A Block Legal Studies - Today we'll look at the Parties to an Offense...from the Halton District School Board in Ontario:
The Perpetrator: is the person who actually commits the criminal offence. When more than one person is directly involved in committing a crime, they are called co-perpetrators. In every case, the person actually has to be present at the scene of the offence to be identified as either a perpetrator of co-perpetrator. A person who commits an offence, aids a person to commit an offence, or abets a person in committing an offence is defined as a party to an offence under section 21 of the Criminal Code.
Aiding and Abetting: Aiding means helping a perpetrator commit a crime. To aid the perpetrator, one does not have to be present when the offence is committed. Abet means to encourage without actually providing physical assistance. Two things must be proved before an accused can be convicted of being a party by aiding or abetting. The first is that the accused had knowledge that the other intended to commit an offence. The second is that the accused aided or abetted the other. Mere presence at the scene is not conclusive evidence of aiding or abetting. Under section 21(2), a person who plans an offence is just as guilty as a person who actually commits the offence. However, a person is not guilty if his/her action is not intended to assist in the commission of an offence.
Counselling: The separate offence of counselling, (s. 22), is similar to abetting but is much broader in scope. Counselling includes the acts of advising, recommending, persuading or recruiting another person to commit an offence ("procuring, soliciting or inciting"). A person who counsels does not have to be present at the scene of the crime.
Accessories After the Fact: The Criminal Code provides a penalty for a person who is an accessory after the fact as outlined in section 23. Knowingly assisting a person who has committed a crime to escape capture includes providing food, clothing, or shelter to the offender. One exception to his law is the favoured relationship between a legally married couple. A man or woman cannot be held responsible for assisting in the escape of a spouse and someone escaping with a spouse. An accessory after the fact is one who receives, comforts or assists any one who has been a party to an offence in order to enable him/her to escape, knowing him/her to be a party thereto. There are three constituent elements of the offence of being an accessory after the fact: knowledge that a crime has been committed; an intent to assist the criminal to escape; and an act or omission intended to aid a criminal.
The effect of being a party is that you are guilty of committing an offence – you can be a robber in any of the ways set out. It is not a separate offence. Your criminal record will reflect that you were guilty of robbery, not abetting robbery.
I'll go over the R. v. Goodine (1993) case with you please discuss with a partner the following:
Why did the Crown appeal the accused's acquittal?
What is the actus reus of accessory after the fact?
Why was Goodine not charged with aiding and abetting?
And still with your partner consider the following:
1. Justin asks his girlfriend Penelope, a bank teller, to let him know what time the security guard takes his lunch break so that he can successfully rob the bank. Penelope tells Justin the security guard takes his break at 1:00. The next day, which is Penelope’s day off, Justin successfully robs the bank at 1:15. Has Penelope committed robbery? Why or why not?
2. Cory watches as her sister Amanda breaks into a parking meter across the street and starts scooping change into her purse. Amanda thereafter runs into a nearby alley and hides behind a dumpster. A police officer arrives on the scene and asks Cory if she witnessed the crime. Cory responds, “No, I didn’t notice anything.” The police officer does a search, does not find Amanda, and leaves. Has Cory committed a crime? If your answer is yes, which crime has Cory committed, and does Cory have a possible defense?
3. Jim wakes up late at night to the sound of someone pounding on his door. He gets out of bed, walks down the stairs, and opens the door. His father James is on the doorstep. James’s eyes are bloodshot and he is swaying slightly on his feet. He tells Jim that he just got into a car accident and needs to come inside before the police find out about it and begin an investigation. Jim steps aside and lets his father enter the house. The smell of alcohol on his father’s breath is apparent. He thereafter allows his father to spend the night without contacting the police about the accident.
4. Sam is working out the back of Moonbucks, a popular coffee shop, when his his ex-wife Linda comes in with her new boyfriend Jim. Sam harbours a lot of hatred towards Linda since he caught her cheating on him with another man, whereupon she ended their marriage. Sam knows that Linda suffers from a heart condition that means she is entirely intolerant to caffeine, the consumption of which could prove fatal. Sam tells Jane, a fellow barista, that the decaf machine has broken so he has put the decaf beans into the main machine. This is untrue and subsequently the coffee the Jane pours is actually a caffeinated coffee. Linda drinks this and suffers a fatal heart attack and dies. What could Sam be charged with and is Jane a party to the offense (why or why not)?
I'll have you work on questions 1, 2, and 3 from page 133 of the All About Law text.
B Block Human Geography - Today we'll head off to the library to work on a small migration project. The instructions for this assignment are in the Migration package. This project comes from Mr. Lucas Varley from Lincoln High School in Lincoln, Nebraska. You will imagine yourself in the role of a refugee/migrant who has relocated from one part of the world to another. Your job is to research in detail the many factors that are involved in a migration. You will only be given some basic information regarding your specific migration scenario. It is your job to conduct research to establish realistic demographic information for your scenario. You will need to produce a thorough written summary of your personal migration (A.K.A. Diary or Reflection journal or Newspaper article OR you could make a video or do a podcast but you will need a detailed script for it). Include as much detail as possible. Include images to help your reader gain a fuller understanding of your migration scenario. Please feel free to listen to and examine the stories below:
Migration Scenarios – choose one:
- You are a refugee from Darfur. You have been relocated to Toronto, Ontario. In Darfur you lived in a small village and do not speak English. You have found a very small group of Sudanese refugees but live quite a far distance from them.
- You lived on the First Nations Reserve in Lytton British Columbia when a fire ripped through and destroyed the town in 2021. You lived in the Boston Bar for a week until you were relocated to live in Chilliwack. You are expected to quickly find work and find a place on your own.
- You are an undocumented immigrant from Oaxaca Mexico that has recently relocated to Tucson, Arizona. You usually find day labor working for farmers harvesting crops. Sometimes you are paid only in food.
- You are a Filipino that has moved to Qatar in the Middle East for work. You have been living and working as a construction worker first in Saudi Arabia and then in Qatar for the last 5 years.
- You are a Ukranian young mother with two children and have fled the current conflict from Ukraine through Lviv into Poland. You hope to be relocated to London England. You have no skills and are still dependent on state support.
- You are a small family from Turkey that has recently migrated to Germany. You work at the Frankfurt Airport driving a floor cleaning cart. Your wife and kids still live in Turkey and you are trying to raise money and find a way to bring them to Germany to live with you.
- You are a family from Port au Prince Haiti that migrated to Quebec following the devastating 2011 earthquake. You lost several family members to cholera. You are skilled in masonry.
- You are a young student from Pakistan. You are studying biochemical engineering at Rutgers University. You are a faithful Muslim. You have no affiliation with radical Islamists, but live in an area where some Muslims openly express anti-American sentiments.
- You are a family of six from Syria (two parents and four children) that a private sponsorship holder (Canadian International Immigrant and Refugee Support Association) has sponsored to settle in Edmonton. In Syria you were a teacher and do not speak English.
- You are a single woman, opposition party member, from Venezuela complaining vocally about the lack of basic supplies for the citizens of your country. President Maduro and the PSUV have "cracked down" on dissidents and after seeing your fellow politicians arrested, you have fled to Manaus in Brazil.
- You are a Rohingya Muslim (with a family of four children) who used to live in Myanmar and were forced to leave because of violence against you and your family. You now reside in a Red Crescent encampment, seeking safety, in Cox's Bazaar in Bangladesh
- You are a 27 year old teacher who, in order to avoid escalating violence and an attack by militia men in your village, walked for weeks from Kasai province in the Democratic Republic of the Congo. Your wife and children were butchered by the militants and now are an internally displaced person seeking protection and basic assistance in Idiofa in the Kwilu province
- You are a family of five who are currently displaced in Mindanao, Philippines. You are from Lanao del Sur and have been displaced due to the Marawi siege in May 2017. While displaced families are still struggling to get back to normalcy after the siege, the COVID-19 crisis exacerbated your situation and face challenges on limited access to livelihood opportunities, food and water security, high transportation costs and lack of basic services.
C/D Blocks Social and Environmental Sciences - Today you start with Young. We're beginning our terrestrial biome section of the course. Over the next two weeks, with Young, you'll be looking at farming and forestry. We'll start with forestry here in BC and the challenges we face in modernizing the industry amongst slumping timber prices and an ever increasing need to deal with ecological concerns. To start we need to look at biomes and biogeographic realms, specifically (to discuss forestry) the Equatorial & Tropical Rain forest (ETR) along with the Temperate Rain forest (TeR). Biomes are collections of ecosystems sharing similar climatic conditions that can be grouped into five major classes: aquatic, forest, grassland, desert and tundra. Each of these classes has characteristic limiting factors, productivity and biodiversity. Biogeography is the study of the distribution and patterns of plants and animals throughout the biosphere. You'll have a biomes activity to work through with colouring a map and completing some questions
- Compare four abiotic factors (such as water availability, temperature, day length, wind, latitude, and geographical/geological structures) from the Equatorial & Tropical Rain forest (ETR) along with the Temperate Rain forest (TeR) and explain their purposes in contributing to the diversity of life?
- What is the geographic distribution (latitude, continents) of the Equatorial & Tropical Rain forest (ETR) along with the Temperate Rain forest (TeR)
- Give the apex species and five other examples of flora and fauna in the Equatorial & Tropical Rain forest (ETR) along with the Temperate Rain forest (TeR)
- Identify the adaptations to the environment for flora and fauna in the Equatorial & Tropical Rain forest (ETR) along with the Temperate Rain forest (TeR)
- Identify the competing values (instrumental and intrinsic) of the Equatorial & Tropical Rain forest (ETR) along with the Temperate Rain forest (TeR)
For help with biomes, look at:
Environmental Biology: Terrestrial Biomes
NASA Earth Observatory - Mission Biomes
University of California Biomes web page
Enchanted Learning - Biomes
Blue Planet Biomes
Center for Educational Technologies Biome page
Earth Rangers Types of Biomes
Fact Monster Biomes of the World
Major Biomes and their Characteristics
With Mr. Benton, you'll look at soil: specifically structure, properties, formation, classification and seeing how soil classes are related to biomes and climates (like what you looked at with Young). You'll have some work to get through with Benton on structure and properties today - tomorrow you'll look at horizons and will get into a lab after collecting some samples.
Today's Fit...
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