Re: Among Us On Pc Free Online
Savage Doherty
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The research on online child sexual victimization has mainly focused on the sexual solicitation of minors (i.e., sexual requests by an adult), with scarce information available on sexual interactions (e.g., cybersex or meeting in person) in which a minor is exploited by an adult. In the present study, we analyzed the prevalence and risk factors associated with both sexual solicitations and interactions of minors with adults. The sample included 2,731 minors between 12 and 15 years old (50.6% female). The minors completed several self-report questionnaires about sexual solicitations and interactions with adults, including possible risk factors (e.g., sociodemographic variables, Internet use, and psychological adjustment). Of the participants, 15.6% of girls and 9.3% of boys reported sexual solicitations, and 8.2% of girls and 7.4% of boys reported sexualized interactions with adults. Among the variables studied, several appeared related to both sexual solicitations and interactions: older age, having been involved in sexting, being a victim of cyberbullying, having unknown people in friends list, using chat, time spent online on a weekday, and depression symptoms. Gender (being female), using video chat, and instant messaging by computer were significant variables for sexual solicitation but not for sexual interaction; participation in online games was significant only for sexual interactions. Finally, minors reporting sexual interactions presented a higher risk profile than those reporting only sexual solicitations. These findings highlight the relevance of distinguishing between sexual solicitations and sexual interactions and suggest important avenues for prevention programs.
The researchers found the OPP rollout from April to July 2020 reduced food insufficiency among the low-income sample by 2 percentage points, or 8 percent of the average food insufficiency rate. Further analyses indicated the OPP rollout reduced food insufficiency more in States with higher COVID-19 death rates, where the perceived risk of contagion may have been greater. The researchers also examined whether the effects on food insufficiency differed with various household characteristics and found evidence that the OPP reduced food insufficiency the most among households with Black non-Hispanic respondents, households with non-elderly respondents, and households with married respondents (see chart below).
These findings suggest access to online SNAP purchasing may have helped address barriers to in-person shopping for low-income families during the first few months of the pandemic. Online benefit redemption could also promote food access for SNAP recipients experiencing other barriers to in-person shopping, such as people with disabilities or those facing high transportation costs, especially as the program continued to grow in the years after the study period. As of June 2023, all States had implemented the OPP, and the number of retailers authorized to accept benefits had grown to 341 in September 2023 compared with 6 in July 2020. As program access grew, so did online redemption of SNAP and Pandemic Electronic Benefit Transfer (P-EBT) benefits, which were similarly redeemable online alongside SNAP benefits. In July 2020, $169.9 million in SNAP and P-EBT benefits were redeemed online, or just 1.8 percent of all benefits redeemed that month. By September 2023, monthly online redemptions had grown to $737.4 million, or 8.8 percent of total redemptions.
COVID-19 Working Paper: Supplemental Nutrition Assistance Program and Pandemic Electronic Benefit Transfer Redemptions during the Coronavirus Pandemic, by Jordan W. Jones, ERS, March 2021
With the increasing popularity and accessibility of the Internet and Internet-based technologies, along with the need for a diverse group of students to have alternative means to complete their education, there is a major push for K-12 schools to offer online courses, resulting in a growing number of online teachers. Using the Tailored Design survey methodology (Dillman, 2007), this study examines a national sample of 596 K-12 online teachers and measures their knowledge with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of each of these areas. Findings indicate that knowledge ratings are highest among the domains of pedagogy, content, and pedagogical content, indicating that responding online teachers felt very good about their knowledge related to these domains and were less confident when it comes to technology. Correlations among each of the domains within the TPACK framework revealed a small relationship between the domains of technology and pedagogy, as well as technology and content (.289 and .323, respectively). However, there was a large correlation between pedagogy and content (.690), calling into question the distinctiveness of these domains. This study presents a beginning approach to measuring and defining TPACK among an ever-increasing number of K-12 online teachers.
Although online distance education has become established in higher education, it is a relatively new area within the K-12 field. Recent survey data show that about one third of K-12 public school districts (36%) had students enrolled in online distance education courses in the 2002-2003 school year. Estimates of student enrollment in K-12 online learning programs have increased from 40,000-50,000 students during the 2001-2002 school year to more than 520,000 in the 2004-2005 school year (McLeod, Hughes, Brown, Choi, & Maeda, 2005) to recent projections of over a million students (Cavanaugh & Blomeyer, 2007). The latest prediction is that in 6 years 10% of all high school classes will be offered online, and by 2019 this figure will increase to 50% (Christensen & Horn, 2008). The movement toward K-12 online distance education is happening for a variety of social, economic, and political reasons including offering courses at lower cost, offering high-quality courses beyond a limited geographical area, and individualizing content to meet student needs. With the increasing number of virtual schools at the elementary and secondary level, the need arises to begin examining the role and preparation of teachers in K-12 online environments. In bringing teacher preparation into the 21st century, the role of the K-12 online instructor is becoming increasingly important.
Shulman also stated that knowledge of what makes a subject difficult or easy to learn is a part of PCK. This means that in order to be able to teach a particular topic effectively, teachers should know the potential pitfalls to which students frequently fall victim, depending on the preconceptions they have developed based on their ages and backgrounds. According to Shulman,
If those preconceptions are misconceptions, which they so often are, teachers need knowledge of strategies most likely to be fruitful in reorganizing the understanding of learners, because those learners are unlikely to appear before them as blank slates. (pp. 9-10)
Within the context of the virtual learning environment, the concept of PCK is particularly relevant. Because there is a shift to a knowledge building approach to learning, the focus in online teaching necessarily becomes more centered around how the course is structured, with special emphasis on the teaching materials used. Teachers in the virtual classroom needs to be overtly aware of the common misconceptions centered around the particular topic within the content they are teaching, so they can be addressed as part of the curriculum and instruction. Online educators also need to be aware of the importance of encouraging and teaching specific self-regulated behaviors to their students to ensure every possible chance for success.
Good teaching is not simply adding technology to the existing teaching and content domain. Rather, the introduction of technology causes the representation of new concepts and requires developing a sensitivity to the dynamic, transactional relationship between all three components suggested by the TPCK framework. (p. 134)
In examining how teachers should be prepared to teach in online environments, TPACK addresses each of the three major components needed to ensure high quality instruction. This lens offers a way for teacher education programs to begin looking at how these elements are currently covered and how they would need to be altered to specifically meet the needs of teachers entering online classrooms. As Niess (2005) wrote,
TPCK, however, is the integration of the development of knowledge of subject matter with the development of technology and of knowledge of teaching and learning. And it is this integration of the different domains that supports teachers in teaching their subject matter with technology. (p. 510)
The implications are important for using the TPACK framework to examine issues related to online teaching. Specifically, it allows the researcher to focus on important aspects, defined by the extensive literature on high quality online teaching. As Mishra and Koehler (2006) wrote,
For instance, consider faculty members developing online courses for the first time. The relative newness of the online technologies forces these faculty members to deal with all three factors, and the relationships between them, often leading them to ask questions of their pedagogy, something that they may not have done in a long time. (p. 1030)
The following section discusses the methodology of this study in detail, including descriptions of the surveyed population, development of the instrument, piloting of the instrument, and deployment procedures in order to answer the research questions:
A nonrandom purposeful sample was used to gather as many online teacher responses as possible. This technique is described by Patton (1990) as the process of selecting specific information-rich cases from which the investigator can learn significant information central to the research. In this case, criterion sampling was used to select participants based on predetermined characteristics, specifically, educators who currently teach at least one class in a state-sanctioned K-12 virtual school. To yield the most representative sample possible, the survey was sent to as many K-12 online distance educators in the United States as possible from as many states as possible. Email addresses for K-12 online distance educators in the United States available to the public through various virtual school Web sites were gathered and compiled. To find these email addresses, searches were conducted for specific state-sponsored schools identified by the Keeping Pace With K-12 Online Learning report (Watson & Ryan, 2006).
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