Parameterized Approximation Schemes using Graph Widths

Combining the techniques of approximation algorithms and parameterized complexity has long been considered a promising research area, but relatively few results are currently known. In this paper we study the parameterized approximability of a number of problems which are known to be hard to solve exactly when parameterized by treewidth or clique-width. Our main contribution is to present a natural randomized rounding technique that extends well-known ideas and can be used for both of these widths. Applying this very generic technique we obtain approximation schemes for a number of problems, evading both polynomial-time inapproximability and parameterized intractability bounds

Limitations of focussing on homophobic, biphobic and transphobic ‘bullying’ to understand and address LGBT young people’s experiences within and beyond school

This paper presents new empirical data that highlight how a focus on ‘bullying’ is too limited and narrow when thinking about homophobia, biphobia and transphobia that young people may experience. The paper draws on two recent studies with young lesbian, gay, bisexual and trans participants, which each identified issues and experiences not readily captured within dominant bullying discourses and understandings. Findings are examined within three sections: beyond ‘bullying’, questioning inevitability, and (in)appropriate responses. In conclusion, I set out some implications and suggestions for the development of practice and future research concerning homophobia, biphobia and transphobia in youth settings

Sibling bullying at 12 years and high-risk behavior in early adulthood : a prospective cohort study

Emerging evidence suggests that sibling aggression is associated with the development of high‐risk behavior. This study investigated the relationship between sibling bullying perpetration and victimization in early adolescence and high‐risk behavior in early adulthood. Sibling bullying was assessed at 12 years in 6,988 individuals from the Avon Longitudinal Study of Parents and Children, a birth cohort based in the UK and high‐risk behavioral outcomes were assessed at 18–20 years. Frequent sibling bullying perpetration predicted antisocial behavior (OR = 1.74; 95%CI, 1.38–2.20), while frequent sibling bullying victimization increased the odds of nicotine dependence (OR = 2.87; 95%CI, 1.55–5.29), even after accounting for peer bullying and parent maltreatment. Categorical analysis revealed that particularly bullies and bully‐victims were at risk of developing high‐risk behavior. Finally, this study found that adolescents who were involved in bullying perpetration across multiple contexts (home and school) had the highest odds of reporting antisocial behavior (OR = 3.05; 95%CI, 2.09–4.44), criminal involvement (OR = 2.12; 95%CI, 1.23–3.66), and illicit drug use (OR = 2.11; 95%CI, 1.44–3.08). Findings from this study suggest that sibling bullying perpetration may be a marker of or a contributory factor along the developmental trajectory to antisocial behavior problems. Intervention studies are needed in order to test whether reducing sibling bullying can alleviate long‐term adverse social and behavioral outcomes

Well-quasi-ordering versus clique-width : new results on bigenic classes.

Daligault, Rao and Thomassé conjectured that if a hereditary class of graphs is well-quasi-ordered by the induced subgraph relation then it has bounded clique-width. Lozin, Razgon and Zamaraev recently showed that this conjecture is not true for infinitely defined classes. For finitely defined classes the conjecture is still open. It is known to hold for classes of graphs defined by a single forbidden induced subgraph H, as such graphs are well-quasi-ordered and are of bounded clique-width if and only if H is an induced subgraph of P4P4. For bigenic classes of graphs i.e. ones defined by two forbidden induced subgraphs there are several open cases in both classifications. We reduce the number of open cases for well-quasi-orderability of such classes from 12 to 9. Our results agree with the conjecture and imply that there are only two remaining cases to verify for bigenic classes

Bullying: An ecological approach to intervention in schools

Bullying is a major concern in education worldwide, particularly in countries such as New Zealand that are reported to have high rates of bullying in schools. In this article it is proposed that, in order to effectively prevent or substantially reduce bullying in schools, a systemic approach needs to be adopted, with interventions organized at various levels. An ecological model for bullying prevention is presented that suggests strategies and interventions at the levels of teachers, schools, communities, and society. Examples of interventions that have been found in the literature to have evidence supporting their effectiveness have been outlined at each of these levels. Guidelines are presented for schools adopting such an ecological model for addressing bullying and for bringing about the changes needed to implement it successfully

Predicting and Reducing Aggression and Violence Toward Teachers: Extent of the Problem and Why it Matters

Although violence prevention has largely focused on students, national and state-level studies suggest that teacher-directed violence warrants attention by researchers, policy makers, and school stakeholders. In this chapter, we provide an overview of the empirical literature on teacher-directed violence, including the extent of the problem, types of violence teachers experience, measurement issues, and how this problem varies across perpetrators and social contexts. We specify recommendations for assessment, including developing and using reliable and valid measures to better understand teachers\u27 experiences with violence. Violence prevention approaches are described, and we advocate for assessment and intervention that incorporate teacher experiences. Using a social-ecological model, we outline intervention strategies that address school violence that affects students, teachers, and administrators at the microsystem, mesosystem, exosystem, and macrosystem levels. Ultimately, we need to take the entire school ecology into account to reduce violence and create an effective teaching and learning environment where everyone feels safe

A Critical Review of Anti‐Bullying Programs in North American Elementary Schools

BACKGROUNDBullying behavior is a concern among school‐aged youth and anti‐bullying programs have been implemented in schools throughout North America. Most anti‐bullying programs are delivered to adolescent youth because antisocial‐aggressive behaviors are typically associated with this developmental stage. This paper is a review of empirically evaluated school‐based bullying prevention and intervention programs in North American elementary schools.METHODSWe conducted a systematic, critical review of bullying prevention programming. Data were analyzed to determine the study method, intervention components, measurement of bullying, aggression, or peer victimization, outcomes measured, and results.RESULTSOur review resulted in the identification of 10 interventions aimed at youth in grades K‐6 enrolled in North American elementary schools. Effective intervention strategies targeted a variety of bullying behaviors using diverse mechanisms and included a school—and community‐wide approach. Direct outcomes of the reviewed evaluations were centered on bullying, aggression, and victimization. Indirect outcomes of review evaluations included strategies for bystanders, school achievement, perceived school safety, and knowledge or attitudes about bullying.CONCLUSIONSRecommendations for promising practices in effective bullying intervention programming are offered. The review concludes with suggestions for supporting school health staff and in‐service teachers drawn from the body of research, and offers direction for future study.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/151360/1/josh12814_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/151360/2/josh12814.pd

School Goal Structures and Violence Against Educators Before and During COVID-19

We examined relations of U.S. teachers’ perceptions of mastery and performance goal structures to violence perpetrated against them before and during COVID-19. We hypothesized that perceptions of an instructional emphasis on mastery (i.e. mastery goal structure) would be related to lower levels of victimization, whereas perceptions of an emphasis on performance (i.e. performance goal structure) would be related to greater victimization. Using a sample of 9,363 teachers, we conducted negative binomial regression analyses, controlling for teacher and school characteristics. Perceptions of a performance goal structure were related to higher levels of teacher-directed violence, whereas perceptions of a mastery goal structure were related to lower levels of violence. Results underscore the benefits of school mastery versus performance goal structures for bolstering student motivation and teacher safety