Jake Drake Bully Buster Chapter Book About Bullying

Jake Drake Bully Buster Chapter Book About Bullying Jake Drake Bully Buster: Summary In Jake Drake Bully Buster, author Andrew Clements focuses on a problem too many kids have to cope with: bullies and bullying. What do you do if youre a bully-magnet? Thats Jakes problem in the chapter book Jake Drake Bully Buster. Fourth grader Jake Drake tells the story of how he went from being a bully-magnet starting in preschool to becoming a bully buster in second grade. Jakes experiences not only make an entertaining story for 7-10 year olds, they also provide a lot of food for thought. Why Jake Was a Bully-Magnet Jake begins his story with tales of all of the bullies who bullied him before second grade, starting when he was a 3-year-old and continuing through preschool, kindergarten and first grade. Jake figures he has these bully-magnet characteristics: Hes small but not so small that he doesnt represent a challenge, he doesn’t have an older brother or sister to defend him, he’s not the type to complain, and he looks â€Å"brainy.† Interestingly, these dont change as Jake goes from being a bully-magnet to a bully buster. Instead, Jakes experiences in second grade change him. Jake and the Grade A, SuperBully Jakes says he didn’t become a bully buster until second grade and then, only after â€Å"being picked on by a Certified, Grade A Super Bully.† Second grade starts out wonderfully. Jake likes his teacher, Mrs. Brattle. There are no bullies in his class, although he still has to watch out for bullies on the playground and in the lunchroom. However, when a new student, Link Baxter, whom Jakes quickly learns is â€Å"a Certified, Grade A Super Bully,† joins the class. Link continually picks on Jake at school and on the school bus. The first time it happens, Jake is so upset that when he gets home he bullies his little sister until his mother stops him, saying, â€Å"What’s gotten into you!?† Jake realizes that â€Å"It was Link. Link had gotten into me! I was being like Link. I had caught BULLYITIS!† When he apologizes to his little sister, she tell him that Link’s sister is in her class, and she is a bully like her brother. Jakes Attempts to End the Bullying Jake decides to try acting like Link’s bullying doesn’t bother him. When Link makes fun of him on the bus, Jake acts like it’s a joke. All day, Jake tries to act cook when Link bothers him, but this only makes Link bully him more. Finally, Link splashes water on Jake so it looks like Jake wet him pants and proceeds to mock him, â€Å"Wook, wook! Wittle Jakey had an accident!† Jake get very mad and can tell Link is pleased about that. Jake is so mad that he hits Link, who acts like he has a terrible injury. Link gets sent to the nurse’s office for ice and sympathy and Jake was sent to the principal’s office. Afterwards, when he and Link meet in the hallway, Jake asks Link why he bullies him and Link doesn’t have an answer. Jake decides, â€Å"†¦if I could figure out that reason – or if I could give him a reason NOT to be a bully – then Link Baxter, SuperBully, would become Link Baxter, Ex-SuperBully.† From Bad to Worse Leads to New Insights Things go from bad to worse when Jake’s teacher decides that everyone in the class has to work in pairs on a Thanksgiving project, and she assigns Jake and Link to work together. Their assignment is to do a project about how Native Americans lived. Jake is appalled, but Link thinks it’s funny and tells Jake that he’s going to have to do all the work. Jake prepares the report but keeps hoping Link will help so they have something to show the class. When the day before the project is due Link tells Jake to do that also, Jake is so mad that he refuses. Link tells him to come over to his house after school so they can make something. At Link’s house, Jake learns two surprising things about Link: Link is skilled at creating models and dioramas and his older sister bullies him. He also learns that when Link is involved in model making, it’s like he’s one of the kids instead of a SuperBully. In fact, according to Jake, â€Å"When he forgot I was there, he had a different face from his bully face, Not mean. Almost nice.† The visit to Link’s house gives Jake a lot to think about, but he’s still not sure how to make Link stop bullying him. Everything Changes With Jakes Good Choices Everything changes again when it is time for Jake and Link to give their project report. Jake finds out that Link has stage fright about doing the presentation. Rather than pay Link back for all Link has done to Jake by humiliating Link in front of his classmates, Jake covers for him. He tells Link he will give the report and Link can point out things in the diorama he made. Their project is a big success, but the best outcome is that Link no longer bullies Jake and Jake realizes that by getting to know the real person â€Å"behind those mean eyes and that bully-face,† he can be a bully buster rather than a bully-magnet. Throughout the book, Jake reacts to the bullying in different ways, not all of them appropriate. He quickly learns that bullying others, being mean, and hitting the bully are all not the responses he wants to, or should, make. As time passes and he learns more and more about the bully, Jake begins to make better decisions: standing up to Link and refusing to finish the project by himself, covering for Link when it’s time for their presentation and acknowledging Link’s model-building skills in front of the class. Its the fact that Jake is essentially a good kid who is willing to take the time and thought to look beyond the bully-face to the person within that enables him to become a bully buster. Jake Drake Bully Buster: Guide Recommendation I recommend Jake Drake Bully Buster for independent readers in grades 2-4. It is also an excellent classroom or family read aloud. At under 90 pages, it is a quick and enjoyable read, but it also has some substance and can easily and effectively be used as a bullying discussion prompt. The Jake Drake series includes a total of four books about the fourth graders experiences st school, and I recommend them all. (Atheneum Books for Young Readers, Simon Schuster, 2007 reprint edition. ISBN: 9781416939337) Additional Resources About Bullies and Bullying From About.com Dr. Vincent Iannelli, the About.com Pediatrics Expert, provides statistics about bullying and some of the signs of bullying parents should look for in his article Bullying and Bullies. For information about cyberbullying, see A Parents Guide to Cyberbullying. For picture books about bullies and bullying, see my reviews of Each Kindness, Oliver Button Is a Sissy and The Bully Blockers Club. For a list of books about bullying for older kids, see Bullies and Bullying in Books for Kids to Teens.

Overcoming Math Anxiety

Overcoming Math Anxiety Math anxiety or fear of math is actually quite common. Math anxiety, like test anxiety is quite similar to stage fright. Why does someone suffer stage fright? Fear of something going wrong in front of a crowd? Fear of forgetting the lines? Fear of being judged poorly? Fear of going completely blank? Math anxiety conjures up fear of some type. The fear that one wont be able to do the math or the fear that its too hard or the fear of failure which often stems from having a lack of confidence. For the most part, math anxiety is the fear about doing the math right, our minds draw a blank and we think well fail and of course the more frustrated and anxious our minds become, the greater the chance for drawing blanks. Added pressure of having time limits on math tests and exams also cause the levels of anxiety grow for many students. Where Does Math Anxiety Come From? Usually math anxiety stems from unpleasant experiences in mathematics. Typically math phobics have had math presented in such a fashion that it led to limited understanding. Unfortunately, math anxiety is often due to poor teaching and poor experiences in math which typically leads to math anxiety. Many of the students Ive encountered with math anxiety have demonstrated an over reliance on procedures in math as opposed to actually understanding the math. When one tries to memorize procedures, rules and routines without much understanding, the math is quickly forgotten and panic soon sets in. Think about your experiences with one concept - the division of fractions. You probably learned about reciprocals and inverses. In other words, Its not yours to reason why, just invert and multiply. Well, you memorized the rule and it works. Why does it work? Do you really understand why it works? Did anyone every use pizzas or math manipulatives to show you why it works? If not, you simply memo rized the procedure and that was that. Think of math as memorizing all the procedures - what if you forget a few? Therefore, with this type of strategy, a good memory will help, but, what if you dont have a good memory. Understanding the math is critical. Once students realize they can do the math, the whole notion of math anxiety can be overcome. Teachers and parents have an important role to ensure students understand the math being presented to them. Myths and Misconceptions None of the following is  true! Youre born with a math gene, either you get it or you dont.Math is for males, females never get math!Its hopeless, and much too hard for average people.If the logical side of your brain isnt your strength, youll never do well in math.Math is a cultural thing, my culture never got it!Theres only one right way to do math. Overcoming Math Anxiety A positive attitude will help. However, positive attitudes come with quality teaching for understanding which often isnt the case with many traditional approaches to teaching mathematics.Ask questions, be determined to understand the math. Dont settle for anything less during instruction. Ask for clear illustrations and or demonstrations or simulations.Practice regularly, especially when youre having difficulty. Take good notes  or use journals effectively.When total understanding escapes you, hire a tutor or work with peers that understand the math. You can do the math, sometimes it just take a different approach for you to understand some of the concepts.Dont just read over your notes - do the math. Practice the math and make sure you can honestly state that you understand what you are doing.Be persistent and dont over emphasize the fact that we all make mistakes. Remember, some of the most powerful learning stems from making a mistake. Learn from mistakes. Find out more about the myths of doing math and you too will overcome math anxiety. And, if you think making mistakes is a bad thing, look again. Sometimes the most powerful learning stems from making mistakes. Find out how to learn from your mistakes. You might also want to find out what the 3 most common errors in math are and review the remedies to overcome them.

Short Answer Questions Coursework Example | Topics and Well Written Essays - 250 words

Short Answer Questions - Coursework Example An example of a landscape radically transformed for economic reasons is the Mississippi River – Gulf Outlet Canal. This canal was constructed on the river for the transportation of goods into the interior of the United States of America from the harbor. In the long run, humans do not benefit from such environmental changes since the construction of this canal has resulted in storm surge amplification and wetland erosion. Severe weather conditions such as those witnessed during Hurricane Katrina lead to massive loss of life and property (Jones, 2010). The social functions of kinship in traditional non-state societies may be considered unsociable and dangerously selfish because it involves dividing duties based on ones gender. This is unsociable because boys and girls will not socialize when performing their social functions and will not know how to act in each other’s company. For example in marriage the woman has the role of taking care of the children, while the father protects the family from physical harm. This is dangerous since it portrays the woman as a weaker sex. The man in society is also considered the head of the family; this means that the opinion of the woman shall not be taken into consideration. In certain religions, women are not allowed to perform certain rituals and this leaves them spiritually unfulfilled. An example of soft power is the several fast-food franchises exported to Asia and Europe such as McDonalds. This has changed the manner in which people eat whereby people prefer French fries and fried chicken. The social media in the internet has influenced the political world in the Middle East. This is evident through the â€Å"Arab Spring† that liberated several Middle Eastern countries from tyranny. Such influence turns into propaganda when these freedoms encouraged are meant to bring a nation to its knees through civil war (Jones,

Ethics in Healthcare Settings SL1 Essay Example | Topics and Well Written Essays - 750 words - 1

Ethics in Healthcare Settings SL1 - Essay Example These dilemmas revolve around four principles on ethical theory: respect for autonomy, beneficence, justice and non-maleficence (Dunbar, 2003). This paper focuses on the ethical dilemmas that result from the need to observe the dictates of the principle of respect for autonomy. Bernhofer defines autonomy as â€Å"the right of individuals to make decisions regarding their own healthcare regardless of what others think of these decisions† (2011). This gives all patients the right to self determination regardless of their capacity, age or even imprisonment (Lo, 2009). It is the right of the patients to know, consider, refuse and request any form of care or treatment being offered. Therefore, this principle, also referred to as people’s self government argues for the capacity to make informed and un-coerced decisions by any rational individual. The evaluation of this principle elicits the debate on whether this conception accurately portrays the process of decision making in healthcare setting. The principle of autonomy could be infringed when the service provider dishonors the wish of a patient on the preferred treatment. It could also occur if information would be withheld for example on the pain involved with the employment of a particular treatment approach (Sutrop, 2011). Interestingly, (Bernhofer, 2011) notes that patients get better managed and become better satisfied with full extension of autonomy rights. The author gives the example of Patient Controlled Analgesia, PCA noting that adequate ordering of analgesics and proper programming of the pump for individual patients results in personal control over pain hence effectiveness of the analgesics. Nonetheless, there arise situations where strong reasons to act in particular manner get balanced by cogent counteractive arguments (Lo, 2009). Not always would experience, common sense, being good and having good intentions guarantee appropriate response to situations

assisted suicide :: essays research papers

Assisted Suicide In 1997, Oregon became the only state allowing legal physician-assisted suicide (PAS). Although physician-assisted suicide has been legal in Oregon for four years, it remains highly controversial. PAS is when a doctor prescribes their patient to medication which would kill them. Patients must pass certain requirements in order to request a prescription for lethal medication. The patient must be 18 years or older, a resident of Oregon, able to make health care decisions, and diagnosed with a terminal illness that would lead to death within six months. After meeting these requirements patients are able to request a prescription for lethal medication from a licensed Oregon physician. To receive a prescription for lethal medication, the following steps must be completed: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The patient must make two oral requests to their physician, separated by at least 15 days. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The patient must provide a written request to their physician, signed with two witnesses present. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The doctor who prescribes the patient and another physician must confirm the diagnosis and prognosis. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  If either physician believes the patient's judgment is impaired by a psychiatric or psychological disorder, the patient must take a psychological examination. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The physician must inform the patient of alternatives to assisted suicide. Such as comfort care, hospital care, and pain management. During 1998, 1999 and 2000, approximately 16, 27, and 27 patients used PAS. Patients who died by PAS were more educated than other Oregonians who did not choose to commit suicide and had similar illnesses. All the medications prescribed are barbiturates. A physician or anyone else can not directly administer medication to end another's life. In 2001, 44 doctors prescribed 33 patients to a medication that would end their life. In comparison, 39 prescriptions were written in 2000, 33 in 1999 and 24 in 1998. Although the number of prescriptions written for physician-assisted suicide has increased in the past four years, the number of ill patients taking lethal medication has stayed small with less than 1/10 of one percent of Oregonians dying by physician-assisted suicide.   Ã‚  Ã‚  Ã‚  Ã‚  The reason I picked this topic is because I thought it was very interesting and also very controversial. I find it very interesting that Oregon is the only state that has physician-assisted suicide. I feel very strongly that if a person was in so much pain where they wanted to commit suicide, then it should be allowed. I also agree with the requirements a patient has to meet before being granted the prescription.

Play Review: the Imaginary Invalid

Upon entering the theater, my initial reactions were all positive as I took in the scene, my eyes shifting around the surroundings. The theater was a little smoky and mysterious looking; there were interesting props on the stage (like a candle chandelier, a chrome walker, and a contraption of various sized bottles containing florescent yellow and red liquid with tubes attached throughout) that I found stimulating to look at and wonder about. When the lights went down and the play began, I was excited to see what purpose was behind the smoky environment and the curious props. Up to the end of the production, that excitement (accompanied by times of surprise and empathy) was sustained because of the comical nature of the play. The opening scene with the dark bodies and illuminated faces was a little confusing. I was not sure how having the actors lurking around the stage and audience, with creepy, tingly music and sounds being played in the meantime, related to the play. Besides this scene, though, the plot and structure of the play was made clear due to the comprehensibility of the dialogue and the ease at which the plot could be followed. Many of the scenes aroused the audience to some form of response, more often laughter than others, but surprise and empathy were prominent as well. In the first scene that Argan, a hypochondriac (the imaginary invalid), was introduced, there was a plethora of giggles and grins from the audience as he sorted through his doctor's bills and spoke of enemas. In the scenes with Angelique, Argan's daughter, empathy was felt for her while she struggled to be with her love, Cleante. Many of the scenes had shocking or surprising elements, but the most shocking of all was when Argan's doctor came to visit him after hearing the news that Argan was not abiding to his prescriptions. The scene was outrageous; the doctor's speech was very loud and exaggerated, as was his wardrobe, and there was an added element of absurdity with saliva spewing this way and that out of the doctor's mouth as he shouted at Argan. Because the play was filled with scenes of this nature and because most of the play was a little outrageous, it was effective in arousing audience response and captivating my interest throughout the performance. In order to successfully express emotions and ideas, the actors used body movements, voice, and facial expressions wonderfully. A perfect example of one actor utilizing all three would be the character of Thomas Diafoirus. Just out of schooling to become a doctor, Thomas reflects a goofy, savage-like facial expression. He is presented to the audience like an animal also through his slouching and savage-like mannerisms, not to mention the fact that his father would crack a whip on him at any given hint of misbehavior. Thomas is not at all a man who Angelique wants to marry, and so this idea is taken to the next level by making his character obviously repulsing to the audience. As exaggerated as they may have been, and as ridiculous as some might have seemed, body movement, voice, and facial expressions were expertly put to use throughout the performance. The design of the set and the costumes worked great with all the other elements of the production. Many people were heard describing the costumes as sort of â€Å"Rocky Horror†, due to the white, highly made up faces and gothic style clothing. While this was not proper dress for the period in which the play was written, it did still work well with the play and was not seemingly out of place. The characters of Argan, Angelique, Louison, Beralde, and Cleante were not in this gothic style apparel, but instead were in period dress. This was an excellent way of showing the difference between characters. The stage was set strategically with Argan's bed directly in the middle, a great way to show that the play circled around his â€Å"illness† and being in bed most of the time. The props I mentioned at the beginning (the candle chandelier, the chrome walker, and the contraption of bottles containing liquid and tubes) were dangling about the actors on rope. This was a clever way of decorating Argan's room with symbols of his hypochondria. The costumes worn and the design of the set worked well together in setting an appropriate mood and style for the production. Overall, I really liked this play and thought that the production was done very well. I enjoyed most of all the comedic elements of the play, it was good to laugh and sit through something that was not in a serious tone. I especially thought it a treat to see the audience around me enjoying the performance as much as I was.

Gender, Discrimination, Bias, And The Hostility Against...

When we hear or see older people, nearly most of us think of them in a negative way. We see these people as if they were sick, barely living, mentally unstable and can t function or do a job correctly, we even pity them and get sad of how they look like. These emotions that most people feel is no different than how some men feel about women (sexism), or how the dominant race, let s say the white, feels toward an ethnic minority (racism). These emotions toward older people are an indicator of ageism in the society. Ageism can be defined as the discrimination, bias, and the enmity against older people. A great example of ageism is rejecting an older job applicants in favor of a younger one. Three theory apply to aging the elderly. Our first theory is called structural-functional theory. As the author of our textbook, John Macionis, agrees that this approach views society as a complex, but interconnected system, where each part works together as a functional whole (p.16). The author of the book applies this approach to the aging topic and show how the operations of the society can be confused and disordered on the fact that people grow old and die ultimately. As a result of that the society dissociate older people from important tasks or disband them from responsibilities as they grow older (p.439). Drawing on the structural-functional theory, the disengagement theory illustrates that as people grow old the society eliminates them from their responsibilities and theirShow MoreRelatedStereotypes, Conformity, And Discrimination1742 Words   |  7 PagesPrejudices and Discrimination in American History X Abstract Stereotyping, prejudice, conformity, and discrimination are well portrayed in the movie American History X. The negative attitude held by Derek towards to black people is greatly influenced and learned from his father who was a racist. 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