Outline done.
Essay in progress
Friday, 23 October 2015
civics - civic terms in use
Earlier this year the city elected a new municipal council.
I wrote my opinion about the new Prime Minister in an editorial for the newspaper.
The municipality I live in is Kingston.
Freedom is the corner stone of a civil society.
I signed a petition to get the hallways cleaned up.
My brother participated in the creation of the backyard chicken bylaw.
The Mayor organized a town meeting today at city hall.
My mom and her friends are grassroots organizers in Idle No More.
Me and some friends helped clean up in our community school.
I wrote my opinion about the new Prime Minister in an editorial for the newspaper.
The municipality I live in is Kingston.
Freedom is the corner stone of a civil society.
I signed a petition to get the hallways cleaned up.
My brother participated in the creation of the backyard chicken bylaw.
The Mayor organized a town meeting today at city hall.
My mom and her friends are grassroots organizers in Idle No More.
Me and some friends helped clean up in our community school.
science - particle theory 1
Major contributions of:
Dalton. Allatter isadw up of atoms, which are particles too small to seeeacg element has its own kind of atom, with its own particular mass
Compounds are created when atoms if different elements link to form molecules.
Atoms cannot be created, destroyed, or subdivided in chemical changes.
Thomson. Atoms contain particles called electrons, which have a small Maas of a negative charge. The rest of the atom is a sphere of a positive charge
The electrons are embedded in the sphere so that the resulting atoms are neutral or unchanged
What are the three subatomic particles found in atoms?
Protons (+), electrons (-) and neutrons (/)
Dalton. Allatter isadw up of atoms, which are particles too small to seeeacg element has its own kind of atom, with its own particular mass
Compounds are created when atoms if different elements link to form molecules.
Atoms cannot be created, destroyed, or subdivided in chemical changes.
Thomson. Atoms contain particles called electrons, which have a small Maas of a negative charge. The rest of the atom is a sphere of a positive charge
The electrons are embedded in the sphere so that the resulting atoms are neutral or unchanged
What are the three subatomic particles found in atoms?
Protons (+), electrons (-) and neutrons (/)
history - ww1 map
Britain
France
Russia
Belgium (stripes)
Serbia
Triple Alliance
Germany
Austria-Hungary
Italy
Turkey (stripes)
Thursday, 22 October 2015
Civics - interview with a municipal employee
Terry-Lynn Brennen is a Mohawk Woman in my community who works for the city as the heritage, community engagement and education program coordinator for the cultural services department in the city of Kingston.
Here are my questions for her:
2. What jobs have you had before this? I started my first job at 8 years old when I started delivering papers across my whole village of Iroquois in Eastern Ontario. I then worked as a house maid, I worked for my village picking up garbage on the garbage truck and cutting grass at the local community parks and baseball diamonds all before I was 16. I worked at a gas station, as a waitress, on an assembly line at a factory, as a telephone collections agent, and in a video arcade from the ages of 16 to 21. Once I was at university I began to work based on the skills I was developing there, so I then worked as an assistant for my home community’s member of parliament in Toronto, I worked at creating large scale hand drawn maps, report writing and analyzing artifacts while obtaining my archaeology degree. And then once I finished my archaeology degree I became a licensed archaeologist with a specialty in human remains recovery and reburial. I had the opportunity to work across the South Pacific Ocean, Eastern Europe and across the USA and Canada with this career. After working in archaeology for 8 years I became a licensed high school teacher and guidance councilor. I taught sociology, history, geography, learning strategies, leadership and native studies in the classroom and then supervised a minimum of 500 students a year as a councilor. As a teacher/councilor I also had the opportunity to travel with students, to Australia/New Zealand, England, France and across the USA. While teaching I began some more university work and focused on sociology and equity studies in education where I investigated anti-racism and spiritual diversity of teenagers. After 8 years of being in a high school I took my skills on the road and lived and worked in England, Egypt and Nepal. In 2013 after returning to Canada I find this job at the City of Kingston.
3. What did you take in school? I was actually a terrible primary and high school student, because I was not paid much attention to in school. I was very fortunate that I had parents who believed in me and kept me going to get an education. But, when I left high school I was still pretty illiterate and could not write to save myself. And so my skills coming out of high school were based in art and illustration. I first went to college for this, but was not talented enough to survive in the workforce, and so as a mature student I then managed to get into university. I was again lucky that two professors understood my weaknesses and privately taught me how to write over the course of my first two years of university. I then completed a Politics degree, then an Archaeology degree and then a Master’s Degree in Human Evolutionary Anatomy, I then pursued an Education degree and then finally a Doctorate in Sociology and Equity Studies. It is said that I have been a life-long learner, and although I suffered with writing, I didn’t let that stop me in my desire to always know more.
4. Where did you go to school? After high school I went to Sheridan College (now a technical university), then on to York University, Simon Fraser University and the University of Toronto.
6. How long have you done this job? I have been with the City of Kingston for 2.5 years.
7. Did you have to move to take this job? Well, not really, as I had just returned to Canada from being overseas for years, and as my family are all still in eastern Ontario, Kingston seemed like a nice place to stop for a while. Luckily enough, this job came about at the same time as my husband and I were moving here.
8 & 9. Has the job changed since you started and if so how? Oh yes. In the job description I sent previously it said that things are under review, and that is because the tasks originally written for this job were not the tasks that were the best use of time for making this job meaningful for the community. Because I work for the municipal government, I am accountable to the whole of the population of Kingston who pay taxes which in turn pays my salary. So as my job was originally written to deliver interactive educational programs for our city museums and arts spaces, my job is now to find out what programs or opportunities people want in the community FIRST before setting upon designing anything. It is more of a shift in philosophy then in action if that makes sense.
10. What aspects of this job do you like the best? Meeting new people, and figuring out how to help generate and meet the needs of what the community wants. I am more of a networker, where I connect people up to make things happen, then making things happen entirely myself. This is my favourite part of the job. J
11. What are the hardest parts if this job?Sometimes I want to get things done faster than my bosses can afford or are comfortable with. So being extremely patient and maintaining momentum of ideas and keeping up contacts within pending projects while waiting for the green light from my bosses is definitely the hardest part of the job.
12. What has been your favorite moment in this job? Oh, there have been a few. But I suppose the passing of the First Peoples Recognition Statement by our current City Council would have to be my favorite.
13. Do you work with the mayor and if so how?I don’t work daily with the mayor, but I have helped to work alongside him with such things as cultural sensitivity training and the reading of the Recognition Statement respectfully. As well, he has always been very eager to visit with any students that I bring in to City Hall for various programs. He is a very effective and personable mayor.
14. Do you work with the council and if so how? Much like the mayor, I work alongside them when they request special projects or programs to be created. And it was City Counselor Neill who first proposed for the Recognition Statement to be created and adopted, and so that request came to me to then I approached the community for scripting and bringing back to City Council an official statement for their approval.
15. Can you tell me about a difficult situation and how you handled it? Oh… well, we all face difficult situations, and will continue to do so. The key is to learn from them, and to take on board how to not let the same difficult situation happen again. And to be honest, I’m struggling with trying to come up with a situation to tell you. For the most part, any difficult situation I’ve been directly involved revolved around the lack of communication and inclusion with the most appropriate voices on the topic being discussed.
16. What communities within Kingston do you work with? Everyone really, but most particularly I have been involved with elementary school students and teachers, teenagers and young adults through the City’s Youth Strategy, and over the last year, the First Peoples/Native community.
17. What are some of the things you do for & with the Native community in your job? As I am new to this community, I am trying to do more listening than talking, to understand the needs and hopes of the community. I have joined various community boards in the areas of education, arts, culture, health care, the military and general supportive groups, to help in understanding where this community has been up until now and where it wants to go. I have also had the pleasure of interviewing several community members to put together a report called Kingston First Peoples: Purposeful Dialogues. I am hoping from this report that more visible and proactive projects will help to elevate the voice of the Native community across the whole Kingston region. I have helped support the Recognition Statement being adopted, and just recently helped produce a book mark that has “Welcome to Kingston” written in the various languages of our Native community members, including Lakota thanks to your mom J. I am also working directly with the Mississauga’s of Alderville to help reestablish their history across Kingston, and am involved with helping to resurrect a PowWow next spring.
18. How has this job raised awareness of Native people within city council? Well, I’m not sure my job has raised awareness directly with city council, but it is more like a trickle effect within the building. I have had no problem telling people that I am Mohawk, and therefore people have just become more sensitive to learning about and responding to what the First Peoples community have or don’t have across Kingston. My bosses in turn have been more apt to think inclusively when management meetings occur with senior officials and councilors. So, it really comes down to the fact that my manager hired me to help integrate a First Persons voice in the projects and workings of the Cultural Services Department. If my manager had not done that, then whoever took my job might not have had that perspective to add to the internal discussions of the building. Sometimes and perhaps unfortunately, it’s not so much what you have to offer a job or community, as it is finding an ally who is in a place to help position you to be heard. J
20. What advice would you give to young people looking at similar jobs? Know yourself very well. Know your strengths, and know your weaknesses. Promote your strengths, and find ally’s to help with your weaknesses. But, don’t ever think you can’t be happy at a job nor that the job for you isn’t out there. Sometimes you just have to work at making your “dream job” become a reality through rarely taking no for an answer, and winning people over to listening to you and what it is you enjoy doing and are really good at!! J Try all kinds of different things before you more on, because I said earlier, the key is to learn something from all experiences, and the soft skills can really make the difference when it comes to securing more opportunities.
Here are my questions for her:
1. Is this the job you went to school for? No
2. What jobs have you had before this? I started my first job at 8 years old when I started delivering papers across my whole village of Iroquois in Eastern Ontario. I then worked as a house maid, I worked for my village picking up garbage on the garbage truck and cutting grass at the local community parks and baseball diamonds all before I was 16. I worked at a gas station, as a waitress, on an assembly line at a factory, as a telephone collections agent, and in a video arcade from the ages of 16 to 21. Once I was at university I began to work based on the skills I was developing there, so I then worked as an assistant for my home community’s member of parliament in Toronto, I worked at creating large scale hand drawn maps, report writing and analyzing artifacts while obtaining my archaeology degree. And then once I finished my archaeology degree I became a licensed archaeologist with a specialty in human remains recovery and reburial. I had the opportunity to work across the South Pacific Ocean, Eastern Europe and across the USA and Canada with this career. After working in archaeology for 8 years I became a licensed high school teacher and guidance councilor. I taught sociology, history, geography, learning strategies, leadership and native studies in the classroom and then supervised a minimum of 500 students a year as a councilor. As a teacher/councilor I also had the opportunity to travel with students, to Australia/New Zealand, England, France and across the USA. While teaching I began some more university work and focused on sociology and equity studies in education where I investigated anti-racism and spiritual diversity of teenagers. After 8 years of being in a high school I took my skills on the road and lived and worked in England, Egypt and Nepal. In 2013 after returning to Canada I find this job at the City of Kingston.
3. What did you take in school? I was actually a terrible primary and high school student, because I was not paid much attention to in school. I was very fortunate that I had parents who believed in me and kept me going to get an education. But, when I left high school I was still pretty illiterate and could not write to save myself. And so my skills coming out of high school were based in art and illustration. I first went to college for this, but was not talented enough to survive in the workforce, and so as a mature student I then managed to get into university. I was again lucky that two professors understood my weaknesses and privately taught me how to write over the course of my first two years of university. I then completed a Politics degree, then an Archaeology degree and then a Master’s Degree in Human Evolutionary Anatomy, I then pursued an Education degree and then finally a Doctorate in Sociology and Equity Studies. It is said that I have been a life-long learner, and although I suffered with writing, I didn’t let that stop me in my desire to always know more.
4. Where did you go to school? After high school I went to Sheridan College (now a technical university), then on to York University, Simon Fraser University and the University of Toronto.
5. How did jobs you have had before this help with this job? All the positions I have had since my childhood have helped me learn very important soft skills, such as time management, respectful customer service, and organizational management, but most importantly I learned how to become a trustworthy employee, where honesty, and a strong work ethic in always finding things to be done instead of only focusing on my particular area, daily targets or waiting for people to tell me what to do, have served me very well. I have always been a proactive thinker about what needs to be done tomorrow or next week, and if I can get a leg up on it, the more prepared I will be for it to be done on time and done well. I think this was a response to knowing that if I had to write anything of value, it was going to take me a while to do so, so waiting until the last minute was not going to prove successful.
6. How long have you done this job? I have been with the City of Kingston for 2.5 years.
7. Did you have to move to take this job? Well, not really, as I had just returned to Canada from being overseas for years, and as my family are all still in eastern Ontario, Kingston seemed like a nice place to stop for a while. Luckily enough, this job came about at the same time as my husband and I were moving here.
8 & 9. Has the job changed since you started and if so how? Oh yes. In the job description I sent previously it said that things are under review, and that is because the tasks originally written for this job were not the tasks that were the best use of time for making this job meaningful for the community. Because I work for the municipal government, I am accountable to the whole of the population of Kingston who pay taxes which in turn pays my salary. So as my job was originally written to deliver interactive educational programs for our city museums and arts spaces, my job is now to find out what programs or opportunities people want in the community FIRST before setting upon designing anything. It is more of a shift in philosophy then in action if that makes sense.
10. What aspects of this job do you like the best? Meeting new people, and figuring out how to help generate and meet the needs of what the community wants. I am more of a networker, where I connect people up to make things happen, then making things happen entirely myself. This is my favourite part of the job. J
11. What are the hardest parts if this job?Sometimes I want to get things done faster than my bosses can afford or are comfortable with. So being extremely patient and maintaining momentum of ideas and keeping up contacts within pending projects while waiting for the green light from my bosses is definitely the hardest part of the job.
12. What has been your favorite moment in this job? Oh, there have been a few. But I suppose the passing of the First Peoples Recognition Statement by our current City Council would have to be my favorite.
13. Do you work with the mayor and if so how?I don’t work daily with the mayor, but I have helped to work alongside him with such things as cultural sensitivity training and the reading of the Recognition Statement respectfully. As well, he has always been very eager to visit with any students that I bring in to City Hall for various programs. He is a very effective and personable mayor.
14. Do you work with the council and if so how? Much like the mayor, I work alongside them when they request special projects or programs to be created. And it was City Counselor Neill who first proposed for the Recognition Statement to be created and adopted, and so that request came to me to then I approached the community for scripting and bringing back to City Council an official statement for their approval.
15. Can you tell me about a difficult situation and how you handled it? Oh… well, we all face difficult situations, and will continue to do so. The key is to learn from them, and to take on board how to not let the same difficult situation happen again. And to be honest, I’m struggling with trying to come up with a situation to tell you. For the most part, any difficult situation I’ve been directly involved revolved around the lack of communication and inclusion with the most appropriate voices on the topic being discussed.
16. What communities within Kingston do you work with? Everyone really, but most particularly I have been involved with elementary school students and teachers, teenagers and young adults through the City’s Youth Strategy, and over the last year, the First Peoples/Native community.
17. What are some of the things you do for & with the Native community in your job? As I am new to this community, I am trying to do more listening than talking, to understand the needs and hopes of the community. I have joined various community boards in the areas of education, arts, culture, health care, the military and general supportive groups, to help in understanding where this community has been up until now and where it wants to go. I have also had the pleasure of interviewing several community members to put together a report called Kingston First Peoples: Purposeful Dialogues. I am hoping from this report that more visible and proactive projects will help to elevate the voice of the Native community across the whole Kingston region. I have helped support the Recognition Statement being adopted, and just recently helped produce a book mark that has “Welcome to Kingston” written in the various languages of our Native community members, including Lakota thanks to your mom J. I am also working directly with the Mississauga’s of Alderville to help reestablish their history across Kingston, and am involved with helping to resurrect a PowWow next spring.
18. How has this job raised awareness of Native people within city council? Well, I’m not sure my job has raised awareness directly with city council, but it is more like a trickle effect within the building. I have had no problem telling people that I am Mohawk, and therefore people have just become more sensitive to learning about and responding to what the First Peoples community have or don’t have across Kingston. My bosses in turn have been more apt to think inclusively when management meetings occur with senior officials and councilors. So, it really comes down to the fact that my manager hired me to help integrate a First Persons voice in the projects and workings of the Cultural Services Department. If my manager had not done that, then whoever took my job might not have had that perspective to add to the internal discussions of the building. Sometimes and perhaps unfortunately, it’s not so much what you have to offer a job or community, as it is finding an ally who is in a place to help position you to be heard. J
19. How has your Native background helped with this job? Oh, my spirituality and ancestors have brought me to this point, I have no doubt. The type of job I now do, which I more or less describe as a “social equity liaison officer” can be described as a new type of job in the work force. These roles never existed 10 years ago, and so my whole career has been in search of finding my “perfect job” and yet it didn’t exist until now. And only through the vision of my manager and her seeing the potential in hiring me, have we helped to mould this type of job in this environment. Sometimes it’s not so much about being a round peg in a round hole as it is in being a round peg who with perseverance makes a square hole rounded enough to fit the peg.
20. What advice would you give to young people looking at similar jobs? Know yourself very well. Know your strengths, and know your weaknesses. Promote your strengths, and find ally’s to help with your weaknesses. But, don’t ever think you can’t be happy at a job nor that the job for you isn’t out there. Sometimes you just have to work at making your “dream job” become a reality through rarely taking no for an answer, and winning people over to listening to you and what it is you enjoy doing and are really good at!! J Try all kinds of different things before you more on, because I said earlier, the key is to learn something from all experiences, and the soft skills can really make the difference when it comes to securing more opportunities.
Wednesday, 14 October 2015
civics - inside my local municipality
List 20 services offered by your local government.
From the list of 20, choose 5 and add the following info:
•3 main components of the service
•contact info.
Create a collage of these services.
Services:
From the list of 20, choose 5 and add the following info:
•3 main components of the service
•contact info.
Create a collage of these services.
Services:
- Artillery park: swimming drop-in, fitness instruction, gym rental. (613-546-4291).
- Air port:
- Birth registration: forms for birth registration, forms for birth certificate, submit forms to registar general, (613-546-0000)
- Building permits:
- Child care:
- Cultural services:
- Dog parks:
- Police:
- Fire and rescue: inspections, emergency response, fire investigation's, (613-548-4001-ext5123)
- The grand theater:
- Historic walking tours:
- Housing program's:
- K.F.L. and A. Public health:
- Kingston transit:
- Licenses and registration:
- Parking:
- Property standard:
- Public utilities commision Kingston:
- Waste management: recycle, compost, garbage collection, public education, leaf and brush days, (613-546-0000)
- Zoning bylaws:
civics - constitutional monarchy - pros and cons
15 pros and con's for Canada maintaining or ending constitutional monarchy.
Pro
- Some of the treaties are signed with the queen. If we got rid if the monarchy Canada might view them as void
- When the queen or other Royals come it attracts a lot of tourists which is good for the economy
- As a constitutional monarchy England is our Ally and will always side with Canada
- Royal proclamation, 1763 - the Monarchy recognizes more Native rights then Canada does
- A lot of Canadians are proud to have a queen
- It provides a sense of history
- It is respectful to Canada's roots
- The governor general is a good representative of Canada to the world
- The lieutenant generals do good things for the provinces
- The royals are good role models, always serving their country in the military
- The royals support a lot of charities
- Getting rid of the monarchy would require legal changes to the government and cost a lot of money in inquiries
- Getting rid of the monarchy would require legal changes and a referendum which would cost a lot of money
- England colonized Canada and many other nations
- When the Queen or other Royals visit Canada, Canadian tax money pays for the visit.
- We have to pay the governor general to be her federal representative
- We have to pay for lieutenant generals to be her provincial representatives
- When you become a Canadian citizen you have to swear loyalty to the queen, but not to Canada
- Canada always has to be England's ally and side with them
- England will never back Natives because they are Canada's alley by default
- It's pointless as the queen is just a figure head
- You can't elect a Queen so if England gets a bad Queen/King Canada is stuck with them
- The Royals are bad role models because they have more them is needed and excessive belongings is bad for the environment.
- If we got rid of the monarchy we could make other changes to Canadian government like decolonizing and giving First Nations seats in the legislature
- If we got rid if the monarchy we could make other changes to the government like get rid of the senate
- Getting rid of the monarchy would require a referendum and Canadians could voice their opiin about other issues in it too (like the senate)
- Canada's military technically serves the royals, not Canada
- Too much preference is given to subjects of the queen in immigration
Tuesday, 13 October 2015
science - density
When calculating density use the GRESS method.
G (given): mass (M)
volume (V)
R (required): density (D)?
E (equation) D=M/V
S (solution): D=M/V
D=x/y
D=z
S (statement) the density if am object with a mass of xg and a volume of y ml is z g/ml
D=M÷V
M= D x V
V= M÷D
K6: sulfuric acid is used in mainly industrial processes. If concentrated sulfuric acid has a density of 1.94g/ml, what is the mass of a 26.2ml sample (use GRESS)
G: D 1.94g/ml
V 26.2 ml
R: M
E: M= DxV
S: M= 26.2 x 1.94
M=50.828
S the mass of the sulfuric acid is 50.828 g
K7: an irregular object with a mass of 18kg displaces 2.5L of water when placed in a large overflow container. Calculate the density.
G: M/V
M18kg
V2.5L
R: D
E: D=M/V
S: D=18kg ÷ 2.5
D=7.2
S: the density of the object is 7.2 kg/l
K8: a graduated cylinder has a mass of 80g when empty. When 20 ml of water is added, the cylinder has a volume 100g. If a stone is added to the cylinder, the water level rises 45ml and the total mass is now 155g. What is the density of the stone.
M=100-80
M=20
G: M÷V
Given is 20÷45
R: D
E: D=M÷V
E: D= 20÷45
S: D =0.44
S: the density of the stone is 0.44 g/ml
G (given): mass (M)
volume (V)
R (required): density (D)?
E (equation) D=M/V
S (solution): D=M/V
D=x/y
D=z
S (statement) the density if am object with a mass of xg and a volume of y ml is z g/ml
D=M÷V
M= D x V
V= M÷D
K6: sulfuric acid is used in mainly industrial processes. If concentrated sulfuric acid has a density of 1.94g/ml, what is the mass of a 26.2ml sample (use GRESS)
G: D 1.94g/ml
V 26.2 ml
R: M
E: M= DxV
S: M= 26.2 x 1.94
M=50.828
S the mass of the sulfuric acid is 50.828 g
K7: an irregular object with a mass of 18kg displaces 2.5L of water when placed in a large overflow container. Calculate the density.
G: M/V
M18kg
V2.5L
R: D
E: D=M/V
S: D=18kg ÷ 2.5
D=7.2
S: the density of the object is 7.2 kg/l
K8: a graduated cylinder has a mass of 80g when empty. When 20 ml of water is added, the cylinder has a volume 100g. If a stone is added to the cylinder, the water level rises 45ml and the total mass is now 155g. What is the density of the stone.
M=100-80
M=20
G: M÷V
Given is 20÷45
R: D
E: D=M÷V
E: D= 20÷45
S: D =0.44
S: the density of the stone is 0.44 g/ml
Monday, 12 October 2015
Essay - Louis Riel
Louis Riel was a Metis leader and founder of Manitoba. Riel led the Red River and the Northwest Resistance, much like his Father who organized a resistance against the Hudson Bay Company. Riel was born October 22 1844 in Saint Boniface, Red River Settlement and named after his Father. Riel was executed by rope to the neck November 16 1885 in Regina Saskatchewan. Riel left Red River at a young age to study in Quebec. At 14 Riel was a top student and given a scholarship. Riel had a passion for poetry. Riel was quickly engaged to a Metis Woman named Marie-Julie Guernon. But the engagement was ended when her parents didn't let then get married.
Riel led two popular Metis governments and was central in bringing Manitoba into confederation. Riel was executed for high treason for his role in the 1885 resistance to Canadian encroachment on Metis land. Riel was initially dismissed as a rebel by Canadians. Although many now sympathize with Riel as a great Metis leader who fought to protect his people from the Canadian government. Riel formed a congress to protect the land, people and culture from Canadian settlers. He was elected President of the congress and helped right a bill of rights and negotiated with Ottawa to become part of Canada. Ontario sent a Scottish militia and the Metis captured them and they court martialed Thomas Scott and executed him. Ontario wanted Riel hanged for this. Eventually he had to leave Canada. In the US he got married, had two kids and became a school teacher.
Canada broke their promises to the Metis and most Metis moved to Saskatchewan. There they asked Riel to come back and do the same things again. This time Ottawa sent the Northwest Mounted Police and they fought with the Metis for 2 months. They captures many Metis and so Riel surrendered for his people and Ottawa executed him for treason.
Riel is a hero because he fought for Metis People, their rights and freedoms and land. Riel inspires First Nations, Metis and Inuit people today to stand up for themselves and other peoples rights and freedoms.
Riel led two popular Metis governments and was central in bringing Manitoba into confederation. Riel was executed for high treason for his role in the 1885 resistance to Canadian encroachment on Metis land. Riel was initially dismissed as a rebel by Canadians. Although many now sympathize with Riel as a great Metis leader who fought to protect his people from the Canadian government. Riel formed a congress to protect the land, people and culture from Canadian settlers. He was elected President of the congress and helped right a bill of rights and negotiated with Ottawa to become part of Canada. Ontario sent a Scottish militia and the Metis captured them and they court martialed Thomas Scott and executed him. Ontario wanted Riel hanged for this. Eventually he had to leave Canada. In the US he got married, had two kids and became a school teacher.
Canada broke their promises to the Metis and most Metis moved to Saskatchewan. There they asked Riel to come back and do the same things again. This time Ottawa sent the Northwest Mounted Police and they fought with the Metis for 2 months. They captures many Metis and so Riel surrendered for his people and Ottawa executed him for treason.
Riel is a hero because he fought for Metis People, their rights and freedoms and land. Riel inspires First Nations, Metis and Inuit people today to stand up for themselves and other peoples rights and freedoms.
history - rights and freedoms.
What would you do if....
1. answer each scenario in your own words
AND
2. List the article number that protects that right or freedom.
1. If you were told you must leave Canada immediately. I would hide because I don't want to be put in jail waiting to get deported. Section 6 (1)
2. If you were not allowed to associate with people of your choice. I'd do it anyway. Section 2 (D).
3. If a friend was threatened by another student. I would tell someone and get that student in trouble. section 7.
4. if you were not allowed to practice your own religion/spiritual beliefs. I would do it anyway. Section 27.
5. if any adult was allowed to use cruel and unusual punishment any time they wish. Then I would use cruel and unusual punishment any time I wish. Section 12.
6. if any stranger was able to search through your knapsack, purse or wallet whenever they wanted. I'd punch them in the face than call the copes and hope they do something about it. Section 8.
7. if you were discriminated against because of your ethnic origin. I'd smack them across the face. Section 15
8. if you were not allowed to become a Canadian citizen until you could fluently speak both English and French. Then I wouldn't want to live in Canada and I'd find a place much better to live. Section 16 (3).
9. If your friend was blind and was prohibited (not allowed) from riding the bus because of her disability. I'd say screw the stupid bus people and I'd offer them a free ride in my car that doesn't have a bunch of with herpes, and than I would protest against it. Section 15.
10. If a close family member was not informed of the reason for their arrest. I would protest against it and call call the newspaper and have them inform people about it. Section 10 (A).
1. answer each scenario in your own words
AND
2. List the article number that protects that right or freedom.
1. If you were told you must leave Canada immediately. I would hide because I don't want to be put in jail waiting to get deported. Section 6 (1)
2. If you were not allowed to associate with people of your choice. I'd do it anyway. Section 2 (D).
3. If a friend was threatened by another student. I would tell someone and get that student in trouble. section 7.
4. if you were not allowed to practice your own religion/spiritual beliefs. I would do it anyway. Section 27.
5. if any adult was allowed to use cruel and unusual punishment any time they wish. Then I would use cruel and unusual punishment any time I wish. Section 12.
6. if any stranger was able to search through your knapsack, purse or wallet whenever they wanted. I'd punch them in the face than call the copes and hope they do something about it. Section 8.
7. if you were discriminated against because of your ethnic origin. I'd smack them across the face. Section 15
8. if you were not allowed to become a Canadian citizen until you could fluently speak both English and French. Then I wouldn't want to live in Canada and I'd find a place much better to live. Section 16 (3).
9. If your friend was blind and was prohibited (not allowed) from riding the bus because of her disability. I'd say screw the stupid bus people and I'd offer them a free ride in my car that doesn't have a bunch of with herpes, and than I would protest against it. Section 15.
10. If a close family member was not informed of the reason for their arrest. I would protest against it and call call the newspaper and have them inform people about it. Section 10 (A).
science - particle theory of matter 1.
KQ2
6. particles are attracted to each other.
(.1) what are the 5 points in the particle theory of matter?
1. Everything is made up of particles.
2. Particles are always moving.
3. There's tiny spaces between particles.
4. When you heat up particles they move faster.
5. when you cool particles down they move slower.
6. particles are attracted to each other.
(.2) draw 3 diagrams showing how molecules may be arranged in a solid form, liquid form and gaseous form. Check internet and youbtube.
Gas:
The particles are not close together, there is a lot of space for it to move around expanding the volume and shape but the mass stays the same.
Liquid:
There close together but there is space for them to move but only a little bit. The mass and volume stay the same but the shape changes, it flows.
Solid:
the particles are so close together,the they dont move and there for their mass volume and shape stay the same.
History then and now poster
Then (1900's). & Now (2015)
Most people are now urban (city) or rural (country).
Few people had cars, and all in Ontario (although first one was P.E.I) now most people have cars or take busses.
Few woman worked and those who did were mostly maid's. Now women often work and even run businesses.
Phones were rare and an operator (woman) connected you. Now we have cell phones that are like computers, watches, calendars, camera's, etc and call centers get it set up for you.
Most people shopped through Eaton's catalogue. Now most people shop in malls or online. Also shopping used to be done as a necessity, now it is a past time.
Canada's map and and flag have both changed.
Discrimination is no longer accepted or legal.
Tuesday, 6 October 2015
civics - Canadian government 1.
KQ 3(.1)
Describe each of the following terms. State how each connect to the Canadian government
•government. The governing body of a nation state or community.
• confederation. An organization that consists of a number of parties or group united in an alliance or league.
• British North America Act (BNA). The British North America Acts 1867–1975 are the original names of a series of Acts at the core of the constitution of Canada. They were enacted by the Parliament of the United Kingdom and the Parliament of Canada. In Canada, some of the Acts were amended or repealed by the Constitution Act, 1982.
• constitution the fundamental rights and freedoms in a country.
• amending formula. The rules on how to change a constitution.
• charter of rights and freedoms. The CanadianCharter of Rights and Freedoms is one part of the Canadian Constitution. The Constitution is a set of laws containing the basic rules about how our country operates. For example, it contains the powers of the federal government and those of the provincial governments in Canada.
• fundamental freedoms. The fundamental freedoms arefreedom of expression, freedom of religion, freedom of thought, freedomof belief, freedom of peaceful assembly, and freedom of association.
• Great Britain. A country.
• constitutional monarchy. Constitutional monarchy is a form of government in which a king or queen acts as Head of State. The ability to make and pass legislation resides with an elected Parliament, not with theMonarch.
• governor general. the chief representative of the Crown in a Commonwealth country of which the British monarch is head of state.
Q1. At the Aboriginal talking circle with local MP candidates each FN's person was asked to give a word describing what they wanted in a local candidate.
Paul wants an humble MP
Georgina...authenticity
Beth...brave (to do things totally different)
Susan...humble
Cheyenne... Strong
Jeff...warrior (for change)
Terry...inclusive
Leanne...commitment (to FN's)
Shannon... Fearless creativity
Michelle....most representative
Matthew... Open (to new ideas)
David.... Understanding (of FN issues)
Peter...heroic
Jack...understanding
Barb....visibility
Sharron...respect
Gerry...fortified foundations
Kate...equality (to fight for it)
Laurel...collaborative.
Add your descriptive word. Environmentally friendly.
What does this say about what kind of person the community wants. Someone who lives up to First Nations value's.
Describe each of the following terms. State how each connect to the Canadian government
•government. The governing body of a nation state or community.
• confederation. An organization that consists of a number of parties or group united in an alliance or league.
• British North America Act (BNA). The British North America Acts 1867–1975 are the original names of a series of Acts at the core of the constitution of Canada. They were enacted by the Parliament of the United Kingdom and the Parliament of Canada. In Canada, some of the Acts were amended or repealed by the Constitution Act, 1982.
• constitution the fundamental rights and freedoms in a country.
• amending formula. The rules on how to change a constitution.
• charter of rights and freedoms. The CanadianCharter of Rights and Freedoms is one part of the Canadian Constitution. The Constitution is a set of laws containing the basic rules about how our country operates. For example, it contains the powers of the federal government and those of the provincial governments in Canada.
• fundamental freedoms. The fundamental freedoms arefreedom of expression, freedom of religion, freedom of thought, freedomof belief, freedom of peaceful assembly, and freedom of association.
• Great Britain. A country.
• constitutional monarchy. Constitutional monarchy is a form of government in which a king or queen acts as Head of State. The ability to make and pass legislation resides with an elected Parliament, not with theMonarch.
• governor general. the chief representative of the Crown in a Commonwealth country of which the British monarch is head of state.
Q1. At the Aboriginal talking circle with local MP candidates each FN's person was asked to give a word describing what they wanted in a local candidate.
Paul wants an humble MP
Georgina...authenticity
Beth...brave (to do things totally different)
Susan...humble
Cheyenne... Strong
Jeff...warrior (for change)
Terry...inclusive
Leanne...commitment (to FN's)
Shannon... Fearless creativity
Michelle....most representative
Matthew... Open (to new ideas)
David.... Understanding (of FN issues)
Peter...heroic
Jack...understanding
Barb....visibility
Sharron...respect
Gerry...fortified foundations
Kate...equality (to fight for it)
Laurel...collaborative.
Add your descriptive word. Environmentally friendly.
What does this say about what kind of person the community wants. Someone who lives up to First Nations value's.
history
SQ 11: why were the following important?
Pulp and paper in Eastern Canada. Its is important for the Canadian economy, its also important for artist, readers, and righters, people also use paper to communicat with others, it is also a hug export for Canada.
Gold in the Caribou and and Klondike. It is why the west coast was settled, it help make the history in the west coast it is also a valuable resource and export for the Canadian economy.
Fishing in the Maritimes and BC. It is important to the economy because people like me love sea food, and hug amounts are taken out of both oceans every day.
Mining in Ontario and Quebec. It is good for the economy because jules and minerals are very expensive and lots of people want/need things like tools, technology, and julery, so the economy makes lots of money off these.
Q1. Each of these "important" industries still exist today. They are each a form if resource extraction. Find (internet) a FN negatively effected by 2 of these forms of resource extraction.
Attiwapiskat and diamond mining: it distroys the earth and traditional hunting and fishing, also most natives won't work there because it goes against their beliefs, and the money for having the mine go's to First Nations trust that is controlled by the government. Also most people in Attiwapiskat live shack's and don't have a proper school and education.
KI First Nation and logging: the KI village is located in the boreal forest in Northern Ontario. Logging rights were given to the logging company's given by the government to cut down all the trees they won't. Logging effects hunting for the FN'S witch they rely on. Because the logging rights were given to the logging company by the government the KI people can't cute down trees to use for fire wood, repairs, and to build homes and building's. It cost to much to ship wood all the way to Northern Ontario.
Q2. How does resource extraction break our treaty rights? (Google First Nations rights section 35 of the constitution). Section 35 protects Native rights. The Supreme Court says that this means Natives must be consulted on anything that effects their land an rights.
Pulp and paper in Eastern Canada. Its is important for the Canadian economy, its also important for artist, readers, and righters, people also use paper to communicat with others, it is also a hug export for Canada.
Gold in the Caribou and and Klondike. It is why the west coast was settled, it help make the history in the west coast it is also a valuable resource and export for the Canadian economy.
Fishing in the Maritimes and BC. It is important to the economy because people like me love sea food, and hug amounts are taken out of both oceans every day.
Mining in Ontario and Quebec. It is good for the economy because jules and minerals are very expensive and lots of people want/need things like tools, technology, and julery, so the economy makes lots of money off these.
Q1. Each of these "important" industries still exist today. They are each a form if resource extraction. Find (internet) a FN negatively effected by 2 of these forms of resource extraction.
Attiwapiskat and diamond mining: it distroys the earth and traditional hunting and fishing, also most natives won't work there because it goes against their beliefs, and the money for having the mine go's to First Nations trust that is controlled by the government. Also most people in Attiwapiskat live shack's and don't have a proper school and education.
KI First Nation and logging: the KI village is located in the boreal forest in Northern Ontario. Logging rights were given to the logging company's given by the government to cut down all the trees they won't. Logging effects hunting for the FN'S witch they rely on. Because the logging rights were given to the logging company by the government the KI people can't cute down trees to use for fire wood, repairs, and to build homes and building's. It cost to much to ship wood all the way to Northern Ontario.
Q2. How does resource extraction break our treaty rights? (Google First Nations rights section 35 of the constitution). Section 35 protects Native rights. The Supreme Court says that this means Natives must be consulted on anything that effects their land an rights.
Friday, 2 October 2015
History -Western settlement
SQ5: why was the government concerned about the west?
The government was concerned about the west and wanted to fill it with immigrants to protect it from the US taking over. Plus the immigrants could defend it.
SQ6: what kind of settlers were wanted for the west?
Western Europeans such as Ukrainians because they would be good farmers.
SQ7: what evidence was there that some immigrants were not welcome?
Policies against Chinese people like the head tax
SQ8 (revised): did western settlement or McDonald's and Laurier's policies more negatively effect the Metis. It effected their lives because Jonh A. And Laurier Tried starving them out and than destroyed their homes and arrested the men.
KQ1: imagine yourself as a recent immigrant. Write 3 paragraphs based on the following questions:
A) why did you come to Canada (what brought you here, why did you leave your country)
B: how did you feel about your experiences? What immigration policies affected you (head tax, land offer etc)?
C: what do you hope for the future here?
*must reference (min) 3 websites you used as resources *check rubric.
Year 1909
My name is Sveta Shevechenko & I have a husband names Sasha Shevechenko & a sister named Olga. I am 22 years old, my husband is 26 years old and my sister is 20. I am from the Ukraine (Russian Empire). I left because of political and ethnic tensions (I think there will be a war soon) & I thought it would be best to take the opportunity to move to Canada and get a house with my husband and build a farm.
The boat was nice. Kind of like a vacation. It wasn't as good as 1st or 2nd class of course but it was nice. I got a little sea sick the first day but other then that I liked it.
The train to Saskatchewan was totally different. I was scared, it was disturbing and uncomfortable. People were scared and sad. I couldn't move & I had to use a bucket for a bathroom. I held it till we reached train stops. People and myself were hungry and thirsty, it was unpleasant.
It was hard making the decision to come but I think but was for the best. It cost a lot & it was hard making up the money & we didn't have enough for my sister sadly but we decided to save enough money in Canada to pay for her trip to Canada.
Arriving in Canada was scary. I was nervous, we had nothing but our clothes and some money, but not much at all. We had no home, not knowing where we would sleep, we had no one or nothing waiting for us. We had to build our home and farm with nothing but our hands and imagination. I didn't know where to start. We did receive land for our farm thankfully but we have to build and have everything up and running within 3 years or the government takes it back. It was really hard on us.
I was able to get a job with a Chinese laundry. The owner is very kind to me which is nice and it will help me to buy food and tools for me and my husband and our life here in Canada. I worry though because there is talk the government will stop allowing white women to work for Chinese.
We are building our house by digging a hole in the ground, packing dirt together really hard for walls and floor and we have to build a roof and cover it with sod. Others do to and we call them soddies. It is taking lots of work but I know we will get through it together.
I picture my future with my husband and sister in a nice home with a good running farm and some kids maybe to run the farm when we can't anymore. I picture my future with my family.
https://en.m.wikipedia.org/wiki/Ukraine_during_World_War_I
http://www.chrc-ccdp.ca/en/timePortals/milestones/11mile.asp
http://www.saskarchives.com/sasksettlement/display.php?cat=1900-1910&subcat=Introduction
http://access-cht.ca/chinese-history/head-tax-history/coffee-shop-employee/?lang=en
The government was concerned about the west and wanted to fill it with immigrants to protect it from the US taking over. Plus the immigrants could defend it.
SQ6: what kind of settlers were wanted for the west?
Western Europeans such as Ukrainians because they would be good farmers.
SQ7: what evidence was there that some immigrants were not welcome?
Policies against Chinese people like the head tax
SQ8 (revised): did western settlement or McDonald's and Laurier's policies more negatively effect the Metis. It effected their lives because Jonh A. And Laurier Tried starving them out and than destroyed their homes and arrested the men.
KQ1: imagine yourself as a recent immigrant. Write 3 paragraphs based on the following questions:
A) why did you come to Canada (what brought you here, why did you leave your country)
B: how did you feel about your experiences? What immigration policies affected you (head tax, land offer etc)?
C: what do you hope for the future here?
*must reference (min) 3 websites you used as resources *check rubric.
Year 1909
My name is Sveta Shevechenko & I have a husband names Sasha Shevechenko & a sister named Olga. I am 22 years old, my husband is 26 years old and my sister is 20. I am from the Ukraine (Russian Empire). I left because of political and ethnic tensions (I think there will be a war soon) & I thought it would be best to take the opportunity to move to Canada and get a house with my husband and build a farm.
The boat was nice. Kind of like a vacation. It wasn't as good as 1st or 2nd class of course but it was nice. I got a little sea sick the first day but other then that I liked it.
The train to Saskatchewan was totally different. I was scared, it was disturbing and uncomfortable. People were scared and sad. I couldn't move & I had to use a bucket for a bathroom. I held it till we reached train stops. People and myself were hungry and thirsty, it was unpleasant.
It was hard making the decision to come but I think but was for the best. It cost a lot & it was hard making up the money & we didn't have enough for my sister sadly but we decided to save enough money in Canada to pay for her trip to Canada.
Arriving in Canada was scary. I was nervous, we had nothing but our clothes and some money, but not much at all. We had no home, not knowing where we would sleep, we had no one or nothing waiting for us. We had to build our home and farm with nothing but our hands and imagination. I didn't know where to start. We did receive land for our farm thankfully but we have to build and have everything up and running within 3 years or the government takes it back. It was really hard on us.
I was able to get a job with a Chinese laundry. The owner is very kind to me which is nice and it will help me to buy food and tools for me and my husband and our life here in Canada. I worry though because there is talk the government will stop allowing white women to work for Chinese.
We are building our house by digging a hole in the ground, packing dirt together really hard for walls and floor and we have to build a roof and cover it with sod. Others do to and we call them soddies. It is taking lots of work but I know we will get through it together.
I picture my future with my husband and sister in a nice home with a good running farm and some kids maybe to run the farm when we can't anymore. I picture my future with my family.
https://en.m.wikipedia.org/wiki/Ukraine_during_World_War_I
http://www.chrc-ccdp.ca/en/timePortals/milestones/11mile.asp
http://www.saskarchives.com/sasksettlement/display.php?cat=1900-1910&subcat=Introduction
http://access-cht.ca/chinese-history/head-tax-history/coffee-shop-employee/?lang=en
Thursday, 1 October 2015
civics - direct and indirect democracy
K5 explain the difference between Direct democracy and indirect democracy by creating a chart similar to the one following. You must provide a minimum of 2 examples each.
Direct democracy
Advantage 1. Everyone has their own say on every decision
Advantage 2. You can speak for yourself
Disadvantage 1. It would take a really long time.
Disadvantage 2. Does not work if a community is to big
Indirect democracy
Advantage 1. The interests of the majority of the people are heard
Advantage 2. Allows democracy in a large community.
Disadvantage 1. If the person you vote for doesn't win your views aren't heard.
Disadvantage 2. You have to trust that the person you vote for will do what they say and sometimes they don't.
K6 explain the difference between majority rule and minority rights. State weather you agree or disagree.
Majority rule is when the majority (51%) make thedecision, in theory. For example in Canada there are 4 main parties (5 in Quebec), so the majority is usually closer to 30%.
Minority rights is when the rights of a minority are protected. In Canada this is language rights for French Canadians, Native rights for First Nations. Also rights to be free from discrimination because of race, religion or sexuality. I believe this is a very good thing as it protects people from racism in laws or government or jobs.
Direct democracy
Advantage 1. Everyone has their own say on every decision
Advantage 2. You can speak for yourself
Disadvantage 1. It would take a really long time.
Disadvantage 2. Does not work if a community is to big
Indirect democracy
Advantage 1. The interests of the majority of the people are heard
Advantage 2. Allows democracy in a large community.
Disadvantage 1. If the person you vote for doesn't win your views aren't heard.
Disadvantage 2. You have to trust that the person you vote for will do what they say and sometimes they don't.
K6 explain the difference between majority rule and minority rights. State weather you agree or disagree.
Majority rule is when the majority (51%) make thedecision, in theory. For example in Canada there are 4 main parties (5 in Quebec), so the majority is usually closer to 30%.
Minority rights is when the rights of a minority are protected. In Canada this is language rights for French Canadians, Native rights for First Nations. Also rights to be free from discrimination because of race, religion or sexuality. I believe this is a very good thing as it protects people from racism in laws or government or jobs.
Science Lab - Scientific Method
KQ7 - showing scientific method.
Q1 - define compile and use; a useful term in math and science
Produce by assembling information collected from other sources.
1953-1963
°C. Sunspot
12. 20
12. 6
11. 50
11.5. 200
11.25. 215
11.25. 215
11.25. 215
10.75. 159
11. 75
11. 56
11.5. 39
-----------------
124.5. 1250. Total
÷11. ÷11
-----------------
11.31. 113.63. Cycle averages
1964-1974
°C. Sunspot
11. 16
11. 22
10.7. 65
11. 137
10.7. 151
11. 150
11. 150
10.7. 94
11. 97
11.5. 49
11.5. 50
------------------
121.1. 981. Total
÷11. ÷11
------------------
11. 89.18. Cycle average
1975-1985
°C. Sunspot
11. 55
11. 18
11.5. 39
10.5. 136
11.5. 215
12. 215
12. 198
11. 161
11. 96
11. 60
11. 20
--------------------
123.5. 1180. Total
÷11. ÷11
--------------------
11.22. 107.27. Cycle average
Q1 - define compile and use; a useful term in math and science
Produce by assembling information collected from other sources.
Sun Spots & The Global Average Temperature
Problem:
I am interested in figuring out the sunspot inactivity and how it effects global temperature. In the 1700's a period of solar inactivity (the Maunder Minimum) was believed to have caused the "little ice age". This is important to know because understanding our past helps us prepare for the future.
I am interested in figuring out the sunspot inactivity and how it effects global temperature. In the 1700's a period of solar inactivity (the Maunder Minimum) was believed to have caused the "little ice age". This is important to know because understanding our past helps us prepare for the future.
Hypothesis:
I believe that sunspot inactivity only partially effects global temperature because I believe other factors also affect global temperature.
I believe that sunspot inactivity only partially effects global temperature because I believe other factors also affect global temperature.
Materials & Sources Used:
Sources: http://solar science.msfc.nasa.gov/sunspotcycle/news.html
http://www.uni.edu/morgans/astro/course/notes/section2/news.html
38.kbJPEGimages
www.sidc.be
Materials:
Research information
Sunspot charts
Global temperature charts
Graph paper
Markers
Calculator
Ruler
Sources: http://solar science.msfc.nasa.gov/sunspotcycle/news.html
http://www.uni.edu/morgans/astro/course/notes/section2/news.html
38.kbJPEGimages
www.sidc.be
Materials:
Research information
Sunspot charts
Global temperature charts
Graph paper
Markers
Calculator
Ruler
Procedures:
• I read the research of sunspot inactivity & Mauder Minimum.
• I choose a specific era based on temperature.
• Then I compiled temperature data.
• And then I compared the sunspot chart to www.sidc.be text data because the sunspot chart was hard to read.
• Then I compiled the sunspot data.
• Then I compared the results.
• For a more clear picture I compiled the data for each 11 year sunspot cycle to get an average.
• I read the research of sunspot inactivity & Mauder Minimum.
• I choose a specific era based on temperature.
• Then I compiled temperature data.
• And then I compared the sunspot chart to www.sidc.be text data because the sunspot chart was hard to read.
• Then I compiled the sunspot data.
• Then I compared the results.
• For a more clear picture I compiled the data for each 11 year sunspot cycle to get an average.
1953-1963
°C. Sunspot
12. 20
12. 6
11. 50
11.5. 200
11.25. 215
11.25. 215
11.25. 215
10.75. 159
11. 75
11. 56
11.5. 39
-----------------
124.5. 1250. Total
÷11. ÷11
-----------------
11.31. 113.63. Cycle averages
1964-1974
°C. Sunspot
11. 16
11. 22
10.7. 65
11. 137
10.7. 151
11. 150
11. 150
10.7. 94
11. 97
11.5. 49
11.5. 50
------------------
121.1. 981. Total
÷11. ÷11
------------------
11. 89.18. Cycle average
1975-1985
°C. Sunspot
11. 55
11. 18
11.5. 39
10.5. 136
11.5. 215
12. 215
12. 198
11. 161
11. 96
11. 60
11. 20
--------------------
123.5. 1180. Total
÷11. ÷11
--------------------
11.22. 107.27. Cycle average
Results:
I observed a difference in temperature in relation to sunspot inactivity.
I observed a difference in temperature in relation to sunspot inactivity.
Conclusion:
I've learned that sunspot inactivity does have an effect on global temperature & might be able to cause a little ice. However I think pollution and the melting of Pilar ice caps have a bigger effect on climate change and likely to cause a full ice age.
I've learned that sunspot inactivity does have an effect on global temperature & might be able to cause a little ice. However I think pollution and the melting of Pilar ice caps have a bigger effect on climate change and likely to cause a full ice age.
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