5 Page Report On Buddhism Essays - Gautama Buddha, Buddhas, Ascetics

5 page report on buddhism To begin this report, I will relate the story of the Buddha. Once a king had a son, his wife dying during labor. The child's name was Siddartha (meaning all wishes fulfilled) Gautama. As the boy grew up, there was a hermit who lived near the castle who saw a shimmering about the castle grounds. Taking this as an omen, the hermit went to the castle. When he saw Siddartha, he foretold that if Siddartha stayed in the palace until he was an adult, he would be a great ruler. But if Siddartha were to leave the palace and go into the world before he was mature, he would become the Buddha and save us all. At first the king was delighted to hear this news. But gradually, he began to worry that his son might become a homeless recluse instead of a mighty ruler. When Siddartha was about twelve, he was let out of the castle, and saw a bird eat a worm. This image stayed with him when he went back to the castle, and he asked himself ?Is everything naturally this savage. The king saw his son sad and in deep contemplation, and the thought he needed a distraction. Siddartha was married. After the wedding, there were many parties and other such events to help to cheer him up. Throughout this, Siddartha contemplated his question, and eventually left the castle to pursue enlightenment. As soon as he had left the palace, he shaved his head and got a beggar's bowl, realizing that material goods would not help him on his quest for enlightenment. To help in his quest, for 15 years, Siddartha lived in a hut on only half a grain of rice a day. Afterwards, he realized that this didn't help his state of mind at all, because he was always hungry and in pain. He realized that suffering is necessary, but can be avoided in the long run. One common misconception of the Buddha is that he is a god according to the general belief that many of the Buddhist schools share. The Buddha is three things : First a teacher, second a great man, and third a universal ruler. There was a small Buddha cult right after Siddartha became Buddha, and that is where the last interpretation came from. In reality, there are three main things you must learn about and advance in these are: Buddha, his teachings called the Dharma, and the group of other people who study Buddhism with you. Buddha means ?Enlightened One? the first of the three gems, as they are called is act as the Buddha would, this includes following the eightfold path, with an emphasis on three virtues. The first virtue is wisdom this includes from the eightfold path right understanding and right thought . The second of these virtues is morality this includes right speech, right action, and right livelihood. The third of these virtues is concentration right effort, right mindfulness, and right concentration. The second of the three gems is the Dharma, the teachings of the Buddha. This includes the majority of Buddhism, because this is where you find all the main ideas. I'll start with Siddartha's first discourse as the Buddha, the four truths. The first truth is that there is suffering in the world, and that suffering fits into three categories : the first type of suffering is the suffering that no one can avoid: birth, sickness, old age, and death. The second type is the suffering produced by change, an example is losing a job, and the insecurity that comes with it. This second type cannot be escaped from either, for nothing can last forever. The third is the only one you can prevent to some extent, it is attachments to material things or experiences, specifically these five aggregates: matter, sensations, perceptions mental formations, and consciousness. The second truth is that suffering has a cause, there are two causes of suffering: not having the realization that everything is temporal, and not knowing that there is no ego. Both of these seem absurd at first, but that is because, according to most eastern thought, the world is much less than we make

University of the People - A Tuition-Free Online University

University of the People - A Tuition-Free Online University What Is UoPeople? The University of the People  (UoPeople) is the worlds first tuition-free online university. To learn more about how this online school works, I interviewed UoPeople founder Shai Reshef. Heres what he had to say: Q: Can you start by telling us a little bit about the University of the People? A:  University of the People  is the world’s first tuition-free, online academic institution. I established UoPeople to democratize higher education and make college-level studies available to student everywhere, even in the poorest parts of the world. Utilizing open-source technology and materials with a peer-to-peer pedagogical system, we can create a global chalkboard that does not discriminate based on geographical or financial constraints.   Q: What degrees will the University of the People offer to students? A:  When UoPeople opens its virtual gates this fall, we will offer two undergraduate degrees: a BA in Business Administration and a BSc in Computer Science. The University plans to offer other education options in the future. Q: How long does it take to complete each degree? A:  Full-time students will be able to complete the undergraduate degree in approximately four years, and all students will be eligible for an associate degree after two years. Q: Are classes conducted entirely online? A:  Yes, the curriculum is internet-based. UoPeople students will learn in online study communities where they will share resources, exchange ideas, discuss weekly topics, submit assignments and take exams, all under the guidance of respected scholars. Q: What are your current admissions requirements? A:  The enrollment requirements include proof of graduation from a secondary school as evidence of 12 years of schooling, proficiency in English and access to a computer with an Internet connection. Prospective students will be able to enroll online at UoPeople.edu.  With minimal admission criteria, UoPeople aims to provide higher education to anyone who welcomes the opportunity. Alas, in the beginning stages, we will have to cap enrollment in order to best serve our students. Q: Is the University of the People open to everyone regardless of location or citizenship status? A:  UoPeople will accept students regardless of location or citizenship status. It is a universal institution that anticipates students from every corner of the globe. Q: How many students will the University of the People accept each year? A:  UoPeople anticipates tens of thousands of students to enroll within the first five years of operation, although enrollment will be capped at 300 students in the first semester. The power of online networking and word-of-mouth marketing will facilitate the growth of the University, while the open-source and peer-to-peer pedagogical model will make it possible to handle such rapid expansion. Q: How can students increase their chances of getting accepted? A:  My personal goal is to make higher education a right for all, not a privilege for the few. Enrollment criteria are minimal, and we hope to accommodate any student who wants to be a part of this university. Q: Is the University of the People an accredited institution? A:  Like all universities, UoPeople must comply with the rules set forth by accreditation agencies. UoPeople intends to apply for accreditation as soon as the two year waiting period for eligibility is met. UPDATE:  University of the People was accredited by the  Distance Education Accrediting Commission  Ã‚  (DEAC) in February 2014. Q: How will the University of the People help students succeed in the program and after graduation? A:  My time at Cramster.com has taught me the value of peer-to-peer learning and its strength as a pedagogical model in maintaining high retention rates. Additionally, UoPeople plans to offer guidance and support for students upon graduation, however specific programs are still in the development phase. Q: Why should students consider attending the University of the People? A:  Higher education has been a pipedream for too many people, for too long. UoPeople opens the doors so that a teenager from a rural village in Africa has the same opportunity to go to college as one who attended the most prestigious high school in New York. And UoPeople doesn’t just provide four years of education for students worldwide, but also the building blocks for them to go on to create a better life, community and world.

How to Pass a Lie Detector Test

How to Pass a Lie Detector Test A polygraph test or  lie detector test is designed to analyze physiological reactions to questions to determine whether or not a subject is being truthful. The accuracy of the test has been widely contested by groups including the National Academy of Science, the US Congress Office of Technology Assessment, and the American Psychological Association. Even so, the test is routinely used to screen employment applicants and interrogate criminal suspects. While a person may be told to answer all questions honestly, the test is designed to measure responses to white lies, which means truly honest people run the risk of generating a false positive on the test. Other people may wish to conceal answers to certain questions, whether guilty of wrongdoing or not. Fortunately for them, its not that hard to beat a lie detector test. The first step to passing the test is understanding how it works. How a Lie Detector Test Works A lie detector test includes more than the time spent hooked up to the polygraph machine. The tester will start making observations the instant a person enters the test center. A skilled polygrapher will notice and record nonverbal cues associated with lying, so its a good idea to know your tells. The polygraph machine records breathing rate, blood pressure, pulse rate, and perspiration. More sophisticated machines include magnetic resonance imaging (MRI) of the brain. Physiological responses to irrelevant, diagnostic, and relevant questions are compared to identify lies. Questions may be repeated two to three  times. The subject may be asked to intentionally lie to help the examiner establish baseline values. The test typically requires one to three hours to complete, including the background assessment, medical history, explanation of the test, actual polygraph, and follow-up. Most Advice Isnt Very Effective The internet is filled with advice on ways to beat a lie detector test, but many of these ideas arent very effective. For example, biting your tongue or putting a tack in your shoe to use pain to affect blood pressure wont affect perspiration levels. Similarly, imagining a lie when telling the truth and imagining the truth when telling a lie wont work because it establishes differences between lies and truth. Remember, differences between the truth and lies are the basis for the test! 2 Ways to Beat the Test Basically, there are two good ways to beat the test: Be completely zen, no matter what youre asked. Note: Most people cant master this.Be completely distraught throughout the entire test. 7 Tips to Try Most people are nervous when taking a lie detector test, whether they intend to lie or not. The physical responses to nerves probably wont fool a lie detector. You need to up your game to simulate feelings of mortal terror. This is because beating the test is all about mind games, which naturally affect physical responses. Here are some tips to try: If you want to beat the test, your best bet is to stay upset, fearful and confused throughout the entire test. The goal is to appear calm and in control, despite the inner turmoil. Remember your worst experience or solve difficult math problems in your heads include, Have you ever taken anything from your workplace? or Have you ever lied to get out of trouble?Alter your breathing during control questions, but return to normal breathing before answering the next question. You can make minor admissions here or not, as you choose. When you answer questions, answer firmly, without hesitation, and without humor. Be cooperative, but dont joke or act overly-friendly.Answer yes or no whenever possible. Do not explain answers, give details, or offer explanations. If asked to expand on a question, reply: What more do you want me to say? or Theres really nothing to say about that.If accused of lying, dont fall for it. If anything, use the accusation as fuel to feel upset and confused. In fact, answering diagnostic questions honestly may have given the examiner conflicting results, so be prepared to be questioned further.Practice any countermeasures before the test. Ask someone to ask you likely questions. Be aware of your breathing and how you react to different types of questions. Keep in mind, applying these tips may enable you to invalidate the test, but wont be much use if youre taking a lie detector test to get a job. In most cases, the easiest way through a lie detector test is to approach it honestly. Drugs That Affect Tests Drugs and medical conditions may affect a polygraph test, often leading to an inconclusive result. For this reason, drug tests and a screening questionnaire are commonly given before a lie detector test. Medications that affect heart rate and blood pressure can affect polygraph results. These include antihypertensives and anti-anxiety medications and also a host of illegal drugs, including heroin, marijuana, cocaine, and methamphetamine. Caffeine, nicotine, allergy medications, sleep aids, and cough remedies may also affect the test. Some Medical Conditions May Prohibit the Test While diagnosed sociopaths and psychopaths may be excluded from the test due to a potential ability to control responses, other medical conditions may prohibit the test. People who have epilepsy, nerve damage (including essential tremor), heart disease, have suffered a stroke, or are extremely fatigued should not take the test. Mentally incompetent people shouldnt take the test. Pregnant women are generally exempted from the test unless a doctor gives written approval. With the exception of mental illness, drugs and medical conditions dont necessarily enable a person to beat a lie detector test. However, they do skew the results, making them less reliable. Sources Board on Behavioral, Cognitive, and Sensory Sciences and Education (BCSSE) and Committee on National Statistics (CNSTAT) (2003). The Polygraph and Lie Detection. National Research Council (Chapter 8: Conclusions and Recommendations), p. 21.Scientific Validity of Polygraph Testing: A Research Review and Evaluation. Washington, D. C.: U.S. Congress Office of Technology Assessment. 1983.

When to Form a Plural with an Apostrophe

When to Form a Plural with an Apostrophe When to Form a Plural with an Apostrophe When to Form a Plural with an Apostrophe By Maeve Maddox This reader wants to know why we write 1980s and not 1980s. I understood that making text entities with non-letter characters into a plural form, you separate the s from the term with an apostrophe 1900s, Jones, Smiths, or Bang!s. Â  So, why no apostrophe with 1980s? A lot of writers share this readers understanding that non-letter characters are pluralized by adding apostrophe s. Alas. Alas, indeed. That pesky apostrophe raises a lot of blood pressure for writers of English. If I had my druthers, wed phase out altogether the use the apostrophe to form the possessive of nouns. What meaning would be lost if we wrote my mothers birthday, the cats tail or the cats tails? Teachers and editors could save their red ink for dealing with the apostrophe and plurals. NOTE: Ive received so many protests regarding these facetious remarks that I hereby withdraw them. We do need the apostrophe to form the possessive. Mea culpa, dear readers. I cant really answer the readers question. What I can do is lay out what the Chicago Manual of Style says about when to use an apostrophe and when not to. And it has a lot to say. Here are only some of the rules this style guide offers. Dont use an apostrophe to pluralize a proper name or other capitalized noun: Many Pakistanis have immigrated to the U.S. (not Pakistanis) Ill be occupied for the next three Thursdays. (not Thursdays) The Jeffersons live here. (not the Jeffersons) NOTE: The CMS suggests that if you want to pluralize an awkward name like Waters or Rogers, you may want to reword the sentence to avoid writing the Waterses or Rogerses. (or Maddoxes?) Dont use an apostrophe to pluralize a title: I have three Madame Bovarys and five Animal Farms. (Type the title in italics and the s in Roman face. When forming the plural of words and hyphenated phrases that arent nouns but are used as nouns sometimes you do and sometimes you dont: I want no ifs or buts. Here are the dos and donts of blogging. Ive written 25 thank-yous. BUT Im tired of all his maybes. DO NOT use an apostrophe to form the plural of capital letters used as words, abbreviations that contain no interior periods, and numerals used as nouns: the three Rs. the 1990s lengthy URLs NOTE: For the abbreviations p. (page), n. (note), and MS (manuscript), the plurals are pp., nn., and MSS And for you scientific types, special rules apply for the plural of SI symbols: No periods are used after any of the SI symbols for units, and the same symbols are used for both the singular and the plural. Most symbols are lowercased; exceptions are those that stand for units derived from proper names (A for ampere, etc.) and those that must be distinguished from similar lowercased forms. All units are lowercased in their spelled-out form except for degree Celsius (Â °C). For those of you who, like me, hadnt heard of SI symbols, youll find a list here. DO use the apostrophe to form the plural of an abbreviation that combines upper and lowercase letters or has interior periods: The department graduated five M.A.s and two Ph.D.s this year. NOTE: If you leave out the periods, you can write MAs but youd still have to write PhDs. DO use the apostrophe to form the plural of lowercase letters: Mind your ps and qs. DO NOT use the apostrophe to form the plural of capital letters: What the CMS actually says is Capital letters do not normally require an apostrophe in the plural. One could write a sentence like this without confusing a reader: You need to improve the formation of your Ts and Zs. But one might be tempted to reach for the apostrophes with a sentence like this: You need to improve the formation of your Ss, Is, and Us. And finallyDRUM ROLLour readers question about using an apostrophe with non-letter characters: DO NOT use an apostrophe to form the plural of a number: The 1920s were noted for excess. I bowled two 300s and two 238s. Source: Chicago Manual of Style, paragraphs 7.9, 7.12, 7,14, 7.15, 7.16, 7.65, 9.59. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:How to Format a UK Business LetterThe Writing ProcessUses of the Past Participle

Accountancy and Finance, Designing a Balanced Scorecard Essay

Accountancy and Finance, Designing a Balanced Scorecard - Essay Example ns are not for profit making, it is important that appropriate good practices of financial management are maintained so as to ensure that there are adequate resources aimed at meeting the objectives of the organization and ensuring that they remain solvent while at the same time continuing to support the community. A scorecard is a combination of the four common measures (quadrants) that are directly associated with a company’s objective strategies (Pearson & Robinson, 2009). The Otago Museum in New Zealand was founded on the 15th day of September 1968, initially being located in the post office building in Denedin’s Exchange, a building which also accommodates the University of Otago. The 1877 saw the responsibility for managing the museum become vested with the University of Otago, an arrangement that lasted nearly 80 years and letter the transfer of the ownership to a trust board which was authorized to attract funding from various local authorities in the Otago region. Among the principle funders continue to be Dunedin City Council, Clutha District, Central Otago Districy Council and Waitaki District Council. This report will be designing a comprehensive balance scorecard (BSC) for the museum indicating clearly the strategic objectives of the museum, the strategic business themes supporting the objectives and the cause and effect relationship linking Balanced Scorecard (BSC)dimensions with strategic themes and the objectives. More often than not, an organization’s mission statement guides on how an organization needs to maintain a balance of the needs and the various expectations as appertains to the various stakeholders (Harel, & Boaz, 2008). However, most non-profit organizations like Otago museum do not operate in extreme circumstances hence can do for both the donors and their employees/volunteers despite the fact of the existence another restricting factor which can be done for the different groups, that one which falls generally within the purview

Legal Aspects Of Nursing Essay Example | Topics and Well Written Essays - 1500 words

Legal Aspects Of Nursing - Essay Example The bed restraints were meant for not only securing the patient from much movement but also for ensuring his safety against falling from the height of the bed, which would be fatal. In this regard therefore, the nurses would be said to have responded appropriately to ensure the safety of the patient through the application of the principles. However, as the excerpt reveals, despite the great effort taken by the nurses to ensure the safety of Mr. Abraham, he eventually manages to untie himself from the restraints and in efforts to climb down the bed, he falls and sustains serious head injuries from which he later succumbs. From a legal point of view, the nurses would have applied other principles to ensure more safety to the patient besides what had been done. For instance, when they noted the patient’s unrest, they would have probably administered sleep-inducing medicine to the patient in order to have him asleep as they carried out their tests. Besides, one-hour intervals of monitoring such a patient who showed higher chances of untying himself was long durations and the nurses ought to have adopted lesser periods in order to be effective. Through the relatively shorter periods, the nurses would have probably chanced on the patient before the fall. Moreover, we would reason that the nurses failed to prioritize on the patient as is seen from the statement that they visited him on hourly intervals from the room he was restrained from as he awaited tests and treatment. From a legal point, this would be interpreted as negligence on the part of nurses because they would have prioritized on attending to the patient as a safety measure. Failure to have employed these measures by nurses in effect is blamed to have resulted to the injury, which... There is no greater ethical duty to such a patient than as accorded in the case scenario. Ethics explain an acceptable code of conduct by individuals within a given context. In this case, therefore, the patient portrayed no ethical behavior as described by his intention to leave the hospital and go for revenge in the bar besides being assisted by the nurses and the fire rescue to safety. It would be interpreted morally wrong and ethically accepted behavior where the patient shows no sense of cooperation when being assisted by the nurses. In fact, it is more wrong to have the patient struggle to untie the wrist and chest restraints as applied by the medical staff for having him cooperate as tests and treatment were done on him. Such efforts by the practicing nurses and the fire rescue indicate very high ethical concerns towards the patient and under such, no higher duty would be accorded to him than this. Life is interpreted to be very precious and as such, despite his condition of being drunk and unruly, the nurses and other persons in contact with such a patient has the ethical responsibility of saving his life. It is also ethical to handle the patient with care as the family members would reiterate and accord him the respect due to human beings. Finally, it would be ethical to have such a patient attended to quickly, which would reduce the level of suffering that the patient would be undergoing from the injuries sustained before. It is ethically correct for the nurses to minimize the level of pain suffered by a patient.

Critically analyze how successful the British government's use of Essay - 2

Critically analyze how successful the British government's use of Spending Reviews has been as a way of making government more - Essay Example This essay seeks to critically analyze the success of British government in using spending review in the execution of government strategies. The labor government has been using spending reviews from 1998 to the year 2007 to set out spending plans. The departmental expenditure limits (DELs) covers the predictable spending of the government. This includes spending on hospitals and schools. Annually managed expenditure (AME) covers the public elements that are driven by demand. Examples include debt interests and social security spending. The spending review cover three years but they occur annually. The last year of a spending review is subject to reassessment in preparation to the next spending review period. The labor government increased spending which necessitated tight spending plans between the April 2008 and March 2011. According to the treasury, the public spending was expected to fall. The fiscal projections indicated that tax receipts were set to be increase over the active t hree year period. This was the only way to meet the borrowing forecasts of government (Corsetti & Muller 2009). In the previous four years, the labor government had increased public spending. The British government predicted that total managed expenditure (TME) would be ?587 billion in the period between 2007 and 2008. This was considered the broadest measure of the government expenditure. The amount was equated to roughly 43 percent of the British national income (Floud & Johnson 2004). The previous year, just before the labor government came to power, the government has spent roughly 41 percent of the national income. This was between 1996 and 1997. This represented roughly a 2 percent increase of the national income in the gross public spending (Hills & Stewart 2009). This is equivalent to ? 28 billion in the 2007 terms. For the first two years in office, the labor government maintained the conservative spending plan. This was in accordance to their manifesto promise from 1997 to 1999. During that period, there was s robust economic performance and the public spending was seen to decline with regard to national income. The labor government based its spending plans on the comprehensive spending review prepared for the year 1998. This was buoyed by the spending reviews from 2000 to 2004. This was later affected by the economy-wide inflation which was also referred to as real terms. There was significant departmental under spending. As a result the economic performance was resilient between 1999 and 2000. The 2007 march budget increased the education spending to 77 billion pounds (Hills & Stewart 2009). This was equated to 2 percent annual average in real terms. The increment was seen to be slower than the education spending. In the overall, it was still a cut. However, this increment was expected to grow from 1999 to 2008. Over the same period of time, the average increment was 5.5 percent annually in real terms (Floud & Johnson 2004). The plans of education spending led to a spending fall in the national income (Giudice & Kuenzel 2012). The labor government manifesto had committed to increase education spending in the 2005 election. During the period the labor government remained in power, the spending increment in education sector was supposed to be maintained. However, this had an impact in the ability of the British government to deliver on other aspects of education in the United Kingdom (Corsetti & Muller 2009). The 2006

Critically discuss the development of green and ethical accounting Essay

Critically discuss the development of green and ethical accounting practices as a new accounting discipline - Essay Example 36). Anticipations of high principles of ethical corporate conduct are rising as corporations face economic and legal penalties for pursuing illegal and unethical practices. Businesses cause environmental degradation, which have negative impacts on society. Environmental degradation is an ethical concern among businesses and society. As a result, businesses have developed corporate strategies in order to address the growing concern of unethical behavior such as environmental degradation (Gowthorpe & Blake 1998, p. 178). This paper seeks to discuss the development of environmental and ethical bookkeeping practices as a new bookkeeping discipline. Green and Ethical Accounting Practices The advantage of corporate environmental bookkeeping initiative is recognized the capability, to establish and create consciousness regarding expenditures related to surroundings, which in turn assists in identifying the methods for avoiding and reducing such costs. This corporate environmental initiativ e has assisted in the improvement of the environment. The ecological costs that arise as a result of the financial results of a company’s operation may be established by means of environmental bookkeeping tool. The operational performance of an organization may be established with an aid of certain processes such as documentation and exposure of emissions of conservatory gases (Farouk, Cherian & Jacob 2012, p. 37). Aronson and Lofgren (2010, p. 21) argue that society commends for the ecological responsible conduct from businesses and government by investigating the environmental degradation and tragedies of world’s ecosystem. Businesses are given this responsibility by the society for solving the ethical troubles by considering either preserving the environment or promoting their profit. Wells (2013, p. 13) argues that there ought to be homogeneous and quantitative measures with an aim of controlling the business activities polluting the surroundings before executing a condition in which businesses are required to clean the effluence emitted by them. It is better preventing environmental degradation rather than avoiding since most of the ecological damages may not be restructured. Wells (2013, p. 18) recommends the establishment of environmental bookkeeping system in order to avert environmental degradation. The system deems the monetary measures, which have an impact on energy generation and utilization on environment. As a result of the process, the energy plant that highly affects natural resources is deemed and consequent actions needed are conducted. He also recommends that ethical predicaments may be resolved when ecological stewardship is put in terms of monetary way, and that achieves extra significance from business. The significance of the ecological predicaments has been augmented, as a result, of the continuous degradation of ecosystem and increasing ecological tragedies. Schaltergger & Burritt (2000, p. 44) argues that in order to en tail ecological predicaments in normal life it is imperative to consider these predicaments with respect to legal, technical, economic, financial and accounting levels. In view of the ecological factors in terms of the economy for instance costs of products and services,

The Political Economy of Global Communication Essay

The Political Economy of Global Communication - Essay Example It has become a catch-22. As Peter Wilkin (2001) states, the "means of communication is a dangerous weapon to be placed in the hands of private institutions driven by profit interests as much as it is when placed in the hands of monopoly state power." The news media is this profit-driven organization, and its threat is real. The arena now is Iraq, now in the third year of a war sprung from the fear of a threat. Today, the relationship between the state and the media in terms of supporting each others interests. The available body of literature indicates that security issues have changed since World War II. The perceptions of people in the East differ greatly from those in the West due, in part, to media and communication as a whole. Prevention is often overlooked as an integral part of security. The case study will evaluate the role of the media in global security. Oftentimes ownership of media, whether public or private, plays a role in the kind of communication people may receive. In addition, wealthy investors, owners, and sponsors can skew the presentation of communications messages both locally and globally. The media is a powerful and influential player in high stakes political games but is also a tool in which a civil society gets information about global issues which now may affect them. Finally, this paper will examine how the Iraq crisis of 2002/2003, when the possible manufacture and stockpiling of weapons of mass destruction came to a peak, was both created and shaped by the me dia of both the United States, the aggressor in this conflict, and Germany, the largest member of the European Union and a staunch opponent of the war. SECTION TWO: LITERATURE REVIEW According to a study compiled by the World Watch Institute, security tops the lists of concerns for most nations (State of the World, 2005). National security is frequently referred to as the military, or the military and homeland security and has resulted in the creation of the Department of Homeland Security in the United States. However, according to Anita Dancs, (2006), director of the National Priorities Project and Security Policy Working Group member, "securing our nation has three components: the military, homeland security and preventive measures." Preventive measures refer to actions, plans and policies that neutralize or prevent violent conflicts (Dancs, 2006). Undoubtedly, the media plays a new role in global security by virtue of its position in the communications marketplace. They determine public opinion and can shape decisions and alter perceptions of problems. For example, Paul Rogers (2005) reports that even though North Americans typically respond to surveys that violence is on the rise both nationally and internationally, worldwide violence is actually diminishing. The Human Security Report reveals that "the number of armed conflicts has decreased by more than 40% , and the number of major conflicts(which it defines as resulting in 1,000 or more battle-deaths) has declined by 80%" (Rogers, 2005). The report also notes that the number of autocratic regimes is decreasing as well. This is an important consideration because, as Stephen Krasner (1983) has delineated, regimes are based upon norms and principles which do not change without a revolutionary impetus. For example, if a terrorist regime acts upon the principles of their religi on and seek to fight a holy war, such as in the tragedy of 9/11,

Education on health promotion Essay Example for Free

Education on health promotion Essay

Beliefs, Assumptions, Knowledge (BAK) Research in Teaching

Beliefs, Assumptions, Knowledge (BAK) Research in Teaching 2.1 Belief Research In the mid-1970s a new body of research began to emerge that worked to describe teachers thoughts, judgments and decisions as the cognitive processes that shaped their behaviors (Calderhead, 1996, Clark and Peterson, 1986; Dann, 1990). As a consequence of this, a surge of interest in the area of teacher belief systems has appeared (Pajares, 1992). This research â€Å"has helped to identify the nature and complexity of the teachers work , and helped to provide ways of thinking about the processes of change and support† (Calderhead, 1996, p.721). Researchers found that teaching could not be characterized simply as behaviors that were linked to thinking done before and during the activity but rather that the thought process of teaching included a much wider and richer mental context. As Shavelson and Stern (1981, p.479) explained, research on teacher cognition made â€Å"the basic assumption that teachers thoughts, judgments, and decisions guide their teaching behavior†. Kagan (1990, p. 420) noted that teacher cognition is somewhat ambiguous, because researchers invoke the term to refer to different products, including â€Å"teachers interactive thoughts during instruction; thought during lesson planning, implicit beliefs about students, classrooms and learning; reflections about their own teaching performance; automized routines and activities that form their instructional repertoire; and self-awareness of procedures they use to solve classrooms problems†. Currently, there is increasing recognition that the beliefs individuals hold are the best indicators of the decisions they make during the course of everyday life (Bandura, 1986). Pajares (1992, p. 307) argues that the investigation of teachers beliefs should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. Educational researchers trying to understand the nature of teaching and learning in classrooms have usefully exploited this focus on belief systems. The research of Jakubowski and Tobin (1991) suggests that teachers metaphors and beliefs not only influence what teachers do in the classroom, but that changes in these same metaphors and beliefs can result in changes in their practices. A belief can be defined as a representation of the information someone holds about an object, or a â€Å"persons understanding of himself and his environment† (Fishbein and Ajzen, 1975, p.131). This object can â€Å"be a person, a group of people, an institution, a behavior, a policy, an event, etc., and the associated attribute may be any object, trait, property, quality, characteristic, outcome, or event† (Fishbein and Ajzen, 1975, p.12). While Rokeach (1972) defined a belief as â€Å"any simple proposition, conscious or unconscious, inferred from what a person says or does, capable of being preceded by the phrase ‘I believe that† (p.113), Fishbein and Ajzen (1975) defined a belief system as a hierarchy of beliefs according to the strength about a particular object. Researchers exploring teachers beliefs at the primary and secondary levels have used a number of definitions: â€Å"the highly personal ways in which a teacher understands classrooms, students, the nature of learning, the teachers role in the classroom, and the goals of education† (Kagan, 1990, p. 423); â€Å"psychologically held understandings, premises or propositions about the world that are felt to be true† (Richardson, 1996, p.103); and â€Å"generally refer to suppositions, commitments and ideologies† (Calderhead, 1996, p.715). Beliefs play an important role in many aspects of teaching as well as in life. They are involved in helping individuals make sense of the world, influencing how new information is perceived, and whether it is accepted or rejected. Teachers beliefs are a term usually used to refer to pedagogic beliefs or those beliefs of relevance to an individuals teaching (Borg 2001b). Teacher beliefs have been identified by Kagan (1992a) as tacit, often unconsciously held assumptions about students, about classrooms, and the academic material to be taught. The literature on teacher knowledge and beliefs from the primary and secondary levels has developed a number of terminological differences. Kagan (1990, p.456) highlighted this problem by noting: â€Å"Terms such as teacher cognition, self-reflection, knowledge and belief can be used to refer to different phenomena. Variation in the definition of a term can range from the superficial and idiosyncratic to the profound and theoretical†. The use of these varying terms makes it difficult to investigate in this area of teacher cognition. Pajares (1992) addressed this difficulty: Defining beliefs is at best a game of players choice. They travel in disguise and often under alias-attitudes, values judgments, axioms, opinions, ideology, perceptions, conceptual systems, preconceptions, dispositions, implicit theories, explicit theories, personal theories, internal mental processes, action strategies, rules of practice, practical principals, perspectives, repertories of understanding, and social strategy, to name but a few that can be found in the literature. (p.309) Defining beliefs is not a very easy task. There is a â€Å"bewildering array of terms† as Clandinin and Connelly (1987, p. 487) put forward including teachers teaching criteria, principles of practice, personal construct/theories/epistemologies, beliefs, perspectives, teachers conceptions, personal knowledge, and practical knowledge. 2.1.1 Belief Research in English Language Teaching The concept of belief, which has been a common feature of research papers in education for the past decade, has recently come into favor in ELT. In the field, various terms have been used to refer to the term ‘belief: pedagogical thoughts (Shavelson and Stern 1981), perspective (Zeichner, Tabachnick, Densmore, 1987), theoretical orientation (Kinzer, 1988), image (Calderhead, 1996), theoretical belief (Kinzer, 1988; Johnson, 1992; Smith 1996). Terms used in language teacher cognition research include theories for practice (Burns, 1996) which refer to the thinking and beliefs which are brought to bear on classroom processes; philosophical orientation and personal pedagogical system (Borg, 1998) which corresponds with stores of beliefs, knowledge, theories, assumptions and attitudes which shape teachers instructional decisions; maxims (Richards, 1996) to comprise personal working principles which reflect teachers individual philosophies of teaching; images (Johnson, 1994) which means general metaphors for thinking about teaching that represent beliefs about teaching and also act as models of action; conceptions of practice (Freeman, 1993) to cover ideas and actions teachers use to organize what they know and to map out what is possible; BAK (Woods, 1996) which includes the concepts beliefs, assumptions, and knowledge, In all those studies the core term on which there is focus is â€Å"belief†. Despite the popularity of the term, there is no consensus on meaning yet. The definition set forth by Rokeach (1968) claims that a belief is any simple proposition, conscious or unconscious, inferred from what a person says or does and knowledge is a component of belief. Rokeach uses the term ‘attitude to refer to the beliefs teachers have about constructs. Richards and Lockhart (1996, p.30) state that â€Å"teachers beliefs systems are founded on the goals and values that teachers hold in relation to the content and process of teaching, and their understanding of the systems in which they work and their roles within it†. These beliefs and values serve as the background to much of teachers decision making action and hence constitute what has been termed the â€Å"culture of teaching†. Richards and Lockhart (1996) summarize those teachers beliefs systems, which are derived from a number of different sources. They are, a) their own experience as language learners, b) their experience of what works best for their learners, c) established practice, d) personality factors, e) educational based or research-based principles, f) principles derived from an approach or method (pp.30-31). Borg (2001b) discusses three aspects of the term belief: The truth element-drawing on research in the philosophy of knowledge, a belief is a mental state which has as its content a proposition that is accepted as true by the individual holding it, although the individual may recognize that alternative beliefs may be held by others. This is one of the key differences between belief and knowledge must actually be true in some external sense. The relationship between belief and behavior most definitions of belief propose that beliefs dispose or guide peoples thinking and action. Conscious versus unconscious beliefs on this point there is disagreement, with some maintaining that consciousness is inherent in the definition of belief, and others allowing for an individual to be conscious of some beliefs and unconscious of others. The field of language teaching has been one of tradition and transition since its beginning hundreds, indeed, by some accounts, thousands of years ago (Kelly, 1969; Howatt, 1984; Richards and Rodgers, 1986). Even though a much newer pursuit than the teaching of languages such as Greek and Latin or Chinese, the teaching of the English language has already been through many transitions in methodology. What are now considered traditional methods were once the innovations of their time, characterized by the attitudes and values of their creators, who recommended that other educators abandon one method and choose another, with unquestioning optimism, as though this latter method were the solution to their classroom concerns (Clarke, 1982). In the past 50 years alone, English language teaching has gone through a whirlwind of transitions in its methodology, from grammar translation to direct method, to audiolingualism, to cognitive code, and a host of variations in each. In recent years, the most substantive transition in English language teaching has taken place through a collection of practices, materials, and beliefs about teaching and learning that are known by many different names, e.g. communicative methodology, communicative language teaching, and the communicative approach (Richards and Rodgers, 1986). Contemporarily, English teaching methodology is going through yet another transition. This transition, frequently referred to as the `post method condition (Kumaravadivelu, 2001), Research in the area of teacher thinking has grown rapidly particularly since the 1980s, with the consequence that the literature is vast and is often focused on very specific aspects of teaching. Nevertheless, the research concerned with teachers implicit theories of teaching and learning, particularly concerned with epistemological and pedagogical beliefs is of considerable relevance to research in language teaching (Kagan, 1992a; Pajares 1992). The reasons are: first, educational beliefs have shown to influence teaching practice (Kagan 1992a) and learning outcomes. Second, methods used to investigate relationship between beliefs and/or conceptions and teaching practice and the ways of analyzing data, are of interest. By the mid 1980s, a rising view of teaching began to highlight the complex ways in which teachers think about their work as being shaped by their prior experiences as students, their ‘personal practical knowledge (Golombek, 1998). More recently the notion of work context has been recognized as central in shaping teachers â€Å"conceptions of their practices† (Freeman, 1993). Language teaching is defined as a dynamic process, which arises out of the meeting and interaction of different sets of principles: different rationalities. In this sense, a rationality is the inner logic which shapes the way in which participants perceive a situation and the goals which they will pursue in this situation (Tudor, 1998). Tudor proposes that to understand language teaching, a first step is to explore the different rationalities which are present in each situation in order to discover the reality the participants involved in. There are four different types of rationalities: those of the students and teachers, socio-cultural rationalities and then the rationality of methodology. While describing teacher rationalities, Tudor (1998) argues that research into subjective needs has led us to appreciate the uniqueness of each learners interaction with their language study. More recently something similar about the teachers has been realized. They, too will perceive and interact with methodology they are implementing in the light of their personality, attitudes, and life experience and the set of perceptions and goals which these give rise to. For this reason there is a need to listen to the teachers voices in understanding classroom practice. There is a need to understand teachers perceptions and the way in which these perceptions influence teachers classroom behaviors. The maxims (Richards, 1996) or the pedagogic principles (Breen et al.2001) teachers use are important in understanding their pedagogical actions. The reality of classroom teaching is how the teachers interpret official curricula or the recommended materials. Teachers are not skilled technicians who dutifully realize a given set of teaching procedures in accordance with the directives of a more or less distant authority. They are active participants in the creation of classroom realities and they do this on the basis of their own attitudes and beliefs, and their personal perceptions of interaction with their teaching situation. All teachers hold beliefs about their work, their students, their subject matter, and their roles and responsibilities. They are individuals with their personal perceptions and goals, which go to shape the rationality which will guide their actions in the classroom and their interaction with the context in which they are operating (Tudor, 1998, p. 324). A major goal of research on teachers thought processes is to increase our understanding of how teachers think and behave in the classroom. The drive for this area of research comes from the assumption that what teachers do is a reflection of what they know and believe, and that teacher knowledge and teacher thinking provide the underlying framework or schema which guides teachers classroom practices (Sutcliffe and Whitfield 1976, Westerman 1991, Flowerdew, Brock Hsia 1992, Kagan 1992a, Richards and Lockhart 1994, Bailey 1996, Woods 1998, Borg 1998, Richards 1998). Therefore, in order to understand teaching, we must understand how thoughts get carried into actions (Clark and Yinger 1977, Shavelson and Stern 1981, Clark and Peterson 1986, Johnson 1992, Nunan 1992). Pajares (1992) reviewed research on teacher beliefs and argued that ‘‘teachers beliefs can and should become an important focus of educational inquiry (p. 307). He then sketched numerous facets of beliefs and acknowledged that a variety of conceptions of educational beliefs appear in the literature. Citing Nespors (1987) influential work, he suggested that ‘‘beliefs are far more influential than knowledge in determining how individuals organize and define tasks and problems and are stronger predictors of behavior (p. 311). Studies on teacher beliefs have slowly gained prominence, especially with regard to teacher change issues. Guskey (1986), for example, examined 52 teachers who participated in teacher development programs and concluded that change in teachers beliefs ‘‘is likely to take place only after changes in student learning outcomes are evidenced (p. 7). In contrast, Richardson, Anders, Tidwell, and Lloyd (1991) found that change in beliefs preceded change in practices. The current view is that relationships between beliefs and practices are interactive and ongoing (Fullan, 1991; Richardson, 1996). Richardson (1996) even states that ‘‘In most current conceptions, the perceived relationship between beliefs and actions is interactive. Beliefs are thought to drive actions; however, experiences and reflection on action may lead to changes in and/or additions to beliefs (p. 104). Pajares (1992) promoted 16 ‘‘fundamental assumptions that may reasonably be made when initiating a study of teachers education beliefs (1992, p. 324). These assumptions include among others, the notions that (a) beliefs are formed early and tend to self perpetuate, persevering even against contradictions caused by reason, time, schooling, or experience; (b) individuals develop a belief system that houses all the beliefs acquired through the process of cultural transmission; (c) beliefs are instrumental in defining tasks and selecting the cognitive tools with which to interpret, plan, and make decisions regarding such tasks; (d) individuals beliefs strongly affect their behavior; and (e) knowledge and beliefs are inextricably intertwined (for complete discussion of all 16 assumptions, see Pajares, 1992, pp. 324-326). 2.2 Teacher Knowledge Research Meanwhile doubts arose also from the scientific community about a conception of professionalism that asked professionals (such as teachers) to just apply the theories and insights provided by others. Schà ¶n (1983, 1987) analyzed the work of various groups of professionals and concluded that they applied a certain amount of theoretical knowledge in their work, but that their behavior was not at all ‘‘rule governed and that they had no straightforward way to determine which behavior was adequate in specific circumstances. Schà ¶n contrasted this principle of ‘‘technical rationality to the principle of ‘‘reflection-in-action, which pertained to the thinking of the professional during professional activity and implied a continuing dialogue with the permanently changing situation. This situation does not present itself as a well-defined problem situation. On the contrary, defining the problem is itself one of the most difficult tasks of the professio nal. This recognition of the centrality of the teacher and the teachers knowledge and beliefs regarding each educational process, including educational innovations, is relatively recent (Calderhead, 1996). Birman, Desimone, Porter, Garet (2000), for example, searched for key features of effective professional development and, based on their research, reported that professional development should focus on deepening teacher knowledge in order to foster teacher learning and changes in practice. Similarly, Hawley and Valli (1999) considered the expansion and elaboration of teachers professional knowledge base as essential for their professional development. In the literature about teacher knowledge, various labels have been used, each indicating a relevant aspect of teacher knowledge. The labels illustrate mainly which aspect is considered the most important by the respective authors. Together, these labels give an overview of the way in which teacher knowledge has been studied to date. The most commonly used labels are ‘‘personal knowledge (Conelly and Clandinin, 1985; Elbaz, 1991), indicating that this knowledge is unique; ‘‘the wisdom of practice (Schwab, 1971), and in more recent publications, ‘‘professional craft knowledge (e.g., Brown and McIntyre, 1993; Shimahara, 1998), referring to a specific component of knowledge that is mainly the product of the teachers practical experience; ‘‘action oriented knowledge, indicating that this knowledge is for immediate use in teaching practice (Carter, 1990); ‘‘content and context related knowledge (Cochran, DeRuiter, King, 1993; Va n Driel, Verloop, De Vos, 1998); knowledge that is to a great extent ‘tacit (Calderhead and Robson, 1991); and knowledge that is based on reflection on experiences (Grimmet and MacKinnon, 1992). It is important to realize that in the label ‘teacher knowledge, the concept ‘knowledge is used as an overarching, inclusive concept, summarizing a large variety of cognitions, from conscious and well-balanced opinions to unconscious and unreflected intuitions. This is related to the fact that, in the mind of the teacher, components of knowledge, beliefs, conceptions, and intuitions are inextricably intertwined. As Alexander, Schallert, and Hare (1991) noted, the term ‘knowledge is mostly used to encompass ‘‘all that a person knows or believes to be true, whether or not it is verified as true in some sort of objective or external way (p. 317). This is particularly relevant with respect to research on teacher knowledge. In investigating teacher knowledge, the main focus of attention is on the complex totality of cognitions, the ways this develops, and the way this interacts with teacher behavior in the classroom. Following Pajares (1992), knowledge and beliefs are seen as inseparable, although beliefs are seen roughly as referring to personal values, attitudes, and ideologies, and knowledge to a teachers more factual propositions (Meijer, Verloop, Beijaard, 2001). 2.2.1 Teachers Knowledge and Beliefs About Teaching In his extensive review of the literature, Calderhead (1996) found that many different kinds of knowledge have been described as underpinning effective teaching. The main forms are those related to the subject being taught, to teaching methods, and to the ways in which students develop and learn. The extent to which teachers have conscious access to this knowledge is, however, far from clear. Some researchers argue that much of this knowledge is implicit or tacit, derived from experience rather than from any conceptual framework. The research concerned with teachers implicit theories of teaching and learning, particularly work concerned with epistemological and pedagogical beliefs, which reflect their experiences, is of considerable relevance to research in language teaching (Kagan, 1992a; Pajares 1992). First, educational beliefs have shown to influence teaching practice (Kagan 1992a) and learning outcomes. Second, methods used to investigate relationship between beliefs and/or conceptions and teaching practice and the ways of analyzing data, are of interest. Pajares (1992) attempts to clarify the confusion with the distinction between knowledge and belief. However, as many researchers have found, it is not so much that knowledge differs from beliefs, but that beliefs themselves constitute a form of knowledge. In his attempts to characterize beliefs, Nespor (1987) provides some distinctions between beliefs and knowledge. He singles out four features of the construct previously identified by Abelson (1979) and considers them in relation to teachers: Existential presumptions or personal truths are generally unaffected by persuasion and are perceived by the teacher as being beyond his/her control or influence. Alternativity is a feature of beliefs that would include situations such as when teachers attempt to establish an instructional format of which they have no direct experience but which they might consider ideal. Belief systems can be said to rely much more heavily on affective and evaluative components than knowledge systems. Teachers values and feelings often affect what and how they teach and may conflict with their knowledge. Belief systems are composed mainly of episodically stored material which is derived from personal experience, episodes or events which continue to influence the comprehension of events at a later time. Whereas beliefs reside in episodic memory, knowledge is semantically stored. A further distinction between beliefs and knowledge, notes Nespor (1987, p.313), is that, while knowledge often changes, beliefs are static. As well, whereas knowledge can be evaluated or judged, such is not the case with beliefs as there is usually a lack of consensus about how they are to be evaluated. Furthermore, there do not appear to be any clear rules for determining the relevance of beliefs to real world events. While there is no doubt other distinctions can be made between the two constructs, a better understanding may be gained by exploring the relationship between the two and by considering beliefs as a form of knowledge. This form of knowledge could be referred to as personal knowledge. Kagan (1992a) refers to beliefs as a particularly provocative form of personal knowledge and argues that most of a teachers professional knowledge can be regarded more accurately as belief. According to Kagan, this knowledge grows richer and more coherent as a teachers experience in classrooms grows and thus forms a highly personalized pedagogy or belief system that actually constrains the teachers perception, judgment, and behavior. In terms of beliefs being personal knowledge, Kagan explains: A teachers knowledge of his or her profession is situated in three important ways: in context (it is related to specific groups of students), in content (it is related to particular academic material to be taught), and in person (it is embedded within the teachers unique belief system) (p.74). Like Clark (1988) who equates ‘implicit theories with beliefs, Nespor (1987) explains how beliefs become personal pedagogies or theories to guide teachers practices: Teachers beliefs play a major role in defining teaching tasks and organizing the knowledge and information relevant to those tasks. But why should this be so? Why wouldnt research-based knowledge or academic theory serve this purpose just as well? The answer suggested here is that the contexts and environments within which teachers work, and many of the problems they encounter, are ill-defined and deeply entangled, and that beliefs are peculiarly suited for making sense of such contexts. (p.324) Munby (1982) also equates implicit theories with teachers beliefs. Clark and Peterson (1986) in their review of the literature on teachers thought processes, argue that teachers theories and beliefs represent a rich store of knowledge. Teachers make sense of their complex world and respond to it by forming a complex system of personal and professional knowledge and theories which, as Kagan (1992a) describes, are often tacit and unconsciously held assumptions about students, classrooms and the material to be taught. 2.2.1.1 Beliefs, Assumptions, Knowledge Throughout this study the term BAK is used as an inclusive term to refer to beliefs, assumptions, and knowledge. Therefore, the following section describes the rationale behind using this term. In the discussion so far, approaches which divide aspects of teacher cognition were examined in separate categories. A more recent strand of research, however, challenges the categorical distinctions outlined above. Woods (1996) suggests that these dichotomies do not accurately reflect the relationship between Teachers beliefs, assumptions and knowledge and their practices in the classroom. In order to take appropriate action, people need to understand; and to understand they need knowledge about the world and specifically about the situation they are in (Woods, 1996, p. 59). Woods (1996) develops a multidimensional cycle of planning and decision making within teaching. He describes three phases of assessment, planning and implementation which operate recursively to inform different hierarchical levels of the teaching process going from the most local level of discrete events in the lesson plan to the most global level of whole course planning (p. 139). Woodss analysis of interview data suggests that knowledge structures and belief systems ‘‘are not composed of independent elements, but [are] rather structured, with certain aspects implying or presupposing others (p. 200). Woods proposes a model to signify the evolving system of beliefs, assumptions and knowledge (BAK) that recursively informs or is informed by the context of teaching: the BAK was part of the perceiving and organizing of the decisions. Woods has demonstrated that language teachers create and maintain background networks of beliefs, assumptions and knowledge which constitute a valid theory of teaching and learning. These background theoretical networks are grounded in every level of routine classroom practice in much the same way that educational theory is grounded in the systematic collection of empirical data. This construct (BAK) is supported by MacDonaldo, Badger and White (2001). They also suggest that while there is some support for a categorical di stinction between theory and practice in language education, it is suggested that the beliefs, assumptions and knowledge of teachers are in fact inextricably bound up with what goes on in the classroom. 2.3 Research on the Relationship between Teachers Beliefs, Instructional decisions, and Practices Beliefs are manifested in teaching practices because teachers instruction tends to reflect their beliefs. Pajares (1992) and Richardson (1996) investigated the relationship between teachers beliefs and their teaching practices, concluding that teachers beliefs were reflected in their actions, decisions and classroom practices. Kagan (1992a) also supported Pajares and Richardsons claim that teachers beliefs served as a vital role in influencing the nature of the instruction. In her study, Johnson (1992) examined the relationship between ESL teachers defined, theoretical beliefs about second language learning as well as teaching and instructional practices during literacy instruction for non-native speakers of English. Three tasks, such as an ideal instructional protocol, a lesson plan analysis, and a beliefs inventory were used to determine how much ESL teachers beliefs were reflected in skill-based, rule-based, and function-based orientations. The findings in Johnsons study showed that ESL teachers defined beliefs were congruent with their theoretical orientations, and teachers with different theoretical orientations gave quite different instruction for ESL students. Therefore, her study concluded that overall, teachers had different teaching approaches, selections of teaching materials, and images of teachers and students according to their beliefs about learning and teaching. For example, a teacher whose dominant theoretical orientation was function-b ased focused generally on comprehending the main idea, following a pattern of pre-reading as well as post-reading questions, and discussion as usual reading activities in her instruction. In addition, Smiths (1996) study explored the relationship between nine experienced ESL teachers beliefs and their decision-making in classroom practices. The result of her study showed that teachers articulated theoretical beliefs were consistent with their instructional planning and decisions. For example, those teachers who believed in communication of meaning as a primary goal in learning a language designed and implemented tasks which promoted student-interaction and meaningful communication, such as small-group or pair activities. Golombek (1998) examined how two in-service ESL teachers personal practical knowledge informed their practice through a description of a tension each teacher faced in the classroom. The teachers personal practical knowledge informed their practice by serving as a kind of interpretive framework through which they made sense of their classrooms as they recounted their experiences and made this knowledge explicit. The results of this study suggested that L2 teacher educators should recognize that L2 teachers personal practical knowledge is embodied in individuals. For this reason, personal practical knowledge is important to acknowledge in L2 teacher education practice and research. Similarly, in his article Borg (2001a) presents two cases which illustrate the extent to which teachers perceptions of their knowledge about grammar emerged as one of the factors which influences teachers instructional decisions in teaching grammar. The two case studies suggested clearly that teachers self-perceptions of their knowledge about grammar had an impact on their work. Two conclusions emergi Beliefs, Assumptions, Knowledge (BAK) Research in Teaching Beliefs, Assumptions, Knowledge (BAK) Research in Teaching 2.1 Belief Research In the mid-1970s a new body of research began to emerge that worked to describe teachers thoughts, judgments and decisions as the cognitive processes that shaped their behaviors (Calderhead, 1996, Clark and Peterson, 1986; Dann, 1990). As a consequence of this, a surge of interest in the area of teacher belief systems has appeared (Pajares, 1992). This research â€Å"has helped to identify the nature and complexity of the teachers work , and helped to provide ways of thinking about the processes of change and support† (Calderhead, 1996, p.721). Researchers found that teaching could not be characterized simply as behaviors that were linked to thinking done before and during the activity but rather that the thought process of teaching included a much wider and richer mental context. As Shavelson and Stern (1981, p.479) explained, research on teacher cognition made â€Å"the basic assumption that teachers thoughts, judgments, and decisions guide their teaching behavior†. Kagan (1990, p. 420) noted that teacher cognition is somewhat ambiguous, because researchers invoke the term to refer to different products, including â€Å"teachers interactive thoughts during instruction; thought during lesson planning, implicit beliefs about students, classrooms and learning; reflections about their own teaching performance; automized routines and activities that form their instructional repertoire; and self-awareness of procedures they use to solve classrooms problems†. Currently, there is increasing recognition that the beliefs individuals hold are the best indicators of the decisions they make during the course of everyday life (Bandura, 1986). Pajares (1992, p. 307) argues that the investigation of teachers beliefs should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. Educational researchers trying to understand the nature of teaching and learning in classrooms have usefully exploited this focus on belief systems. The research of Jakubowski and Tobin (1991) suggests that teachers metaphors and beliefs not only influence what teachers do in the classroom, but that changes in these same metaphors and beliefs can result in changes in their practices. A belief can be defined as a representation of the information someone holds about an object, or a â€Å"persons understanding of himself and his environment† (Fishbein and Ajzen, 1975, p.131). This object can â€Å"be a person, a group of people, an institution, a behavior, a policy, an event, etc., and the associated attribute may be any object, trait, property, quality, characteristic, outcome, or event† (Fishbein and Ajzen, 1975, p.12). While Rokeach (1972) defined a belief as â€Å"any simple proposition, conscious or unconscious, inferred from what a person says or does, capable of being preceded by the phrase ‘I believe that† (p.113), Fishbein and Ajzen (1975) defined a belief system as a hierarchy of beliefs according to the strength about a particular object. Researchers exploring teachers beliefs at the primary and secondary levels have used a number of definitions: â€Å"the highly personal ways in which a teacher understands classrooms, students, the nature of learning, the teachers role in the classroom, and the goals of education† (Kagan, 1990, p. 423); â€Å"psychologically held understandings, premises or propositions about the world that are felt to be true† (Richardson, 1996, p.103); and â€Å"generally refer to suppositions, commitments and ideologies† (Calderhead, 1996, p.715). Beliefs play an important role in many aspects of teaching as well as in life. They are involved in helping individuals make sense of the world, influencing how new information is perceived, and whether it is accepted or rejected. Teachers beliefs are a term usually used to refer to pedagogic beliefs or those beliefs of relevance to an individuals teaching (Borg 2001b). Teacher beliefs have been identified by Kagan (1992a) as tacit, often unconsciously held assumptions about students, about classrooms, and the academic material to be taught. The literature on teacher knowledge and beliefs from the primary and secondary levels has developed a number of terminological differences. Kagan (1990, p.456) highlighted this problem by noting: â€Å"Terms such as teacher cognition, self-reflection, knowledge and belief can be used to refer to different phenomena. Variation in the definition of a term can range from the superficial and idiosyncratic to the profound and theoretical†. The use of these varying terms makes it difficult to investigate in this area of teacher cognition. Pajares (1992) addressed this difficulty: Defining beliefs is at best a game of players choice. They travel in disguise and often under alias-attitudes, values judgments, axioms, opinions, ideology, perceptions, conceptual systems, preconceptions, dispositions, implicit theories, explicit theories, personal theories, internal mental processes, action strategies, rules of practice, practical principals, perspectives, repertories of understanding, and social strategy, to name but a few that can be found in the literature. (p.309) Defining beliefs is not a very easy task. There is a â€Å"bewildering array of terms† as Clandinin and Connelly (1987, p. 487) put forward including teachers teaching criteria, principles of practice, personal construct/theories/epistemologies, beliefs, perspectives, teachers conceptions, personal knowledge, and practical knowledge. 2.1.1 Belief Research in English Language Teaching The concept of belief, which has been a common feature of research papers in education for the past decade, has recently come into favor in ELT. In the field, various terms have been used to refer to the term ‘belief: pedagogical thoughts (Shavelson and Stern 1981), perspective (Zeichner, Tabachnick, Densmore, 1987), theoretical orientation (Kinzer, 1988), image (Calderhead, 1996), theoretical belief (Kinzer, 1988; Johnson, 1992; Smith 1996). Terms used in language teacher cognition research include theories for practice (Burns, 1996) which refer to the thinking and beliefs which are brought to bear on classroom processes; philosophical orientation and personal pedagogical system (Borg, 1998) which corresponds with stores of beliefs, knowledge, theories, assumptions and attitudes which shape teachers instructional decisions; maxims (Richards, 1996) to comprise personal working principles which reflect teachers individual philosophies of teaching; images (Johnson, 1994) which means general metaphors for thinking about teaching that represent beliefs about teaching and also act as models of action; conceptions of practice (Freeman, 1993) to cover ideas and actions teachers use to organize what they know and to map out what is possible; BAK (Woods, 1996) which includes the concepts beliefs, assumptions, and knowledge, In all those studies the core term on which there is focus is â€Å"belief†. Despite the popularity of the term, there is no consensus on meaning yet. The definition set forth by Rokeach (1968) claims that a belief is any simple proposition, conscious or unconscious, inferred from what a person says or does and knowledge is a component of belief. Rokeach uses the term ‘attitude to refer to the beliefs teachers have about constructs. Richards and Lockhart (1996, p.30) state that â€Å"teachers beliefs systems are founded on the goals and values that teachers hold in relation to the content and process of teaching, and their understanding of the systems in which they work and their roles within it†. These beliefs and values serve as the background to much of teachers decision making action and hence constitute what has been termed the â€Å"culture of teaching†. Richards and Lockhart (1996) summarize those teachers beliefs systems, which are derived from a number of different sources. They are, a) their own experience as language learners, b) their experience of what works best for their learners, c) established practice, d) personality factors, e) educational based or research-based principles, f) principles derived from an approach or method (pp.30-31). Borg (2001b) discusses three aspects of the term belief: The truth element-drawing on research in the philosophy of knowledge, a belief is a mental state which has as its content a proposition that is accepted as true by the individual holding it, although the individual may recognize that alternative beliefs may be held by others. This is one of the key differences between belief and knowledge must actually be true in some external sense. The relationship between belief and behavior most definitions of belief propose that beliefs dispose or guide peoples thinking and action. Conscious versus unconscious beliefs on this point there is disagreement, with some maintaining that consciousness is inherent in the definition of belief, and others allowing for an individual to be conscious of some beliefs and unconscious of others. The field of language teaching has been one of tradition and transition since its beginning hundreds, indeed, by some accounts, thousands of years ago (Kelly, 1969; Howatt, 1984; Richards and Rodgers, 1986). Even though a much newer pursuit than the teaching of languages such as Greek and Latin or Chinese, the teaching of the English language has already been through many transitions in methodology. What are now considered traditional methods were once the innovations of their time, characterized by the attitudes and values of their creators, who recommended that other educators abandon one method and choose another, with unquestioning optimism, as though this latter method were the solution to their classroom concerns (Clarke, 1982). In the past 50 years alone, English language teaching has gone through a whirlwind of transitions in its methodology, from grammar translation to direct method, to audiolingualism, to cognitive code, and a host of variations in each. In recent years, the most substantive transition in English language teaching has taken place through a collection of practices, materials, and beliefs about teaching and learning that are known by many different names, e.g. communicative methodology, communicative language teaching, and the communicative approach (Richards and Rodgers, 1986). Contemporarily, English teaching methodology is going through yet another transition. This transition, frequently referred to as the `post method condition (Kumaravadivelu, 2001), Research in the area of teacher thinking has grown rapidly particularly since the 1980s, with the consequence that the literature is vast and is often focused on very specific aspects of teaching. Nevertheless, the research concerned with teachers implicit theories of teaching and learning, particularly concerned with epistemological and pedagogical beliefs is of considerable relevance to research in language teaching (Kagan, 1992a; Pajares 1992). The reasons are: first, educational beliefs have shown to influence teaching practice (Kagan 1992a) and learning outcomes. Second, methods used to investigate relationship between beliefs and/or conceptions and teaching practice and the ways of analyzing data, are of interest. By the mid 1980s, a rising view of teaching began to highlight the complex ways in which teachers think about their work as being shaped by their prior experiences as students, their ‘personal practical knowledge (Golombek, 1998). More recently the notion of work context has been recognized as central in shaping teachers â€Å"conceptions of their practices† (Freeman, 1993). Language teaching is defined as a dynamic process, which arises out of the meeting and interaction of different sets of principles: different rationalities. In this sense, a rationality is the inner logic which shapes the way in which participants perceive a situation and the goals which they will pursue in this situation (Tudor, 1998). Tudor proposes that to understand language teaching, a first step is to explore the different rationalities which are present in each situation in order to discover the reality the participants involved in. There are four different types of rationalities: those of the students and teachers, socio-cultural rationalities and then the rationality of methodology. While describing teacher rationalities, Tudor (1998) argues that research into subjective needs has led us to appreciate the uniqueness of each learners interaction with their language study. More recently something similar about the teachers has been realized. They, too will perceive and interact with methodology they are implementing in the light of their personality, attitudes, and life experience and the set of perceptions and goals which these give rise to. For this reason there is a need to listen to the teachers voices in understanding classroom practice. There is a need to understand teachers perceptions and the way in which these perceptions influence teachers classroom behaviors. The maxims (Richards, 1996) or the pedagogic principles (Breen et al.2001) teachers use are important in understanding their pedagogical actions. The reality of classroom teaching is how the teachers interpret official curricula or the recommended materials. Teachers are not skilled technicians who dutifully realize a given set of teaching procedures in accordance with the directives of a more or less distant authority. They are active participants in the creation of classroom realities and they do this on the basis of their own attitudes and beliefs, and their personal perceptions of interaction with their teaching situation. All teachers hold beliefs about their work, their students, their subject matter, and their roles and responsibilities. They are individuals with their personal perceptions and goals, which go to shape the rationality which will guide their actions in the classroom and their interaction with the context in which they are operating (Tudor, 1998, p. 324). A major goal of research on teachers thought processes is to increase our understanding of how teachers think and behave in the classroom. The drive for this area of research comes from the assumption that what teachers do is a reflection of what they know and believe, and that teacher knowledge and teacher thinking provide the underlying framework or schema which guides teachers classroom practices (Sutcliffe and Whitfield 1976, Westerman 1991, Flowerdew, Brock Hsia 1992, Kagan 1992a, Richards and Lockhart 1994, Bailey 1996, Woods 1998, Borg 1998, Richards 1998). Therefore, in order to understand teaching, we must understand how thoughts get carried into actions (Clark and Yinger 1977, Shavelson and Stern 1981, Clark and Peterson 1986, Johnson 1992, Nunan 1992). Pajares (1992) reviewed research on teacher beliefs and argued that ‘‘teachers beliefs can and should become an important focus of educational inquiry (p. 307). He then sketched numerous facets of beliefs and acknowledged that a variety of conceptions of educational beliefs appear in the literature. Citing Nespors (1987) influential work, he suggested that ‘‘beliefs are far more influential than knowledge in determining how individuals organize and define tasks and problems and are stronger predictors of behavior (p. 311). Studies on teacher beliefs have slowly gained prominence, especially with regard to teacher change issues. Guskey (1986), for example, examined 52 teachers who participated in teacher development programs and concluded that change in teachers beliefs ‘‘is likely to take place only after changes in student learning outcomes are evidenced (p. 7). In contrast, Richardson, Anders, Tidwell, and Lloyd (1991) found that change in beliefs preceded change in practices. The current view is that relationships between beliefs and practices are interactive and ongoing (Fullan, 1991; Richardson, 1996). Richardson (1996) even states that ‘‘In most current conceptions, the perceived relationship between beliefs and actions is interactive. Beliefs are thought to drive actions; however, experiences and reflection on action may lead to changes in and/or additions to beliefs (p. 104). Pajares (1992) promoted 16 ‘‘fundamental assumptions that may reasonably be made when initiating a study of teachers education beliefs (1992, p. 324). These assumptions include among others, the notions that (a) beliefs are formed early and tend to self perpetuate, persevering even against contradictions caused by reason, time, schooling, or experience; (b) individuals develop a belief system that houses all the beliefs acquired through the process of cultural transmission; (c) beliefs are instrumental in defining tasks and selecting the cognitive tools with which to interpret, plan, and make decisions regarding such tasks; (d) individuals beliefs strongly affect their behavior; and (e) knowledge and beliefs are inextricably intertwined (for complete discussion of all 16 assumptions, see Pajares, 1992, pp. 324-326). 2.2 Teacher Knowledge Research Meanwhile doubts arose also from the scientific community about a conception of professionalism that asked professionals (such as teachers) to just apply the theories and insights provided by others. Schà ¶n (1983, 1987) analyzed the work of various groups of professionals and concluded that they applied a certain amount of theoretical knowledge in their work, but that their behavior was not at all ‘‘rule governed and that they had no straightforward way to determine which behavior was adequate in specific circumstances. Schà ¶n contrasted this principle of ‘‘technical rationality to the principle of ‘‘reflection-in-action, which pertained to the thinking of the professional during professional activity and implied a continuing dialogue with the permanently changing situation. This situation does not present itself as a well-defined problem situation. On the contrary, defining the problem is itself one of the most difficult tasks of the professio nal. This recognition of the centrality of the teacher and the teachers knowledge and beliefs regarding each educational process, including educational innovations, is relatively recent (Calderhead, 1996). Birman, Desimone, Porter, Garet (2000), for example, searched for key features of effective professional development and, based on their research, reported that professional development should focus on deepening teacher knowledge in order to foster teacher learning and changes in practice. Similarly, Hawley and Valli (1999) considered the expansion and elaboration of teachers professional knowledge base as essential for their professional development. In the literature about teacher knowledge, various labels have been used, each indicating a relevant aspect of teacher knowledge. The labels illustrate mainly which aspect is considered the most important by the respective authors. Together, these labels give an overview of the way in which teacher knowledge has been studied to date. The most commonly used labels are ‘‘personal knowledge (Conelly and Clandinin, 1985; Elbaz, 1991), indicating that this knowledge is unique; ‘‘the wisdom of practice (Schwab, 1971), and in more recent publications, ‘‘professional craft knowledge (e.g., Brown and McIntyre, 1993; Shimahara, 1998), referring to a specific component of knowledge that is mainly the product of the teachers practical experience; ‘‘action oriented knowledge, indicating that this knowledge is for immediate use in teaching practice (Carter, 1990); ‘‘content and context related knowledge (Cochran, DeRuiter, King, 1993; Va n Driel, Verloop, De Vos, 1998); knowledge that is to a great extent ‘tacit (Calderhead and Robson, 1991); and knowledge that is based on reflection on experiences (Grimmet and MacKinnon, 1992). It is important to realize that in the label ‘teacher knowledge, the concept ‘knowledge is used as an overarching, inclusive concept, summarizing a large variety of cognitions, from conscious and well-balanced opinions to unconscious and unreflected intuitions. This is related to the fact that, in the mind of the teacher, components of knowledge, beliefs, conceptions, and intuitions are inextricably intertwined. As Alexander, Schallert, and Hare (1991) noted, the term ‘knowledge is mostly used to encompass ‘‘all that a person knows or believes to be true, whether or not it is verified as true in some sort of objective or external way (p. 317). This is particularly relevant with respect to research on teacher knowledge. In investigating teacher knowledge, the main focus of attention is on the complex totality of cognitions, the ways this develops, and the way this interacts with teacher behavior in the classroom. Following Pajares (1992), knowledge and beliefs are seen as inseparable, although beliefs are seen roughly as referring to personal values, attitudes, and ideologies, and knowledge to a teachers more factual propositions (Meijer, Verloop, Beijaard, 2001). 2.2.1 Teachers Knowledge and Beliefs About Teaching In his extensive review of the literature, Calderhead (1996) found that many different kinds of knowledge have been described as underpinning effective teaching. The main forms are those related to the subject being taught, to teaching methods, and to the ways in which students develop and learn. The extent to which teachers have conscious access to this knowledge is, however, far from clear. Some researchers argue that much of this knowledge is implicit or tacit, derived from experience rather than from any conceptual framework. The research concerned with teachers implicit theories of teaching and learning, particularly work concerned with epistemological and pedagogical beliefs, which reflect their experiences, is of considerable relevance to research in language teaching (Kagan, 1992a; Pajares 1992). First, educational beliefs have shown to influence teaching practice (Kagan 1992a) and learning outcomes. Second, methods used to investigate relationship between beliefs and/or conceptions and teaching practice and the ways of analyzing data, are of interest. Pajares (1992) attempts to clarify the confusion with the distinction between knowledge and belief. However, as many researchers have found, it is not so much that knowledge differs from beliefs, but that beliefs themselves constitute a form of knowledge. In his attempts to characterize beliefs, Nespor (1987) provides some distinctions between beliefs and knowledge. He singles out four features of the construct previously identified by Abelson (1979) and considers them in relation to teachers: Existential presumptions or personal truths are generally unaffected by persuasion and are perceived by the teacher as being beyond his/her control or influence. Alternativity is a feature of beliefs that would include situations such as when teachers attempt to establish an instructional format of which they have no direct experience but which they might consider ideal. Belief systems can be said to rely much more heavily on affective and evaluative components than knowledge systems. Teachers values and feelings often affect what and how they teach and may conflict with their knowledge. Belief systems are composed mainly of episodically stored material which is derived from personal experience, episodes or events which continue to influence the comprehension of events at a later time. Whereas beliefs reside in episodic memory, knowledge is semantically stored. A further distinction between beliefs and knowledge, notes Nespor (1987, p.313), is that, while knowledge often changes, beliefs are static. As well, whereas knowledge can be evaluated or judged, such is not the case with beliefs as there is usually a lack of consensus about how they are to be evaluated. Furthermore, there do not appear to be any clear rules for determining the relevance of beliefs to real world events. While there is no doubt other distinctions can be made between the two constructs, a better understanding may be gained by exploring the relationship between the two and by considering beliefs as a form of knowledge. This form of knowledge could be referred to as personal knowledge. Kagan (1992a) refers to beliefs as a particularly provocative form of personal knowledge and argues that most of a teachers professional knowledge can be regarded more accurately as belief. According to Kagan, this knowledge grows richer and more coherent as a teachers experience in classrooms grows and thus forms a highly personalized pedagogy or belief system that actually constrains the teachers perception, judgment, and behavior. In terms of beliefs being personal knowledge, Kagan explains: A teachers knowledge of his or her profession is situated in three important ways: in context (it is related to specific groups of students), in content (it is related to particular academic material to be taught), and in person (it is embedded within the teachers unique belief system) (p.74). Like Clark (1988) who equates ‘implicit theories with beliefs, Nespor (1987) explains how beliefs become personal pedagogies or theories to guide teachers practices: Teachers beliefs play a major role in defining teaching tasks and organizing the knowledge and information relevant to those tasks. But why should this be so? Why wouldnt research-based knowledge or academic theory serve this purpose just as well? The answer suggested here is that the contexts and environments within which teachers work, and many of the problems they encounter, are ill-defined and deeply entangled, and that beliefs are peculiarly suited for making sense of such contexts. (p.324) Munby (1982) also equates implicit theories with teachers beliefs. Clark and Peterson (1986) in their review of the literature on teachers thought processes, argue that teachers theories and beliefs represent a rich store of knowledge. Teachers make sense of their complex world and respond to it by forming a complex system of personal and professional knowledge and theories which, as Kagan (1992a) describes, are often tacit and unconsciously held assumptions about students, classrooms and the material to be taught. 2.2.1.1 Beliefs, Assumptions, Knowledge Throughout this study the term BAK is used as an inclusive term to refer to beliefs, assumptions, and knowledge. Therefore, the following section describes the rationale behind using this term. In the discussion so far, approaches which divide aspects of teacher cognition were examined in separate categories. A more recent strand of research, however, challenges the categorical distinctions outlined above. Woods (1996) suggests that these dichotomies do not accurately reflect the relationship between Teachers beliefs, assumptions and knowledge and their practices in the classroom. In order to take appropriate action, people need to understand; and to understand they need knowledge about the world and specifically about the situation they are in (Woods, 1996, p. 59). Woods (1996) develops a multidimensional cycle of planning and decision making within teaching. He describes three phases of assessment, planning and implementation which operate recursively to inform different hierarchical levels of the teaching process going from the most local level of discrete events in the lesson plan to the most global level of whole course planning (p. 139). Woodss analysis of interview data suggests that knowledge structures and belief systems ‘‘are not composed of independent elements, but [are] rather structured, with certain aspects implying or presupposing others (p. 200). Woods proposes a model to signify the evolving system of beliefs, assumptions and knowledge (BAK) that recursively informs or is informed by the context of teaching: the BAK was part of the perceiving and organizing of the decisions. Woods has demonstrated that language teachers create and maintain background networks of beliefs, assumptions and knowledge which constitute a valid theory of teaching and learning. These background theoretical networks are grounded in every level of routine classroom practice in much the same way that educational theory is grounded in the systematic collection of empirical data. This construct (BAK) is supported by MacDonaldo, Badger and White (2001). They also suggest that while there is some support for a categorical di stinction between theory and practice in language education, it is suggested that the beliefs, assumptions and knowledge of teachers are in fact inextricably bound up with what goes on in the classroom. 2.3 Research on the Relationship between Teachers Beliefs, Instructional decisions, and Practices Beliefs are manifested in teaching practices because teachers instruction tends to reflect their beliefs. Pajares (1992) and Richardson (1996) investigated the relationship between teachers beliefs and their teaching practices, concluding that teachers beliefs were reflected in their actions, decisions and classroom practices. Kagan (1992a) also supported Pajares and Richardsons claim that teachers beliefs served as a vital role in influencing the nature of the instruction. In her study, Johnson (1992) examined the relationship between ESL teachers defined, theoretical beliefs about second language learning as well as teaching and instructional practices during literacy instruction for non-native speakers of English. Three tasks, such as an ideal instructional protocol, a lesson plan analysis, and a beliefs inventory were used to determine how much ESL teachers beliefs were reflected in skill-based, rule-based, and function-based orientations. The findings in Johnsons study showed that ESL teachers defined beliefs were congruent with their theoretical orientations, and teachers with different theoretical orientations gave quite different instruction for ESL students. Therefore, her study concluded that overall, teachers had different teaching approaches, selections of teaching materials, and images of teachers and students according to their beliefs about learning and teaching. For example, a teacher whose dominant theoretical orientation was function-b ased focused generally on comprehending the main idea, following a pattern of pre-reading as well as post-reading questions, and discussion as usual reading activities in her instruction. In addition, Smiths (1996) study explored the relationship between nine experienced ESL teachers beliefs and their decision-making in classroom practices. The result of her study showed that teachers articulated theoretical beliefs were consistent with their instructional planning and decisions. For example, those teachers who believed in communication of meaning as a primary goal in learning a language designed and implemented tasks which promoted student-interaction and meaningful communication, such as small-group or pair activities. Golombek (1998) examined how two in-service ESL teachers personal practical knowledge informed their practice through a description of a tension each teacher faced in the classroom. The teachers personal practical knowledge informed their practice by serving as a kind of interpretive framework through which they made sense of their classrooms as they recounted their experiences and made this knowledge explicit. The results of this study suggested that L2 teacher educators should recognize that L2 teachers personal practical knowledge is embodied in individuals. For this reason, personal practical knowledge is important to acknowledge in L2 teacher education practice and research. Similarly, in his article Borg (2001a) presents two cases which illustrate the extent to which teachers perceptions of their knowledge about grammar emerged as one of the factors which influences teachers instructional decisions in teaching grammar. The two case studies suggested clearly that teachers self-perceptions of their knowledge about grammar had an impact on their work. Two conclusions emergi