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Truth, Reconciliation, and Food

THE BULLYING EXPERIMENT!

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Contents of this annotation:
1. THE BULLYING EXPERIMENT!
Contents of this annotation:
1. THE BULLYING EXPERIMENT!
Contents of this annotation:
1. THE BULLYING EXPERIMENT!

This page is referenced by:

Chocolate (Our purpose) Kayde:
Time (1:53-2:13)

Klimishia:
In the 21st century, American college has become the second-largest expense that an individual is likely to make in a lifetime second only to purchase a home.

Will:
Video Project #1: This project examines the importance of interdisciplinarity by using Professor William Moseley as an example.
Video Project #2: This project explains why nuclear power is an important, safe, and efficient alternative energy source that is drastically underutilized.
Why thorium is so good

Video Project #3: This project shows the difficulties of conservation practices when there are conflicting water use issues in surrounding areas by using the Okavango Delta as an example.
Biodiversity and Dams

Video Project #4: This project shows the problems associated with the proposed copper-sulfide mines near the Boundary Waters Canoe Area.

Oliver:
His video stories were about mental health and making sure that people get the things they need, whether that be therapy or food access. It's important that people are able to get food they need and treatment they need.

Alexis:
Time: (5:33)
A social experiment showing bullying and seeing how people react to it. The video shows a series of reactions, some letting the harassment happen, and others stepping in to stop the bully.
Listen to (4:20-6:40)

Ogechi:

This video brings together the present and past generations of cultures and shows how the present generations depend on past ones for cultural values and traditions.

Hannah:
As I've been reflecting on the history of lynching in the US and connecting this to the theology of James Cone, the theme of courage has jumped out at me. The courage to tell the ugly stories that are apart of our history that no one wants to talk about. While giving recognition to our history it is important to identify the ways the same patterns of injustice may be happening to date.

Indira:
I want my video story to lean towards the message of how youths should have a voice when it comes to the changes that get made in schools and the government. Youth are often discriminated against because of their age, but age shouldn't be the reason you stop someone from making a change that they are to be impacted by.

Seun:
My video stories talked about the importance of finding local resources such as community gardens if people live in food deserts or just like fresh food in general. I talk about how important it is to not throw out food in order to help our economy.
http://scalar.usc.edu/works/the-art-of-food-in-frogtown-and-rondo/oluwaseun-video-story-4?t=1575871044694

Delina:
Most of my video stories are based on the Community Meals. People and organizations came together to explore ways their organizations and communities could creatively cultivate a stronger community food system. And finding ways to provide fresh vegetables and fresh greens for the community.
http://scalar.usc.edu/works/the-art-of-food-in-frogtown-and-rondo/delinas-fourth-video-story?t=1573599920775
Bystanders Vs Bullying- Alexis Anoje Video Story 2 Problem:
Bullying gets swept under the rug until someone involved gets hurt. A bystander is a major role in bullying. A bystander can choose to step in or walk away. In the following social experiments we can see how real bystanders react to bullying in front of their eyes.

In this scenario the bystander witnesses the bullying, but walks away because she chooses to not get involved.

In this next clip, the bystander sees what is going on, possibly thinks about jumping in, but decides to walk away in fear because the bully notices him watching.

In this part of the video, a bystander looking on decides to jump in and defuse the situation by standing up to the bully and using herself to separate the bully from the victim.

In this scenario a homeless man is harassed by teens by being forced to do "petty tricks" for money for humiliation.

Towards the end of this scenario, a man steps in to get the teens away from the homeless man and teaches them to respect people no matter how rich or poor they are.

In this social experiment, 3 girls are out to eat, and 2 of the girls pressures the other friend into participating in bulimia. The girls suggest that it'll make her skinnier, and they mentioned a guy at their school was looking at her stomach.

A man who happens to be a coach overhears the conversation and decides to step in. He gives the girls healthy nutritional advice and also advice on guys.

In this next social experiment, a girl with a stuttering speech disorder is ordering an ice cream. Impatient teens in line harass the girl. A woman in line defends the girl, and is moved to tears.

In this last social experiment, 3 boys go clothes shopping. One of the boys doesn't have enough money for shoes, and the other boys harass and make fun of him for being poor.
A couple steps in to talk some sense into the bullies to get them to understand it is not his fault on why his family has financial issues. The couple gives the victim money so he can afford the clothes and shoes that he wants.
In this last bystander example, a man overhears the harassment and steps in. He also tries to talk sense into the bullies, but gets angry when they get mouthy and continue to bully the kid. This bystander gets in the bullies face to make sure the bullies stop.

Conclusion:
In these social experiments we can see that when a bystander steps in to mediate the situation, it makes a big difference to the victim than if they were to just sit down and watch the situation play out. It is important to step in when someone is being harassed for bullying.