Open Journals at the University of Georgia Libraries
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Unpacking Global Service-Learning in Developing Contexts: A Case Study from Rural Tanzania
Get PDFThis article examines intercultural aspects of global service-learning (GSL) focused on gender and sustainable development in rural Tanzania. The discussion draws from critical development and postcolonial feminist approaches to examine how GSL addresses globalization, social histories, and political economies of development. The empirical analysis is based on a program that is designed to develop global awareness, intercultural competence, and critical thinking among students and communities. The relationships, discourses, and actions of the participants are examined through written assignments, a focus group discussion, and observations of activities and the community. The findings of this study contribute to broader debates concerning experiential learning that address students’ and other participants’ global awareness and intercultural competency. This program also encourages the formation of responsible and ethical partnerships among institutions and communities where GSL is taking place. In sum, we argue that critical approaches to global service-learning ultimately advance inclusive and transformational pedagogies and development
The Optimal Town-Gown Marriage: Taking Campus-Community Outreach and Engagement to the Next Level
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Selecting and Using Mathematics Methods Texts: Nontrivial Tasks
No full textMathematics methods textbooks/texts are important components of many courses for preservice teachers. How these texts are selected and used should be explored. Within this paper we report the findings of a survey administered electronically to 132 members of the Association of Mathematics Teacher Educators (AMTE) in order to answer the following research questions: What criteria do mathematics teacher educators use when they select texts? How do they use the texts in their methods courses? What strategies (literacy strategies, reflection strategies, etc.) do mathematics teacher educators use in order to help preservice teacher engage with the texts? Findings suggest that mathematics teacher educators use varied criteria to select methods texts and they use texts in a variety of ways. Some use texts to show and tell about standards-based practices and some want to help preservice teachers use texts to shape their own visions of standards-based practices. This suggests a view of “literacy as a lens” (Draper, 2008) for shaping preservice teachers’ visions of teaching and learning and/or helping them shape their own visions for teaching and learning. Additionally, results indicate that mathematics teacher educators ask preservice teachers to participate in conversations about the texts they select and use in their courses. We propose additional research related to the literacy strategies that mathematics teacher educators use in their methods courses in order to help preservice teacher engage with the texts that they select and use
Life insurance as a retirement income tool
No full textGiven its tax-preferential treatment, careful study is warranted to determine whether life insurance can play an important role in an overall retirement portfolio. This study develops hypothetical scenarios for different types of individuals with varying ages and distribution periods, while using a historical outlook to determine the proper structure of a variable universal life insurance policy. We compare a variable universal life policy to different investment vehicles (both in qualified and non-qualified accounts) on an after-tax basis to better understand the potential tradeoff for tax-deferral and insurance fees within life insurance
Evaluating the relationship between IFA remuneration and advice quality: An empirical study
No full textThis article deals with the interaction between commission remuneration of independent financial advisers and selected sales factors, including the quality of advice. Utilizing data on investment transactions and a linear model with mixed effects, we have found that the link between commission and quality of the subsequent recommendation is not homogeneous, and advice-bias potential is present only in a limited range of organizational environments, connected mainly to the flat-structure business model. On the other hand, arbitrage between different product classes was found to create a biasing potential across almost all types of firms, creating potential for market systemic risk. Finally, the effect of information provided was proved to be significant only to a very limited extent. © 2017 Academy of Financial Services
Interest and Identity Convergence for Equitable Mathematics’ Teaching: Reflections on the Interplay of the Institutional and Individual on Teacher Development and Action
No full textPropelled by Maxine Greene’s (1988) continuum of freedom from normative structures to critical consciousness and action, I illuminate the institutional and individual influences on teacher development and action in mathematics teaching. I focus on the question: What barriers and openings, both individually and institutionally, spur teachers to consider equitable mathematical teaching practices as important to pursue with commitment? Reflecting on the broad cultural features that uphold mathematical inequities, factors that inform mathematical contexts, and constructions of individual identity, I contemplate avenues to enter meaningful, asset-oriented growth for white teachers in particular toward equity practices in mathematics. I argue that linear frameworks, such as white privilege and racial identity development, do not provide the required reflection and action steps for transformation. Rather, the nuance of societal conditions and dynamics of individual identity must be examined in depth by teachers and mathematics classrooms to progress toward equity. Teachers’ identity convergence, the moral imperative to understand the self and others, will prompt institutional change before interest convergence (Bell, 2005a) necessitates it, as the economic benefits of mathematical equity are not immediately apparent
