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Fundamental Beliefs (fundamental + belief)
Selected AbstractsUnderstanding charity fundraising eventsINTERNATIONAL JOURNAL OF NONPROFIT & VOLUNTARY SECTOR MARKETING, Issue 2 2004Article first published online: 12 JUL 200, Daniel Webber The paper analyses fundraising events, in terms of the motivations for supporting an event, the costs and income streams and the efficiency of events. Events vary from sponsored bike rides to fashion shows to annual balls but all events share one defining attribute, the participant or attendee gains some private benefit, be it a sense of personal achievement, an opportunity to show their generosity or simply having fun. The fact that the participants are supporting the charity may come secondary to the private benefit they gain from attending the event. Fundraising events therefore provide a means for charities to broaden their donor bases beyond those whose only motivation to support the charity is their fundamental belief in the particular charity's cause. Copyright © 2004 Henry Stewart Publications [source] Germans as Venutians: The Culture of German Foreign Policy BehaviorFOREIGN POLICY ANALYSIS, Issue 1 2006AKAN MALICI The end of the Cold War eliminated many of the external constraints that had straitjacketed German policy during the Cold War era. At the same time, unification augmented Germany's already substantial power base. In light of these changed geopolitical circumstances, it was only logical for the dominant theory of security studies, namely realism, to expect a reorientation in German foreign policy behavior toward unilateralism and increased levels of power politics. Yet these expectations proved wrong. This article argues that German foreign policy behavior in the post-Cold War era can be ascribed to a foreign policy culture of reticence,a culture of restraint and accommodation that can be traced to well-defined sets of fundamental beliefs of the German decision-making elite. This article systematically examines these beliefs in the post-Cold War era, relates them to foreign policy choices, and concludes with a plea for increased attention to ideational variables. [source] Husserl and Heidegger: Exploring the disparityINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 1 2009Tracy McConnell-Henry RN BN GDN (Critical Care) MHSc (Nse Ed) PhD candidate MRCNA Introduced as an alternative to empirical science, phenomenology offers nursing an insightful means for understanding nursing phenomena specifically in relation to lived experiences. However, not all phenomenologies were created equal, a point which has left many a nursing researcher not only confused. Furthermore, this confusion might result in the choosing of a philosophical framework that is neither cognizant with the research question nor the epistemological lens through which the researcher operates. Drawing on common nursing examples to illustrate concepts, the authors closely examine and debate the disparities between Husserl's transcendental phenomenology and Heidegger's hermeneutic approach to phenomenology. The aim of the article is to demystify the dense language used and present the fundamental beliefs of each philosopher in a format that is accessible to novice phenomenologists. [source] Teaching about ethics through socioscientific issues in physics and chemistry: Teacher candidates' beliefsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2010Sarah Elizabeth Barrett Abstract The purpose of this qualitative study was to identify and explain the origins of physics and chemistry teacher candidates' beliefs about teaching about ethics through socioscientific issues (SSI). This study utilized a series of in-depth interviews, while the participants (n,=,12) were enrolled in a 9-month teacher education program at an urban university in Canada. Our data analysis revealed that beliefs about teaching physics and chemistry using SSI derive from a complex web of fundamental beliefs exemplified by four archetypes representing the subject-specific identities of our teacher candidates,Model Scientist/Engineer, Model Individual, Model Teacher, and Model Citizen. Furthermore, we found that the justification for belief change required by a particular teacher candidate depends on these subject-discipline identities. Thus, the presence of each archetype in preservice classrooms has ramifications for the way a teacher educator should encourage his or her students to include SSI in their teaching. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 380,401, 2010 [source] Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reformJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2007Leigh K. Smith Understanding the interaction between internally constructed and externally imposed aspects of the teaching context may be the missing link between calls for school reform and teachers' interpretation and implementation of that reform. Although the context of the local school culture has a profound impact on teachers, there are other external forces that are specifically aimed at influencing teachers' pedagogical and curricular decisions. These externally imposed aspects of context include some of the existing tools of reform, such as national standards, mandated state core curricula, and related criterion-referenced testing. However, little is known about how these reform tools impact teachers' thinking about science and science teaching or how teachers respond to such tools. This study examined the interactions between individual teachers' beliefs about teaching and learning science in elementary school and the tools of reform that are imposed upon them. Comparative case studies were conducted in which two elementary teachers' science instruction, teaching context, and related beliefs were examined, described, and analyzed. In this study, the teachers' fundamental beliefs about science and what it means to teach and learn science influenced their interpretations of the sometimes contradictory messages of reform as they are represented in the standards, mandated curriculum, and end-of-level tests. Suggestions about what these findings mean for needed aspects of teacher professional development are offered. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 396,423, 2007 [source] Learning to teach physics through inquiry: The lived experience of a graduate teaching assistantJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2004Mark J. Volkmann This investigation examines the difficulties encountered by one graduate teaching assistant as she taught Physics for Elementary Education, a large-enrollment, inquiry-based science course taught at a public Midwestern university. The methodological approach of hermeneutic phenomenology served as the lens to investigate the research question, "What is the lived experience of a graduate teaching assistant as she learned to teach physics through inquiry to elementary education students?" We summarize the findings in terms of the blending of two conceptual frameworks: orientations to science teaching and professional identity. We learned that fundamental beliefs about the nature of science support certain orientations, and if those beliefs remain unchallenged, then the orientation is unlikely to change. Finally, we discuss implications for strategies that may assist college-level instructors with changing their orientation to teaching science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 584,602, 2004 [source] The Other Side of the Coin: Knowledge, NGOs and EU Trade PolicyPOLITICS, Issue 1 2008Holly Jarman Despite the persistent influence of business, non-profit interest groups promoting development for the world's poorest countries, environmental protection, public health and other issues are actively seeking to influence the European trade agenda. Presenting interview evidence from doctoral research on lobbying and trade policy in the European Union and United States, this article argues that within new forms of EU consultation, insider business associations and NGOs adopt similar lobbying strategies, but that this has done little to bridge the divide between their fundamental beliefs. [source] | ||||||||||