4.19 as Authorized Protest

Author(s):  
Charles R. Kim

April 19th erupted in response to the corruption, misgovernment, and electoral violations of the Syngman Rhee regime. This chapter documents the ways in which students utilized school-based resources and the script for extraordinary vanguard action in staging the surprising protests of February, March, and April 1960. The vanguard schema, as a cornerstone of South Korea’s postcolonial discourse, furnished student demonstrators with nation-centered legitimacy that was bolstered by the victimization of high school student Kim Chuyŏl. Confirmation that Kim had been killed in the brutal police suppression of an early protest sparked the final – and most intense – round of student demonstrations in mid-April, including the massive protest in Seoul on April 19. The fierce public outcry forced Syngman Rhee to resign from office on April 27. By way of closing, this chapter reveals that actions and interpretations of April 19th reproduced the core ideological division between authorized liberal nationalism and unauthorized communism.

2002 ◽  
Vol 17 (2) ◽  
pp. 233-253 ◽  
Author(s):  
Michelle Campbell Augustine ◽  
Pamela Wilcox ◽  
Graham C. Ousey ◽  
Richard R. Clayton

While school-based adolescent victimization has received a great deal of public attention, there exist relatively few theoretically driven studies aimed at explaining this phenomenon. We address this paucity by providing a test of a criminal-opportunity model of school-based victimization using data on over 3,000 students from 40 different Kentucky middle and high schools. The effects of opportunity-related concepts are estimated for both violent and property victimization, and comparisons are made for each victimization type across middle- and high-school student subsamples. Findings suggest that criminal opportunity theory is relevant to the understanding of school-based victimization. In particular, indicators of exposure to crime and target antagonism appear to be robust predictors. Further, there appears to be substantial generalizability in the effects of opportunity-related variables across violent versus property victimization as well as across middle-school versus high-school contexts.


2018 ◽  
Vol 53 (1) ◽  
pp. 20-28 ◽  
Author(s):  
Kim D. Barber Foss ◽  
Staci Thomas ◽  
Jane C. Khoury ◽  
Gregory D. Myer ◽  
Timothy E. Hewett

Context: An estimated 40 million school-aged children (age range = 5−18 years) participate annually in sports in the United States, generating approximately 4 million sport-related injuries and requiring 2.6 million emergency department visits at a cost of nearly $2 billion.Objective: To determine the effects of a school-based neuromuscular training (NMT) program on sport-related injury incidence across 3 sports at the high school and middle school levels, focusing particularly on knee and ankle injuries.Design: Randomized controlled clinical trial.Setting: A total of 5 middle schools and 4 high schools in a single-county public school district.Patients or Other Participants: A total of 474 girls (222 middle school, 252 high school; age = 14.0 ± 1.7 years, height = 161.0 ± 8.1 cm, mass = 55.4 ± 12.2 kg) were cluster randomized to an NMT (CORE; n = 259 athletes) or sham (SHAM; n = 215 athletes) intervention group by team within each sport (basketball, soccer, and volleyball).Intervention(s): The CORE intervention consisted of exercises focused on the trunk and lower extremity, whereas the SHAM protocol consisted of resisted running using elastic bands. Each intervention was implemented at the start of the season and continued until the last competition. An athletic trainer evaluated athletes weekly for sport-related injuries. The coach recorded each athlete-exposure (AE), which was defined as 1 athlete participating in 1 coach-directed session (game or practice).Main Outcome Measure(s): Injury rates were calculated overall, by sport, and by competition level. We also calculated rates of specific knee and ankle injuries. A mixed-model approach was used to account for multiple injuries per athlete.Results: Overall, the CORE group reported 107 injuries (rate = 5.34 injuries/1000 AEs), and the SHAM group reported 134 injuries (rate = 8.54 injuries/1000 AEs; F1,578 = 18.65, P < .001). Basketball (rate = 4.99 injuries/1000 AEs) and volleyball (rate = 5.74 injuries/1000 AEs) athletes in the CORE group demonstrated lower injury incidences than basketball (rate = 7.72 injuries/1000 AEs) and volleyball (rate = 11.63 injuries/1000 AEs; F1,275 = 9.46, P = .002 and F1,149 = 11.36, P = .001, respectively) athletes in the SHAM group. The CORE intervention appeared to have a greater protective effect on knee injuries at the middle school level (knee-injury incidence rate = 4.16 injuries/1000 AEs) than the SHAM intervention (knee-injury incidence rate = 7.04 injuries/1000 AEs; F1,261 = 5.36, P = .02). We did not observe differences between groups for ankle injuries (F1,578 = 1.02, P = .31).Conclusions: Participation in an NMT intervention program resulted in a reduced injury incidence relative to participation in a SHAM intervention. This protective benefit of NMT was demonstrated at both the high school and middle school levels.


2020 ◽  
Vol 2 (3) ◽  
pp. 1
Author(s):  
Xingyuan Li

The Curriculum Standards for General High School English (2017 edition) (hereinafter referred to as the Curriculum Standards) clearly states that the specific goal of general High school English curriculum is to cultivate and develop students’ core qualities such as language ability, cultural awareness, thinking quality and learning ability after receiving high school English education. The cultivation of core literacy is a hotspot in the current research of basic English education. However, most researches are based on traditional English teaching methods and tend to apply traditional teaching methods to experimental studies in primary and secondary school classrooms, and few of them study how to cultivate students’ core literacy from a theoretical perspective. This article will discuss the cultivation of core literacy of English discipline based on the “post method” theory proposed by B. Kurumaravadivelu. Meanwhile, advice on cultivation of the core literacy of English discipline in high school based on post-method theory will be given.


2007 ◽  
Author(s):  
Teresa K. Monreal ◽  
Maryam Kia-Keating ◽  
Marya Schulte ◽  
Sandra A. Brown

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