The relationship between mentoring functions and personality temperaments of seminarians called into vocational ministry

Thompson, Daniel Wayne The Southern Baptist Theological Seminary 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation examines the relationship between spiritual mentoring and God's call into vocational ministry by way of analyzing personality traits and perceptions of seminarians in North America. A need for cultivating the ministry call within theological institutions was identified by the voluminous literature on the subject; thus, signaling researchers to examine what factors might contribute or serve as a catalyst to enhancing one's call to vocational ministry. This study selected spiritual mentoring as one of those factors. Theological, historical, and biblical assumptions of mentoring and God's call were initially established along with an emphasis on educational theories and personality behaviors of seminary students. The Keirsey Temperament Sorter II was used to categorize respondents among one of the four personality variants: Rational, Idealist, Artisan, and Guardian. A mentor survey was created, validated, and also utilized to discover affinities toward particular mentor functions, perceptions of an expressed need for mentoring relationships, and the inclinations toward desiring a formal or informal approach toward mentoring. Seminary administrators, educational researchers, and others involved with mentoring strategies might find the Thompson study useful due to the significant results that were stratified. It was found that mentoring appeals toward Guardians and Idealists while Rationals and Artisans do not necessarily aspire a mentor. Furthermore, Artisans were discovered to be unfavorable toward the mentoring functions of sponsor, spiritual guide, and divine contact; yet, the approach to informal mentoring was most attractive if mentoring was not an option. Rationals also leaned toward informal mentoring, but had little preference for one mentor function over another. Idealists, on the other hand, showed the greatest affinity toward formal mentoring while desiring to be mentored through the leadership of a spiritual guide and certainly not by the functions of a coach or sponsor. Like the Idealists, Guardians demonstrated little preference for the manner in which a coach or sponsor would mentor. At the same time, they gravitated towards a less structured mentoring format. Mentoring, consequently, may not be the panacea for spiritual growth and stimulation of a seminarian's call to ministry, yet if modulated appropriately, it may greatly assist Idealists and Guardians alike.

Equilibrium states on thin energy shells : :Richard Leslie Thompson

Thompson, Richard L American Mathematical Society 1974 국내박사

Explaining poor performance in female solos: The role of group representation and other's expectancies about women's competency in performance

Thompson, Mischa Elana University of Michigan 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

<?Pub Inc> Solo status occurs when individuals are the only member of their social category (e.g., gender or race) in an otherwise homogenous group. Previous research indicates that low status groups (e.g., females and Blacks) perform worse as solos than high status groups (e.g., males and Whites) because they experience solo status more negatively (see Thompson & Sekaquaptewa, 2002 for a review). For example, low status solos expect to perform poorly, are concerned about being stereotyped, and believe that a poor performance will reflect negatively on their group. This thesis investigates the hypothesis that feelings of representativeness and other's expectancies affect women's psychological reactions to solo status and their performance under solo status. In Experiment 1, White female participants were either told that they would be seen as representatives of their gender or not while performing an oral exam alone, in a same-sexed (nonsolo), or in an opposite-sexed (solo) group. Solo females felt more representative of their gender, wanted to change the gender composition of their group, performed less confidently, and gave less detailed responses than alone and nonsolo participants. These effects were more pronounced for solo females who were told they were gender representatives. In Experiment 2, African-American male and female participants were placed in same-race but opposite-sexed groups (solo status) and learned members of their gender were expected to perform well or poorly on an academic task. Female solos had more positive reactions (e.g., fewer concerns about representing other women, higher expectancies, lower anxiety) in the high than low expectancies condition; male solos had similar reactions in each expectancy condition. Despite their improved reactions to solo status, females did not answer more confidently, provide more detailed responses, or answer more accurately in the high expectancies condition during an oral exam. Reducing feelings of representativeness and communicating high expectancies are discussed as strategies for improving the experiences and performance of low status solos.

The tropicalization of the Anglophone Caribbean : The picturesque and the aesthetics and politics of space in Jamaica and the Bahamas

Thompson, Krista A Emory University 2002 해외박사

NUMERICAL INTEGRATION SOLUTIONS TO TWO AERIAL RADIATION MEASUREMENT PROBLEMS

THOMPSON, JAY MARVIN TEXAS A&M UNIVERSITY 1997 국내박사

A Constrained adaptive recursive filter for enhancing narrowband signals in white noise

Thompson, Paul Anthony U.M.I. 1979 국내박사

Gathering jade and assembling splendor : The life and art of Tseng Yuho (China, Betty Tseng Ecke)

Thompson, Melissa Jane University of Washington 2001 해외박사

SEISMIC COMPRESSIONAL-WAVE CHARACTER AND GAS-RICH SEDIMENT WITH IMPLICATIONS ON SUBSIDENCE POTENTIAL IN COASTAL LOUISIANA

THOMPSON, MICHAEL DAVID NORTHERN ILLINOIS UNIVERSITY 1997 국내박사

Korean Identity Maintenance/Reinforcement of First-Generation Korean Language Teachers in the US

Thompson, Sydney 서울대학교 대학원 2019 국내석사

This paper explored the identity formation of first-generation Korean language teachers in the United States, particularly in the workplace. Also, drawing from the immigrant replenishment hypothesis embedded within the literature on assimilation, this study examined how consistent interaction with co-ethnics and ethnic culture in the workplace helped to maintain or reinforce ethnic identity. Furthermore, concepts such as social and ethnic identity as well as ethnic pride were considered in helping to explain the impact of the Korean teaching environment. To achieve this goal, I interviewed 20 participants, ten of whom were Korean language teachers and ten of whom were “non-teachers.” All twenty interviewees worked for the Defense Language Institute (DLI) in Monterey, California and all shared their invaluable experiences of working at DLI and how the DLI teaching or non-teaching work setting influenced their ethnic identity or sense of Koreanness. Findings from the ten teacher interviews showed that the Korean teaching work environment actually did help many of the teachers maintain or reinforce their Koreanness. The primary reasons for this reinforcement was due to the fact that the Korean teachers spent the majority of their workday speaking in Korean, interacting with fellow Korean teacher colleagues, and keeping up with Korean news and pop culture in order to share those materials with their students. In addition, a sense of pride in sharing Korean authentic materials with non-Korean students helped in positively reinforcing Korean identity. Results of the ten non-teachers showed that the non-teaching workplace setting helped non-teachers become more Americanized or in tune with American work and cultural values. In light of social and ethnic identity, nine of the ten non-teachers who began their DLI careers in teaching positions also expressed feeling more Korean or patriotic towards Korea while teaching as opposed to in their current positions. Furthermore, the non-teacher interviews also revealed that some of those who switched from teaching to non-teaching positions switched to their non-teaching positions due to a desire to get out of the “Korean bubble” that the teaching environment created; this aligns well with the social and ethnic identity theories discussed. Overall, my findings suggest that many aspects of the teaching environment align with the ethnic enclaves or communities created by immigrant replenishment and that working in non-teaching positions led to greater Americanization in the workplace. Contemporary Korean culture and language were also generally seen as positive, instilling a sense of ethnic pride in the participants which helped to maintain their Korean identity. Finally, while some participants felt the need to get out of the Korean bubble, all participants still seemed to have some level of attachment to their Korean ethnic identity, it was rather their attachment to Korean society and culture that diminished. 본 연구는 미국에서 한국인 교사로 재직중인 한국인 이민1세대를 대상으로 직장에서의 정체성 형성에 대해 알아보고자 한 것이다. 또한 문화적 동화와 관련된 연구 자료들에서 발견되는 지속적 이민자 유입 가설(immigrant replenishment hypothesis)을 토대로 직장 내에서의 동일 문화 및 동일 민족과의 지속적인 상호작용이 민족 정체성의 유지 또는 강화에 어떤 도움을 주는지에 대해 알아 보았다. 그리고 한국어 교육 환경이 끼치는 영향에 대해 보다 자세히 설명하기 위해 민족적 자긍심을 비롯해 사회적 민족적 정체성 같은 개념도 짚어 보았다. 본 연구를 위해 한국어 교사로 재직중인 10명의 참가자와 비교사직에 재직중인 10명의 참가자, 총 20명을 인터뷰하였다. 20명의 참가자는 모두 미국 캘리포니아주 몬트레이 소재 국방외국어대학 (Defense Language Institute, DLI)에 재직중이며 인터뷰를 통해 자신들의 DLI 근무 경험과, 교사직 비교사직 근무 환경이 민족 정체성 또는 한국성 (Koreanness) 형성에 어떤 영향을 미치는지 진솔하게 진술해 주었다. 10명의 교사들과의 인터뷰를 통해 확인한 사실은 한국어 교육 환경이 이들 중 많은 참가자들의 한국성 유지나 강화에 실제로 영향을 미친다는 것이었다. 또한 한국어 교사들이 대부분의 근무시간 동안 한국어를 사용하고, 동료 한국인 교사들과 교류하며, 학생들을 위해 계속적으로 한국 뉴스나 한국 팝문화를 교재로 준비한다는 점이 한국성 강화의 주된 원인인 것으로 나타났다. 더불어 한국인이 아닌 학생들을 대상으로 한국 실제 자료를 사용하며 느끼는 자부심이 한국인으로서의 정체성 강화에 긍정적인 영향을 주는 것으로 나타났다.

WATER RESOURCE DEVELOPMENT POLICY IN AGRICULTURE : A COMPARATIVE-HISTORICAL ANALYSIS OF STATE INTERVENTION IN IRRIGATED FOOD-CROP PRODUCTION IN MALAYSIA, SRI LANKA, AND THE WESTERN UNITED STATES, 1850-1980 (POLITICAL ECONOMY, WORLD SYSTEM)

THOMPSON, SUSAN JEAN Cornell University 1992 해외박사