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Open accessJournal ArticleDOI: 10.1080/14733285.2020.1784850

(Cyber)Bullying in schools – when bullying stretches across cON/FFlating spaces

04 Mar 2021-Children's Geographies (Routledge)-Vol. 19, Iss: 2, pp 241-253
Abstract: This article posits that analyses of (cyber)bullying among digitally connected young people need to explore the interdependences, intersections and cON/FFlation of bullying in ONline and OFFline sp...

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Topics: Online and offline (51%)
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11 results found



Open accessJournal ArticleDOI: 10.17645/UP.V5I4.3479
15 Dec 2020-
Abstract: The Covid-19 pandemic temporarily, yet significantly, reshuffled the position, functions and (mediated) constructions of cities and urban places. The national lockdown, implemented by Austria on 16 March 2020, turned cities overnight from centres of hybrid cultural, economic, social, political life and power to places where urban life(styles) were put on hold. This article begins by presenting first key results of a longitudinal study with young adults studying in educational institutions in the state of Tyrol through the harshest country-wide lockdown measures and their gradual withdrawal. We analyse how participants coped with the disruption of their urban lives and lifestyles and the strategies they employed to compensate. We highlight three main insights. First, participants who had originally migrated to the city from their (often rural) hometowns largely returned to join their families. From there, no longer being an object of physical experience, the city became a digitally imagined, constructed and communicated place, reiterating public discourses that condemned the city as a place where lockdown measures were breached, and the virus spread unchecked. Second, where possible and adapted to the affordances of digital media, students shifted their previous lifestyles to digital space as well as created innovative ways of socialising digitally—thus producing alternative digital forms of urban lifestyles and digitally-mediated urban experiences. Third, during the lockdown period, the importance, use intensity as well as a variety of digital media peaked tremendously. This trend, however, was short-lived as yearned-for offline sociability largely returned to the city once measures were relaxed, leaving those in rural homes detached from their urban peers.

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Topics: Digital media (52%)

7 Citations


Open accessJournal ArticleDOI: 10.26714/SEANR.2.4.2020.25-31
30 Dec 2020-
Abstract: Bullying is an action to harm other people that continuously happen either in groups or individually. Bullying could happen in a school environment to the students who are quiet, small and to those unable to defend themselves. This study aims to determine the anticipation of bullying in the school environment. The frequency distribution test results obtained that 250 teachers were in the sufficient category in anticipating bullying prevention and 3 teachers were still in the poor category. The research hopefully can stop bullying in the school environment. Bullying is an action to harm other people which is carried out continuously either in groups or individually. Bullying could occur in a school environment to students who are quiet, small and those unable to defend themselves. Bullying prevented by regulations that could be valid to all school members. The study aims to determine the anticipation of bullying in the school environment. The frequency distribution test results obtained that 250 teachers were in the sufficient category in anticipation of bullying prevention and 3 teachers were still in the poor category. The research hopefully can stop bullying in the school environment.

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4 Citations


Book ChapterDOI: 10.4324/9780429491061-5
17 Apr 2018-
Abstract: A child’s feelings and behaviours are influenced by temperament, culture, relationships, health, tiredness, family circumstances, experiences of early childhood care and education and a range of other factors. Almost all children show difficulties in managing their feelings and behaviour at times, particularly during certain stages of development. Because of this complexity, it can be difficult to determine whether a child’s behaviour or feelings may need further assessment.

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4 Citations


Open accessJournal ArticleDOI: 10.1177/16094069211029697
Abstract: Researching people in their chaotic and complex everyday lives is challenging for researchers at any time but especially during the application of social distancing measures. In this article, we ma...

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Topics: Mobile instant messaging (58%), Netnography (50%)

3 Citations


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78 results found


Open accessBook
01 Jan 1996-
Abstract: From the Publisher: This ambitious book is an account of the economic and social dynamics of the new age of information. Based on research in the USA, Asia, Latin America, and Europe, it aims to formulate a systematic theory of the information society which takes account of the fundamental effects of information technology on the contemporary world. The global economy is now characterized by the almost instantaneous flow and exchange of information, capital and cultural communication. These flows order and condition both consumption and production. The networks themselves reflect and create distinctive cultures. Both they and the traffic they carry are largely outside national regulation. Our dependence on the new modes of informational flow gives enormous power to those in a position to control them to control us. The main political arena is now the media, and the media are not politically answerable. Manuel Castells describes the accelerating pace of innovation and application. He examines the processes of globalization that have marginalized and now threaten to make redundant whole countries and peoples excluded from informational networks. He investigates the culture, institutions and organizations of the network enterprise and the concomitant transformation of work and employment. He points out that in the advanced economies production is now concentrated on an educated section of the population aged between 25 and 40: many economies can do without a third or more of their people. He suggests that the effect of this accelerating trend may be less mass unemployment than the extreme flexibilization of work and individualization of labor, and, in consequence, a highly segmented socialstructure. The author concludes by examining the effects and implications of technological change on mass media culture ("the culture of real virtuality"), on urban life, global politics, and the nature of time and history. Written by one of the worlds leading social thinkers and researchers The Rise of the Network Society is the first of three linked investigations of contemporary global, economic, political and social change. It is a work of outstanding penetration, originality, and importance.

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Topics: Network society (58%), Information society (57%), Space of flows (57%) ... show more

15,314 Citations


Open accessJournal ArticleDOI: 10.1177/2158244014522633
Satu Elo1, Maria Kääriäinen1, Maria Kääriäinen2, Outi Kanste  +4 moreInstitutions (2)
11 Feb 2014-SAGE Open
Abstract: Qualitative content analysis is commonly used for analyzing qualitative data. However, few articles have examined the trustworthiness of its use in nursing science studies. The trustworthiness of q...

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3,967 Citations


Open accessBook
01 Jan 1993-
Abstract: Foreword. Acknowledgments. Introduction. Part I: What We Know About Bullying: Stories from the Press. What is Meant by Bullying? Some Information About the Recent Studies. One Student out of Seven. Bully/Victim Problems in Different Grades. Have Bully/Victim Problems Increased. Bullying Among Boys and Girls. How Much Do the Teachers Do? How Much Do the Parents Know. Bullying at School and on the Way to and from School. Comparison between Norway and Sweden. Is Bullying Primarily a Big-City Problem? The Size of the School and the Class. Supervision During Recess and Lunch Time. On Analysis at Different Levels. Stability of Bully/Victim Problems over Time. Is Bullying a Consequence of Competition at School? What Role do External Deviations Play? What Characterizes the Typical Victims? What Characterizes the Typical Bullies? Physical Weakness and Strength. A Concrete Picture. What Kind of Rearing Conditions Create Aggressive Children? Group Mechanisms. Other Factors. A Wider Perspective on Bully/Victim Problems. A Question of Fundamental Democratic Rights. Portrait Sketches of Henry and Roger, a Victim and a Bully. Guide for the Identification of Possible Victims and Bullies: Being a Victim - Possible Signs. Being a Bully - Possible Signs. Part II: What We Can Do About Bullying: Overview of Intervention Program. Goals. Awareness and Involvement. Measures at the School Level: A School Conference Day. Supervision and Outdoor Environment. Contact Telephone. A General PTA Meeting. Teacher Groups for the Development of the Social Milieu of the School. Study Groups in Parent-Teacher Associations (Parent Circles). Measures at the Class Level: Class Rules about Bullying. Praise. Sanctions. Class Meetings. Cooperative Learning. Common Positive Activities. Class PTA Meetings. Measures at the Individual Level: Serious Talks with the Bully. Talks with the Victim. Talks with the Parents. What Can the Parents of the Bully Do? What Can the Parents of the Victim Do? Use of Imagination. Discussion Groups for Parents of Bullied or Bullying Students. Change of Class or School. Part III: Effects of The Intervention Program: Main Findings. Brief Comments. Basic Principles. Additional Characteristics. Part IV: Additional Practical Advice and a Core Program: Support form the Principal and Formation of a Coordinating Group. Awareness and Involvement. Adequate Supervision During Recess and Lunch Time. Class Rules and Class Meetings. Talks with Involved Students and Their Parents. Overview of Core Program. Final Words. References. Index.

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Topics: Verbal abuse (55%), Peer victimization (52%), Primary education (50%)

3,476 Citations


Open access
01 Jan 1994-
Abstract: Foreword. Acknowledgments. Introduction. Part I: What We Know About Bullying: Stories from the Press. What is Meant by Bullying? Some Information About the Recent Studies. One Student out of Seven. Bully/Victim Problems in Different Grades. Have Bully/Victim Problems Increased. Bullying Among Boys and Girls. How Much Do the Teachers Do? How Much Do the Parents Know. Bullying at School and on the Way to and from School. Comparison between Norway and Sweden. Is Bullying Primarily a Big-City Problem? The Size of the School and the Class. Supervision During Recess and Lunch Time. On Analysis at Different Levels. Stability of Bully/Victim Problems over Time. Is Bullying a Consequence of Competition at School? What Role do External Deviations Play? What Characterizes the Typical Victims? What Characterizes the Typical Bullies? Physical Weakness and Strength. A Concrete Picture. What Kind of Rearing Conditions Create Aggressive Children? Group Mechanisms. Other Factors. A Wider Perspective on Bully/Victim Problems. A Question of Fundamental Democratic Rights. Portrait Sketches of Henry and Roger, a Victim and a Bully. Guide for the Identification of Possible Victims and Bullies: Being a Victim - Possible Signs. Being a Bully - Possible Signs. Part II: What We Can Do About Bullying: Overview of Intervention Program. Goals. Awareness and Involvement. Measures at the School Level: A School Conference Day. Supervision and Outdoor Environment. Contact Telephone. A General PTA Meeting. Teacher Groups for the Development of the Social Milieu of the School. Study Groups in Parent-Teacher Associations (Parent Circles). Measures at the Class Level: Class Rules about Bullying. Praise. Sanctions. Class Meetings. Cooperative Learning. Common Positive Activities. Class PTA Meetings. Measures at the Individual Level: Serious Talks with the Bully. Talks with the Victim. Talks with the Parents. What Can the Parents of the Bully Do? What Can the Parents of the Victim Do? Use of Imagination. Discussion Groups for Parents of Bullied or Bullying Students. Change of Class or School. Part III: Effects of The Intervention Program: Main Findings. Brief Comments. Basic Principles. Additional Characteristics. Part IV: Additional Practical Advice and a Core Program: Support form the Principal and Formation of a Coordinating Group. Awareness and Involvement. Adequate Supervision During Recess and Lunch Time. Class Rules and Class Meetings. Talks with Involved Students and Their Parents. Overview of Core Program. Final Words. References. Index.

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1,882 Citations


Open accessBook
06 Jan 1998-
Abstract: PART ONE: CONTEXTS AND USES OF LIFE STORIES Stories in Context The Life Story in Disciplinary Context What a Life Story Is The Classic Functions of Stories The Research Uses of Life Stories Generating Data from a Life Story The Art and Science of Life Story Interviewing PART TWO: PLANNING THE INTERVIEW The Potential Benefits of Sharing a Life Story Basic Interview Guidelines The Morals of the Story PART THREE: DOING THE INTERVIEW Getting the Information You Want Questions To Ask PART FOUR: INTERPRETING THE INTERVIEW Transcription Interpretation PART FIVE: CONCLUSION

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Topics: Interview (55%), Storytelling (51%), First-person narrative (51%) ... show more

1,703 Citations