“Responsible people fulfill their obligations at home, at school, and in the community. They recognize that they are accountable for their actions. So when they make a mistake, they admit it, apologize, and strive to make amends.” based on the magazine “Young People Ask: How Responsible am I?”. Now what are the qualities of a responsible person? The magazine states: “A responsible person uses his or her talents wisely and is more likely to be held in high esteem, treated like an adult, and granted freedoms and privileges. A responsible person is usually generous and is more likely to enjoy satisfying friendships. A responsible person feels a sense of accomplishment and proper pride, which builds his or her self-confidence.” Also, below are a few questions that a person should ask themselves to consider themselves responsible or not:
YOUR HOME LIFE:
Do you faithfully complete your assigned chores?
Do you adhere strictly to your curfew?
Do you treat your parents and siblings with respect?
Which of those points, if any, do you need to work on?
YOUR EDUCATION:
Do you complete your homework assignments on time?
Are you putting forth effort to improve your grades?
Do you have good study habits?
Which of those points, if any, do you need to work on?
YOUR REPUTATION:
Are you honest with your parents and others?
Can you handle money responsibly?
Do you have a reputation for being dependable?
B seems accurate to me. None of the other options read as grammatically correct.
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:
To provide insight into Native Americans cultures. To provide a guide for trading with Native Americans
Answer:
I believe the answer is A. presents all the main points of the subject
