Nestled away, in the back corner of G.P. Vanier, you'll find room 115 (we used to be 611). Lurking in the shadows of this room is Mr. Young...waiting to pounce on unsuspecting students and natter on about volcanoes, hail, psychopathy, criminal law defenses, cultural diffusion, media theories, crime, and urban models of city development. He loves his job in 115 and can't wait to work with you this year.
B Block Legal Studies - Today you'll have time to work on your questions from yesterday, After a bit, we will watch a Law & Order episode on Alzheimer's disease and the required Mens Rea for a crime to be committed ("Sundown" episode 9 from Season 10).
Is a man with Alzheimer's Disease competent enough to stand trial for murder? And if he is found guilty, should he be subjected to the near-inhumane conditions common for prisoners of his type?
D Block Physical Geography - We're in the library for project finishing time and also...
It's aloha time family, we'll take the class to work on the Koko Head (Hawai'i Kai) topographic map assignment in your Canadian Landscape topographic map textbook (Pages 145-147).
The scale of the map is 1:24000 which means 1 cm = 240m (.24km) The contour interval is 40' (12.12m)
1. Study topographic map 1 and describe the relief from west to east across the upper half of the map
a) what is the length and width (in kilometers) of the map? What is the total area (in kilometers squared) b) Determine the road distance (in kilometers) from BM16 in Hawaii Kai to the park in the northeast. What do you think is the significance of the white area crossed by Lunalilo Home Road? c) Determine the road distance (in kilometers) from Holy Trinity School near Kuliouou to Halona Point. Suggest some factors that posed difficulties for the construction of State Highway 72
2. On map 1 and Photo 3 locate and name three other craters in Koko Head Park. How are they indicated on the map? How do they compare in size relative to Koko crater? Does Hanauma Bay qualify as a caldera and if so, why?
3. Identify the features labelled A to E on stereo photo 3.
a) What indicates that Koko crater has been inactive for some time? b) What is the area (in kilometers squared) of Hanauma Bay? What do you think makes it an interesting site for an underwater park?
5. a) Along line XY, measure the distance (in km) from the shoreline to the outer edge of the coral reef. What is the average width of the reefs in Maunalua Bay on map 1? b) What is the greatest depth at which coral has formed a reef in Maunalua Bay on Map 1? c) Find the wide break in the coral reef southwest of Kuapa Pond and suggest reasons for this gap d) Refer to map 1 to identify the features labelled F to H on photo 5.
6. Is map 1 or photo 3 more recent? How can you tell? a/b) Locate an area of land reclamation on the map and photo, explain why reclamation projects are needed in this area.
7. From a study of both the map and the photos, suggest how the settlement pattern has been influenced by topography a) How has this pattern influenced population density in localized areas? b) How has the topography created problems for highway planning? Why might traffic congestion be a problem along the shoreline highway?
C Block Human Geography - Today we are back in the learning commons / library for our next day of work on your immigrant/migration project. Remember, you will imagine yourself in the role of a refugee/migrant who has relocated from one part of the world to another. Your job is to research in detail the many factors that are involved in a migration. You will need to produce a thorough written summary of your personal migration (A.K.A. Diary or Reflection journal or Newspaper article) or an audio podcast, a news video, an online blog, or whatever format you feel best tells your story. Good luck.
D Block Physical Geography - Okay, so you asked for it and you've been working hard on the project so, you get an Extra Day! I have the library reserved for the class so that you may finish work on your Orting College development project. I'll remind you that this assignment is due; it is crucial that you hand it in to me as it is your first major assignment in this course. Last chance...get it done. These people are running away from a volcano, like what may happen with Mt. Rainier...they're not students running away from Mr. Young wondering where your assignments are. He won't act like a volcano and explode...wait, maybe with joy? Instead of explosive, he'll be effusive with joy and praise...that there's a funny geography joke right there😉
C Block Human Geography - Today we are back in the learning commons / library where you need to continue your research for your immigrant/migration project. Remember, you will imagine yourself in the role of a refugee/migrant who has relocated from one part of the world to another. Your job is to research in detail the many factors that are involved in a migration. You will need to produce a thorough written summary of your personal migration (A.K.A. Diary or Reflection journal or Newspaper article).
B Block Legal Studies - Today we start Criminal Law in Canada and we will discuss the difference between criminal and immoral behaviour (crime and deviance)
After that we're going to look at the types of criminal offenses in Canada (summary conviction, indictable, hybrid). We'll examine the elements of a crime: Actus Reus and Mens Rea which come from Actus non facit reum nisi mens sit rea which is Latin for “the act will not make a person guilty unless the mind is also guilty.” (with a special focus on Mens Rea - intent, knowledge, and recklessness). After, you'll need to work on questions 1-5 on page 123 of the All About Law textbook
and then questions 1-5 on page 130 of the All About Law textbook
A Block Criminology - Today we'll try to make sense of mass and serial murder. As you know, most homicide transactions are done by someone you know (acquaintances not strangers) and the bulk of murder cases are cleared (a suspect identified and a charge laid by Crown Counsel). If that is the case for the majority of homicides then what of multiple murders?
In the DSM-V, the APA recognizes Antisocial Personality Disorder and Narcissistic Personality Disorder but not Psychopathy. Dr. Robert Hare of the University of British Columbia created a checklist called the PCL-R (Psychopathy Checklist Revised). From Mind Disorders...Hare describes people he calls psychopaths as "intraspecies predators who use charm, manipulation, intimidation, sex and violence to control others and to satisfy their own selfish needs. Lacking in conscience and empathy, they take what they want and do as they please, violating social norms and expectations without guilt or remorse". A prototypical psychopath would receive a maximum score of 40 on hare's PCL-R, while someone with absolutely no psychopathic traits or tendencies would receive a score of zero. A score of 30 or above qualifies a person for a diagnosis of psychopathy while most people with no criminal backgrounds normally score around 5 and many non-psychopathic criminal offenders score around 22.
While both psychopathy and sociopathy are extreme forms of antisocial personality disorders, sociopathy is caused by social or environmental factors whereas psychopathic traits are more innate. Psychopathology focuses on Anti-Social Personality Disorders (DSM-V) along with sociopathy and psychopathy (hot-headed vs. cold-hearted) Anti-Social Personality Disorder is diagnosed as:
A. There is a pervasive pattern of disregard for and violation of the rights of others occurring since age 15 years, as indicated by three (or more) of the following: 1. failure to conform to social norms with respect to lawful behaviors as indicated by repeatedly performing acts that are grounds for arrest 2. deceitfulness, as indicated by repeated lying, use of aliases, or conning others for personal profit or pleasure 3. impulsivity or failure to plan ahead 4. irritability and aggressiveness, as indicated by repeated physical fights or assaults 5. reckless disregard for safety of self or others 6. consistent irresponsibility, as indicated by repeated failure to sustain consistent work behavior or honor financial obligations 7. lack of remorse, as indicated by being indifferent to or rationalizing having hurt, mistreated, or stolen from another.
B. The individual is at least age 18 years. C. There is evidence of conduct disorder with onset before age 15 years. D. The occurrence of antisocial behavior is not exclusively during the course of schizophrenia or a manic episode.
While both psychopathy and sociopathy are extreme forms of antisocial personality disorders, sociopathy is caused by social or environmental factors whereas psychopathic traits are more innate. From the Atlantic magazine...
In his landmark book on psychopathy, The Mask of Sanity, researcher Hervey Cleckley theorized that some people with the core attributes of psychopathy -- egocentricity, lack of remorse, superficial charm -- could be found in nearly every walk of life and at every level, including politics. Robert Hare, perhaps the leading expert on the disorder and the person who developed the most commonly used test for diagnosing psychopathy, has noted that psychopaths generally have a heightened need for power and prestige -- exactly the type of urges that make politics an attractive calling. In any event, the idea that a psychopath could reach the heights of power is nothing new.
So are all mass murderers and serial killers psychopaths? We'll take some more time to understand what a "psychopath" is...specifically a Charismatic Psychopath: charming, attractive liars; gifted at some talent, using it to their advantage in manipulating others; verbally facile fast-talkers who easily persuade others out of everything they own, even their lives
The question I'd like you to work on is:
Explain the types of serial and mass murderer along with the reasons why they commit these crime
For the types of serial and mass murder use the following:
B Block Legal Studies - Today is your introductory unit final test in Law. The unit test will cover the first three chapters of the All About Law text (Foundations of Canadian Law, the Canadian Charter of Rights and Freedoms, and Human Rights in Canada). The test will have: 15 True/False questions; 15 Multiple Choice questions; 15 Matching questions; and 3 Short Answer questions. Since you had a few days to prepare I am certain that you will do extra well on this test. No lawyer works in isolation and today neither will you, you may not use notes, however, you may collaborate with colleagues on the test. You'll have as much time as you need for the test however it should only take 45-50 minutes to complete.
A Block Criminology - Today we'll discuss homicide. We'll discuss the divisions of murder in Canada, the extent of murder in Canada, and murderous relations (acquaintance and stranger homicide). A homicide occurs when a person directly or indirectly, by any means, causes the death of a human being. Homicide is either culpable (murder, manslaughter or infanticide) or non-culpable (not an offence). A murder occurs when a person intentionally, by a willful act or omission, causes the death of another human being, or means to cause bodily harm that the person knows is likely to cause death.
First degree murder occurs when:
it is planned and deliberate; or
the victim is a person employed and acting in the course of his/her work for the preservation and maintenance of the public peace (e.g. police officer, correctional worker); or
the death is caused by a person committing or attempting to commit certain serious offences (e.g. treason, kidnapping, hijacking, sexual assault, robbery and arson).
Second degree murder is all murder that is not first degree while Manslaughter is culpable homicide that is not murder or infanticide.
In Canada, homicides represent a fraction of the total number of police-reported violent Criminal Code offences each year.
In Canada, homicides remain relatively rare events, accounting for less than 0.2% of all police-reported violent crimes in 2021. These incidents include first-degree murder, second-degree murder, manslaughter and infanticide. While homicide occurs relatively infrequently in Canada, homicide rates are considered a benchmark for measuring levels of violent activity both in Canada and internationally.
Statistics Canada says that in 2021, police services from across Canada reported 788 homicides, 29 more than in 2020. This most recent rise represented the third consecutive increase since 2019. The national homicide rate increased by 3% to 2.06 homicides per 100,000 population, the highest rate since 2005. 2020 saw 743 homicides in Canada (1.95 per 100,000) which was 56 more, or a 6.98% change, from 2019 and this was the fourth consecutive year where the rate exceeded the average for the previous decade (1.67 per 100,000 population).
Some Statistics of note:
Overall, the increase in homicides nationally was the result of increases in Ontario (277 homicides; +37) and British Columbia (125 homicides; +25).
Saskatchewan recorded the highest rate of homicides per 100,000 population (5.93) among the provinces in 2021. This latest figure represents a 9% increase from 2020 and a third consecutive yearly increase.
Saskatchewan recorded the highest rate of homicides per 100,000 population (5.93) among the provinces in 2021. This latest figure represents a 9% increase from 2020 and a third consecutive yearly increase.
The homicide rate for Indigenous victims was six times higher than that of non-Indigenous victims in 2021 (9.17 per 100,000 Indigenous people versus 1.55 per 100,000 non-Indigenous people).
In 2021, 40% of homicide victims were killed by a shooting, similar to the proportion seen in 2020 (38%). Stabbings accounted for a further 32% of homicides, beating for 17%. Of firearm-related homicides, handguns were the primary type of firearm used (57%), followed by rifles and shotguns (26%), and firearm-like weapons and firearms where the type was unknown (17%). Almost half (46%) of firearm-related homicides were identified as gang-related.
Overall, gang-related homicides continued to account for nearly one-quarter (23%) of all homicides and victims involved in a gang-related homicide were almost exclusively men (94%). However, the 2021 gang-related rate was the highest (0.48 per 100,000 population) recorded in Canada since comparable data were first collected in 2005. This change was attributable to increases in several provinces and territories. Specifically, there were 13 additional gang-related homicides in Ontario compared with the previous year and a similar increase in British Columbia (an increase from 26 to 39 gang-related homicides). Quebec had 6 more than last year, Nova Scotia had 5 more than last year, Saskatchewan and New Brunswick both had 2 more than last year, and Yukon also saw increases in 2021, compared with 2020. The highest number of gang-related homicides in 2021 were recorded in the CMAs of Toronto (30), Vancouver (29), and Montréal (19)
More than half (60%) of men who were victims of homicide were killed by an acquaintance or someone with whom they had a criminal relationship compared to 19% for women in 2021. Furthermore, 18% were killed by a stranger, more than double the proportion for victims who were women (8%)
In 2021, the proportion of women who were killed by their spouse or intimate partner in Canada was approximately seven times greater than for men. Among spousal and intimate partner homicide victims in Canada, 76% were women while 24% were men.
788 is a lot, but...and I know the population of the USA is almost 10x that of Canada...still
D Block Physical Geography - Today I have the Learning Commons/Library reserved for the class so that you may continue working on your Orting College development project. I'll have some previous examples of student work for you to look at. These people are running away from a volcano, like what may happen with Mt. Rainier...they're not students running away from Mr. Young wondering where your assignments are.
Don't let this video sway your decision, but Orting...
C Block Human Geography - Today we'll head off to the library to work on a small migration project. The instructions for this assignment are in the Migration package. This project comes from Mr. Lucas Varley from Lincoln High School in Lincoln, Nebraska. You will imagine yourself in the role of a refugee/migrant who has relocated from one part of the world to another. Your job is to research in detail the many factors that are involved in a migration. You will only be given some basic information regarding your specific migration scenario. It is your job to conduct research to establish realistic demographic information for your scenario. You will need to produce a thorough written summary of your personal migration (A.K.A. Diary or Reflection journal or Newspaper article OR you could make a video or do a podcast but you will need a detailed script for it). Include as much detail as possible. Include images to help your reader gain a fuller understanding of your migration scenario. Please feel free to listen to and examine the stories below:
Migration Scenarios – choose one:
You are a refugee from Darfur. You have been relocated to Toronto, Ontario. In Darfur you fled fighting between the Sudanese army and Rapid Support Forces to refugee camps secured by the Sudan Liberation Movement. You have found a very small group of Sudanese refugees who fled the Jangaweed in 2007, but you live quite a far distance from them.
You lived on the First Nations Reserve in Lytton British Columbia when a fire ripped through and destroyed the town in 2021. Yours was one of 41 homes burnt to the ground on the reserve. You lived in the Boston Bar for a week until you were relocated to live in Chilliwack. You wanted to rebuild your home but after the summer fires of 2023 nothing has happened.
You are an undocumented immigrant from Oaxaca Mexico that has recently relocated to Tucson, Arizona. You usually find day labor working for farmers harvesting crops. Sometimes you are paid only in food and are constantly afraid of Arizona Senate Bill 1070 the "Show me Your Papers" law.
You are a Filipino that migrated to Qatar in the Middle East for work. You have been living and working as a construction worker first in Saudi Arabia (under the kalfa system) and then in Qatar for the last 5 years. You are afraid to leave, because you are owed five years’ of end-of-service benefits and unpaid wages.
You are a 27 year old Ukranian young mother with two children and have fled the current conflict from Ukraine through Lviv into Poland. You hope to be relocated to London England. You have no skills and are still dependent on state support.
You are a 38 year old Turkish Kurd from Bitlis (Bedlîs) in Türkiye that has recently migrated to Germany. You work at the Frankfurt Airport driving a floor cleaning cart. Your wife and kids still live in Türkiye and you are trying to raise money and find a way to bring them to Germany to live with you.
You are a family from Port au Prince Haiti that migrated to Quebec, escaping the widespread gang violence after the July 2021 assassination of President Jovenel Moise. You lost several family members to the powerful G9 Haitian gang alliance. You are skilled in masonry.
You are a young student from Karachi Pakistan whose parents are involved in finance. You are fluent in Urdu, Punjabi and English are studying biochemical engineering at Rutgers University. You are a faithful Sunni Muslim. You have no affiliation with radical Islamists, but live in an area where some Muslims openly express anti-American sentiments.
You are a family of six from Aleppo Syria (two parents and four children) that a private sponsorship holder (Canadian International Immigrant and Refugee Support Association) has sponsored to settle in Edmonton. In Syria you were a teacher at a Christian school and do not speak English.
You are a single woman, opposition party member, from Venezuela complaining vocally about the lack of basic supplies for the citizens of your country. President Nicolás Maduro and the PSUV have "cracked down" on dissidents and after seeing your fellow politicians arrested, you have fled to Manaus in Brazil.
You are a Rohingya Muslim (with a family of four children) who used to live in Myanmar and were forced to leave because of violence against you and your family. You now reside in a Red Crescent encampment, seeking safety, in Cox's Bazaar in Bangladesh
You are a 27 year old teacher who, in order to avoid escalating violence and an attack by militia men in your village, walked for weeks from Kasai province in the Democratic Republic of the Congo. Your wife and children were butchered by the militants and now are an internally displaced person seeking protection and basic assistance in Idiofa in the Kwilu province
You are a family of five who are currently displaced in Mindanao, Philippines. You are from Lanao del Sur and have been displaced due to the Marawi siege in May 2017. While displaced families are still struggling to get back to normalcy after the siege, the COVID-19 crisis exacerbated your situation and face challenges on limited access to livelihood opportunities, food and water security, high transportation costs and lack of basic services.
C Block Human Geography - Today you have your first test in class (on population, development, and basic concepts). You are allowed to use your weekly note packages (not the textbook) as a support and will not likely need the entire block for this, however you may use as much time as you require. If you finish early, then you may continue working on the migration package from this week as we're in the library tomorrow to begin our first project in the course.
D Block Physical Geography - Today we're back in the learning commons / library for our next day working on the Orting College proposal project.
Disaster risk is defined as “the potential loss of life, injury, or destroyed or damaged assets which could occur to a system, society or a community in a specific period of time, determined probabilistically as a function of hazard, exposure, vulnerability and capacity. In the technical sense, it is defined through the combination of three terms: hazard, exposure and vulnerability.
Hazard is “a process, phenomenon or human activity that may cause loss of life, injury or other health impacts, property damage, social and economic disruption or environmental degradation”. Hazards may be single, sequential or combined in their origin and effects. Each hazard is characterized by its "location, intensity or magnitude, frequency, and probability".
Exposure is “the situation of people, infrastructure, housing, production capacities and other tangible human assets located in hazard-prone areas”. Measures of exposure can include the number of people or types of assets in an area. These can be combined with the specific vulnerability and capacity of the exposed elements to any particular hazard to estimate the quantitative risks associated with that hazard in the area of interest.
Vulnerability is “the conditions determined by physical, social, economic and environmental factors or processes which increase the susceptibility of an individual, a community, assets or systems to the impacts of hazards”. Vulnerability is multi-dimensional in its nature, and next to the four dimensions above, some authors also include cultural and institutional factors. Examples include, but are not limited to: poor design and construction of buildings, inadequate protection of assets, lack of public information and awareness, high levels of poverty and education, limited official recognition of risks and preparedness measures, disregard for wise environmental management or weak institutions, and governance.
So, your job in this assignment is to help the town of Orting to prevent new disaster risks, reduce existing disaster risks, and manage residual risks, contributing to the strengthening of resilience and reduction of losses. Disaster risk management actions can be categorized into; prospective disaster risk management, corrective disaster risk management and compensatory disaster risk management (also referred to as residual risk management).
Not all disasters can be prevented, good risk management, evacuation plans, environmental planning and design standards can reduce risk of loss of life and injury mitigation. Traditionally, authorities manage volcanic risk through volcano monitoring and emergency services’ planning, mainly focused on evacuation, aid and rehabilitation.
Some websites to help with natural hazard risk reduction and mitigation:
A Block Criminology - Time today for you to finish your questions...using the Crim text and this Sex Offender Typology website...
Explain the three types of rapist according to Groth (anger-retaliation; power reassurance and assertive; and sadistic)
Then answer the question:
Identify and explain the causes for sexual assault
You'll need to look at evolutionary and biological factors (remember Sigmund Freud's Thantos and Eros or instinctual drives that allowed species to be successful)? Look at modern male socialization (boys are taught to be aggressive, forceful, tough, and dominating...think about how boys play when they're young) and then at hypermasculinity (where some men have callous sexual attitudes and believe that violence is "manly"). Lastly consider both violent experiences (remember that those boys who were exposed to violence in the household are more likely to commit violent acts when they grow older) and sexual motivation (social, cultural, and psychological forces like what message does this commercial send to people...). USE THE TEXT (no, I'm not yelling at you...well maybe, but not in an aggressive way, just my regular everyday super annoying loud voice). Tomorrow...Homicide (not committing it, looking at the levels and Criminology stuff).
B Block Legal Studies - Time for you to work on the following questions:
1. Explain the difference between civil rights and human rights.
2. How do prejudice and stereotyping lead to discrimination?
3. Explain the difference between a complainant and a respondent.
4. What is the difference between intentional and unintentional discrimination?
Questions 4 & 5 from page 97:
4. Explain the concept of a poisoned work environment. Provide an example.
5. Explain the difference between accommodation and undue hardship.
AND Question 5 from page 104:
5. What types of remedies are available under human rights law?
For tomorrow's test...The unit test will cover the first three chapters of the All About Law text and will have: 15 True/False questions; 15 Multiple Choice questions; 15 Matching questions; and 3 Short Answer questions. You should be fluent in the following topics:
Substantive and Procedural Law
Divisions of Public and Private Law (Criminal, Constitutional and Administrative for Public and Tort, Family, Contract, Property and Labour for Private)
Case Law (precedent) and Statute Law
Understanding Case Citations (R v. Person....Person v. Person)
The Canadian Charter of Rights and Freedoms (Section 1 Reasonable Limits, Section 2 Fundamental Freedoms, Section 6 Mobility Rights, Sections 7-14 Legal Rights, Section 15 Equality Rights and Section 33 Notwithstanding Clause)
Charter changes (Read in, Read down and Strike down) and Solutions (Remedies)
Discrimination and Human Rights
Human Rights issues for women (pay equity, employment equity, unintentional or adverse effect discrimination - poisoned work environments)
Human Rights issues for Canada's Indigenous populations (Calder, Glaude and Delgamuukw decisions)
Remember, no lawyer works in isolation and on your test neither will you. You may not use notes, however, you may collaborate with colleagues on the test.
A Block Criminology - Today we are going to the library to work on our next blog / journal entry. Below, you'll find a question on hyper-masculinity, male socialization, and sexual assault. I will need you to answer that question and then find a news story about a sexual assault. You will need to try to explain the motivation and roots of the behaviour of the assaulter in the story.
Explain how sexual behaviour could be socialized in males. Do you think that males who commit sexual assault are "hyper-masculine"? Why and where do men learn "hyper-masculine" behaviour?
The factors that predispose men to commit sexual assault include evolutionary factors, male socialization, psychological abnormality, and social learning. Most criminologists believe that rape is not sexually motivated. The evolutionary and biological factors of males suggest that sexual assault may be instinctual and developed over the ages in an effort to perpetuate the species. This notion holds that men who are sexually aggressive will have a reproductive edge over their more passive peers. Conversely, the male socialization view argues that men are socialized to be the aggressors and expect to be sexually active with many women. Sexual insecurity, then, may then lead some men to commit sexual assault to bolster their self-image. Hyper-masculine men typically have a callous sexual attitude and believe that violence is manly. Finally, another view is that men learn to commit sexual assaults as they learn any other behaviour. Before you write your blog for the day PLEASE read this article: "The conversation you must have with your sons" AND this article "Why campuses are too often the scene of sex crimes" AND check out this TIME article Girls in the U.K. Report Being 'Fetishized' and Sexually Harassed in Their School Uniforms
Then, think about the media we are exposed to in youth...Check out the official Miss Representation website.
B Block Legal Studies - Today we'll watch the CBC documentary "The Fire Within" to see just one example of workplace harassment that women must face.
After I'll have you work on the following questions:
1. Explain the difference between civil rights and human rights.
2. How do prejudice and stereotyping lead to discrimination?
3. Explain the difference between a complainant and a respondent.
4. What is the difference between intentional and unintentional discrimination?
Questions 4 & 5 from page 97:
4. Explain the concept of a poisoned work environment. Provide an example.
5. Explain the difference between accommodation and undue hardship.
AND Question 5 from page 104:
5. What types of remedies are available under human rights law?
C Block Human Geography - We'll finish our notes on Internal Migration. Then, we'll look at (and yep you've got a thing to do on it) urbanization, suburbanization, and counterurbanization (which is not the same as exurbanization where upper class city dwellers move out of cities, beyond the suburbs, to live in high-end housing in the countryside). During the last century, global populations have urbanized rapidly...globally 13% of people lived in urban environments in the year 1900, 29% of people lived in urban environments in the year 1950, and some projections suggest that, by 2030, the proportion of people globally living in cities may reach 60%.
In 2020, 81.5% of Canadians lived in an urban centre, compared to 45% in 1911 (Statistics Canada defines an urban area as community with 1,000 residents or more). Nearly three in four Canadians (73.7%) lived in one of Canada's large urban centres in 2021, up from 73.2% five years earlier.
Downtowns are growing fast, and more rapidly than before. From 2016 to 2021, the downtown populations of the large urban centres grew faster (+10.9%) than the urban centres as a whole (+6.1%). Overall, suburbs farthest from downtowns were generally growing at a faster pace (+8.8%) than the urban fringe (+3.7%) and suburbs closer to downtowns (+5.8%). Note: An urban fringe is located less than a 10 minute drive from downtown; A near suburb is located within 10 to 20 minutes from downtown; An intermediate suburb is located within 20 to 30 minutes from downtown and; A distant suburb is 30 minutes or more from downtown.
Urbanization tends to correlate positively with industrialization. With the promise of greater employment opportunities that come from industrialization, people from rural areas will go to cities in pursuit of greater economic rewards. Strong population growth in suburban municipalities located close to or in urban areas is frequently fuelled by an influx of young adults leaving the core of large urban areas to live on their own and often to start a family. Peripheral municipalities located close to central municipalities usually gain migrants from the central municipality, but at the same time, they also lose migrants to more distant suburbs. Ultimately, the rapid growth of more distant suburbs is the result of multiple nested migration patterns occurring as people relocate from the centre of large urban centres to the periphery. As well, other Canadians may be drawn to more distant suburbs by lower housing prices, greater availability of residential developments or a desire to live closer to nature. With the increased ability to telework and the less frequent need to commute, some may have chosen to relocate to more distant suburbs where housing can provide more space for less cost than in central municipalities.
D Block Physical Geography - I have the learning commons/library reserved for the class so that you may continue working on your Orting college development project. Ask yourself,
What is the greatest danger to Orting? Of all that could potentially happen at Mount Rainier what poses the greatest threat? Now ask yourself what triggers that threat? What causes it to happen? Last think about the statistical likelihood of that event happening. How likely is the event to occur in the next 5, 10, 100, or 1000 years?