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Latin American Studie

Latin American Electronic Data Archive

Latin American Studie

Being and Becoming: The Heart of Teacher Education

Teacher education is of critical concern to a nation’s well-being. Scripture clearly identifies that the predominant narratives in a nation’s education are directly linked to its citizen’s behaviour (e.g., see Psalm 78, Judges 2). Literature which claims that teacher education has little influence on beliefs that pre-service teachers bring to their initial teacher education may unnerve Christian teacher educators who seek to equip teachers to make a difference in the lives of children and parents in a nation (Berry, 2004; Fletcher, 1997; Hatton & Smith, 1995; Lowery, 2003). For example, Berry (2004, p. 1302) observes that: There is little doubt that student teachers’ prior experiences as learners serve as powerful templates for the ways in which they practice as teachers. Their beliefs about teaching are informed by the accumulation of experience over time and, once formed, these beliefs are extremely resistant to change, even when they are shown to be inconsistent with reality

Teachers’ Understanding of Imago Dei

Often education is viewed pragmatically as that of preparing students for life as employees. Another view is that education is about enabling human beings to flourish. The pragmatic and flourishing paradox has consequences for national citizenship. For Christian teachers, critical to such an approach would be the manner in which their teaching practice is informed and shaped by a Christian worldview. Such shaping involves an applied knowledge with reference to understanding people, and particularly students as “Imago Dei.” This research presents a pilot study in which 120 teachers in Christian schools in New Zealand and Canada were invited, via an online survey, to respond to three questions on what it means to be made in the image of God, and how that understanding informed their practice. In appropriating the work of Dorothy Smith (2005) on the significance of “voices in the everyday” within a profession, coupled with Charteris’s (2014) “epistemological shudders,” the research engages in a discourse analysis for probing unquestioned assumptions which open up possibilities for meaning-making and, consequently, increased intentionality of practice. Following grounded methodology, the literature review was not undertaken until after the data analysis. Discussion explores the degree of fit with approaches to Imago Dei found in the literature. Data analysis identifies four approaches to participants’ meaning making of Imago Dei. Preliminary findings suggest that how teachers understand Imago Dei does make a difference to how they view themselves as teacher, view students as image bearers, and craft their teaching

Attentional focus, dispositional reinvestment, and skilled motor performance under pressure

Copyright @ 2006 Human KineticsAttentional processes governing skilled motor behavior were examined in two studies. In Experiment 1, field hockey players performed a dribbling task under single-task, dual-task, and skill-focused conditions under both low and high pressure situations. In Experiment 2, skilled soccer players performed a dribbling task under single-task, skill-focused, and process-goal conditions, again under low and high pressure situations. Results replicated recent findings regarding the detrimental effect of skill-focused attention and the facilitative effect of dual-task conditions on skilled performance. In addition, focusing on movement related process goals was found to adversely affect performance. Support for the predictive validity of the Reinvestment Scale was also found, with high reinvesters displaying greater susceptibility to skill failure under pressure. Results were consistent with explicit monitoring theories of choking and are further discussed in light of the conceptual distinction between explicit monitoring and reinvestment of conscious control

Hanoians’ Experience: Suspending Moral Bias to Recognize Human Dimensions of War

Talking about, and learning lessons from The American War in Vietnam can be a process whose genuine engagement requires a suspension—even if temporary—of moral and cultural biases that are embedded in the Western mindset. This research project is one that composes military strategy, government rhetoric, and very human accounts of war in Vietnam in order to understand how people in Hanoi experience and talk about war, with an ultimate aim of making some of these stories and lessons digestible to a Western audience. My findings discuss some key components of the North Vietnamese mindset towards the American War in Vietnam: the relevant historical context regarding foreign occupation, patriotism and unity, duty and defense, and some overall effects of attacks and bombs, with a deeper focus on what I found to be the most important aspect: unity. I then compare the picture of this mindset with some respective elements of the U.S American wartime mentality. The ultimate pursuit of this research is increased understanding and diplomacy between nationalities and philosophies, as well as advocacy for human-oriented analysis of international conflicts in general. This is a project oriented towards epistemology and constructivism. A constructivist approach to studying war is a human approach to studying war, and it is one that helps us to understand the true impact of governmental decisions that might seem distant to us. Analysis of war without adequate attention to the human dimension, at its worst, risks uninformed policy decisions and inaccurate historical analysis

Alien Registration- Norsworthy, William (Caribou, Aroostook County)

https://digitalmaine.com/alien_docs/26095/thumbnail.jp

The Slowdown in Productivity Growth: Analysis of Some Contributing factors

macroeconomics,product growth