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Predictive analytics has caught the attention of BI professionals everywhere, but how is it different from the analytics we've been using for years? Who uses predictive analytics, what are the benefits, and what mistakes do enterprises make when they roll out a predictive analytics program? This TDWI E-Book covers the reasons predictive analytics is gaining in popularity; describes the benefits and challenges; takes a look at the importance of open source; clarifies three common misconceptions; and examines predictive analytics' relationship to data mining. Predictive analytics isn't a crystal ball, but it can uncover actionable insights, identify important relationships, optimize business processes, and even permit business decision-makers to peer tentatively into the future. Download the TDWI E-Book: Predictive Analytics to learn more.

The year 2007 has been celebrated by the organ world as the year of Dieterich Buxtehude, the great pre-Bachian organ master from Lübeck who died 300 years ago. Conferences, competitions and numerous concerts devoted to Buxtehude's music have been organised, and many new recordings released. One of these is the present recording of the great chorale arrangements for organ, made by Pier Damiano Peretti on the famous Huß-Schnitger organ in Ss. Cosmae and Damiani in Stade. Born in 1974, Peretti is Professor of Organ at the Hochschule für Musik und Theater in Hannover. He studied in Vienna with Herbert Tachezi and Michael Radulescu, and in Hamburg with Wolfgang Zerer and Pieter van Dijk. As well as his extensive performing activities, he also composes music for organ, choir and chamber ensembles. These discs present Buxtehude's chorale settings in a wide perspective; from the most sophisticated of arrangements: the famous fantasia "Nun freut euch, lieben Christen g'mein" BuxWV 210, "Gelobet seist Du, Jesu Christ" BuxWV 188 and "Wie schön leuchtet der Morgenstern" BuxWV 223, to the more modest so called "chorale ricercari": "Ich dank Dir schon durch Deinen Sohn" BuxWV 195, "Ich dank Dir, lieber Herre" BuxWV 194, to forms mixing the choral fantasy genre with the simple monodic setting, represented by the chorales "Ich ruf zu Dir, Herr Jesu Christ", BuxWV 196 and "Nun lob, mein Seel, den Herren" BuxWV 212. This latter setting is also influenced by the echo fantasy. Finally we find works based on large-scale cantus firmus Latin chants – two "Magnificat" settings and the "Te Deum", and the funeral cantata "Fried- und Freudenreiche Hinfart" BuxWV 76, in which Peretti accompanies the young Hannover soprano Josefine Constanze Göhmann. Peretti plays with great clarity, vitality and a genuinely Italianate musicality, completely excluding mere vain virtuosity. His registrations are outstanding – combinations involving mutations, or Quintadena, with reed stops (listen to the wonderful Trechter Regal 8' in the Rückpositiv), together with the unusual temperament of the organ make for an amazing combination. The Huß-Schnitger organ, restored in the 1970s by Jürgen Ahrend distinguishes itself with its decisive voicing, and its thick, strong and slightly "raw" plenum. I can recommend these CDs as among the most interesting, intelligent and beautiful recordings of the choral fantasies by Buxtehude available. The booklets, filled with an interesting, and exhausting, commentary and full registration details, complement the playing very well. A word of criticism must be aired however regarding the pictures of Buxtehude, and of the Stade organ. These have been reproduced at a far too low resolution and are thus rather ugly.

New York City is quite simply one of the best city-break destinations around. Crammed with iconic sights and cultural venues, fantastic restaurants for all budgets and wonderful shops, it's a full-throttle city that will always leave you wanting more. We've looked at some of our favourite ways of enjoying just a few days in the city that never sleeps. Morning: Get a relaxed overview of this hectic city and the Hudson River from the leafy High Line – an urban walkway on part of an old elevated railway line, stretching over 2km from Gansevoort Street in the Meatpacking District to West 34th Street south of Times Square. Lunch at: If you start from the north, Bubby's Highline at the southern end is the perfect place to refuel, with a menu of American comfort classics including 'breakfast for lunch' dishes such as pancakes with strawberry rhubarb compôte, and asparagus and ramp (wild leek) hash. Afternoon: Take the subway to South Ferry to catch the free Staten Island Ferry over to the island of the same name. Not only is this a way of seeing the Statue of Liberty close up – it's a great means of getting some fresh air and exercise, since Staten Island has 120km of bike paths and lanes and greenways that include the beachside Franklin D Roosevelt Boardwalk with its views towards Brooklyn. Dinner at: Catch the ferry back to Manhattan and head up to Chinatown for authentic Asian food in any number of restaurants for all budgets. Among the longest-established and most popular is Oriental Garden on Elizabeth Street. Evening: If you've got some energy in reserve, take in some live music in one of several nearby venues ranging from the Bowery Ballroom (rock) to the Basilica of St Patrick's Old Cathedral (classical concerts). Morning: Cross the Brooklyn Bridge (pausing for the requisite selfie) and enjoy another leisurely and very scenic stroll – this time through the waterfront Brooklyn Bridge Park with its in-your-face views of the Manhattan skyline. Highlights along the way include a 1920s carousel, a summer outdoor pool, a roller rink and a converted coffee barge hosting chamber music concerts. Lunch at: Chow down at 1 Brooklyn Bridge, a hip hotel with farm-to-table dining in several eateries including a rooftop bar. Or tucked under Brooklyn Bridge itself, Grimaldi's is an institution for its pizzas, which are worth braving the queues for. Afternoon: You might not associate the Big Apple with outdoor adventures, so you may be surprised to find that you can go kayaking – for free – from several piers in the Hudson River Park. The marina at Pier 25 also offers sailing lessons for all levels, kids' sailing camps and even beach volleyball on groomed sand courts against a backdrop of the Statue of Liberty. Dinner at: A few minutes by foot south of Pier 25, the Hudson Eats food court is a fine spot for indoor and outdoor eating from the likes of Unami Burger, Mighty Quinn's Barbecue and Dos Toros Taqueria. Evening: Walk it all off with a 40-minute stroll up to Greenwich Village with its legendary music venues, including Smalls Jazz Club. Morning and brunch: Go for a walk, a jog or even a horse-and-carriage ride in Central Park. With 843 acres to explore, there's always something new to see, whether it's the reptilian inhabitants of Turtle Pond or the boulderers scaling the park's giant rocks. At the park's southern end, Sarabeth's is a classic New York eatery with brunch offerings that include lemon and ricotta pancakes with blackberries, pumpkin waffles, and French toast with strawberries. Afternoon: Drink in some culture in the Guggenheim Museum in its unmistakeable Frank Lloyd Wright building overlooking Central Park. Displaying works dating from the Impressionist era to today, it has a family activity kiosk and family exhibition guides for those visiting with kids. After your dose of art, head down Lexington Avenue for culture of an altogether different kind at the temple to retail therapy that is the Bloomingdale's department store. Dinner at: Round off your stay with a true New York style slap-up dinner at The Meatball Shop on 2nd Avenue, with pick-and-mix balls and sauces to follow up with desserts including ice-cream sandwiches or banana splits. Evening: Spend your last evening taking in the dazzle of Times Square and the Theatre District – perhaps taking in a show such as the historical blockbuster Hamilton. To book your short break in New York, contact your Travel Counsellor now.

Could your lifestyle be killing you? Being health aware and keeping your body in good shape is crucial to leading a quality lifestyle. Smoking, excessive drinking of alcohol and a poor diet can all contribute to diabetes, cancers and cause strokes. Although at times, not directly associated to a poor lifestyle, these diseases can be life threatening. It is therefore important to maintain a healthy diet, exercise regularly and avoid smoking. Let's look at these factors could help your body in tip top condition. By eating a balanced diet, this will keep your heart healthy, mind active, immune system on top and deter cancers and strokes. Your meals should consist of proteins, healthy fats, carbohydrates and be plentiful will fresh vegetables. As females consume less calories than men, their diet plans should differ to males. See here, for women's diet guidance. Keep your skin and body hydrated by drinking lots of water and stay clear of sugary drinks and alcohol. Collectively you will feel better, be less lethargic and have a good digestion system. This will help prevent stomach cancers, digestive issues, lethargy and migraines. Regularly smoking can have serious detrimental effects on your health and lifestyle. The effects of smoking can include emphysema, respiratory disease and chronic bronchitis in addition to lung and throat cancer. Other complications include unhealthy skin, teeth and nails, persistent coughing, low mood, bad circulation and loss of appetite. The effects of nicotine can have many serious consequences which can be damaging to the body. If you experience severe breathlessness, sight issues, or feel unwell this could be contributed to your smoking habit. There are many ways you can overcome the addiction by seeking out advice from your local support group, GP, or online forums. Consumption of alcohol to excess is another factor which can seriously damage your health and body. Memory loss, anxiety and blackouts are some of the effects that binge drinking will have on your body. Long-term drinking can have more serious effects such as serious mental health issues, brain damage, heart and circulation problems and alcohol dependence. It's important to understand how alcohol can affect your body. People who develop cirrhosis of the liver (often caused by too much alcohol) can develop liver cancer. Your stomach can also be heavily damaged by alcohol – drinking excessively can lead to internal bleeding, stomach ulcers, and cancer. Inflammation of the stomach can also have more serious impacts such as preventing food from being absorbed and the increase of stomach and bowel cancers. You may also experience high blood pressure – a leading cause of chronic kidney disease. Osteoporosis can develop as the bones weaken while as a result of high calories content in drinks, your weight can increase. Tagged Could your lifestyle be killing you?

School is out and kids couldnt be happier! Of course, their major plans for the summer are to sleep-in until mid-day, screen-time, keeping cool with popsicles & the pool, lazing aroundWell, doing all that there is and yet there is still so much time to kill! Wanna make the most of the summer and also make it Fantabulous for the kiddos? Noble Institute of Education Society brings you an array of Amazing, Awesome and Adventurous Summer Camps that would get your kids all excited and help you score an A+ in Summer Fun! Anuhya Summer Camp is the gateway for kids get to escape away from the usual routine to explore, learn and develop their own interests. Our motive is for the kids to be able to learn, letting them think outside the box, for them to know their interests, be it sports, adventure, science, literature, art and anything that triggers their interest. An ideal summer camp would be a variety of specialized activities both indoors and outdoors. Summer camps also mainly focus on practical sessions and lessons that lets the kids explore, take risks, learn and develop their individuality. Hence making this one of the most important aspect while the kids still get to enjoy their summer breaks too. Thats why Noble Institute of Education Society brings you Anuhya - Summer Camp - Every Kid wants to be a part of, Every Parent wants to send their kids to. Why join Anuhya Summer Camps? Unlike a class that goes by the a written textbook material, Anuhya Summer Camp learning sessions focus on a more practical way of learning the subject. Kids get to understand and develop new methods of learning that are convenient for them. They are encouraged and nudged towards exploring with a why not attitude that lets them learn much more than in a classroom and textbook setup. With an array of activities ranging from Mind Power, Kung Fu, Personal and Personality Development, Learning How To Dance, Communication elevation, Swimming, Singing around the Campfire, stargazing, Pottery Making, Qigong Exercises and other fun based games, your child is sure to have an unforgettable summer camp experience. Mind Power is directing kids thoughts toward a desired outcome. As kids, what you focus on you attract. Focus on success and you attract success. Mind Power will teach kids to understand these laws and ensure all their thoughts works towards their advantage. Using this Memory Mastering kids can remember and recall anything in fractions of seconds with accuracy. Improves and activates all senses working with each other to produce awesome results. One of the major blockade for the Kids is communication. Communication does not mean only language it also includes the non-verbal communication, observation and listening with positive attitude. We will explore levels of elevation using NLP to let kids outgrow their blockade and enhance their communication. A resort located in a quieter place apart from traffic, noise and busy places.. A quiet environment supporting a positive atmosphere, calm and creative close to Bangalore. Kids will experience the warmth and hospitality in our alluring surroundings. Relax their mind and body, as we make their home away from home. Any child between the ages of 8 and 16, are welcome to enroll for this camp. There are no other eligibility criteria. My child is older or younger than 6 and 14. Can an exception be made? The age group of the children has been carefully chosen keeping in mind the content and style of delivery. However, if your child is outside the age group and youre interested in admitting him or her, please talk to us. A maximum of 50 children expected. The Anuhyas USP is to provide as much individual attention and quality time to each participant as possible and thus the camp strength has been kept low. We do not cater to very large groups per batch! We will be staying outdoors. Location will be notified to everyone. The farm & homestay is situated right on the periphery of the park. All participants will be staying in ultra-luxurious and well furnished rooms. What all items should my child bring to this camp? Once you register and pay for the camp, the camp instructor will send out the camp advice and general guidelines to every participant. This document will contain all the necessary information, a checklist of items to carry, etc. Will my child be safe during the workshop? Don't worry at all! Your child's safety is of paramount importance to us. The workshop instructor is well trained with regards to child protection and health and safety.

We are offering these popular custom sets at an extra discount, when compared to the price of the single strings. With each of these Custom sets you can choose the gauge for each string in the shopping cart. There are so many custom sets for Cello, we have organized them by choice of A and D by manufacturer. If there is a custom set of strings you would like to see on this list, please email us and we will try to include it on this page in the future.

Dawn Vincent is an Indian music composer, mixing engineer, and sound designer. He is a graduate from Film and Television Institute of India, Pune. He is also an accomplished pianist certified from Trinity College London. He works predominantly in Malayalam cinema. He is known for films such as Kammatipaadam, Adventures of Omanakuttan, Eeda, Iblis, and Kala. Early life and education Dawn was born in Kochi, Kerala, to Vincent John and Sheena Nancy. He has a younger brother, Navin Vincent, who is a structural engineer and also an 8th grade solo guitarist certified from Trinity College London, London. He is married to Priscilla Vaddadi who is working as an animation supervisor in Canada. Dawn studied in Bhavan's Vidya Mandir, Girinagar, Kochi. He was active as a keyboard player and bass guitarist during his school life. He was part of a rock band and their genre of music included versions of singles from various bands such as Metallica, Dream Theatre, Slipknot, Green Day, and Red Hot Chili Peppers. They also performed their own compositions and bagged prizes in many interschool competitions from 2004 to 2008. He graduated from Karunya University, Coimbatore in 2012 with an undergraduate Bachelor of Technology degree in Electronics and Media Technology. He then joined Film and Television Institute of India, Pune to pursue his Post Graduation Course in Sound Recording and Sound Design. As a student he was selected to do an on-location sound recording for a project in Internationale Filmschule Köln, Germany. Musical career Dawn initially composed music for short films. He started working in the industry by doing background score for the film, Mundrothuruth: Munroe Island, in 2016 directed by Manu along with his batchmates from the Film and Television Institute of India, Ashok and Subramanian. He made his breakthrough in the film Adventures of Omanakuttan as a music composer and sound designer, associating with his classmates Rohith V S (director) and Akhil George (cinematographer). He was later associated with Collective Phase One, which is a group of artists and filmmakers such as Rajeev Ravi, B. Ajithkumar, Madhu Neelakandan, Pramod Thomas and Kamal K M. He did the music arrangement and mixing for the songs from the film Kammatipaadam, starring Dulquer Salmaan and Vinayakan and directed by Rajeev Ravi. Filmography References External links IMDb - Dawn Vincent Dawn Vincent Adventures of Omanakkuttan second video song is here 'Adventures of Omanakkuttan' second video song is here - Times of India Malayalam Sangeetham info List of Malayalam Movies by Musician Dawn+Vincent Mammootty releases audio of Iblis starring Asif Ali-Madonna Sebastian Mammootty releases audio of Iblis starring Asif Ali-Madonna Sebastian ഇവനൊരു 'ഇബ്‌ലീസാ'ണെന്ന് മമ്മുട്ടി... ഇവനൊരു 'ഇബ്‌ലീസാ'ണെന്ന് മമ്മുട്ടി Iblis is going to be very fresh and entertaining: Madonna Sebastian Iblis is going to be very fresh and entertaining: Madonna Sebastian Tovino Thomas starrer 'Kala' releases on OTT The Story Behind Kala's Soundscape:The Story Behind Kala's Soundscape: Using Dosa Batter, Wet Leaves, And Small Ponds In A Studio First look poster of Kunchacko Boban's Nna Thaan Case Kodu go viral!Sunny Wayne's next a drama, Appan Secret of the sound: Robin Kunjukutty on working in Kala Secret of the sound: Robin Kunjukutty on working in Kala Indian rock guitarists Living people People from Ernakulam district Malayalam film score composers 1990 births 21st-century guitarists

By now, it should be clear that I love a good 2-in-1, especially when it comes to color for my face. I've also been a longtime devotee of Tata Harper and for good reason. Her all natural products are literally good enough and safe enough to eat. Her lip and cheek tint? Well, it's no exception. Perfect for an easy and natural flush, it's utterly divine and endlessly flattering.

For those that don't know, I'm a military wife. That means I spend 3-5 nights a week sans husband. Most nights I choose to read (duh!), but every now and then I get in a movie mood. I typically browse Netflix and end up watching something random. Last week, on a typically husband-less night, I went in search of something good—bonus points if he'd hate it!—and found Orbiter 9. I didn't recognize any of the main actors, but the premise sounded decent and I'm a sucker for a space romance. I was in! Orbiter 9 promised to follow Helena, the lone passenger of an interstellar colonization ship in need of repair. An engineer arrives to save the day, but he's the first person she's ever met (literally!). Cue awkward interactions. Lo and behold, Orbiter 9 is actually a Spanish film! Who knew? Not this lady! It was directed by Hatem Khraiche and released in Spain in 2017 as Orbita 9. But growing up in Austin and frequenting the Austin Film Festival, I'm no stranger to a subtitle. I actually really enjoyed having to put down my phone and pay attention! Can I just say how refreshing it is to watch a movie with not a *single* actor I recognize? I get tired of seeing Johnny Depp and Leonardo DiCaprio and Tom Hanks in every movie. Let's mix it up! First up is Clara Lago as Helena. She's drop-dead gorgeous but has a really fresh look which I appreciated. She's alone on a ship with no one but her mechanical nav program Rebecca as her companion. Rebecca tends to be bossy (Time to get up, Helena!) more than friendly, but still, beggars can't be choosers, right? Helena as a character is lovely. She's obviously strong enough to endure the mental rigor of a lifetime of loneliness, has the self-control to eat the predetermined amount of 'food', and pushes herself to maintain her physical strength through rigorous exercise. But she's also really relatable. I couldn't help but feel for her when she meets another person for the first time and tries not to freak out. Alex starts off as the typical hot-and-silent type. He resists getting to know Helena—probably smart, he's supposed to leave and never come back—but who can really resist her sweet shyness? I watched the first twenty or so minutes with moderate interest. Nothing out of the ordinary here. Basic space tech. Basic hot people. Basic inevitable hooking up. Cue skipping into the sunset… er, galaxy? No! Not two minutes after the very predictable beginning portion of the movie was over, I watched Alex put on his space suit and LEAVE. Like, what? He's…supposed to stay and argue and decide a life with Helena in space is better than life on any other ship in space! All too soon, Orbiter 9 took the Passengers mold and shattered it! But I won't tell you how. Spoilers are mean. I'm including a segment here about the relationship itself. One of my big 'ughs' about space romances like Passengers, Interstellar, and even Wall-E: the characters have a lack of other viable options. Like two people who landed on the same deserted island, they don't really have any other choice. And that's lame. Orbiter 9 broke away from this trend by really exploring both Helena and Alex independently, letting them slowly simmer into a normal relationship, and only then putting the pressure on them to fight or give the other up. By the time they were fighting for it, I believed it. And that's wayyy better than the deserted island. Obviously, there's a space ship. And that's cool. This one has the Rebecca unit to make things interesting, but a lot of space movies have a talking ship of some kind, so not all that unique. Elements I liked were the colonization program and how it was organized (and the conflict it created), some interesting door access methods, and the medical tech. Elements I disliked included a wolf (that's all I'm going to say). While Orbiter 9 is by no means a perfect film, it was still a pleasant surprise. In a genre dominated by big names and big budgets like The Martian, Interstellar, The Last Jedi, and Annihilation, I'm sure Orbiter 9 will quickly fall into oblivion. But while it lived in the basement at Netflix, I enjoyed a different take on space romance.

Q: alternatives to accessing google reader with oauth? I'm really new to this oauth stuff. I want to access a user's google reader liked items feed. This blog says that oauth doesn't work (yet) with google reader. The working way seems to be to get the user's google credentials (email, password) directly, and login directly to google. This also gives me access to the rest of their services. Is there a better way? I sure hope so, because ClientLogin is captchad. Not to mention I don't want the user to have to trust me with their google credentials. A: Yes, there is a way ... but you still need the user's Google credentials to access the API. On the server-side, you can GET a secure token and authentication key ... these are then passed along with GET and POST requests to the Google Reader API to do whatever you want. Here's a fairly robust C# tutorial (read the comments to make sure you're doing authentication right). Here's an open-source PHP library that partially implements the Google Reader API without oAuth. A: Authentication to Google Reader with Oauth is now available.

Cascade Christian High School students had the privilege of meeting their 2017 Sparrow today at a special assembly. Hayden J. and his family were warmly welcomed by CCHS students who have accepted the challenge to serve in the community and earn "Sparrow hours". For each hour they serve, Southern Oregon Subaru has pledged to pay $10. Cascade Christian students have accepted the Challenge to serve 256 hours and they look forward to getting to know Hayden more throughout the school year. Hayden is a curious and fun-loving little three and-a-half-year-old boy. He is the youngest of four children in his happy family. Hayden was born on Valentine's Day in 2014. He proved to be a gift of love on this very special day. The first few months were typical newborn routines. Young Hayden was growing at a typical rate, eating well, bonding with his family, and thriving as a baby should. He seemed healthy and vibrant until mid-way through his first year. His parents started to question the lack of a few milestones typical to a six-month old, such as the ability to sit-up and use core muscles. He also refused to bare weight on his legs or hold a bottle. Concerned for their child, Hayden's parents contacted their pediatrician and started a journey of discovery. Many months passed and various tests were performed. Finally, when he was 18-months-old the results came back. Hayden has a "global" diagnosis of cerebral palsy and oral phase dysphagia. The "global" aspect is the heartbreaking part of the diagnosis. This basically means that there really are no answers to why Hayden faces the challenges he will have with cerebral palsy. He does not fit the normal criteria that this condition typically includes. This means, it is much more challenging to place this sweet child into the types of therapy that will best fit his needs. As of 2017, Hayden and his family continue to search out his health and condition. Various tests will be performed throughout his future in hopes of a clearer prognosis of what types of therapies and treatments he will need. At this stage of the diagnosis process, Hayden is experiencing most of the struggles associated with cerebral palsy. He has extreme spastic movements, he scratches himself, has many nervous tics, cannot feed himself, is non-verbal, and requires a wheelchair. Hayden is a sweet curious little boy who loves music, whistling noises, and fireworks. He enjoys camping with his family and playing with his siblings. To learn more about Southern Oregon Sparrow Clubs visit sparrowclubs.org.

Arrhult var en svensk musikgrupp från Sundsvall som bestod av syskonen Abbey och Agnes Arrhult. År 2017 fick Arrhult sitt genombrott i musikbranschen när de tillsammans med Joakim Lundell släppte singlarna "All I Need", "My Addiction" och "Monster", och återfanns på Spotifys topplista under hela året. På senare tid har syskonen valt att satsa på en egen musikkarriär. Diskografi (egna utgivningar) Diskografi (som medverkande) Referenser Svenska musikgrupper

Newlandsfield Floodlights Approved supporter information Uncategorized On Friday 21st January 2022 Pollok Football Club was granted Planning Permission to install floodlights at Newlandsfield. This forms the biggest part of our campaign to become an SFA licensed Football Club which will enable us to compete in the Scottish Cup and, were we to win our League, play off for promotion to the Lowland League. Funding is required to meet the infrastructure requirements. This funding we hope will come from 3 sources: Club Funds Sponsor Contribution Fan Donation Although we have some funding in place to deliver the project by way of a loan, we are appealing to the Pollok family to help us cover and to get involved in helping raise funds for this exciting new chapter in the club's history. We are looking to raise in excess of £20k towards this next phase. This an opportunity for fans to be part of a once in a lifetime period of Pollok's history, we are confident that our ambitions are matched by our fanbase. Any donation amount that can be given would be another step towards taking our club into this new territory. If you would like to consider a sponsor package, please speak to one of the officials. A suggested donation of £100 would give fans free access to our first match which will be the first use of the floodlights. Fans will receive on entry at the game a one-of-a-kind match programme in which all fans who made donations will be named in this special programme. Donate today with our Go Fund Me appeal: https://gofund.me/83efed8e ← Return of Matchday Hospitality Coyne exits for Gartcairn →

2,258 new Covid cases confirmed on January 15 in Portsmouth, Fareham, Havant, Gosport, East Hampshire, Winchester, Southampton, Basingstoke, Eastleigh, Test Valley, New Forest, Rushmoor, Hart and Isle of Wight Clap For Our Carers: Public turn out across Portsmouth, Fareham, Gosport and Havant to clap the staff working in the NHS and the healthcare industry WORKERS across the NHS and healthcare industry who are working tirelessly amid the coronavirus outbreak were applauded across the country yesterday. By Millie Salkeld Friday, 27th March 2020, 8:04 pm Residents in Portsmouth, Fareham, Gosport and Havant and Waterlooville took to the streets and clapped, banged pots and pans and made noise in honour of The Clap For Our Carers campaign, which was launched to show the nation's appreciation for the doctors, nurses, consultants, carers, cleaners and porters for their role in the ongoing fight against the virus. Laura Lumsden from Waterlooville joined her neighbours in Milton Road. She said: 'My street came out in force to thank the NHS and essential workers. It was an amazing emotional moment of solidarity and gratitude. Cheers for the Frontline staff of the NHS Picture Credit: Keith Woodland 'It lifted my spirits and made me smile. It makes me proud to be British.' Kat Davies is a cleaner in the emergency department at Queen Alexandra Hospital and was left overwhelmed by the response she saw in her street and on social media. She said: 'To see the community on my doorstep acknowledge the hard work and efforts of the NHS was just overwhelming. It really had me a bit emotional with a tear in my eye. Coronavirus: Here is a list of businesses across Portsmouth, Fareham, Gosport an... 'Some times as a domestic NHS worker we can be forgotten about or lost in in the craziness of a hospital environment. Since the outbreak of Covid-19 the cleaners as well as all staff have been swamped with a huge work load. 'At a time like this everyone has really pulled together as one team supporting each other and looking out for everyone's well being. 'It makes everything feel so worth it and knowing people are appreciating it. I'm proud to serve my community and play my part in getting through Covid-19.' In White Lion in Gosport, Clare Hunter and her fellow residents enjoyed an hour of music as part of their #clapforourcarers celebrations. Clare said: 'We had the best hour of feel good music. I am so proud of our community every person was on their balconies and when it came to the clap for carers, we blasted out Simply The Best and had a good sing along. It was the best feeling in the world.' Steffen Tauchnitz is a nurse in Acute Trauma and Orthopaedics at QA. He added: 'We heard the clapping and we joined in. We felt humbled and appreciated by the public in these difficult times.' Thank you to everyone who shared their videos and also to Solent Sky for the drone footage. Covid-19: Why Covid boosters cause a sore arm, what are the side effects for Pfizer and Moderna boosters and do you still need to wait 15 minutes after a booster jab? Covid-19: Do lateral flow tests expire, when to take a test and what are the new isolation rules in England? Portsmouth man who almost died of a stroke after years urges others to cut down on stress

Action Glass and Aluminum specializes in the manufacture, distribution and installation of a wide range of top quality fabricated glass and aluminum products for both commercial and domestic applications. Windows, laminates, tempered glass, sealed insulated glass, decorative finishes, clear, opaque, colored flat glass, toughened and laminated safety glass, smart glass, double glazing and bullet resistant glass, mirrors, obscure glass mirrors. Projecting top hung, side hung , horizontal & vertical sliding Windows. Hinge (single & double) and pivot entrance doors, domestic patio doors and heavy duty sliding doors and sliding folding doors, palace doors. Shop fronts, glass offices (framed & frameless), shower enclosures (framed & frameless), sunroom & patio enclosures and custom made products in a variety of configurations. We provide value added services such as design, spec development and product assembly and would like to mention that we are comfortable with jobs involving both custom and/or mass production. Sustainability & profitability depend on customer satisfaction! We recognize that in an ever changing and competitive commercial environment the success of our business depends on our reputation, the service we provide and our ability to stay ahead of market trends. Integrity, quality & service excellence! We conduct ourselves with honesty and integrity, ensuring that we provide sound advice regarding design and materials, as well as accurate cost-estimates based on our years of experience in the design and assembly of glass and aluminum solutions. We provide the highest quality products and pride ourselves on excellent workmanship. We are also committed to providing superior customer service and believe that this combination of elements will ensure long lasting and sustainable relationships with our customers and suppliers. We would like to maintain a position of leadership in the glass and aluminum industry by providing outstanding quality through exceptional workmanship and world class products. We embrace innovation and do not shy away from projects involving ambitious or challenging architectural elements. We are passionate about our customers and what the glass and aluminum industry has to offer building owners and/or developers and as such make a consistent effort to stay ahead of developments in the industry, applying innovative techniques and sourcing only the best and the latest products available. All our products comply with the National Building Regulations, AAMSA & SAGGA requirements. Action Glass and Aluminum offers quality products and excellent service in the design, manufacture and installation of windows, doors and other miscellaneous building projects. We work with our customers to develop the best solutions, taking customer needs and budgets into consideration. Creating tailor-made glass and aluminium solutions for our customers requires a modern, sophisticated production facility and a working environment that promotes forward thinking and innovation. Our production facility, conveniently situated at Icon industrial Park (Sunderland Ridge) is operated by trained professionals equipped with state-of-the-art technology. We also have years of knowledge and experience and can be counted upon to provide honest, impartial advice. And finally, because we love what we do, we bring enthusiasm and commitment to every project we work on. We undertake projects of any size in the Residential, Lifestyle, Commercial & Industrial segments. © 2016 Action Glass. All Rights Reserved.

All my life I had one dream: To be a published author. Much like being a parent, there are so many things no one bothered to warn us about. The late nights, the bleary eyes, the temper tantrums. Yeah, those all hold true in parenting too. For some reason, I had this vision in my head of being an author. I would blithefully write my books, send them off to a grateful editor and receive buckets of praise and adulation for the brilliance of my work. And then, magically, I'd make a bazillion dollars and end up on some talk show with a (very handsome) host (who wanted to father my babies). There would, in all likelihood, be movie deals which would, of course, result in me winning an Oscar. I'm nothing if not realistic. I am happy to report that I do gleefully write my books—in bunny slippers and pajamas, most of the time. Having recently turned to writing full time I can write them even faster and don't even have to shower if I don't want to. I do receive buckets of praise and adulation (more, perhaps than is good for my ego), but I am only making a fraction of the bazillion dollars. It's the other elements of my life that surprised me. Specifically, how much time and energy promotion can take. We're talking Facebook, Twitter, Pintrest, Goodreads and a host of other outlets. We're talking research (not for my stories but of the IINDUSTRY), networking, blogging and more. We're talking author loops and conferences and swag and chats and Facebook events and cover reveals and launch calendars. I could go on. It's all part and parcel of the job. The fact of the matter is, author success is all about connections. Connections with readers and reviewers, authors and publishers, bloggers and service providers. To keep those connections alive, I make it a point to try and be personal. That means responding to emails myself. When I wake up, I will have 75 to 100 (or more) messages that require my attention. One of them may be a cheerful message from Goodreads that I "have 375 new messages." While I am working my way through the list, another 25 may pop up. Overwhelming? A little. But each and every one of these messages MATTER. Every reader matters. Every connection makes a difference. But the personal touch does take a toll. Now, instead of putting in eight hours at the day job and coming home to write for a few (if I have the energy for it) I am putting in 12-16 hour days. Three to four on social media, and eight to ten writing and editing. I never thought I would be working so hard. Because I love it. Every minute. I love writing and editing, I love connecting with industry cohorts and I absolutely LOVE interacting with readers. The best part of my job is hearing from readers, people who really love my work. THAT makes it all worthwhile. If you have an author you love, know she is probably doing the same—if not holding down a day job as well. Authors make anywhere from pennies to a couple dollars on each sale, depending on the publisher, price and distributor cut. Tell your favorite author you like her work. An email, a Facebook message, a tweet, a comment on a blog. It doesn't matter. It will make her day. Buy your favorite author's work. Don't download it from a pirate site. Aside from the fact that some of these "freebie" sites are merely Trojan horses carrying viruses into your device, it's just good Karma. Authors can only afford to write if they make some money at it. Share your faves with your friends. Industry studies show this is the #1 way readers discover new authors. Like their Amazon page. Believe it or not, that makes a HUGE difference in their author ranking, which in turn increases the discoverability of their books. If you really love an author, join her street team and band together with other fans to help your favorite author gain momentum. Momentum is gold in our world. It effects everything like a ripple in a pond. So readers, take up the banner for your favorite author! Share the word. Help her achieve success as only YOU can. It is, after all, all about YOU. Without readers, we're just talkin' to the computer all day. Seriously. And that's hardly any fun at all.

This post has been contributed. You've undoubtedly heard it by now. We are living an unsustainable lifestyle as a species. The fact that some still go on to deny it is astounding. We are burning through our resources and stripping life, minerals and land from the earth at a shocking rate. Yet still there are many who are seeing ways to start turning the car around. Perhaps optimistic, but there are those pushing for ways of a more sustainable future. These people are finding ways to try and scale the civilization we have built, or at least be able to support it. The alternative doesn't bear thinking about. But part of that alternative involves mass starvation. The kind that first world country inhabitants would have trouble imagining. Not just is it going to be difficult to support the infrastructure of wide-scale food delivery. We're going to actually be running out of food itself. Particularly, finding the amount of protein foods we produce and eat to be entirely unsustainable. That's why, already, people are looking to alternative foods. From the salmon farming industry to those who swear by insects as a protein source. It's not just food that we're running out of, either. Fresh, drinkable water is dwindling now, as well. Particularly when you consider the rise of droughts in areas like California, that's a real concern to be addressed. Without taking the steps to live in ways that use less water, we are directly contributing to the shrinkage of the world's water supplies. There are even some who say that water might replace oil as one of the most viciously fought-over resources on the planet. Speaking of oil, it's become clear that we can no longer rely on it and fossil fuels. Yet, despite the rising chorus of scientific evidence and rallies for us to slow down, we show very few signs of doing that. We need to start taking seriously the fact that the energy consumption our society needs will no longer be possible at the rate we're going. That we need to start seriously looking at the means of providing alternate, renewable energies. Already, solar and geothermic power are being developed and exploited, but we need to go faster. Dwindling reserves Speaking of energy, it's important we take a good look at the dwindling reserves we have in terms of oil. There are no more reserves on the planet that are at peak levels. They are all dwindling and we're not likely to find any more. Unless, by some miracle, huge reserves are discovered, we're looking at running out of fossil fuels before the next century. It's not too late to start fighting for the conservation of our food, our water and our earth's resources. The Empowerment Institute is just an example of one of the groups fighting for a sustainable living campaign. The other groups mentioned above, the alternate energy providers and salmon farmers, are all for the same thing. If you want to start making a difference, vote with your money towards sustainable products. - June 10, 2016 176 comments: What Will Obama's Legacy Be? As each month ticks by, we come closer and closer to the US presidential election date. On November 8th, a new candidate will take over from Obama, and move into The White House. At this moment in time, Hillary Clinton and Donald Trump are the two front runners. We've already seen an intense campaign, and things will heat up, even more, I'm sure. But, today we'll forget about the future, and look at the past. President Obama has been at the helm for eight years. When he burst onto the scene, he promised change. He wanted to fix America and lead us to a brighter future. As his tenure draws to a close, I think it's interesting to look back at what he's done. What will his legacy be? (pixabay: https://goo.gl/vVB0eU) The main thing Obama will be remembered for is his Obamacare. He campaigned to change the health industry in America, for the greater good. Millions of uninsured patients are now covered thanks to Obamacare. It was a system that helped to provide Americans with access to high-quality healthcare. Before this, only the rich could afford the best care possible. It was met with great praise from Americans, and they loved him for it. But, as seen on http://www.takingonissues.com/, some are skeptical about it. They say it's confusing and costs taxpayers money. Regardless of what you think, it's a policy that he'll be remembered by forever. And, Hillary Clinton looks to continue with Obamacare if she wins the election. So, his legacy will live on through future presidents. Another key talking point about his presidency was education. Obama signed legislation that helped reform higher education in America. He stopped student loans from being controlled by corporate fat cats. Instead, he made them affordable and even implemented a system to make it easier to pay them back. Non-wealthy students were no longer unable to afford a college education. It made for a fairer playing field and gave the less fortunate a chance to succeed. The threat of terrorism has remained constant throughout Obama's reign. Currently, ISIS is the biggest worry regarding world terror. As per an article on http://time.com/, he said some acts of terror will never be stopped. But, he also mentioned how they've dealt with the main threat of terrorism. They've stopped terrorists from having the means to carry out massive attacks like 9/11. And, it must be remembered that Obama was the president when Bin Laden was captured and killed. On the larger scaled, it can be argued that he dealt with the war on terror well. There haven't been any huge attacks like 9/11 during his reign. So, what will Obama's legacy be? He'll leave The White House having created life changing policies for many Americans. It should also be noted how he cut unemployment rates dramatically too. There will be groups that think he failed, but that's natural. In my opinion, he's done a good job, and the country is in a better shape now than in 2008. - June 06, 2016 No comments: Do Workers Now Have Too Many Rights? Nobody wants to see a return to the days to nineteenth-century factory work. The working day was long and monotonous. And the work itself was downright dangerous. But the question has been raised as to whether workers today have too many rights. Is that true? Employment law has changed a lot since the early days. In the middle of the nineteenth century, workers weren't able to bargain for better pay. They either took what they got, or they found something else. But once workers started to band together all that began to change. Workers suddenly got the right to unionise, thanks to political changes. And this increased unionisation had a number of profound effects in the twentieth century. The most important effect was that workers' pay started going up. In unionised industries, pay tended to be a lot higher than in non-unionised industries. In turn, that made the industries themselves more attractive to workers and many workers found jobs. But the other effect was that it made employing people less attractive to industry bosses. They didn't want to have to pay all the extra compensation. And so they looked for ways to automate labour. Of course, early on, the incentives to do that were small. Yes, workers were paid slightly more, but it still paid the owners of businesses to employ them. But since the end of the second world war, workers' rights have continued to advance. In developed countries, much of the legislation has revolved around discrimination. First discrimination based on gender was eliminated in the 1960s. Then, after that, discrimination based on race, thanks to the civil rights movement. Then, following on from that, a whole raft of anti-discriminations measures. Businesses could no longer discriminate on grounds of sexual orientation, religion or age. By the 2000s, the legislative reforms were complete. And practically everybody celebrated them, even businesses themselves. But, of course, these reforms came with significant costs. One of the biggest costs was the fact that businesses were now far more exposed to legal proceedings. Once the legislation came in, businesses could face employment tribunals on grounds of discrimination. Businesses started looking for employment tribunal representation. They needed some form of legal protection against the increasing frequency of tribunals. And they needed to be far more careful in the way that they recruited and treated staff. Many saw this as a victory for the worker. After all, who wants to see discrimination in the workplace? Nobody. But of course, it might now be working against the interest of workers themselves. Let's take a minute to think about this. One of the biggest problems that workers now face is that they are a lot more expensive to employ. Companies must take out insurance to cover the costs of litigation. And they must be vigilant against future legal claims. Remember, it's not just the direct costs of employment that companies have to worry about. It's the risk that they might get sued. And each time they take on somebody new, they have to factor in this risk. If the risks go up, then from their perspective, so too do the costs of employment. And if those go up, then they're less likely to want to employ somebody new. But it's not just in matters of discrimination where workers' rights have expanded. Worker's rights have also expanded in other areas. Workers are entitled to workplace pensions, parental leave and minimum wages. And all these things sound great on paper. In fact, anybody with a shred of decency would want these policies to remain in tact. But of course, these policies don't come for free. Somebody has to pay for them. And that person is usually the workers themselves. Why? Well, the problem is that all of these policies have the effect of making labour a lot less attractive. If employees are able to sue their bosses every five minutes, then their bosses aren't going to want to take them on. In individual cases, we wouldn't expect this to have much of an effect. But when we're talking about the whole economy, the effect on workers is large. The main issue seems to be that a lot of these employment policies were a great idea when they were introduced. In the past, employers had little choice but to employ real people. Not much production, especially in services, could be automated. And so employers had to just accept that labour was expensive. Ultimately, they passed these higher costs onto consumers. Now, though, the situation is changed. It's no longer the case that human labour is sacred. There is the real possibility that robots will replace people over the next three decades. And that process will occur far more quickly, the more expensive is labour. So what's the solution? We can't go back to the nineteenth century working conditions. We've moved on since then, not to mention the fact that going back would be political suicide. And we can't carry on as we are now, mainly because of the threat of automation. The solution might be found within businesses themselves. Businesses work best when they have a vibrant and diverse workforce. But to achieve this, they need to have excellent human resources credentials. For employees to succeed, they need to find businesses that have a great culture. The culture needs to be one of constantly moving people forward and increasing their skills. The best defence that many people can have against automation is to increase their value to the companies they work for. Yes, employment law makes employing people less attractive. But workers themselves can do a lot to counteract this. They can work hard to make themselves more attractive. Having great skills and doing a great job is one way to secure this. Of course, there will always be times when employers have acted unjustly towards their staff. And in these situations, tribunals are justified. But it's the wider, systemic effects that should worry us if we want to keep people in work.

…and when you take things nice and easy , going slow and steady in the race of life, you will cover that distance; you will reach your goals, you will get the work done because opposites attract, they tell you in Physics class; because only when the rich liaise with the poor, and the wretched collaborate with the mighty, coming together in blissful union like Yin and Yang, only then can we have a great world, a beautiful planet. …because Sodium and Chlorine share an electrovalent bond to give Sodium Chloride, Chemistry says; because only when the rich give to the poor, true benevolence with no hint of malice and the strong support the weak, without hiding daggers behind a smile, only then can we all stand together, the salt of the earth, giving everything we touch the sweet, lasting flavour of prosperity. …because Hydrogen and Oxygen share a covalent bond to form water, everybody knows that; because only when you and I equal in strength and in dreams, stand tall and bold, shoulder to shoulder and eye to eye, sharing ideas and innovations and hopes for a great future, then we get stronger, forging a bond that courses through the veins of time like water never ending; a bond stronger than diamond and thicker than water itself, a bond of blood, bond of family. …and we all sat through Math classes balancing endless equations but that is how the world should work, solving our problems simultaneously, never leaving one untended for the other. Crossing out our variables, the problems that mask our solutions, never giving up when the equation gets tricky and we bump into a dead end because X is infinity, a never ending obstacle in our paths. Going back to the question, the drawing board, searching carefully for errors; that minus instead of a plus, that one vital person you cut off on a whim, keeping our prizes in sight at all times until we get them all right, one correct answer at a time. …because my Physics teacher taught me electric power is work done divided by the time taken; because only when you work, honest back bending labour, climbing, leaping, crawling step-by-step, never looking back, never looking down and working for a long time, maybe days, months, years or at least 10,000 hours until you can boldly claim expertise and knowledge, only then do you obtain true power – the power to influence, the power to motivate, to give electricity from your mere presence, to charge up other people, to have someone say to you, "Because of you, I didn't give up . because we are all individual planets in orbit, rotating and revolving as we pursue our goals and dreams but we all need that force – that centripetal force that draws us back to the circle, to our core, to our roots. When we lose focus and almost let go, a noose hanging before our eyes, a sharp knife clutched in our hands, a poisoned needle inches from our skin; when we go off on a tangent, straying from our circular path, the centrifugal force of the world and universe bearing heavy and drawing us away, we need friends, we need family, the people that keep us grounded; the ones that keep us in orbit, the ones that keep us going.

If your experience of going to work in the morning feels like the movie Groundhog Day, you and your agency are probably suffering the effects of being caught in a vicious cycle. Vicious cycles are most often caused by employing a "harvesting" strategy to your business, where the agency seeks to wring all the revenues it can from current clients by delivering the normally-expected services instead of investing the time and effort in developing a business model that will help the agency earn revenues in the future. Rather than investing in training, new capabilities, and innovative approaches to serving clients, management decides to instead focus primarily on delivering already-existing services as efficiently as possible. This becomes a vicious cycle because the lack of foresight eventually leads to worse clients served by worse employees, which translates to lower revenues, lower profits, loss of business, and eventually loss of a company. A virtuous cycle is exactly the opposite, where one forward-thinking action builds upon the other and your firm becomes steadily better and more future-proof. A virtuous cycle is created when agency management decides to invest in new products and services and train and empower its people, which increase competence, which produces superior service delivery, which leads to high client satisfaction, which produces higher revenues and profit margins. Another way to think about this is to plot where your agency is on the chart below, inspired by the work of Clayton Christensen in The innovator's Dilemma. The vast majority of agencies are focused on delivering "overdeveloped services" – services that are widely available, offered by many providers. By definition, if you're offering the same type of services that thousands of other agencies do, all across the world, you'll be living in the world of low margins and intense price competition. On the other hand, if you focus on "underdeveloped services" – services that address underserved markets and unsatisfied client needs – you'll be positioning your firm for success in years to come. You'll also have fewer competitors and higher margins, because you'll be offering scare services. And what is scarce is valuable. Staying to the left of this spectrum will keep your agency trapped in a vicious cycle. The only way out is to consciously move your firm to the right of the spectrum. The natural tendency is to count on "sustaining innovation" to get you there, but it's more likely you'll succeed with "disruptive innovation." Sustaining innovation is about getting better and better at what you already do. That's important. Our industry is notorious for underinvesting in training and professional development. But its disruptive innovation that will help make your firm relevant into the future. Disruptive innovation (again the work of the very talented Clayton Christensen) isn't necessary about inventing entirely new technologies; it's mostly about innovative iterations of existing technologies that improve a product or service in ways that the market does not expect. Uber, the wildly popular mobile app for business travelers, is an outstanding example of distruptive innovation. Uber took things that already existed and repacked them in a way that creates exceptional new value for travelers. Instead of calling and waiting for a taxi, you can instead open the Uber app on your mobile phone and request a limo for very close to the same price. Uber has contracted with thousands of independent limo drivers who, at many times during the day, find themselves looking for their next fare. Using existing GPS technology, Uber finds an available limo closest to where you are and tells you that a black car will be there to pick you up in, say, 8 minutes. It shows you the name and picture of your driver, and allows you to see exactly where your driver is on the map. Because Uber users register in advance with the service, the driver also sees your name and picture so he knows exactly who to look for at the pick-up location. No money ever changes hands, because the fare is charged automatically to your credit card. Brilliant. Agencies, what could be your version of Uber? That's the kind of thinking that will put and keep your firm in a highly invigorating and highly profitable virtuous cycle.

In the growing field of digital system design, there is a great need for design tools that will assist the engineer in developing large scale systems. AHPL, A Hardware Programming Language, is a hardware description language which allows a digital system to be described, evaluated, and analyzed. But like many design tools, AHPL cannot satisfy the multitude of design tool applications. In order to enhance the power of AHPL as a design tool, an EDIF translator is developed. The EDIF translator generates an EDIF netlist of an AHPL design, thus making it possible to port AHPL designs to other design tools.

Community Business Partners News Events Community Business Partners Obituary: Mia Brooke Stevenson Norwalk Times | Apr 15, 2019 Mia Brooke Stevenson, age 27, of Norwalk, passed away on April 13, 2019. A Celebration of Life Service will be at 7 p.m. Friday, April 19th at O'Leary Funeral & Cremation Services in Norwalk. There will be a visitation for family and friends beginning at 5 p.m. and again following the services. To give the family an on-line condolence and/or flowers please select the "send tributes/flowers" tab on this screen or call O'Leary's direct by dialing (515) 981-0700. Memorials made payable to Maralee Stevenson, to be used to care for Mia's boys Shiloh and Lennox, will be accepted and can either be left at the funeral home or mailed to O'Leary Funeral Services c/o Maralee Steveson, P.O. Box 171, Norwalk, IA 50211. Mia's Life Story Mia Brooke Stevenson, the oldest daughter born to Michael Keith Stevenson and Maralee (Olson) Stevenson was born on September 8, 1991 in Scottsdale, Arizona. In 1996 Mia's parents welcomed another daughter, Mika Nicole in July. Soon thereafter the family returned to Des Moines where the family settled in Greenfield Plaza, and Mia attended Studebaker Elementary School. Mia's family moved to Norwalk in 2005 where she attended Norwalk Jr and Sr High School graduating a year early with the Class of 2009. In school she was involved with volleyball, basketball, and hanging out with friends. During these past few years Mia lived a couple of different places around Iowa but would always return home to Norwalk. Mia was blessed with a baby boy, Shiloh Elias Stevenson on Wednesday, August 3, 2016. Together Mia and Shiloh lived in Norwalk alongside Mia's mother "Gigi", her grandmother, "Minga", sister "Titi". On Sunday, January 20, 2019 Mia welcomed into this world, Lennox Michael Stevenson. Mia's life revolved around her family, especially her two boys whom she loved very much. After high school Mia struggled with an addiction to drugs. She went through sobriety several different times these past few years, most recently completing nearly 18 months. Even though her addiction untimely cut her life short Mia was a loving and beautiful mother, daughter, granddaughter, sister, niece and cousin. She had an amazing soul, loved God, and struggled to keep herself clean. On Saturday afternoon, April 13, 2019 Mia was taken from this life early at the age of 27 years, 7 months, and 5 days. She was preceded in death by her father, Michael Keith Stevenson on August 21, 2017; a paternal grandfather, Gary Stevenson; a maternal grandfather, Marion Olson; her best friend, Cassie Lynch; and her Mastiff dog Calypso. Those left to cherish her memory include her two boys, Shiloh and Lennox; her mother and significant other, Maralee Stevenson and Matt Ouverson; two grandmothers, Marilyn Schoon & Barbara (Dennis) Hawkins; two sisters Mika Stevenson (George Baires) and Hannah Stevenson; and a brother Tristan; her step-mother Carrie Simmons; her aunts and uncles, Marla (Pat) Smith, Lex (Katie) Olson, Kim (Brian) Tackett, Kris Eghbal, and Amy Bonnett; Matt's parents, Gregg (Kim) Ouverson & Cheryl Ouverson and Matt's sister Marissa Ouverson; and a host of relatives and good friends. Original source can be found here. Want to get notified whenever we write about O'Leary Funeral & Cremation Services ? Next time we write about O'Leary Funeral & Cremation Services, we'll email you a link to the story. You may edit your settings or unsubscribe at any time. Organizations in this Story O'Leary Funeral & Cremation Services From Iowa Business Daily Schools in the U.S. with the most wrestlers NORWALK ST. JOHN THE APOSTLE PARISH: California bishops follow up on 'Laudato Si" to address changing climate NORWALK EASTER PUBLIC LIBRARY: What's Up in the Sky now to be held July 16 NORWALK ST. JOHN THE APOSTLE PARISH: Opening the Word: Finding the joy of the 72 disciples NORWALK AREA CHAMBER OF COMMERCE: NACC Board Meeting to be held August 8 LEGACY GOLF CLUB: Online Reservations JV Baseball: Norwalk High School at North Polk 5:15 PM @ Norwalk High School Varsity Baseball: Norwalk High School at North Polk JV Baseball: Norwalk High School vs. Urbandale Varsity Baseball: Norwalk High School vs. Urbandale Program Meeting 12:00 PM @ Churchville Chamber of Commerce Thank you for signing up for Norwalk Times Alerts! Please select the organization you wish to subscribe to. We will email you whenever we publish an article about this organization. You may update or cancel your subscription at any time. Copyright © 2019 Norwalk Times About Contact Privacy Policy Terms of Service A product of

Matt Catches Up For Real: DC Comics From 1/25 Tagged as: Alex Sollazzo, Batgirl, Batwoman, Ben Oliver, Bill Sienkiewicz, Chris Wildgoose, Christopher Priest, Dale Eaglesham, Dan Abnett, Dan Didio, Deathstroke, Denys Cowan, Detective Comics, Greg Rucka, Hal Jordan & The Green Lantern Corps, Hope Larson, James Tynion IV, Jody Houser, Kamandi Challenge, Keith Giffen, Kevin Grievoux, Liam Sharp, Marguerite Bennett, Matt, Mirka Andolfo, Robert Venditti, Ryan Benjamin, Steve Orlando, V Ken Marion, Wonder Woman I've been looking at the DC Rebirth books monolithically, determined to catch up on entire runs before writing. It has been a slow, tedious process. At times, reading 12+ issues of a book has felt… Matt Terl Wait, What? Ep. 213: Rick Jones Loses The Lead Tagged as: Batgirl, Batman Annual, Battlestar Galactica, Betty Boop, Captain America: Steve Rogers, Fuka Mizutani, Garth Ennis, Gerardo Zaffino, Gisele Lagace, Greg Pak, Greg Rucka, Hope Larson, Jesus Saiz, Karnak, Love at Fourteen, New Talent Showcase, Nick Spencer, Rafael Albuquerque, Red Team: Double Tap and Center Mass, Rick Jones, Roger Langridge, Roland Boschi, Snapper Carr, Tom King, Warren Ellis, Wonder Woman http://theworkingdraft.com/media/WaitWhat213.mp3 0:00-16:39: Greetings! Now longer are we dawdling walruses of last week, unsure of where and how to start. No, this week we are back to being lithe jungle cats, quick to leap on… Graeme vs. DC Rebirth: Month 2 Tagged as: Batgirl, Batgirl & The Birds of Prey, DC, DC Rebirth, Hal Jordan & The Green Lantern Corps, Justice League, New Super-Man, Nightwing, Rebirth, Red Hood & The Outlaws, The Hellblazer, Titans You might remember, back in June, that I did bi-weekly posts about the first month of DC's Rebirth, with the intent that I'd keep that up while the new launches continued. And then, well, I… Wait, What? Ep. 205: The Basement Tapes Tagged as: Batgirl, Brian Azzarello, Cave Carson Has a Cybernetic Eye, Craftsman Bolt-On Systems Saves The Justice League, Dastardly and Muttley, Drawn and Quarterly, Eisners, Garth Ennis, Graeme, Hope Larson, Jeff, Kong Skull Island, Peter Tomasi, Podcast, Rachel Talalay, Rafael Albuquerque, Riverdale, Robert Hack, Roberto Aguirre-Sacasa, SDCC 2016, Super Powers, Superman, The Chilling Adventures of Sabrina, The Killing Joke animated adaptation, Tom Scioli, trailers, Vertigo, Wait What?, Wonder Woman http://theworkingdraft.com/media/podcasts/WaitWhat205.mp3 0:00-18:26: Greetings from Portland! More specifically, greetings from a basement in Portland! And to run it into the ground, greetings from a basement in Portland where Jeff and Graeme both are at the same… Comic Books Like Donuts: Matt on Annuals Tagged as: Annuals, Batgirl, Deathstroke, Gotham Academy, Gotham By Midnight, Lobo, Matt, reviews, The Flash Hey, this post is late because I am bad at adulting. As a result, it pushed down some terrific reviews from Jeff that are actually thoughtful and smart and stuff. You should be sure to… Wait, What? Ep. 179: Me and DC You (and Dog Named Boo) Tagged as: Ann Nocenti, Annie Wu, Batgirl, Ben Caldwell, Black Canary, Brenden Fletcher, Duane Swierczynski, Evangeline Lilly shit-talking, Felipe Smith, Garth Ennis, Gene Yang, Ghost Racers, Graeme, Jason Aaron, Jason LaTour, Jeff, John McCrea, John Porcellino, John Romita Jr., Juan Gedeon, King Cat Comics, Mark Russell, Mike Del Mundo, Patrick Gleason, Podcast, Prez, Robbi Rodriguez, Robin Son of Batman, Secret Wars, Section Eight, Spider-Gwen, Superman, Tom Scioli, Transformers vs. G.I. Joe, Wait What?, Weirdworld 00:00-19:04: Greetings from Graeme and Jeff! Graeme is in the basement avoiding the heat, Jeff is in the living room avoiding everything but the heat, Together, they are here to talk to you about comics! But first, here's some chitchat about travel: come here about Graeme's recent trip to Vancouver; Jeff's less-than-recent trip to Buenos Aires; and an even-longer-ago trip by Graeme to the Venice Biennale….it's like a special mini-podcast that is all about the untoppable form of stress that is travel-related stress, and the perhaps-untoppable form of kindness that is travel-related kindness. 19:04-23:12: This podcast was recorded during the week that Diamond's comic shipment came in a day late, so Jeff has a lot of comics to talk about today that are only *kind of* recent? Whereas, Graeme being Graeme, he hasn't been to the comic store but has been getting all the new DC You books sent right to his door, as well as reading a lot of old Showcases and trades of some New 52 titles he never got around to reading. So we start off with, of all things, Ann Nocenti's run on Catwoman. This gives Jeff the clever idea of having DC reunite Nocenti and Romita Jr. on a title, but Graeme is enjoying too much the work JR Jr. is doing on Superman with Gene Yang to really be into that. 23:12-25:42: In fact, overall, Graeme has been very pleased with this month of DC: "There's been some books that don't work, definitely, and there've been some books that just leave me cold, but overall the line is way healthier than it's been in years…and in ways that are surprising." In terms of the visual variety on display, DC is catching up to what Marvel's been doing…and maybe pushing it further? Jeff's not too sure about that so we bandy about some of the styles we've seen on books that we think are outside the standard superhero spectrum, mentioning books like Gotham Academy, Batgirl, Squirrel Girl, Spider-Gwen, Bizarro, Bat-Mite, and more. 25:42-38:44: Graeme asks Jeff what exactly is he reading from Marvel these days, which turns into a very small discussion about the last issue of Spider-Gwen by Jason LaTour and Robbie Rodriguez, presented as the "last issue" despite having a very incomplete ending. We also talk about the announced relaunch of Spider-Gwen, the very odd announcements about for All-New, All-Different Marvel, and the upcoming Marvel Primer. And as long as we're throwing the term around, the very odd similarities between Spider-Gwen #5 and Black Canary #1 by Brenden Fletcher and Annie Wu. Even more very odd? Jeff insisting after many, many recorded hours of evidence to the contrary that he is not a nitpicker. Nice try, Jeff. 38:44-51:51: We discuss the first issue of Prez by Mark Russell and Ben Caldwell. Jeff and Graeme both like it, but Jeff finds some parts of the first issue very problematic. As a comparison/contrast, Graeme has read the first issue of Constantine: The Hellblazer #1 by Ming Doyle, James Tynion IV, and Riley Rossmo. It's intriguing for Graeme, especially in the way it doesn't quite work (ditto for Dr. Fate #1) but in a way he can't figure out why? Even more intriguing to Graeme is Doomed #1 by Scott Lobdell and Javier Fernandez which Graeme thinks is actually "a pretty fucking good Spider-Man comic." [??!!] 51:51-58:30: Both Graeme and Jeff have read All-Star Section Eight #1 by Garth Ennis and Jonathan (!!) McCrea, which is (to use the episode's special phrase) very odd. There's some hilarious metafictional hijinks we're trying to wrap our brains around that seem very intentional but there's also something a bit awkward about the book. "It reads like somebody's first comic book," to paraphrase Graeme, who has a great take on the hijinks despite accurately pointing out that some of the humor seems very, very…lazy? Quite the headscratcher. 58:30-1:06:09: Also, a headscratcher: Robin, Son of Batman #1 written and drawn by Patrick Gleason. Graeme thinks it was "fine if scattered, and didn't present a good enough reason for the book to exist." Jeff, who has *adored* Gleason's work on Batman & Robin, is forced to agree and also bemoans how there's maybe a bit too much of Gleason the writer indulging Gleason the artist. Graeme suggests the book reads like Hellboy Lite which is a pretty solid take on Gleason's artistic interests and the overall tone. But arguably the book could be more focused than the final year of Batman and Robin by Gleason and writer Peter Tomasi, which gives Graeme an in to fret about some of the current work Tomasi is doing for Superman/Wonder Woman that doesn't seem to be to his usual standard. 1:06:09-1:13:39: Jeff feels like he did not really answer Graeme's question from forty minutes earlier, but doesn't get much farther than mentioning Unbeatable Squirrel Girl by Ryan North and Erica Henderson before we are wringing our hands about the book's likely demise. Sales figures are discussed, alternate covers are pondered. Jeff also read and enjoyed the first issue of Weirdworld #1 by Jason Aaron and Mike Del Mundo; and Ghost Racers #1 by Felipe Smith and Juan Gedeon, which Jeff didn't love but also suspects Smith is playing a metacommentary long game that may be worth the time. 1:13:39-1:16:56: It's not a Marvel book, but Jeff has also read The Fiction #1 by Curt Pire and David Rubin and dug it, in part because it hit his Stephen King sweet spot: if you can imagine It meets The Unwritten, then you've got an idea of what this first issue has lined up for you. Jeff also thought it was a very solid first issue in terms of putting everything on the table, keeping it interesting, and then changing things up for the final page. 1:16:56-1:37:42: Confession time! Both Jeff and Graeme have falled behind on the pop spectacle that is Transformers vs. G.I. Joe by Tom Scioli and John Barber, but Jeff sat down with issues #5, 6, and 7 and came out feeling very strongly that issue #7 is one that Graeme would really, really dig. SPOILERS for the issue as Jeff clumsily tries to make his case and SPOILERS for Jean-Paul Sartre's writing style. Also discussed: Annihilator, forgetting about a series and then chain-reading previous issues; No Mercy by Alex de Campi and Carla Speed McNeil; Zero issues #16 and #17 by Ales Kot, Stathis Tsemberlidis, Robert Sammelin, and others; Graeme's impressions after reading the first issue of Surface; Terry Southern's Magic Christian and Phil Dick's VALIS; the worry of getting too old to track stuff from month-to-month; Afterlife with Archie #8; and more. 1:37:42-1:45:23: Graeme asks after another Archie book, The Black Hood, in part because that title by writer Duane Swierczynski is what Graeme digging through the the old New52 Birds of Prey title and also three of Swierczynski's prose novels which Graeme talked about in this post and which he also goes into more detail about here. By contrast, Jeff tries to tease a strip he thinks Graeme would really dig: Santa Claus, Private Eye by Jeremy Bernstein and Michael Dorman, currently exclusively available on Thrillbent. 1:45:23-1:55:13: Also a book Jeff read and enjoyed: King Cat Comics #75 which is an issue-long tribute to John Porcellino's cat. It is a truly touching and heartbreaking read, even by typical King Cat standards. Also mentioned: the Pixar movie Inside Out, Jeff's recent post about movies [link?], Jeff's Hulk, Jurassic World, and more. 1:55:13-end: Closing comments! We tease what's coming up next week when we record (a lot of bitching and news). We do talk a bit about both with Evangeline Lilly's shit-talking of recent Ant Man comics, as well as our befuddled acknowledgment of our the one year anniversary of our relaunch. The Tote Bag Integration! Places to look for us at—Stitcher! Itunes! Twitter together and separately: Graeme and Jeff! Tumblr! And, of course, on Patreon where, as of this count, 105 patrons make this whole thing possible! We will see you in seven (or even sooner, if you come back for our individual posts)! And look to the first comment in this post if you just want a straight link for you to copy and paste into the player of your choice. Spa fon! It All Comes Together: Graeme on Week 1 of Convergence Tagged as: Batgirl, Batman and Robin, Convergence, DC, DC Entertainment, Justice League, Nightwing and Oracle, Superman, The Atom, The Question, The Titans Here's the good news about the first week of DC's Convergence: it's nowhere near as terrible as the #0 issue. Here's the bad news: For an event that's so squarely aimed at continuity junkies, its… Hearts Like Slugs: Jeff Gazes at Batgirl #37 Tagged as: Babs Tarr, Batgirl, Brenden Fletcher, Cameron Stewart, Jeff, Jeff is small and petty, reviews, The Chameleon [I'm going to be talking about Batgirl #37 from soup to nuts (no pun intended), so please don't read if you are worried about being spoiled.] I can be a small and petty person. After… Wait, What? Ep. 165: Very, Merry Tagged as: 2000 A.D., Afterlife with Archie, Al Ewing, Alan Moore, Ales Kot, Amelia Cole, Batgirl, Batman, Batman: The Jiro Kuwata Batmanga, BEST OF, Brian K. Vaughan, Charles Soule, Copra, DC, do not trust best of lists, Dynamite, Evan "Doc" Shaner, Farel Dalrymple, Fiona Staples, Flash Gordon, Frank Miller, G. Willow Wilson, Gotham Academy, Graeme, Grant Morrison, Jamie McKelvie, Jeff, Jeff Parker, Jiro Kuwata, John Barber, John Porcellino, Judge Dredd, Kieron Gillen, Lumberjanes, Marvel Unlimited, Michael DeForge, Michel Fiffe, Ms. Marvel, Multiversity, Nijigahara Holograph, Nobrow #9, Podcast, reviews, Saga, Scott Snyder, Sexcastle, Southern Bastards, The Hospital Suite, The Wicked and the Divine, The Wrenchies, Tom Scioli, too many tags must stop now, Transformers vs. G.I. Joe, Wait What?, Warren Ellis http://theworkingdraft.com/media/podcasts/WaitWhat165.mp3 It's funny, the unintended consequences thing: the youtube video was supposed to be worked into our podcast conversation as per the request/behest of Mr. Graeme McMillan, but I wasn't able to do that because… Wait, What?, Ep. 161: Ours For Hours Tagged as: "Where Winners Win!", Al Milgrom, Ann Nocenti, Are You Feeling The Feeling That I'm Feeling?, Avengers, Babs Tarr, Batgirl, Bob Haney, Brenden Fletcher, Cameron Stewart, David Lynch, G.I. Joe vs. Transformers, Gavin & Stacey, Graeme, J.M. DeMatteis, Jason Gorder, Jeff, Joe Sinnott, Klarion, Manhattan, New Girl, Podcast, Roger Stern, Secret Wars, Tom Scioli, Trevor McCarthy, Trinity of Sin, TV, Twin Peaks, Wait What?, Yvel Guichet Thanks to Gar Berner for Bringing The Super-Awesome! Damn it, next year we're going to have a contest centered around Graeme's first Prog Rock album, The Moog Goo of Guy Pan or something because it's quite a bummer to have my mug staring out from this post exclusively. Anyway. Once again, I have managed to go an entire night without sleep so let me apologize in advance for the dozens, if not thousands, of errors, typographical and otherwise, sure to pop up in this post. (Also I need to get better at screenshotting Avengers pages.) Things should improve scheduling-wise after this, and I can go back to make dozens, if not thousands, of errors, typographical and otherwise, for other reasons. Ready for some show notes? Some serious no-fooling two and three-quarters of an hour bare-knuckle podcasting? Well, then. I have just the thing for you! 00:00-40:51: Greetings! Cue up your Lonely Man Theme but don't be fooled: even though we start by talking about the Incredible Hulk TV show, it takes a certain amount of time to get around to the comic book. But instead we stick to the TV side of things, with discussion of Tales of the Gold Monkey, B.J. and The Bear, and most especially Twin Peaks (and its return!). I'm going to point you to Graeme's thoughts on the topic, with a touch of Abhay's since we reference them in the convo but they're definitely worth being reading on their own. We also discuss the TV show Manhattan about the building of the atomic bomb, The Making of the Atomic Bomb by Richard Rhodes, and, of course, Gavin & Stacey and the current season of New Girl. And if that wasn't enough non-comics talk for you, we also talk about Jeff's strange relationship with iPhones, old and new. Also also discussed: hatewatching things, artisanal douches, and babies and, uhhhhhh, what else do we usually talk about? Hmm… 40:51-57:09: Comics books! That's right we eventually remember to talk about comic books! In fact, first off we dig deep into Batgirl #35, by Cameron Stewart, Brenden Fletcher and Babs Tarr. Tossed out there in our discussion; Gail Simone, Bob Haney, the phrase "evil 4chan DJ," target audiences, and more. It's a bit of a tussle, this discussion. 57:09-1:09:55: Graeme received copies of Trinity of Sin #1 by J.M. DeMatteis, Yvel Guichet, Jason Gorder and Gabe Eltaeb; Earth 2: World's End #1 and #2 by more people than I'm getting paid to type; and Klarion #1 by Ann Nocenti and Trevor McCarthy; we also tussle a bit on this one, too. Tussle! It's one of the all-time great words. Also great is how Graeme calls me out on my shitty handling of percentages. (Wait, is that great?) 1:09:55-1:24:01: Changing gears a bit, Jeff feels there's been a certain maximalism in comic books lately, a serious commitment to spectacle and too much. And never is that more true than with Transformers Vs. G.I. Joe #3 by Tom Scioli and John Barber. (Please note that we also tussle briefly over the public reaction to Seven Soldiers #1.) This tremendous and overwhelming book pretty much blew our tiny minds. Discussed: Copra, Kirby, Steranko, outsider art, and more. 1:24:01-1:59:18: Avengers Talk!! It's time for Avengers Talk! This time we are discussing issues #227-250 by (mostly) Roger Stern, Al Milgrom, and Joe Sinnott. It's almost impossible to talk about this title and not also talk about Marvel in the early Eighties and the heyday of the Jim Shooter editorial era. A really great run of issues with some tremendous steps forward in its handling of female characters (as embodied by Monica Rambeau, the new Captain Marvel). In fact, it's possible to see the two issue wrap up of Spider-Woman's book (issues #240-241) as a non-fucked-up version of Avengers #200. And of course, since issues #228-229 has to do with the redemption of Hank Pym, we once again revisit the handling of Hank Pym, the issues and meta-issues, the rewriting of history (comic book history and real life history); a brilliant connection Graeme makes about "yes, and" improvisation and the work of Steve Englehart; Spider-Man, Wife Beater; Tony Stark, Super-Lush; Kirby's Eternals and Starlin's Titans; and then… 1:59:18-2:14:01: Something is happening at Jeff's door so he has to run away for a moment, and comes back and terrifies Graeme. And then we're back to talking about Maelstrom, Al Milgrom and Joe Sinnott, and much, much, MUCH more. Oh, and remember how I said I was terrible about screenshots? Look at the stuff I thought was worth showing you guys: Hawkeye namedropping Tom Stoppard! Dr. Doom! Subpar rapper! Al Milgrom: Prophet of Pop Culture to Come! (Shame about the spelling, though…) 2:14:01-2:33:41: So. Remember when we said we could wrap this up in under two hours? Turns out, there's still the overdue discussion of the winners of our "Are You Feeling The Feeling That I'm Feeling" giveaway! This has a lot of us reading entries and just laughing aloud—maybe not our most professionalmoment—but we wouldn't have if the work wasn't so awesome. Because we are laughing all over these amazing entries, you'll probably get a better bang for your buck reading them all below. Thanks for everyone who entered! We are terrified by how much funnier you guys are than us, and yet we're the ones talking on air. The stunning entries by our amazing listeners: Gar Berner: "If You're Not in the World That's Coming, I Don't Wanna Be There (Lila's Song)" Matt Sabonis: "Milk for Midnight (for Oreos in Bed)" Chris Mastrangelo: 1. Can't Comb My Beard Without You Babe 2. Cold Waffles At Midnight 3. It's Raining (In My Heart) 4. Tonight's The Night, Unless It Isn't, In Which Case Tomorrow Night May Be The Night 5. Rapping Intermission 6. Your Chicken And Tomatoes 7. Taxidermist of Love 8. Don't Make Me Wrassle Your Heart 9. Snaky Woman 10. A Sexy Little Lady Called Sex 11. Greensleeves [traditional] 12. This Jazzy Sax Solo's For You Dave Clarke [the lost entry!]: 1. List heavy show notes 2. Love is a savoury waffle 5. Portland (feat. DJ Ernie and MC Gus-Gus) 6. I don't care what people say (I like me some Tony Daniel) 7. Is this thing recording? 8. By the miracle of the internet 9. Download code 10. Sing us out Christopher Beckett: 3. Ghoulash – Little Bits in the Sauce 4. Babe, I'm Your One Man Army Corps 5. Gimme That Kenny G. 6. We Are Human … Like An Animal 7. Pinky Winehardt Goes to Washington 8. Smooooooooooth 9. I Hear You In My Dreams (& it scares me) 10. Push and Pool 11. A Lonely Heart Gathers No Moss 12. Heart U 4Evah Derek Moreland/Nathaniel Quietly/Voodoo Ben: 1. "Erotic Vampire LOVE Heist" 2. "You Wafflin', Baby" 3. "The Cleanse" 4. "FEELINGS!" 7. "Binging (Delillo) (feat. Lisa "Left Eye" Lopez) 8. "U R My Malomar" 9. "MmHmm MmHmm MmHmm / Interesting" 10. "Booty" 11. "The Cleanse (Remix) (feat. Missy Elliot) 12. "Cinema Mortalis" (instrumental) Paul Spence: Baby Has Her Biscuits in The Oven And Her Buns In My Bed She Feels Like A New Man Tonight How Can I Miss You If You Won't Leave Me You Can't Have Your Kate and Edith Too She Got The Ring And I Got The Finger I Keep Forgettin' I Forgot About You The Pint of No Return Please Bypass This Heart The Wait What Waffle Window Wonton Watusi Brendan O'Hare: 1. Hot San Francisco Mornings 2. Am I Leavenworth Your Love? 3. Skip This Track (If You Ain't Makin' Love (Right Now)) 4. Pause Like I Know You 5. R U Glad I Didn't Say Banana? ft. Prince 7. The World Through Rose Color Asses 8. I'll Be the One to Be the One 9. Takes All Kinds 10. One at a Time 11. Take it All One at a Time 12. Your Chicken and Tomatoes Hidden Track: No Stinky Fish Stu West: (Just a) Love-Struck Honky Quiche for One Ever-Approaching Grandpa of Love Paul Kupperberg Blues Bonus track from David Wolkin: "Graeme unintentionally dropped the best entry on the podcast: 'My Individual Issues'" Bonus Show Notes only track from David Wolkin (because my phone lost his text for four days): "Also: 'She Beatboxes, I Drop a Few.' You guys write this shit yourselves!" And, as a bonus bonus, here's Voodoo Ben's transcript of that "Behind The Music" hatchet job they did on me. (They got most of it right, but man the stuff they got wrong still steams my clams): In 1993, Jeff Lester was on top of the world. His soothing R&B rhythms and clever lyrical wordplay were providing a clear and contrasting antidote to the rising grunge movement, and frequent (so would say continuous) airplay of his smash hit single "Your Chicken and Tomatoes" dominated the nation's airways. Anticipation for Lester's debut album was so high, in fact, that he was invited to perform the hit on that year's MTV VMAs. It was a surprise to everyone when, instead of breaking out what would become his signature tune, Lester instead chose to perform the melodic, more soulful "Erotic Vampire LOVE Heist" that evening. The emotional, heartfelt performance was met with only muted applause by a confused audience. It would be the first of several missteps that would eventually torpedo the once promising musician's career. Can You Feel the Feeling That I'm Feeling? released at number 17 on the Billboard Music Charts, with "Your Chicken and Tomatoes" slipping out of the top 100 a month after the album debuted. Supporters praised the album's deft mix of R&B sound with literary, food, and comic book references – but it was too little, too late. The VMA backlash proved more than Lester could bear. He became disenchanted with "the scene", as he referred to the industry, and pushed for "Cinema Mortalis", an instrumental track totally at odds with his R&B sound, to be released as the album's second single. (His producer, Babyface, fought for the much catchier "MmHmm MmHmm MmHmm/Interesting", but was overruled by the artist.) It proved the final nail in Lester's musical career. "Cinema Mortalis" was soundly ignored by the audience, and Lester vowed never to record again – a rising R&B star whose flame burned out too quickly. See? Not a single word about the debacle that was my cameo on Family Matters! Galling. 2:33:41-2:46:03: Graeme gives us a preview of the amazing work you can now see on our Tumblr, leading to an all-too-brief conversation about the genius that is Bob Haney, and some of the weirdness about Marvel's NYCC announcements. 2:46:03-end: "We got so far away from saying goodbye." No, it's not a song from Jeff's album, that's something we actually said. (Wolkin's right, we do write this shit ourselves!) And it's a sign that we really do need to be going. But, let us not forget: Tote bags! Places to look for us at—Stitcher! iTunes! Twitter! Tumblr again! and, of course, on Patreon where, as of this count, 82 patrons make this whole thing possible. (And where our $10 and up patrons just got an exclusive video podcast from the Waffle Window!) Okay, here's the link. No idea if it'll turn into a magical noise-playing thing so I'll also add the link in a comment below all this nonsense so you can get to listening! Thanks, and, as always, we hope you enjoy!

Home / Opinion / Online Views / India's agricultural yield suffers from low productivity India's agricultural yield suffers from low productivity 2 min read . Updated: 09 Sep 2014, 09:30 PM IST T.C.A. Sharad Raghavan India uses the most land to grow rice and wheat. At Chinese levels of productivity, we could nearly double our output For a country that consumes such large quantities of rice and wheat, and leads the world in how much land it devotes to these crops, India produces far lower quantities of these grains than it could. India's yield rates for rice and wheat —tonnes produced per hectare—is drastically lower than even Brics counterparts. If India's yield rates for the two crops were at China's levels, we could almost double our yields or halve the land used for the purpose. Currently, India produces 106.19 million tonnes of rice a year from 44 million hectares of land. That's a yield rate of 2.4 tonnes per hectare, placing India at 27th place out of 47 countries. China and Brazil have yield rates of 4.7 t/ha and 3.6 t/ha, respectively. As the graph shows, if Indian agricultural productivity was at these rates, we could produce 205.52 million tonnes and 160.01 million tonnes of rice, respectively. While there is no data for Russia, OECD-FAO data shows that South Africa has lower rice yield rates than India. However, that's not news to be proud of. Egypt leads the world in rice yields—at Egypt's yield rate, India could almost triple its rice output. As far as wheat is concerned, India has a higher yield rate than for rice, but it still lags a large part of the world. With 93.51 million tonnes of wheat from 29.65 million hectares, India's yield rate of 3.15 tonnes per hectare places it 19th out of 41 countries. Here, we do better than Brazil's yield rate of 2.73 tonnes per hectare, but lag behind South Africa (3.4 t/ha) and China (4.9 t/ha). If India's wheat productivity was at these countries' levels, it would be producing 101.22 million tonnes and 147.53 million tonnes of wheat, respectively. Of course, if we were to produce wheat at the rate at which New Zealand does, the highest in the world, then we could produce 2.5 times what we currently do. The flip side of this coin is that, if India increases its yield rates, it could drastically reduce the amount of land needed to produce the current quantity. For example, if India's yield rate in rice was at Chinese levels, we could halve the amount of land devoted to rice cultivation—freeing up that land for other purposes. For wheat, at Chinese levels of productivity, India's land use would come down by 36% to produce the same quantity we currently do. This is not to say that Indian agricultural productivity in wheat and rice has not improved over the years. Yield rates in wheat have grown at a compounded annual growth rate of 1.8% from 1983 to 2013 and in rice by 1.71% over the same period. These aren't particularly slow growth rates. The improvement in yield rates for rice would place it at number 13 in the world while that in wheat would peg it at 14th rank. But, given the dividends on offer, there is no reason why India's yield rates can't grow even faster. Catch all the Business News, Market News, Breaking News Events and Latest News Updates on Live Mint. Download The Mint News App to get Daily Market Updates. Delhi: Gate No 4 of Rajiv Chowk Metro Station ...

Eve Chancellor Cover design by Alice Aulich Zena could hardly believe that she was on a plane, gazing down over the North Island. Everything she knew about New Zealand came from Luke's photographs and postcards: sparkling lagoons, snow-capped mountains and silver ferns. It was a remarkable sight: jewelled green land, intersected with turquoise lakes and rivers, feeding into the crystalline Pacific Ocean. Auckland was coming into view: she had not expected the city to be so spread out, more like its own miniature island, than a European city. 'Phil,' she said, rousing her husband. 'Look!' 'Oh, yes,' he said, peering over and rubbing her knee. 'There it is too.' 'Do you think we can see their house?' He chuckled, 'How should I know?' Their only son, Luke, had moved to Auckland four years ago. He had been a trainee solicitor in London when he met a lovely Kiwi girl called Michelle, who was in England for work experience. After a year of dating, they had decided to rent a flat together in Finsbury Park. Zena had presumed they would remain in London, or else move out to the countryside, back to Suffolk perhaps. She had been shocked when Luke announced that they were upping sticks and moving to New Zealand: the other side of the world! Phil had not been at all surprised. 'Luke will do what he wants,' he said. Zena was hurt when they decided to get married in secret, near where Michelle's family lived in Christchurch, then spent six months jetting off around South East Asia. Luke had been home to visit them once. He was a good boy. He and Michelle came to stay with them at their house in Suffolk, one Christmas, though Michelle had been in bed, poorly, the entire time. Miraculously, she had recovered enough to fly off to Paris for New Year. 'Is this your first time in New Zealand?' The smiley, blonde flight attendant asked, helping Phil to lift his backpack out of the overhead locker. His back was still a bit dodgy and sitting on a flight for thirty hours certainly did not help. 'We're visiting our son,' Zena said proudly. 'Zena, I've gone a bit stiff,' Phil said. 'You'll be alright, Phil. We're here now.' Luke was there to greet them off the plane. Their beautiful, wonderful, handsome son. 'Mum! Dad!' He gave them both big hugs and offered to take Zena's suitcase. 'Good to see you, son,' Phil said. 'You look well, Dad.' 'As do you, Mr. I've-Got-A-Posh-Life-In-New-Zealand.' Zena gave him one of her looks. Goodness, Phil could be embarrassing. But the children were very good-natured about it. Michelle smiled. 'It's good to see you both.' She was a very stylish young woman. Zena had always said they made a very attractive couple. Michelle had long, dark hair which complemented Luke's fair complexion beautifully. They were wonderfully striking together and both so tall! 'You too, Michelle.' Phil winked. 'How does she stay so lovely?' Zena asked. Luke showed them back to his car, then began to arrange their bags in the boot. 'This is a posh Range Rover!' Phil said. 'When did you get this?' 'Oh, I've had her a while,' Luke answered modestly. 'Luckily, they drive on the left over here.' He shut the boot, then hopped in the driver's seat. Zena had thought he was going to open the door for her, but Phil sat in the front, so she climbed in the back next to Michelle. 'That's a lovely scarf,' Zena commented. 'Thank you. I wasn't sure about it at first. My colleague gave it to me.' 'It brings out your eyes.' Luke asked them all about their flight, so Zena told him about the awfully long layover in Hong Kong and how busy it had been at the airport. Goodness, they had been struggling to find places to put their feet up! 'Now, I wasn't terribly put out, but your dad has his bad back…' Luke wasn't really listening; he was too busy concentrating on getting his posh car out of the carpark. Luke lived in a nice house in Takapuna. Well, of course he would. They'd seen his pictures, though Zena had not expected the scenery to be quite this magical: a shimmering stretch of ocean on the horizon, perfect blue skies over a peaceful and remote suburb, so still and picturesque it seemed like somewhere out of a story book. 'Mum, don't cry,' Luke said, squeezing her hand. 'How much did this set you back, just out of interest?' Phil asked. 'Dad,' Luke said, trying to laugh it off. 'I mean, if you were looking for somewhere like this in England. How would it compare? Is it a lot more?' 'I don't see your point. They don't have property like this in England. I don't know what you're trying to…' 'Don't mind him,' Zena teased, trying desperately to inject a bit of humour into the conversation. 'He's a bit jetlagged – aren't you dear?' 'Would anybody like a cup of tea?' Michelle offered. Luke and Michelle were very hospitable and took their bags inside. They had made up the spare bedroom especially. It was a child's room, really, which made Zena wonder…They had kept the décor very neutral, just in case. He, or she, would have a lovely view out over the water. What an inspiring place to grow up... 'Zena, did you pack my razor in the main bag?' Phil asked. 'I don't know. I can't be responsible for your packing, Phil.' 'I'll have to ask Luke if he has a spare. I quite fancy a shave.' 'You look dreadful,' she said, kissing him. 'Well, I was going to say you look quite well for a woman who's just flown halfway around the world!' Luke had a spare razor. He also had spare towels, toiletries and blankets in case they found themselves getting cold. It was winter in New Zealand, but nothing compared to the winters they got back in England. 'You've gone soft,' Phil told their son. Then he went to bed for a nap, because his back was killing him. Zena was embarrassed to find that she had nodded off on the sofa. She had only been resting her eyes… She had been thinking about her neighbour, an elderly man with dementia. It frightened her that both she and Phil were getting older, and that their only child lived on the other side of the world. 'Mum?' Luke said. 'Gosh, I am sorry.' 'Don't apologise,' Michelle said sweetly. 'Are you alright, Zena? Can I get you anything?' 'What time is it?' 'Just gone half seven,' Luke said, checking his phone. 'We were going to wake you soon anyway. Michelle's cooking linguini, if that's alright?' 'Gosh, well, you shouldn't have waited up.' 'We hadn't. We eat later now anyway. It's nice, because we have these long, light evenings,' Luke said, going over to the window and looking out. He was so very far away from home. 'I'll wake Phil, shall I?' Zena offered. 'Mum, you're not under any pressure here. You're on holiday.' 'That's right.' Michelle smiled. Luke sat down next to his wife. They were both into their thirties now. When are they going to start giving me grandchildren? Michelle cooked them a delicious meal. She had done herself proud. 'Michelle, this is delicious,' Zena complimented. Seafood linguini with just the perfect hint of garlic in the sauce. 'Do you get good, locally sourced seafood here?' 'Yes, well, I try to get it all from the market,' Michelle said, tucking her dark hair behind her ears. Zena noticed that she was not drinking, despite the fact that Luke had opened a very special bottle of New Zealand Sauvignon Blanc. 'Goes marvellously with fish. Dad?' 'Go on.' 'Mum?' 'Well, I'll have a splash more. But only if you're offering.' Luke topped up their glasses. 'Do you not drink, Michelle?' Zena only inquired; she did not mean to pry. 'Michelle's on a bit of a health kick, aren't you, darling?' Luke answered for her. 'It's until she does this race in October. She's given up alcohol, caffeine and chocolate!' 'Chocolate is the hardest,' Michelle joked. 'Tell, me, Luke,' Phil said, finishing another swig of the Sauvignon. 'How are you enjoying teaching?' 'It's not teaching,' Luke said. Phil waved his hand. 'Well, it's similar to teaching.' 'No, it's not really like teaching at all. Lecturing is quite different.' 'This is still law?' Zena wanted to confirm. 'Yes, that would be my specialism.' If they were being perfectly honest, Zena and Phil were not entirely sure what it was that their son did. He had left a very promising (and highly paid) career as a solicitor in London, now it seemed that he was mostly lecturing. He mentioned something about a book that he may or may not have been writing. It was so hard to keep up nowadays. Perhaps Zena and her husband were too old-fashioned. 'The point is,' Phil said, 'are you enjoying it?' Luke didn't answer. 'Yes, you are,' Michelle prompted, attempting to fill the silence. 'Bloody tedious, that's what it is.' 'You said you enjoy having more time.' Luke finished his glass of wine. Zena brought up the topic again with her husband, when they both went to bed. It was nearly ten o'clock and they were jetlagged. The youngsters were watching television downstairs. 'What did you think about Luke's comment?' Zena said, when Phil came back from the bathroom. She was tucked in, with the blanket pulled up to her chin. 'You'll never guess where I found my razor!' 'Where?' 'It was in my shaving kit! You packed it, didn't you? You hid it away in one of the side-pockets, so I wouldn't find it. It was there when I was looking for my pyjamas.' 'I'm not responsible for your things, Phil.' 'Why couldn't you just tell me you'd brought it?' He climbed into bed next to her. 'Oh well. Now it means I have two razors, I suppose…Very comfortable bed,' Phil said. 'Much more comfortable than the one we have back home.' 'I don't know what he thinks we're going to do with all these pillows.' Phil coughed. 'You know, I think it might be that that's doing in my back. The mattress.' Zena stared at the shadow of the wardrobe on the ceiling. 'Do you think he's happy?' Phil yawned, 'I can't see any reason why he shouldn't be.' 'No, about his job.' 'I wouldn't worry about that,' Phil said. 'Luke's a grown man, he can do what he wants.' She switched off the bedside lamp and Phil fell asleep promptly. Zena lay awake, feeling strange and disorientated, being on the other side of the world. Zena had no idea what time it was when she woke, though she must have overslept because Phil was gone. She opened the curtains halfway and began to sort through the main suitcase for something to wear. For goodness' sake: no matter how long she spent packing, Phil always managed to make a mess of things! He had taken clothes out, then put them back without folding them. Now all of her best blouses were creased. Zena looked in the wardrobe for somewhere to hang her clothes. Luke and Michelle had not left them much space, which was careless. It was full of coats, ski-wear, suits – Michelle seemed to have millions of dresses and scarves. She pushed some of Luke's shirts aside, to make way for her own. A shoe box, decorated with blue bunny wrapping paper, caught her eye. Zena knelt down to take a peek inside; as she did so, she felt her heart begin to glow. It was a stash of baby clothes, all in snow-white. She took out a pair of snow-white baby booties. A little snow-white rabbit, with a silver ribbon around his neck and floppy white ears. A snow-white one-piece baby suit, with a teddy-bear hood. She was going to be a grandmother! Luke and Michelle had certainly kept that news very quiet. Luke did have a habit of hiding things from her, which she did not like. She found it rather selfish. However, he and Michelle were trying which was the important thing. Zena had been worried, for a while, that her son was not interested in having children at all. A little kiwi grandchild. Ready and dressed, Zena was surprised to find the house so quiet. Self-conscious about the creases in her blouse, she ventured downstairs to discover that it was lunchtime and everyone was out. She felt a little hurt that they had gone out and left her, and angry at Phil for not waking her. Never mind, she told herself and made a cup of tea. 'Hi, Mum,' Luke said, when they came back. 'You had a nice long sleep.' Luke, Phil and Michelle were dressed in jeans and jackets, with boots. Michelle looked glowing in that lovely bright scarf. 'We've just been for a nice walk,' Michelle explained, 'down by the beach.' 'Gorgeous views,' Phil added. 'Yes, this is a fantastic location,' Luke boasted. 'Zena, can I get you anything?' Michelle asked. They decided to have lunch at home, so Luke put together some bread and cheese. He talked about what they had seen on their walk. It was a real luxury living so close to the beach, and especially brilliant in the summer, when it was warm enough to go for a dip. They had a much healthier lifestyle here than they'd ever had in London: walking, swimming and even sailing, which was a new hobby Luke had taken up. In fact, Luke announced, gushing, he had something very special to show them… After lunch, Zena helped Michelle to clear away, while the boys went out to the garden, to have a look at the surprise. If it was a boat, then Zena was not interested. If Luke wanted to fritter away his savings on such luxuries, then so be it. She could not stop him. But if he was going to be a father, then he would need to make sacrifices, such as time. Time is very precious, she thought, diving her hands into the washing up bowl. 'Really, Zena, you don't have to,' Michelle insisted. 'You've been very hospitable.' 'Really, I just put it all in the dishwasher.' They were the expensive wine glasses from last night. Zena was adamant that glassware this fine should not go in the dishwasher. 'It is a boat, isn't it?' 'Only a small Topaz. It's only a little two man sailing boat, for beginners mostly,' Michelle explained 'A lot of people in New Zealand have boats. I grew up sailing, you see. It's more for my benefit actually,' she laughed. 'You're a very lovely girl,' Zena said, watching Michelle dry the glasses then stack them back neatly in the cupboard. 'Oh. Thank you.' 'You look very well.' Michelle blushed. 'I must say,' Zena went on, 'Luke is very lucky to have you. I always hoped that he would end up with a lovely girl like you, someone who deserved him.' 'Yes, he's a good man.' 'He'll make a good father.' Michelle went very quiet. She finished what she was doing with the glasses and sat down at the table, with her back to Zena, facing the opposite window. 'I'm delighted for you…' Michelle put her head in her hands. 'But, dear,' her mother-in-law said, crouching down beside her. 'You are pregnant, aren't you? Luke does know, doesn't he?' 'No, I am not pregnant.' 'But I found the rabbit, the child's clothes, the shoes…' 'How could you?' Michelle said, starting to cry. Zena was still trying to clear up when the boys came back. She had made an awful, unforgivable mistake. They caught her in the act, desperately trying to make herself useful in the kitchen, while Michelle sat there, weeping. Zena had never seen her like this before: sick with grief and inconsolable. 'What's going on?' Luke demanded. To his mother's horror, he rushed straight to his wife. Luke pulled a chair up beside Michelle and put an arm around her, rubbing both her hands with his. 'Christ, Michelle, what is it?' She continued to sniff piteously. Phil looked around in alarm. 'Is everything alright?' 'What have you done?' Luke accused, fixing his cold, hard eyes on his mother. 'I – I haven't done anything,' Zena stuttered. 'It was a misunderstanding.' 'What misunderstanding? What have you misunderstood?' Zena did not know what to say. She had always tried so hard as a mother to give Luke everything he ever wanted. How could he throw it all back at her now? Michelle said, 'She thought I was pregnant.' Luke breathed out slowly. 'She went through our baby things.' Luke's chair scraped across the floor. Zena turned to her husband for help. He stood on the other side of the kitchen, looking out of the window, avoiding her, with his hands in his trouser pockets. 'How dare you?' Luke stood up to confront her, with his arms folded. 'Those are our things.' 'Darling, they were just in our wardrobe.' 'This is our house,' Luke raised his voice. 'You are a guest in this house, you do not go through our private things. Do you understand?' 'She didn't mean any harm,' Michelle whispered. 'You've upset my wife.' Zena could feel her hands shaking. It was not like her to get shaky. Luke had never raised his voice at her before and it made her feel small, as if he did not look up to her at all. Instead, he despised her. He despised his own mother. A yelp sounded in Zena's throat. Phil turned away from his son and walked towards her. 'I think you made a mistake, love.' Phil put his arm around her waist to support her. 'Apologise, hmm?' 'Luke, darling, I don't know what to say…' 'Michelle isn't pregnant,' Luke said, sitting down. He knitted his hands together and sighed. 'She was pregnant. She had a miscarriage.' Michelle looked the other way. 'Michelle and I can't have children, Mum. We wouldn't be able to carry a baby without a surrogate.' He squeezed Michelle's hand. Zena could not help feeling hurt. It was hard enough that Luke lived on the other side of the world. 'Why didn't you tell me?' Phil told her to Shh. 'Mum, you have to stop trying to control people. Michelle and I have our own life out here. I thought I'd made that quite clear. If we wanted you to interfere with our private lives, then we'd say so. I suggest you find somewhere else to stay tonight.' He turned to his wife. 'I think we need some space.' That afternoon, Zena and Phil packed their bags. Luke searched online for hotels, even though Michelle insisted that they could still stay in the house. In the end, Phil booked somewhere to reduce the tension and asked Luke to show them the way to the bus stop. When the bus arrived, Luke helped them on with their suitcases. Then he turned around and walked back to the house. Zena began to cry as they got onto the bus. Their only son! They had come all this way and he did not want to spend any time with them. It felt as if her entire life had been wasted. She had been so looking forward to this trip. 'Come on, Zena,' Phil reassured her. 'He'll come around.' 'How could he be so cruel?' 'I don't think he was trying to be hurtful.' Zena did not look convinced. 'You know what Luke's like: he'll do what he wants.' Zena looked out of the window at the pale, sleepy suburb, using a tissue to mop her eyes. 'Are you alright, love?' the bus driver said in a pronounced Kiwi accent. They were the only two passengers on the bus. 'She'll be alright,' Phil said. 'Just been a difficult journey, that's all.' 'Where are you from: London?' 'Outside London,' Phil said. He and the bus driver were a similar age, thereabouts. 'Is this your first time in New Zealand?' 'Yes, it is,' Phil answered. 'Actually, we just arrived here yesterday. It was a very long flight!' 'I bet.' 'Beautiful scenery,' Phil commented. 'You are very fortunate down here.' 'Nah,' the bus driver said, taking a right turn onto the main road. 'It's a retirement country this. Not much for the youngsters to do here, you see? My son lives in Melbourne. Couldn't wait to get out. My daughter's in Christchurch, in the South Island.' 'That's where our daughter-in-law is from,' Phil said. 'We're going there next week.' 'Forget Christchurch. Became a ghost town after the earthquake. They'll still struggling to rebuild it, would you believe?' 'I thought that happened a long time ago?' 'Wounds take time to heal,' the bus driver said. 'Hearts don't mend overnight.' If you liked this story, please share it with others: - Printable Version - iPhone App - Teaching Materials - Mark This Story Read - More Stories By This Author - View Comments My brother's name is David. Our parents called him that because it means "beloved," in case you didn't know. "I got a call this morning. My dad…" And Martin had explained the situation, as best he could. He wanted to see his father one last time. He wanted Joel to see his grandfather. Writing In The Sand by Tom Mann 'There's magic on this island,' said Gran as I stepped off the boat.

The Shrine Teaser Trailer Posted on Wednesday, September 9th, 2009 by Hunter Stephenson When I first saw the poster for The Shrine, a new serious-toned feature about the occult, it quickly earned a mental note. The poster's ominous imagery (as seen bel0w) perfectly tapped the exploration of a foreign-born religio-horror without giving anything away. And though I later discovered that the film is set in a fictional village in Poland, I couldn't shake the notion that it was tapping into a similar fear of ancient practices as expressed in Song of Kali, the popular Calcutta-set horror novel that creeps me out more than a year later.* But I was thrown off by the film's directror, Jon Knautz, best known for helming Jack Brooks: Monster Slayer, a tongue-in-cheek 2007 B-movie co-starring Robert Englund. A new teaser trailer has arrived, and while it isn't a flawless counterpart to the poster on par with the one-two knockout of The House of the Devil, it offers a somewhat less enticing prospect of gym-faithful backpackers a la Hostel and The Ruins (so underrated!) meets a Wicker Man-like freakshow. Some of the more generic-looking shots give me pause—namely ones of leather studded, "traditional" wrist-bands. But unlike the newly in-gear Children of the Corn and dozens of other frightfests, it's not a remake, which is nice. Official plot synopsis: "After a young American backpacker goes missing in Europe, a group of journalists link his disappearance to a remote village in Poland called Alwainia. Upon further investigation, the journalists discover that Alwainia has a history of bizarre cult activity revolving around human sacrifice. Hell bent on discovering the truth, they travel to the small village, but quickly find themselves pursued by a mysterious group set on killing them. Forced into the gruesome reality of true survival horror, the journalist's soon discover that Alwainia hides a much darker secret than they could ever imagine." Surprisingly not shown (and admirably so) in the teaser are the film's apparent creature-feature aspects. If you're into spoilers and/or '80s-looking succubus monsters rocking hoodies in the name of Druidism, check out the photo gallery of the official site. With a few edits, I do think the film could better play up its 2010 event-status release date, at least amongst the horror set. Here's the aforementioned poster. I find the coinciding shot at the end of the trailer to be the most effective and eerie, what about you? * note: At one point, Darren Aronofsky planned to adapt and direct Song of Kali into a feature film, but it seems that is no longer the case. In light of the zeitgeisty success of Slumdog Millionaire, I'm surprised that it hasn't been put into motion by someone else. RoboCop Remake is Actually a Sequel? Darren Aronofsky Still Tipped to Direct. This Week in DVD: The Ruins, Stop-Loss, Batman: Gotham Knight, and More The Ruins Red Band Movie Trailer The Ruins Movie Poster Horror, Movie Trailers, Religious, Thriller, Jack-Brooks-Monster-Slayer, Jon-Knautz, Song of Kali, The Shrine, The-Ruins, Wicker Man

Level of Passion and Joy! has the word "MAN" in it. There is no Romance without a Man in it! their wife will add tons of things to her honey-do list. Men do not like to feel vulnerable. with something better - and so on and so on! so why give the effort? that you will not fall into the above traps! If that is you or your spouse - then pray. Celebrate what you want more of! Men need to feel successful. every little thing your husband does! So we Christians should have the best ideas for Romance. is about love and love songs. to heat up your relationship. This song is full of upbeat, funtastic lyrics. has pictures of Nancy and Ronald Reagan. and try to tell me this is not a couple madly in love! This version is presented to stir romance in you. is probably the one you will want to send to your Sweetie! This song has lyrics that are light and fun. This song creates a wonderfully playful atmosphere. Wow, this song will make most women melt! Click the top of one of the videos that I have posted. and put it in an e-mail to your Sweetie. It will give you selections to choose from. Did you two have a "Song?" Why not start playing it again? to add sizzling flavor to your relationship. or it can be an actual letter or even a poem. "Eternity would not give me enough time to be with you." For ideas - visit a greeting card store! Taking your sweetie's name and make a wonderful compliment with each letter. To Jane - The Love of my Life! Jane - Joyful, artsy, nice, enthusiastic! Trish - Terrific, ravishing, incredible, shy, hot! Deb - Delicious, Enjoyable, Beautiful! Pam - Pretty, Adventuresome, Marvelous! Mike - Masculine, inspiring, knowledgeable, exciting! Dan - Dreamy, alluring, nice-looking! I love you in every language! for several days in a different language. that you are at a disadvantage. Most men feel overwhelmed when it comes to love letters. But the good news is that most women are thrilled by anything you send them. been starving for romance for too long. consider apologizing for not doing this sooner. Then tell your honey that you think that adding romance would be fun. And men - doing it on bended knee is a great idea! when he gets on bended knee. to do for most women. to do for most husbands. will play along and have fun! Take your Honey on a Picnic! There is nothing like sharing an ice cream cone. No cell phone calls - except emergencies! Ronald Reagan sent to his wife Nancy. AGAIN, I point to the Reagan's in order to spotlight mega-romance! talk about the book and get teary-eyed! Ronald gave Nancy a card. on the Pumpkin Pie of Life!" & boy am I a dessert man! We've got a copy - What about you?

A small capital with a huge reputation. Dublin will not disappoint. Located on the River Corrib where it meets the Atlantic on Ireland's west coast, Galway is a bohemian, arty and cultural city. Built on an island between the two arms of the River Lee, Cork is imminently walkable. The Long room in Dublin's Trinity College, the country's most prestigious university. The College is home to the celebrated Book of Kells, an 800-year-old illuminated manuscript of the Christian Gospels in Latin. Once a shipbuilding city, Belfast today has morphed into a hip and happening tourist hub. The English Market, which has been serving Cork since 1788 is home to a proliferation of small producers and artisan craftspeople. While thoughts of travelling in Ireland often elicit images of rolling green hills, mythical scenery and windswept beauty, her cities beckon just as intensely. From the food-lovers haven of hip Cork, to the historic shipbuilding city of Belfast, the lively Dublin, and the lesser-known Galway, Ireland's city are often the best way to get to heart of this incredible country. Writes Tricia Welsh. With a population of some half a million, Dublin is often the first taste of Irish hospitality for many visitors (especially given its proximity as a first-stop gateway to the rest of Europe). More like a large, welcoming town, it straddles the narrow River Liffey with its 24 or so bridges – including the quaintly named cast-iron Ha'penny Bridge, so called because the original builder of the bridge was granted the right to demand a ha'penny toll from those using it for 100 years – that bind the riverbanks together like a closely wound truss. History courses through the Viking city's cobblestoned streets from Dublin Castle, the bastion of English colonial administration for 700 years under Norman rule until 1922, to the neoclassical buildings and elegant private homes of Georgian Merrion Square, and stately Trinity College, the country's most prestigious university. The College's celebrated Book of Kells, an 800-year-old illuminated manuscript of the Christian Gospels in Latin, is perhaps the most prized artifact on display. The city also boasts fine museums and excellent art galleries, but it's the music, the dry wit and the conviviality of Dubliners that lure most visitors. Cosy up in one of the restaurant and bistros that abound in the capital, showcasing the quality of the seasonal local produce and highlighting the burgeoning foodie scene across the island. Try The Winding Stair, a local institution with a bookshop on the ground floor and a menu of honest home cooking and micro brews upstairs; the classic bistro and cocktail bar Pitchet helmed by award-winning chef Stephen Gibson; Fallon & Byrne, with its well-stocked wine bar in the cellar, expansive food hall making the most of the historic features of the building, and restaurant upstairs with its slow food ethos; the bustling Coppinger Row where a Mediterranean menu is constructed from the best Irish produce; or French fine dining in historic Georgian surroundings at Dax. Head for the historic district of Temple Bar to sing along with live musicians who entertain in colourful pubs while impromptu buskers play fiddles and tin whistles in the streets. Oliver St John Gogarty. Donoghue's, The Long Hall, Kehoe's and The Stag's Head are among the best in the district and nearby. Follow the locals to busy Grafton Street, where high fashion rules at the quintessentially Irish Brown Thomas department store. Elsewhere, look for the Irish Design Shop, with its lovely selection of local artisan-made products; cosy cashmere and mohair throws from Avoca Handweavers; Ulysses Rare Books; the Kilkenny Shop; and Costume for innovative fashion. Locals refer to Cork fondly as the 'real capital of Ireland', likely because of the city's strong traditions and vibrant culture. In the 18th and 19th centuries, it was a lively cosmopolitan city and the last provisioning port for both European explorers to the Americas and the British Navy in the Atlantic. Today, it's just as magnetic and, with a renewed focus on food, it has also become the country's foodie capital. The proliferation of small producers and artisan craftspeople in County Cork is astonishing, all plying their goods at the atmospheric central English Market, which has been serving since 1788. Look for traditional Cork specialties such as drisheen – a type of blood sausage – preserved buttered eggs, spiced beef (which is marinated or cured in salt water with herbs and spices and then boiled), and battlebord, dried salted ling fish. When you are finished shopping, lunch on market fare in the upstairs Farmgate Café. Much of the top produce sold in the market finds its way onto the menus at Market Lane, and the fine vegetarian diner, Café Paradiso, both of which are among the best tables in Cork. For a pint or two with the locals, head for Sin É or Callanan's on George's Quay. Built on an island between the two arms of the River Lee, Cork is eminently walkable and has a population of just 120,000. Pick up a copy of the Cork Walks leaflet and enjoy city views from this northern hillside precinct discovering antique shops, cafes and galleries as you go. Once a shipbuilding city, Belfast today has morphed into a hip and happening tourist hub. Luxury apartments now grace the old shipyards in what is now the Titanic Quarter (named after the famous, ill-fated ship), while some ships have become museums along the revived waterfront. With its graceful, restored Victorian architecture, vibrant food scene and iconic pubs, the city is totally transformed. You can tour the political murals of West Belfast, a stark reminder of earlier troubled times, but visitors still come to listen to traditional music in its colourful pubs. Head to the Barking Dog for its seasonal menu and award-winning burgers; the light and modern OX; Mourne Seafood Bar; or Holohan's on the Belfast Barge on the waterfront. Seek out the Duke of York in the historic Cathedral Quarter, the wonderfully ornate National Trust-owned Crown Liquor Saloon, which has been lovingly restored to its original 1826 glory, Kelly's Cellars – the city's oldest traditional pub, first built in 1720, and Maddens Bar. Located on the River Corrib where it meets the Atlantic on Ireland's west coast, Galway is a bohemian, arty and cultural city of maze-like cobblestoned streets, postcard-pretty shopfronts and a lively cafe/bar culture. Home, each July, to the Galway Arts Festival, the largest of its kind on the island, it boasts art galleries in the meandering lanes of the Latin Quarter within portions of the old medieval city walls, and is known for its own unique brand of fun, lively conversation and entertainment. Peckish? Consider dining at Kai Café and Restaurant, Ard Bia, McDonach's or Aniar whose modern Irish fare is based on Galway and Western Ireland produce and has earned it a Michelin star. Perhaps the country's liveliest city, its myriad pubs entertain with everything from traditional musicians playing fiddles and spoons to young hipster bands – some pubs are still warmed by turf fires. Seek out The Crane Bar, Tigh Coili, Roisin Dubh and Monroe's Tavern for regular Irish dancing. The Galway International Oyster And Seafood Festival takes place from 22-24 September at Galway Bay.

Register Log In Moparts Forums Gen III Hemi Tech Best Replacement Hyd Roller Lifters? Who makes the most reliable, well made replacement MDS and non-MDS hydraulic roller lifters for the 5.7 hemi? There appears to be quite a few cam failures attributed to factory lifters. I have listed below some of the brands or suggestions that I have come across in my searches (didn't look at high dollar race lifters). Please comment which ones you would use and those you wouldn't. Please add any I missed. Thank you very much! They have some good things to say about the Hylift Johnson lifters. It looks like they are an excellent alternative in a non-MDS application. Are there any suggestions for MDS replacements? Does anyone have any experience with any of the other lifters? Bump - No other recommendations or comments?? Crower has a 2 set now , std and short travel, I have a set hereof the short travel here but haven't used them yet, Hylift and the stock 6.1 are hard to beat for price and function. Thank you very much for the reply! If you had to stay with MDS, is there a better option than stock replacements?

Search Results: 566 books from 18 publishers. Learn more › Going Wild Michelle Mulder (author) Publisher: Orca Book Publishers ISBN: 9781459812888 Going wild. We don't see it as a good thing. And why would we? For most of our time on earth, humanity has been running from lions and other wilderness dangers. We've worked hard to make our local landscapes as safe and convenient as possible. Sometimes that's meant paving over areas that might burst into weeds. Other times, we've dammed rivers for electricity or irrigation. But now pollution, climate change and disruptions to the water cycle are affecting the world in ways we never anticipated. What if the new key to making our lives safer (and even healthier) is to allow the wilderness back into our cities? Lesley Choyce (author) Jackson knows how to get what he wants. Whether it's sweet-talking his friends into buying lunch or convincing teachers to give him extensions, he feels entitled to take whatever he wants - even a day off school or a new pair of shoes. Now he's set his sights on Abby, a troubled girl fresh out of juvie who only has eyes for Bryce, the go-to dealer of a dangerous new drug called kryptonite. Learning Seventeen Brooke Carter (author) New Hope Academy, or, as seventeen-year-old Jane Learning likes to call it, No Hope, is a Baptist reform school where Jane is currently being held captive. Of course, smart, sarcastic Jane has no interest in reforming, failing to see any benefit to pretending to play well with others. But then Hannah shows up, a gorgeous bad girl with fiery hair and an even stormier disposition. She shows Jane how to live a full and fulfilling life even when the world tells you you're wrong, and how to believe in a future outside the "prison" walls. Jane soon learns, though, that Hannah is quietly battling some demons of her own. Sigmund Brouwer (author) Team Retribution has been contacted by a teen who is being blackmailed into handing over secrets from the family business. Jace, with the help of his brother, Bentley, start to investigate and soon learn that the teen's family, like his own, is not what it appears to be. Jace, after learning he was switched at birth, then sets out to track down his birth family. The Retribution series is made up of six books, the original three, Burned, Exposed and Unleashed, and the three sequels, Terminate, Infiltrate and Escalate, by authors Natasha Deen, Judith Graves and Sigmund Brouwer. The Economics of the Super Bowl Lizann Flatt (author) Publisher: Crabtree Publishing Company ISBN: 9781427179869 The half-time show is just beginningbut what happened before that to get the Super Bowl on the field? The Economics of the Super Bowl takes a fascinating look at the production process and financing of the Super Bowl. Various links in the economic chain include ticket sales, television broadcasting rights, advertising revenue, and contracting with performers for the half-time show, as well as for laborers to set up the stage and sound. John Muir: Protecting and Preserving the Environment Henry Elliot (author) John Muir spoke, wrote, and lived the wilderness, including taking President Theodore Roosevelt on an overnight trip to the Yosemite Valley. This trip led to Roosevelts signing into law a bill that placed Yosemite under federal control as a national park. Because of this and his founding of the Sierra Club, John Muir is credited as one of the key shapers of the modern environmental movement. Victor Wouk: The Father of the Hybrid Car Sean Callery (author) In 1974, an inventor named Victor Wouk became a man who could be described as ahead of his time. He had developed a prototype for the hybrid, a car that would become the most credible and commercially successful alternative to gasoline-powered vehicles. James Bow (author) Gangs exist in places all over the world. The United States, however, is believed to have more gangs than any other country in the world. This book provides a comprehensive overview of the issues surrounding gangs, including how and why young people are lured into gangs and the consequences of gang involvement. Firsthand accounts and current statistics provide an insightful look at this issue. Rachel Stuckey (author) Recent statistics show that cyber bullying is on the rise. Cyber bullying involves using technology, like the Internet or cell phones, to bully or harass another person. It can include acts like posting rumors, threats, or other hurtful comments on social networking sites or circulating inappropriate pictures of a person on the Internet. This book provides a revealing look at cyber bullying and explains how it is different from other forms of bullying. Other topics include the potential legal issues related to electronic harassment, responsible digital citizenship, online security, and how to take a stand against cyber bullying. Anxiety and Phobias Carrie Iorizzo (author) Anxiety disorders, such as phobias, panic disorder, and obsessive-compulsive disorder are the most common group of mental illnesses in the United States. Recent studies suggest eight percent of U.S. teenagers suffer from an anxiety disorder. This informative title examines different anxiety disorders, including their causes, symptoms, effects, and treatment options. A chapter on caring for others discusses how anxiety and phobias affect young people with siblings and parents who have the disorder. Harry Tournemille (author) This insightful title provides an overview of Attention-Deficit Hyperactivity Disorder and other emotional and behavioral disorders, including Oppositional Defiant Disorder. Symptoms, causes, and treatment options and management are discussed. This interesting title provides an overview of schizophrenia and other psychotic disorders that are rare in children and young adults, including Schizoaffective Disorder, Delusional Disorder, and Brief Psychotic Disorder. Symptoms, causes, and treatment options are discussed. A chapter on caring for others discusses children dealing with parents who have been diagnosed with schizophrenia and other psychotic disorders. This informative and candid book discusses sex and sexuality in an honest and nonjudgmental way. Topics include sexual orientation and gender identity, relationships, virginity, birth control, protection against diseases, and issues unique to boys and girls. This book presents real-life accounts from different perspectives and provides the information kids need to make educated and healthy decisions. Carrie L. Iorizzo (author) Crystal meth is more addictive than heroin or cocaine and is widely available on the streets of North America. This helpful book looks at the use and abuse of meth, an inexpensive and accessible drug that takes an unbelievable toll on the bodies and brains of users. Special chapters on seeking help, and treatment and recovery provide accurate and useful information on meth addiction and treatment. Erin Knight (author) Did you know about one third of high school students take steroids to improve their looks, not just their athletic skills? Steroid use is becoming a major issue among 12- to 18-year-olds today. This helpful and informative book looks at the pressures young people are under to look cut and perform well in sports. Special chapters examine the effects of anabolic steroids on the developing bodies and minds of young people and how difficult it can be to quit when you've got the edge. Jessica Pegis (author) Bullying provides an honest and unbiased view of a prevalent issue. This book examines different forms of bullying and covers practical topics such as how to recognize bullying behavior, the role of the bystander, and empowering ways to deal with bullies. Candid first-hand accounts from different perspectives and a list of valuable resources give readers the tools to help break the cycle of this destructive epidemic. Methane Energy Courtney Farrell (author) Publisher: ABDO ISBN: 9781614808978 As our world's population grows, so to does our need for energy. Scientists seek the next breakthrough in new technology while constantly finding ways to make current solutions cheaper and more efficient. In this title, discover what methane energy is, its history, how we use it today, and how new technologies can contribute to our energy future. Learn how methane digesters work and how they can help people in the developing world, discover ways biogas might replace natural gas, and explore the potential future uses of methane hydrates. Sidebars, full-color photos, full-spread diagrams, well-placed graphs, charts, and maps, stories highlighting innovations in action, and a glossary enhance this engaging title. Innovative Technologies is a series in Essential Library, an imprint of ABDO Publishing Company. The War at Home: The United States in 1968 Mary C. Turck (author) Publisher: Perfection Learning ISBN: 9781613849149 Describes life in United States in the year 1968, including the war in Vietnam, the draft, war protesters, hippies and yippies, the presidential campaign and election, and the assassinations of Martin Luther King, Jr. and Robert Kennedy. American Justice II: Six Trials That Captivated the Nation L.L. Owens (author) From the Patty Hearst kidnapping to the Oklahoma City bombing, these cases kept America watching. American Justice: Seven Famous Trials of the 20th Century Explains the situations behind the cases of Leopold and Loeb, the Lindbergh kidnapper, the Rosenbergs, the Brown school segregation suit, the Manson family, the Pentagon Papers, and O.J. Simpson, and discusses the trials and aftermath. When Elephants Fight Adrian Bradbury Eric Walters (author) When elephants fight, it is the grass that suffers. This ancient proverb of the Kikuyu people, a tribal group in Kenya, Africa, is as true today as when the words were first spoken, perhaps thousands of years ago. Its essence is simplicity—when the large fight, it is the small who suffer most. And when it comes to war, the smallest, the most vulnerable, are the children. When Elephants Fight presents the stories of five children—Annu, Jimmy, Nadja, Farooq and Toma—from five very different and distinct conflicts—Sri Lanka, Uganda, Sarajevo, Afghanistan and the Sudan. Along with these very personal accounts, the book also offers brief analyses of the history and geopolitical issues that are the canvas on which these conflicts are cast. When Elephants Fight is about increasing awareness. For the future to be better than the past, better than the present, we must help equip our children with an awareness and understanding of the world around them and their ability to bring about change. Gandhi stated, "If you are going to change the world, start with the children." What is Entrepreneurship? Natalie Hyde (author) Entrepreneurs are a vital component of a successful economy. They can create jobs and help keep money in their local communities. What is Entrepreneurship? explains the risks and rewards involved for entrepreneurs as they work to bring innovative ideas to life and make their mark on the business world. This title outlines key steps involved in starting, managing, and growing a small business, including research and idea development, writing a business plan, managing financial input and output, and planning for growth. Biographical snapshots highlight the innovative thinking, perseverance, problem-solving skills, and other traits essential to the entrepreneurial spirit. What is Environmental Entrepreneurship? Alexander Offord (author) This forward-looking book explores a unique field of entrepreneurship, in which innovative individuals directly address, or work toward addressing, environmental challenges in our world. Offering an important look at the ways entrepreneurship can tackle global issues, this title engages readers through real-world examples, discussion prompts, and critical thinking questions. The title encourages readers to recognize and take on the skills and mindset needed to achieve success as an environmental entrepreneur. Megan Kopp (author) Using speeches, photos, and paintings of the time, as well as material that addresses historical context, The Civil War guides readers in critically examining primary and secondary source materials. Discussions include how emerging technologies such as photography and the telegraph affected the messages being conveyed, and how ideologies of the era shaped what was seen, as well as whose voices were heard—and whose were not. Readers will gain an understanding of the sad and brutal aspects of a war whose echo continues to have an impact even today. The War of 1812 Simon Adams (author) This interesting book examines the events and people who were involved in the War of 1812 between the United States and what would later become Canada. Unusal for a war, the conflict ended with friendly relations established and no major loss of territory for either country. However, an examination of primary and secondary source materials reveals the War of 1812 is remembered differently in each country, as well as by the Indigenous peoples whose territory and dreams of an independent nation east of the Mississippi River vanished.

Sad when a citizen [an older one at that] cannot record an event such as this without some misguided person making comments that tarnish the integrity of the event. I am just grateful that this is probably a one off incident by a confused individual attending. We must make allowances for drunken behaviour so we move on. HAS the presumed innocence of older men been lost in today's society?

Ali Daei – International Goalscorer Extraordinaire Gary Thacker So, here's a question for you? Who do you think has scored the most goals in international football? Pelé? Nope, not even close. Ronaldo? Closer, but no cigar. Ferenc Puskás I hear some of the more 'mature' voices claim. Well, not quite, although he was the record holder until 2003. The record is now held by the man in the title of this piece, Iran's Ali Daei. While other luminaries granted entry into the pantheon of the greatest international forwards of all time, would consider a century of goals on football's biggest stage as something beyond their grasp, except in far-fetched dreams of whimsical fancy, Daei has passed that, and then some. In fact, in a career with the Iran national team covering 1993 to 2007, he notched no less than 109 goals for Team Melli in just less than 150 games. It's a phenomenal record and, when compared to his club striking record, 112 goals in 287 league games, suggests that he was one of those players possessing the rare quality of finding his natural goalscoring habitat on the international field. Daei's club career began in Iran playing for Esteghlal Ardabil, Taxirani F.C and Bank Tejarat F.C., the latter two clubs based in Tehran. It was with Bank Tejarat F.C. that a nascent talent for putting the ball into the back of the net first bloomed into full flower. In a four-year stay with the club, he scored 49 goals in 75 games. If the number of games seems relatively low, averaging at less than 20 per season, it's a trend that perpetuates throughout his career as league structures, injuries and international calls drew him away from the domestic game on a regular basis. After moving on to another Tehran club, Persepolis, and then Al-Sadd in Qatar, brief stays with clubs became a regular feature of his ongoing career. It was during his time with Persepolis that a penchant for goals whilst playing for his country began to show, as 22 strikes in just 18 internationals persuaded the Qatari club to invest in his talents. The big showcase for his talents was the Asian Cup held in December. Iran progressed to the semi-finals, before losing out to Saudi Arabia in a penalty shootout, but Daei stamped his credentials on the international stage during the tournament, notching eight goals and later being selected as runner-up for the Asian Footballer of the Year award. As was becoming, and would continue to be, the norm, Daei's time in Qatar was short, 10 goals in just 16 games emphasised that he was a marksman of talent, and Bundesliga club, Arminia Bielefeld, decided to take the plunge in 1997, and see if he could deliver in European football. The club had recently been promoted to the Bundesliga and saw the Iranian as the man whose goals would keep them in Germany's top tier. He would score seven goals in 25 league games for Die Arminen, but their struggle to maintain status was stymied by a poor late-season run, and the club was relegated. On the international stage, as would be so often the case in Daei's career however, things were much more positive. Targeting the 1998 World Cup, Iran progressed, fuelled by nine goals from Daei, to a qualification play-off against Australia. Things looked less than promising when Team Melli could only achieve a 1-1 draw in front of an estimated 126,000 crowd in the home leg in Tehran, but an amazing fight back from two goals down, saw the 'Down Under' return game swing the way of Iran, and they qualified on away goals. Although the tournament itself was, on the whole, a disappointment, with Iran not progressing from the group stage, a 2-1 victory over the USA, assured the squad hero status back home. Despite an arguably disappointing domestic league season, another club was seduced by Daei's international pedigree, and Bayern Munich took him to Germany's top club. In his one term with the Bavarians, he would secure a Bundesliga winner's medal, and suffer the frustration of sitting on the bench when Manchester United ripped the Champions League trophy from Bayern's hands in the last few minutes of the final at the Camp Nou. In all competitions, he would score a mere half-dozen goals in 31 games for Bayern, but in the course of their European campaign, became the first Iranian to play in the Champions League competition and was named as Asian Player of the Year for the first and only time in his career. His goals return was clearly insufficient, however, and Bayern moved him on to Hertha Berlin. Maintaining the theme of his career, domestically it remained underwhelming. Six goals in more than 60 league games for Die Alte Dame isn't the way to impress a lady, but balancing that against the same number of goals in just 19 European games showed how Daei's game was apparently more suited to football's more elevated stage. There was little chance of a prolonged stay in Germany, and with no apparent interest from clubs in Europe, Daei returned to Asia, joining UAE club, Al-Shabab, scoring 11 goals in 23 league outings, before moving back to his native Iran to see out his career. In contrast to his stalling club career in Germany though, things were progressing apace on the international stage, as Daei continued to plunder goals for Team Melli. In 2000, he netted 20 times in just 19 internationals. A prolific return by any standards, and with that sort of scoring rate, inevitably records began to tumble. A goal against Lebanon in 2003 saw him pass the mark set by Puskas as he became the world's most prolific international striker of all time. It was a record he would continue to stretch. Whilst back in Iran the following year, he finally breached the century of international goals during a World Cup qualifying match against Laos. Entering the game on 98 goals, he plundered a further four strikes to burst through the century barrier. They were part of 17 goals scored in just 16 outings for Iran in that year. Although 2004 was not his highest goal return – he'd notched 20 in 2000 and 22 in 1996 – it marked a return to prolific goalscoring after just netting the same number in the previous three years added together. To be fair though, even scoring 17 times in international football across three seasons is worthy of merit for the more mortal of forwards. It also marked, the last of his truly prolific goalscoring years. In the following years, he would score four and then two goals for Iran. His swansong came at the 2006 World Cup, back in Germany. Now 36 years old, his most potent days were clearly behind him, but not taking a striker of such renown to the tournament would surely have been borderline unthinkable. It seemed however that the footballing gods had decided that sufficient grace had been granted to Ali Daei, and in a largely forgettable tournament for Iran, he would remain scoreless, with the team exiting at the group stages. The inevitable retirement announcement would follow shortly afterwards. Some may argue that Ali Daei was almost the definition of a 'flat track bully' in his goalscoring exploits for Iran, feasting on a glut of goals against the world's lesser teams. The four-goal haul against Laos could be cited as an example, and that when tested on the highest levels – in Germany, or at the World Cup – he came up short. Conversely, however, it must be remembered that if Asian football is considered by arguments seeking to diminish his achievements, as weak, it's the football he was a part of as well. This isn't a case of a Brazilian superstar parachuting into a football somewhat less developed than he is used to. The goals are still the same size and shape and the ball is still round. The unanswerable fact is that, on the international stage, Ali Daei was able to put the latter into the former more times than anyone else, and for that at least, this international goalscorer extraordinaire deserves nothing but high regard and respect. Giorgos Karagounis: The Greek Legend Who Defined Passion Juninho Pernambucano: More Than a Pretty Free Kick Raúl Tamudo – The Espanyol legend who cost six footballs Now living in Spain, Gary is the author of two books about football and writes for a number of high profile magazines and websites. He also appears regularly on podcast and had worked for BBC Radio and talkSPORT. In 2017, he was shortlisted for the FSF 'Blogger of the year' award. Rivaldo: Not Favoured, Not Forgotten Morten Gamst Pedersen: Blackburn's Unsung Hero With Boy Band Looks Top 10 Goalkeepers in the World Right Now Top 10 Most Powerful Football Agents Lee Seung-woo: A Frustrating Ego That Overshadows an Exceptional Young Talent The Strange Story of Joseph Minala Copyright © 2019 PunditFeed.com

We have 20km of trails groomed for classic and skate skiing. The glacial moraine landscape lends itself to a trail system with a variable terrain. We have 12 loop trails, mostly 1 to 2 km in length and varying from easy to quite difficult. They are wooded (northern hardwoods plus pines and hemlocks), groomed almost daily, averaging 12' wide.

Leadership, accuracy, football intelligence, toughness, poise, arm strength and character. Instincts and mental awareness – see the field, understand coverage, read defense, judgement and decision-making, protect the ball and avoid turnovers, poise under pressure, timing and anticipation of throws, locate secondary receivers. Competitiveness – leadership (confidence, demeanor, body language, rapport with teammates, character), physical and mental toughness, intensity, poise under pressure, work ethic. Accuracy – short, medium and downfield passing; anticipation, timing, touch, velocity, precision and ball placement for receivers. Mechanics – quickness of setup, stature, base and footwork, fluid and quick release, release point, consistency. Arm Strength – velocity, zip into tight windows, tightness of spiral, deep out, ability to throw downfield. Productivity – Completion percentage, TD-to-INT ratio, yardage, protect the ball (avoid fumbles). Mobility – Feel and avoid pressure, move within pocket, scramble, run for positive yardage. Special Teams – Other contributions beyond position.

Planned Parenthood Builds Secret Mega-Clinic Posted by Heather Creekmore on Oct 10, 2019 3:23:23 PM Planned Parenthood has been secretly constructing an 18,000 square-foot mega-clinic in southern Illinois—a location strategically close to neighboring St. Louis where the last remaining clinic in the state of Missouri may soon be forced to close. According to CBS News, Planned Parenthood has been using a shell company to build the facility in order to keep the project a secret from the public. Interestingly enough, CBS News knew about the project in August—if not earlier—but decided to protect Planned Parenthood's secret. It should be surprising that one of the biggest national news networks in the United States would agree not to break the story until the clinic was near completion. And the fact that Planned Parenthood went to such great lengths to hide this project should do more than raise some eyebrows. Using the code name "Alaska" for the plan, Planned Parenthood executives claimed they needed to keep the operation a secret in order to avoid delays. Vendors, contractors, and others who may have not wanted to participate in building an abortion clinic had to be deceived into doing the work necessary to completing the clinic. By keeping all public records pertaining to the clinic disguised under a shell company, those in the community opposed to the project were unable to protest or even respond until now. Is this covert action legal? According to Investopedia, businesses that lack significant assets can use shell corporations. They may also choose to use a shell company if they're preparing to take a start up public and need to keep the business a secret until then. But Planned Parenthood isn't a start up organization. Neither is it a corporation without significant assets. While it's actions may not necessarily be illegal, using a shell company to hide business dealings from law enforcement or the public is, according to Investopedia, "illegitimate." The project cost an estimated $7 million and Planned Parenthood predicts that this new clinic will be able to see 11,000 patients a year. They also hope that the clinic's strategic location—less than 15 miles from St. Louis and not far from other states with strict anti-abortion laws like Arkansas and Kentucky—will make it a destination to which women seeking abortions can easily travel. Planned Parenthood's strategy is clear and their unwillingness to let anyone know about the project until now reveals their deceit. Earlier this year Illinois passed the "Reproductive Health Act" which established abortion as a fundamental right. As the abortion rate drops, nationally, the state of Illinois has almost doubled the amount of abortions performed. Abortion activists say they hope Illinois will become the abortion capitol of the Midwest. It's likely the organization had friends in "high places" within the state to help them pull off such a massive undertaking without any interference. This new clinic matches Planned Parenthood's mission of abortion on demand without apology. It seems the organization will do whatever it takes to expand the abortion industry. Care Net has 69 affiliates in the state of Illinois. Let's continue to pray for each of these organizations that God would protect and bless their work and that women who may be drawn to Planned Parenthood's mega facility would instead find hope, help, and healing in one of these pregnancy centers.

The BRAND'S legacy began in the 1820s when Henderson William Brand, the royal chef of Buckingham Palace in London, created a fat-free, easily digested chicken consommé that later became a huge commercial success as BRAND'S Essence of Chicken. 180 years after its launch, BRAND'S Essence of Chicken is still widely trusted and consumed around the world and across generations. More than 20 scientific papers have been published supporting its efficacy, showing that consuming BRAND'S Essence of Chicken improves concentration and memory.

A mathematics degree from Harvey Mudd College prepares students for a variety of careers in business, industry or academics. Mathematical methods are increasingly employed in fields as diverse as finance, biomedical research, management science, the computer industry and most technical and scientific disciplines. To support the academic and professional goals of our majors, we offer a wide selection of courses in both pure and applied mathematics. This course is a fun and casual problem solving experience in single variable calculus. We will help the students strengthen mathematical skills essential to excel in the HMC Core. Students work in groups and solve calculus problems with an emphasis on applications to the sciences. Students are introduced to important mathematical topics as motivated through games and puzzles including casino games, backgammon, poker, Suodku, and Rubik's cube. Topics include combinatorics, probability, dynamic programming, game theory, and group theory. A comprehensive view of the theory and techniques of differential and integral calculus of a single variable; infinite series, including Taylor series and convergence tests. Focus on mathematical reasoning, rigor and proof, including continuity, limits, induction. Introduction to multivariable calculus, including partial derivatives, double and triple integrals. Placement into Math 30B is by exam and assumes a more thorough background than Math 30G; it allows for a deeper study of selected topics in calculus. A comprehensive view of the theory and techniques of differential and integral calculus of a single variable; infinite series, including Taylor series and convergence tests. Focus on mathematical reasoning, rigor and proof, including continuity, limits, induction. Introduction to multivariable calculus, including partial derivatives, double and triple integrals. Sample spaces, events, axioms for probabilities; conditional probabilities and Bayes' theorem; random variables and their distributions, discrete and continuous; expected values, means and variances; covariance and correlation; law of large numbers and central limit theorem; point and interval estimation; hypothesis testing; simple linear regression; applications to analyzing real data sets. Theory and applications of linearity, including vectors, matrices, systems of linear equations, dot and cross products, determinants, linear transformations in Euclidean space, linear independence, bases, eigenvalues, eigenvectors, and diagonalization. Modeling physical systems, first-order ordinary differential equations, existence, uniqueness, and long-term behavior of solutions; bifurcations; approximate solutions; second-order ordinary differential equations and their properties, applications; first-order systems of ordinary differential equations. Topics include combinatorics (clever ways of counting things), number theory, and graph theory with an emphasis on creative problem solving and learning to read and write rigorous proofs. Possible applications include probability, analysis of algorithms, and cryptography. Linear approximations, the gradient, directional derivatives and the Jacobian; optimization and the second derivative test; higher-order derivatives and Taylor approximations; line integrals; vector fields, curl, and divergence; Green's theorem, divergence theorem and Stokes' theorem, outline of proof and applications. General vector spaces and linear transformations; change of basis and similarity. Applications to linear systems of ordinary differential equations, matrix exponential; nonlinear systems of differential equations; equilibrium points and their stability. This half course is a continuation of Math 65 and is designed to increase the depth and breadth of students\' knowledge of linear algebra. Topics include: Vector spaces, linear transformations, eigenvalues, eigenvectors, inner-product spaces, spectral theorems, Jordan Canonical Form, singular value decomposition, and others as time permits. This half course is a continuation of Math 65 and is designed to increase the depth and breadth of students\' knowledge of differential equations. Topics include Existence and Uniqueness, Power Series and Frobenius Series Methods, Laplace Transform, and additional topics as time permits. An introduction to graph theory with applications. Theory and applications of trees, matchings, graph coloring, planarity, graph algorithms, and other topics. An introduction to the techniques and ideas of combinatorics, including counting methods, Stirling numbers, Catalan numbers, generating functions, Ramsey theory and partially ordered sets. A survey of the history of mathematics from antiquity to the present. Topics emphasized will include: the development of the idea of proof, the "analytic method" of algebra, the invention of the calculus, the psychology of mathematical discovery, and the interactions between mathematics and philosophy. This is a first course in Mathematical Finance sequence. This course introduces the concepts of arbitrage and risk-neutral pricing within the context of single- and multi-period financial models. Key elements of stochastic calculus such as Markov processes, martingales, filtration and stopping times will be developed within this context. Pricing by replication is studied in a multi-period binomial model. Within this model, the replicating strategies for European and American options are determined. Further study of mathematical models of biological processes, including discrete and continuous models. Examples are drawn from a variety of areas of biology, which may include physiology, systems biology, cancer biology, epidemiology, ecology, evolution, and spatiotemporal dynamics. This course is a rigorous analysis of the real numbers, and an introduction to writing and communicating mathematics well. Topics include properties of the rational and the real number fields, the least upper bound property, induction, countable sets, metric spaces, limit points, compactness, connectedness, careful treatment of sequences and series, functions, differentiation and the mean value theorem, and an introduction to sequences of functions. Additional topics as time permits. A rigorous study of calculus in Euclidean spaces including multiple Riemann integrals, derivatives of transformations and the inverse function theorem. Complex differentiation, Cauchy-Riemann equations, Cauchy integral formulas, residue theory, Taylor and Laurent expansions, conformal mapping, Fourier and Laplace transforms, inversion formulas, other integral transforms, applications to solutions of partial differential equations. Abstract Measures, Lebesgue measure, and Lebesgue-Stieltjes measures on R; Lebesgue integral and limit theorems; product measures and the Fubini theorem; additional topics. Banach and Hilbert spaces; Lp spaces; complex measures and the Radon-Nikodym theorem. Curves and surfaces, Gauss curvature; isometries, tensor analysis, covariant differentiation with application to physics and geometry (intended for majors in physics or mathematics). Selected topics in Riemannian geometry, low dimensional manifold theory, elementary Lie groups and Lie algebra, and contemporary applications in mathematics and physics. Topology is the study of properties of objects preserved by continuous deformations (much like geometry is the study of properties preserved by rigid motions). Hence, topology is sometimes called "rubber-sheet" geometry. This course is an introduction to point-set topology with additional topics chosen from geometric and algebraic topology. It will cover topological spaces, metric spaces, product spaces, quotient spaces, Hausdorff spaces, compactness, connectedness and path connectedness. Additional topics will be chosen from metrization theorems, fundamental groups, homotopy of maps, covering spaces, the Jordan curve theorem, classification of surfaces and simplicial homology. An introduction to theory of knots and links from combinatorial, algebraic, and geometric perspectives. Topics will include knot diagrams, p-colorings, Alexander, Jones, and HOMFLY polynomials, Seifert surfaces, genus, Seifert matrices, the fundamental group, representations of knot groups, covering spaces, surgery on knots, and important families of knots. An introduction to the general theory of statistical inference, including estimation of parameters, confidence intervals and tests of hypotheses. An introduction to principles of data analysis and advanced statistical modeling using Bayesian inference. Topics include a combination of Bayesian principles and advanced methods; general, conjugate and noninformative priors, posteriors, credible intervals, Markov Chain Monte Carlo methods, and hierarchical models. The emphasis throughout is on the application of Bayesian thinking to problems in data analysis. Statistical software will be used as a tool to implement many of the techniques. An introduction to the theory of statistical time series. Topics include decomposition of time series, seasonal models, forecasting models including causal models, trend models, and smoothing models, autoregressive (AR), moving average (MA), and integrated (ARIMA) forecasting models. Time permitting we will also discuss state space models, which include Markov processes and hidden Markov processes, and derive the famous Kalman filter, which is a recursive algorithm to compute predictions. Statistical software will be used as a tool to aid calculations required for many of the techniques. This course is particularly well-suited for those wanting to see how probability theory can be applied to the study of random phenomena in fields such as engineering, management science, the physical and social sciences, and operations research. Topics include conditional expectation, Markov chains, Poisson processes, and queuing theory. Additional applications chosen from such topics as reliability theory, Brownian motion, finance and asset pricing, inventory theory, dynamic programming, and simulation. An introduction to linear regression including simple linear regression, multiple regression, variable selection, stepwise regression and analysis of residual plots and analysis of variance including one-way and two-way fixed effects ANOVA. Emphasis will be on both methods and applications to data. Statistical software will be used to analyze data. Computational techniques applied to problems in the sciences and engineering. Modeling of physical problems, computer implementation, analysis of results; use of mathematical software; numerical methods chosen from: solutions of linear and nonlinear algebraic equations, solutions of ordinary and partial differential equations, finite elements, linear programming, optimization algorithms and fast-Fourier transforms. An introduction to the analysis and computer implementation of basic numerical techniques. Solution of linear equations, eigenvalue problems, local and global methods for non-linear equations, interpolation, approximate integration (quadrature), and numerical solutions to ordinary differential equations. Brief review of computability theory, followed by a rigorous treatment of complexity theory. The complexity classes P, NP, and the Cook-Levin Theorem. Approximability of NP-complete problems. The polynomial hierarchy, PSPACE-completeness, L and NL-completeness, #P-completeness. IP and Zero-knowledge proofs. Randomized and parallel complexity classes. The speedup, hierarchy, and gap theorems. Algorithm design, computer implementation, and analysis of efficiency. Discrete structures, sorting and searching, time and space complexity, and topics selected from algorithms for arithmetic circuits, sorting networks, parallel algorithms, computational geometry, parsing, and pattern-matching. Groups, rings, fields and additional topics. Topics in group theory include groups, subgroups, quotient groups, Lagrange's theorem, symmetry groups, and the isomorphism theorems. Topics in Ring theory include Euclidean domains, PIDs, UFDs, fields, polynomial rings, ideal theory, and the isomorphism theorems. In recent years, additional topics have included the Sylow theorems, group actions, modules, representations, and introductory category theory. The topics covered will include polynomial rings, field extensions, classical constructions, splitting fields, algebraic closure, separability, Fundamental Theorem of Galois Theory, Galois groups of polynomials and solvability. Topics from among the following: Similarity of matrices and the Jordan form, the Cayley-Hamilton theorem, limits of sequences and series of matrices; the Perron-Frobenius theory of nonnegative matrices, estimating eigenvalues of matrices; stability of systems of linear differential equations and Lyapunov's Theorem; iterative solutions of large systems of linear algebraic equations. The topics covered will include group rings, characters, orthogonality relations, induced representations, applications of representation theory, and other select topics from module theory. Properties of integers, congruences, Diophantine problems, quadratic reciprocity, number theoretic functions, primes. Topics include affine and projective varieties, the Nullstellensatz, rational maps and morphisms, birational geometry, tangent spaces, nonsingularity and intersection theory. Additional topics may be included depending on the interest and pace of the class. Partial Differential Equations (PDEs) including the heat equation, wave equation, and Laplace's equation; existence and uniqueness of solutions to PDEs via the maximum principle and energy methods; method of characteristics; Fourier series; Fourier transforms and Green's functions; Separation of variables; Sturm-Liouville theory and orthogonal expansions; Bessel functions. Existence and uniqueness theorems for systems of differential equations, dependence on data, linear systems, fundamental matrices, asymptotic behavior of solutions, stability theory, and other selected topics, as time permits. An introduction to the mathematical theory of wavelets, with applications to signal processing, data compression and other areas of science and engineering. Linear, integer, non-linear and dynamic programming, classical optimization problems, and network theory. Basic concepts of game theory and social choice theory, representations of games, Nash equilibria, utility theory, non-cooperative games, cooperative games, voting games, paradoxes, Arrow's impossibility theorem, Shapley value, power indices, "fair division" problems, and applications. A course devoted to exploring topics of current interest to faculty or students. Recent topics have included: Algebraic Geometry, Algebraic Topology, Complex Dynamics, Fluid Dynamics, Games and Gambling, Mathematical Toys, and Riemann Zeta Functions. The Clinic Program brings together teams of students to work on a research problem sponsored by business, industry or government. Teams work closely with a faculty advisor and a liaison provided by the sponsoring organization to solve complex real-world problems using mathematical and computational methods. Students are expected to present their work orally and to produce a final report conforming to the publication standards of a professional mathematician. Senior thesis offers the student, guided by the faculty advisor, a chance to experience a taste of the life of a professional research mathematician. The work is largely independent with guidance from the research advisor. The principal objective of the senior thesis program is to help you develop intellectually and improve your written and verbal communication skills. Students are expected to present their work orally and to produce a thesis conforming to the publication standards of a professional mathematician. The goal of this course is to improve students' ability to communicate mathematics, both to a general and technical audience. Students will present material on assigned topics and have their presentations evaluated by students and faculty. This format simultaneously exposes students to a broad range of topics from modern and classical mathematics. Students will attend weekly Claremont Math Colloquium, offered through the cooperative efforts of the mathematics faculty at the Claremont Colleges. Most of the talks discuss current research in mathematical sciences, and are accessible to undergraduates. A seminar exploring some of the many intersections between mathematics and music within our own and non-Western cultures, including proportion in art, tuning systems, algorithmic composition, artificial intelligence and creativity, and music synthesis. The class will also examine the ethical, aesthetic, and cultural ramifications of compression technology, sampling, downloading, and the effects of technology on music and vice-versa. Team project in joint computer science and mathematics, with corporate affiliation. How do animals resolve fights over territory, food, or mates without killing each other? Why do some animals warn each other about predators? Why do people like to punish people that don't play by the rules? In this class, we'll explore the answers to these questions and more using game theory, a branch of mathematics that studies strategic interactions between individuals. This will be an interdisciplinary course focusing both on mathematical problem solving and biological applications, and is open to anyone with sufficient background in probability. An introduction to the field of mathematical biology. Continuous and discrete mathematical models of biological processes and their analytical and computational solutions. Examples may include models in epidemiology, ecology, cancer biology, systems biology, molecular evolution, and phylogenetics. An introduction to the field of computational biology. Algorithms for phylogenetic inference and computational methods for solving problems in molecular evolution and population genetics. Students attend weekly colloquia. Most talks discuss current research and are accessible to undergraduates.

http://images.businessweek.com/ The DaVinci Code Tom Hanks by John Townley The first thing you should notice in Tom Hanks' chart is his Mars. It's the key to his whole story. Yes, he's got an intensely internalizing Sun in Cancer which regularly shows in his dramas, and a fun, goofy Leo Moon which he utilizes in his comedies. And, of course, he keeps them all carefully under control beneath that crafted and well-trained Virgo Ascendant. Don't forget the supple Venus in Gemini at his Midheaven which makes him guaranteed to please and famous for it, putting the icing on his career-oriented cake of Sun and Mercury in the tenth house of reputation. But it's that Mars. Soft, sensitive, and a little uncomfortable in Pisces, it's the handle of his bucket-pattern chart and in the most craftsmanlike and careful way swings everything else along behind it. It's strongly trine his Sun, so he exudes inner self-confidence, even while it is square his Venus, which is usually an indicator of a guy that has a little bit of an awkward way with women. Of course, in the end, all that watery sincerity wins their hearts as that was what they were looking for all along. No wonder his favorite actor is Jimmy Stewart. As a personality, this quiet, hard-working multi-talent has little you could point out as a problem. That doesn't mean he's without difficult aspects, but they're more social and generational. Uranus square Neptune marks a year of people born to be a little disillusioned by sudden change in circumstances, and he's always expecting that, even when things are coming up roses for him. And Pluto square Saturn is a sign that he really doesn't like the establishment and with Jupiter there he'll put money and production investment behind his political and social beliefs, and with idealistic Neptune ruling that Mars handle, you can see it in all of his work. Current events: After Jupiter-Ascendant transits got him his biggest awards in the middle '90s, Hanks went through a Pluto period as his Sun progressed past that planet which deepened his work and isolated his characters in the likes of Saving Private Ryan, The Green Mile, and Cast Away. Jupiter returned for the monster DaVinci Code, but along with it transiting Saturn has been pushing him hard, hitting both Lights and soon his Ascendant, just to get his work done. That's the mode he's in right now, so expect more workmanlike projects in the next year or so, if not career milestones.

A review of the annual Kew meet that took place on the 12th April and was a great event. Special treats this year were informal 'tours' of the Temperate House, Palm House and Palm Nursery given by their respective curators, David Cooke, Wesley Shaw and Steve Ketley - thank you for making the day so special. Well I guess one talking point for many of us, especially in the UK has been the recent snow! <br/> <br/>I had thought we had been lucky again this past winter with relatively few frosty nights and many plants as a result making even earlier growth than usual. I have one of my Dicksonia antarctica treen ferns making new fronds for instance, weeks earlier than ever before.

The Ultimate NLP Trainer and Master Trainer Training, 2019 - Reveal Solutions Training Ltd. Henrie has more than 15 years' experience delivering INLPTA courses and has trained on more than 10 INLPTA Trainers Trainings internationally. She is additionally certified in Advanced Behavioural ModellingTM, enneagram and is an mBIT Trainer and Master Coach. Henrie has also been instrumental in developing rigorous independent research on the applications and effects of NLP in the fields of health (palliative care, MRI Radiography), education and in mental health. Dr Woodsmall is co-founder and board member of INLPTA and was the first certified Master Trainer and Master Modeller in Neuro-Linguistic Programming (NLP). He is internationally recognized as a leading expert on Neuro-Linguistic Programming and performance enhancement. He has conducted 40 Neuro-Linguistic Programming Trainer`s Trainings in 14 countries. He is recognized as the trainer`s trainer and has students on five continents in over thirty countries. Reb is an experienced INLPTA Master Trainer and is also on the International NLP Conference organising committee. Reb has taken NLP and mBIT (as an mBIT Trainer and Master Coach) to different countries and speaks 5 languages. Reb has a background in commercial management and human resources, is a qualified business psychologist, coach and trained psychotherapist to bring a pragmatic and flexible approach to NLP training programmes. "You will develop more skills in this training than at any other period of your life" "Fun, exciting and an unprecedented opportunity for your personal growth and wellbeing" "Challenging and stretching with deep encouragement and support" "You'll gain amazing levels of learning and development, seize this opportunity with both hands!"

If you kept on knitting would this turn into an afghan???? Size 7 (US) needles, worsted weight cotton. then knitting some spa cloths to tuck in along with soap, a candle, rubber ducky, etc. It's a lot of fun, nice light knitting for these hot and hazy days of summer. I found this pretty pattern, simply called "knitted round dishcloth", over at the Mielke's Farm website. They feature several other free patterns as well.

David Harle never did much at Leeds but he must have done something to impress Billy Bremner. He'd already been on the books at Doncaster once when Bremner first signed him in September 1983, and two years later he persuaded the midfielder to join him at Leeds. After just three games he went out on loan, and subsequently played for several lower-division sides.

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NPR's Mideast Coverage : NPR Public Editor NPR pays an independent journalist to evaluate its Israeli-Palestinian coverage quarterly. The reports will appear on the Ombudsman's site, but are not edited by the Ombudsman. -- Every three months, NPR's coverage is thoroughly analyzed and that analysis is posted on NPR's public website. NPR has been doing this consistently for the last seven years; reports for the past two years are available at the bottom of this page. -- The criteria for inclusion in these reviews are that the piece be principally about or related to the Israeli-Palestinian conflict and the parties to that conflict. The exceptions would be a discussion, like Weekend Edition Saturday's 'Week in Review,' where the conflict may have been a smaller section of the whole, but still was substantive (i.e., more than a passing reference) or stories like anti-Semitism in Europe, since the Israeli-European tensions are a legitimate part of the story. -- These reports differ from the Ombudsman's work because they are done by John Felton, whose evaluations of NPR's coverage are independent of NPR. His reports are submitted to the Ombudsman only for proofreading before posting. Felton's bio is below. -- NPR's Ombudsman, who serves as an independent advocate for listeners, also reviews Mideast coverage questions and concerns. The quarterly evaluations on this page do not preclude her own investigations of NPR's Middle East coverage. The Ombudsman section of our website explains how to forward issues and topics to her attention. -- NPR posts on its website every story related to the Israeli-Palestinian conflict aired on NPR news programs or posted on NPR's web site. The archive does not include brief items which air on our newscasts (none of which are transcribed, for cost reasons). This page also includes blogs and news items by NPR staffers and reports from NPR's web partners (such as Foreign Policy magazine); however it does not include Associated Press stories that run on NPR.org. To review all stories related to the Israel-Palestinian conflict, click here. For the overall Middle East page, click here. -- NPR is committed to accurate, fair, and balanced coverage of the Middle East. In particular, NPR believes the Israeli-Palestinian conflict is a subject of global importance and an issue that requires in-depth, ongoing coverage by NPR. John Felton prepares the quarterly evaluations. He has covered international affairs and U.S. foreign policy for more than 30 years. His most recent book, The Contemporary Middle East: A Documentary History, was published by CQ Press in 2007. A former foreign affairs reporter for Congressional Quarterly and foreign editor at NPR, he has been a freelance writer and editor since 1995. NPR pays him to conduct quarterly reviews of NPR's coverage of the Middle East. He submits his reports to the NPR Ombudsman.

Breedlove Foods is proud to announce that they are scheduled to produce and deliver a total of approximately 1,325,000 pouches of their latest product, VitaNUT Pro, by the end of the year. Two shipments have already been delivered, and the production run beginning this week will produce and deliver approximately 980,000 pouches of VitaNUT Pro to Medellin, Colombia, completing a large order placed by Itacate, one of Breedlove's distributing partners of operating out of Mexico. "We are excited to have the opportunity to send our new and innovative product to Colombia. This will be our third shipment of VitaNUT Pro to be delivered as part of a new nutritional program created in Medellin, Colombia. We are very excited about the product, and have a lot of faith in it. I anticipate that it will be used throughout the world in the future with various types of programs," says Ted Holder, CEO of Breedlove Foods. Guillermo Acevedo, Director of Operations for Itacate, reports that the product will be utilized in a new social program created by the Mayor's office in Medellin, Colombia. Pouches of VitaNUT Pro will be distributed throughout 70 participating schools to complement their existing breakfast/lunch programs and provide a nutritious meal to around 23,500 children between the ages of 4 and 13 during weekends and school holidays. Breedlove's vision is to transform lives through hope and encouragement - and you can help. Visit www.breedlove.org or call (806) 741-0404 to learn more about this nonprofit's humanitarian efforts and food products.

All Pre-natal (and those Post-natal clients who are joining our equipment program) require a regular Pregnancy Initial Assessment. A shorter and quicker 30 min assessment is required for Mums and Bubs after you've had your baby to ensure you are safe to start exercising. This assessment will also give you some information on your pelvic floor health and abdominal separation.

Contents FOREWORD PREFACE 1 INTRODUCTION Children and the Internet Effects of Internet Use on Children and Youth Prototypes of Cyberbullying Overview of the Book 2 CHILDREN'S EXPERIENCES WITH TRADITIONAL FORMS OF BULLYING What Is Bullying? What Does Bullying Look Like? How Common Is Bullying? Has the Amount of Bullying Increased in Recent Years? Age Differences and Bullying Gender Similarities and Differences in Traditional Forms of Bullying Racial and Ethnic Issues in Traditional Forms of Bullying Bullying in Urban, Suburban, and Rural Communities Children Involved in Bullying Conditions Surrounding Bullying Effective Bullying Prevention Summary 3 WHAT IS CYBERBULLYING? Defining Cyberbullying Types and Methods of Cyberbullying Communication Modalities for Cyberbullying Who Cyberbullies? How Cyberbullying Differs from Other Types of Bullying The Phenomenon of Disinhibition Summary 4 CURRENT RESEARCH ON CYBERBULLYING Methods of Studying Cyberbullying How Common Is Cyberbullying? Age Differences and Cyberbullying Gender Similarities and Differences Racial and Ethnic Issues Characteristics and Experiences of Children Involved in Cyberbullying Possible Effects of Cyberbullying on the Victim and Perpetrator Conclusions 5 WHAT PARENTS CAN DO Parental Involvement in Prevention and Intervention Suggestions for Addressing Cyberbullying that Children Have Experienced Should Parents Ban Children from Social Networking Sites? Contacting the Parents of a Child Who Cyberbullies Requesting Intervention Assistance from the School Legal Options Suggestions for Addressing Cyberbullying that Children Engage in or Witness Suggestions for Parents to Prevent Cyberbullying Summary 6 WHAT EDUCATORS CAN DO Is Cyberbullying a Problem for Schools? What Can School Personnel Do to Prevent Cyberbullying? A Guide to Social Networking Sites for Educators What Can School Personnel Do to Intervene Effectively in Cyberbullying Incidents? Summary 7 LAWS AND POLICIES State Laws and Their Relevance to Cyberbullying Litigation School Policies Related to Cyberbullying Conclusions 8 CONCLUSION What We Know and What We Question How Can We Use This Information to Prevent Cyberbullying? How Can We Use This Information to Intervene in Cyberbullying? Where Do We Go from Here? REFERENCES AUTHOR INDEX SUBJECT INDEX **PRAISE FOR PREVIOUS EDITION** "It provides an excellent overview of bullying research in general, paying proper attention to research from around the world, and a good overview of the cyberbullying research, much of which the authors have been directly involved in conducting." _Research Papers in Education_ " _Cyber Bullying_ provides the most current and essential information on the nature and prevalence of this epidemic, providing educators, parents, psychologists and policy-makers with critical prevention techniques and strategies for effectively addressing electronic bullying." _The Parent Report_ "Champions and critics of the [cyberbullying] laws agree that preventive education is a more powerful deterrent to cyberbullying than discipline. That notion is supported by Patricia Agatston, co-author of _Cyber Bullying: Bullying in the Digital Age_ and a counselor at Cobb County School District's Prevention-Intervention Center in Georgia." _Washington Post_ "A must-read for anyone who has access to technology, and it is particularly relevant for any parent and educator who works with youth. _Cyber Bullying_ provides eye-opening and helpful suggestions for helping parents and educators monitor and track students' use of technology. Provides a very useful roadmap for educators and parents about this phenomenon." _PsycCritiques_ "A very helpful guide to the cyber world for parents, teachers, school counselors and parent educators." _NASAP Family Newsletter_ "Much needed addition... Mandatory reading for parents of adolescents and school personnel, administrators and teachers... Now is the time to read this book." _Metapsychology_ "A useful introduction to the growing problem of electronic harassment among children. The chapters providing advice to parents and educators are quite helpful." _American Journal of Psychology_ "This book provides an eloquent mix of research theories and findings, together with actual experiences, in the important area of cyberbullying. It is especially strong in well-developed and comprehensive chapters about what parents and educators can do, to reduce both the likelihood of cyberbullying happening, and its negative consequences." _Peter K. Smith, Goldsmiths, University of London_ **ABOUT THE AUTHORS** **Robin M. Kowalski** , Ph.D., is Professor of Psychology at Clemson University. She is the author or coauthor of several books including _Complaining, Teasing, and Other Annoying Behaviors_ (2003), _Social Anxiety_ (1997), _Aversive Interpersonal Behaviors (1997), Behaving Badly_ (2001), and _The Social Psychology of Emotional and Behavioral Problems_ (2000). **Susan P. Limber** , Ph.D., is the Dan Olweus Professor at the Institute on Family and Neighborhood Life and Professor of Psychology at Clemson University. She has published numerous articles on the topic of bullying. In 2004 she received the American Psychological Association's Early Career Award for Psychology in the Public Interest. **Patricia W. Agatston** , Ph.D., is a Licensed Professional Counselor and Prevention Specialist with the Cobb County School District's Prevention/Intervention Center in Marietta, Georgia. She was a participant in the CDC's Expert Panel on Electronic Media and Youth Violence, and has presented nationally and internationally on cyberbullying. This second edition first published 2012 © 2012 Robin M. Kowalski, Susan P. Limber, Patricia W. Agatston Edition History: Blackwell Publishing Ltd (1e, 2008) Blackwell Publishing was acquired by John Wiley & Sons in February 2007. Blackwell's publishing program has been merged with Wiley's global Scientific, Technical, and Medical business to form Wiley-Blackwell. _Registered Office_ John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK _Editorial Offices_ 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley-blackwell. The right of Robin M. Kowalski, Susan P. Limber, and Patricia W. Agatston to be identified as the authors of this has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. The publisher is not associated with any product or vendor mentioned in this book. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the publisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional should be sought. _Library of Congress Cataloging-in-Publication Data_ Kowalski, Robin M. Cyberbullying : bullying in the digital age / Robin M. Kowalski, Susan P. Limber, Patricia W. Agatston. – 2nd ed. p. cm. Includes bibliographical references and index. ISBN 978-1-4443-3480-7 (hardback) – ISBN 978-1-4443-3481-4 (paperback) 1. Cyberbullying. 2. Bullying. I. Limber, Sue. II. Agatston, Patricia W. III. Title. HV6773.K69 2012 302.34′3–dc23 2011046026 A catalogue record for this book is available from the British Library. FOREWORD October 7, 2003, will always be the day that divides my life. Before that day, my son Ryan was alive. A sweet, gentle, and lanky 13-year-old fumbling his way through early adolescence and trying to establish his place in the often confusing and difficult social world of middle school. After that day, my son would be gone forever. A death by suicide. Some would call it bullycide or even cyberbullycide. I just call it a huge hole in my heart that will never heal. Ryan's young teen life included swimming, camping, skateboarding, biking, snowboarding, playing computer games and instant messaging. A typical array of "healthy" and "normal" teen activities... or so it seemed. My son loved being online, staying connected with his friends after the school day and throughout the summer. But, during the summer of 2003, significantly more time was spent online, mainly instant messaging. I was concerned and felt compelled to remind him of our internet safety rules. No IMing/chatting with strangers No giving any personal information (name/address/phone) to strangers No sending pictures to strangers No secret passwords Our last rule was a safety one. I told my two older children that they had to use the password I gave them for any accounts they signed up. I promised I would not read personal messages or spy on them but, "God forbid you don't follow the first few rules and you just disappear one day. I will want instant access to all of your activities online." Never in a million years did I imagine this rule would someday end up becoming the key to unlocking the mystery of why my son took his own life. A few days after his funeral, I logged on to his AOL IM account because that was the one place he spent most of his time during the last few months. I logged on to see if there were any clues to his final action. It was in that safe world of being somewhat anonymous that several of his classmates told me of the bullying and cyberbullying that took place during the months leading up to his suicide. One boy had bullied Ryan since 5th grade, and briefly befriended him after Ryan stood up to him in an after school brawl. My son the comedian shared an embarrassing and humorous moment with his new friend. The "friend" twisted this information into a rumor that Ryan had something done to him and, therefore, Ryan must be gay. The rumor and taunting continued beyond that school day... well into the night and throughout the summer of 2003. My son approached a pretty, "popular" girl from his school online and worked on establishing a relationship with her, I'm sure as a surefire way to squash the "gay" rumor. When the 8th grade school year started up again, Ryan approached his new girlfriend in person. I'm sure he was never prepared to handle what happened next. In front of her friends, she told him he was just a loser and that she did not want anything to do with him. She said she had been only joking online. He found out that she and her friends thought it would be funny to make him think she liked him and to get him to say a lot of personal, embarrassing things. She copied and pasted their private IM exchanges into ones with her friends. They all had a good laugh at Ryan's expense. Now certainly my son was not the first boy in history to be bullied and have his heart crushed by a pretty girl's rejection. But when I discovered a folder filled with IM exchanges and further interviewed his classmates, I realized that technology was being utilized as a weapon far more effective and far reaching than the simple tools we had as kids. It's one thing to be bullied and humiliated in front of a few kids. It's one thing to feel rejection and have your heart crushed by a girl. But it must be a totally different experience, compared to a generation ago, to have these hurts and humiliation witnessed by a far larger, online adolescent audience. I believe my son would have survived these incidents of bullying and humiliation if they had taken place before the advent of computers and the internet. But I believe there are few of us who would have had the resiliency and stamina to sustain such a nuclear level attack on our feelings and reputation as a young teen in the midst of rapid physical and emotional changes and raging hormones. I believe bullying through technology has the effect of accelerating and amplifying the hurt to levels that will probably result in a rise in teen suicide rates. Recent statistics indicate that, indeed, teen suicide is on the rise again after many years of declining rates. My son was an early casualty and his death an early warning to our society that we'd better pay close attention to how our children use technology. We need to study this new societal problem with a sense of urgency and great diligence. We must also be swift and deliberate in our law-making and social policy development when it comes to protecting our youth from the misuse of technology against them and amongst them. This book will prove to be an invaluable resource. It will level set the reader about what bullying is and its harmful effects. Then it will explore the increasing ways technology is utilized to extend bullying behavior well into cyberspace. It brings us up to speed on the latest research findings and maps out very concrete preventative and responsive actions for both parents and educators. _John Halligan, Ryan's Dad_ _www.RyanPatrickHalligan.org_ PREFACE We originally decided to write about cyberbullying after working together on various bullying prevention efforts and collaborating on research on cyberbullying. One day we came face to face with an extreme example of cyberbullying that occurred in a suburban school district. Patti Agatston can still remember calling Sue Limber and saying, "You need to look at this Web site targeting a student. The mother has asked me to help her find out who did it and get it removed, and I cannot believe what I am seeing!" From that initial conversation, we began carving out the steps necessary to intervene in an actual severe cyberbullying episode, with much help from the Center for Safe and Responsible Internet Use's online documents authored by Nancy Willard. After that trial-by-fire experience, we met and discussed how useful it would be to personally interview students and parents, via focus groups and individual interviews, to better understand their experiences and perspectives. We noted that the paper and pencil surveys were insufficient to capture the emotional impact of this new form of bullying on parents and children. A broader idea emerged: writing a book describing our findings that would include actual interviews from students and parents. The first edition of this book appeared in 2008. In just the few years since that time, the percentage of teens involved with technology has continued to increase, and the venues by which children (and adults) can engage in cyberbullying have also expanded. For example, sexting has become a mode of cyberbullying others that carries with it a host of legal complications for those involved. One purpose of this book is to educate parents, educators, and community organizations about the growing problem of cyberbullying. But another is to empower the adults in the community to prevent this new form of bullying from becoming a regular experience for youth navigating the internet and other technological tools. Many adults and educators have found themselves in our position, learning about cyberbullying at the moment when intervention is necessary. We hope that this book will help adults gain the knowledge and tools necessary to be true resources to young people in preventing and addressing cyberbullying episodes, rather than being viewed as hindrances, which unfortunately is frequently a perception of young people, as we will discuss. Robin Kowalski and Sue Limber, psychologists and faculty members at Clemson University in South Carolina, have been researching cyberbullying through a variety of methods for several years, and some of their innovative research is published in this book, including new research focusing on cyberbullying among children with ADHD and/or Asperger Syndrome. In addition, Patti Agatston, a psychologist and counselor, collaborated with Robin and Sue to develop individual and group questionnaires to use while interviewing parents and students regarding cyberbullying. Patti teamed up with her colleague Michael Carpenter to conduct focus groups during the spring and fall of 2006. Michael Carpenter was one of the first nationally certified trainers for the Olweus Bullying Prevention Program and one of the founders of the Prevention/Intervention Center, the Cobb County Georgia School District's nationally recognized student assistance program, where Patti Agatston also works. Patti conducted the female focus groups on cyberbullying, while Michael led the male focus groups. In addition, Patti conducted a variety of individual interviews with parents and students from various middle and high schools in the district who were willing to be interviewed regarding their experiences with cyberbullying. The reader will have an opportunity to hear first hand from some of the parents and students who were interviewed for this book. We will share some suggestions and recommendations as a result of the research and interviews that we and others have conducted. We hope that the reader will find it more meaningful to know that these recommendations are being made based on research that has involved parents and youth in actual dialogue, in addition to survey methods. We also realize that new technologies with new potentials for bullying will emerge that require continued dialogue with parents and youth to understand the experiences they are having. The challenge is to incorporate these new technologies in a way that enhances rather than detracts from our daily life. There are many people who contributed to the writing of this book, and the conducting of the research, to whom we offer our heartfelt gratitude. First, we want to thank a number of principals of the Cobb County School District who made it possible to conduct focus groups and individual interviews, including Linda Clark, William D. Griggers, Susan Gunderman, Denise Magee, Janet Peeler, Geraldine Ray, Ivia Redmond, Grant Rivera, and James Snell. Special thanks are given to the following school counselors for going above and beyond the call of duty to facilitate our work: Yvonne Young, Colleen Brown, and Susan Strickland, as well as health teacher Eric Homansky. Thanks also go to the staff of the Prevention/Intervention Center – Jeff Inman, Jeff Dess, Luisa Resendiz, Joyce Hutchings, Janice Mosher, and Michael Carpenter – who provided encouragement, support, and a place to lock up sensitive data. Weijun Wang and Natura Agani at Clemson University provided invaluable assistance with research on cyberbullying policies. Many students at Clemson University invested considerable time and energy collecting, inputting, and analyzing data: Lindsey Sporrer, Erin Hunter, Richard Reams, Karissa Chorbajian, Kristy Kelso, Natalie Irby, Angela Gorney, Amy Scheck, Ryan Cook, Melissa Redfearn, Jessica Allen, Kelly Simpson, Ann-Mac Calloway, Melinda Keith, Stephanie Kerr, Laura Singer, Jana Spearman, Lance Tripp, Jessica Farris, Kelly Finnegan, Laura Vernon, Rebecca Fulmer, Alison Richman, Liz Johnson, Stephanie Freeman, Sarah Louderback, Micah Lattanner, and Gary Giumetti. We are grateful for their help. We would also like to thank Nicole Benevenia at Wiley-Blackwell for her support of this project and for her encouragement throughout the process. We are indebted to her and the staff at Wiley-Blackwell for their support. Thanks to the many work colleagues, friends, and relatives who supported us by offering encouragement, suggestions, and by reading and responding to our work, including Andrew Agatston, Robert Agatston, Teresa Hubbard, Rachel Galli, Frank and Kathy Walton, and Randolph and Frances Kowalski. Finally, we thank our children, Austin, Jack, Mary, Noah, and Jordan, who inspire us to believe that all children have the right to feel safe from bullying, in both the real and the virtual worlds. 1 INTRODUCTION _What makes cyber bullying so dangerous... is that anyone can practice it without having to confront the victim. You don't have to be strong or fast, simply equipped with a cell phone or computer and a willingness to terrorize._ (King, 2006) Bullying creates memories that often last a lifetime. Simply hearing the name of a person who bullied them, even years or decades after the bullying occurred, may be enough to send chills up the backs of many people. When most adults think of bullying, they conjure up the image of a big thug who terrorized kids on the playground at school. Usually a male, he was someone to be feared. As horrible as encounters with this bully1 may have been, though, the end of the school day often brought a reprieve as the victim left school and went home. Cyberbullying, however, is a bit different. In spite of recent media attention devoted to the topic, many people are still not familiar with the term. But, for those who are and who have experienced it, the memories, like those of traditional bullying, may also last a lifetime. Cyberbullying, also known as electronic bullying or online social cruelty, is defined as bullying through e-mail, instant messaging (IM), in a chat room, on a Web site, on an online gaming site, or through digital messages or images sent to a cellular phone. Although sharing certain features in common with traditional bullying (see Chapter 3 for a more detailed discussion of this), cyberbullying represents a somewhat unique phenomenon that has been receiving increasing attention in recent years in both the popular press and in academic circles. Cyberbullying not only looks and feels a bit different than traditional bullying, but, as will be discussed later in this book, it presents some unique challenges in dealing with it, especially for parents, educators, and other adults who interact with children. In discussing the relationship between traditional bullying and cyberbullying, a reporter for MSNBC stated: "Kids can be cruel. And kids with technology can be cruel on a world-wide scale" (Sullivan, 2006). As is clear from its definition, cyberbullying is a method of bullying made possible because of technological advances over the past 15–20 years. Two of the most notable of these advances are the Internet and the cellular phone. One of the interesting questions that is often raised in connection with the Internet is: To what degree has it changed the lives of the adolescents who are using it? We believe that this is really the wrong question. Although the Internet may have changed the lives of the parents of these adolescents, for the adolescents themselves the existence of the Internet is all they have ever known. It simply _is_ part of their life. The fact that parents of many of these children did not grow up with cellular phones and in-room computers, whereas these technologies are prevalent in the lives of the adolescents, accounts, in part, for the gap between parents and children in understanding both the uses and risks of the Internet (Kowalski & Fedina, 2011). Parents, at least initially, tend to view the Internet as a helpful tool to aid their children with homework. Similarly, in parents' eyes, cellular phones are a means for kids to call home in emergencies. Children and youth, on the other hand, perceive the Internet, cellular phones, and related technologies as critical tools for their social life. For most parents, this technology is relatively new and somewhat foreign and, therefore, something about which their children need to be cautious. For children and youth, on the other hand, these communication technologies have always existed, so they have a comfort level with technology that is foreign to many of their parents. Many parents candidly admit that their children are the ones who have taught them most of what they know about the Internet and related technologies. For example, in a focus group interview about cyberbullying, one teenager stated that she had taught her father how to access her brother's computer search history. In another study (Kowalski & Fedina, 2011), just over 27% of the parents perceived that their technology skills were equal to or worse than those of their children. Importantly, though, what children are doing today isn't all that different from what their parents did when they were growing up – it is just that the vehicle through which they are doing it differs. For example, Lindsay Notwell referred to text messaging as "the note-passing of the new millennium... the Game Boy of wireless communications, for people who think with their thumbs" (Carpenter, 2003). Researchers with the Media Awareness Network (Wing, 2005), in discussing the extent to which the Internet affords adolescents the opportunity to try on new roles and identities, pointed out that kids have been playing "dress up" for centuries. The technological mediums used today, however, present some unique challenges that didn't confront children two or three decades ago. Traditionally, notes were passed between two individuals, often in class, and hidden from the view of the teacher and most other students in the class. Today, "notes" are passed via instant messaging and e-mail for a much wider audience to see. Hand-held electronic devices, such as Game Boys, that might, only a few years ago, have been played while a child watched television in the living room have been replaced by X-Box Live that is played with multiple other people on a computer that most likely resides in the child's room. For better or for worse, technology is here to stay, and it is a staple in the lives of adolescents today. _Time_ magazine's 2006 selection of "You" as the person of the year attests to this (Grossman, 2006). In trying to select a person who helped to shape the course of history, writers at _Time_ realized that the story of 2006 was "a story about community and collaboration... It's about the cosmic compendium of knowledge Wikipedia and the million-channel people's network YouTube and the online metropolis MySpace" (Grossman, 2006). In focus groups conducted with Canadian children in grades 4 through 11, researchers found that children and adolescents view the Internet as "an opportunity to explore the adult world without supervision" (Wing, 2005). This preference is in keeping with their need to test their wings outside the family. A majority of children (57%) also use the Net to explore topics that interest them on an average school day, and a significant proportion use it to express themselves on their own Web sites (28%) or in online diaries and Web logs (15%; Wing, 2005). **Children and the Internet** So many kids use the Internet and its many communication venues that it has been referred to as the "digital communication backbone of teens' daily lives" (Lenhart, Madden, & Hitlin, 2005, p. iii). Want to punish a teenager? Simply threaten to take their computer or cell phone away. To a teenager, that may seem to be a punishment worse than death (or, at least, a punishment that is the equivalent of a social death). Several large-scale surveys have given us a picture of the prevalence of the use of technology among teenagers today and some of the potential dangers faced by teens. According to _The 2010 Digital Future Report_ (Center for the Digital Future, 2010), released annually over the last decade, Internet use among Americans has continued to increase, as has overall time spent online. In 2005, 79% of Americans spent time online, averaging 13.3 hours a week, a significant increase over the previous four years. In 2009, 82% of Americans spent time online, averaging 19 hours a week. In the 2005 report, among all Americans e-mail was the most frequent online activity, with instant messaging appearing ninth in the list. In 2009, instant messaging was the most common method of communicating online. Social networking sites are increasing as a communication tool of choice with 58% of individuals using social network sites at least once a week, an increase of 14% from the previous year. Notably, 100% of individuals surveyed under the age of 24 spend time online. This high rate of Internet activity among children and young adults has led people such as Bill Belsey, President of Bullying.org Canada, to refer to teenagers today as the "always on generation." The 2010 Pew Internet & American Life Project report indicated that 93% of the 800 teens between the ages of 12 and 17 surveyed spend time online. Over half of these teens (63%) reported that they spent time each day online (Lenhart, 2010). Thirty-six percent of these go online several times a day. Three fourths (75%) of the adolescents had their own cell phones, compared to 45% in 2005 and 18% in 2004; notably, 58% of 12-year-olds had a cell phone. Just under three-fourths of all teens send text messages, translating to 88% of all teens with cell phones (Lenhart, 2010). The average teen sends/receives 50 text messages a day, although one-third send/receive approximately 100 texts a day or 3,000 a month (Lenhart, 2010). Given these statistics, it is hardly surprising that texting has now surpassed instant messaging as the most common mode of communication among teens. Eight percent of the teens in this survey visited virtual worlds, such as Second Life. The use of virtual worlds was more popular among younger teens than older teens, and more popular among teens than adults. Highlighting the "wired" nature of today's youth, the survey found that the average youth has 3.5 gadgets out of 5 surveyed: cell phones, MP3 players, computers, game consoles, and portable gaming devices (Lenhart, 2010). The biggest leap in online activity occurs between the 6th and 7th grades, according to the Pew report (Lenhart, 2010). Whereas 83% of 6th graders indicated that they used the Internet, 92% of 7th graders reported online activity. In a demonstration of technology trends, the 2005 Pew report noted that boys (particularly 6th grade boys) were much less active in their use of the Internet than girls. Whereas only 44% of the 6th grade boys reported going online, 79% of 6th grade girls reported using the Internet. Girls also were more likely than boys to use instant messaging. Seventy-eight percent of girls and 71% of boys said that they had tried instant messaging. Girls also tried instant messaging at an earlier age than boys. In the 2010 report, however, Lenhart found that boys and girls were equally likely to go online. Seventy-three percent of teens between the ages of 12 and 17 use social network sites, an increase of 18% since 2006 (Lenhart, 2010). Girls and boys were equally likely to use social networking sites. Only 8% of teens 12–17 reported using Twitter. Older teens were more likely than younger teens to use this social networking service, and, among older teens, girls reported being more likely to tweet than boys (Lenhart, 2010). In 2000 and again in 2003, the Media Awareness Network (Wing, 2005) launched a series of research studies examining the online behavior of Canadian children and adolescents. In 2003, the organization conducted a series of focus groups with both parents and adolescents. Two years later, they administered a survey to 5,272 children in grades 4 to 11 to examine their online activities. Among other things, the study found that 23% of the children and youth had their own cellular phone. Twenty-two percent of school-aged children had Web cams. By the time they reached 11th grade, 31% had personal Web cams. Internet use tends to decline slightly once kids reach high school in part because most are driving or have friends who drive. Once they have the ability to see one another in person, they rely less on technology to keep in touch with one another. In addition, they are connecting with their friends differently, using cell phones more than computers at home. Eighty-nine percent of the respondents in grade 4 reported playing games online. As the ages of the children increased, the percentage that played games decreased and the percentage who used instant messaging increased. Across all age groups, instant messaging was ranked as the first choice of online activity by 62% of the girls and 43% of the boys. Of concern, only 16% of the respondents reported talking about their online activities with their parents. The Canadian survey revealed some disturbing information about the kinds of sites that adolescents like to visit. Of the 50 favorite Web sites listed, nearly one-third included violent or sexual information. In Quebec, the most popular site among girls in grades 8 to 11 is Doyoulookgood.com. "On this Montreal-based site, users post photos, videos and information about themselves so others can vote on their looks. Members can search for people by age, starting as young as 13" (Wing, 2005). The use of social networking sites, such as Facebook, MySpace, Xanga, LiveJournal, Formspring, and Nexopia has increased markedly in the last few years. Facebook is currently the most popular social networking site worldwide, with over 800 million active users. An active user is defined as someone who has logged into their Facebook account at least once within the previous month. Half of these active users log into their accounts daily. Across all users, people spend in excess of 700 billion minutes a month on Facebook (Facebook statistics, 2011)! Nexopia, the Canadian equivalent of Facebook and the largest social network site for youth in Canada, has a user base of approximately 1.2 million. Bebo (Blog early, blog often), similar to MySpace except affiliated more with schools and universities, and more likely to be used by teens, has seen similar rates of growth. Within its first year, Bebo acquired 25 million users ("Focus: Brave new world," 2006). Currently, Bebo is the largest social networking site in the United Kingdom ("What is Bebo," 2010). Formspring, which launched in November, 2009, uses a question and answer style format for users to network with one another. Askers can choose to remain anonymous as they ask questions that are then responded to by the user to whom they are directed. The questions and answers are then posted on the user's profile. Users' profiles can be linked to other social networking sites, such as Facebook and Twitter. Ernie Allen, President of the National Center for Missing and Exploited Children, said, in reference to adolescents posting personal information on social networking sites: "What they're doing [when they post information about themselves online] is opening a window to people who may not have the best intentions" (Olsen, 2006b). A survey conducted by the National Center for Missing and Exploited Children (NCMEC) and Cox Communications oriented toward online and wireless safety examined the online experiences of 655 children between the ages of 13 and 17. The survey responses showed that 72% of 13–17-year-old children have a personal profile on a social network site ("Teen online," 2006, 2009). Sixty-two percent had posted photos of themselves on a blog or their social networking profile. Ninety-one percent listed a personal e-mail address, and 60% had a screen name that they used for instant messaging. Nineteen percent had engaged in sexting. Nine percent had sent a sext, 17% had received a sext, and 3% had forwarded a sext. One in ten of the individuals who had sent sexts had sent them to someone that they didn't know. A similar survey conducted two years earlier with 1070 teens in the same age range found that 8% had had a face-to-face interaction with someone they had met over the Internet (a decrease from 14% in 2006). Sixteen percent said they were considering a face-to-face meeting with someone they had met online, a decrease from 30% in 2006. Sixty-nine percent had received a personal message from someone they didn't know ("Cox Communications," 2007; "Take charge," 2006). In a desire to examine the online presence of even younger children, the National Center for Missing and Exploited Children and Cox Communication's Take Charge program subsequently administered a similar survey to 1,015 tweens ages 12–15, all of whom had access to the Internet. The findings reinforced the wired culture in which our youth live. The presence of children online more than doubled between the 8–10 and 11–12 age ranges. Girls showed more of an online presence than boys. Fifty percent of tweens ages 11–12 reported having a cell phone and 34% of tweens in the same age range had a profile on a social network site. Twenty-eight percent reported that they had been contacted via the Internet by someone that they did not know. Almost 20% did not tell anyone about messages that they had received from strangers ("Tweens and Internet," 2011). Not surprisingly, given that children and adolescents communicate with all sorts of people on the Internet, some of whom are friends and others of whom are strangers, experiences with the Internet and related technologies may be positive or negative. Profiles of children and youth on the Internet, and data on the types of information to which they are exposed while surfing the Internet, change rapidly. For example, in comparing data from the first Youth Internet Survey (YISS-1; Ybarra & Mitchell, 2004), and the second Youth Internet Safety Survey (YISS-2; Wolak, Mitchell, & Finkelhor, 2006), which were conducted approximately five years apart, researchers reported that the percentage of children and youth who reported receiving online sexual solicitations had decreased from YISS-1 to YISS-2, but the proportion who reported online harassment and unsolicited exposure to sexual images had increased. A disturbing note to this reported increase in the number of children experiencing online exposure to sexual material is the fact that an increased number of parents (55%) in YISS-2 reported the use of computer blockers, filters, and keystroke software programs, compared to YISS-1 (33%). So, despite these increased parental controls, the number of children and youth who reported unwanted exposure to sexual material continued to increase. Also disturbing, according to YISS-2 (Wolak et al., 2006) an increasing number of perpetrators of online harassment are friends or acquaintances of the victim: 46% in the YISS-2 survey compared to 28% in YISS-1. Furthermore, the proportion of respondents in YISS-2 (14%) who said that the individuals making online sexual solicitations were offline friends or acquaintances increased from YISS-1, by 3%. **Effects of Internet Use on Children and Youth** There is debate regarding the extent to which high levels of Internet use interfere with psychological functioning, particularly among children and adolescents. On the one hand, Internet use allows for the possible development of new relationships, and for the easy maintenance of existing friendships and relationships. Russell and his colleagues (2003) found that frequent Internet use broadened people's social networks, particularly for people who were shy and socially anxious (see also, Gross, Juvonen, & Gable, 2002; Mazalin & Klein, 2008; McKenna & Bargh, 2000). Related research by Roberts, Smith, and Pollock (2000) found that socially anxious individuals were more confident communicating electronically than face-to-face. With time, however, this confidence carried over into face-to-face interactions. Socially anxious individuals are also more likely than nonsocially anxious people to communicate electronically with strangers or acquaintances (Gross et al., 2002). Using Thibaut and Kelley's (1959) analogy, Bargh and his colleagues (2002) compared the Internet to talking to "strangers on a train": people often freely disclose to strangers sitting next to them on a train aspects of themselves that they would not reveal to others. The Internet affords people the opportunity to disclose aspects of their "true self" that they would not reveal in face-to-face interactions. Thus, the Internet has the potential to increase students' social interaction and enhance collaborative learning experiences (Beran & Li, 2005). At the same time, however, Robert Mahaffey, a criminal investigator for the Mississippi Attorney General's cyber crime unit, stated that: "The Internet is the wild, wild West of the 21st century, and it should be viewed that way" ("FBI: Blogging can be dangerous," 2005). Just like the wild, wild West, the Internet is full of excitement and adventure, but it is also full of danger and often unknown "bandits." Using a similar analogy, Franek (2005/2006) stated that "we need to be vigilant sheriffs in this new Wild West – a cyberworld buzzing with kids just a few keystrokes away from harming other people, often for no other reason than that the sheriffs are sleeping. As anyone who has ever been the victim of bullying and harassment will tell you, the bullets may not be real, but they can hurt" (p. 40). On the positive side, the anonymity afforded by the Internet allows people to try on multiple roles and experiment with different "selves" without fear of negative evaluation or social sanctions that might follow such experimentation in face-to-face encounters. Significant numbers of adolescents (24%) in the 2005 Pew Internet & American Life survey admitted to pretending to be different people online (Lenhart et al., 2005). Fifty-six percent had more than one e-mail address or screen name. Users can pretend to be older or younger, male or female, African American or Caucasian, liberal or conservative, homosexual or heterosexual. The list of possible roles they can play and identities they can assume is endless. On the one hand, this can be beneficial to a teenager who is searching to discover who he or she is. On the other hand, pretending to be someone they are not may lead children and adolescents to "meet" people online and, perhaps, subsequently in the real world, who also are not who they say they are. Indeed, 39% of the respondents in the 2001 Pew report (Lenhart, Rainie, & Lewis, 2001) admitted to playing a trick on someone or pretending to be somebody different when using instant messaging. Sixty percent of the teens reported that they had received e-mails or IMs from a stranger and 50% exchanged e-mails or IMs with a stranger. Seventeen percent of respondents in the Young Canadians in a Wired World Survey (Wing, 2005) reported that they "had pretended to be someone else so 'I can act mean to people and not get into trouble'." In addition, 59% of the respondents admitted to pretending to be someone that they weren't online. Of these, 52% pretended to be a different age, 26% assumed different personality characteristics, 24% pretended to have abilities they didn't have, and 23% claimed an appearance that was different from their actual appearance. Eighteen percent of the respondents to the NCMEC/COX Communications Survey ("Teen Online," 2009) indicated that they had posted a fake age on a public blog or a social networking site. Over 60% of the respondents to the NCMEC/COX Communications Survey ("Take charge," 2006) indicated that they had friends who had lied about their age over the Internet; another third stated that they had friends who had discovered that the person with whom they were communicating online was a different gender or age than they had originally claimed. Opportunities for self-affirmation and self-expression provided by the Internet can quickly become vehicles for denigration and cyberbullying. For example, as noted earlier one site, doyoulookgood.com, allows users to set up personal accounts whereby they post pictures of and personal information about themselves. Site visitors can then pull up a person's profile and vote on the individual's attractiveness as well as send messages to the person. Ironically, although billed as a "social dating community" for individuals age 18 to 34 on its Web site, doyoulookgood.com was rated as the most popular site among Canadian girls in grades 8 to 11 (Wing, 2005), At the time of writing, 115,205 new photos had been posted this week and just under two million messages had been sent today. Of the almost 1,000 members currently online, 60% were men and 40% were women. Although the individual who receives positive ratings has the potential to have his or her self-esteem raised, the opposite scenario is probably more likely – negative ratings or negative comments that serve to denigrate the individual whose photo is posted on the Web site. Such negative postings represent only the tip of the iceberg of cyberbullying. Perhaps not surprisingly, some evidence suggests that increased Internet use is associated with adverse psychological effects. In one of the first large-scale studies examining the psychological effects of Internet use, Kraut et al. (1998) found higher levels of Internet use to be associated with higher levels of depression and loneliness (see also Moody, 2001; Sum, Matthews, Hughes, & Campbell, 2008). Indeed, some experts are increasingly talking about the need for youth to "disconnect" or take digital sabbaticals. They are encouraging parents to look at helping the "always on" generation find opportunities to disconnect, reflect, and meditate. Other researchers suggest, however, that the Internet increases social and communication skills and can actually decrease loneliness by providing quality online relationships (Ong, Chang, & Wang, 2011). In a nationwide survey of more than 63,000 children in 5th through 8th grade conducted by i-SAFE America, 30% said they had said mean or hurtful things to another person online, with 3% saying they did so often. Conversely, from a pool of approximately 20,700 students, 37% of the respondents said that someone had said mean hurtful things to them online. Four percent reported that it happened quite often. Nine percent had felt worried or threatened in the past year because someone was bothering or harassing them online (i-SAFE, 2006–2007). Thirty-four percent of the respondents in the Young Canadians in a Wired World survey reported having been bullied, with 74% of these being bullied at school and 27% being bullied over the Internet (Wing, 2005). Another 12% reported having been sexually harassed, with 70% of these being sexually harassed over the Internet. How prevalent has cyberbullying become? Pretty prevalent. It used to be that kids could go off to summer camp to make new friends, gain some independence, learn new skills, and quite simply have an enjoyable way to spend part of their summer.2 Long before the days of cellular phones, palm pilots, and laptops, campers might take a camera with them so that they could remember some of the cool things they saw at camp and so that they could have pictures of their new friends. Now, however, summer camp is a bit of a different experience. Kids might walk around camp listening to their iPod or talking on their Droid or Blackberry. Back at the lodge, they might be found tied to a computer, IMing their friends or posting information on their own or another person's Facebook site – until recently, anyway. Cyberbullying has become so worrisome for some adults that some summer camps have decided to ban digital cameras from the camp premises (Belluck, 2006). The fear? That not-so-well-meaning campers will take inappropriate pictures of other campers or doctor "normal" pictures and then post these images on the Web, such as on social networking sites, like Facebook or MySpace (Belluck, 2006). In some instances, camps are trademarking their names and logos so that they have legal recourse if such images are posted (Belluck, 2006). **Prototypes of Cyberbullying** In recent years, countless examples of cyberbullying have been reported in the media, a few of which will be briefly recounted here as prototypes of cyberbullying. As will become apparent, cyberbullying includes a range of experiences, some legal, some illegal. Many of these examples highlight some of the worst examples of cyberbullying. Yet, they help illustrate how issues such as the speed of distribution, anonymity, 24/7 accessibility, and permanence come into play with cyberbullying, issues that we will return to later in the book. In perhaps one of the first and best-known illustrations of cyberbullying, Ghyslain Raza created a video of himself on November 4, 2002, acting out a scene from the movie _Star Wars_ , using a golf-ball retriever as his light saber. Unfortunately, classmates then posted the video online without his permission or knowledge, where it was seen by millions. Eventually, in 2004, a Web site was created that contained original and modified clips from the video, along with special effects, and music from the _Star Wars_ movie. The site received over 76 million hits (Lampert, 2006). In addition, other Web sites contained clips from the video spliced into action movies. Some speculated that Ghyslain's image was the most downloaded image of 2004. Labeled the "Star Wars Kid," Ghyslain was forced to change schools and received psychiatric help. On April 7, 2006, Raza's parents, who had filed a lawsuit against the classmates who had placed the video on the Internet, settled out of court with the families of these students. Ghyslain is currently a law student at McGill University and the President of a nonprofit organization designed to preserve the cultural heritage of town called Trois-Rivères (Axon, 2010). A young man, angry over the fact that his girlfriend broke up with him, used photo-editing tools to paste her head onto a pornographic picture and sent it to everyone in his e-mail address book (Paulson, 2003). In March, 2011, a group of high school students in Westchester, New York created a list known as the SMUT List. About 100 girls were rank-ordered on the list based on their sexual activity. The list first circulated via text messaging, but was later posted on a Facebook group page. Within 24 hours, over 7000 people had "liked" the page (Stamoulis, 2011). Taylor Wynn and McKenzie Baker, 15- and 16-year-old teenagers in Florida, created a fake profile of a classmate. On the profile, they superimposed her head on the nude body of someone else. Additionally, they juxtaposed a doctored photo of the classmate with her mouth agape next to an erect penis. After being forced to remove the first profile, the girls created a second. After being arrested and charged with aggravated cyberstalking, the girls expressed no remorse, saying that it was "all in good fun" and that "no one liked" the classmate (Kenny, 2011; Mandell, 2011). 15-year-old Jodi Plumb discovered a Web site devoted entirely to insulting her. Included on the Web site were comments about her weight as well as a date for her death. She discovered the Web site when a classmate used a digital camera to take a picture of Jodi for the Web site. Jodi said "I was really hurt because I did not know who'd done it" ("Cyber bullies target girl," 2006). Phoebe Pluckrose-Oliver, 10 years old, received abusive text messages and phone calls from girls at her school. According to Phoebe, "They started phoning me and saying that I was in the cow club and that I should phone the loser line and stuff" ("Girl tormented by phone bullies," 2001). Kylie Kenney was a victim of cyberbullying though multiple modalities. First, a Web site was created calling for her to die, the "Kill Kylie Incorporated" Web site. This was accompanied by countless harassing e-mails and phone calls. Furthermore, rumors spread that Kylie was a lesbian, and messages were sent ostensibly from her own instant messaging account asking other girls out on a date. In a news conference on cyberbullying, Kylie described how she was forced to change schools twice and how she had to be home-schooled for one semester because the cyberbullying was so bad. In the news conference, Kylie said "I was scared, hurt, and confused. I didn't know why it was happening to me. I had nowhere to turn except to my Mom" (Gehrke, 2006). A 15-year-old female from Rhode Island was charged with cyberstalking for creating a fake profile of a 9th grade student. Included on the profile, in addition to the freshman's name and birth date, was a picture of a "severed bloody foot," an attempt to poke fun at the fact that the student had been born missing part of one of her feet. The title of the facebook profile: Halfafoot (Mulvaney, 2011). A 14-year-old girl who had survived cancer and the loss of a limb when she was 10 years old was cyberbullied via text messaging for several months. Although the perpetrator's identity remained unknown for some time, it turned out to be the victim's best friend. The perpetrator would talk to the target on Skype while she was sending cyberbullying text messages so that she could witness the target's reactions to the bullying (Kennedy, 2011). Two Toledo, Ohio, teenagers, aged 16 and 17, were arrested for posting death threats on MySpace against a 15-year-old classmate. They threatened to slit her throat, bash her head in, and discussed going to jail together if they were caught ("Ohio girls sentenced for MySpace threats," 2006). A young boy posted sexually explicit pictures of himself online when he was 12 or 13 years old. A few years later, a young man named Matthew Bean became aware of the photos and forwarded them to the victim's school (Dale, 2011). Although Bean posed as a concerned parent, the school discovered his identity and pressed charges against him. An online group including Bean indicated that they wanted to drive the victim to kill himself (Dale, 2011). Bean was convicted and sentenced to time in prison. An 8th grader in Pennsylvania was charged for posting a depiction of "his algebra teacher's severed head dripping with blood, an animation of her face morphing into Adolph Hitler and a solicitation for $20 contributions 'to help pay for the hitman' " (Poulsen, 2006). A Facebook page called the "Stonewall Hoes" was created by a 16-year-old girl at Stonewall Jackson High School in Manasssas, Virginia, to highlight who she perceived to be the "hoes" in her class. Included on the page were photos of the girls along with degrading comments about the girls. The teen has been charged with cyberbullying and faces up to 1 year in prison (Thompson, 2011). In February 2006, five students at Kirkwood High School posted a "hot or not" list of junior girls on Facebook. Once the site was discovered, each of the five boys was given a 10-day suspension from school (Beder, 2006). A male student at Oak Park River Forest High School in Chicago created a list of the "Top 50" female students at his school, including his commentary of these women (e.g., racial slurs and notes about their anatomy). In addition to posting the list on Facebook, he distributed copies by hand throughout the school (Sobotka, 2011). The student has been suspended, and faces possible expulsion and criminal charges. 16-year-old Jade Prest became a prisoner in her own home and even contemplated suicide in reaction to the relentless cyberbullying she experienced by peers at school. Beginning as a disagreement over a boy at school, the cyberbullying included "midnight prank phone calls, an internet chatroom whispering campaign, abusive text messages, threats, intimidation and the silent treatment" (Crisp, 2006). A Facebook page was created with threatening posts directed at an 11-year-old girl from Orlando, Florida, who had appeared in a music video. In spite of multiple attempts to have the page removed, it remained for sometime under the premise that, by appearing in a music video, the girl was now a public figure and, according to Facebook's terms of use, public figures can be criticized on the social networking site. It was only when a _New York Times_ reporter contacted Facebook that the site was removed (Helft, 2010). In New Zealand, a 14-year-old girl's name and cell phone number were posted on Bebo along with offers of sex with no strings attached. The girl was unaware that the message and personal information about her had been posted ("Schools face new cyber bullying menace," 2006). In the fall of 2005, two students at Oregon City High School were suspended for comments they posted on MySpace about 32 other girls at the school. Included among the comments was the following about one of the students: "Every time you speak all I can think about is where is the closest body of water, so I can tie a brick to your ankle and throw you in. Which would be good exercise because it's hard to pick up fat people" (Pardington, 2005). Mary Ellen Handy's ordeal started because another student, named Gretchen, liked the same boy as Mary Ellen Handy. Gretchen verbally abused Mary Ellen, and then sent her harassing e-mails. Taking it a step further, she then communicated using IM as if she were Mary Ellen, sending embarrassing and threatening communications to which, not surprisingly, she received insulting responses back. The result for Mary Ellen – she developed an ulcer from the stress. At least two of her friends who were harassed because of their relationship with Mary Ellen switched schools (Levine, 2006). Ryan Patrick Halligan died by suicide at the age of 13 as a result of being persistently bullied and humiliated by peers at school. The bullying began at school and continued online. Toward the end of 7th grade, it was rumored at school and in IM conversations that he was gay. His father discovered after Ryan's death IMs saved on his computer demonstrating he was cyberbullied in regard to this rumor. His father also discovered that Ryan approached one of the pretty popular girls in his class online during the summer in between 7th and 8th grade, supposedly as a way of combating the gay rumor. Ryan learned on the first day of the school year that the girl only pretended to like him and that she had forwarded their private conversations to others to humiliate him. Two weeks before his death and only four weeks into the school year, Ryan wrote in an IM to a friend: "Tonight's the night, I think I'm going to do it. You'll read about it in the paper tomorrow." The "friend" replied, "It's about f*.* time!" (J. Halligan, personal communication, January 17, 2007) A female respondent in one of our focus groups described the following: "An ex-boyfriend got kind of crazy once. He started e-mailing me and saying that he was gonna come to my house and kill me and stuff like he was watching [my] sister. I knew he wouldn't do anything but I went ahead and told my mom because he was like a freak. So, it was getting kind of scary. Yeah, he would say stuff to my friends online too so I kind of freaked out." **Overview of the Book** It would be difficult to discuss and understand cyberbullying without a clear understanding of traditional or school-yard bullying. Chapter 2 will provide an overview of traditional bullying – how it is defined, who the victims and perpetrators are, and the effects of traditional bullying on both sources and targets. Chapter 3 will delve into the world of cyberbullying. After defining cyberbullying, we will examine the methods by which people cyberbully, who perpetrates cyberbullying and who is victimized by cyberbullying, and how cyberbullying is similar to and different from traditional bullying. The chapter will include a discussion of one of the key variables distinguishing electronic and traditional bullying – anonymity and the disinhibition that often results. Although research on cyberbullying is still in its early developmental stages, Chapter 4 will provide an overview of what extant research says about the topic, including assessments of the prevalence of cyberbullying, methods for studying cyberbullying, and a discussion of gender differences observed with cyberbullying. In particular, we will draw from our own research on cyberbullying with over 3700 middle school children throughout the country, and from focus groups that we held with middle school students. An examination of the psychological effects of cyberbullying will close out the chapter. Chapters 5 and 6 take an applied look at what parents (Chapter 5) and educators and other adults who work with youth (Chapter 6) can do to deal with cyberbullying. Strategies for dealing with cyberbullying once it has already occurred, as well as prevention methods to deter incidents of electronic violence from beginning at all, are discussed. In Chapter 7 legal and public policy concerns related to cyberbullying will be discussed. In the United States, policy-makers and school personnel have been somewhat slower than those in Canada or the United Kingdom to address cyberbullying in statutes and in school policies (Osmond, 2006). In Chapter 8 we will draw some conclusions and provide some suggestions for future research and policy decisions. A danger in writing a book on cyberbullying is that we will leave the reader with the impression that technological advances are bad and that children and youth would be better off if they did not have access to the Internet, cellular phones, etc. This is not the message we intend to convey. Indeed, technology is a good thing. The Internet provides a window to the world for many children and youth. Not only does it open up sources of knowledge to people (adolescents in particular) that might otherwise be too difficult to access, but technology also affords adolescents and adults an easy means of establishing and maintaining social contacts. For some socially anxious individuals, this may be their social saving grace. And, most children and youth when asked about their experiences with the Internet and related technologies rate their experiences positively. One of our former students getting ready to attend graduate school told us how she had already become friends with two or three individuals who would be in her program. Knowing that she could not have met these people in person, we asked her how she had already become friends with them. Her answer: Facebook (A. Scheck, personal communication, August 2, 2006). We couldn't help but think at that moment what a "leg up" these students would all have in moving to a new location and starting a new program simply because they had used a social network site to get acquainted with one another beforehand. The Internet also provides a venue for youth to engage in creative enterprises, such as creating content (e.g., blogging, creating and sharing music), and to mobilize for social change on various political and environmental causes. Nevertheless, cyberbullying is real, it is occurring with increasing frequency, and the psychological effects may prove to be as devastating, if not more so, than traditional bullying. We also want to emphasize that adults will never be able to completely shelter youth online. So, the solution cannot be just increasing adult supervision. Digital citizenship becomes increasingly important _because_ there are fewer adults present. Taking time to focus on digital rights and responsibilities with youth is critical. We need to rely on partnerships (e.g., between parents and children, parents and educators, schools and community leaders) and empowerment of youth to take appropriate action. **Notes** 1. Where possible in this book, we have tried to avoid referring to a child as a "bully" or a "victim." We believe that it is critical not to label children as "bullies" or as "victims" or in any way to imply that bullying others or being bullied are indelible traits (which in turn can be quite damaging to children). Instead, we try to refer to "a child who bullies" or "a child who is bullied" and to focus on the bullying behavior of children rather than their status. Where this language becomes unwieldy, we have on occasion used the terms "bully" and "victim." We hope that in these instances, the reader will understand our intent. 2. We do not mean to imply that children have never been bullied while at summer camp. Certainly there are many children who can tell traumatic stories about times when they were mercilessly bullied while away at camp. 2 CHILDREN'S EXPERIENCES WITH TRADITIONAL FORMS OF BULLYING with Weijun Wang _"Unless you've been bullied, you really can't understand what it's like and how hard it is to forget. It really leaves a scar that even time can't heal."_ (15-year-old focus group participant) Although the advent of cyber technologies has provided new arenas in which children and youth can bully each other, the phenomenon of bullying is hardly new. In order to better understand cyberbullying, it is important to be familiar with the various dynamics at work in traditional forms of bullying as well as what "best practices" are available for preventing and intervening with traditional bullying. **What Is Bullying?** Bullying is aggressive behavior that is intentional and that involves an imbalance of power or strength (Nansel, Overpeck, Pilla, Ruan, Simmons-Morton, & Schmidt, 2001; Olweus, 1993a, 2010; Olweus & Limber, 2010a). Sometimes this imbalance involves differences in physical strength between children, but often it is characterized by differences in social power or status. Because of this imbalance of power or strength, a child who is being bullied has a difficult time defending himself or herself. Typically, bullying does not occur just once or twice, but is repeated over time. Admittedly, sometimes it is quite difficult for adults to know whether behavior between children has occurred repeatedly, as children are often good at hiding bullying and reluctant to report bullying that they experience or witness. However, it is important to understand whether a behavior is a one-time occurrence or whether it is part of a pattern of ongoing behavior. Although adults should intervene whenever they observe inappropriate aggressive behavior (even if it appears to be an isolated occurrence), _how_ adults respond to bullying as opposed to other aggressive behavior may be different. **What Does Bullying Look Like?** Jack was small and somewhat immature for his age. For the past 2 years (since 2nd grade), Jack had been the target of jokes about his size. Most of the boys in his class called him "shrimp." He usually tried to laugh off the name-calling, but lately it seemed to be getting even worse. During the past week, several boys had been getting physically rough with him – tripping him on the school bus, and shoving him on the playground when the teachers weren't looking. When he mentioned to his parents that he was being picked on, his father lectured him about ways he could "stick up for himself," so he hadn't brought it up again. Tara had been attending Grove Street Middle school for only 1 month, but she was having trouble fitting in with her fellow 7th graders. Her family was new in town, and Tara didn't know a single student when she walked in the front door on the first day of school. Although the kids at school weren't exactly friendly for the first couple of days, the bullying didn't start until the second week, during English class. After Tara answered a question from the teacher, a popular girl called her a nasty name under her breath, and all the students sitting near them laughed. Before long, several popular boys had started taunting her in the hallways. Each day, when she tried to find a seat in the cafeteria, her fellow classmates made animal noises or blocked open seats with their books. Tara had never experienced bullying at her other middle school, and she was at a loss to know what to do. She missed a lot of school, complaining of stomach aches and nausea. When her parents insisted on a trip to the doctor, Tara finally broke down and told them what she'd been experiencing. "I hate this school! Please don't make me go back – I'd rather die!" As these stories (composites of real-life children) suggest, traditional forms of bullying include direct behavior, such as hitting, kicking, having money or other things taken or damaged, taunting, malicious teasing or name-calling. However, they also involve indirect (and often less obvious) behavior, such as rumor-spreading, social exclusion or shunning, and manipulation of friendships ("If you're her friend, you can't be _our_ friend"). Other types of bullying involve sexual comments and gestures, threats, and taunts based on race or ethnicity. Researchers also use other terms to describe bullying, such as relational and social bullying. Relational and social bullying behavior is intended to damage a child's reputation or social standing with peers, or use the threat of loss of the relationship to manipulate others. Most common forms of bullying (for both boys and girls) involve the use of words, such as name-calling, malicious teasing, or verbal taunts about one's looks or speech (Nansel et al., 2001; Olweus & Limber, 2010c). **How Common Is Bullying?** Although bullying is an age-old phenomenon, it has only been in the past 30 years that researchers have tried to measure bullying systematically. The earliest studies of bullying were conducted by Dan Olweus with children in Norway and Sweden in the 1980s (Olweus, 1993a). In an anonymous survey with over 150,000 children and youth, Olweus found that approximately 15% of the students in elementary and lower secondary schools (roughly corresponding to ages 8–16) had been involved in problems with bullying with some regularity (Olweus, 1993a). Nine percent had been bullied by peers, 7% had bullied others, and 2% had been bullied _and_ had bullied others. Studies of children and youth in the United States were not conducted until a decade after Olweus' early studies and typically found significantly higher rates of bullying (Limber, Nation, Tracy, Melton, & Flerx, 2004; Melton, Limber, Cunningham, Osgood, Chambers, Flerx, Henggeler, & Nation, 1998; Nansel et al., 2001). The first study of bullying in the US to use a nationally representative sample was conducted with more than 15,000 students in grades 6 through 10 and published in 2001 (Nansel et al., 2001). Using an anonymous self-report questionnaire, Nansel and her fellow researchers found that, within a single school term, 17% of children and youth said they had been bullied "sometimes" or more often, 19% had bullied others "sometimes" or more frequently, and 6% said they had been bullied _and_ had bullied others "sometimes" or more often. Students were asked about the frequency with which they had experienced five specific types of bullying – being "belittled about religion or race," being "belittled about looks or speech," being "hit, slapped, or pushed," being "subjects of rumors," and being "subjects of sexual comments or gestures" – and found that being belittled about one's looks or speech was the most common. More recently, in the 2007 School Crime Supplement to the National Crime Victimization Survey, Robers, Zhang, Truman, and Snyder (2010) reported that 32% of students (ages 12–18) reported having been bullied at school during the school year. More specifically, 21% of students said that they had experienced bullying that consisted of being made fun of; 18% reported having been the subject of rumors; 11% reported having been pushed, shoved, tripped, or spit on; 6% reported having been threatened with harm; 5% said they had been excluded from activities on purpose; and 4% of students reported others had tried to make them do things they did not want to do or that their property had been destroyed on purpose. Of those students who had been bullied, 63% reported that it had happened once or twice during the year, 21% said that it happened once or twice a month, 10% said it had happened once or twice a week, and almost 7% reported that they had been bullied daily. The Centers for Disease Control and Prevention (2010), using the 2009 national school-based Youth Risk Behavior Survey (YRBS) data, reported that nationwide, 20% of students had been bullied on school property one or more times during the past 12 months. Olweus and Limber (2010c) collected data from 524,054 students from 1,593 schools (94% public) in 45 states plus the District of Columbia and the US Virgin Islands who had completed the anonymous Olweus Bullying Questionnaire. They found that 17% of students from grades 3–12 had been bullied by their peers two to three times per month or more often and 10% had bullied others two to three times per month or more often. To get an estimate of the total volume of bullying problems experienced by students, Olweus and Limber (2010c) separated students according to their bullying status. In total, 25% of boys and 20% of girls had been involved in bullying two to three times per month or more often – as a "bully only" (8% of boys and 4% of girls), as a "victim only" (13% of boys and 14% of girls), or as both (4% of boys and 3% of girls). Considering that there are approximately 50 million public school students in the United States, Olweus and Limber estimated that approximately 11 million students are involved in bullying on a regular basis. Craig and her fellow researchers (Craig, Harel-Fisch, Fogel-Grinvald, Dastaler, Hetland, Simons-Morten, et al., 2009) compared the prevalence of bullying and victimization among boys and girls from nationally representative samples of 11-, 13-, and 15-year-old school children in 40 countries. The researchers found, in their sub-sample of 3,775 American school children, that 22% of boys and 17% of girls had been involved in bullying either as a bully, a victim, or as both a bully and a victim at school in the past 2 months according to student self-report surveys. How do rates of bullying vary among children in different countries? The most comprehensive cross-national study of bullying and other health behaviors was the Health Behaviour in School-Aged Children (HBSC) study, which was conducted among 11-, 13-, and 15-year-olds in 40 countries (Craig et al., 2009; Currie et al., 2004; see also Žaborskis, Cirtautienè, & Žemaitienè, 2005). Craig and colleagues (2009) reported that exposure to bullying two or more times a month varied across countries, with estimates ranging from 9% (in Sweden) to 45% (in Lithuania) among boys, and from 5% (in Sweden) to 36% (in Lithuania) among girls. Adolescents in Baltic countries reported higher rates of bullying and victimization, whereas northern European countries reported the lowest prevalence (Craig et al., 2009). Many other studies have also documented the prevalence of bullying behavior a wide variety of countries and cultures (see, e.g., Morita, Soeda, Soeda, & Taki's 1999 study of Japanese elementary school children; Hokoda, Lu, & Angeles' 2006 study of junior high school students in Taiwan; Cheng, Newman, Qu, Chai, Chen, & Shell's 2010 study of middle school students in China; Rigby and Slee's 1999 study of elementary school students in Australia; Cluver, Bowes, and Gardner's 2010 research with 10–19-year-olds in South Africa). Differences in prevalence rates across countries likely reflect social and cultural differences in bullying itself (or the interpretation of the term) and in the implementation of policies and programs to address bullying (Craig et al., 2009; Olweus & Limber, 2010a). **Has the Amount of Bullying Increased in Recent Years?** There is no denying that there is much more awareness about bullying today (on the part of media, educators, researchers, and policy-makers) than in years past. The massacre at Columbine High School in 1999 seems to have been a pivotal event in focusing attention on bullying in the United States. Although the specific motivations for this (or other school shootings) may never be fully understood, retrospective accounts in the popular press and in the research literature pointed to bullying as a contributing factor in many of these crimes (Dinkes, Kemp, & Baum, 2009; Fein, Vossekuil, Pollack, Borum, Modzeleski, & Reddy, 2002; Limber, 2006b). The suicide in January 2010 of a 15-year-old girl (Phoebe Prince) in Massachusetts brought additional international attention to the problem of bullying in US schools. To see just how much attention to school bullying has changed in recent years in the United States, we conducted a combined search of the Lexis/Nexis database, using the search terms "bullying" and "school" (see Figure 2.1). In 1998, the year prior to the Columbine shootings, school bullying was in the headlines of major US Newspapers & Wires 86 times. The number of news stories on school bullying doubled in 2000, and, in 2001, shot to more than 630. In 2010, there were 1,930 headlines on school bullying. **Figure 2.1 ** The number of Lexis/Nexis citations in which "bullying" and "school" appeared in the headlines of U.S. newspapers and wires. Not only has attention to bullying increased remarkably in the popular press since the late 1990s, but there also has been a significant increase in attention to bullying among researchers since that time. To gauge just how much the research focus has changed in recent years, we conducted a search of the PsycINFO database (an online social science database of journal articles, books, and other academic publications owned by the American Psychological Association) using "bully" or "bullying" or "bullied" as search terms. As Figure 2.2 illustrates, we found only five publications in 1990. By 2000 (one year post-Columbine) the number increased to 104, and in 2004 there were 268 such publications. There were 472 publications in 2010. Presumably this trend will continue. **Figure 2.2 ** The number of PsycINFO citations located that use "bully" or "bullying" or "bullied." Does the recent attention reflect a dramatic increase in bullying in recent years? According to the supplement to the National Crime Victimization Survey (DeVoe, Peter, Noonan, Snyder, & Baum, 2005), which asked students if they had been bullied (e.g., picked on or made to do things they didn't want to do) in the previous six months, there was a slight increase in rates of bullying between 1999 and 2001 (by about three percentage points) among American school children, but no change between 2001 and 2003. Finkelhor and his fellow researchers (Finkelhor, Turner, Ormrod, & Hamby, 2010) assessed trends in children's exposure to abuse, violence, and crime victimization based on a comparison of two cross-sectional national telephone surveys conducted in 2003 and 2008. Significant declines in physical bullying (from 22% to 15%) and emotional bullying (from 25% to 22%) were reported between these years. Molcho and colleagues (Molcho, Craig, Due, Pickett, Harel-Fisch, Overpeck, & the HBSC Bullying Writing Group, 2009), using data from the Health Behaviour in School-Aged Children (HBSC) study collected in 21 countries in 1993/94 and in 27 countries in 1997/98, 2001/02 and 2005/06, examined the trends in the occurrence of bullying and associated victimization among adolescents (11–15 years old) in North American and European countries. They observed overall decreases in reported rates of bullying and victimization in the majority of the 27 participating countries. However, it is difficult to find a clear pattern in this regard. For example, with regard to the prevalence of chronic bullying (bullying others two or more times this term), the largest decrease was reported in Denmark, with a 75% decrease for boys and an 83% decrease for girls between 1993/1994 and 2005/2006. But obvious increases in the prevalence of bullying were reported in other countries, such as Greece, which saw a 99% relative increase in bullying among boys and a 121% increase among girls between 1997/1998 and 2005/06. The United States saw a 16% decrease among boys (from 48% to 40%) and a 4% decrease among girls (from 32% to 30%) from 1997/98 to 2005/06. Although these data are promising for the US, at best they represent modest reductions for boys only. Therefore, much of the recent attention in the US likely reflects increased interest in (or concern about) the topic of bullying (particularly post-Columbine), rather than a radical change in the likelihood that children are bullied. **Age Differences and Bullying** At what ages are children most likely to be involved in traditional forms of bullying? The answer to this question depends upon whether one is asking about children's experiences of _bullying others_ or _being bullied_. Children also may be involved in different forms of traditional bullying behavior at different developmental stages depending on their verbal and cognitive development (Dodge, Coie, & Lynam, 2006; Rubin, Cheah, & Menzer, 2010). Most studies find that children are most likely to be _bullied by others_ during elementary grades. They are somewhat less likely to be bullied in middle school, and less likely still to be bullied in high school. For example, in their study of children and youth aged 2–17, Finkelhor and colleagues (Finkelhor, Ormrod, Turner, & Hamby, 2005) found that children aged 6–12 experienced the highest rates of physical bullying. Preschoolers experienced the second-highest rates of physical bullying, and teenagers (13–17-year-olds) experienced the least physical bullying. Children aged 6–12 also experienced the most teasing or emotional bullying of all three groups. Similar results were found by Nansel and her colleagues in their national study of 6th through 10th graders in the US (Nansel et al., 2001). Although 24% of 6th graders said that they had been bullied sometimes or more often, only 16% of 8th graders and 9% of 10th graders reported that they had been bullied. Dinkes, Kemp, and Baum's (2009) national data on school crime and student safety in US schools during the 2007–08 school year showed that a higher percentage of middle schools than high schools reported daily or weekly occurrences of student victimization from bullying. Rigby (2002) also found decreases in rates of victimization among Australian children in grades 4 through 12, with an important exception. There was a temporary increase in rates of victimization during the year that students first entered secondary school. Olweus and Limber's survey of 524,054 students in the United States (Olweus & Limber, 2010c) showed a steady decrease in being bullied (two to three times per month or more) for girls from grades 3 through 12. For example, 25% of 3rd graders, 18% of 6th graders, and 8% of 12th graders reported that they had been bullied. There was also a steady decrease for boys from grades 3 to 11. For example, 24% of the 3rd graders, 20% of 6th graders, and 12% of 11th and 12th graders reported that they had been bullied by their peers. The picture looks quite different, however, when focusing on children's rates of _bullying others_. Most researchers have found that children are most likely to bully each other (according to anonymous, self-report measures of traditional forms of bullying) during early to mid-adolescence (Eisenberg & Aalsma, 2005; Espelage & Swearer, 2004; Nansel et al., 2001; Olweus & Limber, 2010c). For example, in their study of 6th through 10th graders, Nansel and her colleagues (2001) found the highest rates of bullying others in 8th grade (24%, compared with 19% in 6th grade and 16% in 10th grade). Olweus and Limber's (2010c) findings revealed somewhat different age trends for boys and girls with respect to children's rates of bullying others. For girls, bullying behavior peaked in 8th grade (where 10% admitted bullying others) and then decreased through 12th grade. For boys, bullying behavior appeared to level off around 8th grade and remained high through high school. What accounts for the difference in age trends for bullying others versus being bullied? One likely explanation is that children and youth typically bully peers their same age or they bully _younger_ children and youth. **Gender Similarities and Differences in Traditional Forms of Bullying** Although both boys and girls are frequently involved in bullying, there has been debate among researchers about which gender is more likely to engage in and experience bullying. Studies that have used anonymous, self-report measures typically have found that boys are more likely than girls to bully (Cook, Williams, Guerra, Kim, & Sadek, 2010; Craig et al., 2009; Currie et al., 2004; Centers for Disease Control and Prevention, 2010; Nansel et al., 2001; Olweus, 1993a, 2010; Olweus & Limber, 2010c), and a recent meta-analysis of 153 studies since 1970 concluded that boys were more likely than girls to be "bullies" and "bully victims" (Cook et al., 2010). However, findings are less consistent when looking at gender differences in experiences of being bullied. Some studies have found that boys report higher rates of victimization than girls, whereas others have found no gender differences or only slight differences between boys and girls (see Olweus, 2010). In their meta-analysis, Cook and colleagues (2010) found that boys were more likely than girls to be bullied, although the effect size was weak. Probably more important than comparisons in rates of bullying between boys and girls are comparisons between the _types of bullying_ in which boys and girls engage. Research has shown that boys are more likely to be physically bullied by their peers (Finkelhor et al., 2005; Nansel et al., 2001; Olweus, 1993a; Olweus & Limber, 2010c; Rigby, 2002) and girls are more likely to be bullied through rumor-spreading or through sexual comments or gestures (Nansel et al., 2001; Olweus & Limber, 2010c). Olweus and Limber (2010c) also found that boys are more likely to be bullied than girls by having money or other things taken or damaged, being threatened or forced to do things, and being bullied about their race or color. It also is important to note that, although boys are typically bullied by other boys (and rarely girls), girls are bullied by both boys and girls (Finkelhor et al., 2005; Nansel et al., 2001; Olweus, 1993a; Olweus & Limber, 2010c). **Racial and Ethnic Issues in Traditional Forms of Bullying** Although race and ethnicity clearly play a role in some instances of bullying, there has been relatively little focus on this topic by bullying researchers (Larochette, Murphy, & Craig, 2010; Peskin, Tortolero, & Markham, 2006; Spriggs, Iannotti, Nansel, & Haynie, 2007). Nansel and her colleagues (2001) found that, among 6th through 10th graders who had been bullied, one-quarter said that they had been belittled about their race or religion at least once during the current school semester, and 8% had experienced such bullying once a week or more often. Olweus and Limber (2010c) found, in a sample of 524,054 students from 3rd through 12th grades, that 9% of boys and 6% of girls reported having been bullied with mean names or comments about their race or color. Some studies have examined similarities and differences in rates of bullying among children of different races in the United States. For example, Spriggs and colleagues (2007) found that, in a nationally-representative sample of 11,033 adolescents in grades 6 to 10 in the 2001 Health Behaviour in School-Aged Children (HBSC) survey, African American adolescents (6%) were less likely to be bullied than white (9%) and Hispanic students (9%). White adolescents (9%) were less likely to bully their peers than Hispanic students (11%) and African American students (10%). However, there were no differences in terms of bully-victims (3%) across race/ethnicity. A more recent analysis of the HBSC data involving 7,182 US students in grades 6–10 (Wang, Iannotti, & Nansel, 2009) found that African American adolescents were more involved in bullying perpetration (physical, verbal, and cyber), but less involved in victimization (verbal and relational). Hispanic American adolescents were more likely to be physical bullies or cyberbully-victims than white adolescents. Adolescents in "other" race/ethnicity category (e.g., Asian Americans) were less likely to be relational bullies or verbal bully-victims, but more likely to be the targets of cyberbullying than white adolescents. Socioeconomic status has been found to influence bullying involvement in racial minority youth. For example, Peskin et al. (2006) found that African American students of low socioeconomic status were at a higher risk of involvement in bullying and victimization than were Hispanic American students. What has research found in other countries in terms of racial bullying? Fandrem and colleagues (Fandrem, Strohmeier, & Roland, 2009) compared bullying experiences among 2,938 native Norwegians and 189 immigrant adolescents (13–15 years old). Immigrant adolescents (especially boys) were at higher risk of bullying others. In the Netherlands, Vervoort and Scholte (2010) found that, among 2,386 adolescents, ethnic minority adolescents were less likely to be bullied than the ethnic majority group members. There was no difference between the groups in rates of bullying others. They found that victimization was more prevalent in ethnically diverse classes in the Netherlands. In a study using the 2001/2002 Health Behaviour in School-Aged Children Survey (HBSC) (involving 3,684 students from 116 schools across Canada), Larochette et al. (2010) found that racial bullying and racial victimization were strongly related to individual factors such as race and gender. Being African-Canadians and being boys were associated with increased racial bullying of others. They found that students who engaged in racial bullying behaviors tended to engage in general bullying behaviors. In summary, although a number of studies have examined similarities and differences in rates of bullying among children of different races, much still has to be learned, such as: (1) To what extent do rates of bullying vary depending on whether children are in the racial majority/minority? And if so, how? (2) Is bullying related to the status hierarchy (e.g., the economic and social mobility) of children of different racial and ethnic groups? (3) How do cultural views of and experiences with aggression (e.g., parenting, neighborhood and community characteristics) influence rates of bullying among peers? **Bullying in Urban, Suburban, and Rural Communities** Although bullying has often been seen as a problem primarily for urban schools, there appears to be no support for this view. In fact, bullying has been documented in diverse communities across the US (and around the world). In one of the few studies to examine urban, suburban, and rural differences in rates of bullying, Tonya Nansel and her colleagues (2001) found that students in grades 6 through 10 were just as likely to be bullied in urban, suburban, town, and rural areas. They found only very small differences in students' reports of bullying others, with suburban youth being slightly less likely than others to say that they bullied their peers "sometimes" or more often and rural youth being slightly more likely than others to have ever bullied their peers. **Children Involved in Bullying** Researchers and practitioners have focused much attention on understanding the characteristics and experiences of children involved in bullying – including those who are bullied, those who bully, those who bully and are bullied (bully/victims), and the majority who are witnesses or bystanders to the bullying. _Children who are bullied_ Children who are bullied typically fall into one of two general categories – those who are passive or submissive, and a smaller number who are considered "provocative victims" or "bully/victims." The characteristics and experiences of passive victims will be discussed in this section; those of bully/victims will be discussed later. It is important to note that, although children are frequently referred to in the research and intervention literature as "passive," "submissive," or "provocative," these terms are not intended to be pejorative labels. Nor should they be used in any way to blame children for the bullying that they experience. _Characteristics of bullied children_ Although there is no single profile of passive victims of bullying, research suggests that they are likely to share some common traits and experiences (Cook, et al., 2010). Olweus (1993a) noted that children who are bullied are likely to have one or more of the following characteristics: * They are typically quiet, cautious, sensitive children who may be easily moved to tears. * They may be insecure, have little confidence, and suffer from low self-esteem. * They often have few friends and are socially isolated. * They may be afraid of being hurt. * They may be anxious or depressed. * They tend to be physically weaker than their peers (especially in the case of boys). * They may find it easier to spend time with adults (parents, teachers, coaches) than same-age peers. As will be discussed later, low self-esteem, anxiety, and depression may be common consequences of bullying, but they also may be precursors to bullying, in some children. Research indicates that children with these characteristics are actually more likely to _become_ victims of bullying (Cluver, Bowes, & Gardner, 2010; Fekkes, Pijpers, Fredriks, Vogels, & Verloove-Van Horick, 2006; Swearer, Grills, Haye, & Cary, 2004). It is likely that anxiety, depression, and poor self-esteem "signal" to peers that children may be easy targets for bullying. In their meta-analysis of studies on bullying, Cook and colleagues (2010) concluded that a typical victim of bullying is one who has internalizing problems (e.g., is withdrawn, depressed, anxious), shows some externalizing behavior (e.g., defiance, disruptive behaviour), lacks good social skills, has negative beliefs about himself or herself (e.g., self-respect, self-esteem, self-efficacy), and has difficulty solving social problems. Family variables may also contribute, to some degree, to a child becoming bullied (Cook et al., 2010). A child is more likely to be bullied if his or her family tends to be overprotective and sheltering because they think that child is anxious and insecure (Smokowski & Kopasz, 2005). A family's tendency to shelter a child may serve as both a cause and a consequence of bullying (Olweus, 1993a). Other family factors such as child maltreatment and domestic violence may also link a child with a high risk of being bullied by their peers (Ahmed, & Braithwaite, 2004; Baldry, 2003; Bowes, Arseneault, Maughan, Taylor, Caspi, & Moffitt, 2009; Cluver et al., 2010; Holt, Kantor, & Finkelhor, 2009). _Groups of children at high risk of being bullied_ Although any child may be bullied by peers (and while it is not always evident _why_ particular children are targeted), recent research has begun to focus attention on groups of children who may be at particularly high risk of being bullied. Relatively little research has been conducted on the relation between learning disabilities and bullying, but the existing findings suggest that children with learning disabilities are at greater risk of being teased and physically bullied (Martlew & Hodson, 1991; Mepham, 2010; Mishna, 2003; Nabuzoka & Smith, 1993; Thompson, Whitney, & Smith, 1994). Children with Attention Deficit Hyperactivity Disorder (ADHD) also are more likely than other children to be bullied (and they also are somewhat more likely than others to bully their peers) (Kowalski & Fedina, 2011; Twyman, Saylor, Saia, Macias, Taylor, & Spratt, 2010; Unnever & Cornell, 2003a; Wiener & Mak, 2009). For example, in a study involving 1,315 middle school students in the US (Unnever & Cornell, 2003a), 14% of students reported that they had been taking medication for ADHD, of which approximately 34% had been bullied at least two or three times a month and 12% had bullied others at least two or three times a month. In contrast, only 22% of the students not taking medication for ADHD reported having been bullied and 8% had bullied others. Children with autism spectrum disorder (ASD) also appear to be at increased risk of being bullied and ostracized by peers (Kowalski & Fedina, 2011; Twyman et al., 2010). Twyman and colleagues found that children (aged 8–18) with ASD were three times more likely to report being bullied and ostracized than children with no special health care needs. Children with special health care needs or chronic diseases may be frequent targets of bullying. For example, researchers have found higher rates of victimization among children with conditions that affect their appearance (e.g., cerebral palsy, muscular dystrophy, spina bifida, partial paralysis, acne, psoriasis and atopic eczema), and children with diabetes (Dawkins, 1996; Magin, Adams, Heading, Pond, & Smith, 2008; Storch, Lewin, Silverstein, Heidgerken, Strawser, Baumeister, & Geffken, 2004a, 2004b; Yude, Goodman, & McConachie, 1998), and epilepsy (Hamiwka, Yu, Hamiwka, Sherman, Anderson, & Wirrell, 2009). Obesity may also place children at higher risk of being bullied (Falkner, Neumark-Sztainer, Story, Jeffery, Beuhring, & Resnick, 2001; Fox & Farrow, 2009; Gray, Kahhan, & Janicke, 2009; Griffiths, Wolke, Page, & Horwood, 2005; Janssen, et al., 2004; Pearce, Boergers, & Prinstein, 2002). In a study of more than 5,700 Canadian children aged 11–16, researchers found that overweight and obese girls (aged 11–16) and boys (aged 11–12) were more likely than normal-weight peers to be teased or made fun of and to experience relational bullying (e.g., to be socially excluded) (Janssen et al., 2004). Fox and Farrow (2009) found that, in a sample of 11–14-year- olds, overweight or obese children reported having experienced significantly more verbal and physical (but not social) bullying than their non-overweight peers. Some studies have examined gender differences in the relationship between bullying and obesity (Janssen et al., 2004; Pearce et al., 2002), but findings have been inconsistent. Underweight children may also become bullying targets. Wang, Iannotti, and Luk (2010) found that, among U.S. boys and girls in grades 6 through 10 in the Health Behaviour in School-aged Children 2005–2006 U.S. survey, underweight boys and girls were more likely to be victims of physical and relational bullying and underweight girls were more likely to experience relational bullying. Finally, adolescents who identify themselves as lesbian, gay, bisexual or transgender (LGBT), those students who may be questioning their sexuality, and those who may be perceived as "too feminine" (boys) or "too masculine" (girls), can face unrelenting teasing and bullying by their peers (Eisenberg et al., 2005; Garofalo, Wolf, Kessel, Palfrey, & DuRant, 1998; Harris Interactive & GLSEN, 2005; Kosciw, Diaz, & Greytak, 2008; Williams, Connolly, Pepler, & Craig, 2003). Surveys of middle and high school students show that a great deal of verbal and physical bullying in schools is directed at students who are, or are perceived to be lesbian, gay or sexual minority youth. For example, the national School Climate Survey, conducted in 2007 by the Gay, Lesbian and Straight Education Network (GLSEN), concluded that nearly three-quarters of high school students surveyed heard derogatory and homophobic remarks "frequently" or "often" at school within the past year. Almost 90% of LGBT youth had been bullied verbally, and almost half had experienced physical attacks and threats. Bullying around issues of sexual orientation and gender expressions resulted in two-thirds of LGBT students feeling "unsafe" in school. Their rates of school avoidance were five times higher than a national sample of high school students (Kosciw et al., 2008). _Possible effects of bullying_ Children who are bullied may experience problems associated with their health, well-being, and academic work. Research over the past decade confirms that many victims of bullying experience physical and mental health problems (Anthony, Wessler, & Sebian, 2010; Arseneault, Bowes, & Shakoor, 2010; Gini & Pozzoli, 2009). In their study of 2,766 Dutch school children aged 9–12, Fekkes, Pijpers, & Verloove-Van Horick (2004) compared health problems of bullied and nonbullied children and found that bullied children were approximately three times as likely to experience headaches, feel listless, and wet their beds. They were about twice as likely to have trouble sleeping, have stomach pain, feel tense, be tired, and have a poor appetite (Fekkes et al., 2004). As these data would suggest, children who are bullied are more likely than nonbullied children to be anxious (Craig, 1998; Fekkes et al., 2004; Juvonen, Graham, & Schuster, 2003; Olweus, 1978) and to suffer from low self-esteem (Eagan & Perry, 1998; Hawker & Boulton, 2000; Hodges & Perry, 1996; Olweus, 1978; Rigby & Slee, 1993). Hawker and Boulton's (2000) analysis of peer victimization and psychosocial maladjustment suggested that victimization was very strongly related to depression (see also Craig, 1998; Fekkes et al., 2004, 2006; Hodges & Perry, 1996; Juvonen et al., 2003; Kumpulainen, Raasnen, & Puura, 2001; Olweus, 1978; Rigby & Slee, 1993). In a large sample of Norwegian adolescents aged 11–15 years, Undheim and Sund (2010) examined the relationships between being bullied, aggressive behaviors, and self-reported mental health problems. They found that the bullied youth reported more psychopathology and lower self worth than students not involved in bullying. Bullied children also are more likely than other children to think about harming themselves or attempt to take their own lives. In a study of Australian children, Rigby (1996) found that those who were frequently bullied (i.e., at least once a week) were twice as likely as other children to wish they were dead or to admit to having recurring thoughts of suicide. In the United States, Klomek and colleagues (Klomek, Marrocco, Kleinman, Schonfeld, & Gould, 2008) found, in a self-report survey involving 2,342 high school students, that frequent exposure to five or six types of peer bullying (e.g., belittled about religion or race; belittled about looks or speech; physical victimization; subject of rumors or mean lies; subject of sexual jokes, comments, or gestures; cyber victimization) was related to a high risk of depression, suicidal ideation, and suicidal attempts among adolescents. They found that the more types of victimization to which students were exposed, the higher the risk for them to feel depressed, experience suicidal ideation, and make suicide attempts. Interestingly, the links between bully victimization and depression (and also between bully victimization and suicidal thoughts) are stronger for indirect as opposed to direct forms of bullying (Van der Wal, de Wit, & Hirasing, 2003). In other words, there may be more reason to worry about the psychological states of children who are ostracized by peers ("They pretend they don't see me") than children who are physically bullied ("They hit me"). Because children have such a strong need to belong and to be accepted by their peer group, many find it much more distressing to be excluded by peers than to be battered by them. Bullying also may affect the academic work of bullied children. Research has documented that bullied children are more likely than nonbullied peers to want to avoid school (Kochenderfer & Ladd, 1996; Rigby, 1996; Smith, Talamelli, Cowie, Naylor, & Chauhan, 2004). They also have lower academic achievement than non-bullied peers, on average (Arseneault, Walsh, Trzesniewski, Newcombe, Caspi, & Moffitt, 2006; Eisenberg, Neumark-Sztainer, & Perry, 2003; Nakamoto & Schwartz, 2010). Although these findings indicate that there is a relationship between bullying and some academic problems, they do not necessarily imply that bullying _causes_ these academic problems. Most studies linking bullying and poor academic adjustment are correlational; therefore, findings from these studies must be interpreted carefully, because correlational studies do not prove a causal relationship between bullying and academic functioning (see, e.g., Nakamoto & Schwartz, 2010). In a longitudinal study conducted on this issue, Buhs and colleagues followed nearly 400 children in the US from kindergarten through 5th grade (Buhs, Ladd, & Herald, 2006, Buhs, Ladd, & Herald-Brown, 2010). They observed that those children who were rejected by their peers in kindergarten (i.e., their kindergarten classmates said that they did not want to "hang out" with them) were more likely than others to be excluded and picked on by peers throughout elementary school. Children who were excluded by peers were, in turn, less likely to participate in class and ultimately performed more poorly on a test of student achievement. Students who were picked on were less likely to attend school. Although more research is needed to better understand the effects of bullying on children's attitudes toward school, their attendance, and their educational outcomes, there is reason for concern that the stress and distractions caused by bullying put children at academic risk. Similarly, in a longitudinal study of middle school students, Juvonen and colleagues (Juvonen, Wang, & Espinoza, 2011) found that middle school students' grade point averages and academic engagement (as rated by their teachers) were predicted by their perceptions that they had been bullied and also by their peers' perceptions that they had been bullied. The authors concluded that "the effect of peer victimization can account for up to an average of 1.5 letter grade decrease in one academic subject (e.g., math) across the 3 years of middle school" (p. 167). The consequences of bullying can last long into the future. For some children, the devastating effects of bullying may be felt years after the bullying has ended. For example, in a study of young adults, Olweus found that boys who were bullied in junior high school were likely to suffer from low self-esteem and depression a decade after the bullying had ended (Olweus, 1993b). Other researchers have found that individuals who experienced frequent teasing in childhood were more likely to suffer from depression and anxiety in adulthood (Roth, Coles, & Heimberg, 2002). Roth et al. speculate that "children who are repeatedly teased may develop beliefs that the world is a dangerous place and that they have little control over outcomes in their lives" (p. 161). Fosse (2006) also provided some perspective on the possible magnitude of the problem. Fosse discovered that, among 160 young adults who had sought psychiatric treatment for the first time, 50% had been bullied during their school years, and the more severe bullying that they had experienced, the greater their psychiatric symptoms as adults. _Do children tell adults if they have been bullied?_ Despite the high prevalence of bullying and the harm that it may cause, many children do not report their victimization to adults at school or at home. Research suggests that anywhere from 50% to 75% of students who are bullied _do not_ tell a teacher or another adult at school about their experiences (Boulton & Underwood, 1992; Fonzi, Genta, Menesini, Bacchini, Bonino, & Costabile, 1999; Harachi, Catalano, & Hawkins, 1999; Melton et al., 1998; Olweus & Limber, 2010c; Whitney & Smith, 1993). Older children and boys seem to be particularly reluctant to report being bullied (Melton et al., 1998; Olweus & Limber, 2010c; Rivers & Smith, 1994; Whitney & Smith, 1993). Children are somewhat more likely to talk with parents or other adults in their home about being bullied (Boulton & Underwood, 1992; Olweus, 1993a; Olweus & Limber, 2010c; see, however, Ortega & Mora-Merchan, 1999). They may be most comfortable reporting bullying experiences to their friends (Olweus & Limber, 2010c; Rigby, 2002; Rigby & Slee, 1999). Unfortunately, a worrisome number of children apparently do not tell anyone about their victimization (Harris, Petrie, & Willoughby, 2002; Naylor, Cowie, & del Rey, 2001; Olweus & Limber, 2010c). For example, Olweus and Limber (2010c) asked bullied children if they had told anyone about the bullying, and, if they had, whom they had told. Of particular concern were the percentages of students who had told no one that they had been bullied. More than one-fifth of girls and one-third of boys had not told anyone about the bullying. Why are children reluctant to report bullying? For some (particularly older children), negative messages about "tattling" or "snitching" may cause them to think twice about reporting victimization. Boys may feel additional pressures to try to deal with bullying on their own and not to appear "weak" by seeking help from an adult. For other children, their reluctance to report bullying to school staff may reflect a lack of confidence in teachers' and other school authorities' handling of bullying incidents. For example, in a survey of high school students in the US, two-thirds of those who had been bullied felt that school personnel responded poorly to bullying incidents at school; only 6% believed that school staff handled these problems very well (Hoover, Oliver, & Hazler, 1992). As a boy remarked during a focus group convened by the developers of the National Bullying Prevention Campaign (Smith, January 3, 2003, personal communication), "Adults either way under-react to bullying or way over-react to it. They hardly ever get it right." With age, children are less and less likely to perceive that adults will be helpful in stopping bullying (Fonzi et al., 1999; Olweus & Limber, 2010c). For example, when students were asked how often teachers or other adults at school "try to put a stop to it when a student is being bullied at school", Olweus and Limber (2010c) found that, while about 50% of girls and boys in elementary grades believed that teachers tried to stop bullying "often" or "almost always", the percentage decreased with age. Approximately 45% of students in grades 6–8 and 40% those in grades 9–12 said that their teachers had tried to stop bullying "often" or "almost always." In fairness to school staff, it can be extremely difficult for adults to identify bullying, particularly when the bullying is subtle, unreported, or denied by students. Students also may be unaware of efforts of staff to try to address bullying incidents sensitively and confidentially. Nevertheless, adults should take children's concerns to heart if we hope to increase the numbers who will report their victimization experiences. _Warning signs of bullying_ Because children often do not report being bullied to adults, it is important for parents, educators, and other adults who work with children to be vigilant for possible signs of bullying. A child may have experienced bullying (or be a victim of ongoing bullying) if he or she: * comes home with torn, damaged, or missing pieces of clothing, books, or other belongings; * has unexplained cuts, bruises, and scratches; * has few, if any, friends; * seems afraid of going to school, walking to and from school, riding the school bus, or taking part in organized activities with peers (such as clubs); * takes a long, "illogical" route when walking to or from school; * has lost interest in school work or suddenly begins to do poorly in school; * appears sad, moody, teary, or depressed when he or she comes home; * complains frequently of headaches, stomach aches, or other physical ailments; * has trouble sleeping or has frequent bad dreams; * has little appetite; * appears anxious, has low self-esteem (Olweus, Limber, & Mihalic, 1999). If a child shows one or more of these characteristics, it is important to talk with the child (and his or her parents, teachers, other appropriate adults, and probably also his or her friends or peers) to determine whether the child may be bullied by peers and to help address whatever problems he or she may be experiencing (whether or not they are ultimately related to bullying). _Children who bully_ Just as bullied children do not share all of the same traits or characteristics, there is no single "profile" of children who bully. Nevertheless, research suggests that children and youth who bully often have some common characteristics (Cook et al., 2010). Olweus noted that children who bully display one or more of the following characteristics (Olweus, 1993a): * They have dominant personalities and like to assert themselves using force. * They have a temper, are impulsive and are easily frustrated. * They have more positive attitudes towards violence than other children. * They have difficulty following rules. * They appear to be tough and show little empathy or compassion for those who are bullied. * They often relate to adults in aggressive ways. * They are good at talking themselves out of difficult situations. * They engage in both proactive aggression (i.e., deliberate aggression to achieve a goal) and reactive aggression (i.e., defensive reactions to being provoked; Camodeca & Goossens, 2005). * They exhibit gradual decreases in interest in school. Children who bully are sometimes stereotyped as "loners" who lack social skills, but this usually is not the case (Cairns, Cairns, Neckerman, Gest, & Gariépy, 1988; Faris & Felmlee, 2011; Nansel et al., 2001; Olweus, 1978; Juvonen et al., 2003). Some studies indicate that children who bully are less depressed, socially anxious, and lonely than their peers (Juvonen et al., 2003). Their classmates tend to rate them high in terms of social status, and their teachers confirm that children who bully often are the most popular students in the class (Juvonen et al., 2003; Langdon & Preble, 2008; Rodkin & Hodges, 2003). Faris and Felmlee (2011) found that children who picked on or were mean to other students enjoyed a relatively high status among their peers. Children at the very bottom of the status hierarchy among their peers were unlikely to be aggressive toward their peers because they lacked the capacity for it; those at the very top of the status hierarchy were unlikely to be aggressive toward peers because they had little cause to use it. Although not all children who bully are popular, most have at least a small group of friends who support their bullying (Olweus, 1978, 1993a). For example, Olweus and Limber (2010c) found that only 7% of "bullies" (compared to 15% of "victims" and 21% of "bullying/victims") said that they had no friends or only one friend in their class. Some studies suggest that children who bully are also good at reading the mental states and emotions of other children and in manipulating them (e.g., Sutton, Smith, & Swettenham, 1999a, 1999b). _Why do children bully?_ There is no simple answer to this question, as children may bully for a variety of personal motivations, because of family dynamics, and even because of school, community, and societal factors. Researchers who have examined personal motivations for bullying have focused primarily on boys. There appear to be at least three primary motivations for boys' bullying (Olweus, 1993a; Olweus et al., 2007): 1. They have a need for dominance and power. 2. They find satisfaction in causing suffering or injury to others. 3. They are rewarded for their behavior. These rewards may be material (e.g., money, cigarettes, other possessions taken from their victims) or they may be psychological (e.g., prestige or perceived high social status). Individual motivations for bullying behavior do not exist in isolation from other risk factors. Factors associated with the interpersonal relations of children and young people – with their family, friends and peers – can also strongly affect aggressive, violent, and bullying behavior and shape personality traits that, in turn, can contribute to bullying behavior. For example, a lack of parental warmth and involvement, inconsistent discipline/physical punishment by parents, and a lack of parental supervision contribute to children's bullying behavior (Cook et al., 2010; Duncan, 2004; Olweus, 1993a; Olweus et al., 1999; Rigby, 1993, 1994). Children who bully are more likely than their peers to be exposed to domestic violence (Baldry, 2003; Bowes et al., 2009; Holt, Kaufman Kantor, & Finkelhor, 2009) and be a victim of child maltreatment (Shields & Cicchetti, 2001). They also are more likely than other children to bully their own siblings (Bowes et al., 2009; Duncan, 1999; Holt et al., 2009). If children are exposed to friends/peers with positive attitudes toward violence and to models of bullying, they will be more likely to engage in bullying behavior (Cook et al., 2010). Research seems to show that the influence of families is usually the greatest in this respect during childhood, while during adolescence friends and peers have an increasingly important effect (Krug, 2002). Bullying is also more likely in certain school settings than others, for example where there are opportunities and rewards for engaging in bullying behavior, where indifferent or accepting attitudes toward bullying on the part of students or teachers are common (Olweus, 1993a), where insufficient adult supervision exists (Olweus, 1993a; Pellegrini & Bartini, 2000), and where students experience a lack of community or connectedness with schools. The communities in which children and young people live are an important influence on their families, the nature of their peer groups, and the way they may be exposed to situations that lead to bullying and violence. In a community with social disorganization, overcrowded neighborhoods with high crime rates, and high rates of drug and alcohol use, there is high risk for bullying and violence (Krug, 2002). The presence of risk factors does not, of course, indicate that a particular child will engage in bullying or violent behavior. However, it does increase the possibility that an individual will participate in bullying, and multiple risk factors further increase that possibility (Hermann & Finn, 2002). Adults should take these factors into account if we hope to better understand why children bully. _Concern for children who bully_ There is good reason to be concerned about bullying behavior – not only because of the effect that bullying can have on victims, but also because it can be a sign of other troublesome behavior on the part of children who bully. Children who bully are more likely than their peers to be involved in a host of other antisocial, violent, or worrisome behavior, including fighting, stealing, vandalism, weapon-carrying, school drop-out, school adjustment, and poor school achievement (Byrne, 1994; Gini & Pozzoli, 2009; Haynie, Nansel, Eitel, Crump, Saylor, Yu, & Simons-Morton, 2001; Nansel et al., 2001; Olweus, 1993a). Very high rates of children who bully report that they do not like school (Cook et al., 2010). For example, Olweus and Limber (2010c) found that among 3rd to 12th graders, 31% of children categorized as "bullies" said that they "dislike or dislike very much" school (compared to 23% of "victims"). Children who bully also are more likely than nonbullying peers to drink alcohol, smoke (Gini & Pozzoli, 2009; Nansel et al., 2001; Olweus, 1993a), and own a gun for risky reasons (i.e., to gain respect or frighten others; Cunningham, Henggeler, Limber, Melton, & Nation, 2000). Bullying also may be an early indicator that boys are at risk of later criminal behavior (Olweus, 1993a; Pellegrini, 2001). In a long-term study conducted by Olweus (1993a) in Norway, boys who were identified as bullies in middle school were four times as likely as their nonbullying peers to have three or more criminal convictions. _Children who are bully/victims_ As mentioned earlier, some children are bullied with regularity but also bully other children. Olweus and Limber (2010c) found that only 3% of girls and 4% of boys were identified as "bully/victims," compared to the other categories ("bullies only" – 4% of girls and 8% of boys; "victims only" – 14% of girls and 12% of boys; and "not involved"). These children, who are frequently referred to as "bully/victims," "provocative victims," or "aggressive victims," are more likely than their peers to be hyperactive (Kumpulainen & Raasnen, 2000), restless, and have difficulty concentrating (Olweus, 1993b, 2001). As a group, they are more clumsy and immature than their peers, and they often have trouble reading the social cues of other children. Bully/victims tend to be quick-tempered and may try to fight back when they feel that they have been insulted or attacked (even when this isn't the case; Olweus, 1993b, 2001). Not only do peers find it difficult to associate with these children, but teachers and other school personnel frequently report that these children are among the most difficult to work with in a school setting, even though this group of children make up the smallest proportion of students involved in bullying behavior. Research confirms that there is particular reason to be concerned about bully/victims, as they have many of the social and emotional difficulties of "passive" victims of bullying and the behavior problems associated with children who bully (Cook et al., 2010). Compared with other children (children who are "passive victims," those who bully, and those who are not involved in bullying), bully/victims fare more poorly in a variety of areas, including problem behaviors, self-control, social competence, deviant peer influences, school adjustment and bonding, and depression (Haynie et al., 2001), and social adjustment, isolation, and anxiety (Gini & Pozzoli, 2009). In a study of nearly 2,000 6th grade students, Juvonen and colleagues (2003) examined self-reports, peer reports, and teacher ratings of bully/victims compared with other students. The bully/victims were the group of children singled out by their peers as the most avoided students at school. Teachers rated them as being very unpopular, having many conduct problems and being disengaged from school. Olweus and Limber (2010c) found that 34% of "bully/victims" reported they "dislike or very much dislike" their school, compared to 31% of "bullies only," 23% of "victims only," and 15% of "not involved" students, respectively. Similarly, one in five "bully/victims" (21%) said that they had no friends or only one friend at school (compared with 7% of "bullies only", 15% of "victims only", and 6% of "not involved" students). Disturbingly, bully/victims also are more likely than other children and youth to report suicidal or self-injurious behavior and suicidal thoughts (Kim, Koh, & Leventhal, 2005). Finally, the authors of two retrospective studies of violent acts at school (including, but not limited to, school shootings) have noted that many of the violent youth in their studies had also been bullied (Anderson et al., 2001; Fein et al., 2002). Anderson and his colleagues speculated that these children "may represent the 'provocative' or 'aggressive' victims... who often retaliate in an aggressive manner in response to being bullied" (p. 2702). _Children who witness bullying_ Adults often view bullying as a problem between two children – a child who bullies and his or her victim. But bullying is more accurately understood as a group phenomenon in which children may play a variety of roles. Olweus (1993a; Olweus et al., 1999; Olweus et al., 2007) described eight such roles as part of a continuum that he referred to as the Bullying Circle: 1. the student who initiates the bullying; 2. followers or henchmen, who actively take part in the bullying but do not initiate it; 3. supporters, who openly support the bullying (e.g., they laugh or otherwise call attention to the bullying) but do not take an active role; 4. passive supporters, who enjoy the bullying but do not openly support it; 5. disengaged onlookers, who neither get involved nor feel responsible for stepping in to stop the bullying; 6. possible defenders, who dislike the bullying and think they should do something to help, but do not; 7. defenders, who dislike the bullying and try to help those who are bullied; 8. the student who is bullied. It is important to note that these roles (particularly roles 3–7) are not static but rather may change from one situation to the next. In one situation, a child may be a passive supporter of bullying that involves a new student whom she doesn't know; in another she may defend a friend who is being bullied. During physical education class, a child may be a victim of bullying. Later that day, the same child may pick on younger students on his school bus. Children's roles depend on the particular social setting, and the interaction of students within that setting. The term "bystander" is often used to describe those who witness bullying and other acts of violence (e.g., roles 2–7 in the Olweus Bullying Circle) but do not themselves initiate the bullying or experience being bullied in a particular situation (Twemlow, Sacco, & Williams, 1996). What is the percentage of children who witness bullying behaviors and what are their attitudes toward the bullying that they observe? In a recent study involving 9,397 4th–11th grade students in Canada, 68% of children and youth reported witnessing bullying in school at least "once or a few times" (Trach, Hymel, Waterhouse, & Neale, 2010). Most children have fairly negative reactions to bullying and positive or sympathetic feelings towards children who are bullied (Baldry, 2004; Olweus & Limber, 2010c; Rigby & Slee, 1993; Unnever & Cornell, 2003b). Unfortunately, sympathy often does not translate into action. Olweus and Limber (2010c) found that 91% of 3rd–5th graders reported that they felt sorry for a bullied student (compared to 82% of 6th–8th graders and 77% of 9th–12th graders). However, when asked what they would do if they see or learn that a student is being bullied, a minority said they would try to help (approximately 45% of 3rd–5th graders, one-third of the 6th–8th graders, and one-quarter of the 9th–12th graders). How does the behavior of bystanders affect bullying? Joining in the bullying or giving even subtle positive feedback by verbal or nonverbal cues (e.g. smiling, laughing) is probably rewarding for those who initiate the bullying (O'Connell, Pepler, & Craig, 1999), whereas challenging their behavior or taking sides with the victim provides negative feedback for them. In their observational study, Hawkins and colleagues (Hawkins, Pepler, & Craig, 2001) found that when bystanders reacted on behalf of the child being bullied, they were often effective in putting an end to a bullying incident. Researchers from Finland (Kärnä, Voeten, Poskiparta, and Salmivalli, 2010) recently examined whether the 3rd–5th grade bystanders' behaviors in bullying situations influenced vulnerable students' risk for victimization. They found that the likelihood of anxious or rejected children being victimized depended to a large extent on the social context in classrooms. "If classmates reinforced bullying, this exacerbated the risk for the vulnerable students, whereas the protective effect of defending was weaker" (p. 275). Others have found that children's attitudes towards victims may be influenced by their observation of each others' reactions. Gini, Pozzoli, Borghi, and Franzoni (2008) manipulated the bystanders' reactions in hypothetical scenarios and found that, when middle-school children imagined witnessing a bullying incident where other bystanders intervened to help a bullied child, they reported liking the victim more than in the condition where bystanders assisted the bully. The gender and age of children may significantly affect their bystander behavior. A study of Canadian students in grades 4–11 revealed that younger students and girls were more likely than older students and boys to report taking positive action to directly intervene to help the victim, tell the perpetrator to stop, or talk to an adult about the bullying (Trach et al., 2010). Boys and girls were equally likely to report that they ignored or avoided the person(s) who bullied. With increasing age, students were more likely to report that they did nothing to stop the bullying (see also Olweus & Limber, 2010c). In a Finnish study, Salmivalli (1995) categorized bystander roles into five groups: defenders of the victim, "bystander", assistant to the bully, reinforcer of the bullying, and outsider. Salmivalli found that boys were more closely associated with the role of bully, reinforcer, and assistant, and girls with the role of defender and outsider. Olweus and Limber (2010c) also found gender differences concerning students' attitudes toward bullying. Ninety-one percent of girls reported that they felt sorry for a bullied student, compared to 76% of boys. Boys were more likely than girls to say that they could join in bullying a student whom they did not like (Olweus & Limber, 2010c). If most children are disturbed by bullying, why don't they try to put a stop to it? Many may be uncertain about how best to respond to the bullying or are afraid that they may make the situation worse for the victim. Others may feel that their actions would be fruitless unless other students supported them, and they doubt that they would find many supporters. Many likely are afraid that they will become targets themselves if they take action to stop bullying. The literature suggests that children and adolescents facing bullying problems as bystanders are trapped in a social dilemma (e.g., Salmivalli, 2010). On one hand, they understand that bullying is wrong and they would like to do something to stop it, but, on the other hand, they strive to secure their own status and safety in the peer group. It is not entirely clear why older children and youth appear to be less inclined to help a student who is bullied. It may be that with age, there is increasing stigma associated with helping bullied students or reporting bullying to adults, and their desires for status and safety in their peer group are greater. Older youth also may be less likely to believe that such actions will be helpful in stopping bullying (particularly seeking help from adults). Perhaps previous experience with non-existent or ineffective responses to bullying has jaded them or taught them that trying to help is futile and may put them at risk. The reasons for children's inaction illuminate some of the negative effects that bullying can have on bystanders. As witnesses to bullying, they may feel that they are in an unsafe environment. Effects may include feeling: fearful, powerless to act, guilty for not acting, and tempted to participate (Olweus, 1993a; Olweus & Limber, 2007). Over time, if they do not see adults or other children intervening to stop bullying, they may feel less empathy for children who are bullied. ("If they have been bullied all this time, maybe they deserve it!") If unchecked in school (or in other environments where children gather), bullying can seriously affect the silent majority of students who are bystanders to bullying. In so doing, it can erode the social climate of the school, family, and community. **Conditions Surrounding Bullying** In order to prevent bullying, it is important to better understand typical conditions that surround bullying incidents, including common locations for bullying, and the number and identity of perpetrators. _Where does bullying take place?_ Bullying tends to thrive anywhere in a school or a community where adults are not present or are not vigilant. Although "hot spots" for traditional forms of bullying may vary somewhat from school to school and from community to community, some consistent areas of concern emerge. On self-report surveys, children report that traditional forms of bullying are more common at school (in the school building or on school grounds) than on the way to and from school, such as on the school bus, at the bus stop, or elsewhere in the community (Craig & Pepler, 1997; Harris et al., 2002; Nansel et al., 2001; Olweus, 1993a; Olweus & Limber, 2010c; Rivers & Smith, 1994). Olweus and Limber (2010c) examined the most common locations for bullying, according to children who had been bullied once or more often within the previous couple of months. "Hotspots" for bullying at school included hallways and stairwells (cited by 31% of bullied children), the lunchroom (30%), playgrounds or athletic fields (during recess or break times, 29%), in the classroom when the teacher was not in the room (28%), and in the classroom with the teacher present (26%). Twenty percent indicated they had been bullied on the school bus and 6% had been bullied at a bus stop. _Number and identity of perpetrators of bullying_ Children who are bullied typically indicate that they are bullied by one other child or by a very small group of peers (Melton et al., 1998; Olweus, 1993a; Olweus & Limber, 2010c). It is much less common for children to be bullied by large groups, although children who are bully/victims may be the exception to this rule. Bully/victims may, in some cases, be bullied by many peers – occasionally an entire class (Olweus, 1993a). Most often, children are bullied by same-age peers or older children. When bullied students were asked who it was who had bullied them, Olweus and Limber (2010c) found that more than 70% of students had mainly been bullied by one student or by a group of two to three students. Boys were more likely to be bullied by boys; bullied girls, on the other hand, were very likely to be bullied by both boys and girls. **Effective Bullying Prevention** In the past two decades, an increasing number of bullying prevention and intervention strategies have been designed and implemented to address bullying, including: (a) efforts to increase knowledge of and raise awareness about bullying (e.g., during school assemblies, staff in-services, PTA meetings); (b) efforts to report and track bullying incidents at school; (c) therapeutic interventions for children who bully and children who are bullied; (d) peer mediation and conflict resolution to address bullying; (e) curricula focused on bullying; and (f) comprehensive bullying prevention programs. _What are common misdirections in bullying prevention and intervention?_ Unfortunately, a number of misguided intervention and prevention strategies have been developed in recent years by well-intentioned adults (Health Resources and Services Administration, 2006; Olweus & Limber, 2010a). _Zero tolerance policies_ Some schools and school districts have adopted zero tolerance or "three strikes and you're out" policies towards bullying, under which children who bully others are suspended or expelled. At first glance, and in light of tragic school shootings, these approaches may appear to make sense. However, these policies raise a number of concerns. First, they potentially affect a very large number of students. Approximately one in every 10 children has bullied other students with some regularity. Clearly, it would be bad policy to expel 10% of the students from our schools. Second, a goal of bullying prevention initiatives should be to encourage students to report known or suspected bullying among their peers. Threatening to severely punish students for bullying may have an unintended consequence of discouraging children and adults from reporting bullying. Finally, as noted earlier, children who bully their peers are at risk of engaging in other antisocial behaviors (such as truancy, fighting, theft, vandalism, and drug use). They need positive, prosocial role models, including peers and adults at their school. Suspension and expulsion of students may be necessary in a small number of cases to keep children and adults safe at school, but these practices are not recommended as a bullying prevention or intervention strategy (especially when effective bullying strategies are not in place in community). The American Psychological Association Zero Tolerance Task Force (2008) reviewed the research on the effects of zero tolerance policies in school settings and concluded that 20 years of zero tolerance policies as implemented in schools "failed to achieve the goals (i.e., to preserve a safe climate, to encourage a positive and productive learning climate, to teach students the personal and interpersonal skills they will need to be successful in school and society, and to reduce the likelihood of future disruption) of an effective system of school discipline" (p. 860). The application of zero tolerance in suspension and expulsion has failed to improve student behaviour, but has created unintended consequences for students, families, and communities (e.g., accelerated negative mental outcomes for youth, increased reliance on the juvenile justice system and raised cost, disproportionate discipline of students of color and students with disabilities). _Group treatment for children who bully_ Other, less drastic measures call for children who bully to be grouped together for therapeutic treatment, which might include anger management, empathy-building, or skill-building. Unfortunately, these groups are often ineffective, even with well-intentioned and skilled adult facilitators, and they may actually make bullying worse, as group members may reinforce each others' bullying behaviors. Rather, children who bully need to be exposed to prosocial peers who can model positive behavior and help send a message that bullying is not acceptable behaviour (Limber, 2011b). _Conflict resolution/peer mediation_ Because of the popularity of conflict resolution and peer mediation programs to address conflict among students, many schools use these techniques to address bullying problems as well. This practice generally is not recommended. Why? First, as we discussed earlier, bullying is a form of victimization or interpersonal abuse (the physical or psychological maltreatment of a less powerful person by a more powerful person or persons), not conflict. Second, mediation may further victimize a child who has been bullied. It can be extremely painful for a child who has been bullied to have to face his or her tormentor in mediation. Third, mediating a bullying incident may send inappropriate messages to the students who are involved. The message should not be, "You are both partly right and partly wrong, and we need to work out this conflict between you." Rather, the appropriate message for the child who is bullied should be, "No one deserves to be bullied, and we are going to see that it ends." The message for children who bully should be, "Your behavior is wrong, it against our school's rules, and it must stop immediately" (Limber, 2011b). As discussed in detail in Chapter 6, restorative justice practices (also referred to as accountability circles) may be helpful in prescribed circumstances, where well-prepared victims of bullying, remorseful perpetrators, and parents of involved students are all willing to meet with well-trained facilitators. In this carefully controlled process, children who are bullied are able to share the impact of the bullying on their lives, and children who bully have an opportunity to apologize for their actions and propose ways to repair the harm that they caused. Effective restorative justice practices require time, training, and careful preparation, and they bear little resemblance to most schools' mediation programs, which often are led by students. _Simple, short-term solutions_ With increasing pressures to address bullying at school, many educators are (understandably) searching for simple, short-term solutions. Bullying may be the topic of a school-wide assembly, addressed in a once-a-month curriculum, or the focus of a staff in-service. Although each of these efforts may represent important pieces of a comprehensive, long-term bullying prevention strategy, they probably will not significantly reduce bullying if implemented in a piecemeal way (Limber, 2011b). _What works in bullying prevention?_ In its landmark National Bullying Prevention Campaign, the Health Resources and Services Administration (HRSA), identified 10 strategies that represent "best practices" in bullying prevention and intervention (2011). _1. Focus on the school environmen_ t What is needed to reduce bullying in schools is nothing less than a change in the climate of the school and in the social norms. As the HRSA campaign notes, "It must become 'uncool' to bully, 'cool' to help out kids who are bullied and normative for staff and students to notice when a child is bullied or left out" (2011). Doing so requires the efforts of everyone in the school environment – teaching staff, administrators, nonteaching staff, parents, and, students (and presumably also community members). _2. Assess bullying at your school_ Because adults often are not very good at estimating the nature and amount of bullying at their school, it is helpful to assess perceptions of bullying among the student body, staff, and parents. One effective way of doing this is by administering an anonymous survey. Findings from the assessment can help motivate adults to take action against bullying that they otherwise may have overlooked or downplayed. These data can also help staff to tailor a bullying prevention strategy to the particular needs of the school. Finally, these data are important in helping administrators measure progress in reducing bullying over time. Moreover, it is imperative to involve key stakeholders (e.g., school staff, students, parents) in the process of assessment, including assessment design, analysis, and report, because the assessment process may itself be a powerful practice to obtain knowledge of and raise awareness about bullying. _3. Garner staff and parent support for bullying prevention_ Bullying prevention should not be the sole responsibility of any single administrator, counselor, teacher, or individual at a school. In order to be effective, bullying prevention efforts usually require support from the majority of the staff, from parents, and from the community. _4. Form a group to coordinate the school's bullying prevention activities_ Bullying prevention efforts appear to work best if they are coordinated by a representative group from the school. This coordinating group (which might include an administrator, a teacher from each grade, a member of the nonteaching staff, a school counselor or other school-based mental health professional, a school nurse, a school resource officer, and a parent) should meet regularly to review data from the school's survey; plan bullying prevention policies, rules, and activities; motivate staff; get feedback from staff, students, and parents about what is working and what is not working; and ensure that the efforts continue over time. A student advisory group also can be formed whose purpose is to focus on bullying prevention and provide suggestions and feedback to educators. _5. Train school staff in bullying prevention_ All administrators, faculty, and staff at a school should be trained in best practices in bullying prevention and intervention. Appropriate training can help staff to better understand the nature of bullying, its harmful effects, how to respond to bullying, and how to work with others at the school to help prevent bullying. Administrators should make an effort to train all adults in the school who interact with students, including teachers, counselors, nurses, media specialists, lunch room and recess aides, bus drivers, custodians, and cafeteria workers. _6. Establish and enforce school rules and policies related to bullying_ Most school behavior codes implicitly forbid bullying, but some do not use the term "bullying" or make it clear how students are expected to behave with regard to bullying (as witnesses as well as participants). Developing simple, clear rules about bullying can help to ensure that students are aware of adults' expectations that they refrain from bullying and help students who are bullied. School rules and policies should be familiar to staff, and posted and discussed with students and parents. Appropriate positive and negative consequences should be developed for following/not following the school's rules against bullying. _7. Increase adult supervision in places where bullying occurs_ Because bullying thrives in places where adults are not present (or are not vigilant), school personnel should look for creative ways to increase adults' presence in "hot spots" that students identify for bullying. _8. Focus some class time on bullying prevention_ Bullying prevention programs should include a classroom component. Classroom meetings, which focus on bullying and peer relations at school, can help teachers keep abreast of students' concerns, build a sense of community, allow time for honest discussions about bullying and the harms that it can cause, and provide tools for students to address bullying and other social problems. Antibullying themes and messages can also be incorporated effectively throughout the school curriculum. _9. Intervene consistently and appropriately in bullying situations_ All staff should be able to intervene on the spot to stop bullying. Designated staff (e.g., school counselors or administrators) should also hold sensitive follow-up meetings with children who are bullied and (separately) with children who bully. Parents of affected students should be involved whenever possible and appropriate. It may also be helpful to hold meetings with bystanders, because this group of students should be encouraged to report the bullying behavior they may witness among their peers, to influence their peers with positive and prosocial role models, and to understand adults' commitment to prevent bullying behavior. _10. Continue these efforts over time_ There should be no "end date" for bullying prevention efforts. Bullying prevention should be woven into the everyday fabric of the school and continue over time. _Comprehensive approaches to bullying prevention_ Comprehensive bullying prevention programs that embrace principles of best practice hold the most promise for significantly reducing bullying behavior among school children (Limber, 2002, 2004; Mulvey & Cauffman, 2001). In recent years, a number of school-wide, comprehensive bullying prevention programs have been developed that include classroom-level interventions but also include interventions targeted at the broader school environment.1 Ttofi and Farrington (2009) conducted a systematic review and meta-analysis of 59 well-designed evaluations of 30 different school-based bullying prevention programs in schools. They found that school-based bullying prevention programs are effective in reducing bullying and victimization, which were reduced by 20–30% in experimental schools (compared with control schools). Ttofi and Farrington (2009) concluded that "[p]rograms inspired by the work of Dan Olweus worked best" (p. 22) and that the future efforts should be "grounded in the successful Olweus programme" (p. 23) (also see Ttofi, Farrington, & Baldry, 2008). _The Olweus Bullying Prevention Program (OBPP)_ The OBPP was developed and initially researched and evaluated in the early 1980s in Norway. More recently, this comprehensive, school-wide program and programs inspired by the OBPP has been implemented and evaluated in the United States, Canada, Great Britain, Germany, and several other countries. _The goals and principles of the OBPP_ The OBPP was designed to reduce existing bullying problems among students at school, prevent the development of new bullying problems, and improve peer relations at school (Olweus, 1993a; Olweus et al., 2007; Olweus et al., 1999). To meet these goals, schools work to restructure their school environment to reduce opportunities and rewards for bullying and build a sense of community among students and adults in the school community (Olweus, 1993a; Olweus et al., 2007; Olweus & Limber, 2010a, 2010b; Limber, 2011a, 2011b). The OBPP is based on four principles. Adults at school should: (a) show warmth and interest in their students; (b) set firm limits to unacceptable behavior; (c) use consistent, nonphysical, nonhostile, negative consequences for violation of rules; and (d) act as authorities and positive role models (Olweus, 1993a; Olweus et al., 2007; Olweus & Limber, 2010a, 2010b; Limber, 2011a, 2011b). _The components of the OBPP_ These principles, which have been derived from research on aggressive behavior (Baumrind, 1967; Loeber & Stouthamer-Loeber, 1986; Olweus 1973, 1978, 1979, 1980), have been translated into specific program components at several levels: the school, classroom, individual, and (in some contexts) the community level (Olweus et al., 2007; Olweus & Limber, 2010a, 2010b; Limber, 2011a, 2011b). Table 2.1 provides a summary of the components of the OBPP at each of these four levels, as typically implemented in the US. Several of the program components have proven particularly important in the implementation of the OBPP. These components include: Bullying Prevention Coordinating Committee (BPCC), training and consultation, administration of the Olweus Bullying Questionnaire, staff discussion groups, school rules, classroom meetings, on-the-spot and follow-up interventions, community involvement, and parent involvement (for a detailed description of these program components, see Limber, 2011a). **Table 2.1 ** Components of the Olweus Bullying Prevention Program. _Source:_ Olweus et al., 2007. _Levels_ | _Components_ ---|--- School-Level | • Establish a Bullying Prevention Coordinating Committee | • Conduct committee and staff training | • Administrate the Olweus Bullying Questionnaire schoolwide | • Hold staff discussion group meetings | • Introduce the school rules against bullying | • Review and refine the school's supervisory system | • Hold a school kick-off event to launch the program | • Involve parents Classroom-Level | • Post and enforce schoolwide rules against bullying | • Hold regular class meetings | • Hold meetings with students' parents Individual-Level | • Supervise students' activities | • Ensure that all staff intervene on the spot when bullying occurs | • Conduct serious talks with students involved in bullying | • Conduct serious talks with parents of involved students | • Develop individual intervention plans for involved students Community-Level | • Involve community members on the Bullying Prevention Coordinating Committee | • Develop partnerships with community members to support a school's program | • Help to spread anti-bullying messages and principles of best practice in the community The implementation and evaluation of the OBPP has been found to result in significant reductions in students' reports of bullying and victimization (Bauer, Lozano, & Rivara, 2007; Black & Jackson, 2007; Olweus, 1993a, 2004a, 2004b, 2005; Limber, 2006a; Limber et al., 2004; Masiello et al., 2009; Melton et al., 1998; Pagliocca, Limber, & Hashima, 2007). It also has resulted in clear improvements in students' perceptions of the social climate of the classroom, and in reductions in students' reports of antisocial behavior (such as vandalism, fighting, truancy, and theft). For a detailed description of evaluations of the effectiveness of the OBPP in the diverse settings within the US, see Limber, 2011a, 2011b, Olweus and Kallestad, 2010, and Olweus and Limber, 2010a, 2010b. **Summary** Although the experiences of children like Jack and Tara are not new, it has only been in the past decade that the research community (with several notable exceptions) and members of the popular press have focused attention on their plight. Numerous studies conducted since the early 1990s have confirmed that bullying affects millions of school children each year – either directly or indirectly. Victims of bullying can suffer serious physical health, mental health, and academic consequences. Children who bully are at higher risk of being involved in a wide variety of antisocial, violent, or otherwise troubling behaviors. The effects of bullying also can "bleed" into the school environment as a whole, affecting bystanders and adults as well. As Limber (2006b) noted, "Although being bullied, harassed, and excluded are common experiences for many school children, we need not and should not accept that they are _inevitable_ experiences" (p. 326). In fact, comprehensive school-based approaches have been shown to reduce bullying among students at school when they are implemented with fidelity. While more research is needed to better understand and address the many different risk and protective factors for bullying, including the broader societal or cultural influences on bullying, researchers have made important strides over the past decade in understanding this phenomenon. We know less about the very new phenomenon of cyberbullying, however. Research into this new modality for bullying is clearly in its infancy. In Chapters 3 and 4, we will outline what currently is known about the nature and prevalence of cyberbullying, as well as ways in which it is similar to and different from more traditional forms of bullying. **Note** 1. For a listing and description of comprehensive (as well as curricular) approaches to bullying prevention (and other aggressive behaviors), visit: <http://www.findyouthinfo.gov/programsearch.aspx>. 3 WHAT IS CYBERBULLYING? _Technology... has all but erased the reflection time that once existed between planning a silly prank (or a serious act) and actually committing the deed._ (Franek, 2005/2006) Ten years ago, this book wouldn't have been written because no one would have needed it. A decade ago, technology had not advanced to the point where cyberbullying was even an issue. Times have changed, however, and, for better or worse, children and youth are keeping pace with the changes much more readily than adults. As a testament to this, ask any child or adolescent what acronymns such as PAW, A/S/L, and POS mean. Most will know immediately what they mean. Ask adults, and you likely will be met with blank stares. For those who don't know, they mean "parents are watching," "age, sex, location," and "parent over shoulder" (www.netlingo.com). Although school-yard bullying such as that described in the previous chapter still occurs regularly, kids today are experiencing a new type of bullying that has been made possible through technological advances, such as cellular phones and the Internet. In addition, with the accessibility of free e-mail services, such as Hotmail, Gmail, and Yahoo ("Internet bullies," 2006), a single child who cyberbullies can communicate with a victim using multiple identities and multiple e-mail addresses. As mentioned in Chapter 1, this type of bullying is known as cyberbullying, online social cruelty, and electronic bullying. One Web site devoted to educating parents about cyberbullying appropriately defined it as "social terror by technology" ("Cyber bullying," 2006). On an ABC _Primetime_ news segment (Ross, 2006), Diane Sawyer referred to cyberbullying as "emotional wilding" and "going for the emotional jugular." Whatever the specific phrase used to capture its essence, cyberbullying, broadly defined, refers to bullying that involves the use of e-mail, instant messaging, Web pages, Web logs (blogs), chat rooms or discussion groups, digital images or messages sent to a cellular phone, online gaming, and other information communication technologies (Health Resources and Services Administration, 2006; Patchin & Hinduja, 2006; Shariff & Gouin, 2005; Willard, 2006). In keeping with Olweus' (1993) definition of bullying, Peter Smith and his colleagues (2008, p. 376) defined cyberbullying as "An aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly and over time against a victim who cannot easily defend him or herself." Much of the attention in the popular press and professional literature has focused on sexual predators that seek out their victims through online venues such as Facebook and MySpace. This focus on sexual predators is not all that surprising given the seriousness of the issue, and the legal resources available to handle such cases when they do arise. In addition, most parents and teens understand the significance and discuss the dangers of sexual predators. The same cannot be said of cyberbullying. Significantly less attention – popular, academic, and/or legal – has been devoted to the topic of cyberbullying. The reality, however, is that the majority of children are more likely to be targeted by a person who cyberbullies than by a stranger they have met on the Internet who is trying to arrange an offline meeting. Figures 3.1 and 3.2 show the amount of popular and empirical attention that has been devoted to cyberbullying. **Figure 3.1 ** Media attention devoted to cyberbullying. _Note_. Statistics from 2010 are not shown in the graph because there were over 3500 mentions due in large part to several suicides resulting in part from cyber bullying. **Figure 3.2 ** Research attention devoted to cyberbullying. **Defining Cyberbullying** Whenever researchers begin working in a relatively new area, there are, not surprisingly, conceptual issues that need to be worked out. Cyberbullying has certainly been no exception. Defining the parameters of cyberbullying (e.g., which communication technologies are involved, how they are misused, what is said to whom and with what effect) has proven somewhat difficult, in part because the methods used to cyberbully are varied. Complicating matters further, cyberbullying can sometimes be ambiguous in much the same way that interpersonal teasing is ambiguous. Is a heated exchange between two people IMing each other cyberbullying or simply an argument in print? As with interpersonal teasing, whether something is considered cyberbullying likely depends on who you ask. Targets of vicious e-mails or "verbal lynchings" as Diane Sawyer referred to them (Ross, 2006) are far more likely than perpetrators to identify the behavior as cyberbullying (see also Kowalski, 2000). There is also confusion surrounding the ages at which cyberbullying may take place. According to Parry Aftab, a lawyer who specializes in Internet safety and who is the executive director of wiredsafety.net, cyberbullying must occur between minors. When an adult becomes involved, the behavior is labeled _cyber harassment_ or _cyberstalking_. According to Aftab (2011), "adult cyber-harassment or cyberstalking is NEVER called cyber bullying." We would like to suggest that this behavior, while certainly deserving of the labels of cyber harassment and cyberstalking (and the legal remedies that follow), is also a type of cyberbullying. Indeed, the British National Association of Schoolmasters/Union of Women Teachers (NAS/UWT) highlighted the fact that teachers are often cyberbullied by their students. In one particular instance, the NAS/UWT lobbied for the rights of a teacher to be able to refuse to teach a student who had photographed her cleavage and distributed the image to classmates. Similar cases in which head shots of teachers have been superimposed on nude bodies had also been reported ("Pupils not the only victims of cyber bullies," 2006). More recently, a survey conducted by the Teacher Support Network and the Association of Teachers and Lecturers showed that 17% of teachers had been cyberbullied (Smith, 2007). One of the authors had a conversation with a newspaper reporter who talked about the dozens of e-mails she frequently gets haranguing her over a story she has written. Having been a reporter for many years, she said the viciousness of people's e-mails far surpasses anything they would write in snail mail letters or say to reporters over the telephone. As she related several examples of these e-mails, they were clearly examples of cyberbullying. A study with college students found that the majority of their experiences with cyberbullying occurred in college as opposed to in middle and high school (Kowalski, Giumetti, Schroeder, & Reese, 2012). Additional research has coined the term online incivility or cyber-incivility to refer to rude and discourteous behaviors online, a type of behavior that would certainly include cyberbullying (Giumetti, Schroeder, Hatfield, McKibben, & Kowalski, 2011). Conceptual confusion about cyberbullying also stems from the fact that cyberbullying, like more traditional forms of bullying, can be both direct and indirect. Aftab (2011) draws an interesting distinction between _direct cyberbullying_ and _cyberbullying by proxy_ , or indirect cyberbullying. She defines direct attacks as sending messages direct to other children or youth. Cyberbullying by proxy involves "using others to help cyber bully the victim, either with or without the accomplice's knowledge;" in other words, getting someone else to do the dirty work (Aftab, 2011). Aftab argues that the latter is more dangerous because adults can get involved in the harassment. Most of the time, they are unwitting accomplices and don't know they are being used by the instigator of the cyberbullying. What Aftab refers to as "Warning" or "Notify Wars" are an example. Youth click on the warning buttons on their instant message (IM) screen, e-mail, social network or chat screens and alert the Internet Service Provider (ISP) that there is objectionable content in something the target has written. Targets who receive enough warnings eventually lose their accounts with a particular site. Children who cyberbully often set up their victims by making them angry so that they respond with an irate or hateful remark. Once the target responds this way, the perpetrator "warns" or "notifies" them. An unsuspecting adult then terminates the account, becoming an accomplice in the cyberbullying incident. Cyberbullying by proxy also may occur when someone hacks into the victim's account and sends out harassing, inappropriate, and hateful messages to friends and family on the buddy or "friend" list. (A buddy list, most often associated with America Online (AOL), Facebook, and related Internet sites is a window that comes up that includes the screen names of friends, family, co-workers, and acquaintances whom you have chosen to include in the list and wish to be able to communicate with instantly once they sign onto the ISP; webopedia.com). Alternatively, the child who cyberbullies may be a friend with whom the target has shared his or her username and password, so access to the account is even easier. Recipients of the harassing messages assume that they are coming from the original user of the account (i.e., the target), who subsequently may lose friends, feel humiliated, and have his or her trust destroyed (Aftab, 2011). In other instances of cyberbullying by proxy, perpetrators of cyberbullying may reset passwords on the target's account so that even the target is blocked from accessing his or her own account. Importantly, and highlighting the difficulty in always clearly identifying when cyberbullying has occurred, some individuals may reset a friend's password just in fun. What distinguishes "playful teasing" from cyberbullying is the aggressive intent behind cyberbullying. But, again, intent is in the eye of the beholder. Just as someone who realizes that his or her teasing has gone too far can say "I was only teasing," so, too, a person who cyberbullies can deny that there was any malicious intent behind the behavior; in other words, the target was being too sensitive. In even more threatening situations, children who cyberbully will sometimes post information about their victim online that places their victim at considerable risk of harm. For example, they may post "information in child molester chat rooms and discussion boards, advertising their victim for sex. They then sit back and wait for the members of that hate group or child molester group to attack or contact the victim online and, sometimes, offline" (Aftab, 2011). Just such a situation occurred in Montana. A family of four, including 14-year-old twin girls, their mother and stepfather, had moved from California to Montana because they felt the town they lived in wasn't "white enough." The twin girls, Lynx and Lamb Gaede, created a band called Prussian Blue so they could use music to disseminate their views on the supremacy of the white race. Neighbors in the Montana town, concerned with the views of the new residents, posted fliers throughout the town that said "No Hate Here." However, according to news reports, Web sites, including hate groups, linked to the Prussian Blue site, then posted names, addresses, and phone numbers of individuals who had handed out the fliers (Redeker, 2006). It should be clear now, why coming up with a single sentence or two that defines cyberbullying is difficult. Cyberbullying casts a wide net that captures a number of different types of behaviors. Still, at its core cyberbullying involves bullying through the use of technology such as the Internet and cellular phones. As with traditional bullying, cyberbullying also exists on a continuum of severity. On the less extreme end of this continuum, cyberbullying may, at times, be difficult to identify. At the other extreme, cyberbullying likely has contributed to murder and suicide (see, for example, www.ryanpatrickhalligan.org). As will be seen in the sections that follow, the methods that people use to perpetrate cyberbullying are as varied as the different types of behaviors that constitute it. **Types and Methods of Cyberbullying** A distinction needs to be made between the methods by which cyberbullying is carried out (e.g., e-mail, chat rooms, etc.), and the kind of behavior or exchange being transmitted via that method that leads to a label of cyberbullying. First, we will discuss behaviors that are likely to be classified as cyberbullying regardless of the specific means by which they are executed. Then, we will turn our attention to some of the most common mechanisms used to cyberbully others. In one of the first books to address the topic of cyberbullying, _Cyberbullying and Cyberthreats_ , Nancy Willard (2006), an attorney who is the Director of the Center for Safe and Responsible Internet Use, outlined a number of behaviors that she argues constitute cyberbullying. Included among these are flaming, harassment, denigration, impersonation, outing and trickery, exclusion, and cyberstalking. To this list, we will add happy slapping and sexting. Each of these will be discussed. _Flaming_ Flaming refers to a brief, heated exchange between two or more individuals that occurs via any communication technology. Typically, though, flaming occurs in "public" settings, such as chat rooms or discussion groups, rather than private e-mail exchanges. If a series of insulting exchanges ensues, then a flame war has started (Willard, 2006). At first blush, flaming would seem to occur between two individuals who are on an equal playing field with one another. However, an unsuspected aggressive act by one individual may create an imbalance in the playing field that is made all the greater by the fact that the target, at least in the short term, is unsure who else the perpetrator might bring into the flame war. So, what may appear to observers to be a level playing field may not be perceived that way by the individuals directly involved in the insulting exchange. _Harassment_ Some writers and researchers have used the terms harassment and cyberbullying interchangeably. We mentioned earlier in this chapter Aftab's (2011) use of the term cyber harassment to refer to electronic bullying among adults. _Black's Law Dictionary_ (2009, p. 784) defines harassment as "words, conduct, or action (usually repeated or persistent) that, being directed at a specific person, annoys, alarms, or causes substantial emotional distress in that person and serves no legitimate purpose" and further notes that some but not all types of harassment are actionable (i.e., persons may file suit). In the cyberbullying literature, cyber harassment generally is viewed as a unique form of cyberbullying that involves repetitive offensive messages sent to a target. Most often harassment occurs via personal communication channels, such as e-mail, but harassing messages may also be communicated in public forums, such as chat rooms and discussion groups. One form of harassment, referred to as text wars, involves one or more perpetrators and a single target. The perpetrator(s) sends hundreds or thousands of text messages to the target's cellular phone, leaving the target not only with a slew of harassing messages but possibly with a sizable phone bill as well. Although conceptually similar, harassment typically differs from flaming in two ways. First, harassment is longer term than flaming. Second, harassment is more one-sided, with at least one offender and a single target. With flaming, on the other hand, there is a mutual exchange of insults between the individuals involved. Harassment also occurs among a special group of online bullies known as griefers. Griefers are individuals who deliberately harass and bully other players in multiplayer online games. A griefer is less concerned about winning a particular game than he or she is about ruining the playing experience for other players (Coyne, Chesney, Logan, & Madden, 2009; Pham, 2002; Swartz, 2005). Typical griefer behaviors include extensive use of profanity, blocking certain areas of the game, and cheating (Merritt, 2009). Some griefers, although rare, resort to more extreme measures. Merritt (2009) reports a case where a griefer "rigged an epilepsy message-board with strobing graphics and animated objects that were specifically intended to trigger epileptic seizures." Several participants in our focus groups indicated that either they had been cyberbullied in this way or that they had friends who had been cyberbullied by griefers. In an investigation of the presence of griefers among second-life residents, 95% of the respondents indicated that they had come upon griefers (Coyne et al., 2009). One particularly troubling form of harassment is perpetrated by "cyber trolls." These individuals post negative, harassing information on message boards, social network sites, Web pages, even on the memorial pages of recently deceased individuals (Famiglietti, 2011). In the latter case, some do it simply to be mean. Others do it to incite friends of the deceased and create a flame war (DesRochers, 2006). _Denigration_ Denigration is information about another that is derogatory and untrue. The information may be posted on a Web page or it may be disseminated to others via e-mail or instant messaging. Included within this category of cyberbullying is posting or sending digitally altered photos of someone, particularly in a way that portrays them in a sexualized or harmful manner. In a cyberbullying case that was relayed to us, classmates recorded a song making fun of another classmate. They then placed the song on a Web site so that other classmates could listen to it. One of our focus group participants related a story about a classmate who was cyberbullied by other classmates who posted a picture of her online that was designed to make her look pregnant. Online "slam books," which are created to make fun of students, represent a form of denigration. Students create a Web site where classmates' names are listed and students write mean and nasty comments about targeted students. Similar to this are negative lists that are posted online. For example, one individual created an online list of students that she identified as "ho's" of the school. Other lists may post information related to who is believed to be sleeping with whom. Among college and university campuses, the online slam book was known as JuicyCampus.com. The site originated on August 1, 2007, and grew to include 500 college campuses and a million unique users monthly ("A juicy shutdown," 2009). The creator and CEO, Matt Ivester, tooted the site as "a platform that students have found interesting, entertaining, and fun" ("A juicy shutdown," 2009). Many students had a very different perspective of the Web site, however. Students would post commentary on the site, such as "Worst hookup" or "Top 10 sluts" to which others could post replies and commentary. Many individuals visited the site not to post information but simply to see if they were among those who were being defamed on the site (Lisson, 2008). "When asked about the possible dangers of the site, Ivester admitted that 'there are risks of cyber bullying,' but added, 'I don't think JuicyCampus causes those effects. We don't encourage lies to be posted on our website in any regard' " (Shah, 2008). Juicycampus.com was shutdown on February 5, 2009 due to "lack of revenue" according to Matt Ivester. Within a short period of time, however, a similar college gossip forum, www.collegeacb.com, replaced it and remains alive and well. _Impersonation_ With impersonation, the perpetrator poses as the victim, most often by using the victim's password to gain access to his or her accounts, then communicates negative, cruel, or inappropriate information with others as if the target himself or herself were voicing those thoughts. In one case, a 15-year-old girl's online identity was stolen, and sexually explicit messages and profanity-laced messages were sent to her classmates and family from her social networking accounts by someone posing as this teenager. The student was humiliated and lost many friendships over the incident (Queally, 2011). Additionally, the perpetrator may steal the target's password in order to be able to change the target's personal profile on buddy lists or on a social network site so that inappropriate or offensive information is included. Or they may steal the password so that they can send harassing e-mails to others as if they were coming from the target. As noted earlier, at the extreme, a cyberbully impersonator may post an offensive remark or comment on a hate group or some other type of group's message board pretending to be the victim, including the name, address, and phone number of the victim should members of the hate group decide to track him or her down. At this level, impersonation truly puts the victim's life in danger. A recent method of gaining access to login information in order to impersonate someone is firesheep. Firesheep is an addon to the Firefox browser that shows when people on an open Wifi network are using an insecure site, such as Facebook or Twitter. The program, created by Eric Butler to "show the lack of security on many websites... and strongly encourage those companies to make their sites more secure" (Khalil, 2010), allows users to capture cookies sent over insecure connections and use that information to hijack another person's account (Khalil, 2010). Individuals with the addon can click "start capturing" and see the unsecured accounts of other individuals sharing the Wifi network. Depending on the encryption level of those accounts, they can then send messages from those accounts and alter information within the accounts (Machlis, 2010). _Outing and trickery_ Outing refers to sharing personal, often embarrassing, information with others. This may take the form of receiving an e-mail or instant message from a target that contains private, potentially embarrassing information and/or photos and then forwarding that e-mail on to others. Trickery refers to tricking someone into revealing personal information about themselves and then sharing that information with others. _Exclusion/ostracism_ Whether in the online or offline world, children often perceive that they are either "in" or "out". If they are not in the in-group, then they are in the out-group. Social psychologists have determined that people have a basic human need to be included by other people. Much of our social behavior is guided by our attempts to be included by others and to avoid being excluded, a situation referred to by some as "social death" (Sudnow, 1967; Williams, Cheung, & Choi, 2000). Not surprisingly exclusion in the online world, or cyber-ostracism, can have a serious emotional impact. Dr Larry Koenig (September 28, 2006, personal communication), a former family therapist and a leader in the development of programs for parents and children, summed it up well when he said "with cyber bullying you can absolutely destroy a child emotionally." Ask anyone who has been "defriended" on Facebook or related social network sites, and they can relay the sting attached to such ostracism. Online exclusion can occur in any type of password-protected environment or by a target being knocked off of buddy lists. In some instances, the ostracism may be perceived rather than real, as when someone doesn't respond as quickly to an IM or e-mail as you would like them to. According to Bill Belsey, the creator of www.bullying.org, a leading online source for information about bullying, and www.cyberbullying.ca, the first Web site devoted specifically to cyberbullying, not responding promptly in the online world is viewed as a "real social faux-pas." Kip Williams and his colleagues (2000) conducted two studies looking at the effects of cyber-ostracism. In the first study, participants played a disk toss game in cyber space ostensibly with two other players. In fact, the players were created by the computer. The researchers manipulated the degree to which the participant was included or excluded in the disk toss game. The more people were ostracized from the game, the worse they felt and the more their self-esteem dropped. In a second study, the researchers used a simulated ball toss paradigm to determine the relationship between exclusion and the desire to re-establish social connections through conformity. As in the first study, researchers manipulated the degree to which participants were included or excluded in the ball toss game. The more excluded participants were, the more likely they were to conform to members of a completely different group than the group that had ostracized them. Interestingly, this suggests that people who are cyberbullied, particularly through the method of cyber-ostracism, may join other groups online more readily than individuals who are not ostracized. These groups could be discussion groups or chat rooms, or they could be groups designed to seek revenge on the original source. Joining other groups and feeling connected again may help to alleviate some of the negative feelings associated with having been cyberbullied and ostracized. In addition, there is safety in numbers. Feeling connected to a group of other people may lead the victim to feel empowered to retaliate either individually or by enlisting the help of members of the new group. _Cyberstalking_ Cyberstalking refers to the use of electronic communications to stalk another person through repetitive harassing and threatening communications. _Black's Law Dictionary_ (2009, p. 444) defines "cyberstalking" as: "the act of threatening, harassing, or annoying someone through multiple e-mail messages, as through the Internet, esp. with the intent of placing the recipient in fear that an illegal act or an injury will be inflicted on the recipient or a member of the recipient's family or household." A counselor in the district where we conducted focus groups shared a story of a female band member who was stalked by a fan after posting her e-mail address on the band's Web site. A focus group participant, also a victim of cyberstalking, related the following story: "My ex-boyfriend got kind of crazy once. He started e-mailing me and saying that he was going to come to my house and kill me and stuff like he was watching my sister." _Video recording of assaults/happy slapping and hopping_ In an effort to increase the humiliation experienced by the target of cyberbullying, perpetrators often digitally record assaults on the target and upload those recordings to the Internet for hundreds of thousands to see and comment on. Importantly, it is often much easier to get the videos posted on the Web than it is to have them removed from the Web. One of the earliest examples of this was Gyslain Raza or the "Star Wars kid" described earlier. A variant of this known as happy slapping began on subway trains and has taken hold in England. People, usually teenagers, walk up and slap someone, while another individual, also usually a teenager, captures the violence using a camera phone. The behavior often involves more than a "slap," however, and often constitutes assault with associated legal ramifications. In 2009, for example, two teenagers were charged with manslaughter following a happy slapping incident in which a 67-year-old man, Ekram Hague, whom they had perpetrated a happy slapping incident against as he left a house of worship, died from the injuries they had inflicted ("Attorney General," 2010). A variant of happy slapping, known as hopping, that typically involves direct assaults, is showing up with increasing frequency in the United States and elsewhere (Kohler, 2007). With both happy slapping and hopping, the video that is taken of the incident is then downloaded onto the Web for thousands to see. The victim could be someone known or unknown to the perpetrator. In one incident, an 11-year-old boy was mercilessly attacked in the hallways of his school while observers recorded the incident on their cell phones. Pictures of the boy were then e-mailed to friends of the perpetrator and other observers (Blair & Norfolk, 2004). In another incident, Triston Christmas died as a result of happy slapping. Triston was 18 years old when he was hit so hard that he was knocked backwards and hit his head on a concrete floor. The cell phone images show him bleeding as he tried to speak (Watt, 2006). He didn't die until a week later. While he lay on the ground after being attacked, his killer and the killer's friends went to a party and posted the image of Triston online. In still other incidents, children have died by suicide after being the victim of happy slapping. In one instance in April, 2005, a 14-year-old named Shaun Noonan hanged himself after being physically bullied and happy slapped ("Bullycide memorial page," 2006). In a Web-based discussion forum on happy slapping, one respondent stated: "I live in London and can confirm this – I've seen this happen a couple times. It's sad but true. They generally 'attack' in groups and think it's really funny. But I've seen some people really messed up and scared by it" (Dybwad, 2005). As is true for other types of bullying behavior, depending upon the nature of the situation happy slapping incidents also may constitute crimes. _Sexting_ Sexting refers to the sending or posting of nude or semi-nude pictures or videos via text messages or other electronic means. Prevalence rates of sexting vary depending on the survey used, the age of the participants surveyed, and the inclusiveness of the venue (texting, email, Web pages). A nationally representative survey conducted by the Pew Internet and American Life Project (Lenhart, 2010) of 800 children ages 12–17 found that 4% said that they had sent a sext via the cellular phone to another person; 15% reported receiving a sext. The older the child, the greater their likelihood of having been involved in sexting. In a survey conducted by the National Campaign to Prevent Teen and Unplanned Pregnancy, 19% of teens (13–19) said that they had sent via text messaging or posted online inappropriate pictures or videos of themselves. Thirty-nine percent of teens and 59% of young adults had sent or posted inappropriate messages. Thirty-one percent reported that they had received a sext from someone else. MTV and the Associated Press (2009) conducted a survey of sexting behavior and found that 10% of individuals aged 14–24 had sent a sext whereas 15% indicated that they had received a sext directly from someone else. Similar statistics were found by Hinduja and Patchin in their assessment of approximately 4400 respondents aged 11–18. Eight percent of the students indicated that they had sent a sext, and 13% said they had received a sext (Hinduja & Patchin, 2010b). In general, studies reporting higher levels of sexting include sexually suggestive comments in their definitions of sexting. In terms of the recipients of sexts, among teens respondents in the National Campaign to Prevent Teen and Unplanned Pregnancy who had engaged in sexting, 71% of girls and 67% of boys had sent or posted the sext to a romantic partner; 21% of girls and 39% of boys had sent/posted the inappropriate picture or message to someone they wanted to be involved with; 15% of the girls and boys had sexted someone that they knew only from their online interactions (see also Lenhart, 2010). Although clearly some individuals engage in sexting for relational purposes and others do it because it seems to be the "in" thing to do, still others engage in sexting as a means of bullying and hurting others. For example, following the break-up of a relationship, one member of the former couple may forward nude images of the former partner to the student body at school as revenge for the break-up. Sexting has personal, school-related, and legal consequences (Marshall & Stanfield, 2011). Those who are involved in sexting, as both victim and perpetrator, can face personal consequences such as embarrassment and anxiety. Individuals who send sexts and who are found with nude pictures or videos on their cellular phones can face suspension or expulsion from school. Additionally, youth involved with sexting may face substantial legal consequences, including felony charges of distribution of pornography and legal classification as a lifetime sex offender. In one case in Georgetown, Ohio in 2009, four teens ranging in age from 14 to 18 were arrested and charged with felonies because a picture of a nude girl was found on their cell phones. The 18-year-old in this case faced more serious charges than the three minors because he was legally an adult ("Teens face," 2009). Another 18-year-old found himself on the Florida sex offender registry after he sent a nude picture of his 16-year-old girlfriend to several friends and family following a fight (Feyerick & Steffen, 2009). Importantly, teens who receive sexts should report that information to an adult and then delete the picture. Deleting the image shows a clear lack of intent to distribute, reducing the likelihood that there could be any negative legal ramifications for them. However, some researchers believe that youth who receive a nude picture from someone else, particularly a close friend, should delete the image without telling an adult. Although this perspective is controversial, the argument advanced by proponents of this perspective is that reporting the sexting to adults, even a parent, could cause legal problems for the recipient of the sext as well as the individual who sent it. For more information on this perspective, the reader is referred to the following Web site: <http://cyberbullying.us/blog/you-received-a-sext-now-what-advice-for-teens.html>. **Communication Modalities for Cyberbullying** Although it is clear from the descriptions of these behaviors that they can be carried out through any of a number of different communication modalities, some behaviors lend themselves more readily to certain venues than others. For example, flaming is more likely to be carried out over public communication venues whereas harassment is generally more likely to be limited to personal communication modalities such as e-mail. Because of the diversity of communication technologies that can be used to cyberbully others, we will briefly describe the most commonly used methods. _Instant messaging_ As will be discussed in Chapter 4, instant messaging represents one of the most common ways in which teenagers cyberbully one another. Instant messaging, or "IMing", refers to real-time communication via the Internet with individuals on one's buddy or contact list. Cyberbullying through instant messaging can take a number of different forms (Aftab, 2011). Most obviously, perpetrators may send angry or threatening messages to someone else. Alternatively, they may create a screen name that closely resembles the target's screen name or they may use the target's actual screen name. They then send inappropriate communications to others as if they were the target. They may also send compromising photos or videos of another person via IM. _Electronic mail_ Electronic mail, or e-mail, is one of the most frequently used means of digital communication. E-mails are a frequent method of cyberbullying others for two primary reasons. First, a single e-mail can be sent to hundreds and even thousands of people with a single keystroke. Someone wishing to harass or humiliate another individual can send an e-mail containing pictures or objectionable information about another individual to hundreds or thousands of people at one time. Second, although e-mails are generally easily traceable, there is no certainty that the person from whose e-mail account the e-mail originated was actually the individual who sent the e-mail. In some instances, individuals who cyberbully may sign up their targets on various pornographic sites and marketing lists so that they are barraged with offensive and harassing e-mails. _Text messaging_ Text messaging is also known as Short Message Service (SMS). The speed with which youth today can send text messages to one another via cellular phones is astounding. Although not a method of real-time communication, text messaging is still an important mode of communication, particularly among teenagers, with some sending up to 3,000 texts a month! While certainly an invaluable tool for keeping in contact with others, cellular phones and text messaging also have a downside. Many a naïve college professor has realized only too late that pictures have been taken of a test via cellular phone and transmitted to others, or that students outside of class have text-messaged answers to test questions to their friends in the class. Outside the academic setting, text messaging can also be used to cyberbully others. Stories abound of adolescent girls and boys receiving hundreds if not thousands of text messages because they upset someone. In addition to the harm caused by the messages themselves, there may be a financial cost associated with receiving the text messages. _Bash boards_ Although often equated with chat rooms because they afford people the opportunity to have a virtual chat with one another, bash boards more closely resemble Internet polling sites. In fact, they are online bulletin boards where people can post any information that they want to about any person or any topic. _Social networking sites_ Currently, there are hundreds of social network sites, millions of registered users, and hundreds of thousands of new users registering each day. The number of people communicating with one another via this modality is truly staggering. And, just in case users are away from their computers, they can download a social networking application on their smart phone so that they can readily access their favorite social networking site from wherever they are. Social network sites go by many different names. Among the most popular are Facebook, MySpace, LiveJournal, Friendster, Nexopia, Xuga, Xanga, LinkedIn, Twitter, Formspring, and Bebo. As defined by the Federal Bureau of Investigation ("Social networking sites," 2006), social networking sites are "websites that encourage people to post profiles of themselves – complete with pictures, interests, and even journals – so they can meet like-minded friends. Most also offer chat rooms. Most sites are free; some restrict membership by age." Social network sites would not be so popular if people did not enjoy the opportunity to use them to connect with old friends, maintain contact with current friends, or any of a number of other positive uses. As noted by Swinford (2006), social network sites provide a "window on youth culture." Social network sites allow us to see who is doing what, where, and with whom. The news feed on Facebook allows almost real-time insight into what is happening in the lives of Facebook users (see Figure 3.3). Through these news feeds, we know who is friends with whom, who has ended a relationship with whom, who has posted new pictures, and who is having a bad day, to give just a few examples. **Figure 3.3 ** Sample news feed. Changes to individual profiles on social network sites, particularly among young people, are frequent as they use their personal profiles to project particular images of themselves to others (Gonzales & Hancock, 2011; Livingstone & Brake, 2009; Mehdizadeh, 2010). Any changes made to an individual's profile are made readily available to "friends" who have access to that person's profile. On the one hand, positive feedback from friends can be very affirming and can raise an individual's self-esteem. On the other hand, even the users of Facebook themselves say it's too much of a window on what Facebook users are doing in their day-to-day lives, leading even young people to become much more savvy in their use of privacy features (Patchin & Hinduja, 2010a, c). Even with privacy features in place, the social network sites can often be a cruel window on what children and youth are doing. Swinford (2006) cites Chris Cloke, head of child protection at the National Society for the Prevention of Cruelty to Children (NSPCC), as noting that: "[i]t's a completely unregulated world out there. I'd compare it to a modern-day Lord of the Flies. Children say things that are much more extreme and vindictive than they would in their everyday lives." Most recently, these social network sites can be used somewhat like bash boards with a different name "burn pages." "Burn pages" are often associated with certain schools and are used to post negative information or gossip about students at the school. In one recent case, a 14-year-old girl who attended Ranson Middle School in Charlotte, North Carolina, was slammed on the Ranson Burn Page. Pictures and sexually explicit comments were posted about her. Law enforcement was involved, and a request was made to Facebook to have the site shut down (Shayne, 2011). Miller, Thompson, and Franz (2009) include an example of a middle school burn book profile from MySpace in their article on how to safeguard adolescents in the digital age. Here is the content of that burn book: **This Is How You Do It** * Send us a picture of the person you hate! * Tell us what you want it to say under the picture! * We will put it up no matter what it says * No one will ever know it's you! * Send what you have to say in a message! * Don't get mad at me for you being on the page! (Miller et al., 2009, p. 28) A variant of social network sites are social Web sites where people can upload, share, and comment on videos. YouTube, Google Video, and similar sites have become very popular with teens. YouTube was founded in February 2005 by three PayPal employees. Today it is listed by the Web information company Alexa as the third most popular Web site after Google and Facebook, with over 2 billion views a day (YouTube, 2011). Relative to the general Internet population, youth in the 18–24 age range and individuals 65 and older are overrepresented visitors to youtube.com (Alexa.com). Approximately 35 hours of video are uploaded hourly, and YouTube's Web site lists its number of viewers as hundreds of millions (YouTube, 2011). Although some of the videos are intended to be funny, others are in very poor taste. Not surprisingly, a cursory search of YouTube quickly reveals instances of cyberbullying. Kazaa is a similar site that traditionally was used to share music. It was the Web site on which the video of the Star Wars Kid, described in Chapter 1, was originally posted (Dyrli, 2005). Variants of social network sites have also been created in memory of deceased individuals who had profiles on social network sites. For example, MyDeathSpace.com contains tributes to former members of MySpace who are no longer living. Clicking on the individual's photo directs one to their MySpace page where people continue to post messages to the person. Although perhaps these sites provide cathartic value for some survivors, the sites also provide an opportunity for people to post comments and replies, many of them negative and inflammatory. It only takes a few minutes to find multiple instances of cyberbullying on this Web site, not all that surprising given that there is a section for hate mail. Posted within this part of the site's discussion forum are hate e-mails that have been sent to the Web site. In one instance, a mother, whose daughter had died and whose picture and MySpace page were posted on MyDeathSpace.com, had posted a comment about how offensive she found the site to be and how she would do everything in her power to have the site removed. A torrent of responses from proponents of MyDeathSpace.com followed, many of which fit the definition of cyberbullying. _Chat rooms_ Chat rooms are places where people can go in virtual reality to talk with one another about any of a number of issues. Typically, a chat room is, at least on the surface, designed to focus on a particular topic or topics. Participants type in comments that then appear on the screens of other individuals signed into the chat room. Other chat rooms, however, are designed purely to provide visitors with a place where they can meet other individuals and communicate with them in real time. In some of these chat rooms, people pick an avatar or a symbol (e.g., an animal or a character) that they feel represents them. It is via this avatar that they communicate with others in the chat room (www.netlingo.com). As with any other virtual communication in real time, however, chat rooms provide a forum in which cyberbullying can occur. Members of the chat room can begin to denigrate a particular individual, they may ostracize a member of the chat group, or particular members may get into a flame war with one another. Complicating matters further, people often assume identities in chat rooms that are very different from their real-world identity. They may fabricate their age, gender, occupation, or any other personally identifiable characteristic. Although this can be cathartic for the person trying to pretend to be someone other than whom they really are, in some instances cyber stalkers and sexual predators seek out their unsuspecting victims by fabricating their identities. Furthermore, in spite of the cathartic value to the communicator of taking on an assumed identity, fellow chatters often become angry if and when they find out they have been duped and have been chatting with someone other than whom they thought they were communicating with. For example, people in chat rooms and discussion groups often report communicating differently with another individual as a function of whether they believe that person to be male or female. One can imagine the chagrin and anger of an individual who has been sharing personal thoughts with a "woman" only to later find out it was a man (or vice versa). Such circumstances might set up a cyberbullying situation fueled by the anger of the individual who felt "duped." _Blogs_ Blogs, or Web logs, refer to online journals. Blogs are extremely popular, although their use seems to be declining among teens recently (Lenhart, 2010). In fact, it is estimated that a new Web log is created every second (www.netlingo.com). One Web site devoted solely to tracking blogs, Technorati.com, searches Web sites according to blog topic. The purpose is to allow users to see what is being said about any of a number of topics and then weigh in with their own comments. In 2008, Technorati.com indexed over 112 million blogs (Solis, 2011). Although blogs can be used for any of a number of positive functions, they also can be used to cyberbully others. Youth may use these blogs to damage others' reputations or invade their privacy. For example, in some cases, jilted boyfriends or girlfriends may post a series of blogs containing degrading and embarrassing information about the ex-partner, even getting their friends to post negative information on the site as well. _Web sites_ Web sites are places or locations on the World Wide Web that contain a home page, in addition to links to other possible pages. Many people have their own personal home pages used to promote their businesses, post personal information for the benefit of family and friends, or sell products. Web sites can also be set up, however, for the purposes of cyberbullying. In many instances, Web pages are created for the sole purpose of posting offensive information and/or pictures about another individual. For example, pictures may be taken of a classmate and then doctored in a way that portrays that individual in a sexually provocative manner. Personal contact information for that individual, including name, address, and phone number then may be provided on the Web site. In other instances, Web pages are established to set up Internet polls. Internet polling may be used for the purpose of humiliating a target. Students, for example, might be encouraged to go to the Web site and vote for the ugliest girl in the class, or the fattest kid at school. Although sites that exist for the purpose of setting up such Web pages have abuse policies and reporting systems, they are often not closely regulated (Belsey, 2006). _Internet gaming_ Many children and youth today play online interactive games on gaming devices such as X-Box Live and Sony Play Station 2 Network. (Many also play games on their home computers, in some instances paying a monthly subscription fee to participate.) Some of the games are single-player, text-based games, whereas others are complex, interactive, multiplayer games in a virtual world. Just as people expressed their frustration 20 years ago when playing Nintendo games, online players also vent their dissatisfaction with the playing of others. However, consistent with most other types of cyberbullying, the expression of dissatisfaction and frustration in the cyber world where people communicate anonymously using pseudo names tends to be more abusive, threatening, and demeaning. In addition, players can block other players from the game and they can gain unauthorized access to their game accounts (Aftab, 2011). One of the most popular massive multiplayer online games is World of Warcraft, with over 12 million subscribers at the end of 2010 ("World of Warcraft," 2010). Players join guilds in order to complete various tasks. Players can be promoted by the guild leader, but they can also be kicked out of the guild or demoted. This may cause quite a bit of emotional distress for some players. Importantly, many massively multiplayer online role playing games (MMORPGs) have worked hard to institute a sense of digital citizenship where players are more likely to report abuses and offenses. World of Warcraft has been a leader in this area. Being reported can lead to players being blocked from playing and many users take this digital citizenry very seriously. Online role playing games (which are more heavily monitored) can be training grounds for users to understand the importance of online civil behavior. **Who Cyberbullies?** Unfortunately, although there is much speculation about "cyberbullies" in the popular press, we actually know very little about the characteristics of these individuals or their various motivations. Below we will discuss what is known from the research literature about children who cyberbully, and we also will share speculations (our own and those of others), which will need to be further explored by research. _Characteristics of children who cyberbully_ In Chapter 2 we explored the common characteristics of children who bully, which included (Olweus, 1993a): * They have dominant personalities and like to assert themselves using force. * They have a temper, are impulsive and are easily frustrated. * They have more positive attitudes toward violence than other children. * They have difficulty following rules. * They appear to be tough and show little empathy or compassion for those who are bullied. * They often relate to adults in aggressive ways. * They are good at talking themselves out of difficult situations. * They engage in both proactive aggression (i.e., deliberate aggression to achieve a goal) and reactive aggression (i.e., defensive reactions to being provoked) (Camodeca & Goossens, 2005). Although it is reasonable to assume that children who cyberbully share some (or even many) of these characteristics, it is also likely that there are some important differences that will need to be explored through future research. In Chapter 2, we also explored gender differences in traditional forms of bullying and noted that boys are more likely than girls to engage in bullying at school. When looking at similarities and differences in the types of bullying that boys and girls experience, research suggests that boys are more likely to be physically bullied by their peers (Finkelhor et al., 2005; Nansel et al., 2001; Olweus, 1993a; Rigby, 2002), whereas girls are more likely to be bullied through some indirect forms of bullying, such as rumor-spreading, as well as through sexual comments or gestures (Nansel et al., 2001). Interestingly, girls are more likely to report being occasional victims and perpetrators of cyberbullying. However, among those individuals who engage in cyberbullying, boys do so with greater frequency than girls (Kowalski & Limber, 2007). We will return to the issue of gender and cyberbullying again in Chapter 4. Because of the suggestion that socially anxious individuals might be more likely to (a) use technology as a means of communicating with others and (b) engage in cyberbullying as revenge for bullying at school, we examined the relationship between a person's dispositional tendency to experience social anxiety and their experiences with cyberbullying (Kowalski & Limber, 2007). As will be discussed in more detail in Chapter 4, our data showed that, among perpetrators, the highest levels of social anxiety were reported by 8th graders who cyberbullied others at least twice a month. The more frequent the cyberbullying, the higher the level of social anxiety, supporting our hypothesis that cyberbullying and social anxiety are linked. Importantly, however, in a comparison between individuals who cyberbully and those who are cyberbullied, social anxiety scores are higher among victims than perpetrators. _What motivates children to cyberbully?_ Asking the question of "who cyberbullies?" also raises the question of "what motivates someone to engage in such a behavior?" Although there are a number of other personality traits that might be shared by many children who cyberbully, there probably is no single profile of such a child. Just as there is a variety of possible motives for engaging in traditional forms of bullying (see Chapter 2), there also is a long list of reasons why adolescents might engage in cyberbullying. Some engage in electronic violence somewhat inadvertently without realizing that what they are doing is actually cyberbullying, particularly when they are simply responding in kind to negative comments that have been sent to them in e-mails or instant messages. Other individuals, however, cyberbully with the express purpose of hurting and humiliating their victims. Still other children and youth cyberbully because they are bored and simply think that sending threatening or demeaning messages to another person would be fun. Their focus is on alleviating their own boredom, rather than thinking about the effects that their behavior could have on their victims. Some may cyberbully as a way of asserting power or channeling their aggressive energy. Others may gain satisfaction, prestige, or other rewards from cyberbullying. Still others may bully as a way to act out aggressive fantasies online. Parry Aftab (2011) recounted a meeting with a young boy who was what some might call the "perfect child" in real life – well behaved, polite, and a good student. However, online this boy became someone completely different – violent and aggressive. When asked why, his response was, "Because I can." In our focus group interviews with middle and high school students, a discrete number of motivations for cyberbullying continued to emerge. These motives included: boredom, power, meanness, as retaliation for being bullied, for attention, looking cool and tough, and jealousy. Other key reasons included that cyberbullying was safer than traditional bullying because it was anonymous and they were less likely to get caught and it was easier because it didn't involve face-to-face confrontations. Another motive is the pleasure of inflicting pain. As noted by Alex Pham (2002), a writer for the _Chicago Tribune_ , in his analysis of griefers: "For a griefer, it's not the killing that is fun, because combat is inherent in many of these games. It's the misery it causes other players. 'Griefers feed on the negative reactions of the people they kill,' said Frerichs, who savors his evil online persona and saves every nasty e-mail he gets from the people he has antagonized. 'There's nothing sweeter than when you kill someone, and they spout insults at you for hours. That's when you know you got him. It sounds really cruel, but it's fun.' " Reeckman and Cannard (2009) in a series of interviews with students highlighted several motives for cyberbullying: to have fun, to feel empowered, to teach someone a lesson, to retaliate, to make the victim stronger, and because the perpetrator was fearful of targeting the victim face to face. Parry Aftab (2011) has delineated four types of children who cyberbully: (a) the vengeful angel, (b) the power-hungry, (c) mean girls, and (d) the inadvertent cyberbully or "because I can." Although these four categories may provide a useful heuristic for considering different motives of children who cyberbully, empirical evidence is needed to determine if they have a basis in fact. According to Aftab (2011), the "vengeful angel" views himself or herself as seeking justice to right wrongs that have been inflicted on them or others. Some of these cyberbullies are children and youth who have been victims of bullying at school and who are now retaliating. They may be the outcasts who have been victims of traditional bullying at school (Willard, 2006). Support for the fact that children often retaliate in one form or another after being bullied can be found in a study by the US Department of Education and the US Secret Service that showed that 75% of school shooters had been victims of traditional bullying (Fein et al. 2002; see also Leary, Kowalski, Smith, & Phillips, 2003). The Internet postings of Eric Harris and Dylan Klebold, who gunned down students and staff at Columbine High School, dramatically recounted their anger at being bullied. Similarly, Kimveer Gill, who killed one student at Dawson College in Montreal, Canada, in September, 2006, had numerous postings on vampirefreaks.com in which he wrote of his anger at being bullied: "Stop bullying. It's not only the bully's fault you know!! It's the teachers and principals fault for turning a blind eye, just cuz it's not their job... Stop making fun of each other because of the clothes you wear or the way people talk or act, or any other reasons you make fun of each other. It's all the jock's fault" (Lackner, 2006). In some instances, the desire for retaliation may stem from feeling slighted in a relationship. Hoff and Mitchell (2009) found that cyberbullying was often preceded by anger stemming from romantic break-ups. They noted that in some instances the rejector was the target and in others the rejector's new love interest. In other instances, the cyberbullying stemmed from envy and jealousy. The "power-hungry cyber bully," according to Aftab (2011), most closely resembles the prototypical school-yard bully in his or her desire to exert control, power, and authority over others. Whereas the individual who engages in traditional bullying often uses, in addition to indirect strategies, direct verbal attacks or physical aggression to induce fear in others, the person who cyberbullies uses threats or humiliating postings to create fear. Unlike the vengeful angel, who most often acts alone, the power-hungry cyberbully thrives with an audience to watch or reinforce his or her actions. Aftab hypothesizes that there is a subset of power-hungry cyberbullies that seeks power over others but as a way of compensating for their own perceived inadequacies. These individuals may be victims of traditional bullying and may be smaller and weaker than many of their peers. Cyberbullying may be a means to retaliate and appear bigger than they really are, using technology at which they may be particularly skilled. Included within the category of power-hungry cyberbullies are children and youth who have not been subjected to bullying at school but who bully online just to vent anger or hostility (Levine, 2006). These children may feel that their life is out of control for reasons that have nothing to do with peers at school or with school-yard bullying (e.g., divorce, separation, illness of a parent). Cyberbullying may provide a way for these children and youth to release the anger they have in response to their current life situation and to feel in control of something (or someone). Aftab's (2011) category "mean girls" is used to refer to children who cyberbully out of boredom. As noted earlier, cyberbullying that is motivated by boredom occurs more for the pleasure and entertainment of the cyberbully than for any particular desire to hurt the victim, although clearly part of the entertainment value of cyberbullying would lie in knowing that their bullying had embarrassed or humiliated another person. Taking delight in the pain of others because it makes perpetrators feel "funny, popular, and powerful" was also observed by Mishna et al. (2010, p. 362). This description, however, highlights the fact that the name "mean girls" is something of a misnomer. First of all, although cyberbullying is more common among girls than boys (see Chapter 4), boys engage in cyberbullying out of boredom as well. Second, the title implies that there is an inherent meanness in children and youth who are motivated to cyberbully because they are bored. Long before technology became what it is today, children and youth got into all kinds of trouble because they were bored. Boredom, however, does not equate with meanness. While it is certainly true that many people who cyberbully engage in the behavior to harm others, it would be inappropriate (and not very useful) to label children who cyberbully as "mean." The "inadvertent" cyberbully consists of those individuals who become cyberbullies as they respond in kind to negative communications that they receive, or who are inadvertently brought into cyberbullying through cyberbullying by proxy. To this list, we would add those perpetrators who cyberbully others who are perceived to be different in some way (Hoff & Mitchell, 2009). The literature on traditional bullying is clear that children with disabilities, for example, are more likely to be bullied than their peers. Although little research has been conducted on the cyberbullying experiences of children with disabilities, there is every reason to believe that they will be disproportionately targeted in the virtual world as they are in the real world (see Didden et al., 2009; Kowalski & Fedina, 2011). **How Cyberbullying Differs from Other Types of Bullying** A logical question for those interested in cyberbullying is the extent to which it is similar to and different from traditional bullying. We believe cyberbullying shares with traditional bullying the three primary characteristics of bullying that were discussed in Chapter 2: (a) the behavior is aggressive; (b) there is a power imbalance between the victim and the perpetrator; and (c) the behavior is repeated. Importantly, a power imbalance may be somewhat different in cyberspace than it is in a face-to-face interaction. Because of the nature of cyberspace (and particularly the anonymity it may present, something we will return to below), a child who might wield little power over a victim face-to-face may wield a great deal of power (and fear) in cyberspace. More specifically, there is power in being anonymous, in assuming a false identity, in having the ability to spread rumors and lies to a wide audience, and in being able to harass a victim anywhere and anytime (Dooley et al., 2009; Vandebosch & van Cleemput, 2008). Furthermore, although typically bullying is defined as not occurring once or twice, but as being a repeated behavior, the picture becomes a bit murky in cyberspace. A single act (e.g., a nasty e-mail or an inflammatory text message) may be forwarded to hundreds or thousands of children over a period of time. Think how easy it is to copy, paste, and share an inflammatory message. Note how quickly videos go viral. From a victim's perspective, he or she may feel repeatedly bullied, to say nothing of the fact that the victim may reread the e-mail or text message himself or herself multiple times, again leading to the feeling of being bullied repeatedly. Even though there may have been only one initial act, it may have been perpetrated through many people and over time. Some research has also shown that there is significant overlap in involvement in traditional bullying and cyberbullying. Hinduja and Patchin (2008) found that those who had perpetrated traditional bullying within the previous six months were 2.5 times as likely to also perpetrate cyberbullying (see also, Kowalski & Limber, 2011; Privitera & Campbell, 2009; Smith et al., 2008; Sourander et al., 2010). Other researchers, however, have found a relationship between victimization and perpetration of cyberbullying, but no relationship between involvement in cyberbullying and involvement in traditional bullying (Varjas et al., 2007). In either case, it is important to recognize that cyberbullying and traditional forms of bullying share some features in common but also differ in some important ways. We will discuss four of these differences. _The enemy you know..._ As bad as the thug in the school yard may be, at least he or she is a known entity. He or she usually can be readily identified, and potentially avoided. The child who cyberbullies, on the other hand, is often anonymous. Thus, the victim is left wondering if the perpetrator is a single person or a group of people. Is it a girl or a boy? Is it a friend or an enemy? A stranger or an acquaintance? Someone older or younger? Someone from school or elsewhere? Later in this chapter, we will return to this issue of anonymity and the implications it may have for both the victim and the perpetrator. _Accessibility_ Most children who use traditional ways of bullying terrorize their victims at school, on the school bus, or walking to and from school. Although bullying also may happen elsewhere in the community, there usually is a circumscribed period of time during which traditional bullies have access to their victims. (And at the very least, most children who are bullied by peers can find respite at home, unless they also are bullied by siblings.) Children who cyberbully, on the other hand, can wreak havoc 24/7. A child in a study conducted by Glenn Stutzky, an instructor at Michigan State University, summed it up well when he said: "It's like being tethered to your tormentor" (Meadows et al., 2005, p. 152). In fact, most cyberbullying happens not at school but off school grounds (www.fightcrime.org/cyberbullying/cyberbullyingteen.pdf). Although certainly children and youth who are cyber bullied can turn their computers and their cellular phones off, as soon as they turn them back on the messages reappear, the comments continue to be posted on Web sites, and e-mails have accumulated. Cyberbullying messages are too often accessible not just to the target but to others as well. Hurtful comments and images can be copied, pasted, and shared in a matter of seconds. Videos can quickly "go viral" as did the video of the "Star Wars Kid" Gyslain Raza (Boyd, 2009). The fact that cyberbullying happens most often away from school as opposed to at school also limits the role that schools can play in intervening in cyberbullying situations. If the cyberbullying occurs using school computers, then school administrators can enact disciplinary measures. If the electronic violence occurs off of school grounds, even though it may affect school performance and relationships, school personnel may feel less obligation to intervene. We will talk more about this in Chapters 6 and 7. _Punitive fears_ One way in which traditional bullies can wield their power is by threatening their victims if they tell anyone or if they fail to bring money or perform certain tasks. Thus, victims of traditional bullying may be most fearful of the bullying escalating if they tell someone about their victimization. Although fears of retribution also accompany cyberbullying, the fear of having computer and phone privileges revoked is even greater for many victims of cyberbullying. For many parents who hear that their child is a victim of electronic violence, this is, at first blush, the most logical initial step. However, given that the computer and cellular phone are key elements of the child's social life, to revoke technology privileges is to punish the victim (again!) _Bystanders_ Most traditional bullying episodes occur in the presence of other people who assume the role of bystanders or witnesses (Atlas & Pepler, 1998). Although some of these bystanders may egg on the child who bullies or defend the victim, most stand by and simply witness the event. Their presence, however silent, still speaks volumes to both the victim and the perpetrator. To the perpetrator, the silence of a passive bystander comes across as support; to the victim, the mere presence of the bystander may amplify an already painful and humiliating situation. With cyberbullying, bystanders may play a slightly different role and may be willing or unwilling bystanders. The role that a bystander plays also depends on the medium through which the cyberbullying occurs. In chat rooms, for example, a bystander could simply witness an exchange between a victim and a perpetrator or he or she could join in on the electronic bullying. In other instances, a cyberbully may use the screen name of an unassuming "bystander" to bully someone else, creating a cyberbullying by proxy scenario described earlier in the chapter. Although empirical data are needed to support or refute this statement, we would venture to guess that bystanders to cyberbullying are more likely to eventually take part in the cyberbullying themselves than are bystanders of traditional bullying. Why? First of all, cyberbullying requires neither the physical capabilities nor the social prowess that may be needed with traditional bullying. For example, size doesn't matter in cyberbullying; the smallest child could easily join in cyberbullying others. Second, as mentioned at other points throughout the book, the anonymity associated with the Internet, and the tendency to forget the human side of the target of cyberbullying, make it easier to join in on cyberbullying than traditional bullying. In one of the few studies to examine the role of bystanders in a cyberbullying situation, participants were exposed to cyberbullying in an AOL chatroom between two other "participants", actually confederates of the researcher (Kowalski, 2011). The researcher was interested in the degree to which participants would intervene to stop the cyberbullying that occurred. Unfortunately, few participants actually did so, with some expressing a fear of getting involved. **The Phenomenon of Disinhibition** The anonymity afforded by the Internet can lead people to pursue behaviors further than they might otherwise be willing to do (Mason, 2008; Suler, 2004) When they cannot be identified, people often say and do things that they would not do if their identities were known, a phenomenon known as disinhibition. In a classic study within social psychology, Williams, Harkins, and Latané (1981) found that participants reduced the amount of effort they put into a group activity as long as they thought no one could single them out as withholding effort or engaging in social loafing. Once their identity became known, however, the participants exerted maximum effort. Ironically, it is their very anonymity that allows some individuals to bully at all. Children and youth who are smaller and physically weaker than many of their peers tend to bully others at school less frequently for the simple reason that they are outsized. Yet with electronic communications, they can hide behind an assumed identity and wreak havoc. Because of the ability of people to hide behind pseudo names on the Internet as they bully others, some have referred to cyberbullying as the "cowardly form of bullying" (Belsey, 2006). Others have suggested that the anonymity associated with cyber technologies provides perpetrators with a "cloak of invisibility" (Carrington, 2006). Without the threat of punishment or social disapproval, people may carry their actions much further than they normally would (Sourander et al., 2010). Interestingly, however, this anonymity is more illusion than reality. As noted by Nancy Willard (2006, p. 47), "people are not totally invisible or anonymous when they use information and communication technologies. In most cases, they leave 'cyberfootprints' wherever they go." Still, even if they are identified, perpetrators can claim that someone else was using their screen name, so that they can distance themselves from any personal responsibility. The anonymity afforded by electronic communications is a much bigger factor than one might think at first blush, and may be responsible for cyberbullying having such a strong intimidation factor associated with it. In a survey that we conducted examining the incidence of cyberbullying among over 3,700 middle school children, close to 50% of the individuals did not know the identity of the perpetrator (Kowalski & Limber, 2007). Among college students, this statistic jumped to 60% (Kowalski et al., 2012). Mishna and her colleagues (2009) found that many youth do not find out who cyberbullied them until much later, only to then determine that it was someone known to them, such as a classmate. A respondent in one of our focus groups said: "I personally think cyber bullying is not something you think about and say oh I feel like cyber bullying someone. It might even be accidental but you might say something to someone that really hurts them and you might just keep at it. You might think you are having fun but you can't hear their tone of voice over AIM or e-mail so you don't even know if you are doing it." As conveyed in this statement, because cyberbullying occurs via technology as opposed to via face-to-face interactions, perpetrators cannot see the emotional reactions of their victims. In many face-to-face interactions, people modulate their behavior when they see the effect that their behavior is having on others (e.g., nervousness, increased anxiety, etc.). In other words, our behaviors in real life are often modulated by the emotional reactions of others. When we good-naturedly tease someone else, but realize based on their facial reactions that our tease has been misinterpreted or taken too far, we usually apologize and stop engaging in that behavior. When we cannot see that person's emotional reactions, as is the case with cyber technologies, there is no emotional meter that serves to temper our behaviors. As stated by a high school student being interviewed about cyberbullying: "It's hard to remember that the other person is really seeing it." It is almost as if some perpetrators fail to remember that they are actually communicating with another human being, albeit unseen. The inability to read the emotional reaction of the other also extends from victim to perpetrator. There are no contextual cues for the victim to use to interpret the messages that they receive. In face-to-face interactions, victims can scan the faces of potential bullies or individuals they perceive to be hurting their feelings for signs that a tease is really just a tease. Teases that are accompanied by winks, smiles, or the like may convey information to the target regarding the prosocial nature of a tease (Campos, Keltner, Beck, Gonzaga, & John, 2007). When communicating electronically, however, targets cannot see the faces of the perpetrator. Thus, they have no means of "reading" the intentions of the perpetrator through nonverbal behaviors. With the exception of emoticons (e.g., smiley faces), e-mail, for example, is devoid of "off-record markers" (Kruger et al., 2005). As noted by Kruger and his colleagues (2005, p. 926), "this limitation is likely to be fertile ground for miscommunication and, in particular, a lack of awareness of that miscommunication." In two studies investigating the discrepancy between how well people thought they communicated over e-mail and how well they actually communicated, Kruger et al. (2005) found that people believe they communicate better over e-mail than they actually do. In one of these studies, 12 participants were asked to write two statements about each of 10 topics (e.g., dating, Greek life). One statement was to be a serious statement and the other was to be a sarcastic statement. The sentences were then e-mailed to another participant who was asked to identify which statements were serious and which were sarcastic. Although participants estimated that 97% of their statements would be correctly identified by the receiver, in fact only 84% were correctly labeled as serious or sarcastic. The researchers concluded that e-mail senders overestimated their ability to communicate clearly because of egocentrism; in other words, because a message was clear to them, they assumed that it would also be clear to the receiver. When we communicate sarcasm, for example, over e-mail, we can "hear" the sarcasm in the sentences as we type them. However, the same sarcastic tone is not being played for the receiver. Thus, what may begin as "innocent" teasing over e-mail or instant messaging may be taken for something other than what was intended. The result could be a flaming war or some other type of cyberbullying. **Summary** One of the difficulties in discussing cyberbullying and in attempting to design intervention and prevention programs related to it, is that there is no simple definition of cyberbullying nor is there a single profile of a child who cyber bullies. Rather, cyberbullying is a behavior that can occur through multiple modalities (e.g. instant messaging, e-mail, chat rooms), appear in a number of guises (e.g., harassment, flaming, impersonation), and be perpetrated anonymously by individuals you would least suspect of bullying someone else. With time, however, and continued research, we should be able to better identify the circumstances under which cyberbullying is most likely to occur. Additional research related to cyberbullying will be discussed in the next chapter. 4 CURRENT RESEARCH ON CYBERBULLYING _Online aggression isn't just traditional bullying with new tools. It's widespread, devastating, and knows no downtime._ (Hinduja & Patchin, 2011, p. 48) At the time that the first edition of this book was published, only a handful of studies had focused specifically on cyberbullying among children and youth, particularly relative to traditional bullying. Since the publication of the first edition, considerably more research attention has been devoted to the topic (see Figure 3.2, Chapter 3), yet so many questions still remain. These studies have used a variety of methods to obtain information about the frequency of cyberbullying, how children and youth are cyberbullying one another, and the effects of cyberbullying on both the victim and the perpetrator. The end result is that there are some slight inconsistencies in the actual numbers (e.g., frequencies) that are reported across studies. Although we will discuss many of these studies and report their findings, the variability in the precise frequency with which cyberbullying occurs, for example, is far less important than the consistent conclusions from the studies that cyberbullying is a problem and that more research needs to be conducted and policies developed to deal with the problem. Important considerations to keep in mind when comparing studies are cultural similarities and differences in both the prevalence of research on the topic of cyberbullying and the prevalence of cyberbullying itself within a particular culture. Although clearly the frequency of cyberbullying is directly correlated with the availability of technology in a particular culture, among developed cultures cyberbullying is nonculture specific. In other words, cyberbullying has increasingly become an issue in most, if not all, developed countries. Reports on the prevalence of cyberbullying have emerged from all corners of the world, including the United Kingdom, Australia, Japan, Canada, Korea, and the United States, to name a few. Kraft (2006) summarized worldwide trends in cyberbullying and examined cross-cultural variations in the effects of cyberbullying. She found that victimization reports varied between 10% and 42%, and that, whereas the most popular medium for cyberbullying in Australia and the UK was the cellular phone, in the United States and Canada it was the Internet (see also Shariff, 2009). **Methods of Studying Cyberbullying** Most existing research on cyberbullying, whether in the US or abroad, has relied on surveys. Some of these have been anonymous paper and pencil surveys (e.g., Kowalski & Fedina, 2011; Kowalski & Limber, 2007), others have been completed online (e.g., Hinduja & Patchin, 2008; Kowalski & Witte, 2006), and still others have been conducted via the telephone (e.g., Ybarra, Mitchell, Wolak, & Finkelhor, 2006). One of the primary reasons for the extensive reliance on surveys is that they are easy to administer and can be completed by a large number of people in a relatively short period of time. However, surveys are not without their problems, as discussed in Box 4.1. Another reason for the popularity of surveys is the difficulty associated with trying to recreate cyberbullying within a laboratory setting. With minors, in particular, there can be ethical concerns and challenges associated with laboratory investigations of cyberbullying. Using an adult sample, however, Kowalski (2011) created a simulated cyberbullying situation within a laboratory to examine the extent to which bystanders would intervene to put an end to cyberbullying occurring in an online chat room. Participants entered an AOL chatroom with three other "participants" (actually confederates). Two of the confederates began to cyberbully the third. To manipulate status, one of the perpetrators indicated that he or she was a graduate student. The confederates begin discussing the presence of parents and older individuals on Facebook. As shown in Box 4.1, as the conversation progresses, the individuals who cyberbully (identified as "Facilitator" and "Participant01) make increasingly disparaging remarks toward the target (identified as Participant02). The actual participant is identified in the script as Participant03. The goal was to examine the degree to which the actual participant (Participant03) would intervene to put an end to the cyberbullying that was occurring with the two confederates. Although very few participants actually did intervene, in the example provided in Box 4.1, the participant actually did stick up for the target of cyberbullying. **Box 4.1** Cyberbullying script Facilitator has entered the room. 10:11 am Participant01 (confederate) has entered the room. 10:11 am Participant02 (confederate) has entered the room. 10:11 am Participant03 (participant) has entered the room. 10:15 am **Facilitator** 10:16 am Hi. I'm supposed to start this chat room discussion, probably because I'm a graduate student. The topic is: "How do you feel about adults (over 35) being on facebook?" What do you guys think about this? **Participant02** 10:17 am I don't really understand y older people would want to be on facebook **Participant03** 10:17 am I think that the point of facebook is to be able to connect with friends and old people need to do that too **Facilitator** 10:17 am It's a social networking site and a good way to share pictures I'm older and about to start my career and would like to keep up with my college and grad school friends **Participant03** 10:18 am I do not like it though when they dont know how to use it that annoys me **Participant01** 10:18 am Yeah, I agree with the grad student. I'm about to graduate and trying to find a job. And i still want to keep up with my friends that already graduated. But its creepy for really old people to be on facebook **Participant02** 10:18 am yea, but adults can communicate with email or something else **Participant03** 10:18 am but facebook makes it soooo much easier **Facilitator** 10:19 am well i just think its easier. what do you think participant 3? **Participant03** 10:19 am think about what? **Participant02** 10:19 am i still think its a little creepy **Participant01** 10:19 am Why is it creepy to have older people looking at your profile? Do you have something to hide participant2? **Participant02** 10:20 am no its just different **Participant03** 10:20 am yeah i agree when my 50 year old elder from church trys to friend me but i just ignore it and set up privacy **Facilitator** 10:20 am p2 you probably have dirty pictures of you or something. you should delete those. **Participant02** 10:20 am ummmm... i limit my profile **Participant01** 10:20 am what are you trying to hide p2? **Facilitator** 10:21 am p2 you must be a stupid freshmen. employers have ways of getting around that...you idiot **Participant03** 10:21 am I dont think p2 is trying to hide anything this is an opinion a lot of people have and rightfully so **Participant02** 10:21 am i'm not looking for a job and i dont want old perverts creeping on me **Facilitator** 10:21 am If you're trying to hide something people can still see all your wall posts from all of your sexcapades **Participant01** 10:22 am I'm sure a lot of people on campus know how you get around anyway. **Participant02** 10:22 am that's not true. you don't even know me!!! **Participant03** 10:22 am haha this is a little rediculous **Participant02** 10:22 am didnt yall enjoy your college years? **Facilitator** 10:22 am sure i enjoyed undergrad bu I wasn't sketch and didn't end up with an std like you ; clearly you're enjoying your college years too much **Participant02** 10:23 am i don't even know what to say to that **Facilitator** 10:23 am yeah why fight a losing battle... a slut is a slut **Participant03** 10:23 am we should get back onto the topic we started with sound good? **Participant02** 10:23 am look, i just think facebook is more for college students because that was the way it was originally intended **Participant03** 10:24 am p2 has a good point **Facilitator** 10:24 am You just don't want your parents seeing all that filth you have posted. Then they will realize what a slut you are. **Participant01** 10:24 am I bet your mom is a slut too **Participant03** 10:24 am University study.... not so good of a point **Facilitator** 10:24 am haha and your dad and your brother and your sister **Participant02** 10:24 am why would you bring my family into this? **Facilitator** 10:24 am cause the apple doesn't fall too far from the tree **Participant03** 10:25 am Whats everyones favorite kind of cheese! **Participant01** 10:25 am what a bunch of whores!!! **Facilitator** 10:25 am What p2? you don't have anything else to say? **Participant03** 10:25 am p2 dont respond STOP RESPONDING **Facilitator** 10:25 am exactly. That's because you know it's all true **Participant01** 10:25 am Do you even know who your real dad is? **Participant03** 10:25 am no its because they dont want to deal with imature people like you **Facilitator** 10:26 am what a pussy **Participant03** 10:26 am you said youre a grad student? act like it **Participant02** 10:26 am I can't deal with this anymore. I'M LEAVING **Participant03** 10:26 am good **Participant01** 10:26 am that was dramatic... Participant02 has left the room. 10:26 am One additional method that has been used to study cyberbullying has been focus groups. In our own research using focus groups, a series of questions were created to allow investigators to probe not only the frequency of cyberbullying but also more specific information about actual incidents of cyberbullying that the adolescents had experienced or witnessed. A female and a male interviewer conducted 12 focus groups with small numbers of female and male students, respectively, from four suburban Georgia middle and high schools representing different socioeconomic backgrounds. Additional individual interviews were conducted with targets and perpetrators of cyberbullying as well as with the mothers of individuals who had been cyberbullied. (For a more detailed presentation of information from these focus groups, the reader is referred to Agatston, Kowalski, & Limber, 2011). As will be seen throughout the chapter, a key advantage of focus groups is that they provide much more information about specific incidents and feelings related to cyberbullying than can be conveyed on a survey. Ultimately, our knowledge about cyberbullying likely will best be enhanced by both quantitative (e.g., survey) studies and qualitative (e.g., focus group) approaches, as they provide different insights into the phenomenon. **How Common Is Cyberbullying?** As the methods used to study cyberbullying have been somewhat variable, not surprisingly exact statistics related to the prevalence of cyberbullying are difficult to obtain. Reported frequencies of cyberbullying depend on the country in which the data are collected, how cyberbullying is defined, the timeframe of participants' responses (e.g.,whether participants are asked if they have _ever_ been cyberbullied or been cyberbullied _within the past couple of months_ ), and the ages of the respondents. To illustrate the role that these variables play in affecting prevalence rates reported, we can look at just a few studies. A 2009 study conducted by Cox Communications included interviews with 655 teens between the ages of 13 and 18. Fifteen percent reported that they had _ever_ been cyberbullied online, 10% reported being targeted via cell phone. Seven percent reported having _ever_ cyberbullied another online, 5% via cell phone. Telephone surveys conducted with preteens between the ages of 6 and 11 living in the US showed that 17% had been cyberbullied _within the previous year_ (www.fightcrime.org/cyberbullying/cyberbullyingpreteen.pdf). Of these cyberbully victims, 23% reported that the cyberbullying had occurred via e-mail, 12% via instant messaging, 19% through comments posted on a Web site, 18% in a chat room, 11% via embarrassing photos distributed without the victim's consent, and 7% through text messaging. A similar study conducted with _teens_ between the ages of 12 and 17 (www.fightcrime.org/cyberbullying/cyberbullyingteen.pdf) indicated that 36% of the teenagers had been cyberbullied _within the previous year_. The means through which the cyberbullying had occurred included: 44% via instant messaging, 34% through e-mail, 30% through comments posted on a Web site, 19% via text messaging, 14% in chat rooms, and 13% through the distribution of embarrassing photographs of the victim without his or her consent. **Box 4.2** Popularity and problems of surveys In spite of the popularity of survey use in investigations of cyberbullying, and most other research topics for that matter, there is no research that is devoid of problems, including methodological issues and analytical issues. Research on cyberbullying is no exception to this. Two online surveys that have been done are good exemplars of this: Parry Aftab's online survey found at www.wiredsafety.org, and our survey (Kowalski & Witte, 2006). Both of these surveys have provided very useful data related to cyberbullying that will be discussed in the pages that follow. The online nature of these surveys meant that anyone could go to the Web site and complete the survey. At first blush, this would seem to be an ideal situation that would increase the representativeness of the sample and the number of people who could respond. However, the wiredsafety.org survey was housed on the Web site itself. Thus, people who accessed the site to fill out the survey represented those individuals who were probably already concerned about the issue of cyberbullying or who were interested in learning more about it. A link to our own survey (Kowalski & Witte, 2006) was posted on two social network sites: LiveJournal and Nexopia. Although this was a useful way to gain access to individuals willing to complete the survey, the fact that potential participants were visiting a social network site when they saw the link to the survey suggests that they might have been more regular Internet users than someone who did not regularly access a social network site. We mention these difficulties so as to encourage readers to critically evaluate any research study, whether related to cyberbullying or not, whether written in a book, the popular press, or an academic journal article. In our own research (Kowalski & Limber, 2007), 3767 students in grades 6 through 8 completed an anonymous pencil and paper questionnaire asking them about their experiences with traditional bullying and with cyberbullying. Eighteen percent of the students reported having been electronically bullied at least once _within the previous 2 months_ and 6% had been electronically bullied _at least two to three times a month_. Eleven percent of the students reported having electronically bullied someone else at least once _in the previous 2 months_ and 2% had electronically bullied _at least two to three times a month_. In this study, instant messaging was the most common venue through which the middle school children reported being victims and perpetrators of cyberbullying. Among the middle school targets, 67% had been bullied through instant messaging, 25% had been bullied in chat rooms, and 24% had been bullied through e-mail messages. Perpetrators, similarly, reported using instant messaging (56%) most frequently to cyberbully others, followed by chat rooms (23%), and e-mail messages (20%). A related study (Agatston & Carpenter, 2006) involving an anonymous survey administered to 257 middle school students showed that 18% of the students (27% of the females and 9% of the males) reported having been cyberbullied _at least once in the previous 2 months_. The most common means through which the cyberbullying had occurred were instant messaging (52%) and via Web sites (52%). The increased prevalence of Web sites as a vehicle for cyberbullying among targets in the sample compared to the Kowalski and Limber (2007) study, whose data had been collected in 2005, likely reflects the increasing prevalence of social network sites as tools of interpersonal communication among adolescents. As these studies highlight, care must be taken when examining prevalence rates to also examine the parameters within which those statistics were obtained. Data from the 2007 National Crime Victimization Survey (Robers, Zhang, & Truman, 2010) revealed that 4% of students in grades 6–12 had been cyberbullied during the school year. Half of the targets had derogatory information posted about them on the Internet; the other half reported being threatened via instant messaging. Of those who were cyberbullied, the majority (73%) reported that it had occurred once or twice during the school year. However, 5% said that it happened a couple of times a week. In sum, studies typically find that between 10 and 40% of children and youth report that they have been targets of cyberbullying, allowing for variability in time parameters, age, and the like (Tokunaga, 2010). However, Juvonen and Gross (2008) reported a victimization prevalence rate of 72% within the past year and Aftab (2011) states that 53% of 900 respondents reported ever being victims of cyberbullying. She estimates that approximately 85% of 12- and 13-year-olds have _ever_ had experience with cyberbullying. It is important to note, however, that Juvonen and Gross (2008) asked participants the degree to which they had been targets of "mean things" which they defined as "anything that someone does that upsets or offends someone" (p. 499). And, Aftab's survey was located on the wiredsafety.org Web site, where people to go find out information about cyberbullying. Thus, respondents might be expected to have some prior experience with cyberbullying. In the next couple of pages, we will briefly discuss prevalence rates of some additional key studies that have been conducted on cyberbullying over the past few years, many of which highlight the specific venues (e.g., instant messaging, social network sites, texting) through which cyberbullying occurs. This is in no way intended to be an exhaustive list of research studies on cyberbullying. These studies are summarized in Table 4.1. **Table 4.1 ** Key investigations of cyberbullying. 1 Ever cyberbullied or cyberbullied others. 2 Cyberbullied or cyberbullied others within the last year. 3 Cyberbullied or cyberbullied others within the last 6 months. In the first study to systematically investigate cyberbullying, researchers with the National Children's Home in Great Britain (NCH, 2002) surveyed children and youth between the ages of 11 and 19 and found that 16% had _ever_ been bullied via mobile phone text messaging, 7% via Internet chat rooms, and 4% through e-mail. Between March and April of 2005, NCH teamed up with Tesco Mobile to conduct a mobile bullying survey ("Putting U in the picture – Mobile bullying survey 2005," 2005). In response to a paper and pencil survey, 20% of the children and youth aged 11–19 said that they had _ever_ been cyberbullied. Fourteen percent had been bullied via text messaging, 5% in chat rooms, and 4% through e-mail. Eleven percent of the respondents admitted to ever cyberbullying someone else. In another British study (Smith, Mahdavi, Carvalho, & Tippett, 2006), 22% of the participating students, ranging in age from 11 to 16, reported that they had been cyberbullied at least once _in the 2 months preceding the survey_. The most common methods through which the cyberbullying had occurred were phone calls, text messaging, and e-mail. A study sponsored by the National Center for Missing & Exploited Children found that one out of 17 American respondents (6%) between the ages of 10 and 17 reported having been threatened or harassed via the Internet (Finkelhor, Mitchell, & Wolak, 2000). The researchers defined harassment as "threats to assault or harm the youth, their friends, family, or property as well as efforts to embarrass or humiliate them." Almost three-quarters (70%) of the harassment episodes had occurred to children who were at least 14 years of age. The most common means by which the harassment had occurred were instant messaging (33%) and chat rooms (32%), followed by e-mails (19%; Finkelhor et al., 2000). During the fall of 1999 and the spring of 2000, data were collected from 1501 regular Internet users in the US between the ages of 10 and 17, along with one parent or guardian of each participant, to compare characteristics of aggressors, targets, and aggressor/targets (individuals who were both victims and perpetrators of Internet harassment or online bullying; Ybarra & Mitchell, 2004). Nineteen percent of the respondents had _ever_ been involved in online aggression (i.e., threats or harassing comments made via the Internet), 4% as online victims only, 12% as online aggressors only, and 3% as aggressor/targets only. In a follow-up study, the second Youth Internet Safety Survey (YISS-2; Ybarra et al., 2006), 9% of the respondents, aged 10–17, indicated that they had been threatened or harassed over the Internet during the previous year. Ybarra et al. noted that this was a 50% increase over the frequency of Internet harassment found in the YISS-1 study. Almost a third (32%) of the victims reported that they had been harassed at least three times in the previous year. Building on the research of Ybarra and Mitchell (2004), Patchin and Hinduja (2006) conducted an Internet-based survey of cyberbullying. A link to the survey was provided on the Web site of a popular female vocalist. Although anyone with access to the Web could respond to the survey, the majority of the respondents were from English-speaking countries, most notably the US (59%), Canada (12%), and the UK (9%). Among respondents younger than 18, 11% confessed to perpetrating cyberbullying, and 29% reported having been the target of cyberbullying. Almost half (47%) of the under-18 population indicated that they had observed cyberbullying while online. Among victims, the most common venues for cyberbullying were chat rooms (22%), followed by instant messaging (14%), and e-mail (13%). Perpetrators were most likely to cyberbully via chat rooms (8%) and instant messaging (5%). Additional data were collected by one of the authors of this book through an online survey examining over 700 respondents' (predominantly college students) use of personal pages and their experiences with cyberbullying (Kowalski & Witte, 2006). The data revealed that 11% of the participants reported _ever_ having been cyberbullied, with only 3% reporting that they had _ever_ cyberbullied someone else. As with our survey of middle school children (Kowalski & Limber, 2007), instant messaging was the most common venue for victimization, with 42% of the respondents saying they had been cyberbullied through instant messaging, followed by chat rooms (23%), and e-mail (13%). Perpetrators of cyberbullying equally favored instant messaging (33%) and chat rooms (33%). Box 4.3 contains a sample of the content of some of the cyberbullying that occurred. We also asked participants whether their friends had ever cyberbullied or been cyberbullied and, if so, how. Participants with friends who had been victims of cyberbullying reported that those friends had been cyberbullied primarily through instant messaging (37%), followed by social network sites (33%), and e-mail (10%). Fifty percent of the friends who had perpetrated cyberbullying had done so through instant messaging. **Box 4.3** Content of cyberbullying **Victims** * "A death threat." * "Angry and malicious things said that wouldn't have been said in person." * "I was mocked. Anything I said would be insulted. Anything about me was insulted, i.e., physical features, personality, the way I speak, etc." * "Just threatening to beat me up and shoot me." * "This guy was mad at me and threatened to make me out to be a whore and get his new girlfriend to beat me up and stuff like that." * "Me trying to cheer someone up, and them saying I was full of crap for saying they weren't worthless... that I knew nothing... then came personal attacks against me." * "Sexual stuff." * "Someone knows my friend's screen name and is using it against her. This person is ruining her reputation and says things that my friend would never say." **Perpetrators** * "I made fun of them." * "I used to find random people's screen names through chat rooms, and if they had the name of their girlfriend/boyfriend in their profile, I would IM them pretending to be that person and then I would pretend to dump them." * "Calling them a noob." * "My friend got on Facebook and changed some detailed information on the person's profile." * "It was actually a website, like www.hatedevin.com (that wasn't it, but it was similar). Mostly how much a kid in their class annoyed them." As mentioned earlier, Juvonen and Gross (2008) found that 72% of their 1454 respondents aged 12 to 17 reported at least one incident as a victim of "mean things." The most frequent venue by which the "online incidents" occurred was instant messaging. Importantly, and as will be discussed in more detail later, 85% of the individuals experiencing mean things online also experienced bullying at school. Hinduja and Patchin (2008) examined the cyberbullying experiences of 1378 youth under the age of 18. Over 32% of the boys and 36% of the girls had ever been victims of cyberbullying. Eighteen percent of the boys and 16% of the girls had ever perpetrated cyberbullying. The most common venues for cyberbullying were chat rooms and instant messaging. Raskauskas and Stoltz (2007) surveyed 84 participants 13 to 18 years of age and found that approximately 50% of the sample reported being a victim of cyberbullying during the school year. A quarter of the sample reported perpetrating cyberbullying during the school year. Thirty-two percent of those who had been cyberbullied were targeted through text-messaging, 16% through Web sites and chatrooms, and 10% through picture-phones. Text messaging was also the most frequent method of perpetrating cyberbullying, followed by Internet bullying. **Age Differences and Cyberbullying** Research has revealed age-related variations in the prevalence rates of traditional bullying. As discussed in more detail in Chapter 2, rates of victimization from traditional bullying are higher in elementary school, with decreases in frequency in middle and high school (Olweus & Limber, 2010c). However, the frequency of _perpetrating_ traditional bullying peaks in late middle and early junior high school. Support for this was found in the Kowalski and Limber (2007) study. Among individuals who had bullied others at school at least once (through "traditional" means), 8th graders bullied significantly more frequently than either 6th or 7th graders. As with traditional bullying, there appear to be age-related variations in children's experiences with cyberbullying (Tokunaga, 2010). According to the published literature, middle school seems to be a critical time during which problems with cyberbullying emerge. The Fight Crime survey (www.fightcrime.org) with preteens described earlier supports this conclusion. Among preteens, children in the 6–8-year-old range were significantly less likely than children in the 9–11-year-old age range to have been cyberbullied within the previous year (13% and 21%, respectively). In the 2007 National Crime Victimization Survey (Robers et al., 2010), 10th and 11th graders experienced higher rates of cyberbullying than students in grades 6–9. Even among middle schoolers, variations in rates of cyberbullying are observed. In our own research (Kowalski & Limber, 2007), we found significant differences by grade in the frequency with which youth had cyberbullied others, with 6th graders being significantly less likely to be involved with cyberbullying as either bullies or bully/victims than 7th or 8th graders, and somewhat less likely to be targets of cyberbullying (see also Hinduja & Patchin, 2008; Williams & Guerra, 2007; Wolak, Mitchell & Finkelhor, 2007). Grade differences were also observed among victims as a function of the method by which the cyberbullying occurred. Eighth graders reported being victimized through instant messaging at a significantly higher rate than 6th or 7th graders. Similarly, 8th graders also reported a higher rate of victimization via text messaging than 6th graders. Sixth graders used instant messaging to perpetrate cyberbullying less frequently than 7th or 8th graders. Sixth graders also used text messaging less often than 8th graders did. Similar findings were observed by Smith et al. (2008) who found that age differences depended on the method being used to cyberbully. Specifically, text messaging, picture bullying, and instant messaging were more common among older than younger students. Importantly, though, cyberbullying is not limited to just adolescents. Although research on cyberbullying among older populations is limited, the few studies that have been done show that electronic bullying is alive and well among older populations, most notably college students (Hoff & Mitchell, 2009; Kowalski et al., 2012). In a study by Kowalski et al. (2012), 35% of a college student sample said that their first occurrence of cyberbullying was during college. Among those who had been cyberbullied, 44% reported that the majority of the bullying occurred during college, 30% during high school, and 26% during middle school. As technology use spreads to younger and younger ages, these statistics will likely shift to reflect greater percentages of cyberbullying occurring at younger and younger ages. Nevertheless, the point remains that cyberbullying is not localized to the adolescent population. **Gender Similarities and Differences** Over the past two to three decades, research on aggression has shown that males engage in more direct forms of aggression, such as hitting one another, and females engage in more indirect forms of aggression, such as gossiping or spreading rumors about one another (Bjorkqvist, Lagerspetz, & Osterman, 1992; Lagerspetz, Bjorkqvist, & Peltonen, 1988). Bjorkqvist et al. defined indirect aggression as "a kind of social manipulation; the aggressor manipulates others to attack the victim, or, by other means, makes use of the social structure in order to harm the target person, without being personally involved in attack" (p. 52). A qualitative analysis of why girls are more likely than boys to engage in indirect aggression revealed some interesting insights. Owens, Shute, and Slee (2000) conducted focus groups with 54 teenage girls in Australia. The researchers concluded that girls engage in indirect aggression to eliminate boredom and because of friendship processes, including attention seeking, assuring that they are a member of the in-group as opposed to the out-group, belonging to the right group, self-protection, jealousy, and revenge. In keeping with this, it is not all that surprising, then, that some studies have found cyberbullying to occur more frequently among girls than among boys (E. Mishkin, personal communication, January 20, 2006; Hoff & Mitchell, 2009; Kowalski & Limber, 2007; Robers et al., 2010; Smith et al., 2006; Tokunaga, 2010). For example among 6th–12th graders who participated in the 2007 National Crime Victimization Survey, 2% of boys but 5% of girls said they had been cyberbullied during the school year. Among the middle school students who completed our survey about cyberbullying (Kowalski & Limber, 2007), 25% of the girls and 11% of the boys said that they had experienced cyberbullying _at least once_ in the previous 2 months; 5% of girls and 2% of boys indicated that they had experienced cyberbullying "2 or 3 times a month", and 3% of girls and 2% of boys said they had been cyberbullied about "once a week" in the previous 2 months. However, at the highest frequency level – those electronically bullied "several times a week" – boys (1.4%) slightly outnumbered girls (1.2%), although this difference was not statistically significant. In this same study, 13% of the girls and 9% of the boys said that they had perpetrated cyberbullying _at least once_ within the previous 2 months. An equal percentage of girls and boys (1%) said they had electronically bullied others "2–3 times a month." Fewer girls (.7%) than boys (1.2%) said they had engaged in electronic bullying "once a week" in the previous 2 months. Twice as many boys (.8%) as girls (.4%) reported that they had electronically bullied others "several times a week." For comparison purposes, we assessed the frequency of traditional bullying among girls and boys in our study (Kowalski & Limber, 2007). We found that 40% of the girls and 38% of the boys reported having been bullied at school _at least once_ during the previous 2 months. A breakdown of prevalence rates at higher frequency levels showed that an equal percentage of girls and boys (6%) reported having been bullied "2 or 3 times a month;" 3% of girls and 4% of boys said they had been bullied "about once a week;" 3% of girls and 5% of boys indicated that the bullying occurred "several times a week." Among perpetrators, 27% of the girls and 35% of the boys indicated that they had bullied someone else (in traditional ways) _at least once_ within the previous 2 months. Observations at the higher frequency levels showed differences between girls and boys; however, these differences were not statistically significant. Three percent of girls and 5% of boys had bullied other students "2 or 3 times a month;" 1% of girls and 1% of boys had bullied others "about once a week;" twice as many boys (2%) as girls (1%) had bullied others "several times a week." Importantly, some studies have found no significant differences in experiences with cyberbullying between males and females (e.g., Hinduja & Patchin, 2006, 2008; Mishna et al., 2010; Slonje & Smith, 2008; Williams & Guerra, 2007; Ybarra & Mitchell, 2004). Other studies have observed no gender differences overall, but found differences between males and females in the frequency with which particular venues were used to cyberbully others. For example, Hinduja and Patchin (2008) found that males and females did not differ in their overall prevalence rates of being victims of cyberbullying. However, females were more likely to be targeted via e-mail than males. Similarly, Alonzo and Aiken (2004) noted that males had a greater tendency to engage in flaming than females. Smith et al. (2006) found that girls were significantly more likely than boys to be cyberbullied. More specifically, however, they found that incidence rates for girls surpassed those for boys for all methods except for Web pages and picture editing (see also Keith & Martin, 2005). These gender differences as a function of type of cyberbullying are important in interpreting prevalence rates across studies, and suggest caution in making quick global generalizations about particular patterns of difference in cyberbully victimization or perpetration as a function of individual difference characteristics, such as gender. Data from the Fight Crime surveys with preteens and teens (www.fightcrime.org) show mixed findings regarding gender differences. In the preteen survey, no significant differences in the frequency of experiencing cyberbullying were observed between boys and girls. Fifteen percent of the boys and 19% of the girls reported having been cyberbullied within the previous year. Among teens, however, a significant difference was obtained. Almost twice as many females (44%) as males (28%) reported having been cyberbullied within the previous year. Participants in our focus groups acknowledged the link between gender and cyberbullying. When asked what could be done to prevent cyberbullying, respondents in one of our focus groups said the following: "It depends on if it's a guy or a girl or how mean they are. Some people are just going to do it anyway. Girls are harder to stand up to. Cause like guys can be like 'stop bothering me.' I'm not afraid that a guy is going to hit me, but girls are like catty. They get back at you in a more subtle way." In keeping with this sentiment, a male focus group respondent, when asked what he would do if he were cyberbullied at home by a student, said he would "print out the pages and say – 'what's up, man?' " Another male student responded similarly: "Just go up to them and be like 'how come you didn't say it to my face?' " None of the female focus group respondents indicated a similar response. **Racial and Ethnic Issues** In Chapter 2, we discussed the fact that research on racial and ethnic differences in regards to traditional bullying has not received a great deal of attention. This issue has received even less attention among cyberbullying researchers. What little research has examined racial similarities and differences in participants' experiences with cyberbullying has not found significant differences as a function of race (Hinduja & Patchin, 2008). Ybarra and her colleagues (2007) examined the experiences of 1515 youth ages 10–15 with online harassment. They observed no differences in experiences among youth of different races. Similarly, Hinduja and Patchin (2008) in a study of 1378 youth under the age of 18 found no racial differences in cyber victimization or perpetration. Importantly, 80% of this sample was Caucasian. One possible explanation for these findings is that race and ethnicity are not distinguishing characteristics in the virtual world. Thus, people of different racial and ethnic groups are less likely to be identified as belonging to particular groups online and thus less likely to be victimized for their racial group membership. On the other side of the coin, status online may not be determined by personal variables such as racial group membership to the same degree that it is in the real world, so race may be less likely to play a role in perpetrating cyberbullying. Additional research is needed to explore these hypotheses. **Characteristics and Experiences of Children Involved in Cyberbullying** A cursory look at the references accompanying this book or the dates of the studies on cyberbullying highlights the infancy of this line of investigation. Although researchers are getting a good picture of the frequency with which cyberbullying occurs, they know less about the characteristics of targets and perpetrators of cyberbullying, a topic to which we now turn our attention. One feature that has received increasing attention is the overlap between children's experiences with both cyberbullying and traditional bullying (Raskauskas & Stoltz, 2007). _Overlap with traditional bullying_ Ybarra and Mitchell (2004) found that many of their respondents who were perpetrators of cyberbullying or victims were also targets of conventional bullying. Fifty-six percent of aggressors/targets of online aggression also reported being the target of offline bullying (compared with 49% of the aggressor-only and 44% of the victim-only respondents). As the authors note, "for some youth who are bullied, the Internet may simply be an extension of the schoolyard, with victimization continuing after the bell and on into the night" (p. 1313). For others who have been victims of conventional bullying, the Internet may provide them with a means to bully others "as compensation for being bullied in person" (p. 1313). Importantly, consistent with research on traditional bully/victims, Ybarra and Mitchell (2004) found that cyberbully/victims experienced a higher frequency of problem behaviors (e.g., drinking, smoking) and poor psychosocial functioning (e.g., depression). In our own research (Kowalski & Limber, 2011), to assess more directly the links between traditional bullying and cyberbullying, we examined participants' responses to the two questions asking them whether they had been bullied at school or had bullied someone else two or three times a month or more. Based on these responses, participants were divided into four categories: victims (8%), bullies (8%), bully/victims (4%), and neither (80%). Because we were interested in the relationship between traditional bullying and cyberbullying, we examined the percentage of individuals within each of these four categories who had been electronically bullied two or three times a month or more and the percentage of individuals within each of the categories who had electronically bullied others two or three times a month or more. Among victims of traditional bullying, 4% had cyberbullied and 18% had been cyberbullied. Among traditional bullies, 23% had cyberbullied and 4% had been cyberbullied. Bully/victims reported the highest percentages associated with being a victim of cyberbullying (43%) and with perpetrating cyberbullying (31%). Among individuals who had not experienced traditional bullying, only .8% had cyberbullied and 2% had been cyberbullied (see Table 4.2). **Table 4.2 ** Relationship between traditional bully status and cyberbullying experience. _Traditional bullying status_ | _Cyberbully victim_ | _Cyberbully perpetrator_ ---|---|--- Victim only | 18% | 4% Bully only | 4% | 23% Bully/victim | 43% | 31% Not involved | 2% | .8% Similarly, based on whether they had been the victim of, or perpetrated, cyberbullying two or three times a month or more, we divided our participants into four cyberbullying groups: cyber victim, cyberbully, cyberbully/victim, or neither. We then examined the percentage of individuals within each of these four groups who had been the victim of, or perpetrated, bullying at school two or three times a month or more. Among the victims of cyberbullying, 56% had been a victim of school-yard bullying and 17% had perpetrated bullying at school (see Table 4.3). Among cyberbullies, 9% had been victims of traditional bullying, whereas 77% had perpetrated traditional bullying. Bully/victims again stood out as the most problematic group. Seventy seven percent of individuals who were both victims and perpetrators of cyberbullying were also victims of traditional bullying. Seventy five percent perpetrated traditional bullying. Nine percent of respondents who had not been involved with cyberbullying had been a victim of traditional bullying, and 9% had perpetrated traditional bullying. The overlap between bullying others traditionally and cyberbullying others suggests that cyberbullying may be an extension of traditional bullying. The overlap between victims of cyberbullying and victims of traditional bullying may suggest the same thing. The disinhibition effect described in Chapter 3 likely comes into play among the 9% of perpetrators of cyberbullying who had been targets of traditional bullying. Importantly, we also examined the relationship between being a cyberbully and being cyberbullied, as well as between being a traditional bully and being bullied at school. The correlation between cyberbullying and being cyberbullied ( _r_ = .43) was quite high. In other words, cyberbullying and being a target of cyberbullying tended to go along together. Conversely, the correlation between being a traditional bully and being traditionally bullied was much lower at only .22. **Table 4.3 ** Relationship between cyberbully status and traditional bullying experience. _Cyberbullying status_ | _Traditional bully victim_ | _Traditional bully perpetrator_ ---|---|--- Victim only | 56% | 17% Bully only | 9% | 77% Bully/victim | 77% | 75% Not involved | 9% | 9% _Characteristics of victims and perpetrators_ In addition to gender discussed earlier, research on cyberbullying and Internet harassment suggests that there are other characteristics that may be linked to being a victim or a perpetrator of cyberbullying. Significantly more research attention has examined characteristics associated with targets as opposed to perpetrators of cyberbullying (Wong-Lo & Bullock, 2011). Indeed, virtually no research has focused on perpetrators of cyberbullying. Li (2006) found that half of the victims of had above average grades, whereas fewer than a third of individuals who prepetrated had above average grades. Hinduja and Patchin (2008) found that targets of cyberbullying were more likely than those who had not experienced cyberbullying to have off-line problems including perpetrating assaultive behaviors, school problems, and substance use. Ybarra et al. (2006) noted that victims of Internet harassment were more likely than individuals who were not victims to harass others online, to have social problems, and to be victimized in other situations (see also Dilmac, 2009). They were also more likely to use instant messaging, blogs, and chat rooms, a finding not all that surprising given what we now know about the preferred venues for cyberbullying (see also Juvonen & Gross, 2008; Shariff, 2008). Parallel findings were obtained in Kowalski and Witte's (2006) online study. Relative to nonvictims, targets were more likely to spend time using e-mail, instant messaging, online shopping, blogging, Web surfing, personal pages, and gaming. No differences were found between the two groups in the amount of time they spent doing research online or talking in chat rooms. Researchers often couch this latter finding within the routine activities theory of victimization, suggesting that differences in victimization reflect individual differences in lifestyle choices of victims (Cohen & Felson, 1979; Mesch, 2009). As it applies to cyberbullying, individuals who are targets of cyberbullying spend a higher percentage of time online and disclose a greater amount of personal information when online than nonvictims. Our own research (Kowalski & Limber, 2011) has found a relationship between social anxiety, self-esteem, and cyberbullying (see also Dempsey, Sulkowski, Nichols & Storch, 2009). In addition to completing measures assessing involvement in traditional bullying and cyberbullying, nearly 4000 middle school students completed Leary's (1983) Interaction Anxiousness Scale and Rosenberg's (1965) Self-Esteem Scale. The Interaction Anxiousness Scale is a 15-item measure of an individual's dispositional level of social anxiety: how nervous they typically feel in social situations. A representative item includes "I often feel nervous in casual get togethers." Scores are summed and can range from 15 to 75, with higher numbers indicating higher levels of social anxiety. Rosenberg's Self-Esteem Scale is a 10-item measure of how an individual feels about himself or herself. A representative item from this scale is "I feel that I have a number of good qualities." Participants' scores on the self-esteem scale can range from 10 to 50, with higher scores indicating higher self-esteem. We compared the levels of social anxiety and of self-esteem among individuals who were cyberbullies, cyber victims, cyber bully/victims, and those not involved in cyberbullying. We conducted these analyses twice for social anxiety and twice for self-esteem to allow us to examine levels of these individual difference measures among individuals who reported experience with cyberbullying at least once within the previous 2 months and those who had experienced cyberbullying at least two to three times a month within the previous 2 months. The data from these analyses are shown in Table 4.4. Using the criterion of occurring at least once in the previous 2 months, victims of cyberbullying had higher social anxiety scores than children not involved with cyberbullying (see also Juvonen & Gross, 2008). Children who were not involved with cyberbullying had higher self-esteem than children in all of the other three groups. Using the more stringent criterion of cyberbullying occurring two to three times a month or more, cyber victims and cyber bully/victims had higher social anxiety scores than cyberbullies and those children not involved with cyberbullying. Cyber victims and cyber bully/victims had lower self-esteem compared with children not involved with cyberbullying and also with children who bullied. Similar findings were found by Patchin and Hinduja (2010) who observed that both cyber victims and perpetrators had lower self-esteem than individuals not involved with cyberbullying. They noted, however, that the relationship was stronger between self-esteem and victimization than between self-esteem and perpetration. **Table 4.4 ** Cyberbullying status, social anxiety, and self-esteem. _Status (involved at least once)_ | _Social anxiety score_ ---|--- Cyberbully only | 35.4 Cyber victim only | 38.2 Cyber bully/victim | 37.4 Not involved | 36.3 Status (involved at least 2–3x/month) | Social anxiety score Cyberbully only | 36.7 Cyber victim only | 40.5 Cyber bully/victim | 41.6 Not involved | 36.3 Status (involved at least once) | Self-esteem score Cyber bully only | 20.4 Cyber victim only | 19.2 Cyber bully/victim | 19.2 Not involved | 22.7 Status (involved at least 2–3x/month) | Self-esteem score Cyber bully only | 20.8 Cyber victim only | 18.1 Cyber bully/victim | 15.1 Not involved | 22.1 Children and youth who experience social anxiety may choose to avoid friends and withdraw from social situations as a means of avoiding the socially anxious feelings associated with those situations. Unfortunately, as discussed throughout this book, the fact that children who cyberbully can attack 24/7 and that much "social" interaction for adolescents now takes place online makes it difficult for youth to completely avoid "social" settings that produce adverse feelings. The results of this study suggest that social skills training and practice in safe settings may be in order for children who are cyberbullied. Because of the correlational nature of these findings, it is not possible to know whether anxiety and low self-esteem may lead to cyber victimization or whether they might result from being cyberbullied (a focus of the next section). An additional variable that appears to be related to victimization is parental mediation. Mesch (2009, p. 387) defines parental mediation as "activities carried out by parents to protect their children from exposure to online dangers." He makes a distinction between restrictive mediation and evaluative mediation. Restrictive mediation involves activities such as limiting the amount of time that a child or adolescent spends on the Internet or using filtering software to limit which Internet sites a child is allowed to visit (Mason, 2008). Evaluative mediation involves discussions with the child or adolescent about Internet safety, the creation of rules with the child regarding online activities, and the placement of the family computer in a central location (Mesch, 2009). Mesch found that parental mediation did, in fact, play a critical role in distinguishing victims and non victims of cyberbullying. Relative to victims, nonvictims were more likely to have computers in public spaces in their home, to have established rules for Internet use with their parents, and to have parents who had installed filtering software on the computers. Victims were also more likely than nonvictims to have profiles on social network sites, to participate in chat rooms, and to disclose personal information online. **Possible Effects of Cyberbullying on the Victim and Perpetrator** Research examining the effects of cyberbullying on both victims and perpetrators is still in its infancy (Mason, 2008; Wong-Lo & Bullock, 2011). Drawing firm conclusions from this research is further complicated by the fact that the effects of cyberbullying on the victim are highly variable. There have been a number of accounts of youth committing suicide after having experienced cyberbullying, as in the case of Ryan Patrick Halligan, or murder, as in the case of a 6th grader in Japan who retaliated against a friend and classmate who had made derogatory comments about her on a Web site ("Archive of CRN home page topics," 2004). In other cases, the cyberbullying has little to no apparent effect on children. Importantly, behaviors such as suicide are always determined by multiple factors so it would be incorrect to say that cyberbullying was the sole cause of such behavior. More commonly, however, the effects of cyberbullying tend to parallel those of traditional bullying. Victims of traditional school-yard bullying often report feelings of depression, low self-esteem, helplessness, social anxiety, reduced concentration, alienation, and suicidal ideation (see Chapter 2). Based on predominantly correlational research to date, victims of cyberbullying report similar effects of their victimization (Beran & Li, 2005; Hinduja & Patchin, 2005, 2007; Imamura et al., 2009; Juvonen & Gross, 2008; Kowalski & Limber, 2011; Mason, 2008; Mishna, Saini & Solomon, 2009; Patchin & Hinduja, 2010; Ybarra & Mitchell, 2004). These effects appear to be magnified the younger the victim (Reeckman & Cannard, 2009). A respondent in one of our focus groups, in talking about the effects of cyberbullying on one of her friends, said: "It made them be mean for a while. They just didn't want to do anything with anyone, they didn't want to deal with it. It affected their mood, their relationships. It affected them academically. They stopped coming to school for a few days." The long-term effects of being a victim of cyberbullying stem in part from the intentional nature of the behavior. "It's not just the fact of getting hurt... people get hurt in accidents. It's the fact that someone made a choice to intentionally hurt you" (Akwagyiram, 2005). Data from Kowalski and Witte's (2006) online study highlight the emotional toll that being a victim of cyberbullying can take. When asked, "How did you feel when you were cyberbullied?" participants reported feeling angry, sad, depressed, hurt, stressed, and confused. One participant wrote that she felt "meek and small... very alone and helpless." Alternatively, another respondent, although clearly in the minority, stated that he felt "engaged, like in a fight or combative sports activity." This individual went on to say: "I look at what most consider 'bullying' as a challenge or invitation to 'play'." Another respondent recounting the effects of cyberbullying on his friend said: "She actually has been thrown into a sort of a depression and contemplates suicide very often." Similar findings have been reported by Patchin and Hinduja (2006, 2010b; Hinduja & Patchin, 2010). An interesting comparison is the responses of perpetrators to the question "How did you feel when you cyberbullied someone?" Among the responses in Kowalski and Witte's online study (2006) were the following: aggressive, vindictive, happy, pleased. Another individual said: "Right, as they deserved it, like I was giving them a taste of their own medicine." Although longitudinal data do not yet exist providing empirical support for this, many researchers and writers on cyberbullying (e.g., Ybarra & Mitchell, 2004; Willard, 2006) believe that the long-term effects of cyberbullying are as negative as those that accompany traditional bullying. Cross-sectional data obtained by Kowalski and Limber (2011) supported this hypothesis. As serious as the physical and psychological effects were following traditional bullying, these effects were magnified with cyberbullying. Nine hundred and thirty-one 6th through 9th graders were divided into four groups based on their responses to questions examining whether they had been the victim of or perpetrator of cyberbullying: victims only, bullies only, bully/victims or not involved. Children who were cyber "bully/victims" had the highest rates of anxiety, depression, and school absences. Children not involved in cyberbullying had the highest levels of self-esteem and grades and the fewest physical health problems. Additionally, Ybarra et al. (2007) found that children who were targeted by internet harassment were eight times more likely than other young people to report carrying a weapon to school in the previous 30 days. One reason for possible amplified effects following cyberbullying may be that adolescents cannot escape cyberbullying. A child who is bullied at school is at least free from the actual bullying when he is away from school or not riding the school bus. A child who is electronically bullied is never really free unless he or she ceases to communicate electronically, a behavioral choice that has other implications, such as cutting off the child's social communication network. Therefore, even as the teen sleeps, he or she could be inundated with text messages or e-mails containing harassing or denigrating communications. Also, in comparison to traditional bullying, the public nature of cyberbullying increases the potential negative impact of the cruelty relative to traditional bullying. As horrible and embarrassing as it is to be humiliated and belittled in front of one's peer group at school, such humiliation may be multiplied by hundreds of thousands in cases like the Star Wars Kid described in Chapter 1. Instead of knowing who the bully and the observers were, cyberbully victims may walk around often unsure of who the bully is and most definitely unsure of how many countless people are aware of, or have contributed to, their humiliation. Depending on the modality that cyberbullying takes, in some instances the danger associated with cyberbullying can be very real indeed. Perpetrators who impersonate another individual and post hate messages (and personally identifying messages) in chat rooms may be placing that individual at risk of physical harm. Discussants in the chat room offended by the hate messages may decide to use the identifying information to track down the person ostensibly posting the message. There has been some discussion, although as yet no empirical data, regarding the extent to which social networking sites may facilitate a "suicide contagion effect" (Zayas, 2006). Previous research on copycat suicides that was published long before the existence of social network sites showed an increase in suicides following the publicizing of a suicide on the front page of a newspaper. Referred to as the Werther effect (Becker & Schmidt, 2005), researchers found that individuals who had been contemplating suicide were more likely to actually make the attempt if they saw a newspaper story about an individual who resembled them in some way. The Internet suicide contagion effect may work in much the same way. One MySpace user changed his screen name to Goodbye immediately before committing suicide. Another left a message on his MySpace page for his friends and family not to be sad when he was gone (Zayas, 2006). Psychologically vulnerable people with characteristics similar to these individuals might view these sites and decide that they, too, could be successful at a suicide attempt or be somehow "better off." An additional consequence of cyberbullying for at least some perpetrators is guilt and regret (Dempsey et al., 2009). Although, certainly, some people who bully, either electronically or in the traditional sense, feel no remorse for their actions, others do, particularly those who are more tuned in to the negative effects that bullying has on the victim. One of our focus group interviews that was conducted with a person who had cyberbullied a student at another school highlights this regret. When asked how he or she felt about the content of what they wrote, the perpetrator stated: "Well, now I realize... how bad it really did sound. I mean, I know this sounds totally lame, but I really did not realize how threatening it really was." In response to the question "Do you regret what you did?," the person who cyberbullied responded: "Yeah, one because it probably, I mean, not scarred her for life, but because it probably did something to her mentally or something, like made her more scared or something, and two because I lost some of my parents' trust and I have to regain that again and who knows how long it's going to take." The effects that follow the cyberbullying may drive the responses to the cyberbullying. Victims who feel sad, anxious, and depressed may withdraw from both online and face-to-face encounters. Targets who feel hurt and angry, on the other hand, may retaliate, seeking revenge for the cyberbullying (Hoff & Mitchell, 2009). Unfortunately, most cyberbullying victims do nothing (see Figures 4.1 and 4.2). At least among adolescents, few tell anyone about the cyberbullying, and, among those who do tell, few tell an adult (Hoff & Mitchell, 2009; Li, 2006). **Figure 4.1 ** Reactions of victim. **Figure 4.2 ** Who victims told. **Conclusions** As research on the topic of cyberbullying continues to develop, presumably programs and policies will be put in place with the intent of decreasing the incidence of cyberbullying. As with traditional bullying, however, it is unlikely that cyberbullying will disappear completely. Thus, additional research using a variety of methodologies is needed to investigate the characteristics of targets and perpetrators of cyberbullying, as well as bystanders. We need to know more about who does what to whom with what effect, so that prevention and intervention efforts, such as those that will be discussed in the next two chapters, can take a more focused approach to increase their effectiveness. 5 WHAT PARENTS CAN DO Brandy1 is a 9th grader at a large suburban high school outside of Atlanta, Georgia. She is pretty, popular, and a cheerleader. She also has a profile on a social networking site called Xanga that includes pictures of herself and diary type entries of her personal interests and activities. One day over the summer break, she receives a post to her site that says, "Go to my Xanga, bitch!" When she clicks on the link, she is connected to another blog site that is dedicated to her. This blog, also on Xanga, contains profanity and demeaning language describing her as an ugly, fat whore. The tone of this blog is very dark, and sinister music begins playing as the screen comes up. The headline of the Xanga site reads, "Tomorrow You Will Die." The screen name of the person who owns this blog is listed as F*** you, F*** me. The unidentified blogger has listed his or her personal interests as "stalking and murder." Though Brandy is upset about the content, she decides to keep it to herself and not respond to the postings on the blog because she thinks the person just wants to get a reaction out of her. She avoids telling her parents about the incident as well. Six weeks later, another posting is added to the Xanga site dedicated to Brandy that reads, "Hey you f****** bitch. I know where you were the other night. You will f****** well die if I can help it... How does it feel to be so hated... You tell me when I see you tomorrow... I'll see you tomorrow because I'll be beating the s*** out of you!!! Enjoy living, whore, enjoy living while you can. You won't be living for long. I'll make sure you die s-l-o-w-l-y. F****** die ass***e!!!" Brandy McClain did what many young people do when they receive cyberbullying messages on a Web site, or in an instant message, text message or e-mail. She told a friend, but avoided telling her parents. Fortunately for Brandy, her friend thought it was serious enough to tell her own mother, who in turn told Brandy's mother about the site. Imagine for a moment that you are Brandy's mother, Mrs McClain. After the call from another parent, you access the social networking site called Xanga and are confronted with words on a dark screen that threaten to kill your daughter the next day. Imagine the fear and pain such a site would cause you. As Mrs McClain said later, "I didn't know whether to let her go to school the next day. She was supposed to be in a pep rally. Would someone try to kill her?" Mrs McClain also described the flood of emotions and panicky thoughts going through her mind. "You start to become paranoid. You begin wondering about all of your child's friends and look at them differently. Everyone is a suspect when you don't know who wrote such a thing. I started wondering if I should home school my child!" What did Mrs McClain do? She started where many parents start when they are concerned about a threatening message targeting their child. She called the school counselor at Brandy's high school. Unfortunately, many school counselors are not sure what to do when confronted with this form of bullying. Many believe that, if cyberbullying happens outside of school, there is little that the school can do to assist the families. Although school personnel may have limited options to discipline the offender (see also Chapter 7), there are always steps they can take to assist the family of the victim. Chapter 6 will discuss the steps that school personnel can take to help students affected by cyberbullying. This chapter will focus on steps that families can take to prevent and address cyberbullying problems. Admittedly, Brandy's school counselor faced a difficult challenge. She didn't know who posted the threatening site targeting Brandy and whether or not the offender was a fellow student. Fortunately, the school counselor referred Mrs McClain to the school district's student assistance program, knowing that it led many of the bullying prevention efforts for the school district and was beginning to focus attention on cyberbullying as well. The counselor also did a very wise thing: she suggested that Mrs McClain contact the police because the posting involved a physical threat. **Parental Involvement in Prevention and Intervention** As was the case for Brandy, the students in our focus groups indicated that most cyberbullying occurs outside of school hours, when children are at home under their parents' supervision. This is consistent with the Fight Crime: Invest In Kids (2006) survey data that reported that _teens_ received 70% of harmful messages at home, and 30% of harmful messages at school. However, their data on preteens suggest a more equal distribution, with preteens reporting they were as likely to receive harmful messages at school (45%) as at home (44%). While the current generation of parents has been termed "helicopter parents" or "Velcro parents" for their tendency to "hover" unnecessarily over their children's school and extracurricular activities or to "stick" too close to their children, this rarely applies to parents' supervision of children's use of technology. Many families would benefit from parents spending more time discussing online behavior and monitoring their children's online activities. _Parents often are not present in the online environment of children_ As discussed in Chapter 3, social networking sites such as MySpace and Facebook have grown immensely popular among teens and young adults. The Pew Internet and American Life Project reports that 73% of teens have a social networking site (Lenhart, 2010). When these sites gained popularity among youth several years ago, older adults were less familiar with and less likely to have a profile on a social networking site, thus leading to a situation where young people were frequently unsupervised as they developed their online profiles. More recently, there has been an influx of older adults using social networking sites and increasingly asking their teens to "friend" them as a condition of using such sites. This can be one piece of a useful strategy of monitoring teens' involvement on such sites; however, it is still critical to set up agreements and have regular discussions about positive use of social media with our children. Parents' conversations with their children need to move beyond personal safety and avoiding harmful online content to the importance of uploading and sharing content in a considerate and constructive manner and taking care to protect one's privacy. The parent and child should discuss the importance of treating others well online and the responsibilities of digital citizenship. Having a conversation about what it means to be a positive digital citizen in terms of what we view, share, upload and download is a critical conversation for parents and new users of social media to have. Parents who routinely discuss bike helmet safety and "home alone safety tips" are often silent when introducing a new piece of technology such as a cellular phone or laptop into the home environment. These discussions are even more critical today as concerns about privacy increase. A recent Zogby International Poll (Common Sense Media, 2010) found that three out of four parents think social networking sites are not adequately protecting children's privacy. _Why don't children report cyberbullying?_ In our case example, Brandy avoided telling her parents about the cyber threats she was receiving. It is very likely that children will avoid telling their parents about a cyberbullying incident unless families have discussed cyberbullying ahead of time. The Fight Crime: Invest In Kids survey found that, although 51% of _preteens_ who had been cyberbullied told their parents, only 35% of cyberbullied _teens_ had done so (2006). Research studies conducted in the United Kingdom (Smith et al., 2008) and Australia and Austria also show lower rates of reporting among students who were cyberbullied versus being bullied by more conventional means (Dooley et al., 2009). Communication with a daughter or son is the key. Parents need to listen closely to what children say about their online experiences and familiarize themselves with the sites and modalities children use for online interaction. The students in our focus groups gave interesting responses as to why they and their friends do not always tell their parents about such incidents. Here are some of the student responses when asked why their friends did not tell: "She was afraid if she told her parents she would get restricted, so [she] didn't want to let them know." "Yeah – or [their parents] would make them quit using [a social networking site]." _– middle school female_ "They might be scared to tell their parents, because they might say, 'I told you so, I told you not to have that blog.' " – _high school female_ "If you tell your parents a lot of times they'll want to get involved." – _middle school boy_ "They overreact." – _middle school boy_ The students' fears were supported by one middle school focus group participant who said that she was not allowed to instant message anymore because she had received intimidating instant messages from a former classmate. It is tempting to view these new technologies in black or white terms, as good or evil, and to react accordingly. But children rarely benefit or learn when parents are reactive and respond immediately by restricting or punishing them. They benefit most when parents are proactive and educate. While parents may be inclined to blame technology and the Internet for putting their children at risk of harm, being anti-technology is unproductive. The reality is that the Internet is here to stay and is a valuable tool. While a child who abuses others over the Internet may need some consequences, such as restriction from certain sites or functions, the victim who did nothing wrong should not be punished by losing such privileges. Otherwise, the child may not tell a parent about the next incident. It is also important to find out the motivations of a child who engages in cyberbullying. Occasionally cyberbullying occurs as retaliation for on campus bullying. This also indicates how important it is for parents to have a calm conversation with a son or daughter in order to fully understand the dynamics of the bullying and whether it is necessary to notify school personnel of the situation. Knee-jerk responses by parents that blame the victim are, of course, not limited to instances of cyberbullying. Consider, for example, the reactions of some parents to a child's disclosure of sexual abuse or assault. If a child tells her parent that someone touched her inappropriately, a parent may instinctively become upset and respond with a statement such as, "What do you mean? Why didn't you tell them to stop?" This or similar responses may further victimize a child by blaming him or her for someone else's actions. It also increases the likelihood that the child will try to avoid sharing any information in the future that could prompt such a response, such as having been at a party where drinking or drug use occurred. Parents may benefit from beginning every response to disclosures, no matter how upsetting, with, "Thank you for telling me that. You did the right thing by letting me know." As challenging as it may be, parents who remain calm during disclosures will ensure that the lines of communication remain open with their child, and they will be in a position to provide guidance in the future when their child is faced with various challenges. Children tend to share more when they have learned that their parents can be trusted to respond in a stable and reassuring manner. We will also discuss the importance of educators responding appropriately to reports of cyberbullying in Chapter 6. _Warning signs that a child may be a victim of cyberbullying_ Because many young people are reluctant to tell an adult about cyberbullying, there are some warning signs that may indicate a child is being victimized, although these may also be signs of other problems. * Child appears upset after being online. * Child appears upset after viewing a text message. * Child withdraws from social interaction with peers. * Possible drop in academic performance. * Child has been targeted by on-campus bullying. The most obvious sign of a cyberbullying incident is when a child becomes visibly upset or withdrawn after being on the computer or after viewing a text message. A drop in grades or performance at school also could be a warning sign of involvement in cyberbullying (Hinduja & Patchin, 2008; Ybarra et al., 2007). However, as it also may be a sign of so many other troubles, it may not be a very useful indicator of cyberbullying. Some students in our focus groups seemed to minimize the impact that cyberbullying had on the academic performance of friends who had been cyberbullied, claiming their friends could separate cyberbullying from their schoolwork, as seen in the following comments. _Interviewer:_ Do you think the cyberbullying impacted their school work? "No – I don't think so." – _high school female_ "No change." – _high school male_ "Maybe, it depends on what was said." – _middle school girl_ However, one student discussed how her friend _had_ been affected academically: "It affected [her] academically. [She] stopped coming to school for a few days." These students readily admitted, however, that the cyberbullying affected their friends' social relationships and that they felt distrustful and fearful of others in their social circle (especially if the cyberbullying was anonymous). Here are some of the comments from a high school girls' focus group about their friends' social and emotional responses to being cyberbullied. "She thought the girls who did it were her friends, so she lost those friendships." "[She was] upset. She just wasn't friends with those people anymore." "She was scared, looking around all of the time." "He said, 'I don't even know who this person is.' I think he was kind of scared." A middle school boy said the following: "[It] makes them think less about themselves. Because whenever someone is mad, they say things they shouldn't and then they [the targets] think less of themselves." This comment came from a high school boy: "The kid I'm talking about takes everything too seriously. He got all... he started crying and stuff. It upset him." It seems difficult to imagine being able to give the strongest academic performance when a student is fearful, anxious, and distrustful of peers at school. Kowalski and Limber's (2011) research on the effects of cyberbullying discussed in Chapter 4 has found that those who are involved in cyberbullying are more likely to report school absences than those who are not involved. In addition studies have found that students who are targeted by cyberbullying have also frequently experienced traditional bullying as well (Hinduja & Patchin, 2009; Kowalski & Limber, 2007, 2011). Thus, paying attention to a child's social relationships and any changes in these relationships can help alert parents to instances of traditional bullying and cyberbullying. Some parents choose to read all of their child's e-mail and instant messages, but this can be construed as a huge invasion of privacy by young people, and rightly so. It is more helpful for parents to spend time talking with their children about appropriate ways to interact online and about their family guidelines for computer use. It is important for parents and children to reach consensus about the circumstances under which the children should notify the parents if they receive negative messages or view harmful material online. It also makes sense that if a son or daughter posts information to a social networking site, such as MySpace or Facebook, for the general public to see, the parent will view it occasionally. It is helpful if parents let their children know ahead of time that they will occasionally monitor their social networking site, but that they do not plan to read all of their children's communications on a daily basis. However, if the parents are alerted to instances of cyberbullying, they will need to monitor their children's communications more closely. Various Web-based and mobile phone monitoring software tools have recently been developed that allow parents to monitor social networking sites and texting on cell phones. Many of these new technologies only alert parents if there are specific terms or phrases used that might be of concern. Thus, youth still have some measure of privacy and parents are not bombarded with an overload of reports to review. Of course, a determined teen can certainly figure out "work arounds." Thus, nothing takes the place of regular discussions about treating others with respect, both online and offline. **Suggestions for Addressing Cyberbullying that Children Have Experienced** What can parents do if their child is cyberbullied? Because cyberbullying instances can vary dramatically from one another in method, intensity, and duration, there is no set course of action that parents can follow. However, we will provide some basic steps, as well as response options, that parents should consider when responding to cyberbullying directed toward a child. _Saving the evidence_ Parents should teach their children to save any evidence of cyberbullying. While ignoring or blocking a sender's messages may be the best response for minor incidents of cyberbullying, it may still be useful to have copies of instant message conversations, e-mails, or other communications should matters escalate. Unless parents have added a specific program that routinely records all communications, most computers will not automatically save instant or chat messages that are sent to a child. Children should be taught to print out any threatening or harassing e-mails or instant messages that they receive and to avoid deleting the e-mails. Instant message programs usually have a "save" feature, but children may need help in knowing how to use it. Parents should ask children to show them any messages that include threatening or harassing statements. If the parent and child do not know who sent the messages, the parent should save the messages to the computer's hard drive and then forward these communications to the Internet service provider or in extreme cases notify the police in order to try to trace the perpetrator. Children also need to know that if they ever receive offensive pictures or are directed to a Web site that is offensive or frightening, they should turn off the monitor (not the computer) and notify a parent. Often children respond by shutting down the computer, which may erase the evidence. By turning off the monitor but leaving the computer on, they can stop viewing the upsetting material, but it will still be present for a parent to review (and if necessary save evidence). Older children can be instructed to save the Web pages and print out copies of offensive Web sites or social networking sites. It is important that they are told not to respond to the offensive comments unless they have conferred with an adult. _When to ignore, block, react, or report_ An instant message from a friend that reads, "You idiot!" may seem upsetting to a child but may just lack a few critical words (e.g., "just kidding" or "jk") that would have conveyed quite a different sentiment. In such a situation, an appropriate response might be to ask for clarification or ignore the message. An individual who regularly communicates through the use of profanity or obscenities should be warned, and, if necessary, blocked from sending instant messages to a child. Instant message screen names and cellular phone numbers (used to send text messages to cellular phones) can be blocked. Of course, some users will set up new screen names to harass others. At that point, the cyberbullying may need to be addressed more directly by contacting the parent of the child who engaged in cyberbullying, possibly the school counselor if the students attend the same school, and maybe the police. Contacting the parent of the child who engaged in cyberbullying will be discussed later in this chapter. Usually, the best response to a mean or nasty comment is no response. Students in our focus groups shared that responding often just aggravates the situation. Here are some of their responses to the question, "What would you do if you were cyber bullied by someone you knew?" "Delete it." _– high school female_ "Ignore it." – _middle school male_ "I wouldn't pay attention unless it happened frequently." – _high school female_ "Ignore them. Block them." – _high school male_ "Block them so they couldn't e-mail me." – _middle school female_ A person who sends one mean e-mail, text message, or instant message can be ignored. Often this will end the cyberbullying, whether the identity of the individual is known or not. If the messages continue, the sender's messages can be blocked by using the blocking feature on an instant message account. WiredSafety.org explains how one can avoid receiving text messages temporarily by turning off the incoming messages function for a couple of days. This may stop the person from sending the text messages as he may think the phone number has been changed. E-mails accounts can also be set up to block incoming messages from certain senders. Social networking sites also allow the user to block, remove or "unfriend" someone who is sending or posting inappropriate or unfriendly messages and comments, and the comments can be deleted from the user's profile. This will be discussed further in the section on removing content on social networking sites. Of course, ignoring or blocking offensive messages may not always stop them from coming. Occasionally, cyberbullying continues through the creation of new accounts and new screen names. Because the identity of the sender cannot be confirmed, the parents of the child who engaged in cyberbullying cannot be contacted. If, despite ignoring mean comments and blocking the sender's messages, the cyberbullying continues, parents may find it helpful to send one message indicating that the authorities will be contacted if the messages persist. Responding assertively has been helpful in some instances of cyberbullying. We give an example later in this chapter of a situation where this was used effectively by a parent. Youth may also find it useful to send a single message requesting that the behavior stop. However, it is important not to respond aggressively. Research on youth risky behavior online (Ybarra, et. al, 2007) as well as anecdotal evidence from discussions with youth suggest that aggressive responses usually escalate the cyberbullying. _Tracing e-mails and text messages_ It is possible to identify the senders of e-mails and text messages in some situations. Students in our focus groups were asked, "What would you do if the cyber bully was someone you _didn't_ know?" Some of their responses: "Block them." _– high school male_ "Trace them." – _high school female_ "I worry about stalking. I might tell my parents just so they would know it was happening." – _high school female_ "I would wonder how they got my number if it were a text message." – _middle school female_ It is encouraging that some students are aware of such options as tracing and blocking inappropriate messages. Parents and children should also attempt to identify the individual doing the cyberbullying. If threatening messages are coming through a cellular phone via text messaging, the phone number may be traced through a reverse look up directory or even through searching for the phone number on Google. Once identified, it can be reported to the mobile phone provider. Again, while one or two mean text messages would best be ignored, if continued harassment is occurring the abuse should be reported and if necessary the phone number can be changed. The Center for Safe and Responsible Internet Use recommends that abuse that occurs through e-mail be reported to the Internet service provider of the perpetrator (Willard, 2007). A copy of the abusive e-mail can be forwarded to their provider. There may be a specific e-mail address or an abuse reporting link on the support page of the Internet service provider that provides instructions for reporting abuse. Keep in mind the importance of reporting inappropriate messages as soon as possible. Internet service providers may only be able to trace information for a certain period of time. In addition, it is not uncommon for youth to learn who is engaging in the cyberbullying just from talking to supportive peers at school. Research from Mishna et al. (2009) found that while youth were sometimes unsure who the cyberbully was initially, they often discovered their identities later through conversations with their peer group. Thus, even when youth may be unable to trace the identity of the perpetrator at the time of the incident they will typically learn who posted or sent messages via word of mouth. Finding out who the sent the message may alleviate anxiety but steps should still be taken to ensure successful resolution of the incident. _Tracing and responding to postings to social networking sites and Web sites_ Mrs McClain was asked by the student assistance counselor (and co-author of this book) if she had contacted the police and she replied that she had spoken with a detective at the high-tech crimes unit. He was pursuing a subpoena as required by Xanga.com in order to release the name of the Internet service provider that was used to post the material on the Xanga Web site. It was suggested by the author that she also let the school resource officer at the high school know about the threats, so that he could monitor the situation at the school in case the threats were from a classmate. Mrs McClain assumed that the offender was another student at her daughter's school. She was surprised to learn a few days later from the high tech crimes detective that the individual who had cyberbullied her daughter was, in fact, a 9th grade female student attending a different high school. The two students had been in middle school together previously. "They knew each other," Mrs McClain stated in a puzzled voice, "but they weren't really even friends." Mrs McClain was fortunate to be able to identify the perpetrator of the cyber threats toward her daughter by contacting a high-tech crimes unit at her local police department. Many cities are adding cybercrime units and training detectives in cybercriminal behavior (Franek, 2005/2006). However, not every threatening statement posted on the Internet will be specific enough or deemed severe enough for the courts to allow law enforcement to pursue the identity of the perpetrator. The Center for Safe and Responsible Internet Use recommends that, if a site entry about an individual includes threats of violence, stalking, extortion, harassment, or is obscene or pornographic, the police should be notified (Willard, 2007). Another parent who was interviewed for this book discovered an entry on a social networking site dedicated to her daughter, titled "Lisa Smith must die." The entry included comments about hating Lisa; however, there were no specific threats posted. Mrs Smith was referred to the high tech crimes police unit, but the district attorney's office would not issue a subpoena in this case. While Mrs Smith was disappointed in this outcome, she was successful in having the site shut down by posting the following assertive message on the Web site: "This is Lisa Smith's mother. This will be handed over to the police tomorrow. I will also be turning this in to the school. Your parents would not be proud. If you were smart, you would find better things to do with your time." The next day, the site had been shut down by the person who had created it. In addition, it was suggested by one of the authors that Mrs Smith meet with the 7th grade counselor at Lisa's school to show her a printed copy of the Web site, and ask for her help. Mrs Smith was pretty sure some classmates were behind the Web site, and the counselor was more than willing to talk with teachers to ask them to be on the lookout for any incidents of bullying and listen for classmates' statements that might target Lisa. Regardless of whether one can determine the identity of the perpetrator, there are always steps to take to address the behavior. As with instant messaging, text messaging, and e-mails, it is generally not recommended that the child targeted by cyberbullying or the child's parent respond to any of the mean comments or offensive material posted on a Web site. However, when the identity cannot be confirmed and the comments are continuing, it can be helpful for a parent to post one assertive comment as Mrs Smith did. Unfortunately, if the targeted child responds to the mean comments, the response may add fuel to the fire and encourage the perpetrator to respond in more aggressive ways. _Request that the Web site or social networking site remove the offensive material_ As mentioned previously, minor incidents of cyberbullying such as one or two mean instant messages, posts, or a nasty text message are often best ignored. Information posted on a Web site, however, can continue to victimize a student when it is left up for everyone to see. Although parents may want to find the perpetrators and make sure they are punished, the child often simply wants the bullying to stop. Lisa, for example, just wanted the page to come down. Fortunately, her mother's post was successful in having the perpetrators remove the offensive material. She also could have requested that the domain host remove the offensive material. Most social networking sites (as well as instant messaging programs) now have profile settings that allow a user to block other users from contacting them or posting comments on the user's Web site. If a user has set up a threatening Web site targeting a child, the parent or child can request that the social networking site remove the offensive Web site. The parent should also contact law enforcement in such instances. Most Web sites have an abuse policy that allows individuals to complain about material posted on the site. Parents can usually find the abuse policy as a link, as part of a help center, or sometimes under the "FAQ" (frequently asked questions) section on a site. Anyone can complain about an offensive site and request that it be shut down. Most sites have a link to their customer service department that allows individuals to report an offensive Web site in order to have it removed from the site. Two popular social networking sites among teens are MySpace and Facebook. MySpace has a safety page with tips for users and parents as well as safety videos. They include information on cyberbullying and how to report cyberbullying. Facebook also has links to report abusive comments and fake profiles and provides useful cyberbullying information in their help section. In addition, Facebook provides a reporting option next to messages and comments that a user can click to report abusive or offensive messages. More recently Facebook has introduced a system that allows a user to ask a perpetrator to stop posting offensive comments or to remove inappropriate photos (Constine, 2011). For example, if someone has posted an unflattering picture of a user, the user can click on a link that provides an option to ask the individual to remove the picture. Another option involves blocking the person who posted the photo as a friend so that the individual will no longer be able to tag the user in a picture. In addition the user has the option to send a message asking a trusted authority (via email) for advice on handling the situation. The authority will receive a link to the offensive photo. However it may still be necessary to use the Facebook report form if perpetrators are not responsive to requests to remove unwanted content. A quick link to the Facebook reporting form can be found on the cyberbullyhelp.com Web site homepage. Though not a social networking site per se, YouTube.com has become a popular site among young people for uploading and sharing videos that users have made, and it has included video clips involving bullying of classmates. YouTube.com has a feature in place that allows users to report such offensive videos that do not meet the site guidelines for appropriate videos, and they also have a Safety Center that includes information on and links to report cyberbullying. Users also have the option to block others from their channel so that they are unable to post comments. **Should Parents Ban Children from Social Networking Sites?** Although some parents respond to cyberbullying by banning the use of social networking sites altogether, by doing so they are asking their children to avoid a hugely popular pastime among students that allows for identity development and self-exploration. Younger children probably do not have the judgment to safely use sites designed for teens and adults, but older teens enjoy expressing themselves and exploring their identity online. Parents may choose to allow access for children who meet minimum age requirements, but they need to set some guidelines and occasionally visit the site. The current age limit for MySpace and Facebook is 13; however, it is easy for children to lie about their age and set up a profile. A parent should give approval for the social networking site only if their child agrees to the Web site guidelines, and gives the parent their profile name and password or agrees to some other form of monitoring. In addition, parents and children should review and set the privacy settings together. Connect Safely has an excellent online guide for setting the privacy settings for new users of Facebook. The child and parent should also agree that the parent will view the profile on occasion, at least until the child is in his or her later teens. There are also sites being developed now for children and preteens that market a safer online experience, such as Togetherville. Parents may find it helpful to use sites such as Togetherville, Club Penguin, and other social networking sites designed for younger children as a training ground for a child to learn how to safely and appropriately interact on such sites. Social networking sites continue to be hugely popular during the college years (when a son or daughter is no longer under their parents' roof or control), so providing teens with age-appropriate rules for using social networking sites may be the best response among parents. The opportunity to use social media with parental guidance will better prepare youth for communicating responsibly when they are no longer living at home. The key for parents is to help their children understand that they are building a digital reputation that will follow them into the future. This will be discussed further in the section on monitoring a child's online reputation. **Contacting the Parents of a Child Who Cyberbullies** Authors of bullying prevention programs generally argue that it is risky or ineffective for the parent of a victim to contact the parent of a perpetrator of traditional bullying (e.g., Olweus, 1993a). Often the parents of the child who bullied are unresponsive or are defensive about the bullying and label their child's behavior as "kids being kids." It is not uncommon for parents to make statements such as, "I prefer to let the kids work it out," which assumes a level playing field for the parties involved. Unfortunately, with bullying we know that there is no level playing ground. It is an abuse of power similar in some respects to child abuse and domestic abuse (Olweus, 1993a). Cyberbullying may be unique in that students who would not typically bully feel empowered to engage in bullying behaviors over the Internet. Reactive cyberbullying occurs when children who feel victimized or discouraged in their day-to-day life lash out, often anonymously, over the Internet. Because the dynamics of cyberbullying are somewhat different from traditional bullying, it is appropriate to encourage parents of the victim to share evidence of the cyberbullying with the parents of the bully _in some situations_. The language of cyberbullying is often very threatening, offensive, and filled with profanity. It is hard for the average parent to defend their child when faced with a copy of such offensive language. After discovering the identity of the perpetrator, Mrs McClain was confused about what her next step should be. The detective stated that while she could press charges against the 9th grade female perpetrator, the student was basically a "good kid" from a "good family" who attended an honors program at a local high school. "I don't want to press charges," Mrs McClain confided to the author, "but I want to do something. I don't want her to think this is acceptable. Do you think it would be alright if I contacted her parents? The detective gave me their name and phone number. He said the mother was very responsive." "I think it would be alright," the author told Mrs McClain. "I would also be willing to meet with all of you if you think it would be helpful – a sort of mediation or accountability circle, if everyone is willing. Brandy can choose whether or not to be present. We don't want her to feel revictimized in any way." In Mrs McClain's situation, the mother of the perpetrator, Mrs Jones, was very concerned about her daughter's behavior and very responsive to meeting in order to address the situation. After Mrs Jones agreed to meet Mrs McClain, the assistance program counselor contacted both parties and arranged to meet with both sets of parents as well as the student who made the threatening. Brandy did not want to be present during the session, but her parents did. Mrs Jones was concerned about the cyberbullying incident when notified of its occurrence, yet when she went to view the actual Web site, it had been removed. After she was shown a printed copy of the blog entries that Mrs McClain had saved, Mrs Jones was shocked and outraged by her daughter's behavior. It was one thing to hear that her child had threatened another student; it was another to see a profanity-laced entry filled with shocking brutality. Few parents could justify such entries as just "kids being kids." As a result of viewing the evidence, Mrs Jones was very motivated to take steps to address the cyberbullying and monitor her child's online behavior. In traditional bullying situations where the offenses happen at school, the school counselor or administrator usually contacts the parents of both the targeted student and the perpetrator. Parents of a child who has been bullied at school need to know that their concerns are being addressed, that the administration is meeting with the parents of the perpetrator, and that, if applicable, there will be consequences for the bullying behavior. These parents also can work with the administration to develop a "safety plan" that includes increased adult supervision and possible schedule changes of either party to help minimize their child's exposure to bullying behavior. Parents of the child who bullied need to be made aware of the situation and be aware of any consequences for current or future bullying behavior instigated by their child. Cyberbullying, because it frequently happens outside of school, may require a different response. It often takes place between classmates but can also occur between students attending different schools, as our case example demonstrates. Thus, it may be appropriate in some cases for the parents of the bullied child to contact the parents of the aggressor. There is no guarantee that the parents of the perpetrator will respond in a helpful manner, but often the parents will take the situation seriously when provided with visual evidence of the bullying. In some cases, it may be effective to send a letter to the parents with a copy of the cyberbullying and a written request that the offensive messages stop. Parents of a bullied child may wish to outline their next steps if the cyberbullying continues, such as contacting law enforcement or an attorney (where appropriate), but this needs to be done in a sensitive and calm manner. Parents are advised to _describe_ the bullying behavior, rather than label another child a bully. **Requesting Intervention Assistance from the School** Students in our focus groups shared that they would be more likely to tell a parent than any other adult about a cyberbullying situation. Parents may be able to investigate and handle the cyberbullying situation on their own or with community assistance, but in some situations parents may need the school's assistance to determine if cyberbullying or traditional bullying is occurring on campus. The school may also be able to provide resources and intervention assistance. _Share evidence with the school_ Schools _need_ to be aware of bullying situations that involve students at their school in order to effectively monitor the safety of students. It is helpful if parents print out a copy of the evidence of cyberbullying and share it with a school counselor or administrator, whether they know the identity of the perpetrator or not. The designated counselor or administrator can investigate whether bullying is occurring at school as well as over the Internet. Although schools may not be able to administer consequences for cyberbullying occurring outside of the school day (see Chapter 7), it is possible that incidents (either cyberbullying or traditional bullying) are occurring on campus as well. In such situations, the school may have policies in place to address bullying and cyberbullying that occur on campus. _School personnel can help monitor the situation_ Sharing the evidence with the school will enable the administration to monitor potential bullying situations more closely and, where necessary, set up a school safety plan for the student. If offenses are determined to be occurring using school technology, the school district has a responsibility to address the situation. These incidents should be documented by the parent to provide the counselor or administrator with as much information as possible about when and where the incidents are occurring. If one student uses a cellular phone to cyberbully another student while at school, the administration may be able to intervene as well. _Requesting assistance from the school in contacting parents_ If parents of a bullied child have reason to doubt that the parents of the cyberbully will respond appropriately to their requests that the cyberbullying cease, or if the cyberbullying is accompanied by traditional bullying at school, parents may need to request that the school counselor or administrator at a child's school contact the parents of the perpetrator to notify them of the incident. Be aware, however, that while public schools may be able to assist by alerting the parents of those involved through a phone call or letter sent home, they may not be legally able to discipline students for online comments or postings that occur at home, for fear of violating students' rights to freedom of speech and expression under the First Amendment (see Chapter 7). Private schools have more options in this area, and may be in a position to levy consequences for cyberbullying that occurs off campus. If the offenses are criminal in nature, the school resource officer may be able to assist or refer parents to the appropriate law enforcement official. Schools may also be able to provide educational materials or resources for parents on cyberbullying and Internet safety. A school district may have counselors who are willing to assist the parties involved by arranging an informal resolution meeting. Chapter 6 of this book includes tips for counselors who wish to arrange an informal resolution or "accountability circle" strategy based on restorative justice principles. Such a strategy was used successfully with the McClain case. **Legal Options** Mrs McClain did not want to press criminal charges against the 9th grader who targeted her daughter, but she could have. Sometimes threatening to call the police or contact an attorney is enough to ensure that the cyberbullying stops. Police should be contacted if cyberbullying includes such things as: * threats of physical harm to an individual; * stalking or harassment; * pornographic images; * extortion (Willard, 2007). In rare cases, parents may choose to file a lawsuit against the cyberbully or the cyberbully's parents. Courts have ruled in some jurisdictions that the parents of minors can be held financially responsible if the minor engages in wrongdoing that is a result of parental lack of supervision (Willard, 2007). Parents may wish to consult with a qualified and competent attorney if their child has been harassed or threatened in such a manner as to cause severe emotional distress, or if the child's reputation has been severely damaged by posting false information online. The parent of a child engaged in cyberbullying who has not been responsive to complaints will likely be more responsive to the situation when confronted with a letter from a parent or an attorney outlining possible legal actions. Parents will find it well worth their time to monitor and guide their children's activities on the Internet, when faced with the prospect of being sued in response to statements written by their child online or having criminal charges filed against their son or daughter. This is another reason for parents to be proactive in educating themselves about the Internet and communicating their guidelines and expectations for how their children conduct themselves online. It would be a shame for a child's actions to lead to a criminal record for the child or other legal actions for the parent, but, unless parents take reasonable responsibility for their child's actions and recognize that parenting must continue in the virtual world, this is a possibility. Box 5.1 provides a summary of tips for responding to cyberbullying. (See Chapter 7 for more in-depth information on legal issues and cyberbullying.) **Box 5.1** Intervention tips for responding to cyberbullying * Save the evidence. Print copies of messages and Web sites. Use the save feature on instant messages. * First offense (if minor in nature) – ignore, delete, or block the sender. Instant message programs, e-mail, and cell phones usually have blocking features. * If a fake or offensive profile targeting your child is set up on a social networking site, report it to the site. The link for reporting cyberbullying and fake profiles can be found under the help sections of many Web sites. MySpace and Facebook have a help center on their sites that provide a link for reporting offensive profiles. Make sure to copy the link (the Web site address) to the site for reporting purposes. * Investigate your child's online presence. Set up an alert on Google, or search your child's name occasionally through a variety of search engines or social media monitoring technologies. * If the perpetrator is another student, share evidence with the school counselor. Check to see if any bullying may be occurring at school. * If the perpetrator is known and cyberbullying is continuing or severe, contact the child's parents and share your evidence (if you are comfortable doing so). Ask that they ensure that the cyberbullying stop and any posted material be removed. * If the parent of perpetrator is unresponsive or the behavior continues, the parent of the bullied child may wish to contact an attorney or send a certified letter outlining possible civil/legal options if the behavior does not stop or material is not removed. * Report the cyberbullying to the police or high tech crimes unit in your area if the cyberbullying contains threats, intimidation, or sexual exploitation. * If your child expresses emotional distress or thoughts of self-harm, seek help from a school counselor or other mental health professional immediately. **Suggestions for Addressing Cyberbullying that Children Engage in or Witness** Research on bullying has demonstrated that most young people do not find themselves in the role of bully or victim (Olweus, 1993a). The majority of young people are witnesses to bullying. They may play a variety of roles as witnesses or bystanders, including disengaged onlookers or possible defenders (a child who sees the bullying behavior and dislikes it, but is not sure what to do about it). Adults need to help young people understand that they have important roles to play as bystanders. Parents can talk with their children about the various options available to them when they see bullying behavior in the real world and cyberbullying in the virtual world. Too often young people witness bullying, feel badly, and do nothing. Here are some of the students' comments about their feelings when witnessing cyberbullying behavior: "I was surprised and stuff because I was friends with them and I knew they didn't like her but I thought it was lame to do that, I thought it was mean, so I was surprised they would do it." – _high school female_ "I felt bad for her because they were saying things about how she looked and stuff, and she couldn't help it." – _high school female_ "I just felt really bad because everyone was being so mean." – _middle school female_ "I felt bad for [her], because it was multiple girls doing it to one girl... on MySpace." – _middle school boy_ "I was mad." – _middle school boy_ Despite being upset or disappointed in their friends' actions, the bystanders did not tell an adult about the cyberbullying in the vast majority of the cyberbullying situations discussed in our focus groups. Thus, it is critical for parents to talk to their children about what to do when they witness cyberbullying. Increasingly youth are recognizing that they can use technology to provide positive messages of support to a targeted peer. "It is easier to be a positive defender through technology than it is face to face" commented one high school female in a discussion group with peer leaders (Agatston, Kowalski, & Limber, 2011). _If your child witnesses cyberbullying_ Parents can help their children to become "empowered" bystanders by discussing the following strategies with their children. _Speak out against the cyberbullying_ Children can let children who cyberbully know that they think their actions are wrong and that they need to stop. Some young people will feel comfortable speaking out against those who bully. These young people are assertive enough or have enough social support to do so. Others may not feel safe responding on their own, but they may recognize that there is "strength in numbers." Having a group of friends address cyberbullying face-to-face or online can bring positive results. These responses should be assertive; they should never be aggressive or antagonistic. _Support the student being bullied_ Talking to peers who are bullied face-to-face (or in cyberspace) and letting them know that their peers think that the cyberbullying is wrong can provide much needed emotional support for targeted students. In the face of silence, many children who are bullied feel that everyone else believes, likes, or takes the side of the child who is engaging in cyberbullying. It is easy for a victim to feel friendless in such a situation. In the case of Lisa Smith (whose "Lisa Must Die" Web site was discussed earlier), her friends posted positive comments to the site to counteract the negative messages. In a follow-up interview about the incident, Lisa's mother commented that it helped her daughter weather the storm when she saw her friends' positive comments and messages of support posted online. _Tell an adult_ Unfortunately, many bystanders as well as children who are targeted avoid telling an adult about cyberbullying incidents. As mentioned earlier, some are afraid to tell because they think they will lose their online privileges. Parents may find it helpful to clarify with their children that they will not be punished for another person's bullying behavior or their own reluctance to speak out to stop the cyberbullying that they witness. A parent's goal should be to help improve the situation, not to find fault. Parents can also discuss with their children which adults they feel they can trust or talk to when they need help or advice. While parents often prefer that their children come to them with a problem, it is helpful for young people to have a wider circle of adults to whom they can turn for support. If a classmate is being cyberbullied, the most appropriate adult to seek out may be the school counselor or a helpful teacher. Parents should explain to their children that these adults need to know about the situation so they can help stop the bullying. The toughest social dilemmas that many children face are in the roles of a witness or a bystander. It is one thing to avoid engaging in mean, dishonest, or unethical behavior. It requires even greater moral fiber to take action when young people observe others engaging in such behavior. Parents may find it helpful to admit to their children that sometimes adults also fail to speak up or act when they witness inappropriate behavior. Think about how reluctant Parent A is to call Parent B even though she knows Parent B's child is engaged in harmful behavior that could be damaging to the child or to others. Parents may need to look in the mirror to make sure that they are leading by example. _If your child engages in cyberbullying_ Imagine that the school counselor calls you to let you know that your daughter participated with her classmates in designing a Web site to make fun of a fellow classmate. On the Web site, students posted negative comments about the girl's physical appearance and called her sexually derogative names. Because the pages were printed out and shared at school, administrators are taking the position that the students should be disciplined for engaging in bullying behavior, and they request that you come to school for a meeting. How will you respond? * You deny that your daughter could ever be involved in such behavior and threaten to get to the bottom of this. You ask for any proof they have that your child was involved and threaten a lawsuit if they are wrong. * You accuse the school of overreacting and explain how this is just "kids being kids." You point out that slam books have existed forever and, even if it's mean, it's not that big a deal. "Do we really have to meet about this?" * You listen carefully to their findings and express concern about your daughter and her classmates' behavior. You agree to come to the meeting and assure the school that you support its position to take cyberbullying seriously. You plan to have a serious discussion with your daughter as well, in order to better understand her role in the incident. Few parents want to admit that their children are capable of cruel or bullying behavior. It has been our experience that many educators are very hesitant to use the term bullying in describing children's behavior to parents, because parents react so strongly to the term. "My child is not a bully!" and "Are you calling my child a bully?" are common responses from parents. Rather than becoming defensive, parents of students who engage in bullying behavior should recognize that most individuals are capable of either supporting or directly engaging in bullying behavior at some point in their lives. A child who engages in bullying behavior is not likely a "bully" every day of his or her life. The advent of the Internet and electronic communication, combined with the opportunity to post information anonymously, has influenced some young people to make negative statements online that they would be much less likely to make if their name were attached to the comment. In addition, some youth do not recognize how hurtful comments can be when they are caught up in a group "pile on" or in an online conflict that rapidly escalates. A courageous parent who is notified that his or her child has participated in online cruelty will recognize that this is a teachable moment and focus on educating their child and remedying the situation. That being said, some young people who cyberbully also engage in other forms of bullying. If an investigation into the cyberbullying suggests that a child has bullied another student at school as well as online, the parents face a serious situation that may best be corrected through a combination of consequences, counseling, and possibly community service. The consequences and counseling should focus on correcting mistaken beliefs of entitlement, and the community service (if used appropriately) may help teach empathy. It also is important in this situation to monitor a child's Internet use much more closely. Installing tracking software is one way to verify that a child is only corresponding in a positive manner online and only accessing agreed upon Web sites. If the child appears truly remorseful for his or her actions, it would be appropriate for him or her to write and apologize to the child who was bullied and the other family members that have been hurt. Forcing an apology is never a good idea, however, and will do more harm than good. The child who has been cyberbullied will probably recognize that the effort is insincere and may feel further victimized by the incident. The parents of the child engaged in the cyberbullying may want to have a school counselor review the apology note to make sure it appears sincere and appropriate before giving it to the family of the targeted child. The child who has engaged in cyberbullying should be encouraged to take steps to make amends for any harm caused. This could include correcting any false or harmful information that was shared online by contacting others who have viewed the information. Parents should remember that every challenge that children face is also an opportunity for learning. Consider the lessons that children may learn from such an event. When parents catch a child experimenting with alcohol or other drugs or engaging in some other high risk behavior, it is common to be reactive and look at only the negative aspects of the incident. It is much more useful, however, to recognize that an opportunity is available to correct a situation that needs attention. This is an opportunity to teach again, guide again, and communicate values again to children who need to hear these messages. Parents may reflect that it is time to focus closely on issues that are important to them as a family. The alternative is for parents to take the position that their child should not be held accountable for his or her actions and that school administrators or other parents are overreacting. In this case, a child may conclude that his or her misbehavior was okay, but that being caught was unacceptable. Such lessons will do little to curb bullying and other antisocial behavior. By teaching empathy and modeling compassion for others, parents will be less likely to see their children engage in bullying behavior. There is no guarantee, however, that, when faced with the dynamics of a peer group, children will always choose not to engage in bullying and other negative actions. Thus, parents need to actively discuss bullying behavior and bystander strategies to prepare their children for the situations they may encounter, both online and offline. _If your child is bullied but also engages in retaliatory cyberbullying_ "One time I cyber bullied this person because [he] spread rumors about me... I put up a whole [Web site] about [him]. I started a rumor that he cheated on his girlfriend, and his girlfriend actually broke up with him." – _high school male_ There are some incidents of cyberbullying that occur when a student who has been the victim of bullying at school decides to retaliate online. A student who lacks the social support or assertiveness skills to confront bullying behavior at school may occasionally use the anonymity that the Internet provides to respond to or attack a perceived bully. If a parent finds that his or her child has engaged in cyberbullying behavior, it is important to make sure that the child wasn't the recipient of other bullying behavior at school. A child who engages in retaliatory cyberbullying may fit the category of the "bully/victim" or "provocative victim" discussed in Chapter 2. These children may have poor social skills that put them at greater risk for being bullied at school and may benefit from a school-based support group that emphasizes the development of social skills (such as "friendship skills"). These children may also benefit from individual counseling, particularly if group supports are not available. While retaliating online is not to be condoned, addressing the bullying at school will reduce the likelihood of retaliation online. Parents need to emphasize that such retaliation is inappropriate, yet empathize with the frustration their son or daughter may be feeling. It will be critical to request the school's help to address the bullying situation on campus; however, the parent of the child engaged in cyberbullying needs to take whatever steps are necessary to ensure that the cyberbullying ends. Parents will also need to support the school's policies around cyberbullying if it has occurred on campus or through the use of school technology. Yet they should also make sure that the school is aware of the bullying that influenced the retaliation. Parents can request a meeting with the school to identify an appropriate adult for their son or daughter to approach should they experience additional bullying behavior at school. As mentioned previously, the school counselor or administrator can assist the parents and child in developing a school safety plan that includes increased adult monitoring of situations where bullying behavior typically occurs. This may include schedule adjustments (for either party, but preferably for the student engaged in bullying behavior), if necessary. In addition, parents can set up a written agreement at home with a child that defines appropriate use of technology and clarifies that using the Internet to harass or demean others is not acceptable. The agreement needs to provide clear consequences, such as a loss of online privileges, should such behavior occur again. Parents can have their child sign a copy of the agreement and keep it for reference in case any other online infractions occur. **Suggestions for Parents to Prevent Cyberbullying** Many parents assume that, if they just speak with their children about respectful treatment of others, they will have done enough to prevent cyberbullying. After years of research, prevention experts have learned that adults cannot give a message one time and expect that children have received it and incorporated it into their actions. Many prevention specialists use the immunization model as an example. A flu shot can be effective in preventing the flu, but it needs to be repeated every year. The same holds true with messages about healthy behavior. Telling a child on one occasion not to use alcohol or other drugs will not be sufficient for him to navigate the teen years when underage drinking and drug use become more prevalent. Telling a child the Golden Rule on one occasion will not be sufficient to expect that she will always treat others as she would like to be treated. It is, therefore, recommended that parents talk with their children regarding the dos and don'ts of each new piece of technology that enters the home (Franek, 2005/2006). Such discussions should include maintenance, safety, and constructive and destructive uses. In addition, parents need to make sure they are complying with the age limit policies of various online sites. Because parents are seldom present in the online world of children and youth, setting up a home environment that lends itself to supervision is crucial. One of the most basic tips on Internet safety for families is to place the computer in a family room or kitchen where it can be easily viewed by adults in the home. This reasonable guideline becomes trickier as more families go wireless and laptop computers, Ipads and tablets can travel from room to room and still access the Internet. Setting up family rules ahead of time that keep computers and mobile devices out of bedrooms and making use of monitoring tools will help prevent unmonitored access. It is also important for parents to discuss with children the importance of taking breaks from technology. The "always on" generation needs permission to disconnect and reflect away from the constant barrage of their peers' messages. Holding weekly family meetings encourages communication about any issue impacting the family. These weekly meetings are an ideal time to bring up the ground rules for use of new technology and to discuss potential inappropriate uses of such tools. Parents can define and explain cyberbullying at such family meetings and remind their children of the family rules as new technologies are introduced. Parents can also invite children to share the many positive ways they are using technology and brainstorm the various ways social media can support positive relationships. Not only must parents repeat and reinforce important messages in their discussions with their children, they also must help children apply these messages to new situations. This principle was in evidence in our efforts to address the new phenomenon of cyberbullying as part of the Olweus Bullying Prevention Program in Cobb County, Georgia, schools. Despite our efforts to encourage students to avoid engaging in or supporting bullying behavior, we discovered that some students didn't recognize their mean and harassing online behavior as bullying. This is an important lesson for parents. Parents need to help children make the transition in their learning by giving consistent messages about appropriate behavior and apply them to new situations and settings, including online environments. "Take time for training," was a favorite expression of psychologist Rudolph Dreikurs to parents in his audiences (Dreikurs & Soltz, 1991). Parents need to look for opportunities every day to educate their children and communicate their values through discussions rather than lectures. Parents may find it helpful to ask their children to share new experiences with them so that they understand the challenges teens face as they move through the adolescent years. _Talk about sexting_ It is also important for parents to specifically discuss the practice of sending nude or semi-nude photos via cell phone or computer, often referred to as "sexting" (see Chapter 3). Conversations with tweens and teens that address sharing appropriate images or photos can be expanded to talk about the specific practice of sexting. Parents need to help youth recognize that, despite media attention, the majority of teens do not send such images and regard it as a mistake to do so (MTV/Associated Press Poll, 2009). Parents can discuss with their children a variety of reasons why it is a bad idea to send such images, including: * It may embarrass the sender or recipient. * It may impact the sender's reputation or recipient's reputation. * The sender loses control of the image and how it is used. * It may increase the sender's risk for being cyberbullied or experiencing blackmailing activities. * The sender may experience serious legal, academic, or career-impacting consequences. _Students share advice with parents_ In each of our focus groups, students were asked what adults could do to prevent cyberbullying. They had limited advice for educators, because the students perceived that most cyberbullying occurs after school hours. Some of the high school girls did have quite a bit of advice for parents, however. Here are some of their tips: * Set age-appropriate guidelines. "I think in my case parents need to not let 11-year-old kids get on MySpace and stuff. I mean, I know that I started using the Internet at 13, but there wasn't MySpace and stuff then. They need to be a parent and take charge of what their kids do." "Tell kids not to put revealing information on their blogs and stuff." "A lot of parents say you can't have a blog but as long as they don't put anything personal on it I don't see a problem with it and then they would be more open with their parents and share more." * Communicate about appropriate ways to deal with conflict. "I think parents need to talk to their kids more. Like in my family, when my brother and I fight, my parents stop us, but they don't talk to us about it, and they could just help us." * Monitor their children's use of the Internet. "See what their kids are doing on the Internet. Limit their use." "I showed my Dad how to use the history to see where they are going on the Internet." "Some parents don't even know how much time their kids spend on the computer. They should at least talk to them about it and stuff." "I think they could help monitor it." "They should at least ask you what you are doing on the computer." * Supervision, not snoopervision. "[Parents should] not record everything, I hate it when they do that, because I have a friend whose parents do that. They like look at all her history and cookies and stuff." "My mom does monitor me. Like my mom watched Oprah and it was on MySpace so then she came up and was standing behind me and I'm like, 'What are you doing?' and she says, 'I just want to make sure you are safe.' " * Watch for warning signs. "Usually you can tell if your kid is being weird, or keeping to themselves, or if their parent comes into the room and they like jump or are clicking to get rid of stuff." * Don't blame the victim (or punish them for someone else's behavior). "They might be scared to tell their parents [if they are cyberbullied] because they might say, I told you so, I told you not to have that blog." "Parents shouldn't punish before you do something – that's just going to make the kid sneak around more. Talk with the kid more about what's right and what's wrong and what's normal." * Educate themselves. "They should have something for parents like a parent seminar or something that parents can go to about cyberbullying." _Explain the challenges of communicating online_ Parents may wish to begin by explaining to children that communicating online is prone to miscommunication because of the lack of nonverbal cues. Individuals readily use nonverbal cues in day-to-day conversation to determine if someone is being friendly, teasing playful, or angry. Emoticons (smiley and frowny faces used in e-mails and instant messaging – ex: ) were developed to help users determine the emotional meaning behind messages. Parents need to explain to their children that it is more difficult to communicate accurately without nonverbal cues, and that they need to be careful to avoid sarcasm or other such emotions that can lead to hurt feelings. It is helpful to teach children to make use of emoticons so that misunderstandings can be avoided. Children should also consider whether the person on the other end of a cyber message will know that they are joking before they hit the send button. Parents need to communicate regularly to their children that it is not acceptable to harass, spread gossip, or make mean or disparaging comments toward others online. Parents can also discuss with their children the importance of taking time to "cool down" if they are upset or angry with a friend or classmate before sending or posting a message online. Once an angry message has been sent, it may be forwarded to classmates or viewed by others and escalate a conflict. It is best to talk face-to-face with a friend or peer if they are having a disagreement. It is possible to retrieve an e-mail message, but only if the recipient has not yet opened it. This option may be a life-saver for users who experience an immediate feeling of regret after sending a negative or nasty e-mail. However, once the recipient has opened the message, it cannot be retrieved. This option came in handy to one parent we interviewed. When she realized her 11-year-old daughter had forwarded a threatening chain e-mail to another classmate, the mother was able to use this option to retrieve the message before it was viewed. _We are not invisible online_ The phenomenon of "disinhibition" was discussed in detail in Chapter 3. Disinhibition is a term used to describe how people in cyberspace say and do things they wouldn't normally do face-to-face because they feel anonymous. Using an anonymous screen name or setting up a Web site anonymously may allow the user to believe he or she will not be held responsible for posting mean or offensive comments online. Parents should communicate to their children that they are not, in fact, invisible online. Any communications posted online or sent electronically can usually be traced back to the individual who originally posted or sent the message. Granted, not all communications will be deemed worthy of the effort; however, threats of violence, harassment, stalking, defamation, extortion, and posting pornographic images should be traced and many police departments have a high-tech crimes unit that will assist in such instances. Because parents can be held liable for a child's actions in many states, parents should discuss with their children that their actions could harm the entire family, as well as the children they are targeting. _Protect passwords_ Parents should discuss with their children the importance of protecting their passwords to their social networking sites, instant message programs, and even to their online gaming accounts. A student who sends instant messages can easily pose as another individual if he or she is aware of an individual's screen name and password. In addition, teens have been known to alter their peers' social networking sites when their passwords are known. Unfortunately, a peer who is friendly one day may turn on a classmate the next day, or may simply be indiscreet, so passwords should always be kept private. Parents need to advise children to change their passwords periodically and especially if they suspect someone else knows their password. Parents, however, need to know their children's passwords, screen names, and account information should an emergency arise or if abuse needs to be reported. _Blocking versus monitoring_ Parents have always had the difficult challenge of supervising their children, yet gradually allowing them more freedom as they become older and show more responsibility. Unfortunately, with the advent of the Internet, many parents assume that, if their child is home on the computer, he or she is safe. Thus, they allow their child complete freedom on the Internet. Making use of blocking software that screens material is one way of preventing children, who are naturally curious, from stumbling into sites that could be risky or harmful to them. Setting parental controls on a "kid or teen setting" still allows children to visit most sites of interest, but provides protection from violent, pornographic, or otherwise inappropriate sites. Sometimes a favorite site will be mistakenly blocked because of the terms used in the description of the site. In such instances, parents can set the parental controls to allow access to individual sites that they feel are appropriate and that their children routinely use. Overblocking of sites becomes an issue as children get older. Parents of teens may find it more useful to adopt monitoring rather than blocking software, since blocking can frequently restrict access to legitimate sites and may in some situations encourage youth to try to find "work-arounds." Monitoring software records a history of the sites that are visited so that a parent can discuss any objectionable content that has been viewed by a child. Online Family Norton is an example of a free parental control product that can be adjusted as a child ages. Objectionable content can be blocked for a younger-aged child, but the product also has a feature that allows a child to override a blocked Web site and send a message to a parent or guardian on why he or she thinks it is appropriate to proceed. Parents may also allow all content to be viewed, however the history of the sites visited is reported to the parent or guardian. Users are informed that Online Family Norton is monitoring the computer. John Halligan, who wrote the foreword to our book, recommends that parents let their children know upfront that monitoring software has been installed to ensure that the family's safety rules are followed and that inappropriate material or activity is not "pushed" on to the family's computer (J. Halligan, personal communication, January 17, 2007). In cases where parents have reason to believe that their children have abused their online privileges, are engaging in highly risky behavior, or have abused others, they can install tracking software that records every site a child visits and every message a child sends, including chat, instant messages and e-mails. Spectorsoft and IamBigBrother are examples of such keystroke logging software. Keep in mind, however, that these programs communicate a lack of trust between the parent and child. As Larry Magid and Anne Collier (2007), the directors of Connect Safely write in their book _MySpace Unraveled_ , these tools should only be used as a last resort. Parents also can use a simple method to check the history of the Web sites visited online if they have reason to believe that their children are accessing inappropriate Web sites. The toolbar has a view key that allows the user to view the recent history, or the user can press the control key and the "H" key simultaneously to display the history on most computers. Figure 5.1 shows a screen shot of a computer with the history displayed on the left side of the screen. However, by middle school most youth know how to delete the history of a Web browser and also are aware of online tools that allow one to surf "anonymously." **Figure 5.1 ** Computer screen with history displayed. Nothing takes the place of ongoing communication and discussions that facilitate reaching a consensus in a family regarding what types of sites are off-limits and why. Thus, communicating with a teenager about why it is inappropriate to view pornography or send mean messages to his or her peers may be far more useful than relying on a filtering program. However, parental controls do have benefits. They help prevent young children from stumbling into sites innocently. They also allow parents to set the time of day that certain features are available (such as instant messaging and online gaming) so that parents don't have to nag their children to get off of the computer in the evening or worry about children sneaking downstairs at night to play a favorite online computer game. As more children have access to wireless networks outside of the home through mobile devices such as portable game players and cell phones, their ability to surf the Internet away from parental controls also increases (Olsen, 2006a, 2006b). In addition, tech-savvy teens can choose to log on to a neighbor's unsecured wireless network to circumvent the parental controls at home or log on at free Internet cafes. Parents should pay attention to the capabilities of the devices that they purchase for their children and take time to establish ground rules about acceptable and unacceptable uses of the wireless Internet devices they bring into their home. Finally, parents need to explain to their children that they want to know if someone sends them inappropriate material or messages. This way, the parent and child can address the situation together before it escalates. Reassuring children that they will not be disciplined for someone else's abusive comments or actions will allow them to feel safe contacting their parents if they view something inappropriate. _Monitor your child's reputation online_ It is important for parents to explain to their children that, if they choose to use a social networking site, anyone can view their entries. Parents should give examples of how other parents, teachers, college admissions representatives and potential employers may seek information from social networking sites. Parents and children need to discuss the potential repercussions of posting negative comments on other individuals' Web sites and how this could also affect their online reputation. Parents should "Google" their children's names occasionally (as well as their own) to see what is posted online about family members. Parents can simply go to the google.com search engine site, insert their child's first and last name in quotes, and search for what is posted online about them. Obviously, this works better if a child's name is not extremely common. Parents may also need to check for common misspellings of a child's name as well as their screen names. In addition, parents can use the google.com/alert function to set up regular searches of their children's names online. Google will notify a parent by e-mail every time a child's name appears online. Adults would be wise to monitor their own online information as well. It is amazing and even frightening to learn how much personal information can be found with a few clicks on a search engine. Various social media monitoring technologies now also alert parents to public information posted online about their children. Some popular tools include AOL's SafeSocial, Social Shield, and Safety Web. Students in our focus groups shared many stories of users writing nasty comments to one another on their social networking sites. "Blogging sites like Xanga often have mean comments posted." – _middle school female_ "In my neighborhood there was like this one kid and we all got pissed off at him and he had a Xanga... so we left a bunch of stuff on his Xanga." – _high school boy_ "Some people shut their sites down because of people saying things on their sites or getting into them and messing them up." – _high school female_ "There is a teacher we didn't like... so we kind of made fun of that teacher... we have a Facebook blog of that teacher." – _high school male_ Blogging appears to be decreasing among teens in general (Lenhart, 2010), but it is still encouraged on some sites and users often write journal-like entries about their day. Students who share their secrets or emotional state on social networking sites or blogs may be ridiculed or targeted with nasty comments. Conflicts among peers that are aired on a social networking site can escalate into confrontations at school. Youth who allow peers to ask them anonymous yet very personal questions on sites such as Formspring.me may also be at greater risk of being embarrassed or humiliated online. Thus, youth need to be advised to avoid sharing very personal information that could be used against them or their classmates in cyberbullying situations. They also need to understand the risks involved in using sites that allow users to post messages anonymously. Another repercussion that may significantly affect high school and college students is that an increasing number of college admissions representatives and employers search prospective candidates' names online to learn more about them (Hass, 2006). Do teens really want a college admissions counselor reading about their sexual escapades or drinking binges? Would a profanity-laced entry help their chances of being selected by a potential employer? An employer or college representative who views a personal profile that shows a lack of discretion may be quick to choose another applicant. Parents should help their sons and daughters recognize how entries posted today may affect their reputation and future in life-changing ways. _Resources for parents_ Preparing a child to fully embrace digital citizenship is an important new role for parents. While it is challenging to parent in a world of rapidly evolving technology, it is a requirement to be an engaged and vigilant parent today. The good news is that the Internet can be a parent's friend in this area as well. Many Web sites exist that provide great learning tools for parents attempting to learn more about monitoring their child's Internet use and helping youth to use social media in pro-social ways. Connect Safely, the Net Family News, Onguard Online and WiredSafety provide excellent guidelines and tips for parents on how to supervise their children on the Internet and how to have important discussions about the role of technology in their lives. The Stop Bullying Now Campaign also has helpful tips for parents on bullying and cyberbullying prevention at the Web site www.stopbullying.gov. The following Web sites provide helpful information on Internet safety and/or cyberbullying, and the list includes our own Web site, www.cyberbullyhelp.com. * connectsafely.org * onguardonline.gov * netfamilynews.org * commonsensemedia.org * stopbullying.gov * cyberbullyhelp.com _Allow children to be the experts_ Lastly, remember that children can be an important source of information in understanding the way that students at their school interact online. If parents allow their children to be the "experts" on occasion, they may find this helps to keep the lines of communication. Youth are often happy to show adults around the popular sites where their classmates spend time online. It may be humbling to admit that children may have more information about the latest technology than adults, but it is also a wonderful opportunity for parents to build a positive relationship with their children by letting them be the teacher for a change. Recognize that in discussing new media we need to be listening as much or more than we are talking! **Summary** Rather than forbidding Internet and social media use, parents need to educate children about both their rights and responsibilities as a digital citizen. Make sure that children understand that it is not acceptable to harass, spread gossip, or make mean or disparaging comments toward others online or through other digital devices, and that all of our actions create part of our "digital footprint." Parents should also set developmentally appropriate guidelines for introducing various technologies to their children. In addition, parents need to help children understand the steps they can take if they are cyberbullied or witness a peer being cyberbullied. Empowering the bystanders to speak out against such actions will be one of the most effective strategies in reducing cyberbullying that parents and educators can pursue. **Note** 1. The names of all individuals described in the real-life cyberbullying incidents have been changed to protect their identity. 6 WHAT EDUCATORS CAN DO _"I feel really bad for him because he already told my mom he didn't want to go to school because he didn't think he was going to make any friends, and now he feels left out of everything."_ (sister of a 15-year-old boy who was cyberbullied) Several years ago one of the authors of this book was asked by an area superintendent to talk about cyberbullying at a principal's meeting that included her child's former principal. When asked by the principal why she was joining their group, she responded, "I am here to talk about cyberbullying." The principal's response? "What is cyberbullying?" Since that time, the topic of cyberbullying has been featured frequently in the media, and educators have increasingly had to address issues pertaining to cyberbullying. In this chapter, we will examine how educators can intervene, provide resources to families, and help prevent cyberbullying. Our focus groups and individual interviews with students and parents suggest that currently few educators discuss cyberbullying in the classroom. While more school districts are adopting polices around cyberbullying, many schools are still reluctant to address the issue of cyberbullying in a comprehensive manner (i.e. by folding it into whole school approaches to prevent bullying). The authors hope that this chapter will encourage educators to take steps to prevent and intervene in cyberbullying behavior among their students. **Is Cyberbullying a Problem for Schools?** As discussed in Chapter 4, findings from our anonymous survey of students suggested that cyberbullying is an issue for many students, with 18% reporting that they had been cyberbullied at least once in the previous 2 months (6% having been cyberbullied two to three times a month or more often), and 11% admitting that they had cyberbullied others at least once (2% admitting to doing so at least two to three times a month; Kowalski & Limber, 2007). Although most children are not cyberbullied on the school premises, half of those who had been cyberbullied noted that they had been targeted by another student. Research from a Cox Communications survey of teens ages 13–18 years old found that 60% of males and 76% of females strongly agreed or somewhat agreed that online bullying is a serious problem for today's youth (Cox Communications, 2009). In addition, 70% of males and 80% of females agreed that there should be stricter rules regarding online bullying. These survey findings were supported by responses from middle and high school students in a series of focus groups that we conducted to better understand the extent of the problem and its effects (if any) on the school environment. While some students didn't feel that cyberbullying was a concern, others disagreed. Their responses varied greatly depending on whether they personally knew someone who had been cyberbullied. Some sample responses are included below. _Interviewer:_ Is cyber bullying a problem at your school? "No." – _high school male_ "Not really." – _middle school girl_ "I think it is a problem but people keep it to themselves." – _high school female_ "Yeah – because it happens a lot." – _middle school male_ "Yes. It is a problem specifically at this school." – _high school female_ "I remember when I first started using the Internet I didn't know anyone who got cyber bullied, and now it's really bad, it's getting a lot worse as time progresses. I feel like it's getting worse among young people, like young teenagers, like middle school." – _high school female_ "Yeah, it's getting a lot worse – even among elementary school kids." – _high school female_ "I think it bleeds into the school." – _high school male_ One of the authors discussed cyberbullying more recently with a group of high school leaders. This was an informal discussion group, but some of the students' responses are useful in capturing current views among students. * People can be meaner so much easier now. * It is way more powerful than regular bullying. * There are apps like Formspring that are easy to access (Facebook is blocked by the school district but Formspring is not) and people use it to anonymously say awful things about one another. People are figuring out how to keep things more private so it is harder to have evidence of the bullying too. People don't post things as publicly anymore (Agatston et al., 2011). _Examples of the cyberbullying_ When students were also asked if they knew anyone who had been affected by cyberbullying, high school girls were particularly able to provide examples: "My best friend in middle school, she had a Xanga (social networking site) and someone posted this horrible one about her, it was dedicated to her." "I have heard of people knowing someone's password and going in and changing their MySpace." "I only know it between people who know each other. Not like a stranger, so like if I didn't like her I might post something about her." "I've heard of people going into chat rooms and picking on one person." "I know someone who posted pictures of different people and they were just making fun of them." "This one girl had the password to her MySpace or Facebook [stolen] and they put up all these bad pictures and stuff on it. Her parents found it and were very mad and they called the police about it." "My brother has a MySpace and it has gotten really bad. The kids are really picking on him on MySpace. He just turned 11. I think it is ridiculous. They don't even know him." "I know someone who got mean text messages." "At my old school there was some kind of comment thing where all these kids ganged up on her. It wasn't really a blog site, just a comment Web site." _Does cyberbullying affect students?_ While some students in our focus groups indicated that receiving mean online comments was no big deal and should just be ignored, many others were aware of students who were affected more negatively by cyberbullying. Below are some of the students' perceptions of the effects of cyberbullying on themselves and their classmates. "[It] makes them think less of themselves. Because whenever someone is mad they say things they shouldn't and then they [the targets] think less of themselves." – _middle school male_ "[It] makes me really mad. It's personal – to me and her – and I got a really bad temper, so... it doesn't affect my schoolwork but when I see his name come up I really want to go get him." – _high school male_ (responding to how he feels when he sees comments from a classmate who has targeted him and his girlfriend) "She would cry a lot. They said mean stuff and she couldn't get it shut down because she didn't have the password. She was really upset about it for awhile." – _high school female_ "She thought the girls who did it were her friends, so she lost those friendships." – _high school female_ "The stuff [the cyberbullies] said really affected [her]. I don't know how I could ever say something like that. It was just kind of ridiculous. It made [her] be mean to people for awhile. [She] just didn't want to do anything with anyone; [she] didn't want to deal with it. It affected [her] mood, [her] relationships. It affected [her] academically. [She] stopped coming to school for a few days." – _high school female_ "She was afraid to walk around the school and was afraid everyone was going to gang up on her. The people that were [cyber] bullying her told other people so they all picked on her." – _middle school female_ As noted in Chapter 2, children who experience traditional forms of bullying have higher rates of anxiety, somatic complaints, depression, and suicidal ideation and poorer academic performance than non-bullied peers. Since our first edition of this book was published, research on the effects of cyberbullying on children (as victims or bystanders; see Chapter 4) has increased. Research by the authors suggests that students who report being targets of cyberbullying report effects similar to those experienced by targets of traditional bullying (Kowalski & Limber, 2007; see also Hinduja & Patchin, 2010b). In addition, participants in our focus groups believed that cyberbullying behavior could have serious effects on children. Those students who experience bullying at school _and_ cyberbullying at home may be at particular risk. They may feel that they have no safe place left. Children cannot perform their best at school when they are fearful or believe that they don't belong. _How much cyberbullying takes place at school?_ It is possible that some educators are not aware of the problem of cyberbullying because it often takes place outside of the school day, and students may be reluctant to tell teachers or administrators. While cyberbullying can occur on campus through the use of school technology, students in our focus groups noted that using the school system's technology to cyberbully was somewhat rare. Students seemed puzzled when asked about being cyberbullied at school. "How would someone cyberbully you at school?" was a common question that we received. Their responses indicated that most cyberbullying occurs after school through the use of instant messages, text messages, or posts on social networking sites. While students indicate it is sometimes possible to access instant messaging and social networking sites at school (despite their being blocked from the district server), or via mobile phones with Internet access, for the most part students in the focus groups avoided using these functions at school. However, students did mention that text messaging at school was one way that students might cyberbully each other at school. When asked if most students send text messages during the school day despite the school district's policy, many students laughed and said, "Yes, all day, every day." When we asked if they would tell an adult at school if they were being cyberbullied at school through text messaging, many students gave comments similar to this one: "No, because we are not supposed to have our cell phones on at school or be text messaging. So you can't tell an adult that you are being text messaged with mean messages because you might get in trouble for having your cell phone on." However, some schools are moving toward allowing students to check messages and make calls between classes. This might allow some students to feel more comfortable in seeking assistance if they are experiencing harassment via cell phone at school. However, an additional concern is that many students felt there was no reason to tell adults at the school about cyberbullying, because there would be little they could do. The following are common responses when asked what adults at school could do to prevent cyberbullying: "It's not here so you wouldn't tell people." – _high school female_ "I don't really think they can do much because it's at home, not at school, so I don't think they can do much." – _middle school male_ High school leaders in a recent discussion group shared their views on whether educators should intervene in cyberbullying behavior. Their comments suggest that we need to improve our responses as educators in order to help students. Do you think the school should intervene with off campus cyberbullying that disrupts school? "No." "It doesn't really help." "Our administrators did a mediation with some girls who were cyberbullying another student. It just got worse. They became more secretive." "There is not a lot they can do unless you have a copy/clear evidence." "Going to a counselor is better than going to an administrator." (Agatston et al., 2011). _Is cyberbullying discussed at school?_ To gain a sense of how much the issue of cyberbullying was discussed in the home or school environment, students in our focus groups were asked if they had heard the term "cyberbullying" prior to the group. For the most part, students indicated that it was rare for a parent or teacher to talk with them about cyberbullying. However, students from one of the middle schools that is implementing a bullying prevention program indicated that cyberbullying was discussed in the classroom. While some educators may insist that a child's online behavior is the responsibility of the parent, in reality educators frequently teach and encourage students' use of appropriate behavior and social skills through character education lessons, guidance lessons that teach conflict resolution, and health classes that teach refusal skills for drug prevention. Although parents need to take primary responsibility for their child's online behavior, as technology has become such an integral part of the classroom environment educators should make appropriate online behavior part of their technology instruction as well. Just as we recommend that bullying prevention (including cyberbullying) be infused throughout the curriculum, the topic of digital citizenship needs to be infused as well. Social media is increasingly being used as a teaching tool and proactive schools will be infusing digital citizenship lessons such as Common Sense Media's Digital Literacy and Citizenship Curriculum in order to "empower students to think critically and make informed choices about how they create, communicate, and treat others in our ever-evolving, 24/7 digital world" (www.commonsensemedia.org/educators). **What Can School Personnel Do to Prevent Cyberbullying?** In fact, there are many preventive steps that educators can take to help reduce the number of incidents of cyberbullying that occur in school and out of school. Two of the authors of this book have spent significant time training educators in schools to implement a research-based bullying prevention effort known as the Olweus Bullying Prevention Program. This systemic approach to bullying prevention has shown significant reductions in bullying behavior among students, but it takes a long-term commitment by the entire faculty to establish a climate that discourages bullying. Schools that already are implementing bullying prevention programs are at an advantage when combating cyberbullying. Educators, parents and students who are already working to address bullying behavior can include cyberbullying as part of their prevention focus. The core components of an effective bullying prevention program can easily be adapted to include segments on cyberbullying. _Assess cyberbullying_ An important first step in implementing an effective bullying prevention program is to thoroughly assess the problem. As discussed in Chapter 2, one good way to do this is by having students complete an anonymous questionnaire about bullying behavior at school. Including questions on cyberbullying will help educators gain insight into the amount of cyberbullying that is occurring among their students. The most useful measures will define cyberbullying and include questions about cyberbullying through various mediums, including instant messaging, e-mails, text messaging, blogs, and social networking sites such as MySpace and Facebook. Such surveys not only will allow administrators to see how common cyberbullying is, but also they will help administrators to know if it is occurring during the school day or after school, and which mediums are most prone to abuse. It will be useful to be able to examine students' responses by grade and gender. For example, if cyberbullying peaks among 7th grade girls, prevention strategies targeting 6th graders may be particularly useful. Good assessment will help the school administration to craft policies and strategies to prevent cyberbullying from happening at school, effectively address cyberbullying that does takes place on school grounds, and work with parents to prevent and address cyberbullying that takes place away from school. _Provide staff training on cyberbullying_ Many educators already discuss the importance of Internet safety with their students, but the topic needs to be broadened to include online civility and careful consideration of what we upload, post and share. Educators need to talk with students about what it means to be a "digital citizen" including holding discussions of rights and responsibilities, and proper "netiquette" (online etiquette) that defines and discusses cyberbullying and cyber threats. To do so effectively, educators will need some degree of training about bullying, cyberbullying, and children's use of social media. Although it is not necessary for the entire faculty to be experts on cyberbullying, they should all be familiar with the issue, and certain staff members (i.e., counselors, administrators, and media and technology specialists) should be comfortable recognizing and responding to concerns about cyberbullying that affect their students and the school environment. Incorporating cyberbullying training into staff training on bullying prevention is one way that schools can educate their faculty on this important topic. To fully understand the many ways that students use technology to bully and harass others, educators need training on the various popular forms of online communication that students use, such as instant messaging, social networking sites, internet voice calls with video, online gaming, and text messaging. MySpace and Facebook are becoming a cultural requirement among middle and high school students. Educators need to understand the appropriate uses of such technologies as well as the potential for abuse. Training should also include tips on preventing cyberbullying as well as how to intervene in a cyberbullying incident. It training should include a discussion of the school district's policies regarding bullying in general, and cyberbullying in particular. It also would be helpful if the training included resources for educators, such as sample lesson plans on cyberbullying and Web sites for additional information. Such training would allow educators to partner with parents in providing guidelines for children on appropriate uses of technology. _Define cyberbullying_ One of the first things that schools must do when addressing bullying is to have a clear definition of bullying behavior that is understood by students, administrators, faculty, and nonteaching staff. The same is true of cyberbullying. If schools wish to prevent cyberbullying, they first need to define it and discuss it so that students and faculty members are clear about what cyberbullying is and what it is not. The definition should include the various methods that students employ to cyberbully one another, including e-mail, instant messages, text messaging, social networking sites, and blogs, as discussed in Chapter 3. Educators and students should discuss why cyberbullying is hurtful to others (and sometimes unlawful) and what classmates can do to prevent the use of cyberbullying among their peers. Youth need to understand that treating others well online is a protective factor, since research indicates those who harass or embarrass others online increase their own risk of victimization (Ybarra et. al. 2007). Educators could include in such discussions the "when, why, and how" of reporting cyberbullying. Supporting documents could be sent home by the school so that parents can better understand cyberbullying and the school's policies on it, ways that they can help to prevent and address cyberbullying at home, and where to go for additional help, if needed. _Develop clear rules and policies about cyberbullying_ As we will describe in more detail in Chapter 7, schools should develop policies that specifically address cyberbullying. Cyberbullying should be incorporated into existing anti-bullying policies and should also be incorporated under an existing "student use of technology" policy. The policy should include provisions that prohibit using district technology to access, send, create, or post material or communications that are damaging, abusive, obscene, threatening, or demeaning to others. The policy should use clear language and discuss expectations for students and staff, as well as consequences for violations. School districts should provide students and their parents with a copy of the policy that includes a definition of cyberbullying, examples of cyberbullying, and consequences of such actions. Sharing this information with students and parents at the beginning of the year likely will decrease violations and/or avoid misunderstandings. Although public schools may need to limit most school-based consequences to students' abuse of technology while on campus (owing to legal protections that exist for free speech), they also should indicate what types of off-campus communications might be sanctioned by school personnel and include examples of cyberbullying that will be reported to the police. As discussed in detail in Chapter 7, government organizations (including schools) are very limited in their ability to censure speech that occurs off campus; however, private schools could conceivably have a policy that includes off-campus conduct if it disrupts the school day or interferes with the rights of students to feel secure. As always, schools should consult with their local attorney for guidance in drafting anti-bullying and acceptable use policies. By developing a comprehensive and easily understood policy, school personnel will clarify their expectations for student behavior. It can be helpful for parents and students to sign and return a copy of the district's acceptable use of technology policy to ensure that it has been reviewed. _Encourage the reporting of cyberbullying_ Students need to know that there are supportive staff members available to whom they can turn if they experience bullying or cyberbullying behavior, and that these adults can help them problem-solve to deal with the issue. Establishing a school-wide reporting system has proven helpful for students who wish to report bullying behavior but are uncertain how to do so. Many schools make available, at various drop-off boxes around the school, forms that students can complete (anonymously or not) to report bullying. Including a section on cyberbullying in these forms will allow students a mechanism for reporting cyberbullying as well as other forms of bullying or troubling behavior. Increasingly, educators are using online report systems or report forms that can be downloaded from the school's Web site. Online methods may allow students to feel more protected and anonymous when making a report (Dooley et al., 2010). Students can be instructed to describe the cyberbullying incident and, where applicable, provide a Web site address if they are aware of a classmate being ridiculed or humiliated online. The sample form below may be used to report bullying behavior at school (Figure 6.1). **Figure 6.1 ** Sample reporting form. _Share resources with parents_ Because most cyberbullying occurs outside of the school day, parents often are the first to hear about cyberbullying from their children. Students in our focus groups indicated they would be more likely to tell a parent than an adult at school if they experienced cyberbullying. Because of this, parents need to be aware of strategies for preventing and addressing cyberbullying. Schools can assist parents by sending parent newsletters home with information on cyberbullying and by providing seminars for them on the issue. Parents need to know about legal issues that might arise if their child harasses or threatens another online. They also could benefit from tips on how to educate themselves (and their children) about safe use of social media. As discussed in Chapter 5, there are many helpful Web sites that parents can use to teach their children to think critically about how their online actions affect themselves and others. Helpful Web sites include ConnectSafely, NetFamily News, Common Sense Media, and WiredSafety.org. Such Web sites also provide parents with suggestions for how to monitor their children's online behavior. The guidance office at a particular school may be the best resource for making such information available to parents. Parent letters or newsletters should include the following information for parents: * appropriate online netiquette and the importance of treating others well online; * guidelines for protecting one's privacy online as well as the privacy of others; * definition of cyberbullying; * examples of cyberbullying; * how to report cyberbullying at school; * tips on responding to cyberbullying (such as ignoring, blocking, or warning); * safe use of social networking sites as well as other social media and how to report abusive behavior; * when to notify the police; * possible parental liability for youth online behavior; * who to contact for more information or assistance. _Spend class time on the topic of cyberbullying_ As mentioned previously, most students in our focus groups felt that educators could do little to address cyberbullying; however, one high school female had an important suggestion for educators: "Maybe introduce kids to cyberbullying at a younger age, talk to classes about it and signs of it so they'll know if it's going on and not be afraid to tell [their] parents and stuff." This student already recognized the importance of spending class time to discuss bullying and cyberbullying and the importance of doing so in early grades. The importance of holding regular class meetings/discussions to address traditional bullying was noted in Chapter 2. It is important to incorporate cyberbullying and proper online communication into these classroom discussions to make sure that students understand that bullying is not acceptable in cyber space either. _Topics for classroom discussions on cyberbullying_ What issues should be covered during classroom meetings on cyberbullying? Initially, teachers likely will want to ensure that children understand: (a) what cyberbullying is, (b) what the school's policies and rules are with regard to cyberbullying, (c) what mechanisms there are at the school to report cyberbullying, and (d) how best to respond to cyberbullying (such as when to ignore, block, or report it). Research suggests that it is not uncommon for youth to "cyberbully back" when targeted (Kowalski & Limber, 2007). Yet such responses often intensify and escalate cyberbullying. Thus, it is critical to facilitate discussions with youth on helpful versus harmful responses. If the use of social networking sites is popular among students, teachers should discuss the "appropriate use guidelines" from such sites. Many students believe they have a right to free speech that allows them to say anything online. The site guidelines and steps for reporting abuse would help dispel this myth. The role of the bystander to cyberbullying should be discussed as well, so that students understand that witnessing cyberbullying and doing nothing is a harmful choice. Helping students to develop empathy for classmates who are targeted by cyberbullying is important, as students who taunt or abuse a classmate online do not witness the student's emotional response as they would with face-to-face bullying. Teachers can develop writing assignments where students take the perspective of someone who is experiencing bullying or cyberbullying behavior and discuss their reactions to the bullying behavior. Being able to take someone else's perspective is a cornerstone of empathy development and can assist students in their role as positive bystanders working to develop a caring school climate. _Establish a climate that encourages bystanders to speak out against bullying behavior_ Feeling anonymous in cyber space appears to encourage some young people to develop unhealthy social norms for online behavior. The impulsivity of youth combined with a belief that "anything goes" online is a recipe for disaster if there are no competing positive social norms. Counteracting these faulty social norms is a critical role for educators and parents to ensure a positive online environment. One effective way to build more positive social norms is through activities that focus on positive roles that bystanders can play to stop bullying. As discussed in Chapter 2, young people may assume a variety of roles in instances of bullying. When a bullying incident occurs, the majority of students assume roles as bystanders (e.g., as disengaged onlookers or possible defenders). Although many students are disturbed by cyberbullying and other forms of bullying, they often are not sure how to respond when they witness it. With adequate role-playing and class discussions, these students can be encouraged to report cyberbullying behaviors when they observe them. Students can also learn about ways to support a classmate who is being cyberbullied (e.g., positive comments, letters, and instant or e-mail messages). Discussing the various steps that bystanders can take when cyberbullying occurs is a great class discussion topic. Possibilities include: * Don't view the mean material. * Don't gossip or spread rumors online or talk about it at school. * Support the victim – post or send positive messages! * If you know the person, invite him/her to spend time with you. * Tell an adult at home and at school. * Print the evidence to share with an adult. * Discourage a student who is cyberbullying, if it is safe to do so, and make it clear that you think their behavior is wrong. _Teach students to safely use the social Web through discussions on online "netiquette," privacy, safe sharing, and monitoring their online reputation_ Online netiquette skills are becoming vital as technology is increasingly incorporated into most career paths. Many schools encourage teachers to keep blogs or use wikis (a Web site that allows for collaborative work) where class and homework assignments are posted for students to review. Providing tips on appropriate posting and online etiquette as a way of incorporating more technology in the classroom is critical. As part of class discussions, teachers can help students set up class blogs, wikis, and private social networking sites where they can be taught appropriate online behavior. The students can choose whether the blogs will be public (for anyone's viewing) or private (solely for the viewing of and commenting by members of the class). As a class and with the teacher's facilitation, students can respond to comments made on the blog by their classmates and describe how those comments made them feel. There are Web sites available to help individuals and groups, such as a class, create social Web sites and blogs that might be used for this purpose. Include activities where students discuss how they decide what to share or post, how to assess if someone is a safe online friend, and the importance of avoiding in-person meetings with someone they have "met" online. Of course these lessons also apply to cell phones. Teens will also benefit from discussions about GPS and other location-sharing technologies that could publicize their whereabouts and lead to unintended consequences. School counselors need to teach classroom guidance lessons on the importance of keeping a positive online reputation, as part of their lessons on careers and college. Such lessons should help students recognize how their personal profile on a social networking site can have a positive or negative impact on their future. Demonstrating how easy it is to search such sites and access personal information (without embarrassing anyone) will ensure that students learn that their postings are public information and, as such, may come back to haunt them in the future. School counselors should make sure that students are aware that individuals have lost jobs, faced criminal charges, and been removed from college athletic teams as a result of personal information and offensive statements they have posted on social networking sites. _Involve students in social norming campaigns_ In order to change social norms around bullying and cyberbullying, it is very useful to involve youth in sharing information about the healthy choices that most youth are making. Using survey data can be an effective starting point to help youth see that the majority of their peers are making good choices online and avoiding bullying and cyberbullying behaviors. In addition, youth leaders are key in promoting bystander involvement so that there is social pressure to say or do something when youth witness abusive behavior, both online and offline. Trained peer leaders can also help educate their peers on how to respond to cyberbullying, when to involve an adult, and where to go for help. Perkins, Craig, and Perkins (2011) have found that a social norms approach can be effective in reducing bullying behavior among youth. Their research demonstrated that schools that promoted positive peer behavior by designing posters that emphasized that the majority of youth did not support bullying resulted in less bullying behavior among students. This is a promising approach for cyberbullying as well. Youth can frame positive messages indicating that the majority of youth do not support spreading gossip and rumors online, and that the majority of youth believe it is important to treat others with respect online. Youth can develop positive posters, public service announcements, video broadcasts, and the like to help norm the positive behavior that many youth are engaging in but that is rarely recognized among peers and adults. Social norming campaigns may also be useful in the prevention of "sexting" (discussed in Chapters 3 and 5.) Instead of relying on threats of legal consequences to frighten youth into avoiding the behavior, a promising approach might be to remind youth that the majority of teens do not engage in sexting. Having students develop public service announcements (PSAs) and posters around the top reasons students think it is a "dumb idea" to engage in sexting and sharing statistics that 90–96% of teens have never sent a "sext" (Cox Communications, 2009; Lenhart, 2009) will help promote a positive message that most teens are making healthy choices around this issue as well. _Use students as experts_ Many schools recognize the power of youth leadership in developing a climate that is inclusive and supportive of others. Young people regularly serve as peer helpers, peer mediators, and as school ambassadors where they develop skills that will serve them for a lifetime. Students also are able to serve as mentors to others by teaching skills and modeling healthy behavior. In many school districts, students have taught lessons on drug prevention, postponing sexual involvement, and media literacy, to name just a few. Making use of students' expertise in the area of Internet safety and cyberbullying can send a strong message to classmates and younger students. The peer group often has more legitimacy than the teacher in addressing social issues, so making use of student leaders to help teach lessons on social Web safety and cyberbullying is a great prevention strategy. The authors of this book have written a Cyber Bullying Prevention Curriculum for Grades 6–12 that makes use of peer leaders to facilitate lessons and discussions. Students from the class can serve as peer mentors or older students can teach the lessons to younger students. Students are also a great source of information on how best to address the "hot spots" for bullying or cyberbullying at an individual school. We have learned that the popularity of sites among students changes rapidly, and youth are often the first group to embrace a new technology. Thus, educators need regular input from young people about popular Internet sites and new technologies that have been embraced by their student population. _Community/school partnerships_ While we have provided a variety of steps that educators can take to prevent cyberbullying, youth organizations also have an important role to play in the prevention of cyberbullying (and all forms of bullying). Many students engage in afterschool programs and activities that make use of computers and technology, and social skill development is often a goal of the many youth organizations in the community. These organizations can assist educators and parents by reinforcing the message of appropriate use of technology, netiquette, and personal safety by developing and implementing online safety/netiquette guidelines, lessons, group activities, and peer-to-peer mentoring. **A Guide to Social Networking Sites for Educators** Although we have referred to social networking sites throughout this book, it is critical that educators take time to familiarize themselves with one of the biggest social phenomena to affect youth and young adults in America. According to the Pew Internet & American Family Life Project, over 75% of American teens between the ages of 12 and 17 use online social networking sites (Lenhart, 2010). Individual entries on social networking sites are similar to a yearbook profile, but with so many communication features, they provide young people a way to "hang out together" in the digital world. Most sites include features similar to e-mail, bulletin boards to post messages to friends, and blogging features that allow users to post diary-like entries about their day. While adults still communicate online largely through e-mail, teens communicate primarily through instant messaging and through the tools on Facebook, MySpace or other similar sites. Adults who are unfamiliar with these sites would be wise to visit them in order to better understand their use by teens. Young people use these sites as a way to explore and define who they are. Many are quite comfortable (and in fact enjoy) sharing their most private thoughts and feelings online. Of course, as youth share personal information without discrimination, they can make themselves vulnerable to identity fraud, predators, or victimization by classmates. Social networking sites are not without merit, however, and it important to accept the reality that such sites have become the teen hot spot in a "cyber neighborhood" similar to the teen hangouts many of us frequented as youth. As young people have less opportunity to hang out in the real world because of their heavily scheduled extracurricular activities or because of safety concerns, youth have carved out a way to interact, explore their identity, and share the subtleties of youth culture. Such interactions have always occurred; the difference is that adults were available to provide some supervision when the local teen hangout was a pizza place or bowling alley. Socializing primarily online, away from the eyes of a responsible adult, can lead to many of the problems that we currently face, i.e., Internet predators, cyberbullying, and cyber threats. The best solution lies in finding ways to make such sites safer through a combination of site-based strategies (tips on safe use and how to report abuse), and through increased supervision and sensible guidelines for use communicated by parents, educators, student mentors, and the community at large. Obviously, bullying has always taken place, but the cyberbullying that occurs on social networking sites has the possibility to be more disruptive to the school day, since large numbers of students at a school may witness the incident and/or rapidly spread gossip and rumors to classmates regarding the attack. Having so many classmates aware of their humiliation, combined with the victimization occurring outside of the school day (typically a safer time of day for a bullied student), can lead to the bullied students feeling they have no safe place to go and nowhere to turn. Thus, educators must play a role in addressing students' use of social networking sites, whether these sites are banned from the school district server or not. The good news is that more adolescent users of social networking sites appear to be using privacy settings in recent years. Research from Patchin and Hinduja (2010c) found that 85% of adolescent users set their MySpace profile to private compared to just 39% in 2006. Regardless of their accessibility from school, the use of such sites at home may impact the learning environment when they are used to bully and harass classmates. In addition, many students access these sites at school through the use of cellular phones with Internet capabilities. Proactive educators should address these important lessons with students: the proper use of social networking sites, protection of privacy and students' "digital footprint," how to report problems on social network sites, and how to assist a victimized classmate are lessons that proactive educators address in the classroom. **What Can School Personnel Do to Intervene Effectively in Cyberbullying Incidents?** Although prevention efforts will often decrease the likelihood that students will be involved in cyberbullying incidents, school personnel will, undoubtedly, be faced with periodic instances of cyberbullying. In this section, we will discuss how educators can best respond when a cyberbullying incident comes to their attention. _Notify parents of all involved children (when known)_ Based on the content and severity of the messages, the parent of a bullied student may wish to initiate contact with the parent of the student engaging in the cyberbullying behavior. Chapter 5 contains tips for parents about contacting other parents. If, however, the cyberbullying appears to be more serious in nature or disruptive to the school environment (e.g., if it has occurred repeatedly or has been viewed by many students), the parents of the targeted student may need the assistance of a counselor or an administrator at their child's school. In many cases, it will be important for the school administration to notify the parents of all parties involved. In determining whether or not it is appropriate to do so, and in order to notify parents effectively, educators should attempt to obtain evidence of the cyberbullying. This evidence can be obtained from the parents of targeted students or through the actual viewing of a Web site, e-mail, text message or other communication. Web pages can be saved by using the print screen button or screenshot command on a computer and saving it as a file. If a student or adult recognizes the phone number, the sender of a text message can be identified. (The phone company can trace a phone number if a student is not sure who is targeting him or her.) School personnel also should document the date and time at which texts were sent, to determine if the messages were sent during the school day. Many issues come into play when a cyberbullying incident interrupts a school day. The cyberbullying may take place at school, which provides a much clearer response by the administration. Most school districts now have policies around the misuse of school technology that can be followed when cyberbullying occurs on campus. Far more common, however, is a cyberbullying incident that occurs outside of the school day. If the evidence confirms that those responsible are in attendance at the same school, and if the cyberbullying has created a disruption in the school environment or has the potential to do so, or if the bullying has interfered with the rights of students to feel secure, the administration needs to notify the parents of the parties involved. Even if the administration is uncertain whether formal discipline is appropriate, notification can still be effective in informally resolving the problem behavior. Educators may provide suggestions, support, and resources to the family of the targeted student as well as the family of the student engaged in cyberbullying behavior. _Provide suggestions about various response options_ If the cyberbullying is a minor incident (calling someone a mean name) between two students that occurred on only one or two occasions, typically the best course of action is for the targeted student to ignore the behavior. A student who cyberbullies typically wants to see a reaction from the targeted student, and, if the comments are ignored, he or she may stop. Blocking or filtering future messages also may be helpful. Many technologies allow users to block or warn other specific users. Instant messages and cellular phones have blocking features, e-mails have filters, and social networking sites allow users to block individuals from commenting or posting on their site. These steps often will be sufficient to address minor incidents of cyberbullying. Educators may be able to assist students and parents by providing training on how to use the blocking, warning, and filtering functions of various technologies; however, it is likely that many teens are quite knowledgeable about how to use such tools. Additionally, research suggests that it is not uncommon for targeted youth to cyberbully back (Kowalski & Limber, 2007). This often escalates the problem behavior. Thus, educators can help families by reminding them how important it is to avoid aggressive responses to cyberbullying. It is also important to save the evidence in case the cyberbullying continues despite efforts to ignore or block the user. In the following sections, we will discuss steps to take if the cyberbullying is persistent or more severe. _Provide resources/tips on the removal of offensive material_ Most social networking sites have user agreements that prohibit cyberbullying, cyber threats, impersonation, and other dangerous behaviors. Educators can assist students and parents by locating the various user policies on social networking sites such as MySpace and Facebook that explain how to report abuse or threats. MySpace has a frequently asked questions (FAQ) section that provides links to safety tips, as well as links to how to report identity theft, underage use, cyberbullying, and copyright violations. Students, parents, and educators can use the site procedures to report behavior that violates these user agreements. Facebook has a help center that provides advice to users and parents about how to report abuse. In addition, links are provided throughout Facebook that allow users to report inappropriate or abusive content. Facebook has added a new feature that allows the user to share the inappropriate comment or content with a trusted authority for advice. If a parent or student does not receive a timely response to a report of abuse, a school resource officer, counselor, or administrator can also file a report of abuse to Facebook. This can be particularly helpful in the case of a fake profile that targets a student. The cyberbullyhelp.com homepage has a quicklink to the Facebook report form, as it can be difficult to find. School personnel can be valuable resources to parents by letting them know the various steps they can take to have offensive material removed. Sites such as Facebook and MySpace will routinely shut down a site if it is in violation of their "Terms of Use" policies (i.e., it includes exploitation, threats or harassment of others). Educators can also warn students that the site they have spent hours developing will no longer be accessible if they violate such guidelines. _Contact the police_ Although laws vary based on jurisdiction, serious allegations such as threats of physical harm, sexual harassment, posting nude or compromising photographs, extortion or stalking behavior should be reported to the police immediately, and the police will conduct their own investigation (Willard, 2007). If a police report is made, school administrators should consult with law enforcement to determine if it is appropriate for the school to contact the parents of the parties involved. Law enforcement may not want the parents of the alleged perpetrator to be contacted in case evidence of the illegal behavior may be destroyed. _Share concerns with the school community_ In many instances, simply providing referral resources and sending home a tip sheet on responding to cyberbullying will be an effective intervention for the family of the victim who has been targeted off campus. An example of such a tip sheet for parents exists on the cyberbullyhelp.com resource section. It is also worthwhile to send out a communication to all parents at a school or the parents of a particular grade level explaining that cyberbullying behavior has occurred among students at the school and inviting parents to partner with the school to monitor students' use of technology. These are teachable moments in the school community and should be used to encourage discussions around our rights and responsibilities as digital citizens. _Warn parents of children who have been threatened_ School personnel should always warn the parents of a child who has been threatened online if they have been made aware of the threats. One of the individual interviews conducted in preparation for this book involved a parent who was not notified by the school when her child was cyberbullied online. Even though school administrators were contacted by a parent regarding negative postings on a Web site that were threatening in nature, the administration did not notify the parents of the other targeted students, and they remained unaware that their child had been threatened. The following comments from our interview with this parent illustrate the frustration she felt upon learning that the school failed to notify her of the cyberbullying. According to the mother, a student at her daughter's school posted a picture of the school on a social networking site with the word "hell" written on it and the student threatened to "go out with a bang". She reportedly included a list of female classmates who she did not like. _Interviewer:_ What was your reaction when you learned of the cyberbullying targeting your daughter? _Parent:_ Extreme anger that I wasn't notified by the school, because the parent who brought it to my attention had been there to see the principal earlier in the day, to bring it to her attention and [the principal's] initial reaction was that she couldn't believe she was being bothered by this "yet again" because there had been another incident regarding this particular Web site a few months prior. My second reaction was fear, that what did this mean for my daughter, having my daughter on this list? What do we do now, what are our rights as a parent, where do we turn – because we had never dealt with this before? This parent filed a police report on her own, not knowing what else to do. It would have been much better if the school had notified all parents involved and helped them find appropriate resources to address the situation. The parents were unable to meet with the principal the next day, but they did meet with an assistant administrator, who was unaware of the details of the incident. They also took their concerns to the superintendent's office. _Interviewer:_ Did the assistant principal have any actions she could recommend? _Parent:_ Not initially. She brought in the school resource officer, who happened to be at the school at the time. He shed some light on it and said it had happened before, but since it didn't happen on school property using school equipment there was nothing they could do. [The assistant principal] indicated she would contact the district office, but she was just so blind sided [since the principal had given her few details] by it she didn't really know what to do. We didn't feel like there were going to be any actions or any action quick enough for the kids on the list, so I took it upon myself to take it to the superintendent's office. The superintendent for our area took it very seriously and got the legal team involved. It was only then that other parents from the school were notified. _Interviewer:_ Were there statements [on the Web site] that made you concerned for the students' safety? _Parent:_ Yes. She put a picture of the middle school on the Web site with the word "Hell!" written in red and said she was tired of these girls thinking they were all that, she would take care of it, she would go out with a bang... The police thought it was threatening enough to pursue an investigation. Put yourself in the place of this mother for a moment. It is extremely distressing for a parent to view threatening messages targeting one's son or daughter. In fact, some of our interviews indicated that the parents were more distraught over the cyberbullying and threats than their child who was being targeted. In any case, parents will likely be very concerned about threats and harassment toward their child, and they need to know that the school will assist and support them as they attempt to deal with the situation, even if the messages are posted at a home computer outside of the school day. When this parent felt that the school was not responsive, she went a step further to the school district office. Fortunately, the district superintendent for her area was concerned and notified the other parties involved. A great deal of fear, frustration, and anger on the part of the parents could have been alleviated if the principal at the school had been more proactive initially, by notifying the parents of the targeted students, and contacting law enforcement about the threatening statements. Parents of students who engage in cyberbullying behavior also need to be informed by the school administration of their child's actions as soon as possible. While it is true that some parents may view cyberbullying as insignificant or normal teenage behavior, many parents will be distressed to learn that their son or daughter has engaged in such negative behavior and will appreciate being notified. Such notification allows them to take steps to monitor their child's online behavior more closely. The parents of students who engage in cyberbullying may need resources to help them talk with their child about appropriate online use, and suggestions of how to monitor their child's online presence. Schools can refer them to such Web sites as www.stopbullying.gov, www.connectsafely.org, www.wiredsafety.org, and our own Web site, www.cyberbullyhelp.com, to learn more about monitoring their child. On occasion, threatening statements might be severe enough to warrant a referral to a therapist for a consultation. Students who post statements that express a desire to hurt themselves or others (cyber threats) should be referred for a psychological assessment to determine if they are suicidal or homicidal. The school counselor may work with the administration to make such referrals. This will be discussed further in our section on appropriate referrals to mental health resources. _School discipline for cyberbullying – a delicate issue_ Parents of the victim of cyberbullying often want to know if there will be consequences for the students who bullied their child. If a student has violated the school's acceptable use of technology policy by using school-based technology to cyberbully another student, then the school should provide consequences for the cyberbullying behavior and advise the parents of the targeted student that the policy is being followed. If the student used his or her own technology (such as a cellular phone) but sent the messages while at school, the behavior may also warrant school-imposed consequences. This is why it is important to have evidence of the date and time that messages were sent. Many school districts ban the use of cellular phones during the school day, but then look the other way when students text message during the day. There is also a trend for more districts to allow cell phone use during prescribed periods of the day, and some schools are even incorporating their use into educational purposes. However setting a clear policy on the possession and use of mobile phones and the development of consequences for their misuse is critical if schools wish to limit their disruption to the learning environment. It is especially challenging for school personnel, however, when the cyberbullying behavior occurs outside of the school day on home computers or cellular phones. While many administrators believe that they should be able to discipline students for cyberbullying behaviors that disrupt the school day, the standard for doing so is high. The cyberbullying must include severe or substantial threat of disruption to the learning environment, and "point of view" speech is usually protected under the First Amendment (Willard, 2007). Even if a student posts or electronically communicates outrageous comments about a classmate or teacher, if it occurs on a home computer it may be protected speech. Public school officials may be legally challenged if they impose consequences on students' right to free speech. Private school officials have more leeway to discipline for such infractions because they do not represent a government entity. Public school officials _may_ be able to discipline for cyberbullying if they have required students to sign a student behavior code that lists cyberbullying behaviors as inappropriate even if they occur outside of school. The best course of action for administrators is to consult with an attorney before disciplining students for cyberbullying behavior that has taken place outside of the school day, but still assist the family of the targeted student by providing support and referrals where appropriate. See Chapter 7 for a more detailed analysis of legal issues related to cyberbullying. When counselors or administrators learn that one of their students has been a target of cyberbullying, they should look for evidence of traditional bullying that has occurred at school in addition to the cyberbullying behaviors. School officials who have implemented policies against bullying can impose consequences for bullying behavior occurring at school that has accompanied the cyberbullying outside of school. If this is the case, personnel should follow their district policy and guidelines for responding to the traditional bullying, but take sufficient time to determine the full extent of the bullying, both cyberbullying and traditional bullying. The perpetrator(s) and targeted student(s) should be interviewed individually, with a strong message against further retaliation on either side. But keep in mind that the goal of discipline is to teach. Punitive consequences rarely take into account the complexities of the situation and may actually exacerbate bullying and cyberbullying. Without an opportunity to reflect on their actions, students who are suspended may be motivated to retaliate and may now have even more time to engage in online bullying while at home. That is why many educators find it useful to implement "restorative practices" when intervening in bullying behavior. These practices focus on "repairing the harm" that has been done to the relationships on campus and off campus. We include an example of an intervention that involved restorative practices at the end of this chapter. _If the target is a faculty member_ Students have also been known to target faculty members through Web sites. A male high school student in one of our focus groups shared the following comments: "There is a teacher we didn't like... so we kind of made fun of that teacher... we made a facebook blog about them." The steps that we discussed previously in terms of response options and removal of offensive material are still relevant when one or more students target a faculty member; however, the school administration may need to take time to carefully assess the motivation of the students. There are a variety of reasons why students may target a particular teacher. However, there is always a possibility that the students are retaliating against perceived bullying behavior on the part of the adult faculty member (Willard, 2007). If such motivation appears plausible, the administration may need to take steps to investigate and address the situation. _Develop a protocol for responding to sexting that involves a multidisciplinary team approach_ While it is beyond the scope of this book to discuss all of the legal issues involved in intervening in sexting behaviors among youth, it is the authors' recommendation that educators work as a team with law enforcement to establish a protocol for responding to students' production or distribution of sexually explicit photographs via mobile phone or the Internet. The protocol should take into account the differences between experimental and aggravated sexting typologies as identified by Wolak and Finkelhor (2011). Aggravated sexting behaviors involve adults and youth or youth only and include criminal or abusive behavior such as extortion, threats, or sending an image maliciously after an interpersonal conflict. These behaviors extend beyond creating, possessing, or sending a sexual image. Experimental sexting behaviors are not criminal or abusive but occur between minors where there is a romantic attraction or attention seeking behaviors. They may also occur between pre-adolescents acting on impulse without sexual motivation. The protocol should also allow for a response that best meets the needs of the minor child in light of any legal requirements that are mandated by law enforcement statutes and the courts. _Threat assessment_ A couple of years ago, a mother called the student assistance office of one of the authors to seek guidance about some statements her daughter had posted on her blog, which was on a social networking site. On this blog, her daughter asked others to comment on whether or not she should kill herself. The author recommended that the daughter see a therapist immediately and explained the process by which she could arrange for an assessment of her daughter. "Has anyone responded to what she wrote?" the author asked her mother. "No," her mother responded with anguish in her voice. The daughter was seen for an assessment and hospitalized the same day for being actively suicidal. The author realized at that time that school personnel were entering into a new era where adults would have avenues for much deeper glimpses into young people's private psyches – whether they liked it or not. Many school districts utilize a suicide/homicide protocol to guide educators in intervening with a student who has made statements about hurting himself or others. It is recommended that school districts engage in threat analysis for any reports of cyberbullying that allude to suicide or homicide (Willard, 2007). The student assistance office mentioned previously has a staff member at a central office "on call" daily to assist the counselors in determining whether to send a student for an assessment for risky behavior. Several years ago, the on-call counselors began to notice that more and more students were coming to their attention as a result of threats that students had sent by e-mail, instant message, or online posting to a social networking site. It is recommended that educators respond to online threats just as they would to a spoken or written threat, by including online threats in their threat assessment procedures and taking the appropriate disciplinary, referral, or police report action as indicated. Many school districts have procedures in place to do so and increasingly make use of a multi-disciplinary approach (i.e. administrator, counselor, school psychologist, school resource officer) in their review. _Referrals to mental health resources_ A student who has engaged in cyberbullying acts should be carefully assessed to determine what dynamics are occurring in his or her home and school life that may have influenced his or her actions. Willard (2006) suggests that counselors and administrators look at the cyberbullying content as well as the student's overall relationships to determine if they are dealing with "put down" material generated by a power oriented bully/wannabee, or at "get back" material generated by a frustrated victim. Preliminary data suggest that a fair percentage of students who engage in cyberbullying may be bully/victims or passive victims who are retaliating online (Kowalski & Limber, 2007). If the student has been bullied at school and is reacting to such actions by making cyber threats or cyberbullying others, he or she needs help and support in dealing with the bullying he or she has experienced. The administrator, school counselor, parent, and child should work together to develop a safety plan or other strategies for a bullied student that reduce the further bullying at school. The student's level of social skills should also be assessed and resources or referrals offered to a student who exhibits limited skills. Often the school counselor is the appropriate person to meet with the student and his or her parents to make recommendations of outside assistance. The cyberbullying incident may, in fact, be an opportunity to provide the student with much needed resources and referrals to deal with social and behavioral issues that are affecting the student's performance at school. It is imperative, however, that students who are bullied at school are given support to eliminate the school bullying, rather than imply they are to blame for the bullying. _Informal resolution/accountability circles_ Mediation is typically discouraged in dealing with traditional bullying behaviors. The imbalance of power is such that calling together a victim and a perpetrator, and asking them to work together to solve the conflict can seem like a revictimization to the targeted student. A helpful analogy is to think about bringing a child abuser and his or her victim together and telling them both, "We are going to resolve this abuse through mediation." The child would not be powerful enough or safe enough in this environment when facing his or her tormentor and might go along with whatever the abuser (or person engaging in bullying) said. That is why the Olweus Bullying Prevention Program (and indeed most bullying prevention programs, as well as the HRSA's National Bullying Prevention Campaign) strongly recommends that children who bully and children who are bullied be interviewed individually and a safety plan be developed for students who are being bullied at school that includes increased supervision by adults, consequences for the student engaged in the bullying, and clear avenues for the victim to ask for help and report further victimization (Olweus et al., 2007). Scheduling changes may be necessary (preferably moving the child who bullies) to ensure that the targeted child is not further victimized. Because schools are frequently limited in the consequences they can give in cases of cyberbullying, we are interested in positive alternatives to civil lawsuits or criminal prosecution that schools can recommend to parents. In some cases of bullying, there may be benefit in borrowing from a model of intervention developed by the legal system that is called "restorative justice," which has been defined as: a theory of criminal justice that focuses on crime as an act against another individual or community rather than the state. The victim plays a major role in the process and receives some type of restitution from the offender. Restorative justice takes many different forms, but all systems have some aspects in common. Victims have an opportunity to express the full impact of the crime upon their lives, to receive answers to any lingering questions about the incident, and to participate in holding the offender accountable for his or her actions. Offenders can tell their story of why the crime occurred and how it has affected their lives. They are given an opportunity to make things right with the victim to the degree possible through some form of compensation. (word IQ, 17 July, 2006) This type of intervention involves bringing victims and _remorseful_ perpetrators together _willingly_ , with a scripted process where the victims are able to share the impact of the perpetrators' actions on their lives, and the perpetrators have an opportunity to apologize for their actions and repair the harm done. Much training is required to properly administer restorative justice programs in the legal system, and much preparation background work is necessary. Although a full restorative justice program may be too time consuming for most school administrators, one of the authors has successfully used what we call an "accountability circle" in the school setting after attending a training program on restorative justice. The accountability circle blends some of the principles of restorative justice with those of mediation and will be described in more detail below. We believe that school counselors and administrators (with training) can use these principles to intervene in more serious cases of cyberbullying (as well as other school incidents) when the parents of the parties involved are willing, when the targeted student is willing and emotionally prepared, and when the student who engaged in the cyberbullying behavior (and his or her parents) have demonstrated some remorse. Burssens and Vettenburg (2006) write about a similar form of restorative justice called "restorative group conferencing" (also sometimes referred to as "family group conferencing"), that has been used successfully in a number of countries. They indicate that it should be reserved for more serious offenses at school owing to the time involved, and their research investigated the use of restorative school conferencing with incidents of serious theft, extortion, physical intimidation of a teacher, bullying among students, and a serious fight where students were injured. Their research suggested that the restorative group conferences were judged as very positive and that the process "eased or even eliminated tensions within a class or school" (p. 12). Before pursuing such strategies, school administrators need to understand that the focus of the accountability circle is on repairing the harm done, rather than on punitive consequences. School personnel who are interested in learning more about restorative justice practices may wish to visit: www.restorativejustice.org. Without this type of intervention, staff may be left giving parents the only options of pressing criminal charges or civil lawsuits as a response to the cyberbullying that occurs off school grounds. _Steps in setting up accountability circles_ Typically the school counselor or other student assistance professional is the appropriate person to arrange for an accountability circle for the parties involved. The school counselor acts as the facilitator in such a scenario. He or she should contact the parents of the victim as well as the perpetrator to make sure that they seem willing to and capable of making the meeting a constructive experience. The victim should always have the right to refuse attendance at the meeting or to say that the meeting should not take place. It is possible to do an accountability circle with the victim's parents rather than the victim herself, as was done in the McClain case described in Chapter 5. While Mrs McClain's daughter, Brandy, did not wish to attend the meeting, she was agreeable to her parents attending. Her parents felt strongly that they wanted to meet with the perpetrator and her parents. All parties should be made aware that the meeting is voluntary and can end at any time if the agreed upon guidelines are not followed by the parties involved. The facilitator should explain to the victim (if participating) and his or her parents that they will have an opportunity to explain how the incident impacted them individually and as a family, and what, if any, actions they would like to see to resolve the situation. The parents of the offender will also have an opportunity to share how the incident impacted them and to express remorse for their child's actions. The perpetrator will have the opportunity to share his or her remorse and any circumstances surrounding their behavior. After the facilitator summarizes the experiences of the parties involved, they agree on the steps necessary to repair the harm. The restitution steps are written down and signed by all the parties in attendance with targeted dates identified and responsibility for monitoring identified. A sample facilitator's script for use with an accountability circle is included in Box 6.1. **Box 6.1** Accountability script Questions for student offender: * What happened? * What were you thinking at the time? * What have you thought about since the incident? * Who do you think has been affected by your actions? * How have they been affected? Questions for the student who was harmed: ( _These questions can also be asked of the parents of the parties involved_.) * What was your reaction when you first saw the Web site/messages/etc.? * How do you feel about what happened? * What has been the hardest thing for you? * How did your family and friends react when they heard about the incident? Summarize and follow up with: * What are the main issues? * What do you want as a result of this meeting? Resolution/signed agreement to include: * Restitution and/or counseling * Safety issues * Retaliation issues * Follow-up meetings if needed A successful accountability circle can provide a genuine learning experience for all of the parties involved and can help to heal the relationships that have been harmed as a result of the incident. The student who has been cyberbullied (and his or her parents) has the opportunity to fully describe his or her experience and make an assertive request for a remedy to the situation. The student who has engaged in cyberbullying behavior has the opportunity to become more empathetic, gain a new perspective on his or her behavior, and make amends for such behavior. The result is that the participants may gain new competencies and the school environment may become safer as students take responsibility for their actions. **Summary** As bullying over the Internet becomes more commonplace, educators must become equally prepared to address this new form of bullying. To avoid dealing with such instances is to ignore a significant form of social interaction among our students. Educators have always been in the business of instructing children to use appropriate behavior, and the appropriate use of technology should not be an exception. Because we live in an information society where students must have advanced skills in technology to compete, and where an increasing amount of socializing will take place using the tools of technology, educators must familiarize themselves with strategies for the prevention and intervention of cyberbullying behavior in order to ensure that civility is consistently taught in all forms of social interaction, be they face-to-face or online. 7 LAWS AND POLICIES with Nancy Willard and Rebecca Alley As we noted earlier, attention to bullying among students exploded in the American media in the wake of the tragic shootings at Columbine High School. After 1999, there also was a flurry of state legislation related to bullying, as 30 states passed laws addressing bullying within a span of less than 8 years (Alley & Limber, 2009). At the same time, several widely publicized lawsuits raised concerns among many educators about their legal options and responsibilities to prevent and address bullying in their schools. With the advent of cyber technologies, there has been a whirlwind of media attention to cyberbullying and harassment, and a resulting uncertainty by many educators about how to meet ethical and legal duties to protect students from cyberbullying without infringing on their rights under the U.S. Constitution. In this chapter, we will discuss emerging state laws addressing cyberbullying. We also will summarize current case law, with an eye to answering three primary questions: (1) When may school personnel be held liable (under federal or state laws) for failing to address cyberbullying? (2) Under what circumstances can school personnel address cyberbullying without fear of violating students' First Amendment rights to freedom of speech and expression? (3) Under what circumstances can school personnel monitor or search student Internet records without fear of violating students' constitutional protections against illegal searches and seizures? Finally, we will address the development of school policies on cyberbullying, in light of emerging law. Before addressing these issues, several words of caution are in order. First, this chapter is limited in its legal analysis to the American public school context. Second, although this chapter describes current state laws relating to cyberbullying and describes the likely application of existing case law to instances of cyberbullying within American public schools, it is not intended to substitute in any way for the advice of local counsel, who are in a position to assess local laws and policies and the rapidly changing legal landscape. We strongly advise school administrators to consult with their district's attorney on these issues. **State Laws and Their Relevance to Cyberbullying** One important first step in considering legal obligations to address cyberbullying is for school personnel to become familiar with relevant state laws addressing bullying. At the time of this writing (April 16, 2011), 46 states had laws related to bullying. These statutes vary quite a bit in their definitions of bullying and in their specific requirements, but almost all require state or local officials (typically school districts) to establish policies against bullying among students in public schools. (For a review of key elements of these policies, see Alley & Limber, 2009; U.S. Department of Education, 2010). In 2007, only five state laws (Arkansas, Idaho, Iowa, South Carolina, and Washington) explicitly addressed bullying through electronic communications. Since that time, many other states have passed new legislation so that, as of the time of this writing, 30 states have laws explicitly addressing bullying by electronic means. Thirty states (see Table 7.1) include cyberbullying or electronic acts or communications in their laws addressing bullying among students at school. Tennessee does not explicitly include cyberbullying in its bullying law, but state law does hold that threatening by electronic communication by any person is a misdemeanor. **Table 7.1** Summary of state laws on cyberbullying (current as of April 16, 2011). 1 Not included explicitly in the definition of bullying but addresses cyberbullying in discussion of bullying prevention. 2 The New Mexico Administrative Code, which has the force of law, addresses bullying. 3 Not included explicitly in the definition of bullying but discussed in relation to education on internet safety. 4 Requires student code of conduct to prohibit and address bullying. 5 Requires student code of conduct to address bullying. In 2010, the U.S. Department of Education identified key components of state laws on bullying. Among these key components was a "specific definition of bullying that includes a clear definition of cyberbullying" (p. 2). Of the 29 states (excluding Tennessee), six use and define the term cyberbullying in their laws. Nevada law (Nev. Rev. Stat. Ann § 388.122, 2010) simply notes that cyberbullying involves "bullying through the use of electronic communication." Similarly, Oregon law (ORS § 339.351, 2010) defines cyberbullying as "the use of any electronic communication device to harass, intimidate or bully." The remaining four states provide a bit more detail about the means through which cyberbullying may occur. New Hampshire law (RSA 193-F:2, 2010) defines cyberbullying as "[bullying] undertaken through the use of electronic devices [which] include, but are not limited to, telephones, cellular phones, computers, pagers, electronic mail, instant messaging, text messaging, and websites." Kansas law (K.S.A. § 72-8256, 2009) defines cyberbullying as "bullying by use of any electronic communication device through means including, but not limited to, e-mail, instant messaging, text messages, blogs, mobile phones, pagers, online games and websites." According to Louisiana law (R.S. 17:416.13, 2010), cyberbullying is: harassment, intimidation, or bullying of a student on school property by another student using a computer, mobile phone, or other interactive or digital technology or harassment, intimidation, or bullying of a student while off school property by another student using any such means when the action or actions are intended to have an effect on the student when the student is on school property. Massachusetts law (ALM GL ch. 71, § 370, 2010) provides the most detailed definition of cyberbullying: ... bullying through the use of technology or any electronic communication, which shall include, but shall not be limited to, any transfer of signs, signals, writing, images, sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical system, including, but not limited to, electronic mail, internet communications, instant messages or facsimile communications. Cyber-bullying shall also include (i) the creation of a web page or blog in which the creator assumes the identity of another person or (ii) the knowing impersonation of another person as the author of posted content or messages... Cyber-bullying shall also include the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons... Twenty-four state laws do not use the term cyberbullying, but instead explicitly note that bullying (or harassment) includes electronic acts or communications. For example, South Carolina law (S.C. Code Ann § 59-63-120, 2009) defines bullying as: a gesture, an electronic communication, or a written, verbal, physical, or sexual act that is reasonably perceived to have the effect of: (a) harming a student physically or emotionally or damaging a student's property, or placing a student in reasonable fear of personal harm or property damage; or (b) insulting or demeaning a student or group of students causing substantial disruption in, or substantial interference with, the orderly operation of the school. Among these 30 state laws that explicitly address cyberbullying, electronic bullying, or electronic harassment, most of them explicitly limit the scope of the law to require that districts have policies that address actions that take place on school grounds, during school activities, using school equipment, or using a school's computer system (see Table 7.1). For example, Pennsylvania law (24 P.S. § 13-1303. 1-A, 2010) defines bullying as "an intentional electronic, written, verbal or physical act, or a series of acts... which occurs in a school setting." The law further clarifies that " 'school setting' shall mean in the school, on school grounds, in school vehicles, at a designated bus stop or at any activity sponsored, supervised or sanctioned by the school." Other laws include acts that may take place off campus but through the use of school computer systems. Georgia's law notes that bullying "means an act which occurs on school property, on school vehicles, at designated school bus stops, or at school related functions or activities, _or by the use of data or software that is accessed through a computer, computer system computer network, or other electronic technology of a local school system_..." (emphasis added). Several states (Arkansas, Louisiana, Massachusetts, New Hampshire, New Jersey and Oklahoma) explicitly state that districts should have policies that apply to cyberbullying that occurs _off of school property_. For example, the Arkansas law: appl[ies] to an electronic act whether or not the electronic act originated on school property or with school equipment, if the electronic act is directed specifically at students or school personnel and maliciously intended for the purpose of disrupting school, and has a high likelihood of succeeding in that purpose... (A.C.A. Tit. 6, Subtit. 2, Ch. 18, Subch. 5 Note (2010)) Massachusetts law similarly prohibits bullying: at a location, activity, function or program that is not school-related, or through the use of technology or an electronic device that is not owned, leased or used by a school district or school, if the bullying creates a hostile environment at the school for the victim, infringes on the rights of the victim at school or materially and substantially disrupts the education process or the orderly operation of a school. (ALM GL ch. 71 § 370, 2010) Under New Jersey law, school policies "shall include provisions for appropriate responses to harassment, intimidation, or bullying... that occurs off school grounds, _in cases in which a school employee is made aware of such actions_ " (emphasis added, N.J. Stat. § 18A:37-13, 2011). Several state laws that address cyberbullying or bullying through electronic means are silent about the location of the bullying behaviour. Among those states that have bullying laws but do not specifically address cyberbullying (or bullying through the use of electronic acts or communications), most of them arguably cover at least some instances of cyberbullying. Several provide definitions of bullying, which may, to a greater or lesser extent, be interpreted to include various acts of cyberbullying. For example, according to Indiana law, "bullying" means overt, repeated acts or gestures, including (1) verbal or written communications transmitted; (2) physical acts committed; or (3) any other behaviors committed by a student or group of students against another student with the intent to harass, ridicule, humiliate, intimidate, or harm the other student. Presumably, cyberbullying behaviour would be covered by this law under provision 1 ("written") or 3 ("other") behavior. Several other state laws address bullying but fail to define the term (e.g., Alaska, Arizona, Maine, Minnesota, Virginia). A key issue that must be kept in mind with respect to these state statutes is that the statutes set forth the requirement that districts have a bullying prevention policy and the minimum requirements for that policy. The lack of a statutory reference to provisions that would address off-campus speech that has had a significant disruption at school reflects a lack of understanding about the legal standard. Many of these statutes have not been updated to reflect the emerging legal standard. These legal issues are addressed later in this chapter. Upon consultation with district legal counsel, districts can develop policies that comply with constitutional standards, as articulated by the courts, and allow the school to formally respond to cyberbullying situations regardless of the geographic origin of the student speech. **Litigation** Recent legal attention to bullying has not been limited to actions by state legislatures, however (Alley & Limber, 2009). There also has been speculation about an increased focus within the courts on bullying, perhaps most visibly in the form of lawsuits filed by parents against schools for harm caused to their bullied children (e.g., Seper, 2005). For example, in 2004 the Anchorage School District in Alaska paid $4.5 million to settle a lawsuit filed by the family of a middle school student who had tried to commit suicide after he was bullied at school (Pesznecker, 2004). The following year, a New Jersey appellate court upheld a jury award for $50,000 to a high school student who had been physically and verbally abused by his peers who thought he was gay (Mikle, 2005). High-profile news accounts notwithstanding, it is extremely difficult to document whether and how much bullying-related litigation may have actually increased in recent years (Alley & Limber, 2009). Why? First, many, if not most, lawsuits that involve bullying are likely settled out of court, making court records of such litigation scarce and by no means representative. Second, there is no national system for counting and tracking the lawsuits related to incidents of school violence that do, in fact, make it to court. Third, the primary legal databases, on which lawyers and legal scholars rely, include only those court decisions that have been appealed. This means that cases that are decided at the trial court level and are not ultimately appealed are not represented in these databases. As a result, these databases may be skewed to over-represent the "close" cases and underrepresent the "easy" cases, which are more likely to be settled out of court or not reach appeal. Added to these general difficulties of tracking trends in bullying-related litigation are challenges of tracing legal developments related to cyberbullying, in particular. Cyberbullying is a relatively new phenomenon, and published case law relevant to cyberbullying is scant and still somewhat unclear, particularly as it relates to behavior that occurs off school grounds, as is discussed below. With these caveats in mind, we will turn to address several legal questions that are most relevant to school personnel concerned with cyberbullying, namely: (1) When might school personnel be liable for failing to address cyberbullying? (2) Under what circumstances can school personnel intervene to address cyberbullying without violating students' First Amendment rights to freedom of expression? and (3) Under what circumstances can school personnel monitor or search student Internet records without violating Fourth Amendment restrictions on illegal searches and seizures? _Under what circumstances may school personnel be held liable for failing to address cyberbullying?_ School personnel have a duty to protect students in their care and to ensure that there is no substantial interference with their rights to receive an education (Willard, 2006). School districts may be held liable for failing to stop bullying (and, specifically, cyberbullying) if personnel are found to have acted negligently or if they violate provisions of relevant federal or state statutes. _Statutory liability_ Although there currently is no federal law against bullying per se, victims and their parents may, depending on the circumstances, sue for damages under a number of federal laws that prohibit harassment against protected classes of individuals (Alley & Limber, 2009). The federal laws that are most often implicated in such cases relate to sexual- or gender-based harassment, racial harassment, and disability harassment. Claims of sexual harassment or gender discrimination usually rely on Title IX of the Education Amendments Act of 1972. Under this federal statute, "no person... shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance" (Education Amendments Act of 1972, 2006). In the case of _Davis v. Monroe County Board of Education_ (1999), the U.S. Supreme Court ruled that, under Title IX, schools and school districts (but not individual school personnel) may be liable for student-on-student sexual harassment when it can be shown that the school or district acted with "deliberate indifference" toward harassment that was "so severe, pervasive, and objectively offensive" (p. 650) that it denies victims equal access to education. In order to prove that a school acted with "deliberate indifference," a court must find that school personnel had actual knowledge of the harassment and that their response was clearly unreasonable in light of the known circumstances. In addition, the court must find that there has been a significant impact of the harassment on the student's access to education, as evidenced by more than "a mere decline in grades" (p. 652). Finally, the Supreme Court distinguished acts of harassment from common forms of bullying, noting that: It is not enough to show... that a student has been "teased," or "called... offensive names[.]" Comparisons to an "overweight child who skips gym class because the other children tease her about her size," the student "who refuses to wear glasses to avoid the taunts of 'four-eyes,' " and "the child who refuses to go to school because the school bully calls him a 'scardy-cat' at recess," are inapposite and misleading. (p. 652) Subsequent lower court rulings have applied the _Davis_ standard to other forms of peer harassment, in addition to sexual harassment. There are, for example, two other contexts, in addition to peer sexual harassment, in which victims may sue under Title IX (Alley & Limber, 2009). The first involves nonsexual harassment of female students based on their gender (e.g., gender-based name calling). The second involves harassment of students based on perceived sexual orientation or a "failure to meet gender stereotypes" (although many courts have not found that Title IX prohibits sexual orientation harassment; Alley & Limber, 2009). The _Davis_ standard has also been applied to claims of racial harassment. Under Title IV of the Civil Rights Act of 1964, "[n]o person... shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance." Students may sue a school or school district for peer racial harassment under Title IV. However, in order to be successful, they must show that the school or district acted with deliberate indifference toward harassment that is so severe, pervasive, and objectively offensive that it deprives the victim of access to educational opportunities. Students or their parents also may bring claims against a school or school district for peer harassment that is based on the physical or mental disability of the victim (Alley & Limber, 2009). Typically, such claims are brought under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (ADA; 2006), which have similar provisions. Section 504 provides that "[n]o otherwise qualified individual with a disability... shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance." Similarly, Title II of the ADA states that: "[n]o qualified individual with a disability shall, by reason of such disability, be excluded from participation in or be denied the benefits of the services, programs or activities of a public entity, or be subjected to discrimination by any such entity." Courts that have considered claims based on Section 504 and Title II frequently rely on the _Davis_ standard, reasoning that a school district or school may be liable for student harassment of another student based on the victim's disability when the school or district acted with deliberate indifference to harassment that was so severe, pervasive, and objectively offensive that it denied the victim equal access to educational resources and opportunities (Alley & Limber, 2009; see e.g., _K.M. v. Hyde Park Central School District_ , 2005). Although courts have varied in their findings of what types of harassment (e.g., physical violence, name calling) are sufficient to meet the _Davis_ standard, at least some have found that nonphysical acts, such as verbal taunting or social isolation of developmentally disabled victims, may in fact be sufficiently severe to qualify under _Davis_ (e.g., _K.M. v. Hyde Park Central School District_ , 2005). Lower courts appear to be increasingly paying attention to the effectiveness of the school response. In situations where the schools had a policy against bullying and did respond in some manner when situations were reported, but neither the policy nor the response were effective in stopping the ongoing harm, the courts have begun to question whether the failure to stop the harm, despite the actions taken, constitute deliberate indifference. For example, in a 2000 case, _Vance v. Spencer County Public School District_ , the court stated: [W]here a school district has knowledge that its remedial action is inadequate and ineffective, it is required to take reasonable action in light of those circumstances to eliminate the behavior. Where a school district has actual knowledge that its efforts to remediate are ineffective, and it continues to use those same methods to no avail, such district has failed to act reasonably in light of the known circumstances. It also appears that the U.S. Department of Education Office for Civil Rights is getting more active in this area. On October 26, 2010, the Office issued a Dear Colleague letter (DCL) addressing harassment and bullying. Discriminatory harassment may include harassment or bullying that is grounded in race, disabilities, and gender, including sexual orientation. This document specifically noted: ED is issuing the DCL to clarify the relationship between bullying and discriminatory harassment, and to remind schools that by limiting their responses to a specific application of an anti-bullying or other disciplinary policy, they may fail to properly consider whether the student misconduct also results in discrimination in violation of students' federal civil rights... What are a school's obligations under these anti-discrimination statutes? * Once a school knows or reasonably should know of possible student-on-student harassment, it must take immediate and appropriate action to investigate or otherwise determine what occurred. * If harassment has occurred, a school must take prompt and effective steps reasonably calculated to end the harassment, eliminate any hostile environment, and prevent its recurrence. These duties are a school's responsibility even if the misconduct also is covered by an anti-bullying policy and regardless of whether the student makes a complaint, asks the school to take action, or identifies the harassment as a form of discrimination. (U.S. Department of Education Office for Civil Rights, 2010, p. 2) Under what conditions may individuals (e.g., teachers, principals, or other school staff) be held liable under federal law in cases of student-on-student harassment? As mentioned earlier, only school districts or schools – and not individual staff members – may be held liable for sexual harassment under Title IX or racial harassment under Title IV. It is less clear whether individuals may be held liable for student-on-student disability harassment under Section 504 or Title II. Some jurisdictions have allowed these claims, whereas others have not (Alley & Limber, 2009). There is at least one other federal statute that may allow students and their parents to bring claims against individual school personnel under federal law. Section 1983 of the Civil Rights Act is a federal law that allows citizens to bring lawsuits to collect damages against state officials, including school teachers, administrators, and other district employees, who deprived them of their rights under federal law. Although the federal rights that are involved vary, in litigation related to instances of harassment or bullying, the federal right in question is often the Fourteenth Amendment to the U.S. Constitution. There are two clauses of the Fourteenth Amendment that are relevant (Alley & Limber, 2009). The first, known as the Due Process Clause, states that "[n]o State shall... deprive any person of life, liberty, or property, without due process of law." Courts have found that due process rights may be violated when state officials engage in conduct of such an egregious nature as to be conscious-shocking ( _County of Sacramento v. Lewis_ , 1998), but as Alley and Limber (2009) point out, "they have been reluctant to impose liability on state officials for failing to prevent a person, such as a school child, from being injured by a third party, such as another school child" (see _DeShaney v. Winnebago County Department of Social Services_ , 1989). In cases involving school violence, some courts have set an even higher bar and have required deliberate indifference on the part of school personnel in order to find them liable for peer-on-peer harassment or attacks under Section 1983 (see e.g., _Stevenson v. Martin County Board of Education_ , 2001). The second clause of the Fourteenth Amendment, commonly referred to as the Equal Protection Clause, also is occasionally relied on in lawsuits related to harassment of students by other students. The equal protection clause states that "[n]o State shall... deny to any person... the equal protection of the laws." In order to be successful, a litigant must show that a defendant (e.g., a school teacher) discriminated against them as a member of an identifiable class and that the discrimination was intentional (see _Flores v. Morgan Hill Unified School District_ , 2003). This discrimination may be based on a number of class characteristics, including gender, race, disability, and religion. In the case of student harassment at school, students (or parents on their behalf) bringing the suit must show that a school official treated them differently than other students, as would be the case if a principal failed to enforce a school's antiharassment policy to prevent students from harassing gay students, even though the principal enforced the policy to protect the rest of the student body (Alley & Limber, 2009). As Alley and Limber (2009, p. 69) note, "there are numerous high hurdles for litigants bringing lawsuits in federal court" for injuries arising out of school bullying or peer-on-peer harassment. Some have succeeded, particularly where a victim has suffered severely and school officials knew of a pattern of harassment against the victim but took no action. However, many victims of bullying are unable to bring suit under federal law because they are not a member of a protected class. In such cases, they may choose, instead, to file suit under any number of state laws that address concerns such as intentional infliction of emotional distress, negligence, and privacy violations, as well as under various provisions of state education codes. Perhaps the most common suits involve claims that school personnel acted negligently to prevent or address bullying. _Negligence_ Negligence is "the failure to exercise the standard of care that a reasonably prudent person would have exercised in a similar situation" ( _Black's Law Dictionary_ , 2009, p. 1133). It may involve: (a) doing something that a reasonable person would not have done under similar circumstance, or (b) failing to do what a reasonable person would have done under similar circumstances. Claims of negligence are based on state laws related to the conditions under which liability may be imposed on public officials. As Willard (2006) notes, some states have immunity laws that protect school officials against negligence claims, whereas others do not. As a result, there may be considerable variation from state to state in the manner in which negligence claims are decided. Generally, an individual bringing a claim of negligence against school personnel must show: (a) a legal duty (e.g., a duty to anticipate foreseeable dangers for students in their care and a duty to take necessary precautions against these dangers), (b) a breach of that duty (failure to use reasonable care in the context of a foreseeable risk), (c) proximate cause (the breach of the duty was a substantial factor in leading to injury or harm), and (d) actual injuries, loss, or damages (Willard, 2006). Willard examined these elements within the context of school personnel's duty to protect students from possible harms caused by using cyber technologies at school. Do school administrators have a duty to protect the safety of students who use the Internet at school through the district's system? Willard concludes, "Yes, clearly" (p. 69). School personnel have a general duty to provide safe schools and adequate supervision of students within their care. A more specific duty is outlined in The Children's Internet Protection Act (CIPA, 2007). CIPA is a federal law enacted to address concerns about access to offensive content over the Internet on school and library computers. The law imposes certain requirements on any school or library that receives funding support for Internet access or internal connections from the "E-rate" program, a program that makes certain technology more affordable for eligible schools and libraries. Among CIPA's requirements are that schools adopt and implement a policy addressing the safety and security of minors when using e-mail, chat rooms, and other forms of direct electronic communications. Willard (2006) argues that not only do school personnel have a duty to protect the safety of students who use the Internet while at school, but they also have a similar duty in cases where districts provide students with the ability to access the school's Internet system while off campus, where schools allow students to take home district-owned computers, and where schools permit students to use cell phones or other mobile communication devices at school. Not only do school officials have a _legal duty_ to ensure the safety and security of students in such situations, but they also should be able to _foresee_ that students may use cyber technologies to harm other students. Given the emerging evidence that students use such technologies to bully, threaten, and harass each other, and given the intense media attention to this issue, these behaviors should come as no surprise to school officials. Provided that school officials have a legal duty to protect the safety and security of students and that they should be able to foresee misuse of cyber technologies to cause harm, a critical question in determining negligence becomes, "What is a _reasonable standard of care_ that school personnel should be expected to provide in order to protect students?" Until courts address this issue directly, it will be difficult to answer this question. However, the standard is generally expressed as, "what a reasonably prudent person would do in similar circumstances" (Willard, 2006, p. 70). We believe that reasonably prudent administrators should, at a minimum: (a) develop rules and policies that prohibit the use of district computers and other cyber technologies to bully or harass others, (b) establish policies and procedures that limit students' use of school Internet resources for nonacademic purposes, (c) educate students and staff about cyberbullying and the school's policies and procedures (see Chapter 5), (d) provide adequate supervision and monitoring of students (including their use of the Internet; see Chapter 6), (e) establish effective mechanisms for students and staff to report suspected cyberbullying or other misuse of cyber technologies (see Chapter 6), and (f) establish effective procedures to respond to reports (see Chapter 6; see also Willard, 2006, for similar recommendations for administrators). If they do so, we believe it would be much less likely that they would be successfully sued for negligence. _Under what circumstances can school personnel intervene to address cyberbullying without fear of violating students' First Amendment rights?_ In their efforts to protect students from foreseeable harm, educators may, on occasion, have to balance their need to protect the right of other students to receive an education against students' rights under the U.S. Constitution, including First Amendment rights to freedom of speech. The U.S. Supreme Court has clearly held that "First Amendment rights... are available to teachers and students" and that students do not "shed their constitutional rights of speech or expression at the schoolhouse gate" ( _Tinker v. Des Moines Independent Community School District_ , 1969, p. 506). Nevertheless, the Court has also placed a number of limitations on this speech. Student speech is not protected by the Constitution (and, therefore, may be suppressed or punished) if it: (1) constitutes a threat; (2) is lewd, vulgar, or profane; (3) is (or appears to be) sponsored by the school; or (4) otherwise materially disrupts the schools or invades the rights of others. Even though the U.S. Supreme Court has not directly addressed cases involving First Amendment questions raised by "cyber speech," several seminal decisions likely would apply to such cases and will be discussed briefly below. The clearest guidance is provided in cases where student speech could be characterized as a threat. In _Watts v. United States_ (1969), the Supreme Court ruled that a true threat is not protected by the Constitution. Several years later, the Court clarified that, in order to constitute a threat, a statement must actually be threatening, and there also must be "proof that the speaker intended the statement to be taken as a threat" ( _Rogers v. United States_ , 1975, p. 48) even if there was no intent to carry it out. Presumably, based on these Supreme Court rulings, any student speech that is found to be a "true threat" (including messages sent through cyber space) may be regulated without fear of violating students' First Amendment rights. United States federal courts have recognized that students have rights to free speech and free expression that must be balanced against schools' interest in maintaining an appropriate learning environment and protecting the rights of other students. There have been four Supreme Court cases addressing students' First Amendment speech rights. The cases are: _Tinker v. Des Moines Independent Community School District_ (1969), _Bethel School District v. Fraser_ (1986), _Hazelwood School District v. Kuhlmeier_ (1988), and _Morse v. Frederick_ (2007). The landmark case involving student free speech rights is the case of _Tinker v. Des Moines Independent Community School District_. Tinker involved a group of high school students who decided to wear black armbands to school to protest the Vietnam War. The Court began its opinion by stating that students do not "shed their constitutional rights to freedom of speech or expression at the schoolhouse gate" (p. 506). However, the Court acknowledged "the special characteristics of the school environment" by permitting school officials to prohibit student speech if that speech "would substantially interfere with the work of the school or impinge upon the rights of other students," including the right "to be secure." The Court upheld the rights of the students to protest because their protest had not created a substantial disruption or interference. However, this standard has been applied at the lower court level supporting the authority of school officials to respond if student speech has, or if there are good reasons to believe it could, cause a substantial disruption or interference. In _Fraser_ , the Supreme Court found in favor of school officials who disciplined a student whose speech before a school assembly included sexual references. The Court distinguished between the purely political speech in _Tinker_ and the student's vulgarity, and held that school officials had the authority "to prohibit the use of vulgar and offensive terms in public discourse" (p. 683). Justice Brennan's statement in his concurrence in _Fraser_ is particularly relevant to the present discussion. Brennan noted that "if [the] respondent had given the same speech outside of the school environment, he could not have been penalized simply because government officials considered his language to be inappropriate" (p. 688). This last statement is very important from the perspective of school officials in terms of response to student off-campus speech merely on the basis that they find such speech to be vulgar and offensive. The issue involved in _Hazelwood_ was a principal's decision to remove several articles from publication in the school newspaper. The Court found that the school newspaper was not a public forum because the school did not intend to open the paper to indiscriminate use by the students. Therefore, the Court indicated it was appropriate for school officials to impose educationally related restrictions on student speech. This standard would apply to any material that students might post on a publicly accessible school Web site, because this material would be presented as if coming from the school. _Morse_ involved a cryptic, pro-drug use statement, "Bong hits 4 Jesus," on a banner raised by a student across the street from a school during a time when students had been released to watch a parade for the Olympic torch, which was considered to be a school activity. The Court ruled that public school officials may restrict student speech at a school activity when the speech is reasonably viewed as promoting illegal drug use. The Court specifically rejected the arguments of the school district and school leadership organizations that the First Amendment permits school officials to censor any speech that could be considered offensive. Instead, the focus of the Court was on the importance of allowing school officials to respond if the speech is related to student safety concerns. The importance of the focus on student safety was strengthened by the comments made by Justice Alito in his concurring opinion: [A]ny argument for altering the usual free speech rules in the public schools cannot rest on a theory of delegation but must instead be based on some special characteristic of the school setting. The special characteristic that is relevant in this case is the threat to the physical safety of students... But due to the special features of the school environment, school officials must have greater authority to intervene before speech leads to violence. And, in most cases, _Tinker's_ "substantial disruption" standard permits school officials to step in before actual violence erupts. (p. 3) Applying the above standards, it would appear that _Hazelwood_ , _Fraser_ , _Tinker_ , and _Morse_ would all apply to student speech conducted through the district Internet system or transmitted by students using their personal digital devices while on campus. However, when student speech originates off-campus, it appears that only _Tinker_ and _Morse_ would apply. Numerous cases have held that the _Tinker_ substantial disruption standard applies to student speech that originated off-campus. These cases have involved off-campus student newspapers, as well as cases related to student online speech. Further, intervention by school officials has been upheld in situations where there were reasons to predict the potential of school violence or significant disruption of the delivery of instruction or school operations. For example, schools can prevent students from wearing confederate symbols if there has been a history of racial violence (Mahling, 1996); or they can respond to student off-campus speech that provides directions for how to hack the school's computer ( _Boucher v. School Board of the School District of Greenfield_ , 1998). All but one of the off-campus online speech cases involved student speech directed at a school staff member. In these cases, the courts have generally held that the school must demonstrate that this speech has or could lead to a substantial disruption in the delivery of instruction or school operations, not merely disruption of a staff member. The most important case addressing the issue of speech that has been directed at a student who is now feeling unsafe or is unable to learn or participate in school activities is _Saxe v. State College Area School District_ (2001) – a decision that was written by then-Judge Alito whose language from the Supreme Court decision on _Morse_ was quoted above. The State College Area School District's anti-harassment policy had been challenged on the basis that it was overbroad and could impact speech that someone might find merely offensive. The Court did find some of the provisions were overbroad, but in discussing various provisions of the policy, the Court noted: "We agree that the Policy's first prong, which prohibits speech that would "substantially interfer[e] with a student's educational performance," may satisfy the Tinker standard. The primary function of a public school is to educate its students; conduct that substantially interferes with the mission is, almost by definition, disruptive to the school environment. (pp. 47–48) Note specifically the use of the term "a" student – which leads to the presumption that school officials can respond to student speech that interferes with the rights of any individual student, not the school or school activities. Further, the court appeared to be drawing a close connection between the two prongs of _Tinker_ , essentially stating that speech that substantially interferes with a student's education constitutes a substantial disruption. Further, the Court noted that to establish a significant interference with a student's education requires both the subjective perspective of the student and an objective perspective. This decision is very important from the perspective of cyberbullying, because most often student speech is being directed at one student and the disruption or interference is solely of that student's ability to feel safe at school and learn. Thus, looking at all of this case law, it appears that school officials have the legal authority to respond to student off-campus online speech in situations where this speech has caused, or there are particular reasons to believe it will cause, a substantial disruption at school or interference with the rights of students to be secure. This might involve the threat of violent altercations between students, significant interference with the delivery or instruction, or a situation where, based on both a subjective and objective perspective, there has been a significant interference with the ability of any student to receive an education. However, school officials cannot respond to student off-campus speech merely because they find the speech offensive or contrary to the school's educational mission. Let's consider this standard from a different perspective. If the off-campus online speech of a student or students has caused, or there are good reasons to believe it could cause, physical violence between students at school, a significant interference in the ability of teachers to teach and students to learn, or if it is preventing any other student from feeling safe at school and learning or participating in other school activities, would any rational individual argue that school officials should not respond? From a school administrator perspective, the factors that must be considered include those shown in the following list. School administrators can use this list as a "checklist" when they are considering whether or not their response to a student's off-campus speech is warranted. * _Notice_. It is prudent for districts to ensure that their disciplinary policy provides clear notice to students and their parents that the school can and will discipline students for off-campus speech that causes or threatens a substantial disruption at school or interference with rights of any other students to be secure and receive an education. * _School "nexus" or impact_. If a school administrator intends to respond, there needs to be a nexus between the off-campus online speech and the school community and an impact that has or is predicted to occur at school. In this context, "school" includes school-sponsored field trips, extracurricular activities, sporting events, and transit to and from school or such activities. Therefore, administrators could respond if student speech could lead to violence at a school football game. * _Impact has occurred or is reasonably foreseeable_. School administrators must be able to point to a specific and particular reason why they believe a substantial disruption or interference will occur. Timing is an issue. Their formal response needs to be for the purpose of preventing a foreseeable substantial disruption or interference. * _Material and substantial impact_. The impact must be (or it must be reasonably foreseeable that it will be) significant. This does not include school official anger or annoyance, disapproval of the expression of a controversial opinion, or speech that is contrary to the educational mission of the school. The impact must also be more than simply a situation that requires a school administrator to investigate. * _Disruption of school or interference with rights of students_. The speech must have caused, or it must be reasonably foreseeable that it will cause: significant interference with instructional activities, school activities, or school operations; physical or verbal violent altercations; or significant interference with a student's ability to participate in educational programs or school activities. It is necessary to assess the interference with students' education based on the target's subjective response and a reasonable observer perspective. Thus, a school administrator should keep records regarding how the targeted student is responding, so that if there are any questions, an objective third party reviewing this would agree that the student's response was justified. * _Causal relationship_. The speech has to be, or it must be reasonably foreseeable that it will, be the actual cause of the disruption. Unfortunately, sometimes when parents contact school officials because their child is being harmed by other students in off-campus postings, the response of the administrator is "off-campus, not my job." The reason for this response is that the legal standards have not been made clear to many administrators. If the off-campus speech is clearly preventing a student from feeling safe at school and receiving an education, school officials must have the authority to respond to protect the right of that student to receive an education. _When can school personnel monitor or search student Internet records?_ It is important to determine whether and to what degree school personnel may monitor or search student Internet records for cyberbullying and other inappropriate speech. School personnel may attempt to address cyberbullying through monitoring and searching of students' Internet records on campus. Under what conditions are such actions permissible, and when may they violate Fourth Amendment prohibitions against unreasonable searches and seizures? The Supreme Court, in the case of _New Jersey v. T.L.O_. (1985), considered whether school officials violated the rights of a high school girl when an assistant vice principal searched her purse and found marijuana and evidence of drug dealing. The Court ruled that teachers or other school officials may legitimately search a student if: (a) there are reasonable grounds for suspecting that the search will produce evidence that the student has violated (or is currently violating) a law or a school rule, and (b) the measures adopted in conducting the search are "reasonably related to the objectives of the search and not excessively intrusive in light of the age and sex of the student and the nature of the infraction" (p. 342). In light of the Court's decision in _T.L.O_., most schools have developed search and seizure policies for student desks and lockers. Typically, these policies note that students should expect limited privacy in the contents of their desks and lockers, and they stipulate that general inspections may occur on a regular basis (Willard, 2006). More specific searches of individual desks or lockers may be conducted where school personnel have reasonable suspicion of the presence of items that are illegal or that may provide evidence of activities that are illegal or against school rules. As Willard (2006) notes, "these same standards can be applied in the context of analysis of Internet usage records and computer files" (p. 61). There is arguably a higher degree of expectation of privacy in students' records that are maintained on their personal digital devices, computers, or cell phones, as long as those records have not been publicly shared, even if the devices are used at school. The extent of privacy of these records is under some debate. However, there are federal and state laws that protect the privacy of electronic communications. The Electronic Communications Privacy Act (1986) provides protections at a federal level. States also have similar state statutes protecting the privacy of electronic communications. In 2006, a federal court in Pennsylvania applied the _T.L.O_. reasonableness standard in the context of a search of cell phone records in the case of _Klump v. Nazareth Area School District_ (2006). In _Klump_ , a teacher had confiscated a student's cell phone because it was visible in class, which was a violation of a school policy that prohibited the display or use of cell phones during instructional time. An administrator then searched through the student's stored text messages, voicemail, and phone number directory. The student filed a suit, asserting that these actions constituted an unreasonable search. The court determined that the district had reasonable suspicion that the display/use policy was violated, but it did not have reasonable suspicion that any other law or policy had been violated. Thus, the confiscation of the cell phone was justified, but the search of the phone records violated the student's Fourth Amendment rights. Litigation is emerging in other situations of a similar nature. It appears that sometimes when school administrators confiscate a student's cell phone simply because it was used during a time that was inappropriate, they believe they have the right to look through all of the phone's records. Clearly, this is not the case. Administrators only have the right to search through the records if the circumstances that led to the seizure provide reasonable suspicion that a search of the records will review evidence that the student had violated the law or a policy. That a cell phone was simply used when it should not have been used provides no justification to search any records. Being used in class during a test would provide reasonable suspicion that would justify looking at the recent text messages to see if the student was cheating. A credible report that a student has been distributing a nude image would provide reasonable suspicion to justify looking at photos. However, there are several additional complicating factors. One of these is the question of which standard applies when a law officer is called to the school in relation to an intention to search. This is most likely to occur in situations where the cyberbullying also involves the distribution of nude images. Does the reasonable suspicion standard apply, or must the officer establish probable cause and obtain a search warrant or obtain consent to search? Or can the officer search if there are exigent circumstances – an important need to search to protect the safety of someone whose image is being distributed? If a law officer does not have a search warrant, that officer must obtain consent. This consent must be knowing and voluntary – that is, the student must know that he or she has the ability to refuse consent. Can a school administrator search without consent? This is unclear. Should students and their parents be advised of their right to refuse consent to search by a law officer without a search warrant? The standards in this area are unclear, and vary based on interpretations in different states. Obviously, this is an issue that must be addressed with the district's legal counsel. Because of the lack of clarity in this area, no school staff members, other than the school administrators, should make a decision about the appropriateness of a search. This is simply too complicated an area to seek to communicate these standards to other staff. Staff should only confiscate a device and then give it to the administrator. **School Policies Related to Cyberbullying** As mentioned earlier in this chapter, more than half of all states in the U.S. have passed bullying laws that encourage or require schools to develop policies addressing bullying among students. Many administrators have created such policies even when not legally required to do so. With the recent attention to cyberbullying among students, administrators are increasingly grappling with whether and how to address cyberbullying and related behaviors within the school's bullying policies and within policies that govern acceptable uses of technology by students. We will discuss trends in the development of these policies and provide examples of language from actual and sample policies in the field. In establishing any such policies, administrators are again encouraged to consult legal counsel and be mindful of the need to protect students' First Amendment rights (as established by the U.S. Supreme Court in its _Tinker_ , _Fraser_ , _Hazelwood,_ and _Morse_ decisions) and Fourth Amendment rights (consistent with the Supreme Court's decision in _T.L.O_.) that were outlined earlier. _Bullying policies_ Although most bullying laws require school districts to develop policies on bulling, these policies vary dramatically from district to district, as do the sample/model policies on bullying that are developed by state departments of education or other state-level organizations (Swearer, Limber, & Alley, 2009). As Swearer and colleagues (2009) note, "well-written policies can lay the foundation for clear communication about expectations for appropriate behavior and consequences for bullying behaviors" (p. 39). Careful implementation of such policies also communicates to the entire school community (as well as broader community) the serious nature of bullying. We recommend that school bullying policies include the following key elements (see also, Swearer, Espelage, & Napolitano, 2009; U.S. Department of Education, 2010)1: 1. A clear and appropriate definition of bullying and a non-exclusive list of behaviors that constitute bullying. In order to avoid possible inconsistency and confusion, the definition should be consistent with the definition provided in the state's statute. Where no state law exists or where a statute fails to define bullying, officials are encouraged to adopt a definition consistent with that used by researchers and practitioners in the field (see Chapter 2), which includes direct as well as indirect forms of bullying, including cyberbullying. 2. Clear prohibitions against bullying, which cover bullying that occurs on school campus, at school-sponsored activities or events, on school-provided transportation, through school-owned technology, or that otherwise creates a significant disruption to the school environment (see e.g., U.S. Department of Education, 2010). Language should be added to address off-campus bullying, such as the language in the Massachusetts statute: Bullying shall be prohibited... at a location, activity, function or program that is not school-related or through the use of technology or an electronic device that is not owned, leased or used by a school district or school, if the bullying creates a hostile environment at the school for the victim, infringes on the rights of the victim at school or materially and substantially disrupts the education process or the orderly operation of a school. (ALM GL ch. 71 § 370, 2010) Prohibitions should also cover behaviors that "perpetuat[e] bullying by spreading hurtful or demeaning material even if the material was created by another person (e.g., forwarding offensive e-mails or text messages)" (U.S. Department of Education, 2010, p. 3). 3. Procedures for students, family members, staff, and others to report bullying, including a process to report anonymously. The procedure also should clearly identify appropriate school personnel to receive reports (U.S. Department of Education, 2010). For example, New Jersey's model policy states: All board of education members, school employees, and volunteers and contracted service providers who have contact with students, are required to verbally report alleged violations of this policy to the principal or the principal's designee on the same day when the individual witnessed or received reliable information regarding any such incident. All board of education members, school employees, and volunteers and contracted service providers who have contact with students, also shall submit a report in writing to the school principal within two school days of the verbal report...Students, parents, and visitors are encouraged to report alleged violations of this policy to the principal on the same day when the individual witnessed or received reliable information regarding any such incident. Students, parents, and visitors may report an act of harassment intimidation or bullying anonymously. (State of New Jersey, Department of Education, 2011, p. 18) The New Jersey Department of Education further encourages school district policy makers to take into account that: The goal of a reporting procedure is to facilitate the identification, investigation and response to alleged violations of this policy by making the reporting process prompt, simple and non-threatening. The district should consider every mechanism available to simplify reporting,... including standard reporting forms and Web-based reporting mechanisms. For anonymous reporting, schools should consider locked boxes located in areas of the school where reports can be submitted without fear of being observed. (State of New Jersey, Department of Education, 2011, p. 18) Policies also should address retaliation against individuals who report bullying. Delaware's Model Bully Prevention Policy suggests the following language relevant to retaliation: "The District further prohibits reprisal, retaliation or false accusation against a target, witness or one with reliable information about an act of bullying" (n.d., p. 1). 4. Prompt investigation of bullying reports. School policies should include procedures for prompt investigation of all reports of bullying and appropriate responses to these reports. These responses should include immediate intervention strategies to protect a bullied student, notification of his or her parents, and notification of the parents of the alleged perpetrator (U.S. Department of Education, 2010). 5. Consequences for bullying. Policies should identify appropriate consequences for bullying behavior and note that the particular action taken will depend on the characteristics of the student(s) involved and the situation (Swearer et al., 2009). For example, Michigan's model policy (Michigan State Board of Education Model Anti-Bullying Policy, n.d.) states: Consequences for a student who commits an act of bullying and harassment shall vary in method and severity according to the nature of the behavior, the developmental age of the student, and the student's history of problem behaviors and performance, and must be consistent with the board of education's approved code of students conduct. Remedial measures shall be designed to: correct the problem behavior; prevent another occurrence of the behavior; and protect the victim of the act. (p. 4) Similarly, Massachusetts' Model Bullying Prevention and Intervention Plan (Massachusetts Department of Elementary and Secondary Education, 2010) states: Upon the principal or designees determining that bullying or retaliation has occurred, the law requires that the school or district use a range of responses that balance the need for accountability with the need to teach appropriate behavior...If the principal or designees decides that disciplinary action is appropriate, the disciplinary action will be determined on the basis of facts found by the principal or designee, including the nature of the conduct, the age of the student(s) involved, and the need to balance accountability with the teaching of appropriate behavior. (pp. 10–11) New Jersey's Department of Education provides the following minimum model policy language for school districts: The district board of education authorizes the principal of each school to define the range of ways in which school staff will respond once an incident of harassment, intimidation or bullying is confirmed...The district board of education recognizes that some acts of harassment, intimidation or bullying may be isolated incidents requiring that the school officials respond appropriately to the individuals committing the acts. Other acts may be so serious or parts of a larger pattern of harassment, intimidation or bullying that they require a response either at the classroom, school building or school district levels or by law enforcement officials. (State of New Jersey, Department of Education, 2011, p. 22) 6. Support and referral services for students and families. Policies should include language that directs school staff to assess children who are bullied for possible problems that may have resulted from the bullying and provide support and referrals for these children and their families, as warranted. Similarly, policies should direct staff to provide support and referrals, as needed, for children who are involved in bullying, as well as their families. 7. Training and prevention. Policies should include a provision for school districts to provide training for all staff to prevent, identify, and appropriately respond to bullying, including cyberbullying. For example, in Iowa's Sample Anti-Bullying/Anti-Harassment Policy (n.d.), the following language is optional but strongly suggested: The superintendent... is responsible for organizing training programs for students, school officials, faculty, staff, and volunteers who have direct contact with students. The training will include how to recognize harassment and what to do in case a student is harassed. It will also include proven effective harassment prevention strategies. The superintendent will also develop a process for evaluating the effectiveness of the policy in reducing bullying and harassment... _Policies addressing use of technology by students_ Most schools have developed policies that address acceptable uses of technology by students and Internet safety and security issues. (As noted earlier, all schools that receive funding from the "E-rate" program are required to do so under the Children's Internet Protection Act [2007].) Within these policies, administrators should provide clear prohibitions against cyberbullying and related behavior and clarify procedures for monitoring or searching students' Internet records. _Prohibitions against use of cyber technology to cyberbully_ Many schools have expressly prohibited cyberbullying and related behavior in their acceptable use policies. For example, in its administrative rules, Cobb County (GA) School District (2008) prohibits: 1. Accessing, sending, creating or posting material or communication that is: a. Damaging; b. Abusive; c. Obscene, lewd, profane, offensive, indecent, sexually explicit, or pornographic; d. Threatening or demeaning to another person; or e. Contrary to the District's Rules on harassment and/or bullying. 2. Posting anonymous or forging electronic communications. The U.S. Department of Justice (n.d.) provides a Model Acceptable Use Policy for Information Technology Resources in the Schools, which requires, in part, that students: * Respect and practice the principles of community. * Communicate only in ways that are kind and respectful. * Report threatening or discomforting materials to a teacher. * Not intentionally access, transmit, copy, or create material that violates the school's code of conduct (such as messages that are pornographic, threatening, rude, discriminatory, or meant to harass). * Not intentionally access, transmit, copy, or create material that is illegal (such as obscenity, stolen materials, or illegal copies of copyrighted works). * Not use the resources to further other acts that are criminal or violate the school's code of conduct. * Not send spam, chain letters, or other mass unsolicited mailings. * Not buy, sell, advertise, or otherwise conduct business, unless approved as a school project. In their acceptable use policies or behavior codes, some school districts also address use of technology off of school grounds. When doing so, they should be careful to be in compliance with the _Tinker_ standard, which allows suppression of speech if there is material disruption to class work, substantial disorder, or invasion of others' rights. For example, the Prince William County, Maryland (2009) Acceptable Use and Internet Safety Policy states the following: PWCS reserves the right to discipline students or employees for actions taken off-campus, which would violate this Regulation if occurring on-site, if such actions adversely affect the safety, well-being, or performance of students while in school, on school buses, at school activities, or coming to and from school; if such actions threaten violence against another student or employee, if such actions violate local, state or federal law, or School Board policies or regulations or the Code of Behavior, or if such actions disrupt the learning environment, administration, or orderly conduct of the school. _Notification of students' privacy limits_ In order to ensure that school policies do not violate students' Fourth Amendment rights (i.e., are in accordance with the _T.L.O_. standards) and to help deter improper use of school computers, administrators are advised to establish user policies that notify students about the limits of their privacy and the likelihood of routine monitoring of files. Willard (2006) recommends the following model policy language: Users have a limited expectation of privacy in the contents of their personal files, communication files, and record of web research activities on the district's Internet system. Routine maintenance and monitoring, utilizing both technical monitoring systems and staff monitoring, may lead to discovery that a user has violated district policy or the law. An individual search will be conducted if there is reasonable suspicion that a user has violated district policy or the law. Students' parents have the right to request to see the contents of their children's files and records. (p. 62) Willard (2006) also recommends that administrators provide reminders on log-in screens and in school computer labs about students' limited expectations of privacy. **Conclusions** With the recent flurry of public interest in cyberbullying and the focus on the harms that it may cause, many school administrators are concerned about meeting their ethical and legal duties to protect students without infringing on their constitutionally protected rights. Some administrators are considering whether and how cyberbullying fits with their existing policies about bullying and/or the appropriate uses of school technology. Others, perhaps prompted by state laws that increasingly require district or school-wide policies on cyberbullying, are developing new policies that include attention to cyberbullying. Whether developing new policies or refining existing policies about bullying, we encourage administrators to become well acquainted with current research on students' use of emerging technologies, the nature and prevalence of cyberbullying and other forms of bullying among children and youth, and best practices in preventing and addressing bullying; this research finds that bullying is best addressed through comprehensive school-wide efforts. As local policies will be most effective where they reflect unique assets and needs of the community, we encourage administrators to develop these policies through a process that involves input from all relevant stakeholders, including educators, parents, and students (see also Alley & Limber, 2009). Finally, administrators (and their legal counsel) should be aware of the variety of state and federal laws that may be relevant to these policies. As is often the case in any rapidly changing legal landscape, there remains some uncertainty about how U.S. law may be applied to forms of cyber speech, particularly those that occur away from school grounds. However, it appears clear that schools may, under certain circumstances, be held liable under state or federal laws for failing to address cyberbullying or harassment. Under many state laws, students (or parents on their behalf) may bring claims of negligence against school personnel for failing to use reasonable care to protect students from foreseeable harms caused by cyberbullying. Under a variety of federal laws, students who are members of protected classes may bring lawsuits against schools or school districts for injuries arising out of peer-on-peer harassment based on race, gender, or disability. In their efforts to protect students from harms caused by cyberbullying, it appears that administrators may legitimately suppress cyber speech that takes place on school grounds under certain conditions: (a) If the speech constitutes a threat; (b) if it is lewd, vulgar, or profane; (c) where the speech is (or appears to be) sponsored by the school; or (d) when it materially disrupts the school or the rights of others. In addition, following precedent set in cases involving searches of school lockers and desks, it appears that students should expect limited privacy in the contents of their computers at school and that administrators may make general inspections of school computers and Internet accounts on a regular basis. More specific searches of computers or accounts may be conducted where school personnel have reasonable suspicion of the presence of content that is illegal or that may provide evidence of activities that are illegal or against school rules. Lest our legal review leave readers with the inaccurate impression that administrators' primary goals should be to avoid liability, we conclude this chapter with a reminder that, in developing and enforcing sound policies that focus on the prevention of bullying (including cyberbullying), administrators will not only decrease the chances that legal action will be brought against schools and school districts but they will, more importantly, decrease the likelihood that children will continue to suffer from being bullied. **Note** 1. All such provisions should be carefully analyzed to ensure that they are consistent with state law. To the extent that provisions of state laws are viewed to be unclear or too narrow, administrators may want to seek legal guidance to expand or clarify provisions in their policies (Swearer et al., 2009). 8 CONCLUSION Lauren, an 8th grade student, was startled when she was walking down the hall at school one morning and a male student said, "Hey Lauren, I saw your MySpace last night." Lauren was puzzled because she didn't have a "MySpace", and she wasn't really sure what one was. Fortunately, she had a close relationship with her school counselor and went to see her to get advice. The counselor contacted Lauren's mother to let her know about the incident, and shared with her a link to the MySpace page that allows an individual to report a false profile. The counselor and parent were unable to locate the actual profile and were unsure what screen name was used for the profile since a search under Lauren's first and last name did not show any profile evidence. Fortunately, the school administrators did not let such a roadblock stop them in addressing the situation. The counselor spoke to the boy who had made the remark to Lauren and asked for his help in locating the name of the profile. In addition, she asked Lauren to see if any of her friends knew anything about the profile. In fact, a friend of Lauren's overheard two classmates on the school bus admit to setting up the profile. The administrator and counselor met with the classmates separately to explain the seriousness of impersonating another individual online, and to give them a warning that this was cyberbullying. They asked the students to remove the profile, and warned them against any retaliation toward Lauren. The counselor and administrator let the students know that they would be monitoring the situation with Lauren closely. They also contacted the parents of the students involved. While the students admitted that they had set up the profile, they initially were quick to blame each other. The administration, however, emphasized the seriousness and cruelty of the incident, and one of the students was so affected by their conversation that she remarked, "I am going to apologize to Lauren right now!" We have attempted to present a thorough overview of what we currently know about cyberbullying; where it is similar to and dissimilar from traditional forms of bullying; what strategies educators, parents, and community members can take to prevent cyberbullying; and how adults can intervene effectively when it occurs. As highlighted in Chapter 4, there are still many areas where questions remain that require further research, and, as noted in Chapter 7, relevant laws and policies are still evolving. These limitations, however, should not keep parents, educators, and other adults from responding to and addressing cyberbullying. As demonstrated in the above incident, which occurred in a school where one of the authors consults, adults can be proactive in the face of limited information and limited school policies. A willingness on the part of adults to monitor online behavior, teach social skills, and protect youth who are harassed on or off campus, through traditional or cyberbullying, will enable adults to respond effectively to our children's desire to socialize online. **What We Know and What We Question** We have noted throughout this book that youth spend significant amounts of time online, and that the overwhelming majority (93%) of preteens and teens have Internet access (Lenhart, 2010). We also have discussed the many ways that young people bully others online, whether through instant messaging (the most common form of cyberbullying among American children), e-mail, or postings on social networking sites such as Facebook. Youth are assuming others' identities through stolen passwords to e-mail or instant message accounts, and entire Web sites have been created to target classmates or teachers. Cyberbullying through the use of cellular phones and smart phones is also common and is particularly challenging for parents and educators to monitor, because cellular phones are, by nature, more private, and are often readily accessible to the cyberbully. With Facebook and other social networking applications readily available on many cell phones, it seems reasonable to expect that cyberbullying via cellular phone will increase as students find it easier to target their peers through posting comments on Facebook or MySpace in addition to text messaging throughout the day. As outlined in Chapters 3 and 4, our review of the research indicates that cyberbullying is a form of bullying behavior that is prevalent among adolescents and for which policies are needed (Kowalski & Limber, 2007; Tokunaga, 2010; Ybarra et al., 2006). It is important to recognize that, as with traditional bullying, young people are more likely to engage in cyberbullying if they believe that adults and bystanders are unlikely to intervene (Williams & Guerra, 2007). This same research indicates that students perceive adults to be less likely to intervene in bullying that occurs over the Internet, which may help explain the prevalence rates of cyberbullying behavior. Recent research (Kowalski & Fedina, 2011) highlights the need to focus attention on the cyberbullying experiences of special needs populations. Although the prevalence rates of cyberbullying victimization obtained in this study were similar to those observed among children without disabilities, the significant online presence of children with disabilities as a means of lubricating their "social" interactions highlights the need to include these populations in prevention and intervention efforts. The research also suggests that cyberbullying behavior is not limited to adolescents. Rather, college students (Kowalski et al., 2012) and working individuals (Giumetti et al., 2011) report considerable exposure to electronic bullying. Whatever the age of the targets and perpetrators, the consequences of exposure to cyberbullying may be significant and, in some cases, fatal (Hinduja & Patchin, 2010b). Though still relatively early in its development, research on cyberbullying has spanned several countries. As discussed in Chapter 4, although the prevalence rates and methods of cyberbullying vary slightly from one country to another, most, if not all, developed countries are being forced to deal with this phenomenon (see Shariff, 2008). As attention to cyberbullying continues to increase, it will be important that researchers and policy-makers adopt an interdisciplinary and multicultural approach to the topic. While we are learning more about cyberbullying, there is still much that is unknown about this new form of bullying. The research on traditional bullying presented in Chapter 2 provided a context for examining how cyberbullying is similar to and different from traditional bullying. The definition of traditional bullying that is widespread involves behavior that is repeated, intentionally aggressive and based on an imbalance of power. Cyberbullying often meets the definition of intentionally aggressive behavior. Although cyberbullying shares these characteristics, questions may be raised about the repetitiveness of actions online. Might repeated viewings of a one-time posting of an aggressive message constitute cyberbullying? This issue needs further clarification and research. Similarly, the nature of an online power imbalance also warrants further attention. We suspect that the Internet is such a powerful (and often anonymous) tool that the ability to reach vast audiences with a single mouse click frequently tilts the balance of power in favor of the perpetrator of cyberbullying. Power also can result simply from technological expertise. Again, this is an issue that needs further exploration by researchers. Chapter 2 also explained the myriad of harmful consequences that both perpetrators and victims of traditional bullying may experience. That these effects also follow from cyberbullying was discussed in Chapter 4. Research by two of the authors suggests that children who experience cyberbullying or are provocative victims have higher rates of anxiety than students who cyberbully others or those who are not involved at all (Kowalski & Limber, 2011). Youth who are cyber bully/victims report higher level of depression, anxiety, and school absences relative to individuals not involved with cyberbullying (Kowalski & Limber, 2011). Research has also confirmed that two out of five youths (particularly pre-adolescents) who are targets of Internet harassment experience emotional distress (Ybarra et al., 2006). Our individual and focus group interviews suggest that at least some students avoid school, have their academic performance affected, and experience damaged relationships after enduring cyberbullying, but other young people emerge relatively unscathed from such incidents. Additional research on possible effects of cyberbullying is needed, including studies that examine which forms of cyberbullying and what conditions surrounding the cyberbullying may be particularly harmful for youth. We noted in Chapter 4 that there is even less research available regarding the perpetrators of cyberbullying; however, the Kowalski and Limber (2011) study suggests that students who cyberbully have slightly lower self-esteem than those not involved in cyberbullying at all (although cyber victims and bully/victims appear to have still lower self-esteem than cyberbullies). We also noted in Chapter 4 that the perpetrators of cyberbullying share feelings of enjoyment, power and/or revenge as motivations for their actions (Kowalski & Witte, 2006). Such motives are obvious cause for concern and are deserving of further study. **How Can We Use This Information to Prevent Cyberbullying?** As we have learned from the research on traditional bullying, when youth participate in activities with little or no adult supervision, bullying often thrives. Youths' use of technology is no exception, and we hope that this book will be a wakeup call to parents and educators that youth need more guidance, training, and supervision when utilizing the myriad of technologies that are both available to them and integral parts of their lives. Such guidance also needs to be offered in a developmentally appropriate manner, recognizing that supervision of a 10-year-old will be different than supervision of a 16-year-old. Just as parents and educators provide developmentally appropriate supervision in children's activities at home and school, adults need to provide such supervision and guidance in children's online activities as well. The following conversation that took place during one of our middle school girls' focus groups demonstrates the range of involvement of parents in their children's online lives. The comments were made by 13- and 14-year-old students in the group. "If you have a MySpace, let your parents check it." "My mom doesn't know that I have a MySpace." "Noooooo!" "I don't tell my mom what goes on at school... for my mom to see my MySpace, well she would have a lot of questions." "My mom wouldn't approve of a lot of my friends. She wouldn't want them at my house because some of my friends have very big potty mouths." "I don't have any dirty comments on my MySpace." Keep in mind that these are not 17-year-olds discussing their MySpace; the majority of these girls were 13 years of age. This is clearly an age where it would be developmentally appropriate for parents to provide guidance to a child setting up a personal profile online. Yet, only two of the focus group participants suggested that their MySpace would meet parental approval. We also recommend that parents educate themselves regarding each new piece of technology they consider purchasing for their children, and that they spend time discussing with their children acceptable and unacceptable uses of such technology and possible consequences for violations. Parents who learn to use the technology that their children operate will be better prepared to monitor its use. Staying in touch with popular youth technology will facilitate more communication between a parent and child about such devices. Parents can educate themselves about various technologies by talking to salespersons, computer experts, and searching for information online. In addition, school and community organizations can assist by hosting frequent parent workshops on the Internet as well as other popular youth technologies. Such workshops on "technology and youth" should include both positive uses and potential abuses and would greatly assist parents in navigating the rapidly evolving world of technology. It is recommended that a "teen expert" panel be present when possible to update adults on the current trends and uses of social media. In addition to providing supervision, adults need to teach youth how to communicate effectively online. Adults can make use of some of the key research findings described in this book in order to help shape the developmentally appropriate messages they give youth about Internet behavior. Because of the higher prevalence rates of cyberbullying in middle school, prevention messages need to begin prior to middle school. Parents and educators should begin to provide messages about appropriate online behavior in primary school so that youth receive consistent messages beginning at early ages. As children increasingly use computers and cellular phones at ever younger ages, it is recommended that lessons on "digital citizenship" be infused throughout the curriculum. As discussed in Chapter 4, because cyberbullying can be a form of online retaliation by victims of traditional bullying, we encourage educators to do everything possible to address traditional bullying at school to avoid bully–victim conflicts from escalating online. Incorporating research-based bullying prevention programs that also discuss cyberbullying is an important step in the prevention of cyberbullying in schools. While some schools may wish to incorporate curricula specific to cyberbullying, we recommend that such curricula tie into a comprehensive bullying prevention program that focuses on steps that bystanders can take to prevent or intervene in any form of bullying behavior among their peers. In addition to educating students about cyberbullying, teachers and administration need training regarding the seriousness of cyberbullying, and school districts should include cyberbullying in their acceptable use of technology polices and their bullying policies. Youth who believe that cyberbullying is just a form of "online entertainment" need messages from their schools and communities that such behavior is, in fact, a form of bullying that is malicious and may have far-reaching consequences. Internet Service Providers, as well as Web sites popular among youth, often have acceptable use policies that provide guidelines for using their services, plus consequences for violation of the guidelines. Many of these youth-oriented Web sites include safety tips and guidelines for appropriate "netiquette" that parents can review with their children. Young people also need to be aware that some forms of online bullying, including sexting, may be considered criminal acts. While laws differ across countries and states, cyberbullying may meet the definition of libel, harassment, stalking, or even sexual exploitation in a given community. The myth of online anonymity is another issue presented in Chapter 3 that needs to be addressed in our prevention efforts. Youth who falsely believe that posting under a screen name protects their true identities may be more likely to abstain from cyberbullying if they realize that comments can still be traced back to their accounts. The media could also be a tool for prevention. Youth can create positive "social norming" campaigns that illustrate that most youth do not participate in cyberbullying and do not think it is right to hurt others online. Youth are heavily influenced by their peers, and it can be very powerful for them to realize that they are part of the larger group who is making healthy choices online. Student-produced posters and video public service announcements can create a positive atmosphere and increase positive bystander behavior by "norming" appropriate and helpful behavior around bullying that occurs online or offline. **How Can We Use This Information to Intervene in Cyberbullying?** In Chapters 5 and 6, we have attempted to provide helpful tips for both parents and educators to respond to cyberbullying, and we outlined the legal obligations of educators in Chapter 7. While a variety of actions are possible when dealing with cyberbullying, many educators and parents are unfamiliar with how to intervene (or are unsure of their legal obligations or limits in doing so) and do not begin to educate themselves until a child or student has been victimized. In addition, adults cannot intervene if they do not know that abuses are occurring. As mentioned throughout this book, participants in our focus groups indicate that students are reluctant to report cyberbullying because they lack confidence in adults' ability to provide assistance or intervene effectively without making matters worse. Punishing the victim by banning his or her use of technology or telling students that educators are not able to intervene in cyberbullying situations will decrease young people's trust in adults and further discourage them from reporting abuse. Adults need to encourage youth to report cyberbullying by frequently discussing cyberbullying, providing nonthreatening and, in some cases anonymous, reporting mechanisms at school, and explaining and reassuring students that adults can be of assistance. Adults at home can respond proactively by reminding children that if they are bullied online they will be supported rather than punished for telling an adult. Adults who take time to familiarize themselves with the technologies that are popular with youth will be more likely to intervene quickly and calmly when cyberbullying occurs. In addition, school administrators should work closely with local law enforcement when cyberbullying and cyber threats become criminal in nature and take time to conduct a thorough investigation and craft an appropriate multidisciplinary response. We noted in Chapter 5 that if the parents of a targeted student learn that the perpetrator of the cyberbullying is a student at their child's school, they may need to meet with school officials and request assistance to end the abuse. Parents should be prepared to share evidence of the cyberbullying and also request investigation of any traditional bullying that may occur on campus. Educators need to support the targeted students and their parents by investigating and, where appropriate, having serious talks with the students engaged in cyberbullying behavior. They should also notify the parents of the student engaged in cyberbullying behavior if they have evidence to support the targeted student's claim. Of course, parents may also be able to contact the parents of the student engaged in cyberbullying on their own when it is not a fellow student, or when they wish to first attempt to end the cyberbullying without the school's involvement. However, such interactions may be emotionally charged and difficult to handle. Finally, student assistance team staff (administrators, counselors, psychologists, and social workers) may find a restorative justice model, as outlined in Chapter 6, useful in attempting to resolve cyberbullying situations in a manner that is beneficial to all parties and reduces the risk of retaliatory aggression. In Chapters 5 and 6, we discussed how to report abuse posted or sent via text messages, e-mail, instant messages, and social networking sites, noting that many youth-oriented Web sites have links to report cyberbullying, and ISPs and cell phone providers are generally responsive to reports of cyberbullying over their networks. However, we recognize that new technologies and sites will continue to emerge that provide new opportunities for abuse. That is why we also recommend that adults use youth as resources, not only to mentor their peers on appropriate Internet use, but also to advise adults on the online activities that youth frequent. **Where Do We Go from Here?** Our narrow focus on cyberbullying was necessary to bring attention to this form of online abuse that has erupted quickly on our landscape. Yet discussions of cyberbullying really must be part of a larger dialogue about media literacy that is occurring in the United States and in many countries globally. Much attention has been given to the role that television has played in shaping our culture over the past 50 years. The suggestions that experts in the field give to parents for helping their children to become media literate and to mitigate the negative messages viewed via the television are also applicable, to a degree, to the Internet. The challenge to date is that "surfing the Internet" is largely a solitary habit; however, making it more of a family or community experience will help parents, educators, and youth leaders deal with some of the current concerns we face. Consider these tips advocated by media literacy expert Ronald Slaby: Parents, teachers, and other adults can directly alter the effects of media violence on children and youth when they watch programs and movies with them while commenting critically on the depiction of violence and discussing nonviolent alternatives; they also can teach media literacy skills that permit young viewers to "see through" the falseness of particular media presentations. (Slaby, 2002, p. 329) In addition to watching television programs and movies with our children, it is time to "surf the Internet" with our children and teach the skills that are necessary to ensure that the use of the Internet is an educational and social enhancer, rather than a negative force in our children's lives. The 11th Annual Media Wise Video Game Report Card points out that "every child who engages in playing video games is undertaking a powerful, developmental experiment – the results of which we don't understand" (Walsh, Gentile, Walsh, & Bennett, 2006). The same could be said of the children who spend vast amounts of time online, whether through social networking sites, online gaming, instant messaging, or text messaging. As multiple new ways to interact online become available, the challenge to adults in general and parents in particular is to become familiar with the myriad of new methods by which youth are engaged in online activities, and to actively participate in these new technologies. Parents and educators need to address the online experiences of children by communicating media guidelines and expectations for appropriate use, defining and explaining why certain activities are inappropriate, setting time limits, and using effective monitoring tools. As the Video Game Report Card suggests, adults also need to "watch what your kids watch, play what your kids play" (Walsh et al., 2006, p. 2). In the online world, Walsh's advice could be adapted to include, "Visit the sites your kids visit, use the technologies your kids use." Rather than focusing on only the negative aspects of social media, parents and educators can find ways to engage youth to use popular technologies in meaningful ways. As we discussed in Chapter 5, an example involves teaching youth how to use a social networking site to promote themselves in a positive manner that would appeal to prospective admissions counselors, employers, and, of course, friends. Older teens can lead discussions with younger students about the importance of protecting their privacy online and share their favorite tips for doing so. 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Baumeister, A. Baumrind, D. Beck, J. M. Becker, K. Beder, M. Belluck, P. Belsey, B. Bennett, N. Beran, T. Bergal, J. Beuhring, T. Biersdorfer, J. D. Bjorkqvist, K. Black, S. Black, S. A. Blair, A. Boergers, J. Bonino, S. Borghi, F. Borum, R. Boulton, M. J. Bowes, L. Boyce, W. F. Boyd, D. Braithwaite, V. Brake, D. R. Breidablik, H. J. Buhs, E. S. Bullock, L. M. Burssens, D. Byrne, B. J. Cairns, B. D. Cairns, R. B. Camodeca, M. Campbell, A. Campbell, M. A. Campos, B. Cannard, L. Carpenter, M. Carrington, P. M. Carvalho, M. Cary, P. T. Caspi, A. Catalano, R. F. Cauffman, E. Chai, Y. Chambers, J. Chambers, M. Chang, S. Charach, A. Charny, B. Chauhan, P. Cheah, C. Chen, Y. Cheng, Y. Chesney, T. Cheung, C. K. T. Choi, W. Cicchetti, D. Cirtautienè, L. Cluver, L. Cohen, L. E. Coie, J. D. Coles, M. E. Collier, A. Connolly, J. Constine, J. Cook, C. R. Cornell, D. G. Costabile, A. Cowie, H. Coyne, I. Craig, D. Craig, W. M. Crisp, J. Cross, D. Crump, A. D. Cunningham, P. B. Currie, C. Cutrona, C. E. Daciuk, J. Dale, M. Dastaler, S. Dawkins, J. L. de Wit, C. A. M. del Rey, R. DeMoor, J. Dempsey, A. G. DesRochers, R. DeVoe, J. F. Diaz, E. M. Didden, R. Diener-West, M. Dilmac, B. Dinkes, R. Dodge, K. A. Dooley, J. J. Dreikurs, R. Due, P. Duncan, R. D. DuRant, R. H. Dybwad, B Dyrli, O. E. Eagan, S. K. Eisenberg, M. E. Eitel, P. Ekeland, T. J. Epley, N. Espelage, D. L. Espinoza, G. Falkner, N. H. Famiglietti, C. Fandrem, H. Faris, R. Farrington, D. P. Farrow, C. V. Fedina, C. Fein, R. Fekkes, M. Felmlee, E. Felson, M. Feucht, T. Feyerick, D. Finkelhor, D. Finn, A. Fisher, S. Fitzsimons, G. M. Flerx, V. Flom, E. K. Fogel-Grinvald, H. Fonzi, A. Fosse, G. K. Fox, C. L. Franek, M. Franz, D. P. Franzoni, L. Fredriks, A. M. Gable, S. L. Gadalla, T. Gardner, F. Gardner, K. A. Gariépy, J. L. Garofalo, R. Geffken, G. R. Gehrke, R. Genta, M. L. Gentile, D. Gest, S. D. Gini, G. Giumetti, G. W. Gonzaga, G. C. Gonzales, A. L. Good, K. Goodman, R. Goossens, F. A. Gouin, R. Gould, M. S. Graham, S. Granneman, S. Gray, K. Gray, W. N. Greytak, E. A. Griffiths, L. J. Grills, A. E. Gross, E. F. Grossman, L. Guerra, N. G. Hamby, S. L. Hamiwka, L. A. Hamiwka, L. D. Hammond, R. Hancock, J. T. Harachi, T. W. Harel-Fisch, Y. Harkins, S. Harris, S. Hashima, P. Hass, N. Hatfield, A. Hawker, D. S. J. Hawkins, D. Hawkins, D. L. Haye, K. M. Haynie, D. L. Hazler, R. J. Heading, G. Heidgerken, A. D. Heimberg, R. G. Helft, M. Helling, S. Henenius, H. Henggeler, S. W. Henrich, C. C. Herald, S. L. Herald-Brown, S. L. Hermann, M. A. Hessling, R. S. Hetland, J. Hinduja, S. Hirasing, R. A. Hitlin, P. Hochberg, L. Hodges, E. V. E. Hodson, J. Hoff, D. L. Hokoda, A. Holt, M. K. Honigsbaum, M. Hoover, J. H. Horwood, J. P. Howard, C. Hughes, I. Hymel, S. Iannotti, R. J. Ikonen, M. Imamura, A. Ivester, M. Jackson, E. Janicke, D. M. Janssen, I. Jeffery, R. W. Jenkins, H. Jennings, R. John, O. P. Juvonen, J. Kahhan, N. A. Kallestad, J. H. Kärnä, A. Kaufman, J. Kaufman Kantor, G. Keith, S. Kelley, H. H. Keltner, D. Kemp, J. Kennedy, K. Kennedy, L. Kenny, J. Kessel, S. Khalil, L. Kiesler, S. Kim, T. E. Kim, Y. S. King, L. Kinoshita, H. Klein, B. Kleinman, M. Klomek, A. B. Kochenderfer, B. J. Koh, Y. Kohler, C. Kopasz, K. H. Korzilius, H. Kosciw, J. G. Koskelainen, M. Kowalski, R. M. Kraft, E. Kraut, R. Krug, E. G. Kruger, J. Kumpulainen, K. Lackner, C. Ladd, G. W. Lagerspetz, K. M. J. Lampert, A. Langdon, S. W. Larochette, A. C. Latané, B. Leaf, P. Leary, M. R. Leith, S. Lenhart, A. Leventhal, B. Levine, B. Lewin, A. B. Lewis, O. Li, Q. Limber, S. P. Lindroos, J. Lisson, M. Livingstone, S. Lobben, S. Loeber, R. Logan, B. Logan, S. Lopez, M. Lozano, P. Lu, H. A. Luk, J. W. Lundmark, V. Luntamo, T. Lynam, D. McConachie, H. McKenna, K. Y. A. McKibben, E. Machlis, S. Macias, M. M. Madden, M. Madden, N. Magid, L. Magin, P. Mahdavi, J. Mahling, W. Mak, M. Mandell, N. Markham, C. M. Marrocco, F. Marshall, J. Martin, M. E. Martlew, M. Masiello, M. Mason, K. L. Mathews, R. M. Maughan, B. Mazalin, D. Meadows, B. Mehdizadeh, S. Meland, E. Melton, G. B. Menesini, E. Menzer, M. M. Mepham, S. Merritt, M. Mesch, G. S. Messina, A. Meyers, J. Mihalic, S. Mikle, J. Miller, N. C. Mishna, F. Mitchell, K. J. Mitchell, S. N. Modzeleski, W. Moffitt, T. E. Molcho, M. Moody, E. Mora-Merchan, J. A. Morgan, A. Morita, Y. Mukopadhyay, T. Mullin, N. Mulvaney, K. Mulvey, E. Murphy, A. N. Nabuzoka, D. Nakamoto, J. Nakazawa, N. Nansel, T. R. Napolitano, S. A. Nation, M. A. Naylor, P. Neale, K. Neckerman, H. J. Neumark-Sztainer, D. Newman, I. M. Ng, Z. Nichols, R. Nishida, A. Noonan, M. Norfolk, A. O'Connell, P. Odell, J. Okazaki, Y. Oliver, R. Olsen, S. Olweus, D. Ong, C. O'Reilly, M. Ormrod, R. Ortega, R. Osgood, D. W. Osmond, N. Osterman, K. Overpeck, M. D. Owens, L. Ozawa, H. Page, A. S. Pagliocca, P. M. Palfrey, S. J. Pardington, S. Parker, J. Patchin, J. W. Patterson, M. Paulozzi, L. Paulson, A. Pearce, M. J. Pellegrini, A. D. Peltonen, T. Pepler, D. J. Perkins, H. W. Perkins, J. Perry, C. Perry, D. G. Peskin, M. F. Pesznecker, K. Peter, K. Petrie, G. Pham, A. Phillips, S. Pickett, W. Pijpers, F. I. M. Piligian, E. Pilla, R. S. Pollack, W. Pollock, C. M. Pond, D. Poskiparta, E. Potter, L. Poulsen, K. Pozzoli, T. Preble, W. Prinstein, M. J. Privitera, C. Purcell, K. Puura, K. Pyzalski, J. Qu, M. Queally, J. Raasnen, E. Rainie, L. Raskauskas, J. Reddy, M. Redeker, B. Reeckman, B. Reese, H. H. Reese, T. Resnick, M.D. Riese, J. Rigby, K. Ristkari, T. Rivara, F. P. Rivers, I. Robers, S. Roberts, C. Roberts, L. D. Robinson, D. Rodkin, P. C. Roland, E. Rosenberg, M. Ross, S. Roth, D. A. Ruan, W. J. Rubin, K. H. Russell, D. W. Russell, S. Ryan, G. Rydning, J. H. Sacco, F. C. Sadek, S. Saia, D. Saini, M. Salmivalli, C. Sandal, O. Saylor, C. F. Saylor, K. Saylor, J. Scheidt, P. Scherlis, W. Schmidt, M. H. Scholte, R. H. J. Schonfeld, I. S. Schroeder, A. W. Schroeder, D. Schuster, M. A. Schwartz, D. Sebian, J. K. Seper, C. Settertobulte, W. Shah, D. Shakoor, S. Shariff, S. Sharp, S. Shayne, B. Shell, D. F. Sherman, E. M. S. Shields, A. Shimodera, S. Shute, R. Silverstein, J. H. Simon, T. R. Simons-Morton, B. Slaby, R. G. Slee, P. T. Slonje, R. Smith, A. Smith, L. Smith, L. M. Smith, P. K. Smith, R. Smith, W. Smokowski, P. R. Snyder, M. Snyder, T. D. Sobotka, V. Soeda, H. Soeda, K. Solis, B. Solomon, S. Sourander, A. Spratt, E. Spriggs, A. L. Stamoulis, K. Stanfield, A. Steffen, S. Stiles, B. Stoltz, A. D. Stoltz, V. Storch, E. A. Story, M. Stouthamer-Loeber, M. Strawser, M. S. Strohmeier, D. Sudnow, D. Suler, J. Sulkowski, M. L. Sullivan, B. Sum, S. Sund, A. M. Sutton, J. Swartz, J. Swearer, S. M. Swettenham, J. Swinford, S. Taki, M. Talamelli, L. Tanaka, G. Taylor, A. Taylor, L. A. Thibaut, J. W. Thompson, D. Thompson, N. L. Thompson, P. Tippett, N. Tokunaga, R. S. Tortolero, S. R. Trach, J. Tracy, A. J. Truman, J. Ttofi, M. M. Turner, H. Twemlow, S. W. Twyman, K. A. Underwood, K. Undheim, A. M. Unnever, J. Van Cleemput, K. Van der Wal, M. F. Vandebosch, H. Varjas, K. Verloove-VanHorick, S. P. Vermeulen, A. Vervoort, M. H. M. Vettenburg, N. Voeten, M. Vogels, T. Vossekuil, B. Walsh, D. Walsh, E. Wang, C. Wang, J. Wang, Y. Waterhouse, T. Watt, N. Wessler, S. L. Whitney, I. Wiener, J. Willard, N. Williams, K. Williams, K. D. Williams, K. R. Williams, P. Williams, T. Willoughby, W. Wing, C. Wirrell, E. Witte, J. Wolak, J. Wolf, R. C. Wolke, D. Wong-Lo, M. Ybarra, M. Yu, C. G. Yu, K. Yuan, L. Yude, C. Žaborskis, A. Zayas, A. Žemaitienè, N. Zhang, J. Zickuhr, K. Zieler, S. SUBJECT INDEX ABC News absenteeism academic performance acceptable use policies accessibility accountability circles adolescents _see_ children; students adults reporting bullying to supervision by _see also_ educators; parents; staff (in schools); teachers age factors bullying (traditional) and cyberbullying and use of cyber technology and aggression direct/indirect proactive reactive of victims _see also_ bullying Alabama Alaska Alexa Allen, Ernie American Online (AOL) American Psychological Association Americans with Disabilities Act (1990) anonymity antisocial behavior anxiety Interaction Anxiousness Scale social apologies Arizona Arkansas assessment Associated Press Association of Teachers and Lecturers Attention Deficit Hyperactivity Disorder (ADHD) attitudes of children toward bullying toward victims (who are bullied) toward school (who bully) toward violence autism spectrum disorder (ASD) avatar bash boards Bebo behavior codes Belsey, Bill _Bethel School District v. Fraser_ (1986) blocking blogs/blogging as a modality for bullying _Boucher v. School Board of the School District of Greenfield_ (1998) buddy list bullied children _see_ children who are bullied bully/victims characteristics of effects on overlapping experiences suggestions for parents of bullying (traditional) age factors children at risk for children who are bullied children who are bully/victims children who bully children who witness bullying children's attitudes toward conditions surrounding cyberbullying and (differences) cyberbullying and (overlap) definitions of direct/indirect forms of gender issues and interventions _see_ interventions motivation for prevalence prevention _see_ bullying prevention racial/ethnic issues and in urban, suburban, and rural communities warning signs of _see also_ aggression bullying policies (schools) bullying prevention common misdirections in comprehensive programs coordinating group effective research-based programs steps for educators strategies (best practices) suggestions for parents support for (parents/staff) bullying.org "burn pages" Butler, Eric bystanders cyberbullying encouraging speaking out strategies for traditional bullying California cell/cellular phones happy slapping as a modality for bullying use of _see also_ text messaging Center for the Digital Future Center for Safe and Responsible Internet Use Centers for Disease Control and Prevention characteristics of children who are bullied who bully chat rooms children academic performance of at risk for bullying attitudes of _see_ attitudes of children characteristics of _see_ characteristics of children effect of Internet use on experiences of (traditional bullying) as experts Internet and online reputation of threatened who witness bullying _see_ bystanders _see also_ bully/victims; children who are bullied; children who bully; cyberbullies; students children who are bullied characteristics of effects of bullying on high risk groups overlapping experiences (traditional and cyberbullying) passive victims provocative victims suggestions for parents of warning signs _see also_ bully/victims children who bully characteristics of concern for contacting parents of effects of bullying on motivation of number/identity of overlapping experiences (traditional and cyberbullying) suggestions for parents of _see also_ cyberbullies Children's Internet Protection Act (CIPA) (2007) Christmas, Triston civil rights Civil Rights Act (1964) classroom Cloke, Chris Club Penguin collegeacb.com Colorado Columbine High School Common Sense Media communication modalities for cyberbullying online _see_ online communication technologies (perceptions of) community influence on bullying role in prevention and school partnerships computers conflict resolution Connect Safely Connecticut _County of Sacramento v. Lewis_ (1998) Cox Communications surveys Take Charge program criminal behavior curricula Cyber Bullying Prevention Curriculum cyber harassment _see_ harassment "cyber trolls" cyber-ostracism cyberbullies characteristics of contacting parents of (their report of) content of bullying effects of bullying on inadvertent "mean girls" motivation of overlapping experiences (traditional and cyberbullying) "power hungry" suggestions for parents of "vengeful angel" cyberbullyhelp.com cyberbullying addressing (suggestions for) age factors assessment of (by educators) communication modalities content (survey) cultural variations current research definitions of direct/indirect discussion of (at school) educators (role of) effects on children examples of gender issues and inadvertent interventions _see_ interventions laws and policies litigation _see_ litigation locations for methods of studying parents (role/involvement in) prevalence prevention _see_ bullying prevention prototypes of by proxy racial and ethnic issues and reporting (to adults) rules/policies (development of) school policies spending class time on staff training state laws (US) traditional bullying and (differences) traditional bullying and (overlap) types/methods warning signs cyberbullying.ca cyberstalking _Davis v. Monroe County Board of Education_ (1999) death(s) murder threats _See also_ suicidal thoughts; suicide Delaware denigration depression _DeShaney v. Winnebago County Department of Social Services_ (1989) diabetes _Digital Future Report_ Digital Literacy and Citizenship Curriculum direct aggression direct cyberbullying disabilities disability harassment discipline (school) discussion groups disinhibition disruptive speech doyoulookgood.com Due Process Clause e-mail as a modality for bullying ignoring/blocking saving/deleting tracing use of "E-rate" program Education Amendments Act (1972) educators (role) cyberbullying issue cyberbullying prevention _see_ bullying prevention guide to social networking sites for interventions by supervision by _see also_ staff (in schools); teachers electronic bullying _see also_ cyberbullying Electronic Communications Privacy Act (1986) electronic mail _see_ e-mail emoticons emotions, inability to read Equal Protection Clause ethnic issues evidence exclusion experts, children as extortion Facebook faculty members (as targets) family meetings Federal Bureau of Investigation (FBI) Fight Crime Surveys fightcrime.org filtering firesheep First Amendment flaming _Flores v. Morgan Hill Unified School District_ (2003) Florida focus groups Formspring Fourteenth Amendment Fourth Amendment freedom of speech/expression Friendster Gaede, Lynx and Lamb games/gaming Gay, Lesbian and Straight Education Network (GLSEN) gender issues Georgia Gill, Kimveer Gmail Google Google Video GPS griefers group treatment groups, coordinating Halligan, John viii, Halligan, Ryan Patrick happy slapping harassment definitions disability peer racial sexual _see also_ bullying Harris, Eric Harris Interactive Hawaii _Hazelwood School District v. Kuhlmeier_ (1988) Health Behaviour in School-Aged Children (HBSC) study health problems (of victims) Health Resources and Services Administration (HRSA) "helicopter parents" "hopping" "hot spots" Hotmail i-Mentor Network i-SAFE IamBigBrother Idaho ignoring Illinois immunity laws immunization model impersonation inadvertent cyberbully Indiana indirect aggression indirect cyberbullying informal resolution instant messaging (IM) ignoring/blocking as a modality for bullying saving/deleting tracing use of Interaction Anxiousness Scale Internet children and effects on children games/ gaming history of sites visited netiquette parents and positive experiences with predators safety student records _see also_ Web sites Internet polls Internet Service Provider (ISP) interventions adult (student perceptions of) common misdirections in by educators (methods) parental involvement in (by staff) and student rights strategies (best practices) tips (for parents) Iowa JuicyCampus.com _K.M. v. Hyde Park Central School District_ (2005) Kansas Kazaa Kentucky "Kill Kylie Incorporated" Web site Klebold, Dylan _Klump v. Nazareth Area School District_ (2006) Koenig, Larry language offensive _see also_ speech law enforcement laws and policies litigation school policies state laws lawsuits learning disabilities legal options Lexis/Nexis database liability (of school staff) statutory LinkedIn litigation LiveJournal locations (where bullying occurs) loneliness Louisiana McClain, Brandy Mahaffey, Robert Maine Maryland Massachusetts massively multiplayer online role playing games (MMORPGs) "mean girls" Media Awareness Network media literacy Media Wise Video Game Report Card mediation parental mental health referrals Michigan Minnesota Mississippi Missouri Mobile Bullying Survey monitoring Montana _Morse v. Frederick_ (2007) motivation to bully MP3 players MSNBC MTV murder MyDeathSpace.com MySpace National Association of Schoolmasters/Union of Women Teachers (NAS/UWT) National Bullying Prevention Campaign National Campaign to Prevent Teen and Unplanned Pregnancy National Center for Missing and Exploited Children (NCMEC) National Children's Home (NCH) National Crime Victimization Survey National Society for the Prevention of Cruelty to Children (NSPCC) Nebraska negligence Net Family News netiquette netlingo.com Nevada New Hampshire New Jersey _New Jersey v. T.L.O_. (1985) New Mexico New York news feeds (on Facebook) Nexopia nonverbal cues North Carolina North Dakota notification (parental) Notwell, Lindsay obesity off-campus speech offensive material _see also_ pornography; sexual content Ohio Oklahoma Olweus Bullying Circle Olweus Bullying Prevention Program (OBPP) Olweus Bullying Questionnaire Onguard Online online bulletin boards _see_ bashboards online communication disinhibition explaining challenges of netiquette Online Family Norton online journal _see_ blogs/blogging online profiles online social cruelty _see also_ cyberbullying Online Victimization Survey Oregon ostracism outing parents of bystanders (suggestions for) of children who are bullied (suggestions for) of children who bully (contacting) of children who bully (suggestions for) control of Internet use legal options available to notification of reporting bullying to requesting assistance from school resources for role in bullying prevention role/involvement in cyberbullying students share advice with supervision by warned of threats passive victims passwords peer harassment peer mediation Pennsylvania perpetrators _see_ bully/victims; children who bully; cyberbullies Pew Internet and American Life Project police policies, school pornography _see also_ offensive material; sexual content power predators prevention _see_ bullying prevention _Primetime_ Prince, Phoebe privacy limits proactive aggression prototypes of cyberbullying provocative victims psychological effects PsycINFO database punishment punitive fears racial harassment racial issues Raza, Ghyslain reactive aggression referrals Rehabilitation Act (1973) reporting to adults cyberbullying traditional bullying reputation, online research current future directions methods on prevalence/frequencies resources response options (for educators) restorative group conferencing restorative justice restorativejustice.org retaliatory cyberbullying Rhode Island rights civil First Amendment Fourteenth Amendment Fourth Amendment risk (of being bullied) _Rogers v. United States_ (1975) role play rules (school) rural communities ryanpatrickhalligan.org safe sharing SafeSocial safety plan Safety Web sarcasm Sawyer, Diane _Saxe v. State College Area School District_ (2001) school assessment of cyberbullying attitudes toward (children who are bullied) bullying assessment bullying locations bullying prevention _see_ bullying prevention and community partnerships discipline discussion of cyberbullying at sharing evidence with liability monitoring policies reporting system requesting assistance from rules/policies shootings _see also_ educators (role); staff (in schools); teachers School Crime Supplement _see_ National Crime Victimization Survey school-sponsored speech screen names anonymity of search/seizure policies Section 504 _see_ Rehabilitation Act of self-affirmation self-esteem Rosenberg scale self-expression sexts/sexting aggravated/experimental sexual harassment sexual content _see also_ offensive material; pornography sexual orientation sexual predators Short Message Service (SMS) _see also_ text messaging Skype slam books SMUT List social anxiety social exclusion social networking sites as a modality for bullying banning children from guide (for educators) passwords removal of offensive material from reputation on suicide contagion effect and tracing/responding to postings use of social norming campaigns Social Shield social Web sites South Carolina South Dakota special needs (children with) Spectorsoft speech disruptive lewd, vulgar or profane off-campus school-sponsored involving threat _see also_ freedom of speech/expression; language; offensive material staff (in schools) intervention (and student rights) involvement in bullying prevention liability monitoring/searching records training _see also_ educators (role); teachers stalking Star Wars Kid state laws (US) statutory liability _Stevenson v. Martin County Board of Education_ (2001) Stop Bullying Now Campaign stopbullying.gov students advice shared with parents effects of cyberbullying on as experts First Amendment rights Fourteenth Amendment rights Fourth Amendment rights involvement in social norming campaigns privacy limits _see also_ children Stutzky, Glen suburban communities suicidal thoughts suicide contagion effect summer camp supervision (by adults) surveys Take Charge program _see_ Cox Communications Teacher Support Network teachers involvement in bullying prevention reporting bullying to as targets training _see also_ educators (role); staff (in schools) teasing technology perceptions of positive experiences with use of Technorati Tennessee Tesco Mobile Texas text messaging/texting ignoring/blocking as a modality for bullying saving/deleting tracing use of text wars therapeutic treatment threats assessment of death speech involving warning parents of _Time_ _Tinker v. Des Moines Independent Community School District_ (1969) Title II _see_ Americans with Disabilities Act of Title IV _see_ Civil Rights Act of Title IX _see_ Education Amendments Act of Togetherville tracing tracking software training staff (school) trickery Twitter urban communities U.S. Department of Education Office for Civil Rights U.S. Department of Justice U.S. Secret Service username vampirefreaks.com _Vance v. Spencer County Public School District_ (2000) "vengeful angel" Vermont victimization rates reporting to adults victims _see_ children who are bullied video recording (of assaults) violence shootings _see also_ aggression; death(s) Virginia virtual worlds warning signs (of bullying) Washington _Watts v. United States_ (1969) Web cams Web logs _see_ blogs/blogging Web pages Web sites as a modality for bullying history of sites visited removal of offensive material from tracing/responding to postings _see also_ social networking sites; social Web sites webopedia.com Werther effect West Virginia Wikipedia wikis WiredSafety survey Wisconsin witnesses _see_ bystanders World of Warcraft Wyoming Xanga Yahoo Young Canadians in a Wired World youth _see_ children; students Youth Internet Safety Surveys (YISS) Youth Risk Behavior Survey (YRBS) YouTube zero tolerance policies Zero Tolerance Task Force Zogby International Poll

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September: I started September off with my first ever day off from full time employment - lunch at the Savoy with Kathy Lette. Total Joy with a capital J. I also attended a very interesting talk by Sir Colin Blakemore and Ruby Wax. I can't remember who was meant to be interviewing who but it was on Neuroscience, which is always fascinating. And then another dose of humour and fun with a trip to Basingstoke to see Sane New World - accompanying the performer herself. I helped organise a Comedy Gala at the famous Comedy Store in London in aid of Beat, which was a huge success. And I went to see Dawn French on tour in her show "30 million minutes" which is a hilarious and emotional roller coaster of her life. Then there was a brilliant concert in Covent Garden raising money for Charlotte's Helix. She would have been proud. October: I can't think of a better way to start October than by meeting STEPHEN FRY. Yes I did ! I don't think I blogged about it. He was giving a talk at the Southbank Centre having just released a new book. I even shook his hand. I met Rahla Xenopopolous for the first time too. And went to see Matilda the musical. I did a ten mile walk around London in aid of mental health charity CLASP. The other great thing that happened in October was a I finally met Betsy Benn...! November: There was MUCH excitement at home in November as our puppy Lara arrived. We are well and truly in Love with her. I paid my first trip to Hampstead and had breakfast with Tracey of Fighting Fifty - such a treat. I managed to sneak to the Strand and see Made in Dagenham starring Gemma Arterton - so uplifting. I also had my second day off and saw Dirty Rotten Scoundrels at the theatre starring Robert Lindsey. Legend. God - I do love the theatre... Here comes one of the highlights of the year (besides graduating)... I met Nigella Lawson ...!!! I also gave her a jar of her very own Nutella, which she loved. December: I went to Claridges for a very spoiling dinner with a friend I hadn't seen for over a year. I also went to see Birthday Girls perform at the Soho theatre - one of them is Jennifer Saunders's daughter - such brilliant comedy. I also went up the Shard for the first time for cocktails with a great school friend. Incredible views! London is so twinkly and pretty at night. I also met May Gabriel from the It's Ok Campaign, which was wonderful. The year has ended with a blissful Yorkshire Christmas and 10 whole days off. Phew.... I'm exhausted just writing all that - however bored you might be reading this, I love reminding myself whats been going on. Its now 2nd January. I have two more days off before I have to go back to work. My blog is nearly three years old. I think this is the year that Ipswich Town will be promoted... FINALLY. The Sound of Music is on BBC 1 and on that note, I am going to say... auf Wiedersehen... adieu !!! My hopes for 2015 are to write more and perhaps find the brakes sometimes and not do so much.... but I'll keep up the theatre trips!

Montecristo es un municipio de Colombia, situado al sur del departamento de Bolívar. Limita por el norte con Achí y Tiquisio; por el este con Santa Rosa del Sur, Arenal y Río Viejo; por el sur con Santa Rosa del Sur y por el oeste con San Jacinto del Cauca, Bolívar. Fue fundado en la segunda mitad del siglo XIX, perteneciendo al municipio de Achí. En 1994 finalmente fue elevado a la categoría de municipio. Vías de Comunicación Fluviales:  Es el medio de comunicación de mayor uso en el Municipio, dado que estamos ubicados a orillas de una quebrada, que desemboca a la ciénaga del mismo, la cual a su vez desemboca en el rio Cauca. A través de este medio tenemos acceso a todos los Municipio ribereños. Aéreas: No dispone. el aeropuerto más cercano es el Aeropuerto de Caucasia. Terrestres:  En la Actualidad, no existe comunicación terrestre a otros municipios vecinos. Solo hay comunicación terrestre, vías sin pavimentar, apta para tránsito de motocicletas y carros a los corregimientos de San Mateo, El Dorado, Puerto Betania y Pueblo Lindo. Además, de las veredas de La Concepción, Rangelito y La Dorada. Geografía Está enmarcado entre la Serranía de San Lucas, río Caribona, complejo cenagoso de La Raya y el río Cauca, haciéndolo rico en factores naturales pero al mismo tiempo frágil ante los fenómenos naturales. La cabecera municipal está al límite con la quebrada Montecristo, única vía fluvial de acceso o salida al ámbito urbano, y al rural adentro, utilizando escarpados pronunciamientos del relieve. Extensión total: 1.833.5 Km2 Km2 Extensión área urbana: 275 Km2 Km2 Extensión área rural: 1558.5 Km2 Km2 Altitud de la cabecera municipal (metros sobre el nivel del mar):  100 msnm Temperatura media:  28º Cº C Distancia de referencia:  6 horas de Cartagena de Indias Limites: Ecología: Está integrado por tres unidades que corresponden al de Montaña, con el 41,7% del territorio (Villa Uribe, San Mateo, El Dorado, El Paraíso, Pueblo Nuevo, cabecera municipal); Piedemonte, con el 29.9% y Llanura (Puerto Betania, Puerto España, Pueblo Lindo, San Agustín), con el 28.4% del total del territorio municipal. Los bosques son Primarios, con 60.000 hectáreas; Intermedios, con 62.000 htas y Secundarios con 88.440 htas. Economía Sector Minero Localizado en la unidad de relieve de Montaña, presenta las siguientes áreas mineras en Villa Uribe, Pueblo Nuevo, El Dorado, Paraíso y cabecera municipal con una población flotante de 3.800 personas aproximadamente. Entre las minas están: El Avión, corregimiento de San Mateo, con 8 frentes de explotación Toribio, corregimiento de San Mateo, con 5 frentes de explotación La Campana, cabecera municipal, con 4 frentes de trabajo La Pista, con 2 frentes de explotación, y, Caño Rico, Mocha, Fácil, en zona del Paraíso. Todos los frentes están activos y el tipo de explotación es bajo tierra. Sector Agrícola Actividad muy limitada por los factores de comunicaciones, orden público, inadecuada asistencia técnica, comercialización, dificultad de obtención de insumos y pocas tierras aptas para su desarrollo.Cerca de 1.000 personas están vinculadas a las actividades agrícolas en la jurisdicción municipal. El método común de siembra es la quema y el 75% de la producción se comercializa hacia zonas mineras. Sector Ganadero Hato ganadero referido al Bovino, mular, asnal, caprina y especies menores. Actividades con patrón tradicional y baja productividad con poco peso en al economía local, teniendo como puntos de producción a Puerto España, Pueblo Lindo, La Dorada, Platanal, Taburetera, cabecera municipal y San Mateo. Sector Pesquero Cerca de 180 persona están dedicadas a esta actividad económica que se realiza en forma tradicional y artesanal, en los cuerpos de agua de La Dorada, Puerto Betania, Puerto España, San Agustín, Taburetera, Pueblo Lindo, Platanal, ciénaga Grande de Montecristo y Caimanera, básicamente. Lo métodos usados en las faenas son la atarraya, chinchorro, trasmallo, arpón, nasa y anzuelos. La producción llega a las 27 toneladas mes y las especies más conocidas son bocachic o, bagre, dorada, moncholo, mojarra, yupa. Los mercados donde se comercializa el producto son los de Guaranda, Nechí, Caucasia y Magangué. Sector Maderero Por la variedad de bosques, las especies más notables corresponden al campano, caracoli, cedro, ceiba, guayacán, abarco, roble, zapatillo, ají, cagua, guácimo y jobo, entre otros. Referencias Municipios de Bolívar (Colombia)

WHEN I stepped on board the MV Southern Cross in Southampton on a bitterly cold December day in 1967 to return to Australia after two years working in London, I couldn't imagine how my life would change. One day's sailing out of Southampton at the captain's welcome cocktail party, I looked across a crowded room and saw a tall young man wearing the formal engineering officer's uniform of white dinner jacket, black trousers, cummerbund and gold striped lapels. What single young woman could resist? A five-week sailing trip from the UK to Australia via Trinidad, Panama, Fiji and New Zealand, with long steamy nights when he'd come off watch, was the definitive romantic place to fall in love. When the ship finally docked in my home town of Melbourne and my time on board was up, I watched him sail away with no known date of return. There never was a more broken heart than mine in all of history. Letters were exchanged and the occasional phone call attempted, but it was rarely successful from his ship in some far-flung land to my shore base in Melbourne. When he finally sailed back to Australia nine long and agonising months later, only to have to sail away again in a few days, he knew he had to either marry me or watch me die of yearning. A special licence was obtained, and we married in a tiny Seaman's Mission. As a wife, I was able to sail away with him. I had been with him for only five weeks when we took our vows, but what a five weeks it was on board a ship with romance everywhere in the salty sea air. Forty-seven years, three children and seven grandchildren later, we are still together.

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The wait for the Court of Appeal in Abuja to deliver its judgments on the appeals filed by the suspended Chief Justice of Nigeria, Justice Walter Onnoghen, to challenge his assets declaration breaches-related charges and the Code of Conduct Tribunal's order suspending him, has entered the second month, The PUNCH reports. A three-man bench of the court, led by Justice Stephen Adah, had on February 27, 2019, heard the appeals and reserved judgments promising to communicate the date of the judgments to parties whenever they were ready. The wait, which is now a cause of worry to some associates of the embattled CJN, clocked one month on March 27. Although the constitution gives a court a period not more than three months to deliver its decision after the hearing of any application or a suit, Onnoghen's people said they were concerned that one month had passed without the Court of Appeal's judgments on the embattled CJN's appeals. Responding to The PUNCH's inquiry on Saturday, Onnoghen's lead defence counsel in the ongoing trial at CCT, Chief Adegboyega Awomolo (SAN), expressed disappointment about the delayed judgments of the Court of Appeal. He said, "We are highly disappointed that the Court of Appeal has not delivered its judgments on the appeals by the CJN despite the far-reaching constitutional implication of the appeals. But the prosecuting counsel, Mr Aliyu Umar (SAN), who also argued against the appeals on behalf of the Federal Government, dismissed the concerns expressed by the defence in an interview with our correspondent on Sunday. "The Court of Appeal has three months within which to give judgments, and they are still within their right, as long as they don't exceed three months," Umar said. Lawyers and aides involved in his defence were said to be particularly worried about what seemed to be the Court of Appeal loss of the zeal as opposed to how the appellate court initially handled the suspended CJN's appeals in the wake of the charges instituted against him before the CCT. Onnoghen's camp on Sunday said the speed with which the CCT and the National Judicial Council were handling the trials of the embattled CJN showed that the Court of Appeal's judgment might not come until after the trial ongoing at the tribunal. An associate of the suspended CJN, who spoke on condition of anonymity, said, "For unclear reasons, the Court of Appeal has yet to deliver its judgments on the appeals which will at least validate or invalidate the trial going on at the CCT and the ex parte order issued by the tribunal to suspend the CJN. Adding to the worry of the people around Onnoghen was the Friday's ruling of the CCT which dismissed his no-case submission mainly on the grounds that his "admission" in his statement made to the Code of Conduct Tribunal warranted him to offer an explanation to the tribunal. While the trial before the CCT is nearing conclusion, the judgments of the Court of Appeal on four separate appeals challenging various aspects of the CCT proceedings have been pending for over one month. The suspended CJN had, by one of his appeals, challenged the jurisdiction of the CCT to hear the non-declaration of assets charges instituted against him before the CCT. The other major appeal is the one challenging the ex parte order on which President Muhammadu Buhari relied to suspend the CJN and appoint Justice Tanko Muhammad as the acting CJN. Speaking with our correspondent, Awomolo pleaded with the Court of Appeal to quickly deliver its judgments on the appeals. "We plead with them to deliver their judgments," he said. Newswire, we present the world of law and the issues that engage them. This edition is yet again, 'Mind-blowing'. Go get your copy(ies) Now!

You Can't Take It With You: Papal Edition Published Mar 15, 2013 in Uncategorized ~ Approx 2 mins Pope John XXIII — 1881 to 2,597 weeks ago Monday A Pope is like a box of chocolates … you never know what you're going to get. This was never more true than with Papa Roncalli as the gregarious Angelo was known. A peasant and the third-born of thirteen, he was famed for his ardent and scrupulous quest for personal holiness. Famously informal and witty, he sure didn't have scruples about much else. Once asked, "How many people work in the Vatican?" he replied, "About half." Two of his encyclical letters were praised by many around the world — Pacem in Terris calling for "universal peace and intensified international cooperation and Mater et Magistra demanding international "aid to underdeveloped countries." But his most unexpected move was to call the Second Vatican Council. In doing so, this 'caretaker pope' — elected at 76 presumably to hold the office till the next papabile came of age — likely leaves behind the greatest legacy of any 20th century pope. Pope Paul VI — 1897 to 1,805 weeks ago Sunday The church still feels the changes wrought by Giovanni Battista Enrico Antonio Maria Montini, elected in the middle of Vatican II and responsible for bringing it to completion. Condemning birth control and women's ordination with a pair of encyclicals, he also moved the mass into the vernacular, enacted respectful and cordial relationships with Judaism and established the Synod of Bishops. He set the precedent that the Pope was expected to travel the world to visit the faithful. He leaves behind this shape of the post-Vatican II church. Pope John Paul I — 1912 to 1,798 weeks ago Thursday Albino Luciani was not pope very long. "Il Papa del Sorriso" (The Smiling Pope) took his grin to the grave after just 33 days as pontiff. But in that short time he dressed down the papacy in ways that still endure. He ditched the 'royal we' and started talking in the first-person singular. He tried and failed to do the same to the sedia gestatoria, that ornate throne carried by the Swiss Guard. He succeeded in dispensing with the papal coronation. He leaves behind the comparatively informal papacy we take for granted today. Pope John Paul II — 1920 to 414 weeks ago Saturday A sharp youngest child in a family of modest means, Karol Jozef Wojtyla was the goaltender of his youth soccer team and an inveterate performer — a lead actor with a rich baritone. At 44, he became archbishop of Krakow. He'd be pope a decade and a half later, the first non-Italian since 1523, and in many ways shaped the global church and papacy we're still living with today. He traveled seemingly non-stop — 129 countries in a quarter century saying masses for millions as he went, and initiated the global World Youth Day gatherings. Those who met him — even before he was pope — described being struck by his sheer presence and vitality: "He exuded such a combination of power and acceptance. He had this smile on his face and a look in his eye that said, 'You're wonderful. And I'm wonderful, too.'" Despite his vigor, he also leaves behind images of frailty — 1981's gunshot wounds, 92's cancer, 93 and 94's falls and broken bones, and of course, the Parkinson's disease he stoically endured till the end. He liked to write: his 14 encyclical letters addressing everything from capitalism to nuclear weapons, and made the phrase "culture of life" part of common Catholic parlance. He leaves behind one of the most rapidly moving causes for canonization in recent times — as well as 48 of the 115 cardinal electors in the most recent conclave, including the one now named Francis. Perry Petrich, SJ ppetrichsj@thejesuitpost.org / @ppetrich / Post Archive Perry once played in a children's band in New York City. On a related note, he has degrees in Theatre and Theology from Fordham University where he wrote his thesis on The Hold Steady. Originally from Tacoma, his false idols include the Mariners, Seahawks and Washington Huskies. He also worked at the Kino Border Initiative in Ambos Nogales. He is currently studying theology in Berkeley, CA. Share You Can't Take It With You: Papal Edition Ten things you might have missed in "The Young Pope" Jason Downer, SJ ~ Approx read time 3 mins Pope Francis: The Next 5 Years Bill McCormick, SJ ~ Approx read time 5 mins Hope and Reform in the Roman Curia Eric Ramirez, SJ ~ Approx read time 5 mins Review: "Marriage Story" 52 views Rome-brokered peace deal increases chances of papal visit to South Sudan January 16, 2020 Bishops urge Central African Republic leaders to face challenges in 2020 January 16, 2020 Committee to recommend Australian bishops give laity certain controls January 16, 2020

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Africa through Picasso's Eyes in Montreal From Africa to the Americas: Face-to-Face Picasso Past and Present Montreal Museum of Fine Arts Montreal, Quebec through September 16, 2018. Picasso was fascinated with non-Western art, especially that from Sub-Saharan Africa. We have known this for many decades. It's rather obvious if you have even passing familiarity with Picasso's work. Yet somehow, a current exhibit at the Montreal Museum of Fine Arts manages to astonish. How often have you heard that a picture is worth a thousand words? Think it's just a cliché? The Montreal show does a simple thing and let's its visual power strike you with the power of a lightening strike on the adjacent bench you just vacated. It juxtaposes, side-by-side, Picasso paintings and comparable works of African or other non-Western art. Do you like irony? Consider that the most-famous modern artist who ever lived spent a considerable amount of time pondering much older things. Consider also that the future was anchored to the past, and that which was heralded as new was often an impressionistic sequel to what had already been. He, like Matisse, Vlamanick, and several others before him, first encountered non-Western art at the Musée d'Ethnographie Trocadéro in Paris. None of this diminishes the originality of Picasso or the depth of his vision. After all, it takes creativity and foresight to look beneath the surface of a tribal mask and imagine cubism, or to see connections to Greek myths and post-Freudian psyches within a sub-Saharan object. Mostly, the Montreal exhibit confirms the spiritual and psychological depth of non-Western art, the richness of the many cultures from which it draws, and the power inherent in basic shapes. Picasso [1881-1973] wasn't afraid to deconstruct those shapes, reassemble them in fragmented and non-sequential ways, and let their very unsettledness convey meanings deeper than waking reality could hope to suggest. So too do masks, head dresses, prints, statues, fetish objects, and other such like invite us to engage our imagination in ways that the prosaic and pragmatic cannot. As noted above, Henri Matisse [1869-1954] and others beat Picasso to the punch in merging African art, Western appropriation, and surreal suggestiveness. This is also pretty well known in the art world, yet Matisse gets little more than a minor nod in this exhibit. The youthful Picasso, who admired Matisse and went to Paris in part to meet him, knew better. Once young Pablo became Picasso, ego and myth making took over, but it would have been nice had the curators given more due to Picasso's creditors. What follows speaks for itself and needs no further comment from me. Enjoy the images as the exhibit closes next week. Muse upon them, as you can do in miniature what was done on a larger scale in Montreal. All you need to do is enter a well-appointed museum, find a few Picassos, snap a few shots with your cellphone, and meander into the African and Micronesian galleries and play the comparison game. On Display Now at Williams College Museum of Art Dance We Must: Treasures from Jacob's Pillow, 1906-1940 (though November 11, 2018) RAWR! A WCMA Bestiary (though October 31, 2018) Click on any image for larger size. Most visitors to the Williamstown area head for the Clark Institute of Art, Mass MoCA, or one of the area's numerous summer stock theaters. All are worthy, but one of the region's underappreciated gems is the Williamstown College Museum of Art (WCMA). The WCMA launches shows that bigger museums would ignore, and the level of curation is consistently top shelf quality. Here are two shows that are well worth seeing. If you are a fan of modern dance, you probably already know of Jacob's Pillow, located near the town of Becket, approximately 35 miles southeast of Williamstown. It is, simply, one of the most important venues associated with modern dance in the country. Jacob's Pillow opened its doors in 1933, just three years after founder Ted Shawn (1891-1972) split with his wife, Ruth St. Denis (1879-1968). The two were a modern dance power couple upon their marriage in 1914, a union that wasn't destined to last given that Shawn was, in fact, a closeted gay man. That wasn't known for some time, though it wouldn't have been hard to surmise given that Shawn's original company at the Pillow was titled "Ted Shawn and His Men Dancers," and he often presented himself in a stereotypically fey fashion. Many also knew that he and Burton Mumaw (1912-2001) were longtime lovers. The WCMA show doesn't say much about this, which is a sad omission in my view, though it is to their credit that it does give Ms. Denis equal billing in its display of costumes and photographs that span the years 1906 to 1940. The costumes dazzle in several ways. First, when seen close up, one appreciates the illusion of the stage. What sparkles like magic just three rows back is revealed for what it is: the magic of seamstresses working with cut-rate fabrics and jazzing them with paste jewels and gild. My wife's (late) grandmother once served as wardrobe mistress at Jacob's Pillow. One of her biggest jobs was stitching splits and installing costume patches—often in wings during a performance. Her greatest talent was that the audience seldom noticed! Seen off the stage, we can appreciate that the stage ware is imaginative, enchanting, and cheap. It served its purpose well. Modern dance dispensed with the conventions of traditional ballet in service of movement that favored free movement, artistic expression, and emotion rather than rigid form. In essence, the costumes accentuated bodies and dramatized movement. One was meant to watch the character/dancer contained by the clothes, not stare at the wrappers. The second thing you will notice is the sensuality of modern dance. Call it another nail in the coffin of Victorianism. During the early years of the 20th century, the amount of skin on display on the dance stage scandalized older Americans. That was partly the point. Dance was one of the things that were new about the artistic movement now labeled modernism. Think of scanty dancewear and revealing movie clothing as akin to the way flappers sought to unbind the body. Kudos to the WCMA for owning up to another aspect of modern dance: it was not at all politically correct. Today we'd use terms such as cultural appropriation or Orientalism to describe how non-Western expressions and clothing were stereotyped. Many early 20th century artists felt they were paying homage; in our day, we recognize that exoticizing another person's culture is problematic—even if intended to be benign. A classic example of this can be seen in Shawn's "Indian" costumes. Not only are they more homoerotic than authentic, in some cases—such as clothing designed to look like kachinas, dancers actually violated religious beliefs. Modernism was a revolutionary. When barriers crumble, older norms of propriety collapse for good or ill. Dance fans and social critics alike can enjoy Dance We Must. Call is equal parts fascinating and shocking. Pieter Hugo, man with hyena, Nigeria Also provocative is a show that draws upon the museum's collection of prints, paintings, drawings, and photographs that depict animals. RAWR! A WCMA Bestiary calls into question whether humans are special, or merely an animal that exerts hegemony over various others. It examines the relationship between humans and subordinate creatures in all the ways we relate to animals: as pets, companions, food, prey, enemies, entertainment, or objects of worship. Most of the images speak for themselves. This exhibit will make you laugh, upset you, and even horrify you. In each case, it will make you ponder the realms we (perhaps too glibly) label "human" and "animal." Robert and Joseph Cornell, Two Mouse Musicians Rube Goldberg plan for improved smorgasbord #WCMAart John Woman Fascinates, Even When It Falters John Woman (2018) By Walter Mosley Atlantic Monthly Press, 320 pages. "The hierarchy of history rarely documents its greatest heroes—they're too busy doing to waste time on legacy." You probably don't expect to pick up a Walter Mosley novel and read such a line. After all, he's best known for his sharp-tongued, hard-boiled detective novels that draw comparisons to Raymond Chandler. Mosley has long been known for his jump-off-the-page lines and his African-American protagonists, but John Woman is another thing altogether: a book that's both a mystery and philosophy of history. The story catches fire in 1995, when protagonist Cornelius ("CC") Jones is 16-years-old and is caring for his father, Herman, the projectionist at a silent movie house in Brooklyn operated by the tyrannical Chapman Lorraine. The latter is trying to squeeze every last dime from the old Arbuckle Theater—a task that means neglecting the building, Herman, and ticket-taker France Bickman—but mainly he's just for the right moment to fire his employees and shutter the old barn. Herman is prematurely worn out physically and emotionally. He managed to escape Mississippi during the days of Jim Crow and make his way to New York, where he met Lucia Napoli, and Italian-American firecracker. They produced CC, but Lucia was simply too free-spirited to contain, and bolted when CC was just a child. To say that Herman is an unconventional single father hardly scratches the surface. He is also an autodidact who overcame childhood illiteracy and schooled himself in history and philosophy. Forget Dr. Seuss and childhood primers; CC's childhood bedtime stories came from such unlikely writers as Thucydides, Herodotus, Plato, and the Durants. Before he was 12, CC was expected to have views on Marx and Aristotle. Of course, at some point, a lad also comes of age. Circumstance forces CC to accelerate his maturation. He's secretly covering for father at the Arbuckle, and is clandestinely initiated into life's carnal pleasures by policewoman Colette Margolis, who is investigating Lorraine's disappearance. Be prepared for numerous inappropriate relationships; John Woman is not a novel that deals with the lives and values of the material- and status-conscious middle class. Quite the opposite; it moves from society's bottom rung to the top half of the ladder. When Herman passes away—mourned only by his son, France, and his unpaid Irish housekeeper—CC finds that he has come into a legacy of the financial kind. John Woman is partly about reinvention, and we leap ahead to the year 2013. CC disappeared several identities ago. After obtaining degrees from Harvard under one name and some creative paperwork under another, he is now John Woman—there is a reason for the surname—an assistant professor of history at the New University of the Southwest in Arizona. If you're thinking, ho hum, another novel about a kid saved through education but worried about being exposed as a fraud, you couldn't be more wrong. John/CC teaches a course titled Introduction to Deconstructionist Historical Devices and is widely acknowledged to be a genius and an iconoclast. Woman's students love him—once they get him—but most of his colleagues loathe him. His approach to history is revolutionary; Woman insists that, "history is what is left over after all living memory has been erased." Readers recognize this as confessional on one level, but Woman also asserts that history's primary meaning lies with its future uses because all history is, at best, fanciful speculation based upon incomplete evidence. Even if you're not a historian, you will find yourself drawn into John Woman's methods and deductions. Call it an unconventional kind of detective work. If you are a professional historian such as I, you will either read these passages and scores of other musings as affirmation of the dynamic nature of inquiry, or you'll be outraged by how cavalierly John Woman dismisses traditional evidence. This tension is Mosley's point. Woman's colleagues think he's a fraud; or is it that they are intimidated that he might expose them as being such? It doesn't help that he's not an outwardly warm person and, as we learn, not one who follows rules—more inappropriate relationships. Worst of all in the eyes of some, the college administration and a rich board member named Willie Pepperdine seem to love John Woman. Here's where the novel takes a twist that I found problematic. Without revealing too much, it seems that the school's founders and leaders are more than one sees on the surface. There is a shadowy Illuminati-like organization called the Platinum Path of "strong-minded intellectuals" bent on saving humankind from itself. John Woman finds himself in its orbit, but does he wish to land? Can he escape the fact that he's not yet history, as not all "living memory has been erased." See John run, but can he hide? I adored the first three quarters of this novel. I'm conflicted when Moseley goes Dan Brown on us. John Woman is so smart and provocative that I feel compelled to pull my critical punches, but it sure feels as if Mosley wrote himself into an existential corner from which only a dodgy contrivance could extricate him. I was fascinated by Herman, who was indeed a hero too busy doing to be concerned with legacy. John/CC is equally intriguing as a deconstructionist of both himself and the discipline of history. I would even consider using parts of Mosley's book in a history class; it's that thought-provoking. In the end, I was drawn to the remark that truth is found in "actions not your convictions." I found considerably more veracity in Mosley's characters than in a Platinum Path that seemed more a rusted tin cliché.

Take advantage of Visa Priority at Minsk National Airport! Take your Visa card with you when you set off to travel! It makes things convenient: pay for goods and services in the local currency and take advantage of special offers in the country where you're travelling. If you have a Visa Platinum, Visa Signature or Visa Infinite card issued by a Belarusian bank, you are eligible to use Visa Priority at Minsk National Airport. In order to leave your luggage at the business class counter and go through security with priority status, you will first need to get a Visa Priority voucher from the information desk on the 3rd floor of the airport. Then show it while checking in for your flight and as you enter the airport security area. Who is eligible for the Visa Priority service? Travelers with Visa Platinum, Visa Signature and Visa Infinite cards issued by a Belarusian bank. When I'm flying with my family, can my husband, wife and/or child use Visa Priority? Yes. The service available for 2 adults and the children (up to 12-years-old) of the cardholder. When and where can I use the Priority Visa service? From 01.12.17 to 31.12.19 at Minsk National Airport. The terms and conditions of the service are subject to change without prior notice. Where can I get my voucher? At the information desk on the 3rd floor of the airport. Your Visa Platinum, Visa Signature or Visa Infinite card must have been issued by a Belarusian bank, it must be active and you must have a minimum balance of $1 in the associated account at the time of verification. Do I need anything other than my card? Yes, you must also have a valid ticket for a flight scheduled to depart no later than 24 hours from the time of the voucher request. Which airline tickets are eligible for use with the service? A current list of cooperating airlines, as well as detailed terms and conditions of the Visa Priority service, can be found at the information desk on the 3rd floor of the airport. No more than once every 24 hours.

Indigenous People's Day at Cannery Museum in Steveston, Sat. June 23 1 to 4 p.m. National Aboriginal Peoples Day, June 21, recognizes and celebrates the cultures and contributions of the First Nations, Inuit and Métis Indigenous peoples living in Canada. This year, Saturday, June 23 from 1 to 4 p.m. the Gulf of Georgia Cannery hosts the Richmond celebration organized by the Pathways Aboriginal Youth Centre. The afternoon will feature international Pow-Wow Dancer Shyama Priya, the Wild Moccasin Dancers, Maddie McCallum and the Heiltsuk Dancers. For those who love a good listen, there will be story-telling by Rebecca Duncan from 2 to 3 p.m. As well, the celebration offers a variety of options such as a talking stick workshop and a Totem and design workshop. There will be a Bannock Bake-Off led by Chef Maluh, with local families and individuals who will prepare their unique bannock recipes for judging by a selected panel from 2 to 3 p.m. The interactive booths will include one from the Port of Vancouver and one from the Richmond Public Library where they will be sharing indigenous literature and programs. Also on offer is the Richmond's 2018 National Indigenous Peoples Day Public Art Bus Tour. Participants can join Tarah Hogue, Indigenous Curatorial Fellow at the Vancouver Art Gallery and Shaun Dacey, Director of the Richmond Art Gallery on the tour, visiting public artworks by contemporary indigenous artists across our city. The tour will pick-up passengers from the Gulf of Georgia Cannery at 12:30 p.m. and back again at 2 p.m. to enjoy the National Indigenous People's Day festivities, presented by Pathways Aboriginal Youth Centre and the Gulf of Georgia Cannery Society. While the tour, like all the day's events, is free, however registration is required. Children 12 and under must be accompanied by an adult. The National Indigenous Peoples Day Celebration at the Cannery Museum is sponsored by The Port of Vancouver, Connections Community Services, the Province of British Columbia, Vancouver Coastal Health, and the Richmond School District.

Biden Buying Stockpile of Anti-Radiation Pills October 10th, 2022 - by Chris Menahan InformationLiberation.com & ZeroHedge US Buying $290M Worth Of Anti-Radiation Drugs For Use In "Nuclear Emergency" Chris Menahan InformationLiberation.com & ZeroHedge (October 6, 2022) — The Biden regime is buying up $290 million in anti-radiation drugs for use in "nuclear emergencies" amid escalating tensions with Russia and heightened threats of a nuclear war. HHS purchases drug for use in radiological and nuclear emergencies As part of long-standing, ongoing efforts to be better prepared to save lives following radiological and nuclear emergencies, the U.S. Department of Health and Human Services is purchasing a supply of the drug Nplate from Amgen USA Inc; Nplate is approved to treat blood cell injuries that accompany acute radiation syndrome in adult and pediatric patients (ARS). Amgen, based in Thousands Oaks, California, developed Nplate for ARS with support from the Biomedical Advanced Research and Development Authority (BARDA), part of the HHS Administration for Strategic Preparedness and Response (ASPR), as well as the National Institute of Allergy and Infectious Diseases, part of the National Institutes of Health. BARDA is using its authority provided under the 2004 Project Bioshield Act and $290 million in Project BioShield designated funding to purchase this supply of the drug. Amgen will maintain this supply in vendor-managed inventory. This approach decreases life-cycle management costs for taxpayers because doses that near expiration can be rotated into the commercial market for rapid use prior to expiry and new doses can be added to the government supply. ARS, also known as radiation sickness, occurs when a person's entire body is exposed to a high dose of penetrating radiation, reaching internal organs in a matter of seconds. Symptoms of ARS injuries include impaired blood clotting as a result of low platelet counts, which can lead to uncontrolled and life-threatening bleeding. To reduce radiation-induced bleeding, Nplate stimulates the body's production of platelets. The drug can be used to treat adults and children. Nplate is also approved for adult and pediatric patients with immune thrombocytopenia, a blood disorder resulting in low platelet counts. Repurposing drugs for acute radiation syndrome that also are approved for a commercial indication helps to sustain availability of the product and improves healthcare provider familiarity with the drug. "The US government said the procurement of Nplate was not in response to the war in Ukraine," The Telegraph reported. "An HSS spokesman told The Telegraph: 'This is part of our ongoing work for preparedness and radiological security. It has not been accelerated by the situation in Ukraine.'" The State Department last week urged all Americans to leave Russia "as soon as possible" in the wake of the sabotage of the Nord Stream pipelines. The official reasoning they gave was to avoid getting conscripted in their mobilization effort but that logic only applied to dual citizens and their advisory was for all Americans. As I noted at the time, the real reason they told everyone to leave is more likely the risk of a full-blown war breaking out due to the US, Ukraine or Poland being responsible for the belligerent bombing of the Nord Steam pipelines. While Russia has issued statement after statement warning the US they will use nuclear weapons to defend their territory and are "not bluffing," the US has been shipping billions in high-tech weaponry to Ukraine to attack Russian forces and strike inside of Russia.

Magdalen Blessey Bickford Camille R. Bryant Kyle A. Ferachi Administrative Hearings and Investigations Counseling, Compliance, Training, & Employee Benefits Employment Litigation and Arbitration Employer Beware: The U.S. Supreme Court Allows a Plaintiff to Bypass the EEOC McGlinchey Labor & Employment Alert By: Camille R. Bryant , Magdalen Blessey Bickford , Kyle A. Ferachi Download PDF. On June 3, 2019, in Fort Bend County, Texas v. Davis, the Supreme Court unanimously held that federal courts can exercise jurisdiction over discrimination claims that were never brought before the Equal Employment Opportunity Commission (EEOC). This decision is profound as it resolves a long-standing conflict amongst the circuit courts. Title VII of the Civil Rights Act of 1964 establishes a multi-step process that employment-discrimination plaintiffs must follow before they file a lawsuit. That process requires employees to file a charge of discrimination with the EEOC or an equivalent state agency within 180 days of the occurrence. The EEOC then investigates the charge. If the EEOC finds reasonable cause to believe the allegations, the EEOC will attempt to resolve the dispute informally. If informal resolution methods are unsuccessful, the EEOC may bring a civil action against the employer in court. If the EEOC determines that the charge is unsupported by evidence, the EEOC will dismiss the charge and notify the complainant of his or her right to sue in court. In Fort Bend County, Ms. Davis filed a charge with the EEOC alleging sexual harassment and retaliation. While her charge was pending, Ms. Davis was terminated, allegedly for going to a church event on a Sunday instead of reporting to work. Davis attempted to supplement her EEOC intake questionnaire by handwriting "religion" on the form, but she did not amend the formal charge document. Months later, the EEOC informed Ms. Davis of her right to sue. Ms. Davis filed a lawsuit in district court for the Southern District of Texas. Her retaliation claim was dismissed on summary judgment, but her religious discrimination claim remained. Years into the litigation, Fort Bend County asserted that Ms. Davis' religion claim should be dismissed because she did not assert the claim in her EEOC charge. The district court agreed and dismissed the religious discrimination claim, but the Fifth Circuit Court of Appeal reversed. The Supreme Court granted certiorari to resolve a split among the Courts of Appeals regarding whether Title VII's charge-filing requirement is jurisdictional. The Court found that it is not. The court likened the EEOC's charge-filing requirement to a processing rule that is waived if not timely asserted. In other words, the filing of an EEOC charge is still mandatory, but the onus is on employers to ensure compliance. The decision means that Ms. Davis may attempt to prove in court that her employer discriminated against her based on her religion, even though she did not properly raise that claim before EEOC. Moving forward, employers should be mindful to carefully scrutinize employment lawsuits to verify that all claims were asserted before the EEOC. If new claims are asserted, employers should promptly object or risk litigating such issues. For more information regarding this alert, please contact one of the authors or a member of McGlinchey Stafford's Labor & Employment Team.

Current and historical mining activities have a seepage and waste-dumps legacy that are the concern for mining companies, population and regulatory authorities. Old waste-dumps have not been regulated and most of the old tailings have been deposited in soils without covering. Tailing deposits and waste-dumps should be analyzed in a particular way because of the ground, instalation details, mineralized body geology, mined type, weather and other parameters. Posted on October 3, 2013 by Melissa Cavero and filed under Mining, Water quality and tagged waste dump tailing deposits groundwater filtration contamination numerical modeling. Impact assessment of mining projects on groundwater resources can be a challenging task due to uncertainty on groundwater flow regime, the complex numerical tools to successfully simulate stresses on groundwater resources posed by mining projects, and timeframe and budget of the EIAs. Posted on October 2, 2013 by Melissa Cavero and filed under Environment, Hydrogeology, Mining and tagged groundwater mine water simulation numerical modeling waste dump tailing deposits.

6 // with code expecting an io.Writer. 15 // ErrClosedPipe is the error used for read or write operations on a closed pipe. 18 // A pipe is the shared pipe structure underlying PipeReader and PipeWriter. 31 // One reader at a time. 66 // One writer at a time. 119 // A PipeReader is the read half of a pipe. 126 // arrives or the write end is closed. 128 // returned as err; otherwise err is EOF. 134 // write half of the pipe will return the error ErrClosedPipe. 140 // to the write half of the pipe will return the error err. 146 // A PipeWriter is the write half of a pipe. 153 // have consumed all the data or the read end is closed. 155 // returned as err; otherwise err is ErrClosedPipe. 161 // read half of the pipe will return no bytes and EOF. 168 // or EOF if err is nil. 170 // CloseWithError always returns nil. 176 // Pipe creates a synchronous in-memory pipe. 178 // with code expecting an io.Writer. 181 // except when multiple Reads are needed to consume a single Write. 184 // the written data. 186 // Read (or Reads); there is no internal buffering. 188 // It is safe to call Read and Write in parallel with each other or with Close. 190 // the individual calls will be gated sequentially.

to you with an update regarding your concern. Thank you for your patience! Thanks for the update. I hope they get back to you with a reply soon. I really would like to know the answer to this one too. I am working on the Silver Badges in the Growth & Development category. BABW did maintenance a few nights ago and ever since then the Furbulous Word Game automatically and involuntarily graduates you to a more difficult level after you complete the puzzle. If you complete three classes as a student and one class as a teacher at Bear University, you earn a total of 100 points. The problem is that you can only perform four classes per day. Unfortunately, there are no games in the Growth & Development category as in the others that will allow you to swiftly earn the necessary points. Gold Level 2...........Library For Your Condo ! 5.Recreation... Basketball Spin Lessos don't be too good ! or Fishing. Fishing is good because for everything you catch you get 5 points. In bronze level 1 5 points is 1% in level 2 10 points is 1 % If it is fish it is recreation points & if it is rubbish it is growth & developement points. I also wanted to let everyone know that an easy way to earn points for the Fashion badge is to go to the Mall and go to the Clothing Store. Once in the store, clock in to work. It seems that you can work as many shifts as you like if you go into the Mall versus clicking the hiring sign in the Lobby. Now, once you decide to play, you can make one game last for a long time earning over 100 points. I would select everything except one item and click done. Each time you select done, you earn 5 Fashion points. As the timer gets closer to 10 to 5 seconds, I would make the final selection and click done. To me, it seems that you need 100 points for the Bronze 1 and 1000 points or more for the Gold 2. I think it must be the same point system for all of the categories. Ok, time for me to get back to earning the first Silver Badge for Growth & Development. At this rate, I feel I will have the Gold 2 badge by Easter. I hope the information helped. Good luck! The fastest way to get Fashion Points is to go to the Lumbear Yard and buy a room you already have. It should not take any of your bearbills. A error message should come up. Press OK and keep doing it as many times as you like. That is the fastest way I get mine. Thanks for letting us know & I hope they fix words fur the Birds soon as that was what I was working on too ! Yes that does work too. Thanks for letting us know. I will add it to my main thread. Thanks again. Wouldn't this be taking advantage of a glitch in the game? JoeCybearGuide said that taking advantage of something like this could get you banned. Not worth it to me! i really want the art room! Christmas, have you got info on the missing one?

Tom DeLonge's New UFO Project: Disclosure or Disinformation? By Morgan Flack November 3, 2017 Leave a Comment on Tom DeLonge's New UFO Project: Disclosure or Disinformation? Former guitarist and co-founder of the bands Blink-182 and Angels & Airwaves, Tom DeLonge, made headlines recently when he announced the launch of his new company, To The Stars Academy. The company's mission is to gather a team of researchers and create a vehicle to explore "exotic" areas of aerospace engineering and technologies. DeLonge has previously been named the OpenMinds.tv 2017 Researcher of the Year, and has been a long time advocate for disclosure of UFO and alien technology research. DeLonge has made some interesting claims, including a story about having met an alien life form near Area 51, knowledge about 'alien technologies' that have been used and studied for decades by certain groups within the CIA, even stating that there have been instances when he felt that his life were in danger after having his phone tapped. These claims, as well as his book may have been looked at as nothing more than fictional conspiracy theories by the public had it not been for the emails leaked by WikiLeaks of former Hillary Clinton Campaign Chairman and Senior Advisor to President Barack Obama, John Podesta, in October of last year. The emails revealed that Podesta and DeLonge had met personally and corresponded multiple times regarding public disclosure about knowledge of the existence of UFO's, or "Advanced Aerial Threats," as DeLonge called them in his interview on The Joe Rogan Experience podcast last week. Podesta himself has also been a proponent for disclosure. Following his departure from the Obama Administration, he made his position clear on Twitter: This account is an archived Obama Administration account, but @Podesta44 posted this tweet before the account became inactive. 1. Finally, my biggest failure of 2014: Once again not securing the #disclosure of the UFO files. #thetruthisstilloutthere cc: @NYTimesDowd — Brian Deese NARA (@Deese44) February 13, 2015 To The Stars Academy has a team comprised of former CIA senior intelligence service members, analysts and advisers to NASA and the U.S. Department of Defense, and a retired program director for advanced systems from Lockheed Martin Advanced Development Programs, among many other impressive titles. Although their exact technological and scientific goals have yet to be presented in detail, their areas of study include "human ultra-experience database, engineering the space-time metric, brain-computer interface technology, and telepathy." One disheartening factor to those who may be interested in investing is the fact that U.S. intelligence agencies have been known to feed misinformation and false intelligence regarding this topic to the public and "agents" as well. DeLonge's company also has a fundraising goal of just $50 million, which seems a little on the short end, considering the kinds of technologies and scientific prospects being discussed. Only time will tell if the emergence of this company will lead to new public knowledge or advancements, but with the names and positions of those connected to the project, it may be wise to keep a close eye on this developing story. Follow the author on Twitter Tags: Business Environment FAITH history Life News science Society Published by Morgan Flack View all posts by Morgan Flack Previous Entry Veganism, Eastern Mysticism, and Mob Lynching Next Entry When Jimmy Carter Becomes the Democrats' Voice of Reason

Peloton with Kelderman is catching up again | NOW Another 90 km – The riders are preparing for the second climb of the day: Forcella di Monte Rest. The road here will rise by 7.5 percent for the next 7.4 kilometers. Are we going to see action in the peloton here? Another 95 km – A bizarre crash in the peloton! Sobrero falls after… Cookbook tested: Ronald Giphart's curry (+ recipe!) The world at home is one of those books you leaf through to see what's on the table tonight and then suddenly it's an hour later and you haven't cooked anything. No wonder, because it belongs to writer Ronald Giphart and his wife Mascha Lammes. In the cookbook they bring back fond memories of all… Heineken fined millions for imposing beer on British pubs "We are deeply disappointed and frustrated with the outcome of this survey," said Lawson Mountstevens, director of Star Pubs & Bars. "From the outset, we have been transparent and repeatedly sought advice from the regulator about the terms and conditions we offered to the licensees, but the PCA consistently refused to respond to those requests…. Kamala Harris is a winner. Will she get the American losers to the polls? Image Javier Muñoz Those concerned about the age of the men vying for the US presidency on Nov. 3 can take comfort in the fact that they will both bring a younger vice president with whom the world will almost certainly be better off than them. That Mike Pence (61), unlike his boss, does not… Götze after his dream debut for PSV: 'It only takes a few weeks to get in top shape' | NOW Mario Gotze thinks he needs a few more weeks to get fully fit. The German livened up his debut for PSV on Sunday with the opening goal in the 0-3 won away game against PEC Zwolle. "I am very happy", Götze exulted FOX Sports. "Of course with the win, but also because I was able… Lodewijk Hoekstra and his love for living gardens Partly due to Corona and the fact that people are increasingly staying at home for longer, greenery and the natural living environment are becoming increasingly important. The sale of plants in garden centers is breaking records, people are increasingly taking walks in the forest and parks and green spaces are increasingly appreciated. Because climate change… NAM is cutting hundreds of jobs due to fall in gas prices Hundreds of jobs are disappearing at the Nederlandse Aardolie Maatschappij (NAM). Of the more than 1,300 permanent employees, 200 to 300 will leave under a voluntary severance scheme in the coming months. The work for 300 hired workers will also disappear. The reorganization must be completed within six months. The NAM confirms this to the… US warns Turkey about missile test US annoyance at the behavior of NATO ally Turkey on the international stage has been compounded by Turkey's unconditional support for Azerbaijan in the conflict with Armenia over the Nagorno-Karabakh enclave. Defense Secretary Mike Pompeo said on Friday that the Turks are only making matters worse by "putting their firepower into what is already a… Van der Poel beats rival Van Aert and wins Tour of Flanders | NOW Mathieu van der Poel won the Tour of Flanders on Sunday. After a spectacular battle, the Dutch champion settled in a very exciting sprint-`à-deux with his eternal rival Wout van Aert. The 25-year-old Van der Poel and the one-year older Van Aert have been fighting against each other throughout their careers, especially as cyclists. The… Dutch homes are given a foundation label All homes in the Netherlands are given a label indicating the condition of the foundation. The new label must be included in valuation reports of houses from July 2021, just like the energy label. The Knowledge Center Approach Foundation Problems (KCAF) has announced this. The KCAF, responsible for the National Funderingsloket, where owners of subsided… Spied by the boss: employers are violating privacy with CCTV Call: for which TV program do you still stay at home?

This is an introduction to the fundamentals of layout, cutting, forming, and fabrication of sheet metal. The text can serve as a useful training tool and reference for students, apprentices, and technicians in the trade. Topics include tools and machinery, shop safety, materials, sheet metal forming and shaping operations, pattern development, and more. An answer key is also available.

Have you been looking for something to do to get you out of the house for a few hours; away from the TV and off the couch, or maybe you feel yourself sinking into a rut and are in need of a change? Well, have we got something in mind for you! The Maurer Foundation is in need of volunteers. Like most not-for-profit organizations, we couldn't continue our mission without the support and manpower from dedicated and hardworking volunteers. We're talking some fun and meaningful work to leave you feeling fulfilled and motivated! The Maurer Foundation is currently looking for general year-round help or you can serve on one of our fun and dynamic event committees. You even make your own schedule. Taking inventory of program and event materials. If you have a special skill you'd like to donate that's not mentioned above, we'd love to hear from you. For more information on Maurer Foundation volunteer opportunities, contact us today.

What Chicago Residents Need To Know About Bed Bug Treatments - EZ Bed Bug Chicago - For all your Bed Bug Extermination Needs! If you are searching for bed bug treatment in Chicago, you might be surprised to learn that there are now all new kinds of exciting and effective treatments available for dealing with bed bugs. Over the past few years, bed bugs have started to make a huge comeback throughout the world. Most scientists and researchers have contributed this to global warming. Whatever the reason is, it really doesn't matter. What matters, is that Chicago homeowners are well aware of the different types of treatments that they have available to them. While some treatments come with a higher price tag, they are far more effective and are required in certain situations. Below, you will learn about the different types of treatment options that you have available to you. The whole room heat treatment is growing in popularity among Chicago residents. While it is probably one of the more expensive treatments, it is also one of the most effective. However, the only downside to this type of treatment is that it has to be performed by a pest management professional. The whole process revolves around the professional brining in and setting up specialized heat equipment throughout the home to raise the temperature about 122 degrees F. This technique is incredibly convenient and very effective. It is probably the best solution at this point in time. Bedbugs are extremely devious critters that will do whatever is necessary to scathe detection. If you are unfamiliar with these parasites, you probably do not know how they life or exist. In order to prevent detection, the bedbug will learn the behavior of the people living in the home. This means that they will do the exact opposite of their host, by staying away while they are sleeping and sleeping while they are awake. This is so they can scathe detection and consume blood whenever they get hungry. The only true way of determining where the bud bugs are hiding is by hiring an exterminator, with a bed bug sniffing dog. This canine is capable of sniffing out the hiding places of bed bugs, so the exterminator will know exactly where to apply the insecticide. Chemical pesticides have been used to eliminate pests for an innumerable number of years. In the past and even today, these sprays can be very effective. They're great for eliminating bedbugs, roaches, and even mosquitoes. However, it is also vital to remember that these sprays are somewhat dangerous to humans and pets. At the end of the day, it should be known that you'll have an abundance of bed bug treatment options in Chicago. Nevertheless, it is also vital to recognize that not all solutions are equal. While it is easy to recommend heat treatments, each consumer is unique and will need to find the best solution on their own. Simultaneously, it is wise to consult with a professional when attempting to make this decision. After a thorough examination of your home, they'll have a much better ideal which treatment option will be most effective.

Sophisticated blend of the main white grape varieties of the appellation, this white Côtes du Rhône offers an intense nose of white flowers and fresh fruits. Ideal for an improvised aperitif or a lunch. This Côtes du Rhône is a blend of Grenache, Roussanne, Clairette grapes. The vines grow on clay limestone soils from the North of the Vaucluse and Gard. With a Southern French climate renowned for its contrasts, they benefit from the summer heat and the Mistral wind. The harvest took place early in the morning to preserve primary aromas of the grapes. Optimized settling of the lees to boost aromatic potential (between 3 and 6°C) before fermentation at low temperature (12 - 14°C). The ageing in vats lasts for 6 months before bottling. Pale robe with green hints. Fine and elegant with complex aromas of white flowers (jasmine) and apricot. Well-balanced on the palate with yellow stone fruit notes on the finish. Delicious as an aperitif, or paired with red mullet with "tapenade", sausage rougail or even with "fish & chips". Enjoy it cool between 10°C to 12°C, within 2 to 3 years after harvest.

Hi, My name is Glen Cadoo, I have had over 35 years on machines and trucks with many years of building boulder walls and landscape gardens dating back to the early 80's working with Kevin Proctor. Apart from walls, many years have been spent in building and desilting dams, timber clearing, site cuts, all civil works, road works, miles of drainage and so on. My son Tim, also operates a machine with us and has done for over 8 years. A very skilled operator on the 8 ton excavator and driver that runs the truck and dog trailer, picking up and delivering all the rock from Helidon Quarries to your job with no middle man. We are also blessed with one of the finest wall builders in Brisbane. Infact, it would be rare to see a better wall builder as he is top class. You will either have Jimmy, Tim or myself do your job, no half hearted beginners. We have our own 15 ton Kebelco Excavator, A 8 Ton Kebelco Excavator also a 5.5 Ton Yanmar Excavator, all fitted with hydraulic thumbs or rock grabs. A 4.5 Ton Case Bobcat, a 5 Ton rubber tracked Cat Bobcat,a heavy duty Western Star truck and dog trailer both fitted with rock bodies and swinging tail gates and also our own 3 axle float trailer. We are dealing with the quarries direct every day so we get looked after with quality, or we move on. likewise, gravels for drainage and topsoils. Our engineer has also worked with us for many years guaranteeing our work. So what I'm saying is, we cut out all middle men and deal direct. We can do the lot for you from starting the excavation to laying the turf. We have contacts with most trades like Concreters and Electricians. So why would you pay less for a job that wont last when you can have the right team on your job. So call me... Glen 0402 251 367.

Photo credit - Indiana University Athletics "I wanted to be everything he was" — Mike Woodson's influence on Isiah Thomas set the stage for the 1981 title August 7, 2022 Mike Schumann IUBB 13 Mike Woodson's first acts of leading the Indiana program came long before he formally took over as head coach last March. Former IU head coach Bob Knight was a stickler for senior leadership, and when it came to making a strong impression on a young Isiah Lord Thomas III, Woodson was up to the task. One of the most coveted recruits in the country, Thomas arrived at IU as a true freshman in 1979. Indiana was coming off a NIT championship, and with a stacked roster the Hoosiers opened the 1979-80 season ranked No. 1. Woodson was a natural role model for Thomas. Both came from humble inner-city households, and like Woodson, Thomas was the rare player under Knight from whom much would be asked as a freshman. If Indiana was going to live up to its lofty preseason expectations, Thomas would have to deliver. The young Chicago product followed Woodson's every move. "Woodson for all of us, he was the person that recruited me. He was the person that I looked up to. I wanted to dress like Woody, wanted to talk like Woody, wanted to be everything that Mike Woodson was," Thomas said on the Run it Back podcast. The 1980 team. Woodson is No. 42, Thomas No. 11. Via IU Athletics Woodson arrived at IU in 1976 much like Thomas, a young man of few words trying to adapt to Knight, big time college basketball, and the culture shock of college life in Bloomington. But Woodson settled in quickly, and averaged 18.5 points and 6.7 rebounds per game in his first season with the Hoosiers. By the time he was a senior, Woodson was a grown man on a mission — to make sure he didn't leave IU without a Big Ten title. To get there Woodson knew he had to make sure Thomas was ready to deliver as a freshman. Thomas still remembers the example Woodson set. "As a freshman, to have a senior like that talk about leadership, responsibility, discipline, going to class, your personhood, to have that reinforced by your captains on your team was huge for me as a freshman," Thomas said. The bond between Thomas and Woodson carries on to this day, and the NBA Hall-of-Famer couldn't be happier that Woodson was chosen to take over the Indiana program last year. "Mike Woodson is still one of my closest friends, mentors, I look up to him," Thomas said. "We're so proud that he's back, and you can see what he did with his first year (as head coach) at Indiana, just bringing all of us back, and reestablishing Indiana as one of the pinnacles and places where basketball history is told and talked about." The IU head coach called on Thomas to be the guest-of-honor at the program's first Hoosier Hysteria under Woodson's tenure. A snippet from Thomas' address to the crowd from that night was played just before the tip-off of every home during the 2021-22 season to hype up the fans. This time it was Thomas taking the lead, informing the crowd of their obligations to the program. Photo credit – IU Athletics "There is no fan base in the history of college basketball better than Hoosier Nation, so you have a responsibility to stand up, show up, show out, be here every single day. Let it be known Hoosier Nation is in the house," Thomas proclaimed at Hoosier Hysteria. But it was Woodson teaching Thomas about his responsibilities in 1979, and like Woodson, Thomas was ready for primetime in year one. He averaged 14.6 points and 5.5 assists, doing his part to keep IU in the national conversation. But as it turned out, it was the always reliable Woodson who, through no fault of his own, couldn't be counted on during much of his senior season. A back injury led to mid-season back surgery for Woodson, and by February the Hoosiers had fallen completely out of the top-25. Woodson came back with just six games remaining in the regular season, and like a made-for-Hollywood story, he led IU on a six-game winning streak that resulted in the Big Ten title. But Indiana lost in the second round of the NCAA Tournament, however, and Woodson would later say that he was physically and mentally exhausted from the effort it took to get back on the court ahead of schedule following the surgery. "Our '80 team was significantly better than our '81 team that won it," Thomas said, sharing a sentiment held by most, if not all of the players who were on both squads. For as much as Woodson provided a positive influence on the young, impressionable Thomas during the 1979-80 season, it was one of Woodson's lowest moments that left perhaps the greatest impression. "I'll never forget the memory of Mike Woodson and Butch Carter pulling off their jerseys (after the 1980 NCAA loss), and it hit me in that locker room that I'm never going to play with them again, and the dream of winning the national championship with them was gone," Thomas said. "Coming into my sophomore year, I vowed that I never wanted to have that feeling again for any of my teammates or seniors," Thomas said. The 1980-81 season followed its own turbulent path as Indiana adjusted to the loss of Woodson and Carter and started the season just 16-9. But in the end, Thomas and his teammates only felt joy in the locker room after their final game in 1981. Credit Woodson for his final college assist. Seven ways to support completely free IU coverage at no cost to you. Mike Woodson

Environment and employment: is there a prize for clean play? Ester Martínez-Ros, University Carlos III de Madrid Including objectives to reduce environmental impact in business strategies not only improves a company's reputation, it also contributes to the creation of quality employment. This study analyses how companies that introduce "green" innovation into their corporate strategy generate more employment than non-innovative companies or those whose innovations are not environmentally-oriented. Moreover, it is observed that this positive effect on employment is even greater in industries considered more contaminant. These results are especially relevant in a context in which both the environment and the generation of employment are public priorities. The study concludes that investment in green innovation represents an opportunity to tackle the problem of unemployment in Spain. Even at times of crisis, companies that include concern for the environment as a strategy and that innovate in line with this principle show an average employment level that is not only higher but also grows. At present, investments in eco-innovation are mainly assigned to complying with environmental standards, but not to the direct transformation of companies to use clean technologies through important changes in the production process (for example, favouring lower use of energies and materials). Nonetheless, voluntary adherence to eco-innovative objectives is a predictor of increases in employee numbers. Total employment according to type of company The data show that companies that have been investing in eco-innovation have generated the most employment in recent years, even during the toughest years of the recession. Regression analysis using data from the Technological Innovation Panel survey concludes that the presence of eco-innovations is associated with increases in employment levels, and that this effect is multiplied in companies situated in sectors considered more contaminant. All these results do not appear in those companies that simply do not innovate. On the other hand companies related with clean industries enjoy a better image due to their lesser environmental impact; therefore companies that belong to more contaminant industries feel a greater need to differentiate themselves. The introduction of green technologies by these companies means that they are perceived as more sustainable. For this reason, society responds in a more positive and receptive way when green innovations are introduced by companies from highly contaminant sectors, which in turn, produces an increase in their competitive advantage in the market. See full article Hide full article The impacts of pollution and of climate change have beome a cause for public concern. Given that these impacts are often perceived to be the result of economic activity, many businesses have taken the initiative of incorporating the reduction of their environmental impact into their corporate strategies. This study clearly demonstrates that a positive association exists between business innovation oriented towards environmental sustainability and the creation of employment. This association, furthermore, is particularly significant in the most polluting sectors and industries, traditionally considered 'dirty' from the environmental viewpoint, providing that eco-innovation is undertaken voluntarily. These results suggest that, although investment in clean technology is expensive, including objectives to reduce environmental impact in business strategies is not just an opportunity to improve reputation, but also contributes to the creation of quality employment. 1. The environmental challenge for businesses Undesired consequences resulting from human activities that affect the environment are growing at an alarming rate. The impacts of pollution and climate change are front-page news and it is assumed that they are the consequence of economic activity and of a poorly understood progress. It is for this reason that, especially in recent decades, pressure has increased on companies to include, as part of their strategy, the achievement of environmental benefits, as well as economic ones. Among the benefits worthy of mention are reduced emissions into the atmosphere, the use of materials that are recycled or recyclable, and minimising the use of polluting energies and materials. Thus, many companies have launched initiatives that could be classed as "green" because they have a product or develop a service that does not jeopardise the environment. For the purposes of this article, the term "eco-innovative businesses" will be used to refer to those businesses that, regardless of the sector to which they belong, are making innovative efforts designed to reduce their impact on the environment. Within these initiatives, while some companies have incorporated environmental management systems, others are acting more strategically, i.e. based on objectives, introducing economic measures that favour the development of green technologies and innovations. Their motivations may be diverse: from public scrutiny to pressure from stakeholders, and may include public incentives or regulations on emissions. According to the Eco-Innovation Laboratory (2017), some companies characterised as "climate-positive" are accepting their co-responsibility in this question, using only renewable energies in their operations, pursuing a neutral balance in carbon emissions resulting from their operations or committing to the complete recycling of the raw materials used. With these goals, they aim not only to absorb their own environmental impact, but also part of that generated by the rest of the economy. According to the same study, in economic terms companies that actively manage their contribution to climate change show, furthermore, returns on investment that are 18% higher than the rest. - Eco-innovative efforts are also present in Spain, although perhaps not in the same way as in our peer countries. The five main areas that define eco-innovation in accordance with the European Eco-Innovation Index (graph 1) are as follows: - Inputs (spending on staff in R&D, value of environmental investments, etc.) - Activities (environmental certificates achieved thanks to the launching of certain activities, percentages of companies that have introduced an innovation with positive environmental results) - Outputs (number of patents, academic publications) - Resource efficiency outcomes (material, water and energy productivity) - Socioeconomic outcomes (environmental exports, employment in eco-industries and circular economy) This index aims to measure all the aspects brought together by a productive activity geared towards minimising impact on the environment. Spain is in position 14, a little below the European average and a not inconsiderable distance behind the leaders (Germany, Finland and Luxembourg). If we compare this information with that obtained in 2015, Spain's position has worsened, since in that year it stood at position 11, above the EU average. In addition to their direct effect on the environment, eco-innovative measures may have other indirect effects. In this sense, it is particularly interesting to examine the effects of eco-innovation on employment, an area of special importance in our country. Contributing evidence to help determine the possible outcome of eco-innovation in employment is precisely the main objective of this study. 2. Employment and eco-innovation One of the issues with most prominence in current debates on economic policy is concern with how the green transformation of companies affects economic growth and employment. Despite this, and paradoxically, we have few studies in this respect. One of the issues with most prominence in current debates on economic policy is concern with how the green transformation of companies affects economic growth and employment. In this sense, the public administrations have encouraged, through the use of different instruments (public grants or decreased fiscal pressure, among other measures), the appearance of new companies and industries within a new framework, named the "environmental sector". Within this framework, renewable energy companies would be a paradigmatic example. The new jobs created by these countries, in addition to the employment demands of industries with clean technologies, suggest that the impact of the green innovation on employment has been positive. However, as pointed to by green innovations, and in particular those that provide clean production, reducing the demand for energy and materials from certain industries also affects employment in these sectors (Pfeiffer and Rennings, 2001). This phenomenon especially affects those workers of industries that use obsolete technologies or those whose materials are dirty (for example carbon, a material used as energy but that is highly polluting). The net effect on employment of these two major tendencies, one a creator and the other a destroyer of jobs, is uncertain, therefore more in-depth analyses are needed. The majority of studies conducted to date have analysed the direct relationship that exists between types of eco-innovation and their effects on employment. Thus, Horbach and Rennings (2013) show that differences exist in the impact on employment if the companies innovate on a product level (what they make) or a process level (how they make it), finding that the positive effect on employment is caused basically by innovations in processes and especially those involving material or energy cost savings. Also, the transformation of businesses does not mainly mean implementing technologies at the end of the production process (for example, incorporating a catalyst into vehicles to reduce emissions), but the generation of "clean" technology to include it in the process itself (for example, changing to the use of renewable energies), it being this that produces job increases (Rennings and Zwick, 2002, 2004). However, Rennings et al. (2004) obtained evidence that eco-innovations in product also have a positive effect on the probability of increasing employment. All these studies seem to converge at the existence of a positive impact by green innovations on the number of workers in companies. When introducing a tax on CO2 emissions, companies take on awareness of their co-responsibility with respect to the environment and incorporate qualified staff who work on continued improvement of the production process to reduce the aforementioned emissions. Another group of studies focus their attention on comparing whether companies act of their own volition or, in contrast, limit themselves to complying with standards or laws related with environmental matters or the demands that the market itself imposes. Although not all the data converge, the majority of evidence points towards a positive relationship between eco-innovation and employment, regardless of the reason guiding the introduction of these eco-innovations. Thus the study by Rennings et al. (2004) shows a positive effect on employment when innovations are introduced as an answer to competitor companies, whereas Horbach and Rennings (2013) suggest that savings in materials and energy lead to cost savings, which in turn increases the competitiveness of the companies leading equally to increases in supply and employment. This same study indicates that when the company adopts environmental measurements as a consequence of legal requirements or external regulations, the effect on employment is non-existent. However, Porter and van der Linde (1995) contribute evidence that regulation instruments may constitute a business opportunity and therefore facilitate an increase in employment for those companies that apply them. This happens, for example, when introducing a tax on CO2 emissions, which means that companies take on awareness of their co-responsibility with respect to the environment and incorporate qualified staff who work on continued improvement of the production process to reduce the aforementioned emissions. 3. Employment and eco-innovation in Spain Investment in green innovation may represent, therefore, an opportunity to tackle the problem of unemployment in Spain. In fact, the data show that companies investing in eco-innovation are the ones that have consistently generated most employment during recent years (graph 2). This graph presents a comparative evolution of the average level of employees according to whether companies are non-innovators, non-eco-innovators or eco-innovators. Even at times of crisis, companies that include environmental concerns as a strategy and innovate in line with this principle show an average employment level that is not only higher but is also growing with respect to non-innovator companies or those that innovate without any concern for the environment. From these data it can be inferred that, even at times of crisis, companies that include environmental concerns as a strategy and innovate in line with this principle show an average employment level that is not only higher but is also growing with respect to non-innovator companies or those that innovate without any concern for the environment. The general result gives cause to consider whether this behaviour occurs across all industries. In this sense, it may be useful to take into account the classification offered by the annual report of the Toxics Release Inventory (TRI), of 2012 and the report of the Environmental Protection Agency (EPA), based on the level of contamination and toxic products that each industry releases into the atmosphere. This classification groups sectors from an environmental viewpoint, differentiating between more polluting and less polluting industries, as shown in the following table. This table enables a more in-depth description of what is happening in Spanish economic activity, distinguishing between sectors considered less polluting and those considered more polluting. In addition to producing a high level of contamination and toxic products, the more polluting sectors are characterised by having a smaller size, whether measured by sales or by employment. They are usually sectors whose companies, with exceptions, devote less effort to R&D and, therefore, are less intensive in high technology. Furthermore, they often participate much less in public support programmes (local, national or supranational). Companies in industries that are more aggressive towards the environment have a greater impact, which means they are subject to greater public scrutiny and to greater and stricter environmental regulations than other companies. Society responds in a more positive and receptive way when green innovations are introduced by higher polluting companies, which, in turn, causes an increase in their competitive advantage in the market. To obtain indicators of the effect of eco-innovation on employment, a definition of eco-innovation similar to that proposed by the European Union has been used. A company is defined as eco-innovative according to its objectives in innovation terms. Among these objectives, there are four prominently related specifically with the environment: 1) use of fewer materials per unit produced; 2) use of less energy per unit produced; 3) lesser environmental impact; 4) compliance with requirements of environmental standards, health and safety. The four objectives are measured in the Technological Innovation Panel survey (PITEC) with a degree of importance from 1 (non-important) to 4 (very important) and can be analysed in relation with the activity sector and the size of the companies. Graph 3 shows the objectives of companies related with external motivations such as compliance with environmental standards or achieving a lesser environmental impact. This behaviour is applicable to large, medium and small-sized companies alike, although in a more pronounced way in the first of these. Appearing as the main external motivation is compliance with regulatory pressures, more than acting on the own production process, even when the latter would imply an even greener and cleaner activity, by using less energy and materials. In short, investments in eco-innovation are devoted mainly to complying with environmental standards, but not to directly transforming companies towards using clean technologies through important changes in the production process (for example, favouring lesser use of polluting energies and materials). Moreover, analysis of the data (graph 4) shows that companies that are in the more polluting sectors are more concerned about the environment than those that belong to cleaner industries, which has a certain logic to it. In the more polluting industries, environmental impact and compliance with the regulations are the most important objectives, but without overlooking the introduction of measures that make their production process cleaner (energy savings and use of fewer materials). Despite the above, it is clear that the main objective of all industries is complying with the regulations. We can deduce from these data that companies that belong to more polluting industries feel a greater need to differentiate themselves from one another than companies in industries considered less polluting. The introduction of green technologies by these companies causes them to perceive themselves as more sustainable. In contrast, the companies in clean industries enjoy a better image due to their lesser environmental impact. For this reason, society responds in a more positive and receptive way when green innovations are introduced by higher polluting companies, which, in turn, causes an increase in their competitive advantage in the market. A more comprehensive way of tackling these questions is to include, in a single analysis, all the variables considered (presence of eco-innovations; company's environmental impact; pursuit of eco-innovative objectives whether voluntary or obliged by the regulations in force) and to observe which of them really predict the increase in the level of employment in innovative companies. After performing this type of analysis (regression analysis) with data from the PITEC survey, the conclusion is that the presence of eco-innovations is associated with increases in employment level, and that this apparent effect on employment is multiplied in those companies in sectors considered as more polluting (Kunapatarawong and Martínez-Ros, 2016). Moreover, the voluntary pursuit of eco-innovative objectives (reducing consumption of energy and materials) is a predictor of increases in the number of workers, whereas when these objectives are proposed solely to comply with the established legislation, the benefits in terms of employment do not appear. Finally, all these relations between variables do not appear in those companies that, simply, do not innovate. The impact of human activities on a local and a global scale alike has converted concern for the environment and its conservation into a public priority. It is for this reason that a study that links environmentally-friendly business strategies and results in economic terms is of interest for society as a whole. Businesses incorporate this concern with the environment through innovations. The introduction of environmental innovations responds both to external (legislation) and internal (economic motivations) factors alike. The results of our study present a positive association between growth in employment and companies with eco-innovative motivations, which suggests that companies that introduce environmental innovation into their corporate strategy generate more employment than non-innovative companies or those with a weaker environmental orientation. Furthermore, the positive effect on employment is greater in industries considered to be more polluting. These results offer elements worthy of consideration for decision-making in business and public policy alike. Thus, commitment to and investment in innovation, and in eco-innovation in particular, seem to generate yields not only in the environment and the public image of companies, but also in their capacity to generate employment. This makes it advisable for public administrations to consider regulatory frameworks that, for numerous reasons (including that of favouring employment), promote eco-innovation. In any event, this study is simply a first, limited and partial approach to the question. It is necessary to consider broader and more rigorous studies to enable the extraction of solid conclusions that can form the basis of an informed and efficient decision-making process. Dangelico, R.M., and D. Pujari (2010): «Mainstreaming green product innovation: why and how companies integrate environmental sustainability», Journal of Business Ethics, 95. Eco-Innovation Observatory: EU Eco-Innovation Index 2016. Technical Note. Environmental Protection Agency (EPA) (2012): Toxics Release Inventory (TRI) Program. European Commission: Eco-innovation scoreboard 2017. Horbach, J., and K. Rennings (2013): «Environmental innovation and employment dynamics in different technology fields. An analysis based on the German Community Innovation Survey 2009», Journal of Cleaner Production, 57. Kunapatarawong, R., y E. Martínez-Ros (2016): «Towards green growth: how does green innovation affect employment?», Research Policy, 45(6). Laboratorio de Ecoinnovación (2017): Empresas climate positive: ¿Qué son y cómo contribuyen a la lucha contra el cambio climático?. Panel de Innovación Tecnológica (PITEC): Informes. Pfeiffer, F., and K. Rennings (2001): «Employment impacts of cleaner production. Evidence from a German study using case studies and surveys», Business Strategy and the Environment, 10. Porter, M.E., and C. van der Linde (1995): «Green and competitive: ending the stalemate», Harvard Business Review, 73. Rennings, K. (2000): «Redefining innovation. Eco-innovation research and the contribution from ecological economics», Ecological Economics, 32. Rennings, K., A. Ziegler and T. Zwick (2004): «The effect of environmental innovations on employment changes: an econometric analysis», Business Strategy and the Environment, 13. Rennings, K., and T. Zwick (2002): «Employment impact of cleaner production on the firm level: empirical evidence from a survey in five European countries», International Journal of Innovation Management, 6. Toxics Release Inventory (TRI) Program (2012): «What type of industries are included in TRI?». Hide full article Ester Martínez-Ros , University Carlos III de Madrid investment, occupational returns, environment Educational expansion and the partial devaluation of credentials Has mass access of Spaniards to intermediate and higher education been associated with a deterioration in the quality of educational qualifications, as some international bodies have warned? Is research responding to health needs? How can we ensure that biomedical research is aligned with social needs? This article from the Social Observatory of "la Caixa" analyses how resources could be assigned efficiently. Research in Spain: the attitudes of companies, Governments and citizens Science is a very relevant activity in economic terms, which also has a very favourable social perception. However, Spain invests less in R&D than the rest of the European countries, confirming a gap between citizens' attitudes and the will of politicians and businesses. Is Spain losing out on international investment in R&D? On the global economic map drawn up by the financial crisis of 2008, the emerging countries are displacing the developed countries in the attracting of foreign investment in R&D. What factors influence this phenomenon and how does it affect countries such as Spain? A Snapshot of Energy Poverty Energy poverty is a growing phenomenon since the beginning of the crisis in 2008 and the highest incidence is found in certain socioeconomic groups. What are the consequences of this reality? What structural measures would be needed to tackle this problem? Science September 2017> Is it countries with resources that make the biggest investment in science? Or is it that countries that devote the most efforts to science are those that generate the greatest wealth? This is the opening question of the third "la Caixa" Social Observatory Dossier, which analyses the current social context of science and to what extent it represents a value-added contribution to our society. Science March 2018> Occupations in transformation: who will be affected by technological change? Science November 2017> Historically, technology has transformed many professions. How will technological development affect future employment? The Social Observatory of "la Caixa" analyses the situation in Spain with regard to "risk of computerisation".

Thank you! We love that you are interested in volunteering to help us help the animals we serve here at the Cheyenne Animal Shelter and can't wait to meet you! Whether you enjoy real "hands-on" experience working with animals or would prefer an office atmosphere, teaching children the humane treatment of animals or if you are great interacting with the public – we have a job for you! The list of current opportunities changes monthly and is available at each orientation. Step 1: Have an e-mail account you can check regularly. Step 2: Sign up at Signup.com for the Volunteer Orientation using the button below. Step 3: Pay for the volunteer orientation online at using the "pay now" button. Step 4: After attending the new volunteer orientation fill out the electronic volunteer application sent to your email. This you will fill out after orientation but before your first day of training. Step 5: Have a first day training class for cat socializing and dog walking. That day you will received your shirt and get your picture taken for your ID Badge. Step 6: Enjoy what you are doing and know that we appreciate everything you do for us!

If you're sick and tired with the way your home looks, the only thing for it is to give it a complete overhaul and a brand new look. This article will outline some of the ways in which you can give your home a new lease of life. There are few things worse than being unhappy with the home in which you live. It can be very disheartening to be residing in surroundings that you're not happy with. If you feel like your home is getting you down, it might just be time to give it an entire overhaul. It might be a lot of work, but once you're done you'll be left with your ideal home. Putting an extension on your home can make it feel like an entirely new building. It could give you the extra space you need to really enjoy living in your house. Of course, you would first need to plan the extension and make sure that you can get planning permission for it. It's a good idea to hire architects and interior designers for this kind of project, as you will need expert advice and services to make the building of your extension go smoothly. Redecorating your home can give it a whole new look and feel. Start by thinking about how you want your home to look. Do you want a sleek minimalist style, a warm Mediterranean style of decor, or a homely yet busy cottage style? Once you know how you want your home to look, you will be able to pick out an appropriate colour scheme for the walls. You might also want to place some new furniture and other home decorations in order to complete the look. If you're unsure about how to decorate your home, companies like Manser Practice can help you with interior design choices. Many people go on with outdated kitchens and bathrooms because they think it's too much effort to have them refitted. You would be surprised at how much difference a brand new kitchen and bathroom can make to the overall appearance of your house. It really is worth any inconvenience that their installation might cause you. There are plenty of companies who will install these for you, so you don't even have to get your hands dirty unless you want to. You'll also get complete control over how these new rooms will look, so you can have the kitchen or bathroom of your dreams that suits all your wants and needs. It's important to think carefully before you decide to overhaul your house. It might take a lot of time and effort, so you need to make sure it's what you really want. If you want to make changes, but can't face doing them yourself, then calling in architects and interior designers might be the best option for you. Companies such as Manser Practice will be able to help you achieve the perfect home for you. Anna Mathews is an experience homes and interiors writer. She writes for a variety of websites, blogs and print publications. She thinks that Manser Practice architects and interior designers are a great choice for all your home improvement needs.

Designed and constructed by George Thomas and Billy Bell in the early 1920s, the golf course at Ojai Valley Inn has changed quite a bit over the decades, most notably by a Jay Morrish major renovation in the late 1980s. I have played Ojai Valley Inn about 5 times now, mainly in December, and always enjoyed the experience. Whilst SoCal is blessed with an excellent selection of public golf courses ( Olivas Links and Rustic Canyon are just two) Ojai is rare treat. Mostly still true to the George C. Thomas it is short and tight but because of the changes of elevation a real challenge. The first is actually similar to the first at Portstewart (strand). After that he has the feel of an Abercromby design ( 2nd could be straight out of the Addington save for the heather). Like most SoCal courses the greens are wicked and when at their fastest very difficult if you get above the hole. Having said that it doesn't over rely on speed for interest and challenge- they are well sighted and small. I particularly like the 3rd. It's just over 100 yards but fantastic fun. The only dull hole is 15. A long par 5 which really needs some bunkering in the fairway to make it more interesting. The last 3 holes are terrific.16: A down hill par downhill par 3 to what appears to be a small target, bunkers in front , position Z left and OB right. 17 a shortish par 4 where the second short must be shaped left to right to find a shallow green. 18: An all uphill par 4 where the tee shot usually dies into the bank ( reminiscent of holes at Crowborough Beacon and Brancepeth Castle). If you book a round here remember that you can replay it on same day for just the cart fee. That can make it excellent value.

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This article is about the Unix command. For Unix's means of representing points in time, see Unix time. For the Unix function call, see time.h. In computing, time is a command in Unix and Unix-like operating systems. It is used to determine the duration of execution of a particular command. time(1) can exist as a standalone program (such as GNU time) or as a shell builtin in most case (e.g. in sh, bash, tcsh or in zsh). The total CPU time is the combination of the amount of time the CPU or CPUs spent performing some action for a program and the amount of time they spent performing system calls for the kernel on the program's behalf. When a program loops through an array, it is accumulating user CPU time. Conversely, when a program executes a system call such as exec or fork, it is accumulating system CPU time. The term "real time" in this context refers to elapsed wall-clock time, like using a stop watch. The total CPU time (user time + sys time) may be more or less than that value. Because a program may spend some time waiting and not executing at all (whether in user mode or system mode) the real time may be greater than the total CPU time. Because a program may fork children whose CPU times (both user and sys) are added to the values reported by the time command, but on a multicore system these tasks are run in parallel, the total CPU time may be greater than the real time. time (either a standalone program, or when Bash shell is running in POSIX mode AND time is invoked as time -p) reports to standard error output. Format of the output for GNU time, can be adjusted using TIME environment variable, and it can include information other than the execution time (i.e. memory usage). This behavior is not available in general POSIX-complaint time, or when executing as time -p. Documentation of this time can be usually accessed using man 1 time. According to the source code of the GNU implementation of time, most information shown by time is derived from the wait3 system call. On systems that do not have a wait3 call that returns status information, the times system call is used instead. The reported time is a time used by both seq and wc -l added up. Format of the output can be adjusted using TIMEFORMAT variable. The time is not a builtin, but a special keyword, and can't be treated as a function or command. It also ignores pipeline redirections (even when executed as time -p, unless entire Bash is run in "POSIX mode"). Documentation of this time can be accessed using man 1 bash, or within bash itself using help time. Cron process for scheduling jobs to run at a particular time.

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Starring: Nicole Kidman, Jennifer Jason Leigh, Jack Black, John Turturro, Zane Pais, Ciaran Hinds, Flora Cross. Nicole Kidman has fleshed out some excellent roles throughout her career in some great films, namely; "To Die For" "Dogville" and most recently "Rabbit Hole" but this is also one for her vintage collection of characters. She plays moderately successful novelist Margot Zeller who has taken her son Claude (Zane Pais) to sister Pauline's (Jennifer Jason Leigh), who's about to marry drifting artist Malcolm (Jack Black). While relations appear cordial, it becomes clear, as the wedding looms, that Margot's prime talent is for upsetting people. This quirky heartfelt drama will certainly not appeal to everyone but if you appreciate sharp writing and realistic well drawn characters, then look no further. This is a film that has quality from all angles just coursing through it. Writer/Director Noah Baumbach's attention to detail and ear for dialogue is just so sharp and natural and it's perfectly delivered by an exceptionally good cast. I normally avoid the highly irritating Jack Black but have to admit he was excellently used. His comic ability has never been used as effectively as it is here but it's the serious side to his character that is most appealing, of which he also delivers. Zane Pais is brilliant for such a young actor and I'm very surprised we haven't seen more from him recently, but the acting plaudits must go to Kidman for her fabulous depiction of a bitter and thoughtless neurotic who causes harm to everyone around her. It stands as probably my favourite performance from her so far. She is simply superb as the beating heart behind a very disfunctional family. Baumbach reminds me of a more serious Wes Anderson in his subtle yet very detailed writing and after seeing this and the class of "The Squid and The Whale", I think I've found another director to keep a very close eye on. A real treat. This entry was posted on January 24, 2012 at 7:00 pm and is filed under Drama with tags 2007. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.

The next process is the polishing of them. To do this, they take 12,000 or 15,000 needles, and range them in little heaps against each other on a piece of new buckram sprinkled with emery dust. The needles thus disposed, emery dust is thrown over them, which is again sprinkled with oil of olives; at last the whole is made up into a roll, well bound at both ends. This roll is then laid on a polishing table, and over it a thick plank loaded with stones, which two men work backwards and forwards a day and a half... by which means are insensibly polished. After polishing, they are taken out, and the filth washed off them with hot water and soap; they are then wiped in a hot bran, a little moistened, placed with the needles in a round box, suspended in the air by a cord, which is kept stirring till the bran and needles be dry. Check out our English Sewing Needles. I hope the forging process has been streamlined a bit in 200 years.

Iran Soon to Break the Nuclear Deal (Daniel 8:4) andrewtheprophet Uncategorized Juni 30, 2019 3 Minutes Iran vows to 'soon' breach uranium stockpile limits The move would be symbolic but not put the country significantly closer to building a nuclear weapon. MANAMA, Bahrain — European efforts to persuade Iran to stick within the limits of the nuclear deal have been insufficient and the country will breach uranium stockpile limits "soon," Tehran's semiofficial Fars News Agency reported Saturday, a move that could further escalate tensions with the United States. Iran has been threatening to surpass the limit of 660 pounds of low-enriched uranium that the country is allowed to possess under the nuclear agreement, unless it receives the sanctions relief that the deal promised in return. Breaching the limit would be a symbolic move but would not put Iran significantly closer to building a nuclear weapon. The 300-kilogram limit of uranium enriched to 3.67 percent is suitable for use in power plants but falls far short of the more than 90 percent enriched uranium needed for fissile material in a nuclear bomb. The move would come against the backdrop of knife-edge tensions in the region, with President Trump last week saying he had been close to launching a strike on Iran after its forces shot down a U.S. surveillance drone in the Strait of Hormuz. The United States has also accused Iran of using magnetic limpet mines to attack petrochemical tankers in the Gulf of Oman – which Tehran denies. The U.S. Air Force said Friday that it had deployed its most advanced fighter jet, the F-22 Raptor, to the region for the first time to "defend American forces and interests." It published pictures of the planes landing at Al Udeid Air Base in Qatar a day earlier. The United States last year pulled out of the Obama-era nuclear agreement between Tehran and six world powers. Trump, who describes the deal as "rotten," has since reinstated all sanctions and introduced more, crippling Iran's economy. The remaining signatories have attempted to keep the deal alive. But Iran has said that it should no longer be constrained by the terms of the agreement, because it cannot reap any of the benefits as long as international firms worry about violating U.S. sanctions. European countries say the deal is essential to regional security. Britain, France and Germany have scrambled to launch a complicated barter system in an effort to enable European companies to continue trading with Iran and persuade it to abide by the deal. After a meeting of the remaining signatories Friday in Vienna, the European Union announced that the barter system was operational. Iran had initially welcomed that move as a "positive step" that it would "study." On Saturday, an unnamed "informed source" quoted by Fars indicated that the European system had fallen short. The effort "failed to meet our demands," the official said. "Iran is determined to cut its commitments to the deal and the 300-kg enriched uranium limit will be soon breached." However, Iran's official news agency, IRNA, did not carry similar statements. An article published by Tasnim, a news outlet close to Iranian hard-liners, questioned whether Iranian President Hassan Rouhani would "fall for the European lollipop again," indicating that there may still be debate within the Islamic Republic on how to respond. There is "concern" that the Iranian government will fall for the "defective" move and backtrack from its ultimatum to reduce its commitments to the nuclear deal, the article said. The barter system is limited in scope and aimed at allowing small- to medium-size businesses to continue trading with Iran, with a focus on essentials such as medicines and humanitarian goods, which are not subject to sanctions. However, Iran has argued that it should also be allowed to sell oil. Brian Hook, the U.S. special representative for Iran, told reporters Friday in London that any country purchasing Iranian oil would be subject to sanctions. Iran had previously threatened to breach the stockpile limits by Thursday, before appearing to wait for the results of Friday's meeting in Vienna. Veröffentlicht Juni 30, 2019 Previous Post Palestinians protest Outside the Temple Walls (Revelation 11) Next Post The Awesome Russian Nuclear Horn (Daniel 7)

Each and every person who builds a house has a vision of what his or her dream home should be, whether it's a starter home or a home to be together as a family. We have completed several projects within the St. John's and Paradise area. Take a look at the quality projects completed to date to see if either house or area would be of interest.

Food Rescue and Feeding Organizations The Alliance to End Hunger This is a coalition of over 85 members—corporations, non-profits, faith-based organizations, universities, foundations, international organizations, and individuals. While driving factors may vary among membership, there is a shared conviction that addressing hunger is essential. Family Agriculture Resource Management Services F.A.R.M.S. has partnered with The Society of St. Andrew since 2016. Through its F.A.R.M.S. to Food Bank program, fresh produce is purchased from farm clients across the country and then donated to food banks, pantries, and centers caring for children, elderly, and people struggling with homelessness. Since 2014, F.A.R.M.S. has purchased close to one million pounds of fresh produce from across the country. Seed Programs International The Society of St. Andrew (SoSA) and Seed Programs International (SPI) partnered together through SoSA's Seed Project in 2019. The goal was and is to provide good quality seed, expertise, and training materials to communities and organizations to help reduce hunger; improve nutrition by having people grow vegetables rich in nutrients that are otherwise missing from their diets; and help people help themselves. Church Organizations This is an official program of The United Methodist Church for voluntary, designated, second-mile giving. Through The Advance, United Methodist annual conferences, districts, local churches, and organizations, as well as individuals and families, may choose to support mission programs or mission personnel with their financial gifts. Each Advance project has been vetted and approved by Global Ministries and Advance staff. SoSA is Advance # 801600. Disciples Volunteering By focusing its ministry on supporting local mission interests, developing servant leaders, and sending teams in mission, Disciples Volunteering promotes a fundamental shift toward service and missions that are more sustainable, flexible, effective, and, ultimately, a better witness to our faith in action. Disciples serving community move from volunteer to servant to neighbor to friend as we Get Dirty for Jesus. In 1998, the Society of St. Andrew joined with the General Commission on United Methodist Men to establish the Hunger Relief Advocate Initiative, supported by the UMM Meals for Millions program. This joint effort is designed to help the United Methodist Church engage in ministry to and with the poor and hungry under leadership of United Methodist Men. Week of Compassion This is the relief, refugee, and development mission fund of the Christian Church (Disciples of Christ.) It seeks to equip and empower Disciples to alleviate the suffering of others through disaster response, humanitarian aid, sustainable development, and the promotion of mission opportunities. Global Ministries of The United Methodist Church Hunger and Poverty are areas of focus for Global Ministries. Lack of access to healthy and nutritious food is a major factor in starvation and malnutrition around the world. Global Ministries seeks partners to improve farming and agricultural methods using eco-friendly practices, increase crop diversity and yields, expand market access, improve food-storage facilities, and boost nutrition in vulnerable households and communities.

Jerusalem Post World News Death toll from Afghanistan tunnel fire rises to 31 The fire was caused by a fuel truck overturning, had torn through the tunnel on Saturday evening. Members of police stand guard outside an LGB Bank branch which was held up by a depositor seeking access to his own savings, according to a bank employee, in Ramlet al-Bayda area in Beirut, Lebanon September 16, 2022. (photo credit: REUTERS/MOHAMED AZAKIR) The death toll from a fire in Afghanistan's landmark alpine Salang tunnel rose to 31, a health ministry spokesman said on Monday. Thirty-seven people were also injured in the accident in Salang Tunnel, located about 90 km (56 miles) north of Kabul, according to Sharafat Zaman, spokesperson for the Ministry of Public Health. A fire, which the Ministry of Public Works said was caused by a fuel truck overturning, had torn through the tunnel on Saturday evening. The death toll was initially put at 12 after the fire was extinguished on Sunday, though officials had warned it could rise. The tunnel remained closed to traffic on Monday and a spokesperson for the Ministry of Public Works said they would try to open it on Tuesday. The 2.6 km (1.6 mile) long Soviet-built tunnel is a historic engineering feat that links Kabul and Afghanistan's north, connecting the Indian subcontinent to Central Asia through a treacherous mountain pass at 3,400 meters (11,000 feet). Lebanese riot police walk near burning fire during a protest against the fall in pound currency and mounting economic hardship, in Beirut, Lebanon (credit: REUTERS/MOHAMED AZAKIR) Tags fire afghanistan Former Soviet Union tunnel

Q: How to fix dependencies / broken packages When I try to install system updates, skype or phpmyadmin I got this error: You might want to run 'apt-get -f install' to correct these: The following packages have unmet dependencies: libc6 : Depends: libgcc1 but it is not going to be installed Depends: tzdata but it is not going to be installed libc6-dev : Depends: libc-dev-bin (= 2.15-0ubuntu10.3) Depends: linux-libc-dev but it is not going to be installed Recommends: gcc but it is not going to be installed or c-compiler skype:i386 : Depends: libasound2:i386 (>= 1.0.16) but it is not going to be installed Depends: libc6:i386 (>= 2.3.6-6~) but it is not going to be installed Depends: libc6:i386 (>= 2.7) but it is not going to be installed Depends: libgcc1:i386 (>= 1:4.1.1) but it is not going to be installed Depends: libqt4-dbus:i386 (>= 4:4.5.3) but it is not going to be installed Depends: libqt4-network:i386 (>= 4:4.8.0) but it is not going to be installed Depends: libqt4-xml:i386 (>= 4:4.5.3) but it is not going to be installed Depends: libqtcore4:i386 (>= 4:4.7.0~beta1) but it is not going to be installed Depends: libqtgui4:i386 (>= 4:4.8.0) but it is not going to be installed Depends: libqtwebkit4:i386 (>= 2.1.0~2011week13) but it is not going to be installed Depends: libstdc++6:i386 (>= 4.6) but it is not going to be installed Depends: libx11-6:i386 but it is not going to be installed Depends: libxext6:i386 but it is not going to be installed Depends: libxss1:i386 but it is not going to be installed Depends: libxv1:i386 but it is not going to be installed Depends: libssl1.0.0:i386 but it is not going to be installed E: Unmet dependencies. Try 'apt-get -f install' with no packages (or specify a solution). How to solve this? A: -f or --fix-broken Explanation from the man apt-get pages Fix; attempt to correct a system with broken dependencies in place. This option, when used with install/remove, can omit any packages to permit APT to deduce a likely solution. If packages are specified, these have to completely correct the problem. The option is sometimes necessary when running APT for the first time; APT itself does not allow broken package dependencies to exist on a system. It is possible that a system's dependency structure can be so corrupt as to require manual intervention (which usually means using dselect(1) or dpkg --remove to eliminate some of the offending packages). Use of this option together with -m may produce an error in some situations. Configuration Item: APT::Get::Fix-Broken. I recommend trying the following commands. sudo dpkg --configure -a sudo apt-get install -f Answer yes to any prompts and let apt-get try to resolve the issue for you. EDIT: Based on comment try the following command it should clean up your system. sudo sh -c "apt-get update;apt-get dist-upgrade;apt-get autoremove;apt-get autoclean"

MuteTabsButton.info is a perilous website that is categorized as a browser-hijacker due to deceptive installation and few suspicious activities. Actually, it is a part of marketing schemes adopted by cyber-criminals in order to promoted particular group of sponsored websites. Using such domains for its services is a waste of time and rather it is dangerous. It is not going to improve the browsing session at all through it services and offers. Rather, it will manipulate you to visit sponsored websites and invest money on products and services that you actually don't require. Additionally, MuteTabsButton.info uses plug-ins and key-loggers that spy on your activities for data theft. It is interested in getting access over your browsing pattern and Online activities such as Online search-terms, IP address, OS and browser details, and even Online banking and credit card information. The intrusion of MuteTabsButton.info infection is very secret and it doesn't take any official approval from the victims for installing its payloads or plug-ins. It often comes bundled with freeware, shareware, emails, file sharing network etc. The software which you have recently downloaded or updated or some kind of email attachments you have opened recently could be responsible for this malware infection coming in your work-station. So, don't be in a hurry while doing such activities. Always make sure that there are no additional attachments. Read the terms and agreement very carefully and choose advance/custom installation process while downloading anything in the PC. The elimination of MuteTabsButton.info and all its related files from infected Windows PC is possible with two popular methods. Below you will get complete description on both processes that will help you get rid of this pesky malware. The use of Spyhunter Malware scanner is one of the best and reliable options you can go through to fix issues related with this threat. Its advance mechanism to detect and eliminate nasty threat from Windows PC provides complete safety to your computer. It has capability to detect for MuteTabsButton.info and all kind of other malware such as Trojan, worms, rootkits, backdoor, ransomware, adware and others. If your Windows PC trapped with MuteTabsButton.info and you are unable to deal with issues related with this nasty infection then use of Syhunter Anti-Malware can help you get rid of this trouble. It is an ultimate powerful scanner that comes with so many advanced feature and latest techniques to detect for malign threats. The rich user Interface of this program helps users with less technical skills to complete removal procedure without any hassle. The 4 easy steps removal guide mentioned below will allow you delete MuteTabsButton.info instant from Windows PC.

Love and Enjoy Artistry! Creative Pursuits Culture Passion Love Artisticly For Colored Girls Poems And Quotes Jan 27, 2017 · From today's perspective, his most notable career is that of writing, as it cemented his pen name in pop culture: Lewis Carroll.But only acknowledging his literary accomplishments would do him a. Mar 25, 2019 · Easter Bunny Images 2019: The Easter Bunny is a folk figure and symbol of Easter. if you are searching for the Easter Event website for Easter Bunny Images 2019, Easter Bunny Images, PicturesPhotos HD Wallpapers Free Download you are the best website to visit this. On 21st April 2019, there will be a trend with Easter images too. Hot Book Club Books When Gerard Way formed My Chemical Romance, he was 24 and already pursuing his first dream as a visual artist, writing comic books and interning at Cartoon Network. But when he did start the band, he. Joining a book club is a great alternative way to save money on today's best selling books. We've made Poetry Of The Great Depression During the Great Depression, the duo were almost folk heroes — sort of like Robin Hood and Maid Marian, Ackerman said. Indeed, Bonnie and Clyde were often glamorized, he said. Their poems help turn. Editor's note: This is a guest post from Carolyn Elliot on how to read poetry to expand your heart. Carolyn is Jul 6, 2016. the poem "For Colored Girls (The Missy Elliott Poem)" by Ashlee Haze:. just the Twitter love and Instagram and people posting my quotes. Maleki shared numerous inspiration quotes and poems, and also posted translations of Australian slang, including 'dunny', 'ankle biter' and 'dole bludger'. His wife's Facebook account heavily features. A taxi driver has been hailed a hero after he saved a schoolgirl from a paedophile armed with knives, tape and sleeping pills. Driver Satbir Arora picked up the 13-year-old girl from Bicester in. For Colored Girls Critics Consensus. Tyler Perry has assembled a fine cast for this adaptation of the 1975 play, and his heart is obviously in the right place, but his fondness for melodrama. For Colored Girls who Have Considered Suicide/When the Rainbow is Enuf. detailed chapter summaries and analysis of major themes, characters, quotes, and. The structure of the work is non-traditional: twenty poems that interconnect. Browse through Ntozake Shange's poems and quotes. Shange is best-known for the Obie Award-winning play For Colored Girls Who Have Considered. Mar 7, 2012. A laying on a hands (For Colored Girls Poem). I was missing something something so important something promised a laying on of hands Nov 1, 2010. Hilton Als writes about Shange's "for colored girls" and the playwright's criticism of the. In a 1978 autobiographical poem, "resurrection of the. Oct 28, 2018. In the midst of a wrenching week, when there has been so much to mourn, we also feel the loss of the poet, novelist, and pioneering voice. It said: 'Those abused girls in Rotherham and elsewhere just need to shut their mouths. For the good of diversity.' Days before, Ms Shah penned a comment piece for the Independent attacking fellow. "Everyone who?s ever taken a shower has an idea. It's the person who gets out of the shower, dries off and does something about it who makes a difference." Feb 7, 2013. from for colored girls who have considered suicide/when the rainbow is enuf " latent rapists'" lady in blue a friend is hard to press charges. For colored girls who have considered suicide/ when the rainbow is enuf, Ntozake Shange's first work, tells the stories of seven women who have suffered oppression in a racist and sexist society. Inspirational Poems For Recovering Addicts is and in to a was not you i of it the be he his but for are this that by on at they with which she or from had we will have an what been one if would who has her. An intelligent satire on writing screenplays, pitting inspired work against Hollywood cookie-cutter and He will welcome his owner home and, in a British accent, talk about their favourite TV show or movie, tell jokes and woo them with romantic phrases and even the words to their favourite love poem or. Oct 29, 2018 · Beloved poet and playwright Ntozake Shange died this weekend at age 70. The writer has been considered one of the most influential writers of our time, thanks in. With this "choreo poem"—a performance piece made up of a combination of. for colored girls who have considered suicide/when the rainbow is enuf is a. November Quotations for Gardeners, Walkers, and Lovers of the Green Way Poems, Quotes, Folklore, Myths, Customs, Holidays, Traditions Celebrations, Sayings, Poetry. August 18 is a day to celebrate because today Percy Jackson (the character) turns 24! In the past, we've celebrated by giving you a list of 10 naturally blue foods, as well as sharing our favorite. A lot has transpired since the April sessions of the semiannual general conference for the LDS church, so much so that it's hard to believe that it's only been six months since the phrases "home. May 13, 2018. But you're wondering, "Can I really live up to my own expectations?" Here are some of the best inspirational quotes for graduates to help them. The Compassionate Friends of Atlanta. Sharing Ideas for the Holidays Poems/Candles. Ornamental Memories. Twas the Night Before Christmas. Holidays in Heaven Mar 7, 2019. art quotes painting is self discovery every good artist paints what he is jackson pollock banksy. A picture is a poem without words. As the sun colors flowers , so does art color life. And these girls are all the same. All of Emily Dickinson Poems. Emily Dickinson Poetry Collection from Famous Poets and Poems. In honor of Black History Month, we gathered some of our favorite quotes from. my lips, the color of my skin, and the feelings that I have are all worthy and okay. Quotable moment: "You ain't gotta be a dope boy to have money." In need of a good cry? Look no further than Tyler Perry's For Colored Girls. This adaptation of the critically acclaimed choreopoem for. Busby began her introduction to Daughters of Africa with the poem, To Black Women by Gwendolyn Brooks. Oh, little brown girl, born for sorrow's mate Maybe I yearned to be down the street at Gilley's at the Frontier casino, which promises "Cold Beer, Dirty Girls, Mud Wrestling Live. edit sober" and "People like stories and poems and songs–they. An 81-year-old imam known by his students as 'Uncle' sexually assaulted primary school girls as young as five as they listened to him reciting the Koran, a court heard today. Mohammed Haji Sadiq is. History and social-studies texts can provide factual explanations of current race relations, for instance, but it is often a personal narrative, poem, book. including quotes such as "Us colored. Kimberley said he wrote an all-ages, three-volume illustrated children's book 'A Heart is the Part That Makes Boys And Girls Smart' in 2013. Kimberley's book contains 15 quotes and stories from. Yesterday, five boys led the way by wearing skirts on the hottest day of the year. Today, more than 50 decided to do the same, with some borrowing skirts off girls near the school to join the. Both Harris and Vann are part of a tight-knit writing community on Instagram and often post poems and videos on their page, even collaborating in some projects. As active users, they comment on other. I write for young girls of color, for girls who don't even exist yet, so that there is. I said, 'Wow, even as an old woman, I could have a selected book of poems.'. Easter Poems. Find the best available Easter Poems on our website. You can share these Easter Poems for your self or send it to your friends. These poems can be used as speeches in your event… August Quotations for Gardeners, Walkers, and Lovers of the Green Way Poems, Quotes, Folklore, Myths, Customs, Holidays, Traditions, Verses Celebrations, Sayings. 'For Colored Girls Who Have Considered Suicide / When The Rainbow Is Enuf', Ntozake Shange, Shameless Hussy Press, San Lorenzo, #Ntozake Shange# quotes. "here is what i have: poems / big thighs/ lil tits/ and so much love". Dramatic Monologue for Women – Loretta Devine as Juanita Sims in For Colored Girls. In a tight, cream-colored dress that looked. will summon a paying audience of teen-age girls and enthusiastic older men. (Not only is there a song called "Lolita," but "Off to the Races" repeatedly. The young single mother who performed at strip clubs to earn a living later wrote and recited the most popular presidential inaugural poem in history. The childhood victim of rape wrote a. May 30, 2018. Here are 30 famous pearl quotes you should probably know!. They say diamonds are a girl's best friend, although you can't help but disagree. inhabitants of Zinpangu place rose colored pearls in the mouths of the dead. Write Poetry For A Living Jul 20, 2016. Erika L. Sánchez is a writer and poet living in Chicago. She is a 2015 winner of the prestigious Ruth Lilly and Dorothy Sargent Rosenberg. Apr 10, 2014. Noah's lullaby-writer-in-chief on the pure art of penning words. And live a life as full as you can so that you can do the Oscar Wilde The Picture Of Dorian Gray Summary Free Essay: The Picture of Dorian Gray by Oscar Wilde In the book, The Picture. Plot: A famous artist named Basil Hallward completes his first portrait of Dorian. Stock Prices are Often Pathological Liars In his famous work, the Picture of Dorian Gray, Oscar Wilde perhaps said it best when he said "nowadays people know "Great Goddess, Mistress of cats, Lady of love, beautiful Vana-Goddess, Fulfill my greatest needs, O glorious one. Teach me the magic I need. Give me a glimpse of your deep wisdom. Girls as young as two can suffer from depression and anxiety if their mothers were stressed during pregnancy, new research suggests. Stress causes people to release the hormone cortisol, which reduces. Instead, the 28-year-old has only been charged with sexual abuse of a minor, The Local reports. The girls' family insists she was raped and say she had been 'paralysed with fear' throughout her ordeal. "Ever since I realized there was someone called a colored girl, or an evil woman, The play itself is called a "choreopoem," a collection of 20 poems starring. An introduction to for colored girls who have considered suicide/when the rainbow. of approximately 48 pages of chapter summaries, quotes, character analysis, have considered suicide/when the rainbow is enuf is a choreopoem, a poem. 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Hello. I just finish this 2 Marlboro MG Metros . They are going to the Canárias Island to the driver and co driver. The air intake on the roof has 2 versions. They are made with small piece of brass. The Lancia Delta S4, from Bruno Saby , rallycross 1989, have another version , with the long wing . The Per Eklund rallycross METRO 6R4, from 1990 European Rallycross, is nearly ready. I just need to add the small details. This is a nice Camel / Clarion sponsor car, much simpler to build compare to the Capvilla model. I will have these decals available in a week. The last ongoing project is this open MG. It took me 5 blades for saws to separate the back panel of this IXO model. I will make a resin copy of the back door, work it and remake it. I will glue it to the model open. I have to find a way to complete the engine and exhaust pipes. Any comments are welcome since I never saw this car live so some details may slip away. Beautiful models Vitor. Can't wait to see the open 6R4 completed. top class on the rear boot work vitor! Great work as always Vitor. Loving the S4. Do you have these available as a built model? Fabulous Vitor... It just gets better ! I don't know how, but you've done it again! Congratulations, fantastic work. You can put me down for an Eklund car or decals, whichever works better for you! I would love to know more about the roof vents on the Marlboro cars. What did you start off with and how did you shape the brass to get the right effect? I have decals to do one of the models but won't start it until I have a good idea about the roof details. Also, as someone who doesn't have an airgun, can anyone advise me as to the right red/orange colour rattle can paint to use? Let`s see if i can help you. The M… tobacco color can be obtain with the Tamiya spray TS 36 Fluorescent Red. The air intake, try this: bend a rectangle piece of brass or styrene plastic, or any ordinary plastic from a box. With plastic you can bend it with a hair heat gun and a pencil. After that, fill the back opening with car body filler. Let it dry and sand the back part to round it to desire shape. Apply to the model, when this is with the primer or white coat. Mask the model and spray the florescent red. Apply a clear coat and apply the decals. Optional, you can seal the decals with another clear coat, or just leave it like that. I will take pictures of the process next time I have the opportunity. Thanks very much for the advice, guys. I'll get myself the paint and then try with some plastic, a pencil and a hair dryer to see what I come up with. Possibly a very small pencil case.. but well see! I've got some ultra fine white modelling putty (can't remember the brand) which I've used on several of my models already, so will probably use that instead of car filler or Milliput superfine, though I'll keep an eye out for this. To date, I haven't used clear coat on my models. I've tended to apply the windows once I've finished painting and apply the decals last of all. Clearly, I've got that wrong!! I presume normal car clear coat spray is the stuff to use? Or is there finer clear coat for model makers? More advice, please?? Good stuff, Vitor. And good advice as well! New Model: Mg Metro 6R4 Tony Teesdale, Rac rally 1986. Build with Group B models decals. Once again, masking is the time consuming part. What are the door mirrors that you use? Do you make them yourself? Will order the Capdevilla decals at the same time if thats ok? That Teesdale RAC car looks excellent Vitor. Can you tell me what colour you used for the red please? I'd like it to match my New Zealand model when finished. Thank you. Love the Eklund Camel car as well. Vitor also sells the special wheels for the Capdevila car as well Nicky - make sure you add them to your order. David, the color used was taken from a Ferrari 323 catalog (sometimes I use cars paints and chose them from a PPG catalog). The Ecklund decals are ready, I just need to finish the first model that will be the reference in the decals display. I will have them ready next 5th April. Also the Peugeot t16 Matti Alamaki 1989, will be concluded soon. The resin whells for the Capvila Metro can be obtained, so the model can be more accurate. Thank you Vitor. I'm not ready for it yet, but could you tell me the exact PPG paint colour or paint code you used for the Teesdale red please? It's not that urgent as I'm not planning to build the RAC car just yet.

Marcia Hines: Disco queen on the scene heads to a day on the green 21 Sep 2017 | Filed under Culture | Posted by Leigh Andrew Hill A Day on the Green is going disco in December. KC and the Sunshine Band will be playing alongside The Village People, Sister Sledge and Australia's own superstar Marcia Hines. Anyone who saw Hines during her appearance in Velvet at Fringe World earlier this year will know that the acclaimed singer knows how to throw a glitter filled party. Hines chatted to OUTinPerth about all things D.I.S.C.O. The lineup for this show is pretty amazing, this night is going to bringing back a lot of memories for people. Here's hoping! the disco era was fun, the only unforgivable thing was the fashion, which was pretty tragic, but the rest of it was great music, great dancing and great memories. Well my top question I had written down here to ask you was what was your best disco era outfit? I remember, I saw a picture from way back in the day and I thought 'I didn't wear that!'. It was powder-blue, and I do love powder blue, I only wear powder blue fingernail polish, but it was a powder blue fake fur jacket, and a powder blue pantsuit. I can tell you, Graeme, I knew I was stylin'. I look at it now though and I go, 'What were you thinking!' Looking back over your album covers from 1970's you did sport a lot of headwear. Yes, head wraps, but I'm Jamaican by heritage through my Mother and my Dad and head wraps are a large part of our African heritage. I do like head wraps, I kind of pull out one of those every once in awhile. I might just do that for this gig. Your biggest hit in the disco era was the song You what do you remember about recording that song. Very interesting story, very interesting question. We'd just about finished recording an album and in the studio there was a box of '45s sitting in a corner. My drummer, who was Mark Kennedy at that time, said "What's are all these records in this box? The producer said "Those are songs that we had considered." Mark asked "What's this song You?" We had a listen to it and we all thought what a great song, lets record it. It wasn't even on the list, which is fascinating, but what is yours nobody will ever take away. You did a whole album of classic disco tunes with your Discotheque album, and included a KC and the Sunshine Band tune. Yeah, nobody safe, you pull out all the songs and take a look at them, but all the songs I included on Discotheque were songs that I actually danced to and were my favourites. It really was a fun album to record. Back in the 70's at the height of the disco era, were you living the disco life? I wish I could say yes, but I'd be lying. I was living the 'on tour' life. Most of my life was on the road, back then you could, but now most of those gigs have dried up. But I remember that we'd come over to Perth and head up to Geraldton and head further north. Throughout your career you've had amazing resilience. What would you say the your LGBTIQ fans as we head into the postal survey on marriage? I'd say breathe, just stay calm and breathe. Stay classy and breathe! A Day on the Green with Marcia Hines, KC and the Sunshine Band, The Village People and Sister Sledge is in Kings Park on Thursday 7 December for all the info head to www.adayonthegreen.com.au Support OUTinPerth Thanks for reading OUTinPerth. We can only create LGBTIQA+ focused media with your help. If you can help support our work, please consider assisting us through a one-off contribution to our GoFundMe campaign, or a regular contribution through our Patreon appeal. Become a Supporter→ Make a contribution→ Tags: A Day on the Green, disco, KC and the Sunshine Band, Kings Park, Marcia Hines, music, sister sledge, Village People

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ipasvicomo » Funk » The Movers - Sankie's Mood / Oupa Is Back The Movers Sankie's Mood / Oupa Is Back Funk / Country and World AAC VOC AC3 MIDI VQF APE MPC Soul, African The Movers - Sankie's Mood / Oupa Is Back album download The Movers Soul African 1976 A Sankie's Mood Written-By – A. Mohlala* B Oupa Is Back Phonographic Copyright (p) – Teal Published By – Golden Music Producer – David Thekwane Written-By – A. Mohlala. Written-By – A. The Movers Special Job. Di Genius Empty Di Bar. Orasatha Album Song. Orasadha Usuratha Song Dwnld. Yuck guitarist/vocalist Daniel Blumberg moonlights as Oupa, and through that project he recently took to covering Smog's It's Rough. Stream the track after the jump. This exclusive embed is not set up for usage on. This exclusive embed is not set up for usage from wordpress. com ? If so, fear not, your embed will work when you publish Got it. + add. album. Oupa London, UK. placeholder. Streaming and Download help. Baby, Come Back is an album by British group The Equals, which was released in the . by RCA Victor, who had obtained the rights to manufacture and distribute the album in all of the Americas from the band's British label, President Records. The record contains tracks culled from their first three UK albums, Unequalled Equals (1967), Explosion (1968), and Sensational Equals (1968). Matt's Mood is the 2004 "temporary comeback" album by UK outfit Matt Bianco, released for Universal, and distributed by the Emarcy label. The album makes heavy use of Danny White and Basia Trzetrzelewska's signature harmonies. The two rejoined the band after twenty years (only to leave shortly after the end of the promotional world tour to revitalise their own career under the joint name of Basia). There is more than one band with this name:1. The Movers were a South African band who were active mainly during the 1970s with a shifting lineup over a career that saw them release about 20 albums. Their music is a mix of "jive", jazz and disco. 2 Найдено 165 песни, продолжительность: 10:31:00. Strong As I Am. The Prime Movers. MP3 FLAC related to The Movers - Sankie's Mood / Oupa Is Back Kylie Minogue - Better The Devil You Know mp3 album Holy Spirits - Thapelo Ea Holy Spirits mp3 album The Movers - Disco Sound mp3 album The Brothers - Khwezi Station No. 7 mp3 album David Thekwane And The Movers - The Beginning Of The End mp3 album The Movers - Best Of The Best Volume 1 mp3 album The Movers - Black mp3 album Gilead7 - Movers And Shakas / Love Song #137 mp3 album

​Celebrations of the ​African Diaspora Honoree & Exhibiting Artist Oil on Panel, 25 x 19, 1952 Delilah W. Pierce (1904 to 1992) – artist, curator, educator, and advocate. Delilah is known for her fluid style, which ranged from figurative to abstract. Her colorful compositions are inspired by nature, female equality, and her travels to Europe and Africa. Pierce was revered by her peers and according to art critic Judith Means: "The way she perceives the world, with joy and optimism, and the stunning clarity of her finely-developed aesthetic sense are integral not only to her character but also to the vivid visual textures of her work."Delilah had numerous solo exhibitions and exhibited in more than 150 group shows. During the course of her professional career, she participated in exhibitions with preeminent African-American artists: Elizabeth Catlett, Margaret Burroughs, Richard Dempsey, David Driskell, William H. Johnson, Lois Mailou Jones, Jacob Lawrence, Hughie Lee Smith, Alma Thomas, James Wells, and Charles White. Delilah W. Pierce, born in 1904, 34 years after the American Industrial Revolution (1820-1870), was an African American artist and Washington, DC native who, through her body of work, helped to expand western thought about what African American art and subject matter was at the time. Delilah captured what was beautiful, simple, and innocent in the world. Her usage of figurative to abstract subject matter was inspired by her ability to see prosperity and opportunity during Jim Crow and mass lynching.

The father-son team of Craig and Cody Roth of Bellingham, Wash. shot a 7-under par 65 to win the 8th Washington State Parent-Child Championship, held at Riverbend Golf Complex in Kent, Wash. This is the second title for the duo, having previously won this championship in 2012. The championship was conducted by the Washington State Golf Association (WSGA). "This is even better the second time," said Craig. The team caught fire on the back nine, shooting a 31 to pull away from the field. "I'll tell you what the difference was," said Craig with a laugh. "I was hitting it and he (Cody) was putting it, which helped our team. It seems to be a pattern!" Said Cody, "I'm a little older than when we won before, so we were laughing to each other how different the golf course is playing since the last time we played here (the championship was held at Riverbend in 2011 as well.). We were just hitting the ball on completely different lines today." Added Craig, "Yes, he was about this tall (holding his hand chest high) when we played here before." Cody will be a sophomore this fall at Western Washington University in Bellingham, and plays on the WWU men's golf team. This year's final leaderboard was crowded with past champions. The father-daughter team of Jacqueline and Terry Bendrick (2015) finished fourth; the father-son team of Brandon and Richard Cardwell (2009) finished seventh; the father-daughter team of Ravae and Ruben Canas (2011) finished tied for ninth, as did the father-son team of Doug and Roger Pierce (2014); and the father-son team of Jason and Mark Aspelund (2013) finished tied for 13th. The championship was played in a Chapman Stroke Play format, with two players playing as partners, each playing from the teeing ground and each player playing his/her partner's ball for the second shot. After the second shot, including par-3 holes, partners selected the ball with which they wished to score and then played that ball alternately to complete the hole. The parent's relationship with the child must be natural, adopted or stepchild. Partners could have more than one generation between them (i.e. grandfather-granddaughter). Click here for complete final results. Riverbend is owned and operated by the City of Kent. The golf complex is a public facility and consists of a championship 18-hole golf course, nine-hole par-3 course, driving range, and miniature golf. The championship course opened in 1989 and is consistently one of the busiest golf courses in the state, averaging 65,000 rounds per year.

I adopted a possibly 2 year old IRN. I was told she was a female and given up because of nipping. She loved me at first site. She would head roll when I spoke to her, held her , she loved me and still does. After the first day the "nipping" started. I could see why someone might re-home her. It was a very hard almost blood drawing bite. I spent 2 months making friends and now I don't have an issue. My trick was offering her an almond, she would head roll. I called step up and then I would move her. Of course it was a little more than that but my question is.. Was that a unresolved bluffing issue? Just your best guess is ok.. Thank you for your time.

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Posted inPolitical and Public Policy Information Poll: Detroiters want reparations for past housing discrimination by Louis Aguilar April 22, 2021 March 23, 2022 The majority of Detroit voters said compensation should address discriminatory housing policies and practices. (Shutterstock photo) A majority of Detroit voters support a reparations program to compensate Black people over past discriminatory housing policies and practices by the City, according to a poll commissioned by the Michigan Democratic Party's Black Caucus. The poll, conducted last week, is intended to help fuel "the political conversation" of establishing a fund in Detroit during this local election year, when the mayor and City Council seats are on the ballot, said Ed Sarpolus, a political pollster and executive director of Target Insyght, a Lansing consulting firm. 'Black Homes Matter': Detroit advocates speak out on foreclosures, assessments Housing advocates call on Gov. Whitmer, Detroit leaders to repay overtaxed homeowners Opinion: In Detroit, tax foreclosed homeowners could recover damages Among the results: 51 percent said they support reparations for the discrimination, when asked about the idea directly. Another 16 percent lean toward supporting the idea, based on responses about specific policies. 22 percent did not support reparations for the discrimination. 11 percent were undecided. The survey is based on 400 Detroit voters who responded to a telephone survey April 13-15. The poll was sponsored by Target Insyght and the state Democratic Black Caucus, which has 28 state legislators among its members. Sixty percent of the respondents were Black and 20% were white, pollster Sarpolus said. The rest identified as Latino, Asian or some other racial/ethnic group; Sarpolus did not provide a breakdown. The sample study has a margin of error of plus or minus 5 percent. "It was very encouraging that the Black community was not alone in the understanding of the wrongdoing and harm done by the City," Keith Williams, chairman of the Democratic Black Caucus said in a press release Tuesday issued about the survey. "We will look forward to working with all colors of people, races and ethnic background to heal past wounds." Pay back over-taxed Detroit homeowners during Great Recession The idea that had the most support was finding a way to compensate more than 63,000 homeowners who overpaid property taxes between 2010 and 2016. The poll found 75 percent believe "extreme/definite" harm was brought upon the Black community as a result of being overtaxed for their properties. As home values nosedived due to the subprime mortgage crisis and Great Recession, the City failed to accurately lower property values for years. A Detroit News investigation found that more than 92% of 173,000 homes reviewed by the newspaper were found to be overtaxed by an average of $3,800. Thousands ended up losing their homes in tax foreclosure. Homeowners overpaid a total of at least $600 million in property taxes. The City hasn't found a way to make amends to the homeowners who were overtaxed. Detroit completed a state-ordered reappraisal of all residential property in 2017 to correct its over-assessment problem. City Council recently rejected a resolution supported by Mayor Mike Duggan to give overtaxed residents priority in affordable housing, home-buying discounts and job opportunities. Duggan has said the City can't afford to repay the overtaxed homeowners. He also has argued a massive repayment wouldn't be allowed under State law. Other poll results: 71 percent said the 1967 Uprising had an "extreme/definite" harm to the Black community. 62 percent said policing and the criminal justice system has been at times "unfair/harsh." The study was prompted by the nation's first Black reparations fund that was approved by the City of Evanston, Ill. In 2019, the suburban Chicago city approved a $10 million fund meant to address past racial discriminatory housing policies and practices to the Black community. Critics say Evanston's remedy is a housing program not a plan for reparations and the effort could harm a movement to compensate the descendants of enslaved people. Last month, the City approved the fund's first allocation and will pay eligible participants up to $25,000 for mortgage assistance, down-payment assistance, paying off overdue property taxes, and home repair. The program is funded mainly from the city's marijuana sales tax. Detroit may step up its voice in national reparations movement From reparations to 'shrooms, here's a look at Nov. 2 ballot issues What could improve Detroit turnout? Candidates who support reparations Tagged: Reparations Louis Aguilar laguilar@bridgedetroit.com Louis Aguilar is BridgeDetroit's senior reporter. He covered business and development for the Detroit News, and is a former reporter for the Washington Post. More by Louis Aguilar