Relational Conversations In The Face Of Trauma And Political Terrorism: Professional Training, And Personal Reflections In The Aftermath Of September 11

2002 ◽  
Vol 21 (3) ◽  
pp. 1-7 ◽  
Author(s):  
Gonzalo Bacigalupe
Keyword(s):  
Professional Training ◽  
September 11 ◽  
The Face ◽  
Political Terrorism ◽  
Personal Reflections

Terrified

2014 ◽  
Author(s):  
Christopher A. Bail
Keyword(s):  
Public Discourse ◽  
The United States ◽  
September 11 ◽  
Theoretical Argument ◽  
Muslim Americans ◽  
Media Messages ◽  
American Media ◽  
The Face ◽  
September 11 Attacks ◽  
The Public Sphere

In July 2010, Terry Jones, the pastor of a small fundamentalist church in Florida, announced plans to burn two hundred Qur'ans on the anniversary of the September 11 attacks. Though he ended up canceling the stunt in the face of widespread public backlash, his threat sparked violent protests across the Muslim world that left at least twenty people dead. This book demonstrates how the beliefs of fanatics like Jones are inspired by a rapidly expanding network of anti-Muslim organizations that exert profound influence on American understanding of Islam. The book traces how the anti-Muslim narrative of the political fringe has captivated large segments of the American media, government, and general public, validating the views of extremists who argue that the United States is at war with Islam and marginalizing mainstream Muslim-Americans who are uniquely positioned to discredit such claims. Drawing on cultural sociology, social network theory, and social psychology, the book shows how anti-Muslim organizations gained visibility in the public sphere, commandeered a sense of legitimacy, and redefined the contours of contemporary debate, shifting it ever outward toward the fringe. The book illustrates the author's pioneering theoretical argument through a big-data analysis of more than one hundred organizations struggling to shape public discourse about Islam, tracing their impact on hundreds of thousands of newspaper articles, television transcripts, legislative debates, and social media messages produced since the September 11 attacks. The book also features in-depth interviews with the leaders of these organizations, providing a rare look at how anti-Muslim organizations entered the American mainstream.

A Line in the Sea

Race & Class ◽  
2002 ◽  
Vol 44 (2) ◽  
pp. 23-39 ◽  
Author(s):  
Suvendrini Perera
Keyword(s):  
Asylum Seekers ◽  
Prime Minister ◽  
September 11 ◽  
Container Ship ◽  
Royal Navy ◽  
Indonesian Archipelago ◽  
The Us ◽  
The Face ◽  
September 11 Attacks ◽  
The Government

In the week before the attacks in the US 'changed the worldforever', a Norwegian container ship, the MV Tampa, rescued almost four hundred asylum seekers from asinking boat off the Indonesian archipelago. The captain sailed towards Australia, but was refused permission to land by a government declaring that this nation would 'not be held hostage by our own decency'. In the face of UN and international disapproval, the Tampa was boarded by armed troops and forcibly moved out of Australian waters. During the following week, capitalising on widespread general hostility towards Afghanistan and Islam in the wake of the September 11 attacks, the Australian parliament rushed through legislation implementing unprecedented measures to keep out asylum seekers. The Australian government's actions chillingly foreshadowed a wider western reaction. In May 2002, Britain's prime minister Blair proposed a series of initiatives strikingly similar to those adopted by Australia, including the use of the Royal Navy to intercept and turn back asylum seekers and the internment of refugees off-shore on large ships leased by the government. The story of the Tampa, then, is part of an unfolding global story.

A Lack of Language – Waging War or Combatting Crime? The Blurred Rule of International Law in the Face of the Attacks of September 11, 2001

2001 ◽  
Vol 2 (17) ◽  
Author(s):  
Claus Binder
Keyword(s):  
United States ◽  
United Nations ◽  
International Law ◽  
The United States ◽  
September 11 ◽  
Public And Private ◽  
The Public ◽  
Self Defense ◽  
The Face ◽  
The United Nations

After the terrorists' attacks of September 11, 2001, a lot of war rhetoric came out of the public and private sphere within the United States of America. On October 7, 2001, however, the rhetoric turned into reality as President George W. Bush countered the terrorist attacks and the threat of future terrorism with military means. While waging that new war U.S. governmental officials constantly make one important point, and that is that the United States are just exercising their right of self-defense. Moreover, on the day after the attacks, the Security Council of the United Nations unanimously reaffirmed the inherent right of self-defense as recognized by the Charter of the United Nations. Does that mean that international law is just that clear?

The protection of refugees in international law post September 11 2001

2003 ◽  
Vol 6 ◽  
pp. 389-408
Author(s):  
Geoff Gilbert
Keyword(s):  
United Nations ◽  
International Law ◽  
The United States ◽  
September 11 ◽  
Legal Obligations ◽  
The People ◽  
The Face ◽  
The United Nations ◽  
Post September 11 ◽  
Domestic Law

The protection of refugees in international law is always a complex mix of legal obligations and policy considerations. Unfortunately, the reaction against refugees post September 11 has ignored both the facts and the pre-existing law.This paper addresses how refugees have fared in international and domestic law post September 11 2001. Given that a refugee, by definition, has lost the protection of her/his state, there is no body, other than the United Nations High Commission for Refugees (UNHCR), which is able to respond in the face of unjustified restrictions on the rights accorded to this most vulnerable group.The first thing to note is that none of the people involved in the events of September 11 was a refugee. Equally, immediately after the events of September 11, approximately 100,000 Afghans fled Kabul fearing revenge attacks by the United States. At the same time, under pressure from Pakistan and Iran, the United Nations High Commission for Refugees facilitated the repatriation of 215,000 Afghan refugees.

scholarly journals Reflexiones sobre la enseñanza - aprendizaje de lenguas extranjeras en la carrera de Ingeniería Civil

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Jaime Walter Cañarte Ávila ◽  
Ned Quevedo Arnaiz ◽  
Nemis García Arias
Keyword(s):  
Teaching And Learning ◽  
Professional Training ◽  
Civil Engineering ◽  
Communicative Competence ◽  
Methodological Approach ◽  
Research Work ◽  
Interdisciplinary Approach ◽  
Oral Communication ◽  
Face To Face ◽  
The Face

Este trabajo investigativo tiene como objetivo reflexionar el tratamiento que se le da a la formación y desarrollo de la competencia comunicativa oral en las condiciones actuales en que se emplean modalidades que combinan lo tutorial y lo presencial en la enseñanza aprendizaje del inglés para la carrera de Ingeniería Civil en el Ecuador, mediante métodos de análisis y síntesis y el análisis de documentos se reflexiona desde posiciones flexibles las posibilidades  de  desarrollo  que  esa  combinación  entre  las  realidades  presenciales  y  las virtuales ofrecen para el aprendizaje del inglés como lengua extranjera en la formación del profesional..  De  ahí  que  el  problema  es  el  restringido  tratamiento  metodológico  en  la enseñanza   aprendizaje   del   inglés   que   obstaculiza   el   desarrollo   de   la   competencia comunicativa oral para la Ingeniería Civil. Su campo de Acción el   Tratamiento a la competencia comunicativa oral del inglés en la modalidad combinada, tutorial y presencial. Se argumenta la importancia  del protagonismo del estudiante como indicador de calidad del aprendizaje, que incluye a su vez atención a la diversidad educativa.  Criterios que parten de los postulados del enfoque histórico cultural de L. S. Vygotsky, que sirven de guía para realizar propuestas que combinen lo presencial y lo tutorial en la enseñanza y el aprendizaje. Se precisa garantizar la formación y desarrollo de  actitudes y valores, y la apropiación de conocimientos y habilidades, comunes y específicos del estudiante, desde el Inglés, como expresión de un enfoque interdisciplinario.  Palabras claves: proceso de enseñanza aprendizaje, formación del profesional, competencia comunicativa en inglés, modalidad presencial y tutorial Reflections on the teaching - learning of foreign languages in Civil Engineering    Abstract This research work aims at reflecting the treatment given to the formation and development of oral communicative competence under current conditions in which tutorial guidance and face- to-face guidance combine in the learning of English for the Civil Engineering Major. By the using methods of analysis and synthesis and analysis of documents from flexible positions, it is  reflected  the  development  possibilities  that  combination  between  the  face-to-face  and virtual realities offer for English learning as a foreign language in the professional. Hence that the problem of the research is restricted methodological approach in the learning of English that hinders the development of oral communication skills for Civil Engineering. Its field of action is the treatment of oral communicative competence in English combined, face- to- face and tutorial guidances, in Civil Engineering. The importance of student leadership as a quality indicator of learning, which in turn includes attention to educational diversity is argued. Criteria are based on the principles of cultural historical approach to L S Vygotsky, that guide to make proposals that combine the face-to- face   and tutorial guidances, in teaching and learning.It is necessary to ensure the training and development of attitudes and values, and the appropriation of knowledge and skills, common and specific of the student from the English, as an expression of an interdisciplinary approach.  Keywords: teaching and learning process, professional training, communicative competence in English, face-to- face , tutorial guidances

scholarly journals Initial and continuing training of teachers mediating the development of educational practice: a historical-critical analysis

2021 ◽  
Vol 14 (33) ◽  
pp. e13737
Author(s):  
Elayna Maria Santos Sousa ◽  
Eliana de Sousa Alencar Marques
Keyword(s):  
Continuing Education ◽  
Critical Analysis ◽  
Historical Development ◽  
Professional Training ◽  
Educational Practice ◽  
Structured Interview ◽  
Initial Training ◽  
Public Network ◽  
The Face ◽  
The One

The article discusses results of research carried out with the aim of analyzing teachers' meanings about professional training, both initial and continuing. The research is based on the ideas of Vigotski and Espinosa about human development, in which two teachers who work in the municipal public network of Teresina-PI participated. The research instruments were a questionnaire and semi-structured interview. The analysis had the nuclei of meanings as a procedure. The analyzes indicate that, if, on the one hand, in the initial training, the appropriate knowledge helped in the professional development of the teachers, on the other hand, the continuing education has collaborated to keep them in a passive situation in the face of educational demands, because they remain dependent to tell them how to act professionally. The results also indicate that continuing education has the potential to remove teachers from the condition of passivity when it collaborates with the development of the conscience of this professional, in short, with their historical development.

Deontic authority and the maintenance of lay and expert identities during joint decision making: Balancing resistance and compliance

2021 ◽  
pp. 146144562110168
Author(s):  
Melisa Stevanovic
Keyword(s):  
Conversation Analysis ◽  
Professional Training ◽  
Procedural Knowledge ◽  
Expert Knowledge ◽  
Methodological Framework ◽  
Professional Identities ◽  
Specific Group ◽  
Joint Decision ◽  
The Face ◽  
Deontic Authority

Expertise is commonly viewed as a professionalized competence in a specific field. Expert professional identities are produced and reproduced through professional training and other socialization mechanisms, which work to generate for a specific group of individuals a specific set of expert skills and knowledge. In this paper, I examine participants’ orientations to their distinct expert professional identities from the perspective of deontic authority. Drawing on 15 video-recorded church workplace meetings between pastors and cantors as data, and conversation analysis as a theoretical and methodological framework, I analyze situations where a non-expert participant makes a proposal that the expert participant orients to as reasonable to comply with. Specifically, I demonstrate how the expert participants respond to these proposals with displays of deontic authority, arguably in an attempt to maintain their expert identities in the face of their de facto compliance with the proposals. In these situations, the expert participants are shown to invoke (1) a past decision of their own, (2) a future decision of their own, or (3) a pattern that is beyond both participants’ control. Each of these practices involves the expert participant balancing resistance and compliance by minimally acknowledging the content of the non-expert participant’s proposal, while excluding the non-expert from those who have deontic authority in the matter. In so doing, the expert speaker implies that the non-expert proposal speaker lacks (1) procedural knowledge about the specific matters about which it is relevant to make proposals to experts and (2) access to the distinct experiential perspective that characterizes expert perception of things. It is thus argued that, in this context, the mere claims of deontic authority, produced without any substantial displays of expert knowledge, can serve the maintenance of expert professional identities.

scholarly journals Grupo de vivências sensório-motoras para crianças com microcefalia por síndrome congênita do Zika Vírus: uma experiência de estágio curricular/ Sensory-motor experience group for children with microcefalia by zika virus congenital syndrome: an experience of curricular internship

2019 ◽  
Vol 3 (4) ◽  
pp. 539-553
Author(s):  
Bruna Antunes Souto Favero Borba ◽  
Maria Soraida Silva Cruz ◽  
Luanna Karine Pereira Bezerra ◽  
Raquel Costa Albuquerque
Keyword(s):  
Occupational Therapy ◽  
Zika Virus ◽  
Professional Training ◽  
Learning Space ◽  
Palabras Clave ◽  
Sensory Motor ◽  
The Face ◽  
Virus Zika ◽  
Self Help Groups ◽  
Congenital Syndrome

A incidência de crianças com microcefalia por Síndrome Congênita do Zika Vírus incentivou a elaboração e adequação de serviços de saúde, em especial no nordeste do Brasil, afim de possibilitar acompanhamento multiprofissional contínuo requerido pelas crianças e suas famílias. Esse trabalho objetiva descrever as ações terapêuticas ocupacionais em um grupo de vivências sensório-motoras destinado a crianças com essa condição e a experiência de um estagiária de Terapia Ocupacional como parte da equipe de condução do grupo e a influência da prática na construção de sua formação profissional. Realizado um grupo semanal multidisciplinar em um Centro Especializado em Reabilitação no Recife, contendo cerca de 17 crianças, considerando dúvidas e receios dos seus cuidadores quanto ao manejo das estratégias de estimulação. As ações de Terapia Ocupacional abrangeram experiências de estimulação auditiva, visual, tátil, proprioceptiva e uma oficina de brinquedos. O grupo terapêutico possibilitou o compartilhamento de ideias, transformando seus sujeitos e contextos. A experiência analisada possibilitou a percepção do apoio técnico multiprofissional como fundamental, mesmo diante da condição crônica apresentada por essas crianças, reinventando o significado do cuidado. À estagiária de Terapia Ocupacional foi possibilitada a inserção na equipe comprometida com a efetivação das atividades, tornando-se o grupo um espaço de aprendizagem, concretização de conhecimentos e experimentações do exercício profissional, ao passo em que sua participação contemplou todas as etapas da execução de um grupo (elaboração da ideia, planejamento das etapas, identificação de demandas, escolha de materiais, condução das atividades e recebimento das considerações acerca da execução).AbstractThe incidence of children with microcephaly due to Congenital Syndrome of the Zika Virus encouraged the elaboration and adequacy of health services, especially in Brazil’s northeast, in order to continuously enable multiprofessional follow-up required by children and their families. This study aimed at describing the occupational therapeutic actions in a group of sensory-motor experiences for children with this condition and the experience of an Occupational Therapy intern as part of the group's driving team and the influence of the practice in constructing their professional training. A multidisciplinary weekly group was held at a Specialized Rehabilitation Center, with about 17 children, considering the questions and concerns of their caregivers regarding the management of stimulation strategies. Occupational Therapy actions included experiences of auditory, visual, tactile, proprioceptive stimulation and a toy workshop.The therapeutic group allowed the sharing of ideas, transforming their subjects and contexts. The analyzed experience enabled the perception of multiprofessional technical support as essential, even in the face of the chronic condition presented by those children, reinventing the meaning of medical care. The Occupational Therapy intern allowed the insertion in the team being committed to the accomplishment of activities, leading the group into a learning space, learning new concepts and experimenting the professional role, while its participation contemplated all the stages of the execution with the group (idea elaboration, planning of the stages, identification of demands, choice of materials, conduction of activities and receipt of considerations about execution).Keywords: Microcephaly, Zika Virus, Psychomotor Performance, Self-Help Groups, Caregivers.ResumenLa incidencia de niños con microcefalia por Síndrome Congénita de Zika Virus incentivó la elaboración y adecuación de los servicios de salud, en especial en el nordeste de Brasil, con el fin de permitir la monitorización multiprofesional continua requerida por los niños y sus familias. Este trabajo objetiva describir las acciones terapéuticas ocupacionales en un grupo de vivencias sensorio-motoras destinado a niños con esa condición y la experiencia de una interna de Terapia Ocupacional como parte del equipo de conducción del grupo y la influencia de esta práctica en la construcción de su formación profesional. Se reunió un grupo semanal multidisciplinario en un Centro Especializado en Rehabilitación, con cerca de 17 niños, considerando dudas y temores de sus cuidadores acerca del manejo de las estrategias de estimulación. Las acciones de Terapia Ocupacional incluyeron experiencias de estimulación auditiva, visual, táctil, proprioceptiva y un taller de juguetes. El grupo terapéutico posibilitó el intercambio de ideas, transformando a sus participantes y contextos. La experiencia analizada posibilitó la percepción del apoyo técnico multiprofesional como fundamental, incluso ante la condición crónica presentada por estos niños, reinventando el significado del cuidado. A la interna de Terapia Ocupacional se posibilitó la inserción en el equipo comprometido con la efectividad de las actividades, convirtiéndose el grupo en un espacio de aprendizaje, materialización de conocimientos y experimentaciones del ejercicio profesional, ya que su participación contempló todas las etapas de ejecución (planeaminento de las etapas, identificación de demandas, elección de materiales, conducción de las atividades y críticas).Palabras clave: Microcefalia, Virus Zika, Desempeño Psicomotor, Grupos de Autoayuda, Cuidadores.

scholarly journals Comparison of the Curricular Matrix of the Undergraduate Chemistry Course at IFAP with the content of ENADE

2021 ◽  
pp. 29-40
Author(s):  
Lívia Maria Sousa dos Santos ◽  
Salvador Rodrigues Taty ◽  
Erlyson Farias Fernandes ◽  
Amanda Alves Fecury ◽  
Carla Viana Dendasck ◽  
...  
Keyword(s):  
Student Performance ◽  
Professional Training ◽  
Technological Innovations ◽  
Practical Training ◽  
Undergraduate Chemistry ◽  
Federal Institute ◽  
The Face

Curricular matrix is the set of curricular components (disciplines) that guarantees the content necessary the formation of a student in a course and undergo constant changes due to the speed with which academic-technological innovations are presented. The higher course in Chemistry, offered by the Federal Institute of Amapá, is based on its objectives in the face of the professional training of the student in the institution. The objective of this work was to compare the chemistry content of the National Student Performance Exam (ENADE) with the curricular matrix of the Undergraduate Degree in Chemistry of the Federal Institute of Amapá (IFAP) in 2011, 2014 and 2017. The evaluation of ENADE for chemistry graduates requires that the trained professional has knowledge of the specific contents, as expected. But she seeks in them a knowledge that encompasses the dynamics of a classroom. Based on this, we note a predilection for certain specific and non-specific subjects, seeking information about the practical training of students. The Degree course in Chemistry at IFAP seems to have more than enough workload for the student to prepare and perform well at ENADE.

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