Teenagers use cyber bullying as a form of communication due to the anonymity, accessibility, and permanence of online messages. Cyber bullying involves the use of technology to willfully harm others through messages. While both bullies and victims can experience cyber bullying, studies show bullies tend to have higher self-images and social competence compared to frequent online victims. The prevalence of cyber bullying points to a need for clearer definitions and further research on effective deterrence methods.
Amanda Lenhart delivered this presentation to the Year of the Child summit at the National Association of Attorneys General Year of the Child Conference, Philadelphia, PA, this talk surveys the current research on cyberbullying and online harassment, pulling in Pew Internet data as well as the work of the Crimes Against Children Research Center at the University of New Hampshire, Internet Solutions for Kids and other academics and scholars researching this topic. 5/13/09
Amanda Lenhart delivered this presentation to the Year of the Child summit at the National Association of Attorneys General Year of the Child Conference, Philadelphia, PA, this talk surveys the current research on cyberbullying and online harassment, pulling in Pew Internet data as well as the work of the Crimes Against Children Research Center at the University of New Hampshire, Internet Solutions for Kids and other academics and scholars researching this topic. 5/13/09
Social Networks and Cyberbullying: Implications for Students and TeachersMemorial University
A look at updated legislation and recent court cases dealing with social networking, cyberbullying and freedom of speech. Will also look at what this might imply for students and teachers.
I created this slide show for Middle and High school students to help educate them about cyberbullying and how it can start out so innocently, and become so very hurtful. I hope you will be able to use parts or all of this presentation with your students.
Cyber Bullying is when a child is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child using the Internet, interactive and digital technologies or cell phones. This presentation shows signs and ways to prevent cyber bullying
An updated look at the research and definitions around bullying and cyberbullying. Presented to the Youth Online Safety Working Group assembled by NCMEC, this talk unpacks both what current research can tell us about cyberbullying as well as where the gaps our understanding of this issue lie.
Presented by senior researchers from the UTS Health Psychology Unit, this lecture unravels the facts about cyber bullying. It debunks media stereotypes of perpetrators and victims, lays bare its costs to individuals and communities and offers practical pathways for solutions and healing.
Social Networks and Cyberbullying: Implications for Students and TeachersMemorial University
A look at updated legislation and recent court cases dealing with social networking, cyberbullying and freedom of speech. Will also look at what this might imply for students and teachers.
I created this slide show for Middle and High school students to help educate them about cyberbullying and how it can start out so innocently, and become so very hurtful. I hope you will be able to use parts or all of this presentation with your students.
Cyber Bullying is when a child is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child using the Internet, interactive and digital technologies or cell phones. This presentation shows signs and ways to prevent cyber bullying
An updated look at the research and definitions around bullying and cyberbullying. Presented to the Youth Online Safety Working Group assembled by NCMEC, this talk unpacks both what current research can tell us about cyberbullying as well as where the gaps our understanding of this issue lie.
Presented by senior researchers from the UTS Health Psychology Unit, this lecture unravels the facts about cyber bullying. It debunks media stereotypes of perpetrators and victims, lays bare its costs to individuals and communities and offers practical pathways for solutions and healing.
Cyberbullying-Identification-Prevention-Response.pdf
1
Cyberbullying:
Identification,
Prevention,
& Response
Sameer Hinduja, Ph.D.
Justin W. Patchin, Ph.D.
Cyberbullying Research Center
October 2014
2
ids have been bullying each other for gener-
ations. The latest generation, however, has
been able to utilize technology to expand
their reach and the extent of their harm. This phe-
nomenon is being called cyberbullying, defined as:
“willful and repeated harm inflicted through the use
of computers, cell phones, and other electronic de-
vices.” Basically, we are referring to incidents where
adolescents use technology to harass, threaten, hu-
miliate, or otherwise hassle their peers. For exam-
ple, youth can send hurtful text messages to others
or spread rumors using smartphones or tablets.
Teens have also created web pages, videos, and
profiles on social media platforms making fun of
others. With mobile devices, adolescents have tak-
en pictures in a bedroom, a bathroom, or another
location where privacy is expected, and posted or
distributed them online. Others have recorded un-
authorized videos of other kids and uploaded them
for the world to see, rate, tag, and discuss. Still oth-
ers are embracing anonymous apps or chat func-
tionality on gaming networks to tear down or hu-
miliate others.
What are some negative effects that cyber-
bullying can have on a person?
There are many detrimental outcomes associated
with cyberbullying that reach into the real world.
First, many targets report feeling depressed, sad,
angry, and frustrated. As one teenager stated: “It
makes me hurt both physically and mentally. It
scares me and takes away all my confidence. It
makes me feel sick and worthless.” Those who are
victimized by cyberbullying also reveal that they are
often afraid or embarrassed to go to school. In ad-
dition, research has revealed a link between cyber-
bullying and low self-esteem, family problems, aca-
demic difficulties, school violence, and various de-
linquent behaviors. Finally, cyberbullied youth also
report having suicidal thoughts, and there have
been a number of examples in the United States
and abroad where youth who were victimized end-
ed up taking their own lives.
Where does cyberbullying commonly occur?
Cyberbullying occurs across a variety of venues and
mediums in cyberspace, and it shouldn’t come as a
surprise that it occurs most often where teenagers
congregate. Initially, many kids hung out in chat
rooms, and as a result that is where most harass-
ment took place. In recent years, most youth are
have been drawn to social media (such as Insta-
gram, Snapchat, and Twitter) and video-sharing
sites (such as YouTube). This trend has led to in-
creased reports of cyberbullying occurring in those
environments. Voice chat, textual chat, and texting
via phones or tablets also can provide an environ-
ment in whi.
Safe Community Partnership October 2013 Social Media & TechnologyScott Mills
Presented Oct 29, 2013 in Toronto, Ontario "Social Media And Technology: New Opportunities and Benefits, New Challenges" Faye Misha, Dean & Professor Factor-Inwentash Facutly of Social Work and Margaret & Wallace McCain Family Chair in Child & Family, University of Toronto
Social Media: To Fear or Not - What's the Facts? Presented @ Atlantis Rising Campus in Second Life for Bernajean Porter. See AtlantisSeekers.ning.com for more details and information to join us in more conversations.
-Identify the uses for mobile devices and the implications it has in today’s classrooms.
-Discover sites, tools, apps and resources
-What critical 21st century skills can be mastered when using mobile devices?
Running head ANNOTATED BIBLIOGRAPHY FOR CYBER BULLYING TOPIC1.docxjoellemurphey
Running head: ANNOTATED BIBLIOGRAPHY FOR CYBER BULLYING TOPIC
1
ANNOTATED BIBLIOGRAPHY FOR CYBER BULLYING TOPIC
2Annotated Bibliography for Cyber BullyingDalal Amin
DeVry University
8/3/2014
Cyber bullying
Introduction
This paper is going to cover the annotated bibliography for cyber bullying. It is going to discuss on five journal articles covering cyber bullying. It will involve summarizing the work done by the authors of the different articles and also discussing their findings or conclusions briefly. Among the articles to be covered are Ongoing and online: Children and youth's perceptions of cyber bullying,Cyber bullying: Youngsters' Experiences and Parental Perception, Cyber Bullying: An Old Problem in a New Guise?,Students’ Perspectives on Cyber Bullying and Cyberbullying among Turkish Adolescents. The annotated bibliography is therefore as follows.
Faye M., Michael S., & Steven S. (2009).Ongoing and online: Children and youth's perceptions
of cyber bullying. Children and Youth Services Review. Vol.31 (12) December 2009,
Pages
1222–1228
The application of online technology is rapidly growing across the world. It is also rapidly becoming a preferred way of interacting. The authors in this article argue that while most of the online or web interactions are positive or neutral, the internet offers a new means through which youth and children are bullied. The authors therefore, did a grounded theory approach with the aim of exploring virtual relationships, technology, and cyber bullying from the students’ perspectives. The authors held seven focus groups with thirty eight students between 5th and 8th grades. The participants saw cyber bullying as a serious issue and some participants claimed that online bullying was more serious than conventional or traditional bullying due to the associated anonymity. Despite the fact that the students indicated anonymity as core to cyber bullying, the outcomes of this study suggest that much of the cyber bullying took place within the context of the students’ relationships and social groups. The outcomes revealed 5 main themes. These are telling adults, types of cyber bullying, factors affecting cyber bullying, views and definitions of cyber bullying and technology being embraced at younger ages and being the main medium for communication. The outcomes bring out the complexity of the anonymity offered by the internet and the way this may affect cyber bullying.
Francine D., Catherine B., & Trijntje V. (2008). Cyber bullying: Youngsters' Experiences and
Parental Perception. CyberPsychology & Behavior. April 2008, 11(2): 217-223.
doi:10.1089/cpb.2007.0008
The authors of this article discuss a study on the nature and prevalence of cyber bullying by and of youngsters as well as the parental perceptions. The survey was done using two questionnaires. One of the questionnaires was for the parents and the other for their youngsters. They were administered to 1,211 primary school pupils in their final y ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
3. What is Cyber Bullying?
• “Willful and repeated harm inflicted through
the use of computers, cell phones, and other
electronic devices.” (Schrock & Boyd, 2011, p.
374)
• Stereotypical widespread problem
• Anonymity
– Private Messages, use of social media, doesn’t
have to be done at school (Farrell, 2012, p.26)
4.
5. Power of Cyber Bullying
• Growth of the internet
• Permanent posts
• Deadly effects
– Depression, suicide, etc. (Cloud, 2010)
• Fast publicity of message (Ringrose, 2011, p.
133)
• Anonymity
– Mystery regarding the root of the message lack
of control (Ringrose, 2011, p. 132)
6. Cyber Bullying Outlets
• Social Media
– Facebook, Twitter, MySpace, etc.
• Email
• Blogs / Websites (Vandebosch & Van
Cleemput, 2009, p. 1)
• Text Messaging
• Instant Messaging
– AIM, iMessage, etc.
7. “The youngsters who perpetrate acts of cyber
bullying have, in many cases, also experienced
cyber bullying as victims or bystanders and vice
versa.” (Vandebosch & Van Cleemput, 2009,
p.22)
8. Types of Cyber Bullying
• Direct involvement of the victim
– Viruses, internet / mobile bullying, social exclusion
(Vandebosch & Van Cleemput, 2009, p. 5)
• Initial lack of involvement by the victim
– Online anonymity, internet / mobile bullying
(Vandebosch & Van Cleemput, 2009, p. 5)
9. A Cyber Bully’s Effectiveness
• Hyperpersonal communication
– The ambiguity of messages online may cause
under/over dramatization of messages (Farrell,
2012, p.28)
• Channel expansion theory
– The level of knowledge in regards to a channel,
message topic, context, and source will determine
the level of effectiveness (Farrell, 2012, p.28)
10. Exposure to Cyber Bullying
• 72% of 18-29 year olds use social networking
cites (Megan, 2012, p. 703)
• 15.8% of young adults in a study (596 people
ages 14-22) reported cyber-bullying compared
to 12.3% of adolescents (Megan, 2012, p. 705)
• In the study, 15.6% of harassing messages
came from someone unknown to the victim
(Megan, 2012, p. 712)
11. Exposure continued…
• School survey (177 7th graders)
– 14.5% reported to being cyber bullies
– 24.9% reported to being victims of cyber bullying
• Online study (500 teenagers aged 11-15)
(Vandebosch & Van Cleemput, 2009, p. 7)
– 32% sent anonymous harassing emails
– 29% sent harassing messages
12. Exposure Results
• Cyber bullying is different from case to case
• Traditional bullies and victimization online
(Vandebosch & Van Cleemput, 2009, p. 11)
• Lack of responsibility by student body
13. Victim Profile
• Victims
– Girls were more likely to be the victim
(Ringrose, 2011, 122)
– Higher relationship between a strictly online
relationship with their bully
– Tend to be victims of traditional bullying as
well
– High internet dependency
– Not socially competent
14. Kristensen and Smith Study
• (Vandebosch & Van Cleemput, 2009, p. 16-18)
– 44.8% knew their bully offline
– Half didn’t know their bully
– 14.1% were bullied by someone they only knew
online
– Experienced one form of offensive behavior orver
the internet / phone over the last 3 motnhs
• 61.9% reported to being victims
• 52.5% reported to being perpetrators
• 76.3% reported to being bystanders
15. Ybarra Study
• (Vandebosch & Van Cleemput, 2009, p. 10)
– Males who reported as being depressed were
eight times more likely to report being a victim
“Ybarra identified both the amount of internet use
and the use of messenger programs as most
important predictors for the experience with cyber
bullying as a victim among females.” (Vandebosch &
Van Cleemput, 2009, p. 10)
16. Li Study
• (Vandebosch & Van Cleemput, 2009, p. 11)
– 1/3 of “youngsters” bullied in school were also
cyber bullies
– 1/3 of “youngsters” reported their bullying in
school to backfire online and result in
victimization
– Majority of victims were females (p. 10)
– Strong correlation between cyber bullies and
cyber bully victims
17. Patchin & Hinduja Study
• (Vandebosch & Van Cleemput, 2009, p. 11)
– 42.5% of cyber bully victims were frustrated
– 40% of victims were angry
– 17% felt sad
18. Causes of Cyber Bullying
• The internet is a very liberating platform
• Easier establishment of social relationships
• Anonymity
– The identity of the bully is often secret (Erdur-
Baker, 2012, p. 111)
– Provides adoption of “a more aggressive persona”.
(Erdur-Baker, 2012, p. 110)
19. Causes continued…
• Easy access to technology (Farrell, 2012, p.26)
• Increased time spent online spent by
teenagers
– Age of identity exploration (Megan, 2012, p. 703)
20. Cyber Bully Profile
• Cyber Bullies
– High self image
– Social competence
– High relationship
between traditional
and online bully
– Lack of surveillance by
parents
21. Final Thoughts
• Cyber bullying is evident among teenagers
– Strong correlation between traditional and cyber bullies
• Cyber bullies tend to be victims as well motivation
• Amount of internet use in combination with lack of
parental supervision show Cyber Bullying trends
• Victims seek security online anonymity
• Age matters
• Boys vs. Girls
– Gender tendencies vary by study
• Cyber Bullies seek popularity power
– Also can respond to events at school
22. Conclusion
• Bullying varies on a case to case basis
– Increasing use of the Internet is problematic
– Reasons vary
• A more clear cut definition of Cyber Bullying is
needed
– Too much room for dispute
• More research is needed
– Motives
• More studies
– Consequences
• How effective they are in regards to deterrence
23. Further Research
What communicative factors determine the
presence of Cyber Bullying among teenagers?
Are there any new mediums for Cyber Bullying?
How successful are current consequences at
deterring Cyber Bullying?
What is the best method of communication in order
to prevent Cyber Bullying?
24. Fun Links!
• http://www.statecollege.com/news/local-
news/cyberbullying-a-mobile-problem,1458938/
– Cyber Bulling on your mobile phone
• http://cyberbullying.us/
– Cyber Bullying information
• http://www.stopbullying.gov/cyberbullying/
– Cyber Bullying prevention tips & informaton
• http://www.today.com/tech/new-home-cyberbullying-
yik-yak-gossip-app-takes-high-schools-2D79597218
– New form of social media associated with Cyber Bullying
• http://magicvalley.com/news/local/schools-teens-
fight-cyberbullying/article_f45101aa-cdc4-11e3-9910-
0019bb2963f4.html
– Teenagers fight against Cyber Bullying