Grace+R.

== Grace Ray = = March 13, 2012 = = Ms.Gillum, 7th/8th hour Communication Arts = = = = =The Chidren of Africa Need the U.S.A’s Help= = = The Chidren of Uganda are in grave danger they need are help and fast! One example is, “These Chidren are getting kidnapped and forced as child soldiers we need to go and save them”, says Russel. Therefore, to stop these children from suffering we need to step in and save them. Another example is, to find the man behind all of this they need people with the technology and training like the United States. Simply stated the Ugandan army can’t find the man behind all of this unless we are there to supply them with what they don’t have. Not only are the children in danger of being kidnapped but they cant find the man who planed all of this without the U.S. So you deicide do they need saving? = =

= = To be able to help them we need to stop the abduction to look forward to a better future. For instance, 30,000 African children are were kidnapped and the numbers just keep rising. Stated differently, if we don’t help all or a lot of children in Uganda will be kidnapped and the LRA (lords resistance army) will move onto other countries and those children will be kidnapped. Another key point is, when these kids are kidnapped not only do they have to kill there family they are but in the war as child soldiers if boys and girls would be sex slaves. Seems clear that these kids are being exhausted mentally and physically and some times its to much for them to handle so they run to the front line of the war and wait to be shot. I don’t want that to happen so to stop that the kidnapping needs to stop first. So we need to help these children so there suffering ends this year.

Not only are these children in grave danger and being abducted they are put in dangerous situations that a child should not be put through. Like, Ugandan boys are turned into child soldiers and put on the front line. Therefore when these boys go out they are the ones to be put in most danger. If you were those boys would you not want someone to come and save you? Another key point is, when girls get kidnapped they are the men’s sex slaves. Therefore, if these girls are commiting suicide to get away from the pain and going through something that I can’t even imagine going through that its so terribale. So, we not only need to save them from the Lord’s resistance army but from themselves also. So these children are going through something that is traumatizing for children every day and they need help! These kids need help, for some people to stop the kidnapping, and for someone to realize what’s happening and that they are in grave danger and they need help and fast! “Those people need help but not only that they need someone to care, so do you care”? says Hope.

= = TOPIC WITH VIEWPOINT: Students should take responsibility for their futures and the futures of other countries like Uganda. Sub-topic 1: History of the Country Sub- topic 2: What is still happening today Sub topic 3: Donations and Invisible Children have helped

TOPIC WITH VIEWPOINT: Students should take responsibility for their futures and the futures of other countries like Uganda.

Sub-topic 1: History of the Country

Sub- topic 2: What is still happening today

Sub topic 3: Donations and Invisible Children have helped

__//**Green Buyout (article from Ms. Gillum)**//__

http://sks.sirs.com/cgi-bin/hst-article-display?id=SMO0040-0-6490&artno=0000281270&type=ART&shfilter=U&key=Environmental%20justice&title=The%20Green%20Gap&res=Y&ren=N&gov=N&lnk=N&ic=N

PEERS HARMING BIRDS http://econuz.com/2010/06/25/environmental-groups-can-do-more-harm-than-good-help-us-wind-farms/

//__topic: Single-sex education does more good than bad__//

In 1992, a widely publicized report stated that public schools shortchanged girls. The report fueled interest in single-sex classes and schools. The following year, American University professors Myra and David Sadker published //Failing in Fairness: How America's Schools Cheat Girls.// The book describes striking discoveries about fairness in American schools. During a three-year study, trained observers visited more than 100 classrooms in Connecticut, Maryland, Massachusetts, Virginia, and the District of Columbia. The responses observers noted in those elementary-school classrooms included the following:


 * Boys called out eight times as often as girls did. Teachers ignored the "raise your hand" rule. If a boy yelled out, the teacher usually praised his contribution. Girls who called out got reminders to raise their hands.


 * Teachers valued boys' comments more than girls' comments. Teachers responded to girls with a simple nod or an OK, but they praised, corrected, helped, and criticized boys.


 * Boys were encouraged to solve problems on their own, but teachers helped girls who were stuck on problems.

Teachers of all-girl classes seemed to validate the idea that girls performed better in single-sex classes. "I enjoy seeing girls participate so much in class discussions. ... And, like it or not, girls seem to talk more in class in an all-female school. I often see a whole classroom of eighth graders sharing ideas in an animated manner," said Sharon Johnson-Cramer. She teaches history to seventh and eighth graders at the all-girls Winsor School in Boston and wrote [|What a Single-Sex School Is Really Like], published in [|The Christian Science Monitor] (electronic edition). "Compare this with a scene I used to face daily: a coed class of 10th graders, in which many of the boys talked but it took the teacher's calling on the girls to get them to participate. Even when I taught such units as Women and Islam or Female Infanticide in India at the coed school, it was still the boys who talked the most in class," Johnson-Cramer said. Anecdotal evidence seems to support the benefits of single-sex high school classes. But Anita P. Davis, Ed.D., director of teacher education at Converse College, a private liberal arts college for women, told Education World that research doesn't support that view. "With teachers who treat them fairly, female high school students can perform academically as well as male students in the same class," Davis said. = __ Elmo!!!!! __ = = =

__ B u l l y i n g __

[|http://www.stopbullying.gov] [|http://www.surfinthesprit.com] [|http://volunteerguide.org]

__Its imprtant but save for later!__

A bully can turn something like going to the bus stop or recess into a nightmare for kids. Bullying can leave __deep emotional scars__ __that last for life__. And in extreme situations, it can culminate in violent threats, property damage, or someone getting seriously hurt.

__What Is Bullying?__

Bullying is intentional tormenting in physical, verbal, or psychological ways. It can range from hitting, shoving, name-calling, threats, and mocking to extorting money and treasured possessions. Some kids bully by shunning others and spreading rumors about them. Others use email, chat rooms, instant messages, social networking websites, and text messages to taunt others or hurt their feelings.

__What bullying does to the victums.__

It's important to take bullying seriously and not just brush it off as something that kids have to "tough out." The effects can be serious and affect kids' sense of self-worth and future relationships. In severe cases, bullying has contributed to tragedies, such as school shootings.

__Its impotant but save for later!__

Bullying is a serious problem with horrible consequences if left unchecked. The good news is that you can do lots to stop it. __ What bullying does to people. __

Unfortunately, teasing is often part of growing up — almost every child experiences it. But it isn't always as innocuous as it seems. Words can cause pain. Teasing becomes bullying when it is repetitive or when there is a conscious intent to hurt another child. It can be verbal bullying (making threats, name-calling), psychological bullying (excluding children, spreading rumors), or physical bullying (hitting, pushing, taking a child's possessions). __The cause bullying has on others __ Bullying is a problem that affects millions of students of all races and classes. **1 out of 4** kids is bullied and **43%** of kids have been bullied while online. Child and teen Bullying and Cyberbullying are at an all-time high. Some kids are so tormented that suicide has become an alternative for them. It has everyone worried. Not just the kids on its receiving end, but the parents, teachers and others who may not understand how extreme bullying can get.

__Bullying satitics __

9 out of 10 LGBT students experienced harassment at school and online. • As many as 160,000 students stay home on any given day because they're afraid of being bullied. • 1 out of 5 kids admits to being a bully, or doing some "Bullying." <span style="color: #f621fd; font-family: Georgia,serif;">• 43% fear harassment in the bathroom at school. <span style="color: #f621fd; font-family: Georgia,serif;">• A poll of teens ages 12-17 proved that they think violence increased at their schools. <span style="color: #f621fd; font-family: Georgia,serif;">• 282,000 students are physically attacked in secondary schools each month. <span style="color: #f621fd; font-family: Georgia,serif;">• More youth violence occurs on school grounds as opposed to on the way to school. <span style="color: #f621fd; font-family: Georgia,serif;">• 80% of the time, an argument with a bully will end up in a physical fight. <span style="color: #f621fd; font-family: Georgia,serif;">• 1/3 of students surveyed said they heard another student threaten to kill someone. <span style="color: #f621fd; font-family: Georgia,serif;">• 2 out of 3 say they know how to make a bomb, or know where to get the information to do it. <span style="color: #f621fd; font-family: Georgia,serif;">• Playground statistics - Every 7 minutes a child is bullied. Adult intervention -4% Peer intervention - 11%. No intervention - 85%.

<span style="font-family: Georgia,serif;">__ What do you think of when you hear the word bully __

<span style="font-family: Georgia,serif;"> Topics on Bullies: <span style="font-family: Georgia,serif;">What Is Bullying? <span style="font-family: Georgia,serif;">[|Who's A Bully?] <span style="font-family: Georgia,serif;">[|Who's A Target?] <span style="font-family: Georgia,serif;">[|How To Handle It] <span style="font-family: Georgia,serif;">[|Innocent Bystanders] <span style="font-family: Georgia,serif;">[|Are You A Bully?] <span style="font-family: Georgia,serif;">[|Bully-Free Zones] <span style="font-family: Georgia,serif;">[|Online Bullying] <span style="font-family: Georgia,serif;">[|From the Mentors] <span style="font-family: Georgia,serif;"> ||
 * <span style="font-family: Georgia,serif;">Bully. What does the word make you think of? For some people, it's that girl at school who always makes fun of them. For others, it's the biggest guy in the neighborhood who's always trying to beat them up or take their things. Sometimes "bully" means a whole group of kids, ganging up on || <span style="font-family: Georgia,serif;">[[image:http://pbskids.org/itsmylife/images/clear.gif width="12" height="10"]] || <span style="font-family: Georgia,serif;">[[image:http://pbskids.org/itsmylife/images/clear.gif width="130" height="4"]]
 * ^  ||^   || <span style="font-family: Georgia,serif;">[[image:http://pbskids.org/itsmylife/images/clear.gif width="10" height="14"]] ||
 * <span style="font-family: Georgia,serif;">someone else. No matter what situation or form it comes in, bullying can make you feel depressed, hurt, and alone. It can keep you from enjoying the activities and places that are part of your life. ||

<span style="font-family: Georgia,serif;">__Bullying statisitics__ <span style="font-family: Georgia,serif;">In recent news headlines, there have been cases of female bullying where teen girls will physically gang up on one another and attack. This type of behavior has been happening for decades and likely even before that. However, now that bullying is becoming more and more recognized, cases of female bullying have increased. [|Physical bullying] can also include more than just hitting, punching, kicking or otherwise injuring another person. It can also include stealing from another person or damaging their personal property. Types of hazing by forcing others to do something embarrassing or harmful to themselves or others is also another type of physical bullying. While males typically take the wrap for such behaviors, females can also have just as a devastating impact on their peers.

<span style="color: #48c4f9; font-family: Georgia,serif;">__Bullying vs violance__

<span style="color: #48c4f9; font-family: Georgia,serif;">there can be a fine line in the difference of bullying and violence. <span style="color: #48c4f9; font-family: Georgia,serif;">Though bullying is often considered a form of physical or psychological violence, bullying has some different root causes than other types of violence, and also may require different prevention strategies. Let's compare bullying vs violence for a better understanding.

<span style="color: #48c4f9; font-family: Georgia,serif;">[|Violence] may be defined as doing harm to another, whether physical or mental. Under this definition, bullying would be considered a form of violence. Comparatively, bullying is different from other types of violence, however, because it usually occurs when one person or group of people singles out another person with the intent of being mean through:

<span style="color: #d91cd9; font-family: Georgia,serif;">**Bullying versus Violence:**
 * <span style="color: #48c4f9; font-family: Georgia,serif;">Name-calling
 * <span style="color: #48c4f9; font-family: Georgia,serif;">Teasing
 * <span style="color: #48c4f9; font-family: Georgia,serif;">Pushing
 * <span style="color: #48c4f9; font-family: Georgia,serif;">Hitting
 * <span style="color: #48c4f9; font-family: Georgia,serif;">Threatening
 * <span style="color: #48c4f9; font-family: Georgia,serif;">Spreading rumors
 * <span style="color: #48c4f9; font-family: Georgia,serif;">Playing mean practical jokes
 * <span style="color: #48c4f9; font-family: Georgia,serif;">Social exclusion

<span style="color: #d91cd9; font-family: Georgia,serif;">Among teens, where violence and bullying are most common, violence is often linked to gangs, drugs, an impoverished neighborhood with fewer perceived opportunities, poor attachment to school, and poor academic accomplishment. Boys are much more likely to be involved in violence than girls. Bullying, on the other hand, is based on individuals, who may be boys or girls, but are often those who feel a need to be powerful and in control. Bullying victims may be students who do not know how to stand up to bullies.
 * <span style="color: #d91cd9; font-family: Georgia,serif;">While violence and violent crimes have generally been decreasing in America, bullying has not.
 * <span style="color: #d91cd9; font-family: Georgia,serif;">Violence is against the law, while bullying generally isn't unless it crosses the line into harassment or assault.
 * <span style="color: #d91cd9; font-family: Georgia,serif;">Though violence is generally seen as an unacceptable type of behavior, more people accept bullying as a normal part of life.

<span style="color: #0000ff; font-family: Georgia,serif;">__Dealing with bullying__

<span style="color: #0000ff; font-family: Georgia,serif;">Bullying can be a very traumatic experience for your child. It can cause physical and emotional harm, and damage your child for a long time to come. Indeed, a victim of bullying can suffer from physical injury, but the long lasting effects to someone’s psyche can be even more damaging in the long term, even though these effects might be subtle. It is also important to note that bullying can take place without physical contact. Emotional, verbal and electronic (online or through text messaging on cell phones) abuse can cause the same emotional and psychological effects as physical bullying. Being bullied can lead to difficulty in forming healthy personal relationships, as well as leading to depression, low self image and even [|suicide].
 * 1) <span style="color: #00ffff; font-family: Georgia,serif;">//Get your child’s input//: You need to be a safe place your child can turn for help when dealing with bullying. Be open to your child, and make sure that you are accepting. You should let your child know that being bullied is not his or her fault. Also, you should find out what has been tried to stop the bullying, and what has worked (or hasn’t worked) so far.
 * 2) <span style="color: #00ffff; font-family: Georgia,serif;">//Talk to the school authorities//: Discuss the problem with your child’s teacher, principal or counselor. A meeting with all three can help everyone know how to help a child who is dealing with bullying. In many cases, bullying takes place in unsupervised areas, such as school buses, bathrooms, playgrounds and other areas that can be hard to monitor. If you know where the bullying is taking place, you can let school authorities know so that they can step up “patrols” in those areas to discourage bullying.
 * 3) <span style="color: #00ffff; font-family: Georgia,serif;">//Teach your child to avoid the bully//: Your child does not need to fight back. Encourage him or her to avoid the bully when possible. Suggest that he or she walk away, and go find a teacher or other trusted adult.
 * 4) <span style="color: #00ffff; font-family: Georgia,serif;">//Encourage your child to be assertive//: It is not necessary to fight back to defeat a bully. You can teach your child to stand up straight and tell the bully, firmly, to leave him or her alone. In some cases, this type of assertiveness will work.
 * 5) <span style="color: #00ffff; font-family: Georgia,serif;">//Practice with your child//: It might be beneficial to have a little bit of role play with your child. This way he or she can practice what to say to a bully, or how to leave a situation that could turn into bullying.
 * 6) <span style="color: #00ffff; font-family: Georgia,serif;">//Teach your child to move in groups//: A good support system can be an effective deterrent against bullies. Have your child go to school and other places with trusted and true friends when dealing with bullying

__<span style="font-family: Georgia,serif;">What you can do to help? __

<span style="font-family: Georgia,serif;"> Every child has the right to feel safe at home, at school and in the community (UN Convention on the Rights of the Child, 1990). Bullying is not a normal part of growing up. Research indicates that bullying behaviour doesn't usually go away on its own and often gets worse with time–it needs to be dealt with directly. To stop the hurtful behaviour, adults need to support children who seek their help. They need to respond immediately and take preventative steps to stop the behaviour from happening in the future.

<span style="color: #00ff00; font-family: Georgia,serif;">__What Bullying does To People__

<span style="color: #00ff00; font-family: Georgia,serif;">As bullying is repetitive by definition, the effects of victimization on children and youth can be quite traumatic and long-lasting. Generally, boys and girls who are victimized report symptoms of depression (such as sadness, loss of interest in activities), symptoms of anxiety (such as tenseness, fears, and worries), loss of self-esteem and sometimes, increased levels of aggressive behaviour. Additional effects of bullying on victimized children may include headaches, stomach aches, school absenteeism, and in extreme cases can lead to suicide (CIPB Conference, 2004; Ma, Stewin & Mah, 2001; Neary and Joseph, 1994; Olweus, 1993; Slee, 1995). Depending on the situation, some individuals who are victimized as children report psychological harm into adulthood including continued distress, self-blame, fear, and internalized problems, such as depression (Craig, Peters & Konarski, 1998; Glover, Gough, Johnson & Cartwright, 2000; Haynie et al., 2001; Pepler & Craig, 2000; Smith, 2000; Wilke, n.d.).

<span style="color: #404040; font-family: Georgia,serif;">__Public awarness__

<span style="color: #404040; font-family: Georgia,serif;">The public tends to get information on social issues from media sources rather than academic journals or research documents. The news media, both television and print, have drawn public attention to incidents of bullying. However, the coverage can sensationalize an issue, with unintended consequences. Tragic news headings such as "//Schoolboy Stabbing Arrest//", "//Bullies, Bullied: Armed and Dangerous//" and "//Tip Foils High School Massacre in Maritimes//" lead parents to believe that school violence is escalating. The opposite is true: school shootings and stabbings remain isolated, rare events (Luczko & Reddy, 2002). Concern felt by parents as a result of tragic media reports can have positive effects in that it can encourage members of the community to work together to find solutions. However, public pressure can sometimes lead to quick fixes that can be harmful. For example, solutions that emphasize control over cooperation, such as school zero tolerance policies (e.g., calls for expulsion, metal detectors, and surveillance cameras) have been shown by research to be ineffective in reducing bullying (Fox et al., 2003; Pepler, Smith & Rigby, 2004; Shaw, 2001; Sampson, 2002; Skiba & Peterson, 1999). <span style="color: #404040; font-family: Georgia,serif;">In addition to news reports of bullying, the popular media has an influence on children through exposure to aggression in television programming, movies, music and video games (Roberts, Hanvey & Varga-Toth, 2003). Aggressive children are more likely than non-aggressive children to be drawn to and imitate media violence (Huesmann, Lagerspetz & Eron, 1984). In a national conference in the United States, children indicated that while popular media, such as videogames and movies, does not cause violence, it does play a role in promoting such behaviour and desensitizing its audience (National Association of Attorneys General, 2000). A Canadian study revealed that 76% of children believe that popular media contains violent and aggressive images and content (Craig, Connolly & Pepler, 2003). In this same study, 97% of children and youth indicated the attitudes, beliefs and behaviours of students are largely moulded by media influences (Craig, Connolly & Pepler, 2003). <span style="color: #404040; font-family: Georgia,serif;">The role of the media in educating and engaging the public on the issue of bullying is undeniable. Techniques for reporting bullying incidents, such as investigative journalism, can provide the public with a critical analysis of the issue that incorporates expert opinion and discussion. The public needs accurate knowledge and the media is well positioned to explain the issues surrounding youth violence and bullying to the public. <span style="color: #404040; font-family: Georgia,serif;">Along with analytical journalism, a media-savvy public can recognize when they are being provided with a balanced approach to issues and come to its own conclusions. Some media groups such as Concerned Children's Advertisers provide media literacy for children and adults so that they can analyze information in a more critical manner rather than accepting messages at face value. With accurate knowledge from the media, the public can shift the focus from fearing an issue to actively identifying problem-solving approaches to address it.

__<span style="color: #404040; font-family: Georgia,serif;">Bullying saticitics __
 * **Elementary school**: In a survey of students aged 4 to 14 years in 16 Toronto schools (Kindergarten to grade 8), 15% of students reported having bullied others more than once or twice during the term (Charach, Pepler, & Ziegler, 1995). Another Canadian study of children aged 4 to 11 years found that bullying in schools occurred quite regularly: 9% of bullies reported bullying others every week (Craig, Peters and Konarski, 1998).
 * **High school**: Research conducted with Canadian high school students revealed that 11% of students reported bullying others within a one week period (Pepler, Craig & Connolly, 2003).
 * **Gender differences in elementary school**: A Canadian survey of students found that 14% of boys and 9% of girls aged 4 to 11 years reported bullying others (Craig, Peters and Konarski, 1998).
 * **Gender differences in middle school**: A Canadian study found that 42% of boys and 23% of girls in Grades 6, 7, and 8 reported that they had bullied others in the past two months (Pepler, Craig, Connolly, Yuile, McMaster & Jiang, 2005).
 * **Gender differences in high school**: A Canadian study found that 41% of boys and 21% of girls in Grades 9 through 12 reported that they had bullied others over a 2 month period. A longitudinal study of students between the ages of 10 and 18, found that of those students who bully, 19% of boys and 4% of girls were involved in frequent and consistent bullying behaviour (Pepler, Craig, Connolly, Yuile, McMaster & Jiang, 2005).

Victimization

 * **Elementary school**: In a survey of students aged 4 to 14 years in 16 Toronto schools (Kindergarten to grade 8), 20% of children reported being victimized more than once or twice during a term (Charach, Pepler, & Ziegler, 1995).
 * **High school**: A study of Canadian high school students found that 10-15% of students reported being bullied at least once within a one week period (Pepler, Craig & Connolly, 2003).
 * **Frequency**: A Canadian study using behavioural observation of children interacting at school revealed that bullying on the playground occurs once every seven minutes in primary grades. While classrooms had a more pro-social atmosphere, the rate of bullying was still quite high at once every 25 minutes (Pepler & Craig, 1997).
 * **Gender differences in elementary school**: A Canadian report revealed that 5% of boys and 7% of girls aged 4 to 11 years were victimized by others (Craig, Peters and Konarski, 1998).
 * **Gender differences in middle school and high school**: A 2001-2002 Health Behaviour in School-Aged Children survey conducted by a research group from Queen's University reported on prevalence rates of bullying in middle school and high school (Craig, 2004). In grades six to ten, 10-13% of boys reported being bullied once or twice per month or more, with prevalence rates peaking in grade ten. For girls in the same grades, 4-11% reported being bullied once or twice per month or more, with prevalence rates peaking in grade eight.

Peer involvement

 * In a Canadian study of 5,000 elementary and middle school students, 41% reported that they try to help the victim in some way.
 * When compared to younger students, older students in grades 7 and 8 were less likely to report that they would support victims of bullying.
 * Overall, of those who witnessed bullying incidents, between 11% and 19% of students actually tried to stop it (Craig & Pepler, 1997; Hawkins, Pepler & Craig, 2001).
 * Another study found that 31% of students reported that they would join in bullying someone they did not like (Connolly, Pepler & Craig, 2003).

Adult intervention

 * Adults are generally unaware of most bullying that occurs among children. In one elementary school, teachers were observed to intervene in only 11% of bullying incidents in the classroom (Atlas & Pepler, 1998). In another study, school staff intervened in only 4% of all bullying incidents (Craig & Pepler, 1997).
 * In a Canadian survey of teachers and students, most teachers (75%) reported they usually intervened to stop a bullying incident but only 25% of the students agreed (Charach et al., 1995). Adults who were nearby when the bullying occurred intervened 25% of the time (Craig & Pepler, 1997). Students indicated that low intervention rates may be due to teachers not being present when the incident occurred, not recognizing the incident as bullying behaviour, or choosing not to intervene for other reasons (Atlas & Pepler, 1998; Craig & Pepler, 1997).
 * Students felt all adults should play a major role in solving bullying problems (Charach et al., 1995). In fact, most child who were bullied (over two thirds) told an adult, either a parent or teacher (Charach et al., 1995).

__Stuff__

At each developmental stage, gender is a significant factor. Bullying among children at the primary level is usually committed against same-sex peers whereas bullying in junior grades and higher is aimed at both same-sex and opposite sex peers. A commonly held belief is that boys are more aggressive and are more likely to bully than girls. Much of the past research and policy development has focused on male patterns of aggressive behaviour. However, more recent research reveals that girls also engage in aggressive behaviour, but the nature, frequency, and reaction to bullying is different from boys. Some gender differences are described below: For additional information on areas where more work needs to be done in customizing intervention programs, see [|Appendix E].
 * **Type:** Girls typically display more indirect aggression such as social exclusion, rumours and gossip, whereas boys tend to use more physical displays such as hitting, punching and kicking (Casey-Cannon, Hayward & Gowen, 2001; Olweus, 1993; Salmivalli, Kaukianinen & Lagerspetz, 2000; Smith & Shu, 2000).
 * **Bullying behaviour:** Canadian studies indicate that boys consistently reported bullying others more frequently than girls (Craig, Peters & Konarski, 1998; Pepler, Craig, Connolly & Jiang, 2004). One study of students in grades 5 through 12 revealed that over a one-week period, 24% of boys and 14% of girls reported bullying others, with frequency peaking in grade 9 for both sexes (Pepler, Craig & Connolly, 2003). An observational study revealed that boys bullied at a rate of 5.2 incidents per hour, while girls bullied at a rate of 2.7 incidents per hour (Craig & Pepler, 1997).
 * **Nature of bullying behaviour:** Canadian research revealed that 14% of boys aged 4 to 11 bully others and 5% of boys are victimized. For girls, 9% aged 4 to 11 bully others while 7% report being victimized. This suggests that female bullying is more one-on-one, while male bullying may be more group-oriented (Craig, Peters & Konarski, 1998). Another study suggests boys are more likely than girls to bully members of the same sex (Craig & Pepler, 1997).
 * **Self-reported victimization:** The method of reporting may have an impact on disclosure of victimization for boys and girls. One study revealed that boys were more likely than girls to disclose their victimization in a survey (Sudermann, Jaffe & Schieck, 1996). For boys, the self-report rates of bullying and victimization were higher than what they reported to their parents. Girls, on the other hand, were more likely than boys to discuss the issue with a parent. Their self-reported rates of bullying and victimization were similar to the reports they made to their parents (Craig, Peters & Konarski, 1998).
 * **Self-reported bullying:** More boys than girls admit to having bullied others (Craig, 2004; Sudermann, Jaffe & Schieck, 1996). However, when the bullying behaviour of boys and girls are observed on the playground, the rate of bullying for both sexes is quite similar (Craig & Pepler, 1997). Another Canadian study found that boys with high personal problems and girls with high social problems were at risk for bullying their peers (Pepler, Craig & Connolly, 2003).
 * **Reaction to bullying:** Studies show that boys are more stimulated by aggressive behaviour and, by nature, may be more inclined than girls to play a spectator role in bullying incidents (Craig & Pepler, 1997; Riecken & Artz, 1997). As such, male bystander reactions to bullying serve to reinforce the bullying behaviour they are watching.
 * **Sexual harassment:** The emergence of bullying with sexual undertones coincides with changes related to puberty that can start in grade five and peak in grade nine. Boys who bullied in primary and junior grades are the most likely perpetrators of sexual harassment in higher grades (Pellegrini, 2002). Self-reports of boys in grades 6 to 10 indicated they consistently engaged in more sexual harassment of other students in the form of making sexual jokes, comments or gestures than girls of the same age (Craig, 2004). While both genders are victimized, in most grades, girls are more likely than boys to be sexually harassed. **Behavioural change:** A Canadian study found differences between boys and girls in terms of their attitudes towards violence prevention and their willingness to change their own negative behaviours (Artz, Riecken, MacIntyre, Lam & Maczewski, 2000). According to the study, girls reported lower involvement in all forms of violent behaviour, higher levels of sensitivity to the effects of violence, and a greater willingness to adopt prosocial values and attitudes relative to the boys. As a result of these differences, the researchers suggested that gender based instruction be a part of violence prevention programs. Furthermore, it may also be effective to develop gender based tools and resources for schools to help boys and girls look past social and cultural pressures to adhere to traditional gender stereotypes.

Stuff On Bullying

Sadly, bullying is pervasive in our society. It occurs in school, in the workplace, and essentially wherever people gather or are in relationship. Fortunately, writings about bullying and research into bullying have burgeoned in the last decade. We now know much more about the extent of bullying, the nature of bullying, the long-term emotional, psychological and health-related consequences of bullying, and the effectiveness of various school-based intervention programs. Many wonderful people are passionately committed to bullying awareness and prevention and there are now many resources. Thankfully, the myth that schoolyard bullying is a rite of passage is in our past. In this summary, I will review some research, discuss some principles of intervention, describe some strategies, and provide some references for additional reading and resources.

__ Is a one-time event of "bullying" really bullying? __

A question sometimes asked is, "If the bullying occurred once, is it bullying?" Some will answer, "No, bullying includes only those aggressive acts that occur repeatedly." The key issue may not be the determination of whether or not to call the event one of "bullying". Rather, the key issue may be the victim's distress and what to do about it. Teens and adults have described one-time events of humiliation that occurred in school that changed their lives in terms of how they felt about themselves, how they thought about themselves and others, how they acted, and consequently how they functioned in relationships, academic life, and life in general. These events of humiliation took different forms: a malicious tease, a dirty trick, a malicious rumour. It is important that, as adults, we do not underestimate the potential emotional and psychological consequences of a one-time event. In some cases the event of bullying is truly one-time in terms of the actions of the child who bullied and the experience of the victim. In other cases it is a one-time event for the victim but not for the child who bullied or vice versa. As with repeated or chronic bullying, what to do requires an understanding of what has happened and consideration of possible options.

__ Bullying quotes __

Could a scar be like the rings of a tree, reopened with each emotional season?” ― [|Magenta Periwinkle]

“No, you don't know what it's like When nothing feels all right You don't know what it's like To be like me To be hurt To feel lost To be left out in the dark To be kicked when you're down To feel like you've been pushed around To be on the edge of breaking down And no one's there to save you No, you don't know what it's like Welcome to my life” ― [|Simple Plan]

There is no gesture more devastating than the back turning away.” ― [|Rachel Simmons],

“Life is a ﬁght, but not everyone’s a ﬁghter. Otherwise, bullies would be an endangered species.” ― [|Andrew Vachss]

“Each of us is a book waiting to be written, and that book, if written, results in a person explained.” ― [|Thomas M. Cirignano]

//Conformity is the jailer of freedom and the enemy of growth.// //- John F. Kennedy// //You can search throughout the entire universe for someone who is more deserving of your love and affection than you are yourself, and that person is not to be found anywhere. You yourself, as much as anybody in the entire universe deserve your love and affection.// //- The Buddha// //The human race has one really effective weapon, and that is laughter.// //- Mark Twain// //The snow goose need not bathe to make itself white.// //Neither need you do anything but be yourself.// //- Lao Tzu// //He who believes is strong; he who doubts is weak. Strong convictions precede great actions.// //- Louisa May Alcott// //If you don't see yourself as a winner, then you cannot perform as a winner.// //- Zig Ziglar// //Surround yourself with only people who are going to lift you higher.// //- Oprah Winfrey// //Learn to get in touch with the silence within yourself,// //and know that everything in life has purpose.// //There are no mistakes, no coincidences,// //all events are blessings given to us to learn from.// //- Elisabeth Kubler-Ross// //Live with intention.// //Walk to the edge.// //Listen hard.// //Practice wellness.// //Play with abandon.// //Laugh.// //Choose with no regret.// //Appreciate your friends.// //Continue to learn.// //Do what you love.// //Live as if this is all there is.// //- Mary Anne Radmacher// //Humility is not thinking less of yourself, it's thinking of yourself less.// //- Rick Warren// Live, Laugh, and Learn, But don't Hate, Bully and Kill. Be Humiliated, Picked on and Bullied But don't Turn in to a Bully To Cover the pain, after all it may look mean but you are tthe center of attention -Brianna McMillian-

//You're just left with yourself all the time, whatever you do anyway.// //You've got to get down to your own God in your own temple.// //- John Lennon// //Today is my day to laugh at life.// //Laugh loud - laugh often.// //Laugh at what's funny - laugh at what's sad.// //Laugh at me - laugh at you - laugh at life.// //- Jonathan Lockwood Huie// //The opposite of love is not hate, it's indifference.// //- Elie Wiesel// //Science may have found a cure for most evils; but it has found no remedy for the worst of them all -- the apathy of human beings.// //- Helen Keller// //If we have no peace, it is because we have forgotten that we belong to each other.// //- Mother Teresa// //You have enemies? Good. That means you've stood up for something, sometime in your life.// //- Winston Churchill// //Selfishness is not living as one wishes to live, it is asking others to live as one wishes to live.// //- Oscar Wilde//

//People who say they don't care what people think are usually desperate to have people think they don't care what people think.// //- George Carlin// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grace Ray <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ms.Gillum <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">7/8 Communication Arts block <span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">Bullying <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">“The opposite of love is not hate, its indifference”. It’s important to know what bullying is and when it can happen why people bully, and what are some preventions. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">It is important to know what bullying is and when it can happen. “A person is bullied when he or she is exposed repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself. This shows that people are defenseless when bullied. Bulling is a wide spread and serious problem that can happen anywhere, it is not a phase children have to go through and it’s not just “messing around”, and its not something to grow out of bulling can cause serious and lasting harm. Therefor, being a bully is a choice. This is what bullying is and where it can happen.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">People bully for many reasons. Some reasons are family issues, cultural causes, the bully’s personal history, having power over others, social issues, others are doing it, punish people they are jealous of. This shows that there are multiple reasons why people bully. Other reasons are they feel better about themselves, feel important, people also think that they with be poplar if they bully, to gain respect, to get what they want, they think its fun, to get attention. In short they just want to feel accepted. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">So if you ever see these signs talk to them to prevent future bulling. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">There are preventions in place to help. Some ways to stop it is learn how to recognize bulling, help educate others, stop bulling when you see it, work with your school or community to stop bullying. This shows that you can do something so dont just stand around. Some other ways to stop bullying are to put on a brave face, have a friend around, aviod the bully, ignore bullies, confront the bully, report thr bully, improve your self-esteem, control your feelings, stand up for yourself, and most imporantly dont bully back. So, the more conficlent you are the less you`ll be bullied. So stop standing around and do something. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Remember, it`s imporant to know what bullying is and were it can happen, why people bully, and what are some ways you can stop it. " No you dont know what its like when nothing feels right, you don`t know what it`s like to be me, to be hut, to be lost, to feel left out in the dark, to be kicked when your on the ground, to be pushed till your on the edge of breacking down, and no ones there to save you, no, you dont know what it is like welcome to my life".

<span style="font-family: 'Times New Roman','serif';">Grace Ray

<span style="font-family: 'Times New Roman','serif';">Ms. Gillum

<span style="font-family: 'Times New Roman','serif';">7/8 Communication Arts

<span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Bullying

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Anabeth was a very mean girl. People avoided her everywhere she went. One sunny afternoon the teacher told her to go to the consoler’s office, “What for” she snapped.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">“One of the teachers saw you bullying another kid so she told the consoler, Ms. Lucy, She want to meet with you.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Fuming with anger Anabeth stopped down to the counselor’s office to put her in her place. When she got there she swung the door opened with all her might, it made a loud boom as the door hit the wall. To her surprise the lady, Ms. Lucy, didn’t look surprised instead she //smiled// at me. “Welcome,” her voice was like a flute high and elegant, “You got down here fast.” “I don’t want to be here,” my voice sounded like deep thunder to her soprano voice, “So get on with it.” The smile fated from her lips. Her voice was hard as she spoke to me, “I`m sorry but that’s not possible. You have done something terrible that will have consequences, sit //now.”//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I did as she said and sat. This is the first time I really saw the room, it smelled of lavender and, it was small and there was four bean bags around a table you saw kids siting at in the food court at the mall. Behind the table was a desk with piles of paper on top next to a computer. I guessed it was her desk but she was siting at the table in the center of the room with a chair in front of her, she pointed at the chair with her thin eyebrows raised.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I sat quickly, she handed me a big fat yellow envelope, “Here is your new schedule. You will be with me from 5th hour to 7th hour” she said. I felt like crying 5th hour was my favorite class. The teacher, Mr. Williams, never judged me or told me I was wrong. “Fine,” it came out in a small whisper. She smiled unlike before her voice was light like a feather and not thick like the cafeteria milk, “I can change the time you meet with me if you like?” “Really!?” I yelled. I covered my mouth to try to hide my bit of happiness. Her smile widened to show her //white// teeth. “Lets make it 1st to 3rd how does that sound?” She asked me. I nodded a thousand times because I hated those class anyway. The teacher clapped once, “Great, so it all works out

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">New and improved

Grace Ray Ms. Gillum 7/8 Communication Arts Bullying Anabeth was a very mean girl. People avoided her everywhere she went. One sunny afternoon the teacher told her to go to the consoler’s office, “What for” she snapped. “One of the teachers saw you bullying another kid so she told the consoler, Ms. Lucy, She want to meet with you.Fuming with anger Anabeth stopped down to the counselor’s office to put her in her place. When she got there she swung the door opened with all her might, it made a loud boom as the door hit the wall. To her surprise the lady, Ms. Lucy, didn’t look surprised instead she //smiled// at me. “Welcome,” her voice was like a flute high and elegant, “You got down here fast.” I don’t want to be here,” my voice sounded like deep thunder to her soprano voice, “So get on with it.” The smile fated from her lips. Her voice was hard as she spoke to me, “I`m sorry but that’s not possible. You have done something terrible that will have consequences, sit //now.”//I did as she said and sat. This is the first time I really saw the room, it smelled of lavender and, it was small and there was four bean bags around a table you saw kids siting at in the food court at the mall. Behind the table was a desk with piles of paper on top next to a computer. I guessed it was her desk but she was siting at the table in the center of the room with a chair in front of her, she pointed at the chair with her thin eyebrows raised.I sat quickly, she handed me a big fat yellow envelope, “Here is your new schedule. You will be with me from 5th hour to 7th hour” she said. I felt like crying 5th hour was my favorite class. The teacher, Mr. Williams, never judged me or told me I was wrong. “Fine,” it came out in a small whisper. She smiled unlike before her voice was light like a feather and not thick like the cafeteria milk, “I can change the time you meet with me if you like?” “Really!?” I yelled. I covered my mouth to try to hide my bit of happiness. Her smile widened to show her //white// teeth. “Lets make it 1st to 3rd how does that sound?” She asked me. I nodded a thousand times because I hated those class anyway. The teacher clapped once, “Great, so it all works out!” in her very high vocie. Ms.Lucys voice got lower as she said, “But there is one more rule. If you are seen bullying or have not improved in //one// month you will be expelied, //forever.”// I felt determinaton as i gladly accepted the challenge.

One month later, I found myself in Ms.Lucys small room once more with a smug smile on my face as she handed me the thin piace of paper, I pulled it back to examine it I read it slowly over the words i never thought I would here or read. At the same time i finshed reading over the single word, Ms.Lucy said it out loud, “//Congulations//!” in her soproano voice that I grew to love. I read over the paper one more time and for the first time i felt proud.