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FOSTERING POSITIVE SCHOOL ENVIRONMENTS: PHYSICAL AND VIRTUAL in .NET Creator Code 3/9 in .NET FOSTERING POSITIVE SCHOOL ENVIRONMENTS: PHYSICAL AND VIRTUAL




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FOSTERING POSITIVE SCHOOL ENVIRONMENTS: PHYSICAL AND VIRTUAL use .net ansi/aim code 39 integration touse code 3/9 on .net ASP.NET males, with one Code 39 for .NET or two exceptions. There is a need to understand the gendered nature of the phenomenon.

Adam (2002) contends that the ways in which virtual and nonvirtual violations of the body enforce authority and reinforce the submission of the victim cannot be discounted. I agree, especially as there is also suf cient evidence in the research to suggest that homophobia directed at male victims is prevalent on the Internet (Chu, 2005; Harmon, 2004; Leishman, 2002). However, to ignore the larger gender pattern associated with violence is to miss a basic insight into the social reality of violence as a means of control and intimidation.

In other words, it tends to be perpetrated downward along a power hierarchy, reinforcing societal gender inequalities (Herring, 2002). An interesting article by Suler and Phillips (1998) investigated the ways in which social hierarchies develop online communities such as the Palace (created by The Palace Incorporated [TPI] client and server programs), Mansion, and Welcome (related chat rooms). Suler and Phillips observed that two factors shape the universal and speci c forms of what they refer to as deviant behavior within these communities.

One is technical, and one is social. The technical aspects play an important role because every chat community is built on a unique software infrastructure that offers speci c technical features for how people experience the environment and interact with each other. They suggest that no matter what technical features are offered, someone will nd a way to abuse them.

Suler and Phillips explain that if you build it, some will exploit it (ibid., p. 276).

For example, snerts can use sounds and visual images to harass others when these features are technically available in the chat room. They also note that social factors may be partially or completely independent of the technical aspects of the environment, and this is because every culture or subculture develops standards of acceptable or unacceptable behavior. They reference theories of cultural relativity to explain that what is normative behavior in one culture is not necessarily considered normal in others.

Take note that what may be considered normal or deviant within one chat-room culture may not be perceived as deviant in another. Here are excerpts from their description of the ways in which the anonymity of the chat rooms where avatars (or different personas) are adopted re ect some of the participants deeper problems that emerge as a result of their earlier socialization:. Much has been sa id about how anonymity on the internet disinhibits people. Feeling relatively safe with their real-world identity hidden, people say and do the things they otherwise would not normally say or do in the face-to-face world. Parks and Floyd explained this phenomenon in terms of the social context cues, theory and social presence theory.

The absence of relational cues (visual, tactile, auditory) as well as physical proximity to another person may result in behavior that is nonconforming according to usual social norms. In some cases, that has a positive effect. People may be more honest, open, generous, and helpful.

In other cases, however, the nasty side of a person gets unleashed, accompanied by a tendency to de-personalize others. Hence the snert. It is possible that the positive effects may outweigh the negative.

In their research of Usenet. CONFRONTING CYBER-BULLYING newsgroups, Park s and Floyd were rather surprised that the deviant behavior was not as widespread as believed. (ibid., p.

277). As Suler and Phi .net framework Code 39 llips observe, not everyone wants to be totally invisible, with no name, identity, presence, or interpersonal impact. They argue that everyone wants and needs to express some aspect of who they are and to have those aspects acknowledged and reacted to.

They suggest that anonymity on the Internet allows people to set aside some aspects of their identity to express other aspects safely:. Snerts need some one to react to and af rm their offensive behavior. This need is a bit different than simply catharting their frustrated drives, as the Eros-ridden idea suggests. Snerts are trying to express some unresolved and warded-off feature of their troubled identity in an attempt to have it acknowledged.

Unfortunately, they do it in a way that abuses other people. Under ideal conditions, they may be able to accept and work through those inner feelings and self-concepts that torture them. If not, they will continue to venture that ooze through their on-line snert identities, while safely dissociating it from their real world identity.

(ibid.). They explain tha Code-39 for .NET t instead of the anonymity releasing individuals nasty side, they may experience the lack of an identity as toxic. Consequently, they may feel frustrated about not being identi ed or having a place in the group.

This may cause some newbies to act out their frustration in an antisocial manner online. They need to feel that they have some kind of impact on others regardless of whether it is negative or positive. This is similar to the child who acts out when he or she wants attention and is being ignored, even if they know full well that the attention might be in the form of scolding and punishment.

They note that humans predictably prefer to connect with others if the alternative is no connection at all. Some snerts who join chat rooms may unconsciously justify their misbehavior and blame the online community for taking away their identity. In other words, they reject people because they feel rejected themselves.

If we consider this assessment of the reasons some teens may act out online in chat rooms and even on social networking sites such as Facebook and MySpace, it allows us to appreciate a need to address the reasons underlying that behavior and not the behavior itself. This certainly puts into perspective that some of the students who post negative comments about their teachers may realize it will be detected and may in fact be calling for attention from those particular teachers. Suler and Phillips also explain that although some studies suggest that girls engage in more discriminatory exclusive forms of psychological violence than boys, they seem to be outnumbered by males, who tend to engage in more sexual and violent forms of bullying.

They argue that when online, males especially teenage males may have a more dif cult time restraining or constructively.
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