Cyber-Bullying: Issues and Solutions for the School, the Classroom and the Home by Shaheen Shariff
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
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.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it