- LOST TWINS GAME READ BETWEEN THE LINES FIND CEO CODE
- LOST TWINS GAME READ BETWEEN THE LINES FIND CEO PLUS
On several other occasions, the owner tried to get Darlene to come to his apartment. Darlene firmly refused, saying that she was seriously involved with her boyfriend. suggested that she come to his apartment to have sex with him. You're scared you're going to like it.” A few days later, Mr. When she refused, he said “I know what's wrong with you. However, she was becoming increasingly uncomfortable with the situation and tried to avoid the owner as much as possible. He then began to make offhand remarks about how he was sick of his wife and that he needed “satisfaction” from another woman.ĭarlene did not encourage the comments or actions, nor did she say anything against them. At these times, she would quickly draw away from him. As they worked, he would often put his hands on her shoulders and hips or lean over closer to her. M's behaviour toward Darlene began to change. It was obvious that Darlene liked the work. M's first review of Darlene's work showed that she was performing all her job duties exceedingly well. M., the owner, tend plants and shrubs, place orders and serve customers. McClaskin Hot House.Īs part of a government program, Darlene, a grade 12 graduate, got a job with a local garden nursery. This scenario is based on the real-life human rights case of Noffke v.
LOST TWINS GAME READ BETWEEN THE LINES FIND CEO CODE
The Vice-Chair or Adjudicator hears the facts, applies the Code and case law, and makes a decision.Ĭompare the students' conclusions with the actual findings, included in the discussion points below.Both parties present evidence, ask the other party questions.The respondent or the respondent’s counsel sets out their issues.The applicant or his/her counsel starts by setting out his/her issues.Next, the Vice-Chair sets out the ground rules.The Vice-Chair or Adjudicator introduces him/herself and the parties.Everyone should have a role in each case as it is acted out. When each group has prepared its case, set up a “hearing room” in your classroom. Vice-Chair or Adjudicator (who conducts the Tribunal hearing).Witnesses for the applicant and respondent.Respondent(s) – the person or organization that the complaint is against and is named in the application.Applicant(s) – the person who has the complaint and files an application.In groups of seven or eight, students select one of the case studies and prepare arguments for and against the alleged violation. For more information about this process, see “ The Human Rights Tribunal of Ontario” in the appendix. A tribunal decision is a legal one and therefore can be appealed to a higher court. A final decision by a tribunal can order a person or company that discriminates to pay for any of that person’s losses and make the company change the way it operates to make sure the discrimination does not continue. A tribunal usually consists of one person who decides on the human rights complaint (called an application). With this activity, students take part in a tribunal scenario for each case study. To challenge statements and/or raise other questions, a student must sit in the empty chair, make the point and then vacate the chair.Īs each group reports its findings, provide input using relevant information from the discussion points included below. The rest of the class should sit outside the circle of representatives.Įach representative reports on her or his case study by explaining the scenario and sharing the group's answers to the questions. Include one empty chair, where others will sit when they wish to ask questions or challenge statements raised by the reporting students.
LOST TWINS GAME READ BETWEEN THE LINES FIND CEO PLUS
Set up a forum or fishbowl structure by arranging chairs in a circle (one for each representative), plus one for a group discussion facilitator (you or a student). Each group identifies one person as the representative for the feedback session.
If students have other questions, these should be noted and answered. Have each group read its case study carefully and then discuss the questions that follow. Give each group a separate case study for discussion and analysis. Option 1: Forum activityĭivide the class into groups of four or five. Using both approaches will give students a more complete understanding of how the Code is applied.
The second has students role-play at a human rights tribunal hearing. The first is a forum discussion of each of the case studies. The case studies in the Students' handouts section can be approached in two ways.
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