A Mobile Resource for Cyberbullying
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Cyber Violence Against Women and Girls
CYBER VIOLENCE AGAINST WOMEN AND GIRLS A WORLD-WIDE WAKE-UP CALL 2015 Photo credits:Shutterstock A REPORT BY THE UN BROADBAND COMMISSION FOR DIGITAL DEVELOPMENT WORKING GROUP ON BROADBAND AND GENDER CYBER VIOLENCE AGAINST WOMEN AND GIRLS: A WORLD-WIDE WAKE-UP CALL Acknowledgements This Report has been written collaboratively, drawing on insights and rich contributions from a range of Commissioners and Expert Members of the Working Group on Broadband and Gender. It has been researched and compiled by lead author Nidhi Tandon, assisted by Shannon Pritchard, with editorial inputs by teams from UN Women, UNDP and ITU. Design concepts were developed by Céline Desthomas of ITU. We wish to thank the following people for their contributions and kind review and comments (listed in alphabetical order of institution, followed by alphabetical order of surname): Dafne Sabanes Plou, Jac sm Kee and Chat Garcia Ramilo (APC); Dr Nancy Hafkin; Minerva Novero- Belec (UNDP); Corat Suniye Gulser (UNESCO); Jennifer Breslin and team (UN Women); Samia Melhem and team (World Bank). About the Commission The Broadband Commission for Digital Development was launched by the International Telecommunication Union (ITU) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) in response to UN Secretary-General Ban Ki-moon’s call to step up efforts to meet the Millennium Development Goals. Established in May 2010, the Commission unites top industry executives with government leaders, thought leaders and policy pioneers and international agencies and organizations concerned with development. The Broadband Commission embraces a range of different perspectives in a multi-stakeholder approach to promoting the roll-out of broadband, as well as providing a fresh approach to UN and business engagement. -
Free, Hateful, and Posted: Rethinking First Amendment Protection of Hate Speech in a Social Media World
Boston College Law Review Volume 60 Issue 7 Article 6 10-30-2019 Free, Hateful, and Posted: Rethinking First Amendment Protection of Hate Speech in a Social Media World Lauren E. Beausoleil Boston College Law School, [email protected] Follow this and additional works at: https://lawdigitalcommons.bc.edu/bclr Part of the First Amendment Commons, and the Internet Law Commons Recommended Citation Lauren E. Beausoleil, Free, Hateful, and Posted: Rethinking First Amendment Protection of Hate Speech in a Social Media World, 60 B.C.L. Rev. 2100 (2019), https://lawdigitalcommons.bc.edu/bclr/vol60/iss7/6 This Notes is brought to you for free and open access by the Law Journals at Digital Commons @ Boston College Law School. It has been accepted for inclusion in Boston College Law Review by an authorized editor of Digital Commons @ Boston College Law School. For more information, please contact [email protected]. FREE, HATEFUL, AND POSTED: RETHINKING FIRST AMENDMENT PROTECTION OF HATE SPEECH IN A SOCIAL MEDIA WORLD Abstract: Speech is meant to be heard, and social media allows for exaggeration of that fact by providing a powerful means of dissemination of speech while also dis- torting one’s perception of the reach and acceptance of that speech. Engagement in online “hate speech” can interact with the unique characteristics of the Internet to influence users’ psychological processing in ways that promote violence and rein- force hateful sentiments. Because hate speech does not squarely fall within any of the categories excluded from First Amendment protection, the United States’ stance on hate speech is unique in that it protects it. -
Cyberbullying: a Narrative Review Tiffany Field* ISSN University of Miami/Miller School of Medicine, Fielding Graduate University, Miami, USA 2639-9938
Open Access Journal of Addiction Therapy and Research Review Article Cyberbullying: A narrative review Tiffany Field* ISSN University of Miami/Miller School of Medicine, Fielding Graduate University, Miami, USA 2639-9938 *Address for Correspondence: Tiffany Field, Abstract University of Miami/Miller School of Medicine, Fielding Graduate University, Miami, FL, 33101, A literature search was conducted using PubMed and PsycINFO to locate cyberbullying USA, Email: tfi [email protected] research that was published during the last 4 years. In this narrative review, cyberbullying Submitted: 04 August 2018 research is briefl y summarized and critiqued. The review is focused on the varying defi nitions and Approved: 20 August 2018 characteristics of cyberbullies, victims and bystanders. Highly variable prevalence rates have been Published: 21 August 2018 reported for cyberbullies, victims and bystanders as a function of age, gender, country, size of the social network and socioeconomic factors. In addition, the effects of cyberbullying are reviewed Copyright: 2018 Field T. This is an open including the frequent suicide attempts along with risk factors/predictors of cyberbullying which access article distributed under the Creative include previous cyberbullying, excessive internet use and lack of empathy, anger, narcissism and Commons Attribution License, which permits authoritarian/permissive parenting. To refl ect the recent literature, special attention is given to the unrestricted use, distribution, and reproduction studies on victims of bullying. Research on cyberbullies and on prevention/intervention programs in any medium, provided the original work is for bullying is extremely limited despite the increasing prevalence of bullying and the rapidly properly cited accumulating literature. Methodological limitations include the primary focus on the prevalence of bullying and on the victims of bullying. -
OCSA Bullying/Cyberbullying/Hate Violence Policy
OCSA BULLYING/CYBER BULLYING/HATE VIOLENCE POLICY All students and employees of the Orange County School of the Arts have the right to work, to attend school, and to participate in the educational process in a safe environment that is free from bullying and hate-motivated behavior. Every effort shall be made to promote mutual respect among students and staff and between and among students to encourage safe and harmonious relations that support human dignity and equality. The OCSA Board of Trustees recognizes the harmful effects of bullying on student learning and school attendance and desires to provide safe school environments that protect students from physical and emotional harm. School employees shall establish student safety as a high priority and shall not tolerate bullying of any student. No student or group of students shall, through physical, written, verbal, or other means, harass, sexually harass, threaten, intimidate, cyberbully, cause bodily injury to, or commit hate violence against any other student or school personnel. Students who have been bullied or cyberbullied shall promptly report such incidents to any staff member. Behavior or statements that degrade, intimidate, and/or harm an individual on the basis of his/her race, ethnicity, culture, heritage, immigration status, gender, sexual orientation, physical/mental attributes, religious beliefs or practices shall not be tolerated. Bullying in any form or platform, repeatedly picking fights with, or repeatedly taunting another person shall not be tolerated. This policy applies to all OCSA students and employees. This policy applies to all acts related to school activity or school attendance occurring within a school under the jurisdiction of the Executive Director of the Orange County School of the Arts. -
The Challenges of Cyberbullying
NEW ENCOUNTERS? THE CHALLENGES OF CYBERBULLYING Professor Shauna Van Praagh & Alyssa Wiseman November 17, 2015 What is Cyberbullying? "A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself." - Dan Olweus (1993 and before) -An Act to prevent and stop bullying and violence in schools, 2012 Definition is fairly consistent worldwide—entails three criteria: (1) Verbal or physical aggression; (2) That is repeated over time; and (3) That involves a power differential. “Sticks and Stones” “I couldn’t write about online bullying without writing about face-to-face bullying too because Facebook and other social networking sites aren’t a discrete, walled off universe.” (39) - Emily Bazelon, “Sticks and Stones: Defeating the Culture of Bullying and Rediscovering the Power of Character and Empathy Despite wide media attention, cyberbullying is not necessarily more widespread than face-to-face bullying. Still, cyberbullying presents new concerns... “Sticks and Stones” New concerns include: (1) The Internet makes bullying harder to escape; (2) The Internet allows the perpetrator to bully without having to confront his or her victim; (3) The number of potential witnesses can be exponentially higher; and (4) There is the possibility that comments and images/ videos can go viral. Also, with undefined boundaries, whose responsibility is it to prevent or “deal” with cyberbullying? “It’s Complicated” danah boyd brings to light problematic tendencies and reactions: (1) Scapegoating technology: easier to focus on what is tangible rather than broader systemic issues at play; (2) Parental nostalgia: we idealize our childhoods and forget the problem we faced when we were young; (3) “Digital natives”: draws away attention from the problems children face in the digital era In creating these divides, different stakeholders may absolve themselves of responsibility. -
Not Just Words: Exposure to Homophobic Epithets Leads To
EJSP RESEARCH ARTICLE Not “just words”: Exposure to homophobic epithets leads to dehumanizing and physical distancing from gay men Fabio Fasoli*, Maria Paola Paladino†,AndreaCarnaghi‡, Jolanda Jetten§, Brock Bastian¶ & Paul G. Bain§,# * Centro de Investigação e Intervenção Social, Instituto Universitário de Lisboa, Lisbon, Portugal † Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy ‡ Department of Life Sciences, University of Trieste, Trieste, Italy § School of Psychology, University of Queensland, St. Lucia, Brisbane, Australia ¶ School of Psychology, University of New South Wales, Sydney, Australia # School of Psychology and Counselling, Queensland University of Technology, Brisbane, Australia Correspondence Abstract Fabio Fasoli, ISCTE-Instituto Universitário de Lisboa, Centro de Investigação e Intervenção We examined whether homophobic epithets (e.g., faggot) function as labels of Social, Lisbon, Portugal. deviance for homosexuals that contribute to their dehumanization and phys- E-mail: [email protected]; ical distance. Across two studies, participants were supraliminally (Study 1) [email protected] and subliminally (Study 2) exposed to a homophobic epithet, a category label, or a generic insult. Participants were then asked to associate human- Received: 9 June 2014 related and animal-related words to homosexuals and heterosexuals. Results Accepted: 1 August 2015 showed that after exposure to a homophobic epithet, compared with a cate- gory label or a generic insult, participants associated less human-related http://dx.doi.org/10.1002/ejsp.2148 words with homosexuals, indicating dehumanization. In Study 2, we also Keywords: derogatory labels, deviance, assessed the effect of a homophobic epithet on physical distance from a target dehumanization, homophobia, physical group member and found that homophobic epithets led to greater physical distance distancing of a gay man. -
Public Opinion and Discourse on the Intersection of LGBT Issues and Race the Opportunity Agenda
Opinion Research & Media Content Analysis Public Opinion and Discourse on the Intersection of LGBT Issues and Race The Opportunity Agenda Acknowledgments This research was conducted by Loren Siegel (Executive Summary, What Americans Think about LGBT People, Rights and Issues: A Meta-Analysis of Recent Public Opinion, and Coverage of LGBT Issues in African American Print and Online News Media: An Analysis of Media Content); Elena Shore, Editor/Latino Media Monitor of New America Media (Coverage of LGBT Issues in Latino Print and Online News Media: An Analysis of Media Content); and Cheryl Contee, Austen Levihn- Coon, Kelly Rand, Adriana Dakin, and Catherine Saddlemire of Fission Strategy (Online Discourse about LGBT Issues in African American and Latino Communities: An Analysis of Web 2.0 Content). Loren Siegel acted as Editor-at-Large of the report, with assistance from staff of The Opportunity Agenda. Christopher Moore designed the report. The Opportunity Agenda’s research on the intersection of LGBT rights and racial justice is funded by the Arcus Foundation. The statements made and views expressed are those of The Opportunity Agenda. Special thanks to those who contributed to this project, including Sharda Sekaran, Shareeza Bhola, Rashad Robinson, Kenyon Farrow, Juan Battle, Sharon Lettman, Donna Payne, and Urvashi Vaid. About The Opportunity Agenda The Opportunity Agenda was founded in 2004 with the mission of building the national will to expand opportunity in America. Focused on moving hearts, minds, and policy over time, the organization works with social justice groups, leaders, and movements to advance solutions that expand opportunity for everyone. Through active partnerships, The Opportunity Agenda synthesizes and translates research on barriers to opportunity and corresponding solutions; uses communications and media to understand and influence public opinion; and identifies and advocates for policies that improve people’s lives. -
Pilot of a Diversity Leadership Competency Course for Graduate Students in Healthcare Administration
Developing Diversity Leadership Competencies 273 ARTICLES Pilot of a Diversity Leadership Competency Course for Graduate Students in Healthcare Administration Valerie Myers, PhD Abstract Health services administrators need a range of competencies to manage diverse workers and serve diverse patients. This article describes cutting edge research used to create the theoretical foundation for a competency- based approach to diversity management education in the health services administration curriculum. Detailed implementation steps of the course pilot are provided, including pedagogical methods and outcome evalua- tions, which are largely absent from the diversity management education literature. Recommendations for refinement and replication of the class are also discussed. Introduction Sweeping demographic shifts are underway; the implications for patient care and the healthcare workforce are well documented (Gordon, 2009; Dreachslin, 2007; Myers & Dreachslin, 2007; Dreachslin & Myers, 2007; U.S. Census Bureau, 2004). In recognition of demographic trends, healthcare governing bodies have modified their expectations and requirements. The American College of Healthcare Executives (ACHE) asserts that diversity management is both an ethical and business imperative; Culturally and Linguistically Appropriate Standards (CLAS) (Department of Health and Human Services, 2001) and the Baldrige National Quality Program (2008) Please address correspondence to: Valerie L. Myers, PhD, Assistant Professor, University of Michigan, Health Management & Policy, -
The Nobody Manifesto the Nobody Movement
The Nobody Manifesto The Nobody Movement Robert Fuller concluded Somebodies and Nobodies with The Nobody Manifesto. Since there is now a Nobody Movement afoot, it seems like the time is ripe to reissue the manifesto! The Nobody Manifesto Who are the nobodies? Those with less power. At the moment. Who are the somebodies? Those with more power. At the moment. Power is signified by rank. Rank in a particular setting. Somebodies hold higher rank than nobodies. In that setting. For that moment. A somebody in one setting can be a nobody in another, and vice versa. A somebody now might be a nobody a moment later, and vice versa. Abuse of the power inherent in rank is rankism. When somebodies use the power of their position in one setting to exercise power in another, that‟s rankism. When somebodies use the power of their position to put a permanent hold on their power, that, too, is rankism. Dignity is innate, nonnegotiable, and inviolate. No person‟s dignity is any less worthy of respect, any less sacred than anyone else‟s. Equal dignity requires equal opportunity. Rankism is an indefensible abridgment of the dignity of nobodies, and a stain on the honor of somebodies. As once and future nobodies, we‟re all potential victims of rankism. As would-be somebodies, we‟re all potential perpetrators. Securing equal dignity means overcoming rankism. Who are the nobodies? They are Everyman, Everywoman, Everychild. Each of us in our secret dreams of becoming someone new, something more. The nobodies are us. Therein lies our power. -
Download a Sample
Licensed to Kill 2 An Educational Tool DVD Contents 3 Themes 4 Education 5 Religion 5 Stereotypes 6 Anti-Gay Behavior 7 Gay Cruising Areas 9 Sexual Encounters 10 Homosexual Panic 10 Hate Crimes Legislation 11 Police 11 Filmmakers’ Experiences 12 Profiles 13 Donald Aldrich 14 Corey Burley 15 Raymond Childs 16 TABLE OF CONTENTS William Cross 17 (Sgt.) Kenneth Jr. French 18 Jay Johnson 19 Jeffrey Swinford 20 Additional Interviews on DVD 21 Bibliography EXCERPTS23 AIDS Stigma 23 Childhood Sexual Abuse 23 Gay Cruising Areas 23 Hate Crimes: Gay/Lesbian 23 Hate Crimes: General 24 Heterosexism, Homophobia, & Sexism 24 Media 24 The Military 24 SAMPLESociety & Politics 25 Religion 25 Youth & Education Workshops 25 Organizations 26 Anti-Violence Programs 28 Appendix 1 Glossary 30 Appendix 2 Essay 32 Appendix 3 Film Credits 34 Photo Captions & Credits 35 Licensed to Kill Study Guide sample page. © 2004 DeepFocus Productions, Inc. Licensed to Kill: An Educational Tool Introduction Moderators are encouraged to first take a look at the Licensed to Kill probes the lives of men whose contempt table of contents for both this manual and the DVD (if for homosexuals led them to murder. The film examines you are using the DVD version of Licensed to Kill). the social, political, and cultural environments of these Moderators should then view the film and the DVD men and asks whether society had given them a “license supplements along with this guide to choose areas that to kill” homosexuals. best suit viewers’ needs. Keep in mind that this booklet was written to serve diverse audiences and not all Licensed to Kill focuses specifically on stories about men subject areas may apply to your specific situation. -
Sweden National Reporting Procedures for Cyberbullying, Hate Speech and Hate Crime
Reporting in Sweden National reporting procedures for cyberbullying, hate speech and hate crime The information below is extracted from a mapping study of national reporting mechanisms in the countries involved in the No Hate Speech Movement of the Council of Europe. It aims to provide: 1. Contact information of national reporting mechanisms for cyberbullying, hate speech and hate crime where they exist 2. Information about the legal grounds for acting on cyberbullying, hate speech and hate crime where they exist The views expressed in this document do not necessarily reflect the opinions of the Council of Europe1. 1. REPORTING MECHANISMS Reporting hate speech and hate crime Polisen (the police). Website: http://polisen.se Phone:+46 114 14. Reporting cyberbullying If the cyberbullying is connected to the school one should report it to the school management or a teacher. For other cases one can turn to the police. 2. Background information There is no Swedish word that translates hate speech in Swedish. There is a term called “hate against a community”. Another is “discrimination”. Hate speech online can also be called bullying or harassment. Sweden does not have a distinction between hate speech and hate crime that we know of. The Discrimination Act includes discrimination on the basis of sex, transgender identity or expression, ethnicity, disability, sexual orientation and age. People can report everything that is against the law at the police station or by phone. Reports will be investigated by the police. In 2014 there were almost 6270 reports of hate crime in Sweden. That was an increase with 14 % compared to 2015. -
INHUMAN TARGETS: Psychopathy, Dehumanization, and Sexist And
INHUMAN TARGETS: Psychopathy, Dehumanization, and Sexist and Violent Attitudes Towards Women by TABITHA METHOT-JONES A thesis submitted in partial fulfillment of the requirements for the Degree Doctor of Philosophy Department of Psychology BROCK UNIVERSITY St. Catharines, ON December 2019 © Tabitha Methot-Jones, 2019 Dedication I dedicate this thesis to my family and friends, without your love and support none of this would have been possible. i Abstract The current work presents three studies that examined the role of dehumanization in the association between psychopathy and sexist and violent attitudes towards women. This program had two overarching goals in examining psychopathy, dehumanization, and sexist and violent attitudes towards women. The first goal was to examine whether an indirect association between psychopathy and negative attitudes towards women existed through dehumanization. The second goal was to explore if, by introducing information that humanizes women, levels of dehumanization could be mitigated for individuals high on psychopathic traits. Employing mixed samples for both studies (student and community), Study 1 (n = 514) and Study 2 (n = 202) provided evidence that psychopathy demonstrated an indirect relationship with sexist and violent attitudes towards women via dehumanization. Study 2 also expanded on Study 1 by including a behavioural measure of violent attitudes towards women. Finally, Study 3 (n = 206), again using a mixed sample, attempted to manipulate dehumanization to see if it, and the sexist and violent attitudes associated with it, would be mitigated. Unfortunately, the manipulation failed, but we were able to use the data from Study 3 to provide a replication of the results of Study 2.