The Internet as a Tool for Long-Term Program Evaluation: Locating Lost Individuals

Long-term evaluation of Extension programs, including 4-H programs, can be elusive because of the difficulty of locating former participants. The Internet is a tool that makes feasible this task of locating former participants. Guidelines for original record keeping are provided to further later success in locating individuals. Web sites are identified that were used in one completely successful search for 168 adults who had participated in a study as children roughly 25 years earlier. Strategies for using the Web sites are included because the process of using the Internet is not always straightforward

Text-Bullying in New Zealand: A Mobile Twist on Traditional Bullying

Unfortunately, negative peer interactions such as bullying are a common occurrence in schools across New Zealand. New Zealand students reported higher than average rates of bullying in international studies such as the Progress in International Reading Literacy Study (PIRLS). Research within New Zealand has indicated that as many as 75% of students reported being bullied at least once a year (Adair, 1999). In addition to bullying in schools, students today may also face bullying through personal technologies such as mobile phones. This article discusses the nature and prevalence of text-message bullying through emerging research involving secondary school students in New Zealand

'Were you cyberbullied? Let me help you.' : studying adolescents’ online peer support of cyberbullying victims using thematic analysis of online support group fora

info:eu-repo/semantics/publishe

Why Girls? Using Routine Activities Theory to Predict Cyberbullying Experiences Between Girls and Boys

This study uses data from the Second Youth Internet Safety Survey (D. Finkelhor, K. J. Mitchell, and J. Wolak 2011) to predict the risk of cyberbullying between genders. Although much of the cyberbullying literature has considered gender in analyses, nearly all studies have lumped boys and girls together when examining risk factors. This gender lumping has led to the inaccurate perception that risk factors for cyberbullying affect both genders similarly. Therefore, this study fills that void by reviewing differences in the online behaviors of boys and girls, whether these differences affect risk for cyberbullying, and whether routine activities theory is applicable in explaining the risk of cyberbullying for both boys and girls. © 2013 Copyright Taylor and Francis Group, LLC