C/D Blocks Social and Environmental Sciences - In C Block with Benton I'm pretty sure you'll be doing some sciency things all of which lead you to soil, soil profiles and the mycorrhizal network. You'll start by finishing your look at what is “sustainable” in terms of timber harvest here in BC (you started this when Benton was away ill). With this you'll need to consider biodiversity, what is the value of biodiversity and why invasive species are problematic? You'll also look at preserving biomass in our rainforest, comparative to other landscapes and ecosystems.
From Forest governance in the Province of British Columbia …
BC’s largest forest product export markets are the United States (53%), China (24.5%), and Japan (8.8%). Total forest product export sales in 2016 were $13.96 billion and British Columbia is the world’s largest exporter of softwood lumber (2011). About 95 per cent of BC’s 55 million hectares of diverse forests are publicly owned.
Priorities for the use of these Crown forest lands are developed through community based strategic land and resource management planning. The foundation of sustainable forest management in BC is the timber supply review through which BC’s independent chief forester is required by law to determine how much wood can be harvested from each of the province’s 70 management units. This process involves a detailed analysis of 200 year fibre supply projections, public comment and consideration of non-timber values, and it ensures that the harvest level is based on the latest information, practices and policies – economic, environmental and social. About 22 million hectares comprise the timber harvesting land base.
All timber harvesting operations under these agreements, on public lands, must comply with the Forest Act and the Forest and Range Practices Act. These Acts requires that forest stewardship plans document how activities will be consistent with objectives set by government for soils, timber, wildlife, water, fish, biodiversity, recreation resources, visual quality and cultural heritage resources.
With Ms. Nadeau, in D Block, you'll be working on the Indigenous Shaping the Land worksheet, connected to the videos on the blogsite yesterday and the concept of Traditional Ecological Knowledge. From the University of Alberta Faculty of Native Studies online class Indigenous Canada: Looking Forward/Looking Back through Coursera, the unit on Sovereign Lands states:
From an Indigenous perspective, the land is a much larger concept more equated to the term ecosystem, which describes the interconnected relationships between the physical environment, biological organisms, atmosphere, and, in the case of Indigenous worldview, spiritual realm. The land is often described as sentient, meaning it has its own agency, spirit, and rights that are to be respected as much as those of humans and other beings...Although Indigenous worldviews vary significantly between cultural groups, there are some common themes that differ from Western worldviews, especially in relation to the land. The role of human beings, our connection to other living beings, and the land are fundamentally different in an Indigenous context. An Indigenous worldview places humans in an interconnected relationship with the rest of living and nonliving beings. Indigenous peoples see human beings as the caretakers of the land, recognizing that our survival depends on how we interact with each other and everything around us.Defining traditional ecological knowledge (often referred to as TEK) in the context of Indigenous worldview is not a simple task, TEK is a western concept. A commonly referenced definition of TEK is “a cumulative body of knowledge, practice and belief, evolving by adaptive processes and handed down through generations by cultural transmission, about the relationship of living beings (including humans) with one another and with their environment” From an Indigenous perspective, TEK is not a pool of data or discipline of study. Instead, it is a way of life, a way of being and doing, a connection to the land, laws, roles and responsibilities that are embedded in stories
A Block Criminology - To start today, you'll watch the Criminal Minds episode “Amplification”. From IMDb
Within 18 hours of their common time together, 12 people who visited Quiet Hills Park in Annapolis, Maryland, have died from anthrax poisoning, with at least 13 more in emergency rooms headed in the same direction. It is a highly sophisticated strain of anthrax, meaning that it was developed by someone with a science background. The military is called in as the BAU believes that such scientific work is the specialty of the military, the resulting pathogen was used as a potential WMD. Although the strain of the pathogen is not being used by the military, military scientists are the most likely candidates able to develop such a strain. The attack site, a family-oriented public park, is contrary to such work, and thus the BAU believes the site is personal to the perpetrator. Because of the panic it could cause, there is a media blackout on the story, which negatively affects some on the team, some for personal and some for professional reasons. The team is hit even harder when deep into their investigation, one of their own may have been exposed to the pathogen with just hours to live
At the end you should work on your terrorism questions:
- What is terrorism? Why do some attacks on civilians count as terrorism and others don’t? How does the motive, race, ethnic background and/or religion of the attacker affect the way attacks are responded to?
- Who carries out terrorism? Is terrorism always carried out by organized opposition groups? Can states be terrorists? Can individuals? Explain...
- Is the motive behind an act important in deciding whether it is terrorism, or should only the act itself be considered? What is the objective of terrorism? Is terrorism "violence for an audience" -- an act committed to inspire fear in the public and therefore force policy changes? Or does a terrorist act have specific strategic objectives? Does it make any difference if the perpetrators consider themselves martyrs for a religious or political cause?
- If a cause is considered legitimate, are any means to achieve its goals legitimate? How does one distinguish between a terrorist and a freedom fighter?
- Which of the five drivers of violent extremism identified in the United Nations Secretary-General's VE Action Plan do you consider to be the most significant one, and why?
- Governments have tried numerous responses to terrorism. Discuss some of these responses.
B Block Legal Studies - Because we didn't get to it yesterday...We'll look at what a lawful search (not unreasonable) is and find out what search warrants are, how they are obtained and what your rights are connected to searches. To help I'll have you work in partners on the R. v. Clayton (2007) case on page 156 and on the R. v. Shankar (2007) case on page 159 in the All About Law text (that's the talky part of class, right?)
For Clayton
- Why shouldn’t police be allowed to stop and search anyone that could possibly be guilty of some wrongdoing?
- Should police be allowed to ask questions and detain someone even if they don’t have reasonable and probable grounds to arrest or charge that person? What potential issues arise if police were not able to detain individuals for investigative purposes or ask questions?
- Would or should the result have been different if the 911 caller had been very specific and had identified only one car?
- Would or should the result have been different if the caller had seen marijuana instead of guns?
- Would or should the result have been different if the caller did not give the 911 operator any specific details about the men or their vehicles?
- Why is evidence that is obtained in violation of s. 8 or s. 9 rights sometimes excluded? Should this happen?
For Shankar
- Although the trial judge stated that the extended search was not reasonably necessary and was a section 8 Charter breach, he still admitted the guns into evidence. Why do you think he did this?
- What arguments do you think Shankar could make to support his view that the evidence should not have been admitted pursuant to section 24(2) of the Charter?
- What does “police search incident to arrest” mean and how does “police search incident to arrest” apply in this case? Explain.
- Describe how a search warrant is obtained and used.
- Outline the important exceptions to search laws for illegal drug and gun offences.
- In order to prove that a warrantless search was reasonable, what does the Crown need to show
- In determining whether a person has a reasonable expectation of privacy in a given situation, what considerations would a court take into account?
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