DEVELOPING HoPALM AS TEACHING MATERIALS FOR SECONDARY HIGH SCHOOL STUDENTS

This research was aimed to develop a product named HoPALM, hot-potatoes assisted listening material for secondary high school students. This research applied development research and ADDIE procedure. In the analysis stage, the researcher found the fundamental problems and needs of the students as well as the opportunity as the background of developing HoPALM. In the designing and developing stage, the researcher collected the sources that needed and develop HoPALM by using the features available on the hot-potatoes program. After the product assessed by the material content and the multimedia experts, HoPALM considered as valid and applicable to use, the researcher implemented the product to the two school targets, SMA Negeri 1 and 2 Sungai Kakap. According to 208 students from two schools, as many as 156 students or 75% of them feel more motivated and prefer to learn English. As many as 123 students or 59.1% of them were able to overcome difficulties encountered. 120 students or 57.7% admitted that their listening ability increased. Furthermore, although not spontaneously, as many as 196 students or 95.6%, confessed being able to understand what they are listening to, especially if there are images in that section. Most importantly, as many as 120 students or 57.7% more motivated in learning English.

The Information Search Process (the ISP) and the research essay

Queensland Academy for Health Sciences (QAHS) is a senior secondary high school offering the International Baccalaureate (IB) Diploma Programme (DP). As part of the Diploma, students are required to complete a referenced research essay of four thousand words. For most, this will be their first experience of such a challenging undertaking. Problematic are the varying levels of student information literacy expertise, especially in the area of research. The challenge is to provide students with the tools to enable them to complete the essay within the guidelines set down by the IB Organisation. Kuhlthau’s ISP (Kuhlthau 2009) has been adapted to provide students with a research structure.

Reconsidering Difference

This paper explores how holistic-guided, sacred, ecological insights can support youth in their healing journeys from the individual and systemic violence of colonial exclusions. Drawing upon guidance from Indigenous sharing circle philosophies and sacred ecological insights, this article contends that the coming together of similarities and differences can generate the ethic of “wisdom relationality” (Kasamali, 2019) and promote healing. This theorizing is guided by the métissage sensibility and is supported by research conducted with an Alberta, Aboriginal Studies 30, secondary, high school class. By concentrating on experiences of four former Aboriginal Studies 30 students, this article illuminates their key learnings acquired from reconnecting with the healing energy that flows from Indigenous sharing circle philosophies. The article demonstrates that by reconsidering difference and responding to colonial exclusions from the place of holism inspires the students to achieve freedom, agency and in doing so, restores their sense of balance.

Becoming Entrepreneur in Romania: the Role of Entrepreneurship Education

The present study (based on the analysis of 26 interviews) aims to identify the impact of formal entrepreneurship education on the professional life of entrepreneurs and ways of improving entrepreneurship education in secondary, high school and higher education, the findings showing that formal entrepreneurship education has little influence on becoming an entrepreneur.

Association between objectively measured physical activity and longitudinal changes in body composition in adolescents: the Tromsø study fit futures cohort

ObjectivesPhysical activity may be important in deterring the obesity epidemic. This study aimed to determine whether objectively measured physical activity in first year of upper secondary high school predicted changes in body composition over 2 years of follow-up in a cohort of Norwegian adolescents (n=431).DesignA longitudinal study of adolescents (mean age of 16 (SD 0.4) at baseline, 60.3% girls) participating in the Fit Futures studies 1 (2010–2011) and 2 (2012–2013).SettingAll eight upper secondary high schools in two municipalities in Northern Norway.ParticipantsStudents participating in both studies and under the age of 18 at baseline and with valid measurement of physical activity at baseline and body composition in both surveys.Primary and secondary outcomesChange in objectively measured body mass index and waist circumference and change in dual-energy X-ray absorptiometry measured fat mass index, lean mass index (LMI) and appendicular LMI (aLMI) between baseline and follow-up.ResultsAt baseline, boys had significantly higher physical activity volume (p=0.01) and spent on average of 6.4 (95% CI 2.1 to 10.6) more minutes in moderate-to-vigorous physical activity (MVPA) than girls (p<0.01). In girls, multivariate regression analyses showed that more sedentary time was negatively associated with changes in LMI (p<0.01) and aLMI (p<0.05), whereas more light activity had opposite effects on these measures (p<0.01 and p<0.05, respectively). No significant associations between measures of baseline physical activity and changes in body composition parameters were observed in boys.ConclusionsIn this cohort of Norwegian adolescents, sedentary and light physical activity was associated with changes in LMI and aLMI in girls, but not boys. Minutes spent in MVPA in first year of upper secondary high school was not associated with changes in measures of body composition in neither sex after 2 years.

On study and research responsibilities: a case in Japanese upper secondary schoolSur les responsabilités d'étude et de recherche: un cas au lycée japonais

This presentation aims to identify some students’ roles on a study and research path conducted in a Japanese upper secondary high school. Especially, we focus on responsibilities for questioning and answering in their inquiry. For this purpose, we describe the students’ inquiry using the tree diagram of questions Q and answers A. Then, we analyze what kind of students’ roles emerged in their activity and discuss why that responsibilities could appear. As a result, we identify two interesting points of their study and research responsibilities: 1) On producing an initial question; 2) On producing temporary answers.Keywords: Study and research path; topogenesis of knowledge; graph theoryRésuméCette présentation vise à identifier les rôles de certains étudiants sur un parcours d'étude et de recherche mené dans un lycée japonais du deuxième cycle du secondaire. Surtout, nous nous concentrons sur les responsabilités en matière de questionnement et de réponse dans leur investigation. À cette fin, nous décrivons l’investigation des élèves en utilisant le diagramme d'arbre des questions Q et réponses R. Ensuite, nous analysons le type de rôles des élèves qui émergent dans leur activité et discutons pourquoi ces responsabilités pourraient apparaître. En conséquence, nous identifions deux points intéressants de leurs responsabilités d'étude et de recherché : 1) En produisant une question initiale ; 2) En produisant des réponses temporaires.Mots-clés: Parcours d'étude et de recherche, Topogenèse des connaissances, la théorie des graphes.

Improving students’ environmental awareness through Project-Based Learning (PBL): A case at a secondary high school in Karawang

The environment in which we are living is an important and inseparable part of human life. Any environmental degradation therefore will have both direct and indirect impact on human and other living creatures. This research is aimed at exploring the implementation of PBL and the students’ responses towards the implementation of PBL especially in relation to the ways the students learn English as well as raising students’ environmental awareness. Employing qualitative case study, this research was conducted at a secondary high school in Karawang. Twenty students of grade eleven participated in this research. The data were collected through classroom observation and interview. The result indicated that the PBL was implemented through several stages, i.e. preparation, designing the project, executing the project, project presentation, and evaluation. The analysis also revealed the students’ responses towards the implementation of PBL. It can be concluded that the students responded quite positively towards the implementation of PBL as an effort to improve the students’ writing ability as well as their awareness towards environmental issues. Besides its benefits, there are several concerns found related to implementing PBL including learning management, group work distribution, and facilities.