scholarly journals Computer Science in Secondary Schools in the UK: Ways to Empower Teachers

2013 ◽  
pp. 15-30 ◽  
Author(s):  
Sue Sentance ◽  
Mark Dorling ◽  
Adam McNicol
Keyword(s):  
Secondary Schools ◽  
Computer Science ◽  
The Uk

Creating and Capturing Value through Crowdsourcing

2018 ◽  
Keyword(s):  
Information Systems ◽  
Systems Biology ◽  
Computer Science ◽  
Open Innovation ◽  
Product Innovation ◽  
Collective Intelligence ◽  
Innovation Management ◽  
Private And Public ◽  
Definition Of ◽  
The Uk

Examples of the value that can be created and captured through crowdsourcing go back to at least 1714, when the UK used crowdsourcing to solve the Longitude Problem, obtaining a solution that would enable the UK to become the dominant maritime force of its time. Today, Wikipedia uses crowds to provide entries for the world’s largest and free encyclopedia. Partly fueled by the value that can be created and captured through crowdsourcing, interest in researching the phenomenon has been remarkable. For example, the Best Paper Awards in 2012 for a record-setting three journals—the Academy of Management Review, Journal of Product Innovation Management, and Academy of Management Perspectives—were about crowdsourcing. In spite of the interest in crowdsourcing—or perhaps because of it—research on the phenomenon has been conducted in different research silos within the fields of management (from strategy to finance to operations to information systems), biology, communications, computer science, economics, political science, among others. In these silos, crowdsourcing takes names such as broadcast search, innovation tournaments, crowdfunding, community innovation, distributed innovation, collective intelligence, open source, crowdpower, and even open innovation. The book aims to assemble papers from as many of these silos as possible since the ultimate potential of crowdsourcing research is likely to be attained only by bridging them. The papers provide a systematic overview of the research on crowdsourcing from different fields based on a more encompassing definition of the concept, its difference for innovation, and its value for both the private and public sectors.

scholarly journals Mental Health Provision in UK Secondary Schools

2021 ◽  
Vol 18 (22) ◽  
pp. 12222
Author(s):  
Megan Garside ◽  
Barry Wright ◽  
Roshanak Nekooi ◽  
Victoria Allgar
Keyword(s):  
Mental Health ◽  
Young People ◽  
Secondary Schools ◽  
Mental Health Problems ◽  
Health Problems ◽  
Future Research ◽  
Health Service Provision ◽  
The North ◽  
The Uk ◽  
Mental Health Questionnaire

Research reports high levels of mental health problems faced by young people in the UK. Schools provide a range of mental health support services, although these are often not robustly evaluated. This paper aims to explore the mental health provision of secondary schools across two large regions in the North of England and provide comparisons to the mental health questionnaire scores of their pupils. Results are part of a wider study providing an overview of the mental health of secondary school pupils. Measures include the Strengths and Difficulties Questionnaire, distributed to year 8, 9, and 11 pupils attending secondary schools and a bespoke mental health service provision questionnaire for school staff at the same schools. A total of 6328 pupil questionnaires and 36 staff questionnaires were returned from 21 schools. Results showed a non-significant correlation between provision and young people’s mental health scores and highlight a range of factors to take into consideration. There is a need to improve the evaluation and recording of school-based mental health provision. Mental health difficulties in young people are prevalent in schools. Future research is needed to elucidate which types of services are most helpful in preventing, supporting, and signposting those with mental health problems.

Gender and Computing at University in the UK

2009 ◽  
pp. 1583-1590
Author(s):  
Ruth Woodfield
Keyword(s):  
Information Technology ◽  
Computer Science ◽  
Educational Level ◽  
The Us ◽  
Underlying Causes ◽  
The Subject ◽  
Using Data ◽  
Women's Role ◽  
The Uk ◽  
Educational Field

In the late 1970s, women’s progress and participation in the more traditional scientific and technical fields, such as physics and engineering, was slow, prompting many feminist commentators to conclude that these areas had developed a nearunshakeable masculine bias. Although clearly rooted in the domains of science and technology, the advent of the computer was initially seen to challenge this perspective. It was a novel kind of artefact, a machine that was the subject of its own newly created field: “computer science” (Poster, 1990, p. 147). The fact that it was not quite subsumed within either of its parent realms led commentators to argue that computer science was also somewhat ambiguously positioned in relation to their identity as masculine. As such, it was claimed that its future trajectory as equally masculine could not be assumed, and the field of computing might offer fewer obstacles and more opportunities for women than they had experienced before. Early predictions of how women’s role in relation to information technology would develop were consequently often highly optimistic in tone. Computing was hailed as “sex-blind and colour-blind” (Williams, Cited in Griffths 1988, p. 145; see also Zientara, 1987) in support of a belief that women would freely enter the educational field, and subsequently the profession, as the 1980s advanced. During this decade, however, it became increasingly difficult to deny that this optimism was misplaced. The numbers of females undertaking undergraduate courses in the computer sciences stabilised at just over a fifth of each cohort through the 1980s and 1990s, and they were less likely to take them in the more prestigious or researchbased universities (Woodfield, 2000). Tracy Camp’s landmark article “The Incredible Shrinking Pipeline” (1997), using data up to 1994, plotted the fall-off of women in computer science between one educational level and the next in the US. It noted that “a critical point” was the drop-off before bachelor-level study—critical because the loss of women was dramatic, but also because a degree in computer science is often seen as one of the best preparatory qualifications for working within a professional IT role1. The main aim of this article is to examine how the situation has developed since 1994, and within the UK context. It will also consider its potential underlying causes, and possible routes to improvement.

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