scholarly journals Reframing the Past: Reflections on Teaching Secondary Students during the Pandemic

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Kara N. Crawford
Keyword(s):  
Secondary Students ◽  
The Past

scholarly journals Cyberethics: Identifying The Moral, Legal And Social Issues Of Cybertechnology In K-12 Classrooms

2011 ◽  
Vol 4 (2) ◽  
pp. 29
Author(s):  
David S. Brown ◽  
Tao Wang
Keyword(s):  
United States ◽  
Secondary Students ◽  
Social Issues ◽  
The United States ◽  
Black And White ◽  
The Past ◽  
American Students ◽  
Ethical Choices ◽  
Cyber Crimes ◽  
K 12

Two computer viruses that have caused hundreds of millions of dollars in damage over the past four years are the Melissa and the Sasser virus. In March of 1999, the Melissa virus first appeared on the Internet and spread rapidly throughout computer systems in the United States and Europe. The virus made its way through 1.2 million computers in the United States alone. On December 9, 1999, David Smith pleaded guilty to state and federal charges associated with his creation of the Melissa virus (Vamosi, 2003). Reasons for writing the viruses; boredom, the challenge, and thats what Im good at, what I like to do. In May, 2004, the Sasser virus was released by an 18 year old in Germany (Williams, 2004). The arrest made on this script kiddie was the first which used Microsofts $5,000,000 fund, even though millions has been offered for information on other viruses. Unfortunately, young virus creators are unwilling to turn one another in, claiming they write viruses because they have nothing else to do or because they just want to see what happens. The purpose of this paper is threefold. First, this paper will describe the extent of Internet/cyber use by American students. Second, this paper will present data from a resent research project showing the large amount of cyber crimes are secondary students are aware of and are participating in. Finally, this paper will present scenarios which might help the reader understand why ethical choices of todays script kiddies are not as black and white as the reader might think.

scholarly journals Visiting The Past: A Case Study of Experiential Learning with Young People at Historic Sites

2021 ◽  
Vol 69 (3) ◽  
pp. 345-358
Author(s):  
Mariona Ferrer-Fons ◽  
Marta Rovira-Martínez
Keyword(s):  
Young People ◽  
Secondary Students ◽  
Spanish Civil War ◽  
Participant Observation ◽  
Effective Means ◽  
The Past ◽  
The Social ◽  
New Perspective ◽  
Memorial Sites

Abstract Learning about the past is becoming a complex issue due to the increasing need to ensure the approaches consider not only the facts, but also the implications for increasingly diverse future societies. This paper studies how experiential visits to memorial sites contribute to young people’s understanding of history from a wider and more inclusive perspective. The article presents a case study of two educational activities carried out at two memory sites related to the Spanish Civil War (1936–39) involving various qualitative techniques such as participant- and non-participant observation, expert interviews and focus groups with young people. The results show that an experiential approach to the past that works with emotions, empathy and dialogue with secondary students (17 years old) and older young people (15–25 years old) is a very effective means of offering a touching interpretation of the past and learning opportunity for youth, regardless of level of previous knowledge. Other findings show that the content needs to be reconsidered so new generations can interact with it. Young people’s worlds are shaped by cultural diversity, globalisation and the need to connect knowledge with the social environment, which enables them to engage in a critical re-appropriation of the past. This may be a new perspective that could be incorporated into the school curricula, and these types of visits could prove very useful for teachers and historical institutions such as museums or memorial sites interested in including young people’s experiences when planning their activities.

scholarly journals A ‘better’ education: An examination of the utility of boarding school for Indigenous secondary students in Western Australia

2018 ◽  
Vol 62 (2) ◽  
pp. 192-216 ◽  
Author(s):  
Mary-Anne Macdonald ◽  
Eyal Gringart ◽  
Terry Ngarritjan Kessaris ◽  
Martin Cooper ◽  
Jan Gray
Keyword(s):  
Secondary Students ◽  
Western Australia ◽  
Boarding School ◽  
Career Pathways ◽  
Indigenous Australians ◽  
School Transitions ◽  
Indigenous Australian ◽  
The Past ◽  
Australian State ◽  
Education Opportunity

Over the past 10 years, great improvements have been observed in the Year 12 attainment rate of Indigenous Australians. This has been due, in part, to government funding of programmes aimed at improving education opportunity for Indigenous Australian students, including funding of scholarships for students from remote areas to attend boarding schools. The current qualitative study investigated the perspectives of school leaders and Indigenous secondary students across the Australian state of Western Australia, on the utility and impact of this boarding provision. Students identified that boarding education allowed them to achieve a dual goal of meaningful career pathways and improved health outcomes, although they faced challenges unique to the Indigenous boarding school experience in terms of student self-concept, racism, homesickness and post-school transitions.

“You Can Form Your Own Point of View”: Internally Persuasive Discourse in Northern Ireland Students’ Encounters with History

2010 ◽  
Vol 112 (1) ◽  
pp. 142-181
Author(s):  
Keith C. Barton ◽  
Alan W. Mccully
Keyword(s):  
Northern Ireland ◽  
Secondary Students ◽  
Point Of View ◽  
Historical Study ◽  
Historical Understanding ◽  
Multiple Perspectives ◽  
The Past ◽  
School History ◽  
Persuasive Discourse ◽  
Internally Persuasive Discourse

Background Research on historical understanding has sometimes depicted adolescents and adults as either appropriating or resisting particular narrative accounts, and resistance seems to be especially common when school-based narratives differ from those encountered outside school. In Northern Ireland, however, school history does not present an alternative narrative to community-based histories, but takes a different approach altogether; school history represents an evidence-based, analytic subject that emphasizes multiple perspectives and avoids connections to contemporary identifications or political positions. Purpose In this study, we sought to understand both how young people in Northern Ireland approached historical information in school and how they made sense of conflicting perspectives on the past. Research Design and Participants Using qualitative, task-based interviews, we interviewed 253 secondary students, approximately equal numbers of whom had completed each of the 3 required years of historical study; these interviews included students of both genders and from differing school types in a variety of regions within Northern Ireland. Findings We found that these students had experienced history in more complicated ways than has been evident in most previous research. They had learned about the past in a variety of formal and informal settings, and they navigated among these multiple sources in a conscious attempt to refine and extend their historical understanding as they followed up on interests initiated in one setting by seeking out information elsewhere. Although some students simply assimilated this information into dominant community narratives, most were aware that such narratives can be used for contemporary political purposes, and they appreciated that school history encouraged a more complete and balanced historical perspective, particularly by exposing them to the motivations and experiences of the other community. Even as they sought expanded historical viewpoints, however, they were unwilling to abandon the political commitments of their communities, and they sought greater contemporary relevance for history than they were likely to encounter in school. Conclusions These students thus were not simply appropriating or resisting particular historical narratives; they were engaged in a more complex process that involved developing internally persuasive discourse as they drew from multiple historical discourses in an attempt to form their own point of view on the region's troubled past. Implications This research suggests that students in Northern Ireland and elsewhere might benefit from a curriculum that attends more directly to their active construction of historical meaning and supports them in constructing critical perspectives on the contemporary relevance of the past.

Laboring for the Colony and Nation

2003 ◽  
Vol 23 (1) ◽  
pp. 75-91 ◽  
Author(s):  
Lesley A. Sharp
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
School Students ◽  
French Empire ◽  
Colonial Era ◽  
Male Youth ◽  
Independent State ◽  
Francophone Africa ◽  
The Past ◽  
Labor Practices

Throughout the colonial era in Francophone Africa, male youth were prime targets for exploitative labor practices, and Madagascar stands as an especially pertinent example, where young men and boys were regularly forced to serve the French empire as foot soldiers and corvée laborers. Their work efforts – and lives – were essential to the defense of France in wartime; further, it is they who built the complex infrastructure that simultaneously served the needs of the island’s domestic army, foreign-owned plantations and a colonial administrative network. Colonial policies were driven, too, by the ideological assumption that manual labor would prove transformative to Malagasy, among whom such experiences were believed to implant a new enthusiasm for capitalist production. From a Malagasy perspective, however, enforced labor practices were simply poorly disguised forms of enslavement. The legacy of these oppressive practices proved troubling to subsequent efforts at nation building where, again, youth – and especially, educated secondary students – were conceived of as embodying the future of the independent state. This article explores the interconnectedness of nationalism, labor ideology and youth culture, where secondary school students’ politicized understandings of the past prove central to their contemporary readings of personal and national independence in Madagascar.

scholarly journals Measuring the Impact of Using Library Resources The Context of Secondary Students’ Academic Achievement

2020 ◽  
Vol 1 (1) ◽  
pp. 01-07
Author(s):  
Abdus Sami ◽  
Keyword(s):  
Academic Performance ◽  
Secondary Students ◽  
Quantitative Method ◽  
Good Effect ◽  
Review Of The Literature ◽  
Qualitative And Quantitative ◽  
The Past ◽  
The World ◽  
Library Resources ◽  
The Impact

This study aims to explore the effect of libraries resources, in the light of the history and background, on the student’s academic performance. The reviewed literature states that students using library resources have greater efficiency and knowledge as compared to the students who do not use the libraries. Over the past twenty years, investigators all over the world have collected a significant amount of evidence pointing out the well-developed schools’ library results in better academic performance of students. By reviewing deeply analysis the review of the literature that effective libraries of any academic institution has deep effects on pupil academic performance and due to these effects, the student can improve their ability to get better academic results. Many numbers of investigations analysis these matters adopting qualitative and quantitative method has been used. Most research studies show the point of views that libraries have a good effect and impact on a pupil school’s performance.

scholarly journals Internationalization in Ontario Colleges

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Adam McGregor ◽  
Bill Hunter
Keyword(s):  
Decision Making ◽  
International Students ◽  
Secondary Students ◽  
Higher Education Policy ◽  
Research Funding ◽  
Policy Changes ◽  
Post Secondary ◽  
The Past ◽  
College System ◽  
Support Decision Making

                        Internationalization of Ontario colleges is a strategic mandate from both the federal and provincial governments to address declining domestic enrollment, labour market shortages, and the evolving needs of 21st century post-secondary students. The growth in numbers of international students in Ontario colleges has been particularly rapid over the past five years, and existing literature on internationalization and Ontario colleges was limited. Therefore, a careful review and analysis of policy at both the federal and provincial level can help Ontario colleges understand what policy has done to create the current environment for internationalization, anticipate how policy will impact the future of internationalization, and support decision making as colleges try to find success in this continuously changing landscape.  The results of this review and analysis of policy surrounding internationalization in the Ontario College system indicate a probable need for additional research, funding, training, and policy changes to ensure a sustainable future. Keywords: internationalization, international students, Ontario colleges, higher education policy

scholarly journals 'I was born in the reign …': Historical orientation in Ugandan students' national narratives

2017 ◽  
Author(s):  
Ulrik Holmberg
Keyword(s):  
Secondary Students ◽  
Northern Uganda ◽  
National Narratives ◽  
Independent State ◽  
Written Responses ◽  
The Past ◽  
Upper Secondary ◽  
Local Contexts ◽  
Value Judgements ◽  
Political Turmoil

In 2012, Uganda celebrated 50 years as an independent state following more than half a century under colonial rule. Since independence, Uganda has experienced a period of political turmoil and civil war within its constructed colonial borders. Given these historical experiences, what do students find important about their nation's history and what history do they relate to when asked to explain their contemporary society and envisage possible futures? This article argues that Ugandan students' historical orientation is informed by and dependent on these students' local contexts. Furthermore, those students adopting a retrospective approach to history, compared with those applying a prospective approach, made more sophisticated judgements about the past. The study on which this article is based explores 219 narratives written by 73 Ugandan upper secondary students. The narratives were elicited through written responses to three assignments and were designed to capture different approaches to history, specifically prospective and retrospective approaches. Participants originated from two distinct regions: central and northern Uganda. The empirical results show how different approaches to history influence the students' narratives. For instance, value judgements about past developments were more common among students applying a retrospective approach. Students from northern Uganda were generally more inclined to tell a story of decline.

CYBERBULLYING AMONG SECONDARY SCHOOL STUDENTS IN HONG KONG

2018 ◽  
Vol 52 (01n02) ◽  
pp. 49-62 ◽  
Author(s):  
JI-KANG CHEN
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Secondary Students ◽  
Grade Level ◽  
Large Scale ◽  
Secondary School Students ◽  
Intervention Programs ◽  
School Students ◽  
The Past ◽  
Large Scale Dataset

Using a large-scale dataset from Hong Kong, this study describes the prevalence of cyberbullying and examines how gender and grade level relate to cyberbullying among secondary school students in Hong Kong. Participants were 1,855 students from secondary schools (Forms 1 to 7). Students were given an anonymous questionnaire that included a scale for reporting their experiences of cyberbullying. Responses indicated that 17.8% of students reported cyberbullying and 30.9% experienced at least one type of cyberbullying in the past three months. Curses, insults, and humiliation were the most common types of cyberbullying. Males reported higher rates of bullying and victimization than did females. The overall rates of bullying and victimization peaked in Forms 2 or 3 and in Form 6. Cyberbullying among secondary students in Hong Kong is a serious problem that needs immediate attention. Potential intervention programs should target males and students in Forms 2, 3, and 6. Programs should mainly aim to reduce online curses, insults, and humiliation by students.

Why do New Zealand high school students carry weapons?

2011 ◽  
Vol 44 (3) ◽  
pp. 425-439 ◽  
Author(s):  
Louise Marsh ◽  
Rob McGee ◽  
Sheila Williams
Keyword(s):  
High School ◽  
High School Students ◽  
New Zealand ◽  
Secondary Students ◽  
Online Survey ◽  
Self Report ◽  
School Students ◽  
Weapon Carrying ◽  
The Past ◽  
Potential Use

This study examined weapon carrying, including both the type of weapons being carried and reasons for carrying, in a sample of New Zealand high school students. A self-report online survey was administered to 1169 secondary students in the Otago region of New Zealand. Overall, 17 per cent had carried a weapon in the past year at school, and 24 per cent hadcarried outside school. The most common type of weapon was a pocket knife or knife, and the most common reason for carrying it at school was because it was in their bag or on their key ring, and for hunting or self-defence outside school. When psychological intention was taken into account, 9 per cent reported carrying for potential use as a weapon in the past year and 6 per cent in the past month. These students were also more likely to have been in a fight, to have missed school due to feeling unsafe, to have felt lonely, been bullied, bullied others and have few self-perceived competencies. In estimating the prevalence of weapon carrying, it is important to understand the psychological context of these behaviours.

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