Opinion: Are professors openly ideologically biased? If not, they should be

They won’t harm the learning environment by discussing their personal beliefs

Opinion: Are professors openly ideologically biased? If not, they should be

A couple of points regarding ideologies, of which I hope there can be no disagreement: first, the deeper your commitment to your opinion, the harder it is for you to recognize that opinions exist. The opinions you hold are facts; your opponents’ are dangerous emotional bias. Second, your ideology is always the underrepresented one, and your enemies’ control the world. We all like to fancy our perspectives as marginalized. That’s why there are still problems, after all — because we aren’t in charge.

These points come to mind whenever students, or certain professors, complain about ideological biases at universities. For every person who rages that academia is infected by radical leftists with Marxist or feminist agendas who don’t understand the ‘real world,’ someone else rants that academics are all too old, privileged, and male to be in touch with the ‘real world’ outside of their ivory tower. The implication is not merely that our enemies are everywhere, but that they’re in power, and using that power for no good.

Rather than debating which way the supposed bias faces, we could ask instead: is it even a problem? Should academics not be opinionated?

My first-year political science professor told the class that if his teaching worked, we shouldn’t be able to determine his politics. This is a noble aim, but it’s not infallible.

For example, let’s imagine a professor who believes in laissez-faire economics. They think the invisible hand of the market is the warmest hand to hold and have read every rebuttal to Marx ever written. Yet they wish to teach their students both perspectives equally and select literature they consider representative of each side.

Here, already, is a problem: if they have given more years to studying free-market literature than Marxist literature, they will have a far greater selection of anti-Marxist material to draw from. They know the foundational texts of the ideology they oppose, but how much do they know beyond that?

Even if they sincerely seek to give both equal attention, the odds are against them before the lecture even begins. It does little harm to students for them to disclose their beliefs. In fact, there are more insidious issues if they claim impartiality, but their lessons quietly favour particular viewpoints.

Of course, revealing one’s own opinion is not the same as being biased, but we tend to call opinions “bias” when they contradict our own. If someone in a position of authority espouses a point with which we agree, we may not recognize it as a subjective opinion at all, but simply a fact.

If a professor announced, “capitalism is broken,” “the Illuminati controls our government,” “crime is worsened by inequality,” “the illuminati should control our government but they don’t,” or “the Illuminati broke capitalism,” this would register to some students as a troubling intrusion of personal politics, and to others as clearly observable truths which need no explanation.

While it seems straightforward to tell professors to keep personal opinions out of lectures, it’s not so simple for them to do so. The deeper your research, the more likely you are to encounter topics on which there is debate, even amongst authorities.

We want our lecturers to be passionate and exceptionally knowledgeable about their subjects. It’s difficult to imagine someone dedicating their life to learning about something, and emerging with no strong opinions.

If their subject interacts in any way with human society — which subjects tend to do — some of those opinions are going to be political. So, let’s hear them. If anyone’s going to lecture us about politics, why not the people to whom we already pay large amounts of money to for their knowledge?

Good teaching forces us to confront our own biases. If we already knew everything we wanted to know about the world, we wouldn’t come to university. Learning from a professor who regularly says things you disagree with will ultimately be a greater learning opportunity than learning from one who confirms everything you already believe. Some of my most fulfilling moments at U of T have come after a professor said something that I opposed entirely, and I had to turn the statement over in my head for a long time. Even if I ended up holding firm to that initial opposition, I came to have a stronger grasp of my own opinion and why I stand by it. Working in a university requires you to know a thing or two, unlike working in government — which requires you to be an illuminatus.

Your professor might not successfully convert you to communism, but you won’t have many opportunities in life to have a reasoned debate with a well-informed opponent whose job it is to encourage you to share your thoughts — cherish them whilst you have them. We’re in school to be challenged; no one expects you to follow blindly. And if you feel like your professor is trying to indoctrinate you, they must not be doing a very good job of it.

Jacob Harron is a fourth-year English student at Victoria College. He is an Associate Senior Copy Editor.

Lessons in Living: Professor Morgan Barense — neuroscience 

U of T professor on feeling trapped and learning from impostor syndrome

Lessons in Living: Professor Morgan Barense — neuroscience 

Dr. Morgan Barense is a professor at U of T, where she teaches psychology and neuroscience. She received her BA from Harvard University and her PhD from the University of Cambridge. Barense has been awarded a Canada Research Chair in Cognitive Neuroscience and the James S. McDonnell Foundation Scholar Award. 

She is the principal investigator at the Memory & Perception Lab, which focuses on how the brain supports memory and how memory is affected by brain damage or disease. The lab is currently developing the Hippocamera app, a memory rehabilitation tool that helps individuals who are showing signs of memory decline. The Varsity sat down with Barnese to chat about her undergraduate experience, her personal life, and her work at the lab.

The Varsity: Did you ever drive important lessons from difficult or stressful experiences? Can you give some examples?

Morgan Barense: The most stressful experience I’ve had was when I felt trapped because I felt there was only one outcome that could lead to success. When you’re in that kind of situation, failure feels like it’s not an option.

One example was when I was an undergraduate and thought that I was going to go to medical school. I was so focused on that outcome that I never stopped to focus on whether I wanted to go in the first place. I got to my last year, had my applications completed, and looked up from the computer and said, “I don’t want to go.”

It would have been a lot less stressful had I granted myself the fact that there was more than one way to live and be successful. Except for rare circumstances, there is never only one answer for success and happiness. Never if you told me in my twenties that I would be a professor at U of T would I have believed you.

TV: What do you think you now know about living a happy and successful life that you didn’t know when you were 20?

MB: I wish I’d known it was possible to have a family and be a scientist. The message that you are not a serious academic if you are also a mother is false. This is especially hard for young women, who maybe don’t have many female role models. I got to the end of my undergraduate career at Harvard and realized that I had only one female professor — it’s hard to be what you can’t see.

I know more about impostor syndrome, which was something I had. It’s a phenomenon whereby you internalize and own your failures and externalize your successes. I wish I had labelled it sooner and identified that kind of toxic mindset. It can’t be that all the things that I had achieved were due to luck and all the times that I didn’t succeed were due to my own inadequacies.

TV: What are some principles and habits you live your life by?

MB: It sounds cliché, but the starting point is knowing the things which are the most important to you and ensuring that I’ve structured my life in a way that all those elements are protected.  A huge part of who I am is my identity as a professional and scientist. I run a lab and, being a teacher, it is very important to me that I meet my obligations to my trainees, that we do rigorous science and make contributions to knowledge about how the brain works.

At home, my family is incredibly important, as well as my personal identity. I was a competitive swimmer and it’s important that I get to go to the pool a couple of times a week. It’s about recognizing these pillars which are equally important and putting strong boundaries between them to ensure that they do not interfere with each other. It’s really important to know when it’s enough, that’s where perfectionism can be a death knell for happiness.

TV: What are you currently working on?

MB: I run the Memory & Perception Lab, a cognitive neuroscience lab. Among other research, we are developing the Hippocamera app. We are trying to externally mimic the hippocampus in the app as much as we can in order to rehabilitate people starting to show signs of memory decline. The field has come so far, I’m happy we’ve been able to translate some of these advances into practical solutions for those with memory impairments.

This interview has been edited for length and clarity.

U of T professor missing in India since late September

GoFundMe started for search and rescue effort

U of T professor missing in India since late September

An assistant professor at the University of Toronto’s Rotman School of Management, Dr. Peter Wittek, went missing almost a month ago after being caught in an avalanche during a hiking expedition.

Wittek, 37, specializes in quantum-enhanced machine learning and applications of high-performance learning algorithms in quantum physics. He also serves as the academic director of Rotman’s Creative Destruction Quantum Program, which supports startups in the realm of machine learning and quantum computing.

Wittek set out with five others to climb the 7,120 metre-high Himalayan peak Mount Trishul in the Chamoli district, India. The Indian National Disaster Response Force received a SOS distress beacon from a fellow mountaineer from Wittek’s base camp at 5,700 metres on September 29.

Inclement weather forced authorities to delay their on-ground search, but a three person helicopter search eventually began a few days later on October 3, accompanied by another team of high altitude state mountaineers from the National Disaster Response Force.

“It’s been close to a couple of weeks now, and the search efforts are still ongoing, and sometimes the visibility is poor,” said Sriram Krishnan in an interview with The Varsity. Krishnan is a longtime friend and fellow adventurer who has climbed Mt. Kilimanjaro with Wittek. “We’re also starting to be a little bit more pragmatic and thankful with the efforts that have been ongoing, but we also want to start celebrating what he’s done and who he was for all of us.”

Originally from Hungary, Wittek received his PhD in computer science from the National University of Singapore, and also has a master’s degree in mathematics. Having worked in China, Sweden, India, Japan, Spain, and Hungary, he is recognized as one of the leading researchers in quantum machine learning.

An avid mountaineer, Wittek has been climbing for over 10 years and boasts an impressive record, including Mount Kilimanjaro, Mont Blanc, Mount Kosciuszko, Lenin Peak, and Mount Aconcagua in Argentina — which is the highest mountain outside of Asia.

Following his disappearance, friends and family immediately banded together to coordinate their resources and media outreach. Wittek’s family has been working hard to appeal to the Canadian and Indian governments for support in their search. Krishnan noted that “[authorities] have been very helpful in the coordination of efforts” and that they have received help from various Canadian entrepreneurs, as well as the University of Toronto.

Family and friends have also started a Twitter campaign with the hashtag #findpeterwittek to raise awareness of Wittek’s disappearance, with support from hundreds of colleagues and friends from around the world who have been touched by his indelible spirit.

A GoFundMe campaign was also started to “fund additional resources to help the search and rescue efforts” and “facilitate the travel and accommodation arrangements of his immediate family in or nearby the district of Chamoli,” according to the GoFundMe’s description.

The campaign was started on October 5 and has currently raised over $16,000 with donations coming in from all over the world.

“He has certainly met a lot of people, and everyone he’s met has certainly been enriched by his personality, his outlook and generosity, so it’s a testament to who he was as an individual,” said Krishnan, “We’re optimistic and hoping for the best.”

Remembering Dr. Jay Keystone

U of T professor’s life profoundly impacted residents, colleagues through quality education and influential research

Remembering Dr. Jay Keystone

Dr. Jay Stephen Keystone, a travel and tropical medicine specialist at the Toronto General Hospital and a professor of medicine at U of T, passed away from cancer while surrounded by family on September 3. He was 76 years old.

He is remembered fondly for his empathy and frequent use of humour as he trained residents, treated patients, and worked with colleagues through difficult days in the hospital.

“When people found out he had passed away, there was an outpouring of love and support from people all over the country and even worldwide,” said Dr. Isaac Bogoch, a close friend and colleague of Keystone, to The Varsity.

Bogoch recalled that Keystone fostered a working environment “where you don’t really recognize that it’s work, because you’re enjoying yourself too much.”

“He’d always be smiling and enjoying life along the way,” even on days with heavy workloads, said Bogoch. “That’s one thing I certainly picked up from him.”

Keystone’s empathy in medical education

Dr. Sumontra Chakrabarti, who is now an infectious disease specialist at Trillium Health Partners, recalled his time working with Keystone as a resident for three years. He recounts those years as some of the “most enriching” of his career.

He wrote to The Varsity that Keystone was a “very outgoing, friendly and warm individual” with a “larger than life presence.” He attributed Keystone’s personality in large part to his “amazing sense of humour, that made everyone around him smile.”

“From a resident’s standpoint,” continued Chakrabarti, “any room Dr. Keystone was in, was one guaranteed to be relaxed, jovial, and a place where you would leave knowing much more than when you walked in.”

“It was because of him [that] I have pursued my special interest of tropical infections within my infectious diseases practice,” wrote Chakrabarti. “The type of clinician I am today is in large part my efforts to emulate the type of physician he was.”

Dr. Christopher David Naylor, the former president of U of T, also commented on the empathy of Keystone’s mentorship style, which sharply contrasted the approach that other medical educators used at the time.

“What stood out is that he was humble and kind to his students and residents at a time when, frankly, some of the older clinical teachers were into ritualized humiliation as a mode of instruction,” wrote Naylor.

Naylor also recalled one incident from Keystone’s education that he would never forget.

It involved Keystone teaching medical students that Ascaris lumbricoides infections could be almost asymptomatic. This means that, in Keystone’s words, on many occasions the only “presenting symptom of the patient [would] be horror.’’

“Why?” Keystone would ask rhetorically, “Well, how would you feel if you defecated and found a large worm wriggling in the toilet bowl?”

Keystone’s impact on clinical research

Reflecting on Keystone’s research, Naylor highlighted how he brought the Canadian medical community’s attention to the implications of globalization on the spread of infectious diseases at a time when its impact was not widely recognized.

Keystone graduated as a gold medallist in the U of T Medical School’s class of 1969, and conducted postgraduate work and fieldwork on multiple continents. He returned to Toronto in 1977 to found and lead the Tropical Medicine Unit at the Toronto General Hospital.

His legacy includes more than 200 scientific papers and textbook chapters that he co-authored, a premier travel medicine textbook he wrote as a senior author, and the organizations he was a part of, including the International Society of Travel Medicine where he served as president.

In 2015, he received the Order of Canada for his contributions to tropical and travel medicine.

But despite Keystone’s stature, wrote Naylor, “Jay himself often said that his greatest professional accomplishment was to teach himself out of a job.”

In an article published in May, co-authored with twin brother and rheumatologist Dr. Edward Keystone, Dr. Jay Keystone encouraged those reading “to think about the people who made an impact or provided you with mentorship, and how you can pay it forward to others.”

This fits with Dr. Jay Keystone’s approach to education. In Naylor’s words, Keystone was “involved in inspiring, recruiting, and educating literally hundreds of postgraduate medical trainees.”

“Those individuals, practising all across the country and all over the world, along with his beloved family, are Jay’s living legacy and most important gift to the world.”

In the Spotlight: Dr. James Cantor

An overview of U of T psychiatry professor’s contentious research, opinions on pedophilia

In the Spotlight: Dr. James Cantor

Content warning: this article contains mentions of sexual violence toward minors.

Dr. James Cantor is an accomplished Associate Professor in the Department of Psychiatry at U of T. One of 44 faculty members who focus their research on forensic psychiatry, Cantor also works at the Centre for Mental Health & Addiction, with a specific interest in atypical sexual behaviours. He juggles his positions alongside regular commentary concerning his research on high-profile outlets, including CNN, The Walrus, The Atlantic, and the Toronto Star.

This same research has lead to some uncomfortable questions and contentious opinions about the nature of sexuality and ethics.


For over 15 years, Cantor has sought to better understand the origins of pedophilia. The fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM) outlines the criteria of diagnosis for those with pedophilic disorder as having “recurrent, intense sexually arousing fantasies, sexual urges, or behaviors involving sexual activity with a prepubescent child or children” and having acted upon these urges, which can include anything from masturbation to sexual assault. 

Cantor, writing to The Varsity, notes that there are many factors that go into consideration of a diagnosis, “including the science itself, insurance and financial aspects (people want coverage for seeing a therapist, but insurers want to pay as little as possible), legal and forensic aspects (what counts as legally insane), and the perceived stigma associated with qualifying for a DSM category at all.” As such, having pedophilia does not equate to being diagnosed with a pedophelic disorder.

Cantor contends that pedophilia is an inborn and unchangeable sexual orientation. He draws on brain scans of people with pedophilia to show that pedophilia results from “atypical brain wiring,” rather than any active decisions made by those with the condition. Men with pedophilia have less white matter in their brains compared to men without pedophilia, which, according to his paper, suggests that “pedophilia results from a partial disconnection of [the white matter] network.” This unconventional wiring means that the natural protective urge that people feel toward children is instead transformed into a sexual draw. Cantor associates other brain-related characteristics with people with pedophilia, including lower IQ and left-handedness. 

He further supports his thesis using phallometry, which is a method of assessing sexual interest in men by measuring blood flow to their penises. He shows his subjects nude photos of children and adults, and measures their blood flow, which shows a marked difference in the reactions of people with pedophilia to the different images. 

Cantor’s research is among a large and growing scientific consensus that pedophilia results, at least in part, from unalterable biological attributes, similar to how one would describe sexual orientations.   

The ethics of pedophilia

Sexual abuse of children is unequivocally considered to be both illegal and immoral. Its short-term effects on survivors can include academic problems, behavioural and emotional problems, and drug and alcohol abuse among adolescents. In the long term, child sexual abuse can contribute to symptoms like depression, anxiety, body issues and eating disorders, suicidal ideation, and self-blame for the incidents. In Canada, child sexual abuse can carry a penalty of up to 14 years in prison. 

Cantor thinks that there should be a clear line drawn between people with pedophilia who do and don’t act upon their urges. Because he considers pedophilia to be a sexual orientation, he thinks that it should be viewed as ethically neutral, since it is an uncontrollable biological attribute. Meanwhile, sexual abusers of children, who act upon their pedophilia, should be condemned.

In an interview with The Atlantic, Cantor said that, “people who are pedophilic but who work to remain celibate their entire lives are being increasingly recognized as needing and deserving all the support society can give them.” In other words, Cantor thinks that if a person with pedophilia can control their urges, society should not ostracize them.

“… non-offending pedophiles should have the very same rights as everyone else.”

Writing to The Varsity, Cantor remarked that he does not think that societal acceptance of people with pedophilia will happen in the near future. However, he contends that ending their “reflexive demonization” will help both “pedophiles themselves, but also… [prevent] actual cases of child molestation.” 

“The more we facilitate pedophiles coming in for therapy or support,” he wrote, “the better we can help them develop the skills for managing their sexual interests… For almost all human behaviour, people can manage problems best when they can discuss them openly, and we have no evidence to suggest this is any different.”

How should social media deal with non-offending people with pedophilia?

One of Cantor’s more public instances of support for this social acceptance is a joint letter he signed in January 2018 to John Starr, the Director of Trust & Safety of Twitter. The letter was written in response to a series of bans of accounts of non-offending people with pedophilia.

He, along with a group of “clinical and forensic psychologists, sexologists, sociologists, child protection workers, journalists, writers, and digital rights advocates” warned that banning accounts of people with pedophilia who advocate for celibacy would “increase the likelihood of some [individuals] acting on their sexual feelings.”

They argue that the removal of support networks for non-offending people with pedophilia risks adding to the social isolation and stigma surrounding their condition, and as such would increase the likelihood of people with pedophilia assaulting minors.

Cantor wrote, “I don’t think I hold or have expressed any views [about] how social media should do anything. I do believe and I have expressed that non-offending pedophiles should have the very same rights as everyone else.” He notes that, to him, the banning of the accounts was more of a free speech issue, rather than asking for “special treatment” for non-offending people with pedophilia.

Twitter has allowed some of the users back on its platform under different accounts, but still does not have a concrete policy on how to deal with people with pedophilia.

Critics point out that having people who are open about their pedophilia on social media networks can be dangerous, as children frequent these same sites. While Twitter requires that users be 13 years of age or older when they create an account, a 2016 survey conducted by the BBC found that a majority of UK children under 12 create social media accounts regardless.

People with pedophilia as a part of the LGBTQ+ community

“Speaking as a gay [man],” Cantor wrote in a tweet from December 2018, “I believe [the LGBTQ+ community] SHOULD include the P. To do otherwise is to betray the principles that give us our rights.”

The tweet, which mirrors his view of pedophilia being a sexual orientation, suggests that pedophilia should be included in the LGBTQ+ community. 

Cantor thinks that there should be a clear line drawn between people with pedophilia who do and don’t act upon their urges.

When asked to elaborate, Cantor wrote that he believes that “everyone who is sexually atypical” should be included in the community, regardless of the discomfort of others. 

“When my or any community declares that we deserve recognition of our rights, we have only two ways to justify it. One is the basic principle I espouse: I draw the line at behaviours that cause others harm.” 

He added, “If whatever thought or behaviour causes no one harm, it should be accommodated. Under this (my) ethic, GLBT is all okay, kink is okay, and so on. Child molestation is out, as it risks such harm to others. A sex doll built to look like a child however, is okay, as no one is harmed (although some may feel quite queasy).” 

Otherwise, he suggested that deciding the ‘validity’ of each sexuality would result in a contest based on “popularity and politics, rather than principle,” within the LGBTQ+ community.

On the other hand, critics have long since pointed out that these attitudes can be harmful to the community, as they echo the false stereotype of gay men being sexual predators of minors. 

This perception has contributed to discrimination against gay men in both the clergy and school systems, and has been credited by some as being the beginning of conservative-Christian opposition to LGBTQ+ rights.

Anti-LGBTQ+ activists still harness this stereotype to tie the community to pedophilia, recently impersonating gay men on Twitter, Facebook, and Tumblr to deliberately spread the misconception of pedophilia as a regular and accepted part of the community. Some even created banners and posters which they displayed at protests and Pride events.

Cantor remarked that while he doesn’t see a particular connection between the communities themselves, both do have shared experience of growing up as an outsider. The main difference exists in the ability to act out on their attractions. 

“As a gay man, I get to have a happy ending. (No pun intended.)” he wrote. “I get to engage in my atypical sexuality with likeminded others. Some people are born with sexual interest patterns, like many kinds of kink, that can only be expressed with other people in very special circumstances. Others, for whom I can’t help but be sympathetic, are born with sexualities that cannot be shared with others at all.”

Please sir, may I have a reference letter?

How to build positive relationships with your professors

Please sir, may I have a reference letter?

When you enter the world of university, professors may appear simply as distant spectres that you will never be able to interact with. The truth is that is really not the case. For those fresh out of high school and in the kaleidoscope of U of T, here’s a guide to building positive and enriching relationships with your professors. 

Positive engagement

While sitting silently in the lecture hall in front of your professor surrounded by hundreds of other students, going unnoticed may seem like the easy way out. But what’s the harm in saying ‘hi’? Here is the first step: after a lecture, walk right up to your professor, extend a hand, introduce yourself, and perhaps even share what you’re looking forward to in the class. While you may be one face out of the hundreds in your class, it doesn’t hurt to say ‘hello’ and smile. It may take a couple more greetings for your professor to associate a name to your face, but taking that first step by introducing yourself is definitely a solid start.

Emails — keep!n’ !t f0Rm@L

Here’s the thing. Yes, your professor will definitely be the top priority of your mailing list. No, this does not mean that they should become your newest pen pal. When you’re writing emails to your professors throughout the years, the key to positive communication is keeping it professional. Start with a ‘good morning’ instead of a ‘hey what’s up,’ and sign-off with ‘sincerely, instead of a peace-out emoji. Trust me, your professor on the receiving end appreciates your choice of words. 

With even a glance at a blank subject line or a poorly written greeting, your professor may simply choose not to acknowledge your email. The timing of your message may also add to the pile of make-it-or-break-it emails. If you find yourself confused at the end of a feverish study session at 2:00 am, don’t send your professor a series of separate emails with different questions. Write your questions down, sleep on it, and send an email in the morning. Not only does poised, timely, and organized email writing make your relationship with your professor healthy and professional, but it presents you as a polite and respectful student. 

Ask your questions 

Raising your hand in a class full of students may seem like the scariest thing in the world at first. You may think to yourself, ‘No one else is raising their hand, so I don’t need to.’ If you think that everyone else in the class understands exactly what the professor just said and is 100 per cent getting it, think again. When you ask a question, you may be receiving the answer that hundreds of other students around you have been pondering as well. So, the next time your professor stops in the middle of a point and asks, ‘Any questions?’ Know that they genuinely mean that. 

Office hours, office hours, office hours

It’s written down on the syllabus sheet and it is probably brought up in class as well. Office hours are a chance for one-on-one time with your professor. Remember that cluster of questions that was keeping you up at 2:00 am? Well, here is your chance to ask for clarification on course content that you don’t understand while simultaneously building a healthy rapport with your professor. Your professor’s office hours are there for you, so why not take them up on this offer and drop in for a chat?

Everyone is human 

It all comes back to this. At the end of the day, your professor is just as human as you, so treat them like you would like to be treated: with respect and kindness. This way, you are not only creating a positive and comfortable experience for yourself in class, but also for your professor. 

Former U of T professor sentenced to life in prison for murder of physician wife

Shamji’s parole-ineligibility period set for 14 years

Former U of T professor sentenced to life in prison for murder of physician wife

Former U of T professor and neurosurgeon Mohammed Shamji was sentenced on May 9 to life in prison for the murder of his wife, Dr. Elana Fric-Shamji, who was also a U of T professor and a family physician. He will be eligible to appeal for parole after 14 years.

Last month, Shamji pleaded guilty to the charge of second-degree murder, which carries a mandatory life sentence. The sentencing hearing was to determine his parole-ineligibility period.

Shamji killed Fric-Shamji on November 30, 2016, two days after she filed for a divorce. It had been the second time she had initiated divorce proceedings “after years of unhappiness” marked by physical, verbal, and emotional abuse.

Ontario Superior Court Justice John McMahon agreed with the joint proposal by the Crown and Defense to set Shamji’s parole at 14 years, stating that the sentencing “reflects the gravity of the violence in a domestic murder, but also acknowledges the remorse and guilty plea and the positive antecedents of the accused.”

Shamji’s guilty plea meant that his now 14-year-old daughter — a key witness in the case — would not be required to testify.

After the sentencing, Fric-Shamji’s mother, Ana Fric, told reporters that there was no penalty the court could give Shamji that would justify what he had done “to Elana and especially to [their] children.” As he delivered his sentencing, McMahon said that “it is also yet another case of domestic homicide, which this court sees all too frequently.”

Fric asked reporters to “please help to keep Elana’s memory alive in the hope that other women can be saved from such a horrible fate.”

Shamji has been ordered by the court to have no contact with his three children without prior consent.

If you or someone you know needs help, you can call the Assaulted Women’s Helpline’s 24-hour crisis line:

1-866-863-0511 (Toll Free)

1-866-863-7868 (TTY)

416-863-0511 (Toronto)