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Abstract By applying network analysis techniques to large input–output system, we identify key sectors in the local/regional economy. We overcome the limitations of traditional measures of centrality by using random-walk based measures, as an extension of Blöchl et al. (Phys Rev E 83(4):046127, 2011). These are more appropriate to analyze very dense networks, i.e. those in which most nodes are connected to all other nodes. These measures also allow for the presence of recursive ties (loops), since these are common in economic systems (depending to the level of aggregation, most firms buy from and sell to other firms in the same industrial sector). The centrality measures we present are well suited for capturing sectoral effects missing from the usual output and employment multipliers. We also develop and make available an R implementation for computing the newly developed measures.

Although most states across the United States have enacted anti-bullying legislation, state laws vary greatly in detail and direction, leaving many school districts wondering how to best address the problem of bullying and comply with their state's legislative requirements. In response, a comprehensive, statewide training initiative was conducted for school personnel to offer guidance on developing and implementing such policies at the local level. In the present piece, the authors explicate the process by which they (a) derived theoretically grounded, empirically driven recommendations; (b) developed training materials and a project website; and (c) disseminated the material and recommendations across the state. They also present key outcomes as a result of this training initiative.

This study suggests that familiarity and novelty preferences in infant experimental tasks can in some instances be interpreted together as a single indicator of language advance. We provide evidence to support this idea based on our use of the auditory headturn preference paradigm to record responses to words likely to be either familiar or unfamiliar to infants. Fifty-nine 10-month-old infants were tested. The task elicited mixed preferences: familiarity (longer average looks to the words likely to be familiar to the infants), novelty (longer average looks to the words likely to be unfamiliar) and no-preference (similar-length of looks to both type of words). The infants who exhibited either a familiarity or a novelty response were more advanced on independent indices of phonetic advance than the infants who showed no preference. In addition, infants exhibiting novelty responses were more lexically advanced than either the infants who exhibited familiarity or those who showed no-preference. The results provide partial support for Hunter and Ames' (1988) developmental model of attention in infancy and suggest caution when interpreting studies indexed to chronological age.

The experience of peer victimization, or being the target of aggression, is common throughout childhood and adolescence and often results in negative developmental outcomes. Further knowledge of peer victimization is needed for effective prevention and intervention to promote positive youth development. The current study extends the victimization literature by (a) examining victimization rates at locations both within and outside of the school context, (b) identifying the forms of victimization most prevalent in these locations, and (c) determining whether the forms of victimization vary by gender across different locations. In a sample of 278 third through fifth graders, gender differences were examined across physical, relational, and cyber victimization. Findings indicate that physical and relational victimization are likely to occur in similar locations, with the playground and home noted as frequent locations. However, cyber victimization was reported as occurring at home and on the bus. Several notable gender differences emerged when examining these locations by the form of victimization. Findings suggest that encouraging adults both within and outside of the school environment to collaborate in their efforts to prevent and intervene with peer victimization may be particularly useful. Specific ways to improve adult training efforts are discussed.

A child's first words mark the emergence of a uniquely human ability. Theories of the developmental steps that pave the way for word production have proposed that either vocal or gestural precursors are key. These accounts were tested by assessing the developmental synchrony in the onset of babbling, pointing, and word production for 46 infants observed monthly between the ages of 9 and 18 months. Babbling and pointing did not develop in tight synchrony and babble onset alone predicted first words. Pointing and maternal education emerged as predictors of lexical knowledge only in relation to a measure taken at 18 months. This suggests a far more important role for early phonological development in the creation of the lexicon than previously thought.

Cyberbullying behavior among youth has become a growing concern among parents, educators, and policymakers due to emerging evidence documenting its harmful consequences on youths' development. As such, schools are increasingly required to address to this form of bullying. Thus, effective responses by school staff are needed. However, no study to date has examined the likelihood of cyberbullying intervention among certified and noncertified school personnel. To that end, the present study assessed whether perceptions, attitudes, and self-efficacy beliefs predicted the likelihood of cyberbullying intervention and examined whether these relationships were moderated by staff status (e.g., certified and noncertified). Results revealed that attitudes toward victims and self-efficacy beliefs to intervene were significant predictors of the likelihood of cyberbullying intervention among staff; however, the prevalence of bullying and staff attitudes toward bullies were not significant predictors of intervention likelihood. Implications for in-service staff training efforts are discussed.

Classroom conversations about mathematics--math talk--between early care and education providers and young children have been associated with growth in mathematical thinking. However, professional development opportunities to learn about math teaching and learning are limited in many community-based child development centers. New approaches that are less costly and time consuming are needed to support providers in planning and implementing rich math experiences for young children. Professional development activities that are offered within the work site and during work hours may be most feasible for a large percentage of community-based programs. The purpose of this study was to design and test the impact of brief, data-based staff meetings during naptime in child care classrooms on providers' math interactions with their students. Findings indicate that such meetings increase participants' math talk in specific domains and predict growth in children's math abilities 6 months later. The potential of naptime data meetings to enhance math interactions and other areas of professional practice are discussed. Future directions for additional research are recommended.

Background: Despite growing concern about the impact of cyberbullying on youth, few studies to date have investigated this phenomenon among elementary school samples. Consequently, little is known about cyber victimization exposure among younger children. Objective: The purpose of the present study was to examine the prevalence and nature of cyber victimization among a sample of elementary school students and determine whether significant differences existed between cyber victimized and non-cyber victimized students. Methods: A total of 660 3rd-5th grade students in six schools completed an online survey on measures of traditional and cyber bullying and victimization. Descriptive statistics were used to determine prevalence, mechanism (e.g., social media), identity of the perpetrator, and whether incidents were reported to others. Fixed effects regression models, including dummy coded school variables to control for nesting, were run to assess group differences. Results: Descriptive findings revealed that a substantial number of youth (17.7 %; n = 114) reported cyber victimization, predominantly through online games. Only 38% (n = 43) of cyber victimized children knew the identity of the perpetrator and almost 50% reported they did not tell anyone about the incident. Results also revealed that cyber victimized children reported significantly higher rates of traditional victimization and bullying involvement along with higher pro-bullying attitudes and lower pro-defending attitudes and self-efficacy for defending others. Conclusions: The results of the present study suggest the need for developmentally appropriate prevention and intervention programs implemented at the elementary school level if efforts to address this complex problem are to be successful.

Cyberbullying is a pervasive problem among youth that has detrimental consequences on the social and emotional functioning of those involved. Cyberbullying results from the interaction of individual and environmental factors. Thus, strategies intended to address this type of bullying must look beyond individual characteristics and consider peer, family, community, and societal contexts as well. Social workers, with their unique person-in-environment perspective, are in an optimal position to take an active role in addressing the far-reaching impact of cyberbullying. Accordingly, it is critical for school social workers to have an awareness of cyberbullying so that they can incorporate this knowledge into their practice with youth. This article reviews the research to date on cyberbullying and provides assessment recommendations for school social workers.

This study suggests that familiarity and novelty preferences in infant experimental tasks can in some instances be interpreted together as a single indicator of language advance. We provide evidence to support this idea based on our use of the auditory headturn preference paradigm to record responses to words likely to be either familiar or unfamiliar to infants. Fifty-nine ten-month-old infants were tested. The task elicited mixed preferences: familiarity (longer average looks to the words likely to be familiar to the infants), novelty (longer average looks to the words likely to be unfamiliar) and no-preference (similar-length of looks to both type of words). The infants who exhibited either a familiarity or a novelty response were more advanced on independent indices of phonetic advance than the infants who showed no preference. In addition, infants exhibiting novelty responses were more lexically advanced than either the infants who exhibited familiarity or those who showed no-preference. The results provide partial support for Hunter and Ames’ (1988) developmental model of attention in infancy and suggest caution when interpreting studies indexed to chronological age.

Social workers are expected to address a range of adverse and traumatic experiences among youths. One common, adverse experience is exposure to bullying. However, the degree to which schools of social work address bullying and thus prepare students to effectively intervene has yet to be investigated. Using a sample of 146 BSW students, the purpose of the present study was to describe students' exposure to content specific to traditional and cyberbullying and their general knowledge and perceptions of these issues and to explore students' reported self-efficacy to intervene and their preparedness to address bullying in their practice with youths and their families. Results revealed several notable trends. Overall, students reported little exposure to bullying-related content and only moderate levels of self-efficacy and preparedness to intervene. Implications for baccalaureate social work education are discussed in the context of enhancing bullying-related content, including exposure to efficacious prevention and intervention strategies. [ABSTRACT FROM AUTHOR]

Background: The laparoscopic repair of non-midline ventral hernia (LNM) has been debated. The aim of this study is to analyze our experience performing the laparoscopic approach to non-midline ventral hernias (NMVHs) in Northwest Italy for 6 years.Methods: A total of 78 patients who underwent LNM between March 2008 and March 2014 in the selected institutions were analyzed. We retrospectively analyzed the peri- and postoperative data and the recurrence rate of four subgroups of NMVHs: subcostal, suprapubic, lumbar, and epigastric. We also conducted a literature review.Results: No difference was found between the four subgroups in terms of demographic data, defect characteristics, admission data, and complications. Subcostal defects required a shorter operating time. Obesity was found to be a risk factor for recurrence.Conclusions: In our experience, subcostal defects were easier to perform, with a lower recurrence rate, lesser chronic pain, and faster surgical performance. A more specific prospective randomized trial with a larger sample is awaited. Based on our experience, however, the laparoscopic approach is a safe treatment for NMVHs in specialized centers. [ABSTRACT FROM AUTHOR]