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Petition Type: New
ID: 10658
Submitted: June 12, 2023 at 4:51:19 PM
First Name: Masih
Last Name: Hashemi
Pronoun: He, Him
Preferred Name: Masih
Student Number: 20352388
Degree Program: BS
Plan: General Mathematics
Level of Study: 1

Petition Categories

Petition Categories: Request credit (CR) standing in a course or courses
Code: CISC 121
Term: Winter
Year: 2023
Petition Category: Request credit (CR) standing in a course or courses
Instructor's Name: DR. Erin Meger
Code: ECON 112
Term: Winter
Year: 2023
Petition Category: Request credit (CR) standing in a course or courses
Instructor's Name: Ugurhan Berkok
Section/Class Number: ECON 112-001
Code: MATH 121
Term: Fall/Winter
Year: 2023
Petition Category: Request credit (CR) standing in a course or courses
Instructor's Name: Ping Li
Code: RELS 137
Term: Winter
Year: 2023
Petition Category: Request credit (CR) standing in a course or courses
Instructor's Name: Richard Ascough
Code: COGS 100
Term: Fall
Year: 2022
Petition Category: Request credit (CR) standing in a course or courses
Instructor's Name: For petitions requesting AG standing, CR standing and extension of IN grades the Faculty Office will seek written support from the instructor on your behalf. No details concerning your extenuating cir
Section/Class Number: Dr. Carolyn Lamb

Petition Letter

Petition Letter: Dear Associate Dean,
I am writing to petition for credit standing for the following courses: CISC 121, ECON 112, MATH 121, RELS 137, and COGS 100. I believe that the extenuating circumstances I experienced during my first and second semesters at Queen's University warrant consideration for credit standing.
Upon arriving in Canada in August 2022, I was confronted with the distressing news that protests were unfolding in my home country of Iran. These protests, which began at the end of September and continue to this day, have had a profound impact on my family and friends. The situation in Iran deteriorated rapidly, causing my parents and many others to face immense pressure and an inability to work as they did before. The economic and political instability in Iran has left their lives far from normal, and the constant worry about their safety and well-being weighed heavily on my mind.
The mental and emotional toll of these events severely affected my ability to focus on my studies. I found it challenging to attend classes regularly, and my performance during the final exams suffered greatly. The fear and anxiety I experienced due to the situation in Iran made it nearly impossible to concentrate on my academic responsibilities. While I arrived at Queen's University with a strong academic record, with all my courses averaging around 97, the unforeseen circumstances prevented me from maintaining that level of achievement.
In Iran, it is not common for individuals to apply for consideration or accommodation in situations like this. There is a prevailing belief that one should deal with their problems independently. Moreover, as an international student, I was not aware of the academic support services available to me, and financial constraints prevented me from dropping any courses at that time. I had hoped to improve my marks, but the stress and difficulties caused by the situation back home hindered my ability to do so.
Looking ahead, I am determined to prevent a recurrence of this situation and take the necessary steps to improve my academic performance. I have sought support from the Queen's Student Academic Success Services (QSAS) and the Student Wellness Center, where I am currently working with a consultant to address my stress, anxiety, and concerns. Through these services, I am developing strategies to manage my emotions and build resilience. Additionally, I plan to engage in summer study sessions to catch up on missed coursework and enhance my future academic performance.
I acknowledge that dropping a course is an option, but I am committed to putting forth my best effort and exploring all avenues to ensure academic success. I am aware of the possibility of changing my program due to the circumstances that prevented me from selecting my preferred plan of study, computing.
I will work diligently to achieve the necessary academic success. I understand the importance of demonstrating my commitment to overcoming the challenges I faced and ensuring that my extenuating circumstances do not continue to negatively affect my academic progress. I am prepared to work even harder and put in the necessary effort to succeed in my future studies.
Furthermore, it is my utmost desire to return to my original plan of studying computing. I am highly motivated to pursue this field and I am willing to go above and beyond to achieve my goal. I am fully aware that this may require additional dedication and perseverance, and I am ready to embrace the challenge. I am committed to working diligently to meet the academic requirements and excel in the computing program.
I am confident that I can overcome the setbacks caused by the extenuating circumstances and achieve the academic success necessary to pursue my desired program. I am determined to utilize the resources available to me, such as QSAS and SASS, to maximize my potential and ensure a successful academic journey. Also this time I am aware that I can drop my courses.
I kindly request that you consider my petition for credit standing for the courses mentioned above. I assure you that I am fully dedicated to improving my academic performance and making the most of my educational opportunities at Queen's University. Thank you for your time and consideration



Documentation

Level 1 Status

Status: Denied

Level 2

Appeal Type: Level 2
ID: 216
Submitted: August 10, 2023 at 4:39:54 PM
Relevant Petition: 10658
Decision(s) Being Appealed: Request credit (CR) standing in a course or courses: CISC 121, Winter 2023 (DR. Erin Meger)
Request credit (CR) standing in a course or courses: ECON 112, Winter 2023 (Ugurhan Berkok)
Request credit (CR) standing in a course or courses: MATH 121, Fall/Winter 2023 (Ping Li)
Request credit (CR) standing in a course or courses: RELS 137, Winter 2023 (Richard Ascough)
Request credit (CR) standing in a course or courses: COGS 100, Fall 2022 (For petitions requesting AG standing, CR standing and extension of IN grades the Faculty Office will seek written support from the instructor on your behalf. No details concerning your extenuating cir)

Appeal Grounds

Appeals to the Board of Studies must include a letter based on one or more of the Grounds for Appeal (Appeal Regulation 3.4). What are the grounds you are basing your appeal on?
  • The Associate Dean's decision did not follow the rules of procedural fairness. A breach of procedural fairness includes such things as the Associate Dean failed to:
    • Make a reasonable decision in your appeal. A “reasonable” decision is one that is based on evidence, thought out and supported by facts and logical inferences from the facts. To be reasonable, the decision must contain adequate reasons for the conclusions.
Appeal Grounds Details: I am appealing to the Associate Dean’s decision to deny my appeal to request credit standing for five of my courses(Cisc 121, math121, Rels 137, Cogs 100, Econ 112) on the following grounds.
Firstly, I believe thatthe letter I initially composed for my petition lacked clarity and failed to comprehensively articulate my situation and the precise timeline of the challenges.
Secondly, I have recently received a diagnosis of ADHD, a detail that was absent from my initial letter, and of which I had only become aware after its submission.

Appeal Letter

Appeal Letter: Dear Board of studies,
In my decision letter, the Associate Dean mentioned that my challenges were commencing in September 2022, which was before the drop class deadline. I must acknowledge that my letter was unsuccessful in effectively elucidating the situation, particularly the timelines. In September 2022, protests began in Iran, and this is indeed accurate. However, for the initial two months, the impact on me was minimal since the protests were confined to my home country. While it was disheartening, I found it manageable, given that my family, friends, and relatives remained unaffected by these events.

In the middle of November, the situation took a turn for the worse, involving my family and friends more deeply. Around November 20th, my family, friends, and I became aware of the situation; furthermore, the matter gained widespread coverage in the news and on social media. Notably, my friend Mahan Sedarat Madani was apprehended by the government for participating in the protests to assert his fundamental rights. As time progressed, news circulated that the authorities intended to execute him by hanging, heightening my distress. This was an exceptionally challenging period, as a close friend, previously joyful and youthful, now faced the prospect of execution by hanging, merely for advocating for his rights without causing harm to anyone. Being close in age to him, the notion of my friend facing such an unjust fate was incomprehensible and agonizing. Every week, updates arrive from him, underscoring the gravity of the situation and the impending execution. His images were even displayed outside Stauffer Library, symbolizing the collective effort to secure his release.

To this day, he remains incarcerated, the reasons for his imprisonment remain elusive, and a search of his name provides a comprehensive account of the events. The culmination of this challenge coincided precisely with my final exams, rendering studying arduous. It was difficult to muster enthusiasm for academics when a dear friend's life hung in the balance due to his activism, not violence. The challenge did not cease with Mahan; as mentioned in my earlier correspondence, my family members are journalists who have faced intellectual persecution in Iran. My parents were compelled to cease their journalistic pursuits, as continuing could have dire consequences, including execution or imprisonment.

In Iran, even a tweet could lead to arrest and execution, exemplifying the gravity of the situation. This led to numerous financial difficulties, causing them to struggle with supporting me financially and even impacting their own financial stability. Consequently, I experienced heightened stress while living in a different country, compounded by concerns for my family's challenging situation in Iran.

Around February and March, further adversities befell my family. Regrettably, I am unable to provide details here due to safety concerns that extend to both me and my family's security. Revealing these specifics in writing could potentially jeopardize their safety, and I am more than willing to provide a comprehensive explanation during an in-person meeting if it is deemed necessary. From late November 2022 to nearly May 2023, the situation remained perilous, leaving me incapable of concentrating on studies, let alone strategizing to aid my family. Throughout this period, numerous journalists were detained, and casualties escalated,

intensifying the overall insecurity, particularly for my family members. Additionally, my father's telephone conversations were laden with caution, given the government's potential eavesdropping capabilities, and he was also providing guidance to help me navigate these concerns. This compounded my challenges, as I struggled to grasp the true extent of the circumstances. The situation was both unknown and deeply worrying for me, especially while maintaining a façade of normalcy over the phone. In March during one such conversation, he confided in me about matters I cannot disclose in this letter due to the significant safety concerns that exist for my family which I explained earlier.

Additionally, amid these traumatic events, persistent challenges, and underlying fears, I discovered that I suffer from ADHD, a condition that significantly hindered my ability to focus. The wellness center physician diagnosed me after my petition. This diagnosis shed light on the difficulties I had been experiencing, as studying became more arduous than ever. During the winter term, the confluence of familial turmoil, ADHD, and impending final exams created an exceedingly taxing environment for me. Despite these challenges, I refrained from dropping my courses, fueled by the hope that circumstances would improve. In January and mid-February, my father withheld information from me, but in May, he disclosed everything, leaving me with limited time to prepare for exams. My struggles with ADHD and concentration issues exacerbated the difficulty of studying, placing me in an exceptionally demanding predicament.

In conclusion, my initial letter inadequately delineated the timeline and omitted certain aspects due to safety concerns. Presently, I still find it unsafe to divulge all the details, which underscores my hesitation. However, I am more than willing to elaborate during an in-person meeting. Moreover, the Associate Dean observed in the decision letter that

Documentation

I plan to submit additional documentation at a later date: I am planning to submit a documentation related to my current diagnosis (ADHD). I will submit this document between August 15-20, because I have to wait for my appointment with student wellness center to talk with my doctor.

Also the Document that I submit which is related to Mahan Sedarat it's a news from The times of Israel.
Select a decision letter template to generate and queue a decision letter using its content.

Level 2 Amendment

Appeal Type: Level 2 Amendment
ID: 224
Submitted: August 28, 2023 at 4:20:05 PM
Relevant Petition: 10658
New Information: I got my ADD documentation. I just accidentally on my letter wrote I have ADHD which actually i have ADD which the difference is I am not hyperactive.
And ADD is attention deficit disorder which is lack of having focus.
Thank you.

Appeal Grounds

Appeals to the Board of Studies must include a letter based on one or more of the Grounds for Appeal (Appeal Regulation 3.4). What are the grounds you are basing your appeal on?
  • The Associate Dean's decision did not follow the rules of procedural fairness. A breach of procedural fairness includes such things as the Associate Dean failed to:
    • Make a reasonable decision in your appeal. A “reasonable” decision is one that is based on evidence, thought out and supported by facts and logical inferences from the facts. To be reasonable, the decision must contain adequate reasons for the conclusions.

Documentation

History

Originally submitted June 12, 2023 at 4:51:19 PM.

FieldReferenceOld ValueNew ValueNoteUserDate/Time
statusN/AReceivedIncompleteSpring Forsberg2023-06-13 11:56:51 AM
statusN/AIncompleteIn ReviewSpring Forsberg2023-06-27 2:23:29 PM
statusN/AIn ReviewDeniedSpring Forsberg2023-07-06 2:08:28 PM
associate_deanN/AJenn Stephenson, Ph.D.Spring Forsberg2023-07-06 2:08:28 PM
decision_letterN/AN/ADecision letter sentSpring Forsberg2023-07-06 2:10:46 PM
new_appeal_level_2N/ALevel 2Level 2 Appeal ID: 21621mh1372023-08-10 4:39:54 PM
new_appeal_level_2N/ALevel 2 AmendmentLevel 2 Appeal ID: 22421mh1372023-08-28 4:20:05 PM
statusN/AReceivedADA Amended DecisionPamela Briand2023-09-05 12:14:20 PM
decision_letterN/AN/ADecision letter sentPamela Briand2023-09-05 12:19:57 PM