5 Postions of Parliment

1. Prime Minister- my first choice would be the prime minister. Becoming the prime minister is not that hard of a task once making your mark in your party. Yes, the PM does have many duties and task but they do not really participate in any debates unless major ones. The PM must ensure that he or she is fully for filling the parties promises. Finally a PM is able to maintain their position quite easily as long as they have the confidence of the HOC and can keep winning elections
2. Senator- secondly as a senator you are independent with no attachment to the MPs and able to propose laws. They’re selected by the governor general as long as they have a good word put in from the PM, unfortunately they are blamed for many of Canada’s issues.
3. Governor General- The Governor General is a high position appointed by the queen to represent her to the rest of Canada. They are pretty out of the spotlight considering the fact that they have a high position. The Governor General is also in charge of our armed forces. This position is nice because of the fact that after bills and laws are approved, he or she only double checks to make sure they follow constitution.
4. Members or Parliament- they are allowed to free vote and can even disagree with their party’s decision however a party whip will often try to change your mind anyways to ensure the party’s success.
5. Minister- They are selected by the PM, ministers are often all kinds or people to have a great diversity in the cabinet. They bring forth issues and can propose laws


Making Change in Canada



Petitions are lists of names and signatures of people who agree on the same change. To have an eligible petition a certain amount of signatures are needed to even be taken serious. The people who can sign these have to be of voting age. The pros to this form of wanted change is that its not only peaceful but it clearly shows that there is a large percent of people who agree with the argument for change the downside to this is that it takes time and hard work to obtain the needed amount of names.

Pressure Groups

A pressure group is a small group of influential individuals that are chosen because they can persuade others to change. The issue with this is that because they are such a small group of people, they don’t really speak for everyone and for the majorities opinion. Another issue with pressure groups are that if it becomes too successful it becomes nondemocratic, again because of the issue of amount of people in a group representing a large population of people.

Civil Disobedience 

Civil disobedience is a form of peace protest where to argue for change you do close to nothing. Make signs, chant, and stand your ground. The issue with this is usual the people against the protesters have somewhat of government authority and permission police can be involved resulting in injury. Another issue with this is the fact that this does not gain much attention unless the protest gets pushed to extremes like injury or chaining yourself to a tree for example. This is similar to Viola Desmond case, she actually stood up for herself as a black woman during the 1940’s but the reason why this got attention was because she injured by the police. Because of this injury she was able to have a fair trial in court.

Trig Summary

Throughout this unit we not only reviewed trig but also learned new lessons. SOH CAH TOA can be rewritten as sin y/r, cos x/r and tan y/x.

we learned reference angles, which I find are easiest to solve when using a visual, such as a graph. The reference angle is determined by the closet x-axis, this will help decide whether or not you add or subtract from the degree of each quadrant.

we also learned the 2 special triangles. one we got by cutting a square in half and the other by cutting an equilateral triangle in half, these are used when we are asked for an exact ratio.

lastly we learned 2 new formulas, sin law and cosine law, these are used to solve non-right angle triangles, one or the other can only be used by fitting certain requirements

Tomahawk, Throw Away The Hate



Through out this mini inquiry project and learning about the opinion of other natives about how they feel about teams using their heritage as logos and mascots. Personally, my opinion has not changed. I still believe that as long as teams are using the privilege of their heritage respectfully it should be allowed. With that being said, I do believe that some logos are more respectful than others, for example the Cleveland Indians logo seems to be a little more offensive compared to a team such as the Edmonton Eskimos. Based on the statistics given by Sophie in my group, only 23% of first nations peoples actually want the logos and names changed. Of coarse this doesn’t mean 23% of all the native population want a name change because I’m sure a lot of natives could also care less. Big names in the Native community like Clyde Bellecourt, the American Indian Movement founder said, “Native Americans no longer want to be mascots for America’s fun and games.” But I feel like the use of saying “Native Americans”, are suggesting that all natives want the name change. Based on the videos watched in class many natives interviewed really didn’t mind the name the “Redskins” because they saw it as pride in their past, but at the same time because the video was posted by the Redskin organization they could of easily only show those who agree with the name. Over time though the logos have gotten better, in earlier years the Atlanta Braves had a signature dance that involved a tomahawk throw, their logo was also a native with feathers screaming, this team was also known for having one of the most degrading and offensive logos and cheers, so this follows my thinking on this controversy because the Braves are obviously not being respectful of natives by following obvious stereotypes. In conclusion I believe as long as the people who are supporting these teams and using these logos are treating the natives heritage the way that they would want their own heritage to be treated, using these logos should be allowed.

Week 15 in Precalc 11

This week we learned how to multiply ugly fractions, which is almost exactly the same as what we were taught around middle school except with a few more extra steps. For this question factoring any numerator or denominator possible will help simplify the question. In the second line we noticed that there were matching terms on the numerator and denominator, and by following the rules of fractions anything over itself is equal to 1, because there’s no point to multiplying by 1 we’re able to just cross out the matching terms leaving us with what ever is left over as our simplified fraction.


Week 14 in Precalc 11

This week we learned how to simplify “ugly” fractions. These are basically fractions that will involve factoring. A way to make these questions simpler is by crossing out common factors in the denominator and numerator of the fraction. The rule that anything divided by itself is equivalent to 1 still applies to these fraction, with that being said, by crossing out the common factors on the top and bottom of the fraction it shortens the question to it’s simplest form. We also learned that it is important to know the non-permissible values of x in the denominator. It is important to know because our denominator can never equal 0. therefore the non-permissible values of this expression are -5 and -8.








Week 13 in Precalc 11

This week he learned how to graph reciprocal quadratic functions. When beginning these questions it is always easiest to start by graphing the original equation, in this example it is x squared minus 3. After graphing this draw a broken vertical line on the zeros or x-intercepts, because this graph has 2 solutions it will have 3 hyperbolas. The 2 “L” shaped hyperbolas hover right above the x-axis and almost touching the broken lines. The hyperbola on the bottom follows the same rules except it’s on the other side of the broken line.

Week 12 in Precalc 11

This week in precalc we learned how to solve 2 inequalities by combining the equations. this only works when the equations have 2 variables. An important part of this process is when you send one equation to the other side of the equal sign, that they’re being added or subtracted properly or else the whole process will be ruined as the zeros will not be equal.


Week 11 in Precalc 11

This week we learned how to solve for quadratic inequalities. When solving for these equations, factoring will be a key point as it gives the zero values. I like using the number line as a visual to find whether or not test numbers would give negative or positive results. Although this method is somewhat time consuming, it shows a simple, step by step way of solving.