Television sport in the age of screens and content

The death of television has been long predicated in the digital age, yet it remains a powerful mediator of live sports. This article focuses on football and examines the implications for the sport of the move to an age of screens and content. These may be large screens in public places or in our homes or those at work or smaller screens carried in the palm of our hands, but what we use them for, how content gets onto those screens, and the implications for sports and sports fans remain compelling questions in the digital age. The article argues that through reflecting on major media sport events such as the FIFA World Cup, we see patterns of continuity in the role played by television as well as evidence of change

Social Movements and HR: The Impact of #MeToo

[Excerpt] Considering the increased societal attention given to sexual harassment and assault, and the wide range of reactions to #MeToo, we wanted to know how companies are reacting, whether they are changing their policies and practices, and whether the societal movement is impacting company culture. The highlights of our study show opportunities in culture, leadership, policy and reporting formulation, and training practices. During our study, we also found innovative practices that could be replicated across companies. Lastly, we have included a self-assessment tool to measure progress in addressing sexual harassment and assault within an organizatio

Using classroom communication systems to support interaction and discussion in large class settings

Teaching methods that promote interaction and discussion are known to benefit learning. However, large class sizes make it difficult to implement these methods. Research from the United States has shown that an electronic classroom communication system (CCS) can be used to support active discussion in large lecture classes. This investigation extends that research and it evaluates students’ and teachers’ experiences of CCS technology in the context of two different modes of discussion — peer‐group and class‐wide discussion. With CCS technology, students’ answers to multiple‐choice concept tests are collated in real time with the class results fed back as a histogram. This information serves as the trigger for each mode of discussion. This paper explores the unique contribution of CCS technology, the relative strengths of peer‐ and class‐wide discussion and some practical implementation issues

Emotion and coping in young victims of peer-agression

Peer-aggression and peer-victimization have been the subject of considerable research interest over the past quarter century. There has been a focus on perpetrators of violence and aggression, based upon the belief that clarification of group and individual processes underpinning aggression will lead to effective intervention and prevention strategies. However, while it is unrealistic to hope that we can completely eradicate aggression, only by clarifying why children and young people respond in certain ways when confronted by peer-aggression can we effectively and efficiently help them to help themselves. In this way, young people can be taught resilience and practical coping skills which will help them to deal with peer-aggression when it occurs, and they can also be helped to more effectively manage emotional reactions when involved in ongoing peer-victimization. Transactional coping theory (Lazarus, 1999) provides an excellent framework for clarifying the important pathways leading to individual differences in emotional reactions and the use of coping strategies by children and young people. In the present chapter, we review the research with victims of peer-aggression which has touched on these questions, and follow this with review of relevant studies from the stress and coping literature which shed light on the relationships between appraisals, emotions and coping strategies. We also report results from a study of our own examining these variables in a sample of children and adolescents experiencing peer-aggression, and draw conclusions for theory and practice based upon these

Perceptions and correlates of peer-victimization and bullying

The experiences of peer-victimization and bullying are often treated empirically as though they are conceptually indistinct. Both involve repeated aggression,but definitions of bullying additionally emphasize the importance of aggressor intent and imbalance of power between the aggressor and the victim (Olweus, 1978; Whitney & Smith, 1993). The present study aimed to examine the extent to which peer-victimization and bullying are empirically similar. The sample comprised 1,429 pupils (50.2% male) aged between 8 and 13 years attending mainstream Scottish schools. Self-report questionnaire assessing peer-victimization and bullying, copingstrategy use (WCCL: Hunter, 2000), situational appraisal and depressive symptomatology (Birleson, 1981). Almost one-third (30.7%) of pupils reported experiencing peer-victimization, and of these 38.1% (11.7% of whole sample) were categorized as victims of bullying. Victims of bullying perceived higher levels of threat and lower levels of perceived control. They also reported using more Wishful Thinking and Social Support coping strategies, but did not differ on Problem Focused coping. Bullied pupils also reported higher levels of depressive symptomatology. Peer-victimization and bullying appear to be qualitatively different experiences for children and adolescents, with bullying being the more serious phenomenon

Androgenius

A Poem