Tuesday, February 21. 2023

Welcome back from your long, long family day weekend!

Today's schedule is CDAB

C Block Human Geography - Today we'll try to answer the Key Question "Why Is Global Population Increasing"? Geographers most frequently measure population change in a country or the world as a whole through three measures -  crude birth rate, crude death rate, and natural increase rate and we'll look at those today along with measures of fertility and mortality along with population pyramids.

You'll have some questions to work on for me in order to understand our key concept:

1. About how many people are being added to the world’s population each year?
2. How does the TFR in your family compare to the overall figure for North America? 
3. Match the Country with the population pyramid and explain why (Canada, Chad & Germany)
4. Name a type of community that might have a lot more males than females. Why so?

We'll also play around a bit on Gapminder to visualize these statistics

D Block Physical Geography - Today we'll discuss the differences between Sial and Sima (continental and oceanic crust) along with figuring out what buoyancy and isostasy are. You'll need to complete a question on isostasy, isostatic rebound, and crustal equilibrium. We'll also transfer some notes into our week 3 package on the rock cycle. If you need help look at the Geology for Kids web page or the e-notes on Earthfacts

If there's time we'll begin our look at Igneous processes...

Check out the Dynamic Earth Interactive Rock Identification site here
Check out the Rock Cycle/Type animation from the BBC
Check out the Rock Cycle from the Geological Society here
Check out CK-12 Igneous Rock,  Sedimentary Rock or Metamorphic rock information.

A Block Legal Studies - Today we'll finish sections 7 - 14 of the Charter of Rights and Freedoms (legal rights section). 

Section 7. Everyone has the right to life, liberty and security of the person and the right not to be deprived thereof except in accordance with the principles of fundamental justice.

Section 8. Everyone has the right to be secure against unreasonable search or seizure.

Section 9. Everyone has the right not to be arbitrarily detained or imprisoned.

Section 10. Everyone has the right on arrest or detention

a) to be informed promptly of the reasons therefore;

b) to retain and instruct counsel without delay and to be informed of that right; and

c) to have the validity of the detention determined by way of habeas corpus and to be released if the detention is not lawful.

Section 11.  Any person charged with an offence has the right

a) to be informed without unreasonable delay of the specific offence;

b) to be tried within a reasonable time;

c) not to be compelled to be a witness in proceedings against that person in respect of the offence;

d) to be presumed innocent until proven guilty according to law in a fair and public hearing by an independent and impartial tribunal;

e) not to be denied reasonable bail without just cause;

f) except in the case of an offence under military law tried before a military tribunal, to the benefit of trial by jury where the maximum punishment for the offence is imprisonment for five years or a more severe punishment;

g) not to be found guilty on account of any act or omission unless, at the time of the act or omission, it constituted an offence under Canadian or international law or was criminal according to the general principles of law recognized by the community of nations;

h) if finally acquitted of the offence, not to be tried for it again and, if finally found guilty and punished for the offence, not to be tried or punished for it again; and

i) if found guilty of the offence and if the punishment for the offence has been varied between the time of commission and the time of sentencing, to the benefit of the lesser punishment.

Section 12. Everyone has the right not to be subjected to any cruel and unusual treatment or punishment.

Section 13. A witness who testifies in any proceedings has the right not to have any incriminating evidence so given used to incriminate that witness in any other proceedings, except in a prosecution for perjury or for the giving of contradictory evidence.

Section 14. A party or witness in any proceedings who does not understand or speak the language in which the proceedings are conducted or who is deaf has the right to the assistance of an interpreter.

Next, we'll talk about equality and look at section 15 of the Charter. We'll look at the difference between prejudice and discrimination. Equality is understood to have four meanings:

1. Equal before the law
2. Equal under the law
3. Equal benefit
4. Equal protection

It may be surprising to note that this clause was one of the more controversial issues of the constitutional debate. Some provinces did not see the need for equality rights to be written into the Charter since provincially human rights codes were seen as protection enough.

The phrase "before and under the law" is significant because it means that not only do people have equal access to the courts and to equal administration of justice (the "before" part) but that the laws that are discriminatory will be struck down by the courts (the "under" part). So in Andrews v. Law Society of British Columbia, [1989] 1 S.C.R. 143 Mark Andrews met all the requirements to become a lawyer in British Columbia, but he did not have Canadian citizenship. Because he did not meet the citizenship requirement, he was not accepted. Andrews challenged the provincial law, which prevented him from being a lawyer, arguing that it was discriminatory since it treated non-citizens and Canadian citizens differently. The majority of the Supreme Court decided that the provincial law infringed equality rights, because it did not let otherwise qualified people practice law solely because of their citizenship.

This case was the Court’s first decision on equality rights. It has influenced the development of equality law well beyond the specific facts of Mr. Andrew’s case, because Justice McIntyre emphasized that section 15 of the Charter protects and promotes substantive equality of opportunity for all. The court has added the following grounds (analogous to those enumerated) in section 15 (1):

1. Non-citizenship (Andrews, supra; Lavoie v. Canada, [2002] 1 S.C.R. 769);
2. Marital status (Miron v. Trudel, [1995] 2 S.C.R. 418; Nova Scotia (Attorney General) v. Walsh, [2002] 4 S.C.R. 325; Quebec v. A., supra);
3. Sexual orientation (Egan v. Canada, [1995] 2 S.C.R. 513; Vriend, supra; M. v. H., [1999] 2 S.C.R. 3: Little Sisters, supra); and
4. Aboriginality-residence as it pertains to a member of an Indian Band living off the reserve (Corbiere v. Canada (Minister of Indian and Northern Affairs), [1999] 2 S.C.R. 203).

To finish the class, I'll have you work on questions:

•  1-3 on page 54;  
•  1, 2 and 5 on page 56 

B Block Criminology - Bloggin' time! We're in the Learning Commons/Library today working on our  online activities. Last week I asked you to come up with your own theory about why crime happens and today I'll ask you to create another entry on crime trends, specifically youth crime and school. Now that you know about trends in crime and what violence is in relation to age, gender and class, try to answer the following:

Do you think that school is one of the most dangerous places for young people in society today?

Broaden your scope a little and do not necessarily focus on Vanier for this question. Think about other Canadian, British Columbian or Comox Valley high schools and generalize your response a bit. Don't forget that you'll need to find a story to back up your point of view here (either one about how little crime exists in schools or one that demonstrates that schools are somewhat dangerous places). More info to help:


RCMP: School Violence
Stats Can Youth Offending in Canada

More than 1 in 7 girls say they were sexually assaulted by another student 

'They're not taking it seriously': Under-reporting of student violence persists

'I thought he was dead': CBC survey reveals 4 in 10 boys are physically assaulted at school

Youth Crime In Canada which states:

• In 2006, 1 in 10 youth crimes were committed on school property
• Crimes at school include bullying and violence
• Assaults are particularly common representing about 30% of all violations committed by youth on school property. Uttering threats constituted another 8%
• Nearly 20% of crimes committed at school were drug offences, whereas 5% of youth crimes committed elsewhere were drug-related. Youth drug offences taking place on school grounds usually involved the possession (78%) or trafficking of cannabis (10%)