Thursday, March 3. 2022

Today's schedule is DCBA

Thanks to the family members who showed up for Flex Day yesterday. Things are starting to pile up work wise so if you're falling behind you should use Flex Days and if not you should come see me at lunch times for help, right?

D Block Physical Geography - Today we shift our focus (ha ha...see what I did there? Such a bad Dad Joke...turning into Arsenault now) to earthquakes. We'll look at some video of the aftermath of the Izmit Turkey 1999 Mw 7.4 earthquake along the North Anatolian fault. We'll also look at the Loma Prieta (San Francisco) 1989 Mw 6.9 earthquake along the San Andreas fault. We'll try to compare the two and then take some notes down about the three types of faults. After, you'll have a series of questions to complete from the Geosystems text (14, 15, 16, & 19 from p. 412). 

Check out the cool interactive activity at National Geographic Forces of Nature or the Today in Earthquake History at the USGS. For more information check out the Latest Earthquakes map from the USGS or the science of earthquakes from the USGS or Earthquakes Canada or BC Public Safety Earthquakes

C Block Human Geography - Today we'll examine the Key Issue "Why Does Development Vary by Gender"? From the UN HDI GII...

"Gender inequality remains a major barrier to human development. Girls and women have made major strides since 1990, but they have not yet gained gender equity. The disadvantages facing women and girls are a major source of inequality. All too often, women and girls are discriminated against in health, education, political representation, labour market, etc. with negative consequences for development of their capabilities and their freedom of choice".

UNICEF USA: Towards Gender Equality from UNICEF USA on Vimeo.

The GII measures gender inequalities in three important aspects of human development:

1. Reproductive health; measured by maternal mortality ratio and adolescent birth rates;
2. Empowerment; measured by proportion of parliamentary seats occupied by females and proportion of adult females and males aged 25 years and older with at least some secondary education and
3. Economic status; expressed as labour market participation and measured by labour force participation rate of female and male populations aged 15 years and older.

And from the World Bank:

Better educated women tend to be healthier, participate more in the formal labor market, earn higher incomes, have fewer children, marry at a later age, and enable better health care and education for their children, should they choose to become mothers. All these factors combined can help lift households, communities, and nations out of poverty. According to UNESCO estimates, 130 million girls between the age of 6 and 17 are out of school and 15 million girls of primary-school age—half of them in sub-Saharan Africa— will never enter a classroom. Poverty remains the most important factor for determining whether a girl can access an education. Studies consistently reinforce that girls who face multiple disadvantages — such as low family income, living in remote or underserved locations, disability or belonging to a minority ethno-linguistic group — are farthest behind in terms of access to and completion of education.

And from the World Economic Forum’s Global Gender Gap Report 2020:

• The top country for gender parity remained Iceland (for the 11th year running).
• The most-improved countries were Albania, Ethiopia, Mali, Mexico and Spain.
• Of the 149 countries ranked, 101 improved their scores on the 2019 index (this excludes the five new countries that have joined the ranking this year).
• A further 48 saw their performance unchanged, while the top 10th percentile saw their scores improve more than 3.3% year-on-year.
• A total of 35 countries have achieved gender parity in education.
• In healthcare, 48 countries have achieved near-parity and 71 have closed at least 97% of the gap.

HOWEVER

• Globally, gender parity stands at 68.6% and the bottom 10 countries have closed just 40% of the gender gap.
• Political empowerment scores are poor. In terms of parliamentary representation, globally women have secured just 25% of available positions, a figure that slips to 21% at a ministerial level. At this level, there are nine where they have no representation.
• In the past 50 years, 85 states have had no female head of state.
• In terms of economic participation, the gender gap will take 257 years to close (compared to 202 years in the 2019 report).
• Globally, only 55% of women (aged 15-64) are engaged in the labour market as opposed to 78% of men.
• There are 72 countries where women are barred from opening bank accounts or obtaining credit.
• There is no country where men spend the same amount of time on unpaid work as women. In countries where the ratio is lowest, it is still 2:1.

While looking deeper into the topic, I'll have you work on three questions for me:

1. Based on the world maps included in Key Issue 2, which two of the nine world regions appear to have the highest levels of inequality? Do these two regions have high or low HDIs?
2. What has been the trend in gender inequality since the 1990s?
3. Review the major economic, social, and demographic characteristics that contribute to a country’s level of development. Which indicators can vary significantly by gender within countries and between countries at various levels of development? Why?

B Block Criminology - We start with our second quiz in the course. You have as much time as you need and you may use the notes I gave you for help. After we'll finish our look at where violence and violent crime comes from? We'll look at personal traits, ineffective families, evolutionary factors, exposure to violence, cultural values, substance abuse, and firearm availability to see if they are factors that lead to violent crime in Canada.

A Block Legal Studies - Today we'll work on how Human Rights are enforced in Canada. To finish, I'll have you work on and complete 

Questions 1-4 on page 94:

1. Explain the difference between civil rights and human rights.
2. How do prejudice and stereotyping lead to discrimination?
3. Explain the difference between a complainant and a respondent.
4. What is the difference between intentional and unintentional discrimination?

Questions 4 & 5 from page 97:

4. Explain the concept of a poisoned work environment. Provide an example.
5. Explain the difference between accommodation and undue hardship.

AND Question 5 from page 104:

5. What types of remedies are available under human rights law?

For more on the BC Human Rights Code look at the Attorney General's Human Rights Protection site. or the BC Human Rights Commissioner or the BC Human Rights Tribunal. For more on the Canadian Human Rights Act see the Canadian Department of Justice site. For more on Human Rights in Canada see the Canadian Human Rights Commission.