Cyberbullying and traditional bullying in relation with adolescents’ perception of parenting

This study investigates the relation between parenting and involvement in cyberbullying. We predicted that cyberbullies and cyberbully-victims report less responsiveness and de manding reactions from their parents than victims and youthswho are not involved in cyberbullying. Furthermore, we predicted that youths with neglectful parents cyberbully the most often and youth with authoritative parents cyberbully the least. The same differences were predicted for traditional bullying. behavio and for youth involved in both forms of bullying behavior. Participants were made up to 1200 youths from 10-14 years old. They responded to a survey measuring cyberbullying and traditional bullying with questions based on the sub-scales from the Bully?Victim Questionnaire, and parenting with an adjusated version of the Parenting Style Questionnaire. Most results confirm out predictions. Results on authoritative, autoritarian, permissive and neglectful parenting styles suggest that for bullies, demanding actions are an important dimension of thier behavior and for victims, responsiveness is an important dimension of their behavior

Gaining Insight into Determinants of Physical Activity using Bayesian Network Learning

Contains fulltext : 228326pre.pdf (preprint version ) (Open Access) Contains fulltext : 228326pub.pdf (publisher's version ) (Open Access)BNAIC/BeneLearn 202

Mobilising investors for Blue Growth

The European Union's Blue Growth Strategy is a long term strategy to support sustainable growth in the marine and maritime sectors, aiming to contribute to innovation and economic growth (European Commission, 2012). The EU sees the financial sector as a key partner to bring about transition to sustainable consumption and production. However, knowledge about investment behavior, experience with working with these investors, and ways to engage investors in the Blue Growth sectors is lacking. This paper examines this knowledge gap. It characterizes investors and identifies investor behavior, investors' motives, and conditions and criteria relevant for investors to invest in Blue Growth sectors. The presented results are derived from a literature study on investors and investment behavior, an electronic survey and in-depth interviews. Stereotypical images of private equity bankers or wealthy individuals do not do justice to the diversity of investors involved in the Blue Growth sectors. These sectors are still in development and various risks reduce the willingness to invest. Risk mitigation should be seen as a shared responsibility of entrepreneurs, investors and governments. Government support must go further than financial support for research and development or technological demonstration projects. Proven technologies get stuck in the Valley of Death as investors alone are not willing to take the risk associated with upscaling of promising technologies. Tied in a reciprocal relationship, governments need to attract private investors—their capital, knowledge, and networks—to further grow of the Blue Growth sectors while investors need stable, predictable, and effective government support schemes to mitigate their financial risks

Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England

Leadership has been under-researched in the Early Years (EY) sector of primary schools in England, especially in leading change for professional development. The aim of this paper is to theorise what the leadership culture for EY practitioners looks like, and how Initial Teacher Training providers and schools are preparing practitioners for leadership. Using case studies of EY practitioners in different stages of their career in primary schools, we offer an insight into their preparedness for leadership in EY, the implication being that leadership training requires an understanding and embedding of the EY culture and context. Interviews with both sample groups allowed for deeper insight into the lived world. Interviews were also conducted with the head teachers to gain an overview of the leadership preparation they provided. The main findings suggest that newer EY practitioners are better prepared for leadership from their university training in comparison to more experienced EY practitioners