Answer:
a policy, alone, is not enough. Despite the requirement, there’s been a slight uptick in all forms of bullying during the last three years. Bullying can look like experienced basketball players systematically intimidating novice players off the court, kids repeatedly stigmatizing immigrant classmates for their cultural differences, or a middle-school girl suddenly being insulted and excluded by her group of friends.
Bullying occurs everywhere, even in the highest-performing schools, and it is hurtful to everyone involved, from the targets of bullying to the witnesses—and even to bullies themselves. October is National Bullying Prevention Month, so it’s a good time to ask ourselves: What are the best practices for preventing bullying in schools? That’s a question I explored with my colleague Marc Brackett from the Yale Center for Emotional Intelligence, in a recent paper that reviewed dozens of studies of real-world bullying prevention efforts.
As we discovered, not all approaches to bullying prevention are equally effective. Most bullying prevention programs focus on raising awareness of the problem and administering consequences. But programs that rely on punishment and zero tolerance have not been shown to be effective in the U.S.; and they often disproportionately target students of color. Programs like peer mediation that place responsibility on the children to work out conflicts can increase bullying. (Adult victims of abuse are never asked to “work it out” with their tormentor, and children have an additional legal right to protections due to their developmental status.) Bystander intervention, even among adults, only works for some people—extroverts, empaths, and people with higher social status and moral engagement. Many approaches that educators adopt have not been evaluated through research; instead, educators tend to select programs based on what their colleagues use.
We found two research-tested approaches that show the most promise for reducing bullying (along with other forms of aggression and conflict). They are a positive school climate, and social and emotional learning.
Explanation:
Answer:
2. Dolphins eat small fish and squid
Explanation:
Option 2 is the correct answer because it provides clear facts about dolphins which are informative.
Informative sentences or reports actually contain useful and relevant information or details. Option 2 actually contain relevant information which will be helpful to readers of Gail's report. Dolphins feed on squids, small fishes, crabs, octopus, etc. Some of these dolphins live in deep water oceans.
Informative sentences/essays actually educate readers.
McCandless thinks that the wild potato seeds made him sick. He wrote in his book "EXTREMLY WEAK. FAULT OF POT. SEED...” .
At first Krakauer believed that McCandless mistook the wild potato plant for another poisonous plant and that is what killed him. However, after doing more research, Krakauer learns that some plant seeds are toxic even though the actual plant is not. Wild potatoes have toxic seeds and he believes that McCandless suffered from swainsonine poisoning which kept his body from absorbing the nutrients it needed from other foods.
Answer:The Things They Carried (1990) is a collection of linked short stories by American novelist Tim O'Brien, about a platoon of American soldiers fighting on the ground in the Vietnam War. His third book about the war, it is based upon his experiences as a soldier in the 23rd Infantry Division.
Explanation:
Tim O'Brien's The Things They Carried is a ground-breaking meditation on war, memory, imagination, and the redemptive power of storytelling. ... Because these stories are removed from the daily realities of the war, they tend to be more accessible to O'Brien's audience.
Answer:
The statement that best describes the process in step 2 of the diagram is the genetic information coded in an mRNA molecule is translated into an amino acid chain option C
Explanation:
