Abstract:

Cyber-bullying increasingly is becoming a problem fo= r students, educators and policy makers. In this paper, we consider= cyber-bullying as a form of relational aggression; that is, behaviour desi= gned to damage, harm or disrupt friendship or inter-personal relationships= through covert means. We draw on the findings from a study of studen= ts in grades 6 through 9, conducted in five schools, in a large ethnically= diverse metropolitan region of British Columbia, Canada, to demonstrate th= e inter-connection between cyber-bullying and relational aggression. Consis= tent with the relational aggression framework, girls were found more likely= than boys to participate in these behaviours. We conclude that interventio= n strategies should consider gender differences and also aim at changing th= e trajectory of relational aggression to providing relational support and= care.

Author Name(s):

Margaret Jackson [1]<= /span>

Wanda Cassidy [2]=

Karen N. Brown [3]=

Acknowledgement

We are grateful to the School Districts for allowing us to conduct resea= rch in their schools, the teachers and administrators who so graciously gav= e us the opportunity to work with their students, and the two Community Sch= ool Coordinators who offered their invaluable assistance and guidance. = ; This research would not have been possible without their contributions.&n= bsp;

In addition, we would like to acknowledge the thoughtful comments of the= reviewers. Their input did strengthen the article.

Introduction

X:   What=E2=80=99s going on Z?

Z:   nm

X:   you backstab about me so much

Z:   that was outta nowhere

X:   get over what was done in the past you are such a bitch= =E2=80=A6.
       everyones telling me that u hate my gu= ts and u kicked me out of the group

Z:   we don=E2=80=99t have a group, we never really did, you= just said that we kicked you out of
       the=E2=80=9Cgroup=E2=80=9D because we= wouldent hangout with you=E2=80=A6

X:   mabe your just threatened by me=E2=80=A6because you know= I=E2=80=99m just waaaaayyy prettier=E2=80=A6

Z:   yea, im realy scared that im just an ugly bitch=E2=80=A6.=

X:   Haha=E2=80=A6Are you modeling from the shoulders down?...= Because your face isen=E2=80=99t that
       pretty.

Z:   Oh, how is that cd you=E2=80=99ve been working on for the= past=E2=80=A6years=E2=80=A6are they still working
       on making you sound like a human being= and not a cow?

X:   ur a short, fat bitch, with nothing to offer=E2=80=A6I wo= uld rather die then ever look like you, or
       be your friend

Z:   haha I whant your body=E2=80=A6dude your waist is long li= ke it never ends=E2=80=A6you were born
       ugly and youl die ugly too.

        (MSN exchange between two Grade 7= female =E2=80=9Cfriends=E2=80=9D, Authors=E2=80=99 study)

In this paper, we wish to advance the discussion about the nature of cyb= er-bullying as a form of aggressive behaviour, specifically relational aggr= ession. It is our belief that the construct of cyber-bullying is stil= l at the problem structuring stage (Dunn, 2003); that is, gathering informa= tion (evidence) about the nature, scope, and severity of the problem. If th= e parameters of the problem fit within a relational aggression framework,= then this has implications for policy and for developing workable interven= tions strategies.

Scope of the Paper

Our mode of inquiry in this paper is to connect the growing literature= on cyber-bullying with the literature on relational aggression, identifyin= g points of commonality and ways in which the understanding of each interse= cts. We also examine whether there are any gender differences, specif= ically whether girls are more likely to use relational aggression strategie= s for cyber-bullying, thus lending further support to the relational aggres= sion model. We interweave this discussion with examples, data and quotation= s from a two-year study on cyber-bullying we conducted with students in gra= des 6, 7, 8 and 9, in five elementary and secondary schools located in a la= rge metropolitan region of British Columbia, Canada. Participating sc= hools were chosen to reflect the socio-economic, ethnic and language divers= ity of the region. As part of this study, we examined gender differen= ces in relation to technology use, cyber-victimization, cyber-bullying and= other related anomalous behaviours.

Linking Relational Aggression with Cyber-bullying

My ex-best friend always used to threat me just because I di= dn=E2=80=99t give her what she wanted and sometimes sent hurtful emails to= me. She sent emails that were not really mean all the time only when= she was mad at me. And she=E2=80=99d threat me because I lost her so= cks. I always tried to make her happy so she wouldn=E2=80=99t do anyt= hing bad to me, but it didn=E2=80=99t help at all. Finally she moved= to a different school, and I never talked to her since. (Girl, Age 11, Aut= hors=E2=80=99 study)

According to Crick, Werner, Casas, O=E2=80=99Brien, Nelson, Grotpeter an= d Markon (1999), relational aggression can be defined as =E2=80=9Cbehaviour= s that harm others through damage (or threat of damage) to relationships or= feelings or acceptance, friendship, or group inclusion=E2=80=9D (p. 177).&= nbsp; Examples provided by Crick and Grotpeter (1995) include spreadi= ng rumours with the intent to harm others, social exclusion or as a form of= retaliation. Relational aggression is the primary method adolescent girls= use to bully (Leckie, 1997). It is said that girls attack their vict= ims through what girls value most =E2=80=93 their friendships and social ac= ceptance. The weapons girls use on each other are exclusion, gossip,= rumour and slander =E2=80=93 techniques that also tend to keep their assau= lts below the radar of adults (Besag, 2007; Pepler, Jiang, Craig, & Con= nolly, 2008). It has been shown to be at least as common among pre-ad= olescent and adolescent girls as physical bullying is among boys (Bjorkqvis= t, Osterman, & Kaukiainen, 1992).

Cyber-bullying is described as use of the Internet, cell phones, text me= ssages and other technologies to send cruel, untrue, or hurtful messages ab= out someone or to someone that causes harm (Brown, Jackson, & Cassidy,= 2006). Kowalski, Limber, and Agatston (2008) refer to cyber-bullying as = =E2=80=9Conline social cruelty=E2=80=9D (p. 1). It is a form of aggression= in which a group (or person) is used as a weapon to assault others and oth= ers=E2=80=99 relationships, and damage the relationships and social standin= g of certain persons in a group. Shariff and Goulin (2005) call cyber= -bullying a form of =E2=80=9Ccovert aggression=E2=80=9D (p. 3). We argue th= at relational aggression is another way to describe and understand cyber-bu= llying, and that it is more common among girls than boys, as demonstrated= in our study.

In framing cyber-bullying as relational aggression, we are careful to ac= knowledge that the terms cyber-bullying and relational aggressive behaviour= each can reference minor to serious behaviours. We also recognize th= at some youth do not view cyber-bullying that seriously; they regard it as= =E2=80=9Cnormal=E2=80=9D or =E2=80=9Ctypical=E2=80=9D Internet behaviour= (Geiger & Abilock, 2005). It may be called =E2=80=9Cgossiping=E2= =80=9D or =E2=80=9Cjoking around=E2=80=9D and discounted as something every= youth does and therefore not worthy of remedial intervention. However, des= pite these qualifications, many relational aggressive behaviours do cause= considerable harm and are serious enough to be labeled as cyber-bullying.&= nbsp; It is these behaviours that we reference in our study.

Method.

Our method consisted of administering a 40-minute survey to 365 students= across the five schools in our study. The survey included closed-ended que= stions such as multiple-choice, dichotomous and categorical, and 10 open-en= ded questions strategically integrated at certain points throughout the sur= vey. The research instrument was designed to collect demographic informatio= n related to age, gender, ethnicity and language; to quantify computer and= cellular phone usage; to seek information on the types and amount of cyber= -bullying incidents from both bully=E2=80=99s and victim=E2=80=99s perspect= ives; to delve into online behaviours such as harassment, labeling, negativ= e language, sexual connotations, and so on; to request participants=E2=80= =99 positions on cyber-bullying solutions; to canvass their overall opinion= s on cyber-bullying and what would be the best solutions for stopping or pr= eventing cyber-bullying; and to inquire into their reporting practices to= school officials and other adults.

The open-ended sections asked respondents to volunteer information about= a time when they felt bullied online or through text messaging; to advise= regarding the types of students who were more likely to be victims of cybe= r-bullies, and to offer general opinions on, or solutions to, cyber-bullyin= g. The survey gave students a voice (Cook-Sather, 2002), to assist in helpi= ng to shape policy and practice in schools.

The open-ended responses, some of which are discussed in this paper, ref= lect common themes that surfaced through a process of recording and coding= each response to each question into Microsoft Word, and then reviewing and= re-reviewing the responses using a backward and forward motion (McMillan= & Schumacher, 1997), in order to categorize and label the responses ac= cording to the frequency and strength of the suggestions (Miles & Huber= man, 1994).

The participants in this research project ranged in age from 11 to 15,= with approximately two-thirds of the participants aged 13 or 14 years and= in Grades 8 or 9. Twelve and 20% were in Grades 6 and 7 respectively. Thes= e grades, 6 to 9 were selected as this is the age that cyber-bullying is mo= st prevalent (Brown, Jackson, & Cassidy, 2006). Slightly more girls tha= n boys comprised the sample population (41% boys, 59% girls). All but= eight students reported they use the Internet at home, with 64% confirming= online access at least once a day; 23% claiming online activities at least= three to five times per week, and 7% sporadically =E2=80=9Csurfing=E2=80= =9D once or twice per week. Despite the socio-economic diversity of= the student population, one only student reported not having a home comput= er. Just over 40% admit having three or more home computers, with the= remaining 23% reporting one home computer and 35% reporting two home compu= ters (n=3D364, one missing).

Based on the results from the survey of the 365 girls and boys in the fi= ve schools, data were coded and entered into the Statistical Package for So= cial Sciences (SPSS). For the purposes of the present paper, descriptive st= atistics were employed.

Results

Online Routines

In order to determine the extent of online involvement outside of school= , we asked participants if they use the Internet at home and if so, how oft= en. As indicated earlier, 64% of our sample population uses the Inter= net at home every day. When bivariate analysis is conducted using gen= der as the independent variable, the results are similar for both genders= as follows:

Online at least once a day (65.5% boys, 64.3% girls);
Three to five times per week (22.3% boys, 23.5% girls);
Once or twice per week (7.4% boys, 7% girls).

In the landmark Ybarra and Mitchell (2004a&b) study of 1,501 youth= aged 10 to 17 who were regular Internet users, data revealed a correlation= between daily Internet use and cyber-bullying practices. For example= , 64% of respondents who reported being cyber-harassers frequented the cybe= r-world four or more days a week. Thus, Ybarra and Mitchell concluded= that, adjusting for other significant characteristics, recurrent daily Int= ernet usage raises the probability of users engaging in Internet harassment= . Further, 16% of harassers report more frequent involvement in= chat room interactions than non-harassers (8%).

Because we believe the number of computers in homes can affect the level= of technological use/abuse amongst its residents due to easy computer acce= ss, we again conducted bivariate analysis with gender as the independent va= riable (percentage quantification was reported earlier in this paper) to de= termine the differences/similarities between genders in households. The res= ults are again analogous =E2=80=93 while only one female student states not= having a home computer, 21.5% of boys and 24.7% of girls report having one= home computer; 31.5% of boys and 38.1% of girls report two home computers,= and 47% of boys and 36.7% of girls admit having three or more computers in= their home (n=3D364). Thus for this particular involvement, boys=E2= =80=99 and girls=E2=80=99 Internet use at home and the numbers of computers= at home are about the same. Of course, given the absence of valid question= s on our survey regarding the breakdown of computer use, certain significan= t characteristics must be adjusted to account for time spent on home comput= ers for school homework/research.

Cellular Phones

Our data indicate that a little more than half of the respondents (58.1%= ) have their own cellular phones. Of those students who have cellular= phones, far more girls than boys use their cellular phones for sending tex= t messages. Although almost one-half of girls use their cellular phon= es for this purpose, only approximately 30% of boys send text messages.

Victims of Cyber-Bullying

We asked participants to rate on a categorical scale of =E2=80=9Cnever= =E2=80=9D, =E2=80=9Coccasionally=E2=80=9D or =E2=80=9Coften=E2=80=9D whethe= r they have been victims of cyber-bullying, based on the following 20 examp= les of cyber-bullying practices.

Received an angry, rude or vulgar message from another student over the= Internet or email?
Received an angry, rude or vulgar message from another student using ce= ll phone messaging?
Continued to receive hurtful messages even when you asked the sender to= stop?
Were afraid to open your email or read your cell messages for fear of= seeing hurtful messages?
Called a negative name or harassed because of your ability (e.g. academ= ic, athletic, artistic)?
Called a negative name or harassed because of a disability you have?
Called a negative name or harassed because of your race or ethnicity?
Called a negative name or harassed because of your religion?
Called a negative name or harassed because of your clothing or dress?
Called a negative name or harassed because of your gender?
Called a negative name or harassed because of your sexual orientation?<= /li>
Called a negative name or harassed because of your physical appearance= (e.g. size, weight)?
Been labeled as gay or lesbian, even if you are not?
Been subjected to uninvited or unwanted sexual suggestions on-line or= through text messaging?
Had unwanted sexually explicit pictures sent to you?
Received a threatening message from another student that made you afrai= d?
Discovered that someone else pretended to be you on-line and made you= look bad?
Had someone send or post sensitive personal information about you to ot= hers on-line?
Been deliberately excluded by other students from an on-line group or= chat room?
Been cyber-bullied by a student or students who attend your school?

For the sake of clarity in analyzing this section, we will refer to thes= e questions by number.

A majority of students advise that they have never received specific for= ms of cyber-bullying - for example, between 85% to 98% of participants repo= rt they have never been cyber-bullied as set out in Questions #2, 3, 4, 5,= 6, 7, 8, 9, 11, 12 and 15. With regard to Question #14, as might be= expected, more girls than boys report receiving sexual insinuations throug= h text messaging. Although approximately 85% of both male and female= respondents report never receiving these types of messages, 16% of girls= as opposed to 11% of boys reveal they have either occasionally or often re= ceived sexually suggestive messages. A typical response from girls wh= o have received such messages is from a 15 year old girl, =E2=80=9CI wa= s in Grade 7 when someone started to leave mean comments on my blog calling= me a =E2=80=9Cfucking cunt=E2=80=9D and bitch and asking me to do sexual= favours for them. I knew it was someone from my friends list on msn= because I set my preferences to =E2=80=9Cprivate=E2=80=9D. I never= found out who it was=E2=80=9D.

Further, although 89% of both girls and boys reveal they have never rece= ived a threatening message from another student that made them afraid (Ques= tion #16), the fact that 11% of students received messages that made them= feel afraid is noteworthy. Of the 11% who have felt afraid, more of= these students are girls than boys (12.6% v. 8.7%). We can assume,= then, that in a classroom of 30 students, there may be on average three or= four students (primarily girls) who live in fear. This is a weighty= fact when educators and policy-makers are considering appropriate measures= to counter cyber-bullying.

Of the 40 students who confirm they had received messages that made them= afraid, 8 boys and 6 girls say the messages threatened their life or safet= y; 8 boys and 17 girls say that the language threatened their reputation;= 7 boys and 12 girls agree that the messages affected their ability to conc= entrate on schoolwork; 7 boys and 13 girls claim such discourse affected th= eir ability to make friends at school; 8 boys and 13 girls confirm the cybe= r-bullying made them want to bully back; and 6 boys and 8 girls reveal that= these electronic communications induced suicidal thoughts. Except for the= responses to the first question, more girls than boys were affected =E2=80= =93 they felt threatened by others, isolated from peers, unable to concentr= ate on school work, and wanted to cyber-bully back.

Other responses are more vigorous. When participants replied to Qu= estion #1 (Received angry, rude or vulgar message from another student over= the internet or email), over one-third of all participants report receivin= g inappropriate messages, with the gender breakdown of 38% boys and 40% gir= ls. Of interest are the gender responses to Questions #10 (Called a negativ= e name or harassed because of gender) and #13 (Been labeled as gay or lesbi= an, even if you are not). Almost twice as many girls than boys (16.3%= v. 8.1%) have been harassed because of their gender, while 29% of boys as= opposed to 20% of girls report receiving messages that label them gay or= lesbian, even if they are not. Being labeled gay or lesbian is incon= sistent with the students=E2=80=99 responses to the open-ended question ask= ing them for their opinions as to who is most likely to be bullied online= in their schools. Overwhelmingly, students report those individuals= with mental and/or physical disabilities, unfashionable clothes, unusual= body compositions, abnormal academic or athletic abilities and/or the =E2= =80=9Cnerds=E2=80=9D and =E2=80=9Cgeeks=E2=80=9D are more inclined to be cy= ber-bullied. One twelve-year-old girl from our study reveals that, = =E2=80=9CWhen I log on msn, this girl in my grade would tell me how ugl= y I was, and I dressed bad, and needed a nose job, etc. She had her= friends that agreed with her which made me feel alone and ganged up on.&nb= sp; I blocked her but she logged onto her friends accounts and kept talking= to me.=E2=80=9D

Only minimally do respondents report that students who are suspected of= being gay are targeted for cyber ridicule. Only one or two students from= the sample of 365 students in the open-ended question say that it is gay= students (or those students who are assumed to be gay) who are targeted.&n= bsp; This might mean that the term =E2=80=9Cgay=E2=80=9D is used more broad= ly as a flippant term not meant to harm or ridicule, although the person re= ceiving the designation is upset by it. As one twelve-year-old boy admits= in one of the open-ended responses, =E2=80=9Cgay and lesbian jokes are= now just for fun and many students don=E2=80=99t care. However some= students take it seriously. Some friends of mine admit that they are= gay and no one really cares=E2=80=9D.

When respondents were asked if someone else had pretended to be them onl= ine (Question #17), the results are similar for both genders (Male: 23.2%,= Female 26.2%). One girl, age 13, described, =E2=80=9CWell my fri= end once made fun of me pretending she was me. She was talking to som= e people and saying mean stuff about me and my friend told me and she denie= d it.=E2=80=9D However, when asked if other individuals had sent= or posted personal or sensitive information about them online (Question #1= 8), 25% of girls versus 14% of boys reveal that this type of behaviour has= occurred. As another girl, age 12, described one experience, =E2=80= =9Cwhen I was about Grade 7 a girl from my class write something online= about my embarrassment and they wrote something really bad =E2=80=93 I fel= t embarrassed. I want to stop it. I know if I say to her she wo= uldn=E2=80=99t stop it. So I just ignored her and she stopped it late= r.=E2=80=9D

With reference to Question #19, the results again are slightly higher fo= r girls than boys; for example, 17% of girls report being deliberately excl= uded by other students from online groups and chat rooms as opposed to 12%= of boys who report being barred. One twelve-year-old girl reports th= at, =E2=80=9CI was half mad, half crying and bubbling with furiosity.&n= bsp; It was a crazy mixed emotion. I let the bully blabber on and on= and stared hours at the website she created about me and the email and the= msn chat room conversation. She stopped after a while and got bored= of me. She was one of my good friends. I didn=E2=80=99t unders= tand why she did it.=E2=80=9D

Lastly, more girls than boys report being cyber-bullied by student(s) wh= o attend their school (Question #20), with 21% of female respondents affirm= ing such actions as opposed to 16% of male participants.

Gender Differences in Cyber-bullying Practices

Using the categorical scale of =E2=80=9Cnever=E2=80=9D, =E2=80=9Coccasio= nally=E2=80=9D or =E2=80=9Coften=E2=80=9D, we asked students if they person= ally participated in harassing or bullying another student(s) online. = Our analysis indicates that slightly more girls than boys admit to engagin= g in cyber-bullying practices (29.4% v. 21.4%). Of those students who= report engaging in some form of cyber-bullying, they support their behavio= ur with the following reasons. For example, slightly more girls than= boys say they cyber-bullied another person because that person upset them= (14% - girls, 11.5% - boys); others claim that since their friends had bul= lied others online, it was acceptable behaviour (10.8% - girls, 6.8% - boys= ); more girls than boys engaged in this behaviour because it was =E2=80=9Cf= un=E2=80=9D (7.5% =E2=80=93 girls, 6.8% =E2=80=93 boys); overwhelmingly mor= e girls than boys cyber-bullied because they did not like the victim (18%= - girls, 8% - boys); more girls admit they bullied back because they were= bullied first (12% - girls, 7.5% - boys); and lastly, girls admit they wer= e forced by friends or other students to cyber-bully (4.2% - girls, 1.4% -= boys).

We also asked participants if they had ever watched their friends or oth= er students cyber-bullying someone online or on a cellular telephone. = Overall, almost 33% of girls report that they have witnessed this behaviou= r as opposed to a little more than 22% of boys.

Table 1

Breakdown of Girls' and Boys' Responses to the Question:= If you have personally watched other students bullying someone online or= through a cell phone, what was your response.

RESPONSE	GIRLS	BOYS
I joined in.	4.7%	3.4%
I tried to get the person to stop.	14.2%	9.5%
I watched but didn't participate.	21.8%	10.8%
I objected, but NOT to the person doing it.	8.1%	2.7%
I objected to the person being the bully.	5.2%	3.4%
I tried to befriend the victim.	5.7%	3.4%
I left the online environment.	10.0%	6.1%
I reported the bullying to someone who can help.	5.7%	2.7%

When asked to elaborate (see Table 1), almost twice as many girls as boy= s say they watched their friends or other students cyber-bullying another= youth but did not participate, while more girls than boys also confirm the= y tried to stop the cyber-bully from continuing with such behaviour. Overal= l, more girls than boys report responding to observed cyber-bullying action= s of others.

Gender Differences in Online Role-Playing

We asked participants about their specific online behaviour, and whether= they indulge in role-playing such as adopting a different gender online,= assuming different ages or personalities, adopting different personalities= , and so forth. As Brown et al. (2006) point out in their review, you= th may adopt different personae and masquerade online, availing themselves= of opportunities which are unavailable in the real world and face-to-face= encounters. With advances in technology increasing exponentially, to= day=E2=80=99s digital youth have far greater avenues available to them in= engaging in role-playing and character experimentation than youth of yeste= ryear. Adopting such clandestine behaviour sitting behind a computer= keyboard is far easier and less intrusive than physical confrontations, an= d it is consistent within the relational aggression paradigm. Table 2 sets= out the percentage quantification of gender online role-playing.

Table 2

The percentage quantification of gender online role-playing.

	GIRLS YES	BOYS YES	VALID
Have you ever pretended to be a different gender?	22.6%	23.4%	n=3D357
Have you ever pretended to be a different age?	56.5%	23.4%	n=3D357
Have you ever pretended to be older so you could get into adult website= s?	16.5%	27.6%	n=3D357
Have you ever pretended to have a different physical appearance?	20.9%	17.9%	n=3D356
Have you ever pretended to have a different personality?	32.1%	35.4%	n=3D356
Have you ever pretended to do wild and crazy things you would never do= in real life?	20.9%	28.3%	n=3D356
Have you ever pretended to act meanly in a way you would never do face= to face?	15.7%	15.9%	n=3D355
Have you ever pretended to say hurtful things you would never do face= to face?	15.6%	14.5%	n=3D356
Have you ever pretended to take someone's name you know and preten= d to be them?	14.7%	17.2%	n=3D356

It is interesting here that more boys than girls have adopted a differen= t gender, pretended to be older so they can access adult websites, or assum= ed a different personality and engaged in crazy undertakings normally not= carried out in the real world. Girls, on the other hand, are noticea= bly more inclined to pretend to be a different age (although our results sh= ow it is not to access adult websites) and to counterfeit physical appearan= ces. However, what this section shows is that both genders, especiall= y girls, are inclined to role-play and partake in certain conduct that they= would not normally undertake in the real world.

Cyber-bullying: Freedom of Expression?

To substantiate our assertion that students who participate in cyber-bul= lying may misunderstand freedom of expression guidelines, we incorporated= a Likert-style question at the end of our survey asking students= about their freedom of expression rights using a scale of =E2=80=9Cstrongl= y agree=E2=80=9D, =E2=80=9Cagree=E2=80=9D, =E2=80=9Cdisagree=E2=80=9D or = =E2=80=9Cstrongly disagree=E2=80=9D. Accordingly, we found that 50%= of boys and 46% of girls agree that they have the right to say anything th= ey want online because of freedom of expression. This misconstrued belief= in the limitless boundaries of freedom of expression may eventually cause= some youth to exceed conventional legal behaviour, thus leading to breache= s under the Canadian Criminal Code or Human Rights Act.&n= bsp; The legal limitations on freedom of expression in relation to cyber-bu= llying are discussed more fully in Shariff (2008).

Finally, we asked participants where they think most cyber-bullying beha= viour occurs, giving them the option of chat-rooms, emails or text messagin= g on cellular phones. The results are almost identical for both gende= rs. Over 50% of both girls and boys identify chat rooms as the most= prevalent vehicle, with approximately 37% of both genders choosing emails= as the source. Only about 8% of boys and 6% of girls believe cyber-bullyin= g takes place primarily through text messaging.

Solutions to Cyber-bullying

We canvassed ten cyber-bullying solutions with respondents to gain an un= derstanding as to what they believe are viable solutions to the growing cyb= er-bullying phenomenon. The solutions were randomly listed as follows:

Develop programs to teach students about cyber-bullying and its effects= ;
Set up an anonymous phone-in line where students can report on cyber-bu= llying;
Make it known that the school does not tolerate cyber-bullying;
Punish students who participate in cyber-bullying;
Have a zero tolerance policy towards cyber-bullying;
Involve the police in cases of cyber-bullying;
Get parents, students and school staff together to talk about solutions= ;
Develop a positive school culture where students learn to be kind to ea= ch other;
Offer lots of extra-curricular activities so students will not have tim= e to cyber-bully;
Work on creating positive self-esteem in students.

Respondents were asked to choose their top three solutions and rank thes= e as first choice, second choice and third choice. We were interested in so= liciting youths=E2=80=99 views (Barron, 2000; Jackson, Cassidy, & Brown= , 2009), determining if there were differences between genders, and using= this data to help guide educational policy. In order of frequency, girls= chose (in the following descending order): develop programs to teach stude= nts about cyber-bullying and its effects; set up an anonymous phone-in line= where students can report cyber-bullying; and work on creating positive se= lf-esteem in students. Boys also chose the first two options selected= by female participants, but for their third choice, they wanted to punish= students who participated in cyber-bullying.

In some instances, both male and female respondents were very similar in= selecting other solutions as well. For example, boys and girls were= in similar agreement on the following three solutions: (a) that officials= should make it known that the school does not tolerate cyber-bullying; (b)= get parents, students and school staff together to talk about solutions;= and (c) offer lots of extra-curricular activities so students won=E2=80=99= t have time to cyber-bully.

Conversely, male and female respondents greatly differed on two solution= s: (a) have a zero tolerance policy towards cyber-bullying=E2=80=94approxim= ately 12% of boys as opposed to 4% of girls suggested this as their best so= lution; and (b) develop a positive school culture where students learn to= be kind to each other=E2=80=94over 11% of boys versus 7% of girls selected= this as first-choice option.

When we analyzed and collated the sum of all three options (first, secon= d and third choices), girls overall selected setting up anonymous phone-in= lines as their top solution, followed closely by working on creating posit= ive self-esteem in students, and then developing programs to teach students= about cyber-bullying as their third choice. Although boys also selected se= tting up anonymous phone-in lines as their favourite solution, they preferr= ed punishing students who participate in cyber-bullying as their second ove= rall choice, followed very closely by developing programs to teach students= about cyber-bullying and its effects.

In summary, the similarities and differences in gender opinions can assi= st educators and policy makers in developing strategies to specifically add= ress the intricacies of gender cyber-bullying. It may be that= certain solutions may be more effective in working with girls, while other= s are more effective with boys. This is an aspect worth investigating= by those developing policy and programs to counter and prevent cyber-bully= ing.

Discussion

=E2=80=9CCyber-bullying has really changed relationships wit= h people so I decided to hang out with new people. After that, a girl= has been calling me a bitch and so much more, and she even says it is pers= on. It especially mean, because she says she=E2=80=99s going to turn= my friends against me.=E2=80=99=E2=80=9D (Female student, age 11)

The results of the bivariate analyses of numerous variables in this stud= y affirm that cyber-bullying among youth can be seen as a form of relationa= l aggression by definition alone; that is, =E2=80=9C(b)ehaviours that harm= others through damage or threat of damage) to relationships or feelings or= acceptance, friendship, or group inclusion=E2=80=9D (Crick et al., 1999,= p. 177). Bullying by computer or cellular phone is relational due to= the fact that it provides access to other acquaintanceships and to spreadi= ng messages among peers. Whether it is a youth posting a hurtful remark abo= ut another youth on a website, text messaging or blogging nasty comments to= someone, or sharing inappropriate pictures of a =E2=80=9Cfriend=E2=80=9D= over YouTube, others are intended to read the remarks or see the visuals= =E2=80=94thus creating a wider relational harm. The intent clearly is= to achieve the relational aggression outcomes of exclusion and/or harm to= one=E2=80=99s reputation or status through covert gossip, rumour, and nega= tive or hurtful comments.

Further, gender is an important variable to consider when examining cybe= r-bullying as relational aggression, given the already observed differences= between boys and girls in face-to-face bullying (Campbell, 2005). Girls ar= e more covert and intend, when bullying, to harm friendships and exclude th= rough isolation; boys engage more often in the physical form of bullying (C= ampbell). We speculated at the beginning of the paper that girls migh= t, therefore, engage more in cyber-bullying practices than boys.

Indeed we examined the differences of cyber-bullying practices between= boys and girls in our study and concluded that girls do report more cyber-= bullying practices than boys. This finding is consistent with Ramji (2008),= but inconsistent with Li (2006) who found that boys cyber-bullied more tha= n girls. As well, in our study, more girls than boys support cyber-bu= llying behaviour using questionable rationales such as the other person ups= et them; since their friends bullied online they thought it was acceptable;= they did it because it was fun; they didn=E2=80=99t like the victim; they= bullied because they were bullied first; and they were forced to do so.

On the other hand, girls received more sexually insinuative messages tha= n boys; more negative messages on the basis of their gender; and more girls= than boys were negatively impacted by the messages. As well, girls= felt the messages affected their reputations more than the boys did; affec= ted their concentration to study more than the boys did; influenced their= ability to make friends at school more than the boys did; made them want= to bully back more than the boys did; and indicated that the messages indu= ced suicidal thoughts more often than the boys indicated experiencing.

This suggests that differential responses in preventative programming ma= y be in order for boys and girls, based upon these findings. For boys= , the sexual/power issues are troubling, with one concern being that more= serious sexual abuse might occur subsequently in the real world. For girls= , their higher propensity to cyber-bully and rationalize it as acceptable= suggests that the development and implementation of programs based on addr= essing relational aggression issues may be more effective for them.

Other questions of relevance from our study fall into the developmental= area and question whether relational aggression as an explanatory construc= t fits in the same way over projected time. One question, for example, is= whether Grade 3 children sending =E2=80=9Cteasing=E2=80=9D e-mails to clas= smates represents the same process as youth in Grade 8 sending text message= s and setting up blogs that contain much more harmful discourse? Does= the term tap into the same underlying developmental constructs at differen= t ages? These constitute issues of trajectory in development an= d are important to identify for both policy and program solutions. Apart fr= om gender differences, another question is whether certain forms of what mi= ght be labeled cyber-bullying have a differential impact on certain cultura= l or ethnic groups, and how these considerations should be factored into de= cisions around policy. For example, a young girl, age 13, from our study in= dicated, that =E2=80=9COne time a friend who I thought was a friend sta= bbed me in the back by saying shit about me being Native and calling me rac= ial names.=E2=80=9D

If cyber-bullying is a form of relational aggression, and our analysis= suggests that it is, then it follows that an important component of any so= lution must lie in changing the trajectory of relational aggression to rela= tional support and care for one another. The ethic of care literature= (Beck, 1992; Bosworth, 1995; Noddings, 2005; Rauner, 2000) offers a number= of suggestions for embedding care into school policies and practices, and= of the powerful effect of the ethic of care in re-directing negative behav= iour (Cassidy & Bates, 2005; Waterhouse, 2007).

Indeed, students who answered the open-ended question in our survey aski= ng for solutions to cyber-bullying strongly endorsed the need to focus on= building supportive, caring and respectful relationships, and developing= a school environment that was attentive to the voices and needs of the stu= dents (Cassidy, Jackson, & Brown, 2009). These comments expanded= on the solutions they communicated in their ranked options (see pages 17= & 18), which included =E2=80=9Cworking on creating positive self= -esteem in students,=E2=80=9D and =E2=80=9Cdeveloping programs to teach stu= dents about cyber-bullying and its effects.=E2=80=9D Being attentive= to what youth are experiencing (as cyber-bullies and as cyber-victims), an= d listening carefully to what they are saying about potential solutions to= cyber-bullying provides a cornerstone for developing appropriate policies= and practices for preventing and curtailing cyber-bullying and relational= aggression tactics using the Internet. Listening to the voices of th= e youth themselves who are impacted by policy and programming on cyber-bull= ying may provide the needed vision for reasonable and workable solutions.

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Source URL: http://ineducation.ca/article/you-were-b= orn-ugly-and-youl-die-ugly-too-cyber-bullying-relational-aggression

Links:
[1] http://ine= ducation.ca/users/margaretjackson
[2] http://ineducation.ca/users/wandacassidy
[3] http://ineducation.ca/users/karenbrown
[4] http://UManitoba.ca/publications/CJEAP
[5] http://www.noodletools.com/debbie/ethical/
[6] http://www.aare.edu.au/97PAP/leckb284.htm
[7] http://www.oii.ox.ac.uk/cybersafety

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Content-Location: http://ineducation.ca/misc/drupal.js?5 // $Id: drupal.js,v 1.41.2.3 2008/06/25 09:06:57 goba Exp $ var Drupal =3D Drupal || { 'settings': {}, 'behaviors': {}, 'themes': {},= 'locale': {} }; /** * Set the variable that indicates if JavaScript behaviors should be applied */ Drupal.jsEnabled =3D document.getElementsByTagName && document.createElemen= t && document.createTextNode && document.documentElement && document.getEle= mentById; /** * Attach all registered behaviors to a page element. * * Behaviors are event-triggered actions that attach to page elements, enha= ncing * default non-Javascript UIs. Behaviors are registered in the Drupal.behav= iors * object as follows: * @code * Drupal.behaviors.behaviorName =3D function () { * ... * }; * @endcode * * Drupal.attachBehaviors is added below to the jQuery ready event and so * runs on initial page load. Developers implementing AHAH/AJAX in their * solutions should also call this function after new page content has been * loaded, feeding in an element to be processed, in order to attach all * behaviors to the new content. * * Behaviors should use a class in the form behaviorName-processed to ensure * the behavior is attached only once to a given element. (Doing so enables * the reprocessing of given elements, which may be needed on occasion desp= ite * the ability to limit behavior attachment to a particular element.) * * @param context * An element to attach behaviors to. If none is given, the document elem= ent * is used. */ Drupal.attachBehaviors =3D function(context) { context =3D context || document; if (Drupal.jsEnabled) { // Execute all of them. jQuery.each(Drupal.behaviors, function() { this(context); }); } }; /** * Encode special characters in a plain-text string for display as HTML. */ Drupal.checkPlain =3D function(str) { str =3D String(str); var replace =3D { '&': '&', '"': '"', '<': '<', '>': '>' }; for (var character in replace) { var regex =3D new RegExp(character, 'g'); str =3D str.replace(regex, replace[character]); } return str; }; /** * Translate strings to the page language or a given language. * * See the documentation of the server-side t() function for further detail= s. * * @param str * A string containing the English string to translate. * @param args * An object of replacements pairs to make after translation. Incidences * of any key in this array are replaced with the corresponding value. * Based on the first character of the key, the value is escaped and/or= themed: * - !variable: inserted as is * - @variable: escape plain text to HTML (Drupal.checkPlain) * - %variable: escape text and theme as a placeholder for user-submitted * content (checkPlain + Drupal.theme('placeholder')) * @return * The translated string. */ Drupal.t =3D function(str, args) { // Fetch the localized version of the string. if (Drupal.locale.strings && Drupal.locale.strings[str]) { str =3D Drupal.locale.strings[str]; } if (args) { // Transform arguments before inserting them for (var key in args) { switch (key.charAt(0)) { // Escaped only case '@': args[key] =3D Drupal.checkPlain(args[key]); break; // Pass-through case '!': break; // Escaped and placeholder case '%': default: args[key] =3D Drupal.theme('placeholder', args[key]); break; } str =3D str.replace(key, args[key]); } } return str; }; /** * Format a string containing a count of items. * * This function ensures that the string is pluralized correctly. Since Dru= pal.t() is * called by this function, make sure not to pass already-localized strings= to it. * * See the documentation of the server-side format_plural() function for fu= rther details. * * @param count * The item count to display. * @param singular * The string for the singular case. Please make sure it is clear this is * singular, to ease translation (e.g. use "1 new comment" instead of "1= new"). * Do not use @count in the singular string. * @param plural * The string for the plural case. Please make sure it is clear this is= plural, * to ease translation. Use @count in place of the item count, as in "@co= unt * new comments". * @param args * An object of replacements pairs to make after translation. Incidences * of any key in this array are replaced with the corresponding value. * Based on the first character of the key, the value is escaped and/or= themed: * - !variable: inserted as is * - @variable: escape plain text to HTML (Drupal.checkPlain) * - %variable: escape text and theme as a placeholder for user-submitted * content (checkPlain + Drupal.theme('placeholder')) * Note that you do not need to include @count in this array. * This replacement is done automatically for the plural case. * @return * A translated string. */ Drupal.formatPlural =3D function(count, singular, plural, args) { var args =3D args || {}; args['@count'] =3D count; // Determine the index of the plural form. var index =3D Drupal.locale.pluralFormula ? Drupal.locale.pluralFormula(a= rgs['@count']) : ((args['@count'] =3D=3D 1) ? 0 : 1); if (index =3D=3D 0) { return Drupal.t(singular, args); } else if (index =3D=3D 1) { return Drupal.t(plural, args); } else { args['@count['+ index +']'] =3D args['@count']; delete args['@count']; return Drupal.t(plural.replace('@count', '@count['+ index +']')); } }; /** * Generate the themed representation of a Drupal object. * * All requests for themed output must go through this function. It examines * the request and routes it to the appropriate theme function. If the curr= ent * theme does not provide an override function, the generic theme function= is * called. * * For example, to retrieve the HTML that is output by theme_placeholder(te= xt), * call Drupal.theme('placeholder', text). * * @param func * The name of the theme function to call. * @param ... * Additional arguments to pass along to the theme function. * @return * Any data the theme function returns. This could be a plain HTML string, * but also a complex object. */ Drupal.theme =3D function(func) { for (var i =3D 1, args =3D []; i < arguments.length; i++) { args.push(arguments[i]); } return (Drupal.theme[func] || Drupal.theme.prototype[func]).apply(this,= args); }; /** * Parse a JSON response. * * The result is either the JSON object, or an object with 'status' 0 and= 'data' an error message. */ Drupal.parseJson =3D function (data) { if ((data.substring(0, 1) !=3D '{') && (data.substring(0, 1) !=3D '['))= { return { status: 0, data: data.length ? data : Drupal.t('Unspecified er= ror') }; } return eval('(' + data + ');'); }; /** * Freeze the current body height (as minimum height). Used to prevent * unnecessary upwards scrolling when doing DOM manipulations. */ Drupal.freezeHeight =3D function () { Drupal.unfreezeHeight(); var div =3D document.createElement('div'); $(div).css({ position: 'absolute', top: '0px', left: '0px', width: '1px', height: $('body').css('height') }).attr('id', 'freeze-height'); $('body').append(div); }; /** * Unfreeze the body height */ Drupal.unfreezeHeight =3D function () { $('#freeze-height').remove(); }; /** * Wrapper to address the mod_rewrite url encoding bug * (equivalent of drupal_urlencode() in PHP). */ Drupal.encodeURIComponent =3D function (item, uri) { uri =3D uri || location.href; item =3D encodeURIComponent(item).replace(/%2F/g, '/'); return (uri.indexOf('?q=3D') !=3D -1) ? item : item.replace(/%26/g, '%252= 6').replace(/%23/g, '%2523').replace(/\/\//g, '/%252F'); }; /** * Get the text selection in a textarea. */ Drupal.getSelection =3D function (element) { if (typeof(element.selectionStart) !=3D 'number' && document.selection)= { // The current selection var range1 =3D document.selection.createRange(); var range2 =3D range1.duplicate(); // Select all text. range2.moveToElementText(element); // Now move 'dummy' end point to end point of original range. range2.setEndPoint('EndToEnd', range1); // Now we can calculate start and end points. var start =3D range2.text.length - range1.text.length; var end =3D start + range1.text.length; return { 'start': start, 'end': end }; } return { 'start': element.selectionStart, 'end': element.selectionEnd }; }; /** * Build an error message from ahah response. */ Drupal.ahahError =3D function(xmlhttp, uri) { if (xmlhttp.status =3D=3D 200) { if (jQuery.trim($(xmlhttp.responseText).text())) { var message =3D Drupal.t("An error occurred. \n@uri\n@text", {'@uri':= uri, '@text': xmlhttp.responseText }); } else { var message =3D Drupal.t("An error occurred. \n@uri\n(no information= available).", {'@uri': uri, '@text': xmlhttp.responseText }); } } else { var message =3D Drupal.t("An HTTP error @status occurred. \n@uri", {'@u= ri': uri, '@status': xmlhttp.status }); } return message; } // Global Killswitch on the element if (Drupal.jsEnabled) { // Global Killswitch on the element $(document.documentElement).addClass('js'); // 'js enabled' cookie document.cookie =3D 'has_js=3D1; path=3D/'; // Attach all behaviors. $(document).ready(function() { Drupal.attachBehaviors(this); }); } /** * The default themes. */ Drupal.theme.prototype =3D { /** * Formats text for emphasized display in a placeholder inside a sentence. * * @param str * The text to format (plain-text). * @return * The formatted text (html). */ placeholder: function(str) { return '' + Drupal.checkPlain(str) + ''; } }; ------=_NextPart_000_0000_4A61182C.D3B178B5 Content-Type: image/x-icon Content-Transfer-Encoding: base64 Content-Location: http://ineducation.ca/sites/all/themes/zeropoint/favicon.ico AAABAAEAEBAAAAAAAABoBQAAFgAAACgAAAAQAAAAIAAAAAEACAAAAAAAAAEAAAAAAAAAAAAAAAEA AAAAAAAAAAAAJ4vpALBfFwAljOwAuGUdAK9gGAAli+gAsGAYALFfFgAli+kAuGUeACaL6QAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAQHCAAAAAAAAAAAAAAAAAcHBwcHAAAAAAAAAAAAAAgHBwcHBQAAAAAAAAAAAAAHBwcH BwcLCwAAAAAAAAAAAAcHBwcHCwsLAAAAAAAAAAAHBwcHBwsLCwAAAAAAAAAAAAcHBwcLCwAAAAAA AAAAAAACBwcHCwsJAAAAAAAAAAAAAAcHBwsLCwsAAAAAAAAAAAAAAAcLCwsLCwAAAAAAAAAAAAAA CwsLCwsGAAAAAAAAAAAAAAsLCwsLAwAAAAAAAAAAAAAAAQsLCwAAAAAAAAAAAAAACgAAAAAAAAAA AAAAAAAAAAcAAAAAAAAAAAAAAAAAAAAHAAAAAAAAAPH/AADg/wAAwP8AAMA/AADgHwAA4B8AAPA/ AADwHwAA+A8AAP4HAAD/AwAA/wMAAP+HAAD/fwAA/38AAP9/AAA= ------=_NextPart_000_0000_4A61182C.D3B178B5 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/node/node.css?5 /* $Id: node.css,v 1.5 2008/01/25 21:21:44 goba Exp $ */ .node-unpublished { background-color: #fff4f4; } .preview .node { background-color: #ffffea; } #node-admin-filter ul { list-style-type: none; padding: 0; margin: 0; width: 100%; } #node-admin-buttons { float: left; /* LTR */ margin-left: 0.5em; /* LTR */ clear: right; /* LTR */ } td.revision-current { background: #ffc; } .node-form .form-text { display: block; width: 95%; } .node-form .container-inline .form-text { display: inline; width: auto; } .node-form .standard { clear: both; } .node-form textarea { display: block; width: 95%; } .node-form .attachments fieldset { float: none; display: block; } .terms-inline { display: inline; } ------=_NextPart_000_0000_4A61182C.D3B178B5 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/system/defaults.css?5 /* $Id: defaults.css,v 1.5 2007/10/02 12:10:40 dries Exp $ */ /* ** HTML elements */ fieldset { margin-bottom: 1em; padding: .5em; } form { margin: 0; padding: 0; } hr { height: 1px; border: 1px solid gray; } img { border: 0; } table { border-collapse: collapse; } th { text-align: left; /* LTR */ padding-right: 1em; /* LTR */ border-bottom: 3px solid #ccc; } /* ** Markup free clearing ** Details: http://www.positioniseverything.net/easyclearing.html */ .clear-block:after { content: "."; display: block; height: 0; clear: both; visibility: hidden; } .clear-block { display: inline-block; } /* Hides from IE-mac \*/ * html .clear-block { height: 1%; } .clear-block { display: block; } /* End hide from IE-mac */ ------=_NextPart_000_0000_4A61182C.D3B178B5 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/system/system.css?5 /* $Id: system.css,v 1.48 2008/01/09 09:56:39 goba Exp $ */ /* ** HTML elements */ body.drag { cursor: move; } th.active img { display: inline; } tr.even, tr.odd { background-color: #eee; border-bottom: 1px solid #ccc; padding: 0.1em 0.6em; } tr.drag { background-color: #fffff0; } tr.drag-previous { background-color: #ffd; } td.active { background-color: #ddd; } td.checkbox, th.checkbox { text-align: center; } tbody { border-top: 1px solid #ccc; } tbody th { border-bottom: 1px solid #ccc; } thead th { text-align: left; /* LTR */ padding-right: 1em; /* LTR */ border-bottom: 3px solid #ccc; } /* ** Other common styles */ .breadcrumb { padding-bottom: .5em } div.indentation { width: 20px; height: 1.7em; margin: -0.4em 0.2em -0.4em -0.4em; /* LTR */ padding: 0.42em 0 0.42em 0.6em; /* LTR */ float: left; /* LTR */ } div.tree-child { background: url(../../misc/tree.png) no-repeat 11px center; /* LTR */ } div.tree-child-last { background: url(../../misc/tree-bottom.png) no-repeat 11px center; /* LTR= */ } div.tree-child-horizontal { background: url(../../misc/tree.png) no-repeat -11px center; } .error { color: #e55; } div.error { border: 1px solid #d77; } div.error, tr.error { background: #fcc; color: #200; padding: 2px; } .warning { color: #e09010; } div.warning { border: 1px solid #f0c020; } div.warning, tr.warning { background: #ffd; color: #220; padding: 2px; } .ok { color: #008000; } div.ok { border: 1px solid #00aa00; } div.ok, tr.ok { background: #dfd; color: #020; padding: 2px; } .item-list .icon { color: #555; float: right; /* LTR */ padding-left: 0.25em; /* LTR */ clear: right; /* LTR */ } .item-list .title { font-weight: bold; } .item-list ul { margin: 0 0 0.75em 0; padding: 0; } .item-list ul li { margin: 0 0 0.25em 1.5em; /* LTR */ padding: 0; list-style: disc; } ol.task-list li.active { font-weight: bold; } .form-item { margin-top: 1em; margin-bottom: 1em; } tr.odd .form-item, tr.even .form-item { margin-top: 0; margin-bottom: 0; white-space: nowrap; } tr.merge-down, tr.merge-down td, tr.merge-down th { border-bottom-width: 0 !important; } tr.merge-up, tr.merge-up td, tr.merge-up th { border-top-width: 0 !important; } .form-item input.error, .form-item textarea.error, .form-item select.error { border: 2px solid red; } .form-item .description { font-size: 0.85em; } .form-item label { display: block; font-weight: bold; } .form-item label.option { display: inline; font-weight: normal; } .form-checkboxes, .form-radios { margin: 1em 0; } .form-checkboxes .form-item, .form-radios .form-item { margin-top: 0.4em; margin-bottom: 0.4em; } .marker, .form-required { color: #f00; } .more-link { text-align: right; /* LTR */ } .more-help-link { font-size: 0.85em; text-align: right; /* LTR */ } .nowrap { white-space: nowrap; } .item-list .pager { clear: both; text-align: center; } .item-list .pager li { background-image:none; display:inline; list-style-type:none; padding: 0.5em; } .pager-current { font-weight:bold; } .tips { margin-top: 0; margin-bottom: 0; padding-top: 0; padding-bottom: 0; font-size: 0.9em; } dl.multiselect dd.b, dl.multiselect dd.b .form-item, dl.multiselect dd.b se= lect { font-family: inherit; font-size: inherit; width: 14em; } dl.multiselect dd.a, dl.multiselect dd.a .form-item { width: 8em; } dl.multiselect dt, dl.multiselect dd { float: left; /* LTR */ line-height: 1.75em; padding: 0; margin: 0 1em 0 0; /* LTR */ } dl.multiselect .form-item { height: 1.75em; margin: 0; } /* ** Inline items (need to override above) */ .container-inline div, .container-inline label { display: inline; } /* ** Tab navigation */ ul.primary { border-collapse: collapse; padding: 0 0 0 1em; /* LTR */ white-space: nowrap; list-style: none; margin: 5px; height: auto; line-height: normal; border-bottom: 1px solid #bbb; } ul.primary li { display: inline; } ul.primary li a { background-color: #ddd; border-color: #bbb; border-width: 1px; border-style: solid solid none solid; height: auto; margin-right: 0.5em; /* LTR */ padding: 0 1em; text-decoration: none; } ul.primary li.active a { background-color: #fff; border: 1px solid #bbb; border-bottom: #fff 1px solid; } ul.primary li a:hover { background-color: #eee; border-color: #ccc; border-bottom-color: #eee; } ul.secondary { border-bottom: 1px solid #bbb; padding: 0.5em 1em; margin: 5px; } ul.secondary li { display: inline; padding: 0 1em; border-right: 1px solid #ccc; /* LTR */ } ul.secondary a { padding: 0; text-decoration: none; } ul.secondary a.active { border-bottom: 4px solid #999; } /* ** Autocomplete styles */ /* Suggestion list */ #autocomplete { position: absolute; border: 1px solid; overflow: hidden; z-index: 100; } #autocomplete ul { margin: 0; padding: 0; list-style: none; } #autocomplete li { background: #fff; color: #000; white-space: pre; cursor: default; } #autocomplete li.selected { background: #0072b9; color: #fff; } /* Animated throbber */ html.js input.form-autocomplete { background-image: url(../../misc/throbber.gif); background-repeat: no-repeat; background-position: 100% 2px; /* LTR */ } html.js input.throbbing { background-position: 100% -18px; /* LTR */ } /* ** Collapsing fieldsets */ html.js fieldset.collapsed { border-bottom-width: 0; border-left-width: 0; border-right-width: 0; margin-bottom: 0; height: 1em; } html.js fieldset.collapsed * { display: none; } html.js fieldset.collapsed legend { display: block; } html.js fieldset.collapsible legend a { padding-left: 15px; /* LTR */ background: url(../../misc/menu-expanded.png) 5px 75% no-repeat; /* LTR */ } html.js fieldset.collapsed legend a { background-image: url(../../misc/menu-collapsed.png); /* LTR */ background-position: 5px 50%; /* LTR */ } /* Note: IE-only fix due to '* html' (breaks Konqueror otherwise). */ * html.js fieldset.collapsed legend, * html.js fieldset.collapsed legend *, * html.js fieldset.collapsed table * { display: inline; } /* For Safari 2 to prevent collapsible fieldsets containing tables from dis= sapearing due to tableheader.js. */ html.js fieldset.collapsible { position: relative; } html.js fieldset.collapsible legend a { display: block; } /* Avoid jumping around due to margins collapsing into collapsible fieldset= border */ html.js fieldset.collapsible .fieldset-wrapper { overflow: auto; } /* ** Resizable text areas */ .resizable-textarea { width: 95%; } .resizable-textarea .grippie { height: 9px; overflow: hidden; background: #eee url(../../misc/grippie.png) no-repeat center 2px; border: 1px solid #ddd; border-top-width: 0; cursor: s-resize; } html.js .resizable-textarea textarea { margin-bottom: 0; width: 100%; display: block; } /* ** Table drag and drop. */ .draggable a.tabledrag-handle { cursor: move; float: left; /* LTR */ height: 1.7em; margin: -0.4em 0 -0.4em -0.5em; /* LTR */ padding: 0.42em 1.5em 0.42em 0.5em; /* LTR */ text-decoration: none; } a.tabledrag-handle:hover { text-decoration: none; } a.tabledrag-handle .handle { margin-top: 4px; height: 13px; width: 13px; background: url(../../misc/draggable.png) no-repeat 0 0; } a.tabledrag-handle-hover .handle { background-position: 0 -20px; } /* ** Teaser splitter */ .joined + .grippie { height: 5px; background-position: center 1px; margin-bottom: -2px; } /* Keeps inner content contained in Opera 9. */ .teaser-checkbox { padding-top: 1px; } div.teaser-button-wrapper { float: right; /* LTR */ padding-right: 5%; /* LTR */ margin: 0; } .teaser-checkbox div.form-item { float: right; /* LTR */ margin: 0 5% 0 0; /* LTR */ padding: 0; } textarea.teaser { display: none; } html.js .no-js { display: none; } /* ** Progressbar styles */ .progress { font-weight: bold; } .progress .bar { background: #fff url(../../misc/progress.gif); border: 1px solid #00375a; height: 1.5em; margin: 0 0.2em; } .progress .filled { background: #0072b9; height: 1em; border-bottom: 0.5em solid #004a73; width: 0%; } .progress .percentage { float: right; /* LTR */ } .progress-disabled { float: left; /* LTR */ } .ahah-progress { float: left; /* LTR */ } .ahah-progress .throbber { width: 15px; height: 15px; margin: 2px; background: transparent url(../../misc/throbber.gif) no-repeat 0px -18px; float: left; /* LTR */ } tr .ahah-progress .throbber { margin: 0 2px; } .ahah-progress-bar { width: 16em; } /* ** Formatting for welcome page */ #first-time strong { display: block; padding: 1.5em 0 .5em; } /* ** To be used with tableselect.js */ tr.selected td { background: #ffc; } /* ** Floating header for tableheader.js */ table.sticky-header { margin-top: 0; background: #fff; } /* ** Installation clean URLs */ #clean-url.install { display: none; } /* ** For anything you want to hide on page load when JS is enabled, so ** that you can use the JS to control visibility and avoid flicker. */ html.js .js-hide { display: none; } /* ** Styles for the system modules page (admin/build/modules) */ #system-modules div.incompatible { font-weight: bold; } /* ** Styles for the system themes page (admin/build/themes) */ #system-themes-form div.incompatible { font-weight: bold; } /* ** Password strength indicator */ span.password-strength { visibility: hidden; } input.password-field { margin-right: 10px; /* LTR */ } div.password-description { padding: 0 2px; margin: 4px 0 0 0; font-size: 0.85em; max-width: 500px; } div.password-description ul { margin-bottom: 0; } .password-parent { margin: 0 0 0 0; } /* ** Password confirmation checker */ input.password-confirm { margin-right: 10px; /* LTR */ } .confirm-parent { margin: 5px 0 0 0; } span.password-confirm { visibility: hidden; } span.password-confirm span { font-weight: normal; } ------=_NextPart_000_0000_4A61182C.D3B178B5 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/system/system-menus.css?5 /* $Id: system-menus.css,v 1.1 2007/10/05 14:50:25 goba Exp $ */ ul.menu { list-style: none; border: none; text-align:left; /* LTR */ } ul.menu li { margin: 0 0 0 0.5em; /* LTR */ } li.expanded { list-style-type: circle; list-style-image: url(../../misc/menu-expanded.png); padding: 0.2em 0.5em 0 0; /* LTR */ margin: 0; } li.collapsed { list-style-type: disc; list-style-image: url(../../misc/menu-collapsed.png); /* LTR */ padding: 0.2em 0.5em 0 0; /* LTR */ margin: 0; } li.leaf { list-style-type: square; list-style-image: url(../../misc/menu-leaf.png); padding: 0.2em 0.5em 0 0; /* LTR */ margin: 0; } li a.active { color: #000; } td.menu-disabled { background: #ccc; } ul.links { margin: 0; padding: 0; } ul.links.inline { display: inline; } ul.links li { display: inline; list-style-type: none; padding: 0 0.5em; } .block ul { margin: 0; padding: 0 0 0.25em 1em; /* LTR */ } ------=_NextPart_000_0000_4A61182C.D3B178B5 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/user/user.css?5 /* $Id: user.css,v 1.7 2007/06/21 04:38:41 unconed Exp $ */ #permissions td.module { font-weight: bold; } #permissions td.permission { padding-left: 1.5em; /* LTR */ } #access-rules .access-type, #access-rules .rule-type { margin-right: 1em; /* LTR */ float: left; /* LTR */ } #access-rules .access-type .form-item, #access-rules .rule-type .form-item { margin-top: 0; } #access-rules .mask { clear: both; } #user-login-form { text-align: center; } #user-admin-filter ul { list-style-type: none; padding: 0; margin: 0; width: 100%; } #user-admin-buttons { float: left; /* LTR */ margin-left: 0.5em; /* LTR */ clear: right; /* LTR */ } #user-admin-settings fieldset .description { font-size: 0.85em; padding-bottom: .5em; } /* Generated by user.module but used by profile.module: */ .profile { clear: both; margin: 1em 0; } .profile .picture { float: right; /* LTR */ margin: 0 1em 1em 0; /* LTR */ } .profile h3 { border-bottom: 1px solid #ccc; } .profile dl { margin: 0 0 1.5em 0; } .profile dt { margin: 0 0 0.2em 0; font-weight: bold; } .profile dd { margin: 0 0 1em 0; } ------=_NextPart_000_0000_4A61182C.D3B178B5 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/sites/all/modules/cck/theme/content-module.css?5 /* $Id: content-module.css,v 1.1.2.6 2009/03/14 18:45:38 yched Exp $ */ /* Node display */ .field .field-label, .field .field-label-inline, .field .field-label-inline-first { font-weight:bold; } .field .field-label-inline, .field .field-label-inline-first { display:inline; } .field .field-label-inline { visibility:hidden; } /* Node form display */ .node-form .content-multiple-table td.content-multiple-drag { width:30px; padding-right:0;/*LTR*/ } .node-form .content-multiple-table td.content-multiple-drag a.tabledrag-han= dle{ padding-right:.5em;/*LTR*/ } .node-form .content-add-more .form-submit{ margin:0; } .node-form .number { display:inline; width:auto; } .node-form .text { width:auto; } /* CSS overrides for Views-based autocomplete results. - #autocomplete uses "white-space:pre", which is no good with Views' template-based rendering - Field titles are rendered with in default templates, but we don't want the 'form' styling it gets under .form-item */ .form-item #autocomplete .reference-autocomplete { white-space:normal; } .form-item #autocomplete .reference-autocomplete label { display:inline; font-weight:normal; } /* 'Manage fields' overview */ #content-field-overview-form .advanced-help-link, #content-display-overview-form .advanced-help-link { margin: 4px 4px 0 0;/*LTR*/ } #content-field-overview-form .label-group, #content-display-overview-form .label-group, #content-copy-export-form .label-group { font-weight: bold; } table#content-field-overview .label-add-new-field, table#content-field-overview .label-add-existing-field, table#content-field-overview .label-add-new-group { float: left;/*LTR*/ } table#content-field-overview tr.content-add-new .tabledrag-changed { display: none; } table#content-field-overview tr.content-add-new .description { margin-bottom: 0; } table#content-field-overview .content-new { font-weight: bold; padding-bottom: .5em; } /* 'Advanced help' pages */ .advanced-help-topic h3, .advanced-help-topic h4, .advanced-help-topic h5, .advanced-help-topic h6 { margin:1em 0 .5em 0; } .advanced-help-topic dd { margin-bottom: .5em; } .advanced-help-topic span.code { background-color:#EDF1F3; font-family:"Bitstream Vera Sans Mono",Monaco,"Lucida Console",monospace; font-size:0.9em; padding:1px; } .advanced-help-topic .content-border { border:1px solid #AAA } ------=_NextPart_000_0000_4A61182C.D3B178B5 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/sites/all/modules/fckeditor/fckeditor.css?5 .rteindent1 { margin-left: 40px; } .rteindent2 { margin-left: 80px; } .rteindent3 { margin-left: 120px; } .rteindent4 { margin-left: 160px; } .rteleft { text-align: left; } .rteright { text-align: right; } .rtecenter { text-align: center; } .rtejustify { text-align: justify; } .image_assist{ background-color: #eeeeee; background-repeat: no-repeat; background-image: url(plugins/imgassist/imgassist.gif); background-position: 50% 50%; border: 1px dashed #dddddd; } .ibimage_left { float: left; } .ibimage_right { float: right; } ------=_NextPart_000_0000_4A61182C.D3B178B5 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/sites/all/modules/filefield/filefield.css?5 /* $Id: filefield.css,v 1.21 2009/04/08 20:04:52 quicksketch Exp $ */ /** * Overall styles */ /** * Formatter styles */ .filefield-icon { float: left; /* RTL */ margin-right: 0.4em; /* RTL */ } /* End formatter styles. */ /** * General widget form styles (applicable to all widgets). */ .filefield-element { margin: 1em 0; white-space: normal; } .filefield-element .widget-preview { float: left; /* RTL */ padding-right: 10px; /* RTL */ border-right: 1px solid #CCC; /* RTL */ margin-right: 10px; /* RTL */ max-width: 30%; } .filefield-element .widget-edit { float: left; /* RTL */ max-width: 70%; } .filefield-element .filefield-preview { width: 16em; overflow: hidden; } .filefield-element .widget-edit .form-item { margin: 0 0 1em 0; } .filefield-element input.form-submit, .filefield-element input.form-file { margin: 0; } .filefield-element input.progress-disabled { float: none; display: inline; } .filefield-element div.ahah-progress, .filefield-element div.throbber { display: inline; float: none; padding: 1px 13px 2px 3px; /* RTL */ } .filefield-element div.ahah-progress-bar { display: none; margin-top: 4px; width: 28em; padding: 0; } .filefield-element div.ahah-progress-bar div.bar { margin: 0; } /* End general widget form styles. */ /** * Generic file edit widget styles. 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------=_NextPart_000_0000_4A61182C.D3B178B5 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/sites/all/themes/zeropoint/css/layout-variable.css?5 /* layout.css, v2.3 2009/2/15=20 * * ZERO POINT theme, for Drupal 6 * Dr. Florian Radut, florian[at]radut.net */ /* MAIN PAGE STRUCTURE */ /* ... see layout.css To modify the side column widths and the col divider widths, the values tha= t are marked=20 "Critical Left (Right) divider dimension value =3D cLddv (cRddv)" and=20 "Critical Left (Right) col width value =3D cLcwv (cRcwv) also refer to the= desired mod MUST be changed as a group. */ body.layout-left-main-right .outer { margin-left: 204px; /*** cLcwv ***/ margin-right: 278px; /*** cLcwv ***/ } body.layout-left-main .outer { margin-left: 294px; /*** cLcwv ***/ } body.layout-main-right .outer { margin-right: 344px; /*** cLcwv ***/ } .float-wrap { float: left; width: 100%; } .colmain { float: right; width: 100%; } .colleft { 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"you were born ugly and youl die ugly to= o": Cyber-bullying as relational aggression