scholarly journals Fractured Reflections: How Lacan, Derrida & Nietzsche Sought to Overcome Barriers of the Constructed Self

2020 ◽  
Author(s):  
Jake Rix ◽  
Keyword(s):  
Constructed Self

Assessing Self-Efficacy in Presentation and Moderation Skills

2019 ◽  
Vol 35 (4) ◽  
pp. 564-576 ◽  
Author(s):  
Tobias Ringeisen ◽  
Sonja Rohrmann ◽  
Anika Bürgermeister ◽  
Ana N. Tibubos
Keyword(s):  
Construct Validity ◽  
Self Efficacy ◽  
Self Report ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Constructed Self ◽  
University Course ◽  
Correlated Factors ◽  
Report Measure

Abstract. By means of two studies, a self-report measure to assess self-efficacy in presentation and moderation skills, the SEPM scales, was validated. In study 1, factorial and construct validity were examined. A sample of 744 university students (41% females; more than 50% between 20 and 25 years) completed newly constructed self-efficacy items. Confirmatory factor analyses (CFAs) substantiated two positively correlated factors, presentation (SEPM-P) and moderation self-efficacy (SEPM-M). Each factor consists of eight items. The correlation patterns between the two SEPM subscales and related constructs such as extraversion, the preference for cooperative learning, and conflict management indicated adequate construct validity. In study 2, criterion validity was determined by means of latent change modeling. One hundred sixty students ( Mage = 24.40, SD = 4.04; 61% females) took part in a university course to foster key competences and completed the SEPM scales at the beginning and the end of the semester. Presentation and moderation self-efficacy increased significantly over time of which the latter was positively associated with the performance in a practical moderation exam. Across both studies, reliability of the scales was high, ranging from McDonald’s ω .80 to .88.

Measuring Social Anxiety in Late Life: A Psychometric Evaluation of a Newly Constructed Self-Report Measure of Social Anxiety

2011 ◽  
Author(s):  
Christine E. Gould ◽  
Caroline Ciliberti ◽  
Barry A. Edelstein ◽  
Merideth Smith ◽  
Lindsay A. Gerolimatos
Keyword(s):  
Social Anxiety ◽  
Psychometric Evaluation ◽  
Late Life ◽  
Self Report ◽  
Constructed Self ◽  
Report Measure

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

2019 ◽  
Vol 39 ◽  
pp. 52-58 ◽  
Author(s):  
Chun Lai
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Learning Contexts ◽  
Directed Learning ◽  
Technology Aids ◽  
Constructed Self ◽  
The Relationship

AbstractThis article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

Depositional controls on Early Cambrian microbial carbonates from the Montagne Noire, southern France

1998 ◽  
Vol 89 (3) ◽  
pp. 135-143 ◽  
Author(s):  
J. Javier Álvaro ◽  
Emmanuelle Vennin ◽  
Daniel Vizcaïno
Keyword(s):  
Lower Cambrian ◽  
Southern France ◽  
Microbial Structures ◽  
Subaerial Exposure ◽  
Open Sea ◽  
Montagne Noire ◽  
Constructed Self ◽  
Depositional Controls ◽  
First Time ◽  
Open Shelf

AbstractLower Cambrian shallow-water carbonates enclosing microbial structures are documented for the first time from the upper Lastours Member of the Montagne Noire (southern France). Microbial organisms constructed self-supported boundstones resulting in the formation of exclusively microbial-accreted buildups, which exhibit three main types of non-skeletal microbialites: planar stratiform stromatolites, dome-shaped stromatolites and nonlaminated (thrombolitic) biostromes. In addition, thrombolitic boundstones display four distinct microbial microstructures: clotted andRenalcis-like forms, branching bushy forms, clusters of unbranching straight filaments and crustose forms.The upper member of the Lastours Formation records an upward transition from a shalydominant open shelf to a protected shelf environment bounded by a surface representing a major subaerial exposure. Initially, at the inception of the highstand systems tract, flat stratiform stromatolites formed on open sea subtidal shaly substrates, while stacked domal stromatolites developed in peritidal areas which record subaerial exposure. In contrast, prograding shoal barriers of the transgressive systems tract favoured the establishment of thrombolitic boundstones in protected (back-shoal) environments.

scholarly journals The problem of melting ice in a porous medium saturated with ice and gas

2019 ◽  
Vol 14 (1) ◽  
pp. 59-62
Author(s):  
M.N. Zapivakhina ◽  
D.A Umerov
Keyword(s):  
Porous Medium ◽  
Warm Water ◽  
Water Ice ◽  
Higher Temperature ◽  
Self Similar ◽  
Porous Soil ◽  
Temperature And Pressure ◽  
Lower Temperature ◽  
Similar Solutions ◽  
Constructed Self

The problem of ice formation in a dry, cold, porous medium saturated with ice and gas (air) when pumping warm water is considered in a flat one-dimensional self-similar formulation. The task was considered in volume area. During the injection of warm water from the beginning deep into the reservoir, it spread in a volume region that will divide the reservoir into 3 zones. The first zone was filled with water, the second zone was filled with ice and water, and the third zone was filled with ice and gas. To describe the process of heat and mass transfer, the following hypotheses were used: the temperature of the saturated substance (water, ice or gas) is equal to the temperature of the porous medium; ice and skeleton still; water, ice and skeleton of the reservoir are incompressible; skeletal porosity is constant. On the basis of constructed self-similar solutions, a numerical analysis was performed illustrating the effect of the initial parameters of a dry porous medium saturated with ice and gas, as well as the temperature of the injected water on the temperature and pressure distribution in the porous medium. It has been established that an increase in the temperature of the injected water does not lead to a significant increase in the area of ice decomposition. It is also established that if the pressure of the injected water is increased, this will not lead to a large increase in the area of ice decomposition. However, based on the results obtained, it can be seen that the speed of movement of the melting boundary increases, in particular, as the pressure increases by <i>p<sub>e</sub></i>=0.05 MPa, the intermediate region increases by one and a half times. It was found that it is economically more profitable to pump water with a lower temperature, because water with a higher temperature slightly increases the freezing area of the porous soil.

scholarly journals Identification of spacewise dependent right-hand side in two dimensional parabolic equation

2021 ◽  
Vol 2092 (1) ◽  
pp. 012019
Author(s):  
LingDe Su ◽  
V. I. Vasil’ev
Keyword(s):  
Inverse Problem ◽  
Parabolic Equation ◽  
Numerical Solution ◽  
Hand Function ◽  
Adjoint Operator ◽  
Two Dimensional ◽  
Right Hand ◽  
Final Time Point ◽  
The Right ◽  
Constructed Self

Abstract In this paper numerical solution of the inverse problem of determining a spacewise dependent right-hand side function in two dimensional parabolic equation is considered. Usually, the right-hand side function dependent on spatial variable is obtained from measured data of the solution at the final time point. Many mathematical modeling problems in the field of physics and engineering will encounter the inverse problems to identify the right-hand terms. When studying an inverse problem of identifying the spacewise dependent right-hand function, iterative methods are often used. We propose a new conjugate gradient method based on the constructed self-adjoint operator of the equation for numerical solution of the function and numerical examples illustrate the efficiency and accuracy.

scholarly journals Knowledge and Awareness about HIV and AIDS among Iraqi College Students

2019 ◽  
Vol 13 (1) ◽  
pp. 17-24 ◽  
Author(s):  
Hassan Mohammad Naif ◽  
Asmaa H. Hwaid ◽  
Abdul-Razak S.H. Hasan ◽  
Rafal M. Khalifa ◽  
Ashwak T. Humadi
Keyword(s):  
Public Health ◽  
Cross Sectional Study ◽  
Hiv And Aids ◽  
General Knowledge ◽  
Global Public Health ◽  
Cross Sectional ◽  
High Level ◽  
Constructed Self ◽  
Immunodeficiency Syndrome ◽  
Self Administered Questionnaire

Background:Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) are the major global public health problems since their discovery in 1983. Knowledge and awareness about the transmission of the virus play an important role toward prevention and the control of the disease. This study aimed to assess the knowledge and awareness about HIV and AIDS among university students of two Iraqi Universities (Diyala and Al-Nahrain) by using a constructed self-administered questionnaire.Methods:This cross-sectional study was conducted on 506 students from two Iraqi Universities using a constructed self-administered questionnaire in 2010 and 2017 for Diyala University and in 2017 for Al-Nahrain University. Data obtained from the students’ responses were collected and statistically analysed. The level of knowledge and awareness was measured according to Bloom’s cut-off point.Results:The study comprised 506 students from the two universities, 341 were females with a mean age of 22.38±4.99 years and 165 were males with a mean age of 22.38±4.99 years. Data revealed that participants, regardless of their gender, on specific questions had different levels (high, moderate and low) of knowledge and awareness about HIV and AIDS. A high level was seen with the causative agent of AIDS and its transmission through blood transfusion, unprotected sexual contact, and sharing needle injection. However, a moderate level was observed regarding antenatal vertical transmission of HIV, shared use of a toothbrush or a razor. While there was inadequate or low knowledge and awareness about HIV spread through breast feeding, during birth, needle sharing and the availability of vaccines. The levels of knowledge and awareness among female students were significantly higher than males in most studied parameters (P=0.03-0.006). The general knowledge and awareness among Diyala’s students declined during the second survey scheduled in 2017 compared with that done in 2010 (P=0.004) for undefined reasons.Conclusion:The general knowledge and awareness about HIV and AIDS was fair among Iraqi students. With the increasing number of HIV cases in Iraq, the inadequacy in knowledge and awareness about spread and prevention of HIV must be considered in the public health strategy and education programs that should comply with Islamic rules and values.

scholarly journals «Ubehagets pedagogikk» – en inngang til kritisk refleksjon og inkluderende undervisning?

2019 ◽  
Vol 6 (1) ◽  
pp. 40-57
Author(s):  
Åse Røthing
Keyword(s):  
Inclusive Education ◽  
Teaching Practice ◽  
Social Injustice ◽  
Pedagogical Approach ◽  
Main Interest ◽  
Normative Practices ◽  
Pedagogy Of Discomfort ◽  
Social Habits ◽  
Constructed Self ◽  
Critical Reflections

“Pedagogy of discomfort” was first introduced by Boler in 1999 as a teaching practice that invites educators and students to engage in critical inquiry regarding values and norms, and to examine constructed self-images and perceptions of others (1999, p. 177). The concept has later been further developed by Boler and Zembylas (2003) as a pedagogical framework to engage students and teachers with issues of difference, race and social justice by challenging their emotional comfort zones. This pedagogical approach is grounded in the assumption that discomforting emotions are important in challenging dominant beliefs, social habits and normative practices that sustain stereotypes and social injustice and in creating openings for empathy and transformation. (Zembylas & Papamichael, 2017, p. 3). This article explores how pedagogy of discomfort may contribute to critical reflections and inclusive education, by asking what educators may gain from dwelling with discomfort rather than trying to escape it. I argue that discomfort may function as an approach to critical reflections and new knowledge, and a resource for transformation, not as something to fear and avoid. However, the ideas of pedagogy of discomfort have raised concerns for what might happen when students are challenged and become uncomfortable in educational settings. One might argue that the concept of “classroom safety” could imply that educators first and foremost should offer comfort in classrooms. My main interest in this article is what educators may gain from engaging with discomfort as a resource for critical reflections and inclusive education.

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