Rebuttal Rewrite

The well-intentioned strategy of allowing students to choose their own reading material most often fails. To pad their grades, unambitious students choose easy-readers below their achieved comprehension level, while go-getters overreach, comprehend little, and quit reading out of frustration. As Mark Pennington puts the case in his article on the Pennington Publishing Blog, “Students often choose books with reading levels far below or far above own their reading levels and so do not experience optimal reading growth.” Teachers who want students to enjoy reading can let them select their own material from a list of grade-appropriate choices without jeopardizing learning. To encourage them to read what they enjoy, teachers can permit students to nominate new material for the list.

 

Annotated Bibliography – summergirl1999

Annotated Bibliography

 

  1. Student Loan Debt Crisis. (2006). Retrieved February 17, 2018, from https://www.consumerreports.org/student-loan-debt-crisis/

Background: This article discusses the depth of student loan debt in the United States. This article explains why student loans got put into place originally, and after generations that student loans have another meaning. This article discusses the amount of debt the United States is from student loans.

How I Used It: This article helped me discover how student debt came to be and student loans are a huge part of our economy’s debt. I used it to demonstrate student debt is a big issue within the United States, and it has an effect on Americans personal lives. The article highly discussed the $1.3 trillion dollars of student loan debt the United States is in. It helped give a better outlook on student debt.

 

  1. Peterson-Withorn, C. (2014, July 30). How Today’s Student Loan Debt Is Failing Future Generations. Retrieved February 17, 2018, from https://www.forbes.com/sites/chasewithorn/2014/07/30/how-todays-student-loan-debt-is-failing-future-generations/#4d9e5f124b3c

Background: This article discusses the finical aspect of student loans and college. The article gives information on the rise of tuition. This article gives information about student loan debt, and its place in the economy. This article argues that the debt is affecting many millennials.

How I Used It: This article helped me get information student debt affecting not only the graduates but millennials too. This article offered in depth information about loan companies which is a topic brought up in my research paper. This article helped me gain a better understanding of the big role student debt plays in America’s society.

 

  1. Freedman, J. (2014, February 11). Student Loans Are a Drag on The Economy and Society. Retrieved February 18, 2018, from https://www.forbes.com/sites/joshfreedman/2014/02/11/student-loans-are-a-big-drag-on-the-economy-and-society/#7bf123014bc1

Background: This article discusses the original reason student loans were put into place. Student loans were originally put into place to help more people attend college. This article speaks about student debt place in America’s economy. This article offers charts and data to prove their argument.

How I Used It: This article helped me gain information on the burden that college has on personal and financial lives. This article discussed the bigger scare more people are starting to have towards college. Student loans were put into place to help more students have an opportunity to get a college education. This article gives statements from the Department of Education to strengthen their point.

 

 

  1. SlideCasey, C. (2014). Cannot Find a Job After College. Retrieved April 17, 2018, from https://www.moneycrashers.com/cant-find-job-after-college/

Background: This website offers information about careers after having a degree. Even with a degree, careers are not guaranteed. This article gives information on what to do if someone has a degree and cannot find a job.

How I Used It: This article helped me gain information for both sides of my argument. This article is about graduates having degrees and not being able to find a career or job. It offers information about reducing cost of living and restricted budget. Students go to college for the education but also for the careers and salary. Students attend college to not struggle.

 

  1. Weiner, J. (2014, September 05). Why Sally can’t get a good job with her college degree. Retrieved March 20, 2018, from https://www.washingtonpost.com/blogs/she-the-people/wp/2014/09/05/why-sally-cant-get-a-good-job-with-her-college-degree/?utm_term=.8b458336a8a4

Background: This article offers information about degrees, careers, and student loans. This article offers information on graduates who have degrees for majors that are not in demand. This article speaks about the value of different types of degrees.

How I Used it: This article helped me gain information about the career field. Graduates have degrees for careers that are not in high demand. This article gives statements from the Department of Labor’s Occupational Outlook and the Women’s Law Center. This article offers information about student debt in the United States economy.

 

  1. Nykiel, T. (2018, April 02). Student Loan Interest Rates: Federal, Private, Refinancing. Retrieved January 18, 2018, from https://www.nerdwallet.com/blog/loans/student-loans/student-loan-interest-rates/

Background: This article offers information about student loan interest rates. It provides information about different types of student loan interest rates such as federal student loan, unsubsidized, and subsidized. This article is organized in sections to help explain student loan interest rate, such as how student loan interest rates work, federal, and private student loans.

How I Used It: This article helped me gain information about student loan interest rates. Student loans are finically difficult themselves. But there is an extra cost for borrowing the money from loaners, which is making it an extra burden on millennials.

 

  1. Advisor, C. (2014). What’s the Price Tag for a College Education? Retrieved February 17, 2018, from https://www.collegedata.com/cs/content/content_payarticle_tmpl.jhtml?articleId=10064

Background: This article offers information on the variables that go into college that make the tuition. They give information and estimated prices on tuition prices of public and private universities. They break down and give in depth reason for the cost of college tuition. They organize the article in sections for general price, tuition, fees, housing and meals, books and supplies, and personal expenses.

How I Used It: This article helped me discover all the variables that go into the price of college tuition. It helped me with my opposing argument because there are many variables that go into college which makes tuition prices high. This article also offers a section about not giving up and being afraid of college because of the tuition.

 

  1. Harvard at a Glance. (n.d.). Retrieved February 17, 2018, from https://www.harvard.edu/about-harvard/harvard-glance

Background: This article offers information on the ivy league university, Harvard University. Harvard University is one of the top, most prestigious universities in America. It was established in 1636. Many United States presidents attended there. Harvard is difficult to attend because they need to keep up with their name. It is a very high recognition university.

How I Used It: This article helped me discover the general facts and background knowledge of one of the top universities in America. This article helped me with my student A and student B scenario.

 

  1. O’Shaughnessy, L. (2015, March 13). The biggest problems with America’s colleges. Retrieved February 20, 2018, from https://www.cbsnews.com/news/the-biggest-problems-with-americas-colleges/

Background: This article offers information about the issues with America’s colleges. It gives information on amounts of student aid that is given out during certain schoolyears. This article is organized in sections to help people understand the problems with America’s universities, poor graduate rates, family incentives, lopsided priorities, willful blindness, and general information.

How I Used It: This article helped me discover more information about the general problems with America’s colleges. It helped me argue my point in my research paper, by giving detailed information with reports and facts about America’s colleges.

 

  1. Weissmann, J. (2012, May 17). Does It Matter Where You Go to College? Retrieved February 21, 2018, from https://www.theatlantic.com/business/archive/2012/05/does-it-matter-where-you-go-to-college/257227/

Background: This article offers information about the meaning of the college students attend. This article offers in depth information about the recognition of colleges, and the meaning it has on getting a career. The article also mentions prestigious schools and expensive schools. The university that students choose is very important.

How I Used It: This article helped me discover the value of university names. The career field is very competitive and the recognition of the college the graduate attended can cost someone a career. This article offers data and studies from The Journal of Human Resources.

This article helped me expand my argument throughout my research paper.

 

  1. 9 BENEFITS OF EARNING A COLLEGE DEGREE. (2016, December 09). Retrieved February 17, 2018, from https://www.cbd.edu/9-benefits-college-degree/

Background: This article offers information about the benefits of a college degree. It gives information about the perks and benefits of college. The article offers information about money, employers, and careers.

How I Used It: This article helped me discover additional points on why college is beneficial. This article is organized with sections about nine reasons why college is worth the time and money. This article gave me more information to help my rebuttal argument.

 

  1. (2008, October 05). 25 Best High Paying Jobs Without a Degree. Retrieved April 17, 2018, from https://christianpf.com/paying-jobs-without-degree/

Background: This article offers information about jobs without a college degree. It offers information about technology, many successful businesses are online. College was almost necessary but with the technology there are many other ways to make money.

How I Used It: This article helped me discover some more ways that people can make good money without a college degree. Technology is helping many people make money. People are making online businesses that they are making very good money from. This article offers information about successful ways to make money without a college degree.

 

  1. Ha, L. (2017, September 15). For some freshly minted college graduates, a reckoning with a ‘quarter-life crisis’. Retrieved March 17, 2018, from https://www.cnbc.com/2017/09/08/millennials-face-life-after-college-finding-a-quarter-life-crisis-instead-of-dream-jobs.html

Background: This article offers information about millennials and the education system. This article offers stories from college graduates. Many graduates are having troubles finding a steady career after college. It is difficult for graduates to pay back student loans when they do not have a stable career. This article offers information about many college graduate millennials finding themselves in a quarter life crisis. This article offers a study about social media.

How I Used It: This article helped me discover that the career field is difficult. Careers are not guaranteed with a college degree. Many graduates cannot find steady careers and still have to pay off their student loans. This article gave information about real college graduates that are facing difficulties finding a career. This article helped me argue my argument in my research paper by giving information about graduates personal and finical situations.

 

  1. Long, K. (2016, August 08). Why Your Student Loan Debt May Not Be as Bad as It Seems. Retrieved February 17, 2018, from https://www.forbes.com/sites/financialfinesse/2016/08/07/why-your-student-loan-debt-may-not-be-as-bad-as-it-seems/#61095a8218b8

Background: This article offers information about student debt not being as bad as people make it seem. Student debt is the highest debt America encounters but it is the most beneficial because having a college degree has its benefits. This article offers information about 401k, employers, and careers.

How I Used It: This article helped me with my rebuttal argument for my research paper. This article gives the positives of having student debt. Many people obtain careers after college and the salary people can get from a career makes it easier to pay off the student loans.

 

 

  1. Dickler, J. (2017, August 29). Student loan balances jump nearly 150 percent in a decade. Retrieved January 18, 2018, from https://www.cnbc.com/2017/08/29/student-loan-balances-jump-nearly-150-percent-in-a-decade.html

Background: This article provides the average student of student debt graduates have. The high jump of student debt America encounters. This article provides, graphs and charts to support their evidence. The percentage of America that is in student debt.

How I Used It: This article proves that that tuition increase for college education is causing problems for not only graduates but also the economy. This article also proves the delay on personal purchases due to student debt.

 

  1. Matarazzo, M. (2017, March 29). How is the Student-Debt Crisis Affecting the Lives of College Graduates? Retrieved January 18, 2018, from http://www.genfkd.org/student-debt-crisis-affecting-lives-college-graduates

Background: This article provides information about the student debt crisis affecting the personal lives of college graduates.

How I Used It: This article proves student debt effects many college graduates. It provides information about the impact of rising tuition costs, and the debt America is in. The price of paying back student debt monthly. This article also proves the long-term impacts of student debt.

 

  1. Lanza, A. (2016, January 20). Study: Student Loan Borrowers Delaying Other Life Decisions. Retrieved April 18, 2018, from https://www.usnews.com/education/blogs/student-loan-ranger/articles/2016-01-20/study-student-loan-borrowers-delaying-other-life-decisions

Background: This article provides surveys on daily spending habits of young Americans. Provides information on public, private universities, and community colleges. The percentages of people who think college is and is not worth it.

How I Used It: This article proves student debt effects some graduates personal lives. Purchases from many graduates are being delayed. Student debt can cause people to take out of their savings or retirement. Student debt can cause graduates to have some troubles with paying for some necessities.

 

  1. Frizell, S. (2014, February 27). Student Loans Are Ruining Your Life. Now They’re Ruining the Economy, Too. Retrieved April 18, 2018, from http://time.com/10577/student-loans-are-ruining-your-life-now-theyre-ruining-the-economy-too/

Background: This article proves even though a person has a degree in a certain field it does not mean a career is guaranteed. The amount of student debt America is in. The average amount of money a graduate owes. The rise of tuition and loan interest. More students are attending college.

How I Used It: This article proves that America is in $253 billion dollars of student loan debt. In the recent years the debt increased 10 percent. Not all graduates can pay back their debt in time. This article proves charts. This article proves tuition for universities rising. This article proves interest rates are crazy.

 

 

Bibliography-Dohertyk9

1. Lazar, R. (n.d.). Project MUSE – Negotiating Sex: The Legal Construct of Consent in Cases of Wife Rape in Ontario, Canada. Retrieved from http://muse.jhu.edu/article/409073

Background: This article explores the way that cases of wife/partner rape are viewed and handled by the criminal justice system. The author seeks to show the extent to which “societal and cultural beliefs about sexuality, intimate relationships and marriage, and rape myths,” are reflected in how actors in the criminal justice system determine cases. She examines this by conducting a study of “fifteen defence counsel and seventeen Crown attorneys,” from different cities in Ontario, who (other than one) have dealt with numerous cases of sexual assault.

How I used it: This article informed me as to how difficult it is for judges to determine consent, particularly in cases of wife/partner rape. The terminology used in such cases is very different from that used in cases of violent rape and cases of stranger rape. The people interviewed in this article tended to identify with the rapist and worried about their own sexual relationships, rather than considering the victim’s point of view. It contributed to my understanding that societal views and personal views sometimes affect the criminal justice system’s ruling on rape cases, and also affect what terminology is used in these cases. This added to my argument that the terminology affects what is counted in the statistics and creates a huge disparity in statistics. 

2. Ehrlich, S. (2016, July 26). The Discursive Reconstruction of Sexual Consent – Susan Ehrlich, 1998. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/0957926598009002002

Background: This paper evaluates the ideologies that frame court proceedings in a sexual assault trial. It states that although the court has updated its perception of rape from the victim needing to actively resist in order for it to be rape, the standard of communication required for it to be rape is similarly constructed. In the trial that the writer examines, the defendant argues that the level of communication between himself and the women was insufficient for non-consent to be determined.

How I used it: This paper contributed to my understanding that before the definition of rape was updated to its current one, actors in the criminal justice system had difficulty determining whether or not miscommunication about consent could discredit charges for rape. The views of the courtroom were mostly reflective of the CJ actors’ interests in not restricting their own sexual relationships.

3. Travis, C. B., & White, J. W. (2000). Re-examining the issue of nonconsent in acquaintance rape. In Sexuality, society, and feminism (pp. 355 – 376). Washington, DC: American Psychological Assoc.

Background: This chapter examines consent as a social construct. It explains in detail the effect of cultural attitudes, cultural metaphors, societal myths, sexual scripts, and the legal system on the definition of consent and rape.

How I used it: This chapter contributed to my knowledge about what informs the definition of rape, which helped me to understand why so many different definitions for rape exist.

4. Travis, C. B., White, J. W., & American Psychological Association. (2000). Understanding the Unacknowledged Rape Victim. In Sexuality, society, and feminism (pp. 377 – 403). Washington, DC: American Psychological Assoc.

Background: This chapter seeks to explain how some victims of rape do not consider themselves to be rape victims even though they experienced what would legally be considered rape. It argues that personalities, sexual attitudes and experience, affective reactions, reactions of peers, use of alcohol or drugs, and counterfactual thinking affect whether or not a victim will consider himself/herself to be a victim.

How I used it: This chapter informed me as to the factors that influence a person’s perception of his/her own sexual experiences. It identifies the problem that no one’s numbers can be trusted due to confusion even by victims as to what constitutes rape.

5. Jordan, S. (2017, February 27). Rape culture is normalized across college campuses. Retrieved from http://www.statepress.com/article/2017/02/spopinion-rape-culture-is-normalized-on-campuses

Background:  This article argues that college students are desensitized to rape and therefore perpetuate rape culture. It states that “rape is about power, control and dominance.” It also cites that 1.2 percent of male students and 3.1 percent of female students at ASU have reported attempted or completed sexual assault.

How I used it: This article served only to inform me of potential societal responses to the concept of sexual assault and how some feminists may define it. The article makes bold claims that either have little to no basis in fact or that the author has not even attempted to prove.  

6. Carter, N. M. (2012). Intimacy without Consent: Lynching as Sexual Violence. Politics & Gender, 8(03), 414-421. doi:10.1017/s1743923x12000402

Background: This scholarly journal seeks to show that lynching has a tendency to involve not only violence, but also sexual violation of the victim, regardless of the victim’s gender. In addition, the race of the victim plays a large role; if the victim is black and male, the case is treated very differently than if the victim is white and male.

How I used it: This journal helped to prove that the definition of rape changes in different contexts; here, because the victim was a black male, something that by law would obviously be considered rape became a question.

7. Kelly, O. (2015). Party Rape, Nonconsensual Sex, and Affirmative Consent Policies. Americana : The Journal of American Popular Culture, 1900 to Present; Hollywood, 14(2). 

Background: This article delves into the prevalence of rape on college campuses. It explains the mindset of perpetrators and how often victims are discredited. It also describes how frequently victims of sexual assault are asked what they were wearing at the time of the assault, as well as the percentage of males that misinterpret the meaning of rape.

How I used it: The statistics involving how many males understood rape to be different from forcing a woman to have sex helped explain to me the power of terminology and the reason that many institutions change the words from rape to “sexual assault” or “sexual violence.” This furthered my understanding as to why different institutions will adopt differing definitions of rape and will utilize different terminology. It also pointed me to another valuable source.

8. Burgess, A. W. (1985). Rape and sexual assault: A research handbook. New York, NY: Garland Pub. 

Background: This book explores rape victims, their families’ responses and legal responses to the rape, the aggressors, and the mass media’s response to rape.

How I used it: This book largely contributed to my understanding of rape as it relates to everyone involved. It also provided useful statistics as to college-age men’s understanding of rape.

9. Burgess, A. W. (1988). Rape and sexual assault II. New York, NY: Garland Pub. 

Background: This book explores sexual victimization in colleges, factors involved in rape of prostitutes, self-blame of rape victims, sexual attitudes toward rape, and more.

How I used it: This book examined rape myths and sexually aggressive attitudes of college males. These determined how the college males defined rape, furthering my understanding that the definition of rape varies from institution to institution and person to person.

10. Ali, K. (2017). Concubinage and Consent. International Journal of Middle East Studies, 49(01), 148-152. doi:10.1017/s0020743816001203

Background: The text explains that wives and slaves in Islamic history had very different rights, even though slaves could be married off without their consent. Slaves could be treated far worse than wives and it would be perfectly permissible. However, their husbands needed to treat them better than their owners did.

How I used it: This text served only to contribute to my understanding of differences in definitions of rape.

11. De la Ossa, A. C. (2016). ‘Talk, listen, think’: Discourses of agency and unintentional violence in consent guidance for gay, bisexual and trans men. Discourse & Society, 27(4), 365-382. doi:10.1177/0957926516634549

Background: This article explains the focus on men in the explanations of sexual assault and consent made by Galop. It helps to put into words the traumatic experiences people in the LGBT community have.

How I used it: This article proves that there is always a neglected race, gender or sexual orientation when it comes to defining rape and consent. Because one type of person is always left out, the definition of consent always falls short of its intended meaning. In this way, the definition of consent is not universal and results in disagreeing definitions of consent, which greatly contributed to my understanding of my argument.

12. Young, H. (2010). R. v. A. (J.) and the Risks of Advance Consent to Unconscious Sex. Canadian Criminal Law Review, 14(3), 273-306.

Background: This article describes the risk of agreeing to sex before one of the partners becomes unconscious. It explains that any misunderstandings in the advance consent or mistreatment of the partner during the unconscious sex could result in rape and therefore unconscious sex should be automatically considered rape.

How I used it: This contributed to my understanding that even those who consent to sex can switch to nonconsent in a number of situations. This helped formulate my argument that rape is hard to define, which results in an array of differing definitions.

13. An Updated Definition of Rape. (n.d.). Retrieved from https://www.justice.gov/archives/opa/blog/updated-definition-rape

Background: This archive explains the FBI’s updated definition of rape compared to its older definition.

How I used it: This source contributed to my understanding of the differences in definitions between the FBI and other institutions.

14. Bureau of Justice Statistics (BJS) – Rape and Sexual Assault. (n.d.). Retrieved from https://www.bjs.gov/index.cfm?ty=tp&tid=317

Background: This source details the Bureau of Justice Statistics’ definition of rape and sexual assault.

How I used it: I used this source to compare its definition of rape to that of the FBI and other institutions.

15. Definitions|Sexual Violence|Violence Prevention|Injury Center|CDC. (2018, April 10). Retrieved from https://www.cdc.gov/violenceprevention/sexualviolence/definitions.html

Background: This source details the CDC’s definition of sexual violence.

How I used it: I used this source to compare its definition to that of the FBI and other institutions.

16. Eichelberger, E. (2017, June 25). Men Defining Rape: A History. Retrieved from https://www.motherjones.com/politics/2012/08/men-defining-rape-history/

Background: This source explains the history of the definition of rape as defined by men.

How I used it: I used this article to explain how society has struggled with the definition of rape over time.

17. Bekiempis, V. (2015, January 9). When Campus Rapists Don’t Think They’re Rapists. Retrieved from http://www.newsweek.com/campus-rapists-and-semantics-297463

Background: This article discusses the way that terminology affects how a perpetrator will report intentions for sexual violence or how a victim of sexual violence will report an incident. It examines the oddity that men will agree with sexually violent or coercive behaviors but will deny rape.

How I used it: This article led me to scholarly sources that more effectively contributed to my argument.

18. Branch, J. (2018, April 12). Another Former N.F.L. Cheerleader Files a Complaint. Retrieved from https://www.nytimes.com/2018/04/12/sports/football/nfl-cheerleaders.html

Background: This article details the claims made by Kristan Ware, a former NFL cheerleader, of sexual harassment within the NFL.

How I used it: This article helped to provide a real world situation in which my argument applied.

19. The Enliven Project – Sarah Beaulieu. (n.d.). Retrieved from http://sarahbeaulieu.me/the-enliven-project

Background: This website provided a graphic detailing rape statistics.

How I used it: This graphic was useful in analyzing the inaccuracy of rape statistics.

20. Marcotte, A. (2013, January 8). This Rape Infographic Is Going Viral. Too Bad It’s Wrong. Retrieved from http://www.slate.com/blogs/xx_factor/2013/01/08/the_enliven_project_s_false_rape_accusations_infographic_great_intentions.html_infographic_great_intentions.html

Background: This article analyzes the flaws in an infographic displaying rape data.

How I used it: I used this to contribute to my argument that rape statistics cannot be trusted, especially if different sources are combined to draw conclusions.

21. Matthews, D. (2013, January 7). The saddest graph you’ll see today. Retrieved from https://www.washingtonpost.com/news/wonk/wp/2013/01/07/the-saddest-graph-youll-see-today/?noredirect=on&utm_term=.88a8618f65b1

Background: This article analyzes an infographic to state how rare false rape accusations are. It admits that the infographic is misleading, according to a more recent analysis by Amanda Marcotte.

How I used it: This source was used in an analysis by Amanda Marcotte, that I used in my paper.

22. Tolentino, J. (2017, June 14). Bill Cosby’s Defense and Its Twisted Argument About Consent. Retrieved from https://www.newyorker.com/culture/jia-tolentino/bill-cosbys-defense-and-its-twisted-argument-about-consent

Background: This is an article detailing the defense that Bill Cosby is using to deny rape charges brought against him.

How I used it: I used this as a real world example of why imprecise language to describe rape is harmful.

23. The Latest: Cosby jury ends Day 1 without a verdict. (2018, April 25). Retrieved from https://abcnews.go.com/Entertainment/wireStory/latest-cosby-courthouse-jury-start-deliberations-54717264

Background: This article details the ongoing retrial of Bill Cosby in regards to his alleged sexual assault of Andrea Constand.

How I used it: The article states that the judge was asked for the legal definition of consent but was unable to answer. This contributes to my point that no one has an answer.

24. NCVS 1 [survey]. (n.d.). Retrieved from https://www.bjs.gov/content/pub/pdf/ncvs104.pdf

Background: This is a survey conducted by the BJS seeking to gather statistics about unreported victimizations.

How I used it: I used this survey to explain how definitions vary simply based on wording.

25. New DOJ Data On Sexual Assaults: Students Are Less Likely To Be Raped. (2014, December 11). Retrieved from http://thefederalist.com/2014/12/11/new-doj-data-on-sexual-assaults-college-students-are-actually-less-likely-to-be-victimized/

Background: This article reports data found in a new study by the Department of Justice regarding whether students or non-students are more likely to be victimized.  

How I used it: I used this article to question the accuracy of its claim that non-students are more likely to be raped than students.

26. Rape statistics. (2018, April 3). Retrieved from https://en.wikipedia.org/wiki/Rape_statistics#United_States

Background: This is an article by Wikipedia detailing rape statistics from around the world.

How I used it: This source pointed me to a number of other valuable sources of information and also contributed to my understanding of the disparity in rape statistics.

27. NISVS Summary Reports|National Intimate Partner and Sexual Violence Survey|Funded Programs|Violence Prevention|Injury Center|CDC. (2017, September 25). Retrieved from https://www.cdc.gov/violenceprevention/nisvs/summaryreports.html

Background: This is a state report summarizing rape data gathered from a survey conducted by the CDC.

How I used it: I used this to explain what percentage of women are raped according to the CDC.

Annotated Bibliography-DoubleA

Source 1: NFL panel finds some knee, ankle injuries more common on turf. (n.d.). Retrieved from http://www.nfl.com/news/story/09000d5d816e77f1/article/nfl-panel-finds-some-knee-ankle-injuries-more-common-on-turf

Background: This article talks about the increase specifically in ACL injuries on Fieldturf surfaces. The article started off by saying that in an annual study conducted by the NFL that knee injuries on Fieldturf surfaces increased the rate of knee injuries by 88 percent. The study was conducted in the 2003-2008 seasons.

How I Used It: I used the statistics from the 2003-2008 seasons to talk about the increase Fieldturf fields had on the number of knee injuries.

Source 2: Turf Battle in the NFL: Natural vs. Artificial. (2017, March 11). Retrieved from https://www.lawnstarter.com/blog/lawn-care-2/turf-at-nfl-stadiums/

Background: The article talks about the struggle of running a fantasy team with all the injuries that occur now a days on turf fields. It also names multiple key players that got hurt in the preseason due to turf fields.

How I Used It: I used this in my writing by talking about my own struggles in fantasy football from injuries. Every year big name players go down early in the season and it messes up owners entire seasons.

Source 3: Todd Neale Todd Neale. (2010, March 15). AAOS: Artificial Turf Injuries Still More Likely in NFL. Retrieved from https://www.medpagetoday.com/meetingcoverage/aaos/19020

Background: The article once again brings up the number that the articles brought up. I can continue to use the number of 88% more likely to get a knee injury on turf fields a lot.

How I Used It: This article also mentioned the 88% increase stat so I used both this and the first source in my writing almost to back each other up.

Source 4: BANSCH, J. (1993, Oct 17). Knee injuries call for abolishment of artificial turf fields. Indianapolis Star Retrieved from http://ezproxy.rowan.edu/login?url=https://search.proquest.com/docview/240088678?accountid=13605

Background: This article describes the moments in a game between the Eagles and the Colts where 3 separate season ending knee injuries occurred all on turf. The article quotes a trainer Otho Davis, a physical trainer for the Philadelphia Eagles. It quotes him saying that he normally does not take sides between turf and grass fields but this season has been something else to him.

How I Used It: I used this article to describe how bad turf can impact the season of a team. Also, the quote from the trainer was useful because it brought a first hand source who sees these injuries daily into my writing.

Source 5: NRG Stadium’s Playing Surface An ‘Abomination’. (2014, September 09). Retrieved from http://houston.cbslocal.com/2014/09/09/nrg-stadiums-playing-surface-an-abomination/

Background: This article talks about the grass turf on Reliant Field home of the Houston Texans. The article talks about the square panels that the field uses for play. These panels are set up and when you get a cleat stuck in the side of a panel it can bend your knee the wrong way. This is what happened in Jadeveon Clowney’s first game where he planted in one of the seams and bent his knee the wrong way. According to his teammate Swearinger he also believes this is a problem because there has been a big injury bug around the Texans and knee injuries for years.

How I Used It: I can use the quotes from this article in a useful way in my writing. These players are playing on these fields every game so if one field is like this it may be the case for others. I used the quotes from players to decline the image of the artificial fields of play.

Source 6: Is an ACL tear more common on artificial turf or grass? (2018, March 03). Retrieved from http://www.drdavidgeier.com/ask-dr-geier-acl-tears-on-natural-grass-or-fieldturf/

Background: This article talks about a question Dr. David Geieir was brought. It was brought to him because a kid had 3 injuries on his football team all on turf fields away games. . When answering the question Dr. said that the best results were from this study made from NFL teams from 2000-2009 where the results showed that there was not an increase in MCL injuries on turf but there was a 22% increase in knee sprains altogether and a 67% higher chance of getting an ACL sprain on turf than grass.

How I Used It: I used the study Dr. Geieir brought up to bring up more statistics in my writing. I mentioned the “67% higher chance of getting an ACL on turf than grass” statistic in my writing.

Source 7: Hershman, E. B., Anderson, R., Bergfeld, J. A., Bradley, J. P., Coughlin, M. J., Johnson, R. J., . . . Tucker, A. (2012, 09). An Analysis of Specific Lower Extremity Injury Rates on Grass and FieldTurf Playing Surfaces in National Football League Games. The American Journal of Sports Medicine, 40(10), 2200-2205. doi:10.1177/0363546512458888 

Background: This article is the results that Dr. G used in his answer to his blogger. The results are the same as stated above but it tells us what stats they used to find this data. The article says that they literally used every game from 2000-2009 seasons and made a graph and analyzed the data to find the results. The results were from 2680 games which is 5360 team games played so it is without a doubt a lot of data.

How I Used It: I used the statistics multiple times because there was a lot of games played throughout that time so there was a long period of important collective data.

Source 8: Iacovelli, J. N., Yang, J., Thomas, G., Wu, H., Schiltz, T., & Foster, D. T. (2013, August 01). The effect of field condition and shoe type on lower extremity injuries in American Football. Retrieved from http://bjsm.bmj.com/content/47/12/789.citation-tools

Background: This article talked about a 130 game span where they analyzed the lower extremity injuries. In this time the data was found that there was an increase in lower extremity injuries on turf but not during practice.

How I Used It: I would use this in my arguments by saying and proving that in game play there is an increase in lower extremity injuries and game play is where there is more injuries and higher intensity contact.

Source 9: 6 – Risk of Anterior Cruciate Ligament Injury as a Function of Type of Playing Surface. (n.d.). Retrieved from https://www.sciencedirect.com/science/article/pii/B9780323389624000060

Background: This article states how there is indeed an increase in the number of lower extremity injuries on the football field due to the playing surface. The article states a lot of causes though like surface hardness, rotational stiffness, and release torque. These physical characteristics may interact with other environmental factors such as cleat design, surface moisture levels, and ambient temperature. Altogether, these causes are what causes these  player to twist/turn their knees on the turf. It describes how the strongest evidence in field turf play injuries comes from football because of the size of players and level of play.

How I Used It: I plan on using this article to bring up the argument in my rebuttal argument that people may have problems with the fact that my evidence is from 2009. Also, this article brings up a lot of information on torque and the movement of players which causes the turf injuries.

Source 10:

A Review of Synthetic Playing Surfaces, the Shoe-Surface Interface, and Lower Extremity Injuries in Athletes. (n.d.). Retrieved from https://www.tandfonline.com/doi/abs/10

Background: This article talks about how the versatility and durability of artificial playing fields but, are they really that safe. It states that research over time has shown an increase in injury on artificial playing surfaces and that biomechanical data suggests that both the torque and strain experienced by lower extremity joints generated by artificial surfaces may be more than those generated by natural grass fields.

How I Used It: This article is more of a recent article too and I also used this article to refute some points in my rebuttal argument. I used it to bring up the biochemical data that it describes in the article about torque to back up my other source.

Self Reflective Statement-DoubleA

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

My work truly does demonstrate that I used stages of development, exploration, and discovery. In all of my writing and especially my White Paper I used multiple stages of research and rewrites. My professor started off by assigning the task of finding 5 sources based on my hypothesis. I took the assignment seriously because in the end I knew that I would have to find more than 5 sources. I started off by finding around 8 sources, but later found out that these sources were not acceptable because they were not academic sources. These sources seemed to be legit and I was content with the information they provided but after researching and talking to my professor they all provided the same statistics, so I had no diversity in my facts. To fix this problem I simply found sources using databases through the Rowan library and sites like google chrome to find academic journals. Once I found these articles I then found an additional 5 to come out with around 11 sources. I researched all my articles again to find every important piece of information possible and that information is what would help me write my 3 arguments and 3000-word essay. After all that was said and done I then found out that I had to write out what the article was about and the purpose it had to my writing. So finally, in my third attempt at my White Paper I was able to come up with a solid and useful bibliography full of sources for my academic and argumentative writing.

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

In my writing I always try to think from the perspective of the reader and to lie hidden images and devices in my writing. The best kind of writing is the writing that makes people think. In my assignment on Stone Money it made me think of money as a completely different way of thinking. I was told one day in lecture that on a small island called Yap people literally use stones as their way of currency. They trade among themselves in stones. The weird part about it all too is that they don’t even take it with them they literally just leave it there and just put their name on it or just somehow the entire island knows that that stone is now his or hers. In my writing about Stone Money I tried to describe the relationship these people on the island of Yap have with each other. How could an island of people literally just trade rocks around it’s insane to think about? In my writing I described the situation between the people and their trading. In my everyday life I always use cash and carry purchasing and to think about people trading stones and not even taking them, it is very counterintuitive. The Stone Money assignment made me think differently about the world and it made me paint a picture of reality that people really do live differently around the world and it is amazing how the people of Yap can get along like that.

Core Value 3. My work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments.

Nothing shows core value 3 more than my rebuttal argument essay. To write my rebuttal essay I had to think about the arguments that people are going to have against your argument. I had to come up with an essay that refuted all of the arguments people could have against grass field instead artificial surfaced fields. I looked at my target audience, there are people who agree with me and people who totally disagree with me. That being said my target audience would be the people in the middle trying to be swayed by a single argument. If I could knowledgably argue the points against artificial fields and plead my own case respectively I could draw the people in the middle towards my side. In my Rebuttal Argument essay I looked at the arguments people could come up with against my claims and refuted them. By using sources, I was able to find valuable information to refute these claims and make my own writing look professional. Analyzing these sources was the key to my essay as I would draw the important information from these articles to back up my claims and make my target audience fall right into my trap to bring them to my side.

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

This core value is all about analyzing images and being able to think outside the box. I think I depicted this value mostly in my Visual Rhetoric assignment. I actually had two attempts at this assignment because I got the chance to rewrite it. My first time through we had to watch a video very slowly frame by frame and guess as to what would happen next. It makes you think a lot about little details like the background and the frame work the depth of the image. Something can be happening in the background that viewers had no idea about and suddenly, they’re in the picture and people are left gasping as to how that could happen. My second time through I looked at the same video, but I analyzed it in a more in-depth way. I paid close attention to all the people depicted in the frames and looked at their movements. I also noticed that a lot of information can be found by simply looking at the objects in the frame. In my assignment it was all about texting and driving and the video showed how one guys day could go from happiness to unsettling just from people looking at you on your phone. It is unsettling to people when they look over at the car next to them and the other driver is on their phone. I believe that this assignment made me look at text more carefully and the images and made me think about the “what if” factor. I could then apply this technique into my writing as I posed questions to my readers and even to myself.

Core Value 5. My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation. 

This value is the most simplistic but it the most important. My work should be my work, and nothing should be plagiarized from a source. Therefore, the most important part was citing my sources. I demonstrated this core value in my White Paper. In my white paper I have my sources and the details about the sources that I would like to use in my writing. Later this would come to be my annotated bibliography. Throughout my writings over the course I had to use these sources in order to write my argumentative essays. By doing this I would use quotes from my academic sources and once I used a quote from the source I had to cite it in my white paper. Once I had at least ten sources my white paper was said to be complete.

Bibliography- Ugandanknuckles

(In order of how I found them, not alphabetical)

1. Bard, E. (2015, August 04). Why Affirmations Don’t Work (& What You Can Do Instead). Retrieved January, 2018, from http://ellenbard.com/why-affirmations-dont-work/

Background: This article talks about how Self-help mantras aren’t as helpful as people once thought they were, and how they can actually be detrimental. It cites a study done by The University of Waterloo and The University of New Brunswick.

How I Used It: This is how I found my initial topic. I had always found psychology to be interesting, and I thought, “Hey, it’d be interesting to further investigate those.” Although my current and final topic is the inverse of what the article is trying to argue, it was still important to starting my research as a whole.

2. Wiseman, R. (2012, June 30). Self help: Try positive action, not positive thinking. Retrieved January, 2018, from https://www.theguardian.com/science/2012/jun/30/self-help-positive-thinking

Background: This article talks about how actions have a more profound effect on us than words or thoughts do. “Actions speak louder than words” is the overall message.

How I Used It: Mantras are commonly coupled with yoga, so I used it in my reflective essay as an idea of how yoga can help make mantras more effective for someone who isn’t really feeling the effects.

3. Majewski, L. (2018, March 05). 9 Empowering Mantras to Shift Your Mindset. Retrieved February, from http://www.sonima.com/meditation/mantras/

Background: Lori Majewski talks about her experiences with mantras, and includes stories from other people of how they use mantras.

How I Used It: I used this article at the end of my Research Essay to reference real-world examples of how people discover and utilize mantras.

4. Breeze, S. (2016). The Meaning of World’s Most Popular Mantras. Retrieved April, 2018, from http://www.sunnyray.org/The-meaning-of-the-most-popular-mantras.htm

Background: The mantra community member, “Sunny Breeze,” explains the menaing behind some of the more commonly used mantras, and a few mantras that are a little far out in their spelling.

How I used It: This article was very important because I needed it to explain what mantras mean. If the words have no meaning behind them, they are useless, and this article helped me define the more well known ones most people use.

5. Rosenberg Self-Esteem Scale. (n.d.). Retrieved February, 2018, from http://fetzer.org/sites/default/files/images/stories/pdf/selfmeasures/Self_Measures_for_Self-Esteem_ROSENBERG_SELF-ESTEEM.pdf

(2007 is the most recent date on the document, there’s no publication date)

Background: This article contains and talks about the Rosenberg Self-Esteem Scale.

How I Used It: I used it to help me talk about self-esteem. It’s the most commonly used scale, so I needed to talk about it.

6. Heatherton, T. F., & Wyland, C. L. (n.d.). Assessing Self-Esteem. Retrieved February, 2018, from http://sites.dartmouth.edu/thlab/files/2010/10/TFH03.Hea_.Self-regulation.pdf

(2001 is the most recent date on the document, there’s no publication date)

Background: Heatherton and Wyland talk about the operative part of self-esteem, self-concept, and some of the misconceptions surrounding self-esteem and self-concept. Misconceptions like how the different genders (pardon my lack of PC) build self-esteem, and the differences between them.

How I Used It: I used it to explain the idea of self-concept, and how self-esteem has many factors contributing to it. Mantras can help boost self-esteem, but it can’t help a person’s self-concept, or what they perceive to be true about themselves.

7. How to increase your self-esteem. (2016, June). Retrieved February, 2018, from https://www.mind.org.uk/information-support/types-of-mental-health-problems/self-esteem/#.WoiKJ6jwY2w

Background: This page goes over the traditional ways to diagnose your self-esteem, and ways to combat low self-esteem. It includes help lines and ways to remove yourself from emotionally toxic situations.

How I Used It: Background info/research.

8. Horton, A. P. (2018, February 15). Positive Self-Esteem Is Overrated, Here’s What You Need Instead. Retrieved March, 2018, from https://www.fastcompany.com/40531879/positive-self-esteem-is-overrated-heres-what-you-need-instead

Background: Melissa Dahl explains why self-esteem is overrated, and why the other concept, self-clarity, is more important. Self-clarity being how well someone knows themselves (similar to self-concept).

How I Used It: This was an important piece of my work before I changed my topic, but I used it in my rebuttal essay to help me find what some of the main arguments against my research were.

9. Petherik, S. (2014, August 21). The stuck record: Why mantras feel like bullshit. Retrieved March, 2018, from http://www.saspetherick.com/the-stuck-record-why-mantras-feel-like-bullshit/

Background: Sas Petherick (possibly her first name?) talks about why mantras feel like they’re ineffective, and possible ways to help them seem effective.

How I Used It: For my old topic, this article had been what I thought to be a breakthrough. It was not, and it actually ended up making me rethink my topic.

10. Axel, G. (2013, October 02). Your Brain on Om: The Science of Mantra. Retrieved March, 2018, from https://health.usnews.com/health-news/blogs/eat-run/2013/10/02/your-brain-on-om-the-science-of-mantra

Background: Gariel Axel explains the science of sound on the body, and why mantras are effective because of that.

How I Used It: I used the article to help explain why mantras are effective through the science of sound. It was especially important in the writing of my rebuttal essay to combat the idea that only people who devote a large portion of their lives to mantras can benefit from them.

11. The Science of Mantras: Mantras Work With or Without Faith; Research Supports the Effectiveness of Sanskrit Mantra for Healing – and Even Environmental Transformation. (2017, March 05). Retrieved April, 2018, from https://buddhaweekly.com/science-mantras-mantras-work-without-faith-research-supports-effectiveness-sanskrit-mantra-healing-even-environmental-transformation/

Background: This article by Buddha Weekly explains how sound effects the environment, but more specifically water. Water is in most living things, including humans, and the article goes from that perspective to explain how different types of sounds can effect you based on how they are conveyed.

How I Used It: I didn’t feel like my argument about sound science was effective enough in my rebuttal essay, so I used this article as a last minute boost to my credibility. It as well helped me find out more information on what I was talking about, thus giving me a more robust statement to provide on the topic of sound and the body.

Reflective- Dancers

Core Value 1 states that writing is a practice that involves a multi-stage, recursive, and social process.

All of these skills were mastered throughout the semester. Mastering that writing is a multi-stage practice by finding resources, gathering information from the resources, and putting the appropriate resources found into each of the individual arguments written in class. In the beginning of class we were told to brainstorm a hypothesis we took our hypothesis slightly changed and turned them into a proposal for what we will be researching throughout the semester. Showing that writing is done in many stages and not just one. Writing is a recursive process, writing our first draft of any paper and later going back to revise it shows that writing is recursive. I am not one that writes a paper perfectly the first time around, meaning that I had to go back and clean up all my drafts which would have been hard if feedback wasn’t available to me. Luckily it was mastered that writing is also a social process for every draft. Anytime I wrote a draft of one of my arguments I would check feedback please. The feedback that was provided was very helpful and eye opening, being able to discuss my work made my writing better.

Core Value 2, close and critical reading/analysis is necessary for listening and questioning texts,arriving at a thoughtful understanding of those texts, and joining the academic and/ or public conversations represented by those texts.

This skill was mastered by reading different sources of information closely, checking the background of who wrote the sources and how credible they actually are. By bringing each of the sources together into the different arguments and papers showed that I completely understood the texts and would thoroughly bring them together. When reading each source and continuing to find information to back my theory, it showed that I dug and read critically. My Causal Argument is a good example.

Writing is shaped by audience, purpose, and context is Core Value 3.

When writing papers you have to think of who your audience is, in class we have to write professionally because it is being graded. You also have to write in a clear and concise way so your audience doesn’t get lost while reading, or paper is meant to persuade them to think or see as you do. Each student wrote on a different topic making us each have our own purpose something we wanted to show/ prove. Personally my purpose was to show that not all bullies are just malicious and rude kids some are honestly misunderstood and don’t really know how to act around others. The context of my research paper other than it was required to write was that I always wanted to further explore as to why children bully. Bullying is an issue within schools and is only growing, me personally wanting to teach I wanted to gain more information so maybe one day when I in a school I can help.

Core Value 4, information literacy is essential to the practice of writing.

While researching and writing my arguments I had to take the authors ideas and combine them with my own in order to draw a bigger statement. I took the authors ideas combined with mine through the process of synthesis to make claims more substantial and mean something. If I had no background information or ideas to provide into my arguments it would sort of worthless. Being able to pick your own topic made sure that every student had the opportunity to write about something they were interesting. Having existing knowledge and combining it with what you found out while researching showed information literacy was mastered.

Core Value 5 states that writing has power and comes with ethical responsibilities.

When researching and writing each argument we had to cite our sources making us master the ethical responsibility in writing. If we did not cite sources it would mean that we plagiarized and would end up failing, making it unethical. Writing on our own topic of something that interests us, proves that we have power and a voice when writing. We had the power to pick what we wanted to write as well as having the power to try and get our point across as to how we view a certain topic/ situation.  

 

Causal Rewrite- Dancers

Bullying is one of the most common traumatizing phenomena among children and adolescents and is recently being recognized as a growing problem.

In grades 6 through 12 one in every five students reports being bullied according to the National Center for Educational Statistics taken in 2016. Out of the students who reported being bullied 33% said they were bullied at least once or twice a month during the year. Statistic of the students that have been subjected to bullying reported that 13% were made fun of, 12% were subjected to rumors, 5% were physically abused, and the last 5% were deliberately left out of activities. The percentage of students who admitted to being bullied is much higher than the percentage of students who report being bullied to someone within the school. Due to this huge gap in the percentages the bullying problem within schools is worse than we thought.

It is difficult to fully determine why children have bully like tendencies when interacting with others. But arguments can be made that children tend to pick up these tendencies at home. When parents treat their children poorly from a young age the child is going to grow up thinking that’s the way to treat others around them. If a child knows nothing about care and affection of course they will treat their peers poorly.

Its stated “Bullies tend to have aggressive behaviors designed to obtain goals and these goals often begin first in their home environment.” from “Four Marker Questions in Identifying Bullying Behaviors.” Children are most vulnerable to learning the appropriate behaviors at a very young age. Most of the behaviors that bullies tend to pick up on are due to the way their family acts. The home situation of most bullies is quite harsh, punishment is often within the home either verbal or physical. If the child makes a minor infraction it could lead the parent to overreact in a verbal, emotional or physical way. Children being raised in an environment like this often don’t gain approval or praise at any time.

If the primary caretaker has a negative attitude toward the child at a young age with lack of warmth and involvement in this child, it increases the risk that this child will grow up with hostile or aggressive behaviors towards others. Not just people in their family but towards people in general. If the child does become aggressive and the parent becomes permissive of these behaviors, without setting clear limits to the behavior towards peers, siblings, and adults the child’s aggression will most likely increase. If the parent of a child uses physical punishment and violent emotional outburst when trying to get their point across, this child is more likely to become more aggressive than the average child.

It has been concluded that bullies often stem from families where the parents are authoritarian, hostile, and rejecting, have poor problem solving skills and advocate fighting back at least at the least provocation. Children being raised in a hostile home environment could often feel neglected and unwanted. This could lead to the child becoming aggressive and act out in order to try and gain attention from their parents.

The parents of these children probably don’t realize that their behaviors toward their child leads them to act the same way they do towards others. Some of these children who bully may not know any better because they were raised in a home with negativity and where they were constantly put down. So they may see it as normal behavior when they are treating others this way not realizing that they are actually bullying.

According to “Four Marker Questions in Identifying Bullying Behavior” “Out of a home environment of negativity emerges a personality steeped in the belief and justification that intimidation and brute forces are ways to interact with obstacles that are encountered in life.” It has been said that violence begets violence. If a child is treated with violent behaviors they most often turn and treat others with violent behaviors.

The aggression and anger of these children often builds up because they are not able to speak out at home in which it grows. So when they arrive at school and have to deal with some sort of situation they may just explode and go off on others within this environment. It is hard for teachers and peers to deal with children who do not know how to act properly, fearing they will always act out when something bad happens.

Justifying bullies is not what is happening but these children that bullies often can’t take all the blame they are raised in a sense where negativity towards others is normal. Parents of children who bully often don’t acknowledge their tendencies as bullying, just children being children and one sticking up for themself in a situation.

Linda Goldman from “Raising Our Children to be Resilient” claims “Thousands and thousands of boys and girls are sitting in their homes, schools and communities with unresolved, unrecognized grief issues that all too often get projected out in the world in a form of bullying, abuse, violence, and homicide, or inwardly in the form of victimization and low self-esteem, depression, suicidal idealization, and suicide.”

Children could bully just because they have lost someone near and dear to them within their family and aren’t able to cope with the idea and grieve over it. Imagine being put down constantly within the home environment, never having the moment to grieve about how they are treated. If they grieve or look upset within their house about how they are treated it may lead to more violence towards them.

All in all ““Children learn what they live” is a useful phrase to emphasis the huge effect adult modeling has on our youth. Family systems that foster aggression and condone bullying on perpetuate the misconception that bullying toughens kids.” Goldman argued.

Parents often punish their children in order to make them grow up to learn that life isn’t perfect trying to toughen them for what’s to come later in life. Children can misconstrued this and think this is what life is supposed to be like while bullying other children. That they are trying to toughen their peers.

Bullying is not a problem that can be stopped by children alone especially when it may be exposed to them within their home. Schools need to step in with interventions throughout the whole school and within individual classrooms. Staff at schools need to talk to the children one on one in order to help them grieve and be able to discuss what is happening at home or just in life generally.

Children need to feel supported by at least one person and it is up to school districts to provide care for children who may not receive affection at home. Instead of just thinking bullies are horrible children staff should look deeper often they can misunderstood children crying out for attention, or not knowing any better way to act towards others.

References

Goldman, L. (2004-12-27) Raising Our Children to Be Resilient. Retrieved from https://ebookcentral.proquest.com/lib/rowan/reader.action?docID=240663&ppg=22

Ma, X. (n.d.). Bullying and Being Bullied. Retrieved February 27, 2018, from http://www.jstor.org.ezproxy.rowan.edu/stable/pdf/3202462.pdf?refreqid=excelsior%3A60abb9588a61d9951c2434b757060c62

Musu-Gillette, L. (2017-5) Indicators of School Crime and Safety: 2016. Retrieved from https://nces.ed.gov/pubs2017/2017064.pdf

Olweus, D. (n.d.). Bully/Victim problems in school. Retrieved February 27, 2018, from http://www.jstor.org.ezproxy.rowan.edu/stable/pdf/23420286.pdf?refreqid=excelsior%3A81a118046b9f273c73808da868e8d722

Roberts, W. B., Jr., & Morotti, A. A. (n.d.). The Bully as Victim. Retrieved February 27, 2018, from http://www.jstor.org/stable/pdf/42732181.pdf?refreqid=excelsior:691cee82878e2580b4ba2f967406d63a

Rebuttal Rewrite- Dancers

Skepticism occurs about the connection between at home abuse and children who grow up to be bullies. Due to the fact that abuse cannot fully be defined, so the chain between the two can’t be proved.

Child abuse is when a parent or caregiver, whether through action or failing to act, causes injury, death, emotional harm or risk of serious harm to a child. This abuse can come in many forms including neglect, physical abuse, sexual abuse, exploitation and emotional abuse. Physical abuse of a child is when a caregiver causes non-accidental physical injuries to a child. Signs of physical abuse in a child will behave differently they may show signs of aggression toward peers or pets. Cases of sexual abuse is when an adult uses a child for sexual purposes or involves a child in sexual acts. After a child is sexually abused their behavior can become withdrawn, depressed or anxious. They can also show signs of aggression, delinquency, and have poor peer relationships. Emotional abuse is when a parent or caregiver harms a child’s mental and social development or causes severe emotional harm. Behavioral signs for children who have been emotionally abused include destructive or anti-social behaviors, violence and cruelty. (“The issue of Child Abuse”)

Abuse at home does have an effect on children who are living there, their behavior and or actions taken may be off a little. However it doesn’t mean that it is off so much to the point where the pick on others because of it.

Abuse at home does not include a child being reprimanded for the way they were acting by being spanked or yelled at. It means that the child is consistently being hurt at home in which they start to fear for their survival within the home. Abuse within a home can come in many different forms they may have loving parent but abusive siblings or one parent may be caring but the other may not be. It’s difficult to precisely determine what fully qualifies at home abuse.

Not every child will grow up to be a bully some of these children may escape their fate. Or it may be argued that some children who bully do not experience abuse at home at all. Making the connection between at home abuse and bullying difficult to be determined fully.

According to a study by researchers from the University of Washington and Indiana University, children who are exposed to violence in the home engaged higher levels of physical bullying than children who were not witnesses to this behavior. This study was the first to examine the association between child exposure to intimate partner violence and the involvement in bullying.

In the study they found the thirty-four percent of children that were studied engaged in bullying and seventy-three percent reported being the victim of some form of bullying with in previous years. It also found that ninety-seven percent of the bullies said that they were also victims of bullying themselves.

Lead author of the study, former UW pediatrician and now an assistant professor of pediatrics at Indian and Riley Children’s Hospital Nerissa Bauer states “Parents are very powerful role models and children will mimic the behavior of parents, wanting to be like them. They may believe that violence is OK and they can use it with peers. After all, they may think, ‘If Daddy can do this, perhaps I can hit this kid to get my way.’ When parents engage in violence, children may assume violence is the right way to do thing.”

Data from the study was drawn from the ongoing Seattle Social Development Project and the Intergenerational Projects, tracing youth development and social/ antisocial behavior. “Participants in these long-term studies were recruited from Seattle elementary schools, and 808 students (generation 2), their parents (generation 1) and their children (generation 3) have been followed since 1985.” The study looked at the behavior of 112 children form the third generation between the ages of six and thirteen, ages who are not normally studied in bullying research.

The study particularly focused on partner violence which is a broader term for domestic violence, physical, emotional or sexual acts of violence including couples who aren’t married or living together.  In 2000 a federal study showed an estimate between 3.3 and 10 million children are exposed to intimate partner violence.

The study found that seeing domestic violence does not lead to children becoming bullies. “Physicians and teachers should be sensitive that when children display behavior issues that the possibility of domestic violence in the family exists. Not all children exposed to violence will respond in the same way, but there are many indirect effects and problems that you can see, such as engaging in bullying, not being able to make friends, not eating or those with extended school absences. But not all bullies come from violent families.”  Bauer stated.

This study shows that in some cases children who are exposed to domestic violence may become aggressive toward other children. It is hard to determine what constitutes at home abuse and effectively take statistics of the children who bully that were also victims of bullying at home. But it shows that children who are exposed to at home violence may be more likely to become aggressive towards others.

References

Schwarz, J. (2006, September 12). Violence in the home leads to higher rates of childhood bullying. Retrieved March 22, 2018, from https://www.washington.edu/news/2006/09/12/violence-in-the-home-leads-to-higher-rates-of-childhood-bullying/

What is Child Abuse. Retrieved from https://www.childhelp.org/child-abuse/

Annotated Bibliography- Dancers

Asano, E. (2017, January 4) How Much Time Do People Spend on Social Media? Retrieved from https://www.socialmediatoday.com/marketing/how-much-time-do-people-spend-social-media-infographic

The essential content of this article: This article discusses how much time the average person spends on social media daily and added up to see how many years it equals up to. The article also discusses each top social media and how much time the average person spends a day on each one of these platforms.

How it was used: It was used in my definition argument to show that people used social media very often which leads to bullying cases online.

Aqab,S. (2015, October 10) 6 Reasons Why Social Networking is Popular Nowadays. Retrieved from https://www.linkedin.com/pulse/6-reasons-why-social-networking-popular-nowadays-sara-aqab

The essential content of this article: This article lists the top six reasons to why social media is popular in this day and age. It gives you an opportunity to meet new people,they are user friendly, they are free, they have a job marker, they allow businesses to reach out to potential customers,and they allow you to join groups.

How it was used: The article was used for my definition argument to show that social media is used for many different reasons not only for children to bully each other on. Social media is not the problem.

Goldman, L. (2004-12-27) Raising Our Children to Be Resilient. Retrieved from https://ebookcentral.proquest.com/lib/rowan/reader.action?docID=240663&ppg=22

The essential content of this article: This article discusses grief and trauma and the impact it has on children and how to work with kids and trauma within home, school and the community. Traumatized kids feel powerless, hopeless, and helpless.  Children often respond to a traumatic event with fear, terror and extreme vulnerability. Trauma can create distorted perceptions of self in children, commonly produces angry and combative reactions and overriding feeling of terror. When experiencing trauma teenagers may withdraw, bully or resort to drugs and violence  in order to cope.

How it was used: This article was used to show that it is hard for children to deal with trauma in their lives, from death of a family member to abuse at home. Children often can’t cope with their feelings at a young age, proving that they need some help. I used this to state that bullying can’t be stopped by children alone they need help and support.

Ma, X. (2001) Bullying and Being Bullied: To What Extent Are Bullies Also Victims? Retrieved from http://www.jstor.org.ezproxy.rowan.edu/stable/pdf/3202462.pdf?refreqid=excelsior%3A60abb9588a61d9951c2434b757060c62

The essential content of this article: “concluded that bullies come from families where parents are authoritarian, hostile, and rejecting, have poor problem-solving skills, and advocate fighting-back at the least provocation. Bullies have aggressive behavior histories, and they often take advantage of their physical strength (Olweus, 1991b). There are no significant socioeconomic differences among bullies. Bullies do not have low self-esteem as many educators expect (Rigby & Slee, 1991), and bullying behaviors are not a result of academic failure in school (Olweus, 1991a, 1993, 1994; Rigby & Slee, 1991). Bullying in school varies with grade levels (Whitney & Smith, 1993), but researchers are divided in their findings. Bran white (1994) reported more incidents of bullying in secondary school than in elementary school. On the other hand, some researchers suggest that the percentage of students being bullied decreases significantly with age or grade, although the decline in rate is less substantial during junior and senior”

How it was used: This article provided information stating that bullies come from families where parents are authoritarian, hostile, and rejecting which gave me more support for the claim that I am trying to prove.

Musu-Gillette, L. (2017, May) Indicators of School Crime and Safety: 2016. Retrieved from https://nces.ed.gov/pubs2017/2017064.pdf

The essential content of this article: This article shows the statistics of bullying cases and what the effects of bullying are. As well as discussing statistics of cyberbullying cases, students with disabilities, students of color, and students who identify with LGBTQ. Bullying and suicide rates are discussed and interventions places have put into place due to bullying.

How it was used: This was used to show how many cyberbullying cases occur, while my paper did not end up going down the cyberbullying route it still provided valuable information that was used in my definition argument.

Olweus, D. (1997, May) Bully/victim problems in school: Facts and intervention. Retrieved from http://www.jstor.org.ezproxy.rowan.edu/stable/pdf/23420286.pdf?refreqid=excelsior%3A81a118046b9f273c73808da868e8d722

The essential content of this article: “1. The basic emotional attitude of the primary caretaker(s) toward the child during early years (usually the mother). A negative emotional attitude, characterized by lack of warmth and involvement, increases the risk that the child will later become aggressive and hostile toward others. 2. Permissiveness for aggressive behaviour by the child. If the primary caretaker is generally permissive and “tolerant” without setting clear limits to aggressive behaviour towards peers, siblings, and adults, the child’s aggression level is likely to increase. 3. Use of power-assertive child-rearing methods such as physical punishment and violent emotional outbursts. Children of parents who make frequent use of these methods are likely to become more aggressive than the average child. In other words, “violence begets violence”

How it was used: It was used to show that if children don’t often gain affection at home they tend to grow up to be more aggressive. Children who grow to be aggressive may result in becoming a bully.

Pappas, S. (2010, April 9) Behind Bullying: Why Kids Are So Cruel. Retrieved from https://www.livescience.com/6325-bullying-kids-cruel.html

The essential content of this article: This article discusses why kids are so cruel. It discusses how bullies are looking to gain admiration and dominance by bullying other children. It states that bullies also want affection and look for approval in their own group of friends. Due to this they strategically pick victims they know few other classmates will defend. Some children who bully struggle with aggression may be abuse victims themselves, others just think its the cool thing to do.

How it was used: It was used to provide background as to why children bully other students within their class. To gain support and dominance proving that bullying is a prevalent issue.  

Roberts, W. B., Jr., & Morotti, A. A. (2000.December). The Bully as Victim. Retrieved from http://www.jstor.org/stable/pdf/42732181.pdf?refreqid=excelsior:691cee82878e2580b4ba2f967406d63a

The essential content of this article: “Bullies are well-versed in aggressive behaviors designed to obtain goals, and these lessons most often originate first in the home environment (Brody, 1996; Craig, Peters, & Konarski, 1998; Pepler & Sedighdel lami, 1998). Greenbaum et al.(1989), Hazier (1996a), and Oliver, Oaks, and Hoover (1994) noted many of the difficult characteristics encountered and learned by bullies in the home environment. The home situation of the bully is quite harsh (Craig et al., 1998; Espelage, Bosworth, Karageorge, & Daytner, 1996; Pepler & Sedighdellami, 1998). Hazier (1996a) is explicit: “[Humans] are most vulnerable to learning appropriate behaviors when they are very young. The vast majority of what [bullies] see and hear … is from their family” (p. 34). Punishment is often capricious and physical. Minor infractions may bring violent verbal, emotional, or physical overreactions from one or both parents, after which the child is often ignored for long stretches of time. Praise, encouragement, and humor are rare in the life of the bully. Put-downs, sarcasm, and criticism are more the rule than the exception (Greenbaum et al., 1989). Parents exhibit little in the way of positive role modeling behaviors. Bullies are seldom monitored for their whereabouts or activities (Roberts, 1988) or disciplined for antisocial behaviors. Out of this home environment emerges a personality steeped in the belief and justification that intimidation and brute force are ways to interact with the obstacles encountered in life. Indeed, the parents of bullies often support their children’s behavior as “‘standing up’ for oneself” (Ross, 1996, p. 73). Additionally, bullies empower themselves through aggression toward others”

How it was used: This was used to show that bullies often pick up on bullying tendencies within their household. Bullies are often misunderstood and victimized as bad kids, when sometimes they actually don’t know any other way to act toward their peers.

Schwarz, J. (2006, September 12) Violence in the home leads to higher rates of childhood bullying. Retrieved from https://www.washington.edu/news/2006/09/12/violence-in-the-home-leads-to-higher-rates-of-childhood-bullying/

The essential content of this article: A study conducted to see whether or not children who are exposed to violence within their home are more prone to bullying behaviors.

How it was used: This article was used to show that children who are exposed to abuse between parents don’t grow into bullies. The study showed that the children prone to at home violence did not necessarily become more aggressive.

Social Media Bullying Has Become a Serious Problem. (2016, October 13) Retrieved from https://nobullying.com/social-media-bullying-has-become-a-serious-problem/

The essential content of this article: The article discusses what constitutes bullying on social media some examples include posting negative comments on pictures, posting abusive posts on a user’s wall, and using social media to stalk. A significant amount of cyberbullying takes place on Facebook. Other social media accounts are becoming more used in order to bully as well such as Twitter, Ask.FM, and SnapChat.

How it was used: This article was used in my definition argument to show what is considering online bullying and what isn’t. I used to information to show what websites are typically used for cyber bullying, the most prevalent websites seen.

What is Child Abuse.(n.d) Retrieved from https://www.childhelp.org/child-abuse/

The essential content of this article: This article provides the different types of abuse children experience and how children react to such abuse.

How it was used: This was used in order to prove the point that abuse at home is a very hard term to define, their is not a clear indicator as to whether a child is abused or not. Abuse comes in many different forms from verbal to physical making it hard to constitute what abuse at home really is.

What is Cyberbullying. (n.d.) Retrieved from https://www.stopbullying.gov/cyberbullying/what-is-it/index.html

The essential content of this article: This article discusses what cyberbullying actually is and how it takes place over digital devices like cell phones, computers, and tablets. Cyberbullying can occur through SMS, Text, and app, or online in social media forums. Common places where cyberbullying occurs are Facebook, Instagram, Snapchat and Twitter for social media accounts. But also can occur through text messages a lot of the time as well. It also talks about the special concerns when it comes to cyberbullying cases. Such as how it can be persistent, permanent, and or hand to notice.

How it was used: To provide background information as to what cyberbullying actually is. I used the definition for cyberbullying to provide information to readers that may not know what constitutes a bullying case.