UBC Wiki - User contributions [en]

Sandbox:LLED200 Case Studies/2018/V08/school

2019-04-01T03:21:56Z

ZehaoLai: /* Draft */

== Definitions ==

=== Power Imbalance ===
The bully is usually stronger, older, “higher social or verbal competence” or smarter to the victim of bullying. All these differences make up the disparity of power which we called as power imbalance. In Menesini’s studies, Power imbalance is a necessary element of the studying cyberbullying. People who are well known by society will endure more stress by cyberbullying, because the consequence that they need to take is heavier. The impact of cyberbullying may be worse when certain conditions are involved. Although the same thing is being posted, an unnamed publisher may cause the victim of bullying to feel worse than a named one. Teenagers think power imbalance is less vital than the suffrage that the victim is being through. Anyway, power imbalance is one of the main reason for cyberbullying. (Stephanie, 2015)

=== Media ===
There are many aspects of media. According to Slonje & Smith research, online bullying, which refers to cyberbullying, with edited video or edited photo have a larger impact on the victim than face to face bullying in school. Based on the development of social media and communicating technology, some methods of cyberbullying like “phone cyberbullying,” “e-mail cyberbullying,” or “chat cyberbullying” are outdated. Smartphones are the best example of progress. Phones are Omnipotent because of the divorce of applications and functions that can be download on it. The way of bullying is diverse. It is helpful to take “representational codes” into account. Based on the result of another research, more pain that victim needs to deal brought by video instead of texts. Thus, text cyberbullying and video image cyberbullying are different categories of cyberbullying. All in all, media is one major part of cyberbullying, text and video image are two branches of media. (Stephanie, 2015)

=== Bystanders ===
Bystander is the third side in the process of cyberbullying, which are usually the largest group, they often observe the act with may results. In the study of cyberbullying, there a lot fewer studies which focus on bystander compares to those focus on victim or bully. It may be that bystander are not one part of the cyberbullying, it is even hard for them to tell if the act is cyberbullying or not. For example, in Vandebosch and Cleemput’s studies about cyberbullying, the bystander thought it is just a joke between two friends. But, the act of bystander may cause secondary damage to the victim. Since bystander may join or intervene the act like giving likes or forwarding it because they do not know what is going on. Everyone has the chance to become bystander one day. Thus, we all need to learn the method of categorizing cyberbullying in order to avoid dealing with secondary damage. Research shows that more harm may come from the reaction of the bystander. There is evidence said that fewer responses from bystanders could lead to less harm that the victim needs to take. Understanding the feeling of the victim could cause less bystander to stand on the perspective of bullying. It is essential to conduct more qualitative research on the bystanders in order to better understand how they define cyberbullying, which can be used by bystanders to establish clues for cyberbullying. This will also help researchers educate individuals to recognize and respond appropriately as helpful bystanders when they witness perceived cyberbullying. All in all, it is important to study and understand bystander so that bystanders will not cause any more damage to the victim.

== Reference ==
[https://www.tandfonline.com/doi/full/10.1080/15388220.2014.971363 :Stephanienie Pieschl, Christina Kuhlmann & Torsten Porsch (2015) Beware of Publicity! Perceived Distress of Negative Cyber Incidents and Implications for Defining Cyberbullying, Journal of School Violence, 14:1, 111-132, DOI: 10.1080/15388220.2014.971363]

Melbourne, Defining Cyberbullying: A Multiple Perspectives Approach Alexandra ALIPAN, Swinburne University of Technology, 2015 The authors and IOS Press, P12<ref>{{Cite web|url=https://books.google.ca/books?hl=en&lr=&id=_MbXCwAAQBAJ&oi=fnd&pg=PA9&dq=Defining+Cyberbullying:+A+Multiple+Perspectives+Approach&ots=d2boQkOm-v&sig=RwaFfAxcv3h-XK4TQOtAwdrPKFM#v=onepage&q=Defining%20Cyberbullying%3A%20A%20Multiple%20Perspectives%20Approach&f=false|title=Defining Cyberbullying: A Multiple Perspectives Approach|last=Skues|first=Jason|date=2015|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref>

== Problem solution ==

== Background ==
The lack of attention and invalid response of the elementary school management may lead to increase bullying events which is not harmless for children.

A. Three major types of bullying physical verbal relational (new kind now cyberbullying)

B. Bullying cause terrible consequences “Both bullies and victims are more likely to evidence social, emotional, behavioral, and academic problem”<ref name=":0">{{Cite journal|last=Bauman|first=S|date=2008|title=The Role of Elementary School Counselors in Reducing School Bullying|url=|journal=The Elementary School Journal|volume=|pages=364|via=}}</ref>(2,364)

C. Physical and verbal bullying tend to be decreasing with the increase of age, but relational bullying doesn’t.

== Problem ==
The rough Administration of elementary school on bullying problem always cause the environment of school which is not suitable for studying.

A. Over looked violence act and focus on verbal not this

B. Teachers and consolers see one of relational bullying out of 17 bullying events<ref name=":1">{{Cite journal|last=Bauman|first=S|date=2008|title=The Role of Elementary School Counselors in Reducing School Bullying|url=|journal=The Elementary School Journal|volume=|pages=366|via=}}</ref>

C. “One possible explanation of this finding is that relational bullying is difficult to observe and perhaps even more challenging to detect in victims. Victims of physical bullying are likely to have bruises or cuts, yet victims of relation al bullying often have no obvious evidence that they are ridiculed or excluded on a regular basis.” <ref name=":2">{{Cite journal|last=Jacobsen|first=Kristen E|date=2007|title=“Bullying in Schools: School Counselors' Responses to Three Types of Bullying Incidents.”|url=|journal=Professional School Counseling|volume=|pages=8|via=}}</ref>(1,8)

== Solution ==
The establishment of anti-bullying programs may reduce the number of bullying incidents especially relational bullying.

A. Call related parties to come and call parents and teachers to come depends on the situation.

B. Reduce half of the bullying event during the program’s execution time<ref name=":0" />

C. Reduce one out of six events after two years of the ending of the program<ref name=":0" />

== Evaluation ==
The final solution of bullying problem is not just the creation of Anti-bullying programs but the operation of the office.

A. Right person<ref name=":3">{{Cite journal|last=Goodman-Scott|first=S|date=2013|title=An Action Research Project to Determine the Utility of Bully Prevention in Positive Behavior Support for Elementary School Bullying Prevention|url=|journal=Professional School Counseling|volume=|pages=127|via=}}</ref>

B. condition need (money, place)

== References ==
Jacobsen, Kristen E., and Sheri Bauman. “Bullying in Schools: School Counselors' Responses to Three Types of Bullying Incidents.” ''Professional School Counseling'', vol. 11, no. 1, 2007, pp. 1–9.

Bauman, S. (2008). The Role of Elementary School Counselors in Reducing School Bullying. ''The Elementary School Journal,'' ''108''(5), 362-375.

Goodman-Scott, E., Doyle, B., & Brott, P. (2013). An Action Research Project to Determine the Utility of Bully Prevention in Positive Behavior Support for Elementary School Bullying Prevention. ''Professional School Counseling,'' ''17''(1), 120-129.

== Problem-solution ==
The lack of attention and invalid response of the elementary school management may lead to an increase in bullying events which are harmful for children. School bullying includes Three major types of bullying which are physical bullying, verbal bullying, and relational bullying. Physical bullying refers to bullying that has directly body harm to the victim. Verbal bullying is the language spoken that hurts the victim mentally. Relational bullying is the bullying of a group of children intended to leave someone out of the group. Most bullying will cause terrible consequences. Baumen states that “Both bullies and victims are more likely to evidence social, emotional, behavioral, and educational problem” <ref name=":0" />. Physical and verbal bullying tend to be decreasing with the increase of age, but relational bullying doesn’t.Special training is required to observe relational bullying. Therefore, it is important for teachers and school counselors to solve the bullying problem in school which will provide a healthy environment for students to studying. <ref name=":0" />According to Goodman-Scott , playground and school bus are the place that most bullying event happens.<ref name=":3" />

The improper Administration of the elementary school on bullying problem always cause the environment of school to change which is not suitable for studying. Nowadays, teachers and school counselors usually overlook violence, verbal bullying acts, but not relational bullying. Jacobsen found in his research that Teachers and consolers see one of relational bullying event out of 17 bullying events.<ref name=":2" />The reason for teachers to miss relational bullying events might be the difficulty of observing the event or the hardness to detect it on the victim. Because victims of physical usually have visible wounded or cuts. However, It is hard to tell that is the victim of relational bullying are excluded from a group due to the conflict on that day or is on a regular basis. <ref name=":2" /> The harsh suituation needs a solution.

The establishment of anti-bullying programs may reduce the number of bullying incidents, especially relational bullying. School should hire trained professionals of bullying events to school as a guest first. After he or she becomes a widely known person in school, he or she should start to take the lead in avoiding bullying events. Both Bauman and Goodman Scoot suggests that if an Identified person takes the lead of the office, anti-bullying programs Becomes more effective.<ref name=":1" /> <ref name=":3" />The office should pay attention to students and the indicators of bullying events. For example, if a student who is normally outgoing suddenly become silent, or sudden drop of marks. They should also pay attention to some specific places that are mentioned before,like the playground. Following the requirements is important for a good result.

The creation of Anti-bullying programs tends to lead to some positive outcomes. According to Burman the establishment of programs could reduce half of the bullying event during the program’s execution time.<ref name=":1" /> Surprisingly it will also reduce one out of six events after two years of the ending of the program. <ref name=":1" />A lot of relational bullying acts will be observed and solved. But, bullying research is relatively new. Scholars don't understand what is the relationship between the good result and the establishment of the program. It is also needed to track the future of students to ensure that the program will not bring drawbacks on them.

<references />

Sandbox:LLED200 Case Studies/2018/V08/school

2019-04-01T03:21:33Z

ZehaoLai: revised acccording to feedback

== Definitions ==

=== Power Imbalance ===
The bully is usually stronger, older, “higher social or verbal competence” or smarter to the victim of bullying. All these differences make up the disparity of power which we called as power imbalance. In Menesini’s studies, Power imbalance is a necessary element of the studying cyberbullying. People who are well known by society will endure more stress by cyberbullying, because the consequence that they need to take is heavier. The impact of cyberbullying may be worse when certain conditions are involved. Although the same thing is being posted, an unnamed publisher may cause the victim of bullying to feel worse than a named one. Teenagers think power imbalance is less vital than the suffrage that the victim is being through. Anyway, power imbalance is one of the main reason for cyberbullying. (Stephanie, 2015)

=== Media ===
There are many aspects of media. According to Slonje & Smith research, online bullying, which refers to cyberbullying, with edited video or edited photo have a larger impact on the victim than face to face bullying in school. Based on the development of social media and communicating technology, some methods of cyberbullying like “phone cyberbullying,” “e-mail cyberbullying,” or “chat cyberbullying” are outdated. Smartphones are the best example of progress. Phones are Omnipotent because of the divorce of applications and functions that can be download on it. The way of bullying is diverse. It is helpful to take “representational codes” into account. Based on the result of another research, more pain that victim needs to deal brought by video instead of texts. Thus, text cyberbullying and video image cyberbullying are different categories of cyberbullying. All in all, media is one major part of cyberbullying, text and video image are two branches of media. (Stephanie, 2015)

=== Bystanders ===
Bystander is the third side in the process of cyberbullying, which are usually the largest group, they often observe the act with may results. In the study of cyberbullying, there a lot fewer studies which focus on bystander compares to those focus on victim or bully. It may be that bystander are not one part of the cyberbullying, it is even hard for them to tell if the act is cyberbullying or not. For example, in Vandebosch and Cleemput’s studies about cyberbullying, the bystander thought it is just a joke between two friends. But, the act of bystander may cause secondary damage to the victim. Since bystander may join or intervene the act like giving likes or forwarding it because they do not know what is going on. Everyone has the chance to become bystander one day. Thus, we all need to learn the method of categorizing cyberbullying in order to avoid dealing with secondary damage. Research shows that more harm may come from the reaction of the bystander. There is evidence said that fewer responses from bystanders could lead to less harm that the victim needs to take. Understanding the feeling of the victim could cause less bystander to stand on the perspective of bullying. It is essential to conduct more qualitative research on the bystanders in order to better understand how they define cyberbullying, which can be used by bystanders to establish clues for cyberbullying. This will also help researchers educate individuals to recognize and respond appropriately as helpful bystanders when they witness perceived cyberbullying. All in all, it is important to study and understand bystander so that bystanders will not cause any more damage to the victim.

== Reference ==
[https://www.tandfonline.com/doi/full/10.1080/15388220.2014.971363 :Stephanienie Pieschl, Christina Kuhlmann & Torsten Porsch (2015) Beware of Publicity! Perceived Distress of Negative Cyber Incidents and Implications for Defining Cyberbullying, Journal of School Violence, 14:1, 111-132, DOI: 10.1080/15388220.2014.971363]

Melbourne, Defining Cyberbullying: A Multiple Perspectives Approach Alexandra ALIPAN, Swinburne University of Technology, 2015 The authors and IOS Press, P12<ref>{{Cite web|url=https://books.google.ca/books?hl=en&lr=&id=_MbXCwAAQBAJ&oi=fnd&pg=PA9&dq=Defining+Cyberbullying:+A+Multiple+Perspectives+Approach&ots=d2boQkOm-v&sig=RwaFfAxcv3h-XK4TQOtAwdrPKFM#v=onepage&q=Defining%20Cyberbullying%3A%20A%20Multiple%20Perspectives%20Approach&f=false|title=Defining Cyberbullying: A Multiple Perspectives Approach|last=Skues|first=Jason|date=2015|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref>

== Problem solution ==

== Background ==
The lack of attention and invalid response of the elementary school management may lead to increase bullying events which is not harmless for children.

A. Three major types of bullying physical verbal relational (new kind now cyberbullying)

B. Bullying cause terrible consequences “Both bullies and victims are more likely to evidence social, emotional, behavioral, and academic problem”<ref name=":0">{{Cite journal|last=Bauman|first=S|date=2008|title=The Role of Elementary School Counselors in Reducing School Bullying|url=|journal=The Elementary School Journal|volume=|pages=364|via=}}</ref>(2,364)

C. Physical and verbal bullying tend to be decreasing with the increase of age, but relational bullying doesn’t.

== Problem ==
The rough Administration of elementary school on bullying problem always cause the environment of school which is not suitable for studying.

A. Over looked violence act and focus on verbal not this

B. Teachers and consolers see one of relational bullying out of 17 bullying events<ref name=":1">{{Cite journal|last=Bauman|first=S|date=2008|title=The Role of Elementary School Counselors in Reducing School Bullying|url=|journal=The Elementary School Journal|volume=|pages=366|via=}}</ref>

C. “One possible explanation of this finding is that relational bullying is difficult to observe and perhaps even more challenging to detect in victims. Victims of physical bullying are likely to have bruises or cuts, yet victims of relation al bullying often have no obvious evidence that they are ridiculed or excluded on a regular basis.” <ref name=":2">{{Cite journal|last=Jacobsen|first=Kristen E|date=2007|title=“Bullying in Schools: School Counselors' Responses to Three Types of Bullying Incidents.”|url=|journal=Professional School Counseling|volume=|pages=8|via=}}</ref>(1,8)

== Solution ==
The establishment of anti-bullying programs may reduce the number of bullying incidents especially relational bullying.

A. Call related parties to come and call parents and teachers to come depends on the situation.

B. Reduce half of the bullying event during the program’s execution time<ref name=":0" />

C. Reduce one out of six events after two years of the ending of the program<ref name=":0" />

== Evaluation ==
The final solution of bullying problem is not just the creation of Anti-bullying programs but the operation of the office.

A. Right person<ref name=":3">{{Cite journal|last=Goodman-Scott|first=S|date=2013|title=An Action Research Project to Determine the Utility of Bully Prevention in Positive Behavior Support for Elementary School Bullying Prevention|url=|journal=Professional School Counseling|volume=|pages=127|via=}}</ref>

B. condition need (money, place)

== References ==
Jacobsen, Kristen E., and Sheri Bauman. “Bullying in Schools: School Counselors' Responses to Three Types of Bullying Incidents.” ''Professional School Counseling'', vol. 11, no. 1, 2007, pp. 1–9.

Bauman, S. (2008). The Role of Elementary School Counselors in Reducing School Bullying. ''The Elementary School Journal,'' ''108''(5), 362-375.

Goodman-Scott, E., Doyle, B., & Brott, P. (2013). An Action Research Project to Determine the Utility of Bully Prevention in Positive Behavior Support for Elementary School Bullying Prevention. ''Professional School Counseling,'' ''17''(1), 120-129.

== Draft ==
The lack of attention and invalid response of the elementary school management may lead to an increase in bullying events which are harmful for children. School bullying includes Three major types of bullying which are physical bullying, verbal bullying, and relational bullying. Physical bullying refers to bullying that has directly body harm to the victim. Verbal bullying is the language spoken that hurts the victim mentally. Relational bullying is the bullying of a group of children intended to leave someone out of the group. Most bullying will cause terrible consequences. Baumen states that “Both bullies and victims are more likely to evidence social, emotional, behavioral, and educational problem” <ref name=":0" />. Physical and verbal bullying tend to be decreasing with the increase of age, but relational bullying doesn’t.Special training is required to observe relational bullying. Therefore, it is important for teachers and school counselors to solve the bullying problem in school which will provide a healthy environment for students to studying. <ref name=":0" />According to Goodman-Scott , playground and school bus are the place that most bullying event happens.<ref name=":3" />

The improper Administration of the elementary school on bullying problem always cause the environment of school to change which is not suitable for studying. Nowadays, teachers and school counselors usually overlook violence, verbal bullying acts, but not relational bullying. Jacobsen found in his research that Teachers and consolers see one of relational bullying event out of 17 bullying events.<ref name=":2" />The reason for teachers to miss relational bullying events might be the difficulty of observing the event or the hardness to detect it on the victim. Because victims of physical usually have visible wounded or cuts. However, It is hard to tell that is the victim of relational bullying are excluded from a group due to the conflict on that day or is on a regular basis. <ref name=":2" /> The harsh suituation needs a solution.

The establishment of anti-bullying programs may reduce the number of bullying incidents, especially relational bullying. School should hire trained professionals of bullying events to school as a guest first. After he or she becomes a widely known person in school, he or she should start to take the lead in avoiding bullying events. Both Bauman and Goodman Scoot suggests that if an Identified person takes the lead of the office, anti-bullying programs Becomes more effective.<ref name=":1" /> <ref name=":3" />The office should pay attention to students and the indicators of bullying events. For example, if a student who is normally outgoing suddenly become silent, or sudden drop of marks. They should also pay attention to some specific places that are mentioned before,like the playground. Following the requirements is important for a good result.

The creation of Anti-bullying programs tends to lead to some positive outcomes. According to Burman the establishment of programs could reduce half of the bullying event during the program’s execution time.<ref name=":1" /> Surprisingly it will also reduce one out of six events after two years of the ending of the program. <ref name=":1" />A lot of relational bullying acts will be observed and solved. But, bullying research is relatively new. Scholars don't understand what is the relationship between the good result and the establishment of the program. It is also needed to track the future of students to ensure that the program will not bring drawbacks on them.

<references />

Sandbox:LLED200 Case Studies/2018/V08/school

2019-03-13T23:13:13Z

ZehaoLai: /* Draft */

== Definitions ==

=== Power Imbalance ===
The bully is usually stronger, older, “higher social or verbal competence” or smarter to the victim of bullying. All these differences make up the disparity of power which we called as power imbalance. In Menesini’s studies, Power imbalance is a necessary element of the studying cyberbullying. People who are well known by society will endure more stress by cyberbullying, because the consequence that they need to take is heavier. The impact of cyberbullying may be worse when certain conditions are involved. Although the same thing is being posted, an unnamed publisher may cause the victim of bullying to feel worse than a named one. Teenagers think power imbalance is less vital than the suffrage that the victim is being through. Anyway, power imbalance is one of the main reason for cyberbullying. (Stephanie, 2015)

=== Media ===
There are many aspects of media. According to Slonje & Smith research, online bullying, which refers to cyberbullying, with edited video or edited photo have a larger impact on the victim than face to face bullying in school. Based on the development of social media and communicating technology, some methods of cyberbullying like “phone cyberbullying,” “e-mail cyberbullying,” or “chat cyberbullying” are outdated. Smartphones are the best example of progress. Phones are Omnipotent because of the divorce of applications and functions that can be download on it. The way of bullying is diverse. It is helpful to take “representational codes” into account. Based on the result of another research, more pain that victim needs to deal brought by video instead of texts. Thus, text cyberbullying and video image cyberbullying are different categories of cyberbullying. All in all, media is one major part of cyberbullying, text and video image are two branches of media. (Stephanie, 2015)

=== Bystanders ===
Bystander is the third side in the process of cyberbullying, which are usually the largest group, they often observe the act with may results. In the study of cyberbullying, there a lot fewer studies which focus on bystander compares to those focus on victim or bully. It may be that bystander are not one part of the cyberbullying, it is even hard for them to tell if the act is cyberbullying or not. For example, in Vandebosch and Cleemput’s studies about cyberbullying, the bystander thought it is just a joke between two friends. But, the act of bystander may cause secondary damage to the victim. Since bystander may join or intervene the act like giving likes or forwarding it because they do not know what is going on. Everyone has the chance to become bystander one day. Thus, we all need to learn the method of categorizing cyberbullying in order to avoid dealing with secondary damage. Research shows that more harm may come from the reaction of the bystander. There is evidence said that fewer responses from bystanders could lead to less harm that the victim needs to take. Understanding the feeling of the victim could cause less bystander to stand on the perspective of bullying. It is essential to conduct more qualitative research on the bystanders in order to better understand how they define cyberbullying, which can be used by bystanders to establish clues for cyberbullying. This will also help researchers educate individuals to recognize and respond appropriately as helpful bystanders when they witness perceived cyberbullying. All in all, it is important to study and understand bystander so that bystanders will not cause any more damage to the victim.

== Reference ==
[https://www.tandfonline.com/doi/full/10.1080/15388220.2014.971363 :Stephanienie Pieschl, Christina Kuhlmann & Torsten Porsch (2015) Beware of Publicity! Perceived Distress of Negative Cyber Incidents and Implications for Defining Cyberbullying, Journal of School Violence, 14:1, 111-132, DOI: 10.1080/15388220.2014.971363]

Melbourne, Defining Cyberbullying: A Multiple Perspectives Approach Alexandra ALIPAN, Swinburne University of Technology, 2015 The authors and IOS Press, P12<ref>{{Cite web|url=https://books.google.ca/books?hl=en&lr=&id=_MbXCwAAQBAJ&oi=fnd&pg=PA9&dq=Defining+Cyberbullying:+A+Multiple+Perspectives+Approach&ots=d2boQkOm-v&sig=RwaFfAxcv3h-XK4TQOtAwdrPKFM#v=onepage&q=Defining%20Cyberbullying%3A%20A%20Multiple%20Perspectives%20Approach&f=false|title=Defining Cyberbullying: A Multiple Perspectives Approach|last=Skues|first=Jason|date=2015|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref>

== Problem solution ==

== Background ==
The lack of attention and invalid response of the elementary school management may lead to increase bullying events which is not harmless for children.

A. Three major types of bullying physical verbal relational (new kind now cyberbullying)

B. Bullying cause terrible consequences “Both bullies and victims are more likely to evidence social, emotional, behavioral, and academic problem”<ref name=":0">{{Cite journal|last=Bauman|first=S|date=2008|title=The Role of Elementary School Counselors in Reducing School Bullying|url=|journal=The Elementary School Journal|volume=|pages=364|via=}}</ref>(2,364)

C. Physical and verbal bullying tend to be decreasing with the increase of age, but relational bullying doesn’t.

== Problem ==
The rough Administration of elementary school on bullying problem always cause the environment of school which is not suitable for studying.

A. Over looked violence act and focus on verbal not this

B. Teachers and consolers see one of relational bullying out of 17 bullying events<ref name=":1">{{Cite journal|last=Bauman|first=S|date=2008|title=The Role of Elementary School Counselors in Reducing School Bullying|url=|journal=The Elementary School Journal|volume=|pages=366|via=}}</ref>

C. “One possible explanation of this finding is that relational bullying is difficult to observe and perhaps even more challenging to detect in victims. Victims of physical bullying are likely to have bruises or cuts, yet victims of relation al bullying often have no obvious evidence that they are ridiculed or excluded on a regular basis.” <ref name=":2">{{Cite journal|last=Jacobsen|first=Kristen E|date=2007|title=“Bullying in Schools: School Counselors' Responses to Three Types of Bullying Incidents.”|url=|journal=Professional School Counseling|volume=|pages=8|via=}}</ref>(1,8)

== Solution ==
The establishment of anti-bullying programs may reduce the number of bullying incidents especially relational bullying.

A. Call related parties to come and call parents and teachers to come depends on the situation.

B. Reduce half of the bullying event during the program’s execution time<ref name=":0" />

C. Reduce one out of six events after two years of the ending of the program<ref name=":0" />

== Evaluation ==
The final solution of bullying problem is not just the creation of Anti-bullying programs but the operation of the office.

A. Right person<ref name=":3">{{Cite journal|last=Goodman-Scott|first=S|date=2013|title=An Action Research Project to Determine the Utility of Bully Prevention in Positive Behavior Support for Elementary School Bullying Prevention|url=|journal=Professional School Counseling|volume=|pages=127|via=}}</ref>

B. condition need (money, place)

== References ==
Jacobsen, Kristen E., and Sheri Bauman. “Bullying in Schools: School Counselors' Responses to Three Types of Bullying Incidents.” ''Professional School Counseling'', vol. 11, no. 1, 2007, pp. 1–9.

Bauman, S. (2008). The Role of Elementary School Counselors in Reducing School Bullying. ''The Elementary School Journal,'' ''108''(5), 362-375.

Goodman-Scott, E., Doyle, B., & Brott, P. (2013). An Action Research Project to Determine the Utility of Bully Prevention in Positive Behavior Support for Elementary School Bullying Prevention. ''Professional School Counseling,'' ''17''(1), 120-129.

== Draft ==
The lack of attention and invalid response of the elementary school management may lead to an increase in bullying events which are not harmless for children. School bullying includes Three major types of bullying which are physical bullying, verbal bullying, and relational bullying. Physical bullying refers to bullying that has directly body harm to the victim. Verbal bullying is the language spoken that hurts the victim mentally. Relational bullying is the bullying of a group of children intended to leave someone out of the group. All bullying causes terrible consequences. Baumen states that “Both bullies and victims are more likely to evidence social, emotional, behavioral, and educational problem” <ref name=":0" />. Physical and verbal bullying tend to be decreasing with the increase of age, but relational bullying doesn’t.Special training is required to observe relational bullying. Therefore, it is important for teachers and school counselors to solve the bullying problem in school which will provide a healthy environment for students to studying. <ref name=":0" />According to Goodman-Scott , playground and school bus are the place that most bullying event happens.<ref name=":3" />

The improper Administration of the elementary school on bullying problem always cause the environment of school to change which is not suitable for studying. Nowadays, teachers and school counselors usually overlook violence, verbal bullying acts, but not relational bullying. Jacobsen found in his research that Teachers and consolers see one of relational bullying event out of 17 bullying events.<ref name=":2" />The reason for teachers to miss relational bullying events might be the difficulty of observing the event or the hardness to detect it on the victim. Because victims of physical usually have visible wounded or cuts. However, It is hard to tell that is the victim of relational bullying are excluded from a group due to the conflict on that day or is on a regular basis. <ref name=":2" />

The establishment of anti-bullying programs may reduce the number of bullying incidents, especially relational bullying. School should hire trained professionals of bullying events to school as a guest first. After he or she becomes a widely known person in school, he or she should start to take the lead in avoiding bullying events. Both Bauman and Goodman Scoot suggests that if an Identified person takes the lead of the office, anti-bullying programs Becomes more effective.<ref name=":1" /> <ref name=":3" />The office should pay attention to students and the indicators of bullying events. For example, if a student who is normally outgoing suddenly become silent, or sudden drop of marks. They should also pay attention to some specific places that are mentioned before,like the playground. The people leading the program may call related parents of students to come when it is necessary.

The creation of Anti-bullying programs tends to lead to some positive outcomes. According to Burman the establishment of programs could reduce half of the bullying event during the program’s execution time.<ref name=":1" /> Surprisingly it will also reduce one out of six events after two years of the ending of the program. <ref name=":1" />A lot of relational bullying acts will be observed and solved. But, bullying research is relatively new. Scholars don't understand what is the relationship between the good result and the establishment of the program. It is also needed to track the future of students to ensure that the program will not bring drawbacks on them.

<references />

Sandbox:LLED200 Case Studies/2018/V08/school

2019-03-13T06:58:32Z

ZehaoLai: /* Draft */

== Definitions ==

=== Power Imbalance ===
The bully is usually stronger, older, “higher social or verbal competence” or smarter to the victim of bullying. All these differences make up the disparity of power which we called as power imbalance. In Menesini’s studies, Power imbalance is a necessary element of the studying cyberbullying. People who are well known by society will endure more stress by cyberbullying, because the consequence that they need to take is heavier. The impact of cyberbullying may be worse when certain conditions are involved. Although the same thing is being posted, an unnamed publisher may cause the victim of bullying to feel worse than a named one. Teenagers think power imbalance is less vital than the suffrage that the victim is being through. Anyway, power imbalance is one of the main reason for cyberbullying. (Stephanie, 2015)

=== Media ===
There are many aspects of media. According to Slonje & Smith research, online bullying, which refers to cyberbullying, with edited video or edited photo have a larger impact on the victim than face to face bullying in school. Based on the development of social media and communicating technology, some methods of cyberbullying like “phone cyberbullying,” “e-mail cyberbullying,” or “chat cyberbullying” are outdated. Smartphones are the best example of progress. Phones are Omnipotent because of the divorce of applications and functions that can be download on it. The way of bullying is diverse. It is helpful to take “representational codes” into account. Based on the result of another research, more pain that victim needs to deal brought by video instead of texts. Thus, text cyberbullying and video image cyberbullying are different categories of cyberbullying. All in all, media is one major part of cyberbullying, text and video image are two branches of media. (Stephanie, 2015)

=== Bystanders ===
Bystander is the third side in the process of cyberbullying, which are usually the largest group, they often observe the act with may results. In the study of cyberbullying, there a lot fewer studies which focus on bystander compares to those focus on victim or bully. It may be that bystander are not one part of the cyberbullying, it is even hard for them to tell if the act is cyberbullying or not. For example, in Vandebosch and Cleemput’s studies about cyberbullying, the bystander thought it is just a joke between two friends. But, the act of bystander may cause secondary damage to the victim. Since bystander may join or intervene the act like giving likes or forwarding it because they do not know what is going on. Everyone has the chance to become bystander one day. Thus, we all need to learn the method of categorizing cyberbullying in order to avoid dealing with secondary damage. Research shows that more harm may come from the reaction of the bystander. There is evidence said that fewer responses from bystanders could lead to less harm that the victim needs to take. Understanding the feeling of the victim could cause less bystander to stand on the perspective of bullying. It is essential to conduct more qualitative research on the bystanders in order to better understand how they define cyberbullying, which can be used by bystanders to establish clues for cyberbullying. This will also help researchers educate individuals to recognize and respond appropriately as helpful bystanders when they witness perceived cyberbullying. All in all, it is important to study and understand bystander so that bystanders will not cause any more damage to the victim.

== Reference ==
[https://www.tandfonline.com/doi/full/10.1080/15388220.2014.971363 :Stephanienie Pieschl, Christina Kuhlmann & Torsten Porsch (2015) Beware of Publicity! Perceived Distress of Negative Cyber Incidents and Implications for Defining Cyberbullying, Journal of School Violence, 14:1, 111-132, DOI: 10.1080/15388220.2014.971363]

Melbourne, Defining Cyberbullying: A Multiple Perspectives Approach Alexandra ALIPAN, Swinburne University of Technology, 2015 The authors and IOS Press, P12<ref>{{Cite web|url=https://books.google.ca/books?hl=en&lr=&id=_MbXCwAAQBAJ&oi=fnd&pg=PA9&dq=Defining+Cyberbullying:+A+Multiple+Perspectives+Approach&ots=d2boQkOm-v&sig=RwaFfAxcv3h-XK4TQOtAwdrPKFM#v=onepage&q=Defining%20Cyberbullying%3A%20A%20Multiple%20Perspectives%20Approach&f=false|title=Defining Cyberbullying: A Multiple Perspectives Approach|last=Skues|first=Jason|date=2015|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref>

== Problem solution ==

== Background ==
The lack of attention and invalid response of the elementary school management may lead to increase bullying events which is not harmless for children.

A. Three major types of bullying physical verbal relational (new kind now cyberbullying)

B. Bullying cause terrible consequences “Both bullies and victims are more likely to evidence social, emotional, behavioral, and academic problem”<ref name=":0">{{Cite journal|last=Bauman|first=S|date=2008|title=The Role of Elementary School Counselors in Reducing School Bullying|url=|journal=The Elementary School Journal|volume=|pages=364|via=}}</ref>(2,364)

C. Physical and verbal bullying tend to be decreasing with the increase of age, but relational bullying doesn’t.

== Problem ==
The rough Administration of elementary school on bullying problem always cause the environment of school which is not suitable for studying.

A. Over looked violence act and focus on verbal not this

B. Teachers and consolers see one of relational bullying out of 17 bullying events<ref name=":1">{{Cite journal|last=Bauman|first=S|date=2008|title=The Role of Elementary School Counselors in Reducing School Bullying|url=|journal=The Elementary School Journal|volume=|pages=366|via=}}</ref>

C. “One possible explanation of this finding is that relational bullying is difficult to observe and perhaps even more challenging to detect in victims. Victims of physical bullying are likely to have bruises or cuts, yet victims of relation al bullying often have no obvious evidence that they are ridiculed or excluded on a regular basis.” <ref name=":2">{{Cite journal|last=Jacobsen|first=Kristen E|date=2007|title=“Bullying in Schools: School Counselors' Responses to Three Types of Bullying Incidents.”|url=|journal=Professional School Counseling|volume=|pages=8|via=}}</ref>(1,8)

== Solution ==
The establishment of anti-bullying programs may reduce the number of bullying incidents especially relational bullying.

A. Call related parties to come and call parents and teachers to come depends on the situation.

B. Reduce half of the bullying event during the program’s execution time<ref name=":0" />

C. Reduce one out of six events after two years of the ending of the program<ref name=":0" />

== Evaluation ==
The final solution of bullying problem is not just the creation of Anti-bullying programs but the operation of the office.

A. Right person<ref name=":3">{{Cite journal|last=Goodman-Scott|first=S|date=2013|title=An Action Research Project to Determine the Utility of Bully Prevention in Positive Behavior Support for Elementary School Bullying Prevention|url=|journal=Professional School Counseling|volume=|pages=127|via=}}</ref>

B. condition need (money, place)

== References ==
Jacobsen, Kristen E., and Sheri Bauman. “Bullying in Schools: School Counselors' Responses to Three Types of Bullying Incidents.” ''Professional School Counseling'', vol. 11, no. 1, 2007, pp. 1–9.

Bauman, S. (2008). The Role of Elementary School Counselors in Reducing School Bullying. ''The Elementary School Journal,'' ''108''(5), 362-375.

Goodman-Scott, E., Doyle, B., & Brott, P. (2013). An Action Research Project to Determine the Utility of Bully Prevention in Positive Behavior Support for Elementary School Bullying Prevention. ''Professional School Counseling,'' ''17''(1), 120-129.

== Draft ==
The lack of attention and invalid response of the elementary school management may lead to an increase in bullying events which are not harmless for children. School bullying includes Three major types of bullying which are physical bullying, verbal bullying, and relational bullying. Physical bullying refers to bullying that has directly body harm to the victim. Verbal bullying is the language spoken that hurts the victim mentally. Relational bullying is the bullying of a group of children intended to leave someone out of the group. All bullying causes terrible consequences. Baumen states that “Both bullies and victims are more likely to evidence social, emotional, behavioral, and educational problem” <ref name=":0" />. Physical and verbal bullying tend to be decreasing with the increase of age, but relational bullying doesn’t.Special training is required to observe relational bullying. Therefore, it is important for teachers and school counselors to solve the bullying problem in school which will provide a healthy environment for students to studying. <ref name=":0" />Also, according to Goodman-Scott , playground and school bus are the place that most bullying event happens.<ref name=":3" />

The improper Administration of the elementary school on bullying problem always cause the environment of school to change which is not suitable for studying. Nowadays, teachers and school counselors usually overlook violence, verbal bullying acts, but not relational bullying. Jacobsen found in his research that Teachers and consolers see one of relational bullying event out of 17 bullying events.<ref name=":2" />The reason for teachers to miss relational bullying events might be the difficulty of observing the event or the hardness to detect it on the victim. Because victims of physical usually have visible wounded or cuts. However, It is hard to tell that is the victim of relational bullying are excluded from a group due to the conflict on that day or is on a regular basis. <ref name=":2" />

The establishment of anti-bullying programs may reduce the number of bullying incidents, especially relational bullying. School should hire trained professionals of bullying events to school as a guest first. After he or she becomes a widely known person in school, he or she should start to take the lead in avoiding bullying events. Both Bauman and Goodman Scoot suggests that if an Identified person takes the lead of the office, anti-bullying programs Becomes more effective.<ref name=":1" /> <ref name=":3" />The office should pay attention to students and the indicators of bullying events. For example, if a student who is normally outgoing suddenly become silent, or sudden drop of marks. They should also pay attention to some specific places that are mentioned before,like the playground. The people leading the program may call related parents of students to come when it is necessary.

The creation of Anti-bullying programs tends to lead to some positive outcomes. According to Burman the establishment of programs could reduce half of the bullying event during the program’s execution time.<ref name=":1" /> Surprisingly it will also reduce one out of six events after two years of the ending of the program. <ref name=":1" />A lot of relational bullying acts will be observed and solved. But, bullying research is relatively new. Scholars don't understand what is the relationship between the good result and the establishment of the program. It is also needed to track the future of students to ensure that the program will not bring drawbacks on them.

<references />

Sandbox:LLED200 Case Studies/2018/V08/school

2019-02-18T21:30:14Z

ZehaoLai: draft

== Definitions ==

=== Power Imbalance ===
The bully is usually stronger, older, “higher social or verbal competence” or smarter to the victim of bullying. All these differences make up the disparity of power which we called as power imbalance. In Menesini’s studies, Power imbalance is a necessary element of the studying cyberbullying. People who are well known by society will endure more stress by cyberbullying, because the consequence that they need to take is heavier. The impact of cyberbullying may be worse when certain conditions are involved. Although the same thing is being posted, an unnamed publisher may cause the victim of bullying to feel worse than a named one. Teenagers think power imbalance is less vital than the suffrage that the victim is being through. Anyway, power imbalance is one of the main reason for cyberbullying. (Stephanie, 2015)

=== Media ===
There are many aspects of media. According to Slonje & Smith research, online bullying, which refers to cyberbullying, with edited video or edited photo have a larger impact on the victim than face to face bullying in school. Based on the development of social media and communicating technology, some methods of cyberbullying like “phone cyberbullying,” “e-mail cyberbullying,” or “chat cyberbullying” are outdated. Smartphones are the best example of progress. Phones are Omnipotent because of the divorce of applications and functions that can be download on it. The way of bullying is diverse. It is helpful to take “representational codes” into account. Based on the result of another research, more pain that victim needs to deal brought by video instead of texts. Thus, text cyberbullying and video image cyberbullying are different categories of cyberbullying. All in all, media is one major part of cyberbullying, text and video image are two branches of media. (Stephanie, 2015)

=== Bystanders ===
Bystander is the third side in the process of cyberbullying, which are usually the largest group, they often observe the act with may results. In the study of cyberbullying, there a lot fewer studies which focus on bystander compares to those focus on victim or bully. It may be that bystander are not one part of the cyberbullying, it is even hard for them to tell if the act is cyberbullying or not. For example, in Vandebosch and Cleemput’s studies about cyberbullying, the bystander thought it is just a joke between two friends. But, the act of bystander may cause secondary damage to the victim. Since bystander may join or intervene the act like giving likes or forwarding it because they do not know what is going on. Everyone has the chance to become bystander one day. Thus, we all need to learn the method of categorizing cyberbullying in order to avoid dealing with secondary damage. Research shows that more harm may come from the reaction of the bystander. There is evidence said that fewer responses from bystanders could lead to less harm that the victim needs to take. Understanding the feeling of the victim could cause less bystander to stand on the perspective of bullying. It is essential to conduct more qualitative research on the bystanders in order to better understand how they define cyberbullying, which can be used by bystanders to establish clues for cyberbullying. This will also help researchers educate individuals to recognize and respond appropriately as helpful bystanders when they witness perceived cyberbullying. All in all, it is important to study and understand bystander so that bystanders will not cause any more damage to the victim.

== Reference ==
[https://www.tandfonline.com/doi/full/10.1080/15388220.2014.971363 :Stephanienie Pieschl, Christina Kuhlmann & Torsten Porsch (2015) Beware of Publicity! Perceived Distress of Negative Cyber Incidents and Implications for Defining Cyberbullying, Journal of School Violence, 14:1, 111-132, DOI: 10.1080/15388220.2014.971363]

Melbourne, Defining Cyberbullying: A Multiple Perspectives Approach Alexandra ALIPAN, Swinburne University of Technology, 2015 The authors and IOS Press, P12<ref>{{Cite web|url=https://books.google.ca/books?hl=en&lr=&id=_MbXCwAAQBAJ&oi=fnd&pg=PA9&dq=Defining+Cyberbullying:+A+Multiple+Perspectives+Approach&ots=d2boQkOm-v&sig=RwaFfAxcv3h-XK4TQOtAwdrPKFM#v=onepage&q=Defining%20Cyberbullying%3A%20A%20Multiple%20Perspectives%20Approach&f=false|title=Defining Cyberbullying: A Multiple Perspectives Approach|last=Skues|first=Jason|date=2015|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref>

== Problem solution ==

== Background ==
The lack of attention and invalid response of the elementary school management may lead to increase bullying events which is not harmless for children.

A. Three major types of bullying physical verbal relational (new kind now cyberbullying)

B. Bullying cause terrible consequences “Both bullies and victims are more likely to evidence social, emotional, behavioral, and academic problem”<ref name=":0">{{Cite journal|last=Bauman|first=S|date=2008|title=The Role of Elementary School Counselors in Reducing School Bullying|url=|journal=The Elementary School Journal|volume=|pages=364|via=}}</ref>(2,364)

C. Physical and verbal bullying tend to be decreasing with the increase of age, but relational bullying doesn’t.

== Problem ==
The rough Administration of elementary school on bullying problem always cause the environment of school which is not suitable for studying.

A. Over looked violence act and focus on verbal not this

B. Teachers and consolers see one of relational bullying out of 17 bullying events<ref name=":1">{{Cite journal|last=Bauman|first=S|date=2008|title=The Role of Elementary School Counselors in Reducing School Bullying|url=|journal=The Elementary School Journal|volume=|pages=366|via=}}</ref>

C. “One possible explanation of this finding is that relational bullying is difficult to observe and perhaps even more challenging to detect in victims. Victims of physical bullying are likely to have bruises or cuts, yet victims of relation al bullying often have no obvious evidence that they are ridiculed or excluded on a regular basis.” <ref name=":2">{{Cite journal|last=Jacobsen|first=Kristen E|date=2007|title=“Bullying in Schools: School Counselors' Responses to Three Types of Bullying Incidents.”|url=|journal=Professional School Counseling|volume=|pages=8|via=}}</ref>(1,8)

== Solution ==
The establishment of anti-bullying programs may reduce the number of bullying incidents especially relational bullying.

A. Call related parties to come and call parents and teachers to come depends on the situation.

B. Reduce half of the bullying event during the program’s execution time<ref name=":0" />

C. Reduce one out of six events after two years of the ending of the program<ref name=":0" />

== Evaluation ==
The final solution of bullying problem is not just the creation of Anti-bullying programs but the operation of the office.

A. Right person<ref name=":3">{{Cite journal|last=Goodman-Scott|first=S|date=2013|title=An Action Research Project to Determine the Utility of Bully Prevention in Positive Behavior Support for Elementary School Bullying Prevention|url=|journal=Professional School Counseling|volume=|pages=127|via=}}</ref>

B. condition need (money, place)

== References ==
Jacobsen, Kristen E., and Sheri Bauman. “Bullying in Schools: School Counselors' Responses to Three Types of Bullying Incidents.” ''Professional School Counseling'', vol. 11, no. 1, 2007, pp. 1–9.

Bauman, S. (2008). The Role of Elementary School Counselors in Reducing School Bullying. ''The Elementary School Journal,'' ''108''(5), 362-375.

Goodman-Scott, E., Doyle, B., & Brott, P. (2013). An Action Research Project to Determine the Utility of Bully Prevention in Positive Behavior Support for Elementary School Bullying Prevention. ''Professional School Counseling,'' ''17''(1), 120-129.

== Draft ==
The lack of attention and invalid response of the elementary school management may lead to an increase in bullying events which are not harmless for children. School bullying includes Three major types of bullying which are physical bullying, verbal bullying, and relational bullying. Physical bullying refers to bullying that has directly body harm to the victim. Verbal bullying is the language spoken that hurts the victim. Finally, Relational bullying is the bullying of a group of children intended to leave someone out of the group. All bullying causes terrible consequences. Baumen states that “Both bullies and victims are more likely to evidence social, emotional, behavioral, and educational problem” <ref name=":0" />. Physical and verbal bullying tend to be decreasing with the increase of age, but relational bullying doesn’t. Therefore, it is important for teachers and school counselors to solve the bullying problem in school which will provide a healthy environment for students to studying. <ref name=":0" />Also, according to Goodman-Scott , playground and school bus are the place that most bullying event happens.<ref name=":3" />

The improper Administration of the elementary school on bullying problem always cause the environment of school which is not suitable for studying. Nowadays, teachers and school counselors usually overlook violence, verbal bullying acts, but not relational bullying. Jacobsen found in his research that Teachers and consolers see one of relational bullying vent out of 17 bullying events.<ref name=":2" />The reason for teachers to miss relational bullying events might be the difficulty of observing the event or the hardness to detect it on the victim. Because victims of physical usually have visible wounded or cuts. However, It is hard to tell that is the victim of relational bullying are excluded from a group due to the conflict on that day or is on a regular basis. <ref name=":2" />

The establishment of anti-bullying programs may reduce the number of bullying incidents, especially relational bullying. School should hire trained professionals off bullying events to school as a guest first. After he or she becomes a widely known person in school, he or she should start to take the lead in avoiding bullying events. Both Bauman and Goodman Scoot suggests that if an Identified person takes the lead of the office, anti-bullying programs are more effective.<ref name=":1" /> <ref name=":3" />The office should pay attention to students and the indicators of bullying events. For example, if a student who is normally outgoing suddenly become silent, or sudden drop of marks. They should also pay attention to some specific places that are mentioned before. The people leading the program may call related parents of students to come when it is necessary.

The creation of Anti-bullying programs tends to lead to some positive outcomes. According to Burman the establishment of programs could reduce half of the bullying event during the program’s execution time.<ref name=":1" /> Surprisingly it will also reduce one out of six events after two years of the ending of the program. <ref name=":1" />A lot of relational bullying acts will be observed and solved. But, bullying research is relatively new. Scholars don't know what really causes the result and the establishment of the program. It is also needed to track the future of students to ensure that the program will not bring drawbacks on them.

<references />

Sandbox:LLED200 Case Studies/2018/V08/school

2019-02-06T04:34:30Z

ZehaoLai:

User:ZehaoLai

2019-02-06T04:00:02Z

ZehaoLai: /* Expertise and Awards */

{{DISPLAYTITLE:ZehaoLai}}

== <big>Background information</big> ==
[[File:Thumbnail 3(1).jpg|thumb|220x220px|Zehao's picture ]]
'''Zehao Lai (赖泽灏)'''(born on July 31 2000) is a vantage arts student studying in '''[[University of British Columbia]]'''. Before entering university, he was studing in Nanchang No.2 High School.

Zehao was born and rised up by his grandparents in '''Xinyu''', Jiangxi, China. He moved to '''Nanchang''' ,Jiangxi which is his second home town after his 8th birthday. He finished his primary school and middle school education there.

=== <big>Family</big> ===
Zehao lived in a Chinese standard three person type of family with his father '''Jun Lai(赖军)'''(born on june 13 1973) and his mother '''Qing Li（李庆）'''(born on March 21 1973). He has no brothers or sisters. Jun is an officer at tax bureau. Qing is an Univeristy Professor studying the filed of Eltrical Engerineering.

=== <big>Religion</big> ===
Zehao says he is an Atheist. He believes in [https://en.wikipedia.org/wiki/Parallel_universes_in_fiction parallel universe].

=== <big>Health</big> ===
Zehao doesn't smoke or drink alcohol. He eats and drinks healthly. His body fat content are fall in side healthy level.

Zehao lost one of his tooth at the age of 10 playing with his friends at the school playground. This makes him left with only 31 teeth.

= Areas of Interests =
Zehao is interested in things that he makes him feels free. The following list shows some of his main interest.

=== books ===
Zehao loves reading books in his free time. He sometimes spends the whole afternoon reading books. His favorite books so far are [https://en.wikipedia.org/wiki/Revival_(novel) Revival] by Stephen King, [https://en.wikipedia.org/wiki/Before_I_Go_to_Sleep Before I go to Sleep] by S.T. Watson and [https://baike.baidu.com/item/孤独是生命的礼物/17649050?fr=aladdin Loneliness is the gift of life] by Yuguangzhong（余光中）, Lingqingxuan（林清玄）, Baixianyong （白先勇）.

=== Movies ===
Movies are one part of Zehao's life. He watches 6 movies per month in average since middle school. He finished most of the high ranks movies in [https://en.wikipedia.org/wiki/Douban douban] . Some of his favorite movies are [https://en.wikipedia.org/wiki/Buried_(film) Buried 2010] , [https://en.wikipedia.org/wiki/Predestination_(film) redestination 2014] And [https://en.wikipedia.org/wiki/Crash_(2004_film) Crush 2004]

===Travel(unrulliness palce) ===
[[File:Tibet DJI.jpg|thumb|Zehao took this picture in Tibet with his Mavic pro]]
Zehao loves to travel, and he seldom spent his time at home during vocation. He especially loves to go to place where you can't see anyone in your eyesite. The place without civilization. He enjoys the feeling of "touching nature". He had been to one of his dream destination which is '''Tibet''', where he spend more than 20 days without smart phones. He wants to go to '''Amazon Jungle''' after his University studying.

=== Electronic devices ===
Follewed after his mother, he seems to be "connect" with '''electricity'''. He wants to be an electricity engineer since he was young. He took clock apart and tried to figure how it works when he was 6. He is intrested in computer programming now.

Sandbox:LLED200 Case Studies/2018/V08/school

2018-11-25T21:16:22Z

ZehaoLai: bystander

Sandbox:LLED200 Case Studies/2018/V08/school

2018-11-08T04:11:57Z

ZehaoLai: /* Power Imbalance */

=== Power Imbalance ===
The bully is usually stronger, older, “higher social or verbal competence” or smarter to the victim of bullying. All these differences make up the disparity of power which we called as power imbalance. In Menesini’s studies, Power imbalance is a necessary element of the studying cyberbullying. People who are well known by society will endure more stress by cyberbullying, because the consequence that they need to take is heavier. The impact of cyberbullying may be worse when certain conditions are involved. Although the same thing is being posted, an unnamed publisher may cause the victim of bullying to feel worse than a named one. Teenagers think power imbalance is less vital than the suffrage that the victim is being through. Anyway, power imbalance is one of the main reason for cyberbullying. (Stephanie, 2015)

=== Media ===
There are many aspects of media. According to Slonje & Smith research, online bullying, which refers to cyberbullying, with edited video or edited photo have a larger impact on the victim than face to face bullying in school. Based on the development of social media and communicating technology, some methods of cyberbullying like “phone cyberbullying,” “e-mail cyberbullying,” or “chat cyberbullying” are outdated. Smartphones are the best example of progress. Phones are Omnipotent because of the divorce of applications and functions that can be download on it. The way of bullying is diverse. It is helpful to take “representational codes” into account. Based on the result of another research, more pain that victim needs to deal brought by video instead of texts. Thus, text cyberbullying and video image cyberbullying are different categories of cyberbullying. All in all, media is one major part of cyberbullying, text and video image are two branches of media. (Stephanie, 2015)

== Reference ==
[https://www.tandfonline.com/doi/full/10.1080/15388220.2014.971363 :Stephanienie Pieschl, Christina Kuhlmann & Torsten Porsch (2015) Beware of Publicity! Perceived Distress of Negative Cyber Incidents and Implications for Defining Cyberbullying, Journal of School Violence, 14:1, 111-132, DOI: 10.1080/15388220.2014.971363]

Sandbox:LLED200 Case Studies/2018/V08/school

2018-11-08T04:09:23Z

ZehaoLai: the definition

=== Power Imbalance ===
The bully is usually stronger, older, “higher social or verbal competence” or smarter to the victim of bullying. All these differences make up the disparity of power which we called as power imbalance. In Menesini’s studies, Power imbalance is a necessary element of the studying cyberbullying. People who are well known by society will endure more stress by cyberbullying, because the consequence that they need to take is heavier. The impact of cyberbullying may be worse when certain conditions are involved. Although the same thing is being posted, an unnamed publisher may cause the victim of bullying to feel worse than a named one. Teenagers think power imbalance is less vital than the suffrage that the victim is being through. Anyway power imbalance is one of the main reason for cyberbullying.

=== Media ===
There are many aspects of media. According to Slonje & Smith research, online bullying, which refers to cyberbullying, with edited video or edited photo have a larger impact to the victim than face to face bullying in school. Based on the development of social media and communicating technology, some methods of cyberbullying like “phone cyberbullying,” “e-mail cyberbullying,” or “chat cyberbullying” are out dated. Smartphones are the best example of the progress. Phones are Omnipotent because of the divorce of applications and functions that can be download on it. The way of bullying is diverse. It is helpful to take “representational codes” into account. Based on the result of another research, more pain that victim needs to deal are brought by video instead of texts. Thus, text cyberbullying and video image cyberbullying are different categories of cyberbullying. All in all media is one major part of cyberbullying, text and video image are two branch of media.

== References ==
[https://www.tandfonline.com/doi/full/10.1080/15388220.2014.971363 :Stephanie Pieschl, Christina Kuhlmann & Torsten Porsch (2015) Beware of Publicity! Perceived Distress of Negative Cyber Incidents and Implications for Defining Cyberbullying, Journal of School Violence, 14:1, 111-132, DOI: 10.1080/15388220.2014.971363]

Sandbox:LLED200 Case Studies/2018/V08/school

2018-10-17T22:49:11Z

ZehaoLai: Created page with "Text"

Text

User:ZehaoLai

2018-10-02T07:17:33Z

ZehaoLai: /* Computer */

User:ZehaoLai

2018-10-02T07:10:40Z

ZehaoLai: /* Zehao Lai */

{{DISPLAYTITLE:ZehaoLai}}

== <big>Background information</big> ==
[[File:Thumbnail 3(1).jpg|thumb|220x220px|Zehao's picture ]]
'''Zehao Lai (赖泽灏)'''(born on July 31 2000) is a vantage arts student studying in '''[[University of British Columbia]]'''. Before entering university, he was studing in Nanchang No.2 High School.

Zehao was born and rised up by his grandparents in '''Xinyu''', Jiangxi, China. He moved to '''Nanchang''' ,Jiangxi which is his second home town after his 8th birthday. He finished his primary school and middle school education there.

=== <big>Family</big> ===
Zehao lived in a Chinese standard three person type of family with his father Jun Lai(born on june 13 1973) and his mother Qing Li(born on March 21 1973). He has no brothers or sisters. Jun is an officer at tax bureau. Qing is an Univeristy Professor studying the filed of Eltrical Engerineering.

=== <big>Religion</big> ===
Zehao says he is an Atheist. He believes in parallel universe.

=== <big>Health</big> ===
Zehao doesn't smoke or drink alcohol. He eats and drinks healthly. His body fat content are inside healthy level.

Zehao lost one of his tooth at the age of 10 playing with his friends at the school playground. This makes him left with only 31 teeth.

= Areas of Interests =
Zehao is interested in things that he makes him feel free. The following list gives his main interest.

=== books ===
Zehao loves reading books in his free time. He sometimes spends the whole afternoon reading books. His favorite books so far are [https://en.wikipedia.org/wiki/Revival_(novel) Revival] by Stephen King, [https://en.wikipedia.org/wiki/Before_I_Go_to_Sleep Before I go to Sleep] by S.T. Watson and [https://baike.baidu.com/item/孤独是生命的礼物/17649050?fr=aladdin Loneliness is the gift of life] by Yuguangzhong（余光中）, Lingqingxuan（林清玄）, Baixianyong （白先勇）.

=== Movies ===
Movies are one part of Zehao's life. He watches 6 movies per month in average since middle school. He finished most of the high ranks movies in [https://en.wikipedia.org/wiki/Douban douban] . Some of his favorite movies are [https://en.wikipedia.org/wiki/Buried_(film) Buried 2010] , [https://en.wikipedia.org/wiki/Predestination_(film) redestination 2014] And [https://en.wikipedia.org/wiki/Crash_(2004_film) Crush 2004]

=== Travel(unrulliness palce) ===
[[File:Tibet DJI.jpg|thumb|Zehao took this picture in Tibet with his Mavic pro]]
Zehao loves to travel, and he seldom spent his time at home during vocation. He especially loves to go to place where you can't see anyone in your eyesite. The place without civilization. He enjoys the feeling of "touching nature". He had been to one of his dream destination which is tibet, where he spend more than 20 days without electronic devices. He wants to go to Anazon Jungle after his University studying.

=== Computer ===
Follewed after his mother, he seems to be connect with electricity. He wants to be an electricity engineer since he was young. He took clock apart and tried to figure how it works when he was 6. He is intrested in computer programming now.

= Expertise and Awards =
Zehao accomplished some tasks and won several awards in the past.

2 duan grading ranking in Chinese triditional chess Go

level 10 in saxophone certify by China Conservatory of Music grading Committee

half-professional unmanned aerial vehicle driver

outstanding delegate in 2017 Nanchang No.2 model united nation environment committe

juggling

User:ZehaoLai

2018-10-02T07:10:02Z

ZehaoLai: to finish

{{DISPLAYTITLE:ZehaoLai}}

== <big>Zehao Lai</big> ==
[[File:Thumbnail 3(1).jpg|thumb|220x220px|Zehao's picture ]]
'''Zehao Lai (赖泽灏)'''(born on July 31 2000) is a vantage arts student studying in '''[[University of British Columbia]]'''. Before entering university, he was studing in Nanchang No.2 High School.

Zehao was born and rised up by his grandparents in '''Xinyu''', Jiangxi, China. He moved to '''Nanchang''' ,Jiangxi which is his second home town after his 8th birthday. He finished his primary school and middle school education there.

=== <big>Family</big> ===
Zehao lived in a Chinese standard three person type of family with his father Jun Lai(born on june 13 1973) and his mother Qing Li(born on March 21 1973). He has no brothers or sisters. Jun is an officer at tax bureau. Qing is an Univeristy Professor studying the filed of Eltrical Engerineering.

=== <big>Religion</big> ===
Zehao says he is an Atheist. He believes in parallel universe.

=== <big>Health</big> ===
Zehao doesn't smoke or drink alcohol. He eats and drinks healthly. His body fat content are inside healthy level.

Zehao lost one of his tooth at the age of 10 playing with his friends at the school playground. This makes him left with only 31 teeth.

= Areas of Interests =
Zehao is interested in things that he makes him feel free. The following list gives his main interest.

=== books ===
Zehao loves reading books in his free time. He sometimes spends the whole afternoon reading books. His favorite books so far are [https://en.wikipedia.org/wiki/Revival_(novel) Revival] by Stephen King, [https://en.wikipedia.org/wiki/Before_I_Go_to_Sleep Before I go to Sleep] by S.T. Watson and [https://baike.baidu.com/item/孤独是生命的礼物/17649050?fr=aladdin Loneliness is the gift of life] by Yuguangzhong（余光中）, Lingqingxuan（林清玄）, Baixianyong （白先勇）.

=== Movies ===
Movies are one part of Zehao's life. He watches 6 movies per month in average since middle school. He finished most of the high ranks movies in [https://en.wikipedia.org/wiki/Douban douban] . Some of his favorite movies are [https://en.wikipedia.org/wiki/Buried_(film) Buried 2010] , [https://en.wikipedia.org/wiki/Predestination_(film) redestination 2014] And [https://en.wikipedia.org/wiki/Crash_(2004_film) Crush 2004]

=== Travel(unrulliness palce) ===
[[File:Tibet DJI.jpg|thumb|Zehao took this picture in Tibet with his Mavic pro]]
Zehao loves to travel, and he seldom spent his time at home during vocation. He especially loves to go to place where you can't see anyone in your eyesite. The place without civilization. He enjoys the feeling of "touching nature". He had been to one of his dream destination which is tibet, where he spend more than 20 days without electronic devices. He wants to go to Anazon Jungle after his University studying.

=== Computer ===
Follewed after his mother, he seems to be connect with electricity. He wants to be an electricity engineer since he was young. He took clock apart and tried to figure how it works when he was 6. He is intrested in computer programming now.

= Expertise and Awards =
Zehao accomplished some tasks and won several awards in the past.

2 duan grading ranking in Chinese triditional chess Go

level 10 in saxophone certify by China Conservatory of Music grading Committee

half-professional unmanned aerial vehicle driver

outstanding delegate in 2017 Nanchang No.2 model united nation environment committe

juggling

File:Tibet DJI.jpg

2018-10-02T06:54:01Z

ZehaoLai: User created page with UploadWizard

=={{int:filedesc}}==
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=={{int:license-header}}==
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[[Category:Geography]]

User:ZehaoLai

2018-10-02T06:29:28Z

ZehaoLai: Created page with "{{DISPLAYTITLE:ZehaoLai}} == <big>Zehao Lai</big> == Zehao's picture '''Zehao Lai (赖泽灏)'''(born on July 31 2000) is a vanta..."

File:Thumbnail 3(1).jpg

2018-10-02T05:34:31Z

ZehaoLai: discription

Zehao's picture

=={{int:filedesc}}==
{{Information
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|date=2018-01-16
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|author=[[User:ZehaoLai|ZehaoLai]]
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=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

[[Category:Picture]]

File:Thumbnail 3(1).jpg

2018-10-02T05:28:20Z

ZehaoLai: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=profile picture made by him}}
|date=2018-01-16
|source={{own}}
|author=[[User:ZehaoLai|ZehaoLai]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

[[Category:Picture]]