scholarly journals Percepciones del alumnado sobre diferentes tipos de violencia. Adaptación y validación del CUVE3 -ESO al contexto universitario

2020 ◽  
Vol 38 (2) ◽  
pp. 567-581 ◽  
Author(s):  
Sara Conde Vélez ◽  
Manuel Delgado-García
Keyword(s):  
School Violence ◽  
Different Types ◽  
University Level ◽  
University Of Huelva ◽  
The One ◽  
Educación Primaria ◽  
The University ◽  
Forms Of Violence ◽  
Point Of Departure ◽  
Violencia Escolar

La mayoría de los estudios sobre violencia escolar centran sus análisis en las etapas de la educación primaria y secundaria, siendo escasas las investigaciones de esta temática en el ámbito universitario. Partiendo de esta realidad y apoyándose en una metodología de tipo encuesta, se presenta un trabajo que indaga en la percepción del alumnado universitario en lo referente a la frecuencia con la que consideran que aparecen diferentes tipos de violencia escolar, protagonizada por los estudiantes o por el profesorado universitario. En concreto, los resultados tienen como punto de partida la adaptación del CUVE3-ESO al contexto universitario y su aplicación a una muestra constituida por 337 alumnos y alumnas de la Universidad de Huelva. Se han analizado sus propiedades psicométricas y se han efectuado análisis descriptivos de las variables estudiadas. A modo de discusión y conclusiones, por una parte cabe resaltar la identificación de determinadas conductas de tipo disruptivo en el aula, así como la violencia verbal entre el alumnado y la violencia del profesorado de tipo excluyente hacia el alumnado, en cuanto a tener preferencia por ciertos alumnos/as (M=2.56), manía a algunos alumnos/as (M=2.25) e ignorar a ciertos alumnos/as (M=2.06). Estas conductas se presentan como las formas más habituales de violencia en la universidad (factores igualmente detectados en otros niveles educativos). Por otra parte, se corrobora que la adaptación del instrumento utilizado también es fiable y válida para evaluar la violencia en el contexto universitario. Most studies about school violence focus their analysis on the stages of primary and secondary education with little research being available on this subject at the university level. Taking this reality as a point of departure and making use of a survey-type methodology, this study investigates the perception of students at the University of Huelva (Spain). This study is concerned with the frequency with which they consider that different types of school violence appear, whether carried out by other students or by professors of the University. Specifically, this study is based on the adaptation of the CUVE3-ESO to a university context and its application to a sample made up of 337 students at the University of Huelva. Their psychometric properties have been analyzed. Descriptive analyses of the studied variables have also been carried out. By way of discussion and conclusions, on the one hand, it is worth highlighting the identification of certain disruptive behaviors in the classroom, as well as verbal violence between students and exclusionary teacher violence towards certain students, in terms of having a preference for some students (M=2.56), disliking some (M=2.25) and ignoring others (M=2.06). These behaviors are presented as the most common forms of violence at the University (and have also been detected at other educational levels). On the other hand, this study corroborates that the adaptation of the instrument used is reliable and valid for evaluating violence in a university context.

scholarly journals Acoso escolar en Educación Primaria y en Educación Secundaria en Badajoz. Análisis de los factores de riesgos

2021 ◽  
Vol 24 (2) ◽  
Author(s):  
Manuel Fernández Guerrero ◽  
Miriam Suárez Ramírez ◽  
Jorge Rojo Ramos ◽  
Sebastián Feu Molina
Keyword(s):  
Secondary Education ◽  
School Violence ◽  
Physical Violence ◽  
Verbal Violence ◽  
Educación Primaria ◽  
Forms Of Violence ◽  
The City ◽  
Violencia Escolar

En el periodo de la transición de Ed. Primaria a Educación Secundaria Obligatoria es donde se producen la mayoría de los casos de acoso escolar a lo largo de toda la geografía española. Es muy importante detectar dicha problemática con premura para analizarla y erradicarla de los centros escolares. Con este estudio se ha pretendido identificar las formas de violencia que se producen en las aulas, y analizar la percepción del acoso escolar para cada una de las formas de violencia recibida y observada en función de las características de los alumnos de Ed. Primaria y ESO de la ciudad de Badajoz. Para ello han participado 1093 alumnos de 6º de Ed. Primaria y de 1º de Educación Secundaria Obligatoria de 19 centros educativos con edades entre 11 y 14 años. El instrumento utilizado ha sido el Cuestionario de Violencia Escolar Cotidiana (CUVECO). Entre las conclusiones más destacadas podemos reseñar que en Badajoz existen algunos casos de acoso escolar con puntuaciones elevadas, las chicas observan más el acoso escolar, los chicos reciben más violencia verbal, la violencia observada predomina en ESO y a medida que la edad aumenta el alumno cambia la violencia verbal por la violencia física. In the period of the transition from Primary to Compulsory Secondary Education is where most cases of bullying occur throughout the Spanish geography. It is very important to detect this problem quickly to analyse it and eradicate it from schools. This study has been aimed at identifying the forms of violence occurring in classrooms, and analyzing the perception of bullying for each of the forms of violence received and observed based on the characteristics of Primary Ed. and ESO students in the city of Badajoz. For this purpose, 1093 students from 6th Ed. Primary and 1st Compulsory Secondary Education of 19 schools between 11 and 14 years old participated. The instrument used has been the Daily School Violence Questionnaire (CUVECO). Among the most noteworthy conclusions we can say that in Badajoz there are some cases of bullying with high scores, girls see more bullying, boys receive more verbal violence, observed violence predominates in ESO and as age increases the student changes verbal violence by physical violence.

scholarly journals Heritage language speakers in university education in Japan: Perspectives for an inclusive society.

Elia ◽  
2021 ◽  
pp. 86-125
Author(s):  
Veri Farina
Keyword(s):  
Educational System ◽  
Heritage Language ◽  
Point Of View ◽  
University Education ◽  
Heritage Speakers ◽  
Heritage Languages ◽  
University Level ◽  
The One ◽  
The University ◽  
Heritage Language Speakers

The educational system in Japan has traditionally been focused on the “one nation, one language” ideology. This has led to the marginalization of indigenous and immigrant languages. As a consequence, heritage speakers are dealing with the loss of their heritage languages. However, there are isolated movements addressing the maintenance of the heritage languages, though they haven’t had a long-lasting effect on the educational system. In an attempt to contribute to reversing this language and identity loss, we based our research on two main points: 1) the belief that creating an informed partnership will help heritage language speakers (HLS) to integrate in the mainstream education space (Cummins, 2014) and 2) confidence in the importance of interconnecting the isolated movements for language maintenance. Would it be possible to achieve it in the Japanese educational context? Can we start scaffolding this new structure of informed partnership from the university level? In order to try to prove this point of view successfully, this article describes the creation at the university level of a class about Heritage languages and speakers in Japan, inspired by the Content and Language Integrated Learning model (CLIL). This class was meant to support and interact with another class called “Spanish for heritage students” that was developed at the same university. The student population is 14, almost half of them with a heritage language or culture. The course duration was one semester. The contents that were selected to reach the class goals are mentioned, as well as some points of view regarding what should be done to shift the Japanese educational system from a homogeneous stance to a multicultural inclusive posture. And in such a short time we could evidence an evolution in students’ critical awareness of the current immigrants’ heritage language and cultural situation in Japan. Working with specific vocabulary, reading from authentic sources, discussing contemporary articles among them, they could give shape to their thoughts in Spanish in order to express their opinions and possible solutions to this important matter.

scholarly journals PREVALENCE OF SCHOOL VIOLENCE IN GOVERNMENT AND PRIVATE SECONDARY SCHOOLS IN CHANDIGARH

2021 ◽  
Vol 9 (09) ◽  
pp. 05-17
Author(s):  
Anuradha Sharma ◽  
◽  
Surbhi a ◽  
Keyword(s):  
Secondary Schools ◽  
School Violence ◽  
Student Teachers ◽  
Private Schools ◽  
Policy Makers ◽  
Different Types ◽  
Forms Of Violence

Violence in schools is a pervasive problem and one that requires greater attention from educators, policy makers, and researchers. The present study aimed at finding the rate of prevalence of different types of violence such as student to student, teachers to the student, and student to teachers in government and private schools. For this data was collected from the students of government and private schools of Chandigarh. It was found that the rate of school violence was high in both government and private schools. The details of various forms of violence have been given in this paper. In the end, a few recommendations have been suggested to prevent it.

scholarly journals Gender bias in the Erasmus network of universities

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Luca De Benedictis ◽  
Silvia Leoni
Keyword(s):  
Gender Bias ◽  
Community Action ◽  
Male Students ◽  
The European Union ◽  
Exchange Program ◽  
Fields Of Study ◽  
University Level ◽  
The Difference ◽  
The One ◽  
The University

Abstract The Erasmus Program (EuRopean community Action Scheme for the Mobility of University Students), the most important student exchange program in the world, financed by the European Union and started in 1987, is characterized by a strong gender bias. Female students participate to the program more than male students. This work quantifies the gender bias in the Erasmus program between 2008 and 2013, using novel data at the university level. It describes the structure of the program in great detail, carrying out the analysis across fields of study, and identifies key universities as senders and receivers. In addition, it tests the difference in the degree distribution of the Erasmus network along time and between genders, giving evidence of a greater density in the female Erasmus network with respect to the one of the male Erasmus network.

scholarly journals Moroccan University Students' Ability in Comprehending Argumentative Listening and Descriptive Listening Discourses: Meknes and kenitra as a Case Study

2022 ◽  
Vol 5 (1) ◽  
pp. 43-51
Author(s):  
Rajae Berkane
Keyword(s):  
University Students ◽  
Teaching Methods ◽  
Listening Skills ◽  
Education Professional ◽  
Significant Difference ◽  
Different Types ◽  
Listening Ability ◽  
University Level ◽  
The University

The students' comprehension of listening texts in different types of discourse is mandatory at the university level. However, Moroccan university students still find difficulties when listening to some types of discourse, especially the argumentative and the descriptive ones. Admittedly, knowing about the hindrances that students face while listening to different types of discourse will pave the way for teachers to improve their teaching methods concerning listening skills. The objective of this study is to measure the Moroccan university students' ability to comprehend argumentative and descriptive listening texts and whether there is a correlation between the two types of discourse. Tests are used as data collection instruments that were assigned to 92 Moroccan Semester 4 students studying in education professional BA degree in the school of Art and Humanities Moulay Ismail University in Meknes, Ibn Tofail University in Kenitra as well as ENS (Ecole National Supérieure) in Meknes. The findings state that there is a significant difference between descriptive and argumentative listening ability as well as a significant positive correlation between the two sets of data.

The Use of GIS to Draw Literary Maps of Compostela. Applications in the Educational Field

2018 ◽  
Vol 12 (2) ◽  
pp. 183-195
Author(s):  
María López-Sández
Keyword(s):  
Literary Texts ◽  
Mental Maps ◽  
Santiago De Compostela ◽  
New Challenges ◽  
Symbolic Production ◽  
The One ◽  
The University ◽  
The City ◽  
Point Of Departure ◽  
Educational Field

For three years now, a research group at the University of Santiago de Compostela has been working on the creation of literary maps of Compostela. 1 In this application of Geographic Information Systems (GIS) to literature, with the focus on a city of remarkable symbolic relevance, problems emerged, mainly concerning the mappeability of uncertainty and the codification of recurrence and emotions. The point of departure was a very precise group of texts belonging to the subgenre of the ‘estudiantina’ that depict the life of Santiago University students at the end of the 19th and the beginning of the 20th century. In this paper, we intend to present the results, showing the achievements, the limits and the new challenges that emerged. Literary cartographies have proved useful for the study of symbolic production and for tourism. Less attention has been paid to its applicability to education, and yet, the tools used so far for creating literary cartographies can be applied to the study of literary texts produced by students, so that the resulting maps and graphics cast important information for the analysis of how students understand and deal with places, how they relate to the cities they live in and, thereby, reveal the constitution of their mental maps. In this paper, we will compare literary maps of Santiago obtained on the one hand from the database created with the ‘Estudiantina’ and, on the other, from the database of 40 texts written by current students. Taking the maps as a point of departure, we will reflect on the historical changes in the imaginary of the city and the way it is perceived, inhabited and lived by current students.

In answer to your questions—

1965 ◽  
Vol 12 (3) ◽  
pp. 203-211
Author(s):  
Howard F. Fehr
Keyword(s):  
Elementary School ◽  
Whole Numbers ◽  
Pure Logic ◽  
University Level ◽  
The One ◽  
The University

“What is a set?” It is generally recognized that the first step in the teaching of arithmetic in the elementary school is to develop an understanding of the counting or whole numbers, that is, the numbers 0, 1, 2, 3, and soon. At the university level, there are two prevalent ways of developing the theory of these numbers. The one is to assume the numbers exist as a set, induce on them five axioms, referred to as Peano's axioms, and then by pure logic develop all the properties of and operations on these numbers. In one sense this corresponds to the rote method of teaching in the elementary school where the children are taught to recite the names of these numbers in a given order, and then taught how to use them, that is, to manipulate the numerals naming these numbers according to certain rules and procedures.

scholarly journals Possible Motivations for Learning English amongst Kurdish EFL Undergraduate Learners at the University Level

2021 ◽  
Vol 7 (1) ◽  
pp. 35
Author(s):  
Farhad Majeed Hama ◽  
Diaman Abdulrahman Ismael ◽  
Aram Kamil Noori
Keyword(s):  
Foreign Language ◽  
Kurdistan Region ◽  
University Environment ◽  
Iraqi Kurdistan ◽  
Different Types ◽  
Communication Goals ◽  
Integrative Motivation ◽  
University Level ◽  
The University ◽  
Learning English

It can be argued that integrative and instrumental kinds of motivation are two prominent factors in learning new languages. Each kind of motivation works differently in various contexts. Besides, several studies have been investigated in EFL (English as a foreign language), and ESL (English as a second language) settings. There are also external factors that have impacts on different types of motivation and learners. There are also obvious reasons for learning English as a foreign language. This study focused on integrative and instrumental kinds of motivation amongst Kurdish EFL undergraduate learners at the University of Sulaimani in the Iraqi Kurdistan Region. The finding showed that getting a job is a major motivator for learning English amongst learners. However, cultural and communication goals were two other important goals that encouraged learners to learn English. In general, the results revealed that instrumental motivation was more significant than integrative motivation. Additionally, some elements affected and increased learner's motivation such as parental aids, teachers, social, personality, and university environment.

scholarly journals Incidencia de la práctica de actividad física y deportiva como reguladora de la violencia escolar (Incidence of the practice of physical and sporting activities as a regulator of school violence)

Retos ◽  
2018 ◽  
pp. 54-60
Author(s):  
José Ángel Medina Cascales ◽  
María Jose Reverte Prieto
Keyword(s):  
Physical Activity ◽  
School Violence ◽  
Physical Violence ◽  
Sampling Technique ◽  
Negative Consequences ◽  
Competitive Environments ◽  
Violent Behaviors ◽  
Sporting Activities ◽  
Educación Primaria ◽  
Violencia Escolar

La violencia escolar se ha convertido en un fenómeno de repercusión mundial, por las graves y duraderas consecuencias negativas que produce en las víctimas. La violencia escolar prevalece en la etapa de Educación Primaria mostrándose de manera física, verbal, por exclusión social o a través de las TIC. La práctica deportiva puede servir como estrategia de prevención contra la aparición de conductas violentas en las aulas, por lo que el objetivo del presente estudio, es analizar la relación entre esta práctica de actividad física y la victimización por violencia escolar en función del sexo. Mediante un muestreo no probabilístico por conveniencia o casual, un total de 113 sujetos (74 hombres; 39 mujeres; Medad = 10.66, DE = .74) completaron los cuestionarios PAQ-C y “Acoso y Violencia Escolar”. Los resultados indican la prevalencia de ciberviolencia y la violencia física indirecta para ambos sexos. Obteniéndose diferencias significativas entre ambos géneros para la violencia física directa. Una práctica deportiva moderada orientada a disciplinas como fútbol o atletismo conlleva a una mayor victimización en todas las dimensiones. Por el contrario, una alta práctica dirigida hacia artes marciales o juegos populares supone las menores tasas de percepción violencial. Concluyendo que la cantidad de actividad física desarrollada y el tipo de deporte practicado, actúan como reguladores en la victimización por violencia escolar, lo que requiere de la necesidad de promover estrategias que favorezcan la adherencia deportiva en los escolares en entornos menos competitivos y más enfocados en la educación deportiva.Abstract. School violence has become a phenomenon of global impact due to the severe and long-lasting negative consequences on victims. School violence is more evident in the primary education stage, being expressed physically, verbally, and through social exclusion or ICT. Sports can serve as a prevention strategy against the emergence of violent behaviors in the classroom. Therefore, the objective of the present study is to analyze the relationship between the practice of physical activity and victimization by school violence based on gender. After employing a non-probability, convenience-based sampling technique, a total of 113 subjects (74 men, 39 women; Mage = 10.66, E.D. =. 74) completed the questionnaires PAQ-C and “Harassment and School Violence”. The results indicate the prevalence of cyber-violence and indirect physical violence for both sexes. Significant differences are shown between genders for direct physical violence. A moderate sports practice oriented to disciplines such as football or athletics leads to greater victimization in all dimensions. On the contrary, a high practice directed towards martial arts or popular games appears to reduce the rates of perceived violence. The amount of physical activity carried out and the type of sport practiced act as regulators in the victimization of school violence, which indicates the need to promote strategies that favor sports adherence in school children in less competitive environments and more focused on sports education.

scholarly journals Detecting Mistranslations Based on Logical Judgement: The Case of English-Kurdish Translation Test at the University Level

2017 ◽  
Vol 3 (2) ◽  
pp. 804
Author(s):  
Sabir Hasan Rasul
Keyword(s):  
Common Sense ◽  
The Other ◽  
Time Constraints ◽  
General Knowledge ◽  
Translation Product ◽  
Source Text ◽  
Established Fact ◽  
University Level ◽  
The One ◽  
The University

This paper explores the possibility of detecting mistranslations based on logical judgement. The paper examines translations carried out from English into Kurdish by translation trainees at the university level. The importance of this method of translation assessment is that the target text (TT) alone is sufficient for the purpose of identifying mistranslations based on logical judgement, without any reference to the source text (ST). The logical judgement can be based on an established fact, general knowledge or common sense. This model of translation assessment is particularly important in translation settings where the process of translation revision is carried out on the translation product alone due to time constraints, such as in the case of journalistic translation. The model can be crucial for translation students and translation examiners alike. On the one hand, it will help translation students to avoid mistranslations that run against logic. On the other hand, it will help translation examiners to detect such mistranslations if and when they occur in an actual translation.

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