A Promising Youth

The Crown’s dependence upon the gentry to govern the provinces grew during the sixteenth century and education and family connections became the key routes to public service. Chapter 1 explores Herbert’s birth, upbringing, and educational background and their long-term impact upon his character, public career, and private life. It considers the ambitions of his parents for their first-born son and the role played by his mother and Newport grandmother in shaping the early development of his elite masculine values, commitment to the preservation of family honour, and Protestant beliefs and practice. It examines Herbert’s enthusiasm for study, his classical education under the supervision of private tutors, and his experience of university education and socialization in late-Tudor Oxford. It probes the repercussions of his father’s untimely death, the arrangements for his wardship, his acceptance at age fifteen of an ambitious but ultimately unhappy marriage to an older Herbert heiress, and the family’s relocation to London.

Primary Teachers' Mathematical Beliefs and Practices in the Maldives

<p>Recent reforms in mathematics education have been influenced by such theoretical perspectives as constructivism, which have reconceptualised teaching and learning. Mismatches between teachers’ beliefs about teaching and learning, and ideas underpinning reform are often viewed as major obstacles to implementing educational reforms. This study examined the mathematical beliefs and practices, and factors affecting practices, of eight primary teachers selected from four schools in two different regions of the Maldives. The research used a multiple case study approach within a qualitative methodology. A questionnaire, semi-structured interviews, and observations were used to collect data about teachers’ beliefs and practice. Teachers’ lesson notes, worksheets, samples of student work, and test papers were used to understand teachers’ practice. Data were analysed within and across cases using a thematic approach. Teachers demonstrated a range of beliefs that included both constructivist and traditional elements to different degrees. In general, teachers’ observed practice was more traditional than their beliefs about teaching and learning mathematics. The teachers’ practice showed some consistency with their beliefs about the nature of mathematics, mathematics teaching and learning; however, the degree of consistency between beliefs and practice differed from teacher to teacher. Overall, the findings indicated there are several factors affecting teachers’ practice, including methods of assessment, teacher accountability for students’ results, limited time to cover the curriculum, lack of resources, and parental pressure to use textbooks. National assessment practices, affecting many factors found to limit practice, emerged as being particularly influential on the teachers’ instructional behaviour. The study suggests the need to change the nature of national assessment, and remove other barriers if teachers are to be best placed to implement their constructivist beliefs and the Maldives mathematics curriculum. The findings also have implications for professional development and teacher education programmes.</p>

Primary Teachers' Mathematical Beliefs and Practices in the Maldives

<p>Recent reforms in mathematics education have been influenced by such theoretical perspectives as constructivism, which have reconceptualised teaching and learning. Mismatches between teachers’ beliefs about teaching and learning, and ideas underpinning reform are often viewed as major obstacles to implementing educational reforms. This study examined the mathematical beliefs and practices, and factors affecting practices, of eight primary teachers selected from four schools in two different regions of the Maldives. The research used a multiple case study approach within a qualitative methodology. A questionnaire, semi-structured interviews, and observations were used to collect data about teachers’ beliefs and practice. Teachers’ lesson notes, worksheets, samples of student work, and test papers were used to understand teachers’ practice. Data were analysed within and across cases using a thematic approach. Teachers demonstrated a range of beliefs that included both constructivist and traditional elements to different degrees. In general, teachers’ observed practice was more traditional than their beliefs about teaching and learning mathematics. The teachers’ practice showed some consistency with their beliefs about the nature of mathematics, mathematics teaching and learning; however, the degree of consistency between beliefs and practice differed from teacher to teacher. Overall, the findings indicated there are several factors affecting teachers’ practice, including methods of assessment, teacher accountability for students’ results, limited time to cover the curriculum, lack of resources, and parental pressure to use textbooks. National assessment practices, affecting many factors found to limit practice, emerged as being particularly influential on the teachers’ instructional behaviour. The study suggests the need to change the nature of national assessment, and remove other barriers if teachers are to be best placed to implement their constructivist beliefs and the Maldives mathematics curriculum. The findings also have implications for professional development and teacher education programmes.</p>

The Counterintuitiveness of Supernatural Dreams and Religiosity

One challenge for cognitive, evolutionary and anthropological studies of religion is to offer descriptions and explanatory models of the morphology and functions of supernatural dreaming, and of the religiosity, use of experience, and cultural transmission that are associated with these representations. The anthropological and religious studies literature demonstrates that dreaming, dream experience and narrative are connected with religious ideas and practices in traditional societies. Scholars have even proposed that dreaming is a primary source of religious beliefs and practice (here labelled DPSR theory). Using Barrett’s coding system, we measured a high frequency of minimally counterintuitive dream content among Hindu Nepalese, and we aim to quantify (1) the relation between counterintuitive imagery and reported likelihood to communicate dreams in general and to religious experts, (2) the relation between counterintuitive imagery and reported religiosity, and (3) the proclivity to communicate SA dreams among those who are more or less religious. These aims will then be related to the broader topic of (4) possible explanatory value of DPSR theory, or versions thereof, by framing the issue at the level of cultural transmission, religiosity and credibility of religious dream representations in relation to MCI theory. The article mainly draws upon data from ethnographic research among Hindu Nepalese.

Commentary on Paul Ernest’s Theory about Teachers’ Beliefs and Practice

<p>In this short communication, the author analyzed Paul Ernest’s theory on relationships between teachers’ beliefs, and their impact on teachers’ practice of mathematics. The author considered the teachers’ espoused and enacted models of mathematics assessment in addition to the teachers' views of the nature of mathematics, teaching, and learning models. The author also considered three purposes of mathematics<em> </em>assessment.</p>

The Study of Prevalence, Knowledge, Attitude, Beliefs and Practice of Cervical Cancer in HIV Positive Women in Purdah and HIV Positive Women Not in Purdah in Gombe State Nigeria

Introduction: Purdah or pardah is a Persian word which translated loosely to mean ‘curtain’, is a religious and social practice of female seclusion prevalent among some Muslim communities. In stating the reasons for the need of purdah, the Qu’ran declares that “the observance of hijab is so that the (pure and pious women) may be recognized and not be molested” Cervical cancer is a malignant disease of the cervix. The disease has a pre-malignant stage which usually occurs in younger women. Carcinoma of the cervix is associated with the following risk factors; early age at first sexual intercourse, multiple male sexual partners, male sexual partners who have had multiple partners, early age at first birth, multiparty, smoking, long-term use of oral contraceptive pills, immunosuppressed states. Cervical cancer is preventable through vaccination and can be easily diagnosed, but prevention and diagnostic programmes are not widely available in the developing world (Branca et al., 2003). Rates of cervical cancer are four to five times higher among women living with HIV than among HIV negative women, while the overall risk of acquiring HIV among women doubles when women are infected with the human papillomavirus, a cause of cervical cancer. Aim: To study the Prevalence, Knowledge, Attitude, Beliefs and Practice of cervical cancer in HIV positive women in purdah and HIV positive women not in purdah, and relate this to the prevalence of cervical cancer. Methods: The study was a cross-sectional study to determine the prevalence of cervical cancer among HIV positive women in purdah attending the anti retroviral therapy (ART) Clinic of the Federal Teaching Hospital, Gombe. A sample size of 150 each was used for both the subject group and controls. HIV positive women in purdah=150 subjects, HIV positive women not in purdah= 150 subjects and HIV negative women not in purdah =150 subjects. Sample size equals 450 to give room for alteration. Results: Results collected using the questionnaire revealed that only a mean of about 41 (27.3%) HIV positive women in purdah had correct knowledge of Cervical Cancer as compared with HIV positive women not in purdah who had a mean of 129 (86.0%) and 114 (76.7%) for HIV negative women not in purdah. Large percentage of 61.3% of HIV positive women in Purdah, 86.0% of HIV positive women not in purdah and 76.7% of HIV negative women not in purdah, had previous knowledge of Cervical Cancer. The knowledge about the link between early marriages to increased risk of cervical cancer was not low amongst HIV positive women in purdah (34.7%) but this was not the case with their counterparts as 86.0% of HIV positive women not in purdah and 80.7% of HIV negative women in purdah were knowledgeable about the link. Not less than 95% of women in all groups expressed indifference towards the gender of the personnel collecting the Pap smear nevertheless some still showed some reluctance towards having their pap smear collected by personnel of the opposite sex. Women in purdah showed the highest percentage of this reluctance (4.7%). As regards to practices, the women in purdah had a mean positive practice of 63.3% as against 58.7% and 60.8% respectively of the control group (HIV positive women not in purdah and HIV negative women not in purdah). Women in purdah had a higher positive practice in all cases except the issues of husbands deciding the number of children (16.7% -HIV positive women in purdah, 88.0% -HIV positive women not in purdah and 100% -HIV negative women not in purdah) and husbands deciding when to stop having children (35.5% -HIV positive women in purdah, 52.0% -HIV positive women not in purdah and 43.3% -HIV negative women not in purdah). Conclusion: The prevalence of cervical lesions in HIV positive women in purdah (42.0%) is higher than that of HIV negative women not in purdah (16.0%), but lower than that of HIV positive women not in purdah (56.0%).Hiv positive women in purdah had the lowest knowledge of cervical cancer with a mean score of (27.3%) while the control groups had a higher knowledge of 86.0% and 76.7% respectively. This implies that there is need for comprehensive and correct knowledge, positive attitude/ beliefs and positive behavioral practice are important in the control of cervical cancer and diseases in general.