Usually when a subject aligns with the norms and values of a community or society, there can be questions raised, concerns aired and debates ensue, but not the kind of social disruption that the newly revised sex ed curriculum has engendered across every facet of people’s lives in the province. When concerned parents and other stake holders in public education are pushed to rally at Queen’s Park in the bitter cold of winter, it signals deep concerns that people hold and demonstrates an active will to stand for what is held dearly.
Before Kathleen Wynne became Premier of Ontario, the questions that surround whether to engage public school students to so-called sex education has been the subject of much debate. The fact that there is fierce opposition against the intentions of the premier and her push for the implementation of the revised curriculum this fall is not a personal matter against the premier’s way of life. Her leap to tar anyone in that way is a lame attempt to silence her critics, and no one should be swayed by her rush to the corner of homophobia.
The premier nor education minister, Liz Sandals, has no right telling parents what is appropriate for their children. There are some areas of life that are the prerogative of parents alone. In their tender years, children must continue to rely on their parents for information and guidance in matters of sexuality and influences beyond the family must be at the behest of the individuals if they are mature and their parents if they are not. If the government is allowed to intrude upon the sanctity of peoples sacred values, not the least of which is sexuality, what next?

The ridiculous reasoning of Liz Sandals for pushing this curriculum is nothing less than catching at the wind: “children experience puberty earlier”, so what! Parents will deal with the subject earlier. But, no one need be fooled by the smoke in the various reasoning given by those who align with the premier the education minister. The curriculum was not revised to deal with the early maturation of children; no way. To think that is to miss the hidden agenda the premier brings to curriculum.
It cannot be that you change a curriculum because kids mature earlier. If that is not the reason, why not ask the premier and Liz Sandals what else do they want children to be aware of and not only children, but the rest of the province? I said it before and I’ll say it again; go beyond the surface and see what is beneath all the smoke.
No one needs to tell Grade 2s about body parts. No teacher needs to show our children how to put on a condom. No teacher needs to spend tax-payers dollars and children’s limited time engaging in snickering sessions about a topic that they are uncomfortable talking about with someone other than a parent. Give me a child and I can successfully educate that child fully and not impinge on the privacy of his or her parents responsibilities. Give a hundred children and I can successfully educate them without impinging on their privacy and that of their parents. Give me a school and I can successfully influence the academic promise without engaging in unnecessary areas of sexuality.

Premier Wynne, What is it you’re really after? Will you tell us?  thzzxz



The Wonder of A Simple Drink — Iaso Tea

I am not an expert on what drinking tea can do to the body. There is hardly anyone who has never had a cup of tea or coffee in the morning. In fact, there are people who have several cups of tea or coffee during the day. Some people say that they cannot begin the day without having a cup of tea or coffee, and some have a ritual of a cup of tea or coffee as the last drink before going to bed at night. Whatever the common practise, tea or coffee seems to be a drink that is enjoyed globally.
What happens when a cup of tea or coffee is drunk. It can create a sense of calm and satisfaction. It can even make one become alive, ready to take on the challenges that lay ahead with a spirit of conquest. Tea can be a simple refreshing drink that is merely tasteful and enjoying. There is hardly a breakfast meal in the early part of the day that is complete without tea or coffee.

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Some health practitioners say that tea and coffee contain caffeine; coffee more so than tea, but who can tell the difference, really. Suffice it to say that they both contain caffeine. And it is believed that caffeine is not very good to the body. As I mentioned at the outset, I do not have any expertise regarding the functionality of tea or coffee. What I am aware of, however, is that coffee is often used to keep people awake at night. How true that is I do not know; it has never kept me up. In fact, I believe that it has no effect on me whether to stay up or not. But, for some people, it has an effect on whether sleep comes or not.
The story of a tea I recently discovered, called Iaso Tea is a different drink. Used in Europe for quite some time, it has made its way to North America and is causing a stir. It has been found that Iaso Tea is not simply a refreshing drink. It seems to act as a detox agent. People claimed that after drinking 2 cups of Iaso Tea, they began to feel better in their bodies. And in the short span of 5 days, after drinking two cups of Iaso Tea each day, people began to realize that they began to lose weight.


That was when I became intrigued. If in fact, this tea was cleaning the body, causing it to work efficiently and creating the shedding of unwanted pounds, I wanted to become a test case. I decided to order the tea and began drinking it. To my amazement, my stubborn weight began to go down, day after day. This seemed unreal. But, I noticed that I felt lighter and was breathing more easily as well. Iaso Tea was working as claimed by others.I realize that I was a witness to truth and today, I am taking this message about Iaso Tea to all who would listen and are willing to have a life change.
If you or someone you know struggle with extra pounds that you want to let go of, this can be the way by which you can finally find relief. A simple drink of Iaso Tea, just 2 cups a day can be the way. You drink tea anyhow, then, there is no reason to drink some more, only let it be 2 cups of Iaso Tea.



It was in 2010 that the government attempted to bring in a revised edition of sex education to Ontario schools. It was withdrawn after much opposition from faith leaders and the general public. Because of the sensitivity around sexuality in general, it has always met with fear and other concerns.

Now, fifteen years or so later, the Wynne government believes that it has the will and enough support from special interest groups to make the curriculum take effect. Wynne has ensured that a number of prominent groups are lined up behind her to provide the needed support for pushing through the curriculum. She has as much said, that, nothing with stop her in her effort to provide Ontario students with what she believes to be healthy options related to sexuality.

Wynn has often held that the multicultural nature of the schools calls for a broader approach to many practices, sexuality among them and that the narrow focus the defined sexuality in the past cannot be held anymore.

Peel, one of the biggest school boards in the province has long pushed for greater acceptance for the things that the Wynne government is set to put forward in the schools and this spring, teachers will be “trained” or so they believe to deal with salient features of this newly revised sex education curriculum.

It is hard to understand how well prepared teachers will be in the brief exposure the will have to issues of sexuality. People within the medical field spend several years learning and understanding what teachers will be asked to deal with in the face of varying cultural beliefs and practices.

There is no wonder that some teachers have openly spoken about the discomfort that this mandatory assignment has on them and the anticipated backlash that can occur from parents who are dead set on their prerogative to discuss and teach their own children about matters pertaining to sexuality. Many parents feel that their right to parent their children in a way that they deem appropriate has been intruded upon and in some instances taken away from them

There are some matters that schools should not and must not meddle in and discussions of sexuality seem to be one of them. The discomforts that have arisen over the last 15 years are cause enough for further discussions. It will serve the purposes of all involved to hasten slowly; withdraw the new curriculum and enter into all-inclusive discussions not just a few special interest groups.




With the new Ontario Curriculum in place, it is now mandatory for teachers to instruct children in the area of sexual education. How much each teacher knows about the appropriateness of the topic is still unclear. Some teachers seem eager to engage students in topics relating to sexual interests while a growing number of teachers would rather not touch the subject.

Beginning in 2000, the Region of Peel and Peel District School Board came together to discuss a program to deal with sexuality among the regions students. Superintendents and administrators met to discuss and identify issues around health that they believed would help students deal with sexuality. Absent from the discussions were parents and other interested partners within the region. Although Peel Region and Peel District School Board boast of the inclusiveness in the region’s education thrust, they neglected to invite community leaders and people of faith to help carve out a balanced program that would support all students.

Today, there is an outcry from large sectors of the communities that make up the Region of Peel who feel that a topic as sensitive as sexuality should be taught by teachers who in the first instance are improperly trained to deal with the subject.

Many parents believe that sexuality and all its implications is the concern of parents, religious leaders and medical practitioners. The Region of Peel and the Peel District School Board are cleverly labeling their program as “The Healthy Sexuality Program”, which on its face had a good ring to it. When you look as the details of the curriculum one is left to wonder what is healthy about many of the detailed demonstrations that students will be exposed to, well before they may be ready for such information. But beyond that, there is an underlying agenda that is held back; the real reason for revamping a previous innocuous program.

As times goes on, what the Region and its supporters of this program wish to implement will be uncovered and it will be at that time that parents and students will understand what is really behind the authors of the new curriculum.

It is not too late for parents and people of faith to weigh in and let their concerns about the dangers of the new curriculum be known. Curricula can be pulled back if found to be detrimental to children’s well-being and against the wishes of tax payers. To act later and not now is to allow the values we hold for many decades become eroded by the insidious activism of those who seek to subvert the minds and hence lives of our children.

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Ontario’s premier Kathleen Wynne is bent on ensuring that the new sex education curriculum gets implement in Ontario schools against much opposition from parents of various persuasion and many of strong faith practises can beliefs.

One of the questions that’s being asked is why should very small children be exposed to such a sensitive issue well before they are ready? Although it is argued that children are maturing more earlier now than before, what precisely is the end goal of having teachers who may not be adequately trained to handle such a topic be the one to implement it in a public setting?

When the premier campaigned in the last election, I do not recall that she made this a prominent issue as an item of urgency. There are issues of poverty, jobs, adequate housing, energy, and so many more that are pressing issues. Why the rush? What is so urgent in moving on this particular issue. Well, there may be more to it that’s hidden from the general public. I’ll talk about them in due course.

Some highlights of what you can find in the new document are as follows:

Grade 1: Identify body parts, including genitalia, using correct terminology. Recognize caring behaviours and exploitive behaviours.

Grade 2: Outline the basic stages of human development. Identify related bodily changes. Explain the importance of standing up for themselves. Describe how to relate positively to others and behaviours that can be harmful in relating to others, including both online and face-to-face name calling.

Grade 3: Identify the characteristics of healthy relationships, including those with friends, siblings and parents. Describe how visible differences, such as skin colour, and invisible differences, including gender identity and sexual orientation, make each person unique. Identify ways of showing respect for differences in others. Develop safety guidelines for Internet use.

Grade 4: Describe the physical changes that occur at puberty, as well as the emotional and social impacts. Demonstrate an understanding of personal hygienic practices associated with the onset of puberty. Identify risks associated with communications technology and describe how to use them safely. Describe various types of bullying and abuse and identify appropriate ways of responding.

Grade 5: Identify the parts of the reproductive system. Describe the processes of menstruation and spermatogenesis. Describe stresses related to puberty and identify strategies to manage them. Explain how a person’s actions, either in person or online, can affect people’s feelings and reputation, including making sexual comments and sharing sexual pictures.

Grade 6: Identify factors that affect a person’s “self-concept,” for example stereotypes, gender identity and body image. Describe how to lay a foundation for healthy relationships by understanding changes that occur during adolescence. Assess the effects of stereotypes on social inclusion and relationships.

Grade 7: Explain the importance of understanding with a partner about delaying sexual activity and the concept of consent. Identify common sexually transmitted infections and describe their symptoms. Identify ways of preventing STIs and unintended pregnancy. Assess the impact of different types of bullying or harassment, including sexting.

Grade 8: Identify and explain factors that can affect decisions about sexual activity. Demonstrate an understanding of gender identity and sexual orientation. Demonstrate an understanding of contraception and the concept of consent. Analyze the benefits and risks of relationships involving different degrees of sexual intimacy.

Grade 9: Demonstrate an understanding of the benefits and risks of using communication technologies. Describe the relative effectiveness of methods to prevent unintended pregnancy or STIs. Demonstrate an understanding of factors influencing a person’s gender identity and sexual orientation. Apply their knowledge of sexual health and safety, including to the concept of consent.

Grade 10: Demonstrate an understanding of factors that enhance mental health. Describe factors that influence sexual decision making. Describe some common misconceptions about sexuality in our culture, and explain how these may harm people. Explain how being in an exclusive relationship with another person affects them and their relations with others.

Grade 11: Demonstrate an understanding of a variety of mental illnesses and addictions. Describe how proactive health measures and supports, for example breast and testicular examinations, can be applied to avoid or minimize illness.

Grade 12: Demonstrate an understanding of the effects and legal implications of different types of harassment, violence, and abuse in different relationships and settings and describe ways of responding to and preventing them. Demonstrate an understanding of how relationships develop and how to maintain a healthy relationship.



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The news of changes in Ontario’s school curriculum is frightening many parents and students in the province alike. The topic of sexuality has always been a bone of contention for parents in general and for those parents who are of a Christian persuasion in particular. Whether to teach sex education to any child has been pushed back against for quite some time. What is more upsetting is the teaching of sex education to very small children as early as in Kindergarten.

The acceptance of gender differences and all that comes with it is challenging the old beliefs and practices that defined education in the past. Today, those beliefs and practices are not only changing gradually, but forcibly, and many parents as well as students are seeing their values challenged.

There is no doubt that any talk or discussion about sexuality is not only uncomfortable, but also a matter of who should do it and to whom. It has long been argued that teaching children or any one for that matter about sexuality is the prerogative of parents alone and that schools should stay away from any attempt to do so. Today, that argument no longer holds up as the Ontario College of Education prepares teachers for what they call equity and diversity training. In plain language, the college will be training teachers in what the deem understanding the gay, lesbian, bisexual and trans communities.

Whether it is called diversity training or sexuality training makes no difference. The province has a grand plan through schools to move forward with its agenda to expose all students to sexual knowledge, regardless of objections by anyone.

The battle is on and it looks like it will be a cash cow for attorneys and others who work in fields of giving advice and defense, for no one should doubt that this curriculum will be fought hard beyond the schools and boards, right into the corridors of our legal system.


When there are undeniable facts of ADHD in a child, there is very little reason to move to suspension as a remedy for associated ADHD. When students are known to have ADHD, it is incumbent on schools to have in place all the necessary personnel and tools to ensure that adequate instruction can be provided.

When ADHD students are expected to learn in similar ways as students who do not have any cognitive limitations, a classroom or school will set itself up for trouble. ADHD students must be instructed with the understanding of their challenges in mind. Teachers must be trained appropriately. Classrooms must have necessary accommodations. Students in classrooms with ADHD students must be aware of the presence of the ADHD students in terms of educating them regarding how they should interact, keeping in mind that ADHD children can learn, but that they learn differently.

I once had a student sent to my office because he would not take off an outer garment which the teacher insisted that he should. The student was not only very upset but seemed confused. When I inquired what had happened, I learned that the students was told that if he did not do what he was told to do that he would not enter the class. I found that the actions and tone of the “teacher” was highly inappropriate; it seemed that the teacher was bullying the child — a situation that I had witnessed by many teachers in many schools.

I continued to inquire as to what precisely the teacher wanted the student to do and was told that the teacher wanted the student to take off his coat. I asked, “Why didn’t you do what the teacher asked you to do?” The student replied, ” I don’t have a coat”, and he was correct. He was wearing a jacket.

I told the student to remove his jacket which he promptly did and I escorted him back to his classroom. Well, the eyes of the teacher could have pierced my forehead. Later that day, I learned that the teacher was rather upset that the student was not suspended. Really, I thought to myself! This child was known to have ADHD, but, the approach that was taken before was to suspend.

In many of our schools, suspending children is simply postponing a challenging situation that should be dealt with then and there.

Every school should be educated in how to instruct ADHD students and bring to an end any seemingly quick fixes, such as suspension. In the end, the child loses out on what should be a right to be educated.


This author looks at health as the strength of a nation. I’ve recently discovered Iaso Tea and its potential to support health. The testimonials are coming in fast, how people are beginning to feel better and lose weight. Try it for yourself. After all, if you drink tea or coffee, give Iaso Tea a try and see the immediate benefits to your health. Get it here:http://www.gotlcdiet.com/albertae

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