scholarly journals Silencing and Oblivion of Psychological Trauma, Its Unconscious Aspects, and Their Impact on the Inflation of Vajrayāna. An Analysis of Cross-Group Dynamics and Recent Developments in Buddhist Groups Based on Qualitative Data

Religions ◽  
2019 ◽  
Vol 10 (11) ◽  
pp. 622 ◽  
Author(s):  
Anders
Keyword(s):  
Group Dynamics ◽  
Interdisciplinary Approach ◽  
Psychological Trauma ◽  
Ongoing Research ◽  
Psychological Mechanisms ◽  
Teacher Student ◽  
New Concepts ◽  
Recent Developments ◽  
Student Relationship ◽  
The Impact

The commercialization of Buddhist philosophy has led to decontextualization and indoctrinating issues across groups, as well as abuse and trauma in that context. Methodologically, from an interdisciplinary approach, based on the current situation in international Buddhist groups and citations of victims from the ongoing research, the psychological mechanisms of rationalizing and silencing trauma were analyzed. The results show how supposedly Buddhist terminology and concepts are used to rationalize and justify economic, psychological and physical abuse. This is discussed against the background of psychological mechanisms of silencing trauma and the impact of ignoring the unconscious in that particular context. Inadequate consideration regarding the teacher–student relationship, combined with an unreflective use of Tibetan honorary titles and distorted conceptualizations of methods, such as the constant merging prescribed in so-called 'guru yoga', resulted in giving up self-responsibility and enhanced dependency. These new concepts, commercialized as 'karma purification' and 'pure view', have served to rationalize and conceal abuse, as well as to isolate the victims. Therefore, we are facing societal challenges, in terms of providing health and economic care to the victims and implementing preventive measures. This use of language also impacts on scientific discourse and Vajrayāna itself, and will affect many future generations.

scholarly journals Relation Affective Entre Apprenant-Enseignant: Cas De Certains Lycees De Cȏte d`Ivoire

2016 ◽  
Vol 12 (22) ◽  
pp. 150
Author(s):  
Djelle Opely Patrice Aime
Keyword(s):  
Learning Process ◽  
Human Beings ◽  
Student Knowledge ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Good Learning ◽  
Student Relationship ◽  
Atmosphere Environment ◽  
The Impact

This article is meant to work on teacher-learner relationship and the outcomes of the student-knowledge. The aim is to determine the impact of the teacher-learner relationship on the good atmosphere on creating a good learning environment in the learning process. The assumption is that teacher’s positive attitude toward learners always favours a good learning atmosphere environment. Our methodology will be based on semi directive interviews, questionnairs and inquiries on the class beginning atmosphere, classroom chronicles and evaluations meant to teachers and students in some middle schools and high schools schools in Côte d’Ivoire. The results tell us that emotion in teacher-student relationship plays various roles in the reasoning-learning process, for « they are the heart of human beings mental life ».

scholarly journals Evaluating the Impact of a Targeted Approach Designed to Build Executive Function Skills: A Randomized Trial of Brain Games

2021 ◽  
Vol 12 ◽  
Author(s):  
Sophie P. Barnes ◽  
Rebecca Bailey ◽  
Stephanie M. Jones
Keyword(s):  
Self Regulation ◽  
Attention Control ◽  
Discipline Problems ◽  
Negative Effects ◽  
Urban District ◽  
Teacher Student ◽  
Randomized Experimental Design ◽  
Student Relationship ◽  
The Impact ◽  
Positive Impacts

This paper reports results from an impact study of Brain Games (BGs), a classroom-based intervention designed to build preschool and school-aged children’s executive functions (EFs) and related self-regulation skills. The study employed a classroom-randomized, experimental design with 626 students in 36 pre-K through fourth grade classrooms in charter schools in a mid-sized urban district. In one set of models with child covariates, children in intervention classrooms showed marginal positive impacts on regulation-related behaviors, attention control and impulsivity, and negative effects on global EF and marginal increases in discipline problems. A second set of models with a smaller sample and both child and classroom covariates included indicate positive impacts of BGs on global EFs, prosocial behavior, and attention control and impulsivity. There were no significant impacts on the teacher–student relationship as reported by the teacher or on direct assessments of inhibitory control, short term and working memory, or another measure of global EF in either set of models. These promising findings offer a signal that implementation of targeted, easy to implement intervention approaches in classroom contexts can influence children’s regulation-related and prosocial outcomes, but this signal should be investigated further with larger and more tightly controlled designs.

scholarly journals Linking Teacher-Student Relationship to Academic Achievement of Senior High School Students

2020 ◽  
pp. 102-108
Author(s):  
Bismark Mensah ◽  
Eric Koomson
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
High Schools ◽  
Structured Interview ◽  
Effective Teacher ◽  
School Students ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The Impact

Students’ level of academic engagement and achievement at any level of education is partly knit to the kind of relationships that exist between them and their teachers. The study examined the impact of teacher-student relationship on academic achievement of students in Senior High Schools in Winneba, Ghana. Eighty students were conveniently sampled from two strata whiles data was qualitatively collected using semi-structured interview guide and analyzed thematically. The study uses the four clusters of teacher-student relationship as a framework to discuss the types of relationships that exist in Ghanaian Senior High Schools. The study revealed that connectedness, dependent, peaceful and conflicting teacher-student relationships prevail in Senior High Schools. However, administrative restrictions, and certain attitudes of teachers and students impede the development of effective teacher-student relationship. Whereas positive relationships create environments that augment academic achievement, threatening relationships stifle academic achievement. Teachers should deliberately express concerns both about students’ academic and non-academic life, as this makes the latter feel accepted and motivated to improve academic work.

The Impact of Social Belonging on the Development of Competence in Commercial Apprentices

2020 ◽  
Vol 52 (3-4) ◽  
pp. 103-115 ◽  
Author(s):  
Sarah Forster-Heinzer ◽  
Andrea Reichmuth ◽  
Eva Höpfer ◽  
Silja Rohr-Mentele ◽  
and Doreen Holtsch
Keyword(s):  
Economic Value ◽  
Compulsory Education ◽  
Two Dimensions ◽  
Vocational Schools ◽  
Apprenticeship Training ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Social Belonging ◽  
Student Relationship ◽  
The Impact

Abstract. While numerous studies have emphasized the importance of social belonging on the development of competence, they focused primarily on compulsory education. This contribution examines the importance of social belonging within the context of vocational schools, using the example of commercial apprenticeship training. In a longitudinal study, 1,153 commercial apprentices were tested three times regarding the development of their civic-economic competence. Further, they were questioned about the quality of their teacher–student relationship as well as class relatedness as two dimensions of social belonging. The findings suggest that the teacher–student relationship is highly relevant to the development of the intrinsic learning motivation in apprentices. Class relatedness was somewhat relevant to the level of the civic-economic value orientation of apprentices. The findings are noteworthy because they point to the importance of social belonging in the context of vocational schools, even though apprentices spend only one or two days per week there and are taught by various teachers.

scholarly journals Influence of Teacher-Student Relationship on Academic Performance: The Case of Tirana

2020 ◽  
Vol 5 (1) ◽  
pp. 1-8
Author(s):  
Arjana Mucaj ◽  
Silva Ibrahimi ◽  
Denisa Gjoka
Keyword(s):  
Academic Performance ◽  
Classroom Climate ◽  
Analysis And Evaluation ◽  
Teacher Student ◽  
Individual Traits ◽  
Care And Support ◽  
Teacher Student Relationship ◽  
Qualitative Relationship ◽  
Student Relationship ◽  
The Impact

The aim of the current study is to assess the impact of the teacher-student relationship on the academic performance of students 12 to 15 years old in the Albanian context. The analysis and evaluation of this relationship is an important issue as a qualitative relationship between them contributes not only to the students’ academic but also to their socio-emotional development. The sample was composed by 121 students selected on three 9-years school of Tirana. Factorial analysis by the statistics method showed that the internal factors that influence the teacher-student relationship were related to individual traits as temperament, personality, ability, and psychological effects. It is precisely the role of the teacher through communication and meeting the needs of the student that influences the student’s perception of behavior, competence, care, and support from the teacher. Classroom climate was an external factor that also affect the teacher-student relationship. It is precisely positive relationships that induce a good environment and foster motivation and high results. A qualitative teacher-student relationship affects academic and psycho-social development of student in the class.

scholarly journals Impact of Corporal Punishment on the Students Drop Out at Primary Level

2019 ◽  
Vol IV (I) ◽  
pp. 473-479
Author(s):  
Muhammad Nisar Ul Haq ◽  
Obaid Ullah ◽  
Muhammad Nisar
Keyword(s):  
Corporal Punishment ◽  
Primary Schools ◽  
Dropout Rate ◽  
Drop Out ◽  
Teacher Student ◽  
Research Population ◽  
Teachers And Parents ◽  
Student Relationship ◽  
Gilgit Baltistan ◽  
The Impact

The research is focused on students, covering aspects of social, cultural, educational, psychological, political and legal, and medical effects of corporal punishment implications. The research main goal was to find out the impact of corporal punishment on the primary dropout point of the students. The research population included all of the primary schools of Gilgit Baltistan. The average sample size of the students was 100. The study participants were interviewed by questionnaire and interview scheduled for students, teachers and parents. The data were analyzed by calculating the frequency and percentage, respectively. Corporal punishment was found as an obstacle for the development of a healthy teacher-student relationship: it affects student character, increases dropout rate, hinder the learning environment, create frustration for teachers, decrease interest in research and encourage students to do so.

scholarly journals The Impact of Classroom Management Strategies on the Students’ Academic Success in the Computer- Assisted Lesson

2021 ◽  
Vol 15 ◽  
pp. 146-150
Author(s):  
Ioana Iacob ◽  
Corina Muşuroi
Keyword(s):  
Academic Success ◽  
Classroom Management ◽  
Information Transfer ◽  
Management Strategies ◽  
Computer Assisted ◽  
Instructional Process ◽  
Classroom Management Strategies ◽  
Teacher Student ◽  
Student Relationship ◽  
The Impact

The present study aims to highlight that there is a direct connection between the classroom management strategies involved in the computer-assisted lesson and students’ success in retaining information and building learning skills and competences. One of the roles that a teacher must assume in order to improve the instructional process is that of a classroom manager. As long as teaching is no longer understood as information transfer, teachers must learn efficient approaches of the contemporary multileveled instructional process. The aspects discussed in this paper regard the role of an active teacher, the student-centred instruction, building long term valid skills and competences, increasing students’ awareness and participation, managing discipline as a source of responsibilization, developing a positive teacher-student relationship, acquiring and using scientifically developed teaching strategies in the technologyaided classroom

scholarly journals Perspectives for the Treatment of Infections withFlaviviridae

2000 ◽  
Vol 13 (1) ◽  
pp. 67-82 ◽  
Author(s):  
Pieter Leyssen ◽  
Erik De Clercq ◽  
Johan Neyts
Keyword(s):  
Cell Uptake ◽  
Entry Site ◽  
Internal Ribosome Entry ◽  
Ongoing Research ◽  
Disease Spectrum ◽  
Viral Proteases ◽  
Tick Borne Encephalitis ◽  
Recent Developments ◽  
Prevention Of Infections ◽  
The Impact

SUMMARY The family Flaviviridae contains three genera: Hepacivirus, Flavivirus, and Pestivirus. Worldwide, more than 170 million people are chronically infected with Hepatitis C virus and are at risk of developing cirrhosis and/or liver cancer. In addition, infections with arthropod-borne flaviviruses (such as dengue fever, Japanese encephalitis, tick-borne encephalitis, St. Louis encephalitis, Murray Valley encephalitis, West Nile, and yellow fever viruses) are emerging throughout the world. The pestiviruses have a serious impact on livestock. Unfortunately, no specific antiviral therapy is available for the treatment or the prevention of infections with members of the Flaviviridae. Ongoing research has identified possible targets for inhibition, including binding of the virus to the cell, uptake of the virus into the cell, the internal ribosome entry site of hepaciviruses and pestiviruses, the capping mechanism of flaviviruses, the viral proteases, the viral RNA-dependent RNA polymerase, and the viral helicase. In light of recent developments, the prevalence of infections caused by these viruses, the disease spectrum, and the impact of infections, different strategies that could be pursued to specifically inhibit viral targets and animal models that are available to study the pathogenesis and antiviral strategies are reviewed.

scholarly journals The Impact of Neuro-Linguistic Programming on English Language Teaching: Perceptions of NLP-Trained English Teachers

2019 ◽  
Vol 9 (6) ◽  
pp. 454
Author(s):  
Muhammed Salim Keezhatta
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
Interactive Learning Environment ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The Impact

This study aims at exploring the feasibility of Neuro-Linguistic Programming (NLP) in English Language Teaching (ELT) by analysing the perceptions of NLP-trained English teachers. The study applied a qualitative method based on interviews with 20 NLP-trained English teachers of high schools in India. To acquire an in-depth perspective of the extensive and comprehensive material available, the interview comprised open-ended detailed questions on the innovation, role, different techniques, and benefits and limitations of NLP, while also dwelling upon the different perceptions of NLP-trained language teachers, motivations of the learners towards NLP, and the positive changes brought about by NLP in the education sector. The researcher used a manual thematic analysis method to identify similarities in pattern while performing the analysis. Also, reliable studies from verifiable sources were selected for further analysis. Findings showed that NLP facilitated communication and encouraged learners of English. In addition, the finding strongly suggests NLP as an effective tool for developing teacher-student relationship and for promoting interactive learning environment.

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