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Acquisition of Joint Attention Skills in Children with Cortical Visual Impairment
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Face recognition improvements in adults and children with face recognition difficulties
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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Teachers’ Transition From Teacher-Centered to Learner-Centered Classrooms Using the Next Generation Science Standards as a Tool
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Metacognitive improvement: Disentangling adaptive training from experimental confounds.
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In: ISSN: 0096-3445 ; Journal of Experimental Psychology: General ; https://hal.archives-ouvertes.fr/hal-03581013 ; Journal of Experimental Psychology: General, American Psychological Association, In press, ⟨10.1037/xge0001185⟩ (2022)
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Providing a parent-administered outcome measure in a bilingual family of a father and a mother of two adolescents with ASD: brief report.
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In: Developmental neurorehabilitation, vol 25, iss 2 (2022)
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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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MAGIC DUST FOR CROSS-LINGUAL ADAPTATION OF MONOLINGUAL WAV2VEC-2.0
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In: ICASSP 2022 ; https://hal.archives-ouvertes.fr/hal-03544515 ; ICASSP 2022, May 2022, Singapour, Singapore (2022)
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Didactique de l’oral et interactions : rétrospective méthodologie et expérimentation en contexte algérien
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In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.archives-ouvertes.fr/hal-03630135 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2022, Enseignement du français parlé aujourd’hui : Recherches et expériences de terrain, Mélanges CRAPEL (43/1) ; https://www.atilf.fr/wp-content/uploads/publications/MelangesCrapel/Melanges_43_1_6_Cortier_et_al.pdf (2022)
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The use of MT by undergraduate translation students for different learning tasks
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In: https://hal.archives-ouvertes.fr/hal-03547415 ; 2022 (2022)
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A Journey to Finding Space in the Tension: Experience of Instructors' Relationship with Religion and Spirituality in Doctoral Psychology Programs
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In: Antioch University Full-Text Dissertations & Theses (2022)
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Abstract:
Religion and spirituality, when viewed through a holistic lens, can reflect important aspects of a person’s identity. It can be a source of well-being and also struggle. The fields of religion, spirituality and psychology have had a history of being polarized, with some efforts to integrate the two fields. Tensions exist at multiple ecological levels around the topic of religion and spirituality, which can make it easier to avoid discussing it in classrooms and therapy rooms. It is important to address and create room for discussion of experiences around religion and spirituality in classrooms that are training psychologists so they can be better prepared to address it with their clients. The addressing of religion and spirituality in considering multiple levels is supported by the new ecological framework shared in the American Psychological Association (APA) multicultural guidelines. Many psychologists, students, and the APA itself, support the idea of training in religion and spirituality as a diversity factor, yet this topic is being taught inconsistently across accredited health service psychology doctoral programs. The incongruence between the support for training and lack of consistent implementation in doctoral programs revealed an opportunity to explore the topic of teaching religion and spirituality with instructors. Understanding their experiences helped to make sense of what might contribute to these inconsistencies. This study explored and analyzed the topic of religion and spirituality by understanding the experiences of instructors in secular APA accredited clinical doctoral psychology programs across the U.S. It sought to explore instructors’ relationship with religion and spirituality and how their personal and professional experiences influence their teaching practices. Data was collected from eight instructors across the U.S., using semi-structured interviews and analyzed through Interpretative Phenomenological Analysis (IPA). The results of this study revealed three major themes about these instructors’ experiences with religion and spirituality. These experiences crossed multiple ecological levels, which impacted their beliefs, attitudes, and behaviors both inside and outside of the classroom that demonstrated: [religion and spirituality as a] diverse inter-related evolving process, the [importance of] creating space in the tension, and the [importance of understanding] biases shaped by support and struggles. This information could help to create more space in clinical and classroom settings for discussion on complex topics like religion and spirituality, developing cultural humility, and also exploring its impact on treatment and healing processes.
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Keyword:
and Multicultural Education; Bilingual; diversity; doctoral psychology training; Higher Education; Mental and Social Health; Metaphysics; Multilingual; Practical Theology; Psychology; qualitative; Religion; Spirituality; teaching
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URL: https://aura.antioch.edu/cgi/viewcontent.cgi?article=1782&context=etds
https://aura.antioch.edu/etds/768
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ОБУЧЕНИЕ ПЕРЕВОДУ ТЕКСТОВ ЭКОНОМИЧЕСКОЙ ТЕМАТИКИ В НЕЯЗЫКОВОМ ВУЗЕ ... : ECONOMIC TRANSLATION TEACHING IN NON-LINGUISTIC UNIVERSITY ...
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| 13 |
Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen ...
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Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen
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In: Sachunterricht in der Informationsgesellschaft. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 114-121. - (Probleme und Perspektiven des Sachunterrichts; 32) (2022)
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| 15 |
Effectiveness of mobile apps to improve urinary incontinence: a systematic review of randomised controlled trials
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In: Research outputs 2022 to 2026 (2022)
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TEACHING ENGLISH FOR THE SECOND LANGUAGE STUDENTS AS THE SECOND LANGUAGE ...
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TEACHING ENGLISH FOR THE SECOND LANGUAGE STUDENTS AS THE SECOND LANGUAGE ...
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