School Bullies’ Quest for Power: Implications for Group Dynamics and Intervention

Bullying is characterized by an inequality of power between perpetrator and target. Findings that bullies can be highly popular have helped redefine the old conception of the maladjusted school bully into a powerful individual exerting influence on his peers from the top of the peer status hierarchy. Study I is a conceptual paper that explores the conditions under which a skillful, socially powerful bully can use the peer group as a means of aggression and suggests that low cohesion and low quality of friendships make groups easier to manipulate. School bullies’ high popularity should be a major obstacle for antibullying efforts, as bullies are unlikely to cease negative actions that are rewarding, and their powerful position could discourage bystanders from interfering. Using data from the Finnish program KiVa, Study II supported the hypothesis that antibullying interventions are less effective with popular bullies in comparison to their unpopular counterparts. In order to design interventions that can address the positive link between popularity and aggression, it is necessary to determine in which contexts bullies achieve higher status. Using an American sample, Study III examined the effects of five classroom features on the social status that peers accord to aggressive children, including classroom status hierarchy, academic level and grade level, controlling for classroom mean levels of aggression and ethnic distribution. Aggressive children were more popular and better liked in fifth grade relative to fourth grade and in classrooms of higher status hierarchy. Surprisingly, the natural emergence of status hierarchies in children’s peer groups has long been assumed to minimize aggression. Whether status hierarchies hinder or promote bullying is a controversial question in the peer relations’ literature. Study IV aimed at clarifying this debate by testing the effects of the degree of classroom status hierarchy on bullying. Higher hierarchy was concrrently associated with bullying and predictive of higher bullying six months later. As bullies’ quest for power is increasingly acknowledged, some researchers suggest teaching bullies to attain the elevated status they yearn for through prosocial acts. Study V cautions against such solutions by reviewing evidence that prosocial behaviors enacted with the intention of controlling others can be as harmful as aggression.

Issues in the Transatlantic Trade and Investment Partnership: A critical discourse analysis

Negotiating trade agreements is an important part of government trade policies, economic planning and part of the globally operating trading system of today. European Union and the United States have been active in the formation of trade agreements in global comparison. Now these two economic giants are engaged in negotiations to form their own trade agreement, the so called Transnational Trade and Investment Partnership (TTIP). The purpose of this thesis is to understand the reasons for making a trade agreement between two economic areas and understanding the issues it may include in the case of the TTIP. The TTIP has received a great deal of attention in the media. The opinions towards the partnership have been extreme, and the debate has been heated. The purpose of this study is to introduce the nature of the public discussion regarding the TTIP from Spring 2013 until 2014. The research problem is to find out what are the main issues in the agreement and what are the values influencing them. The study was conducted applying methods of critical discourse analysis to the chosen data. This includes gathering the issues from the data based on the attention each has received in the discussion. The underlying motives for raising different issues were analysed by investigating the authors’ position in the political, economic and social circuits. The perceived economic impacts of the TTIP are also under analysis with the same criteria. Some of the most respected economic newspapers globally were included in the research material as well as papers or reports published by the EU and global organisations. The analysis indicates a clear dichotomy of the attitudes towards the TTIP. Key problems include lack of transparency in the negotiations, the misunderstood investor-state dispute settlement, the constantly expanding regulatory issues and the risk of protectionism. The theory and data does suggest that the removal of tariffs is an effective tool for reaching economic gains in the TTIP and even more effective would be the reducing of non-tariff barriers, such as protectionism. Critics are worried over the rising influence of corporations over governments. The discourse analysis reveals that the supporters of the TTIP have values related to increasing welfare through economic growth. Critics do not deny the economic benefits but raise the question of inequality as a consequence. Overall they represent softer values such as sustainable development and democracy as a counter-attack to the corporate values of efficiency and the maximising of profits.

Spectral Analysis of Symmetric and Anti-Symmetric Pairwise Kernels

This work investigates theoretical properties of symmetric and anti-symmetric kernels. First chapters give an overview of the theory of kernels used in supervised machine learning. Central focus is on the regularized least squares algorithm, which is motivated as a problem of function reconstruction through an abstract inverse problem. Brief review of reproducing kernel Hilbert spaces shows how kernels define an implicit hypothesis space with multiple equivalent characterizations and how this space may be modified by incorporating prior knowledge. Mathematical results of the abstract inverse problem, in particular spectral properties, pseudoinverse and regularization are recollected and then specialized to kernels. Symmetric and anti-symmetric kernels are applied in relation learning problems which incorporate prior knowledge that the relation is symmetric or anti-symmetric, respectively. Theoretical properties of these kernels are proved in a draft this thesis is based on and comprehensively referenced here. These proofs show that these kernels can be guaranteed to learn only symmetric or anti-symmetric relations, and they can learn any relations relative to the original kernel modified to learn only symmetric or anti-symmetric parts. Further results prove spectral properties of these kernels, central result being a simple inequality for the the trace of the estimator, also called the effective dimension. This quantity is used in learning bounds to guarantee smaller variance.

Grassroots Charity in China: Case Analysis of a Charity Project Organised by Jane Zhang Fan Club

As unregistered grassroots charities do not appear in official statistics in China, they tend to remain unnoticed by scholars. Also as they operate unofficially and avoid publicity, their work is usually not reported by the media. In this research I explore the grassroots charity activity of one pop music fan club from the viewpoint of trust as a sociological concept. I will also establish the general situation on charity in China. By using textual analysis on internet blogs and discussion forums I map the charity project from the discussion of the original idea to the execution and follow up phase. I study the roles the fan club members assume during the project as anonymous participants of internet conversations, as well as concrete active charity volunteers outside of the virtual world. I establish parties, other than the fan club, which are involved in the charity project. Interviews with one of the participant of the project in 2010, 2014 and 2015 bring valuable additional information and help in distributing the questionnaire survey. A quantitative questionnaire survey was distributed among the fan club members to get more detailed information on the motives and attitudes towards official and unofficial charity in China. Because of the inequality in China, the rural minority areas do not have similar educational opportunities as the mostly majority inhabited urban areas, even though the country officially has a nine year compulsory education. Grassroots charities can operate in relative freedom taking some of the government’s burden of social responsibilities if they are not criticizing the authorities. The problem with grassroots charity seems to be lack of sustainability. The lack of trust for authorities and official charities was the reason why the Jane Zhang fan club decided to conduct a charity case unofficially. As a group of people previously unknown to each other, they managed to build mutual trust to carry out the project transparently and successfully, though not sustainably. The internet has provided a new and effective platform for unofficial grassroots charities, who choose not to co-operate with official organisations. On grassroots level charities can have the transparency and trust that lack from official charities. I suggest, that interviewing the real persons behind the internet aliases and finding out what happened outside the discussion forums, would bring a more detailed and outspoken description of the project concerning of the contacts with the local authorities. Also travelling to the site and communicating with the local people in the village would establish how they have experienced the project.

Litteracitet i fem högstadieungdomars en-till-en-datorpraktiker

The study focuses on five lower secondary school pupils’ daily use of their one-toone computers, the overall aim being to investigate literacy in this form of computing. Theoretically, the study is rooted in the New Literacy tradition with an ecological perspective, in combination with socio-semiotic theory in a multimodal perspective. New Literacy in the ecological perspective focuses on literacy practices and place/space and on the links between them. Literacy is viewed as socially based, in specific situations and in recurring social practices. Socio-semiotic theory embodying the multimodal perspective is used for the text analysis. The methodology is known as socio-semiotic ethnography. The ethnographic methods encompass just over two years of fieldwork with participating observations of the five participants’ computing activities at home, at school and elsewhere. The participants, one boy and two girls from the Blue (Anemone) School and two girls from the White (Anemone) School, were chosen to reflect a broad spectrum in terms of sociocultural and socioeconomic background. The study shows the existence of a both broad and deep variation in the way digital literacy features in the participants’ one-to-one computing. These variations are associated with experience in relation to the home, the living environment, place, personal qualities and school. The more varied computer usage of the Blue School participants is connected with the interests they developed in their homes and living environments and in the computing practices undertaken in school. Their more varied usage of the computer is reflected in their broader digital literacy repertoires and their greater number and variety of digital literacy abilities. The Blue School participants’ text production is more multifaceted, covers a wider range of subjects and displays a broader palette of semiotic resources. It also combines more text types and the texts are generally longer than those of the White School participants. The Blue School girls have developed a text culture that is close to that of the school. In their case, there is clear linkage between school-initiated and self-initiated computing activities, while other participants do not have the same opportunities to link and integrate self-initiated computing activities into the school context. It also becomes clear that the Blue School girls can relate and adapt their texts to different communicative practices and recipients. In addition, the study shows that the Blue School girls have some degree of scope in their school practice as a result of incorporating into it certain communicative practices that they have developed in nonschool contexts. Quite contrary to the hopes expressed that one-to-one computing would reduce digital inequality, it has increased between these participants. Whether the same or similar results apply in a larger perspective, on a more structural level, is a question that this study cannot answer. It can only draw attention to the need to investigate the matter. The study shows in a variety of ways that the White School participants do not have the same opportunity to develop their digital literacy as the Blue School participants. In an equivalence perspective, schools have a compensational task to perform. It is abundantly clear from the study that investing in one-to-one projects is not enough to combat digital inequality and achieve the digitisation goals established for school education. Alongside their investments in technology, schools need to develop a didactic that legitimises and compensates for the different circumstances of different pupils. The compensational role of schools in this connection is important not only for the present participants but also for the community at large, in that it can help to secure a cohesive, open and democratic society.