Tuesday, October 8. 2019

Today's schedule is CDAB

C & D Blocks Environmental and Social Sciences - With Benton (who is not well and at home) you will be working again on soil this time with computers. Type away my friends.

So, we've talked about how and why people have different beliefs about their relationship with nature. We also talked about ways that people draw attention to and address environmental issues. This week we'll examine voting and elections. In a democratic society, people have different beliefs and values, which influence their position on political issues. Political parties bring together people with similar beliefs and political perspectives who are seeking to effect change by being elected. So what are the positions on environmental issues for the political parties in Canada? From Pollenize:

• The Liberal Party pledges that if elected they will introduce legally binding targets to make Canada carbon-neutral by 2050. This means that Canada would put the same or fewer carbon emissions into the air as compared to what is taken out.
• A People’s Party government would not fund government interventions to fight climate change.
• A Conservative government would focus on green technology, not taxes. It would require major emitters to invest in green technology, introduce incentives for green innovation, and offer a credit to encourage Canadians to make green renovations to their homes. It would also work to make our natural environment cleaner and greener and take the climate change fight global.
• The Green Party would establish an inner Cabinet, similar to the Second World War “War Cabinets” that would bring together members across party lines to tackle climate change.
• If elected, an NDP government would declare a climate emergency and seek to make Canada a world leader in reducing greenhouse gas emissions. The NDP would invest in energy efficient green technologies in order to stabilize the global temperature rise to 1.5 degrees Celsius.
• The Bloc is proposing green equalization, a tax reform that would reshape the carbon tax, shift some of the income tax to green taxation and revise the equalization formula to include incentives to fight climate change much more actively.

Also other sources include EnviroVote; the CBC; the Globe & Mail; the Narwhal; Macleans; Chatelaine; WWF; Ecojustice; BNN Bloomberg

So to find out what you think and like check out Youth Vote Compass; Pollenize; I CAN Party; and Student Vote Party Profiles

As a class we will be running the Student Vote here at Vanier. There are some ways we could run the vote here:

Method A: VOTE BY CLASSROOM (stationary voting scenario)
Teachers take their classes to the polling station at pre-set times throughout the day. An arrangement in which students are called down by class or grade is suggested to ensure that students do not have the opportunity to vote more than once. When students arrive at the polling station, designated election officials (from our class) instruct them on where to line up to cast a ballot. This method of voting allows for an authentic experience of visiting a polling station. If we do this we may need to consider arranging for classes to vote over several days so that all students have the opportunity to participate.

Method B: VOTING ON OWN TIME (stationary voting scenario)
The polling station is open all day, and students are only able to vote on their own time. When students arrive at the polling station, designated election officials (from our class) tell them where to line up to cast a ballot. While it is the most authentic, this method of voting often leads to a lower voter turnout and a surge of voters in short periods of time, such as between classes and during lunch.

Method C: HOMEROOM VOTING (in-class voting scenario)
Before the school day begins, distribute ballots to all participating teachers and classrooms. At the beginning of homeroom class, each teacher hands out the ballots to students in their class. Students will vote immediately, and the teacher will collect the ballots shortly after that. Designated poll
clerks collect the ballots from each class before the end of the period, using either a ballot box or envelope. All ballot boxes and/or envelopes are then taken to a secure room, where the ballots can be counted immediately or later in the day. This method makes voting very quick and easy, as it is
completed in just a few minutes at the start of the day. However, student voters do not get the authentic experience of visiting a polling station.

Method D: MOBILE POLLING STATION (in-class voting scenario)
During the first period of the day, designated election officials take polling stations from classroom to classroom. Generally, this method works well with three election officials per group: one deputy returning officer and two poll clerks. When every class has had an opportunity to vote, all ballot boxes are taken to a secure room where the ballots can be counted immediately or later in the day. This method of voting eliminates long lines, delays, and the disruption caused by moving an entire class to a new location. We'll need approximately 15 minutes for the mobile polling station to visit each classroom.

METHOD E: SOMETHING ELSE?

So, we need to report our results by 6:00pm local time on Friday, October 18 to be included in tallies shared with media. This means we need to conduct the election next week. What should we do and then how should we do it? That's our goal for today.

A Block Physical Geography - So...Mount Saint Helens. Here is a minute-by-minute documentary on what happened from February through May 18th at 8:32 am, 1980, and beyond





B Block Human Geography - Today we'll look at the Key Question: Why Do Migrants Face Obstacles? we'll try to understand temporary-work migrants (include guest workers in Europe and the Middle East and, historically, time-contract workers in Asia) along with illegal and unauthorized immigrants. Our goal is to understand why people who immigrate to a country face challenges when they arrive. Specifically I'm interested in the attitudes of people in host countries to immigrants. We'll try to look at the USA and Mexico and compare it to Europe. I'd also like to look at Canada and see whether it is all sunshine and rainbows or whether there's an underbelly of fear here too. You'll need to answer the following:

1. As you read pages 100-103, “Attitudes toward Immigrants learning Outcome 3.4.3 Describe characteristics of immigrants to the United States”, complete the Venn diagram to compare and contrast attitudes in the U.S. and Europe toward immigrants. 
2. Americans purchase products made in foreign countries using cheap labor. Is this any different than allowing low-cost labor to immigrate to the United States? How?  Why are employers who knowingly hire undocumented immigrants under less scrutiny than the immigrants themselves?
3. Why are new migrants to an area frequently the butt of racist or ethnic jokes? Explain in the context of the history of European emigration to the United States. Which groups were more frequently made fun of?

So...Canada



And Europe...



And the USA...



Who supports these anti-Globalization, anti-immigration "Nativist" xenophobic and racist groups?



So there are obstacles to migration, but is there a benefit to migration? Let's see: