C/D Blocks Social and Environmental Sciences - You start with Benton in #145 today, where you'll collect water samples from Towhee Creek and conduct a sample water analysis from CARO labs, metals, anions, alkalinity, etc. Comparison to Health Canada limits for specific water uses, drinking, irrigation, etc. Lab Component: examine water samples and test for pH, colour and turbidity. I posted these for you before, however as a reminder...We looked at the ecological connections to water in our observations of and mapping the riparian features of Towhee Creek. Many beings depend on freshwater and understanding the whole can help guide us to make better decisions for the future. Today you'll start with a water analysis.
You'll look at what is in freshwater
In #115, with Young, you'll work through your Environmental Value Systems and Worldviews handout. Part of an environmental worldview is determined by a person’s environmental ethics - what one believes about what is right and what is wrong in our behavior and relationship with the environment (also called an Environmental Value System).
Some environmental worldviews are human centered (anthropocentric), focusing primarily on the needs and wants of people; others are life- or earth centered (biocentric), focusing on individual species, the entire biosphere, or some level in between Today I'll have you fill in/work on
A Block Legal Studies - Today After, we'll identify what our fundamental freedoms are (section 2 a-d of the Charter).
So, what about what happened last year with the COVID-19 Pandemic and the Federal and Provincial Government restrictions and mandates including the current events in Ottawa? It's pretty clear that some aspects of the pandemic response have infringed upon rights (including our Fundamental Freedoms). But, because the charter allows for limitations on rights, that does not mean the policy or law or regulation is unconstitutional. It goes back to the Oakes Test and is a question of proportionality..."Is the rights-restricting policy or law doing more harm or more good on balance?” It's a balancing act between individual rights and freedoms versus our responsibilities to society. The interests of society must be balanced against the interests of individuals to see if limits on individual rights can be justified. Serious threats to Canada and Canadians, like a national public health crisis, obligate the government to ensure our safety and security during an emergency. That is why the government is authorized, with Parliament supervising, to take special temporary measures that may not be appropriate during normal times. So yes, our rights have been limited, temporarily because of proportionality, but they will end because at some point the proportionality issue will swing the other way.
Lastly, I'll have you complete on your own questions 1-5 on page 40 of the All About Law text. When you're finished I want you to hold on to them, because I have more for you to work on. Next you'll be back in partners to discuss the Multani v. Commission scolaire Marguerite-Bourgeoys (2006) case on pages 41-42 of the All About Law text. We'll share out together as a class
In November 2001, Gurbaj Multani’s kirpan accidentally fell out from under his clothing, raising questions among the school community about school safety and whether or not he should be permitted to continue to bring the kirpan to school. The incident sparked a great deal of dispute among members of the school board and community. On one hand, parents and school administrators argued that, the kirpan could be used as a dangerous weapon in the school, and therefore violated the school’s code of conduct prohibiting the carrying of weapons. On the other hand, Gurbaj believes that his religion requires him to wear a kirpan at all times; a kirpan is a religious object that resembles a dagger and must be made of metal. In deciding on whether or not Gurbaj should be permitted to wear his kirpan, the Supreme Court weighed the consequences of limiting Gurbaj’s religious freedoms against the school’s obligation to maintain a safe school environment.
FYI: Guru Gobind Singh, the tenth guru of the Sikh order, founded the Khalsa in 1699. He commanded that the Five Ks or the five articles of faith be worn by Khalsa Sikhs at all times. The five articles of faith namely the Kesh (Hair), Kacchera (specific type of undergarments), Kangha (wooden comb), Kada (iron bracelet) and Kirpan (curved sword), collectively contribute to a Sikh’s external identity and a commitment to the Sikh way of life. The Kirpan is a short dagger that symbolizes a Sikh’s duty to come to the defense of those in peril. All baptised Sikhs wear it on their bodies at all times. It stands for bravery and protecting the weak and innocent, constantly reminding them of their duty to help those who suffer unjustly.
The council of commissioners’ decision prohibiting [Gurbaj Singh Multani] from wearing his kirpan to school infringes his freedom of religion. [Multani] genuinely believes that he would not be complying with the requirements of his religion were he to wear a plastic or wooden kirpan, and none of the parties have contested the sincerity of his belief. The interference with [Multani]’s freedom of religion is neither trivial nor insignificant, as it has deprived him of his right to attend a public school. The infringement of [Multani]’s freedom of religion cannot be justified under s. 1 of the Canadian Charter. Although the council’s decision to prohibit the wearing of a kirpan was motivated by a pressing and substantial objective, namely to ensure a reasonable level of safety at the school, and although the decision had a rational connection with the objective, it has not been shown that such a prohibition minimally impairs [Multani]’s rights.
B Block Human Geography - Today we'll talk about the arrangement of people and activities found in space and try to understand why those people and activities are distributed the way they are. We'll figure out what density, distribution, concentration and pattern have to do with people an activities on the Earth's surface. Along with this we'll look at connections, diffusion, interaction and hearths in order to see how people and activities impact and are impacted by each other (through spatial interaction and networks). I'll have some definitions for you to work on for me.
Consider the Cultural Diffusion of Hip Hop...from Icon Collective
Hip hop is a subculture and an art movement that emerged from the Bronx in New York City during the early 1970s. Its development reflected the negative effects of post-industrial decline, political discourse, and a rapidly changing economy. The global influence of hip hop culture has shaped music styles, fashion, technology, art, entertainment, language, dance, education, politics, media, and more.
So the cultural hearth of Hip Hop is NYC in the 1970's...as exemplified by kickin' it old school with Grandmaster Flash
Hip Hop as a musical artform diffused hierarchically throughout the United States (originally in New York and LA) then through a stimulus diffusion throughout Atlanta, Miami, Houston, Memphis, Detroit, D.C., Philadelphia, Seattle, Minneapolis, Chicago, New Orleans where it was changed by the adopters to reflect their local cultures.
The History and Geography of Hip HopFinally, in your first work package I've asked you to plot the following fast food restaurant chains on the map provided: McDonalds, Tim Horton’s, Starbucks, A&W, and Subway (don’t forget essentials…I’ve given you scale but you need a legend, a title and direction). After you'll need to answer the question:
What pattern exists and why are the fast food restaurants located in that pattern (give at least three reasons – use the concepts of site, situation, and region in your response along with density, distribution, and concentration)
Today's Fit...
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