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A replication incorporating new Internet trends Increased time spent online in combination with current Internet trends such as social networking have led to new risks for online harassment. This problem has been given much attention for adolescents, but little has been done to describe the risks of online harassment experienced by young adults, even though they exhibit Internet behavior comparable to adolescents. This study is in part a replication of a previous study that surveyed online harassment within a college population (Finn 2004). Three questions are addressed: (1) What is the prevalence of online harassment among undergraduate students at a large southwestern university? (2) What is the relationship between the senders and receivers of harassing communications? (3) What are the demographic and computer use variables associated with increased risk of online harassment? A cross-sectional survey was administered to a convenience sample of 420 undergraduates, and the final response rate was 81.4 percent (n ¼ 342). Survey questions included items from the Finn (2004) study, and new questions about technological trends. The Finn study reported a 16.2 percent rate of online harassment compared to 43.3 percent in the current study. Computer use variables were significant in predicting the likelihood of being harassed online, e.g. time on social networking sites, owning an Internet connected phone, and having ever sent a sext message; overall demographic variables were not significant. Online harassment is an issue deserving attention from researchers, lawmakers, parents, and university communities. Further research should investigate how students are coping with harassment, including reporting practices. Evidence-based interventions targeting this emerging issue are greatly needed.

We examined experiences with technology and dating conflict among Mexican American (MA) adolescents (ages 15-17 years) using mixed qualitative methodologies. Focus groups, divided by three levels of acculturation and gender (N = 20), and videotaped observations of couples (N = 34), found that technology (i.e., cell phones, social media) afforded adolescents increased visibility of their partners' day-to-day peer interactions. Feelings of romantic jealousy resulted in text message harassment and the expectation of immediate technology-facilitated contact. Females were more flirtatious as well as emotionally affected by jealousy resulting from social media sites, and males set rules regarding other-sex texting. Social media was particularly salient among more highly acculturated youth. Online spaces offered an opportunity for outside parties to observe unhealthy relationships and to offer support.

Online harassment is a growing problem. Among college students, 43% report some experience receiving harassing messages. Previous research has shown negative online experiences to be typical among "emerging adults" (especially college students), and these incidents may be related to normative developmental behaviors, such as "on-again-off-again" romantic relationships. Study hypotheses were derived from previous research. Undergraduate student respondents ( N = 342) were surveyed about their experiences with online harassment, emotional responses to online harassment, and their relationship with the sender of harassing messages. Findings suggest that online harassment is linked to issues of intimate partner violence. Those who were harassed by a partner reported feelings of depression and anxiety. Using a gendered framework to explore online harassment is warranted because young women who are 18 to 29 years of age have higher rates of intimate partner violence than other demographic groups. Findings suggest future research is needed to understand the time ordering of these issues.

Purpose-Education initiatives require substantive changes for history, social studies, English, and language arts teachers of any grade level. History and social studies teachers are to integrate multiple texts from diverse perspectives, which increases teachers' uses of trade books and primary sources; English and language arts teachers are to spend half their allotted time on non-fiction topics, which enhances the position of historical content. The compulsory changes are not accompanied with ready-made curricula. Trade books are a logical starting point for teachers inexperienced with the new expectations, yet, research indicates that historical inaccuracies and misrepresentations frequently emerge. The paper aims to discuss these issues. Design/methodology/approach-The authors' inquiry explored trade books' historical representation of Franklin Delano Roosevelt, America's longest serving president. The data pool was organized by early grades (Kindergarten-4), middle grades (5-8), and high school (9-12) to contrast patterns of representation between and within grade ranges. Findings-Findings included patterns of representation regarding Roosevelt's noteworthiness and accomplishments, advantages and assistances, and moral and political mistakes. Social implications-Classroom suggestions included guiding students to identify historical gaps and interrogate primary sources to fill these gaps. Originality/value-Similar research has not been conducted on this historical figure.

Purpose History-based trade books are an essential classroom option for social studies and English teachers. Professional organizations in history, social studies, English, reading and literature promote these engaging, age-appropriate secondary sources. Research suggests that misrepresentations appear often within history-based curricula, yet the majority of empirical studies have been completed on textbooks. The purpose of this paper is to examine the historical representation of Thomas Jefferson within trade books. Design/methodology/approach The data sample included trade books targeting various ages to make comparisons within and between grade ranges; the authors selected books published in distinctly different years to examine how Jefferson’s historical representation changed over time. The mixed methods content analysis used both open coding and axial coding. Findings Findings included sanitized versions of slavery at Monticello and omissions of his relationship with Sally Hemings. Date of publication, particularly those published after 1999 as new scientific evidence emerged linking Hemings and Jefferson, and intended audience shaped patterns of representation about Jefferson’s privileged social position, authorship of the Declaration of Independence, political philosophy and involvement in the American Revolution, to mention a few. Heroification, a common historical misrepresentation, did not appear. Research limitations/implications Limitations included: uneven portions of the data pool as children’s and young adult trade books were not common in early and mid-twentieth century; organization of books by grade range is problematic due to inexact nature of ranking narratives’ complexity; and definitive conclusions cannot emerge from a single study. Future research should consider how trade books represent other historical figures, particularly slave-owning American presidents. Practical implications Practical suggestions, such as how to address misrepresentations using primary sources, are offered. Originality/value Thomas Jefferson, undoubtedly an impactful American, is frequently included in elementary, middle level and high school curriculum. The authors examined Jefferson’s historical representation within trade books.

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