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While most bullying researchers argue that any definition of bullying must include three core elements (power imbalance, intent to cause harm, and repetitive negative actions), relatively few researchers have examined whether parents define bullying along these three elements. Among those that have, most find that parents focus on the intent to cause harm and ignore or discount the power imbalance and repetition elements. Using qualitative data from 50 parents in a southeastern state, we explore parental definitions of bullying and trace how their definitions match those three elements. We find that most parents include intent to cause harm in their definition but far fewer mention the power imbalance or repetition commonly found in scholarly definitions. Additionally, we uncover a fourth component that was important for several parents: the fact that bullies engage in that activity to build their own self-esteem. Implications for policy and research are discussed.

The citizen Continental-America Telescopic Eclipse (CATE) Experiment was a new type of citizen science experiment designed to capture a time sequence of white-light coronal observations during totality from 17:16 to 18:48 UT on 2017 August 21. Using identical instruments the CATE group imaged the inner corona from 1 to 2.1 RSun with 1.″43 pixels at a cadence of 2.1 s. A slow coronal mass ejection (CME) started on the SW limb of the Sun before the total eclipse began. An analysis of CATE data from 17:22 to 17:39 UT maps the spatial distribution of coronal flow velocities from about 1.2 to 2.1 RSun, and shows the CME material accelerates from about 0 to 200 km s⁻¹across this part of the corona. This CME is observed by LASCO C2 at 3.1–13 RSun with a constant speed of 254 km s⁻¹. The CATE and LASCO observations are not fit by either constant acceleration nor spatially uniform velocity change, and so the CME acceleration mechanism must produce variable acceleration in this region of the corona.