scholarly journals A DIDACTIC PERSPECTIVE ON THE FALSE TREATY OF MANIPULATION – WRITTEN BY ANA BLANDIANA

2016 ◽  
Vol 4 ◽  
pp. 311-317
Author(s):  
Florina Irina Dima
Keyword(s):  
High School ◽  
Adult Life ◽  
Contemporary History ◽  
Autobiographical Texts

The present paper aims to underline the important role of introducing contemporary reading of autobiographical texts in high-school literature classes in Romania. It mentions the concepts of Shah Saria, Debra Edwards, and Linda Andersen, and the definitions of autobiography by Philippe Lejeune, Isabel Duran, and Karl Weintraub. For demonstration, it examines the text of the Romanian writer Ana Blandiana (a pseudonym of Otilia Valeria Coman), namely the False Treaty of Manipulation, published in 2013. The didactic generosity of this book is demonstrated with mention of the thematic stratification and uniqueness of the text, and by discussing the textual reference to the Romanian contemporary history, the connections between topics within the book, and how these might serve the interest and preparedness of teenagers for their adult life. The didactic approach of the book content involves extra-, inter-, and across-textual questions, as well as detailed passages, themes, and secondary themes relevant to the study of autobiography.

Wiser Reasoning and Less Disgust Have the Potential to Better Achieve Suicide Prevention

Crisis ◽  
2020 ◽  
pp. 1-8
Author(s):  
Chao S. Hu ◽  
Jiajia Ji ◽  
Jinhao Huang ◽  
Zhe Feng ◽  
Dong Xie ◽  
...  
Keyword(s):  
High School ◽  
Suicide Prevention ◽  
Cause Of Death ◽  
Facial Expressions ◽  
Emotional Reaction ◽  
Suicide Method ◽  
University Teachers ◽  
Advice Giving ◽  
Prevention Techniques

Abstract. Background: High school and university teachers need to advise students against attempting suicide, the second leading cause of death among 15–29-year-olds. Aims: To investigate the role of reasoning and emotion in advising against suicide. Method: We conducted a study with 130 students at a university that specializes in teachers' education. Participants sat in front of a camera, videotaping their advising against suicide. Three raters scored their transcribed advice on "wise reasoning" (i.e., expert forms of reasoning: considering a variety of conditions, awareness of the limitation of one's knowledge, taking others' perspectives). Four registered psychologists experienced in suicide prevention techniques rated the transcripts on the potential for suicide prevention. Finally, using the software Facereader 7.1, we analyzed participants' micro-facial expressions during advice-giving. Results: Wiser reasoning and less disgust predicted higher potential for suicide prevention. Moreover, higher potential for suicide prevention was associated with more surprise. Limitations: The actual efficacy of suicide prevention was not assessed. Conclusion: Wise reasoning and counter-stereotypic ideas that trigger surprise probably contribute to the potential for suicide prevention. This advising paradigm may help train teachers in advising students against suicide, measuring wise reasoning, and monitoring a harmful emotional reaction, that is, disgust.

Choosing to be the Hero, the Joker, the Villain: An Interview with Arthur Dong

2020 ◽  
Vol 73 (3) ◽  
pp. 41-46
Author(s):  
Oliver Wang
Keyword(s):  
High School ◽  
San Francisco ◽  
Asian Americans ◽  
Asian American ◽  
Short Film ◽  
Recent Experience ◽  
West Hollywood

Oliver Wang interviews documentary filmmaker Arthur Dong. Originally from San Francisco, Dong began his career as a student filmmaker in the 1970s before releasing the Oscar-nominated short film, Sewing Woman in 1982. Since then, his films have focused on the role of Chinese and Asian Americans in entertainment industries as well as on anti-LGBQ discrimination. In the interview, Wang and Dong discuss Dong's beginnings as a high school filmmaker, his decision to turn the story of his seamstress mother into Sewing Woman, his struggle to bring together the Asian American and queer film communities and his recent experience in staging a “Hollywood Chinese” exhibit inside a renovated bar in West Hollywood.

ПСИХОЛОГИЯ И ПЕДАГОГИКА В ВУЗЕ// Actual Problems of Applied Sciences Journal World, 6(16), 2019/ Chief Editor Markus Hemmer: Open European Academy of Public Sciences (OEAPS Inc.). 06.07.2019. Barcelona, Spain, 2019. - PP. 9-15.

2019 ◽  
Author(s):  
Ольга Батыровна Цагараева
Keyword(s):  
Applied Sciences ◽  
High School ◽  
High School Teachers ◽  
Learning Process ◽  
Chief Editor ◽  
Future Teachers ◽  
School Teachers ◽  
European Academy ◽  
Psychological Knowledge

В статье рассматривается роль психологических знаний в процессе обучения, анализируются современные подходы к организации подготовки преподавателей высшей школы в Узбекистане, выявлены основные тенденции и этапы формирования их компетентности, выявлены наиболее эффективные методы и формы повышения методической и психологической квалификации будущих преподавателей.The article discusses the role of psychological knowledge in the learning process, analyzes modern approaches to the organization of training of high school teachers in Uzbekistan, identifies the main trends and stages of formation their competencies, the most effective methods and forms of improving the methodological and psychological qualifications and future teachers.

Highly sensitive adolescent benefits in positive school transitions: Evidence for vantage sensitivity in Japanese high-schoolers

2020 ◽  
Author(s):  
Shuhei Iimura
Keyword(s):  
High School ◽  
Statistical Power ◽  
Environmental Influences ◽  
Differential Susceptibility ◽  
School Transition ◽  
Well Being ◽  
Crossover Point ◽  
Japanese Adolescents ◽  
Highly Sensitive

Some researchers indicate that the transition to high school deflects adolescent developmental trajectories. Others assert it provides a new possibility for the promotion of adolescents’ socioemotional well-being. One critical view missing in such claims is that individual variabilities interact with environmental influences. We employed the framework of Differential Susceptibility Theory, which postulates that individual susceptibilities moderate external influences for better and for worse. In order to clarify the mechanism of adolescents’ differential adjustments, this paper investigated the role of sensory-processing sensitivity using the Japanese version of Highly Sensitive Child Scale for Adolescence (J-HSCS), and tested whether the diathesis-stress model or the differential susceptibility model best describes students’ socioemotional adjustment across their high school transition. The current paper used the two-wave data collected from Japanese adolescents aged from 14 to 15 years (n = 412, 50% girls). In Study 1, we investigated the replicability of psychometric properties of J-HSCS. The results supported previous findings, indicating its validity for the bifactor model. In Study 2, we utilized confirmatory competitive model testing, which maximizes statistical power by parameterizing the crossover point to allow a direct comparison of alternative models. The results indicated that neither the diathesis-stress nor the differential susceptibility models fitted the data. Rather, a strong vantage sensitivity model was revealed, suggesting that highly susceptible adolescents disproportionately benefitted from a positive school transition over their counterparts. This finding signified the role of adolescents’ sensitivity to environmental influences and the importance of considering its moderation under person x environment interactions.

Science Diplomacy in the Twentieth Century: Introduction

2021 ◽  
pp. 002200942110067
Author(s):  
Soenke Kunkel
Keyword(s):  
Twentieth Century ◽  
Foreign Policy ◽  
Foreign Relations ◽  
Special Section ◽  
Contemporary History ◽  
Global Environmental Problems ◽  
Global Environmental ◽  
Science Diplomacy ◽  
The Cold War

Setting the stage for the special forum, this introduction points to the centrality of science diplomacy activities within many current foreign policy concepts around the world. It also points to the lack of historical perspective within many current academic debates about science diplomacy. Suggesting the value of such a perspective, the introduction then draws attention to a number of fruitful contributions that histories of science diplomacy may make to contemporary history. These include: a better understanding of how entanglements between science, foreign policy, and international relations evolved over the twentieth century; a refined understanding of the workings of foreign relations and diplomacy that sheds light on the role of science as an arena of foreign relations; new insights into the Cold War; a globalizing of perspectives in the writing of contemporary history; a new international focus on widely under-researched actors like universities, science movements, science organizations, and science academies; a focus on new themes that range from global environmental problems to issues like cultural heritage. The remainder of the introduction then delineates some of the shared assumptions and findings of the essays and then briefly introduces each contribution to the special section.

Predictors of transfer behaviours in adult university students

2021 ◽  
pp. 147797142199278
Author(s):  
Charlie Potter
Keyword(s):  
High School ◽  
Adult Learners ◽  
Adult Students ◽  
Transfer Students ◽  
Quantitative Methods ◽  
High School Graduates ◽  
College Completion ◽  
Enrollment Patterns ◽  
Adult Transfer

Adult students are critical to addressing the college completion crisis. Retention and completion for adults lags behind students who enter college directly from high school. However, higher education has largely been built around service to younger high school graduates, and institutions are slow to change. A shift in focus to accommodate the needs and interests of adult learners will require additional research regarding the enrollment patterns and behaviours of adult students. This study uses quantitative methods and the Beginning Postsecondary Students 12/14 dataset to consider the role of transfer in the experience of the adult learner, with specific attention to the characteristics, demographics and experiences of adult transfer students as well as the predictors of reverse and lateral transfer behaviour in adult student populations.

scholarly journals Teacher Orchestration of Language and Gesture in Explaining Science Concepts in Images

2021 ◽  
Author(s):  
Thu Ngo ◽  
Len Unsworth ◽  
Michele Herrington
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
School Students ◽  
Symbolic Representations ◽  
Different Types ◽  
Cell Components ◽  
Diagram Comprehension ◽  
Senior High School Students

AbstractStudents’ difficulties interpreting diagrams remain a concern in science education. Research about improving diagram comprehension has included few studies of teachers’ orchestration of language and gesture in explaining diagrams—and very few in senior high schools. Research with younger students and studies of research scientists’ practice indicate the significance of the interaction of teachers’ gesture and language in explaining visualisations. The strategic deployment of such teacher-focussed authoritative explanations has been observed in facilitating progression to more complex and symbolic representations in classroom work. However, the paucity of such research in senior high school leaves open the question of how these teachers use gesture and language in managing the challenges of explaining the intricate sub-microscopic and abstract visualisations senior high school students need to negotiate. In this paper, we outline existing studies of teachers’ use of gesture and language to explain complex images in senior high school and investigate how it is managed by two biology teachers with images of different types and complexity representing the activity of certain cell components in the early phase of cell duplication. Implications are drawn for foci of further research including the role of a metalanguage describing different types of visualisations and their affordances.

Risk as Value: A Switch of Set Hypothesis

1976 ◽  
Vol 38 (2) ◽  
pp. 655-658 ◽  
Author(s):  
George W. Kelling ◽  
Rhea Zirkes ◽  
Deena Myerowitz
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
General Tendency ◽  
Age Group ◽  
School Students ◽  
Risky Shift

Advisers are expected to be cautious. Typical instructions in research on risky shift induce the adviser role. However, subjects may take the role of the story's hero when they can identify with the hero. It is acceptable for people to be daring when acting for themselves. This hypothesis of a switch of set predicts that subjects should consider themselves more risky than the majority of their peers, a way of expressing the value of risk, when they are similar to the story's hero. High school students rated themselves and the majority on stories dealing with situations common to their age group and on stories dealing with adult problems. Sex of hero was also manipulated. Results supported the hypothesis of a switch of set. Subjects displaced themselves more when the situation was similar to those they might face; in addition, subjects displaced themselves more when the story's hero was of their sex. No sex differences in general tendency to risky displacement were found.

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