A Block Criminology - We'll continue our look at sexual assault today. I need you to answer the question:
Identify and explain the causes for sexual assault
So to help answer the question I'd like to share the CBC DocZone Documentary "Sext Up Kids" with you. The documentary exposes how growing up in a hyper-sexualized culture hurts our kids and sends the wrong messages that could potentially lead to sexual assaults. From the CBC site:From tiny tots strutting bikini-clad bodies in beauty pageants to companies marketing itty-bitty thongs and padded bras to 9-year olds, images of ever-younger sexualized girls have become commonplace. Add to that: ever-younger boys with 24-7 access to hard-core internet porn. It saturates their lives - from skate parks to the school bus – by the time they’re eighteen, 80 percent of boys are watching porn online.
So we'll watch the documentary and use information from it to help with our blog entry from Monday.
For more info check out the following sites:
What Teenagers Are Learning From Online Porn
Pornography is more than just sexual fantasy. It’s cultural violence.
United Nations What is Sexual Violence
Why Do Men Sexually Assault Women? Sexual violence against women manifests, rather than violates, society’s norms
Government of Quebec Media Kit on Sexual Violence
And check out:
Alberta Association of Sexual Assault Centres
Sexual Assault in Canada
Victoria Sexual Assault Centre
The Devastation of Sexual Assault (pdf)
Comox Valley Transition Society
Comox Valley Family Services
For more info check out the following sites:
Teen Handbook on Sexual Assault (Sarnia Sexual Assault Survivor's Centre)
The Devastation of Sexual Assault (Canadian Resource Centre for Victims of Crime)
Prevent Sexual Violence: Love Shouldn't Hurt Youth Zone
Alberta Association of Sexual Assault Centres
B Block Physical Geography - Today we're in the learning commons / library to begin our research on the Orting College
case study. Should the town of Orting, Washington, build a new college to
attract people to their community or not? What will the impact of increased
population be on the tiny town that sits in the shadows of Mt. Rainier? The
assignment is in both your week 4 package and was adapted from the following website:
http://www.cotf.edu/ete/modules/volcanoes/volcano.html
The following URL’s will help:
Volcanoes (Book by USGS)
Comprehensive monitoring provides timely warnings of volcano reawakening
Volcano Hazards from Mount Rainier
Volcano Hazards Program - Mount Rainier
Mount Rainier -- Learning to Live with Volcanic Risk
Mount Rainier - Living Safely With a Volcano in Your Backyard
Under the Volcano
Mount Rainier to get new digital-warning system for massive mudflows
USGS Rainier Hazards Landslides
USGS The Eruption History of Mount Rainier
Seattle Times Will we Have Enough Warning?
CS Monitor Can We Predict Volcanic Eruptions?
City of Orting
City of Orting Emergency Management
Pierce County Lahar Warning System
Bridge for Kids
Orting Schools
Orting USGS Topographic Map (Use the 2017 Orting 7.5 Minute Topo Map)
A note of caution...
What is the greatest danger to Orting? Of all that could potentially happen at Mount Rainier what poses the greatest threat? Now ask yourself what triggers that threat? What causes it to happen? Last think about the statistical likelyhood of that event happening. How likely is the event to occur in the next 5, 10, 100, or 1000 years? Check out the risk analysis section of the COTF website for help here.
A note of caution...
What is the greatest danger to Orting? Of all that could potentially happen at Mount Rainier what poses the greatest threat? Now ask yourself what triggers that threat? What causes it to happen? Last think about the statistical likelyhood of that event happening. How likely is the event to occur in the next 5, 10, 100, or 1000 years? Check out the risk analysis section of the COTF website for help here.
C/D Blocks Social and Environmental Sciences - Today you'll have the first part of class to finish your water crisis poster. When it's time, we'll put the posters up in the class for a gallery walk. When you do the gallery walk, we'll place a sheet of paper next to each poster. You need a pencil or pen with you. When you go around to other posters you'll be asked to comment on what you see. As you would explore an art gallery, you'll walk around the room and consider each water crisis poster at least once. On the piece of paper next to the poster, you should write whatever thoughts or feelings come to mind. You may write as little as one word, such as “suffering,” or as many as a few sentences. If you’ve responded to each image and time is left, you should revisit images and add more impressions to the paper. You can even write short responses to your classmates’ comments, such as “Yes, I agree!” or “But what if … ?” Remember that you should use appropriate language, respond to one another’s comments kindly, and never cross out or obscure someone else’s words.
Write one thing you'd like to share with the poster creator(s)
We'll try to look for similarities (common themes in the projects) - both in causes and solutions. Also we'll try to see other patterns:
What did you notice as you participated in the gallery walk?
What comments did you respond to? What comments received the most attention? Why?
What similarities did you notice between the posters? What differences did you notice?
Does water always lead to conflict?
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