No description available.

Killing another human being is something most people are taught is wrong growing up. Within themilitary profession, killing is not only an acceptable action, but also part of many soldiers' duty andit is expected that they carry out the act. A consequence of killing another human is that soldiers canfind it difficult to adapt their minds to perform such an action or processing it after the fact. Earlierstudies examine soldiers that previously have carried out the act, with a focus on the effect of theaction itself. This study therefore seeks to find out how Swedish military personnel view the actionof taking another life in the military context, and how it can be explained through Albert Bandurastheory Moral Disengagement. This study achieves this through interviewing four Swedish veteransthat have previously served in peacekeeping operations within the armed forces. The result of thisstudy shows that soldiers do not experience any difficulty in justifying the act of killing before ithas taken place, but they struggle to justify the act during and after committing it.

States regularly use fear of terrorist threats to gain support for domestic political agendas and promote geostrategic interests. Consecutive U.S. presidents have cited the theory of the just war to defend these policies and particular violations of national sovereignty. Those doubtful of whether existing threats justify violations of privacy and territorial integrity also use fear -- of corruption, mission creep, and unintended consequences -- claiming that such interventions are a cure worse than the disease, yet one about which domestic audiences are easily misled. To combat abuse of moral arguments for the use of force, some in peace and conflict studies advocate military force be restricted to self-defense, per strict interpretation of the United Nations Charter (as in international legal positivism), or restricted completely (as in pacifism). Because the goal of reducing violent conflict is nearly universally acceptable, these varieties of noninterventionism are rarely scrutinized. In social psychological peace research (SPPR) on public opinion, however, positivism and prescriptive pacifism mask the diversity of opinion on whether and when intervention is necessary to curb aggression, prevent atrocity, and/or restore stability in failed states. This project critically examines SPPR's positivistic premises and the political implications of moral skepticism generally. In an intellectual history of the discipline, I contrast scientific emphasis on certainty in the formulation of threat and risk-avoidance with the humanities' appreciation of the ethical implications of uncertainty, also at the heart of just war theory. Taking Albert Bandura's social cognitive theory (SCT) of moral dis/engagement as a case study, I argue that SPPR skepticism of individual citizens' moral judgment implicitly endorses elite or consensus-driven models of social and political change. The determinism, consequentialism, and institutional gradualism of SPPR approaches, I argue, contradict stated progressive aims and the egalitarian individualism behind liberal conceptions of the rule of law and international human rights regime. Using just war's ethical framework and a non-consequentialist Kantian theory of moral judgment, I construct a reasoning model and coding manual for use in public opinion research on international conflict. These instruments operationalize moral dis/engagement in a manner consistent with political liberalism and humanitarian law, including the Responsibility to Protect.

Tidigare forskning visar att Albert Banduras begrepp självförmåga har ett samband med elevers skrivprestationer, och att en hög skrivsjälvförmåga verkar minska deras oro inför skrivande. Bandura (1997) identifierade fyra källor till självförmåga: personlig erfarenhet, fysiskt och psykologiskt mående, observation av andra samt verbal och social övertalning. Syftet med den här uppsatsen är att undersöka låg- och mellanstadieelevers erfarenheter av dessa fyra källor. Uppsatsens frågeställningar är: Hur beskriver elever i årskurs två och fem sina erfarenheter av de fyra källorna till självförmåga? Vilka likheter och skillnader går det att hitta mellan årskurserna?

In this mixed methods research study, I use student survey and interview data from English 11 students at a suburban, public high school to analyze the ways in which students' self-efficacy is impacted when a feedback intervention is introduced that creates the opportunity for students to ask questions about their writing. In this study, I found that as a result of the intervention students showed an increase in their writer-centered efficacy beliefs, reported an awareness of the control and autonomy the intervention provided, and expressed an appreciation for the ways in which teacher feedback can be useful in helping them develop their writing skills. These findings provide writing teachers with several implications for the ways in which traditional feedback methods may not be serving students' efficacy needs and proposes an alternative approach to offering students feedback on their writing.

No description available.

Students are not adequately prepared to contribute to the workforce or engage in global citizenship in the 21st century. Research indicates proper education of students cannot be accomplished without teachers' acceptance of technology in the classroom, engagement in effective professional development, and ability to transform their curricula. Although there is an abundance of research supporting the use of technology in the classroom, little research has examined how to incorporate the technology into student-centered learning. The research questions in this study examined teachers' use and acceptance of technology in the classroom and how teachers incorporate technology to meet the 21st century learning skills requirements. This qualitative case study used Bandura's social cognitive theory and the Partnership for 21st Century Learning Framework. The purposeful sample included 6 participants teaching in Grades 9-12. Data were gathered using a selection survey, interviews, and course documents. The data analysis included the organization of participant responses and development of 6 primary themes. The results indicated that a high level of technology self-efficacy drove these teachers' integration of technology into student-centered activities that built 21st century learning skills. The results also showed a lack of effective professional development provided to teachers that focused on incorporating technology into the curriculum. These findings are significant for educators to understand how to meet the learning needs of their students. Implications for positive change include providing educators with knowledge and understanding of the importance to design professional development opportunities for teachers that not only teach how to use the technologies available to them but to also teach how to effectively incorporate that technology into the learning process.