Bullying prevention is a growing research field that investigates the complexities and consequences of bullying. There is also a complex relationship between bullying and suicide.
Visit http://www.stopbullying.gov/resources/index.html and identify resources for preventing bullying
and assisting children who have been bullied.
Sample Solution
1. Quick Guide for Parents and Caregivers: This page provides a quick overview of the warning signs, risks, prevention tips and resources to help parents cope with bullying.
2. Resources for Educators: This page provides information about how to prevent bullying in schools, recognize warning signs and create supportive learning environments.
3. Community Programs & Strategies: This page offers resources on incorporating strategies into existing programs that focus on building connections among children and adults in the community to help prevent bullying behavior.
Sample Solution
1. Quick Guide for Parents and Caregivers: This page provides a quick overview of the warning signs, risks, prevention tips and resources to help parents cope with bullying.
2. Resources for Educators: This page provides information about how to prevent bullying in schools, recognize warning signs and create supportive learning environments.
3. Community Programs & Strategies: This page offers resources on incorporating strategies into existing programs that focus on building connections among children and adults in the community to help prevent bullying behavior.
To begin we gathered 3 individual petri dishes with lids and put 15 large and 15 small lima beans in each dish. All lima beans used in this experiment were gathered from the same source. Next, we obtained the beetles from a laboratory container which supplied the class for this experiment. 3 randomly chosen female and 2 randomly chosen male bean beetles were placed in each petri dish. This was done by using an aspirator to suck each beetle into a collecting vial, then releasing the beetle into its prearranged petri dish. Finally, the petri dishes were placed in a room-temperature location for 2 weeks to allow enough time for fertilization and oviposition.
After 2 weeks, each individual bean was observed under a microscope and examined for eggs. To calculate our results we used the final measurements. Our ending measurements were obtained by observing, through the microscope, which beans had eggs laid on them. We recorded our observations by numbering how many eggs were found on each bean. After observing all 90 lima beans, we returned the beans back to their original groups to determine group averages. After, all 45 small and 45 large beans were placed together in separate categories. From this we were able to use our findings to calculate mean, standard deviation, and the standard error of the mean. After analyzation, we ran a t-test to determine whether size of the lima bean had any influence on the oviposition of C. maculatus.
Results
Our results were obtained from observing the amount of eggs laid on each individual lima bean within their groups. For group 1 we found 11 eggs oviposited on the small beans, 5 were on the large. In group 2 there were 29 on small, 13 on large. In group 3, 48 on small, 0 on large. In total, 88 eggs were laid on 45 small beans, whereas only 18 eggs were laid on the 45 large beans. This information was used to calculate group averages, visualized in graph 1. Data is expressed using a clustered column histogra
