Manipulating Success as a Student

All around the world, you can easily buy fake IDs, you can have someone else write your SATs, but can you purchase extra time on tests?


 

For many, time is crucial during school evaluations. An extra minute can mean a couple more percent, which to some is life or death. Getting a good grade on quizzes and tests can be the difference between getting into University or not. As a grade 12 student at an Ontarian school, you are pressured to study hard and get competitive grades. Many students find this relatively easy, while others struggle deeply to pass some of the more challenging courses. In order to improve one’s chances of getting into University, it is fairly common for students to resort to cheating on their evaluations.

I think that our school system would like to think that all students are receiving a pretty much equal playing field. However, I know for a fact that countless students think differently. As a student, you are almost fully relying on your teacher and the curriculum. Since teachers are humans, they test differently and teach uniquely. Obviously, some are better than others at explaining concepts and making ideas clear. In my opinion, that is completely fair — for now. Nonetheless, something I do not understand fully is the immense difference between the evaluations within the same course. For example, some courses taught in the same semester by different teachers have ridiculously different evaluations. I do acknowledge that sometimes teachers emphasize different things. It doesn’t make sense if one class is being tested with a one-page open-book unit test and the other class is being evaluated with a 7-page closed-book unit test. How could students be accurately evaluated on the same content if the level of difficulty of the evaluations is drastically different?

As it has been for centuries, cheating is a factor that prevents complete and utter accuracy when it comes to testing a student’s level of understanding. The most common method of cheating is to peak at someone else’s work on an evaluation or plagiarize. Something that I have recently been told about is getting extra time on evaluations. Many students are granted extra time on the basis of having an IEP or being ESL. An IEP stands for Individual Education Plan and is a “document that is developed for each public school child who needs special education”. I am not arguing that IEPs are negative, I actually think they are vital for quality education.

This year, more than one person has asked me why I do not just “buy an IEP”. At first, I did not know what they were referring to. Buying an IEP? You can do that? I asked each of them to explain to me what they meant, and all their responses were unanimous. They said that if you go to a “phycologist” they will be able to easily find a reason for you to have an IEP, and thus have extra time on evaluations. At this point, I am not sure whether these students have a misunderstanding of the situation or if this is really happening.

What struck me most, though, was not what I was hearing, but why I was hearing it. ‘Pressure’ is a word that is used daily by students. Although cheating is not honest or morally right, it is not entirely the student’s fault. Cheating has been normalized since we entered preschool. We see cheating appearing on the news and in the media, in our vocabulary and in our education system. On top of that, adolescents and children are vigorously tested. It is common knowledge that teachers do not trust students; they stare over their paper and tell horror stories of people being named as “cheaters.” I think trust is one of the most significant values that is overlooked when discussing cheating in school.

After almost every evaluation in my Advanced Functions class this year, a white Markbook sheet would be hanged on the wall with details on every student’s grade and academic results. Beside every mark, there was your student number and your overall ranking in the class. For me, it was hard to feel valued when you are literally represented by a 9-digit number. Almost every teacher I have ever had has said: “do not compare yourself to others.” I could argue that it is very difficult to not differentiate yourself from others when you are visually ranked based on others performance.

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Screenshot of MarkBook interface

One can only assume that teachers think that when your mark is presented like this it is completely anonymous. I have vivid memories of students standing up staring at the sheet trying to figure out who is number one, and which sad soul has the lowest mark. They always do.

It has become so clear to me that If schools want to actually test students properly, something needs to change.

 

FHCI Students “Saddened​” By​ Holocaust Announcement Assembly​

On Friday Morning, instead of the regular Holocaust Assembly on Yom HaShoah, Forest Hill Collegiate Insitute changed it up and had a 15-minute assembly on the announcements during the second period. Jewish Culture Club members discussed the tragedy that was the Holocaust and honoured the approximately six million Jews and five million others who perished in the Holocaust as a result of the operations by Nazi Germany and its collaborators.

The assembly was broadcast across all classrooms in the school and discussed the importance of hearing about the Holocaust, the horrendous nature of genocides and listened to beautiful prayers for peace. Students were encouraged to turn off their phones and direct all their attention to the assembly. The announcement also talked about the recent anti-Semitic graffiti that was found on a student poster at Northern Secondary School.

Although many teachers and students believed that the assembly was a positive change, others had very different opinions. Grade 11 Student, Bailee Cohen, says that her “entire class had a debate” and felt like the assembly was “lazy” and “disrespectful”. Cohen also noted that the school has long assemblies in the auditorium for Prom but lack assemblies for “important days”, such as Pink Day. Her English class wrote a letter to the administration with her teacher that expressed their feelings for the assembly, according to Cohen.

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Other students shared similar opinions with Cohen. Noa Wolfe, a student in Bailee’s English class, says “the announcement played at my school this morning was a cop-out for the Holocaust assembly that Forest Hill has put on for years.”

I believe the millions of people who died during this time deserve more than a 10-minute speech over the intercom.

Wolfe says that she looks forward to the assembly every year. “It is an opportunity for me to learn more about this issue in an engaging and creative way. However, this year the assembly was cancelled and a quick announcement was put in its place.” She thinks that the regular assembly should not have been cancelled, “especially because of the large Jewish community Forest Hill has.” She adds that “we as a school should have given the very few survivors left the respected that they deserve.”

Marlee Moskoff, a grade 11 student at Forest Hill Collegiate Insitute, says that “the announcements were not nearly as effective as an assembly would’ve been. Assemblies have visual and audio components which are more engaging for students.” She noted many flaws with the new assembly, such as the fact that students tend to tune out for announcements. “The message of the Holocaust is important enough to take students out of class to better communicate the message.”

This is an extremely important message to me because my family was targeted in the Holocaust and I want there to be as much awareness as possible.

After the assembly, classes were invited to come to the foyer to sign a poster for “upstanding,” which was discussed in detail during the announcement. Upstanding is defined as an “honest” and “respectable” member of the community.

 

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Students on the March of the Living (2018)

 

A grade 12 student, who requested to stay anonymous, had this to say:

 I will agree that being an upstander is important but I am unimpressed that more time was spent on discussing the addition of this word to the dictionary than was spent honouring and remembering the Holocaust.

Eight students, initially driven by grade 12 student Jalen Manett, wrote a formal email to the administration about the importance of having a “real” assembly. They write:

“…Yom HaShoah is a day that hits close to home for many students at our school, a school with an above average Jewish student population, as for many it is a day to remember personal connections to the Holocaust through family members who perished or were affected by this tragic event. Many of us were even lucky enough to have had the unforgettable opportunity to march through the death camps in Poland and hear first-hand recollections of the heart-breaking stories of those who survived this tragedy. That is why myself and countless other students, both Jewish and not, were particularly upset by the decision to condense this year’s remembrance assembly into an eight-minute announcement. During which time my classmates who do not understand the significance of the Holocaust went on their phones, completed their homework, and took nothing away from this presentation.

The main reason why myself and many others were so concerned by this is this gradual shortening of our initiatives to commemorate the Holocaust just goes to enforce the naysayers and Holocaust deniers who base their claims on a lack of information and knowledge, which we as a school are enforcing by neglecting to educate students properly on this important piece of history. Especially in light of the recent actions at Northern Secondary School I know the Jewish community at FHCI saw an increased importance in this year’s Yom HaShoah initiatives. I hope you will take our concerns into consideration as we only want to celebrate our history in a positive way with the rest of the Forest Hill community.”

 


The views reflected in the article do not necessarily illustrate the opinions associated with The Golden Falcon newspaper.

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The Ultimate Guide to University

The following article is Guidance Counsellor Approved!


Applying to University is one of the most stressful and overwhelming situations in High School. Many students are unsure what they are passionate about, and some are unsure if University is for them.

Most Canadian Universities base their admission decisions on marks, however, some programs take a look at you more holistically. This means they care about your extracurricular involvement, leadership potential, character, communication and writing skills and more. Many art-based programs also require you submit a portfolio, so keep that in mind when you are choosing your programs.

Getting Started


You need to learn about yourself when you are applying to University. What your short-term and long-term goals are, how you are academically, what motivates you and more. You should understand what you want to do for the next 3-5 years, and possibly more. Do you like science, math, geography, history? You need to explore your passions and learn what University is right for you. If you have a specific occupation in mind, which program(s) will get you there? If you are unsure what you want to be, which program(s) will help you decide? These are some of the questions you should be asking yourself before you begin this process. Don’t just apply to a program because you heard it is good. Research!

You should be thinking about…

  • College or University?
  • How much money do I have access to? How much does this program cost? Scholarships or bursaries?
  • What do I want to study for the next 5 years?
  • Where do I see myself in the next 10 years?
  • What factors are important to me in a University?
  • What subject(s) do I like in high school, what careers are there in those subjects?
  • Do I think I can achieve the academics in the programs I am considering?

Universities in Ontario and Canada


If you are planning on applying to an Ontario university, you will use OUAC to submit your application. If you are applying to a university outside of Ontario (McGill, UBC, etc.) then you will use their own system to apply. Research the deadlines for applications outside of Ontario on their specific website to ensure you don’t miss the due date.

What is OUAC?


The Ontario Universities’ Application Centre is a non-profit organization based in Guelph that processes online applications for admission to universities in Ontario, Canada.

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Marks… and More


The minimum entrance grade for Universities varies depending on the type of programs you are applying to. In general, business and engineering programs require more competitive averages than science and arts. Several undergraduate business programs require more than just marks to get in. For example, U of T Rotman Commerce, Queens Commerce, York Schulich and others require a supplementary application to be completed. These additional applications are sometimes time-consuming and stressful. Make sure you research which programs you apply to have additional applications so that you are ahead of the game.

“We’re seeing an emerging trend to use this type of application in place of traditional essays,” – Robert Astroff of Toronto-based Astroff Consultants

Many students think that if they have a very high average they are guaranteed into the most competitive programs and they do not try very hard on the additional applications. One of the biggest mistake recruitment/admission officers say is that students with exceptionally high marks do not try as hard on their supplementary application because they think they can get in due to their marks. McMaster’s Health Science program is one of the most challenging programs to be accepted to. Many students with 98 and 99 percent are denied because their supplementary applications were not good enough.

University Min. Grade in Arts* Min. Grade in Science* Min. Grade in Commerce* Min. Grade in Engineering*
Algoma 65% 65% 65% 65%
Brock 70% 70% 84%
Carleton 78% 78-80% 80% 76-86%
Guelph 78-84% 80-85% 78-84% 83-85%
Lakehead 70% 70% 70% 70%
Laurentian 72% 72% 72% 72-80%
McMaster 75% 85-90% 82.5% 89%
Nipissing 70% 70% 70%
OCAD U 70%, plus portfolio  –  –  –
UOIT 70-75% 70-80% 75-80% 80-85%
Ottawa 73-78% 75-84% 75-85% 80-85%
Queen’s 80% 84% 87% 90%
RMC 75% 75% 75% 75%
Ryerson 73-88% 72-90% 72-85% 88-90%
Toronto 75-84% 75-91% 83-88% 85-93%
Trent 70% 70% 70%
Waterloo 80% 80% 80-92% 88%
Western 83.5% 83.5% 87.5% 87%
Wilfrid Laurier 70-86% 74-91% 89-93.5%
Windsor 70-80% 70% 73-78% 74%
York 75% 80% 90% 80%
 * provided by eInfo

Do Marks Matter?


Marks are a very important factor for almost all programs in Canada. Many schools have very competetive averages in order to get in. You should try to achieve at least 5 percent over mark-based programs in order to have a good chance of getting in. 

Average Acceptance Average By University


Waterloo 90.4
McGill 90.3
Western 90.0
Manitoba 89.2
Queen’s 89.0
UBC 88.6
Montréal 88.1
Acadia 87.9
Saskatchewan 87.9
Dalhousie 87.6
McMaster 87.6
Simon Fraser 87.5
Alberta 87.4
UPEI 86.9
Toronto 86.5
St. Francis Xavier 86.4
Cape Breton 86.3
Victoria 86.3
UQAM 86.2
UNBC 86.1
Sherbrooke 86.0
Mount Allison 85.9
New Brunswick 85.9
Calgary 85.7
Regina 85.4
Laval 85.3
St. Thomas 84.8
Moncton 84.7
Mount Saint Vincent 84.7
Ottawa 84.7
Ryerson 84.4
Guelph 83.8
Wilfrid Laurier 83.8
Brock 83.3
Carleton 83.2
Concordia 83.2
Brandon 83.1
Bishop’s 82.6
Laurentian 82.5
Nipissing 82.5
Memorial 82.4
Saint Mary’s 81.8
Winnipeg 81.8
York 81.7
Trent 81.4
Windsor 81.4
Lethbridge 81.2
Lakehead 80.1
UOIT 80.0

A big misconception among high school students is that you need to go to the best program and University in order to succeed in life. However, every student works best at different Universities. Just because you heard that Queens is the best for science does not mean it will lead to you being the most successful student or individual. You should always research which program aligns with your goals and skills.

If you are the type of student who likes academic reputation and research, then you should consider the Universities reputation. Although it is not the most important factor, if you plan on pursuing graduate school in another country, it may be important.

University Rankings by National Reputation


  1. Toronto
  2. Waterloo
  3. UBC
  4. McGill
  5. Alberta
  6. McMaster
  7. Western
  8. Queen’s
  9. Simon Fraser
  10. Calgary
  11. Guelph
  12. Montréal
  13. Ryerson
  14. Dalhousie
  15. Concordia
  16. Ottawa
  17. Victoria

Data provided by Macleans

Keep in mind that this is a general overview of the reputation of the universities, and rankings by program differ.

Hardest Programs in Canada to Get Into

According to Yahoo

5. Mechanical Engineering, McGill University

4. Bachelor of Commerce (BCom) | Sauder School of Business, University of British Columbia

3. Engineering Science, University of Toronto

2. Software Engineering, University of Waterloo

1. Bachelor of Health Sciences, McMaster University

General Types of Programs

  1. Engineering
  2. Science
  3. Architecture
  4. Business
  5. Arts

Programs With a Supplementary Application

Many programs require more than just marks. U of T Engineering, Queens Commerce and McMaster Engineering are just a few of the many programs that make students complete a mandatory application with various components to get in. For arts programs like journalism and visual arts, you are generally required to submit a portfolio of your work.

Let’s take a look at what U of T Engineering requires on top of marks…
  1. A full list of extracurricular activities and description
  2. Video interview
  3. Academic portfolio
What is this video interview?

The video interview is used to allow the admission committee to get to know you. For U of T, they ask two short video responses and one 250 word written component. Each of the questions is timed and there is no one on the other end (it is not live). You are only allowed to do the interview once. Check out their website for more details.

Universities want to see that you are more than just marks. They want to admit students who have experience with leadership and know how to take initiative. Many programs will state what characteristics and students they are looking for. When you are completing your additional applications, make sure to check out the program’s website so you can get a glimpse of what makes a student successful in their programs. This will increase your chances of getting in.

Early Acceptance


Another myth is that you can apply for early acceptance at universities. Early acceptance is simply just a term that describes getting into University early. You do not have to submit another application or apply for early acceptance. If you apply early, you can get accepted early if your marks are quite competitive. Early acceptance is generally based on grade 11 marks. Some schools base their decision on grade 11 marks and can accept you as early as December or January. However, many programs do not offer acceptance in those months and have set times when they give out their acceptances. Just because you did not get accepted in the very early months does not mean you are not as good as the other applicants, but rather they are waiting for other information from you. McMaster University states they start giving out acceptances in March (or mid-late February), as opposed to Queen’s University which can send out acceptances as early as December. Some programs like McMaster’s Health Science program does not give out acceptances until May. Generally, programs that have supplementary applications take longer.

Need help deciding on a program? Take the quiz below:

 

Do Grade 11 Marks Matter?


Yes, and no. Universities do see your grade 11 final marks. They do not see your grade 12 final and midterm semester 1 marks until early February. This means all admission decisions before February will be based on your grade 11 marks. Grade 12 marks are more important than grade 11 marks. When a grade 12 prerequisite mark is not available (you haven’t finished it yet), then Universities will look at your corresponding grade 11 mark as a prediction of what you will get in grade 12. I would say it is a good idea to get your marks as high as possible in grade 11. It won’t hurt.

Frequently Asked Questions


How many universities and programs can I choose to apply to on my application?

You may apply to as many Ontario universities/programs as you wish; however, you are limited to a maximum of 3 program choices at any 1 university (including affiliates).

Some universities may further limit the number of programs you may apply to. Make sure that you carefully read the details and instructions offered by each institution.

I am taking a summer school course. How will the universities get my marks?

Grades from summer school courses are submitted to the OUAC by the summer school or the district school board. Verify with your summer school that either the summer school or the district school board will be sending the marks directly to the OUAC on your behalf. If this is not the case, you must arrange for original, official final grades to be sent to the OUAC and for photocopies of these grades to be sent to each of the universities to which you have applied, if required. Indicate on the photocopies that the original was sent to the OUAC.

Extracurriculars, do they matter?


For most programs in Canada, marks are the primary method of acceptance. Some more competitive programs will also analyze your extracurricular involvement inside and outside of school. It is important you understand what extracurricular activities they are looking for. Students think if they write their name down for various clubs they are set. Universities care more about what you learned from your activities rather than how many activities you are on. If you signed up for a club and only attended one meeting, you should definitely not write that on your application. Universities know when a student actually contributes to that club/organization. 

Leadership roles are important… but aren’t as important as you may think

Yes, it is amazing that you are president of a club, but you can also get just as much out of the club if you contribute enough. Universities want to see you taking initiative and working towards change. If you changed the focus of the club, amazing! If you got new members, even better! If you started a new initiative or fundraised for a good cause, wow! If the university you are applying to asks for a description of the activity, talk about your role and responsibilities, but also talk about what you learned and how you grew as an individual. Nothing is better than acknowledging your growth from a school activity.

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Activities that Universities care about are generally ones where you show dedication, initiative and leadership. Activities that you have been involved in for a longer period of time are better than ones that you just joined.

I would say that you should care about the quality of your activities more than the quantity of them.

Top Schools With the Highest Graduation Rates (%)


The graduation rate tracks undergraduate students to determine if they received a degree within seven years. Below are the percentage of full-time, first-year students in fall 2007 who graduated by 2014. (Not part of ranking calculations.) – Macleans

Queen’s 89.5
Western 86.6
McGill 85.0
Laval 83.7
Sherbrooke 82.7
Montréal 81.3
Waterloo 79.6
Lakehead 79.5
Toronto 79.4
McMaster 79.3
Alberta 79.2
Guelph 78.6
Calgary 78.4
New Brunswick 78.0
Wilfrid Laurier 77.7
Ottawa 76.8
St. Francis Xavier 76.6

The Takeaway


Yes, this process is not the most fun, but it is not as bad as you might think. Apply to programs that you love and just work your hardest this year. Don’t stress too much and you will do just fine.

 

It’s 1917, Just 100 Years Ago

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It is shocking to see just how much the world has changed in 100 years. Here is some facts from 1917 to put everything into perspective:

  1. The global literacy rate was 23 percent
  2. The average price of a consumer car in the US was $400
  3. Sugar cost 4 cents a pound
  4. The population of Las Vegas, Nevada was 30 people
  5. The global population was 1.9 billion
  6. 6 percent of Americans graduated from high school
  7. 8 percent of homes had a telephone
  8. There were 230 reported murders in the US
  9. The maximum speed limit in most cities was 10 mph
  10. More than 95 percent of births took place at home
  11. The average annual income for an individual was $800
  12. 20 percent of Americans could not read or write
  13. 90 percent of doctors did not have a college education
  14. It took 5 days to get from London to New York
  15. The toggle light switch was the major breakthrough in technology
  16. A loaf of bread was $0.07

Can you Guess Which FHCI Teacher Said This?

How well can you correctly match the quote to the teacher?