The Influence of Sense of School Community on Korean Students’ Life Satisfaction and Comparison of Sense of Community for Students’ Gender and High School Specialties

The purpose of this study was to compare the sense of community of South Korean high school students as measured by a Korean version of the Sense of Community Index 2 (KSCI2) and examine the effect of two factors of the KSCI2, reinforcement of needs and influence, on students’ life satisfaction as measured by the Satisfaction with Life Scale (SWLS). A total of 375 Korean high school students provided usable data from three vocational high schools specializing in agriculture, electronics and engineering, and business and marketing, and one Meister high school specializing in automotive. Descriptive statistics, independent t-test, one-way ANOVA, and path analysis with structural equation modeling (SEM), were performed to analyze data. Findings suggested that there were statistically significant differences in reinforcement of needs, influence, and life satisfaction, for the gender of students and school specialties. First, male students scored higher than female students on reinforcement of needs and influence. Next, male students were more satisfied with their lives than female students. For reinforcement of needs, students specializing in automotive scored higher than those specializing in business and marketing. For influence, students specializing in automotive scored higher than those specializing in all the other three specialties. Finally, both factors of reinforcement of needs and influence had positive effects on students’ life satisfaction. Implications and suggestions for further studies are discussed

Intrinsic alignments in the cross-correlation of cosmic shear and CMB weak lensing

We demonstrate that the intrinsic alignment of galaxies with large-scale tidal fields sources an extra contribution to the recently-detected cross-correlation of galaxy shear and weak lensing of the microwave background. The extra term is the analogy of the 'GI' term in standard cosmic shear studies, and results in a reduction in the amplitude of the cross-correlation. We compute the intrinsic alignment contribution in linear and non-linear theory, and show that it can be at roughly the 15% level for the CFHT Stripe 82 redshift distribution, if the canonical amplitude of intrinsic alignments is assumed. The new term can therefore potentially reconcile the apparently low value of the measured cross-correlation with standard LCDM. We discuss various small-scale effects in the signal and the dependence on the source redshift distribution. We discuss the exciting possibility of self-calibrating intrinsic alignments with a joint analysis of cosmic shear and weak lensing of the microwave backgroundComment: 5 pages, 4 figures; Published by MNRAS Letters. Minor corrections to match the published versio

Examining The Perceptions Of Bullying Between Certified And Non-Certified School Personnel

Bullying has been a widely researched topic. However, many areas are yet to be researched in regards to school personnels’ perceptions. This dissertation was focused around several of these missing research areas, as well as included non-certified staff. Non-certified staff have been left out of the vast majority of studies involving school personnel and bullying. That, or their perceptions have not been explored as a separate group of school personnel. This is problematic as non-certified staff are often part of supervisory roles in settings where bullying often occurs. This study addressed differences among school personnel perceptions in regards to bullying and media influence, student understanding and awareness, the need for school-wide training, bullying definition changes, and legal and employment consequences. Legal and employment consequences and the need for school-wide training were explored in depth, and differences among perceptions of school personnel were discussed

Forensic Investigation of Cyberstalking Cases using Behavioural Evidence Analysis

Behavioural Evidence Analysis (BEA) is, in theory, useful in developing an understanding of the offender, the victim, the crime scene, and the dynamics of the crime. It can add meaning to the evidence obtained through digital forensic techniques and assist investigators with reconstruction of a crime. There is, however, little empirical research examining the application of BEA to actual criminal cases, particularly cyberstalking cases. This study addresses this gap by examining the utility of BEA for such cases in terms of understanding the behavioural and motivational dimensions of offending, and the way in which digital evidence can be interpreted. It reports on the forensic analysis of 20 cyberstalking cases investigated by Dubai Police in the last five years. Results showed that BEA helps to focus an investigation, enables better understanding and interpretation of victim and offender behaviour, and assists in inferring traits of the offender from available digital evidence. These benefits can help investigators to build a stronger case, reduce time wasted to mistakes, and to exclude suspects wrongly accused in cyberstalking cases

Children who bully at school

Examines children who bully at school, and specifically on the ways in which parenting and family functioning underpin a child\u27s bullying behaviour. Overview School bullying is a serious problem worldwide. There is now strong evidence to indicate that children who bully at school are at significant risk for a range of antisocial, criminal and poor health outcomes later in life. Importantly, bullying is a behaviour often influenced by family environment. As such, working with families to interrupt the continuity from school bullying to later adverse life outcomes could be viewed as a form of early intervention for preventing crime, as well as a method of promoting health. This paper focuses on children who bully at school, and specifically on the ways in which parenting and family functioning underpin a child\u27s bullying behaviour. New evidence for possible protective or intervening factors that may interrupt the developmental sequence of antisocial behaviour is summarised. Parental involvement in anti-bullying interventions is also considered. Finally, some promising approaches for working with children who bully are outlined

An Anti-Bullying Program in Review

This project will focus on one parochial Catholic elementary (K4-8) school that implemented the Olweus Bullying Prevention Program (OBPP) over four years ago. This qualitative research examines the impact that support or lack of support had on the program outcomes. The study will provide research on the OBPP along with various, alternative anti-bullying programs, efficacy of the anti-bullying program, and review the school community awareness of the OBPP. The research participants are administrators, faculty, staff, parents and community’s members who directly affect the Olweus Bullying Prevention program

Staff Member Perceptions of Bullying in an Afterschool Center

Peer-to-peer bullying negatively impacts over 20% of school-aged children annually. While much literature exists on bullying on school premises, peer-to-peer bullying outside of the classroom is still relatively understudied. Despite states\u27 implementation of antibullying legislation, peer-to-peer bullying has continued in schools and other areas such as afterschool centers. The purpose of this qualitative study was to evaluate staff perceptions of peer-to-peer bullying in afterschool centers. It specifically investigated bullying and the hierarchical imbalance of power using Sidanius and Pratto\u27s social dominance theory. The research questions were designed to investigate the staff members\u27 knowledge of bullying at the Boys and Girls Club. A phenomenological approach was used and data were collected through one-on-one interviews of 11 Boys and Girls Club staff members. Data from the interviews were deductively coded and subjected to thematic analysis. Findings indicate that staff members do not have a uniform understanding of bullying behaviors, nor did they have a clear guidance on practices to minimize bullying which leads to continued peer-to-peer bullying at the Boys and Girls Club. Staff also reported that they have been offered little training on dealing with bullying behavior, nor are there clear policies in place to combat bullying behavior from participants in the afterschool program. Positive social change may be achieved by the implementation of recommendations to the Boys and Girls Club including mandatory antibullying training for staff and the creation and implementation of a comprehensive antibullying policy