Concepts of Gender Roles

Introduction Over the recent past, most global societies have experienced a great upheaval and revising of their traditionally cherished methods of defining roles on a gender basis as evidenced by the strides made by such communities in accepting and adjusting to new methods of assigning roles.Advertising We will write a custom essay sample on Concepts of Gender Roles specifically for you for only $16.05 $11/page Learn More Currently, as evidenced by research studies women are advancing career-wise, as more women are joining career that were reserved for men and becoming their family’s breadwinners. Although this is a clear indication of where societies are heading as far as appreciating the girl child is concerned, still sexism and gender inequality are primary problems that are facing the girl child. Such is the case primarily because societal socialization agents such as the church, schools, work groups, and parents, which are supposed to be th e primary promoters of the war against sexism and gender discrimination, have and still promote gender inequality and sexism direct or indirectly. As a result of these, the war on gender inequality and sexism has failed, because of the failure of these agents of change to promote gender equality and eliminate discriminative notions held by the society (Baur and Crooks 65-67). Regardless of an individual’s gender, there is a need for communities to respect every individual’s rights, as this forms the basis of the war against sexism and gender inequality. However, because this has failed to occur it is crucial for women to rise up and defend their rights through rejecting gender-role segregation and any other form of discrimination, which demeans their self-worth. Gender Development and Gender-Role Stereotyping Gender identity is a concept that develops during the early stages of development, as this is the time when children are in the process of discovering who they ar e. This process continues as a child grows and encounters more societal forces, which are the primary elements that define behavior and roles. Therefore, depending on the stereotypes, which are held by a certain society, a child will grow up knowing that some roles are reserved for men and others for women. This is one of the factors that have made the war on gender inequality and sexism to always hit a snag, because in most cases it is very hard to alter the ideas, traditions, norms, and beliefs, which form the foundation of societies. Although some societies have started to embrace change, as far as gender stereotyping is concerned, still majority of modern communities cherish and will do anything at their disposal to ensure that their cherished gender based stereotypes take precedence. This is the case primarily because; the socialization process has made most individuals to accept the gender-based stereotypes and roles as an integral part of their lives; hence (Baur and Crooks 6 6).Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, because it is hard to alter some strong rooted gender-related traditions and practices such as sexism, the role of salvaging women from the oppression caused by these practices solely depend on the nature of efforts put in place by women. This is war that can be worn, because not every individual support this traditional ideology of assigning roles on a gender basis and viewing women as the weaker sex. As Baur and Crooks (70-71) further add, another factor that has promoted sex role stereotyping is religion. Although, this is supposed to be one of the primary agents of change, the church has failed to sensitize societies about the negative effects of gender inequality. Most religions for example, Islam and Christianity embrace the idea of male superiority. Religious teachings present God as man, a fact that makes the world to view ma les as ore superior than females. Such is even the case when it comes to the story of creation where, it is said that Eve was a product of Adam’s rib. Further, the supremacy of the male sex is clearly portrayed by the leadership structure of most churches. Most church leaders are men, with few women who occupy subordinate leadership positions. On the other hand, although some religions have started to ordain female clergy, this ideology has been opposed by most religions. This has made many to question the ability of most socialization agents to change the human perception of men and women, more so when it comes to role gender role differentiation. As research studies show, as compared to men, women are less impinged in principles of sexism and the traditional ways of assigning people roles, using gender based stereotypes. Further, as studies indicate as compared to men, most women are ready to accept positions that will guarantee them some form of equality with men. Although this is the case, the desire to change this in most cases faces numerous challenges, because of the tendency of most individuals of being ready to undertake most traditional masculine or feminine based duties without questions. These like scenarios are so because of the numerous forces within the society, which have contributed to the cherishing of these values, regardless of how much they demean individuals of a certain sex. One of the biggest forces within the society, which has promoted sexism and gender-role inequality, is the family. As compared to other agents of socialization, parents are the main contributors to the nature of values and beliefs held by individuals; hence, the great shapers of behavior. Different homes have different expectations for boys and girls.Advertising We will write a custom essay sample on Concepts of Gender Roles specifically for you for only $16.05 $11/page Learn More Majority of these expectations are usually biased, as most families have a tendency of restricting the girl child’s freedom while granting boys more freedom. Consider even the type of toys that parents buy for their children; most of these toys are primarily meant to prepare children for their adult roles. For example, it is very rare to find parents who buy their male children dolls and tea sets or their female children trucks and balls, as the opposite is the case in most family setting. On the other hand, as children grow, parents usually teach them different types of family chores. Most parents encourage boys to help their fathers in hard chores and girls to help their mothers in the kitchen. Therefore, regardless of how much parents may discourage their children from embracing gender stereotypes and gender-based role segregation, this are ideas which in most cases are rooted in children’s minds hence, very hard to eliminate (Baur and Crooks 65-69). In addition to parents, the peer group and the working lot, is an other group of socialization agents who have failed in their duty to sensitize the societies on the need to change the strongly embraced sexism and gender inequality promoting values. The peer group is another basic unit, which is involved in the gender role socialization process. Right from selecting their playmates, assigning of roles depending on an individual’s sex, and providing assistance on the type of careers to take, the peer group is one of the biggest promoters of sexism and assigning of gender biased role. Peer groups have a tendency of encouraging the girl child to be more nonassertive and caring, a case that is contrary when it comes to boys. As children develop and go through their puberty into adulthood, their will grow embracing these gender based duties; hence, making it very hard to alter them when children are mature. This like gender role stereotypes have encroached the workforce, as most workplaces are made up of men who occupy senior positions while wom en play the subordinate and easy roles. Although the culture of women owning wealth has started to be embraced by most communities, most wealth is owned and managed by men, because of the corporate, political and economic power, which the society accords men. Most women have to always find ways of balancing between family chores and office duties, because of the believe held by societies that, regardless of what women do, tending to the family is one of their primary roles. As a result of these, most women tend to prefer part-time jobs, jobs that are low paying, or which require simple skills. This has created a very big pay gap between women and men, sexual harassment, and declining number of female workers; hence, the need for women to stand up and reject this form of role inequality (Coon and Mitterer 363-368).Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion In conclusion, as a result of the failure of the primary societal socialization agents to bring the desired change as far as sex-role stereotyping is concerned, it important for women to combine forces and fight for their rights. Although it is hard to change most the long cherished societal value systems beliefs, and stereotypes, through women declining gender based roles, which demean them, women are likely to succeed in their quest for role equality. Works Cited Baur, Karla and Crooks, Robert. Our sexuality. Belmont: Wadsworth Publishing, 2011. Web. Coon, Dennis and Mitterer, John. Introduction to psychology: gateways to mind and behavior. Wadsworth Publishing: Belmont, 2008. Web. This essay on Concepts of Gender Roles was written and submitted by user Dylan George to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Do Left and right-handed people have roughly the same reaction time with their dominant hand Essay Example

Do Left and right Do Left and right-handed people have roughly the same reaction time with their dominant hand Essay Do Left and right-handed people have roughly the same reaction time with their dominant hand Essay Hypothesis 1 I predict that left and right-handed people will have roughly the same reaction time with their dominant hand. Plan In order to prove my hypothesis I am going to use stratified random sampling, so that I get a fair sample to conduct my study. I will find both the average and the range to see if my hypothesis is correct. Stratified Random Sampling I am going to use 30 pieces of data for my sample. I sorted the data excluding any that did not say what hand they used or used both hands as their dominant. Firstly I must find the ratio of left handed people to right: There are 300 pieces of data in total. There are 32 left handed people. And 268 right handed people. In order to find the ratio I have to divide the number of left handed people with the total number of people, and then I have to multiply the answer by 30. I have to do the same to the right. Left= 32 / 300 x 30 = 3.2 Right=268 / 300 x 30 = 26.8 The ratio is 3.2 : 26.8 (left : right) Because we are dealing with people we can use decimals so we have to round the decimals. The ratio comes to 3:27 This means we have to choose 3 left handed people and 27 right handed people (the ratio should add up to 30). Because we are using stratified random sampling we cannot just pick the data ourselves, we have to use a calculator. You type in Ran# (number of sample, which in this case is 30). In order not to get decimals you must put it on fix mode. My stratified random samples are numbers: Left; 3, 9 and 8 Right; 181, 150, 226, 110, 120, 89, 169, 132, 98, 109, 95, 47, 5, 105, 113, 195, 191, 193, 149, 214, 9, 221, 258, 51, 189, 185 and 247. Averages In order to find the averages you have to add up the first, second and third attempt, then divide by number of attempt, which are 3. Left handed averages with dominant hand (samples): 0.64 seconds 0.27 seconds 0.27 seconds Right handed averages with dominant hand (samples): 0.25 seconds 0.18 seconds 0.25 seconds 0.30 seconds 0.38 seconds 0.19 seconds 0.42 seconds 0.33 seconds 0.39 seconds 0.50 seconds 0.25 seconds 0.25 seconds 0.39 seconds 0.28 seconds 0.25 seconds 0.47 seconds 0.24 seconds 0.41 seconds 0.22 seconds 0.31 seconds 0.20 seconds 0.39 seconds 0.27 seconds 0.29 seconds 0.25 seconds 0.33 seconds To find the total average for the left / right hand you have to add up all your results and divide by number of results. Total left hand = 1.18/3 = 0.39 Total right hand =7.41/27 =0.27 From this I can see that right handed people have a quicker reaction time with there dominant hand than left handed people do. Range To find the range between the total right hand and the total left I must take the smallest one away from the biggest. Range = 0.39-0.27 =0.12 Although right handed people have quicker reaction times than left handed people do, it is not by much, there is only 12 hundredths between them. Conclusion From my study I can conclude that right-handed people are faster than left. But I think that my hypothesis is correct because I predicted that left and right-handed people would have roughly the same reaction time with their dominant hand and the difference between them is only 12 hundredths of a second. Hypothesis 2 I predict that if you have a fast reaction time with your right hand you will have a fast reaction with your left and vice versa. Plan In order to prove my hypothesis I am going to do a random sample, using 50 pieces of data. I will draw a scatter graph to see whether my hypothesis is true. In order to draw my scatter diagram I must take both left hand and right hands averages and plot them against each other. For example if my right hand average was 0.63 seconds and my left was 0.54 I would plot 0.63 across the right hand axis (which we could say would be x) then from 0.54 I would go up and plot 0.63 across the left hand axis (which would be y). from this graph I hope to see whether there is negative/positive correlation or if there is none. Random sampling In order to random sample I will have to use my calculator. To do this you have to type in Ran#(total data-300) My Random samples are : Left hand average Right hand average 0.32 0.57 1.04 0.36 0.95 0.25 0.40 0.31 0.50 0.33 0.30 0.33 0.33 0.33 0.31 0.38 0.39 0.33 0.36 0.33 0.22 0.19 0.28 0.28 0.33 0.36 0.33 0.28 0.22 0.25 0.28 0.25 0.33 0.33 0.27 0.41 0.33 0.39 0.39 0.3 0.88 0.69 0.25 0.44 0.25 0.41 0.22 0.18 0.62 0.273333333 0.24 0.253333333 0.28 0.5 0.28 0.25 0.22 0.25 0.28 0.33 0.31 0.296666667 0.28 0.24 0.27 0.22 0.29 0.253333333 0.31 0.276666667 0.22 0.18 0.22 0.22 0.23 0.203333333 0.64 0.2 0.29 0.293333333 0.28 0.25 0.31 0.29 0.27 0.22 0.31 0.28 0.14 0.27 0.31 0.39 0.27 0.27 0.89 0.49 0.23 0.22 Scatter Graph From my graph I can see that there is little correlation. Although after looking at it for a little while I have come to the conclusion that you can see the majority of the points that are quick with there left hand are also quick with there right, but there are still a number of exceptions. Conclusion I have come to the conclusion that my hypothesis is not fully correct although, I can see that for the majority it is (the majority being roughly 60%) that it is correct.

Oppositional Defiant Disorder Research Paper Example | Topics and Well Written Essays - 1250 words

Oppositional Defiant Disorder - Research Paper Example The age of onset of this psychiatric problem has been observed as early as three years and the clinical features can be identified easily at the age of eight years. It is very uncommon after adolescence. Boys show a greater ratio of this psychiatric disorder as compared to girls up till puberty and after gaining puberty this ratio becomes equal. (Sadock et al 2009). Oppositional defiant disorder (ODD) has various underlying causes and risk factors and it presents with different signs and symptoms and it can be identified by the set diagnostic criteria. The risk factors and etiological factors for ODD are not very clear and the family background, hereditary, environmental and social factors are mostly the underlying causes for the eruption of the symptoms in the child. Child’s natural predisposition plays a critical role in the development of this disorder. Assertive nature of the child and the similar authoritative reaction shown by the parents to discipline their child causes them to retaliate and disobey their authority figures. With the passage of time the child needs to develop a sense of self-confidence and self-determination. However, in cases of difficulty in compliance, this behavior is exaggerated and when he/she steps into adolescence, this oppositional response is intensified. Sexual or physical abuse, lack of proper supervision by parents or neglected childhood, mental retardation in late childhood, chemical imbalance for instance of serotonin and any environmental trauma can also trigger ODD. Families that have undergone problems like divorce, troubled parental relationship, frequent school changes, financial instabilities and strict and harsh discipline maintenance are other etiological factors responsible for ODD. A single factor cannot be pointed out as the cause of ODD in any affected individual (Mayo Clinic Staff 2012; Sadock et al 2009). Classic psychoanalytical theory has explained that the oppositional behavior of the children is the outcome of accumulating aggressive responses against their authority figures and is a way of expressing control over them. This control is expressed through tantrums, temper outbreaks and other negative attitudes (Sadock et al 2009). The clinical features of ODD start presenting before 8 years of age and intensify over the early teen years. It takes months and years for the clinical signs and symptoms of the child to worsen and complicate. The behavior of the child is to be noticed if he/she presents with aggressive nature and various incidents of moodiness over the past six months at least and have been persistent throughout. The symptoms include temper tantrums which are persistent, poor compliance with disobedience for rules, arguing with authority figures like parents, blaming others for own mistakes, anger and aggressive behavior, revenge taking behaviors, easily annoyed and irritated over petty issues, intentional gestures to annoy others and persistent disobedience against t he parents. These symptoms can be observed both by parents at home or by teachers and friends in the setting of school. Aggressiveness is expressed by the children more often through verbal communication and harsh attitude against parents or teachers. Physical aggressiveness is less common in ODD, but more common in Conduct Disorder. Children with these features are affected severely in terms of their social, academic and

Organizational Change Assignment Example | Topics and Well Written Essays - 2000 words

Organizational Change - Assignment Example Company Overview: R.R. Donnelley, one of the largest printing companies in the world, is based in the United States of America. The company, which is listed in the NASDAQ: RRD, is regarded as the global provider of different integrated communications as well as printing services. The company is working collaboratively and collectively with more than almost 60,000 customers across the world for the purpose of developing different solutions in respect to custom communications. These solutions are reducing costs of the production of the company, driving top line growth in favor of the company and also are enhancing research and development and are also ensuring observance. Drawing on the range of proprietary as well as commercially accessible digital and different conventional technologies organized across four continents, R.R. Donnelley & Sons employs a group of leading â€Å"Internet based capabilities† as well as other resources. These resources are applied for the purpose of providing â€Å"pre-media, printing, logistics and business process outsourcing services† to different clients in practically every private as well as public sector around the world (About Us, 2012). Diagnosis: There are various needs or requirements for organizational changes which are conducted in different business organizations across the globe. One of the most important factors which emerge as constant in different business organizations today is organizational change. Undeniably, the organization’s ability or capacity to deal with different changes gives the company a competitive advantage in the market. Organizational learning and changes have been identified as one of the most significant methods for making certain the success of different continual changes made in organizations. Researchers, however, do not deal with various emotional implications in respect to the changes which are made in various business organizations across the globe. Large number of resea rchers, in their articles, has shown the advancements in regard to the proposal that organizational changes are inherently emotional as well as produce wide ranges of emotions and/or feelings in individuals and in organizations during these organizational change which require micro-level as well as macro-level management. Large number of researchers has also pointed out the emotional aspects in respect to dealing with these organizational changes. In general, these researchers have identified the fact that emotional consequences of those organizational changes, however, there exists small research available, which identifies the fact that emotional skills are needed to successfully manage these organizational changes (Jordon, n.d., 456). Organizational changes which are required by the company R.R. Donnelley are mainly related to those organizational changes which are made for the overall improvement of the organization. These changes are required to be made on the ground of the fac t that the business organization is needed to be made more and more effective in respect to developments of the working environments and also in respect to the overall growth of the organization. In this context the changes are needed because Understanding the degree of staff commitment is expected to assist the business organization under consideration in selecting the most efficient working force

Video Games A Curse Or A Blessing Psychology Essay

Video Games A Curse Or A Blessing Psychology Essay Nowadays, video games are more advanced than they ever were. Fascinating story lines, and more complex levels than before, these video games become more and more sought after by todays youth. It has become easier to purchase and access games with mature ratings (M) by underage children and teenagers. Parents would argue that video games corrupt the minds of the teens, and it could lead them to develop a violent personality that can make them become aggressive and commit crimes. And since we are all aware about the parenthood protective instinct, their concerns are understandable. Incidents like the school shooting like the one that happened in Colorado thirteen years ago, child aggression, and the decrease in school work are said to be the effect of video gaming. Of course, it is not for all the video games that exist but games like Doom, Madworld, and Gears of War are some of the games that are blamed. Parents state that more than a thousand of scientific reviews and studies conclude that the exposure to media violence and violent video gaming increases the aggressive behavior of youths. In a paper that was written by Rachel Ray called Violent Video Games, she strongly supports the idea that aggressive video games hold some strong effect on the young boy practicing that act. She begins her article by referring to the shootings in Kentucky, Paducah, Colorado, and Columbine. She states that in those cases, the teenagers who were responsible for those shootings were addicted to Doom. Furthermore, she said that there is correlation between youth and teens behaviors and violent video games are undeniable. Ray also stated: I personally believe that aggressive video games have an effect on young adults, and in turn can cause them to commit crimes. (Ray, 2006) Another research suggested that when performing violent acts in video games may contribute in teenagers aggression than just watching violent scenes on movies and TV shows. According to this view, the more teens act violently while playing game, the more likely they will perform violent acts in their real life (Cesarone, 1994).   In the majority of video games, females are the ones who are depicted to be victims. Video Games such as, Grand Theft Auto promote and talks about theft, prostitution, and violent behavior.   This game encourages males to behave in a wrong way if they want to move along the levels of the game. Furthermore, research has found that males tend to play video games more than women which may produce factor of such aggressiveness in video games.   It is known that acting out such violence as opposed to just viewing it will cause the young boy to become more familiar acting violently without any consequence. Moreover, to explore the question about how playing video games my change the brain, Dr. Vincent Matthews and some of his colleagues at Indiana University who have studied media violence looked at what happen in the brain of twenty eight students who were randomly chosen to play either a non-violent or a first-person shooter games (violent video game) every day at an intervals of a week. At the beginning of this study, researchers used Functional magnetic resonance imaging scan for the brain in order to understand its activity when the study participants who are all young adult men, while playing the lab based task either involving non-emotional or emotional contents. The participants were scanned over and over again while repeating the same tasks, after one week of playing the two opposite types of video games (Park, 2011). Researchers found out that the participants who practiced the violent video games showed less activity in the areas about emotions, inhibition, and attention in the brain. Mathews stated: Behavioral studies shown an increase in aggressive behavior after violent games, and what we show is the physiological explanation for what the behavioral studies are showing (Park, 2011). We are showing that there are changes in the brain function that are likely related to that behavior. One task that the participants completed while being under the scan appraised their response to non-violent vs. violent words. The participants were presented with non-violent words such as walk, run, and talk and violent words such as harm, hit, shoot, and kill (Park, 2011). Therefore, Dr. Mathews came with a conclusion that the changes that happens to the brain while playing violent video games dont appear to be permanent; however, documenting that the brain changes when playing the violent games even if it is for just few hours a day for a whole week., and this can be a significant proof on how young players can be affected when playing these kinds of games.   Ã‚  Ã‚   Personally speaking I love playing violent video games, because when I do so I forget about all my daily problems and I release all the frustration I assembled during the day by shooting zombies or damaging cars and buildings. The major problem that we had when we wanted to play those games was the approval of our parents because no one of any age wants someone to breathe down you neck or looking over your shoulder in order to observe what you are doing. For centuries, parents have that protective instinct for their children and want to protect from anything aggressive or violent. For instance, even in sports, it exist violence to some degree. For example, the American football the coach tells his players almost every day to rip the opponent player heads off. The fact remains that violence is all around us and violent computer games simply provide teens and young boys with a new high level to entertain themselves. Almost every year, the bestselling video games in US are the one which are most violent. When I was 13 years old I enjoyed playing violent Video Games with my older brother, and thankfully our parents allowed us to play any game we chose. Our parents decision to let us play whatever we want was not random because when I asked my mother why she allowed us to play those kind of games she told me that she knew that her and my father raised us well to make our own right decisions and she was sure that we will never practice what we experienced in those video game in real life. In 2011, the best seller game was Call of Duty, and for those who are familiar with video games that game is one of the most violent. I understand that parents cant stop worrying about the influence of those games on their children. Though, it is possible that young players will be more prone to imitate violence they see, it is important to keep in mind that the most aggressive video games are rated mature for a specific reason. Reasonable and well raised children wont start walking around and shooting people, robbing old women, or stealing cars. Violence is just a single small part of video games entertainment value. Olsen said in a New York Times article: teens can try out different identities, how it feels to be a hero, a trickster, a feared or scorned killer or someone of a different age or sexà ¢Ã¢â€š ¬Ã‚ ¦in a safe fantasy world of video games (Olsen, 2011). For teenagers, violent video games offer mature oriented adventures that go together with their age range better than th ose offered by non violent games for children. Violent games like Call of Duty allows for more interaction and control over the environment you are playing in and it is less structured than the ones we found in movies and TV shows. Through the use of violence, video games can significantly reduce stress by distracting young gamers from pressures of their daily lives. For example, college students who are stuck between school responsibilities, part times jobs, and household chores might find a button machine for violent games a solution to enjoyably release stress and frustrations. According to a study done by Texas AM professor Christopher Ferguson, violent and aggressive video games can be used as a therapeutic solution to combat anger and depression(Ferguson, 2007). Moreover, according a research that was published in Psychology of Violences in August 2011, the degree to which competitiveness young gamers reach while practicing their hobby is more likely than the degree of violence to cause aggression in those gamers personality((Paul J. C. , Adachi, 2011). Watching, practicing, and playing games that depict bloodshed are very therapeutic in a sense that violence on our screen helps us understand death. As the author of the book Killing Monsters Gerard Jones said: Why children need fantasy, super heroes, and make-believe violenceà ¢Ã¢â€š ¬Ã‚ ¦through immersion in imaginary combat and identification with a violent protagonist, children engage the rage they stifledà ¢Ã¢â€š ¬Ã‚ ¦and become more capable of using it against lifes challenges.(Jones, 2008) Even though it seems like I am in a strong opposition on how my opponents view on seeing the video games as a curse for children and teenagers, I understand their concern and I believe that the best solution is for parents to monitor their children. That means that they should study their personality, see how they perceive those video games, and then decide based on their kids personality if they are capable of handling violent video games without switching their behavior from for what their children are allowed to do in their spare time. In the end, they are responsible to know what video games their children play and have the authority to regulate what video games their children play or how much time they are allowed to play video games. Aside from the video game rating system, there is information available about every video game in the internet, parents can Google the games name and read all the information about it. Parents need to observe and control violent video games for the ir children only if they think that it will affect their behavior and personality; However, if the parents raised their children well, they will not have anything to worry about because they will trust that they will not behave by the same the characters in those violent video games act. Therefore, when monitored by parents, violent video games will not make teens and children violent and aggressive, it will help them overcome stress and anxiety by providing them with entertainment inside their houses, and it will allow them to take out their daily frustration on fantasy characters instead of taking it out on real people.

Anti-Bullying Laws

Anti-bullying laws â€Å"When people hurt you over and over, think of them like sand paper. They may scratch you and hurt you a bit, but in the end, you end up polished and they end up useless†. A quote by Chris Colfer. The number of kids that get bullied everyday are increasing in the state of Arizona. In order to stop the bullying in the schools of mesa, Arizona must create a stronger anti-bullying law. To begin with, over the years the percentages of kids getting bullied are getting tremendously big.According to Winnie Hu kids think that there parents will laugh and teachers wont care that’s the reason they won’t speak up (Hu 13). everyday half a dozen of complaints said Dr. Bergacs from New York Times Magazine (Bergacs 8). Secondly kids are too scared to speak up and tell someone. Kids say it’s hard to tell someone if they are getting bullied. DeSean Jackson says at a young age it’s hard to do anything about it. They say they put their own lives in danger (Jackson 12).Finally, some kids that get bullied at school can affect their concentration at school. Parents will know something is wrong because there kids are doing bad at school . they say the bullying will just get worst. In conclusion, the anti-bullying law must work to stop bullying in the schools because bullying hurts kids and the number of kid being bullying is increasing each year. Bullying must be taken away from schools because bullies or bullied get hurt. This way kid ca stop getting hurt.

The History of Home Schooling

Before the beginning of American public schools in the mid-19th century, home schooling was the norm. Founding father John Adams encouraged his spouse to educate their children while he was on diplomatic missions (Clark, 1994). By the 1840's instruction books for the home were becoming popular in the United States and Britain. The difficulty of traveling to the system of community schools was provoking detractors. At this time, most of the country began moving toward public schools (Clark, 1994). One of the first things early pioneers did was set aside a plot of land to build a school house and try to recruit the most educated resident to be the schoolmarm. This led to recruiting of graduates Eastern Seaboard colleges to further the education oftheir children beyond what they could do at home (Clark, 1994). As the popularity of the public school movement began to rise behind Horace Mann many states soon passed compulsory-education laws. These were designed primarily to prevent farmers, miners, and other parents form keeping their kids home to work (Clark, 1994). Ironically another factor behind public schools was the desire to use them to spread Christian morality, with its concern for the larger good over individualism (Clark, 1994). Massachusetts enacted the first such laws in 1852 requiring children ages 8-14 to be at school at least 12 weeks a year unless they were too poor. The laws proved to be effective, from 1870-1898 the number of children enrolling in the public schools outpaced the population growth. Except for certain religious sects and correspondence schools home schooling remained limited for most of the 20th century. During the 1960's the hippie counterculture exploded into the scene. This culture led a revolt against the education establishment. Thousands of young Americans began dropping out of society and going back to the land to live on communes that generated the modern home schooling movement. Twenty years ago, many states did not allow home schooling. Constitutional protection has always been uncertain. The U.S. Supreme Court has never explicitly ruled on home schooling. Although in 1972, in Wisconsin v. Yoder, the Court did restrict compulsory school requirements in a limited ruling involving the right of Amish students not to attend high school (Lines, 1996). In Wisconsin v. Yoder, the Amish parents claimed that high school attendance was destructive to their children's religious beliefs and would interfere with their pursuit of the Amish way of life (Fisher, Schimmel, and Kelley, 1995). Since this ruling there have been many court cases dealing with the issue of home schooling. All 50 states allow home schooling ad 34 states have enacted specific home schooling statutes or regulations (Clark, 1994). What drives many home-schoolers are the well-documented social troubles and the declining test scores in the public schools. In 1991, the total number of children being home schooled was between 248,500 and 353,500. Many public educators feel that children who are home schooled are missing out on key learning situations that come from the public school. For instance the sciene experiments, these would be very costly to duplicate at home. Also they argue that home school children miss out on the social aspect of school. Very often they are not around many children their age and socialization does not take place. As the home schooling movement has become more widespread, state and local officials have responded with more vigorous enforcement of their compulsory education laws. As a result of this there is more litigation and new regulations. As both parents and school official's evidence increasing inflexibility, the statues play a central role in the battle over the education of the child. A secondary role is played by the courts which, in resolving the disputes between parents and the schools, must interpret and test the statutes (Chiusano 1996). Parents who are being prosecuted for instructing their children at home are attacking compulsory school attendance statues on constitutional grounds. Although no case dealing specifically with home instruction has yet reached the Supreme Court, the increased activism of the home school movement may produce a ruling in the near future (Lines, 1996). Constitutional challenges have been based on the First or Fourteenth Amendment. In many of the home instruction cases' parents have removed their children from school for religious reasons. These parents argue that they have a highly protected First Amendment freedom to educate their children according to their religious percepts and values. The most recent court decisions provide consistent continued confirmation of the Yoder decision. In Howell v. State (1986), Texas' intermediate appellate court rejected Yoder protection for parents who argued that their religious conviction was to educate their children at home (Richardson, Zirkel, 1991). In State v. Schmidt (1987), the Ohio Supreme Court held that the state's explicit-exceptions statute, which requires that home education programs be approved by the local superintendent, did not violate the free exercise clause. Another religious issue has surfaced when parents have challenged the constitutionality of requirements concerning the qualifications of the home teacher (Richardson, 1991). A few states including Michigan require all teachers in home school to possess a teaching certificate. This requirement in Michigan was challenged in 1980, 1986, and 1991. In Hanson v. Cushman (1980), the federal district court found the statute to be reasonable because the parents had not proven that any of their fundamental rights had been violated. In the private school case of Sheridan Road Baptist v. Department of Education (1986), other Michigan parents challenged the certification requirement as a burden on the free exercise of religion. This was rejected by the Michigan Supreme Court, regarding certification as a minimal burden that was outweighed by the State's interest in providing proper education. In People v. DeJonge parents claimed the right to educate their children at home, as an exercise in religious freedom. The court upheld the state law ruling that the state's interest in educated citizens outweigh the rights claimed by the parents (Fischer, 1995). In a related Michigan case, People v. Bennett (1983), the State Supreme Court ruling involving home-school families that had been convicted of violating the compulsory education statute, was reversed from he lower courts decision. The State Supreme Court permitted religious home schooling on First Amendment grounds and curbed the power of education officials to review home schooling policies (Clark, 1994). The other constitutional attack on compulsory attendance laws is non religious, primarily on Fourteenth Amendment due process grounds that parents have the right that is, the liberty, to educate their children as they see fit (Richardson, 1991). This right argued parents is superior to the state's right to compel attendance and regulate education. In Scoma v. Chicago Board of Education (1974), Blackwelder v. Safnauer (1988), and Murphy v. State (1988), the courts specifically rejected the contention that the parents had an independent, non religious, fundamental right in educating their children. In Scoma, the parents sought an injunction and declatory judgment to prevent the Chicago Board from interfering with their decision to educate their children at home. Under the Pierce and Yoder test the Illinois federal district court said the statute is reasonable and constitutional (Richardson, 1991). Now that home schooling s allowed in all 50 states, thenext step for these parents is to incorporate their children's' home schooling with public school activities. One such instance is in Iowa that started the Home Instruction Program giving parents several choices relating to their child. For instance, the curriculum they will follow, the type of assistance they would like from teachers, and whether their child will attend the neighborhood school part time (dual enrollment). This program allows parent to work with public school officials. The public school teacher meets with the home school family every two weeks (Dahm, 1996). The most recent issue being dealt with by local school boards and state governments are the extent to which home schooled students can participate in school sports and other activities. The issues in how far public schools can open their doors to home schoolers include science labs, music classes, and extracurricular activities, but athletics get the most attention according to the Home School Legal Defense Fund (Brockett, 1995). That is because competitive sports are the one activity families can not easily duplicate as their children reach high school age. The Massachusetts Interscholastic Athletic Association, after three state judges ruled against home schoolers being barred from playing on public high school teams, has initiated a one year open door trial program (Brockett, 1995). A Pennsylvania federal court ruled the constitutional rights ofa 14 year old taught at home were not violated, when the Frazier school district refused to let him play sports because the district could not verify his grades and attendance. In a related situation the Governor of Florida vetoed legislation that would have opened extracurricular activities to home schoolers. He explained that no state law bans them from participating. This left standing a policy of the Florida High School Athletic Activities Association banning non students on the theory that they can not represent what they do not attend (Brockett, 1995). This negative attitude of High School Athletic Associations has led parents of home schooled athletes to take their argument to court. For example, in Massachusetts, Melissa Davis was allowed to play on Norton High School softball team even though she is home schooled (Blum, 1996). The state court judge ordered Norton to allow her to play believes she may have a chance to earn an athletic scholarship to college. To be eligible to play athletics a home schooled athlete must apply to the association for a waiver of its initial eligibility rules, submitting documents proving what they were taught at home meet N.C.A.A. standards. Under these standards a home schooled athlete who has sufficiently high standardized test scores and proof that they took at least 13 courses that meet the associations core course standards may be automatically awarded freshman eligibility (Blum, 1996). From the recent decisions handed down by the courts, public school teachers and schools are expected to cooperate with home school educators. The hostility between the two groups has began to disappear and the focus has returned to seeing that the students get the best education they can. If both sides of the spectrum continue to work together this can be achieved.