Cyberbullying - when does a school authority\u27s liability in tort end?

Cyberbullying in schools is increasing on an alarming rate. The development of the Internet and smartphone technology have increased the potential scope of a school authority’s duty of care for its students. A question frequently asked by educators is “Where does a school authority’s duty of care end in the interconnected, 24/7 world of the Internet?” This paper argues that a duty of care will be owed where the school is in a school/student relationship with its students. That relationship can exist outside the school gates and outside of school hours. There are no decisions of senior appellate courts that deal with a school authority’s liability for cyberbullying. The authors, therefore, analyse the nature of the relationship to identify the key features that must be present to establish the existence of a duty of care. Three features are identified as critical to the existence of the duty of care outside of the normal school hours. They are the extent to which the school authority controls or ought to control a given situation, the extent to which it has encouraged students to participate in a particular activity and the extent to which a school authority is aware or ought to be aware of risks associated with the relevant activity of its students

A Case study of Edwin Howard Armstrong\u27s public relations campaign for fm

Edwin Howard Armstrong is commonly remembered as the inventor of frequency modulation (FM). There are those, however, who dispute this claim and assert that Armstrong\u27s legacy is a work of fiction rather than history. This study examines the extensive public relations campaign on behalf of both FM and Armstrong from 1940 until after his death. This thesis is a case study of this campaign for the purpose of understanding the narrative presented to the American public

Assessment of applicability and transferability of evidence-based antenatal interventions to the Australian indigenous setting

There is a need for public health interventions to be based on the best available evidence. Unfortunately, well-conducted studies from settings similar to that in which an intervention is to be implemented are often not available. Therefore, health practitioners are forced to make judgements about proven effective interventions in one setting and their suitability to make a difference in their own setting. The framework of Wang et al. has been proposed to help with this process. This paper provides a case study on the application of the framework to a decision-making process regarding antenatal care in Aboriginal and Torres Strait Islander communities in Queensland. This method involved undertaking a systematic search of the current available evidence, then conducting a second literature search to determine factors that may affect the applicability and transferability of these interventions into these communities. Finally, in consideration of these factors, clinical judgement decisions on the applicability and transferability of these interventions were made. This method identified several interventions or strategies for which there was evidence of improving antenatal care or outcomes. By using the framework, we concluded that several of these effective interventions would be feasible in Aboriginal and Torres Strait Islander communities within Queensland

Smoking Cessation Post-Discharge for Medical Surgical Patients

Introduction: Does the combination of behavioral counseling coupled with medication (vs medication alone) result in greater smoking cessation for our patients after discharge?https://knowledgeconnection.mainehealth.org/nurseresidency/1003/thumbnail.jp

From the margins to the centre: Re-thinking sexual violence education and support at Brock University (October, 2016)

This report is dedicated to the Brock University students who led the way in an unprecedented range of organizing, activism and protest on the issue of sexual violence in 2016. Readers of this report no doubt agree that Brock University has arrived at a decision point regarding how it handles sexual violence on campus and that change is being compelled at all levels, from provincial legislation to a grassroots base of courageous students who are insistent that their concerns be heard. The intent of this research is to amplify those voices for change, particularly from survivors, and to suggest practical recommendations for sexual violence education and support. We offer this research as one component of a broader conversation about how Brock can take leadership on sexual and gender justice. We hope it will be read by senior administration, students, staff and faculty and will contribute to envisioning a common project for change

Relating Preschool Class Size to Classroom Life and Student Achievement

There is an ongoing debate regarding the importance of smaller classes in elementary school, and a lack of solid research to support class size policies in preschool. State spending on preschool has nearly doubled in the last five years and currently more than 80 percent of American 4-year olds go to some kind of preschool. Increasing enrollments in preschool coupled with the high costs of reducing the size of classes creates the need to decide how many children should be placed in a preschool classroom. The majority of states require that programs implement class sizes of 20 and teacher-child ratios of 1:10 (Barnett et al, 2011), but much of the research on class size suggests that class sizes smaller than 20 might be more beneficial for children. This dissertation examines the effects of preschool class size on classroom life and student achievement by drawing upon data from 21 teachers and 354 children that were collected during the 2008-2009 school year. Regular class sizes contained 20 students and reduced class sizes contained 15 students. Either the AM or PM session was randomly assigned to be 15 students for each teacher, so that each teacher taught both a regular and reduced class size. Children who attended reduced size classrooms were found to partake in more one-to-one interactions with teachers than children in regular size classrooms, but there were no differences between groups in the quality of classroom interactions as measured by the Classroom Assessment Scoring System (CLASS). Children in smaller classrooms also were found to gain more in literacy skills by the end of preschool. In contrast, there were no significant differences between groups in vocabulary or math gains. These results indicate that an assigned difference of five children in a preschool classroom can benefit children\u27s cognitive development after just one school year, but these benefits are not explained by changes in the most commonly used measures of classroom quality, which were minimal. Future endeavors to reduce class size in preschool might be enhanced if coupled with professional development strategies that aim to maximize teachers\u27 effectiveness with smaller classes

Determining Function of Rv2173 in Biosynthesis of Menaquinone in Mycobacterium Tuberculosis

Mycobacterium tuberculosis, which is transmitted from human to human via respiratory droplets, is one of the leading killers among bacterial diseases in the human body (Center for Disease Control and Prevention, 2012). Although the cure for this disease is unknown, much advancement has been made in discovering one. A current focal point in research is how this bacterium produces ATP via menaquinone pathways, and how it is able to flourish even in stressful environments. We worked with a specific gene, Rv2173, which encodes for a product with an unknown chain length. It is believed that this product plays a role in the biosynthesis of menaquinone. Gas chromatography-mass spectrometry data indicated that the chain length of the product is 30 carbons long with a molecular weight of around 420. Discovering how menaquinone is synthesized can be useful because it can lead to the ability to target and inhibit synthesis, which Mycobacterium tuberculosis cannot survive without

Invisible Spread and Perceived Stress Amidst COVID-19

Introduction. There are limited reports on the mental health toll associated with the fear of spreading coronavirus disease 2019 (COVID-19) and the associated stay-at-home orders. The goal of the present study was to characterize the self-reported stress of participants from the Kansas City Metropolitan Area (KCMA) and to examine the relation between potential for asymptomatic spread and perceived stress.  Methods. Enrollment of 461 participants occurred from May 4-May 22, 2020. The sample participants were predominantly women (69.6%). On average, participants were 44.9 years of age (SD = 14.6). Measures employed included the perceived stress scale-10 and a comprehensive COVID-19 questionnaire. Results. Worry about asymptomatic spread was significantly associated with greater perceived stress (p<0.001). Higher stress was reported among individuals who were women (p<0.001), Hispanic/Latinx (p=0.001), and non-Black/African American individuals (p<0.001), and those reporting the presence of COVID-19 symptoms (p=0.001).  Conclusions. The COVID-19 pandemic has caused significant economic, social, health, and other disruptions around the world. Distress is significantly related to concern over unintentionally contributing to the spread of SARS-CoV-2 through asymptomatic transmission. Future research should characterize the modifiable psychotherapeutic processes that might be targeted through intervention

Absolute Electron Scattering Cross Sections for the CF2 Radical

Using a crossed electron-molecular beam experiment, featuring a skimmed nozzle beam with pyrolytic radical production, absolute elastic cross sections for electron scattering from the CF2 molecule have been measured. A new technique for placing measured cross sections on an absolute scale is used for molecular beams produced as skimmed supersonic jets. Absolute differential cross sections for CF2 are reported for incident electron energies of 30–50 eV and over an angular range of 20–135 deg. Integral cross sections are subsequently derived from those data. The present data are compared to new theoretical predictions for the differential and integral scattering cross sections, as calculated with the Schwinger multichannel variational method using the static-exchange and static-exchange plus polarization approximations

Antimicrobial and Mechanical Effects of Zeolite Use in Dental Materials: A Systematic Review

Objective: Ion-incorporated zeolite is a widely used antimicrobial material studied for various dental applications. At present, there is no other systematic review that evaluates the effectiveness of zeolite in all dental materials. The purpose of this study was to review all available literature that analyzed the antimicrobial effects and/or mechanical properties of zeolite as a restorative material in dentistry. Material and methods: Following PRISMA guidelines, an exhaustive search of PubMed, Ovid Medline, Scopus, Embase, and the Dentistry & Oral Sciences Source was conducted. No language or time restrictions were used and the study was conducted from June 1, 2020 to August 17, 2020. Only full text articles were selected that pertained to the usage of zeolite in dental materials including composite resin, bonding agents, cements, restorative root material, cavity base material, prosthesis, implants, and endodontics. Results: At the beginning of the study, 1534 studies were identified, of which 687 duplicate records were excluded. After screening for the title, abstract, and full texts, 35 articles remained and were included in the qualitative synthesis. An Inter-Rater Reliability (IRR) test, which included a percent user agreement and reliability percent, was conducted for each of the 35 articles chosen. Conclusion: Although ion-incorporated zeolite may enhance the antimicrobial properties of dental materials, the mechanical properties of some materials, such as MTA and acrylic resin, may be compromised. Therefore, since the decrease in mechanical properties depends on zeolite concentration in the restorative material, it is generally recommended to add 0.2-2% zeolite by weight. © 2021 University of Zagreb. All rights reserved