scholarly journals Prevalence and Factors Associated with Bullying Phenomenon Among Pre-Adolescents Attending First-Grade Secondary Schools of Palermo, Italy, and a Comparative Systematic Literature Review.

2021 ◽  
Author(s):  
Claudio Costantino ◽  
Walter Mazzucco ◽  
Francesco Scarpitta ◽  
Gianmarco Ventura ◽  
Claudia Marotta ◽  
...  
Keyword(s):  
Literature Review ◽  
Secondary Schools ◽  
Systematic Literature Review ◽  
School Environment ◽  
First Grade ◽  
Middle School Student ◽  
Factors Associated ◽  
Starting Point ◽  
Indirect Bullying ◽  
The Uk

Abstract Background: Bullying is recognized as one of the most significant social and health problems in the school environment for children and adolescents. In Italy, bullying involved 2 in 10 kids between 11-17 years that referred to have been bullied two or more times in a month. In Sicily, the estimated prevalence of children aged 11 to 15 that suffered at least one act of bullying in the last two months was 14% in 2011.Methods: A questionnaire consisting of 30 items investigating physical, verbal and indirect bullying, observers of bullying, resiliency, and prosociality was administered to preadolescents of ten first-grade secondary schools within the Palermo Province in order to analyze prevalence and factors associated with bullying phenomenon. Also, a systematic literature review (SLR) analyzing manuscripts that reported prevalence of the bullying phenomenon worldwide was conducted. Results: Survey: a total of 867 students, belonging to 35 second and 31 third classes of ten different schools in Palermo, Italy, were recruited in the survey. The values of physical bullying are included between the 4% of the single question method and the almost forty percent detected by the score of 7 method. Verbal bullying oscillates between 15.9% and 66.3%. Observers average values varies from 15.8% to 47.5%. SLR: the estimated prevalence showed a considerable fluctuation. The occurrence of the bullying phenomenon was low in some Northern European countries, while in Anglo-Saxon countries it affected over a quarter of the middle school student population (28% in Maryland, USA and 21% in the UK). Conclusions The prevalence of the bullying phenomenon recorded by this survey with the three different methods used is similar to observations in international literature. In the Sicilian context, a higher prevalence of bullying phenomena was observed in pre-adolescents attending major classes and in schools with lower socio-economic index. Though it remains difficult to obtain univocal data that clarifies the prevalence of different type of bullying, the continuous investigation of prevalence and factors associated with the phenomenon is a necessary starting point to introduce interventions and preventive measures in Public Health programs.

scholarly journals The role of culture in student discipline of secondary schools in cross-cultural context: a systematic literature review and future research agenda

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nirma Sadamali Jayawardena
Keyword(s):  
Literature Review ◽  
Secondary School ◽  
Secondary Schools ◽  
Systematic Literature Review ◽  
Cultural Context ◽  
School Context ◽  
Cross Cultural ◽  
Student Discipline ◽  
Future Research ◽  
Content Type

PurposeThe present study is a systematic review that identifies future research avenues on culture and discipline in secondary schools in a cross-cultural context.Design/methodology/approachThe literature, as published in top management, education and psychology journals, was reviewed around culture and discipline in secondary schools. This systematic literature review (SLR) used several preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and categorised the studies published during the period 2014–2020.FindingsThe author identified six major themes: (1) punishment, (2) restorative practices (RPs), (3) racial disparities, (4) competitiveness, (5) school climate and (6) secondary school student discipline in a cross-cultural context. Further, the author suggested several future research avenues under these emerging themes.Research limitations/implicationsThe scope of this study is limited to culture and discipline in a secondary school context. The findings provide a solid foundation for researchers in the areas of culture and discipline in secondary schools.Originality/valueTo the best of the author's knowledge, this study can be considered as the first SLR conducted using PRISMA guidelines to identify several under-researched areas in the field of culture and discipline in secondary schools in a cross-cultural context. The study provides several future research insights.

scholarly journals Knowledge Governance: Building a Conceptual Framework

2019 ◽  
Vol 8 (1) ◽  
pp. 72-92
Author(s):  
Isabel Pinho ◽  
Cláudia Pinho ◽  
António Pedro Costa
Keyword(s):  
Literature Review ◽  
Conceptual Framework ◽  
Conceptual Model ◽  
Systematic Literature Review ◽  
Future Research ◽  
Analysis Framework ◽  
Starting Point ◽  
Structured Analysis ◽  
Knowledge Governance ◽  
Core Documents

This exploratory systematic literature review is a starting point for a deep literature review on “Knowledge Governance” (KGOV) topic. The aim is to have a quick picture about KGOV; specifically trying to identify the seminal, core and relevant documents. We also seek to know the contexts of these studies, as well as on what ontological levels and activities they refer to. The principal results are: a) the identification of the structure of the topic, by retrieving the main seminal articles and the most cited (core documents) and b) the building of a structured analysis framework. This framework will be used to perform a deep literature review that aim to develop an integrated and holist conceptual model on Knowledge Governance. Major conclusions are related to clues for future research on this topic.

Usability Heuristics for Mobile Phone Applications

2015 ◽  
pp. 143-157 ◽  
Author(s):  
Thaísa C. Lacerda ◽  
Juliane V. Nunes ◽  
Christiane Gresse von Wangenheim
Keyword(s):  
Literature Review ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Systematic Literature Review ◽  
Mobile Applications ◽  
State Of The Art ◽  
The State ◽  
Computer Applications ◽  
Starting Point ◽  
Mobile Phone Applications

In this chapter, we discuss the importance of evaluating the usability of mobile applications using tools and technics that consider their specific characteristics. One common way to evaluate usability is using heuristics. However, since many assumptions regarding usability of computer applications are not true for mobile applications, a question arises: does there exist usability heuristics specific for this type of device? To answer this question, we conducted a systematic literature review. We mapped the encountered sets of heuristics to Nielsen's ten heuristics and identified additional ones specifically proposed for this kind of device. Our review indicates that research with respect to usability heuristics for mobile phones are still sparse. Nevertheless, this chapter provides an overview on the state of the art that can guide the design and evaluation of interfaces for mobile applications as well as provide a starting point for the evolution of such customized heuristics.

scholarly journals A Systematic Literature Review of the Factors of Influence on the Environmental Impact of ICT

Technologies ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 85 ◽  
Author(s):  
Albert Hankel ◽  
Gaston Heimeriks ◽  
Patricia Lago
Keyword(s):  
Environmental Impact ◽  
Literature Review ◽  
Conceptual Framework ◽  
Systematic Literature Review ◽  
Research Field ◽  
Full Potential ◽  
Starting Point ◽  
Information And Communication ◽  
Factors Of Influence ◽  
Green Ict

Context: Many publications have described, measured, tracked or assessed Information and Communication Technology (ICT) activities that impact the environment. A complete conceptual view of the environmental impact of ICT can be described in three orders of effect: Direct, indirect and systemic. Objective: The goal of this study is to find out how the existing literature contributes towards our understanding of the environmental impact of ICT. We approach this question by identifying factors that can be of influence on the environmental impact and map these factors onto a conceptual framework of Green ICT. Method: We used a systematic literature review to collect factors of influence regarding the environmental impact of ICT. Results: From the data we collected and the analyses made, we created a taxonomy, and report on the frequencies of the factors of influence in the primary studies as well as gaps and additions compared to the conceptual framework. We found five main classes of influence that can form a continuous cycle, but noted that the research field is strongly focused on the direct impact of ICT. Conclusion: Our study contributes towards a better understanding of the environmental impact of ICT by framing factors of influence in a conceptual framework. The taxonomy we create and the analysis of the studies could be helpful in defining a research agenda, to further enable the full potential of Green ICT. In addition, the taxonomy can be used as a starting point for a practical tool, for organizations that wish to apply Green ICT to its full extent.

Lesson study: an exploration of its translation beyond Japan

2018 ◽  
Vol 7 (3) ◽  
pp. 217-229 ◽  
Author(s):  
Sarah Seleznyov
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Lesson Study ◽  
English Language ◽  
Review Of The Literature ◽  
Content Type ◽  
Critical Components ◽  
The Uk

Purpose The purpose of this paper is to explore the popularity of Japanese lesson study (JLS) beyond Japan and the challenges this translation might pose. It notes that there is not a universally accepted definition of lesson study (LS) and seeks to identify the “critical components” of JLS through a review of the literature. It then uses a systematic literature review of recent studies of the implementation of LS with in-service teachers beyond Japan to analyse the models of LS used against these seven critical components in order to explore the degree of fidelity to the Japanese model. Design/methodology/approach A broad review of the literature on JLS available in the English language identifies seven “critical components”. A systematic literature review of 200 recent English language studies of the implementation of LS with in-service teachers beyond Japan is then carried out. Articles published between 2005 and 2015 are explored, including peer reviewed articles, scientific journals, book chapters and PhD dissertations. This systematic review enables an analysis of the models of LS used in studies from beyond Japan against the “seven critical components” of JLS. Findings The analysis shows that there is not an internationally shared understanding of Japanese lesson study (JLS) and that many of the missing components are those which distinguish LS as a research process, not simply a collaborative professional development approach. It also reveals that UK LS models seem particularly far from the Japanese model in those critical components which connect teachers’ knowledge and understanding within groups, to knowledge and understanding that exists beyond it. The study discusses whether these differences could be attributed to structural or cultural differences between Japan and other nations. Research limitations/implications The search for descriptions of the JLS is limited to articles available in the English language, which, therefore, represent a quite limited body of authority on the “critical components” of LS. The systematic review is similarly limited to English language articles, and there is a clear bias towards the USA, with the Far East and the UK making up the majority of the remaining studies. The study suggests that future research on LS beyond Japan should consider teachers’ attitudes towards the research elements of the process as well as their skills and confidence in carrying out research into practice. Practical implications The study strikes a note of caution for schools wishing to implement JLS as an approach to teacher professional development in the UK and beyond. Japan’s systemic approach has embedded LS experience and expertise into the education system, meaning a uniform approach to LS is much more likely. In addition, other systemic challenges may arise, for example, UK professional development time and resources is not designed with JLS in mind and may therefore require a significant reworking. Originality/value Whilst several systematic reviews of LS have explored its growth, geographical spread, impact and key features, this study provides a different perspective. It analyses whether and to what degree the “lesson study” models these studies describe align with the literature on JLS, and the implications of this for researchers and practitioners.

Presence of retained calcified fibrin sheath after central venous catheter removal: A systematic literature review

2020 ◽  
pp. 112972982096932
Author(s):  
Patrycja S Matusik ◽  
Piotr Łoboda ◽  
Katarzyna Krzanowska ◽  
Tadeusz J Popiela ◽  
Grzegorz Heba ◽  
...  
Keyword(s):  
Risk Factors ◽  
Computed Tomography ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Dwell Time ◽  
Case Reports ◽  
Central Venous ◽  
Factors Associated ◽  
Fibrin Sheath ◽  
Common Risk Factors

Central venous catheters (CVC) are used in many clinical settings for a variety of indications. We performed a systematic literature review concerning case reports of retained calcified fibrin sheaths after dialysis CVC removal. The aim of our study was to systematize the knowledge regarding clinical management of this phenomenon, placing special emphasis on diagnostic radiological features in different imaging modalities, including chest radiography, echocardiography, computed tomography, and magnetic resonance imaging. We discuss the most common risk factors associated with this CVC complication. In our review, we found eight cases of hemodialysis patients. The most common risk factors associated with calcified fibrin sheath formation in the analyzed cases were pro-thrombotic and pro-calcification factors related to patient comorbidities, and prolonged catheter dwell time. Differentiating between a calcified fibrin sheath (present in about 6% of patients with long-term indwelling CVC as diagnosed by computed tomography) and a retained catheter tip can be challenging. The initial diagnosis based on imaging methods was incorrect in most of the analyzed cases. This suggests that some cases of retained fibrin sheaths may remain undetected or misinterpreted. This is important in patients with known pro-thrombotic and pro-calcification risk factors and prolonged catheter dwell time. Therefore, implementation of preventive strategies, familiarity with radiological findings of this phenomenon, comparison with previous imaging studies, and an overall comprehensive assessment with clinical data is imperative.

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