Bullying among U.S. school children: An examination of race/ethnicity and school-level variables on bullying

Bullying is unwanted aggressive behavior and a damaging experience that can violate a bullied child\u27s civil and human rights. To understand and reduce bullying in U.S. schools, it is important to recognize students\u27 self-reported experiences with and perceptions of bullying. This study responded to limited research on races/ethnicites and bullying among children and youth in U.S. schools, and to a relatively small focus on specific school-level variables (such as the densities of races/ethnicities in school, the school\u27s ethnic diversity, the overall poverty level of the school, student/teacher ratio, and school locations) and several other variables of interest (such as the likelihood of joining in bullying, students\u27 general satisfaction or dissatisfaction with school, and the size of a child\u27s social networks, school safety) by bullying researchers. This study utilized a combined data of the Olweus Bullying Questionnaire (OBQ) and the National Center for Education Statisitics (NCES) to examine the influence of races/ethnicities on bullying and generate multivariate regression models predicting bullying among 473,918 students attending 1,524 schools located in various communities in 45 states and the US Virgin Islands. Results revealed that students\u27 races/ethnicities were significantly associated with peer victimization (being bullied) and bullying perpetration (bullying others) and on students\u27 self-reported perceptions of how they liked school (i.e., general satisfaction or dissatisfaction with school), the likelihood of joining in bullying a student whom they did not like, how many friends they had in their class(es) (i.e., the size of a child\u27s social networks in school), and how often they were afraid of being bullied by other students in their school (i.e., school safety). In this study, multiracial students (i.e., those students who were identified as belonging to more than one racial/ethnic group) reported the highest rates of bullying involvement (30.6%), followed by those students who did not know their races/ethnicities (26.9%), African American (23.2%), White (20.6%), and Asian American students (18.5%). Hispanic students (17.9%) reported the lowest rates of involvement in bullying. Asian American students were more likely to be racially or ethnically bullied (e.g., were bullied with mean names or comments about their race or color) than their peers of other races/ethnicities in U.S. schools. In terms of the relationship between several key school-level variables (such as the densities of racial/ethnic groups, the ethnic diversity, the overall poverty level, student/teacher ratio, and school locale) and bullying, results showed that the ethnic densities of African American and multiracial students were associated with a greater likelihhod of being bullied, and the ethnic densities of Asian American and Hispanic students were associated with a less likelihood of being bullied. Students were less likely to be bullied within a school context with a moderately high rate of school ethnic diversity, but the likelihood of being bullied appeared to increase if the ethnic diversity was too high. Students in schools located in town and rural communities were more likely to be bullied than students in urban and suburban areas. The school\u27s overall poverty level moderated the relationship between races/etnicities and bullying. This study generated two multivariate regression models predicting bullying among children and youth. In the model predicting being bullied, the overall model was significant and explained 21.9% of the variance. The strongest predictor of being bullied in the model was school safety. The likelihood of joining in bullying, being in elementary school and high school, the size of a child\u27s social networks in school, general satisfaction or dissatisfaction with school, the school\u27s overall poverty level, being multiracial students, the ethnic density of Hispanic students, attending a school located in towns, and being a girl were also significant predictors. Student/teacher ratio did not predict being bullied. In the model predicting bullying others, the overall model was significant and explained 14.1% of the variance. The strongest predictor of bullying others in the model was the likelihood of joining in bullying. School safety, general satisfaction or dissatisfaction with school, the school\u27s overall poverty level, being in elementary school and high school, being African American and multiracial students, the density of Asian American students, attending a school located in towns, and the school\u27s ethnic diversity were also significant predictors. Gender and student/teacher ratio were not associated with the likelihood of bullying others. Research and practical implications of these findings are discussed

The Effect of “jarimatika” Multimedia in Counting Ability of Children

This study aims to improve the ability to study mathematic in children that will ultimately affect the child's motivation and final score. The development of this method will also facilitate the teachers, the parents and their children to understand the things that exist around them. The main target of learning media is to improve counting number of children. The paper based on an mix method research that conducted by embedded experiment design (John. W. Craswell, 2010). Techniques and data collection data using pretest and postest. Quantitative reseacrh data analysis is using t test analysis techniques. This study also observe of implementation stage of learning it uses the “Jarimatika” learning media based on the multimedia. The subjects of the study were primary school students in second grade, between the ages of 5-8 years with a total of 40 children. To analyst data this study using SPSS 21.0 conducted by pre-test and post-test design. Techniques and data collection data using achievement tests, research data analysis was using t test analysis techniques. In the result of paried-sample t test showed that children had counting ability significantly high in post test than pre test, t(36)=-8.400, p <. 001  The data showed post test (M=76.487, SD=15.673) and pre test (M=48.513, SD=12,409). In the differensial Gender indicated that there were no significant different between boys and girls of testing both Pre test (t(35)=-138, p=.891) and Post test (t(34.062)=-1.534, p=.134). It was mean that between boys and girls there was simmilarity of counting ability and how to improve their knowledge. Keywords: jarimatika, Multimedia, motivation, Learnin

WU-CRISPR: Characteristics of functional guide RNAs for the CRISPR/Cas9 system

The CRISPR/Cas9 system has been rapidly adopted for genome editing. However, one major issue with this system is the lack of robust bioinformatics tools for design of single guide RNA (sgRNA), which determines the efficacy and specificity of genome editing. To address this pressing need, we analyze CRISPR RNA-seq data and identify many novel features that are characteristic of highly potent sgRNAs. These features are used to develop a bioinformatics tool for genome-wide design of sgRNAs with improved efficiency. These sgRNAs as well as the design tool are freely accessible via a web server, WU-CRISPR (http://crispr.wustl.edu). ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/s13059-015-0784-0) contains supplementary material, which is available to authorized users

Study on distribution law and influencing factors of surrounding rock plastic zone in mining roadway

By analyzing and studying the deduced theory of the surrounding plastic zone in the circular mining roadway, it is found that the radius of the surrounding plastic zone in the roadway considering the influence of mining coefficient can be divided into two stages: In the first stage, when the mining coefficient is small, the radius of the plastic zone is less sensitive to the mining coefficient, and the process increases linearly with the gradual increase of the mining coefficient. In the second stage, when the mining coefficient increases to a certain extent, the sensitivity of the radius of the plastic zone to the mining coefficient increases rapidly, and the non-linearity increases rapidly with the increase of the mining coefficient. With the gradual increase of the mining coefficient, the geometrical distribution morphology of the surrounding plastic zone of the roadway varies from circular to ellipse to round rectangle to butterfly, and the larger the mining coefficient, the more easily the surrounding rock is butterfly plastic zone, and the developmental dimension and range of the butterfly-leaf are larger. The growth of the buried depth of the roadway and the decrease of the cohesion and internal friction angle of the surrounding rock will lead to an increase in the radius of the plastic zone. With the rise of the mining coefficient, the sensitivity of the plastic zone radius to the buried depth of the roadway, cohesion and internal friction angle gradually enhanced. The butterfly plastic zone of the mining roadway has directional, and the butterfly-leaf will rotate to different degrees with the change of the principal stress direction of the surrounding rock of the roadway, When the maximum depth of butterfly-leaf plastic zone is located directly above the roof of roadway, the roof stability is the worst, and roof caving is easy to occur, thus, the support should be strengthened

Quantum beats and metrology in a rapidly rotating Nitrogen-Vacancy center

In this paper, we study the dynamical behavior and quantum metrology in a rotating Nitrogen-Vacancy(NV) center system which is subject to an external magnetic field. Based on the recently realized rapid rotation of nano-rotor [J. Ahn, et. al., Phys. Rev. Lett. 121, 033603 (2018) and R. Reimann, et. al., Phys. Rev. Lett. 121, 033602 (2018)], the frequency of the rotation is close to that of the intrinsic frequency of the NV center system, we predict the quantum beats phenomenon in the time domain and show that the quantum metrology can be enhanced by the superposition effect in our system.Comment: 6 pages, 4 figures. Accepted by EPJ