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Speculative fiction

2021-01-12T13:50:17Z

Kthumlert: Created page with " == '''EDUC 3610: Wikimedia Speculative Theory Forum''' == Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunitie..."

== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==

Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.

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[[File:worldbuilding.png]]

== '''What if…? What might the future of education and learning' look like?'' ==

The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events.

How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''?

What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools.

== Production 6 ==

'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building.

To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.

'''Tip:''' Consider the conditional term: '''“What if …?”'''

'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).

'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?

'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?

'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on).

Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony.

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'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like:

• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions.

• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).

• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world).

• Mix up these genres – or devise variations – or figure out a new way to present your world/story.

'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?)

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== Formal Expectations ==

Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.

• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.

• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc.

• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision.

• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future.

• Have some fun! And don't worry if it gets weird, out there, that is fine.

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== Project Groups ==

[[File:Specfic.png|600px|thumb|right|Education Futures?]]

[[World 1]]

[[World 2]]

[[World 3]]

[[World 4]]

[[World 5]]

[[World 6]]

[[World 7]]

[[World 8]]

[[World 9]]

---

[[The Teacher Proof Curriculum]]

[[Embedded Rapid Learning]]

[[The Gatekeeper]]

[[Quantum Technology]]

[[QBots]]

[[Beam my Up Scotty EDU]]

Sara Grace's French Conjugation Practice

2020-11-30T19:27:31Z

Leeah: Created page with "File:French.jpeg A picture of Sara Grace's grammar homework for her Grade 11 French Language class."

[[File:French.jpeg]]

A picture of Sara Grace's grammar homework for her Grade 11 French Language class.

Kayden Brown's Fall Art Project

2020-11-30T19:25:35Z

Leeah: Created page with "File:Kayyden Project.jpeg Kayden Brown's (Senior Kindergarten) Fall art project."

[[File:Kayyden Project.jpeg]]

Kayden Brown's (Senior Kindergarten) Fall art project.

Monet's End of Term Art Project

2020-11-30T19:21:12Z

Leeah: Created page with "File:Monet Project.jpeg Monet's (Grade 6) end of term art project."

[[File:Monet Project.jpeg]]

Monet's (Grade 6) end of term art project.

George Elliot's Grade 7 Poem

2020-11-30T19:05:58Z

Leeah:

[[File:Elliot Poem.jpeg]]

George Elliot's (Grade 7) entry into the TramLaw Town's poetry slam contest.

Grade 7 - Poem

2020-11-30T18:51:54Z

Leeah: Created page with "File:Elliot Poem.jpg"

[[File:Elliot Poem.jpg]]

Cryogenic Freezing

2020-11-30T06:42:00Z

Ashley:

The Presidential election of 2020, Donald Trump ran for his second term against Joe Biden, however he lost. Donald did not take the loss very well and vowed he would be back in office some day. At the time he was age 74, so not too many people believed his claim. Over the next 5 years after his loss, Donald put all he had into the development of cryogenic freezing. The loss of the election suddenly made him aware of his mortality.

[[File:Austin_powers.jpg|200px|text wrap|left|alt text]]In 2025, his team of scientists believed that they had developed a system that would allow them to freeze a living being for as long as they like, to bring them back and revive them, Austin Power’s style (retro throwback!). As per typical Trump style, he did not heed their warnings that they should test it on an animal first. He didn’t want to miss the opportunity to be the first cryogenically frozen human. He had heard that Mexico was on the verge of a breakthrough in cryogenics, and he had no intention of being out done by them, so Donald took the plunge and was cryogenically frozen.

Donald Trump had a team of trusted associates, at the time in 2025, they were freshly graduated from high school. This group was tasked with the responsibility of determining when it would be best to thaw out Trump and have him rejoin the living world again. They signed a contract with Trump indicating that they would only thaw him if they felt there was a guarantee that he would likely win the present election at the time. With the current state of affairs with the virus and the economic downturn the country was taking, his team decided to thaw him late 2069. His team was correct in picking then to thaw him, as Trump, at age 124, is now the current President of the United States. How they determined this was the time, no one really knows, but the most likely factor for thawing him was that no one was running at all. No one was ready to take on the country and have to deal with a state of emergency due to Ilera. [[File:Cryogenics-1.png|200px|text wrap|right|alt text]]

To this day, Trump is the only person to have successfully been frozen. Other countries are attempting something like this also, but with no luck yet. He is currently working with his now aged team of scientists to find a way to reverse aging, as Trump would like to run for President one more time in the next millennium.

Flying Electric Cars

2020-11-30T05:09:31Z

Ashley:

Electric flying cars have been another focus on technological advancements. Eliminating traffic jams and congestion, flying cars are faster and more environmentally friendly than a regular car. They cut commute time by about half and their Greenhouse Gas Emissions, from production to use to disposal when the car is done, is reduced by about half also, in comparison to a regular car. With the purchase of each new flying car, an extensive 2 week training period is mandatory to ensure proper operation of these vehicles. Although accidents do still occur with the flying cars, they are down by about 80% due to special features that have been built into the cars that allow for early collision detection and prevention. [[File:View_from_car.jpg|200px|wrap text|center|alt text]]

Again, like with the holograms, these cars are only obtainable by a select few within society, who can afford one of these cars. Substantially more expensive than a regular car, only about 10% of the population are able to own a flying car. Another 15% are able to finance one and another 5% are in the process of saving for one eventually. The government is looking for ways to subsidize these cars in order to make them accessible to more of the population, unfortunately an environmental initiative such as this, takes back burner in a time like this where funding is going towards the virus cause first, then to working families and the education system. Funding for environmental technologies is limited and ultimately ineffective.

The majority of people still are driving more traditional cars. Although there isn’t as much travelling occurring right now with the lock-down, there are still people doing basic commuting for jobs and groceries.

On a side note, some scientists believe that if the environmental issue had been addressed and even partially reversed by 2030, then the Ilera virus likely would never have happened. They are linking the virus directly to environmental pollution, and speculate that if we begin to reduce our pollution and GHGs, then we should start to see a reversal and improvement with the virus. Funding and subsidizing something such as these flying cars, could be a double answer to our world's problems. One, it helps improve our carbon footprint, and two, it potentially reverses the effects of the virus. These studies are still preliminary, but will be an interesting theory to follow.

[[File:Flying_taxi.jpg|200px|wrap text|center|alt text]]

Holograms

2020-11-29T19:09:40Z

Ashley:

[[File:Holograms.jpg|200px|wrap text|left|alt text]]As the dangers of this virus seem to increase on a daily basis, work, school and social life has changed immensely. In a world where every second outside puts your life in danger, the government has forced all non-essentials to stay home. Schools are closed and are participating in strictly online education. Jobs that are able to function online are also taking this approach. In order to accomplish this, over the last several decades, the government has been pouring vast amounts of funding into technologies such as holograms.

Students are able to learn from the comfort of their own homes. Each individual school board has sent out to all homes, a hologram system for the children to “actively” be a part of their learning. The catch to this system is that the parents themselves are to contribute to half of the expense of the holographic system. This is not only having a detrimental impact on the financial viability of each school board, but it is also causing the financial divide between students to increase even more as families scramble to make ends meet. The school system, which was already divided based on skill/learning abilities, is being further divided between the haves and the have nots, as the school boards feel that it wouldn’t be appropriate to have a class where some kids were using holograms and some weren’t.
[[File:Med.jpg|200px|wrap text|right|alt text]]
Regardless of how the students are able to obtain their education, they meet in their virtual classroom with their teacher to spend the day in class learning. In a class which uses holograms, the introduction of holographic learning has been a bit of a challenge. From something as simple as the novelty of it causing distracted students, to the uneven distribution of the technology due to the economics of it, teachers are finding the classroom dynamics to have shifted. The shift has gone from how and what the students learned based on learning styles, to now children (and their families) having an air of superiority over other families, as they are the “elite”. The classrooms where holographic education is a possibility, students are having a more in-depth and involved education, allowing for a deeper and more active understanding of the material being taught.

For the families unable to obtain a holographic system, education is administered through standard Zoom meetings and such. Although these students are still receiving an acceptable education, it is definitely a lesser value than that of holographic education. Students who at one point, were receiving top education based on their skills and abilities, have now dropped down to a less advanced teaching due to socioeconomic factors, rather than ability.

Diary Entry - Poem

2020-11-28T22:42:21Z

Leeah: Replaced content with "File:Scan 3"

[[File:Scan 3]]

Diary entry

2020-11-27T02:21:24Z

Lily:

[[File:Dear_diary_1.jpg|500px]] [[File:Diary_entry_drawing.jpg|500px]]

World 2

2020-11-26T21:36:11Z

Laura: /* Resources */

==Welcome to Year 2070 (Sofiya)==

===Fast Forward to Year 2070===

It is the year 2070 and the COVID pandemic that existed over 50 years ago has now come to an end. The world, however has now come in contact with a new virus, Ilera which has caused the world to come to a halt once again. Outbreaks can be seen across the globe and transmission has been discovered to be airborne. Common symptoms include trouble breathing, high fever and a rash on the side of one’s neck. A lot has changed over the past decades and residents have been ordered to stay in full lockdown as hospital beds start to fill up, straining the American health care system. Students are to virtually attend class via hologram from the comfort of their home which has proven to surpass the budget of the school boards. Though many despise the government for putting a stop to in person learning, scientists and researchers claim that the world could come to an end if action is not taken. The virus is growly rapidly each day and the future is unknown. Education is now in question which has caused people to wonder – is it really worth it? When will everything truly come back to normal?

===The Education System, 50 Years Ago===

As one goes back 50 years ago, it makes it hard to believe that there once existed in person classes where students would gather together in their classrooms to obtain the ideal learning experience. At this time, the pandemic would seem to be one of the least probable events to occur in America. Often times, teachers would be seen connecting with students and adapting their teaching styles to fit the needs of each of these students. The classroom would be a second family where students would come together to have in class discussions and complete tasks with the help of their peers. There would be a strong sense of community in these schools which would allow students to call it their second home. Evaluations would be monitored by several supervisors as students wrote side by side and on parent-teacher interview night, liveliness would fill the school corridors. The libraries would be filled with students trying to finish their last-minute papers and paper planes would be seen flying across the room in after school Math help programs. Who would have thought that 50 years from now, all that would come to an end?

===The Education System, Present Day===

At present day, the following changes have been made to the schooling system:
All in person classes are to come to an end and students are to attend classes virtually via holograms. All after school activities have been paused until further notice. Parent teachers interviews are to take place via ZOOM from the comfort of one’s home. No staff is permitted to be on school premise for any means. Students are to submit all assignments and evaluations online for marking. An automatic grading system will then release the grading right away. At the end of the term, an automatic report card based on this grading system will be released.

Compared to 50 years ago, life has changed. Another fun fact. President Donald Trump has now been re-elected and the economy is now crashing. This may be calling for another recession. Many are out of jobs, struggling to pay the bills and the education system is the least of anyone’s priority. Survival is now key. As the country goes in Code Red Lockdown, citizens are seen rushing to grocery stores to stock up on daily essentials and toilet paper. What is to come of the education system now? That is not yet to be known.

== Environment (Iqra) ==
=== Results of Global Warming ===
There has been an active attempt to reform the environment, however, it has been nearly impossible to restore the earth back to a safe living space for all beings. Unfortunately, the results of global warming has been detrimental to all life on earth, as it has disrupted nature and the ozone layer. There has been mass extinction of thousands of species, including white rhinos, elephants, a large number of sea creatures and unexpectedly, squirrels. This extinction has caused chain reactions throughout the eco-system, which in effect, has impacted several aspects of human life.

When examining the climate, there has been extreme change within the last 50 years, as the world has had a drastic increase in temperature to the point where snow is non-existent, as not even the coldest countries experience it, with the lowest global average for the temperature is 10 degrees Celsius. Evidently, this has led to issues of melting ice-caps and glaciers., and therefore, an increase in the rise of water levels, which has had a harmful impact; people living near bodies of water were forced to move due to the rise of sea-levels, and the integrity of a majority of living spaces and habitats have been destroyed.

[[File:Meltingice.jpg |300px|thumb|left|The impact of melting glaciers]]

=== Historical Warnings ===
Consistently, there have been warnings of the detrimental impacts that global warming will have on the environment, which can be seen especially seen during the years of 2010-2020. During this time period, it was emphasized that there would be a small time frame to take action, before irreversible damage would occur; if action was not taken within the next 11 years, the impacts would be horrendous (''Only 11 Years''). Evidently, these issues were not taken seriously whatsoever, as although there were attempts, it was not enough, as those in power placed priorities in creating wealth, rather than maintaining the environment.

=== The Role of the Government ===
Historically, the government, although creating agreements, has not done all that they could. At one point, in 2020, the U.S. government officially withdrew from the Paris Agreement, and they were the first country to do so. This was frowned upon globally, as the US omits 15% of global greenhouse gas emissions (McGrath, 2020). With the re-election of Donald Trump, this put the environment of the world in a negative trajectory.

Currently, the government is attempting to re-do the effects of global warming, however, it is proving extremely difficult to do so. There is a limit for each country in terms of the emissions that they contribute to, and although there have been attempts to repair, it is arguable that the world is too far gone. Additionally, there has been a decrease in the development of fossil fuel cars in attempt to reduce the emissions of greenhouse gases, as there has been the creation of flying cars, which run on electricity. Although they are not perfect, they are better for the environment compared to traditional cars, however, they are very costly, which limits the amount of people who are able to purchase them.

=== Status and Living Space ===

[[File:Citypollution.jpg|300px|thumb|right|Just one of the many polluted citites]]
The environment indelibly has been connected and correlated with status, as cities and people who reside within them are considered to be lower class, due to the poor environmental status.
Within cities, it is considered to be more affordable to live, however, the environment is considered to be at the lowest point, which can be seen especially in Toronto. The air quality has scientifically been proven to be extremely harmful, and the food is not eco-friendly or healthy, however, it is cheaper.

A very limited amount of people are able to live within healthier spaces, which are often correlated with wealth, as only the rich can afford the luxury of clean air. These spaces are in the country side or the suburbs, where the water and food are drastically healthier. The environment has encouraged a further disparity between the rich and poor, by creating a separation of living space and quality of life.

== Technology (Ashley) ==
In the year 2070, things have changed vastly. Due to the pandemic, lock down procedures have forced advancements in innovative technologies in order to keep life as normal as possible. From holographic projections to flying cars, society has had to find new ways for communicating and transporting in order to keep society from collapsing completely, while attempting to address the ever declining environment. Also, another big change to life as we know it, is that cryogenic freezing has enabled the longevity of the lives of those who can afford it.

=== [[Holograms]] ===
[[File:Hologramteacher.jpg|200px|wrap text|left|alt text]]
A whole new approach to online learning that has seen vast improvements over the last 2 decades. Economically out of reach for the vast majority of the population, but with targets to be in every home by the year 2080.

=== [[Flying Electric Cars]] ===
[[File:Flying_car.jpg|200px|wrap text|right|alt text]]
Again, a technology that is out of reach for most people, transportation is on the verge of literally taking new heights. Safety features, speeds, and rush hour, will all be impacted as more and more are able to afford one of these new cars.

=== [[Cryogenic Freezing]] ===
For those who are afraid of their own mortality, the ability to pause time until the fountain of youth is discovered, is now a possibility. As evident by Donald Trump's second term in office, we can extend our lives to see what the future will bring.
[[File:Cryro_freezing.png|200px|text wrap|center|alt text]]

== Education (Christine) ==
=== Learning Style Streaming ===
[[File:Standardized Test.jpg|300px|thumb|right|Students take standardized assessments to determine their learning styles.]]
Due to the continuation of the pandemic, online education has become the new norm. There was a complete systemic reform for education meant to optimize online classrooms. In order to improve education quality, students are assessed and separated based on their learning styles and learning skills. Students who are like minded and shared similar abilities are placed in the same class. An influx demand of new teachers are trained to teach based on learning styles and skills. Class sizes are been decreased to 15 to accommodate the difficulties of online learning.
==== Pros ====
This new reform has optimized the efficiency quality of learning. By placing like minded students together, they are able to work better together. Additionally, similar students also chose similar streams. Teachers are trained more efficiently to cover specific stream subjects and demands. Students overall showed an increase in school performance across all standardized testing.
==== Cons ====
There was a lost sense of community as students continued their education with the same few peers in their classrooms. This form of education has become another form of segregation, where some streams are regarded as better than others. Depending on the stream a student was placed in at the '''beginning''' of their education, employers showed favoritism over streams rather than personal achievements.

=== Technology Assisted Learning ===
[[File:Hologram Learning.jpg|330px|thumb|left|Using holograms to teach students about our solar system.]]
Online learning has opened up many opportunities for technological improvements. Students have the option of part-taking through holograms if their families are able to provide this expensive resource. Holograms allow students to learn from a variety of teachers they may not have access to otherwise. One example is the the addition to the aboriginal ways of learning. Holograms have allowed students to learn direct from Elders who are otherwise unable to travel to physical classrooms. Holograms are also much more interactive when compared to traditional video calls.

Students are also able to part-take in team sports and other physical group activities if parents are able to afford Virtual Reality systems. Students are able to interact with new peers through virtual curricular and extra-curricular sports. Virtual reality devices are able to achieve more realistic interactions as well as more interactive learning. These devices are more affordable for parents and are also more interactive than traditional video calls.
[[File:Future Earbud.jpeg|200px|thumb|right|Ear pieces that provide real time translation for ELL students.]]

New technologies are aiming to make classrooms more equitable. Students with specific learning needs may be supplied with specific devices to improve their learning. For, example, ELL students may purchase an earpiece for real-time translation. Online classroom programs such as Zoom and Teams also provide real-time translation as well as visual aid and closed captions.

=== Equitable Practices ===
Since 2020, school boards have put much more emphasis on teaching based on how students learn. The purpose online teaching reform was to make sure every student is able to receive the best education that suits them individually. To avoid biases, assessments are now mostly done through Artificial Intelligence. The school boards in Ontario has put much more funding into technology for students with individualized learning needs. Students within the same stream are able to perform with similarly.

=== Inequitable Practices ===
The unintended results of placing students into streams at a very young age are devastating in 2070. Employers tend to favours certain streams over others depending on the field of the occupation. Unintentionally, the socio-economic status of a student is predetermined based on their learning style. This has resulted in segregation in most communities.

== Socioeconomic Disparity (Laura) ==
=== Wealth Impact ===
With great socioeconomic change follows financial burdens faced by mass populations. Although marginal gaps have been present for vast periods throughout society, the disparity between the poor and rich has marginally increased. The idea of shopping ‘essentially’ and doing so online has left many grappling with costs that as a result, have closed local businesses and devastated people’s finances. Emergency savings funds are depleted as living is paycheque to paycheque for the large portion affected. As implemented during the COVID-19 pandemic was a support system designed to provide Canadians with financial aid. These disbursements known as the Canadian Emergency Response Benefit have been significantly reduced during the Ilera pandemic as the rise of said viruses are not anticipated to occur more than once every century. While technological advancements have prevailed and proven to enhance coping mechanisms, counteractively, these resources are not always accessible to widespread groups as they are costly. Hence, this society must cope with achieving a sense of adaption to new norms, while finances burden such capacities.

=== Geographic Impact ===
Geographically, the impacts of this pandemic have also extended into the realms of our environment. As seen during the COVID-19 outbreak, pollution emissions were at a low as China saw 200 million fewer metric tons of carbon dioxide when compared to the same time period in 2019 (Mongeon, 2020). However, flashing forward to present day, this is no longer the case. Again, there is a sense of disparity amongst the higher and lower classes. With the introduction of flying cars, this provided the wealthy with quicker means of transportation. This mode of travel is also more costly than the once conventional means. As production and sales of flying cars increased, there was also a surplus in the amount of regular cars being bought and driven. Regular cars have become significantly more affordable and accessible to all. Hence, the areas of greater poverty tend to reveal higher pollution emissions as many choose normal vehicles for means of transportation. All the while, those in economically superior areas are not nearly as impacted by emissions within the environment. Unfortunately, the nation has seen a great divide due to economic barriers that separate abilities to choose more sustainable options.

=== Education Impact ===
Lastly, there are also disparities present throughout the existing schooling systems. While improvements such as holograms have been introduced so that both students and teachers can interact safely, this is not available for all learners. Such intricate tools are expensive and hence, not a feasible option for many. Those who are granted access to these devices are provided with substantially better means to excel; since they provide utmost engaging learning experiences. During such trying times, it is difficult to ensure that equity is omnipresent, however as educators, it is truly necessary to try to achieve this. As it can be difficult for educators to bridge these gaps entirely, there are many efforts in order to involve governments in this funding. Students should approach situations that are rooted in equitable practice in order to avoid the potential for performance gaps caused by an uncontrollable factor, that is, economic status. In essence, one’s educational success is deeply influenced by one’s social class and must be addressed in order to promote prosperity during such trying times.

== Members ==
Ashley 
Christine 
Iqra 
Laura 
Sofiya 

== Resources ==
McGrath, M. (2020). ''Climate change: US formally withdraws from Paris agreement.'' BCC News, retrieved from https://www.bbc.com/news/science-environment-54797743

Mongeon, M. (2020, September 01). How COVID-19 Has Affected the Environment: Mentor Works. Retrieved December 01, 2020, from https://www.mentorworks.ca/blog/market-trends/covid-19-effect-on-environment/

World 9

2020-11-24T19:02:17Z

Tommy: /* Technology (Tommy) */

== Culture (Ben) ==

[[File:Newspaper.jpeg|350px|thumb|center|Newspaper]]

[[File:2070 newspaper 1.jpg|350px|thumb|center|Newspaper]]

== Education (Umar) ==

[[File:Curriculum 2070.png|500px|thumb|center|Curriculum 2070]]

[[File:Genetic Engineering Assignment.png|500px|thumb|center|Genetic Engineering Assignment]]

== Technology (Tommy)==
New Pieces of Technology in 2070:

[[File:Apple logo.png|200px|thumb|left|Apple is a powerhouse company now and will continue to be in 2070]]

Apple- Iphone 60s+/Iphone 60s, Ipad30 pro/Ipad30, MacbookWave 21inch screen

Samsung- Galaxy s48

Blackberry- It wasn’t until the year 2048 where blackberry was bought out by Apple but they merged in this year

Vehicles:

[[File:tesla.jpeg|200px|thumb|right|Tesla]]

2062 Tesla comes out with the first car that can be driven via remote control.

The highest package available for brands like Honda, Toyota, Hyundai, Volkswagen and many others will have auto-pilot mode.

School busses will always be available for students who need them to get to school. For those who have longer commutes to school (elementary and high school) each bus will have booth like seats and a table in the middle with wifi available for them to do their homework.

''How has workplace changed:''

[[File:Grocerystore.jpeg|200px|thumb|left|]]

Grocery Store: When cashing out items, push your cart through a scanner that will look for every barcode in your cart then total the price for you (Cashier will be obsolete but will be there to supervise incase someone tries to steal).

911 (Fire, police, EMS): Each sector will be provided with high quality radars that will help get them to their desired destination in the quickest time possible. Their vehicles will also have auto-drive mode in case of various emergencies.

[[File:Hospital.jpeg|200px|thumb|right|]]

Schools: The public school sector after getting more funding from the provincial and federal government, will provide computers to every student as well as subscriptions to all necessary programs like word, excel, powerpoint and many more. With a shift of high schools and universities shifting to a more online learning environment, these tools will help students of all incomes succeed.

Hospitals: Step into a scanner that is able to give you a quick diagnosis and track your vitals such as your heart rate, blood pressure, respiratory function and many more.

[[File:residentialarea.jpeg|200px|thumb|left|endless possibilities to be made with the "Build Me" app]]

Residential: With the population ever growing, there will be a need for more and more housing. A new technology will allow families to purchase a piece of land and use an app called “Build-Me” to design a house with anything they desire. The app allows you to add your own colours and whichever appliances and extra features you like. It also will give you a price point of how much it'll take to create your masterpiece. This feature can also be used for condos and apartment buildings as well.

[[File:Mars.jpeg|200px|thumb|right|]]

''Life on Mars 2070:''

Toronto born Steven Money, the nephew of Canadian scientist Ken Money along with 15 brave volunteers (7 males and 8 females) between ages 21-29 from the Greater Toronto Area became the first group of people to inhabit life on Mars.

With air on Mars consisting of 95% CO2, Steven Money developed a device called “Breathalyzer 2050” that acts like plants that converts CO2 into O2 which gives humans the ability to breathe fresh air.

Quote from Money, “The Breathalyzer 2050 will be revolutionary and will be able to fix not only the lack of oxygen on earth but the ability to live outside of earth”

As long as the troops stays within 5 kms of this device they will be able breathe sufficient amount of oxygen (He is currently in development of making more to expand the troops territory)

Life on Mars comes with risk for radiation, the group was provided with anti-radiation suits that were also developed by Money

In terms of food and water, the group was provided with 20 years supply that will be rationed out, with also plants that can be grown and harvested by the group

A quote from Money “This will be challenging, but if we work together we will succeed”.

== Climate (Harpawan) ==
Changes in climate have been massive in terms from what our world was 50 years ago, in 2020. All regions are warmer than before, populations are more spread out due to rising sea levels, and our world is surrounded by environmentally friendly gadgets.

''How Life has changed''

[[File:Toronto.jpeg|200px|thumb|right|Longer summer seasons in Toronto]]

The Arctic, Antarctic, Siberia and other frozen regions on Earth are getting a lot of plant growth due to warmer climates. This has resulted in increased agricultural production in local areas, with double cropping in certain regions as well.

Due to a generally warmer climate, the winter seasons are now shorter, and the summer is now longer. Longer summer seasons have enabled businesses to operate longer, and increase in revenue. Many outdoor, and summer business, such as Canada’s Wonderland, which has been open for over 60 years now, can remain open for more than 8 months, ranging from mid-March to mid-November.

Trade has also improved, as the northwest passage of Canada is now open for sea transportation, making trade easier and cheaper.
[[File:Ice.jpg|200px|thumb|left|Canada's Icy North]]

The population is also widely spread from coastal to non-coastal areas due to increased sea levels. With new technologies that enable ‘work from home’, people are setting up their homes anywhere convenient, as they no longer need to be bogged down in the city life, and can enjoy the nature in the countryside.

With increased global temperatures, thousands of people are working jobs to reverse climate change. In order to help reduce the carbon footprint, NGOs such as ‘Plants Save’ are some of the global groups that are trying to contain our carbon dioxide production by planting more trees. Many Canadians have been working in these groups for over 20 years to continue our progress with decreasing our carbon footprint.

''The improvement in Technologies in terms of Climate Change''
[[File:Weather.jpg|200px|thumb|right|The improvements in Weather Technologies]]

The weather forecasting technologies such as doppler radars and satellites are more accurate then ever, and can predict the right weather or life-threatening events like tsunamis weeks ahead. We can accurately suggest factors such as snow/precipitation levels, wind speed, and average sunlight far over 3 weeks ahead.

The roads are filled with Electric plug-in hybrid, and battery cars, which corporations such as Tesla and Hyundai among many others have been producing for an affordable cost. People are now living in energy-efficient homes and working in offices with intelligent heating and cooling systems to further reduce our carbon footprint.
[[File:Hybrid.png|200px|thumb|left|Hybrid Cars]]

Workplaces and homes are supplied through cheap and reliable energy sources such as solar panels and wind turbines, which are great for the environment.

''Life of TOI 700d''
[[File:Toi.jpg|200px|thumb|right|Planet TOI 700 d]]

The human population sent to TOI 700 d, which was found by the NASA’s Transiting Exoplanet Survey Satellite (TESS) on January 3, 2020 is now stable. Having travelled over the course of 6 years from 2044 to 2050, humans have learned to use the presence of liquid water on the surface of TOI 700 d to allow for a habitable planet.

TOI 700 d is roughly earth-sized and is 101.4 light years from earth. The population size sits at 13, 476. Demographics suggest that 42% of citizens are aged 21-35, while 18% are aged 0-9, which enables a healthy future.

== Infrastructure (Lovepreet) ==

Globally, urbanization is expected to grow substantially over the next 50 years. This will lead to several changes in Toronto infrastructure by 2070, including but not limited to:

'''Buildings/Structures:'''

[[File: Toronto skyline.jpg|300px|thumb|right|Toronto]]

-Light, flexible, and adaptable infrastructure.

-Rapid construction with new, cost-effective building materials.

-Some infrastructures will be more resilient to address climate change and other infrastructure will have shorter life expectancies compared to traditional structures.

-We will transform unused rail corridors and reuse former industrial lands and factories.

-This development will be balanced with investments in parks and green space as well.

'''Public Transit:'''

-There will be faster and less congested trips with economical long-distance commuting.

-High-speed trains to and from Toronto- Go from current stations (GO Transit) and electronic fare cards (Prestos) to having platform-side door systems, automated trains/control systems and credit-card based fare systems. As well as other facilities, including coffee purchases.

[[File: Trains.jpeg|300px|thumb|left|High-speed trains]]

-By 2070, projects like the King Street Pilot in Toronto will have been implemented. This will improve transit reliability, speed, and capacity by giving priority to streetcars over vehicles.

-Initiatives that require meeting net zero or low emissions standards will expand to Toronto.

-Automated vehicle control and driver-assisted vehicles (such as Tesla’s) will become more popular. These will also include in-vehicle technology for distance separation and collision avoidance.

-We will see greater elderly-friendly transport and transport for the physically disabled.

-The use of drone technology will expand and to accommodate this, we will see a reduction in overhead wiring in the city.

-There will be a resurgence in water transport and hence, ports will regain their importance as logistics centers, specifically, in the Great Lakes.

-As a result of these improved transportation systems, distances will shrink. We will be able to move goods, people, and information quickly, efficiently and in a cost-effective manner.

'''Housing/Communities:'''

-There will be huge impacts on urban development. By having better access to long distance commuting, we will see greater development of residential communities at smaller distances from Toronto (houses, apartments, grocery stores, schools etc.)

-However, rising house prices in Toronto, which will likely increase due to the limited space, will be a factor as well. Individuals may want to live in one city and work in another.

-Current suburbs, which are designed for families, may need to be re-engineered to accommodate the mobility needs of an aging population. For example, housing with fewer stairs.

[[File: Bungalow.png|300px|thumb|right|Bungalow]]

-Commercial residences/long-term care homes for the elderly will expand dramatically.

-Homeless shelters will also increase within the city- as the population increases, there is a likelihood the homeless population will also increase, and hence, greater demand for a safe space for these individuals.

What was achieved from our 2020 efforts

2020-11-24T17:27:40Z

KyleK: Created page with "When we stepped out of the phone booth in 2050 there were not immediate differences seen in general, but as we explored the sidewalks and streets we began to notice antennas m..."

When we stepped out of the phone booth in 2050 there were not immediate differences seen in general, but as we explored the sidewalks and streets we began to notice antennas mounted on mailboxes throughout the city and almost no overhead wires anywhere.The streets were relatively calm and as the four of us made our way to the local high school we noticed from afar all the solar panels on the roof and the parking lots that accompanied schools in 2020 were suspiciously smaller. There were only a few vehicles there, all looked to be parked over metallic plates which we later learned are wireless charging stations. Most strikingly none of the cars had steering wheels. They just sat there waiting to be summoned by the next rider(s). They were basically 4 wheeled ‘cabins’ that could accommodate 6 people in 3 rows of individual chairs.

So we entered the school. It was a modern looking building with lots of glass, and was relatively quiet. We were greeted by the school custodian, who identified as Rufus. Rufus looked human but was an android. Rufus explained that human custodians were very rare as most humans in the custodial services were now more needed in the aerospace sector learning how to or actively conducting satellite maintenance and spacecraft construction.
The building was mostly empty but a few classrooms were occupied with small groups of students, some with teachers, others with what looked like hologram teachers. As we walked the hallway Rufus told us classes were smaller these days with only 15-20 learners per class. Some learners were at home using VR and hologram technology to participate in the lessons, as in-class or distance learning choice has become the norm. Teachers too were permitted to be in class or teaching from home using this technology. Thanks to PROJECT REFORMATION back in 2020 and the strategic financial and pedagogical changes they initiated with the government, Ontario was able to flourish under the COVID years and prosper incredibly. Globally, electricity and wifi is free and abundant. In 2020 there was much concern over 5G technology. 2050 wifi is now defined as on the cusp of achieving 10G speeds, which enables the fastest speed globally along with wireless charging capabilities; all completely free. Not only could wifi service one's connection to the internet but it can also charge the batteries in your device. Rufus pointed to what looked like a huge airplane in the sky and explained…” The skybarge in this sector receives solar power on its topside and emits wireless energy (electricity) in the form of wifi signal from the bottom along with internet connectivity. The result is eternal free electricity and internet service forever for every human being on the planet. There are more than 10,000 skybarges circling the globe in orbit servicing the entire planet 24/7. Wifi and electricity is emitted at ground level from mailboxes and/or emittal towers on every corner throughout communities, WORLD WIDE.

As we rounded the corner we came to a large mural on the wall that was indeed a rendering of ourselves back in 2020. At this point Rufus confessed to knowing who we are and due to the android programming, no acknowledgement was made. Rufus explained should a student or teacher see us though, we would immediately be recognized and likely be praised excitedly as apparently we became quite famous in this future time. We all turned to each other and high-fives were administered.

COVID 2020: The beginning of Project Reformation

2020-11-24T17:13:13Z

KyleK:

Thanks to record government spending in an effort to stimulate the Canadian economy, specifically, the Ontario economy, the outlook for the future seems bright. Guided by a newly appointed taskforce of 4 bright young Teacher Candidates from the Bachelor of Education program at York University. The reasoning behind this appointment is to have a fresh outlook on the current Pandemic spending situation. Drawn randomly from a pool of several hundred volunteers these 4 students have endeavored to assist by guiding the current provincial finance department.

As a result of this collaboration with the ‘York University Four’, Ontario has announced it will spend $35 million to help schools in covid-19 hot spots. Premier Doug Ford says the funding will be directed to school boards in Toronto, Ottawa, Peel Region and York Region. Some hi-lights of the spending is to help create more physical distancing in the classroom, help boards hire more teachers and custodians and buy laptops for learning. The most exciting component of the upcoming stimulus packages is to invest $60 million in the Black Youth Action Plan — something Andria Barrett, president of Canadian Black Chamber of Commerce, calls "so important" to the province. She said "We believe in economic empowerment through entrepreneurship for the Black community,"
Other proposals are to include $45 billion in COVID-19 related spending and the Progressive Conservative government says it has earmarked $7.5 billion in new health-care sector spending over the next three years. It will also spend $2.5 billion more on hospitals this year than last, including $572 million aimed specifically at offsetting COVID-19 expenses.

Another proposal includes subsidizing some commercial and industrial hydro bills to the tune of $1.3-billion starting next year by absorbing costs passed on to users from renewable energy deals signed by the previous Liberal government. The ministry of finance estimates it would save an average industrial user 14 per cent and commercial user about 16 per cent on their hydro bills.

Meanwhile, the government says about 94 per cent of businesses in Ontario will see a reduction in their property taxes, by standardizing the Business Education Tax. equalizing rates immediately would unlock capital for the creation of 18,000 jobs in the education sector of Toronto and major Ontario municipalities.

The costs of these programs are expected to decline annually until 2040, when they will all expire.

Finally, should savings and stimulus support, a specific project concerning time travel will be initiated. Critics were quick to label this pursuit as unrealistic but the York University Four have demanded to support renowned Professor K. Thumlert in his pursuit of creating a time travel device. When asked, the professor refused to comment on speculative vehicle types to be considered for his research, but would only go on to say he misses the ‘old school’ Phone Booth from years ago and indicated a favorite movie from 1989 starring George Carlin and Keanu Reeves was his inspiration.

COVID 2020: How this Initiative began

2020-11-24T17:10:18Z

KyleK: Created page with "Thanks to record government spending in an effort to stimulate the Canadian economy, specifically, the Ontario economy, the outlook for the future seems bright. Guided by a n..."

What happened in 2020 to start this Initiative?

2020-11-24T17:04:51Z

Journal Account

2020-11-24T02:30:28Z

Michal:

Dear Journal, Wednesday, October 27, 3610

My life has been flipped upside down from this new global pandemic “ EDIS-3610 “. I am so afraid and lost without my parents because apparently this disease only targets older adults. I don’t understand why age matters, but I am safe and living with my older cousins, Bart and Ben, that are under the age of the targeting age of the virus, which is forty. It gets real crazy at times with them, but I do miss having a real adult taking care of me at times. I didn’t know that I would really miss being told what to do, and to have a responsible adult around to take care of things that I could have never imagined I would need to know about. I wish this Pandemic never happened, I miss you Mom and Dad.

Government

2020-11-24T02:24:00Z

Michele: Created page with "My fellow citizens, For many months our country has been facing the spread of EDIS3610 virus- Elderly Degenerate Immune Syndrome. It has infected and killed a large portio..."

My fellow citizens,

For many months our country has been facing the spread of EDIS3610 virus- Elderly Degenerate Immune Syndrome. It has infected and killed a large portion of our middle age and elder citizens. This evening, my thoughts go out to all of you who have lost parents, family and friends to this virus. Though we are still morning the passing of our loved ones, it is our now duty to rebuild this great country. We must all unite and work harder than never before to bring greatness and prosperity back to our beautiful land. As you know, since our elders, and work force were mercilessly killed by this terrible virus, the fate of this country is now placed in your hands. We need you to replace those that we lost and we need you NOW! You must rise from the ashes and make your country proud.

Therefore, it is with great pride that I introduce to you the Skill Application Placement Scan (SAPS)! Thanks to the actions of this government over the past few months, we have put in place the best school system this world has ever seen. With the use of innovative technology and […]

SAPS is an brain scan placement test conducted on students before entering high school. The scan will assess each individual student and place them in the division they are best suited for based on their skills, brain functions and genetic composition. Upon graduation, students shall work immediately in their designated fields. This excessive and strict form of streaming is necessary in order to fill the empty jobs and rebuild our society. Each individual no matter the age has a duty to this country and there shall be no unproductivity nor inefficiency.

We have put in place 9 different essential divisions that need attention. Agriculture, Construction, Education, Health Care, Manual labour, Technology, Transportation and Military. Once students are placed in their respective divisions they will spend the next few years learning in-depth about their sector. By the time they leave high school they will be experts in the field.
With the Skill Application Placement Scan, you will no longer have to worry how you will serve your country. Instead, your country, through the use of SAPS, will determine the future best suited for you. It is a marvelous innovation! You owe a great deal to this government and to the committee that worked tirelessly to design and create the Skill Application Placement Scan.

World 4

2020-11-24T01:58:57Z

Michele: /* Student B - Megan's Letter */

=The Virus that Changed Our History=

This year, we commemorate the 100th year anniversary of the Elderly Degenerate Immune Syndrome virus (EDIS-3610) that ravaged through the United States beginning in 3610.

During this period, President Beta implemented a new brain scanning technology in an effort to save public infrastructure. The extreme educational streaming measures that resulted from this implementation was a significant turning point in history, giving rise to the Great Social-Educational Revolution forty years later.

Below you will find artifacts of personal and public accounts from the EDIS3610 epidemic.

=Breaking News=

By: Chiara Culmone

==Elderly Degenerate Immune Syndrome (EDIS3610)==

'''Updated on Friday, April 13, 3610 / 6:31am / US News'''

Since the first reported case of Elderly Degenerate Immune Syndrome (EDIS3610) on January 21, 3610, the disease has spread rapidly throughout all 57 U.S. states.
From January 21 through February 1, 3610, a total of 101 cases of EDIS3610 were diagnosed in six U.S. states, and by early March, transmission of EDIS3610 had accelerated exponentially. Despite strict lockdowns enforced nationwide, cases have swiftly increased, with current numbers tallying 1,130,631. Due to the rapid degeneration caused by the disease, particularly in adults over the age of 40, death tolls have been rising, with current counts topping 800,000.

In light of the high death toll among adults over 40, hundreds of thousands of children and youth have been left parentless, and are being housed in government funded facilities. These facilities, many of which reside on former military bases, are compromised of boarding and educational facilities.

In addition to the concerns of youth, issues have arisen within countless industries. In a report filed on April 11, 3610 by the CDC, approximately 19 percent of the workforce, mostly comprised of those aged 40+, EDIS3610s most susceptible victims, has been eradicated by the disease.
Kamika Martin, a health care worker in New York State, one of the disease hotspots, spoke to US News. “It has been unbelievably difficult, and there are fewer of us [doctors and nurses] every day. Some of the most experienced members of our team are gone.” When asked what advice she has for the public, Martin responded, “Stay home, if you can. Wash your hands. Remain in your personal pods. Please – our system cannot keep up the way things are going now.”

From the steady decline of healthcare workers, to the falling number of food production employees, countless worries are plaguing the country. In response to these concerns, the President spoke to the country on Thursday. “We are aware of all the hardships you, as Americans, are facing in this country today. Know that we are developing a plan to get through this unprecedented time, and come out the other side stronger than ever. God bless America.”

==SAPS==

'''Updated on Monday, December 8, 3610 / 1:18pm / US News'''

[[File:mri.jpg|300px|thumb|right|The older version of the Skills Application Placement Scan (SAPS)]]

Since entering the second wave in October, EDIS3610 cases throughout the US have skyrocketed, reaching heights not seen during the initial onset of the pandemic. With deaths cresting 7 million, the majority occurring for those over 40, EDIS3610 has left tremendous gaps in the workforce that urgently need to be filled. As of 12:43pm today, leading scientists have announced a solution for this seemingly insurmountable issue.

The country’s leading scientists have created a magnetic resonance imaging (MRI) machine that they have named the Skills Application Placement Scan (SAPS). This machine is specialized to scan an individual’s brain and determine their greatest academic and/or applied strengths. It also scans an individual's physical, as well as developmental, ability level. The SAPS test, to be enacted across the country immediately, will stream youth into the following employment categories: agriculture, construction, education, health care, military, transportation, and manual labour. All students will be taught fundamental literacy and mathematical skills up until the eighth grade, and then be streamed according to SAPS upon entering high school. As a student’s education progresses, the streaming will become more specialized within each field.

Tim Blackworth, a neuroscientist and member of the team who worked to develop SAPS spoke to the press. “We have decided that this was the most effective solution to our problems. With so many kids already in government care and schooling, this will help focus their studies and fast track them into their respective industries.”

Once again, the president spoke on the matter. “I am thrilled to announce this new breakthrough, and am confident that it will remedy many of the ailments we, as a country, have been facing. With your energy and zeal, we are counting on you, the young people of America, to help us build a better, stronger economy.”

[[File:Scan.png|250px|thumb|right|An updated version of SAPS designed to be faster and portable]]

'''Updated on Monday, June 16, 3639 / 12:36pm / US News'''

Recent developments in the field of brainwave scanning has lead to a sleek new model of the SAPS for immediate implementation. The researchers say the new scan is so efficient, the typical reading time is thirty seconds, with results being calculated in approximately two minutes. Once the results of the scan are received, the students can go on to graduation of public school and begin their journey towards the career they are fit for.

=Government=

By: Michele Vitu

On December 1st 3610, President Beta held a hologramed address to the nation about a new nation-wide educational program called the Skill Application Placement Scan (SAPS).

== The Government Transcript==

The following is a transcript of her address:

[[File:female politician.jpg|300px|thumb|right|President Beta addressing the nation on December 1st, 3610]]
''My fellow Americans,

''For many months our country has been facing the spread of EDIS3610 virus - Elderly Degenerate Immune Syndrome. It has infected and killed a large portion of our middle age and elder citizens. This evening, my thoughts go out to all of you who have lost parents, family and friends to this virus. Though we are still morning the passing of our loved ones, it is now our duty to rebuild this great country. We must all unite and work harder than ever before to bring greatness and prosperity back to our beautiful land. As you know, since our elders and work force were mercilessly killed by this terrible virus, the fate of this country is now placed in your hands. We need you to replace those that we lost and we need you NOW! You must rise from the ashes and make your country proud.

''Therefore, it is with great pride that I introduce to you the Skill Application Placement Scan (SAPS)! Thanks to the actions of this government over the past few months, we have put in place the best school system this world has ever seen.''

[[File:Hologram Student.jpg|270px|thumb|left|An example of the analytical process of SAPS]]

''SAPS is a brain scan placement test conducted on students before entering high school. The scan will assess each individual student and place them in the division they are best suited for based on their skills, brain functions and genetic composition. Upon graduation, we want students to work immediately in their designated fields. This excessive and strict form of streaming is necessary in order to fill the empty jobs and rebuild our society. Each individual no matter the age has a duty to this country and there shall be no unproductivity nor inefficiency.''

''We have put in place 8 different essential divisions that need attention. Agriculture, Construction, Education, Health Care, Manual labour, Technology, Transportation and Military. Once students are placed in their respective divisions they will spend the next few years learning in-depth about their sector. By the time they leave high school they will be experts in the field.
With the Skill Application Placement Scan, you will no longer have to worry how you will serve your country. Instead, your country, through the use of SAPS, will determine the future best suited for you. It is a marvelous innovation! You owe a great deal to this government and to the committee that worked tirelessly to design and create the Skill Application Placement Scan.''

''As history has proven time and time again, Americans always rise to the challenge and overcome adversity. We are all in this together. We must unify as one nation and one family.''

''God bless these United States of America.''

----
'''Below is a recently discovered note in late President Beta's cloud:'''
December 15, 3610

This epidemic has provided my government the opportunity for a reset. This is my chance to accelerate my pre-epidemic efforts to reimagine the educational system in order to gain complete control of these kids' minds. Now that I do not have to worry about middle age and senior citizens opposing my agenda I can move ahead at full-speed. These kids are so naïve how could I not take advantage of this opportunity? SAPS was just a facade to my true intensions - classification and control. The history of this country has shown time and time again that education is the best means to controlling the social order. Teaching these kids how and what to think is the best and only way for me to stay in power. If they are taught to I am their oxygen to their survival they will never try to cross me.

=Citizens' Journal Accounts=

==Teacher's Journal==

By: Kyle Cheaney

The account of a caucasian teacher, age unknown, assumed to be late thirties:

My students have mixed feelings about SAPS. This happens every year. Some, like I was years ago, are excited about the prospect of knowing their place amongst the working adults. Others… Well, they’re worried about being separated from their friends, their families. They worry that they won’t like the stream they’re placed in. I don’t blame them though. The thoughts had crossed my mind as well when I had the SAPS. I sometimes wonder if I would have liked a different job…

But I do enjoy my job! I have no complaints about my placement. The year of SAPS? It’s a cakewalk as far as work goes. All we have to do ease any concerns about the SAPS. Course content is intentionally easy for the students to reduce the stress before the SAPS. They tell us that high stress levels can throw off the scan. I can’t say how true that is, but I won’t argue with the higher ups. Personally, I’m not too sure about the SAPS. Not that I can complain too much. Without it, I’d probably be working some minimum wage job flippin’ burgers or something.

It’s hard to believe how much the world has changed in such a short time. I don’t remember what it was like before EDIS, I was too young. But they say I only have a few years left until the virus catches me, so now’s as good a time as any to get sentimental. My students don’t know anything other than this system. They don’t know what it’s like to dream… to have goals… to strive for something. The careers they want as children remain as childhood fantasy. I wish there were something I could do for them, but I wasn’t cut out to be a researcher. According to SAPS that is… I wonder if they’ll go back to the way things were before EDIS once we find a cure… If we find a cure. By that time no one will remember how things were before SAPS. Even my memories are twisted with childhood whimsy and unreliable.

But maybe SAPS does make things better for the kiddos. They don’t have to spend their days worrying about their future. They can put more energy into their friends and hobbies… Maybe this group will be the ones to change the world for the better. I won’t be around to find out I guess, but maybe in a generation or two SAPS will be on its way out. Ha… I guess childhood fantasy never really dies.

==Student A - Barry B. Benson's Journal ==

By: Michal Puzio

[[File:Ai.jpg|300px|thumb|right|Barry B. Benson's journal]]

The account of a caucasian fourteen-year-old heterosexual male, from a middle-class family in the city of Boston, United States of America.

As demonstrated throughout each journal entry, the knowledge and skills taught through the SAPS-oriented class to become an educator created a massive change in the level of communication that the student is able to demonstrate in his journal entries.

==Journal Account #1 ==

Wednesday, October 27, 3610

Dear Journal,

My life has been flipped upside down from this new global pandemic “ EDIS-3610 “. I am so afraid and lost without my parents because apparently this disease only targets older adults. I don’t understand why age matters, but I am safe and living with my older cousins, Bart and Ben, that are under the age of the targeting age of the virus, which is forty. It gets real crazy at times with them, but I do miss having a real adult taking care of me at times. I didn’t know that I would really miss being told what to do, and to have a responsible adult around to take care of things that I could have never imagined I would need to know about. I wish this Pandemic never happened, I miss you Mom and Dad.

==Journal Account #2==

Sunday, December 18, 3610

Dear Journal,

I can’t believe that schools are back opened during this pandemic. I have to worry about homework and survival now? But at least they introduced this cool machine called “SAPS”, the Skills Application Placement Scanner that reads our minds and tells us what type of career would best suit us. I think its pretty cool that a machine could do this, this saves me sooooo much time on deciding what I wanted to be in the near future. Now that I think about it, who will teach us? All the older teachers are probably dead from the pandemic, will we have robots teaching us or will we have young teachers within the classroom? I guess I will find out tomorrow then.

==Journal Account #3==

Monday, December 22, 3610

Dear Journal,

[[File:Future.jpg|300px|thumb|right| Barry B. Benson's School]]

I was shocked to see that the classrooms were filled with all of my classmates and have my old teacher that I don’t like come back, “Mr. Wasp”. I swear he should have stayed home, he looks like he is seventy, you could just tell by how he dresses every day. But besides that, I had a blast returning back to school, being taught useless information that I probably will not need to remember. After the SAPS activity in school, It turns out that I would be an excellent educator in the near future, which I find quite interesting based on my personality to tell the brutal truth all the time, I would think that an educator would not be the best career path to chase with such personality trait. But who knows, if the SAPS tells me I will be a good educator, it wouldn’t hurt to try and become a teacher then.

==Journal Account #4==

Tuesday, June 27, 3611

Dear Journal,

It was a while since I wrote anything in my journal but here I am back at it again. It was a hectic school year, with assignments and tests that were tough. Looking at the school year as a whole, being told what you needed to do and remember was a lot easier for me to understand than the critical reflections that my previous teachers would encourage all the time in class. I found that having a list of expected concepts and theories to learn in class was really enjoyable for me, maybe I like the rigid structure of being taught in Mr. Wasp’s class. I feel as though my vocabulary has tremendously improved, even my older cousins picked up on this change. I hate it that I have to tutor them now. Our classes before were truly hectic, and the structure allowed the class to be more tamed and created a quiet and peaceful environment that allowed me to concentrate on the task in front of me. It could be just me, but I enjoyed the strictness in the class, it reminded me of how my parents treated me before they passed away, with a lot of tough love.

==Student B - Megan's Letter==

By: Kristen

December 9th, 3610

Dear Lucy,

Do you have space at your house? I want to leave the United States but I need your help. You’re my bestfriend and I’m really counting on you to let me stay at your place. I want to come to Canada! Everything is so free there. I want to be free. Here, they don’t even care about me. I have to work right away. I took the SAPS, which is the Skill Application Placement Scan and turns out my strongest skills are in the natural medicine field. Surprise.. So I have to take on my parents holistic medicine practice before they die. I can’t watch EDIS3610 get any worse. I don’t want to watch my parents die. Especially when the medicine they work with can’t fix whatever this virus is. And you know how well that stuff works for us.
I will be trapped here with the only skill set I am good at - nutrition and health knowledge. Plus managing my dead parent’s holistic nutrition and wellness store. That’s too much pressure. I’m not ready to take on all that responsibility. But the government doesn’t even care here. If I fight it they will just make me work as a garbage gal. Which makes no sense because I don’t even know how to drive yet, let alone a garbage truck. I’m 15! These expectations and this system is crazy, right?!
What about Rome? We’ve been talking about our trip to Rome since grade 6! If I don’t escape it’s goodbye travelling the world for me. I want to stick with our plan of travelling as soon as we are out of highschool. And then maybe I can work for my parents company while going to university for something I love, like singing. Singing is not even a division in the skill assessment! I want to be in control of my own life. Just because EDIS3610 is taking over the States doesn’t mean it has to take over my life.

[[File:future homes.jpg|300px|thumb|right|Megan's Neighbourhood]]

So here’s the plan. On December 15th, I’m coming to Canada. This will give you time to e-deliver your ID card to me, and I will figure out how to replace your iris scan with mine. I will be you, Lucy Ann Smith! I know everything about you so this should work perfectly. It has to because I’m deleting all proof of my identification of being a resident here. I’m going to take the autobus. And only residents from Canada are allowed back in so I’ll hop on a plane with all my belongings and meet you at Pearson airport. I’ll be starting a brand new life in Canada and will have to figure out how to become a citizen once I arrive but I’ll hide in the meantime. I don’t care. I’m sorry to put this on you but I have to get out. I can’t rebel against the system so I have to get out of the system. I’m running out of time. Once my parents pass I take on their business right away and then that’s it for me. I'm stuck. I’m acting quick and buying my ticket to Canada before I get stuck.
I'm so sorry to put this on you so suddenly and out of the blue. This is going to work. It won’t get you into any trouble, I promise. I just need your ID ASAP. I will have no family here soon but I’m so glad I have you! Without you I’d really end up alone. Send me everything as soon as you can! I’ll take care of the extra costs.

See you soon enough!

Love,
Meg...I mean, Lucy ;)

==Megan's Letter, after arriving to Canada==

By: Kristen

December 25, 3610

Dear Mom and Dad,

Merry Christmas. I’m sorry I couldn’t spend this last Christmas with you. I love you both, I just had to get out of there. I couldn’t be a part of the new system. I don’t like that I can’t choose what kind of career path I want. Is SAPS even accurate?! I still don’t get it, and I don’t want to get it…
It’s way better here! Canada’s system is culturally responsive learning-based. I’m thriving here! The banking model, extreme streaming approach back home was not going to give me the future I know I wanted for myself.
[[File:Glass Laptop.jpeg|300px|thumb|right| Megan's Laptop]]
SAPS just had way more cons than pros to me. It puts students in boxes without choice, there is no room for curiosity, and it’s invasive!!! A machine is scanning children's brains! Your life is supposed to be made up of your own choices, which have failures and accomplishments that come with those choices! If anything, SAPS deprives us of the most important kind of learning that will allow the next generation to live their lives confidently and be capable of making their own decisions. I was looking forward to grade 12 to see if I can make my “next chapter” decision by myself. I will get to do that here. I’m proud of myself for getting out of that terrible system. I know you are both proud of me for making this decision to move to Canada, as well. Thank you so much for your support. I love you so so much.

Love,
Megan

Corporate Anthem

2020-11-23T19:20:23Z

Soniasonia:

[[File:children.JPG|400px|right]]

Little chip on my wrist , tell me what to do

I will honour and obey you so we keep our corp-e-nation new

Continue with your teachings so I can climb on top

And work for you, make for you, be the cream of the crop

I will offer you my knowledge for exchange of what you know

And will offer you my teachings for the wealth I swear to show

Raise me just ten merits and accept me with your glory

And you will trust and learn and understand that I am in your story

World 8

2020-11-22T16:33:14Z

Nabila: /* Societal Impact */

== VIRIS ==

[[File:smallscreent.jpg|250px|thumb|right|VIRIS Model X]]

[[File:crazy-lens-cyborg-a.jpg|250px|thumb|right|VIRIS Model Y]]

[[File:person.jpg|500px|thumb|right|VIRIS Vision: the lenses give information on person you are looking at for more than 3 seconds]]

VIRIS is a revolutionary contact lens system which allows one to detect any particles which may threaten human health as well as identify citizens who have compromised immune systems. Since 2020 this device has been known to improve public health and look out for the wellbeing of citizens.

There are currently two different models of the device. The first being the standard version, Model X. The Model X is able to detect virus particles - even if they are airborne. They can detect if someone is sick with a viral infection regardless of whether they are showing symptoms or not. Limitations to this model are its lack of ability to fully identify any bacterial infections such as Strep Throat. Moreover, Model X is not able to calculate contagion levels.

The second, and most recent model of VIRIS is Model Y. Model Y offers advanced features. Model Y will give one the ability to view someone’s brief family history, including the country their parents were born in, and any genetic diseases associated with the family. These advanced lenses collect the personal information of the user including legal name, sex, current health-status as well as the age of the individual. Moreover, Model Y offers a bonus feature that allows one to understand different languages. The most recent update allows one to read captions in their preferred language when someone is speaking a different language.

Minimum network requirement to operate this device is a 4G network and also has Wi-Fi capabilities to use. The Model X is now the most affordable device available at a price point of $650-$700 CAD. Model Y, however, is the most widely used and the most expensive at a price point of $1500-$2000 CAD.

=== Initial Release ===

At the beginning of the VIRIS life cycle there were some people who were initially skeptical. LENZ with a Z was quite thorough in their research and development for this product- testing on voluntary people from almost every ethnicity, health status, and gender and weight. Many concerns were regarding whether this product would damage one's natural eye sight. Dr. Ojo - an expert optometrist- made it clear that LENZ with a Z's technology does not further damage natural human eye sight nor does it cause damage to already healthy eyes.

Early Innovators of this technology encouraged the public to accept the benefits of this product and with consistent rising cases of COVID-19 in 2020 it was clear that the human race needed a tool to further understand just how easily transferable the virus was. Once specialists of WHO were involved with LENZ with a Z VIRIS was almost instantly accepted by the public.

=== Is VIRIS for you? ===

The development of VIRIS has brought innovation for safety and improving public health. Many public sectors such as public parks, shopping malls, and public schools understand that not everyone will be able to afford this technology and so the use of VIRIS is completely up to the individual to use or not. In a number of private sectors; however, VIRIS has become a requirement to wear and has become part of uniform in many office buildings and private schools.

==== Children and VIRIS ====

In all models of VIRIS a Children's mode was developed for young kids ages 6-10. This setting was created to first introduce kids into learning about public health and safety. It offers a simplistic representation of the cleanliness of a space before they enter it. Moreover, if children attempt to approach a red zone there is a warning "beeping" sound that the child can hear. It does not provide information to children about the personal information of an individual.

[[File:safe.jpg|250px|thumb|right|Example of what children see through VIRIS lens in a safe environment]]

[[File:danger.jpg|250px|thumb|right|Example of what children see through VIRIS lens in a high-risk environment]]

==== Safety Concerns ====

To get the full experience of VIRIS and ensure that VIRIS lenses last for a full 3 years it is essential to follow the cleaning procedures included in the VIRIS package. A sample cleaning kit is included with a first-time purchase of VIRIS and various subscriptions are available to receive the full cleaning set.

Notifications are sent to smartphones to remind customers that they must clean their lenses after every use at the end of the day. Failure to do so will lead to difficulty in putting the lenses on in the next use. This safety feature is to ensure that the natural eye remains clean and healthy.

For regular contact lens users or those who wear corrective glasses a prescription VIRIS is available - the cleaning procedures are similar with a few added steps outlined in the VIRIS cleaning kit.

== History ==
VIRIS was created in 2020 by LENZ with a Z, a startup created by Bill Gates, Canadian university researchers and Bayer, an international pharmaceutical company. VIRIS was conceptualized as a response to the COVID-19 Pandemic that began in 2019 which lasted until 2022 and resurfaced again in 2025 as VIRIS was still in its infancy and bug fixes were being rolled out to users. The product was secretly developed by LENZ with a Z as Gates, researchers and the medical industry became less confident that enough vaccines could be produced to successfully combat COVID-19 and future pandemics given the widespread damage to economic, social, political and healthcare systems in the wake of COVID-19.

[[File:bayer bill gates.jpg|250px|thumb|right|Gates, Bayer executives and healthcare/agriculture officials at the "Zero By 40 Meeting" 2019]]

=== Project Implementation: 2020-2026 ===

The Bill and Melinda Gates Foundation already had prior experience with Bayer as Bill Gates had attended a conference to eradicate Malaria by 2040 which he attended in 2019. Due to these prior connections The project to design VIRIS was quickly implemented in the winter of 2020 leading into 2021 as immense funding from The Bill and Melinda Gates Foundation and Bayer pushed the project ahead quite quickly. Consequently, Model X, the company’s initial offering was in the hands of consumers in 2021. This had an immediate impact as users were able to stay away from people and areas that contained any harmful pathogens and this initially accelerated the disappearance of COVID-19 despite reports of a lack of worldwide adherence to social distancing measures.
Rates of Illness steadily declined after Model X was released although a mutated strain of COVID-19 resurfaced in 2025. It was revealed that the resurgence of viral activity was due to a major software bug which incorrectly identified unsafe areas as pathogen-free and vice versa.
Through the discovery of the software bug In Model X update 1.06 it was revealed that VIRIS had many serious social implications as stigma surrounded those with viral activity – and they were often wrongly identified. Some critics argue that the bug issues and stigmatization should be blamed on the growing divide between Gates and Bayer, as the two tried to take LENZ with a Z in different directions. Gates wanted to make (product) more accessible worldwide while Bayer wanted to continue raising the price and marketing Model X to grow the business.

=== Good, Bad and Model Y: 2026-2040 ===

After working out many of the software issues, VIRIS became crucial to eliminating the spread of disease and increasing overall health of the global population. Cures for cancer and HIV became more promising as researchers and the healthcare industry could focus more directly on new areas as preventing pandemics became a secondary concern.
As Governments and NGOs alike had to focus less on illnesses, they turned to fighting against equality issues and realized that VIRIS had negative societal affects as well. Health outcomes of low-income families remained low as they struggled to afford Model X and this disproportionately affected oppressed members of society based on race, gender and sexuality.
Some school boards used VIRIS as a teaching tool to introduce children to public health education and supplied Model X to all students, while many private institutions closed their doors to students who did not have VIRIS due to associated risk, further deepening the wealth gap associated with private schooling.

==== Model Y: 2034 ====

Model Y was seen as a vast improvement over Model X and further protected users, but was also direct proof to critics that VIRIS disparately protected only the wealthy with its retail price of $1500. With its new features, many also began to worry about government agencies and LENZ with a Z collecting data and conducting surveillance on VIRIS users. Model Y also opened the door for new learning opportunities and modalities as the captioning upgrade made second-language learning more accessible and allowed for digital literacy alphanumeric literacy learning to occur simultaneously. This came with a caveat though, as those who could not afford VIRIS were further disadvantaged in the learning system as a result of these resources being out of reach.

=== Onwards: 2040- ===

With the release of Model Z expected soon, many humanitarian organizations are calling for LENZ with a Z to subsidize the cost of VIRIS to low income users or to make the base model, X free so that income, and racialized disparities existing in society are eliminated. Many have argued that VIRIS played a role in exacerbating equity issues worldwide despite alleviating pressure on the global healthcare system.

== Education (Jee-ae Joanna) ==

Revolutionary contact lenses, VIRIS, opened new avenues of change and modification within the education system. VIRIS became an overarching invention, of which its impacts filtrated school curriculums, school funding systems and the pedagogical methods used in classrooms.

==== Distribution and Accessibility ====
Since its launch in 2020, VIRIS proposed multiple concerns of equal access and distribution of the technology amongst students and teachers. Private school institutions remain to exclusively accept students who can afford VIRIS, due to the associated risks of opening doors to those who do not have the contact lenses. This policy further increased economic disparities, between families in public schooling and those in the private schooling system. Consequently, such unequal distribution and accessibility led to an expected increase of positive COVID-19 cases in public schools.

[[File:Education viris.jpg|500px|thumb|right|Grade 10 science class' studying VIRIS lense]]

In the same way school boards provide students with technological resources like iPads and Chromebooks, a similar initiative was put in place by The Ministry of Education in 2028 to fund Ontario public school boards, in order to provide students with the virus-detecting technology. This initiative raised issues of inequitable funding, due to unequal distribution of investment money between school districts and regions. More populous areas saw greater amounts of funding, compared to cases in smaller, less populous regions and districts. As of 2040, schools situated on Indigenous reserves remain inadequately unfunded by the government to provide students and teachers with VIRIS lenses.

==== New Pedagogical Approaches ====
Since the outbreak of COVID-19 in late 2019, there has been a global manifestation of fear towards viruses and bacteria. For this reason, teachers of Grade 3 students or younger, are instructed to employ different pedagogical approaches when teaching the concept of bacteria and viruses. The concept of VIRIS is explained through multimodal teaching pedagogies. Kids are taught that the colour red and the icon “!”, symbolizes “bad” and “harmful”, as a result, one should not go near or touch the area, object or person. On the other hand, the colour green is taught to be a “safe colour”. A feature of VIRIS Model Y signals beeping sounds when someone is entering a red zone. As a result, children are taught in school that certain sounds are associated with danger. Such teaching pedagogies are constructed in relation to multimodal and multimedia pedagogies that integrate diverse semiotics to enhance learning. As society is now vastly digital, similar representations of icons, colours and signs on phones and computers, are used to teach the concept of unsafe infected zones and zones that are safe.
[[File:Contactlens.jpg|250px|thumb|left|Dual-lingual caption feature on VIRIS]]

==== VIRIS for L2 Learning ====

VIRIS has become a teaching tool for second-language acquisition, otherwise known as, L2 learning. The caption feature of Model Y enables students to listen to teachers and peers speak in English, while simultaneously viewing captions in their native language. This feature on VIRIS has been compared to dual-lingual texts, used as pedagogical methods to teach ESL learners by using multiple semiotics from one’s native language and the English language. The dual-lingual feature on VIRIS Model Y has not only made positive impacts on an educational level, but also in the social lives of ESL learners, who now have an easier time communicating and interacting with other peers who only speak English. Moreover, VIRIS Model Y has been used in French classes, to enhance the linguistic proficiency of students, particularly the oral and listening competence of FSL learners.

==== Curriculum Reforms ====
VIRIS has become an overarching invention that has revolutionized social, cultural, economic and political contexts of the world. As a result, in 2026 The Ministry of Education released updated Kindergarten - Grade 12 curriculums, with modified and adapted curriculum goals and expectations.
Social Sciences and Humanities (a course offered at the secondary level), saw significant adaptations in its curriculum, particular in the following subsections: Equity Studies, Health Studies, Sociology and Psychology. In the same way schools address issues of race and intersectionality, teachers teach students about societal, racial and economic discrimination and marginalization created from the invention of VIRIS. In courses like Psychology and Sociology, students discuss how VIRIS has transformed the way people see the world. An emphasized topic in these courses is the stigmatization created towards people who cannot afford VIRIS, against people that are labeled "infected" and communities with higher rates of infected residents.

VIRIS has also been integrated in Science curriculums for students in Grade 7-12, each with a highlighted unit focusing on the symptoms, side effects and functions of VIRIS lenses. Science teachers use VIRIS as case studies and science experiments to teach students the biological interaction between the human eye and brain, in relation to the virus-detecting lenses. Moreover, VIRIS is integrated in history curriculums, as The Ministry of Education found it vital for students to have a profound understanding of the historical events and contexts that have led us to today’s world of VIRIS lenses.

== Societal Impact ==

[[File:899102-john-hopkins-map.jpg|470px|thumb|left|COVID-19 Pandemic in the year 2020]]

With over 1.47 million deaths in 2020 due to COVID-19, VIRIS technology allowed individuals to protect their health from all forms of VIRIS and illness. The ability to screen individuals, objects, and areas have made it possible for the government to control and limit the death toll for any illness that is contagious and can harm individuals due to physical and sexual contact, with the goal of eliminating the spread of any form of the disease that exists and will in future.

==== Positive Societal Impact ====

VIRIS recognized the severe issue of both physical and mental health being harmed and destroyed during the pandemic in the year 2019 resulting in citizens looking out for themselves with the help of VIRIS. The technology allows every area, individual, and object that has come in contact with any illness or disease as soon as a person recognizes it through the lens screening. This has resulted in individuals being aware when they need to get vaccinated or stay away from all forms of gatherings to help protect any spread of their disease or illness, which as a result protects the society at large.

==== Statistics & Data Collection ====

[[File:AdobeStock_288993543-scaled.jpeg|470px|thumb|right|Statistics & Data Analytics from VIRIS users]]

For the purpose of collecting data of the society's population, VIRIS automatically provides data collection for statistical purposes with the aim and goal to provide aid and services to those who are affected the most depending on their age, sexuality, location, and race. Analyzing the data of everything that is screened as red is a way to also follow up and check in with individuals, people that are responsible for areas and objects to make sure that they are taking the precautionary measures or disinfecting the entire area within a few minutes the area is recognized in the red zone.

==== Negative Societal Impact ====

VIRIS has been responsible for citizens to feel extremely uncomfortable in public places and large or small gatherings where they are unaware of the people that they come across since the technology allows for people to identify the race, gender, sexual orientation, and age of others through the contacts without even knowing their name. Individuals have developed a fear and discomfort of having strangers know their personal information since there are times people feel they wish to not inform people of their age or sexual orientation for instance.
VIRIS technology has increased the risk of individuals to experience discrimination all depending on which race, age, gender, and sexual orientation is identified according to the statistics and data received by LENZ to be those who are more susceptible to getting sick or ill, resulting in the spread of it to others. This discriminates against everyone that struggles and copes with a low immune system or struggles with illnesses that result in their risk to get sick to be extremely high not as a choice but since birth.

==== Mental Health & Discrimination ====

Citizens who are of a lower economic class and low income have struggled with being unable to purchase VIRIS, resulting in them being outcasted within the society as people who are careless of their own health, which translates to not caring about society at large. Depending on what the statistics illustrate to be an inferior age, gender, race, and sexuality within the society, discrimination, hate, and isolation is a result, allowing for people to struggle with their mental health. Stereotypes have been developed due to the generalizations VIRIS has allowed to take place within the society, since everyone has access to the statistics that are updated every second for everyone to view and identify which group or type of people are high risk. Most importantly, citizens feel most uncomfortable with their personal and health information are sent out to LENZ and the government, which is a breach of privacy and a way that individuals feel they are being observed and watched when they do not wish to.

== Group Members ==

Samantha Dungca, Nabila Elahi, Jee-ae Joanna Lee, Brendan Spencer

Zines

2020-11-22T04:48:44Z

Jazminci:

A zine made by and for the counter culture. The unfolded zine titled ''HOW TO Deactivate THE CHIP'' demonstrates various ways to deactivate the '''Nozama CHIP™'''. Zines, such as this one, would be distributed and shared by many individuals to dispense information within the counter culture. Zines were cheap and accessible to produce, while also being easy to hide and destroy as they were typically made with paper and pen. The author of this zine (and most zines) is unknown to keep anonymity, in the case if Nozama ever aquired this self-published work.

[[File:ZineArtifact.png]]

Biascopes' Press Release on Education

2020-11-21T02:23:30Z

Claudia: Blanked the page

Education & Biascope

2020-11-21T02:20:03Z

Dorianck:

== Biascopes Press Release on Education ==

June 5th, 2050 marks the 5th anniversary of the introduction of Biascope. Since that time, the app has revolutionized education. With over 20 million downloads worldwide, Biascope consistently ranks in the top ten downloaded apps annually.

Before the release of the Biascope app, the education system was riddled with unconscious bias that led to both subtle and blatant forms of racism, sexism and classism.Research showed that people of colour experienced racism in the education system starting from preschool. One study showed that Black children were suspended almost four times more than White children. Psychological tests showed that teachers often had unconscious, negative beliefs about people outside their own race, gender and economic background. Young boys were often targeted for more severe forms of punishment than their female counterparts. Black boys in particular, had the harshest punishments. Other studies showed that a teacher’s expectation that a child would succeed in their classroom, often led to this result. The opposite was also true, meaning when teachers expected certain students to do badly, they did. This expectation was often tied to gender, race and class, resulting in Caucasian students of middle class homes, doing better than other groups. Although anti-bias education for students was introduced over 25 years ago, the results were not successful. While students understood the topic and successfully implemented it in classroom discussions, when examined further it was found that the results did not translate outside the classroom. Similarly, with teachers, although they received extensive anti-bias training on a regular basis, when school populations were examined in studies, a bias in favour of Caucasian students was found to exist.

For this reason, the engineers behind the Biascope app, used their knowledge of human nature to create an app that would be sensitive to all aspects of racial, gender, class and sex biases. Since its introduction there has been an 87% drop in racially motivated hate crimes in schools. Similarly there has been a significant drop in bullying incidents of LGBTQ+ youth. Differences between the success rate of students living below the poverty line compared to those who identified as being part of the middle class has dropped to 14%. The number of suspensions of Black students over other groups has dropped by 93%. After downloading and using Biascope for one year, students reported a more positive view of the opposite sex and different races. 96% of teachers reported using the bias app both in and out of school settings. The majority ranked the app as more necessary to their everyday lives than any other social media app. Biascope ranked higher than Facebook and Instagram in this year's Times Review of Social Media Apps. Biascope is happy to be releasing several new features that will be announced in next month’s Biascope Biannual Shareholders Conference.

Diary of an anonymous high school teacher:

2020-11-19T22:44:01Z

Claudia:

[[File:teacher.png|750px]]

Diary of an anonymous 10th grade student:

2020-11-19T22:39:35Z

Claudia:

[[File:student.png|750px]]

Critiques of Biascope

2020-11-19T22:03:00Z

Claudia: Created page with "Pros: Marketing Projections (AppName) was developed in 2045 using a combination of technologies to reach and uncover the deepest part of the human psyche – the subconscious..."

Pros: Marketing Projections

(AppName) was developed in 2045 using a combination of technologies to reach and uncover the deepest part of the human psyche – the subconscious. It was introduced to assist the court system, which for decades has been criticized as unfair and outdated. Indeed, it has worked to free thousands of accused criminals who were wrongly imprisoned due to jury decisions and flawed loopholes. On the other hand, it also brought justice to those who were able to walk freely due to their power and status within society. The results were promising; an honest population and a step towards a perfect world. The problems that once plagued humanity suddenly had a clear solution.

Over the next few years, (AppName) was licenced and distributed for personal use. It was not mandatory then, yet by 2048 the federal government made the weighty decision to implement this technology into schools. Their reasoning was simple: morally correct students will shape the future into one with less division and more content. Within the studies that were conducted, researchers found that (AppName) genuinely makes people into better human beings. They have noted that constantly being reminded of personal bias as well as respectful thoughts encourages individuals to work towards change. While it is too early to tell, there have been speculations that the moderate number of personal users, outside of schools, have already decreased the amount of conflict that goes on in public places.

Cons: Rebellion/Scepticism

Since the public initiation of (AppName), there has been scepticism of and even full rebellion against this technology. Several groups have publicly declared it an “invasion of privacy,” (Citizens Against Surveillance, 2049) stating that they refuse to have their own subconscious thoughts monitored regardless of who it benefits. Even with the government’s justification for instilling this technology in schools, there is concern about why all students must participate. In response, some radical groups have suggested reverting back to how things were in the early twenty-first century, when “freedom of speech meant something” (Nationalists of NA, 2047), to which critics responded that free speech should not come at the expense of other groups or identities, which is what (AppName) aims to fix.

Others have called attention to the growing suspicion that this app is, whether intentionally or not, gearing people to behave and think in the same way. This is because individuals receive similar alerts for similar thoughts, which may unknowingly influence them to change their patterns of thinking altogether. There is, essentially, an ideal way the app assumes people should be thinking. Multiple parents have come forward with reports of growing similarities between their children’s distinct personalities, causing them to question whether the use of (AppName) is necessary for so many youths at all times.

Diaries:

Diary of a 10th grade student, anonymous

I’ve been using (AppName) for about two or three months now, and I’m going to write a little about how it’s been. At first, it was good because it helped me feel better about myself and l was able to learn about all the ways I’ve been unfair or had bad thoughts without even realizing it. But then, I realized it was also stopping me from making mistakes that I could learn from on my own. (AppName) didn’t let me do even the little things that might be problematic because it would warn me right away and I would know, okay, I can’t do that. I’m not saying it’s bad, since I know it’s doing a lot of good things for the world. I just wish it would let me be human without making every negative thought into a lesson.

Diary of a high school teacher, anonymous

After installing (AppName), my job has become much more enjoyable and perhaps even easier! There are less problems between the students in school and I think everyone feels more included. It’s safer for sure. In the classroom, we’re able to have respectful discussions and I’m able to assess students based strictly on their learning. I’ve always worried that deep down, I would play favourites, but now I don’t worry about that at all. I can focus on doing what needs to get done and my old worries have been washed away.

Bronson

2020-11-19T22:02:04Z

Claudia: Blanked the page

Critiques of App Name

2020-11-19T18:44:21Z

Claudia: Created page with " (AppName) was developed in 2045 using a combination of technologies to reach and uncover the deepest part of the human psyche – the subconscious. It was introduced to assis..."

(AppName) was developed in 2045 using a combination of technologies to reach and uncover the deepest part of the human psyche – the subconscious. It was introduced to assist the court system, which for decades has been criticized as unfair and outdated. Indeed, it has worked to free thousands of accused criminals who were wrongly imprisoned due to jury decisions and flawed loopholes. On the other hand, it also brought justice to those who were able to walk freely due to their power and status within society. The results were promising; an honest population and a step towards a perfect world. The problems that once plagued humanity suddenly had a clear solution.

Over the next few years, (AppName) was licensed and distributed for personal use. It was not mandatory then, yet by 2048 the federal government made the weighty decision to implement this technology into schools. Their reasoning was simple: morally correct students will shape the future into one with less division and more content. Within the studies that were conducted, researchers found that (AppName) genuinely makes people into better human beings. They have noted that constantly being reminded of personal bias as well as respectful thoughts encourages individuals to work towards change. While it is too early to tell, there have been speculations that the moderate number of personal users, outside of schools, have already decreased the amount of conflict that goes on in public places.

Cons: Rebellion/Scepticism

Since the public initiation of (AppName), there has been scepticism of and even full rebellion against this technology. Several groups have publicly declared it an “invasion of privacy,” (Citizens Against Surveillance, 2049) stating that they refuse to have their own subconscious thoughts monitored regardless of who it benefits. Even with the government’s justification for instilling this technology in schools, there is concern about why all students must participate. In response, some radical groups have suggested reverting back to how things were in the early twenty-first century, when “freedom of speech meant something” (Nationalists of NA, 2047), to which critics responded that free speech should not come at the expense of other groups or identities, which is what (AppName) aims to fix.

Others have called attention to the growing suspicion that this app is, whether intentionally or not, gearing people to behave and think in the same way. This is because individuals receive similar alerts for similar thoughts, which may unknowingly influence them to change their patterns of thinking altogether. There is, essentially, an ideal way the app assumes people should be thinking. Multiple parents have come forward with reports of growing similarities between their children’s distinct personalities, causing them to question whether the use of (AppName) is necessary for so many youths at all times.

----

Diary of a 10th grade student, anonymous

I’ve been using (AppName) for about two or three months now, and I’m going to write a little about how it’s been. At first, it was good because it helped me feel better about myself and l was able to learn about all the ways I’ve been unfair or had bad thoughts without even realizing it. But then, I realized it was also stopping me from making mistakes that I could learn from on my own. (AppName) didn’t let me do even the little things that might be problematic because it would warn me right away and I would know, okay, I can’t do that. I’m not saying it’s bad, since I know it’s doing a lot of good things for the world. I just wish it would let me be human without making every negative thought into a lesson.

Diary of a high school teacher, anonymous

After installing (AppName), my job has become much more enjoyable and perhaps even easier! There are less problems between the students in school and I think everyone feels more included. It’s safer for sure. In the classroom, we’re able to have respectful discussions and I’m able to assess students based strictly on their learning. I’ve always worried that deep down, I would play favourites, but now I don’t worry about that at all. I can focus on doing what needs to get done and my old worries have been washed away.

Implications on Society

2020-11-19T18:40:07Z

Claudia: Blanked the page

Part 2

2020-11-19T18:22:11Z

Claudia: Created page with "hahahahahahaa"

hahahahahahaa

World 3

2020-11-19T18:14:40Z

Chaumeka: /* Breaking Barriers of Education */

== Biascope ==

[[File:Logo.jpg|250px|thumb|right|Biascope's Logo]]

Biascope Inc. is a Canadian biotech company specializing in consumer goods such as wearable tech and smartphone applications, established in 2045 by Merridan Sironka. The app utilizes an algorithm and wearable technology, such as EEG earbuds and a smartwatch heart monitor, to detect brain wave activity and heart rate to measure bias. Sironka started developing this technology after constantly witnessing her parents being denied opportunities based on their backgrounds and perceived identities.

== The Blueprint for Biascope ==
=== Imagine... ===
Imagine a world in which car crashes could be prevented, school shootings could be eliminated, racism could significantly decline, and we’d feel better about ourselves and have greater capacities for self-respect and feelings of worth. Envision a world in which humans are better able to regulate their emotional and physical wellbeing by the use of an app, downloadable to both smart devices and laptops. Similar to a smart watch, this app monitors heart rate, counts steps, etc. but is also equipped with an AI brain that allows it to detect our subconscious thoughts and emotions. It’ll be able to monitor our brain waves and activity and also pick up signals of developing thoughts of bias, hatred, anger, and the like.

=== Potential Preventions ===
But what about when we lose control? What about when we begin developing unhealthy, biased or racial ideas about others or groups? What about when we give into the pressures of fitting in and lose our senses of self-worth and dignity? What if we could prevent this?

What if we each had an app with face-recognition that could warn us of incoming threats? Or that could read our facial expressions and help us develop more friendly demeanours? What if the app measured our brain activity and sent us notifications and empowerment texts when we were feeling down or more dangerously, attempting self-harm or suicide? What if this app could sync with our cars and detect an oncoming vehicle and prevent an accident? Or prevent us from going over the speed limit? What if this app was connected to the police and alerted the necessary individuals of local dangers or medical emergencies?

=== Outweighing the Potential Negatives ===
The dangers of such an app are obvious, such as its information getting in the hands of the wrong individual or group, or it taking away our freedom of choice to make a mistake and grow from there. But, what if it was designed in such a way that each user could program its settings to release certain information to only specific individuals, similar to how a doctor requires that their patients sign a medical release before consultation with a colleague or before sharing a medical chart. What if it gave people a greater sense of autonomy and kept the community, our schools, and our social venues safer?

=== Early Inspiration for Biascope ===

Biascope used a combination of existing technologies to develop its first prototypes, before producing and developing their first version of the app and first product lineup. Until Biascope, there were no apps or technology that could monitor underlying biases and give feedback in real time. The first algorithms developed for the app were based loosely on the algorithms used by Facebook, Google, and Amazon back in the 2020s and that are still used today.

While they didn’t have apps and devices to specifically monitor and log our biases, emotions, and subconscious, social media and other apps would monitor our habits, location, and other aspects of our lives. So many times, we’d be talking about a certain product and within the same day, Google or Facebook seem to know exactly what to advertise to us, either through Facebook, YouTube, Instagram, or even our search engine. Our “suggested” tabs would fill up with products we may have mentioned one or two times in passing. Maybe you spoke to your brother about bulking up? Whey protein, exercise bands, and weight sets seem to be in your “recommended products”; fitness pages and models are in your explore tab on Instagram; Goodlife and LA Fitness banners are now littered across your Facebook page; and of course we all clicked. We all want to check out that “goal physique”. We’re curious, how much is that protein powder? What are the benefits? If you’ve liked, shared, or saved any of these posts, you’re now telling the algorithm "I’M INTERESTED! I WANT THAT!" So now, even if you were not thinking about this too heavily, it’ll be constantly marketed towards you.

Facebook still has the ability to track other websites you’re visiting even when you’re not using it. Because Facebook owns Instagram and WhatsApp, it’s not far fetched to think that all of these apps are constantly monitoring the websites you’re visiting, conversations you’re having, and places you’ve been. Google tracks you through services like Google maps, weather updates, and browser searches, and can get an idea of places or businesses you frequent, topics and products you’re “Googling”, and videos of interest on YouTube, etc. Wearable tech such as FitBits and smartwatches were first designed to track your heartbeat, temperature, and other vital signs. Front facing cameras can distinguish distinct human faces from one another. Fingerprint sensors can detect and store fingerprints, however there were no apps to translate this data into bias or emotional data.

Initially people were uncomfortable with the idea of being tracked and advertised to personally. Many people thought it to be an invasion of privacy. However, safeguards such as location blockers and private modes would prevent sites and apps from tracking you to an extent. While some people were uneasy with these extremely personalized ads, others found them to be convenient and enjoyed a more tailored ad experience. With Biascope, many people also had reservations and were concerned with privacy issues. People worried that their information would be tracked and stored for purposes such as marketing, and felt uncomfortable with a company having access to their feelings. Similar to Facebook and Google, these people have a choice to not use the technology, however, much like these established tech giants, biotech is now deeply ingrained in our society and culture. Not using the app to preserve our privacy may cost us job opportunities and create a social disconnect from our peers. Ironically, people may feel bias towards you for not constantly monitoring and trying to improve your bias.

While the algorithms used in these websites and apps track your buying bias and search history, it was hard for these algorithms to determine your bias towards race, age, gender, sexual orientation etc., and your emotions and subconscious. There were quizzes to test for bias and general personality types, though these would take time and required transparency and honesty from the user. IBM released a program called OpenScale to monitor their AI and machine learning for bias against protected attributes such as sex, ethnicity, age, religion, marital status, etc. These bias monitors help to speed up configuration and ensure that AI models are being checked for fairness against sensitive attributes.

Today, Biascope has taken these algorithms and combined them with wearable tech that monitors your brainwaves to determine when you are experiencing negative thoughts and emotions. By using the app, we are better able to understand when we are feeling these negative thoughts, and therefore know when to reflect on why we are experiencing these thoughts. As a result, people have been able to recognize their biases more easily.

== Education ==
=== Introduction to Adolescent Development ===
Adolescent years are some of the most personally challenging and traumatic years we’ll ever face in our lives. Our bodies experience biological and physiological changes, our emotions go through constant fluctuations, and our mental wellness is tried on a continuous basis because of our changing hormones. In addition to this, our psychological developmental task during these is to begin creating our own identity and breaking away from the ones our parents created for us. It’s a time during which we’re in between childhood and adulthood, and in which we can safely begin wading through the waters of adult responsibilities without totally being held accountable for them.

By and large, this self-identity relies heavily on our peer relationships - the groups we fit into and hope to be included in, the ways others think of us, and the ways we perceive ourselves based on those of these influences. Adolescence is a time for us to also develop our senses of right and wrong and truth and falsehood. It is during these years that we begin asking ourselves the “big” questions and thinking about the larger world around us and our place therein. We take risks largely because our cognitive capacities for decision-making aren’t fully developed yet, and push the boundaries of what we once thought was possible. All this is good and healthy, and should be encouraged. Thus, what role does education and learning play at the developmental stage? How can adolescent self awareness and independence facilitate their learning experiences?

=== Breaking Barriers of Education ===

[[File: teacher student collaboration.jpg|350px|thumb|right|Collaborative, co-constructivist approach to learning in 2045 enabled with the help of Biascope ]]

Although Biascope was not in use within the education system in the beginning of its time, as other fields began to observe impressive positive outcomes, it became vital in Canada’s education system. Until the 2040s, some of the significant concerns of teacher-student relationships, assessments in school, and overall student success were the implicit biases of educators. Research in 2017 shows that students from marginalized groups continued to be streamed into more college-based courses rather than those leading to university education (Maynard, 2017). Additionally, even the students from marginalized groups who overcame academic barriers were assessed poorly with regards to their learning skills compared to their peers primarily due to the implicit biases of educators. These biases had detrimental effects on the success of students who were marginalized because of their race, socio-economic status, sexual orientation, gender, and difference in ability (Parekh et al, 2018). To address, alleviate, and eventually eliminate these biases, Biascope was deemed necessary to be included in school, especially by professionals in education. A few years later, it was also highly recommended to be used by students starting from grade 6.

[[File: Indigenous ways of knowing.png|350px|thumb|right|Biascope has helped educators in overcoming the criticisms of Indigenous Ways of Knowing by reducing subjective assessments in educators. This image is from ''Indigenous Ways of Knowing'' pedagogies of an Ontario elementary school online text, as a key component of the curriculum.]]

Until the 2030s, the education system relied heavily on standardized tests, where every subject in every grade and school will be assessed through question and answer test formats. However, now, with the support of Biascope's technology, the education system has moved towards fewer standardized testing and more collaborative tasks that asses a student’s progress. Some educators who teach subjects like "Mathematics through Art" and "Geographical Politics" have completely shifted away from standardized testing. Students are now far more self-aware and self-reliant since using this technology, which has helped identify their own biases at an early stage of development. Most of the current research has shown that key components of social-emotional learning (SEL) such as self awareness, especially of implicit biases, and self-reliance in education has resulted in young people becoming more empathetic as they grow into adulthood. Additionally, as a result of more self-awareness and self-inquiry, the power dynamics that existed between teachers and students in the 2020s and 2030s is now disrupted. Through combining culturally responsive pedagogies and Indigenous Ways of Knowing, students and educators work together to co-construct multiple methods that are focused more on meaningful learning unlike in the past where passing the course was the primary objective for students. Indigenous ways of knowing represented in today's curriculum involves narrative-driven learning, visualised learning plans, hands-on and reflective techniques, use of symbols and metaphors, land-based learning, synergistic logic, scaffolded genre mastery, and connectedness to community. Some of the major criticisms for this learning included the heightened risk for teacher bias and subjectivity in assessing learning. However with the technology of Biascope, this subjectivity has been overcome today.

Thus, Biascope has facilitated a collaborative learning environment for teachers and learners where student input is a key component of today's education. With this shift of culture in education Biascope holds the promise of encouraging more independent, self reliant, and empathetic generations in the future. Furthermore, with education being completely global now and what was considered "remote" learning during the COVID-19 pandemic in 2020 is now known as just learning. Students from all over the world have much fewer barriers to pursue education from different countries and cultures and with this expanse of globalization, new biases emerging is seen as inevitable according to the research article, ''"Analysing the Difference Between Escaping and Facing Implicit Biases"'' by Dan et al (2052). Therefore, Biascope has been instrumental in shedding light to newly forming biases by helping individuals overcome cultural barriers and motivating them to work on such barriers towards maintaining healthy relationships with one another.

=== Biascope's Press Release on Education ===
==== CEO Merridan Sironka's Thoughts on how Biascope has Revolutionized Education ====
June 5th, 2050 marks the 5th anniversary of the introduction of Biascope. Since that time, the app has revolutionized education. With over 20 million downloads worldwide, Biascope consistently ranks in the top ten downloaded apps annually.

Before the release of the Biascope app, the education system was riddled with unconscious bias that led to both subtle and blatant forms of racism, sexism, and classism. Research showed that people of colour experienced racism in the education system starting from preschool. One study showed that Black children were suspended almost four times more than White children. Psychological tests showed that teachers often had unconscious, negative beliefs about people outside their own race, gender, and economic background. Young boys were often targeted for more severe forms of punishment than their female counterparts. Black boys in particular had the harshest punishments. Other studies showed that a teacher’s expectation that a child would succeed in their classroom often led to this result. The opposite was also true, meaning when teachers expected certain students to do badly, they did. [[File:Technologytoday.JPEG|250px|thumb|left|A newspaper article on bias issues within schools (2020)]] This expectation was often tied to gender, race, and class, resulting in Caucasian students of middle class homes doing better than other groups. Although anti-bias education for students was introduced over 25 years ago, the results were not successful. While students understood the topic and successfully implemented it in classroom discussions, when examined further it was found that the results did not translate outside the classroom. Similarly, with teachers, although they received extensive anti-bias training on a regular basis, when school populations were examined in studies, a bias in favour of Caucasian students was found to exist.

For this reason, the engineers behind the Biascope app used their knowledge of human nature to create an app that would be sensitive to all aspects of racial, gender, class, and sex biases. Since its introduction there has been an 87% drop in racially motivated hate crimes in schools. Similarly, there has been a significant drop in bullying incidents of LGBTQ+ youth. Differences between the success rate of students living below the poverty line compared to those who identified as being part of the middle class has dropped to 14%. The number of suspensions of Black students over other groups has dropped by 93%. After downloading and using Biascope for one year, students reported a more positive view of the opposite sex and different races. 96% of teachers reported using the bias app both in and out of school settings. The majority ranked the app as more necessary to their everyday lives than any social media app. Biascope ranked higher than Facebook and Instagram in this year's Times Review of Social Media Apps. Biascope is happy to be releasing several new features that will be announced in next month’s Biascope Biannual Shareholders Conference.

=== Personal Testimonies ===
Several months after instilling Biascope into schools, a number of students and teachers were asked to provide their testimonies. Following are two notable transcripts that showcase the downfalls and benefits of this technology.

[[Diary of an anonymous 10th grade student:]]

"I’ve been using Biascope for about two or three months now, and I’m going to write a little about how it’s been. At first, it was good because it helped me feel better about myself and l was able to learn about all the ways I’ve been unfair or had bad thoughts without even realizing it. But then, I realized it was also stopping me from making mistakes that I could learn from on my own. Biascope didn’t let me do even the little things that might be problematic because it would warn me right away and I would know, okay, I can’t do that. I’m not saying it’s bad, since I know it’s doing a lot of good things for the world. I just wish it would let me be human without making every negative thought into a lesson."

[[Diary of an anonymous high school teacher:]]

"After installing Biascope, my job has become much more enjoyable and perhaps even easier! There are less problems between the students in school and I think everyone feels more included. It’s safer for sure. In the classroom, we’re able to have respectful discussions and I’m able to assess students based strictly on their learning. I’ve always worried that deep down, I would play favourites, but now I don’t worry about that at all. I can focus on doing what needs to get done and my old worries have been washed away."

== Implications on Society ==
Apart from being highly influential in education, Biascope has shown its promise and worth in law enforcement, the justice system, social lives, and relationships.

=== Law ===

[[File:Screenshot.jpeg|250px|thumb|right|Screenshot of Biascope's application from a phone on its first year anniversary in 2046, showing its new feature and disclaimer statement]]

Biascope was first implemented with the purpose to serve officers of Law Enforcement. This was anticipated to be highly useful by the Government of Canada to address the constant ill-treatment of marginalized persons, specifically Black people by law enforcement officers. With efforts to address the concerns brought about from the awareness through Black Lives Matter in 2020, Biascope was expected to significantly identify implicit biases in law enforcement officers. A report of their implicit biases was required to be submitted in a timely manner. Qualitative research done by Prez et al (2046) shows that the use of Biascope showed an immediate reduction in abuse of power, specifically against marginalized groups. However a public survey released on March 5th, of 2048 shows that 30% of the Ontario community feel that this change in bias reduction reflects ineffective change. Similar views were expressed by a Toronto Police officer in an interview on CTV. They will remain anonymous for private and confidential reasons. Their interview is below:

'''Reporter:''' How do you think that the app Biascope has helped your profession?

'''Officer :''' I have heard some of my colleagues appreciating Biascope and finding it very useful to make decisions in a profession like ours, but others like myself have also expressed a discomfort level with using the app.

'''Reporter:''' Can you talk about some of the factors that cause this discomfort?

'''Officer:''' Of course, some of us feel that solely relying on Biascope is not sustainable for managing crime in Toronto because we are forgetting to address conscious problematic racist and discriminatory biases. With the app, the assumption is that none of us have conscious discrimination within us and that we left it all in the 2020s and 2030s, which is not a realistic belief. I think this app just enables problematic beliefs to be hidden.

'''Reporter:''' The Biascope team have continuously mentioned in their disclaimer statement and interviews that the app is merely a tool to be aware of self-biases and to supplement one's own learning and unlearning with Biascope's aid. By no means do they say that people should completely rely on Biascope . Do you agree?

'''Officer:''' Yes, that may or may not have been their intention, but I can only speak from my perspective and trust me, in this profession I have noticed that people still carry conscious biases. So, how can you address implicit biases without addressing these conscious ones? I respect Biascope's disclaimer statement, however, practically people are gravitating towards complete reliance on the app and recently there have been petitions to charge police officers who have shown more than 10 bias points a day. I mean, this is ridiculous.

'''Reporter:''' Yes, I did hear about that. It is concerning, especially since the app was meant to be for personal use to bring awareness to the individual.

'''Officer:''' Exactly, and if a person does not intend to learn and unlearn and actively seek to change their views, Biascope might not change much. In fact, it will only further create a mob mentality in people where change is not fully internal.

'''Reporter:''' Thank you for sharing your perspective officer. We will be back with more on this topic once Biascope gets back to us, hopefully soon.

=== The Justice System ===

Another system in which Biascope is playing a vital role is in the Justice System of Canada. Jurors, lawyers, and judges alike are all encouraged to use Biascope in their case preparation and procedures. As a result, an article by Thi Rona called ''"Is Biascope the new mentor of Canada's Legal System" (2049)'' suggests that the conviction rates of marginalized persons and persons from the dominant group for the same crime are almost the same. The discrepancy that existed during the 2020s have been reduced and advocate Lara Penny of the Supreme Court mentioned in the article that she sees the minute difference to be completely gone by 2055. Additionally, time served in the system for the same crime committed has been the same for all persons for the past few years with increased usage of Biascope.

=== Relationships ===

With globalization having taken over and relationships becoming extensively online, Biascope helps interactions with people from different cultures and backgrounds. It eases any barriers people may have between each other. Many people with long distance relationships have spoken of the benefits of Biascope on how it makes the distance grow closer. Canada has seen a rise in many international friendships, relationships, and marriages after the implementation of Biascope. Director of the popular TV show that premiered in 2048, "Under the Same Moon," Nola Vin says she based two of her main characters from Biascope's impact on long-distance relationships in real life. She says:

''"In the 2020s, even if two people truly have common interests and are genuinely good people, the mere fact that one is from Canada and the other is from India inevitably causes hesitation to start or maintain a friendship. I think people carry assumptions about others more than they know. In "Under the Same Moon," the characters Dasha and Aeryn come from two different places and cultures, but are easily able to overcome the initial challenges, barriers, and biases using Biascope as a tool and eventually building a strong relationship."''

=== Marketing Projections ===
Biascope was developed in 2045 using a combination of technologies to reach and uncover the deepest part of the human psyche – the subconscious. It was introduced to assist the court system, which for decades has been criticized as unfair and outdated. Indeed, it has worked to free thousands of accused criminals who were wrongly imprisoned due to jury decisions and flawed loopholes. On the other hand, it also brought justice to those who were able to walk freely due to their power and status within society. The results were promising; an honest population and a step towards a perfect world. The problems that once plagued humanity suddenly had a clear solution.

Over the next few years, Biascope was licensed and distributed for personal use. It was not mandatory then, yet by 2048 the federal government made the weighty decision to implement this technology into schools. Their reasoning was simple: morally correct students will shape the future into one with less division and more content. Within the studies that were conducted, researchers found that Biascope genuinely makes people into better human beings. They have noted that constantly being reminded of personal bias as well as respectful thoughts encourages individuals to work towards change. While it is too early to tell, there have been speculations that the moderate number of personal users outside of schools have already decreased the amount of conflict that goes on in public places.
=== Resistance to Biascope ===
[[File:AgainstSurveillance.jpeg|270px|thumb|left|Protestors fighting for their right to privacy]] Since the public initiation of Biascope, there has been scepticism of and even full rebellion against this technology. Several groups have publicly declared it an “invasion of privacy,” (Citizens Against Surveillance, 2049) stating that they refuse to have their own subconscious thoughts monitored regardless of who it benefits. Even with the government’s justification for instilling this technology in schools, there is concern about why all students must participate. In response, some radical groups have suggested reverting back to how things were in the early twenty-first century, when “freedom of speech meant something” (Nationalists of NA, 2047), to which critics responded that free speech should not come at the expense of other groups or identities, which is what Biascope aims to fix.

Others have called attention to the growing suspicion that this app is, whether intentionally or not, gearing people to behave and think in the same way. This is because individuals receive similar alerts for similar thoughts, which may unknowingly influence them to change their patterns of thinking altogether. There is, essentially, an ideal way the app assumes people should be thinking. Multiple parents have come forward with reports of growing similarities between their children’s distinct personalities, causing them to question whether the use of Biascope is necessary for so many youths at all times.

== Group Members ==
* Dorian Costa-Kuswanto
* Bronson Manbodh
* Jonah Simcha Chaim Muskat-Brown
* Chaumeka Naveenakumar
* Claudia Szulc

== Citations ==

Austin, E. (2018, August 27). Teacher Bias: The Elephant in the Classroom. Retrieved November 25, 2020, from https://www.thegraidenetwork.com/blog-all/2018/8/1/teacher-bias-the-elephant-in-the-classroom

Berghoef, K. (n.d.). What Does Implicit Bias Really Mean? Retrieved November 25, 2020, from https://www.thoughtco.com/understanding-implicit-bias-4165634

Budhia, S. (2020, July 29). Racial Prejudice in the American Education System: Effects of Racism on Black Students' Lives and Academic Success. Retrieved November 25, 2020, from https://openamericas.org/2017/12/27/racial-prejudice-in-the-american-education-system-effects-of-racism-on-black-students-lives-and-academic-success/

Maynard , R. (2017). Policing Black Lives. Fernwood Publishing, fernwoodpublishing.ca/book/policing-black-lives.

Parekh, B. (2018). Learning Skills, System Equity, and Implicit Bias Within Ontario, Canada. Educational Policy (Los Altos, Calif.), 089590481881330–. https://doi.org/10.1177/0895904818813303

General Performance Evaluation Form

2020-11-18T05:14:03Z

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Report Card

2020-11-18T05:04:52Z

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World 1

2020-11-17T21:08:25Z

Alisa: /* Social and Mental Health */

[[File:Togetherx2.png|600px|thumb|right |TogetherX Logo]]

=Welcome to OntarioXXV=
[[File:QUARANTINE-NATION-STAY-HOME-HUTCHINS-APR3-810x608.jpg|250px|thumb|left |Canada in lockdown]]
The year is 2025. A freak mutation of Virus C, which caused a worldwide pandemic in 2020, was identified in 2021, which made it more virulent. Patient zero is thought to be American, which is unsurprising due to the uncontrolled nature of the virus in the United States but has quickly spread to Canada. In response to this new situation, the Canadian government ordered a full lockdown in July of 2021, and the provincial ministries of education were consequently forced to transfer all learning to online platforms. While by 2022 the pandemic had subsided, the Ontario Ministry of Education continues to mandate a 100% online teaching policy for fear that a re-introduction by a traveller could result in a rapid re-emergence of the virus. While some critics among parents and experts accuse the re-elected provincial Chevrolet government for closing schools with the purpose of cutting education costs, the government sustains that online schooling is maintained purely for public health reasons.

=Learning Spaces=

'''School Buildings – Reinvention'''

With the education system moved completely online in September 2021, the use of schools as spaces for learning became obsolete. Within the first four weeks of the closure, school administrators and staff selectively cleared all classrooms of learning materials. Due to the increasing case numbers of Virus C and the need for medical emergency spaces, school buildings were quickly adapted to testing and quarantine care centres for those who had no private spaces at home to be properly quarantined.

[[File:Quarantine.jpg|300px|thumb|right| Elementary school transformed into quarantine centres]]

Many Ontarians objected to the use of empty schools as testing/quarantine centres due to the buildings’ proximity to large familial neighbourhoods with high populations of children and the elderly. In an address to the province in October 2021, the provincial Chevrolet government acknowledged that the new use of schools would be beneficial to those who did not wish to travel far from their homes and families for testing and quarantine. Two weeks later, protests against the repurposing of school spaces were held in spite of the serious health risks. Parents and school administrators said that the adaption of schools to medical centres “completely destroyed the hopes of a return to normalcy” and “would make all schools unsafe to return to if Virus C gets worse.”

[[File:Protestors.jpg|300px|thumb|right| Parents protesting the closure of schools]]

When asked to comment on the protests, Premier Chevrolet told reporters:

<blockquote>"The age of physical schooling is now obsolete. We are in a time when we must adapt as the world around us changes. This resistance to change will help no one. Not out schools. Not our teachers. Not our kids. No one. Those people protesting in the streets, with full knowledge of this serious pandemic we are living in, again are completely irresponsible. Digital learning is our reality now. We must all learn to adapt." </blockquote>

Protesters were swiftly dispersed by authorities within two hours of assembly. The first recorded community transmission case of the Virus C was reported two days later, the individual was installed in the new quarantine centre—what was once an elementary school.

'''Private School Debate'''

With the closure of the public schools, the province entered into an intense long and legal battle with private school administrators who wished to keep schools open in spite of increasing health risks. In December of 2021, private school boards began talks with the provincial government about the decision to completely shift to online learning, resulting in many disputes and no resolution. However, after a year of devastating breakouts in schools that chose to stay open and thirty-four reported school-related deaths from Virus C, including one four year-old girl, all remaining private schools in Ontario closed down in January 2022.

Most private school buildings were sold to the provincial government as need for more testing centres increased with the worsening conditions of the pandemic.

==Learning Styles==

'''Old School – Learning in a physical space'''

* In the physical learning space there was a very big emphasis on the physical and social interactions of students. Students developed social skills and promoted a sense of community by actively working together in spaces where they can see and communicate with one another.
* Classroom structures were pivotal to the physical education space. The organization of desks and tables, the daily routines and schedules were essential elements in any physical classroom. Many teachers and students engaged in the personalization of the room. It was common to display student work on walls to create an environment where their work was valued. Classroom regulations, although varied across classrooms, were part of the community-building in the class.
* Every classroom was part of a larger community in that each classroom represented pockets of the school’s general population. Community efforts in the school were a large part of the day to day interactions (announcements, assemblies, seeing neighbouring classes).
* Learning materials were largely paper-based in the form of textbooks and notebooks. Some technology, such as laptops/iPads/tablets, had been slowly integrated into physical classrooms before the shutdown in 2021. Paper-based standardized testing culminated most classroom units and were surveilled by teachers.

'''New School – Learning in the virtual space'''

* Classroom spaces were reduced to squares on screens in the initial launch of complete online education. Many teachers and students spoke about having flashbacks to the 2020 pandemic when school abruptly shifted online. However, a general survey conducted by Ontario school boards found that students who had lived through the 2020 crisis felt prepared to endure this new change.
* Although the initial decline in social and physical interactions worried parents, students seemed to make the best of the virtual interactions over Zeem calls, an online video call provider. The cheer “Cameras on! Smiles On!” was quickly became a slogan of southern Ontario school boards that encouraged all students to keep their cameras on throughout the day in order to make the most of learning and receive enough interaction and engagement. Although the analysis of body language was severely limited in the online school system, the use of “reaction buttons” such as the “raise hand” and “thumbs up/down” icons were heavily encouraged to mimic body language that was once used in the classroom .
* Home settings also called for a shift in classroom surveillance dynamics, as teachers no longer oversaw all the students as they did their work, more independent study time was allotted to students decreasing most instructional time
* Personalization of virtual rooms was nearly impossible in the initial stages as teachers could not display student work or learning goals in the same manner. Instead, “Home Personalization” was encouraged in which students displayed their work on a wall in their home, preferably the one that acted as the background in their video conferences. Many students created social media posts to display and share their heavily personalized, individual learning spaces.
* Standardized testing faded out in the fall of 2023, as teachers were no longer able to oversee students writing tests, projects of applied knowledge, such as portfolios and game-based learning, became the basis of evaluations.
** Student-led initiatives and projects that sprung from online learning often involved an amalgamation of several skills and competences collected from a series of course content.
* Technological hardware used in Ontario education systems were dependent on TogetherX, a company that rose to heights in 2022. In May of said year, the Ministry of Education entered into a contract with TogetherX to provide technology for students and create the software, known as Learn2gether, for the sole purpose of creating a space for schooling online. ''The contract stipulated that all student work would be copyrighted to the company.''

'''Together X Controversy'''

::* In 2024, "Ontario Virtual Reality Learning" (OVRL) — a student-designed program — was introduced in some schools to simulate the physical classroom of the old system. Per contractual conditions, TogetherX claimed copyright and will profit the most should the project be successful.
::* Public retaliation and accusations of plagiarism against the company led TogetherX to offer online co-op placements for those students who are interested in learning the logistics and design of creating this VR classroom.
::* In 2025, over 50 student projects have been absorbed into the TogetherX database. Critics of the system say that the Ontario curriculum is slowly being changed for the sole benefit of the company. Many have petitioned to have the company rescind the claim to copyright on student work, but the legal battle is often considered too lengthy and dangerous for students or schools to take up.
::* After receiving only 2% of the profits from the initial run of OVRL, designers Andrea Flores and Elton Anderson denied to comment on the situation. However, an anonymous letter entitled “Learn2Never,” rumoured to have been written by Flores and Anderson, was published in an encrypted online forum. In addition to listing all copyrighted student projects, a plea to the Ontario student population concluded the letter:
:::''“TogetherX is stealing [student] creativity and livelihood. It is time to stop learning together. Bring school back!”''

=Funding/Socioeconomic Factors=

[[File:Quarantine-canada_329193691.jpg|250px|thumb|left |Canada Quarantine]]

'''Lack of Access to Technological Resources'''

When allocating funding for students who live in low-income communities an equal-based approach, in regards to receiving the resources needed to achieve academic success, was used. The Provincial and Federal Government in conjunction with TogetherX provided students with essential learning technologies. A private donor, TogetherX, offered to donate thousands of resources to alleviate some of the funds. The School Boards purchased (with the Provincial, Federal, and TogetherX funding) the resources and delivered them to students individually. All resources were purchased from TogetherX and students were responsible for returning the technological resources to their designated school board buildings at the end of each school year.
In terms of students’ at-home Wi-Fi access, school boards attached a Wi-Fi router to the outside of every students’ home. The school board has the ability to turn on and off the Wi-Fi at any time in order to only allow access to educational sites (this ensures that students are only using the school provided Wi-Fi for school purposes). This allowed all students, no matter socioeconomic status, to have the same minimum resources for optimal success. The collaboration with TogetherX, forces educators to use TogetherX resources, tools, and sites only. This allows TogetherX to collect student data which in turn, makes privacy a large issue. Every student is forced to have social media accounts and in order to involve themselves in online school activities.

'''Inequalities in Society'''

This online educational world amplifies the socioeconomic divides and inequalities in society because those who live in a low-income household are unable to hide/escape that by being at school 6.5 hours a day. Students are forced to stay and learn from their household (however that environment currently is). Income and one’s household can create unequal disadvantages for some students more than others. For example, some students may have a home office (used as quiet space designated for their studies), while others may have to do work on their bed (this creates discomfort, back and neck problems, and it is much harder to focus on studies). The size of one’s family can also be an advantage and a disadvantage. (If a student has a number of other siblings, it may be much harder to focus due to noise and other distractions, compared to a student who is an only child). Students who become restless while learning and crave a change of settings throughout the day are forced to stay and learn from their homes which can affect their mental health (there is no separation between home and school/learning space). Students' levels of anxiety can rise dramatically due to the many factors that online schooling provokes such as the lack of social interaction, a constant sense of feeling alone, and the inability to revive assistance as quickly compared to in-person learning.

'''Inequities in Home Life'''

[[File:Self-Management Skills.png|250px|thumb|right |Students learning from home]]

Online schooling exacerbates inequities that are apparent in home life. Divorce rates are rising due to constant quarantine and the inability to leave one's home/alone time. Students are forced to deal with the repercussions that a divorce may have on one's family while trying to balance the stresses of online school and quarantine. This can have a toll on student's academic development, which may cause not only their grades to suffer but also their social interactions with others. Students who find school to be a safe place because their home lives may not be ideal are forced to stay in their negative home environments (home abuse rates are on the rise). Whether it be divorce or household abuse, these are issues that many students are forced to face throughout their personal home life.

=Roles of Teachers and Parents=

'''Responsibilities of Teachers'''

Due to the pandemic, teachers are expected to conduct all school-related operations fully online. Teachers will still be held to the same standards as if they were teaching students in a classroom in-person. Several teachers with knowledge of sign language will be hired to accommodate students who are deaf and hard of hearing. Every teacher is expected to attend two workshops in the beginning of each school year and monthly meetings to provide them with the necessary training and make sure that they have access to the essential technological resources. [https://globalnews.ca/news/7332973/coronavirus-ontario-schools-online-learning/ Additional staff] has been hired to resolve technical challenges quickly if they arise.

*TogetherX has provided teachers with the technology needed to run classes online. Each teacher has been given a laptop with a built-in webcam, a charger, a set of headphones, and a microphone. On the laptops, TogetherX’s teaching software named Learn2gether has already been downloaded. Teachers can use this application to provide online lectures for students that will be either synchronous or pre-recorded if the lecture is asynchronous. In its recent update, Learn2gether has added a new component in which teachers can offer a lecture in hologram mode. This means that a hologram will appear of the teacher, but also the students when class is in session. They can also upload resources for students such as course material, assignments, quizzes, and tests. Online assessments will be monitored to avoid any cheating from taking place and to ensure that they are completed in a timely manner. All grading will be completed online, and students will be provided with feedback when necessary.

[[File:Hologram.png|200px|thumb|right|Hologram Mode]]

*Students will have access to the Learn2gether application that can easily be downloaded from their browsers. They will have the option to communicate with their teacher if they have any questions or need additional help after lectures are over. Additionally, teachers can also communicate with their fellow teachers so that they can coordinate course schedules and materials accordingly for students. Students now have to complete their course selections online. However, course descriptions and requirements have been amended due to the fact that there were originally a lot of in-person components in courses like cosmetology, physical education, construction technology, and transportation technology. There is now a required hologram lecture that students must attend in order to meet the curriculum standards outlined by the Chevrolet government.

*Student clubs and sports teams will be fully run online so that students can still take part in extracurricular activities. Teachers who are supervising student clubs and sports teams are expected to attend all club and team meetings and ensure that students receive the necessary resources and funding. For student clubs specifically, meetings can be conducted using hologram meetings or meetings without holograms. For sports teams, all sessions will be conducted using Virtual Reality (VR) so that students can experience playing sports as if they were there physically. VR headsets will be purchased on behalf of the students by the school and will be sanitized and redistributed to sports players each school year.

'''Effects on Teachers'''

As seen in the start of the pandemic, there may be another teacher shortage. Back in [https://toronto.ctvnews.ca/thousands-of-toronto-students-to-switch-from-in-class-to-online-learning-1.5130787 September 2020], a lot of teachers quit their jobs as they did not feel like they were properly equipped and experienced to teach students online. Another factor to take into consideration was that many teachers had young kids at home whom they needed to supervise when they conducted their own online classes. This put a big burden on teachers as they had to run both a classroom full of students as well as take care of their own families who were completing schoolwork online at home. Additionally, many teachers believed that the transition to classes being run fully online was handled poorly by the Chevrolet government. Now in 2025, there have been many improvements made to the curriculum and the way in which classrooms will be run thanks to the help of TogetherX.

One teacher gave this statement during the December 2024 monthly meeting: ''“When the pandemic first started and classes were beginning to be run fully online, I was so overwhelmed with all the responsibilities I had to fulfill. I had to teach a class that was online and teach another class in-person. I don’t understand why the Chevrolet government was so disorganized, they knew it was only going to get worse. I felt so inexperienced with technology and I did not even know how to turn on my webcam. Now, after completing the necessary training, I feel so much more confident in teaching students online and the hologram option is so cool! I can see if my students are awake and listening rather than sleeping on their beds and just leaving the class on.”''

'''Effects on Parents'''

Parents have become overloaded with responsibilities as they have to earn money for their families while taking care of them. Before the pandemic, these responsibilities did not seem as hard to handle, but now with the stress of the pandemic, parents are finding it more difficult to fulfil all of their responsibilities. Many parents have decided to quit their jobs or transition to working from home so that they can supervise their children who are doing their schooling online. Parents who decide to continue to work while their kids are doing online classes have to hire babysitters to take care of their kids while they go to work. Not only is this a financial burden for families, but it also takes a toll on their well-being.

=Equity and Learning=

'''2021'''

Within the first year of the mutation of Virus C and the transition to online only learning, the government created various programs in an attempt to assist students with special needs and circumstances to succeed in this new world. These programs were unorganized, messy, and failing to provide for the students who needed them. These programs were unsuccessful due to the fact that many of the families and students who required assistance did not have access to adequate technology.

During this time of confusion and chaos, many students fell behind in their studies and those most vulnerable became invisible within the education system. The government and school boards were failing students everywhere.

'''Social Movement'''

After some time had passed, parents started a group called P4E, or “Parents 4 Equity”. This group had been creating petitions and spreading information online in an effort to break the current mold of education and encourage other parents to fight for the rights of their children. The group eventually took to the streets and demanded a better education system for all. P4E threatened to pull all of their children from school and wanted refunds for any financial donations made to the schools. P4E almost broke social distancing laws to achieve their goal, but the government and the board of education ultimately decided to cooperate and begin a new plan to ensure equity within education.

[[File:Onlinelearninghoh.jpg|300px|thumb|right|Online learning for deaf students]]

'''Special Needs Students'''

TogetherX and Learn2gether are equipped with particularized materials and resources specific to the requirements of special needs students. Closed captioning will be provided for HOH (hard of hearing), deaf, and ESL (English as Second Language) students. Teachers who are skilled in ASL (American Sign Language) will be hired. Students with sensory sensitivity are able to learn from instructors through only audio or only visual with captions. Students with one on one EA’s use the hologram feature or VR mode to feel closer to their support workers without physically touching them. Classes or one on one sessions can be live, recorded, or both for students who struggle to focus or sit for long periods of time. Students with IEP’s can regularly access their IEP through their student profile, parents also have full access to this information. TogetherX’s specialized and customizable programs for special needs students allow for a well rounded and supported learning environment online.

'''Low-Income Students'''

The pandemic has had negative effects on all people, but low income families with multiple children are especially struggling. However, due to the funding put forward by TogetherX, every student, no matter their family’s financial situation, has access to up to date technology and strong, fast internet connection. Technology is no longer a privilege, but a right that every student has. TogetherX makes it possible for all students to learn online, and develop skills using various softwares like Learn2gether, which benefits students in the later years of life when job hunting. No student is at a disadvantage anymore.

'''The Average Student'''

Students without exceptional needs for learning are treated with just as much care as those with special needs. With Learn2gether, students are all able to build a relationship with their teachers, reach out for help, and access the learning tools they need, even if they are not specialized ones. No two students learn the same way, the greatest benefit of Learn2gether is that each student can learn at their own pace and discover new methods of study at any age or grade level. There are no streams or pathways, each student learns the best way that they can.

'''Racially minoritized Students'''

In the past, racially minoritized students were often affected by deep roots of systemic racism. Implicit biases from educators and other microaggressions often streamed racialized students into lower-level courses. In the current phase of education, there have been multiple movements to support and uplift racially minoritized students in online learning! They are given opportunities to showcase their talents, ideas, and cultures. Through Learn2gether, student diversity is celebrated and explored in all aspects of learning. Due to the customization of Learn2gether, minority students are not seen as stereotypes and are able to take control of their own education. The Ontario Ministry of Education is committed to hiring a diverse staff of educators to support and interact with students every day through the software. TogetherX understands the importance of students identifying with their educators and are committed to facilitating a diverse environment for students to have a voice and tell their own stories.

=Social and Mental Health=

'''Effects on Mental Health of Students'''

The Virus C pandemic and social distancing have seen an acute increase in reports of depression and anxiety. In adolescent students especially, it is thought that anxieties concerning health, family, economic stability and the stress of not being able to see friends have compounded onto academic stresses. Additionally, more students report losing motivation for school work. For students who have maintained contact with professionals, all appointments have been transitioned to an online capacity.

Many students with pre-existing mental illnesses and poor mental health, who previously used to access professionals through schools have lost the care they need. Reasons for this include the sharp rise of new youth and children requiring help and the hesitancy by many professionals to conduct diagnosis and therapies over video call. In-school psychologists and psychiatrists have rushed to develop provisional diagnosis and therapy methods for online appointments.

In response, in 2022 the Ministries of Education across Canada have distributed self-care packages via mail including weight blankets and portable daylight therapy lamps. Public reaction to this was unenthusiastic at best, as students in Ontario have signed a petition to their respective provincial governments demanding several calls to action including "increased employment of, and access to, child and youth mental health professionals."

[[File:Digital_Animal_Game.png|250px|thumb|left|Farm Club is a multiplayer online game recommended for children aged 5-10]]

'''Long-Term Effects on Child and Adolescent Development'''

Elementary school children: This is the age where children learn to develop cooperation skills by playing with other children, experts are concerned that children of this age group will show developmental delays in social skills. Child development experts recommend some hours of play on age-appropriate online collaborative games. Many parents who cannot afford the technologies have opted to create family groups where one household cares for approximately 10 children at a time on a rotation schedule. Many experts are worried about the effects of the lack of touch and physical communication among same-age peers on child development, especially for children in single-child households. Already, [one study in 2023] found that children aged 8 who conduct most of their socialization online experience more nervousness around same-aged peers compared to children who are part of a rotational daycare group.

Pre-adolescents and adolescents: For adolescents, developing anxieties around friendships have become the primary concern. Individuals with already well-formed friendships find that [https://www.sciencedaily.com/releases/2017/09/170927105416.htm cyberspace friendships], through video calls, TogetherX hologram calls, instant messaging and social media are a good substitute for in-person friendships. However, many adolescents report feeling a lack of motivation in all aspects of their lives and losing a sense of meaning in attending school.

In 2023, Youth Mental Health Canada, a youth-driven advocacy group has identified the need among youth for "private youth spaces", where youth can interact and discuss with each other in privacy, without written record and out of earshot of family members, which were afforded in public and on school grounds before the pandemic. However, parents and officials are hesitant to create such unmonitored spaces where bullying can occur.

'''Bullying'''

While school-based physical bullying has decreased, reports of verbal and cyberbullying have increased. While several factors may have contributed to this, including the fact that cyberbullying has replaced physical bullying, the stress experienced by students due to isolation and increased stressors at home is thought to also contribute. The pandemic has caused an extreme rise in reports of domestic violence, coined by advocates as a [https://www.nejm.org/doi/full/10.1056/NEJMp2024046 "pandemic within a pandemic"]

'''Assessments'''

Based on a [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7245163/ 2020 Paper], the Ministry of Education has devised and implemented a multiple-choice assessment of “resilience” assessment for students completed on an annual basis since September 2021. The intention of this assessment is to understand the ability of students to cope with social distancing measures and the inability to have social interaction with similar-aged peers, from healthy - coping - struggling to - unwell.
Teachers have also been asked to assess the student's coping-ability on their report cards. In 2022 the Organization for Economic Collaboration and Development had identified resilience as one of the top soft skills desired by employers.

'''Social Interactions of Students'''

Socializing through avatars in massively multiplayer online games and real-world simulation games have increased. Unfortunately, monitoring bullying on such platforms is difficult, because they are not regulated by the school boards. In response to this, there have been proposals to invest in a TogetherX project to develop school-monitored simulation and MMO games, or “virtual playgrounds”, only accessible to current K-12 students for online safety reasons, as well as to combat bullying.
Concerns have been raised by parents on the accountability of the online monitors, with possible candidates including TogetherX employees, school administration and teachers. Other concerns by parents include worries that a school-sanctioned video game will detach children and youth from reality.
No headway has been made as of yet.

=Group Members=
*Matthew D'Ippolito
*Emma Frost
*Brenda Martinez Castro
*Rachel Nazareth
*Alisa Takabe-French

Dialectal Dictionary

2020-11-13T05:13:41Z

AmandaG:

Here are some examples depicting the way certain common Huron words mixed with French words to create a new dialect:

=== Numbers ===
*''Unskat'': one; skat + un
*''Tindeux'': two; tindee + deux
*''Trenk'': three; shenk + trois
*''Andatre'': four; anduak + quatre
*''Weeinq'': five; weeish + cinq

=== People ===
*''Onnomme'': man; onnonhou + homme
*''Ontehmme'': woman; ontehtian + femme

=== Common Words in Celebrations ===
*''Saundeau'': water; saundustee + eau
*''Yaundeil'': sun; yaundeeshaw + soleil
*''Yaundune'': moon; yaundeeshaw + lune

===The Days of the Week===
*''Lungad'': Monday; Lundi + ishkwaa-anama’e-giizhigad
*''Margad'': Tuesday; Mardi + niizho-giizhigad
*''Mercrewise'': Wednesday; Mercredi + aabitawise
*''Jeugad'': Thursday; Jeudi + niiwo-giizhigad
*''Vengad'': Friday; Vendredi + naano-giizhigad
*''Samegad'': Saturday; Samedi + giziibiigisaginige-giizhigad
*''Dimgad'': Sunday; Dimanche + anama’e-giizhigad

===The Months of the Year===
*''Janvier-giizis'': January; Janvier + aabita-bibooni-giizis
*''Février-giizis'': February; Février + migiziwi-giizis
*''Mars-giizis'': March; Mars + aandego-gizis
*''Avril-giizis'': April; Avril + iskigamizige-giizis
*''Mai-giizis'': May; Mai + zaagibagaa-giizis
*''Juin-giizis'': June; Juin + ode’imini-giizis
*''Juillet-giizis'': July; Juillet + aabita-niibino-giizis
*''Août-giizis'': August; Août + manoominike-giizis
*''Septem-giizis'': September; Septembre + waatebagaa-giizis
*''Octo-giizis'': October; Octobre + binaakwe-giizis
*''Novem-giizis'': November; Novembre + Gashkadino-giizis
*''Décem-giizis'': December; Décembre + bibooni-giizis

(Dilpreet, Vittoria, Amanda)

World 5

2020-11-13T04:57:18Z

ChrisS: /* Outdoor Education and Traditional Ecological Knowledge */

[[File: flag.png | thumb | right | 3000px | '''The Unskat Flag.''' This flag represents all that the Unskat nation stands for: living in unity with nature and respecting the natural environment. The tools held by the turtle depict the hunting and gathering that the community relies on. The fire represents the traditions of the Tionontati People and the celebrations that bring the community together as one. <ref> Wyandotte Modern Turtle [Digital Image]. (n.d.). Retrieved from https://www.wyandotte-nation.org/wp-content/uploads/2010/05/wyandotte-modern-turtle.png </ref>]]

= Unskat: What is it? =

[[Image:tionontatiMap.jpg|thumb|right| This historical map shows area in which present-day Unskat is located.<ref>[Aboriginal First Nations Map Before Colonization]. (2013). Retrieved from https://www.ammsa.com/sites/default/files/articles/article-photos/11-sn_ws_can-givennames.jpg </ref>]]

Unskat ''/œ̃skat/'', meaning 'one', is a utopian, Huron-speaking nation located in the region north of two great bodies of ''saundeaux'' (water; see [[Dialectal Dictionary]]). It's main village is known as Huron, named after the main language used by the people in this great area. The land is fertile and has an abundant ecosystem, with thick, lush forests and an abundance of animals.

[[File: petun.jpg|thumb|left|250px| Above is a painting that depicts the Tionontati people prior to the arrival of the French traders. <ref> [Early Indigenous Tribe]. (n.d.). Retrieved from https://i2.wp.com/accessgenealogy.com/wp-content/uploads/2011/07/plate7aa.jpg?resize=350%2C200&ssl=1 </ref>]]

For centuries, this land had been taken care of by the Tionontati people, who were hunter-gatherers. When the French traders discovered this land (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#History History] for more information on this), they took the opportunity to learn from the Tionontati and together, these groups created Unskat. Continuing the hunter-gatherer traditions of its ancestors, this nation is a society that thrives on its Indigenous Knowledge system while also incorporating some French culture and influence. The nation focuses on living with the land, rather than on it. It aims to maintain a society that celebrates its rich heritage and history.

[[File: crop.jpg |thumb|right|300px| A corn field located in Huron during the Cultivation. <ref> [Corn Field]. (2020). Retrieved from https://manitobamuseum.ca/main/wp-content/uploads/2020/02/Corn-field-1.jpg </ref> ]]

===The Seasons===

In this plentiful nation, the year is divided into four seasons. The Cultivation is the time of year in which crops are planted. This starts in the month of Mars-giizis to Août-giizis (see [[Dialectal Dictionary]]), as this is when the warmer weather occurs. Following this season is the Harvest, which is devoted to gathering the full-grown crops. It is during this time, from Août-giizis to Novem-giizis, that temperatures begin to cool. Finally, the Hunt occurs, which begins in Septem-giizis, overlapping with part of the Harvest, and continues into the colder weather that is experienced in Décem-giizis. The final season is the Rest. During the months Janvier-giizis to Mars-giizis, the coldest weather is experienced, so everyone is encouraged to rest and be with their families and community before the Cultivation begins again. There is no school during this time, as students' schooling is heavily focused on the events of the Cultivation, the Harvest, and the Hunt (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Dates_.26_Times Dates and Times]). Additionally, while there might be some hunting and gathering during this time, it is not the main focus of this season.

(Amanda)

= History =

The Tionontati had occupied the land that has come to be known as Unskat; generations after generations had worshipped the land for the abundant resources and space it provided their people. Always thankful for the lives they were able to freely live because of these resources, the Tionontati people were careful not to disrupt the balance with greed; they only hunted as much as was necessary to feed their people, not wasting a single pound of flesh or bone; they only picked as many herbs, fruits, and vegetables as necessary while making sure to replant and cultivate their own supply as well; and did not extend their occupied land beyond what was necessary for the function of their people. While there doesn't remain much written record of their history, there remains evidence to suggest that the Tionontati were numbering in the upper-hundreds as early as the mid-1400s based on the French-European calendar system. Elders within the tribe would always pass down stories, lessons, and traditions to the next generations by word of mouth and storytelling; within these transferred knowledges persisted a single idea: "We are no greater than the land or animals we consume to live". And for a long, long time, this concept was the foundation of the rules governing the otherwise free and communal Tionontati.

[[File: Indiaman_(Trade_Ship)_NTW.png|thumb|300px|left|French trade expedition ship. <ref> [Napoleon Trade Ship]. (2010). Retrieved from https://totalwar.fandom.com/wiki/Indiaman_(Trade_Ship)?file=Indiaman_%2528Trade_Ship%2529_NTW.png </ref>]]
[[File: capture_47_orig.png | thumb | 400px | left | Painting depicting early trade between the Tionontati and the French Traders. <ref> [Trading Relationships Between Settlers and Indigenous Peoples]. (2019). Retrieved from https://www.dibaajimowin.com/uploads/1/1/6/4/116462303/capture_47_orig.png </ref>]]

Not too long after, during the early-1600s, the French traders and settlers, whose mission was to find new habitable lands for their own people, as well as attain furs and resources that could be brought back to increase the wealth of the French, came across present-day Unskat. As they travelled more inland, the French soon discovered the villages of the Tionontati; hesitant to approach the tribesmen at first due to concerns of being attacked, they remained in the vicinity and watched the people. The French observed how adept they were at cultivating the land, tracking and hunting. The Tionontati were quite accustomed to the land and had a solid grasp of how to track various animals so were aware of the presence of the French before the Frenchmen even knew it; though due to being unaccustomed to the presence of other people that were not of their tribe, the Tionontati decided to not take any rash actions and observe the French in secret. After some time, the Tionontati didn't see the French as being a threat and approached them to show the hospitality of the Tionontati. Despite being hesitant to accept the invitation, the French, whom had started to go hungry due to lack of supplies and success in hunting, reluctantly agreed, and so, kept their guards up by bringing along small pistols and swords. Having watched the Frenchmen for some time, the Tionontati were not too worried the about weapons carried, even if in secret, because they could empathize with the reservations of approaching unfamiliar people in unfamiliar land.

With time, the Tionontati and French came to establish good relations, predominantly fueled by the trade of pelts and furs - such as that of beavers, dear, or bear- for firearms. The Tionontati had never seen firearms previously and so were fascinated by their design and capabilities; they instantly recognized the superiority and efficiency they would provide in the hunting of animals. On the other end, the French benefitted because they were able to bring various resources back, such as the furs and meats. Since the induction of the trade agreement of animal pelts for firearms sometime between 1602 and 1603 (information gathered from French historical records), many years passed with many expeditions between each; enough time for a new generation to be born.

[[File: Berry Set 49446.jpg|thumb|400px|European firearms used in fur trade agreement. <ref> [16th-17th Century European Guns]. (N.A). Retrieved from https://www.prweb.com/releases/2013/9/prweb11124444.htm </ref>]] [[File: image002_43_1.png |thumb|300px|Beaver Pelts. <ref> [Beaver Pelts]. (N.A). Retrieved from https://www.glacierwear.com/beaver-pelt-northern.html </ref>]]

By the late-1600s to mid-1700s however, the number and length of expeditions began to dwindle. It was discovered that the French who remained in Unskat too long, bathing in and consuming the ''saundeaux'', contracted severe illness to their immune systems and digestive tracts. It is speculated that due to the vitality, purity, and freshness of the ''saundeaux'', the French, whose bodies were unaccustomed to such quality, became susceptible to adverse effects of the ''saundeaux''. Though this was discovered in the early years of the trade agreement and the Tionontati were able to produce a medication that could either diminish or even cure the symptoms of the illness, depending on the bodily constitution of the person, it was not enough to risk nor endure prolonged expeditions. That being said, many were still willing to remain in Unskat despite the illness, and many more of those who were cured. The dominant reason for these men and few women (women came in later expeditions for settlement, to follow loved ones who wished to stay, or after hearing great and intriguing stories of Unskat and the Tionontati) who stayed was because of their reverence and intrigue in the Tionontati and Unskat. These people would come to marry and settle with Tionontati, and raise families; giving birth to a new mixed race of Tionontati-French children. For those settlers, explorers, hunters, and traders who stayed back, in order to stay and effectively function within the community, they had to learn and adopt the Tionontati ways of life, and contribute to the community in an active manner.

As coexistence ensued, people in France heard about this new nation; despite the risk of ailment and disease many still decided to come and learn the Tionontati way of life for themselves. Need for furs and pelts in France slowly declined, and amendments were made to the trade agreement to allow for a more versatile trade selection. Due to the established good relations - beginning with the Tionontati whom showed genuine concern for the sick French-, the French Monarchy returned the sentiment by promising not to colonize Unskat and offering the Tionontati their protection and assistance against ill-intended foreign powers.

(Chris)

===Present Day===

The marriages and relationships between Tionontati and French established deeper bonds between the two nations which led to a progressive, slight merging of the language (akin to a creole or slang) as well as sharing of certain knowledges. The lifestyle and culture still remains predominantly Tionontati, at supposedly an 85-15% blend, however there are clear signs of French influences, such as in the language and adoption of French classes/schooling. To this day, many French people still come to Unskat, particularly the most populous area of Huron, to experience the authenticity and difference in perspectives and lifestyle; some choose to stay and become integrated in the society while others opt to go back and share the stories of their experience, thus perpetuating the cycle of visitation and trade.

(Chris)

= Language =

In Unskat, the main language spoken is Huron, as everyone in the community has a grasp on the phonetic and linguistic forms of this language, as well as how it is communicated. However, over the centuries, with the French traders deciding to live with the Tionontati community, an intermingling of the languages ensued. This created a hybridization of Huron and French for certain words that were most prominent in the society (see [[Dialectal Dictionary]] for examples of some of these words). Due to the expansion of the Tionontati community prior to the French traders' arrival, there is also a small community of Ojibwe speakers. However, all people have come to know the Huron language and it is used in main discourse. It is also the main language used in schools.

(Vittoria & Amanda & Dilpreet)

= Culture =
The culture of Unskat is mainly that of the Tionontati people, who have a rich heritage and numerous traditions that the society is based on. French culture and traditions are also celebrated in the nation, within families who have French ancestors. All people, however, celebrate and observe the days devoted to the Tionontati people's traditional events.

(Dilpreet, Vittoria, Amanda)

== Days Devoted to Traditional Events ==

[[File: powwow1.jpg | thumb | left | The most recent Confederation Day celebration. <ref> Grand Entry Omaha [Digital Image]. (1983). Retrieved from https://upload.wikimedia.org/wikipedia/commons/e/ec/Grand_Entry_Omaha.jpg </ref>]]
The first of Septem-giizis is the Confederation day when the French and the Tionontati officially united as one. This day is known as Unskat Day or Le jour d’Unskat in French. On this day there are huge festivals and parades that take place all over the community. They have parties and they dance, and they have a potlatch where everyone brings food and treats. This is the most popular holiday because it is the biggest celebration of the year and there is never school on this day, therefore everyone can have a feeling of togetherness.

[[File: powwow2.jpg | thumb | right | Children celebrating at the Pow Wow on the last Vengad of the month. <ref> Shinnecock Powwow Kids [Digital Image]. (2015). Retrieved from https://www.danspapers.com/wp-content/uploads/2018/04/ShinnecockPowwowKids.jpg </ref>]]

Every Vengad and Dimgad there is no school. On these days students are separated by their Years and have to participate in certain activities to keep the Indigenous beliefs and traditions alive. The last Vengad of every month, there is a big Pow wow celebration, and every month they have a new theme, to keep the traditions alive and growing. Leading up to the last Vengad, each group prepares their dances and music and share some stories. It is a big production because they all dress up in traditional costumes. The whole community attends the Pow wow at the end of each month. (See [[Dialectal Dictionary]] below for the days of the week).

The entire community also celebrates some of the French Holidays such as Christmas. There are festivals in the community where they have food and treats, and those with French heritage can speak about their traditions and everyone can learn more about the French culture.
(Vittoria)

= School System =
[[File: dancing.jpg |thumb|left|325px| A student learning a traditional dance from an elder during an extra-curricular activity. <ref> [Indigenous dancing]. (2020). Retrieved from https://dailynews.mcmaster.ca/wp-content/uploads/sites/3/2018/09/Indigenous-Cultural-Gathering-20-1024x683.jpg </ref>]]
The school system in Unskat is a simple one, heavily based on the Tionontati Knowledge system. Students are sorted by the number of years they have been in school. However, if they demonstrate a higher understanding, they are able to advance to a higher year level. Students attend school until finishing Year 10.

Students learn different subjects, such as Health, Math, Science, and more (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Curriculum_.26_Education_Pedagogy Curriculum]), in intertwined ways, allowing them to see the connections between each domain. This also enables students to understand how this knowledge applies to their everyday lives, as they are able to explore their nation's culture and way of living. Tionontati spirituality is interwoven into the curriculum through the histories and stories that are passed down to students.

Additionally, there are extra-curricular activities available to students who are interested. These include camping, hunting, trapping, and fishing trips, as well as attending pow wows to engage in music and dance celebrations around bonfires. These experiential opportunities are a great way of expanding the values and histories of their culture. To attend these activities, students must bring with them a food item for the potlatch that occurs at the end of these experiences.

(Amanda)

== Setting ==

[[File: OutdoorEducation.jpg |thumb|right| Students learning about different trees while on a hike. <ref> [Studying trees]. (n.d.). Retrieved from https://landedlearning-educ.sites.olt.ubc.ca/files/2018/03/Screen-Shot-2018-03-16-at-2.17.03-PM-e1521235305785.png </ref>]]
Indoor education classes are held in two buildings: L'École Primaire d'Unskat and L'École Sécondaire d'Unskat. For Year 1 to Year 5, students will attend L'École Primaire d'Unskat, and students in Year 6 to Year 10 have classes in L'École Sécondaire d'Unskat. All classes are taught by the elders of society, who are the most knowledgeable in the Tionontati's culture, language, and traditions. For outdoor education, students join the elders outside to learn in a more hands-on environment. This allows students to fully immerse themselves in the lessons and learn in a holistic way.

(Dilpreet, Vittoria, Amanda, Christine)

== Dates & Times ==

=== When is school? ===

The people of Unskat believe that inside-learning alone is not important, unless it is paired with outdoor education. It is important to be knowledgeable of their language and traditions, but the family, the land, and their culture are the priority of the learning process. Therefore, for Years 1 to 5 attending L'École Primaire d'Unskat, school is only offered four days a week, and at different times of the day. For Years 6 to 10 attending L'École Secondaire d'Unskat, school is offered three times a week. This ensures that the focus of students' lives is not only on school, but also on their nationality and heritage. In addition, as mentioned in the [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Extra_French_Language_Classes Extra French Language Classes] section, students in Years 6 to 10 have the option to attend school on Samegad mornings to further their French language abilities and knowledge of the culture (See the [[Dialectal Dictionary]] section below for the days of the week). Their seasons are called the Harvest (summer-fall), the Hunt (fall-winter), the Rest (winter), and the Cultivation (spring-summer). The school year begins in the middle of Mars-giizis during the Cultivation season and it ends in the middle of the month of Décem-giizis during the Hunt. From Décem-giizis until the middle of Mars-giizis, also known as the Rest, are the coldest months of the year where school is closed, therefore everyone can spend time with their families. See below for a breakdown of a school week and how the people of Unskat prioritize certain parts of the curriculum.

(Vittoria)

===Years 1 to Year 5===

For students in Years 1 to Year 5 who attend L’École Primaire d’Unskat, they attend school four days a week, on Lungad, Margad, Mercrewise, and Jeugad (See the [[Dialectal Dictionary]] section below for the days of the week).

On Lungad and Margad, the school day starts at 9 am with language classes. Their Huron class is from 9 to 10:15am. Then they have a 15-minute snack break. Their French class commences after their break from 10:30 to 11:15am. After the language classes, they begin their Health and Nutrition Class. In this class they learn about nutrition while preparing their lunch meals for the day. Their teachers separate them into teams, and they have the option of preparing three different meals. Around noon when they finish making their lunches, they go outdoors to eat for an hour and have a break. From 1 to 2pm, they immerse themselves in learning about Outdoor Education (See [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Health.2C_Nutrition.2C_Outdoor_Education.2C_.26_Spirituality Health, Nutrition, Outdoor Education, & Spirituality] below for further explanation for examples of recipes and lessons). At 2pm they finish school, and they have the options of participating in extra-curricular activities or of going home.

On Mercrewise and Jeugad, their school runs from Noon to 5pm. They begin with their Health and Nutrition Class. They learn how to make different recipes than on Lungad and Margad. This class followed by lunch ends at 1:30 pm and then they learn [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Math.2C_Geography.2C_Science.2C_.26_Storytelling Math, Geography, Science & Storytelling] until 3pm (See below for references on lessons). Furthermore, for the last 2 hours of the day, these students gather outside to practice their Huron language, which intertwines it with Outdoor Education. This allows them not only to learn about their language and environment, but to learn about their traditions through traditional songs and dances.

(Vittoria)

=== Year 6 to Year 10 ===
The students in Years 6 to 10 attending L’École Secondaire d’Unskat only attend school three times per week. On these days they learn more advanced lessons than in Years 1 to 5. They learn more about outdoor activities such as farming, hunting, and fishing and how to make recipes using the foods they obtain from these activities. L’École Secondaire d’Unskat is only open on Margad, Mercrewise, and Jeugad because they do not have to take French classes like in Years 1 to 5.

On Margad school begins at 10 am. From 10 to 11:30 am, the students learn [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Health.2C_Nutrition.2C_Outdoor_Education.2C_.26_Spirituality Math, Geography, Science, & Storytelling]. During this time, the students are learning indoors, and they have access to technology to widen their understanding, however, it is not necessary to use (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Technology_.26_Community_Education Technology & Community Education]). Then from 11:30am to 12:30pm, they have access to the kitchen where they learn how to make advanced traditional recipes. From 12:30 to 1pm, they get to eat their meals and then they have Huron language classes from 1 to 2pm. Lastly, on Margad from 2 to 3pm they have an outdoor education class.

On Mercrewise, they have school from noon to 5pm. Like L’École Primaire d’Unskat, they begin with their Health and Nutrition Class and learn how to make different meals. However, the twist is that this lesson is outdoors by the bonfire. The Tionontati school teachers separate their classes into different groups. One group learns how to make the bonfire, one group learns how to prepare the meat or fish, another group learns how cook the food, and the last group prepares the plates and hands them out. Every Mercrewise they alternate; therefore in one month, each group would have learned how to do each part. After lunch at 2pm, they go indoors and learn about [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Biology.2C_Astronomy.2C_.26_Farming Biology, Astronomy, & Farming] until 3:30pm (see examples below). Lastly, from 3:30 to 5pm, the students go back outdoors to have their Huron Language Class intertwined with outdoor cultural education. This section allows them to engage in physical activities because not only do they practice their language, but they alternate in groups from playing different instruments and dancing.

Finally, on Jeugad they attend school from 9am to noon. Each Jeugad they alternate between the combinations of Math, Geography, Science, & Storytelling and Biology, Astronomy, & Farming for an hour and a half. The last hour and a half they alternate between Huron Language Classes or Outdoor Education. At 12pm they can leave school and return later in the day to participate in pow wow activities.

(Vittoria)

= Curriculum & Education Pedagogy =
As mentioned in [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#School_System School System], the curriculum is mainly based on the knowledge of the Tionontati people. The curriculum is built in such a way that allows students to learn important life lessons while also learning various subject areas. Thus, students are able to become productive members of society and learn how society works, while simultaneously furthering their knowledge on the world around them.

Despite the greater emphasis on Indigenous Knowledge, there are courses available about French language and culture from Years 1 to 5. This helps students who have both Indigenous and French ancestry learn about their ancestors and become closer to both parts of their identities. After Year 5, should students want to take Extra French Language Classes, they are able to do so on Samegad mornings. Many students with only Indigenous ancestral links still opt to take these courses, as they are interesting and a great way for them to learn about the different people who helped build Unskat and make it what it is today.

(Amanda)

== Language Classes ==

All classes are taught in Huron, with one course each day specific to expanding student knowledge on the Huron vocabulary and grammar. Additionally, students will have one class, two days a week, devoted to learning French. However, this will stop in Year 5. In instances where students wish to continue with French classes, they have the option of taking Extra French Classes, which is explained further below. This structure ensures that the Huron language and culture is the centre of learning, while also enabling students to be in touch with their French heritage.

In terms of the intermingling of Huron and French words, students are not taught this hybridization in their classes. Rather, they are taught the more formal registers of these languages.

In these classes, students are able to learn about the culture associated with these languages, the traditional stories of these cultures, and how they have come together to create the society they live in today. They also learn these languages through traditional music and dance associated with both the Tionontati and French cultures.

(Vittoria, Amanda & Dilpreet)

[[File: france.jpg | thumb | left | The French Flag. <ref> [France Flag]. (2019). Retrieved from https://c.files.bbci.co.uk/117CC/production/_108582617_041057304-1.jpg </ref>]]
=== Extra French Language Classes ===

As mentioned above, despite the focus on developing Huron communication, literary, and language skills in the mainstream school curriculum whilst focusing on Indigenous pedagogy, parents have the choice of enrolling their children, after they complete Year 5, into Extra French Language Classes either after-school or during the weekend on Samegad mornings in L'École Sécondaire d'Unskat. Many parents choose this option in order to strengthen their child’s relationship and connection with their French heritage and history, as a way to help develop their bilingual skills, or in order for them to communicate easily with members of the French community who have had a hard time learning Huron and communicating in it.

(Dilpreet)

== Celebrating Culture at School ==
[[File: ChristmasTree.jpg | thumb | right | The Christmas Tree outside the ''Yaundeil'' Building (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Technology_.26_Community_Education Technology & Community Education]) <ref> [Outdoor Christmas tree]. (2018). Retrieved from https://www.vmcdn.ca/f/files/halifaxtoday/images/holidays/112217-christmas-tree-adobestock_54236814.jpeg;w=960 </ref>]]
The Tionontati culture is the dominant culture in the school environment, various classes are devoted to expanding the students’ knowledge on the histories of the origin of these communities, their land resources, the encounter with French traders and their leadership contribution to maintaining their personalities as resilient entities. Despite this, all students are encouraged to celebrate their cultures in schools by the establishment of diversity days devoted to sharing the knowledge of each of the ethnically rich cultures in school environments with the faculty, staff, and students. French cultural days and their festivals Christmas Day and Christmas Eve <ref> ''French public holidays: important days in 2020''. (2020, October 27). Expatica. Retrieved November 26, 2020, from https://www.expatica.com/fr/lifestyle/holidays/french-public-holidays-103612/ </ref> , are defined and celebrated in school-wide assemblies before the Rest season, in where students bring in cultural food into their classrooms to share with their classmates and teachers. Huron cultural festivals are also acknowledged in school environments in which workshops are provided to all students throughout the school year to inform them about cultural forms of entertainment such as dances, music, and orature.
(Dilpreet)

=== Dress Code ===
While uniforms are not mandatory in schools in the community, they have a strict dress code during most of the school year in order to enforce cultural traditions of decorum and traditional custom in a school environment. Students are highly encouraged to wear natural fabrics, such as cotton and silk, complementing students’ learning in natural environments in their communities, where they get to interact with nature and participate in activities such as hiking and camping. Although students normally dress as casually as they want, cultural expression in clothing is encouraged once a week to inspire a sense of diversity, inclusion, and free impression. Students may wear cultural clothing and accessories such as long, colorful dresses, often made out of fabrics such as lace or silk, and extravagant coats in reference to their French heritage <ref> Fashion Institute of Technology's History of Art Department.(2020). ''TAG:FRENCH''. Fashion History Timeline. https://fashionhistory.fitnyc.edu/tag/french/ </ref>. Students also depict their cultures in their fashion by wearing fabrics that demonstrated the values of their communities, by wearing clothing and accessories that is inspired by the lifestyles of their families and ways of knowing.
(Dilpreet)

== Health, Nutrition, Outdoor Education, & Spirituality ==

Students learn about healthy eating in Tionontati culture and traditional foods which include eating wild game, meats, and seafood, such as caribou, deer, moose, ptarmigan, quail duck, wild turkey, pheasant, beaver, muskrat, black bear, trout, salmon, pickerel, perch, bass, and smelt. Grains include barley, bannock, oatmeal, and wild rice. Fruits and vegetables include blueberries, strawberries, blackberries, raspberries, corn, squash, and potatoes. Traditional recipes include ''Moose and Elk'', ''Moose Meatloaf'', ''Elegant Elk Stew'', ''Venison Chili'', ''Boiled Deer Tongue'', and ''Beaver Stew'' (see below).

'''Venison Chili''' [[File: Venison_chili.jpg | thumb | middle | Venison Chili. <ref> [Venison Chili]. (2004). Retrieved from https://www.myrecipes.com/recipe/venison-chili-0 </ref> ]]

*1 pound ground venison

*2 cups of kidney beans

*1 cup of tomato juice

*Salt and pepper to taste

*3 drops of Tabasco sauce

*1 small onion (diced)

*2 sticks of celery (diced)

*2 Tbsp chili powder

*1/2 Tbsp brown sugar

Brown meat and onion. Add rest of ingredients and simmer over the fire for 1/2 hour.

'''Boiled Deer Tongue'''

*1 deer tongue

*1 tbs. salt

*4 peppers, whole

*3 bay leaves

*2 cloves, whole

Wash deer tongue well then cover with water in pot. Add spices and salt and simmer covered until tender. Remove from water and peel off outer layer before serving.

[[File: Beaver.jpg | thumb | right | Beaver <ref> [Beaver]. (n.d.). Retrieved from https://upload.wikimedia.org/wikipedia/commons/6/6b/American_Beaver.jpg </ref>]]
'''Beaver Stew'''
*1 beaver (8-10 lbs.)

*1 bay leaf

*2 med. onions

*1-2 garlic cloves

*Celery leaves - optional

*4 carrots diced

*1 tbsp sugar

*2tsp thyme

*Flour

*Salt and pepper

Remove all fat from beaver. Cut beaver the same way as you would a rabbit.
Soak overnight in saltwater. Marinate in buttermilk.
Parboil until about half-cooked in water with the bay leaf, onions, garlic, celery and seasonings. Drain, roll in flour and brown in bacon fat, season with salt and pepper. Roast over fire until tender.
Gravy may be made from the drippings.
<ref> All recipes are from: Native Women's Association of Canada. (n.d.). Traditional foods and recipes on the wild side. [PDF file]. Retrieved from https://www.nwac.ca/wp-content/uploads/2015/05/2012-Diabetes-Traditional-Foods-and-Recipes.pdf </ref> (Christine)

===Outdoor Education and Traditional Ecological Knowledge===

Students learn about ecosystem conservation, how to identify wild life such as animals, insects, wild berries, wild foods, and edible plants. Students learn which plants are safe to eat, which berries are edible versus poisonous, the health benefits of medicinal plants and the spiritual uses of these plants. Students learn that there are 500 species of wild plants which provide food for the people of Unskat, such as root and green vegetables, fruits, nuts, berries, seeds, mushrooms, wild chives, and the properties of some of these plants. <ref> Kuhnlein, H.V. & Turner, N.J. (1991). Traditional plant foods of Canadian Indigenous peoples. [PDF file]. Retrieved from http://www.hscdsb.on.ca/wp-content/uploads/2017/03/plantfoods_indigenous.pdf </ref>

[[File: Plantain.jpg | thumb | left | Stinging Nettles. <ref> [Stinging Nettles]. (2019). Retrieved from https://www.google.com/search?q=stinging+nettles&rlz=1C1CHBF_enCA919CA919&source=lnms&tbm=isch&sa=X&ved=2ahUKEwj02a6Di6vtAhVJEFkFHe_6ARoQ_AUoAXoECA8QAw&biw=1536&bih=666#imgrc=ox6nCJSlgd8QbM</ref> ]]

'''Plantain Leaf'''

Students learn about the medicinal properties of some plants and herbs. For example, plantain leaves can be used as a disinfectant to help stop bleeding if it is wrapped onto cuts. Plantain helps with bug bites and skin conditions such as a rash.

'''Stinging nettles'''

Students learn about how stinging nettle can help nourish the blood, as it is high in iron and minerals. It can also be used to stop nose bleeds or internal hemorrhaging.

'''Cattails'''

Students learn how to use cattails roots to treat burns and skin infections. The male pollen can also be crushed and made into flour. When the cob is still green, it can be cooked like corn.

[[File: 1280px-Rose_hips.jpg | thumb | right | Rosehips. <ref> [Rosehips]. (n.d.). Retrieved from https://en.wikipedia.org/wiki/Rose_hip</ref>]]
'''Female sage'''

Students learn how to use female sage as a deodorant and mosquito repellant. It can also be drank as a tea to detoxify the body.

'''Rose hips'''

Students learn about how rose hips are high in vitamin C, as three of the berries contain as much vitamin C as one orange.

'''Fleabane'''

Student learn how to use fleabane, and how to apply the steeped tea to treat red, itchy, sore eyes. <ref> Information on all plants is from: Markewich, C. (2017, August 5). Medicine in your backyard: How Indigenous peoples have used medicinal plants. Retrieved from https://www.cbc.ca/news/canada/saskatoon/indigenous-medicinal-walk-1.4235900 </ref>

'''Tobacco'''

Students learn about sacred plants such as tobacco and how it is used medicinally and spiritually. Students also learn about tobacco misuse and how to prevent it. <ref> Jetty, R., Canadian Paediatric Society, First Nations, Inuit and Métis Health Committee, & First Nations, Inuit and Métis Health Committee. (2017). Tobacco use and misuse among Indigenous children and youth in Canada. ''Paediatr Child Health 22''(7), 395-399. </ref>

(Christine)

[[File: Connect_nature.jpg | thumb | left| 500px| Connecting to nature. <ref> [Connect to nature]. (2019). Retrieved from https://www.bbc.com/news/world-latin-america-51489961</ref> ]]

=== Health, Outdoor Education, and Spirituality Lessons ===

Here are five examples of lessons included in this portion of the curriculum:
*'''Lesson 1- Plant Identification:''' Students come in and learn about medicinal properties of herbs, and spices. For example, how to heal wounds with plants, how to identify herbs safe for food consumption, and how to prepare herbs and best utilize spices.
*'''Lesson 2- Animal Preparation:''' Students learn how to use the entire animal for food , such as making soup from the bones. Students learn how to respect the animal and other rituals around killing animals for food and for other uses (fur, etc).
*'''Lesson 3- Healthy Eating :''' Students learn about healthy eating and how to prepare certain recipes.
*'''Lesson 4- Tobacco Use and Misuse:''' Students learn about tobacco use and the health effects of misuse.
*'''Lesson 5- Spirituality and Nature:''' Students learn about spirituality and connecting to nature, the importance of respecting nature and being one with nature.

(Christine)

== Math, Geography, Science, & Storytelling==

In addition to learning language, health, & nutrition, students also learn math through lessons that intertwine geography, science, and storytelling. These lessons teach students basic skills, enabling students relate what they learn to their everyday lives, as in life, nothing is ever truly separate and isolated. Hence, students are able to explore how the concepts they learn are relevant, engaging students further into their studies.

[[File: blanket.jpg | thumb | left | 250px | A blanket that a student created. <ref> [Indigenous Blanket]. (n.d.). Retrieved from https://cdn.shopify.com/s/files/1/0053/3266/4438/products/Tradition-Starblanket-Product_394x.png?v=1536990744 </ref>]]

===Blanket Making===

One way that students are able to learn math, geography, and science is through blanket making.
<ref> Higgins, M. [marchiggins]. (2012). Deborah Sparrow - Blanket making as a mathematics and science practice and pedagogy [Video]. Vimeo. https://vimeo.com/45859201 </ref>
This occurs in Year 3. These lessons incorporate math through the addition, subtraction, and division involved in the creating process. The geography and science come into play in terms of the design and colour of the blankets. This lesson enables students to learn an important skill while fully appreciating and understanding how these domains are intertwined in their daily lives. Students really enjoy blanket making as they are able to bring their creativity and originality to the table through the various colours and patterns they take on. Therefore, in some ways, this process is not only important for learning the curriculum, but also in students' development and understanding of themselves and the world around them.

===Stories in Math Class===

In Year 4, students learn math through storytelling. In these activities, the teacher will tell a traditional story to students that has mental math problems throughout, problems which can be applied to the real world situations as well. Students will then share their answers with their teachers to see if their answers were correct. Through this activity, students are able to learn about their nation's traditional stories while also working on their mental math skills. What makes this activity even more interesting is the way that math is interwoven into the stories, enabling students to fully immerse themselves in what they are learning. In this way, students become part of the story, as they will not know all of the information without completing the problems.
<ref> This lesson idea was adapted from: Stories/Movies. (n.d.). Retrieved from http://mathcatcher.irmacs.sfu.ca/stories </ref>

(Amanda)

== Biology, Astronomy, & Farming ==
[[File: orion.jpg | thumb| right | The constellation of Orion in ''Septem-giizis'', which is used by the people of Unskat during the Cultivation. <ref> [Orion in October]. (2011). Retrieved from https://media.wired.com/photos/59333dac26780e6c04d2ece8/master/pass/Orion-in-Oct-1024x805.jpg </ref> ]]
Science classes and lessons in the schools are encouraged to be an intermixing of different principles. This is where two different strands of science, such as Biology and Astronomy/Cosmology, can create a productive pedagogy for students to learn about the benefits of effective knowledge and skills building in the contemporary classroom. As students in Years 6 to 10 learn about photosynthesis and plant biology, they can also develop their knowledge about astronomy and the study of constellations through an integrated inquiry process. In order to produce a stronger cultural community within the students’ lives, it is imperative for the students to observe how the positioning of a certain constellation in the sky, during a specific time of the year, will aid in the effective growth and functionality of a plant within a community at large <ref> Brayboy, B. M. J., & Maughan, E. (2009). Indigenous Knowledges and the Story of the Bean. ''Harvard Educational Review, 79''(1), 1-21.</ref>. This type of teaching style has countless benefits for everyone involved in the learning environment of the school: the educators, the students, and the families and communities where the education is based. These benefits include the cross-disciplinary knowledge of students, the practical and perpetual use of the science experiment in the lives of the students and their communities, and the relation of education to the ethical values instilled in students on how to properly treat living objects and provide for their healthy development.
(Dilpreet)

== Technology & Community Education ==

In schools, technology is not widely used. As previously mentioned, there is more focus on outdoor education, rather than on the use of technology in the classroom. There is also more emphasis on hands-on learning, discussions, and use of oral traditions to teach and learn. They are also cooking over an open fire and not an oven.

Funded by the French, there is one building in the community, called ''Yaundeil'' (sun; see [[Dialectal Dictionary]]), that has access to electricity through the use of solar panels and hydroelectricity. In this building, there are computers that students use to conduct research on the internet. Computers and other technological devices are available through importing, but this is done on a very small scale.

However, it is important to note that most assignments that are assigned to students rely on their knowledge of the natural environment that they interact with on a daily basis and they are assessed based on their abilities to make bonfires, hunt, fish, and more. Hence, there is a community assignment in Year 4 where students go into their community to observe, explore, and then critically assess and analyze their communities, and how things come together to make their society work.

(Amanda, Dilpreet, Chris, Vittoria, Christine)

= Important Links =
[[Dialectal Dictionary]] <ref> Vocabulary words from Indigenous Languages found in: Wyandot Words (Huron). (2020). Retrieved from
http://www.native-languages.org/wyandot_words.htm & About the Ojibwe Language. (2015). Retrieved from https://t.co/yFSRjMfdck?ssr=true </ref>

= Group Members =
* Christopher Jean
* Dilpreet Jass
* Vittoria Pileggi
* Amanda Guerrieri
* Christine Salib

= References =

World 6

2020-11-10T18:35:12Z

Jazminci: /* Group Members */

= The Megacorp - Nozama =

[[File:NozamaLogo.png|250px|thumb|right|Nozama's latest logo]]

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== Invasive Technology ==

AI is nothing without data, and much of Nozama's operation is built around collecting that data. To do that they provide consumers with "smart" devices that analyze every interaction they have with the user. Their artificially intelligent personal assistant, Jaina, allows users to converse with their devices in natural language, while also collecting every single conversation it hears. But the pride and joy of Nozama's data collection operation is their flagship product, the '''Nozama Coherent Hologram Implantable Projector™''', more commonly known as the '''Nozama CHIP™'''.

CHIP™ is a small device implanted in a user's forearm, where it is powered of the user's own metabolism. CHIP™ is capable of connecting with 8G wireless networks, allowing users access to apps, games, social media, etc. In place of outdated screen technology, CHIP™ projects hard-light holograms onto the user's skin or into the air, which users can interact with physically. Originally sold as a neat consumer device (much like it smartphone predecessors), CHIP™ became increasingly necessary in the Nozama-ruled world. It acts as an ID card, and many Nozama stores and services require CHIP™ for payments or access; it's impossible to navigate mainstream society without one. Meanwhile, CHIP™ monitors everything about a user, from their purchasing habits to their bodily functions.

== Citizenry and Politics ==

Although national governments still exist in theory, they are so beholden to Nozama's economic dominance that they can be considered puppet governments at best. Instead, it is Nozama that defines policy, almost entirely, and local governments serve as nothing more than mouthpieces and faces to make the corporate policies more palatable. There are still presidents and prime ministers, governors and mayors, but the real political leaders are the Nozama executives and upper management.

In general, Nozama policies incentivize neoliberal consumerism, emphasizing personal responsibility and constant spending. Taxes are minimal, as Nozama collects all the wealth it needs through its monopoly on everyday products. In turn, it uses that wealth to create schools, hospitals, and the other infrastructure necessary to keep the citizenry happy, healthy, and able to continually consume the company's products.

While most people will still be citizens of the country into which they were born, that citizenship now holds little sway. Instead, the most important aspects of citizenship are managed by Nozama; certification by the corporation brings certain rights and privileges. All citizens of Nozama have a trustworthiness rating, determined by spending habits, credit rating, travel history, and biometric data, all collected via CHIP™ tracking. By increasing your trust rating, you may earn '''Verified™''' status and thus gain the right to vote, enjoy premium healthcare, attend better schools, and so on. Those with means can instead opt to purchase '''Nozama Alpha™''' status for a significant annual fee. Alpha™ citizens have the highest level of privilege, and many citizens find the payments worthwhile to gain a measure of privacy or bypass a poor trust rating.

== Consumerism as Ideology ==

Life under Nozama is built heavily around a culture of consumerism. Citizens are constantly bombarded with advertisements, through their CHIP™, in their homes, and at work or school. These ads push idyllic lifestyles as provided by Nozama products. Nice homes, healthy food, trendy fashion; all can be purchased through Nozama stores. Wealth is equated with goodness. The haves are held up as aspirational figures for the have-nots, and the only way to emulate the wealthy is buy more products. In many ways, not much has changed since the early 2000s.

The primary difference is that the messaging has become more explicitly patriotic: Nozama can only provide the lifestyles it does if the citizens buy into the culture of consumerism. Citizens are told than by spending at Nozama stores, they are funding all the services that Nozama provides to society. A new car means the neighbourhood children can get a new playground, while a loaf of artisanal bread means a worker can get vaccinated for the latest strain of coronavirus. To spend at Nozama means to better all of society.

= Education =

[[File:futuristic classroom.png|250px|thumb|right|Classroom 2050]]
At the beginning of the 21st century, public education degraded to unprecedented levels. Continuous erosion of funding, as a result of aggressive Neoliberal policies, together with decades of unstable political climate, led to diminishing resources and poor schooling. The disparity in education across social classes expanded during this time and only students with means were able to get reasonable education in private schools.
In this void came into play Nozema, which took over the public educational system during the 2030’s. It invested unlimited funding: renovated schools, supplied advanced technological equipment, trained teachers and set the curriculum. As part of Nozama’s expanding influence, even private schools were amalgamated into the system. Now, in 2050, schools are beautiful: large professionally designed spaces, full of light and equipped with cutting edge technology. Walking into a classroom is the ultimate 21st century experience.
[[File:futuristic school.png|250px|thumb|right|Public school 2050]]
However, this new look is misleading. With control over curriculum and teachers’ training, education in the Nozama-controlled world serves the corporation rather than the students. Schooling is not centred around child development, individual expression, critical thinking or student well-being. It is designed to mold the perfect consumers that will keep Nozama thriving and at the same time, will manufacture the ideal work force for the corporation.
As such, the curriculum is [[#All-STEM, All the Time|all STEM]], with a heavy emphasis on applications that are practical for the corporation, and arts are completely erased from the schooling system. [[#Consumerism as Ideology|Consumerism as Ideology]] is embedded in the curriculum and advertisements are a natural part of the school day. Student’s days are full of ties to Nozema. From the presence of Nozama's logo all over the school, to ordering school supplies and paying for lunch with Nozama CHIP™.
Students' future is also determined by their Nozama CHIP™, as the corporation is [[#Streaming|streaming]] students into a two-tiered education system, based on the classification of the students and their families.

== All-STEM, All the Time ==

Nozama’s education system only allowed for the instruction of subjects relating to the fields of Science, Technology, Engineering and Math (STEM). Students were prohibited from taking any course that did not relate to these subject areas, and there were no art or sport-based electives offered in these schools. Instead, students were allowed to take electives like: Coding 101, Accounting, Human Resources, Learning Computer Languages, and Machine Mechanics.

The objective of Nozama schools was to create the model employee – an employee who would directly contribute and benefit the Nozama commerce world upon graduation. To accomplish this, Nozama schools were incredibly strict, and forced all students to follow the same routine and have the same experience as their peers. For example, every student had to follow a very strict school schedule and dress code. If there were any violations, students would get demoted to a lower program level, lose their benefits or kicked out of the school entirely, in addition to paying a large fine.

== Streaming ==

Education in Nozama closely reflected the general structure of Nozama’s society, meaning each school featured two different education streams for students to choose from: the Worker stream and the Executive stream. The Executive stream is more academically charged and calls for students to be at the top of all their classes, with minimal room for error. Their courses are constructed in such a way that forces students to look at the abstract, and find meaning in it – to think critically and to think ahead of trends in order to come up with the newest best thing on the market. They also showed students how successfully market a product or manage a team of people, and how to have strong customer service skills. Unlike the abstract nature of the Executive Stream, students who are filtered into the Worker stream take applied courses that are hands-on, and teach students the exact activity they will do once completing school. The courses they take revolve around driving and sorting, packaging and manufacturing, research and development, and mechanics and electrical work.

Once a student is placed in a stream, they are not allowed to switch regardless of their GPA and it will be their designated paths throughout school and the workforce. However, if a student wants to access a high-quality course or a course that is not part of their academic requirements, they can pay a fee in order to access the information. The higher the course quality, the more expensive the fee.

== Artifacts ==

[[Corporate Anthem]]

[[General Performance Evaluation Form]]

[[Diary entry]]

= Counter-Culture =

After years of living under the Nozama regime, an underground resistance group was formed. This secret society was named TramLaw, and was founded by Noel Kennedy and Taylor Morgan (before the creation of TramLaw, their names were NZM2850 and NZM7512 respectively). These two individuals were formerly employed as the executive assistants for the CEO of Nozama, but left for unknown reasons. This collective of rebels was called TramLawians, and would congregate once a month to express their disdain for the current corporate state of the world and to spend time with like-minded individuals in an environment that completely contradicted Nozama.

At first, these meetings would be interrupted by the Nozama Police Department (NPD), as they would be able to track their movements and listen to the controversial conversations that occurred through the CHIP™ in their arms. When caught, the NPD would send TramLawians to work camps for disobeying societal rules, and they would have to serve a 2-year sentence working for the Nozama warehouse. However, after some time, TramLawians learned how to stop the NPD’s ability to track their CHIP™, giving this secret society the ability to exist without being in fear of getting caught.

TramLaw lasted for several years but, due to infighting, the society split into two, with Kennedy leading the group that left Nozama entirely, and Morgan leading the one that chose to remain within Nozama’s walls. Morgan’s TramLaw was renamed TramLaw Town and its citizens TLTs, and they existed in stark contrast to Nozama. Although the TramLaw society was split into two, they still communicated with each other through letters, plotting an eventual coup d’état against the Nozama regime.

TramLaw Town had its own government, school and healthcare systems, as well as its own black market bartering system. During the day, TLTs participated in Nozama’s society to conceal their identities. At night, they would meet underground to participate in the lively and artistic world they had created for themselves.

== Different Modes of Resistance ==

TramLaw Town’s very existence was a powerful symbol of resistance against Nozama and the corporate society they found themselves in, but TLTs also utilized a variety of things and strategies to oppose and stand in opposition to Nozama. One of the earliest examples of resistance was their ability to block the CHIP™ in their arms from finding their locations and listening to their conversations, hindering Nozama’s ability to monitor its citizens. Another mode of resistance employed was the black market bartering system that was established. This trading system allowed TLTs to exchanged information and items without the use of money, going directly against the values and structure of Nozama. TLTs also stood in opposition to Nozama by hosting an annual renaming ceremony for new members, discarding the standard NZM-ID# name format that all Nozama citizens were given at birth and replacing it with a name that belonged to someone from the B.N.E (Before the Nozama Era). When in TramLaw Town, citizens were only allowed to be called by their ceremonial names.

TramLaw Town’s main mode of resistance was their education system. In TramLaw Town, education was rooted in art and expression, and STEM classes were prohibited from being taught in their schools. A few examples of courses offered are: Creative Writing, Painting, Cooking, Rap 101, and History.

== Art as Resistance ==

As Nozama grew in power and began to control day to day activities, the capitalist mega corporation had placed a dominant focus on a STEM approach to life. This had led to a disregard for arts education as Nozama itself had found how to utilize high-technology to manufacture the most marketable and profitable art. With a press of a button and a complex algorithm, Nozama could produce computer generated music (jingles) and images (advertisements) without any human input.

While the standard citizen had no experience or exposure to creative art, due to the compulsory core STEM only curriculum, the counterculture had found community through the underground arts. Underground art was developed when individuals needed to relieve themselves from the stressful and tech environment imposed by Nozama. Due to art censorship, art had to be created in secret and supplies were made using basic materials, such as fruit for pigments. Through word of mouth and confidential gatherings, a community started to build around the arts, as people began to share their skills and teach others about the value in the arts.

The possibilities within the arts were greatly appreciated, and music, visual art plus theatre soon became an integral part of the resistance. Strength and unity were achieved through these art forms, especially when they evolved in the direction of social realism. Attention was being transferred to the socio-political conditions of workers and the unjust dictatorship of the power structure that was Nozama. Bright colours, lively music and dynamic dancing attracted the attention of the average Nozama citizen, and the resistance was able to sway opinions and reform with more art exposure.

Not only was art used as a way to relay information, perspectives, ideas and knowledge discreetly against Nozama (for example, a common choice to relay information was through the use of [[Zines]]), but it was also used to keep traditions, ethos, beliefs and cultures alive. Analogue art, in-person theatre and live music had become the preferred choice for interacting with the arts as these forms favoured community and were undetectable with the proper precautions taken against the CHIP™. Although, to recruit more members for the resistance and , art also had to make its way into the public eye. Graffiti was a popular choice, as it held political meaning, defaced corporate buildings, and was visible to citizens.

== Black Market Bartering ==

* The bartering system encourages the underground society to provide items for trade including but not limited to: musical instruments for subject knowledge ( history, math, science etc.)

* Each resident may raise their wrist to the sky and ask for a new pet such as a cat or dog (with sufficient merits), they are able to trade their pet for a social status rise- later viewed on social media platforms by the number of friends or likes they triple in numbers

* Information for information can be traded between each other. Infidelity results can be divulged with enough merits, and the right personality traits to be offered in return

* Vehicles may be traded for skills such as automotive labour, driving a vehicle, building a home- the skies the limit

* School supplies, text books, information chips may be traded for domesticated knowledge for parents

* Instruments, to be used in a school setting, may be traded for grocery merits

* Parents with over 2000 merit points may trade in barter save ways in turn for enhancement of their children's educational wealth

The black market bartering system is available to those who have earned over 2000 merit points within Nozama. They receive a notification through the vibrational system installed in their chip in wrist once they reach 2000, notifying them of the clues in which will take them to the underground black market portal. If these people divulge this information and whereabouts to others whom have not yet reached the 2000 merit point status, they will be punished and their chip will be disabled for all purposes for 30 days. All merit points of both parties will be removed and each person will be banned from utilizing the barter system until further notice- or if they have something to offer that is beyond the spectrum of normalcy.

The bartering system can be used by children and adults and is strictly based on the merits earned through attaining high marks in their education, knowledge that has been provided to them via chip through a blood related family member.

== Community Education ==

TramLaw Town’s art education system was small but reached dozens of families. Due to the nature of this underground society, there could only be one school for each education level, which meant there was one elementary school (K-8) and one high school (9-12), but the curriculum was shared with all parents for free, which allowed them to teach their children from home if a school meeting had to be cancelled due to a suspected or anticipated NPD presence. Unlike Nozama schools, TramLaw Town’s education system allowed for knowledge to be shared freely. No TLTs had to purchase a course to learn about a subject, rather everything was transcribed and documented, and was accessible to anyone who wanted to use it.

In TramLaw Town, there were two community schools: TLT Elementary Art Academy (TLTEAA) and TLT Collegiate Art Academy (TLTCAA). Their curriculum was focused on the arts and it encouraged students to explore their creative sides as much as possible – whenever possible. In order to help TLTs blend in with Nozama society, students were expected to attend Nozama schools during the day, then TLTEAA or TLTCAA at night. TramLaw Town schools were bright and colourful, and there was always classical music playing faintly on the PA system.

TramLaw Town’s education system was entirely rooted in art and creative expression, and did not permit any STEM courses to be taught in their schools. Instead, students learned how to rap and dance, how to draw and paint, and how to write stories and compose music. They also learned new languages (except for Java, HTML, or any other computer language), played sports, and took cooking classes. Seeing as the TramLaw Town government banned the use of electronics, students were expected to create everything by hand, and their various creations were framed and hung on the walls of the school.

== Artifacts ==

[[Zines]]

[[George Elliot's Grade 7 Poem]]

[[Kayden Brown's Fall Art Project]]

[[Sara Grace's French Conjugation Practice]]

[[Monet's End of Term Art Project]]

= Group Members =

* Sonia Baggetta

* Jazmin C-I

* Leeah George

* Lily Ohana

* Mike Riverso

World 7

2020-11-05T19:57:18Z

KyleK: /* Their Achievements */

[[File:Screen Shot 2020-11-29 at 1.14.15 PM.png|300px|right]]

= York University 4 =
== ''Who are they?'' ==

'' York University 4 '' is a group of university students who saw a problem and wished to change it. They saw a problem with what the education system was like, and in 2020 decided to make grave changes to it. At one point they realized that these major changes are creating a brand new system. So they decided to make a new education system and named their project ''' PROJECT REFORMATION '''.

Education has always been an important aspect of society. Education is also given and received in many different ways. In the old system which followed the policies of Egerton Ryerson, it was clear that Imperialist and Colonized views and perspectives were the ones that were being addressed and taught within schools. The colonizers were viewed as people who saved the Indigenous people, and there was a clear divide between East and West. The ''' York University 4 ''' made sure to change this. In making these changes they realized that even the way of teaching follows Imperialist and Colonized ways. They made sure to not only add Indigenous History but also Indigenous ways of learning and knowing.

Their goal was to promote the idea of equity, and not just merely equality. Equity was very important to them, and they made sure to have this shown within their new system. They also hoped that this new system would be so impactful that it would bring change within society as well.

== '' Their Achievements'' ==
When we stepped out of the phone booth in 2050 there were not immediate differences seen in general, but as we explored the sidewalks and streets we began to notice antennas mounted on mailboxes throughout the city and almost no overhead wires anywhere. The streets were relatively calm and as the four of us made our way to the local high school we noticed from afar all the solar panels on the roof and the parking lots that accompanied schools in 2020 were suspiciously smaller. There were only a few vehicles there, all looked to be parked over metallic plates which we later learned are wireless charging stations. Most strikingly none of the cars had steering wheels. They just sat there waiting to be summoned by the next rider(s). They were basically 4 wheeled ‘cabins’ that could accommodate 4 people in 2 rows of individual chairs.

[[File:FUTURE_CAR_EXTERIOR.jpg|400px|thumb|left|The People-Mover!]]

So we entered the school. It was a modern looking building with lots of glass, and was relatively quiet. We were greeted by the school custodian, who identified as Rufus. Rufus looked human but was an android. Rufus explained that human custodians were very rare as most humans in the custodial services were now more needed in the aerospace sector learning how to or actively conducting satellite maintenance and spacecraft construction, and the building was so advanced it needed little maintenance and had zero carbon emissions.
The building was mostly empty but a few classrooms were occupied with small groups of students, some with teachers, others with what looked like hologram teachers. As we walked the hallway Rufus told us classes were smaller these days with only 15-20 learners per class. Some learners were at home using VR and hologram technology to participate in the lessons, as in-class or distance learning choice has become the norm. [[File:micro-hololens-pic-top-copy.jpg|400px|thumb|right|VR and Hologram Technology in the Technology classroom]]Teachers too were permitted to be in class or teaching from home using this technology. Thanks to '''PROJECT REFORMATION''' back in 2020 and the strategic financial and pedagogical changes they initiated with the government, Ontario was able to flourish under the COVID years and prosper incredibly. Globally, electricity and wifi is free and abundant. In 2020 there was much concern over 5G technology. 2050 wifi is now defined as on the cusp of achieving 10G speeds, which enables the fastest speed globally along with wireless charging capabilities; all completely free. Not only could wifi service one's connection to the internet but it can also charge the batteries in your device. Rufus pointed to what looked like a huge airplane in the sky and explained…” The skybarge in this sector receives solar power on its topside and emits wireless energy (electricity) in the form of wifi signal from the bottom along with internet connectivity. The result is eternal free electricity and internet service forever for every human being on the planet. There are more than 10,000 skybarges circling the globe in orbit servicing the entire planet 24/7. Wifi and electricity is emitted at ground level from mailboxes and/or emittal towers on every corner throughout communities, '''WORLD WIDE'''.

[[File:deep-space-solar-sail-deployment-DLR-570x572.png]]

As we rounded the corner we came to a large mural on the wall that was indeed a rendering of ourselves back in 2020. At this point Rufus confessed to knowing who we are and due to the android programming, no acknowledgement was made. Rufus explained should a student or teacher see us though, we would immediately be recognized and likely be praised excitedly as apparently we became quite famous in this future time. We all turned to each other and high-fives were administered.[[File:hi-five.jpg|150px|thumb|right|High-Five!]]

___________________________________________________________________________________________________________

= Education and Policies =
== ''Policy Changes'' ==

After a close examination of the many policies that Egerton Ryerson had in place, it became evident that something needed to change. Although many changes were being made to his previous policies which embodied the idea of segregation, aggressive assimilation, imperialism, and colonialism we decided that the entire education system needed to change. '''PROJECT REFORMATION''' was then created.

'''PROJECT REFORMATION''' meant taking out the existing education system in 2020 and creating our own that was appealing to everyone. Although there were many changes being made to the education system put into action by Egerton Ryerson we felt that more needed to be done. 2020 was a year of many realizations, and many issues were brought to light. The York University 4 used this to their advantage and decided to make an education system that benefited all students, and not just a select few of them.

We took a close look at how important the education system is within society. We realized that all citizens need to be educated in order to give back to their communities, however, we also realized that not everyone wishes to have the same education. Skills, trades, and technology is something that we value, along with reading and writing skills. As a group, we decided that any form of testing will be eliminated simply because to us the only thing that tests show is how well a student is able to memorize the course content. We want our students to be well-informed citizens and want them to be able to apply what they have learned in their own lives.

We also looked at history, and how history tends to be presented within schools in 2020. We realized that history follows a very Eurocentric view, and leaves out many important perspectives which if included in history would completely shift the narrative of Canada. We want our students to know about events like the destruction of Africville, and why the Truth and Reconciliation Commission is so important to understand. We want our students to understand that immigration was not always fair and equal to all.

== ''Resources Used for Education'' ==

With the new advanced education system, there are many new resources that are used for teaching.

At the beginning of each school year, students are given their own iPads, which they keep for the entire school year. The goal is to eliminate as much paper waste as possible, so the new system asks that schools provide iPads to all students.

The use of iPads allows every student to be able to express themselves and their thoughts. If a student is having difficulty putting their views into words, they are able to create images, songs, or use songs that they may already know about.

''' Drama and Dance Classes '''

Students also use holograms. Mainly drama and dance classes use this new technology, where if they are unable to attend school, or if the classes are offered online, they are able to present on stage, through the hologram.

''' Literature and English '''

Books and textbooks that are needed for schools are free. Books are no longer only chosen from the literary canon, but all books are welcome as long as they are approved by the departments and administrations at the schools. This allows smaller authors to be recognized by both students and teachers.

''' Social Sciences '''

Social Science studies focus on how to keep the idea of equity alive, and how society has changed and adapted to these changes that came from changing the education system. They also look at what life was like before these drastic changes.

''' Tech, and Auto '''

These classes use hologram technology, but they use them differently. They bring up holograms of batteries, robots, and other technologies, and are able to dismantle them, and understand how every part works, and then resemble it back together.

== ''Learning and Teaching'' ==
Along with the new advanced education system, technology in the schools have seen a great evolution since 2020. Traveling to 2050 our team was able to see how teaching and learning has improved with the many new technological resources incorporated in schooling.

Due to the COVID outbreak in 2020, '''PROJECT REFORMATION''' new education improvement generated a system where some classes are held online and some in person with a limited number of students and teachers in the school. Some teachers use hologram streaming from their homes to teach their class.

[[File:Ipad.jpg|thumb|left|Student iPad]]

At the beginning of the school year, students are provided with iPads that contain all of the reading material needed for the year. This iPad is also a way for students to show their work through other literacy outlets, such as videos, images, comic strips, etc... Along with the iPads, students are provided with a student card which contains a barcode for parents and teachers to scan revealing school required information such as grades, academic grade level as well as completed and uncompleted assignments of all students.

Courses such as English, History, Geography, Science and Math are taught through an online lecture at home. With the goal of Project Reformation, we wanted to ensure students attending lectures online still had a school like environment at home, which is why hologram lectures have been introduced to the education system. All lecture participants are a hologram projection as if they were sitting in a classroom.
[[File:Hologram projection.jpeg|thumb|right|Hologram of a city]]

Other classes that require hands on activities, such as Drama, Art, Auto shop, and so on, take place at school in a classroom. Taking a look at a few in person classes, holograms are a commonly used forms of technology Drama classes view theatre productions through a hologram which can be viewed in any open space, allowing students to see the production in a 360 degree radius. Students in art classes create art projects on hologram canvases. They are able to paint and draw using a special stylus pen that is specifically designed for the hologram canvas. In auto shop, students learn through hands-on experience by using a digital hologram that allows them to use their fingers to examine and manipulate different parts of a car.

== ''Class Observation'' ==
While traveling to a school in 2050 I was able to sit in on a Drama class. Through my observation I discovered many alterations '''PROJECT REFORMATION''' made that seemed to better the learning and teaching experience. The class size was significantly smaller, there were only 15 students in the class. On this day of observation the students were playing around with different ways to be involved in the theatre making process. There was a hologram of a theatre stage in the classroom, students were given VR goggles to transport themselves onto the projected theatre stage. While wearing the VR goggles, students explored the different elements of putting on a theatre production; students interacted with a theatre light board playing around with the different lighting effects. While this was occurring anyone without the VR goggles was able to see all the alterations through the hologram theatre stage. I had the chance to talk to some students and the teacher, the students spoke about how they very much enjoyed being able to virtually step inside a theatre while at school and could not see drama class being taught any other way. The teacher also enjoyed this virtual stage because it gives students an opportunity to learn and explore the components of a theatre production.

[[File:Virtual reality.jpeg|600px]]

= Society =

With our commitment to '''PROJECT REFORMATION''', we decided that it was essential to have a look at what social problems exist in the 2020 education system. We noticed that the major problems, like racism, have existed for many years and we needed to eliminate these for when we traveled to 2050. The first issue we looked at was how harmful the Residential School System was for the Indigenous population. We saw how traumatizing this was for students and their families and how Indigenous culture was not valued in the education system. As the ''York University 4'', we took action and abolished the whole Residential School System. When we landed in our time-traveling phone booth, we were fascinated with the changes we saw in 2050. We noticed that there was a vast amount of students who identified as Indigenous and they practiced their culture as if the Residential School System never existed. The first thing we noticed was that students were wearing sacred clothing, like moccasins and feathers in their hair. Students had sage at their desks to promote healing and wisdom. Cree, Inuktitut, and Ojibway were languages spoken at recess between Indigenous students. There was a sweat lodge in the school that allowed students to cleanse their body, mind, and soul. It was clear that the Indigenous community was strong and valued within society. Looking back at our decision to remove the Residential School System, we knew that it was a success!

During our board meeting in 2020, we noticed that racism was still prevalent in the education system. Racialized students were more likely to live in poverty and come from low socioeconomic families. This had a major impact on their access to education and resources. We knew this needed immediate attention so we went back to 1877 and stopped segregating students based on their race. When we entered the phone booth, we could not help but be excited for the changes we were about to see in 2050. As we entered the school, we saw diversity and students did not categorize each other based on their race. Black students and students of colour had an equal opportunity to participate in sports with no fear in regards to costs. Discrimination, bullying, and prejudice were non-existent. When we looked at academic achievement, we noticed that students of colour were very successful and held averages that were equally as high as their peers. These individuals obtained honourable jobs and were seen as highly intellectual members of society. After analyzing our work, we knew this was another massive achievement!

After investigating racism in schools, we saw that Black students and students of colour were disproportionately exposed to the implications of streaming. This practice places students in classes related to their skill level and it is problematic because students can get stuck in classes that do not accurately reflect their intellectual abilities. This can cause students to do more poorly or not challenge them enough. Although changes were made with streaming in 2020, we knew that we had to go beyond this and eliminate it from when it first began. When we took the phone booth into 2050, we saw that the averages of students were 20% higher in the year 2050 compared to 2020. This advancement occurred because students were able to alternate between skill levels until they found the level that they were most successful in. When the ''York University 4'' resumed talking about all the changes we made, we were ecstatic because we knew that '''PROJECT REFORMATION''' was done for the betterment of society!

[[File:Diverse.jpg]]

== '' Politics and Economy '' ==
Thanks to record government spending in an effort to stimulate the Canadian economy, specifically, the Ontario economy, the outlook for the future seems bright. Guided by a newly appointed taskforce of 4 bright young Teacher Candidates from the Bachelor of Education program at York University. The reasoning behind this appointment is to have a fresh outlook on the current Pandemic spending situation. Drawn randomly from a pool of several hundred volunteers these 4 students have endeavored to assist by guiding the current provincial finance department. [[File:YorkUniversityStation_Sept18_111.jpg|200px|thumb|left|York University in 2020]]

As a result of this collaboration with the ''York University Four'', Ontario has announced it will spend $35 million to help schools in covid-19 hot spots. Premier Doug Ford says the funding will be directed to school boards in Toronto, Ottawa, Peel Region and York Region. Some hi-lights of the spending is to help create more physical distancing in the classroom, help boards hire more teachers and custodians and buy laptops for learning. The most exciting component of the upcoming stimulus packages is to invest $60 million in the Black Youth Action Plan — something Andria Barrett, president of Canadian Black Chamber of Commerce, calls "so important" to the province. She said "We believe in economic empowerment through entrepreneurship for the Black community."
[http://www.ontario.ca/page/black-youth-action-plan/''Ontario Black-Youth-Action-Plan Website'']
[http://www.blackchamber.ca/''Canadian Black Chamber of Commerce Website'']

Other proposals are to include $45 billion in COVID-19 related spending and the Progressive Conservative government says it has earmarked $7.5 billion in new health-care sector spending over the next three years. It will also spend $2.5 billion more on hospitals this year than last, including $572 million aimed specifically at offsetting COVID-19 expenses.

Another proposal includes subsidizing some commercial and industrial hydro bills to the tune of $1.3-billion starting next year by absorbing costs passed on to users from renewable energy deals signed by the previous Liberal government. The ministry of finance estimates it would save an average industrial user 14 per cent and commercial user about 16 per cent on their hydro bills.

Meanwhile, the government says about 94 per cent of businesses in Ontario will see a reduction in their property taxes, by standardizing the Business Education Tax. equalizing rates immediately would unlock capital for the creation of 18,000 jobs in the education sector of Toronto and major Ontario municipalities.
[http://www.globalnews.ca/news/7379736/ontario-funding-schools-coronavirus-hotspots/ Ontario Schoolboard Funding Report]

The costs of these programs are expected to decline annually until 2040, when they will all expire.

Finally, should savings and stimulus support, a specific project concerning time travel will be initiated. Critics were quick to label this pursuit as unrealistic but the York University Four have demanded to support renowned Professor K. Thumlert in his pursuit of creating a time travel device. When asked, the professor refused to comment on speculative vehicle types to be considered for his research, but would only go on to say he misses the ‘old school’ Phone Booth from years ago and indicated a favorite movie from 1989 starring George Carlin and Keanu Reeves was his inspiration.[[File:Phonebooth-Open-375x500.jpg|200px|thumb|centre|Standard Phonebooth circa 1990]]

== Student Diary Entry ==
''''' Anonymous Student'''''

In history class, we have been taught about what '''PROJECT REFORMATION''' is and how it was made to benefit the youth of the future. As a youth of the future, I can say that it definitely has benefited us. In history class, we are taught about the many different racist events that took place, before the creation of '''PROJECT REFORMATION'''. one thing that really stood out to me was that in history up until 2020 many voices weren't heard. After the creation of this project, Canadian history started to show the many different perspectives that were apparent within history but silenced. I think this is something that came out of the creation of '''PROJECT REFORMATION'''.

'''PROJECT REFORMATION''' definitely ensured that the youth of the future received a much better and well-rounded education to ensure both equality and equity. And for this we thank them.

== Teacher Diary Entry ==

I was a student when there were rumours that a project like ''' Project Reformation ''' was being made. We all thought that this was just an idea, and there was no way that a group of university students would be able to re-create the education system. BUT THEY DID!

When it was announced that this project was being put into full effect we were all really excited and also shocked. Re-creating the education system was important. Instead of promoting the idea that everyone is equal, this new system ensures that everyone is treated equally, and given the resources, they need to succeed. Every student and teacher is different and this new system understands this. The '' York University 4 '' definitely surprised all of us.

= Group Members =

Kyle Kowalchuk

Erin Rowe

Julia Cerundolo

Jaishri Singh

Uhura EDU

2020-11-03T19:06:54Z

Kthumlert:

z

[[Beam my up Scotty Edu]]

Beam my Up Scotty EDU

2020-11-03T19:05:31Z

Kthumlert:

'''Creating Beam my Up Scotty EDU'''

Some ''descriptive'' text.

[[http://www.startek.com Star Trek]]

[[john]]

[[File:Audioscript.png|450px|thumb|left|Sci Fi]]

Hey look mom I made it!

== Uhura ==

Communications Officer

== Spock ==

[[File:Specfic.png|450px|thumb|left|Sci Fi]]

Science Officer, XO

== Kirk ==

Captain

== Sulu ==

Conn and navigation

== Sailor Moon ==

Fighting evil by moonlight

Sailor Moon is an offshot of BMUP Scotty EDU.

[[Uhura EDU]]

Backup

2020-11-03T17:47:20Z

Kthumlert:

== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==

Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.

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[[File:worldbuilding.png]]

== '''What if…? What might the future of education and learning' look like?'' ==

The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events.

How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''?

What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools.

== Production 6 ==

'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building.

To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.

'''Tip:''' Consider the conditional term: '''“What if …?”'''

'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).

'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?

'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?

'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on).

Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony.

----

'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like:

• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions.

• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).

• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world).

• Mix up these genres – or devise variations – or figure out a new way to present your world/story.

'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?)

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== Formal Expectations ==

Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.

• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.

• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc.

• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision.

• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future.

• Have some fun! And don't worry if it gets weird, out there, that is fine.

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'== ''// Groups //''' ==

To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367

But basically, to create a new page, you just use the two brackets [[example]] and click "save page".

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Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]

5863: Digital Games and Learning: Course Archived

5855: Cultural Studies of Technology for Education: Course Archived

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