Cyber-Bullying: Issues and Solutions for the School, the Classroom and the Home by Shaheen Shariff
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Résumé
From its heart-wrenching beginning to its resolutionary conclusion, Shaheen Shariff's book is a valuable read for educators, preservice teachers, and parents.Shariff begins her crusade against bullying in our schools with the tragic suicide note of 14-year-old bullying victim Hamed Nastoh.His posthumous message is a plea to educate others about the harmful and hurtful consequences of bullying.Shariff attempts to meet his request by examining various types of bullying and offering guidelines to education stakeholders such as staff, students, parents, media, administrators, government, school boards, and district offices for changing the culture of coercion in schools into a culture of collaboration.Shariff urges parents and educators to address the root causes of bullying, "a form of abuse that is based on an imbalance of power" (p.11), and rejects anti-bullying programs that focus on the symptoms, not the disease.She cautions that zero tolerance policies do not work because they do not contextualize the harassment, but provide a generic totalitarian solution regardless of circumstances.To Shariff such approaches, although well meant, are ineffective because they simply overlie rather than address the underlying causes.Readers will find that her presentation prompts review of their own standards and responses to bullying and of the role that educators, parents, and other education stakeholders play in creating safe and caring learning environments for children.The author first introduces the topic and then devotes a chapter to each of the following: traditional views of bullying, cyber-bullying worldwide, gender and bullying, the ineffectiveness of adult-in-control or top-down solutions, the roles of education stakeholders in resolving this problem, liability and responsibility of stakeholders, and "harmonious solutions" (p.226).Shariff's interest in counteracting cyber-bullying and traditional bullying began with an incident involving her teenage daughter, continued during her teaching and administrative experience, and eventually led to her doctoral research on bullying and its legal implications for schools and teachers.She notes that the root causes of bullying remain unchanged and strongly suggests that teaching education stakeholders about the ramifications and legalities of bullying, especially cyber-bullying, is the first step in counteracting this in-Teddy Moline is completing her doctoral research in the Faculty of Education.Her current research interests include technology integration and cognitive self-efficacy and video gaming.She has worked as a teacher and administrator at the school, district, and provincial level.
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle