Relevant bibliographies by topics / Social aspects of School shootings

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Social aspects of School shootings'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Social aspects of School shootings"

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Muschert, Glenn W. "Afterword: The Columbine Effect on Culture, Policy, and Me." Journal of Contemporary Criminal Justice 35, no. 3 (April 8, 2019): 357–72. http://dx.doi.org/10.1177/1043986219840238.

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This afterword considers the cultural effect of the 1999 Columbine High School shootings. I bring together the aspects of a traditional academic review with my personal reflections as a scholar who spent the past two decades researching its cultural and policy ramifications. Columbine is a noted milestone in the American cultural lexicon, and one that has become an important reference point for discussions of school violence and other social problems concerning youth. Columbine often serves as an inaccurate exemplar of the broader problem of youth violence, and this so-called “Columbine Effect” means that extreme cases exert a disproportionately strong influence on public discourse about the problem. Over the past 20 years, the net effect has been the acceleration of punitive anti-violence school policies that include policing, surveillance, and zero-tolerance policies. I consider my experience as a researcher in this area and conclude with modest suggestions for guiding policy development to mitigate the problem of violence in schools.
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Knowles, Gordon James. "Social psychological dynamics of hostage negotiation: forensic psychology, suicide intervention, police intelligence/counterintelligence, and tactical entry." Journal of Criminal Psychology 6, no. 1 (February 1, 2016): 16–27. http://dx.doi.org/10.1108/jcp-01-2016-0001.

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Purpose – The purpose of this paper is to review several major components of hostage negotiation including: the different types of hostage situations; the prediction of the behavioral patterns of the hostage taker; the collection and the use of police intelligence in hostage incidents; and the application of forensic psychology during the hostage negotiations process. Design/methodology/approach – Emphasis on the social psychological aspects of creating attitude change and gaining compliance with the hostage taker are introduced to assist in developing an effective crisis communication approach during the hostage negotiations process. Findings – The paper also discusses trends in hostage negotiation strategies within incidents of domestic violence, suicide by cop, school shootings, and suicide/homicide bombings. Practical implications – Limitations and advancements in the field of hostage negotiations are also discussed as well as suggestions for the use of tactical entry to resolve unsuccessful hostage negotiations. Social implications – Explores the current trend of “suicide by cop,” but also introduces the concept of homicide by cop in relation to police shootings. Originality/value – The use of criminal psychology in developing hostage negotiation strategies to engage hostage takers with personality disorders, PTSD, paranoid schizophrenia, and suicidal depression is also discussed.
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Nurmi, Johanna, Pekka Räsänen, and Atte Oksanen. "The norm of solidarity: Experiencing negative aspects of community life after a school shooting tragedy." Journal of Social Work 12, no. 3 (March 2, 2011): 300–319. http://dx.doi.org/10.1177/1468017310386426.

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Karpova, Anna, Aleksei Savelev, and Nataliya Maksimova. "Modeling the Process of School Shooters Radicalization (Russian Case)." Social Sciences 10, no. 12 (December 13, 2021): 477. http://dx.doi.org/10.3390/socsci10120477.

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Research on radicalization became relevant to the study of terrorism and violent extremism just two decades ago. The accumulated empirical data on terrorism have led researchers and experts to understand that radicalization is a predictor of violent actions by terrorists, violent extremists, and lone actors. Violent incidents committed by school shooters are not terrorist crimes, but there is good reasons for inclusion as terrorist crimes since they have similar mechanisms. The article aims to create a conceptual model of school-shooter radicalization and determine the distinguishing features of the process. The paper presents a theoretical and methodological base of content analysis concepts, political models, and terrorist radicalization on the different levels of study. Based on the content analysis results, we identify the significant gaps in the research field, consider the radicalization phenomenon in detail, substantiated the qualitative aspects of the school shooters radicalization, and propose a conceptual scheme. Psychological, behavioral, cognitive aspects of the school shooters radicalization reflect a holistic picture of the relationship between the process phases and changes in the parameters of the object’s state. The aspects of radicalization and this phenomenon’s qualitative properties are interpreted as the determinants of the conceptual model. The model includes five stages, each of which is considered to be one of the components for the formation and acceptance of the idea of a violent way to solve a problem, but certainly do not act individually as the only component that leads to the actual implementation of the incident of a school shooting. An in-depth study of online social connections and warning signs, mobilization factors, behavioral trajectories, and imitation mechanisms can help scientists understand why school shooters are increasingly motivated to use violent means to achieve personal goals. We have outlined the possibilities and prospects of the model’s application and directions for future research.
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Musyafak, Najahan. "PERAN PEREMPUAN DALAM PENCEGAHAN RADIKALISME." Jurnal Dakwah 21, no. 1 (January 23, 2021): 85–110. http://dx.doi.org/10.14421/jd.2112020.6.

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This paper focuses on the women’s role in either domestic or public domain in preventing radicalism. A series of accidents with radical extremism background had happened in many places of Indonesia, such as suicide bombings, shootings and destruction of public facilities, which disrupted public security and government activities. This phenomenon is overshadowed by fear and insecurity threatening people's lives including women. Therefore, it need an appropriate response from related parties including women to anticipate the problems. Women is one of the potential parties who has a strategic role in order to prevent spreading of violence extremism. There is limited study that concern to the involvement of women in preventing violent extremism. This study tries to delineates women’s role of Solo areas to overcome of their problems in coping with fear, uncertainty, and social anxiety, and negative impact of media coverage after many cases hit their territories.This study employs qualitative approach by interviewing women from various social, educational and religious backgrounds. They are prominent women’s organizations leaders namely Muslimat, PKK, Aisyiah, Religious extensionist, Islamic Party, Lecturers, Priest and Senior High School teachers Data was collected through focus group discussions involving 11 informants from 4 districts namely Solo, Sukoharjo, Sragen and Karanganyar regencies. Informants were selected based on purposive sampling technique. The result of the study uncovers that the women have had a preparedness in preventing radicalism. It could be understood from their cognitive, affective and skill aspects. They had a good understanding of radical movement characteristics, sufficient assessment, and readynes to act in countering radical behavior
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Levin, Jack, and Julie B. Wiest. "Covering Mass Murder: An Experimental Examination of the Effect of News Focus—Killer, Victim, or Hero—on Reader Interest." American Behavioral Scientist 62, no. 2 (February 2018): 181–94. http://dx.doi.org/10.1177/0002764218756916.

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Journalists often assume that consumers are drawn to stories of mass murder because of their morbid curiosity. As a result, cable television reports and news stories tend to focus on details of the killer’s biography and modus operandi, possibly neglecting aspects of an incident that could provide consumers with practical knowledge for preventing a massacre and, at the same time, would not inspire future killers looking for fame and celebrity. For this study, we manipulated the news focus of a story about a high school rampage—putting it on the killer, the first victim, or a heroic figure who ended the violence—in an experiment conducted via Qualtrics survey software with a sample of 212 U.S. adults. Additional independent variables in the analysis included respondents’ gender, age, and degree of fear. The dependent variable consisted of a measure of respondents’ interest in reading a news story about the school shooting. Results from a four-way analysis of variance indicated that subjects were significantly more interested in the school shooting when the focus of attention was on a courageous bystander who stopped the onslaught than when the focus was on either a victim or the killer. Moreover, fearful subjects were significantly more likely than their fearless counterparts to express interest in a news story about mass murder. Age also made a significant difference, with respondents in their early 40s (who may be particularly likely to have children in school) indicating more interest in mass murder news stories than those in their mid-30s. No significant interactions were obtained.
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Oh, Boyoung, and Hyunsuk Kim. "Exploration on Possibility of TBMSI Model in Maker Education: Focusing on Cases of Secondary Education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 949–66. http://dx.doi.org/10.22251/jlcci.2022.22.24.949.

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Objectives The purpose of this study is to explore possibility of TBMSI model that can be implemented in secondary school maker education. Methods For doing this, this study examined concepts and models, supplemented limitations, and proposed TBMSI(Tinkering-Becoming-Making-Sharing-Improving) model. This study developed education programs based on TBMSI, corrected, improved them through expert reviews, and applied them to 25 high school students in Seoul city for a total of sixteen rounds in the 2021 Semester 1. In addition, this study collected and analyzed reflective journals, in-depth interviews, observation journals, online posting materials, and class activity shooting. Results Through this, this study could identify the very positive learning effects in individual aspects (empathic attitudes, spontaneity on learning, creative problem-solving, productive failure, various materials, and utilization of tools) and social aspects (cooperation through communication, connection with other fields). This study identified that TBMSI model could perform roles of practical maker education reflecting spirit of maker movement in formal education. Conclusions In a maker space considered as a creation community and physical space, maker education creates visible outcomes as students are learning information, knowledges, and technologies necessary for themselves in order to solve individual or social problems that students taking initiatives in learning face in their life. It is significant that this study develops the maker education model that can be utilized in real formal education by reflecting, suggesting, and experimenting characteristics of maker education, learners' needs, and teachers' experiences.
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Gregory, Joshua R. "Whiteness and School Shootings: Theorization toward a More Critical School Social Work." Children & Schools 42, no. 3 (July 1, 2020): 153–60. http://dx.doi.org/10.1093/cs/cdaa017.

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Abstract In the United States, school shootings have become an increasingly prevalent and publicly salient social problem. School social workers play a central role in developing understanding of their etiology and intervening to prevent their further occurrence. Even though nearly all school shootings are committed by white students, no etiological theory has contemplated the possibility that whiteness contributes in any meaningful way to the perpetration of school shootings. Popular theories suggest that gun availability, mental illness, and bullying bear some relationship to school shootings; however, levels of gun availability, mental illness prevalence, and bullying victimization do not differ substantially between whites and non-whites, indicating that these factors might account for school shootings within, but not between, races. The present article takes up the task of beginning to theorize the relationship between whiteness and school shootings, exploring the likelihood that whiteness acts as a moderator, leading whites, but not non-whites, to commit school shootings in response to similar antecedents. This novel theorization provides an opening for school social workers to more critically interrogate whiteness not as an individual trait, but as a structural phenomenon that influences not only the etiology of school shootings, but schools and educational processes more broadly.
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Muschert, Glenn W. "Research in School Shootings." Sociology Compass 1, no. 1 (July 18, 2007): 60–80. http://dx.doi.org/10.1111/j.1751-9020.2007.00008.x.

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Klein, Jessie. "Sexuality and School Shootings." Journal of Homosexuality 51, no. 4 (November 6, 2006): 39–62. http://dx.doi.org/10.1300/j082v51n04_03.

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Dissertations / Theses on the topic "Social aspects of School shootings"

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Keskinen, Katri Ilona Maria. "Culture and Masculinity in American School Shootings: Reviewing Evidence from Multi-Victim School Shootings." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24263.

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American school shootings have received a lot of media, public and academic attention within the last two decades. Still, reasons behind the shocking events lie undiscovered. Although individual factors have been widely examined, researchers are yet to find commonalities. This thesis reviewed evidence of macro-sociological explanations for American school shootings and attempted to identify the roles of culture, cultural marginalisation and masculinity in American multi-victim school shootings using seven case studies from 1999-2018. Results identified cultural marginalisation as a key factor in all of the cases, whereas hegemonic and violent masculinities received some support. In addition, interconnectedness and relationships between anomie, culture, cultural marginalisation, masculinity and school shootings were discussed in more detail. Finally, future suggestions were made, and conclusions were drawn.
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Gordy, Alyx, Hettie Warlick, Madison G. Wiggins, and Kasey Lawton. "Experiencing Death and Loss Through School Shootings." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/3.

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The purpose of this work was to investigate experiencing death and loss through school shootings from a developmental time period and theory-based perspective. This topic was chosen based on recent media coverage and controversy surrounding school shootings. This research looks at school shootings from the perspective of the Structural Functionalism Theory and applies the theory to recent situations of school shootings around the United States. From this theory, the developmental timing of loss following a school shooting was taken into account by observing the stages of development in which loss may have occurred and how each child may react to a school shooting based on their development. This research concluded that school shootings can extremely disruptive to the structure and the functioning of individuals in many roles within the school and community.
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Berres, Allen W. "Social drama, crisis, and the Columbine High School shooting." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1103763159.

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Matos, Thayza Alves. "A América de Columbine e o cinema de School Shooting." reponame:Repositório Institucional da UnB, 2017. http://repositorio.unb.br/handle/10482/23290.

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Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Humanas, Departamento de História, Programa de Pós-Graduação em História, 2017.
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Refletir sobre o mundo contemporâneo nos leva a considerar fatores, tais como os rompantes de violência em uma sociedade. No nosso caso, voltamos nosso olhar para os Estados Unidos, buscando compreender como essa violência e mais especificamente o school shooting se tornou um ícone que nos remete aquele país. Para tanto, a investigação é centrada em duas produções cinematograficas: Elephant (2003) de Gus Van Sant e Bowling for Columbine (2002) de Michael Moore. Os dois filmes são resultado de um mesmo evento: o massacre ocorrido em Columbine High School em 20 de abril de 1999. Por meio da sensibilidade de Gus Van Sant e da assertividade de Michael Moore buscamos analisar de que maneira esse tipo de episódio nos Estados Unidos da América é um fenômeno cultural e, para tanto, recorreremos a estudos sociológicos, como os desenvolvidos por Cohen e Tonry. Tais estudos nos auxiliarão a repensar e melhor compreender como crianças e adolescentes abrem fogo dentro de uma escola e a significação desse acontecimento.
To reflect about the contemporary world leads us to consider many factors, such as the outbreaks of violence in a society. In our case, we turn our gaze to the United States of America, seeking to understand how this violence, and more specifically the school shooting, has become an icon that brings us back to that country. To do so, this research is centered on two cinematographic productions: Elephant (2003), by Gus Van Sant, and Bowling for Columbine (2002), by Michael Moore. Both films are the result of the same event: the massacre at Columbine High School on April 20, 1999. Through the Gus Van Sant’s sensitivity and the Michael Moore’s assertiveness, we sought to analyze in wich ways this kind of episode, in the United States of America, is a cultural phenomenon, and to do this we will resort to sociological studies such as those developed by Cohen and Tonry, to broaden and rethink what tools would enable us to better understand how children and teenagers open fire within a school and the significance of that event.
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Doran, Selina Evelyn Margaret. "News media constructions and policy implications of school shootings in the United States." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5298/.

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This thesis focuses on ‘school shootings’ in the United States. Examined here are the news media constructions and public reactions to such incidents, as they pertain to scholarly conceptualisations of fear, moral panics and vulnerability; as well policy responses relating to emergency management in educational institutions and gun-related legislative proposals and actions. Current literature in the field defines ‘school shootings’ as a particular type of ‘spree’ or ‘mass’ killing, involving the murder or attempted murder of students and staff at an education institution. This phenomenon is most prolific in the United States. Two case studies were selected from a list of possible incidents based on their high profile news media coverage, policy impact and infamous natures. The examples used are the school shootings at Columbine High School, Colorado (1999) and Virginia Polytechnic University, Virginia (2007); although the developments provoked by the 2012 Sandy Hook Elementary School, Connecticut shooting are noted throughout. The objectives of the research are: exploring the effect of my two case studies on reshaping or entrenching current moral panic and fear debates; whether the two shootings have transformed emergency management and communication practices; the role that fear plays in the concealed carry on campus movement which arose after the Virginia Tech incident; surmising about which gun-related legislative actions are possible in future. Employed here is a theoretical framework pertaining to moral panics, fear of crime risk management, and framing of news media and policy. My methodological approach was qualitative in nature. A total of 14 interviews were conducted with experts in gun violence prevention, and emergency management and communication. Ethnographic research was carried out in the form of participant observations at a school safety symposium and a gun reform activism event. Content and critical discourse analyses were employed to assess 728 news media articles, 286 letters to the editor, comments from 32 YouTube videos, 14 policy documents and 10 public opinion polls. My original contribution to knowledge is the examination of policies that have not received much scholarly attention to date: emergency management plans, training, operation and communications to deal with the possibility of a school shooting incident occurring; the ‘concealed carry on campus’ movement, where students lobby to carry firearms in higher education institutions as a way to negate potential threats. Relatively uncharted territory in fear of crime research was embarked upon with an examination of YouTube comments relating to: concerns about attending school; insecurities about the ability of law enforcement to offer protection in a school shooting scenario. To offer a predictive angle to the research, the current public sentiments, framing strategies being utilised by interest groups, and Supreme Court rulings shaping the future of gun reform were debated. Further avenues for school shooting research are provided.
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Berres, Allen W. "Social drama, crisis, and the Columbine High School shooting." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1103763159.

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Mongan, Philip. "RAMPAGE SCHOOL SHOOTINGS: A CONTENT ANALYSIS OF MEDIA AND SCHOLARLY ACCOUNTS OF PERPETRATION FACTORS ASSOCIATED WITH THE PHENOMENON." UKnowledge, 2013. http://uknowledge.uky.edu/csw_etds/5.

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When school shootings occur in primary or secondary schools they draw a massive amount of media attention. Frequently, after the shooting stops, the media begins to prognosticate about the factors that led to the occurrence of the tragedy. However, there is a dearth of research examining those factors that are perpetuated by the media, as well as the factors that are most discussed in scholarly publications. Therefore, the aim of this research project was to explore the perpetration factors that have been perpetuated by the media, and compare those to the perpetration factors that are most frequently discussed by researchers. The study posed three research questions, which explored the factors that were most discussed, the differences between print news sources and journal articles in regard to the factors they discussed, and the possible changes of factors through time. The exploration of these research questions was based in social constructionist thought, as the theory provided a framework for exploring how the findings may impact subsequent prevention of the phenomenon. The study found that there were numerous factors discussed by the media and researchers, which broke down into school factors, cultural factors, individual factors, biological facts, and family factors. Through triangulation of available data the study also found that there were differences between the perpetration factors as they are discussed by the print news and scholars, as well as differences in discussion of factors through time. These differences indicate that prevention efforts may be hindered due to a faulty understanding of rampage school shootings, which is being perpetuated by the media. The findings also indicate several areas for future research to focus on, such as: exploration of other media formats, examining the constructs proposed by the research project, and exploring the methods that individuals involved with prevention determine the threat level of individuals who are viewed as posing a risk.
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Van, Geem Stephen G. "Status and Slaughter: The Psyco-social Factors that Influence Public Mass Murder." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/470.

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Even though public mass shootings are relatively rare, they represent an atypical form of violence that is both sudden and yields an unprecedented amount of carnage; for these reasons, an inordinate amount of scholarship has been produced in order to isolate both the causes and effects of these rampages. As there is no clear cut and universal cause, over the past forty years numerous factors have been offered to account for these types of shootings, including bullying, peer relations, family problems, cultural conflict, demographic change, mental illness, gun culture, copycatting, and the media. While there appears to be an element of truth in each of these perspectives, all of these isolated factors focus upon only one or two surface-level influences, thus ignoring the possibility that multiple and distinct causes are interacting with one another. The aim of this study is to construct a meaningful model of motivation that is common to each situation, is to build upon psycho-social theories of crime, and to highlight which combination of specific background factors and processes is necessary to produce these vicious massacres. To answer the underlying research question, "Why do certain individuals elect this specific line of action?" this thesis will first provide a review of the relevant literature, will then emphasize three key social and psychological predisposers that combine together to negatively influence the individuals involved, and will subsequently highlight five separate and unique case studies in order to examine the proposed model.
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Boychuk, Tuutalik. "Homework and inequality : school responsibility and enabling student achievement in the school." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111611.

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In this conceptual inquiry, I argue how and why homework contributes to inequality. Homework contributes to inequality systemically, as schools continue to rely heavily on it. Homework continues to contribute to inequality discursively and psychologically, as parents and educators encourage homework without fully realizing the consequences of homework for those students who have difficulty completing school tasks at home. The inequalities maintained by homework often persist unnoticed. This persistence is an example of a broader persistence of sociological problems even as technological advances are made. This imbalance in the two domains of society and technology is due partly to the differences in the nature of the knowledge content. Therefore, educators and policy makers must be vigilant against tendencies to be blind to possibilities for improvement. One such improvement is a ban on mandatory homework, which implies more school responsibility to enable student achievement in the school.
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Foster, James C. "Joint optimization of the technical and social aspects of workplace design." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/31002.

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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1985.
MICROFICHE COPY AVAILABLE IN ARCHIVES AND DEWEY.
Bibliography: leaves 91-97.
by James C. Foster.
M.S.
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Books on the topic "Social aspects of School shootings"

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Fast, Jonathan. Ceremonial violence: A psychological explanation of school shootings. Woodstock, NY: Overlook Press, 2008.

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Verhovnik, Melanie. School Shootings: Interdisziplinäre Analyse und empirische Untersuchung der journalistischen Berichterstattung. Baden-Baden: Nomos, 2015.

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Archiv der Jugendkulturen e.V. Der Amoklauf von Erfurt. Berlin: Archiv der Jugendkulturen, 2003.

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Huck, Wilfried. Amok: School Shooting und zielgerichtete Gewalt. Berlin: MWV Medizinisch Wissenschaftliche Verlagsgesellschaft, 2011.

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11.3.: Der Amoklauf von Winnenden : Hintergründe, Widersprüche und Vertuschungen. Berlin: Homilius, 2010.

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The bully society: School shootings and the crisis of bullying in America's schools. New York, NY: New York University, 2011.

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Nunes, Terezinha. Street mathematics and school mathematicss. New York: Cambridge U P, 1993.

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Huck, Wilfried. Amok: School Shooting und zielgerichtete Gewalt aus kinder- und jugendpsychiatrischer Sicht. Berlin: Medizinisch Wissenschaftliche Verlagsgesellschaft, 2012.

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Silcott, Mireille. Rave America: New school dancescapes. Toronto: ECW Press, 1999.

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Grunseit, Anne C. School violence and its antecedents: Interviews with high school students. Sydney: New South Wales Bureau of Crime Statistics and Research, 2005.

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Book chapters on the topic "Social aspects of School shootings"

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Heitmeyer, Wilhelm, Nils Böckler, and Thorsten Seeger. "Social Disintegration, Loss of Control, and School Shootings." In School Shootings, 27–54. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5526-4_2.

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Oksanen, Atte, Johanna Nurmi, Miika Vuori, and Pekka Räsänen. "Jokela: The Social Roots of a School Shooting Tragedy in Finland." In School Shootings, 189–215. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5526-4_9.

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Rohlfs, Carsten, and Marius Harring. "Democratic Education and Promotion of Social Skills in Schools and Classrooms as Primary Prevention: An Overview of the Discourse in Germany." In School Shootings, 477–95. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5526-4_21.

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Jeynes, William H. "Social Media, the Entertainment Industry and the News Media." In Reducing School Shootings, 105–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-66549-4_6.

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Milani, Raquel, Ana Carolina Carolina Faustino, Lessandra Marcelly Sousa da Silva, Débora Vieira de Souza Carneiro, Jeimy Marcela Cortés Suaréz, and Reginaldo Ramos de Britto. "6. Aspects of Democracy in Different Contexts of Mathematics Classes." In Landscapes of Investigation, 95–114. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.06.

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This article aims to discuss relations between aspects of democracy and different mathematics classrooms with the potential to become landscapes of investigation. The theoretical framework is based on the concepts of mathemacy, dialogue, representativeness, equity, inclusion, collaboration and criticism, which are essential for the maintenance and promotion of democracy. Three episodes of different mathematics classrooms are reflected upon: a class on functions in Brazilian higher education, high-school students visiting a quilombola community, and a mathematics class with Colombian adolescents. The likelihood for the three episodes to move into landscapes of investigation is discussed. Aspects that could have led these classes away from the path of landscapes of investigation are highlighted: these include the demand of the school institutions for teachers to follow a specific teaching material and/or regulate class time, students’ movements to reinforce the culture of exercises, and the failure of education managers to legitimise work aimed at the development of democracy. The analysis of the episodes showed the presence of aspects that could contribute to the promotion and maintenance of democracy: the dialogical posture of the teacher, and both teachers and students’ opportunities to discuss social, cultural, political and ethnic issues in mathematics classes.
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Operto, Fiorella. "Elements of Roboethics." In Makers at School, Educational Robotics and Innovative Learning Environments, 73–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_10.

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AbstractRoboethics analyzes the ethical, legal and social aspects of robotics, especially with regard to advanced robotics applications. These issues are related to liability, the protection of privacy, the defense of human dignity, distributive justice and the dignity of work. Today, roboethics is becoming an important component in international standards for advanced robotics, and in various aspects of artificial intelligence. An autonomous robot endowed with deep learning capabilities shows specificities in terms of its growing autonomy and decision-making functions and, thus, gives rise to new ethical and legal issues. The learning models for a care robot assisting an elderly person or a child must be free of bias related to the selected attributes and should not be subject to any stereotypes unintentionally included in their design. As roboethics goes hand in hand with developments in robotics applications, it should be the concern of all actors in the field, from designers and manufacturers to users. There is one very important element in this—albeit one that is related indirectly—that should not be overlooked: namely, how robotics and robotic applications are represented to the general public. Of the many representations, the legacy of mythology, science fiction and the legend still play an important role. The world of robotics is often marked by icons and images from literature. Exaggerated expectations of their functions, magical descriptions of their behavior, over-anthropomorphization, insistence on their perfection and their rationality compared to that of humans are only some of the false qualities attributed to robotics.
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Gómez-Parra, María-Elena, and Bashar Daiss. "The Concept of Change and the Teachers’ Role on the Implementing Technological Transformation at School." In Educational Theory in the 21st Century, 79–97. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_4.

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AbstractThe concept of change includes a variety of topics, situations, disciplines, dimensions, and aspects. Its diversity and impact on individuals and organizations has led to an array of definitions, models, and theories. Thus, changes constitute a response to values, transformations that are interpreted as opportunities to improve an organization’s resilience and increase its achievements. This chapter will further discuss the concept of change, leading to a deep analysis of teachers’ moral and ethical role in one of the most impactful changes in schools: the technological revolution. If teachers believe that change is necessary, they will make great efforts to implement it effectively both in class and at school. International examples will be shown (e.g., Israel, USA, UK, and Turkey), and conclusions will be drawn regarding the need to specifically train teachers to raise their ICT awareness and understand the drawbacks and risks of technology in the twenty-first century. Schools’ transformation in information and communication is not just a technological revolution but also a social and ethical change that involves teachers in a complex weave of technologies, its creators and users, their interactions, and the social context.
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Radišić, Jelena, and Andreas Pettersen. "Resilient and Nonresilient Students in Sweden and Norway—Investigating the Interplay Between Their Self-Beliefs and the School Environment." In Equity, Equality and Diversity in the Nordic Model of Education, 273–304. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_11.

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AbstractUsing TIMSS 2015 data and a person-centred approach, the chapter focuses on academically resilient students in Norway and Sweden in grade eight. The self-belief profiles of academically resilient students compared with the nonresilient groups (i.e., low SES/low achievement, high SES/low achievement and high SES/high achievement) are investigated. Further, we evaluated the characteristics of the classroom environment for each of the profiles. After accounting for student SES and achievement, personal characteristics, advantages and disadvantages in the classroom and the school environment, we identified distinctive student profiles that might be more prone to risk. In the context of the equality–inequality paradigm, recognition of these profiles can strengthen the possibility to reduce the gap in battling different aspects of inequality across social groups. Concurrently, although we distinguish the same student groups across Sweden and Norway, their distribution within the countries differs. The latter results contribute to the ongoing debate on the dissolution/unification of the Nordic model, especially regarding particular trends within the Swedish education system.
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Goforth, Patricia A. "School Shootings." In Handbook of Research on School Violence in American K-12 Education, 52–73. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6246-7.ch002.

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In the late 1990s, a series of school shootings shocked the nation. Seemingly innocent children with little to no history of deviant behavior engaged in horrific acts of violence against their fellow students and teachers. The previously held beliefs that schools were safe had been shattered by these acts, and social scientists answered the call to find answers as to how and why these acts occurred. In this chapter, the authors discuss what is known about school shooters in terms of characteristics, behaviors, history, as well as the social dynamics of the communities in which they typically reside. While a profile of a school shooter has been deemed inaccurate, are we doomed to make the same mistakes by overlooking signals or warnings provided by shooters?
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Goforth, Patricia A. "School Shootings." In Research Anthology on Modern Violence and Its Impact on Society, 18–39. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7464-8.ch002.

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In the late 1990s, a series of school shootings shocked the nation. Seemingly innocent children with little to no history of deviant behavior engaged in horrific acts of violence against their fellow students and teachers. The previously held beliefs that schools were safe had been shattered by these acts, and social scientists answered the call to find answers as to how and why these acts occurred. In this chapter, the authors discuss what is known about school shooters in terms of characteristics, behaviors, history, as well as the social dynamics of the communities in which they typically reside. While a profile of a school shooter has been deemed inaccurate, are we doomed to make the same mistakes by overlooking signals or warnings provided by shooters?
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Conference papers on the topic "Social aspects of School shootings"

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Rauduvaite, Asta. "ASPECTS OF TEACHING SINGING TO JUNIOR SCHOOL LEARNERS." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.002.

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Cherkasova, I. P., O. V. Filatova, L. K. Fortova, and Ts G. Samvelyan. "Professional Orientation of Special Needs School Pupils: Psychological, Pedagogical and Social Aspects." In Proceedings of the International Conference "Topical Problems of Philology and Didactics: Interdisciplinary Approach in Humanities and Social Sciences" (TPHD 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/tphd-18.2019.96.

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Marusynets, Mariana, Dmytro Korchevskyi, and Vitalii Lapinskyi. "Social Aspects of Information System and Computer Technology Professionals’ Practice-oriented Training." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/17.

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The article describes the social and pedagogical aspects of training a computer specialist in the modern information space. The features of the virtual environment of activity are considered, attention is paid to the social directions of professional training of a computer specialist, in particular, ethical responsibility. Attention is focused on the nature and types of social consequences and spiritual and cultural changes generated by the informatization of society, determined by the social conditions in which the informatization process takes place, and the problem itself is due to the relationship between the man, computer, and society. The advantages and risks of training professionals in the given specialty are indicated and the main possible approaches are substantiated. It is shown that with the emergence of a new type of information life, which is considered as a general humanitarian philosophical problem, it is necessary to humanize professional education. The problems of the theoretical analysis and determination of the ontological status of virtual reality, the phenomenon of human computer dependence are described. It is indicated that a special responsibility lies with computer specialists, whose professional training should include not only the assimilation of educational material to ensure successful professional activity in the future, but it must take into account the social needs of society.
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Korshunova, Natalia L. "Gender Aspects Of Internet-Addiction And Social Networking Motives In Rural High-School Students." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.37.

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Brindusa, Raluca. "THE SCHOOL OF MY DREAMS! ANALYSING ASPECTS OF PARTICIPATORY SCHOOL DESIGN INDICATED BY 188 PRIMARY, SECONDARY AND HIGH-SCHOOL STUDENTS FROM SIX SCHOOLS IN THREE CITIES OF ROMANIA." In 6th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sgemsocial2019v/6.1/s17.070.

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Hrivnova, Michaela. "SELECTED ASPECTS OF SUBJECTIVE EVALUATION OF HEALTH EDUCATION BY ELEMENTARY SCHOOL STUDENTS IN THE CZECH REPUBLIC." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.080.

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Badrudin, Badrudin, and Ambar Sri Lestari. "Aspects of Islamic Boarding School Financing Based on Social Agribusiness Entrepreneurship of Al Ittifak Ciwidey Bandung." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.3.

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Musaddat, Syaiful, M. Murahim, M. Syahrul Qodri, M. Mari’i, and Cedin Atmaja. "Profile of Ability to Produce Fantasy Story Texts of Mataram City Junior High School Students: Aspects of Structure, Language, Characteristics and Coherence." In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.048.

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Maulida, Dwi Atmono, and M. Rahmattullah. "Dentification of Economic Behavior of Aspects of Consumption in the “Banjarnese” River Culture as a Supplient of Teaching Materials in the Middle School." In 2nd International Conference on Social Sciences Education (ICSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210222.023.

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Kaczmarek, Bożydar L. J. "The embodied brain: cultural aspects of cognition." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.15.

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Our thinking is grounded in our sensory, motor, affective, and interpersonal experience. Recent psychological studies confirmed that our cognition is not only embodied but also embedded since it arises from interactions with its social and cultural environments, which makes it possible to create image schemas and conceptual metaphors. Those schemas facilitate acting in everyday, routine situations, but make it difficult to depart from them since they are frames that limit our ability to see the alternatives. They are intricately linked to our world view and, therefore, resistant to changes because the latter threaten the feeling of security. This paper is aimed at evaluating people’s ability to change the existing schema. In the study, participants were asked to create a completely new story based on two well.known stories in which they had previously inserted the missing words. It was found that most participants exhibited considerable difficulties in departing from the formerly established schemas. Moreover, the emotionally loaded story proved to be more difficult to change.
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Reports on the topic "Social aspects of School shootings"

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Overview of Sanitation Workers Programme in Trichy. Indian Institute for Human Settlements, 2021. http://dx.doi.org/10.24943/tnussposwpt0603.2021.

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The Indian Institute for Human Settlements and its partners along with the Trichy City Corporation have collaborated to improve the health, occupational safety and livelihoods of sanitation workers. The Tamil Nadu Urban Sanitation Support Programme has identified and engaged with different types of sanitation workers employed in urban areas such as Urban Local Body-managed workers, school toilet cleaners, public and community toilet cleaners, independent cleaners as daily wage workers, desludging truck operators and cleaners, privately managed solid waste workers, rag-pickers, and railway cleaners. The initiatives undertaken integrate multiple social, engineering, and behavioural aspects that focus on improving the living and working conditions of this vulnerable section of society. This note provides an overview of the initiatives.
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