About the Civil Rights Cases of 1883

About the Civil Rights Cases of 1883   In the Civil Rights Cases of 1883, the United States Supreme Court ruled that the Civil Rights Act of 1875, which had prohibited racial discrimination in hotels, trains, and other public places, was unconstitutional. In an 8-1 decision, the court ruled that the Thirteenth and Fourteenth Amendments to the Constitution did not give Congress the power to regulate the affairs of private individuals and businesses. Background During the post-Civil War Reconstruction Period between 1866 and 1875, Congress passed several civil rights laws intended to implement the Thirteenth and Fourteenth Amendments. The last and most aggressive of these laws, the Civil Rights Act of 1875, imposed criminal penalties against the owners of private businesses or modes of transportation that restricted access to their facilities because of race. The law read, in part:   â€Å"†¦ all persons within the jurisdiction of the United States shall be entitled to the full and equal enjoyment of the accommodations, advantages, facilities, and privileges of inns, public conveyances on land or water, theaters, and other places of public amusement; subject only to the conditions and limitations established by law, and applicable alike to citizens of every race and color, regardless of any previous condition of servitude.† Many people in both the South and the North objected to the Civil Rights Act of 1875, arguing that the law unfairly infringed on personal freedom of choice. Indeed, the legislatures of some Southern states had already enacted laws allowing separate public facilities for whites and African Americans. Details of the Civil Rights Cases of 1883 In the Civil Rights Cases of 1883, the Supreme Court took the rare route of deciding five separate but closely related cases with one unified ruling. The five cases (United States v. Stanley, United States v. Ryan, United States v. Nichols, United States v. Singleton, and Robinson v. Memphis Charleston Railroad) reached the Supreme Court on appeal from the lower federal courts and involved suits filed by African American citizens claiming they had been illegally been refused equal access to restaurants, hotels, theaters, and trains as required by the Civil Rights Act of 1875. During this time, many businesses had attempted to skirt the letter of the Civil Rights Act of 1875 by allowing African Americans to use their facilities, but forcing them to occupy separate â€Å"Colored Only† areas. Constitutional Questions The Supreme Court was asked to decide the constitutionality of the Civil Rights Act of 1875 in light of the Equal Protection Clause of the 14th Amendment. Specifically, the court considered: Did the Equal Protection Clause of the 14th Amendment apply to the day-to-day operations of privately-owned businesses?What specific protections did the 13th and 14th amendments provide for private citizens?Did the 14th Amendment, which prohibits state governments from practicing racial discrimination, also ban private individuals from discriminating under their right to â€Å"freedom of choice?† In other words, was â€Å"private racial segregation,† like designating â€Å"Coloreds Only† and â€Å"Whites Only† areas legal? The Arguments Presented to the Court Over the course of the case, the Supreme Court heard arguments for and against allowing private racial segregation and, thus, the constitutionality of the Civil Rights Act of 1875.    Ban Private Racial Segregation: Because the intent of the 13th and 14th Amendments had been to â€Å"remove the last vestiges of slavery† from America, the Civil Rights Act of 1875 was constitutional. By sanctioning practices of private racial discrimination, the Supreme Court would â€Å"permit the badges and incidents of slavery† to remain a part of Americans’ lives. The Constitution grants the federal government the power to prevent state governments from taking actions that deprive any U.S. citizen of his or her civil rights. Allow Private Racial Segregation: The 14th Amendment banned only the state governments from practicing racial discrimination, not private citizens. The 14th Amendment specifically declares, in part, â€Å"†¦ nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.† Enacted and enforced by the federal, rather than the state governments. The Civil Rights Act of 1875 unconstitutionally infringed on the rights of private citizens to use and operate their property and businesses as they saw fit.   The Court’s Decision and Reasoning In an 8-1 opinion written by Justice Joseph P. Bradley, the Supreme Court found the Civil Rights Act of 1875 to be unconstitutional. Justice Bradley declared that neither the 13th nor the 14th Amendment granted Congress the power to enact laws dealing with racial discrimination by private citizens or businesses. Of the 13th Amendment, Bradley wrote, â€Å"The 13th Amendment has respect, not to distinctions of race †¦ but to slavery.† Bradley added, â€Å"The 13th Amendment relates to slavery and involuntary servitude (which it abolishes); ... yet such legislative power extends only to the subject of slavery and its incidents; and the denial of equal accommodations in inns, public conveyances and places of public amusement (which is forbidden by the sections in question), imposes no badge of slavery or involuntary servitude upon the party, but at most, infringes rights which are protected from State aggression by the 14th Amendment.† Justice Bradley went on to agree with the argument that the 14th Amendment applied only to the states, not to private citizens or businesses. â€Å"The 14th Amendment is prohibitory upon the States only, and the legislation authorized to be adopted by Congress for enforcing it is not direct legislation on the matters respecting which the States are prohibited from making or enforcing certain laws, or doing certain acts, but it is corrective legislation, such as may be necessary or proper for counteracting and redressing the effect of such laws or acts,† he wrote. The Lone Dissent of Justice Harlan Justice John Marshall Harlan wrote the only dissenting opinion in the Civil Rights Cases. Harlan’s belief that the majority’s â€Å"narrow and artificial† interpretation 13th and 14th Amendments led him to write, â€Å"I cannot resist the conclusion that the substance and spirit of the recent amendments of the Constitution have been sacrificed by a subtle and ingenious verbal criticism.† Harlan wrote that the 13th Amendment did far more than â€Å"to prohibit slavery as an institution,† it also â€Å"established and decreed universal civil freedom throughout the United States.† In addition, noted Harlan, Section II of the 13th Amendment decreed that â€Å"Congress shall have power to enforce this article by appropriate legislation,† and had thus been the basis for the  enactment of the Civil Rights Act of 1866, which granted full citizenship to all persons born in the United States. Basically, Harlan contended that the 13th and 14th Amendments, as well as the Civil Rights Act of 1875, were constitutional acts of Congress intended to ensure African Americans the same rights to access and use of public facilities that white citizens took for granted as their natural right. In summary, Harlan stated that the federal government had both the authority and the responsibility to protect citizens from any actions that deprive them of their rights and to allow private racial discrimination would â€Å"permit the badges and incidents of slavery† to remain. Impact of the Civil Rights Cases Decision The Supreme Court’s decision in the Civil Rights Cases virtually stripped the federal government of any power to ensure African Americans equal protection under the law. As Justice Harlan had predicted in his dissent, freed of the threat of federal restrictions, Southern states began enacting laws sanctioning racial segregation. In 1896, the Supreme Court cited its Civil Rights Cases ruling in its landmark Plessy v. Ferguson decision declaring that requiring separate facilities for blacks and whites was constitutional as long as those facilities were â€Å"equal† and that racial segregation itself did not amount to unlawful discrimination. So-called â€Å"separate but equal† segregated facilities, including schools, would persist for over 80 years until the Civil Rights Movement of the 1960s swayed public opinion to oppose racial discrimination. Eventually, the Civil Rights Act of 1964 and the Civil Rights Act of 1968, enacted as part of the Great Society program of President Lyndon B. Johnson, incorporated several key elements of the Civil Rights Act of 1875.

Homeschooling in New York State

Homeschooling in New York State In New York, you will find homeschoolers from all backgrounds and philosophies. Homeschooling may not be as popular as in some other parts of the country perhaps because of the large number of select private schools and well-funded public school systems. Homeschoolers themselves run the gamut from the deeply religious to those who choose to teach their own children in order to take advantage of all the learning resources the state has to offer. According to the New York State Education Department (NYSED), the 2012-2013 numbers for homeschooled children in the state between the ages of 6 and 16 outside New York City (which keeps its own records) totaled more than 18,000. An article in New York Magazine put the number of New York City homeschoolers for roughly the same period at nearly 3,000. New York State Homeschooling Regulations In most of New York, parents of students who are subject to compulsory attendance regulations, between the ages of 6 and 16 must file homeschooling paperwork with their local school districts. (In New York City, Brockport and Buffalo its 6 to 17.) The requirements can be found in the state Education Department Regulation 100.10. The regs specify what paperwork you must provide to your local school district, and what the school district can and cant do in terms of overseeing homeschoolers. They can be a useful tool when disputes between the district and the parent arise. Quoting the regulations to the district is the quickest way to resolve most problems. Only loose guidelines are given as to what material should be covered math, language arts, social studies including U.S. and New York State history and government, science, and so on. Within those topics, parents have a lot of leeway to cover what they wish. Getting Started in New York Its not hard to get started homeschooling in New York State. If your children are in school, you can pull them out at any time. You have 14 days from the time you start homeschooling to begin the paperwork process (see below). And you do not have to get permission from the school to start homeschooling. In fact, once you begin to homeschool, you will be dealing with the district and not the individual school. The districts job is to confirm that you are providing educational experiences for your children, within the general guidelines set out in the regulations. They do not judge the content of your teaching material or your teaching techniques. This gives parents a lot of freedom in deciding how best to educate their children. Filing Homeschool Paperwork in New York (Note: For a definition of any terms used, see the Homeschooling Glossary.) Heres the timetable for the back-and-forth exchange of paperwork between homeschoolers and their school district, according to New York State regulations. The school year runs from July 1 to June 30, and every year the process starts over. For homeschoolers who start midyear, the school year still ends on June 30. 1. Letter of Intent: At the start of the school year (July 1), or within 14 days of starting to homeschool, parents submit a Letter of Intent to their local school district superintendent. The letter can simply read: This is to inform you that I will be homeschooling my child [Name] for the coming school year. 2. Response from the District: Once the district receives your Letter of Intent, they have 10 business days to respond with a copy of the homeschooling regulations and a form on which to submit an Individualized Home Instruction Plan (IHIP). Parents are allowed, however, to create their own forms, and most do. 3. Individualized Home Instruction Plan (IHIP): Parents then have four weeks (or by August 15 of that school year, whichever is later) from the time they receive the materials from the district to submit an IHIP. The IHIP can be as simple as a one-page list of resources that may be used throughout the year. Any changes that come up as the year progresses can be noted on the quarterly reports. Many parents include a disclaimer like the one I used with my children: Texts and workbooks listed in all subject areas will be supplemented by books and materials from home, the library, the Internet and other sources, together with field trips, classes, programs, and community events as they arise. More details will appear in the quarterly reports. Note that the district does not judge your teaching materials or plan. They simply acknowledge that you have a plan in place, which in most districts can be as loose as you like. 4. Quarterly Reports: Parents set their own school year, and specify on the IHIP what dates they will submit quarterly reports. The quarterlies can simply be a one-page summary listing what was covered in each subject. You are not required to give students a grade. A line stating that the student was learning the minimum number of hours required for that quarter takes care of attendance. (For grades 1 through 6, its 900 hours per year and 990 hours per year after that.) 5. Year-End Evaluation: Narrative evaluations one-line statements that the student has made adequate academic progress according to the requirements of Regulation 100.10 are all that is needed until fifth grade, and can continue every other year through eighth grade. The list of acceptable standardized tests (including the supplemental list) includes many like the PASS test which can be given by the parents at home. Parents are not required to submit the test score itself, just a report that the score was in the 33rd percentile or above, or showed a years growth over the previous years test. Students can also take tests at the school. Since parents are not required to submit paperwork once the child reaches age 16 or 17, its possible for those wishing to minimize standardized tests to only have to administer them in fifth, seventh and ninth grade. The most common disputes with districts occur with those few who refuse to allow the parent to write their own narrative assessment statement or administer the standardized test. They can usually be resolved by finding a homeschooling parent with a valid teaching license to provide one or the other. High School and College Students who homeschool through the end of high school do not receive a diploma, but they have other options to show they completed the equivalent of a high school education. This is particularly important for students who want to go on to earn college degrees In New York State since showing some form of high school completion is required to receive a college degree (although not for college admission). This includes both public and private colleges. One common course is to request a letter from the local district superintendent stating the student received the substantial equivalent of a high school education. While districts are not required to supply the letter, most do. Districts usually ask that you continue submitting paperwork through 12th grade to use this option. Some homeschoolers in New York earn a high school equivalency diploma by taking a two-day standardized test (formerly the GED, now the TASC). That diploma is considered the same as a high school diploma for most types of employment as well. Others complete a 24-credit program at a local  community college, while still in high school, or afterward, that grants them the equivalent of a high school diploma. But no matter how they show high school completion, both public and private colleges in New York are welcoming to homeschool students, who are generally well-prepared as they go on into adult life. Helpful Links New York State Education Department Codes, Rules, and Regulations include information on homeschooling, compulsory attendance, student employment, and other issues.NYHEN (New York State Home Education Network) is a free online support group open to all homeschoolers. It includes a website with easily-accessible information on state regulations and several email lists where parents can ask questions and get advice from experienced homeschoolers (including, occasionally, me!).LEAH (Loving Education at Home) is a statewide Christian-only membership organization with local chapters throughout the state. It presents two homeschool conferences every year. Participants are usually asked to sign a Statement of Faith before participating in LEAH activities.PAHSI (Partnership for Accurate Homeschooling Information) is a New York City-based group offering information on homeschooling in the city and state.

Credit Crunch Assignment Example | Topics and Well Written Essays - 1500 words

Credit Crunch - Assignment Example The focus throughout this paper would be on assessing the response of Russia and India to combat the fallout of the global financial crisis as well as examining where they differed and why they differed. The emphasis of this paper is on seeking the underlying theory behind the responses from a macroeconomic perspective. It has been said that the rules of the game have changed after the onset of the global financial crisis and many have even said that it is the end of the world as we know it. This paper tries to understand the responses of Russia and India to the crisis from the unique perspective of the policy makers as presented in the sources that have been consulted for this paper. Russia’s Response to the GFC When examining Russia’s response to the global financial crisis, it would be pertinent to note that above all, the Russian economy is heavily dependent on exports of oil and this forms a significant percentage of the GDP for Russia. Since the Russian economy al so has a dual financial system, which consisted of one part serving the households and the other part serving the corporates and foreign markets, the Russian response were a twofold and two pronged calibrated one. This two pronged approach is explained further in the succeeding paragraphs. It needs to be mentioned that Russia was relatively â€Å"prepared† for the global financial crisis and hence it’s response to the crisis must be seen in this context (Sestanovich, 2008). On one hand, Russia opted for step-wise devaluation of its currency so as to bolster the real effective exchange rate. As mentioned above, since the Russian economy was heavily dependent on exports of oil, the exchange rate at which oil was exported had to be â€Å"adjusted† to take into account the fall in exports. Hence, the Rouble was devalued in a phased manner to make the necessary revaluation of the exchange rate so that the real rate at which oil was exported would be competitive to Ru ssian exporters of oil. The merits of a gradual depreciation of the Rouble as opposed to a one-off devaluation can be argued from the theoretical perspective of a steep fall in the value of a Rouble to a calibrated fall thus giving economic agents ample time to adjust their assets (Sutela, 2010). The second part of Russia’s response was to release the contingency fund or the reserve fund to support the financial system that was reeling under the impact of outflow of funds and which was dependent on foreign markets for business. The point to note here is that the debt held by these banks was mainly short term in nature; the reserve fund was never intended for longer term stabilization and was mainly geared towards softening the fall in fiscal revenue for the banks and the financial system. Further, the central bank could do little by way of monetary policy and it fell to the fiscal policy to support the financial system (Sutela, 2010). India’s Response to the GFC The In dian response to the Global Financial crisis was to provide stimulus and support to the economy by enacting three stimulus packages, one in December 2008 and two more in Jan and Feb of 2009. â€Å"The stimulus packages were also designed to rebuild confidence in the economy by: easing the

Reading with Awareness Essay Example | Topics and Well Written Essays - 750 words

Reading with Awareness - Essay Example As a freshman, I was afraid that this would prove to be an insurmountable obstacle in my pursuit of academic excellence. However, I have been very fortunate in overcoming this handicap, and making great strides in improving my command of the English language, in quite a short period of time. Of course, I have put in a lot of hard work, and can take credit for being an A student. But this would never have been possible without the strengthening of my English comprehension and writing skills. I am deeply aware that my success is in large part due to my enrollment in the Introduction to College Level Reading and Writing course. The factors which facilitated my improvement are the gradual progression from simple texts to more complex ones, the application of critical thinking, the adoption of thesis-based writing techniques, and the awareness of my learning processes. The gradual progression from simple texts to more complex ones has been a great facilitator in my path to the mastery of the English language, particularly in my writing of the essay, â€Å"The Stories Can Save Us†. If I had been plunged into a complex essay, such as Heroes, in the very beginning, I would definitely have been tempted to throw up my hands! My confidence would have been eroded, and it would have made the course very stressful. Beginning with the simpler essays, such as the Advertisement, was a great way to gradually lead me into deeper waters. This gave me the breathing space to consolidate the gains I have made in English, to gradually add to my vocabulary, and to take time to absorb the significance of my reading material. What is even more important to me, this gradual progression has helped me to learn to enjoy English writing, without it becoming a tedious classroom chore. The application of critical thinking to my reading followed from my growing confidence. What at first appeared to be just straightforward stories, changed contour with repeated reading. I have learned not to take any writing at face value: just as the story of The Emperor’s New Clothes cautions people to think for themselves. My instructor’s guidance has made me understand that there are several messages the writer conveys through a story, and an in-depth study is necessary to make these messages evident. I have learnt to ask questions regarding what the author is trying to say, the motives behind the writing, different shades of meaning, the importance of things left unsaid, and the use of different writing techniques to achieve the desired effect in a story. In short, I have learnt to ask the question, â€Å"Why?† when I read. This has made my reading a much richer experience than it was before I started this course. The adoption of thesis-based writing techniques has been a major gain for me. Earlier, I have been accustomed to putting down my thoughts on paper, as and how these occurred to me. Writing within the framework of a thesis has given my essays and re search papers a clarity that has lifted them to the next level. I continue to be amazed at the difference that can be made by adhering to the simple structure of an introductory paragraph with a clear thesis, body paragraphs, and the conclusion. This structure has given coherence to my writing, helped me to write logically, and taught me how to build up and substantiate my point of view. This was my main strength in writing the essay, â€Å"The Stories Can Save Us†. I must acknowledge that the awareness of my learning process was made possible only through my continuous interaction with my instructor. Although I was conscious, in a very general way, of the great improvement I was making

Film History Essay Example | Topics and Well Written Essays - 250 words

Film History - Essay Example The year 1944 to 1948 marked its heyday (Walsh 169). The themes that characterized Film Noir are manifested in the â€Å"Sin City,† â€Å"Following,† â€Å"Memento,† â€Å"The Dark Night Strikes,† and the like. The â€Å"Sin City,† a crime thriller released in 2005 featured black and white landscapes, brutality of the narration, and the violent action. This film presented a style, which paid tribute to Noir Film (Mayer and McDonnell 380). Meanwhile, a film of Christopher Nolan entitled, â€Å"Following† also exhibited themes of Noir Film. The movie, which was released in 1998 relied on suspense, shadow, and pervading mode. Christopher Nolan also directed â€Å"Memento,† which is a 2001 thriller featured in a reverse manner. It portrayed themes of Film noir such as suspense, alienation, and irrationality (Schellhardt 319). A movie released in 2002 entitled, â€Å"The Dark Knight Strikes Again† similarly portrayed themes of film noir through its depictions of the Gotham City and it s psychologically damaged hero (Spicer 53). The use of film noir as a style of cinema in the current movies indicated that its theme proved popular beyond the 1940’s to

Theoretical Reflections of The virtual Child Essay Example for Free

Theoretical Reflections of The virtual Child Essay Students should keep all course outlines for each course taken at Centennial College. These may be used to apply for transfer of credit to other educational institutions. A fee may be charged for additional or replacement copies. Course Description The final field placement experience will provide an opportunity for students to consolidate their learning from the previous three semesters of study and support their acquisition of the knowledge, skills and attitudes needed to make a successful transition from college to the workplace. Students who have reliably demonstrated excellence in their previous field placement experiences and academic studies, as determined by faculty, may opt to complete placement in a specialized setting. Others will have the opportunity to work in a preschool childcare setting. Faculty supervisors, through their observations of students in action with the children, will support students as they engage in the process of reflective practice to deepen their knowledge and understanding of their accomplishments and future goals. Final grades will be assigned based upon the competencies and grading system outlined in the field manual. Course Learning Outcomes The student will reliably demonstrate the ability to: The learning outcomes, which are based on CSAC standards, are expressed as competencies in the Field Practicum Manual. Each competency specifies the role performance. Essential Employability Skills (EES) The student will reliably demonstrate the ability to: 1. Communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audience. 2. Use a variety of thinking skills to anticipate and solve problems. 3. Locate, select, organize, and document information using appropriate technology and information systems. 4. Analyze, evaluate, and apply relevant information from a variety of sources. 5. Show respect for the diverse opinions, values, belief systems, and contributions of others. Prior Learning Assessment Recognition (PLAR) Process(es): Assessment format is to be determined by the subject matter experts. Applications for PLAR should be completed prior to commencement of the semester of study. Please see the Centennial College Calendar Handbook for more details. Text and Other Instructional/Learning Materials Final Field Evaluation Manual 1st Edition Evaluation and Grading System Evaluation Description Weight /100 Final grades will be assigned based upon the competencies and grading system outlined in the field manual. A minimum grade of ‘C’ is needed to be successful in the course. 100 In consultation with the Chair or Dean, a faculty member or instructor may administer additional or alternative evaluations to fully assess the capability of a student. When writing a test or examination, students must put their official photo-ID cards in full view for review by the invigilator. Students who do not have official photo-ID will be permitted to write the examination with a substitute photo-ID, but they will be required to produce photo-ID at the program or department office within 24 hours or the next business day following the examination, or else the examination results will be void. Student Accommodation: All students have the right to study in an environment that is free from discrimination and/or harassment. It is College Policy to provide accommodation based on grounds defined in the Ontario Human Rights Code. Accommodation may include changes or modifications to standard practices. This document is available in alternative formats upon request. Please contact the originating department or school of study. Students with disabilities who require academic accommodations must register with the Centre for Student with Disabilities. Please see the Centre for Students with Disabilities for details. Students requiring accommodation based on human rights grounds should talk with their professors as early as possible. Details are available on the Centennial College website (www. centennialcollege. ca ). If students are unable to write an examination due to a medical problem or unforeseen family problems, they should immediately contact their professor or program Chair for advice. In exceptional and well-documented circumstances (e. g. unexpected family problems, serious illness, or death of a close family member), students should be able to write a make-up examination to replace an examination missed. Use of Dictionaries Dictionaries may be used in field placement. Course, Program or School Policies. Students should familiarize themselves with the College Policies that cover students’ rights, responsibilities and the Academic Appeal process. For further information consult the Academic Matters Section in the full-and continuing education calendars. The Academic Appeal Application form is available from any Registrar’s Office. Cell Phones: Cell phones and Blackberries MUST be turned off in field placement. Please refer to the ECE Student Handbook and the Field Placement manual for specific details related to Policies and Expectations in Early Childhood Education Student Rights and Responsibilities Students should familiarize themselves with all College Policies that cover students’ rights and responsibilities. For more information on the following and other policies, please visit www. centennialcollege. ca/aboutus/respect or consult the Academic Matters Section in the full-time and Continuing Education catalogues. Respect at Centennial At Centennial College, we are committed to providing a safe and respectful learning, teaching and working environment for all students, faculty and staff that promotes equity. Policies have been put in place to ensure that Centennial is a place that demonstrates respect and consistency with the Ontario Human Rights Code. All incidents of harassment, discrimination, bullying and violence will be addressed and responded to. As a college, we take the position that all forms of harassment, including personal harassment and bullying, must be stopped. Please refer to www. centennialcollege. ca/aboutus/respect and www. stopbullyingnow. ca. Academic Honesty Academic honesty is integral to the learning process and a necessary ingredient of academic integrity. Students have a responsibility to be aware of and comply with standards of academic conduct. Academic dishonesty includes cheating, plagiarism, and impersonation. All of these occur when the work of others is presented by a student as their own and/or without citing sources of information. Breaches of academic honesty will be investigated and if warranted appropriate remedies and penalties will be applied, which may include a failing grade on the assignment/course, suspension or expulsion from the college. Grades Appeal Students and faculty have rights and responsibilities in the Grades Appeal process. Students who need to appeal a grade should consult the Grades Appeal policy and procedures. Progression and Academic Standing Students are expected to meet the academic standards of their School or program. The academic standing of each Centennial student is monitored during as well as at the end of each semester. Any student not demonstrating satisfactory progress will be informed of his/her standing in the College and will receive academic advising within their School. Unsatisfactory academic performance may result in conditional academic standing, probation or suspension. Faculty Support Professors are available to see students outside of class time. Students can contact professors via voice mail, email, or through their program or department office. Information regarding how to contact teachers will be provided at the beginning of the course and is also available in the program or department office. Campus Safety Students must produce official photo identification at any time during the semester when requested to do so by any college staff. Topical Outline WEEK TOPICS READINGS/ MATERIALS WEEKLY LEARNING OUTCOMES INSTRUCTIONAL STRATEGIES COURSE EVALUATIONS.

Essay --

HN 377: Studies in Child & Adolescent Development Unit 6 Assignment- Bullying Among Children and Adolescents Caren Nicole Glover 12/15/2013 Studies in Child & Adolescent Development: Bullying The article, â€Å"Bullies and Their Victims†, by Berk (2010) gives an analysis of how bullies and their victims develop, what makes them persistent and how they and their victims can be assisted. Bullying is an activity that thrives mostly in a school setting because of peers and the various cultures and diversities among them. Interactions are inevitable among children, but bullying is destructive because it aims at peer victimisation. Both boys and girls have the ability to become bullies but the majority of them are boys who use physical and verbal attacks on their victims. In the more recent generations, the means of bullying is amplified in the adolescent stage by using electronic means like cyber bullying. Students will rarely like bullies but if they do, it is because of their leadership abilities or influential personalities. Their peers may join or stand by to watch as the victims are bullied. Victims of bullying will eventually show the effects of bullying by being passive or secluding themselves from other individuals. The background or culture of a victim will most likely determine how they progress or react in a bullying experience. A victim may retaliate to the bully's attacks depending on the level of aggressiveness used. Parenting affects the decisions made by both victims and bullies in the peer interactions. Intervention approaches to this social vice will include changing the victims’ opinions about themselves through encouragement and teaching them how to effectively respond to attackers... ... the bullying activities (Farmer et al, 2011). The majority of these strategies should not affect a limited school budget, as many schools are not able to provide certain services due to budget cuts or limitations. These strategies are possible because they mainly require community involvement, awareness and communication. Bullying is a worldwide problem and it requires immediate attention because it psychologically affects both the victims and the bullies. Victims may ultimately have suicidal thoughts and bullies will have uncontrolled behaviors that carry on through school and after school, but they can be helped. Although cyber bullying is a big obstacle due to the large-scale usage of internet and the ability to conceal identities, technological advancements and child supervision help to single out these individuals to reduce the amount of bullying that occurs.