Tuesday, February 27, 2018

Wednesday, February 28. 2018

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

B Block 9:00 – 10:00
AG 10:05 – 10:15
A Block 10:20 – 11:20
Lunch 11:20 – 12:00
D Block 12:05 – 1:05
C Block 1:10 – 2:10
Personalized Learning 2:10 – 3:15

B Block Introduction to Law 10 - Today you'll have your first test in the course. You may use your notes on Criminology to help. Relax, Breathe, and Dazzle me with what you know. You have as much time as necessary to finish the test. After, if there is time you should finish your Courtenay Break and Enter geographic profiling map. Don't forget that you need to use colours that show areas of high, moderate, minimal and low risk for B&E.

On the back of the map I'd like you to explain where a good place would be to start a Block Watch/community policing project? Why there? Don't forget to consider the demographic information I posted yesterday along with this example (from the VPD):

A Community Policing Centre involves local citizens in partnership with the police. Together they create crime prevention programs and community engagement initiatives to address local crime and safety concerns in their own neighbourhoods. An active community is a safe community.

So where would you establish a community policing centre in Courtenay (why...use the map) and how would you encourage people from that community to join it and what would you suggest are ways to reduce break and enters in that neighbourhood/community?

A Block Law 12 - Today we'll talk about the methods of enforcing rights guaranteed under the Charter (section 52 of the Constitution Act and Section 24 of the Charter). We'll look at the differences between "strike down", "read down" and "read in". Finally I'd like to revisit Aboriginal principles of justice in Canada. I'd like you to look at the issue section "Should Aboriginal Peoples have their own system of Justice" on pages 106-07 in AAL and I'd like you to partner up with another student in the class. Your pairing should discuss questions 1-4 on page 107 and then be prepared to share with the class. We'll then do the same for questions 5 & 6 from the unit review on pages 108-09 of AAL.

D Block Human Geography 11 - You'll need to finish your week 4 package from last week, so answer the following:

  1.  As you read pages 100-103, “Attitudes toward Immigrants learning Outcome 3.4.3 Describe characteristics of immigrants to the United States”, complete the Venn diagram below to compare and contrast attitudes in the U.S. and Europe toward immigrants. 
  2.  Americans purchase products made in foreign countries using cheap labor. Is this any different than allowing low-cost labor to immigrate to the United States? How? Why are employers who knowingly hire undocumented immigrants under less scrutiny than the immigrants themselves?
  3.  Why are new migrants to an area frequently the butt of racist or ethnic jokes? Explain in the context of the history of European emigration to the United States. Which groups were more frequently made fun of?
  4. Your chart on push/pull factors for migration and
  5. Your chart on the 4 case studies of internal migration (Russia, Canada, China and Brazil)
I'll review some video that I posted which should help you. 

C Block Criminology 12 -"Why is violence entertaining"? 
You have time to work on your questions from yesterday:

  1. What is the attraction of violent films and video games?
  2. Is there more violent imagery in media now as opposed to the past (think graphic, realistic visceral)? Why / Why not?
  3. What kinds of people are drawn to violent imagery and what kind of violent images draw them to that form of entertainment?
  4. What is “morbid curiosity”?
  5. Are there any equally satisfying substitutions for violent entertainment?
  6. What draws our attention to violent media events (news) that are not intended to entertain? 

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. We'll look at: Bully for Bugs; Rabbit Seasoning; For Scentimental Reasons; Duck Dodgers in the 24 1/2th Century and lastly The Ducksters. Criminal Harassment (Stalking), Sexual Assault, Assault, Attempted Murder, Aggravated Assault (torture), and Unlawful Confinement are just a few of the crimes in these cartoons...all violent crimes.

Is Bugs Bunny bad for kids? Comedy and violence are intermingled into a typical or formulaic narrative story.....Wile E. Coyote chases the Road Runner, Elmer Fudd chases Bugs Bunny, Sylvester chases Tweety Bird and they inflict carnage on each other. The end is always the same....someone wins, someone loses, the loser is humiliated and we laugh at them (good clean wholesome fun). While we watch the cartoons I want you to think about the implicit and implied messages that each cartoon sends to kids (rather than the explicit and obvious messages) and then we'll talk about what those messages do even if kids understand the difference between cartoon and real violence.

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 . Let's be frank here, 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

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