Educators and the public alike are often perplexed with the enormous and evolving cyber mise en scène. Youth of the digital generation are interacting in ways our fore-mothers and fathers never imagined -using electronic communications that until 30 years ago never existed. This article reports on a study of cyber-bullying conducted with students in grades 6 through 9 in five schools in British Columbia, Canada. Our intent was to quantify computer and cellular phone usage; to seek information on the type, extent and impact of cyber-bullying incidents from both bullies' and victims' perspectives; to delve into online behaviours such as harassment, labelling (gay, lesbian), negative language, sexual connotations; to solicit participants' solutions to cyber-bullying; to canvass their opinions about cyber-bullying and to inquire into their reporting practices to school officials and other adults. This study provides insight into the growing problem of cyber-bullying and helps inform educators and policymakers as to appropriate prevention or intervention measures to counter cyber-bullying.

Cyberbullying research is rapidly expanding with many studies being published from around the world in the past five or six years. In this article we review the current international literature published in English, with particular attention to the following themes: The relationship of cyberbullying to the more traditional face-to-face bullying, including differences and similarities; the impacts of cyberbullying on victims, bullies, schools, families, and communities; coping strategies for victims, schools, and parents; and solutions, both effective and ineffective. A focus of this article is evidence-based prevention and intervention strategies, which may be employed by educators, psychological service providers, and by parents to counter the problem of cyberbullying. Here we address the importance of school and home culture, modelling, curriculum development in information and communication technology (ICT) and social media, peer and bystander education, and other non-punitive approaches. We conclude with a discussion of implications on policy and practice and future research directions.

Cyberbullying is an emerging issue in the context of higher education as information and communication technologies (ICT) increasingly become part of daily life in university. This paper presents findings from 1925 student surveys from four Canadian universities. The overall findings are broken down to determine gender similarities and differences that exist between male and female respondents’ backgrounds, ICT usage, experiences with cyberbullying, opinions about the issue, and solutions to the problem. We also examine the continuities between these findings and those of earlier studies on cyberbullying among younger students. Our findings also suggest that gender differences, which do emerge, provide some support for each of the three theoretical frameworks considered for understanding this issue, that is, relational aggression, cognitive-affective deficits, and power and control. However, none of these three models offers a full explanation on its own. The study thus provides information about cyberbullying behaviour at the university level, which has the potential to inform the development of more appropriate policies and intervention programs/solutions to address the gendered nature of this behaviour.

In animal models, kidney formation is known to be controlled by the proteins RET, GDNF, and GFRA1; however, no human studies to date have shown an association between abnormal kidney development and mutation of these genes. We hypothesized that stillborn fetuses with congenital renal agenesis or severe dysplasia would possess mutations in RET, GDNF, or GFRA1. We assayed for mutations in these genes in 33 stillborn fetuses that had bilateral or unilateral renal agenesis (29 subjects) or severe congenital renal dysplasia (4 subjects). Mutations in RET were found in 7 of 19 fetuses with bilateral renal agenesis (37%) and 2 of 10 fetuses (20%) with unilateral agenesis. In two fetuses, there were two different RET mutations found, and a total of ten different sequence variations were identified. We also investigated whether these mutations affected RET activation; in each case, RET phosphorylation was either absent or constitutively activated. A GNDF mutation was identified in only one fetus with unilateral agenesis; this subject also had two RET mutations. No GFRA1 mutations were seen in any fetuses. These data suggest that in humans, mutations in RET and GDNF may contribute significantly to abnormal kidney development.

Educators play an important role in preventing cyberbullying and encouraging positive online behaviour. In this article we report on the educator portion of a study of cyberbullying at two large, technology-rich secondary schools in Canada. We discuss 17 educators’ experiences with cyberbullying, their knowledge of social networking technology, the priority they place on preventing cyberbullying, and the remedies they suggest. Qualitative analyses of taped interview responses to 16 open-ended questions revealed that they were unaware of the extent of cyberbullying among their students and although they saw prevention as a priority, and were able to pose possible solutions, no policies or programs had been implemented, even by the younger teachers, who were more technologically savvy. Nor were the educators interested in learning the results of the student portion of our research, preferring instead that cyberbullying remain under their radar.