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This resource provides six articles noting current directions in religious education research. The field of religious education can be very broad and is capable of addressing a wide range of issues. This resource looks at six specific cases. First, a new educational tool that allows students to self-reflect on their religious and worldview journey is presented. A second contribution looks at a quantitative study of how adolescents view religion in Spain, utilizing analytical, empirical and social research methods. A critical component that is studied in this context is gender. The third article presents a creative look at how the Tauhidic elements in Islamic religious education can contribute to understanding the environmental challenges we face, looking at how we can be encouraged to take appropriate action to resolve our ecological problems. The fourth article looks at the suitability of religious education in a post-pandemic world in developing discussions on values, and how students can make sense of which values are right for them within the range of competing values. The fifth article also looks at life in a post-pandemic world. As thousands of families and individuals have experienced first-hand the pain of long-term illness and loss, understanding trauma-informed pedagogies can be extremely valuable. The sixth and final contribution looks at the value of using digital stories to foster global interreligious understanding, as well as deeper theological and spiritual understanding, especially in a world that is saturated with media and devices. Overall, the articles reflect a range of perspectives and research interests in the field of religious education.
Humanities --- Social interaction --- environmental education --- environmental values --- integration --- Islamic values --- tauhidic elements --- psychic trauma --- trauma-informed pedagogy --- trauma-sensitive pedagogy --- trauma-informed education --- embodiment --- secondary traumatization --- vicarious trauma --- higher education --- religious education --- theological education --- moral compass --- resilience --- values --- interreligious --- Christian education --- Islamic education --- Jewish education --- Hindu education --- faith development --- radicalization --- religious positioning --- international research --- self-analysis --- dialogical self theory (DST) --- self confrontation method (SCM) --- digital stories --- world religions --- Bloom's Revised Taxonomy --- worldview education --- environmental education --- environmental values --- integration --- Islamic values --- tauhidic elements --- psychic trauma --- trauma-informed pedagogy --- trauma-sensitive pedagogy --- trauma-informed education --- embodiment --- secondary traumatization --- vicarious trauma --- higher education --- religious education --- theological education --- moral compass --- resilience --- values --- interreligious --- Christian education --- Islamic education --- Jewish education --- Hindu education --- faith development --- radicalization --- religious positioning --- international research --- self-analysis --- dialogical self theory (DST) --- self confrontation method (SCM) --- digital stories --- world religions --- Bloom's Revised Taxonomy --- worldview education
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This resource provides six articles noting current directions in religious education research. The field of religious education can be very broad and is capable of addressing a wide range of issues. This resource looks at six specific cases. First, a new educational tool that allows students to self-reflect on their religious and worldview journey is presented. A second contribution looks at a quantitative study of how adolescents view religion in Spain, utilizing analytical, empirical and social research methods. A critical component that is studied in this context is gender. The third article presents a creative look at how the Tauhidic elements in Islamic religious education can contribute to understanding the environmental challenges we face, looking at how we can be encouraged to take appropriate action to resolve our ecological problems. The fourth article looks at the suitability of religious education in a post-pandemic world in developing discussions on values, and how students can make sense of which values are right for them within the range of competing values. The fifth article also looks at life in a post-pandemic world. As thousands of families and individuals have experienced first-hand the pain of long-term illness and loss, understanding trauma-informed pedagogies can be extremely valuable. The sixth and final contribution looks at the value of using digital stories to foster global interreligious understanding, as well as deeper theological and spiritual understanding, especially in a world that is saturated with media and devices. Overall, the articles reflect a range of perspectives and research interests in the field of religious education.
Humanities --- Social interaction --- environmental education --- environmental values --- integration --- Islamic values --- tauhidic elements --- psychic trauma --- trauma-informed pedagogy --- trauma-sensitive pedagogy --- trauma-informed education --- embodiment --- secondary traumatization --- vicarious trauma --- higher education --- religious education --- theological education --- moral compass --- resilience --- values --- interreligious --- Christian education --- Islamic education --- Jewish education --- Hindu education --- faith development --- radicalization --- religious positioning --- international research --- self-analysis --- dialogical self theory (DST) --- self confrontation method (SCM) --- digital stories --- world religions --- Bloom’s Revised Taxonomy --- worldview education --- n/a --- Bloom's Revised Taxonomy
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This resource provides six articles noting current directions in religious education research. The field of religious education can be very broad and is capable of addressing a wide range of issues. This resource looks at six specific cases. First, a new educational tool that allows students to self-reflect on their religious and worldview journey is presented. A second contribution looks at a quantitative study of how adolescents view religion in Spain, utilizing analytical, empirical and social research methods. A critical component that is studied in this context is gender. The third article presents a creative look at how the Tauhidic elements in Islamic religious education can contribute to understanding the environmental challenges we face, looking at how we can be encouraged to take appropriate action to resolve our ecological problems. The fourth article looks at the suitability of religious education in a post-pandemic world in developing discussions on values, and how students can make sense of which values are right for them within the range of competing values. The fifth article also looks at life in a post-pandemic world. As thousands of families and individuals have experienced first-hand the pain of long-term illness and loss, understanding trauma-informed pedagogies can be extremely valuable. The sixth and final contribution looks at the value of using digital stories to foster global interreligious understanding, as well as deeper theological and spiritual understanding, especially in a world that is saturated with media and devices. Overall, the articles reflect a range of perspectives and research interests in the field of religious education.
environmental education --- environmental values --- integration --- Islamic values --- tauhidic elements --- psychic trauma --- trauma-informed pedagogy --- trauma-sensitive pedagogy --- trauma-informed education --- embodiment --- secondary traumatization --- vicarious trauma --- higher education --- religious education --- theological education --- moral compass --- resilience --- values --- interreligious --- Christian education --- Islamic education --- Jewish education --- Hindu education --- faith development --- radicalization --- religious positioning --- international research --- self-analysis --- dialogical self theory (DST) --- self confrontation method (SCM) --- digital stories --- world religions --- Bloom’s Revised Taxonomy --- worldview education --- n/a --- Bloom's Revised Taxonomy
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This edited collection brings together new research on public service interpreting and translation (PSIT) with a focus on ideology, ethics and policy development. The contributions provide fresh theoretical and empirical perspectives on the inconsistencies in translation and interpreting provision observed in different geonational contexts and the often-reported tensions between prescribed approaches to ethics and practitioner experience. The discussions are set against the backdrop of developments in rights-based discourses on language support services and the professionalisation of the field, drawing attention to how stakeholders and interpreting practitioners navigate the realities of service in the context of shifting ideological landscapes. Particular innovations in the collection include theorisations about policy and practice that draw on political science, applied ethics and paradigms of trauma-informed care. The volume also presents research on settings that have received limited attention to date such as prison and charitable services for survivors of violence and trauma.
Public service interpreting. --- Sociaal tolken. --- Translating and interpreting --- Ideology --- Ideologie --- History. --- Political aspects. --- politieke aspecten. --- Knowledge, Theory of --- Philosophy --- Political science --- Psychology --- Thought and thinking --- Community interpreting --- Community translating --- Public service translating --- Sociology of social care --- Interpreting --- Political philosophy. Social philosophy --- Translation science --- #KVHA: Vertaalwetenschap --- #KVHA: Sociaal tolken --- Politieke aspecten. --- Ethics. --- PSIT. --- ideology. --- interpreter training. --- interpreting studies. --- language policy. --- legal interpreting. --- policy. --- professionalisation. --- professionalization. --- public service interpreting and translation. --- translation practitioner. --- translation studies. --- trauma-informed interpreting.
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The Addressing Food and Nutrition Security in Developed Countries Special Issue is a collection of papers from researchers in counties with developed economies who are responding to increasing prevalence of food insecurity. Food insecurity is relatively hidden, and the real extent of the problem is likely to be underestimated in many of these countries. Novel methods to estimate the prevalence of food insecurity in the face of no routine measurement are presented. Population surveys highlight adverse mental health outcomes and new and emerging subgroups that are experiencing food insecurity. Understanding the factors associated with food insecurity and how people cope is extremely important when considering how best to address the problem. Readers can become familiar with the lived experience of food insecurity in some countries—essential intelligence for effective policy and interventions. The extent of food banking operations and the nature of the charitable response in some countries is also described. Country-specific research highlights the importance of understanding the cultural and external environmental context. The influence the cost of food and budgetary tools on diet and food insecurity suggests opportunities for intervention. Researchers calls for social protection and high-quality dignified responses to address this complex public health problem.
diet affordability --- California Health Interview Survey --- Aboriginal and Torres Strait Islander --- deservingness --- subsidy --- mental health --- remote --- welfare state --- incentive --- cost of a healthy diet --- access to food --- monitoring and surveillance --- INFORMAS --- children --- qualitative --- disadvantages --- poverty --- food insecurity --- food service --- social support --- reference budgets --- determinants --- non-communicable disease --- Canadian adults --- monitoring --- diet prices --- inequality --- food affordability --- physical health --- food equality --- Finland --- diet-related chronic disease --- older people --- women --- Pacific diets --- Newstart allowance --- charitable food services --- Indigenous --- social assistance --- food system --- Supplemental Nutrition Assistance Program (SNAP) --- Healthy Diets ASAP tool --- prevalence --- policy --- food charity --- sex --- secondary data --- food assistance --- developed countries --- social enterprise models --- low income --- M?ori diets --- household --- food poverty --- social assistance payments --- food price --- community store --- Hurricane Katrina --- stressful life events --- fiscal policy --- food stress --- low-to-middle income --- trauma-informed --- rural --- experience --- stressors --- Indigenous population --- research --- affordability --- social determinants --- social security --- charity --- obesity prevention --- Sustainable Development Goals --- obesity --- nutrition environment --- coping strategies --- welfare recipients --- Food-based dietary guidelines --- food surveys --- experiences --- fruit and vegetables --- food aid recipient --- hunger --- nutrition --- food supply --- mixed methodology research --- nutrition policy --- household food insecurity --- food prices --- Asian Americans --- intervention --- English language use --- values --- Scotland --- acculturation --- disaster --- voluntary failure --- family health --- surveillance --- diet --- food banks --- scoping review --- ageing --- rural communities --- path diagram --- Aboriginal and Torres Strait Islander population --- food pricing --- homeless --- families --- food and nutrition security --- food bank --- co-creation --- urban --- food security --- food policy --- depression --- diet price --- food aid
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This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work and public policy.
Psicologia positiva --- Educació --- Escolarització --- Civilització --- Art en l'educació --- Associacions de pares d'alumnes --- Autoaprenentatge --- Autogestió pedagògica --- Autonomia de l'alumne --- Avaluació educativa --- Ciències de l'educació --- Competències bàsiques en educació --- Comunicació en l'educació --- Diferències entre sexes en l'educació --- Discriminació en l'educació --- Dones en l'educació --- Educació afectiva --- Educació ambiental --- Educació clàssica --- Educació cívica --- Educació comparada --- Educació comunista --- Educació d'adults --- Educació i lleure --- Educació en valors --- Educació familiar --- Educació integral --- Educació islàmica --- Educació militar --- Educació del consumidor --- Educació i desenvolupament econòmic --- Educació permanent --- Educació sanitària --- Educació STEM --- Educació tecnològica --- Educació viària --- Educadors --- Escola a casa --- Estadística educativa --- Estudiants --- Estudis a l'estranger --- Exàmens --- Experiències educatives --- Extensió universitària --- Fotografia en l'ensenyament --- Mètodes d'estudi --- Pedagogia --- Psicologia de l'aprenentatge --- Ràdio en l'ensenyament --- Relacions família-escola --- Sexisme en l'educació --- Sistema educatiu --- Sistemes de comunicacions mòbils en l'educació --- Socialització --- Sociologia de l'educació --- Teatre en l'ensenyament --- Teatre escolar --- Televisió en l'ensenyament --- Treball de grup en educació --- Universitats --- Vídeo en l'ensenyament --- Coeducació --- Col·laboració universitat-empresa --- Disciplina mental --- Ensenyament --- Erudició --- Escoles --- Formació --- Legislació educativa --- Psicologia --- Felicitat --- Resiliència (Tret de la personalitat) --- Associacions de mares i pares d'alumnes --- Positive Psychology --- Education, general --- Child and School Psychology --- Pedagogic Psychology --- Educational Philosophy --- Psychotherapy and Counseling --- Pedagogy --- School Psychology --- Educational Psychology --- Counseling Psychology --- Open Access --- Positive Education --- Resilience --- Social and Emotional Learning --- Mindfulness in education --- Positive Emotions --- Playfulness --- Emotional Development --- Character Strengths Interventions --- Trauma-informed Approaches --- Positive Youth Development --- Systems Informed Positive psychology --- Strength-based Reflective Practice --- Flourishing --- Creative Learning --- Positive Spirituality --- Whole Child Approach to Education --- Teacher and Staff Wellbeing --- Positive Organizational Scholarship --- Social Work and Community Development --- Education --- Child, developmental & lifespan psychology --- Philosophy & theory of education --- Psychotherapy --- Medical counselling --- Anàlisi de tasques en educació
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