7,384 research outputs found

    Southern Adventist University Undergraduate Catalog 2022-2023

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    Southern Adventist University\u27s undergraduate catalog for the academic year 2022-2023.https://knowledge.e.southern.edu/undergrad_catalog/1121/thumbnail.jp

    The Russian Empire, Slaving and Liberation, 1480–1725

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    The monograph realigns political culture and countermeasures against slave raids, which rose during the breakup of the Golden Horde. By physical defense of the open steppe border and embracing the New Israel symbolism (exodus from slavery in Egypt/among the Tatars), Muscovites found a defensive model to expand the empire. Recent debates on slaving are introduced to Russian and imperial history, while challenging entrenched perceptions of Muscovy

    A Parent's Autoethnography: Examining My Experiences and Identity as Parent, Educator, and Researcher While Teaching Literacy to My Adolescent Sons Who Have Autism and Use Augmentative and Alternative Communication

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    This autoethnography was completed from my unique perspective as a mother to two adolescent sons with autism spectrum disorder (ASD) who have complex communication needs and use augmentative and alternative communication (AAC) to communicate. Although literacy is a human right (Ontario Human Rights Commission, 2022a), it often has been overlooked in my sons’ self-contained classrooms in high school. As my sons’ parent and educator, I gathered my reflections, observations, descriptions, journals, lesson plans, and artifacts to examine the experiences I encountered in developing their literacy. Initially, I conducted a pilot project based on Erickson and Koppenhaver’s (2007) Children With Disabilities: Reading and Writing the Four Blocks¼ Way, the results of which guided my planning in teaching literacy with an adaptation of the more recent Comprehensive Literacy for All: Teaching Students With Significant Disabilities to Read and Write (Erickson & Koppenhaver, 2020). I coded by hand each line of the collected data to extract categories and then streamline these into the meaningful themes to respond to my two research questions: (a) What are the experiences of a parent educator who has been teaching literacy awareness and skills to her adolescent sons who both have autism and use AAC devices? (b) Does the experience shape her identity as a parent, educator, and researcher? Thematic findings pertaining to the first question revealed experiences related to planning and questioning and my own transformational learning and mindshift. Thematic findings related to the second question include: Parental concerns; Educator: advocating and imposter syndrome; Researcher: Lesson planning and questioning; and Transformational learning and mindshift. Findings are discussed in light of the literature on experiences of parents as educators of children with exceptionalities. The study also presents implications for theory, practice, and research, as well as limitations and future directions

    Religion, Education, and the ‘East’. Addressing Orientalism and Interculturality in Religious Education Through Japanese and East Asian Religions

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    This work addresses the theme of Japanese religions in order to rethink theories and practices pertaining to the field of Religious Education. Through an interdisciplinary framework that combines the study of religions, didactics and intercultural education, this book puts the case study of Religious Education in England in front of two ‘challenges’ in order to reveal hidden spots, tackle unquestioned assumptions and highlight problematic areas. These ‘challenges’, while focusing primarily on Japanese religions, are addressed within the wider contexts of other East Asian traditions and of the modern historical exchanges with the Euro-American societies. As result, a model for teaching Japanese and other East Asian religions is discussed and proposed in order to fruitfully engage issues such as orientalism, occidentalism, interculturality and critical thinking

    Engaging Children in Question Asking for Problem Finding to Encourage Creative Thinking in Primary School Science Teaching

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    Encouraging creative thinking is considered as the general function of education (NACCCE, 1999) and one of the aims under the national curriculum of England (DfEE/QCA, 1999). Though creative thinking is a broad term, in science it is seen as finding solutions to problems(D. P. Newton, 2010).Scientific enquiry is a creative process, commonly beginning with a question or problem, then generating a tentative answer or solution, and testing it. Generally teachers provide ready-made questions or problems for children to solve. If children themselves can find scientific problems or questions to solve in the classroom, then learning would be more engaging as it generates interest and motivation. A review of existing literature on creativity in education focusing on its least recognised aspect, problem finding, revealed the potential for children's questions, particularly wonderment questions in encouraging deep thinking. Some studies recognised the scarcity of children's questions especially explanatory questions and questions that leads to investigations in the primary school science classroom. Therefore, the study sets out to explore strategies to stimulate children to raise questions with the potential to become problems to solve in science. The study employed mixed methods using a descriptive questionnaire survey, classroom observations, short interviews, content analysis and controlled interventions with children to collect data. The sample included teachers, student teachers and Key Stage Two primary school children. It used phenomenography to analyse the data and derive useful conclusions thereby following an interpretivist approach. A theory explaining the complex process of question asking which involves the construction and articulation of descriptive and causal mental models of situations emerged from the study. Several factors are suggested which influence and order the process, especially the situation or stimulus, the teaching and learning environment, and the attributes of the child. It takes time to produce questions which could lead to scientific enquiry and it needs teaching skill to provide effective opportunities for children to ask questions, and help them put them into a suitable form

    Investigating self-perception of emotion in individuals with non-epileptic seizures (NES)

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    Emotional processing difficulties are hypothesised to be involved in the aetiology and maintenance of non-epileptic seizures (NES). This thesis aimed to explore the relationship between aspects of emotional processing: interoception, alexithymia and executive functioning, in people with NES in comparison with healthy controls and to understand how people with NES experience their symptoms, live with their condition, and perceive the role of life events in relation to their seizures. Study 1 reviewed the evidence for a relationship between interoception and other key emotional factors in studies which employed heartbeat perception tasks to measure interoception. Study quality was found to be generally poor, with no consistent evidence for significant findings between interoception and emotional factors, including alexithymia, depression, and anxiety. Study 2 was a cross-sectional, online, study to investigate an interactional model of emotion processing, exploring relationships between interoceptive sensibility, alexithymia, and executive functioning (attentional bias) in NES participants and healthy controls. Measures included the Body Perception Questionnaire (BPQ-VSF), the Toronto Alexithymia Scale-20 (TAS-20) and the emotional Stroop task (eStroop). The NES group, compared to controls, reported higher BPQ-VSF and TAS-20 scores. There were no significant correlations between any of the measures of interest in either the NES or control group. There was no evidence to support the proposed model. Study 3 was a qualitative study using Interpretative Phenomenological Analysis to explore: how individuals with NES respond emotionally to recent life events; and how these events impact on seizures. Six themes were developed from the analysis which described how NES affected many aspects of people’s lives. Four models captured the different ways in which people perceived the relationship between life stressors, their emotional responses, and their seizures: event->emotional response-> seizure; event-> emotional response -x-> no seizure; no event ->emotional reaction/experience -> seizure; and no event -x->no emotional response->seizure

    Brain Computations and Connectivity [2nd edition]

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    This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read on the Oxford Academic platform and offered as a free PDF download from OUP and selected open access locations. Brain Computations and Connectivity is about how the brain works. In order to understand this, it is essential to know what is computed by different brain systems; and how the computations are performed. The aim of this book is to elucidate what is computed in different brain systems; and to describe current biologically plausible computational approaches and models of how each of these brain systems computes. Understanding the brain in this way has enormous potential for understanding ourselves better in health and in disease. Potential applications of this understanding are to the treatment of the brain in disease; and to artificial intelligence which will benefit from knowledge of how the brain performs many of its extraordinarily impressive functions. This book is pioneering in taking this approach to brain function: to consider what is computed by many of our brain systems; and how it is computed, and updates by much new evidence including the connectivity of the human brain the earlier book: Rolls (2021) Brain Computations: What and How, Oxford University Press. Brain Computations and Connectivity will be of interest to all scientists interested in brain function and how the brain works, whether they are from neuroscience, or from medical sciences including neurology and psychiatry, or from the area of computational science including machine learning and artificial intelligence, or from areas such as theoretical physics

    L’utilisation de dictionnaires de langues algonquiennes comme sources ethnographiques : Ă©tude de cas sur la culture lĂ©gale et les pratiques juridiques illinoises au tournant du XVIIIe siĂšcle

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    Abstract: Miami-Illinois is an Algonquian language that, in the 18th century, was to be heard to the south of the Great Lakes. In the 19th century, forced removals and the reservation system led to cultural and linguistic fragmentation amongst Miami-Illinois speakers. Against this current, language revitalization efforts began in the mid-1990s and, due to these, Miami-Illinois is again a spoken language. A wealth of documentation is now available through the Indigenous Languages Digital Archive. This thesis draws on this resource, in conjunction with other archival and published sources, to elicit an understanding of the legal culture of the people called Illinois by the French, particularly that of the Kaskaskias (kaahkaahkiaki), as it was in the early 18th century. Building on linguistic and historical sources, this work explores their jurispractice in relation to cases that have been preserved in the archives of the French overseas empire. Three points are addressed, namely: (i) how the Illinois (and Myaamia) thought about justice in the early 18th century; (ii) how the Miami-Illinois–and–French dictionaries can provide a new depth of understanding about this; and (iii) the limits to our ability to elicit abstract concepts from a fragmentary historical record.Au XVIIIe siĂšcle, le miami-illinois (langue de la famille algonquienne) Ă©tait traditionnellement parlĂ©e au sud des Grands Lacs. Le XIXe siĂšcle a vu une fragmentation culturelle et linguistique parmi les locuteurs du miami-illinois. Des efforts de revitalisation de la langue ont commencĂ© vers 1995. GrĂące Ă  ce travail minutieux, le miami-illinois est redevenu une langue parlĂ©e. Il y a maintenant une grande richesse de matĂ©riels linguistiques disponibles grĂące Ă  la banque de donnĂ©es Indigenous Languages Digital Archive. Cette thĂšse a pour but d’explorer la culture juridique des Illinois au dĂ©but du XVIIIe siĂšcle, avec une attention particuliĂšre pour le peuple kaskaskia (kaahkaahkiaki). En Ă©tudiant des cas rĂ©els prĂ©servĂ©s dans les archives de la Nouvelle France et en se basant sur des sources linguistiques et historiques, ce texte explore les pratiques juridiques des Illinois. Trois points sont Ă©tudiĂ©s : (i) la conception de la justice des Illinois (et Myaamia) au dĂ©but du XVIIIe siĂšcle; (ii) comment les dictionnaires jĂ©suites en miami-illinois et français peuvent amĂ©liorer notre connaissance et comprĂ©hension de cette pĂ©riode; et (iii) les limites de la recherche dans l’histoire des idĂ©es dans les archives historiques incomplĂštes

    Temporary career transition: a case study of the loan transfer process and experience in the English professional football environment

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    The current PhD explores loan transfers in English professional football as a temporary transition. In sport, career termination has initially been prioritised, with wider transitions gaining greater attention over time (see: Ivarsson et al., 2018; Taylor and Ogilvie, 1994). However, little attention has been given to supporting and preparing individuals for permanent and temporary transfers in football. This is particularly important to explore given the introduction, yet lack of evaluation, of the Elite Player Performance Plan (EPPP) in 2012, which intended to increase holistic development and home grown talent development in England (Horrocks et al., 2016). To address this research gap, this thesis adopts a qualitative case study, drawing on interviews and document analysis, to gain in-depth insight to the experiences of an elite, high quality sample of players and staff across a range of Premier League and Championship clubs with regards to the loan process. The objectives of the research were to: a) explore the role of the Loan Managers (LMs) and their responsibilities in supporting loan players and processes; b) understand the perspectives of wider club staff, LMs and players to explore the loan process as a novel temporary transition; and c) develop recommendations regarding the LM role and broader loans process for individuals, clubs and policy-makers. There were a range of significant insights and novel contributions when addressing the objectives, including the lack of clarity for LMs and their day to day responsibilities. Similarly, consideration of wider perspectives allowed understanding of multi-disciplinary team (MDT) involvement as well as wider support and decision-making processes surrounding loan processes. Additionally, the current research recommends that professional football clubs ensure that a support structure is provided for LMs, whereby National Governing Bodies (NGBs) and organisations (e.g. Football Association; FA, English Premier League; EPL) could provide more formal support networks across clubs and leagues to ensure that sharing of best practice is in place. This may also help clubs and wider organisations place greater value on the loan transfer process, especially in line with the EPPP’s prioritisation of holistic development of homegrown talent, along with continued developments implemented by Fédération Internationale de Football Association (FIFA, 2022) regarding loan regulations
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