Funding Era Free Speech Theory: Applying Traditional Speech Protection to the Regulation of Anonymous Cyberspace

Abstract Background Blunt trauma is the most frequent mechanism of injury in multiple trauma, commonly resulting from road traffic collisions or falls. Two of the most frequent injuries in patients with multiple trauma are chest trauma and extremity fracture. Several trauma mouse models combine chest trauma and head injury, but no trauma mouse model to date includes the combination of long bone fractures and chest trauma. Outcome is essentially determined by the combination of these injuries. In this study, we attempted to establish a reproducible novel multiple trauma model in mice that combines blunt trauma, major injuries and simple practicability. Methods Ninety-six male C57BL/6 N mice (n = 8/group) were subjected to trauma for isolated femur fracture and a combination of femur fracture and chest injury. Serum samples of mice were obtained by heart puncture at defined time points of 0 h (hour), 6 h, 12 h, 24 h, 3 d (days), and 7 d. Results A tendency toward reduced weight and temperature was observed at 24 h after chest trauma and femur fracture. Blood analyses revealed a decrease in hemoglobin during the first 24 h after trauma. Some animals were killed by heart puncture immediately after chest contusion; these animals showed the most severe lung contusion and hemorrhage. The extent of structural lung injury varied in different mice but was evident in all animals. Representative H&E-stained (Haematoxylin and Eosin-stained) paraffin lung sections of mice with multiple trauma revealed hemorrhage and an inflammatory immune response. Plasma samples of mice with chest trauma and femur fracture showed an up-regulation of IL-1β (Interleukin-1β), IL-6, IL-10, IL-12p70 and TNF-α (Tumor necrosis factor- α) compared with the control group. Mice with femur fracture and chest trauma showed a significant up-regulation of IL-6 compared to group with isolated femur fracture. Conclusions The multiple trauma mouse model comprising chest trauma and femur fracture enables many analogies to clinical cases of multiple trauma in humans and demonstrates associated characteristic clinical and pathophysiological changes. This model is easy to perform, is economical and can be used for further research examining specific immunological questions

Bullying in a networked era: a literature review

This research update presents an aggregation and summary of recent academic literature on youth bullying. The purpose of this document is to “translate” scholarly research for a concerned public audience, which may include but is not limited to parents, caregivers, educators, and practitioners. This translation highlights recent findings and developments in the literature and makes them accessible to the informed but non-expert reader. The document’s two guiding questions are “What is bullying?” (Section I) and “What can be done about bullying?” (Section II). Section I begins with a brief overview of key definitions and related research conversations and then addresses bullying’s prevalence, the types of individuals involved in bullying, the characteristics of individuals involved and the consequences of their involvement, and community-level dynamics related to bullying. Section II covers four areas where action has been taken to address problems associated with bullying – school policy, curricula, school climate, and parents – and ends on a note about approaches that mix or cut across these areas. The purpose is to render lessons learned from research and assessment accessible to those interested in deepening or expanding their knowledge of bullying-related issues

“I h 8 u”: Findings from a five-year study of text and e-mail bullying

Copyright @ 2010 British Educational Research Association. The final version of this article is available at the link below.This study charts reports of nasty or threatening text and e-mail messages received by students in academic years 7 and 8 (11-13 years of age) attending 13 secondary schools in the North of England between 2002-2006. Annual surveys were undertaken on behalf of the local education authority (LEA) to monitor bullying. Results indicated that, over five years, the number of pupils receiving one or more nasty or threatening text messages or e-mails increased significantly, particularly among girls. However, receipt of frequent nasty or threatening text and e-mail messages remained relatively stable. For boys, being a victim of direct-physical bullying was associated with receiving nasty or threatening text and e-mail messages; for girls it was being unpopular among peers. Boys received more hate-related messages and girls were primarily the victims of name-calling, Findings are discussed with respect to theoretical and policy developments, and recommendations for future research are offered

Fighting Fire With Fire: The Use of A Multimedia WebQuest in Increasing Middle-School Students’ Understandings of Cyberbullying

Cyberbullying, the use of personal and information and communication technologies to harass or intimidate others, is an increasingly pervasive problem in schools. This mixed- methods study explored the effectiveness of a multimedia WebQuest in teaching 156 middle-school students about the dangers of cyberbullying and examined the role of gender in learning about cyber-harassment. Set within a constructivist framework, the study provides an innovative, technological intervention for cyberbullying education for use with adolescents and is instrumental in reshaping public policy surrounding cyberbullying education and prevention. The dissertation study occurred in two phases. Phase I, WebQuest Construction, was qualitative in nature and employed stakeholder focus groups to assess middle-school students’ knowledge and awareness surrounding cyberbullying. Data from the focus groups informed the construction of the WebQuest. The second phase, Data Collection from Students, was quantitative in nature and was composed of a pre-test, WebQuest treatment, and post-test. Data analyses for Phase II included paired-sample t tests, repeated-measures analyses of variance, and descriptive statistics that focused on three dependent variables, namely awareness, safety, and knowledge. Findings indicated statistically significant increases in awareness and knowledge from the pre-test to post-test among the middle-school aged participants, while the slight increase in safety from pre to post-test was not significant. The findings support the need for school communities to begin engaging in conversation surrounding the best ways to teach students about cyberbullying’s dangers through the use of technology and issue a call for a re-examination of constructivist learning theory

Cyberbullying: a resource for parents of elementary school-aged children

In recent years, the digital revolution, and, in particular, the widespread use of devices with internet access, has enabled a new form of bullying to emerge. The typical age at which youth begin using internet-enabled technology and social media continues to trend downward. Consequently, elementary school-aged children are increasingly subjected to cyberbullying. Therefore, this clinical resource is a text-based pamphlet for parents with elementary-aged children that will serve as an educational tool regarding cyberbullying prevention strategies. The development of the pamphlet included an initial literature review of the literature, gathered through searches from online academic databases, including Psychinfo, PsychArticles, and Google Scholar. Additionally, several websites and assortment of books were reviewed to identify a representative list of parent resources related to cyberbullying. The pamphlet provides empirically supported information about cyberbullying as well as prevention strategies parents can utilize with their children. The target audience for this pamphlet are parents and guardians of elementary school-aged children between the ages of 5 and 10. The following content areas were included in the pamphlet: (a) What is Cyberbullying? (e.g., Cyberbullying definition, types of Cyberbullying, Cyberbully roles, adverse impacts for victims, (b) Prevention strategies (some of which will be illustrated through vignettes), (c) Recognizing/Detecting Cyberbullying (e.g., warning signs, how to talk to your child about cyberbullying and encourage disclosure, (d) What to do next? (e.g., how to intervene at school and/or with the parents of the cyberbully), (e) Resources (e.g., websites, apps, books and community programs focused on cyberbullying). A formal evaluation of the completed text-based pamphlet is beyond the scope of this project

Fake digital identity and cyberbullying

This study aims to determine whether or not there is an association between creating fake user accounts and engaging in behaviors deemed to constitute cyberbullying. A quantitative research methodology was used with a clear descriptive and interpretative intent. The sample comprised 1989 adolescents aged between 10 and 17 years from five regions in Southern Europe, who completed an online questionnaire. The results reveal that adolescents aged 16 years were the ones who engaged most in cyberbullying actions. Those who created false profiles tended to engage in more behaviors linked to cyberbullying. Adolescent social media users were mainly older boys who engaged more in cyberbullying behaviors. Relatively few adolescents claim to engage regularly in behaviors linked to cyberbullying. The study concludes that there is an urgent need to provide adolescents with training in the responsible use of digital technologies at an earlier age, before they begin using them assiduously.University of the Basque Country (code: GIU20/053) and Ministry of Science and Innovation of the Government of Spain (code: MINECOG20/P61/AEI/10.13039/501100011033)

Examining the relationship among physical and psychological health, parent and peer attachment, and cyberbullying in adolescents in urban and suburban environments

Cyberbullying is a new phenomenon that has received substantial attention via media. An extensive review of the literature revealed limited nursing research on this topic. The purpose of this study was to examine the impact of cyberbullying on adolescents\u27 physical (e.g., headache, stomachache, etc.) and psychosocial (e.g., self-esteem, depression, post traumatic stress syndrome, etc.) outcomes. Individuals who experience repeated traditional bullying are at increased risk for experiencing repeated incidents of cyberbullying. Research has shown that effects of cyberbullying may be more traumatic than traditional bullying because victims can be bullied 24 hours and 7 days a week, on and off school property. A total of 367 adolescents aged 10 to 18 years of age (50.4% females and 49.6 males) in 4th through 12th grades participated in the study. A community-based approach was used to recruit students and collect data from charter schools, recreational centers, church youth groups, and a community organization. Five instruments (The Student Survey; Inventory of Parent and Peer Attachment; Depression Self-rating Scale; Children\u27s Somatization Inventory, and a short demographic survey) were used to collect data on the dependent and independent variables. Data analysis used the IBM-SPSS (ver. 19.0) and included chi-square tests for independence, Pearson product moment correlations, logistic regression, and stepwise multiple linear regression analysis. Data analysis revealed that adolescents from urban and suburban areas are similar in their views of what constitutes cyberbullying and the emotions that are associated with cyberbullying. Adolescents are more likely to view cyberbullying activities more seriously if they are closely attached to their peers and parents. The results also revealed that adolescents may be less likely to report cyberbullying incidents. Physical and mental health did not appear to be problematic for these students. Given the pervasiveness of cyberbullying among adolescents, nurses are in a key position to address cyberbullying through the use of primary, secondary, and tertiary prevention. Nurses have a complete understanding of important health issues related to bullying behaviors and receive training on how to deal with these behaviors. The paucity of research studies regarding cyberbullying and health outcomes support the need for additional exploration of this topic

Factors influencing cyberbullying among young adults: Instagram case study

Cyberbullying is one of the major problems of social networking sites, which has been known to have prolonged adverse psychological effects on social network users. Cyberbullying has been discussed a lot in the literature, but little research has been done on cyberbullying and its related factors. This study seeks to examine the factors influencing cyberbullying on Instagram among young adults. Instagram was chosen as a case study for the thesis because research shows that Instagram is the most preferred social networking site among the age cohort (18–30), who are popularly referred to as young adults. An extensive review of the literature was carried out, and six constructs (Instagram Usage, Vulnerability, Peer Pressure, Anonymity, and Instagram Features) were used to examine the influence of cyberbullying among young adults on Instagram. This study draws from the theory of routine activity theory (RAT), which is grounded on the postulation that criminal acts can be easily committed by any individual who has the opportunity. The researcher reviewed the process and deployed a methodological and concept-centric approach to create a comprehensive conceptual model that included key factors. This dissertation is different from most cyberbullying research in the sense that it reviews cyberbullying behaviours from the context in which they occur rather than the intent or motivation of the perpetrator. The model allowed a holistic examination of factors that influenced cyberbullying behaviours on Instagram. Using a survey methodology, over 201 Instagram users who are also students at the University of Cape Town completed an instrument measuring factor influencing cyberbullying. The researcher deployed Smart PLS, a statistical package for the social sciences, to test for reliability, validity and to analyse the entire dataset. The study critically examined the factors that influence cyberbullying among young adults. The results of this dissertation indicated that peer pressure and online vulnerability have a strong significance in cyberbullying behaviours. Surprisingly, Instagram usage had a weak correlation with cyberbullying behaviours. This study contributes significantly to the exciting research on cyberbullying as it helps identify the factors that contribute to cyberbullying behaviours. From this research, cyberbullying interventions or solutions can be accurately developed

The effects of technology on peer relationship and interpersonal understanding: A case study at a teacher education institute in Malaysia.

In this information age, technology such as the internet has a profound effect on the peer relationships and interpersonal understanding.The study incorporates the views of authors on the subject. There are advantages and disadvantages in using electronic communication for interpersonal understanding. It promotes better understanding, cooperation and closer peer relationship among students and teens. However, it also has a darker side. It can lead to cyberbullying. Information and communication technology has transformed the classroom scenario by the use of videos, etc. in the teaching and learning process. Students have become more sophisticated in applying electronic devices for their academic performance. The findings show that majority of the students prefer to use e-mail in their interaction. It is recommended that teachers and parents monitor the students to ensure there is no abuse and misuse of technology