Impact of Cyberprogram 2.0 on Different Types of School Violence and Aggressiveness

Some antibullying interventions have shown positive outcomes with regard to reducing violence. The aim of the study was to experimentally assess the effects on school violence and aggressiveness of a program to prevent and reduce cyberbullying. The sample was comprised of a randomly selected sample of 176 adolescents (93 experimental, 83 control), aged 13-15 years. The study used a repeated measures pre-posttest design with a control group. Before and after the program, two assessment instruments were administered: the "Cuestionario de Violencia Escolar-Revisado" (CUVE-R [School Violence Questionnaire- Revised]; Alvarez Garcia et al., 2011) and the "Cuestionario de agresividad premeditada e impulsiva" (CAPI-A [Premeditated and Impulsive Aggressiveness Questionnaire]; Andreu, 2010). The intervention consisted of 19 one-hour sessions carried out during the school term. The program contains 25 activities with the following objectives: (1) to identify and conceptualize bullying/cyberbullying; (2) to analyze the consequences of bullying/cyberbullying, promoting participants' capacity to report such actions when they are discovered; (3) to develop coping strategies to prevent and reduce bullying/cyberbullying; and (4) to achieve other transversal goals, such as developing positive variables (empathy, active listening, social skills, constructive conflict resolution, etc.). The pre-posttest ANCOVAs confirmed that the program stimulated a decrease in: (1) diverse types of school violence teachers' violence toward students (ridiculing or publicly humiliating students in front of the class, etc.); students' physical violence (fights, blows, shoves... aimed at the victim, or at his or her property, etc.); students' verbal violence (using offensive language, cruel, embarrassing, or insulting words... toward classmates and teachers); social exclusion (rejection or exclusion of a person or group, etc.), and violence through Information and Communication Technologies (ICT; violent behaviors by means of electronic instruments such as mobile phones and the Internet); and (2) premeditated and impulsive aggressiveness. Pre-posttest MANCOVA revealed differences between conditions with a medium effect size. This work contributes an efficacious intervention tool for the prevention and reduction of peer violence. The conclusions drawn from this study have interesting implications for educational and clinical intervention.

Somos tão jovens: estudo geracional sobre juventude na EJA no município de Mesquita

As desigualdades sociais e educacionais contribuem para a reprodução das classes no Brasil. A juventude se encontra no cerne dessa questão como um dos grupos mais atingidos por essa distribuição desigual. Partindo do princípio de que existem diferentes formas de se experimentar a juventude na contemporaneidade e que as classes sociais seriam um importante fator para se pensar as diferentes formas de transição para a vida adulta, este trabalho objetiva discutir a questão da juventude e dos jovens no contexto da desigualdade. Para tanto, foi realizada uma pesquisa quantitativa com jovens alunos da Educação de Jovens e Adultos (EJA), no município de Mesquita (RJ), acerca de suas características e modos de vida; buscando, entretanto, uma possibilidade de generalização desse caso particular do possível. Foram abordados os conceitos de condição e posição juvenil, a fim de se construir um mapa da desigualdade e posicionar esse jovem aluno. Os resultados indicam que há diferenças entre os coortes geracionais que compõe a juventude com relação a suas trajetórias escolares (jovem-adolescente de 15 a 17 anos, jovem-jovem de 18 a 24 anos e jovem-adulto, de 25 a 29 anos de idade). A hipótese é de que essa juventude apresenta indicadores distintos pelas imbricações que implicam as políticas educacionais em vigor, em suas determinadas épocas de entrada e permanência na escola regular. Dessa forma, pensar a juventude nesse contexto pode contribuir para entender melhor quem é o novo público que ocupa os bancos escolares da EJA nos últimos anos e, ainda, tentar interpretar o impacto das políticas de correção de fluxo no plano concreto: na vida desses jovens.

A interação de alunas do Colégio Militar do Rio de Janeiro em atividades escolares e práticas corporais

O Colégio Militar do Rio de Janeiro (CMRJ) está vinculado ao Exército Brasileiro. Fundado em 1889 é considerado a mais antiga instituição educacional militar masculina do país. Em comemoração ao seu centenário (1989) realizou-se um concurso de admissão para introduzir alunas a partir do ensino fundamental. Com 26 anos de convivência das alunas com a escola ocorreram modificações no acesso bem como em suas participações físico-desportivas. Desta forma a elaboração desta tese tem por objetivo compreender o processo de interação de alunas neste estabelecimento de ensino, investigando e analisando a instituição educacional militar e especialmente o ingresso de mulheres, o poder disciplinar e o gênero, a construção da identidade e a representação no corpo destas. A pesquisa foi realizada através de três artigos. O primeiro, O discurso sobre o acesso à permanência de mulheres nas Forças Armadas Brasileiras: o que conta a literatura teve como finalidade mapear os trabalhos científicos produzidos sobre as mulheres no ambiente militar, o segundo, Entre a disciplina e a ordem: A construção identitária de meninas no Colégio Militar do Rio de Janeiro analisou a estruturação da identidade de alunas em atividades escolares à partir de 1989, e o terceiro, A interação de alunas do Colégio Militar do Rio de Janeiro em práticas físico-desportivas: a tradição reinventada analisou as representações sobre as atividades físico-desportivas realizadas no CMRJ com a inserção feminina e suas interações na atualidade. A metodologia orientou-se pela abordagem qualitativa e a pesquisa é do tipo descritiva. O primeiro estudo utilizou 25 pesquisas sobre mulheres no militarismo brasileiro; no segundo e terceiro, os sujeitos foram vinte alunas da 2 série do ensino médio do CMRJ. A técnica de coleta de dados realizada foi a entrevista semi-estruturada. A análise dos dados seguiu a descrição densa proposta por Cliford Geertz, dialogando com Foucault e suas reflexões sobre identidade e com Moscovici e as teorias sobre Representação Social. Os resultados apontam para visibilização social e política do ambiente escolar militar misto, evidenciando em suas experiências a estruturação da participação delas no Exército e nas Forças Armadas brasileiras. Concluímos que o CMRJ ajustou-se aos ares dos novos tempos, provocando adaptações em todos os setores da escola e em especial na Educação Física, objeto de nossa investigação no terceiro estudo, porém admitimos que em parte, as mudanças são reflexos da desestruturação do sistema escolar do colégio, da precariedade de se manter profissionais por falta de concurso público, das mudanças do setor administrativo e comando do colégio, se comparadas as vivenciadas pelas pioneiras na década de 1990. Por outro lado, os valores institucionais se mantiveram pelas práticas cívico-militares (ordem unida) que se ancoravam nos ideais de masculinidade sustentando a tradição militar da escola. As aulas de Educação Física construídas com atenção especial para o treinamento físico, resistência e força na centenária escola, deslocaram-se para práticas físico-desportivas contribuindo com a disciplina e concretização das expectativas de qualidade de ensino e tradição militar esperada pelas alunas.

Malaysian school engages in bullfrog and turtle farming

A brief description is given of the culture methods used in the Sepang Today Aquaculture Centre, a private aquafarming training school in Malaysia, regarding American bullfrog (Rana catesbeiana) and the soft-shelled turtle (Trionyx sinensis). Seed production, grow-out, marketing and future potential are discussed, referring to the school s training brochures for both culture methods.

A probabilistic energy model for non-domestic building sectors applied to analysis of school buildings in greater London

The diversity of non-domestic buildings at urban scale poses a number of difficulties to develop models for large scale analysis of the stock. This research proposes a probabilistic, engineering-based, bottom-up model to address these issues. In a recent study we classified London's non-domestic buildings based on the service they provide, such as offices, retail premise, and schools, and proposed the creation of one probabilistic representational model per building type. This paper investigates techniques for the development of such models. The representational model is a statistical surrogate of a dynamic energy simulation (ES) model. We first identify the main parameters affecting energy consumption in a particular building sector/type by using sampling-based global sensitivity analysis methods, and then generate statistical surrogate models of the dynamic ES model within the dominant model parameters. Given a sample of actual energy consumption for that sector, we use the surrogate model to infer the distribution of model parameters by inverse analysis. The inferred distributions of input parameters are able to quantify the relative benefits of alternative energy saving measures on an entire building sector with requisite quantification of uncertainties. Secondary school buildings are used for illustrating the application of this probabilistic method. © 2012 Elsevier B.V. All rights reserved.

Energy use of buildings at urban scale: A case study of london school buildings

The diversity of non-domestic buildings at urban scale poses a number of difficulties to develop building stock models. This research proposes an engineering-based bottom-up stock model in a probabilistic manner to address these issues. School buildings are used for illustrating the application of this probabilistic method. Two sampling-based global sensitivity methods are used to identify key factors affecting building energy performance. The sensitivity analysis methods can also create statistical regression models for inverse analysis, which are used to estimate input information for building stock energy models. The effects of different energy saving measures are analysed by changing these building stock input distributions.

农村留守儿童心理行为现状及其影响因素研究

To investigate the psychological and behavioral status and their influencing factors of children left behind in rural areas in China, 604 students were chosen from primary fifth grade, junior second grade and senior first grade in high schools in local villages and towns of Chongqing and Guizhou to complete some investegations. The results showed that children left behind actually had some internalizing problems including depression, state-trait anxiety, social anxiety, low self-esteem and some social problems in campus; however, they had no delinquency or aggression behaviors. Low parents’ educational level, low life standards, no-good parent-child relationship, the long years parent spent outside, the long time parent spent outside every year, the young age of child when his parent left him, the low contact frequency between parent and child when parent went out for work, all can be the influencing factors made child behave some psychological or behavioral problems. Children left behind need some appropriate psychological intervention, to improve parent-child relationship, to help release internalizing problems and amend interpersonal relationship at school. Several advices may be useful to improve psychological and behavioral problems of children left behind, which are for parents who work outside home not to work long to 10 years, or stay out for work more than 10 months per year, or left child to work when he is younger than two years old, or contact child more than one month after the last contact when work outside home, and you’d better contact child once a day. All of these could be helpful for children left behind to overcome some psychological or behavioral problems.

通过对心理学期刊的几项统计分析看我国十年来儿童发展教育心理学研究状况与动向

In this study, bibliometric method was usded in the investigation of 2274 papers concerning child developmental and educational psychology, which were published during the ten years of 1979-1988, in 14 psychological journals and 97 other scientific journals. According to the quantitative and qualitative analyses, the results are as follows: 1979-1988 saw the rapid development and prosperous period in China's child developmental and educational psychology, During which more papers were published and more fields couched than in the psvious thirty years. The number of literature publications increased and went to the peak in 1983 and 1984, and came down since 1985. The trend was found to result from the decrease in popular science introductions of psychology, which reflected that a heat of psychology had appeared in 1983 and started to cool in 1985. At the mean time, the number of research reports had been holding a steady increase by 1987 and decreased obviously in 1988, especially in the fields of cognitive and social development. There could be several possible explanations of this phenonemon: Piagetian studies are becoming fewer and the eakening of Piaget's influence might predict a period of standstill in the field of developmental psychology in China; As researches become more and more difficult, researchers have turned to be more cautious in lay out their reports; the cutdown of fees and staff could also be one of reasons for less publication in 1988. As the factors mentioned above still exist and their influences last, the number of papers are not expected to increase in the near future. The field of thinking and menory is closely connected with that of artificial intelligence. The downhill situations in these two fileds should be taken seriously. 2. The types of research work are divided on the bases of their problem raising. The trends show that the deepening studies, which represent a comaratively higher level of exploration, are waving fewer, while repeated studies and creative studies are becoming more as the years go along. This fact is worth being further analysed. Big progress could be seen from research methods. The methods currently used are mainly experiment, psychological measurement and assessment, and theoretical reasoning. There is a rapid increase of research by using scales. Wechsler Intelligence Scale for Children, Binet Scale and Baley Scale have been revised andstandardized. Chinese researchers have also developed several good scales of their own, some of which are valuable and need to be standardized. In the papers investigated, the amount of citation is significantly lower than the world average level as well as the average citation number of whole China's scientific literature. Among the papers cited, most are of Chinese and English languages, and only a small rate were published in resently five years. The renewal of literature cited seems to stay at a low level in the ten years. Tremendous work could be reflected by the number of subjects used the research work in those ten years: 362665. A lot of studies piled on the period of 4-16 year olds. Compared with the previous thirty years, the age range was much enlarged and there were quite a few studies about preschool, school and adolescent periods. The study of newborn of 0-3 has been a weak point so far and it is a field to which chinese developmental psychologists should pay more attention. The progress in using statistics is one of the most obvious part in the development in the research work of child developmental and educational psychology. The one tendency that should be awared and avoid is to put the cart before the horse: seeking for more sophisticated statistic method while neglecting the meanings of research problems. 3. Citation analysis was used in selecting scholars who had great influence in the field of child developmental and educational psychology. Among the often cited and famous scholars, 31 are Chinese researchers and 12 are Western psychologists. The authoritative journal for child developmental psychology and educational psychology is Acta Psychologica Sinica.

Report on the British Society of Rheology mid-winter meeting on The Rheology of Foams and Emulsions, Royal School of Mines, Imperial College, London 10th - 11th December 2007

S.J. Cox, S. Neethling and H. Wilson (2008) British Society of Rheology mid-winter meeting on The Rheology of Foams and Emulsions. Applied Rheology 18:93-95