close behind.

When they arrive, Smith-Gorvie introduces herself and begins conducting tests. “How many fingers am I holding up,” she asks, repeating the test on each eye, and varying the number of fingers in front of Margaret’s face. Allen peers over Smith-Gorvie’s shoulder, listening and taking notes. Margaret looks frail and tired and her replies are barely audible, forcing Smith-Gorvie to lean in close. The patient’s husband adds that the blurry vision has been happening off and on for about four days. The two residents consult and they decide that Margaret should be sent upstairs to radiology to have a CAT scan. The CAT scan could show if there is any damage inside the brain that might have resulted from a new stroke. But as Smith-Gorvie discusses with Allen as they walk away, since Margaret is recovering from a recent stroke, and it’s not her first, the CAT scan may not be able to distinguish between old and new damage.

Playing in the bigs

Canadian universities are being offered entry into the NCAA. But should they take the opportunity?

Every year hundreds of athletes across this country reject offers from Canadian universities and colleges to pursue a dream: a U.S. sports scholarship. Those who have flown south and flourished include golfer Mike Weir, soccer sensation Christine Sinclair, and two-time National Basketball Association MVP Steve Nash. They all sharpened their skills in the National Collegiate Athletic Association (NCAA), the American college sports system, whose programs are spoiled with an abundance of resources. And soon, Canadian student athletes may be able to play in the NCAA without ever leaving home.

Last January, NCAA officials approved a 10-year pilot project, aimed at adding international schools to the league’s ranks. The move comes less than two years after UBC athletic director Bob Philip began lobbying the NCAA, arguing that Canadian schools should be allowed to join. “We see so many athletes going to the States every year that we felt Canadian schools should be doing more to try and offer opportunities for Canadian students to play in Canada,” says Philip. Other schools, including the University of Alberta and Simon Fraser University, have also expressed an interest in having some of their teams compete in the NCAA.

Sports fanatics will, however, have to wait a while yet to watch Canadian teams in the granddaddy of U.S. college sports, the New Year’s Day football bowl games. These feature powerhouses such as the University of Texas and Ohio State University, whose annual sports budgets exceed US$100 million. Going head-to-head in big money sports like football could be years—if not decades—away. Instead, Philip sees joining the NCAA as a way of allowing UBC to play competitively in other sports where the school would immediately succeed.

“There is a bit of a misnomer because Canadian university sport kind of flies under the radar when compared to U.S. college sports, and I think a lot of people just assume that they are way better than we are in everything,” says Philip. “That may be the case in top Division I basketball and football, but it is not the case in every sport.” Philip notes that UBC’s swimming team would rank in the NCAA’s top 10, and that its men’s volleyball could dominate. “We’re in the top four in Canada, but we beat the No. 4 team in the NCAA in Hawaii two games straight.”

And even in the big-name, big-money college sports, Canadian squads won’t necessarily be taken behind the woodshed and pummelled. In September 2006, the Carleton University basketball team played a series of exhibition games against Division I squads La Salle University and the University of Louisville. They beat La Salle and lost by only one point to Louisville, a team that was ranked sixth in its bracket at last year’s NCAA March Madness tournament. Two years ago, UBC won its second National Association of Intercollegiate Athletics (NAIA)Region I baseball championship (the NAIA is an association of smaller U.S. colleges; a kind of junior NCAA). And 10 UBC baseball players have been drafted by Major League Baseball teams, including Colorado Rockies ace Jeff Francis, who went in the first round five years ago.

The funds available to attract student athletes to stay—and play—in Canada are also becoming more plentiful. According to Canadian Interuniversity Sport (CIS), the governing body of university sport in Canada, during the course of the 2005-06 academic year CIS schools doled out more than $6 million in athletic award money. Additionally, more than $6.1 million was given out in other award categories. That’s an increase of nearly $4 million since 2002-03, and that number is expected to grow substantially in the upcoming years. “About one out of every two student athletes in Canada is receiving financial support,” says CIS chief executive officer Marg McGregor. Although Canadian scholarship rules prohibit institutions from paying for room, board and books, as permitted in the NCAA, schools in all provinces, except for Ontario, can cover tuition and compulsory fees for students who maintain an academic average of 65 per cent or above. “Even without books and accommodation being paid for, you are still getting great value in Canada,” says McGregor.

But McGregor wants to keep the NCAA out of Canada. “Having a Canadian institution being a member of the NCAA sends the completely wrong message that bigger is better and that Americans are better than Canadians.” She also points out that from a student perspective, the NCAA experience isn’t all it’s chalked up to be. “Seven out of 10 Canadians who go south to play basketball return after one year,” she says. “That is a very clear indication that too often expectations exceed reality.” Dick White, the University of Regina’s athletic director, agrees with McGregor and adds that Canadians have a skewed idea of the entire NCAA organization. “We all look at the NCAA and we think that it’s Michigan versus Notre Dame in stadiums with 100,000,” says White. “But we only see a very narrow band of the entire system, and the perception is that everything is rosy south of the border. That’s not necessarily true.”

Bay Street lawyer blues

Top law students are supposed to want to end up here — yet many wonder if in doing so, they took a wrong turn

It’s nearing 10 p.m. one humid evening in late August when Debbie answers her office phone. We’ve exchanged nearly a dozen emails and voice messages in the span of a week, trying to find a time for us to discuss her life as a first-year associate on Bay Street. I’ve reminded her that our talk will be brief: 15 minutes, 20 at most. As soon as she picks up, it’s clear that I’ve caught her at a bad time. Her words are abrupt, her language laden with cursing and papers are heard rustling in the background. We reschedule, again, allowing her to return to another late evening. “I’m going to be here all night,” she says. “Sometimes I really hate my job. You can quote me on that.”

Debbie (not her real name; all names of associates in this article have been changed) is about to complete her first full year in corporate law at a large, downtown Toronto law firm. On a busy day, she bills between 10 to 15 hours, depending on how many files she has on the go and how much work she receives from those above her. But billable hours, the measure of lawyerly output at a firm, don’t come close to covering the total amount of time she spends in the office. She estimates that for every eight hours billed, she is actually at work for 10. In an average week, she usually bills around 45 hours and is in the office for about 60. Her target at the end of the year — as is the standard for most first-year associates working on Bay Street — is around 1,700 billable hours. To reach that goal Debbie often works weekends. From January to March this past year she worked parts of every weekend, except two.

Although Debbie enjoys the work and points out that it is “insane how much I have learned in the past year,” this wasn’t exactly her ideal career path when she entered law school. “I, like everyone else who goes to law school, thinks they’re totally not going to Bay Street.” Debbie wanted to be a social justice lawyer and do “good things for the world,” she adds, but felt intimidated talking in front of people and wasn’t keen on the adversarial atmosphere of the courtroom.

Bay Street, in contrast, presented a vast array of opportunities, including exposure to different aspects of the law, an abundance of training and articling positions, and, of course, a very handsome salary once she became an associate. This past year, Debbie earned roughly $95,000 for her efforts. “We get paid very well. It’s not entry level,” she says. “I do remind myself when I am working long, hard hours that I am being compensated for it.”

So are her colleagues on Bay Street. According to figures provided by ZSA Legal Recruitment, a national recruitment firm, first-year associates at large Toronto firms can expect to take home $90,000 to $105,000, plus annual bonuses of up to 30 per cent. (See accompanying table, p. 60.) Most of those first-years pulling down this kind of money are, like Debbie, still in their 20s. And those high starting salaries are on an upward escalator. By the third year, compensation jumps to between $110,000 and $127,000, plus bonuses. By the fifth year, it’s $130,000 to $190,000. Make partner a few years later, and you could be pulling in double or triple that amount.

That’s clearly part of Bay Street’s attraction. Compensation is well above the average, even for lawyers. According to ZSA, associates at large firms in Ottawa or Edmonton are paid $40,000 to $70,000. Lawyers at small firms in those two cities may earn as little as $30,000. And in Atlantic Canada, associates at large firms make less than $50,000 in their first year.

But money isn’t the only reason Debbie is working on Bay Street. She says that she is gaining valuable experience, has a great working relationship with most of the people in her office and, above all, finds the work to be interesting most of the time. “That’s an important thing in a career because you’re going to be doing it for however many years,” says Debbie. Yet there is one major drawback of the job that she is having difficulties with — a lack of control over her personal life. “I can make plans and try to organize my week in a certain way but everything can change in a day, in an hour,” she says. “If things need to get done urgently, it means plans are changed at the drop of a hat and staying until midnight to work.”

That lack of control is echoed among lawyers across this country. According to a 2005 survey of more than 1,400 lawyers released by Catalyst, a research and advisory group formed to support the advancement of women, 84 per cent of women lawyers and 66 per cent of men said they would move to another firm if it offered an environment more supportive of family and personal commitments. The study also found that 81 per cent of women and 67 per cent of men would jump ship to have more control over their work schedules. And while 44 per cent of women said they would move to another firm for greater advancement opportunities, a far greater number, 66 per cent, said they’d switch firms if it allowed them to work fewer hours. (Men, in contrast, were equally likely to choose between moving for career reasons and moving to reduce their hours.)

For Karen, a mid-level associate who has worked for two Bay Street firms since graduating from law school, that lack of control, along with other negative experiences, has become too much. She’s leaving Bay Street for the public sector. “I have come to realize that I just don’t like working in a law firm,” she says over the phone while driving in rush-hour traffic. “I don’t like the billable hours structure. I find it extremely stifling … and so claustrophobic.” Karen enjoyed her articling year — the training year that all Canadian lawyers undergo between finishing law school and being accepted as a full-fledged lawyer — but everything changed once she was hired on as an associate. “The competition aspect of it kicked into high gear once we became associates. Then you really had to prove yourself.”

What Karen says she encountered was a cutthroat work environment and a job that demanded long hours. She also felt pressured to continually endear herself to certain senior staff members. “I’m not very good at the politics of working in a firm. It’s a skill that you really have to learn,” she says. Midway through her second year it became evident that she wasn’t a proper fit with the firm, and they mutually agreed that it was best for her to leave.

Karen’s second job on Bay Street has unfortunately proven to be just as unsatisfying as the first. This time around the most difficult hurdle has been her dealings with one particular colleague. “She has been so miserable to me since the day I started and has been undermining my work, been competitive about the files that have come in, and I know has never hesitated in giving negative feedback about me to the other lawyers,” she says. “It is a big part of why I’m leaving.” Karen hopes a job in the public sector will mean a little more flexibility for her lifestyle, and a more supportive atmosphere. “That is my priority, along with not spending 99 per cent of my time at the office.”

What degree will get me a job?

Most experts say today’s young need more schooling—but there are dissenters.

Good news for students worried about finding a job after graduation: the current labour force is aging—fast. According to Statistics Canada, in 2005 some 3.6 million Canadian workers (22.1 per cent of the workforce) were within 10 years of retirement, more than double the number in 1986. Baby boomers are charging for the exits across the economy. Example: the Mining Industry Human Resources Council says that as many as 40 per cent of workers will leave the industry by 2010, including senior engineers and geologists. The same percentage of workers in the public sector are due to retire by 2011. In health care, nearly two-thirds of workers are 40 or older.

And that represents just the initial wave of retirees, a tide that is expected to peak in the early 2020s. It doesn’t take an economics major to figure out that with unemployment rates at a 30-year low, and the baby boomers moving on, there are likely to be ample opportunities for the next generation of workers.

Most experts believe that to land the best jobs, you will need at least a university or college degree, or a trades skill—and that far more kids than ever should be enrolling in higher education. A recent study by the Canadian Council on Learning concluded that Canada needs 70 per cent of its workforce to have a post-secondary education by 2016, a massive increase from the 44 per cent of Canadian workers who currently have some form of post-secondary education. The government of Ontario predicts that 60 per cent of new jobs created by 2009 will require post-secondary education; B.C. expects that by 2013, 70 per cent of all new jobs will call for at least some post-secondary training.

But if the consensus view is, “get more education,” what education should you get?

“It is very risky to think that there is going to be a job in a certain field in five to 10 years, and focus your whole life on trying to fill that niche,” says Don Drummond, chief economist at TD Canada Trust. “Because jobs available in five or 10 years might not be the same ones you previously thought about—they might not even exist today.” James Turk, executive director of the Canadian Association of University Teachers, notes that certain markets can turn on a dime. “In 1998 there was a desperate need for computer science skills, then what appeared to be a market shortage changed almost overnight into a desperate oversupply.” Drummond points to another example. “People were saying in the late 1990s that there wouldn’t be another oil well drilled in Canada for the rest of our lives when it was in the basement at $10 [a barrel]. It’s become the hottest area of economic activity. Who would have known that?”

To prepare for tomorrow’s job market, Drummond says an education is important, but narrowing in on a specific field of expertise isn’t necessarily beneficial. “My advice to people is to train your mind and your capacities first and the subject matter is probably of secondary importance,” he says. Michael Bloom, vice-president of organizational effectiveness and learning at the Conference Board of Canada, adds that young people should be open to all types of post-secondary training and not be fixated on the idea that a university education is the only key to a successful, enjoyable career. “Don’t be put off by the fact that the system emphasizes university,” says Bloom. “You can go to college, you can do an apprenticeship and have a great career that people admire.”

The more-schooling-is-always-better view is not, however, unanimous. In their upcoming book, Ivory Tower Blues, University of Western Ontario sociology professors James Côté and Anton Allahar write that in the 1990s, Canada graduated twice as many university students as there were jobs created requiring a university degree. And, they say, more than four times the number of community college graduates came out of the system than could be absorbed in new jobs requiring a college education. There are lots of jobs out there—but in their view, many do not call for a university education. “We’re pushing them [students] with this kind of job preparation mentality that is not factual,” says Côté. “Liberal arts education is not job training except for being a liberal arts professor. Very few of them are going to do that.”

-Cameron Ainsworth-Vincze

Feeding the student body

Some schools serve up fine dining. And others? Well, not so much.

Shortly before the University of Manitoba’s Pembina Hall opened for dinner one evening last spring, Matt Soprovich led a group of students in a march to the steps of the U of M’s administration building. Wearing T-shirts emblazoned with the letters “F.U.” (Food service Unfulfilled) and carrying empty dining hall trays, they wanted to deliver a message: they were sick and tired of the food. “Students tell me, ‘Hey Matt, I got food poisoning the other day… I vomited a dozen times this year,’ ” the third-year political science student shouted into a microphone to an audience of about 50. “For $400 a month, we deserve more.”

In the days following, things appeared to change for the better. “At the next couple of dinners they brought out a really nice spread with a buffet and they had this chicken with a splendid sauce so wonderfully prepared,” he recounts. “That lasted about a week.”

To underscore the seriousness of his cause, Soprovich conducted a survey asking students to rate the food, and published the findings in an 11-page manifesto entitled The Aramark Manifesto, named after the university’s exclusive food provider. Of the 45 people who took part in the survey, 20 said they had experienced symptoms such as nausea, lethargy, diarrhea and vomiting. To make his case with senior university administrators, Soprovich invited them to lunch — in the dining hall. They all declined. “Sorry, I have another engagement,” wrote the provost and vice-president academic, Robert Kerr. “However, I hear the food is pretty good and have done the residence visit before so do not really need to test it. Enjoy your lunch.”

Griping about the quality of university food is nothing new, and it’s hardly unique to the University of Manitoba. The annual Maclean’s Guide to Canadian Universities has been conducting a “campus confidential” survey for the past 10 years — asking student newspapers, clubs and union representatives to describe what’s hot and what’s not at their respective universities — and complaints about cafeteria food are as commonplace as the mystery meat served in many a dining hall on Sunday nights.

At Brock University’s DeCew dining hall in St. Catharines, Ont., the menu is worthy of a place of honour in the fast-food hall of shame. The lunch choices one day in September: hamburgers, cheeseburgers, grilled cheese sandwiches (“Texas toast”) and hot dogs, all served with French fries. There are also bean and beef burritos, cheese ravioli, brown beans and baked Mexican rice that all wither under infrared heating lamps and taste chalky and overcooked. There’s pizza. And the day’s special: chicken tinga with vegetables. It resembles a papier mâché project and tastes similar to one. “It’s not horrendous but definitely not amazing,” says Julia Falcone, a first-year child and youth studies student who is lactose intolerant and often feels bloated at the end of the day. “Some days I just eat salad and rice,” she adds with a fleeting smile. For some students who have only been eating the food for a couple of weeks, the menu is already becoming a point of frustration. “It doesn’t taste good, it’s so full of carbs and they never switch it,” says Meagan Sanchez, a first-year psychology student. A quick look at the menu on the university’s website confirms Sanchez’s assertion. Hamburgers, hot dogs and pizza are daily staples, served for weeks at a time. Healthier options are also limited. The salad bar is tiny and filled with tomatoes that aren’t yet ripe, snow peas that are turning brown, and a pasta salad swimming in mayonnaise. There are also a few frightening pieces of fruit: a clutch of bananas nearing the end of their lifespan and apples covered by a mysterious white coating.

“It’s not in keeping with current thinking in terms of nutrition,” says Rosie Schwartz, a registered dietitian and author of The Enlightened Eater. “Nowhere near it.” A student needs a balanced diet that includes protein, vegetables, whole grains and low-fat dairy products because “food is supposed to provide fuel and give you energy to think and be active,” she says. “When you’ve had a huge portion of fries and a cheeseburger, you’re not going to the gym an hour later. You’re going to feel too lethargic to do it.”

Brock University is by no means the only institution that is failing to serve up satisfactory meals. Student testimony from the campus confidential surveys indicates that cafeteria food at the University of New Brunswick, Acadia University and Université Laval lacks variety; the food at the University of Winnipeg and Ottawa is in desperate need of spicing up; York University students want healthier alternatives; the food at the University of Lethbridge is uninspired; University of Alberta and St. Thomas University students have few vegetarian options; cafeterias at Queen’s and Laurentian University lack selection; and Nipissing University’s food is considered expensive and simply unappealing. At some schools, like Ryerson University, the problem isn’t so much the actual food but the schedule and availability of it. The main food service location in Jorgenson Hall closes at 6:30 p.m. between Monday and Thursday, and during dinner several of the main counters are empty or closed for the day. “It would be nice to eat when you want instead of sometimes rushing,” says Lindsay Jennings, a first-year fashion and design student. No wonder an army of hot dog vendors surrounds the campus.

Yet some universities are striving to offer variety while promoting healthy eating habits. The University of Victoria opened a 197-seat vegetarian/vegan restaurant in 2004 called Village Greens after demand for such meals rose dramatically. Heather Seymour, the university’s food service coordinator, says it has enabled her to offer students healthier food products. “Instead of cheddar process, I can use natural cheddar. Instead of that crappy shredded lettuce, I can use lettuce leaf filets.”

The University of Guelph has also been singled out as one of the leading institutions in the country when it comes to student satisfaction with food. At the Creelman Market Place at the north end of the campus, a cafeteria inspired by the Marché restaurants, the food is as pleasing as the internal layout of the facility. One evening earlier this year, students could chose from an eclectic list of items, including BBQ pork ribs, roast potatoes, baked salmon, beef bourguignon, roast lamb, a 6 oz. steak, a quarter chicken and two types of stir-fries. The salad bar offered everything from yellow peppers, cucumbers, celery and radishes to freshly made Caesar salad and couscous. The fruit stand included watermelon, honeydew, grapes, pineapple and sliced grapefruit, not one item of which was remotely close to expiring. “Our goal is to provide what mom and dad would offer,” says Paul Clark, head of food operations at Guelph University, who estimates that 40 per cent of the food served is made on site. “The food is made in-house so that we don’t get it frozen in a box and just drop it in a deep fryer,” adds David Boeckner, the university’s executive director of hospitality services. Although some students consider the meals pricey, many are thankful for the healthy options. “I love the food,” says Kalie Woodcock, a first-year arts student. “If it’s going to be healthier for me, I’ll pay for it.”

Changes are occurring at other institutions as well. McMaster University recently opened Bridges Café, a cafeteria that caters to vegetarian, vegan and religious diets. At St. Francis Xavier University, a PowerPoint presentation is used at the start of the academic year to educate students about their meal plan, nutritional signs are posted near serving counters to encourage healthy eating habits, and surveys and meetings with students are conducted routinely to elicit feedback. “It’s about listening to what students want,” says Kuli Malhotra, manager of conferences and food services at St. FX. “That is the key objective.” This fall, the University of Toronto became the first university in the country to commit to serving some locally produced items in its cafeterias after teaming up with Local Flavour Plus, a non-profit group that promotes responsible food production in Ontario. Under the agreement, the university has started purchasing some of its milk, fruit, vegetables and other products from farmers and food processors that use few or no pesticides and antibiotics.

On some campuses, students have grown so tired of waiting for their administrations to act that they have initiated their own food projects. At Concordia University, a group of students founded the People’s Potato, a vegan soup kitchen that serves about 300 students each day of the academic year. The Midnight Kitchen project at McGill University, also a vegan soup kitchen, serves 100 to 150 dishes a day. And the food is not only healthy, it’s cheap. Students can make a donation or eat for free. “People have told me they came to the university because of the Potato,” says Benoit Desgreniers, one of the Potato’s full-time staff members.

Perhaps disgruntled students at other universities will take note and begin developing their own food initiative programs. Hopefully their cafeteria food hasn’t made them too lethargic to spring into action.

Cheating’s new look

It’s never been easier to find someone to do your homework. For a price.

It is widely felt that cheating in Canadian universities has reached grim proportions. For one thing, a study conducted recently by the University of Guelph found that 18 per cent of university undergraduates admitted to cheating on an examination or test — which translates into roughly one out of five students “breaking the rules,” even though they are fully aware that to do so places them in serious jeopardy. With the above in mind, the following paper will examine how students are cheating — what “methods” they are employing, in other words — as well as what types of students are cheating and how universities are dealing with the problem.

The above, and the italicized passages throughout this story, come from a customized research paper that Maclean’s ordered off the Internet from the website essayexperts.ca, a Toronto-based company that bills itself as an “academic assistance resource centre.” We requested a four-page, undergraduate-level research paper on the following topic: “I would like the essay to examine how students are cheating(using the Internet, cheat sheets, looking at other peoples’ work, etc.), which students are cheating, and how universities are dealing with the problem.” We asked that the paper be formatted according to Modern Language Association (MLA) style, and that at least six sources be cited. Within seconds we received a quote, saying the paper could be completed for $135.80, plus a $2 fee to have it sent directly to a Hotmail account. We gave our credit card number, and our paper arrived three days later, via email, neatly formatted in Word, and including a title page, a bibliography with the promised six sources and the following disclaimer: “All custom essays written by Essay Experts are meant for research purposes only and not meant for submission in whole, or in part, for academic credit.” Welcome to the modern age of cheating at university. It is sophisticated, callous and calls into question the entire purpose of pursuing a higher education.

Just how widespread is cheating? The study cited in the customized paper, by Julia Christensen Hughes of the University of Guelph and Donald McCabe of Rutgers University, found that 53 per cent of undergraduate students at 11 Canadian universities admitted they had “seriously” cheated on a written project. The most common types of cheating include working with others on an individual assignment, getting questions and answers from someone who has already taken a test, falsifying lab data, and copying a few sentences from the Internet or another source without footnoting.

There is some evidence that a pervasive sub-culture of “cut-and-paste” cheats are emerging who simply view the Internet as an easy means of accessing information they would presumably have difficulty finding elsewhere.

On websites such as superiorpapers.com, essaywriters.com and go-essays.com, students can purchase thousands of pre-written papers that can be delivered within minutes. The sites also promise more expensive customized papers, which can be turned around in as little as a few hours. We ordered a five-page pre-written paper entitled, “Canadian Crime: A look at crime in Canada and why more Canadians are beginning to carry firearms,” for $115 from essaywriters.com, a company based in New Jersey. Dr. Thomas Gabor, a criminology professor at the University of Ottawa, analyzed the paper. He found the work outdated, the assertions supported by weak references, and noted that an American probably wrote the piece because it mentions a shooting that occurred during a “Fourth of July parade in Montreal.” But most alarming was that several paragraphs appeared to be from an article written by none other than Dr. Gabor. “I haven’t examined the originality and hesitate to do so, or it may compel me to take some form of action,” says Gabor. Had a student handed in this paper, he says he would likely have failed them.

“Buyer beware,” says John Barrie, president of iParadigms LLC. “Think of the ethics of the people you are dealing with. If they’re so unethical as to sell you a paper for class, they may be so unethical as to plagiarize the paper that they sell to you.” Barrie’s company runs the anti-plagiarism website turnitin.com. His business is helping schools catch cheats. To sniff out fraudulent material, turnitin.com uses text-matching software and databases filled with previously submitted papers, published Web pages dating back to 1999, and commercial sources such as academic journals. He estimates that of the 80,000 papers submitted on an average day, from over 6,500 institutions around the world, nearly 30 per cent contain plagiarized material. Barrie says approximately 40 Canadian universities and hundreds of high schools currently subscribe to turnitin.com.

There is certainly widespread evidence that students will resort to cheating because they do not want to make the effort to learn and understand.

Perhaps the most intriguing and novel form of cheating occurring in cyberspace is taking place on websites such as rentacoder.com, getacoder.com and elance.com. There, on sites usually reserved for freelance computer programmers and designers, some students are essentially putting their homework out to tender — farming the job of getting their B.A. out to the highest bidder. And they don’t hide the fact that they are breaking the rules. “I will email you a word doc with exact details of the projects,” wrote one student on rentacoder.ca. “It is homework for a college class…I need this done by Sunday at midnight. If you finish by 12 noon on Sunday I’ll send you a $25 bonus and/or if the papers get an A I will send you a $25 bonus.” The student who wrote this request added at the end of their posting that they were looking for somebody to work on future jobs. In other words, they want a degree without having to do the work.

Christensen Hughes, who is also president of the Society for Teaching and Learning in Higher Education, says that, despite the advent of the Web, the most common form of cheating is still the oldest trick in the book: writing answers on body parts or pieces of clothing. “Females have been known to write on their thighs and wear short skirts,” she says. “Would an invigilator have the nerve to ask?” And according to her study, 46 per cent of faculty and 38 per cent of teaching assistants admitted they ignored suspected cases of cheating. “A lot of faculty are unsure of what amount of proof is sufficient,” says Christensen Hughes. “Or they are told they don’t have enough evidence, that their word isn’t enough.”

To resolve the problem, she believes administrators and faculty need to openly discuss viable policies that can be enforced, and that it is critical to educate students about the topic. “We spend a lot if time telling people plagiarism is bad and if you do it you’ll be punished,” she says. “But have we talked to them about why it is important?” To curb instances of cheating, Christensen Hughes notes that certain techniques can be used. Teachers can place stipulations on what sources are permissible; students can be required to hand in photocopies of their research; assignments can be done in-class; and professors can talk with students about projects in advance to have a sense of what the student is doing.

Yet no matter what avenue a university pursues in eliminating instances of cheating, it ultimately comes down to a student’s ethical standards and the willingness of a teacher to enforce the rules, while discussing the importance of those rules. “Integrity has to be a core value of academia,” says Christensen Hughes. Or as our custom-made research paper concluded: In the end, education and strict enforcement should be at the top of any school’s agenda.