scholarly journals USING ELECTRONIC TEXT CORPORA IN TEACHING ANCIENT GREEK: A VOCABULARY TEACHING INTERVENTION IMPLEMENTED IN THE ANCIENT GREEK COURSE IN THE 3RD GRADE OF LOWER SECONDARY SCHOOL

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Ilias Loumos
Keyword(s):  
Secondary School ◽  
Electronic Text ◽  
Greek Language ◽  
Lower Secondary School ◽  
Ancient Greek ◽  
New Literacy ◽  
Semantic Level ◽  
Text Corpora ◽  
Effective Use ◽  
3Rd Grade

The present didactic intervention aims to highlight the effective use of Electronic Text Corpora in the teaching approach of the Ancient Greek course. In particular, the teaching of a unit found in the school textbook of the 3rd grade of lower secondary school is examined at its vocabulary and semantic level, using the Digital Resources (http://www.greek-language.gr/digitalResources/) for the Greek language and the Portal for the Greek language (http://www.greek-language.gr/greekLang/index.html). Using Electronic Text Corpora, students take part in the learning process through a critical way by building an interactive and communicative learning environment. The dynamic use of ETC in the teaching process can constitute the bridge between traditional and new literacy in the Information Society and Communication. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0774/a.php" alt="Hit counter" /></p>

CRYPTOGRAPHIC ALGORITHM FOR DEFENDING INFORMATICS TEST RESPONSES

2018 ◽  
Vol 28 (4) ◽  
pp. 1361-1365
Author(s):  
Ilhan Istikbal Ibryam ◽  
Byulent Mustafa Mustafa ◽  
Atti Rashtid Mustafa
Keyword(s):  
Secondary School ◽  
Communication Systems ◽  
Word Processing ◽  
Evaluation Criteria ◽  
Educational Process ◽  
Microsoft Word ◽  
Cryptographic Algorithm ◽  
Technical Character ◽  
Access Rights ◽  
Effective Use

With the introduction of Information Technology in educational process we need more often to use electronic evaluation. The examples of test variants in the secondary school are often prepared with the help of word processing editors as WordPad that has good opportunities for elementary text formatting. Another part of the teachers often use Microsoft Word when preparing their tests. It is true that Microsoft Word has much more editing and formatting instruments than WordPad. For access to electronic educational resources suggested by the school teachers two or more computer networks are built (teachers' and learners'). Using these networks and their access rights, each user, learner or teacher, has the opportunity to add files and directories into the school database (DB). Learners can add files with the exercises they have done during their classes. Teachers suggest through the database the electronic lessons they have developed. At the end of each unit each teacher prepares an electronic test. In it there are described the evaluation criteria depending on the number of points the student has gathered through correct responses. In most cases we notice that in the teachers' network files with the responses of the tests are added later on. Not always the means for defence offered by the system administrators at the school can guarantee the safety of our files and more exactly the manipulation of the answers of the electronic forms of check up. Aiming at more effective defence of the text files, this article views an algorithm created by us for cryptographic defence of text files and it's application in secondary school. The effective use of cryptographic information defence minimises the opportunity to decipher the coded information aiming at its misuse by the learners. Providing safe defence against unsanctioned access in computer communication is a complex and extensive task which is solved by means of a set of measures of organisation and programme-technical character. The defence of the process of submitting data requires utmost attention because it concerns the most vulnerable and accessible for violation points in the communication systems.

Social Influences - a Psychological Phenomenon in the Choice of Further Course of Education and Career

2015 ◽  
Vol 5 (2) ◽  
pp. 32-53
Author(s):  
Petr Hlaďo
Keyword(s):  
Secondary School ◽  
Family Background ◽  
Social Influences ◽  
Compulsory Schooling ◽  
Lower Secondary School ◽  
Main Attention ◽  
School Students ◽  
Research Papers ◽  
Psychological Phenomenon ◽  
Research Findings

The aim of this overview study is to synthesize Czech, Slovak and foreign empirical findings on the choice of further course of education and career. Attention is focused specifically on social influences as a psychological phenomenon affecting this decision-making process in lower secondary school students at the end of compulsory schooling. The main attention is paid to the roles of parents and family, particularly the influence of family background and family processes. Another issue is the influence of peers, teachers and career counsellors on the choice of further course of education and career. The synthesis of research findings is based primarily on an analysis of research papers published in journals.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

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