Abstract: School experiences, family bonding and self-concept
had always been a crucial factor in influencing all aspects of a
student-s development. The purpose of this study is to develop and to
validate a priori model of self-concept among students. The study
was tested empirically using Structural Equation Modeling (SEM)
and Confirmatory Factor Analysis (CFA) to validate the structural
model. To address these concerns, 1167 students were randomly
selected and utilized the Cognitive Psycho-Social University of
Malaya instrument (2009).Resulted demonstrated there is indirect
effect from family bonding to self-concept through school
experiences among secondary school students as a mediator. Besides
school experiences, there is a direct effect from family bonding to
self-concept and family bonding to school experiences among
students.
Abstract: The use of new technologies such internet (e-mail, chat
rooms) and cell phones has steeply increased in recent years.
Especially among children and young people, use of technological
tools and equipments is widespread. Although many teachers and
administrators now recognize the problem of school bullying, few are
aware that students are being harassed through electronic
communication. Referred to as electronic bullying, cyber bullying, or
online social cruelty, this phenomenon includes bullying through email,
instant messaging, in a chat room, on a website, or through
digital messages or images sent to a cell phone. Cyber bullying is
defined as causing deliberate/intentional harm to others using internet
or other digital technologies. It has a quantitative research design nd
uses relational survey as its method. The participants consisted of
300 secondary school students in the city of Konya, Turkey. 195
(64.8%) participants were female and 105 (35.2%) were male. 39
(13%) students were at grade 1, 187 (62.1%) were at grade 2 and 74
(24.6%) were at grade 3. The “Cyber Bullying Question List"
developed by Ar─▒cak (2009) was given to students. Following
questions about demographics, a functional definition of cyber
bullying was provided. In order to specify students- human values,
“Human Values Scale (HVS)" developed by Dilmaç (2007) for
secondary school students was administered. The scale consists of 42
items in six dimensions. Data analysis was conducted by the primary
investigator of the study using SPSS 14.00 statistical analysis
software. Descriptive statistics were calculated for the analysis of
students- cyber bullying behaviour and simple regression analysis was
conducted in order to test whether each value in the scale could
explain cyber bullying behaviour.
Abstract: The purpose of present paper was to investigate
perceptions of Korean secondary school students about social issues
related to biological sciences. Twenty issues were selected based on
topics of articles in the newspaper from 2005 to 2010. The issues were
categorized into biotechnology, health-disease and environment
domains. Subjects were 541 high school students (male 253 and
female 288). On the survey, students were asked to answer on 5-point
Lickert scales how they thought of the effect of biological phenomena
or events related to biological issues on the individual life and the
society. They perceived that the biological issues would be more
effectible on the society than on the individual life. Female students
had a little more perceptions than males.
Abstract: This article discusses superordinate national identity as a means for immigrants integration into democratic polities. It is suggested that a superordinate national identity perceived as inclusive, by immigrants and by the native population, would be conducive to such integration. Command of the dominant language of society is seen as most important of the inclusive criteria. Other such criteria are respect of the country's political institutions and feelings of belonging to the country where you live. The argument is supported by data, showing a majority in favour of inclusive criteria for 'Swedishness', from a recent study among 1000 secondary school students of 'Swedish' and non-'Swedish' backgrounds.
Abstract: A simple method for the simultaneous determination
of hippuric acid and benzoic acid in urine using reversed-phase high
performance liquid chromatography was described. Chromatography
was performed on a Nova-Pak C18 (3.9 x 150 mm) column with a
mobile phase of mixed solution methanol: water: acetic acid
(20:80:0.2) and UV detection at 254 nm. The calibration curve was
linear within concentration range at 0.125 to 6.0 mg/ml of hippuric
acid and benzoic acid. The recovery, accuracy and coefficient
variance of hippuric acid were 104.54%, 0.2% and 0.2% respectively
and for benzoic acid were 98.48%, 1.25% and 0.60% respectively.
The detection limit of this method was 0.01ng/l for hippuric acid and
0.06ng/l for benzoic acid. This method has been applied to the
analysis of urine samples from the suspected of toluene abuser or
glue sniffer among secondary school students at Johor Bahru.
Abstract: The aim of this study is to discover secondary school students’ perceptions related to information technologies and the connections between concepts in their cognitive structures. A word association test consisting of six concepts related to information technologies is used to collect data from 244 secondary school students. Concept maps that present students’ cognitive structures are drawn with the help of frequency data. Data are analyzed and interpreted according to the connections obtained as a result of the concept maps. It is determined students associate most with these concepts—computer, Internet, and communication of the given concepts, and associate least with these concepts—computer-assisted education and information technologies. These results show the concepts, Internet, communication, and computer, are an important part of students’ cognitive structures. In addition, students mostly answer computer, phone, game, Internet and Facebook as the key concepts. These answers show students regard information technologies as a means for entertainment and free time activity, not as a means for education.