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What Message Do Movies Send About Bullying? Despite the plethora of movies that include scenes of bullying, it’s relatively rare for a movie to show how, or even whether, a case of bullying is resolved. Also rare are depictions of positive actions, on the part of peers or adults, that serve to support the target of bullying. After all, they are entertainers whose main goal is to create an engaging drama. That, however, leaves the viewing audience, of which educators and students are a sizeable portion, to consider the message that these scenes send, along with the possible impact of those messages. Edotek is a scientific consultancy which provides technical assistance to industry and other agencies helping them to solve problems in the areas of chemistry and. Lesson Plan Booster: What Message Do Movies Send About Bullying? As long as there have been films about children and teens, bullying has been depicted on screen. Discover programming that tickles your curiosity, feeds your brain and sparks your emotions. You'll find the best of our popular national Radio. Films are also an engaging way of opening class discussion on whether on- screen bullying reflects reality or reinforces the kinds of bystander and adult actions that actually help stop bullying. Grade Level: 4- 1. Student learning objectives. Students will examine several films that depict acts of bullying and discuss whether (and how) the characters addressed the problem. They will generate possible alternative actions on the part of the target of bullying, as well as adults and peers. Students also will learn about the bystander actions that targets of bullying report are most helpful. Preparation. 1. Choose a movie or movies on which to focus. Suggestions for PG- rated films include A Christmas Story, Wreck- It Ralph, Napoleon Dynamite and Para. Norman; plot synopses of these movies appear below. This will allow you to fully grasp the movie’s take on bullying, screen content for appropriateness, select relevant scenes, and locate the time points during the movie when these scenes appear. Plan in advance the amount of class time you can devote to showing clips, and select/time those clips accordingly. To save time, you might give students the homework assignment of watching the entire movie and answering the questions, then coming into class prepared to discuss their answers. Get a handle on the “right message” to give kids regarding how to stop bullying. Are the scenarios feasible, and do they really work to end bullying? Specifically, only 1. Also watch for the presence or absence of Davis’ research- identified helpful bystander or adult actions, since they are later referenced in the discussion questions. Review synopses of movies that depict bullying. The following films are good examples of Hollywood’s take on the issue: A Christmas Story(1. PG)Airing in December every year, this film chronicles the attempts of a nine- year- old boy named Ralphie to procure a Red Ryder BB gun for Christmas. A sub- plot that goes on for nearly the entirety of the film involves a bully named Scott Farkus. Farkus routinely bullies Ralphie and his friends, often twisting their arms behind their backs and forcing them to cry “Uncle.” As the film progresses, Farkus is seen injuring students in front of their elementary school and chasing them through the streets. Seeing that this causes Raphie to cry, Farkus mocks him, demanding, “Cry for me, baby! Cry!” Enraged by the near- constant tormenting and the seemingly endless mocking, Ralphie lunges at Farkus and tackles him to the ground. As a group of classmates watches, Ralphie proceeds to violently punch Farkus in the face while screaming obscenities. The fight is broken up when Ralphie’s mother arrives and pulls her son off of his tormentor. The other students, now realizing that the bully isn’t that tough or scary, shrug their shoulders and move on, confident that Farkus’ bullying days are over. Wreck- It Ralph (2. PG)Set in a fictional world where video game characters interact with each other when they are not being played, this film follows the titular Ralph as he tries to gain status among his digital peers. Along the way he encounters a young, female character named Vanellope von Schweetz, who is from the candy- based racing game “Sugar Rush.” Von Schweetz is known to her peers as “The Glitch,” because she is afflicted with a condition called “pixlexia,” a computer coding error that causes her to twitch and briefly disappear. She even builds her own vehicle in an effort to accomplish her goal. She is then confronted by Taffyta Muttonfudge, the best racer in the game, and the other drivers. They torment her, calling her “an accident waiting to happen.” Then they destroy her vehicle to prevent her from racing, before tossing her in a mud pit. At this point the game resets, and it is revealed that von Schweetz is actually a princess and the rightful ruler of the “Sugar Rush” kingdom. All of the game’s characters are discovered to have had their memories erased by the villain Turbo, which is why they did not know von Schweetz’s real identity. Now, fully aware of the past, they embrace her as their monarch. Napoleon Dynamite (2. PG)Depicting the high school experience through the eyes of an over- the- top outsider, the film shows some of the coping techniques used by bullied students. Napoleon is a high school student who lives with his 3. He is supremely awkward in his appearance and daydreams his way through school, doodling ligers (lion- tiger hybrids) and fantasy creatures while reluctantly dealing with the assorted bullies who frequently torment him. The three quickly develop a close bond strengthened by their shared outcast status. After a series of dubious decisions and misunderstandings, the three end up happy, with Pedro being elected class president and Napoleon and Deb forming a relationship. Para. Norman (2. 01. PG). Norman is able to speak with the dead, including his late grandmother and various ghosts in his small, New England town. Almost no one believes his ability is genuine and as a result, he is isolated emotionally from his family while being ridiculed and bullied by most of his peers for his seemingly strange abilities. He learns that the witch was once a little girl who, like him, was a medium. The townsfolk, scared of her ability, tried and convicted her of being a witch. As she struggles to drive him away, Norman endures her attack and eventually convinces her that, despite her legitimate grievance, her thirst for vengeance isn’t accomplishing anything except inflicting more pain. He tries to convince her that even in the darkest times, there must have been someone who was kind to her. Focusing only on the tragedies and forgetting the good things in her life is what reduced her to a malevolent force. This allows her to let go and move on to the afterlife. The locals regard Norman as a hero, even when the outside media tries to explain the disturbance as merely a powerful storm. Introducing discussion to students. We’ve all seen films that show bullying in one form or another, but have we ever thought about whether the victim’s response (or the response of those witnessing the bullying) is realistic or helpful? Even though movies are fiction, we should be aware that they still send a message about what is “normal” or acceptable. When we gain the skills to be aware of, and to be critical of, these messages, we gain media literacy. The questions can be discussed in class and/or given to students as a homework/writing assignment in advance of class. Try assigning different groups of students to different movies so that more of the films can be covered in class. How closely did the movie match real life? Napoleon Dynamite: It matched real life in that students who are different often become the targets of bullying. It’s also believable that a target might invent a dramatic persona in an attempt to protect him/herself from bullying. While targets of bullying are often depicted as silent, passive victims, Napoleon’s anger is probably more realistic, since many targets do respond aggressively or attempt to “counter- attack.”Para. Norman: It matched real life in that students who are different often become the targets of bullying. Less realistic is the idea of special powers that allow communication with the dead, as well as the notion of convincing a witch by helping her resolve her emotional baggage with regard to bullying. Did the bullying stop? If so, how was the situation resolved, and what message does that send? Napoleon Dynamite: It’s unclear whether the bullying stopped for good, but with strong peer support, the bullying became much less relevant. This is probably a fairly realistic view, although some may view this as a message that “bullying can’t really be solved.”Para. Norman: The bullying stopped due to Norman’s special powers, which allowed him to convince a witch to stop causing mayhem in town. This is a situation that couldn’t be duplicated in real life, so the questionable message is that only special powers can overcome bullying. I think you got so scared that you forgot who you are. But I don’t think you're a witch, not really. Aggie: You don’t? Norman: I think you're just a little kid with a really special gift, who only ever wanted people to understand her. So we’re not all that different at all. Aggie: But what about the people who hurt you? Don’t you ever want to make them suffer? Norman: Well, yeah. But what good would that do? You think just because there’s bad people out there that there’s no good ones, either? I thought the same thing for a while, but there’s always someone out there for you, somewhere. A Christmas Story: The bullying stopped when Ralphie fought the bully, so the negative messages are that (1) targets are responsible for solving the problem of bullying, and (2) physical violence solves the problem of bullying. In reality, physically attacking a bully most often ends up making things worse. In addition, if they fight back at school, targets will most likely get in trouble, since the school can’t allow kids to physically assault each other, and since an environment of frequent physical assaults will damage the school’s climate, leading to kids not feeling safe. Did adults know about the bullying? If so, did they help? Napoleon Dynamite: The bullying does not seem to have been reported, nor did adults appear to help solve the problem. ![]()
PACE Program. PLAN FOR ACCELERATEDCOLLEGE EDUCATIONPACE OFFICE PHONE: (3. PACE OFFICE: NEA 1. PACE COORDINATOR: KING CARTER (3. The Second Session Starts October 2. There are still open classes. Enroll Now! On the first evening of classes, a list of PACE classroom locations is posted on the east hall door of the Social & Behavioral Sciences offices, directly across from NEA 1. Check the list for the latest room assignments. Also check your student email account regularly. Your instructors may send important information before the first day of class. How Does PACE Work? PACE has two 8- week sessions during a 1. Students can complete two classes each 8 weeks by doing the following: 1. Conferences have a morning session (8: 0. You attend one or both sessions depending on whether you are taking one or two PACE classes. The PACE set- up allows working adults to earn up to 1. The classes are rotated on an annual basis to provide students with the opportunity to complete necessary transfer units (6. To earn the same number of units per semester in non- PACE classes, a full- time evening student would be required to attend classes three to four evenings each week. Check out real student reviews about Los Angeles Harbor College on. THe PACE program they have is. Late enrollees should go to the Admissions Office in person after the first day of the semester to make their application and then make an appointment for the placement tests. The only requirement for PACE involvement is the eligibility to enroll in English 2. All students should plan on attending the first class meeting. Instructors will provide an orientation to PACE at that time. You will find the Saturday Conference dates there and additional information about the beginning and end dates of the PACE 8- week sessions. Important: To avoid a time conflict on Saturdays, you should not enroll in two classes that meet on different evenings during the week but have the same hours. Courses Typically Offered in PACE Accounting 0. Administration of Justice 0. Anthropology 1. 01 & 1. Biology 0. 03 & 0. Child Development 0. Communication Studies 1. Economics 0. 01, 0. English 2. 8, 1. 01, 1. Geography 0. 01, 0. Health 0. 02 History 0. Humanities 0. 01, 0. Music 1. 11 Philosophy 0. Political Science 0. Psychology 0. 01, 0. Sociology 0. 01, 0. Statistics 0. 01. To meet student needs, some PACE course offerings are rotated from semester to semester, and during the academic year, several courses are offered in completely online versions. PACE classes are structured to be completed within eight weeks and offer the same unit credit as semester- long classes. Commitment and good time management are key to successful course completion. Can I Enroll in Just One PACE Class? Los Angeles Harbor College. 1111 Figueroa Place Extension Program Wilmington, CA 90744. About ed2go ed2go is the industry leader in online learning for adults. LOS ANGELES HARBOR COLLEGE. Program Review Parameters Los Angeles Board of Trustees. Enrollment in just one PACE class is permitted, but to get the most out of the accelerated plan, students are encouraged to enroll in two classes per eight- week session. Note: If you are taking the following PACE classes, then you may not enroll in any other in- person PACE class within that eight- week session: Biology 3 Biology 5 Anthropology 1. Anthropology 1. 11 (lab) if both are taken together. What are Saturday Conferences? A Saturday conference for a student taking two PACE courses typically starts with attending class from 8: 0. The same class a student attends in the early evening on a weeknight (5: 4. Saturday morning hours, and the later evening class a student attends on a weeknight (8: 0. Saturday afternoon hours. Saturdays offer opportunities for special programs and fieldtrips. Note: In addition to the regular evening meeting during the week, attendance every Saturday within the eight- week session is required for Anthropology 1. Anthropology 1. 11 when they are taken together. ![]() Biology 3, Biology 5, Economics 0. Statistics 0. 01 also meet every Saturday in addition to their respective evening meetings during the week. All other PACE classes meet only 4 Saturdays in an 8- week session. Final exams are usually scheduled for the last Saturday meeting. The Purpose of Offering PACEPACE is a transfer program! That is, its purpose is to prepare students to transfer to a four- year institution of higher learning. See a counselor early in your academic career to ensure the timely completion of general education and preparation for a major. 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Category: Threatened and Endangered Species - Recovery Plans. Date Published: December 2. Who decides which species get Endangered Species Act protection? Under the Endangered Species Act, the U.S. Fish and Wildlife Service oversees the listing and. News Successful Recovery and Removal from Endangered Species Act of Native Kentucky Plant a Victory for Conservation Partners. Working closely with the state of.Number of Pages: 3. Author(s): Gary Wiles, Harriet Allen, and Gerald Hayes. Contact Information: EIS Project Manager: Harriet Allen (3. EXECUTIVE SUMMARY: The Wolf Conservation and Management Plan for Washington has been developed to guide recovery and management of gray wolves as they naturally disperse into the state and reestablish a breeding population. No wolves have ever been or will be reintroduced into Washington from areas outside the state as part of this plan. There is no requirement for federal approval of the plan because the U. S. Fish and Wildlife Service (USFWS) has not established federal recovery criteria for wolves in Washington. When approved, the state wolf plan will apply statewide. However, implementation of some measures addressing conflicts (specifically, lethal control) will have to be consistent with federal law in those areas where wolves remain federally listed. Wolves were classified as endangered in Washington under federal law in 1. Currently, wolves in the western two- thirds of Washington are listed as endangered under federal law; in the eastern third of the state they have been removed from federal listing. They are listed as endangered under state law throughout Washington. ![]() The USFWS is the lead management authority over wolves where they remain federally listed in the state and the Washington Department of Fish and Wildlife (WDFW) is the lead where wolves are federally delisted. Gray wolves were formerly common throughout most of Washington, but they declined rapidly between 1. The primary cause of this decline was the killing of wolves by Euro- American settlers as ranching and farming activities expanded. Wolves were essentially eliminated as a breeding species from the state by the 1. The first fully documented breeding pack was confirmed in 2. As of July 2. 01. Pend Oreille County; one in Pend Oreille/Stevens counties; one in Kittitas County; and one in Okanogan/Chelan counties. Only one of these, in Pend Oreille County, was a successful breeding pair in 2. There were also indications of single additional packs in the Blue Mountains and North Cascades National Park; and at least a few solitary wolves also likely occur in other scattered locations of Washington. Human- related mortality, particularly illegal killing and legal control actions to resolve conflicts, is the largest source of mortality for the species in the northwestern United States and illegal killing has already been documented in Washington. ![]() 4 The Endangered Species Act of 1973 is one of the most popular and effective environmental laws ever enacted. It is a commitment by the American people to work. Conservation Actions: This species is protected in Panama by national legislation (as Atelopus varius zetek i) decree No. 23 of January 30, 1967. Web site of the Endangered Species Program, a program within the Fish & Wildlife Service. In addition to the delisting objective of 15 successful breeding pairs distributed in the three geographic regions for 3 consecutive years, an alternative delisting. Wolves are dispersing into Washington from populations in adjacent states and provinces (Idaho, Montana, Oregon, and British Columbia) and some are forming resident breeding packs. In response to this, the need for a state recovery plan per WAC 2. WDFW initiated development of a Draft Environmental Impact Statement (EIS) for a state wolf conservation and management plan under the State Environmental Policy Act (SEPA) in 2. At that time, the former WDFW Director appointed an advisory Wolf Working Group comprised of 1. Its members represented a broad range of perspectives and values with regard to wolf conservation and management and were representative of the geographic scope of Washington. Public scoping meetings were held around the state and multiple levels of reviews were conducted. Discussions among members of the Wolf Working Group helped frame issues for the plan. Recommendations and suggestions from the public scoping, the Wolf Working Group, scientific peer review, public review, WDFW reviews, and changes made by the Fish and Wildlife Commission have been incorporated into the plan. The purpose of the plan is to ensure the reestablishment of a self- sustaining population of gray wolves in Washington and to encourage social tolerance for the species by addressing and reducing conflicts. Goals of the plan are to: Restore the wolf population in Washington to a self- sustaining size and geographic distribution that will result in wolves having a high probability of persisting in the state through the foreseeable future (> 5. Manage wolf- livestock conflicts in a way that minimizes livestock losses, while at the same time not negatively impacting the recovery or long- term perpetuation of a sustainable wolf population. Maintain healthy and robust ungulate populations in the state that provide abundant prey for wolves and other predators as well as ample harvest opportunities for hunters. Develop public understanding of the conservation and management needs of wolves in Washington, thereby promoting the public. Target numbers and distribution for downlisting and delisting within the three recovery regions are: To reclassify from state endangered to state threatened status: 6 successful breeding pairs present for 3 consecutive years, with 2 successful breeding pairs in each of the three recovery regions. To reclassify from state threatened to state sensitive status: 1. To delist from state sensitive status: 1. In addition to the delisting objective of 1. Eastern Washington region, 4 successful breeding pairs in the Northern Cascades region, 4 successful breeding pairs distributed in the Southern Cascades and Northwest Coast region, and 6 anywhere in the state. The recovery objectives for downlisting and delisting wolves were developed from a combination of current scientific knowledge about wolves in other locations and in Washington, wildlife conservation and population viability principles, and discussion among the Wolf Working Group, with input from WDFW, scientific peer review, an analysis of assumptions and risks, and changes made by the Fish and Wildlife Commission. Fifteen breeding pairs, which represent an estimated 9. Several components of the delisting objectives serve to reduce the risk to long- term viability of a wolf population in Washington. These include the geographic distribution requirements across the three recovery regions, the use of successful breeding pairs as a measurement standard, and the three- year requirement for maintaining population robustness on the landscape. It is further recognized that the long- term viability of the state. Given those modeling assumptions, there was little or no probability that the population would fall below the delisting goal during the 5. However, under scenarios that capped the population at 1. With no immigration, the probability rose to 9. Translocation is a conservation tool available in the plan that could be used to move wolves from one recovery region to another if they failed to reach the recovery region through natural dispersal. If it were proposed, it would go through an extensive public review process. The plan outlines a range of management options to address wolf- livestock conflicts. These include both proactive, non- lethal (e. Implementation of these will be based on the status of wolves to ensure that recovery objectives are met. Non- lethal management will be emphasized while the species is recovering and will transition to more flexible approaches as wolf recovery advances toward a delisted status. The plan includes a program to compensate livestock producers for livestock that is killed or injured by wolves. Under this plan, compensation would be paid for confirmed and probable wolf losses. The plan includes a two- tiered payment system, with higher payments on grazing sites of 1. WDFW determines it would be difficult to survey the entire acreage, because it may be difficult to find carcasses on larger sites. Standard payments would be paid on smaller sites of less than 1. The plan also includes working with a multi- interest stakeholder group to evaluate development of a program to compensate livestock owners for unknown losses. The ability to pay compensation will be dependent on available funding and the plan identifies tasks to pursue a variety of potential funding sources. The effects that wolves will have on elk, deer, and other ungulate populations and hunter harvest are difficult to predict. In Idaho, Montana, and Wyoming, where wolf populations currently number more than 1,6. Wolves have contributed to declining elk populations in a few areas, but are usually one of several causes, including declining habitat conditions, past high human harvest, severe weather conditions, and predation by other predators. In the Great Lakes region, where there are about 4,0. These data suggest that when wolf populations in Washington are in the initial stages of recovery, they could have some localized impacts on elk and deer abundance or habitat use, but little to no effect would be expected on overall ungulate populations in the state. Impacts would be somewhat greater during the latter stages of recovery, but are still expected to be relatively small on a statewide level. The plan includes management options to address local impacts, if they occur. If WDFW determines that wolf predation is a primary limiting factor for an . Management options would include both non- lethal (e. Implementation of a public outreach and education program is a high priority in the wolf conservation and management plan. It includes providing information and outreach about wolves, living with wolves, preventing and addressing conflicts with livestock and dogs, and wolf- ungulate interactions. It also identifies a task to conduct public attitude and knowledge surveys to determine information needs and develop an outreach plan. Because wolves are habitat generalists, restrictions on human development and other land use practices should not be necessary to recover wolves in Washington. Experience in the northern Rocky Mountains and the Great Lakes has shown that no restrictions, other than those occasionally needed to temporarily prevent excessive disturbance at occupied den sites, have been necessary to conserve wolves. The plan provides an analysis of potential economic impacts (both negative and positive) to specific sectors of Washington. |
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January 2017
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