Böcker utgivna av Amaal

The purpose of this multi-participant qualitative case study was to investigateeffective teachings practices among highly-regarded second language teachers and howthey developed during teacher education programs and in their careers. Furthermore,since COVID-19 has had a remarkable impact in every aspect of living worldwide,including in the field of education, this study also attempted to illustrate how highlyregardedsecond language teachers adapted to emergent remote teaching. The focalparticipates were six highly-regarded second language teachers, who wererecommended by second language researchers, educators, and professional organizationleaders as having outstanding and even innovative teaching practices. Data werecollected through semi-structured interviews and analyzed qualitatively. ActivityTheory and Ambitious Teaching guided this study and were utilized as theoreticalframeworks. Themes related to the theoretical frameworks and patterns that appeared among these highly-regardedteachers were discussed. In order to cultivate second language learning and createeffective second language classes, highly-regarded language teachers nurtured studentcenteredclassrooms, that were enriched with inspiring and encouraging activities,

Ecopsychology is a systems-based philosophy that expands the therapeutic lens to include clientinteractions with and perceptions of the natural environment as an integral element of well-beingor pathology. Ecopsychology, known forward as EP, also looks at the pathology of our cultureand what kind of diagnoses lead to practices that put our planet at risk. In recent decades, thefield has amassed a substantial amount of empirical evidence supporting its effectiveness butremains largely underutilized. First generation EP suggested a cultural reordering shifting awayfrom consumer culture and reordering our way of life. Second generation posits working withinthe current structure is sufficient. They seek to green psychology, meaning utilizing nature as ahealing medium, and gather empirical evidence to bring credibility to the field. Most researchersand practitioners agree a new perspective is needed to challenge the dominant social paradigmwhich views nature and the earth as expendable and separate from human health. As the currentpolitical climate becomes more central, there is need for "green" psychologists who are preparedto handle climate refugees, climate change, and mass extinction. By interviewing experts, thisphenomenological study seeks to demystify EP while exploring future directions, as well asobstacles, to making it a legitimized field. This research also lends support to ecopsychology,and its applied practice known as ecotherapy as a viable and necessary treatment approach to arange of psychopathologies including anxiety, depression, and ADHD.

Although researchers have indicated that counselors clinical experience positively predicts increased cognitive complexity, most research on the topic has not addressed how counselors own experiences shape their cognitive complexity. Completed research on counselors' cognitive complexity has been primarily quantitative, included European American participants, and has not considered the multicultural context heyond Western. countries. Utilizing an explanatory case study design, this research employs the Counselors Cognition Questhoumaire (CCQ) to explore counseling students' cognitive complexity development, in-depth interviews to examine the educational experience and culture that shape their cognitive complexity, and document analysis to examine the supporting of existing regulations. Ten participants completed CCQ, and eight of them participated in interviews. Results showed that seven participants scored low, while the rest scored higher cognitive complexity. Participants perceived that laboratory practicum in counseling courses had helped them develop their cognitive skills However, a series of courses and participants' social life are inseparable from their cognitive development. In acklition, the existing regulahons showed their support through the curriculun design. These findings revealed that the participants' cognitive complexity is influenced by personal, social, professional. and cultural factors.

The burden of achieving gender equality is typically placed on women, limiting men'sinvolvement in the movement. In contrast to work focusing on women's experiences as targets ofdiscrimination, we propose a solidarity-based approach positioning men and women as agents ofchange, which relies on two key processes: leadership - particularly leadership as a form ofinfluence based on shared identities among leaders and followers; and political solidarity as a wayto mobilise the silent majority (men) to work as allies beside a minority (women) and embraceequality as a common cause for both groups.This thesis examines how to mobilise a broader audience for gender equality, and howleadership and social identity dynamics affect that mobilisation. Three empirical programs(totalling six experiments) investigate how best to increase women's and men's support forequality. Key independent variables of interest are leader gender, message framing, and socialidentity. Program 1 examines whether solidarity-based frames are more effective than traditionalframes which focus on either fixing (Experiment 1; N = 338) or blaming women (Experiment 2;N = 336). Program 2 investigates how emphasising different levels of subgroup andsuperordinate identities (Experiment 3; N = 251; Experiment 4; N = 319) affects men'smobilisation. Program 3 investigates whether positioning men as being responsible for genderinequality (Experiment 5; N = 258), or being fellow victims of gender inequality (Experiment 6;N = 543) affects their mobilisation.

In this dissertation I trace the formation of citizens of the information age bycomparing visions and practices to make children and the general public computer literateor cultured in the United States, France, and the Soviet Union. Computer literacy andcomputer culture programs in these three countries began in the early 1970s as efforts toadapt people to life in the information society as it was envisioned by scholars, thinkers,and practitioners in each cultural and sociopolitical context. The dissertation focuses onthe ideas and influence of three individuals who played formative roles in propellingcomputer education initiatives in each country: Seymour Papert in the United States,Jean-Jacques Servan-Schreiber in France, and Andrei Ershov in the Soviet Union.According to these pioneers, to become computer literate or computer cultured meantmore than developing computer skills or learning how to passively use the personalcomputer. Each envisioned a distinctive way of incorporating the machine into theindividual human's ways of thinking and being-as a cognitive enhancement in theUnited States, as a culture in France, and as a partner in the Soviet Union. The resultinghuman-computer hybrids all demanded what I call a playful relationship to the personalcomputer, that is, a domain of free and unstructured, exploratory creativity. I trace therealization of these human-computer hybrids from their origins in the visions of a fewpioneers to their embedding in particular hardware, software, and educational curricula,

Emma Hardinge Britten's story deserves to be told and understood within avariety of historical contexts, including Victorian culture, religion, and politics. Her lifewas extraordinary, and yet reflects broader transformations underway for women and forall Victorians. Although Britten was born English, her life trajectory made her a globalcitizen of the Anglo-centric world. She lived between two continents and travelled in herwork as a Spiritualist propagandist/political activist as far away as Australia and NewZealand. As she herself expressed to her contemporaries in the middle of the nineteenthcentury, America felt like "the land of her adoption - where she was spirituallydeveloped, and in whose broad freedom and advanced spiritual light she wishe[d] tospend most of her life."1 Musician, actor, writer, theologian, political activist, magazinepublisher, spirit medium, lecturer, Spiritualist missionary, and self-described witch:Emma Hardinge Britten encompassed all of these descriptions.

"Transparency" is the constant refrain of democratic politics, a promised aid toaccountability and integrity in public life. Secrecy is stigmatized as a work of corruption, tolerable (ifat all) by a compromise of democratic principles. My dissertation challenges both ideas. It arguesthat secrecy and transparency are best understood as complementary, not contradictory, practices.And it develops a normative account of liberal democratic politics in which (qualified) duties oftransparency coexist with (qualified) permissions to act behind closed doors.The project begins with some history. I show that the language of transparency gainedcurrency only in the last quarter century, and explain how its proximate sources promote threedubious assumptions-that disclosure should in principle be maximized, that it prevents misrulemore or less automatically, and that its value is either instrumental, or rooted in a reductive notion ofdemocracy as the rule of popular opinion.

Pathological exercise (PE) is a common feature of individuals with eating disorders (ED) andrepresents a key maintaining factor of eating pathology. However, little is known aboutunderlying mechanisms that maintain PE and whether these mechanisms are influenced by theoccurrence of PE in the context of an ED. The present study tested hypotheses that women withPE would 1) experience exercise as more reinforcing, 2) show greater cortisol reactivity inresponse to exercise, and 3) that greater cortisol reactivity in response to exercise would predictgreater increases in positive affect following exercise. Participants (N=64 women total; n=16 PEwith ED, n=16 PE Only, n=16 ED Only, n=16 Control) completed a computerized progressiveratio (PR) task to earn running time on a treadmill as a measure of the reinforcing value ofexercise. HPA-axis response to acute exercise was measured through salivary cortisol andchanges in affect were measured by a self-report questionnaire. Participants provided four salivasamples and self-report ratings directly prior to and 0-, 20-, and 40- minutes after running for 30minutes on a treadmill at 75% maximum heart rate. Results indicated that women with PE hadsignificantly higher reinforcing value of exercise (p

Firefighters in the United States are at risk for developing a range of concerns given thephysical and psychological risks of their job duties (Farnsworth & Sewell, 2011; Lourel,Abdellaoui, Chevaleyre, Paltrier, & Gana, 2008; McFarlane & Bryant, 2007; Wagner, McFee, &Martin, 2010). Additionally, the risk for suicide may be higher in this population than thegeneral population (Savia, 2008). This phenomenological qualitative research study aimed to related crises, including how they wereimpacted across domains (e.g., emotional, cognitive, physical, relational), how they coped in theaftermath, and their use of social support. Therefore, 10 professional, active firefighters wereinterviewed in order to gain insights into their experiences. Additionally, an online survey wasused as a sampling strategy, and to gain information on the types of events they experienced andthose they find most distressing. The survey yielded a total of 132 completed responses with anadditional 18 partial responses. The findings of this study included the identification of 11cluster themes related to impact, coping strategies, and social support. Impact cluster themesincluded: different types of negative impact, different types of positive impact, circumstances ofevent, and cumulative impact of event. The themes related to coping strategies included:emotion-focused coping skills, problem-focused coping skills, and factors that are unhelpful tocoping with an event. Lastly, social support themes included: types of support utilized,differences in support from firefighters and non-firefighters, barriers to using social support, andattitudes towards professional mental health services.

For many years in Tanzania girls have been under-represented in secondary schools,despite notable efforts by the government through established educational programmesand reforms. Reports indicate that there are many girls who are not enrolled insecondary schools, and some who manage to enrol but fail to complete their studies,while the majority of those who manage to stay to the end perform poorly inexaminations compared to boys. Using the perspectives of people living in a ruralcommunity, this study explores the possible reasons for girls' low enrolments, highdropout rates and poor performance in community secondary schools in rural Tanzania.The qualitative research approach using the ethnographic research design was employedto capture the lived experiences of girls and women in one rural village in Tanzania. Atotal of 28 participants were included in the study, including in-school girls and boys,out-of-school girls, teachers, a headmaster, parents, religious leaders, a VillageExecutive Officer (VEO) and a District Educational Officer (DEO). The informationwas collected using observations, interviews, field notes, photographs and documentreview. African feminisms and Indigenous Standpoint Theory (IST) were used to guidethe conduct of the study and the interpretation of the data.

While much of Nagarjuna's writings are aimed at deconstructing fixed views and views that hold to some form of substantialist thought (where certain qualities are held to be inherent in phenomena), he does not make many assertive propositions regarding his philosophical position. He focuses most of his writing to applying the prasariga method of argumentation to prove the importance of recognizing that all phenomena are sunya by deconstructing views of phenomena based on substance. Nagarjuna does, however, assert that all phenomena are empty and that phenomena are meaningful because ¿¿nyata makes logical sense. Based on his deconstruction of prevailing views of substance, he maintains that holding to any view of substance is absurd, that phenomena can only make sense if viewed from the standpoint of sünyata. This thesis grapples with the problem that Nagarjuna does not provide adequate supporting arguments to prove that phenomena are meaningful due to their sunyata. It is clear that if samveti is indiscernible due to its emptiness, samvrtisatya cannot be corroborated on its own terms due to its insubstantiality. But how does viewing phenomena as empty make them meaningful? Scholars who base their understanding of how meaning is established in Nagarjuna's thought based on Candrakirti's interpretation of his two- truths formulation, which grants both param¿rtha and samveti truths their distinctive truth-values, tend to prove the distinctive truth of samveti in terms of its linguistically- based, conventional status. I am critical of this approach and argue, instead, that an explanation of how phenomena are meaningful due to their emptiness is found in the Prajñ¿p¿ramit¿ Satra's (PPM)'s use of metaphoricity. Rather than seeing the two truths as distinctive. I argue that samvitisatya and paramarthasatya both make sense based on their metaphorical relationship in that they are both ¿¿nyata and that phenomena. point to, or are metaphors for, the all-inclusive sunyata of reality akin to understanding of akasa in the Prajñaparamita Sutras which although experienced cannot be cognitively grasped.

A dream can impact a person so profoundly that it may permanently alter his orher life, beliefs, or behaviour. Most of the time, these gifts of insight happen to only arare few and usually occur without intention. These life-altering dreams are spontaneousand unpredictable. While most studies focus on the content or meaning of dreams afterthey occur, this study explores the possibility of using dreams to influence behaviouralchanges in the waking world. This study examined three of the dream elementsassociated with profound dreams that could potentially be used to develop a systematicmethod of using dreams to create behavioural changes. The three elements are (a)Emotion: the ability to generate high-emotion states within a dream; (b) Narrative: theformation of narratives within a dream; and (c) Reality: the ability of the dreamer toperceive and accept the dream as reality.