Criterialevel 35 Pointslevel 23 Pointslevel 10 Pointsintroductionbroad ✓ Solved

Criteria Level points Level points Level points Introduction Broad to narrow "funnel"-like style; properly contextualizes the social problem being studied; aptly sets up the research question/thesis statement. Lacks clarity in contextualizing the social problem being studied; does not adequately setup the research question/thesis statement. Introduction poorly crafted, or no introduction present. Research Question/Thesis Statement Level points Level points Level points Level points Research Question/Thesis Statement Well developed research question in proper IV->DV form; independent and dependent variables are both social in scope. Somewhat developed research question in proper IV->DV form; only one variable (IV or DV) is social in scope.

Research question is not in proper IV->DV form, only one variable is social in scope. Research question/thesis statement not present or clearly distiguishable. Body Level points Level points Level points Level points Literature Review Includes key arguments and/or theories, and critical analysis, for all relevant sources. Includes key arguments and/or theories, and critical analysis, for some relevant sources. Includes key arguments and/or theories, and critical analysis, for few or no relevant sources.

No literature review present. Data and Methods Includes information about sample sizes, methods used with strengths and weaknesses, and key findings for all relevant sources. Includes information about sample sizes, methods used with strengths and weaknesses, and key findings for some relevant sources. Includes information about sample sizes, methods used with strengths and weaknesses, and key findings for few or no relevant sources. No data and methods section present.

Theory Includes discussion of the three key sociological paradigms (functionalist, conflict, symbolic interactionist), and significant analysis of how theory relates to the social problem being studied. Includes discussion of the three key sociological paradigms (functionalist, conflict, symbolic interactionist), and some analysis of how theory relates to the social problem being studied. Includes discussion of one or two key sociological paradigms (functionalist, conflict, symbolic interactionist) or little to no analysis of how theory relates to the social problem being studied. No theory section present. Conclusion Level points Level points Level points Conclusion Solid restatement of research question with concluding remarks; incorporates applications to future research; speaks to possible implications to policy.

Research question and conclusing remarks need clarification; fails to incorporate applications to future research; does not speak to possible policy implications. Conclusion poorly constructed, or no conclusion present. Style Level points Level points Level points Grammar Excellent grammar, one or no errors Some grammar errors Poor grammar throughout Punctuation/Font/Page numbers Correct punctuation, 12 point font, pages appropriately numbered Minor punctuation errors, incorrect font size or choice, or lack of appropriate page numbering Multiple punctuation errors, incorrect font size or choice, and lack of appropriate page numbering Spelling Excellent spelling, one or no errors Some spelling errors Poor spelling throughout Citations/References Level points Level points Level points Level points In-text Citations All in-text citations are in proper APA format.

Some in-text citations are in proper APA format. Few or no in-text citations are in proper APA format. No in-text citations present. References Page Cites at least the number of sources outlined in the assignment; AND all sources cited can be considered reliable and/or trustworthy; AND all citations are formatted correctly in APA format. Cites at least the number of sources outlined in the assignment; AND some/no sources cited can be considered reliable and/or trustworthy; OR some/no citations are formatted correctly in APA format.

Cites fewer than the number of sources outlined in the assignment; OR some/no sources cited can be considered reliable and/or trustworthy; AND some/no citations are formatted correctly in APA format. No references page present. Overall Score A 90 or more B 80 or more C 70 or more D 60 or more F 0 or more 1 NETFLIX 4 BULLYING 2 Bullying Submitted by: Mohammad Alansari Instructor: Jonathan Varhola Submitted Date: March 6th, 2017 · Introduction. · Definition and analysis of the bullying concept. · Professionals define bullying as the use of superior strength in order for one to achieve an individual desire or want. · Analysis of the bullying concept reveals that bullies bully individuals for intimidation purposes, to exercise authority and superiority, and to boost their self-esteem feeling. · The different types of bullying that commonly exist in any community. · Analysist define physical bullying as the use of violence such as kicking, hitting and damaging of property by a bully in order to get something. · Verbal bullying is an indirect form of intimidation that involves the use of hurtful comments, tease, and name-calling to degrade the self-respect that an individual has for oneself. · Research on social bullying defines it as the use of relationships to oppress someone. · Cyber bullying is a modern type of bullying brought about by technology and involves the use of cell phones and the internet (Citron, 2014). · Some of the major reasons why bullies oppress others. · Most bullies usually engage in drug abuse especially if they are in their adolescence stage. · Behavior problem is a characteristic associated with many bullies which may be due to bad parenting. · Thesis Statement. · The research paper discusses on some of the researched techniques of handling bullying and the effect of the theme to students. · Literature Review · Urban setting and intervention programs (Bacchinni, Esposito & Affuso, 2015). · The author reveals that the nature of an urban area will influence the degree of bullying that the area will exhibit. · Urban settings full of violence would likely influence a lot of bullying in children who pick up habits from their environment. · Strategies such as education of the impact of violence to children perceptions on bullying is a great way of curbing the negative effects of the theme. · Stakeholders and preschool setting (Kraizer, 2008). · The author reveals that there is a need for the stakeholders to dael with the issue of bullying from a preschool setting angle. · Children start manipulating their environment during the very early stages of their childhood. · Teaching these youngsters through role playing strategies that can be used to overcome bullying and how to handle it intellectual, physically, or mentally will help overcome the negative effects of the theme. · Social problems and intervention programs (Hurst,2015) · The author reveals that bullying causes a lot of social problems such as poor interpersonal communication with peers and teachers. · Intervention programs have proved to be very effective in handling bullying problems through their capability of involving both the victims and bullies. · Countries like Scotland and Australia have benefited a lot from these programs. · Data and Methods · Interviews and group discussion in two southwest primary schools in London (Jennifer, 2007) · Size of the sample=n=66 · It was important to use a large number of people as opinions from this group size boosts the accuracy of the results. · The cost inquired during the research was a major challenge to the researchers. · The study revealed that the victims and the bullies were associated with negative emotions from their peers. · Theory · Conflict Theory · The argument is based on the division of people naturally which leads to the creation of the class-type systems. · The class-type system divides people regarding money, power, and intelligence into upper, lower, and middle class. · The bullies are usually from the middle class and despise the upper and lower classes which bring about the feeling of inferiority. · To cover up these feelings, bullies prey on individuals from the lower division. · Conclusion · The paper analyses the impacts and effects of bullying in schools and reveal that suicide, health complaints, academic performance deterioration, and mental disorders are the major side effects of the theme. · However, most researcher done fails to involve teachers and parents who deserve to play a major role in helping their children deal with the issue of bullying.

Bibliography Bacchini, D., Esposito, G., & Affuso, G. (2009). Social experience and school bullying. Journal of Community & Applied Social Psychology, Vol. 19. No.

1, pp. 17-32. doi: 10.1002/casp.975 Hurst, M. (2015). When it comes to bullying, there are no boundaries. Education Week, Vol. 24.

No. 22. pp.8-22. Jennifer, D. (2007). Understanding bullying in primary school: Listening to children's voices. Guildford: University of Surey.

Kraizer, S. (2008). Safe child research: What we now know. Retrieved from Coalition for Children Inc., Safe Child Program website: Program1a.htm Bullying Submitted by: Mohammad Alansari Submitted date: February 13th, 2017 Instructor: Dr.Jonathan Varhola Annotated bibliography for sociology Hurst, M. (2015). When it comes to bullying, there are no boundaries. Education Week, Vol.

24. No. 22. pp.8-22. In the article, ‘when it comes to bullying, there are no boundaries,’ Hurst explores the pervasiveness of bullying in schools on a global scale. She brings into perspective the key interventions that have been tested and proved to be effective in reducing the incidences of bullying in schools all over the world.

The author takes keen interest in the social problem by letting the world to know about the magnitude of the social issue while acknowledging the challenges the schools are facing with regards to the problem. The intervention programs are vividly explored and the importance of each program and their effectiveness in diminishing bullying. Some of the countries noted with effective intervention programs include Scotland and Australia; these nations have established organizations and websites, which are supported by the government. Moreover, the education ministries in these areas have established extensive training programs for teachers to enable them handle the cases while at the same time implementing the intervention programs.

The author draws however fails to give specific solutions to the problem but a wide range of solutions to mitigate bullying incidences. Besides, the author fails to give a more practical intervention practices for school administrators or parents. Kraizer, S. (2008). Safe child research: What we now know. Retrieved from Coalition for Children Inc., Safe Child Program website: Program1a.htm The article is authored by a bonafide education scholar and enthusiast as well as sponsored by an advocacy organization.

The article provides effective and detailed information on the bullying aspect in most schools. Kaizer gives a clear roadmap on how the issue of bullying should be tackled. He explores the need for the stakeholders to address the issue from the preschool settings and not when children are grown up. In his evaluation, this is the period when young children manipulate the environment more while at the same time optimally benefiting from the role-playing as well as the available experiential learning opportunities which ensures that they rehearse the bullying intervention strategies. The information provided is not that detailed; however the interventions proposed are in tandem with other safe child programs.

The site provides useful insight for the stakeholders such as parents and teachers who are in dire need of the practical ways of handling the issue. Bacchini, D., Esposito, G., & Affuso, G. (2009). Social experience and school bullying. Journal of Community & Applied Social Psychology, Vol. 19.

No. 1, pp. 17-32. doi: 10.1002/casp.975 The article, ‘Social experience and school bullying,’ explores the correlation between the social problem of school; bullying and the diverse aspects of the urban settings where children stay and go to school in the neighborhood. As reported by Bacchini, Esposito & Affuso of which I agree with, there is a positive correlation between the children’s perceptions on their exposure to the urban setting neighborhoods characterized by violence and the way they interact with their peers and teachers. The environments become a socialization agent hence exposing them to violent situations.

The article brings into perspective a unique perspective of dealing with the bullying menace; it gives a proposed intervention which transcends the classroom setting to the broader society. Bibliography Bacchini, D., Esposito, G., & Affuso, G. (2009). Social experience and school bullying. Journal of Community & Applied Social Psychology, Vol. 19.

No. 1, pp. 17-32. doi: 10.1002/casp.975 Hurst, M. (2015). When it comes to bullying, there are no boundaries. Education Week, Vol.

24. No. 22. pp.8-22. Kraizer, S. (2008). Safe child research: What we now know. Retrieved from Coalition for Children Inc., Safe Child Program website: Program1a.htm

Paper for above instructions

Introduction

Bullying is a pervasive social problem impacting individuals across various contexts, particularly within educational settings. Defined as aggressive behavior that involves unwanted, intimidating actions often characterized by an imbalance of power (Olweus, 1993), bullying manifests in several forms, including physical, verbal, social, and cyberbullying (Citron, 2014). The phenomenon of bullying not only infringes on personal dignity; it also adversely affects mental health, academic performance, and social interactions, leading to severe consequences such as anxiety, depression, and even suicide (Holt, 2014). This paper aims to investigate the multifaceted nature of bullying, analyzing its causes, consequences, and effective intervention strategies through key sociological paradigms including functionalism, conflict theory, and symbolic interactionism.

Research Question/Thesis Statement

This research seeks to answer the question: How do sociological factors influence bullying behavior among students, and what intervention strategies can mitigate its effects? The independent variable (IV) reflects sociological influences such as environment and societal norms, while the dependent variable (DV) examines the prevalence and impact of bullying behavior among students.

Literature Review

The Environmental Influence on Bullying

Bacchini, Esposito, and Affuso (2009) emphasize the correlation between environmental factors and bullying behaviors. Urban settings characterized by violence often influence children, normalizing aggressive conduct and leading to a higher likelihood of bullying. Recognizing these environmental contexts is essential for developing educational interventions that cater to the unique challenges faced by children in these areas.

The Role of Early Intervention

Kraizer (2008) highlights the importance of addressing bullying from a preschool perspective. By instilling empathy and conflict-resolution skills at an early age, educators can mitigate negative behaviors before they escalate. Implementing role-playing and experiential learning techniques can effectively prepare children to deal with bullying situations, emphasizing the significance of early intervention.

Comprehensive Intervention Programs

Hurst (2015) presents an overview of global bullying intervention strategies. Notably, countries like Scotland and Australia have established successful programs that engage teachers, students, and parents, aiming to create a supportive and inclusive atmosphere within schools. Such intervention programs not only address bullying incidents but also focus on fostering positive relationships, thereby preemptively reducing the occurrences of bullying.

Data and Methods

The examination of bullying in schools involves various research methods. For instance, Jennifer (2007) utilized qualitative interviews and group discussions among 66 participants from primary schools in London to assess experiences and emotions related to bullying. This method provided diverse perspectives, revealing common feelings of fear and isolation among victims while also highlighting the emotional distress faced by bullies.
Additionally, comprehensive data gathering approaches, including surveys, observational studies, and case studies, are crucial for developing a holistic understanding of bullying and its effects. While qualitative methods offer depth, quantitative assessments can provide statistically significant insights into the scope of the problem.

Theory

Functionalist Perspective

From a functionalist view, bullying can be understood as a means of social interaction, where behaviors serve a purpose within the school environment. Bullying reinforces social hierarchies and can promote group cohesion through shared experiences (Durkheim, 1897). However, while some argue it may have a functional purpose for socialization, the negative implications on victims overshadow any perceived social benefits.

Conflict Theory

Conflict theory posits that societal structures, including schools, often reflect broader inequalities. Bullies often come from environments that foster competition and aggression, mirroring societal attitudes toward power (Marx, 1867). This lens suggests that bullies may be attempting to assert dominance over their peers as a reaction to feelings of inferiority arising from their class or social position. This highlights the need for addressing societal inequalities to mitigate bullying behaviors.

Symbolic Interactionism

Symbolic interactionism focuses on the meanings individuals derive from their social interactions. According to this perspective, bullying behavior is shaped by personal identity and peer relationships; understanding these interactions is crucial to developing effective interventions (Blumer, 1969). Empowering victims by building their self-esteem and providing them with strategies to navigate social situations can alter their experiences and perceptions of bullying.

Conclusion

Bullying remains a complex social issue requiring multifaceted solutions. This paper highlighted the importance of understanding bullying through various sociological lenses—examining the environmental, societal, and interpersonal dynamics at play. Effective intervention strategies, particularly those emphasizing early education and comprehensive community engagement, are crucial to addressing this persistent issue.

Future Research Directions

Future research should focus on longitudinal studies to assess the long-term effects of intervention programs and the evolving nature of bullying in different sociocultural contexts. It is essential to incorporate the voices of teachers and parents, as their involvement is critical in forming a unified approach to combating bullying.
Implications for policy also arise from this research, suggesting that schools should adopt anti-bullying frameworks that engage all stakeholders—students, educators, and parents—creating a holistic environment that promotes respect and empathy. Investing in extensive training for educators and developing clear policies on bullying can substantiate these efforts, potentially yielding a notable reduction in bullying incidents within schools.

References

1. Bacchini, D., Esposito, G., & Affuso, G. (2009). Social experience and school bullying. Journal of Community & Applied Social Psychology, 19(1), 17-32. https://doi.org/10.1002/casp.975
2. Blumer, H. (1969). Symbolic Interactionism: Perspective and Method. University of California Press.
3. Citron, D. K. (2014). Hate Crimes in Cyberspace. Harvard University Press.
4. Durkheim, E. (1897). Suicide: A Study in Sociology. Free Press.
5. Holt, M. (2014). The effects of bullying on school performance. Journal of School Psychology, 52(5), 543-559.
6. Hurst, M. (2015). When it comes to bullying, there are no boundaries. Education Week, 24(22), 8-22.
7. Jennifer, D. (2007). Understanding bullying in primary school: Listening to children's voices. Guildford: University of Surrey.
8. Kraizer, S. (2008). Safe child research: What we now know. Coalition for Children Inc. Safe Child Program. Retrieved from http://www.safechildprogram.org
9. Marx, K. (1867). Capital: A Critique of Political Economy. Penguin Classics.
10. Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Blackwell Publishing.