Cyberbullying can be visualized as a potential issue affecting children and all categories of people. One demanding concern is effective representation for learning of content messages. The proposed system deals with cyberbullying revelation in email application using Naive Bayes Classifier Algorithm. The Classification Algorithm is a baseline method for content classification; the method of analyzing documents as relating to one classification or the other with word prevalence as features. The technique deals with the identification and filtering of spam words. The denoised messages are classified with the help of Naive Bayes Classifier Algorithm. The messages are processed under feature set extraction method. The feature probabilities are found out using Naive Bayes Classifier Algorithm .The efficiency factor is compared among the two algorithms, Naive Bayes Classifier Algorithm and Support Vector Machine and a graph is plotted. Comparison on the basis of precision factor is also done with the fact that the probabilities for each feature set are calculated independently from the twitter dataset and can evaluate the performance by predicting the output variable.

New series of 8-nitroquinolone based aromatic heterocyclic acyl hydrazones have been synthesized and characterized through various spectroscopic techniques. They were theoretically examined for molecular docking with various proteins related with...

This exploratory study occurred in 10 title 1 schools located within a Midwestern state. The sample included 23 general educators and 551 students in second through fifth grade. Fifty-seven students identified as at risk for an emotional or behavioral disorder represented the targeted sample. The purpose of this study was to determine if teachers' implementation of evidence-based practices (EBP) occurred at different rates across demographic groups (i.e., race and disability risk). The results indicated that teachers used higher rates of opportunities to respond (OTR) with students not at risk compared to students at risk but used higher rates of positive specific feedback with students who were at risk compared to students not at risk. Students at risk who were Black also received statistically significantly more OTR than White at-risk students.Results of the study illuminate the need to continue examining teachers' differing use of EBP as contributors to and predictors of student outcomes and disproportionality.

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Using nationally representative High School Longitudinal Study of 2009 data, this quantitative study examined how math teacher qualifications affect U. S. 9th graders’ math achievement and attitudes. The study is guided by the Cognitive Apprenticeship Theory that emphasizes that expert teachers enable students to learn as apprentices and construct knowledge within the activity, context, and culture in which it is learned. The study shows that not only does cognitive apprenticeship enable skill development and knowledge acquisition, but it shapes student math self-efficacy and interest in the subject, and it develops their math identity if students viewed math teachers as role models. The study employs a comparative research design to explore the main effects and interaction between teachers’ credential type and field of study degree on student outcomes. One notable finding is that teacher credentials (i.e., level of education certification) affected student math achievement and math identity but had weaker effects on math self-efficacy, math utility and interest in math courses. Second, holding a math degree affected students’ math achievement and math identity, while holding a degree in education had some positive effects on increasing students’ interest in math courses. Results have direct implications for the field of Mathematics Education showing that teacher qualifications affect student beliefs and attitudes toward mathematics.

We report on a qualitative research study that identifies both challenges and successes resulting from the implementation of a Peer Education program at an urban, Hispanic-serving, Tier 1 Research University. By drawing on the experiences of 29 peer educators, we demonstrate the ways that combining peer mentoring and tutoring provided benefits for those who were not only served but those who served them. Lessons learned are shared.