Trade Facilitation: Promoting Trade as an Engine of Growth Using Information and Communication Technologies (ICTS)

Three factors define the main difficulties faced by developing countries in the area of trade facilitation: (i) limited understanding and use by governments and business (especially SMEs) of trade facilitation and of ICT tools and techniques; (ii) developing countries' limited capacity for policy analysis and inadequate policy instruments for the implementation of trade facilitation, and (iii) inadequate policy coordination for negotiation on trade facilitation. These obstacles tend to reduce countries' development opportunities and to increase the costs of general economic development and social welfare.The United Nations, through its five regional commissions, is launching a project that seeks to disseminate the benefits of trade facilitation and the standards, tools and requirements for its successful implementation. The project will focus on trade facilitation promoted by: (a) enhanced knowledge and understanding of governments and business regarding trade facilitation and the role of ICT; (b) enhanced use of ICT by SMEs in trade facilitation, and (c) national capacity-building for trade facilitation negotiations.

Self-perception, complaints and vocal quality among undergraduate students enrolled in a Pedagogy course

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Working Experience and Librarians' Knowledge of Information and Communication Technologies (ICTs) in Nigerian University Libraries

This paper discuses the influence of librarians' years of working experience and sources of acquisition of ICTs' knowledge and skills. The study is based on 169 librarians working in thirteen university libraries in the universities of six states located in the South-South zone of Nigeria. The purpose of the paper is to find out if years of working experience has an effect on librarians' sources/means of acquisition of ICT knowledge and skills. The questionnaires used were answered by two categories of librarians. Those with longer years of experience – 16 years and above and those with fewer years of working experience. It was concluded that librarians with fewer years of working experience explore means of acquiring ICTs knowledge and skills more than librarians with more years of working experience. It was recommended that librarians with longer years of working experience develop more interest in sources through which they can acquire ICT knowledge and skills.

"TEACHING FROM A CRITICAL, ANTI-RACIST PERSPECTIVE-BASED PEDAGOGY TO PREPARE WHITE STUDENTS FOR CULTURAL DIVERSITY: RESISTANCE AND CONSEQUENCES"

How are faculty of color retained once they are recruited? More importantly, how do factors such as white student resistance and negative disposition toward faculty of color impact the retention of faculty of color?

Dilthey: The hermeneutics of life and the universal aspirations of pedagogy

Dilthey claimed that first psychology and then hermeneutics played the foundational role for his philosophy of life, whose main practical goal is to develop a pedagogy or theory of education. Pedagogy needs help from h ethics to establish its ends, and from psychology to indicate it means. This paper intends to show the relationship between Dilthey's hermeneutics of life and his pedagogy. Dilthey's philosophy of life, in so far it adopts the hermeneutical procedure, engages in the understanding of or the search for the meaning of human socio-historical creations, by adopting a special type of relationship between parts and whole. It is exactly within this hermeneutical balance that we propose to extinguish any indication of a rupture, breach, or contradiction between the quest for universal principles of human behavior and :Dilthey's defense of the impossibility of constructing human moral tasks by means of universal principles. Dilthey began his ethics lectures at the University of Berlin in 1890. These lectures, published in 1958 by Herman Nohl in volume X of Dilthey's collected works, indicate the direction of the trajectory by which formative or social ethics are consolidated as a historical solution for reaching universal principles that can guide human purposes. This trajectory is a result of the distinctively human exercise of self-reflection, by means of which we can fulfill our destiny of manifesting and exteriorizing in time the immanent energy of the absolute spirit. We wish to show that it is possible that such a pedagogy can respect its universal task of orienting the historical development of the younger generation without directing this process by means of fixed and rigid aims.

Teaching and learning discourse analysis: some ideas on the use of ICTs

[EN]ICTs have played a major role in transforming the way we teach and learn. The purpose of this paper is to present some ideas on how ICTs can be implemented in the teaching and learning of discourse analysis. ICTs offer valuable material to help explain key theoretical concepts of discourse analysis and to examine linguistic and social reality. A tweet, a video song, a speech, an advertisement or a hoax-mail may enhance students’ motivation and stimulate critical thinking.

The Power of Tragedy: An Eighteenth-Century Debate on Theater and its Relevance to Literature Pedagogy Today

This article brings to light a debate on tragic fiction in eighteenth-century France, and more specifically, on whether or not tragedy has the power to transform individuals intellectually and emotionally. Through analysis of abbé Dubos’s Reflexions critiques sur la poésie et sur la peinture and Jean-Jacques Rousseau’s Lettre à d’Alembert sur les spectacles, I contend that Dubos’s overwhelmingly positive conception of fiction—and especially his contention that we learn through the emotions when we engage with tragic fiction—can serve as an admirable pedagogical model for today’s fiction-focused foreign language classrooms.

Re-thinking Teaching About Atrocity: Human Rights Comparative History and Critical Pedagogy

This paper will explore re-framing historic atrocity and its relationship to Holocaust and Genocide education. The origins of genocide studies and its links to Holocaust studies will be traced to discuss the impact of new scholarship and framings on genocide education in the classroom.

Composing in words and images : a proposal for a tandem approach to written and visual composition pedagogy

This project proposes a module for teaching visual composition within the context of a written composition course. Drawing from process writing theory, critical pedagogy, and photo-elicitation, “Composing In Words And Images” gives composition teachers a module and direct instruction for the incorporation of critical visual composition studies in their writing classes.

Add a Dash of Rhetoric, a Pinch of Technical Communication, a Handful of Pedagogy, and Mix Well: Cookbooks and Recipes as Instructional Texts, and What Domestic Texts from 1870 to 1935 Can Teach Us About Technical Communication

Through the use of rhetoric centered on authority and risk avoidance, scientific method has co-opted knowledge, especially women's everyday and experiential knowledge in the domestic sphere. This, in turn, has produced a profound affect on technical communication in the present day. I am drawing on rhetorical theory to study cookbooks and recipes for their contributions to changes in instructional texts. Using the rhetorical lenses of metis (cunning intelligence), kairos (timing and fitness) and mneme (memory), I examine the way in which recipes and cookbooks are constructed, used and perceived. This helps me uncover lost voices in history, the voices of women who used recipes, produced cookbooks and changed the way instructions read. Beginning with the earliest cookbooks and recipes, but focusing on the pivotal temporal interval of 1870-1935, I investigate the writing and rhetorical forces shaping instruction sets and domestic discourse. By the time of scientific cooking and domestic science, everyday and experiential knowledge were being excluded to make room for scientific method and the industrial values of the public sphere. In this study, I also assess how the public sphere, via Cooperative Extension Services and other government agencies, impacted the domestic sphere, further devaluing everyday knowledge in favor of the public scientific model. I will show how the changes in the production of food, cookbooks and recipes were related to changes in technical communication. These changes had wide rippling effects on the field of technical communication. By returning to some of the tenets and traditions of everyday and experiential knowledge, technical communication scholars, practitioners and instructors today can find new ways to encounter technical communication, specifically regarding the creation of instructional texts. Bringing cookbooks, recipes and everyday knowledge into the classroom and the field engenders a new realm of epistemological possibilities.

Multigrade teaching in primary education as a promising pedagogy for teacher education in Austria and Finland

This chapter focuses on teaching practices used in multigrade classes and the importance of them being incorporated in teacher education as promising pedagogies for future use. Multigrade classes - defined as classes in which two or more grades are taught together - are common worldwide. Hence, there is a need for teacher candidates to become familiar with how to teach in split grade classrooms. However, research on multigrade teaching as well as its development in teacher education studies has been neglected, even though multigrade teachers need special skills to organize instruction in their heterogeneous classrooms. We argue that in successful multigrade teaching practices, the heterogeneity of students is taken into account and cultivated. Based on content analysis of teacher interviews conducted in Austrian and Finnish primary schools, we recommend teaching practices such as spiral curricula, working plans, and peer learning as promising teacher education pedagogies for future multigrade class teaching. We also suggest that the professional skills required in high-quality teaching practices in multigrade teaching should be further studied by researchers and educators.

English pedagogy--old and new. 2d series. Education, the school, and the teacher, in English literature.

"Republished from Barnard's American journal of education."

Literacy Content and Core Practices: Teacher Educator Pedagogy as the Bridge Between Knowing and Doing

Thesis (Ph.D.)--University of Washington, 2016-04