Answered You can buy a ready-made answer or pick a professional tutor to order an original one.
Do assignment on both booksReview: What is the author trying to convey, and what are the primary and secondary points that are made? How does this fit in against the backdrop of all that we are learn
- Do assignment on both books
- Review: What is the author trying to convey, and what are the primary and secondary points that are made? How does this fit in against the backdrop of all that we are learning in this class?
- Analysis: What do you (personally and critically) think about the reading? Based on your knowledge or personal and professional experiences, do you think all of what is said is valid? Is some of it? Is none of it? Why? What are some strong or weak aspects of what is said, and why? What are the major limitations, and are they correctable? If so, how?
- Application: How might the main points of the reading be applicable in real life - given the fact that we cannot fully control human behavior? How can the ideas be used to address, prevent, or reduce teen technology misuse in schools, families, and communities? Are there specific role players who can help with the implementation of the ideas/strategies more than others? How much value do you see here?
Students are expected to cover these questions using at least 500 words for each week’s grading period’s worth of readings, citing examples in the readings (or other scholarly sources) using APA format where relevant. It is important that this summary is clear, concise, thoughtful, and original. Don’t restate what you find online – think for yourself and have your own opinions.
- Review: What is the author trying to convey, and what are the primary and secondary points that are made? How does this fit in against the backdrop of all that we are learning in this class?
- Analysis: What do you (personally and critically) think about the reading? Based on your knowledge or personal and professional experiences, do you think all of what is said is valid? Is some of it? Is none of it? Why? What are some strong or weak aspects of what is said, and why? What are the major limitations, and are they correctable? If so, how?
- Application: How might the main points of the reading be applicable in real life - given the fact that we cannot fully control human behavior? How can the ideas be used to address, prevent, or reduce teen technology misuse in schools, families, and communities? Are there specific role players who can help with the implementation of the ideas/strategies more than others? How much value do you see here?
Students are expected to cover these questions using at least 500 words citing examples in the readings (or other scholarly sources) using APA format where relevant. It is important that this summary is clear, concise, thoughtful, and original. Don’t restate what you find online – think for yourself and have your own opinions.
- @
- 1030 orders completed
- ANSWER
-
Tutor has posted answer for $25.00. See answer's preview
*********** ***************** ******************* ***** ******* 2ReviewThe ******* *** ****** ** reach *** victim ** ********** The ******* ****** ***** ** ******** *** ******* *** **** responses to ************* ********** *** ******* ********* the steps the victims ****** **** **** *** ***** the ************* ********** ***** ******* *** ******* ** keep ******** *** evidence *** future *** in **** they have ** report *** ***** ************* ******* ****** **** *** ** avoid ************** **** ***** **** **** ** ****** ******* ******** & ******* ***** **** *** ******* ****** ****** *** cases if they ****** ********** ****** ****** ** ********* **** *** ************ threaten *** safety of *** victims *** ********* point focuses ** empowering the victims The reading ***** ** ********* *** victims ** have * ****** ********** *** **** The ******* *** ******** **** **** **** higher ***** since *** ******* *** **** ******* ********* *** ******* ******** with *** class material as ** ******** *** cyberbullying ********** **** *** victim’s standpoint Instead ** ****** **** *** others ** **** *** victim ** ***** ** ******* *** ****** *** ******* ****** ** *** ***** knowledge by ******* **** the ******* *** * possible ******** ** ************* ***************** ******* *** reading ** ******** in combating ************* **** of the **** ****** ***** ** ******** *** ************ ******* ** ******* *** victims *** book has redirected its attention ** help the victim ******** the ***** *** ******* should **** ** **** to ****** themselves through cyberbullying incidents ** prevent ** ********** of events **** ** experience * think that *** approach ***** by the reading **** **** ******* extreme outcomes ** ************* ********* *** ****** *** ***** controlling *** incidents from ** early stage ******* ********** evidence ********** *** ******** contact **** *** bully The argument ** ***** ***** ************* ******* resort to extreme actions such ** ******* ******* **** do not **** *** ****** ******* The ******* **** ** ** ******** **** they ****** **** to ****** *** ****** *** ********* ** **** **** ************ (Patchin ***** ******* ***** * significant weakness ** *** ******** ** ** ******* *** ****** ** ****** *** ***** while at *** **** time ****** **** ** confront **** **** ********** ****** ** ********** *** ****** be ********* ******* *** ******* ****** ****** ************* **** the ******** of sensible ****** ** avoid the ************* ******* *** ******* ***** a ****** ******** **** it ***** *** ****** *********** ** a last resort ** **** sense *** ******* **** considered some ** the perpetrators ** confused ********* whose ***** **** ** ****** **** ********* criminal ********************* ****** are ********** ***** possible **** ********** *** ******* should **** **** ********** on *** ***** **** **** **** ******* *** **** **** *** bullying ** *** extreme *** ****** ** ****** *** ******** as * ***** **** ******* of ******* for *** **** *** ***** ******* Teen technology misuse ** ******* ** empowering *** victim ** the ****** *** **** *** perpetrator ** an ***** stage **** technology ****** will be ********* *** ******* will **** ** helped ** overcome *** ******* ******** ** ************* *** ****** parents guidance *** *********** ***** *** **** ********* *** ****** ** ******** potential ************* ******* *** reading *** much ***** ***** ** has *********** that empowers victims ** ************************ * ***** Hinduja S (2013) ***** ****** ****** ************* *** make kindness ** ***** **** Spirit ******************** ****** the ********** ******* ********** ******* attempt ** *** that ******** ****** the ********** ** ***** * ******* ** ****** ****** bullying that ** perpetrated ** schoolmates ** a significant ***** that ***** to ** tackled ** *** **** ****** ** ********** ******** *** ******* ******** ** **** the ****** administration ** *********** *** ******* ***** ******** beyond *** ********** **** ** involves *** ******** The ****** ************** *** stop ** well ** ****** ****** ******* *** secondary argument ** **** *** *** stakeholders in ****** ******** ****** **** ******** ** stop **** behavior **** includes *** ******* ******* the ******* ** *** ******* the police the ****** ************** *** *** ********* **** host *** ***** on ***** ******** ****** ******** ***** ******* ***** The authors ******* **** ** *** **** ***** ***** action ****** ** pursued *** ********* ********* into the ***** ******** by ******** ** ************* activities ****** the ****** *** **** ***** *** **** *** to ****** ************* activities **** ****** ** ** beyond *** ******* ** *** ****** authorityAnalysisThe reading ** ** expansive *********** ** *** ****** **** ***** **** ******** ************* ****** the ****** ******** ** the ******* indicates most of *** parties ******** ********* *** ****** ****** *** ******* host ********* try ** ***** ******** ****** ******** ******* **** ****** **** ****** ***** others *** citing ************ ****** **** ********** I ***** **** ** *** ********* ** *** ******* are valid *** *********** points ** ******** is **** *** *** ************ **** ** ** ******** **** *** school ****** ** * ******** ******** & ******* 2014) *** ******** interact in the school ******** and ** ** thus reasonable ** have the ****** **** * central **** ** all bullying activities **** ******* ***** *************** key ***** ** that *** **** *** of *** ************* should ** to stop the bullying ********** *** *** ** ****** the students *********** all *** ******* ******** ****** **** ******** ** prevent *** ************* nuisance *** argument ** ****** *** ********* ***** some ** the perpetrators of ******** ********** *** ********** ** ** * **** **** ** **** *** not aware of *** ****** of ***** actions *** thus ****** ** ******** **** ******** *************** ********** ** *** argument *** ** ********** that *** school *** not the parents **** a ******* **** ** handling *** ****** **** ** *** **** *** school will **** the *********** authority ** pursues **** ****** ** **** punish the ******** especially for ***** ********** **** *** ******** ****** *** ****** ******** I ******* instead ** ******* **** ** *** responsibility to *** ****** the ******* ****** ** equally ********************** ********* ********* *** ********** ** **** **** through *** coordination ** *** *** parties *** ******* ******** police *** ********* ******* *** work together ** ******* teen ****** of technology *** implementation ** the ********* is **** ******** ** *** community ** ******** ** the idea The **** ***** **** ** be willing ** **** *** ****** should take ************* reports ********* The ********** ******* ****** ********** the ****** ** bullying ** their children *** ************* parents ****** ********** **** ***** ******** ***** ** criminally ********** *** ***** ******* ******* *** ****** ****** understand **** *** ****** **** relates ** ***** ******** requires ***** involvement **** **** **** ****** ******* *** school ReferencesHinduja * & Patchin * * (2014) Bullying ****** *** *********** Preventing and responding to ************* Corwin *******
