Wednesday, May 9. 2012

Today's schedule is B-A-D-C

B Block Law 12 - Today I have the notebook lab booked for you to continue work on your major civil law project. Yesterday we looked at responses to a statement of claim (statement of defence, counterclaims, third party claims, or default judgements). Today you'll need to look over information about damages. Here is some info to help:

Compensatory Damages - The basis: Compensation in tort law is based on the principle of restitutio in integrum. The Purpose: To restore the Plaintiff, in so far as money can do, to the same position as if no tort had been committed. It entitles Plaintiff to be compensated for their pecuniary and non-pecuniary losses arising from the Defendant’s tort. Compensatory damages are divided into Special and General damages. Special Damages include: Pre-trial pecuniary losses incurred by Plaintiff which includes lost income, nursing and personal attendant costs, medical expenses and consequential expenses. General Damages include: Future losses resulting from Defendant’s tort. A Plaintiff may be compensated for three heads of damages under general damages: (1) Inability to work; (2) future care cost; and (3) non-pecuniary losses. Each item of damage must be separately considered and compensated for. More on these in class later this week.

Non-Compensatory Damages include: Punitive Damages: These are appropriate where Defendant’s misconduct was so malicious, oppressive and highhanded. Their Purpose: Punishment and deterrence. Nominal Damages: which are small amounts of money awarded when the plaintiff has successfully established a cause of action but has suffered no substantial loss or is unable to prove what that loss is. Their purpose: Vindication of the Plaintiff’s rights and a minor deterrence to the Defendant.

So you have the block to research information about damages or information particular to the cases you've chosen to respond to. Tomorrow we'll examine damages in greater detail and look at enforcing judgements.

A Block Social Studies 11 - Today is going to be a video watching and work doing day. I’d like you to examine the transformation of Canadian society in the 1960's and the 1970's (challenging the status quo). You'll start with the beginning episode of Canada: A People’s History Volume 11 “Years of Hope and Anger” which sets the stage for the 1960’s. After watching it, I'd like to talk with you about your impressions of the section and your thoughts on the1960’s. Next, you'll get the “Challenging the Status Quo” worksheet and you'll need to fill it in using pages 177 to 181 and pages 208 to 210 of the Counterpoints textbook along with the Canada: A People's History episodes “Do Your Own Thing” (which deals with the “youthquake” and the environmental movement) “A Question of Equality” and “A Most Fundamental Choice” (which deal with the women's movement in Canada) and lastly “Taking Back the Past”(which deals with the Aboriginal Nations rights movement).

D Block Criminology 12 - Yesterday for homework I asked you brainstorm a list of all the entertainment you can think of that is based in violence. Think of video games (HALO), television programs (CSI), books (30 Days of Night comics), movies (Saw), music (ONYX, Biggie, Megadeath, Anthrax, Slayer), sports (MMA, WWE), and other forms of entertainment. To start the class I'd like to talk about your list and find out why violence is entertainment for some.

After that we'll watch some Warner Brothers cartoons with all the glorious violence in them and we'll have a discussion about the acceptance of violence in our modern culture. While we watch the cartoons I want you to think about the implicit and implied messages that each cartoon sends to kids (rather than the explicit and obvious messages) and then we'll talk about what those messages do even if kids understand the difference between cartoon and real violence. We'll look at: Bully for Bugs; Rabbit Seasoning; For Scentimental Reasons; Duck Dodgers in the 24 1/2^th Century and lastly The Ducksters.

So now compare the violence in the Warner Brothers cartoons (from the 50's and 60's) with that of the Happy Tree Friends. Check out the following video: Happy Tree Friends A to Zoo . Now the cartoon is not meant for children but because of the "cute" characters what would it be like if we just let young children watch that cartoon unsupervised? Consider the following:
Media Violence: Psychology

Cartoon Violence Project
Gender and Comm. Kids Cartoon Violence

C Block Geography 12 - Today we will look at reading a weather map. You can practice by using the following web pages: Wisconsin station model exercise WW2010 University of Illinois weather page Weather Report.com We'll start by using the WeatherCycler to understand the three dimensional aspects of a low pressure system. We'll work together as a class on Activities 1 - 4 and then I'll have you work in partners on activities 5 and 6. Your activity after this is to read through the section on weather station models, complete the model plots in the week 13 package and then be the weather forecaster for Detroit Michigan. Look in your week 13 package to see the synoptic chart (also below) and then figure out the probable weather for the next two days.