Equality Rights vs. Freedom of Religion: My Insights on Marc Hall's scenario

All citizens of Canada are entitled to their own beliefs. This goes for both Marc Hall and the Durham Catholic School Board. Marc Hall, being a homosexual citizen is entitled to have equality rights in this country. These rights are unalienable. Examining the Canadian Charter of Rights and Freedoms it guarantee’s certain political rights to Canadian citizens and civil rights for everyone in Canada. This means homosexuals have rights which should not be infringed upon. Durham Catholic High school do not have the right to discriminate against gays and lesbians. Similar to how Marc Hall is entitled to rights, the Durham Catholic School Board is also entitled to rights for their beliefs. Freedom of religion in Canada is constitutionally protected rights, allowing believers the Freedom to assemble and worship without limitation. Therefore Durham Catholic High school has the right to fight against anyone who is attempting to infringe upon their rights and anyone who is going against their rules. By Marc attending their school, they feel he should abide by their rules and respect their beliefs otherwise he is intruding. The school is entitled to their private religious beliefs.
In a school that Marc Hall felt comfortable and welcomed in for so many years, he never expected such rejection. Marc stated how he felt as if his school had caved
down on him. The principals at Durham Catholic High school discriminated Marc for being different. They denied him of his rights that he is entitled to. As a homosexual, Marc is entitled to have Equality Rights in this country. The Canadian Charter of Rights and Freedoms guaranteed political rights to citizens like Marc Hall. Therefore he should not be discriminated against for his sexual preference and should be permitted to attend his high school prom with whomever he decides to bring.

The principals at the school Marc Hall attends denied his access into the prom with his significant other. Being a Catholic high school it is common that they would prefer to privatize a queer. The principals at Durham Catholic High school discriminated against Marc for being queer mainly because of their beliefs. They are entitled to rights as Catholics. The principals of the school board stated that when a student joins and attends their school as a Catholic or not they must follow the rules of their school, if they don’t, they have the option to go to another school. Durham Catholic High school is entitled to rights for their beliefs. Religious Canadian citizens have Freedom of Religion in this country which is a constitutionally protected right allowing believers the Freedom to worship without limitation.
In my opinion Marc Hall should not be discriminated against for being different. Marc is a humble citizen and should not be treated differently than any other citizen or student attending prom for his sexual preferences. By attending prom he is not imposing or hurting others in any way. He is simply attending prom like any other student with the difference of preference. I agree with the fact that Marc Hall should obtain victory and be able to attend prom. The idea of equality
speaks to the conscious of all humanity, the dignity of worth that is due each human being and since Marc Hall is a Roman Catholic trying to be himself he should not be discriminated against.

My worldview interests: Miskito People

The Miskito are indigenous groups living on the eastern coasts of two Central American countries, Nicaragua and Honduras. The area is commonly known as the Atlantic or Miskito (also spelled Mosquito) Coast. “The Miskito are a mixed-race people resulting from intermarriage between escaped African slaves and other Amerindians” (Thomathus, 2009). In the seventeenth century, English traders and settlers in the area wanted help in their colonial rivalry with the Spanish. “They introduced the Miskito to guns and ammunition to get their assistance” (Floyed, 1990). The Miskito used these weapons to expand their territory, as well as to dominate the Sumu, demanding tribute (money) from them, and often capturing them for use as slaves. The persecuted Sumu ultimately retreated inland. The Sumu population declined sharply as a result of Spanish, British, and Miskito aggression and the spread of European diseases. The Miskito became the most important non-European population on the coast. From the mid-seventeenth century to the late nineteenth century, the Miskito prospered. “In the late nineteenth century, banana growers began bringing in black English-speaking laborers from Caribbean islands controlled by the British. These laborers (and their descendants) became known as Creoles, and replaced the Miskito as the area's dominant non-white group” (Marvin, 2009). The Miskito were relegated to a lower social status. In 1979, the Nicaraguan government tried to tighten its control over the native peoples of the Atlantic coast. The Miskito resisted and tried to form an antigovernment alliance among the native groups of the region. They gave the alliance the name Misura , combining the groups' names: Miskito, Sumu, and Rama (a small native group). The creation story of the Miskito people of Nicaragua began in the west and
highland areas where the Spanish settled, the indigenous population was almost completely wiped out by the rapid spread of new diseases brought by the Spaniards, for which the native population had no immunity, and the virtual enslavement of the remainder of the indigenous people. In the east, where the Europeans did not settle, most indigenous groups survived. The English, however, did introduce guns and ammunition to one of the local peoples, the Bawihka, who lived in northeast Nicaragua. “The Bawihka later intermarried with runaway slaves from Britain's Caribbean possessions, and the resulting population, with its access to superior weapons, began to expand its territory and push other indigenous groups into the interior. This Afro-indigenous group became known to the Europeans as Miskito, and the displaced survivors of their expansionist activities were called the Sumu” (Davidson, 2002).
Culture and Geography (pre-contact)
The Indigenous group of the Miskito obtained their cultural name by the name of the coast of which they live on. Miskito Coast, also spelled Mosquito is located on the coastal region of Nicaragua and Honduras. “It comprises a band approximately 40 miles (65 km) wide of lowland that skirts the Caribbean Sea for about 225 miles (360 km)” (Britannica, 2012). With the Miskito coast being situated in the coastal region of Nicaragua and Honduras the characteristics of the physical environment are of course very distinct from those in Canada. “The country covers a total area of 130,370 square kilometers (119,990 square kilometers of which is land area) and contains a diversity of climates and terrains. The country's physical geography divides it into three major zones: Pacific lowlands, the wetter, cooler central highlands, and the Caribbean lowlands” (HighBeam Research, 2010). Nicaraguan climate is tropical and warm. Their climate consists of two main seasons; dry and rainy. “Nicaragua
Climate features a dry season between January and June when the place do not get any rain and the scarcity of water leads to the drying of vegetation. Whereas the months of June and July witness heavy rainfall and the surrounding turns green and start blossoming. The months between August and September features a tropical downpour once in a day. The hottest months of the Climate at Nicaragua are March, April and May” (Global Edge, 2009). Moskito people rely on resources found in their surrounding areas. The Mosquito Coast is a very resource rich area, because of living on the Sea they are traditionally and currently known for: skillful fishing, large amounts of lobster, agriculture and hunting. They also have resources surrounding them as they live on the coast of the ocean in parts of Nicaragua and Honduras. Indigenous Miskito people rely heavily on lobster as a food resource as well as a source of income. “ In Nicaragua, it has been estimated that commercial lobster diving employs over 5,000 people and affects the livelihoods of 50,000 men, women and children” (Nomading, 2012). Miskito people use the resources they obtain and deliver them to their homes so they can begin to use the resources as a source of food. “Miskito houses are typically wooden, split-bamboo, or post-and-pole structures. Roofs are thatched or corrugated tin, and floors are made of board, split bamboo, or palm branches. They mostly consist of one room, although some have interior division and generally have windows and doors. Instead of having a foundation, houses are usually raised several feet or meters off the ground on posts’’ (Culture Today, 2011). Miskito people boil and cook their obtained resources with a fire that they conduct themselves. “Foods of the Miskito people include a diet of mostly boiled fish and bananas. On their small plots of cleared land, the Miskito tribes grow rice, beans, cassava, and bananas” (Stritch Edu, 2008). To obtain lobster and develop a source of income, Miskito people have developed tools
and technologies to further increase their amount of catching’s as well as making it easier for them. “Since 1960, the Miskito have used breath-hold diving techniques to harvest lobsters as their primary source of income” (Jameson, 2010). These techniques are effective as they save the divers from drowning as well as increase profit by enabling Miskito to obtain resource. The Miskito’s assumed an active intermediary role in the trade relations with Indian groups in Central America; but they also gained profits from slave hunting, selling slaves to Jamaican sugar plantations. “During the eighteenth and nineteenth centuries, the Miskito flourished as middlemen between interior Sumu and English traders. The Miskito also became feared slave raiders throughout much of eastern and interior Central America during the period when Indian slaves were bought by English plantation owners in Jamaica. The Miskito have always eagerly participated in trade with Europeans, exchanging coastal raw materials for manufactured goods. They have readily adopted English styles of clothing, home furnishings, foods, tools, and weapons” (Richardson, 2003).The Miskito people have their own language, traditions, lifestyle, and customs that culminate into a special type of culture. They do not essentially have a permanent leader or government. The Miskito people are a minority ethnic group of people in Nicaragua. They have been oppressed, misused, and deceived by their government and others. Because of these experiences, “they have grown to mistrust outsiders and the larger community particularly the government authority figures that rule the rest of the country” (Porier, 2005).

My life: My Mission Statement

My mission is to act as a tool of positive change in my future work, family and my community. I will utilize all of the talents that I have and will acquire throughout my life and will participate in all aspects of my life with energy, purpose and gratitude. I will utilize my talents in strategy and administration to ensure that my future home is loving and calm, my workplace is successful, productive and positive and my community is responsive and growing. Through this focus I will give more than I take and will provide a positive role model for my future family.  

    The focuses of my mission include success, happiness and overall life fulfillment. I must be guided by the following principals to achieve these goals throughout my lifetime; to have self awareness and to be able to stand apart from myself and observe my thoughts and actions is an essential principal I will have to follow. By taking action and being self aware I will be able to deal with any situation and be rational about handling it. This is an essential principal to follow when aiming to achieve my goals because one of my primary goals is to be happy, loving and successful, and by achieving happiness and success it is crucial to know how to handle every situation in life.  

    To achieve my goals I must also be guided by the principal of conscience. To do this it is necessary that I listen to my inner voice and feeling which will act as a guide to help me distinguish between the rightness and wrongness of my own behavior. This is necessary as it will provide me with awareness of my actions and whether they are either morally right or wrong and will be a necessity throughout my entire life, mainly because as a human, I, along with everyone else makes many decisions everyday.  

Lastly to be successful in my future endeavors and to achieve my goals it will be necessary that I follow the principal of will power and imagination. To achieve anything it is compulsory that you are motivated and determined. By following this principal of willpower I will initiate action and take control of my life in order to motivate myself to achieve my goals. I will also utilize the principal of imagination which will help me to form new ideas to further expand my knowledge and self in general. This will help me to be resourceful and creative which is important in life and will lead me to achieving my goals faster.  

Modern Society: my thoughts

   In this day and age, it is impossible to avoid technology. It surrounds us completely; from our laptops and cellphones to our facebook, instagram and twitter accounts, all of us who own a cellphone or computer to some extent or another have become increasingly dependent on it. The reliance of some on technology, however, has reached to a point of what some may call addiction. This obsession reflects a apparent patterned shift in man's evolution as we move further into the digital age.

   Addiction to technology is a fairly recent phenomenon, recent being few years ago, that has taken its roots in our increasingly digital society. Mobile phones, text messages and sites like instagram, facebook and twitter have become the platform for many to network with other people. 

The reason for this shift towards technology in my opinion is to fulfill man's innate need to connect with others. This has been proven to be true but it seems as if our innate need to connect with others has surpassed the point of this simple need as social media and internet connection now provides individuals with the ability to seamlessly connect with hundreds of people simultaneously.There is a prestige associated with having the most friends on Facebook or hundreds of followers on your twitter which implies that the self esteem people gather from their popularity on the internet acts as substitute for personal interactions in real life. Similar is the case with cell phones as getting a call is a boost as it makes you feel good to be wanted. This proliferation in the amount of cell phone users is also due to the simplicity and accessibility hence making it more accessible. A direct consequence of this accessibility is that it has reduced face to face contact between family and friends. Nowadays a visit is complimentary to a short message on cell phone or a social networking site such as facebook. This results in people losing touch with what happens in the real world and becoming progressively dependent on technology to fulfill their need to connect.

   Technological addiction among teenagers especially is having a disruptive effect on their education. Most school and colleges have banned the use of cell phones during class but this rule is easily overlooked by most of the student body. A quick message to a friend, usually regarding a mundane topic, is much more important to the technological addict students then the lecture at hand. Many of the cell phone and social networking site users have developed this as a habit and many find themselves sending and posting messages almost without any self realization. This disrupts lesson frequently. Cell phone and internet messaging has also given rise to many spelling and grammatical mistakes to short abbreviations of almost anything. This "Internet Lingo" is often found on many papers submitted by such technological addict students. The habit of reading short scripts and text on the internet and cell phone has decreased the concentration of the individual student. These students cannot be motivated to read for longer time hence, the amount of students reading books is decreasing at an alarming rate. Another outcome of messaging on phones and social networking sites is a decrease in the ability of making a conversation. The use of ineffective, social networking websites like Twitter make it more and more difficult for us to communicate the way we once did...by talking. This increasing use of messaging has decreased the communication skill of an average user. Many people are unable to retort verbally to an argument. They feel anxiety and pressure while doing so in a verbal conversation. On the other hand the same individuals will have no trouble settling the debate in a short messaging medium.

Computer Gaming can be considered another "technological drug". Computer Gaming has increased exponentially over the past two decades and has become a multibillion dollar industry. This sector of technology is very addictive as it combines the users' fantasy and imagination and gives them a whole new dimension. Another aspect of the Computer Gaming is online gaming where people interact with one another through their game characters. The Online Gaming is very popular as it again provides a social interaction of people. People addict to online gaming frequently play more than 50 hours a week. This excessive playing has led the gaming addicts to neglect their health, family and social obligations. 

I find it should be a necessity to bring awareness to the consequences that cellphones, social media, online games and the internet in general pose on all of us. As the current generation will be the leaders of the their own generation very shortly and it should be important that we begin to disregard our cellphones and computers and start paying attention to living. 

Follow up on previous blog: Industrial Development- The Beginning

    The American Revolution was the first modern revolution. It is described as the first time in history that people fought for their independence. John Adams, Thomas Jefferson and Benjamin Franklin were some individuals who played an important role in the American Revolution.

The revolution was followed by the Revolutionary War, the War was fought from April 19^th 1775 until September 3rs 1783. This Revolutionary War in the United States, began as a war between the Kingdom of Great Britain and the Thirteen Colonies, but progressively grew into a world war between Britain on one side and the newly formed United States, France, Netherlands, Spain, and Mysore on the other. American independence was achieved and European powers recognized the independence of the United States, with mixed results for the other nations involved. Other nations involved particularly Native Americans faced a “New World” with the creation of the new United States of America. 

During the many years of conflict, Native American groups, like many others residents of North America, had to choose the loyalist or patriot cause, loyalist being colonist in the British colonies in America that remained loyal to Britain, and patriot being colonists in the British colonies in America that wanted independence from Britain to establish their own country (the U.S.) —or somehow maintain in a stance in the middle. But the Native Americans were trying to manage all on their own in trying to maintain and keep their homelands as well as continue access to trade and supplies as war immersed into their lands too. Some fought with the British, while others fought alongside the American colonists. This War was an assemblage of many events like the Battle of Saratoga (1777), France and United States form Franco-American Alliance (1778), entrance of Spain in the war against Britain (1779) and the peach of Paris signed to end war (1783). Ending the U.S War of Independence, the Treaty of Paris was signed in 1783. In the end, the American Revolution grew out of increasing restrictions placed upon the colonies by the British. One interesting side note: It is estimated that only one-third of the colonists were in favor of rebellion, one-third continued to side with the British. The last third were neutral concerning the rebellion and break from Great Britain.

Ecojustice Versus Development: Researched opinion and article reflection

    Eco-justice Versus Development is an ongoing controversy. Many argue for the right to development as well as every human being the right to be a consumer. “The “Rio Declaration on Environment and Development” from 1992 specifically talks of the “right to development” and the “sovereign rights [of states] to exploit their own resources” (Bowers, C. A. 1995) and warns that environmental concerns should not restrict “international trade” (Principle 12) (quoted in Johnson 1994, 118, 120).” Development and economic enthusiasts argue that “the economy as currently organized is the most important overall factor […] financial capital will replace any amount of natural capital (Carey, Alex. 1997). Previously stated clearly identifies one perspective of the argument between Eco-justice Versus Development. On the contrary of the mentioned statement, Environmental sustainability enthusiasts argue that there is no life without nature as the support system, no economic activity of whatever sort. This means that the economy is always a sub-system of nature, and not the other way round, as the dominant discourse would have it. E. F. Schumacher (1993). Schumacher as well as many Eco-justice enthusiasts and myself encourage this statement.

    

   With being said that the economy is a sub-system of nature E. F. Schumacher (1993) I think that it is compulsory that more civilians specifically students should be brought to awareness of this statement and educated of the practices of Eco-justice education. Essentially nature supports our lives and livelihoods and is the primary source of sustenance (Shiva 1992, 192) therefore there should be alternative approaches to how we as a society deal with development and economics with consideration of environmental sustainability. And which better way to start this approach than to educate our future generation of adult consumers with knowledge of how to achieve and maintain a sustainable environment, in order for us as a whole to sustain life on earth.  Throughout the article Eco-justice Versus Development, Rolf Jucker presents his research and thoughts in a very articulate manner as he discusses whether it is possible to Reconcile Social and Economic Equity, Ecological Sustainability, and Human Development. Jucker precisely identified the contrast between these terms as well as provides the reader with a critical perspective of the controversy that lies. Juckers opinions that persist throughout his article, specifically concerning his outlook on the Earth’s sustainability are relatable to those of which are mentioned in one previous class discussion on the article of Understanding the Earths Systems of Malawi: Ecological Sustainability, Culture, and Place- Based Education. Essentially, the correlation between the two articles is the Earth’s sustainability. Mentioned in the Malawi article is the dilemma of the effect that inconsiderate economists and developers have on the Earth’s sustainability (Bowers, 2001) asserts, however, that economic development without consideration of ecological sustainability has had a devastating effect on the environment. The disputations of this situation are apparent; however there is a solution that Jucker has mentioned that has the potential to essentially benefit or fix these problems. Jucker suggests that educating people of Eco-justice and sustainability can revolutionize the outlook everyone has on the environment that is of course if it’s done properly. Educators first have to educate themselves with regard to Eco-justice and sustainability before they can think of empowering their students (Forbes, Jack D. 1992). If we desire [that] change, we must first change ourselves (Ghandi, 1999, Vol. 24, 22). I agree with Juckers outlook and suggestion of how to properly educate in order to be successful. He mentions that indigenous societies do fulfil most of the parameters crucial to sustainable societies and therefore provide important educational material for us which we should research carefully, rather than reject out of hand (Jucker, Rolf. 2002). Which is also mentioned in the article of Understanding the Earth Systems of Malawi; as indigenous people are directly dependant on the resources that nature provides for survival through sustenance living, they subsequently have knowledge of […] the natural world (Mayer, V. J. 1997).  

      In conclusion Rolf Jucker the author of the article Eco-justice versus Development has fluently elaborated on the many points concerning the controversy between Eco-justice and development. He presented his readers with articulate information which has specifically resonated with me. Points in particular from his article that I comply with are many; Jucker discussed how the economy is always a sub-system of nature, and not the other way round as he discussed the actions and consequences of economists and developer enthusiasts. He also mentioned and elaborated on an alternative solution which will better and help the environment substantially in the long run. He suggested Eco-justice to be taught and for students and civilians to be educated on sustainability which he then discloses this idea can revolutionize the outlook everyone has on the environment. Jucker stresses that it is crucial that if this should be done it should be done right for it to be effective. He provided us with his theory that educators first have to educate themselves with regard to Eco-justice and sustainability before they can think of empowering their students. If we desire change we must first change ourselves. 

Recent insights: Thoughts on euthanasia

Sue Rodriguez was a 42 year old woman who developed a severe disease called amyotrophic lateral sclerosis, in other words, Lou Gehrig’s disease. This disease deteriorates the ability to walk, speak move or swallow over time. Knowing how her life would end, Rodriguez confirmed that she wished to control the place, time and manner of her death. Sue did not want to die while she could control and enjoy life, by the time she would be willing to take her life; she would be incapable of committing suicide without assistance of a physician, and euthanasia. 

The Act of euthanasia is a very crucial and repetitive controversy and has been a prevalent issue in society for many years. Many argue that those who are terminally ill or suffering from severe mental and/or physical damage should be allowed to die instead of being kept alive by machines and medication (Sue Rodriguez’s case). Some also believe that people should be allowed to make decisions for others who in an obvious suffering state and cannot express their own wishes. All in all, supporters of euthanasia believe that life should be free of pain and that human dignity should be preserved. On the other hand, opponents of euthanasia argue that legalizing it could cause unintentional harm. They pose questions as to why euthanasia is necessary, discussing that their doctors are not obligated to treat an illness unless they expect to achieve a benefit for the patient. If better pain management is required, then it should be available, even if it does nothing to prolong life.Over time persons of court decided that section 241 of the Criminal Code of Canada (Section 241 of the Criminal Code of Canada makes it an offence for a person to aid or abet anyone to commit suicide, whether death ensues or not). These persons also believe that the law should protect people who cannot consent to euthanasia. They argued that human beings should not be allowed to decide who should live or die.

In Rodriguez’s defense, she explains how she personally is wishing death upon herself, no one else’s input is being considered in her wish to die using euthanasia. Rodriguez argued that section 241 of the Criminal Code of Canada infringes section 7 of the Charter in that it deprives her of liberty and security of the person by prohibiting her from ending her life when her illness had rendered her incapable of doing so without assistance. The appellant also argues that denying her an assisted suicide because of section 241 amounts to cruel and unusual treatment and violates section 12 of the Charter (“Treatment” within the meaning of section 12, includes treatment imposed by the state in contexts other than those of a penal or non-penal nature). In general life should be free of pain and that human dignity should be preserved. Thus, the Court should not dismiss Sue Rodriguez’s application and her appeal to the British Columbia Court of Appeal should not be denied.

In conclusion Section 241 of the Criminal Code does in fact infringe section 7 (the right to life, liberty and security of the person and the right to fundamental justice), Section 12 (the right not to be subjected to cruel and unusual treatment or punishment), and section 15 (equality rights) under the Charter (Bowers, C. A. 1995). Therefore Sue Rodriguez should be permitted the right to commit the Act of suicide as it does not inflict on the three sections mentioned above.