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Working Bibliography Associated Staff. “Causes and Effects of Bullying”. Stellar Bully Project. 4 February 2011: Web. 4 Nov. 2016. http://umshw.usd116.org/groups/stellarbullyproject/wiki/542c3/Causes_and_Effects_of_Bullying.html Bully. Dir. Lee Hirsch. The Weinstein Company, 2011. Film. Cornell, Dewey, et al. "Perceived prevalence of teasing and bullying predicts high school dropout rates." Journal of Educational Psychology 105.1 (2013): 138. Kaplan Karen. Victims of bullying live with the consequences for decades, study says. Los Angeles Times. April 18 2014. Web. 4 Nov 2016. http://articles.latimes.com/2014/apr/18/science/la-sci-sn-bullying-victims-middle-age-20140418 Kwan, Grace Chi En, and Marko M. Skoric. "Facebook bullying: An extension of battles in school." Computers in Human Behavior 29.1 (2013): 16-25. Motiuk, Devin. Types and Possible Effects Of Bullying. Munich: GRIN Verlag GmbH, 2015. Print. Polanin, Joshua R., Dorothy L. Espelage, and Therese D. Pigott. "A meta-analysis of school-based bullying prevention programs' effects on bystander intervention behavior." School Psychology Review 41.1 (2012): 47. Stuart, Jeffrey. Personal Interview. 4/11/2016. “The Impact of Bullying”. Victoria State Government Education and Training. 28 November 2013: Web. 4 Nov. 2016. http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/impact.aspx Valdebenito, Sara, Maria Ttofi, and Manuel Eisner. "Prevalence rates of drug use among school bullies and victims: A systematic review and meta-analysis of cross-sectional studies." Aggression and Violent Behavior 23 (2015): 137-146. Bullying in Schools Outline Thesis: “Bullying is one of the most widely-spread and dangerous type of violence especially in high schools. It affects the victims’ psychological and emotional state adversely and may cause terrible long term effects. Bullying in schools has never ended despite the efforts by various partners, students who participate often torment their peers and family; the behavior follows them their entire life." Introduction Violence experienced in almost all schools has over the time had adverse effects especially on the students’ moral behavior which shape their future lives. The schools constitute some of the places which have become the breeding ground for violence such as bullying among students. The efforts put by various schools’ stakeholders to offering a lasting remedy does not seem to bear the expected results. It increases at an alarming rate (Cornell, Dewey, et al., pg. 32). Therefore, the following research paper finds how the issue found its place in schools and its consequences among students. It is also interested in assessing the current statistics to show how it has affected different schools. Background First, bullying involves one form of violence that is initiated by one or more students against another who becomes the victim. It comprises of all forms of physical or psychological intimidation or harm. Bullying could be di.
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Bullying in Schools Outline Thesis: “Bullying is one of the most widely-spread and dangerous type of violence especially in high schools. It affects the victims’ psychological and emotional state adversely and may cause terrible long term effects. Bullying in schools has never ended despite the efforts by various partners, students who participate often torment their peers and family; the behavior follows them their entire life." Introduction Violence experienced in almost all schools has over the time had adverse effects especially on the students’ moral behavior which shape their future lives. The schools constitute some of the places which have become the breeding ground for violence such as bullying among students. The efforts put by various schools’ stakeholders to offering a lasting remedy does not seem to bear the expected results. It increases at an alarming rate (Cornell, Dewey, et al., pg. 32). Therefore, the following research paper finds how the issue found its place in schools and its consequences among students. It is also interested in assessing the current statistics to show how it has affected different schools. Background First, bullying involves one form of violence that is initiated by one or more students against another who becomes the victim. It comprises of all forms of physical or psychological intimidation or harm. Bullying could be direct acts such as teasing, threatening or hitting. Also, it involves indirect actions such as spreading rumors or the general social isolation of a person with a malicious intention. Bullying is a frequent form of violence in schools and involves harmful acts that cause psychological, emotional, social or physical harassment among students. It is often carried out by the senior students who harass the newly admitted students. The new students seem naïve and therefore, they are the weakest ones to bullying. Statistics indicate that there about four million students who become victims of school bullying annually. The act of bullying causes adverse effects on students. For example, it destroys the school environment making it unfriendly and unbearable for most students (Kwan, Grace and Marko, pg. 47). Therefore, it requires a collaborative effort and strategies that would eliminate it especially within the confines of learning. Negative outcomes of bullying in schools As pointed out, bullying has many adverse effects that derail the student’s learning despite the parents’ substantial investment regarding tuition fees. Some of the negative consequences established are discussed as follows. Changing student's personality During admission that marks a student’s entry in school, there are often great desires and expectations that they hold and would want to accomplish in the course of learning. For example, it is indicated that during admission, most students seem optimistic and hope to achieve their dreams and also meet new friends. However, after joining, they meet senior students who ...
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Discussion Question PHL 1010 150 WORDS 1. Describe an example of a time when you pointed out another person’s mistake. How can you tell whether another person is merely making a mistake or purposely trying to deceive you? What happened in this case? Your explanations should have reasons that support them that use information you learned in this course that apply to this event in your life. Information Systems Management Question 6 1. Describe any four rights of users of information systems. Your response should be at least 200 words in length. Question 7 1. Explain what is meant by outsourcing. Explain the management advantages of outsourcing. Your response should be at least 200 words in length. Discussion Question -150 WORDS Identify an assignment in this course that had a positive impact on you. How will you be able to apply the skills you learned from it to gain life and/or career success? Week 3 –Article – Posttraumatic stress in children and adolescents exposed to family violence Posttraumatic stress in children and adolescents exposed to family violence: I. Overview and issues. Authors: Margolin, Gayla, University of Southern California, Los Angeles, CA, US, [email protected] Vickerman, Katrina A., University of Southern California, Los Angeles, CA, US Address: Margolin, Gayla, Department of Psychology, University of Southern California, SGM 930, Los Angeles, CA, US, 90089-1061, [email protected] Source: Couple and Family Psychology: Research and Practice, Vol 1(S), Aug, 2011. pp. 63-73. Publisher: US : Educational Publishing Foundation ISSN: 2160-4096 (Print) 2160-410X (Electronic) Language: English Keywords: child physical abuse, complex trauma, developmental trauma disorder (DTD), domestic violence, posttraumatic stress disorder (PTSD) Abstract: Exposure to child physical abuse and parents' domestic violence can subject youth to pervasive traumatic stress and can lead to posttraumatic stress disorder (PTSD). This article presents evolving conceptualizations in the burgeoning field of trauma related to family violence exposure and describes how the often repeating and ongoing nature of family violence exposure can complicate a PTSD diagnosis. In addition, recent literature indicates that children exposed to family violence may experience problems in multiple domains of functioning and may meet criteria for multiple disorders in addition to PTSD. Considerations salient to the recognition of traumatic stress in this population and that inform assessment and treatment planning are presented. (PsycINFO Database Record (c) 2013 APA, all rights reserved) (journal abstract) Subjects: *Child Abuse; *Disorders; *Domestic Violence; *Physical Abuse; *Posttraumatic Stress Disorder; Childhood Development; Emotional Trauma PsycINFO Classification: Neuroses & Anxiety Disorders (3215) Population: Human Age Group: Childhood (birth-12 yrs) Adolescence (13-17 yrs) Grant Sponsorship: Sponsor: Eunice Kennedy Shriver National Institute of .
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Compensating Collegiate Athletes Introduction There’s a significant debate on whether paying college athletes is appropriate in the modern age. One major factor in this subject is that colleges make money off their athletes through ticket and merchandise sales. College athletes should receive some form of compensation because it reduces the financial burden on the athlete, increases the quality and effectiveness of the education received, and shows support and value to the athlete as refusing to pay them could make the athlete feel disposable. Paying college athletes reduces the financial burden on the athlete A. College is expensive and most scholarships don’t cover all expenses. Fees, supplies, and food are often excluded from scholarship money. Many athletes do not receive full scholarships. B. College athletes aren’t able to work as they are committed to training, practice, and games for the school. 1. Working a part-time job takes time. College athletes have rigorous schedules that already compromise their study time. Paying athletes increases the quality of the education received A. Athletes have more time to focus on getting a solid education. B. Athletes have fewer distractions to worry about.Refusing to pay athletes can affect their mental health by making them feel disposable A. Athletes want to feel valued as they garner a lot of attention for colleges. B. College is tough of the psyche and can be an extremely stressful experience. Opposition: Paying college athletes is spoiling them as they already receive scholarships A. Scholarships do not cover all costs of a college education. B. College athletes have greater responsibilities as they must perform for the school by physically and mentally in the classroom. Conclusion A. Paying college athletes is a necessary part of growth in the modern society. B. Athletes need to feel valued as the school makes millions of dollars from their performances. C. Paying college athletes can reduce their financial burdens as many come from homes that aren’t able to afford many college luxuries. Compensating Collegiate Athletes Page 2 of 2 Howard 1 Jennifer Howard Professor Nelson English 1301 Composition I 3 March 2021 Progress Report Wallsten, Kevin et al. "Prejudice or Principled Conservatism? Racial Resentment and White Opinion Toward Paying College Athletes". Political Research Quarterly, vol 70, no. 1, 2017, pp. 209-222. SAGE Publications, doi:10.1177/1065912916685186. Accessed 3 Mar 2021. The article by Wallsten, Nteta, McCarthy, and Tarsi (2017) acknowledges the role of racial resentment in studies that focus on race, ethnicity, and politics. Through their research, they attempt to address the role of racial resentment in the shaping of opinions shared by the majority race. The study primarily focuses on policies such as “pay for play” which does not require federal or government relocation of resources. By focusing on college athletes, they employ cross-sectional and ...
Compensating Collegiate AthletesIntroductionThere’s a signif
Compensating Collegiate AthletesIntroductionThere’s a signif
LynellBull52
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