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AbstractThis study explores visions of nature among five populations in Victoria, a small city in British Columbia, Canada: Christians, Muslims, Native Americans, Buddhists, and secularists. Each group was asked to express their view of the human relationships with nature based upon four approaches: mastery over nature, stewardship in regard to the creation, a partner, or a participant in the processes of nature. The first model, in which humans wield hierarchical power and mastery over nature, was rejected by all groups. Christians and Muslims adhered to the stewardship image of the human/nature relationship, while Buddhists and Native Americans considered themselves to be participants in nature. The secularists made combinations of the approaches to exemplify their view. Twenty-seven individuals participated in extensive interviews as part of this study, which also included a small scale written survey of fifty-three persons.

From the material in twenty-four autobiographi cal student accounts of their political beliefs, a particular mo tivational syndrome is isolated consisting of: (1) a strong need to be liked as a person, (2) frustration induced by certain feel ings of inferiority and self-consciousness, (3) a flight into intel lectuality and drives for rational mastery. The consequent social anxiety and impaired interpersonal relations seem to produce a kind of anxious liberalism through the following mechanisms: the drive for rational mastery encourages prob lem-solving reformism; interpersonal discomfort with dominant elite figures encourages a kind of compensating identification, but not necessarily empathy, with underdogs; the need to be liked makes an ingratiating approach to distant, and often only symbolic, others attractive; and personified government is en couraged to behave, like the subjects themselves, in an ingrati ating manner.

With increased public scrutiny, how can government managers equip employees and departments to produce much-needed results? Government insider Stewart Liff says the key is the same as it is in the private sector: gain mastery over the management systems at play.

Peer groups in a cultural context -- Peer groups and classroom structure -- Performance and cooperation in classrooms -- Cooperative interaction and curriculum mastery -- Friendship, status, and centrality -- Individual differences in informal experiences -- Social and personal adjustment -- School performance revisited -- Implications for practice and future research

Penelitian ini bertujuan meningkatkan penguasaan kosakata dalam bahasa Indonesia pada siswa TK (Taman Kanak-kanak) dengan metode bermain peran (role play). Subjek penelitian ini adalah siswa TK Masyitoh Kembangsongo II, Trimulyo, Jetis, Bantul, Hipotesis tindakan dalam penelitian ini ialah penggunaan metode bermain peran (role play) akan meningkatkan penguasaan kosakata dalam bahasa Indonesia. Penelitian ini merupakan penelitian tindakan kelas dengan tiga siklus. Data dikumpulkan melalui observasi, dokumentasi, dan catatan lapangan. Kriteria validitas data mencakup validitas demokratik, validitas proses, validitas hasil, validitas katalistik, dan validitas dialogik. Data dianalisis dengan deskriptif kualitatif dengan langkah-langkah mencermati dan menelaah data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa metode bermain peran (role play) dapat digunakan untuk meningkatkan penguasaan kosakata dalam bahasa Indonesia pada siswa. Hal ini dapat dilihat dari: (1) pengucapan kosakata semakin benar dan lancar dan (2) pemahaman dan penggunaan kosakata dalam bahasa Indonesia semakin baik dari siklus per siklus.Kata kunci: kosakata, metode bermain peran (role play) DEVELOPING INDONESIAN VOCABULARY MASTERY OF THE STUDENTS OF KINDERGARTEN THROUGH THE ROLE PLAY METHODAbstractThis study aims to improve Indonesia vocabulary mastery of the students of kindergarten through the role play method. Action hipothesis in this research was using role play method would improve vocabulary mastery in Indonesian vocabulary,exactly students of TK Masyitoh Kembangsongo II, Trimulyo, Jetis, Bantul, Yogyakarta. This research was a classroom action research with three cycle. The data were collected through observations, interviews, and documentation. The data validity criteria covered democratic validity, process validity, outcome validity, catalytic validity, and dialogic validity. The data were analyzed using the qualitative descriptive technique with the steps of data check and review, data reduction, data display, and conclution drawing. The results of the study showed that the role play method could be applied to improve Indonesian vocabulary mastery of the students of TK Masyitoh Kembansongo II, Trimulyo, Jetis, Bantul, Yogyakarta. The positive change were indicated by the fact that: (1) the pronounciation was more right and fluent and (2) their understanding and using Indonesian vocabulary improve in each cycle.Keywords: vocabulary. role play method

In the context of current social trends and the development of "cults, " it is noted that cult formation involves escape from temporal existence, rather than mastery over it, and that conversion to alternative religious groups may be traced to psychosocial, rather than doctrinal influences.

PurposeThe majority of states and school systems within the USA have implemented the Common Core State Standards, but with this implementation and focus on language arts and mathematics, many believe that social studies education has lagged. The purpose of this paper is to investigate preservice teachers' social studies self-efficacy, experiences, and beliefs. Participants were preservice teachers in a required education course. During this course, preservice teachers were required to complete a 20-hour practicum within a school. Participants completed a teacher social studies self-efficacy scale, as well as a reflection questionnaire and course discussions. Results showed that preservice teachers reported that they did not have social studies experiences within the practicum. Implications of this study support preservice teachers having additional social studies education and C3 Framework mastery experiences.Design/methodology/approachWith regard to the teacher's sense of efficacy scale, descriptive statistics (means, standard deviations) were calculated. Following qualitative tradition (Glaser and Strauss, 1967; Miles and Huberman, 1994), the author used a constant comparative method to code the reflection questionnaire and group discussions. This included calculating answers and coding themes across the sources. These data gleaned insight into the participants' experiences within the course and practicum regarding the domain of social studies education.FindingsTo answer research question 1, means and standard deviations were calculated. Using the social studies teacher's sense of efficacy scale, participants reportedM=6.4, SD=1.25. Research question 2 concerned whether or not participants were given a mastery experience (practicum/tutoring) in social studies. Moreover, if they were not given such an experience, in what domain did they work? Results indicated that a few participants (19 percent) stated that they had an opportunity to tutor in social studies. Most reported that the majority of their tutoring is in reading (58 percent) or mathematics (24 percent).Research limitations/implicationsThe findings from this study inform social studies research as it focuses on teacher social studies self-efficacy and mastery experiences within a practicum. First, preservice teachers in this study had relatively low self-efficacy beliefs in the domain of social studies. Second, the participants had very few mastery experiences in social studies. Finally, preservice teachers seem to feel that they will enjoy teaching social studies, and they did learn social studies within their schools.Practical implicationsTeacher educators are constrained in the time that they have to impart knowledge, pedagogy, and efficacy beliefs on preservice teachers. While evolving legislative mandates are at the forefront of many aspects of teaching, a teacher's belief in his or her ability to teach may be what leads to perseverance in the classroom. Experiences within social studies classrooms and a use of the C3 Framework will help to highlight teachers' and students' growth within the domain of social studies. This study highlights the need for more mastery experiences in social studies as a way of strengthening new teachers' content knowledge.Social implicationsThe future of social studies education within the classroom seems to be a dire situation. The consequence of the marginalization of social studies within the classroom is twofold. First, students to do have direct social studies instruction. Second, preservice teachers do not have an opportunity to observe or teach within this domain. As stated earlier, legislation is guiding classroom instruction. However, if teachers and schools are informed, social studies education does not have to disappear from student's classroom time. School systems and teachers who have not yet done so should begin to consider using the C3 Framework.Originality/valueThe need to understand preservice teachers' social studies self-efficacy beliefs is of importance given the constraints that they will most likely be facing once they enter the classroom. In other words, if preservice teachers are expected to teach children social studies, teacher educators should understand their learning of and beliefs about teaching in this domain. This study focused on preservice teachers' self-efficacy and social studies beliefs. This study highlights the need for more mastery experiences in social studies as a way of strengthening new teachers' content knowledge. Today, there are limitations wherein preservice teachers do not have many experiences with social studies. Future approaches should focus on offering more mastery experiences to preservice teachers.

Since the discovery of fire, humans have been energy users. And this is a good thing--our mastery of energy is what separates us from the rest of the animal kingdom and has allowed us to be the dominant species on the planet. However, this mastery comes with a price: we are changing our environment in a profoundly negative way by heating it up. Using one engaging story after another, coupled with accessible scientific facts, world authority Richard B. Alley explores the history of energy use by humans over the centuries, gives a doubt-destroying proof that already-high levels of carbon dioxide are causing damaging global warming, and surveys the alternative energy options that are available to exploit right now. These new energy sources might well be the engines for economic growth in the twenty-first century.--From publisher description

As most previous research on pay transparency focused on individual- or organizational-level dynamics, we have limited understanding of the impact of pay transparency on culture or climate within an organization. This study investigates how procedural pay transparency is associated with the motivational climate in work units within organizations. One might argue that, in the presence of pay transparency, employees may further engage in social comparisons to learn about how they are doing relative to their peers, which leads to an increased performance climate, where success is defined based on relative performance. However, the findings from this study suggest that procedural pay transparency is positively associated with mastery climate instead, that is, a work unit climate where success is defined based on learning, growth, and effort. Furthermore, the results suggest that procedural pay transparency is meaningfully related to sorting and motivational effects through its impact on mastery climate.

ABSTRACT
Given the importance of accountants' writing skills, the written communication expectation-performance gap, and limited accounting faculty time and expertise, this Business Writing Mechanics (BWM) learning strategy provides students with a spelling, grammar, punctuation, and word choice refresher using minimal faculty effort. BWM is an online, self-graded resource that students complete outside of class and consists of four separate assignment modules covering (1) Effective Written Communication, (2) Basic Grammar, (3) Advanced Grammar, and (4) Business Grammar. For each module, students access a PowerPoint slide deck, watch lecture video(s), and demonstrate mastery of the material via a quiz. Large quiz pools allow students to take a quiz multiple times until mastery is achieved. Students' feedback indicated the PowerPoint slide decks were a good reference tool, the videos were easy to follow, and students' knowledge, confidence, and awareness of writing mechanics increased.

Adolescents' heavy engagement with digital news and social media brings them considerable exposure to race-related content, especially during election cycles. We assess how well young people navigate that kind of digital content, using a nationally representative longitudinal study in which baseline data was collected during and after the 2020 election. We categorize young people's responses to two real-life examples of digital media related to participation in the election as beginner, emerging, and mastery level in terms of their ability to critique racism. We also find responses that we categorize as race evasive, anticritical, and white supremacist. Most of these young people performed at the beginner level, and a minority achieved mastery. We argue that there is a clear need for young people to be better prepared to assess race-related online information and that educators need to support them in developing those skills.

AbstractIntroductionPeople with intellectual disability have a higher chance of developing mental disorders than the general population. Yet, few evidence‐based interventions exist. This article evaluates My Lifestory, a narrative intervention tailored to people with intellectual disability and depressive or trauma‐related complaints.MethodA quasi‐experimental research design was adopted with an experimental condition (My Lifestory) and a matched control condition (care as usual). Measurements took place before the intervention, at the end of the intervention and at follow‐up two months later. Measurements focused on psychiatric complaints, well‐being, life satisfaction, mastery, and purpose in life.ResultsParticipants in the intervention condition improved more in psychiatric complaints, well‐being, life satisfaction, and purpose in life, but not in mastery, than participants in the control condition. Effect sizes were large in the intervention condition and small in the control condition.DiscussionDespite some limitations, this study adds to the evidence base of this narrative intervention.

Many of Grade 5 students of Government Primary School No 12, Kedaung Angke, West Jakarta, did not attain the learning mastery standard in speaking to convey information and writing verbal news summary. This classroom action research was conducted to solve the following problem: Can audiovisual instructional media improve the ability of Grade 5 students of of Government Primary School No 12, Kedaung Angke, West Jakarta, to speak to convey information and write verbal news summary? The research conducted in September and October 2011 aimed at improving the instructional quality in speaking to convey information and writing verbal news summary by using audiovisual media. After 2 cycles of interventions, the students could attain the learning mastery standard in speaking to convey information and writing verbal news summar. The research concluded, using audiovisual instructional media can improve the students' speaking and writing ability in Indonesian.

This paper charts the concepts of grip and the bodily auxiliary in Maurice Merleau‐Ponty to consider how they find expression in disability narratives. Arguing against the notion of "maximal grip" that some commentators have used to explicate intentionality in Merleau‐Ponty, I argue that grip in his texts functions instead as a compensatory effort to stave off uncertainty, lack of mastery, and ambiguity. Nearly without exception in Phenomenology of Perception, the mobilization of "grip" is a signal of impending loss, and is offered as a strategy for managing failure rather than as an example of sure‐footed mastery. I read Merleau‐Ponty alongside Mary Felstiner's Out of Joint: A Public and Private Story of Arthritis to explore these other, attenuated dimensions of grip. Finally, the paper turns to Harriet McBryde Johnson's memoir Too Late to Die Young as an example of a way of thinking disabled embodiment otherwise.

AbstractThis article argues that Americans operate with a concept and practice of political autonomy centered on a notion of "mastery," which is inextricably linked to race, gender, and class hierarchy. I adopt Max Weber's concept of mastery and use it to broaden the construct of aHerrenvolkdemocracy beyond its traditional association with White supremacy. I then use this theoretical framework to illuminate the emergence of segregation in Atlanta between 1880 and 1910. This period marks a crucial transformation in the concept of race in the United States, as the paternalism of Southern agricultural relations is transposed by Southern Progressives into more urban and industrial settings. I conclude by raising the possibility that the concept of political autonomy currently operative in the United States shares important common ground with the ideological achievements of the Southern Progressives, confounding institutional attempts to foster citizen autonomy.