Nestled away, in the back corner of G.P. Vanier, you'll find room 115 (we used to be 611). Lurking in the shadows of this room is Mr. Young...waiting to pounce on unsuspecting students and natter on about volcanoes, hail, psychopathy, criminal law defenses, cultural diffusion, media theories, crime, and urban models of city development. He loves his job in 115 and can't wait to work with you this year.
A Block Criminology - Bloggin' time! We're in the Learning Commons/Library today working on our online activities. Last week I asked you to come up with your own theory about why crime happens and today I'll ask you to create another entry on crime trends, specifically youth crime and school. Now that you know about trends in crime and what violence is in relation to age, gender and class, try to answer the following:
Do you think that school is one of the most dangerous places for young people in society today? Broaden your scope a little and do not necessarily focus on Vanier for this question. Think about other Canadian, British Columbian or Comox Valley high schools and generalize your response a bit. Don't forget that you'll need to find a story to back up your point of view here (either one about how little crime exists in schools or one that demonstrates that schools are somewhat dangerous places). More info to help:
In 2006, 1 in 10 youth crimes were committed on school property
Crimes at school include bullying and violence
Assaults are particularly common representing about 30% of all violations committed by youth on school property. Uttering threats constituted another 8%
Nearly 20% of crimes committed at school were drug offences, whereas 5% of youth crimes committed elsewhere were drug-related. Youth drug offences taking place on school grounds usually involved the possession (78%) or trafficking of cannabis (10%)
Section 7. Everyone has the right to life, liberty and security of the person and the right not to be deprived thereof except in accordance with the principles of fundamental justice.
Section 8. Everyone has the right to be secure against unreasonable search or seizure.
Section 9. Everyone has the right not to be arbitrarily detained or imprisoned.
Section 10. Everyone has the right on arrest or detention
a) to be informed promptly of the reasons therefore;
b) to retain and instruct counsel without delay and to be informed of that right; and
c) to have the validity of the detention determined by way of habeas corpus and to be released if the detention is not lawful.
Section 11. Any person charged with an offence has the right
a) to be informed without unreasonable delay of the specific offence;
b) to be tried within a reasonable time;
c) not to be compelled to be a witness in proceedings against that person in respect of the offence;
d) to be presumed innocent until proven guilty according to law in a fair and public hearing by an independent and impartial tribunal;
e) not to be denied reasonable bail without just cause;
f) except in the case of an offence under military law tried before a military tribunal, to the benefit of trial by jury where the maximum punishment for the offence is imprisonment for five years or a more severe punishment;
g) not to be found guilty on account of any act or omission unless, at the time of the act or omission, it constituted an offence under Canadian or international law or was criminal according to the general principles of law recognized by the community of nations;
h) if finally acquitted of the offence, not to be tried for it again and, if finally found guilty and punished for the offence, not to be tried or punished for it again; and
i) if found guilty of the offence and if the punishment for the offence has been varied between the time of commission and the time of sentencing, to the benefit of the lesser punishment.
Section 12. Everyone has the right not to be subjected to any cruel and unusual treatment or punishment.
Section 13. A witness who testifies in any proceedings has the right not to have any incriminating evidence so given used to incriminate that witness in any other proceedings, except in a prosecution for perjury or for the giving of contradictory evidence.
Section 14. A party or witness in any proceedings who does not understand or speak the language in which the proceedings are conducted or who is deaf has the right to the assistance of an interpreter.
No section of the Canadian Charter of Rights and Freedoms has generated more controversy than section 7, the right to “life, liberty and security of the person” and "the right not to be deprived thereof except in accordance with the principles of fundamental justice" (which is to say the basic principles that underlie our notions of justice and fair process). So to help us with these check out:
C/D Blocks Social and Environmental Sciences - Mr. Benton and I will ask you to share a very important question with us today..."What is your Environmental Value System"? An EVS is a worldview or paradigm that shapes the way an individual, or group of people, perceives and evaluates environmental issues, influenced by cultural, religious, economic and socio-political contexts. So, what is your belief on environmental issues? What do you believe in and why? What influences your view on the environment? This will be done by working through the handout I gave you last week for your political party environmental policy activity connected to ecocentric, anthropocentric, and technocentric value systems.
With Benton you'll look at Traditional Ecological Knowledge. Young introduced the concept of Worldview with you. Consider the following to help you with your similarities/differences (from Indigenous and Western Approaches to Environmental Science)
Two ways of knowing:
Western approaches to environmental science focus on finding solutions to tackle existing environmental issues through practical data gathering and analysis. These solution-oriented approaches evolve as current technologies or modern equipment evolve for higher efficiency, better pattern recognition and predictability. Sometimes western approaches are viewed as invasive or even hasty; however as far as we can go, sophisticated research studies can deliver evidence-based findings that help form or enhance environmental laws and policies that shape today’s world. But just how fast can we chase after the world’s changing climate and emerging environmental issues?
Indigenous approaches, also known as Traditional Ecological Knowledge or simply Traditional Knowledge, are representations of experience and skills gained over thousands of years co-existing organically in a complex ecosystem. Although these approaches are frequently associated with ontological and spiritual concepts, they are gradually but surely being recognized as proof of practical sustainability, and the finest expression of human survival and adaptation. With one foot outside the world of science, Indigenous approaches remind us of our basic role as part of nature, and of our basic human instinct to strike for survival as opposed to taking it for granted. Now the question is: just how far can we go relying solely on western approaches to solve all the modern-day environmental problems?
In general, TEK differs from scientific ecological knowledge in a number of substantive ways:
1. TEK is mainly qualitative (as opposed to quantitative);
2. TEK has an intuitive component (as opposed to being purely rational);
3. TEK is holistic (as opposed to reductionist);
4. In TEK, mind and matter are considered together (as opposed to a separation of mind and matter);
5. TEK is moral (as opposed to supposedly value-free);
6. TEK is spiritual (as opposed to mechanistic);
7. TEK is based on empirical observations and accumulation of facts by trial-and-error (as opposed to experimentation and systematic, deliberate accumulation of fact);
8. TEK is based on data generated by resource users themselves (as opposed to that by a specialized cadre of researchers);
9. TEK is based on diachronic data, i.e., long time-series on information on one locality (as opposed to synchronic data, i.e., short time-series over a large area).
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