scholarly journals TOURISM, BASIC EDUCATION AND UNIVERSITY EXTENSION: A REPORT OF EXPERIENCE

2021 ◽  
Vol 6 (2) ◽  
pp. 49-54
Author(s):  
Jislane Oliveira de Jesus ◽  
Estefan Araujo dos Santos ◽  
Rosana Eduardo da Silva Leal
Keyword(s):  
High School Students ◽  
Social Inclusion ◽  
Basic Education ◽  
University Campus ◽  
School Students ◽  
Methodological Procedures ◽  
The University ◽  
Guided Tours ◽  
The Relationship

Extension actions and projects can help maintain the relationship between the university and society, in order to meet the needs of the external community, maintaining connections with social demands, public policies and diverse social movements in order to reduce inequalities and promote social inclusion. The project UFS de Braços Abertos, which is linked to the course in Tourism, is one such project. It offers guided tours for visiting elementary and high school students to the university campus, in order to present the university, its courses, the services offered, and the research and extension projects developed, creating a closer relationship between higher education and basic education. Based on this premise, this work analyzes the relationship between tourism, university extension and basic education, through the guided tours conducted as part of the UFS de Braços Abertos project, focusing on specifically on the participation of the Executive Secretarial course. In terms of approach to the problem, this study used qualitative research. The methodological procedures adopted were bibliographic research, and interviews with the head of the Executive Secretarial department and students of the course. We also sought to identify the perceptions of lecturers of the Executive Secretarial course in relation to the importance of the project, and the visits by school students to the University. The project helps to demystify the widely held perception, among students in basic education, that attending a federal university is a distant reality. The school students often arrive with this view, but after the visit, they are able to understand more how this universe works, and can dream of applying for place at university when they leave school. The report of experience presented clearly shows the important role of the UFS de Braços Abertos project, not only for the school students who may enter the university in the future, but also for students of the Tourism and Executive Secretarial courses, as it gives them an opportunity to promote and publicize the courses, stimulating the curiosity of the visiting students and showing them more about the respective professions, which can help them make future career choices.

Mother Phubbing and Adolescent Cyberbullying: The Mediating Role of Perceived Mother Acceptance and the Moderating Role of Emotional Stability

2020 ◽  
pp. 088626052098390
Author(s):  
Jiahui Qu ◽  
Li Lei ◽  
Xingchao Wang ◽  
Xiaochun Xie ◽  
Pengcheng Wang
Keyword(s):  
High School Students ◽  
Positive Association ◽  
Emotional Stability ◽  
School Students ◽  
Mediation Analyses ◽  
Mediating Role ◽  
Indirect Path ◽  
Underlying Mechanisms ◽  
The Relationship

Previous studies have found some risk factors of cyberbullying. However, little is known about how mother phubbing may influence adolescent cyberbullying, and the mediating and moderating mechanisms underlying this relationship. “Phubbing,” which is a portmanteau of “phone” and “subbing,” refers to snubbing other people and focus on smartphones in social interactions. This study examined whether mother phubbing, which refers to being phubbed by one’s mother, would be positively related to adolescent cyberbullying, whether perceived mother acceptance would mediate the relationship between mother phubbing and adolescent cyberbullying, and whether emotional stability would moderate the pathways between mother phubbing and adolescent cyberbullying. The sample consisted of 4,213 Chinese senior high school students (mean age 16.41 years, SD = 0.77, 53% were female). Participants completed measurements regarding mother phubbing, cyberbullying, perceived mother acceptance, and emotional stability. The results indicated that mother phubbing was positively related to cyberbullying, which was mediated by perceived mother acceptance. Further, moderated mediation analyses showed that emotional stability moderated the direct path between mother phubbing and cyberbullying and the indirect path between mother phubbing and perceived mother acceptance. This study highlighted the harmful impact of mother phubbing on adolescents by showing a positive association between mother phubbing and adolescent cyberbullying, as well as the underlying mechanisms between mother phubbing and adolescent cyberbullying.

scholarly journals The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

2021 ◽  
pp. 082957352110347
Author(s):  
Luis Francisco Vargas-Madriz ◽  
Chiaki Konishi
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Parental Support ◽  
Critical Role ◽  
School Belonging ◽  
School Students ◽  
Academic Involvement ◽  
The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

May 1968 in Africa: Revolt in Dakar

2021 ◽  
Author(s):  
Omar Gueye ◽  
Fallou Ngom ◽  
Vincent Hiribarren ◽  
Jelmer Vos ◽  
Fabrice Jaumont ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
University Campus ◽  
School Students ◽  
Working Classes ◽  
Global Issues ◽  
National Crisis ◽  
May 1968 ◽  
Almost All ◽  
The University

As in a number of other continents, Africa experienced a wave of student and union protests in May 1968. One of its epicenters was in Senegal, based at the University of Dakar, also known as the “eighteenth French university,” where students from France and almost all Francophone Africa were directed. The events of May 1968 in Senegal were primarily caused by local factors, although similarities with the global youth protest movement can also be found. Initially ignited by a student revolt over the conditions of scholarships, the movement spread to high school students and workers’ unions, gaining the support of the working classes, while the party-state relied on the army’s loyalty as well as the support of marabouts, the Muslim leaders. This in turn expanded the crisis, first from Dakar to other parts of the country, then from Senegal to the native countries of the students who had been arrested and expelled after the university campus had been stormed by the police. At the crossroads between an escalating student strike, a student movement infiltrated by political opposition or foreign influence, a rebellion against neocolonialism, as well as a sense of weariness due to difficult social and economic circumstances, May 1968 in Senegal resembled a protest against the personal power of President Senghor as well as a demonstration led by young people who, like their counterparts abroad, wanted to change the world. The national crisis, in a context of international turmoil and in interaction with global issues, ended on September 26, when the four-month high school strikes satisfactory ended.

SELF-DISCLOSURE AND FRIENDSHIP IN JUNIOR HIGH SCHOOL STUDENTS

2002 ◽  
Vol 30 (5) ◽  
pp. 515-525 ◽  
Author(s):  
Rumi Matsushima ◽  
Kunio Shiomi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Self Disclosure ◽  
Close Relationship ◽  
The Relationship

Close relationship during adolescence plays an important role in the young person's overall psychological development. As the most important factor about the development of a close relationship, many studies have emphasized the role of self-disclosure. In this study, the relationship between self-disclosure and friendship in adolescence was examined.Two scales about self-disclosure and friendship were administered to 454 junior high school students. The types of friendship in early adolescence were explored, and the relationship between types of friendship and self-disclosure was examined.

Mindfulness and Cyberbullying Among Chinese Adolescents: The Mediating Roles of Perceived Social Support and Empathy

2020 ◽  
Vol 35 (6) ◽  
pp. 815-827
Author(s):  
Caimeng Liu ◽  
Linjia Wang ◽  
Zhen Liu ◽  
Ying Li ◽  
Guangzhe Yuan
Keyword(s):  
Social Support ◽  
High School Students ◽  
Perceived Social Support ◽  
Chinese Adolescents ◽  
School Students ◽  
Mindfulness Skills ◽  
Self Reports ◽  
Teachers And Parents ◽  
The Relationship

IntroductionPrevious studies have shown that mindfulness is associated with fewer cyberbullying behaviors in adolescents. The present study investigated the ways in which mindfulness is related to cyberbullying in Chinese adolescents by considering the role of empathy and perceived social support.MethodsA total of 1,390 Chinese high school students were recruited for this study. Adolescents' self-reports of mindfulness, cyberbullying, empathy, and perceived social support were used in the analyses. Results: The results showed our model fitted the data well [χ2/df = 2.413, CFI = 0.968, TLI = 0.958, RMSEA (90% CI) = 0.059 (0.040–0.078)], and revealed empathy and perceived social support partially mediate the relationship between mindfulness and cyberbullying.ConclusionThe results of this study indicate adolescents' mindfulness plays a crucial role on the likelihood of cyberbullying as well as empathy and perceived social support. Improving the mindfulness skills of adolescents should be considered by teachers and parents seeking to decrease cyberbullying.

scholarly journals O papel do inglês na formação e na internacionalização da educação no Brasil

2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Kyria Rebeca Finardi ◽  
Maria Carolina Porcino
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Basic Education ◽  
International Programs ◽  
School Students ◽  
International Language ◽  
The Status ◽  
Education Today ◽  
Instrumental Role

Resumo O objetivo deste artigo é refletir acerca do papel do inglês na educação brasileira contemporânea. O estudo revisa políticas linguísticas e de internacionalização sugerindo que há uma tensão entre o papel formador e o papel instrumental da língua inglesa na educação atual. A fim de subsidiar a reflexão proposta, o estudo analisa dados de dois questionários com perguntas relacionadas ao ensino e à aprendizagem de línguas estrangeiras no Brasil. Utilizou-se uma metodologia híbrida analisando dados quantitativos e qualitativos dos questionários respondidos por 65 participantes, sendo 43 estudantes do ensino médio de uma comunidade capixaba de imigrantes pomeranos e 22 professores de inglês. A análise dos questionários sugere que os brasileiros querem aprender inglês como língua estrangeira e veem esse idioma como tendo status de língua internacional. Os resultados mostram que a maior diferença entre o ensino desse idioma no Brasil está nos seus papeis ora formador (na educação básica) ora instrumental (nos cursos livres e programas de internacionalização), confirmando a hipótese levantada na análise das políticas linguísticas de que há uma tensão entre os papeis formador e instrumental do inglês na educação brasileira. Palavras-chave: Formação. Internacionalização. Educação. Papel do inglês.   Abstract This paper aims at reflecting on the role of English in contemporary Brazilian education. The study reviews language and internationalization policies suggesting that there is a tension between the formative role and the instrumental role of English in education today. In order to subsidize the proposed reflection, the study analyzes data from two questionnaires with questions related to teaching and learning foreign languages in Brazil. A hybrid methodology was used to analyze quantitative and qualitative data from the questionnaires answered by 65 participants of whom 43 were high school students from a community with Pomeranian immigrants and 22 were English teachers. The analysis of the questionnaires suggests that Brazilians want to learn English as a foreign language and see that language as having the status of an international language. Results show that the main difference between the teaching of this language in Brazil is related to its formative role (in basic education) and its instrumental role (in private language institutes and international programs), confirming the hypothesis raised in the analysis of language policies that there is a tension between the formative and instrumental roles of English in Brazilian education. Keywords: Formation. Internationalization. Education. Role of English.

Effect of Hope on Resilience in Adolescents: Social Support and Social Connectedness as Mediators

2021 ◽  
Vol 5 (2) ◽  
pp. 136-147
Author(s):  
İlhan Cicek
Keyword(s):  
Social Support ◽  
High School Students ◽  
Social Connectedness ◽  
School Students ◽  
Mediating Role ◽  
Resilience Scale ◽  
Significant Difference ◽  
Study Participants ◽  
The Relationship

The purpose of this study was to investigate the mediating role of social support and social connectedness between hope and resilience in adolescents. A total of 413 high school students (57.1% girls; M= 17.31, SD= 1.61) participated in the study. Participants completed the Children’s Hope Scale (CHS), Brief Resilience Scale (BRS), Brief Perceived Social Support Questionnaire (BPSSQ), and Social Connectedness Scale (SCS). The results showed that there was a positive significant correlation between social support, resilience, social connectedness, and hope. In addition, according to the gender variable, it is seen that the resilience and hope scores of the boys are significantly higher than the girls. On the other hand, no significant difference was found in social connectedness and social support in terms of gender. The results mediation analysis showed that hope significantly and positively predicted social connectedness, social support, and resilience. Also, social connectedness positively and significantly predicted social support, and social support was a significant predictor of resilience. Most importantly, social support and social connectedness acted as mediating roles in the relationship between hope and resilience. These results suggest that social connectedness and social support are two important sources in developing resilience. This has important implications for research and practice.

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