The War against Reality: A Youth Perspective on the Columbine High School Massacre

2017 ◽  
Author(s):  
Celine (Ha-Young) Song
Keyword(s):  
High School ◽  
Video Games ◽  
Young People ◽  
Real Life ◽  
Virginia Tech ◽  
Mass Murder ◽  
Careful Examination ◽  
Columbine High School ◽  
Youth Population ◽  
Youth Perspective

This paper takes a critical look at the cases of Eric Harris and Dylan Klebold, two boys responsible for the Columbine High School massacre, and Seung-Hui Cho, responsible for the recent tragedy at Virginia Tech. After careful examination of the published literature on relevant topics including junior delinquency, school massacres, and the increasing access to media, I propose that these violent incidents are logical consequences of an escapist approach to reality, undeniably prevalent in the current youth population at large. Fantasies (any product of the imagination), conjured up by books, movies, games, television, internet, and drugs, provide an escape away from the unsatisfactory reality, and serve as one weapon in the war against it. Although fantasizing can be therapeutic and creative in moderation, when one is hopelessly ill-equipped to deal with the obstacles of real life, one becomes more and more dependent on fantasies as the solution to all problems. In the case of Harris, Klebold and Cho, this dependence escalated to violent hatred against reality. However, violence in movies and video games are not what leads people to mass murder. Rather, the fault is in the society that breeds a generation of escapists who need such fantasies to survive. The readymade fantasies on television – violent, sexual, and otherwise – that many criticize as the source of evil in these young people are mere symptoms of a greater phenomenon, produced to meet the overwhelming and preexisting demand for an escape. 

School Mass Shootings in America

2020 ◽  
pp. 75-84
Author(s):  
Seungmug (Zech) Lee
Keyword(s):  
High School ◽  
Virginia Tech ◽  
College Campuses ◽  
Mass Shootings ◽  
School Settings ◽  
Columbine High School ◽  
Research Findings ◽  
Preliminary Research ◽  
K 12 ◽  
The U.S

The killings at Columbine High School in 1999, Virginia Tech in 2007, the Sandy Hook Elementary School in 2012, the Marjory Stoneman Douglas High School in 2018 are four dire examples of mass shootings in school settings by current or former students in the U.S. Schools—K-12 and college campuses—which have long been considered a sacred place for our children and young people receiving education. According to the data collected by the author, since 1999, school mass shootings (SMS) have increased steadily, causing higher casualty with more powerful weapons and planned schemes. School and campus security have become significant concerns. One big question to all Americans is, are our schools really safe enough to send our children to in order to learn and grow? This article presents preliminary research findings of SMS incidents based on 71 cases with the discussion.

Media Violence

PEDIATRICS ◽  
1995 ◽  
Vol 95 (6) ◽  
pp. 949-951 ◽  
Author(s):  
Keyword(s):  
Video Games ◽  
Young People ◽  
Video Game ◽  
Real Life ◽  
Media Violence ◽  
High Price ◽  
Saturday Morning ◽  
Violent Acts ◽  
Television Violence ◽  
American Society

American children and adolescents are being exposed to increasing amounts of media violence, especially in television, movies, video games, and youth-oriented music. By age 18, the average young person will have viewed an estimated 200 000 acts of violence on television alone.1 Video game violence, children's cartoons, and music lyrics have become increasingly graphic. In movies, action films depict anatomically precise murders, rapes, and assaults; with each sequel, the number of deaths increase dramatically.2 Although media violence is not the only cause of violence in American society, it is the single most easily remediable contributing factor.3 According to recent Nielsen data, the average American child views 21 to 23 hours of television per week.4 By the time today's children reach age 70, they will have spent 7 to 10 years of their lives watching television.5 Although movies and video games are more graphic in depictions of violence, television is the single most important medium in the lives of young people (98% of all American house-holds have at least one television set).4 Despite public concern about television violence, the amount of television violence has not changed appreciably in the past two decades: the level of prime-time violence has remained at three to five violent acts per hour, and violence in Saturday morning children's programming ranges between 20 to 25 violent acts per hour.6-8 American media are the most violent in the world, and American society is now paying a high price in terms of real-life violence.9,10 Some people in the entertainment industry maintain that: 1) violent programming is harmless because no studies exist that prove a connection between violence in the media and aggressive behavior in children and 2) young people know that television, movies, and video games are simply fantasy.11

scholarly journals Experiencias juveniles en el uso de videojuegos

2019 ◽  
Vol 3 (7) ◽  
pp. 9-15
Author(s):  
Juan Guillermo Bernardino-Hernández
Keyword(s):  
High School ◽  
High School Students ◽  
Video Games ◽  
Young People ◽  
Romantic Relationships ◽  
Physical Fatigue ◽  
School Students ◽  
Work Related

This paper begins with the debate around the effects that video games have on the upbringing of children and youngsters. After interviewing UABJO high school students, I concluded that not all young people are addicted to video games, and that the time they spend playing them varies greatly, depending on their personal circumstances and age. Several youngsters lost their interest or reduced the time dedicated to video games for various reasons; some due to new interests, friendships or romantic relationships, others because they took on new responsibilities, whether work related or school related, and some more had to do with physical fatigue and boredom.

Correlates of the Number Shot and Killed in Active Shooter Events

2020 ◽  
pp. 108876792097672
Author(s):  
J. Pete Blair ◽  
William L. Sandel ◽  
M. Hunter Martaindale
Keyword(s):  
High School ◽  
School Shooting ◽  
Active Shooter ◽  
Single Study ◽  
Columbine High School ◽  
Columbine High School Shooting

Active shooter events have captured the public’s attention since the Columbine High School shooting in 1999. Although there has been research on various aspects of these events, only a single study has attempted to identify factors that are related to the number of people injured or killed in these events. This study was limited in that it only considered the presence or absence of a semi-automatic rifle. This paper expands on the existing research by examining several other factors that may impact the total number of people shot or killed during active shooter events.

scholarly journals A study about the young consumers' consumption behaviors of street foods

2018 ◽  
Vol 23 (5) ◽  
pp. 1647-1656 ◽  
Author(s):  
Nevin Sanlier ◽  
Aybuke Ceyhun Sezgin ◽  
Gulsah Sahin ◽  
Emine Yassibas
Keyword(s):  
High School ◽  
Young People ◽  
University Students ◽  
Food Poisoning ◽  
Personal Hygiene ◽  
Good Manufacture Practice ◽  
Food Hygiene ◽  
Street Food ◽  
Gender And Age ◽  
The World

Abstract As in almost every country in the world, street foods are frequently used in Turkey. To determine the preferences for these foods, a questionnaire was given to 847 individuals constituted by randomly selected high school and university students. Of the participants, 43.4% were male and 56.6% were female; the majority of them were between 19 and 22 years of age. It was found that 40.1% of the young people ate street food 2-3 times per week, whereas 23.3% were found to eat it every day. Turkish bagels, döner, boiled corn in a cup and toast are most preferred street foods. A statistically significant negative correlations were found between consumption preference scores and education, gender, and age. Although consumers know that street foods can cause contamination with microorganisms, that sellers do not pay attention to hygiene, and that these foods are raw or not cooked well, they prefer because of their cheapness, deliciousness, variety and fast service. Street foods are widely consumed in Turkish young students and because of preventing food poisoning, they should be educated about food hygiene and safety. Also, educating vendors in personal hygiene and good manufacture practice can minimize contamination risk.

scholarly journals The environment and politics in science education: the case of teaching fracking

2021 ◽  
Author(s):  
Lynda Dunlop ◽  
Lucy Atkinson ◽  
Maria Turkenburg-van Diepen
Keyword(s):  
High School ◽  
Science Education ◽  
Critical Thinking ◽  
Young People ◽  
Hydraulic Fracturing ◽  
Environmental Issues ◽  
School Science ◽  
Research Literature ◽  
High School Science ◽  
Illustrative Case

AbstractHydraulic fracturing (‘fracking’), like other complex social and environmental issues, is a controversy about science which raises educational questions about how best to prepare young people to understand, respond to and, where necessary, act (or not) in response. It raises political questions. We present a state-of-the-art review of research literature on fracking and education using systematic strategies, with a view to finding out how it is framed in educational situations and how politics enters the science classroom. This serves as an illustrative case of how contested scientific and technological interventions with implications for the environment and society are treated in school science. The review is supplemented by interviews with 10 teachers of science and engineering working in schools or colleges near sites of operational exploratory fracking. We find that the research literature on teaching hydraulic fracturing is sparse, with only 25 studies relating to teaching and learning about fracking. Few studies (n = 7) relate to high school education. Where it features in science education, fracking is used as a context for interdisciplinarity and critical thinking, and lends itself to approaches using discussion, dialogue and modelling. Outcomes from fracking education range include knowledge gains and critical thinking. Teachers interviewed tended not to see a place for fracking in the curriculum or in the classroom and were averse to including politics in upper high school science education. Our analysis suggests depoliticization through absence of this specific complex environmental issue from the public (education) sphere, reinforced by the desire for ‘balance’ in high school science education and instrumental approaches to science education which prioritize assessed learning outcomes. Dealing with complex social and environmental issues such as hydraulic fracturing in the years of compulsory science schooling is necessary because scientific knowledge is necessary but not sufficient to prepare young people for the critical scientific literacy required to meet sustainable development goals. There is a need to assess and respond to the educational needs of local communities affected by industrial interventions such as fracking. These findings are likely to be relatable to other issues where there are local and global consequences of action or inaction and where the environment and health are pitted against economic and energy demands.

PROJECT BASED LEARNING AND ITS USE IN TEACHING

2020 ◽  
pp. 119-123
Author(s):  
Zh.T. Kayinbayev ◽  
◽  
О.К. Nurbavliyev ◽  
Keyword(s):  
High School ◽  
Educational Research ◽  
High School Graduates ◽  
Real Life ◽  
Project Based Learning ◽  
Topical Issue ◽  
Chinese Philosopher ◽  
Design Activities ◽  
The Ancient Chinese ◽  
Research And Design

This article discusses the features and benefits of teaching based on the works of both foreign and domestic scientists and methods of project based learning used in the field of pedagogy. Today's society places new demands on high school graduates. "I forget what I hear, I remember what I see, I master what I do," said the ancient Chinese philosopher Confucius. Project Based Learning – is the knowledge that students acquire through the planning and independent performance of increasingly complex tasks. Preparing children for a real life by encouraging them to see the fruits of their labour is a topical issue for today. Graduates of schools are in demand in the context of innovation, have the skills of cognitive, educational, research and design activities, the ability and ability to independently seek methods for solving practical problems, the ability to use various methods of cognition.

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