Social Problems Bully Problems In High School in California Research Paper

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Humanities

Description

a cumulating report about bully problem in high school

Legislators knows very little about the condition and are relying on you to tell them what they need to know and what they should do next.

In your report, answer the following questions. Feel free to borrow my headings:

1)The "State" of this Condition: (For example: The Stage of Teenage Drug Use in California, The State of Homelessness in Davis) Should we, as legislators, be worried? If so, how worried? Empirically, just how bad are things? Are things as bad as the media makes them out to be, or is the media exaggerating?

2)Informing the Public or What the Public Needs to Know: What should we tell the general public about the condition? Why?

3)Recommendations: Does the condition require legislative action in the form of new policy? Why or why not? What past policies have been implemented and what lessons can we learn from those policies? Do you have other recommendations to address this problem?

Be sure to draw on everything you have learned about the social problems process to provide well-reasoned answers. Think of this as a report. I don't expect you to have a thesis statement, but I expect you to clearly address each of the three areas above.

The formatting is up to you, for the most part. You may choose to use the normal "school paper" format, with 1" margins, size 12 times new roman font, and double-spacing. You may choose to take inspiration from a policy brief. You may choose a brochure format.

Note the following expectations:

Sufficiently answering these questions will require about 900-1200 words. Shorter papers may not have sufficient depth; much longer responses will lack the clarity and brevity we expect. You should clearly cite sources (both briefly in the text and with the full citation in footnotes or on a reference page). If you have a reference page, please use ASA format, since we've been practicing it all quarter. We expect you to cite at least 6 different sources total in this paper. "A" papers will use at least 3 sources per section. Feel free to use sources you've found over the course of the quarter.

Terms that you can use in the paper:

Troubles v. issues

Sociological imagination

Social problems

Social construction

Claims

Social problems process

Claimsmaking

Claimsmakers/Claimants

Claimsmakers

Troubling condition(s)

Natural history

Rhetoric

Grounds (of claims)

Warrants (of claims)

Conclusions (of claims)

Diagnostic Frame

Motivational Frame

Prognostics Frame

Audience

Domain expansion

Piggyback

Counterclaims

Outside claimsmakers

Inside claimsmakers

Polity

Social movements

Social movement organizations

Countermovements

Framing

Frame alignment

Frame bridging

Frame amplification

Frame extension

Frame transformation

Frame disputes

Resource mobilization

Beneficiaries

Constituents

Conscience constituents

Valence issues v. position issues

Opportunity structures

Ownership

Medicalization

Medical model

Biomedicalization

Pharmaceuticalization

Primary claims

Secondary claims

Carrying capacity

News work

Audience segmentation

Landmark narratives

Condensing symbols

Agenda setting

Semantic polling

Arena

Policy domain

Casual stories

Target population

Unformatted Attachment Preview

95 points possible A (Excellent) B (Above average) C (Average) D (Needs improvement) F (Unsatisfactory) The “State” of This Problem (25 points) Student accurately and clearly summarizes the state of this social condition today, using at least 3 sources as evidence and social problems terminology. Analysis is nuanced and sophisticated. (22.5-25) Student accurately and clearly summarizes the state of this social condition, using at least 2 sources and course terminology. The reader has a clear sense of the social problem. (20-22.5) Student summarizes the state of this social condition today, using at least 2 sources as evidence. Some parts may be less clear. Uses course terminology, perhaps minimally. (17.5-20) The description of the state of the social condition is unclear, lacking either examples or details. Trends and patterns are described in overly simplistic way, demonstrating only basic understanding. (15-17.5) The description of the state of the social condition is unclear, lacking both examples and details. Understanding is extremely basic or wrong. Does not meet standards of collegelevel work. (0-15) Informing the Public (25 points) Student accurately and clearly summarizes what the public needs to know, using at least 3 sources as evidence. Analysis is nuanced and sophisticated and draws on course terminology. (22.5-25) Student accurately and clearly describes what the public needs to know, using at least 2 sources. Presents a clear sense of the relevance of this social problem using course terminology. (20-22.5) Student summarizes the what the public needs to know, using at least 2 sources as evidence. Some parts may be general. Uses course terminology, perhaps minimally. (17.520) The description of what the public needs to know is unclear or does not fully align the empirical evidence. (15-17.5) The description of what the public needs to know contrasts with the empirical evidence. Does not demonstrate college-level understanding. (0-15) Recommendations Student both makes clear (25 points) policy recommendations and analyzes the effectiveness of previous policy, using at least 3 sources as evidence. Analysis is nuanced and sophisticated. (22.5-25) Student makes clear policy recommendations and analyzes the effectiveness of previous policy, using at least 2 sources. The reader can understand both the “what” of the policy recommendations and the “why.” (20-22.5) Student makes clear policy recommendations, but their analysis of the effectiveness of previous policy may be simplistic. Uses as least 2 sources. Recommendations may be somewhat general. (17.520) Policy recommendations or policy analysis do not demonstrate an understanding of this social condition. Either part is overly general. (15-17.5) Neither policy recommendations nor policy analysis demonstrate an understanding of this social condition. Does not meet standards of collegelevel work. (0-17.5) Organization and Presentation (5 points) Content is presented in a logical fashion; a pleasure to read (4.5-5) Has an overall organization, but some faulty transitions (4-4.25) All content is there, but could have been better organized (3.5-3.75) Paper is disorganized and/or presentation style is ineffective (3-3.25) The reader cannot understand the logic or flow of the paper (0-3). Writing style, Syntax, Grammar (10 points) Consistently expresses argument with precision. Sentences are well structured, words used accurately. Carefully proofread. (9-10) Words used accurately but sometimes generally. A few awkward sentences. More than 3 proofreading errors. (8-9) Writing is often general. Consistent grammar and/or syntax errors. Needs to spend more time proofreading. (7-8) Writing is often simplistic. Some sentences hard to understand. Not proofread. (6-7) Meaning is hard to understand due to writing errors. (0-6) References (5 points) Provides both in-text and full references in clear ASA format (or other appropriate format). Uses at least 6 sources. (4.5-5) Provides both in-text citations and references page. Minor errors like missing punctuation. Uses at least 6 sources. (4-4.5) References are listed in text and on a reference page, but there are errors in citation style. May use 5 sources. (3.5-3.75) Missing in-text citations No attempt at providing and/or reference page or references. Uses 4 or less incomplete references. May sources. (0-3) use 5 sources. (3-3.5)
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Explanation & Answer

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Body
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References


Course Title
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1
Bullying in California State High Schools
Bullying refers to a situation where children, adolescents or adults act in ways that are
intended to harm others. The tactics used by bullies include verbal insults, spreading rumors about
someone else, taunting another person in public, sexual comments, threats, being left out, stealing
belongings, or even get to extremes such as physical altercations. The number of children and
adolescents being bullied in American high schools in the modern era is very high. At least 70
percent of adolescents in American high schools have reported being bullied at least once during
their high school stint. High schools students in America can either be victims, perpetrators or even
play both roles in terms of bullying. Around 40% of students in the United States in grades 9-12
have reported participating in bullying at one point in high schools, with the number of victims
being relatively higher than that of perpetrators. There are several characteristics which make high
school students vulnerable to bullying in high schools. Students with special needs such as autism,
the overweight ones, those who belong to the LGBTQ community, physical deformities and those
with different or ‘weird' personalities are highly at risk of being bullied than the ‘normal' students.
More specifically, physical characteristics and race are the two main reasons why high schools
students report being bullied by their peers. However, those students who experience bullying
because of their race tend to suffer the most from the ordeal, facing both the physical and mental
impacts of bullying; mostly because it is an uncontrollable factor which they cannot change and
have to deal with every day they go to school (McPhillips, 2019). Today, bullying in schools are
recognized as harmful and dangerous acts that can victimize the targeted students and force them
to act in a way that can harm their lives or social relations with others. The era of dismissing
bullying as just normal harmful teasing is now over, as it is now considered as highly undesirable
behavior. In the state of California, bullying in high schools has been recognized as a major issue,

2
with several measures being considered to deal with high school bul...


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