tag:blogger.com,1999:blog-36088020322726625882024-03-28T14:49:36.481-07:00Room 611Nestled away, in the back corner of G.P. Vanier, you'll find room 115 (we used to be 611). Lurking in the shadows of this room is Mr. Young...waiting to pounce on unsuspecting students and natter on about volcanoes, hail, psychopathy, criminal law defenses, cultural diffusion, media theories, crime, and urban models of city development. He loves his job in 115 and can't wait to work with you this year.Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.comBlogger2685125tag:blogger.com,1999:blog-3608802032272662588.post-89234531993628468032024-03-14T20:24:00.000-07:002024-03-15T13:20:55.263-07:00Friday, March 15. 2024<div style="text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrMkA4_WNnruCWGEZnrv3o-TuuLJReOikDCsjrcJ9o2JljCbLBzQ6SMrASxBpGb3rEJnrASYMFXeWRrOs6Ki-JHRBd8B5y8ZMtUKMBeKsmZ2vpR-poHjEfCQ98aVoxe8eh207kX5yX73RzQHW3CHukdw3L2UBjVjwiRqsKbyaV4cJSd1TLNzzvkKVR/s700/SB%202.JPG" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="446" data-original-width="700" height="204" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrMkA4_WNnruCWGEZnrv3o-TuuLJReOikDCsjrcJ9o2JljCbLBzQ6SMrASxBpGb3rEJnrASYMFXeWRrOs6Ki-JHRBd8B5y8ZMtUKMBeKsmZ2vpR-poHjEfCQ98aVoxe8eh207kX5yX73RzQHW3CHukdw3L2UBjVjwiRqsKbyaV4cJSd1TLNzzvkKVR/s320/SB%202.JPG" width="320" /></a></div>Today's schedule is BADC<div><br /></div><div><b>B Block Legal Studies</b> - Today you'll have time to work on your questions from yesterday, After a bit, we will watch a Law & Order episode on Alzheimer's disease and the required <i>Mens Rea</i> for a crime to be committed ("Sundown" episode 9 from Season 10).</div><div><br /></div><div>Is a man with Alzheimer's Disease competent enough to stand trial for murder? And if he is found guilty, should he be subjected to the near-inhumane conditions common for prisoners of his type?<br /><br /><a href="https://www.crisisprevention.com/Blog/January-2015/Are-Persons-With-Dementia-Responsible-For-Crimes-T">Are Persons With Dementia Responsible for Crimes They Commit?</a><br /><a href="https://www.theguardian.com/commentisfree/2016/jan/19/advanced-dementia-sufferers-court-law-commission-greville-janner">People with advanced dementia have no place in court</a><br /><a href="http://clbb.mgh.harvard.edu/when-frontotemporal-dementia-leads-to-crime-prosecution-or-protection/">When Frontotemporal Dementia Leads to Crime—Prosecution or Protection?</a></div><div><a href="https://ottawacitizen.com/news/local-news/when-dementia-patients-commit-crimes-can-canadas-justice-system-handle-the-grey-wave">When dementia patients commit crimes: Can Canada's justice system handle the 'grey wave'?</a></div><div><a href="https://research-management.mq.edu.au/ws/portalfiles/portal/126699308/Publisher_version.pdf">Homicide and dementia: An investigation of legal, ethical, and clinical factors of Australian legal cases</a></div><div><br /></div><div><b>A Block Criminology</b> - Remember, the question I'd like you to work on is:</div><div><br /></div><div><i><b>Explain the types of serial and mass murderer along with the reasons why they commit these crime </b></i></div><div><div><br /></div><div>For the types of serial and mass murder use the following:</div><div><br /></div><div><div>Disciple Mass Murderer </div><div>Family Annihilator Mass Murderer </div><div>Pseudocommando Mass Murderer</div><div>Disgruntled Employee Mass Murderer </div><div>Set-and-Run Mass Murderer </div><div>Visionary Serial Killers </div><div>Mission-oriented Serial Killers</div><div>Hedonistic Serial Killers </div><div>Power/control Serial Killers</div> <br />For the motives feel free to use <a href="https://www.psychologytoday.com/sites/default/files/MASS%20MURDER%20for%20Ron%20Holmes'%20Reader.pdf">Violence Expressed through Mass Murder</a> by Joseph A. Davis, Ph.D and <a href="https://www.ojp.gov/pdffiles1/Digitization/100593NCJRS.pdf">Profiles in Terror: The Serial Murderer</a> by Holmes, R. M., & DeBurger, J. E. ALSO feel free to use your Criminology textbook (Table 10.2 page 210 of CRIM by Siegel, Brown and Hoffman)</div></div><div><br /></div><div>We'll finish watching <a href="https://gem.cbc.ca/media/doc-zone/season-9/episode-6/38e815a-00916ac56ff">The Psychopath Next Door</a></div><div><br /><iframe allow="autoplay; fullscreen; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://player.vimeo.com/video/113685662?h=739d99f2f9" width="420"></iframe><p><a href="https://vimeo.com/113685662">The Psychopath Next Door</a> from <a href="https://vimeo.com/user11123098">Adriaan Bakker</a> on <a href="https://vimeo.com">Vimeo</a>.</p></div><div><b>D Block Physical Geography </b>- We're in the library for project finishing time and also...</div><div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgyYTtgCUIIrV18x3Vg6hSi8sZ3t8ZFY8P-cYYDggnQf7MFuvgJG_peJmKprfVem7sZ-ebB5NxdAh5nNnN01vzbxmaMw38wW0_U6bQbbTZsa_XIvn9VVcIMBAAivKKgabOauw8y4eMN5s/s1600/kokohead1.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgyYTtgCUIIrV18x3Vg6hSi8sZ3t8ZFY8P-cYYDggnQf7MFuvgJG_peJmKprfVem7sZ-ebB5NxdAh5nNnN01vzbxmaMw38wW0_U6bQbbTZsa_XIvn9VVcIMBAAivKKgabOauw8y4eMN5s/s1600/kokohead1.JPG" width="320" /></a>It's aloha time family, we'll take the class to work on the Koko Head (Hawai'i Kai) topographic map assignment in your Canadian Landscape topographic map textbook (Pages 145-147).<br /><br />The scale of the map is 1:24000 which means 1 cm = 240m (.24km)<br />The contour interval is 40' (12.12m)<br /><br />1. Study topographic map 1 and describe the relief from west to east across the upper half of the map<br /><br />a) what is the length and width (in kilometers) of the map? What is the total area (in kilometers squared)<br />b) Determine the road distance (in kilometers) from BM16 in Hawaii Kai to the park in the northeast. What do you think is the significance of the white area crossed by Lunalilo Home Road?<br />c) Determine the road distance (in kilometers) from Holy Trinity School near Kuliouou to Halona Point. Suggest some factors that posed difficulties for the construction of State Highway 72<br /><br />2. On map 1 and Photo 3 locate and name three other craters in Koko Head Park. How are they indicated on the map? How do they compare in size relative to Koko crater? Does Hanauma Bay qualify as a caldera and if so, why?<br /><br />3. Identify the features labelled A to E on stereo photo 3.<br /><br />a) What indicates that Koko crater has been inactive for some time?<br />b) What is the area (in kilometers squared) of Hanauma Bay? What do you think makes it an interesting site for an underwater park?<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKzn1ZVl5SL9_-q07T3dX8RJYi4O2ZfiF312Hb-2pnSLHBL7yoAm_CbYlJRlUaIdwNsw-mLtZUvxiG4BiCEH2NNXmHo1vMG39LDhwog5wT7ngyN_QjSSNaeEijKoS0RNe89nVKcdnLk8M/s1600/Hawaii+Kai.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="252" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKzn1ZVl5SL9_-q07T3dX8RJYi4O2ZfiF312Hb-2pnSLHBL7yoAm_CbYlJRlUaIdwNsw-mLtZUvxiG4BiCEH2NNXmHo1vMG39LDhwog5wT7ngyN_QjSSNaeEijKoS0RNe89nVKcdnLk8M/s1600/Hawaii+Kai.JPG" width="320" /></a>5. a) Along line XY, measure the distance (in km) from the shoreline to the outer edge of the coral reef. What is the average width of the reefs in Maunalua Bay on map 1?<br />b) What is the greatest depth at which coral has formed a reef in Maunalua Bay on Map 1?<br />c) Find the wide break in the coral reef southwest of Kuapa Pond and suggest reasons for this gap<br />d) Refer to map 1 to identify the features labelled F to H on photo 5.<br /><br />6. Is map 1 or photo 3 more recent? How can you tell?<br />a/b) Locate an area of land reclamation on the map and photo, explain why reclamation projects are needed in this area.<br /><br />7. From a study of both the map and the photos, suggest how the settlement pattern has been influenced by topography<br />a) How has this pattern influenced population density in localized areas?<br />b) How has the topography created problems for highway planning? Why might traffic congestion be a problem along the shoreline highway?<br /><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/_u-eHzGlygc" width="420"></iframe><br /><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/IuhxkwgaoXU" width="420"></iframe><br /><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/8D-aaX0ZsI8" width="420"></iframe><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/7SdWGvBgT_M" title="YouTube video player" width="420"></iframe></div><div><br /></div><div><br /></div><div><b>C Block Human Geography</b> - Today we are back in the learning commons / library for our next day of work on your immigrant/migration project. Remember, 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 need to produce a thorough written summary of your personal migration (A.K.A. Diary or Reflection journal or Newspaper article) or an audio podcast, a news video, an online blog, or whatever format you feel best tells your story. Good luck.</div><div><br /></div><div><a href="https://www.globalcitizen.org/en/content/migrant-first-person-stories-undp/">Global Citizen 7 Migrants Share Their Stories of Struggle and Resilience</a></div><div><a href="https://time.com/longform/migrants/">Time The Stories of Migrants Risking Everything for a Better Life</a></div><div><a href="https://www.canada.ca/en/immigration-refugees-citizenship/campaigns/immigration-matters/stories.html">Immigrant stories throughout Canada</a><br /><a href="https://www.cbc.ca/news/politics/immigration-disinformation-election-2019-poll-1.5316934">Canadians' misperceptions about immigration reflect disinformation online</a><br /><a href="https://www.ohchr.org/en/issues/migration/pages/videostories.aspx">Storytelling on migration – an animated video series calling to stand up for the human rights of all migrants</a><br /><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/25bwiSikRsI" width="420"></iframe><br /><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/Tf86p3bk6rQ" width="420"></iframe><br /><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/aiXuEk_CyWs" width="420"></iframe><br /><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/5eJ9nutvv6E" width="420"></iframe><br /><br /></div><div><a href="https://foreignpolicy.com/2018/09/28/brazils-closed-door-policy-venezuela-refugee/">Brazil’s Closed-Door Policy</a><br /><a href="https://explorepartsunknown.com/bhutan/becoming-a-refugee/">Bhutan: Becoming a Refugee</a></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggz7idxmDc6gY8O_jwQqG4Sg9bkAAfBVn9hle7fb_9ksOO83pm4lLOcYUywZevxY-qG7AWVBx4ukzS9iDsOXJ9WAWq1n0QXIPNewl2UVEjq6EMa6UE_dcZPyq8l0C33gmzgqTQ6mYMgecCdEeMi1zVhq_ClG-9piL0qByJzP4dec8Y0LkYlAh8_Kpj1LM/s1814/20240315_085755.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1814" data-original-width="1241" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggz7idxmDc6gY8O_jwQqG4Sg9bkAAfBVn9hle7fb_9ksOO83pm4lLOcYUywZevxY-qG7AWVBx4ukzS9iDsOXJ9WAWq1n0QXIPNewl2UVEjq6EMa6UE_dcZPyq8l0C33gmzgqTQ6mYMgecCdEeMi1zVhq_ClG-9piL0qByJzP4dec8Y0LkYlAh8_Kpj1LM/w137-h200/20240315_085755.jpg" width="137" /></a></div><br /><div><br /><p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com1tag:blogger.com,1999:blog-3608802032272662588.post-90587896668813160132024-03-13T20:04:00.000-07:002024-03-14T09:28:36.796-07:00Thursday, March 14. 2024Today's schedule is DCBA<div><br /></div><div><div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYQyiQkr5R6Rf01SjjUQx3Uhhc55HffbKL6XEchactTxHIM9G6xvhAu87kriEKWkRc2ZYt8Lgi9OJqNNDTzaHCDOyIS5upnIv5GfnDLVjFXrXJr6IAJr63PgugJxxMy6FWpaWGwPmUYoXCtNP3QxP1pg4zu7DPBDIe4pkw0TwjJzdNLFg1uRqQ1nFR/s738/run%20away.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="458" data-original-width="738" height="199" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYQyiQkr5R6Rf01SjjUQx3Uhhc55HffbKL6XEchactTxHIM9G6xvhAu87kriEKWkRc2ZYt8Lgi9OJqNNDTzaHCDOyIS5upnIv5GfnDLVjFXrXJr6IAJr63PgugJxxMy6FWpaWGwPmUYoXCtNP3QxP1pg4zu7DPBDIe4pkw0TwjJzdNLFg1uRqQ1nFR/s320/run%20away.JPG" width="320" /></a></div><b>D Block Physical Geography </b>- Okay, so you asked for it and you've been working hard on the project so, you get an Extra Day! I have the library reserved for the class so that you may finish work on your Orting College development project. I'll remind you that this assignment is due; it is crucial that you hand it in to me as it is your first major assignment in this course. Last chance...get it done. These people are running away from a volcano, like what may happen with Mt. Rainier...they're not students running away from Mr. Young wondering where your assignments are. He won't act like a volcano and explode...wait, maybe with joy? Instead of explosive, he'll be effusive with joy and praise...that there's a funny geography joke right there😉</div><div><br /></div><div><b>C Block Human Geography</b> - Today we are back in the learning commons / library where you need to continue your research for your immigrant/migration project. Remember, 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 need to produce a thorough written summary of your personal migration (A.K.A. Diary or Reflection journal or Newspaper article).</div><div><br /></div><div>From 2021 and 2022: </div><div><a href="https://www.cnn.com/2021/05/18/europe/migrants-swim-morocco-spanish-enclave-ceuta-intl/index.html">Thousands of migrants swim from Morocco to Spanish enclave of Ceuta</a></div><div><a href="https://english.elpais.com/spanish_news/2021-05-18/more-than-6000-people-swim-to-ceuta-amid-diplomatic-row-between-spain-and-morocco.html">Spain deploys army after some 6,000 undocumented migrants swim to Ceuta amid diplomatic row with Morocco</a></div><div><a href="https://www.euronews.com/2021/05/18/scores-of-migrants-swim-to-spain-s-ceuta-enclave-from-morocco">Spanish PM arrives in Ceuta after 8,000 migrants enter from Morocco</a></div><div><a href="https://www.middleeasteye.net/news/morocco-spain-melilla-ceuta-western-mediterranean-migration-route-explained">Explained: Melilla, Ceuta, and the western Mediterranean migration route</a></div><div><a href="https://www.aljazeera.com/features/2022/6/20/border-rules-leave-teenage-migrants-trapped-in-spains-ceuta">Border rules leave teenage migrants trapped in Spain’s Ceuta</a></div><div><a href="https://books.openedition.org/obp/4562?lang=en">World of Walls: The Fences of Ceuta and Melilla</a></div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/9LyMncdlSrc" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/rxF0t-SMEXA" width="420"></iframe></div></div><div><br /></div><div>And currently...</div><div><br /></div><div><a href="https://theconversation.com/the-ukrainian-refugee-crisis-could-last-years-but-host-communities-might-not-be-prepared-178482">The Ukrainian refugee crisis could last years – but host communities might not be prepared</a></div><div><a href="https://theconversation.com/ukrainian-refugees-are-welcomed-with-open-arms-not-so-with-people-fleeing-other-war-torn-countries-178491">Ukrainian refugees are welcomed with open arms – not so with people fleeing other war-torn countries</a></div><div><a href="https://www.aljazeera.com/news/2022/2/28/series-of-refugee-crises-hardens-eu-policy-then-ukraine-happens">Series of refugee crises hardens EU policy, then Ukraine happens</a></div><div><a href="https://www.bbc.com/news/world-60555472">How many refugees have fled Ukraine and where are they going?</a></div><div><a href="https://www.theguardian.com/commentisfree/2022/mar/07/syria-afghanistan-ukraine-refugees-crisis-turkey">Syria, Afghanistan, Ukraine: how many refugee crises can the world cope with?</a></div><div><a href="https://abcnews.go.com/International/europes-unified-ukrainian-refugees-exposes-double-standard-nonwhite/story?id=83251970">Europe's unified welcome of Ukrainian refugees exposes 'double standard' for nonwhite asylum seekers: Experts</a></div><div><br /></div><div><b>B Block Legal Studies </b>- Today we start Criminal Law in Canada and we will discuss the difference between criminal and immoral behaviour (crime and deviance)</div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/BGq9zW9w3Fw" width="420"></iframe></div><div style="text-align: center;"><br /></div>After that we're going to look at the <a href="https://www2.gov.bc.ca/gov/content/justice/criminal-justice/bcs-criminal-justice-system/if-you-are-accused-of-a-crime/understanding-charges/types-of-offences">types of criminal offenses</a> in Canada (summary conviction, indictable, hybrid). We'll examine the elements of a crime: <i>Actus Reus</i> and <i>Mens Rea</i> which come from <i>Actus non facit reum nisi mens sit rea </i>which is Latin for “the act will not make a person guilty unless the mind is also guilty.” (with a special focus on <span style="font-style: italic;">Mens Rea</span> - intent, knowledge, and recklessness). After, you'll need to work on questions 1-5 on page 123 of the All About Law textbook<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjP9M_K4KJl2nGKazdRgKelNiDa4vxeK3bF-r63yfbBEr43SdXaLLxXxDFwXrDbz8IyRKau3g18d9Ve9mssJYBYf8dptxkuJczB5HrNjhY-XupJAKoyTE-TrZZo__1xZ5295fSkYJdbm9mm1drq0OI0EMsjyz2rp0KuQidk8jA5zgkxZDgC0QOJDx5/s480/p123.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="225" data-original-width="480" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjP9M_K4KJl2nGKazdRgKelNiDa4vxeK3bF-r63yfbBEr43SdXaLLxXxDFwXrDbz8IyRKau3g18d9Ve9mssJYBYf8dptxkuJczB5HrNjhY-XupJAKoyTE-TrZZo__1xZ5295fSkYJdbm9mm1drq0OI0EMsjyz2rp0KuQidk8jA5zgkxZDgC0QOJDx5/s320/p123.JPG" width="320" /></a></div><div>and then questions 1-5 on page 130 of the All About Law textbook</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxQr0NcygW0fddN6mDjWGUFy7ozK8PWVLkcYEnTwH8CzLAJtHhtF_ERY8kqAcGiKRF6-YefAVorP-ulm7t9AmElOK0vQtFrlE2s0DVkORPIEKydTXZSrBQF-NhDscL0_UYjSEcvHCPkfn3bhmtf94XFDrh8RJsL9NO69Wo7wJJ3aCc05dxJn-2DLHY/s478/p%20130.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="217" data-original-width="478" height="145" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxQr0NcygW0fddN6mDjWGUFy7ozK8PWVLkcYEnTwH8CzLAJtHhtF_ERY8kqAcGiKRF6-YefAVorP-ulm7t9AmElOK0vQtFrlE2s0DVkORPIEKydTXZSrBQF-NhDscL0_UYjSEcvHCPkfn3bhmtf94XFDrh8RJsL9NO69Wo7wJJ3aCc05dxJn-2DLHY/s320/p%20130.JPG" width="320" /></a></div><div>Here are some websites to help:<div><a href="http://defencelaw.com/basic-info/summary-conviction-or-indictable/"><span style="color: #77aaff;">Offence Classification at defencelaw.com</span></a><div><span style="color: #77aaff;"><a href="https://stepstojustice.ca/resource/types-of-criminal-offences-2/">3 Main Types of Criminal Offences in BC</a> </span>(by CLEO)</div></div><div><br /></div><div><b>A Block Criminology</b> - Today we'll try to make sense of mass and serial murder. As you know, most homicide transactions are done by someone you know (acquaintances not strangers) and the bulk of murder cases are cleared (a suspect identified and a charge laid by Crown Counsel). If that is the case for the majority of homicides then what of multiple murders?</div><div><p>In the <a href="https://www.psychiatry.org/psychiatrists/practice/dsm">DSM-V</a>, the APA recognizes Antisocial Personality Disorder and Narcissistic Personality Disorder but not Psychopathy. <a href="http://www.hare.org/welcome/"><span style="color: #77aaff;">Dr. Robert Hare of the University of British Columbia </span></a>created a checklist called the PCL-R (<a href="http://www.minddisorders.com/Flu-Inv/Hare-Psychopathy-Checklist.html"><span style="color: #77aaff;">Psychopathy Checklist Revised</span></a>). From <a href="http://www.minddisorders.com/knowledge/Hare_Psychopathy_Checklist.html">Mind Disorders</a>...Hare describes people he calls psychopaths as "intraspecies predators who use charm, manipulation, intimidation, sex and violence to control others and to satisfy their own selfish needs. Lacking in conscience and empathy, they take what they want and do as they please, violating social norms and expectations without guilt or remorse". A prototypical psychopath would receive a maximum score of 40 on hare's PCL-R, while someone with absolutely no psychopathic traits or tendencies would receive a score of zero. A score of 30 or above qualifies a person for a diagnosis of psychopathy while most people with no criminal backgrounds normally score around 5 and many non-psychopathic criminal offenders score around 22.</p><p>While both psychopathy and sociopathy are extreme forms of antisocial personality disorders, sociopathy is caused by social or environmental factors whereas psychopathic traits are more innate.<br />Psychopathology focuses on Anti-Social Personality Disorders (DSM-V) along with <a href="https://www.psychologytoday.com/blog/wicked-deeds/201401/how-tell-sociopath-psychopath">sociopathy and psychopathy</a> (hot-headed vs. cold-hearted) <span style="background-color: white; color: #333333; font-family: "merriweather" , serif; font-size: 14px;"> </span>Anti-Social Personality Disorder is diagnosed as:<br /><br />A. There is a pervasive pattern of disregard for and violation of the rights of others occurring since age 15 years, as indicated by three (or more) of the following:<br />1. failure to conform to social norms with respect to lawful behaviors as indicated by repeatedly performing acts that are grounds for arrest<br /> 2. deceitfulness, as indicated by repeated lying, use of aliases, or conning others for personal profit or pleasure<br /> 3. impulsivity or failure to plan ahead<br /> 4. irritability and aggressiveness, as indicated by repeated physical fights or assaults<br /> 5. reckless disregard for safety of self or others<br /> 6. consistent irresponsibility, as indicated by repeated failure to sustain consistent work behavior or honor financial obligations<br /> 7. lack of remorse, as indicated by being indifferent to or rationalizing having hurt, mistreated, or stolen from another.<br /><br /> B. The individual is at least age 18 years.<br /> C. There is evidence of conduct disorder with onset before age 15 years.<br /> D. The occurrence of antisocial behavior is not exclusively during the course of schizophrenia or a manic episode.<br /><br />While both psychopathy and sociopathy are extreme forms of antisocial personality disorders, sociopathy is caused by social or environmental factors whereas psychopathic traits are more innate. From <a href="http://www.theatlantic.com/health/archive/2012/07/the-startling-accuracy-of-referring-to-politicians-as-psychopaths/260517/">the Atlantic magazine</a>...<br /></p><blockquote class="tr_bq">In his landmark book on psychopathy, The Mask of Sanity, researcher Hervey Cleckley theorized that some people with the core attributes of psychopathy -- egocentricity, lack of remorse, superficial charm -- could be found in nearly every walk of life and at every level, including politics. Robert Hare, perhaps the leading expert on the disorder and the person who developed the most commonly used test for diagnosing psychopathy, has noted that psychopaths generally have a heightened need for power and prestige -- exactly the type of urges that make politics an attractive calling. In any event, the idea that a psychopath could reach the heights of power is nothing new.</blockquote>So are all mass murderers and serial killers psychopaths? We'll take some more time to understand <a href="https://www.scientificamerican.com/article/what-psychopath-means/">what a "psychopath" is</a>...specifically a Charismatic Psychopath: charming, attractive liars; gifted at some talent, using it to their advantage in manipulating others; verbally facile fast-talkers who easily persuade others out of everything they own, even their lives<br /><br /><div>The question I'd like you to work on is:</div><div><br /></div><div><i><b>Explain the types of serial and mass murderer along with the reasons why they commit these crime </b></i></div><div><div><br /></div><div>For the types of serial and mass murder use the following:</div><div><br /></div><div><div>Disciple Mass Murderer </div><div>Family Annihilator Mass Murderer </div><div>Pseudocommando Mass Murderer</div><div>Disgruntled Employee Mass Murderer </div><div>Set-and-Run Mass Murderer </div><div>Visionary Serial Killers </div><div>Mission-oriented Serial Killers</div><div>Hedonistic Serial Killers </div><div>Power/control Serial Killers</div> <br />For the motives feel free to use <a href="https://www.psychologytoday.com/sites/default/files/MASS%20MURDER%20for%20Ron%20Holmes'%20Reader.pdf">Violence Expressed through Mass Murder</a> by Joseph A. Davis, Ph.D and <a href="https://www.ojp.gov/pdffiles1/Digitization/100593NCJRS.pdf">Profiles in Terror: The Serial Murderer</a> by Holmes, R. M., & DeBurger, J. E. ALSO feel free to use your Criminology textbook (Table 10.2 page 210 of CRIM by Siegel, Brown and Hoffman)</div></div><div><br /></div><div>Today and tomorrow we'll watch <a href="https://gem.cbc.ca/media/doc-zone/season-9/episode-6/38e815a-00916ac56ff">The Psychopath Next Door</a></div><div><br /><div style="text-align: center;"><iframe allow="autoplay; fullscreen; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://player.vimeo.com/video/113685662?h=739d99f2f9" width="420"></iframe></div></div><p><a href="https://vimeo.com/113685662">The Psychopath Next Door</a> from <a href="https://vimeo.com/user11123098">Adriaan Bakker</a> on <a href="https://vimeo.com">Vimeo</a>. </p></div><div>As for Mass Murder check out:<br /><br /><a href="https://www.theguardian.com/us-news/ng-interactive/2017/oct/02/america-mass-shootings-gun-violence">1,516 mass shootings in 1,735 days</a><br /><a href="http://www.gunviolencearchive.org/mass-shooting">Gun Violence Archive</a><br /><br />and for help with why check out:<br /><br /><a href="http://people.howstuffworks.com/why-are-mass-murderers-men.htm">Why are most mass murderers men?</a><br /><a href="http://www.independent.co.uk/voices/stephen-paddock-las-vegas-domestic-violence-fantasy-boston-bomber-orlando-shooting-a7993186.html">A terrifying link between mass murder and domestic violence</a><br /><a href="https://everytownresearch.org/reports/mass-shootings-analysis/">Mass Shootings in the United States: 2009-2016</a><br /><a href="http://www.esquire.com/news-politics/a30024/mass-shooters-1014/">Why mass shootings keep happening</a><br /><a href="http://www.motherjones.com/crime-justice/2015/10/mental-health-gun-laws-washington-post-poll/">Mental Illness Is Not the Main Cause of Mass Shootings in America</a><br /><a href="http://www.businessinsider.com/scientists-explain-what-makes-a-mass-murderer-2012-7">Scientists Try To Explain What Makes A Mass Murderer</a><br /><a href="https://www.theatlantic.com/health/archive/2017/10/why-better-mental-health-care-wont-stop-mass-shootings/541965/">Why Better Mental-Health Care Won't Stop Mass Shootings</a><br /><br />And of course the <a href="https://www.theguardian.com/us-news/florida-school-shooting">Valentine's Day massacre at Marjory Stoneman Douglas High School in Parkland, Florida</a>.</div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4IpA0KCkA2KAo7-TheO0OWFp3lcsvww_WmXDl8BBl_3ORKgzP9rvVGhvaLmPAFAqep0LjdRjhYfm0cJKvB8I25bwPBggFhA1AFBySKgnEfKe0KHXkVUwcAiMYrAauJD2MgJexwY1EOHh3-B_ednyQ9eizPjOmo7XGIVS1yX6vwJ66NG41TlXGemBt0q8/s1814/20240314_085819.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1814" data-original-width="884" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4IpA0KCkA2KAo7-TheO0OWFp3lcsvww_WmXDl8BBl_3ORKgzP9rvVGhvaLmPAFAqep0LjdRjhYfm0cJKvB8I25bwPBggFhA1AFBySKgnEfKe0KHXkVUwcAiMYrAauJD2MgJexwY1EOHh3-B_ednyQ9eizPjOmo7XGIVS1yX6vwJ66NG41TlXGemBt0q8/w98-h200/20240314_085819.jpg" width="98" /></a></div><br /><div><br /><p> </p></div></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-63411316254808271972024-03-12T21:22:00.000-07:002024-03-13T09:00:33.028-07:00Wednesday, March 13. 2024Today's schedule is BADC<div><div class="separator" style="clear: both; text-align: center;"><br /></div></div><div><b>B Block Legal Studies </b>- <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1FJO3x1ptCwJR8ETOzzIxi4KeeQx9cYk9-iKrQOj5OlK1C_7ne4GzkpephaGOBQTDDBQrGkDt1qvzqub9QD2RjhAXLrPbAjqf_d-hbgVu62ydUECXuNcIPQk1GrtUzlMzjGBeLbjGH-U/s1600/whos-awesome-youre-awesome.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="469" data-original-width="627" height="149" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1FJO3x1ptCwJR8ETOzzIxi4KeeQx9cYk9-iKrQOj5OlK1C_7ne4GzkpephaGOBQTDDBQrGkDt1qvzqub9QD2RjhAXLrPbAjqf_d-hbgVu62ydUECXuNcIPQk1GrtUzlMzjGBeLbjGH-U/s200/whos-awesome-youre-awesome.jpg" width="200" /></a> Today is your introductory unit final test in Law. The unit test will cover the first three chapters of the All About Law text (Foundations of Canadian Law, the Canadian Charter of Rights and Freedoms, and Human Rights in Canada). The test will have: 15 True/False questions; 15 Multiple Choice questions; 15 Matching questions; and 3 Short Answer questions. Since you had a few days to prepare I am certain that you will do extra well on this test. No lawyer works in isolation and today neither will you, y<u>ou may not use notes, however, you may collaborate with colleagues on the test.</u> You'll have as much time as you need for the test however it should only take 45-50 minutes to complete.</div><div><b><br /></b></div><div><b>A Block Criminology</b> - Today we'll discuss homicide. We'll discuss the divisions of murder in Canada, the extent of murder in Canada, and murderous relations (acquaintance and stranger homicide). A homicide occurs when a person directly or indirectly, by any means, causes the death of a human being. Homicide is either culpable (murder, manslaughter or infanticide) or non-culpable (not an offence). A murder occurs when a person intentionally, by a willful act or omission, causes the death of another human being, or means to cause bodily harm that the person knows is likely to cause death.</div><div><div><div>First degree murder occurs when:</div><div><ul><li>it is planned and deliberate; or</li><li>the victim is a person employed and acting in the course of his/her work for the preservation and maintenance of the public peace (e.g. police officer, correctional worker); or</li><li>the death is caused by a person committing or attempting to commit certain serious offences (e.g. treason, kidnapping, hijacking, sexual assault, robbery and arson).</li></ul></div><div>Second degree murder is all murder that is not first degree while Manslaughter is culpable homicide that is not murder or infanticide.</div></div><div><br /></div><div>In Canada, <u>homicides represent a fraction of the total number of police-reported violent Criminal Code offences each year</u>. </div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP7Um-c7DlC2r_nDVEoJD2pvNRKhQqXkIDAhcSaTwnQ2Ht0wJcHZleGv4AtpVGRQABqBQMtg_NYDQ35MnPRCSJdTWdc8PC_0NUUKfWJbivjbslwvvFJRcMFRfG-ErgfwaYJoqc0KdLAdiEStRkegjhi91Axn2O1iOhDQpx4lruJRD9dsQLeIYSXL8Y/s1878/11-627-m2022082-eng.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1878" data-original-width="1140" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP7Um-c7DlC2r_nDVEoJD2pvNRKhQqXkIDAhcSaTwnQ2Ht0wJcHZleGv4AtpVGRQABqBQMtg_NYDQ35MnPRCSJdTWdc8PC_0NUUKfWJbivjbslwvvFJRcMFRfG-ErgfwaYJoqc0KdLAdiEStRkegjhi91Axn2O1iOhDQpx4lruJRD9dsQLeIYSXL8Y/s320/11-627-m2022082-eng.jpg" width="194" /></a></div>In Canada, homicides remain relatively rare events, accounting for less than 0.2% of all police-reported violent crimes in 2021. These incidents include first-degree murder, second-degree murder, manslaughter and infanticide. While homicide occurs relatively infrequently in Canada, homicide rates are considered a benchmark for measuring levels of violent activity both in Canada and internationally. </div><div><br /></div><div><a href="https://www150.statcan.gc.ca/n1/pub/85-002-x/2022001/article/00015-eng.htm">Statistics Canada</a> says that in 2021, police services from across Canada reported 788 homicides, 29 more than in 2020. This most recent rise represented the third consecutive increase since 2019. The national homicide rate increased by 3% to 2.06 homicides per 100,000 population, the highest rate since 2005. 2020 saw 743 homicides in Canada (1.95 per 100,000) which was 56 more, or a 6.98% change, from 2019 and this was the fourth consecutive year where the rate exceeded the average for the previous decade (1.67 per 100,000 population). </div><div><br /></div><div>Some Statistics of note:</div><div><ul><li>Overall, the increase in homicides nationally was the result of increases in Ontario (277 homicides; +37) and British Columbia (125 homicides; +25).</li><li>Saskatchewan recorded the highest rate of homicides per 100,000 population (5.93) among the provinces in 2021. This latest figure represents a 9% increase from 2020 and a third consecutive yearly increase.</li><li>Saskatchewan recorded the highest rate of homicides per 100,000 population (5.93) among the provinces in 2021. This latest figure represents a 9% increase from 2020 and a third consecutive yearly increase.</li><li><u>The homicide rate for Indigenous victims was six times higher than that of non-Indigenous victims </u>in 2021 (9.17 per 100,000 Indigenous people versus 1.55 per 100,000 non-Indigenous people).</li><li><u>In 2021, 40% of homicide victims were killed by a shooting</u>, similar to the proportion seen in 2020 (38%). Stabbings accounted for a further 32% of homicides, beating for 17%. Of firearm-related homicides, handguns were the primary type of firearm used (57%), followed by rifles and shotguns (26%), and firearm-like weapons and firearms where the type was unknown (17%). Almost half (46%) of firearm-related homicides were identified as gang-related.</li><li><u>Overall, gang-related homicides continued to account for nearly one-quarter (23%) of all homicides </u>and victims involved in a gang-related homicide were almost exclusively men (94%). However, the 2021 gang-related rate was the highest (0.48 per 100,000 population) recorded in Canada since comparable data were first collected in 2005. This change was attributable to increases in several provinces and territories. Specifically, there were 13 additional gang-related homicides in Ontario compared with the previous year and a similar increase in British Columbia (an increase from 26 to 39 gang-related homicides). Quebec had 6 more than last year, Nova Scotia had 5 more than last year, Saskatchewan and New Brunswick both had 2 more than last year, and Yukon also saw increases in 2021, compared with 2020. The highest number of gang-related homicides in 2021 were recorded in the CMAs of Toronto (30), Vancouver (29), and Montréal (19)</li><li>More than half (60%) of men who were victims of homicide were killed by an acquaintance or someone with whom they had a criminal relationship compared to 19% for women in 2021. Furthermore, 18% were killed by a stranger, more than double the proportion for victims who were women (8%)</li><li>In 2021, the proportion of women who were killed by their spouse or intimate partner in Canada was approximately seven times greater than for men. Among spousal and intimate partner homicide victims in Canada, 76% were women while 24% were men.</li></ul></div></div><p> 788 is a lot, but...and I know the population of the USA is almost 10x that of Canada...still</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGhfte9dip-TvvugsRfOqzMWjYXRef5x8LnRyPPyN7yndLBgcct4r5rRPn2YPNrNQlTx52ZfX4EGaZHGoITU9SgAkLlG-5mbR63QmAlfEqocuMadDFo_-EoeY_tvMtMxIfA-4PoBBf7sl5d0JGYfSpERbbCzVFfDn45JkbJCHN6up5cA05bwCyg4j6/s710/USA%202022%20Homicides.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="635" data-original-width="710" height="286" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGhfte9dip-TvvugsRfOqzMWjYXRef5x8LnRyPPyN7yndLBgcct4r5rRPn2YPNrNQlTx52ZfX4EGaZHGoITU9SgAkLlG-5mbR63QmAlfEqocuMadDFo_-EoeY_tvMtMxIfA-4PoBBf7sl5d0JGYfSpERbbCzVFfDn45JkbJCHN6up5cA05bwCyg4j6/s320/USA%202022%20Homicides.JPG" width="320" /></a></div><div><br /></div><div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYQyiQkr5R6Rf01SjjUQx3Uhhc55HffbKL6XEchactTxHIM9G6xvhAu87kriEKWkRc2ZYt8Lgi9OJqNNDTzaHCDOyIS5upnIv5GfnDLVjFXrXJr6IAJr63PgugJxxMy6FWpaWGwPmUYoXCtNP3QxP1pg4zu7DPBDIe4pkw0TwjJzdNLFg1uRqQ1nFR/s738/run%20away.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="458" data-original-width="738" height="147" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYQyiQkr5R6Rf01SjjUQx3Uhhc55HffbKL6XEchactTxHIM9G6xvhAu87kriEKWkRc2ZYt8Lgi9OJqNNDTzaHCDOyIS5upnIv5GfnDLVjFXrXJr6IAJr63PgugJxxMy6FWpaWGwPmUYoXCtNP3QxP1pg4zu7DPBDIe4pkw0TwjJzdNLFg1uRqQ1nFR/w237-h147/run%20away.JPG" width="237" /></a></div><b>D Block Physical Geography</b> - Today I have the Learning Commons/Library reserved for the class so that you may continue working on your Orting College development project. I'll have some previous examples of student work for you to look at. These people are running away from a volcano, like what may happen with Mt. Rainier...they're not students running away from Mr. Young wondering where your assignments are.</div><div><br /></div><div></div><div><div><a href="https://www.piercecountywa.gov/3730/Mount-Rainier-Active-Volcano">Pierce Country Mount Rainier Active Volcano</a></div><div><a href="https://crosscut.com/podcast/crosscut-escapes/1/1/podcast-how-mount-rainier-will-tell-us-when-its-going-blow">Podcast | How Mount Rainier will tell us when it’s going to blow</a></div><div><a href="https://www.krem.com/article/news/experts-worry-about-dangers-of-mount-rainier-eruption-despite-no-signs-of-activity/293-577388239">Experts worry about dangers of Mount Rainier eruption despite no signs of activity</a></div><div><a href="https://www.wired.com/2011/06/debris-flow-on-mt-rainier-why-volcanoes-are-dangerous-even-when-not-erupting/">Debris flow on Mt. Rainier: Why volcanoes are dangerous even when not erupting</a> </div><div><a href="https://www.dnr.wa.gov/publications/ger_ic113_mt_rainier_lahar_hazards.pdf">Loss Estimation Pilot Project for Lahar Hazards from Mount Rainier, Washington</a></div><div><a href="https://www.seattle.gov/documents/Departments/Emergency/PlansOEM/SHIVA/2014-04-23_VolcanoHazards.pdf">Seattle office of Emergency Management Volcano Hazards, including Lahars</a></div><div><a href="https://www.volcanocafe.org/the-penitentes-of-mount-rainier__trashed-2/">Volcano Café The Penitentes of Mount Rainier</a></div><div><a href="https://www.knkx.org/environment/2020-10-20/usgs-pressing-for-expansion-of-lahar-detection-sites-around-mount-rainier">USGS pressing for expansion of lahar detection sites around Mount Rainier</a></div><div><br /></div><div>Don't let this video sway your decision, but Orting...</div><div><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/eNKBQsR4Onk" title="YouTube video player" width="420"></iframe></div></div><div><br /></div><div><b>C Block Human Geography</b> - 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 <u>realistic demographic information for your scenario</u>. 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).<u> Include as much detail as possible</u>. 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:</div><div><br /><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/qBQkYGBN05s" width="420"></iframe><br /><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/ZMlTmOip3ig" width="420"></iframe><br /><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/KLbwElKdrrI" width="420"></iframe><br /><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/thUHyf3At90" width="420"></iframe><br /><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/Re4wpZ-NPgM" width="420"></iframe><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/6G4PB31fZjA" title="YouTube video player" width="420"></iframe><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/8O9l0uLHakY" title="YouTube video player" width="420"></iframe><br /><br /></div><div>Migration Scenarios – choose one:</div><div><br /><ol><li>You are a refugee from Darfur. You have been relocated to Toronto, Ontario. In Darfur you fled fighting between the Sudanese army and Rapid Support Forces to refugee camps secured by the Sudan Liberation Movement. You have found a very small group of Sudanese refugees who fled the Jangaweed in 2007, but you live quite a far distance from them.</li><li>You lived on the First Nations Reserve in Lytton British Columbia when a fire ripped through and destroyed the town in 2021. Yours was one of 41 homes burnt to the ground on the reserve. You lived in the Boston Bar for a week until you were relocated to live in Chilliwack. You wanted to rebuild your home but after the summer fires of 2023 nothing has happened.</li><li>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 and are constantly afraid of Arizona Senate Bill 1070 the "Show me Your Papers" law.</li><li>You are a Filipino that migrated to Qatar in the Middle East for work. You have been living and working as a construction worker first in Saudi Arabia (under the kalfa system) and then in Qatar for the last 5 years. You are afraid to leave, because you are owed five years’ of end-of-service benefits and unpaid wages.</li><li>You are a 27 year old 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.</li><li>You are a 38 year old Turkish Kurd from Bitlis (Bedlîs) in Türkiye that has recently migrated to Germany. You work at the Frankfurt Airport driving a floor cleaning cart. Your wife and kids still live in Türkiye and you are trying to raise money and find a way to bring them to Germany to live with you.</li><li>You are a family from Port au Prince Haiti that migrated to Quebec, escaping the widespread gang violence after the July 2021 assassination of President Jovenel Moise. You lost several family members to the powerful G9 Haitian gang alliance. You are skilled in masonry.</li><li>You are a young student from Karachi Pakistan whose parents are involved in finance. You are fluent in Urdu, Punjabi and English are studying biochemical engineering at Rutgers University. You are a faithful Sunni Muslim. You have no affiliation with radical Islamists, but live in an area where some Muslims openly express anti-American sentiments.</li><li>You are a family of six from Aleppo 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 at a Christian school and do not speak English.</li><li>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 Nicolás Maduro and the PSUV have "cracked down" on dissidents and after seeing your fellow politicians arrested, you have fled to Manaus in Brazil. </li><li>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</li><li>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</li><li>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.</li></ol></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqBomsWHtwEUozbp3CtSt2c0zBVmok1mpln5v3-Noc0ldkI34vyvFdQuU_DZjilvPJlarPY05z1GYfzLFaT5C-MnOZV68HvvhGaDBqFpeYKX5Sjw4PztAakuqHyl8e7o9X7eckDSUGBg6peHzCzGi7UNG2q9s5AL_EwrptnXP4o5dHwuLBUrsRbmgdmr4/s1814/20240313_085914.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1814" data-original-width="1005" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqBomsWHtwEUozbp3CtSt2c0zBVmok1mpln5v3-Noc0ldkI34vyvFdQuU_DZjilvPJlarPY05z1GYfzLFaT5C-MnOZV68HvvhGaDBqFpeYKX5Sjw4PztAakuqHyl8e7o9X7eckDSUGBg6peHzCzGi7UNG2q9s5AL_EwrptnXP4o5dHwuLBUrsRbmgdmr4/w111-h200/20240313_085914.jpg" width="111" /></a></div><br /><div><br /> <p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-3604775807770480752024-03-11T20:18:00.000-07:002024-03-12T09:12:23.496-07:00Tuesday, March 12. 2024Today's schedule is CDAB<div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbfal3Vqid75aqpjt5Go4B9W-k82sylNlCjpLrfK9TncD1xGHVFd2dhuxRHEJ5Bg75mFxf8NCvJnADd6RXZZ1hrE3rayBOsDg4W2OXkfTOXVsvvPpI5cwMCbMkmLaqxGocHf0Lmvbaa0rbKa4aYak5R_5ZxePngGUx5_cVHhDUU_ASZJRFdg4H2LaL/s888/You-Rock-Good-luck-today-Dwayne-the-rock-for-president-Meme.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="499" data-original-width="888" height="124" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbfal3Vqid75aqpjt5Go4B9W-k82sylNlCjpLrfK9TncD1xGHVFd2dhuxRHEJ5Bg75mFxf8NCvJnADd6RXZZ1hrE3rayBOsDg4W2OXkfTOXVsvvPpI5cwMCbMkmLaqxGocHf0Lmvbaa0rbKa4aYak5R_5ZxePngGUx5_cVHhDUU_ASZJRFdg4H2LaL/w220-h124/You-Rock-Good-luck-today-Dwayne-the-rock-for-president-Meme.jpg" width="220" /></a></div><b>C Block Human Geography</b> - Today you have your first test in class (on population, development, and basic concepts). You are allowed to use your weekly note packages (not the textbook) as a support and will not likely need the entire block for this, however you may use as much time as you require. If you finish early, then you may continue working on the migration package from this week as we're in the library tomorrow to begin our first project in the course.</div><div><br /></div><div><b>D Block Physical Geography</b> - Today we're back in the learning commons / library for our next day working on the Orting College proposal project. </div><div><br /></div><div><div style="text-align: center;">I want you to remember...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjlUVIcVDEuZsN6YnMx2C4U53_rDUg2ngXcz_CS9T8CodTKOvkW_jZNk1CIj1eYk2qe-I0aT5FpbraNbOQrX5Fevy2lG65c9LbPLk6Ref8iZP_9ifMKwPzzoljExBa7IPAJkhijD3W7P0rFkxKIkGeHYQxlyXfZnnpMhF0Vgi5YZQ_vlFyaUDlOE7iB=s225" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="150" data-original-width="225" height="150" src="https://blogger.googleusercontent.com/img/a/AVvXsEjlUVIcVDEuZsN6YnMx2C4U53_rDUg2ngXcz_CS9T8CodTKOvkW_jZNk1CIj1eYk2qe-I0aT5FpbraNbOQrX5Fevy2lG65c9LbPLk6Ref8iZP_9ifMKwPzzoljExBa7IPAJkhijD3W7P0rFkxKIkGeHYQxlyXfZnnpMhF0Vgi5YZQ_vlFyaUDlOE7iB" width="225" /></a></div></div><div><br /></div><div style="text-align: center;">There's risk in everything!</div><div><br /></div><div>From the <a href="https://www.un-spider.org/risks-and-disasters/disaster-risk-management">UN SPIDER Knowledge Portal</a> </div><div><br /></div><div>Disaster risk is defined as “the potential loss of life, injury, or destroyed or damaged assets which could occur to a system, society or a community in a specific period of time, determined probabilistically as a function of hazard, exposure, vulnerability and capacity. In the technical sense, it is defined through the combination of three terms: hazard, exposure and vulnerability.</div><div><br /></div><div><div><u>Hazard </u>is “a process, phenomenon or human activity that may cause loss of life, injury or other health impacts, property damage, social and economic disruption or environmental degradation”. Hazards may be single, sequential or combined in their origin and effects. Each hazard is characterized by its "location, intensity or magnitude, frequency, and probability".</div><div><br /></div><div><u>Exposure</u> is “the situation of people, infrastructure, housing, production capacities and other tangible human assets located in hazard-prone areas”. Measures of exposure can include the number of people or types of assets in an area. These can be combined with the specific vulnerability and capacity of the exposed elements to any particular hazard to estimate the quantitative risks associated with that hazard in the area of interest.</div><div><br /></div><div><u>Vulnerability</u> is “the conditions determined by physical, social, economic and environmental factors or processes which increase the susceptibility of an individual, a community, assets or systems to the impacts of hazards”. Vulnerability is multi-dimensional in its nature, and next to the four dimensions above, some authors also include cultural and institutional factors. Examples include, but are not limited to: poor design and construction of buildings, inadequate protection of assets, lack of public information and awareness, high levels of poverty and education, limited official recognition of risks and preparedness measures, disregard for wise environmental management or weak institutions, and governance.</div></div><div><br /></div><div>So, your job in this assignment is to help the town of Orting to prevent new disaster risks, reduce existing disaster risks, and manage residual risks, contributing to the strengthening of resilience and reduction of losses. Disaster risk management actions can be categorized into; prospective disaster risk management, corrective disaster risk management and compensatory disaster risk management (also referred to as residual risk management). </div><div><u><blockquote>Not all disasters can be prevented, good risk management, evacuation plans, environmental planning and design standards can reduce risk of loss of life and injury mitigation. Traditionally, authorities manage volcanic risk through volcano monitoring and emergency services’ planning, mainly focused on evacuation, aid and rehabilitation.</blockquote></u></div><div><br /></div><div>Some websites to help with natural hazard risk reduction and mitigation:</div><div><br /></div><div><a href="https://www2.gov.bc.ca/gov/content/safety/emergency-management/emergency-management/emergency-activation">Government of BC: What is emergency management</a></div><div><a href="https://www.fema.gov/emergency-managers/risk-management">FEMA Risk Management</a></div><div><a href="https://library.wmo.int/doc_num.php?explnum_id=4463">Multi-hazard Early Warning Systems: A Checklist</a></div><div><a href="https://www.preventionweb.net/understanding-disaster-risk/key-concepts/disaster-risk-reduction-disaster-risk-management">UNDRR Prevention Web Disaster risk reduction & disaster risk management</a></div><div><a href="https://www.ifrc.org/risk-assessment-and-planning">IFRC Risk Assessment and Planning</a></div><div><a href="https://www.researchgate.net/publication/268221145_Handbook_for_volcanic_risk_management_prevention_crisis_management_and_resilience">Handbook for volcanic risk management: prevention, crisis management and resilience</a></div><div><a href="http://www.explorevolcanoes.com/volcanic%20hazard%20management.html">Volcanic Hazard Management</a></div><div><a href="https://www.cdc.gov/disasters/volcanoes/during.html">CDC Key Facts About Protecting Yourself During a Volcanic Eruption</a></div><div><a href="https://www.ready.gov/volcanoes">Ready. gov Volcanoes</a></div><div><a href="https://appliedvolc.biomedcentral.com/articles/10.1186/s13617-021-00110-x">Community preparedness for volcanic hazards at Mount Rainier, USA</a></div><div><a href="https://www.usgs.gov/volcanoes/mount-rainier/future-eruptions-mount-rainier">Future Eruptions at Mount Rainier</a></div><div><a href="https://www.nps.gov/mora/learn/nature/mount-rainier-glaciers.htm">Mount Rainier Glaciers</a></div><div><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/FsXEQcD7hLM?si=eXUExWeUOKhcrxqm" title="YouTube video player" width="420"></iframe></div><div><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/uJDy2m_-0r4?si=zRpgQOwo1rMsANqj" title="YouTube video player" width="420"></iframe></div><div><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/RYTbfySHSxU?si=lqJfcQN4yED3vy30" title="YouTube video player" width="420"></iframe></div><div><b><br /></b></div><div>And wait, What? </div><div><a href="https://www.cp24.com/news/deepsea-eruption-expected-off-vancouver-island-after-200-earthquakes-in-an-hour-1.6803170">Deepsea eruption expected off Vancouver Island after 200 earthquakes in an hour</a></div><div><br /></div><div><b>A Block Criminology</b> - Time today for you to finish your questions...using the Crim text and this <a href="https://www.smart.gov/SOMAPI/sec1/ch3_typology.html">Sex Offender Typology website</a>...</div><p></p><ul><li><i>Explain the three types of rapist according to Groth (anger-retaliation; power reassurance and assertive; and sadistic)</i></li></ul><p></p><div>Then answer the question:</div><div><ul><li><i>Identify and explain the causes for sexual assault</i></li></ul></div><div>You'll need to look at evolutionary and biological factors (remember Sigmund Freud's Thantos and Eros or instinctual drives that allowed species to be successful)? Look at modern male socialization (boys are taught to be aggressive, forceful, tough, and dominating...think about how boys play when they're young) and then at hypermasculinity (where some men have callous sexual attitudes and believe that violence is "manly"). Lastly consider both violent experiences (remember that those boys who were exposed to violence in the household are more likely to commit violent acts when they grow older) and sexual motivation (social, cultural, and psychological forces like what message does this commercial send to people...). USE THE TEXT (no, I'm not yelling at you...well maybe, but not in an aggressive way, just my regular everyday super annoying loud voice). Tomorrow...Homicide (not committing it, looking at the levels and Criminology stuff).</div><div><br /></div><div><b>B Block Legal Studies</b> - Time for you to work on the following questions:</div><br />1. What are some of the <a href="https://women-gender-equality.canada.ca/en.html">current barriers to equality facing women</a>?<br />2. What is <a href="https://www.canada.ca/en/treasury-board-secretariat/services/innovation/equitable-compensation.html">pay equity</a>?<br />3. How are different jobs compared under pay equity?<br />4. What is <a href="https://www.employmentequitychrc.ca/en">employment equity</a>?<br />5. What groups are protected under employment equity laws?<div><br /></div><div>And don't forget...</div><div><br /></div><div><div>Questions 1-4 on page 94:</div><div>1. Explain the difference between civil rights and human rights.</div><div>2. How do prejudice and stereotyping lead to discrimination?</div><div>3. Explain the difference between a complainant and a respondent.</div><div>4. What is the difference between intentional and unintentional discrimination?</div><div><br /></div><div>Questions 4 & 5 from page 97:</div><div>4. Explain the concept of a poisoned work environment. Provide an example.</div><div>5. Explain the difference between accommodation and undue hardship.</div><div><br /></div><div>AND Question 5 from page 104:</div><div>5. What types of remedies are available under human rights law?</div></div><div><br /></div><div>For tomorrow's test...The unit test will cover the first three chapters of the All About Law text and will have: 15 True/False questions; 15 Multiple Choice questions; 15 Matching questions; and 3 Short Answer questions. You should be fluent in the following topics:</div><div><br /></div><div>Substantive and Procedural Law</div><div>Divisions of Public and Private Law (Criminal, Constitutional and Administrative for Public and Tort, Family, Contract, Property and Labour for Private)</div><div>Case Law (precedent) and Statute Law</div><div>Understanding Case Citations (R v. Person....Person v. Person)</div><div>The Canadian Charter of Rights and Freedoms (Section 1 Reasonable Limits, Section 2 Fundamental Freedoms, Section 6 Mobility Rights, Sections 7-14 Legal Rights, Section 15 Equality Rights and Section 33 Notwithstanding Clause)</div><div>Charter changes (Read in, Read down and Strike down) and Solutions (Remedies)</div><div>Discrimination and Human Rights</div><div>Human Rights issues for women (pay equity, employment equity, unintentional or adverse effect discrimination - poisoned work environments)</div><div>Human Rights issues for Canada's Indigenous populations (Calder, Glaude and Delgamuukw decisions)</div><br />Remember, no lawyer works in isolation and on your test neither will you. You may not use notes, however, you may collaborate with colleagues on the test.<div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgej9X4odJLdZzTHU-vH_ihHhjPV1SAce3BX6nCkVhQ6gGIuuYxbmm-KTBtuhhwTnlOnq5xmZwysEqN_5yPnBBGjCqg9Qo3ltiFCyRmqvuASod222J8afv5fD9GoziNhRa2sZBiVcf7kfXovaXJ6S_OfnWyE06ssCllN0Zpo_CRRCJ3tJnnMOv7FwbzBX8/s2400/20240312_091025.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2400" data-original-width="1371" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgej9X4odJLdZzTHU-vH_ihHhjPV1SAce3BX6nCkVhQ6gGIuuYxbmm-KTBtuhhwTnlOnq5xmZwysEqN_5yPnBBGjCqg9Qo3ltiFCyRmqvuASod222J8afv5fD9GoziNhRa2sZBiVcf7kfXovaXJ6S_OfnWyE06ssCllN0Zpo_CRRCJ3tJnnMOv7FwbzBX8/w114-h200/20240312_091025.jpg" width="114" /></a></div><br /><div><br /><p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-72156464211167262022024-03-10T18:54:00.000-07:002024-03-11T09:06:44.644-07:00Monday, March 11. 2024Today's schedule is ABCD<div><br /></div><div><b>A Block Criminology</b> - Today we are going to the library to work on our next blog / journal entry. Below, you'll find a question on hyper-masculinity, male socialization, and sexual assault. I will need you to answer that question and then find a news story about a sexual assault. You will need to try to explain the motivation and roots of the behaviour of the assaulter in the story.</div><br /><i>Explain how sexual behaviour could be socialized in males. Do you think that males who commit sexual assault are "hyper-masculine"? Why and where do men learn "hyper-masculine" behaviour?</i><br /><br />The factors that predispose men to commit sexual assault include evolutionary factors, male socialization, psychological abnormality, and social learning. Most criminologists believe that rape is not sexually motivated. The evolutionary and biological factors of males suggest that sexual assault may be instinctual and developed over the ages in an effort to perpetuate the species. This notion holds that men who are sexually aggressive will have a reproductive edge over their more passive peers. Conversely, the male socialization view argues that men are socialized to be the aggressors and expect to be sexually active with many women. Sexual insecurity, then, may then lead some men to commit sexual assault to bolster their self-image. Hyper-masculine men typically have a callous sexual attitude and believe that violence is manly. Finally, another view is that men learn to commit sexual assaults as they learn any other behaviour.<br />Before you write your blog for the day PLEASE read this article: "<a href="http://www.huffingtonpost.com/carina-kolodny/the-conversation-you-must-have-with-your-sons_b_3764489.html?utm_hp_ref=tw"><span style="color: #77aaff;">The conversation you must have with your sons</span></a>" AND this article "<a href="http://www.theglobeandmail.com/news/national/why-campuses-are-too-often-the-scene-of-sex-crimes/article14718995/"><span style="color: #77aaff;">Why campuses are too often the scene of sex crimes</span></a>" AND check out this TIME article <a href="http://time.com/5419179/sexual-harassment-uk-school-uniforms/">Girls in the U.K. Report Being 'Fetishized' and Sexually Harassed in Their School Uniforms</a><br /><br />Then, think about the media we are exposed to in youth...Check out the official <a href="http://therepresentationproject.org/film/miss-representation-film/"><span style="color: #77aaff;">Miss Representation website</span></a>. <div><br /></div><div><b>B Block Legal Studies</b> - Today we'll watch the CBC documentary "The Fire Within" to see just one example of workplace harassment that women must face.</div><div><br /></div><div style="text-align: center;"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/R5jL6Kk2OEk" width="420"></iframe></div><div><br /></div><div>After I'll have you work on the following questions:</div><br />1. What are some of the <a href="https://women-gender-equality.canada.ca/en.html">current barriers to equality facing women</a>?<br />2. What is <a href="https://www.canada.ca/en/treasury-board-secretariat/services/innovation/equitable-compensation.html">pay equity</a>?<br />3. How are different jobs compared under pay equity?<br />4. What is <a href="https://www.employmentequitychrc.ca/en">employment equity</a>?<br />5. What groups are protected under employment equity laws?<div><br /></div><div>And don't forget...</div><div><br /></div><div><div>Questions 1-4 on page 94:</div><div><br /></div><div>1. Explain the difference between civil rights and human rights.</div><div>2. How do prejudice and stereotyping lead to discrimination?</div><div>3. Explain the difference between a complainant and a respondent.</div><div>4. What is the difference between intentional and unintentional discrimination?</div><div><br /></div><div>Questions 4 & 5 from page 97:</div><div><br /></div><div>4. Explain the concept of a poisoned work environment. Provide an example.</div><div>5. Explain the difference between accommodation and undue hardship.</div><div><br /></div><div>AND Question 5 from page 104:</div><div><br /></div><div>5. What types of remedies are available under human rights law?</div></div><div><br /></div><div><b>C Block Human Geography</b> - We'll finish our notes on Internal Migration. Then, we'll look at (and yep you've got a thing to do on it) <a href="https://www.coolgeography.co.uk/advanced/Urban_Processes.php">urbanization</a>, <a href="https://www.coolgeography.co.uk/advanced/Suburbanisation.php">suburbanization</a>, and <a href="https://www.coolgeography.co.uk/advanced/Counterurbanisation.php">counterurbanization</a> (which is not the same as exurbanization where upper class city dwellers move out of cities, beyond the suburbs, to live in high-end housing in the countryside). During the last century, global populations have urbanized rapidly...globally 13% of people lived in urban environments in the year 1900, 29% of people lived in urban environments in the year 1950, and some projections suggest that, by 2030, the proportion of people globally living in cities may reach 60%.</div><div><br /></div><div>In 2020, 81.5% of Canadians lived in an urban centre, compared to 45% in 1911 (Statistics Canada defines an urban area as community with 1,000 residents or more). Nearly three in four Canadians (73.7%) lived in one of Canada's large urban centres in 2021, up from 73.2% five years earlier.</div><div><br /></div><div>Downtowns are growing fast, and more rapidly than before. From 2016 to 2021, the downtown populations of the large urban centres grew faster (+10.9%) than the urban centres as a whole (+6.1%). Overall, suburbs farthest from downtowns were generally growing at a faster pace (+8.8%) than the urban fringe (+3.7%) and suburbs closer to downtowns (+5.8%). Note: An <i>urban fringe</i> is located less than a 10 minute drive from downtown; A <i>near suburb</i> is located within 10 to 20 minutes from downtown; An <i>intermediate suburb</i> is located within 20 to 30 minutes from downtown and; A <i>distant suburb</i> is 30 minutes or more from downtown.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhlpl79dcaVAJUtyUuOHxKWz-f67X0cufe72T1RorQsTO-md14rrweOhkeU0toZvmqfmFrfLLS4V7y_Mab8Ad9MeWWduw_O-hIA2W-1T5vy26g37ZwyHTNdJyccP0EIhCwiQwCXI0mzOyIl89fsChjJIxiodZbZ4VYh9yzv-lEgNAN6QpJ2Ly5mMtrM=s675" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="582" data-original-width="675" height="276" src="https://blogger.googleusercontent.com/img/a/AVvXsEhlpl79dcaVAJUtyUuOHxKWz-f67X0cufe72T1RorQsTO-md14rrweOhkeU0toZvmqfmFrfLLS4V7y_Mab8Ad9MeWWduw_O-hIA2W-1T5vy26g37ZwyHTNdJyccP0EIhCwiQwCXI0mzOyIl89fsChjJIxiodZbZ4VYh9yzv-lEgNAN6QpJ2Ly5mMtrM=s320" width="320" /></a></div><br /><div><br /></div><div>Urbanization tends to correlate positively with industrialization. With the promise of greater employment opportunities that come from industrialization, people from rural areas will go to cities in pursuit of greater economic rewards. Strong population growth in suburban municipalities located close to or in urban areas is frequently fuelled by an influx of young adults leaving the core of large urban areas to live on their own and often to start a family. Peripheral municipalities located close to central municipalities usually gain migrants from the central municipality, but at the same time, they also lose migrants to more distant suburbs. Ultimately, the rapid growth of more distant suburbs is the result of multiple nested migration patterns occurring as people relocate from the centre of large urban centres to the periphery. As well, other Canadians may be drawn to more distant suburbs by lower housing prices, greater availability of residential developments or a desire to live closer to nature. With the increased ability to telework and the less frequent need to commute, some may have chosen to relocate to more distant suburbs where housing can provide more space for less cost than in central municipalities.</div><div><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/aQSxPzafO_k" title="YouTube video player" width="420"></iframe><br /></div><div><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/eFboV2m1yuw" title="YouTube video player" width="420"></iframe> </div><div><br /></div><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgftr0zImUOwmT60jhDPV_sjNRDc6_JYVwAYDg9H6CnR5b5SnZcPjMIca22lQOmvNGWV31WozB3Dbfics9mgTn4W0MA-gkvKMiSbv0xcFAo3sMj3yT2ztM6_HpujYeIR2rch61ZERGVFVU/s1029/a31a0542-5246-11e8-a69c-352596056db2.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1029" data-original-width="1029" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgftr0zImUOwmT60jhDPV_sjNRDc6_JYVwAYDg9H6CnR5b5SnZcPjMIca22lQOmvNGWV31WozB3Dbfics9mgTn4W0MA-gkvKMiSbv0xcFAo3sMj3yT2ztM6_HpujYeIR2rch61ZERGVFVU/w200-h200/a31a0542-5246-11e8-a69c-352596056db2.jpg" width="200" /></a></div><b>D Block Physical Geography</b> - I have the learning commons/library reserved for the class so that you may continue working on your Orting college development project. Ask yourself,</div><div><blockquote class="tr_bq"><i>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 likelihood of that event happening. How likely is the event to occur in the next 5, 10, 100, or 1000 years?</i> </blockquote>Check out the <a href="http://www.cotf.edu/ete/modules/volcanoes/vrisk.html"><span style="color: #77aaff; font-family: inherit;">risk analysis section </span></a><span style="font-family: inherit;">of the COTF website for help here.</span> I'll remind you that this assignment is due next Wednesday and it is crucial that you hand it in to me as we will be at the end of our unit. Maybe take a look at <a href="https://www.nationalgeographic.com/science/2018/07/news-most-dangerous-volcano-mount-rainier-supervolcanoes-yellowstone/">this article</a>. Or the video <a href="https://www.opb.org/video/2018/05/17/how-dangerous-are-the-northwests-volcanoes/">"How dangerous are the Northwest's Volcanoes?"</a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPBI_pVN-4EX7c7XIYwRjhcMfs1HPVuzTe5vgUyDX8dPgi6EwDkzI3mffVYC5TquVsaPxzLYreZxEe4dqKaiYKv_aRqm95NhEUCKVvBrQXNM2oqEWnj6DTT5xvtpdZbFtY-nkmvqj6Ua8/s1400/8e8031-20180512-volcano01.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="787" data-original-width="1400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPBI_pVN-4EX7c7XIYwRjhcMfs1HPVuzTe5vgUyDX8dPgi6EwDkzI3mffVYC5TquVsaPxzLYreZxEe4dqKaiYKv_aRqm95NhEUCKVvBrQXNM2oqEWnj6DTT5xvtpdZbFtY-nkmvqj6Ua8/s320/8e8031-20180512-volcano01.jpg" width="320" /></a></div><div><br /></div><div>And more websites to help you with your decision:</div><div><br /></div><div><a href="https://www.wweek.com/news/2018/10/25/pacific-northwest-volcanoes-among-five-most-dangerous-in-u-s-new-assessment-says/#:~:text=Janine%20Krippner%2C%20volcanologist%20at%20Concord,They%20can%20overtake%20a%20bridge.">Pacific Northwest Volcanoes Among Five Most Dangerous in U.S.</a></div><div><a href="https://www.nytimes.com/2019/09/09/science/volcanoes-cascades-monitoring.html">We’re Barely Listening to the U.S.’s Most Dangerous Volcanoes</a></div><div><a href="https://www.usgs.gov/faqs/how-dangerous-mount-rainier?qt-news_science_products=0#qt-news_science_products">How dangerous is Mount Rainier?</a></div><div><a href="https://medium.com/earthsphere/the-most-dangerous-volcanoes-of-the-pacific-northwest-5423ae42f99">The Most Dangerous Volcanoes of the Pacific Northwest</a></div><div><a href="https://www.arcgis.com/apps/Cascade/index.html?appid=780b40c08b4f450180fc48f11dc28c35">Hazards of the Cascades Volcanoes </a></div><div><a href="https://www.usgs.gov/volcanoes/mount-rainier/future-eruptions-mount-rainier">Future Eruptions at Mount Rainier</a></div><div><a href="https://www.king5.com/article/news/local/disaster/how-a-mount-rainier-eruption-could-impact-seattle-vs-the-south-sound/281-aed7af0a-3e7f-4eb7-bfde-07c22ceffb2d">How a Mount Rainier eruption could impact Seattle vs. the South Sound</a></div><div><a href="https://www.nap.edu/read/4546/chapter/2">Mount Rainier: Active Cascade Volcano</a> (pdf downloadable book)</div><div class="separator" style="clear: both; text-align: center;"><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8aMSIlPmqekhiKpqc5sWNKjgBV34IKc2XvOx-6tQtYFL8XqOMoEi_kzVI8tQtXNGZA6sD-fd9d5GipP2JuEIhSCn1nyI3U6QVRGkdXmwCbiXh34TrA7Dn9k_8F-NI3uYkWs9ShKPi9ms/s2048/ngm-1905-mt-rainier-atlas_ai2html-desktop-medium.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1472" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8aMSIlPmqekhiKpqc5sWNKjgBV34IKc2XvOx-6tQtYFL8XqOMoEi_kzVI8tQtXNGZA6sD-fd9d5GipP2JuEIhSCn1nyI3U6QVRGkdXmwCbiXh34TrA7Dn9k_8F-NI3uYkWs9ShKPi9ms/s320/ngm-1905-mt-rainier-atlas_ai2html-desktop-medium.jpg" /></a></div></div></blockquote></div></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRPu0aRyKxHjaa9_pZ0JEovwgILeNLpLuaj_UGSQ16j6GhOtEvUgpg6bIYnjRpvCEHKlKn2WrkFd3eIk1nAIohl5UWrPMbbwCBJLmx_6VnQ5PJYgBwIyC4y1LW3qtjcjWoloocSEsFoQDsZ2oVgaDWzmSzr6nGr0_fkrglUwTOECDQfrAzXpSjoTuKlb0/s1854/20240311_090534.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1854" data-original-width="739" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRPu0aRyKxHjaa9_pZ0JEovwgILeNLpLuaj_UGSQ16j6GhOtEvUgpg6bIYnjRpvCEHKlKn2WrkFd3eIk1nAIohl5UWrPMbbwCBJLmx_6VnQ5PJYgBwIyC4y1LW3qtjcjWoloocSEsFoQDsZ2oVgaDWzmSzr6nGr0_fkrglUwTOECDQfrAzXpSjoTuKlb0/w80-h200/20240311_090534.jpg" width="80" /></a></div><br /><div><br /></div><div><p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com1tag:blogger.com,1999:blog-3608802032272662588.post-62811993021949790862024-03-07T20:19:00.000-08:002024-03-08T09:29:40.794-08:00Friday, March 8. 2024Today's schedule is CDAB<div><br /></div><div><b>C Block Human Geography</b> - Today we'll try to answer the Key Questions <i>Why Do People Migrate </i>and<i> Where Do People Migrate Within a Country?</i> To do this we'll look at push and pull factors along with the difference between a refugee and an internally displaced person. I'll have you fill in a chart on push/pull factors and then we'll look at internal rather than international migration (migration within a country). </div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIjmNpbtj7BrPwo67QD7GehgQq8QURj-gCdaevIGgLMOQ2F1_fiE_anCZL3EP6LrreQkHnAUHBNjoCIcTw2-xA-mjSYYfII3_nt5rUoOy27QkP2sbwDM3qQd7setzusNoTy-oTARRACBcqMNjLE-R0ot7VmJuCs-1AMVRON3c8EufVvuRK8-II4xUrJEE/s995/Screenshot%202024-03-07%20202343.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="706" data-original-width="995" height="227" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIjmNpbtj7BrPwo67QD7GehgQq8QURj-gCdaevIGgLMOQ2F1_fiE_anCZL3EP6LrreQkHnAUHBNjoCIcTw2-xA-mjSYYfII3_nt5rUoOy27QkP2sbwDM3qQd7setzusNoTy-oTARRACBcqMNjLE-R0ot7VmJuCs-1AMVRON3c8EufVvuRK8-II4xUrJEE/s320/Screenshot%202024-03-07%20202343.png" width="320" /></a></div></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFm_jVVq6fST4bH8MRjlrwrljxZ1hkoUPTNseW3vYIbFQsi9M9hPDuVgroYpASQxWd4pX2NitAXR5Bv7gNWKPKO2ktrDmliNPDkVlzlSu7ahpzYrHM21ALNK-HAYRfLJwt5UKThsn30RTOXhajHpePy3QwZAJ8ZhffzWy0KWX5VAbTRrQbqc36aq8AMCk/s805/Screenshot%202024-03-07%20202644.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="695" data-original-width="805" height="276" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFm_jVVq6fST4bH8MRjlrwrljxZ1hkoUPTNseW3vYIbFQsi9M9hPDuVgroYpASQxWd4pX2NitAXR5Bv7gNWKPKO2ktrDmliNPDkVlzlSu7ahpzYrHM21ALNK-HAYRfLJwt5UKThsn30RTOXhajHpePy3QwZAJ8ZhffzWy0KWX5VAbTRrQbqc36aq8AMCk/s320/Screenshot%202024-03-07%20202644.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div>The text talks about Russia, Canada, China, and Brazil so you'll need to fill in a chart on these 4 case studies of internal migration. Migration between regions in the two largest countries (geographic area) was predominantly interregional and was an important means to opening up regions of these large countries for economic development. Of note...Migration in Canada was voluntary and in Russia during the Soviet Era it was more often than not forced. During his reign, Joseph Stalin oversaw the forced resettlement of more than six million people. From the book Against Their Will... The History and Geography of Forced Migrations in the USSR by Pavel Polyan (2001)</div><div><div><blockquote>Forced migrations were practiced in the USSR starting from 1919–1920 until 1952–1953, i.e., during one-third of a century and nearly half of the period of the existence of the Soviet Union, which thus won it the dubious position of becoming the world’s leader in the sphere of deportation technology and with regard to the results gained through deportations...The mass—and ostensibly disorderly—forced resettlement of millions of people produced a most serious demographic and economic impact in the regions of departure and destination, and in the entire country. </blockquote></div></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgM6LniyBf0LTamZeoo3-T7NvdGjZReCXi8M8rTdNqgqdcDQgbTJmn-CFaLXGgxSeMZgYrdk3z5NnET7miUw4NlK4_tdRtGTKI85jrnnPzAzECvovC89UYHlXKg7AI1kprbjlQXvbUqXSPU9CIGbaOdPu2e9_mUTzvc2RZiveMSFd8wMasGRhv6BhfnZuY/s1287/Karte_Entkulakisierung.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="804" data-original-width="1287" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgM6LniyBf0LTamZeoo3-T7NvdGjZReCXi8M8rTdNqgqdcDQgbTJmn-CFaLXGgxSeMZgYrdk3z5NnET7miUw4NlK4_tdRtGTKI85jrnnPzAzECvovC89UYHlXKg7AI1kprbjlQXvbUqXSPU9CIGbaOdPu2e9_mUTzvc2RZiveMSFd8wMasGRhv6BhfnZuY/s320/Karte_Entkulakisierung.png" width="320" /></a></div><div><br /></div><div>Migration between regions in China and Brazil (The world’s largest countries in land area other than Russia, Canada, and the United States) was also interregional. Government policies encouraged interregional migration in Brazil by moving the capital of the Brazil from the densely populated southern coastal city of Rio de Janeiro to the sparsely populated interior city of Brasilia. Brazil's governments have encouraged migration flows to fill its vast territory and boost agricultural production. The Chinese have restricted the migration of people from the interior to the coast. </div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkyeNcUXWnnMGlnWhYzAXy39zXHNWKwGPsRglxWlnLpChzE2Ip5xkDIwGuEvPbe4dLTo9GtBYUZ9exoLE_53lj1gNF98i60oZjt5mAXGKYksTUJV4Gqb9FP5otxZCrKzIpEvwRjHPB4QfLEkXvh5boEg5-UdbC-fF2MrwqHzyGb0PSVWrRZlVIqB47DDs/s595/mig-pattern-map.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="448" data-original-width="595" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkyeNcUXWnnMGlnWhYzAXy39zXHNWKwGPsRglxWlnLpChzE2Ip5xkDIwGuEvPbe4dLTo9GtBYUZ9exoLE_53lj1gNF98i60oZjt5mAXGKYksTUJV4Gqb9FP5otxZCrKzIpEvwRjHPB4QfLEkXvh5boEg5-UdbC-fF2MrwqHzyGb0PSVWrRZlVIqB47DDs/s320/mig-pattern-map.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><div style="height: 0px; overflow: hidden; padding-bottom: 56.25%; position: relative;"> <iframe allowfullscreen="" frameborder="0" height="100%" src="https://www.dailymotion.com/embed/video/x6fblio" style="height: 100%; left: 0px; overflow: hidden; position: absolute; top: 0px; width: 100%;" title="Dailymotion Video Player" type="text/html" width="100%"></iframe></div><div><br /></div><div><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/bzBa947k2yY" title="YouTube video player" width="420"></iframe><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/Oewe5eY4G4Q" title="YouTube video player" width="420"></iframe></div><div><br /></div><div><b>D Block Physical Geography</b> - 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 your Tectonics package and was adapted from the following website: <a href="http://www.cotf.edu/ete/modules/volcanoes/volcano.html"><span style="color: #77aaff;">http://www.cotf.edu/ete/modules/volcanoes/volcano.html</span></a></div><div><br /></div><div>The following URL’s will help:</div><div><br /></div><div><a href="https://www.usgs.gov/volcanoes/mount-rainier/science/volcanic-hazards-mount-rainier">Volcanic Hazards at Mount Rainier</a><br /><a href="https://pubs.usgs.gov/gip/volc/cover2.html">Volcanoes </a>(Book by USGS)<br /><a href="https://www.usgs.gov/programs/VHP/comprehensive-monitoring-provides-timely-warnings-volcano-reawakening">Comprehensive monitoring provides timely warnings of volcano reawakening</a><br /><a href="https://pubs.usgs.gov/of/1995/0273/pdf/of95-273_text.pdf">Volcano Hazards from Mount Rainier</a><br /><a href="https://volcanoes.usgs.gov/vsc/file_mngr/file-130/Mt%20Rainier%20Volcanic%20Hazards%20Plan%2010-2008_201208170931311140.pdf">Volcano Hazards Program - Mount Rainier</a></div><div><a href="https://pubs.usgs.gov/fs/old.2002/fs034-02/">Mount Rainier -- Learning to Live with Volcanic Risk</a><br /><a href="https://geology.com/usgs/rainier/">Mount Rainier - Living Safely With a Volcano in Your Backyard</a><br /><a href="https://www.discovermagazine.com/environment/under-the-volcano-02">Under the Volcano</a><br /><a href="https://www.seattletimes.com/seattle-news/environment/mount-rainier-to-get-new-digital-warning-system-for-massive-mudflows/">Mount Rainier to get new digital-warning system for massive mudflows</a><br /><a href="https://www.usgs.gov/volcanoes/mount-rainier/science/lahars-and-debris-flows-mount-rainier#:~:text=Mount%20Rainier%20is%20particularly%20susceptible,abundant%20water%20and%20slippery%20clay.">USGS Lahars and Debris Flows at Mount Rainier</a> <br /><a href="https://www.usgs.gov/volcanoes/mount-rainier/science/eruption-history-mount-rainier">USGS The Eruption History of Mount Rainier</a><br /><a href="http://www.seattletimes.com/seattle-news/the-next-big-eruption-will-we-have-warning/">Seattle Times Will we Have Enough Warning?</a><br /><a href="http://www.csmonitor.com/Science/2014/0717/Can-we-predict-volcanic-eruptions-Scientists-map-underground-magma-flows">CS Monitor Can We Predict Volcanic Eruptions?</a><br /><a href="http://cityoforting.org/">City of Orting</a><br /><a href="https://www.cityoforting.org/public-safety/emergency-management">City of Orting Emergency Management</a><br /><a href="https://www.piercecountywa.gov/5888/Lahar-Warning-System">Pierce County Lahar Warning System</a><br /><a href="https://www.q13fox.com/news/parents-near-mount-rainier-fight-for-bridge-to-escape-deadly-lahar">Bridge for Kids</a><br /><a href="https://www.ortingschools.org/site/default.aspx?PageID=1">Orting Schools</a></div><div><a href="https://www.pickatrail.com/topo-map/o/7.5x7.5/orting-wa.html">Orting USGS Topographic Map</a> (Use the 2017 Orting 7.5 Minute Topo Map) <br /><br /><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/8LIzZRD0R-E" width="420"></iframe><br /><br /><b>A note of caution...</b><br /><br /><u>What is the greatest danger to Orting?</u> 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 <a href="http://www.cotf.edu/ete/modules/volcanoes/vrisk.html"><span style="color: #77aaff; font-family: inherit;">risk analysis section </span></a><span style="font-family: inherit;">of the COTF website for help here.</span><br /> <div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimU4ZCFuMpZZ4KPJsRaGMX1DsFU7MEKAQzap910GI3bSP-Nbxt1UjGM1n2zwvI5quBCevm9cEs0q1YIYpOxswAqU77GM1QuCLwaCw9TUhdCtyoX4LkQELdI-DJgJH7X4Ke5By5FBW0axE/s789/Proposed+Orting+College+Site.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="645" data-original-width="789" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimU4ZCFuMpZZ4KPJsRaGMX1DsFU7MEKAQzap910GI3bSP-Nbxt1UjGM1n2zwvI5quBCevm9cEs0q1YIYpOxswAqU77GM1QuCLwaCw9TUhdCtyoX4LkQELdI-DJgJH7X4Ke5By5FBW0axE/s320/Proposed+Orting+College+Site.JPG" width="320" /></a></div></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilPynqU5RujHLkDKi0g9lPAg0l-JA5s3K0ywKs56BMktSNGmyIDQ9ALeCYexhbSjFgx5ObQr0o27baAdEK04cpG78hBJKnzrmkJTqGPVPlMVIPdUQjbHzYY-pbiDrC6WS-071KpoYvnqw/s1160/Orting+Topo.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="577" data-original-width="1160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilPynqU5RujHLkDKi0g9lPAg0l-JA5s3K0ywKs56BMktSNGmyIDQ9ALeCYexhbSjFgx5ObQr0o27baAdEK04cpG78hBJKnzrmkJTqGPVPlMVIPdUQjbHzYY-pbiDrC6WS-071KpoYvnqw/s320/Orting+Topo.png" width="320" /></a></div><div><br /></div><div><br /></div><div><b>A Block Criminology</b> - Today we'll finish the CBC DocZone Documentary "Sext Up Kids". Remember my questions are So, my question is, using the Crim text and this <a href="https://www.smart.gov/SOMAPI/sec1/ch3_typology.html">Sex Offender Typology website</a>...</div><p></p><ul style="text-align: left;"><li><i>Explain the three types of rapist according to Groth (anger-retaliation; power reassurance and assertive; and sadistic)</i></li></ul><p></p><div>After, I need you to answer the question:</div><div><ul style="text-align: left;"><li><i>Identify and explain the causes for sexual assault</i></li></ul></div><div>You'll need to look at evolutionary and biological factors (remember Sigmund Freud's Thantos and Eros or instinctual drives that allowed species to be successful)? Look at modern male socialization (boys are taught to be aggressive, forceful, tough, and dominating...think about how boys play when they're young) and then at hypermasculinity (where some men have callous sexual attitudes and believe that violence is "manly"). Lastly consider both violent experiences (remember that those boys who were exposed to violence in the household are more likely to commit violent acts when they grow older) and sexual motivation (social, cultural, and psychological forces like what message does this commercial send to people...)</div><div><br /></div><div><iframe allowfullscreen="" frameborder="0" height="236" src="//www.youtube.com/embed/I9tWZB7OUSU" width="420"></iframe></div><div><br />Now consider what the commercial indicates about sex in modern society. Who is the commercial targeted at and what are the sexual roles in the commercial.</div><div><br /></div><div>Some good websites about "Rape Culture" can be found at:</div><div><a href="https://www.brandonu.ca/sexualviolence/education-prevention/rape-culture/">Brandon University What is Rape Culture?</a></div><div><a href="https://www.unh.edu/sharpp/rape-culture">University of New Hampshire What is Rape Culture?</a></div><div><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/Op14XhETfBw" title="YouTube video player" width="420"></iframe></div><div><br /></div><div>Connected to Hyper-sexualization and porn culture:</div><div><a href="https://www.quebec.ca/en/family-and-support-for-individuals/childhood/child-development/effects-stereotypes-personal-development/effects-hypersexualization">Government of Quebec Effects of Hypersexualization</a></div><div><a href="https://msmagazine.com/2016/01/04/toxic-culture-101-understanding-the-sexualization-of-women/">Ms. Magazine Toxic Culture 101: Understanding the Sexualization of Women</a></div><div><a href="https://www.unicefusa.org/stories/not-object-sexualization-and-exploitation-women-and-girls/30366">Not An Object: On Sexualization and Exploitation of Women and Girls</a></div><div><a href="https://ywcavan.org/sites/default/files/resources/downloads/Culture-Shift-Research-Report-Final-WEB.pdf">YWCA Report Addressing the sexualization of women and girl</a>s</div><div><a href="https://www.nytimes.com/2018/02/07/magazine/teenagers-learning-online-porn-literacy-sex-education.html">What Teenagers Are Learning From Online Porn</a><br /><a href="https://www.washingtonpost.com/news/in-theory/wp/2016/05/27/pornography-is-more-than-just-sexual-fantasy-its-cultural-violence/?utm_term=.1920e018ac7d">Pornography is more than just sexual fantasy. It’s cultural violence.</a></div><div><a href="https://fightthenewdrug.org/how-porn-can-promote-sexual-violence/">How Porn Can Promote Sexual Violence</a></div><div><a href="https://fightthenewdrug.org/how-porn-can-normalize-sexual-objectification/">How Porn Can Normalize Sexual Objectification</a></div><div><a href="https://www.youtube.com/c/FightTheNewDrug/videos">Video Playlist of Fight The New Drug</a> </div><div><br /></div><div><a href="https://www.psychologytoday.com/blog/insight-therapy/201411/why-do-men-sexually-assault-women">Why Do Men Sexually Assault Women? Sexual violence against women manifests, rather than violates, society’s norms</a></div><div><br /></div><div><b>B Block Legal Studies</b> - Today we'll continue looking at <a href="https://psac-ncr.com/canadian-womens-history/">discrimination in Canada focusing on women's issues of injustice</a> connected employment and pay equity, sexual harassment, and discrimination against pregnant women. On a global scale consider this: From the UN HDI GII...</div><div><div><blockquote class="tr_bq">"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".</blockquote></div><p>From the <a href="http://osstfupdate.ca/2020/06/08/sexual-harassment-abuse-in-the-canadian-workplace/">OSSTF</a> In 2016, a report conducted by Statistics Canada showed that one in five Canadian women had been harassed at work in the past year, compared with one in eight Canadian men. The women who were most vulnerable to this type of abuse were young, single or unmarried. Indigenous women and those persons who identify as LGTBQ+2 were also disproportionately targeted by harassment.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiEKCwe-pTaIeQxnZaVQLVqgZvDtZAEETEcb_yupNuHoUx4tsMaQrEEbeHa3NS5ANh1_Sc82aaAxB5ZJKDD58g6X-MMSt5Ie8XhYledlZFhLlAyrWcpPI3QzpktfAzImQCQV7bJ7yiytiH_WjZWHvh6pZ9KKXVKE0E2scOJPPyORvxQFXuiuObQHk8L" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="320" data-original-width="196" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEiEKCwe-pTaIeQxnZaVQLVqgZvDtZAEETEcb_yupNuHoUx4tsMaQrEEbeHa3NS5ANh1_Sc82aaAxB5ZJKDD58g6X-MMSt5Ie8XhYledlZFhLlAyrWcpPI3QzpktfAzImQCQV7bJ7yiytiH_WjZWHvh6pZ9KKXVKE0E2scOJPPyORvxQFXuiuObQHk8L" width="147" /></a></div><p></p><div><div><br /></div>From the <a href="http://www.ohrc.on.ca/en/policy-preventing-sexual-and-gender-based-harassment/3-sexual-harassment-employment-0">OHRC</a> While sexual harassment occurs across different occupations and industry sectors, research suggests that it is more common in certain types of employment. For example, sexual harassment complaints are high in traditionally male-dominated work environments, such as the military, policing, firefighting, mining and construction work. </div><div><br /></div></div><div><br /></div><div><div>So, we'll watch the CBC documentary "The Fire Within" to see just one example of workplace harassment that women must face.</div><div><br /></div><div style="text-align: center;"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/R5jL6Kk2OEk" width="420"></iframe></div><div><br /></div><div><div>To help check out, <a href="http://www.cbc.ca/news/canada/supreme-court-orders-female-firefighter-rehired-1.173366">Supreme Court orders female firefighter rehired</a><br /><br /></div><div>From the Canadian Human Rights Reporter:<br /><blockquote class="tr_bq">The Supreme Court of Canada held that the Government of British Columbia's aerobic standard used to test the fitness of forest firefighters discriminated on the basis of sex, and further that the Government failed to show that the discriminatory standard is justified as a bona fide occupational requirement ("BFOR").</blockquote></div></div></div><div><div><p><a href="https://vancouversun.com/news/local-news/most-b-c-women-have-experienced-gender-discrimination-poll">Most B.C. women have experienced gender discrimination: Poll</a></p></div></div><div><a href="https://www150.statcan.gc.ca/n1/pub/85-002-x/2021001/article/00015-eng.htm">Workers’ experiences of inappropriate sexualized behaviours, sexual assault and gender-based discrimination in the Canadian provinces, 2020</a></div><div><a href="https://globalnews.ca/news/4599496/canadian-girls-teenagers-gender-discrimination/">Over half of Canadian girls notice gender discrimination in their pre-teen years: survey</a></div><div><a href="https://canadianwomen.org/the-facts/">The Facts: Gender Equality and Gender Justice</a></div><div><a href="https://www.amssa.org/wp-content/uploads/2020/09/Creating-Safer-Communities-Info-Sheet.pdf">Gender-Based Violence & Harassment: Creating Safer Workplaces and Communities</a></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg406JbR8Yd1CmNd2D4u6DZPhQRw20hHntkosNoH27-AhmWhmgwZsWMOebpUVWxsj2LjvgshqAb74CpA_rf9t3Wa6QtwpaBGDS9YvKFsFEewqkc35fwE0M1NKvdn1M_nBnqlAVBKk20wdw5QpE_eox4cxU5a1u-YTSlzFrGFCKY7gbIJdcJht1ml3uB/s1180/women.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="748" data-original-width="1180" height="203" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg406JbR8Yd1CmNd2D4u6DZPhQRw20hHntkosNoH27-AhmWhmgwZsWMOebpUVWxsj2LjvgshqAb74CpA_rf9t3Wa6QtwpaBGDS9YvKFsFEewqkc35fwE0M1NKvdn1M_nBnqlAVBKk20wdw5QpE_eox4cxU5a1u-YTSlzFrGFCKY7gbIJdcJht1ml3uB/s320/women.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">From the Canadian Women's Association</td></tr></tbody></table><div><br /></div><div>I'll have you work on the following questions:<br /><br />1. What are some of the <a href="https://women-gender-equality.canada.ca/en.html">current barriers to equality facing women</a>?<br />2. What is <a href="https://www.canada.ca/en/treasury-board-secretariat/services/innovation/equitable-compensation.html">pay equity</a>?<br />3. How are different jobs compared under pay equity?<br />4. What is <a href="https://www.employmentequitychrc.ca/en">employment equity</a>?<br />5. What groups are protected under employment equity laws?</div><div><br /></div><div><a href="https://www2.gov.bc.ca/assets/gov/law-crime-and-justice/human-rights/human-rights-protection/what-you-need-to-know.pdf">Human Rights Protection in British Columbia fact sheet</a></div><div><a href="https://www2.gov.bc.ca/assets/gov/law-crime-and-justice/human-rights/human-rights-protection/sex-discrimination-harassment.pdf">Sex Discrimination and Sexual Harassment fact sheet - Human Rights in BC</a></div><div><a href="https://www.bclaws.gov.bc.ca/civix/document/id/complete/statreg/00_96210_01">HUMAN RIGHTS CODE [RSBC 1996] CHAPTER 210</a></div><div><a href="https://www.canadianlabourrelations.com/gender-discrimination-in-the-workplace.html">Gender Discrimination in the Workplace</a></div><div><br /></div><div>And extra videos...</div><div><br /></div><div>*warning there is potty mouth in the following videos so please be aware and watch with care<br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/PsB1e-1BB4Y" width="420"></iframe><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/bCBYJZ6QbUI" width="420"></iframe></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwcK09mg4PCoSMOC85kaqHRXyw6QreqKChw2wI44ClcDuZ5TpJYNXMQcqiVRrz4AAPl0wl35n_O7CdiADoeHbdiTxgibVno3_4hTo77e8MjJSWGFIAplkGPtuRiSuEu4MvEIdZNdPs63qPFtiPzHUCqVIRB2rZWbdd1F8wx4bU3eiVmHgIkNia5JHouDg/s1814/20240308_090905.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1814" data-original-width="932" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwcK09mg4PCoSMOC85kaqHRXyw6QreqKChw2wI44ClcDuZ5TpJYNXMQcqiVRrz4AAPl0wl35n_O7CdiADoeHbdiTxgibVno3_4hTo77e8MjJSWGFIAplkGPtuRiSuEu4MvEIdZNdPs63qPFtiPzHUCqVIRB2rZWbdd1F8wx4bU3eiVmHgIkNia5JHouDg/w102-h200/20240308_090905.jpg" width="102" /></a></div><br /><div><br /><p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com1tag:blogger.com,1999:blog-3608802032272662588.post-20689132496581069462024-03-06T18:23:00.000-08:002024-03-07T08:56:35.068-08:00Thursday, March 7. 2024Today's schedule is DCBA<div><br /></div><div><b>D Block Physical Geography</b> - Today we'll begin the class by looking at Yellowstone and caldera supervolcanoes 😯</div><div><br /></div><div>Yellowstone Caldera is a volcanic crater some 40- by 25-miles large, left behind when 240 cubic miles of debris ruptured out of the Earth and into the air during volcanic discharge some 630,000 years ago. Lava flowed into the breach, filling it, which may account for the lack of a deeper crater. Long before that, 2 million years ago, volcanic activity blew 600 cubic miles of Yellowstone debris into the air. The upper chamber, which caused the historic blasts and is closest to the surface, is 2,500 cubic miles in volume and measures about 19 by 55 miles. The lower reservoir, which has a volume of 11,200 cubic miles, measures about 30 by 44 miles and is about 16 miles thick. An eruption in the next few thousand years, however, is extremely unlikely, the yearly chance sits at 1 in 700,000</div><div><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/kAlawvE8lVw" width="420"></iframe><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/hDNlu7Qf6_E" width="420"></iframe><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/SdLkUa3OB6Y" width="420"></iframe><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/lMLo0E66O8A" width="420"></iframe></div><div><br />and the really bad DocuDrama movie SUPERVOLCANO<br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/WFaFfdOzPP8" width="420"></iframe></div><div><br /></div><div>You have your explosive and effusive Volcano 🌋 questions to work on</div><div><br /></div><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRyEHsvoTzWA_rSDAUPe5gVJ9UNeMLS8ItlM8VJ6Sq99LOOK7ePZjeKh5fDteaOZEKW_03g9yOYpaBzmCgyyvAngUDhxMRA1lUalk4Tkt_U_-Eb-IiunoS8b3vDqYwhQC3dXwpri-MwR7GQWAb9w5MJAsGVzlrIg5ibKgSDd7notTSeFp6vxMy4kmV/s699/Ukraine%20refugees%20jan%202023.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="536" data-original-width="699" height="245" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRyEHsvoTzWA_rSDAUPe5gVJ9UNeMLS8ItlM8VJ6Sq99LOOK7ePZjeKh5fDteaOZEKW_03g9yOYpaBzmCgyyvAngUDhxMRA1lUalk4Tkt_U_-Eb-IiunoS8b3vDqYwhQC3dXwpri-MwR7GQWAb9w5MJAsGVzlrIg5ibKgSDd7notTSeFp6vxMy4kmV/s320/Ukraine%20refugees%20jan%202023.png" width="320" /></a></div><b><br />C Block Human Geography</b> - Today we'll try to answer the Key Questions <i>"Where are Migrants Distributed and Why Do People Migrate?"</i> We'll look at the difference between a migrant and a refugee. We'll look at in-migration (immigration to) and out-migration (emigration from) and patterns of international migration. We'll look at a brief history of immigration policy in Canada (Hint hint it's kinda Eurocentric up to the late 1960's), Zelinski's migration transition (what stages of the DTM do we find in and out migration) and lastly push and pull factors for migration. You'll have some work to complete for me in your Migration Unit package.</div><div><br /></div><div><a href="https://data.unhcr.org/en/situations/ukraine">UNHCR (United Nations High Commission on Refugees) Ukraine Situation</a></div><div><a href="https://www.canada.ca/en/immigration-refugees-citizenship/services/immigrate-canada/ukraine-measures/key-figures.html">Government of Canada Ukraine immigration measures</a></div><div><br /></div><div><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/lOZmqIwqur4" width="420"></iframe><br /><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/Elpc0Mb4OIA" width="420"></iframe><br /><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/sQHHNuc-1uA" width="420"></iframe><br /></div><div><br /><a href="https://www.un.org/sites/un2.un.org/files/wmr_2020.pdf">2020 United Nations World Migration Report</a></div><div><a href="https://www.iom.int/global-migration-trends">International Organization for Migration Global Migration Trends</a></div><div><a href="https://www.weforum.org/agenda/2020/02/world-migration-report-2020-international-migrants-trends/">5 charts that bust some myths about migration</a></div><div><a href="https://www150.statcan.gc.ca/n1/pub/11-630-x/11-630-x2017002-eng.htm">From east to west: 140 years of interprovincial migration</a></div><div><a href="https://www150.statcan.gc.ca/n1/pub/11-630-x/11-630-x2016006-eng.htm">150 years of immigration in Canada</a></div><div><a href="https://www.canada.ca/en/immigration-refugees-citizenship/services/refugees/history.html">Canada: A History of Refuge</a></div><div><a href="https://www.migrationpolicy.org/article/building-mosaic-evolution-canadas-approach-immigrant-integration">Building a Mosaic: The Evolution of Canada’s Approach to Immigrant Integration</a></div><div><a href="https://cidpnsi.ca/migration-flows/">Canadian International Development Platform Migration Flows</a></div></div><div><br /></div><div><b>B Block Legal Studies</b> - Today will be our last day in the learning commons for our Human Rights poster. I have poster paper for your Human Rights project and I'll give you the paper once I've seen your ideas (a rough sketch). Remember you need to create a visually appealing Human Rights Campaign Poster that addresses the human rights violation by incorporating key information (What is happening? Where is it taking place? What rights are being violated? Who is having their rights violated? Why are their rights being violated?) as well as pictures, symbols, and colours. Your poster, which is due Tomorrow, should seek to draw the attention of the public through the balanced combination of text and visuals in a creative, yet educational manner! </div><div><br /></div><div><div>When that's complete, I'll have you work on the following questions from the All About Law textbook:</div><div><br /></div><div>Questions 1-4 on page 94:</div><div><br /></div><div>1. Explain the difference between civil rights and human rights.</div><div>2. How do prejudice and stereotyping lead to discrimination?</div><div>3. Explain the difference between a complainant and a respondent.</div><div>4. What is the difference between intentional and unintentional discrimination?</div><div><br /></div><div>Questions 4 & 5 from page 97:</div><div><br /></div><div>4. Explain the concept of a poisoned work environment. Provide an example.</div><div>5. Explain the difference between accommodation and undue hardship.</div><div><br /></div><div>AND Question 5 from page 104:</div><div><br /></div><div>5. What types of remedies are available under human rights law?</div></div><div><br /></div><div><b>A Block Criminology</b> - We'll continue our look at sexual violence today. I need you to answer the question:</div><br />Identify and explain the causes for sexual assault<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4i5vb5Y2vsmsqfBJebxbKY7xi3MLJkGuIWAEmT3e5obj6zOost5K4mvHELgry-s-OIcA_E3v1fugAD-W83BCjJfzlvGnOiLDuEL7PUCk35ob1rtFNijV5hCcfnIWsi4Pk-dGI-Dl70Gs/s1600/sextup.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4i5vb5Y2vsmsqfBJebxbKY7xi3MLJkGuIWAEmT3e5obj6zOost5K4mvHELgry-s-OIcA_E3v1fugAD-W83BCjJfzlvGnOiLDuEL7PUCk35ob1rtFNijV5hCcfnIWsi4Pk-dGI-Dl70Gs/s320/sextup.jpg" width="273" /></a>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:<br /><br /><i>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.</i><br /><br />We'll watch the documentary and use information from it to help with our blog entry from Monday.<br /><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/L-M6SI-Cu_k" width="420"></iframe> <br /><br />For more info check out the following sites:<span style="color: #77aaff;"><br /></span><br /><a href="https://www.nytimes.com/2018/02/07/magazine/teenagers-learning-online-porn-literacy-sex-education.html">What Teenagers Are Learning From Online Porn</a><br /><a href="https://www.washingtonpost.com/news/in-theory/wp/2016/05/27/pornography-is-more-than-just-sexual-fantasy-its-cultural-violence/?utm_term=.1920e018ac7d">Pornography is more than just sexual fantasy. It’s cultural violence.</a><br /><a href="http://www.who.int/violence_injury_prevention/violence/global_campaign/en/chap6.pdf">United Nations What is Sexual Violence</a><br /><a href="https://www.psychologytoday.com/blog/insight-therapy/201411/why-do-men-sexually-assault-women">Why Do Men Sexually Assault Women? Sexual violence against women manifests, rather than violates, society’s norms</a><br /><a href="https://www.inspq.qc.ca/en/sexual-assault/understanding-sexual-assault/risk-factors">Government of Quebec Media Kit on Sexual Violence</a><br /><div><br />And check out:</div><span style="color: #77aaff;"><a href="http://www.loveisrespect.org/">Love is Respect</a></span><br /><a href="http://aasas.ca/"><span style="color: #77aaff;">Alberta Association of Sexual Assault Centres</span></a><br /><a href="http://sexassault.ca/">Sexual Assault in Canada</a><br /><a href="http://vsac.ca/">Victoria Sexual Assault Centre</a><br /><a href="http://www.crcvc.ca/docs/sexual_assault.pdf">The Devastation of Sexual Assault</a> (pdf)<br /><a href="http://cvts.ca/">Comox Valley Transition Society</a><br /><a href="http://www.comoxvalleyfamilyservices.com/">Comox Valley Family Services</a><br /><br />For more info check out the following sites:<br /><a href="http://www.sexualassaultsarnia.on.ca/default.asp?q=teen"><span style="color: #77aaff;">Teen Handbook on Sexual Assault (Sarnia Sexual Assault Survivor's Centre)</span></a><br /><a href="http://www.crcvc.ca/docs/sexual_assault.pdf"><span style="color: #77aaff;">The Devastation of Sexual Assault (Canadian Resource Centre for Victims of Crime)</span></a><br /><a href="http://www.citizenship.gov.on.ca/owd/english/youthzone/preventing/"><span style="color: #77aaff;">Prevent Sexual Violence: Love Shouldn't Hurt Youth Zone</span></a><br /><a href="http://www.aasac.ca/txt-fact-sexual-assault-abuse.htm"><span style="color: #77aaff;">Alberta Association of Sexual Assault Centres</span></a><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJar7r9skPtLAbYCELe1QjL_gwDqxIZx4PokiR9g9OgUryTgrQyCh3fGlTy-A6qRZ1zZITlTTG2vlO3GdR6B4G_xFiLpxtVdu1Q3elr1gSrr1Fm6bG6nVlH5PaPvG8PH-NwZhXdExb1267Tf-LwiDBTwRNr_9FxDFD-NRPOsgt4CXZvX6WwRdcO06mwM8/s1897/20240307_085510.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1897" data-original-width="889" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJar7r9skPtLAbYCELe1QjL_gwDqxIZx4PokiR9g9OgUryTgrQyCh3fGlTy-A6qRZ1zZITlTTG2vlO3GdR6B4G_xFiLpxtVdu1Q3elr1gSrr1Fm6bG6nVlH5PaPvG8PH-NwZhXdExb1267Tf-LwiDBTwRNr_9FxDFD-NRPOsgt4CXZvX6WwRdcO06mwM8/w94-h200/20240307_085510.jpg" width="94" /></a></div><br /><div><br /><p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-26892091139364158092024-03-05T20:45:00.000-08:002024-03-06T09:05:55.506-08:00Wednesday, March 6. 2024<div style="text-align: center;">FLEX DAY </div><div style="text-align: center;"><br /></div><div style="text-align: center;">When you look at your marks do you look like this?</div><div style="text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXEx9bEeLjNq230nNSr_hwCcTmMX9qZGhyphenhyphenTF2T68UdymMq9AgctsxdMowK3ijiTUuSWQF1Fgxwj98A9ixqVqLpKNyWKoUDoKat3kDH1UBUfpVABa2-hO7zsDfLYRvEENiUnOh9PwzJEmU6Zt00a3eIdOOsKAlR47kP18qFQ8O0ec2lhm47R9Ter-MM4bU/s737/Screenshot%202024-03-05%20202834.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="473" data-original-width="737" height="205" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXEx9bEeLjNq230nNSr_hwCcTmMX9qZGhyphenhyphenTF2T68UdymMq9AgctsxdMowK3ijiTUuSWQF1Fgxwj98A9ixqVqLpKNyWKoUDoKat3kDH1UBUfpVABa2-hO7zsDfLYRvEENiUnOh9PwzJEmU6Zt00a3eIdOOsKAlR47kP18qFQ8O0ec2lhm47R9Ter-MM4bU/s320/Screenshot%202024-03-05%20202834.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">or this?</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0fAxV5ykMWqgiP31elNbKzKj-1t_vetMDy7F14IIX24QtIsbLOwRhGqm19UdhgyJX9arcviUHEt-RUYgg9YEQxfny5CrV4csRtpEqIU2FafKGLSwTfeVm7AuetWzvRPJqRGT2jeA6oTl-H48gLGGrCfGOlFV9Wsf9Bf6RmPwK7NmFy-WCU56jq8RcQHQ/s1280/ruh%20roh.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0fAxV5ykMWqgiP31elNbKzKj-1t_vetMDy7F14IIX24QtIsbLOwRhGqm19UdhgyJX9arcviUHEt-RUYgg9YEQxfny5CrV4csRtpEqIU2FafKGLSwTfeVm7AuetWzvRPJqRGT2jeA6oTl-H48gLGGrCfGOlFV9Wsf9Bf6RmPwK7NmFy-WCU56jq8RcQHQ/s320/ruh%20roh.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;">P<span>erhaps they make you feel like this</span></div><div class="separator" style="clear: both; text-align: center;"><span><br /></span></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_Pxb2y0UNZDk5m_8dUaC7h6VYrrh1KlIQziVAepNpPiO3ZCaxycwIJ66S_k1seue-gjQUqSQxZEWGKIIZPON6bZJ66_l_lXCSIAp0nBBXDtKqnurNr33MkFAX8LqoRp9xiyhfUN4USsslmDSWWyI3lL2Tm6Xs4uol2yxpSFoWLnTOUbovOpsbfql2f9A/s4320/0f63a188d42aebdc7ef541dfd307a5e51550d00cc7c2e408e98b8ea690a53a4a.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3240" data-original-width="4320" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_Pxb2y0UNZDk5m_8dUaC7h6VYrrh1KlIQziVAepNpPiO3ZCaxycwIJ66S_k1seue-gjQUqSQxZEWGKIIZPON6bZJ66_l_lXCSIAp0nBBXDtKqnurNr33MkFAX8LqoRp9xiyhfUN4USsslmDSWWyI3lL2Tm6Xs4uol2yxpSFoWLnTOUbovOpsbfql2f9A/s320/0f63a188d42aebdc7ef541dfd307a5e51550d00cc7c2e408e98b8ea690a53a4a.jpg" width="320" /></a></div><br /><span>and when you feel like asking for help you look like this?</span></div><div class="separator" style="clear: both; text-align: center;"><span><br /></span></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5u8ufTDbxU32LjE3P1XYO_Wbmw9UxsdYwmFsFzhOWYvDNIKJeuHVUx0GgYHnadvAxlzt_FxsmEU47srAXofynfB1IqgXbZhb9BtyBnb4kHpwHstkmzJqrUU8fowbq9PD5uzxPf9XiIPSUascedknrLxRrkIZYoOmbIKw2KWHEAZaoUoU2UXmPZgG8SAA/s320/Cartoon_network_Be_Cool_Scooby_Doo_New_Series_Starting_October_5_2015.gif" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="180" data-original-width="320" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5u8ufTDbxU32LjE3P1XYO_Wbmw9UxsdYwmFsFzhOWYvDNIKJeuHVUx0GgYHnadvAxlzt_FxsmEU47srAXofynfB1IqgXbZhb9BtyBnb4kHpwHstkmzJqrUU8fowbq9PD5uzxPf9XiIPSUascedknrLxRrkIZYoOmbIKw2KWHEAZaoUoU2UXmPZgG8SAA/s1600/Cartoon_network_Be_Cool_Scooby_Doo_New_Series_Starting_October_5_2015.gif" width="320" /></a></div><br /></div><div><br /></div><div>No "Ruh Roh" allowed...come on in to Room #115 if you need help in </div><div><br /></div><div>Human Geography - Population and Development work</div><div><br /></div><div>Physical Geography - Tectonics work</div><div><br /></div><div>Criminology - Victimology or online/blog work</div><div><br /></div><div>Legal Studies - Human Rights project work</div><div><br /></div><div>After, we'll all look like this</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIoW1aIlxvR2Cm8SJW_r6XHOt6aBsBStyFmvgOodGEoYP40jhl3nzxadFO3PHK1V687Kzo1-adZzgWcExQL4h1j7VBeGpKN9of-AHaHF7H3ex5PFwfwDT_97TRi1_eT-odS1NAGaIEwad1jI4IKrwaPjFBC-0ardZ5OwZIBgrUQbQsBXcbpp0woPCxXLE/s364/becoolscooby_gif1.gif" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="204" data-original-width="364" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIoW1aIlxvR2Cm8SJW_r6XHOt6aBsBStyFmvgOodGEoYP40jhl3nzxadFO3PHK1V687Kzo1-adZzgWcExQL4h1j7VBeGpKN9of-AHaHF7H3ex5PFwfwDT_97TRi1_eT-odS1NAGaIEwad1jI4IKrwaPjFBC-0ardZ5OwZIBgrUQbQsBXcbpp0woPCxXLE/s320/becoolscooby_gif1.gif" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsD9gqZSlK7dUJfB3VESxEPtBvFh8kG6wS7VlnMQNsJCT3UNz47eiBS6N_0n-PHJFQen1dNVXbzzBnLGuUIY7Xqka2NDwzroWkm5Go8GDhi2MuAjd0OUABf_HXPGYgMWcuOx6qwIfsWqS0CvGWr740DF0UmRx6IMYRGnTf2m8W0St4J1uFJhE8Z0CUryQ/s1716/20240306_090348.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1716" data-original-width="972" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsD9gqZSlK7dUJfB3VESxEPtBvFh8kG6wS7VlnMQNsJCT3UNz47eiBS6N_0n-PHJFQen1dNVXbzzBnLGuUIY7Xqka2NDwzroWkm5Go8GDhi2MuAjd0OUABf_HXPGYgMWcuOx6qwIfsWqS0CvGWr740DF0UmRx6IMYRGnTf2m8W0St4J1uFJhE8Z0CUryQ/w113-h200/20240306_090348.jpg" width="113" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div><br /></div><div><br /> <p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-86225967456031272732024-03-04T19:32:00.000-08:002024-03-05T09:08:50.725-08:00Tuesday, March 5. 2024Today's schedule is CDAB<div><br /></div><div><b>C Block Human Geography</b> - Today we'll examine the key issue <i>"Why Do Countries Face Obstacles to Development"? </i>Developing countries do not have access to the funds necessary to fund development, so they obtain financial support from developed countries. Finance comes from two main sources: direct investment by transnational corporations and loans from banks and international organizations. To promote the international trade development model (for development investment by transnational corporations), countries representing 97 percent of world trade established the <a href="https://www.wto.org/">World Trade Organization</a> (WTO) in 1995 (there are 164 member countries as of 29 July 2016). </div><div><br /></div><div>Two UN agencies, the <a href="http://www.imf.org/en/About">International Monetary Fund (IMF)</a> and the <a href="http://www.worldbank.org/en/who-we-are">World Bank</a>, provide loans to LDCs to develop. An alternative source of loans for would-be business owners in developing countries is <a href="http://www.grameen.com/introduction/">microfinance</a>. Microfinance is the provision of a small loan to individuals and small businesses that are unable to get a loan from commercial banks<br /><div><br /></div><div style="text-align: center;"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/Crby5WYko0g" width="420"></iframe></div><div style="text-align: center;"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/y3L9XZ7GEOY" width="420"></iframe></div><div style="text-align: center;"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/_LK4XMF2u8Y" width="420"></iframe></div></div><div><br /></div><div><div>Commerce in which products are made and traded according to standards that protect workers and small businesses in developing countries is considered fair trade. The <a href="http://fairtrade.ca/">fair-trade </a>movement is an alternative vision of the international trade approach which attempts to increase the prices that are paid to producers in LDCs. Fair trade also tries to eliminate the very low wages and extremely poor working conditions for workers in LDCs (<a href="https://www.bananalink.org.uk/wp-content/uploads/2019/04/MFF_leaflet_supermarkets_EU.pdf">check out the who gets what from the price of a banana</a>)</div><div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYVpOAyy9AWHE6FtVglrCDqeTQA3Iax33vMkZFrpyFg8lP81WkJVrLKQNjHD73z305ugy84ofHkAUHjz7mYyLBLc4MNnTy12zoS5B9wXr5YO04a5WZZODMdhuhbIXGhShma60H-Dt8qSc/s1600/700_banana_splits_sept_2018.jpg" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="506" data-original-width="700" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYVpOAyy9AWHE6FtVglrCDqeTQA3Iax33vMkZFrpyFg8lP81WkJVrLKQNjHD73z305ugy84ofHkAUHjz7mYyLBLc4MNnTy12zoS5B9wXr5YO04a5WZZODMdhuhbIXGhShma60H-Dt8qSc/s320/700_banana_splits_sept_2018.jpg" width="320" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRVWXmyQ4MLLeVjWWRjv57Qh-lWFI5oOdh7VKJXTOk0iwfzcP63TYq6eQo10c-PGxmbIy3wJQs2-kgafCZwuTG0Qi1fpJE_HjyuLvGvwrPWFLh81p_MXa27Zzy-b0hONxWeo0Xmmh23xw/s1600/fair+trade.jpg" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1043" data-original-width="1600" height="208" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRVWXmyQ4MLLeVjWWRjv57Qh-lWFI5oOdh7VKJXTOk0iwfzcP63TYq6eQo10c-PGxmbIy3wJQs2-kgafCZwuTG0Qi1fpJE_HjyuLvGvwrPWFLh81p_MXa27Zzy-b0hONxWeo0Xmmh23xw/s320/fair+trade.jpg" width="320" /></a></div><div><br /></div><div style="text-align: center;"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/o6pcJxFen8Y" width="420"></iframe></div><div><br /></div><div>You'll have some questions to finish up the Population/Development package for me and next week we'll begin our short look at Migration.</div></div><div><br /></div><div><b>D Block Physical Geography</b> - Today we'll watch the Discovery Channel Raging Planet Volcanoes episode...Sweet!</div><div><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/n3FfZRKbPoc" width="420"></iframe></div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/cnKoTlUaqAs?si=_pghsy1Voxnk7GEs" title="YouTube video player" width="420"></iframe></div><div><br /></div><div>From <a href="https://geology.com/volcanoes/">Geology.com</a></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdOUbDMYQslCfp62r_NKtqGYTuRxbGQnts3AmC5pptediodvyqdnGxHifExORErl2fwOIzqj0jfb8z_OcCRmXxgr9weOGOAr1ndbrJeVj2_IpdHikqPRr-SHOtH8swbYqIWE0Guef8HM0/s1040/volcanic-explosivity-index.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1040" data-original-width="380" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdOUbDMYQslCfp62r_NKtqGYTuRxbGQnts3AmC5pptediodvyqdnGxHifExORErl2fwOIzqj0jfb8z_OcCRmXxgr9weOGOAr1ndbrJeVj2_IpdHikqPRr-SHOtH8swbYqIWE0Guef8HM0/w73-h200/volcanic-explosivity-index.jpg" width="73" /></a></div><br />The primary eruption characteristic used to determine the volcanic explosivity index is the volume of pyroclastic material ejected by the volcano. Pyroclastic material includes volcanic ash, tephra, pyroclastic flows, and other types of ejecta. The height of the eruption column and the duration of the eruption are also considered in assigning a VEI level to an eruption. The VEI scale begins at 0 and goes up to 8, with each step in the scale representing an explosivity increase of 10x. So, a VEI 5 is roughly ten times more explosive than a VEI 4. Two steps of the scale is an increase of 100x in explosivity, so a VEI 6 is roughly 100 times more explosive than a VEI 4. For context the <a href="https://www.volcanocafe.org/the-hunga-tonga-eruption-of-2022/">Hunga-Tonga Hunga-Ha'apai volcanic eruption in January 2022</a> was somewhere between a VEI 5 and a VEI 6 (closer to 6, I mean it <a href="https://www.washingtonpost.com/science/2022/12/12/tonga-volcano-water-space/">blasted millions of tons of water into space</a> after all)</div><div><br /></div><div>Volcanologists classify eruptions into several different types. Some are named for particular volcanoes where the type of eruption is common; others concern the resulting shape of the eruptive products or the place where the eruptions occur. </div><div><br /></div><div>In a <u>Hawaiian eruption</u>, fluid basaltic lava is thrown into the air in jets from a vent or line of vents (a fissure) at the summit or on the flank of a volcano. <u>Strombolian eruptions</u> are distinct bursts of fluid lava (usually basalt or basaltic andesite) from the mouth of a magma-filled summit conduit. The explosions usually occur every few minutes at regular or irregular intervals. A <u>Vulcanian eruption</u> is a short, violent, relatively small explosion of viscous magma (usually andesite, dacite, or rhyolite). This type of eruption results from the fragmentation and explosion of a plug of lava in a volcanic conduit, or from the rupture of a lava dome (viscous lava that piles up over a vent). Vulcanian eruptions create powerful explosions in which material can travel faster than 350 meters per second (800 mph) and rise several kilometers into the air. Check out the <a href="https://youtu.be/NGcbNn4Vk1w?si=fiAznlXHN6sCqNAj">Anak Krakatoa eruption video from 2018</a>! The largest and most violent of all the types of volcanic eruptions are <u>Plinian eruptions</u>. They are caused by the fragmentation of gassy magma, and are usually associated with very viscous magmas (dacite and rhyolite). They release enormous amounts of energy and create eruption columns of gas and ash that can rise up to 50 km (35 miles) high at speeds of hundreds of meters per second. </div></div><p>We'll figure out the differences between <a href="http://www.geolsoc.org.uk/ks3/gsl/education/resources/rockcycle/page3599.html"><span style="color: #77aaff;">explosive</span><span style="color: #77aaff;"> and</span> <span style="color: #77aaff;">effusive</span><span style="color: #77aaff;"> volcanic eruptions</span></a> (think silica and gas).</p><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsh8MZKxAJfv6gpXd4QFOHTYO9T09x3ysmjyIJaK62CXOVTWNOn1SuXo68A_LP00NhkaU2kYwc5v7YU85R1aDdw2cZpYXaO-1mQzUM2XyHAiACtYFDZhjDRsiRqeGXBb4GbMoe74gLSxM/s1080/FB_IMG_1614140673310.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsh8MZKxAJfv6gpXd4QFOHTYO9T09x3ysmjyIJaK62CXOVTWNOn1SuXo68A_LP00NhkaU2kYwc5v7YU85R1aDdw2cZpYXaO-1mQzUM2XyHAiACtYFDZhjDRsiRqeGXBb4GbMoe74gLSxM/s320/FB_IMG_1614140673310.jpg" width="320" /></a></div><div><br /></div><div>When it comes to liquids, <u>viscosity</u> is a measurement of how thick or flowy it is. When lava has low viscosity, it can flow very easily over long distances. This creates the classic rivers of lava, with channels, puddles and fountains. You can also get bubbles of lava filled with volcanic gasses that burble and pop on the surface of the lava. When lava has a high viscosity, it’s very thick and doesn’t flow very well at all. Instead of rivers of lava, you can get crumbling piles of rock flowing down hill. It can also clog up the volcanic vent and form blocks that resist the flow of lava. Viscous lava will trap pockets of gas within the rock, and not let them pop as bubbles on the surface.</div><div><br /></div><div>The types of magma produced in the various volcanic settings can differ significantly. At divergent boundaries and oceanic mantle plumes, where there is little interaction with crustal materials the magma tends to be consistently mafic (which is a low viscosity magma). At subduction zones, where the magma ascends through significant thicknesses of crust, interaction between the magma and the crustal rock—some of which is quite felsic (which is a high viscosity magma)</div><div><br />For more on the differences between explosive and effusive eruptions see:</div><div><br />Open Geology Text: <a href="https://opengeology.org/petrology/5-explosive-volcanic-eruptions/">Explosive Volcanic Eruptions</a> or <a href="https://opengeology.org/petrology/4-volcanoes/#44_Effusive_and_Explosive_Eruptions">Effusive and Explosive Eruptions</a><br />Volcano World <a href="http://volcano.oregonstate.edu/gases"><span style="color: #77aaff;">"Volcanic Gasses"</span></a><br />Lumen Earth Science <a href="https://courses.lumenlearning.com/earthscienceck12/chapter/volcanic-eruptions/">Volcanic Eruptions</a></div><p></p><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/LQwZwKS9RPs" width="420"></iframe><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/Dsxsa1qnaAU" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/ij79Lz898fo" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/gh2eQj8N3_E" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/hnxGV9RQutE?si=QcnGp09wI64PQnpp" title="YouTube video player" width="420"></iframe><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/xYhCEeIO25k?si=zUdSdrayIY_Gz2JG" title="YouTube video player" width="420"></iframe></div></div><div style="text-align: left;"><br /></div><div style="text-align: left;">OH...and Young is just a little excited because in just 3 weeks he'll be here...</div><div style="text-align: center;"><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/VcXhl0JFqg4?si=BBUtCm6wtMtlZHhX" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /></div><div><b>A Block Criminology</b> - Since we didn't do it yesterday, today we'll continue our focus on violent crime looking at rape and sexual assault in Canada. We'll examine what a sexual assault is along with the <a href="https://laws-lois.justice.gc.ca/eng/acts/c-46/section-271.html">three levels of sexual assault in Canadian Law</a>. After I'd like you to focus on a question about Groth's typology of rapist. Nicholas Groth created a typology based upon the degree of aggression, the underlying motivation of the offender and the existence of other antisocial behaviors, which resulted in four types of rapists.</div><div>So, my question is, using the Crim text and this <a href="https://www.smart.gov/SOMAPI/sec1/ch3_typology.html">Sex Offender Typology website</a>...</div><p><i>Explain the three types of rapist according to Groth (anger-retaliation; power reassurance and assertive; and sadistic)</i></p><p>After, I need you to answer the question:<br /><br /><i>Identify and explain the causes for sexual assault</i><br /><br />You'll need to look at evolutionary and biological factors (remember Sigmund Freud's Thantos and Eros or instinctual drives that allowed species to be successful)? Look at modern male socialization (boys are taught to be aggressive, forceful, tough, and dominating...think about how boys play when they're young) and then at hypermasculinity (where some men have callous sexual attitudes and believe that violence is "manly"). Lastly consider both violent experiences (remember that those boys who were exposed to violence in the household are more likely to commit violent acts when they grow older) and sexual motivation (social, cultural, and psychological forces)</p><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiZbaJxusXyrJ4IJhC3SfBqiKwbW5jPTWrlfdp4SLPdZqtei1_n-0vgVehXL7jlCUAR0v1msghnQhxbXjRzlZL5ULUyyZ4A-NFjHNX0mkizQyjNJFsazQ8rgdRq6CIcfZTVGm0PbOtYlVAEkd8aBiQXbXW2XXW_LUVXx03J1Oow4SenXkWdXLL1MqNNUUU" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="109" data-original-width="320" height="109" src="https://blogger.googleusercontent.com/img/a/AVvXsEiZbaJxusXyrJ4IJhC3SfBqiKwbW5jPTWrlfdp4SLPdZqtei1_n-0vgVehXL7jlCUAR0v1msghnQhxbXjRzlZL5ULUyyZ4A-NFjHNX0mkizQyjNJFsazQ8rgdRq6CIcfZTVGm0PbOtYlVAEkd8aBiQXbXW2XXW_LUVXx03J1Oow4SenXkWdXLL1MqNNUUU" width="320" /></a></div><b>B Block Legal Studies</b> - Today we'll talk about the LGBTQ+ community in Canada and the Civil<br /> Marriage Act (which legalized same-sex marriage in Canada on July 20, 2005). In Canada, same-sex sexual activities between consenting adults were considered crimes punishable by imprisonment before 1969. That year, the Canadian government passed a bill decriminalizing private sexual acts between two people over the age of 21 – a breakthrough in treating gay men, lesbians and bisexuals equally under the law. Almost ten years later, in 1977, Quebec became the first jurisdiction in Canada to amend its provincial charter of human rights to include sexual orientation as a prohibited ground for discrimination. In 1996, the Canadian Human Rights Act was amended to specifically include sexual orientation as one of the prohibited grounds of discrimination. In <i>Egan v. Canada (1995)</i> the Supreme Court of Canada held that although "sexual orientation" is not listed as a ground for discrimination in section 15(1) of the Charter, it constitutes an equivalent ground on which claims of discrimination may be based. </div><div><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/fWy-B4Y-DfY" width="420"></iframe><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/wkzwDOCEDCo" width="420"></iframe><br /></div><div><br /></div><div><a href="https://www.queerevents.ca/queer-history/rights-freedoms">Canadian Queer History</a></div><div><a href="https://www.international.gc.ca/world-monde/issues_development-enjeux_developpement/human_rights-droits_homme/rights_lgbti-droits_lgbti.aspx?lang=eng">Government of Canada The human rights of lesbian, gay, bisexual, transgender, queer, 2-spirit and intersex persons</a></div><div><a href="https://bctf.ca/SocialJustice.aspx?id=6100">A Chronology of Advances in LGBT Rights in Canada, and in BC</a></div><div><a href="https://www.cbc.ca/news/canada/timeline-same-sex-rights-in-canada-1.1147516">CBC TIMELINE | Same-sex rights in Canada</a></div><div><br /></div><div>When that's complete, I'll have you work on the following questions from the All About Law textbook:</div><div><br /></div><div>Questions 1-4 on page 94:<br /><br /><span style="font-style: italic;">1. Explain the difference between civil rights and human rights.</span><br /><span style="font-style: italic;">2. How do prejudice and stereotyping lead to discrimination?</span><br /><span style="font-style: italic;">3. Explain the difference between a complainant and a respondent.</span><br /><span style="font-style: italic;">4. What is the difference between intentional and unintentional discrimination?</span><br /><br />Questions 4 & 5 from page 97:<br /><span style="font-style: italic;"><br /></span><span style="font-style: italic;">4. Explain the concept of a poisoned work environment. Provide an example.</span><br /><span style="font-style: italic;">5. Explain the difference between accommodation and undue hardship.</span><br /><br />AND Question 5 from page 104:<br /><br /><span style="font-style: italic;">5. What types of remedies are available under human rights law?</span></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_KR1SIqIZvCJYHAmRt3kjIdg7YwA7q6SJHVXGwzGVBiLaihQSHO__FnF49I9VPeyWCpvVPUjookUeOU8o4YwHFaKiMMWhYrOOUf1lFm8_iPJRWMhGGwMxw1DpUc4bRdqQVXgUP8BEKklGJrXww3PmrtKg0asPechZZzqBgaW5i3_5IuSnwgq1iyWEPxs/s2188/20240305_090711.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2188" data-original-width="1051" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_KR1SIqIZvCJYHAmRt3kjIdg7YwA7q6SJHVXGwzGVBiLaihQSHO__FnF49I9VPeyWCpvVPUjookUeOU8o4YwHFaKiMMWhYrOOUf1lFm8_iPJRWMhGGwMxw1DpUc4bRdqQVXgUP8BEKklGJrXww3PmrtKg0asPechZZzqBgaW5i3_5IuSnwgq1iyWEPxs/w96-h200/20240305_090711.jpg" width="96" /></a></div><br /><div><br /><p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-80735401134398574082024-03-03T13:12:00.000-08:002024-03-04T08:30:22.480-08:00Monday, March 4. 2024Today's schedule is ABCD<div><br /></div><div><b>A Block Criminology</b> - No online work today, it's a short week with Wednesday Flex, so in the class this morning. Today we'll continue our focus on violent crime looking at rape and sexual assault in Canada. We'll examine what a sexual assault is along with the <a href="https://laws-lois.justice.gc.ca/eng/acts/c-46/section-271.html">three levels of sexual assault in Canadian Law</a>. After I'd like you to focus on a question about Groth's typology of rapist. Nicholas Groth created a typology based upon the degree of aggression, the underlying motivation of the offender and the existence of other antisocial behaviors, which resulted in four types of rapists.</div><div>So, my question is, using the Crim text and this <a href="https://www.smart.gov/SOMAPI/sec1/ch3_typology.html">Sex Offender Typology website</a>...</div><p><i>Explain the three types of rapist according to Groth (anger-retaliation; power reassurance and assertive; and sadistic)</i></p><p>After, I need you to answer the question:<br /><br /><i>Identify and explain the causes for sexual assault</i><br /><br />You'll need to look at evolutionary and biological factors (remember Sigmund Freud's Thantos and Eros or instinctual drives that allowed species to be successful)? Look at modern male socialization (boys are taught to be aggressive, forceful, tough, and dominating...think about how boys play when they're young) and then at hypermasculinity (where some men have callous sexual attitudes and believe that violence is "manly"). Lastly consider both violent experiences (remember that those boys who were exposed to violence in the household are more likely to commit violent acts when they grow older) and sexual motivation (social, cultural, and psychological forces...think about the messages hidden in Axe body spray commercials). What message does this commercial send to people...</p><p></p><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="//www.youtube.com/embed/I9tWZB7OUSU" width="420"></iframe></div><p></p><p>Now consider what the commercial indicates about sex in modern society. Who is the commercial targeted at and what are the sexual roles in the commercial.<br /><br />And if you're still struggling with consent...</p><p></p><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/fGoWLWS4-kU" width="420"></iframe></div><div style="text-align: center;"><br /></div>For more info check out the following site:<br /><a href="https://www.psychologytoday.com/blog/insight-therapy/201411/why-do-men-sexually-assault-women">Why Do Men Sexually Assault Women? Sexual violence against women manifests, rather than violates, society’s norms</a><p></p><div><br /></div><div><b>B Block Legal Studies </b>- Today will be our last day in the learning commons for our Human Rights poster. I have poster paper for your Human Rights project and I'll give you the paper once I've seen your ideas (a rough sketch). Remember you need to create a visually appealing Human Rights Campaign Poster that addresses the human rights violation by incorporating key information (What is happening? Where is it taking place? What rights are being violated? Who is having their rights violated? Why are their rights being violated?) as well as pictures, symbols, and colours. Your poster should seek to draw the attention of the public through the balanced combination of text and visuals in a creative, yet educational manner! </div><div><br /></div><div>Here are some video examples of Human Rights Advocacy campaigns</div><div><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/BkDX8D2YUeE" title="YouTube video player" width="420"></iframe><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/PgQnLXazdSg" title="YouTube video player" width="420"></iframe><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/90znB5bBQwY" title="YouTube video player" width="420"></iframe></div><div><br /></div><div><b>C Block Human Geography</b> - Today I have the Learning Commons booked for you to finish your world population activity From the <a href="https://www.prb.org/international/">2023 data produced by the Population Reference Bureau</a>. Use the regions overview when looking for hard to find data and for the last question you'll need to choose one of the following demographic indicators (listed below) using the <a href="https://www.prb.org/international/">World Population Data Map</a> and create a <a href="http://www.datavizcatalogue.com/methods/choropleth.html">choropleth map</a> showing the distribution of that indicator on a world outline map. The PRB World Population Data map is an example of a Choropleth Map. Use it to help you create yours, just select the indicator you wish to create and it will make a choropleth map that you can print.</div><br />Infant Mortality Rate<br />Birth Rate<br />Death Rate<div>Rate of Natural Increase<br />Total Fertility Rate<br />Life Expectancy at birth (you may choose total, males, or females)<div>Percent of Population under the age of 15</div><div>Percent of the Population Living in Urban Areas</div><div>Gross National Income per Capita PPP<br /><div><br /></div><div>Here's an example for TFR 2023</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjF1zk4y6RWJmvT-jtAVdIWcY3nr8_nYjbociNH73Wkh7i_vZBixcKKyk0Y-RqRjQb1scU-goExFw9KikY3j7qVaBW71r6nMk1SbI7UkCIyF3rhdo7iaYYicLSDyhUOwPGKoosQsrYh9NUWsObKZzOhOGWOQzZiWtuA2CjFveFyCENrPVP82EnMGmad/s946/TFR.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="678" data-original-width="946" height="229" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjF1zk4y6RWJmvT-jtAVdIWcY3nr8_nYjbociNH73Wkh7i_vZBixcKKyk0Y-RqRjQb1scU-goExFw9KikY3j7qVaBW71r6nMk1SbI7UkCIyF3rhdo7iaYYicLSDyhUOwPGKoosQsrYh9NUWsObKZzOhOGWOQzZiWtuA2CjFveFyCENrPVP82EnMGmad/s320/TFR.JPG" width="320" /></a></div>You'll have some questions to answer and you'll need to interpret the map geographically (look for patterns, concentrations, distributions) and look for connections between the map indicator with the other indicators listed above and on the website.</div></div><div><br /></div><div>By The Way...here's a good opinion article on the TFR in Canada (in 2023 it is 1.33)</div><div><a href="https://nationalpost.com/opinion/canadas-birth-rate-has-dropped-off-a-cliff-and-its-because-nobody-can-afford-housing">Canada’s birth rate has dropped off a cliff </a></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPSE5M-Cn3NaFrRIB83bh2TzW-DC-5xyl6Jaol4od53Du5A6nvV1IQqB0GPzTQ4j_-zp1mkdpYEndANWWRW3JTceD_hvScr93KK5CUOxIqJF7ie6MNjz2zx17EbrnGuoexkjTSBst_TaGC8UmGCm9Bf0pPVAyLM0mjf3TpDS66wVO2sWiTTCtmzgoboB0/s584/TFR%20Canada%202023.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="334" data-original-width="584" height="183" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPSE5M-Cn3NaFrRIB83bh2TzW-DC-5xyl6Jaol4od53Du5A6nvV1IQqB0GPzTQ4j_-zp1mkdpYEndANWWRW3JTceD_hvScr93KK5CUOxIqJF7ie6MNjz2zx17EbrnGuoexkjTSBst_TaGC8UmGCm9Bf0pPVAyLM0mjf3TpDS66wVO2sWiTTCtmzgoboB0/s320/TFR%20Canada%202023.JPG" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Trend in Canadian TFR<br /><br /></td></tr></tbody></table><div><br /></div><div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEh4VXaSTZz53hdOSRdyhGClyzAUMP1T07lXmeL4GcCH-8FDJZ4iKtR1pHxddVuoErags10Pgp1-QXthUv2M5wvZYTEX0vwaiquwazplfixQ2NItnXRL3jTmrwRQphPNKJK5MnlFAbtZyQW0-9BFe2E_h5S6IU2aqWQRHzP_4hiB1PlYMHjhv9doDffX=s460" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="460" data-original-width="372" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEh4VXaSTZz53hdOSRdyhGClyzAUMP1T07lXmeL4GcCH-8FDJZ4iKtR1pHxddVuoErags10Pgp1-QXthUv2M5wvZYTEX0vwaiquwazplfixQ2NItnXRL3jTmrwRQphPNKJK5MnlFAbtZyQW0-9BFe2E_h5S6IU2aqWQRHzP_4hiB1PlYMHjhv9doDffX=s320" width="259" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">I Lava you Volcanoes 😍</td></tr></tbody></table></div><div><b>D Block Physical Geography</b> - Today in class we'll try to understand the five different types of volcanoes, with examples, and see if we can figure out where these beasts are on the planet. We'll take some notes about the five types of volcanoes and we'll check out the types of Volcanoes at the BC Open Text <a href="https://opentextbc.ca/geology/chapter/4-3-types-of-volcanoes/">Physical Geology Textbook</a>. There are three types of volcanic environments are represented in British Columbia:</div><ol><li>The Cascade Arc (a.k.a. the Garibaldi Volcanic Belt in Canada) connected to subduction of the Juan de Fuca Plate beneath the North America plate (Mt. Garibaldi, Mt. Cayley, and Mt. Meager)</li><li>The Anahim Volcanic Belt related to a mantle plume (The Rainbow Range and Nazko Cone)</li><li>The Stikine Volcanic Belt and the Wells Gray-Clearwater Volcanic Field related to crustal rifting (Tseax River Cone and Mount Edziza)</li></ol>and yes...I Lava You Volcanoes!<br /><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/uh4dTLJ9q9o" width="420"></iframe><div><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/LQwZwKS9RPs" width="420"></iframe><br /><div><br /></div><div>In the time left you may work on your week 4 Tsunami or Earthquake work</div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhryxaAtMz1Mexv34yjPn1d_1QcF8rR6zr5cU57z2MdxWqGEY6jOHhjaPn98DFHfk8kgNn1xWNd3McFHNg6i4zcfFN-vBC3dLC2bNkMDweEFQNiSFaLA4WUqLgxKdKeyiCLVFmlvazptfJNAC9Bjr381q-anWJbxMwI3M0LatiHNI7ieDd1jxDWlmBB-hs/s1794/20240304_082914.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1794" data-original-width="960" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhryxaAtMz1Mexv34yjPn1d_1QcF8rR6zr5cU57z2MdxWqGEY6jOHhjaPn98DFHfk8kgNn1xWNd3McFHNg6i4zcfFN-vBC3dLC2bNkMDweEFQNiSFaLA4WUqLgxKdKeyiCLVFmlvazptfJNAC9Bjr381q-anWJbxMwI3M0LatiHNI7ieDd1jxDWlmBB-hs/w107-h200/20240304_082914.jpg" width="107" /></a></div><br /><div><br /><p> </p></div></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-44157331333780561042024-02-29T19:59:00.000-08:002024-03-03T20:56:21.952-08:00Friday, March 1. 2024Today's schedule is ABCD<div><br /></div><div><b>A Block Criminology</b> - You have the block to work on the Whys is Violence Entertaining questions:</div><div><ol><li>What is the attraction of violent films and video games?</li><li>Is there more violent imagery in media now as opposed to the past (think graphic, realistic visceral)? Why / Why not?</li><li>What kinds of people are drawn to violent imagery and what kind of violent images draw them to that form of entertainment?</li><li>What is “morbid curiosity”?</li><li>Are there any equally satisfying substitutions for violent entertainment?</li><li>What draws our attention to violent media events (news) that are not intended to entertain?</li></ol></div><div>To help:</div><div><div><a href="https://mediasmarts.ca/digital-media-literacy/media-issues/violence/why-violent-media-so-pervasive">Media Smarts: Why is Violent Media so Pervasive?</a></div><div><a href="https://medium.com/@catrina.alonzo/why-are-we-obsessed-with-violence-in-the-media-34a1d5fa7deb">Why are we obsessed with Violence in the Media?</a></div><div><a href="https://www.tcd.ie/news_events/articles/from-tarantino-to-squid-game-why-do-so-many-people-enjoy-violence/">Trinity College Dublin: From Tarantino to Squid Game: why do so many people enjoy violence?</a></div><div><a href="https://www.psychalive.org/why-we-watch-violent-television-and-how-it-affects-us/">PsychAlive: The Bloodiest Shows: Why We Watch Violent Television and How it Affects Us</a></div><div><a href="https://www.top10films.co.uk/53800-why-are-people-attracted-to-violent-movies-its-not-just-for-the-blood/#google_vignette">Why Are People Attracted To Violent Movies? It’s Not Just For The Blood</a></div><div><a href="https://www.unsw.edu.au/newsroom/news/2022/08/why-do-we-like-to-play-violent-video-games-">UNSW: Why do we like to play violent video games?</a></div><div><a href="https://www.npr.org/2013/02/11/171698919/video-game-violence-why-do-we-like-it-and-whats-it-doing-to-us">NPR: Video Game Violence: Why Do We Like It, And What's It Doing To Us?</a></div></div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEj12LebamrTM4Uenu6VkrNJKg90NWE0yKPttFzzF3tNcchRXVVCyt6eT_1KQsFXxPa_KPqanJYYlpC5tqsVhIYLlUueW9GkdVN0gVuFbxaDid3NY7FrY4vBgRNE7kU0gjU3q5po959XrH6YlwBN80YIzu2ukW7nk4It2eJNRDFZTtK2UYdc4WVi_eWdDMw" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="200" data-original-width="142" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEj12LebamrTM4Uenu6VkrNJKg90NWE0yKPttFzzF3tNcchRXVVCyt6eT_1KQsFXxPa_KPqanJYYlpC5tqsVhIYLlUueW9GkdVN0gVuFbxaDid3NY7FrY4vBgRNE7kU0gjU3q5po959XrH6YlwBN80YIzu2ukW7nk4It2eJNRDFZTtK2UYdc4WVi_eWdDMw" width="170" /></a></div><br />If time permits, we'll watch some Warner Brothers cartoons with all the glorious violence in them and we'll have a discussion about the acceptance of violence in our modern culture. We'll look at: Bully for Bugs; Rabbit Seasoning; For Scentimental Reasons. Criminal Harassment (Stalking), Sexual Assault, Assault, Attempted Murder, Aggravated Assault (torture), and Unlawful Confinement are just a few of the crimes in these cartoons...all violent crimes.</div><br />Is Bugs Bunny bad for kids? Comedy and violence are intermingled into a typical or formulaic narrative story.....Wile E. Coyote chases the Road Runner, Elmer Fudd chases Bugs Bunny, Sylvester chases Tweety Bird and they inflict carnage on each other. The end is always the same....someone wins, someone loses, the loser is humiliated and we laugh at them (good clean wholesome fun). While we watch the cartoons I want you to think about the implicit and implied messages that each cartoon sends to kids (rather than the explicit and obvious messages) and then we'll talk about what those messages do even if kids understand the difference between cartoon and real violence. And yet...<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJ7R8tbkNjlvKsLDXZTYPE_xLtJ_puuwoqGLNgkHfvYrG3I3flJhKQPhDa7H041OZzta-vH7604JvHTL1tQzjhtuxeqc5BPTLUz3rYvH7zIsfQWZGuh0MKcxXjqX7NjiyVDR4KbWqPVVcjdxs8-GglwX0W9rwrn6KwGNu0DzyD4yw6c_b8s3IUY_AG/s683/PleP.JPG" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="683" data-original-width="446" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJ7R8tbkNjlvKsLDXZTYPE_xLtJ_puuwoqGLNgkHfvYrG3I3flJhKQPhDa7H041OZzta-vH7604JvHTL1tQzjhtuxeqc5BPTLUz3rYvH7zIsfQWZGuh0MKcxXjqX7NjiyVDR4KbWqPVVcjdxs8-GglwX0W9rwrn6KwGNu0DzyD4yw6c_b8s3IUY_AG/s320/PleP.JPG" width="209" /></a></div><div><br /><div><br /></div><div><br /></div><div><div><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjaCn-kaes_g08RnWrHh3RrsxbFlG0pBMpRGeQQjgIxCS0vExk8Z4ZlqYobeHXp4S7OZ3mC_AwaVYuzvlvej2eG26lnz4PmWxtityNtKU5yLkgGu0o-Gm3NDAD_fC8lRN0I5ZswX-nf3LvDOFtHWm7pDd-1WpvxUoskEcB0iMPFr17aveCiRHm_WW2k" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img alt="" data-original-height="320" data-original-width="206" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEjaCn-kaes_g08RnWrHh3RrsxbFlG0pBMpRGeQQjgIxCS0vExk8Z4ZlqYobeHXp4S7OZ3mC_AwaVYuzvlvej2eG26lnz4PmWxtityNtKU5yLkgGu0o-Gm3NDAD_fC8lRN0I5ZswX-nf3LvDOFtHWm7pDd-1WpvxUoskEcB0iMPFr17aveCiRHm_WW2k" width="155" /></a><b>B Block Legal Studies </b>- Today will be our second day in the learning commons for our Human Rights poster. I have poster paper for your Human Rights project and I'll give you the paper once I've seen your ideas (a rough sketch). Remember you need to create a visually appealing Human Rights Campaign Poster that addresses the human rights violation by incorporating key information (What is happening? Where is it taking place? What rights are being violated? Who is having their rights violated? Why are their rights being violated?) as well as pictures, symbols, and colours. Your poster should seek to draw the attention of the public through the balanced combination of text and visuals in a creative, yet educational manner! </div><div><br /></div><div>Graphics can tell your story in a compelling, immediate and powerful way to move your intended audience. So, simplify and summarize a complex story — and add impact through your design. What is your story? What do you want people to see? </div><div><br /></div><div>How do you know what information to focus on and what to exclude?</div><div>Some key questions are:</div><div><br /></div><div>• What story do you want to tell?</div><div>• To whom?</div><div>• How do you want to reach them?</div><div><br /></div><div><div>What will move your target audience to action?</div><div><br /></div><div>Consider the story you are telling as well as the tone, style, and format of your message. How it will be read by your target audience? Does your audience have a prior interest in your subject or are you trying to reach a new audience? Different audiences may respond better to different graphic treatments — for example a campaign targeting youth, a rural population or government officials.</div></div><div><br /></div><div>Lastly...People will look at your pictures before they read your text, if they read text at all. Graphics have to be self-contained. Put your conclusion right there in the caption. Your graphic poster has to tell a story (if it doesn’t, don’t use it) and your job is to keep redesigning it until the story is as clear as possible.</div><div><br /></div><div>If you are looking at children's rights then check out the <a href="http://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx">UN Declaration on the rights of the Child</a>. Check out these <a href="https://www.humanrights.com/download/posters.html">posters at United for Human Rights</a> or the <a href="https://www.standup4humanrights.org/en/download.html">gifs at #Standup4humanrights</a> or <a href="https://www.ohchr.org/en/human-rights/universal-declaration/universal-declaration-human-rights/udhr-posters">these posters on the 60th anniversary for the UN Declaration on Human Rights</a> from Office of the High Commissioner for Human Rights (OHCHR).</div><div><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/ew993Wdc0zo" title="YouTube video player" width="420"></iframe><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/sAv1q4BO4qo" title="YouTube video player" width="420"></iframe></div><div><br /></div></div><div><b>C Block Human Geography</b> - Today and Monday we're in the Learning Commons for us to do an activity looking at the <a href="https://www.prb.org/international/">2023 World Population Data</a> (using both the PRB Interactive Map and the <a href="https://2023-wpds.prb.org/">pdf data sheet)</a> to see current trends and numbers in world population. You have a series of questions to answer in your Population and Development workbook and you may work with other people to accomplish this task if you'd like.</div><div><br /></div><div>To find specific answers you need to click on the “<u>Indicators” tab</u></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhTSJdnYz7I7D7m8DMKaqc8RanZQPuZf_GJF0AfispdjLrFjj6urd4Bftu18shs4IEjlHtTwxYwl_qDTFn7v_ubgR342gAy56oMDxwZYjY9e-fO2je46XhX5HBJuZJIuMZnpnaMdSfrcMvS0_whYULyc7P3utuf3ZoIId-MUnnAGNcGICchE2Cra2Coa7o" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="123" data-original-width="201" height="125" src="https://blogger.googleusercontent.com/img/a/AVvXsEhTSJdnYz7I7D7m8DMKaqc8RanZQPuZf_GJF0AfispdjLrFjj6urd4Bftu18shs4IEjlHtTwxYwl_qDTFn7v_ubgR342gAy56oMDxwZYjY9e-fO2je46XhX5HBJuZJIuMZnpnaMdSfrcMvS0_whYULyc7P3utuf3ZoIId-MUnnAGNcGICchE2Cra2Coa7o=w204-h125" width="204" /></a></div></div><div>Find the <u>specific data</u> you are searching for…</div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEikAfkRZtu2npIWO27NexLEYL9SoEaE8hAH-AnrhgtQ96GkurSsnMBiUmob6wl2RXiHJcDahT3LXnEUIP8rER6hSpHy_KlvlHwOctFdfWsKW4cig1ELP4xvSMERh80wHmgQB63qxkhgRY4FLphE_AQdOVvvnnCOLvWpY9xwwuOODpQ33V_ZjgKQX9Mjyr0" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="171" data-original-width="449" height="122" src="https://blogger.googleusercontent.com/img/a/AVvXsEikAfkRZtu2npIWO27NexLEYL9SoEaE8hAH-AnrhgtQ96GkurSsnMBiUmob6wl2RXiHJcDahT3LXnEUIP8rER6hSpHy_KlvlHwOctFdfWsKW4cig1ELP4xvSMERh80wHmgQB63qxkhgRY4FLphE_AQdOVvvnnCOLvWpY9xwwuOODpQ33V_ZjgKQX9Mjyr0" width="320" /></a></div></div><div>And you’ll be given a map you can search for answers</div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhlEIBb38jQKL55HbViUZ_o4HE-FHZcQ5RIeRkd8vEkCeZgD6c9dtVqdxsDFVCNxXyXulj2wGUBSIpfLIWrsku7vfb_P5PVjcjgTDktvuDLcYvXSRjg_pMk8l5tGL_gg512jsWlKHyYbYHsrqyMrprSRNKwpvmaZWOPM64IUB00UJKvdvQC7Po6vwotHNI" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="181" data-original-width="279" height="208" src="https://blogger.googleusercontent.com/img/a/AVvXsEhlEIBb38jQKL55HbViUZ_o4HE-FHZcQ5RIeRkd8vEkCeZgD6c9dtVqdxsDFVCNxXyXulj2wGUBSIpfLIWrsku7vfb_P5PVjcjgTDktvuDLcYvXSRjg_pMk8l5tGL_gg512jsWlKHyYbYHsrqyMrprSRNKwpvmaZWOPM64IUB00UJKvdvQC7Po6vwotHNI" width="320" /></a></div></div><div>Alternately, you can use the tables option to search for answers</div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhjxXGJeIw3Zy7VHnbsWRpD-sbdOfHjwhB8rPkMg2Mvf_Y5_F4_O61zrEB57Q2yPA6HNRfiGLgtsrCJd6YBKW8p1NFzq6icSAiQ4BIlXI6ETFz5pvNA5guH2X0pe9G1dgyc1erWCXvigHB7uOOov4Pv542eqs5jW_v_n-5phVA9eQprHforK8ykSFexv5Y" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="270" data-original-width="281" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEhjxXGJeIw3Zy7VHnbsWRpD-sbdOfHjwhB8rPkMg2Mvf_Y5_F4_O61zrEB57Q2yPA6HNRfiGLgtsrCJd6YBKW8p1NFzq6icSAiQ4BIlXI6ETFz5pvNA5guH2X0pe9G1dgyc1erWCXvigHB7uOOov4Pv542eqs5jW_v_n-5phVA9eQprHforK8ykSFexv5Y" width="250" /></a></div><br /></div><div><div style="max-width: 420px;"><div style="height: 0px; padding-bottom: 236.25px; position: relative;"><iframe allowfullscreen="" frameborder="0" height="236" scrolling="no" src="https://embed.ted.com/talks/hans_rosling_on_global_population_growth" style="height: 100%; left: 0; position: absolute; top: 0; width: 100%;" width="420"></iframe></div></div><br />For the last question you'll need to choose one of the following demographic variables using the World Population Data Sheet and create a <a href="http://www.datavizcatalogue.com/methods/choropleth.html">choropleth map</a> showing the distribution of that indicator on a world outline map. The PRB World Population Data map is an example of a Choropleth Map. Use it to help you create yours, just select the indicator you wish to create and it will make a choropleth map that you can recreate.<br /><br />Infant Mortality<br />Birth Rate<br />Death Rate<br />Total Fertility Rate<br />Life Expectancy<br /><div><br /></div><div>The instructions are in the Population and Development package but feel free to ask me in class today. Good luck!</div></div><div><br /></div><div><b>D Block Physical Geography</b> - Today you're off to the the library to work on an online tsunami game/activity. The game can be found at <a href="https://www.stopdisastersgame.org/stop_disasters/">Stop Disasters</a> and I would like you to work on the SouthEast Asia Tsunami scenario. You should start with easy and then progress to Medium difficulty. Read through the options and try to uncover all 15 key facts (which will give you extra points). </div><div><br /></div><div>Play the game twice and record what your scores were.</div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhEm0toPFT_3vLxQp34fWH4H1FT2RdxcqkdRVXr-FkISwS67Zm5GUWUfCxb3c7TrbxL6sw-QrbTrmVNYn8z9hxyPrYzQW6WZlxul3SVPTyGzIkBYERLgVJsS9OHMpQ6t_ybbRuOu_hymbTLhIRGNrqTd-k8A8MtijoPSIwjsewos12R_NNA_LNQsqaQ5HQ" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="128" data-original-width="369" height="111" src="https://blogger.googleusercontent.com/img/a/AVvXsEhEm0toPFT_3vLxQp34fWH4H1FT2RdxcqkdRVXr-FkISwS67Zm5GUWUfCxb3c7TrbxL6sw-QrbTrmVNYn8z9hxyPrYzQW6WZlxul3SVPTyGzIkBYERLgVJsS9OHMpQ6t_ybbRuOu_hymbTLhIRGNrqTd-k8A8MtijoPSIwjsewos12R_NNA_LNQsqaQ5HQ" width="320" /></a></div></div><div>This is a village in a coastal area in Asia. The village has 135 people who live mostly on fishing products and tourism. You have to protect as many people, buildings, and livelihoods as you can against a possible tsunami. Your challenge is to provide accommodation for 320 people, build 1 hospital and 1 school, plus 2 hotels to increase tourism in this area. Think about what you can do to protect people and their property against a tsunami. You have a choice of different housing and many upgrades and defenses are also available. </div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgBo6bJSifz8ezf8UCjrRtITWFmYftL5kTypcEu3z6610Qmqdm6MLE4zAVJU29LTDaIAi0pzUySd-Iz1cOMgIMJy32sOWhGMxrKS-XsnaDK2ZK8_xy01Tp8rMOlXrqu0NJV9d9XF8EOEffHadap_uxZkFqhT2csSGGPGhBhQstAlvv7y6IgFNQfI-t5U0o" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="325" data-original-width="449" height="232" src="https://blogger.googleusercontent.com/img/a/AVvXsEgBo6bJSifz8ezf8UCjrRtITWFmYftL5kTypcEu3z6610Qmqdm6MLE4zAVJU29LTDaIAi0pzUySd-Iz1cOMgIMJy32sOWhGMxrKS-XsnaDK2ZK8_xy01Tp8rMOlXrqu0NJV9d9XF8EOEffHadap_uxZkFqhT2csSGGPGhBhQstAlvv7y6IgFNQfI-t5U0o" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiq6icgmZDOoLiTi1GzZJ8oNB_rHYdkg6ylpvuixg0hEj5X4h2YdH2fCCRVM6q3ep_DeZMEzsSl6xvM7xu5C0SrA6ItfGHKZTqUZRIHI_Wbu4uUcXSV13hBVEo_ECw1M0qHiZP26jsyu2sWuRrRZL9fqBEBq8ELlhBwpaBUcTCO5B_ht8DAXABemXlC9tI" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="286" data-original-width="439" height="208" src="https://blogger.googleusercontent.com/img/a/AVvXsEiq6icgmZDOoLiTi1GzZJ8oNB_rHYdkg6ylpvuixg0hEj5X4h2YdH2fCCRVM6q3ep_DeZMEzsSl6xvM7xu5C0SrA6ItfGHKZTqUZRIHI_Wbu4uUcXSV13hBVEo_ECw1M0qHiZP26jsyu2sWuRrRZL9fqBEBq8ELlhBwpaBUcTCO5B_ht8DAXABemXlC9tI" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgpAH38AdZB2CADqPy2rrwCXkA1wc-5zZ6fkB3wntOxwzXMQe9HgbgZ2YxB9AAmm0ZQvWLcblTaVe3O5lZMM4LjR2Pb9u_ZeMW6oIbGrlRXvuOFoNmork9Ktvz_ZwEQQU6OWmRI2W4IENEdm91S8Vs-9rEqHRGns_0uy5KwoJR7vrgHLCDw3qZSTFOAO-s" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="250" data-original-width="437" height="183" src="https://blogger.googleusercontent.com/img/a/AVvXsEgpAH38AdZB2CADqPy2rrwCXkA1wc-5zZ6fkB3wntOxwzXMQe9HgbgZ2YxB9AAmm0ZQvWLcblTaVe3O5lZMM4LjR2Pb9u_ZeMW6oIbGrlRXvuOFoNmork9Ktvz_ZwEQQU6OWmRI2W4IENEdm91S8Vs-9rEqHRGns_0uy5KwoJR7vrgHLCDw3qZSTFOAO-s" width="320" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">If you finish, then work on the tsunami question in your tectonics package:</div><div class="separator" style="clear: both; text-align: left;"><blockquote>Why can tsunamis cause such damage and devastation? What are some characteristics of the wave that factor into how much damage it could cause? How do coastal or shoreline features factor into the extent of damage? What role could a warning system play? How effective would a warning system be for the west coast of Vancouver Island? Why?</blockquote></div></div></div><br /></div><div>Today's Fit...<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPJRWpNDqHwqROUDKFjl74vP67NdTY6w1Ut09QZSlwq45OYeuZimBl8MwGjhuEMZn2wLOv2VWYz_yoYlpzJlw_HvPA_MHDbeTwCnqz13c-cX_yCdOiIiy8loK3CXvyBDxI8cjlE3aXtGZIu4g3QjTCeZ4-rw2-v9fbvazu1wVywAZBs4ZG7KbpxZ8Q22Y/s545/Screenshot%202024-03-03%20205541.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="459" data-original-width="545" height="169" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPJRWpNDqHwqROUDKFjl74vP67NdTY6w1Ut09QZSlwq45OYeuZimBl8MwGjhuEMZn2wLOv2VWYz_yoYlpzJlw_HvPA_MHDbeTwCnqz13c-cX_yCdOiIiy8loK3CXvyBDxI8cjlE3aXtGZIu4g3QjTCeZ4-rw2-v9fbvazu1wVywAZBs4ZG7KbpxZ8Q22Y/w200-h169/Screenshot%202024-03-03%20205541.png" width="200" /></a></div><br /><p></p></div></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-24365600554868906422024-02-28T20:05:00.000-08:002024-02-29T09:02:42.592-08:00Thursday, February 29. 2024<div style="text-align: center;">It's the 29th of February...<a href="https://www.thoughtco.com/things-you-didnt-know-about-leap-year-4864254">Leap Day</a> </div><div style="text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFdzr4xZx6a_brTzhsF_Gg_z0RV1kVT2ZTwnsSS5EIhG1oLNHUBXa0VWvpH9USMgd7t3J3wUsZBph0Qa8rBeH3yruKhAAKlOyeVjNhl9-9vlhnNdeEkJ1NAmO4GJ7AbGRPmR_t1uEo-Q7lMlb4B7tHUqNGQO-M6jmXOlukZG1wXNqboIf6JV2dZuKDmtM/s1183/Screenshot%202024-02-28%20191622.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="634" data-original-width="1183" height="171" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFdzr4xZx6a_brTzhsF_Gg_z0RV1kVT2ZTwnsSS5EIhG1oLNHUBXa0VWvpH9USMgd7t3J3wUsZBph0Qa8rBeH3yruKhAAKlOyeVjNhl9-9vlhnNdeEkJ1NAmO4GJ7AbGRPmR_t1uEo-Q7lMlb4B7tHUqNGQO-M6jmXOlukZG1wXNqboIf6JV2dZuKDmtM/s320/Screenshot%202024-02-28%20191622.png" width="320" /></a></div><br /><div><br /></div><div>Today's schedule is DCBA</div><div><br /></div><div><b>D Block Physical Geography</b> - Today....Oh today we look at Tsunamis and the west coast of North America. We'll watch a section from the Discovery Channel documentary "America's Tsunami: Are we Next?" (which spends time looking at the 2004 Boxing Day tsunami on the Andaman Trench in Indonesia). We'll also watch the CBC video (below) Japan's Tsunami: Caught on Camera.</div><div><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/oArd_9uZOnE" width="420"></iframe></div><div></div><div><div><br /></div><div>From the Vancouver Sun:<br /><blockquote class="tr_bq">Small quakes regularly rattle the west coast, but megathrust quakes are a different beast. Cascadia’s subduction quakes are huge – magnitude 9 or more. The last one stuck Jan. 26, 1700, creating a tsunami that destroyed First Nations villages and swept across the Pacific causing damage in Japan. There is no predicting when the next on will strike. But experts say there is a 12% probability a Cascadia megathrust earthquake will hit in the next 50 years. Because the Pacific Northwest coast is not heavily populated, a Cascadia quake and tsunami is not expected to be as deadly as the Sumatra quake. But it will be a major disaster. Emergency planners in B.C. and the U.S. estimate the number of deaths could exceed 10,000 with another 30,000 people injured. Communities on the west coast of Vancouver Island and the U.S. states will be hit hardest, but aging buildings and infrastructure in Victoria, Vancouver, Seattle and Portland are also at risk of damage and collapse. The economic impacts are expected to be far-reaching with damage from a Cascadia quake and tsunami expected to cost Canada up to $75 billion – almost twice B.C.’s annual provincial budget – and another $70 billion in the U.S.</blockquote><b>Our west coast First Nations of Vancouver Island have many stories of the 1700 CE Earthquake and Tsunami.</b> These stories were absolutely integral to our understanding of tsunamis today. For more on their contributions to our modern understanding, check out: </div><div><br /></div><div><a href="https://www.hakaimagazine.com/features/great-quake-and-great-drowning/">The Great Quake and the Great Drowning</a></div><div><a href="https://blogs.scientificamerican.com/rosetta-stones/thunderbird-and-the-orphan-tsunami-cascadia-1700/">Thunderbird and the Orphan Tsunami: Cascadia 1700</a></div><div><a href="https://pnsn.org/outreach/native-american-stories/native-american-stories-overview">Pacific Northwest Seismic Network Native American Stories Overview</a></div><div><a href="https://www.capitaldaily.ca/news/tsunami-earthquake-1700-vancouver-island-oral-history">What happened the last time "The Big One" hit the West Coast</a></div><div><a href="https://bc.ctvnews.ca/oral-tradition-keeps-legend-of-1700-tsunami-alive-1.620699">Oral tradition keeps legend of 1700 tsunami alive</a></div><div><a href="https://canadiangeographic.ca/articles/how-earthquake-scientists-solved-the-mystery-of-the-last-big-one-in-the-pacific-northwest/">Cross Cultural Earthquake Experience</a></div><div><a href="https://indiancountrytoday.com/archive/indigenous-knowledge-underlies-northwest-earthquake-research">Indigenous Knowledge Underlies Northwest Earthquake Research</a></div><div><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/K_sJ0QJ31fc" width="420"></iframe></div></div><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/Wx9vPv-T51I?si=yOqLIDH1D4ontKXv" title="YouTube video player" width="420"></iframe><div><br /></div><div>You will have some questions to work on tonight in your Tectonics which are:</div><div><br /></div><div>Why can tsunamis cause such damage and devastation? What are some characteristics of the wave that factor into how much damage it could cause? How do coastal or shoreline features factor into the extent of damage? What role could a warning system play? How effective would a warning system be for the west coast of Vancouver Island? Why?</div><div><br /></div><div><div>AND wait for it...listen to what Tilly says at 45 seconds into the video here... <iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/V0s2i7Cc7wA" width="420"></iframe><br /><b>That's right...geography lessons can save your life.</b> <b>Atta girl Tilly!</b><br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/k51dPF2VxgY?si=ASpx9O_M-7wH-Gir" title="YouTube video player" width="420"></iframe><br /></div><div>For more Check out:<br /><a href="https://www2.gov.bc.ca/gov/content/safety/emergency-preparedness-response-recovery/preparedbc/know-your-hazards/earthquakes-tsunamis/tsunami">Get Prepared for a Tsunami in British Columbia</a><br /><a href="http://www.canadiangeographic.com/tsunami/tsunamis_canada.asp">Tsunami: When the Ocean Roars</a><br /><a href="http://vicmap.maps.arcgis.com/apps/webappviewer/index.html?id=95dc713176314e738d937d22a5515cea">City of Victoria Tsunami Hazard Map</a><br /><a href="https://earthquakescanada.nrcan.gc.ca/historic-historique/events/17000126-en.php">The M9 Cascadia Megathrust Earthquake of January 26, 1700</a></div><div><a href="https://canadiangeographic.ca/articles/how-canada-is-preparing-for-the-next-big-earthquake/">How Canada is preparing for the next big earthquake</a></div><div><div><a href="https://earthquakescanada.nrcan.gc.ca/info-gen/tsunami-en.php">Information on tsunamis</a></div><div><a href="http://itic.ioc-unesco.org/index.php?option=com_content&view=category&layout=blog&id=1004&Itemid=1004&lang=en">What are tsunamis, and what causes them?</a></div><div>PBS documentary "<a href="http://www.pbs.org/wgbh/nova/tsunami/"><span style="color: #77aaff;">The Wave that Shook the World</span></a>"<br /><a href="https://www.newyorker.com/magazine/2015/07/20/the-really-big-one">The Really Big One</a></div><a href="https://www.seismescanada.rncan.gc.ca/pprs-pprp/pubs/GF-GI/GEOFACT_ETS_e.pdf">Episodic Tremor and Slip</a></div><div><a href="https://earthquakescanada.nrcan.gc.ca/etools/etsmon-en.php">Episodic Tremor and Slip (ETS) Event Monitor</a></div><div><a href="https://pnsn.org/tremor/overview">Slow Slip and Tremor Observations and Research at the PNSN</a></div><div><br /></div></div><div><br /></div><div><div><b><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiIaBq8w8rF_SR9mpCA8KI3XDXuqoJptGu6jHJC1B3W-ntho1O0ykk-FD6qZ-PAuIIjUQeMxUWuPExLzmEbiacM1QqaPJlMjjKdX52Cum0lzRIvilC40PMWeCcAZNBagHaaGnGZK9RbdEo4TnTNxGlYBjRPr6dIVvXH8Iy_5-1qQBbmbkFSIMCubFuvaWM" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="272" data-original-width="320" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEiIaBq8w8rF_SR9mpCA8KI3XDXuqoJptGu6jHJC1B3W-ntho1O0ykk-FD6qZ-PAuIIjUQeMxUWuPExLzmEbiacM1QqaPJlMjjKdX52Cum0lzRIvilC40PMWeCcAZNBagHaaGnGZK9RbdEo4TnTNxGlYBjRPr6dIVvXH8Iy_5-1qQBbmbkFSIMCubFuvaWM" width="282" /></a></div><br />C Block Human Geography</b> - Today we'll examine the Key Issue "Why Does Development Vary by Gender"? From the UN HDI GII...<br /><blockquote class="tr_bq">"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".</blockquote><br /><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/llj7LzTULog" width="420"></iframe><br /><iframe allowfullscreen="" frameborder="0" height="236" mozallowfullscreen="" src="https://player.vimeo.com/video/73470679" webkitallowfullscreen="" width="420"></iframe></div><div><a href="https://vimeo.com/73470679">UNICEF USA: Towards Gender Equality</a> from <a href="https://vimeo.com/unicefusa">UNICEF USA</a> on <a href="https://vimeo.com/">Vimeo</a>.<br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/1V_mvsDjBVs?si=ifGGxoVE7o4vPuso" title="YouTube video player" width="420"></iframe><br /><br />The <a href="http://hdr.undp.org/en/composite/GII">GII</a> measures gender inequalities in three important aspects of human development:<br /><ol><li><u>Reproductive health</u>; measured by maternal mortality ratio and adolescent birth rates;</li><li><u>Empowerment</u>; 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</li><li><u>Economic status</u>; expressed as labour market participation and measured by labour force participation rate of female and male populations aged 15 years and older.</li></ol>And from the <a href="http://www.worldbank.org/en/topic/girlseducation">World Bank</a>:<br /><blockquote class="tr_bq">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.</blockquote>And from the World Economic Forum’s <a href="https://www.weforum.org/reports/global-gender-gap-report-2023/">Global Gender Gap Report 2023</a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpkEFmFBGCSnHN8Vtxpd1uwtQzpIdBspci5KoNjzD0Yhlp-mNQ2gn6o6W3k61lnpIKb8sLi0qrR027bfHgk6IYbJ09a0tI6r8Yl21INkHU7r-NS1jNjXofTlB_bvmZPgnIyh07rTW32YBZ3zJ4XRjZsYIeCLCJZZVPJtIEnRAcn5FT2nD8jfYwmMgwdLE/s727/Screenshot%202024-02-28%20201921.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="680" data-original-width="727" height="299" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpkEFmFBGCSnHN8Vtxpd1uwtQzpIdBspci5KoNjzD0Yhlp-mNQ2gn6o6W3k61lnpIKb8sLi0qrR027bfHgk6IYbJ09a0tI6r8Yl21INkHU7r-NS1jNjXofTlB_bvmZPgnIyh07rTW32YBZ3zJ4XRjZsYIeCLCJZZVPJtIEnRAcn5FT2nD8jfYwmMgwdLE/s320/Screenshot%202024-02-28%20201921.png" width="320" /></a></div><div>According to the 2023 Global Gender Gap Index no country has yet achieved full gender parity, although the top nine countries (Iceland, Norway, Finland, New Zealand, Sweden, Germany, Nicaragua, Namibia and Lithuania) have closed at least 80% of their gap. For the 14th year running, Iceland (91.2%) takes the top position. It also continues to be the only country to have closed more than 90% of its gender gap. However...While there is an increase in the number of countries registering at least a marginal improvement, such progress is mitigated by an increase in the number of countries with declining scores steeper than 1 percentage point (from 12 in 2022 to 35 in 2023).</div><div><br /></div><div>At the current rate of progress over the 2006-2023 span, it will take 162 years to close the Political Empowerment gender gap, 169 years for the Economic Participation and Opportunity gender gap, and 16 years for the Educational Attainment gender gap. The time to close the Health and Survival gender gap remains undefined.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhq3e2Q15r180g_eVMswl9CvHslAyZyOZzo5y3J9t2Z1FiTy_eAKuxp0EQGI_aUW_L2vJUEqWkqmqjvQtppGS_YGbDT9nUwjd2kir2obX8A378WoC5yEYaSj1KUYq41dsbYazPA-sy6kPxSJVaL0U4JHDT0EiPeopYcxFdwgzDAN3U7j2FCf106J8IPi4s/s1116/responsive_large_webp_rvO5N3dJ3xkvgNZKm6hj1hHaa3mRqXuU-LvZ6vucEcY.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1116" data-original-width="850" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhq3e2Q15r180g_eVMswl9CvHslAyZyOZzo5y3J9t2Z1FiTy_eAKuxp0EQGI_aUW_L2vJUEqWkqmqjvQtppGS_YGbDT9nUwjd2kir2obX8A378WoC5yEYaSj1KUYq41dsbYazPA-sy6kPxSJVaL0U4JHDT0EiPeopYcxFdwgzDAN3U7j2FCf106J8IPi4s/w305-h400/responsive_large_webp_rvO5N3dJ3xkvgNZKm6hj1hHaa3mRqXuU-LvZ6vucEcY.png" width="305" /></a></div><div><br /><div><a href="https://www.unwomen.org/en/digital-library/publications/2022/09/progress-on-the-sustainable-development-goals-the-gender-snapshot-2022">Progress on the Sustainable Development Goals: The gender snapshot 2022</a></div><div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQgl0UzSqVzDkytKpVqzhFKGRue6xpoPPtTdz6QqNvmumJ61UoG2mTrW-69sL-6kkVaSxDGll4kgIJxiA2sonZnujcUqPIYa3CqPWvXTv00xUkDzC3mxE9v6pyHcc7rFJ8gO3WkW5IFx3rQN7QG_ksKD9QqnWp7NiMopefpmQx4H-n9ycjpy-dv4vH/s796/SDG%20Women%201.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="796" data-original-width="602" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQgl0UzSqVzDkytKpVqzhFKGRue6xpoPPtTdz6QqNvmumJ61UoG2mTrW-69sL-6kkVaSxDGll4kgIJxiA2sonZnujcUqPIYa3CqPWvXTv00xUkDzC3mxE9v6pyHcc7rFJ8gO3WkW5IFx3rQN7QG_ksKD9QqnWp7NiMopefpmQx4H-n9ycjpy-dv4vH/s320/SDG%20Women%201.JPG" width="242" /></a><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjws56BCshaboDEkOUx4UkW-V1Mjcj3v2VVITpVXVaR3Z9ONrV0UCgoiCuf0kX2rwaFFxtnbNHpovBTED3u9e0qUWHCr4dt1YJhONLYf0dgBMADF_eLmrF6kA2KLxF68M5FNcCIN6P607bBQvlLBvrvtH-w3sGoo-XXdPTSVevFPTpN78TmWRC5MpgG/s657/SDG%20Women%202.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="657" data-original-width="590" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjws56BCshaboDEkOUx4UkW-V1Mjcj3v2VVITpVXVaR3Z9ONrV0UCgoiCuf0kX2rwaFFxtnbNHpovBTED3u9e0qUWHCr4dt1YJhONLYf0dgBMADF_eLmrF6kA2KLxF68M5FNcCIN6P607bBQvlLBvrvtH-w3sGoo-XXdPTSVevFPTpN78TmWRC5MpgG/s320/SDG%20Women%202.JPG" width="287" /></a></div></div></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglqivpPZd0m3Gl8cBe7ioO9arIHL3wa6Ugbw7sUaMKkhyphenhyphenEYsM9cf7wgZNEiraR2jBcdgkqcvd5ejx-FvpKO7LQ3m1IqLHgoEiWyS_CYF0c_PKIwcLopar_RZzOY79sW1FzS0fBS_qmVu4WRSES6PuKbBUNQaOqSfAXuC6Ti4kcxjPQamo6Q2Nr3069H_8/s707/working%20hours%20gender.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="504" data-original-width="707" height="228" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglqivpPZd0m3Gl8cBe7ioO9arIHL3wa6Ugbw7sUaMKkhyphenhyphenEYsM9cf7wgZNEiraR2jBcdgkqcvd5ejx-FvpKO7LQ3m1IqLHgoEiWyS_CYF0c_PKIwcLopar_RZzOY79sW1FzS0fBS_qmVu4WRSES6PuKbBUNQaOqSfAXuC6Ti4kcxjPQamo6Q2Nr3069H_8/s320/working%20hours%20gender.JPG" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">https://www.statista.com/chart/13940/women-work-more-than-men/</td></tr></tbody></table><br /><div><br /></div>While looking deeper into the topic, I'll have you work on three questions for me:<br /><ol><li>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?</li><li>What has been the trend in gender inequality since the 1990s?</li><li>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?</li></ol></div></div><div><br /></div><div><b>B Block Legal Studies</b> - Today we will venture off to the learning commons/library to begin work on our introductory unit major assignment that comes from the Toronto District School Board:</div><div><div><br />Human rights violations are a daily occurrence throughout the world. These violations take place in both the North and the South and affect the civil, economic, political, cultural, social, and equality rights of human beings. These violations are in direct opposition to the universal and inalienable rights guaranteed by the <a href="https://www.standup4humanrights.org/en/declaration.html">Universal Declaration of Human Rights (UDHR)</a>. Fortunately, organizations around the world work on protecting these rights, partly through education and awareness campaigns<br /><br />Artists, both visual artists and musicians, often comment on <span class="highlightSpan">human rights</span> issues through their artwork. Assume the role of the Media Outreach Coordinator for a particular human rights organization (Amnesty International, Human Rights Watch, etc.) and research a contemporary case of human rights violations somewhere in the world. Based on your research, create a Human Rights Campaign Poster that educates the greater public about the human rights violations and urges them to take action to end the abuse.<br /><br />Remember<span style="font-style: italic;">...</span><br /></div><ul><li><span style="font-style: italic;">Human rights are the basic standards human beings need to live life with freedom and</span><span style="font-style: italic;"> dignity. Human rights include fundamental civil and political rights, such as the right to free</span><span style="font-style: italic;"> speech, to freedom of religion, and the right to participate in government. Human rights also</span><span style="font-style: italic;"> include essential economic, social and cultural rights, such as the r</span><span style="font-style: italic;">ight to education, to work,</span><span style="font-style: italic;"> and to healthcare.</span><br /></li><li><span style="font-style: italic;">Human rights are the rights that all people have simply because they are human beings.</span><span style="font-style: italic;"> Each of these rights are inalienable; they cannot be denied or taken away from any individual.</span><span style="font-style: italic;"> They are also indivisible; all human rights are equally important and one right cannot be</span><span style="font-style: italic;"> taken away because it is said to be less important than another.</span><br /></li><li><span style="font-style: italic;">Finally, human rights are interdependent, all human rights are connected and you </span><span style="font-style: italic;">cannot guarantee one right without ensuring that other rights are protected</span>.</li></ul>So your task is to...<br /><br />1. Choose a contemporary case of human rights violations, <u>as well as</u> an organization that is working on ending the abuse.<br /><br />2. Research your case study using the following websites: <a href="http://www.amnesty.org/"><span style="color: #77aaff;">Amnesty International</span></a> (click on campaigns); <a href="http://www.hrw.org/"><span style="color: #77aaff;">Human Rights Watch</span></a> (click on Global Issues); <a href="http://www.oneworld.net/"><span style="color: #77aaff;">Oneworld</span></a> (click on In Depth then Human Rights); <a href="http://www.humanrights.com/what-are-human-rights/violations-of-human-rights/article-3.html">United for Human Rights</a>; <a href="http://www.youthforhumanrights.org/voices-for-human-rights/human-rights-abuses.html">Youth For Human Rights</a> or the <a href="http://www.bbc.co.uk/worldservice/people/features/ihavearightto/four_b/all_rights.shtml"><span style="color: #77aaff;">BBC "I Have a Right to..."</span></a> site and complete the following questions to help with your poster Case Study:<br /><b><br /></b><b>What is happening? Where is it taking place? What rights are being violated? Who is having their rights violated? Why are their rights being violated?</b><br /><br />3. Create a visually appealing Human Rights Campaign Poster that addresses the human rights violation by incorporating the key information from the questions in point 2 above (in point form) as well as pictures, symbols, and colours. Remember, your poster should seek to draw the attention of the public through the balanced combination of text and visuals in a creative, yet educational manner!<br /><br />Some examples of Human Rights posters...<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil1fVtYoAvKe-k2Vloj4MNYyWT0VuHM7ROuPP6wEdEF_qPgSM65GdY5ksWTIZb0F7x57Don2QSTHUmFTKomifubKBsWKzEr6Pf215HpIj_oikOcP293WcVTFP11eEE5eCv1D6JxxJvBLo/s1600/34465-pc.jpg" style="margin-left: 1em; margin-right: 1em;"></a></div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVgoMR8hSQAvz-_STu5iF8hxM3PJ9hzD14jSI-u3OoW3VZ4InjPJ7BOXU_UgQ2rDhn7FH2VvG9pVGBms7Ct6bggpenisprI_I61eawAVADfHYgdqqsy3Cg3TBuYcvkLIynFr-F9TwBpSY/s1600/4712_lg.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjdXEnzLv8BxL5o0pfnHovlF0ceptXLh1Hi1cDuz1TJIFKlznTstmJ3vGe9lRBiq1D1QM9rhr9w7PNHnbZ5H5xqIaOKp0_MS35gpQl89Sy1c_9BK1tlWImdK92JvdsTomnWMxwkxfq1ss/s1600/Freedom+HR.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5711847892837233218" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjdXEnzLv8BxL5o0pfnHovlF0ceptXLh1Hi1cDuz1TJIFKlznTstmJ3vGe9lRBiq1D1QM9rhr9w7PNHnbZ5H5xqIaOKp0_MS35gpQl89Sy1c_9BK1tlWImdK92JvdsTomnWMxwkxfq1ss/s200/Freedom+HR.jpg" style="height: 200px; width: 142px;" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggkTWtPORZBN2YnPPFUsGsorJaz1-KhcDtvXgdzp3SbW-tkAk2l7Q6Bv9jjXT-OOzpUNj_9yT0OlrRXsrw6-BKDnL9H1HcnfYwh9tH_83oSyNYhszWAd8U8ZDdIKb7vThFz-3eVVrc-YI/s1600/HumanRights3_lg.gif"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5711855911937019458" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggkTWtPORZBN2YnPPFUsGsorJaz1-KhcDtvXgdzp3SbW-tkAk2l7Q6Bv9jjXT-OOzpUNj_9yT0OlrRXsrw6-BKDnL9H1HcnfYwh9tH_83oSyNYhszWAd8U8ZDdIKb7vThFz-3eVVrc-YI/s200/HumanRights3_lg.gif" style="height: 200px; width: 160px;" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggCOJ2Mw7AsymnHTEgLflrJ9Ei7wKfvmNCoHLARGyNe-9c3BdfYyMA3u2Al2bJi-EnhJeBWjJB-jAmbkvZiVdIUdaaQZ2CKJ0_r6QBiYiNsj8rQ1EgRHk_OnhoE_MwJgFayHM3ok-FW4c/s1600/Learning+is+a+HR.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5711847898162348802" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggCOJ2Mw7AsymnHTEgLflrJ9Ei7wKfvmNCoHLARGyNe-9c3BdfYyMA3u2Al2bJi-EnhJeBWjJB-jAmbkvZiVdIUdaaQZ2CKJ0_r6QBiYiNsj8rQ1EgRHk_OnhoE_MwJgFayHM3ok-FW4c/s200/Learning+is+a+HR.jpg" style="height: 200px; width: 125px;" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzYE_eglNnZ78b4cSt3PE7dsmSlG3eAY1OeHj8iYhjhN4i4j3geyH82JElrlyZgyftF3ukzJ7V4gMAGsylERQwgvq_Ldrb4kPnjjidIp96MtzuDuRrSWFMakwb8MCFuUBBjV9c-Onp2CA/s1600/Freedom+of+Thought.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5711850186503957058" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzYE_eglNnZ78b4cSt3PE7dsmSlG3eAY1OeHj8iYhjhN4i4j3geyH82JElrlyZgyftF3ukzJ7V4gMAGsylERQwgvq_Ldrb4kPnjjidIp96MtzuDuRrSWFMakwb8MCFuUBBjV9c-Onp2CA/s200/Freedom+of+Thought.jpg" style="height: 200px; width: 134px;" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil1fVtYoAvKe-k2Vloj4MNYyWT0VuHM7ROuPP6wEdEF_qPgSM65GdY5ksWTIZb0F7x57Don2QSTHUmFTKomifubKBsWKzEr6Pf215HpIj_oikOcP293WcVTFP11eEE5eCv1D6JxxJvBLo/s1600/34465-pc.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil1fVtYoAvKe-k2Vloj4MNYyWT0VuHM7ROuPP6wEdEF_qPgSM65GdY5ksWTIZb0F7x57Don2QSTHUmFTKomifubKBsWKzEr6Pf215HpIj_oikOcP293WcVTFP11eEE5eCv1D6JxxJvBLo/s200/34465-pc.jpg" width="141" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiK7qGrcWV1cZjXQKBJiflIvv5VDeqW9N3WiHFohz3fb0eq5HKfyd-Koz8k4TA0BaZ2wKLjouxaz-3lWj3_dHxeV5F9Ncf7Wt8RmXkip0pl29h_wlsSYqLpKJ4DM6NirgJ3nkzUvPMXNK0/s1600/604c7f22044881.5604568603d81.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiK7qGrcWV1cZjXQKBJiflIvv5VDeqW9N3WiHFohz3fb0eq5HKfyd-Koz8k4TA0BaZ2wKLjouxaz-3lWj3_dHxeV5F9Ncf7Wt8RmXkip0pl29h_wlsSYqLpKJ4DM6NirgJ3nkzUvPMXNK0/s200/604c7f22044881.5604568603d81.jpg" width="141" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVgoMR8hSQAvz-_STu5iF8hxM3PJ9hzD14jSI-u3OoW3VZ4InjPJ7BOXU_UgQ2rDhn7FH2VvG9pVGBms7Ct6bggpenisprI_I61eawAVADfHYgdqqsy3Cg3TBuYcvkLIynFr-F9TwBpSY/s1600/4712_lg.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVgoMR8hSQAvz-_STu5iF8hxM3PJ9hzD14jSI-u3OoW3VZ4InjPJ7BOXU_UgQ2rDhn7FH2VvG9pVGBms7Ct6bggpenisprI_I61eawAVADfHYgdqqsy3Cg3TBuYcvkLIynFr-F9TwBpSY/s200/4712_lg.jpg" width="200" /></a> <div><br /></div><div>Remember you need to create a visually appealing Human Rights Campaign Poster that addresses the human rights violation by incorporating key information (What is happening? Where is it taking place? What rights are being violated? Who is having their rights violated? Why are their rights being violated?) as well as pictures, symbols, and colours. Your poster should seek to draw the attention of the public through the balanced combination of text and visuals in a creative, yet educational manner!</div><div><br /><a href="https://www.un.org/en/our-work/protect-human-rights">Universal Declaration of Human Rights</a><br /><a href="http://www.un.org/en/udhrbook/">Illustrated Universal Declaration of Human Rights </a></div><div><br />So here's an example of a contemporary Human Rights issue...*warning there is potty mouth so please be aware and watch with care</div><div><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/17oCQakzIl8" width="420"></iframe><br /><br /></div><div>Online Examples of Human Rights Posters:<br /><a href="http://posterpage.ch/exhib/ex344wom/ex344wom.htm">"Women's Rights Are Human Rights" poster exhibition in Boston</a><br />T<a href="http://www.humanrightsccny.org/2015-art-competition-results">he City College of New York’s Human Rights Forum</a><br /><a href="https://www.standup4humanrights.org/layout/files/Posters/40-posters-web.pdf">Stand Up 4 Human Rights</a><br /><a href="http://www.posterfortomorrow.org/en/gallery">Poster For Tomorrow</a><br /><br /></div><div><a href="https://www.ohchr.org/EN/Pages/Home.aspx">United Nations Human Rights Office of the High Commissioner (OHCHR) </a></div></div><div><br /></div><div><b>A Block Criminology</b> - Today I'll have you work on the following based on our brainstorming activity yesterday:</div><div><br /></div><div class="MsoNormal"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhucSn80J96JhIrJt_X-3_YTd5oupz5cfdR31dmTewzZwgBZztkVmlUlx-ebfiwSAGC3297tZ4F5YwEhDyV8CU_AfHjCwLrX6k2eBD_0empxaCtiawJxplf0coYC7SYe-6HhlWWt0VPEJw/s1600/Horror.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhucSn80J96JhIrJt_X-3_YTd5oupz5cfdR31dmTewzZwgBZztkVmlUlx-ebfiwSAGC3297tZ4F5YwEhDyV8CU_AfHjCwLrX6k2eBD_0empxaCtiawJxplf0coYC7SYe-6HhlWWt0VPEJw/s320/Horror.jpg" width="320" /></a></div><ol><li>What is the attraction of violent films and video games?</li><li>Is there more violent imagery in media now as opposed to the past (think graphic, realistic visceral)? Why / Why not?</li><li>What kinds of people are drawn to violent imagery and what kind of violent images draw them to that form of entertainment?</li><li>What is “morbid curiosity”?</li><li>Are there any equally satisfying substitutions for violent entertainment?</li><li>What draws our attention to violent media events (news) that are not intended to entertain?</li></ol>Check out the BBC Podcast "The Why Factor" that asks the question "<a href="http://www.bbc.co.uk/programmes/p01cmrxr">Why are we so drawn to violent entertainment</a>?" From the BBC...<br /><br />Why are we so drawn to violent entertainment? Violent films, video games and stories are very popular, as were brutal gladiatorial Roman contests and gory 14th Century jousts. What explains this enduring attraction to violence? Helena Merriman talks to the Mexican director of Heli, a professor of fairy tales and joins one of London’s most gruesome serial killer tours to answer this week’s question. <div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/0Z-HRXwTnYE" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/FI1ylg4GKv8" title="YouTube video player" width="420"></iframe></div></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/9NcLiFbdo7g" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/V5luBQ3pCXU?si=8TMUcsB5EYLXPTcL" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /></div><div><a href="https://mediasmarts.ca/digital-media-literacy/media-issues/violence/why-violent-media-so-pervasive">Media Smarts: Why is Violent Media so Pervasive?</a></div><div><a href="https://medium.com/@catrina.alonzo/why-are-we-obsessed-with-violence-in-the-media-34a1d5fa7deb">Why are we obsessed with Violence in the Media?</a></div><div><a href="https://www.tcd.ie/news_events/articles/from-tarantino-to-squid-game-why-do-so-many-people-enjoy-violence/">Trinity College Dublin: From Tarantino to Squid Game: why do so many people enjoy violence?</a></div><div><a href="https://www.psychalive.org/why-we-watch-violent-television-and-how-it-affects-us/">PsychAlive: The Bloodiest Shows: Why We Watch Violent Television and How it Affects Us</a></div><div><a href="https://www.top10films.co.uk/53800-why-are-people-attracted-to-violent-movies-its-not-just-for-the-blood/#google_vignette">Why Are People Attracted To Violent Movies? It’s Not Just For The Blood</a></div><div><a href="https://www.unsw.edu.au/newsroom/news/2022/08/why-do-we-like-to-play-violent-video-games-">UNSW: Why do we like to play violent video games?</a></div><div><a href="https://www.npr.org/2013/02/11/171698919/video-game-violence-why-do-we-like-it-and-whats-it-doing-to-us">NPR: Video Game Violence: Why Do We Like It, And What's It Doing To Us?</a></div><div style="text-align: center;"><br /></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvpEPWbrtYzGUtEGXdOHW3L1vMSG1WxTTHRE9y3w4Kh81VtvB9bXKQ-NzG_iYsOrgvJ-WMI480vzLmwMrkh_DX6JFGAefESf5BpwfLgtnZeHC2-H3fsKTBZI1C1tu9iLmmZJA_mF1xxDR4pidF9dNZym1PKQ4XuDaxR2LftEJwxZb5srhdVZiHvKNtDkk/s1768/20240229_090110.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1768" data-original-width="875" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvpEPWbrtYzGUtEGXdOHW3L1vMSG1WxTTHRE9y3w4Kh81VtvB9bXKQ-NzG_iYsOrgvJ-WMI480vzLmwMrkh_DX6JFGAefESf5BpwfLgtnZeHC2-H3fsKTBZI1C1tu9iLmmZJA_mF1xxDR4pidF9dNZym1PKQ4XuDaxR2LftEJwxZb5srhdVZiHvKNtDkk/w99-h200/20240229_090110.jpg" width="99" /></a></div><br /><div><br /><p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-21095525062216359052024-02-27T21:52:00.000-08:002024-02-28T19:21:07.799-08:00Wednesday, February 28. 2024Today's schedule is BADC<div><br /></div><div><b>B Block Legal Studies</b> - Today we'll take a closer look at the concepts of <a href="https://www.ohrc.on.ca/en/teaching-human-rights-ontario-guide-ontario-schools/appendix-1-glossary-human-rights-terms">bias, prejudice, stereotyping and discrimination</a>. Individuals in Canada should be treated equally and fairly as human beings regardless of the group to which they belong. All Canadians are supposed to be equal under the law. However, equality has not been won without a fight, especially for some groups. Human Rights legislation protect people from being treated unfairly by others. Human rights laws have been passed in Canada by the federal, provincial, and territorial governments. They make it illegal for people to treat others unfairly. So,</div><div><br /></div><div><div>What rights do the <a href="https://www.thecanadianencyclopedia.ca/en/article/canadian-human-rights-act">Canadian Human Rights Act</a> and the <a href="https://bchumanrights.ca/human-rights/human-rights-in-bc/">British Columbia Human Rights Code</a> protect, and how are they enforced?</div></div><div><br /></div><div>Let's start with the UN and International Human Rights...</div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/nDgIVseTkuE?si=1Yoa4ehpDRnS5rsi" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/ew993Wdc0zo?si=jfEKwrPAtspYvHud" title="YouTube video player" width="420"></iframe><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/KDPriYA3E4I?si=xjS7-eNBmKmuKRmI" title="YouTube video player" width="420"></iframe></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><a href="https://www.un.org/en/udhrbook/pdf/udhr_booklet_en_web.pdf">Universal Declaration of Human Rights</a></div><div style="text-align: left;"><a href="https://www.ohchr.org/en/what-are-human-rights">Office of the High Commissioner - What are Human Rights</a></div><div style="text-align: left;"><a href="https://www.standup4humanrights.org/en/declaration.html">Stand Up For Human Rights Universal Declaration of Human Rights</a></div><div style="text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmCp1qASWt7TCBuE_1dRQH6em2yqFRBh8RInASzXs9CqUxeedQWk1tlePMWvs9aLy232pomlLkAyYb_8sLVunRwxly_A52IFwg_qeuInL2rMlC6N7TDD_B-6VE1joQY3f0R6J23j9Klaar4US8leD4YaY67HVKbd-bk15BoFud1hGA3KKZl4esxmlABRU/s3600/1671715634_Human_Rights_Drishti_IAs_English.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3600" data-original-width="2700" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmCp1qASWt7TCBuE_1dRQH6em2yqFRBh8RInASzXs9CqUxeedQWk1tlePMWvs9aLy232pomlLkAyYb_8sLVunRwxly_A52IFwg_qeuInL2rMlC6N7TDD_B-6VE1joQY3f0R6J23j9Klaar4US8leD4YaY67HVKbd-bk15BoFud1hGA3KKZl4esxmlABRU/s320/1671715634_Human_Rights_Drishti_IAs_English.png" width="240" /></a></div><br /><div style="text-align: left;">So, again, What rights do the <a href="https://www.thecanadianencyclopedia.ca/en/article/canadian-human-rights-act">Canadian Human Rights Act</a> and the <a href="https://bchumanrights.ca/human-rights/human-rights-in-bc/">British Columbia Human Rights Code</a> protect, and how are they <a href="https://www.bchrt.bc.ca/human-rights-duties/remedies/">enforced</a>?</div><div style="text-align: left;"><b><br /></b></div><div><b>A Block Criminology </b>- We'll finish up the "Roots of Violence" discussion. Yesterday we looked at personal traits and ineffective families, so today we'll look at 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. I would like you brainstorm a list of all the entertainment you can think of that is based in violence. Think of video games (Bulletstorm, COD, GTA), television programs (GOT, Walking Dead, AHS), books (30 Days of Night comics, Killing Floor - Jack Reacher), podcasts (My Favourite Murder, Morbid), movies (Freakshow, NBK), music (Megadeth ""Killing Is My Business... and Business Is Good!", Eminem "Kim"), sports (MMA, WWE), and other forms of entertainment. You'll get into two large groups and on chart paper I'll have you list out your top 10 most violent forms of entertainment (be specific). We'll share our lists and ask, "Why is violence entertaining"? </div><div><br /></div><div><b>D Block Physical Geography</b> - So, Earthquakes...this video provides a good explanation of earthquake motion - specifically Primary, Secondary, and Body Waves (Love and Rayleigh) connected to ground conditions (*NOTE this is good for your question about San Francisco and Southwestern BC)</div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/wDfIgoXaXis?si=E_o1QmRuMKWRWWMu" title="YouTube video player" width="420"></iframe></div><div style="text-align: left;"><br /></div><div style="text-align: left;">This video has a good explanation of Moment Magnitude (updated Richter) and Mercalli scales (*NOTE this is good for your question on the Moment Magnitude and Mercalli scales)</div><div style="text-align: left;"><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/nl9jiubdlXU?si=tspGfYhggJLyBcrU" title="YouTube video player" width="420"></iframe></div></div><div><br /></div><div>This video is a decent simulation of Mercalli scale shaking equivalents...</div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/W6CaiyNsL1Y?si=f2URKSz1d4zLzxob" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: left;">This video will help explain why buildings fall during earthquakes...</div><div style="text-align: left;"><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/H4VQul_SmCg?si=WkrH7WKIqJsmCob4" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /></div><div>This video is good for what a natural hazard is (like an earthquake) and who needs to know about them (kinda explains why seismology and <a href="https://earthquakescanada.nrcan.gc.ca/info-gen/seismolog-en.php">seismologists</a> help with other jobs) BTW if you're interested in a <a href="https://eco.ca/career-profiles/seismologist/">seismology career check out the profile here</a>.</div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/-FBq5lE1Kz0?si=RvuIHqkM0HIeo5Z6" title="YouTube video player" width="420"></iframe></div></div><div style="text-align: center;"><br /></div><div>Earthquake preparedness involves the formulation of public emergency plans, including escape routes, medical facilities, shelters, and food and water supplies. It also includes personal planning, such as emergency supplies (food, water, shelter, and warmth), escape routes from houses and offices, and communication strategies (with a focus on ones that don’t involve the cellular network). From <a href="https://opentextbc.ca/physicalgeology2ed/">Physical Geology – 2nd Edition by Steven Earle</a></div><div><br /><div>And these videos are good to explain earthquake prediction challenges (*NOTE this is good for your question on why it is so difficult to predict earthquakes)</div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/jhRuUoTnA6g?si=cBZ5MoOiBjqE821N" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/gFB-qpiKccs?si=t9P3j_usfnTmfk46" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: left;">And connected to predictions here's CBC Vancouver's Johanna Wagstaffe explaining the Seismic Gap concept</div><div style="text-align: left;"><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/FhO765ZpDzg?si=N4xiAhvuweord2BV" title="YouTube video player" width="420"></iframe></div><div style="text-align: left;"><br /></div><div style="text-align: left;">So...don't forget the questions to work on:</div><div style="text-align: left;"><ol><li>Differentiate between the Modified Mercalli, the Richter, and the moment magnitude scales. How are these used to describe an earthquake? Why has the Richter scale been updated and modified? (Geosystems Core text How Do Plate Motions Affect Earth’s Crust? Chapter 8.8 p.230-231)</li><li>What is the relationship between an epicenter and the focus of an earthquake? Give examples (Geosystems Core text How Do Plate Motions Affect Earth’s Crust? Chapter 8.8 p.230)</li><li>What local soil and surface conditions in San Francisco severely magnified the energy felt in earthquakes? Will this be a problem in the Lower Mainland / Southwestern B.C. in an earthquake? (Use this link - <a href="https://open.oregonstate.education/earthquakes/chapter/solid-rock-and-bowls-of-jello/">Solid Rock and Bowls of Jello</a>)</li><li>How does science try to predict earthquake occurrences and why is it difficult to do so? (Geosystems Core text How Do Plate Motions Affect Earth’s Crust? Chapter 8.8 p.231)</li></ol></div><div><br /></div><div><b>C Block Human Geography</b> - Today we will continue with the key question "Why Does Development Vary among Countries"? To help:</div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/gzYzmbQYTI4" title="YouTube video player" width="420"></iframe></div></div><div><br /></div><div>So, we'll look at the economic sectors that contribute to economic development</div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/tFhj9fwAOzw" title="YouTube video player" width="420"></iframe></div></div><div><br /></div><div>We'll even look at the economic argument connected to productivity</div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/UHiUYj5EA0w" title="YouTube video player" width="420"></iframe></div></div><div><br /></div><div>This will help with your questions about the Primary, Secondary, Tertiary and Quaternary sectors of the economy, trends in economic growth and your two really big thinking questions to work on for me connected to this topic:</div><div><ol><li>If you were to create an index of development, what indicators would you use, and why (look at the <a href="https://hdr.undp.org/data-center/human-development-index#/indicies/HDI">UN HDI Indicators</a> for Canada in the booklet)? How would you weigh each indicator? Could your index be used around the world, or would it be mostly relevant to our society?</li><li>The HDI is used to measure development at a whole-country level. Is it adequate to measure development within a country? Why or why not? (Another way of thinking about this: Are there minority groups that may be “glossed over” by the HDI?</li></ol></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNEuR7JChAmOooYfBHwcoZ9SaBoMLkkg9T8-hzfUfE5T5qFkakS4IRCztWKMwOcWSp1HraBACbiTyjbwx8BSxwfiqVdZAMIYN-nZhjDiq53vx7ly7tqU4_VDSMfdhskqr72LWHtNTbrAzjS8erXozfX_le9qEei54HFs9NUmvuyuRkEYK8OphWP6_v1U0/s1934/20240228_090601.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1934" data-original-width="1052" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNEuR7JChAmOooYfBHwcoZ9SaBoMLkkg9T8-hzfUfE5T5qFkakS4IRCztWKMwOcWSp1HraBACbiTyjbwx8BSxwfiqVdZAMIYN-nZhjDiq53vx7ly7tqU4_VDSMfdhskqr72LWHtNTbrAzjS8erXozfX_le9qEei54HFs9NUmvuyuRkEYK8OphWP6_v1U0/w109-h200/20240228_090601.jpg" width="109" /></a></div><br /><div><br /><p> </p></div></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-10928125002327923882024-02-26T19:14:00.000-08:002024-02-27T09:03:59.718-08:00Tuesday, February 27. 2024Today's schedule is CDAB<div><br /></div><div><b>C Block Human Geography</b> - Today we'll look at the Key Issue "Why Does Development Vary among Countries"? To do this we'll look at the <a href="http://hdr.undp.org/en/content/human-development-index-hdi">United Nations Human Development Index (HDI)</a>. The HDI is a composite index measuring average achievement in three basic dimensions of human development:</div><div><ul><li>a long and healthy life, </li><li>knowledge and </li><li>a decent standard of living</li></ul><div style="text-align: center;"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/HwgZQ1DqG3w" width="420"></iframe></div><div style="text-align: center;"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/4KIoYPyCJMo" width="420"></iframe></div><div style="text-align: center;"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/4PkD4JebMAY" width="420"></iframe></div><br />Earth’s nearly 200 countries can be<a href="http://hdr.undp.org/en/data"> classified according to their level of development</a>, which is the process of improving the material conditions of people through diffusion of knowledge and technology. This is not necessarily about what makes people happy (<a href="https://worldhappiness.report/archive/">The World Happiness Report</a>) The development process is continuous, involving never-ending actions to constantly improve the health and prosperity of the people. Every place lies at some point along a continuum of development.</div><div><br /></div><div style="text-align: center;"> What pattern do you recognize in the map of LDC's below?</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7Wc0ED2lF40qJuCylCFplK1JDxxVqOsn1Tq1RPO1vRCy9oSmVGMX1FfCiaLr14Zm3C1E22h4iQRVqA6AZ7h9xzknSIDSSHzsqG6nd_BqQPwOSFhIk88ZrKEntGbtk1gim1PI7SiybEHo/s1200/LDCs_map_1200x675.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="675" data-original-width="1200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7Wc0ED2lF40qJuCylCFplK1JDxxVqOsn1Tq1RPO1vRCy9oSmVGMX1FfCiaLr14Zm3C1E22h4iQRVqA6AZ7h9xzknSIDSSHzsqG6nd_BqQPwOSFhIk88ZrKEntGbtk1gim1PI7SiybEHo/s320/LDCs_map_1200x675.png" width="320" /></a></div><div style="text-align: center;"><i>Given what you just learned about demography...why do you think this pattern exists?</i></div><div><br /></div><div>You'll have two really big thinking questions to work on for me connected to this topic:<br /><ol><li>If you were to create an index of development, what indicators would you use, and why (look at the UN HDI Indicators for Canada in the week 7 booklet)? How would you weigh each indicator? Could your index be used around the world, or would it be mostly relevant to our society?</li><li>The HDI is used to measure development at a whole-country level. Is it adequate to measure development within a country? Why or why not? (Another way of thinking about this: Are there minority groups that may be “glossed over” by the HDI?</li></ol></div><div><br /></div><div><b>D Block Physical Geography</b> - Today we shift our focus (ha ha...see what I did there? Such a bad Dad Joke...turning into Arsenault now) to earthquakes.</div><div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJL2x1z5tDT3LXtahVLD-48lZ-AZ3IfQC7rXpMdHILzPnRTx59otc_XjNTwEx8QC8j5Z_1BDYqEUcdCgua86tKEHT6-tnFEdbBLARzTSmZi1K-ZrUBLAQbVo-pqBlWu27oxQ2PjfZAxdM/s1600/earthquakessince1898.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="194" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJL2x1z5tDT3LXtahVLD-48lZ-AZ3IfQC7rXpMdHILzPnRTx59otc_XjNTwEx8QC8j5Z_1BDYqEUcdCgua86tKEHT6-tnFEdbBLARzTSmZi1K-ZrUBLAQbVo-pqBlWu27oxQ2PjfZAxdM/w320-h194/earthquakessince1898.jpg" width="320" /></a></div></div><div><br /></div><div>Japan....New Year's Day 2024...Mw 7.6</div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/tGNyvtULBmM?si=QJLOXRli-PcWsnNW" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/sg0Oqezmibk?si=hd9k6yq3K01uxMBo" title="YouTube video player" width="420"></iframe><br /></div><div style="text-align: center;"><br /></div><div>We'll look at some video of the aftermath of the Gaziantep, Türkiye (February 2023) Mw 7.8 earthquake along the East Anatolian Fault zone. The Feb. 6 earthquake and aftershocks that killed over 51,000 people in Türkiye and Syria left at least 156,000 buildings either completely collapsed or damaged to the point where they require demolition. The U.N. Development Program (UNDP) says the resulting 116- 210 million tonnes of rubble are equivalent to an area of 100 square km (40 square miles), if it were stacked to a height of 1 metre. <a href="https://theconversation.com/earthquake-footage-shows-turkeys-buildings-collapsing-like-pancakes-an-expert-explains-why-199389">Earthquake footage shows Turkey’s buildings collapsing like pancakes. An expert explains why</a></div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/Hd4xCmuwiBw" title="YouTube video player" width="420"></iframe></div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/iBO31NvbpcM" title="YouTube video player" width="420"></iframe></div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/TnlCRoBAcuw" title="YouTube video player" width="420"></iframe></div><div><br /></div><div>I'll have you take some notes down about the three types of faults (use Geosystems Core text How Do Plate Motions Affect Earth’s Crust? Chapter 8.7 Deformation, Folding, & Faulting p.229). After, you'll have a series of questions to complete:<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrHr2KknR1jrOtIr9xPRMzlk08kdeqVQKH9U3ooiv9VgTBVYKP1D09jvTOq1h2UXeyERuVvTc8m-s4RxNTXiCSiTaJf_cGErYUUbq82PUnZhZ3FgeVITs0mEhw4pTFOju5IDpjgkAU7GAbWV6IhD9XjjkT9Z35GOcn7Eiac8p3noi1hORMTDjejgs59q8/s1336/Shaking_v1.5.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="752" data-original-width="1336" height="113" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrHr2KknR1jrOtIr9xPRMzlk08kdeqVQKH9U3ooiv9VgTBVYKP1D09jvTOq1h2UXeyERuVvTc8m-s4RxNTXiCSiTaJf_cGErYUUbq82PUnZhZ3FgeVITs0mEhw4pTFOju5IDpjgkAU7GAbWV6IhD9XjjkT9Z35GOcn7Eiac8p3noi1hORMTDjejgs59q8/w200-h113/Shaking_v1.5.jpg" width="200" /></a></div></div><div><ol><li>Differentiate between the Modified Mercalli, the Richter, and the moment magnitude scales. How are these used to describe an earthquake? Why has the Richter scale been updated and modified? (Geosystems Core text How Do Plate Motions Affect Earth’s Crust? Chapter 8.8 p.230-231)</li><li>What is the relationship between an epicenter and the focus of an earthquake? Give examples (Geosystems Core text How Do Plate Motions Affect Earth’s Crust? Chapter 8.8 p.230)</li><li>What local soil and surface conditions in San Francisco severely magnified the energy felt in earthquakes? Will this be a problem in the Lower Mainland / Southwestern B.C. in an earthquake? (Use this link - <a href="https://open.oregonstate.education/earthquakes/chapter/solid-rock-and-bowls-of-jello/">Solid Rock and Bowls of Jello</a>)</li><li>How does science try to predict earthquake occurrences and why is it difficult to do so? (Geosystems Core text How Do Plate Motions Affect Earth’s Crust? Chapter 8.8 p.231)</li></ol></div><div>You'll have tomorrow for this as well...in the meantime, check out the cool interactive activity at <a href="http://environment.nationalgeographic.com/environment/natural-disasters/forces-of-nature/"><span style="color: #77aaff;">National Geographic Forces of Nature</span></a> or the <a href="http://earthquake.usgs.gov/learn/today/"><span style="color: #77aaff;">Today in Earthquake History </span></a>at the USGS. For more information check out the <span style="color: #77aaff;"><a href="http://earthquake.usgs.gov/earthquakes/map/">Latest Earthquakes map from the USGS</a> </span>or the <a href="http://earthquake.usgs.gov/learn/kids/eqscience.php">science of earthquakes from the USGS</a> or <a href="http://www.earthquakescanada.nrcan.gc.ca/index-en.php">Earthquakes Canada</a> or <a href="https://www2.gov.bc.ca/gov/content/safety/emergency-preparedness-response-recovery/preparedbc/know-your-hazards/earthquakes-tsunamis/earthquakes">BC Public Safety Earthquakes</a></div><div><br /><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/e7ho6z32yyo" width="420"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/cPUUIwdyX4Y" width="420"></iframe></div></div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJl8_66ObVdxxvwP3Uiu3flpLoNIN7-7lYxmt5d5T3rgAZ2fR66CchFITSzPa6cIVks5GrW9S1oK1-QuNF23gtbCM_pQjoEq0ZTHIrEcd_urC-rpiYWf2Sp0COrE6LjPyQPxx780B2noAP9g7yK33x4l6pqcke0D9OkB3vjRO28TT8R28m0KYQA0Tw/s627/whos-awesome-youre-awesome.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="469" data-original-width="627" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJl8_66ObVdxxvwP3Uiu3flpLoNIN7-7lYxmt5d5T3rgAZ2fR66CchFITSzPa6cIVks5GrW9S1oK1-QuNF23gtbCM_pQjoEq0ZTHIrEcd_urC-rpiYWf2Sp0COrE6LjPyQPxx780B2noAP9g7yK33x4l6pqcke0D9OkB3vjRO28TT8R28m0KYQA0Tw/s320/whos-awesome-youre-awesome.jpg" width="320" /></a></div><b>A Block Criminology</b> - First, you've got a quiz...your first in the course. You may use all the notes I gave you on the different theories of criminal behaviour and the chapter 1-3 notes (introduction, trends, victimology). You have as much time as you need to finish this and please don't leave any question blank - guess if you need to. For the written answer section (paragraph response) I've given you eight choices and you only need to respond to ONE...don't do all eight. Don't forget there's a bonus drawing question involving Mr. Young. After we'll continue with the question, "Where does violence and violent crime come 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.</div><div><br /></div><div><b>B Block Legal Studies</b> - Today, you may work on finishing yesterday's questions 1, 2 and 4 on page 64 and the Review Your Understanding questions 1, 2 and 5 on page 83 of the AAL text along with the Charter of Rights and Freedoms Scavenger Hunt.</div><div><br /></div><div>Next, we'll take a closer look at the concepts of bias, prejudice, and discrimination. After a quick brainstorming and discussion session, we'll look at Human Rights and how they are enforced in Canada. We'll talk about the methods of enforcing rights guaranteed under the Charter (<a href="https://www.justice.gc.ca/eng/csj-sjc/rfc-dlc/ccrf-ccdl/check/art521.html">section 52 of the Constitution Act</a> and Section 24 of the Charter). Remedies affecting unconstitutional legislation are usually dealt with under s. 52(1) of the Constitution Act, 1982, which holds that: </div><div><div><blockquote>The Constitution of Canada is the supreme law of Canada, and any law that is inconsistent with the provisions of the Constitution is, to the extent of the inconsistency, of no force or effect. </blockquote><p> So what can the courts do?</p></div><div><ol><li><u>Striking Down</u> – A court may declare that a law that infringes the Charter is nullified and is of no force of effect (as in <i>Canada v. Bedford</i> where the SCC ruled that three provisions of Canada’s Criminal Code, s. 210 keeping or being found in a bawdy house, s. 212(1)(j) living on the avails of prostitution, and s. 213(1)(c) communicating in public for the purpose of prostitution violate the s. 7 right to security of the person protected by the Charter of Rights and Freedoms).</li><li><u>Partial Invalidity</u> – A common alternative to striking down an entire law is to declare only the unconstitutional portion(s) of the law invalid. The specific provision will be declared invalid rather than striking down the entire Criminal Code. If the court has ordered the law, in whole or in part, to be struck down, Parliament or a provincial legislature may choose to redraft that law so that it complies with the Charter.</li><li><u>Reading Down</u> – Reading down is where the court interprets the legislation in a sufficiently narrow way to bring it in line with the Charter (as in <i>R v Butler</i>, where the SCC read down the extremely broad terms of the obscenity laws in the Criminal Code in order to avoid an infringement of freedom of expression. The court held that the provision should be interpreted narrowly to catch only certain forms of pornography. </li><li><u>Reading In</u> – This technique is used when a statute is under-inclusive and fails to extend to those who have a legitimate constitutional claim to its protection. In such cases, the court may “read in” those categories of individuals rather than strike down the law entirely. (NOTE: Reading in is a controversial remedy as the court appears to be taking on a legislative role and adding to the legislation itself)</li><li><u>Constitutional Exemption</u> – A court may order that a particular law is valid but a certain individual is exempt from its application. This remedy is rarely applied and used only in exceptional circumstances (as in <i>Carter v Canada (AG)</i> where the SCC suspended its decision on physician assisted suicide for one year, but also granted Taylor an immediate exemption that allowed her to seek doctor-assisted suicide under certain conditions).</li></ol><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/fvKAVR75vMU" title="YouTube video player" width="420"></iframe></div></div><div><br /></div><div>What are the <a href="https://www.aclrc.com/what-remedy-am-i-entitled-to">remedies available</a>? An example? </div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/ydDn9seV98g" title="YouTube video player" width="420"></iframe></div></div><div><br /></div><div>Quebec's <a href="https://ccla.org/wp-content/uploads/2021/09/2019-06-16-Bill-21-Passes-and-Becomes-Law.pdf">Bill 21 (2019, chapter 12) </a><i><a href="https://ccla.org/wp-content/uploads/2021/09/2019-06-16-Bill-21-Passes-and-Becomes-Law.pdf">An Act respecting the laicity of the State</a> </i>and the </div><div><a href="https://ccla.org/major-cases-and-reports/bill-21/">Canadian Civil Liberties Association challenge to the legislation</a>.</div></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZBU6tdCCmXieHjAldJTpmjFhq9b-5x46-mILj9Q2M8zA7VbibOY2p4-A5kO316iblW02l8HMRT-77YZbGiSsdXvX2pNuk-WGmsmMOyp1prx__oZFhyULrM071Xn9RZez3ug4UTN8HuMYHBmJk4W9PRQDLpb2aVXoB0ojlYFdhyphenhyphen-sBCKeHWGf6ePB7gAs/s1494/20240227_090246.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1494" data-original-width="828" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZBU6tdCCmXieHjAldJTpmjFhq9b-5x46-mILj9Q2M8zA7VbibOY2p4-A5kO316iblW02l8HMRT-77YZbGiSsdXvX2pNuk-WGmsmMOyp1prx__oZFhyULrM071Xn9RZez3ug4UTN8HuMYHBmJk4W9PRQDLpb2aVXoB0ojlYFdhyphenhyphen-sBCKeHWGf6ePB7gAs/w111-h200/20240227_090246.jpg" width="111" /></a></div><br /><div><br /><p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-87549489653821280652024-02-25T20:10:00.000-08:002024-02-26T09:02:15.905-08:00Monday, February 26. 2024Today's schedule is ABCD<div><br /></div><div><b>A Block Criminology</b> - Today we will be in the learning commons/library working on our third journal / blog entry. I would like you to tell me what you think about crime trends here in Canada / B.C.</div><div><br /></div><div>Specifically, I want you to tell me what you think about <u><em>drug related crime</em></u>. Violent and property crime patterns are generally decreasing however one area that is clearly on the rise is drug possession, trafficking, importing, and exporting (specifically possession of Heroin, non-Heroin Opioids, and Methamphetamine). </div><div><br /></div><div>British Columbia declared "drug-related deaths" a public health emergency in 2016. Since the pandemic, rates of opioid use here flared to alarming levels, with a record <u>2,224 deaths in 2021</u>, compared to 1,767 in 2020, and one of the highest per capita rates in North America at 42.8 deaths per 100,000 people in 2021. In 2021, BC – comprising approximately 13% of Canada's population – had nearly half of all police-reported opioid trafficking, production, and distribution incidents in Canada.</div><div><u><br /></u></div><div><u>2,383 </u>British Columbians lost their lives to toxic drugs <u>in 2022</u> and preliminary reporting released by the BC Coroners Service confirms that toxic, unregulated drugs claimed the lives of at least <u>2,511</u> people in British Columbia <u>in 2023</u>. The total number of lives lost in 2023 equates to an average of 6.9 deaths per day and is 5% more than the previous high of 2,383 deaths recorded a year earlier in 2022. About seven in every 10 decedents were aged between 30 and 59, and more than three quarters were male. </div><div><br /></div><div>Toxicological testing confirms that illicit fentanyl continues to drive the toxic-drug crisis. Fentanyl and its analogues were by far the most regularly detected substances, appearing in more than 85% of test results conducted in 2023. The lives of at least 13,794 British Columbians have been lost to unregulated drugs since the public-health emergency was first declared in April 2016.</div><div><br /></div><div>And remember, from January 31, 2023, to January 31, 2026, adults 18 and older in BC are allowed to possess up to 2.5 grams of illicit substances (cumulative – the weight of all drugs combined), without being subject to fines, arrest or drug seizures. The drugs to be decriminalized include opioids (e.g. heroin and fentanyl), cocaine (powder or crack), methamphetamines, and MDMA (ecstasy).</div><div><br /></div><div> BC has always been a province where drug crime has been a problem. Look below...</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqs_jp6eMlC393i_m7y4HOAMjf10Rxnzjt7nxXZjFAfn_oG0WoC05M6Qrh0xy7d-HJV31bxJGSEvMxdXUDgxrBWGD9p01PEsIa4fOIeWkZlRciEpqMgNEHQWy-oMBmqwY_fZfWLtZwg1cbY4RSHp92v0iyFbFH0e_oEMpaE6kikO7LNRb5sy2MGlxc/s858/canada%20drug%20stats.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="679" data-original-width="858" height="253" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqs_jp6eMlC393i_m7y4HOAMjf10Rxnzjt7nxXZjFAfn_oG0WoC05M6Qrh0xy7d-HJV31bxJGSEvMxdXUDgxrBWGD9p01PEsIa4fOIeWkZlRciEpqMgNEHQWy-oMBmqwY_fZfWLtZwg1cbY4RSHp92v0iyFbFH0e_oEMpaE6kikO7LNRb5sy2MGlxc/s320/canada%20drug%20stats.jpg" width="320" /></a></div><br /><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdWR_tQ2hM_WypEqURB42yeTVnKmjUuOsV57fQCbh7XQQkDRy0akOtO2KVKPpO3IlFKSh93qfT3ElErkO50Gbj6HvLkOssc7H8iTmB_LxcwPyGEj-Z6qkRSldPS23XIcd9TKNONaMU-jSi1QeovU7HrVrQHRH7XkquBW5wLwplnnaINTghRqBV8-2irvk/s755/Screenshot%202024-02-25%20200912.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="755" data-original-width="738" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdWR_tQ2hM_WypEqURB42yeTVnKmjUuOsV57fQCbh7XQQkDRy0akOtO2KVKPpO3IlFKSh93qfT3ElErkO50Gbj6HvLkOssc7H8iTmB_LxcwPyGEj-Z6qkRSldPS23XIcd9TKNONaMU-jSi1QeovU7HrVrQHRH7XkquBW5wLwplnnaINTghRqBV8-2irvk/s320/Screenshot%202024-02-25%20200912.png" width="313" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div>In addition to this Stats Can states, "British Columbia has consistently had a relatively high rate of police-reported drug offences. Regardless of the type of drug or the type of offence, the rates of drug crime in British Columbia have been among the highest in Canada for 30 years. In accordance with the province as a whole, relatively high rates of drug offences are found in the census metropolitan areas (CMA) of Vancouver, Victoria and Abbotsford. The rates in Vancouver and Victoria have been among the highest in the country since 1991".<br /><br />So....Today you will need to write your thoughts on the following: <u><em>Why has British Columbia consistently had high rates of police reported drug offences?</em></u> Use what you've learned about crime theories and your own thoughts on crime theories to answer why.<br /><br />Once you've done this, then find an article about a recent drug crime here in B.C., make a link to the news article on your blogsite and then write how crime theories explain the crime <span style="color: #77aaff;">(<a href="http://bc.ctvnews.ca/woman-charged-after-cbsa-seizes-huge-haul-of-cocaine-1.2249872">Look at this news about a 35 kilogram cocaine bust off in the Kootenays</a></span><a href="http://bc.ctvnews.ca/woman-charged-after-cbsa-seizes-huge-haul-of-cocaine-1.2249872"> </a>or this <span style="color: #77aaff;"><a href="https://www.timescolonist.com/local-news/six-arrested-in-drug-bust-have-lower-mainland-gang-ties-police-say-4613467">news about six people arrested in Saanich</a></span> for 26 litres of GHB gamma-Hydroxybutyric acid a date-rape drug, 100 grams of crystal meth, four ounces of heroin, 16 grams of marijuana and $20,000 cash <a href="https://nationalpost.com/pmn/news-pmn/canada-news-pmn/cross-border-drug-bust-results-in-trafficking-charges-against-b-c-man">or this news about police seizing</a> 55 kilograms of cocaine, 47 kilograms of crystal methamphetamine and more than a kilogram of heroin in Surrey. You could also check out <a href="https://vancouversun.com/news/local-news/staggering-amount-of-fentanyl-drug-bust-lands-richmond-man-in-prison">this incident in 2019</a> of a bust 9.3 kg of fentanyl and analogues; 7.6 grams of W-18 mixed with caffeine and fentanyl; 2.6 g of carfentanil mixed with fentanyl, heroin and caffeine; ketamine; cocaine; MDMA; U-47700; 4-ANPP; alprazolam; synthetic cannabinoids; a Glock 17 handgun with ammunition; Olympic Arms PCR 99 semi-automatic rifle with ammunition; more than $195,000 in Canadian currency; and 2.19 Bitcoins. OR you could check out an <a href="https://www.comoxvalleyrecord.com/news/two-arrested-following-hotel-room-bust-in-courtenay/">RCMP seizure here in Courtenay</a> of cash, cell phones and what is believed to be fentanyl, cocaine, methamphetamine and prescription drugs). <div><br /></div><div>Don't forget excellent crime news websites are the <a href="http://www.thestar.com/news/crime.html"><span style="color: #77aaff;">Toronto Star Crime site</span></a>...or <a href="http://globalnews.ca/crime/"><span style="color: #77aaff;">Global News Crime site</span></a>...<span style="color: #77aaff;"><a href="http://vancouversun.com/category/news/crime">or the Vancouver Sun Crime Blog</a> </span>or the <a href="https://www.theglobeandmail.com/topics/crime/">Globe and Mail Crime Blog</a> or the <a href="https://canoe.com/category/news/crime/">Canadian Online Explorer Crime News</a> <div><b><br /></b></div><div><b>B Block Legal Studies</b> - I'll have you discuss the Guerin v. The Queen, 1984 case in partners (page 82 AAL) and then, I'd like you to work on questions 1, 2 and 4 on page 64 along with the Review Your Understanding questions 1, 2 and 5 on page 83 of the AAL text to submit next class. To end I'll also have you fill in a Charter of Rights scavenger hunt.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIwjMnEBhrvkQ9Ake66QwnJhvxHbGs9D5KPCJ_Vmo1WokvR-bk15AaNBoBR77UquiTCCe0Veto8LfRobkBOZT1Mvo8DMEGaFJoyMlRMBEh0GwcP3thJ08gJ81FWB4awV1zfvUffJhN4CenraRaVog6Z70V8pqTid-jGvSjuynztnLgeqsCUSuEITeUGG4/s773/Screenshot%202024-02-25%20195353.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="773" data-original-width="582" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIwjMnEBhrvkQ9Ake66QwnJhvxHbGs9D5KPCJ_Vmo1WokvR-bk15AaNBoBR77UquiTCCe0Veto8LfRobkBOZT1Mvo8DMEGaFJoyMlRMBEh0GwcP3thJ08gJ81FWB4awV1zfvUffJhN4CenraRaVog6Z70V8pqTid-jGvSjuynztnLgeqsCUSuEITeUGG4/s320/Screenshot%202024-02-25%20195353.png" width="241" /></a></div><br /><div><br /></div><div><br /></div><div><b>C Block Human Geography</b> - Today we'll consider the concept of Carrying Capacity and Overpopulation. You'll also need to look at the ideas of Thomas Malthus (Malthusian theory)</div><div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/QAkW_i0bDpQ" width="420"></iframe></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/UXUkameA0r8" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/NMo3nZHVrZ4" title="YouTube video player" width="420"></iframe></div><br /></div><div>I'll have you fill in a chart on the various theories of population growth (Malthusian, Neo-Malthusian, and Anti-Malthusian) and we end with this question:<br /><br /><i>Paul and Anne Ehrlich argue in The Population Explosion (1990) that a baby born in a developed country poses a greater threat to sustainability than a baby born in a developing country because people in developed countries place much higher demands on the world’s supply of energy, food, and other limited resources. Do you agree with this view? Why or Why not</i><span style="font-style: italic;">?</span></div><div><span style="font-style: italic;"><br /></span></div><div><span><a href="https://www.smithsonianmag.com/innovation/book-incited-worldwide-fear-overpopulation-180967499/">Smithsonian: The Book That Incited a Worldwide Fear of Overpopulation</a></span></div><div><a href="https://pressbooks.pub/humangeography/chapter/2-3/">Online Human Geography Textbook Chapter on Malthusian Theory and Overpopulation</a></div><div><a href="https://www.scientificamerican.com/article/why-malthus-is-still-wrong/">Scientific American: Why Malthus Is Still Wrong</a></div><div><a href="https://www.cato.org/policy-analysis/neo-malthusianism-coercive-population-control-china-india-overpopulation-concerns">CATO Institute Neo‐Malthusianism and Coercive Population Control in China and India</a></div><div><br /></div><div><br /><b>D Block Physical Geography</b> - Today you'll need to define anticline & syncline (use page 228 in the Geosystems Core text Chapter 8.7 Deformation, Folding, & Faulting) and answer the question "<i>What is a migrating terrane, how does it add to the formation of continental masses and how is it related to British Columbia?</i>"(use page 238 in the Geosystems Core text 8.10 Mountain Building)</div><div><br /></div><div>So, BC is geologically weird, right? We are a series of parallel mountain chains that were formed somewhere else and added to the continent by plate tectonics. An orogeny is a mountain-building episode, occurring over millions of years as a large-scale deformation and uplift of the crust. The resulting volcanic or folded and faulted mountain chains are found at the plate margins (this is BC). While Pangea split apart, North America (Laurentia) rotated northwest away from the rest of the supercontinent. The Canadian Shield, also called the Laurentian Plateau is a large area of exposed Precambrian igneous and high-grade metamorphic rocks (geological shield) that forms the ancient geological core of the North American continent (the North American Craton or Laurentia). Some of the rocks in the Canadian Shield are over 3.96 billion years old, and Laurentia has been together in its present form for the last billion years.<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhfA7jy0IAoR14OKb18nVoc_ti4q0T2GmCe-KHQNywYFOJChLyBzO0TSRP3MUTifxq4enrDODjxJuB7puuIbZoxEET5sTJofcJy9-E1Sb24pB1qiolZGgSBwT11YOMspyoAMjWfWAwPsEvp7SpXH_6cvxoWLPFnkmSWW01bA_ZW4ZD8kKj-RDk_319Xl0w" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="181" data-original-width="320" height="181" src="https://blogger.googleusercontent.com/img/a/AVvXsEhfA7jy0IAoR14OKb18nVoc_ti4q0T2GmCe-KHQNywYFOJChLyBzO0TSRP3MUTifxq4enrDODjxJuB7puuIbZoxEET5sTJofcJy9-E1Sb24pB1qiolZGgSBwT11YOMspyoAMjWfWAwPsEvp7SpXH_6cvxoWLPFnkmSWW01bA_ZW4ZD8kKj-RDk_319Xl0w" width="320" /></a></div></div><div><br /></div><div>So, this move away from the bulk of Pangea created a subduction zone where oceanic crust slowly sank beneath the continent’s west coast (which incidentally was the Alberta/BC border). This subduction brought two chains of volcanic islands, the Stikine and Quesnellia arcs closer to North America (Laurentia). These crustal fragments are called Tectonostratigraphic Terranes...shortened to Terrane. So, the buoyant continental crust of the Stikine and Quesnellia terranes collided with and welded to North America about 180 mya which forms what is now eastern British Columbia (The geologic name for this area is the Intermontane Superterrane). The Wrangellia Terrane (that has the Mg rich Karmutsen Formation of Basalts) formed in the ocean basin about 230 mya. It's a part of the the Insular Superterrane which arrived on what was the west coast and got welded to the continent (think of the west coast of Vancouver Island and Haida Gwaii as well as chunks of Yukon and Alaska) between 120-100 mya. At roughly the same time, the Coast Range Granite Batholith intruded into the Insular Superterrane about 100 million years ago, which formed what we now call the Coastal Mountain Range.</div><div><br /></div><div>Confused? To help, we'll watch a bit of Geologic Journey to understand</div><div><br /></div><div>FMI:<br /><a href="https://www.canadiangeographic.ca/article/behind-canadian-shield">Behind the Canadian Shield</a><br /><a href="https://opentextbc.ca/geology/chapter/21-1-geological-history-of-canada/">Geological History of Canada</a><br />Sweet!</div><div><br /><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/PgEO-4qPyUc" width="420"></iframe><br /><iframe allowfullscreen="" frameborder="0" height="236" src="//www.dailymotion.com/embed/video/x1353ia" width="420"></iframe><iframe allowfullscreen="" frameborder="0" height="236" src="//www.dailymotion.com/embed/video/x132zr3" width="420"></iframe></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLmPdz697c_JCLo3VUZszOe4wkjBkDPVxygbRNxKQg6JWgfIiCJTsdyfe4aK-9KjQoQQ3-TQGhDUQnDm2SHYNwzA2mmRMVX8-H-PmIglXC730LdQNOJANOUWtZxn-BLiC-M6pkR-ogOX7JonMThzc2SD3KP6N_Gg4ngdRrO6w23BwNFKJvCsICTUeZQec/s1814/20240226_090103.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1814" data-original-width="784" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLmPdz697c_JCLo3VUZszOe4wkjBkDPVxygbRNxKQg6JWgfIiCJTsdyfe4aK-9KjQoQQ3-TQGhDUQnDm2SHYNwzA2mmRMVX8-H-PmIglXC730LdQNOJANOUWtZxn-BLiC-M6pkR-ogOX7JonMThzc2SD3KP6N_Gg4ngdRrO6w23BwNFKJvCsICTUeZQec/w86-h200/20240226_090103.jpg" width="86" /></a></div><br /><div><br /> <p> </p></div></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-767208264113015462024-02-22T19:43:00.000-08:002024-02-23T08:56:22.308-08:00Friday, February 23. 2024Today's schedule is ABCD<div><br /></div><div><b>A Block Criminology</b> - You have the block today, to work on the questions I posted yesterday. A reminder...I'd like you to read through the "Nature of Victimization" on pages 53-5 and 57-58 and "Theories of Victimization" dealing with Victim Precipitation, Lifestyle, and Routine Activities on pages 59-62 in the <em>CRIM</em> text. After discussing these sections your job will be to complete the following (don't worry, you'll have all tomorrow to work on this too):</div><div><ol><li>Briefly outline and explain the patterns we've identified in victimization (social ecology, household, personal characteristics and repeat victimization)</li><li>Explain and compare the three theories of crime victimization. </li><li>What is <a href="https://crcvc.ca/docs/victim_blaming.pdf">victim blaming</a> and what are its consequences?</li><li>Why are some victims less likely to report the victimization they suffered? </li><li>What can make a person more vulnerable for some type of crimes? <u>Provide a few examples</u> and use <a href="https://www.victimsupport.org.uk/wp-content/uploads/documents/files/VS%20Insight%20Report%20-%20An%20easy%20target.pdf">Risk factors affecting victimisation rates for violent crime and theft</a> <br /></li></ol></div><div>Use the videos and information from the past few days on the blog to help.</div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/4IRzbBt7pKU?si=erK32aXwi1MOtrZp" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /><br /></div><div style="text-align: center;"><br /></div><div><b>B Block Legal Studies</b> - We'll be off to the Learning Commons/Library today to finish answering the question, "Should Aboriginal Peoples have their own system of Justice? Use all of the links and info I've posted this week to help. If you're done, I'll have you work on the following from the AAL text to submit next class.</div><div><ul><li>questions 1, 2 and 4 on page 64 and</li><li>Review Your Understanding questions 1, 2 and 5 on page 83</li></ul></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/zq3krdiMvaE?si=0wspTT7_2t3b5syu" title="YouTube video player" width="420"></iframe><br /></div><div style="text-align: left;"><div style="text-align: center;"><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/zb8z4B8a0x4?si=Kd1dGyBGGaPjOY5E" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/RTb85GNcAVc?si=QNepgcIqjka3PPuz" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /></div></div><div><b>C Block Human Geography</b> - Today's key question is "Why Does Population Growth Vary among Regions"? and it's kind of an important one to look at. Although population rates vary among countries, the model for a similar process of change in a society’s population is the demographic transition. So we'll look at the model...it looks like this:</div><div><br /><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/6P2bsPWCRvM" width="420"></iframe></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/JpAiBg0hrfQ" title="YouTube video player" width="420"></iframe></div></div><div><br /></div><div>I'll have you fill in the chart in the Population/Development work package with characteristics describing each stage in the demographic transition model (CBR, CDR, NIR, etc.) along with the amount of growth of each stage (low, high, decreasing aka moderate) etc.<br /><br /><a href="http://www.bbc.com/news/world-europe-41109572">Consider Bulgaria</a>. Bulgaria is projected to have the fastest-shrinking population in the world. Its already lost a fifth of its population since the 1990s. But what does this mean for those who remain? Bulgaria's dwindling population numbers happen in part because a lot of young adults have left the country so the birth rate is low but the Bulgarian government does not see immigration as a possible solution to the country's dwindling population. So...stage 4 (maybe 5) in the DTM. What should they do?</div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/c9Ufhi_42h0" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /></div><div><a href="https://www.washingtonpost.com/world/2022/01/07/bulgaria-population-decline/">Bulgaria’s vanishing act: Population dives by more than 11 percent over the past decade</a><br /><div><div><a href="https://www.euractiv.com/section/elections/news/the-disappearing-bulgarians-despair-as-young-leave/">The disappearing Bulgarians: despair as young leave</a></div><div><a href="https://www.bbc.com/worklife/article/20190913-how-to-slow-down-the-worlds-fastest-shrinking-country">How to slow down the world’s fastest-shrinking country</a></div><div><br />We'll also play around a bit on <a href="http://www.gapminder.org/tools/">Gapminder</a> to visualize these statistics<br /><p><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoqfjw9Zz4ho44uphoe3AEd7dQSsb3oBmVa7wuYSeqSb0n_r4KKh6axKzWNrWZiAy4Xm-rxoPC1iVzzgRN9DnLWzby43ajrkjkaeeONJWinkSTV46rqrvhRhb0c-3zmRJt0MFWDes3IuI/s1600/literacy+and+number+of+babies.JPG" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="767" data-original-width="1600" height="191" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoqfjw9Zz4ho44uphoe3AEd7dQSsb3oBmVa7wuYSeqSb0n_r4KKh6axKzWNrWZiAy4Xm-rxoPC1iVzzgRN9DnLWzby43ajrkjkaeeONJWinkSTV46rqrvhRhb0c-3zmRJt0MFWDes3IuI/s400/literacy+and+number+of+babies.JPG" width="400" /></a> </p></div></div></div><div><br /></div><div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIT3w7XHiPpW9NWMOPn090RgnpmCpFplw16CIqvI2xQdOtUWtbx_kAU0je5awv_X7odbgQRY4GlRk4QrgjDfuy1siP6fCkQtOTVJoWegIUNJ5w6jdvnE2JiYIHEsD-AEb_pLndoHKa36jEeYXYaSghREXIIOZWDquMXQvZ4MeqfMBQ4uvRHyUhzvFN/s600/CascadiaSubductionv2.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="365" data-original-width="600" height="122" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIT3w7XHiPpW9NWMOPn090RgnpmCpFplw16CIqvI2xQdOtUWtbx_kAU0je5awv_X7odbgQRY4GlRk4QrgjDfuy1siP6fCkQtOTVJoWegIUNJ5w6jdvnE2JiYIHEsD-AEb_pLndoHKa36jEeYXYaSghREXIIOZWDquMXQvZ4MeqfMBQ4uvRHyUhzvFN/w200-h122/CascadiaSubductionv2.jpg" width="200" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span face="-apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"" style="background-color: #f8f9fa; color: #555555; font-size: 12px; text-align: left;">Credit: Kathleen Cantner, AGI.</span></td></tr></tbody></table><b>D Block Physical Geography</b> - Today in class we’ll continue our look at tectonics and plate boundaries. We'll finish yesterday's video and then you'll need to work a question on the effects of the Juan de Fuca plate and ridge just off our shores</div><div><br /></div><div><div><div>Use the Geosystems Core text Part III: The Geosphere: Earth’s Interior & Surface</div><div><br /></div><div>8.4 Plate Tectonics (p.223)</div><div>8.5 Seafloor Spreading & Subduction Zones (p. 224-5) and</div><div>8.6 Plate Boundaries (p. 226-7) *look at "The Mechanisms of Plate Motions" on p. 226 to help explain the movement (ridge push / slab pull) in the Juan de Fuca / Cascadian Subduction Zone and use the links on the blog from the past two days (and below) for help. I'll come around and help where needed.</div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/tRQmq3t866w?si=UZuTzJeedLbBjOYm" title="YouTube video player" width="420"></iframe></div></div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhhiWDNz4VrB6j1KrJZCnen_Dg5Ll0Q2udcMO--Jt3_oL3mJ5vk1wD9Bv6yfFeJe-4oeVbktB2UMRuECZx45-6a5nzWHXEo6IWOb18yOq8adP7ptq8BTfGK4_VHXq8yzfFxVxz8aNi3njLNszaki_i5rUgZppGU_vXDDQgk1DqGNGgWRSB2256ibekE=s1638" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1638" data-original-width="1181" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEhhiWDNz4VrB6j1KrJZCnen_Dg5Ll0Q2udcMO--Jt3_oL3mJ5vk1wD9Bv6yfFeJe-4oeVbktB2UMRuECZx45-6a5nzWHXEo6IWOb18yOq8adP7ptq8BTfGK4_VHXq8yzfFxVxz8aNi3njLNszaki_i5rUgZppGU_vXDDQgk1DqGNGgWRSB2256ibekE=s320" width="231" /></a><br /><br /></td></tr></tbody></table></div><div>For more on Plate Tectonics check out:<br /><a href="http://www.cotf.edu/ete/modules/msese/earthsysflr/plates1.html"><span style="color: #77aaff;">Earth Floor: Plate Tectonics</span></a><br /></div><div><a href="http://www.windows2universe.org/earth/interior/plate_tectonics.html"><span style="color: #77aaff;">UCAR - University of Michigan - Plate Tectonics</span></a><br /></div><div><a href="https://www.nps.gov/subjects/geology/plate-tectonics-subduction-zones.htm">Convergent Plate Boundaries—Subduction Zones</a></div><div><a href="https://opentextbc.ca/physicalgeology2ed/chapter/10-4-plate-plate-motions-and-plate-boundary-processes/">Plate, Plate Motions, and Plate Boundary Processes</a></div><div><a href="https://www.sciencedirect.com/topics/earth-and-planetary-sciences/juan-de-fuca-plate">Science Direct Juan De Fuca Plate</a></div><div><a href="https://earthquakescanada.nrcan.gc.ca/pprs-pprp/pubs/GF-GI/GEOFACT_plate-tectonics_e.pdf">Natural Resources Canada Plate Tectonics Shape (and Shake) British Columbia</a></div><div><a href="https://open.oregonstate.education/earthquakes/chapter/earthquakes-in-the-juan-de-fuca-plate/">OSU Earthquakes in the Juan de Fuca Plate</a></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEji8EqZfC1liEBmCaEqBSmggVYGf8VCcv2-nizkcxte_S1cdLpGCnX7r2Rwxj4iz6XNBM1S8QVLBdRjPeBqfozzgCrXKkcodOPBDmQ1MRmNEEOYe4p_3pojbxyrQwhnOr_i4rDUqTAN8FQPayjIH7spGJCkOrYwAshexNvAC-aeXQtaes7a8Zvskyjpgts/s3002/20240223_085443.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="3002" data-original-width="1774" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEji8EqZfC1liEBmCaEqBSmggVYGf8VCcv2-nizkcxte_S1cdLpGCnX7r2Rwxj4iz6XNBM1S8QVLBdRjPeBqfozzgCrXKkcodOPBDmQ1MRmNEEOYe4p_3pojbxyrQwhnOr_i4rDUqTAN8FQPayjIH7spGJCkOrYwAshexNvAC-aeXQtaes7a8Zvskyjpgts/w118-h200/20240223_085443.jpg" width="118" /></a></div><br /><div><br /><p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-7134449617979285342024-02-21T20:37:00.000-08:002024-02-22T09:01:00.536-08:00Thursday, February 22. 2024Today's schedule is DCBA<div><br /></div><div><b>D Block Physical Geography</b> - Today you’ll look at tectonics and plate boundaries. We'll highlight a few notes on divergent, convergent, and transform plate boundaries along with hot spots. While you're doing this we'll watch:</div><div><br /></div><div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/jyyNnHYWpn4" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/p-vNSqUy0l4" width="420"></iframe></div></div><div><div><br /></div><div>For more on Plate Tectonics check out:<br /><a href="http://www.cotf.edu/ete/modules/msese/earthsysflr/plates1.html"><span style="color: #77aaff;">Earth Floor: Plate Tectonics</span></a><br /></div><div><a href="http://www.windows2universe.org/earth/interior/plate_tectonics.html"><span style="color: #77aaff;">UCAR - University of Michigan - Plate Tectonics</span></a><br /></div><div><a href="https://www.nps.gov/subjects/geology/plate-tectonics-subduction-zones.htm">Convergent Plate Boundaries—Subduction Zones</a></div><div><a href="https://opentextbc.ca/physicalgeology2ed/chapter/10-4-plate-plate-motions-and-plate-boundary-processes/">Plate, Plate Motions, and Plate Boundary Processes</a></div></div><div><br /></div><div><b>C Block Human Geography</b> - Today we'll try to answer the Key Question <i>"Why Is Global Population Increasing"?</i> 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 <a href="https://www.populationpyramid.net/">population pyramids</a>.</div><div><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/RLmKfXwWQtE" width="420"></iframe></div><div><div><br /></div>You'll have some questions to work on for me in order to understand our key concept:<br /><ol><li>About how many people are being added to the world’s population each year?</li><li>How does the TFR in your family compare to the overall figure for North America? </li><li>Match the Country with the population pyramid and explain why (Canada, Chad & Germany)</li><li>Name a type of community that might have a lot more males than females. Why so?</li></ol><div>We'll also play around a bit on <a href="http://www.gapminder.org/tools/">Gapminder</a> to visualize these statistics</div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjYuDhr5IvmdZ0YBtKG0MSHEVziNnkUyWuEze3t5XKZ5k3QCu9HyumxiP8e9_tmHeJYdJWz66br3fFmYpBAEULU7horqZrSrqvnCH80as_snh5OnPA0HuE5vTG0YvKlS2pkWh-VHUG0Bk9FOGpNk_aV4V2rGI0LHN1s6T-eZtEEi64ZTrHQh4WmSsDmn7E" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="192" data-original-width="400" height="154" src="https://blogger.googleusercontent.com/img/a/AVvXsEjYuDhr5IvmdZ0YBtKG0MSHEVziNnkUyWuEze3t5XKZ5k3QCu9HyumxiP8e9_tmHeJYdJWz66br3fFmYpBAEULU7horqZrSrqvnCH80as_snh5OnPA0HuE5vTG0YvKlS2pkWh-VHUG0Bk9FOGpNk_aV4V2rGI0LHN1s6T-eZtEEi64ZTrHQh4WmSsDmn7E" width="320" /></a></div></div><div>By The Way...here's a good opinion article on the TFR in Canada (in 2023 it is 1.33)</div><div><a href="https://nationalpost.com/opinion/canadas-birth-rate-has-dropped-off-a-cliff-and-its-because-nobody-can-afford-housing">Canada’s birth rate has dropped off a cliff </a></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPSE5M-Cn3NaFrRIB83bh2TzW-DC-5xyl6Jaol4od53Du5A6nvV1IQqB0GPzTQ4j_-zp1mkdpYEndANWWRW3JTceD_hvScr93KK5CUOxIqJF7ie6MNjz2zx17EbrnGuoexkjTSBst_TaGC8UmGCm9Bf0pPVAyLM0mjf3TpDS66wVO2sWiTTCtmzgoboB0/s584/TFR%20Canada%202023.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="334" data-original-width="584" height="183" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPSE5M-Cn3NaFrRIB83bh2TzW-DC-5xyl6Jaol4od53Du5A6nvV1IQqB0GPzTQ4j_-zp1mkdpYEndANWWRW3JTceD_hvScr93KK5CUOxIqJF7ie6MNjz2zx17EbrnGuoexkjTSBst_TaGC8UmGCm9Bf0pPVAyLM0mjf3TpDS66wVO2sWiTTCtmzgoboB0/s320/TFR%20Canada%202023.JPG" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Trend in Canadian TFR</td></tr></tbody></table></div><div><br /></div><div><b>B Block Legal Studies</b> - We're back in the library to grapple with the question,</div><div style="text-align: center;"> </div><div style="text-align: center;">"Should Aboriginal Peoples have their own system of Justice?"</div><div><br /></div><div>FYI: (From the Report <a href="https://www.justice.gc.ca/eng/rp-pr/jr/oip-cjs/toc-tdm.html">Overrepresentation of Indigenous People in the Canadian Criminal Justice System: Causes and Responses</a>) While representing less than 5% of the Canadian population, Indigenous people comprise 32% of the federal corrections population and nearly half of all federal female inmates are Indigenous. The numbers are trending toward higher rates of overrepresentation. In the last decade, the non-Indigenous incarcerated population shrank by 28.26%. But the Indigenous inmate population grew by 18.1% over the same period.</div><div><br /></div><div>On June 21st, 2021, the <a href="https://indigenousfoundations.arts.ubc.ca/un_declaration_on_the_rights_of_indigenous_peoples/#:~:text=permission%20from%20UNPFII.-,The%20United%20Nations%20Declaration%20on%20the%20Rights%20of%20Indigenous%20Peoples,of%20the%20indigenous%20peoples%20of">United Nations Declaration on the Rights of Indigenous Peoples</a> Act received Royal Assent and came into force. This Act provides a roadmap for the Government of Canada and Indigenous peoples to work together to implement the Declaration based on lasting reconciliation, healing, and cooperative relations. <u>The Act upholds Aboriginal and treaty rights protected by section 35 of the Constitution Act, 1982, and doesn't lessen them in any way</u></div><div><div><br /></div><div><div>Article 3 states:</div><div><br /></div><div><i>Indigenous peoples have the right to self-determination. By virtue of that right they freely determine their political status and freely pursue their economic, social and cultural development.</i></div><div><br /></div><div>Article 4 states:</div><div><br /></div><div><i>Indigenous peoples, in exercising their right to self-determination, have the right to autonomy or self-government in matters relating to their internal and local affairs, as well as ways and means for financing their autonomous functions.</i></div></div><div><br /></div><div><div><div>Article 5 states: </div><div><br /></div><div><i>Indigenous peoples have the right to maintain and strengthen their distinct political, legal, economic, social and cultural institutions, while retaining their right to participate fully, if they so choose, in the political, economic, social and cultural life of the State.</i></div></div><div><br /></div><div>Article 8 states:</div><div><ol><li><i>Indigenous peoples and individuals have the right not to be subjected to forced assimilation or destruction of their culture.</i></li><li><i>States shall provide effective mechanisms for prevention of, and redress for:</i></li></ol><ul><li><i>Any action which has the aim or effect of depriving them of their integrity as distinct peoples, or of their cultural values or ethnic identities;</i></li><li><i>Any action which has the aim or effect of dispossessing them of their lands, territories or resources;</i></li><li><i>Any form of forced population transfer which has the aim or effect of violating or undermining any of their rights;</i></li><li><i>Any form of forced assimilation or integration;</i></li><li><i>Any form of propaganda designed to promote or incite racial or ethnic discrimination directed against them.</i></li></ul></div></div><div><div>Article 26 states: </div><div><br /></div><div><i>Indigenous peoples have the right to the lands, territories and resources which they have traditionally owned, occupied or otherwise used or acquired.</i></div></div><div><br /></div><div><div>Article 37 states:</div><div><br /></div><div><i>Indigenous peoples have the right to the recognition, observance and enforcement of treaties, agreements and other constructive arrangements concluded with States or their successors and to have States honour and respect such treaties, agreements and other constructive arrangements.</i></div></div><div><br /></div><div><a href="https://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf">UNDRIP</a></div><div><a href="https://thenarwhal.ca/unravelling-b-c-s-landmark-legislation-on-indigenous-rights/">Unravelling B.C.’s landmark legislation on Indigenous rights</a></div><div><a href="https://thenarwhal.ca/bc-undrip-two-years/">Two years after B.C. passed its landmark Indigenous Rights act, has anything changed?</a></div></div><div><br /></div><div>and new articles to help:</div><div><a href="https://theconversation.com/the-criminal-legal-system-does-not-deliver-justice-for-first-nations-people-says-a-new-book-191005">The criminal legal system does not deliver justice for First Nations people</a></div><div><a href="https://www.cbc.ca/news/canada/saskatchewan/opinion-andre-bear-indigenous-peoples-must-establish-legal-system-1.6427692">Indigenous Peoples must establish our own legal system in Canada</a></div><div><a href="https://policyoptions.irpp.org/magazines/april-2018/the-injustice-system-and-indigenous-people/">The (in)justice system and Indigenous people</a></div><div><a href="https://www.canada.ca/en/services/indigenous-peoples/indigenous-justice-and-policing.html">Government of Canada Indigenous justice and policing</a></div><div><a href="https://www.justice.gc.ca/eng/rp-pr/aj-ja/eijs-esja/rep-rap.pdf">Exploring INDIGENOUS JUSTICE Systems In Canada and Around the World</a></div><div><a href="https://www.cbc.ca/newsinteractives/beyond-94/commit-to-the-recognition-and-implementation-of-aboriginal-justice-systems">Call #42 of the the Truth and Reconciliation Commission’s 94 Calls to Action</a> (Commit to the recognition and implementation of Aboriginal justice systems)</div><div><br /></div><div><br /></div><div><b>A Block Criminology</b> - Today we'll analyze the short and long term effects that crime has on victims</div><div><div><br /></div><div>Based on the data reported to the GSS, there are certain characteristics that place an individual or a household at greater risk of victimization. In 2019, the key factors associated with higher odds of violent victimization were: <i>being younger; being a woman; being a sexual minority; living in a neighbourhood where social disorder is perceived; having been homeless; having been abused, witnessed violence, or experienced harsh parenting or neglect during childhood, and; participating in a higher number of evening activities outside the home.</i></div></div><div><div><br /></div></div><div>To help check out <a href="https://www.crcvc.ca/docs/victimization.pdf">The Impact of Victimization</a> prepared by the <a href="https://crcvc.ca/">Canadian Resource Centre for Victims of Crime</a> and the <a href="https://www.justice.gc.ca/eng/cj-jp/victims-victimes/rights-droits/who-qui.html">Victims’ roles and rights in the criminal justice system</a> and <a href="https://www150.statcan.gc.ca/n1/pub/85-002-x/2021001/article/00014-eng.htm">Criminal Victimization in Canada</a> (from the most recent General Social Survey in 2019 - look at Reporting victimization to police Charts 7 and 8).</div><div><br /></div><div>Read the following hypothetical victim story (from the United Nations Office on Drugs and Crime Crime Prevention and Criminal Justice Course <a href="https://www.unodc.org/e4j/en/crime-prevention-criminal-justice/module-11/index.html">Module 11 Access to Justice for Victims</a>) and we'll try to discuss the following together:</div><div><ol><li>What happened?</li><li>What type of damage did the victim(s) suffer?</li><li>What needs the victim(s) might have?</li><li>What would be the best approach to ensuring justice for these victim(s)?</li></ol></div><div><div></div><blockquote><div><i>Allie and Mike are both in their mid-seventies. They are both retired, and since their children grew up and left, besides being grandparents, they look after themselves, travel, spend time in the community, and engaged with various hobbies. Mike had a hip replacement a few years ago and has some issue in walking; Allie has high blood pressure and is on heart medication. They have been together for 45 years.</i></div><div><i><br /></i></div><div><i>One night while returning from a concert performance, Allie was taking the keys from her bag, they were approached by two young men who distracted them by asking for directions. They seemed lost and were very gentle to the couple, apologizing. After spending a few seconds in exchanging information, one of the two young men, grabbed Allie's bag, where she had her purse, keys, her mobile and some photos and small objects, while the other young men hit Mike on his head, took his wallet and left him unconscious on the ground. Allie, in total shock, started shouting and asking for help. She did not have the phone anymore, and as much as she was shaking could not even shout; eventually, after ten minutes, someone called an ambulance and then the police arrived.</i></div><div><i><br /></i></div><div><i>They were both brought the hospital where Mile spent five days 'under observation' due to a mild concussion. When home, he could not stand on his own feet, as he was always dizzy and losing balance. Consequently, one of their sons moved in, and they also had to have some professional assistance.</i></div><div><i><br /></i></div><div><i>One of the two young men were arrested three days after the attack thanks to some cameras positioned in a nearby bank. He pleaded guilty, saying that he was under the effects of drug and alcohol and did not have the means to pay back any of the costs or damages.</i></div></blockquote><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEi8MNs4cp61sfFEFLyyX3sJeqWSWN4xdf9V9Iyj-bZ0upQBdwWFkWNXGGIpk9Ji_oNmCr-0iVn77uznVj9d0rAgtBcP6lYTJ6OWrWq3iKjc0WkF7aucxKzvgJ4Fo93ulxki0GOx3Wgu1pgNl-2X0ys58v3SQEP6ThmZrax7B6KSHRt-oUrnptcVK5Nz=s877" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="877" data-original-width="443" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEi8MNs4cp61sfFEFLyyX3sJeqWSWN4xdf9V9Iyj-bZ0upQBdwWFkWNXGGIpk9Ji_oNmCr-0iVn77uznVj9d0rAgtBcP6lYTJ6OWrWq3iKjc0WkF7aucxKzvgJ4Fo93ulxki0GOx3Wgu1pgNl-2X0ys58v3SQEP6ThmZrax7B6KSHRt-oUrnptcVK5Nz=s320" width="162" /></a></div> <p></p><div></div></div><div><div>I'd like you to read through the "Nature of Victimization" on pages 53-5 and 57-58 and "Theories of Victimization" dealing with Victim Precipitation, Lifestyle, and Routine Activities on pages 59-62 in the <em>CRIM</em> text. After discussing these sections your job will be to complete the following (don't worry, you'll have all tomorrow to work on this too):</div><div><ol><li>Briefly outline and explain the patterns we've identified in victimization (social ecology, household, personal characteristics and repeat victimization)</li><li>Explain and compare the three theories of crime victimization. </li><li>What is <a href="https://crcvc.ca/docs/victim_blaming.pdf">victim blaming</a> and what are its consequences?</li><li>Why are some victims less likely to report the victimization they suffered? >>>>>>>>>>>>>></li><li>What can make a person more vulnerable for some type of crimes? Provide a few examples.</li></ol></div></div><div><div>To help:</div><div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/pij_4PNuAaA" title="YouTube video player" width="420"></iframe></div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/dzwYptfRwTg" title="YouTube video player" width="420"></iframe></div></div></div></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhouTkmUwE7-7zzD9YjdCMfLqQaYtv_4R_2G_LqgdoI5IJI1254iYqMjRQrVGbl6tQMipeEhwSQeKKkXmY-373fxc8un21oNxZBptMt3sENqn3xCQavfmMAp-b9iKvYEYdB_cNHGowbvl7_afgYPkng8szqxSomUqonnlsRZfK5PUuMbeN-tJyCytkbNvQ/s2063/20240222_085929.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2063" data-original-width="878" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhouTkmUwE7-7zzD9YjdCMfLqQaYtv_4R_2G_LqgdoI5IJI1254iYqMjRQrVGbl6tQMipeEhwSQeKKkXmY-373fxc8un21oNxZBptMt3sENqn3xCQavfmMAp-b9iKvYEYdB_cNHGowbvl7_afgYPkng8szqxSomUqonnlsRZfK5PUuMbeN-tJyCytkbNvQ/w85-h200/20240222_085929.jpg" width="85" /></a></div><br /><div><br /><p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-84958051380691360402024-02-20T19:21:00.000-08:002024-02-21T20:04:44.211-08:00Wednesday, February 21. 2024Today's schedule is BADC<div><br /></div><div><b>B Block Legal Studies</b> - We'll be off to the Learning Commons/Library today and tomorrow to answer the question, "Should Aboriginal Peoples have their own system of Justice?" Use the explanation, the decision in <i>R. v. Glaude</i>, the links, and video below to help you. Consider both sides of the issue (pros and cons) and consider this as well, "Should healing and Sentencing Circles be considered for non-Indigenous people as well?"</div><div><blockquote class="tr_bq">At a basic level of understanding, the concept of justice is understood differently by Indigenous peoples. For most Indigenous peoples, the traditional method of addressing wrongs committed against community members involved restoring or healing relationships rather than punishing the offender. The offender and victim(s) would discuss the harm caused by the offense. The offender would be expected to understand the consequences and take responsibility for the harm, and together, they would discuss appropriate ways to make amends. </blockquote><blockquote class="tr_bq">Justice is not seen as a separate domain from community life that needs to be overseen and administered by experts (such as police, lawyers, judges. etc.), rather it must be integrated into daily living. Most disputes should be resolved in the community, among the families of those affected, and guided by elders.</blockquote><blockquote class="tr_bq">The roots of restorative justice models stem from traditional Indigenous methods of conflict resolution which rely on community involvement and the implementation of holistic solutions Restorative justice focuses on holding the offender accountable in a meaningful way, rather than simply imposing punishment. </blockquote><blockquote class="tr_bq">From Bringing Balance to the Scales of Justice</blockquote><div>Websites to help your discussion:</div><a href="https://thediscourse.ca/urban-nation/healing-canadian-justice-system">Healing the Canadian justice system</a><br /><a href="https://www.cbc.ca/news/canada/north/why-does-the-canadian-justice-system-treat-aboriginal-people-as-if-they-re-all-the-same-1.2886502">Why does the Canadian justice system treat aboriginal people as if they’re all the same?</a><br /><a href="https://indigenousfoundations.arts.ubc.ca/aboriginal_rights/">UBC Indigenous Foundations Aboriginal Rights</a><br /><a href="https://www.cbc.ca/news/indigenous/overrepresentation-of-indigenous-peoples-in-b-c-corrections-system-rising-says-statistics-canada-report-1.4725342">Overrepresentation of Indigenous Peoples in B.C. corrections system rising, says Statistics Canada report</a><br /><a href="https://www2.gov.bc.ca/gov/content/justice/criminal-justice/bcs-criminal-justice-system/understanding-criminal-justice/indigenous-justice/programs-services">Indigenous Justice Strategy Programs Province of BC</a><br /><div><a href="https://mcpei.ca/wp-content/uploads/2023/10/Bringing-Balance-to-the-Scales-of-Justice-Resource-Guide.pdf">Bringing Balance to the Scales of Justice</a> (look at page 42-47 in the pdf)</div><div><a href="http://www.ajic.mb.ca/volumel/chapter2.html">Aboriginal Concepts of Justice</a></div><div><a href="http://www.ajic.mb.ca/volumel/chapter7.html">Aboriginal Justice Systems</a></div><div><a href="https://www.justiceeducation.ca/about-us/research/aboriginal-sentencing/restorative-justice">Aboriginal Restorative Justice Remedies</a></div></div><div><br /></div><div><div>In <a href="https://scc-csc.lexum.com/scc-csc/scc-csc/en/item/1695/index.do"> <i>R. v. Gladue (1999)</i></a>, the Supreme Court of Canada's decision considered a sentencing principle outlined in paragraph 718.2(e) of the Criminal Code. In section 718.2(e) of the Criminal Code, Parliament requires judges to consider all available sentences other than imprisonment that are reasonable in the circumstances and consistent with the harm done, for all offenders, and says judges must pay particular attention to the circumstances of Aboriginal offenders.</div><div><div><br /></div><div>If you identify as Indigenous and are charged with a crime, a judge must apply Gladue principles when you're in a criminal court. Gladue principles are a way for the judge to consider the unique circumstances (experiences) of Indigenous peoples. These unique circumstances include the challenges of colonization an Indigenous person, their family, and community faced and resisted as Indigenous people, and continue to affect them today. These challenges include racism, loss of language, removal from land, Indian residential schools, and foster care. These challenges are called Gladue factors.</div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/PQWen9fpSGw" title="YouTube video player" width="420"></iframe></div></div><div><br /></div><div>From <a href="https://aboriginal.legalaid.bc.ca/courts-criminal-cases/first-nations-court">Aboriginal Legal Aid in BC</a> </div><div><div></div><blockquote><div>If you identify as Aboriginal and you plead guilty to a crime, you might be able to have your bail or sentencing hearing in one of BC's First Nations/Indigenous Courts. You might be brought into a First Nations/Indigenous Court by referral from a judge, defense lawyer, or Crown lawyer. Or you can request to go to First Nations/Indigenous Court. It’s your choice to have your matter heard in First Nations/Indigenous Court. </div><div><br /></div><div>First Nations/Indigenous Courts are criminal sentencing courts that use restorative justice and traditional ways to reach balance and healing. BC's First Nations/Indigenous Courts are often called Gladue courts.</div><div><br /></div><div>First Nations/Indigenous Courts focus on balancing rehabilitation, accountability, and healing. The judge, your lawyer, Crown counsel, Elders and your community, and your family work with you to create a healing plan to help restore your mental, physical, spiritual, and emotional health.</div><div><br /></div><div>You might still be sentenced to jail. If you're sentenced to jail, the judge must still consider your unique circumstances in their decision.</div></blockquote></div><div>So, Glaude services have been transferred to <a href="https://bcfnjc.com/information-for-the-public/">BC First Nations Justice Council</a> which also provides <a href="https://bcfnjc.com/indigenous-justice-centres-in-british-columbia/">Indigenous Justice Centres in British Columbia</a></div><div><br /></div></div></div><div>More tomorrow on UNDRIP (United Nations Declaration on the Rights of Indigenous Peoples)</div><div><br /></div><div>FYI: If You are Interested...<a href="https://emploisfp-psjobs.cfp-psc.gc.ca/srs-sre/page01.htm?poster=1502&lang=en">Young Women in Public Safety – Student Employment Opportunity</a></div><div><br /></div><div><b>A Block Criminology</b> - Today we'll talk about victims of crime. Every day we have specific routines we engage in. Many of these routines are tailored to preventing us from becoming victims of crime. We do things like lock our doors, watch where we walk at night, or avoid walking alone. We take these actions because at some level we are afraid of the possibility of being a victim of crime. Despite taking these actions people often fall prey to crime in Canada. <a href="http://www.statcan.gc.ca/pub/85-002-x/2015001/article/14241-eng.htm#a8">So what do we know about victimization</a>?</div><ol><li>Women were at higher risk than men of being victims of a violent crime</li><li>Age was the key risk factor in violent victimization</li><li>Drug use, binge drinking and the frequency of evening activities were associated with the risk of violent victimization</li><li>Mental health was associated with the risk of violent victimization</li><li>People who suffered child maltreatment were more likely to be victims of a violent crime</li><li>People with a history of homelessness were more likely to report being a victim of a violent crime</li><li>The risk of violent victimization was higher among people residing in a neighbourhood with low social cohesion</li><li>Aboriginal people, in particular women, were more likely to be victims</li><li>One-quarter of violent incidents took place at the victim’s place of work</li><li>The majority of offenders were male and, on average, in their early thirties</li><li>Most victims knew their attacker</li><li>Most violent incidents did not involve weapons and did not result in physical injury</li><li>Low social cohesion was associated with a higher risk of household victimization</li><li>Households residing in apartments or condos were less likely to be victimized by household crime</li><li>The size of the household was linked to the risk of victimization</li><li>One incident in five resulted in losses of $1,000 or more</li><li>Most incidents of victimization did not come to the attention of the police</li></ol><div></div><div>we will focus on the impact that crime has on victims. We'll try to examine the impacts of crime on victims (both short and long term)<br /><br /><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/9O595GvRFZM" width="420"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/XfkmyKrQk-w" width="420"></iframe></div><br />I'll go over some notes with you on this and we'll try to understand how violence and violent crime (out next topic in the course) is a traumatic event that impacts human lives. </div><div><br /></div><div>FYI: If You are Interested...<a href="https://emploisfp-psjobs.cfp-psc.gc.ca/srs-sre/page01.htm?poster=1502&lang=en">Young Women in Public Safety – Student Employment Opportunity</a></div><div><br /></div><div><b>D Block Physical Geography</b> - Today we will focus on <a href="https://courses.lumenlearning.com/geophysical/chapter/sedimentary-rocks/">sedimentary</a> and <a href="https://courses.lumenlearning.com/geophysical/chapter/metamorphic-rock/">metamorphic </a>rocks. </div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/7Bxw4kkeHJ8" title="YouTube video player" width="420"></iframe></div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/tNs1gqkYerg" title="YouTube video player" width="420"></iframe></div></div><div><br />We'll collectively define <a href="http://www.columbia.edu/~vjd1/sed_rx.htm">compaction, cementation, recrystallization</a>, clastic sedimentary rock, and non clastic/chemical sedimentary rock. </div><div><br /></div><div>We will define <a href="https://australian.museum/learn/minerals/shaping-earth/types-of-metamorphism/">contact, regional, and dynamic metamorphosism</a> (locating these areas on the map below) and you'll have one question in your <span style="font-style: italic;">Geosystems</span> text to finish as well.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB0iUSyKqtQ2g9T1cRlVHjz4ufPVd7045BwFqxVEC0xtQVUi8Ei-wdAFA9AUejvNF09orsFJZtaBJGYqk3Mtz-uVUqpMNhw-TNWnQLKfPRgdF0_ElGjiT-JIx3oHoqKSJITvenh65jujbkQKpDPMa4fGJ9w0XLqxhm4jHPOlWaNiSBFJqEN63w8kJ-tGs/s800/SWBC%20Geology.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="536" data-original-width="800" height="214" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB0iUSyKqtQ2g9T1cRlVHjz4ufPVd7045BwFqxVEC0xtQVUi8Ei-wdAFA9AUejvNF09orsFJZtaBJGYqk3Mtz-uVUqpMNhw-TNWnQLKfPRgdF0_ElGjiT-JIx3oHoqKSJITvenh65jujbkQKpDPMa4fGJ9w0XLqxhm4jHPOlWaNiSBFJqEN63w8kJ-tGs/s320/SWBC%20Geology.jpg" width="320" /></a></div><div><br />Check out the <a href="https://www.learner.org/series/interactive-rock-cycle/"><span style="color: #77aaff;">Dynamic Earth Interactive Rock Identification</span></a> site here<br />Check out the <a href="https://www.bbc.co.uk/bitesize/guides/zgb9kqt/revision/1">Rock Cycle/Type animation from the BBC</a><br />Check out the <a href="https://www.geolsoc.org.uk/ks3/gsl/education/resources/rockcycle.html">Rock Cycle from the Geological Society</a> here<br />Check out CK-12 <a href="https://www.ck12.org/c/earth-science/igneous-rock-classification/">Igneous Rock</a>, <a href="https://www.ck12.org/c/earth-science/sedimentary-rocks/">Sedimentary Rock</a> or <a href="https://www.ck12.org/c/earth-science/metamorphic-rocks/">Metamorphic rock</a> information.</div><div><br /></div><div><b>C Block Human Geography </b>- Today we'll try to answer the Key Question <i>"Why Is Global Population Increasing"?</i> 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 <a href="https://www.populationpyramid.net/">population pyramids</a>.</div><div><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/0cjt2J8jVwM" width="420"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/RLmKfXwWQtE" width="420"></iframe></div><div style="text-align: center;"><br /></div>You'll have some questions to work on for me in order to understand our key concept:<br /><ol><li>About how many people are being added to the world’s population each year?</li><li>How does the TFR in your family compare to the overall figure for North America? </li><li>Match the Country with the population pyramid and explain why (Canada, Chad & Germany)</li><li>Name a type of community that might have a lot more males than females. Why so?</li></ol>We'll also play around a bit on <a href="http://www.gapminder.org/tools/">Gapminder</a> to visualize these statistics<div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOFgHSOTq64MmKxIW605SCapY1hRd1TzuGtgg_XejyszV4WnoBHjD756n4DaecRK7aqVgKWJiwEuUcDJYSxsQV6TEZ-0Vy1sNbbYGnJUsKR0qLw_MsG-b_B5WlbIfhUnIxJBQi49xnAhl14XiKf7BaqzfIc6ct2nX-0Ta7N__n5uz8xD4iWgC0gMKCA4Y/s2145/20240221_085447.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2145" data-original-width="952" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOFgHSOTq64MmKxIW605SCapY1hRd1TzuGtgg_XejyszV4WnoBHjD756n4DaecRK7aqVgKWJiwEuUcDJYSxsQV6TEZ-0Vy1sNbbYGnJUsKR0qLw_MsG-b_B5WlbIfhUnIxJBQi49xnAhl14XiKf7BaqzfIc6ct2nX-0Ta7N__n5uz8xD4iWgC0gMKCA4Y/w89-h200/20240221_085447.jpg" width="89" /></a></div><br /><div><br /><p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-14106143504714574332024-02-19T20:22:00.000-08:002024-02-20T12:55:48.661-08:00Tuesday, February 20. 2024Today's schedule is CDAB<div><br /></div><div><b>C Block Human Geography</b> - Today we'll look at the Key Question: <i>Where Is the World’s Population Distributed? </i>Human beings are not distributed uniformly across Earth’s surface. We can understand how population is distributed by examining two basic properties - concentration and density. Today we'll examine where populations are concentrated looking at the concept of <a href="https://www150.statcan.gc.ca/n1/pub/92-195-x/2011001/other-autre/ecumene-ecoumene/ec-eng.htm">ecumene</a>. Lastly we'll look at density in terms of arithmetic, physiological and agricultural forms. You've got three questions to answer for me today:</div><div><ol><li> Why isn’t North America one of the four major population clusters?</li><li>On the map in the week 2 package...use the maps on page 47 to prepare a sketch map that shows non-ecumene and very sparsely inhabited lands (remember map basics!)</li><li> In terms of food supply, which combination of measures of density is most important when considering whether a country’s population is too large? Why?</li></ol><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/s9dFy6xBOBM" width="420"></iframe><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/VcSX4ytEfcE" width="420"></iframe><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/PUwmA3Q0_OE" width="420"></iframe></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2qNDbqaQAz03FWx86N24LMU7SxYUoQrOuixtCcPpqJNogdVrLpNBdjlZ_PjKYxUcO_TFSdo32ic2L8IZ5dryRMFOS6cD2_l940SRs_-azJdq-KCTuFx5gJl7Yny7xJr1YBayQ3E8Svdw/s1600/Canada+Agricultural+Ecumene.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="624" data-original-width="1372" height="145" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2qNDbqaQAz03FWx86N24LMU7SxYUoQrOuixtCcPpqJNogdVrLpNBdjlZ_PjKYxUcO_TFSdo32ic2L8IZ5dryRMFOS6cD2_l940SRs_-azJdq-KCTuFx5gJl7Yny7xJr1YBayQ3E8Svdw/s320/Canada+Agricultural+Ecumene.JPG" width="320" /></a></div>The national agricultural ecumene includes all dissemination areas with 'significant' agricultural activity. </div><div><br /></div><div>BTW...</div><div><ul style="text-align: left;"><li>B.C.'s population has surpassed five million people for the first time in its history, growing at a rate of 7.6 per cent between 2016 (population: 4.6 million) and 2021 (population: 5 million), from Statistics Canada. </li><li><a href="https://www2.gov.bc.ca/assets/gov/data/statistics/people-population-community/population/quarterly_population_highlights.pdf">B.C. Stats Quarterly Population Highlights</a> places our population on October 1, 2023 @ <u>5,581,123</u> with a net gain of international migrants and a net loss of interprovincial migrants</li><li>Victoria (Greater Vic sits at about 348,000) and Vancouver (GVRD or Metro Van is at about 2.48 million) account for nearly 50% of the total population of our province</li><li>We have four of Canada's five fastest-growing metropolitan areas — all of which are outside the Metro Vancouver region (the Kelowna, Chilliwack, Kamloops and Nanaimo census metropolitan areas all saw growth of 10 per cent or more in between 2016 and 2021)</li><li>Here, Courtenay’s census agglomeration reported almost 63,300 in 2021, a 9.2% increase from 2016.</li></ul></div><div>Province of British Columbia <a href="https://www.env.gov.bc.ca/soe/indicators/sustainability/bc-population.html">Trends in B.C.'s Population Size & Distribution</a></div><div><br /></div><div><b>D Block Physical Geography</b> - We'll transfer some notes into our Tectonics package on the rock cycle then we'll work on igneous rocks and plutonic features...there will be three questions to work on (in your Geosystems Core textbook). Don't forget that Intrusive igneous rocks crystallize below Earth's surface, and the slow cooling that occurs there allows large crystals to form. Examples of intrusive igneous rocks are diorite, gabbro, granite, pegmatite, and peridotite. Extrusive igneous rocks erupt onto the surface, where they cool quickly to form small crystals. Some cool so quickly that they form an amorphous glass. These rocks include andesite, basalt, dacite, obsidian, pumice, rhyolite, and scoria. </div><div><br /></div><div>If you need help look at the e-notes <span style="color: #77aaff;"><a href="https://www.earthfacts.com/earth-dynamics/earthscrustisostasy/">on Earthfacts</a></span></div><div><div><br /></div><div>Check out the <a href="https://www.learner.org/series/interactive-rock-cycle/"><span style="color: #77aaff;">Dynamic Earth Interactive Rock Identification</span></a> site here<br />Check out the <a href="https://www.bbc.co.uk/bitesize/guides/zgb9kqt/revision/1">Rock Cycle/Type animation from the BBC</a><br />Check out the <a href="https://www.geolsoc.org.uk/ks3/gsl/education/resources/rockcycle.html">Rock Cycle from the Geological Society</a> here<br />Check out CK-12 <a href="https://www.ck12.org/c/earth-science/igneous-rock-classification/">Igneous Rock</a>, <a href="https://www.ck12.org/c/earth-science/sedimentary-rocks/">Sedimentary Rock</a> or <a href="https://www.ck12.org/c/earth-science/metamorphic-rocks/">Metamorphic rock</a> information.<br /></div><div><br /></div></div><div>When answering the question on felsic (>69% silica) and mafic (45-52% silica) rock, please consider Melting Points, Colour, Density, and Minerals (coarse/fine and type)…SPOILER ALERT, this will be connected to tectonic boundaries and types of volcanoes and their eruptions</div><div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhRaU-gI2dD7-aeqDJ41DkBbJivIujX9cQEjbio5m8xow6fQC3Ih8kj0o17fdzJBd9Lz333AGu6UH4afvaK2pJaY5qzQRFIUgi_hZHS2pDnydhng8NFdVCLLd1S2aufRaa1LPRYY13DYQ/s1227/ingeous-rocks2.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="567" data-original-width="1227" height="186" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhRaU-gI2dD7-aeqDJ41DkBbJivIujX9cQEjbio5m8xow6fQC3Ih8kj0o17fdzJBd9Lz333AGu6UH4afvaK2pJaY5qzQRFIUgi_hZHS2pDnydhng8NFdVCLLd1S2aufRaa1LPRYY13DYQ/w400-h186/ingeous-rocks2.png" width="400" /></a></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/7Bxw4kkeHJ8" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /></div><div><b>A Block</b><b> Criminology </b>- 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:</div><em><br /></em><em>Do you think that school is one of the most dangerous places for young people in society today?</em><br /><ol></ol>Broaden your scope a little and <u>do not necessarily focus on Vanier for this question</u>. 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:<br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/dTF-EiUk148" width="420"></iframe></div><br /><a href="http://www.rcmp-grc.gc.ca/cycp-cpcj/violence/sv-ve/index-eng.htm">RCMP: School Violence</a><br /><a href="https://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/ststclsnpsht-yth/index-en.aspx">Stats Can Youth Offending in Canada</a><div><a href="https://www.cbc.ca/news/canada/marketplace-school-violence-sexual-violence-1.5329520">More than 1 in 7 girls say they were sexually assaulted by another student</a> </div><div><a href="https://www.cbc.ca/news/canada/student-violence-data-reporting-1.5331967">'They're not taking it seriously': Under-reporting of student violence persists</a></div><div><div><a href="https://www.cbc.ca/news/canada/school-violence-marketplace-1.5224865">'I thought he was dead': CBC survey reveals 4 in 10 boys are physically assaulted at school</a></div><a href="http://www.lawlessons.ca/lesson-plans/2.4.youth-crime-in-canada">Youth Crime In Canada</a> which states:<br /><ul><li>In 2006, 1 in 10 youth crimes were committed on school property</li><li>Crimes at school include bullying and violence</li><li>Assaults are particularly common representing about 30% of all violations committed by youth on school property. Uttering threats constituted another 8%</li><li>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%)</li></ul></div><div><b><br /></b></div><div><b>B Block </b><b>Legal Studies</b> - Today we'll start with a look at <a href="https://indigenousfoundations.arts.ubc.ca/aboriginal_rights/">Aboriginal Rights in the Charter (Section 25)</a>. It's important to note that section 25 does not create any new rights but rather protects against the abrogation or derogation of <a href="https://www.ictinc.ca/blog/what-are-first-nation-inherent-rights">existing aboriginal, treaty or other rights or freedoms</a></div><div><br /></div><div>So, for some context:</div><div><br /></div><div><a href="https://cge-media-library.s3.ca-central-1.amazonaws.com/wp-content/uploads/2021/10/04112838/Wampum-Belt_EN.pdf">The Kaswentha or Two Row Wampum Belt</a> from...</div><div><div><a href="https://storymaps.arcgis.com/stories/bdd595c363d9466d8e92a8a46e212c1c">Treaties and Agreements in Canada: An introduction to treaties and agreements between Canada and Indigenous Peoples</a></div></div><div><a href="https://canadiangeographic.ca/articles/laws-braided-into-belts-three-haudenosaunee-wampum-belts-you-should-know/">Laws braided into belts</a></div><div><a href="https://www.onondaganation.org/culture/wampum/two-row-wampum-belt-guswenta/">Two Row Wampum – Gaswéñdah</a></div><div><br /></div><div><a href="https://education.afn.ca/afntoolkit/web-modules/plain-talk-4-treaties/1-treaties-and-why-they-are-important/">Assembly of First Nations: Treaties and Why They are Important</a></div><div><a href="https://education.afn.ca/afntoolkit/web-modules/plain-talk-4-treaties/law/">Assembly of First Nations: Treaties and Law</a></div><div><a href="https://nelliganlaw.ca/a-legal-timeline-of-indigenous-rights-in-canada/">Nelligan Law: A legal timeline of Indigenous Rights in Canada</a></div><div><a href="https://www.constitutionalstudies.ca/the-constitution/aboriginal-rights/">Center for Constitutional Studies: Aboriginal Rights</a></div><div><a href="https://www.thecanadianencyclopedia.ca/en/article/aboriginal-rights">The Canadian Encyclopedia: Rights of Indigenous Peoples in Canada</a></div><div><br /></div><a href="https://www.rcaanc-cirnac.gc.ca/eng/1100100028574/1529354437231">Government of Canada Treaties and Agreements</a><div><a href="https://www2.gov.bc.ca/gov/content/environment/natural-resource-stewardship/consulting-with-first-nations/first-nations-negotiations/about-first-nations-treaty-process/history-of-treaties-in-bc">British Columbia Government History of Treaties in B.C.</a></div><div><br /></div><div>And, specifically, for us here:</div><div><br /></div><div><a href="https://komoks.ca/treaty/">K’ómoks First Nation Treaty Information</a></div><div><a href="https://bctreaty.ca/komoks-first-nation/">BC Treaty Commission K’ómoks First Nation</a><br /><div><a href="https://engage.gov.bc.ca/govtogetherbc/engagement/komoks-treaty/#:~:text=K'%C3%B3moks%2C%20Canada%20(Canada,expected%20to%20close%20in%202024.">British Columbia Government K’ómoks Treaty Negotiations</a></div><div><br /></div><div>From the KFN...</div><div><blockquote>K’ómoks Aboriginal rights, including aboriginal title and the inherent right to self-government, are recognized and affirmed and will be exercised as agreed to in the Treaty. The Treaty will clearly state that existing rights are not extinguished, surrendered or modified. There is no extinguishment. There is no modification</blockquote></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQezMlOtqVag_BM_-jAjOSqoMM7QiRTe15J1FpR1FJX3-gX1eTbWo4HWZQR22XvdMc4GEEVdN6UhDwqlmVi9RHqwOOmxAyuH3GcK48hqAtnmKbgFUaUUq8aQm__rtVG71ZTOLEV4sfP9tjXR09U-UhQqWVO5DJogEvAwL8nrEJkUuAmUtNTL75-SRQM7E/s801/Screenshot%202024-02-19%20200101.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="606" data-original-width="801" height="242" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQezMlOtqVag_BM_-jAjOSqoMM7QiRTe15J1FpR1FJX3-gX1eTbWo4HWZQR22XvdMc4GEEVdN6UhDwqlmVi9RHqwOOmxAyuH3GcK48hqAtnmKbgFUaUUq8aQm__rtVG71ZTOLEV4sfP9tjXR09U-UhQqWVO5DJogEvAwL8nrEJkUuAmUtNTL75-SRQM7E/s320/Screenshot%202024-02-19%20200101.png" width="320" /></a></div><div><br />We'll talk about the significance of the <span style="font-style: italic;">Calder v. Attorney-General of British Columbia</span>, 1973 decision. From the <a href="http://www.atns.net.au/agreement.asp?EntityID=2359"><span style="color: #77aaff;">Agreements, Treaties and Negotiated Settlements Project</span></a>:<br /><br />The decision in <i><u>Calder v Attorney-General of British Columbia</u></i> was handed down by the Supreme Court of Canada on 31 January 1973. It is often credited with having provided the impetus for the overhauling of the land claims negotiation process in Canada. The case was initiated in 1968 by the Nisga'a Tribal Council against the Government of British Columbia. It failed both at trial and in the Court of Appeal. The Supreme Court overturned the Court of Appeal's finding in recognizing the possible existence of Aboriginal rights to land and resources, but was equally divided on the issue of whether the Nisga'a retained title. The decision prompted the federal government to develop new policy to address Aboriginal land claims. In 1976 Canada commenced negotiations with the Nisga'a Tribal Council. British Columbia did not join the negotiations until 1990. The <i>Nisga'a Final Agreement</i> was concluded in 1999 and implemented by legislation in 2000.</div><div><div style="text-align: left;"><br /></div><div style="text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="236" src="https://www.youtube.com/embed/hIEdwByP1Vo" width="420" youtube-src-id="hIEdwByP1Vo"></iframe></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/M0tVBIMKZEM" title="YouTube video player" width="420"></iframe></div><div><br /></div>We'll also talk about the landmark <i><a href="https://scc-csc.lexum.com/scc-csc/scc-csc/en/item/1569/index.do">Delgamuukw-Gisday'way</a></i> Aboriginal title case. <div><br /></div><div>This case is very important in the RCMP’s enforcement of the <a href="https://www.cbc.ca/news/indigenous/wet-suwet-en-coastal-gaslink-pipeline-1.5448363">Coastal GasLink injunction</a> against the <a href="https://unistoten.camp/">Wet’suwet’en Unis’tot’en camp</a> in northern BC. <a href="https://www.aptnnews.ca/topic/wetsuweten-conflict/">APTN Wet’suwet’en Conflict site</a></div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/-mYdsLs0Cr0" width="420"></iframe></div><div style="text-align: center;"><br /></div>In the Delgamuukw case, Wet'suwet'en hereditary chiefs established that the Indigenous nation has a system of law that predates the days of elected band councils enacted under Canada's Indian Act. Under traditional Wet'suwet'en law, hereditary chiefs are responsible for decisions regarding ancestral lands. In the current dispute, some hereditary chiefs say the decision to approve a pipeline in their ancestral lands without consent is an infringement of their Aboriginal title and rights.<br /><br />From this case, the Supreme Court of Canada declared that for aboriginal title to be present it must satisfy the following criteria:<br /><ol><li>the land must have been occupied before sovereignty,</li><li>there must be a continuity between pre-sovereignty and modern times (but not an unbroken chain)</li><li>at the time of sovereignty, the occupancy must have been exclusive (but it could have been jointly exclusive by more than one party or tribe).</li></ol>If these are established, then aboriginal title exists. So, the Supreme Court established that Wet'suwet'en had never extinguished title to their territory. Now the issue today is connected to the elected and hereditary chiefs. From a really good article at <a href="https://www.firstpeopleslaw.com/index/articles/438.php">First People's Law</a>:<br /><blockquote class="tr_bq">The Wet’suwet’en, like many Indigenous groups in Canada, are governed by both a traditional governance system and elected Chiefs and Councils. The Chief and Council system exists under the Indian Act, a piece of federal legislation. It was introduced by the federal government in the 19th century as part of Canada’s attempts to systematically oppress and displace Indigenous law and governance. The Wet’suwet’en hereditary governance system predates colonization and continues to exist today. Unless otherwise authorized by the Indigenous Nation members, the authority of elected Chiefs and Councils is limited to the powers set out under the Indian Act. The Indian Act does not provide authority for a Chief and Council to make decisions about lands beyond the boundaries of the First Nation’s reserves. By contrast, the Hereditary Chiefs are responsible under Wet’suwet’en law and governance for making decisions relating to their ancestral lands. It is these lands that the Hereditary Chiefs are seeking to protect from the impacts of the pipeline project, not Indian Act reserve lands.</blockquote><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDqkl9V8kE_406MNtlOeZgu6WHFaL_gVITBjoSlp9K2IUp5ndXm_wuubciHqVpxC-KC4gVY5FkNUqXiObnwOfor9VBvpM4tRXvNlGExmVxhehtMITjvRmJdE0ZGqNSQXsAOW7NkDHsvY4/s1600/wetnation2.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="657" data-original-width="1199" height="175" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDqkl9V8kE_406MNtlOeZgu6WHFaL_gVITBjoSlp9K2IUp5ndXm_wuubciHqVpxC-KC4gVY5FkNUqXiObnwOfor9VBvpM4tRXvNlGExmVxhehtMITjvRmJdE0ZGqNSQXsAOW7NkDHsvY4/s320/wetnation2.png" width="320" /></a></div>So check out the article on CBC <a href="https://www.cbc.ca/news/canada/british-columbia/when-a-pipeline-wants-to-build-whose-in-charge-1.4971597">When pipeline companies want to build on Indigenous lands, with whom do they consult?</a><br /><br />After, I'll have you discuss the <i>Guerin v. The Queen</i>, 1984 case in partners and then, I'll have you work on the following from the AAL text to submit next class.<div><ul style="text-align: left;"><li>questions 1, 2 and 4 on page 64 and</li><li>Review Your Understanding questions 1, 2 and 5 on page 83</li></ul><div><br /></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjW8QaAy1XRCHjcJ2VruyuLjBTUL79uZTmROAssdHWwzXuVV1xRCA53CxCM-G5agaOLC9V8cTtSdCMhlAcOvQFbkOGRczIB9EYEIKreIqQnmTYQc9iXSWs12TihyphenhyphenqfjxNABh-W5BqmCFK_mXIbxAT_ab-qSdsdq5kIDPqArzUWgE31brFyWe9Bs6pb86zc/s1651/20240220_085329.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1651" data-original-width="867" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjW8QaAy1XRCHjcJ2VruyuLjBTUL79uZTmROAssdHWwzXuVV1xRCA53CxCM-G5agaOLC9V8cTtSdCMhlAcOvQFbkOGRczIB9EYEIKreIqQnmTYQc9iXSWs12TihyphenhyphenqfjxNABh-W5BqmCFK_mXIbxAT_ab-qSdsdq5kIDPqArzUWgE31brFyWe9Bs6pb86zc/w105-h200/20240220_085329.jpg" width="105" /></a></div><br /><div><br /><p> </p></div></div></div></div></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com1tag:blogger.com,1999:blog-3608802032272662588.post-72077687033762273832024-02-14T20:09:00.000-08:002024-02-15T08:58:45.675-08:00Thursday, February 15. 2024Today's schedule is DCBA<div><br /></div><div><b>D Block Physical Geography</b> - 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 <a href="http://www.kidsgeo.com/geology-for-kids/0037-the-earth-earth-inside-out.php"><span style="color: #77aaff;">Geology for Kids </span></a>web page or the e-notes <span style="color: #77aaff;"><a href="https://www.earthfacts.com/earth-dynamics/earthscrustisostasy/">on Earthfacts</a></span></div><div><br /></div><div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/7Bxw4kkeHJ8" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/p0dWF_3PYh4" width="420"></iframe></div><br /></div><div>If there's time we'll begin our look at Igneous processes...</div><div><br /></div><div>Check out the <a href="https://www.learner.org/series/interactive-rock-cycle/"><span style="color: #77aaff;">Dynamic Earth Interactive Rock Identification</span></a> site here<br />Check out the <a href="https://www.bbc.co.uk/bitesize/guides/zgb9kqt/revision/1">Rock Cycle/Type animation from the BBC</a><br />Check out the <a href="https://www.geolsoc.org.uk/ks3/gsl/education/resources/rockcycle.html">Rock Cycle from the Geological Society</a> here<br />Check out CK-12 <a href="https://www.ck12.org/c/earth-science/igneous-rock-classification/">Igneous Rock</a>, <a href="https://www.ck12.org/c/earth-science/sedimentary-rocks/">Sedimentary Rock</a> or <a href="https://www.ck12.org/c/earth-science/metamorphic-rocks/">Metamorphic rock</a> information.</div><div><br /></div><div><b>C Block Human Geography</b> - Few ecosystems have been as thoroughly modified by humans as the Netherlands and Florida's Everglades. Because more than half of the Netherlands lies below sea level, most of the country today would be under water if it were not for massive projects to modify the environment by holding back the sea. Meanwhile, the fragile landscape of south Florida has been altered in insensitive ways. So I'd like you to <i>identify in point form the problems in both these locations and explain what have humans done (Describe the human modifications and adaptations to these two environments). </i>Then I'd like you to<i> </i>answer the following question at the end of your week 1 package?:</div><div><br /><i>Both the Netherlands and the Florida Everglades face threats to sustainability. Which is better positioned to face future challenges? Explain your answer. </i><br /><i><br /></i>To help check out the videos on yesterday's blog and the following:</div><div><br /><a href="https://www.theguardian.com/environment/2019/feb/27/florida-everglades-climate-change-environmental-disaster-hope-for-future">Everglades in crisis: can this Florida treasure avert an environmental tragedy?</a><br /><a href="https://www.epa.gov/everglades/why-it-important-restore-everglades">Why is it Important to Restore the Everglades?</a><br /><a href="https://www.evergladesfoundation.org/threats-to-the-everglades-ecosystem">The Everglades Threats to the Ecosystem</a></div><div><a href="https://www.everglades.org/the-everglades-handbook/section-4-environmental-impacts/humans-and-the-everglades/">Humans and the Everglades</a></div><div><a href="https://nextcity.org/urbanist-news/7-threats-and-7-solutions-in-southern-floridas-fight-against-climate-change">7 Threats and 7 Solutions in Southern Florida’s Fight Against Climate Change</a></div><div><a href="https://sealevelrise.org/states/florida/">Florida's Sea Level Is Rising</a></div><div><a href="https://www.theguardian.com/environment/2020/apr/21/florida-climate-crisis-sea-level-habitat-loss">Will Florida be lost forever to the climate crisis?</a></div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/kRIVttxcX6Y" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/c1dnlHPzhQA" title="YouTube video player" width="420"></iframe></div><div><br /><a href="https://www.nytimes.com/interactive/2017/06/15/world/europe/climate-change-rotterdam.html">The Dutch Have Solutions to Rising Seas. The World Is Watching.</a><br /><a href="https://www.ft.com/content/44c2d2ee-422c-11ea-bdb5-169ba7be433d">Can the Dutch save the world from the danger of rising sea levels?</a><br /><a href="https://www.euronews.com/2019/10/14/rising-sea-levels-how-the-netherlands-found-ways-of-working-with-the-environment">Rising sea levels - how the Netherlands found ways of working with the environment</a></div><div><a href="https://dutchreview.com/culture/society/rising-sea-levels-in-the-netherlands/#:~:text=One%20of%20the%20most%20impressive,North%20Sea%20into%20the%20land.">Rising sea levels in the Netherlands: the Dutch battle against flooding</a></div><div><a href="https://www.sierraclub.org/sierra/2019-1-january-february/innovate/how-netherlands-preparing-for-sea-level-rise">How Is the Netherlands Preparing for Sea Level Rise?</a></div><div><a href="https://www.dutchnews.nl/news/2019/12/as-sea-levels-rise-how-long-until-the-netherlands-is-under-water/">As sea levels rise, how long until the Netherlands is under water?</a></div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/Rt6RzjjsaRM" title="YouTube video player" width="420"></iframe></div></div><div><br /></div><div><b>B Block Legal Studies </b>- Today, we'll watch the Law & Order episode "True North", and have a discussion about the issues around it. In 1976, the majority of the House of Commons voted to abolish capital punishment for all offenses under its Criminal Code. This anti-death penalty sentiment was later reiterated and reinforced in a 1987 House of Commons vote, when the reinstitution of capital punishment was again met with stern disapproval.</div><div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgrX1uaDokjGqW1_uzTgqK1wiFlg60jD_Po-0-CNVOb8fkVMvk8gDQWIFQ05tq46-B9pem1zpDQ2TytrZa83tm2l9xhto_0hetT6JSPCnfQQJHXiVIXZiR-g9z3xJZOo22MrRi-1lq3wr5HsOOItUUjiU_HiL-snqQ7h0YNgmHIKF7-2sZ_3Hc9SjIG=s1411" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="913" data-original-width="1411" height="207" src="https://blogger.googleusercontent.com/img/a/AVvXsEgrX1uaDokjGqW1_uzTgqK1wiFlg60jD_Po-0-CNVOb8fkVMvk8gDQWIFQ05tq46-B9pem1zpDQ2TytrZa83tm2l9xhto_0hetT6JSPCnfQQJHXiVIXZiR-g9z3xJZOo22MrRi-1lq3wr5HsOOItUUjiU_HiL-snqQ7h0YNgmHIKF7-2sZ_3Hc9SjIG=s320" width="320" /></a></div>The cases of <a href="https://www.nsnews.com/local-news/netflix-series-casts-doubt-on-north-shore-teens-murder-convictions-3059003">Atif Rafay and Sebastien Burns</a> ended up making new extradition law in death penalty cases. The two Canadians were charged with the 1995 murders of Rafay's parents and sister in Washington state. They fled to Canada and Washington State subsequently asked for their extradition. The Canadian justice minister said he was not bound to automatically seek assurances that they would not face execution. "If the general rule was that Canadians were never to be returned to face the death penalty in the United States, the result would be unsatisfactory," said a release from the justice department. "Canadian suspects who managed to return to Canada before arrest would gain an advantage, since they would never be extradited without assurances." But on reviewing this case in 2001, the Supreme Court of Canada ruled that the minister of justice is constitutionally required to seek assurances that the death penalty will not be imposed in all but "exceptional" cases. The court did not spell out what it meant by "exceptional."</div></div><div><br /></div><div>From the legal analysis of our Charter<br /><blockquote class="tr_bq">Where individuals are affected by a Canadian or foreign government action that took place outside Canada, the extent to which they may rely upon section 7 will depend on the circumstances, and may require the claimant to establish Canadian government “participation in activities of a foreign state or its agents that are contrary to Canada’s international obligations or fundamental human rights norms” </blockquote><blockquote class="tr_bq">In extradition and deportation cases, where the government’s participation is a necessary precondition for the deprivation of the rights to life, liberty or security of the person by another state, and the deprivation is an entirely foreseeable consequence of the participation, deportations or extraditions must accord with the principles of fundamental justice (<i><a href="https://scc-csc.lexum.com/scc-csc/scc-csc/en/item/1842/index.do">United States v. Burns, 2001</a></i>)</blockquote>So, the decision of <a href="https://ca.vlex.com/vid/usa-v-burns-681157725">United States of America v. Burns and Rafay, 2001 SCC 7 </a>specifically states (the Supreme Court of Canada ruled) that people cannot be extradited to face the death penalty abroad, unless the country requesting them agrees to keep death off the table. </div><div><br /></div><div>I'll have you work on your questions from yesterday:</div><div><ul><li>1-3 on page 54;</li><li>1, 2 and 5 on page 56; and</li><li>1 on page 60 </li></ul></div><div><b><br /></b></div><div><b>A Block Criminology </b>- Since we didn't get to it yesterday, we'll talk about victims of crime. Every day we have specific routines we engage in. Many of these routines are tailored to preventing us from becoming victims of crime. We do things like lock our doors, watch where we walk at night, or avoid walking alone. We take these actions because at some level we are afraid of the possibility of being a victim of crime. Despite taking these actions people often fall prey to crime in Canada. <a href="http://www.statcan.gc.ca/pub/85-002-x/2015001/article/14241-eng.htm#a8">So what do we know about victimization</a>?</div><ol><li>Women were at higher risk than men of being victims of a violent crime</li><li>Age was the key risk factor in violent victimization</li><li>Drug use, binge drinking and the frequency of evening activities were associated with the risk of violent victimization</li><li>Mental health was associated with the risk of violent victimization</li><li>People who suffered child maltreatment were more likely to be victims of a violent crime</li><li>People with a history of homelessness were more likely to report being a victim of a violent crime</li><li>The risk of violent victimization was higher among people residing in a neighbourhood with low social cohesion</li><li>Aboriginal people, in particular women, were more likely to be victims</li><li>One-quarter of violent incidents took place at the victim’s place of work</li><li>The majority of offenders were male and, on average, in their early thirties</li><li>Most victims knew their attacker</li><li>Most violent incidents did not involve weapons and did not result in physical injury</li><li>Low social cohesion was associated with a higher risk of household victimization</li><li>Households residing in apartments or condos were less likely to be victimized by household crime</li><li>The size of the household was linked to the risk of victimization</li><li>One incident in five resulted in losses of $1,000 or more</li><li>Most incidents of victimization did not come to the attention of the police</li></ol><div></div><div>we will focus on the impact that crime has on victims. We'll try to examine the impacts of crime on victims (both short and long term)<br /><br /><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/9O595GvRFZM" width="420"></iframe></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/XfkmyKrQk-w" width="420"></iframe></div><br />I'll go over some notes with you on this and we'll try to understand how violence and violent crime (out next topic in the course) is a traumatic event that impacts human lives. I'd like you to read through the "Nature of Victimization" on pages 53-5 and 57-58 and "Theories of Victimization" dealing with Victim Precipitation, Lifestyle, and Routine Activities on pages 59-62 in the <em>CRIM</em> text. After discussing these sections your job will be to complete the following:<br /><br />1. Briefly outline and explain the patterns we've identified in victimization (social ecology, household, personal characteristics and repeat victimization)<br />2. Explain and compare the <a href="https://kpu.pressbooks.pub/introcrim/chapter/14-2-theories-of-victimization/">three theories of crime victimization</a>. </div><div><br /></div><div><a href="https://www150.statcan.gc.ca/n1/pub/85-002-x/2021001/article/00014-eng.htm">Criminal victimization in Canada, 2019</a> (from The 2019 General Social Survey GSS on Canadians’ Safety - Victimization) </div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9l5MNcdbuqeh109F9NVw0Kn2AzJeh8gsQRifq7NZTQ9hC_7XGBD3yQzZzp8SSdz2-Q3gkSnaMEgCm7DHgRzKYFds3UWjMZI7W6EycOd-3gq0VUFQoUSYo3AnZ59NVTMInWlYD9g0B88QkFTiU3miRta84_T4ZEHA-iPFqfsjhkClNwU0NBUzVU3jt-e4/s1647/20240215_085653.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1647" data-original-width="772" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9l5MNcdbuqeh109F9NVw0Kn2AzJeh8gsQRifq7NZTQ9hC_7XGBD3yQzZzp8SSdz2-Q3gkSnaMEgCm7DHgRzKYFds3UWjMZI7W6EycOd-3gq0VUFQoUSYo3AnZ59NVTMInWlYD9g0B88QkFTiU3miRta84_T4ZEHA-iPFqfsjhkClNwU0NBUzVU3jt-e4/w94-h200/20240215_085653.jpg" width="94" /></a></div><br /><div><br /><p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-59563356289887443122024-02-13T21:31:00.000-08:002024-02-14T09:03:44.591-08:00Wednesday, February 14. 2024Today's schedule is BADC<div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjfcC3nWUnmIfSwVWA_8PHqQmWjwHcEYd3LA9mPnTsKQKWO_13XM-8i5pbiOOryPBn9SMklBTVVaXLZeWNUzfbMKoCE-QXrElmBlDffCjnhmw9aiQFfac6x__miGiNygIvaZYoeIJmfH_SWBzfSKWqOho8gbRF8OTrZlCND8ZIR1rLxVTHs3WDkDEGNU9o" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="211" data-original-width="320" height="211" src="https://blogger.googleusercontent.com/img/a/AVvXsEjfcC3nWUnmIfSwVWA_8PHqQmWjwHcEYd3LA9mPnTsKQKWO_13XM-8i5pbiOOryPBn9SMklBTVVaXLZeWNUzfbMKoCE-QXrElmBlDffCjnhmw9aiQFfac6x__miGiNygIvaZYoeIJmfH_SWBzfSKWqOho8gbRF8OTrZlCND8ZIR1rLxVTHs3WDkDEGNU9o" width="320" /></a></div><div><br /></div><div><b>B Block Legal Studies </b>- Today we'll talk about <a href="http://www.charterofrights.ca/en/17_00_01">equality and look at section 15 of the Charter</a>. We'll look at the difference between prejudice and discrimination. Equality is understood to have four meanings:</div><br />1. Equal before the law<br />2. Equal under the law<br />3. Equal benefit<br />4. Equal protection<br /><div><br /></div><div><div>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.</div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/81oZ5C8dDPU?si=_zKs1fN6widNmr4Y" title="YouTube video player" width="420"></iframe><br /></div><div><br /></div><div>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 <i><a href="https://scc-csc.lexum.com/scc-csc/scc-csc/en/item/407/index.do">Andrews v. Law Society of British Columbia, [1989] 1 S.C.R. 143</a> </i>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.</div></div><div><div><br /></div><div>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):</div><div><ol><li>Non-citizenship (Andrews, supra; Lavoie v. Canada, [2002] 1 S.C.R. 769);</li><li>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);</li><li>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</li><li>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).</li></ol></div></div><div><div>I'll have you finish the class by working on questions:</div><div><ul><li>1-3 on page 54;</li><li>1, 2 and 5 on page 56; and</li><li>1 on page 60 </li></ul></div><div>So to help us with these check out:</div><div><br /></div><div><a href="http://www.charterofrights.ca/en/16_00_01">The Charter of Rights and Freedoms Legal Rights</a></div><div><a href="https://www.justice.gc.ca/eng/csj-sjc/rfc-dlc/ccrf-ccdl/check/index.html">Charterpedia</a></div><div><a href="https://www.canada.ca/en/canadian-heritage/services/how-rights-protected/guide-canadian-charter-rights-freedoms.html#a2e">Guide to the Canadian Charter of Rights and Freedoms</a></div><div><a href="http://www.legalrightsforyouth.ca/rights-and-responsibilities/charter-of-rights-and-freedoms">Legal Rights for Youth in British Columbia</a></div><div><a href="https://www.thomsonreuters.ca/en/westlaw-canada/free-charter-rights-legal-resources.html">Westlawnext Canada Charter Rights Legal Resources</a></div><div><a href="https://www.constitutionalstudies.ca/2019/07/right-to-life-liberty-and-security-of-the-person/">Center for Constitutional Studies Right to Life Liberty and Security of the Person</a></div></div><div><br /></div><div><b>A Block Criminology</b> - Today I'll have you work on the three questions about crime trends I posted on Tuesday:</div><div><ol><li>Using pages 37 to 46 in the CRIM textbook outline and explain the crime patterns in relation to ecology, firearms, social class, age, gender and race. You could also use the link <a href="https://courses.lumenlearning.com/suny-socialproblems/chapter/8-3-who-commits-crime/">Who Commits Crime?</a> to help and although it's about Saskatchewan check out <a href="https://www.justiceandsafety.ca/rsu_docs/phase-ii-final-with-cover.pdf">Influences on Criminal Behaviour - Theory and Evidence</a></li><li>What is a chronic offender and what is the significance of <a href="https://www.britannica.com/biography/Marvin-Wolfgang">Marvin Wolfgang</a>'s discovery (why is identifying the chronic offender/<a href="https://www2.gov.bc.ca/assets/gov/law-crime-and-justice/criminal-justice/prosecution-service/information-sheets/infosheet_dangerous_offenders_long_term_offenders.pdf">Long Term Offender</a> important)? <a href="https://vancouversun.com/news/crime/more-than-115-criminal-convictions-in-bc-one-chronic-offenders-story">More than 115 criminal convictions in B.C.: One chronic offender's story</a></li><li>How would you explain the gender differences in the crime rate (why do you think males are more violent than females)? Feel free to use the links <a href="https://www.studysmarter.co.uk/explanations/social-studies/crime-and-deviance/gender-and-crime/">Gender and Crime in Sociology</a>, <a href="https://www.justice.gc.ca/socjs-esjp/en/women-femmes/lm-sp">Women and the Criminal Justice System</a>, <a href="https://science.howstuffworks.com/life/inside-the-mind/emotions/men-more-violent.htm">Are men more violent than women?</a>, <a href="https://www.encyclopedia.com/law/legal-and-political-magazines/gender-and-crime">Gender and Crime</a></li></ol><div>For question 1 above look at the crime statistics and demographics portions of: </div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/zBodqwAlW3A?si=Si7wIjEJCg61vtyt" title="YouTube video player" width="420"></iframe></div></div><div style="text-align: left;">or portions of:</div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/VtomVCi3owg?si=vysUGgZLZ6JKO7sl" title="YouTube video player" width="420"></iframe></div><div style="text-align: left;"><br /></div><div><br /></div><div><b>D Block Physical Geography</b> - So since we clearly didn't get to finish this yesterday...today we'll finish our notes on core, mantle, and crust and then, you may use the <a href="http://www.solarviews.com/eng/earthint.htm#int"><span style="color: #77aaff;">Earth Interior web page </span></a>or the <a href="https://www.learner.org/series/interactive-dynamic-earth/"><span style="color: #77aaff;">Dynamic Earth webpage </span></a>or the <a href="https://slcc.pressbooks.pub/physicalgeography/chapter/3-3/">Layers of the Earth</a> section of the Physical Geography and Natural Disasters textbook, or the<a href="https://courses.lumenlearning.com/earthscience/chapter/earths-interior/"> Lumen Understanding Earth’s Interior</a> page or the <a href="https://www.nationalgeographic.com/science/earth/surface-of-the-earth/earths-interior/">National Geographic Earth Interior</a> page or the <a href="https://www.livescience.com/topics/earth-s-interior">Live Science Earth Interior</a> page to help with the questions from your tectonics workbook:</div><div><ul><li>Describe the asthenosphere. Why is it also known as the plastic layer? What are the consequences of its convection currents? (p. 217)</li><li>What is a discontinuity? Describe the principal discontinuities within the Earth. (p.217)</li></ul></div><div><br /></div><div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyANrpa8U3HrjJcNwZah5ftxPc3J8hk2_-HYrQDKpfjOXOTFfB_HOVwfikhetzv8cJUQHmzdbgdXGE5o8yH4naag743oZkD8xCFBMuhrz5fiIw7mIPv9KmWuOU8aXq6MNcN-YDkv637yk/s1600/core+mantle+crust.jpg" style="font-weight: bold;"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5654212683678043506" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyANrpa8U3HrjJcNwZah5ftxPc3J8hk2_-HYrQDKpfjOXOTFfB_HOVwfikhetzv8cJUQHmzdbgdXGE5o8yH4naag743oZkD8xCFBMuhrz5fiIw7mIPv9KmWuOU8aXq6MNcN-YDkv637yk/s200/core+mantle+crust.jpg" style="cursor: hand; height: 122px; width: 200px;" /></a>You could use this diagram for your notes in the workbook</div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/WwiiOjyfvAU" width="420"></iframe></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/_LQbPIDASTM" width="420"></iframe></div><div><br /></div><div><b>C Block Human Geography</b> - Today we'll examine the concept of possibilism connected to sustainability and cultural ecology. I'd like you to examine two examples of how human beings have altered the physical environment in the Netherlands and in Florida. From the text...</div><div><blockquote class="tr_bq">Few ecosystems have been as thoroughly modified by humans as the Netherlands and Florida's Everglades. Because more than half of the Netherlands lies below sea level, most of the country today would be under water if it were not for massive projects to modify the environment by holding back the sea. Meanwhile, the fragile landscape of south Florida has been altered in insensitive ways.</blockquote>So I'd like you to <i>identify in point form the problems in both these locations and explain what have humans done (Describe the human modifications and adaptations to these two environments).<br /></i><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/25LW_PG2ZuI" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/ohd4TEnuZfU" width="420"></iframe><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/i6DRRHXt-PA" width="420"></iframe></div><div style="text-align: center;"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/VG-hObU5-0c" width="420"></iframe></div></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/-VslUYkiBWI" title="YouTube video player" width="420"></iframe></div><div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/pdod51ErdeE" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/BcZ9WFNb7WQ" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/gqcaSJcgB6w" width="420"></iframe></div><br /></div><div>Could you please answer the following question at the end of your Introduction package?<br /><br /><i>Both the Netherlands and the Florida Everglades face threats to sustainability. Which is better positioned to face future challenges? Explain your answer. </i><br /><i><br /></i>To help check out<br /><a href="https://www.theguardian.com/environment/2019/feb/27/florida-everglades-climate-change-environmental-disaster-hope-for-future">Everglades in crisis: can this Florida treasure avert an environmental tragedy?</a><br /><a href="https://www.epa.gov/everglades/why-it-important-restore-everglades">Why is it Important to Restore the Everglades?</a><br /><a href="https://evergladesfoundation.org/the-everglades/threats-to-the-ecosystem/">The Everglades Threats to the Ecosystem</a><br /><a href="https://www.nytimes.com/interactive/2017/06/15/world/europe/climate-change-rotterdam.html">The Dutch Have Solutions to Rising Seas. The World Is Watching.</a><br /><a href="https://www.ft.com/content/44c2d2ee-422c-11ea-bdb5-169ba7be433d">Can the Dutch save the world from the danger of rising sea levels?</a><br /><a href="https://www.euronews.com/2019/10/14/rising-sea-levels-how-the-netherlands-found-ways-of-working-with-the-environment">Rising sea levels - how the Netherlands found ways of working with the environment</a></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpsuoOgpXoE2Y2oG1aTdVwBlwB1D9VkvZgI4gAZ97wpzrItMeZpOIsJSR5IP0SJauAXz67a_gqukBe4pZJzVtmH_e00MK5JpJ5O5j9_ei6JfUQaz6MrbIMYw9IrrVDFrN22EpJ3IQq_BjVWfOAG93h2FIsFbyczwBdbUolUJZF6v-CIoBoLIKvhyphenhyphenfUx-Y/s1625/20240214_090247.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1625" data-original-width="704" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpsuoOgpXoE2Y2oG1aTdVwBlwB1D9VkvZgI4gAZ97wpzrItMeZpOIsJSR5IP0SJauAXz67a_gqukBe4pZJzVtmH_e00MK5JpJ5O5j9_ei6JfUQaz6MrbIMYw9IrrVDFrN22EpJ3IQq_BjVWfOAG93h2FIsFbyczwBdbUolUJZF6v-CIoBoLIKvhyphenhyphenfUx-Y/w87-h200/20240214_090247.jpg" width="87" /></a></div><br /><div><br /><p> </p></div></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-74270802903493549122024-02-12T20:58:00.000-08:002024-02-13T20:34:18.569-08:00Tuesday, February 13. 2024Today's schedule is CDAB<div><br /></div><div><b>C Block Human Geography</b> - Today we'll look at the Key Question: <i>Why Are Some Human Actions Not Sustainable?</i> We'll look at what a resource is (renewable and non-renewable) along with the uses and misuses of resources by humans. </div><div><br /></div><div>We'll figure out what "<a href="http://www.thwink.org/sustain/glossary/ThreePillarsOfSustainability.htm">sustainability</a>" means (The three pillars - social, environmental and economic) and take a look at the <a href="https://www.un.org/sustainabledevelopment/sustainable-development-goals/">UN Sustainable Development Goals</a></div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/0XTBYMfZyrM" width="420"></iframe></div></div><div style="text-align: center;"><div style="text-align: left;"><ol></ol><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/5eTCZ9L834s" width="420"></iframe></div></div><div style="text-align: left;"><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/3WpaLt_Blr4" title="YouTube video player" width="420"></iframe></div></div><div style="text-align: left;"><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/7V8oFI4GYMY" title="YouTube video player" width="420"></iframe></div></div></div><div style="text-align: center;"><br /></div><div>We'll look at the progress of these goals in <a href="https://unstats.un.org/sdgs/report/2019/#sdg-goals">The Sustainable Development Goals Report 2019</a> and lastly, I'll need you to fill in the chart in your week 2 package on the <a href="http://www.circularecology.com/sustainability-and-sustainable-development.html#.XjjyBWhKiUk">three pillars of sustainability: environment, economy, and society</a>. You can use this Human Geography text <a href="https://humangeography.pressbooks.com/chapter/5-6/">Sustainable Development Chapter</a> or you could look at the <a href="https://sdgs.un.org/topics">Topics in Sustainable Development here</a>. </div><div><br /></div><div><b>D Block Physical Geography</b> - Oh my Goodness I am so excited...why? Today, today family, we start our look at the Earth being built up through tectonics. Okay...Lets get this out of the way right now....No, the horribly bad 2003 movie "The Core" is not <strong></strong>possible! No, not just bad but impossibly so.</div><div><br /></div><div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/Pmlr7BYi_hU" width="420"></iframe></div><div><br /></div>We do not have the technology to burrow our way to the core of the earth and detonate a nuclear device in order to start the liquid outer core rotating. Sigh...so horrible 😩😆 </div><div><br /></div><div>Today we start with tectonics and the internal structure/composition of the earth. We'll take some notes down in the Tectonics workbook package on core, mantle, and crust and then, you may use the <a href="http://www.solarviews.com/eng/earthint.htm#int"><span style="color: #77aaff;">Earth Interior web page </span></a>or the <a href="https://www.learner.org/series/interactive-dynamic-earth/"><span style="color: #77aaff;">Dynamic Earth webpage </span></a>or the <a href="https://slcc.pressbooks.pub/physicalgeography/chapter/3-3/">Layers of the Earth</a> section of the Physical Geography and Natural Disasters textbook, or the<a href="https://courses.lumenlearning.com/earthscience/chapter/earths-interior/"> Lumen Understanding Earth’s Interior</a> page or the <a href="https://www.nationalgeographic.com/science/earth/surface-of-the-earth/earths-interior/">National Geographic Earth Interior</a> page or the <a href="https://www.livescience.com/topics/earth-s-interior">Live Science Earth Interior</a> page to help with the questions from your tectonics workbook:</div><div><ul><li>Describe the asthenosphere. Why is it also known as the plastic layer? What are the consequences of its convection currents? (p. 217)</li><li>What is a discontinuity? Describe the principal discontinuities within the Earth. (p.217)</li></ul></div><div><br /></div><div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyANrpa8U3HrjJcNwZah5ftxPc3J8hk2_-HYrQDKpfjOXOTFfB_HOVwfikhetzv8cJUQHmzdbgdXGE5o8yH4naag743oZkD8xCFBMuhrz5fiIw7mIPv9KmWuOU8aXq6MNcN-YDkv637yk/s1600/core+mantle+crust.jpg" style="font-weight: bold;"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5654212683678043506" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyANrpa8U3HrjJcNwZah5ftxPc3J8hk2_-HYrQDKpfjOXOTFfB_HOVwfikhetzv8cJUQHmzdbgdXGE5o8yH4naag743oZkD8xCFBMuhrz5fiIw7mIPv9KmWuOU8aXq6MNcN-YDkv637yk/s200/core+mantle+crust.jpg" style="cursor: hand; height: 122px; width: 200px;" /></a>You could use this diagram for your notes in the workbook</div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/WwiiOjyfvAU" width="420"></iframe></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/_LQbPIDASTM" width="420"></iframe></div><div><br /></div><div>Aaaaaaaannnnnnnnd...Check out the sweet drone footage of the AA "clinker" lava from the <a href="https://www.theguardian.com/world/gallery/2021/sep/20/la-palmas-cumbre-vieja-volcano-erupts-in-pictures">Cumbre Vieja volcano erupted</a> on La Palma, Canary Islands. </div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/M0Jas0c_LnQ" title="YouTube video player" width="420"></iframe> </div><div style="text-align: center;"><br /></div><div style="text-align: left;">Or the more fluid lava from the <a href="https://icelandicvolcanoes.is/?volcano=REY"><span style="white-space: normal;">Eldvörp–Svartsengi </span>volcano on the Reykjanes Peninsula</a> in Iceland</div><div style="text-align: left;"><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/7kAtQ-EpSWg?si=4LKgPGzcty65pD7h" title="YouTube video player" width="420"></iframe><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/XTorR8MQ2xY?si=5YJNCMbRbqO1jvNl" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: left;"><a href="https://youtu.be/8sCFCGhH6mg?si=BR2nwOnpirPCvV53">This is some pretty cool footage from February 8th</a></div><div style="text-align: left;"><a href="https://www.cbc.ca/news/world/iceland-volcano-blue-lagoon-grindavik-1.7108763">Iceland's famous Blue Lagoon evacuated as volcano erupts for 3rd time</a></div><div style="text-align: left;"><a href="https://www.bbc.com/news/science-environment-68255375">Is Iceland entering a new volcanic era?</a></div><div style="text-align: left;"><br /></div><div><b>A Block Criminology</b> - Since 1962, Statistics Canada has collected information on all criminal incidents reported by Canadian police services through its annual <i>Uniform Crime Reporting (UCR) Survey</i>. In addition to the now UCR2, Statistics Canada also collects information on victims of crime through the <i>General Social Survey (GSS)</i> on Canadians’ Safety (Victimization), which is conducted every five years. Unlike the UCR, the GSS on Victimization collects data on self-reported experiences with crime which include incidents that may or may not have been brought to the attention of the police. These complementary surveys are the primary sources of data on crime and victimization in Canada.</div><div><br /></div><div><div>So what about trends? Highlights of the <a href="https://www150.statcan.gc.ca/n1/daily-quotidien/230727/dq230727b-eng.htm">Stats Can Report</a> show:</div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/yvS_iDyOLXI?si=FK7sMkADvYlRSjt5" title="YouTube video player" width="420"></iframe></div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtxzu6KkbL6ohpd-W9ebAP_LagLtZfQXck7BY3Df24LZkDOnhbQC2vGZfWFv3ReZtzkMbiA-87wTgUQcTNbxaf-YYRkNIb15KUT7bDSxb63jrKxS2XaE-s4rGpkfm_dImoSmEqQKrBML7XUNS-aS0139fkAGr6y_de-7fOBdh8PLp6tGkE-Wj7u0IxpN4/s348/Screenshot%202024-02-12%20203152.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="348" data-original-width="243" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtxzu6KkbL6ohpd-W9ebAP_LagLtZfQXck7BY3Df24LZkDOnhbQC2vGZfWFv3ReZtzkMbiA-87wTgUQcTNbxaf-YYRkNIb15KUT7bDSxb63jrKxS2XaE-s4rGpkfm_dImoSmEqQKrBML7XUNS-aS0139fkAGr6y_de-7fOBdh8PLp6tGkE-Wj7u0IxpN4/w139-h200/Screenshot%202024-02-12%20203152.png" width="139" /></a></div>Police-reported crime in Canada, as measured by the Crime Severity Index (CSI), increased for the second consecutive year, up 4% in 2022. </div><div><br /><div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPNChahefRBFIytxgeNR9vZHEXnLEa275pK7k7I1uxRTzsbgJ8NW35ecuxVWLfEcazL8XbrSp9-GUdVQo-tWFTuloxgueLZHHO8mh-2JV85VKtpXfICskEpIJjy1KPZj-8C2s2Ozygc5m_itezFw2zw101ZYINttEYqqkv8JNwhnruC7uNIOz36bxIVYc/s841/Screenshot%202024-02-12%20203008.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" data-original-height="841" data-original-width="475" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPNChahefRBFIytxgeNR9vZHEXnLEa275pK7k7I1uxRTzsbgJ8NW35ecuxVWLfEcazL8XbrSp9-GUdVQo-tWFTuloxgueLZHHO8mh-2JV85VKtpXfICskEpIJjy1KPZj-8C2s2Ozygc5m_itezFw2zw101ZYINttEYqqkv8JNwhnruC7uNIOz36bxIVYc/s320/Screenshot%202024-02-12%20203008.png" width="181" /></a></div></div><div><br /></div><div>The Violent CSI rose in 2022, reaching its highest point since 2007. The increase in the Violent CSI in 2022 included higher rates of robbery - up for the first time in two years (+15%), extortion (+39%), homicide (+8%) and level 1 sexual assault (+3%) at 90 incidents per 100,000 population in 2022, an increase of 1,574 incidents. As in previous years, level 1 sexual assault accounted for 98% of sexual assaults in 2022. Rates of level 2 and level 3 sexual assault, two more serious offences, remained stable and both decreased 4%.</div><div><br /></div><div>The Non-violent CSI also increased 4% in 2022 but was 6% lower than in 2019. Much of the increase in 2022 was because of higher rates of several property crimes, notably motor vehicle theft (+24%), breaking and entering (+4%), minor theft ($5,000 or under; +10%), shoplifting ($5,000 or under; +31%) and general fraud (+7%). Of note, the rate of police-reported fraud (which includes general fraud, identity theft and identity fraud) was 78% higher than a 2012 (a decade earlier)</div></div><div><br /></div><div>Crime rates didn't increase across the board. Rates for non-violent crimes, such as drug offences (-17%), impaired driving (-3%), identity fraud (-11%) and identity theft (-8%), have declined since 2021.</div><div><br /></div><div>Also of note: The number of police-reported hate crimes increased by 7%, from 3,355 incidents in 2021 to 3,576 incidents in 2022. This followed a 72% increase from 2019 to 2021. Higher numbers of hate crimes targeting a race or an ethnicity (+12%; 1,950 incidents) and a sexual orientation (+12%; 491 incidents) accounted for most of the increase. Hate crimes targeting a religion were down 15% in 2022, yet remained higher than the previous three years. Among the provinces and territories, Ontario, Nova Scotia and Saskatchewan accounted for much of the national increase.</div><div><br /></div><div>In terms of homicide, Police reported 874 homicides in 2022, 78 more than the year before. The homicide rate increased 8% from 2.08 homicides per 100,000 population in 2021 to 2.25 homicides per 100,000 population in 2022. This was the highest rate since 1992. The national increase was largely the result of more homicides in British Columbia (+30 homicides), Manitoba (+26 homicides) and Quebec (+20 homicides). As has been the case historically, provincial homicide rates were highest in Manitoba (6.24 homicides per 100,000 population) and Saskatchewan (5.94 per 100,000). Of the 874 homicides in Canada police reported 225 Indigenous homicide victims in 2022, 32 more than in 2021. Over two-thirds (69%) of Indigenous homicide victims were identified by police as First Nations, while 3% were identified as Métis and 4% as Inuk (Inuit). The specific Indigenous group was not identified by police for 24% of Indigenous homicide victims. The homicide rate for Indigenous people (10.98 homicides per 100,000 population) was <u>nearly seven times higher</u> than for the non-Indigenous population (1.69 homicides per 100,000 population)!</div><div><br /></div><div>What about Courtenay (municipal - city) stats? In 2003 Courtenay's CSI was 223.24</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiswua_fUZUoVf97TagNQIzRvIFM_HjSF7UHruRl9p27bEC1BytkqFvvtYLL-5w96qWh45oLSGORcEqZHHyPm7cW5JywyuiuL4RmLREHyKWY_7VMn99Ke3CPA01wqT4m3DfmXUv0wPCKsDWHBIOkN8HQKTXXLz4aWDQe2gNkbIn9lhfigMK30XCiypUr3c/s1125/Screenshot%202024-02-12%20211758.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="888" data-original-width="1125" height="253" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiswua_fUZUoVf97TagNQIzRvIFM_HjSF7UHruRl9p27bEC1BytkqFvvtYLL-5w96qWh45oLSGORcEqZHHyPm7cW5JywyuiuL4RmLREHyKWY_7VMn99Ke3CPA01wqT4m3DfmXUv0wPCKsDWHBIOkN8HQKTXXLz4aWDQe2gNkbIn9lhfigMK30XCiypUr3c/s320/Screenshot%202024-02-12%20211758.png" width="320" /></a></div><div><br /></div><div><div><div>Today I'll have you work on three questions about crime trends (don't worry, you'll get time tomorrow for this too):</div><div><ol><li>Using pages 37 to 46 in the CRIM textbook outline and explain the crime patterns in relation to ecology, firearms, social class, age, gender and race.</li><li>What is a chronic offender and what is the significance of Marvin Wolfgang's discovery (why is identifying the chronic offender important)?</li><li>How would you explain the gender differences in the crime rate (why do you think males are more violent than females)? </li></ol></div></div><div><a href="https://macleans.ca/canadas-most-dangerous-places-2020/">Canada's Most Dangerous Places in 2020 Maclean's</a><br /><a href="https://dailyhive.com/canada/most-dangerous-cities-canada">These are the most dangerous cities in Canada Daily Hive</a><br /><a href="https://www.statista.com/topics/2814/crime-in-canada/">Crime in Canada Charts</a></div></div><div><br /></div><div><b>B Block Legal Studies</b> - Today we'll go through sections <a href="http://www.charterofrights.ca/en/16_00_01"><span style="color: #77aaff;">7 - 14 of the Charter of Rights and Freedoms</span></a> (legal rights section)...</div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEHQOCHHf7lH_0UGP0s-GIrnrIVxtdVhiqPRCQJybBgwgnbkXQciOJDVsMr2wqwe8BLlFXZUn52epFI_7lLtrER9IiS5ZJ7v96Ll202TQoejcGas-gjqTMS0nVIBhrj0Pden278sP1a7BOqzZ51kc9kZCzKkxijATNNI4G79DR_QBY82m2PsdfxsmH/s1000/charter-rights-freedoms-eng.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="785" data-original-width="1000" height="251" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEHQOCHHf7lH_0UGP0s-GIrnrIVxtdVhiqPRCQJybBgwgnbkXQciOJDVsMr2wqwe8BLlFXZUn52epFI_7lLtrER9IiS5ZJ7v96Ll202TQoejcGas-gjqTMS0nVIBhrj0Pden278sP1a7BOqzZ51kc9kZCzKkxijATNNI4G79DR_QBY82m2PsdfxsmH/s320/charter-rights-freedoms-eng.jpg" width="320" /></a></div><div><br /></div><div><u>Section 7</u>. 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. (FYI: No section of the Canadian Charter of Rights and Freedoms has generated more controversy than section 7, 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" (which is to say the basic principles that underlie our notions of justice and fair process). </div><div><br /></div><div><u>Section 8</u>. Everyone has the right to be secure against unreasonable search or seizure.</div><div><br /></div><div><u>Section 9</u>. Everyone has the right not to be arbitrarily detained or imprisoned.</div><div><br /></div><div><u>Section 10</u>. Everyone has the right on arrest or detention</div><div><br /></div><div>a) to be informed promptly of the reasons therefore;</div><div>b) to retain and instruct counsel without delay and to be informed of that right; and</div><div>c) to have the validity of the detention determined by way of habeas corpus and to be released if the detention is not lawful.</div><div><br /></div><div><u>Section 11</u>. Any person charged with an offence has the right</div><div><br /></div><div>a) to be informed without unreasonable delay of the specific offence;</div><div>b) to be tried within a reasonable time;</div><div>c) not to be compelled to be a witness in proceedings against that person in respect of the offence;</div><div>d) to be presumed innocent until proven guilty according to law in a fair and public hearing by an independent and impartial tribunal;</div><div>e) not to be denied reasonable bail without just cause;</div><div>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;</div><div>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;</div><div>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</div><div>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.</div><div><br /></div><div><u>Section 12</u>. Everyone has the right not to be subjected to any cruel and unusual treatment or punishment.</div><div><br /></div><div><u>Section 13</u>. 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.</div><div><br /></div><div><u>Section 14</u>. 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.</div></div><div><br /></div><div><br /></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwU_ZL9wHBmUClrzo3VzwO_ZK247zjmd7aQkROpLfnyIZOgM7d3AkcaVjq7a2AZFppLcaFhyphenhyphenB0cz9vr0m_LoyDoZdsy8ROQe0H3MKWMK38Iv1lI7dWyZ9FV1vQnvEfMXoCMgyc87WUz8AlXTY78lwOWniY_6yPAmVrFE-MG9ZtXqSwUiRZX8Rm62nVcYU/s1555/20240213_085838.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1555" data-original-width="908" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwU_ZL9wHBmUClrzo3VzwO_ZK247zjmd7aQkROpLfnyIZOgM7d3AkcaVjq7a2AZFppLcaFhyphenhyphenB0cz9vr0m_LoyDoZdsy8ROQe0H3MKWMK38Iv1lI7dWyZ9FV1vQnvEfMXoCMgyc87WUz8AlXTY78lwOWniY_6yPAmVrFE-MG9ZtXqSwUiRZX8Rm62nVcYU/w117-h200/20240213_085838.jpg" width="117" /></a></div><br /><div><br /><p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-31736952441945015992024-02-11T17:06:00.000-08:002024-02-12T10:18:59.309-08:00Monday, February 12. 2024Today's schedule is ABCD<div><br /></div><div><b>A Block Criminology</b> - To start today, you will need to set up a blog for the course. You may use <a href="https://www.canva.com/">Canva</a>, Sway (through your school district office 365 account), <a href="https://www.blogger.com/home">Google's Blogspot,</a> <a href="https://wordpress.org/">Wordpress</a>, <a href="http://www.livejournal.com/">Live Journal</a>, or any other blog creation site you choose (like <a href="https://www.wix.com/">Wix</a>) . I would HIGHLY recommend staying with Wordpress, Live Journal or Blogger (Blogger is a Google product so it makes sense to use your G-mail account, if you have one, to create a Blogger site). Here are a few previous examples from past Criminology family members: <a href="https://teichribcriminologywordpresscom.wordpress.com/">Criminology</a> (Jacob on Wordpress); <a href="http://thegreatmexican.livejournal.com/">Crime Journal </a>(Darion on Live Journal); <a href="http://madisoncrim.blogspot.ca/">Criminology 12</a> (Madison on Blogger)</div><div><br />After you create your blog (IF YOU GET STUCK on the blog creation portion, then move on and in a Google Doc or Word file), <u>then as your first entry you'll need to write your own theory as to why people commit crime</u>. To help, use the brainstormed list we did in class last week along with the theories handout you'll get today and the notes below... To help you build your own theories about why crime happens - which is your first blog entry - below you'll find some notes on Choice, Trait, Social Structure, Social Learning, and Conflict theories:<br /><br /><u>Choice Theory</u> (Chapter 4 in the Crim textbook) Choice theories assume that criminals carefully choose whether to commit criminal acts. People are influenced by their fear of the criminal penalties associated with being caught and convicted for law violations. The choice approach is rooted in the classical criminology of Cesare Beccaria, who argued that punishment should be certain, swift, and severe enough to deter crime. Today, choice theorists view crime as offense- and offender-specific. Offense-specific means that the characteristics of the crime control whether it occurs. For example, carefully protecting a home makes it less likely to be a target of crime. Offender-specific refers to the personal characteristics of potential criminals. People with specific skills and needs may be more likely to commit crime than others. Research shows that offenders consider their targets carefully before deciding on a course of action. Even violent criminals and drug addicts show signs of rationality.<br /><br /><u>Trait Theory</u> (Chapter 5 in the Crim textbook) One area of interest is biochemical factors, such as diet, allergies, hormonal imbalances, and environmental contaminants (such as lead). The conclusion is that crime, especially violence, is a function of diet, vitamin intake, hormonal imbalance, or food allergies. Neurophysiological factors, such as brain disorders, ADHD, EEG abnormalities, tumors, and head injuries have been linked to crime. Criminals and delinquents often suffer brain impairment, as measured by the EEG. Attention deficit hyperactivity disorder and minimal brain dysfunction are related to antisocial behavior. An evolutionary branch holds that changes in the human condition, which have taken millions of years to evolve, may help explain crime rate differences. As the human race evolved, traits and characteristics have become ingrained. Cognitive psychology is concerned with human development and how people perceive the world. Criminality is viewed as a function of improper information processing. Individual reasoning processes influence behavior. Reasoning is influenced by the way people perceive their environment. Psychological traits such as personality and intelligence have been linked to criminality. One important area of study has been the antisocial personality, a person who lacks emotion and concern for others.<br /><br /><u>Social Structure Theories</u> (Chapter 6 in the Crim textbook) Social structure theories suggest that people’s place in the socioeconomic structure influences their chances of becoming criminals. Poor people are more likely to commit crimes because they are unable to achieve monetary or social success in any other way. Social structure theory includes three schools of thought: social disorganization, strain, and cultural deviance theories. Social disorganization theory suggests that the urban poor violate the law because they live in areas in which social control has broken down. Strain theories view crime as resulting from the anger people experience over their inability to achieve legitimate social and economic success. Cultural deviance theories hold that a unique value system develops in lower-class areas. Lower-class values approve of behaviors such as being tough, never showing fear, and defying authority. People perceiving strain will bond together in their own groups or subcultures for support and recognition.<br /><br /><u>Social Process Theories </u>(Chapter 7 in the Crim textbook) Social learning theory stresses that people learn how to commit crimes. Social control theory analyzes the failure of society to control criminal tendencies. Labeling theory maintains that negative labels produce criminal careers. Social learning theory suggests that people learn criminal behaviors much as they learn conventional behavior. Control theory maintains that all people have the potential to become criminals, but their bonds to conventional society prevent them from violating the law. This view suggests that a person’s self-concept aids his or her commitment to conventional action. Social reaction or labeling theory holds that criminality is promoted by becoming negatively labeled by significant others. Such labels as “criminal,” “ex-con,” and “junkie” isolate people from society and lock them into lives of crime. <br /><br /><u>Conflict Theory</u> (Chapter 8 in the Crim textbook) Social conflict theorists view crime as a function of the conflict that exists in society. Conflict theorists suggest that crime in any society is caused by class conflict. Laws are created by those in power to protect their rights and interests. Marxist criminology views the competitive nature of the capitalist system as a major cause of crime. The poor commit crimes because of their frustration, anger, and need. The wealthy engage in illegal acts because they are used to competition and because they must do so to keep their positions in society.<br /><br />Once you've done this, then find an article about a recent crime here in Canada, make a link to the news article on your blogsite and then write how your crime theory explains why the crime happened. An excellent crime news website is the <a href="https://canoe.com/category/news/crime/">CANOE CNews Crime site</a>...or the <a href="http://www.thestar.com/news/crime.html">Toronto Star Crime site</a>...or <a href="http://globalnews.ca/crime/">Global News Crime site.</a>..or the <a href="http://www.huffingtonpost.ca/news/canada-crime/">Huffington Post Canada Crime site</a>...or the <a href="https://vancouversun.com/category/news/crime/">Vancouver Sun Crime Blog </a><br /><br />And to help you here is an example from a previous Criminology family member Mariah Barth...<br /><br /></div><blockquote class="tr_bq">Crime happens for many reasons, however I believe that one of the main reasons people commit crime is because of social structures they are immersed in and the people they associate with. Obviously there are many other contributing factors such as brain chemistry, gender, drug usage, inner conflict and just plain choice, the list could go on and on, but the people we surround ourselves with play a huge role in how we behave. I know personally I act differently around my parents then I do when its just my friends and I. others play a huge influence in our lives. As children we learned everything from our parents and mimicked their behavior, then as we entered school we made friends and copied their behavior as well. If we ended up making friends with bad apples then we will most likely be doing and acting the way they are, all feeding off each others behavior in a sense Peer pressure from these same people we hang around with has a major influence on whether or not we are committing crime. For example in this article you have a 13 year old boy planning on robbing a convince store with no previous criminal record and 3 accomplices older then him, I don't personally know the kid but something tells me he was not the one to come up with the idea, maybe robbing the store what he had to do to become a member of the "Indian Posse" gang or just to impress the older boys either way it was most likely him trying to be tough and to impress someone else. I personally know a kid who at the age of 15 tried to shoplift something from a mall, I don't know what it was he was trying to steal but what I do know was he got chased and tackled by mall cops then spent a few hours in jail waiting for his mother to bail him out. This kid is not a bad kid I know that he is a good human being, comes from a good stable he's just your average teenage boy trying to fit in, but the kids he was hanging around with are kind of shady guys, I know for a fact that this boy regrets doing this, and in the long run getting caught for him turned out being more embarrassing then being too chicken to shoplift whatever it was he was attempting to steal. It just goes to show how far people will go to feel some sort of belonging in society and when they themselves feel uncomfortable with the fact that they might be different in someway or defy social norms people can go to extreme lengths to feel loved and important.</blockquote><div>I will need your blog/web addresses next Monday, when this entry is due.</div><div><br /></div><div><div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHjqhdZSwJWYLXjq-X7oIiCYy6JXEqqqTr2pQ2m3XmluTCP2R5YNZndsBj3Vzdq5fAbnL6A6w2C6HCrC-69TEv8B_VNMnKGTkMI2BWQyA0u6QWORF4IgSTOO1y7VCTLfo8DVWal3SEnMfij5mpL0b3QWrV57v6vND3g_t7KY44o2ALWfxNd7Yt1feD/s800/40-because-charter-1_en.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" data-original-height="512" data-original-width="800" height="205" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHjqhdZSwJWYLXjq-X7oIiCYy6JXEqqqTr2pQ2m3XmluTCP2R5YNZndsBj3Vzdq5fAbnL6A6w2C6HCrC-69TEv8B_VNMnKGTkMI2BWQyA0u6QWORF4IgSTOO1y7VCTLfo8DVWal3SEnMfij5mpL0b3QWrV57v6vND3g_t7KY44o2ALWfxNd7Yt1feD/s320/40-because-charter-1_en.jpg" width="320" /></a><b>B Block Legal Studies</b> - Today we'll start with time to finish up any work on the JTI Macdonald (tobacco advertising) case... For help with Canada (Attorney General) v. JTI Macdonald Corp., (2007) check out:</div><p><a href="https://commb.ca/en-CA/advertising-guidelines/#0">Canadian Out of Home Marketing & Measurement Bureau Tobacco Guidelines</a><br /><a href="https://www.thecanadianencyclopedia.ca/en/article/tobacco-advertising-ban-unconstitutional">Canadian Encyclopedia Tobacco Advertising Ban Unconstitutional</a><br /><a href="https://www.theatlantic.com/national/archive/2012/08/does-cigarette-marketing-count-as-free-speech/261680/">The Atlantic Does Cigarette Marketing Count as Free Speech?</a><br /><a href="https://www.tobaccocontrollaws.org/legislation/country/canada/summary">Tobacco control laws Canada</a><br /><a href="https://www.theglobeandmail.com/news/politics/yes-victoria-there-is-a-limit-to-free-speech/article759312/">Yes Victoria, there is a limit to free speech</a><br /><a href="https://www.cbc.ca/news/politics/plain-packaging-tobacco-1.4721232">No logos: Tobacco firms under tight timeline to adopt plain packaging</a><br /><a href="https://www.cbc.ca/news/canada/kitchener-waterloo/cigarette-plain-packaging-canada-1.5337789">Plain cigarette packs to hit shelves as 'best in the world' regulations kick in</a></p><p><a href="https://globalnews.ca/news/6090958/plain-cigarette-packaging/">Global News Cigarette packs to be stripped of logos, designs as new regulations kick in</a><br /><a href="https://www.canada.ca/en/health-canada/news/2023/05/tobacco-products-appearance-packaging-and-labelling-regulations.html">Health Canada Tobacco Products Appearance, Packaging and Labelling Regulations</a></p><p><a href="https://tobaccolabels.ca/countries/canada/">Tobacco Labelling Resource Center</a></p><p><a href="https://www.cbc.ca/news/politics/ottawa-plain-packaging-vaping-law-1.4662112">CBC News Parliament passes plain tobacco packaging law, regulates vaping</a></p><p>Now, tobacco companies argue that plain packaging is unconstitutional because it involves governments taking property from businesses – in this case, tobacco company trademarks and other intellectual property – without paying for it. Their argument is that their trademarked imagery on packages is an important promotional tool among tobacco companies, especially as their advertising options became increasingly limited. To them, Trademarks are covered under Charter section 2.b (advertising is expression). From the article in the Toronto Star <a href="https://www.thestar.com/opinion/contributors/when-it-comes-to-cigarettes-what-s-in-a-package-not-much-if-they-re/article_fc273572-0682-576a-91ee-90e225db1bb2.html">When it comes to cigarettes, what’s in a package? Not much, if they’re sold in Canada</a>, by Timothy Dewhirst</p><p></p><blockquote><p>Marketing planning documents from the tobacco industry, made public through litigation, reveal the package’s role in attracting attention and communicating brand imagery. Some cigarette packages were developed with “design personalities” described as youthful, vibrant and sporty, while others were patriotic, modern, stylish or representative of success.</p><p>To offer health reassurances, brand variants presenting comparatively lower tar yields — once misleadingly marketed as “light” or “mild” — featured packages with paler tones and enhanced use of white space.</p><p>Packaging design studies, commissioned by tobacco companies, explored ways of drawing attention away from the mandated health warnings.</p><p>Tobacco companies also began offering cigarettes in alternative shapes and structural package formats, including those classified as beveled edge and “perfume” packages. Such alternative formats prompted the reworking of mandated health warnings, which undermined their effectiveness.</p><p>The physical dimensions of cigarette packages communicate brand imagery too. Packages with beveled edges associate brands with prestige and classiness. Wide packages convey masculinity, whereas those offered in slimmer packs highlight femininity.</p></blockquote><p></p><p>So, package image and design was a way to make a brand unique and this is a trademarked image to the tobacco company.</p><div>For the remainder of the class we'll go through sections 3-5 (Democtratic) and 6 (Mobility) and <a href="http://www.charterofrights.ca/en/16_00_01"><span style="color: #77aaff;">7 - 14 of the Charter of Rights and Freedoms</span></a> (legal rights section). We'll look at two cases:<i> </i><a href="https://scc-csc.lexum.com/scc-csc/scc-csc/en/item/1054/index.do"><span style="color: #77aaff;"><i>Rodriguez v British Columbia (Attorney General), 1993</i> </span></a>- which deals with Section 7 of the Charter <a href="https://www.justice.gc.ca/eng/csj-sjc/rfc-dlc/ccrf-ccdl/check/art7.html">(life, liberty and security of the person)</a> and <a href="http://www.canlii.org/en/ca/scc/doc/2004/2004scc67/2004scc67.html"><span style="color: #77aaff;"><i>R. v. Tessling, 2004</i> </span></a>- which deals with Section 8 of the Charter <a href="https://www.justice.gc.ca/eng/csj-sjc/rfc-dlc/ccrf-ccdl/check/art8.html">(search and seizure)</a>. </div><div><br /></div><div>For more information on the fight in Canada for the right to die on one's own terms look at the <a href="http://www.cbc.ca/news/canada/story/2009/02/09/f-assisted-suicide.html"><span style="color: #77aaff;">CBC In Depth site </span></a>on the Sue Rodriguez case. In 2011, Gloria Taylor from Kelowna filed a case in B.C. Supreme Court to grant her the right to a doctor-assisted suicide. More info on this case can be found <a href="http://www.cbc.ca/news/canada/british-columbia/story/2011/11/14/bc-assisted-suicide.html"><span style="color: #77aaff;">here</span></a>.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkBttaF61bFRkPw6MZCBQU1-lakZ68hcsDq7D34ml2-YOb8aMW5XCd6P5Hillb6V3UStgcNmCvBrDydm6lnegZvLzrqiXlDS5eSSxl-bT1dUDAaRykF8TCr_7Ysh5IEXjFX3VPJdwrPsU74QDdph9pmS9eC7cMAoW0Qd39UEOJh3YnDseAqPH3P4Uo/s1008/maid_infographic_en.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1008" data-original-width="612" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkBttaF61bFRkPw6MZCBQU1-lakZ68hcsDq7D34ml2-YOb8aMW5XCd6P5Hillb6V3UStgcNmCvBrDydm6lnegZvLzrqiXlDS5eSSxl-bT1dUDAaRykF8TCr_7Ysh5IEXjFX3VPJdwrPsU74QDdph9pmS9eC7cMAoW0Qd39UEOJh3YnDseAqPH3P4Uo/s320/maid_infographic_en.jpg" width="194" /></a></div><br /><div><br />In February 2015, the Supreme Court of Canada ruled in <i><a href="https://scc-csc.lexum.com/scc-csc/scc-csc/en/item/14637/index.do">Carter v. Canada</a></i> that parts of the Criminal Code would need to change to satisfy the Canadian Charter of Rights and Freedoms. The parts that prohibited medical assistance in dying would no longer be valid. So in June 2016, the Parliament of Canada passed <a href="https://laws-lois.justice.gc.ca/eng/AnnualStatutes/2016_3/FullText.html">federal legislation</a> that allows eligible Canadian adults to request medical assistance in dying. HOWEVER a Quebec court ruling struck down the existing legislation on medically assisted death on the grounds that it was too restrictive. The court gave the government until Dec. 18 (2020) to implement a new regime. Bill C-7, expands the categories of those eligible for the procedure, opening it up to people whose deaths aren't reasonably foreseeable, but imposes strict guidelines for people seeking assisted death as part of that category, including a 90-day waiting period. On March 17, 2021, the Government of Canada announced that changes to Canada’s medical assistance in dying (MAID) law are officially in force. The new law includes changes to eligibility, procedural safeguards, and the framework for the federal government’s data collection and reporting regime.</div><div><br /></div><div>From the government of Canada's site on the <a href="https://www.canada.ca/en/health-canada/services/medical-assistance-dying.html">newly revised MAID law</a>...</div><div><div></div><blockquote><div>Section 7 protects the rights to life, liberty and security of the person and prohibits government interference with these interests unless done in accordance with the principles of fundamental justice. These include the principles against arbitrariness, overbreadth and gross disproportionality. An arbitrary law is one that impacts section 7 rights in a way that is not rationally connected to the law’s purpose. An overbroad law is one that impacts section 7 rights in a way that, while generally rational, goes too far by capturing some conduct that bears no relation to the law’s purpose. A grossly disproportionate law is one whose effects on section 7 rights are so severe as to be “completely out of sync” with the law’s purpose.</div><div><br /></div><div>Section 15(1) of the Charter protects equality rights. It provides that every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination, including on the basis of mental or physical disability.</div></blockquote><blockquote>In Carter v. Canada (2015), the Supreme Court of Canada held that a competent adult’s response to a grievous and irremediable medical condition is a matter critical to their dignity and autonomy. A criminal prohibition on MAID for a person in this situation – whom the law would permit to request palliative sedation, refuse artificial nutrition and hydration or request the removal of life-sustaining medical equipment – impacts liberty and security of the person. This is because the criminal prohibition interferes with the ability to make decisions concerning bodily integrity and leads to serious suffering. Broadening the law to permit MAID for persons whose natural death is not reasonably foreseeable would promote the liberty and security of the person interests of individuals who seek MAID as a response to a grievous and irremediable illness.</blockquote></div></div><div><br /></div><div><b>C Block Human Geography</b> - Today we'll start with time to work on your definitions for Hearth and Diffusion and work on your Comox Valley Fast Food map and big thinking question... </div><div><br /></div><div><div><i>What pattern exists and why are the fast food restaurants located in that pattern (give at least three reasons – use the concepts of site, situation, and region in your response along with density, distribution, and concentration)</i></div></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWFPRd5a0HKZzPmRXkUf3AHrTvbkqRJ0O5WLuLrM78eRUfm-yOcYnRK3iPszOZkNNgMLzABpzqhP4HEVWpJHy5kQvQfTecJWg9wdR4vMto6j7hmYALopRttxDD1o57CP5PqIYLv-SezO5th5YzVGmeWsTUlyW2lDQlt4BxJYAtA-h9GEv5q7V-mWSvgwM/s997/CV%20Map.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="691" data-original-width="997" height="222" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWFPRd5a0HKZzPmRXkUf3AHrTvbkqRJ0O5WLuLrM78eRUfm-yOcYnRK3iPszOZkNNgMLzABpzqhP4HEVWpJHy5kQvQfTecJWg9wdR4vMto6j7hmYALopRttxDD1o57CP5PqIYLv-SezO5th5YzVGmeWsTUlyW2lDQlt4BxJYAtA-h9GEv5q7V-mWSvgwM/s320/CV%20Map.jpg" width="320" /></a></div><a href="https://www.linkedin.com/pulse/super-site-me-why-fast-food-restaurants-located-where-andrew-smith?trk=portfolio_article-card_title">Super-Site Me: Why are fast-food restaurants located where they are?</a></div><div><a href="https://www.fastcompany.com/3034792/how-fast-food-chains-pick-their-next-location">How Fast Food Chains Pick Their Next Location</a></div><div><a href="https://www.nbcnews.com/health/health-news/do-fast-food-chains-cluster-around-schools-flna1c9441211">Do fast-food chains cluster around schools?</a></div><div><a href="https://www.cnn.com/2023/06/24/business/drive-thru-fast-food-chick-fil-a-urban-planning/index.html">Drive-thrus are creating problems for cities and towns</a></div><div><a href="https://www.fsrmagazine.com/feature/8-factors-choosing-new-restaurant-location/">8 Factors for Choosing a New Restaurant Location</a></div><div><div><a href="https://www.mashed.com/1450852/how-fast-food-chains-choose-locations/">What Do Fast Food Chains Look For When Choosing A Location?</a></div><div><a href="https://www.npr.org/sections/thesalt/2014/03/14/290122911/see-more-eat-more-the-geography-of-fast-food">See More, Eat More: The Geography Of Fast Food</a></div><div><br /></div></div><div>If there's time we'll look at the Key Question: <i>Why Are Some Human Actions Not Sustainable?</i> We'll look at what a resource is (<a href="https://greentumble.com/10-examples-of-renewable-and-non-renewable-resources">renewable and non-renewable</a>) along with the uses and misuses of resources by humans.</div><div><br /></div><div><div class="separator" style="clear: both; text-align: right;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgaYW37MbA6hSq-2-Vi_MlwkrPc9IXBrcMdUs4gRDdt9-aVcpFJuvXIKdulypR1QqspZPWx0OZ6DP9ZQULADmnGInjCQtYjnFYTfn6rJmJvIQsQGUCPLdaWxVr6RkCoTi7jrH9Oxg3Wt9ag-niD8srXY76hznOU-L71hFU6YLvAK2QugEYBZ5gHmTk2raI" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="320" data-original-width="247" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEgaYW37MbA6hSq-2-Vi_MlwkrPc9IXBrcMdUs4gRDdt9-aVcpFJuvXIKdulypR1QqspZPWx0OZ6DP9ZQULADmnGInjCQtYjnFYTfn6rJmJvIQsQGUCPLdaWxVr6RkCoTi7jrH9Oxg3Wt9ag-niD8srXY76hznOU-L71hFU6YLvAK2QugEYBZ5gHmTk2raI" width="185" /></a></div><b>D Block Physical Geography</b> - Today we'll continue our work on the <a href="https://www.visitprincerupert.com/">Prince Ruper</a>t topographic map from the Canadian Landscape (pages 20 - 23). We'll work on questions 1 & 2 together and then I'll need you to finish questions 3, 4 a & b, 5, 7 a, b, d & e, and 9 a & b. Use Google Earth or Google Maps to help you with this assignment. </div><div><br /></div><div>For more on Prince Rupert check out:<br /><a href="https://www.thenorthernview.com/">The Northern View</a><br /><a href="https://lovenorthernbc.com/community/prince-rupert/">Love Prince Rupert</a><br /><br /></div><div>And remember the vids I posted on the blog Friday...they can help too<br /></div><div><br /></div><div>For the last question about heartland and hinterland check out the following links on core and periphery (same concept) at:</div><div><a href="https://www.thoughtco.com/core-and-periphery-1435410">Core and Periphery, Two Types That Make the World</a></div><div><a href="https://geography.name/core-and-periphery/#:~:text=Within%20the%20discipline%20of%20geography%2C%20the%20terms%20core,and%20periphery%20can%20be%20applied%20to%20various%20scales.">Core and Periphery</a></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYv3Ovoq09xMXD_QCmb7YGSyC6lIpFzWXMnsYORkQp9H2s7n6uliRJ3sthkC5WFr-YyRZRtHmENYiZ2aM6N-8ycHnBfQR-oNcarSTtUTqOZ_OzGv16BlALej__S6fUWX9Ohl8ZWw19pN65N3LxOIN3N8ayWtaCHs20UEF4XkQ8uk4pbLAj2BLCpRJsKWA/s1813/20240212_085939.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1813" data-original-width="930" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYv3Ovoq09xMXD_QCmb7YGSyC6lIpFzWXMnsYORkQp9H2s7n6uliRJ3sthkC5WFr-YyRZRtHmENYiZ2aM6N-8ycHnBfQR-oNcarSTtUTqOZ_OzGv16BlALej__S6fUWX9Ohl8ZWw19pN65N3LxOIN3N8ayWtaCHs20UEF4XkQ8uk4pbLAj2BLCpRJsKWA/w102-h200/20240212_085939.jpg" width="102" /></a></div><br /><div><br /><p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-55308145890469566082024-02-08T19:53:00.000-08:002024-02-12T20:26:41.353-08:00Friday, February 9. 2024Today's schedule is DCBA<div><br /></div><div><b><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiwjKI3A_ef7G3wL15OT7DGM_v1et4ZJjNOnVvaWhOPoZWh2AFAq3y-Mk2V2ZWjJ4q7G5bhW484eYv9KnWzUDoHlR-muo-KA8d1w5bDapXy6gIWdj14GcIY8THDiJqWJ_OjKx11oRFBsGMAQLy7osjWyrVmKOnLjrNxueAvoqUpoBI4Nav13Ktj1FCYh0k" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" data-original-height="320" data-original-width="247" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEiwjKI3A_ef7G3wL15OT7DGM_v1et4ZJjNOnVvaWhOPoZWh2AFAq3y-Mk2V2ZWjJ4q7G5bhW484eYv9KnWzUDoHlR-muo-KA8d1w5bDapXy6gIWdj14GcIY8THDiJqWJ_OjKx11oRFBsGMAQLy7osjWyrVmKOnLjrNxueAvoqUpoBI4Nav13Ktj1FCYh0k=w247-h320" width="247" /></a></div>D Block Physical Geography </b>- Today we'll start our work on the Prince Rupert topographic map from the Canadian Landscape (pages 20 - 23). We'll work on questions 1 & 2 together and then I'll need you to finish questions 3, 4 a & b, 5, 7 a,b,d & e, and 9 a & b. To help with the slope of the built up part of Prince Rupert question...</div><div><br /></div><div>The steepness of a slope can be expressed as an angle, ranging from 0° for a horizontal surface to 90° for a vertical cliff; most natural slopes are 30° or less. Slope can also be expressed as a gradient, which is the ratio between the elevation change of the slope and the horizontal length over which the change occurs. In algebra terms, it is the rise over the run. For example, if a slope drops 10 meters over a distance of 100 meters, it has a gradient of 0.1 (i.e., 10/100). On highway signs, this number is multiplied by 100 to convert it to a percent, and written as “% grade”. A road that drops 5 meters in a distance of 100 meters has a gradient of 0.05 (5/100), or a 5% grade (5/100 × 100%). Highway grades are rarely more than 8%. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSpFQvck-91oZpLTlNYZb6sXXZKo7dc2cZPAlmmxmPtzYuWtHdtgxKcu2onboz04N6DFFpEgbP-I1rr5IUxJOelxUCTooPhVhILIG8yOAoQyoNCH3d0PLQ2HK6RRv_F9mTsQ1oAGpIXJbQOU_HqejwXPaPRUGGR6xoW5IhhHe1iFu2Z7x52myeK08z0CM/s525/Screenshot%202024-02-07%20202559.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="525" data-original-width="518" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSpFQvck-91oZpLTlNYZb6sXXZKo7dc2cZPAlmmxmPtzYuWtHdtgxKcu2onboz04N6DFFpEgbP-I1rr5IUxJOelxUCTooPhVhILIG8yOAoQyoNCH3d0PLQ2HK6RRv_F9mTsQ1oAGpIXJbQOU_HqejwXPaPRUGGR6xoW5IhhHe1iFu2Z7x52myeK08z0CM/s320/Screenshot%202024-02-07%20202559.png" width="316" /></a></div><div>For the last question about heartland and hinterland check out the following links on core and periphery (same concept) at:</div><div><a href="https://www.thoughtco.com/core-and-periphery-1435410">Core and Periphery, Two Types That Make the World</a></div><div><a href="https://geography.name/core-and-periphery/#:~:text=Within%20the%20discipline%20of%20geography%2C%20the%20terms%20core,and%20periphery%20can%20be%20applied%20to%20various%20scales.">Core and Periphery</a></div><div><br /></div><div>To help visualize Prince Rupert watch these:</div><div><br /></div><div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="236" scrolling="no" src="https://globalnews.ca/video/embed/4266702/" width="420"></iframe></div><div style="text-align: center;"><a href="https://globalnews.ca/video/rd/1253030979813/?jwsource=cl"><iframe allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/n3uy8cziiGY" width="420">https://globalnews.ca/video/rd/1253030979813/?jwsource=cl</iframe></a></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/4G-tfCmQAxY" width="420"></iframe></div></div><div><br /></div><div>For more on Prince Rupert check out:<br /><a href="https://www.thenorthernview.com/">The Northern View</a><br /><a href="https://lovenorthernbc.com/community/prince-rupert/">Love Prince Rupert</a></div><div><br /></div><div><b>C Block Human Geography</b> - So, <a href="https://www.geographyrealm.com/toblers-first-law-geography/">Tobler’s First law of Geography</a> states that Everything is related to everything else, but near things are more related than distant things. Therefore the interaction between places diminishes in intensity and frequency as distance between them increases (time-distance decay). Diffusion is the process of dissemination, the spread of an idea or innovation from its hearth (place of origin) to other areas. What slows/prevents diffusion? - time-distance decay...the further something is apart from it's hearth the lesser the intensity of its transmission may become. Anything else?</div><div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrfboQ5JqdNl2Q630YgsC_QUrhxGY3wnYao5ma1ioeTnXOouDCBwWkGDWqRIgwJTUU_zfxhM3NCKLhS2_RimAT1heRNZ0LKkchB1Gw8qSJLOwLDLkZBGhdrs15VNhpZZl9BmQRdfHwN_lq4dl_pgWRIbLyWcTthjlNyD2vzb-G50001GBYGhH8xBaJ/s684/Diffusion Barriers.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="423" data-original-width="684" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrfboQ5JqdNl2Q630YgsC_QUrhxGY3wnYao5ma1ioeTnXOouDCBwWkGDWqRIgwJTUU_zfxhM3NCKLhS2_RimAT1heRNZ0LKkchB1Gw8qSJLOwLDLkZBGhdrs15VNhpZZl9BmQRdfHwN_lq4dl_pgWRIbLyWcTthjlNyD2vzb-G50001GBYGhH8xBaJ/w400-h248/Diffusion%20Barriers.jpg" width="400" /></a></div></div><div><br /></div><div>I'll have you define Hearth and then Relocation Diffusion and Expansion Diffusion along with the three types Contagious, Hierarchical, and Stimulus Diffusion. You'll also need to give examples of each type. Finally, in your first work package I've asked you to plot the following fast food restaurant chains on the map provided: McDonalds, Tim Horton’s, Starbucks, A&W, and Subway (don’t forget essentials…I’ve given you scale but you need a legend, a title and direction). After you'll need to answer the question:</div><div><div><br /></div><div><i>What pattern exists and why are the fast food restaurants located in that pattern (give at least three reasons – use the concepts of site, situation, and region in your response along with density, distribution, and concentration)</i></div></div><div><br /></div><div><b>B Block Legal Studies</b> - The Charter is in place to ensure that the rights and freedoms of Canadians are protected. Requiring the government to justify Charter infringements ensures that these rights and freedoms are not arbitrarily limited by the government. The government has the burden of proving that any limit is justified. I'll have you in partners to discuss the <i><a href="https://scc-csc.lexum.com/scc-csc/scc-csc/en/item/15/index.do">Multani v. Commission scolaire Marguerite-Bourgeoys (2006)</a></i> case on pages 41-42 of the All About Law text. We'll share out together as a class</div><div><div></div><blockquote>In November 2001, Gurbaj Multani’s kirpan accidentally fell out from under his clothing, raising questions among the school community about school safety and whether or not he should be permitted to continue to bring the kirpan to school. The incident sparked a great deal of dispute among members of the school board and community. On one hand, parents and school administrators argued that, the kirpan could be used as a dangerous weapon in the school, and therefore violated the school’s code of conduct prohibiting the carrying of weapons. On the other hand, Gurbaj believes that his religion requires him to wear a kirpan at all times; a kirpan is a religious object that resembles a dagger and must be made of metal. In deciding on whether or not Gurbaj should be permitted to wear his kirpan, the Supreme Court weighed the consequences of limiting Gurbaj’s religious freedoms against the school’s obligation to maintain a safe school environment. </blockquote><div></div></div><div>FYI: Guru Gobind Singh, the tenth guru of the Sikh order, founded the Khalsa in 1699. He commanded that the Five Ks or the five articles of faith be worn by Khalsa Sikhs at all times. The five articles of faith namely the Kesh (Hair), Kacchera (specific type of undergarments), Kangha (wooden comb), Kada (iron bracelet) and Kirpan (curved sword), collectively contribute to a Sikh’s external identity and a commitment to the Sikh way of life. The Kirpan is a short dagger that symbolizes a Sikh’s duty to come to the defense of those in peril. All baptised Sikhs wear it on their bodies <i>at all times</i>. It stands for bravery and protecting the weak and innocent, constantly reminding them of their duty to help those who suffer unjustly.</div><div><br /></div><div>So <a href="https://www.lexology.com/library/detail.aspx?g=a5467124-6c80-470c-90a6-2a899c5eed28">the Supreme Court determined that</a></div><div><blockquote>The council of commissioners’ decision prohibiting [Gurbaj Singh Multani] from wearing his kirpan to school infringes his freedom of religion. [Multani] genuinely believes that he would not be complying with the requirements of his religion were he to wear a plastic or wooden kirpan, and none of the parties have contested the sincerity of his belief. The interference with [Multani]’s freedom of religion is neither trivial nor insignificant, as it has deprived him of his right to attend a public school. The infringement of [Multani]’s freedom of religion cannot be justified under s. 1 of the Canadian Charter. Although the council’s decision to prohibit the wearing of a kirpan was motivated by a pressing and substantial objective, namely to ensure a reasonable level of safety at the school, and although the decision had a rational connection with the objective, it has not been shown that such a prohibition minimally impairs [Multani]’s rights.</blockquote></div><div>After, I'll have you continue your Charter work by answering questions 1-4 of the <a href="https://scc-csc.lexum.com/scc-csc/scc-csc/en/item/2369/index.do"><i>Canada (Attorney General) v. JTI Macdonald Corp., (2007)</i></a> on page 44 in the text. This deals with whether limits imposed on tobacco manufacturers’ freedom of expression by provisions of Tobacco Act and Tobacco Products Information Regulations are justified (referring to Charter sections section 2.b Freedom of Expression and section 1 Reasonable Limits). For help with Canada (Attorney General) v. JTI Macdonald Corp., (2007) check out:</div><p><a href="https://www.commb.ca/tobacco-advertising-guidelines/">Canadian Out of Home Marketing & Measurement Bureau Tobacco Guidelines</a><br /><a href="https://www.thecanadianencyclopedia.ca/en/article/tobacco-advertising-ban-unconstitutional">Canadian Encyclopedia Tobacco Advertising Ban Unconstitutional</a><br /><a href="https://www.theatlantic.com/national/archive/2012/08/does-cigarette-marketing-count-as-free-speech/261680/">The Atlantic Does Cigarette Marketing Count as Free Speech?</a><br /><a href="https://www.tobaccocontrollaws.org/legislation/country/canada/summary">Tobacco control laws Canada</a><br /><a href="https://www.theglobeandmail.com/news/politics/yes-victoria-there-is-a-limit-to-free-speech/article759312/">Yes Victoria, there is a limit to free speech</a><br /><a href="https://www.cbc.ca/news/politics/plain-packaging-tobacco-1.4721232">No logos: Tobacco firms under tight timeline to adopt plain packaging</a><br /><a href="https://www.cbc.ca/news/canada/kitchener-waterloo/cigarette-plain-packaging-canada-1.5337789">Plain cigarette packs to hit shelves as 'best in the world' regulations kick in</a><br /><a href="https://plainpack.ca/">Imperial Tobacco Canada Plain Pack</a></p><div>*warning there is potty mouth so please be aware and watch with care<br /><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/6UsHHOCH4q8" width="420"></iframe> </div><div><br /></div><div><b>A Block Criminology</b> - Today, I'd like you to choose 5 Violent, 5 Property and 5 Social crimes in Canada, from the lists below, and <i>identify if you think they are increasing, decreasing or are steady (unchanging)</i>.</div><br /><u>Violent violations include</u>: homicide, attempted murder, sexual assault (levels 1-3), assault level 3 aggravated, assault level 2 weapon or bodily harm, assault level 1, assault peace officer, assaulting with a weapon or causing bodily harm to a peace officer, aggravated assault to a peace officer, robbery, criminal harassment, uttering threats, sexual violations against children, firearms (use of, discharge, pointing), forcible confinement or kidnapping, abduction, extortion, Indecent/Harassing communications, commodification of sexual activity,<br /><br /><u>Property violations include</u>: B&E, theft of motor vehicle, theft over $5000, theft under $5000, mischief, possession of stolen property, trafficking in stolen property, fraud, identity theft, identity fraud, arson, altering, removing or destroying vehicle identification number (VIN).<br /><br /><u>Social violations include</u>: disturbing the peace, impaired driving, child pornography (possession, production and distribution), drug offences (possession, production and distribution), weapons (possession, production and distribution), prostitution (purchasing sexual services or communicating with the intention of buying sex)<div><div class="separator" style="clear: both; text-align: center;"><br /></div>We'll see what you think about crime trends and then we'll look at the<a href="https://www2.gov.bc.ca/assets/gov/law-crime-and-justice/criminal-justice/police/publications/statistics/bc-regional-district-crime-trends-2011-2020.pdf"> BC Crime trends from 2011 - 2020</a> and then we'll talk about the disparity (difference) between the public perception of violent crime and the actual rates of violent crime in Canada.</div><div><br /></div><div><br /><div></div></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7kCVaB_4PcTBafoQ17d58N41EgzmqWfMSoWMK5fRVvmWHexapYDbV2qHxGRsHHzBgxvzKdWRAvWzG0ZfEi4WVbuAFWq0-T95XGeyNRuuM4_bLDeC4ojhV6kX8RWZ_KVrJES2rWY9MMttrI_dD5MP8_8-NGuCWbhnThbjK7tHDfiTh7uOsUY0gbKxjpK4/s1813/20240209_090328.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1813" data-original-width="1001" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7kCVaB_4PcTBafoQ17d58N41EgzmqWfMSoWMK5fRVvmWHexapYDbV2qHxGRsHHzBgxvzKdWRAvWzG0ZfEi4WVbuAFWq0-T95XGeyNRuuM4_bLDeC4ojhV6kX8RWZ_KVrJES2rWY9MMttrI_dD5MP8_8-NGuCWbhnThbjK7tHDfiTh7uOsUY0gbKxjpK4/w111-h200/20240209_090328.jpg" width="111" /></a></div><br /><div><br /><p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0tag:blogger.com,1999:blog-3608802032272662588.post-74693094295260513362024-02-07T19:38:00.000-08:002024-02-08T19:50:54.745-08:00Thursday, February 8. 2024Today's schedule is DCBA<div><br /></div><div><b>D Block Physical Geography</b> - Today you'll start with time to work on yesterday's time zone, latitude/longitude/GPS/GIS questions and then we'll start with some Topographic Mapping skills (area, distance, direction, <a href="https://serc.carleton.edu/mathyouneed/slope/slopes.html">slope</a>, and symbols). </div><div><br /></div><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/CoVcRxza8nI?si=tzn-oorK5kXxxTS2" title="YouTube video player" width="420"></iframe></div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/bENEygui4jo?si=pomyeqla-3xiVmFW" title="YouTube video player" width="420"></iframe></div></div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/78U5ooM14I0?si=P2dWLPt-XOmk1U1U" title="YouTube video player" width="420"></iframe></div></div><div><div>Aaaand...</div><div><a href="https://www.backpacker.com/skills/how-to-read-a-topo-map-for-hikers-and-backpackers">How to Read a Topo Map Find your way the old-school way by mastering the map.</a> </div><div><a href="https://www.rei.com/learn/expert-advice/topo-maps-how-to-use.html">How to Read a Topo Map</a> from REI</div><div><a href="https://natural-resources.canada.ca/sites/nrcan/files/earthsciences/pdf/topo101/pdf/mapping_basics_e.pdf">Topographic Maps: The Basics</a> from Natural Resources Canada (NRCan)</div><div><a href="https://blog.gaiagps.com/how-to-read-topographic-maps/">How to Read Topographic Maps</a> from GAIAGPS</div></div><div><br /></div><div>For free digital topographic maps of the Comox Valley use the <a href="https://ftp.maps.canada.ca/pub/nrcan_rncan/raster/topographic/50k/092/f/">Toporama Link HERE</a> </div><div><br /></div><div>Block 92F is us...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpsEnBFuSMgdb05jqjdrSWKd_jJ2XF-_caHcAHpQxtWPC8_PPNzilu1QmoUoO3sZxCKw1PBUafw-LREiWqbG1Nx-iTFAMB5pI6OgHP0VYPAxttpDTiRq0oFVUHTp_O2-36oBEL58uhs4kyP6dFhGxpZzlGf7W06YgaIfjCixuNp86Obeq1DVqRCQw-5AQ/s1145/92F.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="876" data-original-width="1145" height="245" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpsEnBFuSMgdb05jqjdrSWKd_jJ2XF-_caHcAHpQxtWPC8_PPNzilu1QmoUoO3sZxCKw1PBUafw-LREiWqbG1Nx-iTFAMB5pI6OgHP0VYPAxttpDTiRq0oFVUHTp_O2-36oBEL58uhs4kyP6dFhGxpZzlGf7W06YgaIfjCixuNp86Obeq1DVqRCQw-5AQ/s320/92F.jpg" width="320" /></a></div><br /><div>And the subdivisions for the Comox Valley are...</div><div><ul style="text-align: left;"><li>92F10 is Comox (incl. most of Denman, Hornby, Union Bay, Royston, Minto, South Courtenay, Downtown Courtenay, Courtenay East, Sandwick/Huband, Little River and all of Comox)</li><li>92F11 (West Courtenay, Cumberland, Dove Creek, Grantham, and Mount Washington)</li><li>92F15 (Kitty Coleman and Seal Bay)</li><li>92F14 (Grantham, Merville, Headquarters, Black Creek, Williams Beach, Saratoga Beach, Miracle Beach, and Oyster River)</li></ul></div><div><br /></div><div><b>C Block Human Geography</b> - Today we'll talk about the arrangement of people and activities found in space and try to understand why those people and activities are distributed the way they are. We'll figure out what <i><a href="https://www.nationalgeographic.org/encyclopedia/density/">density</a>, <a href="https://www.nationalgeographic.org/encyclopedia/distribution/">distribution</a>, concentration </i>and<i> pattern</i> have to do with people an activities on the Earth's surface. Along with this we'll look at <a href="https://www.thoughtco.com/culture-hearths-and-cultural-diffusion-1434496"><i>connections, diffusion, interaction</i> and <i>hearths</i></a> in order to see how people and activities impact and are impacted by each other (through spatial interaction and networks). </div><div><br /></div><div>Consider the <a href="https://fiveable.me/ap-hug/unit-3/types-of-cultural-diffusion/study-guide/DAi0JEBluIVWISVGkv6g">Cultural Diffusion</a> of Hip Hop...from <a href="https://iconcollective.edu/hip-hop-history/">Icon Collective</a> </div><div><blockquote>Hip hop is a subculture and an art movement that emerged from the Bronx in New York City during the early 1970s. Its development reflected the negative effects of post-industrial decline, political discourse, and a rapidly changing economy. The global influence of hip hop culture has shaped music styles, fashion, technology, art, entertainment, language, dance, education, politics, media, and more. </blockquote></div><div>So the cultural hearth of Hip Hop is NYC in the 1970's...as exemplified by kickin' it old school with Grandmaster Flash</div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/gYMkEMCHtJ4" title="YouTube video player" width="420"></iframe></div></div><div> <br /><p>Hip Hop as a musical artform diffused hierarchically throughout the United States (originally in New York and LA) then through a stimulus diffusion throughout Atlanta, Miami, Houston, Memphis, Detroit, D.C., Philadelphia, Seattle, Minneapolis, Chicago, New Orleans where it was changed by the adopters to reflect their local cultures. </p><div><a href="https://www.vice.com/en/article/nn3avk/the-geography-v8n10">The Geography Of Hip Hop</a></div><a href="https://storymaps.esri.com/stories/2017/hip-hop/">The History and Geography of Hip Hop</a></div><div><a href="https://pudding.cool/2017/03/labels/index.html">The Most Successful Labels in Hip Hop</a></div><div><div><a href="https://storymaps.arcgis.com/stories/8ceb88075af54ba0bfe56358ad29c3e1">The Diffusion of Rap: Exploring the rap centers of the U.S and their cultural geography</a></div><div><a href="https://www.readcube.com/articles/10.1007/s10708-015-9681-z">Geography of American rap: rap diffusion and rap centers</a></div></div><div><br /></div><div><b>B Block Legal Studies </b>- To start, today, I'll give you time to work on the questions from yesterday:</div><div><div><ol><li>Do you think there should ever be limits to Charter rights? Why or why not?</li><li>Describe a situation where an infringement of a right would be justified.</li><li>Describe a situation where an infringement of a Charter right would not be justified?</li><li>What do you think about the courts’ role in deciding whether an infringement of a right can be justified?</li><li>What happens if the government cannot show that a Charter infringement is justified (i.e. it does not satisfy the elements of the s. 1 analysis)?</li></ol></div></div><div>Remember the Charter of Rights and Freedoms has three sections that limit your individual rights (<a href="https://www.justice.gc.ca/eng/csj-sjc/rfc-dlc/ccrf-ccdl/check/art1.html">Reasonable Limits</a>, <a href="https://www.justice.gc.ca/eng/csj-sjc/rfc-dlc/ccrf-ccdl/check/art33.html">Notwithstanding Clause</a> and <a href="https://www.justice.gc.ca/eng/csj-sjc/rfc-dlc/ccrf-ccdl/check/art321.html">Where the Charter Applies</a>).</div><div><br /></div><div>Next, we'll identify what our <b><a href="https://www.justice.gc.ca/eng/csj-sjc/rfc-dlc/ccrf-ccdl/rfcp-cdlp.html">fundamental freedoms</a> </b>are (section 2 a-d of the <a href="http://www.charterofrights.ca/en/11_00_01"><span style="color: #77aaff;">Charter</span></a>). </div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTdz3ApVRl0AQyWN6vurZWGW94pZT9DYz5dsOuWgGG7LBZQYCOGDVSz2FRvWlGzF0-bxkng8_LAGAkqvsCiwqKo0-Rh-7Rz1pP8mkvo5kraCVrKFVVggkaLa8wHIDARoJzj-vn6BujS0XsCQzo1A7GJpWKafTqI02bqiNdJ-XAA_G9NvO5Cymv67Sk/s800/Fundamental-Freedoms.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="512" data-original-width="800" height="205" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTdz3ApVRl0AQyWN6vurZWGW94pZT9DYz5dsOuWgGG7LBZQYCOGDVSz2FRvWlGzF0-bxkng8_LAGAkqvsCiwqKo0-Rh-7Rz1pP8mkvo5kraCVrKFVVggkaLa8wHIDARoJzj-vn6BujS0XsCQzo1A7GJpWKafTqI02bqiNdJ-XAA_G9NvO5Cymv67Sk/s320/Fundamental-Freedoms.jpg" width="320" /></a></div></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjeJZYiwCap6yX3r8Pu5Cm1B0QLWBqpAGfEABG0dAinhLmkpQmNI5W76SpjozEVylTOQxKWlknq7h7KDiw3Maq0Bd3-AdC3OfGTmnYo8J2IhdL2bhDO_Zoyfb-zCv2x765OG7vMUz-_JGEx3YSc2g_pznDYvpaVxyRN4fP8FNV6dHkq9Brw9-FelOQ/s800/ShareableTweet3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="512" data-original-width="800" height="205" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjeJZYiwCap6yX3r8Pu5Cm1B0QLWBqpAGfEABG0dAinhLmkpQmNI5W76SpjozEVylTOQxKWlknq7h7KDiw3Maq0Bd3-AdC3OfGTmnYo8J2IhdL2bhDO_Zoyfb-zCv2x765OG7vMUz-_JGEx3YSc2g_pznDYvpaVxyRN4fP8FNV6dHkq9Brw9-FelOQ/s320/ShareableTweet3.jpg" width="320" /></a></div></div><div>So, what about what happened with the COVID-19 Pandemic and the Federal and <a href="https://www2.gov.bc.ca/gov/content/covid-19/info/restrictions">Provincial Government restrictions</a> and mandates including the Ottawa protests from January 22, 2022 to February 23, 2022)?</div><div><br /></div><div>It's pretty clear that some aspects of the pandemic response infringed upon rights (including our Fundamental Freedoms). But, because the charter allows for limitations on rights, that does not mean the policy or law or regulation is unconstitutional. It goes back to the Oakes Test and is a question of proportionality..."Is the rights-restricting policy or law doing more harm or more good on balance?” It's a balancing act between individual rights and freedoms versus our responsibilities to society. The interests of society must be balanced against the interests of individuals to see if limits on individual rights can be justified. Serious threats to Canada and Canadians, like a national public health crisis, obligate the government to ensure our safety and security during an emergency. That is why the government is authorized, with Parliament supervising, to take special temporary measures that may not be appropriate during normal times. So yes, our rights have been limited, temporarily because of proportionality, but they will end because at some point the proportionality issue will swing the other way.</div><div><br /></div><div>NOTE: A week ago Federal Court Justice Richard Mosley ruled that Prime Minister Trudeau’s decision to use the Emergencies Act was “unreasonable.” He said that it violated one of the rights in the Canadian Charter of Rights and Freedoms, which allows groups of people to gather and protest. The federal government disagrees with Mosley’s ruling and plans to appeal.</div><div><br /></div><div><a href="https://www.cbc.ca/kidsnews/post/shutdown-of-convoy-protests-was-unreasonable-judge-rules">Shutdown of convoy protests was ‘unreasonable,’ judge rules</a></div><div><br /></div><div>Lastly, I'll have you complete on your own questions 1-5 on page 40 of the All About Law text. </div><div><br /></div><div><b>A Block Criminology</b> - To start today, you'll need to take one act from either list (Deviant but not Criminal or Criminal but not Deviant) and explain why it should be criminalized or why it should be decriminalized. This should be based on <i>an evaluation of harm...in other words how deviant or not is the action?</i> If the action would cause great social harm then perhaps we should criminalize that behaviour. If the action causes minimal social harm then perhaps we should decriminalize that behaviour. Remember, what is deviant in many cases is subjective. What is criminal is the codification of what a society as a whole deems as deviant. </div><div><br /></div><div>From the 2020 Model United Nations activity regarding the Commission on Crime Prevention and Criminal Justice</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCR54aMsFY3fTMlyxC0uD90pQt9cBjpfcij7rOGgPBa-5dObntexJiRm3rlB07xZW1vS1GmqLqN4T0thkfkTVDPJmCe6Ot1whsf_ec46jFQS_fnJISARpucxTlrQ6d50CI6J7buUKawXbyv09p_M1qbqOJsFsQyJlZ45zlYZkxhfhr-H3tllGc8o--/s558/deviance%20pyramid.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="467" data-original-width="558" height="268" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCR54aMsFY3fTMlyxC0uD90pQt9cBjpfcij7rOGgPBa-5dObntexJiRm3rlB07xZW1vS1GmqLqN4T0thkfkTVDPJmCe6Ot1whsf_ec46jFQS_fnJISARpucxTlrQ6d50CI6J7buUKawXbyv09p_M1qbqOJsFsQyJlZ45zlYZkxhfhr-H3tllGc8o--/s320/deviance%20pyramid.jpg" width="320" /></a></div><div><br /></div><div>As shown above, “the varieties of deviance” (i.e. actions that violate social norms) are considered on three interacting variables: evaluation of social harm, agreement about the norm, and severity of societal response. Homicide is criminal because as a society we believe that taking another life is unacceptable and deviates from the accepted cultural norm that we wish our country to be like. Through law creation these actions are codified, public opinion and society’s morality are expressed, and avenues for social control and the prevention of activity society deems inappropriate are provided. </div><div><br /></div><div>This will help us understand the Conflict, Interactionist and Consensus views on crime.</div><div><br /><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="236" src="https://www.youtube.com/embed/06IS_X7hWWI?si=7HAelYMt2lqWqxtT" title="YouTube video player" width="420"></iframe></div><div style="text-align: center;"><br /></div><a href="https://opentextbc.ca/introductiontosociology/chapter/chapter7-deviance-crime-and-social-control/">BC Open School Intro Sociology text Chapter 7</a><br /><a href="http://law.jrank.org/pages/973/Deviance-Relationship-between-deviance-crime.html">Relationship between Deviance and Crime (Jlaw)</a><br /><a href="https://www.cliffsnotes.com/study-guides/sociology/deviance-crime-and-social-control/theories-of-deviance">Cliff Notes Theories of Deviance</a></div><div><a href="https://openstax.org/books/introduction-sociology-3e/pages/7-introduction">Introduction to Sociology - Deviance Crime and Social Control</a> and <a href="https://socialsci.libretexts.org/Bookshelves/Sociology/Introduction_to_Sociology/Book%3A_Sociology_(Barkan)/05%3A_Deviance_Crime_and_Social_Control">another version of the topic here</a></div><div><br /></div><div>Today's Fit...</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOO5nClPCLsUgRUYF4kSkFBn3j9q6Fn3FSdxv8VGi5aWC9fYq38EPnU_-5dy7Q8Njh5HqOHfCKNdP45aeeCKU871OjIVIgI3Rq8cRy1u3FYe5amxVbDnXIt0TumGNaLnbKY7r1IaR4OXirhVY5lGiXlsJ_Mvef0-6mGe0oC6NmByzn3InKUDvKO8Ksxbw/s2400/20240208_085810.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2400" data-original-width="1616" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOO5nClPCLsUgRUYF4kSkFBn3j9q6Fn3FSdxv8VGi5aWC9fYq38EPnU_-5dy7Q8Njh5HqOHfCKNdP45aeeCKU871OjIVIgI3Rq8cRy1u3FYe5amxVbDnXIt0TumGNaLnbKY7r1IaR4OXirhVY5lGiXlsJ_Mvef0-6mGe0oC6NmByzn3InKUDvKO8Ksxbw/w134-h200/20240208_085810.jpg" width="134" /></a></div><br /><div><br /> <p> </p></div>Geo Teacherhttp://www.blogger.com/profile/06001309596566717364noreply@blogger.com0