THE BULLYING DYNAMIC: PREVALENCE OF INVOLVEMENT AMONG A LARGE‐SCALE SAMPLE OF MIDDLE AND HIGH SCHOOL YOUTH WITH AND WITHOUT DISABILITIES

Bullying has been the topic of much debate and empirical investigations over the past decade. Contemporary literature contends that students with disabilities may be overrepresented within the bullying dynamic as both perpetrators and victims. Unfortunately, prevalence rates associated with the representation of students with disabilities is limited due to measurement, disability status identification, and definition issues. The present study attempted to address these issues by assessing the prevalence rates of specific subgroups of students with disabilities in a large‐scale cross‐sectional study with 13,325 students without disabilities and 1,183 students with disabilities in Grades 6 through 12. Results suggest that overall, students with disabilities reported proportionally higher rates of bullying, fighting, relational aggression, victimization, online victimization, and relational victimization than did their peers without disabilities. These findings suggest that schools must begin to establish targeted interventions to support skill development based on characteristics associated with specific disability identification.     

BULLYING AMONG KOREAN ADOLESCENTS: THE ROLE OF EMPATHY AND ATTACHMENT

In efforts to increase the field and society's understanding of bullying, the authors investigated how various forms of attachment (mother, peer, and school) are directly and indirectly related to bullying behavior through empathy, and whether these relationships are moderated by gender. Adolescents, of grades 7 through 9, from one middle school in Seoul were surveyed. Using structural equation modeling, the study identified significant gender differences in the direct and indirect effects of attachment on bullying behavior. For male students, greater school attachment was directly related to less bullying behavior and maternal and peer attachment had indirect effects on bullying behavior, mediated by student cognitive empathy. For female students greater maternal attachment was directly related to less bullying behavior, and peer attachment had an indirect effect on bullying behavior, mediated by student affective empathy. The study provides evidence supporting increased emphasis on empathy development in bullying prevention programs.     

STUDENT EVALUATION OF TEACHING IN AN AUSTRALIAN UNIVERSITY ‐‐ STAFF PERCEPTIONS AND REACTIONS

At the University of Queensland staff have had the opportunity since 1982 to make use of a standardised questionnaire to students to get feedback on their teaching. The questionnaire was developed and is organised in such a way that it may be used in promotion applications, as evidence of teaching ability in the annual appraisal of probationary staff by the head of department, and for personal feedback. After one year of operation interviews were held with all those who had used the questionnaire. Their attitude to evaluation of teaching was overwhelmingly positive and differed sharply from the way they perceived their department's and the University's attitude to be. Staff, on the whole, acted on the feedback received from their students by changing the course organisation and content, aspects of classroom teaching or their attitude. Many felt more confident about their teaching as a result of the evaluation, and for many the questionnaires were the only source of feedback and encouragement.     

RECRUITING AND RETAINING AN ETHNICALLY DIVERSE SAMPLE OF OLDER ADULTS IN A LONGITUDINAL INTERVENTION STUDY

This paper describes strategies developed to recruit and retain an ethnically diverse sample in a longitudinal intervention of 246 participants in the SeniorWISE study. The ethnic and socioeconomic differences of these participants necessitated the use of different methods of effectively communicating with this population. Recruitment benefited from the use of focus groups, media attention, and personal appearances in the community. Educational strategies included modification of language and examples. Testing sessions were called interviews, and team members were available to answer questions and to read the instruments to participants, when desired. Participants were sent birthday cards and a monthly newsletter. The study is 90% completed.     

INITIAL DEVELOPMENT AND VALIDATION OF THE BULLYHARM: THE BULLYING,HARASSMENT, AND AGGRESSION RECEIPT MEASURE

This article describes the development and preliminary validation of the Bullying, Harassment, and Aggression Receipt Measure (BullyHARM). The development of the BullyHARM involved a number of steps and methods, including a literature review, expert review, cognitive testing, readability testing, data collection from a large sample, reliability testing, and confirmatory factor analysis. A sample of 275 middle school students was used to examine the psychometric properties and factor structure of the BullyHARM, which consists of 22 items and six subscales: physical bullying, verbal bullying, social/relational bullying, cyber‐bullying, property bullying, and sexual bullying. First‐order and second‐order factor models were evaluated. Results demonstrate that the first‐order factor model had superior fit. Results of reliability testing indicate that the BullyHARM scale and subscales have very good internal consistency reliability. Findings indicate that the BullyHARM has good properties regarding content validation and respondent‐related validation, and is a promising instrument for measuring bullying victimization in school.     

法律视野中的《蝴蝶梦》

《蝴蝶梦》中涉及到通奸和谋杀两项罪行,吕蓓卡所犯的通奸罪是否属实,是迈克西姆的恶意中伤还是诽谤?因吕蓓卡私生活不检点,遭迈克西姆枪杀,证据不确凿,陪审团又是如何审案和结案的?最后吕蓓卡被判定为自杀,凶手逍遥法外,这不能不说是法律的悲哀。     

PREDICTING ACADEMICS VIA BEHAVIOR WITHIN AN ELEMENTARY SAMPLE: AN EVALUATION OF THE SOCIAL,ACADEMIC, AND EMOTIONAL BEHAVIOR RISK SCREENER (SAEBRS)

This study examined the extent to which teacher ratings of student behavior via the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) predicted academic achievement in math and reading. A secondary purpose was to compare the predictive capacity of three SAEBRS subscales corresponding to social, academic, or emotional domains of behavior. Universal screening was conducted to evaluate 1,058 elementary students’ performance in both reading and math, which were then combined to form a composite estimate of overall academic performance. Results indicated that the SAEBRS composite scale and all three subscales each individually predicted academic performance. Results further indicated that the SAEBRS Academic Behavior subscale was the best predictor of academic performance. Furthermore, the SAEBRS Social Behavior scale was found to function as a net suppressor variable, enhancing the capacity of Academic Behavior to predict academic performance via the suppression of variance irrelevant relative to academic performance. Follow‐up path analyses suggested Academic Behavior also served as a mediating variable, as it partially accounted for the relationship between Social Behavior and academic performance. Implications for educators and limitations of this study are discussed.     

从财务管理角度分析影响项目经费管理的原因及对策

科研经费来源复杂而多样,因此科研经费管理一直是众多学者研究的课题。文章从财务管理角度重新审视了项目经费管理的现状,通过对科研经费管理现状的研究分析,找出原因并提出了加强科研经费管理的若干对策。     

THE EFFECTS OF MIDDLE SCHOOL BULLYING AND VICTIMIZATION ON ADJUSTMENT THROUGH HIGH SCHOOL: GROWTH MODELING OF ACHIEVEMENT,SCHOOL ATTENDANCE,AND DISCIPLINARY TRAJECTORIES

The current 5‐year longitudinal study examined the effects of middle school bullying and victimization on adolescent academic achievement, disciplinary referrals, and school attendance through high school (N = 2030; 1016 both boys and girls). Greater engagement in bullying behaviors was concurrently associated with lower achievement and school attendance for girls and higher levels of disciplinary problems, and, for girls, predicted increases in disciplinary referrals through high school. Victimization was unrelated to school adjustment difficulties when controlling for bullying. Moreover, academic achievement was longitudinally associated with disciplinary referrals and school attendance. These findings outline concurrent school adjustment difficulties associated with engagement in bullying behavior, the longer‐term behavioral ramifications for girls, and the relations of behavioral and academic development from middle school to high school.     

INTERNATIONAL RECOGNITION OF STUDIES,DIPLOMAS, AND DEGREES AS SEEN FROM AN AMERICAN PERSPECTIVE

The aim of this article is to describe the sources of information on foreign education systems and credentials by means of which the various higher education institutions of the United States reach decisions as to the admission of foreign students and the granting of equivalences for degrees earned abroad. The information is derived from a number of sources, particularly from such national volunteer and professional associations as the American Association of Collegiate Registrars (AACRAO) including a linkage which it maintains with the Agency for International Development (AID), the National Council on the Evaluation of Foreign Educational Credentials (The Council), the National [Association of Foreign Student Affairs (NAFSA), the National Liaison Committee on Foreign Student Admissions (NLC), and the National Association of Credential Evaluation Services (NACES). The article further explains how each of these organizations reaches decisions as to the value of given foreign credentials and makes its judgments and recommendations known to those who, in general, need this information, and to specific institutions which request specific information for specific purposes. In the final analysis, the organizations in question are purely advisory; the specific decisions with regard to specific students enrolled in specific higher education institutions are the sole purview of the institutions in question.     

SCHOOL ANXIETY INVENTORY: RELIABILITY AND VALIDITY EVIDENCE IN A SAMPLE OF SLOVENIAN ADOLESCENTS

The purpose of this study was to examine the reliability and validity of the School Anxiety Inventory (SAI) using a sample of 646 Slovenian adolescents (48% boys), ranging in age from 12 to 19 years. Single confirmatory factor analyses replicated the correlated four‐factor structure of scores on the SAI for anxiety‐provoking school situations (Anxiety about School Failure and Punishment, Anxiety about Aggression, Anxiety about Social Evaluation, and Anxiety about Academic Evaluation), and the three‐factor structure of the anxiety response systems (Physiological Anxiety, Cognitive Anxiety, and Behavioral Anxiety). Equality of factor structures was compared using multigroup confirmatory factor analyses. Measurement invariance for the four‐ and three‐factor models was obtained across gender and school‐level samples. The scores of the instrument showed high internal reliability and adequate test–retest reliability. The concurrent validity of the SAI scores was also examined through its relationship with the Social Anxiety Scale for Adolescents (SASA) scores and the Questionnaire about Interpersonal Difficulties for Adolescents (QIDA) scores. Correlations of the SAI scores with scores on the SASA and the QIDA were of low to moderate effect sizes.     

QUALITY IN HIGHER EDUCATION FROM AN INTERNATIONAL POINT OF VIEW: THE ROLE OF UNESCO

Although admittedly quality is very hard to define, UNESCO, particularly its European Centre for Higher Education and its Division of Higher Education, have undertaken a number of actions to further quality in higher education. Thus CEPES created EGAA (European Group on Academic Assessment) and the Division of Higher Education stressed the questions of quality in higher education in a recently prepared UNESCO draft policy paper. A strong component of the UNESCO UNITWIN and UNESCO Chairs Programme is directed at improving the quality of universities and university programmes in developing countries. The effort in favour of quality thus dovetails into other policies and actions of UNESCO, such as those in favour of the development of Centres of Excellence in the academic world. Yet quality improvement should not mean the imposition of one university model throughout the world but drawing upon what is best in local customs and indigenous culture.

     

诗之声与乐之音--关于诗的本体论阐释之三

在中华民族的精神起源过程中,诗与音乐（作为“声音”自身演进的成熟形态或结构体）在历史之维上具有深刻的同源性,但诗与音乐在明的精神结构中所以分割开来,成为两种有着本质不同的精神（显现）方式,则表明它们在思维之向度上存在着深刻的本体论差异,从本体论角度,弄清诗与音乐的分界及交互关系,以对“声音”的现象学分析为中介,对于深入认识诗与音乐各自的本质特征,具有极为重要的理论意义。