How schools tackle bullying,and the use of whole school policies: changes over the last decade

Surveys were carried out to assess the UK government’s anti‐bullying pack Don’t suffer in silence in 1996 (after the first edition) and 2002 (after the second edition), to investigate what schools are doing about bullying, and the effect of anti‐bullying policies becoming a legal requirement. Schools in England were approached, randomly but within the constraint of having a spread across geographical regions. In 1996 109 schools and in 2002 148 schools were asked about school policy, interventions, and bullying frequency. Most schools moved from having a bullying policy as part of a broader policy on behaviour and discipline, to having a separate anti‐bullying policy. More schools attempted to survey the extent of bullying and there were changes in the use of particular interventions. Most interventions were rated as moderately useful. Some variations in use and satisfaction between different school levels were found. The implications of anti‐bullying work at schools and its success are discussed.     

The Influence of Religiosity and Ethnic Identification on Media Use Among Muslims and Non-Muslims in France and Britain

This is an examination of the ethnic media use of French and British Muslims. A total of 677 Muslims participated in the study. Analysis reveals being an immigrant or a native of a nation does not significantly influence ethnic media use in France but does in Britain. Ethnic identification was also revealed as an influential predictor of ethnic media use among Muslims in France but not in Britain. Religiosity significantly predicted ethnic media use among British Muslims. The article argues religiosity and ethnic identification should be included in studies examining media use among ethnic groups.     

Peer relations in peer learning

Over the last decades, much research on peer learning practices has been conducted. Quantitative, experimental designs focusing on problems of cause and effect dominate. Consequently, effects on achievement are well documented, as is the influence of different conditions on the effect rate. In spite of the general acknowledgment of the importance of peer learning and a large amount of research on collective learning practices, questions regarding the quality of peer interaction, and how peer relations influence learning, are not well elaborated. This paper complements the discussion on effect focusing on the processes of interaction between peers, and relates these to theoretical perspectives on learning as fundamentally social. Inspired by meta-ethnography an integrative analysis across seven qualitative studies was accomplished. The approach enabled an investigation of peer interactions in different educational settings. The analysis elaborates on how instructional designs and students’ relational knowledge mediate interaction in peer learning. The paper further discusses the potential of approaches synthesising qualitative studies as a tool in qualitative research.     

Teaching Chronobiology and Sleep Habits in School and University

ABSTRACT— Early morning school schedules are in the opposite direction to the sleep–wake cycle in adolescence and early adulthood. This conflict leads to sleep deprivation and irregular patterns whose consequences are scarcely explored. This article discusses the effects of three educational experiences with high school students, parents, teachers, and medical students. The first experience was developed with high school students in Natal, Brazil, to determine whether sleep habits would improve with increased awareness. Positive effects were observed in some aspects of sleep knowledge and practices. In the second experience in Atlanta, GA, sleep education activities were presented to middle and high school teachers, parents, and students to emphasize the importance of sleep. In the third program in Murcia, Spain, undergraduate medical students were introduced to chronobiology of sleep by a practical exercise that pointed out to what extent they shared most of adolescent sleep characteristics. Educational chronobiological experiences about sleep are essential to develop healthy sleep habits in the general population, particularly in students.     

A content analysis of school anti‐bullying policies: progress and limitations

Schools in England are legally required to have an anti‐bullying policy, but the little research so far suggests that they may lack coverage in important areas. An analysis of 142 school anti‐bullying policies, from 115 primary schools and 27 secondary schools in one county was undertaken. A 31‐item scoring scheme was devised to assess policy. Overall, schools had about 40% of the items in their policies. Most included improving school climate, a definition of bullying including reference to physical, verbal and relational forms, and a statement regarding contact with parents when bullying incidents occurred. But many schools did not mention other important aspects, and there was low coverage of responsibilities beyond those of teaching staff; following up of incidents; management and use of records; and specific preventative measures such as playground work and peer support. There was infrequent mention of homophobic bullying, and of cyberbullying. There was little difference between policies from primary and secondary schools. Findings are discussed in terms of national policy, and ways to support schools in maximising the potential of their policies for reducing bullying.     

Group supervision in graduate education: a process of supervision skill development and text improvement

This paper is an investigation of group supervision of the Master of Education thesis at the University of Bergen, Norway. Four recorded group supervision sessions are analysed. The group participants are five students and three supervisors. The sessions are analysed from a qualitative, phenomenological perspective. The results show that group supervision enables the development of supervision skills, has an impact on the students' writing process and facilitates the students' enculturation into the particular discipline. The article refers briefly to contextual elements that influence the above processes and makes claims about the function group supervision can serve in higher education.     

A study of digital curator competences: A survey of experts

Abstract

The aim of this research was to define competences for digital curators, and to validate a Delphi process in the context of Library, Archives, Museum curriculum development. The objective for the study was to obtain consensus regarding competence statements for Library, Archives and Museum digital curators.

The Delphi method, a research technique, typically used to develop a consensus of opinion for topic areas in which there is little previously documented knowledge, was used in specifying the digital curator competences in LAM context. Three rounds of questionnaires with controlled feedback with space for comments and/or suggestions were sent to panel members. Five point Likert scale was employed in the questionnaire. Consensus was determined when a competence statement received a mode higher than 3, an average mean more than 3.5, and a standard deviation smaller than 1.0.

Response rates for rounds I, II and III were: 70% (n = 16), 87.5% (n = 14), and 94% (n = 15) respectively. Of the 18 digital curator competences listed in the first round questionnaire, 13 (70%) achieved consensus as being necessary digital curator competences required of advanced level digital curator. Other inputs of respondents like comments and suggestions were also analyzed. An additional 23 digital curator competence statements were also suggested by the panel in round I and further developed in subsequent rounds. In round II, 12 (30%) competence statements achieved consensus. The final round and editing of competence statements led to 20 statements that describe what a well-prepared digital curator trained to participate in digital curation work should be able to do.     

Young children's reasoning about many-to-one correspondences

Young children's understanding of many-to-one correspondence problems was studied to illuminate the developmental transition from additive to multiplicative numerical knowledge. A many-to-one correspondence exists when a fixed number of target objects (greater than 1) is associated with each of a set of referents, as in putting 3 flowers in each of several vases. Two experiments examined effects of a brief training procedure that highlighted the iterative nature of many-to-one mappings. In Experiment 1, 5- and 6-year-old children did not benefit from the training, but a subset of 7-year-olds did. In Experiment 2, 7-year-olds showed training effects that extended to generalization problems. Patterns of performance across experimental and generalization problems suggested that some children had difficulty applying what they learned from training to the experimental problems.     

我国国际职业足球运动员合同违约纠纷解决关涉的主要法律问题 ——以巴里奥斯案为例

近年来,国内频发的国际职业足球运动员合同违约纠纷已成为社会各界关注的热点问题。许多国内俱乐部在国际球员合同违约纠纷中败诉 或赔偿,巴里奥斯案是国内俱乐部第1次在国际球员合同违约纠纷中获胜并得到高额赔偿的案件。通过巴里奥斯案对国际球员合同违约纠纷所涉 及的争议管辖、法律适用、赔偿及裁决的执行等问题进行分析,国际足球职业球员合同违约纠纷受国际足联或国际体育仲裁院管辖;国际足联、国际 体育仲裁院的相关规则和判例都是处理此类纠纷的重要依据;国际足联、国际体育仲裁院对国际球员合同违约赔偿计算有明确的规定,也在判例中 形成了一定的计算原则,并阐述了赔偿金额计算的影响因素;职业足球已形成强大的行业体系,一般来说,国际足联、国际体育仲裁院决定都能得到 很好的执行。因此,国内的国际足球运动员合同违约纠纷一般向国际足联或国际体育仲裁院申诉,掌握和充分运用国际足联和国际体育仲裁院的 规则及判例是国内足球俱乐部解决国际球员合同违约纠纷的关键。赔偿的计算除了需要掌握相关规则及判例外,还要了解赔偿金额的影响因素, 对于国际足联、国际体育仲裁院的决定在国内的执行则无须疑虑。此外,遵守相关法律和规则,并及时有效地处理纠纷也是国内俱乐部在处理合同 违约争议中有效维护自身权益的重要方面。