Topical Issues on Cyberbullying Prevention

2020 ◽  
Vol 10 (1) ◽  
pp. 31-50
Author(s):  
Gilberto Marzano
Keyword(s):  
Knowledge Acquisition ◽  
The Internet ◽  
Specific Context ◽  
Easy Task ◽  
Actual Risk

Cyberbullying represents an actual risk, especially for the online generation which is continuously connected and socialize through the internet. This article presents and comments on some cyberbullying issues (e.g. relative anonymity of perpetrators and repetition of bullying acts) and is devoted to educators engaged in cyberbullying prevention. The first step for cyberbullying prevention is the knowledge acquisition of what cyberbullying is and how it occurs within a specific context. This is not an easy task since cyberbullying is a complex and creep new phenomenon, so much that researchers' opinion is often divided on its definition and there isn't agreement on many aspects concerning it.

Cyberbullying Prevention

2015 ◽  
pp. 133-157 ◽  
Author(s):  
Gilberto Marzano
Keyword(s):  
Knowledge Acquisition ◽  
The Internet ◽  
Specific Context ◽  
Easy Task ◽  
Actual Risk

The Internet is a really wide, intriguing world, difficult to penetrate in depth, rich with dissimulations, full of useful and also evil things, that are continuously changing. Cyberbullying represents an actual risk, especially for the online generation which is often unable to distinguish between virtual and real-reality. The first step for cyberbullying prevention is the knowledge acquisition of what cyberbullying is and how it occurs within a specific context. This is not an easy task, since cyberbullying is a complex and quite new phenomenon, so much that researchers' opinion is often divided on its definition and there isn't agreement on the extent of its diffusion. This article presents and comments some cyberbullying preventing tips, inspired by the “top ten tips” that Hinduja and Patchin suggested to educators engaged in cyberbullying prevention.

Actual and ideal sources of coaching knowledge of elite Chinese coaches

2018 ◽  
Vol 13 (4) ◽  
pp. 496-507 ◽  
Author(s):  
Chao He ◽  
Pierre Trudel ◽  
Diane M. Culver
Keyword(s):  
Knowledge Acquisition ◽  
High Performance ◽  
English Literature ◽  
The Internet ◽  
Formal Learning ◽  
Sources Of Knowledge ◽  
Rhythmic Gymnastics ◽  
Coach Development ◽  
Development Perspective ◽  
Sport Coaching

Globalization and advances in technology have created a context where knowledge changes and circulates faster than ever. In high-performance sport coaching, coaches increasingly move from country to country to join national teams – becoming ‘migrant coaches’. From a coach development perspective, it becomes relevant to investigate how coaches from different countries learn to coach and what would be their ideal sources of knowledge acquisition. Unfortunately, there is a major gap in the English literature regarding Asian coaches. Thus, a study with Chinese gymnastics (Gym) and rhythmic gymnastics (R-Gym) coaches has been conducted. Eighty coaches completed a questionnaire on their actual and ideal sources of knowledge acquisition; 16 of these were interviewed. Data show that the coaches acquired their knowledge (actual) mainly through ‘being an athlete’ and ‘having a mentor’. Ideally, they would like to have a better balance between these two sources and formal learning situations (courses, seminars, etc.). Another key finding is the barrier resulting from the lack of English knowledge, which is an important limit for Chinese coaches wishing to gather information from abroad, especially through the Internet.

Web Management and Usage

2011 ◽  
pp. 319-337
Author(s):  
Steve Clarke
Keyword(s):  
Information Systems ◽  
Social Theory ◽  
Human Activity ◽  
Intervention Strategy ◽  
The Internet ◽  
Technical Solution ◽  
Specific Context ◽  
Solution Studies ◽  
Development And Management ◽  
Web Management

This chapter seeks to apply learning from the fields of social theory and information systems to the specific context of the Internet. Key to this understanding is the extent to which the scope of information systems (IS) analysis is often seen to be problematic: IS “problems” are frequently “solved” by redefining organizational and human issues in technical terms, and developing the necessary technical solution. Studies on which this chapter are based have raised significant questions regarding such approaches, exposing many IS developments as not susceptible to a technical solution, but exhibiting complexities stemming from high levels of human activity. Arguably, such findings are of particular importance in Web development and management, depending as it does on the understanding and commitment of users who are often remote from and external to the organization. A clue to how such complex, human-centered issues may be dealt with is to be found in the scoping of these studies which, in systems terms, implies a need to assess the system boundary. Within this chapter an approach to such boundary setting is described, together with the way in which this may be used to inform choice of intervention strategy.

Using the Internet for Knowledge Acquisition in Expert Systems Development: A Case Study

1996 ◽  
Vol 11 (3) ◽  
pp. 223-234
Author(s):  
Kathleen K. Molnar ◽  
Ramesh Sharda
Keyword(s):  
Expert System ◽  
Knowledge Acquisition ◽  
Electronic Mail ◽  
System Development ◽  
Cost Savings ◽  
Lessons Learned ◽  
The Internet ◽  
Domain Experts ◽  
Use Of The Internet ◽  
Multiple Experts

Knowledge acquisition is a major task in expert system development. This paper proposes one way of acquiring knowledge for expert system development: through the use of the Internet. Internet resources (e.g. Usenet groups, ListServ discussion lists, archive sites and on-line literature/database searches) are knowledge sources. Internet tools such as newsreaders, electronic mail, Telnet, FTP, gophers, archie, WAIS and World Wide Web provide access to these sources. The results of an exploratory study that examined the use of the Internet as a knowledge source are presented here in conjunction with a framework for using the Internet in the planning phase. Four major advantages can be found in this: the availability of multiple experts in multiple domains, the interaction of domain experts and end users, time/cost savings, and convenience. The lessons learned and some additional issues are also presented.

scholarly journals FORMATION OF FOREIGN LANGUAGE WRITTEN SPEECH COMPETENCE BY COLLEGE STUDENTS WITH ELECTRONIC DIDACTIC TOOLS

2021 ◽  
pp. 85-96
Author(s):  
Svitlana Kiyko ◽  
Yuriy Kiyko
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Knowledge Acquisition ◽  
Communicative Competence ◽  
The Internet ◽  
Internet Resources ◽  
Functional Features ◽  
Speech Training ◽  
Written Speech

The article considers audiovisual technologies (AT) for written speech training in second language acquisition. The aim is to form and to develop written speech competence that includes different skills, abilities and knowledge of grammar and vocabulary, skills in reading, writing, audition. The research provides some ideas of the students’ perception of AT such as the Internet, podcasts, blogs, video conferences, special mobile applications in the education process. The functional features of a video film in the training process and four stages of audiovisual education technology are described. To present the process of training, the pedagogical algorithms based on the structure of the knowledge acquisition process are developed according to the aims of viewing. The stages of AT realization (previewing, presen­tation, after-viewing, and actualization) are considered. An educational interven­tion using AT is developed and we investigate the effectiveness of audiovisual technology as a teaching method and the degree of knowledge acquisition of the language content proposed to students. To estimate the written speech competence level, we used the calculation of knowledge acquisition factor of training material. A significant improvement was observed in the acquired knowledge of written speech training and AT were perceived to be effective in teaching German as a second language. Thus, the Internet teaching resources can contribute to the formation and development of the following competencies for students: foreign communicative competence, including linguistic, sociocultural, educational and cognitive components; communicative-cognitive abilities to search and select, generalize, classify, analyze and synthesize the information received; communicative skills to present and discuss the results of work with Internet resources; the ability to use Internet resources for acquaintance with the cultural and historical heritage of various countries and peoples; the ability to use resources to meet their information and educational interests and needs. Foreign language training based on AT positively influences students’ performance and should play a leading role in the effective communicative competence formation and development.

scholarly journals Functionality model of global collaborative knowledge systems

2008 ◽  
Vol 42 (43) ◽  
pp. 98-102
Author(s):  
Marek Miłosz ◽  
Małgorzata Plechawska
Keyword(s):  
Knowledge Acquisition ◽  
World Wide ◽  
Software Tools ◽  
Knowledge Systems ◽  
The Internet ◽  
Content Creation ◽  
Collaborative Knowledge

Global Collaborative Knowledge Systems (GCKS) are based on world wide collaboration in knowledge acquisition, content creation with permanent and fast feedback, and more or less democracy of participants. Knowledge acquisition in GCKS is massive and decentralised due to the big scale of the Internet and special features of software tools. The functionality model of GCKS is presented in this paper.Globalių bendradarbiaujančių žinių sistemų funkcionalumo modelisMarek Miłosz, Małgorzata Plechawska SantraukaGlobalios bendradarbiaujančios žinių sistemos (GBŽS) remiasi bendradarbiavimu pasauliniame tinkle įgyjant žinių, kuriant turinį, pasižymintį nuolatiniu ir greitu grįžtamuoju ryšiu ir didesniu ar mažesniu dalyvių demokratiškumu. GBŽS žinių įgijimas yra labai intensyvus ir decentralizuotas dėl interneto masto ir programinių priemonių specialių ypatybių. Šiame straipsnyje pateikiamas GBŽS funkcionalumo modelis.

E-Health Communities for Learning Healthy Habits

2012 ◽  
pp. 310-325
Author(s):  
Åsa Smedberg
Keyword(s):  
Life Style ◽  
Motivational Factors ◽  
The Internet ◽  
Community Members ◽  
Community Knowledge ◽  
Easy Task ◽  
Healthy Habits ◽  
Different Types ◽  
Health Communities

There are e-health communities of many different kinds available on the Internet today. Some e-health communities are for people who need to change their established bad, or unhealthy, habits such as the ones for people suffering from overweight or smoking. To develop and maintain a healthier life-style is not an easy task to succeed with, it involves being able to change everyday situations. E-health communities can assist in this process through continuous interactions between community members. However, whether these e-health communities actively support learning depends on the ways they help community members reflect upon their habits, underlying reasons and motivational factors. In this chapter, the author presents a framework for how to evaluate these e-health communities from a learning perspective. The framework covers different types of conversation topics, ways to respond and community knowledge.

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