Presentation
to the SD61 Board
May
21, 2013
Bullying
may be overt with resulting physical and psychological harm that stays with the
individual for their entire life. Or it may be subtle, such as making mocking
or disrespectful comments, eye rolling, smirking or negating/laughing at an
individual's personal life experience. Whatever form bullying takes, it often results
in those involved becoming less respectful and empathetic.
THESE
are TWO QUALITIES ESSENTIAL to any mature and sensitive dialogue.
The
current SD61 Discrimination Policy 4303 states, “As students learn by example,
all members of the school community should model respectful conduct regardless
of perceived differences and should refuse to tolerate any form of
discrimination.”
AND
“Discrimination includes any behaviour that is known, or reasonably should be
known, to be offensive. The Board does not and shall not tolerate any conduct
of discrimination toward any individual or group.”
Unfortunately
the WiFi in School issue has become an area where disrespectful and bullying behavior
continues to take place.
I
will distribute to the Board a list of some examples of the social media language
being posted or retweeted by some Pro-Wifi advocates to describe people concerned
about Wifi in schools.
There
are far too many to mention in the short time I am allowed, and I will not
point fingers as to who said what. But I will share a small sampling of
comments related to the issue of WiFi concerns for your reference.
Only
a few samples are:
·
“Maybe we should have wifi activism days. Wear tinfoil to
show support” (VI)
·
“He presented himself as an oddity… BCEducation is bowing to
THIS lowest common denominator? Shame” (VI)
·
“Thank heavens ignorance and superstition is not acquired via
osmosis.” (VI r/t)
·
“Now we have inequity in BCED because of parent extremists
hijacking School District” (VI)
·
“They have SD hostage. Apparently some radical parent group
threatening to sue” (VI)
·
“Bizzaro”
·
“Annoying”
·
“Trolls”
·
“Nutbars”
·
“This could be a Pseudo-science drinking game”
·
“Ridiculous. They may as well confine their children to bomb
shelters their whole lives”
·
“Well if it was for the weird couple at my PAC meeting
tonight Asking me to turn my phone to airplane mode” (VI)
·
“A nutter at the PAC asked me to turn my cell to airplane
mode” (VI)
·
“They’re uneducated because wifi distracted them from
learning. Haha. Or lack of WiFi” Followed by “No, their tinfoil hats protect
them from the “danger”
·
“WiFi and internet make a mass of knowledge available. If
they used it, they’d find that wifi doesn’t pose risks”
·
“Would they be anti-printing press?”
·
“Tinfoil Hats Mandatory”
·
“I wonder if people who object to integrating technology into
learning have ever tried it? (VI) Response: I remember using a pencil once. But
it broke” I’ve been afraid of them ever since”
·
HASHTAG: WTF
·
HASHTAG: zerocredibility
·
To SD63: “Disappointing you don’t yet have wifi in your
elementary schools to implement”
followed by HASHTAG: Fail
followed by HASHTAG: Fail
·
“We won’t have a sci-fi future if the Luddites win” (DL)
·
“Surreal moral hysteria” (DL)
·
“I helped my 7 year old son build an AM radio this afternoon
… which is, of course, the gateway drug to experimenting with wifi” (DL)
·
“Alas, scientists who reviewed “evidence” found it less
compelling. In related news: they’re from France” (DL)
·
“Anyway, I’ve got to run, turn on Wifi, & teach” (DL)
·
“Anonymous Twitter Sockpuppets” (DL)
·
“Madzers, all of them”
·
“Religious revival meeting”
·
In reference to the recent Ops Meeting expert presenter
Katharina Gustavs… “Circular reasoning of moral panic” (DL)
·
In response to Trustee
Deborah Nohr’s Times Colonist Letter (VI r/t) :
·
“Tin Foil Alert” followed by
·
“Has she USED a laptop or iPad?” followed by
·
HASHTAG: rollingmyeyes and
·
HASHTAG: whonottovoteforinSD61 (VI)
·
“I need to encourage a Board with sense to open here” (V)
·
HASHTAG: Fail
·
On the bullying issue:
“We should focus on responsible citizenship. It shocks me how horrible some people can be.” (VI)
“We should focus on responsible citizenship. It shocks me how horrible some people can be.” (VI)
·
“A bully is a bully, cyber or not”
·
“Your informed consent remark makes me chuckle”
·
“Fasten your, uh, tinfoil helmet” Followed by a Guardian
editorial with a photo of a man wearing a ridiculous expression and a tin foil hat.
·
In reference to people with EHS: “More likely to be Mental
Illness” (VI) https://twitter.com/Kathy_Rice/status/313698225372680192
·
After someone posted
“Ridicule is counterproductive… Education Principles and Strategies more effective” was this response:
“Ridicule is counterproductive… Education Principles and Strategies more effective” was this response:
·
“I met some of the activists. (they are) Ridicule worthy” (V)
REALLY? RIDICULE WORTHY?
There
are potentially days worth of discussions around conflicting scientific
research, precautionary principle, pedagogical implications and conflicts of
interest.
The very TONE used in the discussion of this topic makes those suffering with EHS feel disrespected, along with their families that support them. As you heard, even trustees are not immune.
As this Board has heard before, my son is medically diagnosed as extremely electro hyper-sensitive.
This
is a terribly isolating condition on it’s own. Youth have enough to worry about
without the added social awkwardness of needing to ask peers to shut off their
cell phones or disable their wifi because it makes them ill.
At
one point before we figured this all out, my son was suffering so much with the
symptoms that he was suicidal.
Now
try and imagine yourself in his place, or any other student or adult with EHS.
Reports
are occurring regularly of EHS sufferers around the world committing suicide.
When
word got out at my son’s high school that he was sensitive to RF radiation, a
few kids started taunting him, not only with hurtful words and ridiculing
actions, but also by the very thing that he is sensitive to. They would wave
their phones at him and ask if he could feel it, if it hurt him, while laughing
all the while.
To
me, this is an example of triple bullying – not only are they displaying disrespectful,
offensive and aggressive behaviour, they are inferring that they obviously do
not believe him and then, as a final insult, actually attempting to hurt him
with what he is sensitive to.
To
know that other adults, parents or educators are participating in
discrimination and dismissal of those with a sensitivity is absolutely abhorrent.
They may not be conscious that their remarks or eye-rolling is dismissive and
disrespectful. Even school board officials using the term “a small vocal group”
is dismissive, especially when the entire school community has not been
provided an environment in which they are fully informed.
There
is much about EHS that still can’t be explained.
I
will share a personal example and ask how the “Nocebo Effect” can explain the
following outcomes.
While
reducing RF exposure in our home and removing WiFi for our son’s benefit, my
constant, serious heart palpitations practically ceased. I had been seeing a
Cardiologist for years and was on heart
medication. It became very clear that if I am around Wifi routers for a length
of time, I get heart palpitations. I received a medical diagnosis of
electromagnetic hypersensitivity (EHS).
My
office at my workplace is quite a distance from the closest wifi access
point, so I am able to function without it affecting my heart.
In
2011, I suddenly started having severe palpitations when in my office. This was
witnessed by all of my coworkers.
On
the 3rd consecutive day of this, and after my IT department ruled
out transmitter changes, I set out with the aid of an RF meter to track down
the source. I was led to a Nursing Lab right above my office. I inquired of a
Nursing Instructor if there had been any recent additions of any wireless
devices in the Nursing area. She was very excited to show me some newly acquired
and TOP SECRET equipment. It was
“Metiman”, the wifi-enabled Nursing Dummy that would emit his vital stats and
symptoms to the nursing students wirelessly.
Nobody
was yet aware of the TOP SECRET and exciting new acquisition because a donation
announcement event was upcoming.
I
informed the instructor that I was made aware of the new wireless equipment
because my heart palpitations indicated the location. The dummy was moved to a
different lab, and my heart palpitations stopped. Luckily in this case my HR
department did not need to get involved to accommodate my EHS as per the
Canadian Human Rights Commission, which they have made a standing agreement to do.
This
week, international media has reported on the findings of a high school biology
experiment in Denmark, devised by Grade 9 students who suspected the Wifi in
their classrooms was causing concentration difficulties. They exposed half of
their Cress seeds to wifi radiation. The wifi-exposed seeds did not grow, or were
mutated or dead. The unexposed seeds were healthy and thriving.
As
Olle Johansson, Karolinska Institute scientist points out, the “Nocebo Effect”
obviously does not come into play when considering scientifically proven biological
effects from RF on cress seeds, bacteria, molecules, cells, sperm, organs,
mice, rats, etc. Consciously, they don’t
care.
To
insinuate that EHS is psychological in nature is misleading, offensive,
dismissive and discriminatory. I request that everyone involved have some civilized
consideration when it comes to this topic. These are real people, and they
deserve empathy and respect.
Karen
Weiss
Victoria,
BC
The Greater Victoria School District 61
POLICY 4303
DISCRIMINATION
Rationale:
A responsive and safe school environment is necessary for students to learn and achieve high academic standards. Discrimination is not part of such an environment. As students learn by example, all members of the school community should model respectful conduct regardless of perceived differences and should refuse to tolerate any form of discrimination. This policy is meant to be congruent with the Canadian Human Rights Act, The British Columbia Human Rights Code, Greater Victoria School District Students’ Charter of Rights and Canadian Charter of Rights and Freedom.
Definition:
Discrimination means the subordination of groups or individuals resulting from a distinction, preference or exclusion based on the grounds of race, religion, colour, ethnicity, place of origin, language, age, disability, socio-economic status, gender identity, gender expression, sexual orientation, sex, or any other difference.
Discrimination includes harassment, any negative or adverse conduct, comment, gesture or contact, and systemic barriers based on the above grounds. This conduct is harmful and can create a working or learning environment that is intimidating, humiliating, or uncomfortable. It includes any behaviour that is known, or reasonably should be known, to be offensive.
Policy:
1. The Board of School Trustees is committed to creating and maintaining an environment free from all forms of discrimination.
2. The Board is also committed to creating and maintaining an environment which promotes respect for human rights, ensures equality of opportunity, and supports diversity. Modification to this document is not permitted without prior written consent from the Greater Victoria School District.
Policy 4303 Page 2 of 2
3. The Board does not and shall not tolerate any conduct of discrimination toward any individual or group.
4. This policy applies to all members of the school community including students, employees, trustees, parents, guardians, and volunteers.
References:
• Policy 4302 Multiculturalism
• Policy 5131.0 Personal Safety & Security in the Greater Victoria
School District
• School Act Section 6 (1) (2) Duties of Students
• School Act Section 85 (2) Power & Capacity of the Board
• Greater Victoria School District Student Charter of Rights
• Canadian Charter of Rights and Freedom
Greater Victoria School District
Approved: June 2003
POLICY 4303
DISCRIMINATION
Rationale:
A responsive and safe school environment is necessary for students to learn and achieve high academic standards. Discrimination is not part of such an environment. As students learn by example, all members of the school community should model respectful conduct regardless of perceived differences and should refuse to tolerate any form of discrimination. This policy is meant to be congruent with the Canadian Human Rights Act, The British Columbia Human Rights Code, Greater Victoria School District Students’ Charter of Rights and Canadian Charter of Rights and Freedom.
Definition:
Discrimination means the subordination of groups or individuals resulting from a distinction, preference or exclusion based on the grounds of race, religion, colour, ethnicity, place of origin, language, age, disability, socio-economic status, gender identity, gender expression, sexual orientation, sex, or any other difference.
Discrimination includes harassment, any negative or adverse conduct, comment, gesture or contact, and systemic barriers based on the above grounds. This conduct is harmful and can create a working or learning environment that is intimidating, humiliating, or uncomfortable. It includes any behaviour that is known, or reasonably should be known, to be offensive.
Policy:
1. The Board of School Trustees is committed to creating and maintaining an environment free from all forms of discrimination.
2. The Board is also committed to creating and maintaining an environment which promotes respect for human rights, ensures equality of opportunity, and supports diversity. Modification to this document is not permitted without prior written consent from the Greater Victoria School District.
Policy 4303 Page 2 of 2
3. The Board does not and shall not tolerate any conduct of discrimination toward any individual or group.
4. This policy applies to all members of the school community including students, employees, trustees, parents, guardians, and volunteers.
References:
• Policy 4302 Multiculturalism
• Policy 5131.0 Personal Safety & Security in the Greater Victoria
School District
• School Act Section 6 (1) (2) Duties of Students
• School Act Section 85 (2) Power & Capacity of the Board
• Greater Victoria School District Student Charter of Rights
• Canadian Charter of Rights and Freedom
Greater Victoria School District
Approved: June 2003
POLICY 5131.0
PERSONAL SAFETY AND SECURITY
IN
THE GREATER VICTORIA SCHOOL DISTRICT
RATIONALE:
The
Board of Trustees recognizes that increasing violence in our community is a
problem and acknowledges the Board's responsibility to contribute to the
personal safety and security of the students and adults working in its schools.
It is expected that all
individuals--adults and students--will treat each other with respect and
courtesy and conduct themselves in a manner that will promote safety and
security for all. Adult behaviour is governed by the School Act, District
Policies and Regulations, and contractual agreements. Student behaviour is
governed by the School Act and District Policies and Regulations.
POLICY
STATEMENT:
It
is the policy of the Greater Victoria School District to foster and maintain a
safe working environment for all students, staff and parents through the
implementation of effective measures to deal with violence in schools. These
measures include the development of school-based student codes of conduct, the
establishment of preventive procedures, the provision of appropriate early
intervention procedures, and the administration of the School Act and School
Board Policies with respect to student conduct as well as the application of
any
Federal
or Provincial legislation pertaining to the safety and security in our schools.
REFERENCES
School
Act, Section 6(1)(2) Duties of Students
School
Act, Section 94 (1)(4)(8) Provision of Educational Program
School
Act, Section 95 (3) Conduct
School
Act, Section 103 (2) (c)(i)(ii)(iii) Power and Capacity of Board
School
Act, Section 103 (2)(d) Power and Capacity of Board Modification to this
document is not permitted without prior written consent from the Greater
Victoria School District.
Policy
5131.0 Page 2 of 2
Regulation
4(1)(b)(c)(f) Duties of Teachers
Regulation
5(7)(g) Power and Duties of Administrative
Officers
Greater
Victoria School District
Adopted:
November 22, 1993
