B Block Geography 12 - Today we'll start by reviewing the Coriolis force, along with global scale winds and pressure circulations. We'll talk about the Horse Latitudes, the Bermuda Triangle, and the Doldrums. After, we'll continue our look at weather; working on an activity called “Air: The High and Low of it” in your week 14 package. After you have finished this activity you need to complete questions 19 and 21 from page 177 in your Geosystems textbook.
Don't forget, we'll start the class by looking at the synoptic chart for North America and begin to understand weather station plots. Take some time on the following sites to learn more and to practice your weather operational analysis capabilities:
WW2010 - University of Illinois Weather site
National Weather Service "Jet Stream" online weather school
American Meteorological Society "Data Streme"
British Broadcasting Corporation Reading Weather Maps
USA Today Reading Weather Maps
Practise at: Weather Office (Environment Canada) Operational Analysis Charts or at the Data Streme site above
C Block Law 9/10 - Since we're looking at profiling...I'll have you try to build a criminal profile of a computer hacker. I'd like you to read through the section in your class text (handout) on “geographic profiling” and then using the information about organized criminals on page 7 of your handout, try to build a profile of a person who commits criminal mischief (computer hacking) in the class. Complete this as a “dossier file” and imagine that it will be provided to the computer forensics department of the local R.C.M.P. detachment. Here is some information about hackers to add to your profile.
From the article Psychological Profile of Network Intruder by Dragan Pleskonjic, Veljko Milutinovic, Nemanja Macek, Borislav Djordjevic and Marko Caric
A hacker is defined as a person who knowledgeably use computer to avoid rules and restrictions. All kinds of network intruders can also be called hackers. A simple conclusion can be made - hacking is about respect, reputation and acknowledgment. Any individual might be tempted to believe that hackers are very altruistic, do serve the environment and are socially engaged. Hackers try to solve interesting problems, and they learn to keep score primarily by what other hackers think of their skill.
Hackers are more or less anonymous so it is not easy to provide detailed information about their activity and motivation. Does the very fact that they spend much time using computer for activities not considered to be scientific but yet involving curiosity, suggests their personality? Is the choice of their interest caused by their inner disharmony? Regarding the amount of damage they caused, rough answer would often be yes! However, we should emphasize once again that it difficult to properly classify all those invading network systems.
• most of computer users are white males aging 12-28 years
• most of hackers have a good repertoire of social skills
• the term middle-class is meaningless, for most computer users considers themselves members of middle-class
Intrusion in the network system requires skill, creativity and very often the ability to deceive other people. It can be classified as a mixture of computer skills and psychology. In any case, it would be person who uses the secrets of his trade to make all kinds of manipulations. It does not necessarily mean that he deceives everybody and everyone, but it definitely means that in many situations he feels relieved of moral responsibility for his actions. Moreover, he would often justify them. Hackers are likely to practice their profession until the age of thirty after which time most of them willingly leave such way of life. This comes in support of a profile of typical young burglar who is not critical enough of his actions. The fact that they are young and reckless, however, cannot fully justify such behavior A hacker is particularly inspired by the opportunity to commit a crime of theft without being physically present. Even the reward can come by itself. The ones who steal are called thieves. The ones who cause damage to the property are called destructive.
D Block Social Studies 11 - Today we're in the class with the notebook lab to begin work on our "Dictatorship for Dummies" or "Complete Idiot's Guide to Dictatorship".
Before we get to the assignment we'll watch the Simpsons episode "The Joy of Sect". From tv.com...Homer gets a brochure from a religious group at the airport and being highly gullible, he goes to their retreat. Because of Homer's intelligence quotient they have more trouble brainwashing him than the rest of Springfield most of who are all sucked into joining this cult. When they finally succeed with Homer, he signs over the family house to the Leader. The Leader begins taking over various media outlets, making Mr. Burns envy him. Seeing an opportunity to pay even less in taxes, Mr. Burns tries to form his own cult, although he is unsuccessful. Homer and the family move to an agricultural compound and begin picking beans. When the children become just as brainwashed as Homer, Marge escapes and enlists the help of Lovejoy, Flanders, and Willie to kidnap her family. They are able to deprogram them and then Homer tries to show the cult that the Leader is a fraud. When he does, and life returns to normal.
The purpose of watching the Simpsons is to look at the cult of the leader as they say in the episode "The leader is good,the leader is great.We surrender our will, as of this day". Mussolini and Hitler clearly played up the cult of the leader so consider that when looking at the resources for this assignment. Now...Five great print resources in the library are the Longman 20th Century History Series written by Josh Brooman: Italy and Mussolini 1900-45 (945.091 BRO); Weimar Germany 1918-33 (943.086 BRO); Hitler's Germany 1933-45 (943.086 BRO); Stalin and the Soviet Union 1924-53 (947 BRO) and Roads to War the Origins of the Second World War 1929-41 (940.53 BRO). In the class I have copies of the Time-Life Series The Third Reich: The New Order; The Twisted Dream; and Storming to Power. I also have a copy of The Rise and Fall of the Third Reich: A history of Nazi Germany by William L. Shirer and two books on Fascism - one by Stanley Payne and the other by Alan Cassels. Your textbook is a good resource (see pages 92-96) and you could also look at Friday's blogsite entry for on line resources. We'll transfer into the library tomorrow to continue work on this first project of term two.
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