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You are asked to answer each of the sections below and prepare responses based around course contents or assigned class readings and your own notes.
Please do not incorporate excerpts from any outside resources into your responses, and ensure that your responses consist entirely of your own words (unless you are drawing excerpts from one of the media texts around which the questions in Section Three are based, for the purpose of optimal analytical clarity)
You are not required to provide in-text reference or include a works cited section identifying the class materials or course readings that you draw from (this is not a formal research paper) but it would be good to reference the articles that you draw from by title or author’s names.
For example, specifications such as “As Fasick notes,” or “as discussed in the “bourgeoisie and the Normal Child article” would be appreciated.
Please ensure that each of your responses do not exceed two single-spaced pages (or four doublespaced pages) in length, please utilize either Calibri or Times New Roman 12-point font, and please do not alter the margin sizes of your submissions.
Assessment of your responses will be based around the variables of accuracy, clarity and detail. While your submissions will not explicitly be assessed based on spelling, grammar or sentence structure, do be aware that these variables indirectly influence the clarity of your paper, and that clarity in writing should be attempted.
Questions:
- During the course, we considered three forms of youth crime legislation that have been adopted by the Canadian Criminal Justice System. Based on class materials and assigned readings, please identify these forms of youth crime legislation and discuss variables that influenced their contents. Further, based on what you have learned from this course, please identify what (if any) changes you would make to Canadian youth crime legislation if given the opportunity. (Use notes on history of Canadian youth crime legislation to answer this question, PPT note is attached)
- At the beginning of our course, we considered Frank Fasick’s argument that adolescence was ‘invented’ in the wake of dramatic social change, and that the construction of adolescence contributed to five significant demographic transitions. Drawing from course materials and assigned readings, please critically comment on how these demographic transitions currently reinforce and perpetuate the social marginality of contemporary street-involved/out-of-doors youth populations. (Use notes on Invention of adolescence to answer this question, Pdf note is attached)
- Please familiarize yourself with the song “Flies First Class” by the punk band Good Riddance as appears on their 1995 album, For God and Country. In examining the song’s lyrics, please critically reflect on how the contents of the song are relevant to themes and concepts considered during our class on youth subcultures and subcultural art forms. Further, please comment on how the song can be related to at least one additional theme or concept that was considered during the course. An unofficial interpretation of the lyrics can be accessed by copying the web address https://www.musixmatch.com/lyrics/Good-Riddance/Flies-First-Class (Use note on Youth Subculture and Resistance to answer this question, PPT note is attached)
