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101.
Evode Mukama 《Journal of Religious & Theological Information》2018,17(1):22-32
ABSTRACTWhile the Catholic Church in Rwanda endeavors to revitalize Catholic Education, the Government of Rwanda is trying to leverage the use of digital technologies to raise access, improve the quality, and strengthen the relevance of education and training to the labor market. The purpose of this article is therefore to explore and assess the value and potentially constructive educational benefits offered by digital technologies in Catholic schools. The Catholic Church is one of the key educational development partners of the Government of Rwanda. Approximately 41% of students attend Catholic schools in Rwanda. The article scrutinizes some ethical concerns associated with the emergence of digital technologies in schools. Then it critically analyzes the position of the Catholic Church vis-à-vis digital technologies and sheds some light on their ethical and responsible use in Catholic schools. Consequently, the article suggests some actions that may be undertaken by the Catholic Church in order to assist the youth to make an informed choice among a diverse range of options offered by digital technologies in a way that aligns with the Catholic social teaching and tradition. 相似文献
102.
Abraham David Parker 《Mental health, religion & culture》2018,21(1):35-48
This phenomenological study explored student value perceptions of religious participation among nontraditional South African distance learners who persisted in theological distance education. Four basic types of churches emerged including the Equipping Church, the Empowering Church, the Engaging Church, and the Endangering Church. However, in examining religious coping strategies among South African distance learners, it was discovered that the four women interviewed experienced a deep sense of loneliness in their calling and had to rely almost exclusively on resources outside their local church. These Black South African women’s sense of being called alone is both inconsistent with the theoretical framework of role theory and the theological framework of the Anglican Church as expressed by the official Prayer Book. 相似文献
103.
The emotional geographies of education: Beginning a conversation 总被引:1,自引:0,他引:1
While emotional geography is a burgeoning field of inquiry, to our knowledge no emotional geographies of education exist. Educational research on space and place largely ignores emotionality. In this special issue we begin to rectify this situation through the development of what we call socio-cultural-spatial analyses of education and emotion. 相似文献
104.
105.
The impact of culture and education on non-verbal neuropsychological measurements: a critical review
Clinical neuropsychology has frequently considered visuospatial and non-verbal tests to be culturally and educationally fair or at least fairer than verbal tests. This paper reviews the cross-cultural differences in performance on visuoperceptual and visuoconstructional ability tasks and analyzes the impact of education and culture on non-verbal neuropsychological measurements. This paper compares: (1) non-verbal test performance among groups with different educational levels, and the same cultural background (inter-education intra-culture comparison); (2) the test performance among groups with the same educational level and different cultural backgrounds (intra-education inter-culture comparisons). Several studies have demonstrated a strong association between educational level and performance on common non-verbal neuropsychological tests. When neuropsychological test performance in different cultural groups is compared, significant differences are evident. Performance on non-verbal tests such as copying figures, drawing maps or listening to tones can be significantly influenced by the individual's culture. Arguments against the use of some current neuropsychological non-verbal instruments, procedures, and norms in the assessment of diverse educational and cultural groups are discussed and possible solutions to this problem are presented. 相似文献
106.
Jan D. Sinnott 《Journal of Adult Development》1999,6(4):193-194
The articles in this issue continue the theme of university reform begun in Part I, published in this journal in July. The university might well respond to current criticisms by teaching and studying interpersonal and emotional skills in combination with intellectual skills, which are already emphasized. Such a change would assist the adult development of university students and prepare the university and its students for the global society of the next century. The concept of the university as providing nourishment for life is described. This second part of the Special Issue includes both empirical studies and responses to all the articles in both this part and Part I. 相似文献
107.
Sharon R. Vaughn Carl A. Ridley Deborah Dungan Bullock 《Journal of applied developmental psychology》1984,5(3):213-223
The purpose of this study was to evaluate the efficacy of an interpersonal problem-solving training program with aggressive young children. There were 13 children in the experimental group and 11 children in the contact control group. Both experimental and contact control group children were evaluated at pretest, posttest, and follow-up on the Behavioral Interpersonal Problem Solving Test (BIPS). Experimental group subjects were exposed to the interpersonal problem-solving skills training program for 50 training sessions. The contact control group participated in reading-story sessions during the same time period. Results and discussion reflect the efficacy of the training procedure and the nature of the change in interpersonal problem-solving behavior in aggressive young children. 相似文献
108.
Itamar Gati 《Journal of Vocational Behavior》1984,25(1):1-29
Previous studies aimed at testing the structure of occupations have been based on analysis of aggregate data. In studies comparing the hierarchical and the hexagonal-circular models for the structure of interests, the former fit the data at least as well as the latter. The present study compared separately for each subject the hierarchical and the hexagonal models as the hypothesized structures for occupations. Twenty-six students judged the similarity between all possible pairs of 24 high-level occupations, 3 occupations for each of Roe's eight fields. The findings demonstrated that (a) the within-subject structures resemble the structure found in the aggregate data; (b) the structure of occupations based on similarity judgments resembles the structure based on preference data; (c) diagnostic properties suggest that for most subjects the perceived structure of occupations can be better described as clustering than as two-dimensional; (d) a tree representation of the perceived structure of occupations is more adequate than is the two-dimensional representation; and (e) the within-subject structure fit the hierarchical model better than it fit the hexagonal-circular model for all but one subject. A detailed analysis revealed those predictions of each model which were disconfirmed by most subjects' judgments. These results provide additional support for the relative advantage of the hierarchical over the circular model. These findings' implications for the structure of vocational interests and occupational choice were discussed. 相似文献
109.
Metanalytic techniques were used to synthesize results of studies on the relation of work status (retired, employed part time, employed full time) and subjective well being (SWB). The weighted mean of the work status/SWB relation across all studies was .18. When zero-order associations between work status and SWB were used as dependent variables, significant predictors of that relation were the way in which work status was operationalized, ratings of quality of study, year of publication for studies, and age midrange of samples. Gender was not a significant predictor of the work status/SWB relation. 相似文献
110.
C Soares 《Brain and language》1984,23(1):86-96
Previous visual and auditory lateralization studies have demonstrated that the languages of bilinguals are lateralized to the left hemisphere to the same extent as in monolingual controls (C. Soares & F. Grosjean, 1981, Perception and Psychophysics, 29, 599-604; C. Soares, 1982, Neuropsychologia, 20, 653-659). The present study tested the same group of Portuguese-English bilinguals and a group of English-speaking monolinguals on a series of concurrent activity, or time-sharing, tasks. Greater levels of disruption in finger tapping with the right hand than with the left hand occurred during the performance of those tasks which required overt speech production, and this for both bilinguals and monolinguals. As in the previous studies, there were no lateralization differences across the bilinguals' two languages or between bilinguals and monolinguals. Thus, further evidence for equal levels of left-hemisphere dominance for language in bilinguals and monolinguals was provided by the use of the concurrent activities paradigm. 相似文献