As you know, I am in Germany with the Vanier exchange to St. Hildegard. As such, Ms. Petrie will be with you this week and I will post the entire week´s work for you here today. On to the show:
A Block Physical Geography - Monday we're going to start our new unit on gradation. We've looked at the process of building up the land through tectonics and energy from below. Now we'll focus on breaking down the surface of the Earth and today we cover "geomorphology". We'll look at some slopes on Google Earth and then you will need to work on questions 2, 5, and 6 from page 442 in your Geosystems text. The United States Geological Survey has a good web page on Landslides here and this flash animation website from the University of Kentucky Geology department will help as well. The Atlas of Canada has a good site on Landslides in Canada.On Tuesday, you'll need to start work on the physical weathering questions in your week 8 package: definition of frost action, exfoliation, and pressure release jointing along with questions 10, 12, 13, and 15 from page 442 of your Geosystems textbook. You can find the answers between pages 420-423 in the text. Next, we move on to chemical weathering. We'll take some notes down about carbonation (solution), oxidation, and hydration and fill in a chart on weathering types, rates, and their connection to climate conditions. Lastly you'll need to work on questions 17, 20, and 21 from page 443 in the Geosystems text and you can find the answers between pages 423-427 in the text.
On Wednesday, we continue our look at chemical weathering by focusing our
attention on karst topography and caves (think Guangxi
province in China, Ha Long Bay in Vietnam, and Arecibo in Puerto Rico). If you go
to the Geoscape Nanaimo webpage you can find some
really good graphic and information about Karst on Vancouver Island (on the left
hand panel look at "Our Rock Foundations" and you'll find the subsection on
caves and karst).For work today you'll need to define: stalactite, stalagmite, flowstone, sinkhole/doline, and karst valley. You'll need to answer question 17, 20, 21, and 23 from page 443 in your Geosystems text and explain how tower karst (pagodas) forms and identify where it can be found. For cool pictures of solution cave formations check out The Virtual Cave. Also if you wish to see these features "live" you could travel 40 kilometres south and go to the Horn Lake Caves. We'll watch the Planet Earth Cave episode. This will help you with the week 8 questions on Karst topography and solution cave formation.
Check out the National Geographic article "Cave of the Crystal Giants" which is about Cueva de los Cristales, or Cave of Crystals, a limestone cavern with glittering selenite crystal beams discovered in 2000 nearly a thousand feet below ground in the Naica mine in northern Mexico.
Thursday, we'll look at Mass Wasting (falls, slides, and flows). We will figure out the causes of Mass Wasting by looking at both the driving and resisting forces on hillsides and slopes. We will try to figure out some slope stabilization practices and specifically we'll look at what has been done at Goose Spit to stop erosion of the Willemar Bluffs along Balmoral Beach. We'll also review the problems of the Sea to Sky highway (Hwy 99 from West Vancouver to Squamish), The Trans-Canada through the Rockies (Highway 1) and we'll review the Oso Washington slide from March 2014. You will define rock fall, debris avalanche, landslide, mud flow, and soil creep and work on questions 27 & 32 from page 443 in your Geosystems text.
SWEET Landslide video from National Geographic
SWEET Japanese Landslide video
United States Geological Survey Landslides Hazard
Federal Emergency Management Association Landslide and Debris Flow
National Park Service Mass Wasting
Landslides in BC
University of Kentucky Earth Science Department Mass Wasting animation
OUC Foundations of Physical Geography Mass Wasting
Know Before You Go from Avalanche Canada on Vimeo.
Here are some websites to help...
Avalanche Warriors
Outside on line article on Avalanches
Avalanche.org
Crested Butte Avalanche Center
Utah Avalanche Center danger scales
Mount Washington Avalanche Control & Safety
BC Ministry of Transportation & Infrastructure Avalanche & Weather page
CBC News Map of BC Avalanche Deaths 2010 - 2012
BC Ministry of Transportation & Infrastructure Avalanche & Weather page
CBC News Map of BC Avalanche Deaths 2010 - 2012
Parks Canada Mountain Guide
Avalanche Canada
B Block Human Geography - Monday and Tuesday we'll look at the key question "Where Are Religions Distributed"? To that end today I'll have you divided up into six groups (groups of four) and each group will be responsible for discovering as much as they can about one of: Hinduism, Sikhism, Buddhism, Judaism, Islam or Christianity. You'll need to find out how many followers there are, where the followers are distributed, beliefs and teachings (including books and or scriptures), branches (or subdivisions), and Holy locations. I'll give you some chart paper and smelly felts and your group will be responsible for creating and presenting a poster fact sheet for the class (remember think geographically with this activity). You may also use the website adherents.com or the website religionfacts.com or the BBC links above. After you finish and display your posters to the class, we'll go through the key question "Where Are Religions Distributed?"in the week 8 package. In addition to the religions for your presentations we'll look at Confucianism, Taoism, Bahá’í, Shintoism, Zoroastrianism, Cao Dai and Jainism. To end you'll have the following questions to work on:
On Wednesday, we'll start with our next key question, "Why Do Religions Have Different Distributions?" Universalizing religions have diffused from specific places of origin (or hearths) to other regions of the world, while most ethnic religions have generally remained clustered in a defined area. Islam, Christianity, and Buddhism all originated in Asia and diffused the world over from there. So we'll try to find out how and why religions spread the way they do. To help:
Don't forget the three major universalizing religions of Christianity, Islam and Buddhism diffused from specific places of origin, or hearths, to other regions of the world, while most ethnic religions have generally remained clustered in a defined area. Islam, Christianity, and Buddhism all originated in Asia and diffused the world over from there. You'll have a chart to fill in and then some questions to answer about about the diffusion of Christianity and Islam...From Bridging World History (Annenberg Media)
Thursday, we'll look at the Key Question: Why Do Religions Organize Space in Distinctive Patterns? We'll look at places of worship, organizational structure, holy places, calendars, and cosmogony. Generally speaking universalizing religions are more likely to consider places holy that are associated with key events in the founder’s life, whereas ethnic religions’ holy places are tied to physical features present in their hearths, such as mountains, rivers, or rock formations. So here are a few things to consider:
Finally this week, on Friday, we'll look at the key question "Why Do Territorial Conflicts Arise Among Religious Groups"? It probably comes as no surprise that various conflicts have occurred between religions and governments and between governments or ethnicity using religion as an excuse.
We'll try to understand this with four examples:
C Block Criminology - For Monday, don't forget...Quiz on Violent crime tomorrow! You should have five blog posts completed so far. They are:
Insurance Bureau of Canada top cars stolen 2016
Auto Trader Canada's Most Stolen Cars and Trucks of 2016
Canada's most stolen vehicles of 2016
Which Province Has the Most Auto Theft?
How high-tech car theft became a billion-dollar Canadian racket
Crime Stoppers Bait Car website
Kanetix.ca Auto theft in Canada
On Tuesday, we'll start with our violent crime quiz (you may use your notes) and then when we're done we'll start with our look at property crimes, where we'll discuss the history of theft and make sense of the differences between occasional and professional thieves. You'll need to answer the following:
On Wednesday and Thursay, you'll need to work the following:
You work for the Retail Council of Canada and have been hired to create a poster campaign about shoplifting. The poster campaign has two purposes:
Preventing Retail Theft (you can't make a profit it your merchandise is free)
Using Customer Service to deter theft
Simple steps to deter retail theft
Loss Prevention & Security
Shopliftingprevention.org
On Friday, we'll watch an episode of Leverage (the Boost Job) from Season 3. I'd like you to pay attention to is the skill set that each member of the leverage team has: Nathan "Nate" Ford "The Mastermind"; Sophie Devereaux "The Grifter"; Alec Hardison "The Hacker"; Eliot Spencer "The Hitter"; and Parker "The Thief". I'd also like you to think of the types of crime in the show and how each one was perpetrated (auto theft, embezzlement, fraud, and identity theft). In the episode, Paul Mantlo, a teacher who runs a landscaping business on the side has purchased a pick-up truck from Penzer Auto Sales. This truck turns out to have been stolen, and has a cloned VIN (Vehicle Identification Number). Nate, the master mind of the group, briefs the team and explains that the owner of Penzer's Auto, Duke Penzer, is an ex-racer and he "clones" stolen cars by registering them in other states. Parker (the thief) knows all about how car theft works and explains how Penzer runs his scam...The episode deals with auto theft, fraud, and good burglars. This will help you with Monday's blog entry on auto theft and next week's blog entry on good burglars.
For more check out:
Vehicle Cloning: Stolen Vehicles Hiding in Plain Sight
Police issue warning to used car buyers after busting fraud scheme
How to avoid being duped by car cloning scams
Edmonton police bust vehicle VIN cloning scam, recover $500,000 in property
All of this will help you with Monday's blog post. Today, look at Neil Shover's explanation on page 234-237 in the CRIM textbook.
D Block Law - Monday we'll move into assault, sexual assault, other sexual offences, robbery, and abduction. In Canada, there are three levels of assault, based on the level of severity and corresponding penalties:
Level One: assault (max penalty 5 years)
Level Two: assault causing bodily harm (max penalty 10 years)
Level Three: aggravated assault (max penalty 14 years)
These levels are identified in section 265 of the Criminal Code. All assaults have two common elements:
1. The accused must have intent to carry out the attack and cause harm.
2. There must be no consent by the victim (for example, as in a boxing match).
Now, legally speaking, parents have rights to use corrective measures in order to discipline children. This issue was raised in the Canadian Foundation for Children, Youth and the Law v. Canada (Attorney General) 2004 case. In its decision, the Supreme Court of Canada upheld Section 43 of the Criminal Code which "provides that a parent, teacher, or person acting in the place of a parent is justified in using force to correct a child’s behaviour that is under his or her care provided that the force used is reasonable in all of the circumstances". So what is "force"? The force must be used for educative or corrective purposes (not as a form of punishment) relating to restraining, controlling, or expressing disapproval of the actual behaviour of a child capable of benefiting from that correction; the force cannot result in harm or the prospect of harm.
My question is "Should parents have the full authority to discipline their children as they see fit or should parents never be allowed to use physical force on their children"?
After our discussion I'll have you work on questions 2, 3 and 4 on page 231 of the text. To help...
Avalanche Canada
B Block Human Geography - Monday and Tuesday we'll look at the key question "Where Are Religions Distributed"? To that end today I'll have you divided up into six groups (groups of four) and each group will be responsible for discovering as much as they can about one of: Hinduism, Sikhism, Buddhism, Judaism, Islam or Christianity. You'll need to find out how many followers there are, where the followers are distributed, beliefs and teachings (including books and or scriptures), branches (or subdivisions), and Holy locations. I'll give you some chart paper and smelly felts and your group will be responsible for creating and presenting a poster fact sheet for the class (remember think geographically with this activity). You may also use the website adherents.com or the website religionfacts.com or the BBC links above. After you finish and display your posters to the class, we'll go through the key question "Where Are Religions Distributed?"in the week 8 package. In addition to the religions for your presentations we'll look at Confucianism, Taoism, Bahá’í, Shintoism, Zoroastrianism, Cao Dai and Jainism. To end you'll have the following questions to work on:- How are the differences between universalizing and ethnic religions similar to the differences between folk and popular culture? List several similarities.
- Refer to the small pie charts in Figure 6-3. Which regions have enough adherents of each of the three universalizing religions that all three appear on the pie charts?
- What are some similarities and differences between Buddhism and Chinese ethnic religions?
On Wednesday, we'll start with our next key question, "Why Do Religions Have Different Distributions?" Universalizing religions have diffused from specific places of origin (or hearths) to other regions of the world, while most ethnic religions have generally remained clustered in a defined area. Islam, Christianity, and Buddhism all originated in Asia and diffused the world over from there. So we'll try to find out how and why religions spread the way they do. To help:
Don't forget the three major universalizing religions of Christianity, Islam and Buddhism diffused from specific places of origin, or hearths, to other regions of the world, while most ethnic religions have generally remained clustered in a defined area. Islam, Christianity, and Buddhism all originated in Asia and diffused the world over from there. You'll have a chart to fill in and then some questions to answer about about the diffusion of Christianity and Islam...From Bridging World History (Annenberg Media)
Buddhism, Christianity, and Islam alike were proselytized by their followers, adapted to different cultural settings, and used to provide religious sanctions for rulers. Unlike Buddhism, however, both Christianity and Islam used military power to conquer and convert peoples and created their own governments.
From its origins in sixth-century B.C.E. India, Buddhism was transmitted through central to east Asia by the beginning of the first millennium C.E. to become one of the great proselytizing, universal religions of world history. Emerging from the Sumerian and Judaic traditions of early West Asia, both Christianity and Islam were, by the close of the first millennium C.E., institutionalized universal religions with large populations of adherents in lands that stretched from northern Europe to North Africa and from the Mediterranean to East Africa and the Himalayas. As all three of these religions were introduced into different cultures and societies, they underwent significant adaptations to indigenous belief systems at the same time that they dramatically altered the religious ideals and values of peoples around the globe.
All three early universal religions—Buddhism, Christianity, and Islam—were further expanded by those who held the reins of power in the areas where they took root. Although Buddhism interacted with political authority in various cultural settings, lending its sanction to some rulers, it did not become the engine of empire that Christianity, and especially Islam, did. Just as political forces shaped the growth and spread of these religions, so Christianity and Islam both played powerful roles in legitimizing political authority.
Thursday, we'll look at the Key Question: Why Do Religions Organize Space in Distinctive Patterns? We'll look at places of worship, organizational structure, holy places, calendars, and cosmogony. Generally speaking universalizing religions are more likely to consider places holy that are associated with key events in the founder’s life, whereas ethnic religions’ holy places are tied to physical features present in their hearths, such as mountains, rivers, or rock formations. So here are a few things to consider:
Finally this week, on Friday, we'll look at the key question "Why Do Territorial Conflicts Arise Among Religious Groups"? It probably comes as no surprise that various conflicts have occurred between religions and governments and between governments or ethnicity using religion as an excuse.
We'll try to understand this with four examples:
- Hinduism, the Caste System and social equality;
- The "Troubles" in Northern Ireland;
- Jerusalem; and
- China, Tibet and the Dalai Lama
C Block Criminology - For Monday, don't forget...Quiz on Violent crime tomorrow! You should have five blog posts completed so far. They are:
- Personal Theory of Crime
- Trends in Crime - Drugs in BC
- Is school a violent place for teens
- Short and Long term Impacts on Crime Victims
- Serial and Mass Murder
Insurance Bureau of Canada top cars stolen 2016
Auto Trader Canada's Most Stolen Cars and Trucks of 2016
Canada's most stolen vehicles of 2016
Which Province Has the Most Auto Theft?
How high-tech car theft became a billion-dollar Canadian racket
Crime Stoppers Bait Car website
Kanetix.ca Auto theft in Canada
On Tuesday, we'll start with our violent crime quiz (you may use your notes) and then when we're done we'll start with our look at property crimes, where we'll discuss the history of theft and make sense of the differences between occasional and professional thieves. You'll need to answer the following:
- What are the differences between a professional and an occasional thief?
- What is a "situational inducement"?
- What is a "Booster", a "Snitch", and a "Fence"?
On Wednesday and Thursay, you'll need to work the following:
You work for the Retail Council of Canada and have been hired to create a poster campaign about shoplifting. The poster campaign has two purposes:
- To help employees identify people who are shoplifting and
- To explain how to reduce shoplifting in stores (target hardening and target removal strategies)
Look at figure 11.2 on page 257 in the Criminology text for help. Here are some further ideas and points.....
Spot the Shoplifter: Unfortunately, there is no typical profile of a shoplifter. Thieves come in all ages, races and from various backgrounds. However, there are some signs that should signal a red flag for retailers. While the following characteristics don't necessarily mean guilt, retailers should keep a close eye on shoppers who exhibit the following:
- Spends more time watching the cashier or sales clerk than actually shopping.
- Wears bulky, heavy clothing during warm weather or coats when unnecessary.
- Walks with short or unnatural steps, which may indicate that they are concealing lifted items.
- Takes several items into dressing room and only leaves with one item.
- Seems nervous and possibly picks up random items with no interest.
- Frequently enters store and never makes a purchase.
- Enters dressing room or rest rooms with merchandise and exits with none.
- Large group entering the store at one time, especially juveniles. A member of the group causes a disturbance to distract sales staff.
Preventing Retail Theft (you can't make a profit it your merchandise is free)
Using Customer Service to deter theft
Simple steps to deter retail theft
Loss Prevention & Security
Shopliftingprevention.org
On Friday, we'll watch an episode of Leverage (the Boost Job) from Season 3. I'd like you to pay attention to is the skill set that each member of the leverage team has: Nathan "Nate" Ford "The Mastermind"; Sophie Devereaux "The Grifter"; Alec Hardison "The Hacker"; Eliot Spencer "The Hitter"; and Parker "The Thief". I'd also like you to think of the types of crime in the show and how each one was perpetrated (auto theft, embezzlement, fraud, and identity theft). In the episode, Paul Mantlo, a teacher who runs a landscaping business on the side has purchased a pick-up truck from Penzer Auto Sales. This truck turns out to have been stolen, and has a cloned VIN (Vehicle Identification Number). Nate, the master mind of the group, briefs the team and explains that the owner of Penzer's Auto, Duke Penzer, is an ex-racer and he "clones" stolen cars by registering them in other states. Parker (the thief) knows all about how car theft works and explains how Penzer runs his scam...The episode deals with auto theft, fraud, and good burglars. This will help you with Monday's blog entry on auto theft and next week's blog entry on good burglars.
For more check out:
Vehicle Cloning: Stolen Vehicles Hiding in Plain Sight
Police issue warning to used car buyers after busting fraud scheme
How to avoid being duped by car cloning scams
Edmonton police bust vehicle VIN cloning scam, recover $500,000 in property
All of this will help you with Monday's blog post. Today, look at Neil Shover's explanation on page 234-237 in the CRIM textbook.
D Block Law - Monday we'll move into assault, sexual assault, other sexual offences, robbery, and abduction. In Canada, there are three levels of assault, based on the level of severity and corresponding penalties:
Level One: assault (max penalty 5 years)
Level Two: assault causing bodily harm (max penalty 10 years)
Level Three: aggravated assault (max penalty 14 years)
These levels are identified in section 265 of the Criminal Code. All assaults have two common elements:
1. The accused must have intent to carry out the attack and cause harm.
2. There must be no consent by the victim (for example, as in a boxing match).
Now, legally speaking, parents have rights to use corrective measures in order to discipline children. This issue was raised in the Canadian Foundation for Children, Youth and the Law v. Canada (Attorney General) 2004 case. In its decision, the Supreme Court of Canada upheld Section 43 of the Criminal Code which "provides that a parent, teacher, or person acting in the place of a parent is justified in using force to correct a child’s behaviour that is under his or her care provided that the force used is reasonable in all of the circumstances". So what is "force"? The force must be used for educative or corrective purposes (not as a form of punishment) relating to restraining, controlling, or expressing disapproval of the actual behaviour of a child capable of benefiting from that correction; the force cannot result in harm or the prospect of harm.
My question is "Should parents have the full authority to discipline their children as they see fit or should parents never be allowed to use physical force on their children"?
After our discussion I'll have you work on questions 2, 3 and 4 on page 231 of the text. To help...
Implying death ( bodily harm or burning property (burn/destroy) *Must be
believable and Must be imminent
CC 265 Assault
Any unwanted application of force against another person
Level 1 simple assault
Level 2 assault causing bodily harm
Level 3 aggravated assault
CC 273 Sexual AssaultAny unwanted sexual contact
Level 1 any touching (molestation).
Level 2 with a weapon
Level 3 aggravated (endanger life or wound/maim/disfigure)
Spanking children could soon be illegal in Canada
CC 265 Assault
Any unwanted application of force against another person
Level 1 simple assault
Level 2 assault causing bodily harm
Level 3 aggravated assault
CC 273 Sexual AssaultAny unwanted sexual contact
Level 1 any touching (molestation).
Level 2 with a weapon
Level 3 aggravated (endanger life or wound/maim/disfigure)
Spanking children could soon be illegal in Canada
We'll discuss:
- How does the sex offender registry system interfere with the offender’s right to privacy?
- What do you think the provincial police do with the contact information of registered sex offenders?
- Do you think that the public should have access to the information on the sex offender registry? Why or why not? HINT...you may want to refer to the case of R. v. Dyck on page 228 of the Student Book.
Impaired Driving:
- Are the new penalties for impaired driving harsh enough? Will these new punishments be effective deterrents for people not to drink and drive?
- Other than punishments, how can our society reduce the number of impaired driving incidents?
- Do you think that this new law will be effective in sending a message to people that gun crimes will not be tolerated in our society? Do you think this law will be an effective deterrent for gun crimes? What, if any, concerns do you have that this law may not have the desired result?
- Do you think the three-strikes part of the law with respect to sexual offences will be effective in reducing serious sexual offences? Why or why not?
- Do you agree with the three-strikes part of the law? Why or why not?
Friday 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?
Are Persons With Dementia Responsible for Crimes They Commit?
People with advanced dementia have no place in court
When Frontotemporal Dementia Leads to Crime—Prosecution or Protection?
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