Due to the ongoing debate regarding the definitions and measurement of cyberbullying, the present article critically appraises the existing literature and offers direction regarding the question of how best to conceptualise peer-to-peer abuse in a cyber context. Variations across definitions are problematic as it has been argued that inconsistencies with regard to definitions result in researchers examining different phenomena, whilst the absence of an agreed conceptualisation of the behaviour(s) involved hinders the development of reliable and valid measures. Existing definitions of cyberbullying often incorporate the criteria of traditional bullying such as intent to harm, repetition, and imbalance of power. However, due to the unique nature of cyber-based communication, it can be difficult to identify such criteria in relation to cyber-based abuse. Thus, for these reasons cyberbullying may not be the most appropriate term. Rather than attempting to "shoe-horn" this abusive behaviour into the preconceived conceptual framework that provides an understanding of traditional bullying, it is timely to take an alternative approach. We argue that it is now time to turn our attention to the broader issue of cyber aggression, rather than persist with the narrow focus that is cyberbullying.
Background— Recent evidence suggests that chloride channels may be involved in ischemic preconditioning (IPC). In this study, we tested whether the cystic fibrosis transmembrane conductance regulator (CFTR) chloride channels, which are expressed in the heart and activated by protein kinase A and protein kinase C, are important for IPC in isolated heart preparations from wild-type (WT) and CFTR knockout (CFTR −/− ) mice. Methods and Results— Hearts were isolated from age-matched WT or CFTR −/− (B6.129P2-Cftr tm1Unc and STOCKCftr tm1Unc -TgN 1Jaw) mice and perfused in the Langendorff or working-heart mode. All hearts were allowed to stabilize for 10 minutes before they were subjected to 30 or 45 minutes of global ischemia followed by 40 minutes of reperfusion (control group) or 3 cycles of 5 minutes of ischemia and reperfusion (IPC group) before 30 or 45 minutes of global ischemia and 40 minutes of reperfusion. Hemodynamic indices were recorded to evaluate cardiac functions. Release of creatine phosphate kinase (CPK) in the samples of coronary effluent and infarct size of the ventricles were used to estimate myocardial tissue injury. In WT adult hearts, IPC protected cardiac function during reperfusion and significantly decreased ischemia-induced CPK release and infarct size. A selective CFTR channel blocker, gemfibrozil, abrogated the protective effect of IPC. Furthermore, targeted inactivation of the CFTR gene in 2 different strains of CFTR −/− mice also prevented IPC’s protection of cardiac function and myocardial injury against sustained ischemia. Conclusions— CFTR Cl − channels may serve as novel and crucial mediators in mouse heart IPC.
Internationally there are increasing numbers of young people on the ASD spectrum attending higher education. Early transition planning is essential and students with ASD often require support to articulate their post-school educational goals and actively participate in transition planning meetings. Services within higher education are primarily designed to provide academic supports however, non-academic supports may be an even more crucial factor in enabling successful transitions for young people on the ASD spectrum who often experience heightened anxiety within an unfamiliar environment. Within this paper, the results of a small-scale exploratory study of the transition experiences of six young people on the ASD spectrum to post-secondary education will be shared. There was limited evidence that transition planning had been initiated as a formal process for the six students. Accessing support in higher education proved to be a complex process for some students who required sustained input from parents to ensure that they would utilise the supports available. Encouraging the development of selfdetermination skills, a key predictor of success in higher education, needs to begin in secondary school. It is anticipated insights from this study can contribute to the development of an embedded infrastructure to support effective transitions for students with ASD to post-secondary education.
Victims of cyberbullying report a number of undesirable outcomes regarding their well-being, especially those who are not able to successfully cope with cyber victimization. Research on coping with cyberbullying has identified a number of different coping strategies that seem to be differentially adaptive in cases of cyber victimization. However, knowledge regarding the effectiveness of these strategies is scarce. This scarcity is partially due to the lack of valid and reliable instruments for the assessment of coping strategies in the context of cyber victimization. The present study outlines the development of the Coping with Cyberbullying Questionnaire (CWCBQ) and tests of its reliability and
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