even membership of the NATO. To its utter disappointment and frustration, it discovered that the West had neither any desire to fulfill its expectations, nor was prepared to give it the status that it felt it deserved. As a result, Russia failed to develop a sustainable cooperative relation with the United States. More importantly, some of Moscow’s recent actions, particularly in Georgia’s civil war have led to a straining of relations between Russia and the NATO and, in turn triggered a proposal of an eastward expansion of the latter to Georgia and Ukraine, a move considered by Russia as a threat to its own national security.
{"title":"The Russian ‘pivot’ to Asia-Pacific","authors":"P. Baev","doi":"10.4324/9781351172288-6","DOIUrl":"https://doi.org/10.4324/9781351172288-6","url":null,"abstract":"even membership of the NATO. To its utter disappointment and frustration, it discovered that the West had neither any desire to fulfill its expectations, nor was prepared to give it the status that it felt it deserved. As a result, Russia failed to develop a sustainable cooperative relation with the United States. More importantly, some of Moscow’s recent actions, particularly in Georgia’s civil war have led to a straining of relations between Russia and the NATO and, in turn triggered a proposal of an eastward expansion of the latter to Georgia and Ukraine, a move considered by Russia as a threat to its own national security.","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87921560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Geo-economics as a dimension of grand strategy","authors":"Braz Baracuhy","doi":"10.4324/9781351172288-2","DOIUrl":"https://doi.org/10.4324/9781351172288-2","url":null,"abstract":"","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80076022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-06DOI: 10.4324/9781351172288-12
M. Wigell, Ana Solíz Landívar
{"title":"China’s economic statecraft in Latin America","authors":"M. Wigell, Ana Solíz Landívar","doi":"10.4324/9781351172288-12","DOIUrl":"https://doi.org/10.4324/9781351172288-12","url":null,"abstract":"","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80352693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Energy and the future of US primacy","authors":"Niklas H. Rossbach","doi":"10.4324/9781351172288-9","DOIUrl":"https://doi.org/10.4324/9781351172288-9","url":null,"abstract":"","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"89 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89135981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-04DOI: 10.5772/INTECHOPEN.73201
P. Burridge
This chapter examines teachers’ pedagogical decisions and how routinization of practice can lead to the ineffective application of pedagogy that hinders student development and achievement. Identification of tacit knowledge that supports routinization can enable teachers to critique their teaching practice and identify pedagogies that are more appropriate for the students they teach. The work of Bourdieu and Giddens provides a sociological framework to analyse the influences on pedagogical decision-making. Evidence from a case study is used to illustrate how teacher professional habitus, motivation, ontological security, routinization and time and space interact to inhibit or enable expansion of teachers’ knowledgeability and the frames of practice inform their choice and development of pedagogy.
{"title":"Teacher Pedagogical Choice","authors":"P. Burridge","doi":"10.5772/INTECHOPEN.73201","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.73201","url":null,"abstract":"This chapter examines teachers’ pedagogical decisions and how routinization of practice can lead to the ineffective application of pedagogy that hinders student development and achievement. Identification of tacit knowledge that supports routinization can enable teachers to critique their teaching practice and identify pedagogies that are more appropriate for the students they teach. The work of Bourdieu and Giddens provides a sociological framework to analyse the influences on pedagogical decision-making. Evidence from a case study is used to illustrate how teacher professional habitus, motivation, ontological security, routinization and time and space interact to inhibit or enable expansion of teachers’ knowledgeability and the frames of practice inform their choice and development of pedagogy.","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82666322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-04DOI: 10.5772/INTECHOPEN.72920
Christine Edwards-Groves
Amidst constant waves of research seeking to understand and improve pedagogical prac- tices in schools, this chapter positions pedagogy as social practice rather than a more com-monly held view of pedagogy as method. It is a view of pedagogy that is centrally interested in the sociality, situatedness and happeningness of practices, and thus requires a theory of practice that treats it as socially, dialogically, ontologically and temporally constituted. Capitalising on the ‘practice turn’ in education, the chapter utilises the theory of practice architectures to consider the relationship between pedagogy, practice and practice architectures. It will be argued that pedagogical practices as they happen in lessons cannot be understood without a theory of practice that explains (especially for teachers) how practices unfold dis- cursively through language and sequences of time, and how they are interwoven ( enmeshed or entangled ) with sites, not just ‘set’ in them. Empirical material from recorded primary school lessons will be used to illustrate particular practice architectures or cultural-discursive, the material-economic and the social-political arrangements that influence the conduct of peda - gogical practice as it happens in classrooms. The chapter seeks to address these three broad questions: (1) how does the theory of practice architectures enhance understandings of pedagogy? (2) in what ways does this theory help us to understand pedagogy as social practice? and (3) what influences pedagogical decision making as it happens in the flow of instruction? depends upon orienting ourselves and one another to a shared culture through shared language and symbols, orienting ourselves and one another to the same salient features of the material space–time we inhabit, and orienting ourselves and one another socially and politically amid arrangements that contain and control conflict, secure social solidarities, and give us our agency, selfhood and identities as members of families, communities and organisations. It is an achievement by human social the we of and the of of tomorrow.
{"title":"The Practice Architectures of Pedagogy: Conceptualising the Convergences between Sociality, Dialogue, Ontology and Temporality in Teaching Practices","authors":"Christine Edwards-Groves","doi":"10.5772/INTECHOPEN.72920","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.72920","url":null,"abstract":"Amidst constant waves of research seeking to understand and improve pedagogical prac- tices in schools, this chapter positions pedagogy as social practice rather than a more com-monly held view of pedagogy as method. It is a view of pedagogy that is centrally interested in the sociality, situatedness and happeningness of practices, and thus requires a theory of practice that treats it as socially, dialogically, ontologically and temporally constituted. Capitalising on the ‘practice turn’ in education, the chapter utilises the theory of practice architectures to consider the relationship between pedagogy, practice and practice architectures. It will be argued that pedagogical practices as they happen in lessons cannot be understood without a theory of practice that explains (especially for teachers) how practices unfold dis- cursively through language and sequences of time, and how they are interwoven ( enmeshed or entangled ) with sites, not just ‘set’ in them. Empirical material from recorded primary school lessons will be used to illustrate particular practice architectures or cultural-discursive, the material-economic and the social-political arrangements that influence the conduct of peda - gogical practice as it happens in classrooms. The chapter seeks to address these three broad questions: (1) how does the theory of practice architectures enhance understandings of pedagogy? (2) in what ways does this theory help us to understand pedagogy as social practice? and (3) what influences pedagogical decision making as it happens in the flow of instruction? depends upon orienting ourselves and one another to a shared culture through shared language and symbols, orienting ourselves and one another to the same salient features of the material space–time we inhabit, and orienting ourselves and one another socially and politically amid arrangements that contain and control conflict, secure social solidarities, and give us our agency, selfhood and identities as members of families, communities and organisations. It is an achievement by human social the we of and the of of tomorrow.","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90337126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-06DOI: 10.5772/INTECHOPEN.74960
J. Tredinnick-Rowe
This chapter introduces the role of pedagogy in the tuition of clinical subjects. After which an overview of the two types of pedagogy that underpin it are explained. Research on the role and function of pedagogy in clinical subjects is in its infancy; as such, different examples of approaches are presented. Specifically, I look at public health, Widening Participation and Public and Patient Involvement (PPI). The chapter will highlight that there is a need for more academic work that investigates the role pedagogy plays in clinical subjects. In short, despite that fact that there is a pressing need in most Western countries to train clinical staff, there is an unfortunate lack of pragmatic texts in all areas of clinical education. By highlighting what publications exist, I hope to instigate discussions about the type of publication and style of approaches that are required for the study of medical pedagogies. Because of the variety of stakeholders involved in medical education, not all will uniformly accept new approaches to pedagogy, causing possible tensions. This chapter covers pedagogies relevant to allied healthcare education. Its content may be of interest to tutors who want to know more about clinical pedagogy and curriculum design.
{"title":"The Role of Pedagogy in Clinical Education","authors":"J. Tredinnick-Rowe","doi":"10.5772/INTECHOPEN.74960","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.74960","url":null,"abstract":"This chapter introduces the role of pedagogy in the tuition of clinical subjects. After which an overview of the two types of pedagogy that underpin it are explained. Research on the role and function of pedagogy in clinical subjects is in its infancy; as such, different examples of approaches are presented. Specifically, I look at public health, Widening Participation and Public and Patient Involvement (PPI). The chapter will highlight that there is a need for more academic work that investigates the role pedagogy plays in clinical subjects. In short, despite that fact that there is a pressing need in most Western countries to train clinical staff, there is an unfortunate lack of pragmatic texts in all areas of clinical education. By highlighting what publications exist, I hope to instigate discussions about the type of publication and style of approaches that are required for the study of medical pedagogies. Because of the variety of stakeholders involved in medical education, not all will uniformly accept new approaches to pedagogy, causing possible tensions. This chapter covers pedagogies relevant to allied healthcare education. Its content may be of interest to tutors who want to know more about clinical pedagogy and curriculum design.","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89320937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-05DOI: 10.5772/INTECHOPEN.72497
Diana Marcela Ballesteros Díaz
This article comes from the research project “Representations of formal and private edu- cation in students of Catholic schools in the metropolitan area.” The research analyzed a series of oral speeches, about education in the Catholic school, in students who have been educated for over 9 years in these institutions. The analysis identified representa tions that young people had built with their learning environment and the values that revolve around his education in schools guided by principles of a religion. A qualitative method was used with ethnographic-semiotic approach that guided the collection of oral statements, through semi-structured interviews and focus groups, analyzed from theories and methods of the pedagogy and semiotics. Thus, an approach was made to the con- stituent elements (values) of educational practices one of the many training projects and certainly the oldest counts in Latin America in general. It was possible to find answers about the valuation of these phenomena, showing a dichotomy between educating “a good person” to the confessional way and educating a citizen. With these results, it aims to promote reflection about the educational phenomenon from the perspective of the learner, while the theoretical and practical relationship between pedagogy and semiotics is strengthened.
{"title":"Education in Confessional Schools According to the Speech of his Students","authors":"Diana Marcela Ballesteros Díaz","doi":"10.5772/INTECHOPEN.72497","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.72497","url":null,"abstract":"This article comes from the research project “Representations of formal and private edu- cation in students of Catholic schools in the metropolitan area.” The research analyzed a series of oral speeches, about education in the Catholic school, in students who have been educated for over 9 years in these institutions. The analysis identified representa tions that young people had built with their learning environment and the values that revolve around his education in schools guided by principles of a religion. A qualitative method was used with ethnographic-semiotic approach that guided the collection of oral statements, through semi-structured interviews and focus groups, analyzed from theories and methods of the pedagogy and semiotics. Thus, an approach was made to the con- stituent elements (values) of educational practices one of the many training projects and certainly the oldest counts in Latin America in general. It was possible to find answers about the valuation of these phenomena, showing a dichotomy between educating “a good person” to the confessional way and educating a citizen. With these results, it aims to promote reflection about the educational phenomenon from the perspective of the learner, while the theoretical and practical relationship between pedagogy and semiotics is strengthened.","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88450891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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