Thursday, February 14. 2019

Happy Valentines Day, Family!

Today's schedule is DCBA

D Block Law - Today we'll review the difference between prejudice and discrimination. We'll look at discrimination in Canada focusing on the Persons case and women's issues of injustice connected employment and pay equity, sexual harassment, and discrimination against pregnant women. I'll have you work on the following questions:

1. What are some of the current barriers to equality facing women?
2. What is pay equity?
3. How are different jobs compared under pay equity?
4. What is employment equity?
5. What groups are protected under employment equity laws?

To help. check out, Supreme Court orders female firefighter rehired
From the Canadian Human Rights Reporter:

The Supreme Court of Canada held that the Government of British Columbia's aerobic standard used to test the fitness of forest firefighters discriminated on the basis of sex, and further that the Government failed to show that the discriminatory standard is justified as a bona fide occupational requirement ("BFOR").

After that 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".

C Block Criminology - Today we will focus on the impact that crime has on victims. We'll try to examine the impacts of crime on victims (both short and long term)




I'll go over some notes with you on this and we'll try to understand how violence and violent crime (out next topic in the course) is a traumatic event that impacts human lives. I'd like you to read through the "Nature of Victimization" on pages 53-5 and 57-58  and "Theories of Victimization" dealing with Victim Precipitation, Lifestyle, and Routine Activities on pages 59-62 in the CRIM text. After discussing these sections your job will be to complete the following:

1. Briefly outline and explain the patterns we've identified in victimization (social ecology, household, personal characteristics and repeat victimization)
2. Explain and compare the three theories of crime victimization.

For more on victim assistance see:
BC Ministry of Justice Victims and Witnesses of Crime and Violence
Victim Link BC
National Office for Victims
Victim Services Corrections Canada
Canadian Resource Centre for Victims of Crime

There is a good CBC article here on the costs associated with victims of violent crime.

B Block Human Geography - Today we'll examine the Key Issue "Why Does Development Vary by Gender"? From the UN HDI GII...

"Gender inequality remains a major barrier to human development. Girls and women have made major strides since 1990, but they have not yet gained gender equity. The disadvantages facing women and girls are a major source of inequality. All too often, women and girls are discriminated against in health, education, political representation, labour market, etc. with negative consequences for development of their capabilities and their freedom of choice".

UNICEF USA: Towards Gender Equality from UNICEF USA on Vimeo.

The GII measures gender inequalities in three important aspects of human development:

1. Reproductive health; measured by maternal mortality ratio and adolescent birth rates;
2. Empowerment; measured by proportion of parliamentary seats occupied by females and proportion of adult females and males aged 25 years and older with at least some secondary education and
3. Economic status; expressed as labour market participation and measured by labour force participation rate of female and male populations aged 15 years and older.

And from the World Bank:

Better educated women tend to be healthier, participate more in the formal labor market, earn higher incomes, have fewer children, marry at a later age, and enable better health care and education for their children, should they choose to become mothers. All these factors combined can help lift households, communities, and nations out of poverty. According to UNESCO estimates, 130 million girls between the age of 6 and 17 are out of school and 15 million girls of primary-school age—half of them in sub-Saharan Africa— will never enter a classroom. Poverty remains the most important factor for determining whether a girl can access an education. Studies consistently reinforce that girls who face multiple disadvantages — such as low family income, living in remote or underserved locations, disability or belonging to a minority ethno-linguistic group — are farthest behind in terms of access to and completion of education.

While looking deeper into the topic, I'll have you work on three questions for me:

1. Based on the world maps included in Key Issue 2, which two of the nine world regions appear to have the highest levels of inequality? Do these two regions have high or low HDIs?
2. What has been the trend in gender inequality since the 1990s?
3. Review the major economic, social, and demographic characteristics that contribute to a country’s level of development. Which indicators can vary significantly by gender within countries and between countries at various levels of development? Why?

A Block Physical Geography - Yesterday we looked at magma, igneous rocks, and plutonic (intrusive) igneous rock features (both concordant and discordant features). Today we will focus on sedimentary and metamorphic rocks. We'll take down a cross section diagram of the geology here in south western British Columbia. We'll collectively define compaction, cementation, recrystallization, clastic sedimentary rock, and non clastic sedimentary rock. We will define contact, regional, and dynamic metamorphosism and you'll have question 15 from page 366 in your Geosystems text for homework.

Check out the Dynamic Earth Interactive Rock Identification site here
Check out the Rock Cycle/Type animation from the BBC
Check out the Flash animation of Metamorphic Rock Creation here.
Check out the Rock Cycle Interactive from Prentice Hall here
Check out CK-12 Sedimentary Rock or Metamorphic rock information.