scholarly journals Klimatyczne ABC. Interdyscyplinarne podstawy współczesnej wiedzy o zmianie klimatu

2021 ◽  
Author(s):  
Zbigniew Bohdanowicz
Keyword(s):  
Climate Change ◽  
High School Students ◽  
Social Studies ◽  
Online Course ◽  
Negative Effects ◽  
School Students ◽  
The Face ◽  
The Individual ◽  
The University ◽  
Climate Crisis

In the face of the climate crisis, education based on the current scientific knowledge is an exceptionally urgent need. This textbook was created on the initiative of the scientists associated with the “UW for Climate” team, by 16 experts from the University of Warsaw and other academic centers, representing various fields of knowledge, such as physics, chemistry, biology, ecology, economics, psychology and engineering. Thus, it is an interdisciplinary textbook, just like the issue of climate change itself. The textbook is addressed to the university students interested in the basics of knowledge about climate change, regardless of the field of their study, as well as to the high school students and teachers. The individual topics of the “Climate ABC” are related to such areas of school knowledge as: physics, chemistry, biology and ecology, geography and social studies. The textbook also accompanies the online course under the same name offered by the University of Warsaw. The book is divided into four parts, presenting the mechanisms of global warming (part 1), its causes (part 2), consequences (part 3) and actions that can prevent the most negative effects of climate change (part 4).

scholarly journals Parental Involvement and High School Dropout: Perspectives from Students, Parents, and Mathematics Teachers

2022 ◽  
Vol 11 (1) ◽  
pp. 469-480
Author(s):  
Giang-Nguyen T. ◽  
Byron Havard ◽  
Barbara Otto
Keyword(s):  
High School ◽  
High School Students ◽  
Parental Involvement ◽  
Drop Out ◽  
Negative Effects ◽  
School Students ◽  
Education Statistics ◽  
Using Data ◽  
And Mathematics ◽  
The Individual

<p>Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.</p>

Eine Kantische Begründung individueller Klimapflichten

2020 ◽  
Vol 97 (4) ◽  
pp. 679-692
Author(s):  
Simon Hollnaicher
Keyword(s):  
Climate Change ◽  
Categorical Imperative ◽  
Climate Impacts ◽  
Imperfect Duties ◽  
Perfect Duties ◽  
Making A Difference ◽  
The Face ◽  
Individual Actions ◽  
The Individual ◽  
Climate Crisis

Abstract According to a well-known problem in climate ethics, individual actions cannot be wrong due to their impact on climate change since the individual act does not make a difference. By referring to the practical interpretation of the categorical imperative, the author argues that certain actions lead to a contradiction in conception in light of the climate crisis. Universalizing these actions would cause foreseeable climate impacts, making it impossible to pursue the original maxim effectively. According to the practical interpretation, such actions are morally wrong. The wrongness of these actions does not depend on making a difference, rather these actions are wrong because they make it impossible for others to act accordingly. Thus, apart from imperfect duties, for which has been argued convincingly elsewhere (Henning 2016; Alberzart 2019), we also have perfect duties to refrain from certain actions in the face of the climate crisis.

scholarly journals Community-University Partnerships: Achieving continuity in the face of change

2008 ◽  
Vol 1 ◽  
pp. 128-149 ◽  
Author(s):  
Linda Silka ◽  
Robert Forrant ◽  
Brenda Bond ◽  
Patricia Coffey ◽  
Robin Toof ◽  
...  
Keyword(s):  
High School Students ◽  
Social Program ◽  
Housing Crisis ◽  
School Students ◽  
University Partnerships ◽  
The Arts ◽  
Action Project ◽  
The Face ◽  
University Of Massachusetts ◽  
The University

A challenge that community-university partnerships everywhere will face is how to maintain continuity in the face of change. The problems besetting communities continually shift and the goals of the university partners often fluctuate. This article describes a decade-long strategy one university has successfully used to address this problem. Over the past ten years, a community-university partnership at the University of Massachusetts Lowell has used summer content funding to respond creativity to shifting priorities. Each summer a research-action project is developed that targets a different content issue that has emerged with unexpected urgency. Teams of graduate students and high school students are charged with investigating this issue under the auspices of the partnership. These highly varied topics have included immigrant businesses, youth asset mapping, women owned businesses, the housing crisis, social program cutbacks, sustainability, and economic development and the arts. Despite their obvious differences, these topics share underlying features that further partnership commitment and continuity. Each has an urgency: the information is needed quickly, often because some immediate policy change is under consideration. Each topic has the advantage of drawing on multiple domains: the topics are inherently interdisciplinary and because they do not “belong” to any single field, they lend themselves to disciplines pooling their efforts to achieve greater understanding. Each also has high visibility: their salience has meant that people were often willing to devote scarce resources to the issues and also that media attention could easily be gained to highlight the advantages of students, partners, and the university working together. And the topics themselves are generative: they have the potential to contribute in many different ways to teaching, research, and outreach. This paper ends with a broader consideration of how partnerships can implement this model for establishing continuity in the face of rapidly shifting priorities and needs.

scholarly journals Kecemasan mahasiswa teknik komputer dan jaringan dalam menghadapi ujian praktik kejuruan

2020 ◽  
Vol 8 (3) ◽  
pp. 123
Author(s):  
Lisa Putriani ◽  
Tyesa Sri Handayuni ◽  
Yola Eka Putri ◽  
Ifdil Ifdil
Keyword(s):  
High School Students ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Vocational High School ◽  
Negative Effects ◽  
School Students ◽  
Network Engineering ◽  
The Face ◽  
High Level ◽  
Internal And External Factors

The high level of student anxiety when facing exams causes negative effects that come from internal and external factors. Anxiety is an emotional state that is not soothing, such as feeling depressed in the face of adversity or before it occurs, which is characterized by feelings of worry, tension, and fear in certain situations. This study aims to describe the anxiety of vocational high school students in terms of cognitive, affective, and behavioral aspects. This research is quantitative research with descriptive methods. With a sample of 115 students using a proportional random sampling technique. The data were obtained by providing anxiety instruments in the face of vocational practice exams. Data were analyzed descriptively by determining the mean, standard deviation, and percentage. The results of the study reveal that the first, the level of anxiety of students majoring in Computer and Network Engineering in facing vocational practice exams is generally in the low category. Second, the level of anxiety of students majoring in Computer and Network Engineering in facing vocational practice exams seen from the cognitive aspect is generally in the medium category. Third, the level of anxiety of students majoring in Computer and Network Engineering in facing vocational practice exams seen from the affective aspect is generally in the medium category. Fourth, the level of anxiety of students majoring in Computer and Network Engineering in facing vocational practice exams seen from the aspect of behavior is generally in the medium category.

scholarly journals Motivation of obtaining higher pharmaceutical education of students of the National Pharmaceutical University

2018 ◽  
pp. 41-50
Author(s):  
A. A. Kotvitska ◽  
N. V. Zhyvora ◽  
O. S. Ovakimyan
Keyword(s):  
High School Students ◽  
Modern Society ◽  
School Students ◽  
First Year Students ◽  
The Future ◽  
Choice Satisfaction ◽  
The Subject ◽  
The Individual ◽  
Education Of Students ◽  
The University

Choice of profession is the main factor in the further life of man, his attitude to himself and the world. When choosing a profession, a person is guided by a number of motives. In modern society, the motives of high school students are influenced by many socio-psychological factors: material living conditions, new reforms in secondary and higher education, individual-psychological characteristics of a senior pupil, his abilities, communication skills, families and socialization. All this causes changes in the motivational system of the individual, which in turn influences the process of choosing the future profession. All of the above proves the importance and urgency of studying the motives for the choice of the specialty and university by applicants. The research topic is the motives for choosing a university and specialty and their role in the formation of future professionals. The purpose of the study is to determine the channels for obtaining information about the university and the specialty, identifying the motives for choosing a university and the first impressions of being at the university. The subject of the study is students of the National Pharmaceutical University 1 course of pharmaceutical faculties N 1, N 2, N 3. The subject of the research is the motives for choosing a university and specialty, awareness of the profession, the sustainability of professional choice, satisfaction with the chosen institution and specialty. Methods of research – on-line questioning, study and analysis of data received during the survey. The results of the survey showed that social and professional motives for obtaining education, along with an orientation toward self-development, became the most significant for future pharmacists. It is found out that freshmen have inherent characteristics of creative confidence both in relation to the future profession and in relation to studying at the university. It was revealed that the Internet site takes the first place among the main channels for obtaining information about the NUPh and a specialty, but a significant potential is determined in the provision of information by college teachers, although this channel was not actively used by first-year students. It can be argued that the scientific and pedagogical staff of the university are dealing with students who positively perceive modernity and innovation. On the basis of data analysis, a portrait of a freshman from the NUPh was compiled.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
Author(s):  
Raffael Heiss ◽  
Jörg Matthes
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Experimental Design ◽  
Collective Efficacy ◽  
Political Efficacy ◽  
Negative Effects ◽  
School Students ◽  
Positive Effects ◽  
Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

Educational Persistence in the Face of Violence

2018 ◽  
Vol 11 (2) ◽  
pp. 94-113 ◽  
Author(s):  
Adrian H. Huerta
Keyword(s):  
High School ◽  
High School Students ◽  
Urban Communities ◽  
Educational Aspirations ◽  
School Students ◽  
Male Youth ◽  
Educational Persistence ◽  
The Face ◽  
Latino Male ◽  
Forms Of Violence

Latino boys and young men often carry the debt of violence into different spaces. This invisible trauma manifests into disruptive behaviors in schools. It is well documented that violence in urban communities and schools has received significant attention from researchers, but little attention has been paid to Latino male youth as individuals and the various forms of violence they have experienced, and how that impacts educational persistence. This qualitative study focuses on 26 Latino male middle and high school students who are attending two continuation schools to understand the types of violence they have experienced and their educational aspirations after high school.

After the Blackbird Whistles: Listening to Silence in Classrooms

2010 ◽  
Vol 112 (11) ◽  
pp. 2833-2849 ◽  
Author(s):  
Katherine Schultz
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Longitudinal Research ◽  
Research Question ◽  
Ethnographic Study ◽  
School Students ◽  
Student Talk ◽  
The Individual

Background/Context Students spend a large part of their time in schools in silence. However, teachers tend to spend most of their time attending to student talk. Anthropological and linguistic research has contributed to an understanding of silence in particular communities, offering explanations for students’ silence in school. This research raised questions about the silence of marginalized groups of students in classrooms, highlighting teachers’ role in this silencing and drawing on limited meanings of silence. More recently, research on silence has conceptualized silence as a part of a continuum. Purpose/Objective/Research Question/Focus of Study The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. I explore the question, How might paying attention to the productivity of student silence and the possibilities it contains add to our understanding of student silence in educational settings? Silence holds multiple meanings for individuals within and across racial, ethnic, and cultural groups. However, in schools, silence is often assigned a limited number of meanings. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. Research Design The article is based on two longitudinal qualitative studies. The first was an ethnographic study of the literacy practices of high school students in a multiracial high school on the West Coast. This study was designed with the goal of learning about adolescents’ literacy practices in and out of school during their final year of high school and in their first few years as high school graduates. The second study documents discourses of race and race relations in a postdesegregated middle school. The goal of this 3-year study was to gather the missing student perspectives on their racialized experiences in school during the desegregation time period. Conclusions/Recommendations Understanding the role of silence for the individual and the class as a whole is a complex process that may require new ways of conceptualizing listening. I conclude that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students’ participation. I suggest that teachers redefine participation in classrooms to include silence.

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