Assessing the environmental impacts of wildlife television programmes

The spatial imagination, critics have long contended, is fundamental to literary practice and readerly experience. This topic has been invigorated by the spatial turn in the humanities and social sciences, propelled in part by the climate emergency, the dazzling explosion of ecocritical approaches, and the development of technologies such as GIS. These two books demonstrate the fruitfulness of the spatial turn for US literary studies.Soto would have much to say about the census’s prominence in contemporary political discourse, given the Trump administration’s efforts to place a citizenship question on the census as evident strategy of racial disenfranchisement. Soto’s book examines the historical power of census data to put African Americans on the map, literally and culturally. In skillfully crafted chapters, he argues that “African American identity as we today understand it solidified” a century ago in response to the US census, which enabled the “conceptual linkage of abstract geopolitical space and racialized social identity” (2). The book establishes the role of the census in engendering the “the ‘Negro’” as both “an enfranchised US citizen and an object of social-scientific concern” (4); Soto highlights W. E. B. Du Bois’s reliance on census data as he aimed to systematize the empirical study of African Americans, incorporating the census prominently into groundwork for “what we now call African American studies” (31). Soto argues further that Harlem Renaissance literature was at once shaped by and complicated the Census Bureau’s “shifting taxonomy of racial difference” (2). Soto foregrounds an argument about place; especially with the introduction of the census tract in 1910, the census anchored racial identity in specific geographic locations, “down to the [ . . . ] city block,” so that “Harlem” became a “metonym” for urban American blackness (2–3).Chapter 1 surveys the racial history of the US Census, starting with slavery, since the founders devised the decennial census partly to adjudicate the Three-Fifths Compromise. Chapter 2 considers census tract data from the 1920s and 1930s documenting a significantly unequal sex ratio in Harlem; arguing that this data illuminates sexual plots in a range of Harlem Renaissance fictions, Soto offers a geostatistical (rather than, say, psychoanalytic) reading of black female desire. Chapter 3 links Harlem Renaissance authors’ robust vocabulary for skin color—and the popularity of “interracial literature” and passing narratives—with the “Census Bureau’s obsession with blood fraction racial identities” (76) at the turn of the century. This kaleidoscope of skin color was enhanced by Harlem’s internationalization, both registered and hidden by census data, which did not separate out Afro-diaspora immigrants from native-born blacks until 1930. Chapter 4 demonstrates that Harlem’s robust internationalization, in tension with the rise of a singular “New Negro” identity, was rendered invisible by the emerging framework of a Great Migration from the South as defining black identity and culture; “the institutionalization of great migration discourse” (101) forged “regionally distinct environments and customs into a singular racial experience” (114). Chapter 5 turns to space, rather than time, to specify the Harlem Renaissance’s modernity. Just as the urban grid epitomized the modernity of New York and made it a reproducible “template for future urban development” (132) elsewhere, it consolidated Harlem’s racial meaning as locus of the “New Negro,” evidencing the black community’s “forward-looking potential” (146) and constituting a portable signifier for modern blackness (144–6). Harlem’s identity as “symbolic center for African American culture” is epitomized by sociologist E. Franklin Frazier’s map of Harlem as series of concentric circles (151), promoting Harlem’s “representative” status while obscuring other coordinates of black life (149).Tracking relays between the census and the literary, Soto devises the term the “geostatistical imagination” to designate “fictive” qualities of the census; for example, until 1965 racial identity was determined by the census enumerator, not self-reported, giving free play to the racial gaze. Soto’s overarching argument is that the census makes black life visible (154) but inflicts “one-dimensional status” on its subjects by “tabulat[ing] and objectify[ing]” racial identity (160–61). In assessing this reification of identity, Soto briefly references Benedict Anderson’s classic work on the census, though the import of what Anderson calls the “demographic topography” imposed by the (colonial) census is not elaborated. Given the focus on population, I was surprised by the absence of a biopolitical framework for assessing the census’s political and cultural efficacy. Situating the project in that conversation (for example, the vital existing scholarship on the nineteenth-century census as a biopolitical project) would sharpen the stakes of Soto’s argument and illuminate the significance of the census’s “linkage of abstract geopolitical space and racialized social identity” (2) beyond the problem of delimiting identity (e.g., its role in visualizing Harlem as what Kenneth Clark called a “dark ghetto” and mapping racialized zones of life and death).Greyser’s very different book draws on new materialism and affect theory to specify spatial, material dimensions of sympathy as “grounds for the production of the self”: “sentimentalists evoked sympathy to express a desire for a place that was both territorial and emotional—what I call an affective geography” (1). (Greyser’s cover illustration, a colorful antebellum lithograph imaging a woman’s heart as mappable terrain, strikingly emblematizes this concept.) This “affective geography” is evident in sympathy’s “spatializing figures” (74)—of physical proximity, putting oneself in the “place” of (or being “touched” by) another—a spatial orientation she calls “intimacy across distance” (2). Greyser thus presents the sentimental as a mode of “inter-corporeality” that bridges spaces between bodies, human and otherwise; sentimentalism “blur[s] expression of grief and suffering from those who experience pain” with the feelings of “witnesses who feel for and imaginatively as them” while animating bodies and spaces not usually considered “sensible” at all (31). Geyser turns to affect theory to envision sympathy as an “intensity” that encompasses “our power to affect the world around us and our power to be affected by it” (4). She also turns to the overlapping body of new materialist theory, which complicates models of human agency and theorizes our bodily continuity with the natural and material world. For Greyser, the material world is indeed “vibrant matter,” charged with affect, and sentimental texts register that vitality. Sentimentalism’s tendency to “slide one subject’s story into another’s” (85) can hazard colonization or exploitation or engender reciprocal, mutually enlivening contact: “the positive ethical bind and the negative exploitative bind are both legible in mixed and at times incommensurate composition of affective geographies” (74).Chapter 1 examines Cherokee and Anglo discourses to consider the “trail of tears” as a lens onto how “removal policy was caught up in sentimentalism over the course of the nineteenth century” (30). The trail’s sentimental “geoaffect” derives in part from Native epistemologies, “Indigenous views of animacy” and “relational kinships” (36) between human and natural worlds. Chapter 2 examines The Narrative of Sojourner Truth (1850) as a collaborative text that reveals interlocutors’ affective investments in Truth and how “white rhetors and rhetors of color co-created the sentimental” (64–65). Affective geography now takes the flavor of feminist ethics; Greyser returns to a familiar scholarly understanding of the sentimental attuned to racialized power relations of female abolitionism, though she employs affect theory to frame this in fresh ways. The intersubjective space of the text becomes a key “ground” of sympathy; Greyser turns to scholarship on book culture to explore “fantasies of communion” mobilized in and by the Narrative (68). Chapter 3, on The Scarlet Letter (1850) by Nathaniel Hawthorne and its “Custom House” preface, examines how Hawthorne’s physical encounter with the scarlet “A,” recounted in the preface, “draws Hawthorne into Prynne’s story,” and is described in the language of sympathy; “the sentimental turns the sensation of touch into a literary and emotional sense of the touching” (94). Although desired, “sensory immediacy” with Hester threatens to “overwhelm masculine sovereignty and autonomous authorship” (94)—a dynamic that shapes the novel’s charged intersubjective spaces. Chapter 4 turns to emplotment of the “New Southwest,” focusing on the work of Maria Amparo Ruiz de Burton and Sarah Winnemucca Hopkins. Both leveraged sentimentalism “to contest US imperialist and settler colonial politics and practices” (126), exposing Anglo constructions of “sympathetic incorporation as heartless eradication and displacement” while figuring lasting affective ties between displaced people and the land (127). Chapter 5 joins longstanding critical debates about the sentimental aspects of Our Nig by Harriet E. Wilson (1859); Greyser does not so much present a new argument about the text’s sentimentality as reframe that analysis in new materialist terms. Wilson’s economic appeal to readers construes sympathy as “reciprocal and radically material” (164), while the novel is “deliberate in its considerations of affective flows as enlivening and deadening” (167): the Belmont home is toxic, and Wilson struggles to situate her protagonist (and her text) in environments of replenishment and care. “Dog and book, pen and page, become . . . vital sites of sympathy in an unsympathetic world” (165).Greyser’s training in the history of rhetoric is apparent in her breadth of sources, from literary texts to letters, journals, government and legal documents, newspaper articles, and maps, as well as visual cultural forms. But especially given this impressive range—and the array of theoretical discourses Greyser draws on—greater precision is needed when defining her central categories, especially sentimentalism and sympathy. Sentimentalism seems to characterize any textual passage where feeling is evident; similarly, sympathy seems equated with affect. The effects of the sentimental seem equally fluid; chapter 5, where sympathy is a vehicle of black women’s enforced carework and emotional labor, interprets sympathy biopolitically; while in chapters 1 and 4, sympathy encompasses Indigenous ideas of animism and ecokinship. The book’s larger argument, that sympathy could be put to “ethical” or “exploitative” (e.g. 25, 74) use, is not far removed from Lora Romero’s argument about sentimental biopower decades ago. Greater engagement with related studies (e.g., Kyla Schuller’s careful account of sentimentalism as a mechanism of biopower) would enhance this imaginative study, throwing into relief ways Greyser’s “affective geographies” are truly pathbreaking.

In this globalization era, institutions are developing strategies including international service-learning pedagogies to integrate global perspectives and dimensions into the learning and teaching processes to develop students' capacity in intercultural competence. This study aimed to assess the students' intercultural learning outcome through provision of orthotic community service to the less-privileged children. A Hong Kong-based university collaborated with 2 American universities to conduct an orthotic community service program for the children with cerebral palsy in mainland China. In the process of service delivery, the students with different backgrounds worked closely and students' professional knowledge, intercultural understanding, and communication skills were evaluated. A mixed-method approach was adopted to investigate on how this international program could facilitate meaningful interactions in clinical practices. Preprogram and postprogram surveys and focus group interviews were conducted. Statistical analyses were performed on the quantitative data, while interview data were analyzed thematically. A comparison of preprogram and postprogram surveys showed that the students perceived this community service program important for enhancement of their capabilities to communicate with people from other cultures (n = 39, p < 0.05). It also showed an increase in local students' willingness to work with people from other cultures. Some themes related to intercultural competences were identified from the interview: "intercultural awareness, understanding, and communication" as well as openness to work/socialize with people from other cultures." This study demonstrated that an international community service program could initiate positive changes in students' intercultural communication capability and interest to work with culturally different people.

Awareness about the dangers of cigarettes and their impact on the environment is an important aspect in efforts to maintain public health and nature preservation. Strong counseling and education is key in building this awareness. This community service aims to build public awareness about the dangers of cigarettes to human health and the environment and encourage positive actions to reduce their negative impacts. The methods used in community service include three stages, namely the planning stage, the implementation stage, and the evaluation stage. In conclusion, with joint commitment from various parties, we can build strong awareness about the dangers of cigarettes and encourage positive changes in people's behavior, both in terms of personal health and environmental conservation. First, robust and ongoing education about the dangers of cigarettes should be a key focus. By providing robust and relevant information, the public can understand the serious consequences of smoking and why it is important to avoid it. Then, a community-based approach involving families, schools, communities, and workplaces is important. Collaboration between stakeholders is needed to create a culture that does not support cigarette consumption

Although many studies have been conducted to assess the knowledge and practices among healthcare workers, high-risk groups or medical students, very few studies have been conducted among college students from non-medical backgrounds. Our study aimed to assess the knowledge, attitudes and perception about human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) among the college students of the Mumbai region and to determine their association with the socio-demographic variables. A cross-sectional online and offline questionnaire survey was conducted among 401 college students from the month of August 2022 to October 2022. Mean score and percentage were used to analyse the data. About 82.04% of participants exhibited good knowledge about HIV transmission and prevention, while 46.38% had a positive attitude towards HIV. Age, gender, religion and education had not influenced either knowledge or attitude significantly. Overall, knowledge score had a weak positive correlation with attitude of the participants. Our study findings indicate that a holistic approach covering knowledge, psychological and societal health aspects is necessary among youth in India for positive changes in people's behaviour and achieving HIV prevention and management goals which will benefit public health at large.

Tour guidance is a common task of social robots. Such a robot must be able to encourage the participation of people who are not directly interacting with it. We are particularly interested in encouraging people to overhear its interaction with others, since it has often been observed that even people who hesitate to interact with a robot are willing to observe its activity. To encourage such participation as bystanders, we developed a robot that walks backwards based on observations of human tour guides. Our developed system uses a robust human tracking system that enables a robot to guide people by walking forward/backward and allows us to scrutinize people's behavior after the experiment. We conducted a field experiment to compare the ratios of overhearing in "walking forward" and "walking backward." The experimental results revealed that in fact people do more often overhear the robot's conversation in the "walking backward" condition.

Tour guidance is a common task of social robots. Such a robot must be able to encourage the participation of people who are not directly interacting with it. We are particularly interested in encouraging people to overhear its interaction with others, since it has often been observed that even people who hesitate to interact with a robot are willing to observe its activity. To encourage such participation as bystanders, we developed a robot that walks backwards based on observations of human tour guides. Our developed system uses a robust human tracking system that enables a robot to guide people by forward/backward and allows us to scrutinize people's behavior after the experiment. We conducted a field experiment to compare the ratios of overhearing in walking forward and walking backward. The experimental results revealed that in fact people do more often overhear the robot's conversation in the walking backward condition.

Parent-Child Interaction Therapy (PCIT) is an evidence-based method for reducing disruptive behavior in children and improving parent management of behavior. PCIT is a form of behavioral intervention that can be used in clinical, home and school settings. Although initially designed for intervention related to oppositional defiant disorder and conduct disorder, PCIT has been found to be a promising intervention for addressing behavioral issues among children with special needs. We present methods, research-based instructions and a case example of PCIT with a child diagnosed with autism. This article is intended to assist professional counselors in designing appropriate interventions for both children and parents.Keywords: autism, parent-child interaction therapy, special needs, behavioral intervention, case exampleCounseling techniques for children stem from a myriad of theoretical perspectives, and professional counselors are often in the unique position to provide systems intervention and training to families when a child has disruptive behavior. Despite the seniority of behaviorism in the field of psychology, behavioral family approaches have only recently been acknowledged as an effective practice in professional counseling. According to Gladding (2011), the following three premises underlie behavioral family counseling: (a) all behaviors are learned, (b) maladaptive behaviors are the target for change and (c) not everyone in the family has to be treated for change to occur. With these assumptions, it is easily deduced that the following also are true: (a) behavior can be unlearned and that new behaviors can be taught, (b) underlying, unresolved issues are not the key components of treatment, and (c) positive changes for one family member will impact the entire family system and surrounding ecology.When working with children of preschool or early elementary age, it is important to directly involve the child's caregivers. Parents' influence on their children is significant and some parenting practices may exacerbate some children's problems (McNeil & Hembree-Kigin, 2010). Behavioral family counseling models recognize the relationship between the child's behavior and the family system. One behavioral family counseling technique, Parent-Child Interaction Therapy (PCIT), helps families work together with their children in reaching therapeutic goals. PCIT involves teaching parents some fundamental relationship-building strategies, including therapeutic play techniques for parents to use in the home environment (Johnson, Franklin, Hall, & Prieto, 2000). The clinician typically teaches and models PCIT techniques for the parents over the course of 8-10 weeks.The purpose of this article is to demonstrate the practicality of PCIT as a component of behavioral family counseling, to facilitate the professional counselor's understanding of the model through a review of PCIT and to illustrate the utility of this model for children with special needs through a case study.An Overview of PCITPCIT (Neary & Eyberg, 2002) is an assessment-driven form of behavioral parent training designed for families with preschool-aged children. We present a brief overview of PCIT, define the key components integral to the process, provide the framework for implementation and discuss the application of PCIT to special populations. The core of PCIT is twofold-to create nurturing parent-child relationships and to model prosocial behaviors while increasing a child's appropriate, compliant behaviors (Eyberg & Boggs, 1989). Play therapy skills are introduced to parents within the PCIT model to enhance the relationship between the parent and child. Additionally, PCIT cultivates problem-solving skills with parents who can then generalize gains made in the therapeutic milieu into the family environment. Similar to other models of family counseling, PCIT begins with the assessment process. Counselors using PCIT collect psychosocial information from the family through either structured or semi structured clinical interviews. …

The relative effectiveness of self-management programs for type 2 diabetes.

Islam is one of the largest religions practiced by people all over the world. One of its teachings is to guarantee the happiness of life for its adherents, both in this world and in the hereafter, which is reflected in the Quran and Hadith. In addition, Islam plays a very important role in the social life of the community, with various phenomena, circumstances, and social facts that exist around it. In daily social interactions, many advances occur and clearly affect people's behavior and attitude patterns. The research method used in this study is a literature study, namely by collecting data through understanding and analyzing theories from various related literature. The findings explain that by applying Islamic religious values in a real and consistent manner in society, we can see positive social changes. Education is a good character-building tool, in addition to functioning as a guideline for life. Islamic religious education also plays a filter role in dealing with negative impacts due to social changes that occur in society.

The development of information technology brings a change in society. The birth of social media caused people's behavior patterns to experience a shift in existing culture, ethics, and norms. Indonesia, with its large population and diverse ethnic, racial, and religious cultures, has a lot of potential for social change. This article aims to analyze the consequences caused by social media and aims to ensure that social media can be used more wisely by using literature methods in the form of a literature review. The data analysis technique in this article is to collect library data from national and international journals that are relevant to information technology. The results and conclusions in this writing are that the existence of social media has influenced social life in society. Changes in social relationships or as changes to the balance (equilibrium) of social relationships and all forms of changes in social institutions in a society, which affect the social system, including values, attitudes, and behavioral patterns between groups in society. Positive social changes such as ease of obtaining and conveying information, obtaining social and economic benefits. Meanwhile, social changes tend to be negative, such as the emergence of social groups in the name of religion, ethnicity and certain behavioral patterns which sometimes deviate from existing norms

Ecological Engineering, Industrial Ecology and Eco-Industrial Networking Aspects of Ship Recycling Sector in India

SP0135 Co-Designing A Mobile Internet Service for Self-Management of Physical Activity in Rheumatoid Arthritis

We thank Drs Hughes and Robertson [1] for their interest in our study [2]. We agree that the implementation process is crucial to successful and safe use of the criteria for bypassing the post-anaesthesia care unit (PACU). The success described in our study relies on a longstanding focus on fast-track surgery. External validity can be challenged due to differences in healthcare systems and the use of different enhanced recovery after surgery (ERAS) programmes and peri-operative guidelines at other institutions. In respect of this, we call for the use of evidence-based standardised international guidelines and ERAS programmes. The criteria were pragmatically chosen and developed in the pre-study implementation phase, in order to differentiate patients who were deemed at risk of developing postoperative events, and the differing results in the study groups are clearly affected by this, as was intended. The design of the bypassing structure builds on previous studies of PACU stay in hip and knee arthroplasty within our research group [3, 4]. We appreciate the suggestions to include hierarchical task analysis or failure mode effect analysis in future studies, but this was not considered in the current study. The staff on the ward had some initial concerns before implementation, but these quickly resolved on initiation of the bypassing method. No negative impact was identified in the PACU staff, and changes were well received, because several positive changes followed when resources in the PACU were freed for more extensive stays and better monitoring of other high-risk patients. Challenges that occurred on implementation were primarily concerns of alignment of postoperative scores, handover from the operating theatre to the ward, risk of postoperative urinary retention and availability of anaesthesia assistance on request from the ward staff. The ward used in the study is part of an active research centre and has had many years of extensive practice in ERAS principles before the study, with ongoing evidence-based changes implemented. The postoperative ward consists of single- and four-patient rooms. Patients are postoperatively monitored using the National Early Warning Score (NEWS) when they arrive on the ward and thereafter, with vital signs taken twice daily. If a patient deteriorates, observation frequency is increased according to the NEWS protocol. Postoperative analgesia followed the institutional guidelines in patients bypassing, as well as those admitted to, the PACU, and consisted of paracetamol 1 g 6 hourly, celecoxib 200 mg 12 hourly and rescue opioids. It is also important to mention the intra-operative use of a single dose of dexamethasone 25 mg and local infiltration analgesia (for knee arthroplasty) at the end of surgery. Healthcare staff on the ward comprises nurses, nursing students and nursing assistants. Staffing ratio is 1:5 during the day, decreasing in the evening and 1:10 on nightshifts. The bypassing criteria used have been received with interest from several other centres within Denmark but, to our knowledge, have not yet been implemented. We believe that the pragmatic design should be investigated in every fast-track centre, after careful consideration of the limitations in external validity, and we would welcome confirmatory studies.

Background: In recent research, affective learning environments and affective support have been receiving increasing attention for their roles in stimulating students’ learning outcomes. Despite its raising importance, little is known about affective support in educational contexts in developing countries. Moreover, international student assessment programmes (e.g. PISA and TIMSS) reveal poor science proficiency of students in most of those countries, which provokes the question of how to make positive changes in students’ perspectives and attitudes in science.Purpose: In the current study, the purpose was to investigate the relations among perceived teacher affective support (PTAS), academic emotions (academic enjoyment, academic anxiety, and academic hopelessness), academic self-efficacy and behavioural engagement in elementary school science classrooms in Turkey.Sample: A total of 633 fourth- and fifth-grade students in eight elementary schools in Istanbul, Turkey were participated in the study.Design and methods: A self-report questionnaire was administered to participating students. The data were analysed using structural equation modelling.Results: Findings showed that PTAS was both directly and indirectly related to the given variables. PTAS was found to be significantly positively associated with students’ academic enjoyment, academic self-efficacy and behavioural engagement and significantly negatively related to their academic anxiety and academic hopelessness in science classrooms. An important finding is that the total effect of PTAS on behavioural engagement, a factor strongly associated with academic success in all disciplines, was as strong as the effect of students’ perceived academic self-efficacy beliefs in science.Conclusions: Findings suggest that PTAS may help promoting positive emotions and motivation among students in science classrooms, eventually leading to more desirable attitudes and achievement outcomes in science. Teacher affective support deserves greater recognition from researchers, educational policy-makers, administrators and teachers to build better learning conditions for all students.

The internet has become an everyday tool to communicate and network with people around the globe, but its perceived anonymity, availability, and instant access have made it an environment conducive to spreading hateful content and connecting to like-minded individuals with similar hateful ideologies. Hate speech and other prejudice-motivated behavior, however, need to be considered on a continuum of victimization, and "like other social processes, [be seen as] dynamic and in a state of constant movement and change, rather than static and fixed" (Bowling, 1993, p. 238). It is a social process that is marked by multiple, repeat, and constant victimization (Bowling, 1993), with victims no longer distinguishing between specific hateful events, and rather normalizing experiences of hateful conduct "as an everyday, unwanted but routine reality of being 'different'" (Chakraborti, 2016, p. 581). Understanding hateful behavior and victimization as a process allows us to connect "low-level" incidents of hateful behavior to the more serious and life-threatening incidents at the more extreme end of the spectrum (Bowling & Phillips, 2002). The Christchurch attacks in New Zealand and their link to hateful communication on the online platform 8chan is only one such example of how online hate speech and cyberhate can escalate to "in real life" attacks, leaving the online sphere and spilling into the offline world. As per Allport's (1954) scale of prejudice, more extreme forms of prejudice-motivated violence are founded on "lower level" acts of prejudice and bias, therefore, hateful content online should not be ignored. Intervening online to interrupt or counter hateful behavior already at the lower end of the scale of prejudice becomes important; online interventions which are to be identified and synthesized through this systematic review. Allport's (1954) scale of prejudice will be the basis for this systematic review. Early on, Allport (1954) asserted that individuals with negative attitudes toward groups are likely to act out on these prejudices "somehow, somewhere" (p. 14), and that the more intense such negative attitudes are, the more hostile the action will be. Allport (1954) put forward a scale of acts of prejudice to illustrate different degrees of acting out negative attitudes, a scale that starts with antilocution (or what we call hate speech), described as explicitly expressing prejudices through negative verbal remarks to either friends or strangers (Allport, 1954). Avoidance is the next level on the scale of prejudice, with people avoiding members of certain groups, followed by discrimination, where distinctions are made between people based on prejudices, which leads to the active exclusion of members from certain groups (Allport, 1954). This level of acting on prejudices is routed in institutional or systemic prejudices, for example, in the differential treatment of people within employment or education practices, but also within the criminal justice system, or through social exclusion of certain minority group members. Physical attack is the next level on the scale of prejudice, which includes violence against members of certain groups by physically acting on negative attitudes or prejudices. The last level is extermination, which is the ultimate act of violence against members of specific groups, an expression of prejudice that systematically eradicates an entire group of people (e.g., genocide or lynchings; Allport, 1954). Allport's (1954) scale of prejudice makes it clear how hate speech/cyberhate is connected to more extreme forms of violence motivated by specific prejudices and biases, with hate speech (or antilocutions) being only the starting point on a 5-point continuum (Bilewicz & Soral, 2020). The importance of this scale of prejudice is not only that it clearly illustrates a range of different ways and intensity levels to act out prejudices, but also the "progression from verbal aggression to physical violence or, in other words, the performative potential of hate speech" (Allport, 1954; Kopytowska & Baider, 2017, p. 138). This is where interventions at the lower level of the scale of prejudices, interventions targeting hate speech/cyberhate, become important. There is no universal definition of hateful conduct online, but there is some consensus that hate speech targets disadvantaged social groups (Jacobs & Potter, 1998). Bakalis (2018) more narrowly defines cyberhate as "any use of technology to express hatred towards a person or persons because of a protected characteristic—namely race, religion, gender, sexual orientation, disability and transgender identity" (p. 87). Another definition that also points out the ambiguity and challenges involved with identifying more subtle forms of hate speech, and also making reference to the potential threat of hate speech escalating to offline violence, is that put forward by Fortuna and Nunes (2018), who analyzed various definitions of hate speech "Hate speech is language that attacks or diminishes, that incites violence or hate against groups, based on specific characteristics such as physical appearance, religion, descent, national or ethnic origin, sexual orientation, gender identity or other, and it can occur with different linguistic styles, even in subtle forms or when humour is used" (p. 5). In this systematic review, we also distinguish hate speech/cyberhate specifically from other forms of harmful online activity, such as cyber-bullying, harassment, trolling or flaming, as perpetrators of such online behavior repeatedly and systematically target specific individuals to cause upset, to seek out negative reactions, or to create discord on the internet. In contrast, hate speech/cyberhate is more general and does not necessarily target a specific individual (Al-Hassan & Al-Dossari, 2019), instead hate speech/cyberhate heavily features prejudice, bias and intolerance toward certain groups within society. With the majority of hate speech happening online, interventions that take place online are an important way to challenge prejudice and bias, potentially reaching masses of people across the globe. The unique feature of the internet is that such individual negative attitudes toward minority groups and more extreme hateful ideology can find its way onto certain platforms and can instantly connect people sharing similar prejudices. By closing the social and spatial distance, the internet creates a form of collective identity (Perry, 2000, p. 123) and can convince individuals with even the most extreme ideologies that others out there share their views (Gerstenfeld et al., 2003). In addition, the enormous frequency of hate speech/cyberhate within online environments creates a sense of normativity to hatred and the potential for acts of intergroup violence or political radicalization (Bilewicz & Soral, 2020, p. 9). It is, therefore, important to challenge this hate speech epidemic (Bilewicz & Soral, 2020), especially since hate movements have increasingly crossed into the mainstream (Perry, 2000). With hate speech/cyberhate posing a threat to the social order by violating social norms (Soral et al., 2018), perceptions of social norms as either supporting or opposing prejudice has been found to have an influence on how individuals react online (Hsueh et al., 2015). Seeing other people post prejudiced (opposed to antiprejudiced) comments online can lead to the adoption of an online group's biases and can influence an individual's own perceptions and feelings toward the targeted stigmatized group (Hsueh et al., 2015). In addition, research around desensitization also suggests that being exposed to hate speech leads to desensitization, which further leads to an increase in outgroup prejudice toward groups targeted by such speech (Soral et al., 2018). With society increasingly recognizing that it is inappropriate to express prejudices in public settings, many interventions will include some form of social norms nudging to reduce such prejudices; interventions that "nudge behavior in the desired direction" (Titley et al., 2014, p. 60). Therefore, hate speech not only affects minority group members, but also has an influence on opinions of majority group members (Soral et al., 2018), which makes strategies that can elicit change in people's prejudice-related attitudes crucial (see, e.g., Zitek & Hebl, 2007). Governments around the world face increased demand for understanding and countering hateful ideology and violent extremism both online and offline (e.g., the Christchurch Call in New Zealand). The U.S. Government's 2011 CVE Strategy highlights the importance of ongoing research and analysis, the sharing of knowledge and best practices internationally, and the countering of hateful ideologies and propaganda (see also Department of Homeland Security, 2016, 2019). The goal of this systematic review is to use an integrated and interdisciplinary approach to examine the effectiveness of online campaigns and strategies for reducing hate speech and cyberhate. The internet also provides an opportunity to reach masses of people who have been exposed to hateful content and ideology online, therefore, this systematic review will focus on online interventions addressing online hate speech and cyberhate. The specific settings where we would expect to see the online interventions deployed will be on websites, text messaging applications, and online and social media platforms including, but not limited to, Facebook, Instagram, TikTok, WhatsApp, Google, YouTube, and Snapchat. As mentioned previously, many online interventions will be based on social norm nudges to reduce online hate. These interventions aim to change people's online behavior and encourage individuals or groups to conform to established social norms. The communication of social norms can happen through establishing community standards on online platforms themselves (e.g., Facebook, Twitter, etc.), through more formal online training courses, or through anti-hate speech/anti-cyberhate campaigns teaching people to recognize hate, embrace diversity, and stand up to bias. Such prevention campaigns are designed to challenge bias and build ally behaviors by supplying people with constructive responses to combat, for example, antisemitism racism, and homophobia, as well as provide resources to help people explore and critically reflect on current events. Other interventions may add messages to hateful online comments, counter hateful content or extremist ideology, or redirect people to more credible sources. Both peers and parents have been found to foster racial consciousness and identity development, define interracial relationships and cultivate ethnic heritage and culture (Hagerman, 2016). Socialization influences how children understand their group's social position and their membership within that group by providing an understanding of racial, religious, and sexual privilege (Bowman & Howard, 1985). Socialization often reflects peers' and parents' experiences with racism, discrimination, and their ideological perspectives about race, religion, or sexuality (Umaña-Taylor & Fine, 2004). This is important because peers and parents who feel discriminated against or believe that the "other" is a threat may impart their prejudices to their children or friends, which could lead them to interpret the social world with similar discriminatory views and/or behavior. Individuals who feel socially alienated or rejected are especially vulnerable to such socialization practices as they feel that adopting these views will provide them with a sense of acceptance and belonging (Leiken, 2012). Regardless of how an individual develops certain racial, religious, or sexual biases, the online interventions under review are expected to target and reduce the production of original hateful content such as antisemitic Tweets and/or homophobic blog posts as well as the consumption of hate speech material (e.g., watching or reading hate speech videos or blogs). For example, some interventions take a rather broad messaging approach by implementing racial sensitivity and diversity training through Public Service Announcements, peer-to-peer dialogue workshops, or films that provide opportunities for youth and adults to self-reflect and learn about historical oppression, people of color, women, and the LGBTQIA+ community from credible sources. The factual understanding of diverse groups is often supplemented by experiences with people within the group. These educational programs often identify a cultural guide who is willing to introduce youth to new experiences and who can aid in processing thoughts, feelings, and behaviors. These interventions intend to dispute and contradict negative stereotypes associated with specific cultures, people, and institutions by sharing different points of view based on human rights values such as openness, respect for difference, freedom, and equality (Gomes, 2017). Moreover, such interventions tend to involve blanket bans on specific behaviors enforced through the public promotion of norms or individual sanctions enforced by moderators. Other interventions, such as the "Redirect Method," are narrower in their messaging. These interventions generate curated playlists and collections of authentic content that challenge hate speech/cyberhate narratives and propaganda (Helmus & Klein, 2018). For instance, people who are directly searching for extremist content online may be linked to videos and written content that confronts such claims. These videos are designed to be objective in appearance instead of containing material that explicitly counters extremist propaganda. The underlying goal of this type of interventions is to provide credible content that effectively undermines extremist messaging but does not overtly attack the source of propaganda. In addition to confronting hate speech narratives, these interventions provide users with links to numerous social services such as anger management training, drug and alcohol treatment, and mental health resources. Online platforms, such as Twitter and Facebook, have also started to employ a similar method, redirecting people who comment on or share "fake news" or conspiracy theories, which often are fraught with prejudicial undertones and are harmful to minority groups, to more credible content and news sources. The aforementioned interventions are designed to counter-balance these biased perceptions (e.g., unsupported claims of the Black community as criminal or the LGBTQIA+ community as pathologized) Blacks as criminals, LGBTQIA+ as pathologized) by blunting the occurrence of racist discourse and reducing the likelihood these individuals will internalize and normalize racial, religious, and/or sexual prejudices (Qian et al., 2019). Being in new situations is uncomfortable and often awakens fears and apprehensions that can block our experiential development. Acquiring information or being exposed to minority-run businesses, poverty, and writings from minority authors allows a person to understand the thoughts, hopes, fears, and aspirations of the people outside their racial perspective rather than from the perspective of the majority society (Dunham et al., 2013; Lee et al., 2017). Doing so, counters racist programming by challenging hegemonic beliefs, which can lead to the acceptance of tolerant attitudes and the reduction of hateful expressions online. Findings from the proposed review will enhance our understanding of the effectiveness of online anti-hate speech/anti-hate interventions, will help ensure that programming funds are dedicated to the most-effective efforts, and will play a critical role in helping individual programs improve the quality of service provisions. It will inform governments and policymakers of the current state of such online efforts, what works and which modes of interventions to implement, and help guide economically viable investments in nation-state security. Our search of the scholarly literature identified one review, Blaya (2019), as similar to the proposed topic. Blaya's (2019) review, however, focused on the prevalence, type, and characteristics of existing interventions for counteracting cyberhate and did not include a meta-analysis. Two other similar reviews focused on exposure to extremist online content (Hassan et al., 2018) and communication channels associated with cyber-racism (Bliuc et al., 2018). A search of the Campbell Library using key terms (hate OR radical*) returned two protocols and one review identified for further inspection to assess potential overlap. The protocols include "Psychosocial processes and intervention strategies behind Islamist deradicalization: A scoping review" by de Carvalho et al. (2019) and "Police programs that seek to increase community connectedness for reducing violent extremism behavior, attitudes and beliefs" by Mazerolle et al. (2020). A further review on a similar topic is a recently completed Campbell review (January 2020), "Counter-narratives for the prevention of violent radicalization: A systematic review of targeted interventions" by Carthy et al. (2018) at the National University of Ireland, Galway. Our proposed review is distinguished from the de Carvalho et al. (2019) review in that we are focusing on hate speech and cyberhate generally without delimiting our approach to a specific type of radicalization (e.g., Islamist). Furthermore, we are electing to complete a systematic review and meta-analysis. Likewise, the protocol by Mazerolle et al. (2020) focuses on interventions involving police officers either as initiators, recipients, or implementers of community connectedness interventions. Our review will focus specifically on any online intervention, which may or may not involve police, but police will not be the focus nor be the basis of the online intervention strategy. Judging from Carthy et al. (2018) protocol, we anticipate our review will also capture counter-narrative interventions, but will differ based on setting, timing, and scope of interventions. Specifically, we are interested in online interventions that extend beyond counter-messaging campaigns to include a broad array of interventions outlined above and extend beyond radicalization to include everyday hate and prejudice. In addition to conducting a meta-analysis, the proposed review would build on Blaya's (2019) work by expanding the population parameters to include both adolescents as well as adults. Blaya (2019) limited her search to include interventions aimed toward youth, young people, children, young adults, adolescents, children, and teenagers and did not focus on extremism. The main objective of this review is to synthesize the available evidence on the effectiveness of online interventions aimed at reducing the creation and/or consumption of online hate speech/cyberhate material. To what extent are online interventions effective in reducing online hate speech/cyberhate? How is effectiveness related to the type of online hate speech/cyberhate intervention used? How is effectiveness related to the characteristics of individuals experiencing the online hate speech/cyberhate intervention (e.g., age, gender, race/ethnicity, offense history, childhood trauma)? Both experimental and quasi-experimental quantitative studies will be included. These study designs will address research questions #1 to #3. Eligible quantitative study designs include the following: Eligible experimental designs must involve random assignment of participants to distinct treatment and control group(s). Designs that involve quasi-random assignment of participants such as alternate case assignment are also eligible and will be coded as experimental designs. All eligible quasi-experimental designs must include a comparison group of participants compared to participants in the treatment condition. Eligible studies include those that report matching procedures (individual- or group-level) and statistical procedures employed to achieve equivalency between groups. Statistical procedures may but are not limited to, analysis, and Furthermore, in of a limited quantitative evidence we will also include quasi-experimental studies with comparison groups that provide of for both groups. will also be included. Eligible include designs with a control group and designs with or without a control group than quasi-experimental designs include studies that a comparison group of participants who either to in the study or who in a but out to the of a Eligible comparison include other online interventions or in which participants not or an online Both youth and participants of any gender sexual orientation, or will be eligible for this review. The eligible youth population will be study participants with a of through The eligible population will be study participants with a of and in which only a of the is eligible for example, a study in both online and offline hate speech be not anticipate studies based on as our will be and we will take to studies that only online interventions. will of the of a study for through and be we will elicit the of a the of and studies will be these studies will be they will be and be in the and any related Blaya's (2019) of intervention strategies to the potential of eligible interventions. The intervention is the of responses to hate speech/cyberhate, which includes the countering of violent extremism and to address online interventions that are eligible range from hateful content online specific (e.g., of social media to to online hate using targeted strategies (e.g., through hateful of studies focusing on online include the and of online and content online content and & 2018), hateful online comments to comments et al., 2018), and to users out of online are also interested in interventions such as the of 8chan this online platform linked to "in real life" attacks in New Zealand and the and interventions that further hateful online content and radicalization similar events. hateful content online such has up speech as well as around online users and hateful groups on to other online to hateful content online using targeted strategies therefore, been as an effective online include using the from & 2020), the use of to online responses to in online where hate speech has been (Qian et al., 2019), and redirecting online users to videos for example, Our systematic review will include a range of online interventions, many of which have only recently Two other strategies identified by Blaya (2019) are the and of hate speech/cyberhate using technology as well as the creation of online and These interventions include online counter-narrative the and/or use of online counter online interventions, online training, and online narrowly to address extremist ideologies and hate speech that incites targeted violence and In such interventions seek to or the occurrence of violent extremism or the of hate speech and extremist by channels and opportunities to such groups. The and intervention eligible for this systematic review educational programs for example, provide people with online and challenge 2019). will include online programs with an online (e.g., and and educational and online interventions. of these interventions may by individuals no longer in the creation and/or consumption of cyberhate and extremist material online. These online interventions may be by and internet service or or in the case of interventions. The comparison may be routine exposure and to hate speech/cyberhate or online The of is the creation and/or consumption of hateful content online. 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There will be no exclusion on the source of for the and can be from any institutional or completed by will include any of from strategies to increase the scale of of potentially effective anti-hate speech and interventions for These could include to or to the creation of and behaviors. can also include such as a of hate speech/cyberhate to other platforms instead of a reduction of hate All described in eligible studies will be in the will focus on the between and the current The starting with the when the internet to a and community et al., are for an approach in the lower end of our search to the may be it is hate speech/cyberhate online through or and some studies may capture Our population of studies will also be limited to studies in and but of studies completed in any as we are focused on online content that can be and across and nation-state The language parameters reflect the language of the review Our will where studies the of study in will be between the members of the review These will be and as a from the protocol in the review. 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