Protecting against school-based victimisation: the role of children's friendship

Given the detrimental short- and long-term effects of peer-victimisation (Hawker & Boulton, 2000), it is not surprising that bullying has become a central topic for multiple parties; including stake-holders, the media, educators, and researchers. In addition to examining the effect that peer-victimisation can have on a child, researchers have also focused on associated risk and protective factors (e.g., Ttofi & Farrington, 2012) that exacerbate or ameliorate the effects of peer-victimisation respectively. Over the last few decades a wide-range of risk and protective factors have been identified, including poor academic achievement (Spriggs, Iannotti, Nansel, & Haynie, 2007), mental health issues (Sourander, Helstelä, Helenius, & Piha, 2000; Yang, Kim, Kim, Shin, & Yoon, 2006), exposure to child abuse and domestic violence (Bowes et al., 2009) and lack of parental involvement (Shields & Cicchetti, 2001). The following chapter will focus on one protective factor that has received increasing attention: friendship. This chapter will begin by briefly presenting an overview as to the function of friendship in childhood before discussing evidence that suggests for some children, friendship can serve to protect against the experience of victimisation, and alleviate symptoms associated with peer-victimisation. In particular, the chapter will focus upon the different facets of friendship including: (1) the number of friends a child has, (2) the quality of these friendships, and (3) the individual characteristics of friends. The extent to which each of these three facets of friendship serve as a protective factor against peer-victimisation will be explored in turn. Paradoxically, friendship does not always function as a protective factor, but rather a child can be bullied by their friends. The 'darker' side of friendship will also be discussed, including why some children choose to stay friends with their perpetrator. Finally, this chapter will debate the effectiveness of peer support programs in schools and highlight areas that require further empirical focus

Older adults' experiences and perceptions of digital technology: (dis)empowerment, wellbeing, and inclusion

As more and more of the business of society is transferred and conducted online, older adults frequently find themselves without the skills to participate effectively. This is frequently confounded by limited physical mobility and a decrease in their social network and contact. This paper examines the lived reality of that process and how digital technology could be used to enhance the life activity of older adults and their wellbeing by increasing their social network. Seventeen older adults (10 female, 7 male Mage = 71.67, SDage = 10.05) participated in two focus groups that each lasted approximately 90 min. Interpretative phenomenological analysis yielded two main themes: digital technology serving as a tool to disempower and empower. Findings support evidence of a digital divide and how that divide is evolving from the ideographic perspective of digitally-engaged older adults and for society. Discussions also surround barriers to digital technology use for older adults, the codification of digital technology use within society, and how older adults use digital technology in a facilitative and inclusive way to empower themselves and protect them from the negative effects of the digital divide

We are safe but you are not: exploring comparative optimism and cyber bullying

Individuals tend to believe that when comparing themselves to others they are less vulnerable to potential risks. This is referred to as comparative optimism, whereby individuals believe that they are immune from negative experiences that can happen to others. The current study examined comparative optimism judgements for the likelihood of experiencing cyber bullying. Comparative optimism was examined in three age groups: older adolescents (n = 130, 57% female, Mage = 16.82, SDage = .38), emerging adults (n = 355, 92% female, Mage = 19.26, SDage = .27), and adults (n = 147, 66% female, Mage = 33.24, SDage = 9.77). All participants reported the likelihood that they, their friends, other students [forum users] younger than them, other students [forum users] their age, people older than them, and strangers would experience cyber bullying. Participants displayed an optimistic bias, reporting that they were less likely to experience cyber bullying than others. However, the relative risk of experiencing cyber bullying varied according to comparator group. Comparator groups that were socially close to the participants (e.g. friends) were generally rated as less likely to experience cyber bullying than socially distant comparator groups (e.g. strangers). Also, comparator groups that were younger than the participants were consistently judged to be most at risk of experiencing cyber bullying. Together, the findings have implications for the design of anti-cyber bullying interventions and campaigns to promote digital safety

Examining adults' participant roles in cyberbullying

Adults’ participant roles in cyberbullying remain unclear. Two hundred and sixty-four (163 female and 87 male) 18- to 74-year-olds from 31 countries completed measures to assess their experiences of, and engagement in, 5 cyberbullying types for up to 9 media. Cluster analysis identified two distinct groups: rarely victim and bully (85%) and frequently victim and occasional bully. Sex and age predicted group membership: Females and older participants were more likely to belong to the rarely victim and bully group, whereas males and younger participants were more likely to belong to the frequently victim and occasional bully group. The findings have implications for anti-cyberbullying interventions and how behaviors are interpreted online

The role of emotion regulation for coping with school-based peer-victimisation in late childhood

The current research examined the role of two emotion regulation processes, cognitive reappraisal and emotion suppression, on maladaptive victimisation coping following school-based peer-victimisation in late childhood (n=443). The relationship between emotion regulation and maladaptive coping was also tested for serial mediation effects, linking peer-victimisation and school loneliness. Results showed that poor emotion regulation in children was positively associated with maladaptive peer-victimisation coping. Moreover, the relationship between cognitive reappraisal and maladaptive coping was found to mediate the relationship between peer-victimisation experiences and school loneliness. These findings have implications for the development of school-based peer-victimisation intervention strategies that focus on improving children’s emotional competencies

Mathematically gifted and talented learners: Theory and practice

This is an Author's Accepted Manuscript of an article published in International Journal of Mathematical Education in Science and Technology, 40(2), 213-228, 2009, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/00207390802566907.There is growing recognition of the special needs of mathematically gifted learners. This article reviews policy developments and current research and theory on giftedness in mathematics. It includes a discussion of the nature of mathematical ability as well as the factors that make up giftedness in mathematics. The article is set in the context of current developments in Mathematics Education and Gifted Education in the UK and their implications for Science and Technology. It argues that early identification and appropriate provision for younger mathematically promising pupils capitalizes on an intellectual resource which could provide future mathematicans as well as specialists in Science or Technology. Drawing on a Vygotskian framework, it is suggested that the mathematically gifted require appropriate cognitive challenges as well as attitudinally and motivationally enhancing experiences. In the second half of this article we report on an initiative in which we worked with teachers to identify mathematically gifted pupils and to provide effective enrichment support for them, in a number of London Local Authorities. A number of significant issues are raised relating to the identification of mathematical talent, enrichment provision for students and teachers’ professional development

A data-centric approach to generative modelling for 3D-printed steel.

The emergence of additive manufacture (AM) for metallic material enables components of near arbitrary complexity to be produced. This has potential to disrupt traditional engineering approaches. However, metallic AM components exhibit greater levels of variation in their geometric and mechanical properties compared to standard components, which is not yet well understood. This uncertainty poses a fundamental barrier to potential users of the material, since extensive post-manufacture testing is currently required to ensure safety standards are met. Taking an interdisciplinary approach that combines probabilistic mechanics and uncertainty quantification, we demonstrate that intrinsic variation in AM steel can be well described by a generative statistical model that enables the quality of a design to be predicted before manufacture. Specifically, the geometric variation in the material can be described by an anisotropic spatial random field with oscillatory covariance structure, and the mechanical behaviour by a stochastic anisotropic elasto-plastic material model. The fitted generative model is validated on a held-out experimental dataset and our results underscore the need to combine both statistical and physics-based modelling in the characterization of new AM steel products

A data-centric approach to generative modelling for 3D-printed steel.

The emergence of additive manufacture (AM) for metallic material enables components of near arbitrary complexity to be produced. This has potential to disrupt traditional engineering approaches. However, metallic AM components exhibit greater levels of variation in their geometric and mechanical properties compared to standard components, which is not yet well understood. This uncertainty poses a fundamental barrier to potential users of the material, since extensive post-manufacture testing is currently required to ensure safety standards are met. Taking an interdisciplinary approach that combines probabilistic mechanics and uncertainty quantification, we demonstrate that intrinsic variation in AM steel can be well described by a generative statistical model that enables the quality of a design to be predicted before manufacture. Specifically, the geometric variation in the material can be described by an anisotropic spatial random field with oscillatory covariance structure, and the mechanical behaviour by a stochastic anisotropic elasto-plastic material model. The fitted generative model is validated on a held-out experimental dataset and our results underscore the need to combine both statistical and physics-based modelling in the characterization of new AM steel products

Use of information on disease diagnoses from databases for animal health economic, welfare and food safety purposes: strengths and limitations of recordings

Many animal health, welfare and food safety databases include data on clinical and test-based disease diagnoses. However, the circumstances and constraints for establishing the diagnoses vary considerably among databases. Therefore results based on different databases are difficult to compare and compilation of data in order to perform meta-analysis is almost impossible. Nevertheless, diagnostic information collected either routinely or in research projects is valuable in cross comparisons between databases, but there is a need for improved transparency and documentation of the data and the performance characteristics of tests used to establish diagnoses. The objective of this paper is to outline the circumstances and constraints for recording of disease diagnoses in different types of databases, and to discuss these in the context of disease diagnoses when using them for additional purposes, including research. Finally some limitations and recommendations for use of data and for recording of diagnostic information in the future are given. It is concluded that many research questions have such a specific objective that investigators need to collect their own data. However, there are also examples, where a minimal amount of extra information or continued validation could make sufficient improvement of secondary data to be used for other purposes. Regardless, researchers should always carefully evaluate the opportunities and constraints when they decide to use secondary data. If the data in the existing databases are not sufficiently valid, researchers may have to collect their own data, but improved recording of diagnostic data may improve the usefulness of secondary diagnostic data in the future