Room 611: Monday, February 25. 2019

Today's schedule is A-AG-BCD

A Block Physical Geography - Today you can finish up the week 4 questions from the Geosystems text on earthquake measurement, soil conditions that amplify earthquakes, liquefaction, and the seismic gap concept (14, 15, 16, & 19 from p. 412). To help:

How Liquefaction Made Mud Flow 'Like Waves' in Indonesia's Earthquake Disaster

B Block Human Geography - Today we'll continue examining the key issue "Why Do Countries Face Obstacles to Development"? Developing countries do not have access to the funds necessary to fund development, so they obtain financial support from developed countries. Finance comes from two main sources: direct investment by transnational corporations and loans from banks and international organizations. To promote the international trade development model (for development investment by transnational corporations), countries representing 97 percent of world trade established the World Trade Organization (WTO) in 1995 (there are 164 member countries as of 29 July 2016). Commerce in which products are made and traded according to standards that protect workers and small businesses in developing countries is considered fair trade. The fair-trade movement is an alternative vision of the international trade approach which attempts to increase the prices that are paid to producers in LDCs. Fair trade also tries to eliminate the very low wages and extremely poor working conditions for workers in LDCs

Two UN agencies, the International Monetary Fund (IMF) and the World Bank, provide loans to LDCs to develop. An alternative source of loans for would-be business owners in developing countries is microfinance. Microfinance is the provision of a small loan to individuals and small businesses that are unable to get a loan from commercial banks

You'll have some questions to finish up the week 4 package for me.

C Block Criminology - Today your journal / blog entry is to answer the following:

Now that you know about trends in crime and what violence is in relation to age, gender and class...

Do you think that school is one of the most dangerous places for young people in society today?

Broaden your scope a little and do not necessarily focus on Vanier for this question. Think about other Canadian, British Columbian or Comox Valley high schools and generalize your response a bit. Don't forget that you'll need to find a story to back up your point of view here (either one about how little crime exists in schools or one that demonstrates that schools are somewhat dangerous places). More info to help:

RCMP: School Violence
Stats Can Youth Offending in Canada
Youth Crime In Canada which states:

In 2006, 1 in 10 youth crimes were committed on school property
Crimes at school include bullying and violence
Assaults are particularly common representing about 30% of all violations committed by youth on school property. Uttering threats constituted another 8%
Nearly 20% of crimes committed at school were drug offences, whereas 5% of youth crimes committed elsewhere were drug-related. Youth drug offences taking place on school grounds usually involved the possession (78%) or trafficking of cannabis (10%)

And to help with last week's blog check out this TIME article Girls in the U.K. Report Being 'Fetishized' and Sexually Harassed in Their School Uniforms

D Block Law - I'm pushing the date for your test back to Wednesday this week. Today we'll talk about the methods of enforcing rights guaranteed under the Charter (section 52 of the Constitution Act and Section 24 of the Charter). We'll look at the differences between "strike down", "read down" and "read in". Finally I'd like to revisit Aboriginal principles of justice in Canada.

I'd like you to look at the issue section "Should Aboriginal Peoples have their own system of Justice" on pages 106-07 in AAL and I'd like you to partner up with another student in the class. Your pairing should discuss questions 1-4 on page 107 and then be prepared to share with the class. We'll then do the same for questions 5 & 6 from the unit review on pages 108-09 of AAL

At a basic level of understanding, the concept of justice is understood differently by Indigenous peoples. For most Indigenous peoples, the traditional method of addressing wrongs committed against community members involved restoring or healing relationships rather than punishing the offender. The offender and victim(s) would discuss the harm caused by the offense. The offender would be expected to understand the consequences and take responsibility for the harm, and together, they would discuss appropriate ways to make amends.

Justice is not seen as a separate domain from community life that needs to be overseen and administered by experts (such as police, lawyers, judges. etc.), rather it must be integrated into daily living. Most disputes should be resolved in the community, among the families of those affected, and guided by elders.

The roots of restorative justice models stem from traditional Indigenous methods of conflict resolution which rely on community involvement and the implementation of holistic solutions Restorative justice focuses on holding the offender accountable in a meaningful way, rather than simply imposing punishment.