Life Course Prevalence of Bullying among University Students in Mainland China: A Multi-university Study

2020 ◽  
pp. 088626052096370
Author(s):  
Pu-Yu Su ◽  
Geng-Fu Wang ◽  
Guo-Die Xie ◽  
Li-Ru Chen ◽  
Shan-Shan Chen ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
University Students ◽  
Life Course ◽  
Primary School ◽  
Postsecondary Education ◽  
School Health ◽  
Mainland China ◽  
The Life Course ◽  
The University

Little is known about the life course prevalence of bullying among university students. The current study examined the prevalence of bullying in different life periods among multi-university students. Our study included 4,034 university students from four types of universities. Participants self-reported four types of bullying (i.e., physical, verbal, relational, and cyber) with bullies and victims, and four periods (i.e., primary school or earlier, middle school, high school, and postsecondary education). Overall, the percentage of university students experiencing at least one type of bullying victimization (BV) and bullying perpetration (BP) during their lifetime was 59.7% and 31.6%, respectively; the percentage of the university students experiencing more than two types of BV and BP was 16.3% and 7.4%, respectively. The prevalence rates of each type of BV and BP were the highest in elementary school or earlier, and these rates decreased from elementary school or earlier to postsecondary education period. Four latent classes were identified for BV: low BV (73.8%), moderate BV (18.6%), secondary school BV (4.4%), and persistent BV (3.2%). Similarly, four classes for BP were identified: low BP (86.6%), primary school BP (8.1%), high school BP (1.5%), and persistent BP (3.8%). These findings may inform school health practice of bullying prevention by taking prevention programs, especially during elementary school or earlier period.

scholarly journals Relações com o saber, com o ensinar e com a aprendizagem em um projeto de formação inicial de professores de matemática no Brasil Relations with the knowledge, teaching and learning in a initial training Project of mathematic teachers in Brazil

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Diego Fogaça Carvalho ◽  
Marinez Meneghello Passos ◽  
Sergio De Mello Arruda ◽  
Angela Marta Pereira das Dores Savioli
Keyword(s):  
Elementary School ◽  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Analytical Instrument ◽  
Initial Training ◽  
School Students ◽  
Training Project ◽  
The University ◽  
The Relationship

ResumoNeste artigo analisamos as relações com o saber, com o ensinar e com o aprender em atividades desenvolvidas em um subprojeto de Matemática no Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Os dados consistiram no registro das ações realizadas em sala de aula por um supervisor (professor), seis estudantes da licenciatura em Matemática e alunos do Ensino Fundamental de uma escola pública do estado do Paraná, Brasil. Para a interpretação dos dados foi utilizado um instrumento que possibilita evidenciar as relações com o saber na sala de aula denominado Matriz 3x3. As análises revelaram implicações da ação do supervisor na ação tanto dos estudantes universitários quanto dos alunos da escola e, consequentemente, nas relações que estes estabeleceram com o saber, o ensinar e o aprender.AbstractIn this article we analyze the relationship with knowledge, with teaching and with learning in activities developed in a subproject of Mathematics in the Institutional Program of Initiation to Teaching (PIBID). The data consisted of the registration of actions carried out in the classroom by a supervisor (teacher), six undergraduate students in Mathematics and students of the Elementary School of a public school in the state of Paraná, Brazil. For the interpretation of the data we used an analytical instrument called Matrix 3x3. The analyses revealed the implications of the supervisor's action on the actions of the university students and of the school students and consequently on the relationships they established with knowledge, teaching and learning.

scholarly journals Emerging Adulthood: An Intersectional Examination of the Changing Life Course

2019 ◽  
Vol 15 (4) ◽  
pp. 14-33
Author(s):  
Shauna A. Morimoto
Keyword(s):  
High School ◽  
High School Students ◽  
Emerging Adulthood ◽  
Life Course ◽  
School Students ◽  
Identity Exploration ◽  
Race And Gender ◽  
Adult World ◽  
And Gender ◽  
The Life Course

This article draws on qualitative data of U.S. high school students considering their place in the adult world; the purpose is to investigate Jeffrey Arnett’s (2000) concept of “emerging adulthood” as a new stage of life course. Drawing on interviews and observational data collected around the time when Arnett’s notion of emerging adulthood started to take hold, I use intersectional interpretive lens in order to highlight how race and gender construct emerging adulthood as high school students move out of adolescence. I consider Arnett’s thesis twofold. First, when emerging adulthood is examined intersectionally, young people reveal that – rather than being distinct periods that can simply be prolonged, delayed, or even reached – life stages are fluid and constantly in flux. Second, since efforts to mitigate against uncertain futures characterizes the Millennial generation, I argue that the process of guarding against uncertainty reorders, questions or reconfigures the characteristics and stages that conventionally serve as markers of life course. I conclude that the identity exploration, indecision, and insecurity associated with emerging adulthood can also be understood as related to how the youth reveal and reshape the life course intersectionally.

scholarly journals Results of a Questionnaire on Teeth for 118 People who Participated in the University Festival

2020 ◽  
pp. 1-4
Author(s):  
Naomi Katayama ◽  
Shyoko Kondo
Keyword(s):  
High School ◽  
High School Students ◽  
University Students ◽  
Middle Ages ◽  
High School Student ◽  
Questionnaire Survey ◽  
Middle Age ◽  
School Students ◽  
The University ◽  
Short Time

A dental questionnaire survey conducted on 34 high school students, 55 university students, 23 Middle-age who participated in the university festival. Participants answered yes or no to ten self-administered questions. Also, participants described the hardness of meals, brushing teeth after meals, and time to spend eating in a questionnaire. As a result, some students even had some guminflammation. Middle –Ages had many people who had experience with swollen gums (52.2%). Of the participants, the Middle Ages were few who applied fluorine (17.4%), and many were students (high school students 64.7%, university students 90.9%). Most people brush their teeth after breakfast or dinner. Participants replied that they usually eat a little hard (52.0%) or soft (38.1%) food. One high school student replied that he usually eats soft food. The time to eat was longer than breakfast and then dinner, but it was less than 30 minutes ever for dinner. Middle-Ages ad an average time to spend eating of fewer than 10 minutes for breakfast, 14 minutes for lunch, and 22 minutes for dinner. Middle ages had shorter meal times in all than students. Form the results of the participants; we wondered if they did not chew food very well because they eat soft food in a short time.

scholarly journals Racial Composition Over the Lifecourse: Examining Separate and Unequal Environments and the Risk for Heart Disease for African American Men

2015 ◽  
Vol 25 (3) ◽  
pp. 295 ◽  
Author(s):  
Keon L. Gilbert, DrPH ◽  
Keith Elder, PhD ◽  
Sarah Lyons, MS ◽  
Kimberly A. Kaphingst, ScD ◽  
Melvin Blanchard, MD ◽  
...  
Keyword(s):  
High School ◽  
African American ◽  
Life Course ◽  
Junior High School ◽  
African American Men ◽  
Primary Care Clinic ◽  
Racial Composition ◽  
Convenience Sample ◽  
Care Clinic ◽  
The Life Course

<strong>Purpose: </strong>Studies have demonstrated the effects of segregated social and physi­cal environments on the development of chronic diseases for African Americans. Studies have not delineated the effects of segregated environments specifically on the health of African American men over their lifetime. This study examines the relation­ship between life course measures of racial composition of social environments and diagnosis of hypertension among African American men.<p><strong>Design: </strong>We analyzed cross-sectional data from a convenience sample of African American men seeking health care services in an outpatient primary care clinic serving a medically underserved patient population (<em>N</em>=118). Multivariable logistic regression analyses were used to examine associations between racial composition of multiple environments across the life course (eg, junior high school, high school, neighbor­hood growing up, current neighborhood, place of employment, place of worship) and hypertension diagnosis.</p><p><strong>Results: </strong>The majority (86%) of participants were not currently in the workforce (retired, unemployed, or disabled) and more than half (54%) reported an annual household income of &lt;$9,999; median age was 53. Results suggest that African American men who grew up in mostly Black neighbor­hoods (OR=4.3; <em>P</em>=.008), and worked in mostly Black environments (OR=3.1; <em>P</em>=.041) were more likely to be diagnosed with hypertension than those who did not.</p><p><strong>Conclusion: </strong>We found associations between mostly Black residential and work­place settings and hypertension diagnoses among African American men. Findings sug­gest exposure to segregated environments during childhood and later adulthood may impact hypertension risk among African American men over the life course. <em>Ethn Dis</em>. 2015;25(3):295-304.</p>

scholarly journals CONTINUITY OF CAREER OVER THE LIFE COURSE ON LIFE SATISFACTION AND DEPRESSIVE SYMPTOMS IN LATER LIFE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S128-S129
Author(s):  
Melanie S Hill ◽  
James E Hill ◽  
Stephanie Richardson ◽  
Jessica Brown ◽  
Jeremy B Yorgason ◽  
...  
Keyword(s):  
High School ◽  
Life Satisfaction ◽  
Depressive Symptoms ◽  
Life Course ◽  
Career Choice ◽  
Early Adulthood ◽  
Later Life ◽  
Well Being ◽  
The Life Course ◽  
The Impact

Abstract Identity scholars have suggested that having a unified sense of past, present, and future is related to positive well-being outcomes (Whitbourne, Sneed & Skultety, 2009). One’s occupation can have a profound influence on an individual’s identity throughout the life course (Nazar & van der Heijden, 2012). Research has looked at career mobility among younger age groups (Baiyun, Ramkissoon, Greenwood, & Hoyte, 2018); however, less is known about the impact of career stability later in life. Consistency in career choice over the life course may have positive outcomes down the line as career becomes part of an individual's identity. The current study uses the Life and Family Legacies dataset, a longitudinal state-representative sample of 3,348, to examine individual’s careers at three points in the life course: high school (projected career choice), early adulthood, and later life. Results revealed that a match of desired career in high school and actual career in early adulthood was not predictive of life satisfaction or depressive symptoms in later life. However, a match of career in early adulthood and later life was significantly related to better life satisfaction and less depressive symptoms, which was explained through higher levels of job satisfaction. This study highlights the importance of acquiring and maintaining a career that is fulfilling to the individual over the course of early adulthood to later life.

Arithmetic with Frames

1957 ◽  
Vol 4 (3) ◽  
pp. 119-124
Author(s):  
_ _
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Elementary School Students ◽  
School Mathematics ◽  
School Students ◽  
Project Staff ◽  
University Of Illinois ◽  
The University

The project of the university of Illinois Committee on school Mathematics is primarily concerned with students in grades nine through twelve. Frequently, the Project staff is asked if its work with high school students has implications for students in earlier grades, that is, if in attempting to work out better ways of presenting material to high school students, ideas have occurred for better ways to present mathematics to elementary school students.

The effect of learner age on the interpretation of the nonverbal behaviors of teachers and other students in identifying questions in the L2 classroom

2016 ◽  
Vol 22 (1) ◽  
pp. 47-64 ◽  
Author(s):  
Nobuhiro Kamiya
Keyword(s):  
Elementary School ◽  
University Students ◽  
Age Groups ◽  
Nonverbal Behaviors ◽  
Linguistic Information ◽  
Video Clips ◽  
Short Video ◽  
The University ◽  
Effect Of Age ◽  
Two Age Groups

This study investigated how learners’ ages affect their interpretation of the nonverbal behaviors (NVBs) of teachers and other students in distinguishing between questions and statements in the second language (L2) classroom. After watching 48 short video clips without sound in which three L2 teachers asked a question or made a statement with or without gesture, 36 elementary school pupils and 30 university students judged whether they thought the teachers asked a question or made a statement along with their reasons. The findings show that, regardless of learners’ ages, L2 teacher’s gestures were found to help learners better identify questions. Furthermore, the six major types of NVBs used for judgments most frequently were identical across the two age groups regardless of the accuracy of their judgments. Nevertheless, incorrect judgments were made as often and sometimes even more often than correct judgments by applying the same assumptions. The effect of age was evidenced in that the university students were able to use a larger number of NVBs for correct judgments, and better distinguish questions and statements without linguistic information than the elementary school pupils. The data suggest that it is the learners’ (L2) classroom experience that seems to be playing the major role in yielding this difference. The study indicates that adult L2 learners are better able than children to incorporate and interpret NVBs of teachers as well as other students quantitatively and qualitatively.

Advanced Placement: An Exemplary Honors Model

1984 ◽  
Vol 2 (2) ◽  
pp. 139-142
Author(s):  
June Cox
Keyword(s):  
High School ◽  
Elementary School ◽  
School District ◽  
Advanced Placement ◽  
College Counseling ◽  
Fort Worth ◽  
Enrichment Programs ◽  
Elementary School District ◽  
University Of Texas ◽  
The University

This article, examining honors and Advanced Placement Courses, is the second in a series reporting on the Richardson Study, a national investigation of the educational opportunities available to able learners, being conducted by the Sid W. Richardson Foundation in Fort Worth, Texas. In addition to conducting a national survey and visiting schools throughout the country, I gathered information for the article by inviting six people actively involved with honors and Advanced Placement (AP) courses to meet with my committee and me to discuss these options from their respective vantage points. Working with us in Fort Worth on September 21 and 22, 1982 were Jewell Bindrup, Director of Gifted/Talented Programs for the Utah Department of Education; Steven Brown, Director of Academic Enrichment Programs for the Madison Elementary School District in Phoenix, Arizona; Robert Crawford, Director of College Counseling at Phillips Academy in Andover, Massachusetts; Dennis Day, teacher at Highland Park High School in Dallas, Texas; Marie Laine, teacher at O.D. Wyatt High School in Fort Worth, Texas; and Irwin Spear, Professor of Biological Science at the University of Texas at Austin. We sought diversity in selecting the programs for consideration. O. D. Wyatt High School in Fort Worth, with a student population of over 80% black, bears little resemblance to the high school in affluent Highland Park and even less to schools like Andover that ‘train the country's elite in the prep tradition, providing top education for top dollar’ (Williams, et. al., 1981). The Utah Development of Education represents a statewide effort to implement AP programs; the University of Texas, Austin, is engaged in training teachers in AP methods and curricula; and the Madison Elementary School District in Phoenix is developing a Junior AP program — a project that may become a part of the College Board's official program. Ideas and information flowed freely during two days of spirited discussions. This article reflects many of the thoughts shared and the recommendations generated.

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