Frequency and Severity of Bullying Case Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Frequency and Severity of Bullying Case Assignment
comments should contain a well-thought out response addressing the blog entry. You may choose to agree or disagree with the blogger, and support your viewpoint with an explanation and examples. You may choose to extend the discussion further and add additional links or topics that the blogger did not address. Your comments may include additional questions raised by the blog entry. To earn full credit, your comment must be at least 200 words in length and written using proper spelling, grammar, and punctuation. Include APA-formatted citations for the textbook and any other sources you bring into the discussion.
FINAL SUMMARY OF BULLYING
Bullying is very real and is on the rise, from being in our schools, at work and even on the internet, I also think that for some people they are bullied in their own home either from a family member, or maybe even from a neighbor. I am dealing with bullying in my own family with my son and the fact of him being bullied at school, for the last several weeks in my research I have found many informative and shocking things about this behavior, this behavior is not just happening to kids but also to adults. I have learned that bullying affects everyone around the person being bullied; I know that with my son going through being bullied it has caused him as well as me much stress and frustration. It has affected his self esteem and self image.
Bullying family factor is “the frequency and severity of bullying is related to the amount of adult supervision that children receive bullying behavior is reinforced when it has no or inconsistent consequences. Additionally, children who observe parents and siblings exhibiting bullying behavior, or who are themselves victims, are likely to develop bullying behaviors. When children receive negative messages or physical punishment at home, they tend to develop negative self concepts and expectations, and may therefore attack before they are attacked bullying others gives them a sense of power and importance”. (Cohn & Canter 2003 Par.5)
“School factors because school personnel often ignore bullying, children can be reinforced for intimidating others. Bullying also thrives in an environment where students are more likely to receive negative feedback and negative attention than in a positive school climate that fosters respect and sets high standards for interpersonal behavior” (Cohn & Canter 2003 Par.5) In learning about this behavior I am dealing with this right now I am dealing with a few teachers who are telling my son to solve the problem himself, tells him that the bullying wouldn’t have happened if he had acted differently, they also ignore what is going on, or might tell my son to stop tattling, which by the way he was told to do from the principle.
In conclusion to the topic of bullying this behavior will probably never stop, because there will always be someone who feels the need to be dominate over another person, the only hope I have is that more people stand up to those who are bullying them it may or may not make a difference, but I know in my case I will continue to stop the bullying of my son.
Cohn A & Canter A (2003) Bullying Facts for Schools and Parents Retrieved on February 17, 2014 from
Much can be learned about the word Prejudice “Negative feelings towards persons based on their membership in certain groups” (Kassin, Fein, Markus, p155). The impact of being prejudice comes from being ignorant and fear of people. Also many Americans are prejudice in one way or another and this act comes in many forms. Some forms of prejudice come from hating a group of people because of their skin color or being jealous of someone just because they are wealthy. We identify most forms of prejudice in ways of racism or discrimination. In regards to racism, what I have learned is that “Economic statistics show that blacks as a group lag behind all other groups in income and other measures of wealth” (Bender & Leone, p17). Because of this, it hurts me to realize that blacks will never gain full equality. When it comes to discrimination I have learned that women continue to face wage discrimination. “Women earnings are still much lower than men’s because of the persistence of sex segregation and the legacy of discrimination” (Williams, p45). Times are changing but women will be paid less than their male teammate.
What was most disturbing about prejudice and discrimination is that it happens with all walks of life from the elderly to gays and lesbians. If lucky will one day live to see old age, most discrimination comes to elderly because of their status “people are targeting people with disabilities or disfigurement” (Kassin, Fein, Markus, p165). Ageism implies that as soon as a person can be described as old they are automatically considered to be of little value or slow, deaf or stupid and a burden on society. This doesn’t make it right to prey on the elderly. What kind of nation have we become? Another issue is that we are born a certain way that is god choice not ours and having a different preference in our partner make society look at these people as an outcast or different from most by being either gay or a lesbian, so how come people are looked down because of our preference? “Americans surveyed believe that homosexuality is morally wrong and about a third believe that gay or lesbian relations between consenting adults should not be legal” (kassin, Fein, Markus, p165).
What I have learned is that we are a nation that judges a person or a group of people based on either looks or judge others based on our societies perceptions of them. Prejudice and discrimination is the root of all evil and hopefully we can all learn not to judge someone on looks or what they believe in, or act negatively towards others for the way they look, then and only then can we learn to get along and live together in peace and harmony.
Bender, D.(1996). Race Relations: Greenhaven Press Inc. San Diego, CA
Kassin, S., Fein, S., & Markus H.R. (2014). Social psychology (9th ed.). Belmont, CA: Cengage Learning.
Comment Questions(You may choose to agree or disagree No word count write with purrpose and details exapmles)
- In Chapter 14 of the textbook, the authors describe several models of social support: the number of social contacts model, the intimacy model, and the perceived availability model. These models seem to share the assumption that contact with other people is likely to be beneficial. But we can all probably think of instances in which some of our social contact, or some of our helpers, or even people we are intimate with, end up causing us more stress when they try to help us. How can social support in some instances be a detriment to health? When might social support have this paradoxical effect? What would you do to cope or reduce stress in those instances?
Melissa: I had a heart attack at 37 years-old; this was the most stressful time in my life. I do not think I could have come out of it, if I did not have the relationships I have. In that being said, it was stressful during that time because my mom who lives three hours away wanted to be with me. I did not know how bad my heart was and there was a severe ice storm coming in. My mom, who lives in northern Michigan, wanted to be with me, but I kept telling her I was alright and my boyfriend told her that I was in bad shape. There was an ice and snow storm happening. I kept telling her not to come, because I thought I was fine. No one wanted me to be alarmed so they did not tell me that the next 48 hours I could die, because my body could have shut down. So my mom was coming because she had this news. I was a wreck because I knew how bad the weather was. She reached the hospital six hours later this should have been a three hour drive. I am happy in the end that she came, but waiting for her was stressing me out and I was in heart failure at the time. I was in ICU for four days and ended up being in the hospital for a total of seven days. Social support is the helpful coping resources provided by friends and other people (Kassin, Fein, & H.R., 2011). While I was in the hospital, I had to talk to doctors and nurses myself and try to absorb everything they were saying. My boyfriend and mom were not helpful when it came time to know what I was supposed to do. This stressed me out because I felt like I had to know everything about my heart attack and did not really want to know. I think social support can be a detriment to one’s health, if the people who are your social support are acting against the person. Social support might have a paradoxical effect when people are hiding things from you. They did not give me all the information of my health. I tried to talk to the people around me and my boyfriend understood that he needed to be more involved in my treatment plan. This made it easier for us to communicate about everything that was related to my situation.
Williams, M.E. (2003) Discrimination: Greenhouse Press :Gale Learning Inc. Farmington Hills, MI
Conformity, persuasion, groupthink, social comparison, leadership, and attribution play all play a part in the jury deliberation when discussing a case. The most apparent happenings are conformity and groupthink however. Studies show that depending on the jury the same exact case can have several different outcomes. In one particular study it was found that in situations where the evidence was weak that people on the jury were more lenient towards the defendant if there were the same race. In cases where the evidence was stronger the jurors were harsher towards the defendant if they were the same race. It has also been recognized that if the jury was all the same race or a diverse group that it would impact the outcome of the verdict as well. The races and amount of each race on a jury have a direct impact on whether a defendant is found innocent or guilty. (Kassin, Fein, & Markus, 2014, p. 509)
Frequency and Severity of Bullying Case Assignment
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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