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Humor can be both adaptive and maladaptive and plays a role in bullying victimization and school adjustment. It was hypothesized that humor styles decrease or increase victimization, which in turn affects school adjustment. Furthermore, humor might moderate effects of victimization on school adjustment. Moreover, a person-oriented approach could improve our understanding of group differences in these variables. An online questionnaire retrospectively surveyed emerging adults (N = 172; 77.2% female; mean age: 22.7 years) with respect to humor style use, bullying victimization and school adjustment. Mediation and moderation analyses were computed, and two sets of person-oriented analyses compared victims, bully-victims and noninvolved students on humor styles and school adjustment, and three latent humor-related groups (overall-high, adaptive-high and adaptive-low) on victimization and school adjustment. Victimization fully mediated the positive effect of affiliative humor and partially mediated the negative effect of self-defeating humor on school adjustment. The negative effect of victimization on school adjustment was magnified by self-defeating humor and attenuated by aggressive humor. Bully-victims used both aggressive and self-defeating humor more frequently, and victims used aggressive and affiliative humor less frequently. Furthermore, both victims and bully-victims showed lower school adjustment. Finally, the adaptive-high humor group showed lower victimization and higher school adjustment. Implications for school interventions are discussed.

It has been argued that adaptive conflict management styles may protect students against bullying victimization and against negative effects of ongoing victimization on psychological school adjustment. Moreover, maladaptive conflict management styles may lead to victimization or intensify negative effects of victimization on school adjustment. Mediation and moderation models were computed to test these effects. Furthermore, a person-oriented approach compared noninvolved students, victims, and bully-victims regarding conflict management styles and school adjustment. A total of 172 individuals (77.2% female, mean age: 22.7 years) completed a retrospective online questionnaire about conflict management styles, bullying victimization and school adjustment during their school years. In the mediation model, conflict management styles were not associated with victimization, but there was a positive direct effect of the integrating style on school adjustment. In the moderation model, the integrating style moderated the negative effect of victimization on school adjustment but did not buffer against the negative effects when victimization was high. Person-oriented comparisons showed that victims used the obliging style more often than bully-victims. Furthermore, victims and bully-victims showed lower school adjustment than noninvolved students. Overall, results corroborate the view that school bullying is qualitatively different from normal peer conflicts. Implications for researchers, policymakers, school principals and teachers are discussed.

Self-esteem has been identified as a predictor of bullying perpetration and victimization, which, in turn, may lead to school adjustment problems. However, findings regarding the direction and strength of these associations have been inconclusive. This study aimed to resolve this by differentiating between offline and cyber contexts and various self-esteem domains. An online sample of 459 adolescents retrospectively completed measures of self-esteem domains and offline/cyber perpetration and victimization, and a subsample of 194 adolescents also completed measures of loneliness and school adjustment. A mediation analysis of bullying-related variables on the effect of self-esteem domains on school adjustment indicated that offline victimization was the only significant mediator. Positive indirect effects were found for social and emotional self-esteem, and negative indirect effects were found for school performance-related self-esteem. Furthermore, person-oriented analyses examined differences in bullying-related roles regarding self-esteem domains, loneliness, and school adjustment. Victim groups showed lower self-esteem in many domains, but cyber victims showed higher body-related self-esteem. Bullies showed lower school performance-related but higher social self-esteem. Both bullies and victims showed lower school adjustment and more loneliness. Implications for theory and practice are discussed, as the findings are relevant for teachers and could be used to develop and deploy more effective anti-bullying programs. (ZPID).

The present paper investigated whether academic psychologists show a tendency to rate the quality and appropriateness of scientific studies more favorably when results and conclusions are consistent with their own prior beliefs (i.e., confirmation bias). In an online experiment, 711 psychologists completed a questionnaire (e.g., about their belief in astrology) and evaluated research that was presented in form of a short abstract in which 40 different behaviors (e.g., alcohol consumption, willingness to share money) have been tried to be predicted. The research to be evaluated varied on three dimensions which were all manipulated between subjects: (1) the predictors of the 40 behaviors (either Big Five or astrological factors), (2) the methodological quality of the study (low, medium, high), and (3) the results and subsequent conclusion of the study (confirmation or disconfirmation of the hypotheses). Factor-analyzed scores of participants’ ratings on 8 scales, resulting in 2 factors termed quality and appropriateness, served as dependent measures. The main result of the study is a two-way interaction: Psychologists tended to evaluate results qualitatively higher when they conformed to their own prior expectations, as in this case, when astrological hypotheses were disconfirmed.

Compared to other applications of distributed ledger technologies, for example, in decentralized finance, non-fungible tokens, and logistics, Blockchain applications in the energy industry have not found widespread dissemination and fell short of market expectations during the Blockchain hype in the late 2010s. In semi-structured qualitative interviews with leading providers in the energy industry, conducted from 2019 to 2021, hurdles in energy applications are compared with a control group of additional interviews with representatives of companies operating in IT and FinTech. The analysis uses a framework covering technical feasibility, desirability, and economic viability, as well as the role of regulatory frameworks. The interviews reveal that the first Blockchain applications suffered from a combination of technological constraints and inter-platform competition. Due to the permissionless configuration of the early energy Blockchains, they were slow in terms of transaction speed compared to existing platforms and prices per transaction were high, in addition to high degrees of complexity related to requirements from both critical-infrastructure systems and financial market regulation. The analysis further points to the slow adoption of Blockchain applications in the energy sector being related to business models rather focusing on products and platforms as well as on transactional rather than procedural use cases, with a high degree of standardization of the offering and low levels of inclusiveness concerning processes. The move from transaction platforms to innovation platforms and the emergence of Blockchain as a service provider—plus technical advances with regards to high-frequency transactions combined with the increasing importance of use cases, such as proof of origin for fuels or e-charging—may induce a shift from pilot applications to commercialization within the larger innovation ecosystem. While the involvement of Blockchain solutions in energy markets increases with pilot projects and with this, the acceptance of players and stakeholders in the energy ecosystem, a big hurdle for innovation remains the regulation of energy markets to allow for peer-to-peer trading, a usage-driven distribution of network costs, and bottom-up pricing markets.

School bullying is a serious problem worldwide, but little is known about how teacher interventions influence the adoption of bullying-related student roles. This study surveyed 750 early adolescents (50.5% female; average age: 12.9 years, SD = 0.4) from 39 classrooms in two waves, six months apart. Peer ratings of classmates were used to categorize students to five different bullying-related roles (criterion: >1 SD): bully, victim, bully-victim, defender, and non-participant. Student ratings of teachers were used to obtain class-level measures of teacher interventions: non-intervention, disciplinary sanctions, group discussion, and mediation/victim support. Controlling for student- and class-level background variables, two multilevel multinomial logistic regression analyses were computed to predict students’ bullying-related roles at wave 2. In the static model, predictors were teacher interventions at wave 1, and in the dynamic model, predictors were teacher intervention changes across time. The static model showed that disciplinary sanctions reduced the likelihood of being a bully or victim, and group discussion raised the likelihood of being a defender. Mediation/victim support raised the likelihood of being a bully. The dynamic model complemented these results by indicating that increases in group discussion across time raised the likelihood of being a defender, whereas increases in non-intervention across time raised the likelihood of being a victim and reduced the likelihood of being a defender. These results show that teacher interventions have distinct effects on students’ adoption of bullying-related roles and could help to better target intervention strategies. The findings carry practical implications for the professional training of prospective and current teachers.

Background Cerebral malaria (CM) is associated with high mortality and morbidity caused by a high rate of transient or persistent neurological sequelae. Studies on immunomodulatory and neuroprotective drugs as ancillary treatment in murine CM indicate promising potential. The current study was conducted to evaluate the efficacy of glatiramer acetate (GA), an immunomodulatory drug approved for the treatment of relapsing remitting multiple sclerosis, in preventing the death of C57Bl/6J mice infected with Plasmodium berghei ANKA. Methods and Results GA treatment led to a statistically significant lower risk for developing CM (57.7% versus 84.6%) in treated animals. The drug had no effect on the course of parasitaemia. The mechanism of action seems to be an immunomodulatory effect since lower IFN-gamma levels were observed in treated animals in the early course of the disease (day 4 post-infection) which also led to a lower number of brain sequestered leukocytes in treated animals. No direct neuro-protective effect such as an inhibition of apoptosis or reduction of micro-bleedings in the brain was found. Conclusion These findings support the important role of the host immune response in the pathophysiology of murine CM and might lead to the development of new adjunctive treatment strategies.

Here we discuss the current state of knowledge on how atmospheric escape processes can fractionate noble gas isotopes and moderately volatile rock-forming elements that populate primordial atmospheres, magma ocean related environments, and catastrophically outgassed steam atmospheres. Variations of isotopes and volatile elements in different planetary reservoirs keep information about atmospheric escape, composition and even the source of accreting material. We summarize our knowledge on atmospheric isotope ratios and discuss the latest evidence that proto-Venus and Earth captured small H 2 -dominated primordial atmospheres that were lost by hydrodynamic escape during and after the disk dispersed. All relevant thermal and non-thermal atmospheric escape processes that can fractionate various isotopes and volatile elements are discussed. Erosion of early atmospheres, crust and mantle by large planetary impactors are also addressed. Further, we discuss how moderately volatile elements such as the radioactive heat producing element 40 K and other rock-forming elements such as Na can also be outgassed and lost from magma oceans that originate on large planetary embryos and accreting planets. Outgassed elements escape from planetary embryos with masses that are ≤ M Moon directly, or due to hydrodynamic drag of escaping H atoms originating from primordial- or steam atmospheres at more massive embryos. We discuss how these processes affect the final elemental composition and ratios such as K/U, Fe/Mg of early planets and their building blocks. Finally, we review modeling efforts that constrain the early evolution of Venus, Earth and Mars by reproducing their measured present day atmospheric 36 Ar/ 38 Ar, 20 Ne/ 22 Ne, noble gas isotope ratios and the role of isotopes on the loss of water and its connection to the redox state on early Mars.