Cyberbullying : a preventative method

A new means of bullying has been created through the usage of cell phones, pagers, and the internet. Cyberbullying is an aggressive act intended to harm another and is repeated over a duration of time. It involves using digital communication devices to target victims. As a newer phenomenon, the research on cyberbullying is limited. However, the research that has been conducted suggests that cyberbullying is a great cause of concern among our youth today and is an issue that needs to be addressed. A four lesson guidance unit addressing cyberbullying was developed. This unit focuses on creating awareness and educating students in hopes of preventing the occurrence of cyberbullying in the future

Common Sense Reasoning for Detection, Prevention, and Mitigation of Cyberbullying

Cyberbullying (harassment on social networks) is widely recognized as a serious social problem, especially for adolescents. It is as much a threat to the viability of online social networks for youth today as spam once was to email in the early days of the Internet. Current work to tackle this problem has involved social and psychological studies on its prevalence as well as its negative effects on adolescents. While true solutions rest on teaching youth to have healthy personal relationships, few have considered innovative design of social network software as a tool for mitigating this problem. Mitigating cyberbullying involves two key components: robust techniques for effective detection and reflective user interfaces that encourage users to reflect upon their behavior and their choices. Spam filters have been successful by applying statistical approaches like Bayesian networks and hidden Markov models. They can, like Google’s GMail, aggregate human spam judgments because spam is sent nearly identically to many people. Bullying is more personalized, varied, and contextual. In this work, we present an approach for bullying detection based on state-of-the-art natural language processing and a common sense knowledge base, which permits recognition over a broad spectrum of topics in everyday life. We analyze a more narrow range of particular subject matter associated with bullying (e.g. appearance, intelligence, racial and ethnic slurs, social acceptance, and rejection), and construct BullySpace, a common sense knowledge base that encodes particular knowledge about bullying situations. We then perform joint reasoning with common sense knowledge about a wide range of everyday life topics. We analyze messages using our novel AnalogySpace common sense reasoning technique. We also take into account social network analysis and other factors. We evaluate the model on real-world instances that have been reported by users on Formspring, a social networking website that is popular with teenagers. On the intervention side, we explore a set of reflective user-interaction paradigms with the goal of promoting empathy among social network participants. We propose an “air traffic control”-like dashboard, which alerts moderators to large-scale outbreaks that appear to be escalating or spreading and helps them prioritize the current deluge of user complaints. For potential victims, we provide educational material that informs them about how to cope with the situation, and connects them with emotional support from others. A user evaluation shows that in-context, targeted, and dynamic help during cyberbullying situations fosters end-user reflection that promotes better coping strategies

AN EFFECTIVE SYSTEM TO IMPROVE THE CYBERBULLYING

The rapid growth of social networking is supplementing the progression of cyberbullying activities. Most of the individuals involved in these activities belong to the younger generations,   especially teenagers, who in the worst scenario are at more risk of suicidal attempts. This propose an effective approach to detect cyberbullying messages from social media through a SVM classifier algorithm. This present ranking algorithm to access highest visited link and also provide age verification before access the particular social media. The experiments show effectiveness of our approach

ROBUST SEARCH ENGINE TO IMPROVE THE SOCIAL SECURITY ISSUE

Cyber-bullying refers to the anonymous calling of any harassment that occurs through the web, mobiles, and other remote devices. Cyber-bullying takes the help of communication technologies to intentionally distort others through hostile behavior such as sending text messages and posting un-sensible or ugly comments on the Internet. The main definition of this phenomenon is derived from the concept of bullying. In this paper, current review of efforts in cyberbullying detection using web content mining techniques is presented [15].The proposed system effectively overcomes the drawbacks of existing. Also our main contribution is providing a robust search engine that improves the search pattern as well improves the social security issues. Also robust feature extraction improves the accuracy in detecting cyberbully

Understanding the Lived Experiences of University Students who Self-Identify as Cyberbullies: A Phenomenological Study

The purpose of this transcendental phenomenological study was to understand the experiences of university students, aged 18 to 50, in a suburban Atlanta university who have self-identified as perpetrators of cyberbullying. The three research questions that guided this study sought to determine how students perceive their cyberbullying behavior impacts their peers, how students explain their motivation to cyberbully their peers, and how their experiences led to perpetrating acts of cyberbullying. Experiences were examined that may be contributing factors for cyberbullying. Bandura’s social cognitive theory and the concept of moral disengagement of cyberbullies was examined through the research questions as well. This study utilized 11 participants, identified through purposive sampling, and a qualitative, phenomenological design to understand the experiences of a cyberbully. Participant interviews, focus groups, and participant reflection journals were used to collect data from university students and high school guidance counselors. The data were analyzed utilizing Moustakas ’seven steps to organizing and analyzing the collected data. Trustworthiness was established through member checking, peer review, and persistent observation

The Last Ten Years in the Bristish Education System

Después de la Segunda Guerra mundial, Gran Bretaña se encontró con una escasez de trabajadores cualificados sin precedente. El problema más importante era como animar a la población más joven a continuar su educación ya que cada uno de ellos era una pieza imprescindible en la reconstrucción nacional y en la imagen internacional del país. La discriminación racial y la filosofía de Charles Darwin ayudó a elaborar la idea que el británico blanco tenía la superioridad económica , moral e intelectual sobre los recién llegados de las excolonias; como resultado el pensamiento de que un grupo social o racial podría ser visto como más o menos inteligente arrojó una sombra en el siglo XXI. Los políticos no esperaban la crisis financiera que comenzó en 2008, la masiva corrupción a todos los niveles, la indiferencia del alumnado por su futuro y los esfuerzos tanto para reorganizar un sistema educativo en decadencia como para reconstruir una sociedad más cohesiva. La libre circulación de personas en Europa ha originado un flujo incontrolado de ciudadanos miembros dando como resultado enfrentamientos culturales y raciales. Muchos de los cambios en el sistema educativo se llevaron a cabo siguiendo una doctrina política determinada. Decisiones imprudentes y disparatadas fueron el resultado de la rivalidad entre partidos políticos sin tener en cuenta lo mejor para la población; aunque otras decisiones se tomaron con afán de mejorar tuvieron resultados pésimos. Las implicaciones de los documentos de educación más relevantes han sido analizadas en los once capítulos que componen esta tesis cubriendo la educación infantil y primaria, el Currículum Nacional, formación profesional, estudios universitarios, la contratación del profesorado y empleados públicos, la aparición de las academias, el acoso escolar, la multiculturalidad en las aulas, los presupuestos, la transmisión de las tradiciones y la importancia de la música. La lectura y reflexión de la documentación oficial se ha llevado a cabo para poder avanzar adecuadamente en la elaboración de cada uno de los capítulos. Para mí, esta tesis ha sido un viaje hacia una nueva forma de entender hacia dónde va la educación. No sabía lo que me iba a encontrar. Solamente he estado aceptando lo que me he estado encontrando en el camino. La evolución del sistema hacia una incondicional flexibilidad es indispensable para que los cambios se produzcan sin traumas y acordes a las tendencias sociales, políticas y económicas del momento. El futuro es incierto a lo que una actitud positiva y comprensiva para lo que aún no ha llegado es la única manera de mejorar. Sinceramente creo que mi tesis es una plataforma para futuras investigaciones. Las sociedades no dejan de cambiar y nuevas modificaciones serán requeridas tan pronto como nuevos modelos emerjan. Por lo cual sería muy interesante analizar los programas educativos expuestos en esta investigación en un lapsus de tiempo de diez años; de esta manera se podría ver la eficacia de los mismos en la preparación de una sociedad hacia una nueva era

Exploring the Bullying and Cyberbullying Experiences of Secondary Students in an Alternative Education Program

The purpose of the present study was to explore how secondary students enrolled in an Alternative Education Program use technology, their online experiences, and their perceptions and experiences related to bullying and cyberbullying. Seven secondary students enrolled in an Alternative Education Program were interviewed. A basic qualitative interpretive research design was used to explore and understand the perceptions and experiences of the students interviewed for this study (Merriam & Tisdell, 2016). Three themes emerged from participant interviews using social-ecological theory as the theoretical framework for analyzing the data: (1) Navigating the complexities of technology usage; (2) The multiple facets of bullying: Victims, bystanders, and peer aggression; and (3) It could be anyone: The emotional experiences of cyberbullying victims and bystanders. The current study’s findings have contributed to research in the area of technology use, online experiences, and the bullying and cyberbullying experiences of secondary students in an Alternative Education Program, and the findings have several implications for educators and recommendations for future research

Clinician’s Resource Guide: A Compendium of Child Treatment Resources

As an early career clinician in a fast-paced field that is dedicated to working with others, saving time and energy where possible is invaluable. When I first started working with children, I was overwhelmed by the amount of time I was having to dedicate to research to find reputable resources to use in my clinical settings. I realized so much of my time and energy was going towards this research that by the time I entered the therapy room with my clients I was tired, frustrated, and overwhelmed by the lack of easily accessible resources. After working with and learning from so many experienced psychologists I was inspired to create a compendium of child treatment resources that collaborates and consolidates years of experience, clinical work, and expertise into one readily accessible guidebook, the Clinician’s Resource Guide (CRG). The CRG aims to help new clinicians quickly and easily access and obtain resources when providing services to children