Potassium/calcium/nickel oxide catalysts for the oxidative coupling of methane

A series of potassium/calcium/nickel oxides were tested for the oxidative coupling of methane (OCM) at 843–943 K and water addition to the feed at 0–66 mol-%. The K/Ni ratios varied from 0.0–0.6 and Ca/Ni from 0.0–11; catalysts with no nickel were also tested. At least 10% water in the feed and temperatures lower than ca. 940 K were necessary to keep nickel-containing catalysts from converting to purely steam reforming/combustion behavior. Catalysts of low (less than 4) Ca/Ni were the most active, with a maximum C2 selectivity, which increased with temperature, of 37% at 11% C2 yield (28% water in feed, 933 K). Catalysts of high (4–11 ) Ca/Ni ratio were less active, with a maximum C2 selectivity of 32% at 7.1% C2 yield (43% water in feed, 923 K). Previous claims of higher selectivities for similar catalysts could not be reproduced except at short times on stream, in the absence of substantial carbonate buildup. These transient selectivities were not associated with the nickel-containing phase. At steady state, both C2 yields and selectivities increased with respect to the water content of the feed, while decreasing with C1/O2 ratio. The latter behavior is unusual and may be related to the reduction of higher valent potassium/calcium/nickel oxide. The existence of such material as an active phase for OCM was suggested by the results of X-ray diffraction, differentional scanning calorimetry, temperature-programmed reduction, and laser Raman spectroscopic characterizations of fresh and used catalysts

Adult Outcomes of Pediatric Traumatic Brain Injury

Traumatic brain injury (TBI) is one of the most common causes of acquired disability during childhood. While the majority of such injuries are mild, and result in few, if any, functional sequelae, children sustaining more significant insults may experience permanent cognitive and behavioral deficits. Clinical reports indicate residual impairments in a range of skills, particularly information-processing, attention, memory, learning, social function and behavior. These deficits impact on a child\u27s capacity to interact with the environment effectively, resulting in lags in skill acquisition, and increasing gaps between injured children and their age peers, as they move through childhood and into adulthood. Secondary deficits may also emerge, relating to family stress and adjustment difficulties. Treatment and management of the child with TBI and family requires long-term involvement, where the role of the neuropsychologist is to understand the child\u27s difficulties, to inform parents and the wider community of their cognitive and behavioral implications, to liaise with teachers and rehabilitation workers, to design academic and vocational interventions and behavior-management programs, and to provide counseling with respect to adjustment issues for the child and family

The development of a video task of remedial behaviour to use in communication training of health professionals with specific reference to open disclosure practice

The National Open Disclosure Standard requires health professionals (hereafter professionals) to disclose errors in the course of their practice. There is, however, evidence that some professionals are reluctant to do so because they are uncertain about how to engage in open disclosure communications in general and, specifically, how to do it in a legally appropriate manner. One way of addressing this problem is to train professionals in disclosing errors to patients and their families in ways that meet their psychological needs as well as the legal requirements. Although preferable, the comprehensive training of all professionals in appropriate open disclosure practices is unlikely given the time and cost associated with these activities..

Bullying in school and cyberspace: Associations with depressive symptoms in Swiss and Australian adolescents

Background Cyber-bullying (i.e., bullying via electronic means) has emerged as a new form of bullying that presents unique challenges to those victimised. Recent studies have demonstrated that there is a significant conceptual and practical overlap between both types of bullying such that most young people who are cyber-bullied also tend to be bullied by more traditional methods. Despite the overlap between traditional and cyber forms of bullying, it remains unclear if being a victim of cyber-bullying has the same negative consequences as being a victim of traditional bullying. Method The current study investigated associations between cyber versus traditional bullying and depressive symptoms in 374 and 1320 students from Switzerland and Australia respectively (52% female; Age: M = 13.8, SD = 1.0). All participants completed a bullying questionnaire (assessing perpetration and victimisation of traditional and cyber forms of bullying behaviour) in addition to scales on depressive symptoms. Results Across both samples, traditional victims and bully-victims reported more depressive symptoms than bullies and non-involved children. Importantly, victims of cyber-bullying reported significantly higher levels of depressive symptoms, even when controlling for the involvement in traditional bullying/victimisation. Conclusions Overall, cyber-victimisation emerged as an additional risk factor for depressive symptoms in adolescents involved in bullying

Developmental trajectories of adolescent victimization: predictors and outcomes

Chronic victimization negatively affects mental health, making it crucial to understand the key predictive social health (e.g., loneliness, isolation) factors. Evidence suggests that the effects of victimization are worse over the transition from primary to secondary school. Longitudinal data from 1810 students transitioning were used to identify victimization trajectory groups, classified as low increasing, low stable, medium stable, and not bullied. Adolescents with poorer social health were more likely to be in the increasing and stable victimized group than in the not bullied group. Students in the low increasing victimized group had poorer mental health outcomes than those in the stable and not bullied groups. The results of this study have important implications for the type and timing of school-based interventions aimed at reducing victimization and the harms caused by long-term exposure

Internalising symptoms: An antecedent or precedent in adolescent peer victimisation?

The transition period from primary to secondary school is a critical time in adolescent development. The high prevalence of adolescent mental health problems makes understanding the causal pathways between peer victimisation and internalising symptoms an important priority during this time. This article utilises data collected from self-completion questionnaires four times over 3 years from 3,459 students’ aged 11–14 to examine directional relationships among adolescents as they transition from primary to secondary school, and investigates gender differences in these associations. The findings suggest depression in males is both a precedent and antecedent for victimisation over the transition period, whereas for females depression is an antecedent only. Anxiety is a both a precedent and antecedent for victimisation for males and females. To maintain emotional wellbeing and prevent peer victimisation, interventions prior to and during this transition period are critical, especially among adolescents experiencing symptoms of depression and anxiety

Adolescent Bully-victims: Social health and the transition to secondary school

This study aimed to investigate the causal pathways and factors associated with being involved in bullying behaviour as a bully-victim using longitudinal data from students aged 11-14 years over the transition time from primary to secondary school. Examination of bully-victim pathways suggest a critical time to intervene is prior to transition from the end of primary school to the beginning of secondary school to prevent and reduce the harm from bullying. Negative outcome expectancies from bullying perpetration were a significant predictor of being a bully-victim at the end of the first year of secondary school. The findings show an association between peer support, connectedness to school, pro-victim attitudes, outcome expectancies and level of bullying involvement. Implications for intervention programs are discussed

Review of existing Australian and international cyber-safety research

Information and communication technologies have permeated almost all areas of society and become an important component of daily functioning for most Australians. This is particularly true for Internet and mobile phone technology. The majority of Australian households (67% in 2007 – 2008) have access to the Internet and over 11 million Australians use the Internet as an integral part of their personal, social and occupational activities. By mid-2008, there were over 22 million active mobile phones being used in Australia, which equates to more than one phone for every citizen. There are many benefits associated with Internet and mobile phone use; however, there are also risks, particularly with the Internet. In fact, there is almost daily media discussion of these risks and dangers. However, to ensure that the information contained in this review was as accurate as possible, we primarily sourced quality research literature published in scientific journals both in Australia and overseas. In addition, quality material not published in scientific journals was consulted and included where appropriate, thus ensuring that this review was based on reliable research studies containing the most current and accurate research evidence available. From the outset, it is important to note that there are several methodological and ethical issues in relation associated with the measurement and examination of many cyber-safety risks. The nature of this type of research makes it very difficult to address certain risk areas, in particular those that relate to children (e.g., online grooming)

Educational evaluation of Cybersmart Detectives: final report: presented to the Australian Communications and Media Authority (ACMA)

The aim of the Australian Communications and Media Authority‟s (ACMA) Cybersmart Detectives (CSD) activity is to teach children key Internet safety messages in a safe school environment. The activity brings together a number of agencies with an interest in promoting online safety for young people, including education, State and Federal Police, government and child welfare advocates. The activity has been played by over 28, 000 students in Australia since initial trials in 2004. Cybersmart Detectives is offered free to schools by the ACMA as part of the Australian Government‟s commitment to cyber-safety. Based on a real-world Internet safety scenario, the CSD activity is delivered to students in the classroom as a series of messages. Aided by the classroom teacher, students work in small teams, reading correspondence, voting on a series of poll questions and sending questions and suggestions to their „Cybersmart Guide‟ waiting online. As the scenario unfolds, students discuss the risks of certain online and offline behaviours and ways of managing those risks..