Three Cords Twisted Together. The Investment Model, Religiousness and Forgiveness

The main purpose of the present research is to explore the influence of religiousness on couple commitment, drawing from previous studies where religiousness was confirmed as a strong predictor for positive relationship outcomes. We also aim to analyze relationship satisfaction as a mediating variable between religiousness and commitment. Furthermore, the study seeks to investigate forgiveness in dyadic romantic relationships, testing its role as a moderator of the association between relationship satisfaction and commitment. The procedure includes the recruitment of heterosexual students enrolled in post-graduate courses and their partners to take part in the present study. The final sample consists of 116 individuals involved in romantic relationships. All participants filled in a series of validated self-reported measures, providing data which was analyzed using parametric statistical tests. Additionally, we conducted mediation and moderation analyses. Results indicate that relationship satisfaction is positively associated with commitment, whereas religiousness is positively associated with relationship satisfaction, thus having an indirect effect on commitment. Additionally, considering overall forgiveness as well as the negative vs. positive components of the construct, we find that positive forgiveness is associated with commitment, when satisfaction is also considered in the equation. The current results have important therapeutic implications, such as using forgiveness-related therapies for couples and enhancing relationship satisfaction as means to consolidate relationship commitment.

Advanced Topics in Quantum Mechanics

Quantum mechanics is one of the most successful theories in science, and is relevant to nearly all modern topics of scientific research. This textbook moves beyond the introductory and intermediate principles of quantum mechanics frequently covered in undergraduate and graduate courses, presenting in-depth coverage of many more exciting and advanced topics. The author provides a clearly structured text for advanced students, graduates and researchers looking to deepen their knowledge of theoretical quantum mechanics. The book opens with a brief introduction covering key concepts and mathematical tools, followed by a detailed description of the Wentzel–Kramers–Brillouin (WKB) method. Two alternative formulations of quantum mechanics are then presented: Wigner's phase space formulation and Feynman's path integral formulation. The text concludes with a chapter examining metastable states and resonances. Step-by-step derivations, worked examples and physical applications are included throughout.

Fundamentals of Rock Physics

Rock physics encompasses practically all aspects of solid and fluid state physics. This book provides a unified presentation of the underlying physical principles of rock physics, covering elements of mineral physics, petrology and rock mechanics. After a short introduction on rocks and minerals, the subsequent chapters cover rock density, porosity, stress and strain relationships, permeability, poroelasticity, acoustics, conductivity, polarizability, magnetism, thermal properties and natural radioactivity. Each chapter includes problem sets and focus boxes with in-depth explanations of the physical and mathematical aspects of underlying processes. The book is also supplemented by online MATLAB exercises to help students apply their knowledge to numerically solve rock physics problems. Covering laboratory and field-based measurement methods, as well as theoretical models, this textbook is ideal for upper-level undergraduate and graduate courses in rock physics. It will also make a useful reference for researchers and professional scientists working in geoscience and petroleum engineering.

Mastering the Competency of Case Conceptualization

This chapter provides tools for increasing mastery of case conceptualization with three evidence-based interventions: standardized case conceptualization training, deliberate practice, and mindfulness. It is based on experience in teaching and supervising this approach with master’s students in clinical mental health counseling programs. It also includes experience in conducting research on case conceptualization with trainees and experienced clinicians. The chapter begins with a brief discussion of mastery and then proceeds to describe the three interventions. It describes the experience of achieving a moderate level of mastery in a training program. Finally, an appendix provides a scaffolded format for intentionally integrating this model in various graduate courses.

CARACTERÍSTICAS E TENDÊNCIAS DAS PUBLICAÇÕES NOS ANAIS DO SEMINÁRIO DE EDUCAÇÃO GEOGRÁFICA

Este trabalho estuda as características e tendências das produções acadêmicas sobre a Educação Geográfica apresentadas em três anais do Seminário de Educação Geográfica. Este evento é bienal, realizado desde 2015, pelo Grupo de Estudos e Pesquisas em Educação Geográfica (GEPEG) da Universidade Federal da Paraíba (UFPB), campus I, João Pessoa-PB. A metodologia utilizada neste artigo foi a pesquisa bibliográfica, e a análise de conteúdo disponibilizou procedimentos para exame de 175 trabalhos científicos, entre artigos e resumos expandidos. As produções destacam, de modo geral, relatos de experiências realizadas na Educação Básica e na Educação Superior. O interesse desses trabalhos incide nestas cinco temáticas: representação espacial, formação de professores, formação de conceitos, conteúdo-método, contexto de ensino e didática da Geografia. A análise aqui apresentada traça um perfil das pesquisas desenvolvidas em cursos de graduação e pós-graduação em nível local (Paraíba), regional (Nordeste) e nacional (Brasil). Isso pode estimular o desenvolvimento de novas pesquisas e a formação de professores de Geografia. Palavras-chave Educação Geográfica, Trabalho científico, Pesquisa bibliográfica, Formação de professores, Evento científico. CHARACTERISTICS AND TRENDS OF PUBLICATIONS IN THE ANNALS OF THE GEOGRAPHIC EDUCATION SEMINAR Abstract This work surveys the characteristics and trends of academic productions on Geographic Education presented in three annals of the Geographic Education Seminar. This event is biennially held since 2015 by the Group of Studies and Research in Geographic Education (GEPEG) of the Federal University of Paraíba (UFPB), campus I, João Pessoa-PB. The methodology used in this article was the bibliographic research, and the content analysis provided procedures for examining 175 scientific papers, including articles and expanded abstracts. The productions highlight, in general, reports of experiences carried out in Basic Education and in Higher Education. The interest of these works focuses on these five themes: spatial representation, teachers` training, concept training, content-method, teaching context and didactics of geography. The analysis presented here outlines a profile of the research developed in undergraduate and graduate courses at local (Paraíba), regional (Northeast) and national (Brazil) levels. This can foster the development of new research and the training of geography teachers. Keywords Geographic Education, Scientific work, Bibliographic research, Teacher’s training, Scientific event.

A pathway to teaching for paraprofessionals of color

Research has shown that students of color benefit from having teachers who share their racial background. The paraprofessionals and education assistants currently working in schools represent one potential source of such teachers. Many of them are committed to schools and students but need support to obtain a teaching license. Laura Delgado, Kristin Baese, and Ally Hauptman describe a program for helping these paraprofessionals become full-time lead teachers by taking graduate courses while continuing to work as assistants and receiving mentoring support as they move through the licensure process.

Inspeção escolar no contexto das políticas de gestão democrática de educação

A pesquisa propõe uma apresentação teórica do processo de formação do Inspetor Escolar a partir da perspectiva democrática da educação. Nessa perspectiva, buscamos compreender as políticas educacionais e identificar os aspectos relevantes para a formação do especialista em inspeção escolar. Nesse sentido, algumas indagações são apresentadas: como tem ocorrido a formação dos especialistas em educação na área da inspeção escolar a partir da perspectiva democrática? Quais são as atribuições do inspetor escolar na gestão democrática? Historicamente, o surgimento do trabalho da inspeção escolar no Brasil iniciou com a vinda dos Jesuítas. A partir daí, mudanças aconteceram no cenário político e educacional no país, o que contribuiu para a democratização do ensino e a busca de um novo perfil deste profissional. Os cursos de graduação em Pedagogia e de pós-graduação lato sensu têm grande responsabilidade na formação deste profissional, no desenvolvimento de um ensino com bases epistemológicas centradas no contexto filosófico, sociológico, político, social, histórico, econômico e cultural. Dessa forma, o estudo teórico, a princípio partiu do levantamento bibliográfico sobre a temática. E, após a seleção do material coletado, utilizou-se das análises textuais e interpretativas das fontes selecionadas. Dessa forma, recorreu-se a vários teóricos e pesquisadores da área como Santos Filho (2006), Veiga (2003), Gadotti (2000), Barbosa (2008), Laval (2019), entre outros. Assim, as instituições educacionais necessitam de profissionais preparados como uma formação acadêmica solidificada para atuarem no processo ensino aprendizagem na construção de uma educação baseada nos princípios da democracia, da inclusão e da formação humana. Portanto, o inspetor escolar deve atuar como gestor educacional estimulando o trabalho em equipe, o diálogo entre os profissionais da educação, a busca por novas técnicas e metodologias de ensino, valorizar as experiências dos envolvidos no processo e integrar a comunidade na solução dos problemas, na busca por um processo construtivo e integrador de ensino. This research proposes a theoretical presentation on the training process of the school inspector from the democratic perspective of education. From this perspective, we seek to understand the educational policies and identify the relevant aspects for the formation of the school inspection specialist. In this sense, some questions are presented: How has the training of specialists in education in the area of school inspection occurred from the democratic perspective? What are the attributions of the school inspector in democratic management? Historically, the emergence of school inspection in Brazil began with the arrival of the Jesuits. Since then, changes have taken place in the political and educational scenario in the country, which contributed to the democratization of education and the search for a new profile for this professional. The graduate courses in Pedagogy and the lato sensu post-graduate courses have a great responsibility in the formation of this professional, in the development of a teaching with epistemological bases centered on the philosophical, sociological, political, social, historical, economic and cultural context. In this way, the theoretical study started with a bibliographical survey on the theme. And, after the selection of the collected material, we used textual and interpretative analyses of the selected sources. Thus, we resorted to several theorists and researchers in the area such as Santos Filho (2006), Veiga (2003), Gadotti (2000), Barbosa (2008), Laval (2019), among others. Thus, educational institutions need professionals prepared as a solidified academic training to act in the teaching-learning process in the construction of an education based on the principles of democracy, inclusion and human formation. Therefore, the school inspector should act as an educational manager stimulating teamwork, dialogue among education professionals, the search for new techniques and teaching methodologies, valuing the experiences of those involved in the process and integrating the community in the solution of problems, in the search for a constructive and integrating teaching process.

Survey of graduate supply chain courses: content, coverage and gaps

PurposeThis paper aims to provide the results of a survey of courses dedicated to the field of supply chain management in higher education. This research is unique because it represents the first large-scale study of graduate supply chain management courses taught at universities globally. Design/methodology/approachContent analysis was performed on each syllabus to identify the actual course content: requirements, pedagogy and content emphasis. This aggregated information was used to compare historical research findings in this area, with the current skills identified as important for career success. This data provides input for a gap analysis between offerings in higher education and those needs identified by practitioners. FindingsData gathering efforts yielded a sample of 112 graduate courses representing 61 schools across the world. The aggregate number of topics covered in graduate courses totaled 114. The primary evaluation techniques include exams, projects and homework. Details regarding content and assessment techniques are provided along with a gap analysis between the supply chain management course content and the needs identified by APICS Supply Chain Manager Competency Model (2014). Originality/valueThe goal is to use this data as a means of continuous improvement in the quality and value of the educational experience on a longitudinal basis. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of supply chain management courses and curricula in academia, as well as training, development and recruitment efforts by professionals in the field of supply chain management.

Knowledge Building in Online Mode: Insights and Reflections

It seems certain that blended learning will be on the rise in higher education, with in-person meetings increasingly precious time, and online synchronous and asynchronous sessions used to complement them. This paper examines Knowledge Building in two graduate courses conducted during the COVID-19 pandemic. There were no in-person sessions; rather, synchronous Zoom sessions were combined with asynchronous work in a knowledge building environment–Knowledge Forum. Knowledge Forum is designed to make transparent and accessible means by which deep understanding and sustained creative work proceed. Accordingly, for example, rise-above notes and view rearrangement support synthesis and explanatory coherence, epistemic markers support knowledge-advancing discourse, and analytics support self-and group-monitoring of progress as work proceeds. In this report, we focus on these aspects of Knowledge Building, using a subset of analytics to enhance understanding of key concepts and design of principles-based practices to advance education for knowledge creation. Overall, we aimed to have students take collective responsibility for advancing community knowledge, rather than focus exclusively on individual achievement. As we reflect on our experiences and challenges, we attempt to answer the following questions: Do courses that introduce Knowledge Building in higher education need an in-person or synchronous component? In what ways can we leverage in-class time and Knowledge Forum work to engage students in more advanced knowledge creation? We conclude that synchronous and asynchronous Knowledge Building can be combined in powerful new ways to provide students with more design time and deeper engagement with content and peers.