Teachers' recognition of school bullying according to background variables and type of bullying

How teachers identify and judge school bullying may affect their willingness to intervene in bullying situations and influence their strategies for doing so. This study aimed to investigate whether there were significant differences in teachers' identification of bullying incidents according to background variables (gender, teaching experience, and education level). The participants of this study were 150 primary school and middle school teachers in Taiwan, A 24-item Recognition of Bullying incidents Questionnaire (RBIQ) was used in this study to explore whether teachers can identify physical, verbal, and relational scenarios as bullying or non-bullying incidents. A mixed-model two way ANOVA was used to analyze this data. Results revealed that teachers' teaching experiences significantly interacted with behavioral types, and teachers' education levels also sigm candy interacted with behavioral types. In addition, no gender differences in the identification of bullying were observed. Overall, teachers were more likely to identifi physical bullying incidents than relational ones. The results of this study suggest that teachers should participate in training to help them identify bullying incidents, particularly when these involve relational bullying

Seebeck Coefficients in Nanoscale Junctions: Effects of Electron-vibration Scattering and Local Heating

We report first-principles calculations of inelastic Seebeck coefficients in an aluminum monatomic junction. We compare the elastic and inelastic Seebeck coefficients with and without local heating. In the low temperature regime, the signature of normal modes in the profiles of the inelastic Seebeck effects is salient. The inelastic Seebeck effects are enhanced by the normal modes, and further magnified by local heating. In the high temperature regime, the inelastic Seebeck effects are weakly suppressed due to the quasi-ballistic transport.Comment: 3 Figure

Deepen the understanding for school bully-victims : the reasons for bully-victims' role formations, role transitions, and role terminations

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Risk factors for subsidence in anterior cervical fusion with stand-alone polyetheretherketone (PEEK) cages: a review of 82 cases and 182 levels

INTRODUCTION: To determine risk factors for subsidence in patients treated with anterior cervical discectomy and fusion (ACDF) and stand-alone polyetheretherketone (PEEK) cages. MATERIALS AND METHODS: Records of patients with degenerative spondylosis or traumatic disc herniation resulting in radiculopathy or myelopathy between C2 and C7 who underwent ACDF with stand-alone PEEK cages were retrospectively reviewed. Cages were filled with autogenous cancellous bone harvested from iliac crest or hydroxyapatite. Subsidence was defined as a decrease of 3 mm or more of anterior or posterior disc height from that measured on the postoperative radiograph. Eighty-two patients (32 males, 50 females; 182 treatment levels) were included in the analysis. RESULTS: Most patients had 1–2 treatment levels (62.2 %), and 37.8 % had 3–4 treatment levels. Treatment levels were from C2–7. Of the 82 patients, cage subsidence occurred in 31 patients, and at 39 treatment levels. Multivariable analysis showed that subsidence was more likely to occur in patients with more than two treatment levels, and more likely to occur at treatment levels C5–7 than at levels C2–5. Subsidence was not associated with postoperative alignment change but associated with more disc height change (relatively oversized cage). CONCLUSION: Subsidence is associated with a greater number of treatment levels, treatment at C5–7 and relatively oversized cage use

On Kernel Formulas and Dispersionless Hirota Equations

We rederive dispersionless Hirota equations of the dispersionless Toda hierarchy from the method of kernel formula provided by Carroll and Kodama. We then apply the method to derive dispersionless Hirota equations of the extended dispersionless BKP(EdBKP) hierarchy proposed by Takasaki. Moreover, we verify associativity equations (WDVV equations) in the EdBKP hierarchy from dispersionless Hirota equations and give a realization of associative algebra with structure constants expressed in terms of residue formula.Comment: 30 pages, minor corrections, references adde

Neural plasticity in common forms of chronic headaches

Headaches are universal experiences and among the most common disorders. While headache may be physiological in the acute setting, it can become a pathological and persistent condition.The mechanisms underlying the transition from episodic to chronic pain have been the subject of intense study. Using physiological and imaging methods, researchers have identified a number of different forms of neural plasticity associated with migraine and other headaches, including peripheral and central sensitization, and alterations in the endogenous mechanisms of pain modulation. While these changes have been proposed to contribute to headache and pain chronification, some findings are likely the results of repetitive noxious stimulation, such as atrophy of brain areas involved in pain perception and modulation. In this review, we provide a narrative overview of recent advances on the neuroimaging, electrophysiological and genetic aspects of neural plasticity associated with the most common forms of chronic headaches, including migraine, cluster headache, tension-type headache, and medication overuse headache

Who are school bully-victims and how can I help them : practical perspectives from school teachers

Introduction: Bully/victims mean someone who is both being bullied and is bullying others simultaneously. They have more problems in life adaption, interpersonal relationship, academic performances, and mental disorder than bullies or victims (Copeland, Wolke, Angold, & Costello, 2013; Khamis, 2015; Zych et al., 2017). Therefore, they require greater attention and assistance from school teachers. However, compared to bullies or victims, until now, there still lacks studies for exploring how can teachers handle their bullying and victimizing situation. Moreover, according to the idea of social information processing (SIP) model, teachers’ handling strategies may be influenced by their views to bully-victims. However, notably, there also lacks relevant studies to explore teachers’ views to bully-victims. In sum, this study aims to explore school teachers’ views regarding bully-victims, and their handling strategies for bully-victims. Methods: A total of 10 school teachers from Taiwan were invited to participate in interviews (3 males and 7 females; an average of 8.9 years of teaching experience). This study collected data by semi-structured interviews. The qualitative data analysis method (Wolcott, 2008) was adopted to analyze these data. In order to increase the trustworthiness of this study, the calculation of Intercoder reliability and Case analysis meeting are employed in this study (Merriam, 2002). Results: Most of the teachers believed that the bully-victims initially are victims due to their improper characteristics and behaviors. For instance, they have poor emotional control; they easily provoke others; they cannot read others’ expressions well. These will lead to situations that they often have conflicts with others and then gradually are bullied. However, with the accumulations of negative impacts caused by their continual victimization such as accumulations of negative emotions and low self-esteem, this will cause them to attack more vulnerable targets to enhance their self-esteem, vent their emotions, transfer victimized targets, and prove their capabilities. Therefore, they eventually become bully-victims. Most of the teachers initially recognized bully-victims as victims. However, when they have more and more interactions with bully-victims, and realize more and more perspectives from bully-victims’ peers, they will begin to adjust their views to bully-victims. Notably, these views to bully-victims will influence teachers’ handling strategies to them. Because the bully-victims’ situations are complicated and school bullying is a school level incident, most of the teachers adopt handling strategies based on the idea of ecological system theory to solve bully-victims’ situation. Notably, because of bully-victims not only bully others but also are bullied, teachers prefer to employ both assistance and punishment in parallel for solving bully-victims’ needs and problems. Implications: 1. Teachers should pay more attention to the causes of bully-victims so that they can prevent initial victims from becoming bully-victims. 2. Teachers should comprehensively collect information from the bully-victims’ entire system for understanding the causes of bully-victims’ bullying or victimizing situation so that organize appropriate handling strategies to intervene them. 3. Cooperating with the entire system of bully-victims and combining discipline and assistance strategies for helping bully-victims is really important