scholarly journals The Development of Social Responsibility among Students in School: the Social Test Method

2019 ◽  
Vol 70 ◽  
pp. 01008
Author(s):  
Elena Harlanova ◽  
Natalia Shirochenkova ◽  
Oxana Yalakaeva ◽  
Liubov Ulyanova

In the conditions of unstable modern community development we should secure our future. Thus, the issue of social responsibility among both individuals (citizens, representatives of different professions), and collective subjects (corporations, governments, states) becomes more and more relevant. In this article, taking into account the experience of Russian and foreign scientists, the methodology of the activity approach, social and active education and theories of positive action of the youth, we may reveal the potential of the social test method in the development of social responsibility among secondary school students. The peculiar feature of this method being applied consists in ensuring the students’ voluntary participation in socially important activities. Moreover, these activities include the following discussion and feedback concerning their social responsibility (its value bases, the ways of demonstration and implementation, the effect on the participants and people around them) together with the consistently increasing authorship and social interaction experience in the course of analyzed activity.

2021 ◽  
Vol 8 (1) ◽  
pp. 001-007
Author(s):  
Nweze Kenneth Emeka

Scabies has been listed as one of the Neglected Tropical Diseases. Therefore, this study aimed at estimating the prevalence of Scabies among Secondary School Students in Anambra State, Nigeria. A survey of Scabies infection was conducted in fifty (50) randomly selected secondary schools in the three geographical zones of Anambra State, Nigeria. A well-structured questionnaire was employed to elucidate information on age, sex and also on knowledge, attitude and perception (KAP). Focus group discussions, direct clinical observations and microscopic examinations using the skin scraping test method for the confirmation of scabies infestation were also employed. Data analysis was done using a statistical package for social sciences (SPSS) version 23 and Microsoft Excel version 16. Out of the five thousand (5000) students examined 500 (10.0%) were identified as positive from the research works, the sex-specific prevalent rate showed that 209 out of the 3000 females (6.97%) were positive while 291 out of the 2000 males (14.55%) were positive. The age-specific prevalence showed that age groups 10 to 12 years had the highest prevalence rate (29.0%) and 9.6% in both the male and female students respectively. The infectivity rate among urban and rural schools showed that rural students were more prone to scabies infections (14.12%) than their urban counterparts (5.88%) and the difference was statistically significant. The result of this study helped identify some students with Scabies infection in Anambra state Nigeria for appropriate treatment, prevention and control measures to curb the menace of Scabies infestation.


2018 ◽  
Vol 14 (12) ◽  
pp. 29
Author(s):  
Amr Abdullatif Yassin ◽  
Norizan Abdul Razak

The aim of this study was to investigate the types of request strategies employed by Yemeni and Malay secondary school students in English language. It also aimed at investigating the influence of social power and social distance on the students’ choice of request strategies. The data was collected through a discourse completion test (DCT) and the analysis used both Blum-Kulk’s et al. (1989) Cross-Cultural Speech Act Realization Patterns (CCSARP), and Scollon and Scollon’s (1995) politeness system. The findings of the study showed that both groups often use non-conventionally indirect request strategies by means of query preparatory. The analysis revealed that both groups do not take into consideration the social power and the social distance between the interlocutors because they always use the same strategies with any person. The students have this sociopragmatic knowledge in their mother tongue; however, both groups are not sensitive to the social power and social distance existing between the interlocutors as they lack the sociopragmatic knowledge in the target language. Moreover, the students almost use the same strategies even though they have different cultural backgrounds, and this might be attributed to their assimilation in the school learning environment which is a positive indicator for conductive learning environment.


2020 ◽  
Vol 3 (2) ◽  
pp. 135-144
Author(s):  
Shehu Haruna Muza ◽  
Abubakar Muhammad Ndagi

This study aimed at investigating the effect of parenting styles on social adjustment of senior secondary school students in Kebbi State Nigeria. Ex-post facto research design was employed to collect the data. The study was carried out on a sample of 291 senior secondary school students drawn from 1,252 SS II students of six (6) selected senior secondary schools, using stratified random sampling technique. Parenting Style Questionnaire (PSQ) was used to assess three (3) parenting styles, while Modified Social Adjustment Scale (MSAS) was used to assess the social adjustment level of the students. One (1) hypothesis was formulated and tested in the study. The results of data analysis using One-way Analysis of Variance (ANOVA) indicate that parenting styles (Democratic, Autocratic and Permissive) have significant effect on social adjustment of senior secondary school students. It is recommended that since parenting styles effect the social adjustment of students, parents should endeavour to adopt a style such as the democratic one that ensures or guarantees the development of some measure of positive self-concept, self-confidence, and self-esteem in the students.


2020 ◽  
Vol 11 (1) ◽  
pp. 27-53
Author(s):  
Donna Starks ◽  
Kerry Taylor-Leech

AbstractIn globalized times, high mobility has complicated the meanings of allegiance to place, creating a need for a critical awareness of place identity. Although place identity has made important contributions to the social sciences, there is little empirical research on how it can be operationalized, or critically interrogated. In response to this need, we analyzed ways that Australian secondary school students responded to the question, “If someone asks you ‘Where are you from?’ how do you answer this question and why?”, and created a basic typology of place formulations to serve as a starting point for interpreting notions of place identity in research, professional and educational settings.


2013 ◽  
Vol 117 (3) ◽  
pp. 1011-1032 ◽  
Author(s):  
Michael J. Furlong ◽  
Sukkyung You ◽  
Tyler L. Renshaw ◽  
Douglas C. Smith ◽  
Meagan D. O’Malley

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