An Interventionist and Psychometrician Considers Assessing Changes in Spiritual Formation

There are two parts to this present article. First, I consider the applied problem of assessing changes in a congregation—how often to assess, why assess, what changes are looked for, what interventions are assessed, why look to the components of interventions, and how to avoid problems interpreting your data. Brief assessments are mandatory. Pastors and lay leaders can make simple but sound assessments of their spiritual formation programs using item response theory, goal attainment scales, single items, parceling single items, or narrative responses as five alternatives. I describe dangers in interpreting the findings such as not knowing the base rate of change and mistaking the assessment for the mission. In the second part of the article, I briefly describe a program labeled a deep dive into humility. I summarize the assessments that were done, which gives a practical example of the technical recommendations I made earlier in the article.

Educación física en Colombia: área fundamental y formación docente

Resumen El presente artículo de revisión tiene como propósito abordar elementos que generen reflexión sobre la educación fisica como área fundamental y los procesos de formación de los profesores. Inicialmente se realiza una contextualización del país, posteriormente se abordan aspectos que contribuyeron en la consolidación del área, sus necesidades sociales e influencias políticas, continuando con una breve reconstrucción histórica de la formación docente. Finalmente, se interpretan los programas de formación actual a nivel de pregrado y postgrado para analizar su articulación y calidad.Palabras clave: Educación Física. Formación Docente. Programas de Formación. Physical education in Colombia: fundamental area and teacher training Abstract The purpose of this article of revision is to address elements that generate reflection on physical education as a fundamental area and the training processes of teachers. Initially, a contextualization of the country is carried out, later aspects that contributed to the consolidation of the area, its social needs and political influences are addressed, continuing with a brief historical reconstruction of teacher training. Finally, the current training programs are interpreted at the graduation and postgraduate level to analyze their articulation and quality.Keywords: Physical Education. Teacher Training. Formation Programs. Educação física na Colômbia: área fundamental e formação de professores Resumo O objetivo deste artigo de revisão é abordar elementos que geram reflexão sobre a educação física como área fundamental e os processos de formação de professores. Inicialmente, é realizada uma contextualização do país, posteriormente são abordados os aspectos que contribuíram para a consolidação da área, suas necessidades sociais e influências políticas, dando continuidade a uma breve reconstrução histórica da formação docente. Por fim, os atuais programas de formação são interpretados em nível de graduação e da pós-graduação para analisar a sua articulação e qualidade.Palavras-chave: Educação Física. Formação Docente. Programas de Formação.

On the Renewal of Seminary Formation to Meet Evangelization Needs in Africa: The Nigerian Experience

One of the critical challenges for ministry and evangelization in Africa today is the search for an integral and nonviolent basis for social existence on the continent. This essay argues that since the Church considers seminary formation to be one of the most demanding and important tasks for the future of the evangelization agenda of humanity ( Pastores Dabo Vobis # 2), the approach to, and the content of the formation programs for agents of evangelization in the Catholic Church in Africa, most especially in the seminaries, must be attuned to this critical need, since the style and approach to evangelization is often largely the result of the quality of faith formation found in the seminaries.

Normativity in language teacher learning: ELF and the European Portfolio for Student Teachers of Languages (EPOSTL)

As with any proposal for a change in pedagogy, the starting point for implementation is teacher education. Suggestions have been put forward for an approach to English language teaching (ELT) which takes into account the lingua franca function language can fulfill. Frameworks for how teachers might adopt a pedagogy of English as a lingua franca (ELF), however, are inconsistent with current policy guidelines for student teacher learning. This concerns most notably those directives provided in the European Portfolio for Student Teachers of Languages (EPOSTL), which is used in a growing number of teacher formation programs. This paper examines the ‘can-do’ statements which the EPOSTL proposes should represent the required methodological competences of language teachers. Using discourse analytic methods, the article explores what the EPOSTL portrays that prospective teachers need to know about language and how to teach it. It is argued that the language education policy represented by the EPOSTL is based on a conceptual perspective that can only impede the development of a genuinely reflective approach to the education of English language teachers and the implementation of an ELF pedagogy.

(Remote) Teaching practices as accompaniment in first year of the initial teaching formation, in unprecedented times.

This article approaches entrance to higher education, in teaching formation programs, and seeks to find possibilities of intervention as regards drops in this level. We are interested in getting back an experience in process, among groups of early years students, which promotes academic accessibility in these times of sanitary emergency. From a sociocritical perspective in education we recover contributions from Birgin (2015), Ezcurra (2011) and Bourdieu (2007) to reflect on higher education entrance, in which inequalities -originated at lower levels- are reproduced, together with negative views translated into practices, and the absence of certain necessary habitus to be able to go through the teaching formation. It is interesting to register the analysis in an unprecedented present, from the irruption of virtual education, which has led to the resignification of bonds and group work in learning and teaching.

Identification of three new GGDEF and EAL domain-containing proteins participating in the Scr surface colonization regulatory network in Vibrio parahaemolyticus

Vibrio parahaemolyticus rapidly colonizes surfaces using swarming motility. Surface contact induces the surface sensing regulon including lateral flagellar genes, spurring dramatic shifts in physiology and behavior. The bacterium can also adopt a sessile, surface-associated lifestyle and form robust biofilms. These alternate colonization strategies are influenced reciprocally by the second messenger c-di-GMP. Although V. parahaemolyticus possesses 43 predicted proteins with the c-di-GMP-forming GGDEF domain, none have been previously been identified as contributors to surface colonization. We sought to explore this knowledge gap by using a suppressor transposon screen to restore swarming motility of a non-swarming, high c-di-GMP strain. Two diguanylate cyclases, ScrJ and ScrL, each containing tetratricopeptide repeat coupled GGDEF domains were demonstrated to contribute additively to swarming gene repression. Both proteins required an intact catalytic motif to regulate. Another suppressor mapped in lafV, the last gene in a lateral flagellar operon. Containing a degenerate phosphodiesterase (EAL) domain, LafV affected expression of multiple genes in the surface sensing regulon and required LafK, a primary swarming activator, to repress. Mutation of the signature EAL motif had little effect on LafV’s repressive activity, suggesting LafV belongs to the subclass of EAL-type proteins that are regulatory but not enzymatic. Consistent with these activities and their predicted effects on c-di-GMP, scrJ and scrL, but not lafV mutants affected transcription of the c-di-GMP-responsive, biofilm reporter cpsA::lacZ. Our results expand the knowledge of the V. parahaemolyticus GGDEF/EAL repertoire and their roles in this surface colonization regulatory network. Significance A key survival decision, in the environment or the host, is whether to emigrate or aggregate. In bacteria, c-di-GMP signaling almost universally influences solutions to this dilemma. In V. parahaemolyticus, c-di-GMP reciprocally regulates swarming and sticking (i.e., biofilm formation) programs of surface colonization. Key c-di-GMP degrading phosphodiesterases responsive to quorum and nutritional signals have been previously identified. c-di-GMP-binding transcription factors programming biofilm development have been studied. Here, we further develop the blueprint of the c-di-GMP network by identifying new participants involved in dictating the complex decision of whether to swarm or stay. These include diguanylate cyclases with tetratricopeptide domains and a degenerate EAL protein that serves, analogous to the negative flagellar regulator RflP/YdiV of enteric bacteria, to regulate swarming.

Examining the Changes in Beliefs of Preservice Mathematics Teachers Attending the Pedagogic Formation Program about Teacher and Students Roles

This study aimed to identify the beliefs of preservice mathematics teachers receiving formation program as undergraduates or graduates in the Faculty of Science and Letters about teacher and student roles in the classroom setting and to explore how their beliefs changed at the end of the program. The research was conducted in the qualitative research design. The data were collected with a form of three open-ended questions asked to the preservice mathematics teacher attending the formation program in the faculty of education in the fall term of 2014-2015 academic year. The data were collected by applying this questionnaire to the preservice teachers at the beginning and end of the formation program. The answers of the preservice teachers were analyzed by classifying thematically by similarity and difference using the MAXQDA 11 qualitative data analysis software. While the preservice teachers had had beliefs placed somewhere between absolute knowing and transitional knowing about both teacher and student roles before the formation program, these beliefs were transformed into ones placed somewhere between transitional knowing and independent knowing after the formation program. This result indicated how important the pedagogical formation programs are for preservice teachers.

Formasi Kepribadian Seorang Religius Menuju Kedewasaan Manusiawi

Everybody expects to become a mature person. The characteristic of mature persons are the ability to know and understand him/herself, to develop his/her pontentialities, to control his/her emotion, and to dealt with conflict and suffering. In order to reach the aim of religious formation, every formation house of religious congregation could develop good formation programs. The result of the study pointed out that some formation houses did not develop yet formation programs fully especially personality formation. The reality speaks to us that there are some religious men or women who are emotional, giving up as facing the difficulties and challenges, and less self-confidence. Therefore, the study could urge formation houses of religious congregation to be serious to develop personality dimension of relirious men or women.

Initial Implementation of Productive Migrant Village (PMV) Programs in Banyumas Central Java Indonesia

Since 2017 Banyumas Regency has received a program from the Ministry of Manpower and Cooperatives to become a pilot program for productive migrant village programs. The village that was used as a pilot was Cihonje village, Gumelar district and Losari village, Rawalo district. The program has been determined that is to realize the four productive migrant village pillars which include; 1). Providing migration information and services, 2). Developing productive business, 3). Facilitate the establishment of community care and growth (community parenting), 4). Facilitating the establishment and development of cooperatives/financial institutions. The four programs have been strived to run quickly by the two pilot villages, with various tools being formed from personnel, software, and hardware. The implementation of productive migrant village program in Banyumas Regency is still not implemented on the four pillars. Productive business programs are the most desirable programs by both villages in implementing productive migrant village. On the contrary, cooperative formation programs are programs that have not been carried out. The information-giving program also includes programs that are not going well because there is resistance to the interests of private employment agencies that have been sending Indonesia migrant worker (IMW) so far. Community parenting programs are also classified as programs that are still not optimal because they do not involve the community as caregivers of IMW’s children. The positive expectations from the Cihonje village community and Losari village are also the initial capital for the success of the productive migrant village program. However, the success of the productive migrant village program remains with the government because this program is a top-down planning program. For that sustainability must be done if the program does not want to be just a memorable program as other projects over the years.