Статті в журналах з теми "Criminology, n.e.c"

Abstract SYNTHESIS OF THE FIRST INTERNATIONAL SYMPOSIUM FOR RESEARCH IN COMPARATIVE CRIMINOLOGY Introduction At the beginning of the development of the social sciences there was a considerable vogue for comparative research. A long period of empirical studies and almost total preoccupation with methodological problems followed. Once again, however, psychology, political science, sociology, and above all anthropology, have taken up the thread of this tradition, and the bibliography in these fields is becoming ever more abundant. The study of deviance, of various manifestations of criminality, and of social reaction against crime are, however, noticeably missing in the picture, even though there is nothing in the nature of criminology which precludes the development of comparative research. To many research workers in criminology, the time seemed ripe to take up the comparative tradition once again. Two imperatives were considered : the generalization of norms of deviance which are tied to the standard of living set by industrial civilization, thus putting the problem of criminality in a global light ; and, second, the development and standardization of methods of studying these phenomena, drawing on the experience of allied disciplines. The response of the participants in this Symposium and the results of their discussions were not unexpected. A consensus was arrived as to the problems it was thought important to study, and agreement was reached about the strategies of research to be undertaken. Priorities, however, were not established since too much depends on the availability of research teams, funds, etc. But the broad, overall look at the main problems in comparative criminology will, hopefully, open a new chapter in the history of crimino-logical research and in our continuing search for knowledge of man and society. The brief resume which follows should give the reader an idea of the extent of the problems tackled. The detailed proceedings of the Symposium will be published at a later date, in mimeographed form. Sectors of research proposed In a sense, this Symposium was prepared by all the participants. The organizers had requested that each person invited prepare a memorandum setting out the problems in comparative criminology which he considered to be most important. The compilation of their replies, reported to the plenary session at the opening of the Symposium, produced the following results : Summary of suggestions for research activities Note : In all that follows, it should be understood that all of these topics should be studied in a cross-cultural or international context. 1) Definitions and concepts : a) Social vs legal concept of deviance ; b) Distinction between political and criminal crimes ; c) The law : a moral imperative or a simple norm ; d) The concepts used in penal law : how adequate ? e.g. personality of criminal ; e) Who are the sinners in different cultures and at different times. 2) Procedures : a) Working concepts of criminal law and procedure ; b) Differentiating between factors relating to the liability-finding process and the sentencing process ; c) Behavioural manifestations of the administration of criminal justice ; d) Judicial decisions as related to the personality of the judges and of the accused ; e) Sentencing in the cross-national context (2 proposals) ; f) In developing countries, the gap between development of the legal apparatus and social behaviour ; g) Determination of liability ; h) The problem of definition and handling of dangerous offenders ; i) Decision-making by the sentencing judges, etc. (2 proposals) ; ;) Medical vs penal committals ; k) Law-enforcement, policing. 3) Personnel : a) Professionalization in career patterns ; b) Criteria for personnel selection ; c) Greater use of female personnel. 4) Causation. Situations related to criminality : a) How international relations and other external factors affect crime ; 6) Hierarchy of causes of crime ; c) Migrants. Minorities in general ; d) Relation to socio-economic development in different countries ; e) A biological approach to criminal subcultures, constitutional types, twin studies, etc. ; f) Cultural and social approach : norms of moral judgment, ideals presented to the young, etc. ; g) Effect of social change : crime in developing countries, etc. (6 proposals) ; h) Effects of mass media, rapid dissemination of patterns of deviant behaviour (2 proposals). 5) Varieties of crime and criminals : a) Traffic in drugs ; b) Prison riots ; c) Violence particularly in youth (7 proposals) ; d) Dangerousness ; e) Relation to the rights of man (including rights of deviants); f) Female crime (2 proposals) ; g) Prostitution ; i) The mentally ill offender ; ;) Cultural variations in types of crime ; k) Organized crime ; /) Use of firearms ; m) Gambling ; n) Victims and victimology. 6) Treatment : evaluation : a) Social re-adaptation of offenders ; b) Statistical research on corrections, with possible computerization of data ; c) Comparisons between prisons and other closed environments ; d) Extra-legal consequences of deprivation of liberty ; e) Rehabilitation in developing countries ; f ) Criteria for evaluation of programs of correction ; g) Biochemical treatment (2 proposals) ; i) Differential treatment of different types of offense. Evaluation ; /) Prisons as agencies of treatment ; k) Effects of different degrees of restriction of liberty ; /) Environments of correctional institutions ; m) Study of prison societies ; n) Crime as related to the total social system. 7) Research methodology : a) Publication of what is known regarding methodology ; b) Methods of research ; c) Culturally-comparable vs culturally-contrasting situations ; d) Development of a new clearer terminology to facilitate communication ; e) Actual social validity of the penal law. 8) Statistics : epidemiology : a) Need for comparable international statistics ; standardized criteria (3 proposals) ; b) Difficulties. Criminologists must collect the data themselves. 9) Training of research workers : Recruiting and training of « com-paratists ». 10) Machinery : Committee of co-ordination. Discussions The discussions at the Symposium were based on these suggestions, the main concentration falling on problems of manifestations of violence in the world today, the phenomenon of student contestation, and on human rights and the corresponding responsibilities attached thereto. Although the participants did not come to definite conclusions as to the respective merits of the problems submitted for consideration, they did discuss the conditions under which comparative studies of these problems should be approached, the techniques appropriate to obtaining valid results, and the limitations on this type or work. Four workshops were established and studied the various problems. The first tackled the problems of the definition of the criteria of « danger » represented by different type of criminals ; the problem of discovering whether the value system which underlies the Human Rights Declaration corresponds to the value system of today's youth; the problem of the treatment of criminals ; of female criminality ; and, finally, of violence in the form of individual and group manifestations. The second workshop devoted its main consideration to the revolt of youth and to organized crime, also proposing that an international instrument bank of documentation and information be established. The third workshop considered problems of theory : how the police and the public view the criminal ; the opportunity of making trans-cultural comparisons on such subjects as arrest, prison, etc. ; and the role of the media of information in the construction of value systems. The fourth workshop blazed a trail in the matter of methodology appropriate to research in comparative criminology. The period of discussions which followed the report of the four workshops gave rise to a confrontation between two schools of thought within the group of specialists. The question arose as to whether the problem of student contestation falls within the scope of the science of criminology. Several experts expressed the opinion that criminologists ought not to concern themselves with a question which really belongs in the realm of political science. On the other hand, the majority of the participants appeared to feel that the phenomenon of student contestation did indeed belong in the framework of criminological research. One of the experts in particular took it upon himself to be the spokesman of this school of thought. There are those, he said, who feel that criminology should confine itself and its research to known criminality, to hold-ups, rape, etc. However, one should not forget that penal law rests on political foundations, the legality of power, a certain moral consensus of the population. Today, it is exactly this « legitimate » authority that is being contested. Is it not to be expected, therefore, that criminology should show interest in all sociological phenomena which have legal and criminal implications ? Contestation and violence have consequences for the political foundations of penal law, and therefore are fit subjects for the research of the criminologist. International Centre {or Comparative Criminology The First International Symposium for Research in Comparative Criminology situated itself and its discussions within the framework and in the perspectives opened by the founding of the International Centre for Comparative Criminology. The Centre is sponsored jointly by the University of Montreal and the International Society for Criminology, with headquarters at the University of Montreal. As one of the participants emphasized, criminologists need a place to retreat from the daily struggle, to meditate, to seek out and propose instruments of research valid for the study of problems common to several societies. Viewing the facts as scientists, we are looking for operational concepts. Theoreticians and research workers will rough out the material and, hopefully, this will inspire conferences and symposiums of practitioners, jurists, sociologists, penologists, and other specialists. Above all, it will give common access to international experience, something which is lacking at present both at the level of documentation and of action. A bank of instruments of method- ology in the field of comparative criminology does not exist at the present time. The Centre will undertake to compile and analyse research methods used in scientific surveys, and it will establish such an instrument bank. It will also gather and analyse information pertaining to legislative reforms now in progress or being contemplated in the field of criminal justice. Through the use of computers, the Centre will be able to put these two projects into effect and make the results easily accessible to research workers, and to all those concerned in this field. The participants at the Symposium were given a view of the extent of the problems envisaged for research by the future Centre. It is hoped that this initiative will be of concrete use to research workers, private organizations, public services and governments at many levels, and in many countries.

Resumen: El objetivo de la presente investigación es explorar la estructura y el contenido de una red de usuarios de abuso sexual basado en imágenes en Twitter. Para ello se analizaron los perfiles de Twitter que contienen la palabra "Quemón o “Nudes” utilizando análisis de redes, técnicas de procesamiento natural del lenguaje. Entre 2017 y 2018 hubo una comunidad de abuso sexual basado en imágenes en Twitter. Al menos 329 usuarios se dedicaron y se auto describieron como cuentas sexualmente explícitas, vengativas, y en donde contenido sexual no consensual podía ser compartido de forma anónima. Ya con seguidores, la red comprende a más de 130,000 personas. Esta es una estimación conservadora, más cuentas podrían utilizar diferentes palabras clave, no tener ninguna descripción, o formar parte de comunidades privadas. Estos resultados sugieren que los consumidores de contenido de abuso sexual basado en imágenes son los principales responsables de su propagación. Abstract: This study aimed to explore the structure and content of an image-based sexual abuse user network on Twitter. For this purpose, Twitter profiles containing the word “Quemones” or "Nudes" were analyzed using network analysis, natural language processing techniques. Between 2017 and 2018 there was a community of image-based sexual abuse on Twitter. At least 329 users engaged in and self- described themselves as sexually explicit, vindictive accounts, and where nonconsensual sexual content could be shared anonymously. Already with followers, the network comprises more than 130,000 people. This is a conservative estimate; more accounts could use different keywords, have no description, or be part of private communities. These results suggest that consumers of image-based sexual abuse content are primarily responsible for its spread. Fuentes de Consulta: Allen, W. D. (2007). The Reporting and Underreporting of Rape. Southern Economic Journal, 73(3), 623–641. https://doi.org/10.2307/20111915 Angelides, S. (2013). ‘Technology, hormones, and stupidity’: The affective politics of teenage sexting. Sexualities, 16(5–6), 665–689. https://doi.org/10.1177/1363460713487289 Baum, M. A., Cohen, D. K., & Yuri, M. C. (2018). Rape Culture and Its Effects: Evidence from U.S. Newspapers, 2000-2013. Quarterly Journal of Political Science, 13(3), 263–289. Blondel, V. D., Guillaume, J.-L., Lambiotte, R., & Lefebvre, E. (2008). Fast unfolding of communities in large networks. Journal of Statistical Mechanics: Theory and Experiment, 2008(10), P10008. https://doi.org/10.1088/1742-5468/2008/10/P10008 Boeringer, S. B. (1994). Pornography and sexual aggression: Associations of violent and nonviolent depictions with rape and rape proclivity. Deviant Behavior, 15(3), 289–304. https://doi.org/10.1080/01639625.1994.9967974 Chou, W. S., Hunt, Y. M., Beckjord, E. B., Moser, R. P., & Hesse, B. W. (2009). Social Media Use in the United States: Implications for Health Communication. Journal of Medical Internet Research, 11(4). https://doi.org/10.2196/jmir.1249 CIET Africa. (1998). Prevention of sexual violence. A social Audit of the role of the police in the jurisdiction of Johannesburg’s Southern Metropolitan Local Council. Johannesburg. Citron, D. K., & Franks, M. A. (2016). Criminalizing Revenge Porn, 38. Crofts, T., Lee, M., McGovern, A., & Milivojevic, S. (2015). Sexting and Young People. UK: Palgrave Macmillan. Dir, A. L., & Cyders, M. A. (2015). Risks, Risk Factors, and Outcomes Associated with Phone and Internet Sexting Among University Students in the United States. Archives of Sexual Behavior, 44(6), 1675–1684. https://doi.org/10.1007/s10508-014-0370-7 Döring, N. (2014). Consensual sexting among adolescents: Risk prevention through abstinence education or safer sexting? Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 8(1). Retrieved from https://cyberpsychology.eu/article/view/4303 Duxbury, S. W., & Haynie, D. L. (2018). The Network Structure of Opioid Distribution on a Darknet Cryptomarket. Journal of Quantitative Criminology, 34(4), 921–941. https://doi.org/10.1007/s10940-017-9359-4 Faloutsos, M., Faloutsos, P., & Faloutsos, C. (1999). On Power-Law Relationships of the Internet Topology. In Proceedings of the Conference on Applications, Technologies, Architectures, and Protocols for Computer Communication (pp. 251–262). Figueredo, A. J., Gladden, P. R., Sisco, M. M., Patch, E. A., & Jones, D. N. (2015). The Unholy Trinity: The Dark Triad, Sexual Coercion, and Brunswik-Symmetry. Evolutionary Psychology, 13(2), 147470491501300220. https://doi.org/10.1177/147470491501300208 Gámez-Guadix, M., Almendros, C., Borrajo, E., & Calvete, E. (2015). Prevalence and Association of Sexting and Online Sexual Victimization Among Spanish Adults. Sexuality Research and Social Policy, 12(2), 145–154. https://doi.org/10.1007/s13178-015-0186-9 Harkness, E. L., Mullan, B., & Blaszczynski, A. (2015). Association Between Pornography Use and Sexual Risk Behaviors in Adult Consumers: A Systematic Review. Cyberpsychology, Behavior, and Social Networking, 18(2), 59–71. https://doi.org/10.1089/cyber.2014.0343 Hsieh, H.-F., & Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687 INEGI. (2017). Encuesta Nacional de Victimización y Percepción Sobe Seguridad Pública (ENVIPE) 2017 (p. 18). Mexico: Instituto Nacional de Estadística y Geografía. Retrieved from http://www.beta.inegi.org.mx/proyectos/enchogares/regulares/envipe/2017/ INEGI. (2018). Banco de Información Económica (BIE) (Data Base). Mexico: Instituto Nacional de Estadística y Geografía. Retrieved from http://www.inegi.org.mx/Sistemas/BIE/Default.aspx?Topic=0&idserPadre=10100360#D10100360 Jewkes, R., & Abrahams, N. (2002). The epidemiology of rape and sexual coercion in South Africa: an overview. Social Science & Medicine, 55(7), 1231–1244. https://doi.org/10.1016/S0277-9536(01)00242-8 Jonason, P. K., Girgis, M., & Milne-Home, J. (2017). The Exploitive Mating Strategy of the Dark Triad Traits: Tests of Rape-Enabling Attitudes. Archives of Sexual Behavior, 46(3), 697–706. https://doi.org/10.1007/s10508-017-0937-1 Karaian, L. (2014). Policing ‘sexting’: Responsibilization, respectability and sexual subjectivity in child protection/crime prevention responses to teenagers’ digital sexual expression. Theoretical Criminology, 18(3), 282–299. https://doi.org/10.1177/1362480613504331 Kjellgren, C., Priebe, G., Svedin, C. G., & Långström, N. (2010). Sexually Coercive Behavior in Male Youth: Population Survey of General and Specific Risk Factors. Archives of Sexual Behavior, 39(5), 1161–1169. https://doi.org/10.1007/s10508-009-9572-9 Kleinberg, J. M. (1999). Hubs, authorities, and communities. ACM Computing Surveys, 31(4es), 5-es. https://doi.org/10.1145/345966.345982 Makin, D. A., & Morczek, A. L. (2015). The Dark Side Of Internet Searches: A Macro Level Assessment Of Rape Culture. https://doi.org/10.5281/zenodo.22057 Marganski, A., & Melander, L. (2015). Intimate Partner Violence Victimization in the Cyber and Real World: Examining the Extent of Cyber Aggression Experiences and Its Association With In-Person Dating Violence. Journal of Interpersonal Violence, 1–25. Newman, M. E. J. (2001). Clustering and preferential attachment in growing networks. Physical Review E, 64(2). https://doi.org/10.1103/PhysRevE.64.025102 Newman, Mark E. J. (2016). Networks: an introduction (Reprinted). Oxford: Oxford University Press. Ojanen, T. T., Boonmongkon, P., Samakkeekarom, R., Samoh, N., Cholratana, M., & Guadamuz, T. E. (2015). Connections between online harassment and offline violence among youth in Central Thailand. Child Abuse & Neglect, 44, 159–169. https://doi.org/10.1016/j.chiabu.2015.04.001 Park, B., Wilson, G., Berger, J., Christman, M., Reina, B., Bishop, F., … Doan, A. (2016). Is Internet Pornography Causing Sexual Dysfunctions? A Review with Clinical Reports. Behavioral Sciences, 6(3), 17. https://doi.org/10.3390/bs6030017 Pina, A., Holland, J., & James, M. (2017). The Malevolent Side of Revenge Porn Proclivity: Dark Personality Traits and Sexist Ideology. International Journal of Technoethics, 8(1), 30–43. https://doi.org/10.4018/IJT.2017010103 Powell, A., & Henry, N. (2017). Sexual Violence in a Digital Age. Palgrave Macmillan. Powell, A., Henry, N., & Flynn, A. (2018). Image-Based Sexual Abuse. In Routledge Handbook of Critical Criminology (2nd Edition, pp. 305–315). Routledge. Priebe, G., & Svedin, C. G. (2012). Online or off-line victimisation and psychological well-being: a comparison of sexual-minority and heterosexual youth. European Child & Adolescent Psychiatry, 21(10), 569–582. https://doi.org/10.1007/s00787-012-0294-5 Reed, L. A., Tolman, R. M., & Ward, L. M. (2016). Snooping and Sexting: Digital Media as a Context for Dating Aggression and Abuse Among College Students. Violence Against Women, 22(13), 1556–1576. https://doi.org/10.1177/1077801216630143 SEGOB. (2018). Incidencia Delictiva del Fuero Común 2018 (pp. 1–68). Mexico: Secretaría de Gobernación; Secretariado Ejecutivo del Sistema Nacional de Seguridad Publica. Retrieved from http://secretariadoejecutivo.gob.mx/docs/pdfs/nueva-metodologia/CNSP-Delitos-2018.pdf Shearer, E., & Gottfried, J. (2017, September 7). News Use Across Social Media Platforms 2017. Retrieved February 22, 2018, from http://www.journalism.org/2017/09/07/news-use-across-social-media-platforms-2017/ Strohmaier, H., Murphy, M., & DeMatteo, D. (2014). Youth Sexting: Prevalence Rates, Driving Motivations, and the Deterrent Effect of Legal Consequences. Sexuality Research and Social Policy, 11(3), 245–255. https://doi.org/10.1007/s13178-014-0162-9 Thompson, M. P., & Morrison, D. J. (2013). Prospective predictors of technology-based sexual coercion by college males. Psychology of Violence, 3(3), 233–246. https://doi.org/10.1037/a0030904 Wagner, A. K., Soumerai, S. B., Zhang, F., & Ross-Degnan, D. (2002). Segmented regression analysis of interrupted time series studies in medication use research. Journal of Clinical Pharmacy and Therapeutics, 27(4), 299–309. https://doi.org/10.1046/j.1365-2710.2002.00430.x Walker, K., & Sleath, E. (2017). A systematic review of the current knowledge regarding revenge pornography and non-consensual sharing of sexually explicit media. Aggression and Violent Behavior, 36, 9–24. https://doi.org/10.1016/j.avb.2017.06.010 Walker, S., Sanci, L., & Temple-Smith, M. (2013). Sexting: Young Women’s and Men’s Views on Its Nature and Origins. Journal of Adolescent Health, 52(6), 697–701. https://doi.org/10.1016/j.jadohealth.2013.01.026

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood. Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education References: Allday, R. A., Hinkson-Lee, K., Hudson, T. M., Neilsen-Gatti, S., Kleinke, A., & Russel, C. S. (2012). Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD. Behavioral Disorders, 37, 87–98. Alsaker, F. D., & Valkanover, S. (2012). The Bernese Program against Victimization in Kindergarten and Elementary School. New Directions for Youth Development, 2012(133), 15–28. https://doi.org/10.1002/yd.20004 Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006). Bullying Victimization Uniquely Contributes to Adjustment Problems in Young Children: A Nationally Representative Cohort Study. PEDIATRICS, 118(1), 130–138. https://doi.org/10.1542/peds.2005-2388 Benedict, E., Horner, R. H., & Squires, J. (2007). Assessment and Implementation of Positive Behavior Support in Preschools. Topics in Early Childhood Special Education, 27, 174–192. Boz, Y. (2008). Turkish student teachers’ concerns about teaching. European Journal of Teacher Education, 31(4), 367–377. https://doi.org/10.1080/02619760802420693 Bradshaw, C. P., & Johnson, R. M. (2011). The Social Context of Bullying and Peer Victimization: An Introduction to the Special Issue. Journal of School Violence, 10(2), 107–114. https://doi.org/10.1080/15388220.2011.557145 Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2009). A Social Disorganization Perspective on Bullying-Related Attitudes and Behaviors: The Influence of School Context. American Journal of Community Psychology, 43(3–4), 204–220. https://doi.org/10.1007/s10464-009-9240-1 Bullock, J. R. (2002). Bullying among Children. Childhood Education, 78(3), 130–133. https://doi.org/10.1080/00094056.2002.10522721 Çobanoğlu, F., Ayvaz-Tuncel, Z., & Ordu, A. (2018). Child-friendly Schools: An Assessment of Secondary Schools. Universal Journal of Educational Research, 6(3), 466–477. https://doi.org/10.13189/ujer.2018.060313 Cothran, D. J., Kulinna, P. H., & Garrahy, D. A. (2003). “This is kind of giving a secret away...”: Students’ perspectives on effective class management. Teaching and Teacher Education, 19(4), 435–444. https://doi.org/10.1016/S0742-051X(03)00027-1 Cross, D., Monks, H., Hall, M., Shaw, T., Pintabona, Y., Erceg, E., Hamilton, G., Roberts, C., Waters, S., & Lester, L. (2011). Three‐year results of the Friendly Schools whole‐of‐school intervention on children’s bullying behaviour. British Educational Research Journal, 37(1), 105–129. https://doi.org/10.1080/01411920903420024 Cross, D., Pintabona, Y., Hall, M., Hamilton, G., & Erceg, E. (2004). Validated Guidelines for School-Based Bullying Prevention and Management. International Journal of Mental Health Promotion, 6(3), 34–42. https://doi.org/10.1080/14623730.2004.9721937 Cross, D., Runions, K. C., Shaw, T., Wong, J. W. Y., Campbell, M., Pearce, N., Burns, S., Lester, L., Barnes, A., & Resnicow, K. (2019). Friendly Schools Universal Bullying Prevention Intervention: Effectiveness with Secondary School Students. International Journal of Bullying Prevention, 1(1), 45–57. https://doi.org/10.1007/s42380-018-0004-z Evertson, C. M., & Weinstein, C. S. (2012). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Fox, B. H., Farrington, D. P., & Ttofi, M. M. (2012). Successful Bullying Prevention Programs: Influence of Research Design, Implementation Features, and Program Components. Research Design, 6, 10. Georgiou, S. N. (2008). Bullying and victimization at school: The role of mothers. The British Journal of Educational Psychology, 78 Pt 1, 109–125. Hammarberg, T. (1998). A School for Children with Rights. UNICEF International Child Development Centre. Hymel, S., & Swearer, S. M. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70(4), 293–299. https://doi.org/10.1037/a0038928 Johansen, A., Little, S. G., & Akin-Little, A. (2011). An Examination of New Zealand Teachers’ Attributions and Perceptions of Behaviour, Classroom Management, and the Level of Formal Teacher Training Received in Behaviour Management. King, E. (2020). Implications for the child friendly schools policy within Cambodia’s cultural and primary school context. Asia-Pacific Journal of Teacher Education, 48(4), 375–388. https://doi.org/10.1080/1359866X.2019.1645811 Kirves, L., & Sajaniemi, N. (2012). Bullying in early educational settings. Early Child Development and Care,182(3–4), 383–400. https://doi.org/10.1080/03004430.2011.646724 MacSuga, A. S., & Simonsen, B. (2011). Increasing Teachers’ Use of Evidence-Based Classroom Management Strategies through Consultation: Overview and Case Studies. Beyond Behavior, 20, 4–12. Maida, P. (2006). Child-Friendly-School-Manual. UNICEF. Modipane, M., & Themane, M. (2014). Teachers’ social capital as a resource for curriculum development: Lessons learnt in the implementation of a Child-Friendly Schools programme. South African Journal of Education, 34(4), 1–8. https://doi.org/10.15700/201412052105 Monks, C. P., Smith, P. K., & Swettenham, J. (2005). Psychological correlates of peer victimisation in preschool: Social cognitive skills, executive function and attachment profiles. Aggressive Behavior, 31(6), 571–588. https://doi.org/10.1002/ab.20099 Olweus, D. (1994). Bullying at School: Basic Facts and Effects of a School Based Intervention Program. Journal of Child Psychology and Psychiatry, 35(7), 1171–1190. https://doi.org/10.1111/j.1469-7610.1994.tb01229.x O’Neill, S. C., & Stephenson, J. (2011). Classroom behaviour management preparation in undergraduate primary teacher education in Australia: A web-based investigation. Australian Journal of Teacher Education, 36(10). https://doi.org/10.14221/ajte.2011v36n10.3 O’Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence? Teaching and Teacher Education, 28(8), 1131–1143. https://doi.org/10.1016/j.tate.2012.06.008 Osher, D., Kelly, D. L., Tolani-Brown, N., Shors, L., & Chen, C.-S. (2009). American Institutes for Research 1000 Thomas Jefferson Street , NW Washington, DC 20007-3835. 13. Perren, S., Stadelmann, S., & Von Klitzing, K. (2009). Child and family characteristics as risk factors for peer victimization in kindergarten. Swiss Journal of Educational Research, 36(1), 13–32. https://doi.org/10.24452/sjer.36.1.4806 Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The Classroom Check-up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior. School Psychology Review, 37(3), 315–332. PubMed. Repo, L., & Sajaniemi, N. (2015). Prevention of bullying in early educational settings: Pedagogical and organisational factors related to bullying. European Early Childhood Education Research Journal, 23(4), 461–475. https://doi.org/10.1080/1350293X.2015.1087150 Rigby, K. (2003). Consequences of Bullying in Schools. The Canadian Journal of Psychiatry, 48(9), 583–590. https://doi.org/10.1177/070674370304800904 Rowntree, D. (1994). Preparing Materials for Open, Distance and Flexible Learning: An Action Guide for Teachers and Trainers. Kogan Page. https://books.google.com.jm/books?id=6Tf1kH6MQZ0C Sainio, M., Veenstra, R., Huitsing, G., & Salmivalli, C. (2011). Victims and their defenders: A dyadic approach. International Journal of Behavioral Development, 35(2), 144–151. https://doi.org/10.1177/0165025410378068 Salmivalli, C. (2002). Is there an age decline in victimization by peers at school? Educational Research, 44(3), 269–277. https://doi.org/10.1080/00131880210135331 Saracho, O. (2016). Contemporary Perspectives on Research on Bullying and Victimization in Early Childhood Education. Information Age Publishing, Incorporated. https://books.google.co.id/books?id=dalCDQAAQBAJ Saracho, O. N. (2017). Bullying Prevention Strategies in Early Childhood Education. Early Childhood Education Journal, 45(4), 453–460. https://doi.org/10.1007/s10643-016-0793-y Sempowicz, T., & Hudson, P. (2011). Analysing Mentoring Dialogues for Developing a Preservice Teacher’s Classroom Management Practices. Australian Journal of Teacher Education, 36(8). https://doi.org/10.14221/ajte.2011v36n8.4 Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The Effectiveness of Whole-School Antibullying Programs: A Synthesis of Evaluation Research. School Psychology Review, 33, 547–560. Sourander, A., Ronning, J., Brunstein-Klomek, A., Gyllenberg, D., Kumpulainen, K., Niemelä, S., Helenius, H., Sillanmäki, L., Ristkari, T., Tamminen, T., Moilanen, I., Piha, J., & Almqvist, F. (2009). Childhood Bullying Behavior and Later Psychiatric Hospital and Psychopharmacologic Treatment. ARCH GEN PSYCHIATRY, 66(9), 9. Tauber, R. T. (2007). Classroom Management: Sound Theory and Effective Practice. Praeger Publishers. https://books.google.la/books?id=XiQFyR41kysC Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27–56. https://doi.org/10.1007/s11292-010-9109-1 Ttofi, M. M., & Farrington, D. P. (2012). Bullying prevention programs: The importance of peer intervention, disciplinary methods and age variations. Journal of Experimental Criminology, 8(4), 443–462. https://doi.org/10.1007/s11292-012-9161-0 Unal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5, 41–60. UNICEF. (2007). Implementation Handbook for The Convention on The Rights of The Child (3th Edition). UNICEF. Vaillancourt, T., McDougall, P., Hymel, S., Krygsman, A., Miller, J., Stiver, K., & Davis, C. (2008). Bullying: Are researchers and children/youth talking about the same thing? International Journal of Behavioral Development, 32(6), 486–495. https://doi.org/10.1177/0165025408095553 Vlachou, M., Andreou, E., Botsoglou, K., & Didaskalou, E. (2011). Bully/Victim Problems Among Preschool Children: A Review of Current Research Evidence. Educational Psychology Review, 23(3), 329–358. https://doi.org/10.1007/s10648-011-9153-z Vlachou, M., Botsoglou, K., & Andreou, E. (2014). Bullying/Victimization in Preschool Children. https://doi.org/10.13140/2.1.5086.1764 Vreeman, R. C., & Carroll, A. E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatrics & Adolescent Medicine, 161 1, 78–88. Witvliet, M., Olthof, T., Hoeksma, J. B., Goossens, F. A., Smits, M. S. I., & Koot, H. M. (2010). Peer Group Affiliation of Children: The Role of Perceived Popularity, Likeability, and Behavioral Similarity in Bullying. Social Development, 19(2), 285–303. https://doi.org/10.1111/j.1467-9507.2009.00544.x Yaşar, M. (2017). Adaptation of General System Theory and Structural Family Therapy Approach to Classroom Management in Early Childhood Education* *. 32.

This paper presents a dialectical conversation between an insider/outsider vs insider/insider gang researcher, wherein a new criminology is advanced - Thug Criminology. In challenging current disciplinary accounts, we argue that: a) gang research has largely reinforced, maintained, and reified stereotypical views of ‘gangs’ and their behaviour; b) insider/insider gang researcher voices have not been privileged within academia; and c) those posited as ‘expert’ gang scholars, and whose knowledges have been accorded authority, are outsiders. As such, laws and practices, which negatively affect gang-involved populations, have been largely informed by an uncritical and unchallenged position of privilege. Thug Criminology seeks to create an academic space for insider ‘gang’ or street scholars to contribute to knowledge, policies, and practices that are less harmful to those who are targeted and deemed a threat.

L’objectif du présent article est d’initier un dialogue entre les domaines de la psychologie, de la psychoéducation et de la criminologie avec celui des sciences du sport dans le but de synthétiser les récents progrès réalisés en sciences du sport et d’en faire profiter l’intervention basée sur le sport auprès des jeunes contrevenants. Une revue de la littérature a d’abord été effectuée à partir de quatre bases de données : ERIC, Criminal Justice Abstracts, Psycinfo et Sport Discuss. Toutes les études répondant aux critères d’inclusion (n = 8) ont ensuite été analysées de manière descriptive, puis compréhensive à la lumière de la Théorie du changement (Weiss, 1998). Ces analyses ont permis de mettre en lumière les facteurs associés au rôle potentiel de l’entraîneur dans le développement positif des jeunes participants. Ces facteurs concernent le savoir-être et le savoir-faire de l’entraîneur. De plus, cette étude a permis de dégager l’effet que la participation sportive peut avoir sur le bien-être psychologique des jeunes, ainsi que ses conséquences développementales. Finalement des recommandations pratiques concernant la mise en place d’une intervention basée sur le sport en milieu de réhabilitation sont présentées. Ces interventions devraient être dispensées par un intervenant qui : (a) connait bien les besoins des jeunes contrevenants et adapte ses interventions à ceux-ci, (b) possède une philosophie de développement holistique, (c) tend à établir des relations horizontales avec les participants et (d) leur donne une rétroaction positive.

Attitudes toward punishment have long been of interest to policymakers, researchers, and criminal justice practitioners. The current study examined the relationship between academic education in criminology and attitudes toward punishment among 477 undergraduate students in three subgroups: police officers, correctional officers, and criminology students who were not employed by the criminal justice system (CJS). Our main findings concluded that (a) punitive attitudes of the correctional officers and police officers at the beginning of their academic studies were harsher than those of the criminology and criminal justice students who were not employed by the CJS, (b) punitive attitudes of the correctional officers at the end of their academic studies were less severe than their first-year counterparts, (c) fear of crime was higher among women than among men, and (d) the strongest predictor of punitive attitudes was a firm belief in the principles of the classical and labeling theories (beyond group). Implications of these results are discussed.

Chlorination of the N,N′-di(2-pyridyl)malonamide 13a affords 2-chloro-8-methyl-4-(2-(4-picolinyl)imino-4H-pyrido[1,2-a]pyrimidine 17a. Flash vacuum thermolysis of 17a causes efficient ring opening to the valence-tautomeric ketenimine 18a/19a, elimination of HCl, and formation of the bis(4-methyl-2-pyridyl)iminopropadiene, R-N=C=C=C=N-R 20a.

Misalkan G = (V, E) graf terhubung. Bilangan kromatik dari graf G adalah bilangan asli terkecil k sedemikian sehingga G mempunyai suatu pewarnaan-k titik sejati. Bilangan kromatik dari G dinotasikan dengan χ(G). Misalkan χ(G) = k, ini berarti titiktitik di G paling kurang diwarnai dengan k warna dan tidak dapat diwarnai dengan k − 1 warna. jika titik-titik di G diwarnai dengan k warna maka tidak ada titik yang bertetangga mempunyai warna yang sama. Kelas warna pada G dinotasikan dengan Si, merupakan himpunan titik-titik yang berwarna i dengan 1 ≤ i ≤ k. Misalkan Π = {S1, S2, · · · , Sk} merupakan partisi terurut dari V (G). Berdasarkan suatu pewarnaan titik, maka representasi v terhadap Π disebut kode warna dari v, dinotasikan dengan cΠ(v). Kode warna cΠ(v) dari suatu titik v ∈ V (G) didefinisikan sebagai k-vektor, cΠ(v) = (d(v, S1), d(v, S2), · · · , d(v, Sk)) dimana d(v, Si) = min{d(v, x)|x ∈ Si} untuk 1 ≤ i ≤ k. Jika setiap titik yang berbeda di G memiliki kode warna yang berbeda untuk suatu Π, maka c disebut pewarnaan lokasi dari G. Minimum dari banyaknya warna yang digunakan pada pewarnaan lokasi dari graf G disebut bilangan kromatik lokasi. Pada tulisan ini akan dibahas bilangan kromatik lokasi graf prisma Cn,n,n yang dibentuk dari tiga graf lingkaran Cn, untuk n ≥ 3.Kata Kunci: kelas warna, kode warna, bilangan kromatik lokasi

The crystal structures of the β′ phase of CLC (1,3-didecanoyl-2-dodecanoylglycerol) and MPM (1,3-ditetradecanoyl-2-hexadecanoylglycerol) have been determined from single-crystal X-ray diffraction and high-resolution X-ray powder diffraction data, respectively. Both these crystals are orthorhombic with space group Iba2 and Z = 8. The unit-cell parameters of β′-CLC are a = 57.368 (6), b = 22.783 (2) and c = 5.6945 (6) Å and the final R value is 0.175. The unit-cell parameters of β′-MPM are a = 76.21 (4), b = 22.63 (1) and c = 5.673 (2) Å and the final Rp value is 0.057. Both the β′-CLC and β′-MPM molecules are crystallized in a chair conformation, having a bend at the glycerol moiety. The zigzag planes of the acyl chains are orthogonally packed, as is typical for a β′ phase. Furthermore, unit-cell parameters of some other members of the C n C n+2C n -type triacylglycerol series have been refined on their high-resolution X-ray powder diffraction pattern. Finally, the crystal structures are compared with the currently known structures and models of triacylglycerols.

In the title salt, C15H36N62+·2C24H20B−, the three N—C bond lengths in the central C3N unit of the bisamidinium ion range between 1.388 (3) and 1.506 (3) Å, indicating single- and double-bond character. Furthermore, four C—N bonds have double-bond character. Here, the bond lengths range from 1.319 (3) to 1.333 (3) Å. Delocalization of the positive charges occurs in the N/C/N and C/N/C planes. The dihedral angle between both N/C/N planes is 70.5 (2)°. In the crystal, C—H...π interactions between H atoms of the cation and the benzene rings of both tetraphenylborate ions are present. The benzene rings form aromatic pockets, in which the bisamidinium ion is embedded. This leads to the formation of a two-dimensional supramolecular pattern along theabplane.