It is probably true to say that bullying is the psychosocial phenomenon which has attracted the most attention in academic circles over the last ten years. It affects approximately three to five percent of adolescents from twelve to eighteen years of age worldwide to a serious degree and up to twenty percent of this population to a lesser degree. The long and short term effects of bullying are considered to be extremely damaging. The importance of this phenomenon is that it may give rise to low self-esteem, anomie, depression, isolation, psychosomatic symptoms, failure at school and in extreme cases, it may result in suicide and future incidences of bullying in the workplace and within the home. As the number and the seriousness of incidents increases, many parents worry that the problem is spiralling out of control. In recent years, there has been a proliferation of publications on bullying, with an emphasis on how, when and where it occurs, but not on the factors which cause it. This meta-analysis studies the influence of five social environmental variables: neighborhood, family, school, gender-age and the mass media, considered on both an individual and interactional level, as their effects are often augmented when two or more variables are examined together. The concept "bullying" encompasses both individual and collective aggression and individual and collective victimization.

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RESUMENLa sociología de la delincuencia encontró en la clase social un robusto e indiscutible apoyo sobre el que sustentarse para explicar los comportamientos desviados. Las bases teóricas fundamentales se cimentaron sobre un puñado de teorías que tuvieron su origen en los años cincuenta del pasado siglo y que se extendieron básicamente durante los treinta años siguientes. Pero esta claridad teórica no acabó de encontrar una apoyatura práctica. Cuando se empezaran a poner en tela de juicio los datos de las estadísticas oficiales procedentes de la policía y de los tribunales y en su lugar se echó mano de los auto-informes, los investigadores se dieron de bruces con una realidad insospechada: la extensa delincuencia de cuello blanco no registrada. Ello indujo a pensar que la relación entre clase social y delincuencia era en realidad un mito sostenido sobre los prejuicios de considerar a una clase social como más peligrosa, detenerla más, juzgarla más y condenarla más. Surgió entonces una prolongada controversia fundamentada sobre dos postulados inamovibles: "no importa cómo se mire la clase social, ya que no incide sobre la delincuencia" frente a "la clase social correlaciona negativamente con la delincuencia; según se baja en la escala aumentan los delitos". PALABRAS CLAVE ADICIONALESClase social, Estatus social, Tipos de delincuencia, Auto-informes, Oportunidades ilegítimas ABSTRACTSociologists studying delinquency for a long time considered social class to be a solid and undisputed cornerstone on which to base their studies of deviant behaviour. A series of theories originating from the 1950´s and which were widely accepted over the following thirty years, led to the establishment of this theoretical framework. However, despite its widespread acceptance on a theoretical level, this framework lacked support on an empirical one. When researchers began to question statistical data from the police and the courts and decided to use their own studies instead, they came headlong up against an unsuspected truth. A new reality emerged. Now it was necessary to question whether the relationship between social class and delinquency was in reality only a myth based on prejudices which consisted of considering one social class to be more dangerous, resulting in their being more likely to be arrested, brought to court and imprisoned. This gave rise to a prolonged debate based on two conflicting hypotheses: "It´s not important to study social class as it has no effect on delinquency" as opposed to "social class has a negative correlation with delinquency: the lower the social class, the greater the incidence of crimes.

Abstract:Connectivism is a hypothesis of learning which emphasizes the role of the social and cultural context. The relationship among work experience, learning and knowledge, as expressed in the concept of connectivity, is central to connectivism, motivating the name of the theory. According to the current status of online social network approaches, the interconnected computers increase the human intellect, because the network increases the cognitive capacity of individuals. The change in the role of knowledge that is taking place in society has to do with the relationship between technology and society. A collaborative group of knowledge building in the network is emerging as a result of the technological trends and culture. This article discusses the arrival of Virtual Communities of Building Knowledge (VCBK) as a phenomenon that appears spontaneously online. Traditional theories of learning and construction of knowledge have not taken into account the revolution that has occurred in recent decades due to the emergence of ICT. The connectivism refers to the knowledge in the network that arises from the interaction within a group of knowledge construction. In this paper, we consider some cases of VCBK: GNU/Linux, Wikipedia and MOOC. In VCBK, knowledge is created by the group. The sense or meaning created is the result of the group's dialogue.

In spite of the abundance of scientific literature that exists on bullying in schools, few studies have focused on the effects, both separate and combined, caused by contextual structural variables, such as geographical space, the municipal district, family, school, gender, male hegemonic culture, and exposure to the mass media. This article reviews to the present state of knowledge on the effects of these factors and provides empirical evidence of their influence on students aged between 12 and 16 in ESO (Obligatory Secondary Education) in Navarra. Key words: victimization, neighbourhood, family, school, gender, age, mass media. Resumen. Los efectos de las variables contextuales discretas en el bullying escolarA pesar de la abundante literatura científica que existe sobre el acoso escolar, pocos estudios han incidido sobre los efectos, tanto separados como combinados, causados por variables contextuales discretas, tales como el espacio geográfico, el distrito municipal, la familia, la escuela, el género, la cultura hegemónica machista y la exposición a los medios de comunicación masivos. El artículo analiza el estado actual de conocimiento de la incidencia de estos factores y añade evidencia empírica de su influencia en estudiantes de educación secundaria obligatoria (ESO) con edades comprendidas entre los doce y los dieciséis años en Navarra. Palabras clave: victimización, distrito municipal, familia, escuela, género, edad, medios de comunicación de masas. Papers, 2010, 95/1 47-71