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Bullying is one type of violence that threatens a youth's well-being in schools and neighborhoods. The impacts of bullying are felt by individuals, families, schools, and society and may result in youths feeling powerless, intimidated, and humiliated by the aggressive acts of other youth(s). This document is designed as a tool to help organizations, researchers, evaluators, community groups, educators, and public health officials define and gather systematic data on bullying to better inform research and prevention efforts. It is intended to improve the consistency and comparability of data collected on bullying. Current efforts to characterize bullying vary considerably. The lack of a uniform definition hinders the ability to understand the true magnitude, scope, and impact of bullying and track trends over time. Consistent terminology with standardized definitions is necessary to improve public health surveillance of bullying and inform efforts to address bullying. The current definition applies to bullying that occurs between peers and excludes abuse perpetrated by adults against children or youths. It also excludes family violence and violence that occurs within the context of an intimate or dating relationship. These different forms of violence (e.g., child maltreatment, sibling violence, teen dating violence, intimate partner violence, elder maltreatment) can include aggression that is physical, sexual, or psychological (e.g., verbal, belittling, isolating, coercive). However, the context and uniquely dynamic nature of the relationship between the victim and the perpetrator in which these acts occur is different from that of peer violence. This document is divided into four sections, the first of which provides background on the problem, including what is presently known about the public health burden of bullying and the need for a uniform definition of bullying. The uniform definition and description of key terms is presented next followed by considerations to keep in mind when gathering data on bullying. The last section provides a list of recommended data elements designed to assist individuals collecting information on bullying and to serve as a technical reference for the collection of surveillance data. The data elements are grouped into "core" and "expanded" data elements. Core elements are those which are recommended for inclusion in data collection systems in order to track the magnitude, scope, and characteristics of the bullying problem and to identify groups at high risk for being bullied. Expanded data elements are included to support users who may wish to collect other important contextual information about bullying (i.e., witnesses' responses to bullying) depending on community needs, interests, and the feasibility of gathering additional data. A large number of expanded data elements are provided with the expectation that the vast majority of users will only use a subset of them. The appendix contains "Family Educational Rights and Privacy Act (FERPA) and the Protection of Pupil Rights Amendment PPRA". Additional References are provided with some tables.

This curriculum guide is designed to assist teachers in developing a world literature course exploring the modern literature of four cultures: North America, Latin America, the Middle East, and India. The course begins with the study of North America, the language, history, culture and religion and the literature resulting from those factors. By examining how literature reflects or does not reflect our culture, students will be better situated to evaluate the distance between art and life in other cultures. The course proceeds to Latin America, Egypt, West Africa, Zimbabwe, and India and their respective literature. (EH)

This paper reports the results of generalizability theory (G) analyses done for new writing and speaking tasks for the Test of English as a Foreign Language (TOEFL). For writing, a special focus was placed on evaluating the impact on the reliability of the number of raters (or ratings) per essay (one or two) and the number of tasks (one, two, or three). For speaking, the focus was on investigating the impact of the number of tasks (1 though 12) and the number of ratings (1 or 2). Data for the writing study were 488 examinees' responses to 2 reading-writing and 3 listening-writing TOEFL tasks. Data for the speaking study were from 6 listening-speaking, 2 reading-speaking, and 5 independent speaking tasks administered to 261 examinees. By far the greatest source of variation in examinees' test performance was due to differences among test takers' ability as measured by the writing and speaking tasks. This suggests that, as intended, the tasks do distinguish among examinees. Results further suggest that, to maximize score reliability for both speaking and writing, it would be more cost efficient to increase the number of tasks rather than the number of ratings per task. Beyond five or six tasks, there would be a diminishing return for increasing the number of tasks. (Contains 2 tables, 3 figures, and 10 references.) (SLD)

This study examines the score dependability of writing and speaking assessments from the Test of English as a Foreign Language (TOEFL) from the perspectives of univariate and multivariate generalizability theory (G-theory) and presents the findings of three separate G-theory studies. For writing, the focus was on evaluating the impact on reliability of the number of raters (or ratings) per essay (one or two) and the number of tasks (one, two, or three). For speaking, the focus was on investigating the impact of the number of tasks (1 to 12) and the number of ratings (1 or 2). In addition, an attempt was made to determine the optimal configuration of types and number of tasks for speaking to maximize the reliability of the composite score. Data for the first study were ratings from a study of a new task type in which 2 reading-writing and 3 listening-writing tasks were administered to 488 English-as-a-Second-Language learners. For study 2, each of the essays for the tasks for one subgroup was rerated by each of six raters. In the third study, focusing on speaking, data from 261 examinees were used. By far the greatest source of variation in examinees' test performance was due to differences among test takers' ability as measured by the writing and speaking tasks. This suggests that, as intended, the tasks do distinguish among examinees. Results further suggest that, to maximize score reliability for both speaking and writing, it would be more cost efficient to increase the number of tasks rather than the number of ratings per task. Beyond five or six tasks, there would be a diminishing return for increasing the number of tasks. (Contains 5 tables, 6 figures, and 12 references.) (SLD)

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet focuses on how children and young adults make meaning in speech and writing and on ways teachers can encourage their language development. Following a brief introduction, the first major section of the booklet analyzes communication competence according to four principles: (1) sensitivity to situational factors, including medium of communication, function, setting, topic, discourse process, and audience; (2) flexibility; (3) performance; and (4) feedback. The second section discusses the school as a communication context and examines the different speaking and writing situations students encounter daily. The third presents a model of communication development stressing social awareness, coding, and reconstruction of experience, and the fourth section examines the interdependence among these dimensions. The concluding section discusses teaching for communication competence. Examples of student work are included throughout the booklet. (FL)

The purpose of this paper is to analyse the challenges involved in bringing gender analysis together with the analysis of social-ecological resilience and in doing so to provide ways forward that will enable a more meaningful account of gendered social relations in relation to resilience. The co-authors comprise researchers working in the field of gender as well as those working in the field of resilience reflecting our aim to promote constructive collaboration between the fields. The paper is based primarily upon a review of literature which focused closely on studies attending to both gender and fisheries, but which also included other gender studies concerned with other ecological systems, natural resource management, adaptation and climate change where they appeared pertinent. The authors also draw on their experience of working together to build capacity in gender research within World Fish and the Aquatic Agricultural Systems Research program of the CGIAR since 2013.

Presents a lesson that introduces search engines to high intermediate-level English-as-a-Second-Language students in grades 6-12. Over several days, students learn how to use three search engines (infoseek, AltaVista, and Yahoo!) to search the Internet for information effectively. Students can work together online to create a customized list of search terms and research topics. (SM)

The Egyptian aquaculture industry provides more than 100,000 full-time or part-time jobs and produces the country's least-expensive farmed animal protein. Thus, aquaculture plays an important role in both sustaining livelihoods and improving the diet quality and nutritional health of Egyptians, including a significant proportion of the 25.5% who are resource-poor. Recognizing this dual role, WorldFish has promoted sustainable growth in Egyptian aquaculture for more than 20 years. Through its work, WorldFish has identified a lack of quality data about fish consumption preferences and practices. Eager to fill this knowledge gap, WorldFish partnered with the Environment and Development Group (EDG) to study consumption of fish, red meat and poultry among the resource-poor in Egypt. This study aimed to characterize current consumer preferences for and consumption patterns of animal-source foods, comparing red meat, poultry and fish. The resulting data is meant to contribute to a better understanding of what drives demand for fish among the resource-poor in Egypt, allowing value chain actors to more successfully market their products to this segment of the population.

This working paper is part of a review of aquaculture technologies and gender in Bangladesh in the period 1990 to 2014. It assesses how gender has been integrated within past aquaculture technology interventions, before exploring the gender dimensions associated with current approaches to transferring knowledge about homestead aquaculture technology. It draws out existing knowledge, identifies research gaps, and selects practices to build upon--as well as practices to move away from. The review examines the research and practice of WorldFish and other development partners in Bangladesh through consultations, a review of gray and published literature, and fieldwork. It aims to contribute to the development of aquaculture technology dissemination methodologies that strengthen and underpin women's participation in aquaculture.

This brief focuses on the potential for the social-ecological systems (SES) framework to engage with concerns about gender and social change. It specifically considers how far feminist political ecology (FPE) can address its shortcomings.

Aquatic agricultural systems (AAS) are systems in which the annual production dynamics of freshwater and/or coastal ecosystems contribute significantly to total household income. Improving the livelihood security and wellbeing of the estimated 250 million poor people dependent on AAS in Bangladesh, Cambodia, the Philippines, the Solomon Islands and Zambia is the goal of the Worldfish Center-led Consortium Research Program (CRP), “Harnessing the development potential of aquatic agricultural systems for development.” One component expected to contribute to sustainably achieving this goal is enhancing the gender and wider social equity of the social, economic and political systems within which the AAS function. The CRP’s focus on social equity, and particularly gender equity, responds to the limited progress to date in enhancing the inclusiveness of development outcomes through interventions that offer improved availability of resources and technologies without addressing the wider social constraints that marginalized populations face in making use of them. The CRP aims to both offer improved availability and address the wider social constraints in order to determine whether a multi-level approach that engages with individuals, households and communities, as well as the wider social, economic and political contexts in which they function, is more successful in extending development’s benefits to women and other excluded groups. Designing the research in development initiatives to test this hypothesis requires a solid understanding of each CRP country’s social, cultural and economic contexts and of the variations across them. This paper provides an initial input into developing this knowledge, based on a review of literature on agriculture, aquaculture and gender relations within the five focal countries. Before delving into the findings of the literature review, the paper first justifies the expectation that successfully achieving lasting wellbeing improvements for poo

An investigation was made of the enthalpy of the alpha-modification of A12O3 (corundum) at high temperatures with a view toward using it as a heat-capacity 'standard' for high-temperature calorimeter research. Corundum may be obtained in pure form, has high chemical and thermal stability, and a high specific heat. Corundum has several crystalline modifications, of which the alpha-modification is the most widely distributed natural form, and may be produced synthetically. An investigation was made of samples of colorless corundum, consisting of crystals 30 mm long and 2 mm in diameter, and of 99.99% purity. Molybdenum capsules were employed in the experiments. It was shown that no reactions occur in the system Mo-Al2O3 at temperatures up to 2100K. It was also found (within experimental accuracy) that no reaction occurred in the hermetically sealed molybdenum capsules during measurements of the enthalpy of liquid corundum., Eksperymentalne Vyznachennia Entalpyi, Temperatury i Teploty Fazovogo Perekhodu Alpha-Modyfikatsyi Okysu Aliuminiyu A1203 pry Temperaturakh 1200-2500K. Trans. of Ukrayinskyi Fizychnyi Zhurnal (USSR) v7 n2 p205-11 1962.

An experimental determination of the enthalpy of Mo in the 1164-2540 K range with an error of less than 1% was made. Measurements were based on the method of coalescence in a high-temperature vacuum device., Trans of Fizika Metallov I Metallovedeniya v2 n4 pp628-629 1961.