Respond to Two Classmates’ Debates: A Scholarly Journal Article Summary
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Respond to two classmates’ conversations: Annotated Bibliography of a Scholarly Journal Article
In the discussion area, you will respond to TWO of your classmates’ posts (minimum of 150 words each). These responses are not part of the five weekly discussions that you are obliged to participate in.
Lisa G Bogetto is my first classmate.
Shannon,
What you’ve picked for your academic journal paper appeals to me. Body image and eating disorders, in my opinion, go hand in hand. I believe that the study’s objectives will demonstrate that people’s body image concerns are caused by more than just eating disorders. It’s also society and what we read in periodicals, as well as what we see on television. When it comes to how people see themselves and compare to others, self-esteem is a major issue.
Why do you believe they didn’t have the same number of males as females in the study? When it comes to calculating healthy weight, the BMI calculator isn’t always the best tool. Everyone’s physical shape and form differs, thus even though their mass index indicates that they are overweight, they may not feel that way.
You said in the findings that the ladies employed in this study were shorter and lighter than the males. The reason for this, I believe, is that men and women are constructed differently and bear their weight differently. Men are overweight in the study, but I believe this is due to the fact that their bodies are formed differently from women’s. Muscle weighs more than fat, and men have more muscle than women. I believe that determining one’s weight status would be difficult.
I believe they are true in that body image causes some people to have negative feelings about themselves and to dislike who they are. You did a fantastic job on your paper.
Jessica E Dill is a second-year classmate.
Lisa A. Melander, Kelley J. Sittner Harthorn, and Les B. Whitbeck’s article, Correlates of bullying behaviors among a sample of North American Indigenous teenagers, examines the factors that contribute to bullying utilizing a sample of North American children aged eleven to fourteen.
The goal of this research is to discover the factors that influence whether a youngster will become a bully or will be bullied by others. After conducting their own study, the writers discovered existing studies on the reasons of bullying behaviors. According to these studies, children who did not receive enough affection from their parents were more prone to bully others. These studies also discovered that if a child has a positive, open relationship with their parents, they are less likely to be bullied. Another conclusion stated by the authors was that children who had positive role models in their parents were less likely to bully others. The degree of bullying in schools is also influenced by the teachers. According to studies, the incidence of bullying at school would decrease if teachers were more connected with the pupils and offered encouragement. Youngsters who are depressed themselves are more inclined to bully other children, according to several psychological studies.
This study varies from past bullying research in that it focuses on a single ethnic group. Other research haven’t concentrated on a specific group, particularly Indigenous children in North America. All of the previous studies have provided useful information, but this one intends to focus exclusively on Indigenous children in North America. Previous research is useful for this study since it identifies general characteristics that contribute to children being bullied or bullying other children. Prior knowledge will be used in this study to evaluate how it applies to their sample of Northern American Indigenous youngsters.
Bullies, according to the authors, learn their conduct from bad parenting. They also believe that bullies will only bully people if they are on a higher level than them, but that if the other person is in a higher class, they will be bullied. They also suggested that youngsters who suffer from depression are more prone to become bullied. Another theory is that children from minority groups are more prone to be bullied. The study’s independent factors were the level of parental involvement with the child and how the family dealt with circumstances. They also inquired about the children’s school experiences. They were also looking for symptoms of despair in the kids, as well as how they felt about prejudice. The children’s replies to being asked if they were a bully or a victim of bullying were some of the study’s dependent variables.
The individuals in charge of this study gathered information from the participants using qualitative methodologies. They interviewed each of the children, as well as at least one of their parents, in detail. This strategy can be quite useful because it allows them to ask the participants everything they need to know and to request additional information when necessary. It is feasible to obtain a lot more information using this strategy than it is possible to obtain using other ways. The fact that this strategy is depending on what the participant is willing to provide is a disadvantage. The person can, for example, lie or avoid certain topics (Custer).
For this study, they used volunteer sampling as a sample method. They selected youngsters from those households that fit into their desired age range for the study using a list of Northern American Indigenous families that they had received. When they found a youngster that met their criteria, they contacted the parents and encouraged them to participate in the study. This method can be effective because it can reach a large number of individuals, but it can also lead to skewed results. Only certain categories of persons will be allowed into a study if participants are chosen by hand (Custer).
According to this survey, approximately sixteen percent of Northern American Indigenous children have been bullied, and approximately sixteen percent have bullied others. They also discovered that just about 7% of the children had been both bullied and bullied. They also discovered that when a youngster receives more parental affection and positive attention from teachers, they are more likely to be bullied rather than bully others.
Because there are so many diverse cultures, the author stated that this study may not apply to other regions. Another drawback mentioned by the author was that their definition of bullying for the study was broad and did not include specific actions. This study was successful in obtaining data that were particular to the ethnic group being studied. Another feature was that the interviews with the children and their guardians yielded detailed information.
References:
L. Custer (n.d). Process of social scientific research
L. Melander, K. Hartshorn, and L. Whitbeck (2013). Bullying behaviors and their correlates in a sample of North American Indigenous adolescents. 675-684 in Journal of Adolescence, 36(4). to two classmates’ debates: In the discussion area, you will respond to TWO of your classmates’ posts (minimum of 150 words each). These responses are not part of the five weekly discussions that you are obliged to participate in.
Lisa G Bogetto is my first classmate.
Shannon,
What you’ve picked for your academic journal paper appeals to me. Body image and eating disorders, in my opinion, go hand in hand. I believe that the study’s objectives will demonstrate that people’s body image concerns are caused by more than just eating disorders. It’s also society and what we read in periodicals, as well as what we see on television. When it comes to how people see themselves and compare to others, self-esteem is a major issue.
Why do you believe they didn’t have the same number of males as females in the study? When it comes to calculating healthy weight, the BMI calculator isn’t always the best tool. Everyone’s physical shape and form differs, thus even though their mass index indicates that they are overweight, they may not feel that way.
You said in the findings that the ladies employed in this study were shorter and lighter than the males. The reason for this, I believe, is that men and women are constructed differently and bear their weight differently. Men are overweight in the study, but I believe this is due to the fact that their bodies are formed differently from women’s. Muscle weighs more than fat, and men have more muscle than women. I believe that determining one’s weight status would be difficult.
I believe they are true in that body image causes some people to have negative feelings about themselves and to dislike who they are. You did a fantastic job on your paper.
Jessica E Dill is a second-year classmate.
Lisa A. Melander, Kelley J. Sittner Harthorn, and Les B. Whitbeck’s article, Correlates of bullying behaviors among a sample of North American Indigenous teenagers, examines the factors that contribute to bullying utilizing a sample of North American children aged eleven to fourteen.
The goal of this research is to discover the factors that influence whether a youngster will become a bully or will be bullied by others. After conducting their own study, the writers discovered existing studies on the reasons of bullying behaviors. According to these studies, children who did not receive enough affection from their parents were more prone to bully others. These studies also discovered that if a child has a positive, open relationship with their parents, they are less likely to be bullied. Another conclusion stated by the authors was that children who had positive role models in their parents were less likely to bully others. The degree of bullying in schools is also influenced by the teachers. According to studies, the incidence of bullying at school would decrease if teachers were more connected with the pupils and offered encouragement. Some
Custer, L. (n.d). Social scientific research process.
Melander, L., Hartshorn, K., & Whitbeck, L. (2013). Correlates of bullying behaviors among a sample of North American Indigenous adolescents. Journal of Adolescence, 36(4), 675-684.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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